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CAMBRIDGE

Jack C. i ~rn
.eJonBthJIJ IIDIJ 1JmlS'lJMJll flro:tDr
Interchange Third Edition Teacher's Edition
revision prepared by Kate Cory-Wright
CAMDRJOGE U~IV!=JI:SITY PRE-S~

Cambridge. New York, Melbourne, Madrid, Cape Town, Singapore, Sao Pau lo, Delhi

Cambridge University Press


32 Avenue of the America~. New York, NY 10013~2473. USA

www.cambridge .org
Information on this title: v.ww.cambridge.org/9780521601801

0 Cambridge University Press 2005

This publication is in oopyrigl:tt. Subject to statutory exception


and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take p lace without
the wr itten permission of Cambridge University Press.

First published 2005


7th printing 2007

interchange Third Edition Teacher's Edition 1 has been developed from New interchange
Teacher 's Edition 1, first published by Cambridge University Press in 1997.

Printed in Hong Kong. China, by Golden Cup Printing Company Limhed

A catalog record for this publictllion is available from the British Library

ISBN 978-0-52 1-60180- 1 Teacher's Edition

Cambridge Uoivcrsity Press has no responsibility for


the persistence or accuracy of l.lRLS for external or
tbird-party Internet Web sites referred to in this publication
and does not guarantee that any content on such
Web sites is, or will remain, accurate or appropriate.

N OTICE To TEACHERS
It is normally necessary for written permission for copying to be obtained
in advance from a publisher. The workshee ts, role play cards, tests and
tapescripts at the back of this publication are designed to be copied and
distributed in class. The normal requirements are waived here and it is not
necessary to write to Cambridge University Press for pem1ission for an individua l
teacher to make copies for use within his or her own classroom. Only those
pages which cany the wording'() Cambridge University Press' may be copied.

Art direction, book design, photo research, and layout service$: Adventure House, NYC
Audio production: Richard LePage & AsSO<:iate~
Contents
Introduc tion
Plan of Book 1 iv
The new edition viii
Student's Book overview X
Teacher's Edition overview xiv
Course components XV

Frequently asked questions xvi


Authors' acknowledgments xviii
Classroom language xix
Teaching Notes
1 Please call me Beth. T-2
2 How do you spend your day? T-8
Progress check T-14
3 How much is it? T-16
4 Do you like rap? T-22
Progress check T-28
5 Tell me about your family. T-30
6 How often do you exercise? T-36
Progress check T-42
7 We had a great time! T-44
8 What's your neighborhood like? T-50
Progress check T-56
9 What does she look like? T-58
10 Have you ever ridden a camel? T-64
Progress check T-70
11 lfs a very exciting place! T-72
12 It really works! T-78
Progress check T-84
13 May I take your order? T-86
14 The biggest and the best! T-92
Progress check 1'98
15 I'm going to a soccer match. T-100
16 A change for the better! T-106
Progress check T-112
Interchange activities T-114
Self-study, audio scripts, and anSwer key T-132
Additional Resources
Games T-143
Fresh ideas T-149
Photocopia bles T-155
Language summaries T-176
Oral quizzes T-192
Written quizzes, audio scripts, and answer key T-198
Workbook answer key T-224
Appendix T-240
Acknowledgments T-241
Plan of Book 1
Titles/Topics Speaking Grammar
I'M''~~~~IIIIIIIIIIIIIII~V~'m"~tt~m~.
Pl ease ca ll me Beth. Introducing yourself; introducing \Vh-questions and statements with
Int roductions and greetings; wmeonc; checking information ; be; ques tion s: what, where, who,
names; countries and nationalities exchanging personal information; and how; yes/no questions and
saying hello and good-by e short answers with be; subje<:t
UNIT 2 PAGES 8 13 pronou ns; possessive adject ives
1
How do you spend your day? Oe!ietibing work and school; Simple present 'Vh-quest ions and
J obs, workpl aces , a nd school; asking for and giving opinions; statements; question: when; time
daily schedules; clock time deO<:ribing daily schedules expressions: at. in, on. around,
early, late, until, before, and after
PAGES 14-15

UNIT 3 PAGES 16-21


How much is it? Talking about prices; giving Demonstratives: this, that, these,
S hopping and prices; clothing and opinions; discussing preferences ; those; one and ones; quest ions:
personal items; colorS and materials making comparisons; buying and how m uch and which ; comparisons
selling things with adjeetives

urm 4 PAGES 22 21
Do you like rap? Talking about likes and dislik es; Yes/no and Wh-questions with do;
Music, movies, and TV programs; giving opinions; making question: what kind; object
entertainers; invitations and invitations and excuses pronouns; modal verb would;
exeu.ses ; dates and times verb + to + verb
PAGES28-29

UNIT 5
Tell me about your family.
Families ; typical families

UNIT 6
PAGES 30-35

PAGES 36-41
Talking about families and family
members; exchanging information
about the present; describing
family life
- Present continuous yes/no and Wh -
questions, st atements, and short
answers; quant ifiers: all, nearly all,
most , many, a lot of, some , M t marty,
a few, and few; pronoun: n.o Otle
How often do you exercise? Asking about and describing Adverbs of frequency: al ways,
Sports, fitn ess activities, and routines and exercise; talki ng almost always, usually. often,
exercise; routines about frequency; discussing sometimes, hardly euer, almost
s ports a nd athletes; taJking nevtr, and neuer; q uestions: how
about. abilities often, how long, how weU, an d
how good; .short answers
PAGES42-43

UNIT 7 PAGES 44-49


I
We had a great time! Talking about past events; gj ving Simple past yes/no and
Free-time and weekend activities; opinions about past experiences:; \Vh-questions, statements, and
chores; vacations talking about vacations short answers with regular and
irregular verbs; past of be

UNIT 8 PAGES 50-55


Wh1t's your neighbortlood like?
I .---
Asking about and describing There is/there are; one, any, an d
Stores and places in a city; locations of places; asking about some; preposi tions of place;
neighborhoods; houses and pnd describing neighborhood.Si quantifierst questions: how many
apartments asking about quantities and how m uch ; count and noncount
nouns
PAGES 56-57

iv
Pronunciation/Listening Writing/Read ing Interchange Activity

Linked sounds Writing questions requesting "Get ting to k now you": Collecting
Listening for names and countries personal information personal information about
"What's in a Name?": Reading classma t es
Self-study: Listening for persona l
information about popular names

Syllable stress Writing a biography of a "Common ground": Findin g


Listening to descriptions ofjobs classmate s imilarities in class ma tes' daily
and daily schedules "Why Do You Need a Job?": schedules
Self-~tudy: Listening to a description Reading about people who
of a weekly schedule need jobs

Sentence s tress Writing a comparison of prices in "Flea market": Buyin g and selling
Listening to people shopping; different countries things
listening for items, prices, and "The World's Online Marketplace''"
opinions eBay!": Reading about on line
Self-study: Listening to people shopping
discussing clothing options
Intonat ion in questions Writing a text message "What's the question?~: Writ ing a nd
Identifying musical styles; listening "Christina Aguilera": Reading asking qu estions
for likes and dislikes about a famous entertainer
Self-study : Listening to people
making invit ations

Intonation in stateme nts Writing an e-mail about family "Family facts"': F inding out
Listening for family relationships "The Cha nging Family": Reading information about classmates'
about an American family families
Self-study : Listening to an
interview with a new student
------1
Intonation with direct address Writing about favorite activit ies "Do you dance?": Finding out about
Listening to people talking about "'Health and Fitness Quiz": classmates ' abilities
free time activities; listening to Reading about and taking a quiz
descriptions of sports participation
Self-study : Listening to a quiz
about health and fitness

-- Reduction of did you


Listening to descriptions a nd
opinions of past events and
Writing a postcard
"Vacation Postcards": Reading
about different kinds of vacations
''Vaca tion di sasters,.: Describing a
terrible vacation

vacations
S~lf-st udy: Listening to a police
officer interviewing a JX>SSible thief
Reduct ion of t here is/there are Writing a roommate wanted ad "Neighborh oetd committee": Making
Listening for locations and "The World in One Neighbor hood"': a neighborhood a better place
descriptions of places Reading about a New York City
Self-study: Listening for locations neighborhood
in a neighborhood

v
Titles/Topics Speaking Grammar
UNIT 9 PAGES 58-63
What does she look like? Asking about and describing Questions for describing people:
Appearance and dress; clothing people's ap pearan ce ; i den tifying What . . look like, how old, how
and clothing styles; people people tall , how long, and what colcr;
modifiers with part icipl es and
pre positions
UNIT I0 PAGES 64-69
Have you ever ridden a camel? Describing past experiences; P resen t perfect yes/no and
Past experiences; unusual exchanging infonnation about Wh questions, sta temen ts, and
activities past experiences and event s short a nswe rs wit h regular and
irregu~ar past partici ples; already
a nd yet; present perfect vs. simple
PROGRESS CHECK PAGES 70-71 past; for and sillCe

UNIT 11 PAGES 71-77


It's a very exciting place! Asking about and describing Adverbs before adjectives;
Cities; hometowns; countries cities; asklng for and giving conjunctions : and, but , tlwugh,
suggestions; talking about t ravel and however; modal verbs can
and tourism an d should

UNIT 11 PAGES 78-83


I
It really wortc:s! Talking about hea lth problems; Infinitive complements; modal verb
Health problems; medication and asking for a nd giving advice; should for suggestions; modal verbs
remedies; products in a pharmacy making requests; asking for and can, could, and may for requests
giving suggestions

PROGRESS CHECK PAGES84-85

UNIT 13 PAGES 86-91


May Itake your order?
Food and restaurants
Expressing likes and dislikes;
agreeing and disagreeing;
S o, too, neither, a nd either; modal
verbs would a nd will for requests
ordering a meal

UNIT 14 PAGES 91-97


The biggest and the best! Describing countries; making Comparative and s uperlative fonns
World geography and facts; comparisons; expressing opinions; of adje<:tives; questions: how fa r,
countries talking about d istances and how big, how high, how ckep, how
measurements lon.g, how hot, and how cold
PROGRESS CHECK PAGES 98-99

I
rm going to a soccer match. Talking about plan s; making F u ture wit h present cont inuous a nd
Invitations and excuses; leisure-time invitations; accepting and be going to ; messages with Ull a nd
activities; telephone messages refusing invitations; giving ask
reasons; taking and leaving
messages
@jbi!!i!t ( lN ~JIIj iplll
A change for the better! Exchangin g persona l infonnation ; Describin g change$ with the present
Life changes; plans and hopes for describing changes; tal king about tense, the past tense, the present
the future plans for the future perfect , and t he comparative; verb +
i nfm itive
PROGRESS CHECK PAGES 111-113

SD.f-STUOY

vi
The new edition
Interchange Third Edition is a fully revised edition of New Interchange, the world's
most successful series for adult and young adult learners of English. Written in American
English, the course reflects the fact.lhat E nglish is the major language of international
communication and is not limited to any one country, region, or culture.
The course has been t horoughly revised to reflect the most recent approaches to language
teaching and lca'fl'ling. It remains the innovative series teachers and students have grown
to love, while incorporating suggestions from teachers and students all over the world.
This edition offers updated content in every unit, additional grammar practice, and more
opportunities to develop speaking and listc.ning skills.

SYLLABUS AND APPROACH


Interchange Third Edition uses high interest themes to integrate speaking, grammar,
vocabulary, pronunciation, listening, reading, and writing. There is a strong focus on both
accuracy and fluency. The underlying philosophy of the course remains that language is
best learned when it is used for meaningful communication.
Topics
T he course covet-s contemporary, rcal-wot"ld topics that are relevant to students' lives (e.g.,
frco time, entertainment). Students have background knowledge and experience with
these topics, so they can share opinjons and infonnation productively. ln addition, cultural
information stimulates cross-cultural comparison and discussion.
functions
A runctional syllabus parallels the grammar syllabus in the course. For example, a t the
same t ime stude nts Jearn Do you, . . . ? questions in Level 1 (e.g. Do you like jazz?), they
learn how to express likes and dislikes (c.g., / /ove il. I can't stand it.). Throughout the
course, students learn useful functions, such as how to introduce themselves, or agree
and disagree. Each level presents 50 to 65 functions.
Grammar
I nterchange Third Ellition has H graded grammar syllabus. Intro Level presents the
basic structures for complete beginners, an d Level 1 reviews and expands on them. Levels
2 and 3 present more advanced structures, such as passives and conditionals. The course
views meaning, fonn, and use as the three interacting dimensions of language. First,
students notice the new grammar in context in the Conversations or Perspectives. Then
they learn and practice using the grammar fonns in the Grammar Focuses. While Ulcy
initially practice grammar in a controlled way, students soon move on to freer tasks that
lead toward fluency. In other words, students acquire new grammar by using it, and
grammar is a means to an end- communicative competence.
Vocabulary
Vocabulary development plays a key role in Interchange Third Edition. Productive
vocabulary (vocabulary students are encouraged to use) is presented mainly in Word
Powers a nd Snapshots . Receptive vocabulary is introduced primarily in Reallings and
Listenings. In Word Powers, students typica1ly categorize new vocabulary, to reflect how
the mind organizes new words. Then they internalize the new vocabulary by using i t in a
personalized way. Photocopiablc Language 8Ummaries in the 'Thacher's E<Htion pt'Ovide
lists of productive vocabulary and expressions for each unit. Each level teaches a
productive vocabulary of about 1,000 to 1,300 words.

viii
Speaking
Speaking skills are a central focus of Interchange Third Edition, with an emph asis on
natural, conversational language. The Discussion , Role Play, and Speaking e xercises, as
weiJ as the Interchange activities, provide speaking opportunities that systematically build
oral fluency. In addition, the Conversations illustrate different speaking strategies, such as
how to open and close conversations, ask follow-up questions, take t urns, and use filler
words (e.g., well, you know, so). Moreover, almost all other exercises offer fun, personalized
speaking practice and opporlWlities to share opinions.
Listening
The listening syllabus emphasizes task-based listening activities and incorpora tes both
top~down processing skills (e.g., making predictions) and bottom-up processing skills
(e.g., de<:odi.n g individual words). The Listening exercises for al1leve]s provide focus
questions or tasks that give students a purpose for listening, while graphic organ izers
s uch as charts provide note-taking support. Moreover, most Conversations in Levels 1
to 3 provide follow-up listening tasks (e.g., Listen to the rest of the conversation. What
happened?). Additional listen ing practice is provided in the Self-study section a t the
back of the Student's Book.
Reading
In the Reading exercises, students read a variety of text types (e.g., newspaper and
magazine articles, surveys, letters) for differen t purposes. For example, they skim the
texts for main ideas, scan them for specific information, or read them carefully for details.
Then they complete exercises that h elp develop reading str ategies and skills, s uch as
inferencing and guessing meaning from context. They also di scuss their opinions about
the readings.
Writing
Levels 1 to 3 include a \vriting syllabus. In the Writing ex ercises, students write a variety
of real-world text types (e.g., e-mail messages, postcards, memos). These exercises recycle
and review the themes, vocabulary, and grammar in the unit . Students typically look at
writing models before they begin writing. T hey use their experiences and ideas in their
writ ing, and then s h are their writing with their classmates.
Pronunciation
The pronunciation syllabus focuses on important features of spoken English, such as word
stress, intonation, a nd linked sounds. Every unit includes a Pronunciation exercise, the
approach being that students benefit most from practicing a little pronunciation on a
regular basis. In each unit, students typica lly notice and then practice a pronun ciation
feature linked to the new grammar or vocabulary.

CUSTOMIZATION
It's important for teachers W adapt the course materials to the needs, interests, a ges,
and learning styles of their students. The Teacher's Edition provides numerous additional
resources that help teachers tailor their classes for maximum learning and enjoyment . For
example, Games provide stimulating and fun ways to review or practice skills. In addition,
Fresh ideas provide stimulating and fun techniques for presenting and reviewing the
exercises. Moreover, there are Photocopiables for one exercise in every unit, or handouts
for innovative supplementary activities.

ASSESSMENT
Interchange Third Edition h as a complete a nd flexible assessment program. The
Progress checks in the Student's Book en courage students to self-assess their progress in
k ey s kill areas after every two units. Oral quizzes and Written quizzes in the Teacher's
Edition provide more formal assessment. [n addition, the Placement and El.:aluation
Package is an indjspensable tool for placing s tudents at the correct level a nd regularly
evaluating progress.

ix
Student's Book overview
Every unit in Interc hange Third Edition contains two cycles, each of which has a
specific topic, grammar point, and function. The units in Level 1 contain a variety of
exercises, including a Snapshot , Conversation, Grammar Focus, Pron unciation, Word
Power, Discussion (or Speaking/Role Play), Listening, Writing, Reading, and Interchange
activity. The sequence of these exercises differs from unit to u nit. Here is a sample u nit
from Levell.

Topic: leisure activities


G1ammar: simple past
Function: talk about the weekend

O sNAPSHor SNAPSHOT
In Their FrH Tlm lllfWtlilft.ta.lililiii) .. Niftllla Introduces the unit or cycle topic
~ 9 .a!& $1~ Presents vocabulary for discussing
o- 0 _,.. a---- o- 1--+ - - - - j the topic
llie:{ ~ ~0 ~ Uses real-world information
0
.. _
0
_ _.. u ....... - 0 - - - Providespersonalizedguided
discussion questions
~....::~=';-:.:;:=.=.
""'""'""-,..w .. --,_,._ .,_,_o~o_

0 CONVERSATION Did rou do 111ytlling specil?


CONVERSATION
Provides structured listening and
speaking practice
Introduces the meaning and use of
-+-+--------1 the Cycle 1 grammar in context
Uses pictures to set the scene and
illustrate new vocabulary
8 @ ~ ..... .... .~ ... __......
Provides follow-up listening tasks
'l....... . .,.., ,..,..,,

X
_ ___
~RFOCUS

GRAMMAR FOCUS
e:::mlD
__
_
_.. .... -.::.::.=.
...;:,.::::;...
---
... .... . .
----- ------
,..,..__,_. ..
Summarizes the Cycle 1 grammar
Includes a udio recordings of
..--~------ -===-
the grammar
Provides controlled grammar ......- -""'--.........._, -------
- =-~~ . .--"'==:.........,.
.... ,....._r_
~~--

_---
practice in realistic contexts, (ho.... ~
""' .... ~
..... : _
s uch as short conversations I. AI"''bol ... ftot lool-1
t:.~:- - -c-,.11.
_.....,..,..._ ...

.,. . .__ ...__


P romotes freer, more personalized ,..
speaking practice """" '
I
I (,ol._..~
........... _Moooho ....
...... .._
~ ~ ~ =:..~=-

PRONUNCIATION
a;.,.-----
~~=~~~----
_.,..

.-
... ...

0 PfiONUNCIAnON ~eili4p
Provides controlled practice in
:..:....a.o::.::::...-l'l-w'-..._..........
----- ..-,. .,. .if._.J_._
.'-*'----..,oo-Af
recognizing and producing sounds
linked to the cycle gramma r
""'iM!
Promotes extended or persona1ized
,., _ ..,,.,__ .. <114_
pronunciation practice

0
----........--
~---
--
--........___
WORD POWER O.aMtl~

.....,.
.-
...._
. ~

--~.,._J
..... .,~

- ........,... ..... -... n- _ _. _


......... , __
' ,_ ,.,.. , _, ........ .............. ....
A l .... -....~n~~o_, ,.

OISCUSSION
P rovides communicative tasks
that he lp develop oral fluency
Recycles grammar and vocabulary
in the cycle
Includes pair work, group work,
and class activities

USTENING
Provides pre-listening focus tasks
or questions
Develops a variety of listening
skills, s uch as listening for main
ideas and details
Includes post-listening speaking
tas ks

xi
Topic: vacations
Grammar. past ofbe
O coNVRSATION " - ,_.~1
Function: talk about vacations (Wor._ ____ _
A "'~""'-

CONVERSATION ~
Provides structured listening and
---~---
~g~=_;:
-...-...--
speaking practice
Introduces the meaning and use of
the Cycle 2 grammar in context
1-- - -+---
~
-=~~~
..::z::::.-=.-:.-
.
a 'liJ ~ ...... .. _ _
- o~,

Uses pictures to set the scene and


illustrate new vocabula ry ~---
C) GRAMMAR FOCUS
Introduces useful expressions and
discourse features

----- -------..-- 1__---


CZIIm:D
=.=-..:....-:}
~------

- .... ~-- ._._

----
~---

. ....... ,..,....___ _
GRAMMAR FOCUS
~~
' "~-
... .:.:~~
Summarizes the Cycle 2 grammar ~ ~--

Presents examples from the


previous conversation
..... ..........
"-'
'""~l,.oo~~=

Provides controlled grammar


practice in realistic contexts
........
===- ~=-
----
io-

IIIIIW pWif- 6

G) ....,
A
______ __
DISCVSSJON o. RUtiM
_ _ _ _ _ __ DISCUSSION
Provides communicative tasks
..,...,...., ___ .-llloi)'OO-' that help develop oral fluency
_...,._,...,..... - -lloo-.,WI
~

Recycles gra mmar and vocabulary


- ....,.hM ____~~oo..........
- -.... - ............... _,.
___ ,..., in the cycle
Includes pair work, group work,
(D LISTENING Welco~ back. and class activit ies
:...:::-.:.=---.. ----
r
LISTENING
Provides pre-listening focus tasks
or questions
Develops a variety of listening
skills, such as listening for main
ideas and details

WRITING

e
.-- -------'" "
....... -.l>o.. ............ _._..
INTERCHA NGE 7 V~ti flisn~n
_~

----+<-------1
Provides a model writ ing sample
Develops s kills in writing different
texts, such as postcards and e-mail
....,. _ _ . _ .... __,...,. _ _ {lo.~1
messages
Reinforces the vocabulary and
grammar in the cycle or unit

xii
( READING
Presents a va,riety of text types
Introduces the text with a
pre-reading task
Develops a variety of reading
skills, such as reading for main
ideas, reading for details, and
inferencing
Promotes discussion that involves
personalization and analysis
,.._r......ltl...._..........
1....... _ . . ....... ........
-~

ln ... - - 1,.11011 --.,--~


. ,_ ..,..'hll._,_ __ ltl<ol o o o - -

""' .....,...,-.t!l

~ VACATION OISASTfRS

,., ...,.. ... ---~ --~-


0.0.1.1- ----
l,loo ... - - .......- - -. . . . . . . .

... ___ ..._ __ _,

"-...-
---....- ""'----
... _.___.... ___ INTERCHANGE ACTIVITY

----- ----
_......,
------- ~--
..--+ - - --1
Expands on the unit topic,
vocabulary, and grammar
Provides opportunities to
consolidate new language in
:. "':'"1. , . ,. , ,/ ~ a creative or fun way

~~~- ~ Promotes fluency with

~~~~~f~
communicative activities, such
as discussions, information gaps,
and games

fioo<.__

...,.., ___._.
..... ..... _ __ lllow~o-

,....,._
fl lo.. .,._, .
Ott."""""""""''"_'"'_
.. ,..... ., ... ~ ,~o............... - -......... ' - .

xiii
Teacher's fdition overview
The Teacher's Editions provide complete support for teachers who are using I nterchange
Third Edition. They contain Oral and Written quizzes, Language summaries, and Workbook
answer keys as well as P hotocopiables, Fresh ideas, and Games. They also include detailed
teaching notes for the units and Progress checks in the Student's Book. Here are selected
teaching notes for a sample unit from Level l.

UNIT PREVIEW _____ .____


..
...
Previews the topics, granunar, and functions We ~ad a great time!
; ;;;;::; I -------
__ ~~
_.,.,. ~-::..-=-=...
.....
in each unit

---
___ __
-_......._-..........-__ ,. _._
_ _ ______ ........___
.....
..,._... ......._,.., ...
... . ._

..._.._
.
... .......... ,_ ...
TEACHING NOTES
. ...... -._...,..
_ ___ ___............ -""-
___
- .... ... .........
'_"'_
-<. . ._ . . . ......... . .
...
---
ru. ~. l'o--
_.._,. ..._
includes the Learning objectives for
each exercise --- .........
-~

~~:;.~-- ..___.___ . . ...__


Provides step-by-step lesson plans
Suggests Options fo-r alternative ...., ...":...
.~~:-:..:::-
presentations or expansions
Includes Audio scripts , Answers, and ___...................
~~~=-~!- . ....____ _ .....
..-
......
Vocabulary definitions
Provides TIPs that promote teacher
training and development
---
; ~:: ~:.
""'--- ...

:~:~~~..
g ::.:.:::::;.::::::::.~ .,

___
__..............
<.. ...,.~_

..._
____
... _.......... ... _
__............-_.........,. ....._
" __..... _

- _.--
___
._,.
.. __
__---- _ ....._....... .... .....
.... --~-
.............
.... SUPPLEMENTARY ACTIVITIES

-- __---_
.......,DISCUSS/l!N
O ,.... r9 Photocopia bles include handouts for
L=l innovative supplementary activities.
-----"-
_,.
.................. ... g Fresh ideas provide alternative ways
present and review the exercises.
to

~~~--~-- !Z] Games provide s timulating and fun


~~=--~
..._o... ...... - . . . . . .--..
......... ....,.
IS] ways to review or practice skills such
as grammar a nd vocabulary.
._...__ ....,...___.....
.. =--~=~=;:;.-:;;
... --.. -- -~ ...
ENO-OF-CYCLE
Provides suggestions for further practice in
the Workbook, Lab Guide, Video Activity
Book, an d CD-ROM
Provides suggestions for regular assessment
using quizzes and achievement tests

xiv
Course components
Interchange Third Edi.tion is the most complete Englis h language course fOr ad ult and
young adult learners of English. Here is a list of the core components.

Component Description
Student's Book with The Student's Book is intended fo r cl assroom use, and co ntains 16 six-page
Self-study Audio CD units. {See the Student's Book overview for a sample unit on pages x-xiiL)
Progress checks are provided after every two units, and a Self-stud y section
is included at the back of the book.
Class Audio Program The Class Audio Cassettes/COs are int ended for classroom use. The prog ram
consists of cassetteS/COs w ith all the audio sections in the Student's Book,
such as Conversations, Listenin gs, Grammar Focuses, an d Pronun ciat ions.
The program also includes the St u dent Sell-stud y Audio Cassette/CO.
Teacher's Edition The interleave d Teacher's Edition includes:
page-by-page notes, with detailed lesson plans, learning objectives,
vocabulary glosses, optional activ ities, and teaching tips
alternative ways t o teach th e exercises, usi ng Games, Fresh ideas, and
Photocopiables
Langua ge summa ries of th e new vocabulary and ex pressions in each unit
a complete assessment program, including Oral and Written quizzes
Audio scri pts and answer keys for t he St udent 's Book, Workbook, an d
Quizzes
(See the Teacher's Editi on o verview for sample pages on page x iv.)
Workbook The six-page units in the Wo rkbook can be used in class or f or homework.
They follow the same sequence as t he St udent's Book, and provide
students w ith m ore practice in grammar, vocabu lary, and w rit ing. In
addition, Levels 1- 3 prov ide more reading practice.
Placement and The package provides three versions of a placement test and four
Evaluation Package achievement tests f or each level o f t he Student's Book, as wel l as for
Passages 1 and 2. The package is composed o f a phot ocopiable testing
booklet and two audio COs.
Video Program Videos for each level offer dramati zed and documentary sequences that
rei nf orce and exte nd t he language presented in the Stu dent's Book. V ideo
Activ ity Books include step-by-step co mpreh ension an d conversation
activities, and the Video Teacher's Guides include detai led teaching
suggestions.
CD-ROM Available in PC format, CO-ROMs for Levelslntro, 1, and 2 provide
engaging activities for students to do at home or in self-study centers.They
i nclude sequen ces from the Video Progra m, with over 100 int eractive
reading, listening, speaking, voca bulary, an d g rammar activities. Th ey also
include progress tests.

For a complete list of componen ts, see the Web si te (www.cambridge.org/interchange) or contact your
local Cambridge University Press representative.

XV
freQuently asked Questions
SNAPSHOT
Q: How long should it take to present and teach the Snapshot?
A: You probably don't need to spend more than 15 minutes. Remember that it's just a
warm~up activity.

Q: Should I e xpect students to learn all the new words in the Snapshot?
A: It's not necessary for students to learn the passive vocabulacy in the Snapshots. However,
it's a good idea to encourage them to use the productive vocabulary. The productive
vocabulary is recycled throughout the unit and listed in the Language summaries at the
back of the Thache"'s Edition.

CONVERSATION
Q~ Is it OK to present the Grammar Focus before the Conversation?
A: Remember that the Conversation is placed first because it introduces the new grammar
in context. Also, it illustrates the meaning of the new grammar before the grammar
rules are presented. However, you can change the order for variety or if it's more
appropriate for your students' ]earning style.
Q : How helpful is it for students to memorize the Conversation?
A: Students generally benefit more from practicing and expanding on the Conversation
than from memorizing it.

PERSPECTIVES
Q: What are Perspectives?
A: Like Conversations, Perspectives introduce the new grammar in context. However,
they present the grammar in different ways, such as quotes, surveys, and television or
radio shows.
Q : Why aren't there any Perspectives in Levels Intro and 1?
A: The Perspectives typically contain ideas and opinions that serve as sta rting poin ts for
more advanced discussions and debates. Therefore, they are more appropriate for
higher levels.

GRAMMAR FOCUS
Q: Should I teach my students more grammar than that in the Grammar Focus box?
A: To avoid overloading students, it's preferable to teach only the grammar in the Grammar
Focus box. Then progress to the speaking activities, so that they can a pply the rules in
communication.
Q: What should I do if my students need more controlled grammar practice?
A: You can assign practice exercises in the Workbook , Lab Guide, Video Activity Book, or
CD-ROM for homework. The teaching notes in the Teacher's Edition suggest
appropriate assignments for each cycle.
Q: Should I explain the rules to my students or encourage them to guess the r ules?
A: Students have different learning styles, so you may want to use different techniques.
First, try to involve them in guessing the rules. If they can't guess th e ru les, th en you
can explain them.

xvi
WORD POWER
Q: How can I help students remember recently taught vocabula ry?
A: One way is to spend five minutes of each class reviewing new words. You can also try
d ifferent vocabulary review techniques from the Fresh ideas and Games in the
Thacher's Edition.

LISTENING
Q: What should I do if my s tudents have difficulty understanding the audio program?
A: You can ask students to ma ke predictions before you play the audio program. Then
play the audio program a few times, asking students to listen for something different
each time. Alternatively, divide the audio program into short sections (e.g., short
conversations). stopping the a udio program after each section.
Q: My students get ve ry nervous dur ing listening practice. Wh at's the solution?
A: One way is to assure students that they don't need to understand every word. Tell
them that they will hear the audio program again. Another option is to have students
work collaboratively in pairs or small groups.

SPEAKING ACTIVITIES
Q: My students often have problems understanding my instructions. What am I doing
wrong?
A: It is often more helpful to model the activity than to give instructions, especially at
lower levels. Model the activity with several students, preferably of different abil ities
a nd in different parts of the room.
Q: My students make a lot of errors during pair work and group work. \Vhat can I do?
A: Remember that errors are a n important part of learning. During fluency-building
activities, a llow students to practice speaking without interruption and make a list of
any errors you hear. Then have the class correct the most common errors at the end
of the activity.

READING
Q: How can I teach the Reading sections most effectively?
A: Encourage students to read silently and quickly. When they are skimming or scanning,
discourage them from reading aloud, following each sentence with a pencil, or looking
up each new word in a dictionary. Also, encourage t hem to use the d iscussion questions
to s hare ideas.

PROGRESS CHECKS
Q: The Progress checks are helpful, but I don't have enough time to use them. What can I do?
A: You can use the Progress checks in a variety of ways. For exa mple, you can assign
some of the exercises for homework. Alternatively~ you can assign students to complete
only the Self-assessment section for homework, and then choose exercises related to
tueas they need to improve.

FLEXIBILITY
Q ; The Student's Book doesn't have enough material for my classes. Wha t can I do?
A: Supplement the Student's Book exercises with Photocopia bles, Games, and Fres h ideas
from the Teacher's Edition or activities from the Web site.
Q: I don't have enough time to complete every exercise. How can 1 finish the m more
quickly?
A: Remember that you don1t have to complete every exercise in the Student's Book. You
can omit selected exercises, such as th e Writings, Readings, a nd Interchange activities.

xvii
Authors' acknowledgments
A great number of people contributed to the development and Frank Claypool, Osaka Coll ege of Foreign
of Interchange Third Edition. Particular t hanks are owed Languages and Internati onal Business, Osaka,
to the following: Japan; Chris Ker r, Osaka Univ ersity of Economics
and Law, Osaka, J apan; Angela Suzete Zumpano,
The reviewers using New Interchange in the following P ersonal Language Center, Sao Paulo, Brazil; Simon
schools and institutes- their insights and suggestions Banha Jr. and lbmas S . Marti ns, Phil Yo ung's English
have helped define the cont ent and format of the third School, Cu rit iba , Brazil; Mehran S abet and Bob Diem,
edition: Gino Pumadera, American School, Guayaquil, Seigaku in University, Saitama, J a pan; Lily Beam,
Ecuador; Don Ahn, APEX, Seoul, Korea; teachers a t S hie J c n Universi ty, Kaohsiung, Taiwan; Ray
AUA Language Center, Bangkok, Thailand; Linda Sullivan, Shibuya Kyoiku Gakuen Makuhari Senior
Martinez, Canada College, Redwood City, California, and Junior High Schoo l , Chiba, J apan; Robert Gee,
USA; Rosa Maria Valencia Rodriguez, CEMARC, Sugiyama J ogakucn Univer s ity , Nagoya, Japan;
Mexico City, Mexico; Wendel Mendes Dantas, Central Arthur Tu, Taipei YMCA, Taipei, Taiwan; Hir oko
Universitaria , S Ao Paulo, Brazil; Lee Altschu ler, Nishikage, Alan Hawk, Pet.et Riley, and Peter Anyon,
Cheng Kun g University, Tainan, Taiwan; Chun Mao Taisho Universit y , Tokyo, J apan; Vera Berk,
Le, Cheng Siu Institute of Technology, Kaohsiung, Talkative I diom as, Sao P aulo, Brazil ; Patrick D.
Taiwan; Selma Alfonso, Colegio Arquidiocesano, Sao McCoy, Toyo Un iversity , Sai tama, J apan; Kathlee n
Paulo, Brazil; Daniel de Mello Ferra.z, Colegio Krokat and Ellen D. Sellergren, Truman College,
Camargo Aranha, SAo Paulo, Bra zil ; Paula dos Santos Ch icago, Illinois, USA; Gabriela Cortes Sanchez,
Dames, Colegio Militar do Rio de Janeiro, Rio de UAM-A, Mexico City, Mexico; Marco A. Mora P iedr a,
Janeiro, Brazil ; Elizabeth Ortiz, COPOL-COPEI, Uni versidad de Costa Rica, San Jose, Costa Rica;
Guayaquil, Ecuador; Alexandre de Oliveira, First Janette Carvalhinh o de Oliveira, Un iversidade
ldiomas, Sao Paulo, Brazil; Joao Franco JUni or, 2B F e d eral do E spir ito Santo, Vitoria, Br azil ; Belem
ldiomas, Silo Paulo, Brazil; Jo Ellen Kaiser and David Saint Martin Lozada, Universidad I SEC, Colegio del
Martin, Fort Lauderdale High School, Fort Valle, Mexico City, Mexico ; Robert Sanchez Flores ,
Lauderdale, F lorida, USA; Azusa Okada, Hiroshima Universidad Naci onal Autonoma de Mexi co , Centro
Shudo University, Hiroshima , J apan; Sandra Her rera de Lenguas Campus Aragon, Mexico C ity, Mexico; Bertha
and Rosario Valdiria, INACAP, Santiago, Chile; Samara Chela de Rodriguez , Universi dad S imOn Bolivar,
Camilo Tome Costa, Instituto Brasii-Estados U nidos, Caracas , Venezuela ; Marilyn Johnson, Washoe High
Rio de Janeiro, Brazil; Eric H amilton, Instituto School, Reno, Nevada, USA; Monika Soens, Yen Ping
Chileno Norteamericano de Cultura, Santiago, Senior High School, Taipei, Taiwan; Kim Yoon Gyong,
Chile; ICNA, Sant iago, Chile; Pedro Benites, Carolina Yonsei Univer sity , Seoul, Korea; and Tania Borges
Chen ett, Elena Montero Hurtado, Patr icia Nieto, and Lobao, York Language Institu t e , Rio de J aneiro, Brazil.
Antonio Rios, Instituto Cultural Peruano
Norteamericano (ICPNA), Lima, Peru; Vanclei The editori al and p r od uction team:
Nascimento, Instituto Pentagono, Silo Paulo, Brazil; David Bohlke, Jeff Che n, Yuri Hara, Pam Harris, Pau1
Michael T. Thornton, I nteractive College of Heacock, Louisa Hellegers, Lise R Minovitz, Pat Nelson,
Technology, Chamblee, Georgia, USA; Norma Aguilera Bill Paulk, Danielle Power, Mary Sandre, Tami Savir, Kayo
Celis, lPN ESCA Santo Tomas, Mexico City, Mexico~ Taguchi, Louisa van Houten, ~Iary Vaughn, Jennifer
Lewis Barksdale, Kanazawa Institute of Technology, Wilkin, and Dorothy Zcmach.
Ishikawa, Japan; Clare St . Lawrence, Gill Chri stie, and
Sandra Forrester, Key Language Services, Quito, And Cambridge University Press staff and advisors:
Ecuador; Erik Mesquita , King's Cross, Sao P aulo, J im Anderson, Angela Andrade, Mary Louise Baez,
Brazil; RobertS. Dobie, Kojen English Language Carlos Barbisan , Kathleen Corley, Kate Cory-Wright,
Schools, Tai pei , Taiwan ; Shoko Miyagi, Madison Area E lizabeth Fuzikava, Steve Golden, Cecilia Gomez,
Technical College, Madison, Wisconsin, USA; Atsuko Heather Gray, Bob Hands, Pauline Ireland, Ken Kingery,
K. Yamazaki, Institut e of Technologists, Saitama, Gareth Knight , Nigel McQuitty, Joao Madureira, Andy
Japan; teachers and students at Institute of Martin, Alejandro Martinez, Carine Mitchell , Mark
Technologists, Saitama, J a pan; Gregory Hadley, O'Neil, Tom P rice, Dan Schu lte , Ca therine Shih, Howard
Niigata University of International and Siegelman, Ivan Sorrentino, AJ cione Tavares, Koen Van
Information Studies, Niigata, Japan; Tony Brewer Landeghem, and Ellen Zlotnick.

xviii
CLASSROOM LANGUAGE Student questions

xix
Please call me Beth.
0 CONVERSATION Where are you from?
@ Listen and practice.

David: Hello, I'm David Garza. l'm a new


club member.
Bet h: Hi. My name is Elizabeth Silva,
but please call me Beth.
David: OK Where are you from, Beth?
Beth: Brazil. How about you?
David: I'm from Mexico.
Beth: Oh, I love Mexico! It's really
beautiful.
David: Thanks. So is Brazil!

Beth: Oh, good. Sun Hee is here.


David: Who's Sun Hee?
Beth: She's my classmate. We're in
the same math class.
David: Where's she from?
Beth: Korea. Let's go and say
hello. Sorry, what's your
last name again? Garcia?
David: Actually, it's Garza.
Beth: How do you spell th at?
David: G-A-R-Z-A.

Q SPEAKING Checking information


A @ Match the questions with the responses. Listen and check.
Then practice with a partner. Give your own information.

1. I'm sorry. Whats your name again?. a. S-I-L-V-A.


2. What do people call you? .... . b. It's Elizabeth Silva.
3. How do you spell your last name? . c. Everyone calls me Bet h.

B Group work Introduce yourself with your full name. Use t he


expressions above. Make a list of names for your group.

A: Hi! I'm Yuriko Noguchi.


B: I'm sorry. What's your last name again? . .

2
In Unit 1. students discuss personal information.
In Cycle 1, they introduce themselves and others

Please call me Beth. using be and possessive adjectives. Jn Cycle 2,


they talk about themselves using yes/no
questions and short answers with be .

CONVERSATION
Learning objectives: practice a conversation between two Write this on the board for the next task:
people who just met see statements with be and possessive f.im..M.m. ~
adjectives in context Beth
DaVId
~ To learn y~ur Ss' na me~, ha~e them make na_ me cards. Play the first part of the audio program again. Ss
Each S folds a p1ece of paper 1n th1rds and wntes h1s or her
listen to find out Beth 's a nd David's last names. Then
name on one side. Then they place the name cards on their
elicit the answers and write them on the board.
desks. .4 \)a.vid (Answers: Silva, Garza)
Books open. Play the first part of the audio program
(B [COt Track 1] again. Ss listen a nd read silently.
Focus Ss' attention on the picture. Ask: "Where are
Ss stand up and practice the conversation in pairs.
the people? Who are they? How old are they?"
Go around the class and give help as needed.
Encourage Ss to make guesses.
Option: Ss use their O\vn i nformation to p ractice the
Set the scen e. Davi d is a new member of a club for first part of the conversation. Before they start, ask
international studen ts. He's meeting Beth for the
Ss to u nderline the names and countries so they
first time. know what information to substitute.
Books closed. Write these questions on the board:
Ask: "Where is Sun Hee from?" Play the rest of the
1. Where 1s Beth from'
audio program a nd elicit the answer. (Answer: Korea)
2. Where is David from2
Ss practice the conversation in pairs.
P lay the first part of the audio program. Elicit Ss'
answers. (Answers: 1. Brazil 2. Mexico) ,g For another way to practice this Conversation, try
t=J Musical Introductions on page T-156.

SPEAKING
Learning objectives: introduce oneself, check information Play the audio program agai n. Focus Ss' attention on
about other people the inton ation of the questions.
Tell Ss to ask you the questions. Respood wi th
A(B [CO 1, Track 2] information about yourself. Then Ss use their own
Explain that sometimes poople misunderstand information to ask and answer the questions in pairs.
information, so it's importan t to ask polite questions Option: Review the letters of the alphabet.
to check information.
Have Ss match the questions and responses B Group work
individually or in pairs. Then play the audio Model the task with a few Ss. Ask them their names.
program. Ss listen and check their answers. Then check the information before writing it on the
board.
Ss complete the task in small groups.
1. b 2. c 3. a

T-2
CONVERSATION
Learning objectives: practice a conversation between B(B
three people who just met; see statements with be in context Elicit names of cities in Mexico (e.g., Mexico City,
Acapulco). Then read the two focus questions.
A(B [CO 1, Track 3]
Play the audio program. Ss listen to fin d t he answers
Books dosed. Set the scene. Beth is introducing Sun
to the questions . Elicit the answers.
H ee to Davjd. Ask: ''What is Sun Hee's last name?"
Play the audio program and elicit the answer.
(Answer: Park)
itttm.;nna
SUN HEE: So David, wheTe aTe you fTom?
Books open. Focus Ss' attention on the Conversation DAvm: I'm from Mexico.
title. Elicit or explain t he meaning of What's .. . like? SuN HEE: Really? What city?
Ask the cla ss: "Where is David from? What's it like?" DAVlD: Mexico City.
SUN HEE: Wow! What's it like there?
Ss check answers in the Conversation on page 2.
DAVID: Oh, i t's a very interesting city.
(Answers: Mexico, beautiful) SUN HEE: Is it big?
Play the audio program again. Ss listen and read the DAVID: Oh yes . It's big. But I like i t a lot.
conversation silently. Then they practice it.

g For a new way to practice this Conversation, try


Lo<Jk Up and Speak! on page T-150. David is from Mexico City. It's very interest ing and big.

PRONUNCIATION
Learning objective: learn to sound natural by linking words Pl ay the audio program. Point out the linked sounds.
Ask Ss to practice the sentences.
(B [CO I. Track 4] Option: Play the audio program for the Conversation
Explain that some English words sound unnatural on page 3 again . Then tell Ss to p r act ice linking
when pronounced separately. Therefore, native sounds in selected sentences (e.g. , Th~is David.).
speakers usually link these words.

GRAMMAR FOCUS
Learning objectives: practice statements with be, Play the audio program for the first Grammar
contractions of be, and possessive adjectives; ask and Focus box.
answer questions with be
1Z] For more practice \vith possessive adjectives, try
(B [CO f. Track 5] ISJ the Chain. Game on page T145.
Statements with be and contractions of be A
Intrvduce yourself (''l'm . .."). Explain that it's Ss complete the senoonces indi\'i dually or in pairs. Go
common to u se contractions (e.g., I'm) when over answers with the class.
s peaking. Tell Ss to go around the room a nd
introduce themselves.
Go over the contractions in the Grammar Focus box. 1. My name is David Garza. I'm from Mexico. My family
is in Mexico City. My brother is a university student.
Close your thumb and first finger to show how the His name is Carlos.
pronouns+ be become contractions. For example, 2. My name is Sun Hee Park. I'm 20 years old . My sister is
your thumb (you) and first finger (are ) contxact to a student here, too. Our parents are in Korea right now
become you're. 3. I'm Elizabeth, but everyone cal ls me Beth. My last
name is Silva. I'm a student at City College. My parents
Possessive adjectives are on vacation th is week. They're in Los Angeles.
Explain the difference between subject pronouns and
possessive adjectives by Wl;ting this on the board:
1 am Oav1d. ~ name is David.
.Yru.! are Beth. ..1::'.r name is Beth.

T-3 Unit 1
wh-questions with be C Group work
Write these questions and answers on t he board: Explain the task. Elicit possible Wh-ques tions.
~ Answers Option: Ss look a t the Conversations on pages 2
Whot'5" your nome? She's my classmate. and 3 fot examples of\Vh-questions with be.
WhoS Sun Hee? My name's Beth. (Answers: Where arc you from? \-Vho's Sun H ee?
Where ore you and Lvisa from? They're very nice. Where's she from? What's your last name again?
What are your classmates like? We're from Brazil. What's Seoul like'?)
Books closed. Ask Ss to match the questions and Ss write five Wh-qucsiions i ndividually . Go around
answers on the board. the class and give help as needed .
Books open. Ss check answers with the Grammar Ss work in small gmups. 1'hey take twns asking and
Focus box. Answer any questions. answering their questions.
Play the audio program. Go around the class and write down any errors.
Option: Divide the class into two groups. Group A Then write the questions or a nswers with errors
asks the questions and Group B answers. Then on the board. Ss correct the errors as a class.
change roles.

B
Ss complete t he questions individually. Go over Do your student s need more practice?
answers with the class.
Assign . for more practice in .. .
Workbook Exercises 1-7 Gramma r, Vocabulary, .... .
1. Who is that?/Who's that? on pages 1-4 Read ing , and W rit ing
2. Where is she from?/Where's she from?
3. What is her first name?/What's her first name? Lab Guide Exercises t-7 Listen ing, Pronunciation .
4. Who are the two students over there7 on pages 1-2 Speaking, and Gramma r
5. Where are they from?
6. What are they like?

Explajn the task. Ss practice the conversations in


pairs. Model the task with a strongS and then with
another S.
Ss complete the task individually or in pairs.

SNAPSHOT
Learning objective: learn about greetings used around the
world
*Mffiff,fjNti
a handshake (the United States, Canada, Pe ru)
Go a round t he class, shake Ss' hands, and say "'hello" a bow (Korea, Japan, Indonesia)
or"'hi" a k iss on the cheek (Brazil, France, Venezuela )
a hug tt he United States, Denmark, Egypt)
Focus Ss' attention on the pictures. Point out that a
a pat on the back (Greece, Russia, Mexico)
handshake is a common way to greet people in the
U.S. and Canada. Read the first question: "Which
greetings are typical in your country?" IfSs are from To encourage Ss to use the Classroom Lang uage on
diffetent countries, ask them to demonstrate how page v of the St udent's Book. write the expressions on
they greet people. cards. Then put the ca rds on the walls.
Go over the second and third questions. Ss answer
them in pairs or small groups.

Please call me Beth. T-4


CONVERSATION
Learning objectives: practice a conversation between two i@MfM
people who know each other; see yes/no questions and short
semester: 15-18 week part of a school yc<tr
answers with be in context on way to (a place}: going to (a place)
{CD 1, Track 6] free: not busy

Introduce the Con versation title. Ask: "How's it Books closed. Pl ay the audio program twice. Elicit
going?" Help Ss with responses (e.g. fine, not bad). a nswers to the questions on t he board. (Answers:
Set the s cene. A few d ays after the International Club 1. yes 2. no 3. no 4. yes)
party, Sun Hee sees David a nd starts a conversation . Books open. Play t he audio program again . Ss look at
Write these questions on the board: the pictures and read the conversation silently.
1. Are David's classes interesting this semester? Ss stand up and practice the conversation in pairs.
2 Are David and Beth in the same chemistry class?
3. Is Sun Hee on her way to doss?
4. /, Sun Hee free?
Elicit or explain a ny new vocabulary.

GRAMMAR FOCUS
Learning objective: practice yes/no questions and short Ask yes/no questions with be abou t Ss in the class.
answers with be Ss respond with short answers.
Play the audio program. Focus Ss' attention on the
<!) {CD 1, Track 7] stress in short answers (e.g., Yes, I a m. No, I'm n-ot. ).
Yes/No que stions
A
Write several sta tements with be about David and
Sun Hce or your own Ss on the board. For example: Ss complete the conver sations individually. Go over
David is a student a nswers with the class.
julia and Elena are sisters.
Focus Ss' at tention on the statements. Point out that
1. A: Is Ms. Gray from the United States'
statements begin with a subject+ verb. B: Yes, she is. She's from Chicago.
f:2&id ii a student 2. A: Is English class at 10:00?
s v B: No, it isn't. It's at 11:00.
tulia and Elena ~ sisters. 3. A: Are you and Mon ique from France?
s v 8: Yes, we are. We're from Pa ris.
4. A: Are Mr. and Mrs. Tavares American?
Option: If you don't want to teach t h e terms subject B: No. they aren't. They're Brazilian .
and verb, u se the numberS 1 an d 2 instead.
Explain that yes/no questions begin with a verb+ Model the first conversation wit h a strong Sand t he
subject. For exam ple: second conversation with a different S. Then Ss
J..i ~a student? practi ce the conversations in pairs.
v s B
~ lufiq qnd Bena sisters?
v s Explain the task. Ss write answers to t he questions
Ask S s to change any rem ainin g statements on the individually. Then they ask and answer the questions
board to yes/no questions . Give help as needed. in pairs.

Ss study the Gramma r Focus box q uestions. C Group work


Short answers with be Model the task with the first question . Ss write
questions individually. Then they ask their questions.
Present the short an swers in the Grammar Focu s
box. Point out that there are t wo ways of saying "no" Option: Ss vffite question s in smalJ groups. Collect
for each pronoun, except for J. the questions and give them to different groups. Ss
take turns asking and answering the questions.

T-5 Unit 1
WORD POWER
Learning objective: learn different ways to say hello and
How a re you? Sec you later.
good-bye How's it going? See you tomorrow
Good afternoon. See you.
To show Ss the purpose of an activity, write th e Good evening. Talk to you fater.
learning objective on the board. At the end of the activity, (Note: Additiona l e xpressions a re ita licized.)
point out what Ss have achieved

A B
Explain the task. Ss write the expressions they kno\v Model the f1rst greeting and response with a few Ss.
in the chart. Ss match the greetings and responses. Go over
Copy the chart from the Student's Book on the board . answers with the class.
Go over each expression. Then el icit more expressions
and have Ss write them in the ch art on the board.
1. b 2. d 3. c 4. a

Hello Good-bye C Pair work


Hey. Bye. Model the conversation with aS.
Good morning . Good night.
Hello. Goodbye. Ss practice using expressions from the Hello colu mn
Hi. Have a good day. in part A and responding in pairs. Then they practice
using expressions from the Good-bye column.

G) LISTENING
Learning objective: develop skills in listening far detail
JoE: I'm from here, the United States - origin ally
from Chicago.
(B {CO I, Track 8] LINDA: Wow! How do you like Chicago?
Explain the task and the information in the chart. JOE: Oh, I love it. It's my favorite city.
Ask the class: "Where is Joe from? What else do we 2.
Ct.ERK: OK, Ms. Vera. Let me just check this
need to find out about him?"
information. Is your first name spelled E-L-L-E-N?
Play the first conversation in t he audio pl-ogta m . Ss ELE:-IA: No, it's not. My first name is Elena. It's speUed
li sten to find out Joe's last name. E-L-E-N-A
CLERJ<: OK Thanks. And you' re from Chile, right?
Play the rest of the audio program. As Ss listen and EL:l\A: No, I'm not from Chile. I'm from Mexico.
complete the chart, draw the chart on the board. CLt:RK: Oh, sorl)'. ~fcxico. But you arc studying English.
EL~NA : Actually, I'm not. I'm an engineering student.
Elicit answers and have Ss write them in the chad.
CLERIC Engineering. OK. Got it.
on the board. Do not correct wrong answers. 3.
Play the a udio program again. Stop after each t\iAN: Say, are you In Sook Kim?
conversation and discuss the answers on the board. I~ SooK: Yes, that's right.
MAN: l.s your brother Min Ho Kim?
1~ SooK: Yes, he is!
MAN: Tell me, is i\lin Ho still here at the university?
1. 1:-1 SOOK: No, he's not. He's at home in Korea.
~"':Joe, this is my friend Linda Ta naka. \Ve're in MAN: Oh, he's in Korea . I.s he in school there?
the saJlle English class. IN SooK: Yes. He's at Seoul University th i.s semester.
Jos: Hi, Linda . I'm Jo.scph Mille r. Everyone call.s
me J oe.
LINDA: Nice to meet you, J oe. And what's your last
name again?
First name Last name Wl1er e f rom?
JoE: It's Miller. M-1-L-L-E-R.
Joe Miller the Unit ed States
LJNDA: Where are you from, Joe?
Elena Vera Mexico
M inHo Kim Ko rea

INTERCHANGE 1
See page T-114 for teaching notes .

Please call me Beth. T-6


READING
Learning objectives; read and discuss an article about Explain t he task. Give one or two examples.
names; develop skills in scanning and reading for detail Ss com plete the task individually . As Ss work, draw
the chart on the board.
~- Exp lain that in real life people read m different ways
for different purposes. For example, they rea d manuals or Ask Ss who finish first to write their answers in the
recipes slowly and in detail, but they skim magazines chart on the board. Then check answers as a class.
or scan telephone books more quickly.

Ask: "What English names do you like? Why?" Positive names Negative names
Elicit answers. Jacob Michael Gcorgo St an ley
Emily Nicole Beny Jane
Focus Ss' attention on the title of the reading. Ask:
''What do you think this article is about?" Elicit ideas.
Ss scan the text quickly to find examples of names . C Pairwork
Ask: "Do you know any people with these names? Ss discuss the questions in pairs.
What are they li ke?" Option: Each pair joins another pair to compare ideas.
Point out that in the last paragraph Georges and
{8} For more practice with introductions and the
Bettys are simply plurals of George and Betty. This
r:J alphabet, play Line Up! on page Tl44. Have Ss
refers to all people with those names.
line up alph abetically according to first names.
A
Explain the task. Read the statements.
Ss read the article individually. Then they complete
Do your students need more practice?
the task. Go over answers with the class.

.,.
Assign .. for more practice in .. ~ ____
Workbook Exercises 8--12 Gramma r, Vocabula ry,
True statements: 1. 2, 4, and 5.
on pages 5-6 Read ing, and Writing
Lab Guide Exercises 8--11 Listening, Pronunciat ion,
8 on page 2 Speaking, and Gramma r
Elicit or explain any adjectives from the reading. l -----Vide;;-Acriviry Book listening, Speaking, and
Unit 1 Cultura l Awareness
CD-ROM Unit 1 Grammar, Vocabula ry,
average: like everybody else Read ing, listen ing, and
creative: making or using new or unmmal ideas Speaking
athletic: good at sports
n e rdy: smart, but without good social skills
old-fashioned: having old ideas; not modern
independent: able 00 do things without help
adventurous: liking excitement and new things
plain: not very goodlook.ing
ordinary: not special
intelligent: smart

T-7 Unit 7
In Unit 2, students discuss work and school. In
Cycle 1, they ask and answer questions about

Howdo you spend your day? different types ofjobs using the simple present.
In Cycle 2, they talk about routines and daily
schedules using time expressions.

SNAPSHOT
Learning objective: talk about bad j obs ifid!fM
Books closed. Introduce the topic ofjobs. Ask: 010o you sa)ary: money f rom work
have a job? What is i t? Do your parents have jobs? work ing cond itions: the situation at work (e .g., hours,
What do they do?" sa fety, vaeation benefits)
security: safety
List three jobs from the Snapshot on the board. Ss dangerous: not safe
guess the worst job. (Answer: lumbeijack)
Books open. Ss compare their ideas with the Explain t he task. Encourage Ss to give reasons for
Snapshot. their opinions .
Elicit or explain any new vocabulary. Ss complete the task in small grou ps. Go around the
class and give help as needed.

WORD POWER
Learning objectives: learn vocabulary far different jobs; B
learn ways to categorize jobs Present and model the task. Ss write two more jobs
for each category. Then they compare wit h a partner .
A
Ask different Ss to add t heir ideas to t he board.
Ask Ss to look through the vocabulary list. Elicit or
Go over answers with the class.
explain a ny n ew words. Model the pronunciation of
new words.

lf you don't have enough time to explain new w ords in Office w ork Food setvice
company director server
class. ask Ss to look. them up in a dictiona ry before class
receptionist cashier
We b-site designer chef
Ss complete the word map individually or in pairs. secretary dishwasher
While Ss are working, draw the word map on the sales manager host/hostess
board. Ask different Ss to come up and write their Travel industry Entertainment business
answers in the correct category. Go over an swers flight attendant dancer
with the class. pilot mus ician
tou r guide singer
travel agent actor/act ress
To provide variety, check answers in different ways.
hotel manager disc jockey
For example. w rite each answer on a separate ca rd. Ss post
(Note : Additio nal examples are itall<:ized.)
the cards on th e board in the correct category.

~ To review jobs, pl ay the game Simon Says on page


L:J T-145. For exam ple, if Simon says "Be a s inger,"
Ss act out the job.
J9 To review the vocabulary in this '"ord Power, try
t=J the Word Sea rch on page '1'-156.

T-8
SPEAKING
Learning objective: talk about jobs and workplaces B Pairwork
Write these w ords on the board:
A
Shes She She works
Brainstorm workplaces with the class. Write ideas on He's He He works
the board.
Read the description of a salesperson's job aloud.
Ss look at the pictures and describe each person's job Then ask a S to describe a chefs job using the words
(e.g., She's a salesperson .). lfSs have difficulty, focus on the board.
t heir attention on <.-olumn A.
Ss complete the task in pairs. Go around the class
Option: Ss test each other in pairs. To model, ask: and give help a s needed.
"What's number 1?"
Explain the task. Ss match the information in
columns A, B, and C. Point out that column A lists She's a salespe rson . She sells clothes. She works in a
jobs, oolumn B lists things people do in their jobs, and department store
column C lists prepositional phrases with workplaces. He's a chef. He cooks food. He works in a restaurant.
He's a flight attendant. He serves passengers. He works
Read the example. fo r a n airline.
Ss com plete the task individually or in pairs. She's a carpenter. She bu ilds ho uses. She works for a
construction co mpany.
Go around the class and give help as needed. He's a receptionist. He an swers the phone. He works in
Write the first answer on the board. Then ask an office.
different Ss to write. answers on the board. Go over She's a nurse. She cares for patients. She works in a
hospital.
the answers as a class.

CONVERSATION
Learning objectives: practice a conversation about jobs;
see simple present Wh -questions and statements in context gFor a new way practice this Conversation, try the
to
Substitution Dialog on page T-151. Have Ss replace
the underlined words:
A(B [CO 1, Track 9] A What do you do, Andrea'
Set the scene. Jason and Andrea are talking about 8.- I'm a ~ I take oeopfe on tours. And what do you
their jobs. Tell Ss to cover the text. Focus their do, .I='
attention on the pictures. Ask: "Who is Jason? Wh at A I'm a whl. I work in q rg5tourant
does he do? ' Vho is Andrea? What does she do?"
Encourage Ss to guess. B(B
Read the hvo focus questions aloud. Th en play the
Give Ss (or ask Ss to bring) small cards to cover the second part of the audio program. Elicit answers
text. That way, they can see the picture but not the text. Ask from the class .
Ss to kee p their cards for future classes.
1 ffti+Bb4i
Play the audio program. Ss listen to check their
ANotU:A: What do you do, cxo.ctly? Do you make
guesses. hamburgers?
Write these focus questions on the board: J ASON: No, I don't. I ju.st. take orders.
True ar falsg2 ANDREA: And what's it. like there? Do you like your job?
J ASON: Sure. It's fun. And I get free hamburgers, too!
1. Andrea foves her job.
2. Andrea takes people on tours to .Asia.
3. jason has a full-time job.
Books closed (or text covered). Play the audio He takes orders. He likes h is job because it's f un. He g ets
program again. Then check answers to the focus free hambu rge rs, too.
questions. (Answers: L true 2. false 3. false)
Books open (or uncover the text). Play the
conversation line by line, giving Ss time to repeat it.
Ss practice the conversation i n pairs.

