ST JOAN SASLOW ALLEN ASCHERSUMMIT ENGLISH FOR TODAY’S WORLD with WORKBOOK JOAN SASLOW ALLEN ASCHERContents Learning Objectives for TA and 1B... 2. cece cece eee eee e cence eee eene iv To the Teacher 0.6.0.6. ce cece eee eee esse ee ee ee et ee eeeeeaes vil COMPGNENES were cist ante wees em asta d na ctlette stra aan teiecetoee ix About the Authors oxi UNIT 1 Outlook and Behavior... 60.622. c cee eeeeeteeeeeee ened 2 UNIT 2 Music and Other Arts... . 0... eee eeeeeeeeeeeeeeeeeeeee 14 UNIT 3 Money, Finance, and You 26 UNIT 4 Clothing and Appearance. ... 38 UNIT 5 Communities Sine (1G geo abn SPD nCUe CHENPAGBEY Int ten Sane ne deiner 122 Grammar Booster. Test-Taking Skills Booster . WORKBOOK UNIT 1 Outlook and Behavior... 00... ec cece eee eeeeeee cece wi UNIT 2 Music and Other Arts... 0... 0.eeeeeeeeeeeeeseeeeees wi3 UNIT 3 Money, Finance, and YOu... 6... see cece eeeeeeeeee neces w25 UNIT 4 Clothing and Appearance........... . W36 UNIT 5 Communities. ...... waaLEARNING OBJECTIVES + Describe your personality “+ Adjectives to describe personality + Gerunds and ints: eview and expansion oF 1 Diese someone's bear tars 5 vero hat requ oun a ronoun before an * compare pespecveson werd Word Su inte probes “jet sues ul and ess + Dacus reatve ways to achieve Sn aad Ines revew- expansion and common enor Outlook and + Grammar or ting parallsm wih grands and r ‘nantes aoe 2 ~ Desrite now youve been enayng + Elements of msc 1 Te present patel continuous my we 1 Noqatve descriptions of music» Cleftsertences wih What + Express a negative opinion politely + Dexernng create persoaities { Dewrbe a create personality IT Word Study + Dscusstebeettsofthears arc adeties ——_* Fisetand vised actions: summary Music and 1 Chaar or gyn ceo act Other Arts nano complet “ pace 14 rs * Bxress buyers remorse + Describing spending yes Exposing ropes about ie pas wish + pst. 5 Tobabout teria goals and plans + Exresing buyer's remorse pare tol ae Po 5 Discuss good and bd mone 2 Goo and bad mn sari: ant past pret sanagenert stonagenent + Gonpeted future aeons ad plans The ture «Explain reaonsforchrtable ord Sut cert and prox infin re Paro See Money, ® fuecimer Finance, ‘The pst eal canton: verted fom and You race baer are perfect continuous . 7 Deserbecethingd@aisand ~~ ~Adecvesto dere fshion + Quoi review and expansion Cy formally 4 deserting cates + Tokabout changes in cloth castors Word study a + Examine qoetonbleeasmetc —* Compound words wah se eee | Eom om * Quan cing for spec eterence Clothin; cee ae 5 Quatre used withou referents serine ey ae 5 Grammar for Wing sujet ver arent of ‘haters alowed iy Appearance PAGE 38 * Polke) asksorone not do ‘Types oflcations Poses grins fomething 5 Community serie aces + ‘ated conunctins + Compan about pub conduct Word study ene an ny ® Ceructon hse to, ther, or nother Communities + Sooo near, ornate: short responses Page so+ Use idsay to soften an astrtve opinion Use Ldn’. sae myself that way 19 Dolly contradict anothers statement Listen to activate grammar Listen to casity LUsten for main ideas Tents: «survey about postive and ‘negate outlooks Task Me about your outlook bon word prablem + Say ze yaulas'6 ean your on stan for deta + Deion ctereeonle se onto view Serta tabee torteen * Paragraph structure «Use tnd to and seem ta to make eee + Anovapaer are aout Review mde teatve slain oa probe Eon Sls stratepes: ‘Content words and function word: 3 nrtand ems and expressions * Determine the main idea + Understand meaning from context + Summarize * Use ptallihetuth ToDehongsl. and + Listen to activate vocabulary Teas: Task ‘nae say i ut e politely nroguce 2 comtaryepinion + Use You kaon. ntroduce a new fopicof convertion Use ate t say bu to introduce ‘negative information * Ack What. do ou. mean? to nite ‘omeone te elaborate + Say That's. shame to show empathy + Say iLtiok abt tha wen you're non ‘omital about someone's suggestion + Use Can ask you question about? to Induce a subject you are unsure of + Use neon to elaborate on 2 prior Statement or question + Use Actually, to assert point of view + Begin 2 question wth Soto afm Understanding of someone's eater sotement + Say thin that might be. to genty warn that something is inappropriate + Use Do you mind. to ask permission to ‘something + Use Not atl to affirm that you are not bothered or inconvenienced ‘+ Use Thats wer leonsideratel of vou to thank someone for accommodating you Usten for min ideas Usten for supporting information stn o take notes Linton for detais intonation pat Listen fr dete Usten to activate vocabulary Listen to confirm content Usten to summarize + Usten to evaluate * Semence ythm: nought groups * Usten for main ideas + Usten for detais + Usten to summarize * inking sounds LUsten to summarize LUsten for deta LUsten to conf content Listen to infer ‘ Unstresse sylables: vowel reduetion to! P"Rturvey about musical memories + Commentaries about enjoying the + Rshor biography Skis strategies Understands and expressions + Ine nformation + Identify supporting detas + Express. and support an opinion Tens: SR ponding habs settest * Interview responses about finanelal goats «+ gue to charitable giving Skis strates: Understand ms and expressions * Understand meaning from contest * raw eancusions ‘xpress and support an opinion Tents + Descristons of personal style * An article about the evolution of sins casual” ate Anartcle about questionable ‘cosmetic procedures + Advertisement for cosmetic procedures Skis strategies: # Undortand ions ad expressions * Understand meaning from contest + Identity supporting deta + Express and support an opinion Tons: + "Rquestionair about community * terview responses about pot peeves + Rmagazin ate about urban + Avabsite about community projets Skis strategies: Understand ions and expressions + Cassiy “+ Understand meaning fom contest + cate! thinking + Describe your interests and porsonalty ‘hi Paral structure Task Wet a personal statement about how you manage Financial responsi eo "Organizing information by degrees of importance Task We two paragraphs comparing tastes fashion sk = Compare and contrast Review Task Te a fermal eter of complaint Sk 2 Formal letters: ReviewCatan opipasscuthe Cagars o oats + Passive odals 7 Pale oat 1 bomuee + Decnsthe wosondcorct nated gous anemia EERE oir ft Tiadured poses eres ser + Campor animal an human ; hes | Animals «Debate the vale of animal | ama ne * Este vays and pcs to shop + Ver for chopping action Pave ome of geod an ininties on '* Discuss your reactions to ads '* Ways to persuade + Docs gation shoppin rhavr 5 Penuode sere toby ‘rite pave varie rd ears ras Advertising and Consumers pace 7 | = eccibe family tends = Describing parent and teen ‘+ Repeated comparaives and double comparatives af '* Discuss parent-teen issues. behavior + conor genertons Mord ty {Dermecempterie eden) Saoang aes and ‘Mobi cnpotsos een an egasion see iors Ubaar oor sogasaee siete ad ‘ aero carer Family i Trends a + Specular stations» Dees of eta ~ Peet motor seca abut te ps ry aa pore Casentpaote te 5 Deewstowbeteabtea storys SSE wan he stata + Evaluate the trustworthiness of ne td emeares ‘Perfect mons sr espe ace nd Facts, Theories, and Hoaxes ace 98 7 Siegstnoys tote ses Ways ecb peo + Garesing an owen wh bana ie '» Describe how you got interested in © Ways to reduce stress '* Describing past repeated or habitual actions: a Seige Retest Bt ers nan Yor sont a men Co + Gapareatudes abou aig Panama eparin Your Free * San" + Mallen Time ‘+ Grammar for Writing: placement of adverts of pace 110 omer Reference Charts page 122 Grammar Booster TIII page 125 Bronson Goceter 22 one feat nine ume none Rae page 141 Test-Taking Skills Booster page 151Use ve heard to introduce a commonly he bebe or opinion Respond wit In what way? to request further explanation Use For one ting to introduce a frst supporting argument Use An heses to add another supporting argument Use But what fo suggest a hypothetical Say Quick question to indicate one wants some sme formation «+ Intraduce a opinion with Lind ‘Say Tha’ god ta nam to express Satstection for vormation| Use Why don’ sou. t offer adie Listen to activate vocabulary Listen to define terms + Usten for examples * Listen for detais * Sound reduction * Usten to activate vocabulary * Listen to infer ‘Vowel sounds Vand Tats: "Socal media posts about ‘reatment of snimale “+ Anarticl abut anima ‘Skil tratepes: * Understand idioms and wxpresions + Understand meaning rom contort, + Recognize cause and fect, Texts + Settests about shopping mistakes 8nd bohasoe + Descriptions of techniques usd in severing Interview responses about compulsive shopping Skis strategies: Understand ies and expressions + Understand meaning fom contoxt “+ Identity supporting details Task ite a pesuasve essay shout the trestmont of Soimale ski + Supporting a pint of vow Task 2 Hite a summary ofan ace Si + Summarize and paraphrase Someone's point a iea ‘Ack Why’ that? to atk comeone to tlaborate onan opinion Say Lsupnoss but. to signa partial agreement Lsten for deta Lento activate grammar ston to activate vocabulary Lsten for supporting information stem to compare and contrast ERE ‘Stress placement prefs and suis Toots: + Rurvey about parents an teens * Abochure about ang birtvates ‘+ Aeport on the increas in global Population of eder people Skis states: ‘Understand ems and exoresions + Summarize + Understand meaning rom context + Cetial hiking + Draw conclusions Task + Write abi post of tres ‘onmore paragraphs about ‘ie for parents and ski +" ioldng cum on sentences nt comma spices Use Lander to introduce something yourenot sure about Say fm sure it’s nothing to indicate that Something s probably not serous Say Lsunoose you're ight to acknowledge someone's pont of view Say ‘Thee must be a good exlanation to sesure someone thet things i tum outo ‘Say Uh-oh to inde that you realize you've nade a mistake Uso ust realized to acknowiedge a mistake Use Wel anky to indicate that you are sgomng to be honest about something Use It's ust tha or Let's face to Introduce an honest elm oF Use You now what? to invoduce apiece of advice «+ Usten to activate vocabulary + Usten for main eae + Usten to draw conclusions ‘Reduction and inking in perfect, ‘modals inthe passive vice Usten to aetvate vorabulary LUste for main eas LUsten for supporting details LUsten to understand meaning from ‘Yon! sounds fe 7 Fs, and nt Tens: ‘iz about ricky facts A artile about Rapa Nui Facts and theories about mysteries An ate about a UFO conspiracy theory + A survey about the trustworthiness bf nfrmation sources ‘Skis / strategies: + Understand ms and expresions + Conte point of view + Inerinfrmation| Tote huey about tee time * Deceritions of how people got Interested n ther hebbes ‘Anat about the impact of mobie devices + Asurveybout mobile device sage Shls strategies: Understand Ws ad expressions + Understand meaning fom contest + Ident supporting detas + Infer pont of view ek rte 9 news article about arystenous event ‘hil 1 Rciding sentence fragments Tre 2 We a crtque of an ae Ski + Presenting and supporting ‘opinions clear “iTO THE TEACHER Summit delivers immediate, demonstrable results in every class session through its proven pedagogy ‘and systemattic and intensive recycling of language. Each goal- and achievement-based lesson is tightly correlated to the Can-Do Statements of the Common European Framework of Reference (CEFR). The course is fully benchmarked to the Global Scale of English (GSE), Each level of Summit contains material for 60 to 90 hours of classroom instruction. Its full array of additional print and digital components can extend instruction to 120 hours if desired. Furthermore, the entire Summit course can be tailored to blended learning with its integrated online component, MyEnglishLab. Summit offers more