New Vistas 1 - Teacher's Book PDF

NEW
VISTAS
Teacher's
Resource
Manual
H. DOUGLAS BROWN
ANNE ALBARELLI-SIEGFRIED
FEDERICO SALAS
ALICE SAVAGE • MASOUD SHAFIEI
Internet Activities by
Dave Sperling and Leeann Iracane
Publisher: Mary Jane Peluso
Series Editor: Stella Reilly
Development Editors: Pamela Renner, Janet Johnston, Tunde Dewey
Assistant Editor: Alison Kinney
Director of Production and Manufacturing: Aliza Greenblatt
Production/Design Manager-Multimedia: Paul Belfanti
Electronic Publishing Specialist: Steven D. Greydanus
Manufacturing Manager: Ray Keating
Cover Coordinators: Merle Krumper, Eric Dawson
Interior Design: Eric Dawson
Cover Design: Carmine Vecchio
© 1999 by Prentice Hall Regents

Prentice-Hall, Inc.
PRENTICE HALL REGENTS
A Simon & Schuster Company
Upper Saddle River, New Jersey 07458
All rights reserved. No part of this book may be

reproduced, in any form or by any means, without
permission in writing from the publisher.
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
ISBN 0-13-908211-5
Prentice-Hall International (UK) Limited, London

Prentice-Hall of Australia Pty. Limited, Sydney
Prentice-Hall Canada Inc., Toronto
Prentice-Hall Hispanoamericana, S.A., Mexico
Prentice-Hall of India Private Limited, New Delhi
Prentice-Hall of Japan, Inc., Tokyo
Simon & Schuster Asia Pte. Ltd., Singapore
Editora Prentice-Hall do Brasil, Ltda., Rio de Janeiro
Reviewers
Robert A. Cote, North Miami Adult Education Center; Ulysses D’Aquila, City College of San Francisco;
M. Sadiq Durrani, Centro Boliviano Americano; Charles Garcia, University of Texas at Brownsville;
Kathleen Huggard Gomez, Hunter College; Kathy Hamilton, Elk Grove Unified School District;
Kevin Keating, University of Arizona; Rosa Moreno, Instituto Cultural Peruano Norteamericano de Trujillo;
Betty Otiniano, Instituto Cultural Peruano Norteamericano de Trujillo; Herbert D. Pierson, St. John’s University;
Alison Rice, Hunter College; Maria Rita Vieira, Yazigi Language Schools; Tammy Smith-Firestone,
Edgewood Language Institute; Garnet Templin-Imel, Bellevue Community College
Photo Credits
Prince Naruhito and Princess Masako of Japan, Consulate General of Japan. Hillary Rodham Clinton, A/P
World Photos. Andy Garcia, A/P World Photos. Chinese New Year, San Francisco Convention and Visitors
Bureau. Thai Festival of Lights, Tourism Authority of Thailand, New York Office. Fourth of July Celebration,
New York Convention & Visitors Bureau. Spring and Summer, Ray Keating. Winter, Peter Buckley. Fall,
Michigan Department of Natural Resources.
ii
Contents
UNIT 1 Lesson 1 Hello. My name’s Lynn. 1
Lesson 2 Tony, this is Lynn. 6
Lesson 3 This is our class. 9
UNIT 2 Lesson 1 What’s your address? 13
Lesson 2 Is this Room 102? 16
Lesson 3 Let’s use the public phone. 21
UNIT 3 Lesson 1 That baby is really cute. 25
Lesson 2 I have an interesting family. 30
Lesson 3 The Cheshire Family 32
UNIT 4 Lesson 1 I’m calling about the apartment on Summer St. 37
Lesson 2 Lynn’s new address is 317 Elm Street. 41
Lesson 3 There’s a large 1 BR. Apt. Furn. 45
UNIT 5 Lesson 1 I’m running late. 49
Lesson 2 He’s wearing a green shirt. 52
Lesson 3 The Four Seasons 56
UNIT 6 Lesson 1 Life in the United States isn’t easy! 61
Lesson 2 Dear Siao Yan, 65
Lesson 3 What special holidays do you have? 68
UNIT 7 Lesson 1 I’m making a grocery list. 73
Lesson 2 This week only! 78
Lesson 3 This is a favorite family recipe. 81
UNIT 8 Lesson 1 What time does the next bus leave? 85
Lesson 2 What’s playing at the movies? 88
Lesson 3 It’s not all fun and glamour. 92
UNIT 9 Lesson 1 Here’s Gina’s job application. 97
Lesson 2 I’m here for the interview. 101
Lesson 3 Gina is a great worker! 104
UNIT 10 Lesson 1 How was your weekend? 109
Lesson 2 How do you use this machine? 113
Lesson 3 School’s almost over! 116
Tapescripts T121
iii
Unit Topics Functions Grammar
Meeting People • Introducing self and other people • Subject pronouns

