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Live and Learn PageT

Talking about milestones
READING FoRTHE MAIN IDEA: educationa magazine article
Talking about life experiences

LANGUAGE USE: listening to some advice Talking about learning

C0MMUNICATI0N STRATEGY: encou ra gi n g the speaker Talking about things you have
been doing lately
LANGUAGE USE: writing a j0urnal entry
Asking for more information

oRGANIZATI0N AN D PLANN ING: setti g personal goa ls

n Discussing personal action plans

Then and Now Page L7

Describing possessions
LANGUAGE USE: reading an academic text Talking about how you have changed

IDENTIFYING EMOTION AND ATTITUDE: ShOTt CONVCTSAIIONS

Talking about childhood memories
Talking about similarities with
LANGUAGE UsE: talking about changes in food preferences other people
Talk ng about changes in
oRGANIZING A PARAGRAPH: writing a topic sentence and supponing details
food preferences

0RGANlzATl0N AND PI-ANNING: preparing a short presentation Giving feedback on a presentation

Buying Power Pnge 27

Talking about adveftising and ads
READING F0RTHE MAIN IDEA: magazine afticle Asking for help/information ¡n a store
Asking polite questions
I-ANGUAGE USE: istening to a complaint
Expressi n g shopping preferences

C0MMUNICATI0N STRATEGY: politely insisting Describing problems with products

Discussing repairs and solutions
LANGUAGE USE: writing a personal opinion
N4aking a complaint
C0LI-AB0RATI0N : persuad i n g others Persuading others

Tak¡ng Care of Business Pnge 37

Talking about getting things done
I-ANGUAGE USE: reading a flyer Talking about small businesses

IDENTIFYING EMOTION AND AITITUDE: Short conversations Giving your opinion about products
and services
t¡NGUAGE USE: talking about an unusual business Talkirg about unusual services
a topic sentence' supporting Tal[ng abour problers in
0RGANTzTNG A pARAGRApH: writing
details, and a concluding sentence your community
THINKING AND PRoBLEM-SoLVING: turning problems into 0pp0ftunities Presenting a business idea

Througlh the Grapevine Page 47

Talklng about gossip and
DISTINGUISHING FACTAND OPlNloN: magazine afticle oral communication

Repofting what people said

I-ANGUAGE USE: listening to recorded messages
Introducing a new t0p¡c of conversation
CoMMUNICATIoN STRATEGY: introducing a new topic
Giving advice
l-ANGUAGE USE: writlng about what people said
Reponing information about
cell phone use
lN F0RMATI0N AND RESEARCH : reporting information

Decisions, Decisions Page 57

Talking about making decisions
LANGUAGE USE: reading an advice column
Talking about dilemmas
PREDICTING: shoft monologues Evaluating advice given by others

LANGUAGE USE: talking about hopes and wishes Talking about hopes and wishes

Explaining a decision you made

CHECKING YoUR W0RK: writing an e-mail
Discussing how you act and react
SELF-DIRECTIoN AND LEARNING: becoming more self-aware
 Present pedect + yet/already take, make, do I S0UNDS: /j/ us./ü/
Present perfect progressive , The learning process
srarive verbs : rnterm'?lr:?r8l35:ll.ladvance,
a

Sport and exercise

Time expressions (ln ages. recently.
', lately, elc.)

used to Order of adjectives WORDS: use to/used to

too/ either; so/ neither Memories

never/always used to The senses (sight, srne//, etc.)

Me too./Me neither. Food

Emotions (an1er. boredom, efc.)

Time expressions (one day. on

my birthday. etc)

Article the vs. no article Problems with products S0UNDS: /t/ vs. /i/
lndirect questions Solutions to problems with products

Oce' -! D"ases --i3c ' Advenising (conmercial. ad.

i¡direci cres-¡or,s \Da )oJ kno/, nressage. etc.)
Coi;ic i ot ieir ne ... ?. etc. )
0nline shopping (shop around.
deliver. elc.\

have/ get somethint done Compound nouns W0RDS: compound nouns vs.
Evaluating services and products adjective + noun
have/tet + indirect object
Household chores (vacuum,
Past partic¡p¡es feed the dog, eic.)
Services (install, clean out, etc.)
People who provide services lrepa¡rman.
plumber, elc,)
Adlectives to describe products and
services (dlssatlsfied, hel pful, etc.)

Reported speech Oral communication W0RDS: say/says/said

Reported questions ask, say, tell

say/tell + object Feelings (sad, indecisive, relaxed, etc.)

ask Fact and opinion (believe, prove,

report, elc.)
if/whether
Surveys (purpose, resu/ts, etc.)

Second conditional Responding to dilemmas SENTENCE RHYTHM: if clauses

hope and wish Decisions

lf lwere you... Global problems (the economy,

climate chan*e, ehc.)
could
 #*re€ere€re
ffi* Think Again! Pnge 67

ffi
ffi
Talking about intelligence and
the brain

ffi
DISTINGUISHING FACT AND 0PlNloN: rxagazine aftrcle

Figuring oul a puzle

LANGUAGE USE: istenlng to an intervrew
ffi
ffi C0MMUNICATI0N STRATEGY: specu atrng
Checking information

Speculating about what you see

ffi
LANGUAGE USE: urlt ng a conrment about an onlrne article Giving your opinion about brain training

THINKING AND PRoBLEM.S0LVING: th nking ogical y Discussing logical thinking

i@

ffi;=+i " Stories We Tell

Ta king about embarrassing events
rei€=
ffi Ta krng about events in the past
:ffi+
ii**"---€ Asking for more information
ffir:-E
Giving your opinron about a story
iffi-iÉ
q:S:=:-:g
ffi#3"':l: -É. Makirg predictiors
Itw::
.:;w Reporting or an interview
we#= : e: i¡Ieiv¡e\i

re
W-* Body Talk ,'
w .
Talking about injuries
ffi
ffi Asking for and giving medical advice

ffi
ffi
ffi
Asking for clarification

Describing regrets

Describing health problems

ffi Talking about ways to

ffi remember information

and Screen Pnge 97

: . -: :oolI !e peformances
:-it et:eria tment
LANGUAGE USE: reading e rraDóil -,. ¿i i a
. ': '-''a'.a- ::ar: peop e, p aces, afd things
NOTETAKING: a radro rnterv er', -,.. : ::-::-:..,: :',',n chTVshowstowatch
-. - : .:: -: : :::': - : '!.ns of efteftainmert
LANGUAGE USE: taik ng about a iive perfornrance
. --. l rc ll'10.0S

WRITING: writi ng descriptions :'s: as of good teams

COLLABORATION: working as pan of a team : : -:: -: -: : .: :-: .aal- :erfOrnlanCe

Breaking the Rules Page 107

:..='l=;:.--.--- Just the Job! Pnge 117

. . ..rrii:.-::-.:..r,i,::i.:,: , Taiking about unusua jobs
't-r: .i--it,,:i-:i{¡:l::¡iii
job ad
'.. ..-,-,,''.::.|li:lf.i:1li::l.:l LANGUAGE USE: reading a Talking about work and the workplace
Agreeing/disagreein g with
tl NoTETAKING: an academic lecture
-..:..: ::;::::ill a ecturefs ideas
.,
. ,,'.....',,.',|i:
,.].]:{].
LANGUAGE USE: talking about a workpiace Talking about having your own business
r:,u::ilii.iil.
Describing your pedect workplace
:::.:iitti
WRITING: writing descriptions
...-r:t.i.
Evaluating job candidates

ORGANIZATI0N AND PLANNING: preparing for a job interview Practicing a job interview

lrregular verbs list, Pronunciation symbols, Communicative Wrap-upsn and Grammar Reference Pnges 127 113
 Modals of deduction- Adjective suffixes -ful, -/ess SENTENCE RHYTHM: tag questions
m ¡ ght/ mu st/ c o u I d / c a n' t
lmproving your brain
Tag questions
lntel I igence
be + noun/adlective/verb -lng (lQ, lenius, child prodisy, etc.)
The human brain
(left-brain, right-brdn, braln ce//s, etc,)

Past pedect Embarrassing events W0RDS: /o/

multisyllable words
Ys¡[ + gerund/infinitive Adjectlves for describing stories
,,,,,
hen i by / already / just Time expressions
(by the t¡me. by 3 o c/ock, etc.)
Vero - direct object + infinitive
Verbs (adm;i. promlse. refuse, etc,)

Things iou car read tnove!. stary,

foik teie . co¡::c booi. eic. )

/ts + adjective + infinitive I nj u ries S0UNDS: /:r/

lt'lsh for regrets Health problems and symptoms

,' t' , ...

Subject relative clauses At a lire períormance S0UNDS: e,t vs. /.\/

0bject relative clauses Adjecti,,'es for describing I v- shous

Relaiive pronouns- L,: - ^-;-.-^--^-

-: - t -:: -- t',
-
Lt :.,:--,

,',n0, that. which. where T\:rr,r :^r' -'2.i i_-:z :-^

C'a'¿c'.¿'s: :s l':et- 3 :,:'s

(patieace. -<e'si :' ". - a'.'?'.'-. :

Entertainrne': geigels
(portable DVD pia,er. eic.i

should/shouldn't have Breaking the rules S0UNDS: /{/ vs./[/

was/were go¡ng to Good and bad behavior

was/were supposed to Problem teenagers

(rude, lazy, discipline, elc.)
was/were plann¡ng to/hop¡ng to
Pats of a graph (title, key, axls, etc.)

Gerund phrases as subject The world of work SENTENCE RHYTHM:

and object stress patterns with
Phrasal verbs for talking about work
n0nseparable phrasal verbs
Separable and nonseparable
Adjectives to describe people
phrasal verbs
(c re ativ e, a n gry, elc.)

Common note-tak¡ng abbreviations

Adlectives to describe the workplace

(q u i et, col o rf u l, elc.)
C talk about learning in general and in ;i talk about intelligence and the brain.
your experience.
,] discuss how to work out a puzle.
C talk about th¡ngs you have been doing lately.
:.], check to see if you have the right information.
{) discuss personal action plans.
.l speculate about what you see.

Q describe some of your personal possessions.

talk about events in the past.
C talk about how you have changed.
ask for more information.
C talk about your childhood memories.
give your opinion about a story.

C ídentify similarities between yourself and

descnbe stories and songs.
other people.

ask polite questions. talk about injuries,

:]: describe problems with products and services

ask'or arc gir,e medical advice.

.] talk about possible repairs and solutions. descnbe realti oroblems.

descnbe.egrets.
a; make complaints.

I talk about getting th¡ngs done.

I talk abOui lir,e performances and entertainment.

_, give information about people, places, and things.

I g¡ve your opinion about products and services.

describe products and services.

_ describe W shons and movies.
-

l: talk about breaking the rules.

C talk about communication.
..] describe what other people have said to you. I criticize past behavior.

: talk aboJt punishments.

J report other people's experiences.
talk about plans and intentions you had in
-.-
the past.

O talt< about making decisions.

C talk about dilemmas. :l talk about work and the workplace.

f discuss your hopes and wishes. I evaluate job candidates for a position.

Q explain a decision you made. J practice a job interview.

 Very often, life is referred to as a road or a journey. Look at the photos
and decide which road best represents your Iife. and why. Explain your
ideas to your class or group.

"Tlre road cf iife l'.,1¡ists ar:d

[iru-Ls ancl no tr,t,* Cir*eti*ns
are e\-er the same" Y*l *u::
lessons co1fle frc¡:r the
j olrrner-, r-rot ihe destir'!,ati*;r. "

w+ /n *

'\ iap oni i-clir f¡-lt*re*br-¿i

ctr ii irr p-gr: .ii. Th* r**-d
¿i"le¿d i: a: ltlig l.* -\'{}Ll ffiJi(rr
it, \lake rt n.*rth ti:* irip."

cliv*rgcd in *
"Ttrtr'o roaCs
l,vo*C, and l-i tr¡*k th* *n*
iess iraveled bla anC that
maCe all the *iff*r*nee."

l?,sbet't Ft'csl , {oat

B m Read the three quotes about life above. Which one do you like best? Why?
Vocabulary: take, make, do -#
=:
A Write each phrase
se in the correct column of the table.

time off from school or work a donation to a charity an extreme sport

a big mistake volunteer work a very important exarn

an important step in your life a video something artistic

B @| Work in pairs. Find out which things in Exercise A your partner has done. Ask for details.
A: Have you ever taken a ver¡t importani sier, i¡ tour iÍe?
B; Yes, I have. I {ot married.
A: Wow! How long have you been married?

Grammar: present perfect + yet/already

A W ta*gr:agfe 3x c*nÉext Listen to the conversation. Check the things Tony has done.

tr I Tal<e a really cool trip. 6 Dc so'--e:hing physically adventurous.

tr 2 Do something artistic. 7 Gc backpacking.

n 3 Have an awesorne party. B Do voiLrnteer lvork.

n 4 Have an unusual job. 9 Date someone who isn't your "type."

tr 5 Do something extremely romantic. 10 Go to an amazing concert.

B Mw*&me Look at the examples in the table on the next page. Circle the correct options
to complete these rules.
1 We use already in ...
a) affirmative statements. b) negative statements. c) questions. ln informal English, people
2 We use yet in ... often use the simple past with
already/yet'. e.9., Did you eat yet?
a) affirmative statements. b) negative statements. c) questions.
 Use Example

l've already taken a cool trip.

We use the present pedect wilh already
to say we did something before it ilas expected Have you already done that?
or to emphasize that we have done somethrnf .

Yes, I have./No, I haven't.

I haven t done that yet.

We use the present perfect with yet to
enrphasize that we haven't done sonrething Have you done that yet?
but that we're going to do it.
Yes. I have.iNo, I haven't,/No, not yet.

c PlaetEe e Complete these conversations with already and yet.

't
A: So, have you had an unusual job (1)
B:No, not (2)

2 A: You need to live on the beach once in vour life

B:I'r'e (3) done that. I lir-ed on the beach
last summer.

3 A:Have you (4) made a donahon io chariir

this vear?
B: Yes, I gave some money last week.

4 A: Have you taken an important exam (5)

B:No.I've (6) taken a ferr' small e\c.:r-.:. t '.:r I

haven't taken an important one (7)

D ff*w 3d**s de €& wort in groups. Ask and answer

El questions
about the things on the list in Exercise A.
A: Have you ... yet?
B; ,A/o, not yet./Yes, I have. Two years ag;o, L,.

Pronunciation: /j/ vs. /ü/

A trP;é Listen to these words. Notice the difference B @| Work in pairs. Practice these sentences.
between the pronunciation of the letters Make sure you pronounce y and j correctly.
y and j. Practice saying the words.
,\: Har-e r-ou talked to Jess \¡et?
B: \'es, I har-e.
2 I don't like egg volk.
yet jet 3 Is r-our friend's name Jess or Jack?
yolk joke 4 Flar-e \.ou flou'n on a jet vet?
yes l

Jess 5 Do you knou'a good joke?

n_"o
l

Jack
,
Readingr reading for the main idea
Remember that the topic sentence of a paragraph states the main idea. The topic sentence is often,
but not always, the first sentence of the paragraph.

A @| Work in pairs. Discuss these questions.