ready-to-use teacher resources than any other course available today. |NEW This third edition represents « major revision of content and has a greatly increased quantity of exercises, both print and digital. Following are some key new features: + Conversation Activator Videos to build communicative competence * Discuss ideos to increase quality and quantity of expression + A Test-Taking Skills Booster (and Extra Challenge Reading Activities) to help students succeed in the reading and listening sections of standardized tests + An Understand Idioms and Expressions section in each unit increases the authenticity of student spoken language: Award-Winning Instructional Design* Demonstrable confirmation of progress Every two-page lesson hos a clearly stated communication fool ond culminates na guided converection, free chcwsion, debate, presentation, rola play, or project that ccheves the {01 Ideu framing end notepadclng activites lead swclents to Confident spoken expression, Cultural fluency Summit auclo famiicrizes students with a wide variety of native and non-native occents. Discusion activites reflect the topics people of diverse cultural backgrounds talk about in thelr social andl professional lives. Explicit vocabulary and grammar leer coptioned ilitation’ ond dictonery-sle presentations til with colo, taka the guorowork ot of macing cre ensure comprehensible pronunciation, Gromer & embedded in Contnt end presented exp for form, meaning, and tse, The unique “Rocyee ths Longuage” feature courages tediva tes of eid oaied words end grower cra communication procive, Active listening syllabus ‘More thon 50 listering tasks at each level of Summit develop citicel thinking ond erucel Estening conpraberaon ile such as listen for details, main ideas, confirmation of content, inference, and understanc mecning from context “Summit ihe recipont of he Atzociotion of Eduatora Publishers" Disinguthed Achievement Aword Conversation and Discussion Activators ‘Memorable conversation models with audio provide appealing natural social language and conversation strategies essential for post-secondary learners. Rigorous Conversation Activator ‘and Discussion Activator activities with video systematically stimulate recycling of social language, ensuring it i not forgotten. A unique Pronunciation Booster provides lessons and interactive practice, with audio, so students can improve their spoken expression. Systematic writing skills development Summit teaches the conventions of correct English writing so students will be prepared for standardized tests, academic study, and professional communication. Lessons cover key ‘writing end rhetorical skills such as using perallel structure ond ‘avoiding sentence fragments, run-on sentences, and comma splices. Intensive work in paragraph and essay development ‘ensures confident and successful writing. Reading skills and strategies Eoch unit of Sumi build critical thinking ond key reading Skil ond stetegies such es porephrating, drawing conlsions, expresing ond wpperting cn epiion, ond eeivoting prior inowiedge. Learners develop onclyical skills and inerease fueney wile sporting ther cnowershrough speoking We wish you and your students enjoyment and success with Summit. We wrote it for you. Joan Sastow and Allen AscherActiveTeach COMPONENTS Maximize the impact of your Summit lessons. Digital Student's Book pages with access to all audio and video provide an interactive classroom experience that can be used with or without an intercctive whiteboard (IW8) Ir includes a full erray of easy-to-cccess digital and printable features, For class presentation .. © aw Conversation Activator videos increase students confidence in oral communication © WNEW Discussion Activator videos: increase quality ancl quantity of expression © NeW Extro Grammar Exercises: ensure mastery of grammar [NEW Extro: Challenge Reading Activities: help students succeed ot standardized proficiency tests. + Interactive Whiteboard tools, including zoom, highlight, links, notes, and more. Clickable Audio: instant cecess to the complete classroom audio program + Summit TV Video Program: fully-revised authentic TV documentaries as well os unscripted on-the-street interviews, featuring a variety of regional and non-native accents MyEnglishLab An optional online learning too! [EW immediote, meaningful feedback on wrong answers Remeciol grammar exercises NEW Grommar Coach videos for general reference + Interactive practice of all material presented inthe course + Grade reports that display performance and time on tas + Auto-graded achievement tests For more information: www.pearsonelt.com /summit3e For planning +A Methods Handbook for a communicative classroom * Detailed timed lesson plans for each two-page lesson * Summit TV teaching notes * Complete answer keys, audio scripts, and video scripts For extra support “Hundreds of extra printable ‘activities, with teaching notes + Summit TV activity worksheets For assessment + Ready-made unit and review ‘achievement tests with options to edit, add, or delete items. Ready-made Summit Web Projects provide authentic application of lesson language. Workbook Lesson-by-lesson written exercices to accompany the Student's Book Full-Course Placement Tests Choose printable or ‘online version Classroom Audio Program + Aset of Audio CDs, a8 an alternative tothe clickable audio in ActiveTeach * Contains © variety of authentic regional ond non-native accents to build comprehension of diverse English speckers + NEW The app Summit Go allows access anytime, anywhere and lets students practice at their own pace. The entire audio program Is also available for sHudents at www.englishcom /summit3e. Teacher's Edition and Lesson Planner * Detciled interleaved lesson plans, language and culture notes, answer keys, and more + Also accessible in digital form in ActiveTeachWoo loueyyuebualyoes Woy 4ddABOUT THE AUTHORS Joan Saslow Joan Saslow has taught in @ variety of programs in South America and the United States. She is author or coauthor of a number of widely used courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Top Notch. She is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series director of True Colors and True Voices. She has participated in the English Language Specialist Program in the US. Department of State's Bureau of Educational and Cultural Affairs. Allen Ascher Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible for publication and expansion of numerous well-known courses including True Colors, NorthStor, the Longman TOEFL Preparation Series, and the Longman Academie Writing Series. He is coauthor of Top Notch, and he wrote the “Teaching Speaking” module of Teacher Development Interactive, an online multimedic teacher-training program. ‘Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring courses for teens, adults, and young adults since 2002. AUTHORS’ ACKNOWLEDGMENTS The authors wish to thank Katherine Klagsbrun for developing the digital Extra Challenge Reading Activities that ‘appear with all reading selections in Summit 1 The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for ‘Summit, os well as the hundreds of teachers who completed surveys and participated in focus groups. Cris Asperti, CEL LEP, Sé0 Paulo, Brozil + Diana Alicia Avila Martinez, CCUEC, Monterrey, Mexico * Shannon Brown, Nagoye: University of Foreign Studies, Nagoya, Japan * Cesar Byrd, Universidad ETAC Campus Chaleo, Mexico City, Mexico * Maria Claudia Campos de Freitas, Metalanguage, Séo Paulo, Brazil + Alvaro Del Castille Alba, CBA, Sonta Cruz, Bolivia * Isidro Castro Galvan, Instituto Teocalli, Monterrey, ‘Mexico * Melisa Celi, Idiomas Catslica, Limo, Peru * Carlos Celis, CEL LEP, SGo Paulo, Breall « Jussara Costa e Silva, Prize Language School, Se Paulo, Brazil + Inara Couto, CEL LEP, Sao Paulo, Brazil + Gemma Croueh, ICPNA Chiclayo, Peru * Ingrid Valverde Diaz del Olmo, ICPNA Cusco, Perv * Jacqueline Diaz Esquivel, PROULEX, Guadalajara, ‘Mexico * Maria Eid Ceneviva, CBA, Cochabamba, Bolivia * Erika Licia Esteves Silva, Murphy English, Sao Paulo, Brazil + Cristian Garay, Idiomas Catélico, Lima, Peru * Miguel Angel Guerrero Pozos, PROULEX, Guadalajara, Mexico + Anderson Francisco Guimardes Maia, Centro Cuitural Brosil Estados Unico, Belém, Brazil * Cesar Guzman, CAADI Monterrey, Mexico * César Ivan Hernéndez Escobedo, PROULEX, Guadalajara, Mexico * Robert Hinton, Nihon University, Tokyo, Japan * Segundo Huanambal Diaz, ICPNA Chiclayo, Peru + Chanda Vietor Jacobs Sukahai, Universidad de Valle de México, Monterrey, Mexizo * Yen Jiménez Torres, Centro Colombo Americano Bogoté, Colombia * Simon Lees, Nagoya University of Foreign Studies, Nagoya, Jopan + Thomas LeViness, PROULEX, Gusdelajarc, Mexico * Amy Lewis, Waseda University, Tokyo, Japon + Lux ibia Rey, Centro Colombo Americano, Bogotd, Colombia * Diego Lépez, Idiomas Cotélica, ima, Peru * Junior Lozano, Idiomas Catélica, Lima, Pers + Tanja MeCandie, Nanzon University, Nagoya, Japan * Tammy Martinez Nieves, Universidad Avténoma de Nuevo Leéa, Monterrey, Mexico * Maria Teresa Meléndez Mantilla, ICPNA Chiclayo, Perv * Ménica Nomberto, ICPNA Ghicloyo, Peru» Ofilia Ojeda, Monterrey, ‘Mexico * Juana Palacios, idiomas Catalca, Lima, Peru * Givseppe Paldino Mayorga, Jellyfish Learning Center, Sen Cristobal, Ecuador * Henry Eduardo Pardo Lamprea, Universidad Miltar Nueva Granado, Colombia * Dario Paredes, Centro Colombe Americano, Bogoté, Colombia * Teresa Noemi Parra Alarcén, Centro Angle Americano de Cuernavaca, 5C, Cuernavaca, Mexico * Carlos Edvardo de la Paz Arroyo, Centro Anglo Americano de Cuernavaca, SC, Cuernavaca, Mexico * José Luis Pérez Trovifo, institute Obispedo, Monterrey, ‘Mexico * Evelize Meria Placido Florian, So Poulo, Brazil * Armida Rivas, Monterrey, Mexico * Luis Rodriguez: ‘Amau, ICPNA Chiclayo, Peru * Fabi Ossaamn Rok Kaku, Prize Language School, Séo Paulo, Brazil» Ana Maria Romén Villareal, CUEC, Monterrey, ‘Mexico * Reynaldo Romano C., CBA, La Paz, Bolivia * Franeiseo Rendén, Centro Colombo Americano, Bogota, Colombia * Peter Russell, Waseda University, Tokyo, Jopan + Rubena St. Louis, Universidad Simén Bolivar, Caracas, Venezuela + Marisol Salazar, Centro Colombo ‘Americano, Bogota, Colombia * Miguel Sierra, idiomas Catélica, Lima, Peru * Greg Strong, Aoyama Gakuin University, Tokyo, Jopan * Gerald Talandis, Toyama University, Toyame, Jopan * Stephen Thompson, Nagoya University of Foreign Studies, Negoya, Japan * José Luis Urbina Hurtado, Instituto Tecnolégico de Ledn, Mexico * René F. Valdivia Pereyra, CBA, Santa Cruz, Bolivic * Magno Alejandro Vivar Hurtado, Solesion Polytechnic University, Ecvador * Botki Yanes, Caracas, Venezuela * Hol ‘Zamora, ICPNA Cusco, Peru * M Cristina Zanon Costa, Metalanguage, ‘S60 Pavio, Brazil * Kathia Zegarra, Idiomas Catélica, Lima, Peru.Describe your personality Discuss someone's behavior Compare perspectives on world problems Discuss creative ways to achieve 8 goal Outlook and Behavior PREVIEW EEX FRAME Your IDEAS Complete the quiz by wilting your points in the circles. Then calculate your score. 7 11m sure it’s nating { f J f A just go b 0 sleep duvtontd $ J net 1 point = ; ‘> 1’ probably nothing 2 points his could be seriou Yabeter goto the. 3 points < ce pe cilatve here | promation point mewhere else, . 1 point 1 point beonarony eae about whether you'll ‘I wonder who that 5 must like to. hings happen ou win some| ke each othe. could be Vilgo find out | soctalze with 2 points samt | aries points om time to time : 2 points 2 points orl very wns ? assume that i'm not, im S points 1 never get the on wor? ke wd bea Uh-oh! There must 2 pobnts 3 points coera crinal sor 3 points 3 points You're an optimiet, YYouhave a postive outlook and end to s0e the glass haf fl Youre Youre pessiiet, You tend o ee the You have a negative outlook and word aie realy tend to see the gael ernaty. i Pair WoRK Compare answers with a partner. Are your scores similar, or very different? Which ‘of you has the more optimistic, realistic, or pessimistic outtoak on life, according to the quiz? Tl croup woRK Calculate the average score for the members of the class. On average, how optimistic, realistic, or pessimistic is your class? 