T-9 Unit 2
GRAMMAR FOCUS
Learning objective: practice simple present Whquestions A
and statements Ss complete the task individually. Then they compare
a nswers with a partner.
(B [CO t Track 10]
Simple present statements To build Ss' confid enc e, have them compare answers
in pa irs or groups before yo u check answers as a class.
Books closed. Wt;te these sentences on the board,
allowing space between lines: Go over answers with the class. Then Ss practice the
I'm a guide. conversations in pairs.
I work at Thoma~ Cook Travel_
I take people on tours.
I love my job. 1. A: What do you do?
Books open. Ask: "Who said t his?" (Answer: Andrea) B: r m a full-time student. I study the violin.
Ask Ss to describe her job. 'W rite the new version A: And where do you go to school?
B: I go to the New York School of Music.
below the original: A: Wow! How do you like your classes?
She's a guide. B: I like them a lot.
She worh at Thomas Cook Travel. 2. A: What does Ta nya do?
She tokes people on tours. 8: She's a teacher. She teaches an art class at a school
She loves her job. in Denver.
A: And what about Ryan? Where does he work?
Point out that the verbs for he, shC, and it end in-s. 8: He works for a big computer company in
Option: Repeat the activity \'lith sentences about San Francisco.
A: What does he do, exactly?
Jason. B: He's a Web-s ite designer. He designs fantastic
Web sites.
Write the Jetter son a card. Every time Ss forget to use
the final -s. hold up the card. Write the word does on a
separate card for the same purpose. B Pair work
Explain the task. While Ss complete. the task in pairs,
Focus Ss' attention on the third column in the copy the ch art on the board.
Grammar Focus box. Point out the spelling changes
Ask different Ss to write their answers in the chart
that occur with he/she.
on the board.
Simple present Wh-questions
Draw a chart with five columns on the board.
Number the columns from 1 to 5. A flight attendant A doctor A teacher
works for an works in a works in a
Focus Ss' attention on the Conversation on page 9. airline hospital school
Ask Ss to find two questions with the word do in assists passengers has an office teaches classes
part A. Then read the two questions about Jason in serves d rinks cares for helps students
part B. Write them in the chart: patients
1 2 3 4 5
Where do you work, Andrea? C Pair work
What do you do there2 Model the task. Ask aS a few of the questions, and
What does jason do, exactly? take notes on the board.
How does he like his job? Ss complete the task in pairs . Go around the class
Focus Ss' attention on the questions in the chart and and check for use of the simple present.
in the Grammar Focus box. Elicit the rule for forming
\Vh-questions in the simple present:
Wh- +do/does + subject + verb
Ask Ss the questions in the Grammar Focus box. Ss
use their own information for t he first three question$.
Play the audio program. Ss listen and repeat.

How do you spend your day? T-10


WRITING
Learning objective: write a biography using the Elicit Ss' guesses about each biography.
simple present Option: Put the numbered biographies on the
A classroom walls. Ss go around the room with
their numbered lists and write their guesses.
Tell Ss to read the model biography silently. Explain
any new vocabu1a ry. Point out that the biography
does not h ave the person's name.
Ss write their biographies. Go around the class and Do your students need more practice?
give help as needed.
Option: Ss YITite the biographies for homework. Assign ... for more practice in ...
Workbook Exercises 1-6 Gra mmar, Vocabulary,
B C/sss activity on pages 7-9 Read ing, and Writing
CoLlect the biographies and n umber them. Then pass Lab Guide Exertises 1-6 Listening, Pronunciation,
them around the class. Ss make a numbered list and on pages 3-4 Speaking, and Gramma r
write their guesses next to each number.

CONVERSATION
Learning objectives: practice a conversation about daily B@
schedules; see time expressions in context Read the two focus questions.
A@ [ CO I, Trsck II] Play the audio program. Elicit answers from the
class.
Point. out t.he title and the picture. Ask: "What is this
conversation about?" Elicit ideas. c.mm.gynu
Books closed (or text covered). Ask: "\Vhat does HEI.Fs: And you, Danie l? What's your day like?
Helen do?" Play the audio program. Ss listen for OA.."i'IKL: Well, right now I'm in school, so I just have a
the answer. (Answer: She's a TV announcer.) part.-timojob. But I'm pretty busy. I get up early,
Write these questions on the board: around 6:00A .M. Then I work from 7:00 until9:00. I
go to school and ttudy until 4:00 P.:w. Then I work
1. What time does Helen get home at night? again from 5:00 unt il 7:00.
2. Where does she work? HEL&."i': So wha t. do you do?
Play the a udio program again. Ss lis ten for th e 0 A.'<IEL: l'm a dog wolker.
HSL,tN: A what? What's t.hat?
answers. (Answers: 1. at midnight 2. on KNTV) DANIEL: A dog wa lker. I take people's dogs for walks. It.'a
Books open. Play the audio program again. Ss read il'eat, and it keePI me in shape, too.
the conversation s ilently. T hen they practice in pairs.
Option: To review the simple present, ask Ss to
describe Helen's daily routine from memory.
Daniel gets up around 6:00 .... M. He starts wort at 7:00.

PRONUNCIATION
Lesming objective: notice and use correct srllsble stress Play the audio program. Ss listen and check their
answers. Go over answers with the class.
A @ [CO I, Track 12]
Expla in that some syllables have more stress. Read
the examples, clapping on the stressed syllable. U "" dancer, pilot, cowboy
Play the a udio progra m. Ss clap on stressed syllables. U v "" company, lumbe rjack, fisherman

8@ "' U "' director, musician, designer


Ss complete the chart individually.

T-11 UnitZ
GRAMMAR FOCUS
Learning objecti~e: practice time exp1essions such as A
prepositions of time and adverbs of time Ss complete lhc task individually or in pairs.
{CO 1. Track 13} Go around the class and give help as needed. Go over
answers with the class.
Prepositions of time: a Uinlon +time
Draw these prepositions and three large circles on
the board: 1.1 get up at six in the morning on weekd ays.
at in on 2. I go to bed at midnight on weeknights.
3. I start work at 11:30 a t night.

0 0 0
Focus Ss' a ttention on the Grammar Focus box. Ask:
4. I have lunch at three In the afternoon o n Fridays.
5. I stay up until 1:00 A.M. on weekends.
6. I have a little snack at 9:00 in the evening.
7. I sleep un1il noon on Sundays.
"'What words follow at, in, and on?" DifferentSs write
the words inside the circles on the board.
B
Elicit or explain the rules:
at + times of day; night Model Ule task. Rewrite one or two sentences on t.he
in + parts of day (except night) board so that they are true for you.
on + days of the week Ss work individuaJiy. Then they go over their
answers in pairs.
[:] For more practice with prepositions of tirne, play
ISJ Run For Ttl on page T-148 . C Pairwork
Adverbs o{ time Model the task. First, Sa ask you the questions. Then
Elicit or explain the meanings of early, late, around, Ss complete t he task in pairs.
u ntil, before, an d a{ler. Then play the audio program.

G) LISTENING
Learning objective: develop skills in fistenmg for
around 6:00P.M. That's OK. though, because I like
specifiC mformation U go out at ni&hL I go to bed around midnight
on weekdays.
A(!} {CO 1, Track 14} RODSEY: What. about you, Ellen?
Set the scene. Then play the audio program, swpping E~: Well, my job ia a bit. differenl - l'm a flight.
attendant. I et.art. work al6:00 in the morning, so 1
after each person tal ks about hi s or her schedule. Ss
htwe t.o get up berorc 6:00A.M.
complete the chart indivi dua lly . TINA: Wow! Thut'a t.oo early ror me!
Play the au dio program again. ELU:N: Th(ln I oft.cn hove long flights, so I don'l get
home until 9:00 a.t night. But 1 always go to bed righl
Go over answers with the class. away- around 10:00.

t f!ttii.i@j!Q
Tl."''A: What do you do, Rodney? m!lll
Ror>s&Y: I'm a chef.
1'1:-.A! Hey, that's great! So, what are your work hours
like?
ROOSEV: They're OK I work in the afternoons and
Job

Rodney chef
... ...
Gtsup

9A..M.
Get$ home

11 P.M.
Goes to
b<at ...
1 A..M.
Tina offtee 7 A.M. 6P.M. midnight
cveninea. I get up around 9:00 A.u., and I work from manager
11:00 A.M. untillO:OO P.M. I get home fairly late, Ellen flight 5A..M. 9P.M. 10P.M.
about 11:00 P.M. And I'm usually in bed by 1:00 in. the attendent
moming. And what do you do, Tina?
Tir;A: Well,l'm an office manager. I t's a regular nine.to.
five office job, so I get up at 7:00 A.M . and get home B Class acrivity
Elicit Ss' responses . Then take a class vote.

CD INTERCHANGE2
See page T-115 for teaching notes.

How do you spend your day? T-12


READING
Learning objectives: read and discuss an article about nFor a new way to teach this Reading, try Jigsaw
jobs; develop skiffs in reading for spedfic information ~ Learning on page T -152.
Go over the ads with Ss. Then explain the task. Ask:
To help Ss focus on the task.. tell them not to worry
~what is Theresa's schedule like? What experience
about words they don't understand. Encourage them to keep
does she have? What jobs are good for her? Why?"
reading when they see new words.
Elicit ideas from the class.
Set the scene. A high school student, college student, Ss choose jobs for Theresa, Ke1;n, an d Lamar in
and new parent need jobs. Ask: "Why do they need pairs. Make sure Ss explain why.
jobs?" Elicit ideas and write them on the board.
Focus Ss' attention on the pictures. Tell Ss to cover
the profiles. Ask: "Who is in high school? in college? a Theresa has a difficult schedule. She needs a flexible job
or an evening j ob. Grocery store cashie r, waitress, and
new parent?" Encourage Ss to guess.
office worker are good jobs fo r her.
Set a time limit of one minute. Ss scan the three Kerin needs to work at home because she has a baby.
profiles quickly to check their guesses. (Answers: She can type and has a computer. Word processor is
Lamar is in high schooL Theresa is in college. Ketin the best job for her.
Lamar can work afternoons, evenings, and weekends.
is a new parent.) Grocery sto re cash ier, wa iter, and office worker are
good jobs for him.
A
Explain the task. Tell Ss to guess the meanings of [:_:;] For more practice with daily routines, play True or
any new words. ISJ False? on page T-148. Have Ss prepare sentences
Ss read the article and cor.nplete the task Go over about what they do every day.
answers with the class.
endof cvc1e2- - - - - - - -
1. To save money: Kerin Do you r students need more practice?
2. To earn money for college: Theresa
3. To go out on the weekend: Lamar
4. To buy a house: Kerin
Assign ...
Workbook Exercises 7-12 Grammar, Vocabulary,
Elicit or explain any new vocabulary. on pages 1o-12 Read ing, and Writing
Lab Guide Exercises 7- 10 List ening, Pronunciation,
i@i@M on page 4 Speaking, and Gramma r
experience: the work a person did in lhe past Video Activity Book Listening, Speaking, and
quickly: fast Unit 2 Cultural Awareness
s ave : to keep for later CD-ROM Unit 2 Gramma r, Vocabulary,
take care of: care for Reading, Listening , and
type: to write on a computer Speaking
allowance: money parents give children to spend
earn: to :receive money for work
Evaluation
B Pair work Assess Ss' understand.i ng of Units 1 and 2 with the quiz
on pages T-200 and T-201.
Ask Ss to read the article again. Tell them to take
notes about each person's schedules and experience.

T-13 Unit 2
Units 1-2 Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need improvement have Ss complete them in class or for homework,
using one of these techniques:
Ask: "What did you learn in Units 1 and 2?" E licit
Ss' answers. 1. Ask Ss to complete all the exercises.
2 . Ask Ss: "\Vhat do you need to practice?" Then
Ss complete the Self.assessment. Encourage them to
assign exercises based on their answers.
be honest, and point out they will not get a bad grade 3 . Ask SsW choose and complete exerC-ises based on
if they eheck (.f) "a little." their Sel f~assessment.

ROLEPLAY
Learning objectives: assess one's abifity to introduce fo1low-up quest ions, and ask for clarification
oneself and another person using statements with be; assess where appropt;ate.
one's ability to ask questions to check information Option: Ss introduce themsel ves without referring to
the example conversation.
A Pair work
Read the instructions aloud a nd focus Ss' attention B Group work
on the picture. Explain that Ss should pretend they Each pair joi ns another pair. Ss i nt roduce their
don't know their partners in t his role play. partners to the other pair and ask fo1low-up
Model the role play with aS. Explain how to use the questions.
conversation cues.
If you do n't have enough class time for the speaking
Ss role-play the conversation in pairs. Encourage Ss activities, assign each Sa speaking partner. Then have Ss
to use appropriate body language and gestures, add complete the activities with their partners for homework.

SPEAKING
Leaming objective: assess one's abdity to exchange MfflfUt%?911
information using Wh- and yes/no questions with be
1. What's your name?
Explain the task and model the first question. Ss 2. Whe re are you from?
should consider if t he questions are Wh- or yes/no 3. Are you r classes interesting?
questions. 4. What's your favorite class?
5. Is your teacher Americ an?
Ss work individua11y to write the seven questions. 6. What are your classmates like?
Point out that there may be more than one correct 7. Who is your best friend?
question for each answer.
Go over Ss' questions with the class. Ss work in pairs. They take turns using the questions
to interview each other. Encourage Ss to add
follow-up questions.
Option: Each S uses the questions to interview
another S.

T-14
SPEAKING
Learning objective: assess one's ability to ask. and answer B Group work
questions about jobs using the simple present Ss compar e their lists in small groups . Encourage Ss
to a sk Wh-questions about the jobs (e.g., What does a
A receptionist do? Where doe$ a receptionist work?).
Explain the task. Then elicit tlrings a receptionist
Go around the class and check Ss' use of the
does and write them on the board.
simple present.
Ss complete the task individually or in pairs.

LISTENING
Learning objectives: assess one's ability to listen to and LINDSEY: T hat is late!
understand descriptions of work and school; assess one's JA.'-1&5: Yeah. After work, I usually go to bed right away.
ability to ask and answer questions about jobs using the \Vhat about you? What do you do?
simple present LINI)$li:Y: Oh, I'm a "student. I st udy dance.
JA.'-t'ES: Wow! Now that's exciting! Wh ere do you study?
LINDSEY: At New York Dance.
A(B [CD 1, Track 15] JAMES: How do you like your classes?
Set the scene. James and Lindsey are talking about LINDSEY: I love them . I dance all day long.
work and school at a party. It's wonderful.
J AMES: What do you do after school?
Play the audio program once or tv."'ice. Ss listen and LINDSEY: I have a parttime job. I work in a n office.
complete the chart. JAMES: Where is the office?
LINDSEY: Actually, I work in your office! At Central
Computers.
JMlJ;$: You do? Well, stop by and $ay hello sometime.
JAMES: [doorbell r ings) Hey, Nick. How are you?
LINDSEY: OK
NICK: I'm great, J ames. Welcome to my house . Oh
James, this is my friend Lindsey.
JAMES: Hi, Lindsey. It's nice to meet you.
L INDSEY: Nice to meet you, too, James.
[doorbell rings again] James Lindsey
NICK: Excuse me. Website designer da nce student
LJNDSEY: So how do you know N ick? Central Computers New York Dance
J AMES: Oh, we work in the same office. OK l oves them
LINDSE:Y: Really? What do you do? goes to bed wo rks in an office
,JAMES: I'm a \Vebsit.e designer.
LINDSEY: That's exciting! Where do you work?
JAMES: At Central Computers. B Pairwork
LINDSEY: Central Computers, huh? How do you like Explain the task. Ss take turns asking and
your job? answering the questions in part A.
JAMES: It's OK I work late a lot. I usually finish at
10:30, and get home at 11:00.

SURVEY
Learning objective: assess one's abiHtyto talk about daily Ss complete the task i ndividually.
schedules using time expressions
B Pair work
A Ss take turns describing their perf~t day in pairs.
Elicit or explai n the meaning of a perfect day. Model Encourage Ss to ask follow up questions.
the task by having aS ask you the questions.

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learning Ask: "What did you u nderline? How can you
Focus Ss' attention on the Selfassessment again. review it?"'
Ask: ''How well can you do these things now?" If needed, plan additional activities or reviews based
on Ss' answers.
T-15 Units 1-2 Progress check
In Unit3, students discuss money, especially
w~h regard to shopping. In Cycle 1, they talk

How much is it? about prices using demonstratives and the


pronouns one/ones. In Cycle 2, they ralk about
preferences using comparisons with adjectives.

SNAPSHOT
Learning objective: read about and discuss the meaning Focus Ss' attent ion on the first t wo questions. Draw
of colors this chart on the board:
Books closed. Ask several Ss: "'W hat is your favorite Positive mean ings Negative meanings
color?" Write the colors on th e board. Help with pure sad
vocabulary for colors as needed. Ask different Ss to add adjectives from the Snapshot
Ask several Ss to choose between pairs of adjectives to the chart. Does everyone agree on the placement of
for colors. For example, ask: "'s red exciting or sad?" exciting? of mysterious?
..Is white dirty or pure?" Ss discuss the last two questions in pairs. Allow
Books open. Explain that colors have different about five minutes. Then discuss the questions as
meanings in different countries. Discuss the a class.
meanings in the Snapshot. E licit or explain any Option: Select three colors. In pains or groups, Ss
new vocabulary. make lists of all the things in the room with those
colors .
1iff!1@1Mi
t n &thtul:honc13t
j ealous: unhappy because you wa nt someone'&things
mysterio us : 8trange anP difficult to understand
frie ndly: nice to other J)e()ple; sociable
pure: very clean

CONVERSATION
Learning objectives: practice a conversation about Ss practice the conversation in pairs.
shopping; see demonstratives and one/ones in context
n For a new way to practice this Conver sation, try the
A@ {CO 1, Track 17} CS Onion Ring technique on page T- 151.
To set the s<:ene, focus Ss' attkntion on the picture. B@
Ask: "Where are they? What are th~y doing?"
Read the two focus questions aloud. Then play the
Write this focus question on t he board: audio program. Elicit answers from t he class.
What calor necklace do they buy~
Books closed (or text covered). Play the audio' c.mw,;u;;a
program. Ss listen for the answer. (Answer: blue) ft:lARJA: Steve, come and look at this necktie. What do
Option: Write these focus questions on the board: you think?
STEVE: It's a nice tie, but look a t the price - $25.
1. How much is th~-blue' necklace? 1
MARIA: Oh, that's not bad. And I want you to have iL Let
2 Why dotS Sttvt buy the ntckloce> me get it for you..
Then play the audio agaln. Ss check answers. STEvE: OK. S ure.
(Answers: I. $42 2. It's a birthday present.)
Books open {or uncover the text). P lay t he audio
program, again . Ss lis ten and read a long sil ent ly. They buy a t ie. Ma ria pays for it.
E licit or explain any new vocabula ry.

'Mff!iM
I'm not su r e.: I don't know.
H.mm: a sound people make when they're t.hinkin,g
Lel me: AJlow me lo

T-16
GRAMMAR FOCUS
Learning objective: practice demonstratives and one/ones A
[CO I, Track 18] Model the first line of the fu"St conversation.
Ss complete the task individually. Go over answers
Demonstrati~s with the class.
Books closed. Point toSs' things and make
statements with this and these (e.g., "This is
Peter's pen. This is Joan's necklace. These are 1. A:. Excuse me. How much ere those jeans ?
Dan's glasses.'"). 8: Which ones? Do you mean these?
A:. No. the light blue ones.
Hold some things close to show how we use this or 8: Oh. t hose ttre $59.95.
tlu!se for nearby things. Explain that.thi.$ refers to A:. Almost $601 Are you kidding?
a singular thing, while these refers to plurals. 2. A:. I like that backpack over there. How much Is it?
B:Which one?
Option : Ss place their things in a bag. Each S takes A:. The red one.
out something and says whose it is (e.g., "'TTtis is 8: tt's $27.,9. But t his groon one is only 522.25.
Mary's pen."). A: OK. Let me see it. please.
Place some Lhing far away to show how we use that
and those. Ss point to things and make statements Ss practice the conversations in pairs.
(e.g., ''''l'hat is Bill's book. Those are Mike's keys."). Op tion: Bring in two different pairs of sunglasses,
Explain that that refers to a singular thing, while pens, necklaces, or hats. '!'hen Ss practice the
those refers to plural things. conversations again using these things.
To check Ss' u ndersta nding of demonstratives and
review colors, ask about things in the room (e.g., B Pair work
What color is this pen? What color are those books?"). Explain the task. Ss work in pairs to choose prices for
the sunglasses and cell phones .
On e/on es
Model the example conversation with a S. Then Ss
Focus Ss' attention on the Conversation on page 16.
take turns asking and answering questions about the
Ask Ss to find examples of one and ones.
items. Go around the class to check for the use of
For each example, ask: "What noun does ones or one demonstratives and one or ones.
replace?" (Answers: earrings, necklace) Elicit the
Opt ion: If you live in an English-speaking
rule: One replaces a singular noun, and ones replaces
a plural noun.
environment, have Ss go to a store to ask the
prices of three things in English.
Play the f.llSt part of the audio program.
Option: Bring in clothing catalogs. Ss use them to
To raise awareness of both the meaning and form of a practice the conversations.
new structure, atways link the Grammar focus to the
Conversation. g For a new way to practice this Conversation, try the
Substitution Dialog on page T-151.
Prices ~For more practice asking for and giving prices, try
Play the rest of the audio program. Ss repeat the
1=.1 the Price Exchange on page T-156.
prices. Present additional examples as needed.
18] For practice in listening for prices, play Bingo on
lS1 page T-147 using prices instead of words.

T-17 Unit 3
LISTENING
Learning objective: develop skills in listening for details
3.
SANDRA: What do you think of those sunglasses?
(B {CO f. Track 79] T hey're only $16.
Set the scene. Tim and Sandra are shopping. They TIM: They're nice . Try them on.
want to know the prices of four things . SANDRA: Oh, no. I think they're too big.
TIM: You're right. They are too big.
Play the a udio program. Ss listen and complete only 4.
the Price column in thei r books. TIM: I love thi s watch! Do you like it?
SA:-<0&\.: I do. Why don't you get it?
Play the audio program again. Ss listen to find out if
TI.M: Hmm, it's pretty expensive. It's $49.99 .
Tim and Sandra buy the things, and their reasons. SA..'<DRA: That price isn't bad. It's a nice watch.
Go over answers with the class. TIM: Yeah , maybe you're right. I think I'll get i t.

ii!ffii.ii}IQ ~
1.
Tn.t: Look at these! In-line skates. 1 really want a pair. Item Price Do they Re ason
buy it?
SA1'>0RA: But they're pretty expensive . They're $165.
Tu.t: Oh, yeah. You're right. A hundred and sixty-five 1. in-line skates $165 They' re too
dollars is too expensive. expensive.
2. cap $9.95 yes The price is
2.
TIM: Here's a. grea t cap for you! reasonable.
3. sunglasses S16 They're too
S.\.lmRA: That one? Hmm. Is it expensive?
Tl~t: Not really. It's only $9.95 .
big.
4. watch $49.99 yes The price isn't
SANDRA: Nine ninety-five is very reasonable. I think
I'll take it. bad.

ROLEPLAY
Learning objective: role-play a conversation between a Model the task with a S. You play the clerk and the
clerk and a customer Splays the customer.
Ss work in pairs. Tell Ss to ask about t he price of
A Pair work
more than one item.
Place several items of different colors on your desk.
Use things s uch ns pens, caps, and n otebooks. B
Ss change roles and try the role play again.

PRONUNCIATION
Learning objectives: notice sentence stress; learn to sound Play the audio program. Ss clap on each stressed
natural using sentence stress word .
Play the a u dio program agaln. Pause for Ss to repeat
A (B {CO t Track 20]
the sentences, stressing important words.
Remind Ss that in each word, one syllable has more
stress. Explain that important words in a sentence B
also have more stress. Ss practice the conve rsations in part A of Exercise 3
Read the examples, clapping on the stressed words. again . Conect Ss' use of sentence stress as needed.

INTERCHANGE 3
See pages T-116 and 1'-117 for teaching notes.
Assign ... for more practice in .
Workbook Exercises 1-5 Gra mmar, Vocabu lary,
on pages 13-15 Reading, and Writing
Lab Guide Exercises 1-5 l istening , Pronunc iation,
Do your students need more practice? on page 5 S peaking, a nd Grammar

How much is il? T-18


WORD POWER
Learning objective: learn vocabulary for clothes Ask differen t Ss to .....Tite pos sible material s below
and materials each thin g on the board . For example, under socks
they can write wool, cotton, or silk.
A Option: Use the materials word cards. Ask Ss to
If possible, bring in one thing made of each material: place the cards next to other items in the clas sroom
cotton, rubber, gold, silk, leather, silver, plastic, wool. made of t hese materials .
Write the names of the materials on cards. Put the
items on your desk with the cards next to them . Ss usually forget about 80 perce nt of new words after
Say the word for each material. Ss repeat the word. 24 hours. To help them remember more, re cycle or review
new voca bulary the next class.
Explain the task. Ss work individually to complete
the exercise. Go around the class and give help. Make
C Class activity
sure that Ss do not add ~s to the adjectives (e.g ., NOT
wools socks, rubbers boots). Model the conversation with a S .
Go over answers \vi th the class. Ss m ake as many statements as possible. Point
out that they can use other pattern s (e.g., "I
am wear ing .. .").
1. a plastic bracelet 5. a leather jacke t Option: Ss write four sentences about what they
2. a gold r ing 6. a cotton shin have or wha t they're westing on a piece of paper.
3. a silk tie 7. silver earrings Co1lect the papers and read t he sentences alou d.
4. wool socks 8. rubber boots
Then Ss guess who wrote the sentences .

B Pair work [Z] For more practice with vocabula ry for materials,
Write the names of the eight things in part A across
c::J play Change Chairs on page T -145. Give the
first comm and: ''Change chairs if you have a
the "t:oP of the board. Ask t he question in the book.
lea ther jacket."

CONVERSATION
Learning objeCtives: practice a conversation about nFor a new way to teach this Conversation, try Say It
preferences; see. compafisons with adjectives in context lj \Vith Feeling! on page T-150.

A(B {CO 1, Track 21] B(B


. Elicit ideas and vocabulary based on t he picture. Read the two focus questions aloud. T hen play the
Set the scene. Sue and Anne are shopping. Ask Ss to audio pl'Ogram. Elicit answers from the class.
.-listen for answers to these focus questions:
1. What are they shopping for> ttttw.guma
2. Does Anne buy a leather jacket? A\'<NE: Wow! Th at jacket is really expensive. I don't wa nt
to s pend tha t much money.
3. Does Anne buy a wool jacket?
SuE: Oh, look. There Sre some things on sale over the re.
Books cloSed. Play the audio program. Then check A.i'<NE: Oh, you're right. T he se T-shirts are really nice.
answers to the focus questions. (Answers: 1. jackets And th ey're cheap, too. I like th is one with the bird
2. no 3. no) on it.
SUE : That is nice. And the colors are really pretty .
Books open. Play the audio program again. Ss A."<NE: Great! I'll take it.
listen and read along silently. Elicit or explain any
new vocabulary.
Ss practice the conversation in pairs.
Anne buys a Tsh irt. Sue likes it.

T-19 Unit 3
GRAMMAR FOCUS
Learning objective: practice preferences and comparisons Point out the spelling r ules i n the Grammar Focus
with adfectives box. A fmal -y changes to -i when \ VC add -er
(pretti er), and a single vowel +consonant doubles
(B [CO I, Track 22] the consonant (bigger).
Prefer en ces Present t he irregular forms: good- better and bad-
Bri ng some items to dass that are similar (e.g., two worse. Then play the audio program.
l;ngs, two ties, two pen s, two T+shirts). Hold up two items again. Ask: "'Which .. . do you
Focus Ss' attention on t he Conversation on page 19. prefer? 'Why do you prefer it/them?" Elicit answers.
Ask: "Which jackets do Anne and Sue prefer? \Vhy?" Option: Ask Ss to look back over previous units to
Write the answers on the board and underline the find more adjectives. (See pages 7 and 16.) Elicit the
words likes and better: comparative fonns and ask different Ss to write them
Sue~ the wool one J:zdm. It looks warmer. in column 1 or 2.
Anne~ the leather one~- It's more stylish than
the wool one. A
Point out that like better means prefer. Explain the task. Remind Ss to look a t the pictures
Hold up two similar items (e.g., two ties). Ask two when answeri ng.
or t hree Ss: v.rhich one do you prefer?" Elicit the Ss complete the task i ndividually. '!'hen go over
response: "I prefer ..."or "I like ... better." Repeat answers wit h the class.
with other pairs of items.
Option: Use two pairs of similar ilcms t.o review ones.
1. A :Which d ress is prettier, the yellow one or the
Comparisons w ith adJectiues g reen one?
8: Well, the green one is silk. And silk is more
Underline warmer and more stylish in the sentences
expensive than polyester.
on the board. Then draw two columns on the board, 2. A: Is th is blue TSh irt larger than the red and
like this: white one?
1 2 B: No, the red and wh ite one is bigger. It's a mediu m.
warmer more expenstve The b lue one is a small.
nicer more stylish 3. A: Look at these pants! Which ones do you like better?
B: I prefe r the cotton ones. They're more stylish t han
prettier more beautiful the wool ones.
To help Ss see the differences in grammar forms, use
Ss practice the conversat ions in pair s .
different colors on the board.

Point out that column 1 has two one-syllable


B Pair work
adjectives (warm, nice) and one two-syllable adjective Pocus Ss' attention on the pictures in part A.
that ends i n -y (pretty). The comparative forms of Model the conversation with aS. Go over the
these adjectives end in -er. useful expressions.
Point out that column 2 has adjectives oft.wo or more Ss work in pairs. They talk about the items, giving
syllables (e.g., expensive). The comparative forms of their opinions.
these sta1t with more. [Z] F~r more practice making comparative forms, play
Elicit more comparative adjectives for both columns. Q Tic Tac-Toe on page T -148.
Ask different Ss to write them on the board.

WRITING
Learning objective: write a paragraph comparing prices Then they write a paragraph com paling prices.
Have Ss read the directions, chart, and sample Ss read each other's paragraphs and
paragraph. Allow three minutes. make suggestions.
Ask: what does the chart show? What are you going Option: Ss write a paragraph in class and then
to add to the chart?"' (Answers: prices in the U .S., revise it for homework.
prices in my country)
Ss work individually. First they complete the chart.

How m uch is i t? T-20


READING
Learning objectives: read and discuss an article about
lntsrnst shopping; develop skills in scannmg and
a. over 18 million (paragraph 1)
differentistmg fact and opinion b. It's easy and friendly, but some people don't like it.
(paragraph 31
~ To help Ss understand what reading strategy to use. c. You put an advertisement for an item oo the Web site.
focus their attention on the purpose of the task. For example: People bid for the item. The person who bids the most
'"Today we're going to practice differentiating fact from money buys the item. Then you send the item to the
op1nion buyer. (paragr8ph 2)
d. It's an online marketplace. (paragra ph 1)
Set the scene. Ask: "How often do you go shopping? e. You can shop in the United States, Europe, Latin
Americo , China, and many other countries.
Do you like shopping? Do you ever buy things on the lpa ragraph 4)
lnternet?" f. You can buy and soli mi llions of different th ings from
Explain that this article is about a famous Web site ca rs to electronics to mus ical instruments.
( pa ragr~h 2)
called eBay, where people shop online.
Option: lfSs have access to the Internet, tell them to B
look at the eBay Web site before they read.
Explain the task. Model the first example. First, find
Point out the pre-reading questions. Ss guess the the information in the article. (Answer: paragraph 1)
answers. Then they scan the text quickly to check Then decide if it is a fact or opinion. (Answer: fact)
their guesses.
Ss work individually. Co around the class and give
help as needed.
true. true, false Ss compare answers in pairs . Then go over answers
with the class.
Elicit or explain any new vocabula ry.

i@Mfti 1. fact 2. fact 3. fact 4. opinion 5. opinion


online: using the Internet
marketplace: a place to sell things C Psirwork
bargain: something you gel. for a good price
member: a person whoispartofa group Read the two questions. Then Ss discuss the
trade: to buy or seD something questions in pairs.
ndverti8Cmcnt: words or picl.ure$ thaltry to .ell
aomethin_g Discuss the questions as a class.
traditional: oJd.fashioned; not new or modem
- Endof cvc1e2- - - - - - - -
A
Do your students need more practice?
Explain the task. Ss read the article. Remind Ss not
to worry about words they don't know. Ss t hen
Assign . .. for more pr11ctice in ...
answer the questions individually.
Workbook Exercises 6-10 Grammar, Vocabulary,
Opt;on: Ss work in pairs. One S answers questions on pages 16-18 Reading. and W riting
t\-(, while the otherS answers questions d- f. Then
bb Guide Exercises 6-9 Listeni ng, Pronunciation,
they share their answers. on page 6 Speaking. and Grammar
Ss compare answers in pairs or small groups. Video Activity Book Listening, Speaking, and
Unit3 Cultural Awa reness
CDROM Unit 3 Grammar, Vocabulary,
Reading, listening, and
Speaking

T-21 Unit 3
In Unit 4, students discuss entertainment and
personal likes and dislikes. In Cycle 1, they talk

Ooyou like rap? about music using yeS/no and Wh-questions


with do. In Cycle 2, they make invitations and
excuses using would and verb+ to + verb.

SNAPSHOT
Learning objective: discuss types of music Brainstorm with Ss what the "other" category might
include (e.g., reggae, salsa).
[CO t Track 23]
Explain t hat Ss will hear eight short pieces of music
Books closed. Ask: "What kin d of music is popular in in different styles. Ss listen and number the m usical
your country?" Help with vocabulary as needed. styles from 1 to 8.
Write answers on the board.
Play the audio program. Ss complete the task
Books open. Point out the percentage s igns. Ask: individually . 'l'hen they compare answers in pairs.
"What is this symbol called? What does this chart
Option: IfSs have di ffi culty, do the activity wi th the
show?" (Answers: percent, music sales in the U.S.)
whole class.
Read out the names of the music styles. Ask: "What
kind of music is popular in the U.S.? \:vhat music is
unpopular? Does anything surprise you about the 1. j azz 3. gospel 5. rap 7. rock
information?"' Elicit answers. 2. pop 4. classical 6. country 8. R&B
Elicit Of explain any new vocabulary.
Go over the two discussion questions. Ss discuss them
+MMfM in small groups. Then elicit answers from the class.
rap: music of AfricanAm(lrican origin, wilh rhyming Option: What kind of music does the class like best?
words and a strong beat Take a polL
R&B: rhythm and blues
country: countryandwestern
gospel: a kind of Christian religious music
j azz: a kind of dance music originally popular in the 1920s

WORD POWER
Learning objective: Jearn vocabulary for types of
entertainment
TV programs Movies Music
A game shows horror f ilms classical
science fiction jazz
Explain the task. Ss work in pairs or s mall groups. soap operas thrille rs pop
Al low them to use d ictionaries. ta lk shows westerns salsa
cartoons adventure reggae
Draw the word map on the board. Ask different Ss to documentaries comedies opera
write the answers on the board. Model the sports events musicals heavy metal
pronunciation of the words as you check a nswers. reality shows drama hip-hop
(Not e: Add ition al examples are it alicized.)
i9 For a new way to teach this exercise, try Find Your
l=J Group on page T156.
Option: To help Ss remember the words in the
B categories, add names of popu]ar TV prog~.ams, _
movies, and songs or musicians.
Ss add two more words to each category. Then they
compare answers in pai rs . C Group work
Ask different Ss to write their ne\V words on the Explain the task. Ss work inilividually to rank their
board. Go over their answers and model the itEms from 1 to 6.
pronunciation.
Option: Review language for preferences from Unit 3.
Ss compare t hei r ideas in small groups.

T-22
CONVERSATION
Learning objectives: pract1ce a conversation about likes Ss practice the conversation in pairs. Go around the
and dislikes; see yes/no and Wh-questions wich do in context class and give help as needed.

A(B {CD 1, Track24]


Set the scene. Tom and Liz are talking about music.
gIt With Feeling!
For a new way to practice this Conversation, try Say
on page T-150.
Ask: "Who do you see in the pictures?" (Answers: s (B
Eminem, Celine Dion)
Read the focus questions aloud. Play the audio
Books closed. Write these statements on the board: program once or twice.
1. I'm a big fan of Emmem
Ss compare answers in small groups. Go over
2 I don't know much about rap.
answers with the class.
3. I "ally like pop mvstc.
4. I don't like pop muSIC very much.
Ask: "\Vho says these things- Liz or Tom?" Play the
1 t!ffll.i1iiiD
ToM: What about groups, Liz? Who do you like?
audio program and Ss list.on for the answers. 'l'hen Liz: Oh, (like a lot of different groups. I guess my
eli cit t he answers. (Answers: 1. Tom 2. Liz 3. Liz favorite group is the Bealles.
4. Tom) To~: The Beatles? You must be kidding!
Liz: Why? Don't you like them?
Point out the expressions I'm a big fan of ... I really ToM: No, I don't. I guess they have some good songs, but
like ... , and I don't like ... very much. Ask : what do I think their music isn't very interesting anymore.
you think of Eminem? Celine Dion?"
Books open. Play the audio program again. Ss listen
and read silentJy.
Her favorite group is the Beatles. No, boca use he thinks
Ask these comprehension questions: "Who is Liz's their music isn't very interesting anymore.
favorite singer? What does Liz think of Eminem?"
Elicit Ss' answers. (Answers: Celine Dion. She doesn't
know him. )

GRAMMAR FOCUS
Learning objective: practice yes/no and Wh-questions Ask Ss to flnd and circle examples of object pronouns
with do in the Conversation in Exerciae 3 . (Answers: it, h im,
her) Ask: '"Wh at does ... refer to?'' (Answers: it= rap,
{CD 1, Track 25] him= Eminem, her = CeHne Dion)
YefNo and Wh-questions wit h do
Ask Ss to find four questions with do or does in the Explain the task. Model the first answer.
Conversation in Exercise 3. Write the questions on Ss complete the task individually. Then Ss compare
the board, in columns: answers with a partner. Go over Lhe an swers with
1 2 3 4 5 the class.
Do you ltke rap, Liz?
Do~s he play tht ptano?
What kind of . do you ltke? 1. A: Do you like science fiction movies?
Do you like htr1 B: No, I don't. I don't like them very much.
2. A: Do Jake and Usa like soap operas?
Focus Ss' attention on the questions on the board. B: I think Jake does, but I don't know about Lisa.
Elicit. the rule for forming questions with do: Why don't you ask her?
\Vh-question + do/ds +subject+ verb? 3. A: What kind of music do Noriko end Ethan like?
B: They love classical music. Noriko really likes
Elicit new questions from Ss and write them in the Yo--YoMa.
columns on the board. A: What does he play?
P oint out t h e language in the Grammar Focus box. B: Tho cello. I have his new CO. Lot's listen to it.
Play the audio program for the first and second
Ss practice the conversation s in pairs.
columns.
Object pronouns g For a new way to practice yes/no and \Vh--questions
with do, try Question Exchange on page T-152.
Go over the object. pronouns in the Grammar Focus
box. Play the audio program for the third column.

T-23 Unit 4
PRONUNCIATION
Learning objectives: notice and use intonation in If Ss repeat thin gs as a group, it's hard to hear if they
questions; learn to sound natural when asking questions are using correct pronunciation or intonatio n. Therefore,
chec k some individual Ss' pronunciation.
A (B {CO 1, Track 26]
Books closed. Use your voice a.nd gestures to
B Pair work
demonstrate intonation. Explain that intonation is
the rise and fall of the voice. Explain the task. Model the questions usi ng correct
intonation.
Play the audio program. After each question, ask:
"''s the voice goin g up or down?" Ss work in pairs. Go around the class and check
individual Ss' use of intonation.
Elicit or explain the rule. Yes.fno questions have
rising intonation, and Wh-questions have falling Option: Ss look back at the Conversation on
intonation. page 23 and mark (with arrows) rising or falling
intonation above the questions. Ss then practice the
Books open. Play the audio program again . Ss repeat
conversation again in pairs, paying special attention
the questions . Ask different Ss to read the questions
to intonation.
and check their intonation.

SPEAKING
Learning objectives: talk about entef1ainment; discuss hkes 'l'he S who recorded the answers reads the responses,
and dislikes and the group decides the favorites. Then the Ss
complete their charts.
A Group work
Write two example questions on the board, e.g.: Assigning each S in the group a role (e.g., note-taker,
Do you like 7V? leader. Englisf1 monitor, repoJter ) encourages all Ss to
What kind of TV programs do yoo like?
Ask different Ss to answer the questions.
C Class activity
Explain the task. Ss work individually to write
five questions. Go around the class and give help Writ.Q these expressions on the boa rd:
as needed. O ur favon.te is
Ss take tums asking their questions in small groups.
w, a/1/ik .
We don't agree on .
Set a time limit of five to seven minutes.
Explain that Ss can use these expressions to report
Go around the class and listen toSs' responses.
their group's favorites.
Option: Encourage Ss to give longer responses (e.g.,
OneS from ea ch group reports the result$ to the
No, I don't, but I love . . . , I'm a big fan of.
class. Another S from each group writes the results
I prefer . .. ).
on the board.
B Group work Discuss the favorites as a class.
Ss work in small groups. One S leads the discussion [Z1 For more pract~ce with yes/no questions, play
to make s ure everybody speaks (e.g., What's your [] Twenty Questwns on page T~145.
favorite . .. ? What about you, . .. ? What do you
think, . .. ?It's )'Our turn to ask a question.). Another
S records the answers.

Oo you like rap ? T-24


LISTENING
Learning objective: develop skills in listening for detail
BILL: Well, I like to watch news programs.
HOSTESS: John?
A (B {CO 1, Track 27] JOHN: Uh, well, you know, I really like talk shows.
Set the scene. Linda is on a game show. T he hostess HosrESS : And Tony , how about you?
is going to interview three men . Linda will choose one To:-.'Y: I like game shows a lot .
for a date. HOSTESS : And Linda, what do you like?
LINDA: Well, I like talk shows and game shows.
P iny the audio prog1am. Pause after every few lines HOSTESS : [bu.zzerl OK! Time is up! Now who's the best
to give Ss t ime to com plete the cha 1i.. date for Linda? lapplause]

If an audio program is long and cont ains ma ny details,


break it into parts. Pau se the audio program after eac h part.
Music Movies TV p rograms
Ss compa re answers in pairs. Bill classical t hriller s news programs
John jau westerns ta lk shows
Tony rock ho rror films game shows
Hosus..o:;: [applause) Welcome t.o Who's My Date? Today, linda pop horror films talk shows and
L inda is going to meet Bill, J ohn, and T ony. So, let's game shows
start with the first question ... on music. Bill, what
kind of music do you like? B Class activity
Btu.: Oh, classical music.
HOS1'ESS: Classical. OK And how a bout you, John? Ss discuss the best date for Linda as a class.
J OH:-i: 'i'Vell, I Jikejazz.
HOS1'F..SS: And you, Tony? Possi ble answer
ToNY: My favorite music is nx:k
Tony is the best date because he and Linda like horror
H OSTESS: How a bout you, L inda?
films and game shows. They a ll disagree about m usic.
LINDA: Well, I like pop m usic. I don't like jazz or
class ical music very much _[applause}
HOSTESS: OK. Now le t's talk about movies. Bill, what
k ind of movies do you like? . EiidiifCycle 1-
BILL: I like thrillers.
HOSTESS: And how a bout you, Joh n? Do y ou r st udents need more p ractice?
JOHN: Oh, I like westerns.
Hosn::ss: Westerns a rc good. And how about you, Tony?
To:-.'Y: I Jove hottOr films. Assign . for more practice in . ..
HOSTESS: And what about you, Linda ? Workbook Exerc ises 1--8 G rammar, Vocabu lary,
LiNOA : I really like horror films, too. [applause] on pages 19-22 Reading, and Writing
H0&1'F.SS: And now for question number t-hree. Bill, what
Lab Guide Exercises 1-7 li stening, Pronunc iation,
k ind of TV Pn>brrams do you like?
on page 7 Speaking, and Grammar

CONVERSATION
Learning objectives: practice making plans; see would and
verb +to + verb in context
IIBdD
DAv~;:[crowd cheering] Yes! T hat's another goal for the
A (B {CO 1, Track 28] Ducks! That's the Ducks 3, the Frogs 0 .
SuSAN: You really are a Ducks fan, Dave.
h k: "What do you see in th e pict ure?" Then play t he DAY: I know. They're my favorite team.
a udio program . Ss look at t he pictur es and r ead the S uSAN : They're OK, but I like the Frogs a lot better,
conversa tion silently. especially Mario Sanchez.
DAVE: He is very talented. It's too bad he's not
Ss practice the conversat ion in pairs. playing today.

B(B
Read the focus question a loud. T hen p1ay t he audio
program. Elicit a nswers from the class. Dave li kes the Ducks. Susan like s the Frogs.

T-25 Unit 4
GRAMMAR FOCUS
Learning objective: practice would and verb+ to +verb Explai n that we often use the struct ure uerb + W +
verb when making excuses. Focus Ss' attention on the
~ [CD 1. Track 29] Gramm ar F ocus box. Elicit exam ples .
Would P lay the audio program for the second and t hir d
Refer Ss to the Conversation on page 25. Ask: "How does columns.
Dave invite Susan?" Write his question on the board:
A
Would you like to go?
Explain the task. Questions 1-3 require an accept ance
Explain that we use Would you like to . . . ? for polite
or a refusal. Questions 4-6 rcq u.irc an invitation.
invitations. 1t is more polite than Do you want to . .. ?
Ss work individually. Go around t he class and check
Ask Ss to find Susan's response. Ask: "What does she
their answers. If you notice common problems, stop and
say?" Write it on the board:
go over them wi th th e class.
Thanks. I'd love to.
Point out that I'd = I would. Explain that there are B Pairwork
different ways to accept an invitat-ion. Susan uses one. Explain the task. S s work in pairs. 'fhey take turns
Add two more to the board: asking and ans wering the questions.
Yes, I would.
Yes, I'd really like to (go) C Pair work
Play the audio program for the first column in the Explain the task. With Ss, brainst orm three things to
Grammar Focus box. Ss l'ead silently. do. Model inviting aS to do one of those things . YourS
par tner uses some of the follow-u p q uestions.
Verb ... to ... verb
Have Ss fir st t hink of three real or imaginary thil1gs
Refer Ss again to the Conversation on page 25. Susan
they would like to do. 'fhen they practice invit ing each
invites Dave to have dinner at 6:00, but he doesn't
other. Remind Ss t o use Would you like to . . . ? and to
accept. Ask: "What were his words?" Write them on the
include follow-up quel;itions.
board:
Uh, I'd like to, but I~ late.

WRITING
Learning objective: write and respond to text messages B Group work
Ss work in groups of three. Ss work individually to
A
write a message to t he other two Ss in their group.
Point out that Ss practiced oral invitations. Now they
will make text message invitations.
Ss exchan ge mess ages with the ot h er Ss in the group.
They read each mes sage and write a response (e.g.,
To help Ss see the purpose of what they're learning, SO UNDS GRB!). Then they return the responses.
always try to link one activity to the next. (Note : If Ss can't think of an invitation, encourage
them to look at the Gramm ar Focus or Conversation
Focus Ss' attention on the text message. Ask Ss to on page 25 for ideas .)
guess its meaning. (Answer: 'Vould you like to see a Option: In Ss' responses, they w1ite questions asking
movie tonight?) for m or e infonnation. They contin ue to exchange and
Discuss abbreviations. Explain that people use the return responses, answering questions a nd asking for
abbreviations because there is very little space on cell more information until they accept or reful:ie the
phone screens . Elicit the words the text message invita tions .
abbreviations stand for. (Answers: 2 =to, C = see, Option: If Ss have ceJl phones, they can practice
2NITE = tonight). send ing text mes sages in class or for homework.
Ask the class: "Do you ever write text messages? Who
do you write to? What do you write about?"

INTERCHANGE 4
See page T 118 for teaching notes.

Do you like rap ? T-26


- READING
Learning objectives: read and discuss an article about a
singer; develop skills in scanning a time line
a. 7 e. 4
Books closed. Draw these diagrams on the board: b 1 f. 3
CHRISTINA AGUILERA c. 8 g. 2

nn
d.5 h. 6
We know We'd like to know

~. If your Ss speak languages that have similar


vocabula ry to Engli sh. encourage them to look for
cognates, or words with similar forms and mea nings
(e.g., generarion, success).
Ss br ainst orm ideas in pairs. If they have difficulty,
Focus Ss' attention on the diagrams on the board.
s uggest possible topics (e.g ., hit songs, age,
Ask: "Wha t did you learn? What do you still want to
nationality). Then Ss come to the board and write
know? \\'here can you find this information?"
things they know or would like to know in the correct
diagram. Don't correct Ss if they are wrong. Just Option; Books closed. Ask: "How much can you
correct their language. r emember about Christina Aguilera?"' Ss work in
pairs to list facts .
Books open. Point out that the time line shows the
history of Christina Aguilera's life. B Pairwork
Focus Ss' attention on the pictures. Ask different Ss Read the questions aloud. Ss discuss their favorite
t o read the captions aloud. musicians in pairs. Then ask Ss to share in formation
Allow Ss two minutes to scan the article quickly and v.ith the class.
find the dates for the pictures. (Answers: 2002, 1999,
(Z} To review vocabul ary from this Reading, play
1992) Remind Ss not to read the whole article, but to
IS] Picture It! on page T-147.
look quickJy for key words (e.g., Olympics, Genie,
Mickey Mouse) .
nFor a new way to introduce this Reading, try Cloud ''
ti Prediction on page T-154. Do your students n eed more practice?

A Assign ... for more practice in .


Explain the task. Focus Ss' attention on the first Workbook Exe rcises 9-12 Grammar, Vocabulary,
event on the time line. Tell Ss to find the sentence in on page s 23-24 Reading, and Writing
part A that matches this event. (Answer: b) Listcn inQ. Pro nunciation, --
Lab Guide Exe rcises 8-10
Elicit or explain any new vocabulary. on page 8 Speaking, and Grammar

mtmm Video Activity Book


Unit 4
Listen ing, Speaking, and
Cultura l Awareness
hit: a very popular song CD-ROM Unit 4 Grammar, Vocabulary,
single: one song Read ing, l istening,
fans: people who love a celebrity and Speaking
highlights: important events
album: a collection of songs on a CD or cassette
performs: sings or ads Evaluation
thrilled: very happy and excited Assess Ss' understanding of Units 3 and 4 with tho quiz
roller-coaster ride: a very e xciting time oflife, usually on pages T-202 and T-203.
with both h appy a nd sad t imes

Ss complete the task individually. Go around the


class and give help as needed.
Ss compare answers in pairs. Then go over answers
with the class.

T-27 Unit4
Units 3-4 Progress check
SELF-ASSESSMENT
Learning obj ectives: reflect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need ;mprovement have Ss complete them in class or for homework,
Ask: "What did you lea rn in Units 3 and 4?" Elicit using one of these techniques:
Ss' answers . 1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you n eed to practice?" Then
Ss complete the Self-assessment. Encourage them to assign exercises based on their answers.
be honest, and point out they will not get a bad grade 3. Ask Ss to choose and complete exercises based on
if they check (.I ) "a little."
their Selfassessment.

LISTENING
Learn;ng objectives: assess one's ability to listen to and But that's not all. Every style and color of shirt is on
understand prices and questions with how muc h; assess s-t~lc. Designer silk shirts are now only $40. Again,
one's ability to ask and answer questions about pdces; that's $40 for a silk shirt. And cotton shirts are on
assess one's ability to give opinions using adjectives sale for just $18. Unbelievable!
Finally, in the electron ics depa rtment, we have a
A(B [CO I. Track 30] great selection of computers. w e have laptop
computers for only $2,015. And we have desktop
Set t he scene. Dave's Discount Store is having a sale
computcns for $1,030. A complete computer system
today. Ss will hear the pi'ices of six items. for only $ 1,030. What a dcal1
Play the audio program once or twice. Ss listen and Remember, these prices are for today only, so come in
circle the correct price of each item. and save at our one-day sale. Get evetything you need
.. at Da ve's!
jffffi/,li'i/4
ANNOUNCER : Come in to Dave's today! Everyt hing is on 8 Pair work
sale - for one day only. Here a re some of our terrific
Explain the task. Ss compare prices and give their
sale prices. First, in the clothing departments, we
have great sales on both men's and women's pants. own opinions about them in pairs. Are t he things
We have leather pants for only $90. That's right! AU expensive, reasonable, or cheap?
our stylish leather pants a rc only $90. And wool pants
are on sa le for $50. J ust $50 for wool panl<;. Amazing!
leather pants: $90 wool pant s: SSO
silk sh irts: $40 cotton shirts: $18
laptop computers : $2,015 desktop computers: $1,030

ROLEPLAY
Learning objectives: assess one's ability ro give opinions Model the example conversation with a S. Elicit ot her
using adjectives; assess one's abdity to talk about expressions and comparisons to use in the role plays.
preferences and make comparisons using adjectives Ss practice the role play in pairs . Then they change
Focus Ss' attention on the pictures in Exercise 1 and roles. Go around the class a nd give help as needed.
explain the task . Students work in pairs . Student A Option: Have Ss give the items d ifferent prices, and
wants to buy presents for his or her family at Dave's try the role play again.
Discount Store. Student B is helping Student A
choose presents.

T-28
SURVEY
Learning objective: assess one's ability to ask and answer Explain that you will write that person's name in the
questions about entenainment using the simple present My classmate column. Point out that Ss shou ld write
a classmate's name only once.
A Ss go around the class a nd ask questions to complete
Ss work individually. They write answers to the the activity. Note any grammar, vocabulary, or
questions in the Me column. pronunciation errors.
B Class activity Option: Go over any grammar, vocabulary, or
pronunciation errors after Ss complete t he activity.
Explain and model the task. Say: "I usually watch TV
at (7:00). When do you usually watch TV?" Ask
different Ss until someone gives the same answer.

SPEAKING
Learning objective: check one's ability to make invitations Hand out three index cards to each S. Explain the
and excuses with would like to + verb task. Ss write one acceptance a nd two refusals. The
acceptance cards should include a question about
A where or when to meet. Point out that they should
Explain the task . Then ask aS to r ead the example not put their names on the cards.
invitation in the book. Ss complete the task. Go aroun d the class an d give
Elicit suggestions for other interesting activities and help as needed.
write them on the board.
C Groupwork
Hand out three index cards to each S. Explain the
task. Ss write three different invitations individually Ss work in small groups. OneS collects all the
(one per card). Point out that they should not put in vitation cards, shuffles them, and puts them
in a pile.
their names on the cards.
Ss complete the task. Go around the class and give A d ifferent S collects all the response cards, shuffles
help as needed. them, and puts them in a different pile.
Explain the task. Each S takes three invitation
B cards and three response ca rds. Then they read
Ask different Ss to read the three re::;ponse cards. them silently.
El icit other ways of accepting or refusing an Model the task. Read an invitation card a loud
invitation. Encourage Ss to suggest silly or unusual Ss accept or refuse the invitation by reading a
excuses for refus als. response card.
Ss take turns completing the task.

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
teaming Ask: 01What did you underline? How can you
Focus Ss ' attention on the Self-assessment again. review it?"
Ask: "How \o,. ell can you do t hese things now?" If needed, plan additional activities or reviews based
on Ss' answers.

T-29 Units 3-4 Progress check


In Unit 5, students discuss families, typical
families, and family life. In Cycle I, they talk

Tell me about your family. about their own and other families using the
present continuous. In Cycle 2, they discuss
facts about families usin~ quantifiers.

WORD POWER
Learning objective: learn vocabulary for discussing B
the family Explain the task. Ss draw their family trees
individua1ly. Point out that single Ss can include
A
their grandparents, parents, brothers, and sisters,
Write the word famtly in a circle on the board. 'Then while married Ss can include their husband or wife,
write the words mother and fathtr around the circle. children, and grandchildren.
In pairs, Ss brainstorm words for family members Draw your family tree oo the board while Ss complete
and make a Jist. Then they compare lists with the task.
another pair. Go around the class and note the
Model the task by describing your own family. Then
words on their lists.
encourage Ss to ask you questions. If needed, present
To avoid teaching words Ss already know, start by or review words such as married, single, diuorced,
asking Ss the words they know. Then teach any remaining widowed, or deceased.
vocabulary. Ss complete the task in pairs or small groups. Go
around the room and encourage Ss to ask follow-up
Ask Ss to find Sam and circle his picture. Then ask questions (e.g., How old is lut? What does he do?).
"Who is Yumiko?'' (Answer: his wife) Ask Ss to write
Elicit interesting things Ss leluned about their
wife under Yumiko's picture and check (.I) wife in the
partners.
vocabulary Jist.
Option : Ask Ss to bring in pictur es of their family.
Ss complete the exercise in pairs. Go over the
Ss show each other family photos in small groups.
answers with the class and cheek pronunciation.
Encourage them to add two pieces of information for
each photo (e.g., This is my brother. fie's 27, and he's
a lawyer.).
grandfather and grandmother (Marta)
father (Chris) and mother
To personalize the class and make the language more
aunt and uncle (Manuel)
Sam (husband) and his wife (Yumiko) meaningful, encourage Ss to bnng their own materials to
brother and sister-in-law (Liza)
cousin CTeresa)
nieu (Kelly) and nephew
g To review the vocabulary of family, try Picture
Dictation on page T-154. Mk Ss to draw a family
M needed, teach other family words (e.g., great- tree while you say: "'Amanda has one brother and
grond{alher, grrotgrandmother, grond.wn, one sister. Her brother, Edward, is married to Jean.
gran.d.d.<utghiA!r, daughter, son, stepbrother, stepsister, They have three children. Amanda's sister, :\1"ary, is
only child, twins, parents, ex-wife, ex-husband). Use married to Mike. They have one daughter. Amanda
pictures to present additional vocabulary. has a husband. His name is Charlie."
Option: For more practice, ask questions about [81 For more practice matching words for family
another person in the family tree (e.g. Donna). [SI members with their meanings, play Concentration
Possible questions include: Who is Donna's husband? on page T-144.
Who is her sister-in-law?

T-30
LISTENING
Learning objective: develop sblls in listening for 3.
specific information MAN: What a re you reading, P ete?
P.t,:T ~: I'm reading an article a bout. Francis Ford
[CO 1. Track 32] Coppola. He has a ne w movie out.
MAN : Who?
Focus Ss' attention on the pictures. Ask: "How ar e
PETE: Francis Ford Coppola . You know, the director of
the people related?" Encourage Ss to make guesses. T he Godfather. And The Godfa.ther, Part ll.
Play the audio program. Ss listen and complete the MA."': Oh , right.
task. Remind Ss to focus on words for family members. PETE: Do you know who his nephew is? The actor
Nicholas Cage.
Go over answers with the clas s. ~'L\N: Really? I didn't know that.
4.
WOMAN : Look! Here's a n article about my favorite
movie star, Annette Bening.
1.
~IAN: I like her, too. She's good in both comedies and
WmtAN: Look at t his picture of:Michael Douglas . H e's
dramas. She's married to Warren Beatty, right?
my favorite actor.
WO,.L\N: '!'hat's right. In fact, he comes from a
:MAN: Yea h, I like his movies . Is that his wife?
talented family. Do you know who Warren Beatty's
Wm.tA:.,.: Of course. That's Catherine Zeta-Jones.
s ister is? S hirley MacLainel
~[AN: Oh, right . S he's so beau tiful. And a terrific
MAN: I don't think I know her.
actress. Wo:~-IAN : Sure you do. She' s a movie star, too.
WoMAN: They m a ke a nice couple.
2.
:Mo:.t: lmusicj Cindy. Cindy!
CINDY: Sorry, Mom. That's my favorite song. Do you
1. wife 2 . fathe r 3 . nephew 4 . s ister- in-law
k now Enrique Iglesias?
t\10:\t: You mean J ulio Iglesias? Of course. He's one of
my favorite singers. Point ou t that the pl ural of sister-irl-law is sisters-in -
C INDY: No , no, E nrique Iglesias. J ulio is his father. law . A sk Ss for the plural of brother-in -law.
MO!t.l: Oh, no. T don't think I know him . (Answer: brothers-in-la w)

CONVERSATION
Learning objectives: practice a conversation about Go over answers wi th the class .
families; see the present continuous in context
i f!f!IU(4b4i
A(B [CO 1, Track 33] SUE: So, what about your parents, Rita? Where do they
Set the scene. Rita is asking about Sue's family. live?
R ITA: They live in Texas.
Focus Ss' attention on t he pict ures. Ask: "How do you
SuE: Oh, where in Texas?
think they are related to Sue?" Elicit ideas. RIT.-\: In Austin. It's a small city, but it's very nice .
Books closed. Explain the task. One S listens for SUE: Are they still working?
information about the woman and one listens for R1TA: Oh, yes. M y mother is teaching at the u n iversity

information a bout t he man. Play the audio program


there, a nd my father is a carpenter.
and Ss complete the task.
Books open. Play the a udio program again. Ss listen
and read silently. They live in Austin, Texas. Her mother te aches at the
Ss practice t he conversation in pairs. university, and her father is a carpenter .