Introductions • Exchanging personal information • Present tense: be
1 Greetings • Asking for and giving a spelling • Contractions
Leave-takings • Wh- questions
Personal Information • Identifying objects in the classroom • Indefinite articles: a, an

Numbers: Telephone • Giving and performing commands • Demonstratives: this, that
2 Numbers & Addresses • Confirming and correcting • Yes/No questions; short
The Classroom • Apologizing and thanking answers
The Family • Identifying and describing people • Adjectives used to describe

Family Relationships • Exchanging information people
3 Physical Characteristics • Possessive adjectives
• Present tense: has/have
The Home and the • Getting details from an ad • Yes/No questions; short answers
Neighborhood • Asking for and giving locations • There isn’t, There aren’t
4 The Classified Ads • Prepositions of location
The Neighborhood • Information questions
Ongoing Concerns • Asking and telling the time • Present continuous: verb + -ing
The Time • Asking for and describing what • Plural nouns: regular vs. irreg-
5 Clothes
Colors
people are doing and wearing ular plural nouns
• Talking about the weather/seasons • Adjectives: position
Seasons/Weather
Daily Routines • Talking about routines • Simple present tense

Daily Routines • Negotiating schedules • Affirmative and negative state-
6 The Calendar • Talking about holidays ments; do/does
Ordinal Numbers • Adverbs of frequency
Food and Food Shopping • Talking about availability of things • Count and noncount nouns
Quantities • Asking for locations in a super- • Some and any
7 The Supermarket market • How much and how many
Recipes • Following a recipe
Travel and Leisure • Asking for transportation informa- • Too and either in compound
Transportation tion structures
8 TV and Movies • Talking about likes and dislikes • Clauses: before, after, and then
Skills and Abilities • Responding to interview questions • Can/Can’t

The Interview • Talking about ability • Adverbs of manner
9 The Application Form • Asking for confirmation • How often; frequency adverbs
Skills and Abilities • Filling out an application form
Past Activities and Future • Talking about past activities • The simple past:
Plans • Ordering in a restaurant Yes/No questions
10 The Weekend • Making a suggestion • Wh- questions
The Immediate Future • Talking about future plans • The future with going to
iv
Pronunciation Communication Skills
LISTENING AND SPEAKING READING AND WRITING
• Falling intonation in greet- • Introduce yourself and other people • Read for specific information
ings and leave-takings • Exchange information • Make a class poster
• Ask for and give a spelling • Introduce oneself in writing
• Listen for information
• Short /I/ vs. long /i/ • Say and use numbers • Find information in phone and
• Ask for the name of an object in English building directories
• Correct given information • Make an address book
• Apologize
• Word stress • Describe people • Identify family members

• Listen for information • Fill out a questionnaire
• Get someone’s attention • Write a paragraph
• Ask someone to repeat
• Rising and falling intona- • Ask about an apartment • Read real-estate ads
tion • Describe an apartment and the neighbor- • Write a simple ad
hood • Write a description of one’s
• Describe locations neighborhood
• Word stress • Ask and give the time • Read a weather map
e.g., thirteen vs. thirty • Talk about the weather and the seasons • Explain one’s opinion in writing
• Talk about ongoing actions • Write a postcard
• Talk about clothes and colors
• Contrasting sounds: • Talk about daily routines • Read for details