2 UNTEees [BJ mie spotucitr Read andlsten to two friends talking about anew vius | So Anevar al arch they'e concerned about, Notice the spotlighted language. Leo: Did you hear about that new virus going around? Chikungunya? Nora: Chikun-wha’? Oh! You mean the one that comes from mosquitos? Leo: Asa matter of fact, yes. Just like Zika, Nora: We've never had either of those viruses here before. Leo: Well, they say it’s due to global warming —all those mosquitos from the warmer | ‘weather. I suppose it's just a matter of time ‘til we get all kinds of new diseases, Nora: You sure are a pessimist. I agree it's scary. But hey, what are you going to do? 4 Leo: I'm just saying this has started getting to me and I'm scared, I read that if ‘you come down with Chikungunya, you can be sick for a year ... or even more, Nora: Right, But they say its still pretty rare around here. These things are {just part of life. You've got to roll with the punches, if you know what Tmean. I'm not going to worry about it. a Leo: Well, am. Anyway, I'm not going to the company dinner at that outdoor restaurant. You're just a sitting duck out there, with the ‘mosquitos and every thing Nora: What about just wearing long sleeves and hoping for the best? Tmean, how unlucky could you be? Leo: Well, 'm going to call in sick and say I can't go. Better safe than irLanguage [Hl unperstanp IDIOMS AND EXPRESSIONS Find the following expressions in Spotlight. Choose the meaning that more closely explains each one. 1 Ws just a matter of tie a Itwill take a long time 5 You're just a sitting duck out there. b It will certainly happen in the future. a There's nothing you can do to protect 2 Hey, what are you going to do? yourself a There's nothing anyone can do about it. b You probably won't get sick b What plans do you have? 6 Better safe than sorry. 3 This has started getting to me. a It's better to stay safe and have ‘a This is beginning to bother me no regrets. b I'm beginning to get sick, b I'm sorry, but I'm sick, 4 You've got to roll with the punches, a You have to deal with life's difficulties and move on. b You shouldn't accept the difficulties life brings. [J compare AND CONTRAST Discuss the questions. 1. How would you describe Leo's and Nora’s outlooks? How are they different? 2 Who are you more like, Leo or Nora? [EEE Rote PLay Take tums responding to the following statements related To the situations in the quiz on page 2. Use idioms from Exercise E in your responses. Then change roles. 641 woke up with a stomachache. This could | _{llnever get the job | want! be serious. 'd better go to the doctor. 77 44 Uh-oh, There's someone at the door. 46 My boss invited me to lunch in a restaurant. 'm not answering. It could be a There must be some problem with my work. 99 salesperson or even a criminal. 774 Describe your personality \SE5 BY ptes vocaBULARY ADJECTIVES To DESCRIBE PERSONALITY TRAITS Read and listen. Then listen again and repeat air ote tampon tut Notting seems to bother Donna, Jason never wastes time at werk Andrés is aways helpful He's she doesnt think she's better ‘She just ols withthe punches. and. ‘vare of ether people's needs. than anyone as, He's quite hardworking. e's really considerate ‘She's quite modest. ‘She's pretty easygoing. ric not at al shy. He loves ‘meeting and erating wth She atnays does a 0d job and ‘new people. finhes itn time You can trust ene tobe reliable. Jared rarely acts sly, He is thoughtfal and pays attention to the important things. ‘sabetle and na enioy chatting with each other He's so outgoing. ‘hos very trustworthy. He's pretty serious They're really talkative. EB cuassiry THE VOCABULARY On the chart, classify the adjectives trom the Vocabulary, Other adjectives and other adjectives you know, according to your opinion. Then discuss with a partner. polite impolite ‘ro always positive can be either ‘Are always negative ionoll rude friendly unfriendly liberal conservative! interesting intelligent independent i [Gl GRAMMAR GERUNDS AND INFINITIVES: REVIEW AND EXPANSION Remember: Gerunds and infitves function as subjects, objets, and subjet complements in. 0 st of vet oowed sentences. i egunennier ‘Subject: Sharing tasks with co-workers is helpful. ee ae Direct abject ofa verb: vcd calling the doctor to often, oF alist of expressions Subject complement: Our dream is to make a tip to Africa next year Pedy steed page 123, For alist of adjectives, ‘Some verbs can only be followed by gerunds as the object of the verb. Some verbs can only be followed by infnitives. Others can be followed by either a gerund or an infinitive. followed by infinitives, We considered going tothe picnic. NOT We considered to-go-to the picnic. eee ice They have decided to Invite ther teacher to the play. NOT They have decided inviting their teacher to the play. BUT She prefers going to the early show. OR She prefers to goto the early show. unrPrepositions can be followed by gerunds, not by infinitives. Adjectives can be followed by infinitives, not by gerunds. | saw a film about driving across the United States. We're ready to go. NOT Wette ready going. NOT I sawa film about to-drive across the United States. Other uses of infinitives: To state a fact or an opinion with an impersonal It's a good day to meet the new boss, + an infinitive. 425 To state the purpose of an action. Parletem wah gerne ane | We used an insect repellent to avoid mosquito bite. inttves 4 ‘To modify an adjective with too or enough. Note: Enough follows an adjective. ‘They were toe late to make the plane to Boston, but they were early enough to eateh the bus. NOT... they were enegh-earito-eatsh the bus. (@ [B) >on LISTEN TO ACTIVATE GRAMMAR Listen to the conversations. Then complete each statement tons with the gerund oF infinitive form of one of the verbs from List 4 and a word from List 2. 1 He's going to come home early : uta: 2 She's worried about Jack about her ele Fee 3 He says its too late pees Feel 4 She doesn't mind in ef Be 5 She's apologizing for tohimthenightbetore. wal | read 6 He's a little down about work late on wy Ae [a Pair work complete tne questions with your own ideas, using gerunds or infritves. Answer your partner's questions 1 Do you avoid co? 5 Doyouobject to 2 2 When are you too old 2 6 Doyou think it’s a good time 2 3 In your family, who doesn’t mind 2 7 Doyouever stay up late 2 4 Do you believe in Pinel Describe your personality itis] CONVERSATION SPOTLIGHT Read and listen. Notice the spotlighted conversation strategies. A; So how would you describe yourself? B: Me? Well, I'd say I'm pretty easygoing. Idon’t let things get to me, ’ :: Easygoing? I see you as serious. You think so? I don’t see myself that way. In any. ‘case, can't you be both easygoing and serious? : I guess. And how would you describe me? You? I see you as pretty outgoing. : You do? Why do you say that? Because you tend to be talkative and you seem to like being with people a lot BP PREP itis! RHYTHM AND INTONATION Listen again and repeat. DONT STOP! Then practice the conversation with a partner. + Say more about your personality + Ask about other people's personalities a [Gl CONVERSATION ACTIVATOR Create a similar conversation, esas See using the Vocabulary or other adjectives that describe your personality Start like this: So how would you describe yourself? Inca cplighGh/ a espinal / = roms Be sure to change roles and then partners. abd 50. He wants all of us to sucet GOAL Discuss someone's behavior [EN ison GRAMMAR SPOTLIGHT. Read how these four people deseribe other peoples behavior, Notice the spotighted grammar. My manager, Chris, isa real sweetheart. 1d. And he encourages us to learn new skills 50 we can move up in the company. He's also really kind and understanding. He permits us to work at home when we have a sick kid. You'll never find a beter boss than Christ ee ed E My colleague Lily atthe travel agency where | work Vil never forget my high-schoo! drama read 1 areal people person, Most of us prefer to do. Mellon, He was such a tyrant! He used to foree: ‘everything by €-mal or online, but Li invites all lus to say our lines over and over until it drove © her clients (even the dificult ones!) 0 come in us crazy. And if anyone forgot even one word, he to the office and tell her their dream vacation ‘would forbid them to go home until they had dese andshetniestomalethorearedinyfer | learned the line. He would warn them to learn Khem Anduiyesuchaceamplayenlfeneel | every line perfectly by the next class, or they Us has too much to do, she offers to help. couldn't be in the play. Everyone hated him. Everyone loves Lily. He took all the fun out of drama. ae {45 Saint Louis, USA Ei retate 10 PERSONAL EXPERIENCE Find these words and phases 0 nin spe pack team pl the Grammar Spotlight. With a partner, talk about people you know or ee ee have Known whe behave lke people deserted inthe Grammar Spotigne >wopleperion tyrant Provide examples. bitte LISTEN TO CLASSIFY Listen to people describe other people's behavior, using noun and pronoun objects before infinves. Check the descrption(s) of each person, according tothe opinions expressed. 1 Margaret is: [1] a workaholic Dapainintheneck — [) ateam player 2 Peters: Clapeople person [1] atyrant CO apain in the neck 3 Timis: Cl atyrant (Capainin the neck — [) a workaholic Dy Grammar VERBS THAT REQUIRE A NOUN OR PRONOUN BEFORE AN INFINITIVE. Remember: Some verbs can be followed directly by an infinitive, However, in the active voice, some Tedaweintcrtses verbs must have a noun or pronoun object before the infinitive. Mereve rieatoe ‘Active Passive Before the infinitive: He ordered us to leave the office. (We were ordered to leave the office.) They advised us not The sign wamed drivers not to speed. (Drivers were warned nat to speed) the meeting. We told them to be on time. (They were tla to be on time) Re gi ‘She taught them to swim last year. (They were taught to swim last year) gerund negative, also Some verbs, such as would like, want, ask, expect, and need, ae used with or without a noun or lace not Before the pronoun object in the active voice, depending on the meaning. CE ey Without an object With an object ‘aboutnet having ‘We'd like to eat healthier food. We'd like our children to eat healthier food, too. enough time. She wants to drive the new car She wants me to drive the new car. Tom asked to see the director. Tom asked Emily to soe the director. uninThese verbs require a noun or pronoun object before an infinitive in the active voice. Pence ea advise comince fore -~—=sinlo’.»=«=spormit' «require ©——_—befollomed rect by an allow encourage re order persuade teach Anis th ave noin cause forbid instruct ay femind wan ‘muy [J UNDERSTAND THE GRAMMAR On a separate sheet of paper, change each sentence to the active voice. Use the by phrase as the subject. “The CEO invited spouses of 1 Spouses of co-workers were invited (by the CEO) to attend the reception. co-vorkert te attend the reception. 2 Drivers were told (by the hotel security guards) to stop at the entrance to the hotel. conics 3 Employees were required (by the rules) to return from lunch at 2:00. 4 We were encouraged (by our manager) to tweet our questions to the speaker, C 5 They were advised (by the invitation) to be at the restaurant before 8:00 Pt. eS Gil cramman practice Complete the sentences with your own ideas, an object, and an infinitive 1 The change in the meeting schedule caused vf to ...pettpene.ve flight. 