Listening Scripts

To the Teacher
Welcome to Impact Listening 2!

The Impact Listening series is designed to help your students become better listeners and more profi-
cient at English. Impact Listening is intended to make teaching listening strategies stimulating and
engaging, and to make learning fun and effective.
The Impact Listening series is based on four main principles:
1. Rich Input
Learners need rich input in order to develop their language ability. The most useful input is contex-
tualized, authentic, and interesting for the learners. Input that is slightly above the learners’ profi-
ciency level provides a challenge to motivate them. Impact Listening features extracts drawn from
or based on authentic conversations, in common social, academic, and business contexts. The audio
recordings for the series employ a wide variety of speakers to provide an abundance of interesting
speech.
2. Clear Tasks
In order to develop their attention span, learners need guidance in what to listen for. Clear tasks
guide the student in what to focus on and on what to remember. Task cycles allow students to listen
to the same extract more than once, in order to practice controlling their attention and expanding
their ability to process more complex speech. Each section in Impact Listening provides a transpar-
ent, structured task that is easy to use in the classroom.
3. Listening Strategies
In order to become more confident and relaxed, learners need to learn how to listen. By using suc-
cessful listening strategies, learners will become more fluent and confident. By teaching listening
strategies, teachers encourage their students to learn more efficiently. The following four funda-
mental strategies are consistently incorporated in the Impact Listening 2 activities: preparing, infer-
ring, clarifying, and responding.
4. Self Expression
A central purpose of listening is application—using the ideas in the extract and formulating some
kind of response. By incorporating self-expression steps with listening activities, students increase
their overall oral language ability. Impact Listening 2 features a variety of short speaking activities
as well as an extended Interaction Link in each unit to build vocabulary and conversation skills
along with listening skills.
Course Components
• Student Book
• Self-Study CD (included with the Student Book with the Warm Up and Real World Listening
extracts)
• Classroom CDs Pack
• Teacher’s Manual
T2
To the Teacher
Unit Structure • The First Listening focuses on understanding the gist
Impact Listening 2 contains 15 four-page main units, plus of the input, while the Second Listening focuses on
3 Review Units. The main unit design allows for clear detail and interpretation. For each task, the students are
implementation of the four principles outlined above. required to listen to the extracts and select ideas or write
Each unit has four main sections: Warm Up, Listening specific short phrases they hear. This helps the students
Task, Real World Listening, and Interaction Link. For learn how to focus their listening on both general and
each unit, there is also a Self-Study Page in the back of specific information. After taking notes individually
the book. Each task can be done by students working inde- while listening, students can work in pairs or small
pendently, in pairs, small groups, or as a whole class, groups to compare their answers and clarify things they
depending on the level and needs of the students. need to know. The teacher can monitor the small group
discussions to determine if any important information
Warm Up
was missed.
• This section introduces new words and phrases, and pre-
• The speaking task lets students explore the ideas and
views the unit topic. The contextualized vocabulary task
scenarios they encounter in the conversations or mono-
lets students draw on their background knowledge to use
logues they just listened to as they apply to their own
what they know to help them understand new language.
lives. Students are asked to respond to the Listening
By including a speaking task, the Warm Up also gets the
Task in a variety of ways, including open discussion and
students involved at the outset of the lesson.
role-play.
• In the Introduce the Topic step, students begin think-
ing about the topic and how it relates to their lives. This Real World Listening
activity helps activate the language the students already • Based on natural, extended conversations, monologues,
know, as well as prompts them to consider what they and stories, this section develops active listening strate-
need to be able to express their own ideas. Two different gies. The Real World Listening activity has 3 steps:
activities drawing on realia, current events, and students’ Prepare, Get the Main Ideas, and Respond to the
experiences and opinions are provided for the teacher to Ideas.
choose from. 1. In Prepare, the students are given interesting illustra-
• During the main Warm Up activity, students are intro- tions or photographs and several ideas that will help
duced to new vocabulary (and reacquainted with vocabu- them predict what the speakers are going to talk about.
lary they already know) related to the unit topic. This Sometimes the clues will be ambiguous, so that students
section includes a variety of task, including fill in the will be able to notice the gaps between what they
blanks, match the lines, label the picture, and choose the thought was going to be discussed and what was actually
correct option. The Warm Up activity can be done by said. It is important to emphasize to students that it
students working independently, in pairs, or as a whole doesn’t matter if they guess correctly or not. The point
class. is for them to make predictions and test their predictions
• The speaking task allows students to their own opinions, while they listen for the first time.
experiences and preferences in relation to the topic. To 2. For Get the Main Ideas, the students are expected to
make this discussion easier, the Student Book includes a focus on the underlying ideas while they listen to the
list of Useful Expressions. These expressions, together extract for a second time. They will be expected to lis-
with the work the students have done in the Warm Up ten to the extract and select ideas or write specific short
task, should help the students to feel familiar with some phrases, based not only on what they hear, but also on
of the vocabulary and different points of view they may what they can infer. This step directs students’ attention
need to express their own ideas clearly. This can be to specific connections between different parts of the
done in pairs or small groups. extract to help them infer what the speakers’ intentions
are. This section includes a variety of tasks, including fill
Listening Task
in the chart, true or false, check the correct information,
• The Listening Task is a set of two linked tasks based on and fill in the blanks.
three to six short extracts. This section employs illustra-
3. In Respond to the Ideas, the students answer a ques-
tions or photographs to help students predict the con-
tion that extends the topic of the Real World Listening
tent prior to listening. Predicting the content helps the
extract by focusing on students’ opinions about the
students become active listeners. It helps them think
theme of the extract in relation to their own lives. This
about what they might hear, who the speakers are, what
application is an important step for encouraging self-
their relationships are, and what might happen.
expression and more interactive listening. The students
Students who make predictions are more likely to listen
will realize that they need to think about the recorded
closely, and with a focused purpose—to see if their pre-
extract in order to apply the ideas later. This discussion
dictions were correct. For this reason, it is important to
should generally begin in a small group, but as the
allow ample time for the preparation step of the
teacher notices interesting points that are raised, these
Listening Task.
can become the focus of a whole-class discussion.
T3
To the Teacher
Interaction Link Review Units also give students an opportunity to try
• The Interaction Link is a lively speaking activity, role- standardized test items with the passages they have
play, or game directly related to the unit topics and func- worked with in the course.
tions. These activities offer students the opportunity to Each Review Unit has two parts.
work in a group to express their opinions or make choic- • In Part 1 students review selected vocabulary with a
es in an extended range of contexts or situations. The fill-in-the-blanks activity based on short contextualized
activities encourage the development of more complex sentences.
interactions between the students based on the content • In Part 2 students listen to selected extracts from the
of each unit. This will help develop the students’ fluen- previous units and answer multiple-choice questions
cy and confidence in discussing a particular topic, espe- about each extract.
cially as it relates to their own lives or interests. Classroom CD Pack
• If time permits, the Interaction Link activity can be
There are two CDs in the Classroom CD Pack:
expanded with an Extension task. Four provocative situ-
CD 1: Units 1–8, including Review Unit 1
ations related to the topic are provided for students to
CD 2: Units 9–15, including Review Units 2 and 3.
discuss in pairs, small groups, or as a whole class.
• The number of times you present the recording for
Self-Study Page each task will depend on the level of your students and
• The Self-Study Page, in the back of the book, provides their familiarity with listening-based learning. In the
an additional “close listening” task for the Real World earlier units, students may need to listen several times.
Listening extract, to allow students to review and con- As the students make progress, however, you can chal-
solidate the vocabulary they have encountered. The lenge them by presenting the recording only once while
Real World Listening extract is included on the Self- asking them to mark their answers. Ask the students to
Study CD that is provided with the Student Book. think about what they do understand and to use that
• The task is followed by a Bonus Question, which asks knowledge to fill in the gaps. This procedure helps stu-
the students to continue or develop the extract through dents develop self-confidence as they realize they do not
writing exercises. The Self-Study Page can be done in need to understand every word in order to get the
the classroom or assigned as homework. meaning of the conversation.
Self-Study CD Using the Classroom CD Pack
• The Self-Study CD is provided in the back of the stu- CD track numbers are listed in the Student Book, the
dent book. It contains 30 tracks, which comprise the Teacher’s Manual, and on the Classroom CD Pack case.
Warm Up activities and the Real World Listening Each unit has 7–10 tracks.* A typical unit has 8 tracks, as
extracts for each of the 15 main units. The Self-Study follows:
CD can be used for home review in conjunction with Track 1: Warm Up
the Self-Study Pages in the back of the book. Track 2: Listening Task instructions (Preparation step
Website and the instructions for the First Listening)
• Teachers and students are encouraged to use the Impact Track 3: Listening Task 1
series website for additional ideas and listening Track 4: Listening Task 2
resources: www.impactseries.com/listening Track 5: Listening Task 3
Track 6: Listening Task 4
Timing Track 7: Real World Listening instructions (Predict
Teaching each unit in Impact Listening 1 requires approxi- step only)
mately 90 minutes of instruction. A typical breakdown of Track 8: main Real World Listening extract
class time is: The CD player will automatically proceed to the next track
Warm Up: 15–20 minutes unless the player is stopped, or the “next track” or “previ-
Listening Task: 10–15 minutes ous track” buttons are pressed. If you wish to replay a
Real World Listening: 20–30 minutes track, you need to re-cue the CD. Note also that the
Interaction Link: 15–20 minutes instructions for the Listening Task’s Second Listening
Self-Study: 10–15 minutes (checking student work) section and the Real World Listening’s Get the Main
Total: 70–100 minutes Ideas section are not on the audio recording. (This was
(If additional options in the Teacher’s Manual and the done to allow for continuous listening through the unit.)
Unit Tests are utilized, each unit may require an addition- These instructions should be read aloud by the instructor.
al hour of instruction.)
Review Units * Some units have only three Listening Task conversa-
• After each set of 5 main units, there is a Review Unit tions, while some have six. Other units have two or
in the Student Book. The Review Units encourage three tracks for different subparts of the Real World
students to go back and review the vocabulary and Listening section.
themes of the units they have recently completed. The
T4
To the Teacher
Additional Features of the Teacher’s Manual Test Pack
The Impact Listening Teacher’s Manual provides step- • The Test Pack contains two review tests, one for Units
by-step procedures for presenting each unit. Answers to the 1–8 (Test 1), and one for Units 9–15 (Test 2). There
activities along with the listening audio scripts are provided are two forms of each test (Tests 1A and 1B, and Test
for each unit. In addition, teaching tips, extension activities, 2A and 2B) so you can alternate forms in different
and language and culture notes can be found throughout classes, or use a different form for a make-up test.
the Teacher’s Manual. • In Part 1 of each test, extracts from the Listening Task
• The Unit Overview allows you to see the vocabulary sections are used as the basis for the test items. The
focus and the goals of the unit at a glance. students listen to the extracts and then answer two mul-
• The Communication Strategy offers culture- and tiple-choice questions about the extract. Part 2 of each
style-related tips meant to help students produce more test focuses on close listening, involving dictation items
effective, engaging, and relevant conversation. based on the Real World Listening sections.
• The Listening Strategy Focus section lays out the Unit Tests
main listening strategies that are brought into play In each CD-ROM pack, there is a set of Unit Tests. The
throughout the unit. Unit Tests have two parts. Part 1 is a vocabulary review of
• The Teaching Tips provide practical suggestions on the core items of the unit covered in the Warm Up sec-
classroom management and pedagogy. Each tip provides tion. Part 2 is a 5-item listening exercise that is based on
guidance on how to work with a specific activity, but the an extract similar to one of the Listening Task conversa-
tip is often applicable to other units as well. Both novice tions or to the Real World Listening extract.
and experienced teachers receive guidance on fully uti-
lizing the material and on modifying the presentation to Semester Tests
meet the needs of different classes. • The two tests provided with Impact Listening 2 can aid
• The Culture Notes provide useful information when you in assessing your students’ mastery of the listening
culturally sensitive topics are presented, or when specif- material. Scores on these tests will provide you with an
ic points of pragmatic usage emerge. objective means of checking students’ progress and abil-
• At the beginning of every Real World Listening sec- ity in the course.
tion, the Concept Check has a set of questions that • In addition, practice dictation tests can be done periodi-
helps activate students’ background knowledge about cally, using any of the Impact Listening 2 extracts, to
the topic. Additional questions encourage critical think- check students’ progress and to give them additional
ing about the unifying thread or underlying concepts of practice in close listening. This type of informal assess-
the unit. ment will help you identify your students’ strengths and
weaknesses, and give you a means of evaluating them.
• Another important function of testing and evaluation is
for student self-assessment. It is difficult for students to
notice development of their own listening skills and
strategies, so some of them may feel that they have not
improved at all. If tests are used in a positive and con-
structive way (providing students with feedback about
where they have improved, and where they may want to
focus their attention), it can boost their confidence and
motivation.
T5
UNIT 1: Introductions
Main Activities: pages 8–10 Warm Up: CD 1, track 2

Interaction Link: page 11 Listening Task: CD 1, tracks 3–7
Self Study: page 80 Real World Listening: CD 1, tracks 8–10
Unit Overview Communication Strategy

In this unit students listen to introductions. A woman When you introduce yourself or someone else, add some
introduces a good friend to a classmate in the Real World details. “This is Bo. She’s an exchange student.” “Hi, I’m
Listening section. In the Interaction Link, students will get Andrew. I’m from Wales.”
to know each other through the Meet the Class activity. Other Vocabulary
Vocabulary Focus: Introductions and Responses formal, informal, expression, prediction
Hi, how’s it going? It’s good to meet you. Nice to meet you. Listening Strategy Focus
How have you been? Long time no see. I don’t think we’ve
Prepare: Think about the ideas before listening and guess
met before.
what may happen.
Useful Expressions Focus: Concentrate more by listening for key words or
Hello. My name is … specific information.
This is my friend … Guess: Make your best guess at what you don’t understand.
I’d like to introduce … Ask: Ask questions to increase your understanding.
I’d like you to meet … Concept Check
You’ve met … right?
Meeting new people: How do you do it?
WARM UP
Introduce the Topic 2. Allow students some time to finish. T: Now listen and
The first class is a good opportunity for the students to get check your answers.
to know each other and to build class rapport. Choose one 3. Play the audio (CD 1, track 2).
activity to introduce the topic. 4. Elicit answers from students. T: (name). Please read both
1. Push the desks aside and have students stand in the mid- the introduction and response for number (2).
dle of the classroom. Turn on some music and ask the
students to walk around. When the music stops, have Answers
students introduce themselves to the closest person. 1. g 4. a 7. h
2. Have all students make a nametag with three adjectives 2. c 5. f 8. b
or pictures that describe their personalities. Have them 3. e 6. d
walk around the class and ask each other questions
about their nametags. Pairwork
Warm Up Put the students in pairs. T: Now, introduce yourself to a class-
1. Introduce the activity. T: Open your books to page 8. Read mate. Say something about yourself. Next, introduce your part-
the introductions and the possible responses. Write the letter of ner to another pair of students. Tell them something about your
the response in the space next to the introduction it goes with. partner. Keep going around the class.
The first one is done for you.
SCRIPT
1. A: Hello, my name is Elizabeth. I’m Amy’s friend. 5. A: Mom, Dad, I’d like you to meet Sheila Howard, my
B: Hi, Elizabeth. My name is Jason. new roommate.
2. A: This is my friend Taka. He’s an exchange student B: It’s nice to meet you, Sheila.
from Japan. 6. A: This is my husband, John. He’s a professor at the
B: Hey, Taka. How’s it going? college.
3. A: I’d like to introduce our new director, Andrea B: It’s good to meet you, John. What do you teach?
Williams. She has been with the company for twelve 7. A: Bob, this is Tulla. She’s visiting from Finland.
years. B: Really? How long will you be here?
B: It’s good to meet you, Ms. Williams. 8. A: Hello, I’m Sam. I’ll be your tour guide today.
4. A: You’ve met Jane before, right? She works at the B: Great!
bank.
B: Oh, yeah. Long time no see.
T8
LISTENING TASK
Preparation Question Second Listening
Introduce the activity. T: Now, look at the Listening Task on 1. Explain the task. T: Listen again for the responses. How
page 9. Look at the pictures. Where are the people? does the other person answer the introduction? Check the cor-
Teaching Tip rect answer. Let’s do the first one together.
2. Play the audio (CD 1, track 4). T: What did they say? OK,
Asking students to preview the illustrations is an important
let’s do the rest.
step in the Listening Task sections throughout this book.
3. Play the audio (CD 1, tracks 5–7).
This activity allows students to build their awareness of the
situation in which the speakers interact and helps them pre- 4. Elicit answers from students. T: (name). What did you
pare for particular language content and register, or level of check for number (2)?
formality.
Answers
First Listening 1. It’s good to meet you. 3. Oh, yeah, we’ve met.
1. Explain the task. T: Listen to the instructions. In this section 2. Nice to meet you. 4. Hi.
we will listen to short conversations and respond to questions
about them.
Pairwork
2. Play the audio to present the directions (CD 1, track
Put the students in pairs. T: Now, let’s pretend we’re the people
3). T: After the First Listening, you will be asked, “Which
in these conversations. Act out one of the conversations with a
introductions do the speakers use?”
partner, then find another partner and practice another conversa-
3. Play the audio (CD 1, tracks 4–7). tion.
4. Elicit answers from students. T: (name), how about the
first one? … Right, check the greeting, “This is …” Now let’s Culture Note
do the rest. Note that in number 2, the speaker introduces the guest
first. When introducing people in English we usually intro-
Answers duce the person who is less familiar or more important
1. This is ... 3. Have you met … first.
2. I’d like you to meet ... 4. Hi, my name is …
SCRIPT
1. A: Good afternoon, Ms. Watson. This is Jim Bauman
from Hyundai. He’s visiting from their New York
office.
B: It’s good to meet you, Mr. Bauman.
A: It’s nice to meet you, too, Ms. Watson.
2. A: Mom, I’d like you to meet John Lee. He’s a
classmate of mine.
B: Hi, John. I’m Norma.
A: Nice to meet you, Ms. Gray.
B: Oh, please call me Norma.
3. A: Kiri, have you met my good friend James?
B: Oh, yeah, we’ve met.
A: We have?
B: Yeah, at Sherry’s New Year’s party!
A: Oh, that’s right. Long time no see.
4. A: Hi! My name is Kathy! I’ll be your server tonight.
B: Hi, Kathy. What are the specials tonight?
T9
REAL WORLD LISTENING
Concept Check thought about the characters and situation, they can also
Meeting new people: How do you do it? Check that stu- predict what will be said. Predictions don’t have to be accu-
dents are thinking about the main concepts with questions rate in order to be effective. They serve to make the mind
like these: What do you do when you meet new people? Do you more alert to what is coming.
introduce yourself, or do you wait for someone else to introduce Get the Main Ideas
you? What are some greetings and introductions that you can 1. Explain the task. T: Read the following statements carefully.
use? How do you introduce people to each other? Do you introduce Knowing what you need to listen for can help you understand
your parents, teachers, and friends in the same way? the main ideas more easily—this is how we use the listening
Prepare strategy focus. When you listen again, think about whether
1. Introduce the activity. T: Look at the top of page 10. We’re these statements are true or false. Write a T for true state-
going to prepare to listen to this part. We will predict, which ments, an F for false statements and a question mark if you
means to guess what we will hear in the conversation. are not sure.
2. Play the audio (CD 1, track 8) to explain the directions. 2. Play the audio for Part 1 (CD 1, track 8).
T: Jean, Alicia, and Robert are all students at the same col- 3. Elicit answers from students. T: (name). What did you
lege. Look at the picture. What are the relationships between write for the first statement?
Jean, Alicia, and Robert? Check your guesses. 4. Now play Part 2 (CD 1, track 9).
3. Elicit answers. T: What is the relationship between Jean, 5. Review the situation with the students to make sure
Alicia, and Robert? Which boxes did you check? they understand. T: Who does Alicia like? Do you think
4. Play the audio (CD 1, track 9). T: Listen and check your Robert likes her? Who do you think Robert likes? Why do you
guesses. Try to focus and listen only for the information that think so?
will help answer the question.
5. Check students’ results. T: Did the conversation go the way Answers
you expected? If not, that’s OK. Guessing about a situation, or Part 1: T, T, F, F, T Part 2: T, ?, T, F/?, T/?
predicting, helps us to prepare. It makes us more active listen-
ers. Respond to the Ideas
Listening Strategy Tip Ask students to discuss the questions with a partner or in a
Preparing students to listen is an important step in the Real small group. T: Now, choose a partner or make groups of (num-
World Listening sections throughout this book. This activ- ber). Discuss the questions. Do you think Robert and Alicia are
ity allows students to bring to mind their background interested in each other? Why or why not? Do you think Alicia
knowledge about the situation and the topic of the conver- will continue to teach Robert? Why or why not? Ask representa-
sation. With the ideas and words fresh in their minds, they tives from the groups to summarize their group’s reactions.
can more easily understand what they hear. Once they have T: What did your group talk about?
SCRIPT
Part 1. Jean and Alicia meet Robert. Jean: Alicia’s an exchange student from Robert: Teaching me Spanish.
Jean: Hi, uh, Robert? Mexico. Alicia: Oh, yeah, right.
Robert: Yeah? Uh, oh, um, hi. Robert: Cool. How long are you going Robert: Yeah, I really love your, uh.
Jean: Sorry to bother you. to be here? Alicia: Um?
Robert: No, no, no. It’s fine. Alicia: How long? About a year. Until Robert: Your language.
Jean: You know, actually, I don’t think May. Alicia: Oh, Spanish. You love Spanish?
we’ve met. Robert: Cool! Robert: Yeah, yeah. Te amo, uh, uh, yo
Robert: Yeah, we have. You’re Jean, Alicia: Yeah. lo amo? Is that right?
right? Robert: I’m wondering. Could you Alicia: Sure, close enough.
Jean: I’m Jean. Wait, where? help me practice my Spanish? Robert: Cool. I’ve been practicing a
Robert: You were in my Spanish class Alicia: Uh, sure. lot.
last semester. Robert: Really? Nice! Alicia: So, Robert, why do you like
Jean: Oh. Alicia: If you’re not busy tomorrow Spanish so much?
Robert: I sat in the back row, remem- morning, we could practice here. Robert: Well, um, there’s this girl.
ber? Robert: Perfecto! Alicia: Yeah?
Jean: Yeah, that’s right. You were the Part 2. Alicia and Robert meet Robert: And she was an exchange stu-
one that always came in late. again. dent here last year.
Robert: Uh, yeah. That’s me. Alicia: Hi, Robert. How’s it going? Alicia: Oh.
Jean: Um, anyway, Robert, I’d like to Robert: Hey, Alicia. Uh, thanks a lot Robert: So, I’m going to visit her in
introduce you to my friend Alicia. for doing this. Spain this Christmas.
Robert: Oh, hi. Alicia: Doing what? Alicia: Oh, great.
T10
INTERACTION LINK
Meet the Class Extension
1. Introduce the activity. T: Open your books to page 11. Let’s 1. If you have enough time, put studetns in pairs or small
get to know each other better. groups and ask them to talk about what they would do
2. Have students fill in the chart with information about in the situations below
themselves. T: Fill in the chart with information about 2. As students what they would do in the situations they
yourself. For example, (name), what is your favorite food? discussed with their groups. Try to call on at least on
Write it in the second column under “Information about me.” student from each group. Optional: Ask sutdents if they
Fill in the rest of the information in that column. have experienced anything similar to the situations they
3. Have students practice the model conversations with a talked about. T: What did you do in that situation? Why?
partner. Model them for the students with a volunteer. Situation 1: You introduce your best friend to the person
T: (Go up to a student.) Hi, I’m (your name) ... you want to date, and they start dating.
(Continue Conversation 1.) Now try it with a partner. Situation 2: Your boss introduces you and calls you the
4. Have students look for other students with similar wrong name.
answers. T: Now walk around the room and practice the Situation 3: You see a man walking towards you. You know
conversations. If you find someone with the same answer as you’ve been introduced before but cannot remember his
you, write his or her name in the space under “Classmate name.
with the same answer.” Situation 4: While on the subway, you see someone read-
5. When all students have finished ask them questions ing a book you are interested in.
about their classmates. T: (name). Who likes the same food
as you? Who found someone born in the same month?
LEXICAL MAP
By the end of Unit 1, students should be familiar with the following words and expressions. This vocabulary is among the
most common in spoken English.
Places to Meet Actions Collocations Expressions
bank (have a) conversation You look ... How's it going?
class introduce (someone) good My name's
office listen different Sorry to bother you,
party respond lovely How long are you
college remember better Thanks a lot for
company exchange (phone numbers) well There's this
great
T11
UNIT 2: Personality