/t/ vs. /θ/ • Talk about holidays • Write about daily routines
• Write a short paragraph
• /a/ vs. /@/, e.g., cop vs. cup • Ask about availability • Read advertisements
• Ask for locations in a supermarket • Follow directions in a recipe
• Ask about prices • Determine sequence in recipe
• Discuss plans for a party instructions
• Questions with or • Ask for information • Read travel signs

• Talk about likes/dislikes • Write a series of actions in
• Listen to recorded messages proper sequence
• Discuss use of leisure • Read entertainment schedules
• Rising intonation in yes/no • Respond to interview questions • Complete an application form

questions • Talk about abilities • Create a Help Wanted ad
• Discuss a person’s suitability for a job • Read a performance review
• Final -ed sounds: • Talk about past activities • Read a menu

/t/, /d/, /Id/ • Order in a restaurant • Create a personal time line
• Make a suggestion, invite someone
• Decline an invitation
• Talk about future plans
v
Introduction
Welcome to NEW VISTAS. This five-level course • become aware of some of the techniques that
gives adult and young-adult learners a successful language learners have used to
comprehensive set of communication skills in the achieve their highest potential;
English language. Throughout each level, language • work with another student, a learning partner,
is natural and authentic, and contextualized in lively, in a cooperative venture to practice English and
interesting situations with which your students can reflect on their learning; and
easily identify. The lessons in NEW VISTAS
presuppose that its users are motivated by factors • write entries in a personal journal to reinforce
typical of adults, making the series appropriate for their English skills, and, starting in Book 2, to
students who are high school age and older. Each reflect on their learning styles, their strategy
lesson challenges students by capitalizing on what use, and their progress in English.
they know or have learned, and by encouraging Your encouragement and guidance of your
them to stretch just a little beyond their current stage students is an important factor in making the
of language development. With each new step, “Strategies for Success” exercises doable and
students are given a firm grammatical basis on practical. Research has found that if students are
which to build their communication skills. simply told to do these exercises if they want to,
only a very small number of students will do so.
So what is needed is your conviction that
THE COMPONENTS OF NEW VISTAS
• students can gain significantly from performing
Each of the five levels of NEW VISTAS includes self-help exercises outside the classroom;
four components to make your students’ learning • making some effort on their own—without the
experience interesting and successful. teacher there for every step—develops students’
autonomy and pride in their accomplishments;
1. The Student Books consist of ten units each. Each
unit is divided into three separate lessons. Lessons • doing the exercises in a low-risk setting with a
1 and 2 introduce new language through dialogs, learning partner will increase their motivation
readings, conversation practice, and task-based to learn English;
activities. Grammar is treated inductively as • writing in a personal journal helps to reinforce
students first use new structures to complete simple language skills.
communication tasks, and subsequently have their
In other words, if you convey your own positive
attention drawn to those structures. Lesson 3
outlook on strategy training and help your
integrates and expands the functions and structures
students to get started, they will be interested and
taught in Lessons 1 and 2, and directs the students
challenged to perform the exercises.
toward a more personalized use of English. At the
end of each unit all grammar, vocabulary, and 2. The Teacher’s Resource Manuals provide clear
communication skills are summarized. Each level procedures for teaching each page of the Student
provides enough activities for approximately sixty Book. First, an overview lists the topics, grammar,
class sessions of 50 minutes each. The material can and communication skills covered in each unit.
be extended to ninety class sessions by using Then, step-by-step instructions for delivering
corresponding Workbook exercises and activities classroom lessons are given. Also included are
suggested in the Teacher’s Resource Manuals. explanations of grammar points, pronunciation
pointers, information on cultural topics, tapescripts,
One of the innovative features of NEW VISTAS is a
answers for each exercise, optional activities for
series of exercises called “Strategies for Success,”
further practice, and specific suggestions for
found at the end of each unit in Books 1 through 4.
implementing the “Strategies for Success” modules.
These sections are designed to encourage students to
• do something on their own, beyond the Each Teacher’s Manual for levels 1–4 includes a set of
classroom, to improve their skills; tests: one mid-term (covering units 1–5) and one
vi Introduction