B(B
Read the two focus questions aloud. Play the audio
program once or twice.

PRONUNCIATION
Lesming objectives: notice and use intonation in i nbmation. Ss repeat the statements. Ask different Ss
statements; learn to sound natural when making statements to say the statements to check their i ntona t ion.

A (B [CO t, Track 34] B Pair work


Play the audio program. Point out t h e falling Explain the task. Ss work in pair s. Go arou n d the
class a n d check Ss' intonation.
T-31 Unit5
GRAMMAR FOCUS
Learning objectives: practice the present continuous; ask A."k Ss to underline the time expressions in the
and answer questions using the present continuous Grammar Focus box that show the action is
temporary or cunent: 'WW, this year, these days,
[COt Track 35] this week. Add right now and this month.
Simple present vs. present continuous Play the audio program.
Draw this chart on the board:
A
Us"ally Rght now
Explain the task and model the first question.
Suls sister
SueS brother Ss complete the task individually. Encourage Ss to
use contractions in statements. Review contractions
Focus Ss' attention on t11e Conversation on page 31.
as needed.
Ask: "What does Sue's sister do? What is she doing
right now?" (Answers: She works for the government. Ss go over their answers in pairs. Then go over
She's working on a secret project.) Complete the answers with the class.
chart. Repeat the procedure for Sue's brother.
Ebcit or explain the difference between the two
1. A: Hi, Stephanie. What are you doing?
tenses (simple present= habitual actions ; present 8 : Hey, Mark. I'm standing in an elevator.
continuous= actions that are happening right now). and it's stuckt
Compare the formation of the two tenses: A: Oh, no! Are you OK?
8 : Yeah. I - wait! It's moving now.
Sh works. (subject+ verb)
Thank goodness!
She is working. (subj ect +be +verb+ -ing) 2. A: Marci, how are you and Justin enjoyi ng your
shopping trip?
Present continuous questions and statements
8 : We're having a lot of fun.
Focus Ss' attention on the Conversation on page 31. A: Is your brothe r spending a lot of money?
Ask: "Why can't Rita meet Sue's family'?" Elicit the B: No. Mom. He's buying only one or two things.
answers, a nd write them on the board: That's all!
Sue's sister is not working in the U.S. this month
Sue5 brother is traveling in the Amazon right now. B Pair work
Focus Ss' attention on the Grammar Focus box. Elicit Ss practice the phone conversations.
the rule for form ing yes/no and \oVh-questions in the Opt;on: Ss practice the conversations s itting back-to-
present continuous: hack or with their cell phones.
Be +subject+ ver b + -ing?
(Wh-question) +be + subj ect + verb + -ing? i9 For more practice contrasting the simple present
l..::=J with the present continuous, try E very Day a nd
Today on page T-157.

DISCUSSION
Learning objectives: discuss families using the present Give Ss a few minutes to prepare things to say about
continuous; develop the skifJ of asking foflow-up questions their families.
Ss complete the task in small groups. Go around the
Group work
class and note any common errors. Then go over them
Explain the task and go over the topics in the box. with the class.
Explain any new vocabulary and elicit other possible
discussion topics. To help you decide if additional controlled grammar
Model the conversation with one or two Ss. practice is necessa ry, watch the Ss' pe rforma nce during the
Encourage Ss to add follow-up questions and speaking activities.
introduce new topics.

Tell me about your family. T-32


INTERCHANGE 5
Sae page T -119 for teaching notes.
Assign. for more practice in . ..
Workbook Exercises 1--6 Grammar, Voca bulary,
on pages 25-27 Reading, and Writing
Lab Guide Exercises 1-8 Listening, Pronunciation,
Do your students need more practice? on pages 9-10 Speaking , and Gramma r

SNAPSHOT
Learning objective: compare and discuss statistics about Books open. Ss read the Snapshot to find the
families in different countries answers. (Answers: 1. a 2. c) Ask: "'Who was right?
Books closed. Write these questions on the board: Do these two facts seem positive or negative? Why?"
1. What percentage of homes in the US have three or Go over the facts about the U.S. Ss then discuss if
more televisiom? each fact is positive or negative in small groups.
a. 41% b. 61% c. 81% Ss write guesses about their own counhies in the
2. What percentage of famil~es ;n the US almost second col umn . Then they share and discuss their
always eat dinner together? guesses as a class.
a. 23% b. 43% c. 63%
Review percentages if needed. Ask Ss to guess the
answers to these questions. Then elicit their guesses.

CONVERSATION
Learning objectives: practice a conversation about family
size; see quantifiers in context
g For a new way to practice this Conversation , try the
Disappearing Dittlog on page 'f -151 .

A [CO t Track 36] B


Ask the class: "How many brothers do you have? How Ask: "'Why does Marcos like having a big family?"
many s isters?" Elicit answers. (Answer: Beeause he gets lots of birthday presents.)
Draw this chart on the board: Read the focus question aloud. Ask Ss to make
Where from? Number of Typical? pr edictions and write them on the board.
brothers/sisters? Play the audio pr(lgram. Ss listen to find out if any
1. Mei-li prediction on the board is correct.
2. Marcos
Books closed. Set the scene. Marcos and Mei-li are Crtt+tBi/D
talking about their families. MARCOS: So do you like being an only child?
MEIU: Of course. I get all my parents' attention . llaughs ]
Play the audio program. Ss listen for the answers. MARCOS : Yeah, I share my parents' attention with five
Ask Ss to complete the chart on the board if they other people.
know the answers. Play the audio program again Mt;H.. I: But.. sometimes I w.ani a brQther or a sister.
~fARcos : Do you ever feel lonely?
as needed and ask Ss to add to or change t he
MEILI: Sure. But it's OK. 1 have. lots of friends.
information in the chart. (Answers: l. China, no
brothers or sisters, yes 2. Peru, three brothers and
two sisters, no)
Books open. Play the audio program again. Ss look at She gets all her parents' attention.
the picture and read the conversation silently.
Ss practice the conversation in pairs.

T-33 Unit 5
GRAMMAR FOCUS
Learning objectives: practice quantifiers; present facts Ss rewrite the sentences individually. Point out that
using quantifiers more than one quantifier may be possible. T hen Ss go
over their answers in pairs.
{CO 1, Track 37] Go over answers with the class.
Explain that when people don't know the exact
percentage of something, they use words like most or
some. Point out the qua ntifiers in the Grammar
*Mffii"BW)
1. In China, a lot of women get married by the age of 22
Focus box. 2. In Australia, nearly all married couples have children.
Explain that all these quantifiers come before pl ural 3. In the United States, no one votes before the age of 18.
4. Some people in Germany live alone.
nouns except one. Ask Ss which one does not. 5. Most American high school students have jobs.
(Answer: no one)
Play the audio program. B Pair work
Ask Ss to find bvo sentences with quan tifiers in the Explain the task and elicit the first answer. Write it
Conversation on page 33. (Answers: Most families i n on the board.
China .. . , A lot of families . . )
Ss complete the task in pairs. Go around the class
Ask: "Who is from a big family? Raise your hand." and give help as needed. Then each pair joins another
Then elicit a statement about the class that starts pair to compare answers.
with a quantifier (e.g., Most stud-ents in the class are
from big families .). Ask more questions and elicit Option: Ss make statements about the facts in the
more s tatements with quantifiers (e.g., Are you Snapshot on page 33 using quantifiers instead of
single? Do you live at home? Are you an only child?). percentages.
Q F~r more practice with quantifiers, play
A IS1 Tic-Tac- Toe on page T-148.
Explain the task. Model the first answer.

WRITING
Learning objective: write an e-mail describ;ng one's fam;Jy
g For a new way to prepare for this Writing, try Mind
Mapping on page Tl 54.
A
Ss write e-mails about their family. Encourage them
Ss describe their family to a p artner. Then they read t o use quantifier s.
the example email silently.
Elicit information Ss can include in a desc1iption of B Group work
their family (e.g ., names, ages, jobs, where they live). Ss read each ot her's e-mails in small groups and ask
Write a ll ideas on the board. each other for more information.

Tell me about your family. T-34


READING
Learning objectives: read an article about an American
family; develop skills in reading topic sentences 1. Emily and J osh 2. Ben 3. Josh 4. Steve a nd Josh
Books closed. Ask: "Why do women work outside the 5. Judy
home? What happens to the children when both
parents work?" Elicit ideas. 8 Pair work
Books open. Read the title and the pre-reading task. Ss complete the task in pairs. Then they share
Explain that the first sentence of a paragraph their ideas with the class. Discuss which solutions
usually gives you its main idea. This is called a seem best.
"topic sentence."
Ss read the topic. sentences of the paragraphs. Ask: ~EiiifiifCycrn-
"Which question from the pre-reading t.ask will the
article answer?" (Answer: What happens when both Do your students need m ore practice?
parents work?)
Assig n . for more practice in .
A Workbook Exercises 7- 11 Grammar, Vocabula ry,
Go over the five questions. Then Ss read the article on pages 28-30 Reading, a nd Writ ing
silently a nd answer the questions. Lab Guide Exercise 9 Listening, Pronunciation ,
on page 10 Speaking, and Gramma r
Elicit or explain any new vocabulary.
Video Activity Book Listening, Speaking, and
1 wtM Unit 5 Cultural Awareness
CD-ROM Unit 5 Grammar, Vocabula ry,
hou sewor k: work people do to take care of the home,
Read ing. Listening, and
such <IS clev.ning
afte r-school p rogram: activities for children after Speaking
echool
househ old chores: work children do to help their
parents at home, such as washing the dishes

Ss compare their answers in groups. Go around the


class and give help as needed.
Go over answers \!lith the class.

T-35 Unit5
In Unit 6, students discuss sports, exercise,
and leisure activities. In Cycle 1. they talk about

Howoften do you exercise? sports and exercise using adverbs of frequency.


In Cycle 2, they talk about leisure activities using
questions with how and short answers.

SNAPSHOT
Learning objectives: talk about sports and fitness; learn Elicit or explain any new vocabulary. Help Ss with
sports and fitness vocabulary the pronunciation of difficult words (e.g., weight,
Books closed. Introduce t he topics of sport and stretching). If needed, explain that American football
fitness. Ss brain storm sports and fitness activities. is different from international football. Players U$e
Write Ss' ideas in two columns on the board: their hands, throw and run with the ball, a nd wear
~ Fitness activities safety equipment. In the U.S, international footba ll is
volleyball jogging called soccer.
soccer weight training
basketball walkmg MMtM
softball: a sport similar to baseball but with a bigger,
To make new vocabulary easy for your Ss to copy, sofler ball
make a vocabula ry list on one side of the board. Add new weight training: lifting weights W become stronger
treadmill: a machine for walking or running
stretching: extending or making your arms and legs
longer
Ask Ss to guess the sports and fitness activities
people from the U.S. like best. (Answers: basketball,
Go over the discussion quest ions and tasks.
weight t rai ning)
Ss complete the tasks individually. Go around t he
Books open. Ss look at the Snapshot and com pare
class and give help as needed . 'T'hen elicit Ss' answers.
their guesses. Ask: "Who guessed right?"

WORD POWER
Learning objectives: D;scuss types of sports and exercise; B Pair work
learn collocations with do, go, and play Pr esent the rules for these collocations:
go+ activities ending in ing, except weight tra ining
A p lay +ga mes, such as sports played with a ball
Go over the activities in t he chart. In pairs, Ss label do + fitness activities and individual exercises
the pictures with the activities. (Answers: swimming,
Ss complete the task in pairs. To check answers, write
soccer, ten nis, bicycling, baseball, yoga, weight
t he verbs do, go, a nd play on t he board. Ask di.tTe1ent
training, aerobics, in .line skating) Give help as
Ss to wri te the answers. Give help as needed.
needed.
Explain and model t he task . Ask: "\'Vhat age groups
like aerobics?" Point out that there is no correct do go play
answer. aerobics bicycling baseball
While Ss complete t he task individua lly, write t his weight tra ining in-line skating
yoga sw1mmmg tenn is
conversation on the board:
A- What age groups like (aerobiCs)?
Option: S!io circJe the activities a nd sports t h ey enjoy .
8. I think it's populor with (young adults).
Then they compare with a partner.
A- I agree. OR I don't really agree. I think it's popular
with (teens). [:::] .F'or more practice with sports and exercise
Model the conversation with one or two Ss. Then EJ vocabulary, play Sculptures on page T-144.
Ss u se the model conversation to compar e answers
in pairs.

T-36
CONVERSATION
Learning objectives: practice a conversation about Books open. PJ ay the audio program again. Ss listen
exercise; see adverbs of frequency in context a nd read silently. Ask: "'A re you mor e like Marie or
Paul?" Elicit Ss' answers.
A@ [CD 2, Track 1] Ss practice the conversation in pairs.
Use the picture to set the scene. Ask: "\Vhere are
Pau1 and Marie? What are they doing? \Vhat do you
think they like to do in their free time?''
gMoving
aFor to
new way
Dialog
practice this Conversation, try the
on page T-150.

Use the title.and pictures'to set the scene. The B(B


vocabulary and ideas you elicit will activate Ss' background Read the focus question aloud . Ask Ss to make
knowledge and prepare them for the li stening. guesses. Write t heir ideas on the board.
Play the audio program. Then elicit the an swer.
Books closed. Write t hese sentences on the board:
1. Paul goes in~line skating in his free time.
2. Marie exercises every day
i ttftiiiiJjiD
Ask: "Are these sentences true or false?" Play t he MARIE: What else do you like 1.0 do, Pau l?
PAUL: Well, I like video games a lot. J play them every
audio pl"ogram and elicit the answers. (Answers: day. It drives my mom crazy!
L true 2. false) MARl!::: Hey, I play video games all t he t ime, too.
Elicit or explain any new vocabul ary. PAUL: Well, listen, Lhave some great new ga mes. Why
don't we play some after class today?

wwm
Seriously?: Really?
l\'IARlE: OK!

couch pot ato: a person who w atches a lot of TV and is


not very active
He plays video games.

GRAMMAR FOCUS
Learning objectives: practice adverbs of frequency; ask A
and answer questions using adverbs of frequency Expla in the ta sk . Model the fixst example . Ss
complete the task indi\.;dually.
@ [CD 2, Track 2]
Ss pr actice the conversations in pairs.
Adverbs of frequency
Write these sentences on the board:
I _ _ get up early 1. A: Do you ever play sports?
B: Sure. I play soccer twic e a week.
I _ _ go in-line skating.
2. A: What do you usually do on Saturday mo rnings?
I _ _ exercise. 8 : Noth ing m uch. I almost always sleep until noon.
I _ _ ;ust watch 7V 3. A: Do you often do aerobic s at the gym?
B: No, I hardly ever d o aero bics.
Ask Ss to find the missing words in the Conversation 4. A: Do you always exercise on Sundays?
in Exercise 3 and write them on the board. (Answers: 8: No, I never exe(cise o n Sundays.
almost always, often, hardly ever, us ua lly) Explai n 5. A: What do you usually do after class?
8: I g o out w ith my classm ates about t hree times
t hat these are adverbs of frequency. Point out that
a week.
they go before most verbs. Focus Ss' attention on the
second column of the Grammar Focus box.
B Pairwork
On the board write: f'm always late. Point out that
a dverbs of frequency go after the verb be. Explain the task. Ss ask a nd answer the questions in
part A in pairs , using their own informat ion.
Point out the third column. Explain that percentages
show how often something happens. r-:1 For m ore pract ice with adverbs offreq uency, play
Now focus Ss' attention on the first column. Ask: tJ Tic-Tac-Toe on page T-148. Write different adverbs
"''W here do these adverbs go?" (Answer: at the end of frequency ln the nine boxes.
of a statement or question)
Play the audio program.

T-37 Unit 6
PRONUNCIATION
Learning objecti ves: notice intonation with direct address; B Pair work
learn to sound natural when using direct address Explain the task and model i t by writing an example
statement.
A (B [COl, Track3}
Ss wri te four s tatements i n pairs . Then they practice
Play the audio program. Use gestures to demonstrate them. Go a roun d the class a nd check Ss' intonation .
falling intonation. Elicit or explain that dil-ect
address statements end with falling intonation.
Play the audio program again. Ss repeat the
statements individually.

SPEAKING
Learning objective: talk about fitness using How often and In smal1 groups, Ss take turns asking each othet
adverbs of frequency quest ion s. One S ta kes n otes. Go around the class
and give h elp aa needed.
A Group work
Focus Ss' attention on the title. Explain that a B Group work
poll has t wo parts. First everyone answers the Ss compare the results of their poll a nd d ecide who
same questions. Then you compare a nd summarize has a good fitness program. Then one S i n each group
the a nswers. r eports the information to the class .

LISTENING
Learning objective: develop skills in listening for key words WANDA: Well, 1 guess you're in great shape.
and specific information TED: Thanks!
KIM: You're in great shape, too, Wanda!
A(B [COl, Track4} WA.i'I"DA: Oh, tha nks , .Klm.I usually go to the gym and
Set the scene. Three people a re talking about their work out ln the evenings. 1 Jove it! And l meet a lot of
my friends t here.
favorite evening activities. Have Ss brainstorm TED: How oflen do you go?
things people do in the evening. WANDA: About three times a week, I guess. What about
Explain the task. Ss listen only for favorite activities you, Kim? Do you ever work out in the evenings?
KIM: No, I don't exerci se very much. 1 almost always
and complete the first column in the chart. Write the
practice my guitar after work. l practice for a couple
chart on the board. of hours every night.
Play the audio program. Ss complete the task TED: Gee, you must be pretty good !
individually and compare their answers in pairs.
Ask different Ss to write the answers on the board.
Explain the task. Ss listen only for how often Ted, Favorite activity How often?
Wanda, and Kim do the activities. Ss complete the Ted jogging about 4-5 times a week
second column. Wa nda working o ut about 3 times a week
Kim practicing the gu it a r a c ouple of hours every
Play the aud io program again. Ss complete the task nig ht
individually and compare their answers in pairs.
Ask different Ss to write the answers on the board.
B(B
If Ss have difficulty understand ing the audio program, Play the au dio program. Ss listen to find out who is
try to find out where they have difficulty. Replay that part of most similar to t hem . Then they dis cuss their
th e prog ram and ask what they hear. answers in pairs or small groups.

ttffl1U99b4i ~ To encourage Ss to share learnin g strategies for the


Self-study section, hold a class discussion. Ask the class:
WANDA: So, wha t do you usually do in lhe
evening, 'fed? HWhen do you do the Self-study exe rcises?Whe re do you
TD: I exercise a Jot. I like to go jogging after work. do them? What helps you improve your listening skills?"
KIM: Yeah? How often do you go jogging?
TEo: About fou r or five. times a week.

How often do you exercise? T-38


DISCUSSION
Learning objective: discuss sports and athletes using Explain that you want Ss to discuss the questions for
adverbs of frequency ten minutes. Point out that it's important to speak
fluen tly, so it's OK to make errors.
Group work
Ss take turns asking and answering the questions in
Focus Ss' attention on the picture. Ask: "\Vho is he? small grou ps. Go around the class and ask follow-up
What i!:i he doin g?" (Answers: David Beckham, questions.
playing soccer)
,Q For more speaking practice, try Famous Athletes
t=J on page T-157.

WRITING
Learning objective: write about favorite activities using the B Group work
simpfe present and adverbs of frequency Explain the task. Ss read each other's descriptions
and write guesses about which activity is false. Then
A they ask each other to check their guesses.
Explain the task. Point out that Ss can write about
any favorite activities, not just sports. Ss read the
example parag~aph silently,
Ss make notes about favorite activities individually. Do yo ur student s n eed more practice?
Ss write a paragraph based on their notes. Remind Ss
to inclu de one false piece ofinfonnation . Assign .. for more p ractice in .
Wor kbook Exe rcises 1-7
g For a new way to teach thi s Writing, try Pass the
Paper on page T -153.
on pages 31-34
Grammar, Vocabulary,
Reading, and Writing
Lab Guide Exercises 1--6 l istening, Pronunciation,
on page 11 S peaking, and Grammar

CONVERSATION
teaming objectives: practice a conversation about fitness; Ss read the conversation silently. Then they practice
see questions with how and short answers in context the conversation in pairs.

A (f) [CO Z, Track 5] B(f)


Ss cover the text and look at the picture. Elici t ideas Read the focus question and ask Ss to gu ess who
and vocabulary. wins. Then play the audio program. Ss listen to find
W1i te this focus question on the board: the answer.
Do Rvth and Keith usually play tennis together?
Then play the audio program an d elicit the answer.
1 Pff+tBi&i
(Answer: no) Rllm: Good game, Keit h.
KEITH : T hanks. You, too. And congratulations on the
Write these focus questions on the board: win. You play pretty welt
1. How often does Keith do aerobics? Rl1l'H: Oh, no, not really.
2. How well does Keith play tennis? KEITH: How ofteo do you play?
3. How good is Ruth at tennis? Rtmf: Once or twice a year. I'm just lucky today,
I guess. Want to play a nother game?
Play the audio program again and elicit the answers. KEITH: Urn . . sure. After a five-minute btcak.
(Answers: 1. twice a week 2. pretty well
3. not very good)
Option: Have Ss dose their eyes as they listen to the
audio program. Ruth is th e winner.

T-39 Unit6
LISTENING
Learninr~g~o~bJ~e-~ct~iv;.e~::de~v:el:op;:;sk~ill:s:in~IJ:.st:e:ni:ng;f~o~rd;.e~ta~il;s---j,!.~Hft~.i~i.l(~~)I~!DI~-------------
-r
and inferencing JEAN : How good are you at sports, Dan?
[CO2. Track 6] D&'i: Are you kidding? I'm terrible ! But I love to watch
sports. J go to football or baseball game s all the time.
Books closed. Set the scene. Three friends (Dan, Jean, And I buy three or four different sports magazines
and Phil) are talking about sports and exercise. Write every w~k .
the three speakers' na mes on the board. J KAN:Wow!
PHtL: Do you like sports, Jean?
Play the a udio program. Ss listen to find out details J EAN: Oh, yes . I like to exercise. But I don't watch sports
about each person. very much, an d I never buy s ports magazines.
?Hrt.: How rnuch time do you spend cxcr<:ising?
Ask different Ss to write n otes on the board. Point out JAN : Wol1, I guess I exercise about. two or three hours a
they can write anything they remember about the day. I do aerobics three times a week, a nd the other
speakers. days I go swimming.
PHIL: That's great!
Books open. Focus Ss' attention on the pictures and DAN: And what about you, Phil?
read the captions aloud. Ask: "What do you think PHrL: Oh, I'm too lazy to play sports - I really hate
each type of person is like?" e xe rcising. ADd I almost never go to any sporting
Play the audio program again. Have Ss identify the events. In my free time, I like to ~it with my feet up
and watch my favorite TV shows.
three people.
Go over answers with the class. Then ask: "Who a re
you most like? Why?"
1. Phil 2. Jean 3. Dan

GRAMMAR FOCUS
Learning objective: practice questions with how and Short answers
short answers Point out that it sounds unnatural when people
answer with a complete sentence. Therefore, they
(!) [CO2, Track 7] use short answers.
Questions with how Play the audio program.
Books closed. Write these questions and answers on
the board in two columns: A
A 8 Explain the task. Ss work i ndi vidually to complete
How often do you work out? Pretty well. the questions. Check Ss' work as they finish. Ask Ss
How long do you spend at Twice a week. with correct questions to write them on the board.
the gyml Ss check answers against the board. Then they
How well do you play tennis? Not very good. practice the conversations in pairs.
How good are you at sports? Two hours a week.
Ss match the questions in A with the answers in B.
Encourage Ss to guess. 1. A: How good are you at volleyball?
2. A: How long do you spe nd on line?
Books open. Ss check their answers in the 3. A: How ofte n do you play cards?
Grammar Focus box. 4. A: How well can you type7
Focus Ss' attention on the first column of the
Grammar Focus box. Elicit or explain the difference
between how often and how long (how often = with
B Group work
what frequency, how long= in how much time). Explain the task. Ss take turns asking and
answering the questions in small groups.
Focus Ss' attention on the second column. Ask: ''How
are how well and how good different?" (They have the
same meaning, but good is an adjective, and well is gOnion
For a new way to practice this Conversation,
Ring te.:hnique on page T 151.
try the

an adverb. Use how good \vith be and how well with


other verbs.)

INTERCHANGE 6
See page T 120 for teaching notes.

How ohen do you exercise? T-40


0 READING
Learning objectives: read and complete a health and Ss add up their points. T hen they read the Rate
Mness quiz; develop skills in skimming and making inferences yourself section.
Read the title. Ask: "What is this? Howls it different Ask: "Are the points the same as you guessed? More
from a quiz in class?" Elicit ideas. than you guessed? Fewer than you guessed? Are you
Tell Ss to look over the quiz. Ask: "Where can you happy with your rati ng?"
find this kind of quiz? What is the quiz about?" Option: Ss give the quiz to friends or family members
(Answers: in a magazine or newspaper, health for homework. Then they share the results in class.
and fitness)
B Group work
Point out the pre-reading question. Then Ss skim the
questions in the quiz. Ask Ss to write down the score Ss compare their scores i n small groups. Ask Ss to
they think they're going to get. list five things they can do to impr oye their health
and fitness. Point ou t that they can use ideas from
A the quiz .
Explain the task. Read the first question and ask Ss Each group joins another group and shares ideas .
to check (.I) the answer that is true for them. Then elicit ideas from the groups .
Ss read the quiz individua lly and check (.I)
their answers. -endo fCycte 2_ _ _ _ _ _ __
Option: Ss work in pairs and take turns asking
each other the questions. They complete the quiz for Do y our students need more p ractice?
each other .
Assign .. . for more practice in ...
Go around the class and elicit or explain any
new vocabulary. Workbook Exercises 8-1 1 Grammar, Vocabulary,
on pages 35-36 Reading, and Writing
12fftfMfM Lab Guide Exercises 7- 9
on page 12
l istening, Pronunciation,
Speaking, and Grammar
n utrition: the food people eat and how it ;:tffects their
health Video Activity Book listening, Speaking, and
meal: breakfast, lunch, or dinner Un it6 Cult ural Awa reness
j unk food: food that is not good for you CD-ROM Unit 6 Grammar, Vocabu lary,
average: medium; usual Reading, Listening, and
both: two things together Speaking
weight: how many pounds or kilos a peison is
ideal: desired; perfect
Evaluation
Assess Ss' understanding of Units 5 and 6 with the qui 7;:
on pages T-204 and T-205.

T-41 Unit6
Units 5-B Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify Ss move on to the Progress check exercises . You can
areas that need improvement have Ss complete them in class or for homework,
using one of these techniques:
Ask: "\Vhat did you learn in Units 5 and 6?"' Elicit
l. Ask Ss to complete a ll the exercises.
Ss' answers.
2. Ask Ss: "\Vhat do you need to practice?" Th en
Ss complete the Self-assessment. Encourage them to assign exercises based on their answers.
be honest, and point out they will not get a bad grade 3. Ask Ss to choose and complete exercises based on
if they check(,/) "a little."' their Self-assessment.

LISTENING
Learning objective: assess one's ability to listen to, Play the audio program once or twice. Ss listen and
understand, and describe people's actions complete the chart. Help with vocabulary as needed.

A (B (COZ, Track 8] ififfij:Utii#)


Explain the task. Ss will hear four sounds of people 1. Someone is making a drink.
doing different things. Ss guess what the person is 2. Someone is taking a showe r and sing ing .
3. Someone is vacuuming.
doing and write sentences using the present 4. Someone is sleeping/snoring.
continuous.
Model the task. Ask Ss to close their eyes. Then do B Pairwork
something that makes a dist-inctive sound (e.g., write
on the board, sharpen your pencil). Ask: "What am I Explain the task. Model the exa mple conversation
doing?" Ss answer in the present continuous (e.g., with aS. Elicit different ways of agreeing and
You're writing on the board.). disagreeing.
Ss compare answers in pairs. Go around the class
and check Ss' use of the present continuous.

GAME
Learning objectives: assess one's ability to ask and Model the example conversation. rake the role of
answer yes/no questions using the present continuous; Student A and a sk other students to take the roles of
assess one's ability to describe people's actions Students B, C, D, and E .
Ss play the game in small groups .
Group work
Explain the task . Ss work in small groups. OneS
chooses a person i n the rQom. The other Ss take turns
asking present continuous yes/no questions until they
guess the person's identity. The S who guesses
correctly has the next turn.

T-42
SURVEY
Learning objectives: assess one's ability to ask and B Group work
answer questions using the present continuous; assess Explain the task. For each question, Ss add up the
one's ability to describe family life using determiners number of yes/no responses in their group. Then they
\vrite a sentence to describe the group's responses
A Group work using determiners (e.g., most, some, a few, all).
Explain the task and read the instructions aloud.
Ss complete the task in groups. Then they read their
Ss read the quest-ions in small groups. Then, as a sentences to the class.
group, they add two more yes/no questions about
Option: Complete the activity as a class.
family life. Encourage Ss to use both t he simple
present and the present continuous.
Expla in the task. Ss take twn s asking and
a nswering the questions. They write the number
of "yes" and ocno" answers in the correct columns.
Remind Ss to include their own a nswers.

DISCUSSION
Learning objectives: assess one's ability to describe Option: Ss t hink of their own questions beginning
routines using adverbs of frequency; assess one's ability to with Do you euer . .. ?
tafk about aMities us;ng how questions Ask four Ss to read the example conversation . Elicit
ot her possible follow-up questions.
Group work
Ss complete the task. Go around the dass and check
Explain the task. Ss choose three questions and for use of follow-up questions.
check (,/) them individua1ly. Then they ask each
other the questions in small groups. When someone
answers "'yes," the S m ust add at least one follow-up
question, including how questions (e.g., how well ,
how often, how good).

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learning Ask: ''What did you underline? How can you
Focus Ss' attention on the Self-assessment again. review it?"
Ask: "How well can you do these things now?"' If needed, pla n additional activities or reviews based
on Ss' answers.

T-43 Units 54; Progress check


In Unit 7, students discuss daily, leisure. and
vacation activities. In Cycle 1, they talk about

Wehad agreat time! daily and leisure activnies using the simple
past with both regular and irregular verbs.
In Cycle 2, they talk about vacations using the
past tense of be.

SNAPSHOT
Learning objective: learn vocabulary for discussing Ask: "Does anyth ing on this list surprise you? What?"
leisure activities El icit Ss' answers.
Books d osed. Ask : "'What do you do in your free Read and expl ain the three tasks. Point out that, for
time?" Help with vocabulary as needed . Write Ss' the last task, Ss should list the activities starting
responses on the board. with their favorite.
Option: Ask Ss to guess the top eight leisure Ss complete the tasks individually. (}Q around the
activities in the U.S. Later, Ss compare their class a nd give help as needed.
ideas with the Snapshot. Elicit Ss' responses.
Books open. Ask different Ss to read the leisure Option: Use Ss' responses to make a list of the top
activities aloud. Point out that these are the top eight activities for the c1ass.
eight leisure activities in the U .S. Elicit or explain
any new vocabulary. nFor a new way to practice the Snapshot vocabulary,
tj try Vocabulary Steps on page T-154.

CONVERSATION
Learning objectives: practice a conversation about B(E>
weekend activities; see the simple past in context Read the focus question aloud. Ask Ss to guess. Write
some of their i deas on the board.
A(E> [C02, Track 10]
Play the audio program. Ss work individually. Then
Set the scene. Rick an d Meg are talking about their
go over the answer wit h the class.
weekends. Ask SsW use the pictures W pred ict what
each person d id. E licit or explain vocabulary in the
pictures (e.g., karaoke ).
ttf!11.14i/Q
RICK: So, Meg, what did you do on Sunday?
Option: Ss list all the words they can see in the ~'fEG: 1 stayed
home in the morning. I just watched 'T'V
pictures. Find out who has the most words. and read.
RICK: How about in the afternoon?
Books closed. Write these focus questions on
MEG: Oh, I worked. I have a part--time job at the
the board: rmiversity bookstore.
1. What did Meg do on Saturday? RJCK: I didn't know you h ad a job.
2. What did RICk do2 :MEG: Yeah, I'm a cashier there.
Play the audio program. Ss listen for the answers .
1'hen elicit the answers. (Answers: 1. She went to a
karaoke bar and sang with some friends. 2. He stayed She stayed hom e in the morning. She watched TV and
home all weekend and studied for the Spanish test.) read. S he went to work in the afternoon.
Books open. Play the audio program again. Ss listen
and read si lently. r-:J For more practice talking about last weekend's
Ss practice the conversation in pairs. Go around the EJ activities, play the Chain Game on page Tl 45.
class and give help as needed.
To help Ss who are weak at list ening, write the
nFor a new way to practice this Conversation, try the answers on t he board. Th at way, they can see the answers
tj Disappearing Dialog on page T15L

T-44
GRAMMAR FOCUS
Learning objective: practice simple past questions, short Some Ss like to repeat things aloud. Others prefer to
answers, and regular and irregular verbs mo uth words or sentences silently. Help Ss find learning
[CO2, Track 11] styles they prefer.

Simple past questions with did A


Focus Ss' attention on the Conversation on page 44. Explain the task. Model the first conversation with a
Ask Ss to find three questions with did. Then write strong S. Then model it with a different S.
them on t he board. Ss complete the task individually. Go over answers
with ihe class.
Use a different color for target features (e.g . did+
verb). This helps Ss visuilize the grammar pattern.

Point out the questions in the Grammar Focus box. 1. A: Did you stay home o n Sat urday7
B: No, l called my friend. We drove to a cafe
Elicit the rules for forming yes/no and \Vh-questions
for lunch.
in the simple past: 2. A: How d id you spend your last birthday?
Did + subject + verb? B: I had a party . Everyone enjoyed it, but the neighbors
Wh-question + did + subject + verb? didn't like the noise.
3. A: What did you do last night?
Elicit more examp1es and write t hem on the board. B: I went to the new Jim Carrey film. ! loved it !
Play the audio program. Have Ss repeat the 4. A: Did you do anything special over the weokend?
questions a nd responses. B: Yes. I did. I went shopping. Unfortunately, I spent
all my money. Now I'm b roke!
Regular and irregular verbs 5. A: Did you go out on Friday nig ht?
B: No, I didn't. I invited friends over. and I cooked
Point out the regular and irregular verbs to the right dinner for them.
of part A. Then draw this chart on the board:
Regular verbs Irregular verbs Ss practice the conversations in pairs.
work - worked have - fyyj
invite - invitgd go - went B Pair work
Focus Ss' attention on the Conversation on page 44 Explain the task. Then model it by asking different
again. Ask Ss to find the simple past fonns of stay Ss to ask you the questions in part A. Give your
and study. (Answers: stayed, studied) Ask aS to own responses.
write them on the board in the Regular column. Point out that Ss can avoid answering a question by
Then ask Ss to find and circle the simple past of sing saying r d rather not say. They can also make
and forget. (Answers: sang, forgot) Ask a different S up an swers.
to write them in the Irregular column. Ss complete the task in pairs.
Have Ss turn to the appendix at the back of the book.
Tell them to use this list as needed. [Z] For more practice with regular and irregular verbs,
Option; Ask Ss to look for patterns in the list of
CJ play Bingo on pageT-147.
inegular verbs (e.g., i -}a: sit ~sat, swim-+ swam,
drink -+drank).

PRONUNCIATION
Learning objectives: notice the reduction of did you; learn Tell different Ss to ask the questions. Check iheir use
to sound natural when asking did you questions of reduced forms.

A (E) [CO2, Track 12] B Pair work


Play the a udio program. Ss listen for the red uction of Explain and model the task . Ss complete the task in
did you . pairs . Go around the class and check Ss' use
Play the audio program again. Ss practice saying the of reductions.
questions with reductions.

T-45 Unit 7
WORD POWER
Learning objectives: Jearn vocabulary for chores and
activities; learn collocations with do, go. have, make, and take
do my ho mework the dishes the laundry
A go bowting shopping dancing
have a party a good time a lot of fun
Copy the chart onto the board. Explain the task. make a phone call the bed some photocopies
Ss complete the task in pairs. Go around the class take a day off a vacation a t rip
and give help with new vocabulary.
Option: Allow Ss to use dictionaries. B
Ask different Ss to write their answers on t.hc board. Explain the task. Ss complete tJle task and compare
Give help with any collocations they don't know. with a partner.
Option: Ss sit in a cirele. OneS says a verb (e.g., ~ For a new way to teach this exercise, try the
lake). The next S says a collocation (e.g., a trip}. Collocations S urvey on page T-157.

DISCUSSION
Learning objectives: discuss activrnes using the simple Ss complete the activity in groups. Remind Ss to use
past; develop the skill of asking follow-up questtons reduced forms of did you.
Group work Option: The Ss get one point for each follow-up
question they ask. The Ss with the most points in
Model the example discussion with four Ss. each group win.
Point out that a good listener shows inWrcst in a
conversation by asking follow-up questions.

LISTENING
Learning objective: develop skills in Hstening for main ideas
and details
John Uura
A@ {CDZ. Track 13] had a boring time
had a good tim o
./
./
Write two columns on the board, one with the met an old friend ./
heading Good and one with the heading Bormg. got home late ./ ./
Set the scene. Ask: 'Tiid you have a good time or a
boring time last night? What did you do?" List Ss' B(B
activities in the correct column s. Explain the task . Point out that Ss will take notes
Explain the task. Play the audio program and Ss about each person's night. They will use the notes
complete the chart. to ten a stQry.
Ss compnrc answers in pairs. Then go over answers Play the audio program. Ss take notes.
with the class. Ss wor k in pairs. OneS retells John's story, and the

c.em.;;;nua otherS reteiJs Laura's story.

1..\URA: So, what did you do litst ni.1ht., John?


J OliN: Uh, I went to my. boss's hoU$C for dinner.
~URA: Rca1ly? How was it?
J OHN: Oh, the food was OK, but. the people weren't. very Do your students need more practice?
interesting. They talked about football all night, and
1 hate football. Then we watched some boring SJ>Orts Assign. for more practice in .. .
videos. I didn't. get. home until afier midn ight.
LAuRA: Wel l, that doesn't sound l ike much fun. I had a Workbook Exercises 1- 7 Grammar, Vocabu lary,
great. time last night! I went to a party and met an old on pages 37- 40 Reading, and Writing
school friend of mine. We haven't seen ea ch olher for Lab Guide Exercises 1-3 Listening, Pronunciation,
yeare, 150 we had lots to talk about.. We t tnycd at the and 5-7 on page 13 Speaking, and Grammar
party all night!
J OliN: Hm.rn, it aound.s like you had a much better time
than [did.
LAURA: Yeah. I guess you're righL

We had a great lime! T-46


CONVERSATION
Learning objectives: practice aconversation about a Ss practice t he conversation i n pairs.
vacation; see the past of be in context

A(B {CO2, Track 14]


gWith Feeling! to
For a new way teach this Conversation, try Say It
on page T150 .

Books closed. Set the scene. Celia and Don are B(B
talking about Don's vacation .
Ask Ss to predict what happened . Write their ideas
Write these focus questions on the board: on th e board.
1. Did Don enjoy his vacation? Play the a udio program . Ss listen to find out if any
2. W hm did h2 g o' prediction was corre ct.
3. How long was he there?
Play t he a udio program. Elicit Ss' answers to the
focus questions. (Answers: L yes 2. Hawaii 3. about a
iftft"iiii'D
C~:uA: So, tell me! What. happened?
week) Go over any express ions Ss don't underst and. DoN: Well, like I sa id, I went surfmg every day. One day
Option: Add more focus questions to the board, e.g.: I entered a contest and I won . I got first prize!
CELIA: Wow! Congratulations!
4. Who did Don go with' DoN: But t hat's not all . After T won the contest, a man
5. How was the weather? asked roe to model for Hawaiian Sur{ magazine. I'm
6. How were the waves? in next month's edition . Can you believe it? A model!
Play the audio program again and check Ss' answers.
(Answers: 4. his cousin 5. cloudy 6. ama zing)
Books open. Play the audio program again. Ss listen
Don went s urfing. He wo n a contest and a ma n a sked
a nd read the conversation s ilently . him to model in a magazine.

GRAMMAR FOCUS
Learning objective: practice the past of be in questions U se the audio program to present t he questions,
and short answers short answers, a nd contractions.

{CO2, Track 15] Explain the task. Model the first conversation wi th
t woSs.
Past of be qrustions Ss complete t he t ask in dividually. Then Ss pr actice
Write th ese ques tions on the board , with was or were the conversati ons in pa irs .
u nder lined:
1. Will: the weather O K2
2. What ~ the best thing about the trip? 1. A: How long were yo ur pa rents in Europe?
3. H ow ~your vacation? 8: The y were the re for two wee ks .
4. How long '!iff.! you thl!rl!2 A: Were t hey in London t he whole time?
8: No, they weren't. The y also we nt to Paris.
Focus Ss' attention on the Conversation in Exercise 8. 2. A: Were you in Los Angeles last wee kend ?
Ask Ss to number the questions in the or der they 8 : No, I wasn't. I was in Sa n Franc isco.
a ppear. (Answer: 3, 4, 1, 2) A: How was it?
B: It was g re at! But it was foggy and c ool a s usu al.
Focus Ss' attention on the underlined words on t he 3. A: Were you away last week?
board and elicit th e rules for yes/no a nd Wh-questions: 8 : Yes. I was in Istanbu l.
Was/Were + s ubject + verb? A: Really? How tong were you the re?
Whquestion + was/were + subject + verb? 8 : For a lmost a we e k. I wa s the re on busine ss

Was/W~re and contractions


E licit when to use was and were. Focus Ss' attention
on the Gr a mma r Focus box if they a r en't sure. Point
ou t that the contraction of was not i~ was n't a n d were
not is weren't.

T-47 Unit 7
DISCUSSION
Learning objectives: discuss vacations using the past Model the task by describing a vacation you took.
tense; develop the skill of retelling a stof}' Ss take turns talking about. th!ir vacations in small
groups. Go around the class and note any errors.
A Groupworlt
Write any errors you noted on the board. Ss try to
Books closed. Ss work in small groups. Assign different
correct them as a class.
groups the topics transportation, weather, and food.
Groups brainstonn words related to the topics. It's best not to interrupt Ss during a discussion or
Ask aS from each group to write their words on the fluency activity. Instead, listen and note any errors you hear.
board. For example: Go over t he most common ones after the activity.
Ifaospqrlqtion ~ ~
car; bus rainy, sunny good, bad B Class activity
Books opon. Explain t he task and read the example Ss in each group vote for the most interesting
questions. Ask Ss to think of more questions related vacation. Then oneS from each group tells the class
to vacations. Write their questions on tbe board. about. it. Encourage other Ss to ask questions.

LISTENING
Learning objective: develop skills in listening for main ideas
BARBAJtA: Nice! How was it?
and details JASO:-:: Oh, I loved it!
BARBARA: What did you like most about it?
[CO2, Track 16] JASON: Well, San Fra ncisco is such a beautiful place,
Set t he scene. 1\vo friends, J ason and Burbuta, are And the weather waa actually pretty nice.
talking about their vacations. BARBARA: Well, that &Ound.a more exciting thao my
last voca\ion.
Play the audio program. Ask Ss to li sten to find out JASO:o;: What did you do, Barbara?
their vacation places a nd if they enjoyed them. They BARBARA: I just 1tayed home. ( don't have enough money
write those answers in the chart. to take a trip anywhere.
JASON: Oh, that.' too bad.
Play the audio program again. Ss list the reasons BARBARA: Oh, not really. J actually eqjoyed my vacation.
they eJ\joycd or didn't enjoy their vacations. I went to the gym every day, and I lost three pounds.
JASON: We.U, that's grea'"- Good for you!
Go over answers with the class.

'tfttiU4i/Ui
BARBARA: Jason! Hi! Welcome back. You were away last Vac3t ion pltiCtJ Enjoyed it? Reason(sJ
week, right?
JASON: Yeah, I was on vacation . Jason San Francisco Yes beautiful place.
BARBARA: Where did you go? nice weather
JA.c;()N: I went to San Francisco. Ba rbara home Yes lost 3 pounds

WRITING
Learning objectires: Jeam postcardwrtting skills; use the Ss wi-ite postcards in pairs. Remind Ss to include
past tense to write a postcard about a vacatJon t he greeting, body, signature, and their partner's
address. Go around the class and check Ss' work.
A Then Ss exchange postcards.
Ss read the postcard silently. E licit or explain any Option: Bring in real postcards for Ss to use.
new vocabulary.

B g For a new way to teach this Writing, try Pass the


Pap er on page T-153.
Explain t he task. Tell Ss to use the questions in
Exercise 10 for ideas about the topic.

INTERCHANGE 7
Sec page T-121 for teaching notes.

We had a great time! T-48


C) READING
Learning objectives: read and discuss vacation postcards; Go over answers with the class.
develop skills in reading for main ideas and supporting details
Option: Ask Ss to bring in recent vacation photos ot
postcards. In pairs or small groups, Ss talk about 2, 3,1
the places .
Ask Ss to cover the writ ing on t he postcards and look B Pair work
at the pictures. Ask: "\\'here did each person go on Ss answer the questions in pai rs. Go around the class
his or her vacation? 'Vhat do you think h e or she did and give help as needed.
t here?" Elicit ideas. Help with vocabulary as needed To check answers, have pairs share their responses
(e.g., Easter Island, statues, caribou). with the class.
Option: Bring in a world map and help Ss find Easter
Island, Hawaii, and Alaska. Elicit Ss' knowledge
about these places. 1. Margaret
2. Kevin
A 3. Debbie
4. Ss' answe rs will vary .
Explain the task. Remind Ss to t ry to guess the
meanings of any words they don't know.
Ss read the three postcards silently and complete t he
task individually. Then they compare answers in
g For a new way to teach this Reading, try Jigsaw
Learning on page '1'-152.
pairs or small groups.
Option: Ask pairs or groups to find the p lace in each
postcard where the sentences fit best.
Do your students need more practice?
Elicit or explain any new vocabulary.
Assign . for more practice in .
i?ffiff!tM Workbook Exercises 8- 11 Grammar, Vocabulary,
s tatu es: stone or clay sculptures that look like ~pic on pages 41-42 Reading, and Writing
c aves: large underground holes
spa: a health resorl; a "acation place where people go to Lab Guide Exercises 4 and 8 listening, Pronunciation,
e xereise and become healthier on pages 13-14 Speaking , and Gramma r
meditated: thought of only one thing, in otdet to calm Video Acrivity Book Listening, Spea king, and
one's mind Unit 7 Cultural Awareness
vegetarian food: food that contains no animal products CD-ROM Unit 7 Grammar, Vocabulary,
smorkcling: swimming with a mask and tube that Reading, listening , and
allows one to broathe undenvater Speaking
r afts: rubber boats filled with air
w ildlife: wild animals and birds

T-49 Unit 7
In Unit 8, students discuss neighborhoods.
In Cycle 1, they talk about places using the re is/

What's your neighborhood like? there are and prepositions ofplace. In Cycle 2,
they talk about neighborhood problems using
count and noncount nouns with how many
and how much.

WORD POWER
Learning objective: learn vocabulary for discussing places B Pairwork
in the neighborhood Present the example definition for clothing store.
Then elicit more possible definitions from the class
A (e.g., It's a place where you buy jeans.) and write them
Introduce the topic of neighborhoods. Ask: "What on the board.
places do you need to find in a neighborhood?" Elicit
Ss '"'Tite definitions for each place in pairs. G1J around
Ss' answers and write them on the board.
the class and give help as needed .
Elicit the names of places Ss see in the picture
(e.g., laundromat, library, barber shop). *fittiJ:t.tJWYti
Model the task. Ask "What's a barber shop?" Tell Ss Place It's a place wher _you .
to say "stop" when you read the correct definition. clot hing store find new fashions
Read out possible answers (e.g., l t's a place where you drugstore buy medicine and toi letries
Internet cafe send e-ma ils and surf the net
wash and dry clothes. l(s a place where you bu.y food.) buy COs and DVDs
music store
until the Ss say "stop." post office get sta mps and mail lene rs
Ss match the words and defmitions individually.
Then go over answers with the class. C Group work
Model the task . Each pair from patt B joins another
pair. Pairs take turns giving definitions and
1. d 2. a 3. g 4. c 5. f 6. b 7. e
guessing places.
Ss take turns asking and answering the questions in f:l For a new way to review the vocabulary in this
pairs. G1J around the class and give help as needed. l=J Word Power, try the Pair Crossword on
Option: To make the activity more challenging, Ss page T-157.
cover the text and use only the picture to ask and
answer questions.
Go over any enors you noticed, including
pronunciation enors.

CONVERSATION
Learning objectives: practice a conversation between Go over answers with the class. (An swer: He's looking
neighbors; see there is/there are and one/any/some for a grocery store and a laundromat.)
in context Books open. Elicit in formation aOOut the pictu:re.
Ask: "What other place does Mrs. Day suggest?
() [CO2, Track 17] Why?" Then play the audio program again. Ss listen
Books closed. Write this question on the board: and find the ans'"ers . (Answer: She suggests a
When you move to a new neighborhood, what do you barbershop because Jack needs a haircut.)
need to (lnd?
Play the audio program again. Ss listen and read the
Elicit answers from the class and write them on conversation silently.
the board.
Ss practice the conversation i n pairs.
Set the scene. Jack just moved into a new
neighborhood, and he is looking for two things.
What are they? Play the audio program.

T-50
GRAMMAR FOCUS
Learning objectives: ask and answer questions with there Option: For more practice visuali zing the
is/there are; practice using one, any, and so me; practice prepositions in an active way, ask Ss to stand
prepositions of place across from each other, next to the wall, near the
board, etc.
[CO2, Track 18]
A
Is there/Are there?
Explain the task and read the example questions.
Before class, write these words on nine large cards:
Ss write questions individually. Point out that there
there a laundromat
should be a preposition in each question.
grocery stores Ss compare their questions in small groups . They
read out their questions and check for grammatical
near/aro und her e
accuracy.
Go around the class and give hel p as needed. Ask
Cards are useful for helping Ss visu alize grammar in an
three or four Ss with correct questions to write them
active way. They work well with grammar including word
on the board.

Focus Ss' attention on t he Conversation on page 50. em*r.tMUii


Ask: "\Vhat question does Jack ask beginning with AU questions should follow these patterns:
Is there+ a singu lar noun+ a preposition a place?
is there?"' El icit the question . Then ask four Ss to (e.g., Is ther e a bank opposite the horef?)
come to the front of the clasl:l. Have them stand in Are there any+ plural no un + a preposition + a place?
line holding up these cards: (e.g., Are there any hotefs on Efm Srreet7)
81: is S2: there
83: a laundromat 84: near/around here B Pair work
Ask: ''What question does J ack ask beginning with Model the task two or three times using the map and
are there?" Elicit the question. Then ask five Ss to the questions on the board:
stand in line holding up these cards: T : Is t here a pay phone around here?
Sl: are 82: there 83: any 81: Yes, t here is. There's one across from the
84: grocery stores 85: near/around here post office.
Focus Ss' attention on the two questions in the T: Are t here any gas stations on Maple Avenue?
Grammar Focus box. Elicit the rule for fanning 82: No, t here aren't. But there are two on Main
questions wi th is tMre and are there. Street.
Is there+ alan + singular noun +near/around here?
A.J.e t here +any + plural noun + near/around here? To make sure that Ss understand instructions, always
model the task at least twice. If possible, model it with
One and some different Ss ea ch t ime.
Ask four Ss to hold up these cards:
Sl: there 82: is Ss take turns asking and answering their questions
83: a faundromat 84: near/around here in pairs. Go around the class and give help as
Point out that singular nouns such as a laundromat needed.
can be replaced by one. Ask another 8 to take t he n For a new way to teach this Grammar Focus, try the
card one and replace 83. ts Picture Dictation. on page T-154. Describe a town or
Repeat the activity with phual nouns. This time, city center to your Ss. Include streets and places.
r eplace grocery stores with some.
Play t he audio program.
Prepositions
Elicit or explain the meaning of the prepositions.
Use the map. Ask: '"What places are on Elm Street?"
(An swer: King Plaza Hotel, Frank's CafC, Jamison
Hotel) Ask Ss about other p laces using prepositions.

T-51 UnitS
PRONUNCIATION
Learning objectives: notice the reduction of there is/there B
are; learn to sound natural when using there is/there are Go over the ins buctions a nd model the task.
A(B {C02, Track 19} Go aroun d the class and give individ ual feedback on
Ss' use of reductions.
Play the audi o program. Point out th.e reduced forms.
Ask Ss to practice the short conversations using the It's more important to recognize red uctions than to
reductions. Point out that there is is often contracted prod uce them. Do n't force Ss to prod uce reductions if they
to there's in writing, but there are is not.

SPEAKING
Learning objective: ask and answer questions about Option: P oint ou t that people sh ow interest in
neighborhoods using is there/a re there and one/any/some conversations by adding follow-up questions (e.g.,
What's the name of the bookstore? Can you buy used
Group work books there?).
Model the task. Ask aS: "Is there a bookstore in your Ss compl ete the task in groups. Crl.> a round the dass
neighborhood?" If the S has difficulty answering, a nd note the Ss' level of fluency .
point out the useful expressions box for ideas.

LISTENING
Learning objective: develop skills in listening for details GUEST 1: Oh, then maybe we won't go there.
A {C02, Track20] GuEST 2: Mmm, one last question - is there an
aquarium in the city?
Read out the instructions to set the scene. Then play CLERK: Yes, there's a very good one. It's only about
the audio program. Ss listen and complete the six blocks from here. It's in the park next to the
train station.
I.ocation column in the chart. GUEsT 2: Oh, next to the train station.
Play the audio program again. Ss listen, decide if the CLERK: Yes. Definitely visit the aquarium.
hotel clerk thinks the places are interesting, and Gu EST 1: Great! Thanks a lot.
CLERK: You're welcome. Have a good day .
check (./") Yes or No.
Go over answers with the class.

iftfiU.lJiMi Place
Hard Rock Cafe
Location
across from the
Interesting?
Yes
CLRRK: G ood morning. Can I help you?
National Bank on
GUEST 1: Yes. We need some directions.
Park Avenue
Ci.ERK: S ure. 'W'hat are you looking for?
Science Museum near City Hall No
GuEST L Well, first of a ll, we're looking for the Hard
Rock Cafe. How far is it from here?
Aquarium in t he park next to Yes
CLERK: Oh, it's just a few minutes from here ~ right the tra in stat io n
across from the National Bank.
GUEST 2: The National Bank on Park Avenue? B Pair work
CLERK: Yes, that's the one.
GUES1 2: Is th e Ha rd Rock Cafe a nice place? Ss discuss the qu estion i n pairs.
CLERK: Well, I t hink so. The food is good, and ther e are
some interesting things to look at in t he <estaurant -
like one of Elvis's cars. Endotcvcle1-
GUEST 2: Great! And where is the Science Museum?
CLERK: Well, that's near City Hall. Do your students need more practice?
GUEsr 1: Near City Hall. OK, I know where that is. And
what's the museum like? Assign .. for more practice in .
C r.BRK: Actually, it's not very good. It's small , and there
is n't a lot to see there. It's really for young kid!S. Workbook Exercises 1- 5 Gram mar, Vocabulary,
o n pages 43- 46 Read ing, and W r it ing
Lab Guide Exercises 1-6 Listening, Pronunciat ion,
onpage15 Speaking , and Gram mar

What$ your neighborhood like? T-52


SNAPSHOT
Learning objective: learn vocabulary for talking about
problems with neighbors
ifi@M
complaints: statements people make about problems
Ask pairs ofSs to brainstorm things that bad bark$: makes <1 loud noise, like a dog
neighbors do. Elicit ideas from the class and write loud: noi sy
them on the board. privacy: state of being alone or without other people
kids: children
Go over the complaints about neighbors. Elicit or garbage: trash
explain new vocabulary.
Ss answer the questions in smal1 groups. Go around
the groups and give help as needed.

CONVERSATION
Learning objectives: practice a conversation about a Play the audio prQgram again. Elicit Ss' answers.
neighborhood; see how many and how much with quantifiers (Answers: l. dO\vntown 2. the fifth 3. Korean) Then
in context. elicit or expla in any new vocabu lary.

{CO2, Track 21] +fi@M


Elicit information about the pictu1e. Ask: "What is downtown : the business center of a city
the woman doing? \\'hat does the neighborhood look convenient: nearby; easy to find thjl..gs
like? Does it look safe?" p arking: places to park the car
safe: not dangerous; without crime
Books closed. Write these focus questions on hold on: wait a minute
the board:
1. What are Nick and Pam talking about? Books open. Play the audio program again. Ss listen
2 . What happens during the phone call? and read the conversation silently.
Pl ay the audio program. Ask Ss to listen for the Ss practice the conversation in pairs.
answers to the focus questions. Then go over Option: Ss continue the conversation in pairs. What
the answers. (Answers: 1. Pam's new apartment happened? Why djd the car alarm go off?
a nd neighborhood 2. Pam's car alarm makes a
loud noise.)
gOnion Ringwaytcchmque
For a ne\v p:acticc this Conversation, try the
to
on page T-151.
To reduce anxiety, point out that Ss will hear the audio
program several times. Remind them that they aren't
expected to understand eve ry word.

Write these additional fOcus questions on the board:


1. Where IS Pam's new apartment?
2. Which floor does she live on?
3. What kind of restaurant is there nearby<

T-53 UnitS
GRAMMAR FOCUS
Learning objectives: ask and answer questions with count Ask Ss to look at the Grammar Focus box. Ask "How
and noncount nouns; practice using quantifiers are a lot, any , and rwne similar?" (Answer: They can
be used with both count or noncount nouns.)
[CO Z Track 22] Play the au dio program.
Count and noncoun-t nouns
Write this chart on the OOard:
A
Count nouns Noncount nouns Model the first question. Ss complete the exercise
restaurant tra{ftc individually. Then Ss compare their answers in pa.irs.
cafe parking Go over the answers a s a class.
Ask: '"Which nouns take a plural ~sending?" (Answer:
restaurant and cafe) "Which noun s usually don't take
a plural -s ending?"' (Answer: traffic and parking) 1. Yes, there are a lot/many. No, there aren't many/any.
Explain that. restaurant and cafi are count nollll$ No. there are none.
2. There's a lot/a little/none. There isn't much/any.
because we can count them (e.g., one: restaurant,
3. There are a lot/a few/none. There aren't many/any.
two resta.u rants). HO\\'evcr, we don't count traffic 4. Yes, there's a lot. No, there isn't any/much.
or parking. No, there's none/not much.
5. Yes. there are a lot/many. No. t here aren't many/any.
[8] For more practice with count and noncount nouns, No. there aro none .
[S] play TicTac-Toe on page T-148. 6. Yes. there's a lot. No, there isn' t any/m uch.
No. there's none/not much .
How many and how much 7. There are a lot/a f ew/none. There aren't many/any.
Focus Ss' attention on the Conversati on on page 53. 8. Yes, there's a lot. No, t here isn't any/much.
No. there's none/not much .
Ha ve Ss underline questions about noise and crime
(e.g., Is there much noise? Is there much crime?).
Elicit or explain the rules: Ss a sk a nd answer the questions in pairs.
Is there +much + noncount noun? Option; Ss repeat the task with a new partner.
How much + noncount noun + is tlu!re?
H ave Ss underline questions with are t here or many. B Group work
Elicit or explain t he rules: Explain and model t.he task.
Are there+ many +count noun? Ss write question s individually. Then they take turns
How many+ count noun + are there? asking and answering the questions in pairs.
Quantifiers
Focus Ss' attention on the Grammar Focus box.
Point out that quantifiers are used to describe
different amounts of things (e.g., a lot, a few, any,
many, much, none).

INTERCHANGE 8
See page T-122 for teaching notes .