2 ‘The bad weather on the day of the game convinced to 3 Should we remind to e; 4 The sign at the entrance to the event warned to 5 Why don't you pay to ? 6 Thearticlein the newspaper about the accident persuaded .. to [EI PAIR WoRK with a partner, take turns answering the questions, using the cues provided. 1A: Is Mark bringing the food forthe pieni’ B: No, Mark expects.us.te bring, the food. (expect / us / bring) tol tater ab eo eal) B: Yd rather not. 1 . it. (want / Kathy / write) A: Actually, with film about it. (want / fircton vores. my assistant / speak) Discuss someone's behavior By norerappina choose two people you know. Make statements about each person's personality and behavior, using one of the verbs from the J -eaneone | lst fn the chart atthe top of this page. | acorn Description va eseiption modest art + ute 1 my sisterina sweetheart ee She encourage everyone 3 cae to get along. i talkative BS [EJ piscussion activator Discuss the people you wrote about on your ieee notepads, Say as much as you can about them. eeCompare perspectives on world problems ustenie WARM-UP How much do you worry about epidemics, terrorism, and crime? Write each one on the graph. Then discuss with a partner NOT AT ALL Avor By tos: LsTEN FOR MAIN IDEAS Listen. Write the problem discussed in each conversation, Conversation 1 Conversation 2 Conversation 3 TB] sso: LISTEN FoR DETAILS Liston again, circle T (true), F (false), oF ND (not discussed) a She says there arent alot of newspaper articles about crime. T F ND b He thinks there's nothing anyone can do about crime T OF a She thinks breathing the air on planes can be dangerous. T F ND b He thinks international travel will spread the disease all over the world. oT =F ND 2 He worries about terrorism in crowded places T oF ND D She thinks terrorist i caused by poverty. T OF ND BD) UNDERSTAND MEANING FROM CONTEXT Read each quotation, Then listen ag complete each statement. Conversation 1 4 When the woman says, “Crime is just out of control” she means a there's a huge amount of crime b we have to control crime 2. When the man says, ‘What is the world coming to2" he is asking, a “Where in the world can we go to avoid crime?” b “What is the future ofthe world?” 3. When he says, “Better safe than sorry,” he is saying a don't tempt criminals by wearing jewelry just stay home where its safe Conversation 2 4 When the man says, I think I'm getting alittle obsessed" he means, a “Tm thinking about this way too much b “Tmafratd I'm getting sik” 5 When she says, "Well I don’t think that's crazy,” she means a he's right to be worried b the disease is extremely bad 6 When the woman says, “I's even more contagious,” she worries a itcould cause an epidemic b it wont last for long Conversation 3 7 When the man says, “I don't know about you, but I'm getting a litle freaked out about terrorism,’ he's really saying, a “Are you as scared as Tam about terrorism?” —_b “I don't know how to stop terrorism. Do you?” 8 When the woman says, ‘Well, that’s no way to live’ she means, a “You are going to die? b “It’s impossible to live normally with that outlook 9 When she says, "It is what itis,” she means, a “What is it?” b “There's nothing anyone can do about it. 10 When the man says, “I guess I'm going a little overboard,” he means, a “I'm making this too important: b “T'mnot interested in this issue” 8 UNLGB croup work Answer each question and explain your answers, Listen again i you disagre Conversation 1 1. What does the man think we can do about crime? 2. Why does the woman think he is practical? 3 Which speaker's outlook is closer to yours, the man’s or the woman’s? Conversation 2 1 What reasons do the speakers give for why so many people will get the Marburg virus sooner or later? 2 Which speaker is more optimistic—the man or the woman? 3 Which speaker's outlook is closer to yours, the man’s or the woman's? Conversation 3 1. What does the woman think we can do about terrorism? 2 Which speaker has a more realistic outlook—the man or the woman? 3. Which speaker's outlook is closer to yours, the man’s or the woman's? Compare perspectives on world problems oo Tat BY NoTEPADDING — Write alist of world problems that you worry about. Or use the ideas in the pictures. Write why you worry about them. Epidemics: Tworry that we won'thave enough medicines, and lots of people will di 13 jst a matter of ime ut I mean, what ae you ging to do? These things are just part of ie * You've eto rol with he punches. Bi Discussion Meet with classmates who listed the same problems on. + You're just a sitting duck their notepads. Discuss the problem and explain why you worry about it, |S whats. providing detalls of experiences you or others you know have had with ereeetors Discuss what, if anything, can be done about the problem. seas eos od10 Discuss creative ways to achieve a goal [Ey READING WARM-UP In winat ways can a person's attitude help in solving a problem or achieving a goal? 83% BE] miaw READING Read the newspaper article, which is based on a true story in the news. What was Phil Cooper's mistake? DAILY NEWS FACEBOOK SAVES THE DAY WESTON—In painful ending toan ‘otherwise glorious vacation, Phil and Virginia Cooper and their daughters, Miranda and Grace, arrived home without, the hundreds of vacation snapshots they ‘had taken, “Weill always have our memories” ‘sald Phil, “but no pictures of our family’s activities or the beautiful New England scenery and Cape Cod beaches where we spent the last two weeks of our summer vacation” “Phil as always been litle absent minded, but this takes the cake,” Virginia said with an affectionate smile. "We were getting settled in the car forthe long drive ‘home, and Phil got out to snap one last picture of the sunset. Then he set the ‘camera on the roof of the car while he {otis jacket out of the trunk” Needless ‘to say, the camera fell off the caras they drove off The family discovered the camera was missing when they got home. ‘Then Phil suddenly remembered placing ‘the camera on the top of the car. “felt terrible for having been so careless and was sure the situation was hopeless. Days had passed. The camera would ‘have been lying on the groand through bad ‘weather, or pethaps someone had found it and taken ithome,” Philsaid. The camera case had the Coopers’ name and address, but the camera hadn't been inthe case Last weekend, while traning for an Ironman Triathlon event, Adam Secrest, 24, spotted the camera along the side of Calman Road near Barton Beach, Massachusetts. He picked it up, looked for aname, and finding none, stashed it in his car, thinking he would try to locate the owner after his run. Once hhome, Secrest tured on the eamera and scrolled through the photos. “Lfekt sort of like a snoop, but my spying was purposeful” he said. “Iwas looking for clues to the owner's identity, and I was optimistic that I would find something” ‘Soon he carne across a photo of ‘wo young girls getting ona yellow shoo! bus with the words WESTON, NJ ‘on the side. In a burst of creative ‘thinking, Secrest thought someone ight recognize the girs, so he posted ‘the photo on Facebook and urged his friends to share it, with this message ‘Do you know these kids from Weston, New Jersey? [found a ‘eammera with this photo in Barton, ‘Massachusetts, and want to locate the owner. Please share. Facebook friends shared the photo hundreds of times. Iwas ust a ‘matter of time until itappeared on the Weston Community page and someone recognized Miranda and Grace and called Virginia Cooper, who contacted Secrest, first through Facebook, and then by phone. The camera arrived at the Coopers’ house by mail yesterday. “Lots of people say social media is meaningless waste of time, but here's an example of how powerful and useful it ccan be; said Secrest. [i DETERMINE THE MAIN IDEA Which statement expresses the main idea of the article? 1 There's nothing worse than losing one's vacation memories 2 Creative thinking can help solve problems in unexpected ways. 3 Being a forgetful person can cause a lot of problems. DD UNDERSTAND MEANING FROM CONTEXT Locate these adjectives and expressions in the article and classi them as postive (+) or negative (). Then, with a partner, try to explain the meaning of each one In your own words. D absent-minded LB attectionate 0 hopeless ( purposeful J meaningless 1 powerful 1 useful oun FA SUMMARIZE Read the article again, Then close your book and, with @ partner, uit una ‘summarize the story In your own words.(BBE [Bd esa wor sTupy ADJECTIVE SUFFIXES FUL AND LESS Expand your vocabulary by learning these adjectives from the Reading on page 10 with the suffixes ful (meaning ‘with") and less (meaning without"). Write one sentence using one of each pair. ful less My sentence careful careless hopeful hopeless meaningful meaningless painful painless. powerful powerless purposeful —_purposeless useful useless Be carefull Not all words that end in ul and -less are opposite [El woro stupy PRACTICE The following pairs of words aren't opposite equivalents. With a partner, discuss the alfference in meaning ofthe words in these pairs. ‘equivalents. Restful refers to 2 Gm place of an experience, restful / restless: We had avery restful vacation and didn’t do much./ while restess refers to 9 Iwas so restless last night. I couldn't sleep. Parsowt geen af Bry aca ervousness. Always check the helpful / helpless: Your brother is so helpful. He always offers to do the _dietionary to confirm meaning chores at home. / Babies are so helpless. They can't do anything for themselves. It was pitiful to see that poor cat looking for food. / How can people be so pitiless that they'd let a cat starve? pitiful / pitiles Discuss creative ways to achieve a goal BE) norerappina Adam Secrests goo! was to find Goals: the camera's owner. With a partner, rainstorm and write creative ways to achieve the goals on the notepad. ‘To collect money for a good cause i piscussion Choose one goal and in a small To locate an organ donor for a sick person ‘group discuss ways to achieve it, Based on your ideas from Exercise A. Present your ideas to the class. ‘Towarn people sbouta danger 44 not everyone will want to donate alot of money. 50 it's important to keep a postive attitude, f everyone gives alittle, or donates time to help, we can stil reach our goal.9 ‘To find a lost person In a paragraph, present 0 spread a political message the ideas you developed in Exercise B. To spread a pol aParagraph structure: Review Workaholics lead unbalanced A paragraph consists of sentences about one topic. The most important lives. They spend all their energy fon work, They rarely tke time to topic of a paragraph. For example: Workeholics lead unbalanced lives. and he worked every day of the week, We hardly ever saw him. Even wien, facts—must be related to the topic presented in the topic sentence: noverto thinkof anything ese. Insummary, nt wow Ke to ifthe last sentence of @ paragraph isnt its topic sentence, and especially ##4P* from work makes efile ifthe paragraph isa long one, witers sometimes end it with a concluding 4° 8 Workaholic to find balance in sentence that restates the topic sentence or summarizes the paragraph : Concluding sentences commonly use phrases such as In conclusion or ‘ ‘n summary. BY warmine skint study the rules. EX practice the sentences below form a paragraph, but they are out of order. Write T next to the tople sentence, § next to each ofthe four supporting sentences, and C next to the concluding sentence. Then, on a separate sheet of paper, put the sentences in order and rewrite the paragraph. 1 She took a night-shift job so she didn’t have to do much work. 2 Since they're very intelligent, some figure out hv to do less work. 3 Very intelligent people, or “brains” are sometimes lazy people. 