1 Apart from English, what other things are you learning right nou'?
2 \&4rat do you like about learning nen' things? What don't you 1lke about it?

B Read the article. Underline the topic sentence in each of the two paragraphs. What is the main idea
of each paragraph?

Th e Int cr rÍLe di ate Pl at cat:-

When lve learn to do something, there are times
when we advance quickly and other times ','.'hen ,,'¡e
advance more slor,vly. Typicalll,, the intermediate letel
Ler¡el 4: Advanced
is a period rvhen rn;e make less progress:han i','e did at
Unconscious competence
beginner levels. This is true In learning arirhing-a
language, a sport, or a ne,,',, job. Ai the inter.¡ed,¿te e' el, T^
progress is usually slol'¡er becaus€',','e ¿re iocusing on Level 3: Upper intermediate
more complex details than vre did at beginner e"'e s. Corscious competence
This is the time rvhen many people become lirusiratec
and give up. Because most people take a long time to T^.
advance beyond an intermediate level in an¡hing they Level 2: Lor¡ve¡ intermediate
Corxcior.¡s ¡ncompetence
are learning, we often refer to this stage as the
" intermediate plateau." ^.

The model shown in Diagram 1 can help learners

understand the stages of learnrng. They should be
aware that their slow progress at intermediate levels is
completely normal and that it happens to almost
everyone, The theory behind the model is that, in order
to learn something neW we first have to be conscious
of what we know and wh¿t we do not know. Then we
can develop competence, or the abilities we need to
do something. ln the first stage on the ladder,
"unconscious incompetence," we do not know how
much we need to learn. Everything is new and we are
excited about learning, so we advance quickly. ln the
second stage, "conscious incompetence," we know how
much we don't know! This can be a very frustrating
period because there is so much to learn and we feel
completely incompetent. ln the third stage, "conscious
-
Ler¡el 1: Beginner
Urronscious irrompetence
Diagram 1: The Conscious Competence Ladder
competence," we are much more competent, but we still
have to concentrate and work very hard to be able to
maintain our competence. Sometimes this stage can
seem like too much workl However, if we don't give up,
we will finally reach the last stage, "unconscious
competence." At this stage, our new skills are habits
and have become automatic. We don't have to think
about everything before we do rt.

C G Work in groups. Discuss these questions.

1 At what level on the ladder do you think you are in English now? Does everyone in the group think
they are at the same level, or are there differences?
2 How do you feel about the progress you are making in English?
3 Think about other things you have learned. How did you feel during the different stages of learning?
Did you reach an unconscious competence level? If not, why not?
Vocabulary: the learning process
A Read the paragraph. Then write the words in bold next to the correct definitions.

E-I -€:.-'3' t¡*¿ .;g¡ *35s

When you want to become really good at something. you have to try much
harder than lf you just want to be fairly competent at it. lt doesn't really
matter what you're learn¡ng: the principles are the same, People who reach
an advanced level in a sport. a language, or any other skill have several
characteristics in common, First. they push themselves beyond their
comfoft zone. ln other words, they take risks and try things a little beyond
their abilities. Second, ihey don't give up during periods when they
don't progress. Third and finally they measure their progress often
by competing or taking exams. and they learn from their mistakes.

'1. co,rnf *1 za*e , r-r, a situation, p1ace. or teml¡eratnre that vou feel relaxed in
2 \-oL1r iri'rr-!>'-.'-ii. \. tLr check .1er-eloprment or improvement

J r/orr.-.rl*. \, t(r make a determi¡red etfort to do something

4 , r, to stop iq ins to do strmethilig
5 , r, to rleveiof. or imF-ror e

6 . \, to r1o srrmethils, althoush r-on knorv ihat something

unpleasant or dangerous could happen

B Complete the sentences with correct forms of the phrases in Exercise A.

1. I u'as trying to learn to paint, but I r,r'as terrible at it ancl I iinalh

2 I r,r'ant to run a 10 km race, so I m., self to rnn a ltrt more righi norr'.
3 You can run short practice races u,ith frier-rds to \-oL1f Progress

4 Successful people are usually not afraid to and tn'nerr things

5 You r,r'ill not in anvthing if r-ou rlo r-rot mt-¡r e L.evond r-our

Lan$ua$e usel listening to some advice

A @| Work in pairs. Discuss what you think a person has

to do to progress from an intermediate level to an
advanced level in a sport.

F=
B ffi¿ü Listen to a conversation between two people about
the intermediate plateau in tennis. Make a list of
the advice that Joe gives.

C m Work in pairs. Discuss these questions.

1 When you are learning something ner,r', do vou usuallr. push
yourself, or do you tend to stay in your comfort zone?
2 Have you or has someone you knor'r' ever taken anv risks?
Was the result positive or negative?
3 When you are learning something, do you prefer to measure
your progress rarely or often?
4 Have you ever given up on something you were trying to learn? If so, why?
Grammar: present perfect progressive

A Langlua$e in eontext Read the e-mail.

Why hasn't Melissa written to Sean lately?
l*C
To: seandavis@mymail.mac.wd
From: melissaevans@mymail.mac-wd
Subject: My news

Hi, Sean. I'm sorrr- I haven't written for ages. \1r life has been prettv crazr-l I'r-e been doing r-olunteer work
for about a month and, let's see, n-hat else have I been doing? Going to the gr m, seeúrg mr- family when I '

can, plar-ing sqr,rash on the n-eekencls ... Oh, r-es, and I've met a gur I like a lotl \\-e've been going out since
'.¡t
'..'f

Januan- and rr-e har-e a reallr- good time together. He's been studr-ing ior his meclic.rl school entrance exam, ií
so rr-e haven't had much tlme for datesl Let's see horr- it qoe> .. , -\.,r-rr ¡.r,. rr riie anrl tell me everythingl it
Love, \lelissa !:

g Notice Look at the e.mail in Exercise A again. Write present perfect ot presen i pe rf e ct p r ogjre ss-iu e
to complete the rules.
-.ese ,, erbs are not usually used
1 \\b use the to talk at'out an erperience - rhe progressive form:
l

or e\-ent that happened at a¡ unspecified li¡re in the past.

:s e,e. prefer. remember.
2 l\b use the ro,'hen rr-e rr a¡t to emphasize tate. ltke. know
that an actir-iti- continued o\ er a period t-rt ti¡ne and mar- be uniinishe.l.

Present perfect Present perfect progressive

have,thas r pasr paniciple 'e,= 'as - a?3^ - t,erb -ln$

l've made three friends slnce / moved here. We ve beer poi'e t-: s 'ce lanuarv.

C Practic€ Complete Sean's answer with the present perfect

or the present perfect progressive of the verbs in parentheses.
ln some cases, either form is correct,
Heri Melissa.

No problem.I (1) (be) reallv busr; too. \1r- cou-.in opened a ne\r store,
and I (2) (runke) promotional videos for him. -\lso, I startecl going
out with someone. We (3) (dcfe) since Ar-rgust. Actuallr, rr-e

(4) (not see) each other 1ate1r because she's taking a collrse

in England. What else? I (5) (stutltr) a lot. Oh, and I har-e

a new car! I (6) (lntte) it for four months norr-. It's small,

so it's easy to park! An1.way, gotta go. Let's get in touch for a lturch date.

Love, Sean

D m Nww y&ffi de it Wort< in pairs. Follow the instructions below.

. Student A, think of something that you have been doing recenth' and hon' r-ou feel as a result.
. Tell Student B how you feel (don't mention u'hat rrou har-e been cloingl).
. Student B, ask questions to guess why Student A feels this u'ar'. Student A, ansrver Student B's questions.
. When Student B guesses correctly, sr,r'itch roles.
A: I feel really tired r¡ght now.
B: Really? Have you been studying hard recently?
A: No!
B: Have you been going out with friends a lot?
Speaking: encourag¡ng the speaker
We often use a short question to show interest or surprise, and to encourage the speaker to give
more information.

A ru?] Listen to the conversation below Circle the correct option to complete each question.
Jody: Amr-l Oh mv gosh, I haven't seen you in agesl
Amy: \\brr.,iody,hilYes,it,sbeenatleasttrr'ol.ears,So,rt-hathar-er-oubeenupto?
.- ?!;
Jody: \\Ie11, I'r'e been studying a lot. I'm doing a \laster's clegree in chemistrygfli*-* n

Amy: (1) )'orr nre f Yott do? That's impressivel I'm not in school an\ more. a€¡é,::a *
I'r-e been working for a smalidesign companv si¡rce I gracluatecl 5
Jody: Oh, (2) you lre / you haue? Excellentl

Amy: l\¡ell, the job isn't that great, actualhr

Jody: (3) 1f i,s / It isn't? Why not?
Amy: The company is really small, and the u-ork is a little L.orir-rg because
mv boss, Alan, doesn't let us take manr- risks in t¡ur desigls.
Jody: (1) He doesn't / You don't? That's too bad.
Amy: \'eah, well, it's OK for nort. Anyrt'ar., rvhat are r or-r goir-rs to do rr-ith
r-our Master's?
Jody: Oh, I want to do medical research.
Amy: in touch, OK? What have you been doing?
(5) You do / iuant? Wow! Listen, I have to go, br-rt let s kee¡.
You have?/You did?/You are?/
Jody: Yes, definitely.
You do?

You haven't?/You didn't?/

B 6 Work in pairs. Prepare a role-play about running into an old friend,
You aren't?/You don't?
lnclude several short questions.
Th ats gre at/ exce ll e nt/too bad,

C G Act out your role-pl ay for the class or another pair.

Lan$uage use: wr¡t¡ng a journal entry

A Read the journal entry. Guess who wrote it.

a) a movie director b) a soap opera actor c) a novelist

e4
*-e4
I ka.L,eft? {teer4 wÁl<u49 ,rLürA
?rryretr l¿"t4,' li2 ¿'2,.,'-,-r;y's a?,r't senla rer,/- an 4 t{.,¿ otwy ts
/"n¡+ú. f sau,t*{,t.tx*r tl44'{4*. f t+,u*tt to
3ú'e thrt
,? tt,i. t,;;'tie it',ttt '*i¡tw,r /itet atw,e. úf trw*e, f 'w
€ wad¿ a, la* rf r,u#n*,fr-úM w*ug l*,ese n'14, ia"v stn',x, ;c ttoa7fu I'H cot,tttu¡¿ foy a. afci/e. f'tr¿
-"=¡l d*f'+u*t/¡r ,* rNy m¿fart ryrnz-tt's eÁ,y tó v"t11fs !7,¿1n1, h+i tt's FaaJ, tm: aaay{re I r*e*{. tCI ta*¿
s.ew* tww ow, ast"d. d.a sa,uú/i+'"1 ctu'.+L"t4+ arffvrmf t di,4't
ryf **fu @r"': vfln^attllffiugfx ".
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.ÉF€

B Think of a famous person, living or dead, that you know something

about. Write a short journal entry by that person.

C m Work in groups. Read your journal entry. Your group should try to
guess the name of the famous person who wrote it,
Organizaüion and planning:
setting personal goals
. ldentify a specific goal.

' Think of steps to help you achieve your goal

. Make a realistic plan.
I Read the information about setting personal goals.
Then check the areas that are most important to you,
a=E*

Setting personal goals can help you clarify what kind of life you want in the future. You
do not have to make decisions about the resl of your life all at once! lt's better to set
goals for a shorter period of time. for example. for the next fwe years. First, think about
all the things you would like to achieve in that üme. You will probably have a long list!
But you need to be reatistic. so choose one or two things to focus on. 0nce you have
identified a specific goal. you should break that goal down into smaller steps that will
help you reach your goal. Smaller steps are easier to achieve and will help you stay
motivated to continue working towards your goal as time passes.

What Are Your Goals?

Education: Do you want t0 get 0r finish a degree?
-. Do you want to study a job-related subject like cooking or mechanics?
_
r; Career: Do you want t0 advance quickly in your profession?
ls it important t0 you t0 earn a lot of money?
.: Family: Do you want t0 get married? Have children?
Take care of an elderly relative?

.-; Relationships: Do y0u want to have or maintain a serious love

relationship? Do you want to make more friends?
Lifestyle: Do you want t0 work/study less and enjoy life more?
Do you want t0 have a healthier 0r greener l¡festyle?
Personal development Do you want to read more?
Take a course in personal improvement?
,!
Sports or hobbies: Do you want to spend more time doing
a sport or hobby? Do you want to start a new hobby?
Do you want to compete in something?

* Public service: Do you want t0 make the world

or your community a better place?

B Now choose the one area that is most important to you. Think of a specific
in that area. Write a short personal goal statement.

PtrssN */ g oe I s fale¡xn*
f wi# f*rws $n edw¡¡f¡'sp't: / wawt tr; get a &lasferk degree ín /T.
 C m Work in pairs, Read your goal staiements to each other. Then brainstorm a list
of intermediate steps to help you reach your goal. lnclude information about how
long each step will take.

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D Organ ze\our steps into an action p a¡ orCer, s r¡ iar io this

e\emp e, !1 ake anv necessar! changes c.\tr1'l-:U 1,,

Steps

c. \ear

Erplain loLrr p,ar:c !c-".a.:-:. ',i-.= .- =. :-.=-r=s::^s about each other's plans.
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Vocabulary

A Complete the conversation with the correct forms of take, make, and do. (5 points)
Mara; I'm so tired. I really want to (1) some time off and, r.ou knon-, (2)
some volunteer I'r'ork or something.

Lisa: But don't \rou have to (3) vour graduate school entrance exam soon?
Mara: \'eah. I hope I'm not (4) - a huge mistake bv going to grad school so soon.
-
Lisa: \\-e11, it's ar-r important step to (5) but I'm sure \ ou're goilg to love it.
Mara: I hope sol -

B Complete the career advice with the phrases in the box, (5 points)
-,
take risks give up comfort zone make progress push ;.'ourself
Keys to professional advancement

Are r-ou tired oi seeing other people get pron",otet'il Dtr vtrr-r in vour job
or career area? -\ career is like a s¡..r¡1 to eir ¿:-t¡e. r'¡'; :ealrr to do more
You can't star in \-L'rllr {j) and trr nen'things.

If r-ou har-en'i adr-ar-iced ür r-ou¡ iob a-. cilr¡^11- 3S \ trr-i -,', t--Lj jie. .it-n i i I Take our
trt-o-c1ar- seminar and get the ker'. irr Su..€SSl

&1O correct: I can use phrases with take. make.da ard phrases relaiec to rte learning process.
F7 corect: Look aga¡n at Sections 1 and 5 on pages 8 and 11. SCORE: ./{ m
l'&w

Grammar

Complete the e-mail wilh already or yet and the best form of the verbs in parentheses. (10 points)
tts#
To: terrydaniels@mymail.mac.wd
From: peterdaniels@mymail.mac.wd
Subject: Life at college

Hi, Mom and Dad. Well, I've been in college for tr,r'o rveeks non-, and I (1) ilkc ,,sn likittg it. I'r-e
(2)-(3)met/beenmeetingSomenicepeop1e.Ill-entoutlrithsonreofthem1astweekend.
Of course, I've (4) stttdíed /been studying aLof, too, so don't rvorn.l I haven't (t) lntl /been lnoing any exams
(6)-,butIthinkI,mgoingtohaveachemistrr'eXamneXtrr-eek'\{om,har-eVou(7)botLght/been
buying my new sheets (B) ? I need them, so please send them soon. I'r'e (9'1 used /been using sorne
of my roommate's sheets, but I don't like them! Also, I'r'e (10) spent most of the money you
gave me, so maybe you could send a little more. Sorry this is short, but I have to go. My friends are waiting
for mel Love, Pete -
-
gfO,¿¡¡¡reei!,rr,|¿¿nr.r." the present perfect and the present perfect progressive with already and yet
O-T corect:,:,lrlóók:;gáin at Sections 2 anó 7 on pages 8 and 12. SC*R€:
A Check the child (or children) that seems the most like you when you were
little. lt doesn't matter if he or she is a different gender f rom you.