WRITING
Learning objectives: read bulfetin board ads; write a B
"roommate wanted" ad Explain the task. Ss write their ads individually . Go
arou nd t he class and give help as needed.
A
Ss read the example ad s silently. E licit or explain any C Class activity
new vocabulary. Explain tile task. While Ss are asking questions,
Point out written features of an s d (e.g., apt. mean s check for correct use of count and noncount nouns.
apartment, a rticles a/an and the verb be are usua lly
not inclu ded).

Whats your neighborhood like? T-54


READING
Learning objectives: read an article from a magazine; Ss complete the exercise. Go over answers with
develop skills in scanning and reading for detail the class.
Ss cover the text and look at the pictw-es. Ask: "\Vhat
do you t hink this New York City neighborhood is
like?"' Elicit ideas from the class. inexpensive stores, big apartments, great markets, nice
restaurants, many different cultures, good public
Explain the pre-reading task. Point out that Ss transportation
should read quickly and focus on the names of
countries only. Set a t ime limit.
C Pairwork
When Ss scan an anacle, set a time limit This Go over the discussion question with the class.
encourages them to read quickly, focusing onry on the task. Encourage Ss to consider the residents, the
businesses, and other neighborhood characteristics.
Ss silently scan the article and check (.1') the countries Ss complete the task in pairs.
that are rwt mentioned. (Answers: Braz.il and J apan )
Elicit answers from the class. Ask where they found
the names of coumries. (Answer: first paragraph)
~emrorcvcle2 ________
A Do your stud e nts need more practice?
Model the task. Ask Ss to read the fin;t paragraph. Assign ... for more practice in ...
Then elicit the main idea.
Workbook Exercises 6-9 Grammar, Vocabulary,
Ss read the next two paragraphs and write the on pages 47-48 Reading, and Writing
paragraph numbe1s next t..o the main ideas.
Lab Guide Exercises 7-9 Listening, Pronunci ation,
on page 16 and Speaking
Video Activity Book listening, Speakin g, and
2. 1, 3 UnitS Cultural Awareness
Cf>..ROMUnit8 Grammar, Vocabulary,
B Reading. listening,
Ss read the article in detail. Elicit or explain any and Speaking
new vocabulary.
Evaluation
iNMffi Assess Ss' understanding of Units 7 and 8 with the quiz
s idewalks: places next to the street where people walk on pages T-206 and 1'-207.
crowded with: full of Assess Ss' understanding of Units 1- 8 with one of
band: a group of musicians
the tests on pages 125--132 of the Interchange Third
blend: mix
truly: really Edition/Pas sages Placement and Evaluation Package.
arc surrowtded by: have a11 around
adopt: begin to use
ren ts: money people pay to live in apartment!
roomy: with lots of space
long-time: for .a long time
residen t : a person who lives in a place

T-55 UnitB
Units7-BProgresscheck
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need improvement h ave Ss complete them in class or for homework,
using one of these techniques:
Ask: "What d id you lear n in Units 7 and 8?" Elicit
1. Ask Ss to complete all the exercises.
Ss' answers.
2. Ask Ss: "What do you need to practice?" Then
Ss compl ete the Se\f.assessment. En courage them to assign exercises based on t heir answers.
be honest, and point out they wil1 not get a bad grade 3. Ask Ss to choose and complete exer cises based on
i f they check (.f) "'a little." their Self-assessment.

LISTENING
Learning objective: assess one's ability to listen to and FRru"'IKIE: Oh! Gee . . at 6:00? Well, J went home a t
understand the simple past and the past of be 6:00 . .. yeah . . . to . . . uh . .. cl ean the house.
DETECTIVE: Yeah, yeah, so you cleaned the hc.use. Now
A (f) [CO2, Track 23] listen carefully, Frankie. Where were you at 8:00 on
Explain t h e task. Ss listen to a detective ask Frankie Saturday night?
FRA:r-.'KIE: Gee . . at 8:00? Uh .. . oh, yeah . . . 1
questions . They circle T if his answers match t he remember now. I was at home. I watched a terrific
picture s a nd F if t hey don't . movie on TV. Yeah it was great!
Play the audio program. Ss complete t he task. Then 0J:o:TI'..cT'IVE: Oh, you watched a movie on TV, did you?
And what movie did you watch? What wa5; the name
go over answers wi th the class. of the movie , Frankie? Huh?
FRANKJio~: The movie? The name of the mmie. Uh, let me
think a minute. It was a fantastic movie.
DETECTIVE: Hello, Frankie. How was your weekend? DJo..'1'ECTIVE: Really?
FRANKIE: Oh, it's you, Deteet.ive. My weekend? What do FRA:.'l'KIE: No, wait! I remember, it was, uh . . uh
you want to know about. it? well , it was exciting.
DwrtX..'TIV~ : Now just tell the truth. Where were you at 0Jo..'TECTT ~: OK, OK, Frankie .
L:OO P. .\i . on Saturday? F RA)IKa: : . . and I clearly remember that I went to bed
FNANKJE: Ah . 1:00 P.M. . . on Saturday? Well, oh I at 10:30, uh, exactly . . .. Yeah. I watched the movie,
remember! I was at home. I watched the baseball and I went to bed right after . . . uh . . . the movie.
game on TV. Yeah, the Expos won, four to nothing. It Yeah, boy, I was tired- a long day, like I said
was a great ga me. Dt.'Tt;G'TTVE: Interesting. Very interelSting, Frankie. Come
DJo..'TECTIVB: OK . . . OK Where were you at 3:00 P.b.l.? on, Frankie. Let's go down to the police station.
FRA."'IKIE: Ah . .. at 3:00? Ah, yeah, I went to my karate FRANKIE: The police station? Me? Why me? I was at
cla ss like J always do, every Saturday at 3:00. home on Saturday night!
Ot.'TECTJv~.: Karate, huh? Well OK And what did you DETECTIVE: Sure, Frankie, sure. [police siren]
do afkr t.hiit? At around 5:00 1' . .\1.?
FRANKU~ : Ah, oh, yeah, uh , after karate, I visited some
old friends of mine - Tom a nd Mary Kent, on
Front Street. T, T, T, T, F,F
Dt."TECTIVE:Yeah? Torn and Mary Kent . We'll talk to
them. Now Frankie, 6:00. Where were you at 6:00?
B Pair work
Ss retell the story in pairs.

DISCUSSION
Learning objective: assess one's aMity to ask and answer B Group work
questions using the simple past tense 1 Ss ask and answer the questions in small groups.
A
1 Ss check ("') the things they did individually
yesterd ay. Then they add two more things.
T-56
SPEAKING
Learning objective: assess one's ability to describe the B Pair work
locations ofplaces with there is/are and one, any, and some
Read the instructions aloud. Ask two Ss to model the
A example conversation. Explain that Student A draws
a caf~ on the corner of Center Street and First
Explain the task. Ss create a neighborhood. They Avenue on My partner's map. Point out that Ss
choose five places from the list and add them to cannot look at their partner's map.
My map.
Ss take turns asking and answering questions
For plurals, tell Ss to be sure to draw t wo places on in pairs.
t heir maps.
Tell Ss to ask any additional questions to find the
Ss complete the task individually. exact location of each place (e.g., Is it next to the
Go around the class and give help as needed. grocery store?).
Ss then compare maps. Ask: "Did you draw the places
in the correct locations?"

ROLEPLAY
Lesming objective: assess one's ability to talk about Go over the topics in the box. Explain or elicit any
neighborhoods with how many, how much, and quantifiers new vocabulary.
Explain the task. Ss work in pairs. Student A is a Ss practice the role play in pairs. Then they change
visitor in Student B's neighborhood. Student A asks roles and practice again.
questions and Student B answers t hem. Go around the class and check Ss' use of how many,
Model the example conversation. with a S. how much, and quantifiers.

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learning Ask: "'What did you underline? How can you
Focus Ss' attention on the Self-assessment again. review it?"
Ask: How wen can you do these things now?" If needed, plan additional activities or reviews based
on Ss' answers.

T-57 Units 7-8 Progress check


In Unit 9, students describe people's
appearances. In Cycle 1, they describe people's

What does she look like? physical appearances. In Cycle 2, they identify
people using modifiers with participles and
prepositions to describe what they are wearing
or doing.

WORD POWER
Learning objective: learn vocabulary for describing people Don't give your Ss too muc h new vocabulary. If they
already know the presented vocabu lary, add more. If not.
A
add just a few extra wo rds t hey want to know.
Books closed. Explain that Ss will learn ways to
describe what people look like. Ask questions about Explain ot elici t the rules for using the new words:
different Ss: "Is he tall or short? Does she have be + adjective
straight or curly hair?" have+ noun
Option: Ask Ss to bling pictures offliends or family Then ask Ss to write have or be next to the
members to class. Alternatively, bring magazine expressions on the board. Stress that we use be
pictures of people to class. with age .
B<XlkS open. Focus Ss' attention on the expressions Option: Ss write sentences about famous people
and pictures. Ask them to circle any words t hey using expressions from the boxes (e.g., Tom Cruise
don't know. is handsome.). Then they read their sentences to
Ask different Ss to read t he expressions. Give their classmates. who agree or disagree.
help with pronunciation as needed. Point out that
handsome usually tefers to men and pretty to women,
B Pair work
but good-looking describes both men and women. Ss choose at least four expressions to describe
Also point out that adverbs such as fairly and pretty themselves and their partners. They complete the
can modify the strength of different descriptions chart i ndividually. Go around t he class and give help
(e.g., fairly tall, pretty short). as needed.
Write these headings aCJ'OSS the top of the board: Ask t wo Ss to read the example conversation.
Hair Age Looks Heght Other Elicit other expressions for agreeing or disagreeing
Ss work i n groups. Ask Ss to brainstorm at l east (e.g., That's true. No way!). Write them on the board.
three more expressions to describe people. Then ask Ss compare charts in pairs. Go a roun d the cl ass and
aS from each group to write their expressions under give help as needed.
the correct headi ngs on the board. Option: Ss work \Vith different partners. This tim e,
they sit back-to-back and describe each other
1MffiJ.-i.HWi from memory.
Hair: light brown hair, da rk brown hair. gray ha ir.
medium length hair, wavy hair, a ponytail
Age: ten, in his or her teens/twenties/thirties, old
g For a new way to review. categorize, or expand
on the vocabulary in this Word Power, try
Looks: thin, heavy, cute, beautiful, gorgeous Mind Mapping on page T-154.
Height: rather short, qu ite tall
Other: blue eyes, green eyes, d ark eyes, brown eyes

T-58
CONVERSATION
Learning objectives: pracrice a conversation between two Option: Ss cover the conversation and 1ook only at
people describing another person; see descriptions of people the picture. Then they practice the conversation
in context again using their own words.

A(B {CO2, Track 25] B(B


Ss cover the text. Ask Ss to describe the people in Read t.he focus question a loud. Ask Ss to make
the pictu re. predictions. Write their predictions on the board.
Writo these focus question!) on the board: Play the audio program. Ss listen for the answer to
1. Who are Randy and Emily talking about? the focus question.
2. How does Randy descn"be hu? Ss compare answers in small groups. Then go over
3. How old is she? answers with the class. Was anyone's prediction
Play the audio program and elicit the answers. correct?
(Answers: 1. Randy's new girlfriend 2. She's gorgeous
and very tall. She has beautiful red hair. 3. Randy
doesn't know.) E)lJLY: She won't tell you her age?
Ss uncover the text. Play the audio program again. Ss R.u\"DY: No. But I don't care.
E:\IILY: How old do you think &he is?
listen and read silently. ~OY: Who knows? It..hink she's probably in her
Elicit or explain any new vocabulary. thirties.
E:o.tiLY: And how old are you?
i@@tlfi RANDY: I'm 29 .
E~IJLY: Oh, so ahe'a older than you.
gorgeous: very beautiful
6 feet 2: 188 centimeters
She won' t te ll me.: She doesn't want to aay. ifid?J:I,fMH*
Ash ley is probably In her thirties. Ashley is older than
Ss practice the conversation in pairs. Go around the Randy. A&ndy doesn't care about Ashley's age.
class and give help as needed.

GRAMMAR FOCUS
Learning objectives: practice descnbing people; ask and
answer questions about appearance
1. How o ld is your brott\er?
{CO Z. Track 26] 2. How tall are you?
3. What color is Sharon's hair? /What color hair does
Books closed. Write these question s and s tatements Sharon have?
on t he board: 4. Does she wear g lasses?
1. What does she look like2 a. It's med1um length. 5. What does he look like?
6. How long is your sister's hair?
2. How old is she? b. She's gorgeous. 7. What color are your eyes?/What color eyes do
3. How tall is she? c. Sht's about 32. you have?
4 How long IS her h01r? d. She's 6 fut 2
Ask Ss to match the questions with the answers.
B Pair work
Books open. Ten Ss to look at the Grammar Focus
Explain the task and model the example conversation
box to cheek their answers.
with aS.
Play t.he audio program.
Ss complete the task in pairs. Go around the class
A and check Ss' grammar.
Explain the task. Read t he first q uestion and elicit r:::l For more practice asking questions about
the question. rJ appearance, p]ay Twenty Questions on
Ss complete th e task individually . Then they compar e page T-1 45.
answers in pairs.
Write tho numbers 1 to 7 on the board. Ask different
Ss to write t he questions on the board. Then go over
them as a class.

T-59 Unit 9
LISTENING
Learning objective: develop skills in listening for details
3.
Rosie is pretty tall for her age. She has long blond
A(i; [CO2. Track 27] hair and wears contact lenses. She just turned 10.
Focus Ss' attention on the picture. In pairs Ss 4.
brainstorm words or expressions to describe each Tim's about 23 . He's fairly short and a bit heavy. His
haJr isn't very long.
person. Point out that they should describe the 5.
people, not their clothes. AJice is very tall, and she's got long black hair. She's
Each pair joins another pair and compares ideas. arQund 25. Oh, a nd she's very slim. She looks like a
fashion model.
Go around the class and give help as needed.
Explain the task. Tell Ss to listen for key words
(e.g., short , glasses) and not worry about
understanding every word. 2, 4, 1, 5. 3
Play the audio program. Ss complete the
task individually. B(i;
Go over an swers with the class. Ask aS to read the focus q uestion aloud. Then play
the audio program. Ss l isten for the a nswers.
'.f!ffi!.Bb4i Ss compare answers in pairs. Elicit their answers.
1. Play the audio program again if needed.
l think Brian's good-looking. He's pretty tall, with
dark brown hair and a mustache . He's about 30.
2.
Tina's 18. She's got red hair - shoulder length and 1. 30 2. 18 3. 10 4. 23 5. 25
very curly - and she a lways wears interesting glasses,
just for fun.

INTERCHANGE 9
See pages T-124 a nd Tl25 for teaching notes.

WRITING
Learning objective:Jearn to write an e-mail B Group work
describing people Explain the task and read the question.
A Ss take turns reading their descript ions in
small groups. Their classmates guess who t hey
Set the scene. Say: "Imagine an e-pa! is visiting you
are describing.
for the first time. You and a classmate are meeting
him or her at the airport. How will your e-pal kno\v
what you look like?"
Ask a S to read the model e-mail. Elicit or explain
Do your student s need more practice?
any new words or expressions.
Explain the task. Each S writes an e-mail descr;bing Assign. for m ore p ractice in ..
himselfi'herself and another classmate. Point out that Workbook Exercises 1-6 Grammar. Vocabulary,
Ss s houl d not write the name of the classmate. on pages 49-52 Reading, and Writing
Option: Ss write the e-mail for homework. Lab Guide Exercises 1-4 Listening, Pronunciation,
on page 17 Speaking , and Gram ma r

What does she look like? T-60


SNAPSHOT
Learning objective: talk about clothing styles Ss brainstorm examples of clot hing for each style.
Books closed. Ask: "'What kind of clothing is in Books open. Ss compare ~heir ideas with the Snapshot.
fashion now?" Help Ss with vocabulary as needed. Ask different Ss to read the questions.
Write these clothing styles on the board: classic, cool Ss complete the task individually. Then they compare
and casual, and funky. Elicit or explain their meanings. answers in pairs or small groups. Elicit Ss' answers.

'NM!M Option: Bring faShion magazines to class. Ss discuss


which styles are classic, cool and casual, or funky.
classic: a lways fashionable
cool: fashionable at this time Option: Assign classes of younger Ss to make their
casual: not formal own Snapshots. Ss cut pictures of clothing from
funky: modern and unusual fashion magazines, put them on cards, and lab~!
the items and styles. Then display the Ss' work .

CONVERSATION
Learning objectives: practice a conversation between two nFor a new way to teach this Conversation, try the
people at a party; see modifiers with partic;ples and t! Musical Dialog on page 'f-150.
prepositions in context
B(B
A(B [C02, Track28] Explain the task and read the focus question.
Write t hese questions on the board: Play the audio program. Ss listen and label the
1. Where are these peopfe2 people in the picture individually.
2. What are they doing' Ss compare answers in pairs. Then go over answers
3. What are they wearing?
with the class. Play the audio program again if needed .
4. What do they look /ike2
Focus Ss' attention on the picture. Have Ss ask each
other the questions about the people i n the picture. l...1z: Let's see. Who else is here? Do you know Joe? He's
Then elicit possible answers. really n.ice.
Set the scene. Raoul comes to a party alone. He meets RAOUL: No, I don't. Which one is he?
LIZ: He's over there. He's the one wearing white pants
his friend Liz. She tells him about some people at and .
t he party. RAOUL: . . . and a yellow polo shirt?
Write these focus questions on the board: LIZ: That's right. And then there's Michiko &saki. Sbe
works with me at the office.
1. Where's Maggie? RAOUL: Oh? Wh ich one is Michiko?
2. Where's julia2 Lrz: Oh, she's the very pretty woman in black pants and
3. Does julia know anyone at the party? a green sweater. She's wearing glasses.
Play the audio program once or twice. Elicit Ss' Ro\OVL: Oh, I see her. She's the one talking to Joe, right?
LIZ: U h-huh
answers to the focus questions. (Answers: 1. She's Ro\OUL: And who arc those two people dancing?
at a con cert. 2. She's standing near the window. LIZ: Oh, that's my best frie nd . Her name is Rosa. She's
3. No, she doesn't.) really nice.
R AOUL: Yeah, and she's very attractive in that . .. .
Play the audio program again. Ss look at the picture
purpl e dress.
and read the conversation silently, LIZ: Uh-huh. And she's dancin.g with John DuPont, her
Elicit or explain any new vocabulary. new boyfriend.
R AOUL: John is Rosa's boyfriend?
l@!iif!tM L1Z: Yeah. Sorry, Raoul. Say, didn'tyou want to
meet. Julia?
co u ldn' t make it: wasn't able to come RAOUL: Uh, I' m sorry, but which one is Julia again?

Ss practice the conversation in pairs.

(from left to right) Joe, M ich iko, Julia , John, Rosa

T-61 Unit 9
GRAMMAR FOCUS
Learning objecti11e: practice using modifiers with Ss complete the Lask individually. Then they compare
participles and prepositions answers in pairs.
Ask different Ss to write the answers on the board.
@ [CO2, Track 29] Then go over them with the class.
Modifiers w ith. particles and prepositio11$
Write these five sentences on the board:
1. He's the man dancing in the living room 1. Clark is the tall guy wearing a buttondown shirt and
2. Sht's the one wearing a dress ca rgo pants.
3. She's the japanese woman with dark ha1r. 2. Adam and Louiso are the good-looking couple talking
to Tom.
4. He's the one in white pants. 3. Lynne is the young gi rl in a st riped T-shirt and
5 She's the tall person next to the window blue jeans.
Focus Ss' attention on the Conversation on page 61. 4. Jess ica is the attract ive woman sitting to the left
Ss identify each person in pairs. of Antonio .
5. AJ. is the seriouslooking boy listening to his
Go over the answers as a class. (Answers: 1. John new salsa CD.
2. Ro"" 3. Michiko 4. Joe 5. Julia)
Explain the form of a present participle (verb+ -ing). B Pair work
Then elicit the participles in the sentences on t.he Explain the task. Ss complete the task using the
board (dancing and wearing) and underline t.hcm. names of classmates .
Elicit t.he prepositions in the sentences on the board Ss complete the task i ndividually. Go around t he
(with, i.tl, and next to) and circle t hem. class and give he lp as needed.
Focus Ss' attention on the Grammar Focus box. Point Ss take t.urns asking and answering their questions
out t hat one replaces ma n or woman and on.es refers in pairs. Go around t.he class and note any
I<> people. grammar eiTOrs .
Play the audio program . .Answer any remaining Option: For more practice, Ss change partners and
questions. complete the task again.
A
Explain the task and ask two Ss t.o read the example
statement and rewritten statement.

PRONUNCIATION
Learning objectives: notice changes in stress; learn to Check answers as a class. Then Ss practice the
sound nstoral when using contrastive stress conversations in pairs.

A@ [CO Z. Track 30]


Play the audio program. Ss listen for the (Contrastive stress is in boldface.)
stressed words. 1. A: Is Britney the one sitt ing next to Katy?
8: No, she's t he one standing next to Katy.
Focus Ss' attention on the conversations. Point out 2. A:. Is Donald the OM on the couch?
that people use more stress when they correct B: No, he's the one behind the couch.
infonnation. Ask: "'.-\Vhat words does Student B
stress?" (Answers: black, Diana) Option: Ask Ss to write questions about classmates
Play the audio program again. Ss listen and clap or classroom object.s with incorrect information
when they hear th e stressed words. (e.g., Is the teacher the one sUi ng in the back? is your
backpack the one on the floor?). Then Ss ask each
B@ other the questions in pairs. Go around the class and
Focus Ss' attention on the conversations. Ask them to check thei1 use of contrastive stress.
mark the words they think Student B will stress.
Play the audi o program. Ss check and correct g For a new way to teach this Pronunciation, try
Wal king Stress on page T152.
their guesses.

What does she look like? T-62


READING
Learning objectives: read and discuss an article about Ask Ss what they learned or found interest ing in
hip-hop fashions; develop skills in scanning and reading the article.
for detail Opti on: Ss find the topic of each paragraph.
Books closed. Write Hip-Hop Style on the board. Ask (Answers: 1. the hi p-hop look 2. how the look became
Ss to write down words related to this expression in popular 3. who wears the look and why)
pairs. lfSs don't know anything about the expression,
ask them to Wlite questions they have about it. Elicit B
Ss' answers and questions. Ask different Ss to read the six questions. Then Ss
Books open. Ss read the pre-reading question, and read the article again and answer the questions .
scan the article to fin!i three fashions. Go over answers with the class.

tfiffii!.fMMti Posstble answers


loose-fitting street clothes, baggy pants, sw~atshirts, 1. It i s a type of urban music with a heavy beat.
hiking boots, baseball caps, jackets w ittl sports logos. 2. They are loose-fining street clothes.
expensive athletic shoes 3. They began in Detroit and Chicago.
4. They became popu lar mo re than 20 y ears ago.
5. Because hip-hop music v ideos .;md mov ies
A became popular.
Ss read the article silently. Ask Ss to guess the 6. Because a l ot of hip-hop performers wea r them.
meanings of an~ words tbey don't know.
C Pair work
Encourage Ss to guess the meaning of a new word by
Ss discuss the questions in pairs . T hen elicit
looking at the part of speech, its position in the sentence, and
their ideas.
the context
r:1 For a new way to teach the vocabulary in t h is
Explain t he task and model t he first example. Ss find t=J Reading, try I Think I Know on page T-158.
the words in italics in the article. Then they match
each word ,,,..ith its meaning.
Ss complete the task individua11y. Then they compare
their answers in pairs. Do your students need more practice?
Option: Ss work iJ1 groups of three. Each S matches
two words with th~ir meanings. Then Ss share Assign ... lor more practice in .
answers as a group. Workbook Exercises 7-11 Grammar, Voc abulary,
Go over answers with the c1ass. on pages 52-54 Reading, and Writing
Lab Guide Exercises 5-8 Listening, Pronunciation,
on page 18 Speaking, and Grammar
1.a 2.c 3.d 4.f 5.b 6.e VidQo Activity Book Li stening, Speaking , and
Unit 9 Cu ltural.Awareness
Elicit or explain any remaining vocabulary. CD-ROM Unit 9 G rammar, Vocabulary,
Reading, List ening,
and Speaking

common look: a s imil ar appearance


hot style : a fashion tha t i s popular right. now
b a ckward: opposite to t he usual direction
logos: pictures or designs that companies use as symbols
Mrican-American kids: relat<.-d to American children
of African origin
Detroit a nd Chicago: large cities in the midwestern U.S.
thanks to: because of
teens: teenagers
performen~: entertainers

T-63 Unit 9
In Unit 10, students tafk about past experiences.
In Cycle 1, they talk about recent activ;rles using

Have you ever ridden acamen the present perfect already, and yet. In Cycle 2,
they discuss experiences from the recent and
distant past using the present perfect and
simple past, fo r, and since.

SNAPSHOT
Learning objective: talk about fun activities to do Point out that this infonnation is from an
Books closed. Explain that this Wlit is about fun and enterta i nment guide, a book that lists things to do.
unusual activit ies. Elicit fun or unusual activities Ss Ask: "Do a ny of these act ivi ties surprise you? Why?"
like to do and write them on t he board. Elicit Ss ' answers.
Books open. Ss look at the Snapshot and compare Explai n the task and read the questions.
their ideas. Elicit or explain any new vocabulary. Ss discuss the questions in small groups. Go arow1d
the class to give help as needed. Then elicit Ss'
1 MfM answers to the first two question s.
karaoke bar: a place where people sing along with Option: Ss send a "messenger" to another group to
re>rded popular music
live concert: a concert that is happening while you
report their original group's answers.
watch it; !lot a recorded mcert

CONVERSATION
Learning objectives: practice a conversation between two l@tf@M
people in New Orleans; see the present perfect in context
I can't wait to: I'in excited about; l'm looking forward to
A@ {COZ, Track31] riverboat: a large passenger boat that travels on a river
st-reetcar: a passenger train that goes along city streets
Books closed. Ask: "Where is New Orleans? What take it easy: relax
music is famous there? What festival is famous My feet arc killin g me!: My feet really hurt!
there?" (Answers: Louisiana, jazz, Mardi Gras)
Books open. Set the scene. Todd is visiting New Ss practice the con ver sation in pairs.
Orleans. Hi s friend Jan wants to show him the city. B(B
Draw this chart on the board:
Explain the task and read the focus question.
Activities .lli f::J.2.
1. Go to a jazz dub Play the audio program. Ss Listen for the answer
2. Do a riverboat tour in dividually. Then elicit the answer .
3. Ride o streetcar
4. Relax t%'BbD
Ask Ss to copy the chart. J AN: So let's j ust stay here an d relax. I k now you're
t ired.
Explain the task. Ss listen to the audio program and T ODD: Thanks, J an. But we can plan something for
check (.f) Yes if Todd has done the activities and No if tomorrow.
he hasn't. JAN: Grea t! Have you been to the .,_oo?
To oo: No, I haven't. But I've heard it's good. Let 's go
Play the audio program and Ss complete the task. there in the afternoon
Then elicit their an swers. (Answers: L yes 2 . yes JAN: OK
3. yes 4. no) Tooo: Say, have you bee n to the French ma rket? I'd love
to go there, too .
Play the audio program again. Ss listen and read J AN: Actually, I've neve r been there.
along silently. To mJ: Y ou're ki.dding1And how many years have you
Ask t hese comprehension questions: "When did lived in New Orlean s? We have to go the re.
Todd arrive in New Orleans? How did he get to the
cafe?" Elicit Ss' answers. (Answers: a few days ago,
by streetca r) They plan to go to the zoo a nd the Fre nch market.
Elicit or explain any new vocabulary.

T-64
GRAMMAR FOCUS
Learning objectives: practice the present perfect with Ss com plete the task individually and compare
already and yet; ask and answer questions using the present an swers i n pairs. Then ask different Ss to write thei r
perfect with regular and irregular past participles answers on the board.

CB [CD 2, Track 32] Possible answers


1. I've cleaned the ho use onc e/tw ice this week./
Present perfect
I haven't cleaned th e house this week.
Focus Ss' attention on the Conversati on on page 64. 2. I've made my bed every day/three times this week./
Ask: "What has Todd done in New Orleans?" Elicit I haven't m ade my bed this w eek.
Ss' answers and write them on the board: 3. I've cooked dinner every day/fou r times this weekJ
I haven't cooked dinne r this week.
been to a jazz club. 4. I've done laundry once/twice th is weekJ
He has done a riverboat tour. I haven't done laundry this week.
ridden in a streetca r. 5. I've washed the d ishes onceJfive times this weekJ
I haven't washed the d ishes this w eek.
Ask: "When did he do these things?" (Answer:
6. I've gone g rocery shopping once/twice this weekJ
sometime in the past few days ) I haven't gone g rocery sho p ping th is week.
Explain that these sentences are in the present
perfect. We use this tense with past actions when the B
exact time is not important.
Expla in the task and m odel the first conversation
Draw this time line on the board: with aS.
TODD ARRIVED jazz club NOW
Ss complete the t ask individua lly. E ncourage Ss
to u se contractions in their answers . Go around
Explain that Todd has been to a jazz club sometime the cla ss and give h elp as needed. Then elicit
in the past few days. We don't know the exact time, Ss' answers .
and it's not important.
Say: "Imagine that Todd has been to three jazz clubs
1. A: Have you done much exercise this week?
this week." Draw two more x's on the time line and B: Yes, I've already been to aerobics class four t imes.
say: "Todd has been to a jazz dub three times 2. A: Have you p layed any sports this month?
t hi s week ." B: No, I haven't had the t ime.
3. A: How m any movies have you been to th is month?
Focus Ss' attention on the Grammar Focus box.
B: Actually. I haven' t seen any yet.
Elicit or explain the rules for forming present 4. A: Have you been to any interesting parties recently?
perfect statements and yes/no questions: B: No, I haven't gone to any parties for q uit e a w hile.
S ubject+ has/have+ past participle. 5. A: Have you called any friends today?
Has/have + subject+ past participle? B: Yes, I' ve alrea dy made three calls.
6. A: How many times have you gone out to eat
Point out the placement ofyet and already and th is week?
explain t he meaning. Yet goes at the end of present B: I've eaten at fast-food r estau rants a couple
perfect questions and at the end of negative of t imes.
statements. Already goes before the past participle
and means "earlier than expected." C Pairwork
Play the audio program and answer any questions. Ss take tur ns asking and a nswering the qu estions in
pa rt B in pairs.
A
Explain the task and read the first answer. Then ask r:::1 For more practice wit h present perfect questions,
different Ss and elicit their answers. If needed, point tJ play Hot Potato on pageT-147.
out the expressions once, twice, and three times.
Call on Ss to read the regular and irregular past
participles. Then point out the list of irregular past
participles in t he appendix. Do your students need m ore practice?

Assign ... for more practice in.


Workbook Exercises 1- 3 Grammar, Vocabu lary,
on pages 55-56 Reading, and Writing
Lab Guide Exercises 1- 5 Listening, Pronu nciation,
on page 19 Speaking , and Grammar

T-65 Unit 10
CONVERSATION
Learning objectives: practice a conversation about types B(B
of food; see the present perfect and simple past in context Explain the task and read the focus ques tion.
Encourage Ss to make predictions.
A (B {CO2, Track 33]
Play the audio program. Ss listen for the answer.
Set the scene. Peter a nd Mandy are discussing Then elicit the answer from the class.
where to ea t dinner. Elicit i deas an d vocabulary
from the picture.
Write this focus question on the board: PR'l'F.R: So what about diJUlcr? I'm hungry!
What does Peter team about Mandy? MANDY: Have you tried Sakura? They have
Books closed. Play t he aud io program an d Ss li sten excellent sushi.
PETER: Actually, I had Japanese food for lunch.
for the answer. (Answer: She lived in Thaila nd for .MANDY: Well, should we have Italian food? Ca fe Roma is
two years as a teenager.) a great place, and it isn't far.
Books open. Play the audio program again . Ss read PETER: That's fine with me . I love Italian food.
_the conversation silen tly.
Ss practice the conversation in pairs.
n For a new way to practice this Conversation, try the They decide to have dinner at Cafe Aoma.
~ Moving Dialog on page T-150 .

GRAMMAR FOCUS
Learning objectives: practice the present perfect and Point out that we pronounce ever with a lot of
simple past; practice using expressions with for and since stress and haue with little stress. Then play the
audio program.
{CO 2, Track 34]
P resent perfec t
A
Explain the task and model the first conversation
Write these questions on the board: with aS.
1. Has Peter ever eaten Moroccan food?
2. Has Mandy ever had green curryl Ss complete the task individually. Go around and
encourage Ss to use contractions in short answers .
Focus Ss' attention on the Conversation in Exercise 4
and elici t the answers. (Answers: 1. No, he hasn't. Elicit the answers. Then Ss practice with a partner.
2. Yes, she has.)
Ask a few Have you euer questions around the class
1. A: Have you ever s ung in a karaoke bar?
(e.g., "Have you ever eaten Moroccan food? Have you B: Yes, I have. I sa ng in one on my birthday.
ever eaten green ctury?"). Elicit Ss' answers. 2. A: Have you ever lost somet hing va luable?
Write this on the board: B: No, I haven't. But my brother lost h is camera o n
a t rip once.
Have you m.r. eaten green curry? 3. A: Have you ever gotten a traffic ticket?
(No,) I've~ eaten green curry. B: Yes, I have . Once I got a ticket and had to pay $50.
Point out that ever means "at any time in your lif~." 4. A: Have you ever seen a live concert?
We use it in present perfect questions, but not in B: Yes, I have. I saw U2 at the stadium last year.
5. A: Have you ever been late for an important
answers. Never means "not ever," and we use it in a ppoint ment1
present perfect statements. B: No, I haven't. But my sister was 30 m inutes late for
Simple paiJt
he r wedding I

Ask: "When did Mandy eat green curry?" Then elicit


possible answers (e.g., She ate it several years ago/in
B Pair work
2002/as a teenager.). Explain the task. Then Ss complete it in pairs.
Focus Ss' attention on the Grammar Focu s box. Point ~ For more simple pa st/present perfect pr actice, try
out that we use the simple past to talk about a l.=J the Question Gam e on page T -158.
specific event i n the past.

Have you ever r idden a camel? T-66


For and since c
Write this on the board: Explain the task and model the fust sentence. Then
I lived in Thmland for two years. Ss complete the task individually. Go over answers
I've lived in Thailand for two years. with the dass.
Elicit or explain the difference. The first sentence
is in the simple past. It means 1 Jived in Thailand
in the past, but I don't live in Thailand now."' The 1. for 3. s ince 5. for 7 . for
second sentence is in the present perfect. It means 2. for 4. fo r 6. s ince a. s ince
"'l moved to Thailan d two years ago and I still live
in Thailand now." []For more practice with for and since, play Run For
Focus Ss' attention on the two expression boxes.
D It! on page T-148.
Ask: "When do we use for? When do we use since?" D Pair w ork
Elicit or explain that we use for with periods of time Explain the task and ask the first question. Elicit
and since with points in time. Elicit other expressions different answers with for an d since.
that go with for (e.g., a day/a week/a year), and since
Ss complete the task in pairs. Co around the class
(yesterday/last week/2 P.M.). and note any errors. Then write the errors on the
Play the audio program. board and correct them with the class.

PRONUNCIATION
Lsaming objective: Jearn to sound natural by linking final B Pairwork
/tl and /dl sounds in verbs with the vowels that follow Explain and model the task Elicit the linked sounds
in the answers (i.e., cut it , tasted it, tried it, brought
A(B [CO2. Track 35} it, read it). Ask Ss to repeat the linked sounds.
Explain the task. Focus Ss' attention on the linked
Ss work in pairs. They ask and answer the
sounds ln the example conversations. Then play the
questions. Go around the class a nd check their
audio program.
use of linked sounds.

LISTENING
Learning objective: develop skills in listening for main ideas
KARL: No, I haven't. What's it like?
CB [CO2. Track 36} CLARICE:It's wondetful! T he food is great, and the prices
are reasonable. But the most interesting t hing is the
Ask: "What's the most interesting thing you've done waiters. They sing.
recently?" Elicit Ss' answers. KARL: The waiters sing? You're kidding!
CLNUcE: No, they're really terrific.
Set the scene and explain the task. Clarice and Karl KARL; I've b'"Ot to go there.
are talking about interesting things they've done CLARICE: Yeah, you should, Karl. And what about you?
recently. Ss listen to find out where they went and Have you done anything interesting lately?
why they bked it. KARL: Oh, well, I went mountain climbing last month.
CLARICE: Really? {'ve never done tllat.
Play the audio program. Ss complete the first column KARL: Well, I was in Switzerland.
of the chart individually. While they listen, draw the CLARICE: You went mountain climbi ng in Switzerland?
chart on the board. Then elicit the answers and ask KAI{L: Yeah. Tt was really exciting! Of course it was
Ss to write the answers on the board. dangerous, but I enjoyed it a lot.
CLo\RICE: Wow! I'm impressed!
Play the a udio program again. Ss complete the
second column of the chart individually. Then elicit
the answers and ask different Ss to write them on
the board Where they wenr Why they #ked it
Clarice to the Classical Cafe food is great; prices are
if!fm.;;;;;u Karl mountain climbing
reasonable; waiters sing
really exciting
KARL: So, Clarice, what have you been up to lately? in Switzerland
CLARICE: Oh, well, .. . I tried a new restaurant last
week. The Classical Cafe. Have you ever been there?
Option: Ask Ss: 4 Who had a more interesting time,
Clarice or Kar1? Why?"

T-67 Unit 10
WORD POWER
Learning objective: learn collocations far activities with
climb, drink, drive, lose, miss, and ride
IEIIIII
climb a hill a mountain t he srairs
Explain the task. Ss fmd two phrases in the list that drink herbal tea iced coffee soda
go ...,ith each verb. Model the first example (climb +a drive a sports ca r a truck a car
hill/a mountain). Then elicit other words or phrases lose your cell phone your keys your glasses
miss an appointment a class the bus
that go with climb (e.g., the stairs). a horse
ride a b icycle a camel
Elicit or explain any new vocabulary. Point out that (Note: Poss ible addit iona l ph rases are italicized.)
we use lose when we have something but then can't
find it; however, we usc miss when we don't get to or Elicit the past partici ple forms of the verbs. (Answers:
go to something. climbed, drunk, driven, lost, missed, ridden)
Ss complete the task in pairs. While they work , draw
[Z] For more practice with these collocations, play
the chart on the board. Then go around t he class and
[S] Concentration on page T-144. Ss match the verb
give help as needed.
and a phrase to make collocation.
Option: Allow Ss to use their dictionaries.
Elicit Ss' answers. Ask different Ss to write their
answers on the board.

SPEAKING
Learning objective: talk about past experiences using the Elicit other follow-up questions and write them on
present perfect and coflocarions the board.
Ss complete the activity in small groups. G1l
A Group work around the class and encou rage Ss to ask
Write t hese expressions on the boar d: followup questions.
Really? Wow! I'm impressed! You're ktdding! Option: Ss get one point for each follow-up
Point out that we use these expressions to show
question they ask. The Sin each group with the
interest or surprise. Model how to say t hem.
most points wins.
Ss repeat.
Option: Ss find more examples of responses in B Class activity
previous conversations. Practice them as a class. Ss share things they learned about their classmates
Explain the activity and model the example with the class.
conversation with two Ss. Focus Ss' at..tentioo on
the picture and ask: "Wher e was she?" Encmuage Ss
to make guesses.

WRITING
Learning objective: write a letter to an old friend using the Ss write thelr letters indivi dually. Remind Ss to
present perfect and simple past check their use of present perfect and simple past.
Ask the class: ..-Who haven't you seen in a long time?"' Ss exchange letters in pairs. They imagine they are
E lici l Ss' answers. the ~old friend" and write a response.
Explain the task. Then Ss read the example
letter silently.

INTERCHANGE 10
See page T-1 23 for teaching notes.

Have you ever ridden a camel? T-68


CD READING
Leeming objectives: read and discuss inteTViews about Po ss1ble answers
risky sports, develop skills in skimming and reading for
Wh.atthey The
specific mformation
Spon .njoy danger (s}
Books closed. Wnre Risky Sports on the hoard. Elicit 1. Jenny hang ftying like a strong wind
or explain that risky means "dangerous." gliding bird
2.Tom mountain the challenge, th in air,
Ss brainstorm risky sports in small groups. Then ask climbing overcoming storms,
different Ss to write them on the board. danger bad weather
3. Ray scuba diving exploring t he bends
To prepare Ss for a Reading, ask Ss to brain storm another
things th ey already know about the topic. wor ld

Books open. Read the pre-reading task. Elicit ideas B Pair work
from the pictures.
Explain the task and read the discussion questions.
Ss skim the interviews and complete the task. Ss discuss the questions in pairs.

1. scuba diving 2. hang gliding 3. mountain climbing Elid iifCy-cle 2 - -


Do your students need more practice?
A
Elicit., explain, or ask Ss to look up new vocabulary. Assign ... for more p ractice in . ..
Workbook Exercises 4- 10 Grammar, Vocabula ry,
on pages 56-60 Read ing, and Writing
accid ent: something bad th at happens unexpectedly Lab Guide Exercises 6-9 Listening, Pronunciation,
upside down: with the top at the bottom on page 20 Speaking, and Grammar
lived t h rou gh: experienced
challenge: eomething that requires much mental or Video Activity Book listening, Speaking, and
physical work Unit 10 Cultural Awareness
overcoming: fighting succ:essfully against. CO.ROM Unit 10 Gramma r, Vocabulary,
bubbles: pockets of air in a liquid Reading, listening, and
rare: unusual Speaking
explore: look around; discover
Evaluation
To avoid confusing Ss, only pre-teach the words they Assess Ss' understand ing of Units 9 and 10 with the
need to complete the task. They can look up the other quiz on pages T-208 and T-209.
words later.
Explain the task. Ss read the interview s a nd
complete the chart. Then go over the answers with
t he class.

T-69 Unit 10
Units 9-10 Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need improvement have Ss complete them in class or for homework,
using one of these techniques:
Ask: "What did you learn in Units 9 and 10?'' Elicit
1. Ask Ss to complete a ll the exercises.
Ss' answers.
2. Ask Ss: <ii\Vhat do you need to practice?"' Then
Ss complete the Self-assessment. E ncourage Lhem to assign exercises based on their answers.
bo honest, and point out they will not get a bad grade 3. Ask Ss to choose and complct..e exercises based on
if they check (.t) "'a little .., their Self-assessment.

ROLEPLAY
Learning objective: assess one's ability to ask about and A I think she's 19 or 20.
describe a person's appearance Be All right. And how taiiJS she>
Read the instructions aloud and explain the task . Model the conversation with aS. The S is pctSon
Student A makes a report about a l ost classmat e and A and you are person B. Whenever t he S gives
Student B completes the Missing person's report. additional information, pretend to write i t in
Point out that Student A should not give the name of the report.
the classmate. Then Student B guesses the identity of Ss com plete the task in pairs. Then Student B looks
the lost classmate. around the room and identifies t he lost classmate.
Go over Lhe information in the rep:ui. Elicit different Set a time limit of about three minutes. Then Ss
things Scan write in the report. change roles. Go around the class and give help
Write this example conversation on the board: as needed.
A Excuse me, Officer. Can you help mt? Ont of my
classmates is lost. If you don't have enough class time for the speaking
8: Sure. Um, is the person a man or a woman? activities, assign each Sa speaking partner. Then have Ss
A: A woman. complete the activities with their partners for homework.
8: OK. f need to know her age. How old IS she2

SPEAKING
Learning objective: assess one's ability to identify people B Pair work
using modifiers with participles and prepositions Write the names Katt, Lovrsa. Bdl. and Amy and TJ
on the board.
A
Books closed. Explain the task. Ss ask questions
Focus Ss' attentlon on the picture. Ask a S to read the
about the people on the board in pairs (e.g., \Vhich
example sentence.
one is Bill?). They answer using their memory of the
Ss write sentences about each perSOn individual1y. picture. If they have difficulty, they can look at
Option: Go around the class and check Ss' wor k. their sentences.
Model the example conversation wit h a few Ss. Elicit
different ways Ss can ans wer.
Kato is the woman/one hold ing a drink/in jeans.
Loui$11 is the woman/one sitting on t he sofa/in boots.
Ss complete t he task.
Bill Is the man/one eating something/in a black shirt.
Amy and T.J. are the people/ones holding hands/in
sunglasses.

T-70
SPEAKING
Learning objective: assess one's ability to answer B Pair work
quest1ons using the present perfect wrth already and yet
Explaio the task. Ss exchange lists. Student A asks
A Student B what. he or she has done in each situation.
Student B gives responses using already or yet.
Explain the task. Ss imagine they are preparing for
three situations. Read the situations and the example. Ss complete the task in pairs.
Ss list four thin gs they need to do for each s ituation .

LISTENING
Learning objectives: assess one's ability to listen to and
:MA.x:Cool.
understand descriptions of past experiences and events; JAlUE: Yeah. And I cot to enjoy the hotel aclivities. I
assess one's ability to ask and answer questions using the even tried windsurfing.
present perfect and simple past MA.~: Soundt fun .
JA.XB: Yeah, it was. But. 1 did something stupid. I wok
A (f) {CO 2. Track 37] my wli.Uet. with me and almost lost it.. I'm alway very
careful with my wallet, and have never lost. it. ll
Set the scene. Jamie is on a cruise and is talking to almost. fell int.o the ocean. I.AJckily, I ca~t iL
someone about things she has done. MAN: That wa& lucky! Well, it sounds like you've really
enjoyed thia trip.
Go over the chart and explain any new vocabulary. JAMIE: For the moat part. I mean, I've been a little
Then play the audio program. Ss complete the task. seasick, but I'll remember th is trip forever. I've even
kept a diary thia whole t ime so I can tell my friend s
1f!ttii.iHiiD all about. it.
MAN: Are you e njoying the cruise, Jamie? MAN: I'm aute they'll love that. Well, enjoy the rest of
JAMIE: Oh, yes, very much. Actually, I won a cont~et and the cruise.
this cruise was the prize. JAMIE: Thanks. 1 will,
MAN: That'& fantastic! Hey, I've alway wondered
aomethina: about contests. The cruise ten. from Miami,
ao how did they &et you there? Did they fly yOu there?
JAXut: No, I live in :\fiami, so I didn't have to travel at won a contest. stayed in an expensive hotel, gone
all. I've nevet flown on a plane. But I did act to stay windsurfing, been seasK:k. kept a diary
in an expensive hotel in Miami fot a day.
M:: That'a nice.
JAMIE: Yeah, it was. Oh, and 1 saw Madonna tJ,ere. She B Group work
was in the same hotel Ss take turns asking about the events in part A in
MAN: Madonna? Really? Dld you meet her?
JAM!&: No, in fact, I've never met o f<J.mous pcr&On. But I
small groups.
think she smiled at me.

SURVEY
Learning objective: assess one's ab;lity to use how long. B Class activity
for. and since w;th the present perfect
Model the task. Ask seveJ'al Ss the first question until
A one gives the same answer. Explain tlla.t you will
Ss complete the My an.Jiwers oolumn individually.
write that ss
name in the Classmate's name oolumn.
Point out. that they sh ould use for or since. Ss go around the room and complete the task.

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learning Ask: "What did you underline? How can you
Focus Ss' attention on the Self-assessment again. review it?"
Ask: "'How well can you do these things now? If needed, plan additional activities or reviews based.
on Ss' answers.

T-71 Units 9- 10 Progress check


In Unit 11, students talk about hometowns, cities,
and countries. In Cycle 1, they talk about their
It's avery exciting place! hometowns using adverbs, adjectives, and
conjunctions. In Cycle 2, they discuss popular
vacation places using can and should.

WORD POWER
Learning objective: learn vocabulary for describing places Pairs now add two mor e sets of opposites. Ss may
use their dictionaries if they wish . Go over possible
A Pair work answers.
Elidt adje<.:tives that describe cities (e.g., beautifuL,
ugly) and wJiie them on the board. Poss1ble answers

Ss check (.I) the adjectives they listed. Then they moder n/traditiona l large/small hot/co ld
read the other words silently.
Elicit words Ss don't understand or know how to Ask Ss to write the new adjectives in their notebooks
and check(/ ) the ones that desc1; be their city o1
pronounce. Explain or pronounce these words.
town.
Explain the task and elicit the first. example.
Then Ss complete the matching task in pairs. [:::} For more practice matching opposite adjectives, play
Go over answers "-'ith the class.
lSJ Concentration on page Tl44.
B Pair work
Ss choose two cities or towns from any country and
1. h 2. d 3. f 4. a 5. e 6. g 7. c 8. b
desc1;be them in pairs. Encourage them to use the
adjectives in part A

CONVERSATION
Learning objectives: practice a conversation about a city; B(B
see adverbs before adjectives, and conjunctions, in context Explain the task and read t.he focus question.
A(B {CD 3, Track 1] Play lhe audio program. Ss listen for the answer.
Books closed. Set the scene. Eric is asking Carmen Then they compare answers in small groups. Go over
the answer with the class.
about her hometown of San Juan, Puerto Rico.
Ask: "What do you know about Puerto Hico?
Where is it? What's it like?''
&HffiiJi'Mi
ERIC: So what kinds of things are there to do in San
Write this on the board: J uan?
1. Weather. O K or great2 CARMEN' : Well, there arc a lot of nightclubs. Pu~rto
2. Beaches: polfuted or fantastic? Ricans love to dance.
ERic: I'm not much of a dancer. Anything else?
3. Prices: reasonable or expensive? CARME~ : Well, a lot of people enjoy going out to eat.
Play the audio program. Ss lis ten to the a udio There are some excell ent restaurants in Old San
program to find the answers. Then they compare Juan. They're pop ular wit.h buth locals and tourists .
ERIC: Now that sounds good. I love to cat!
answers with a partner.
Go over the answers with the class. (Answers:
1. great 2. fantastic 3. reasonable)
Books open. Play the audio program again. There are a lot of nig htclubs and some excellent
restaurants.
Ss listen and read silently. Then they practice the
conversation in pairs. Go around the class and give Option: Ask Ss: ''WQuld you like to visit San Juan?
help as needed, Why or why not?"

gFor a new way to teach this


Disappear ing Dialag
Conversation, try the
on page T -151.

T-72
GRAMMAR FOCUS
Learning objectives: practice using adverbs before Point out that we use and to connect two positive
adjectives; write sentences using conjunctions or two negative ideas . Elicit a sentence with two
n egative ideas (e.g., The city is ugly, and the wea.ther
[CO 3, Track 2] is terrible.). Ask : "\Vhat punctuation comes before
Adverbs b efore adjectives and?" (Answer: a comm a)
Focus Ss' attention on the Conversation on p age 72. Focus Ss' at tention on the Qther three sentences.
Ask: "\Vhat has E ric heard about San J u an?" Ask: "Are t hey positive + positive, negative + negat ive,
(Answer: lfs really nice.) T hen ask : "How big is or positive + negative?" (Answer: positive+ negative)
San Juan?" (Answer: It's fairly big.) Explain t h at we use but, though, and however to
Explain t hat sometimes we use adverbs like very, connect a positive idea with a negative id ea.
really, and fairly to modify adjectives. T ell Ss to look at the position of but, though, and
Ask Ss to find more examples of adverbs that modify however. Ask: "H ow are though and however different
adjectives in the Conversation and underline them from but?" (Answer: B ut is in the middle of the
(e.g:. ,~ expensive,Jlli11y_ reasonable, /QQ. big). Elicit
sentence . T hough and however are at the end.)
other adverbs. Ask: "What punctuation comes before each
Focus Ss' at tent ion on the adverbs box. Point out that conjunction?" (Answer: a comma) Poi nt out that
they are organi~ed from the most to the least. and an d but connect two complete sentences.
Focw; Ss' attent ion on the Grammar Focus box. Poin t Play the au dio pr ogram.
out the position of the adverb and elicit t h e r ule:
B
X is adverb + adjecti ve .
X is alan adverb+ adjective+ noun . Expl ain the task and model t he first answer. Ss
complete the t ask individually. Go around the class
Explain that too means '"'mor e t han you want," so we
and check Ss' u se of punctuation .
us ually use it with negative adject ives (e.g., too bad,
NOT too nice). Also, we cannot use too with an adverb Ask different Ss to write their answers on the board.
+ adj ective + noun (e.g ., too expensive, N OT a too Go over answers with the class.
expensive city).
Play the a udio program.
1. Taipei is very nice, and everyone is extremely f riend ly.
Option: Focus Ss' atten tion on part B of the Word 2. The st reets are crowded. lt' s easy to get arou nd,
Power on page 72. Ss describe a city again , using t hou gh.
adverbs + adj ecti ves. 3. The weather is nice. Summers get pretty hot. however.
4. Shopping is g reat, but you ha"'e to bargain in the
A markets.
5. The food is delicious, and it' s not too expensive.
Explain t he task . Ss match the questions with 6. It' s an amazing city, and JJo \le to go there.
the answers.
(;() over answers with the class. Then Ss. pr actice C Group w ork
the conversations in pairs.
Write these topics on the board:
People Food Shopping
Weather Crime Things to do
1. c 2. d 3. 4 b
Explain the task and ask a S to read t he example
conversation. Poin t ou t that Ss can discuss the topics
fZ] For practice asking questions about citi es, play
on the board.
!S:J Twenty Questions on page T -145.
Ss complete the task. Ask Ss to guess the fa1s.e
Conjunctions st atement in each description.
Focus Ss' a ttention on the firs t sentence in the second Go around the class and note any errors. Then write
Grammar Focus box. Ask: "'Are exciting and nice them on the board and as k Ss to correct t hem.
positive or negative?" (Answer: Both are positive.)
To chec k if Ss have unde rstood the grammar, writ e
t heir errors on the board. Then ask Ss to corre ct them.

T-73 Unit 11
LISTENING
Learning objective: develop skills in listening for details
WOMA.'i: Yeah?
{CO 3, Track 3] JO'ICE: Uh-huh, It hat grea t&eencry - lots of mountains
and rivers, lake~ and trees... .
Books closed. Set the scene. Joyce and Nichola s are WoMA.'i: Well, I don\ know, J oyce. It sounds like a great
talking about. their hometowns. Ask: "Do Joyce and place.
2.
Nicholas like their hometowns?" PJay the audio
WOMAN: Do yo\1 come from a big city, Nicholas?
program a nd Ss listen for the answer. (Ailswe1: Joyce NICHOl.A$: Yenh, I i\ICSS. It's pretty big.
doesn't like her hometown, but N icholas likes his.) Wo~tAN: So there's a lot to do there?
Books open. Explain the task. Play th e audio N iCHOLAS: Ycuh. It's n rcfllly fun place. It has some cool
a rt museums o.nd great theaters and restaurunta.
p rog1am and Ss complete the chart.
WO~lAN: Heally? How are the prices? Is it cxpen~ive?
Ss co mpare answers in pairs. Then go over answers. N ICIIOLAS: I guess so. F'ood costs a lot in the
supermarket and in restaurants. And apartmenU!
imt/t.ii&b4i The rents are very high.
WoMAN: And what's it like there? What does it look like?
I. NICIIOI.AS; Well, it's very dean, a nd lt's really prett.y, too.
WO)IAN: So tell me a bout )Out hometown, J oyce. There are lota of parks and trees right in the center or
Jo yce: Well , it's a really small town. the city.
Wow..~: What' it like there?
J OYCE: Oh, llhink it's boring .
WOMAN: Really? Why?
JOYC'F.: Well , there's nothing to do. No good re~U\ u rtmts.
No nightlife. Blgl lnterest;ngJ EJt,pens;veJ Beautifull
Wo MAN: Oh, that's too bad. But s mall town~ are pretty 1. Joyce no no no yes
inexpen!livc to live in. 2. Nicholas yos yos yes yes
J OYCE: Well, yeah, it is really cheap. And lots of people
love it there because it's very pretty.
gStand Up, Sit Down on listening
For a new way to practice for adverbs, try
page 1'151.

WRITING
Learning objective: wr#e an article about a place using B Pair work
adverbs before adjectives, and conjunctions Explain the task. Ss complete the task in pairs.
A "EiillofCycle1_ _ _ _ _ _ __
Explain the task. Then Ss look at the picture and
read the example article silently.
Do your students need more practice?
Point out that travel articles often have a lot of
descriptive adjectives and adverbs. Ask Ss to Assign ... for more practice in ...
underline the adjectives and adverbs.
Workbook Exercises 1-6 Grammar, Vocabulary,
Ss write their article in class or for homework. on pages 61-64 Reading, and Writ ing
Option: Ss use t he Internet to research infonnation Lab Guide Exercises 1-3 Listening, Pronunciation.
and download pictures to include in their articles. on page 21 Speaking. and Gramm ar

eyeleT Exercises s:.13 - - - - -

SNAPSHOT
Learning objective: talk about papular vacation spars i@!i@M
Books closed. Write the five count ries from tJ1e
Walk of Fame: a famous urea where the names of m3ny
Snapshot on the board. Ask: ..Which country would celebritiee arc on the sidewalk
you like to visit? Why?.. Tour de France: a ramous bicycle race
Books open. Ss read the Snapshot. Elicit or explain
any new vocabulary. Explain the tasks. Ss complete the tasks individually.
Then they discuss t heir answers in small groups.

It's a very exciting place! T-74


CONVERSATION
Learning objectives:practice a conversation about Mexico Ss practice the oonversation in pairs.
City; see modal verbs can and should in context
~For a new way to practice this Conversation, try the
A@ [CD 3, Track 4] 1=J Scrambled Dialog on page T-158.
Books closed. Set the scene. '1\vo friends are talking B@
about a city. Ask: "What city is it?" Play the firSt part
Explain the task a nd read the focus questions . Play
of the audio program and Ss listen for the answer.
the audio program. Elicit Ss' answers.
(Answer: Mexico City)
Write these focus questions on the board: i t!ffiU(@jiQ
1. What's a good time to visit Mexico City? ELENA: Where are you from again , Thomas?
2. Whots the weather like thm2 THOMAS : I'm from Toronto, Canada .
3. How many places does Elena recommend? ELENA: Oh! I've always wanted to go there. What's it
like? What can you do there?
Play the rest of the audio program. Then elicit Ss' THOMAS: Well, there's a lot to do. But visitors sh ould
answers to the questions on the board. (Answers: definitely spend some time in the museu ms_The
1. anytime 2. always nice 3. three) museums there o.rc grc<tt.!
Books open. Play the audio program again and Ss
read t he conversation silently. Elicit or explain any
new vocabulary.
He' s from Toronto, Canada. You should definit ely vis it
i@t@M the museums.

And what else?: Is there anything more?


Option: Ss discuss if they prefer to visit Mexico Ci ty
yQu shouldn't miss: you should see
or Toronto. Ask them to give reasons.

GRAMMAR FOCUS
Learning objectives: practice conversations using can and .. A
should; ask and answer questions using can and sh ould Explain the task and model the first conversation
[CD 3, Track 5] with aS . Ss complete the task individually.
Go over answers with the class. Then Ss practice the
Can and should conversations in pairs.
Focus Ss' attention on the Conversation in Exercise 7.
Ask: "How does Thom as ask for advice about Mexico
City?" Write his question on the board: 1. A : I can't decide where to go on my vacation.
~ me o Mtle obo"t Mexico C(Y' B: You should go to Ind ia. It 's my favorite place to visit.
Ask: "How does Elena suggest when to go? How does 2. A : I'm planning to go to Bogota next year. When do
you t hink I should go?
she suggest what to see?" Elicit the answers and B: You can go anytime. The weather is nice all year .
'"rite them on the board: 3. A: Should I rent a car when 1arrive in Cairo? What do
You can go anytime. you recommend?
You ~definitely visit 8: No. you should definitely use the subway. It's fast
You shouldn't miss the . and efficient.
4. A: Where can I get some nice jewelry in Bangkok?
Point out that can and should are modals. They show B: You shouldn't miss the weekend m arket. It's the
a speaker's attitude or '"moOO." People use can and best place for barga ins.
should to ask for and give advice. 5. A: What can I see from the Eiffel Tower?
B: You can see all of Paris, but in bad weather you
E licit or explain the rule for using can and slwuld in can't see anything.
Wh-question s and statements:
Wh-question +modal+ subject+ verb?
B Pair work
Subject + modal ( + not) verb .
Point out that modals do not take a final -s. Explain the task and read the questions. Ss complete
the task individually. Then they compare answers
Focus Ss' attention on the Grammar Focus box and
i n pairs.
play the audio program
Elicit answers from the class.

T-75 Unit 11
PRONUNCIATION
Learning objecti~e: Jearn to sound natural when usmg can't Books open. Play the audio program again. Ss listen
and shouldn't and repeat. Co around the class and check their
pronunciation of can't and shouldn't.
A(B [C0 3, Track 6]
Books closed. Play the audio program. Ask: "What do 8 Class activity
you notice about the pronunciation oft in can't and Read the question and elicit answers from the class.
shouldrJ'tT' (Answer: It i s not strongly pronounced.)