4 Thad a friend who was a member of Mensa, an organization for people who are really smart 5 To sum up, sometimes intelligent people use their intelligence to get out of doing work 6 She could read novels most ofthe night and still get a paycheck Ti practice Read the two paragraphs, Find and underline the topie sentence and the concluding sentence In each paragraph. Terrorist acts take many forms, but all ‘The things that worry many people don't worry have one thing in common: the senseless me. For example, many people worry about war, targeting of innocent people to achieve epidemics, and natural catastrophes, such as storms. maximum pain, fear, and disruption. In and earthquakes. An individual person can't do one type of act, a terrorist kills or harms a anything about war, so why worry about it? | believe: single individual for no apparent reason, in hoping for the best. Epidemics can be terrible, but In others, terrorists detonate explosives I trust in modern medicine and think scientists are or bombs in crowded markets or at public doing everything they can to discover vaccines and events. In still others, terrorists attack treatments for them, And storms and earthquakes public transportation, harming or killing are relatively rare and can't be prevented, so it’s best many people at once. In conclusion, just to keep an optimistic outlook. Of course it would although | generally have a positive be silly not to take precautions that can help. “Better ‘outlook, | think itis just a matter of time safe than sorry," as they say, but in most cases it's Until terrorists harm me or people | know. best just to try to roll with the punches. and love. “Gat BJ APPLY THE WRITING SKILL Choose one (or more) world problems that Er 12 ‘worry you. Write a paragraph describing your outlook and attitude about | [7 pes my paragraph have a topic sentence? the problem. Use the writing models in Exercise C as an example. El Este sgootiegeeioees ai vega a vlte to the toie? Ci be | have a concusing sentence? unaBJ sit Liston to the people talking about their reactions to events inthe news. Decide if each speaker is an optimist, a pessimist, ora realist 1 John 2 Susan 3 Matt EE Now read the statements, Write the name ofthe person from the listening who Is most likely to have said each statement. Listen again if necessary. 4 *You've got to be practical. There willbe some problems in life that you can solve and some that you can't. What's important i realizing when something is beyond your control. Iman, itis what itis” 2 “Life is full of hard times. Bad things happen and there's very little you can do about fs 3 “It's important to see a problem as both a challenge and an opportunity for success Difficult experiences can make a person stronger.” [Fl compete each description in your own words 1 An easygoing person is someone who 2 An outgoing person is someone who 3 A reliable person is meone who 4 Ahelpful person is someone who BB compete each conversation with one ofthe words that describe behavior from page 6. 1A: Looks like Ihave to work overtime again tonight. My boss just gave me three projects to complete by the end of the day. B; You're kidding, He sounds like areal : 2 A: You know, without Sarat's help, I would never have completed that presentation in time. B: Tell me about it. She really helped me out with my sales campaign last month. She's such a 3 A: Tomis really a Tran into him in the park last weekend, and he was sitting on a bench and working on that report B: Yeah, that’s Tom all right. He never stops! 4 A: Idon’t think Jill had a very good time at the party—she didn't say a word the whole evening, B: Well, Jill doesn't feel comfortable in social situations. She's just not a FB complete each sentence with one ofthe adjectives from Word Study on page 44. 1 Excellent dental anesthesia today makes almost all dental treaiment 2 Sometimes we feel completely ; there's just nothing we can do to make something happen, 3 The Internet can be very in helping us communicate with a large number of people at once. atm... about the future. I think things will change for the better, 5 Some say the colors of a painting create a more impression than the black and white of a pencil drawing, | SAME ss Web Project Personality Types vvwcenglish.com/summit3e 2COMMUNICATION GOALS 1 Describe how you've been enjoying the arts Express a negative opinion politely Describe a creative personality Discuss the benefits of the arts Music and Other Arts PREVIEW By FRAME Your IDEAS Complete the survey. Then tell a partner about the songs and artists you listed. Explain why each one Is memorable for you. WRITE O} Mitte Vie tial felt 4 1 AAsong with relly danceable bea that made you 6 A grup or performer with an imovative sound want to getup and move to the music unt anything you'd hear before * 2 Asong with a catchy, unforgettable melody that you 7 A singrthat blow you away with is Toved-—you couldnt gt the music outofyourhead or her extraordinary singing woice ° ° '3 Asong wth an annoying melody that drove you 8 Atop-notch musician you thought was, crazy evry time you heard it ‘one ofthe mast talented artists ever 8 ® 4A song with ely moving ics —you got 9 A singer, musician, or group that ut on an emotional every ime you heard the words amazing and memorable performance ° ° '5 A.song with interesting lyrics that made you really think about the song's meaning [El miu VocaBULARY ELEMENTS OF MUSIC. Work with a partner to abet aaa explain the meanings of the words on the right. Use the survey to support amelody voice your explanation. Then listen and repeat Tyres ' performance PAIR WORK Tell your partner about the performers you'd like to see, or not like I'd love to see Backstreet Boys. They have a really unique sound. to see, in the future. Explain your reasons, “4 unrENGLISH FOR TODAY'S WORLD ‘Understand a verety of accents. Dy mss sporticHt Read and listen to three colleagues discussing parte Sei what to do after a meeting. Notice the spotlighted language. american ngs tana Amalia: Hey, guys, we've got a free evening tonight. Why don't we see if there's anything to do? Sandy: Hold on! Here's something that might Sandy: Good idea! Let me see if | can find something be right up your alley, Paul. There's an online, exhibit of modern American art at the Grant Paul: I'm in ... Check out eTix. They usually have some Gallery. And they're open late on Thursdays. great deals, Paul: Now you're talking! Sandy: Let's see ... Hey, The Phantom of the Opera is at Sandy: And what I really love is the location. the Palladium, I saw the movie, but I've never seen it live ‘What do you think? Paul: I saw it back home in Chicago at least ten years ago. Hasn't that thing been playing for like twenty years now? Amalia: At least! I've actually seen it on stage. But I guess I ‘wouldn't mind seeing it again. The music is awesome. Paul: Yeah, it’s got some catchy melodies, but the story's nothing to write home about Sandy: Hey, here's something that might be ‘good! It looks like tickets are still available for Swan Lake. That's supposed to be an amazing ballet Pa no offense, but ballet isn’t my thing, Amalia: I can see Paul's going to be hard to please! Sorry, I don’t mean to be a pain, I guess Tm not really in the mood for a show tonight. ‘Maybe there's a museum that stays open late. ight around the corner from Pa [UNDERSTAND IDIOMS AND EXPRESSIONS Find these expressions In Spotlight. Match each with its correct usage. 1 rmin a You think someone will definitely be interested in something. 2 It’s nothing to write home about. b You want to apologize for making trouble. 3 It isn't my thing, ¢ You think someone has made a good suggestion. 4 He's hard to please. d You think someone is difficult to satisfy. 5 I don't mean to be a pain. @ You think there's nothing special about something. 6 It’s right up your alley. £ You want to indicate your willingness to participate, 7 Now you're talking, g You indicate that something isn't to your personal taste. THINK AND EXPLAIN. Discu: 41 Who's willing to see The Phantom of the Opera and who's not? Explain each person's point of view 2 Why do you think Sandy thinks the art exhibit might be just right for Paul? these questions. EEEERMIMGY Par wor rate the events ona scale of 0.5 Musicale arenes my thing (with 5 being most enjoyable). Then tell your partner about the They just seem silly to me. But a kinds of events you'd like to attend. Explain your reasons in detail. right up my alley. 3 BR Ban art exhibit Pa modern performance 4 r 1: A C fe musical ‘a. comedy show am | TLANEUG EC vm 15Descrine how you've been enjoying the arts eine) sana ) sss GRAMMAR SPOTLIGHT Read the commentaries Notice the spotlighted grammar | ery to get to MASP—that's the So Paulo Museum of Art— whenever I can, Because it's not far from work, ve been dropping by about every month CF $0 to see what's new and visit its excellent library. Lately, ve been exploring the Antiques Market outside as well. They always have a k interesting stuffto (Over the past few years, I've been going to see a lot oflive theater. I've seen some classic but stil- popular shows like Les Misérables and The Phantom of the ‘Opera. Recently, | booked a trip to New York, and ve been checking online to see what's playing. | couldn't go to the Big Apple without seeing a few good shows, right? peers on eee Music plays a pretty big part in my life. Lately ve been using music to wake me up in the ‘morning, get me moving at the gym, and help me Unwind after work. Speaking of work, We been listening to music more during the day and I've noticed that it actually makes me more productive. El make PERSONAL COMPARISONS Which person's tastes, interests, and activities are the most like (or the least like) your own? Explain why. igi [Gl orammar THe present PERFECT CONTINUOUS Use the present perfect continuous to express a continuing action that began in. Rarnamey the past and continues in the present. Depending on the context, the action “ 2 may continue inthe future. Use have / has + been and a present participle. is eee ecg Statements that began in the pase. There no She's been practicing piano for years, Paste sie Aes 7 Le ae e's plano for years) {ve been listening to classical music since I was a kid siecerpe teen Questions Since | was Kid Have you been playing the piano for a long time? there you played te piano fore How long has your son been painting portraits? How long has your son painted portals? These words and phrases ate often used with the present perfect continuous {and the present perfect) when describing continuing actions: Lit the leaks for [two months] lately these days insentences with already, yet, fora while recently this [year] before, and ever, because they eet a aol describe finished actions sel d oc? loniene' She's already practiced piano the week, Note: The present perfect continuous, rather than the present perfect, is Have you ever studied pianc? generally used to describe a recent continuous action, especially when there is Visible evidence that the action has just ended. 5 vi a —————— What's Nora's violin doing on the table? Has she been practicing? (0. 26 Firished and unfinished actions: summary 16 UN —SEE [BJ Nomice THE GRAMMAR Find an example ofthe present perfect continuous in Spotlight on page 45. Does it describe an action that has finished or one that may continue inthe future? Bl unperstanp THE GRAMMAR Check the sentences in which the present perfect continuous can also be used. Then, on a separate sheet of paper, rewrite those sentences in the present perfect continuous. (1.1 He's played with their band for almost [15 Weve gone to a lot of concerts lately. ten years. [6 Have you ever visited the Museum of (2 Justin Timberlake has already given two Contemporary Art? concerts in my town. [07 How many times have you seen the musical (113 She's looked online this morning for a good Les Misérables? deal on show tickets. 