In this unit students listen to personality descriptions. Speak positively about others whenever possible. Don’t
Students will take a personality quiz in the Real World speak about yourself in terms that are too complimentary.
Listening section. In the Interaction Link, students will It sounds like you are bragging.
look for partners with similar personalities. Listening Strategy Focus
Vocabulary Focus: Describing personalities Ask: Think of questions and ask questions of yourself and
assertive, cheerful, critical, dependable, easygoing, friendly, others to increase your understanding.
honest, kind-hearted, mature, outgoing, shy, sincere, silly, Respond: Talk about what you have heard and relate it to
aggressive, defensive, energetic, laid-back, moody, weird your own experience.
Useful Expressions Review: Think about the meaning of what the speakers
have said, and try to say it in your own words.
I’m basically a … person.
I think some people are too … Concept Check
… is a really good quality. Relationships: What qualities do you like in a person?
I get along best with … people.
Most of my friends are …
WARM UP
Introduce the Topic Think of one of your friends. Check the words that describe
Choose one activity to introduce the topic. him or her. Are there any words that you don’t understand?
1. Ask students to discuss the qualities they look for in a 2. Allow students some time to finish. T: Now listen to these
friend and if they think they can tell someone’s person- descriptions. Write the missing words.
ality by how they look. List responses on the board. 3. Play the audio (CD 1, track 11).
T: What qualities do you look for when making new friends? 4. Elicit answers. T: (name). Please read number 1.
What personality traits attract you to a new friend? Do you
think you can judge someone’s personality by how they look? Answers
2. Bring pictures from magazines and ask students to talk 1. honest, sincere, dependable
about the people’s personalities. If you have enough pic- 2. outgoing, friendly, shy
tures, students can do this in groups or pairs. T: Can you 3. easygoing, maure, kindhearted
tell peoples’ personalities by how they look? Look at these pic- 4. assertive. cheerful, critical
tures and discuss what you think their personalities are like.
Warm Up Pairwork
1. Introduce the activity. T: Open your books to page 12. Put the students in pairs. T: What kind of people do you like?
What kind of people does your partner like?
SCRIPT
Emilie: Welcome back to the show. Springfield? Emilie: Sounds like you’re a really
I’m Emilie, and today’s topic is com- David: I seem to end up with people down-to-earth person yourself. Let’s
patibility. We’re asking callers to tell us who are a lot more outgoing than I finish up with Ali from Fairfax.
what they look for in friends. What am—the friendly type, you know, talka- Ali: Thanks, Emilie. I have a lot of
type of person are you compatible tive and friendly. I’m kind of shy and friends on my soccer team who are
with? Let’s take the first caller, Angela quiet myself, so I let them do the pretty assertive—even aggressive. But
from Green Harbor. talking. we win a lot, so that makes me happy.
Angela: Hi, Emilie. I think friends Emilie: Whatever works, I guess. Now I’m usually cheerful, so I don’t like
have to be honest. I can’t stand it when we have Amy from Oakview. being with people who are too criti-
my friends don’t tell the truth. If my Amy: I like people who are easygoing, cal—always complaining about things.
friends are sincere, I know they’re but mature enough to be responsible Emilie: I know just what you mean,
dependable, too. I can count on them, for themselves. Life can be so stressful. Ali. Isn’t that annoying? Anyway, we
you know? I need people who are kind-hearted have to take a short break, but we’ll be
Emilie: I hear you there! And what and can help me when I’m in trouble. right back.
else do you look for, David from
T12
LISTENING TASK
Preparation Question 2. Play the audio (CD 1, track 13). T: What did they say?
Introduce the activity. T: Now look at the Listening Task on OK, let’s do the rest.
page 13. Look at the pictures. What are the people like? 3. Play the audio (CD 1, tracks 14–18).
First Listening 4. Elicit answers from students. T: (name) what did you
check for answer (2)?
1. Explain the task. Play the audio to present the direc-
tions (CD 1, track 12). T: Listen to the instructions. In this
Answers
section we will listen to short conversations and respond to
1. generous 3. energetic 5. dependable
questions about them.
2. moody 4. sincere 6. laid-back
2. Play the audio (CD 1, track 13). T: After the First
Listening, you will be asked, “Who are the speakers talking
about?” T: (name), what is the answer for the first one? … Pairwork
Right, the answer “her dad” is written for you. Now let’s do Put the students in pairs. T: Now with your partner, talk
the rest. about a friend, a family member, or a teacher. What are their
3. Play the audio (CD 1, tracks 14–18). personalities like? Describe the qualities you like about them to
4. Elicit answers from students. T: (name). What did you your partner.
check for number (2)? Culture Note
When encouraging students to ask questions in class and in
Answers conversation, remember that students from some cultures
1. her dad 3. her boss 5. her coworker hesitate to ask questions. They may feel it makes them
2. her brother 4. her boyfriend 6. her roommate stand out from their classmates, or that it indicates their
lack of knowledge. T: Asking questions is the best way to learn
Second Listening more about something. When you raise your hand in class to ask
1. Explain the task. T: Listen again for the responses. What a question, there are probably other students who want to know
quality does each speaker mention? Check the correct answer. the same thing but are afraid to raise their hand. So please, use
Let’s do the first one together. the listening strategy “ask” often in this class!
SCRIPT
1. A: What’s your dad like?
B: He’s really generous, treats me like a princess. And so
nice. We’ve got a great relationship.
2. A: Tell me about your brother Garth.
B: Well, he’s kind of moody, critical, you know.
Sometimes he can be a real jerk.
3. A: What’s your new boss like?
B: Mm, she’s really energetic, always doing lots of stuff.
And creative. She’s got a lot of great ideas for the
company.
4. A: Lizette, what’s your new boyfriend like?
B: Oh, the new one? You know, I tend to attract
weirdos, but this guy is really down to earth, sincere,
so sweet.
5. A: So you’re working with Jenny on that new project,
right? What’s she like?
B: She’s a hard worker. Dependable … she always does
what she says she’s going to do.
6. A: What’s your college roommate like? What’s her
name? Sophie?
B: Oh, she’s really cool. Really easygoing, laid-back.
She’s easy to get along with.
T13
Concept Check quiz? What do you think the answers mean?
Relationships: What qualities do you like in a person? 4. Tell students they will listen to Part 2. T: Now we will
Check that you students are thinking about the main ideas listen to Part 2. This part will tell us what kind of person we
with one or more of the following questions. T: When you are. Check the characteristic that describes you for each set of
talk about someone you know, how do you describe them? Do you questions.
talk about the way they look or their personality? What qualities 5. Play the audio (CD 1, track 21).
do you think are important in a friend? Why? What qualities do 6. Check student responses T: So, what kind of person are
you have? Are they similar to the qualities you look for in a you? (name). Does the quiz tell you that you are independent,
friend? If not, why do you think that is? or dependent? Are you organized?
Prepare
Answers
1. Introduce the activity. T: Look at the top of page 14. We’re
going to prepare to listen to a personality quiz. Before we lis- Answers will vary.
ten, check the answers to the questions that describe you.
2. Play the audio (CD 1, track 19) to explain the direc- Listening Strategy Tip
tions. T: What kind of person are you? Check your answers. When students are able to make a personal connection to
Do you spend time alone? Eat at nice restaurants? Work in new material they are learning, as they do in this activity,
groups? Ask questions in class? they use the listening strategy “respond.” Making a person-
3. Elicit answers from a few students. T: What kind of per- al connection with material helps comprehension and
son are you, (name)? Do you like to spend time alone? memorization. Think of how much more carefully you lis-
4. Play the audio (CD 1, track 20). T: Now listen to Part 1 ten to the traffic report on the radio when you are stuck in
of the personality quiz and write the missing phrases. traffic yourself. When you’re sitting comfortably at home,
5. Check students’ results. T: What were your answers? you may tune out the traffic report. Students will find the
personality quiz more interesting because they are finding
Answers out something about their own personality.
1. watch a movie 4. get a new piece of Respond to the Ideas
2. work on projects electronics Ask students to discuss the questions with a partner or in a
3. go to a nice restaurant 5. work in a group small group. T: Now compare your answers with a partner. Are
6. have a question you similar to your partner or different? How? Do you agree
with the quiz? Why or why not? After the students have had
Get the Main Ideas an opportunity to compare answers, ask volunteers to share
1. Explain the task. T: Listen again and circle your answers. their answers. T: Here’s your chance to respond to the quiz. Did
2. Play the audio (CD 1, track 20). you think it was accurate? (name). Now are you similar to your
3. Elicit answers from students. T: How did you answer the partner? How are you different? Do you agree with the quiz?
SCRIPT
Part 1 Number 6: When you have a question, do you ask it dur-
Here’s a short personality quiz. This quiz will show some of ing the class, or wait until another student asks the same
your basic personality tendencies. question?
Are you ready? Listen to each question, and then circle “a” Part 2
or “b.” Let’s begin. OK, let’s see how you answered.
Number 1: When you watch a movie, do you like to watch Questions 1 and 2 are about independence. If you chose
it with other people, or alone? “a” on both of those questions, this shows that you are
Number 2: Do you like to work on projects by yourself, or basically independent. If you chose “b” on both of the
with a group of other people? questions, this shows that you are dependent. You like to
Number 3: When you go to a nice restaurant, do you depend on others.
make reservations first, or do you just go and hope you get Questions 3 and 4 are about organization or creativity. If
a table? you chose “a” to these questions, you are organized. If you
Number 4: When you get a new piece of electronics, like a chose “b,” you’re creative.
camera or a computer, do you read the instructions before And 5 and 6 are about leadership. If you chose “a”s, you
you connect it, or just connect without looking at the tend to be a leader. If you chose “b”s, you tend to be a fol-
instructions? lower.
Number 5: When you are working on a group project, do So, what kind of person are you?
you offer ideas first, or wait until other students give their
ideas?
T14
INTERACTION LINK
It’s a Match Extension
1. Introduce the activity. T: Open your books to page 15. Now 1. If time permits, put students in pairs or small groups to
we are going to ask people about their personalities. First, discuss what they would do if they found themselves in
answer the questions in the chart about yourself. Then ask any of the situations below
your classmates the same questions 2. Call on students to explain what they would do in the
2. Have the students practice with a partner before begin- situations they discussed with their groups. Try to call
ning the activity. T: Find a partner and practice asking on at least on student from each group. Optional: Ask
about each others’ personalities. students if they have experienced anything similar to
3. After students have practiced, have them walk around any of the situations they talked about. T: What did you
and try to find other students who have similar answers do in that situation? Why?
to their own. T: Now walk around and try to find class- Situation 1: You tell a coworker about a date you had, and
mates who answered the questions the same as you. Write the he seems to be interested in you.
names of the students that answered the same as you did in Situation 2: You overhear a friend describe you as having a
the “Classmate” column. This will help you to review the new great personality.
words you learned in this lesson. Situation 3: You set up two friends on a blind date and
4. Call on pairs to say the names of the students they they hit it off.
wrote in the third column. T: (name). Who had the same Situation 4: You usually don’t like shy people, but your
answer as you for the first one? new boyfriend/girlfriend is shy.
LEXICAL MAP
Personalities Expressions
energetic I think he’s
sweet What type of
annoying What’s he like?
defensive tend to be
energetic end up with
silly finish up with
weird I know what you mean.
complaining
independent
critical
down to earth
organized
follower
friendly
honest
quiet
responsible
T15
UNIT 3: Home


In this unit students listen to people talking about the When you want to find out about a word you don’t under-
places they live. In the Real World Listening section, a col- stand, ask, “Can you please explain, ‘deposit’?” or, “I’m not
lege student is looking for a place to live. sure what you mean by ‘furnished.’” When you didn’t hear
Vocabulary Focus: Searching for a home a word clearly, you can ask, “What did you say after ... ?”
apartment, available, check, deposit, furnished, manager, Listening Strategy Focus
noisy, reasonable, refund, rent, roommate, share, studio, Focus: Listen for key words or specific information.
utilities Ask: Think of questions and ask questions of yourself and
Useful Expressions others to increase your understanding.
Review: Think about the meaning of what the speakers
What kind of place do you live in?
What do you like about it?
Respond: Talk about what you have heard and relate it to
How much is the rent?
your own experience.
Is it in a good neighborhood?
Is it close to … ? Concept Check
What do you consider when deciding on a place to live?
WARM UP
Introduce the Topic Warm Up
Choose one activity to introduce the topic. 1. Introduce the activity. T: Open your books to page 16. We
1. Bring Cuisenaire rods or blocks to class. Build your will hear people talking about housing. Use the words in the
room or home using the rods or blocks. Show students box to complete the sentences. The first one is done for you.
where certain things are in your room. T: This is my liv- 2. Allow students some time to finish. T: Now listen and
ing room. Here is the sofa, and in the corner there is a lamp. check your answers.
There is a balcony over here. I have a great view from here. 3. Play the audio (CD 1, track 22).
After describing your room, ask them questions about 4. Elicit answers from pairs. T: Please act out the first conversa-
the objects in your room while pointing at them. T: Is tion. Continue. Have other pairs act out the conversations.
this my sofa? Where is my balcony? Have the students ask
questions about your room. Let some of the students use Answers
the rods or blocks to talk about their rooms or homes. 1. housing, apartment, roommate, sharing
2. Have several students draw their rooms or homes on 2. studio, available, furniture, rent, reasonable
the board. Encourage the other students to ask ques- 3. check, deposit, move out, refund
tions about the drawings and point out the items left
out of the drawings. T: Do you have a sofa? Where are the Pairwork
windows? Has anyone been to (name’s) house? Is this what it
Put the students in pairs. T: There are many different places to
looks like? How would you describe this home? Is it spacious?
live. Find out in what kind of place your partner lives. What do
they like and dislike about the place?
SCRIPT
1. Rob and Jeannie are talking after class. Jorge: How much is the rent?
Rob: Hey, what are you doing after class? Agent: It’s very reasonable.
Jeannie: I’m going over to the housing office. 3. Hoon is paying the deposit at his new apartment.
Rob: Looking for an apartment? Hoon: Here’s the check, Mrs. Anderson.
Jeannie: No, we need a roommate. Mrs. Anderson: Thanks. That will cover your deposit.
Rob: Oh, you’re sharing a place? Hoon: Will I get that money back when I move out?
2. Jorge is talking to an agent in a real estate office. Mrs. Anderson: Yes, if nothing is broken, you’ll get a
Agent: We have a studio that’s available. That’s one refund.
large room, basically. Hoon: OK, I’ll be careful.
Jorge: Is it furnished?
Agent: No, you have to bring your own furniture.
T16
LISTENING TASK
Preparation Question together. Here, we can ask ourselves, what is it in particular
Introduce the activity. T: Look at the Listening Task on page that the speaker likes or dislikes? We may have to figure out
17. Look at the pictures. Who do you think the people live with? the answer, since the speaker doesn’t always say, “I like this,”
or “I don’t like that..”
Teaching Tip
2. Play the audio (CD 1, track 24). T: What did Tim say? “I
Find ways of activating students’ background knowledge like being with my family.” We didn’t have to figure that one
during listening exercises. The students’ background out, did we? He likes his family relationships, right? OK, let’s
knowledge will help them to understand and organize the do the rest.
information they hear. When discussing the kinds of hous- 3. Play the audio (CD 1, tracks 25–27).
ing in this unit, encourage students to use the listening
4. Elicit answers from students. T: (name). What did you
strategy “ask.” T: When you’re listening, ask yourself, “Have I
check for answer 2? Does David say he likes living on cam-
seen this kind of thing before? Can I understand what the people
pus? No, but he says, “It’s great,” so we can figure it out.
are talking about?” Use what you know already to help yourself
understand and remember the new information in English. Answers
First Listening 1. Tim likes his family relationships.
1. Explain the task. T: Listen to the instructions. 2. David likes the convenience.
2. Play the audio (CD 1, track 23). T: After the First 3. Reina doesn’t like noisy roommates.
Listening, you will be asked what the speaker’s living situa- 4. Nate doesn’t like the high cost of rent.
tion is. In this activity, you can use the listening strategy
“focus” to concentrate on the information you need. The Pairwork
speaker will say something about the type of place they live in. Put the students in pairs. T: Ask your partner, “What kind of
3. Play the audio (CD 1, track 24). Elicit the answer. place would you like to live in? Why?”
T: (name). How about the first one? Right, Tim lives with
Culture Note
his parents. Now let’s do the rest. Keep focusing on the infor-
mation you need. Note that in some cultures, students commonly stay at
4. Play the audio (CD 1, tracks 25–27). home when attending college or university. In others, it is
5. Elicit answers from students. T: (name). What did you more common to live on one’s own while attending a uni-
check for number 2? versity. Discuss with your students. T: Why do you think some
of the students we are listening to choose to live on their own?
Second Listening Why do others choose to live with family or friends?
Answers Listening Strategy Tip
1. Tim lives with his parents. Explain that when listening to descriptions of the places
2. David lives in an apartment. people live, it often helps to respond by relating the story
3. Reina lives with a roommate. to something we already know about. T: When I heard about
4. Nate lives alone with his dog. the roommate who came in at 3 a.m., I thought of a time my
roommate woke me up by coming in late. This is a way to connect
what I’ve heard to my own experiences.
1. Explain the task. T: Listen again for what the speaker likes
or doesn’t like about the place they live. Let’s do the first one
SCRIPT
1. A: Can you go out to dinner with us after class on 3. A: Reina, you look tired.
Friday? B: My roommate came home with some friends about
B: Yeah, sure. But what time are we gonna go out? I three last night.
have to be home by ten, or I’ll get in trouble. A: Again?
A: You live with your parents? I remember what that B: Yeah, I think I’m going to have to look for a new
was like. apartment.
B: I don’t mind. I like being with my family. A: Why don’t you just ask her to move out?
2. A: Hey, David. How do you like living in a dorm? 4. A: Hey, Nate. How’s your new place?
B: It’s great! B: Oh, it’s pretty good.
A: But don’t you miss your privacy, living with three A: Cool.
other guys? B: I mean, the rent is really high, but it’s just me and my
B: Yeah, I do. But I’m on campus, so I’m hardly ever dog, Jack. No roommates.
late to class. A: That must be nice.
T17
Concept Check 2. Play the audio (CD 1, tracks 29–30).
A place to live: What do you consider when deciding on a 3. Elicit answers from students. T: (name). Did you guess
place to live? Ask students what they look for. T: Do you look that the house with the three girls might be messy? What’s a
for a place that is convenient? Or do you want an inexpensive good thing about the house?
place to live? Do you want to be near friends or near your fami-
ly? What is the most important thing to you when you decide on Answers
where to live? Apartment Shared house
Prepare Good things: quiet, Good things: has some
1. Introduce the activity. T: Look at the top of page 18. There convenient, private, furniture, fun, cheap
are two advertisements. Read them and imagine what each clean Bad things: crowded,
place is like. Put the words into the boxes for the two places. Bad things: not fur- messy, loud
Which place do you think the words will describe? nished, rent is high (or student choices)
2. Play the audio (CD 1, track 28) to explain the direc-
tions. Give students some time to write the words. Respond to the Ideas
3. Elicit answers from a few students. T: Let’s see what you Ask students to discuss the questions with a partner or in a
guessed about the two places. Where did you write, “clean”? group. When they have finished, ask all who think she will
How about “messy”? choose the apartment to stand on one side of the room. Ask
4. Play the audio (CD 1, tracks 29–30). T: Listen and check those who think she will choose the house to stand on the
your guesses. Remember to focus and listen for the informa- other side. Ask a student from each group to state a reason
tion that will help answer the question. for their choice. Ask a student from the opposite group to
5. Check prediction results. T: OK, did you find out which explain why their choice is better.
place might be “messy?” Culture Note
It is common in some cultures for people to entertain at
Answers home and to show guests around their homes. It is consid-
Apartment: quiet, convenient, private, clean ered polite to ask to see the entire home, and the hosts
Shared house: fun, crowded, messy, loud often point out qualities they are proud of. In other cul-
tures, entertaining at home is rare and limited to certain
Get the Main Ideas areas of the house. In these cultures, people often are hum-
1. Explain the task. T: Read the question. We want to listen ble and embarrassed by compliments on their home.
for one good thing about each place and one bad thing.
SCRIPT
Part 1. An apartment manager shows Hye Jun an Part 2. Sara shows Hye Jun a room in a shared house.
apartment. Sara: So, here’s the room. The last girl who lived here left
Agent: All right, here’s the apartment I told you about. As her bed, so you can use that. And there’s an old desk in the
you can see, the building is clean and pretty quiet, so no garage you could have.
one will bother you when you’re studying. You’ll have to Hye Jun: Hmm, that would be good.
get some furniture, but not much. Sara: And this is the bathroom. There are three of us, so it
Hye Jun: Hmm, I was really looking for a furnished place. gets crowded in the morning sometimes.
Agent: Well, sorry. This is all we have. Hye Jun: OK.
Hye Jun: Oh, it’s OK. I could buy some furniture. The Sara: And here’s the kitchen. It’s kind of messy today.
view’s kind of nice, and it’s big. And that’s a subway station Sorry. We had a great party last night. It was totally fun,
on the corner, right? but now we have to clean it up.
Agent: The B-Line. It’s one stop from downtown. Hye Jun: Hmm. So, what’s the rent?
Hye Jun: Oh, that’s good. Um, how much is the rent Sara: Three hundred a month, and we pay for water and
again? electricity, too. It’s kind of like fifty a month each.
Agent: Nine fifty a month. Hye Jun: That’s not bad.
Hye Jun: Hmm. That’s kind of expensive. Sara: It’s a pretty good place. And we have a lot of fun
Agent: Well, that includes utilities. here.
Hye Jun: Oh, OK, well, I have to look at one more place, Hye Jun: How long does it take to get to the university?
so I’ll think about it. Sara: Oh, I ride my bike, so it’s only about, um, ten min-
Agent: Sure. Just call me when you decide. But this is a utes.
great place, and I don’t think it’ll last long. Hye Jun: OK, well, let me think about it.
T18
INTERACTION LINK
My Place Extension
1. Introduce the activity. T: In this activity you will talk about 1. If you have enough time, put students in pairs or small
the place you live. Open your books to page 19. Today we’re groups and ask them to talk about what they would do
going to describe our rooms to each other. in the situations below
2. Put the students in pairs and have the students describe 2. Ask students what they would do in the situations they
their rooms. T: Describe your room to your partner and discussed with their groups. Try to call on at least on
have your partner draw it as you describe it. You may want student from each group. Optional: Ask students if they
to review what you know by looking back at the words in the have experienced anything similar to the situations they
Warm Up section. You can also use the words in the box. talked about. T: What did you do in that situation? Why?
Before you begin, think about the best way to describe your Situation 1: You want to live in a small house, but your
room. Plan how you will organize your description. Use the spouse wants a large house.
model conversation if you need help getting started. Situation 2: You must choose between a small apartment
A: Tell me about your room. in the city and a large house outside of the city.
B: My room is really small. When you come in, you Situation 3: Just after you bought a new modern home,
see the bed across from the door. Next to the bed you inherit an old house.
there is a dresser. Situation 4: You have found your ideal home, but it is near
A: How does this look? Is the dresser on the right train tracks.
side of the bed?
B: No, it’s on the left side, over here. And my desk is
on the other wall, under the window.
A: OK, thanks. Is the window here?
B: Yeah, the window is on the wall there.
A: Anything else? A closet?
B: Yes, the closet is opposite the dresser. That’s it.
You don’t have to draw all the junk on the floor!
3. When students have had enough time to complete the
activity have them join another pair. T: When you and
your partner have finished describing and drawing your
rooms or homes, join another pair and take turns describing
your pictures.
LEXICAL MAP
Places Place Descriptions Going Out Talking About a Place
bathroom crowded That would be nice. All we have is ...
estate too loud What are you doing? As you can see ...
garage messy What time are you ... ? going to have to
apartment noisy Why don’t you ... ? How do you like ... ?
residence I’ll think about it. How long does it take?
Stuff in Your Place out to dinner I don’t mind.
desk
dishes
furniture
T19
UNIT 4: Technology