LISTENING
Learning objective: develop skills in listening lor details 3.
Italy is a country in sou them Europe, on the
A (E) [CO 3, Track 7} Atlantic Ocean. The country is shaped like a boot.
Books closed. Wriw}opan, Argtntino, and /tar in large It's famous for it.a excellent food. El-eryone should
circles on ihc board. Ask: ...What do you know about try the pizza thor$. It' also fttmous for its art and
old buildinp, npceially in lhe capital city of Rome.
these countries?" Elicit Ss' answers and ask different Vis iton shouldn't miti that!
Ss to make notes around the circles on the boord..
Explain the task. Ss listen for more infonnation
about these count ries. Play t he audio program,
pausing after each country. Ask different Ss to come C.pitl What visitors should
city see or do
up and add notes to t he board.
1. Japan Tokyo go to temples; eat Japanese
Books open. Expla in th e task. Play the audio food especially sashimi
program again a nd Ss complete the chart 2. Argentina Buenos see the downtown
individually. Then they compare answers in pairs. Aires area; buy leather
3. Italy Rome try pizza; see art and
Elici1 answers from the class. old buildings; visit Rome
1 !ffl+Bb4i
I.
8@
Japan has SC\o-eral big i&land.s and mnny smt~U~r is land$. Explain the task and read the focus question. Play
'Tho a~.pital city is Tokyo. The highest mountain in Japan the audio program, and Ss listen for the answers.
is called Mount Everest. There are many beautiful Then elicit the correct answers.
Buddhist ~mples in Japan. And visitors should try
Japanese food, especially sashimi, which is raw fish.
2.
Argentina is a large count ry in South America. The 1. Japan's highest mountain is Mount Fuji, not Everest
co pi tal city is Buenos Aires. The people all speak French. 2. Argentinians speak Spanish, not French.
People visiting Buenos Aires shouldn't min the 3. Italy is on the Mediterranean Sea, not the Atlantic Ocean.
downtown nrca . ~hmy intc~JSting people gather in this
area. Argentina i& also a good place to buy lcilther.
To increase Ss' confdence and sense of achievement,
play the audio program agam at the end of the activity.

SPEAKING
Learning objective: talk about vacations using can, can't, Option; Brainstorm additional discussion questions
should, and shouldn't with the class. Write them on the boanl
Ss complete the activity in sma11 groups. Go around
Group work the class and encourage Ss to ask follow-up quest ions.
Explain the t ask and ask three Ss to read t he example
conversation. Co over the discussion questions.

INTERCHANGE 11
Sec page Tl26 for teachingnots.

It's a very exciting place! T76


READING
Learning objectives: read and discuss e-mail Tell Ss to look through the e-maiJs in detail for
m.essages: develop skills in predicting and reading for specific examples. Ss complete the task individually.
specific information Then they go over answers in pairs.
Books closed. Write t hese questions on t h e board: Ask differerli Sf:l to write their answers on the boan.J,
1. When on vacation, do you ever write to people? using sentences with can (e.g., You can go shopping
2. Do you send e-maifs, letters, or postcards? at the Bund in Shanghai.).
3. Who do you write to?
4. What do you writt aboutl BIZD
Ss discuss the questions in pairs. Then elicit Activity Pr-r~ue Shanghai Buenos SpecHic
their answers. Aires exampln
l.go
Books open. Write Buenos Aires, Prague, and Shanghar
on the board. Then read the pre-reading question. Ss
shopping
2. see old
' ' the Bund,
Calle Florida

complete the task individually. buildings


3. see
' ' 1930s bu ildings,
Prague Castle
Ss scan the article to check their guesses.
dancing
4. anend
' ' World Dance
Festival, tango
Dragon Boat
a festival ' ' and World
Holly: Prague Dance Festival
5. take a night cruise,
Stan: Shanghai
Melinda: Buenos Aires boat trip ' ' sail on the
et~nals
Ask Ss to underline any new vocabulary and look it
up before class. Elicit or explain any words Ss B Pair work
can not find. Read the discussion questions. Ss discuss them
1 MMtM in pairs.

castle: a large building where kings and other rulers


lived
g For a new way to practice reading for specific
infonnation, try the Reading Race on page T-152.
ancient: from a long Lime ago; very old
ballet.: a classical European dance that teUs a story
locak: people who live in a plaoe - Eiido f Cych! 2- - - - - - - -
crui se: a pleasure trip on a large boat
tango: a Lat in-American ballroom dance Do your stude nts need more practice?
canals: long, narrow wat.erwaya for boat travel
delta: an area of land where a river divides into amaller Assign . . . for more practice in ..
rivers before it flows into the sea
Workbook Exercises 7-10 Grammar, VOC8bulary

g For a new way to Leach the vocabulary in this


Reading, try Vocabulary Mingle on page T-153.
on pages 65-66
Lab Guide Exercises 4-9
on page 22
Reading. and Writing
Ustening, Pronunciation,
Speaking, and Grammar
A Video Activity Book Listening, Speaking, and
Unit 11 Cultural Awareness
Explain the task and go over the activities in the
chart. Tell Ss to only cheek(./) the cities first. Model CD-ROM Unit 11 Grammar, Vocabulary,
Reading, Listening, and
the first example. Tell Ss to look quickly t hrough t he Speaking
e-m a ils for words related to go shopping. Ss complete
the task individually.

T-77 Unit 11
In Unit 12, students talk about health. In
Cycle 1, they talk about heafth problems and

It reallyworks! give advice using infinitive complements. In


Cycle 2, they ask for advice and give
suggestions about health care products
using tl1e modal verbs can, could, and ma y.

SNAPSHOT
Learning objectives: learn vocabulary for common health Ask the class: "How many of you h ave had a headache
problems; talk abovt health problems recently? Haise your hands." Ask about each health
Books dosed. Elicit common health problems from problem. Cou nt the number ofSs who have had
the class an d write them on the board. each one.
Books open. Ss compare their ideas with the
Snapshot. Explain a ny new vocabulary, using
g For a n ew way to practice the vocabulary in this
Wor d Power, try Vocabulary Steps on page 'f-154.
gestures if n eeded. Ss rank the health problems according to most/least
Explain the tasks. Ss complete the tasks in small serious or most/lea~t common.
groups. Go fu'ound the class and glve help as needed.

CONVERSATION
Learning objectives: practice a conversation about health B(B
problems; see infinitive complements in context Read the task and focus question. Ask Ss to make
predictions. Write their ideas on t he board.
A (B [CD 3, Track 8]
Play the audi o program. Ss listen for the answers
Ss cover the text a nd look a t the picture.
individually. Then elicit answers from the cl ass.
Elicit or explain vocabulary (e.g., tissues). Ask:
''\Vhat health problem do you think Craig has? How
do you know'?"
L
Play the first part of the audio p rogram. Ss listen to CRAIG: [coughs]
check the answer. (Answer: a cold) WOMAN: That cold sounds pretty bad, Craig!
CRAIG: Yeah, it is. Don't get too close.
Write this focus question on tlw board:
WoM,\N: Well, you know, it's impo)t..,nt to drink a lot
What does joan suggest for Craigs cold? of liquids . 1 have some herbal tea. Ld me make
Play the audio program and ask Ss to listen for the you a cup
answer. Elicit the answer. (Answer: garlic soup) CRAIG: Oh, OK That sound1S good.
2.
E licit or explain any new vocabulary. MAN: How's that cold, Craig?
CRA1G: Not sogood. lsneezes] I've still got i t.
I@@M M.A.'<: Oh , too bad. Well, listen , it's a good idea to take
some cold medicine. And you should go home and
get a lot of res t: relax or sleep a lot
take a long, hot bath.
h a ve you taken anything for it?: have you taken
CRAIG: You're right. Maybe I should. Thanks for
any medicine? the advice.
chop up: cut into small pieces
chick en s tock: the li quid from chicken soup
Yuck!: a n expression of dislike, especially about food
The w oma n suggests herbal tea. The m an suggests cold
Pl ay the audio program again. Ss listen and medicine. He also says Craig should go home and take
read silently. a long, hot bath .
Ss practice t he conversation in pairs. Go around the
class and give help as n eeded.

To encourage Ss to look at each other while practicing


Conversations, ask. them to stand up and face each other.
Th is also makes the conversation more active and natural.

T-78
GRAMMAR FOCUS
Learning objectives: practice using infmitive complements; Read the first problem. Elicit different pieces
ask for and give advice using infinitive complements of advice.

{CO 3, Track 9] Ss complete the task individually. Then go over


answers witb the class.
Books closed. Write these sentences on t he board:
You should get a lot of rtst
You should eat garlic soup. ,. a,c,d,i,j 3.b,d, e,g, i 5.g,h, j 7.b,f,i,j
Poi nt out that these sentences give suggestions with 2. a, d, i, j 4. c, d, g, i, j 6. d, g, j 8. c, d, g, i, j
should. We can also give suggestions with infinitive
complements. Cross out the words You should and B Group w ork
replace them with Jfs important to and /fs hdpful to. Explain the task. Then model the example
Books open. Focus Ss' attention on the conversation with two Ss.
Grammar Focus box. Elicit the rule for forming Ss take turns giving advice in small groups.
infinitive complements: Go around t.he c1ass and check their use of
lt~s important/helpful/a good idea to + verb.
infinitive oomplements.
Focus Ss' attention on the Conversation on
page 78. Ask Ss to underline the two examples of Use your fingers to help Ss self-correct their errors. For
infinitive complements. example, if the error is in the fourth word in a sentence, show
Play the audio program. four fingers and point to the fourth finger.
Option: Pr-csent additional positive infinitive
complements (e.g., It's useful to, It's best to, c
It's essential to) and also negative infinitives Explain the task and elicit endi ngs for the first
(e.g., It's important not to, It's best not to). example. Write them on the board.
Ss complete the task individually . Go around the
A class and give help as needed.
Explain the task. Ss read the problems and advice
~ For a new way to practice the vocabulary in this
silently. Use the picture or gestures to explai n new
vocabulary (e.g., a sore throat, a fever, o toothache, lSI Grammar Focus, try Mime on pageT-148.
a burn).

PRONUNCIATION
LBaming objectives: notice the reduction of to; Jearn to B Pair work
sound natural when using to in conversation Explain the task. Ss work in pairs. They ask for and
give advice using their sentences from part C of
A(B {C03, Track 10] Exercise 3. Ask a few pairs ofSs to model the task.
Model t he reduction of to. Then play the audio
Ss complete the task in pairs. Go around the class
program. Ss listen for the reduction of to.
and check their reduction of to. Then elicit the most
Play the audio program again. Ss take turns popular advice for each problem.
practicing the conversation in pairs.

If you are concerned about your pronunci&tJon and


intonation, atways use the audio program to present material.

T-79 Unit 12
DISCUSSION
Learning objective: discuss difficult situations using Ss discuss the situations in small groups. Go around
infimtive complements the class and write down any errors you hear.
Write the most oommon errors on the board. Ask Ss
A Group work
to correct them in pairs.
Books closed. Ask: What should you do when
you forget someone's na me?" Elicit Ss' answers,
encouraging them to use should or i.nfinjtivc
gOnion Ring
For a new way to practice this Discussion, try the
t..cchn.ique on page Tl51.
complements.
B Class sctivity
Books open. Explain the task an d ask different Ss to
Head t he question to the class. Elicit Ss' a nswers.
read the example situations . Elicit or expla in a ny
Encourage Ss to ask follow-up questions .
new vocabulary. Then ask t hree Ss to read the
example conversation.

INTERCHANGE 12
See page T-127 for teaching ootes.
Assign ... For more practice in ...
Workbook Exercises 14 Grammar, Vocabulary,
on pages 67-69 Reading, and Writing
Lab Gu;de Exercises 1-5 Listening. Pronunciation,
Do your students n eed more p ractice? on page 23 Speaking. and Grammar

WORD POWER
Learning objective: leam vocabulary for containers B Pair work
Explain the task and ask aS to read the model
A
sentence. Point out t hat Ss can include any items
Books closed. Write the names of the various (e.g., foods).
products from the Word Power on t.he board.
Ss work in pairs. Then Ss write their ideas on
Ask Ss wh ich ones they u se. Elicit or expla in
any new vocabulary. the board.
Option: Bring some of the products to class (e.g., a
toothbrush, deodoran t). Elicit the vocabulary.
tg;mtm'411Hti
1. a bag of breeth mints/potato chipS/rice
2. a bottle of vitamins/$hempoo{Juice
To teach the vocabulary for small everyday objects 3. a box of herbal tea/CereaVcandy
brmg the actual objects to class. 4. a can of hai r spray/foot spray/soda
5. a ja r of coffee/mayonnaise/jam
Books open. Focus Ss' attention on the picture. Elicit 6. a pack of lozenges/gunv'mints
or present. ihe words for containers. 7. a stick of gum/buner
8. 8 tube or ointment/hand cream/hair gel
Ss complete the task individually.
Go over answerS with the class. Point. out. that we C Pairwork
don't stress the word of.
Read the question. Ss complete the task in pairs.
~For a new way to review the vocabulary in t his
1 . a tube o f toothpaste 5. a pack of t issues t=J Word Power, try Pictu.re Completion on page
2. a bottle of aspirin 6. a jar of faco cream T-158.
3. a box of bandages 7. a bag of cough drops
4. a can of shaving cream 8. 8 stick of deodorant

It really works! T-80


0 CONVERSATION
Learning objectives: practice a conversation between a
pharma cist and a customer: see modal verbs for requests
g For a new way to practice this Conversation, try
Say It With Feeling! on page T -150.
and suggestions in context
B(B
A(B [COJ, Track 11] Write these phrases on the board:
Books closed. Ask: ''\\There do you think the speakers tired eyes a backache insomnia
are?" Play the audio program and Ss listen for the Ask: "What problem does the customer have?" Play
answer. Elicit the answer. (Answer: a pharmacy) the audio program. Ss listen to find the answer.
Books open. Ss cover t he text. Elicit the containers (Answer: a backache)
in the picture. Then ask: "What does t he woman Explain the t...1.sk and read the focus question. Then
buy?" Encourage Ss to guess. Then play the audio play the audio program again. El icit the answer.
program and elicit the answers. (Answers: a box
of cough drops, some lotion, and three bottles 'f!ftlti9i1Ui
of multivitamins) Cusro:o.tio:R: Excuse me.
Ask: "'What three problems does the woman talk PHAR:\tACIST: Yes? How can I help you?
C l..iSTOMER: Urn, what do you suggest for a backache?
about?" Play the audio program again and Ss Ji.sten
PHARMACIST: Well, you should take some aspirin. And
for the answers. Elicit the answers. (Answers: a it's a good idea to use a heating pad.
cough/cold, dry skin, no energy.) CU6'l"'~H"~R: Qh , and where are the aspirin?
PHARMACIST: They're in aisle five. Right over there
Option: Ss work in two groups. Group A listens for
the problems the woman talks about. Group B listens
for the t hings s he buys. Then they share information .
Ss uncover the text. Ss read the conversation silently. He wants soma aspirin.
Ss stand a nd p ractice the con versation in pairs.
Encourage them to role~play the conversation, as if
they are in a pharmacy.

0 GRAMMAR FOCUS
Learning objective: practice conversations using modal Play the audio pr ogram.
verbs for requests and suggestions Explain the lask and model the first conversation
with aS.
(B [CO 3, Track 12]
Ss complete the task individually. Then they compare
Expl ain that it's impolite to say Give me or I want
answers in pairs.
when asking for things in a store. People usuaJly
make requests using modal verbs such as can, could,
and may.
tfiffiJ144W4ti
1. A: Can!May I help you?
Focus Ss' attention on the Con versation in Exercise 8. 8: Yes. Can!Could!May I have something for
Ask: "'How did Mrs. Webb ask for things?" Ask Ss to itchy eyes?
underli ne the examples. (Answers: Could I have . . . ? A: Sure. I suggest a bottle of eye d rops.
2. A: What do you have/ suggest for sore muscles?
... what do you suggest? Can you suggest . ? May I B: You should try this o intment. It's excellent.
have ?) A: OK. I'll take it .
Focus Ss' attention on the example questions in the 3. A: Can!Could/May I have a box of bandages, please?
8: Here you are .
first column of the Grammar Focus box. Point out
A : And what do you havefsuggest for inso mnia?
that the first question (Can/May I help you?) is an 8: Try some of this herbal tea. It 's very relaxing.
offer of help. The other three questions ar e r equests A: OK. Thanks.
for help. Explain that people can use can, could, a nd
may to make a request, but may is the most formal . Ss practice t h e conversations in pairs.
Elicit the r ule for questions with modals:
Modal + subje<:t + verb? g For a new way to practice t he conversations in this
Grammar Focus, try the Substitution Dialog on
Focus Ss' attention on the three ways to make page T~15L Ss replace the health problems and
suggestions in the second column. As k Ss to find suggestions with ideas of their own.
examples in the Conversation in Exercise 8 and
underline them twice.

T-81 Unit 12
0 LISTENING .
Learning objective: develop skills in listening for specific 4.
information PHARMACIST: Good morning. What can I do for you?
WO:\IA."l': U rn, I need something for a burn. I burned my
A(B {C03, Track 13] hand a little when 1 was cooking last night.
Look here .
Set the scene and explain the task. Then play the PHAR:\fACIST: Oh, yes. 111 give you some cream for i t.
audio program. Ss 1isten for the answers. After you put on the cream, place a bandage over i t
for a few days. You should be fine.
i%'iBi141 Wo:\lA:."~: Thanks.

I.
PHARMACIST: Can l help you? Go over answers with the class.
MAN: Yes, I'd like something for my feet. I went on a
long hike yesterday and my feet are really sore.
PIIAmiACIST: I see. \o\'hy don't you try some of this
1. The man's feet are sore.
oin tment? You can put it on at night. It's very good
2. The woman has an upset stomach.
for sore feet 1 use it myself, actually.
3. The man has difficulty sleeping.
2.
WOMAN: Excuse me. I'm looking for somethi ng for
4. The woman burned her hand.
a stomachache.
PHARMACIST: 1 see. How long have you had B(B
this problem?
WOMAN : For a few days, and it's getting worse. Explain the task and read the focus quest ion. Then
PHARMACIST: I11 give you some p ills to take for a few play the audio ptogram and Ss listen for the a nswers.
days. They should help. Take two of these, three Ss go over their answers in pairs. Then go over
t imes a day, with meals.
3. answers with the class.
PHARMACIST: Can 1 help you?
MAN: Yea. I just came back from London on a long flight,
and I'm having trouble sleeping. 1. ointment 3. herbal tea
PHARMACIST: We have t:~ever al things for that, including 2. pills 4. c ream and a bandage
sleeping pills. But I suggest you t ry some of this
herbal tea. It's very good for j et lag. Drink some
before you go to bed at night.
1\iA..~: Thanh. I11 try it. I don't like taking sleeping pills.

ROLEPLAY
Learning objective:role-play a conversation between two Ss complete the role play in pairs.
people in a drugstore Ss c hange roles. Go aroun d the class and take notes
Set the scene and explain the task. Ss work in pain). on their grammar, pronunciation, fluency, and ideas,
Studen t A is a customer in a drugstore, and S t udent
B is a pharmacist. The customer asks for five things
and tbe phat macist makes suggestions.
gon page
a new way
For
1'-153.
to teach this Role Play, try Time Out!

Option: lfSs need help getting started, refer them to


the first few lines of the Conversation on page 81.

G wntrtNG
Learning objectives:write a letter to an advice columnist B
using modal verbs tor requests; write a response Explain the task. Ss complete the task individuaUy in
using suggestions class or for homework.

A C Groupwork
Ask: "Do you ever read advice columns? Do you like Explain the task. Then Ss complete the task in
them? Why or why not?" small groups.
Ss read the example letters silently. Elicit or explain
any new vocabulary.

ft reaffy works! T-82


READING
Learning objectives: read and discuss an article about the Explain the task. Then answer the first question and
rain forest; develop skills in predicting, skimming, and identify the paragraph as a cl ass.
understanding the sequence of information Ss complete t he task individually and compare
Rea d the pre-r eading qnestion. Tell Ss to look at t he answers in pairs. Go around the class and check their
title, pict Ules, an d ca ptions. Elicit Ss' predictions. answers . H elp Ss with pronunciation as needed.
(Answer: findin g health remedies in t he rain for est)

gPrediction
For a new way to practice predicti ng, try Cloud
on page T-154.
Par. 3 (from h is grandmother)
Par. 5 (med ical researchers)
Par. 2 (med icinal plant s)
A Par. 6 (none)
E xpla in t he task. Tell Ss to skim the art icle for t he Par. 4 (about SO percent)
answer. Poin t out that t hey shouldn't worry about
Option: Ss read the a rt icl e again a nd underline a ny
any new vocabulary.
words they still don't know. Explai n the words.
Allow about three minutes for Ss to complete the
task. Then Ss check the best des cription of the C Group work
article. E licit th e answer. Ss discuss t he question i n s mall groups. Go aroun d
the class and help with vocabulary as needed . Then
elicit Ss' answers. (Possible answers : They're a source
of oxygen, wood, rubber, and food. They're a home for
many animal s.)
Point out t hat t his way of ordering i nformation is
common in many magazine articles.

B
Do your students need more practice?
Present or ask Ss to look up key vocabulary from the
r eading.
Assign . .. for more practice in .
To save ti me, have Ss look up the vocabulary in a Wor kbook Exercises 5-8 Grammar, Vocabulary,
dictionary before class. To encourage peer teaching, assig n on pages 1o-12 Read ing, and W riting
each Sa few words to look up. Then have them teach each Lab Guide Ex ercises 6-7 Listen ing, Pron unciation ,
other the wo rds in class. on page 23 Speaking, and Grammar
Video Activity Book listen ing, Speaking, and
iMfff!tM Un it 12
CD-ROM Unit 12
Cultura l Awareness
Gramma r, Vocabulary,
r ain forest : a tropica l forest. Read ing, Listening ,
medicinal: related to medicine and Speak ing
jungle: a tropical forest with many trees and plonts
bleeding: losing blood
sources: places where t hings come from Evaluation
researcherS: people who study something
Assess Ss' understanding of Units 11 and 12 with the
searching: looking for
p roduced: made; <:reo. led quiz on pages T-210 and T-211.

T-83 Unit 12
Units 11-12 Progresscheck
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need improvement h ave Ss complete t hem in class or for homework ,
using one of these techniques:
Ask: "What did you learn in Units 11 and 12?" Elicit
1. Ask Ss to complete all the exercises.
Ss' answers.
2. Ask Ss: "What do you need to practice?" Then
Ss complete the Self-assessment. Encourage them to assign exercises based on their answers.
be honest, and point ou t they will not get a bad grade 3. Ask Ss to choose and complete exercises based on
if they check (./) "a little." their Self-assessment.

G LISTENING
Learning objectives: assess one's ability to listen to and
JENNY: Well, yes, it is pretty expensive. Rents are high
understand descriptions of cities; assess one's ability to and food is expensive, too. That's because everything
describe places using adjectives, adverbs, and conjunctions comes in by plane from lhe mainland
l\iAN : What's that beach in Honolulu?
A @ [C03, Track 14] J t:NNY: Well, the most famous place in Honolulu is
probably Waikiki Beach. That's where al l the
Set the scene and explain the task . Jenny is talking tourists go.
about Honolulu, her hometown. Ss listen and write MAN: Yeah, that's it. \Vaikiki Beach
the size of the city, weather, prices of thi ngs, a nd
most famous place in their chart. Go over answers with the class.
Play the audio program once or twice. Ss listen and
complete the chart.
1. not too big
i!ffl11ii&bD 2. very comfona ble; warm, but not too hot
3. pretty expens ive
MAN: So, you're from Hawaii, J enny. 4. Waikiki Beach
J ENNY: That's right.
MAN: Where in Hawaii?
J ENNY: I'm from Honolulu- on the island of Oahu. B
:M.AN: Wow! Honolulu! 1' hat's a fairly big city, isn' t it?
Explain the task. Ss write sentences comparing
Jt::NNY: No, not really. It's not too big.
MAN: The weather is great, though. Right? Honolulu with their hometown. Point out the
J ENNY: Oh , yes. It is. It's very comfortable the whole conjunction, adjectives, and adverbs in the example.
year. Warm, but not too hot. Ss write sentences individually . Then they compare
MAN: rve he ard that Honolulu is an expensive city.
their sentences in pairs.
Is t hat t rue?

Q ROLEPLAY
Learning objectives: assess one's ability to describe places Go over the possible questions. Model the exam ple
using adjectives, adverbs, and conjunctions; assess one's conversation with aS.
ability to ask questions about cities and hometowns; assess Ss practice the r ole play in pairs. Then they change
one's ability to ask for and give suggestions with can roles and practi ce again. Go around the class and
and should give h elp as need.ed.
Explain the task. Ss work in pairs. Student A is
planning to visit Student B's hometown, and asks
questions about it. Student B answers the questions.

T-84
DISCUSSION
Learning objectives: assess one's ab1lity to sslc lor and give Ss compare their ideas in small groups. Encourage Ss
suggestions using can and s hould; assess one's ab11tty to ask to use expressions of advice (e.g., it's useful to, it's
for and give advice using infinitive complements helpful to, you should).
(;{)around the room and check Ss' use of infinitive
A Group work complements.
Explain the task and model t he example conversation
with two Ss. B Group work
Ss Wl'itc ad vice and remedies for the problems Read t he questjons and explain the task.
individu ally. Co around the class and brivc help Ss d iscuss the questions in small groups. Encourage
as needed. them to add follow-lip questions.

SPEAKING
Lesming objectives: assess one's ability to ask for and give Explain the task. In small groups, Ss suggest advice
adVIce using infinitive complements; assess one's ability to for each problem and choose the best advice. ~1cxJel
give suggestions on a variety of problems the example conversation with two Ss.
Ss complete t.he task.
A Group work
Set the scen e. The three problems arc from an B Class activity
advice colum n. Ask different Ss to rend their group's advice.
Ss rea d t he pr oblems silently. The n el icit or expla in
any new vocabulary.

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learmng Ask: ..What did you underline? How can you
Focus Ss' attention on the Sclfassessment again. review it?""
Ask: "How well can you do these Lhings now?" lf needed, plan additional activities or reviews based
on Ss' answers.

T-85 Units 11- 12 Progress check


In Unit 13, students talk about food. In Cycle 1,

May I take your order1 they agree and disagree about food preferences
using so, too, neithe r, and e ither. In Cycle 2, they
order food at a restaurant using the modal verbs
would and will.

SNAPSHOT
Learning objectives: read about the origins of popular
foods; talk about favorite foods
+N@M
circa : around
Books closed. Write these foods on the board: B .C .: before Christ.
noodles sushi farmed: grown
coffee the sandwich e a r l: a British man of high social rank
chocolate pizza
Point out that the Earl of Sandwich's real name
french fries the hamburger
was J ohn Mont.:"l.gue, and he loved to play cards. He
Ask Ss to guess where each food item is from. created the first sand\'ich so he could eat neatly
Books open. Ss check their answers wit h during card games.
the Snapshot.
Ask: "Does any information in the Snapshot surprise
Ask different Ss to read the facts. Elicit or explain you?" Elicit Ss' answers.
any new vocabulary.
Explain the tasks. Then Ss complete the tasks in
pairs . Go around the class and give help as needed.

CONVERSATION
Learning objectives: practice a conversation between two n For a new way to practice this Conversation,
people deciding where to go far dinner; see so, too, ne ither, ~ try Say It With Feeling! on page T-150.
and either in context
B(B
A (B [C03, Track 16] Explain the task and read the focus questions.
Boo~ closed. Set the scene. Jeff and Bob are Then play the audio program. Elicit the answers.
discussing where to go for dinner. Write these
focus questions on the board: if!ftii,lill4i
1. What two kinds of food do they talk about? J~'1-': So, do you want to eat early or late?

2. What kmd of food do they decide to eat> Boo: Let's eat early. Then maybe we can go to a
movie afterward.
Play the audio program. Then elicit the answers. JEFF: Good idea! Why don't we have dinner around 6:00?
(Answers: 1. Indian and Japanese 2 . Japanese) BOB: S ix is good. And where do you want to meet?

Books opeo. Play the audio program again. Ss li!>ten JEFF: Let's meet at the restaurant, OK?
BoB: Yeah, that's fine with me.
and read silently.
Elicit or explain any new vocabulary.

+tMf@M They decide to have dinner around 6:00P.M. They decide


I'm not in the mood fo r: I don't really want to meet at the restaurant
a bit: a little
spicy: with a hoi or strong flavor, like pepper or curry

Ss practice the conversation in pairs. T hen ask Ss to


role-play t he conversation for t he class.

T-86
GRAMMAR FOCUS
Learning objective; pracuce agreeing and disagreeing A
using so. too. neither, and either N,k different Ss to read the adjectives describing
food. Help with pronunciation as needed.
{CO 3, Track 17]
Explain the task. Ss write responses to show
Focus Ss' attention on the Grammar Focus box.
agreement with the statements. Point out that
Ask: which column has positive statements? Which
each st.at.cment has two correct responses.
column has negative statements?" (Answers: The
first column has positive statements, and the second Read the first two statements and elicit Ss' responses.
column has negative statements.) Write correct responses on the board.
Ss complete the task individually. Then they compare
So a nd too answers in pa ias . Go over answers with the class.
Focus Ss' attention on the first colwnn. Point
out that we can use so or too to agree with a
positive statement..
*M1'1 "H'*4ii
1. Neither am IJI'm not either.
Write these responses on the board: 2. So can 1./1 can. too.
Sodol Soaml. Socan/. 3. So do 1./1 do, tOO.
4. Neither can IJI can't either.
Ask: "'When do we use each response?" Elicit or 5. Neither do IJI don't either.
explain the rule. (Answer: The verb in each 6. So am IJI am, too.
response matches that of the sentence before it.) 7. So am IJiam, too.
8. Neither do IJ'I don't, either.
Focus Ss' attention on t he difference between so 9. So do IJI do, too.
and too. Point out t h at so is at the beginning of the 10. Neither can IJI can't either.
response and too is a.t the end:
S o + do/am/can + I. B Pair work
I+ do/am/can+ too .
Explain the task. Ss work in pairs. They take turns
Ask Ss to find responses in the first column that reading the statements in part A and responding
disagree with positive statements. (Answers: Really? with their own opinions.
I don't/ike it rMry much. /Oh, I'm n()l./Really!
Go around the class and check Ss' use of grammar.
lcan"l.)
Play the audio program for the first column. IZ) For more practice, play Concentration on page
Opt ;on: Drill So do I, So am I, or So con I responses. r:J T-144. Ss match cards with the same meaning (e.g.,
So dol. and l do, too.).
Read a Jist of ten positive statements to the class
(e.g., I live near here. I am. smart. I ron speak c
English.). Ss respond chorally and then individually. Elicit different ways to say /like and I don't like.
Neither and e ither Write them on the board:
Focus Ss' a ttent ion on the second column of the UiU. 1..iM1.1iM
Grammar Focus box. Elicit t he rules fOI' agreeing I really like I don't really like
with a negative statement: I'm m th~ mood for I'm not in the mood for
Neither+ do/am/can +I. I like very much I don't like ... very much
I'm crazy about I'm not crazy about
I don't/J'm not// can 't either.
/love I hate
Point out different ways to disagree with negative
statements (e.g., Oh, /like it a WI.! &ally? lam.). Explain the task. Model the first example by writing
two sentences on the board.
Play the audio program for the second column.
Ss comp1ete the task individually. Don't ask Ss to
Option: Drill Neither do I, Neither am I, or compare statemcnt.s at this time. They will do this
Neither can I responses. Read a list of ten in Exercise 4.
negative statements to the c1ass (e.g., I don't
like fish ice cream. I'm n.ot hungry. I can't cook
French food.). Ss respond chorally and
then individually.

T-87 Uni t 13
PRONUNCIATION
Learning objectives: notice stress in responses; learn to t:;'] For a new way to practice this Pronunciation, try
sound natural when responding with so, too, neither, and eithe r 1.=.1 Bubble Cards on page Tl59.

A [CO 3, Track 18]


Explain the task. Then play the audio program. Point
out the stress by clapping yoU!' hands on the last word Do your students need more p ractice?
of each response.
Play t he audio program again. Ss l isten and practice. Assign .. . for more practice in .
Workbook Exercises 1-3 Gramma r, Vocabula ry,
B Pair work on pages 73-75 Read ing, an_~. Writing
Explain the task. Then Ss complete the task in pairs. Lab Guide Exe rcises 1-4 listening, Pronunciation,
Go around the class and check Ss' pronunciation. on page 24 Speaking, and Grammar

WORD POWER
Learning objective: team vocabulary for discussing
international dishes
Meat Seafood Vegetarian
A beef curry tuna sushi fried bananas
lamb kebabs sweet and sour mush room omelet
Explain the task and model t he pronunciation of the shrimp
i nternational dishes. Explain any new vocabulary. chicken burrito grilled salmon st ir-fried tofu
chicken sare paella vegetable curry
Ss complete the chart individually. hotdog ceviche spinach lasagna
Draw the chart on the board. Ask different Ss to (Note: Possible answers are italicized.)
complete the chart.
B Group work
Ss discuss the q uestions in small groups.

CONVERSATION
Learning objectives: practice a conversation betvveen a B(B
waiter and a customer; see modal verbs would and will for Explain the task and read the focus question. Then
requests in context play t he a udio program. Elicit the answer.
A (B [CO 3. Track 19] ,.mm.gu;&i
Ss cover the text. Elicit ideas and vocabulary from WA1'1'tt: Are you ready to order?
the picture. Ask: "What kind of restaurant is this? WO),tAN: Yes, J think so. I'd like a cheeseburger, please.
Wlk"lt kinds of food do they ser ve?" WAJT BR: Would you like today' s special, a cheeseburger
and fries?
Set the scene. A waiter is taking a customer's order.
Wo~AN: Uh, no fries for me. But I'll lake a small
Write this summary sentence on the board pot.ato salad.
The customer orders !11!!1l2.kb.i~M.n. kebabs, a salad with WAITER: OK Anything to drink?
blue cheese/~ dressing, and an iced '*./lli1_. WoMAN: Yeah. I'll have a large iced coffee, please .
WAITER: And how about some dessert. We have pie,
Play the audio pi'Qgram. Ss listen for the correct ca ke, and ice cream.
answers. Ask different Ss to circle the correct answers Wo:t.tAN: No, thanks. I'm trying to watch my weight .
on the board. (Answers: lamb, blue cheese, tea)
Ss uncover the text. Play the audio program again.
Ss listen and read silently.
a cheeseburger, a small potato salad, and a large
Ss practice the conversation in pairs. iced coffee

May I take your order? T-88


GRAMMAR FOCUS
Learning objective: practice conversations using modal Explain the task and model the first two lines
verbs would and will for requests of the conversation. Ss complete the conversation
individual ly. Then they compare answers in pairs.
(f) [CO 3, Track 20] Go over answers by a!;iking different S!:i W read
Modal verbs w ou ld and will the conversation.
Write these sentences on the board:
1. What kind of dressing do you want?
2. And do you ~ anything to drink? WAJTRF.SS:What would you like to order?
CUSTOMER: I'll have the fried chicken.
3. I want a mixed green salad. WAITRESS: Would you like rice or potatoes?
4. I ~ a large iced tea, please. CUSTOMER: Potatoes, please . ,.
Explain that people don't usually say want in WAITRESS: What kind of potatoes would you like?
formal situations. Mashed, baked, or french fries?
Cusrm.IER: I'd like mashed potatoes.
Focus Ss' attention on the Conversation on page WAITRESS: OK. And would you like anything to drink?
88. Ss find and underline sentences and questions CUSTOMER: I guess I'll have a cup of coffee.
with the same meaning as those on the board. Ask WAITRESS: Would you like anything else?
different Ss to write them on the board. (Allswers: CUSTO~IER: No, that'll be all for now , thanks.

1. What ltind of dressing wouJd you like? 2 . And Later


would you like anything to drink? 3. I'll have a WAITRESS: Would you like dessert?
CuSTO~IER : Yes, I'd like ice cream.
mixed green salad . 4. I'd like a large iced tea, please.) WAmu:ss: What fl.avor would you like?
Focus Ss' a ttention on the Grammar Focus box. Elicit Cusrm.n::.R: Hmm. I'll have chocolate, please.
the structure for making Wh- and yes/no questions WAITRESS: OK I'll bring it right a.way.
with would:
Wh-question +would+ subjed +verb?
Would+ subject+ verb?
gGrammar
For a new way practice the conversations this
Focus,
to
the Substitution Dialog on
try
in

Point out that the word would does not have page T-151. Ss replace the food and drink items with
strong stress. thei r own ideas.
Elicit or explain that we can order in a restaurant
with I'd like or I'll haue. Point out the contractions.
Play the audio program.

ROLEPLAY
Learning objective: role-play a conversation between a Option: Ss complete the role play in small groups.
customer and a waiter or waitress in a coffee shop OneS is the waiter/waitress and the other Ss
Ss work in pairs. Set the scene and explain the task. are customers.
Student A is a customer in a coffee shop. Student B
To make role plays more authentic, bring props
is a waiter or waitress. Student A orders lunch and
to class. For example, in a restau rant role play you can
Student B t..akes the order. If possible, Student A
bring rea l men us, pens. and notepads.
sits at a table and Student B stands. Model the
pronunciation of the things if needed.
Model taking the order with aS. Show how to add g For a new way to practice this Role Play, try
Time Out! on page T-153.
follow-up questions (e .g., Would you like dressing
on your salad? Would you like anything else?). Ss
complete the role play in pairs.
Provide useful feedback. Then ask Ss to change roles
and use their own information. Go around the class
and encourage Ss to ask follow-up questions.

T-89 Unit 13
LISTENING
Learning objective: develop skills in listening for details

A (B [CO 3, Track 21] Rex's order: coffee w ith cream and suga r, a p iece of
apple pic
Set the scene and explain the task. Point out the Hannah's order: a chicken sandwich. french fries. iced tea
picture a nd ask ''"What foods and drinks do you see?"
Play the audio program. Ss fill in the ch eck
individually.
Ask: "Has a waiter or waitress ever made a mistake
Ss compare answers in pairs. Play the audio program with your order? What happened?" Elicit Ss' answers.
again i f n eeded. Then go over a m)\vers with the class.
Play the audio pr ogram. Ss complete the task
~ For a .ne;v wa~ to practice this Listening, try individually. Then go over answers with the class.
lJ Predwtwn Bmgo on page T146.
it!itii.iii'&i
tMtii.iiIIUI HANNAH: Oh , here comes our waiter!
WAITER: Hi. May J take your order? REX: Yeah, I wondered what took. so long.
R~x: Yes. I'll have a cup of coffee. WAlTER: Whew! Here you arc!
WAITJo.:H: Cream and sugar? HANNAH: Uh, I ordered french fries with my chicken
REx: Oh, yes, please. sandwich, and you brought me . . yuck! mashed
WAlTER: And you? pot.a.toes with gravy!
HAl'fflAll: I'd like a chicken sandwich. And I'll have some WAJTRR: Oh, you ordered french fries?
chips . . oh, you call them french fries here. Right. I'll HANNAH : Yes.
have some french fries, please. WAin:R: Well, then, OK.
WAIT~~R:
All right. One coffee with CTcam and su gar and a Rt:x: Uh, Md could I have the apple pic 1 ordered?
chicken sandwich with french fries. Uh, anything else? WAITER: 'What. apple pie? Did you order apple pic?
HANNAH: Yes, I'd like an iced tea, please. REX: Uhhuh, yeah, I did, with my coffee. Remember?
WAITER: One! iced tea. Thank you . WAITER: Really? Gee, how did I forget that?
R F:x: Oh, wait a minute! What kind of desserts do HA.~NAR: Uh, can I ask you a question?
you have? WAI"l"~;R: Yes?
WAITER: Well, we have pie, cake, ice ere.am, HANNI\H : How long have you ben a waiter?
chocolate mousse . WAIT~;~: \Vho me? Oh, uh, today is my first day. [all
REX: Oooo! What kind of pie do you have? laugh] Well, I'll get your apple pic and the french
WAITER: l think OOday we have apple, cherry, lemon . . fries right away. Sorry about that.
R~::x: Hmm, I thi nk I'll have a piece of apple pie with my REX: Oh, that's OK.
coffee. How about. you, Hannah? HANNAH: Yea h, thanks. Good luck.
HANNAH: Oh, maybe 111 have a piece later . or . . I'll WAITER : Thanks.
have some ofyours1 rlauglisl
WAITER: Then it's one coffee, one apple pie, one
ehieken sandwich, an order of french fries, and an
iced Lea. Right? He forgot to bring the french f ries and apple p ie.
R &.'C Yes, thank you.
HANNAH: 1'hanks.

C!) INTERCHANGE 13
See page T-128 for teaching notes.

CD wRITING
Learning objective: write a restaurant review B Group work
Explain the lask. Ss read their r eviews in small
A
groups. Then they choose a restaurant they would
Explain the task. Ss discuss the questions in pairs. like to t r y.
Then they read the example review silently.
Option: Put the reviews on the walls around the class.
Ss complete the task individually in class or Ss read them and choose one they would like to tl1'-
for homework .

g For a new way to teach this Writin g, try


Mind Ma.pping on page T 154. 4

May I take your order? T-90


READING
Learning objectives: read and discuss an article about
tipping in the United States; develop skills in scanning and
1. regula r pay for a job
guessing meaning from context 2. happy o r satisfied
Focus Ss' at tention on the picture. Ask: ''Who are 3. change according to
the people on t he left? What do they want? Elicit Ss' 4. a way of acting
5. act toward
answers and explain new vocabulary. (Answers: They
6. courtesy
are a chef, parking valet, maid, barber, taxi dtiver,
waiter, and bellhop. T hey all want a tip .)
B
Explain that this article is about tipping i n the U.S.
Ss read the first paragraph silently. Ask: "Where Explain the task. Point out that Ss must do some
do Americans usually give tips?'" (Answers: i n math to complete the task. Ss complete the task
restamants, airpmts, hotels, and hair salons) individually and compare answers in pairs.
Explain the task and read the pre~reading questions. Ask different Ss to write t he answers on the board.
Ss scan the arti cle for the answers. 'l'hen ask the class to correct the answers if needed.
Go over answers with th e class. Ask: what
helped you find the answers?" (Answer: The jobs
1. at least $4.50
are in boldfaoo. ) 2..t'
3. .f
4. at least $7
Someone who carries your suitcase: $1 or $2 for 5. at least $3.1 0
each suitcase
Someone who parks your car: $1 C Group work
Someone who serves you in a fast-food
restaurant: nothing Ss discu ss the questions in small groups. Then they
sh are their information with the class.
Option; Ask Ss if they t hink each tip is reasonable,
too lit tle, or too much.

g For a new way to teach this Reading, try


Running Dictation on page T-153. Use the first Do your students need more practice?
paragraph only.
Assign .. : for more practice in ........
A Workbook Exercises 4-8 G rammar, Vocabulary.
Explain the task. Encourage Ss to guess the answers on pages 76-78 Reading, and Writ ing
by choosing the meaning of each word that best fits Lab Guide Exercises &-8 listening, Pronunc iation,
the sentence in the article. on page 24 Speaking, and Grammar
Ss complete the task individually. Then they compare Video Activity Book listening, Speaking, and
Unit 13 Cu ltural Awa reness
answers in pairs.
CD-ROM Unit 13 G rammar, Voca bu la ry,
Go over answers with the class. Elicit or explain any Reading, listening,
new vocabulary. and Speaking

ifM@M
slang: informal spoken language
service: help that someone gives a customer
size: amount
pa.r king valets: restaurant or howlemployees who park
your car for you
bellhops: hotel employee~> who carry your bags for you
gui delines: general rules about how to do $0mething
porters: people who carry your bags for you at an airport
or railway station
service providers: people in the service industry

T-91 Unit 13
In Unit 14, students talk about world
geography. In Cycle 1, they 1alk about

The biggest and the best! geography using the comparative and
superlative forms of adjectives. In Cycle 2,
they discuss d;stances. measurements, and
Cycrer.Exercises 1-::7- - - - - - places using questions with how.

WORD POWER
Learning objective: learn vocabulary for discussing Option: Review vocabulary with Odd Man Out.
geography List geography words, and ask Ss to find which word
is different from the others (e.g., hill, nwuntain,
A volcano, ocean; ocean is the only water-related word).
Option: Bring in a world map, globe, or atlas to c1ass.
C Group work
Explain that this unit is about world geography.
Explain the task. Read the example conversation.
Explain the task. Ss label the picture with words Point out that t.he words Mount and Lake come
from the list. Go around the class and give help before the name (e.g. Mo unt Fuji, Lake Victoria ).
as needed. The other tenns come after the name (e.g. Waikiki
Ss compare their pictures in pairs. Elicit or explain B each , the Nile R iver, the Sahara Desert).
any new vocabulary or pronunciation. Ss work in small groups to think of other examples.
Ask groups to share t heir examples with the class.

(from left to right) Point oul that seas, rivers, and mountain ranges (but.
b, g, i, j, k, c. f, d, e, a, I, h n ot most Iukes) usc lhe defi nite article (e.g., the Black
Sea, the Rhine l?il)(!_r1 the Himalayas), but bring this
B Pair work up only if Ss ask you.
Ss brainstonn to see how many words they can Poss1ble answers
think of that relate to geography. Ask different Ss to
beach - Waikiki. Copacabena, Bondi
write their , ..ords on the board under these headings: desert- Sahara. Atacama, Gobi
Wot~r-r~fated words Land-related words forest- Black Forest, Sherwood Forest
Climott-rtfattd words Other hill- Capitol Hill, Bunker Hill, Bever1y Hills
island- Puerto Rico, Java, Hokkaido
Go over the words and ask Ss to copy them into their lake - Titicaca, Suporior, Baikal
vocabu lary notebooks . mountain - Ac<>ncagua, Everest, Kilimanjaro
ocean - Atlantic, Indian, Arctic
ifidi.f:lrfiW1 river - Amazon, Rhine, Mekong
Watorrelttted: sea, stream, coast, pond, coral reef valley - Silicon, Loire, Death
LBnd-relsted: continent, plateau, canyon, rein forest volcano- Cotopaxi, Etna, Pinatubo
Climate-related: weather. sto rm. rain, snow, cloud, fog waterfall - Angel Falls, lgu a~U Falls, Niagara Falls
Other: country, city, town, village

~ Create a Vocabulary Box. As a new word is taught a S


g For a new way to practice this vocabulary, try
Picture Dicta tion on page T-154. Describe a scene
wntes the word on a slip of paper and puts 1t in the box.
similiar to the one in the picture.
Review words as a warm-up activity in future classes, or use
them in games.

T-92
CONVERSATION
Learning objectives: practice a conversation about fit.(i9jiD
geography; see comparisons with adjectives in context
:\liKE: So lee.'a see how you did on this quiz. '!he tint
A [CO 3, Track 22] question: Which is larger, China or Canada? You said ...
WENDY: Canada.
Set the scene. Mike is asking Wendy some questions MIKE: And yoo're right! Both are large, but Canada U
from a geography quiz. Point out that Wendy gets larger. Next: What's the longest river in the AmcrK:as?
some answers wrong. You said lhe MiseiNippi . Sorry, no. It's the Amazon.
W ENDY: Oh , of COUnJC,
Play the audio program. Ss listen to WcndYs MtKE: This next question I did n't know. Monaco ilJ more
answers and under1 ine them in the conversation. crowded than Singapore.
Ask: "How many questions do you think Wendy got WENDY: So I got. it. right? I just guessed.
MIKE: And finally, you sa.id that Bogolli is the highest
right? One? Two? Three? All four?" capital city in South America.
WENDY: Yeah, I remember hearing that somewhere.
B0 MlKE: Sorry, Wendy, but you're wrong. La Paz in Bolivia
is the higheal
Play t he audio program. Ss listen for the
WEr-o'DY: Really? Gee, I guea I didn't do so well - two
correct answers. right but two wrone'
Ask: "'How many answers did Wendy get right?"
(Answer: two)

Canada, Amazon, Monaco, La Paz

GRAMMAR FOCUS
Learning objective: ask and answer questions using Refer Ss to the a ppendix at the back of the book for
comparisons with adjectives spelling ru1cs. Go over with the class.

[CO3, Track 23]


Give Ss a list of adjectives. Ask them to write the
comparative and superlative words in the circles
Comparative and superlative forrm of adjectives on the board.
Focus Ss' attention on the Conversation in Exercise Point to the examples in the Grammar Focus box.
2. Ask Ss to identify the first two questions that Play the audio program.
compare things. (Answers: Which country is
larger, China or Canada? What's the longest. river in A
the Americas?) Go over the Ulsk. Ss complete the sentences
Ask Ss to make sentences comparing two things i ndividually. T hen th ey ask a nd answer the
in their com1try (e.g., mountains , riuers, cities). If questions in pairs.
necessary, review comparative adje<:tives using Elicit t he Ss' answers.
Exercise 10 in Unit 3.

18283+
Draw a chart on the board, like this:
1. Which country is smaller, Monaco or ~1
2. Which waterfall is higher, Niagara Fa lls or ~1
3. Which city is more erowded, ~or Cairo?
4. Which lake is larger, the <d$Qjnn Sea or Lake Supertor?
5. Which is the highest: Mount Aconcagua, M2.Jm1
Eww1, or Mount Fuji?
6. What is the longest river in the world, 1b..e.....Ni.kl or the
Explain the reasons for the numbers 1, 2, 3+ (e.g., 3+ Amazon?
is used when we are comparing three or more things}. 7. Which city is the most expensive: IQtm Moscow, or
Hong Kong?
E licit or explain the ru1es for forming the superlative: 8. What is the dHpest ocean in the world. ~ or
1. use the definite article (e.g., the largest cotmtry) the Atlant ic7
2. when the adjective h as only one syllable or two ~Note: Answers to questions a re~. )
syllables ending in y, use: the + adjective+ est +
noun (e.g., the longest river, the prettiest lake) B Class activity
3. when the adjective has two or more syllables, Explain the task. Ss write four questions and take
use: the mo.~t +adjective + noun (e.g., the most turns asking them around the class.
crowded country)
Option: Ss practice the conversation from Exercise 2
using their own questions.

T-93 Unit 14
PRONUNCIATION
Learning objective: learn to sound natural when asking Option: Model the intonation by humming. Ss repeat.
questions of choice F'ocus Ss' attention on part A of Exercise 3. Explain
the task. Model the first question.
[CO 3, Track 24] Ss work in pairs. They take turns al:lking the
Point out tha t intonation changes in questions of
questions. Give feedback on indi vidual Ss' intonation.
choice. Play the audio program.

SPEAKING
Learning objective: give visitors recommendations using Discussio ns a re difficult for many Ss. Allow Ss time to
comparisons with adjectives pla n what the y a re going to say.
Group work Ss from the same cow1tries work in groups if
Set the scene. Ss imagine that three people are possible. They discuss where the visitors should
planning to visit t heir country. go and why. Go around the class a nd give help
Ask a S to read Molly's statement. Elicit as needed.
recommendations from the class. Ask: "Where do Option: Ss form new groups. Each new group should
you think Molly shouJd go? What should she do?" contain one S from t he original gr oup . Ss exchange
Model t he example conversation with two Ss. information a nd ideas a bout Molly, Rod, and Teresa .

LISTENING
Learning objective: develop skills in listening for details HOSTRSS: That:s correct! fapplausel Ques t ion number
two: What is the tallest building in the world? ls it
[CO 3, Track 25] Taipei 101, the J in Ma o Building in Shanghai, or the
Petronas Towers in Kua la Lwnpur? [buzzer] Susan.
Set the scene. Explain that Ss are going to hear three SuSAN: The Ta ipei 101 building is the tallest.
people on a TV game s how. HOSTESS: That:s right! [applause] Question number
Wr ite these focus questions on t he board: three: Wh ich is the heaviest: a pound of gold, a pound
of butter, or a pound offcathcrs? (buzzer"! Jonathan.
1. Which is the ? J OSATJtA:.'l: They all weigh the sam e.
2 What is the building in the worfd2 HOSTESS: Yes! (applause I Question number four:
3. Which is the 2 Which country is the largest: the U.S., China, or
4. Which coun t')' is the _ __ _ Canada? Nobody knows? Docs anybody want to
5. Which country has the population? guess? fbuuerl Jack.
J ACK: Uh. China is the largest. [audience laughs)
6. Which 1s the _ _ _ _ __ HOSTJ::SS: No, SQrry!
Play the eudio program. Ss listen for the game show J ACK: Oh, shoot!
questions and fill in the blanks. (Answers: oldest, HOSTESS: lbu.zzerl Jonathan.
JON ATHA."': Cana da is the largest.
tallest, heaviest, largest, largest, smallest)
Hosn:ss: Correct! (.applause] Question nu mber fi ve:
Play t he audio program again. Ss check their an swers. Which country has the largest population: India,
Ss go over the answers in pai rs . Then go over Russia, or China? Lbuzzer] Susan.
SuSAN: China has the largest.
answers with the class. HOSTESS: Very good! [applause ]Q uestion number s ix :
,.mw.;wna Which is t.he smallest.: Australia, Argentina, or
Brazil? [buzzer) Su.san .
SuSAN : Argentina is the s mallest of the three.
HOSTESS [music and applause] Our co ntestants this
evening are J ack, Susan, a nd J onath an. And now, HOSTESS: That's right! !applause and music I OK,
contestants, let's get right to our first question. contestants, the winner is .
Question number one : Which is t he oldest: the Sta tue
of Liberty, the EiiTel Tower, or t he Panama Canal?
(buzzer] J ack?
J ACK: The Statue of Liberty ig the oldest. They built it in 1. the S tatue of Liberty 4. Canada
1886. They didn't build the Eiffel T ower until 1889, 2. T aipei 10 1 5. China
a nd t he Pa nama Canal until1914 . 3. They al l weigh the same. 6. Argentina

The biggest and the best! T-94


INTERCHANGE 14
See page T -129 for teaching notes.
Assign ... for more practice i n . ..

'End of C-
yc
~l-
e~1 --------
Worlcboot Exerci ses 1-5
on pages 79-82
Gram mar, Vocabulary,
Reading, and Writing
Lab Guide Exercises 1-5 listening, Pronunciation,
Do your students need more practice1
on page 25 Speaking, and Grammar

SNAPSHOT
Learning objectives: read a world geography rest talk Ss work in pairs. Help Ss with vocabulary.
about geographic facts Ask: "Does anything surprise you about the facts?
Books closed. As a wann-up, ask some questions Whatr Have a brief clas s discussion.
about items in the Snapshot (e.g., What's tire most Option: Ss underline all the superlative forms of
popular country to visit in the world?). Ss guess the adjectives in the Snapshot. (Answers: most popular,
answers in teams. greatest, deepes t, longest, busiest, most isolated)
Books open. Explain the task. Ss read the Snapshot.
They check (.1) the facts they think are true and
cheek their guesses at the bottom of the Snapshot.
Then they answer questions about their own country.

0 CONVERSATION
Learning objectives: practice a conversation about B(B
dtstances and measurements; see questions with how Write t he following on the board:
in context great beachts coral ru[ su,Png
A(B [CO 3, Track 26] boating and sailing waterfalls jet boatJng
volcanots good skiing dtserl.s
Books closed. Ask: "What do you know about
Play the audio program. Ss listen to find the things
New Zealand? What would you like to know about
mentioned in the conversation.
New Zealand?" Ss work in small groups to discuss
the questions. Elicit answers from around the class. Then have a
brief follow-up discussion. Ask: "Would you like to
Play the audio program. Ss listen for information
visit New Zenlnn d? Why or why not?"
about New Zealand.
Option: lf any of the Ss' questions were not
answered, tell t hem to find out the answers for S00Tr: Tell me a liLtle more about New Zealand, Beth.
the next class. 8 114: Well, it has .orne great beaches. There are tome
Write these focus questions on the board: exceUe nLsurfinc beaches in the North Island.
ScoTr:. We.U, 1 don't really like surfing. but I love boating.
1. Whtrt is Scott going next yt ar? BETH: Really? You ean go boating in Auckland. It's one
2. Wh<r< fS e.th from? of the moet popular placet: for sailing. And you ahou1d
3. How for s Auckland from Sydn<y? definitely try jel boating in the South Island.
Books open. Play the audio program again. Ss read SCOTr: Oh, I'd love Lo do t hat! It sounds really exciting.
BETH: It is. And t.here's good skiing in New Zealand.
the conversation silently. They write down the LoU! of people go there to ski.
answers. (Answers: 1. Australia 2. Auckland, New Scorr: It sounds perfect for me. Now I have to go!
Zealand 3. about 2,000 kilometers)
Ss practice the conversation in pairs.
n For n new way to practice this Conversation, try New Zealand is famous for great beaches, surfing,
!l Look Up and Speak! on page T-150. boating, sailing, jet boating, and skiing .

T-95 Unit 14
GRAMMAR FOCUS
Learning objective: ask and answer quest;ons with how FocltS Ss' attention on the answers in the Grammar
Focus box. Ask: "What is different about high , deep,
{CO 3, Track 27] and long?" (Answer: They are repeated in the answer.)
How + acVective Use the audio program to present the question s
Option: Find out which systems Ss ar e familiar with and answers.
for distances (e.g., meters and kilometers or feet and Option: Give your Ss practice with large numbers by
miles) and for temperature (Celsius or Fahrenheit). havi ng them repeat the answers line by line.
Use the most sui table system du rin g the class.
A
Write this on the board:
How far is NZ Explain the task . Ss complete the task individually.
from Australia? It's 3,740 meters high Check Ss' answers before they work in pairs to
How big is practice the conversations.
Singapore? It's 1,900 meters deep.
Howht'gh is
Mount Cook? It's about 2,000 kilometers. 1. How high is Angel Falls?
How deep iS the 2. How big is California?
3. How long is the Nile?
Grand Canyon? It's 648 square kilometers. 4. How hot is Washington. D.C. in the summer?
Ask Ss to match the questions with the correct
answers. Ss check thei r answers in the Grammar B Group work
Focus box.
Option: Ss can find facts in advance of this activity
Point out the use of how+ adjective (e.g., how far, from the Internet, a n atlas, or a guidebook.
how big) in questions. Elicit more examples. Ask Ss
Explain the task. Elicit an example question. Ss ,v rite
to write them on the board in visual form :
five questions with how.

How h A g howd\J

Visual and spatial Ss find structu res and vocabulary


Ss work i ndividually to write the questions .
Go around the class a nd give help as needed.
Ss ask a nd answer questions i n grou ps.
Option: Organize the class into teams and prepare a
class game show using the Ss' questions.
easier to remember if they store the language in a pictorial form.

WRITING
Learning objective: write an article for a Web site using Ss compose their first drafts. Then ask Ss to correct
recommendations, numbers, and comparisons with their grammar and spelling after writing the content.
adjectives Option: Ss prepare attractive Web site articles and
display them on the waH for others to read.
A
Option: Ss check the Internet or other sources for B Pair work
information about a country. Tell Ss to look at real Explain the task. Ss work in pairs. They exchange
examples of country Web sites. articles and read them silently. Then the reader asks
Explain the task . Ss write about the country and questions to get more infonnation (e.g., What else is it
places to visit. famous for?) .
Ss read the example article silently. Elicit the topics Encourage Ss to give each other helpful peer feedback.
included in the article. Then Ss revise their articles.
Ss choose a country to write about. Brainstorm with f:;1 For a new way to conect errors, try
the class details to include in the articles (e.g., l=J Error Correction on page '1'159.
location, landscape, food, languabte, cities, culture,
and pwple).

The biggest and the best! T-96


f) READING
Learning objectives:read and discuss an article about the Ss continue the task individually. Go over answers
environment; develop skills in recognizing sources and with the class.
understanding details
1M**Ufiii4i
Books closed. Write these qu estions on the board:
1. Stephan ie should buy a low-flow showerhead and take
Do you like to take lon9 showers? How long do yov
shorter showers.
spend in the shower? 2. Ralph shou ld turn down the heat during the day.
Do you usually walk, ride a bicycle, take public 3. Matt should think before he buys it.
transportation, or use a car? 4. Stuart should walk or bicycle to w ork.
5. Sheila should buy fluorescent bulbs and remember to
Ss d iscuss the qu estions in pairs.
turn lights off.
Books open. Explain that this article is about the
environment. Ss look at the pictures and d~ide C Group work
which show environmental problems and which show
solutions. Help Ss with vocabulary. Ss work in groups to discuss t he question. Go around
the class and give hel p as needed.
Groups share their suggestions with t he class. Groups
problems: 1, 4, 5, 8 choose a S to write their suggestions on the board.
solutions: 2, 3, 6, 7
tMffiJI,fiW9
A Buy products that have the r ecycl ing sym bol on them.
Plant trees, instead of coning them down.
E xplain the task. Ss read the article. T hen they guess learn how people are helping the environment.
wh ere the article is from. (Answer: a magazine) Ask: Support existing environmental g roups.
"How do you know? What clues tell you the answer'?" Don't leave the water on w hen b rushing your teeth.
(Answer: photos, design, tit le)
Elicit or explain any new vocabulary.