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B m Tell your classmates which child (or children) you were similar
to, and why.
I was similar to the little boy in Picture 3 because I l¡ked doing dangerous th¡ngs.
I always terrified my mother.
Vocabulary: order of adjectives
A Look at the examples. Write the phrases in the correct order in the table.

a heavy pink vinyl I chair

an ugly square red plastic alarm clock
my beautiful long straight brown hair

t her ,i brorvn / beautifr-rl i big eves

2 prettr- r1 a l' silk ,/ blouse ' r-e11orr
3 mr ,r emerald 1 prettr- square rins lisht eruerr
4 orange .' leather shoes fantasfic
5 kid ,' an / short unalbraclir e skin¡.r

B Think of two more phrases and write them in the table.

C @| Work in small groups. Play 'The Chain Game.- Follow

the instructions below.
¡ l\¡rite a description of one of r-our possessions rr hen vou ,,r-ere
\iounger. Use at least three adjectir-es.
I had a tiny square silver cloth purse.
. Choose a student to start the game. That student sar s a sentence.
. The next student repeats that sentence and adds another sentence.
To continue the game, each student repeats the previous sentences
and then adds a sentence.
Sonia had a t¡ny square silver cloth purse. George had a larg;e black laptop. I had a
delicious round flreen apple.
¡ Listen for errors in adjective order. If you hear an error, say "STOPI" Help the person
correct the sentence.

Grammar: used to
=--: Lemgluagl€ €s? esre€ex& Listen to the conversation below
A FFt
Does Kim look the same now as he did in high school?
Bonnie: Is this your high school yearbook?
Kim: Yeah. Here's my senior picture.
Bonnie: That's you? No wayl You used to have beautiful long hair!
Kim: Yeah, I used to play in a band and it was cool to have long hair.
Bonnie: You did? Did you use to play at parties?
Kim: Yeah, parties, and sometimes school events.
Bonnie: That's so cool!
Kim: Well, we weren't that great. I mean, we didn't use to give
concerts or anything.
B #*É**e Read the conversation in Exercise A again. Circle the correct options to complete the rules.
1 Used úo refers to ...
a) things that were true in the past and are still true in the present.
b) things that were true in the past, but are not true in the present.

2 The verb after ttsed to is in the . ..

a) base form. b) -íng form.

Affirmative You used to have beautiful long hair! You can use neyer and a/ways with used toi

e.9., My brother always used to get up really early.

Negative We didn't use to g¡ve concerts or any-thing. I never used to get up before 11 a.m. on weekends

Did you use to play at parties?

Questions
Yes, we did./No, we didn't.

c Fra*ÉÉ** Complete the conversation with the correct forms of used to.
A: Do r-ou think \.ou'r'e changed a 1ot in the last fir'e I'ears?
B: Yeah, a lot. I didn't (1) n'ork fuli ti¡ne, so I had a lot more time to party.
A: Yeah, me too. A1so,I (2) date a lot of different girls, but now I have a gírlfriend
B: \\-e11, that's coo1.

A: Yeah, rr-e'11 probablr- get marriecl Annr-ar', I remember I ner-er (3) get home before
4 a.m. on rr-eekends

B: Yeah, I ahr-ar-s (l) star- out late, too. \\Ihere dicl vou (5) go?

A: fo lir-e muslc clubs. mostlr. I t6) go to musicSpace a lot. Thev a1n'avs had great bands.

D @ Now you do it Work in pairs. Talk about what you used to look like and things you used
to do five years ago. Use the conversation in Exercise C and the ideas below to help you.
. clothes
. hair
. possessions
. weekend activities
o vacation activities

Pronunciation: use to/used to

A Wi Listen to these sentences. Notice that d in used fo

is silent.
A: \.{ihat clothes did you use to wear when you were younger?
B: T used to wear really baggy jeans.

B m Work in pairs. Ask and answer these

questions about when you were younger.

1 What food did you use to hate?

2 What did you use to watch on TV?
J What music did you use to listen to?
Listening: identifying emotion and attitude
Pay attention to a person's tone of voice. lt will help you understand how they feel and what they're saying.

A @ Listen to the speakers. Match each speaker to the correct emotion.

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I Sp"ok"r 1
,:"1
Speaker I
A
b{=J
ercitement B anger C.aclness
T
Speaker

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-3

Speaker J

Speaker 5
-[^
5L-eaKer b D boredom E uncertainir F ieitousness

B m Listen to these short conversations. Circle the correct emotion or attitude.

1 The man feels s.;.i ;,¡'':'--:,.. 3 Tt- ,\ \):ll.:: :cc-: : . ... .. 1. r

2 fhe \\ om¿rr icei- .:':. .. . ': -'..r.,. I Thc .\.\:tt.'.:.:..-=. . '... - ..'.

Vocabulary: memories
A Read the blog. Circle the sense which is NOT mentioned.
a) sight b) sme1l c) taste d) touch e) hearilrg

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Quesron: Wnnr ueNoRtES Do you ASSoctATE wtrH spEctFtc rHl¡lcs?

lr's rururuy H0w OERTAIN stGHTS, sMELLS, TASTES,0R EVEN souNDS cAN BRTNG BAcK MEM0RIES 0F )'c!r :- -l-:-:.
FoR rxnnple, THE srvlELL AND TASTE 0F FRESH CH0C0LATE cHtp c00KtES ALWAys BEMTND ME 0F t,1y t,!c',i l:i:-s: :-:
usED T0 I\4AKE THEI\4 A LOT wHrru urtr, Aruo Hrnnrruc Bnrr¡¡rv SprnRs' sol'rc, "Toxrc" Nnnrs ME THINK 0F::
lwns
rRrrruos I HAD THERE. Aruo rer's sEE ... wHEN I s¡r n srncLE eulev, I tHtHx 0F tlty FTRST ooc. H¡ r','rs
A BEAGLE tutx NAMED Bot'tzo. I cAN GLEARLy BEMEMBER wr¡ru I cor Hrv. I wns so EXCITED. lr uvns uv Ercl-il 3 ¡11:'.
Hr wns S0 curr!

NnrnsHn, CmrroRun

B m Complete the sentences with your own ideas. Then work in pairs and compare your sentences.
1 The smell of reminds me of
2 The song brings back memories of

3 The taste of makes me think of

4 As a young child, I can clearly remember when

5 When I see ,I think of
Language use: reading an academic text

n @ Work in groups. Discuss these questions.

1 \\hat are \-our far-orite smells?
2 Do r-ou remember anr- sme11s that r ou used to love ir-hen \-oLl \\'ere a child?

B Read the text and answer the questions below,

The -Mose Knows

Almost everyone has experienced
r-ivid memories associated with smells.
Smell memories are so strong that they can
transport us immediately to the past. You
smell a certail perfume or cologne and you
are suddenly with an o1d love again. You
smell popcorn and you are a chiid at a local
fai¡. We often forget an experience until we
smell something strongly associated r,r'ith
it; then \ve can suddenly see and hear the
n-hole experience and feel the emotions
that n'e felt. It's as if we are having the
experience again.
Obrriously, humans have a much weaker
sense of smell than many other species. For
example, humans have about 20 million
sme1l receptors, while a bloodhound
has 220 million. The sense of smell helps
animals find food, recognize danger, and
recognize other members of the same
species. When humans developed higher
cogrutir-e abilities, the sense oi smell became
iess important for sr.¡n-ir al. So rthv are our
smell memories so strong? The an-crr-er is
in our phr-siologr. The sense of smell
exists in the olfacton corter in ihe k'rain.
The reason that rr-e usuallr- har e strong
emotionai responses to smell men-Lories
is that the oltacton- clrrte\ is i¡ the brai¡'s
Limbic sr-stem and close trr the amr-gdala.
u'hich is also the center oi emotion,;.
Researchers har-e done erperiments to
compare smell stimuli n-ith other stimuli
as memon- cues. \\ ith r-isual cues a¡d
u-ord cues, people tended to remember
things that happened after the ase oi 10.
\\¡ith smell cties, thev rememl'ere.l man-
more things t¡om earlr childhood. TtLis
makes sense, of course. as the sen-ce of
sme1l der-elops in babies t'efore the hieher
cognitir-e senses of r-ision and 1ater. rr-ords.

1 What is one important characteristic of sme11 memories?

2 Why do humans have a weaker sense of sme1l than other species?
3 Why do smells often help us remember things from a r-en' earh-age?

C ü Work in groups. Talk about your own 'smell memories.'

The smell of flowers makes me think of my grandma.
She had a beautiful flower garden.

a
 ::**..

1,,,,Gramm as :' to o/ eith e r; so/ n e ith e r

n ffi fuaexgfiaxmgfw 6ex *wm€*xé Listen to the conversation

below. What do Laurie and Dan have in common?
Laurie: Look at those people roasting burgers and
marshmallows! I love beach picnics!
Dan: Yeah, so do I.
Laurie; That smell brings back memories of my childhood. We always
used to have picnics on our family vacations to the beach.
Dan: didn't like it when sand got on my marshmallolt's!
Yeah, we did, too, but I
Laurie: I didn't, either. But I loved roasting theml
Dan: So did I. You know, I haven't roasted a marshmallow since then.
Laurie: Neither have I. I know! Let's have a picnic lotns¡y6\a., with
marshmallows and everything! It will remind us of rn'hen u'e l'ere kids!

g tr**€3** Look at the examples in the table. Circle the correct option to complete the
We use so, tlo, either, and neither to express ... a) similaritrr b) difierence.

Affirmative Negative
So+auxiliary+sublect \elrher + auxiliary + subject
I love beach picnics. So do /. I can't sw¡rn, \either can L

They had a good t¡me. So did we. I haven't roasted a \ei¡her have l.
ma rsh ma I ow, since rhen.
I

Subject + auxiliary + too Subject + auxiliary + either

I love vacations. I do. toa. Jim isn t ga¡ng to the beach. Paul isn t. e¡ther.
We used to have picnics. We did. too. I didn t like it u'hen sand got I dicin t. either.
on my marshmallotvs.

ln informal situations, you can use Me, too or Me neither.

e.9., A: I dtdn't use to like broccoli. B: Me neither. A: I used to get up early. B: Me. too!

G Fre*É**€ Complete the conversations with phrases using so, too, either. or neither.

1 A: When I see the ocean, I think of my first vacation. B: I

2 A: We didn't use to go on vacations. B: We

3 A:My dad forgets everythingl B: My dad

4 A: I don't have a lot of pictures from my childhood. B:

5 A: I can clearly remember the day I started school. B:

6 A: I've forgotten a lot of things from my childhood. B:

D @ ffiq}?-v y€Pae de *& Complete the sentences so that they are true for you. Then read
your sentences to other students and try to find people who are similar to you.

L I've several times

2 I don't like To show you are different:
J I'm never going to A: l've never ... B: Really? I have.

4 I used to A: I don't like ... B: Really? I do.

A: I'm go¡ng to ... B: Really? l'm not.

A: I used to ... B: Really? I didn't.

 Lan$uage use: talking about changes in food preferences

n ff¿l Listen to the interviews. Circle the correct options to show

what the people liked and didn't like when they were young.
1 The rnan like d / hsted spinach when he n'as a child.
2 The \\'oman used to like sandwiches u,ith
¡tenrtrtt butter nnd jelly / peantLt butter atd btLtte r.
3 The man didn't Ilke hamburgers nnd pízzn / cegetables
rr hen he \\'¿s voung.

B @| Work in groups. Discuss these questions.

1 Compare the foods that you used to like and clislike
as a child. Do you like or dislike these foods norv?
2 Dicl r.ou have any unusual food preferences u-hen \-oLr \rere r ounger?
A: I didn't use to like shrimp or olives.
B: Neither did l, but now I like both of them!
C: When I was a kid, I used to love broccoli.
B: You did? I didn't! And I don't really like it now. either.

Writin$i organazing a paragraph

All of the sentences in a paragraph should explain or give more information about the topic sentence.
A good paragraph usually has at least four sentences.

A Read the paragraph and underline the topic sentence. Cross out the sentences that do not
relate to the topic.

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Ge€ '\-::::. '.,
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B Write a paragraph about your favorite childhood memory,

me Follow these steps.
. Choose a topic. Write a topic sentence in \rour notebook.
. Under the topic sentence, write four or five details tl-rat r-ou rvalt to inchrde Linking words: and, but, also,
in your paragraph. You do not harre to r,r'rite complete sentences. so, because
. Write your paragraph. Make sure the supporting details are in a logical
Time expressions First, After that,
order. lJse linking words and time expressions.
Finally,)ne day,0n my birthday

G Swap paragraphs with a partner. Read your partner's paragraph and answer these questions.
1 Does the topic sentence clearly state the main idea of the paragraph?
2 Do all of the other sentences relate to the topic sentence?
3 Are the supporting details in a logical order?
Organization and planningl
preparing a short presentation
. Choose a iopic and brainsiorm ideas aboui it.
. Decide which ¡deas you want to include and organize them.
. Practice your presentation and make any necessary changes.
A You are going to prepare a three-minute presentation. First. choose a topic and select one
aspect of that topic to talk about. Brainstorm ideas on the word web.

;Fanily memories ; A positive life change

;My first pet Then and now
:

i . \A/eekend actir'ltiesr . \\hv I decided to change , ' Ho.t l persr,raclecl mv . Possessions

i i'
i.Aspecialr-acation . \1r life hefore and al-ter i parents to get a pet . Vale and female roles
. Brothers and sisters r . Horr I made the change . . Things mr"pet and I . Fashion
used to do
, . Hort I trai¡ed m\- Fet

B Select a few points from your word web and write them on a piece of paper in the order you
want to say them. Add details, if necessary, but don't use complete sentences.
Ws e * e n C {r ¿ t t' rit t es : * x r. e t
oz ux o t< á
- & e'n c /t
 -
¡C
g. 9':
te
g.l:- É-

G Practice your presentation on your own. Follow the steps below.

. Practice the r,r'hole presentation and time vourself. \crr-r har e three mir utesl
. If vour presentation is too long, delete some ilformiititrll .rrld time vourseli again.
. Practice one part at a time to help vou learn \-or1r Pr¿5¿11tatitrlr. Remember, r-on rr-ant to sound
as natural as possible.
One of my favorite weekend act¡v¡t¡es was gotne ta the beac. . \l I :an t,i ar,d I used to ga to the
beach once a month.