Unit Overview Other Vocabulary

In this unit students listen to extracts about how to use new screen, e-mail, contact information, invention, gadget
kinds of technology. In the Real World Listening Section, Communication Strategy
inventors will share their new inventions. In the Interaction
When telling someone how to use something, use time-
Link, students will “invent” their own electronic devices.
order transitions. They will organize the order in which to
Vocabulary Focus: Describing technology do things. For example: First, connect your MP3 player to
hook up, log on, download, upload, burn, send, receive, snap, your computer. Next, go to a website to look for music.
text message, organize, track, shut down, store, save, copy Listening Strategy Focus
Useful Expressions Prepare: Think about the ideas before listening; guess
It lets you … what may happen.
It allows you to … Guess: Make your best guess at what you don’t understand.
It’s great because … Ask: Ask questions to understand more of what you hear.
It makes it possible to … Concept Check
It’s hard to use. Convenience: Does technology make your life easier?
WARM UP
Introduce the Topic more,” they will expect to hear about other functions. The
Choose one activity to introduce the topic. vocabulary may be new but the concepts are familiar.
1. Put students in pairs or groups and have them put all of Warm Up
their devices on their desks. Ask them how each device 1. Introduce the activity. T: Open your books to page 20. Look
works. T: What electronic devices do you carry? A cell phone? at the different kinds of technology. Ask yourself how the item
An MP3 player? How do the devices work? Make a list of in the picture is used. Read the sentences next to each one.
the items you have and describe how they work. Look at the bold words. Do you understand them? Then
2. Bring pictures of different kinds of technology from choose the words that best say how the item is used.
magazines, newspapers, or the Internet to class and ask 2. Allow students time to finish. T: Listen and check your
students which items they have and which they would answers.
like. Students can do this in groups or pairs. T: Which of 3. Play the audio (CD 1, track 31).
the items in the pictures do you have? How do you use them? 4. Elicit answers from students. T: Please read number one.
Why did you buy them? Do they make your life easier?
Listening Strategy Tip Answers
In the Warm Up section, students look at pictures and use 1. hook up to, download 2. upload, send 3. snap, send
their background knowledge of the technology to say how it 4. keep track of, store 5. log on, burn
is used. For example, they see a cell phone and think, “What
is a cell phone used for?” They probably have experience Pairwork
sending text messages or taking photos by cell phone. When Put the students in pairs. T: What kinds of technology do you
they hear, “Cell phones aren’t just for calling people on any- like? What kinds of technology do you dislike? Ask your partner.
SCRIPT
1. I like my new MP3 player. I can and send them by e-mail, print that let’s me keep track of my
hook it up to my computer and them out, or burn them to a CD. appointments. I also store all of my
download music, and then I can lis- 3. Cell phones aren’t just for calling friends’ contact information. I’ve
ten to it anytime I want. Another people anymore. This one is very really got to find it.
neat thing is, I can also plug in this cool. It lets me snap photos and 5. I love my new computer. It permits
microphone and record things, like send them by phone to my friends. me to log on to my favorite site and
a lecture at school. I just love it! I can also send text messages when download the music I want. It’s got
2. I can’t live without my digital cam- it isn’t convenient to call. lots of cool stuff, too, like a DVD
era. They’re really convenient. 4. Oh, no! I can’t find my PDA. I real- burner. I can burn both CDs and
Mine enables me to take pictures, ly depend on it. It has a calendar DVDs.
then upload them to my computer
T20
LISTENING TASK
Preparation Question 3. Play the audio (CD 1, tracks 34–36).
Introduce the activity. T: Now look at the Listening Task on 4. Elicit answers. T: (name). What did you check for number 2?
page 21. Look at the pictures. What types of gadgets do you see?
Answers
First Listening
1. The screen is too small.
1. Explain the task. T: Listen to the instructions. In this section
2. It costs money.
3. It’s hard to use.
about them.
4. It beeps too much.
Listening, you will be asked, “What are the speakers doing?”
T: (name). What is the answer for the first one? Right, the Pairwork
answer “watching a video” is checked. Now let’s do the rest. Put the students in pairs. T: Now with your partner, talk
3. Play the audio (CD 1, tracks 33–36). about technology. Do you have any of the items that the speakers
4. Elicit answers from students. T: (name). What did you have? What can they do? Ask your partner about the technology
check for number 2? they use.
Culture Note
Answers In many countries people are becoming more aware of how
1. watching a video 3. looking up information their use of technology in public places affects other peo-
2. downloading music 4. measuring the distance ple. For example, most people think it is not polite to use
she walks cell phones while using public transportation. Before many
events, there are announcements and signs that ask people
Second Listening to turn off their electronic devices before the event begins
1. Explain the task. T: Listen again for the responses. What so that they don’t interrupt the performance. There is also
does the speaker not like about the technology? Check the cor- more awareness about how electronic equipment may affect
rect answer. Let’s do the first one together. peoples’ health. T: How many of you have seen signs or heard
2. Play the audio (CD 1, track 33). T: What did they say? announcements asking people to turn off their electronic devices?
OK, let’s do the rest. Have you been someplace where a cell phone has rung during a
performance? Did it disturb you?
SCRIPT
1. A: Hey, I sent you a text message. to your computer, then upload it A: Oh, I have one. It’s just really
Did you get it? to your MP3 player, and you’re hard to figure out how to use it.
B: Oh, I haven’t checked yet. set. 4. A: What was that?
A: What are you doing? A: Let’s see, go to website, and, oh, B: Oh, I just got this new
B: I’m watching a new music video. here’s a good song, click down- pedometer. It’s always beeping at
A: Really? On your cell phone? load, and, and it’s all free? me.
B: Yeah, a friend sent it to me. B: Uh, well, no. You need a credit A: Well, what does it do?
Check it out! card. B: It lets me see how far I walk
A: Wow! That’s pretty cool, and in A: Oh. each day. See the little screen?
color, too! 3. A: Are you going to Jill’s house for A: Yeah.
B: Yeah, but the screen is kinda dinner on Friday? B: It says I’ve walked two and a half
small. Could you move your B: Yeah. You? kilometers today.
head a little? A: Yeah, I have to call to let her A: Cool.
2. A: Hey, check it out. I got a new know I’m coming. You got her B: Yeah, but it’s kind of a pain.
MP3 player. number? A: How come?
B: Cool! B: Yeah, just a second. Here it is. B: The beeping.
A: Only trouble is … I don’t know 555-5642. A: Oh.
how to use it. A: Uh, what time does it start? B: It beeps whenever I sit down for
B: You want me to show you? B: Let me check my calendar. 6:30. too long. It must think I’m
A: Yeah, would you? A: Oh, I guess I can’t make it. Hey, getting lazy or something.
B: Sure, it’s easy. First, we gotta does that thing send e-mail?
hook it up to the computer. B: Yeah, why?
A: Like this? A: Could you let her know I’m not
B: Yeah, then go to coming?
downloadmusic.com, find the B: Jeez, why don’t you just get your
song you want, and download it own PDA?
T21
Concept Check Teaching Tip
Convenience: Does technology make your life easier? It’s Occasionally after reminding students to use a particular
important that students are thinking about the key concepts listening strategy, ask them to evaluate the usefulness of the
underlying the conversations. Here are some questions you strategy. This evaluation helps them to determine which
can ask to stimulate their thinking. T: Nowadays, most people strategies best meet their needs as learners. T: Did predicting
use some type of technology. Do you think it makes our lives easi- help you to understand this conversation? Why or why not?
er? Do you have gadgets that make it more convenient for you to Get the Main Ideas
do things? What are they? How do they make your life more con-
1. Explain the task. T: Now let’s listen again. What does each
venient?
invention do? Write a T for true, an F for false, and a ques-
Prepare tion mark if you don’t know next to each statement.
1. Introduce the activity. T: Look at the top of page 22. We’re 2. Play the audio (CD 1, track 38–39).
going to prepare to listen to two people talking about their 3. Elicit answers from students. T: (name). What answers
new inventions. Before we listen, look at the pictures of the did you write for the MeBot? What problem does it have?
inventions. What do you think the inventions do? How about the BoyMeter?
2. Play the audio (CD 1, track 37) to explain the directions
3. Elicit answers from a few students. T: What do you think Answers
the first invention does? How about the second invention? MeBot: F, T, F, F, F, T, ?, ?/T
Make a check in the box. BoyMeter: ?/T, T, F, F, ?/F, T, F, F
4. Play the audio (CD 1, track 38–39). T: Now listen and
check your predictions. Respond to the Ideas
5. Check students’ results. T: Were your predictions close? Ask students to discuss the questions with a partner or in a
Remember predicting is used to get you ready to listen. small group. T: Which of the inventions would you like to have?
Why? What would you like to invent? Why? After the students
Answers have had an opportunity to compare answers, ask volun-
MeBot: goes to class for you teers to share their answers.
BoyMeter: finds out if someone is telling the truth
SCRIPT
Part 1. Zack interviews Annabel Jenkins. Part 2. Zack interviews Angela Park.
Zack: Welcome to “Techworld,” the show that keeps you Zack: Our next guest is Angela Park.
informed on all the latest advances in technology. I’m your Angela: Hi, Zack.
host, Zack Newton. Our first guest today is electronics wiz- Zack: Hi, Angela. Your invention is rather unique, I under-
ard Annabel Jenkins. Thanks for joining us today, Annabel. stand. It’s called the BoyMeter. Is that right?
Annabel: Thank you, Zack. Angela: Yes, that’s right.
Zack: What new invention do you have to show us? Zack: And what does this BoyMeter do, Angela?
Annabel: It’s called the MeBot. Angela: It tells you what a guy is really thinking. For
Zack: And what does this MeBot do? example, if you ask a guy, “Do you like me?” and he
Annabel: The MeBot helps students. The MeBot can go to answers, “Yes, I really like you,” you can find out if he’s
class, sit in your desk, take notes, and even answer the telling the truth. Green light means he is telling the truth.
teacher’s questions. Red light means he is telling a lie.
Zack: Whoa, sounds great. And this MeBot kind of looks Zack: Whoa! Very cool! How does it work?
like you, too! Angela: It’s really easy. You place the device near the guy’s
Annabel: Yes, I made this MeBot to resemble me, my body, mouth, and the meter does the rest.
my face. Some people even think it’s me! Zack: Fantastic! And it only works on boys, not girls?
Zack: So, Annabel, what do teachers think of the MeBot? Angela: No, it works on both boys and girls, but I call it
Annabel: Oh, teachers love them. I think most teachers the BoyMeter, because so far I’ve only used it with boys.
would love to have a class full of MeBots. Zack: Ah, I see. Any disadvantages of the BoyMeter.
Zack: All right, well, Annabel. Are there any disadvantages Angela: It’s not reliable if the person has drunk too much
to owning the MeBot? coffee or alcohol. Those things just confuse the meter.
Annabel: Hmm, right now the main disadvantage is the Zack: Oh, all right. Well, guys, be careful, and thank you,
cost. This MeBot would cost about two million US dollars. Angela.
Not every student can afford that. Angela. Well, that’s our show for today. Join me, Zack
Zack: Yep, a little pricey. Well, thank you, Annabel, and Newton, next week on “Techworld.” Until then, good-bye.
good luck with the MeBot!
Annabel: You’re welcome.
T22
INTERACTION LINK
What does it do? Extension
1. Introduce the activity. T: Open your books to page 23. 1. If you have enough time, put students in pairs or small
We’re going to invent a new gadget. groups and ask them to talk about what they would do
2. Put the students in groups with equal numbers. Have in the situations below
groups think of a new invention, draw a picture of it, 2. Ask students what they would do in the situations they
and list what it does. T: In your groups, think of a new discussed with their groups. Try to call on at least on
gadget, what it looks like, and what it’s called. Write the student from each group. Optional: Ask students if they
name of the gadget in the first column, draw a picture of it have experienced anything similar to the situations they
in the second column, and list what it does in the third col- talked about. T: What did you do in that situation? Why?
umn. Situation 1: You bought a new music player that does
3. When finished, have students share their inventions. many things, but you don’t know how it works.
Ask them to use the phrases in the box. T: Now let’s share Situation 2: You are in a movie theater, and your phone
our inventions. Tell us what it is and how it works. Use the rings during the best part of the picture.
phrases in the box at the bottom of the page. Group (1), you Situation 3: You are having a nice dinner with a friend,
go first. and their pedometer keeps beeping while you are trying to
talk.
Situation 4: You pay for some music you want to down-
load, and when try to listen to it on your MP3 player, you
can’t find it.
LEXICAL MAP
Computer Stuff Communication Collocations Expressions
CD burner interview further Check it out.
camera sentence detailed not just for
microphone message additional only trouble is
plug text important
screen lecture new
Computer Verbs certain ... information
connect (to your PC)
hook (something) up
detect
enables
store
T23
UNIT 5: Nationalities


In this unit students listen to experiences that people had When you’re in a foreign country, people usually ask the
while traveling in foreign countries. Students can learn same kinds of questions. Learn the easiest way to answer.
from these stories of intercultural contact and have a more For example, “I’m from Japan,” is easier than, “I come
positive experience themselves when they travel. from a little town in Hyogo, near Kobe.”
Vocabulary Focus: Culture and Countries When you want to ask a foreign visitor a question, first ask
yourself, “Is it polite to ask this? Would I ask someone this
abroad, advice, culture, foreigner, gesture, healthy, locals,
who is from my own country?”
open, point, regret, rude, stared
Listening Strategy Focus
Useful Expressions
Focus: Listen for key words or specific information.
Tell me about …
Guess: Make your best guess at what you don’t understand.
Have you ever been to … ?
Do you speak … ?
What do you think of … ?
What did you like about it? Concept Check
Intercultural experiences: What do we learn from travel?
WARM UP
Introduce the Topic
Answers
Choose one activity to introduce the topic.
1. regret, locals 4. foreigner, stared
1. Find out who has traveled abroad in the class. If no one
2. gesture, pointed 5. open, healthy
has, ask them where they would like to go, and how
3. abroad, advice
they would go. If you (or another person at your school)
have traveled abroad, share a unique travel experience.
Pairwork
2. Using a map of the world, ask students to name some of
the countries and languages they know. See who can get Put the students in pairs. T: Have you visited a foreign coun-
the most correct. T: Name some countries you see and the try? Are you interested in studying abroad? Ask a partner.
language spoken there. What country is this? What language Teaching Tip
is spoken there? What else do you know about the culture? Using realia (real objects and references) can help make
Warm Up language lessons more tangible and more memorable. It’s a
1. Introduce the activity. T: Open your books to page 24. These good idea to have a globe or a world map handy in the
people are talking about places they have traveled. Use the classroom when discussing foreign travel. Showing where
words in the box to complete what you think they are saying. someone is talking about supports better understanding and
2. Allow students some time to finish. T: Now listen and can stimulate discussion on how far away the country is
check your answers. from your own, how one can travel there, and the sur-
3. Play the audio (CD 1, track 40). rounding area. Maps in English are available from various
websites.
4. Elicit answers from students. T: (name). Please read num-
ber (1).
SCRIPT
1. I was in Spain for about a month. I regret spending so really got scared because I was alone. I should have
much time with my friends from home. I wish I’d gone gone with someone else.
out more alone, so I could meet some locals. 4. I traveled in Mongolia, and I really felt like a foreigner.
2. I went to Korea, and I can’t speak any Korean, so I had People stared at me when I walked down the street. But
to gesture to let people know what I wanted. Like, I I think people were just curious. I did look different.
pointed at pictures of food on the menu to order in a 5. I was in New Zealand. It was really cool. Everyone was
restaurant. I wish I’d learned the language a little. so friendly there, so open. And there was nature every-
3. I went to the U.S. by myself. If you’re going to travel where. I felt so healthy when I was there.
abroad, my advice is to go with a friend. Sometimes I
T24
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Listen again for more details. Here is a
page 25. Look at the pictures. Where are the people? Can you tell chance to guess if you are not certain of what the speaker is
from the picture where they are? Go ahead and guess now, then saying. You can see something in the picture, so you might be
we will listen to check our guesses. able to guess what each speaker’s point is. What was a cultur-
First Listening al difference they noticed? Let’s try the first one together.
1. Explain the task. T: Listen to the instructions. In this section 2. Play the audio (CD 1, track 42). T: What did he say? OK,
we will listen to short discussions of travel and respond to let’s do the rest.
questions about them. 3. Play the audio (CD 1, tracks 43–44).
2. Play the audio (CD 1, track 41). T: After the First 4. Elicit answers from students. T: (name). What did you
Listening, you will be asked, “Where did each student trav- check for answer (2)?
el?” What will you focus on as you listen? Names of countries, 5. Ask students to evaluate how effective the strategy was
and cities right? in helping them. T: Did guessing help you to understand the
3. Play the audio (CD 1, track 42). T: (name). How about speaker’s point about the experiences they had while travel-
the first one? … Right, he went to China. Now let’s do the ing?
rest. Keep focusing.
4. Play the audio (CD 1, tracks 43–44). Elicit answers Answers
from students. T: (name). What did you write for number 1. People stared and shouted.
(2)? 2. Bicycles were left unlocked.
3. People kissed in public.
Answers
1. China 2. Amsterdam 3. Mexico Pairwork
Put the students in pairs. T: Which of these places sounds
interesting to you? Are the cultures the same as yours or differ-
ent? Ask your partner.
SCRIPT
1. A: So, how’d you like China? 3. A: Tell me about Mexico, Jim.
B: It was great, but sometimes I felt kind of like an B: Well, it was great. Everything about it, especially the
alien. I didn’t mind it so much when the adults stared people. I mean, they’re so open, so affectionate. Like,
at me. You know, I probably stared at them, too. It’s you’re on the train, and you see a couple sitting
the kids who really bothered me. They had this there, and they’re kissing right there in public. And
annoying habit of calling out, “Laowai! Laowai” it’s not just young people. You see old people holding
when I was walking down the street. That means hands and kissing, too. It’s really different.
“foreigner.” I was really surprised by that. In my A: Sounds kind of nice.
country you wouldn’t do that. So I just smiled at
them and said, “Zhonguoren! Zhonguoren!” That
means “Chinese.” They thought that was funny.
2. A: Julia, how was Amsterdam?
B: It was great. The best thing I did was rent a bicycle.
It was really cool. I got to leave the college area and
go out and meet some locals. They were really
surprised when they found out I was American.
A: Why is that?
B: Well, they think Americans are all rich and fat, and
drive cars, and never ride bicycles.
A: Yeah, well, that’s kinda true.
B: Yeah, another interesting thing was that nobody
locks their bikes there.
A: Really.
B: Yeah, I guess you don’t have to. Nobody steals them.
A: Why not?
B: I guess it’s because everybody has a bike.
A: Hmm, that makes sense.
T25
Concept Check Listening Strategy Tip
Intercultural experiences: What do we learn from travel? The Prepare step in this unit gives students an opportunity
The stories in this unit demonstrate that an everyday event to predict what they will hear. Explain that we often do this
for some people can seem strange and exotic to others. without being aware of it, and that predictions are based on
Travel and language learning broaden our horizons and background knowledge. T: When you predicted what the people
help us to see how others live their daily lives. Traveling would say, what knowledge did you use? You used your knowledge
abroad can have a profound influence on how a person sees of Africa from other classes or current events. You have back-
the world as well as his or her own country. Ask students to ground knowledge that you can use every time you listen.
tell if travel has ever given them a different outlook on Get the Main Ideas
their culture. Give examples from your own experience.
1. Explain the task. T: Listen again. How would you describe
Prepare Leath’s opinion of Zambia? What about Hannah’s opinion?
1. Introduce the activity. T: Look at the top of page 26. What 2. Play the audio (CD 1, tracks 46–47).
do you see? We’re going to hear two people talking about 3. Elicit answers from students. T: (name). What did Leath
Zambia. Do you know where Zambia is? If students do not say? Yes, he said the people are his warmest memory, and that
know, use maps.google.com to locate Zambia. it was a healthy place to be. How about Hannah? Did they
2. Play the audio (CD 1, track 45) to explain the direc- both agree on any of the statements?
tions. T: Leath and Hannah are talking about Zambia.
What do you think they will mention? We can use the listen- Answers
ing strategy “predict” here. What do you predict? L+H, L+H, L+H, L+H, L, L, L, H
3. Play the audio (CD 1, track 46).
4. Check prediction results. T: Did you hear what you pre- Respond to the Ideas
dicted Leath would say? Now let’s listen to Hannah. Ask students to discuss the questions with a partner or in a
5. Play the audio (CD 1, track 47). T: Did you hear what group. T: Now choose a partner or make groups of (number).
you predicted Hannah would say? Discuss the question: What would a visitor think of your coun-
try? Why? Ask students from the groups to summarize their
Answers group’s reactions. T: What did your group talk about?
Leath: natural beauty, animals Hannah: poverty
SCRIPT
Part 1. Leath talks about Zambia. lions. They’re very, very dangerous. moon, it was so different. There wasn’t
Wanda: You say you grew up in Africa? And they do take people from time to much there. They didn’t have cheese!
Leath: Yeah, I’m from Lusaka, in time. Wanda: Really?
northern Zambia. My folks are from Wanda: I’d be afraid to go there! Hannah: Yeah, and there were so many
South Africa. Leath: Yeah, but the people are my poor kids. You know, orphans whose
Wanda: Wow, what was it like there? warmest memory. parents had died of AIDS. It was so
Leath: Oh, growing up in Zambia was Wanda: That’s what everybody who’s heartbreaking. And so they had to
“lacker.” That means really cool in been there says about Zambia. “The work.
Afrikaans. people are so nice.” Wanda: What kind of work?
Wanda: Afrikaans? Leath: Oh, absolutely, yeah, in spite of Hannah: Oh, going out and picking up
Leath: Afrikaans is the language, kind all the troubles they faced. wood and selling it for cooking fuel. I
of like Dutch. A language that a lot of Wanda: So do you want to go back? really wanted to do something to help
people in South Africa speak. Leath: Absolutely. If and when I go them.
Wanda: Oh, Afrikaans. So, Zambia, is back, I’d like to travel around, and see Wanda: Yeah?
it cool? more of the country, and its people. I’d Hannah: Yeah, so I joined a group
Leath: It was so open, a really healthy take hundreds of pictures and maybe called Third World Diplomatic Wives
place to be, lots of animals and sunshine. even put them in a book. group. I felt I had to do something. We
Wanda: Wow! What animals could Part 2. Hannah talks about Zambia. started doing things, like raising money
you see? Wanda: You were in Africa, too, for the orphans. And we made connec-
Leath: Just about an hour’s drive out of weren’t you? tions with people from other countries.
town, you might see just about any- Hannah: Yeah, I was in Zambia. Wanda: Wow, sounds like you had a
thing. At night you’d see leopards, and Wanda: What impressed you the most powerful experience. Would you ever
monkeys along the road. Sometimes about being there? go back?
you have to stop for elephants. There’s Hannah: After I’d been there for two Hannah: No, I don’t think I could
quite a lot of rhino, and watch out for months, I felt like I’d gone to the handle it.
T26
INTERACTION LINK
Travel Survey Extension
1. Introduce the activity. T: Open your books to page 27. 1. If time permits, put students in pairs or small groups to
Today we’re going to do a travel survey. Surveys are fun discuss what they would do if they found themselves in
because they let us know what other people think about a any of the situations below
topic. 2. Call on students to explain what they would do in the
2. Have students prepare the activity. T: Form a group and situations they discussed with their groups. Try to call
choose three of the questions provided for you. Divide the on at least on student from each group. Optional: Ask
questions so each group member has at least one. students if they have experienced anything similar to
3. Start the activity. T: Now each of you should talk to someone any of the situations they talked about. T: What did you
outside your group. Ask other classmates the questions and do in that situation? Why?
write down your answers. Return to your group and put all Situation 1: You go to work in another country and are
the answers together. Make hand-drawn charts to show your asked to follow the custom of accepting bribes at your
group’s results. work.
4. Share the results of the surveys. Ask students to make a Situation 2: You meet a woman who tells you that their
short presentation about the charts they have developed. parents have arranged a marriage for her, and she wants to
If possible, leave them on a classroom wall or hallway get out of it.
bulletin board so other students can see them. Students Situation 3: You ask some friends from another country to
will be proud to show their work and talk about their a party, and they arrive two hours late without apologizing.
findings. Situation 4: A classmates asks you why you act unfriendly
Learning Strategy Tip in class and never share your answers on tests.
When students give presentations, they may be nervous
about speaking in front of the group. Give them a chance
to practice in their small group before they speak to the
class. Remind them that the listening/speaking strategy
“review” will help them understand and remember new
material by saying it themselves. T: When you review what
you have heard, you say it again your own way. This is what you
should do in your presentations. As you talk about the things you
have learned you will remember them more and become more
fluent in English.
LEXICAL MAP
People Directions Collocations
strangers north major
foreigners south real
Africans east social
Chinese west political
folks Travel financial
adults ... problems
Have you ever been ... ?
Advice Tell me about ... ?
I should have ... What do you think of ... ?
I wish I had ... What was ... like?
Watch out for ... natural beauty
don't have to worry about
T27
REVIEW UNIT 1: (Units 1–5)
Part 1: pages 28–29 Part 1 Audio: CD 1, track 48

Part 2: pages 30–31 Part 2 Audio: CD 1, tracks 49–58
Unit Overview Topics

In this unit students revisit the vocabulary, expressions, and Unit 1. Introductions
constructions they learned in Units 1–5. The Review Unit Unit 2. Personality
is included to give the students an opportunity to review Unit 3. Home
the material and to ask questions, as well as to provide Unit 4. Technology
them with practice in taking standardized tests. Unit 5. Nationalities
REVIEW
Before the Review Presenting the Review

Before students listen to the Review Unit, take some time to 1. Present Part 1. T: Now look at Part 1. Hearing the correct
review Units 1–5. This can be done in the following ways: words. Listen and fill in the missing parts. Before students
1. Have students work in pairs. Ask them to read aloud listen, have them read over the items. T: First read the
each Warm Up section, and then look over the other sentence parts in the book. Give students time to read
sections. silently.
2. Work together as a whole class. Have students turn to 2. Play the audio (CD 1, track 48) as students write their
one unit at a time. Go over the completed Warm Up answers.
activity and the Useful Expressions for the unit. This 3. Play the audio again as students check their work.
will help them recall the language they learned in the 4. Present Part 2. T: Now turn to page 30 and look at Part 2.
Listening Task and Real World Listening sections, too. Understanding conversations. Listen to each conversation.
3. Play the Real World Listening extracts again as students Then answer the question. Before students listen, have
listen and review their answers in the Student Book. them read over the items. T: First read the questions and
Introducing the Review answer choices in the book. Give students time to read
silently.
Present Review Unit 1 after students have completed Unit 5.
5. Play the audio (CD1 tracks 49–58) as students write
1. Have students turn to page 28 in the Student Book.
their answers.
Present the activity. T: Now we are going to do a review of
6. Play the audio again as students check their work.
units one to five. Explain how the review is organized.
7. Have students work in pairs to compare answers.
T: Before, you listen, let’s look at the review. The review has
two parts. In Part 1, you listen and fill in the correct words. 8. Correct answers as a whole class. Elicit answers from
Write the words on the lines. In Part 2, you will hear ten students. T: (name). Part (1), number (1).
conversations. Listen to each conversation. Then answer the 9. As a final check, use the answer key to read the answers
question. Circle your answer. Be sure to make a dark and aloud for the class, or write the answers on the board
complete circle. depending on the level of the class.
2. Check understanding. T: Are there any questions? 10. Play the audio for Part 2 (CD1 tracks 49–58). Pause
3. Explain the scoring. As you present the information after each conversation and ask additional questions,
orally, write it on the board as well. T: Part 1 is 30 such as:
points. An exact answer is 2 points, an almost correct Conversation 1: When do they plan to meet?
answer is 1 point, and an incorrect answer is 0 points. Conversation 2: When will Robert go to visit his
Write an example on the board: Good morning! friend in Spain?
__________ it going? For an “exact” answer, write Conversation 3: What kind of guys does Lizette
“How’s.” For an “almost correct” answer, write “How.” usually attract ?
Explain that there is no ’s so it’s only one point. For a Conversation 4: What does he let his friends do?
“wrong” answer, write “Where” and draw an “x” Conversation 5: When does he have to be home?
through it. Continue. T: In Part 2, each question is 2 Conversation 6: What time was it when the roommate
points. If your answer is correct, you get 2 points. If it is not came home?
correct, you get 0. Demonstrate how to circle an answer Conversation 7: What can they see in color?
correctly. Write “b” on the board. T: The answer is “b.” Conversation 8: What’s difficult for one of the
Make a complete circle around the letter b. Remind stu- speakers?
dents that if they don’t mark answers clearly, they can Conversation 9: Why does the speaker think the
lose points on a standardized test. Dutch don’t lock their bikes?
Note: You may want to “weight” the scores differently by Conversation 10: Where did Jim say he saw people
assigning more or fewer points to each item. kissing?
T28
Presentation Follow-up
1. Circulate and evaluate how well the class as a whole did
on the review. Note any questions that were a problem
for many students.
2. Use their scores to help you decide in which units to do
additional review.
3. Remind the whole class to use the Self-Study section at
home to review each unit after you complete it in class.
4. Ask students to think about their progress. T: Think
about your goals for studying English. What are two things
you will try to do to improve your English?
5. Review test-taking techniques. T: Look at your answers in
Part 1. Did you lose points because you didn’t write complete
words? Look at your answers in Part 2. Did you mark your
answers clearly?
Teaching Tip
The presentation of the Review Unit can be modified
depending on the level of a class. To make the Review Unit
less challenging, do it together as a whole-class activity.
Play each item, then pause and answer together. To make
the Review Unit more challenging, have students keep
their books closed. For Part 1, have students write the
complete sentences as a dictation rather than just writing
the missing words. For Part 2, read each question in the
student book aloud. Have students listen and then formu-
late their own written response rather than just identifying
the correct response from the answer choices provided in
the student book.
T29
SCRIPT
Part 1
1. I’d like to introduce the new principal, Bertha Rivas. Answers
She has been with the school district for 12 years. 1. like to introduce
2. Honey, I’d like you to meet Rob Unger, our new 2. like you to meet
neighbor. 3. good to meet you
3. It’s good to meet you, Mr. Unger. 4. usually pretty serious, always joking
4. I’m usually pretty serious, so I don’t like being with 5. so stressful, kind-hearted
people who are silly, always joking about things. 6. as outgoing as
5. School can be so stressful—but my classmates are kind- 7. studio that is available
hearted and help me when I need help with my home- 8. furnished, my own
work. 9. I move out
6. I like to hang out with people who are as outgoing as I 10. hook it up, download videos
am. 11. depend on it, keep track
7. This is the studio that is available. It’s this one large 12. MP3 player
room with a small bathroom. 13. a lot more, another culture
8. I need an apartment that is furnished. I don’t have my 14. open to talking
own furniture. 15. have to gesture
9. How much money will I get back when I move out?
10. I can hook it up to my computer and download videos.
I watch them while I’m on the train.
11. Oh, great! I finally found my PDA. I really depend on
it. It has my calendar where I keep track of my daily
schedule.
12. I can’t live without my MP3 player. I’ve just gotta have
my music with me wherever I go.
13. You know, you learn a lot more about yourself when
you travel abroad. You not only learn about another
culture, you learn more about your own culture, too.
14. Now that Melissa has been to Europe, she is more
open to talking with foreigners she meets.
15. When you don’t speak the language in a new country,
you often have to gesture to let people know what you
want.
T30
SCRIPT
Part 2 8. A: Are you going to Jill’s house for dinner on Friday?
1. Jean: Alicia’s an exchange student from Mexico. B: Yeah. You?
Robert: Cool. How long are you going to be here? A: Yeah, I have to call to let her know I’m coming. You
Alicia: How long? About a year. Until May. got her number?
Robert: Cool! B: Yeah, just a second. Here it is. 555-5642.
Alicia: Yeah. A: Uh, what time does it start?
Robert: I’m wondering. Could help me practice my B: Let me check my calendar. 6:30.
Spanish? A: Oh, I guess I can’t make it. Hey, does that thing
Alicia: Uh, sure. send e-mail?
2. Alicia: So, Robert, why do you like Spanish so much? B: Yeah, why?
Robert: Well, um, there’s this girl. A: Could you let her know I’m not coming?
Alicia: Yeah? B: Jeez, why don’t you just get your own PDA?
Robert: And she was an exchange student here last A: Oh, I have one. It’s just really hard to figure out how
year. to use it.
Alicia: Oh. 9. A: Julia, how was Amsterdam?
Robert: So, I’m going to visit her in Spain this B: It was great. The best thing I did was rent a bicycle.
Christmas. It was really cool. I got to leave the college area and
Alicia: Oh, great. go out and meet some locals. They were really
3. A: Lizette, what’s your new boyfriend like? surprised when they found out I was American.
B: Oh, the new one? You know, I tend to attract A: Why is that?
weirdos, but this guy is really down to earth, sincere, B: Well, they think Americans are all rich and fat and
so sweet. drive cars and never ride bicycles.
4. David: I seem to end up with people who are a lot A: Yeah, well, that’s kinda true.
more outgoing than I am—the friendly type, B: Yeah, another interesting thing was that nobody
you know, talkative and friendly. I’m kind of shy locks their bikes there.
and quiet myself, so I let them do the talking. A: Really.
5. A: Can you go out to dinner with us after class on B: Yeah, I guess you don’t have to. Nobody steals them.
Friday? A: Why not?
B: Yeah, sure. But what time are we gonna go out? I B: I guess it’s because everybody has a bike.
have to be home by ten, or I’ll get in trouble. A: Hmm, that makes sense.
A: You live with your parents? I remember what that 10. A: Tell me about Mexico, Jim.
was like. B: Well, it was great. Everything about it, especially the
B: I don’t mind. I like being with my family. people. I mean, they’re so open, so affectionate. Like,
6. A: Reina, you look tired. you’re on the train, and you see a couple sitting
B: My roommate came home with some friends about there, and they’re kissing right there in public. And
three last night. it’s not just young people. You see old people holding
A: Again? hands and kissing, too. It’s really different.
B: Yeah, I think I’m going to have to look for a new A: Sounds kind of nice.
apartment.
A: Why don’t you just ask her to move out? Answers
7. A: Hey, I sent you a text message. Did you get it? 1. b 6. a
B: Oh, I haven’t checked yet. 2. c 7. b
A: What are you doing? 3. c 8. a
B: I’m watching a new music video. 4. b 9. c
A: Really? On your cell phone? 5. b 10. c
B: Yeah, a friend sent it to me. Check it out!
A: Wow! That’s pretty cool, and in color, too!
B: Yeah, but the screen is kinda small. Could you move
your head a little?
T31
UNIT 6: Identity