final (covering units 1–10). Each test is accompanied button allows for better maintenance of the site
by directions to the teacher for administration and through teachers’ and students’ feedback. Online
scoring. A unique feature of the Student Placement activities are indicated in the Student Book with a
and Evaluation Test is that it includes sections on symbol.
spontaneous oral and written production.
The Teacher’s Resource Manuals are designed so that FEATURES OF THE NEW VISTAS
teachers new to the field will find all the information STUDENT BOOK
they need to become immediately successful in the
classroom. More experienced teachers will find a
wealth of suggestions to add to their repertoires. Each lesson opens with an attractive illustration
and a presentation of an authentic conversation or
3. The Workbooks include a variety of exercises to reading.
be used either for homework or for extra • Exercises provide students with varied,
classroom practice. The exercises strengthen the interesting tasks that are authentic, creative, and
students’ competence in English and provide interactive.
additional interest and motivation. The answers to
the Workbook exercises are provided at the end of • New vocabulary in the unit is systematically
each unit of the Teacher’s Resource Manual. practiced in a section called “Word Bag.”
• Sections called “Hear It. Say It.” focus on
4. The Audio Programs contain recordings of pronunciation.
dialogs, listening-comprehension exercises, and
other exercises for which hearing examples and • Special new sections labeled “Strategies for
models can enhance students’ learning. Exercises Success” show students how to use learning
are recorded at normal conversational speed, using strategies outside the classroom.
a variety of native speakers of English, so that • Another new feature, an “Online” section,
students can build their listening skills and practice introduces students to simple Internet activities.
correct pronunciation. Recorded exercises are • Sprinkled through the units are various cultural
indicated in the Student Book with a symbol. notes and information pieces.
5. The Companion Website is an online feature new to • The “Wrap Up” exercise is a personalized
the NEW VISTAS program. Ten online units activity that culminates each unit.
accompany the Student Book. Each unit consists of • Two new self-check sections at the end of each
clearly stated activity “Objectives”; “Web” activities unit help students to evaluate their learning
that facilitate exploration of unit themes within a (“Checkpoint”) and to think about their
multisensory learning environment; “E-mail” learning modalities (“Learning Preferences”).
activities that prompt students to “talk”about unit
• Summary pages at the very end of each unit
themes by corresponding to a pen pal, encouraging
summarize the vocabulary, grammar, and
students to use unit vocabulary and grammatical
communication skills covered in that unit.
structures in a meaningful context; “Grammar”
activities that feature instant scoring and feedback
so students will recognize their strengths and FEATURES OF THE NEW VISTAS
weaknesses immediately. The site also features a
“Teacher Notes” section, which includes Vocabulary,
TEACHER’S RESOURCE MANUAL
Wrap Up, and Putting It Together sections, and
• A Unit Overview listing (a) topics, grammar, and
additional links to help facilitate student learning.
communication skills and (b) skills standards
The entire Teacher’s Resource Manual is available
using CASAS and SCANS competencies.
online for download. Navigating through the
website is simplified through easily identified • Step-by-step, explicit instructions for taking
buttons. The “Preferences” button helps to manage students through each exercise.
student performance by having students e-mail all • An Answer Key for each exercise.
of their answers to the teacher and to themselves for • Tapescripts for all audiotaped material.
follow-up activities. The “Help” button provides
support to the companion website. The “Feedback” • Answers to Workbook exercises.
Introduction vii
• All the materials for the mid-term test (see Unit 5) U.S. Department of Education in the area of adult
and for the final test (see Unit 10). These include: literacy. CASAS provides a framework for
(a) photocopy-ready student test pages implementing quality programs with a built-in
standardized accountability system for reporting
(b) complete directions for administration results. The assessment, training, and evaluation
(c) tapescripts for listening comprehension are based on the critical competencies and skill
sections areas required for success in the workplace,
(d) instructions for scoring and a scoring community, and family.
summary sheet Each NEW VISTAS Teacher’s Resource Manual
(e) answer sheets and answer keys. displays a Skill Standards Overview at the
beginning of every unit so that educators and
administrators can determine at a glance which
BACKGROUND ON SCANS AND competencies and skill standards are addressed
CASAS within a particular unit of the Student Book.
The SCANS and CASAS skill standards are career