D @| Work in pairs. Give your presentation. Your partner should listen carefully and complete
the evaluation form. Then swap roles and repeat.
' ..::.: ..:.:.::::::r:r::;: . -: l:::::::!:

Was the talk three minutes or less? Yes ,' \o

Was the talk interesting? Yes.,' \o
Did the speaker speak slowly and clearly? Yes .'No
Did everything in the talk relate to the topic? Yes i it¡o

Should the speaker add more information? Yes ,t No

Does the speaker need to delete any information? Yes,/ No

E m Look at each other's evaluation forms. Then help your partner

revise their presentation notes.

I thought your presentation was ...

I think you need to ...

I didn't understand the part about ...

Maybe you should live more information

about ...

I think you should delete the part about ...

F m Give your revised presentation

to the class.
 p128-129

Vocabulary

A Write the adjectives in the correct order to make sentences, (5 points)

1 I gar-e m\.mom a (r,r'hite / sma11 / glass / round) bowl.

2 Do r-ou / long / straight / grav)
like that (silk dress?

J \4-here's mi (lealher / black / cool,t jacketl

4 I rvant trvo (enormous / beef / delicious) burgers.

5 I used to have (beautiful / long / curlv) hair.

B Complete each sentence with the correct form of a verb from the box. (5 points)

i can bring remind think make

\7

\\ ¡hener-er I sme11 roses, it me thilk of mr- mom.

I clearlr' remember the hrst tirne I rvent on an airy.lane.
If I smell freshlr- cut grass, I of mr- dad

The taste of popcorn me of goilg to the circu:.

The sme1l of pine trees back memories of mr gran!'1r¡.a s house.

&lB correc't: I can use adjectives in the correct order and phrases ro ':a k abou: nenories.
&-7 correct: Look again at Sections 1 and 5 on pages 18 ancj 20. SCORE: ,/g*

Grammar

Complete the conversation with correct forms of used fo and responses with so. too, either, and
neither. (10 points)

Jenny: So dld r-ou (1) plar- n-ith dolls rthen \-ou \\'ere littie. Soiia?

Sofia: \ot reallr. T didn't (2) like dolls.

Jennyr No,I (3)
Sofia: Actuallr', I lor.ed animals.
Jenny: Oh, (1) r. r (5) have a cat, and she rtas mv best friend
Sofia: You had a cat? I (6) ! Her name wasFuzz. She rvas black and u'hite
Jenny: Oh, my cat (7) !She (8) follou' me er-erl-rvhere
Sofia: (9) my catl
Jenny: I don't har¡e any cats nor,l', ihough
Sofia: (10) I.

past and so, too, e¡ther, and ne¡ther to express agreement.

pages 18 and 22. $$SR€: I
 '- -l

A n.i .i What do you think of places like this? Do you find them interesting and
exciting, or too commercialized? Explain why.

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#:r.=
B :F-_.E Think about your own town or city. Are there lots of ads, or very few?
How do you feel about the amount of advertising around you?
+ - j.-.':-;,€'-
1- -- -z
=i
Grammar: article the vs. no article

A LanEua$e in eo*text Read this article. How does this man make money?

foel IIo*s Levin.on produces hi' ortn toa lounq audience, so the companies

I comme¡cial.. He rvrite. rnd :t¡r> in the run competitions to get them.The

{n--...inl. him,eLL and thel are filnred
on ¿ .nrall video eamera. {prrt from the
cost of the camera, he has spent almost
no mone\ on them. So how doe. Toel
make monel tror-n the ads:
Companies ¡odar- re'alize that ther
need to use ne\\- medi¿. such ¿s
r-ideos on \bu Tubel'':. to ,rdr-eni=e.
The lideos h¿r'e to be ftrnnr-;ni ¿1¡pi:
competitions are tbr home-made videos
thev c¡n use as ads. That's where Joel
Jloss Levi¡rson comes in: his crazy sense
oihunior is pertect fbr the Internet. He's
\\on o\ er S20t1.000 in money and other
r::z¿.. ilcl'.rdinq trips abroad.
So -c-ok ou: Ibr .ompetitions, and who
j Jl¿r-be lou could become
-<::orr-. an
Il:¡::e:.¡,r¡l

B NOtiCe Read these rules for using art¡cles. Then find one more example of each use in the text in
Exercise A and write it in the table.

Use Example

Use no artlcie before plurar nours

when rn,e are talking generall),
1-j
'

Use the before a singular noun when Apa rt from the cost ,.
we are talking about a specific thing. (2)

Ihe videos have to 0e ...

Use the before plural nouns when we
... stars in the commercials htmself .,.
are talking about specific things.
(3)

G Praetie* Circle the correct word or phrase in the ad.

/ the yotLrtg peoplehave iots of interesting
We believe that (1) young people
ideas, and r,r.e want yours! We want you to think of a new ad for Jupiter
Chocolate. (2) Ad / The nd wlll run on (3) Internet / the Internet and will be aimed
af (4) people / the people just like you. We have lots of (5) prízes / the prizes to give
away. (6) The prizes / Prizes include a trip to Las Vegas and several cash prizes!
So send your videos Io (7) e-mnil nddress / the e-mail oddress below. We'lI announce
(8) roinners / the ruinners right here on this Web site!

D m Mcpw yeefi d& i* Worx in pairs. Talk about what

would make a good ad for the competition in Exercise C.

Yount people like ads that are ...

The ad will be on the Internet. so

it should ...
We could use ... / make avideo of ...
Readin$: readin$ for the main idea '=-:.:.;:
=pto

ln a text with more than one paragraph, there is a main idea, or general theme, for the whole text. Each
paragraph relates to the main idea of the whole text, but also has its own maln idea and supporting details.

A Read this article quickly. Circle the title that best expresses the main idea of the
whole article.
1 TheHistorvofAdvertising 2 Understandir-rg,\dvertiser-s'\lethods

According to some statistics, the average American
sees, hears. watches, or reads about 3,000
advertisements every day. 0n the Internet, on
radio and TV and in newspapers, we are
surrounded by messages telling us what to spend
0ur m0ney on, Very few of us stop to think about
how they work,
Another technique s to present a prob em and the
solution, \!ani m¡re iri:nds? Need more money?
Try our product l m sure that most of the time we
d dn t knor','i,,. ei,':n ¡ad ih,at problem before we
saw the ad. S,rl ,',e lrsten. and ti'e go out and buy
the oroduc:.

Advertisersuseanumberoftechnrquesto I Advertisersals:¡-:,"irai9e0pecaniresist
persuade us to buytheir product. 0ne I
technique gettrng sonei:tn: ;lr :ctn:ng. Ihey offer us 50?/.
istousea metaphor.Thisinvolvesusingone I off orbly r='..'2"::.Thiscan beavery
:n=.
thing-such as an image-to suggest another I povrefui r':lit. rsl:a: cÍ tal lng us ive are
thing. Forexample, putting a picture of green I spend ni 'r-l:-, :-i :c i¿ s r:s are saving
"','e
fields and mountains behind a box of laundry I money 0f ioi¡s:. ;'. t. t.z 1,' spendlng money. but
detergentsuggeststo usthat it's goodforthe I lvethinkr,:'is¿, :g
environment. This may or may not be true, but it
doesn't matter because we remember it anyway.

i,coii at the ncxL aci r-cu spe carell.-,', What is it telling you?

B Read the text again. Match each paragraph to the heading below which expresses the main idea
of the paragraph.
a) The Pon er of Suggestion c) Creatirrg a \eet1
b) An Offer You Can't Refuse d) A Constant Sirearn of \fessages

G Look at each paragraph in Exercise A again. Underline key words and phrases which helped you
identify the main idea of the paragraph. Compare in pairs.

D m Work in groups. Think of ads that use the techniques described in the text. Discuss how each
ad works.

Pronunciation: /t/ vs. /i/

A W,4 Listen to these pairs of words. Notice that the sound /t/ in lhe first word is shorter than the
sound /i/ in the second word.
1 fill feel 3 it eat 5 slip sleep
2 grin green 4 sit seat 6 sti11 steal

B m ffi Worln in pairs. Practice saying the words in Exercise A. Listen again and check.
Grammar: indirect questions
l¡+ i
*r
A {rlr.,i¡ L*:=$ac=$* É* *g==.É*.qÉ Listen to the conversation .'::'.
below Where can the customer buy the CD?
Assistant: Good morning. Hor.r, can I help you?
Gustomer: Hi. I'm looking for the neu'CD by Insanity. I think it's
ca11ed Deotlutislt. Do vou know if you have it?
Assistant: I'm sornr We did have it, but I'm afraid r,r'e're sold out
Customer: Oh, thai's a shame. Can you tell me u,hen you'll have
it in stock again?
Assistant: I\-e har-e a delir-erv on Frida1,. If vou need it sooner,
r-ou could order it oniine.
Gustomer: That's an idea. Could r-ou tell me rvhat the address of
.*: i1i
r-our \\¡eb site is? r&.¡
f'lt:l
Assistant: Sure. It's rvrnr-.cdsuperstore.com.
Customer: Thanks a lot.
Assistant: \o prrefign. Har-e a nice dar-.

B Notic* Look at the conversation in Exercise A again. Complete the examples in the table.
Indirect qr-restions have an opening phrase t'efore the marn question. Ther are more polite than direct
queslions. ,\fter the opening phrase. do irot use question \rLrrd order.

lnformation question i,.e' ,ou i¡ have it in stock?

in0irect cuesr:cr
,,,
ha: :he address of the Web site is?

direct question Do tou have it?

Yes/No question (3) ',ai r,ate it?

indirect question
Could/Can you tell n"te tf , vhether ¡ou hat,e it?

0pening phrases used in indirect questi0ns include:

ln yes/no questions. incluoe if
Doyou know ...? Can you tell me ...?
whether after the opening phrase.
Could you tell me ...? Do you have ylu any tdea ...?

G Fr**€3** Write indirect questions starting with the phrases given.

1 Do Vou have this in a bigger size? Do you know :,- " '"'. :-;¡:.¡ ¡;: ,: ¡:,-,:':¡-; -;.:.' r

2 Where's the nearest ATM? Do you know ?

3 Do 1.ou accept credit cards? Could you tell me

4 Hon'much is this? Can you teli me

5 \A4rat's the e-mail address? Do you know

y' Could you tell me when
the store closes?
6 \¡\4rat's the total cost? Could you tell me
X Could you tell me when
7 Who is the manager? Can you tell me does the store close?
-
8 Is it available online? Do you have any idea

D m *aéqpw y{pg$ *{s ** Wort< in pairs. Think of five questions you want to ask your partner,
and make a note of them. Ask and answer each other's questions politely.
A: Could you tell me what the /ast CD you bougiht was?
B: Of course. The last CD I bought was ...
Lan$uage use: wr¡t¡ng a personal opinion

A Read this extract from an article. What advantages of shopping online does it mention?

Whether it's CDs, DVDs, books, cloihes, or even
bigger purchoses like cors, we've oll bought
things online. Or if you hoven'l, then you should.
This is the 21't Century, ofter oll! ll's o greoi woy
io ovoid stonding in line, ond ii's much eosier
to shop oround for the lowest prices. And ifs so
convenient. You con shop whenever you wonl,
F
not only when the siore is open. And you don't
hove to corry oll your purchoses bock home.
Everything is simply delivered right fo your door.
So whot ore fhe best online shopping sites right
now? We osked lmron Potelio check some
oui. He idenlified ten sites thot he feels ore
omong the best.

B[fiil Listen to this ad. What advantages of shopping in person in a store does it mention?

G Write a short paragraph about whether you prefer shopping online or in a store. Give reasons.

Vocabulary: problems with products

A Write the correct phrase from the box under each picture.

It doesn i ,\rorg one. There s something missing.

EI

T
:,

B m Work in pairs. Read what these customers say. Use phrases from Exercise A to describe
the problem.
\ \iVhen I try to turn the camera on, nothing happens.
2 I wanted a pink cell phone, but they sent me a blue one.
J There should be a DVD of extras too, but there's only one disc in the case.
4 I was trying to put a new game into the console when part of the plastic fell off!
5 I asked for the latest model, but this one is at least 18 months old.
6 I'll take it back to the store and see if they have an extra-large.
Lan$ua$e use: listening to a complaint

n ffi Listen to two conversations. For each complaint, complete

a
the employee evaluation form.
-l
_ro
4

Enqtlot¡ e e E ct nluntiott F ornt E nqtloy ee Eunluntion F orm

Re¡.¡s5at-I tatir-e name: Represen tatn-e nan-Le: L -t,i'it¡tt
Procf uct: Protluct:
\fain problem: \ Iailr p'¡¡rf ls¡1

Or-erall er-aluation of representative: Ole:a-- e-,':.iuairor, e¡f representatir.e:

Ercellent Satisiacrrrrv Prrrrr Er.e,ler-Lr S¡.tisfacton--.] poor E

- -

B !fl Work in pairs. Compare your answers and explain the reasons for your overall evaluation
of each customer service representative,

Vocabulary: solutions to problems w¡th products

A Match the problems to the solutions. There is more than on solution for each problem.
1 It doesn't fit. a) Repair/fix it.
2 It doesn't n'ork. b) Exchange it for one in redT green, etc
3 It's the n'rong color. c) Supplv the missing part.
4 There s >ometlring missing. d) Exchange it for the right one.
5 It's broken. e) Exchange it for a larger/sma1ler size.
6 It's the \,vrong one. f) Replace it.

B Complete each conversation with an appropriate solution from Exercise A.

t
Customer: This T-shirt was bought as a gift, but it's too sma1l for me.
Salesperson: We'll be very happy to
2
Customer: When I opened the box, I realized that there should be a case for the camera, btr t it r,r,'asn't there.

Salesperson: I'm sorry to hear that. Of course we'1l immediatelv.

Would you like us to mail it to you?
3
Customer: I ordered a cell phone online. The picture on the Web site n as definitelv siir,er, but the one
I got was black.

Salesperson: just mail us the one you have, and we'll be happv to
 Customer: I bought this DVD for mv brother's birthday, but n hen I got home, I realized that he'd asked for
a diiferent one.

Salesperson: Don't \\'orr\'. We can just

5
Customer: There's a problern u'ith the kevboard on this laptop. It seems to be broken.
Salesperson: OK. Leave it lr.ith me and rr-e'il for vou
6
Customer: i bought this DVD plar-er here r-esterclat-, but it rton't turn on.
Salesperson: Oh, I'm sorrr'. Let me for r-ou

Speaking: politely insisting

When you want someone to do something for you. you may need to insist. Start with an appropriate phrase
and explain what you want them to do politely but firmly. lf necessary. repeat what you want to happen.