In this unit students listen to extracts about personal infor- When you first meet someone, don’t ask a lot of personal
mation. In the Real World Listening section, students will questions. If you get too personal, they may see you as too
listen to a conversation at a party. In the Interaction Link, forward and may not want to talk to you anymore. It is bet-
students will discuss appropriate and inappopriate questions. ter to stick to topics such as the weather, sports, or current
Vocabulary Focus: Personal Questions events until you know someone better.
What’s your name? How old are you? Do you have a Other Vocabulary
boyfriend/girlfriend? Can I have your phone number? Can stranger, identification number, credit card, mailing address
I have your e-mail address? Where do you live? How much Listening Strategy Focus
do you weigh? How much money do you make? Do you
Guess: Make your best guess at what you aren’t sure about.
dye your hair? What do your parents do? Do you have any
Review: Think of the meaning of what you heard. Say it in
children? Do you have any brothers or sisters?
your own words.
Useful Expressions Prepare: Think about the ideas before listening and guess
That’s something I don’t share. what may happen.
I’d rather not say. Concept Check
I prefer not to give my …
Private information: How do you learn more about a new
I don’t share that.
friend without getting too personal?
I’d like to keep that private.
WARM UP
Choose one activity to introduce the topic. 1. Introduce the activity. T: Open your books to page 32. Kim
1. Ask students how they usually meet new people. Have has just met Eric at a coffee shop. Look at the questions under
them work in groups to brainstorm the types of infor- their pictures. Which questions are OK for her to ask? Which
mation that you want to know when you meet a new are too private? Put a check in the boxes.
person. T: Where do you usually meet new people? At school? 2. Allow students some time to finish marking their
At a club? What kinds of questions do you usually ask? answers. T: Now listen and check how Eric feels.
Brainstorm the type of information you want to know about a 3. Play the audio (CD 1, track 59).
new friend in pairs or in small groups. 4. Elicit answers. T: What answer did you get for number 2?
2. Sometimes we are asked to share personal information
through e-mail, a website, or a chatroom. Ask students Answers
to think about the types of information that is OK and Answers will vary.
not OK to share on the Internet.
T: Many of us use the Internet to buy things, send e-mail, Pairwork
and meet new people. What kinds of personal information do Put the students in pairs. T: What questions are OK to ask a
you feel comfortable sharing online? stranger? Compare your ideas with a partner.
SCRIPT
1. Kim: What’s your name? 5. Kim: Can I have your e-mail 9. Kim: Do you dye your hair?
Eric: It’s Eric. address? Eric: Well, that’s a strange
2. Kim: How old are you? Eric: I don’t really like to give out question.
Eric: Hmm. I’m 21. my e-mail address. 10. Kim: What do your parents do?
3. Kim: Do you have a girlfriend? 6. Kim: Where do you live? Eric: Um, my dad’s a doctor, and
Eric: Mm, that’s kind of private. Eric: I’d rather not talk about that. my mom is a painter.
4. Kim: Can I have your phone 7. Kim: How much do you weigh? 11. Kim: Do you have any brothers or
number? Eric: I’d rather not say. sisters?
Eric: Uh, I don’t know. I don’t 8. Kim: How much money do you Eric: Just one sister.
really give out my phone make? 12. Kim: Do you have any children?
number. Eric: I like to keep that to myself. Eric: No, I don’t.
T32
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Listen again for the responses. Does the
page 33. Look at the pictures. Where are the people? speaker give the information? Check “yes,” “no,” or “part of
First Listening it.” Let’s do the first one together.
2. Play the audio (CD 1, track 61). T: What is the answer?
Right. Yes. OK, let’s do the rest.
about them. 3. Play the audio (CD 1, tracks 62–64).
2. Play the audio (CD 1, track 60). T: After the First 4. Elicit answers from students. T: (name). What did you
Listening, you will be asked, “What information is the speak- check for answer (2)?
er asked for?”
Answers
3. Play the audio (CD 1, track 61). T: (name). What answer
did you get for the first one? Right, the answer is “telephone 1. yes 3. no
number.” Now let’s listen to the rest. 2. no 4. part of it
4. Play the audio (CD 1, tracks 62–64)
5. Elicit answers from students. T: (name). What did you Pairwork
check for number 2? Put the students in pairs. T: Now you try it. Choose one of the
conversations and act it out with a partner. Try to use facial
Answers expressions and intonation to show if you are happy or unhappy
1. telephone number 3. credit card number in giving out the information your partner asks you for.
2. home address 4. mailing address Culture Note
In some countries it is OK to ask people you don’t know
very well personal questions. In other countries it is consid-
ered impolite, especially about age, marital status, and how
much money they have or make.
SCRIPT
1. A: I can’t believe you gave that guy your phone number, 4. A: That’ll be $14.95.
Jenny. B: OK, here.
B: Well, yeah, but he seems kind of nice. A: Could I have your zip code, please?
A: But, you don’t even know him! B: My zip code, um, 90020.
B: I know him now. His name’s José. A: And your mailing address?
A: But Jenny, you can’t give everyone your number. B: Excuse me?
B: Well, I came to this party to meet people. A: Please give me your address.
2. A: I don’t think so. B: Why?
B: What? A: We just have to enter it into the database here.
A: Oh, I’m chatting with someone online, and this girl B: No, sorry. I’d rather not give out my address.
wants to meet me.
B: Weird. You mean, like she wants to know where you
live?
A: Exactly.
B: Weird. And you’re not going to tell her, right?
A: Are you kidding? I’d never give my address to
anyone online.
B: Yeah, there are some weird people out there.
3. A: Hello, I’m calling from the Earthquake Relief Fund.
We’re collecting money for the earthquake victims.
B: Yeah, um.
A: It’s very simple. Just give us your credit card number
and we’ll—
B: I’m sorry, but I don’t give that kind of information
over the phone.
A: OK, then. Can we mail you a request?
B: Sure, my address is 438 Alhambra Avenue …
T33
Concept Check
Answers
Private information: How do you learn more about a new
friend without getting too personal? Make sure your stu- Answers will vary.
dents understand the main concepts. You can ask questions
like these: Which questions are too private to ask or answer Get the Main Ideas
when first meeting someone? Which questions are OK? Are some 1. Explain the task. T: Now let’s listen again. Catherine
questions OK after knowing someone longer? Which ones? answers some of Chip’s questions directly, some indirectly, and
some she doesn’t answer at all. Listen and put a check in the
Listening Strategy Tip
correct column.
Second-language speakers often have to guess if the ques- 2. Play the audio (CD 1, track 66).
tions they ask are appropriate in the culture of the target
3. Elicit answers from students. T: (name). What did you put
language. One way we can find out is to watch facial
for the first question?
expressions or body language when they ask the question.
Another is to observe carefully what others in the culture Answers
talk about in casual conversation and follow their example. 1. directly 6. indirectly
Prepare 2. indirectly 7. doesn’t answer
1. Introduce the activity. T: Look at the top of page 34. We’re 3. directly 8. doesn’t answer
preparing to listen to two people talking at a party. What 4. doesn’t answer 9. doesn’t answer
kinds of questions do you think he’ll ask her? 5. directly 10. doesn’t answer
tions. Respond to the Ideas
3. Elicit answers from a few students. T: What reasons did Explain the task. T: Now we’re going to listen to Part 2. Listen
you give? for how Catherine reacts. Play the audio (CD 1, track 67).
4. Play the audio (CD 1, track 66). T: Now listen and check Tell the students to discuss the questions in pairs or groups.
your guesses. T: Let’s review by telling our partner what Catherine’s reaction
5. Check students’ results. T: Did she like him or dislike him was. After the students have had an opportunity to compare
for the reasons you chose? answers, ask volunteers to share their answers. T: How did
Catherine react? Would you react the same way?
SCRIPT
Part 1. Catherine meets Chip. Catherine: No, sorry. I don’t like to give out my phone
Chip: Hey there. number.
Catherine: Hi. Chip: How about your e-mail address? Maybe I could
Chip: Cool party, isn’t it? write you an e-mail.
Catherine: Yeah, sure. Catherine: Look, I don’t want to be rude, but no. I don’t
Chip: So, how’s it going? think so.
Catherine: Um, OK, I guess. Chip: Do you have a boyfriend, Catherine?
Chip: You know, you’re really cute. Catherine: Oh, there’s my friend. I have to go.
Catherine: Oh, um, thanks. Part 2. Catherine talks to her friend.
Chip: So, what’s your name? Catherine: Where were you?
Catherine: Catherine. Fiona: I was just getting a drink. What’s the matter?
Chip: Catherine what? Catherine: Oh, nothing.
Catherine: Just Catherine. Fiona: I saw you talking to that cute guy. Who was he?
Chip: OK. I’m Chip. Catherine: I don’t know. He said his name was Chip. But
Catherine: Hi. he was kind of creepy.
Chip: So, Catherine, you having a good time? Fiona: Really? How come?
Catherine: Yeah. I am. Great music. I love it. Catherine: He was asking me a lot of personal questions.
Chip: Do you live around here? Fiona: Oh, so, is that bad?
Catherine: Yeah, sort of. Catherine: Yeah, he wanted to know my phone number,
Chip: So where do you live? In the city or in the … ? and where I lived, and all this other stuff.
Catherine: Um, actually, I’d rather not say. Fiona: Ooh, weird.
Chip: Well, listen, it’s nice meeting you. Catherine: Yeah, hey, I like this song. We should go dance.
Catherine: Um, yeah. Fiona: Let’s go.
Chip: So what’s your phone number? You think I could call
you some time?
T34
INTERACTION LINK
That’s kind of personal! Extensions
1. Introduce the activity. T: Open your books to page 35. Look 1. If you have enough time, put students in pairs or small
at the questions. Which are appropriate to ask in the situa- groups and ask them to talk about what they would do
tions listed? Which are not appropriate? Write the numbers in the situations below
in the columns. 2. Ask students what they would do in the situations they
2. When the students have finished marking their answers, discussed with their groups. Try to call on at least on
ask them to discuss their answers with their group student from each group. Optional: Ask students if they
members. T: When you finish, discuss your answers with have experienced anything similar to the situations they
your group members. Give reasons for the way you answered. talked about. T: What did you do in that situation? Why?
Situation 1: You meet a girl/guy at a party. They ask you
many personal questions.
Situation 2: You get a phone call from a charity that wants
you to donate money. They ask for your credit card num-
ber.
Situation 3: You are in a chat room on the Internet.
Someone in the room asks you for your phone number.
Situation 4: While at school, a new student in your class
asks for your e-mail address.
LEXICAL MAP
Personal Info Strangers Refusing Requests
What’s you name? weird I’d rather not.
How old are you? strange prefer not to
What’s your favorite ... ? odd I don’t think I ...
phone number awkward No way!
unusual
T35
UNIT 7: Family


In this unit students listen to people talking about their When you want to clarify something, you can ask follow-up
families. In the Real World Listening section, a girl talks questions: “Which one are you talking about?” “Did you
about what she has in common with her parents. In the say your brother?” When asking about people, we can ask
Interaction Link, students will do the same with their own questions about their features or what they are wearing:
family members. “The blond boy?” or “The woman with the red dress?”
Vocabulary Focus: Family relationships Listening Strategy Focus
adopted, brother-in-law, cousins, funny, generous, nephews, Ask: Think of and ask questions to understand more of
niece, parents, perfect, son-in-law, step-mother, studious what you hear.
Useful Expressions Respond: Talk about what you have heard and relate it to
Are you two related?
Guess: Make your best guess at parts that are not clear.
How are you related to … ?
I look like my … Concept Check
I take after my … Family members: Who do you take after?
We get along really well.
WARM UP
Introduce the Topic
Choose one activity to introduce the topic. Answers
1. Have students draw their family trees. Tell them to 1. niece 5. nephews
include as many extended family members as possible. 2. stepmother 6. adopted
T: Today we’re going to draw our family trees. Try to include 3. cousins 7. son-in-law
as many relatives as you can, such as your grandparents, 4. brother-in-law 8. parents
aunts, uncles, cousins, etc. Ask students to volunteer to
share their family trees with the class and to answer Pairwork
their questions, or have them work with a partner. Put the students in pairs. T: Now you should ask your partner
2. Have students bring in pictures of their families. Have about his or her family. Asking questions after listening helps us
them explain who the people in the pictures are and understand new information.
answer their classmates’ questions. T: Who would like to Listening Strategy Tip
tell us about their picture?
Sentences in the Warm Up activity demonstrate paraphras-
Warm Up ing, saying something in another way. This is a similar
1. Introduce the activity. T: Open your books to page 36. Fill process to guessing when listening. By associating the
in the blanks with a word that has the same meaning as the meaning with more than one word or phrase, the learner
words in bold print. The first one is done for you. “My broth- makes stronger connections in memory to the vocabulary.
er’s daughter” is the same as “niece.” Encourage students to practice this with other family
2. Allow students some time to finish. T: Now listen and vocabulary. T: Now, can you make sentences to quiz your class-
check your answers. mates? Try this one: “My mother’s son is three years older than I
3. Play the audio (CD 1, track 68). am.” Who is he? Right, he’s my older brother.
4. Check the answers. T: Let’s check the other ones.
SCRIPT
1. My niece is so cute. I think she 4. Everybody had a great time at my 6. Ted and Jane are really happy to
looks like me. sister’s wedding. My brother-in-law have Lina. They adopted her when
2. I get along pretty well with my was even dancing on the tables. she was just three months old.
stepmother. She’s actually pretty What a nut! 7. Betty’s daughter got married yester-
nice. 5. I’m not in a hurry to have kids yet. day. Her son-in-law is a lawyer.
3. When I was little, I used to spend a I spend a lot of time with my 8. My parents met when they were in
lot of time with my cousins. They nephews and I know they can be a high school. They’ve been married
were like my brothers and sisters. handful. for twenty-five years.
T36
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Listen again for the details about each
page 37. How do you think the people are related? person. How does Sarah describe her mother? Check the cor-
Teaching Tip rect answer. Let’s do the first one together.
2. Play the audio (CD 1, track 70). T: What did she say?
Using realia can make a lesson more interesting, and using
Right, her mother is cool. OK, let’s do the rest.
personal memorabilia can make a lesson very memorable.
Bring in some family photos of your own to talk about the 3. Play the audio (CD 1, tracks 71–75).
relationships between people. Cut pictures out of maga- 4. Elicit answers from students. T: (name). What did you
zines and ask students to make labels for the pictures using check for number (2)?
the family vocabulary.
Answers
First Listening 1. cool 4. funny
1. Explain the task. T: Listen to the instructions. In this section 2. studious, normal 5. serious
we will listen to a conversation between Sara and her friend 3. young-looking, athletic 6. generous, calm
as they look at a family photo.
2. Play the audio (CD 1, track 69). T: After the First Pairwork
Listening, you will be asked to tell who she is talking about in
Put the students in pairs. T: Tell your partner about your
the photo.
favorite family member. Give an example of what you and that
3. Play the audio (CD 1, tracks 70–75). T: (name). How
person like to do together.
about the first one? … Right, she’s talking about her mother.
Now let’s go on to the other ones. Culture Note
4. Elicit answers from students. T: (name). What did you In many cultures, it has become common for people to
check for number 2? openly discuss less traditional family arrangements. Issues
such as divorce, adoption, alternative family units, and
Answers medical advances in having children are all acceptable top-
1. mother 4. little brother ics of conversation. Students from some cultures may feel
2. older brother 5. grandfather uncomfortable when talking about these issues.
3. father 6. grandmother
SCRIPT
1. Mark: Hey, Sarah, is this a picture of your family? 4. Mark: OK, then this is your little brother, the one
Sara: Yep. Perfect family, huh? you’re always talking about?
Mark: It looks perfect! Sara: Yep, that’s the little rascal.
Sara: We’re not really so happy. That’s just a picture! Mark: Kind of a troublemaker, huh?
Mark: Is this your mother, the one sitting on your Sara: No, he’s such a clown. He likes to make people
right? laugh. He’s such a funny little guy. Everybody
Sara: Yeah, that’s my mother. She’s kind of my best really likes him.
friend, too. She’s really cool for a mom. 5. Mark: Then this is your grandfather, next to your
2. Mark: And then who’s that next to your mother? father.
Sara: That’s my older brother. He doesn’t live with us, Sara: Yep, that’s him. He’s my father’s father. He’s
so we don’t see him very much. He only comes smiling, kind of, in this picture, but he hardly
home on holidays. ever smiles.
Mark: What’s he like? Mark: No? A real serious guy?
Sara: Oh, he’s just normal, I guess. Kind of studious. Sara: Yes, very serious. He was like a corporate lawyer,
He was always a really good student. I think he or something. He’s retired now. But all he does
was always the favorite child in the family. is talk about politics and how terrible everything
3. Mark: And who’s that on your left? Do you have is. I wish he’d lighten up sometimes!
another older brother? 6. Mark: Then that must be your grandmother, next to
Sara: No, that’s my father! your grandfather.
Mark: No way! He looks so young. Sara: Yeah, that’s her. She’s great.
Sara: Yeah, everybody says that. But he’s, um, what, I Mark: How so?
guess 40 something. But he’s very athletic. Sara: Oh, gosh. She has such a big heart. That woman
Mark: You really take after him then, huh? would die for you, just so generous.
Sara: Yeah, he loves it that I’m into sports. Mark: You really get along with her, then?
Sara: Oh, yeah. I love my grandmother. She’s so calm
and peaceful all the time.
T37
Concept Check Get the Main Ideas
Family members: Whom do you take after? It’s important 1. Explain the task. T: Now, let’s listen for the things that
that students are thinking about the main concepts of the Jane has in common with each parent.
Real World Listening. To help them focus, you can ask 2. Play the audio (CD 1, track 77)
questions like these: What are the similarities between you and 3. Elicit answers from students. T: (name). What does Jane
your parents? Think about the physical traits, personal qualities have in common with her mom? What about her dad? Write
and interests you have in common. What are the differences two things for each parent.
between you and your parents? Are there similarities or differ-
ences between you and your brothers or sisters? What are they? Answers
Are there any family members you have nothing in common Mom: appearance, eyes, figure
with? Why do you think you take after some family members Dad: adventurous, riding motorcycles, surfing,
and not others? snowboarding, skydiving
Prepare
1. Introduce the activity. T: Look at the top of page 38. Look Respond to the Ideas
at the pictures. Which parent do you think Jane looks like the Ask students to discuss the questions with a partner or in a
most? small group. T: Now choose a partner or make groups of (num-
2. Play the audio (CD 1, track 76) to explain the directions. ber). Discuss the questions. Do you think Jane is more like her
T: In the first part, we’re going to hear Jane talking about mother, or father? Why? Which of your parents are you most
her parents with a friend. Then we’ll hear her parents talk- like?
ing about her. Guess which parent she takes after. Check the
parent under the words “Looks like” and “Takes after.”
3. Play the audio (CD 1, tracks 77) T: Listen and check your
predictions. Remember to listen for the information that will
help answer the question.
SCRIPT
Nate: Are these your parents?
Jane: Yeah, that’s my whole family.
Nate: Oh, you look a lot like your mom, especially your
eyes. Very deep, beautiful eyes.
Jane: Oh, thank you.
Nate: And the same figure, same shape.
Jane: Uh, hey, I don’t want to hear that. I may look like
my mom, but I really take after my dad.
Nate: Really, in what way?
Jane: We’re both very adventurous. My dad was, like, into
motorcycles when he was younger, and he was in one
of those, you know, motorcycle clubs.
Nate: You mean, like a motorcycle gang?
Jane: Yeah, but that was before he was married. I’ve been
riding a motorcycle myself since I was 17.
Nate: You? No way!
Jane: Yeah, I’ve always done stuff like that.
Nate: Really, like what else?
Jane: Well, surfing, snowboarding. My dad and I even
went skydiving once. We didn’t tell my mom,
though. She would have killed us!
T38
INTERACTION LINK
Something in Common Extension
You’ve heard a lot about what people have in common with discuss what they would do if they found themselves in
their family members. Now let’s find out about you and your any of the situations below
classmates. 2. Call on students to explain what they would do in the
2. T: First write the names of five family members and how situations they discussed with their groups. Try to call
they’re related to you in the chart. Then write something that on at least on student from each group. Optional: Ask
you have in common for each of the categories. students if they have experienced anything similar to
3. Put students in pairs. T: Ask your partner about what they any of the situations they talked about. T: What did you
have in common with a family member. Write it on the do in that situation? Why?
chart. Situation 1: You have an identical twin sister or brother.
4. T: Walk around and ask other classmates what they have in People always mistake you for them.
common with people in their families. Write your answers in Situation 2: It seems that you and your father have noth-
the proper places on the chart. ing in common.
5. Ask students to report some interesting things they Situation 3: You get along with your half-sisters better
learned about their classmates from this activity. This is than your real sisters.
another opportunity for students to respond to what Situation 4: When you are 20, your parents tell you that
they have heard. T: Did anything you learned today help you were adopted.
you to understand your classmates better? Respond to what
you heard from them.
LEXICAL MAP
Relationships Describing People Collocations
married What’s he/she like? elderly family ...
parents calm ordinary life
adopted comfortable unemployed friends
daughter intelligent local member(s)
relative peaceful important business
partner silly ... people
retired
always talking about
T39
UNIT 8: Directions