and vocational goals advocated by the federal
THE NEW VISTAS APPROACH
government and by the State of California to prepare
students for the demands and challenges of the NEW VISTAS features the best of what has come to
workplace. These skills standards constitute a be known as “communicative language teaching,”
progressive series of levels of proficiency in language including recent developments in creating
and communicative functions, as well as a general interactive, learner-centered classrooms. NEW
introduction to the technological and interpersonal VISTAS provides students with natural, meaningful
demands of the international workplace. contexts in which to practice the communicative
functions of the language. As such, it emphasizes
In 1990 the Secretary of Labor appointed a group the internalization of language structures and
called the Secretary’s Commission on Achieving functions through practice in using the language
Necessary Skills (SCANS) to determine the skills from the very first day. NEW VISTAS deemphasizes
people need to succeed. The commission was the use of grammar rule memorization,
composed of 30 representatives of education, overlearning, translation, and teacher-centered
business, labor, and state government. It was activities. When grammar practice and explanations
charged with defining a common core of skills occur, they are kept simple and are always
that constitute job readiness in the current embedded in real, communicative contexts.
economic environment.
NEW VISTAS emphasizes practice in all four
Under separate auspices, the State of California language skills. In the process of helping students
appointed an advisory committee in 1983 to help to acquire their new language, the teacher acts as a
improve education in its primary and secondary facilitator and guide in a student-centered
school system. In 1988 the state superintendent of classroom. The ultimate goal of this series is to
public instruction broadened the scope of this provide students with the fluency needed to use
initiative, appointing an adult education advisory English in unrehearsed situations outside the
committee as well. Their report, entitled Adult classroom. How is this goal achieved?
Education for the 21st Century: Strategic Plan to Meet
California’s Long-Term Adult Education Needs, extends
California’s educational mandates to include ESL 1. By presenting language in meaningful,
programs for adults. The criteria in the Strategic Plan communicative, and functional contexts.
form the foundation of English-as-a-second-language NEW VISTAS emphasizes using language
Model Standards for Adult Education Programs. functions in meaningful, communicative contexts
The Comprehensive Adult Student Assessment and not using individual structures, forms, or
System (CASAS) is a widely used system for sounds in isolation. Dialogs are used not for rote
assessing adult basic skills within a functional memorization, but for adaptation to pair and
context. It has been approved and validated by the small-group work. And rather than focusing on
viii Introduction
mastery through memorization, “overlearning,” developed. For example, a spoken answer follows
and drilling, NEW VISTAS places emphasis on a spoken question, a written response may follow
students’ attempts to communicate spontaneously, the reading of a letter, and so on.
even if those attempts have errors in them.
Students are encouraged to take risks and to use a
3. By focusing on student-centered
trial-and-error approach as they try out their new
learning with the teacher as facilitator.
language. Class work is learner-directed so that
students gain confidence and eventually attain NEW VISTAS encourages teachers to be more the
fluency and accuracy in the language. facilitators of the students’ language acquisition
process and less the directors of a language class—
Grammatical structures have their place in NEW to be less directive, but no less effective. This
VISTAS too, but not as isolated patterns for analysis means motivating students to grasp the language
and rule memorization. Instead, all structures are through their own involvement in a meaningful
taught within a functional and communicative and communicative process, which necessarily
context. As students progress through units that are involves risk-taking and trial and error.
grammatically sequenced, they practice functional
language that enables them to accomplish specific NEW VISTAS is a student-centered series; it focuses
on student “ownership” of the English they are
communication goals. In this way, students have a
learning from the very first lesson. Once students
chance to use the language at the same time as they
have been initially exposed to correct language
learn about its structures and functions.
models, they are expected to take the lead in using
Each unit helps students do things with the them. For example, in the Teacher’s Resource Manual,
language they are learning—to use the natural the students, not the teacher, ask the questions,
functions of language in familiar, meaningful write the answers on the board, give the dictations,