8 Lately, audiences have asked them to play (114 Since he got promoted to stage manager, more songs from their new album. Mark’s arrived early at the theater every day. [i GRAMMAR PRACTICE Complete the question, using the present perfect continuous when possible, Otherwise, use the present perfect. VAL nena music videos on my tablet? B: Yes, Ihave. But I'm done. 2& way the musical Wicked yet? B: No, he hasn't, But he should. It’s unforgettable. BAD ng 2 via 7 87'S B: Just now? I've been checking to see if there are any interesting art exhibits this week, an: oes late again? B: I'm afraid so. But she'll be heading home in a few minutes, 5A: sar 10 a Broadway musical? B: Never. But he's going to his first one tonight. Ec p. 442 6A: in line to get in to the concert? Intonation patterns Tai 7 7 walt B: About twenty minutes, But it looks like we're finally moving now. Describe how you've been enjoying the arts BX NoTEPADDING Write about your experiences with the ats recently. Explain why youve been doing some things and not doing others, Use the present perfect continuous. music art Te been istening to alot of | Thaven'tbeen going te any art “exhibits lately. Butte tell the pop these days. It helps i truth its not really my thing me unwind. Music art Theater 64 Have you been going 1 piscussion activator Discuss the role the arts have been playing in een ‘your life recently. Use your notes to discuss what you've been doing (or not __musicals recently? 79 doing) lately. Ask your partner questions. Say as much as you can. 1”18 GOAL Express a negative opinion politely By m tar VOCABULARY NEGATIVE DESCRIPTIONS OF MUSIC Read and listen. Then listen again and repeat. The melody is so {overly emotional or romantic) Her lyrics are way too (not un ov napps) Their music is so (oft artic value focused on popular success) His sound is really / (notup-to-date: nt moder) D) ccnoying Their songs are kind of boring (alway epeat he same bet, iis, or melodies) depressing loud offensive sily weird Ey mits LisTeN To ACTIVATE VOCABULARY Listen to each conversation. Then complete the description, 1 2 3 4 5 He finds Sting music way too (repetitive / commercial / sentimental / serious). She finds Backstreet Boys very (repetitive / commercial / dated / serious). He finds Caetano Veloso a little too (repetitive / sentimental / dated / serious). She thinks country music is really (repetitive / sentimental / dated / commercial), He thinks Anthony Hopkins’s music is too (repetitive / sentimental / dated / serious). [Barty THE VOCABULARY With a partner, describe singers and bands you don' like, using the Vocabulary In my opinion, Phi hate to say it music is way too commercial. And | pretty dated, too. Do you agree?| SE DD] oramman cLerr SENTENCES WITH WHAT One way to emphasize the action in a sentence isto use a noun clause with What as the subject ofthe sentence + the verb be. Make sure the form of the verb be agrees with its complement. (I really don't tke traditional music.) (They really loved the iris.) Cleft sentences What I really don't like Is traditional music. (He doesn't understand latin music) —> What he doesn't understand Is latin music. (The melody made everyone cry) i notice THE GRAMMAR Find an example of a cleft sentence with What in What they really loved were the lyrics. p.128 ‘What made everyone cry was the melody. “Noun clauses: review and ‘Noun ciuses as adjective Spotlight on page 15. un2Li crammar PRACTICE Rewrite cach statement asa lat sentence with What. 1 I can't stand long classical music concerts. .... What] can't stand.ore leng classical music. cencertt 2 Laide care for Will Youn 3 Jessica doesn't particulary like Ed Shecrans vole. overly sentimental lyrics. 4 Td really enjoy seeing a live Yanni performance. 5 The song “Taking Back My Love” by the Enrique really makes me want to perform, [Bl PAIR WoRK Take turns reading a statement aloud, Your partner restate: cleft sentence with What. asa 1 “Pop always puts me to sleep” 2 “Ican't stand the loud beat in pop” 3 “A good melody can make even bad lyrics seem acceptable” 4 “Listening to my brother try to sing drives me crazy.” 5 “Tlove downloading songs by unknown new artists.” ifkamgunge ss Express a negative opinion politely J uw convensanion sroruiait Read and listen. Notice the spotlighted Pabeee noses A: Are you as much of a Kenny Rogers fan as Lam? : Kenny Rogers? To tell the truth, not crazy about him, : How can you not like Kenny Roger : To be honest, what I don't like is his, sound. It's so commercial. But you >= know who I really like? ‘A: Who? Sting. A; Sting? Thate to say it, but find his music a little dated Ey & 220) RHYTHM AND INTONATION Listen again 2 repeat. Then practice the conversation with a partner. Tl NorEPADDING write about some of your favorite musical artists and groups. Use cleft sentences with What Artists or groups. What | like "SEE BB] CONVERSATION ACTIVATOR Create a conversation similar DONT STOP! EI to the one in Exercise A. Start like this: Are you as much of a _* Discuss other artists = __ fan as | am? Be sure to change roles and then partners. 2 Led ee hienpn + Say as much as you can, 19GOAL Describe a creative personality (Sim) PBJ oar VOCABULARY DESCRIBING CREATIVE PERSONALITIES Read and isten. Then listen again and repeat. Positive qualities Negative qualities gifted having @ natural ability to do one or more eccentrie behaving in an unusual way or appearing things extremely well different from most people energetic very active, physically and mentally jcult never satisfied and hard to please imaginative able to think of new and interesting ideas moody becoming quickly and easily annoyed or unhappy passionate showing a strong liking for something and egotistical believing oneself to be better or more important being very dedicated to it ‘than other people [EI READING WARW-UP_ is often said that gifted people have eccentric, moody or dificult personalities, Do you agree? Explain ENE [] wuz READING Read the short biography. What effect did Beethoven's personality have on his ite? stamping his fet. He completely neglected his personal i appearance; he had wild hait, and his clothes would get eni Farnsisnes rae te friends was that he never noticed the diference Beethoven wrote two famous works, Moonlight Sonata and Fr Bis, or bo diferent women he loved He was alms always passionately in love often witha woman who was already marred or engaged. Although Beethoven askod several women to Born in 1770 in Bonn, Germany, Ldwig van Beethoven started "2"? Nin they llsected him playing the piano before he was four years od. Clearly gifted, The most tragic aspect of Beethoven fe was his gradual oss of hearing, hie had already composed his fist plece of music hy the time beginning in his late twenties uni he became completely deaf in his the was twelve, When Beethoven was just sixteen, he went to forties. However, even as his hearing grew worse, Beethoven continued to study in Viena, Austria, then the center of European cultural be energetic and productive his creative acts remalned intense, and life and home to the most brillant musicians and composers audiences were deeply touched by his musi. In 1826, Beethoven hed his “of the period. Beethoven proved tobe both a gifted pianist and last public performance of his funous Ninth Symphony. By this time, the ‘an imaginative composer. He went onto ereate his own unique composer was completely deaf When be was turned around so he could ‘sound and melodies loved by millions. se the roaring applause that he cou not hear, Beethoven began to cy = ‘Beethoven is remembered not only for his great genius, but ‘Beethoven died in Vienna at age fity-seven. One out often people fo forbs trongandaifclpervonaiy none famous _who led in Vienna came to his funeral. lions of people al oer the mame BF iscier, Bootoven became so any witha walter that he world have been enjoying his music ever since I ‘emptied a plate of food over the man’s head. He could also be -_ quite egotistical, saying once, “There are and wil be thousands of| Princes, Thee i only one Beethoven” During concer if people Ss {alked while he was performing, he would stop and walk oat Despite this type of beavis, may in musical and aristocratic cirls nite Beethoven, and music lovers wee alas Beethoven's greatest supporters, Thi fat did ot prevent him from sing his temper with one of another af them. Howevee, Decuse of his talent, Beethoven's ends always agave is insults and moody temperament. Inaddition to beng tet, Beethoven was aso wellAnown for his eecentee behavior. He had the odd habit of puting his ead in cold wate before te composed ary mui. He often walked through the streets of Vienna muttering to himself and DD INFER INFORMATION | Infer the information from the Reading, Explain your answers. 1 the year Beethoven moved away from Bonn 3 the reason he cried 2. Beethoven's age when he gave his last public performance 4 the year Beethoven died 20° UNTT2GB wwentiry supporTING DETAILS On a separate sheet of paper, write examples from the Reading of Beethoven's behavior that illustrate each personality trait. Use your own words. Explain your answers. 1 that he was gifted 4 that he was passionate 7 that he was moody 2 that he was energetic 5 that he was eccentric 8 that he was egotistical 3 that he was imaginative 6 that he was difficult [il ExeRess AND SUPPORT AN OPINION Discuss the questions. Activate the Vocabulary to support your opinion. 1 Why do you think every woman that Beethoven asked to marry him rejected him? Do you think they made the right decision? tomy 2 Why do you think Beethoven was abe to write some of his most popular pieces of adil when he could no longer hear? NOW YOU CAN Describe a creative personality BB FRAME YouR IDEAS Do you think you 44 'm not particulary creative have a creative personality? Rate yourself but 'm very passionate. | for the qualities below on a scale from Cie ie 0 to 3. Compare answers with a partner. sbout you? 7 = not at all sifted difficult alittle eccentric soos energetic somewhat passionate moody = extremely iadnane egotistical discussion Provide details to complete the descriptions of these create personalities, or write complete descriptions of others you find interesting. Be sure to use the Vocabulary and provide examples. Say as much as you can. Ernest Miller Hemingway was a novelist, short story writer, and journalist from the U.S. But a lot of people found him eccentric, For example, Christian Bale is a Hollywood actor who is originally from | [| the U.K. He is very talented Frida Kahlo was a famous and is known to be very Mexican painter. They passionate about acting. say that, at times, she | | | But it is said that he can could be quite moody. egotistical and difficult to For example, work with. For example, CORTON Write a biography of a creative person. Present it to the class. rar ‘a sweetheart 2 workaholle aGOAL Discuss the benefits of the arts [EY UsTENING WARM-UP DISCUSSION In what ways do you think the arts could be used to help children who are under emotional stressor the elderly with memory problems? EE] 125 LISTEN FOR MAIN IDEAS Listen tothe radio program for descriptions of how the arts are used as therapy, Write the type of therapy that Is described by each therapist. rd phat LISTEN FOR SUPPORTING INFORMATION Listen tothe radio program again and complete each statement. Then explain what the therapist does to achieve each goal. 41 Mark Branch uses the arts to help patients with intellectual disabilities improve a thelr schoolwork b thelr ability to socialize 2 Bruce Nelson uses the arts to help troubled teens a talk about their problems more easily socialize with others more easily 3 Carla Burgess uses the arts to help the elderly a tell others about their problems b socialize with others By > 12s LISTEN To TAKE NOTES Listen to the radio program again, Work with a partner to define these words and phrases. 