In this unit students listen to extracts about asking how to When giving directions it is very useful to use landmarks,
get places. A woman describes looking for a place to eat or easily recognized buildings as reference points. For
dinner in Istanbul in the Real World Listening section. In example, you might say, “You’ll see a statue on the left,” or
the Interaction Link, students will look at photographs of “There is a gas station on the corner.” When listening to
famous places as they play “Where in the World?” directions, it is helpful to repeat small parts as you hear
Vocabulary Focus: Getting places them. “OK, so I turn left at the gas station on 10th and
right at the post office?”
get off, blocks, take, corner, get on, hail, go down, catch
Listening Strategy Focus
Useful Expressions
Prepare: Think about the ideas before listening; guess
Can you tell me where … is?
what may happen.
How do you get to … ?
Guess: Make your best guess at what you aren’t sure about.
Do you know where … is?
Review: Think of the meaning of what you heard; say it in
You’ll see a … on the …
your own words.
Your best bet is to …
Concept Check
Other Vocabulary
Getting around. How do you get there?
Tivoli Gardens, Harrods, Westminster Station, Red
Square, Opera House, Imperial Palace, landmark, stadium
WARM UP
Choose one activity to introduce the topic. 1. Introduce the activity. T: Open your books to page 40. Look
1. Ask students to follow simple directions. T: Stand up, at the words in the box. Use these words to fill in the blanks
turn to your left. Turn to the front of the class. Raise your in the sentences. The first one is done for you.
right arm. Now look to your left. Keep adding more direc- 2. Allow students some time to finish. T: Now listen and
tions. If students don’t understand a direction, tell them check your answers.
how to ask for clarification: T: When you don’t understand 3. Play the audio (CD 1, track 78).
a direction, you can ask, “Could you please repeat that?” 4. Elicit answers. T: What did you write for number 2?
2. Bring pictures of famous places around the world to
class. Show the students and ask if anyone knows where Answers
they are. T: This is a picture of a famous place. Do you rec- 1. get off 4. go down 7. catch
ognize it? What country do you think it is in? If students 2. blocks 5. take 8. corner
don’t know by looking at the picture, tell them the 3. get on 6. get
name of the famous place. They may have heard of the
place before and can guess the country. T: OK, the name Pairwork
of this building is the Taj Mahal. Do you know what country
Put the students in pairs. T: Think of a well known place in
it is in?
your city. Ask a partner how to get there from your school.
SCRIPT
1. Washington Park? Let’s see. Take the number 8 bus and 6. I think you have to take a taxi to get to the airport. You
get off on Jefferson Street. can get one in front of your hotel.
2. The library? Um, you can walk there from here. It’s 7. The zoo? Ah, I think there’s a train that goes there. You
only three blocks. can catch it at Central Station.
3. The stadium is kind of far. Get on the freeway and take 8. Oh, the supermarket? It’s right around the corner.
the Seventh Avenue exit.
4. The post office? That’s easy. Just go down that street
over there. It’ll be on your left.
5. The university? Mm, I think the best way is to take the
subway. It’s on the Green Line.
T40
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Now listen again for how the speaker
page 41. Look at the pictures. Do you know where they were asks directions. Let’s do the first one together.
taken? Here is a chance for you to guess. What do you guess is 2. Play the audio (CD 1, track 80). T: What is the answer?
the place where the person went? Right, the speaker says, “I’m looking for …” OK, let’s do the
First Listening rest.
1. Explain the task. T: Listen to the instructions. In this section 3. Play the audio (CD 1, tracks 81–85).
you will listen for the name of a place. What listening strate- 4. Elicit answers from students. T: (name). What did you
gy can you use for this? That’s right, “focus.” check for number (2)?
2. Play the audio (CD 1, track 79). T: Listen to the conversa-
tions. What place are they looking for? Answers
3. Play the audio (CD 1, track 80). T: (name). What answer 1. I’m looking for ...
did you get for the first one? The first one is Tivoli Gardens, 2. Do you know where ... ?
so write that name under the picture. Let’s listen to the rest. 3. Do you know where... ?
4. Play the audio (CD 1, tracks 81–85). 4. Can you tell me how to find ... ?
5. Elicit answers from students. T: (name). What did you 5. We’re trying to find ...
write for number (2)? 6. Do you know where ... ?
Answers Pairwork
1. Tivoli Gardens 4. The Singapore Zoo Put students into pairs or small groups. T: You listened to
2. Harrods 5. The Opera House conversations about famous places around the world. There are
3. Red Square 6. The Imperial Palace famous places in every country. What are some famous places you
have visited? Share your answers with a partner.
SCRIPT
1. A: Excuse me, can you help me? I’m looking for the 6. A: Excuse me. Do you know where the Imperial Palace
Tivoli Gardens. is?
B: Oh, that’s easy. Just walk down the street about ten B: Oh, of course. The Kokyo. Just walk down this
minutes. It’s on the left. You can’t miss it. street, toward Tokyo Station.
A: Thanks. A: Toward Tokyo Station, OK.
B: You’re welcome. Enjoy your stay in Denmark. B: Then when you get to the station, turn right. And
2. A: Um, I’m looking for Harrods department store. Do walk about two or three streets, maybe five minutes.
you know where that is?
B: Blimey … where is Harrods? I think it’s on the other
side of town. I think it’s near Westminster Station,
but I’m not sure. I’m not from London.
3. A: Excuse me. Do you speak English?
B: Yes, a little.
A: Do you know where Red Square is?
B: Oh, yes. Is easy. Is most famous place in Moscow.
Over there.
4. A: Excuse me, can you tell me how to find the, uh,
Singapore Zoo?
B: Oh, it’s very far from here. You can’t walk. You have
to take a taxi.
5. A: We’re trying to find the Sydney Opera House.
B: You’re trying to find the Opera House? You can’t see
it from here?
A: Oh, is it that big building down the street?
B: Sure is.
A: Thanks.
B: No worries.
T41
Getting around: How do you get there? Make sure your 1. Explain the task. T: Let’s listen again. This time order the
students understand the main concepts with questions like sentences from one to ten. Write the number next to the sen-
these: Are you comfortable getting directions when you travel tences.
around your country? How about in a foreign country? Can you 2. Play the audio (CD 1, track 87). T: Use the listening
easily understand directions when you only hear them or do you strategy focus to listen for the information in each sentence
prefer to follow written directions? Have you ever been lost? If that will help you write the order in which you hear them.
yes, describe what happened. Do you worry about getting lost 3. Elicit answers from students. T: (name). What is the first
when you go to a new place? If you were in a foreign country and sentence?
became lost, what problems would you face?
Prepare Answers
1. Introduce the activity. T: Look at the top of page 42. This 4, 2, 8, 5, 9, 10, 1, 6, 3, 7
is Paula. She is talking about her visit to Turkey.
2. Play the audio (CD 1, track 86) to explain the direc- Respond to the Ideas
tions. T: What do you think happened to her in Turkey? Ask students to talk about the questions with a partner.
Write the missing words in the spaces. T: Paula says she decided not to be afraid to take chances when
3. Elicit answers from a few students. T: (name). What did she’s traveling in a new place. Do you think this is a wise idea for
you predict? a woman? Would you give a man the same advice? Why or why
4. Play the audio (CD 1, track 87). T: Now listen to the con- not? When students have discussed the questions, ask sever-
versation and check your answers. al to report their opinions to the class.
5. Check the results. T: Who wrote the correct words in the Culture Note
spaces? Some cultures accept the idea of women traveling by them-
selves, while others would not accept the kind of independ-
Answers ence Paula shows. For example, women may travel alone in
communicate, money, inexpensive, scared, way most places in Asia without fearing for their safety.
However, in some Middle Eastern countries, women are
not advised to travel on their own.
SCRIPT
I was in Istanbul once—part of this group tour—and the
tour guide told us to always stay with the group, not to go
out on our own.
But one night I was feeling sort of adventurous, and I
thought I’d try to find a restaurant and eat dinner alone for
a change. So I walked out of the hotel by myself.
I was looking around at all the restaurants and I couldn’t
decide which one to go to. And this little Turkish man
comes up to me and he says, “My nephew has a good
restaurant. Come with me.”
So I decided to follow him. And we went down these little
streets, and back, and it was getting dark, back alleys, and I
didn’t know what was going on. People were starting to
stare at me. And I got really scared.
And I thought, “I’d just better leave.” So I was going to
run. And then suddenly we rounded the corner and there
we were at the restaurant. And it ended up being the best
Turkish food I had the whole time I traveled.
And ever since then, I haven’t been so afraid to take
chances.
T42
INTERACTION LINK
Where in the world? Extension
1. Introduce the activity. T: Open your books to page 43. Look 1. If time permits, put students in pairs or small groups to
at the pictures. They are all pictures of famous places around discuss what they would do if they found themselves in
the world. any of the situations below
2. Put students into pairs. Ask them if they can identify 2. Call on students to explain what they would do in the
each place. T: Look at the first photo. Where was the photo situations they discussed with their groups. Try to call
taken? An option is to quiz the entire class on the loca- on at least on student from each group. Optional: Ask
tions and names of the places in each photograph. students if they have experienced anything similar to
3. After the pairs are finished identifying each photograph, any of the situations they talked about. T: What did you
have each student imagine they went to one of the do in that situation? Why?
famous places. T: Imagine you went to one of these places. Situation 1: A foreigner asks you how to get to a famous
Tell your friend (or write a story) about the place you chose. landmark while you are in an unfamiliar city.
How did you get there? What is nearby? What did you do Situation 2: You get lost in Paris while looking for the
there? Eiffel Tower and you don’t know any French.
Situation 3: While on a tour in Africa, your tour guide
Answers gets lost.
1. Angkor Wat, Cambodia Situation 4: You ask someone for directions to a famous
2. Coliseum, Rome, Italy museum, and they turn out to be incorrect.
3. Moai, Easter Island, Chile
4. Eiffel Tower, Paris, France
5. Sphinx/Pyramid of Giza, Cairo, Egypt
6. Golden Gate Bridge, San Francisco, U.S.
7. Grand Canyon, Arizona, U.S.
8. Great Wall of China, China
9. Christ the Redeemer, Rio de Janeiro, Brazil
10. Machu Picchu, Peru
11. Mount Everest, Nepal/China
12. Northern Lights, Arctic Circle
13. Taj Mahal, Agra, India
14. Victoria Falls, Zambezi River, Zambia/Zimbabwe
15. Statue of Liberty, New York, U.S.
16. Acropolis, Athens, Greece
LEXICAL MAP
Places Directions Verbs Ordinal Numbers
airport find first
hotel follow second
library arrive third
store travel fourth
Directions go down fifth
visit sixth
(I’m) trying to find ...
walk seventh
Do you know where ... ?
eighth
over there
ninth
The best way to ...
tenth
You’ll see ...
map
(go two) blocks
T43
UNIT 9: Jobs


In this unit students listen to people talking about jobs they Asking about someone’s job is often a good conversation
have now, or have had in the past. In the Real World starter. You can find out what the other person values by
Listening section, students compare two candidates inter- asking why they liked or disliked a job. The Real World
viewing for the same position. Listening section demonstrates how to answer questions in
a job interview. The second candidate is clear about her
Vocabulary Focus: Employment
qualifications for the position, while the first candidate is
commute, danger, employed, flexible, leadership, long enthusiastic but doesn’t have the right experience or skills.
hours, occupation, responsibility, salary, schedule,
teamwork Listening Strategy Focus
Prepare: Think about the ideas before listening. Guess
Useful Expressions
what may happen.
When you’re a ..., you get to ... Focus: Listen for key words or information.
If you’re a ..., you can ... Respond: Talk about what you have heard. Make it person-
____s make good money ally meaningful.
____s don’t have to ...
As a ..., you can learn a lot about ... Concept Check
The right job—are you qualified?
WARM UP
Choose one activity to introduce the topic. 1. Introduce the activity. T: Open your book to page 44. The
1. Ask students questions about the jobs they would like to sentences you’ll hear are about jobs. Use one of the words from
have in the future. T: What job would you like to have some the box to describe the job. The first one is done for you.
day? Why? What attracts you to that job? Do you think “Travel” describes the job “international business person.”
there are negative aspects to that job? 2. Allow students some time to finish. T: Now listen and
2. Ask students what features they think are most impor- check your answers.
tant when looking for a good job. Survey the class and 3. Play the audio ( CD 2, track 1).
rank these in order on the board. T: What features do you 4. T: Let’s check the other ones. (name). How about number (2)?
think are most important when looking for a job? For exam-
Pairwork
ple, which do you think is most important: the amount of
Put the students in pairs. T: Now talk with your partner about
money, the location, or the job title? What other features can
jobs. When you’re looking for a job, which feature is the most
you think of? Let’s vote on the most important ones.
important to you? The salary? The hours? The title or the respect
that you are given? Tell about a job that would give you the most
satisfaction. Compare your ideas with your partner’s.
SCRIPT/ANSWERS
(Answers in bold.) 6. I’m a firefighter. All of us really count on each other
1. I’m in international business. I go to other countries all during a fire. teamwork
the time, but somehow all the airports look the same. 7. I’m a police officer. My wife worries about me, but I’m
travel always careful. And I carry a gun. danger
2. I’m a teacher. I feel that, in a way, the future of my stu- 8. Working at home is great. I’m my own boss and I don’t
dents is in my hands. That’s a heavy feeling. responsi- have to go anywhere to get to work. no commute
bility
3. Being the boss is all about making decisions. The big
office is nice, too, though. leadership
4. I’m a lawyer at a big firm. I work a lot, but it’s worth it
when payday comes around! great salary
5. I’m a nurse. I love helping people get better, but some-
times I don’t get home until late at night. long hours
T44
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Now we’ll listen to find out why the job
page 45. Look at the pictures. What do you think each person’s was a good experience for each speaker.
job is? 2. Play the audio (CD 2, track 3). T: Let’s check the first one.
Teaching Tip What was the main reason? Right, she could practice speak-
ing foreign languages with the customers.
Adding realia from current sources, such as photos from
magazines or websites, can me the lesson more relevant to 3. Play the audio (CD 2, tracks 4–6).
your students. Bring in photos cut from magazines of peo- 4. Elicit answers from students. T: (name). What did you
ple doing a variety of jobs. Ask students to say what the check for answer 2?
person’s job is and what they might enjoy about it. Or give
an example of someone who works at the school and ask Answers
students what that person’s job is. 1. She could practice foreign languages.
2. He learned to use a cash register.
First Listening
3. He learned to work on computers.
1. Explain the task. T: Listen to the instructions. In this section 4. She could ski a lot.
we will listen to people talking about their first jobs.
2. Play the audio (CD 2, track 2). T: After the First Pairwork
Listening, you will be asked to tell where each speaker
Put the students in pairs. T: Tell your partner about the kind
worked. What strategy can we use here? Yes, “focus” would
of job you’d like to have. Think of the words we’ve used to
help. Let’s try it.
describe various jobs and try to use the ones that apply to the job.
3. Play the audio (CD 2, tracks 3–6). T: (name). How about Explain why you’d like that job.
the first one? Right, she worked in an accessories shop. Now
let’s go on to the other ones. Culture Note
4. Elicit answers from students. T: (name). What did you It’s not polite to ask how much money someone makes in
write for number 2? many countries. In others, it’s not polite to ask what some-
one’s job is, but talking about salary is OK. In some cul-
Answers tures, it’s important to have a business card. When you
1. accessories shop 3. insurance company accept the business card, treat it with respect and comment
2. fast food restaurant 4. hotel on the person’s job.
SCRIPT
1. I worked in an accessories shop in the middle of 4. I was working in Switzerland, actually, as a maid in a
London. I used to work on Fridays and Saturdays. It tourist hotel. It was up in the mountains, so you could
was quite tiring, and I was on my feet the whole time. ski after you got off work. It was cool, since I love ski-
And I had to do quite menial things, like tidy up. But I ing. I made good money, and the scenery was magnifi-
got a chance to practice my foreign languages on the cent.
tourists. We had a lot of customers from foreign coun-
tries. They often told me about where they were from,
and I liked talking to them.
2. I finally got a promotion at the fast food place. I was
allowed to work the cash register, which was challeng-
ing because it had many pictures. It’s for people who
couldn’t read or write who wanted to work as cashiers.
So when the customer said, “Can I get a two-piece with
fries?” you’d look for the picture with the two pieces of
chicken and fries. I would see how fast I could find the
picture while the customer was telling me the order. It
was like a game.
3. My first job was data entry at an insurance company. It
wasn’t very hard. I pretty much did the same thing all
day. The great thing about it was that I learned a lot
about computers. Every time the computer crashed I
had to figure out how to fix it. My knowledge of com-
puters is what got me the job I have now.
T45
The right job: Are you qualified? Check student under- 1. Explain the task. T: Read the directions. We’re asked to
standing with one or more of the following questions. rank the two applicants according to five categories:
T: What is your dream job? What are the features and the nega- Education, Experience, Personality, Desire, and Connections.
tive points of your dream job? What job would be good for you? Do you understand all these terms? Give an example of
What are the features of that job? Are your dream job and the job one. T: Let’s take the first one, Education. Both women have
that would be good for you the same? Why or why not? Are you a good education. But which one is excellent for the job? Yes,
qualified for your dream job? What qualifications do you have? it’s Jennifer, with a journalism degree. Sandy has a B.A. in
What is most important to you in a job (salary, location, prestige)? English Literature, which is not bad for a job in the news
business, so I’d check “OK” for her. Your choices may be dif-
Prepare
ferent because you are responding in your own way.
1. Introduce the activity. T: Look at the top of page 46. We’re
going to listen in on two job interviews. Compare Sandy and
Jennifer’s resumes first. 3. Elicit answers from students. T: (name). What did you
check for (“Experience”)?
2. Play the audio (CD 2, track 7) to explain the directions.
3. Elicit answers from a few students. T: Which do you think
Answers
is better qualified for the job at an online news agency? Why?
You can predict what they will say in their interviews. (Answers will vary.)
4. Play the audio (CD 2, tracks 8–9). T: Listen and check bad OK good excellent
your predictions. Education S J
Experience S J
5. Check prediction results. T: Did you hear what you expect-
Personality J S
ed for each candidate? Do you still think the one you picked
will get the job? Remember that it doesn’t matter if you pre- Desire S J
dict exactly what is said. What’s important is to listen with Connections J S
some idea of what you’re going to hear.
Respond to the Ideas
Ask students to discuss the questions with a partner or in a
Predicting before listening is like stirring soup before you eat group. T: Discuss the questions: How important is personality for
it. It prepares you for what’s coming and helps you under- getting a job? Experience? Connections? Luck? You can relate it
stand what you hear. The mind is more active when you pre- to your personal experiences in the working world.
dict and is able to learn new information more quickly.
SCRIPT
Part 1. Mr. Chang interviews Sandy experience working with media tech- Sandy: Well, first is reputation. I only
Spencer. nology. want to work for a company with a
Mr. Chang: So, Ms. Spencer, your Sandy: You mean, like, websites, and sound reputation.
father called me and said you were blogs, and stuff like that? Mr. Chang: I see.
looking for a job with us. Mr. Chang: All of the technology Jenny: CNN is the best, and I guess I
Sandy: Yes, well, I got back from two that’s used in the media. just want to be part of that.
years in Mexico as an English teacher, Sandy: Well, I really like podcasts. I Mr. Chang: Great. Tell me about your
and I’m looking for something in jour- listen to them all the time, and I have a education. Which classes have you
nalism. lot of favorite video websites that I visit taken that have prepared you for this
Mr. Chang: I see. Why do you want to every day. There’s some very hot stuff position?
work for CNN? out there. Jenny: Everything. Everything I’ve
Sandy: Well, it has a good reputation, Mr. Chang: OK, do you know any- done has prepared me for this position.
and I really like working with media thing about editing video, or preparing I have a double major in journalism
technology. web broadcasts, or … and video production.
Mr. Chang: Great. Tell me about your Sandy: Uh, well, I know how to watch Mr. Chang: Do you have job experi-
education. Which classes have you it, and I’m sure I could learn how to ence with media programming.
taken that have prepared you for this make it. Jenny: Yes, a lot. I have a lot of experi-
position? Part 2. Mr. Chang interviews Jenny ence with video production, editing soft-
Sandy: Hmm. Seems like a long time Lorant. ware, digital video, web design. I pro-
ago. Well, I took a writing course at Mr. Chang: So, Ms. Lorant, why … duced news programs for my university’s
university, and um, a course on modern Jenny: You can call me Jenny. TV station, and I’ve been a producer at
media, or something like that. Mr. Chang: OK, Jenny, why do you KPIQ, my local station, for two years.
Mr. Chang: I see. Tell me about your want to work for CNN? Mr. Chang: Hmm. Interesting.
T46
INTERACTION LINK
What’s my job? Extension
1. Introduce the activity. T: Open your books to page 47. 1. If you have enough time, put students in pairs or small
We’ve been hearing about a lot of jobs. Let’s pretend you’ve groups and ask them to talk about what they would do
got a new job. in the situations below
2. Have students choose a job and practice the sample 2. Ask students what they would do in the situations they
questions with a partner. T: Look at the jobs written in the discussed with their groups. Try to call on at least on
book and choose one you like. Try to guess the job your partner student from each group. Optional: Ask students if they
chose by asking the sample questions listed in the book. have experienced anything similar to the situations they
3. Have students prepare a card for the activity. T: Choose talked about. T: What did you do in that situation? Why?
another job from the book. Write the name of the job on a Situation 1: You have a chance to get a great job, but you
card (or sticky notepaper) and put it on your partner’s back. don’t like the person who will be your boss.
Your partner will put one on your back, too. Situation 2: You want to be a flight attendant but are a lit-
4. Start the activity. T: Does everyone have a job taped to your tle bit afraid of flying.
back? Now walk around asking questions about your job until Situation 3: You take a low-paying job on a cruise ship.
you can guess what it is. Situation 4: You apply for a job and find out that you are
5. Give the students time to finish, then have them prac- over-qualified for it.
tice the model at the bottom of the page. T: Is everyone
finished? Practice the model with your partner and tell them
about where or how you work (inside/outside/with people),
your salary, and the advantages or features of your job.
6. After students have practiced the model, have them
report on their jobs. T: (name). Tell us about your job.
LEXICAL MAP
Talking About Jobs Collocations
What do you do? job ... part-time attract
I work for ... description tiring offer
I’m a ... losses hotel provide
(my job) is all about center international give
It’s worth it. hours challenging help
self-employed flexible ... customers
job interview ... job
work experience
Tell me about ...
look for a job
T47
UNIT 10: Style


In this unit students listen to extracts about accessories. Commenting on an accessory is a good conversation
The host of “Fashion Minute” will talk about commitment starter. After saying something like “That’s a pretty pin,” a
bracelets in the Real World Listening section. In the person may tell you more about it. If they don’t offer more
Interaction Link, students will talk about their accessories. information, you might ask, “Where did you get it?”
Vocabulary Focus: Accessories Listening Strategy Focus
pin, ring, keychain, tattoo, earring, bracelet, belt-buckle, Review: Think of the meaning of what you heard; say it in
jewelry, pendant, necklace, beads your own words.
Predict: Think about the ideas before listening; guess what
Other Vocabulary
may happen.
porcelain, Chinese character, diamond, silver, turquoise, Respond: Talk about what you have heard, make it person-
symbol, engraved, wooden, miracle, Navajo, commitment ally meaningful
Useful Expressions Concept Check
It makes me think of … Accessories: Why do people wear them?
It reminds me of …
I’m not really into …
That’s too … for me.
I would never wear/get …
WARM UP
Choose one activity to introduce the topic. 1. Introduce the activity. T: Open your books to page 48. Look
1. Bring in some accessories from home, or have students at the pictures. Write the letter for each picture in one of the
supply them. Hold them up one at a time and have the spaces next to each sentence. The first one is done for you.
students identify them. Put all the accessories on a table 2. Allow students some time to finish. T: Now listen and
or desk. Cover them with a towel or cloth. Have stu- check your answers.
dents gather around the table. Take the cloth off the 3. Play the audio (CD 2, track 10).
accessories for 30 seconds. After 30 seconds cover them 4. Elicit answers from students. T: (name). What did you
again and ask the students which ones they remember. write in the space for number (2)?
2. Ask students to give examples of accessories that they or Pairwork
their classmates are wearing. Bring up the point that
Put the students in pairs. T: Which things would you wear?
accessories are different from other articles of clothing
Which would you not wear? Why? Use one of the Useful
because they usually have no practical purpose (like Expressions in each of your answers.
keeping us warm). We usually have some other reason
for wearing an accessory, even if it is simply because we
like the way it looks.
SCRIPT/ANSWERS
(Answers in bold.) 5. [I] These earrings are porcelain 9. [B] Hey, that’s a cool pendant. It’s
1. [L] Hmm, that’s kind of an inter- and they’re about 200 years got a lucky number on it.
esting pin. It looks like a dog. old. Lucky seven!
It’s a dog, right? 6. [H] The wooden bracelet is a kind 10. [E] Have you seen this lucky
2. [J] I like this diamond ring. The of bluish-green color. pendant I just got? It’s shaped
one with three diamonds in it. 7. [C] This is a Navajo belt buckle. like a tree.
3. [A] This pendant has a Chinese It’s made of silver and 11. [G] What a lovely necklace. It
character on it. I don’t know turquoise. looks like it’s made of wooden
what it means, though. 8. [D] This is my favorite piece of beads.
4. [F] That’s a cool tattoo. What is jewelry. It’s an Egyptian sym- 12. [K] This pendant comes from
it—some kind of spider? bol that represents new energy. Nepal. It has a lot of symbols
engraved in it.
T48
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Now listen again. What is special about
page 49. Look at the pictures. What items do you see? each item? Let’s do the first one together.
First Listening 2. Play the audio (CD 2, track 12). T: There are two correct
answers. What are they? OK, let’s do the rest.
you will hear about some accessories and the places that they 3. Play the audio (CD 2, tracks 13–15).
come from. 4. Elicit answers from students. T: (name) what did you
2. Play the audio (CD 2, track 11). T: Listen to the conversa- check for number (2)?
tions. Where did the items the speakers are talking about
come from? Check the correct answer under each picture. Answers
Remember to focus on the information you need. 1. It mean “miracle.” It protects her.
3. Play the audio (CD 2, track 12). T: (name). What answer 2. It is Navajo. It reminds him of a place.
did you get for the first one? Right, the answer is “Mexico.” 3. They are porcelain. They’re from the Ming
Now let’s listen to the rest. dynasty.
4. Play the audio (CD 2, tracks 13–15) 4. It means “harmony.” It represents his daughter.
5. Elicit answers from students. T: (name). What did you
write for number (2)? Pairwork
Put students into pairs or small groups. T: You listened to
Answers conversations about different accessories. What accessories do you
1. Mexico 3. China have or wear? Why?
2. Arizona 4. China
SCRIPT
1. A: Mira, that’s an interesting pin. 3. A: Hey, Rose. Nice earrings.
B: Oh, thanks. Yeah, I really like it. I got it in Mexico. B: Oh, thanks.
A: What is it? A cat or something? A: They look like, what, porcelain?
B: No, it’s a dog. These things are called “milagros.” B: Mm hmm. They are porcelain. They’re pieces of
That means “miracle” in Spanish. pottery from China.
A: So, seen any miracles since you got it? A: Cool.
B: No, but they say it’s supposed to protect you. B: Yeah, they’re supposed to be from the Ming dynasty.
A: Oh yeah? So, is it working? A: Well, they look really nice on you. They’re not too
B: Well, so far nothing bad has happened to me since I flashy.
got it. B: Yeah, I’m not really into that “bling, bling” stuff. I’m
2. A: Wow, your belt buckle is so interesting. really into Asian history, and I like things like that.
B: Yeah, it’s a Tom Cavinto original. 4. A: Hey, nice ink!
A: What’s that? B: Oh, you mean my tattoo?
B: Tom Cavinto. He’s a Navajo jewelry artist. One of A: Yeah, um … what’s it mean? Is it Chinese or some-
the best. thing?
A: Navajo? B: Yeah, it’s the character for “harmony.”
B: Yeah, the Navajo are a Native American tribe. You A: Hmm, why did you get that?
know, American Indians. B: Mm, it’s kind of for my daughter.
A: Oh, so where’d you get it? A: Oh, Yawara?
B: I got it when I lived in Arizona. It sort of reminds me B: Yeah, her name means “harmony,” so I thought it
of living there. would be neat.
T49
Concept Check strategy “focus” to listen for the information in each sentence
Accessories: Why do people wear them? Check student that will help you listen for the specific information you need.
understanding with one or more of the following questions. 3. Elicit answers from students. T: (name). What answers
T: What accessories do you wear? Why? What accessories would did you write for the yellow bracelet?
you like to wear? Why? What is more important in an accessory,
the meaning behind it or the way it looks? Why do you feel this Answers
way? Do you know someone who believes that something they Livestrong: knowledge is power, attitude is every-
carry has special meaning, like a commitment bracelet or a good thing, help people with cancer
luck charm? Do you believe in good luck charms? What things ONE: global unity, fight to end poverty, one person =
are considered good luck charms in your culture? one vote
Listening Strategy Tip Personal commitment: color of purpose, practice =
Reviewing what has been heard strengthens the connection commitment, commit to your goals
between prior knowledge and new information. Structures
in the mind are based on such connections. A language Respond to the Ideas
learner who consciously forms them can strengthen memo- Ask students to talk about the questions with a partner or
ry for vocabulary and processes in a second language. in a group. T: Let’s review again what we have heard today.
Have you seen any of these bracelets? Do you wear a commitment
Prepare
bracelet? Do you wear anything else that reminds you of a com-
1. Introduce the activity. T: Look at the pictures on page 50. mitment you’ve made? When students have discussed the
These are pictures of commitment bracelets. Have you ever questions, ask several to report their answers to the class.
seen one? What have you already heard about them? Review
what you’ve heard about them to prepare to listen.
Answers
Yellow: Livestrong, help people with cancer, Lance
tions. T: What do you think the bracelets mean? Check the
Armstrong
boxes under each picture.
White: One, end poverty and injustice, Bono
3. Elicit answers from students. T: What did you write?
Red: Personal commitment, to help accomplish goals,
4. Play the audio (CD 2, track 17). T: Now listen and check Kathleen Hall
your answers.
5. Check the results. T: Who checked the correct boxes? Culture Note
Get the Main Ideas Give examples of “lucky charms” or superstitions. In
1. Explain the task. T: Let’s listen again. This time listen for Japanese culture, for example, students taking exams may
the name of each bracelet and write it in the chart. Also listen carry special pencils or other accessories purchased at
for and write the purpose of the bracelets. Finally, write the shrines devoted to the gods of education. They hope that
name of the spokespersons. these objects will help them do well on the exams.
2. Play the audio (CD 2, track 17–19). T: Use the listening
SCRIPT
Part 1. The Livestrong bracelet. word imprinted on it: “one.” This has become the symbol
Hello. I’m Parker Mills, and welcome to “Fashion Minute.” of global unity, a fight to end poverty and injustice.
Today’s topic is jewelry. The latest in jewelry fashion is the Supporters of the “one” movement include many famous
commitment bracelet. I’m sure you’ve noticed the recent people, such as rock star Bono. They want people to wear
trend on campus and around town. Everyone is wearing this bracelet to make a commitment: We commit our-
yellow. It’s not an eye-popping fashion statement, but selves—one person, one voice, one vote at a time—to make
rather a simple subtle thin yellow bracelet with the words a better, safer world for all.
“live strong” imprinted on the band. The idea for these Part 3. The personal commitment bracelet.
yellow bracelets was originally conceived by Lance Another kind of commitment bracelet is the personal com-
Armstrong, the seven-time Tour de France cyclist champi- mitment bracelet. Here’s a commitment bracelet designed
on. As you may know, Lance Armstrong himself is a cancer by Kathleen Hall. According to Kathleen Hall, red is the
survivor, and the founder of the Lance Armstrong color of purpose. This bracelet is to be worn as a visible
Foundation. The LAF believes that knowledge is power, reminder that you can accomplish any goal you commit to.
and attitude is everything. Their mission is to help people Focusing on your goal takes practice and commitment.
with cancer around the world get the practical information Fossil beads with a rich red carved antique coral focus bead
and tools they need to live strong. and an attached commitment box made to hold your goals.
Part 2. The ONE bracelet. Well, there’s our “Fashion Minute.” I’m Parker Mills.
Recently, another commitment bracelet is making its Thanks for joining us. And make your commitment today!
rounds, the simple white rubber bracelet with just a single Until next time, bye-bye.
T50
INTERACTION LINK
It’s special because ... Extension
1. Introduce the activity. T: Open your books to page 51. In 1. If time permits, put students in pairs or small groups to
this activity we’re going to walk around the classroom and discuss what they would do if they found themselves in
ask our classmates what accessories they have. Be sure to any of the situations below
respond to what you hear from your classmates. 2. Call on students to explain what they would do in the
2. T: Now walk around and fill in the chart in your book. Try situations they discussed with their groups. Try to call
to find out about five students’ accessories. on at least on student from each group. Optional: Ask
3. When students have had enough time to complete their students if they have experienced anything similar to
charts, have students tell a partner what they learned. any of the situations they talked about. T: What did you
T: Now find a partner and tell them what you’ve learned. do in that situation? Why?
Situation 1: You lose your favorite ring.
Situation 2: You always wear a necklace your mother gave
you, but your boyfriend just gave you a new necklace.
Situation 3: Your best friend gets a nose ring.
Situation 4: Your father wants to get a tattoo.
LEXICAL MAP
Elements of Style Shopping Expressions Nationalities
fashion the one with Chinese
focus (it’s) too ... for me Indian
attitude Where did you get it? Spanish
practicality and things like that
comfort I’d never (get) ...
popularity It reminds me of ...
price It’s supposed to be ...
some kind of
latest fashions
T51
Part 1: pages 52–53 Part 1 Audio: CD 2, track 20