Nd!iM
SlJVs: sport utility vehicles Do y our student s need more p ractice?
vehicles: m;;~.chincs used for transporting people
or thi ngs Assign .. for more practice in .. .
acid rain: drops of water containing ha rmful chemicals
Workbook Exercises 6-8 Grammar, Vocabula ry,
as a result of burning substances such as coal and oil
t uned up: adjusted so it works as effe<:tively as possible on pa{!~.~. 8~.~ Read ing, and Writing
fluorescent: giving off a very bright light when Lab Gvide Exercises 6-8 Listening, Pronunciat ion ,
electricity or other waves go through it on page 25 Speaki ~~ a.~d Grammar
t hrow s away: disposes of; gets rid of Video Activity Book listening, Speaking, and
landfills: places where large amounts of garbage Un it 14 Cultura l Awareness
are bwied
()ver a nd ()VCr agai n: repeatedly CO-ROM Unit 14 Grammar, Vocabula ry,
disposable p roducts: things that can be thrown away Read ing, Listen ing, and
after being used : Spea ki ng
recycled: collected and treated to be used again
"low-flow" sh ow erhea d: a devi~ thai controls or Evaluation
restricts the movement of water
leaky: allowi ng water to escape, even when turned ofT Assess Ss' understanding of Units 13 and 14 with the
quiz on pages T-212 and T-213.
B
Explain the task. Read a loud the first statement i n
part B. Ask: "'Wh ere should we look for advice about
this?" (Answer: the section about water) Ask aS to
describe how to find the answer. Ask another S to
write the advice on the board.

T-97 Unit 14
Units 13-14 Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need improvement have Ss complete them in class or for homework,
using one of these techniques:
Ask: "What did you learn in Units 13 a nd 14?" Elicit
1. Ask Ss to complete all the exercises.
Ss' answers.
2. Ask Ss: "What do you need to practice?" Then
Ss complete the Self-assessment. Encourage them to assign exercises based on their answers.
be honest, a nd poi nt out they will not get a bad grade 3. Ask S s to choose and complete exercises based on
if they check (.I) "'a little."
their Self-assessmen t.

SURVEY
Learning objectives: assess one's ability to express Hkes Elicit how to make statements from the remaining
and disNkes; assess one's ability to agree and disagree using questions in the chart.
so, too, either, and ne ither Explain that Ss write the name of a classmate with
t he same opinion or habit in the Classmate's name
A column. Then they move on and talk to
Ss write answers to the questions in the My answers another classmate.
column individually. Ss complete the task. Encourage them to respond
B Class activity with expressions of agreement or disagreement
(e.g ., So am 1. Oh, T'm not .).
Explain the t.ask. Then model the example
conversation with a few Ss. Point out t hat the S Go around the class and note any grammar,
begins the conversation by making a statement. vocabulary, or pronunciation errors .

LISTENING
Learning objectives: assess one's ability to listen to and
understand requests with would and will; assess one's ability C%'1Hil4
1. Could I have a table for two, please?
to make requests using would and will 2. Can I get you anything to drink?
[CO 3, Track 28] 3. What w ou ld you like for dinner?
4. What kind of dressing would you like?
Explain the task. Ss listen to restauran t requests and 5. What vegetable would you like?
6. Would you like dessert?
check (.I) the correct responses.
Play the audio program once or twice. Ss complete
the task individually.
Go over answers with the class. 1. Yes. Th is way, please.
2. Yes, I'll have tea, please.
3. I'd like a steak, please.
4. Italia n, please.
5. Ca rrots, please.
6. No, I don't think so .

T-98
ROLEPLAY
Learning objective:assess one's ability to make requests Ss practice the role play in pairs. Then they
using would and w ill change roles.
Set the scene and explain the task. Ss work in pairs. Go around the class and check Ss' use of would
Student A is a waiter or waitress in a restaurant and and will.
Student B is a hungry customer. Student Borders a
meal and Student A writes the order on the check.

SPEAKING
Learning objective: assess one's ability to make B Group work
comparisons with adjectives Explain the task. Each pair joins another pair. Ss
take turns asking and a nswering their questions. Tell
A Pair work each pair to write down how many questions the
Explain t he task and read the example fact other pair answers correctly.
and question.
Ss complete the task in groups. Go around the class
Ss write six facts and six related Wh-questions and check Ss' use of comparisons with adjectives.
in pairs. Encourage Ss to use comparisons Then ask which pair got the most correct answers.
with adjectives.
Option: Ask Ss to share their facts. Find out who has
t he most unusual facts.

GAME
Learning objectives: assess one's ability to make Ss complete the task. Go a round the class and give
comparisons with adjectives; assess one's ability to ask help as needed.
questions with how about distances and measurements
B Class activity
A Explain the task and model the example
Explain the task and ask different Ss to read the conversation wi Ul aS.
example statements. Ss play the game as a class.
Point out that all the statements can be ans\.,.ers
for Wh- or how questions. Elicit possible questions
(e.g., How far is your house from the school? Which
ocean is bigger, the Pacific or the Atlantic? Who has
the longest hair in our class?).

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learning Ask: "\Vhat did you underline? How can you
Focus Ss' attention on the Selfassessment again. review it?"
Ask: "How well can you do these things now?'" If needed, plan additional activities or reviews based
on Ss' answers.

T-99 Units 13-14 Progress check


In Unit 15, students talk about activities and
plans. In Cycle I, they discuss future activities

I'm going to asoccer match. and plans using the present continuous. be
going to, and time expressions. In Cycle 2, they
leave messages using tell and ask.
cvclel~Exercises Ri~-----

SNAPSHOT
Learning objective: read and talk about common excuses Explain tho tasks. For the second task, ask Ss to
for not accepting an invitation imagine they are having a party, but som e people
Books closed. Write the follov.1ng excuses on the
can't come. Tell Ss to check ( .t) the excuses t.hey
board. Ask Ss to guess what this Snapshot is about. would find acceptable.
Elicit or explain that these are all excuses. Ss work in pairs to complete the tasks. Go around
I'm sorry. I can't. I'm busy that night the class and give help as needed.
I havt to work. I'm too tJrtd Ask Ss for feedback on the second task. Which
Books open. Call on Ss to read the excuses. excuses are rude? Which ones are acceptable?
Elicit or explain any new vocabulary. Elicit Ss' ideas for the third task (e.g., I have
a hea<jache.).
i@@M
babya~:itter:a person who takes care of someone else's
baby or child for a short time
p uppy: a young dog

CONVERSATION
Learning objectives: practice a conversation between rwo B(B
people making plans; see furvre with present continuous and Read the focus questions a1oud. Ask Ss to guess the
be gomg to in context answers. Write some of their ideas on the board.

A(B {CO 3, Track 30] Play the audio program. Ss work individually. Then
go over answers with the class.
Ask Ss to look at the picture and invent a story about
the two people. To guide Ss, ask: "Who are they?
Where are they? Wha t is their relationship? What
tttttii.Jd'4i
After we're done bowling, do you want to go to
LYN:o~:
is she asking hi m? What i s he saying?" The Ch inese Palace for dinner?
MIGUEL: Sure. I love thei r food. We can go around 8:00.
1ZJ For more practice with vocabulary, play Picture It! 'l'hat'.& not. too late. You know, maybe Jason can
5I on page T147. join ul!l.
Set the scene. Lynn and :Miguel are co.workers. Lynn L YXN: Yeah. Hey J ason, what are you ckling tomOIT(IW
nieht.? Do you want to join Miguel and me for dinner?
is asking Miguel out on a date. We're going to The Chinese Palace at 8:00.
Books closed. Write these focus questions on JASOK: I have to work Li118:30. But. why don't I meet
the board: you afterward?
MIGUEL: That!d be great, Jason.
1. What is Lynn invitjng Miguel to do>
2 Why can't Miguel gol
3. Whtn art thty going to meet?
Play the audio program. Then elicit the answers. They're going to have dinner t'!lt 8:00. Jason is going to
(Answers: 1. go bowling 2 . H e's going to a soccer meet them afterward.
match t h at night. 3. tomon'Ow night)
Option: Have a brief class discussion. Ask: 'Tio young
Books open . Play the audio program again . Ss listen
and read along silently. people go on dates in your country? Where do people
usually go on dates? Do you think it's OK for
g For a new way to practice thi s Conversation, try
Say It With Feelin g! on page T l50.
coworkers to date? Why or why not?"'

T-100
GRAMMAR FOCUS
Learning objective: practice using future wfth the present A
continuous and be going to Explain the task. Model the first. a nswer in
[CO3, Track 31] both columns.
Ss complete t he conversations individually. Ask early
Present continuous with future meaning
finishers to write their answers on the board.
Focus Ss' attention on the Conversation on page 100.
Write t hese sentences on the board:
Lynn: What _ _ yov _ _ tonight? 1. What are you doing tonight? Would vou like to go out?
Mtguel: _ _ yov _ _ anything tomoffowl 2. Are you doing anything on Friday night? Do you want
CaU on Ss to fill in the blanks. (Answers: are/doing, to see a movie?
3. We're having friends over for & barbecue on Sunday.
Are/doing) Ask: "Do you recognize this tense?"
Would you and your parents like to come?
Explain that earlier we used this tense to talk about 4. Are you staying in town next weekend? Oo you want
what.. is happening right now. Now we are going to to go fore h ike?
use it to taJk about the future. a. I'm going to be here on Saturday, but not Sunday.
Let's try and go on Saturday.
Point to the first colu mn in the Grammar Focus box. b. Well, my father is going to visit my brother at college.
Elicit the rule for fanning the present con tinuous: But my mother and I are going to be at home. We'd
Question: (Wh) + be + subject + verb + -ing + ? love to come!
Statement: Subject + be + verb + -ing. c. Sorry, I can't. I'm going to work overtime tonighL How
about tomorrow night?
Be g oing to d. Can we go to a late show?l'm going to stay at the
Expl ain that we can also use be going to+ verb for office ti11 7:00.
future plans. Focus Ss' attention on the second
column in the Grammar Focus box. B
Draw a calendar for the week, and point to today's Explain the task. Ss match the invitations to the
date. Ask questions like these: responses. Go over answers with the class.
T: Are you going to do anything on Friday? (pointing
to Friday)
S l: Yes. Pm going to study. l. c 2.d 3.b 4.a
T: What about you, Pablo? What are you doing
on Friday? Ss pract ice th e invitations in pairs.
Play t he a.udio program. Ask Ss to repeat or mouth
the words a.s they hear t hem.

WORD POWER
Learning objective: learn vocabulary for discussing
Live perlormanct~s
le1sure activities comedy oct dance performance
play rock concert
A ballet opera
Explain the task. Model with several words from (Note: Additional examples are italicized.)
t he list.
Ss work in pairs. Go around t h e class, giving help B Pair work
with vocabulary. Explain the t.ask. Model the example con versation
Ss add one more example to each category. To check with a$.
answers, write the word map on the board. Ss talk about the activities in pai rs. Go around the
class and give help as needed.

Friendly gatherings Spectator sports r:::J To review t he vocabulary in this Word Power, play
barbecue baseball g ame ISJ Vocabulary Ten nis on page T-147.
beach party basketball game
birthday party golf tournament
picnic tennis match
dinner party soccer match
wedding football game

T-101 Unit 15
ROLEPLAY
Learning objective: role-play a conversatJon between two While St udent As plan their invitations, explain the
people making plans task to Student Bs. Model how to accept or refuse an
Divide the class into groups A and B. Ask Student Bs invitation. Elicit more examples from Ss (e.g., Wow!
to look at the excuses in the Snapshot on page 100 That sounds great! Thanks, I've really wanted to
while you explain the task to Student As. do that!).
Explain t he task to S t udent As. Model Ute example Model t he role play with Ss. Show Ss how to
questions. Elicit additiona l questions that Ss can elaborate and use their own words.
usc to invite someone out (e.g., What are you doing Ss work in pairs to do th e role play. Remind Ss to use
on . .. ?Are you busy on . . . ?). Write these cues on the cues i n th e book and on the board.
t he board for Student As to use in their invitation s: Provide feedback. 'fhen Ss change roles and do the
activity/event day/date/time place activity again.

INTERCHANGE 15
See page T-130 for teaching notes.
Assign ... for more practice in ...
Grammar, Vocabulary.
Endorcvcre-1- WorkbookExercisos 1- 7
on pages 85-88 Reading, and Writ ing
Lab Guide Exercises 1- 4 listening, Pronunciation,
Do your students need more practice? on pag e 26 Speaking, and Grammar

CONVERSATION
Learning objectives: practice a conversation between two
people talkmg on the phone; see messages With tell and ask
l%'19i141
SECRETARY: fphonc rin.Rtl Good morning,
in context Parker 1nduatriea.
)fK. LEt : H ello. May I apea k to :\fs. Graham, please?
A(B {C03, Track32] SCk~'TARY: I'm sorry, she's not in. Can I take a me.ssage?
MR. LEE: Yea, t his is Tom Lee. Can you ask her to call
AHk Ss to cover the text. Have Ss describe t he picture. me back? S he ha s the number.
Then ask: "Have you ever taken a m essage? SECRETARY: Of course, Mr. Lee.
Who for? Where?" S ECRtTARY: (phone rin.gr] Good rooming,
W1ite this focus question on the board: Parker Indust ries .
What art M r: Kale's two messages for Ms. GrahamZ Ms. BROWN: Hello. Is Ms. Graham theTe?
SECRETARY: I' m afraid she'e not in. Can I lake a message?
Play the audio program. Then elicit the answers. Ms. BROWN: Y&a, this it Suaan Brown. Please have her
(Answers: The meeting is on Friday at 2:30. Call eall me back as soon as possible. The number
him this afternoon .) ifl555-9037.
SECRETARY: Yet, M s. Brown. Ill give her the m cssap.
Ask Ss to uncover the text. Play the audio program
SECRETARY: lphone rings) Good morning,
again. Ss read the conversation silently, paying Pa rker lndustrie.
attention to how the telephone numbers are said. KELLY: Hi. Is Mom the re? This is Kelly.
Ss practice t he conversation in pairs. Tell Ss to sit SECRETARY: 011 hi, Kelly. How's it going?
KELLY: Pretty eood .
back-t<>-back.
SECRETARY: Listen, your mom is n't h ere right now, but
~ For o new way to teach this Conversation, try Hear 111 tell he r you called.
K.l:;t.t.Y: OK.
EJ the Differences on page T-159.
B(B
Explain the task. Ss listen to find out the names of Tom l ee. Susan Brown, Kelly
t he three caners. Play the audio program.
Elicit ans wers from around the c1ass.

I'm going to a soccer match. T-102


GRAMMAR FOCUS
Learning objective: practice writing and giving messages Focus Ss' attention on the Conversation on page 102.
WJth tell and ask Ask: ''What structures does Mr. Kale usc when he
gives his two messages?" (Answers: Please tell her.
() (CO 3, Track 33] Could you ask her to .. . ?)
T ell w ith statement~~ Use th e audio p1.-ogram to present the language.
Focus Ss' attention on the "statement" part of the Present messages 1--6. Elicit or explain any new
Grammar Focus box. Ask these four questions: vocabulary (e.g., pick up, canceled, hockey). Model
1. ''What is the message?" (The meeting is on Friday.) the first sentence with Ss, using the cue given.
2. "Do we use tell or as k .,..rith statements?" (tell)
Ss complete the task individually.
3. "'Does the message change when we use ull?" (no)
4. "What are three ways to ask someone to relay a Option: If Ss have difficulty with the patterns for tell
message?" (Please tell x .... I Could you tell and ask, ask them to read each message and find the
him/her . . . ? I Would you tell him/her ... ?) ask examples (2, 4, 6). Ask Ss "Is this a request?"
Elicit the rule for forming messages with a Ss compare messages in pairs. Then elicit and check
statement: Ss' answers around the class.
Tell + person + (llwt) + the statement.
Ask with req uests 1. Could you tell Joel (that} the movie is at 7:001
Repeat the above steps for requests with the 2. Would you ask Mitch to pick me up at home
"request" part of the Grammar Focus box. around 4:007
1. "What is the message?" (Call me this afternoon.) 3. Please tell Eva (that) the concert on Saturday
is canceled.
2. "Do we use tell or ask with requests?" (ask) 4. Would you ask Jim to bring the tickets for the hockey
3. "Does the message change when we u se ask?'' (no, game tonight?
but we use to) 5. Would you tell Ann (that) the museum opens at 10:00
4. "What are three ways to ask someone to relay a tomorrow morning?
message?'" (Please ask x ... . I Could you ask 6. Please esk Jerry to meet us in front of the cafeteria
at 12:15.
him/her ... ? I Would you ask him/her ... ?)
Elicit the rule for fonning messages with a request:
Ask + person +to+ the request.

WRITING
Learning objective: write a nore asking someone to pass 2. T he partner goes to the first person in the note and
on messages with tell and ask t.e11s Ute writer's message. Then the partner goes to
the second person in the note and tells the writer's
Pair work other message.
Explain t he task. Ask Ss to read the example
message silently. Using the exam ple message, For long Instructions, it helps to write them on the
demonstrate with a S. board so Ss can follow them as the activity develops.
The writer's tasks: Ss write their notes i ndividually. Remind Ss to
1. The writer writes a note to his or her partner. T he include messages for two other people. Encourage Ss
note should include at least two messages to other to write interesting or unusual messages.
people in the class.
2. Then the writer gives lhe written message to his or Give Ss five to ten minutes to write their messages.
her partner. Option: Assign this writing taak for homework.
The partner's tasks: Ss exchange their notes with a partner. Then
1. The partner reads the note and then gets up to tell everyone gets up to deliver each message.
the messages t.o the two people n amed in t he note.

T-103 Unit 15
0 PRONUNCIATION
Learning objective: notice the reduced forms of could you B
and would you Read out the four questions for the class . Ask Ss
to repeat.
A (B [CO 3, Track 34]
Play the audio program. Model the consonant sounds
d +y in could you and would you. Ss repeat.
gWalking Stressto
For a new way practice this Pronunciation, try
on page T-152.
Call on Wfferent Ss to tTy the reductions.

G) LISTENING
Learning objective: develop skills in listening for details
l\'IRS. PARIS: Thank you. Goodbye.
REcEPTIONIST: Good-bye.
(B [CO 3, Track 35]
2.
Explain the task. Point out the Wfferent parts of the RECEPTIONIST: fphone rings) This is Software Systems.
message slips. Good morning.
SAM: Good morning. May I speak to Ms.
Play the audio program. Ss listen and write down the
Carson, please?
messages. Then Ss compare answers with a partner. REcEPTIONIST: Hmm . . . do you mean Mrs. Carter?
Play the audio program again. Break up the two SAM: No, Carson, Ms. Wendy Carson. She's
listenings into smaller segments. Pause after every new there.
RECEPTIONIST: Let me cheek. Oh, yes, let me try to
few lines to give Ss time to complete the messages. connect you . Hold on. [phone rings three times] I'm
sorry. There's no answer. May I take a message?
i@i-iiJID SAM: Yes. Would you please ask her to call Sam at
1. First National Bank?
RECEPTIONIST: (phone rings ) Good afternoon, MBI. May REcEPTIONIST: Sam . . . at First National Bank.
I help you? SAM : The number is 555-1187, extension 313.
MRS. PARIS: Hello. I want to speak to Mr. Lin, please. RECt;PTIONIST: 5551187, extension 3 13?
RECEPI'JONIST: I'm sorry. Mr. Lin is in a meeting right SAM: That's right.
now. Would you like to leave a message? REcEPTIONIST: OK. I'll give her the message.
MRS. PARIS: Yes, please. This is Mrs. Paris of City SAM: Thanks so much . Bye.
Car Center. REcEPTIONIST: Good bye.
RECEPTIONIST: Mrs. Paris. I s that P AR I S?
MRS. PARrs: Yes, that's right. Please ask him to call me Call on Ss to write their answers on the board.
at the City Car Center before 3:30 this afternoon. It's
very i mporttmt.
RECEPTIONIST: All right. And your numbEr, please?
Mns. PARIS: 5553290. 1. To: M r. Lin 2. T o: Wendy Carson
RECEPTIONIST: 5553290? from: M rs. Paris fro m: Sam
MRS. P ARIS: That's it. of: City C81r Center of: First National Bank
RECEPTIONIST: OK I'll ask him to call you before 3 :30, Pho ne: 555-3290 Phone: 5551187 ext . 313
Mrs. Paris. Message: Call Mrs. Message: C8111 Sam at
Paris before 3:30 t his the bank.
afternoon. Important!

- ROLEPLAY
Learning objective: role-play a conversation between two Ss do the first role play, sitting back-to-back. Provide
people talking on the phone feedback after they finish.
Divide the class into pairs and assign AlB roles. Explain the second role play and go over the AlB
Explain the roles and go over the AlB cues. cues. Pai rs do the new role play.
Model the role play with aS. Have Ss sit backto
To maint ain interest, it's best to ask only one pair to
back. Change roles if necessary.
demonstrate the role play to the class.
Option: Before starting the 9.ctivity, tell Ss to reread
the Conversation on page 102. Or Ss can listen again
to t he audio program in Exercise 11 to review phone
etiquette. Ask Student As to find expressions callerS
use and Student Bs to find expressions secretaries use.

I'm going to a soccer match. T-104


G) READING
Learning objectives:read and discuss an article about cell
phone etiquette; develop skiJis in scanning, summarizing, and
Many people talk too loudly on cell phones. While you
recogmzing point of view can't control their behavior, you can follow a few
Books closed. T o set the soene, ask Ss to brainstonn simple rules. For example: turn off yoor phone in
things that cell phone users do that are dangerous public places, speak JOftly on phone ca lls. and
never take a phone call in a movie theater.
or rude (e.g., They ta.lk too loudly. They take calls in
movie theaters.).
Books open, Call on a S to read the title aloud. Elicit B
or explain that etiquette mean s "manners." Ask the following question: "'s the writer against cell
phones, for ccU phones, or for cell phones only if t-hey're
Tell Ss to read t he cell phone article quickly. Ask Ss
used in a way that doesn't bother other people?"
to find the answers to the pre-reading questions.
(Answers: it's not OK to use a cell phone in a Elicit examples in the article that show the
movie theater. It's not OK to use a cell phone in writer's opinion.
a restaurant if there is a sign saying "turn off cell Explain the task. Ss imagine they are the writer of
phones." It's not OK to use a cell phone on the the article. They check (.1) the sentences the writer
street if you talk loudly or if you don't wntch would agree with.
where you're going.) Ss complete the task individuaJJy. Then they compare
answers with a partner.
A
Go over answers with the class.
Explain the task. Ss read the article silently. Remind
Ss to try to guess the mean ings of any words t hey
don't know.
The writer would probably ag ree with 3, 6. 7, 8.
Elicit or explain any new vocabulary.
C Pairwork
happens: occurs; takes place Explain the task. Ss work in paif'S.. They discuss
day-t<Hiay: ordinary; regular which opinions they agree or disagree with and why.
loudmout h : a penon who talks too noisily or too much
munugement: the people in charge or a buBiness
or company
take care of: deal with; handle
take ca lis: answer the phone Do your s tudents n eed more practice?

nFor a new way to teach the vocabulary in this A ssign . . . for m ore p ractice in ..
tl Read ing, try Vocabulary Mingle on page T-153. Workbook Exe rcises 8-1 1 Grammar. Vocabulary,
Ss complete the summary. T hen go over answers on pages 89-90 Reading, and Writing
with the class. Lob Gvide Exe rcises 5-8 listening, Pronunciation,
on page 26 Speaking, and Grammar
Option: If the summary seems too difficult for your
Video Activity Book Listening, Speaking , and
Ss, include the wotds in a cloud summary on the
Unit 15 Cult ural Awareness
board,like this:
CO-ROM Unit 15 Grammar, Vocabulary.
Reading, List ening. and
Speaking
off can't
fl~er

loudly softly

T-105 Unit 15
In Unit 16, students talk about changes in a
person's life. In Cycle 1, they discuss changes

Achange for the better! using the comparative and the present, past,
and present perfect tenses. In Cycle 2, they talk
about plans for the future using verb + infinitive.

SNAPSHOT
our Hve;
a-------------
Learnin.:9g~o~bJ;..e~c~ti~ve~:~re:a:d~an:d~t:al;k:ab~o=u~tt~h,:ng;,s~t~ha:t:ch;,a:n;ge:--~.i~-=iwmfi~
.
abroad: in a foreign country
Books closed. Write the unit title on t he board. Elicit driver's license: a document that proves you are legally
or explain the meaning of "a change for the better" allowed to drive a car
and a lso "a change for the worse." Explain t hat this graduate: complete you.r studies
unit is about important changes in our lives.
Explain the tasks. Ss discuss the questions in pai rs
Ss brainstorm things that change our lives (e.g.,
or small groups. Remi nd Ss they don't have to share
get married, have a child, change schools). Help
personal information. They can respond by saying "l
with vocabulary as needed.
prefer not to talk about th at."
Books open. Ss compare their ideas with those in
Have a brief class discussion about changes that have
the Snapshot.
occurred in Ss' lives.
Elicit or explain any new vocabulary.

Q CONVERSATION
Learning objectives: practice a conversation between two Ss practice the conversation in pairs. Go around the
people catching up; see descriptions of changes in context class and give help as needed.
Option: Ss write their own conversation, based on
A CB [CD 3, Track
36] the one in the book. They practice the new
Set the scene. Two old friends run into each other conversation in pairs.
and ..catch up" on changes in their lives.
Books closed. Play the a udio program. Ask: "Has B(B
Kerry's life changed for the beiter or for the worse?" Play the audio program once or twice. Ss listen to
(Answer: for the better) find out how Dia ne has changed.
Write these focus questions on the board: Ss compare answers in small groups. Then go over
True or [alse2 answers with the class.
1. Kerry is still in school
2. Her hair is shorter than before.
3. She got married. KERRY: So tell me, Diane, wha.t have you been up to?
DIANE: Well, let's see. I've changed jobs.
Play the a udio program again. Then elicit the KERRY: Really? You don't work at the hospital anymore?
answers. (Answers: 1. false 2. true 3. false) For DIANE : No, I left last year.l'm still a nurse, but I work in
the false ones, ask Ss what really happened. a private clinic. My job is less stressful now.
KERRY: Do you still live downtown?
Books open. Play the audio program again . Ss DIA.."l'l'! : Oh, no. I moved to a new place. I'm in the-
listen and read along silently. Elicit or explain suburbs now. I live in Parkview,just outside the city.
any new vocabulary. KERRY: Parkview? That's where I live! That means

mm
contacts: short for contact lenses
we're neighbors!

f@tttd/fi,f@1
got e ngaged: formally agreed to marry someone
Diane changed jobs, works now in a p rivate clinic, and
nFor a new way to practice this Conversation, try moved to the subu rbs .
l::S Say It With Feeling! on page T-150.

T-106
GRAMMAR FOCUS
Learning objective: practice describing changes with Play the audio program to present the grammar.
the present tense, the past tense, the present perfect Then ask Ss to describe the changes to the man in
and comparatives the picture (e.g., He wears differe"J. clothes now. He
Jw.s grown taller. Hi.$ hair is shorter TWW.).
(B [CO 3, Track 37] Option: lf needed, review the tenses. For the past
Option: Ask Ss to bring in some old photos that sh ow tense, see Unit 7; for the present perfect, see Ur:tit 10;
how they have changed. Ss can show each other their and for comparatives, see Unit 14.
photos and discuss them .
Wri te these four categories on the bonrd: A
Present tense Present pe1ect Explain the task. Ss check(") true st atements and
Past tense Comparative correct any false statements. Put this example on the
Focus Ss' attention on t he Conversation on page 106. board:
Ask Ss to find examples in each category. Call on Ss ,/1. I've changed my ha1rstyle
to write them on the board. 2. I dress dJ(fmnlly now I dress the same.
Option: Divide the class into four groups and assign Ss complete the task individually. Go around the
each group a different tense. class and give help as needed.

1 B Pair work
M"!Hf%i4i Explain the t.ask. Then Ss work in pairs to compare
Present tense Present p erffiCt
Aro you still in school? I haven't seen you in ages. t heir part A responses. Ask the class: ''Who has
That's great news. How hav e y ou been? changed in similar ways?"
You look diffe rent. Have you c hanged yo ur hair?
I wear contacts now. I've lost weight . C Group work
Past t ense Comparative Explain the task. Ss work i ndh'idually. They write
I graduated last year. tt's s ho rter. five sentences describing other changes in their Lives.
I got a job.
I got engaged. Ss work in groups to compare answers. Allow about
five minutes for discussion. Remind Ss to decide who
in the group has changed the most.

LISTENING
Learning objective: develop skills in listening for details SC<rrr: And here's a picture of our honeymoon. Wow! We
sure look different now, don't we?
(B [CO 3, Track 38] LINDA : Yes.My ha ir is much shorter now. And you've
Set the scene. Linda and Scott nrc looking through a gained n littlc wcia-ht. You were always too t hin. Oh,
photo a lbum and discussing how they have changed and look . H(!rC' I a picture of the day we brought
over the years . Maggie home from the hospital.
SCOTT': She'e 80 cute. And now we have two kids. Who
Play the audio program. Ss listen a nd take notes would have gue~?
on three changes they hear. Go over answers with LIJ..'DA: Yeah. We're just luclcy that they look like me.
the class.

e.tttm.;u;&M lp;mtffHf"f11h#i
They didn't get along when they first met.
LJ_sOA: What are you looking at., Scoll? They're married now.
ScoTT: Oh, just one of our photo albums. Linda's hair is shorter.
LtNOA: Oh, look- it's our wedding picture. Scott has gained weight.
SCO'JT: Yeah, Just. think, we'll be celebrating our flf\.h They have two kids now.
wedding anniversary t his month .
LI!\OA: Yeah, and I remember we didn't get along so well
when we first met. But a year later, we fell In love (:;1 For a new way to teach this Listening, try Photo
nnd got married. l=.J Identification. on page T-1 59.

T-107 Unit 16
WORD POWER
Learning objective: learn vocabulary for discussing lose weight get a mortgage learn how to paint
changes dress better support a charity take an art class
(Note: Additional exa mples are italicized.)
A
Explain the task. Ss complete the word map with
phrases from the list.
B Pair work
Explain the task. Elicit additional responses and
Call on Ss to read the phrases. Explain any
write them on the board.
vocabulary.
Ss discuss theil changes in each category.
Ss complete the word map. Remind them to add two
more examples to each category.
Draw the word map on the board. Ask Ss to write
answers and add more examples to each category.
Do your students need more practice?

Assign .. . for more practice i n .


Appearance Money Skills
dye my hair get a bank loan improve my English Workbook Exercises 1-5 Gramma r, Vocabulary,
gain weight get a credit card vocabulary on pages 9 1-93 Readi n~ , -~nd Wri~i~g _---
grow a beard open a savings learn a new sport Lab Guide Exercises 1-3 listening, Pronunciation,
wear contact account learn 1'1ow to dance on pag e 27 Speaking, and G rammar
lenses win the lottery start a new hobby

CONVERSATION
Learning obj ectives: practice a conversation between two B(B
people planning their futures; see verb+ infinitive in context Play the audio program. Ss listen to find out the
answers to the focus questions.
A (B [CO 3, Track 39]
Elicit answers from arou nd the class.
Have Ss cover the text. Use the picture to set the
scene. Ask: "What's happening? \o\'hat do you think
they are discussing?" Elicit ideas.
i fi&i.i%1141
Su,s..w: What kind of job are you looking for?
Write this chart on the board (without the answers). ALEX: Wel1, I've thought a lot about it, and I'd like to do
Ask Ss to listen for three future plans for each person. computer programm ing. So I hope. to get. a job with a
big computer company.
~ SuSAN: That sounds really interesting.
travel, get a job, get her own apartment
Susafl
ALEx: Yeah, I've got an interview next week.
Alex get a job, live at home, pay off his student loon S uSAN : Well , good luck!
Play the audio program. Ss write their answers. Ss ALEx: And where do you plan to travel to, Susan?
compare answers in pairs. Then go over answers with S uSAN: Well, I'd like to travel around the United Stat-es
a bit . There afe so many places that I've never seen.
the class.
ALEx: Well, please send me a lot of postcards while
Have Ss uncover the text. Play the a udio program you're away.
again. Ss read the conversation silently. S uSAN: All right, I will . And I hope you get the job.
ALEx: :Me, too}
Ebcjt or explain any new vocabulary.

i@l@M Cfifii/,fJ12ti
gruduation : the oorcmony at which a person who has Alex wants a job as a comp uter programmer w ith a big
completed a COUI"$e of study get$ a diplomtt company. Susan wants to t ravel around the U.S.
I'm broke : I don't have any money.
pay off: make the final payment for something
student loan: money given to a student but which must
be paid back after graduating

Ss practice the conversation in pairs.

A change for the better! T-108


GRAMMAR FOCUS
Learning objectives: practice using verb+ mfinltlve; ask Ss work individually to complete the sentences.
and snswer questions about the future using verb + infinftive Remind Ss to add t.wo more statements for numbers
7 a nd 8. Go around the class and give help. (Note:
{CO3, Track 40] Don't check Ss' answers until the end of part 8 .}
Books closed. Write these sentences on the board: Option: Tell Ss to look at the photos. As a class,
Svsan I'd really _ _ _ _ travtf. discuss the aspect..s of people's lives that the photos
Svsan / _ _ _ _ get a (Db and my represent (e.g., families, working parents, getting
owrt apartment married, becoming successful).
Susan: I don't__ _ _ live w1th my parents.
Altx: I'm__ _ _ get a job and live at home. B Pair work
Books open. Focus Ss' attention on the Conversation Ss work in pairs to discuss their responses . Tell
on page 108. Ca ll on Ss to find the answei"S and to fill pairs to check (.I) the statements on their lists that
in the blanks on the board. (Answers: like to, plan to, are the same and to put an X next to the ones
want to, going to) that arc different.
Ask Ss to look at the Grammar Focus box. Elicit some same'" and "'different" responses
Ask: ''What do these structures have in common? from pairs.
What other structures follow this pattern?'" (Answers:
C Group work
All are verb+ infinitive; hope to, would like to)
Explain the task. Call on Ss to read the questions.
Play the audio program. Then have Ss make
Check for corl'ctt intonation.
sentences of their own (e.g., I do"'t plat1 to gel
mar6ed this j'ear.). Ss work in s mall groups. They take turns asking and
answering tJ10 qucf:ltions. Tell Ss to ask the questions
(81 For more practice with verb + infinit ive, play in any order they want.. Also encourage Ss to ask
lSI L ine Up! on page T-144. Ss line u p according to follow up questions and to respond to group
4

the age when they hope to marry, how many members1 plans.
children they hope to have, etc.
Option: Ss eam one point. for every follow-up
A question they ask.
Explain the task. Tell Ss to write true information
about themselves. Encourage Ss to use each verb
from t he Grammar Focus box at least once.

PRONUNCIATION
Learning objective: notice the difference between the B(B
vows/ sounds lou/ and IA I Explain the task. Model the first word.
A(B {CO 3, Track 41] Play the audio program. Ss check (.1) the sound
Explain that words spelled with o arc pronounced in they hear.
different ways in English. Point out the two examples Option: Ss first check (.I) the sound they think
in the book. is represented by the letter o. T hen play the audjo
Play the audio program and let Ss llsten t.o the program. Ss check if their guesses were right
two sounds and practice. or wrong.
Elicit more words that contain the two sounds Check Ss' answers on the board.
(e.g.,lot,job, grow, oh).
Option: 1f Ss are having problems, ask t hem to find
/ou/ both cold home ove r
words spelled with o in the unit.. Say the words, and /AI como honey money mother
ask Ss which have the lou! sound, which have the lA I
soun d, and which have some other sound. Option: Ss wol'k in pairs. They write a conversation
[81 f'or more practice with this Pronunciation, play with at least five words from part A or B. Then Ss
lSI Bingo on page T-147. practice the conversation.

Each week, select a .. sound of the wee k'" and focus


specificalty on that (or, tn this case, the lWO sounds).

T-109 Unit16
INTERCHANGE 16
See page T-131 for teaching notes.

O sPEAKING
learning objective: talk about plans for a class party using B Class activity
verb + infinitive Explain the task. Ss take turns reading each other's
plans. Then they choose the best party plan.
A Group work
Option: Ss can report their plans orally to the class,
Explain the task. Ss make plans for a cJass party. G<l or th ey can write them down i n a proposal. (See
over the issues they need to think about (e.g., date, Exercise 11, Writing.) IfSs report orally, make
time, place, transportation). Model the conversation sure all Ss have a role in the reporting. If Ss write
with twoSs.
reports, pass the proposals aroun d or put them on
Encourage Ss to use a variety of verb+ infinitive the walls .
fonns. Take a vote. Who has the best party plan? As a class,
Ss work in small groups to discuss their plans. Set a discuss whether Ss really want to have a party.
time limit of about ten minutes. Tell groups to choose
one person to take notes.

~ If you notice that yo u always monitor groups in the


same order (e.g., you always start at the front of the class),
change your routine. Try starting from another direction so
that some Ss do not get ignored.

WRITING
Learning objective: learn how to write a proposal using B Class activity
verb + infinitive. Explain the task. Each Sin the group chooses a
different section (e.g. , date and time , place) to present
A Group work to the cla ss.
Explain the task. Ask Ss to read the example Groups take turns presenting their ideas to the class.
proposal silently. Ss write a similar proposal, based While a group presents its proposal, the other groups
on their discussion in Exercise 10. take notes so that they can vote aftenvard.
Ss form the same small groups as in Exercise 10. Option: After Ss vote on the best proposal, h ave
They write their proposal for an end~of~theclass the party!
party. Go around the groups and give help as needed.

A change for the better! T-110


e REAO(NG
Learning objectives: read and discuss an arVcfe about C Pairwork
setting personal goals; develop skills in recogmzing audience Explain the Utsk. Ss work in pairs to discuss personal
and reading for specific information goals and the steps they will take to achieve them.
Go over the prereading question. Ask Ss to scan the Op t ;on: Draw this diagram on the board. Label the
article to find the headings. (Note: The headings are circles (from outside to in): five year goal, oneyear
in red.} goal, threemonth goal, onemonth goal. Label the
Ss read the headi ngs individually. Then pairs center circle "Major Goal." Ss copy the diagram and
discuss which aspects of their lives they would like complete it. Then they discuss the goals in pa irs .
to improve.

A
Explain the task. Ss read the article silently. Remind
Ss to try to guess the meanings of any words they
don't know.
Ask: "'Who do you think the article was written for'!'
Go over the answer with the class. -Eiillof-Cycle 2_ _ _ _ _ _ __

D o you r s t ud ents n eed m o r e practice?


people who are looking for direction

Elicit or explain any remaining new vocabulary. Ass;gn ... for more practice in . ..
Workbook Exercises 6-10 Grammar. Vocabulary,
i*#ftMfM on pages 94-96 Reading, and Writ ing
setting personal goal !:>: choosing l!pccific objectives Lab Guido Exorcises 4-8 Listening, Pronunciation,
for what you would like to do or chnnge in your life on page 27 Speaking, and Grammar
technique: a way of doing something that involves Video Activity Book Listening, Speaking, and
planning Unitl6 Cultural Awareness
fieldt:: a reas of activity or interest
eommunity service: work dooe without payment to CD-ROM Unit 16 Grammar, Vocabulary,
help other& Reading. Listening,
acquire: obtain; gain and Speaking
a c hieve: ac:c:om pliBh; reach
realistic: likely to happen in the future; reasonable Evaluation
man ageable : easy or possible to deal with; cont.rollable
adjust: change slightly Assess Ss' understanding of Units 15 and 16 with the
rcfloot: &how; express quiz on pages T -214 and T-215.
Assess Ss' understanding of Units 9-16 with one of
B the tests on pages 133-142 of the Interchange Third
Read aloud the questions in part B. Then ask Ss to Edition/Passages Placement and Euatuation Package.
look for the answers. (Encourage Ss to look for the
infotmation quickly, without reading the whole
article again.) Give Ss a time limit.
Ss compare a nswers in pairs or groups. Have the Ss
who fmish first write their responses on t he board.

1. People set personal goals because they need more


direction in life.
2. Top athletes and successful businesspeople in all
fields sot personal goats.
3. You should divide your goals into steps because one
big goal is more manageable to achieve in small tasks.
It Is important to adjust your goals beca use your goals
~n change with time.

T-111 Unit 16
Units 15-16 Progress check
SELF-ASSESSMENT
Learning objectives: reffect on one's learning; identify Ss move on to the Progress check exercises. You can
areas that need improvement have Ss complete them in class or for homework,
Ask: "What did you learn in Unit.s 15 and 16?'' Elicit using one of these techniques:
Ss' answers. 1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you need to practice?" Then
Ss complete the Self-assessment. Encourage them to
assign exercises based on their answers.
be honest, and point out they will not get a bad grade
3. Ask Ss to choose and complete exercises based on
if they check (,I) "a little.
their Self-assessment.

DISCUSSION
Learning objective: assess one's ability to discuss future Ss complete the task. Go around the class and check
plans using the present continuous and be going to their use of the present continuous and be going to.

A Group work B Group work


Explain the task. Ss work in groups of four. Bach S Explain the task. Ss discuss the quest ions in groups
WTites the names of the other three Ss io the first and share their J-esuits with the dass.
column. Ss then ask each other about their WC<!kcnd
plans. ~ncourage them to ask follow-up questions to
find out details.

ROLEPLAY
Lesming objectives: assess one's ability to invittJ another Explain the task. Ss work in pairs. Student A invites
person to do something; assess one's ability to accept Student B to an event from Exercise L Student B
invitatrons, refuse invitations, and make excuses accepts or refuses.
Elicit different ways to make invitations, accept Model the role play with a S.
invitations, refuse invitations, and make excuses. Ss oompletc the l"Oio play in pairs. Then they change
Write them on the board. roles and practice ogain . Co around the class and
give help as needed.

T-112
LISTENING
Leam;ng objective: assess one's ability to listen to and 2.
understand messages with tell and ask 1\IA.,~: [phone rings I Hello.
AKN: Hi. Brian?
(f) [CO 3, Track 42] ]\\AN : No, sorry. Brian isn't here right now. Can I take
a message?
Set the scene and explain the task. Ss will hear two ANN: Yes, thanks. Do you have a pencil?
telephone calls. They listen and wtite the name of the MAN: Yeah. Go ahead.
person the message is for, the caller, and the ANN: OK. This is Ann . Could you tell him that I'm s till
message. at the barbecue? Please ask him to p ick r:ne up here.
Not at home.
Play the audio program once or twice. Ss listen and M'AN: You're still at the barbecue . He should pick you up
complete the messages. there. Not at home.
AE\N: T hat's it. Thanks.
MAN: No problem.
I.
MAN: [phone rings] Hello. Go over answers with the class.
LIS.~: H i. Could 1 speak to P3ul, please?
MA:'i: I'm sorry. Paul is not home r ight now. May l take tfiffitrfi1i4#i
a message? 1. Message fo r: Paul
L ISA: Oh, urn. Sure. This is Lisa. Would you tell him Caller: Lisa
to meet me at the theater a.t 7:00? T he play starts Message: Play is at 7:30. Meet her at theat e r at 7:00.
at 7:30. 2. Message for: Brian
MA:.~: Meet Lisa at the theater at 7:00. The play is at Ca ller: Ann
7:30. Got i t. Message: Pick her up at barbecue , not at home.
LISA: Thanks. Bye .
MAN: Byebye.

SURVEY
Learning objective: assess one's ability to ask about and Set a time limit of about ten minutes. Ss complete the
describe changes using a variety of tenses and forms task. Go around the class and note any grammar or
vocabu lary errors.
A Class activity
Explain the task and go over the chart. Explain any
B Class activity
n ew vocabulary. Then elicit how to make questions Ss compare their information as a class. Ask: "Who
with the phrases in the chart. (e.g., Did you get your has changed the most?'
hair cut last week?).

SPEAKING
Learning objective: assess one's ability to talk about hopes Explain the task. Each S chooses one goal. Then they
and wishes using verb + infinitive plan how to achieve the goal in pairs .
Ss check (v') the goals they want to accomplish Model the example conversation with aS. Then Ss
individuaJly. Then they add two more goals. complete the task in pairs. Go around the class and
check their use of verb + infinitive.

WHAT'S NEXT?
Learning objective: become more involved in one's Ask Ss to underline one thing they need to review.
learning Ask: "'What did you underbne? How can you
Focus Ss' attention on the Self-assessment again. review it?"'
Ask: "How well can you do these things now?" If needed, plan additional activities or reviews based
on&' answers.

T-113 Units 15- 16 Progress check


0 LISTENING Telephone messages
00 Listen to t he telephone conversations. Write down the messages.

2
Me s sage for: - - - - -- - - Message for: - - -- - - --
Cal~r: - - -- - - - - - - Caller: - - - - - - -- - --
Message: _ _ _ _ __ Me ssage :

A Class activity Go around the class and find this information.


Write a classmate's name only once! Ask followup questions.

Find someone w ho . N ame

1. got his or her hair cut last week


2. doesn't wear glasses anym ore
3. has changed schools recently
4. is th inner than he or she was before
5. got married last year
6. has started a new hobby
7. is happier these days
8. goes out more often these days

B Class ctivity Compare your informa tion.


Who in the class has changed the most?

SPEAKING Setting goals


Check (,I) the goals you have and add t wo more. Then choose one goal.
Plan how to accomplish it with a partner.

n own my own computer fl have more friends n live a long time


rl move to a new city r I get into a good school !I
n have more free time n travel a lot more n
A: I'd like to travel a lot more.
B: How are you going to do t hat?

WHAT'S NEXT?
Look at your Self-assessment again. Do you need to review anything?

Units 15-16 Progress check 113


Interchange activities
interchange 1
Leaming objective: find out more
about classmates in interviews
A Class activity
As a warm-up, stand next to
A CI M Go.arvund thtW.u flnd lntervlewtl \ - clfiSSrt.atH.
different Ss. For each S, ask the c-f)4etetll<!cl\an.
class: ''What is his/her name?
Where is he/she from?"
Ask Ss to look at the picture.
If needed, explain that Eminern
is a popular rap singer who uses
just one name.
Go over the questions in th e chart.
Help Ss with vocabulary and
pronunciation. Tfnecessary,
review hobbies and the months
of the ~ear.
Explain the task. Model the
questions with aS. Point out that
Ss will interview three classmates.
W hf'(,YQ'.II"fi<.C ...,....t
Ss complete th e task. Ga around Whal"o your l.aotnama-1

the class and give help as needed. Wht-rar vooffom1


Whton"a\'{l'U<birtt.d...,.?
Write down any grammar or Wh.tar-.'f'OU<~? ______)
vocabulary errors and go over
them after Ss complete the task.
WM . . . t
B Group work
1\uan int..,...,sttng (troLname i.aaotfrom a tJic ci'Y
Explai n the task. Go over the h..u .l <lamn"l<"ln ltUI.t\L!Ihlt h.a!tfleMXl bh1hda)'
"'-"tlt4ow,..n;:tm<l a a ra,...... po>,_, h..u an tmLLiu.al hohb)o
questions and review the
vocabulaty if needed.
Ss discuss the questions as
a group.
Option: Elicit interesting
information that Ss found out
about their classmates.

T-114
QGitfrtttf* COMMON GROUND
A Cin. ct IJ hNWfflheiequestioN a boot j'OI.Lr!IC'If. Thcn i ntcn..,..
li.>uY dusmatu.

B P'aif l'lllft Wl>coie oth...tul~ ill th ""'* lke !f(l<.ln1


Tell ywrpartner.

A: ft:e,ko andl h;o~@ sln:Uiar ""h<>dulfl_ Weboth&<:t i'P


. ..
w.:. . .. ~<jitf.to- 1~
at l;l:00andha~ breti:Juttot 7:00.
Mv sdleduM ~ d;tieren~ ffom
8 ; l k"'"" for work at 7:30, bu.t J d'T I@'' '" for Kbool. at ..
m~ clsumlllolll'ldlteul~

Explain the rest of the task. Ss go


around the class an d interview
fow classmates. They write each
classmate's name at the top of the
column and a sk the questions in
the cha rt. They write a time for
each response.
Model the task with a S.

~ At beginning levels, sometimes


mstructions are difficult to understa nd.
It is much more effect ive to model the
task than to explain it.

Set a time limit of about 15


minutes.. Then Ss complete the
Go over any new vocabulary in the
task. Go a round the class a nd
chart. Teach or review how to
give hel p as needed . Write down
write times.
Learning objective: find out more any er rors you hear for Ss to
about classmates using a survey Explain the first part of the task. correct later.
about schedules Ask Ss: "What time do you get up
during the week?" Ss com plete the B Pair work
A Class activity first line in the Me column . Then Explain the task . Go over the
Focus Ss' attention on the pictures they complete the rest of t he usefuJ expressions and m odel t he
at the bottom of the page. Ask: column individually. Allow about exampl e conversa tion.
"What does the woman do every three minutes. Go around the cl ass Ss comp lete t he task in pairs.
day? What time does she do and give help as n eeded . Encourage them to expla in why.
each thing"" Elicit answers from the class.

Interchange activities T-115


C!tjjffjlfff* FLEA MARKET
Learning objective: ask for and give Student A
,nces; practice bargaining

A
Point out. t.he Litle. Explain that a
flea market is a place where people
sell used things. Se11ers have an
"asking price," but people bargain.
Ask: "'Arc there fico markets in
your country? Do people bargain
for better prices?" Encourage
discussion.
Focus Ss' attention on the pictures
on both pages. Ask: "What do
you sec here? What are these
people doing?"
Divide the Ss into pairs and assign
pages A and B. Explain the task.
Focus Ss' attention on the TV.
Ask: "What is a good price for a
US<>d TV?" Tell Ss with page A to
choose an "asking price" and write
it down. Then focus Ss' attention
on the painting. Ask: '"What is a
good price for the painting?" Tell
Ss with page B to choose an
asking price and write it down.
Ss work individually to make up
prices for the remaining
four items.

If Ss have difficulty with a


specific task. try a different grouping
for the task. For example, have them
work in small groups instead of pairs.
Model the example conversation Continue until both partners buy
with a few Ss, showing that A is and sell at least three things. Tell
B Psir work the buyer and B is the seller. the Ss to write down the prices
Explain the task. Ss work in pairs. Remind the class to vary the they bought t.he things for.
Student As and Bs take turns as conversation and to bargain. Go around the c1a.ss and give
buyer and seller. The b\1yers
Give Ss a time limit of about ten help as needed.
choose three things they want to
minutes. Explain that partners Option: Ask a pair ofSs to
buy from thejr partner's page. need to take turns starting the
Buyers decide on a good price for perform their role play for the
conversation so that each S is class. Alternatively, Ss can change
each thing.
both buyer and seller. partners and try the activity again.

T-116 Interchange activities


StudentS

Students A and 8
hk..t Nowc::too.cthne~ ... :J" .....l'0'-1
G.41lw .... _ _ ...:h_-lloM-tr.wbM ..... .w-
...Wfor"U..,.,.,.uc,
A. u.. .-do oslhe r .....?
R l~'o .,jy $30
A W- t Tbat'a npena~~!
B Wtn ....w.t>out~!
A. N.;o. Thot'alli.U""',...,h.llll(i, youl20 fork.
ll SoldI 1 ~, yoora.

C a,..,-*
<Aor.pt~re.yoor Mmin,p In ,._pt. Who . . .
t.hot-- tlloeflea~all"bl?

......._,

Option: Ss make a list of six to Ss work in small groups. They tell


eight things to sell at a flea each other what they sold and at
market. They can also bring in what. price.
two or three things and role-play Ss compare how much money t.hey
a sale at a flea market. earned. Who made the most money?
C Group work
o Ss look at the "sold for" part of
their page and add up the amoun t
of money they made individually.

Interchange activities o T-117


G@rfl,!.(@ t G@Mt WHATS THE QUESTION?
Learning objective: speak more
fluently about favorite music, TV
programs, and Web sites

A
Explain the task. Ss read the
a nswers and then write the
questions. Elicit the first question:
When do you listen to the radio?
Ss write that question.
Ss complete the task individually.

B Pairwork
Explain the first part of the task.
Ss compare their questions in
pairs. Then go over answers as
a class.
B hit~Wtl (;OIYip.il,.,. your _..,pa.ted. q-Lion~ with a P"'"'"""-

ififflJ'4i'i4i '"""'Mk ~n<lan!"'"""''"" """"';.,..".A"""""'""'itla your


.,...-n in!Omlation.

When do you listen to the radio? A; Whendoyouli,.t.-ntot...,r<ldio?


When do you watch TV? B: llill~n totM r,.;;io in tho ev'l'n~
" ' Whst doyou lh ten to''
What is your favorite radio station?
Do you have a favorite Web site?
What is your favorite TV program?
What kind of sports do you like to
watch?

Explain the second part of the


task. Remind Ss to use their own
infonn ation and encourage them
to ask follow-up questions.
Go around the class and check Ss'
grammar and intonation. Write
down any errors you notice.
Option: When Ss finish, they ask
and answer the questions with a
different partner.
Write the questions or sentences
with erTors on the board. Ask Ss
to correct the errors in pairs.
Then e licit thei r answers.

T-118 Interchange activities


1. whoO. a n onlycNkl
"Doyouhav anyb<othool'5oosis..,.r
2. wl>ohnmor~ tl>~twob<Qthe<s

"Hr>wrnn r brcrthoor1or:loyou hav 1"


3 . whohnrnQ<~ !J'of>"two Sist915
"Hr>wnuon rsk..,1-r:lo 'fO'olhav.1"
w~ b<Othe< 0< $i'W< i$ ~ving Wwod
"Are f>"yQIYOf bta-tl>..-5orsistot<$livin9abro.ad1WIIere~
S. wha- livas wi:hhrtorM-rgrandpatents
" l>oVCJoU ~Y+wltllyo.rttr~-?
&. whohug<ebl.grbr'lodpart!flt S(i bvif>O
"IS your 9ft!-{lrM>dmotl>..-oo -~"-tOll ijvir>!l7"
1. w i'\Oh;K* IIMily.._mblltfwith anuf"IUWIIjob
o......,.,..... in rourfamllyhl~..,u...,.u.tl lob1"
8. w hoM motheror lathor;.oturfv.ng fnglisll
to.othlltfof'f0Ufp.,.nto.at~ I!"'SSIWI1W......,?"
Point out that Ss can make up
responses or say "Sony, I'd rather
not say'' if they don't want to give
true information.
Set a time limit of 10 to 15
minutes. Ss complete the activity.
Go a round the room and
Go over the chart and explain
encourage Ss to move a round and
the task.
talk to other classmates. Note any
Model the first question with e1Tors, such as question formation.
Learning objective: gain fluency
several Ss. Ask the question until
asking questions about classmates'
you find a S who is an only child. B Group w ork
families
Write t hat S's na me in the Name Ss compare their answers in small
A Class activity column . groups. Then elicit interesting
Focus Ss' attention on the pictures. Elicjt possible follow-up q uestions things they learned about. their
Point out that they s how three for the first ques tion. Write them classmates.
different families. Ask: "What can on the board Go over any er rors you noticed in
you tell me about each family?" part A and ask Ss to correct t hem.

Interchange activities T-1 19


interchange 6
@lfii!!TM DO YOU DANCE?
Learning objective: speak more A CIHI tctvty Don anyoM in rwr dan do tbHe thinpr
llowof\.en 8nd"""" ,.,.]1 dotht!y dotOOmT Oo around 1M
fluently about leisure activWes d aaa aOO fotld -pe-tfiOO fO<"eadlactivlty.

A Class activity :r.m ;m

Focus Ss' attention on the picture. '"~


Ask: "What is a talent show?"
Elicit ideas. if needed, explain that
~ ~~'''"
il is a contest in which people sing, ~"'
~kaUI$
dance, or play an instrument.
A. Do )'OIIdar.oe?
Explain the task. Ss ask each B: Yt-t, ldo..
A; Jlowoftcndo you p <bein(f
other who does these activities, 1!: E\'f'l)'WHktnd.
A:Andho"' ~ll d(.youdat'l?
how often they do them , and how 6: Actualb,not,..ry,.t ll. Butlot<!joy it l
well they do them. Point out that
Ss must try to find one person B Gt0111W'lld lmqineyourclall ioparticipo.W.,:inat~nt ohow.
Yibo -ldyouentninthe cooten1'CbooeethrMpeople froDit
who does each thing. Also, they Y*t ei.....,_ Explai" ,..,..rd'>Oi..,.

cannot use the same name twice. A: Loet't omte:r Ad&lll in tM talent how.
B: WhJ'AdaJrJ'!
Model the task '\\>lth a S at the A: Bc.::auaoehe d311<:e1Ye,tywell.
C: Ym~, he clots. And \~1-te if.~ good ai playi."' the guitar.
front of the class, using the Ll't'aent..-.hf"l', U>ot
example conversation.
Set a time limit of 10 to 15
minutes. Ss go around t he room
and complete the activity.

B Group work
Explain the task. Tell Ss to
imagine the class is participating
in a talent show. Ss choose three
people from the class to enter in
the contest. Ask: "What will each
person do in the contest? Why?"
Model the conversati on with two ,,,~,,..,..

Ss. Then Ss complete the task in


small groups.
Ask the groups to share and
explain their choices with the class.

T-120 Interchange activities


Giiliffi* VACATION DISASTERS
A ltM.I(ino )'OU """nt.on .. ,...,.tiotl l'ftf'ntb , bv.t.,...,.thlnr - nt wr"''*
u...thllddl ~~ help j'W dHc:ribe what M~<JH.
Chlt (/J-tetninncb c~

l ta.l*l--t:-. f!M.,..._Iul.toVOY~I~II<'-
I-106I'Kit. fht,....._fo_'-siMe.
~-~~ Yout~-IIDif'IOdler~

- n..feod-~
n..r.-o-illm.,-..
r....~--u.

t'fO<ot Ow<'!i<SNI
-- "" .... ~1~ ............
lllt .... 901 ....
Tlltgo,olc:lt _

(Wur_..ldul
_,.~.-..

....... Ott w
The~in ,..,....!J>~,~p_..,.tlvn. 'l'ovloltyOI!f~rt

Theot...,IIDIIr>W; -rvc:le Vo"'htd'"""'um<~M w~h vour l~mll-t


VoodiOn't mHt~ inwnlln~;~. Vo"'(IOttl(lo..

B hN ~9ft A-olt your p~rtner J.boo.ot h.Ur '-' .._\0(111,


'l'twnch.,_.rok..

A: So, how 1- ~wat.l<irl.~


B: ' ' " u OK,b..tlow.ofllxnp ..-t..-..ns.

....
A,Rn.ll)1~"h.3.th..~

8 Yi..t.J611,1hep&.""' .,.r,.u, ...~t cwkln't.rtt - '"'-' , ,


...,. ,

Books open. Focus ss attention B Psirworlc


ti@rfi,[.(Q on the family in the picture. Explain the task. Model the
Elicit things Utat might be wrong
Leeming objective: speak more conversation with aS.
with their vacation. Add these
fluently about vacation disasters ideos to the boat-d. Ss take turns asking questions
about vacations in pairs. Go
A Explain the task. Ss imagine they around the class and suggest
went on vacation and everything follow. up questions and more
Books dosed. As a class, ask Ss
went wrong. They check(/") an
to brainstorm things that can go detailed responses as needed.
item for each category or write
wrong on vacations (e.g., airline Option: Ask different Ss to
their own ideas. Set a time limi t of
loses your luggage, the food isn't share their vacation stories with
about ten minutes.
good, the hotel is terribh). Write the class. The class votes for the
their ideas on the board. worst vacation.

Interchange activities T-121


interchange 8
Learning objective: dtscuss A "-a.....--u-~..-.r.r,_.
---".J?Claod.I.FI,_r ........
neighborhood improvements as part of
a neighborhood planning committee I Ill I Q9M l ,l +
a publicflbr.-v
A a VOUih c.n~..

..,,
a boiMIIc~~d61'1
F'ocus Ss' atten tion on th e vldotoart -
.,._park
vocabulary in the chart. Ask . . ~.in()tri
t hem to underline any words . . if>.6owobring~h

they don't know. Elicitor


e:c:plain the meanings.