4 an intellectual disability 2 atroubled teen: By arpty weAs Read each situation. Which therapies mentioned in the radio program would you recommend for each situation and why? Compare and discuss your answers with a partner. 2 ‘Anumber of humanitarian organizations have been working with children who were forced to become soldiers and fight in local wars. In many ‘cases these children have participated in violent acts. Their experiences make it hard to sleep or interact normally with others. unt Greenwood Hospital specializes in helping patients who have been incaraccidents and sports- or work- related accidents. Patients struggle with physical pain limited movement inarms and legs, and depression. They need emotional support,126 Participial adjectives 222 Bd worn stupy using parriciPiaL aosecTives an Reeteeiray re eee (amaze) amazing amazed ‘The present and past participial forms of many verbs (annoy) annoying annoyed can function as adjectives. (bore) boring bored * , (epres) depressing depressed The past participle has a passive meaning. It can (alsappoin) dseppointing disappointed usually be restated witha by phrase. (entertain) entertaining entertained Reece ee eee teres) nerestng vost {m bored (by tis movie (please) pleasing pleased The present participle does not havea passive (rele) telaxing Feloned meaning. It can usually be restated with an active verb. ae ; sein sonst " stimulate) stimulatn stimulates That book is depressing. It depresses everyone] (canes) aurpddage sirpfied It’s so boring. It bores me.) (touch) ‘touching touched (trouble) troubling troubled TB worn stupy practice circle an adjective to complete each sentence M 1 can make language students feel (relaxed / relaxing) 2 Drawing pictures about their problems can make patients feel less (depressed / depressing), 3 Some patients find movement therapy to be very (soothed / soothing). 4 For patients in physical pain, the benefits of music therapy can be (surprised / surprising). 5 Researchers are (amazed / amazing) that the results have been so positive. 6 Many doctors report they are (pleased / pleasing) with the progress their patients make. 7 Many teen patients feel that drama therapy is (entertained / entertaining). [1] woro stupy practice witha partner, take tums choosing 441 think musi therapy might @ present participial adjective from Exercise F and using it in a be disappointing. 7 Sentence. Your partner then creates a sentence using the past participial form, {think | might be dis by music therapy. iscuss the benefits of the arts eptenictier jppointed [EY NotePADDING What are some benefits that musi, art, dance, and theater bring to people's everyday lives? With a partner, make a list and discuss. Use participial adjectives. Desai Eames Benefits irLanguage se ‘Music eaabe soothing | Playing music at work relaxes people they te more productive. Examples {85 Bd GROUP WoRK Present your ideas to your class or group. Comment on your classmates! ideas and ask questions 2Parallel structure: writing words in a series BY wrrnna skit study the rules. When listing two or more words in a series, be sure to use parallel structure. All the words, phrases, or clauses should be in the same form. Study the examples. | like photographing, painting, and singing. (All are gerunds.) | ike to photograph, to paint, and to sing. (All are infinitives.) ‘The picture was painted, framed, and sold, (All are passives.) She's a friendly, helpful, and intelligent human being. (All are adjectives.) Ifyou are listing two or more infinitives, either use to with all of them or use it only with the first one. She wants to eat, to drink, and to goto sleep. OR She wants to eat, drink, and goto sleep. With a pair or series of nouns, either use the article with all of them, or use it only with the first one. I'm a student, a musician, and a mother. OR I'm a student, musician, and mother. {f another word refers to all of the words in the series, you can use it with all of them or only with the first. | don’t think I'm very interesting or very smart OR | don't think I'm very interesting or smart. | prefer people who make me laugh and who like outdoor activities. OR | prefer people who make me laugh and like outdoor activities. i ERROR CORRECTION Find and correct the errors. My personality Some people think am moody, a pessimistic person, and cautious, because | sometimes worry about the future. However, this is very surprising to me, What | think is that | have always been a passionate, a positive, and optimistic person, The fact that | love traveling, to meet new people, and learning about new places proves that | don't have a pessimistic outlook. Most of my friends find me to be energetic and imaginative. [Practice on a separate sheet of paper, complete each statement with the words in parentheses, using parallel structure. Then write at least two similar sentences about your ‘own personality an Interests. 1 Tlike (fead, listen to music, go to movies) 2 Ive been (teacher, stay-at-home mom, office manages). 3 Tenjoy (hike, ski, swim in the ocean) 4 (Gee new places, have new experiences, make new friends) are all reasons [like to travel 5 Last year I (Jon te volleyball team, pla inten games, win an award). 6 What energizes and retaxes me is (paint portraits, cook great meals, play my guitar. "SB APPLY THE WRITING SKILL Write a paragraph describing your Interests _— and personality. Try to include at least one sentence using the present perfect continuous and one using a cleft sentence with What, Use the Vocabulary from Units and 2 Ti does my paragraph have atop sentence and supporting sentences? 00 1 nave @corciusing sentence? Toa use poate structure? 24 unrBy i120 Listen to the conversations about musical preferences. Check the person who doesn't like the music. Then listen again and write what the person doesn't ike about it ‘Theman The woman What he or she doesn’t i 1 Backstreet Boys oO ao 2 Vanessa-Mae Qa im 3 Josh Groban a a 4 Tom Chaplin o oO 5 Antonio Carlos Jobim [1] Qo El complete the statements: ‘an appropriate adjective from the box. eccentric egotistical energetic gifted moody _passionate | Seceneeices SO ASN eASSTS i LSSS A Sater eer 1 Sarahis avery musician, She started playing the piano when she was three. 2 My neighbor has thirty cats. You could say he's a bit 3 Franco is an extremely person. He only thinks of himself 4 Dalia has been so lately. She gets angry at the smallest thing, 5 My brother is really He's always doing something productive, 6 My boss is so. about the products we sell. She really believes in them, [Gi Check the sentences in which the present perfect continuous or present perfect are used correctly. Correct and rewrite the incorrect sentences on a separate sheet of paper. (11 Tve already been writing two reports for my boss this month. (12 Kate hasn't seen the movie Interstellar yet, but all her friends have been tell her how great itis. (13 They've never been hearing about art therapy before. C4 Most likely, Lance studied late. His bedroom light is still on. O 5 We haven't been making reservations for our flight yet. CO. 6 I'l bet you've done the laundry. I can hear the washing machine. Bi) Rewrite each statement as a cleft sentence with What. 1 Life without the arts wouldn't be much fun. 2 Idon’t like a band whose music is really commercial. 3 The beat made everyone feel like performing. 4 [like to listen to music that has fun lyrics and a great melody. 5 They should go see anything that's playing on Broadway. — "TEST TAKING SKILLS Web Project: Bonefits of the Arts 152 wrwenglsh.com/summit3e 25Money, Finance, and You PREVIEW Circle the letter that best describes you. [By FRAME Your IDEAS. Take the test to learn about your personal spending style COMMUNICATION GOALS 1 Express buyer's remorse Talk about nancial goals and plans Discuss good and bad money management Explain reasons for charitable giving ——————— You hear about the latest (expensive!) ‘smart phone with the coolest new features. You run to the store and stand in line to be one ofthe first people fo have i ‘compare prices online so you con get the best deol right away. tell yourself that the price always comes down after a wile and decide to wait, other ‘You would love to have a fancy high- tech entertainment system in your living room, but you just don't have the money right now. You .. buy twit your creditcard and hope you find the money to poy for it later. ‘cut back on other expenses until you've soved enough to buy it, decide you have more important spending priorities than buying an entertainment system, other rect) ieee You ore defintely a big) spender Your motto is Easy come, easy go. Ityou circled eee Youve gota good head ‘on your shoulders about money. Your motto is Everything in moderation You are invited to a birthday party and know a gift is expected, but you're short on cash right now. You ‘8 spend more on the git than you ean ford ony way. B try o find a nice gift that’s not too expensive, © say you are busy and don't go, so you don’t have to buy o git b oth You always split the restaurant bill equally with two work colleagues when you eat lunch. This time you weren’t hungry and ate very little. You pay your usual 1/3 of the bil cffr fo pay for just the smal amount youale ‘ask the other to treat you, since your ‘amount was so smal, other ee) ieee You are thifty and dont ‘waste money. Your moto is: Waste not, want not Teens pa bpinen ya ater tne How would you style? ‘describe your spending You discover a hole in your pants. You '& gout and buy new paris. '8 hove the pants repaired ce fixthe pants yoursett > other EE] >2or VocABULARY DESCRIBING SPENDING STYLES Listen and repeat. spender a person who regularly spends a lot of money careful not to spend too much money a cheapskate a person who hates to spend money 26 UNT3 i ee DISCUSSION. Do you know anyone you would calla big spender, thrity, ora cheapskate? Give one or more examples of that person’ behavior to support your opinion,Brad: Dad! Check out the smart bikes! Are they cool, or what? And there's a place for your smart phone on the handlebars so you ccan get texts. You don't have to look for your phone while you're riding! Dad: You've got to be kidding, “Smart bike"? Souncls more like a dumb bike. Dont tell me you text while youre riding your bike! Brad: Oops. Tshouldn't have said that What I meant i that I could just stop and take a look Dad: Look. Even ifthis were a great bike, hich it isn't, it's way over our budget. Look at the price—its astronomical! And what's so special about it except for the ridiculous handlebars?—which should be illegal in my opinion Brad: Well, could chip in part of the cost Tve saved up a little for a rainy day, like you've always told me to. Dad: Hey, Pm really proud of you for not spending all your money. But this isn'ta rainy day. The bike isa totally unnecessary De 2m sporticht Read and listen toa conversation between & father and son about spending. Notice the spotlighted language, Understand a varety of accents Brad American English Gtandara) Brad's dad American English standard) impulse item. They want you to buy it without thinking. And the handlebars are just a gimmick to get you to want it, Brad: But for once, Ii like to be the first person to have something ‘cool, you know? Dad: Well, if you have your heart ‘set on this smart bike, then you'll have to save up and pay for it yourself. But I'll need your word of honor you won't text while you're riding, Brad: OK. But Dad, by the time I have enough money to buy a smart bike myself, all my friends will have already gotten theirs! Dad: That may be true, but Mom and I won't shell out that much money for this bike, even if you do chip in. It's amatter of principle. You know, money doesn’t grow on trees. [Bl UNDERSTAND IDIOMS AND EXPRESSIONS Match the expressions from Spotight with their meaning. 