In this unit students revisit the vocabulary, expressions, and Unit 6. Identity
constructions they learned in Units 6–10. The Review Unit Unit 7. Family
is included to give the students an opportunity to review Unit 8. Directions
the material and to ask questions, as well as to provide Unit 9. Jobs
them with practice in taking standardized tests. Unit 10. Style
REVIEW

Before students listen to the Review Unit, take some time 1. Present Part 1. T: Now turn to page 52 and look at Part 1.
to review Units 6–10. This can be done in the following Hearing the correct words. Listen and fill in the missing
ways: parts. Before students listen, have them read over the
1. Have students work in pairs. Ask them to read aloud items. T: First read the sentence parts in the book. Give
each Warm Up section, and then look over the other students time to read silently.
sections. 2. Play the audio (CD 2, track 20) as students write their
2. Work together as a whole class. Have students turn to answers.
one unit at a time. Go over the completed Warm Up 3. Play the audio again as students check their work.
activity and the Useful Expressions for the unit. This 4. Present Part 2. T: Now turn to page 54 and look at Part 2:
will help them to recall the language they learned in the Understanding conversations. Listen to each conversation.
Listening Task and Real World Listening sections, as Then answer the question. Before students listen, have
well. them read over the items. T: First read the questions and
3. Play the Real World Listening extracts again as students answer choices in the book. Give students time to read
listen and review their answers in the Student Book. silently.
Introducing the Review 5. Play the audio (CD 2, tracks 21–30) as students write
their answers.
Present Review Unit 2 after students have completed Unit
10. 6. Play the audio again as students check their work.
1. Have students turn to page 52 in the Student Book. 7. Have students work in pairs to compare answers.
Present the activity. T: Now we are going to do a review of 8. Correct answers as a whole class. Elicit answers from
units six to ten. Explain how the review is organized. T: students. T: (name). Part (1), number (1).
Before you listen, let’s look at the review. The review has two 9. As a final check, use the answer key to read the answers
parts. In Part 1, you listen and fill in the correct words. aloud for the class, or write the answers on the board,
Write the words on the lines. In Part 2, you will hear ten depending on the level of the class.
conversations. Listen to each conversation. Then answer the 10. Play the audio for Part 2 (CD 2, tracks 21–30). Pause
question. Circle your answer. Be sure to make a dark and after each conversation and ask additional questions,
complete circle. such as:
2. Check understanding. T: Are there any questions? Conversation 1: What did Jenny give to Jose?
3. Explain the scoring. As you present the information Conversation 2: What do the speakers decide to do?
orally, write it on the board as well. T: Part 1 is 30 Conversation 3: What are the speakers doing?
points. An exact answer is 2 points, an almost correct Conversation 4: Who does Jane look like?
answer is 1 point, and an incorrect answer is 0 points. Conversation 5: What is the visitor looking for?
T: In Part 2, each question is 2 points. If your answer is cor- Conversation 6: What was Paula trying to find?
rect, you get 2 points. If it is not correct, you get 0. Conversation 7: What did the speaker not like about
Demonstrate how to circle an answer correctly. Write the job?
“b” on the board. Conversation 8: What kind of job is Jenny interested
T: The answer is “b.” Make a complete circle around the let- in?
ter b. Remind students that if they don’t mark answers Conversation 9: What accessory is the speaker talking
clearly, they can lose points on a standardized test. about?
Note: You may want to “weight” the scores differently by Conversation 10: Whose name is in the tattoo?
assigning more or fewer points to each item.
T52
for many students.
additional review.
4. Ask students to evaluate their progress. T: How have your
listening skills improved over the time you’ve been in this
course?
5. Review listening strategies. T: Remember to use the listen-
ing strategies we have been practicing in these lessons:
Predict: Think about the ideas before listening and
guess what may happen.
Focus: Concentrate more by listening for key words or
specific information.
Guess: Make your best guess at the parts you don’t
understand.
Ask: Think of questions and ask questions of yourself
and others to increase your understanding.
Respond: Talk about what you have heard and relate it
to your own experience.
Teaching Tip
Remind students from time to time fo the learning strate-
gies you are promoting during the course. As students pre-
pare to listen and answer questions in this review unit,
remind them to use the strategy “focus,” which means,
“concentrate more by listening for key words or specific
information.” T: It’s a good idea to look at the questions before
you listen. Then you can listen for the words or phrases that will
best help you answer the question.
T53
SCRIPT
Part 1
1. How much do I weigh? I’m sorry I’d rather keep that Answers
to myself. 1. weigh, rather
2. Excuse me? Oh, I’d rather not talk about my age. 2. I’d talk about
3. I’m sorry. I don’t give information like my e-mail 3. e-mail address
address out. 4. nephew
4. My nephew is so cute. They say he looks a lot like me. 5. adopted
5. Their friends Bill and Angela adopted a 4-year-old boy 6. sister, brother-in-law
last year. 7. grandparents
6. Richard’s sister got married yesterday. His brother-in- 8. around the corner
law is a doctor 9. go down, on your right
7. Last week they went to visit their grandparents in 10. Turn right, two blocks
Texas. 11. great salary
8. The bus stop? Um, you can walk there from here. It’s 12. responsibility
just around the corner. 13. teamwork
9. The post office? Just go down that first street. It’ll be 14. necklace
on your right. 15. special meaning
10. Turn right on Beach Road and go two blocks. It’s at
300 Beach.
11. Yes, being a doctor requires long hours of work, but I
make a great salary.
12. He is the president of a big company. He has a big
responsibility to his employees.
13. I love being a professional baseball player. It takes a lot
of teamwork to win a game.
14. He wears a necklace because it reminds him of his
daughter. She gave it to him for his birthday.
15. The picture of her children that she has on her desk
has a special meaning for her.
T54
SCRIPT
Part 2 London. I used to work on Fridays and Saturdays. It
1. A: I can’t believe you gave that guy your phone was quite tiring, and I was on my feet the whole time.
number, Jenny. And I had to do quite menial things, like tidy up. But I
B: Well, yeah, but he seems kind of nice. got a chance to practice my foreign languages on the
A: But, you don’t even know him! tourists. We had a lot of customers from foreign coun-
B: I know him now. His name’s Jose. tries. They often told me about where they were from,
A: But Jenny, you can’t give everyone your number. and I liked talking to them.
B: Well, I came to this party to meet people. 8. Mr. Chang: Do you have job experience with media
2. Fiona: I saw you talking to that cute guy. Who was he? programming.
Catherine: I don’t know. He said his name was Chip. Jenny: Yes, a lot. I have a lot of experience with video
But he was kind of creepy. production, editing software, digital video, web
Fiona: Really? How come? design. I produced news programs for my
Catherine: He was asking me a lot of personal university’s TV station, and I’ve been a producer
questions. at KPIQ, my local station, for two years.
Fiona: Oh, so, is that bad? Mr. Chang: Hmm. Interesting.
Catherine: Yeah, he wanted to know my phone 9. A: Mira, that’s a interesting pin.
number, and where I lived, and all this B: Oh, thanks. Yeah, I really like it. I got it in Mexico.
other stuff. A: What is it? A cat or something?
Fiona: Ooh, weird. B: No, it’s a dog. These things are called “milagros.”
Catherine: Yeah, hey, I like this song. We should go That means “miracle” in Spanish.
dance. A: So, seen any miracles since you got it?
Fiona: Let’s go. B: No, but they say it’s supposed to protect you.
3. Mark: Hey, Sarah, is this a picture of your family? A: Oh yeah? So, is it working?
Sarah: Yep. Perfect family, huh? B: Well, so far nothing bad has happened to me since I
Mark: It looks perfect! got it.
Sarah: We’re not really so happy. That’s just a picture! 10. A: Hey, nice ink!
Mark: Is this your mother, the one sitting on your B: Oh, you mean my tattoo?
right? A: Yeah, um … what’s it mean? Is it Chinese or some-
Sarah: Yeah, that’s my mother. She’s kind of my best thing?
friend, too. She’s really cool for a mom. B: Yeah, it’s the character for “harmony.”
4. Nate: Are these your parents? A: Hmm, why’d you get that?
Jane: Yeah, that’s my whole family. B: Mm, it’s kind of for my daughter.
Nate: Oh, you look a lot like your mom, especially A: Oh, Yawara?
your eyes. Very deep, beautiful eyes. B: Yeah, her name means “harmony,” so I thought it
Jane: Oh, thank you. would be neat.
Nate: And the same figure, same shape.
Jane: Uh, hey, I don’t want to hear that. I may look Answers
like my mom, but I really take after my dad. 1. a 6. c
5. A: Um, I’m looking for Harrods department store. Do 2. c 7. a
you know where that is? 3. a 8. b
B: Blimey … where is Harrods? I think it’s on the other 4. c 9. a
side of town. I think it’s near Westminster Station, 5. b 10. b
but I’m not sure. I’m not from London.
6. I was looking around at all the restaurants and I
couldn’t decide which one to go to. And this little
Turkish man comes up to me and he says, “My nephew
has a good restaurant. Come with me.” So I decided to
follow him. And we went down these little streets, and
back, and it was getting dark, back alleys, and I didn’t
know what was going on. People were starting to stare
at me. And I got really scared.
7. I worked in an accessories shop in the middle of
T55
UNIT 11: Travel


In this unit students listen to extracts about the problems When telling a story, try telling it in the present tense.
that can arise while traveling. A man tells his friend about Telling a story in the present tense helps to make the lis-
problems he had on a trip to Costa Rica in the Real World tener feel as if they are part of the action. Listen to the
Listening section. In the Interaction Link, students will talk Real World Listening section of this unit for an example.
about how they would solve travel problems. Trevor tells part of his story in the present tense, making it
Vocabulary Focus: Problems when traveling seem as though the action is happening right now.
baggage claim, aisle seat, replacement passport, flight, Listening Strategy Focus
carry-on luggage, visa, window seat, economy, expire, Review: Think of the meaning of what you heard. Say it in
wrong line, tourist your own words.
Useful Expressions Prepare: Think about the ideas before listening. Guess
what may happen.
... was canceled.
I missed my ... Concept Check
I’ll never make it. Problems while traveling: How can you avoid them?
I lost my ...
I waited in line for ...
WARM UP
Introduce the Topic 2. Allow students some time to finish. T: Now listen and
Choose one activity to introduce the topic. check your answers.
1. Ask students to tell the rest of the class about a recent 3. Play the audio (CD 2, track 31).
trip they took. List the places on the whiteboard. T: Has 4. T: Let’s check the other ones. (name). How about number (2)?
anyone here taken a trip recently? Where did you go? Did
you have any problems on your trip? What happened? Answers
2. Ask students what possible problems people can have 1. flight 6. baggage screening
when they travel. T: What are some problems that people 2. window seats 7. baggage claim
can have when traveling? What are some things that can 3. carry-on 8. economy
happen when checking in for your flight, bus, train or boat? 4. visa 9. airport security
Elicit the types of things they need to do in order to get 5. wrong line 10. metal detector
ready for a trip. List these on the board. T: What are
some things you can do to prepare for a trip? Pairwork
Warm Up Put the students in pairs. T: Now talk to your partner about
1. Introduce the activity. T: Open your book to page 56. These traveling. Have you ever had problems when you were traveling?
are all things that you might hear at the airport. Write the What happened?
words that you think will best complete the sentences.
SCRIPT
1. Your attention, please. Flight 275 to Miami will be 7. Excuse me. Can you help me? I can’t find my luggage
delayed for two hours. at the baggage claim.
2. I’m sorry. There are no window seats left. Would you 8. I’m sorry. All of our economy seats are sold out. How
like an aisle seat? about business class?
3. Oh no, I think I left my carry-on bag on the plane. 9. We’ll have to get to the airport early. We don’t want to
4. I’m sorry. Your visa has expired. You can’t leave the get tied up in the airport security and miss our flight.
country. 10. Please put your carry-on bags on the belt and your
5. Aagh! I waited for over an hour in the wrong line! shoes in the tray. Then walk through the metal detector
6. You’ll have to take this over to baggage screening and while we scan your things.
have it scanned before boarding.
T56
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Let’s listen again to find out what the
page 57. Look at the pictures. What do you think is happening in speaker will do next. This is the perfect opportunity to use
each picture? what listening strategy? Right! “Predict!” Let’s do the first
Teaching Tip one together.
2. Play the audio (CD 2, track 33). T: What do you think
Remind students that using visual clues can help them
will happen next? Right, he will call Susan to ask her to
understand what they are listening to in many cases. Visual
bring the passport. You predicted well. Let’s do the rest.
information can be found in various contexts: photos in a
textbook or a PowerPoint presentation given in a class,
body language and gestures, and what people are doing in a 4. Elicit answers from students. T: (name). What did you
face-to-face situation. check for answer 2?
First Listening Answers

1. Explain the task. T: Listen to the instructions. In this section 1. He will call Susan.
we will listen to people talking about problems while travel- 2. She’ll wait some more.
ing. Use what you know about travel to predict what the peo- 3. He will fly first class.
ple might talk about. 4. He will have his luggage delivered.
Listening, you will be asked to check the problem that each Pairwork
speaker has. Let’s do the first one together.
Put the students in pairs. T: You can probably imagine some
3. Play the audio (CD 2, track 33). T: Let’s check the first one;
other problems that are not in this book. Maybe you have had
what was the problem? He forgot his passport, right. Did you
problems yourself when you traveled. Talk with your partner
predict that might be a problem? Now, let’s go on to the other
about other problems that travelers might have.
ones.
4. Play the audio (CD 2, tracks 34–36). Elicit answers from Culture Note
students. T: (name). What did you write for number (2)? Travel is becoming easier in countries where one can check
in and print boarding passes online. Some airlines allow
Answers travelers to pick seats and make changes to reservations
1. He forgot his passport. online or with an automated telephone service. Airlines and
2. She’s in the wrong line. online travel services also send updated flight information
3. The flight is sold out. and reminders by e-mail or automated phone calls. For
4. His luggage is lost. those used to dealing with a human travel agent, these
innovations may cause initial difficulties. Ask students to
explain what they or their parents have learned recently
about making travel arrangements online.
SCRIPT
1. A: Do you have your passport, honey? B: Mm. Is there space on the next flight?
B: Oh, shoot! I forgot it. A: Yes, I can book you on the first flight tomorrow
A: Oh, we don’t have time to go back home and get it. morning.
What are we gonna do? B: Tomorrow morning? I gotta get out of here tonight.
B: Why don’t we call Susan and ask her to bring it? I I have to be at a meeting tomorrow at 8 a.m.
think she’s at home. A: Hold on. Let me check something out. Oh, we do
A: Good idea. She should have plenty of time. have space in first class.
B: Good thing we got here early. B: Oh, all right. I’ll take it.
2. A: Can I help you? 4. A: Excuse me, isn’t this the luggage carousel for flight
B: Yes, I’m on the flight to New York. It’s leaving in 275?
about ten minutes. B: Yes, it is. Is there a problem?
A: I’m sorry, ma’am. This is the line for Los Angeles. A: I don’t see my bags.
The New York line is over there. B: Oh, well, if you’ll just step over to the counter, you
B: But I’ve been waiting in this line for thirty minutes. can fill out a missing luggage report.
A: Don’t worry. That flight is delayed. You have plenty A: What good will that do?
of time. B: As soon as we find your bags, we’ll have them
B: Oh, wonderful! delivered to your home.
3. A: I’m sorry, sir. Both business class and economy are A: Great. Give me the form, then.
sold out.
T57
Concept Check Get the main ideas
Problems while traveling: How can you avoid them? 1. Explain the task. T: Now listen for the problems he had.
Get students to think about the main concepts with ques- Read over the problems in the book before you listen. Listen
tions like these: What are the problems that can happen while for and check the problems Trevor mentions.
traveling? Can you put these problems into categories (health, 2. Play the audio (CD 2, track 38).
money, etc.)? Think of the precautions you can take before a trip 3. Elicit answers from students. T: (name). What did you
to make sure these problems don’t happen to you—what are they? check for number (1)?
How do you react when something bad happens—do you stay
calm/get angry/panic? Is it possible to turn a problem into some- Answers
thing good? 1. His friend brought his passport.
Listening Strategy Tip 2. He took the next flight.
Remind students of the reason for predicting. T: When we 3. They repaired the plane.
predict, we are getting ready to hear something related to the topic 4. He talked to an agent.
we have been thinking about. Use what you know about travel to
make a prediction before you listen to the next conversation. Teaching Tip
Prepare Encourage students to explain the reason for their answers.
By explaining their answers, they will be reviewing the
1. Introduce the activity. T: Look at the top of page 58. This
story and restating it in their own words. This listening
is a postcard Trevor sent from Costa Rica. He had some prob-
strategy (“review”) reinforces the material and helps the
lems on his trip.
student to understand the meaning more clearly.
tions. T: Fill in the blanks on the postcard by predicting what Respond to the ideas
Trevor wrote. Your answers may be different from your class- Ask students to talk about the question with a partner.
mates. T: Do you think Trevor was sorry he took this trip? Why or why
3. Elicit answers from a few students. T: What do you think not? Use the listening strategy “review” to tell how you think
happened on Trevor’s trip? What did you write in the blanks? Trevor feels about his trip now. Telling the story again in your
4. Play the audio (CD 2, track 38). T: Listen and check your own words is a good way to understand it better. Have you ever
predictions. had a similar experience? After students have discussed the
5. Check prediction results. T: Who guessed correctly? Were questions, ask several to report on their opinions or travel
your predictions correct? Remember, it doesn’t matter if your experiences.
predictions were correct. You’re getting the wheels turning in
your mind and will be ready to listen to what’s coming next
when you predict.
Answers
(Answers may vary slightly.)
forgot, missed, engine, stop, day, luggage
SCRIPT
Angela: I’m thinking about going to Costa Rica. Angela: Gosh!
Trevor: Great! I went to Costa Rica once, but I had a Trevor: And I mean stuck. They wouldn’t even let us out
terrible time getting there. of the airport.
Angela: Oh, yeah? Well, what happened? Angela: You’re kidding!
Trevor: Well, when I got to the airport, I realized I didn’t Trevor: I’m telling you. So, finally, we like, after all this
have my passport. time, I get to Costa Rica two days late.
Angela: Oh, no! Angela: And don’t tell me—your luggage isn’t there.
Trevor: So, I called a friend, and he broke into my house, Trevor: You guessed it. I go into the airline office to
got my passport, and brought it to me. But I complain, and there was this really wonderful
missed that flight, so I had to stay overnight in San woman working at the counter.
Francisco. Angela: Oh, yeah?
Angela: Oh, that’s too bad. Trevor: And she was really nice and helped me out.
Trevor: Yeah, so I got the flight the next day, and, of Angela: Mm hmm.
course, on the way, we had engine trouble, so we Trevor: And we sort of hit it off.
had to stop in Mexico City, and I was stuck there Angela: Yeah? And then what?
for another, like, 22 hours while they got the part. Trevor: About two months later we got married.
T58
INTERACTION LINK
What would you do? Extension
Have you ever had something unexpected happen on a trip? discuss what they would do if they found themselves in
You had a flat tire, or you ran out of gas, maybe. What did any of the situations below
you do? Give an example from your own experience if 2. Call on students to explain what they would do in the
you feel students need a model. situations they discussed with their groups. Try to call
2. Put the students in pairs. T: We’ll talk about these events on at least on student from each group. Optional: Ask
in pairs. Ask your partner what they’d do in each situation. students if they have experienced anything similar to
Tell them what you’d do. If you finish before the rest of the any of the situations they talked about. T: What did you
class, ask your partner to tell you about a different situation do in that situation? Why?
that happened while they were traveling. Situation 1: When you arrive at your hotel, you realize
3. If time allows, ask pairs of students to act out one of the that you picked up someone else’s luggage.
situations. T: Now chose one of the unexpected situations. Situation 2: You purchase a “mystery vacation” from your
Plan how to act it out with your partner. travel agent and are told to bring winter clothing.
4. Call on pairs in turn to act out the situation they experi- Situation 3: You have a plane ticket around the world and
enced. Encourage students to dramatize the situation by in the middle of your trip you notice that your passport
acting distraught or confused when appropriate. expires in two days.
Situation 4: While on vacation in a romantic location, you
run into your high-school sweetheart.
LEXICAL MAP
At the Airport Planning a Trip Collocations
clerk Why don’t we ... ? a lot
counter Would you like to ... ? plenty
delayed You’ll have to ... a waste
(metal) detector as soon as we a bit
gate Tell me about it. a (short/long) period
plane Good idea! the amount
screening Oh, all right! great deal of
ticket Have a ... time. ... of time
travel agent
money exchange
T59
UNIT 12: Food