A ryl Listen to the conversation below. What solutions does the salesperson propose?
Customer: Hi. i bor-rght a harrclheld cori'iliLitei recer,:ir . ...r',i I ci like io get ,.r refur-rd.
Lnfoltnnatelr.I lost mr lecei:.:.
Salesperson: I'n-i airair-1 rr-e tlot-t'i usuall'. gi,..:.---'.:'-J.-- .., ::-..1i:: ie¡eit t, sir.
Customer: ]'nt strrn-, L.ut I .lelinite\ :...uij'.: ., :'-e:e.
Salesperson: Tire Frrrkle¡t ls it",a: -,r e ¡.ee ,i- -: :c.--i:.
Customer: I .-l'r.lerstani ::-r:¡.'¡r-l: :r'ia.\-:.e r. rr.. i-'l :-'a--\ \ Lr--.: icaarris. I patt1 L.r creclit c.trd.
\lr l.:-r i-..,.:-.r .: I.-,--,'"..
Salesperson: OK ie:.Her-et¡rs.\lr.J.:¡k:..:-.\.-r-,,.,',r:',:.::eel.sirrl.ethel.rol.lem?
Customer: I¡ t'ioesu't rt..rk. O1'r,.titü:i1ere -,i 4.> r-irr t;.-re it¡: ii.
Salesperson: \\e conld repair it for r-trr-r aitri 1\'e can s,.rp'iiv ihe:t.i=:ing c¡.c.
Customer: I'm sc¡rn'to u-rsist, bnt ] ir'onid reallr prefer to h¡.r e.r reiund.
Salesperson: The otl'rer tl-rit-tg rr-e coultl do is erchar-rge it frrr another one.
Customer: I'm afraid I'm eoing to ]-rar-e to it-tsist on a refr-utcl
I'd like to bur- another one from a c'lifferent store.
Salesperson: OK, sir. I'11 need to get the manager. ñ--
:#
B Look at the conversation in Exercise A aga¡n.
*'
What phrases does the customer use to
politely insist? Underline them, #€'-
.=¡á;g='

C @| Work in pairs. Role-play a situation like

the one in Exercise A. When you finish,
switch roles.
. Student A, you are the customer. You bought
something (decide lvhat), but there is a problem
(decide what). Explain the problem and say you
want a refund. You have lost the receipt. Insist
politeiy!
. Student B, you are the salesperson. Ask for the
receipt. Explain that you can't give the customer
their money'r,r'ithout a receipt. Propose some
solutions.
 G*EEab*rre€€*Ees
p*r*ua*Ér:g *th*rs &.b
\
1l
* Consider youi' aldience.
* Prepare your icieas.

n Present your ideas, Respond tc anv quesiiorrs or ociect;c¡s carefl.lilY

A Read these ads for different credit cards. What are the key features of each card?
What kind of person would want each card?

'. -:.

PLus
It has a low interest rate
(14%) and is accepted

Gold sign'That includes

{ryGoLD
everywhere you see the
across the country - :..=-_:-=
thousands of travel agents f.-1 i r,'\ -,L,.
t, : .t
i\ - , '-). 'l;l
t:J
i¿, ,
-LJJ
buy t'ickets for any bus'
train' or
when you ,. rnqÉ=F
-and 1IAI.ID FRC'I .-;2li,a
l0% discount! So what a,') I t1t
plane,we'll give you a massive
road with Gold Plus'
are you waiting for? Hit the

B ffi Work in pairs. You are go¡ng to design your own credit card and present it to the rest
of the class. First, consider your audience (the other students). What do you know about
them? Answer these questions,
1 What things do they buy? Brainstorm a list.
2 What things do they like and dislike? Brainstorm a list.
3 What issues are important to them? Brainstorm a 1ist.
4 Which of the things on your lists do you think are most important to vour audience?
Put a star (*) next to them.
C @ With the same partner, complete this new product profile for your credit card.
Use the information about your audience from Exercise B to help you decide
on the key features. Make your ideas interesting, but realistic.

Name of card: Types of people who will use this card:

Ker- fealures: .
a

D @ Now design an ad for your credit card to appear in a magazine. Describe the image that
will appear in your ad and write a short text like the ones in Exercise A. Remember who
your audience is.

E @| Present your ideas to the class. Follow the instructions below

You and your partner The rest of the class

Your aim is to persuade as manv people
in the ciass as vou cal to sign up for
your credit card.
. Describe the image and read the text
f¡om vour ad. Remember that vour
bodv language ald tone of voice are
ven'importalt.
. Explain vou¡ ideas rvell, using n'hat
you knou'about your audience's
needs and hterests.
. Allort for questions and a¡srt ers.
. Actively listen to their objections and
try to persuade them by:
- explaining your ideas further.
- appealing to their emotions.
. Listen caretullv to the description
of each credit card.
. \{ake notes of the things vou Like and
don't like about each card.
. Ask questions.
. Atter l-ou harre Listened to al1 of the
descriptions, decide u'hich card to
sign up for.
Yes, but you have to remember that ...
Thaft a good point, but ...
You're interested in ... so I think you
should ...

Wouldn't you like to ...?

f @ fafe a class vote. Which card is the most poputar?

RsF s{f. . .
.'.*.
flaw di.d. uúu.r ktrcallr*lgr o{ _t¡our
c!.*.ss¡tzafes he!¡: t¡au p{rsrrade !'het?l
tr: sigw Lryj fü{ y{}rtr {:6:"d?
 missing supply work wrong size exchange
Complete each sentence with the correct word
or words from the box. (10 points) repair broken right one fit wrong one

1 I bought some jeans the other dar; but rvhen I got home, I realized ther- u-ere dark blue, not black.
Annr-ar-, the store agreed to them for some black ones.

2 It it doesn't rvork, take it back to the store. I'm sure they'll it for vou for free.

J Is this the Lightbulb \"ou got lrom the supermarket? It's the . \\-e need a lou'-energy one.

4 \ft- neu- ceLl phone doesn't . For some reason, it rron't sencl S\IS messages

5 \\-hen I opened the box, I realized the instructions rt ete

6 \Iom got me a ne\\- skirt, but it's the . I hope the store rr lll erchange it.

7 \h-nel- \IP3 plar-er didn't have any headphones. The store said thel rrould them

8 I'm afraid I bought the r.t'rong cell phone case. Do you think I could exchange it tor the

9 Liz sent me a porcelain vase for my birthday, but when I opened the package. it rtas

10 Unfortunatel-v, the gloves didn't my big hands. I'11 har-e to erchange tl'rem.

8-1O correct: I can talk about problems with products and solutions to those problems.
$-? correct: Look again at Sections 6 and 8 on pages 31 and 32. SCORE: fte

Grammar

A Complete these sentences with the or - (no article). (5 points)

1 I think that sports companies should advertise on the Intemei

2 Do vou like ads for PlayStation! 3 that are on TY norr-?

J I thought company/s ad was very effectir-e.

4 Almost all people who saw the ad r,r'ere shocked br it.

5 young people usually respond well to humor in ads

B Rewrite each question as an indirect question using the opening phrase provided. (5 points)

1 How much is this? 4 What ads do r-ou ti¡d interesting?

Can you tell me Could vou tell me

2 Does the price include delivery? 5 Hou'do ads persuade people?

Do you know Do \.ou knou'

3 Do ads affect how you shop?

Do you have any idea

Look at Ernie the personal robot.
Which functions would you use?

Water plents

Do dishes

Feed dog

B m Tell your classmates what other functions you

would like to have on your personal robot.
I would like my robot to wash my car and drive me to work.
Writingt organizing a paragraph #rrt
Remember that a paragraph has a topic sentence and other sentences
that g¡ve details about the topic sentence. A paragraph often ends wlth
a concluding sentence that summarizes the main point(s) of the paragraph.

A Read the paragraph and underline the topic sentence and the
concluding sentence.
Many people like to plan every detail of their lives. But in fact, too much
planning is a runste of time. Some people spend too much time everv da).
making a list of things to do-get a haircut, har.e the stereo fixed, etc. \A¡hen
they can't do everything on their list, they feel frustrated. Another problem
is that planners are often inflexible. They get nen¡ous or angr\¡ if ther- har-e to
do something that isn't in their p1an. Of course, it's good to plan, but don't
spend all your time planning instead of doing things!

B @ Work in pairs. You are going to write a paragraph with the opposite point of view.
First complete the table.

C @ With your partner, write your paragraph. Start with the topic sentence. Use linking words where
appropriate. End with the concluding sentence.

D @| Work with another pair. Read their paragraph. Does the concluding sentence summarize the
main idea of the paragraph?

Yocabulary: compound nouns

A Use the words in the box to write compound nouns in the table.

hoJr€ €offipüter ffai+ ffiaiñteftañee department tanning book service clothing hair community fitness

mstntenance cenier
co*uputer center

B G Work in pairs. Write as many sentences as you can in five minutes, using the compound nouns
above or other compound nouns that you know
I too* w¡ cot"tywler fo a ser'¡¿ae rcntey.
 Gramman have/get something done

I Lan$ua$e Em emm&ext Read the ad. Would college students in your country use this center?
Why or why not?

,p;;&"r*f',:,'Máiiienance center , ),: l

-
'fr* ru-'*-a+1e blufr.avv b" h'r"d *W &Árhk,
. Get your clothes washed.
' Have your hair cut.

' Get your homework done.

' Get your car washed.
' Have your computer fixed.

' Have hot food served to you while you study.

e Notiee Read the ad again. Circle the correct options to complete the rules.
I To ha-oe sontething done means ...
a) to do something you need to do. b) that another person does something for vou. c) both
2 To get something done rneans ...
a) to do something you need to do. b) that anothe¡ person does something for vou. c) both

have somethínf, done €iet something done

We're having our house painted. / airr,a_is !et- nt! homework done early.

We had this sculpture done by a local artist. l'm gcing ra geL my nails manicured.
I had my appendix taken out. I think l'll get m¡, car vvashed later.

-''.'.,-.-
Pafticiples often used to describe sert,ices:

e.9., fixed, repaired, done, made, painted, cut, cleaned, .r','ashed. instalied

C FxActSg& Complete the questions with have or giet and the correct form of the verbs in parentheses.

1 Where can I my car (.ftr)?

2 Where can I my hair (cut)?

J How can I my phone line (r4tnir)?

4 Who can I call to mv house (ryittt)?

5 Where can I my clothes Qunslt)?

6 Who can I call to an air conditioner (i ttst nll)?

7 Is there a quiet place where I can mv homert ork (do)?

D m Mmw ydpw de ñÉ work in groups. Ask and answer the questions from Exercise C.
A: Where can I get my car fixed?
B: There's a good auto service center on ...
Pronunciation: compound nouns vs. adjective t noun

A @ Listen and repeat the phrases. Notice that in compound nouns, the stress is usually on the first
word. ln adjective + noun phrases, the stress is usually on the second word.

t Call the servlce center for a new phone 3 They do cheap repairs at the local garage.
2 Get a different computer program at the 4 Polite servers always get good tips.
computer store.

B m Listen to these sentences. Underline the stressed words.

1 I got a haircut at the nerr hair salon. 3 You can get a safe tan at that big tanning salon.
2 I had mr- phone line repaired br- a nice repairman. 4 \\¡e bought a liice stereo at a department store.
C @ Work in pairs. Practice saying the sentences in Exercise B with the stress in the correct places.

Language use: reading a flyer

Read the definition of flyer. What products or events have you seen advertised on flyers?
fl¡'er. n. an advertisement lor a product or e\ent that is printed on a smali piece ol paper and olten
si\en to people on the street

B Read the flyer and answer the questions.

Greatiue Gombos, ln*j"*

'
Haue you euer thought about starting a small business?
N4any peop e say lhat lhey would like to have their own business but
they can't think of a new idea Another laundroma[? Another donul
shop? Another hair salon? Maybe not, bul what about a combination
of all thnee?

0r" maybe a place to geL your car washed, get your laundry done, and
have your" pet bathed?

Get your tax forms done while you gel a haircut? 0r buy a car and a pool
table at the same place?

These businesses exist, along with many olhen creative business

combinations. Sometimes it's just a question of expanding your
imaginalion. So let oun expents in creative business planning help you
slaft a business that will make an impact. What are you waiting for"?
Slaft your pizzeria-bike repair-slereo stone nowl

wlmw.creaüiueconnhosl.com 1-8OO-555-f¡O33

1 What does Creative Combos, Inc. do?

2 Do you think any of the businesses mentioned are good ideas? Why or why not?
C @ Work in groups. Follow the steps below,
. Talk about the snal1 businesses that \-olr, \-oLlr farnilr', and vour friends use.
. \4ake a list of rvhat eacir busiless does or sei1s.
. Brainstorm ideas for combi¡ration businesses.
How about a combination hair salon and ¡nternet café? You can check your e-marl while
your friend has her hair cut.

D @ Tell the class your ideas. Say which of the ideas you heard you think
would really work,

Vocabulary: evaluat¡ng products and services

A Write the words in the box in the correct columns in the table.
r.B
helpful high-quality uninformed professional well-nraie p.:e J -^.^:^--:^^^t
J L c>> U rol

unhelpful well-informed poorly made poo.cua :\ r

B Use words from the table and any other necessary words to complete the sentences with your opinions.

1 I think rnost salespeople in stores are

2 Products made in my country are usuallr-

3 I think the food at [restaurarrtl is rea11r and the
ser\-ers are

4 Imported products from [ctrr,urtn ] are usualh

5 To vvork in a store, you need to be and

C @ Work in pairs. Compare opinions. Say whether you agree or disagree with your partner.
A: I think rnost sa/espeople in stores are ...
B; So do L And they're often very ...
Grammas: have/get + indirect object
-:::: trY-:
n @ Lan$ua$e i* eemtext Listen to the conversation
below. What are Patty and Ana complaining about? =r
Grrt€#
Patty: Can you believe that computer store? The salespeople
*l+',
\ 'ere so unhelpfull
Ana: I knolr'! You couidn't get anyone to talk to youl
Patty: And then that guy finally came over, but he was totally
uninformed. I couldn't get him to answer any questions.
Ana: And, vou know, I thought a lot of the stuff in there was
prettv poor-quaiity.
Patty: Yeah, so did I. I'm going to have my sister find out about
those trvo computer brands. She's an IT specialist.
Ana: Good idea. You can have her find out u,'hich one is the
higher qualitr'.

B Notice Look at Exercise A again. Circle the correct f., i'

options to complete the rules. Then find examples from .'..-1/

.r .:.f-
the text to complete the table.
1 l\¡e get someone do / to do something.
2 We har-e someone tlo / to do something.

Éet have

You couldn't get anyone to talk to you! ! r gci.] n^, s's:e r íe c out about those two
cctl'3i:el
(1) z

G Practic€ Complete the sentences with {et.have. or the correct form of the verbs in parentheses.
1 I'm going io mr- lriend to len.1 me her ¡e¡

2 Mr- sister had a stl list at an erpensir e salon i ¡:, - i her hair.

J I can ner-e¡ get mr- roonunates ri;¿;'1, ¡ rr iih ihe h..u-.ertork.

4 l\4ro did \-oll get (¡¿'cr.,t) on l-our car?
5 We need to a piumber tix the bathroom sink.
6 You should someone help vou paint r-our kitchen.

7 ['m trying to mv parents to r-isit me, but ther-'re alrvar s too busr
8 ['m going to have an IT person (¡;ttt) a ne\\' progranr on nr\- conlputer.

D @l How yc¿r ds !t Worx in pairs. Discuss the things you

have had other people do for you in these areas recently.
=a
-=
a care
personal . work or study dt S=- .éi
a shopping . repairs z
=:

;,. *-:':
I had a mechanic fix my car, and we had
a carpenter fix a door in my house.