I ,...,....~,,.. ... ~~-u"


you th center: a building wilh
v-~l,YNml!atlybM .. r,.\.o(INI r..,;~;,...._4rN., w
th,... - .,p>rtan~ r... t.t-.
recreational facilities for
A AfO'Ilh oent.erito ,._,. impo.un ~ btta,...ywne p<>eple nHd a plta top.
teenagers B. I ...,\ aet'H I \Jootnk th.at . b . - . lMpor\<llflt bau~~oe . .
botan ical garden: a large garden C; lapHwlthldari.LAy<oulhtC'IIUr.,.....dbe-ofe>urdo oo<M.
wilh many planta
video arcade: a place where people
play video gamea
ice-skating rink: a place with an
ice floor for icc-skat ing or hockey
skateboard park: an outdoor
area where people ca n skateboard

Option: To practice quantifiers,


Ss ask and answer qu estions
abou t the facilities in their city
(e.g., Are there many s1uimming
pools? No, there aren't any./ Yes,
there are a few.>.
Model the task. Ask: "'How
important are public libraries
for a community? Why?'" Elicit
responses from the class.
Then ask Ss to che<k (.() Very
important, Somewhat important,
or Not important. Point out that
there is no correct answer. Ss decide which three things arc
Ss complete the task individually. most important and why.
Encourage them to t hink of Model the example conversation
reasons for their choices. with two Ss. Then Ss work in
sm all f,~l'Oups. T hey discu ss
B Group work recreational facilities and decide
Set the scene. Ss imagine t hey which Lhree are most important.
are on a neigh borhood pla nning Set a time limit of about ten
committee. The community has minutes .
no recreational facilities. They Ask oneS in each group to report.
want to provide some facilities, the facilities they chose and the
but they don't have m uch money. reasons for them.

T-122 Interchange activities


G@W!ta LIFESTYLE SURVEY
A P#IT -rt Whn kmd tlflif%t yk doe. your pa.mwr ha'~:
....,y~..OOrol.o.udorbl>oyaiWi far..-....,..t~ l nt~w ,....r
partMr IIBing tl111 awwy.

Numbe r Numb"

-
Howmallytlmnluovayou ~ olllmn Howmanytomuhav.v<>u 1 oft"""

l. "'st-TVorplal"'davf(le<l
g8 m &onl)>c. l,f,~T "'""'

2- =~~!~fr,tl\elast 7.
...
$.. e-awk~ovtme~ inthc

~no;t:,'\:":!~:..:~ighl

~- ~~~=,:;~&""'c"oo
b<l~n to~ mQ voe ;n t ~ II$! t. Y~<Jorkedlateorstlldte<IJMS'l
twQm onlhs m.amght on m. t.u1 mortt'>
$, wnedtl\e lnl.!=rllotl int"" ! o ::;;;,:,;,~rtvin!hal'"''
.si>rrr>CII>\t>$

B uro.~, ~ i 'kllLM group what )'0" u.;,.k 'J<I'Ui pari~r..,likotyk


il like a nd "hy.

' Mario'llifett}l.l!l~bw.y andft-~. !l., hardiJ' ..r l:ou t.!JM w B Group work
on t.-ll TV, read a ~ or !=9 IO Qw movjea, H e ltud iu o lot, and he
nfkne.~LI take-out ..-!>~ Ue abo . . Explain the task and ask a S to
lnttrchMge ttJ read the example response.
Option: Use the two pictures to
elicit model responses from the
class. For example, say: "This man
Explain the task. Then Ss read th e has an easygoing a nd relaxed
interchange 10 quest.jons silently. Elicit or explain lifestyle. He really enjoys reading.
any new vocabulary. l n fact, he has read four novels in
Learning objective; interview a the pa st month! He also . .."
panner about his or her lifestyle
Model the activity by asking a S
the first interview ques tion. Show Ss use their SW"Veys to make notes
A Pair work where to write the nwnber of about their partner's lifestyle.
Focus S's attention on the two times. In groups , Ss take turns ta lking
pictures. Then write easygoing and Ss complete the activity in pairs. about their partner's lifestyle.
relaxed and busy and fast~paced on Go around the class and give help Ask the class: 'Who has an
the board. Explain that these are as needed. easygoing and relaxed lifestyle?
different lifestyles. Elicit different Option: To make Ss listen more Why? Who has a busy and
activities and write them on the carefully, tell them to ask the fast-paced lifestyle? Why?"
boaxd under each lifestyle. questions in a different order. Elicit Ss' answers.
Interchange activities T-123
interchange 9A/B
IP'@Wn FINO THE DIFFERENCES
Learning objective: speak more SIZJdent A
fluently about differences in people's A fil i i - * llowoonydifT~<""Y<NfiodbelwMll yoo.t"~here
and yt~u:r .,..rn-8 pK:tun' Alik qi>MtioM lib !"-' w find tho! dil'fHen<ft.
appearances
l lo"' ,.,_flY J>(!IXIle ~ mnd>nJ: I $i t~ "'' I n .rinr . . . I holo:lui,J a o:lrink? Who?
A Pairwork Wlu.t. coktrU .. . 's T ohirt f S>O..,.,ter/l,o.irt
f><>K . . . wurgbsses / hae abeerd l ha~k>nchair1
What d.Qo,. lool< hk~?
Ss work in pairs. OneS looks at
Interchange 9A and the other S
looks at Interchange 9B.
Explain the task. Both Ss have
pictures of a party, but there are
some differences in the pictures.
Ss ask each other questions to find
the differences without looking at
their partner's picture.
Ask different Ss to read the
questions at the top of the page.
Point out that Ss can use these
questions to find the differences.
Model the task with one pair.
Ask: ''"What is Dave wearing in
Picture 1? in Picture 2?" Elicit
answers. (Answers: Student A: '1n
Picture 1, Dave's wearing a blue
shirt." Student B: "In Picture 2,
he's wearing a white shirt.")

~ With information gap activities,


tell Ss to sit across from their partners
and put a textbook between them. That r,. ,.,,._.,r<:!l, ll vc'il "''-$hirt it . . . l n p>ct.u..,2, i l'a . .. "

way, they can hear each other but not


see each other's pictures.

Ss complete the task in pairs.


Go around the class and give help
as needed.

B Class activity agree. If they do agree, go on to t h e


Tell pairs to look over their answers next answer unt il all of them have
(i.e., the differences bet\veen the been checked. If Ss don't agree, ask
two pictures) and to choose one to the class to look at both pictures
write on the board. Encourage them again to check it.
to come to the board quickly by
making it a rule that no answer
can be written twice.
To check-the ans wers written on
the board, ask the pair who wrote
an answer to read it a loud for the
class. Then find ou t if other Ss

T-124 Interchange activities


IMMfl'a FINO THE DIFFERENCES
Student 8
A f'ltir'""* fi9W<M.QJ'~a.nyouftfldbtt-)WI'pMWNhtn
..- ,_,Hortr'lpictuft~AsiL:~bbu-IOWYitdJ!itnoroc-..

H.w--:~~-~~-tt ....l-n.. . ./~ .....,~?


D.. _...,.._,ha..
'Mial.._ it .. . ST...tun/ -1411' /....,

Wloal . . . . . a..o.ttib1
abMrdl lt.aftiMc......,

"lll plc:cu,..l,Dav 'aT-,fh>rt ,._, - IIIP"rtlln:t.k'l . "

......_.

mnup:i.tJWJti
1. In Ptcture 1, Dave is wearing 6. In Picture 1, Patrick doesn't have
a blue shirt. In Picture 2, a mustache or beard. In Picture 2,
he's wearing a white shirt. he has a mustache and beard.
2. In Picture 1, Anna's hair is long. 7. In Picture 1, Neil is standing. In
In Picture 2. it's short. Picture 2. he's sitting .
3. In Picture 1, Anna is sitting. 8. In Picture 1, Neil is wea ring
In Picture 2, she's standing. glasses. In Picture 2, he isn't.
-4. In Pk:ture 1, Kate's sweater is 9. In Picture 1, Neil has a drink. In
orange. In Picture 2, it's purple. Picture 2, he doesn't have a drink.
5. In Picture 1, Fiona has curly red 10. In Picture l, there are three gihs
hair. ln Picture 2, she has straight on the table. In Ptcture 2, there
brown hair. are two gifts on the table.

Interchange activities T-125


interchange 11
C!i@IMit CITY GUIDE
Learning objective: speak more fluently A V.bf..-.. a n ,..,., I'" ;,.r.,..,...t>on oaboot a ci!yf bo.Q -V>is?
BH )uw.ncal &tghU 1 Comple~ \.be city gu.id wtth inJi>rmatioo
about cities by discussing a guide found on abo>ut adt ydyoor <botr
a city's Web sire
A
Ask: "Wher e ar e some different
places to fin d out information
about a city?" Elicit Ss' answers.

To get Ss' attention, give them


instructions from different places.
Sometimes give them from the back of
the classroom; other times give them
from th e middle of the cla ssroom

Expl ain the task. Ss make a city


~
guide for a Web site. Have t hem
choose a city they know well or
a city they want to learn about. I
Go over the questions and chart..
Point out that this guide is from a
city's Web site. Elicit or explain
an y new vocabulary.

i@@M B Gt~~e~p-*" Com.pan. your city ~:llidoo i D groupa. M.k U..... q...atO..U
souvenirs: th ings you buy to he lp and :(Wr llwll q~Add any;i>dd,t.onal o.- u'lll!nli<tnj(:ml(onmt;.,., to your ~i&o.
you remember a place you visit Wher~canyou~:et informa.t.ion aboutyou:rcity?
inexpensive: cheap l'o"h<!re' ~ r:ood pike l.b bo.ty "'-'''(>"~~?
histori cal sights: important places w .,.re'Jsa.. i~pe"'i'-.~' toMt?
Whath.i~orica.l o.ight.llshould)'OIIvi.oit?
in a city'$ or country's pa.st Where' the but pl- to hNr mll.hc?
bargain clothin g sto res : stores Wher@.,...,_p pl...,.t.oshop r.... ~?

that have cheap clothes What fun t.htl'lg!l can )'OU fM r-?
...,.....,..,..,.,l">f,.,l"r pl:a<;~~~to""'''lt?
free: costing no money

Ss complete the guide i ndividually


in class or for hom ework.
B Group w ork
Explain the task. Ask di ffer en t Ss
to rea d the questions aloud. T hen
elicit additional question s and ask
aS to write them on the boar d.
Ss compare their city guides in
small groups. (If possible , Ss
should work with classmates who
wrote about different cities.)
Go around the class and encourage
Ss to ask followup qu estions.

T-126 Interchange activities


GNtif HELP!

A , , . . _ . "-1 1Mw.4p-. .-..... u- m.t..u..._


1
I. 'bUt_..,..__._-two...._
u. ..... ,...,....... widl,_l""'-ltct.- .. ..........
lrtlloe-.._.floot
u ... _...,.. ... .._,
. _ _ ...,..

I. .,...,..""'. .........,........... ,._.,..,,...,......


...it__..
A. I U.......,........,..u.m,.wlu.I.. JIIIUr.....,.!
, . ..... i~~ .......... , ......
,:::m:Z:' :l:':llll'--
........ IO
A.'nloub.'fi"MI.aa..,_,J_?WU. ..,_dliook!
()oof . . . . ._C>C~Uid
0:: Y9utiM.U~ t-..,......n.t....,.-u-
... . II'I'OdiciNIIO .

a a......., ~p
,_.,_,!'hOlM._
... IM.,.. ...,.. ... -~
Vou""-"d ...

....._,

Option: Ss can use other small


interchange 12 items as markers (e.g., pen caps
or erasers).
Learning objective: speak more
Show Ss how to toss a coin.
fluently about health problems and Ss play the game in small groups.
Point out which side is face up
medical advice by playing a board game Go around the class and encourage
and which side is face down.
Ss t.o usc the expres sion in the
A Group work Have different Ss read the
us eful expressions box.
Focus Ss' attention on t.hc board problems in each space. Then
game and read the instructions. ask three Ss to model the B Class actiity
Show Ss how to write tlleir initials example conversation.
Read the question. Elicit
on small pieces of paper and use Show how to play the game information from each group.
them as markers. '"";th a group of three Ss. Encourage them to give examples.

Interchange activities T-127


interchange 13
$@Wft PLAN A MENU
Learning objective: discuss and A G~ -'*
"'~""or d.~
ill'l.agine)'Oll aNo.peninc a M wreetaunll.t. CrM.te a
)"'Ol'd lh to off~r. n..n write th~ pritft
create amenu tor anew restaurant
A Group work
Write these words on the board:
soups salads main dishes
desserts beverages
Soup s
In small groups, Ss discuss their
favorite dishes in each category.
Then elicit their answers and
write them on the board.
Set the scene and explain the task.
Explain that a kid's menu has LiW'ain rnishts
dishes children like. They are
usually cheaper and smaller than
dishes on the regular menu. Elicit
possible dishes for this menu.
Ss complete the task in small
groups. Go around the class and
f])us crls
give help with vocabulary,
spelling, or prices.

B Group work
In the same groups, Ss choose a
name for their restaurant and
write it at t he top of the menu.
To help Ss think of ideas, ask C Cl.u l di!lil'y Cmtpen yo<Jr IDetiU'- 'Wbtch ifroUP hu . .. 1
theiDOilinlo>rtiWII;MflllU
these questions: "Where is the
restaurant? What's special ~=~~::tLU
t),e d.Hpettprit-ta
about it?" lheboe.ttftfln1419r &rntavnnt

C Class activity
Collect each group's menu. Then
put them around the class so
each group can see the other
groups' menus.
Read the instructions and explain
the task. Ss go around the class
and compare the menus. Then
they write a name of the
restaurant next to each phrase.
Elicit answers from the class.
Encourage Ss tQ explain their
reasons.

T128 Interchange activities


gpna HOW MUCH 00 YOU KNOW?

Model this possible conversation


with aS:
T: Which animal lives the longest,
a whale, an elephant, or a
tortoise?
S : 1 think a wh ale Lives the
1WIIi(j\ ....... hVftlflt~11
lWhld'IOIIOis !N IIIftl1
J Wllidlllfflflf~lk ~~1
M ~l
........
.....
~ ... longest.
T: Hmm. 1 think a tortoise lives
4Whld'l,.a-lllfltcoUHI1
~ Wlloci'IOIIt iii Nw,rM1
~
.-... ..., the longest.
l\'lllld'I MNI II.IIIot"" ""'l1 filii S: I don't agree. Tthink a whale
1- WIIocl'l~lltlt..w/ (fJIII
lives the longest.

= u.,a
....,._llduiltit ..........., ~ ~

T: OK, 1 guess we disagree here.


~ : :: :: : : : f ==~ So 111 check the torloiM a nd you
check the whale. We11 find out
later who got the correct answer
for this one.
e JIIIIotortl"'"" .... .,.. ....,. ~ .lroll 0l-_.....,_.,....9>00ftlib~
(D _,. .... DI.,.._.._.
IV~ .....l
0 ......
" ........ ~---
S: Now Ws my turn. Let's go on to
question 2. Which one ... ?
Ss work in pairs. Ss take turns
._._,...wm.,_,._. .,-.. n-.- cN.....-..
B ,..,... asking and answering the
......._,. questions. TeU Ss to cover the
answers.
Allow five to ten minutes for the
activity. When time is up, pairs
check t heir answers in the
As a warm-up, ask: "Do you watch
interchange 14 quiz shows on 'TV? How well would
"correct answers" box, total their
scores, and read the description of
you do with these subjects?" the scores.
Learning objective: speak more Encourage discussion.
fluently about general knowledge facts B Pair work
Explain the task . Model the first
by asking and answering quiz questions
question with its three choices. Explain the task. Ss work in pairs
A Pair work Call on Ss to read the quest ions to write their own quiz. Ask them
and the three choices. (It's best to include an answer key and
Write these subjects on the board: score chart.
biolo9Y gtography not to explain new words at this
science h;story time as this might give away E ach pair joins another pair. Ss
chemistry foreign languages the answer.) take turns asking and answering
the other pair's questions.

Interchange activities T-129


interchange 15
liltt@D!O) WEEKEND PLANS
Learning objective: speak more A Cl..u Klinty Wl'l.at .,. )'OW" da.,raa~s"pla na fM the "'"'Und~
Gv atWowl the cla "" ::ond titld JloeOI)W. who &l't! fOoni( t.ll olo> lh~ lhinp .
fluently about plans for the weekend FOO" Ncbq~~. ll>tl<fw(I'Jih.eTin.fo.--oti9n

A Class activity l t!jt!i iij@.!f.fflM!I


flu;a warm~up, ask: "What are you
doing this weekend?"
po.o.<ticeEngliob
Option; Let the class ask you ,_l>'idoeOO<DVD
about your weekend plans. Sludyfori iKI

Ask Ss to look at the items in the


chart. Elicit or explain any new
A;Linda .o.~ )'Wgoingtog~~ to "" .o."'"""_,t pa<k\hl swt~eken(l'?
vocabulary. Call on Ss to form the B: Yt~,l am, attuan,..
questions from the phrases (e.g., A: WhiK&TCJIW(')i~to do thcn?
B; l'm g<Ot>,glog~>ortlhel'<llle....a:oa&t..r .
Are you going to go to an
amusement park this weekend?).
Model by asking different Ss: "Are
you going to visit relatives t his
weekend?" When aS says "no,"
go on to the n ext person until you
find someone who says "yes."
Write that person's name in
the chart, and ask at least two
follow-up questions. Write the
details in the Notes column.
Ask two Ss to model the
conversation.
Model how to react to hearing
about someone's plans (e.g.,
Really? That sounds great! Wow!
That sounds like fun!). Ss practice
B ~"~ Conlpare your inform.ation with a partMr.
the expressions. V>hoi.lgoi~~~:todo ""'"""Lhinrun?phy8k>~l?l!ll'rious,

Ss move around the class to do


the activity.

~ It's best not to interrupt Ss during


a fluency exercise. For this type of
activity, communication of real
information is more important than
grammatical or lexical accuracy.

After the activity, go over any


common errors.

B Pairwork
Ss work in pairs to discuss the
questions.

T-130 Interchange activities


Cl#$@rtl!j MY POSSIBLE FIJTURE
Ac--..u.._,...u.l...,_._....,,,.......,

wt.M-- INIIO'VO._., ..,.. _VMf1

W'helt"-"""~'I'OVII<IM11tl:loWiri- ..~YN'1
W"-_.you ..... ~'*"*.,_~-1
W!IMiltpl_you_tG~_....,?
W!wtlltdtyyov-.H . . to .... ln---..t
W!IMk,.,of)OOw<AAdYO<.IIiWI0 .......7
Wt>M~totoitclo'I'OV~to~t
wttttl..,._l*'ton_lciYOIJtlkttomHtt

a Gtt,...t c-Pfltt )'OUr P\f_,t.on lll ,._,._


Beprtp&rf<i toul)l&ul thtM~~,....llo,..pl.lonn.N

lo Whatlr.~wothl"f')'O'II P'o111oO..wxty..1'1
ll; WeU. lio toltlff 10 Wit 1 cooltll\1 dau 1nd 1'111 aiM pi.,.; to

~~~~~:;; W'lult pan fll llaly ' "' yw P"f M ~itot?


C:
6'
....
,,r ... ,... .u... )IC't1 Wh.o.l bo.>llt yw? WM.t ... ,.., thtnp - pln
,,,...,

_ ..

Option: Have Ss ask you the B Group work


interchange 16 questions in the chart. Reply with Explain the task . Model the
your own information. If there a re example conversation with Ss.
Learning objective: speak more any problems wit h pronunciation
fluently about possibilities for the future or intonation of questions, Ss form groups and ta ke turns
explaining Lhei1 possible
A review b1;efly.
future plans .
Focus Ss' attention on the picture. Ss complete the chart individually.
Elicit what kind of dreams and
Option: Ask each group to choose
Go around the class and give help
the most interesting Ol' unusual
plans the woman has. as needed.
future plans that someone talked
Explain the task . Ss answer each about. Then that S tells the rest
question in the chal't with of the class about his or her plans.
information about themselves.

Interchange activities T-131


Units 1-16 Self-study
I WHERE ARE YOU FROM?
A @ Listen \() two conversations. Check (,f) t he count ries t he people talk about .
n Argentina n Australia n Brazil n France n I taly n 'furkey n Uruguay

B@ Listen again . AI).swer the questions.

1. What is Robert's nickname? .. 3. What is Sandra's last name? ..


2. Where is Robert from? . ... .. .. ... . .. .. . 4. Where is Sandra from? ....

2 I'M REALLY BUSY!


A @ Listen \() Steve and Eun Ha talk after class. When does Steve do
each thing? Check (,f) t he days.

( DAILY PLANNER Monday Tuesday Wednesday Thursday Friday Times

go to work PI n n n r1
take a computer class n n n n n
work as a tour guide n n n n n
go to English class n n n n r1

B @ Listen again. Write the start times for each a ctivity.

j I WANT TO LOOK NICER.


A @ Listen to Josh a nd Anne get
ready for a party. Check (,f) the
clothes they mention.

n black pants n silk shirt


n cot\()n shirt n silk sweater
n jeans n wool jacket
n leather jacket n wool sweater

B @ Listen again. What does Josh


wea r? Circle the correct picture .

T-132 Units 1-16 Self-study


t{- WOULD YOU LIKE TO GO?
A@ Listen to three people invite friends to events and activit ies.
Complete the chart with the events, days, and times.

Event/Activity Day Time Do they accept?

1. Cam and Marla II Yes n No


2. lucy and Chris n Yes n No
3. Ed and Joanna . .. . ... .. . . n Yes n No

B @ Listen again. Do the friends accept? Check(,/) Yes or No.

5 A NEW STUDENT
A@ Listen to an interview for an article in a student newspaper. Does
Akemi have a large family? n Yes n No
8 @ Listen again. Correct the nine mistakes in the article.

Akemi Takayama is a new student. She is Japan. One niece and nephew are traveling in
Kobe
from Japan. Her parents are living in~- the US . They are visitingAkemi this week.

Her brother lives in Osaka. Her sister is Akemi has a Jot of cousins in Australia. A few

studying the violin in Miami. Akemi has of her cousins are in Mexico. Akemi is smdying

seven aunts and uncles. They are living in French. Please welcome Akemi to our school!

VTAKE A UUIZ!
A @ Listen to the questions. Write the activities you hear.

Acfivitles ARE VOU A COUCH POTATO? .FIND OUT NOW~


1. .K~~J:~~~~ ...... a. two hours b. an hour c. twenty minutes
2. ,p/q;r:.tmni~ ...................... .. a. yes, often b. yes. sometimes c. no, never
3. a. once a week b, once a month c. four times o year
4...................... ......... .. a. five days a week b, twice a week c. hardly ever
5. . ............................. a. yes. often b. yes, sometimes c. no, never
6... . a. very well b, pretty well c. not very well
7......................... .. a. three times a week b. once a week c. hard ly ever
8...... . a. pretty good b,OK c. terrible

l you answ~ted: Moslly As: Slow down . . . you could be a fitness ond sports fanatic! )
C Moslly Bs: You exercise often, but not enough. Mostly Cs: Be careful! You may be o couch potato!

B @ Now take the quiz! Listen again. Circle your responses.

Uni ts 1-16 Self-study T-133


7 COMPUTER THIEF!
A @ Listen to a police officer interview Mike Doe. Number
the events of each day from 1 to 5 in the order they happened.

Date1 Man:;J. 3
IITame: Mike Doe
Saturday Sunda;y
_ He went shopping. _ He stopped at the omce.
_ He watched TV: _ He went to bed.
..J_ He worked. _ He did laundry.
_ He walked home. _ He spent time at the park.
_ He cooked dinner _ He walked home
at home. and watched DVDs.

B @ Listen again. Do you think Mike took the computer?


Why or why not?

8 /'MLOSl
A Listen to people ask for the location of the places below. Where do
you think they are? n
the city center n
a small town the suburbsn
B@ Listen again. Draw the places on the map.

D post office 'l!LJ grocery store e bookstore cafe (2)

((fJ travel agency 0 music store ~ laundromat <ID"1l pay phone (3)

WASHINGTON STREET

~
....
"';!
LINCOLN STREET "'~

JEFFERSON STREET
EJ libra!)'

CLINTON STREET

T-134 Units 1- 16 Self-study


Cf I CAN'T FIND HER.
A @ Listen to the descriptions. Match the names with the pictur es.

1. Walter 2. Mariela 3. Marcus 4. Simone

B @ Listen again . What is each person's style? Write the con-ect wor d.
Mariela: . Marcus: S imone:

/0 HAVE YOU EVER ... ?


A @ Listen to Katie and Phil interview for a job on a new a dventu re
TV show. \Vhat countries h ave they visited? Write K for Katie and P for Phil.

.. ..... ... . Brazil .. . ... ..... China ...... Korea .. . . . .. . Singapore


Chile Japan Peru . Thailand

B @ Listen again . Check (.f) the answers. Who do you think will get
the job?

Katie Ph il
Yes No Yes No
1. Have they ever driven a sports car? n n n o
2. Have they ever sung karaoke? n 11 n n
3. Have they eaten different kinds of foods? n n n n
4. Have they been camping? n n n 11
5. Have they ridden an elephant? n n n n

Units 1- 16 Self-study T-135


11 PLAN MY VACATION!
A @ Listen to Charles help Maya plan her vacation. What cities has
Charles visited? n London n Cairo n New Orleans

B @ Listen again. What is each city like? Complete the chart .

Cost Size Weather

London
Cairo
New Orleans

12 WHAT SHOULD WE TAKE?


A @ Listen to Dana and Hilary plan for a camping trip.
What problems do they talk about?

1. . .h~+~.4w:hc 2. 3. 4. 5.. 6. , ..

B @ Listen again. Match the problems to these items.


Write the number in the box.

13 I CAN'T EAT SPICY FOOD.


A @ Listen to two people in a restaurant
talk about their orders. Cross out the
things they did not order. ~~.tau
sil~~t a nd sov r chic.~n
B @ Listen again. Why didn't they order t oP() c vrrY
certain foods? For each thing you crossed grdl~d tuna
out, wr ite th e reason next to it. f'rt~d oc~ With v~g~abJ~s
lamb k~babs
!V <<n S~Md

ctroW
T-136 Units 1- 16 Self-study
1'f CHIANG MAl IT IS!
A @ Listen to Kai and Nina talk about where to teach in T hailan d.
Check (,f) True or False for each statement.

What's Chiang Mai like? = True False

1. Chiang Mai is larger than Bangkok. n n


2. Chiang Mai is near the ocean. n n
3. The region around Chiang Mai is famous fo r hiking. n n
4. The highest mountain near Chiang Mai is 5,000 feet high. n n
5. Chia ng Mai is wettest in t he w i nter. n n
6. Bangkok is 400 miles from Chiang Mai. n n

B @ Listen again. For the statements you marked false, write the
correct information.

15 I CAN'T, BECAUSE.
@ Listen to these telephone messages. There are two errors in each
message. Correct the errors.

Ann- Robin,
school
KelfJ from~ called They are Mo..rWl C<l.!W. Wwld. ~w please.

play inj baseballat 7 P.M. tomorrow. teLL Dll-ve. to be. 0-t tl1e. pi.c.t1L<:- on

Please call he(ore 5:00 tfyou are jOt'nj Th urs~? Aftuwo..r<i, t11f!J o..re.

to play. going to disc.uss tl1e. beo..cl1 ~

16 PAST, PRESENT, OR FUTURE


A @ Listen to Ricki and Will talk at a class reunion. Write p ast ,
present, or future below each picture.

past

B @ Listen again. What does Ricki hope to do in t he future?


Correct these false statements.

l. She'd like to start working soon. 3. She hopes to work in an office.


2. She'd like to open a restaurant. 4. She plans to get a loan fr om her parents.

Units 1- 16 Self-study T-137


Self-study audio scripts
I Where are you from? 3 Iwant to look nicer.
A Listen to two conversations. Check the countries the A Listen to J osh and Anne get ready for a party. Chock
people talk about. the clothes they mention.
CARMEN: Hello. I'm Carmen da Silva JOSJI: I don't know what to wear to the party.
BoBBY: Nice to meet you, Carmen, I'm Robert Kincaid. A\IN E: Well, how about jeans a nd a cotton sh irt?
Everyone calls me Bobby. JOSH: No, I want to look nicer.
CARMEN : Where tire you from, Bobby? A'\INE: OK, what about your black pants and a
BoBBY: I'm from Sydney, Australia. silk shirt?
CARMEN: Cool. I hear that's a great place. JosH: That sounds better. But it 's cold tonight .
BoBBY: Yeah, it's fun. How about you, Carmen? Where A'\INE: So, wear your wool sweater.
are you from? JosH: Which one?
CARMEN: I'm from Bra zil. A'\INE: The red one.
BoSSY: Where in Brazil? JOSH: I like the blue one better. Do you think it
CAR:MJ.'!N: I'm from Porto Alegre. looks OK?
Bonnv: Oh, yeah_. neat Uruguay. How interesting! A~: Yes, the blu e one is nice.
DAVE: Hey, Mario, who's that over there? J osn: OK, and I'll bring my leather jacket, too .
MARIO: That's Sandra Lagna. She's in my AN"m:: Good idea. Now hurry! We're late!
English class. B Listen aga in. What does Josh wear? Circle the correct
DAVE: Lagna? picture.
MARio: L-A-G-N-A. She's from Italy,like me.
DAVf:: Wow! Is s h e from M iJan?
MARro: No, she's not. She's from F lorence.
DAVE: Oh. What's she like?
If Would you like to go?
A Listen to three people invite friends to events and
MARro: She's really interesting. Why don't you go activities . Complete t he chart with the events, days,
talk to her? and times.
B Listen again. Answer the questions. 1. CAM: Hey, Marla , would you like to see a kung fu
movie with me on Wednesday?
2 I'm really busy! MARLA:Um .. .
CAM: The re's a 6:00 show.
A Listen to Steve and Eun Ha talk after class. When MARLA: Sorry, Cam. I don't like kung fu movies
does Steve do each thing? Check the days. very much.
EUN HA: Hi, Steve! How's it going? CA.'\1: Oh, what kind of movies do you like?
STEVE: OK, I guess. I'm just so busy in the evenings! MARLA: I prefer science fiction.
EUN HA: What do you do after class? 2 . LuCY: Chris, there's a really good j azz group playing
STEVE: Well, I go to work on Mondays and Tuesdays downtown. Do you like jazz?
at 3:30. CHRIS: Yes, I do. I love j azz!
E UN HA: You have a job, too? Where do you work? Lucv: Would you l ike to go?
STEVE: I'm a receptionis t at the Kings HoWl. I work CHRIS: Sure! When is the show?
late and get home around 11:00. LucY: It's Thursday a t 8:30.
E UN HA: Wow! Th at's a long day! CHRIS: Great. Thanks a lot!
STEVE: Yeah. Then on Wednesdays and Fridays I take
3. En: Hey, Joanna, do you like R&B?
a compute r class at 7:00P.M. JOA.i\TNA: Sure. I like it a lot .
EUN I{A: Another class? Eo: I have tickets to a concert this weekend . Would
STEVE: Yeah, but that's not aiL On Thursdays I work you like to go?
as a tour guide for the university. I start at 9 :00 A.M.
Jo,\NNA: Yes, I would . But . .. when is the concert?
a nd work until 5:00. ED: It's on Saturday at 3:00.
EUN HA: And you have English class with me at noon JOANNA: Oh no, I have to work Saturday afternoon.
on 1Uesdays, Wednesdays, a nd F ridays! You really Eo: Well , maybe some other time.
are bu sy!
B Listen aga in . Do the friends accept? Check Yes or No.
B Listen again . Wr ite t he start times for each activity.

T-138 Self-study audio scripts


MIKE: 1 went shopping with a friend, and then I walked
5 Anewstudent home alone.
Omct:R: Was anyone at home with you?
A Listen to an interview for an article in a student
newspaper. Docs Akemi have a large family? MIKE: No. I live alone.
0Ff1CER: What did you do Saturday night?
MAx; Welcome to our school, Akemi! Mna;: I cooked d inner at home. And then I watched TV.
AKE.\u: Thank you. 0f~1CER: Did you go anywhere on Sunday?
MAX: Akcmi , are your parenta living in Japan now? ~:liKE: Well, I did laundry in the momine. The n around
AK&.\fl: Yes, they are. Thoy live in Kobe. 1:00 I spent some time with friends at the park.
MAX: What about the rest of your family? OFFICER: How long were you there?
AKBMt Well, my brother and I are living here in Los MIKE: About an hour. Then I stopped at the office for
Angeles. My sister is going to school in Tokyo. She is a minute.
studying the piano. Omc.R: You were at the office again on Sunday? Did
MAx: Do you have any a unts and uncles? anyone see you there?
AK:Du: Yes, I have five. They are living in Japan. But f\irKE: Yes. My boss was there.
one &unt and uncle are traveling in the U.S. They OFFICER: Then what did you do?
are visiting me thi.a week. MIKE: I walked home and watched eome DVO.. Then I
MAx: What about your cousins? went to bed.
AKEMI: I have a lotofoousins in Japan. A few of my OFFICER: I see, Mr. Doe. You con go now. Tbo.nk you for
cousins a re going to echool in the U.S. your time.
MAx: What are they studying?
AKEMI: They arc studying English, like me! B Listen again. Do you thin.k Mike look the computer?
Why or why not?
B Listen again. Correct tho nine mistakes ln the article.

6 Take aquiz! 8 1'm lost


A Listen w people ask for the loc.ation of the places
A Listen to the Questions. Write t he activities you h ear. below. Where do you think they are?
\Voi\lAN: Axe you a couch potato? Find out now! 1. MAN: Excuse me. I'm looking for the post office.
1. How long do you usually exercise every day? WOMAN: There'$ one on the corner of Lincoln and
'l'hird Street. lt's next to the hotel.
2. Do you ever play tennis?
2 . WOMAN: Is there a travel agency near here?
3. How often do you swim? MAN: Yeah, t here's one on Second Street. It's
4. How often do you go to the gym? between Washington and Lincoln, acroas from
5. Do you ever go jogging? the bank.
6. How well do you ride a bicycle? 3 . MAN: Where can I find a grocery store?
Wo~lAN: There's one between Lincoln and Jefferson,
7. How often do you do aerobics? on First Street. It's opposite the theater.
8. How good are you a t yoga? 4 . WoMAN: Are there any music stores around here?
B Now take t he quiz! Listen again. Circle your MAN: Yeah, there's one on Jefferson, between Second
te!JX)D8C8. and Third, next to the library.
5. MAN: Where can I find a good booksto1'9?
7 Computer thief! WOMAN: There's one on the comer of Clint.on and
'lbird, aCI"'88 from a gym.
A Listen t.o a police officer interview Mi ke Doe. Number 6 . WOMAN: I'm looki.ng for a laundromat. Is there
the events of each day from 1 t.o 5 in tlle order they one nearby?
happened. MAK: There's one on Second Street., between the
OFFICER: OK. Mr. Doe. Did you take a desktop bank and a drugstore.
computer from your office over the weekend? 7. WoMAN: Is there a caf~ in the neighborhood?
MiKE: A desktop computer? Of course not! MM.-: Sure, there are a couple. There's one on Third
OFFlCER: Tell me then, how did you spend Street, across from the post office. There's another
your weekend? one on Lincoln, behind the theater.
MIKE: Let's see. 1 worked at.. the office Saturday
morning. 8. MAN: Where can I find a pay phone?
OFFICER: Were there other people a t your office WOMAN: There are a lot. nearby. There's one on
on Satutday? JefTer$0n, acf'()!l.S from the llbrury. There's another
MIKE: No, t here weren't. I was alone. r left at 2:00. next to the gym on Third SireeL. And t here's
OFFICER: Wha t d id you do a.f\er that? another one on Third Street next to the school.
B List e n again. Draw the p laces on the map.

Self-study audio scripts T-139


Cf Ican't find her. KATIE: No, I haven't.
Pun.: I have. And I've boon to China, Japan,
A Listen to the descriptions. Match the names with and Singapore.
the pictures. MA..'i: What about South America? Have you been
to Peru?
I. WOMAN: Hey, where's Wa1ter? PHIL: I've never been to Peru, but I lived in Chile for a
MAN: Who's Walter? summer when I wa,s, in high school. From there I
WOMAN: He's a friend from yoga class. traveled to Bruil.
MAN: What does he look like? MAN : Now, our show is a little crazy. so if& important for
WOMAN: He's short. with curly brown hair. He's you to know how to do diffe rent kinds of things. Have
usually casually dressed. you ever driven a sports car?
MAN: Is he the one in jeans , t.alkffig to Sarah? KATlE: A sports car? Urn, no, I haven't .
WoMAN: Oh, yes . That's Walter. Come on. I'll PmL: I have .
introd uce you. MAN: Have you ever sung kar aoke?
2. MAN: Hey, Joe, which woman is your girlt\iend? KATIE: Yes, 1 went to a lot of ka raoke bars in J apan.
J oe: Hmm. I don't see Mariela. She's wearing black PHJL: Uh , . , no. I don't like karac>ke.
pants and a white shirt. She's very classic. MAN: Have you eaten many different kinds of food?
MAN: How lall is she? PHIL: No, not roally.
JoE: She's aboul medium hejgh~ wilh sll'Sighl KAT!B: Yes, I've tried many exotic foods. mostJy in
blond hair. Thailand. I Jove Japanese food. too.
MAN: How long is her hair? MAN: Have you ever been on a camping trip in
J o&: I fa pretty )ong. the mountains?
MAN: Oh, there she is, on the oouch. Let's go and KATIE: Yes, I hiked in China for three days, and I've
aay hello. been camping here in the U.S.
3. MAN: I think Marcus is here. Do you see him?
Pmt.: Uh, no, I've never been cam ping.
WoMAN: Who's Marcus? MAN: And have you ever ridden an elephant?
MAN: He's my brother. KATIE: Yes, in Thailand!
WoMAN: What does he look like? PmL: Well, no. I'm, uh , afraid of eleph ants.
MAN: OK, th at's all, Katie and Phil. Thank you for your
MAN: He's pretty tall, with red ha ir. He's a little bald.
WOMAN: What is he wearing? time. We11 be in touch with you soon.
MAN: He alwa ys wears a red shirt. He's very casual. B Listen again. Check t he a nswers. Who do you t hink will
Wow.N: I think I see him, over there. get the job?
M.AN: Yeah, that's h im!
4. Wo'MAti 1: I ean't find Simone.
Wow.N 2: Simone, hmm. Which one is Simone?
11 Plan my vacation!
Wo.~ 1: She's the woman with short black hair. You A Listen to Charles help Maya plan her vacation. What
talked to her before, remember? cities has Charles visited?
WO'!:U.N 2: How tall is she? MAYA.: Charles, you travel a lot. right? Do you want to
WOMAN 1: She's really tall and wears funky clothes. help me plan acy vacation? I have one week.
Wo~ 2: Oh, right! I remember. I saw her in the CHARLF.s: Sure. But you don'thave a lot of time, so I
kitchen, talkin g to Joe. suggest you stay in one place. Then you can visit all
B Listen a gain. Wh at i s each person's style? Write the the museums and sights.
correct word. MAYA: I see. We ll, wha t a bou t London?
CHARLES: London i s great , but it's very expensive. It's
a lso very big.
10 Have vou ever .. . ? MAYA: Do you think it will be too hot?
CtiARLES: Nc, the weather is OK the re . It's p retty cooL
A Liston to Katie a nd Phil interview for a job on a new
MAYA: OK, so how about Cairo? I've heard it's
adven t W"e TV show. What count.riea h a ve they visited?
Write K for Katie a nd P for Phil. really cheap.
CHA.RLES: Yeah, it is, but it's so crowded! It's extremely
.MAN: Katie, P hil, you're both interviewing for the big and it's very hot.
position of h ost for our new reality 1V show, right? MAYA: Oh. Well, what about New Orleans then?
KAm:IP!rn.: Thafs righVYes. CHARLES:: New Orleans is aomewhat expensive, but not
MAN: OK, well this j ob requires sloloftnvel and too much.
knowledge of the world. Have you traveled to MAYA: Is it a big city?
many places? CHARLt:S: It's fairly small, so it's pretty easy to walk
KATl: Yes, I have. f ve been a ll over Asia. around . Bu t it's hoi and humid there.
P HJJ..: I've been to Asia a nd South America. MAYA: Hmm. 1 can't decide. I need to think a bout this
MAN: Katie, wh ere have you been in Asia? some more.
KATIE: Wen , I've betln a few t imea : once to China, once to
B Listen again. What is each city like? Complete the
Thailand, and t wice to J apan.
MAN: You' ve never been to Korea? chart.

T-140 S111f-study audio scripts


f2 What should we take? KAI: No, it's in the mountains. It's the 11\()$t famous
place in Thailand for hiking.
NL~A: I love to hike! How high are the mountains?
A Listen to Dana and Hilaxy plan for a camping trip.
What problems do they talk about? K.u: I t.hiuk the highest ia around 2,600 meters.
Nnu.: Wow. That's about 8,500 feet. And how bot is it in
DANA: Hey, Hilary, what else should we pock for OUT the summer ?
camping trip? KAI: Well, u p in the mountains, it's not so bad, maybe
HU..ARY: Well, 1 think it's important to have a 24 degreea Cclsiuo during the day.
first-aid kit. NINA: What about. rain?
DANA: A first-aid kit? Really? KAI: Summer is the rainy season, and it's wettest from
HII..ARY: Sure. It's important to be prepared for June through October. Then it's drier for the rest
anything. We should take a bottle of aspirin. of the year.
We could get a headache. NINA: And how far is Chiang Mai from Bangkok'?
DANA: OK Should we take anything for cut.\Z..I always KAl : Oh, about 400 mi les. It takes a whole day on the
get cut when I camp. tra in, but the countryside i8 beautiful.
HILARY: Let's take a tube of ointment. NINA: It sounds perfect. I think I've decided, then.
DANA: Good idea. Chiang Mai it is!
Hu.ARY: What else? Oh, it's good to bring cough drops in
case 10meone gets a cold.
B List.eo again. For the statements you marked false ,
DANA: OK And what about sore muscles? We11 be write the correct information.
hiking a lot..
Hru.Rv: We should take t.hislotioo. I've used it. before
and it really works. f5 Ican't because .. .
DANA: Should we take sunscreen? I don't want to Listen to these telephone messages. There are two
get a sunburn. errors in each me888.ge. Correct the errors.
HILo\RY: Definitely. M"NE: [recordi ng) Hi, this is Anne. Leave me a
DANA: And what about insomnia?
message! [bp]
HILARY: Insomnia? I think we'll sleep very well. But I KELLY: Hi, Anne, this is Ke lly from school. We're
suggest a book to read,just in case.
DANA: OK, that's it then. Wait a minute! There isn't a ny playing baseball at 7:00P.M. ton ight. Can you fln d
a babysitter? Please call me before 5:00 to tell me
space for our clothest if you are going to play. Thanks! [beep )
B Listen again. Match the problems to these items.
Write t he number in t he box.
RoBIN: [recording ) Hello, this is Robin Hall. P lease
leave 8 message aner the beep. {beep]
AiARTIN: Robin, this is Martin. Would you please tell
f?J Ican't eat spicy food. Dave to be sure he's at the company picnic: on
Tuesday? Alterwanl, we're going to discuss
A Listen to two people in a restaurant talk abou t their the com pany business plan. Thank you. [beep]
orders. Cross out the things they did not order.
NANCY: Hmm, what would you like to eat, Warren?
Look, there's 5\\'eet and sour clUcken, your favorite. f 6 Past present or future
WARR&N: I'm not in the mood for chicken tonight.. I A Listen to Ricki and Will talk at a class reunion. Write
think 111 h ave the tofu CUlT)'. past, present, or future below eaeh picture.
NANCY: Oh, I don't know what to order.
W1u.: Ricki! lt'e good to see yout You look great!
WARREN: You could try the grilled tuna.
NANCY: J'm not ctazy about seafood. RICKJ: Thanks, Will. I've changed a lot, ha ven't I?
WILL: You su re have. Your hair is m uch shorter now.
WARREN: Well, there's fried rice with vegeta bles.
And you don't wear glasses anymore.
NANCY: That's too greasy.
WARREN: What about the lamb kebabs? I love lamb. RICKI: Yeah, I wear contact lenses now.
NANCY: So do I. tlmm. That S<lund> good. I'll think 1'11 WILL: And I heard you have a new baby.
h ave the kebabs, then, and a green salad.
RICKI: Yeah, I got married five years ago, and I had my
daughter six months ago. Her name is Ellen. My
WARREN: Great. Nancy. Let's order. I'm st.arvingl life is much busier now.
B Listen again. Why didn't they order certain foods? For \VUL: I can imagine. And are you still living in Miami?
each thing you crossed out, write ihe reason next to it. RICKJ: No, my husband changed jobs about a year ago,
and we moved to New York Jut summer.
flf Chiang Mai it is! WIU.: That's great.. Are you working?
RICKI: No, not. yet.. But I'd love to start again in a few
A Listen to Ka.i and Nina talk a bout where to teach in years. You know, when Ellen is older . We'd like
Thailand. Check True or False for each stateme nt . to move to the country when she's ready for school.
WILL: Yeah. Well, what do you plan to do?
NINA: Hey, Ka i, you're from Thailand, right? RICKI: You know,l'd like to open a travel agency. And I
KAI: Yeah. hope to work from home.
NINA: You know, I've applied to teach English there and Wtu.: How a re you going to do it?
I want to ask your opinion. RICKI: To start, I plan to get a bank loan. And right
KAJ: S ure, go ahead. now, my husband ia helping me find information
NINA: What are the largest cities in Thailand? on the Internet.
KA.I: Well, Bangkok is the biggest, of course. There's
e.lso Chiang Mai.lt's a lot smaller. B Li.st.en again. What. docs Ricki hope to do in the
NINA: rve heard tha t the area aroun d Chiang Mai is future? Correct. these false statements.
interesting. If s near the ocean, right?

Self-study audio scripts T141


Self-study answer key
' ~~~~-------- q ~~~~-----------
A Australia, Brazil, Ita ly, Uruguay
B l. Bobby 2. Sydl}cy, Australia 3. Lagn<t 4. Florence, Italy
A/8 Wa lter: third person (casual)
Mariela: fourth person (classic)
Marcus: first person (casual)
Simone: second person (funky)
2
A/8
go to work
take a computer class
M
./
Tu
./
w
./
Th F

./
Times
3:30
7:00
roA Katie
~~~~------
: Japan,
China, Thailand
work as a tour guide ./ 9:00 Phil: Brazil , Chile, China, Japan, Korea, Singapore
go to English class ./ ./ ./ 12:00 B Katie P hil
Ye.J No Ye.J N o

3A ~----~----~~-
L Have they ever driven a sports car? ./ ./
2. Have they ever sung karaoke? ./"
black pants jeans silk shirt 3. Have they eaten different kinds of foods? ./"
cot oon shirt leather jacket wool sweater 4. Have they been camping? ./"
5 . Have they ridden an eleph ant? ./"
B the third picture

t{- 11 :--:---::-------:-::---:::-:------------
A/8 - - -- -E
c:-v_n_ti:--------
e - A London, Cairo, and New Orleans
Activity Day Time Acc~pt? B Co~t Size Weather
Cam and Marla mc:wie W 6:00 No London very very big OK,
Lucy and Chris jazz group Th 8:30 Yes expensive pretty cool
Ed and Joanna R&B concert Sa 3:00 No Cairo really extremely very hot
cheap big
New somewhat fairly quite hot
5A~
y.-,--------------------------------
Orlean s expensive small and humid

8 l.'l'okyo
2.e..lto
Kobo
Los Angeles
6. nieee-an<!
nephew
aunt and
uncle
12 .,..--,---,-,-------,-,--,-----~--:---
A/ 8 1. a headache (aspirin) 4 . sore muscles (lotion)
3. ~ the piano 7. Att8trotta Japan 2. cuts (ointment) 5. a sunburn (sunscreen)
4. M;ami Tokyo 8. Me,Mo the U .S. 3. a cold (cough drops) 6. insomnia (a book)
5. ...... five 9. - English

6A
1~.--.-,,~,,-.------------,-
. ~~~-~
~ n_
g _________
13
A/ 8 ;;;,;;;,;;;e~ka;;;n;i:d~ee;;;.;:,clell;j;iel;j;le;;;n;((JH~
i e~
n;;;orttirio;!tb:be~ro
;;ood;;;;Jfrfo;cclehiri.
;: e;kk;;;en:;:)
.)
~(She's not crazy a bout seafood.)
2. play tennis 6. ride a bicycle ~8 egeta13les (It's too greasy.)
fRed: Fiee
3. swim 7. do aerobics
4. ge> 00 the gym 8. yoga
B Answers will vary. /tf-~~--~~----
A/8 1. False (Bangkok is larger than Chiang Mai.)

7A S~~----~--------
2. False (Chiang Mai is in the mountains,)
3. '!'roc
atu rday Sunday 4. False (The highest mountain is 8,500 feet.)
2 He wc nt shopping. 3 H e st.:lpped a t the office . 5. False (It's wettest from June through October.)
5 He watched TV. 5 He went to bed. 6. True
l He worked. 1 H e did laundry.

15 ~~~---~~~--
3 He walked home. 2 He spent time a t the park.
4 He cooked dinner 4 He walked home
at home. and watched DVDs. Message for Anne M essage for Robin
8 (Possible answer) Mike didn' t t."'kc the computer. He was yaga-elass school ~ Tuesday
at t he office twice but walked home both t imes. A desktop ~ tonight ~ business plan
computer is too h eavy to carry home .

8 16A -----------------------
past present
1. past 2. 3.
A (=
P-
~~si~bl~e-aM
__w_e,~)~ili-e-ci~cy-re-n-~-,---------------- 4. present 5. future 6. future
8 (See script to check answers.) B 1. She'd like to start working in a few years.
2. S he wants to open a travel agency.
3. She hope$ tQ work froru home.
4. She plans to get a bank loan.

T-142
8 Games
How can )'Ou create a fun. and lively atmosphere in the classroom'/
Games provide stimula ting ways to practice a variety of s kills, including vocabulary,
grammar, speaking, and listening. Classic and innovative games, s uch as 'l'wenty
Questions, Hot Potato, a nd Change Chairs, add e njoyment to learning. Depending on the
teacher's goals, games ca n be used as a warm-up, as additional practice, or as a review.

These 20 Games can be adapted for use with different skills and with different levels.
Unlike the P hotocopiables, handouts are not usually required.

Games Use to practice Use with


1. Kim's Game Vocabulary lntro Level
2. line Up! Vocabulary, Grammar, Speaking Levels lntro - 1
3. Sculptures Vocabulary, Grammar Levels lntro - 1
~ Concentration Vocabulary, Grammar Levels Intra - 1
5. Simon Says Vocabulary, listening Levels lntro - 1
6. Change Chairs Vocabu lary, listening Levels lntro - 1
7. Chain Game Vocabu lary, Grammar, Listening Levels lntro - 2
8. Twenty Questions Grammar, Speaking, Listening Levels 1 - 2
9. Ask the Right Question Grammar Levels 2 - 3
10. Split Sentences Grammar Levels 2 - 3
11 . Just One Minute Speaking, Listening Levels 2 - 3
12. Prediction Bingo Listening, Reading Level3
13. Bingo Listening, Vocabulary A ll levels
14. Hot Potato Grammar, Speaking All levels
15. Picture It ! Vocabulary All levels
16. Vocabulary Tennis Vocabulary All levels
17. Run For It! Grammar All levels
18. Mime Vocabulary, Grammar A ll levels
19. Tic-Tac-Toe Vocabulary, Grammar. Pronunciation All levels
20. True or False? Grammar, Speaking, Listening All levels

T-143
0 KJM'SGAME Q SCULPTURES
Aim: Improve Ss' ability to remember vocabulary. Aim: Give Ss practice reviewing vocabulary in an active way.
Level: Intra Levels: lntro and 1
Preparation: Bdng objects (or pictures of objects} to class. Preparation: List vocabulary you want to review.
Comment Use to review vocabulary. Comment Use to review vocabulary and grammar.

Put the objects on your desk and cover them. Divide the class into teams of three.
Explain the task. Uncover the objects and ask Ss Explain the task. Whisper an activity to oneS
to look at them for three minutes. Then cover (e.g., play s""""r). This S whispers the act i,;ty to
them. In pairs, Ss list the objects they remember. the other Ss on his or her team. The team has one
Set a threcminut.e time limit. minute to form a sculpture that illustrates the
activity (e.g., Sl pretends to kick a ball, S2
Ss complete the task. pretends to be a goalkeeper). The other teams
Uncover the objects. The pair with the most correct guess the activity. The first team to guess
words wins. correctly gets a point.
Variation 1: \Vrite words on the board. Then erase Model the task with one team.
them.
Play the game until you use a ll the vocabulary.
Variation 2: Put a picture with a lot of details on The team with the most points wins.
your desk. Ss use a specific structure (e.g., there is/
Variation 1: Use this game to review vocabulary s uch
there are, prepositions of place) to write sentences
as h ousehold ch ores, celebrations, or en te1tainment .
about th e objects.
Variation 2: Ask Ss to use specific grammar
structures when guessing the activity (e.g., present
f) LINEUP! continuous, simple past).
Aim: Give Ss practice using a variety of skills in an active way.
Levels: Intra and 1
Preparation: None
0 CONCENTRATION
Comment Use to review vocabulary and prsctice grammar Aim: Give Ss practice reviewing vocabulary and grammar in
and speaking. a fun way.
levels: Intra and t
Review or teach these expressions: Preparation: Make one set of cards for each group of Ss.
You're in front o(l bthind me. Two cards in each set match (e.g., word+ picture, word+
definition, word+ opposite).
Write a ques tion on the board. For example:
Comment Use ro review vocabulary and grammar.
What lim do you g<l up?
Explain the task. Ss go around the class and ask Ss work in groups of four. Give each group a set of
each other the question on the board. Then tbey cards. Ask the Ss to put all their cards face down
stand in line according to the answers (e.g., in time on a desk.
order). Point out that the board is the beginning
Explain the task. Ss take tums choosing two
and the other end of the classroom is the end
cards, turning them over, and saying the words.
(e.g., of the day).
lf the two cards match, they keep the pair of cards
Model the task with a few Ss. and take another turn. If the cards don't match,
Explain that when two answers are the same, Ss tbey put them face down again, and the next S
stand in alphabetical order of their first n ames. takes a turn.
Ss complete the task. Model the task with one group .
Ask Ss to explai n their position in Hne. For Ss play the game. The S in each group with the
example: "I'm number l. I get up at 5:00." most cards wins.
Variations: Use this game to practice the a lphabet Variation: After Ss match cards, they usc the
(e.g., What's your last n.ame?), dates (e.g., When's word in a sentence with a specif1c verb tense (e.g.,
your birthday?), lengths of time (e.g., How long do simple present).
you .deep each night?), and structures (e.g., How
many phone calls h ave you made today1).
Acknowledgment: Idea adapted from The
Grammar Acti vity Book by Bob Obee, Cambridge
University Press.

T-144 Games
C) SIMON SAYS f) CHAIN GAME
Aim: Give Ss active practice developing listening skills. Aim: Give Ss listening practice while reviewing vocabulary.
Levels: lntro and I l eve ls: lntro, 1, and 2
Preparation: None Preparation: None
Comment Use to review vocabulary and practice listening. Comment Use to review vocabulary and practice grammar
and listening.
Ss stand up.
Explain the task. Give an instruction. If you start Ss sit in circles in small groups.
t he instruction with "Simon says,. (e.g., "Simon Explain the task. Sl makes a sentence. 82 repeats
says touch your toes ."), Ss follow the inst ruction . the sentence a nd adds to it. 83 repeats 82's
If you give the inshuction without "Simon says" sentence and adds to it. For example:
(e.g., "Touch your toes."), Ss do nothing. S l: Last weekend I went dancing.
Explain that Ss sit down if they foUow the 82: Last weekend I went dancing and read a book.
instruction when you don't say "Simon says." S3: Last weekend I went dancing, read a book,
They also sit down if they do the wrong action and ..
(e.g., they touch their knees instead of their toes). Ss continue until aS can't remember what to say.
Model the game with a few instructions. Then the next S continues the sentence.
Play the game. The Jast student standing wins. Point out that the information in the sentence can
be false.
Variation 1: Use this game to review action verbs
(e.g., sing, swim) or sports (e.g., play tennis).
Model the game with one group.
Ss play the game.
Variation 2: The winningS stands at the front of the
class and gives the instructions for the next game. Va riations: Usc this activity to review specific gtoups
of vocabulary, such as food (e.g., I like . . . ), clothes
G CHANGE CHAIRS (e.g., I went to the store and I bought . . . ), or family
members (e.g., To11ight I'm going to call . .. ).
Aim: Review vocabulary and improve t;stening in an active way.
Levels: lntro and , () TWENTY UUESTIONS
Preparation: None
Comment Use with classes of six or more Ss to reWew Aim: Give Ss practice ssking yes/no questions.
vocabulary and improve listening. Levels: 1 and 2
Preparation: None
Ask Ss to move their chairs in a circle. facing the Comment Use to practice grammar, speaking, and listening.
center. Stand in the middle.
Ss work in small groups.
Explain the task. Give an instruction that sta rts
with "Change chairs" (e.g., "Change chairs if you Explain the task. OneS in each group thinks of a
are wearing jeans."). All Ss wear ing jeans stand famous person. The other Ss ask yes/no questions to
up and change chairs. guess the person. For example: "Is it a man? Is he a
Model the task a few times. singer? Is he from Canada?" The S only answers
"yes"' or "no." The S who oorrcctly guesses the person
Ask oneS to stand up. Take away his or her chair. gets a point and thinks of the next famous person.
Explain the task. T he S without a chair stands in Model the task. Think of a famous person and the
the center and gives the next instruction (e.g., class asks yes/no questions.
change chairs if you have one brother.). This
time, the Sin the center also tries to sit down. Ss play the game. The Sin each group with the
most points wins.
The S left. without a chair stands in the center
and gives the next instruction. Variation 1: Write famous people's names on pieces
Model the task . of paper (one name per paper, one paper per S}.
Attach the papers t.o the Ss1 backs. Ss go around the
Ss play the game . room and ask yes/no questions to guess the name
Variation: Use this game to review specific ca tegories (e.g., "Am I a man?").
of vocabulary (e.g., clothes, hobbies). Variation 2: Use this game to practice present tense
(e.g., Is she an actress?), past tense (e.g., \Vas she an
actress?), or infinitives and gerunds (e.g., ls it used to
send information? Is it used for sending information?).

Games T-145
e ASK THE RIGHT auEsTION
Aim: Give Ss practice making Wh-questions.
CD JUST ONE MINUTE
Aim: Help Ss develop oral fluenc y and listening skills.
Levels: 2 and 3 Levels: 2 and 3
Preparation: Bring three index cards for each S. Preparation: Bring a clock or watch with a second hand to
Comment: Use to practice grammar. class.
Comment: Use to practice speaking and listening.
Write this statement on the board:
Evan's a chef at Ricky's Restaurant Write a topic on the board (e.g., customs, food,
E licit Wh-questions that the statement could transportation).
answer (e.g., ''Where does Evan work? What does Explain the game. Ss work in pairs. Sl talks a bout
Evan do? 'Who's the chef at Ricky's Restaurant?"). the topic for one minute. P oint out that Sl cannot
Give each S three index cards. Ss write one repeat ideas, change the topic, or h esitate for more
statement on each card that could answer several than five seconds. S2 listens for repetition, topic
Wh-qu estions. Go a round the class and give changes, or hesitations. After one minu te, say,
help as needed. "Stop!"' lfSl talked without any repetition, topic
changes, or hesitations, he or she gets a point.
Collect all the cards and mix them up. Then divide
the class into two teams (A and B). Play the game. S2 tells Sl about any repetition,
topic changes, or hesitations. If the1e are none, S l
Explain the game. Sl from Team A chooses a card
gets a point.
and reads the statement aloud. Sl from Team B
makes a \Vh-question for it. If the question is The Ss in each pair change roles. Write another
conect, Team B gets a point. If it is not correct, topic on the board and S2 talks for one minute.
Sl from Team A makes a Wh-question . tfthe Play the game with a few more topics. The Sin
question is correct, Team A gets a point. Then each pair with the most points wins.
S2 from Team B chooses a card. Variation 1: Write several topics on the board. Sl
Model the game a few times. chooses a topic from the board.
Play the game until you use all the cards. The Variation 2: At the end of each game, a S chooses the
team with the most points wins. next topic.