In this unit students listen to extracts about descriptions Insert emotive expressions when you describe something
and tastes of food. Maw-Maw the Cajun grandma describes that is meaningful to you or when you narrate an engaging
how to make jambalaya in the Real World Listening sec- story. For example, you can insert expressions like “Oh,
tion. In the Interaction Link, students will classify different yeah,” or “Oh, man,” or “Whoo!” These kinds of expres-
foods according to their taste. sions show you passion for what you are talking about and
help strengthen your connection with your listeners.
Vocabulary Focus: Tastes
spicy, crispy, rich, bitter, sour, chewy, salty, plain, sweet, raw Listening Strategy Focus
Ask: Think of questions and ask questions of yourself and
Other Vocabulary
others to increase your understanding.
potluck, crunchy, creamy, jambalaya, Cajun, authentic Review: Think about the meaning of what the speakers
Useful Expressions: have said, and try to say it in your own words.
It’s easy to make. Prepare: Think about the ideas before listening and guess
I love making ... what may happen.
... is my favorite food. Concept Check
It’s really ... Experiencing new foods: Are you willing to try something
It’s good for you. new and different?
WARM UP
Introduce the Topic dinner. What do they say about the things they eat? Write
Choose one activity to introduce the topic. the missing words in the spaces.
1. Bring in take-out menus from local restaurants or print 2. Allow students some time to finish. T: Now listen and
some out from the Internet. Try to get some with check your answers.
unusual ethnic or international foods. Ask students to 3. Play the audio (CD 2, track 39).
look at them in groups and tell which foods they have 4. Elicit answers from students. T: (name). What did you
tried, and which they recommend. T: What do you find write in the space for number (1)?
on the menu that you like? Is there anything you haven’t
tried? What would you recommend from this restaurant? Answers
2. Bring in some foods or condiments that are salty, sour, 1. creamy 5. rich 9. bitter
sweet, plain and spicy. Have students blindfold each 2. sour 6. crispy 10. salty
other and take turns tasting the items. Ask them to tell 3. plain 7. raw
what the taste is. T: Today we’re going to explore our sense 4. spicy 8. chewy
of taste. Who wants to be the first to try? OK, please put on
the blindfold. I’m going to give you something to taste. What Pairwork
kind of taste does it have: salty, sweet, sour, spicy, or plain? Put the students in pairs. T: What’s your favorite party food?
Warm Up What would you bring to a potluck dinner? Why? Discuss your
1. Introduce the activity. T: Open your books to page 60. Look answers with a partner.
at the pictures. The people in the pictures are at a potluck
SCRIPT
1. Yum! This chocolate pudding is so rich and creamy. 6. Someone left the bag of chips open. Now they aren’t
2. What a face! Is that lemonade too sour? Maybe it needs crispy anymore.
more sugar. 7. Wait a second! Aren’t you going to cook that first?
3. I’m surprised they served the rice plain, with nothing You’re not eating it raw, are you?
on it. 8. How are those cookies, chewy or crunchy?
4. You made this salsa? Mm. Nice and spicy, the way I like 9. Can I have a sample of this garlic ice cream. Yuck, it’s
it. bitter!
5. The cake was too rich. It had thick icing and a lot of 10. I need a drink. The popcorn was really salty.
butter in it.
T60
LISTENING TASK
Preparation Question 3. Play the audio (CD 2, tracks 42–44).
Introduce the activity. T: Look at the Listening Task on page 4. Elicit answers from students. T: (name). What did you
61. Look at the pictures. What kind of food do you see? check for number (2)?
First Listening
Answers
the speakers will talk about foods from their childhood. 1. salt 3. vinegar & soy sauce
2. wasabi 4. beans
2. Play the audio (CD 2, track 40). T: Listen to the speakers.
Who made the food they are talking about during their child-
hood? Write the answer next to the picture. Pairwork
3. Play the audio (CD 2, track 41). T: (name). What answer Put students into pairs or small groups. T: You listened to
did you get for the first one? … Right, the answer is “her monologues about the speakers’ favorite memories of food they ate
mother.” Now let’s listen to the rest. as a child. Can you imagine how they feel about the foods?
4. Play the audio (CD 2, tracks 42–44). Review the things you have heard and connect them to your own
experiences. Ask your partner about their favorite memory of
5. Elicit answers from students. T: (name), What did you
write for number (2)? food from childhood. When do they have this food now?
Answers When students think over what they have heard and talk
1. mom 3. grandma about it, they are using the listening strategy “review.”
2. aunt 4. tortilla lady Explain to students. T: Reviewing helps you develop your mem-
ory and increase your understanding of what you have heard.
Second Listening After you listen, think about the meaning of what the speakers
1. Explain the task. T: Now listen again. What does the speak- have said. Try to say the meaning in your own words.
er eat with each food? Let’s do the first one together.
2. Play the audio (CD 2, track 41). T: What answer did you
check? OK, let’s do the rest.
SCRIPT
1. My favorite food has to be macaroni and cheese, like my 4. Unless you’ve been to Mexico, you don’t know what
mom made, with lots and lots of cheese, so it’s really good tortillas are like. Here they’re like cardboard! Back
cheesy and really creamy. You have to bake it in a really in Mexico, I’d be the one who went to the tortilla lady
hot oven so it gets a crispy crust. And it has to be hot … in the afternoon to pick up the tortillas for my family.
steaming. Then you put a lot of salt on it. Oh, man. I’m Anyway, when they’re hot and fresh, they taste good by
getting hungry just thinking about it. themselves, but with some beans or something. Oh,
2. What I really like is chirashi-zushi. I don’t know why. yeah, they were good. I’d always eat one on the way
My aunt used to make it on my birthday when I was a home.
kid. It’s really simple, just rice and raw fish, kind of like
sushi but in a bowl. Maybe that’s why I like it. The rice
is nice and soft and warm, you know, and the fish is just
a little salty, and you put a little wasabi on it, too. And
it’s so colorful if you use the right kind of fish. It’s so
good. I think it’s pretty good for you, too.
3. When I pass a Chinese restaurant and smell the food, I
always think of how my grandma used to make Jiaozi.
Here you call them pot stickers. She’d roll out the
dough into little circles and fill them with just the right
amount of ground meat and veggies, mixed together
and flavored with a few spices. The trick to making
them really good is to fry them a little, then steam them
T61
in a bamboo steamer. Then you just dip them in some
soy and vinegar sauce, and they’re perfect.
Concept Check 2. Play the audio (CD 2, track 46). T: Use the listening
Experiencing new foods: Are you willing to try something strategy “focus” to listen for the information in each sentence
new and different? Make sure students understand the main that will help you. What kind of information do you need to
concepts of the Real World Listening. You can ask ques- put the steps in order?
tions like these: What is the strangest food you ever ate? Where 3. Elicit answers from students. T: (name). What did you
did you eat it? Why? How did it taste? Have you ever eaten (or choose for the first step?
seen people eat) strange food while in a foreign country? What
did you think of the strange food? Would you try it if you had the Answers
chance? Are there any foods in your country that foreigners 1. Brown meat or seafood in oil.
would consider strange? What are they? Why do you eat them? 2. Add garlic, chopped onion, celery, and pepper.
Prepare 3. Add tomatoes, sausage, rice, and broth.
4. Bring to a boil.
1. Introduce the activity. T: Look at the pictures on page 62.
5. Cover, reduce heat and cook on low heat for 30
minutes.
tions. T: Maw-Maw is an authentic Cajun grandma who
cooks the best jambalaya, a dish from the state of Louisiana in 6. Cook until soft.
the United States. Do you think this food will be spicy or 7. Serve with chopped green onion.
sweet? Ask yourself about the foods in the pictures—will they
be sweet or spicy? Respond to the Ideas
3. Elicit answers from a few students. T: (name). What did Ask students to talk about the questions with a partner or
you think? Why? in a group. T: Jambalaya is a regional dish from the American
4. Play the audio (CD 2, track 46). T: Now listen and check South. What are some regional dishes from your country? Have
your guess. you ever had jambalaya? Would you like it? Why or why not?
When students have discussed the questions, ask several to
5. Check the results. T: Who wrote the correct words in the
spaces? Remember that when we predict we are activating report their answers to the class.
our minds to get ready to listen. Culture Note
When people talk about making food, they use words to
Answer show time-order: “First, you …Then … After that ...”
spicy “Hot” food in English can mean two things: spicy (hot tast-
ing), or high temperature (hot to the touch). Compare
Get the Main Ideas “That burrito is too spicy hot,” to “That soup is too hot—
1. Explain the task. T: Let’s listen again. This time listen for on my tongue. I’ll wait till it cools down.”
how the dish is made. Write the number next to each step to
put them in the correct order.
SCRIPT
Announcer: Maw-Maw is an authentic Cajun grandma some peppers. Make ‘em hot peppers if you can get the
from Louisiana who has won awards for the best jambalaya fresh ones, and some celery, and onion. We put onion, cel-
in the world. She’ll share her secrets with you today, on the ery, and pepper in everything here in Louisiana. And some
most popular daytime food show, “Maw-Maw’s Cajun andouille sausage—that’s nice ‘n’ spicy, too—nice fresh
Kitchen!” tomatoes, some rice, and broth.
Maw-Maw: Welcome to “Maw-Maw’s Cajun Kitchen.” Now you let that boil, but just for a minute, then you cover
Today we’re going to make the most famous Louisiana the pot and turn the heat way down to low. You wanna let
Cajun dish, jambalaya! And if you’re far away from your that cook till the rice is soft, and dump some Tabasco on
own grandma, you can learn how to cook this from me, there. You folks from the north, that’s our Louisiana hot
your TV Cajun Maw-Maw. sauce, made from red peppers. We put it in nearly every-
First, you’ve got to decide how many people you’re feeding. thing. So don’t be afraid. If it’s real Cajun cooking, your
The recipe I make will feed a big crew, say thirty people. If eyes should water when you try a bite. If they don’t, it ain’t
you don’t have that many people comin’ over, just cut it hot enough. Let’s give it a taste test here. Whee-whoo! I
down to size. You start with a mess of meat or seafood. We guarantee that’s spicy! Throw some cayenne pepper in
like pork in my house, but you can use crawfish, chicken, there, too, while you’re at it. All that pepper will keep you
shrimp, or whatever you’ve got around. You fry it all up in and your food healthy. So, you simmer it all for thirty min-
some fat till it’s nice and brown. Well, all right, the doctor utes, then serve with green onion on the top and a bit more
says I gotta use olive oil, ’cause it’s healthier. Tabasco sauce. Take a bite of this and you’ll feel like you’re
Now two cloves of garlic, chopped up. Then you throw in back home in Louisiana!
T62
INTERACTION LINK
What do you eat? Extension
1. Introduce the activity. T: Open your books to page 63. In 1. If you have enough time, put students in pairs or small
this activity we’re going to write the names of food under groups and ask them to talk about what they would do
each of the tastes in the table. Then we’ll play a guessing in the situations below
game. 2. Ask students what they would do in the situations they
2. Put students in pairs or in small groups. Ask if there are discussed with their groups. Try to call on at least on
any foods they don’t know. T: Are there any words that student from each group. Optional: Ask students if they
you don’t understand? have experienced anything similar to the situations they
3. Check answers. T: Group (1), what food words did you put talked about. T: What did you do in that situation? Why?
under “rich?” How about “creamy?” Are there any foods you Situation 1: While traveling, you are offered unusual soup
put under more than one taste word? and it tastes delicious. After you finish it, you are told that
4. Optional: If there is enough time, introduce the second it is monkey brains.
part of the task. T: I’m thinking of a food. It’s salty and Situation 2: An exchange student visits your home and
crispy. Can you guess what it is? That’s right! I was thinking refuses to eat your country’s traditional food.
of potato chips. Now you try it. First practice the model con- Situation 3: Every time you eat your favorite food, you get
versation. a rash.
5. After students have practiced, have them begin the Situation 4: Every time you go out to eat, a friend insists
activity. T: Now you choose a food and describe it for your on ordering only vegetable dishes.
partner.
LEXICAL MAP
Foods Ordering Food Cooking Verbs
vegetables (veggies) Would you like ... ? bake
cheese I’ll have a ... boil
oil or whatever chop
chicken good for you mix
meat best ... in the world taste
Food Descriptions Aspects of Food
salty smell
mixed taste
popular appearance
fresh bite
creamy
rich
T63
UNIT 13: Schedules


In this unit students listen to extracts about schedules and When you are making plans with someone, it’s polite to ask
scheduling. A band manager describes the band’s busy tour their availability: “Are you free today?” When you cannot
schedule in the Real World Listening section. Students will attend an event, some English speakers (in some cultures)
practice scheduling events in the Interaction Link. feel an excuse should be given: “I can’t go because …”
Vocabulary Focus: Schedules and Commitments Listening Strategy Focus
booked, busy, free, full, impossible, light, open, squeeze it in, Focus: Concentrate more by listening for key words or
tight specific information.
Useful Expressions Ask: Think of questions and ask questions of yourself and
others to increase your understanding.
When are you free?
Guess: Make your best guess if you don’t understand.
Let’s get together on …
I’ll pencil it in. Concept Check
I can’t make it. Keeping on schedule: Do you need to schedule your free
I’m booked solid time?
WARM UP
Introduce the Topic meanings here. When you run across a new use of a familiar
Choose one activity to introduce the topic. word, ask yourself, “Does this make sense to me?” Be aware
1. Ask students if they carry a schedule book. What kinds that it might be an idiom or a figure of speech. For example,
of things do they write in them? Do they write every- you may know the meaning of “squeeze” as in “squeeze an
thing, or do they try to remember some things in their orange.” But in this unit it means to schedule something
heads? T: How many of you carry a schedule book? What closely between other events. Remember that it’s OK to guess
kind of appointments do you write in them? Is there anyone about the meaning of a word if you’re not sure.
who does not use a schedule book? How do you keep track of 3. Play the audio (CD 2, track 47). Now listen and check your
your appointments? Has anyone ever forgotten an important answers.
appointment? What happened? 4. Elicit answers from students. T: Please read the first one.
2. Ask students what kinds of devices they use to keep
track of their schedules. Do any of them use more than Answers
one way to keep track of appointments? Which are the 1. full, impossible 4. free
most reliable? T: Does anyone in our class use a computer, a 2. busy, booked 5. light, open
cell phone or some other device to keep track of appointments? 3. squeeze, tight 6. pencil
What do you think is the best way to keep a schedule?
Warm Up Pairwork
1. Introduce the activity. T: Open your books to page 64. Put the students in pairs. T: You heard about Sheila and Tom’s
Sheila is trying to schedule a meeting with Tom. Fill in the busy lives. How about yours? Tell your partner your schedule for
spaces with words from the list. this coming weekend. Try to find a time when you are both free
2. Allow students some time to finish. T: Did you have any to meet. When students have completed the task, ask some
problems with the new words? Some of them have different of the groups to tell which student has the most events
planned for the weekend.
SCRIPT
Sheila: Hi, Tom, I can’t make that Sheila: Hi, Tom. Sheila here. Uh, I about Thursday. But Friday’s schedule
meeting on Monday. My schedule is might be able to squeeze it in on is pretty light. In fact, it’s wide open
pretty full. But Tuesday might not be Wednesday. It’ll be tight, though. after about ten in the morning. Let me
impossible. Tom: It’s Tom again. Something came know.
Tom: Sheila. It’s Tom. Tuesday, huh? up. Wednesday is no good for me. Tom: Hi, Sheila. It’s me, Tom. Friday
Looks like I’ll be too busy then. I’m How’s Thursday? Do you have any free is good. Let’s try for eleven. I’ll pencil
booked solid all day. Can you make it time? Call me. it in. Let me know if you can make it.
Wednesday? Sheila: Hi, it’s Sheila. I’m not sure Bye.
T64
LISTENING TASK
Preparation Question 2. Play the audio (CD 2, track 49). T: What time did the
Introduce the activity. T: Now look at the listening task on speaker decide to meet? Right, from 1:30 to 2:30. Now let’s
page 65. Look at the schedules. Which schedules are full? Which do the rest.
are open? Where can you see free times on the schedules? 3. Play the audio (CD 2, tracks 50–52).
First Listening 4. Elicit answers from students. T: (name). What did you
write for number (2)?
we will listen to people talking about their schedules as they
try to plan an event. Answers
2. Play the audio (CD 2, track 48). T: After the First 1. 1:30–2:30 3. Thursday night
Listening, you will be asked to listen for the events the speak- 2. Saturday night 4. Thursday at 9:30 a.m.
ers are trying to schedule. Use the strategy “focus” to pay
attention. Pairwork
3. Play the audio (CD 2, track 49). T: Let’s check the first Put the students in pairs. T: Talk with your partner about your
one. schedule on weekdays. Which day of the week is busy for you?
4. Play the audio (CD 2, tracks 50–52). Elicit answers from How about your partner? Who is busier?
students. T: (name). What did you write for number (2)? Culture Note
In some cultures, promptness is considered essential.
Answers Timetables and schedules are maintained carefully in these
1. meeting with Ms. Navarro cultures. Other cultures don’t hold promptness in such
2. dinner with Anna high regard. They may see the quality of social interaction
3. flight from India as being more important than the time it takes place. Ask
4. appointment with Dr. Quan your students how people in their culture feel about
promptness and keeping to a schedule.
Second Listening
1. Explain the task. T: Let’s listen again to find out what time
the speaker decides for an event. This time what will we lis-
ten for? A time or a day, right. So keep on focusing. Let’s do
the first one together.
SCRIPT
1. Hi, Bertha? Ms. Navarro wants to meet with us some- 3. This schedule is impossible! I’ve got the conference
time today before we leave. My schedule is pretty full. tomorrow through Tuesday in Chicago and then fly
I’ve got a meeting at 9:00 am, a conference call at 10:00, straight from there to New Delhi to meet with a client
and then I have to leave for a lunch meeting by 11:30. I on Thursday. If I can get a flight out of India Thursday
won’t be back until around 1:30. Then I have a dentist night, I can still make it back for Billy’s concert at
appointment at 3:00, and I won’t be coming back to the school on Friday night. Let’s see. Perfect. 11:50 p.m.!
office after that. I guess I can pencil it in between 1:30 I’ll be exhausted, but I’ll be there.
and 2:30. Does that work for you? 4. I’m sorry, Ms. Johnson. Dr. Quan’s schedule is pretty
2. OK, so Monday and Wednesday after work I go to the tight. It’s the flu season so she’s very busy. She has
gym. Tuesday I’m going to see the basketball game with appointments from 9:00 in the morning through 4:00 in
Randy. Thursday is Alicia’s party. Friday is the company the afternoon tomorrow and the same on Wednesday.
awards banquet. Wow! I’m booked every night. Wait, Oh, wait. It looks like I can squeeze you in on Thursday
there’s still Saturday night. Let’s see if she’s free then. morning at 9:30. You’ll have to check in by 9:15. Will
Hi, Anna? This is Richard. I was wondering if you were you be able to make it?
free for dinner on Saturday.
T65
Concept Check the first city they mentioned? Right, it was Beijing.
Keeping on schedule: Do you need to schedule your free Continue with the rest of the cities.
time?It’s important that students are thinking about the key 5. Check the result of focusing. T: Did it help to focus on the
concepts underlying the conversation. Here are some ques- names of cities as you listened?
tions you can ask to stimulate their thinking. T: How do you
spend your time? How much time do you spend studying and/or Answers
working? How much time do you spend with your friends and/or Beijing, Singapore, Bangkok
family? Do you like to spend time alone? What do you enjoy
doing the most? Do you think you have enough free time? Do Get the Main Ideas
you need more? What would you do if you had more free time? 1. Explain the task. T: Listen again. When will Pink do the
Learning Strategy Tip things planned on their schedule? Write the times in their
Before students begin the following task, and any time manager’s notebook.
when they know what kind of information they will be 2. Play the audio (CD 2, track 54).
asked for, encourage them to think of the key words they 3. Elicit answers from students. T: (name). What did you
will listen for to get the needed information. This planning write for the first event, “leave for Singapore?”
helps them to apply the listening strategy focus. Focusing
on keywords alerts the mind to certain information and Answers
helps to reduce the effect of distractions while listening. 12:00 a.m., 4:00 a.m., 9:00 a.m., 1:15 p.m., 4:00 p.m.,
Prepare 6:00 p.m., 10:30 p.m.
1. Introduce the activity. T: Look at the top of page 66. This
is a map of the band Pink’s Asia tour. Do you recognize the Respond to the Ideas
places with labels? Can you name any of them or the country Suggest that students reflect on the ideas brought up in the
they are in? conversation. T: Ask yourself if you understood this conversa-
2. Play the audio (CD 2, track 53) to explain the direction. Do you think Pink is a successful band? Do you think this is
tions. T: Let’s think about the words that we will listen for to a typical lifestyle for a rock band? Do you think the members of
answer the next question. You want to find out the cities the the band are happy with their schedule? Ask students to talk
band will visit. Look at the list in the book and listen for about the question with a partner: T: Would you like to be a
those names. Look at the map and think of think of which rock star and have a schedule like Pink? Why or why not?
city name goes on each label. Now you can focus on those Other possible topics of discussion are: Would you like a
names as you listen. job with such a busy schedule? Who is in control of your
3. Play the audio (CD 2, track 54). T: Listen to find out what schedule now? After students have discussed the questions,
cities they will go to. ask several to report on their opinions.
4. Elicit answers from a few students. T: (name). What was
SCRIPT
Tony: That was a great show! You were amazing tonight! Jess: More autographs?
Sadie: I didn’t know we had so many fans in Beijing. How Trixie: But we’re going to be at a mall, right? Maybe we
many people were there, like 5,000? can do some shopping.
Tony: Nope, more like 8,000! Tony: I don’t think so. No time for shopping. After the
Jess: Yeah, and they all wanted autographs. My hand is autograph session you have an interview on MTV
going to fall off if I have to sign another T-shirt. Asia. That’s at 1:15, I think.
Trixie: Yeah, me too. When do we get a break? Sadie: Then what?
Tony: A break? This is show business. You don’t get any Tony: You’ve got to be at the stadium at 4 o’clock for a
breaks. And we need to be at the airport at twelve sound check. And you have to rehearse your new
for our flight to Singapore. What time is it now? song, remember?
Sadie: I think it’s eleven. Jess: Oh, yeah, the new song.
Tony: Well, get moving, then. Trixie: What time does the concert start, anyway?
Sadie: But we need some sleep. Tony: Six o’clock.
Trixie: Yeah! I’m so tired right now. I need to get some Sadie: OK, so after the concert, we can rest, right?
rest! Tony: Wrong. We have to catch a plane to Bangkok at
Tony: You can sleep on the plane. We’ll get to Singapore 10:30.
at four in the morning. That’s plenty of time. Sadie, Jess, Trixie: Aaw!
Jess: That’s only four hours, Tony.
Tony: Don’t worry about it. You’ve got a few minutes
before your next appearance. We’re supposed to be
at this big underground mall at nine.
T66
INTERACTION LINK
My Schedule Extension
1. Introduce the activity. T: Please turn to page 67. You’ve 1. If you have enough time, put students in pairs or small
heard about some busy schedules. Now, how about your own? groups and ask them to talk about what they would do
We’re going to practice the fine art of coordinating with our in the situations below
friends to study, go to the movies, have dinner, and so on. 2. Ask students what they would do in the situations they
2. Ask students to pick three of the activities listed and discussed with their groups. Try to call on at least on
write them in the chart. T: When you’ve written three student from each group. Optional: Ask students if they
activities in your chart, walk around the room and invite have experienced anything similar to the situations they
other students to join you. Students who are working on talked about. T: What did you do in that situation? Why?
their own can write an invitation to three friends to join Situation 1: You have to choose between picking your best
in the activities. friend up from the airport or going on a date with someone
3. Have students practice the model conversations. you really like.
T: Practice the model conversations to accept or decline an Situation 2: Your boss always asks you to work overtime.
invitation. The speakers say they are busy, and then offer Situation 3: You win free tickets to a concert on the same
another time when they are free. night you promised to babysit your sister’s children.
4. Explain how to win the game. T: You can only accept an Situation 4: A friend always invites you to great parties but
invitation if you have an open time on your schedule for the never shows up to yours.
time of the event your classmate asks you to join. The first
student who fills their schedule is the winner.
5. Ask the winner to tell about the weekend schedule they
have planned. If time allows, have all students practice
telling a partner about all of their weekend plans.
Culture Note
Notice that the model conversation in the Interaction Link
shows one polite way to respond when you are not free.
You can also add an excuse for why you cannot accept the
invitation. For example, “I can’t come to the party because
I have tickets to a play on Saturday night.” North
Americans often give an excuse if they have to decline an
invitation.
LEXICAL MAP
Scheduled Events Collocations
season new take time ...
session busy spend has come
tour tight got was spent
interview ... schedule waste -consuming
arrival save
... time
Making a Schedule
can make it
free time
Let me know.
Then what?
get together
T67
UNIT 14: Weather


In this unit students listen to weather forecasts and descrip- Talking about the weather is a good conversation starter.
tions of weather. A woman answers her grandson’s questions People often talk about the weather when they see a friend,
about the seasons and weather in Alaska in the Real World acquaintance, or when at work. It is a popular topic of con-
Listening section. In the Interaction Link, students will talk versation because it affects us in so many ways.
about what they like about the different seasons. Listening Strategy Focus
Vocabulary Focus: Describing weather Ask: Think of questions and ask questions of yourself and
blizzard, lightning, breezy, chilly, overcast, muggy, freezing, others to increase your understanding.
scorching, flurries, showers, humid, rainy, thunder, damp, Prepare: Think about the ideas before listening and guess
cool what may happen.
Other Vocabulary Respond: Talk about what you have heard and relate it to
camping, fishing, skiing, puppies, snowmen, wolves, bears
Concept Check
Useful Expressions
The four seasons: What do they make you think of?
It’s raining cats and dogs.
It’s my favorite time of year.
It looks like rain.
It’s below freezing.
It’s really nice out.
WARM UP
Introduce the Topic words? Write the words in the chart under the season.
Choose one activity to introduce the topic. 2. Allow students some time to finish. T: Now listen and
1. Ask students what foods they eat in the different sea- check your answers.
sons. What weather do they associate with those foods? 3. Play the audio (CD 2, track 55).
T: When you think of fall, what kinds of foods come to mind? 4. Elicit answers from students. T: (name). What did you
Are there special foods that you eat during a certain season? write under (summer)?
When you think of these foods, what weather comes to mind?
When I think of summer I think of ice cream and a nice hot Answers
day. (Answers may vary.)
2. Write the four seasons on the board. Ask students to Spring: breezy, showers, damp
think of as many sports as they can for each season. List Summer: thunder, lightning, scorching, humid, muggy
them on the board under the correct season. T: Which Fall: cool, chilly, rainy
sports are usually played during the fall? Which sports are Winter: freezing, overcast, flurries, blizzard
played all year long? Are some sports played in a different
time of year depending on the country? Pairwork
Warm Up Put the students in pairs. T: Work with a partner. Describe
1. Introduce the activity. T: Open your books to page 68. today’s weather.
Which seasons do you think of when you read the vocabulary
SCRIPT
In the spring, the city of Washington is breezy, and there In the fall, we enjoy the cool days of October before it gets
are frequent showers. The ground is very damp, so flowers chilly and rainy in November.
begin sprouting. Winter brings freezing rain, low temperatures and overcast
When summer comes, there may be storms with thunder skies. Schoolchildren hope that light snow flurries will
and lightning, or it can be scorching hot. Late summer gets change into a blizzard, so that school will be canceled for a
humid, and people try to avoid the muggy heat in the city few days.
by going to the countryside or the beach.
T68
LISTENING TASK
Introduce the activity. T: Now look at the Listening Task on 1. Explain the task. T: Now listen again for the activity the
page 69. Look at the pictures. Describe the weather in each pic- reporter suggests. Write your answer in the space. Let’s do the
ture. What season do you think it is? first one together.
First Listening 2. Play the audio (CD 2, track 57). T: What is the answer?
OK, let’s do the rest.
we will listen to weather reports from New Year’s Day in dif- 3. Play the audio (CD 1, tracks 58–60).
ferent places and respond to questions about them. 4. Elicit answers from students. T: (name). What did you
check for number (2)?
Listening, you will be asked to write one word the reporter
Answers
uses to describe the weather.
1. go to the beach 3. go hiking
3. Play the audio (CD 2, track 57). T: (name). What answer
2. watch a yacht race 4. go skiing
did you get for the first one? Right, the answer is “scorching
or hot.” Now let’s listen to the rest.
4. Play the audio (CD 2, tracks 58–60). Pairwork
5. Elicit answers from students. T: (name). What did you Put students into pairs or small groups. T: You heard about
write for number (2)? the weather in four places on New Year’s Day. Now it’s your
turn to respond. When we use the strategy “respond” we are
Answers making it easier to remember our new words in English, because
1. Auckland, New Zealand: scorching, hot we’re using them to talk about our own life. What’s the weather
2. San Diego California: chilly usually like on New Year’s Day where you live? Do you like it?
3. San Jose, Costa Rica: damp, warm
4. Edmonton, Alberta: snowy, cold
SCRIPT
1. This is the Auckland weather report for the first day of
the year. It’s scorching, and hot, and not a cloud in the
sky. So grab your swimsuit and your sunscreen, and
head for the beach.
2. Here in San Diego, California, today, the weather is
crisp and chilly. We’re all hoping that the sun will come
out so that we can stay warm. Bring a sweater and come
watch the yacht race on the bay.
3. Good morning from San Jose, Costa Rica. We’re having
the same weather as always. Damp and warm with daily
showers. Perfect for hiking in the national park when
the rain lets up.
4. Hello from the Arctic North. Here in Edmonton,
Alberta, it’s snowy and cold. The temperature dipped
way below freezing last night, and we’ve got a fresh
layer of snow. Yahoo! I’m going to enjoy some of that
powder snow skiing. See you on the slopes.
T69
The four seasons: What do they make you think of? Check 1. Explain the task. T: Now we’re going to listen for what she
that students are thinking about the main concepts with says about each season. Write what she says in the space below
questions like these: Does your country have four seasons? Can the season. We can use the strategy “focus” here. How will
you describe typical weather for each season? Are there any special you do this? Elicit answers from a few students. If none
festivals or holidays that go with the seasons? What are they? mention listening for the names of the seasons, suggest
When you think of a season, what do you think of? Why? they listen for them in this order: winter, spring, sum-
Teaching Tip mer, fall.
Occasional reminders of the purpose of using listening 2. Play the audio (CD 2, track 62).
strategies will reinforce their use in other situations. 3. Elicit answers from students. T: (name). What did she say
Remind students of the reason for using the strategy “pre- about winter?
dict.” T: Do you understand why we predict before we listen?
When we predict, we are getting our minds ready to hear. Let’s Answers
think of what we expect to hear about Alaska before we listen. winter: it snowed a lot; they made snowmen
spring: great time for hiking; it was a little muddy
Prepare summer: everything blooms; it’s sunny and warm
1. Introduce the activity. T: Look at the top of page 70. Have autumn: leaves turned to gold; it’s her favorite season
the students look at the photographs. Ask questions
about the photos. T: What do you see in these photos? Respond to the Ideas
Ask students to talk about the question with a partner.
tions. T: You’re going to hear a woman telling her grandson
T: You’ve heard about Lena’s memories of different seasons. How
about the pictures of her childhood in Alaska. What memories
about your own? What special memories do you have of the sea-
do you think she will talk about? Think of what you know
sons? If time allows, compare answers between pairs of stu-
about Alaska. What is the climate there? Check the boxes
dents.
next to each item you think Lena will talk about.
3. Elicit answers from a few students. T: What do you think Culture Note
Lena will talk about? Which items did you mark? Students from the Southern Hemisphere may refer to sea-
4. Play the audio (CD 2, track 62). T: Listen and check your sons at opposite times of the year from students in the
predictions. Northern Hemisphere. For example, in the Southern
5. Check prediction results. T: (name). Who guessed correctly? Hemisphere, winter is in June, July, and August. Another
difference that may arise is that students from countries
Answers near the equator, or tropical climates, may refer only to wet
swimming, snowmen, hiking or dry seasons. They may need more explanation of the
seasonal changes in temperate regions.
SCRIPT
Alex: Grandma, what are these pictures? guess we were both in high school then. thing just blooms. It’s sunny and the
Lena: These are pictures of Alaska. Alex: Where are you? weather is warm.
Alex: That’s where you grew up, right? Lena: We were hiking near Seward. Alex: Warm? You mean, it was warm
Lena: That’s right, dear. I lived there We hiked a lot in those days. enough to go swimming?
until I was nineteen years old. Alex: But where’s the snow? Lena: Oh, we all went swimming in
Alex: Is that you in this picture? Lena: Well, it doesn’t snow all the time July and August. The water was cold,
Lena: Yes, that’s me, and my sister, in Alaska, you know. That was in the but swimming was so much fun.
Ruth, and our dog, Kusko. That was springtime. Spring was a great time for Alex: Was summer your favorite season?
out behind our house. hiking. It was a little muddy, though. Lena: You know, I love all the seasons,
Alex: Wow. It looks cold! Alex: Oh. but I think my favorite season was
Lena: Yes, that was in the winter, and Lena: Look, here’s a picture of Ruth autumn. The leaves in the mountains
it was cold. It snowed a lot! And boy, now, outside her house. turning to gold. I always loved that
Kusko just loved the snow. Ruth, and I, Alex: That’s Aunt Ruth’s house in sign of the changing seasons. Look,
and Kusko used to play in the snow for Alaska? I thought everybody lived in here’s a picture of the mountains near
hours. igloos! our house in the fall.
Alex: Did you make snowmen? Lena: Oh, no. Most people live in reg- Alex: Wow, Grandma, I’d like to go to
Lena: Oh, we made some great snow- ular houses! Aren’t those flowers lovely? Alaska sometime.
men. Alex: You mean, flowers grow there, Lena: Well, Alex, I’ve got an idea. Let’s
Alex: Is that you in this picture, too? too? go to Alaska together sometime.
Lena: Yes, that’s me and Ruth again. I Lena: Of course. In the summer every- Alex: Yeah, Grandma, that’d be great.
T70
INTERACTION LINK
The Best Time of the Year Extension
1. Introduce the activity. T: Open your books to page 71. Look 1. If time permits, put students in pairs or small groups to
at the questions. What’s your favorite season? What’s your discuss what they would do if they found themselves in
least favorite season? Why? Answer the questions for yourself any of the situations below
first. For example, I’d write that “the thing I like the most 2. Call on students to explain what they would do in the
about winter is the New Year’s holiday.” situations they discussed with their groups. Try to call
2. Put students into pairs or groups. T: In pairs, ask each on at least on student from each group. Optional: Ask
other the questions like this, “What do you like the most students if they have experienced anything similar to
about winter?” any of the situations they talked about. T: What did you
3. After the students are finished ask them to find similari- do in that situation? Why?
ties and differences. T: Now look at your chart and see how Situation 1: You are on a date and it starts to rain; neither
many things you have written that are the same. How many of you has an umbrella.
are different? Call on students to make a statement about Situation 2: A foreign student at your school has never
this comparison such as, “My partner and I both like seen snow.
seeing spring flowers, but we both dislike having aller- Situation 3: While you are on a cruise, a hurricane makes
gies in the spring.” the ship change course.
4. If time allows, ask students to compare with another Situation 4: You plan a ski vacation, and when you get to
pair of students to find how many of the group like or the mountains there is no snow.
dislike the same things about the seasons.
LEXICAL MAP
Weather Seasons Months Describing Weather
rainy spring January It looks ...
snowy summer February like
cloudy fall March as if
windy winter April nice
sunny May as though
showers June very
hot July all right
low temperature(s) August
September
October
November
December
T71
UNIT 15: Lifestyle