T
É
Listening: identifying emotion and attit ude ?;':pzo
We usually use a combination of tone of voice and specific words and phrases to show how we feel.

A Match the phrases to the attitudes they express.

a) satisfaction b) dissatisfaction c) lack of opinion d) sr.mpathv e)helpfulness

1 Perfectl 4 Reallvl Horr arrnor ing z I f understand.

2- Let me check. 5 f_l_ Ih¿tsrerr niceoirou s E Idon'tcare.
3- I'm not happi" rr-itf i this. 6 It's up to I'ou.
-
B @ Listen to the short conversations. Circle the attitude of each speaker.
1 \\bn-r¿n: a) dissatisfied b) angn ,\lal:
-1 a) dissatistied b) r.r.ithout an opinion
\lan: a) helpir-rl b) unhelpftrl \\omar: a) helpf¡l b) unhelpful
2 \\oman: a) srmpathetic b) satislied 5 \\omar: a) urhelpfr,rl b) angry
3 \Ian: a) helptu1 b) rrithout an opirriLrn \lan: a) satislied b) svmpatheiic

C @ Listen to the conversations in Exercise B again. After each conversation, say the phrases
which helped you identify the attitudes.

l-an$uage use: talking about an unusual business

A Read this article. What services does this professional organizer offer?

fi*
--
at
S et or8aniz, e#
|a
wirha PR0FESSIo NAL 0RGAN3XKffi X

-'a,= z'¿z ; -'-:-a ,:n. Abcut foL..¡r years ago/ I started

.'lr 1,"- c-s'¡:ss as a crc.essionai organizer. For an hourly
iee c: be:,',:er Sói ard S100 per hour, I go to someone's
hcrse ar: recrEa:r ze rheir tife. I oífer a range of different
sen':ces. As,,',e,1 as having different rooms cleaned, you can
have 1,,cur ciosets and cablnets cleaned out and reorganized,
so thai eieri'thing is in a logical place and easy to find. For
an extra fee, I can also take away unwanted items. Some
clients also have nre change the way they use the space in
their home. I can reorganize the furniture in a room or even
switch two rooms around-so I change the office into a
bedroom or vice versa.

At first, some people find it difficult to have a stranger come

into their home and go through their personal things, but they
soon see the benefits and Iearn to trust me.The major advantage
is that I can look at the client's home and their life with an
objective eye, which is something they often can't dol I can
also teach them how to maintain their newly-organized life."

B U[ Work in groups. Discuss these questions.

1 Would you pay to have someone reorganize your house? \A4ry or why not?
2 Which of the services mentioned in the text in Exercise A would you be interested in, and why?
3 Can you think of any other unusual services that some people pay for?
:: ::::. :::li:

::.:=: Ej 6 E ?: !i
i-lsE::F;n j: r1:ri
'"-:*e¡=...::::'ia::: =
.,::-:]

.::s: =,+

': 1

A Read this text and ailslver the questions,

:,

Yfuer'* Src g1js f rsfulerTrs, ü*ly #pp*r€aesx*K&ww

r-: l::=tl--' -- - - -- ' r l:llÉ People.lrehappytcl

:,.i ',¡er-s to make their
r¿Si€fl

-' > l -al':i ,-trl-r-. ,l','. ¡l'.iÉ.]

:--.e :.s:.'r:,.i.,i ii:r.. ljc a.-,.1-.:.
:arc r.'.,-tre>: É\¡lll-Llli t¡- ,', i.-ic,-i i-..,l.l-e. .1 -, ll.: ll-'(l . -.':
'. r \l.r,'i....'r''.. :'-, -l¡.r"1 ,-1. rr
. l l'
lli. 'r't.. '.
T'..'.'- .\'r- 1'' t.'ll''.''-- rl'.lr lr.';' LrlJ te.l hi- i.rr'-:,'
.'..-; ..1( -' . L-1,1" , i ¡'r. 1:'¡ ' rl'c ¡e tcr'.r. ¡LrL.li. .ri.) ilL i'.
erir-en',eh' he¡.r'r- L. uilt-Lin g lorler ¡rrice.
n-LatcrLals ir¡m ¡.lace to ¡rl¿¡p. f,,.l.rr ll'ete ¡r'c.¡iljt". lt:
Tl-ris rr ¿S .., SL-r,,\ PTOCL.SS er-en-dar- pr ob1 ems rr'.-titrr-rg
ir-rt t¡1r nrg r-rrairr mer-1, nntil ior creative solutior-rs. One
ihev st¡-rtc.d tt¡ ¡-Lse the rvl-reel, rr-at' to be.cor¡e a succes,\llrl
This r er.r simple. icL.a cl-range d eutrepreneur is to think trf .r

1 \\'l-L.,rt characte.r-istic do manr- gre.rt lulentjons or ide¿rs sl'Lale?

2 \\.l-r.,rt is or1L. \ra\-to thir-rk of ar-r iclea for a neu'business?

B '+l=¡á
rc",€ Work in pairs. Make a iist of big and small problems in your community. Complete the
table with as many problems as you can think of.
: .:::

Food

Transportat¡on

Exerc i se

Daily chores

Children

Pets

Other (specify)
 i.-::.:.:
thc
.1.

* ,it'= With vour partner. choose one of the problems in Exercise B that interests you.
iÉ
Brainstorm as man.v different business opportunities as possible. Look at the
Ét erantple oelotr. Be creatit,el
t

D
*tiii \1 -'- / -:'t-:r t3 cr',, Then choose vour best business
^
t^- - -! ^-^-.- -

r- * Present vour bus ness idea to the ciass. L si3,';c

- h;$
E
!^-^ L^^-!
pairs and make a list of all of the d fferert !:--: ^ -
-
--^ :
- uutltLl

,i;-.;
f *,F tat<e a class vote on the best business iclea

I 0:;' ::, s ac ¡;ye a .., business.

I i,', e ie s, /'g :o ,..

j 6¡¡ ".¿,,¡ narket(s) wtll be ..,

I Tl.,e nain ad\.,antage of this idea is ...

i 0¡¡er advantages are ...

áé
&a

.
á
-a:@
:::aé
.::=.,4
::.&
.a=
:é
.:.é
::a:.=
 p130-13f

Vocabulary

Circle the correct words, (10 points)

1 Yotr can get r.our laptop fixed at a computer store / solon.

2 Tlre people al tb.e lnir f sertice center \\rere \¡erv polite / rtLde and friendlr-.

3 I'nr not going to buv this jacket because tt's u,all-tttnde / poorlq nntle.

4 Yotr can take lots of different courses at lhe ttnitttertnrtce f corttrr¡r¡¡¡i lr¡ center, and the instructors
are ercellent-\-er\- t t r i u.ftt r r e tl / p r o.fe ss i o n I.
t t t r

5 I don't like this necklace. It looks clrcn¡t /liglt-(lunlitv.

6 Tlrere's a good hair slore / snlott in the nerr- departmer-rt -ifrrr.c cdlrr'i'.

7 I'm goir-rg to complain to the manager. Tl-rat salesman 1¡¿5 1-s¡1- i,,r.rr:.' ,:¡,',:.

&18 eorrect: I can use compound nouns and adjectives to describe products and senrices.
0-7 cor¡ect: Look again at Sections 2 and 6 on pages 38 and 41. SCORE: f"lll

Grammar

Complete the e-mail to an apartment manager. Circle the correct form of have/get and writethe
correct form of the verbs in parentheses. (10 points)

Ü'* l*
To: adamsapartments @ mymail. mac.wd
From: steveb@mymail.mac.wd
Subject: Ou r apartment

Dear \lr. -\dans.

I'm rvrltir-rg to ask vour pemü-ssion ir¡ har-e son.e ihutgs i1 r (,7. ) in or-rr apartment.
First, n-e rroulcl like io har-e the carpet rl r

like to (3)Sef i /al¡'e someone paint the aparlment \\é think sreen is a nice color. I cali (l) get / lnue ny
brother to (5) (,7¡ ) it because he's a Frrofessional painter. AIso, u-e n'ant to get
a second phone line (6) (lr¡-;i.l]r').I'r'e alreadr- called the phone companv, and

they can (7) lnt'e / gct someone do it on Tuesdar', if vou agree. I rrould also like to (E) gef / lnoe my
dad to put up some booksheh'es in mr-bedroom. He car-r get them (9) (put ttp)
next week. I could also get him (10) (fi-t) the sheh-es in the lir-ing room at the

same time.

Please let us knon if it's OK to do all these things.

Thank you,
Steve Bailey
Apariment 204
 A Where do vou see headlines iike these? :::r:i:=:=::.=i=:.:::::=
. ':::::
that he was
A,rrhonties have confirmed gold'
;;i.; it.toi¿t lrhen he won the

.'ü
:

,fasLirdffi
A ye#fuÉ on a state
senator's salary? dlsastet
I
favorite CCLTDTC

gets marrÉcd

. -
¡=>é1
t r-
'-- \t\*
-
r., ?-'z
'
<r \:"i' Zvt
= rJ-=-

:=
,'*S

ffi&
B ffi Do you like reading these types of stories? Why or why not?
Reading: distinguishing fact and opinion
Texts often contain both facts and opinions. A fact is something true. lt can be proven. An opinion is
what someone believes or thinks. Look for key phrases to identify facts and opinions in a text.

A @ Discuss these questions.

1 Do r-ou think men or \\-omen gossip more .

2 In r-our opir-rion, is gossiping a positir-e or ne¡;ative social actir-itr'?

3 Do r-ou gossip?

B Read the article. Why is gossip good?

Most people probably prefer to believe that they don't gossip because
we think of gossip as trivial and often negative. However. some people
are convinced that gossip is an essential part of human interaction. ani
that everyone gossips. ln fact, research has proven that two-thirds of ali
human conversation is gossip! People have been gossiping since tie
beginning of human speech, and gossip has important functions in socieJ,
It lowers stress, helps build relationships, reinforces social values, anc.e cs
us build social skills. Gossip is informal communication aboui pecp e,
with an evaluative element. People usually state or imply their opir'ors
or feelings about the information. Gossip can be about yourseií cr or-e'
people. Surprisingly, most gossip is not based on crliicis.r. ari rega:',e
opinions, but is simply socially interesting: relatio.rships. celsore
experiences, and advice.
But only women gossip, right? Wrong. Studies show that ,rre' gcss p -s
much as women. Women tend to admitthey gossic, uhi,e r.en consider
= what they do to be "exchanging information" or- "<eeo,r-g ir^ :ouct'."
.=
People have the idea that men talk about ":mcor:ant" s;ciec:s <e
politics or business, while women talk about iriends and celecri'r-:es. Brt
= according to research, in social situations, men spend V5% o' the irme
talking about "serious" subjects. For both sexes, the vasi amount of
conversation is about social relationships and personal experiences.
ln the modern world, we have less and less time for social interaction.
People used to gossrp with their neighbors in stores, outside their houses,
=
e or on the street, but that has changed. What hasn't changed is the human
need for gossip. ln recent years, communications technology has giver us
& a new way to gossip-the cell phone. A survey showed that only 17% of
# participants use their cell phones primarily for work purposes. Most people
said they used cell phones for "keeping in touch." ln a world where people
ffi often feel isolated and lonely, cell phones keep us socially connected. So it
# seems that gossip is good for us, and everyone does it. Ways of gossiping
",#
qe
may change, but gossip is a permanent part of human nature.
w

c Now read these sentences and circle F (fact) or O (opinion). Then look at the underlined sentences
in the article to check your answers.
1 Everyone gossips. F O
2 Tr,r.o-thirds of all human conversation is gossip. F O

D Read the article in Exercise B again. Look at the words and phrases in bold. Which ones show facts
and which ones show opinions?

E m Work in pairs. Look at the questions in Exercise A again. Have you changed any of your opinions?
Grammar: reported speech

n @ Langua$e in context Listen to the conversation below. What was the argument about?
Eric: Listen, I don't know if I can go camping next week.
Steve: Whv not? What happened?
Eric: The problem is that Nancy told me she rvas plalning aparty,
ard rtüen I said I was goiag camping, she goi mad. She said
I didn't care about her feelings.
Steve: So then I'm sure you told her that I'ou lovecl her ... right?
Eric: Yeah, but she said I shouid care more about her than camping.
Steve: OK. So, I guess you're not going to come'ir-ith us.
E¡ie: \,\¡e11, l told her I would think about it and tell her ionight.

B Notice Look at the conversation in Exercise A again and

complete the examples in the table. Then answer the questions.

Direct speech Reported speech

Eric: "/ don't know if I can go camp¡n1." Eric said tthat) he didn't know if he could go camp¡ng.

Eric: "/ love you." Er¡c told her (that) he loved her.

Nancy: "l'm planningl a party." \anc_r, told me ít)

"l'll think about it and tell you ton¡ght." I told her I t2t

1 \44:rat tense changes do you notice betrtreen dkect speech and reported speech?
2 \Ahat pronoun changes do you notice betlveen direct speech and reported speech?

G Practice Rewrite the sentences as reported speech.

1 Paula said, "I don't want to go to Claire's partr'."
Paula said

2 Sam said, "Sarah and I are going camping."

Sam told me

3 Lisa said, "You won't believe the news!" y' le tolO me he was going
Lisa said to call.

4 Gary said, "I can come to your party next r,r'eek."

X He said me he was going
to call.
Garv said
5 Amanda said, "I'm sure that Rick wants to go out rr-ith r-ou."

Amanda told me

D @ Now y&ts ds ü* Work in groups. Fottow these instructions,

¡ First work alone. Complete these sentences for vou.

I love I'll definitely

I'm going to I don't rt'ant to
. Read your sentences to your group.
' When everyone has read their sentences, report what people said. Correct any errors.
A: You sa¡d that you were go¡ng to quit your job.
B; A/o. I told you I was go¡ng to start a new job.
Voeabulary: oral communication

A Write the verbs in the first column. argue-argument discuss-discussion speak-speech talk-talk
Then write the corresponding nouns.

to use your voice to talk; give a (5)

to use a particular language
(to sorneone; to use words to communicate
have a/give a (6)
about something) orally; to have a conversation

to speak to someone in an angrv nave an (l)

about)
way because you disagree

to talk about a specific topic

have a (8)
with someone

B Complete the questions with words from Exercise A. Sometimes there is more than one possibility.
1 Do r-ou ever about famous PeoPle?
-_-
2 Have r-ou er-er gir-en a

3 Do r-ou and r-our friends ever politics?

4 l\hat do r-ou thi¡k urhappv couples about the most?

C @ Work in pairs. Ask and answer the questions in Exercise B.

Speakin$: introducing a new topic

A @ Listen to the conversation below. Underline the phrases
used to introduce a new topic or point.
Susie: Her-, Dal, har-e t-or-r heard aboui Jan a¡rd Carlol
Dan: \o, u-hat?
Susie: Ther had a big argument anc-l L.roke upl She said he rr-as goúrg out rr-lth someone elsel
Dan: That's too bad. So, rtho is he going out rtithl
Susie: I'm not sr-rre, but Anna told me she thought it rr-as Ci¡dv \Ioore. Oh, and guess n-hat? Your friend
Darren ini-ited Laurie to \rdr-'s partr'.
Dan: I knorv. Darren said that \fegan rr-asn't sp-,eaking to him because she rtanted to go to the party with him.
Susie: No r,r'avl
Dan: Yeah. Any'n'ay, I have to go.
Susie: OK. Oh, by the n'av do ]'ou har-e Megan's phone number?
Dan: Sure, it's (272) 259-6371. See you tomorron'.