1 way over our budget, 2 astronomical 3 chip in 4 saved up a little fora rainy day 5 impulse item 6 gimmick 7 have your heart set on 8 word of honor 9 shell out 10 matter of principle a promise b very, very high ¢ more than we can spend d pay @ contribute some of the cost ¥ Kept some money in case of an emergency 4g something you buy without thinking much about it fh something that’s right avalueless feature {really want [i THINK AND EXPLAIN Support your answers to the questions with information from Spotlight. 1 In your opinion, will Brad buy the smart bike for himself? 2. Do you think Brad sees his dad as a big spender, thrifty, ora cheapskate? How does his dad see him? EGE crovr work Discuss some worthless gimmicks and worthwhile features, youve seen promoted for the following products. 1 an electronic product... 2 apersonal-care product 3 a shoe for a specific sport 4 another product aExpress buyer's remorse BN 202 VocABULARY EXPRESSING BUYER'S REMORSE Read and listen. Then listen again and repeat. By & 208) LISTEN FoR DETAILS Listen to conversations about items people bought. Write the product theyre discussing. 1 3 5 2 [Bl e205: Activate VOCABULARY Liston again. Pay attention to the people's regrets From What they say infer the reason forthe regrets, sing expressions from the Vocabulary. Use tach Vocabulary expression only onetime, 1. Tttakes up tee much ream. 4 2 5 3 [EGz [B] GRAMMAR EXPRESSING REGRETS ABOUT THE PAST wn Wish + the past perfect | wish | had bought @ smart bike. And | wish | hadn’t bought this car! Do they wish they had joined a gym instead of buying that treadmill? Don't you wish the store had had the uPhone a month ago? ‘Why does Ann wish she had gotten the more expensive model? ‘Should have or ought to have + past participle | should have waited to buy a food processor = | ought to have waited to buy a food processor. Note: American English speakers use should have, not ought to have, in negative statements and in questions. He shouldn't have bought the shoes in size 40, NOT He ought-notte-have-bought the shoes in size 40, ‘Should you have sold your house? NOT Qught-you-to-have-seld your house? only + the past perfect Express very strong regret with If only + the past perfect. You can also use if only in ‘past unreal conditional statement and include a result clause. If only | had bought an underwater camera! (regret: | wish | had.) If only we hadn't bought that car! (regret: We wish we hadn't) If only | had bought an underwater camera, | would have taken pictures of the coral ref. magq Ed Novice THE GRAMMAR Find one regret about the past in Spotlight on page 27. 28 UNS‘S35 [B] CONVERSATION ACTIVATOR Create a Gd UNDERSTAND THE GRAMMAR. On a separate shest of paper, rewrite the statements and questions, changing wish or if only + the past perfect to should have or ought to have. 1 She wishes se ad bought new car- (ought to) core 2.Do you wish you had read the owner's manual before you tried to use the espresso maker? (hould) 3 We wish we had gone toa discount store instead of this fancy department store. (ought to) 4 Ifonly [hadn't been in such a hurry to sell my house! (should) 5 Doesn't he wish he had taken the tutorial for his new computer’ (should) 6 I wish I hadn't bought these gimmicky basketball shoes! (should) Tl PAIR WORK Read each quotation, Ten take turns asking each question. Your partner Answers with a statement using wish + the past perfect. 1 Steven said, “I should have exchanged those 3 Michelle's husband said, “You should have shoes.” What does Steven wish? bought a convertible” What does Michelle's 44 He wishes he had exchanged those shoes. 7 Basband wish? 4 Clark sald, “My dad should have returned the defective tires as soon as he read about the problem in the news.” What does Clark wish? 2 Kate said, “I shouldn't have tried to repair this air-conditioner myself” What does Kate wish? 5 The teacher told Suzanne, “The kids ought to, have taken the school bus this morning.” What does Suzanne's children’s teacher wish? Express buyer's remorse [Ey 208 CONVERSATION SPOTLIGHT. Read and Iisten. Note the spotlighted conversation strategies. ‘A: You know, I wish I hadn't gotten that exercise machine B: What do you mean? A: Well,I hate to say it, but it’s pretty hard to operate B: That's a shame, Can you return it? ‘A: Wtoo late only 14 thought about that sooner. TERA away, * Give it to someone. + Donateit, Well, maybe you can A; Pl think about that. Thanks. [El > 207 RHYTHM AND INTONATION Listen again and repeat, Then practice the conversation What did you buy? with a partner. bo you sll have TH NorePADDING Answer the questions on the notepad about something you regret buying ia he gee ea. jould you ever buy a similar item again? conversation expressing regret. Use the ‘would et a Vocabulary and the Grammar. Start like this: You know, I wish... Be sure to change roles and partners. DONT STOP! + Make other suggestions about what to do with the iter, + Accept or decline the suggestion. ifyou decline, explain why. + Say as much as you can. 2930 GOAL Talk about financial goals and plans Bi) > 202 GRAMMAR SPOTLIGHT Read the interview responses. Notice the spotlighted grammar. CROCE tiene tate uk hea asain utsc Ur or UR acta [find it helpful to try to picture where | want to be in the next few years. By next year, if| play my cards right, | figure I'll have gotten a good job as a financial consultant. That's a short-term plan, | guess. My long-term goals? They're still litle up in the air, but my ‘goal isto be financially Independent, able to retire if want to, before I'm fifty I've decided to seta long-term goal for myself—to save enough money to buy a new car. By this time next year, I'l have put away enough cash for a down payment. 'm ‘optimistic that 'lbe able to afford the monthly payments after that. My short-term goals to make a budget for my monthly expenses and stick to it. I'm not abig spender, but my college expenses have been astronomical, and now Im in debt. My salary rom my parttime job helps a bit, but | stil had to borrow money from my family, and paying back those loans will take some time. Here's my plan: By this time next year, Vil have graduated My immediate goal isto find ajob and ‘make enough money to be able to put away 10% every month, ‘which I'l use to begin paying off che loans. After Ive advanced in my career, say after four or five years, | expect to have started earning enough so that 10% of my salary will amount to more money. I really hope to have paid backcal my loans by the time | turn thirty , 5 El maxe PERSONAL COMPARISONS Discuss the questions 1. How are you similar to or different from any of the people in the Grammar Spotlight? 2 Do you cut back on your spending to buy something you want? Are you financially independent? Give specific examples from your own life. Sm [a] GRAMMAR COMPLETED FUTURE ACTIONS AND PLANS: THE FUTURE _ PERFECT AND PERFECT INFINITIVES ne Use the future perfect to indicate an action that will be completed by a specified time in the _¢xpressions that commonly future. i's common to state the particular time somewhere Inthe sentence. Form the future acfompary statements in perfect with will have or won't have + a past participle. You can contract will. CUA ReL 6y the time Cleo gets hers, she wl have wate fo wo years. ree en 1’ have finished paying for my car before the end of the year. by the time [she arrives} They won't have eaten lunch before 2:00. in the next [month] Will she have finished work by 9:00? (Yes, she will. / No, she won't.) Use a perfect infinitive after hope, expect, intend, or plan to indicate that an act or might take place before a specified time in the future. Form the perfect infinitive with to have + past participle, By this time next year, | plan to have saved enough cash to buy a car. They Intend to have completed their studies by June 10th Doyou expect to have paid back your loans in the next year? (Yes, | do. / No, | don't.) uns To future pertoct continuous5 DD norice tHe GRAMMAR Find 2 statement in Spotight on page 27 withthe future perfect, LH crammar practice on a separate sheet of paper, use the cues to write sentences with the future perfect 1 By the end of this month /I/ put half my paycheck in the bank. 2 By next summer / Stan / save enough to make a down payment on an apartment, 3 Do you think you /lower / your credit card debt by December? ‘4 When / they /start / spending less than they earn? Gi cramman practice complete the paragraph, using perectinfnitves, Ed Compton has been drowning in debt, so he has some emergency short-term goals. By the end of the month, he a realistic budget that he can stick to. ined 7 cae ‘Asa matter of fact, he the last payment on his car oan by October 30th, ‘ie 7 ie Inaddition, he “isa 7 wag ~~~~~ S20 10% of his paycheck even before that. Ihe can stick to his budget and savings plan, Mr. Compton all the money he owes within the year. ‘eit ay bce [El ennon connection These sentences all have errors. On a separate sheet of paper. rewrite them correctly 1 [expect to will earn enough money to buy a ear by the end of the year. 2 Before they come back home, they will to have spent all the money they took with them, 3 We hope having completed our driver training by the end of the week, 4 By the time I'm thirty I will to be married for five years. iin 143 ‘Sentence rythm: thought eroups Talk about financial goals and plans lennon BX Norerappine write your short-term and long-term financial goals. short-term goals completion dates__| long-term goals eee a a irLanguage sn supa racing ike byt tine next year | bey ahovse y short-term goals completion dates tong-term goals completion dates ‘= [EJ piscussion ACTIVATOR Discuss your financial goals with a partner, using dese lnformation from your notepad, Make statements in the future perfect and + be financially independent statements with hope, expect, plan, and ‘be out of debt intend with perfect infinitive. Say as much | 44Ayear from now I'l have patval ates tied ‘as you can. Be sure to change roles and. pal acs Ty 88 )Si8 + create a realistic budget then partners. + stick toa budget “by the time | graduate | hope to have ¢ startsaving money saved enough to buy a new car. anee SE [Bozo LSTENING WARM-UP VOCABULARY GOOD AND BAD MONEY MANAGEMENT Read and listen. Then listen again and repeat. Good money management TB vocasutary Practice Complete each statement about money management, using the Vocabulary. Use each expression only once. 1 Some people say Mr. and Mrs, Strong are thrifty. They don’t spend too much, and they always have money in the bank for a rainy day. Mr. and Mrs, Strong ...a¥8.regvlarly. 2 Andrew earns a small salary, but he's a big spender, so he's always out of cash. Andrew 3 The Wilsons spend everything they earn and have almost no savings in the bank, The Wilsons 4 When Katherine's credit card statement comes each month, she writes a check for the full balance Katherine 5 Sam acts as if he thinks money grows on trees. He can't remember where he spent this week's allowance, 6 Every month, Melanie pays a lot of interest and a late fee on her credit card bill. She can't sleep at night because of all that debt. Melanie z 7 Martha and Bill have everything they need and never spend more than they earn. Martha and Bill . 8 Sally always knows where her money goes. Every day she writes down everything she has bought. Sally 2 unr