In this unit students listen to extracts about preferences in Ask additional questions to keep a conversation going. You
and qualities of living areas. Two people living on the can ask questions about details, like: “How far is it?” How
International Space Station are interviewed in the Real long does it take to get there?” Or you can ask about per-
World Listening section. In the Interaction Link, students sonal views, such as: “What do you like about it?
will design their own private island. Listening Strategy Focus
Vocabulary Focus Predict: Think about the ideas before listening.
airport, convenience stores, grass, trees , hiking trails, Ask: Think of and ask questions to understand more of
library, parking, movie theaters, public transportation, what you hear.
shopping malls, wide-open spaces, rural, urban, suburban Respond: Talk about what you have heard.
Useful Expressions Concept Check
I like a place that has ... The city, the countryside, the suburbs, or out in space:
I need to be near ... Where do you want to live?
I like a small-town feel.
I enjoy the pace of a big city.
... is not for me.
WARM UP
Introduce the Topic
Answers
Choose one activity to introduce the topic.
1. Build your neighborhood with Cuisenaire rods or 1. transportation 2. parking 3. suburbs 4. trees 5. con-
blocks, or draw it on the board. Show students where veniences 6. traffic 7. countryside 8. spaces 9. trails
certain buildings and landmarks (mountains, trees, etc.)
are. T: This is where I live. There’s a lake by my house. Pairwork
Across the street there’s a store. Ask questions about your Put the students in pairs. T: You’ve heard people telling about
neighborhood. T: Is this a park? Where is the bank? Have why they like the place they live. They chose the place because of
students ask you questions about your neighborhood. certain features: transportation, the environment, conveniences.
2. Have several students draw their neighborhoods on the Which things are most important to you? Talk to your partner
board. Encourage the other students to ask questions. about what you would think about when choosing where to live.
Warm Up Teaching Tip
1. Start the activity. T: Open your books to page 72. We’re Online resources can help you supplement lessons in inter-
going to listen to people talking about why they like where they esting ways. Bring in photos from real estate ads. These
live. Use the words in the box to complete their sentences. can often be found online if there are none available locally.
2. Allow students some time to finish. T: Now listen and Showing a photo of a home in an urban area, for example,
check. ask students if they can tell what is nearby. T: What might be
3. Play the audio (CD 2, track 63). near this house? Shops? A bus station? Compare with a photo
4. Elicit answers from students. T: Please read the (first) one. of a house in a rural area. T: What might be near this house?
Fields? Trees? Animals? Be sure students understand the dif-
ference between the countryside, the city, and the suburbs.
SCRIPT
1. What do I like about living in the but I like living in the suburbs. It’s and the fresh air. There’s lots of
city? Oh, lots of things. First of all, nice and quiet and there’s more green trees and hiking trails. We
there’s lots of shops and movie the- grass and trees. You still get some don’t have a shopping mall or a big
aters. And then you have public of the conveniences of the city, like supermarket, but there is a nice
transportation to get around, which stores, coffee shops, and movie the- country store that sells organic
is good, because there isn’t much aters, but not the noise or traffic. fruits and vegetables, and fresh
parking if you drive a car. 3. What I like best about living in the bread.
2. I don’t mind working in the city, countryside is the wide-open spaces
T72
LISTENING TASK
1. Introduce the activity. T: Now look at the Listening Task 1. Explain the task. T: This time, listen for what each speaker
on page 73. What kind of area do you live in? Is it in the likes about the place where they live. Write a phrase describ-
city, the suburbs, or the countryside? ing what they like in the space provided. There may be more
First Listening than one correct answer for each number.
1. Explain the task. T: Listen for the kind of area each speaker
lives in. Check the word under the picture. Let’s do the first 3. Elicit answers from students. T: (name). What is one
one together. thing the first speaker likes about the place where she lives?
2. Play the instruction audio (CD 2, track 64). T: Which
kind of area does he live in? Right, you checked “suburbs” Answers
under the picture. Now let’s do the rest. (Answers may vary.)
3. Play the audio (CD 2, tracks 65–68). 1. trees or stores/shopping center/convenience store/
4. Elicit answers from students. T: (name). What did you health food store/coffee shop/gas station
check for number (2)? 2. convenient to shopping and the university
3. wide-open spaces/hiking/fishing
Answers 4. convenient to restaurants/shopping/work
1. suburbs 3. countryside
2. city 4. city Pairwork
Put the students in pairs. T: We’ve heard about why these peo-
ple like the places they live. Do you like the place you live now?
Why? Why not? Talk with your partner about some of the things
you like or dislike about where you live.
SCRIPT
1. A: Hey, this is a nice area. How long have you lived 3. A: Sorry I’m a little late. There was an accident on the
here? freeway.
B: Oh, about ten years. I wouldn’t want to live any- B: Freeway? Where do you live?
where else. A: I live out in Jasper, about 75 kilometers from here.
A: That good, huh? B: That must take forever. Couldn’t you find a place
B: Yeah, I mean you’ve got all of these trees, the little you like that’s closer?
shopping center around the corner. A: Oh, I don’t mind the drive. Besides, I love the wide-
A: What kind of stores are there? open spaces out where I live.
B: Well, there’s a convenience store, a health food store, B: What about shopping and going to the clubs on
a coffee shop. And there’s a gas station right across weekends?
the street. A: Nah, I prefer hiking, fishing, stuff like that.
A: Not bad, but doesn’t it take you a long time to get to B: That does sound nice, but I could never get used to
work in the city? the drive.
B: Nope, only about 20 minutes. 4. A: Did you find a new place yet?
2. A: How do you like your new place? B: Yeah, it’s right across from the library.
B: Oh, it’s great. It’s so convenient. A: The one downtown?
A: Yeah, in what way? B: Yep, right around the corner from the Westfield
B: Well, there’s lots of restaurants, shopping malls, and shopping mall.
the grocery store is just a block away. A: Which is great for you because shopping is your
A: How far is it from school? favorite hobby.
B: A couple of miles, but there’s a subway station across B: And eating is another one. There’s some great
the street and the train goes right to the university. restaurants in my neighborhood.
A: Sounds great. I’d like to check it out sometime. A: How about parking?
B: Sure, you’re welcome anytime. B: Not so much, so I had to sell my car. But there’s a
bus stop in front of my apartment building, and it’s
only five blocks to work.
T73
The city, the countryside, the suburbs, or out in space: 1. Explain the task. T: First, look at the table. Julie and
Where do you want to live? Check that students understand Fernando say different things that they like about the space
the main concepts of the conversations with the questions station. They miss different things and have different jobs.
like these. T: What do you need to live comfortably? If you could 2. Play the audio (CD 2, track 70–71).
have all of these things in space, would you live there? What 3. Elicit answers T: What does Julie like about the space sta-
would be the hardest part of living in space? tion? How about Fernando?
Prepare
1. Introduce the activity. T: Look at the top of page 74. Have Answers
the students look at the pictures. Ask questions about Julie: Likes: seeing the stars clearly. Misses: flying
them. T: What do you see in the pictures? What year is it? home to see her parents for the holidays.
2. Play the audio (CD 2, track 69) to explain the direc- Fernando: Likes: the rainforest and hiking, waterfalls,
tions. T: It’s the 22nd century. Fernando and Julie live on rivers, fish and animals. Misses: his Jeep.
the International Space Station. Predict the things you think
you are on the space station. Check the box next to each item. Respond to the Ideas
3. Elicit answers from a few students. T: Which items did Ask students to talk about the question with a partner. T: A
you check? Why? few people live and work on a space station today. Do you think
4. Play the audio (CD 2, track 70–71). T: Listen and check this will be more common in the year 2125? What do you think
your predictions. it will be like? What do you think living on Earth will be like?
5. Check prediction results. T: Who guessed correctly? Did Teaching Tip
you listen for the words you guessed? Remind students that asking questions can help them
understand when listening. Talk about ways to ask and
Answers answer questions. T: As you listen to the conversations, ask your-
rainforests, movie theaters, hiking trails, cities self what you are having trouble understanding. Then ask a class-
mate. Explain how classmates can help each other. T: If you
are answering a classmate, try giving a hint before you answer.
SCRIPT
Part 1. Sean McCain talks to Julie Earth is, like watermelons. But most of rainforest we wouldn’t be able to pro-
Morris. the food is grown or made here, so it’s duce enough oxygen for the people
Sean: This is Sean McCain, live with not too expensive. who live here on Gemini. I teach in the
Julie Morris and Fernando Martinez Sean: And do you work up there? Rainforest Heritage Center, where kids
from Gemini One, the International Julie: I’m an astronomer, so the best learn about how important the forest is
Space Station. Let’s start with Julie thing about living here is being able to for human survival.
first. Can you hear me Julie? see the stars so clearly. That’s impor- Sean: And does it actually rain?
Julie: Yes, Sean, I can hear you. tant to me. Fernando: Uh, yeah. We have devel-
Sean: Can you tell us what it’s like liv- Sean: So, is there anything you miss oped a weather system much like you
ing on the Gemini One? about Earth? have on Earth.
Julie: The Gemini One is wonderful. Julie: Yeah, I miss being able to see my Sean: What other types of things can
It’s not a lot different than living on parents for the holidays. It’s expensive you find there?
Earth, really. We have entertainment, to fly home. Fernando: Well, there are hiking
shopping, and lots of things to keep us Sean: Thanks, Julie. Now let’s see how trails, waterfalls, and rivers with all
busy in Gemini City, where I live. All Fernando likes living in space. kinds of fish, and many of the animals
of the modern conveniences that you Part 2. Sean McCain talks to that typically live in rainforests.
have on Earth. Fernando Martinez. Sean: And do you miss anything from
Sean: Can you give us some examples? Sean: Hello? Fernando? Earth?
Julie: Examples? Sure. We have movie Fernando: Sí, I’m here. Fernando: Of course. I really miss my
theaters, music clubs, restaurants. Sean: Now, Fernando, you don’t live in Jeep. We don’t have gas-powered vehi-
Sean: How about food? Where does it Gemini City, do you? cles here. Only small electric cars and
come from? Fernando: No, I live in the rainforest, trains, but it keeps our air clean.
Julie: I go shopping at the supermar- just like I did back on Earth, in Sean: Well, we are just about out of
ket, just like people on Earth. You can Venezuela. time. Thank you for joining us today,
get just about any kind of food here. Sean: The rainforest? Doesn’t that Julie and Fernando.
Sean: Is it expensive? waste a lot of space? Julie and Fernando: Our pleasure,
Julie: Well, the imported stuff from Fernando: No, not at all. Without the Sean.
T74
INTERACTION LINK
Private Island Extension
Today you and a partner (or group) are going to have a discuss what they would do if they found themselves in
chance to design your own private island. First write the any of the situations below
details about your island in the chart, then draw your island. 2. Call on students to explain what they would do in the
You’ll be including information about the island’s name, cli- situations they discussed with their groups. Try to call
mate, landscape, animals, plants, population, transportation, on at least on student from each group. Optional: Ask
entertainment, and shopping. students if they have experienced anything similar to
2. Have students design their private island. any of the situations they talked about. T: What did you
3. Have them practice talking about their island. do in that situation? Why?
T: Pretend you are a reporter or a person visiting the island. Situation 1: Your fiancé wants to live in the countryside
Ask and answer questions about your island. For example, and you want to live in the city.
“What’s the climate like there?” or “What kinds of animals Situation 2: You have the opportunity to live in the first
live on your island?” space city.
4. Have students ask other pairs (or groups) about their Situation 3: You must choose between a great job that’s far
space stations. T: Once you have finished asking questions in from your home or a good job just a few blocks away.
your own group, go around the room and ask other groups Situation 4: The city wants to change your street into a
about their islands. highway.
LEXICAL MAP
Countryside City Discussing Lifestyles
animals entertainment How do you like ... ?
Earth humans How long have ... ?
grass neighborhood I could never ...
hills noise I don’t mind.
stars stores I wouldn’t want to ... ?
rivers library important to me
forest vehicles do for a living
fresh theatres Get used to it.
fruits blocks In what way?
mountains It’s kind of ...
vegetables lots of things
yard There’s lots of ...
Which is good.
T75
Part 1: pages 76–77 Part 1 Audio: CD 2, tracks 72


In this unit students revisit the vocabulary, expressions, and Unit 11. Travel
constructions they learned in Units 11–15. The Review Unit 12. Food
Unit is included to give the students an opportunity to Unit 13. Schedules
review the material and to ask questions, as well as to pro- Unit 14. Weather
vide them with practice in taking standardized tests. Unit 15. Lifestyle
REVIEW
Before students listen to the Review Unit, take some time to Present Review Unit 3 after students have finished Unit 15.
review Units 11–15. This can be done in the following ways: 1. Present Part 1. T: Now turn to page 76 and look at Part 1.
1. Have students work in pairs. Ask them to read aloud Hearing the correct words. Listen and fill in the missing
each Warm Up section, and then look over the other parts. Before students listen, have them read over the
sections. items. T: First read the sentence parts in the book. Give stu-
2. Work together as a whole class. Have students turn to dents time to read silently.
one unit at a time. Go over the completed Warm Up 2. Play the audio (CD2, track 72) as students write their
activity and the Useful Expressions for the unit. This answers.
will help them to recall the language they learned in the 3. Play the audio again as students check their work.
Listening Task and Real World Listening sections, as 4. Present Part 2. T: Now turn to page 78 and look at Part 2:
well. Understanding conversations. Listen to each conversation.
3. Play the Real World Listening extracts again as students Then answer the question. Before students listen, have
listen and review their answers in the Student Book. them read over the items. T: First read the questions and
Introducing the Review answer choices in the book. Give students time to read
silently.
1. Have students turn to page 76 in the Student Book.
5. Play the audio (CD 2, tracks 73–82) as students write
Present the activity. T: Now we are going to do a review of
their answers.
units eleven to fifteen. Explain how the review is organ-
ized. T: Before you listen, let’s look at the review. The 6. Play the audio again as students check their work.
review has two parts. In Part 1, you listen and fill in the 7. Have students work in pairs to compare answers.
correct words. Write the words on the lines. In Part 2, you 8. Correct answers as a whole class. Elicit answers from
will hear ten conversations. Listen to each conversation. Then students. T: (name). Part (1), number (1).
answer the question. Circle your answer. Be sure to make a 9. As a final check, use the answer key to read the answers
dark and complete circle. aloud for the class, or write the answers on the board,
2. Check understanding. T: Are there any questions? depending on the level of the class.
3. Explain the scoring. As you present the information 10. Play the audio for Part 2 (CD 2, tracks 73–82). Pause
orally, write it on the board as well. T: Part 1 is 30 after each conversation and ask additional questions,
points. An exact answer is 2 points, an almost correct such as:
answer is 1 point, and an incorrect answer is 0 points. Conversation 1: Who will they call?
T: In Part 2, each question is 2 points. If your answer is cor- Conversation 2: What time is his meeting tomorrow?
rect, you get 2 points. If it is not correct, you get 0. Conversation 3: What ingredients go into the food?
Demonstrate how to circle an answer correctly. Write Conversation 4: Why did she eat one on the way
“b” on the board. home?
T: The answer is “b.” Make a complete circle around the let- Conversation 5: Why does the speaker want to be
ter b. Remind students that if they don’t mark answers home Friday night?
clearly, they can lose points on a standardized test. Conversation 6: Is she free before ten a.m.?
Note: You may want to “weight” the scores differently by Conversation 7: Would you like to live in Costa Rica
assigning more or fewer points to each item. or a place with similar weather? Why/Why not?
Conversation 8: What kind of skiing does the speaker
recommend?
Conversation 9: What does he like about Jasper?
Conversation 10: Where does the speaker shop in the
countryside?
T76
for many students.
additional review.
4. Ask students to evaluate their progress. T: How have your
listening skills improved over the time you’ve been in this
course? Think of what you can do to keep the skills you have
developed. Ask students to suggest ways they can practice
listening outside of class, using such resources as
movies, music, podcasts, and so on.
5. Review listening strategies. T: Remember to use the listen-
ing strategies we have been practicing in these lessons: for this
lesson, try to guess when there’s some part you don’t under-
stand completely.
Teaching Tip
As students prepare to listen and answer questions in this
review unit, remind them to use the strategy “respond,”
which means “talk about what you have heard and relate it
to your own experience.” T: Think about what you have
learned in this textbook. How can it help you to improve your lis-
tening and speaking skills? Do the stories remind you of any of
your own experiences? Responding to what we hear helps us to
understand and remember it better.
T77
SCRIPT
Part 1
Answers
1. Your attention, please. Flight 275 to Miami will be
delayed for two hours. 1. Flight 275
2. I’m sorry. There are no window seats left. Would you 2. aisle seat
like an aisle seat? 3. business class
3. I’m sorry. All of our economy seats are sold out. How 4. rich and creamy
about business class? 5. spicy
4. Yum! This chocolate pudding is so rich and creamy. 6. really salty
5. You made this salsa? Mm. Nice and spicy, just the way I 7. pretty full
like it. 8. booked solid
6. I need a drink. The popcorn was really salty. 9. squeeze it in
7. Hi, Tom, I can’t make that meeting on Monday. My 10. breezy
schedule is pretty full. But Tuesday might not be 11. scorching hot
impossible. 12. snow flurries
8. Sheila. It’s Tom. Tuesday, huh? Looks like I’ll be too 13. isn’t much parking
busy then. I’m booked solid all day. Can you make it 14. wide-open spaces
Wednesday? 15. country store
9. Hi, Tom. Sheila here. Uh, I might be able to squeeze it
in on Wednesday. It’ll be tight, though.
10. In the spring, the city of Washington is breezy and
there are frequent showers. The ground is very damp,
so flowers begin sprouting.
11. When summer comes, there may be storms with thun-
der and lightning, or it can be scorching hot. Late sum-
mer gets humid, and people try to avoid the muggy
heat in the city by going to the countryside or the
beach.
12. Winter brings freezing rain, low temperatures, and
overcast skies. School children hope that light snow
flurries will change into a blizzard so that school will be
canceled for a few days.
13. What do I like about living in the city? Oh, lots of
things. First of all, there’re lots of shops and movie the-
aters. And then you have public transportation to get
around, which is good because there isn’t much parking
if you drive a car.
14. What I like best about living in the countryside is the
wide-open spaces and the fresh air. There’s lots of
green trees and many hiking trails.
15. We don’t have a shopping mall or a big supermarket,
but there is a nice country store that sells organic fruits
and vegetables, and fresh bread.
T78
SCRIPT
Part 2 8. Hello from the Arctic North. Here in Edmonton,
1. A: Do you have your passport, honey? Alberta, it’s snowy and cold. The temperature dipped
B: Oh, shoot! I forgot it. way below freezing last night, and we’ve got a fresh
A: Oh, we don’t have time to go back home and get it. layer of snow. Yahoo! I’m going to enjoy some of that
What are we gonna do? powder snow skiing. See you on the slopes.
B: Why don’t we call Susan and ask her to bring it? I 9. A: Sorry I’m a little late. There was an accident on the
think she’s at home. freeway.
A: Good idea. She should have plenty of time. B: Freeway? Where do you live?
B: Good thing we got here early. A: I live out in Jasper, about 75 kilometers from here.
2. A: I’m sorry, sir. Both business class and economy are B: That must take forever. Couldn’t you find a place
sold out. you like that’s closer?
B: Mm. Is there space on the next flight? A: Oh, I don’t mind the drive. Besides, I love the wide-
A: Yes, I can book you on the first flight tomorrow open spaces out where I live.
morning. B: What about shopping and going to the clubs on
B: Tomorrow morning? I gotta get out of here tonight. weekends?
I have to be at a meeting tomorrow at 8 a.m. A: Nah, I prefer hiking, fishing, stuff like that.
A: Hold on. Let me check something out. Oh, we do B: That does sound nice, but I could never get used to
have space in first class. the drive.
B: Oh, all right. I’ll take it. 10. What I like best about living in the countryside is the
3. When I pass a Chinese restaurant and smell the food, I wide-open spaces and the fresh air. There’s lots of
always think of how my grandma used to make pot- green trees and hiking trails. We don’t have a shopping
stickers. She’d roll out the dough into little circles and mall or a big supermarket, but there is a nice country
fill them with just the right amount of ground meat and store that sells organic fruits and vegetables, and fresh
veggies, mixed together and flavored with a few spices. bread.
The trick to making them really good is to fry them a
little, then steam them in a bamboo steamer. Then you Answers
just dip them in some soy and vinegar sauce, and 1. a 6. c
they’re perfect. 2. b 7. c
4. Unless you’ve been to Mexico, you don’t know what 3. b 8. c
good tortillas are like. Here they’re like cardboard! 4. c 9. a
Back in Mexico, I’d be the one who went to the tortilla 5. a 10. b
lady in the afternoon to pick up the tortillas for my
family. Anyway, when they’re hot and fresh, they taste
good by themselves, but with some beans or something.
Oh, yeah, they were good. I’d always eat one on the
way home.
5. This schedule is impossible! I’ve got the conference
tomorrow through Tuesday in Chicago and then fly
straight from there to New Delhi to meet with a client
on Thursday. If I can get a flight out of India Thursday
night, I can still make it back for Billy’s concert at
school on Friday night. Let’s see. Perfect. 11:50 p.m.!
I’ll be exhausted, but I’ll be there.
6. Sheila: Hi, it’s Sheila. I’m not sure about Thursday. But
Friday’s schedule is pretty light. In fact, it’s wide
open after about ten in the morning. Let me
know.
7. Good morning from San Jose, Costa Rica. We’re hav-
ing the same weather as always. Damp and warm with
daily showers. Perfect for hiking in the national park
when the rain lets up.
T79

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To the Teacher

Welcome to Impact Listening 2!

The Impact Listening series is based on four main principles:

Main Activities: pages 8–10 Warm Up: CD 1, track 2

Unit Overview Communication Strategy

Main Activities: pages 12–14 Warm Up: CD 1, track 11

Unit Overview Communication Strategy

Main Activities: pages 16–18 Warm Up: CD 1, track 22

Unit Overview Communication Strategy

Main Activities: pages 20–22 Warm Up: CD 1, track 31

Unit Overview Other Vocabulary

Main Activities: pages 24–26 Warm Up: CD 1, track 40

Unit Overview Communication Strategy

Part 1: pages 28–29 Part 1 Audio: CD 1, track 48

Unit Overview Topics

Before the Review Presenting the Review

Main Activities: pages 32–34 Warm Up: CD 1, track 59

Unit Overview Communication Strategy

Main Activities: pages 36–38 Warm Up: CD 1, track 68

Unit Overview Communication Strategy

Main Activities: pages 40–42 Warm Up: CD 1, track 78

Unit Overview Communication Strategy

Main Activities: pages 44–46 Warm Up: CD 2, track 1

Unit Overview Communication Strategy

Main Activities: pages 48–50 Warm Up: CD 2, track 10

Unit Overview Communication Strategy

Part 1: pages 52–53 Part 1 Audio: CD 2, track 20

Unit Overview Topics

Before the Review Presenting the Review

Main Activities: pages 56–58 Warm Up: CD 2, track 31

Unit Overview Communication Strategy

First Listening Answers

Main Activities: pages 60–62 Warm Up: CD 2, track 39

Unit Overview Communication Strategy

Main Activities: pages 64–66 Warm Up: CD 2, track 47

Unit Overview Communication Strategy

Main Activities: pages 68–70 Warm Up: CD 2, track 55

Unit Overview Communication Strategy

Main Activities: pages 72–74 Warm Up: CD 2, track 63

Unit Overview Communication Strategy

Part 1: pages 76–77 Part 1 Audio: CD 2, tracks 72

Unit Overview Topics

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