B 6 Work in pairs. Follow the instructions to write a role-play. Then act it out for the class.

, lntroduce a topic. React.

I Have you heard ...? / Did you know ...? Really? / Noway! / Iknow.

Give more information. React and introduce a new topic.

Yeah, he/she said/told ne ...

React and ask for more information. Answer and end the conversation.
^/
:--)
Reatly? And ...? a Anyway, listen, I have to ... See you ...
Grammar: reported questions

I @ Langua$e Er: eg¡:text Listen to the conversation betow.

Are the questions Tom asked appropriate in your culture?
Carol: So, how was your first date with Tom?
Janey: Terrible! He asked too many personal questions! Can you believe he
asked me how much I weighed?
Susie: Mm, that's a little personal.
Janey: Yeah. And he asked who I was plarrLing to vote for in the next election!
Carol: 14'ell, if you were discussing politics , maybe that was OK.
Janey: Marüe ... but guess what else? He asked holv much money I made!
Garol: No u'av!
Janey: Yeah. Arrd then when the check carne, he asked me if I could pay halfl
Susie: You're kiddingl
Janey: \o. Then finally he asked whether I n'ould drive him homel

g NOtiCe Answer the questions. Look at the conversation in

Exercise A to check. Then complete the table with examples
from the conversation.
1 \\¡lrat l ords do vou use aiter ask to report a uesfno question?
2 Is ihe au-xüa¡r- do/did usedin reported questions?

Direct question Reported question

Yes/No Car,';'ott paj haií oí:re cneck? t,!,

questions ltr'il¡ io, d,.ile ,qre nore? ¡2t

Hot, much oo _\o, ilegn? r3i

lnfiormation
questions
l,Vho are y,ou for?
planning to vote r4l
How much money do you make? i5)

C PractiGg Rewrite the direct questions as reported questions.

1 "Hou- old are you?" 5 "Does Lisa dve her hair?"
Thev asked I asked
2 "Do you have any brothers and sisters?" 6 "Can David speak French?"
She asked I asked
3 "\44ro is Martha going out with?"

He asked

4 "Wllrl you go out with him again?"

She asked

D E| *XonP yeu d8 Et r¡nO out and report information about your partner. Follow these steps.
' Work alone. Write two yes/no questions and two information questions for your partner.
. Ask your partner the questions. Listen carefully to his/her answers.
' Work with another pair. Report the questions you asked and your partner's answers.
I asked if she had a car. She said she didn't. Then I asked where she lived. She totd me ...
 Vocabulary: ask, say, tell
A Complete the phrases with ask, say, or tell.

1. t|rK
^./. pernt lsslon
t -//
2 tcti a joke

3 slr' u-hat r-ou think -\ i.'

;i
á
4 a tavor
:*
5 he11o 'goodbr e
fl
-l ='l :.'

6 a ston'

7 a qr-resiion

8 the trnth

B Complete the sentences with phrases from Exercise A.

1, I like p-.sep'1s 1t¡.

2 I thrnk chiLlren :hould alrtar-s

J I aimost ner er
4 In mr- countn', people alrr-ar-s at frartres

5 ln our class, rr-e alrr-ar-s

C @| Work in pairs. Read your sentences to a partner. How many similar sentences do you have?

Pronu nciation: say/ says/ sa i d

A @ Listen and repeat. Notice that the vowel sound is the same in says and said, but different in say.
sar--sar-s-said
s=
B PP/¿ Practice saying these sentences. Listen and check.
1 Lvnn sar-s "Hello." 4 Excuse me. \\hat did vou sar-?
2 I alrtavs sar- rr-hat I think. 5 He said that Marsha didn't sar' "H1."
3 Mt, boss ,uia n" rgouldn't be here tomorror,r,. 6 Don't listen to anvthing he savsl

I Lan$ua$e use: listening to recorded messages

G:=
A W; Listen to the phone messages. How does each speaker feel?
1 a) angry b) exciied c) sad 3 a) sad b) nervous c) angry
2 a) angry b) excited c) indecisive 4 a) sad b) excited c) relaxed
ffia
B Wd Listen again and complete the notes on the message pads.
12

F¡lo¡re lWrss¡eE
/er7,Ss¿saw cat'frd. üwess w*s.t?
Message tof: t'*dse7 Time: s,oo
. l/ I Slce f<prows
\a¡,&ars cr.{let'{. S/r¿ kas t at! tlPt/.
 / ee. n n te; L
PHONE MESSAGE
u qt/{cd t o ¡t,¡,te
4
/ q4 fg dizta e rl A re
1 o u
c
M!Ke, John calleci. lJes

C @ Work in pairs. Compare your notes with your partner. Use reporting language.
A: Barbara said that ...
B: Leo asked if Jeannie was ...

Lan$ua$e user writing about what people sa¡d

A E| Read the situation. Then listen and complete the table with the things that Jonah says to Becky.
Situation: Leo is at a party. He introduces his friend Jonah to his other friend Becky. A little while later, he
hears Jotah and Becky talking.To his surprtse. Jonah is -reintenting" himself! Nothing he te//s Becky is true!

Age

Who he livqs with JG

Relationship

Plans for next Friday his girlfrie'o s c r-Ca.. ca':.

B @| Work in pairs. Use the information from the table in Exercise A and reporting language to
complete Leo's e-mail to an old friend.
Hi, Sam. Florv are vou? I'm fin e, but I have a problem, and I rea11r need vour advice. Last rr-eek, I ir-rtroduced
trvo of mr- friends, Beckv and |onah, to each other at a partr-. Ther got along realh' rr-ell. \otr- Beckv rvants
to go out n-ith |onah. The prob lem is that Jonah didn't tell Beckr-the irrth about himself.

First, he told Becky that he ...

What should I do? Should I tell Becky the truth about Jonah? Ther. sar. that silence is golden, but I'm not sure!
Thanks for your advice. Leo

C @| Work with another pair. Discuss what

you think Leo should do.
€re€*wrcre€e*re ese# tr## es*€==
;"*tn*riirG i:::"=:"1*" ::.,,

€ -: ii: t': l.r,.l:

i-: i I l i: l :
-r :]i ;- : *.i:'
r ¡!..

A Work in pairs. lnterview six classmates

=::+ (three each) about their cell phone use.
Write their answers in the correct
column of the table.

B Answer these questions about the results.

1 Which questions did a majority of the people ans\\'er in tl-Le same r'va\.?
2 Do people of the same age use their cell phones in a simjlar u'a\'?
3 Do males and females use their cell phones in a similar or different r'r.'¿rt ?
4 Do people u'ith the same occupations use their ce1l phclnes jn a similar or different
5 Were there any unexpected or surprising results? If so, r'r'hat rt'ere the-v?
C Read this example report and answer the questions.
-
1 Horr- manv sections does the report har-e?
2 \'\hich section of the report gir-es information about the
people rr-ho ansn'ered the sun'er-?
3 \\hat useful phrases for reporting information can \ oL1
iclenliir in t1-ie reportT Underline then-r.

Background
. Purpose of the stud\: to identifl patterns in cell phone use
. Surr-e)',sroup: adults aged 30 to'19 rrith different occupations
. Surve)-: fir e multiple-choice questions

Results
Similarities
' Most people said that ther used their cell phones more for conversations
than lbr te\ting.
. The average leng.th oi cell phone con\ ersations did not difler lor men and
\\'omen. or tbr people uith dill'erent occupations. or lor different age groups.
Differences
. The majorit¡ oi men said that ther used their cell phones primarily for
uork. but most \\.omen said rhat ther used their phones primarily for
talking to iheir tri.=nds.
. \Iost peerple in their iOs said ther made 6 10 ca1ls per day and sent more
than 15 tert messages. In conrrast. the majorit.u-- of people in their 40s a
l

said that ther made l--< calls per dar and sent 0 4 text messages. a

Gonclusions a
:

. Men and uomen use their cell phones lor different purposes, and so do
people of difTerent ages. \fen use them more for work and women use
them more lor social purposes.
' People in their 30s use their cell phones more often than people in their 40s.
. There \\'as one surprisin_u result: There was no difference in the
avera-qe len-eth of cell phone conversations among any of the groups
in the suruey.

D [fr Work in pairs. Use the results from your survey in Exercise A to write your own three-
section report about cell phone use. Use the example report in Exercise C to help you.

E m Work with another pair. Read your reports

l? p{l nri
and discuss these questions. arLJ¿uur,.É
1 Were any of your results similar?
l\rhitt frii! uou f'utl e *st¡ nb*ut
2 Were any of your results different? If so, how are
you explain ihe differences? irlriting {r repart? X,\ihnt did yait litid
Were there anv surprising results? ilro{e dijfr#iit?
Vocabulary

Circle the correct word in parentheses. (10 points)

Tony: Me1, can I (1) ask / tell you a favor?
Mel: Strre, but I don't have much time. I har,e to give a (2) discttssiott / s¡teeclt in mv English class.
Tony: OK, I'm going to (3) a-sk / sny vou a question. Gina asked if I n'anted to date anvone e1se. I kind
of rvant to ask out Clare Randa11. Should I te11 Gina the (4) trtttlt / gossi¡t?
Mel: Do r-ou u'ant me to (5) fe1l / snr¡w'hat I think?
Tony: Of course.
Mel: Then the ans\\'er is "r'es." (6) TnIk / DisctLss to her about it.
Tony: But I don't rvant to (7) / tell her permission!
nsk

Mel: Tonr; if ).ou're going to (8) di-scris-s / ntgue rvith me, then iorget it.
Tony: OK, OK. I guess I'ou're rigl-rt, but I'm sure this is going to callse a big (9) .r.r.:tntt¿ttt /tnlk.
Mel: You're an adult, Tonr'. You can do it. lf r-ou rtant, rr-e can (10) ,/i-ccl¡s-. i,lll; this later after ml' class.

8-lO corret: I can use ask, say,tetl and other words related to oral communication.
0-? cor¡ect: Look again at Sections 3 and 6 on pages 50 and 52. SCORE: fLw

Grammar

Read the conversation. Then write the reported statements and questions. (10 points)
Jenny: (1) Dar id, are tolr goirrs tr¡ Lisa's partr-?
David: (2) I don't knort. (-i) I think mr cousii' are crrminS ttr r isit.
Jenny: (1) \'\Ihere do r-otir cousins 1ir el
David: (5) Thev lir-e il \lissouri.
Jenny: (6) Can I meet them?
David: Sure. (7) l\¡e'll be at home on Sundar'.
Jenny: (8) I can't on Sundavl (9) I'm having iunch rrith nlr aunt.
David: (10) We1l, mavbe I can take them to Lisa's p.¿¡¡1 .

1 Jenny asked Dar-id

2 David said

3 He said

4 Thenlenny asked

5 He told her
6 She asked
7 David said

8 But Jenny said that

9 She said that

10 Finally, David said that

&1O cOrreCti..:llC¡¡..tgg9...i9qo1:ted speech to report statements and questions.

..ii6tr,Seciions /4 gl
{L7 correctl',,:L,órü'agá 2 and 5 on pages 49 and 5L. eñfEt3F.
gVVllkr
 ..:..t:r:."i.i:lÉ-¿.t¡..r,a.:.:',:'.-?;.:::!1,.?=:

: : : :: :

..-:..: ' ?.::.;..:' ..:.:2..:|

; ;:E:::):;::., t:l>.::.: | . : :='.

=','. :::*;
': :

,:'',t :...,'
rir:,F.-+rir;+ifiri,¡,jj-fi,

=.:=!
,i 3<i::'
.-------- .:

A Look at these cartoons. Which do yoLt ñáw vEARI

think is the funniest? RÉSOLUTION>

t. BE MoeÉ
DÉCIS{VE.
7

$$}}HáLhlkeil}] tt-: / ,.
1/r
t\
\
LL-\{
-'1

--------:,)\
I

vi .ÑAÉ
!

-l
"Ummmii:.

¡lÑ
seventeenl
onel i'm nearly
"For God s sake' iust pick

When was the last time You found

it difficult to make a decision? "Heads I do,
tails l,m outta
Explain what haPPened. here.,,
Vocabulary: responding to dilemmas
A Write each phrase from the box next to the type of statement it describes.
confront sonreone about someth ng give someone son¡e advice keep sonreth ng secret promise (not) to do something
tel a c ose friend trust sonreone to do somethrng wait and see lvhat happens \',arn someone about something
-/
1 \bu s1-rou1c1 trr- to exercise more often.
2 I }-rar en't tolcl anvone abont vour problem.
3 \bn k-iorr- n'Le r-err-rrel1, Ster-e. Carr I tell r-ou sometl-rir-Lg?
4 I'r-n nt¡t ha¡.¡.1 rrith rrl-rat r-ou ditl. \\-e r-reed to talk aL.ont Lt.
5 Don't \\ Lrrr\'. I'11 t.1lk to Tane for r-on. I rr on't forsei.
6 I kr-rorr tl-iat,\lice rr.ill cl-roose the right l-rt ie1.
7 Let's r-rot decide r-iorr-. The :iilralion n'Lr*¡.i ch:.rr.::e.
8 \on'li L.e sc,rrr if I cr-r .leci.le ia jrt.l.. tr-1,. \ r-.. L'a-...

B Complete these sentences rvith verbs f rom Exercise A,

It is ca=iel L.' .is.'.i. .r :'.:: :. .:a ii

li I tell \, Lr :\'nreil-.lri .:-',\. - Ir'-
T tr'¿: llr'1.ür{ \ r'Lt a.'-r \:
I suggesi r-t n jnst rr'ait ano
I tried to
Do vt-rr-r

I'm going to Jo.-ch aL.o!rt l-ris L.el-iar-it r. 1i's n..: ,'.icc::;-.:'-r.

I can alrr'ar-s n-Lv best frier-rd to gir-e n1e ar1 i-rt ites: tri:-, t':r

Grammar: second conditional

;::
A ry{ Lan$ua$e in context Listen to the
conversation below. Why is Austin worried?
Chris: What's \\'rong, Austir-r?
Austin: Oh, hi, Chris. I'm just a little n'orried about Peter,
Chris: Yeah? What's the problem?
Austin: We1i, promise not to tell anyone, but he can't afford to
stav in co11ege. If he had more money, he would be all
right. I'd iend him some if I had any.
Chris: We1l, if I were him, I'd get a job. You knolv, if I didn't
ha-"e a job, I wouldn't be able to stay here either.
Austin: That's true. He could stay if he had a job. i'11 give him
that advice when I see him next. Thanks, Chrisl

B f$e&*ee Look at the conversation in Exercise A again and underline

all of the sentences that have if in them. Then compleie the table.
Second conditional: use for imaginary situations in the present
if + past tense, would ('d)/could + base form
lf he had more money, he (1) be all r¡ght.
lf I (2) _ him,l'd get a job.
would ('d)/could + base form + if + past tense
He (3) stay if he- had a job.
c Fractice Write second conditional sentences and questions using the prompts.