~ SPLIT SENTENCES f) PREDICTION BINGO


Aim: Help Ss understand complex sentences. Aim: Give Ss practice predicting the content of an audio
Levels: 2 and 3 program or text.
Preparation: Write ten complex sentences and split them in Level: 3
half. Make sets of the split sentences {one per three Ss). Put Preparation: None
each set in an envelope. Comment Use to practice listening or reading
Comment: Use to practice grammar.
Tell Ss the topic of the audio program they will
listen to or t he text they will read (e .g., our lives
in the future).
Explain the task. Each S draws a bingo card with
nine squares. Ss predict content words (i.e., nouns,
vetbs, adjectives) related to the topic individually.
Then they write one word in each square.
Ss work in teams of three. Give each group a set of For example:
split sentences.
Ask each group to match the split sentences.
Ss complete the task.
The first team to match the s plit sentences
Ss listen to the audio program or read the text.
correctly wins.
When Ss hear or see a word that's on their bingo
Variations: Use this game to practice specific card, they circle it .
complex structures, such as conditionals, passives,
The S with the most circled wor ds wins.
two-part verbs, and tag questions.
Variation: Ss ma ke bingo ca rds in pa irs. Then they
exchange cards with another pair.

T-146 Games
e BINGO
Aim: Help Ss improve listening and vocabulary in a fun way.
e PICTURE IT!
Aim: Help Ss understand vocabulary in a visual way.
levels: A// levels: All
Preparation: Prepare a list of at least 15 words you Preparation: Make sets of vocabulary cards {one per four Ss).
want to review. Put each set in an envelops.
Comment Use to practice listening and vocabulary. Comment Use to review vocabulary.

Tell Ss to draw a bingo card on a piece of paper: Ss work in groups of four. Give each group a set
of cards.
Explain the rules. OneS in each group chooses a
card and dt'aws a picture of the word on a piece of
paper. The other Ss ty to guess the word. The first
Read and spell each word on your list. Then make S to guess the word correctly gets a point and
a sentence with it. For example, say: "Family. F-A- chooses the next card.
MIL-Y. There are three people in my family." Point out that the S drawing the picture cannol
Ss listen and write each word in a different square write numbers or letters, talk, or make gestures.
on their bingo cards. Point out that they can write :\ lode] the task by drawing a picture of a word on
the words in a ny order. the board. The class guesses the word.
Play the game. Read out the words from your list Play the game until Ss use all the cards. The S in
in a different order. As you read each word aloud, each group with the most points wins.
spell it and use it in a sentence. Ss circle the words Variation: Use one set of cards. Divide the class into
on their cards. (Note: Cross th e words ofT your list, two teams (A and B). OneS from Tea m A chooses a
so you can check Ss' cards later.) The firstS to card and draws the piclure on the board. The Ss in
circle all the words in one row shouts "Bingo!" ff Team A have two minutes to guess the word. If they
t.hc words are correct, the student wins. guess correct ly, T eam A gets a point. Repeat with
Variation 1: Use this game to review vocabulary, Team B and continue until Ss use all cards. The
the alphabet, sounds, numbers, or grammar team with the most points wins.
(e.g., verb forms).
Variation 2: Instead of reading out the word, read out
a definition. For example, when you say "'This is the
C VOCABULARY TENNIS
opposite of lwt," Ss cin::le coUl. Aim: Help Ss review categories of words in a fun way.

e HOT POTATO
Aim: Givo Ss practice asking and answering questions.
levels: All
Prepa ration: None
Comment: Use to review vocabulary.

levels: All Divide the class into two teams (A a nd B).


Preparation: Write questions on ten pieces of paper (one per Explain the game. Call out a category (e.g., jobs).
paper). Then wrap the papers around each other to make a Team A '"serves" by saying a word in that category
paper ball. Bring music and a cassette or CD player to class. (e.g., teacher). Team B "returns the serve" by
Comment: Use to practice grammar and speaking. saying a d ifferent word from that category (e.g.,
nurse). The teams take turns saying words from
Ss sit in a circle. the category.
Explain the game. While you play music, Ss th row The game continues until one team can't think of
the paper ball to each other. When you stop the any more words. The other team gets a point.
music, the S holding the ball takes off the outside Call out a different cat.egory (e.g., colors,
piece of paper, reads the question, and answers it. furniture, leisure act.ivit.ies, adjectives) and
Then start the music and the Ss throw the paper play the game again.
ball again.
T he team with the most points wins.
Model the game, then play th e game until Ss
Variation: Bring a balloon to class. Teams A and B
ans,ver all ten questions.
stand on opposite s ides of the room. When Team A
Variation: Use this game to practice specific says a word, it '"serves" the balloon to Team B.
structures (e.g., present perfect, passives, and Team B must say a different word before the balloon
conditionals). reaches its side of the room. If Team B doesn't say a
word or drops the balloon, Team A gets a point..

Games T-147
'i; RUN FOR IT! ~ TIC- TAC-TOE
Aim: Help Ss practice prepositions of time. Aim: Help Ss review words in a fun way.
levels: All Levels: All
Preparati on : Prepare a list of sentences with missing Preparation: Make a Jist of words you want to review.
prepositions. Write each missing preposition on a separate Comment: Use to review vocabulary and practice grammar
card and post the cards around the classroom walls. and pronunciation.
Comment: Use to practice grammar.
Draw a chart with nine squares on the board.
Divide Ss into two teams (A and B). Assign each Write one. word in each square. For example:
member of the teams a number (e.g., Sl, S2).
Read out the first sentence without saying the
preposition (e.g., "I always get up BLANK 6 A.M.
on weekdays."). Sl from each team runs to find the
card containing the missing preposition. The first Divide the class into two teams (X and 0 ).
S to reach the correct card gets a point for his or
Explain the game. Team X chooses a word on the
her team.
board (e.g., buy) and uses it in a specific way (e.g.,
Play the game until you use all the sentences. The changes the verb tense or uses it in a sentence). If
team with the most points wins. the answer is correct, replace the word buy with an
Variation 1: Use this game to review prepositions X. If the answer is incorrect, Team 0 tries to give
of place or time, modals, and auxiliaries (e:g., do, the correct answer. If Team O's answer is correct,
did, haue). replace the word buy with an 0. If neither team
Variation 2: If Ss cannot move freely around the gives the correct answer, tell Ss the answer. Then
room, they can point to the correct wall. replace the word buy with a different word.
Play the game. The first team 00 get a straight line
~ MIME of three Xs or Os (across, down , or diagonally) wins.
Variation: Use this game to review question words
Aim: Help Ss personalize and review vocabulary and (e.g., what, where) modals (e.g., would, could), adverbs
grammar in an active way. of frequency, pronunciation (e.g., pronunciation of
levels: All words, rhyming words), and vocabulary.
Preparation: Make sets of vocabulary cards (one per four Ss).
Put each set in an envelope.
Comment: Use to review vocabulary and grammar.
Qj TRUE OR FALSE?
Aim: Give Ss practice using grammar in a personalized way.
Ss work in groups of four. Give each group a set of levels: All
cards. Preparation: None
Explain the rules. One S in eac-h group chooses a Comment Use to practice grammar_ speaking, and listening.
card and mimes the activity (e.g., wash your hail',
watch a comedy on TV). The firstS to guess the Each S writes six statements about themselves.
activity correctly keeps the card and chooses the Three statements are true and three are false.
next one. For example:
Point out that Ss cannot speak while they are J can sing really well
miming words. I have three sisters.
Ss continue until they use a] I the cards. The S with Explain the game. Ss take turns reading their
the most ca rds wins. statements aloud in small groups. The other Ss
guess which statements are true and which are
Variation 1: Use this game 00 review specific false. Ss get one point for each correct guess.
structures, such as present continuous (e.g., She is
washing her hair.) or simple past vs. past continuous Ss play the game. The S in each group with the
(e.g., He was rooking when. the phone rang.). most points wins.
Variation 2: Ss make sets of vocabulary cards in
small groups. Then they exchange cards with another
group, and mime the activities on the n ew cards.

T-148 Games
gfresh ideas
How ca n you tailor your classes to your students' needs, learning styles, and ages?
Fresh ideas provide innovative ways to teach a variety of exercises in the Student's Book.
Techniques such as Disappearing Dialog, Onion Ring, and Jigsaw Learning make classes
livelier , more interactive, and more varied. Depending on the exercise, these techniques
can either supplement or replace the suggestions in the page bypage teaching notes.
These 20 Fresh ideas can be adapted for use with different exercises a nd with differ ent
levels. Unlike the Photocopiables, handouts are not usually required.

Fresh ideas Use with Use with


1. Look Up and Speak! Conversations All levels
2. Say It With Feeling! Conversations All leve ls
3. Moving Dialog Conversati ons All levels
4. Musical Dialog Conversations All levels
5. Substitution Dialog Conversati ons, Grammar Focuses
6. Disappearing Dialog Conversati ons, Grammar Focuses
7. Onion Ring
8. St and Up, Sit Down Ustenings
9. Walki n~ Stress Pronunciations
10. Question Exchange
11. Reading Race Readings, Perspectives
12. Jigsaw Learning Readin~.~ Listenin~s Levels 1- 3
13. Running Dictat ion Readings, Perspectives Levels 1-3
14. Vocabu lary Mingle Readings, Perspectives Levels 1 - 3
15. Time Out! Role Plays Levels 1 - 3
16. Pass the Paper Writings Levels 1 -3
17. Mind Mappi~g .. Writings, Word Powers
18. Picture Dictation Snapshots. Word Powers
19. Vocabu lary Steps Snapshots, Word Powers
20. Cloud Prediction Conversations, Listenings, or Read ings

T-149
0 LOOK UP AND SPEAK! E) MOVING DIALOG
Aim: Encourage Ss to look at their partners while Aim: Give Ss more speaking practice with different Ss.
practicing Conversations. Levels: All
Levels: AI/ Preparation: None
Preparation: None Comment Use with Conversations.
Comment Use with Conversations
Exp lain the task. Ss stand in two lines (A a nd B),
Point out that it's important to look at your facing each other . Then they practice the
partner when speaking. conversation.
E xplain the task. Ss work in pairs. Sl looks briefly When you clap, t he Ss in line A all move one step
at the first line of the conversation a nd tries to 00 their right. OneS a t the end of1ine A will not
remember it. Then Sl looks up a t 82 and says the have a partner . He or she r uns quickly to the
line. 82 looks briefly at the next line of beginning of line A.
conversation, tries to remember it , and then looks Ss practice the convers ation with new partners.
up and says it.
Continue as many times a s needed.
Model the task with one or two Ss.
Ss complete the task in pairs.
Note: This technique works best when Ss stand up
and face each other. It's a useful way to help Ss
develop eye contact while speaking.
-----..
A
I
line A

.__..
--.
__..
lineS
....._.
....._.
....._ .
.
....._
i ;

0 SAY IT WITH FEELING! '~'


Aim: Improve Ss' pronunciation, intonation, and
understanding of a Conversation in an enjoyable way.
0 MUSICAL DIALOG
Levels: AI/ Aim: Give Ss conversation practice in a natural and
Preparation: None fun setting.
Comment Use wirh Conversations. levels: All
Preparation: Bring party music and a cassette or CD
Explain the task. Ss listen to the audio program, player to class.
focus ing on the speakers' intonation and emotions Comment: Use with Conversations that could take place at a
(e.g., anger, surprise}. party (e.g., introductions, in vitations, or discussions about
Play the audio progra m. Ask Ss to repeat selected childhood, daily routines, or families).
phrases with the correct intonation. Encourage
them to exaggerate the intonation. They can also Expl ain the task. Ss move around the room while
add ges tures, if appropriate. you play music. When you stop the music, they
begin conversations with the S closest to them.
Ss practice the conversation in pairs, us ing They use the conversation in the Student Book
lots of intonation. Then they change roles and as a model, substituting inform a tion about
practice again. themselves.
Option: Ask pairs of Ss to perlorm the conversation Model the task with one or two Ss.
in front of t he class. The class votes for the best
perfonnance. Play the party music. Stop the music every 2 0
or 30 seconds for Ss to complete the task.
Continue as many times as needed.
Variation: P lay the music with out stopping.
When you turn up t he volume, Ss s hout to
begin conversations with the Ss closest to them .

T-150 Fresh ideas


C) SUBSTITUTION DIALOG G ONION RING
Aim: Give Ss controlled practice with new structures. Aim: Give Ss more practice speaking with different Ss.
Levels: All levels: All
Preparation: Choose four to six words or phrases Preparation: None
to substitute. Comment: Use with Conversations or Discussions.
Comment Use with Conversations or Grammar Focus
exercises that involve conversations. Divide the class into two groups, A a nd B.
The groups stand in two circles, one inside the
After completing the Conversation or Grammar other. Ss in Group A bring their books and make a
Focus conversation, tell Ss to underline and circle around the classroom, facing inward. Ss in
number t he words or phrases you chose. For Group B bring their books and make an inside
example: circle. Each Sin Group B faces a S from Group A.
Custome~ I'd like a hamburoer {1), pleose.
Waite~ A!/ right And would you lik gJQ}Qd (2)?
Write s ubstitutions for the underlined words on the
board. For example:
(1) a chicken sandwich/some french fries/.
(2) some soup/an appetizer/ .
Explain the task. Ss practice the conversation
twice using the substitutions on the board. Then
t-hey practice it using their own ideas.
Model the task Then Ss complete the task in pairs.
Explain the task. Ss pr actice the conversation in
G DISAPPEARING DIALOG p airs . When you say "Change!," Ss in Group B
move to the left and pr actice the conversation with
Aim: Give Ss confidence using new vocabulary n ew partners from Group A.
and grammar. Ss pr actice the conversation. Call out "Change!"
Levels: All when most Ss complete the conversa tion.
Preparation: None Variation: Only Ss in Group A bring their books. Ss
Comment: Use with Conversations or Grammar Focus in Group B improvise the conver sation.
exercises that involve conversations.

After completing the Conversation or Grammar


E) STANO UP, SIT DOWN
Focus conversation, write all or part of it on Aim: Focus Ss' attention on listening for specific sounds.
the board. l evels: All
Explain the task. Ss work in pairs. They take Preparation: None
turns practicing the conversation on the board Comment Use with Listenings.
repeatedly. As they practice, gradually erase words
from the board. Ss complete the Listening exercises.
Ss practice the conversation. Erase one word per Explain the task. Ss listen to the audio
line each time they practice . For example: program again, focusing on a speCific sound
A Good morning. How are you? (e.g., [9]). They stand up and sit down whenever
8_- I'm just fint_ Thank you. they hear the sound.
becomes Model the task. Play a little of the audio program
A Good morning. _ _ are you? and demonstrate when to stand up and sit down.
8: I'm just fine. _ _ you. .
Play the audio program. Ss carry out the task.
Erase more words. Gradually Ss will be able to
practice the conversation without support. Variation 1: Ss can also listen for other things, such
as verb tenses (e.g., si mple past), times, pr ices,
Variation: Divide t he class into two teams. One S pronouns, numbers, days, or types of words.
from each team reads the conversation while you
e rase the words. \rVhen aS can't re member a word, Variation 2: Divide the class into two groups (A and
the other team gets a point. 'rhe team with the most B). Each group listens for a different thing (e.g.,
points wins. Group A listens for [OJ and Group B ustens for [o];
Group A listens for simple past and Group B listens
for past continuous).

Fresh ideas T-151


C) WALKING STRESS ~ REAOING RACE
Aim: Raise ssawareness of sentence stress iff an active Aim: Give Ss practice reading for specific information.
and fun way. l evels: All
levels: All Preparation: Photocopy and enlarge the text Cut the
Preparation: None copy into paragraphs and post the paragraphs around the
Comment Use with Pronunciations that focus on classroom walls. Prepare and copy a handout with 6 to IZ
sentence stress. comprehension questions about the text (one handout per S).
Comment: Use with Readings or Perspectives that have
Play the audio progra m. Focus Ss' attention on the several short texts.
sentence stress.
Exp1ai l'\ the task. Ss stand up and move to a place Books closed. Distribute the handout and
where they can move freely. Then model the task. explain the task. Ss go around the class with
Say: "I always go joggjng on Sundays. Step their handouts, scan the texts, and answer the
fonvard on the first syll able in the words questions. The firstS to correctly answer all
always,jogging, and Sundays. the questlons wins.
Read or play the other sentences. Check that Ss Model the task with the first question. Then Ss
walk forward on the correct syllables. complete the task.
Acknowledgment: Idea adapted from The Standby Ss check their answers by reading the texts in
Book by Seth Lindstromberg, Cambridge their S tudent's Books.
University Press.

G QUESTION EXCHANGE e JIGSAW LEARNING


Aim: Give Ss practice using all four skills in a collaborative way.
Aim: Give Ss practice making and answering questions. l evels: I, Z, and 3
l evels: All Preparation: None
Preparation: Write one verb or phrase for each Son pieces Comment: Use with Readings or Listenings that can be
of paper. divided into three or four short texts.
Comment: Use with Grammar Focuses that involve questions.
Draw a chart on the board. List the texts at the
After presenting the Grammar Focus, write the top and thinge you want Ss to find on the left.
grammar structure on the board. For example: For example:
How often do you _ _ _ ?
Give each Sa piece of paper with a different verb
or phrase (e.g., play sports).
Explain the task. Ss go around the room a nd find
a partner. They take turns asking and answering Ss copy the chart on a piece of paper.
questions using the structme on the board and the Divide the class into three groups (A. B, and C).
word or phrase on their piece of papers. For example: Explain the task. Ss complete the chart for their
How often do you play sports? group only. For example, Group A only reads
Then Ss exchange papers and find a new partner. Text A and completes column A.
Model the task with one or two Ss. Ss complete the task.
Ss complete the task. Continue until Ss exchange Divide the class into new groups of three. Each
papers with most of their classmates. group has oneS each from groups A, B, and C. Ss
Elicit interesting answers from the class. share information to complete their charts.
Option: Encourage Ss to ask follow-up questions. Variation for Listenings: Bring three audio programs
Acknowledgment: Idea adapred from Teaching and cassette or CD players to class. Ss listen to the
Multilevel Classes by NatalU! Hess, Cambridge audio program in three grou ps and complete the
University Press. colwnn for their group. Then they form new
groups and shal'c theh information.

T-152 Fresh ideas


e RUNNING DICTATION
Aim: Give Ss practice using aft four skills in a collaborative way.
G) TIMEOUT!
Aim: Help students develop fluency and confidence.
Levels: I, 2. and 3 Levels: I, 2. and 3
Preparation: Photocopy and enlarge several copies of the Preparation: None
rext. Post the copies around the classroom walls. Comment Use with Role Plays.
Comment Use with Readings or Perspectives.
Divide Ss into groups of six. Two Ss (Sl and 82)
Books closed. Ss work in pairs. are the actors. T he other four Ss help the actors.
Explain the task. Sl from each pair goes to t he Explain the task. Sl and S2 perform the role play
wall and memorizes part of the text. Then Sl using the insttuct ions in their Studen t's Books. If
comes back and dictates the infonnation to 82, and they don't know what to say or can't remember a
S2 wr ites it down. word, th ey caJI "Time Out!" Th e role play stops and
P oint out that Ss ca nnot shout across the room or they ask the Ss in their group for help. Th ey can
remove the copies from the walls. \Vhen you call also ask the other Ss in the group to replace them.
out ..Change!," Ss change roles. Ss continue the role play until all Ss are actors.
Ss complete the task. The first pair to finish wins. Variation 1: SI and 52 can bring in other Ss as
Books open. Ss check their spelli ng. new characters.
Variation 2: Ss can create new situations based on
~ VOCABULARY MINGLE the role play.
Acknowledgment: Idea adapted from St.rategic
Aim: Encourage Ss to find the meaning of unknown words. Interaction by Robert J. DiPietro, Cambridge
Levels: I, 2. and 3 University Press.
Preparation: None
Comment Use with Readings or Perspectives. ~ PASS THE PAPER
Explain the first task. Sa read the text. \Vhen they Aim: Help Ss generate ideas and plan compositions.
find a word they don't know, they underline it with a Levels: I, 2. and 3
~ If they think they know the meaning Preparation: None
but are not sure, they underline it with a~- Comment Use with Wrinngs.
Ss complete the task individually.
Explain the second task. Ss take their books and Before beginn in g their compositions, Ss work in
go around the room. They ask each other the groups of five or s ix. Ask Ss to write their name in
meanin gs of the words they don't know or aren't the top right-hand corner of a blank piece of paper.
sure of. Explain th e task. Ss write a question related to the
Model the task with one or two Ss: composition topic on their piece of paper (e.g.,
T: Wh at does large mean? Where d id you go?). T he n they pass their paper to
Sl: It means "big." the right, an d take the paper fiom their left. Each
T: Thanks. time Ss receive a paper, they write one question
and pass the paper to the righ t.
Ss complete the task.
Ss complete the task. They continue until there
Help Ss with any remaining words they
are ten questions on each paper.
don't know.
Ss find their original papers. read the questions,
Varist;on: Ss sit in small groups and ask each other
and circle four or five they want to answer.
the meanings of new words.
Ss number the ques tions in the order they plan to
answer them. Then they write their compositions.

Fresh ideas T-153


MIND MAPPING.. ~ VOCABULARY STEPS
Aim: Help Ss generate ideas and plan their compositions. Aim: Help Ss review and personalize vocabulary in a category.
levels: I, 2, snd 3 Levels: All
Preparation: None Preparation: Choose four to six words in a category.
Comment Use with Writings or Word Powers. Comment Use with Snapshots or Word Powers.

Write the composition theme (e.g., holidays) in a After presenting the Snapshot or Word Power,
large circle on the board. Then elicit topics related write the words you chose on the board. .F'or
t.o the theme and write them in smaller circles example, if the category is seasons, write the words
around the them e. For example: spring, summer, fall, and winter. Then draw steps on
the board:

Elicit words or phrases related to each topic. Write


them in circles around the topics.
Explain the task. Ss choose three topics to write Explain the task. Ss rank the words individually
about. They number them in the order they want according to a criterion (e.g., favorite). They write
to write about them. their favorite at the top of the steps and their least
Brainstotm possible opening and closing sentences favorite at the bottom of the steps.
for the compositions. Ss complete the task. Then they compare their
Ss write their compositions, using an opening answers in pairs.
sentctlCC, three topics , and a conclusion. Variation 1: Ask Ss to rank vocabulary using
Variation for Word Powers: Use the first two steps different criteria. For example: sports (most fun,
of this technique to review, categorize, and expand most popular), things (most useful, most expensive),
on vocabulary from Word Powers. foods (tastiest, healthiest), or jobs (most difficult,
most dangerous).

G PICTURE DICTATION Variation 2: Ask higherlevel Ss to rank the words


collaboratively in small groups.
Aim: Develop Ss' vocabulary and listening skills. Acknowledgment: Idea adapted from Five.Minute
levels: I, 2. snd 3 Activities by Penny Ur and Andrew Wright,
Preparation: None Cambridge University Press.
Comment: Use with Snapshots and Word Powers that have
pictures with a lot of details (e.g., clothes, maps, furniture). ~ CLOUD PREDICTION
Teach or review prepositional phrases of place Aim: Develop Ss' ability to predict content from key words.
(e.g., in the middle, on the right /left, at the levels: All
top/bottom, in the top/bottom right-lumd /le{l- Preparation: List six to ten key words from the text.
hand corner). Comment Use with Conversations, Ustenings, or Readings.
Explain the task. Ss work in pairs. Sllooks at the
picture and S2 has a blank piece of paper. Sl Write the key words on the board, inside
describes the picture. 82 listens and draws it. a large cloud.
Ss complete the task. Then they compare their Explain the task. Ss work in pairs. T hey use the
drawings with the picture in the Student's Book. key words on the board to predict the main ideas
Option: Describe a picture, and the class draws it. of the Conversation or Listening.
Variation: Photocopy the picture and post it on the Point out that all predictions are acceptable.
wall. S l from each pair goes to the wall and returns to Ss complete the task. Elicit Ss' predictions.
S2. S! describes the picture to S2, and S2 draws it. Ss listen to the audio program and check their
predictions.
Variation for Readings: After eliciting predictions, Ss
read the text and check their predictions.

T-154 Fresh ideas


~ Photocopiables
Where can you find interesting~ easytOltSe handouts for your classes?
Photocopiables provide varied ways to teach specific exercises in the Student's Book, and
include activities such as word searches, infonnation gaps, and board games. Depending
on the exercise, these materials can either supplement or repla ce the suggestions in the
page-by-page teaching notes.

T here are 16 Photocopiables, one for each unit. Each activity in cludes a Photocopiable.
Handouts can be found at the end of this section.

Units Exercises Photocopiables


1. Please call me Beth. Conversation on page 2 Musicallntro~uctions

2. How do you spend your day7 Word Power on page 8 Word Search
3. How much is it? Grammar Focus on page 17 Price _Exchange
Word Power on page 22 Find Your G roup
Grammar Focus on page 32 Every Day an d Today
Discussion on page 39 Famous Athlet es
Word_Power on page 46 Co llocations Survey
Word Power on page 50 Pair Crossword
What does she look like? Reading on page 63 l Thi nk 1 Know
10. Have you ever ridden a camel? Grammar Focus on page 66 Question Game
11. It's a very exciti ng place! Conversation on page 75 Scrambled Dialog
12. It really works! Word Power on page 80 Picture Completion
13. May I take your order? Pronunciation on page 88 Bubble Cards
- --- -- . ---
14. The biggest and the best I Writing on page 96 Error Correction
15. I'm going to a soccer match. Conversation on page 102 Hear the Diffe rences
16. A change for the better! Listening on page 107 Phot o Identification

T-155
0 MUSICAL INTRODUCTIONS 0 PRICE EXCHANGE
: G;ve Ss practice introducing themselves in a Aim: Give Sspractice asking how much is/are . .? in an
-l1ke situation. information gap actMty.
paration: Make one copy of Photocopiable I lor every Preparation: Make one copy of Photocopiable 3/or every I'\IVO
r Ss. Cut the copies into four cards. Bring parry music Ss. Cut the copies in half.
a cassette or CO player to class. Comment Use after the Grammar focus on page 17.
ment: Use after the Conversation on page 2.
Ss work in pairs. Give Picture A to Sl and Picture
Give one card to each S. B to 82 of each pair. Pojnt out that they cannot
Explain the task. While you play the mus ic, look at each other's pictures.
Ss move around the room, dancing or walking. Set the scene. Pictures A and B show the same
When you stop the audio program, Ss introduce items, but some things in each picture don't have
themselves to the people closest t.o them. prices. Teach or review any n ew vocabula ry.
Point out that Ss can use the model conversation Explain the task. 81 and 82 take turns asking
on !heir cards to guide !hem, but !hey should the prices of these things. Model the task with aS:
substitute the italicized words with their T: How much are the pencils?
own infonnation. S: They're $2.15.
Model the task with a S. Ss complete the task. The n they look at each
Ss complete the task. Con tinue as long as needed. other's pictures to check their answers.

f) WORD SEARCH 0 FINO YOUR GROUP


Aim: Give Ss a review of words for different jobs. Aim: Give Ss practice categorizing vocabulary in an
Preparation: Make one copy of Photocopiable 2 for active way.
every two Ss. Preparation: Make one copy of Photocopiable 4 for every 12
Comment Use after the Word Power on page 8. Ss. Cut the copies into 12 cards.
Comment: Use w;rh classes of 12 or more Ss in place of parts
Ss work i.n pairs. Give one handout to each pair. A and 8 of rhe Word Power on page 22.
Point out !hat there are 15 jobs in the word search.
On the board write:
The jobs appear in !he Snapshot or the Word
Movies M(Jslc N pr09rams
Power . The jobs can go across, down, or diagonally.
Point out the word cashier as an example. Give each Sa card. Explain that the words on the
Explain the tas k. Ss find the jobs in pairs and cards are from the categories on the board.
circle them. Then they write them on the lines. Explain the task. Ss go around the class and find
the Ss with words from the same category. Then
Ss complete the task. The pair !hat fin ds all the
words first wins. Then elicit the answers. they s it down as a group.
Model t.h e task with a few Ss.
T: My word is "thrillers." They're a k ind of movie.
S: Mine is "westerns." They're in the
same category.
OR
Mine is "pop. Ies in a different category.
Ss complete the task until !hey are all in groups.
Elicit the words in each category. Ss check
answers on page T-22.
Option: Afte, Ss complete !he activity, !hey
brainsWrm more words for their categories.

T-156 Photocopiables
C) EVERY DAY AND-TODAY f) COLLOCATIONS SURVEY
Aim: Give Ss practice visualizing the difference between Aim: Give Ss practice using collocations in a class survey.
simple present and present continuous. Prepa ration: Make one copy of Photocopiable 7 for every S.
Preparation: Make one copy of Photocopiable 5 and cut it Comment Use before the Word Power on page 40.
into 12 pictures. EnJarg9 the pictures.
Comment: Use after the Grammar Focus on page 32. Give each S a handout. Teach or review the
time expressions.
Hold up the picture of the doctor. Ask questions to Ss work in pairs. They take turns asking each
elicit simple present answers: "Where does she other questions to complete the survey. Model
work? What does she do every day?" (Possible the task with a S:
answers: She works in a hospital. She sees T: When was the last time you went shopping?
patients every day.) S: Yesterday moming.
Hold up the picture of the doctor studying T: OK, I'm writing "Yesterday moming."
French. Ask questions to elicit present continuous Ss complete the survey in pairS.
answers: "What's she wearing? What's she doing?" Elicit Ss' answers. Ask: "Who went shopping this
(Possible answers: She's wearing a T -shirt, jeans, morning? yesterday?"
and earrings. She's studying French.)
Ss move on to part A of the Word Power, using the
Repeat the procedure with the other pictures. collocations in their survey for help.
Option: After completing the Grammar Focus, Variation: Ss go around the room and ask a different S
Ss write simple present and present continuous each question. They write each S's name and answer.
sentences about the pictures in s mall groups.
Acknowledgment: Idea adapted from Pictures for
Language Learning by Andrew Wright, Cambridge 0 PAIR CROSSWORD
University Press. Aim: Give Ss practice reviewing vocabulary and definitions

G FAMOUS ATHLETES collaboratively.


Prepa ration: Make one copy of Photocopiable 8 for every two
Ss. Cut the copies in half.
Aim: Give Ss practice asking snd answering questions in an Comment Use after the Word Power on page 50.
information gap activity.
Preparation: Make one copy of Photocopiable 6 for every Divide the class into two groups (A and B). Give
three Ss. Cut the copies in three. Part A of the handout to Group A and PartB to
Comment: Use after the Discussion on page 39. Group B.
Explain that Group A has all the across words of
Ss work in groups of three. Give Chart A to Sl, the puzzle and Group B bas aU the down words.
Chart B to S2, and Chart C to 53. Point out that Ss write clues for their words as a group. For
they cannot. look at each other's charts. example, a due for the word library is o place
Explain the task. Ss ask and answer questions to where you borrow books.
complete their charts. Elicit questions they can Ss complete the task in groups. Go around the
ask: "What sport does he/she play? Where is class and give help as needed.
he/she from? Where docs he/she Jive now? What
interesting fact do you know about him/her?" Divide Ss into pairs with one S from Group A and
oneS from Group B. Point out that they cannot
Ss complete the task. look at each other's crossword puzzle.
Ss look at each other's charts to check their
Ss take turns reading thei r clues aloud and
information. guessing the words. They use the words to
Option: After they complete the task, Ss role-play complete the puzzle.
in terviews with the sports personalities in the Model the task with a S:
chart (or with different sports personalities). One T: What's the clue for one across?
S is the sports persona Uty and the other two Ss
S: It's a place where you borrow books.
are inter viewers.
Ss complete the task. Go around the class and give
help as needed.
Ss look at their partner's crossword puzzle to
check their answers.

Photocopiables T-157
C!) I THINK I KNOW ~ SCRAMBLED DIALOG
Aim: Help Ss learn the meanings of new words Aim: Familiarize Ss with sn audio script before they listen to it
collaboratively. Preparation: Make one copy of Photocopiabfe I I for every
Preparation: Make one copy of Photocopiable 9 for every two Ss. Cut the copies into strips and put them in envelopes.
two Ss. Cut the copies in haff. Comment Use before the Conversation on page 75.
Comment Use before the Reading on page 63.
Ss work in pairs. Give each pair an envelope.
Give each S a handout. Explain the task. Ss check Set the scene and explain the tas k. Two friends are
(.I) the approp1iate oolumn for each word (1 know talking about Mexioo City. Ss arrange the strips to
if they know the meaning, I think l know if they fonn the conversation. Ask: "What is the first
think they know the meaning, or I don't know if sentence?" (Answer: Can you tell me a little
t.hey don't. know the meanjng). about Mexico City?)
Ss complete the t.ask individually. Ss complete the task in pairs.
Ss work in groups. Ss explain the words they know Play the audio program. Ss listen and check the
to each other. As they learn the meanings of new order of their conversations.
words, they move their check marks to the left.
Option: After they listen t.o the audio program, Ss
Elicit or explain any words Ss don't know. practice the conversation using information about a
Acknowledgment: Idea adapted from The different city. See the instructions for S ubstitut ion
Standby Book by Seth Lindstromberg, Dialog on pageT-151.
Cambridge University Press.

G OUEST/ON GAME e PICTURE COMPLETION


Aim: Give Ss listening practice as they review vocabulary.
Aim: Give Ss practico using simple past and present perfect. Preparation: Make one copy of Photocopiable 12 for every
Preparation: Make one copy of Photocopiable 10 for every two Ss. Cut the pages in half.
four Ss. Bring one die and four markers for every group. Comment: Use after the Word Power on page 80.
Comment Use after the Grammar Focus on page 66.
Give the Ss Part A of the handout.
Ss work in groups of four. Give each grou p a Teach or review these words: top shelf, middle
handout, a die, and four markers. Teach or shelf, boltom shelf; 011 the right, on the le{t, in the
review any new vocabulary. middle; on the righthand side, on the left hand
Model the game with one group. Ss put their side. Check Ss' understanding by asking them to
markers on Start. Sl rolls the die and moves his or point to different parts of the picture. For example,
her marker the number of squares indicated on the say: "Point to the left-hand side of the top shelf.
die. Then Sl uses the words in the square to make Point to the middle shelf."
a simple past or present perfect question. For Explain and model the task. As you describe
example, Sl uses the words ever be late for a test the contents of the cabinet, Ss draw them in
to make a present perfect question (i.e., Have you the picture. Point out that they can use simple
ever been late for a rest1). sketches. Say: "On the lefl..hand side of the top
If aS lands on a blank square he or she loses shelf, there are two bags of cough drops." The Ss
a tum. draw the pictures.
P oint out that Ss can move the marker in any Use Part B of the handout (the Answer key) to
direction. Also, they must say the questions, not describe the rest of the contents, while Ss
write them.lfthe question is correct, the S writes his draw them.
or her initials in that square. Then S2 takes a turn. Ss compare their pictures in pairs. Then give
Monitor the class and give help as needed. The Ss Part B of the handout for them to check
game ends when all the squares h ave initials. The their answers.
S with the most initialed squares wi ns. Option: Afler Ss complete the activity, they draw
Option: When Ss finish, they ask each other t he pictures of medicine cabinets with different. contents.
q uestions. Encourage them to ask follow up questions. Then they take turns describing and drawing their
Acknowledgm ent: Idea adapted from The medicine cabinets in pairs.
Grammar Activity Book by Bob Obee,
Cambridge University Press.

T-158 Photocopiables
e BUBBLE CARDs' ~ HEAR THE DIFFERENCES
Aim: Give Ss practice using syllable stress in responses. Aim: Give Ss practice listening for errors.
Preparation: Make one copy of Photocopiable 13 for every Prepa ration: Make one copy of Photocopiable 15 for evefY
15 Ss. Cut the copies into two sets of cards (responses and three Ss. Cut the copies in three.
bubbles). Put the response cards and bubble cards in Comment: Use with the Conversation on page 102.
separate envelopes.
Comment: Use after the Pronunciation on page 88. Books closed. Give each S a handout. Ss read the
conversation silently.
Give each Ss one response card and one bubble Explain the task. When you play the audio
card (with "TOP" at the top). Expla;n that the program, Ss listen for differences between the
bubbles represent the syllables in a sentence, audio recording and the handout. When they
and the big bubble represents the syllable with hear a difference, they circle and correct it.
the most stress in the sentence. Play the audio program three times. The first
Teach or review these expressions: Read your time, Ss circle the errors. The second time, Ss
response. Hum your bubble card. 1'hat matches. correct the errors. The third time , they check
That doesn't match. their corrections.
Explain the task. Ss go around the room and Books open. Ss read the conversation to check
match their bubble card with a response card. their answers.
Then they make a short conversation that Op tion: Pairs practice the conversation sitting
includes the response. For example: back-to-back.
A : I hate bananas.
B: So do I .
Ss complete the task. Each time Ss match cards, C PHOTO IDENTIFICATION
replace their cards with new ones. Aim: Give Ss practice matching descriptions with pictures.
Variation: Use these sets of cards to play Preparation: Make one copy of Photocopiable 16 for
Concentration. See the instructions on evetytwoSs.
page T-144. Co mment Use with the Listening on page 107.
Acknowledgment: Idea adapted from The Standby
Book by Seth Lindstromberg, Cambridge Ss work in pairs. Give one handout to each pair.
University Press. Set the scene and explain the task. Scott a nd
Linda are looking through a photo album. Ss
~ ERROR CORRECTION listen to the audio program and check (.f) the
pictures that.. appear in their photo album.
Aim: Give Ss practice correcting wrmen errors in pairs. Play the audio program and Ss complete the task.
Preparation: Make one copy of Photocopiable 14 for every
Play the audio program again and Ss check t heir
two Ss. Cur !he copies in half.
answers.
Comment Use after che Writing on page 96.

Give half the class Worksheet A and half the class


Pictures checked : top right, bottom left, bottom rig ht
Worksheet B. Explain that six sentences on each
worksheet have grammar mistakes. Ss write C if
the sentence is correct and NC if it is not correct. Ss move on to the Listening on page 107.
Ss complete the task individu a lly. Option: Ss listen to the audio program and take
notes about how Scott and Linda have changed.
Ss work in pairs. One has Worksheet A and one Then they role-play the conversation in pairs.
has V/orksheet B. They compare sentences and
decide which one is correct. (For each sentence,
oneS has the correct sentence.)
Go over answers with the class.

Correct answers in A: 1, 3, 5, 6, 9, 12
Correct answers in B: 2. 4, 7. 8, 10, 11

Acknowledgme nt: Idea adapted from Grammar


Games by Mario Rinvolucri, Cambridge
University Press.

Photocopiables T-159
PHOTOCOPIABLE 1 Musical Introductions

A: Hello. I'm David Garza.


B: Hi! My name is Elizabeth Silva, but please call me Beth.
A: Nice to meet you, Beth.
B: Nice to meet you, too. Where are you from, David?
A: I'm from Mexico. How about you?
B: I'm from Brazil.

A: Hello. I'm David Garza.


B: Hi! My name is Elizabeth Silva, but please call me Beth.
A: Nice to meet you, Beth.
B: Nice to meet you, too. Where are you from, David?

A: I'm from Mexico. How about you?


B: I'm from Brazil.

A: Hello. I'm David Garza.


B: Hi! My name is Elizabeth Silva, but please call me Beth.
A: Nice to meet you, Beth .

B: Nice to meet you, too. Where are you from, David?


A: I'm from Mexico. How about you?

B: I'm from Brazil.

A: Hello. I'm David Garza.


B: Hi! My name is Elizabeth Silva, but please call me Beth.
A: Nice to meet you, Beth.
B: Nice to meet you, too. Where are you from, David?

A: I'm from Mexico . How about you?

B: I'm from Brazil.

T-160 4Qif.li.!.J.!flijtj Cambridge University Press


PHOTOCOPIABLE 2 Word Search

Jobs

A D J B s L u M B E R J A c K

N R E z p E y Q D 0 F R M T
u B y s F G R M N E c u E 0 A

E X G u 0 E v K X F H c p X
s 0 p c c G B F E 0 v X E J
c M F 0 M N u G R D R p F D

N J u X p w X E N L F B T 0 R

G L s w H B J R Q A z
E D R E c T 0 R w s y 0 X v
R p c K w F v H y 0 H 0 N L E
T u B z v A K R X E R G R

M H A L (c A s H E R) B s Q H

G v N R 0 c u T K L M H T s J
A s T M G T K Q J y A J N s
D A N c E R G X A M N H c B D

cQshier

Cambridge University Press 4ijiffll.l4.1.16'bfj T-161


PHOTOCOPIABLE 3 Price Exchange
Picture A
c::::::::J
C::::J. penci~s
-~
, .

WI
~ .. .

pencil case
calculator
book bag

PictureS ~
~
~. pencils~~
"~ IIIII

pencil case
calculator
book bag

T-162 4ijit.10.1.!1161Htj C Cambridge University Presa


PHOTOCOPIABLE 4 Find Your Group
..e,
r
thrillers westerns horror films

'

soap operas talk shows science fiction

game shows news j azz

classical pop salsa

Cambridge Univer sity Press 4Q@I.I.UI61Htj T163


..
PHOTOCOPIABLE 5 Every Day and Today

T-164 4Q,f.114.!.!61ft@ c Cambridge U niversity Pres.a


PHOTOCOPIABLE 6 Famous Athletes

ChartA
YaoMing

Sport

Wherefrom Brazil

Where now the U S

Interesting fact Her favorite color is bfack

...... ~

Chart 8
YaoMing

Sport

Wherefrom Russia

Where now
H fs teammates calf
Interesting fact him

Chart C
Yao Ming

Sport

Wherefrom

Where now Italy

Interesting fact His son's name is Ronald.

Ca.mbridge Univer sity Press 4ijif.ii.!.!,!6iij@ T-165


PHOTOCOPIABLE 7 Collocations Survey

When was the last time you . ? Time expression


went shopping

did your homework

had a lot offun

went dancing

made photocopies

did the laundry

had a party

took a day off

did the dishes

made a phone call

took a trip

made the bed

took a vacation

went bowling

had a good time

time expressions
.~
th is morning last weekend
this afte rnoon last week
yeste rday morning last month
yeste rday afternoon last summer
yeste rday evening last year
last night in 2003

T-166 4Q.i.U.!.UI61tj C Cambridge University Press


PHOTOCOP/ABLE 8 Pair Crossword
Part A
Across 1
L I 1 Is ' R A IR y ,--
l. A library 'C A F E
is a place where 'H 0 u s E s
4. A caf~
-
-
..--
,__
'T H E A T E 'R
- '-
5. Houses f--- 'D R u G s T 0 R E
f---
7. A theater "'6 A N K
I- - -
I- - c-
9. A drugstore f- L__
In- r-- - '-
f--- f--- r--
f- f- ~

10. A bank f--- f-

12. Post offices


"P 0 s T 0 F F I Ic E Sf
f- '-
L_

..... ....... . . . . . . . . . ... .. . . . . ................................. ~

Part B
Down I 'R 'L
2. A restaurant
is a place where
E 4 A I
'H I s
3 . A laundromat 0 T
I ~N 16M
'T I A I 'R Co ru
5. Hotels ~
' R
u E
s
'"R rs-
~
0 E
s A T M u
6. Museums 10 9 N I ~ r-p; 'M
8. A rest room ~
0
c2...
~
f-6-
to
!-;'-
L_
rs-
L_

f-t< 1-c r;:;-


10. A bookstore f-i 1-ti '---

f-f to
11. Aschool " 0 0 I I
~
L
'---
~

Cambridge University Press 4Q,t.li.!.!.!Fiijtj T-167


PHOTOCOPIABLE 9 I Think I Know

I know I think I know I don't know


1. hip-hop

2 . typical

4. baggy pants

5. sweatshirt

.. .... ....... ~

I know I think I know I don't kno w


1. hip-hop

2. typical

3. street clothes

4. baggy pants

5. sweatshirt

6. hiking boots

7. baseball cap

8. backward

9. sports logo

10. athletic shoes

11. trendy

12 . performer

T-168 4ijff.U.J.f.!Fift@ Cambridge Univel'$ity Press


PHOTOCOPIABLE 10 Question Game

Did you .. . ?/Have you ... ?

ever see cook last


a ghost weekend

ever cut
see a movie sleep late
you r ow n
last week last Sunday
hair

use a
call home get up early go shopping
computer
lately last Sunday lately
yesterday

play any write any


ever run in
sports this e-mails
a race
month yesterday

make
your bed ever appear eat out ever r ide a
yesterday on TV lately motorcycle
morning

take a
ever get a ever be late
vacation
traffic ticket for a test
last year

ever fall
eat lunch ever meet a watch TV
asleep in
yet celebrity last night
class

visit a
ever try go to a
foreign
Indian party last
country
food Saturday
last year

go to bed do much
early last exercise t his
night w eek

Cambridge University Press 4ij.t.n:i.!.!61tj H 69


PHOTOCOP/ABLE 11 Scrambled Dialog

Can you tell me a little about Mexico City?

And what else?

Well, you should definitely visit t h e National Museum and go to the Palace of
Fine Arts.

Well, what's a good time to visit?

Oh, good! And what s hould I see t here?

--------- -------------------------------------------------i

Sure I can. What would you like to know?

It all sounds really exciting!

Oh, you shouldn't miss th e Pyram id of the Sun. It's very interesting.

I think you can go anytime. The weather is always nice.

T-170 4ij.f.i1.1.1.16itj C Cambridge University Preu


PHOTOCOPIABLE 12 Picture Completion
Part A

[ ]
I I
I l
..+-

Part B

Cambridge University Press 4ij!Mi.I.!IIF'fi T-171


PHOTOCOP/ABLE 13 Bubble Cards
Response cards
.,/;,:!"

Neither do I. Neither can I. Neither am!. Neither can you. Neither are you.

I don't either. I can't either. I'm not either. You ca n't either. You aren't either.

So dol. So can I. I am too. Neither do you. Neither are you.

Bubble cards
.... ..'.
(TOP) (TOP) (TOP) (TOP) (TOP) r
u u v u u u u u u u u u u u v u u u u u

(TOP) (TOP) (TOP) (TOP) (TOP)

u u u u u v l) u u u u u u u u u v u u u

(TOP) (TOP) (TOP) (TOP) (TOP)

u u u u u u v u u u u u u u v v u

T-172 4ijit.ii.!.!.!61Hftt Cambridge University Press


PHOTOCOPIABLE 14 Error Correction

Worksheet A

1. Thailand has many beautiful beaches.


2. The cathedral has 500 years.
3. Man y foreigners come in December.
4. Much of the tourists are America n.
5. Bali has the most beautiful beaches in the w orld.
6. New Orleans has the best carnival in North America.
7. The weather is more good in the summer.
8. The Grand Can yon is about 1.900 deep meters.
9. The most famous attraction is Sugar Loaf mountain.
_ _ 10. Every year, thousands of tourists are visiting Hawaii.
_ _ 11. Tokyo is more larger than Kobe.
_ _ 12. People like to visit our country.

-~

WorksheetS

1. Thailand have many beautiful beaches.


2. The cathedral is 500 years old.
3. M uch foreigners come in December.
4. Many of the tou rists are American.
5. Bali has the more beautiful beaches in th e world.
6. New Orleans has the most good carn ival in North Ame rica.
7. The weather is better in the summer.
8. The Grand Canyon is about 1.900 meters deep.
9. The more famous attraction is Sugar loaf mountain.
_ _ 10. Every year, thousands of tourists visit Hawaii.
_ _ 11. Tokyo is larger than Kobe.
12. People likes to visit our country.

c Cambridge University Press 4ij@i.H.!Iii '" T-113


PHOTOCOPIABLE 15 Hear the Differences

SECRETARY: Good morning, Parker Industries.


MR. KALE: Hello. May I speak ro Mr. Graham, please?
SECRE1i\RY: I'm sorry. He's not in. Can I take a message?
MR. KALE: Yes, please. This is Mr. Kale.
SECRETARY: Is that C-A-L-E?
MR. KALE: No, it's K-A-L-E.
SECRETARY: All right.
MR. KALE: Please tell him our meeting is on F riday at 12:30.
SECRETARY: Friday at 12:30.
MR. KALE: And could you ask her ro call me romorrow afternoon? My n u mber is (646) 555-4013.
SECRETARY: (646) 555-4013. Yes, Mr. Kale. I'll give Mr. Graham the message.
MR. KALE: Thank you. Good-bye.
SECRETARY: Good-bye.

h d;,

SECRETARY: Good morning, Parker Industries.


MR. KALE: Hello. May I speak to Mr. Gr aham, please?
SECRETARY: I'm sorry. He's not in. Can I take a message?
MR. KALE: Yes, please. This is M r. Kale.
SECRETARY: Is that C-A-L-E?
MR. KALE: No, it's K-A-L-E.
SECRETARY: All right.
MR. KALE: Please tell him our meeting is on Friday at 12:30.
SECRETARY: Friday at 12:30.
MR. KALE: And could you ask her ro call me romorrow afternoon? My number is (646) 555-4013.
SECRI<.'TARY: (646) 555-4013. Yes, Mr. Kale. I'll give Mr. Graham the message.
MR. KALE: Thank you. Good-bye.
SECRETARY: Good-bye.

.............d:,

SECRETARY: Good morning, Parker Industries .


MR. KALE: Hello. May I speak to Mr. Graham, please?
SECRETARY: I'm sorry. He's not in. Can I tak e a message?
MR. KALE: Yes, please. This is M r. Kale.
SECRETARY: Is that C-A-L-E?
M R. KALE: No, it's K-A-L-E.
SECRETARY: All right.
MR. KALE: Please tell him our meeting is on F riday at 12:30.
SECRETARY: Friday at 12:30.
MR. KALE: And could you ask her ro call me romorrow afternoon? My number is (646) 555-4013.
SECRETARY: (646) 555-4013 . Yes, Mr. Kale. I'll give Mr. Graham the message.
MR. KALE: Thank you. Good-bye.
SECRETARY: Good-bye.

T-174 4Q,f.1J.i.!.lblfifi Cambridge University Press


PHOTOCOPIABLE 16 Photo Identification

Cambridge Uni vers ily P ress 4ij@i.i.!.I6Jflijt T-175


Unit llanguage summary
Vocabulary
Nouns Pronouns Other Adverbs
birthday Subject pronouns bea u tiful Responses
bow I big no
brother you com mon yes
cafeteria he oool
chemistry exciting Other
she
city it famous actually
class we friendly here
classmate th ey good (over) there
club interesting not
English Titles n ew now
family Miss next really (+ adjective)
friend Mr. nice too(+ acljective)
h obby Mrs. old very (+ adjective)
member Ms. same Prepositions
name Adjectives shy at (10:00/City College)
parents Possessives unusual from (Seou l/Korea)
person my in (the morning/th e same
Articl es
semester your class)
sister a
h is an on (my way to . . . )
teacher her the Con junctions
student its
university our Verbs and
vacation am bu t
their
year are or
h as
is
love

Expressions
Saying hello Exchanging personal Introducing someone Checking informatio n
H i. information This is . .. .trhese are . Sorry, what's your n ame
Hey. What's your name? Nice to meet you . again?
Hello. frn .. . ./My name is . Asking about someone It's .
Good morning. What's your first/last \Vho's th a t? How do you spell . . . ?
How are you?!How's it name? That's . . . What do people call you?
going? It's . His/Her name is . Everyone calls me .
(I'm) fine, thanks. What are your hobbies? Who a re they? Plea se call me .
Pretty good. My hobbies are . . . They're . Making suggestions
OK. When's your birthday? Their names are . Let's .
Saying good-bye It's . and. Apologizing
Bye. What's . .. like? Where's your friend? (I'm) sor ry.
Good-bye. He's /Sh e's/It's .. He's/She's . . . Agreeing
See you later, What are ... like? Thanking someone That's right .
See you tomorrow. T hey're . Thanks. OK.
H ave a good day. Where are you from? Thank you. Sure.
Good night. l'm!We're from .

T-176 mrrm Cambridge University Press


Unit 2language summary
Vocabulary
Nouns department store fulltime teach
Jobs/Professions hospita1 great wakeup
(TV) announcer office part-time watch
carpenter rostaurant similar work (in an office/for an
cashier school worse airline)
chef university worst Adverbs
company director Other Verbs Responses
construction worker breakfast
answer yeah
cowboy clothes
country
assist Other
dancer build
dinner a lot
doctor care for early
fisherman drink
cook exactly
flight attendant food
design home
lumberjack house
do late
musician job
get(home) only
nurse music
getup usually
pilot passenger
go (to bed/to schooVto
receptionist patient work) Prepositions
salesperson phone have (a job/lunch) around/about
server schedule leave (work/for work) (10:00/noon)
singer snack like after (midnight)
taxi driver thing live at (7:00/night/midnightl
tour guide time recognize at (a travel agency/a fast-
Web-site designer weather report sell food restaurant)
Types of jobs work serve before (noon)
entertainment business sleep during (the week)
Adjectives
food service in (a hospitaL'an office)
bad sound (interesting)
office work spend (your day) in {the morning/the
better afternoon/the evening)
travel industry dangerous start
Workplaces like (Peru)
different stay up
airline on (weekdays/Fridays)
difficult study
(computer) company until (midnight)
fantastic take

Expressions
Talking about work/school Asking for more infom1ation Expressing interest
What do you do (exactly/there)? What time ... ? Oh?
I'm a/an . Which ... ? Oh, really?
Where do you work? Why? Really?
I work in/at/for . Talking about daily schedules How interesting!
How do you like your job/classes? How do you spend your day? Expressing surprise
I like it/them a lot. Well,!. Oh!
I love it/them. What time do you go to Wow!
Where do you go to school? work/school?
I go to . Starling a sentence
I go to work/school at . .
What's your favorite ... ? Well, .
'When do you get h ome? By the way, . ...
My favorite ... is . . . I usually get home a t .

Cambridge University Press 4Q.t.U.!R.!.!&Itj T-1 77


Unit 3language summary
Vocabulary
Nouns Other Adjectives sad
Clothes and jewelry CD Colors small
backpack cell phone black styliah
bag cent blue truthful
boots clerk brown warm
bracelet coffee gray
cost Verbs
cap green
cup Modal
dress orange
customer can
earrings pink
in-line skates design purple Other
jacket dollar red ask
jeans flea market. white buy
necklace item yellow
help
ri ng lamp Jet (me) + verb
Other
shirt notebook look (= seem)
attractive
socks news paper look at
boring
sunglasses paperback book cheap mean
painting pay (for)
tie each
T-ahirt (CD) player prefer
expensive
watch (birthday) present say
fun
Materials* price happy see
tennis racket sell (for)
cotton jealous
radio think (oO
gold large
style tryon
leather light
(price) tag want to (+ verb)
plastic loving
polyester VCR medium Adverbs
rubber Pronouns mysterious almost
silk one perfect else
silver ones pretty more
wool pure right there
reasonable
Namea or matcrialfs can be used as nouns or a<ijectives..

Expressions
Talking about prices Getting someone s Talking about Thanking someone
How much is this/that attention preferences Thanks anyway.
necklace? Excuse me. Which one do you prefer? You're welcome.
It's .... Look! I prefer the . .. one. Expressing doubt
That's not bad. Look at. . .. Which ones do you like Hmm.
How much are Oh, .... better/more? I'm not sure.
these/those earrings? Offering help I like the . . . one U h, ..
They're .... Can I help you? better/more. Expressing surprise
That's expensive . Making and declining an
Identifying things A:re you kidding?
Comparing Which one? offer
The silk dress is prettier/ The blue one. Would you like to .. . ?
more expensive than Which ones? Uh, no. That's OK.
the polyester dress.
The yellow ones.

T-178 4ij,f.i1.!.!.'6itj 0 Cambridge University PreM


Unit 4language summary
Vocabulary
Nouns Musical instruments Pronouns see
Movies cello Obj ect pronouns save
horror film guitar me send
science fiction piano you study
thril1er Entertainers him think
western acmr her visit
TV programs actress it win
game show group us Adverbs
news singer them esped ally
soap opera Other just
concert Verbs
talk show never
date Modal
M usic* pretty (+ adjective)
fan would
classical still
country (baseball) game Other
tomOITOW
gospel gate come
have to ( + verb) (not) very much
jazz kind (of)
pop (soccer) match go out Prepositions
R&B (rhythm and blues ) (text) message guess about (it)
rap (electronic) note know for (dinner)
rock play listen to with (me)
salsa stadium meet from . . . until/till .
ticket miss
video need to (+ verb)
voice play (an instrument)
"Names of musical styles can be used as nouns or adjectives.

Expressions
Talking about likes and dislikes Inviting someone Asking about events
Do you like . . . ? Would you like to ... ? When is it?
Yes, I do. I like . .. a lot.! Do you want to ... ? \Vhere is it?
[love. Accepting an invitation What time does it start?
No, I don't. I don't like . Yes, I would. \Vhere should we . . . ?
very much. Yes, I'd love to .
What kind of . . . do you like? Yes, I'd really like to.
What do you think of . . . ? Refusing an invitation
Who's/What's you r favorite ... ? I'd like to, but I have to .
I'd like to, but I need to .
l'd like to, but I want to .

C ambridge University Press 4Qif.ii.!.i.@fi T-179


Unit 5language summary
Vocabulary
Nouns Other Adjectives move
Family/Relatives adult Ouantifiers spend (money)
aunt age all stand
brother bus stop nearly all reLL
children college most travel
cousin couple many vore
dad elevator a Lot ofllots of wait
daught<>r e-mai_l some
family tree Adverbs
father not many
grandfather fact Time expressions
a few
grandmother foreign Language few
(almost) always
government right now
grandparents Other
great-grandfather money this week/month/year
dear(+ name) these days
great-grandmother only child married
great-grandparent people Other
secret
husband percent abroad
s ingle
mom (wildlife) photographer alone
stuck
mother project away
typical
nephew teenager unmarried
together
niece shopping trip young Prepositions
sister television between (the ages of ...
sister-in-law women Verbs a nd . .. )
son eat by (the age of ... )
Pronouns enjoy
uncle of
anyone get (married)
wife
no one marry Conjunction
because

Expressions
Asking about family Exchanging information about the present
Tell me about your family. Ace you living at home?
How many people are there in your family? Yes, I amiNo, I'm no L.
There are . . . people in my family. Where are you working now?
We have . . . son(s) and ... daughrer(s). I'm working ....
How many brothers and sisters do you have? Is anyone in your family ... right now?
I ha ve . . . brother(s) and ... sister(s). Yes, m y . .. is . . ..
I'm an only child. Expressing interest
What an interesting . ...
Expressing relief
Thank goodness!

T-180 4Qd.U,!oloi&IH$ C Cambridge University Preu


Unit 6language summary
Vocabulary
Nouns Other Verbs often
Sports and fitness athlete chat sometimes
activities country dance hardly ever
aerobics oouch potato draw almos t never
baseball fitness freak enter never
basketball free time exercise every.
bicycling gym keep once a.
football sports fanatic lift wei ghts twice a.
in-line skating talent show paint three times a .
jogging tip play (cards/a sport) not very often/much
karate relax Other
Pronoun online
running sing
nothing spend (time) sometime
soccer
softball Adjectives take (a walk ) then
strerehing average type
work out Prepositi ons
swimming fit in (my free time/great
tennis good at (something) s h ape)
Adverbs
treadmill middle-aged for(a walk )
Frequency
volleyball real like (th at)
regular always
walking
almost always
weight train ing tired
usually
yoga
*Can also be an adjective

Expressions
Talking about routines Talking about abili ties Expressing surprise/ disbelief
How often do you . .. ? How well d o you . .. ? Seriousl y?
Every . Pretty wellJAbout average. Agreeing
Oncefl'wicetrhree times a . . Not very well. All right.
Not very often. How good are you at . .. ? No problem!
Do you ever .. . ? P retty good ./OK.
Yes, I always/often/sometimes . Not very good.
No, I never/hardly ever . Asking for more inf ormation
How long do you spend ... ? What else . .. ?
Two hours a day.trhirty minutes
a day.

Cambridge University Press 4Qit.ii.!41161Hfj T-181


Unit 7language summary
Vocabulary
Nouns tourist rude Adverbs
argument trip sick Time expressions
bowling vacation terrible again
city waves special all day/nightlweekend
dishes weather terrific as usual
8ight whole last night/Saturday/
Pronouns
food weekend
anything Verbs
gardening most of the time
anybody believe
homework the whole time
someUling call
hotel today
cook
insect Adjectives yesterday
karaoke bar drive
amazing fish Other
laundry awfu l also
forget
luggage broke anywh ere
happen
neighbor cloudy downtown
hear
noise cold first of all
in vite
party cool unfortuna tely
make (a phone call)
paosport excellent rain Prepositions
photocopy foggy
(air)plane read on (business/vacation/a
freezing stay (home)
room trip)
full
service stop over {the weekend)
hot
surfing take (a day om
incredible
test worry
lost wrong
lucky

Expressions
Asking about past acti11ities Giving opinions about past experiences
Did you go anywhere last weekend? How did you like ... ?/How was ... ?
How did you spend ... ? It was ... ./1 really enjoyed it.
Wh at did you do ... ? What was the best thing about . .. ?
Where did you ... ? Was the ... OK?
What time did you .. . ?
Who did you ... with?
How long were you ... ?

T-182 4Qif.U.!3.1.161h'i c Cambridge University Presa


Unit 8language summ