1. my friends / have an argument /I/ try to solve the problem

If
y' tf you met him, you would
2 I / be you /I/ not tell anyone about it like him.
If X tf you would meet him,
you would like him.
J I/ r.r.arn mv friend / she or he / be in danger

I
4 mv triend / do something wrong /I/ not confront her People use either
lf I was you, ... or lf I were you, ...
If
lf lwas you,.., is common ln
5 a friend / tell me a secret /I/ prornise not to tell anr-one everyday spoken English, while
lf I were you,... is a little more formal.
If
6 a friend / gir-e me some advice /I/ listen carefullr
If

D @| Now you do it WorX in groups. Say what you would do if you were in these situations.
V\ hat rr otrltl r ou do if r ou ...
. didn't har-e enough moner-to bul vour iriend a b'irthclar giftl
. sa\\- a friend steal son-rethilg?
. didn't like vour friend's nerr' girlrrienrl bt¡r lrien.ll
. told a friend something. but he sire.l:.ln't keer.:;.:ecretl

Language use: reading an advice column

A Read this letter to an advice column in a magazine. What is the writer's problem?

Dear Rhen$a,

Help! I have a problem. I was out yesterday afternoon anc

Isaw my friend's boyfriend in a café with another girl. She courd
be just a friend, but what if he's cheating? I don t knov, I'naI t0
do. Should I tell my friend? What would you do if you ,;,'ere me?
Please give me some advice!

-Debbie, Toronto

B Read these responses from readers of the magazine. What advice does each person give?

lf I were you, I wouldn't say anything to your friend. I would confront the boyfriend about it and ask him who the other girl
was.Then I would decide if I needed to speak to my friend or not,

-Jan, Sydney

Youhavetotell yourfriendrightnow! l'msureshewoulddothesameif shewereyou.Yourfriendtrustsyoutodowhat's

best for her.You can'tjust wait and see what happensl

-Amandina, f'rlewYork

C G Work in pairs. Decide which advice you think is best and why. Would you add any advice
or give different advice? lf so, what?
Pronunciation: if clauses

n W Listen to these sentences. Underline the words that are stressed. Notice how the speaker's voice
rises in the first clause and falls in the second clause.
A
v t ')
If vou had a job, r'ou could star.- in college. If vou didr-r't have a job, r'ou couldn't stat- in co11ege.

- Listen to these sentences. Mark the correct intonation.

B ry;'l
1 If vou told a close iriend, r'ou might ieel L-¡etter'.
2 If I had more mone\; I coulcl mor"e to a nicer honse.
3 If mr" friend n'ere upset, I'd gir e her some adr ice.

C !fl Work in pairs. Practice saying the sentences in Exercise B.

Listening: predicting
When you listen,you mayalso have pictures orr'.'riiten information. such as q.Jestions. connected to what
you are listeningto. Look at any information !oLi na\e beÍore iou 1,sten. lt can give ¡'ou important clues
about what you are going to hear.

A Look at these pictures. What bif decision do ¡'ou think these people are going to talk about?

F\ {

B Read the questions 1-6, but don't try to answer them yet, Then read the statements 7-9 and circle
I (true) or F (false).
Michael
1 What is Michael most r,l,orried about? a) lirrding a jrrb b) makü-rg neu'friends
2 What will Michael miss most about home? a) his iamih b) his iriencls
Angela
3 Whai is Angela most worried about? a) finding a jolr b) making new friends
4 How does Angela feel about the possible move? a) ercited b) frightened
Julia
5 What is juiia most worried about? a) tinding a job b) making ner,r' friends
6 What does she feel sad about? a) lear-ing home b) lear-irrg her family
7 You are going to hear each of the three people in the pictr-ire talking TF
8 You will probably hear ]ulia first, then Michael, then Angela. TF
9 Each person is going to say what they are most worried about. TF

C Fry.¡J Listen to these people talking. Were your answers to the statements in Exercise B correct?

-::::
D AP.é Listen again. Circle the correct answers to the questions in Exercise B,
Grammar= hope and wish

I Lan$uage ¡n context Read this online chat between two sisters. Where do you think Abby is?
l*J
To: <dana1>

Danal: Hey Abbyl lt's so boring without you at home. I wish you were here. A
Abbygirt: Me, too! I miss you all so much, i wish I could get on a bus and come home for
the weekend.
Danal: Yeah, I think Mom wishes you were a little closer to home, too. How's it going anyway?
Abbygirl: OK, but I have exams right now, I wish I didn't have to take theml
Danal: When does your semester end? I hope you can come to Pete's party on the 26th.
It's going to be awesome!
Abbygirt: Well, I finish on the 24th, so I'll probably come home on the 25ih.
Dana1-: Great! Ü
|:¡:frrflFre w,iXffiw
g Notice Read the online chat again. Complete the table with examples.

Example Use

r|ish + past tense iro,ic

i lvish _r'or, *ere here.
Use to talk about things we would like
(1)
ro be different in the present or future.
(2)
(3)

hope - oreser: re:se ,',

Use to express hopes about the future.
(4)

G Practic€ Rewrite these sentences using the words in parentheses.

1 Liam rr-ould like to har-e enough moner to so on r-acation.
"1 wrsh / ha/ enouqh vnoney lo q0 cl1 t o.L',t!:;t! " r;¿.i-/i)

2 Emilr-n'ould like to live in Canada.

She ( ¡i¡si ¡ )

3 Sam rvants his friend to r.isit him.

He (lrct¡te)

4 Justine n'ould like to have a better job.

,'1 " ('t,islt)

5 |i11 doesn't n'ant to live with her parents.

',1 " (¡uislt)
6Lauren wants to go to India this summer.
She (lnpe)

D @| Now you do it Work in pairs. Talk about your hopes and wishes in three or more of the
areas below You can also use your own ideas.
. appearance . money . friends . work . study . possesslons . time
Iwish I had more money. If I had more money, lwould ...
I hope I pass my final exams.
Language use: talking about hopes and wishes

n @ Listen to these people talking about their hopes and wishes. Match
each conversation to the global problem they are talking about,
Conr-ersation 1 a) A dirty city
Conr-ersation 2 b) Climate change
Conr-ersation 3 c) The economy
Conr-ersation f d) Unsafe drivers

B @ Work in pairs, Follow the instructions below

| ,,,tish there weren't any ...
. Choose one of the topics in Exercise A or another topic that vou
irave concerns about. I ','tish people cared more about ...

. Talk about the things ]'ou \^'ish u'ere different about it. I hope that some day, people will ...
. Sar- rrhat r-our hopes are for the fr-rture. I nope that in the future ...

Vocabulary: decisions
A Match each phrase to its definition.
1 n-rake a decision a) choose the rigl-rt ol-tion

2 think about the conseqlLences b) decicle

3 n-rake up \ or.ir n1it1r1 c) consider tire positir-e anrl neqati\-e effects

4 think abc¡ut the ac| antase-s ar-rc'l disadr antages d) consider the result
5 make a fair cleci-sior-i e) decide

6 take (factors) into accoturt f) c.rrrsider tirir-rg= t'efore \-rrll rlecide

B Now take the quiz,

$ Wtrictr of these statements is true for you? $ How long does it take you to make a

a I wish I could make decisions easily, but I can't! decision in a DVD store?

b I think aboutthe consequences of my decisions a At least half an hour!

very carefully. b Maybe fifteen minutes.
c Decisions? Easy. I just choose and hope for c Five minutes and then l'm out of there!
the bestl
You have an important decision to make.
$ How would your friends describe you? What do you do?
a You spend too long thinking about all ofthe a Ask everyone's opinion and get really
advantages and disadvantages. confuse d.
b You listen to both sides of the argument and then b See what my close friends think and then
you make a fair decision. make up my mind.
c You make a decision quickly withouttaking all of c Make a decision on my own. I donl need
the factors into account. anybody's advice !
G Look at your answers to see whether you chose mostly a, b, or c. Then read your result. Do you agree?

Wtiting: checking your work

When you finish writing, it is important to check your work. You should check that you have included
all of the required information. You should also make sure that each sentence has a subject and
that each verb is in the correct tense.

A Read these sentences. Two of them are missing a subject. Put a cross next to the incorrect sentences.

1 J> ¿ rcallv big decision.

-
2 \or-r knorr-I'm not \-erv good at making decisionsl
-
3 Fiale tir-ra1h made up mt"mincl to do itl
-
B Read this e-mail about a decision. Find and correct six mistakes.

loj
To. jerry462@mymail.mac.wd
From: anitalyn @ mymail.mac.wd
Subject: l ve decidedl

Hi, Jern.
So. took r onr adr ice irrio diftrLlllr. :.:-.i I -''¿ n'-¡.ie -"'*- ::'L\ :1i1.'1: I'nr qoirrg to go back io school,
.rnt1 I'm goins to get a de*reel
I thhk about the advantages ancl rljs;..ir:r-.iasei..: cl-ri:rg mr jolr. anrl I realized that if I
dicLn't go back to school norr-, I rrili airr-¿r s reSre: i:. -\1.. r'.oi irappr at rr'ork, and tl-ie only way
to get a better job is to get a clegree. I thirk I sho'.rl.l g.. i.ack to school norr before get married
and har-e children. I hope this is the righi .lecision an!1 ihat it makes me happier.
\\hat dicl r.ou think?
Ar-rita

G Think of a decision you made recently. lt could be big or small.

Write a short e-mail to a friend telling him/her about it. lnclude
these points.
. Describe the decision you made.
. Explain r,l'hy you made this decision.
. Describe your hopes for the future.

D @ Work in pairs. Read your partner's e-mail and follow

these instructions.
. Check that they have included all of the required information
in Exercise C.
. Then check that each sentence has a subject and that each r.erb
is in the right tense. Correct any mistakes you find.
. Finally, say what you think about their decision.
 Self-direeÉion arcd EearmEmg:
beconring more self-aware
Find out how others see you.

Think about how you react in different situations and why.

Decide how you could change.

A Read this article. Draw lines from the center of the pie chart to roughly show the percentages.

ln any face-toJace communication, there are three basic elements:

the words we use, our tone of voice (how we say the words), and
our body language. Body language is al the movements and
gestures we make wth our arms, hands, and face.

We often thrnk thai the words we use are the most important
factor. ln fact, studres have shown that when we are taLking about
personal feelings, the r'vords only carry 7% ol Ihe message. Our
tone of voice carries 38% and our body language carries 55::,

: Effective communicators are usually people i,,'ho undersianc :r,s

and are self-arvare. Self-al','areness is our abr t¡'ic ulderstaic c,'
o\',n reacto,rs ard tl^e n essage: .',: ;?'c l-::: c:":'r;:: €.

B Answer these questions by checking the red boxes.

\'\'hich n-ord or rvords best describe the rvar- r-ou usuallr

speak to other people?

coniidentlv l I qr-riein- nI .e^ ousn- nI

loudh- il ,ri."t. I I aggressir"rl il I
2 How much do you use your hands when you talk?
all the tt,n" il Ü a lot of the time n il
sometimes ru rarelv il ,-r".'", il il
= use eye contact when you talk to someone?
How much do you

all the tirrr" il il a lot of the time il .

sometimes il m rarely ,-t"rr", il il
4 Which word or words best describe the way you are sitting right now?

comfortably il m defensively il m openly il

relaxed il ru stressed m ru ne^,ously t =
=
G Work with a partner you know well. Answer the questions for him/her
by checking the blue boxes. Don't let your partner see your answers!

D m Now compare your answers with the answers your partner chose for you. Does your
partner see you in the same way you see yourself? Are there any surprises?

64
 a |ittle ... / really ...
E Think about your reactions to different situations. nervous
Complete each sentence with an adjective.
excited

1 If I had to give a presentation to the class on a topic disappointed

embarrassed
I knert'a lot about, I'd feel
angry
2 If I did badly on a test, I'd feel
fine

J If I won a competition, I'd feel confident

4 If I walked into a party and I didn't know anyone,

I'd feel
5 If I told a joke and nobody laughed,
I'd feel

F 6 Compare your reactions with your partner.

For each situation, explain why you would
feel that way.

How would you feel if ...?

l'd feel ... / I wouldn't be ...

So would l. / Ne¡ther would I. / Really?

I think thats because ...

/ Suess lhe reason for that is ...

G How do you think you could change to respond to some situations better?
Follow these instructions.
a Write three things you wish were different about r-ourself in the fi¡st column in the table.
a Think about what is stopping you from achieving each rr'ish. \,Iake a note in the second column.

H @| With your partner, think of what you can

do to achieve each wish. Write your ideas
in the third column of the table. Reflect..,
Ihhat neu things did you learu about
yourself in this lifeSkills sectiott?
 p132-133

Vocabulary

Complete this conversation with words from the box. (10 points)

i advantages confront consequences give keep make promise see take trust

Sophie: I just don't knou. u'hat to do. Acceptilg a rrerr- job is such a big decision.
Jessica: \\'e11, mar-be it u-ou1d help r ou (1) LlP \ ollr mirLcl if rte thought about the
(2) and disaclr-antages

Sophie: \'eah, rnavbe. \\b11, the first thilg to (3t ini(r arcLrLurt is i1-re fact that it'll mean
1t1{.)re nlolle\-.

Jessica: That's goodl ^\re there anr- other tJ r :hai r rrLr rlee!'l trr thir-Lk about?
Sophie: It rr-ould mean mor-ir-rg tr1 allother ait\
Jessica: \\hr I \i¡r-r cottld c'1i tl're job, rrLrnl here. Let me (J) \ or1 some advice. You should
tell \lr. \\ esi tl-rat r ou'11 iake the job, but r-ott don't rr-ant to mo\-e
Sophie: I rvouldn't like to t6l hirl about it.

Jessica: Don't see it like that. lt's just being assertir-e. If r-oti just n'ait antl l what
hap.p.sn.'., r-ou'11 rniss r-our chance.

Sophie: \Iar be loLr're right. I'11 t1-rink about it. You have to (8) r-rt¡t to tell anvone about
l1-re job offer, thotigh. I don't u'ant people to knou- tintil I'r'e macfe a riecisit¡n

Jessica: Don't u'orrr-. I'11 (9) it secret. You can (10) me not
to tell anr-one.

&-1O correct: I can talk about dilemmas and making decisions.

0-7 correct: Look aga¡n at Sections 1 and 8 on pages 58 and 62. SCORE: ¿deñ\

Grammar

Use the prompts to write sentences using wish, hope,or the second conditional, (10 points)

1 1f / I/ beyou / I / te]tlaclose friend

2 Peter / u.ish / he / have more free time

3 vou / u'ish / you / can trarrel more?

4 w,e / can go for a walk / tf / it / not raining

5 if / I / be more decisive / ny ltfe / be easier
6 I / u'ish / I / not har¡e to work tomorrow
7 Karen / hope / she / pass / her / exams
8 Diana / r,r'ish / she / know what decision to make
9 I / hope / you / can come / to the party

10 if / I / be President / the world / be a better place

I'canrüse,w5h,and,rthe second conditional to talk about imaglnary situations in the present,

ánd hopé'to,rtá,lk,about the future.
:lfook,agá¡¡::at Seclions 2 and 6 on pages 58 and 6l-.