contexts. For example, they may learn to greet and so on. Exercise instructions frequently specify
someone (“Hello. How are you?”), to ask for that students work in pairs or small groups not
only to practice a given conversation pattern but
information (“What time is it?”), to make a
also to expand on it creatively. The teacher’s role is
suggestion (“Let’s go to a movie tonight”), to give
generally that of a facilitator and monitor of the
an opinion (“I think he’s happy because he doesn’t
language learning and acquisition process. Of
have to get up early”), and so on. course, you are expected to be in charge of the
NEW VISTAS provides a wide range of overall syllabus and how it flows, but you need not
opportunities for English language practice. This direct all the activities at all times.
is achieved through student/teacher interaction Above all, NEW VISTAS encourages students to
and a great deal of pair and small-group work in communicate creatively. Lesson 3 of every unit has
which students expand on structural and student-centered activities that motivate the
functional models and thus gradually learn to students to integrate and apply in an original
express themselves creatively. manner the skills and content they’ve learned in
Lessons 1 and 2. For example, exercises have
students “Write a postcard . . . ,” “Interview a
2. By encouraging the integration of all classmate . . . ,” and so on.
four language skills.
Certain language teaching methods defer teaching 4. By assigning a secondary role to
reading and writing until speech is mastered. structural information and a minor role
NEW VISTAS advocates the use of all four to translation.
language skills—listening, speaking, reading, and
writing—from the very first lesson. Each unit In Getting Started, structural (communicative)
includes activities in each of these skills areas. information is summarized at the end of each unit
Emphasis is placed on listening activities as one of because research has demonstrated that students
the main sources of comprehensible input for the should first receive meaningful and communicative
student; therefore, tape recordings and tapescripts practice in the target language. Translation of
vocabulary items or whole phrases and structures
with meaningful and communicative contexts are
into a student’s native language should be resorted
provided for every lesson. The natural
to only if other means, such as paraphrasing,
interrelationship of the four skills is exploited and
Introduction ix
gesturing, and using visuals and diagrams, have Speaking
failed to get the message across. In this way, students
won’t come to depend on their native language as a There are many different kinds of speaking
crutch. Research shows that frequent or excessive activities in NEW VISTAS. They range from choral
translation can markedly slow students’ progress. repetition and other forms of teacher-student
practice, to student-student practice, to free,
creative conversation. In each case, the Teacher’s
GUIDELINES AND SUGGESTIONS FOR Resource Manual provides detailed suggestions on
how to proceed.
USING NEW VISTAS
As a rule, follow these general guidelines for all
The following are some guidelines and suggestions speaking activities.
for using NEW VISTAS by skill area, with
additional notes on grammar and vocabulary. More 1. Make sure your students understand what
specific tips on classroom activities in all of these they are saying. This means that you may need to
areas are provided in the Teacher’s Resource Manuals. preview vocabulary, grammar, or context cues. In
some cases, students will be practicing phrases
whose component parts they may not completely
Listening understand. For example, in Unit 1, Lesson 1, they
All of the listening activities in NEW VISTAS are are taught to use “How are you?” as a formula,
recorded on cassette, with tapescripts in the without necessarily understanding question
Teacher’s Resource Manual. As a general rule, use formation or verb inversion. At the beginning of
the following procedure for listening exercises. the book, the main thing is that they understand
what they are asking when they say “How are
1. Preview the context of the listening exercise by you?” One way of ensuring that they understand
discussing where the conversation takes place, meaning is to allow for or provide a native
who the speakers are, and the purpose of the language translation of the question.
conversation. You might write new vocabulary
items on the board and check to see if your 2. Know how and when (if at all) to correct
students understand them. It is important, though, pronunciation and grammar errors. You do not
to remind students that the usual goal of a need to correct every single error that a student
listening activity is to remember not the specific makes. If you overcorrect, your students will
words or structures, but the main idea(s). become discouraged and will stop trying to make
an effort to speak; if you undercorrect, they may
2. Make sure that students know exactly what
they are expected to listen for: grammatical cues, learn incorrect forms of language. Your job is to
particular vocabulary items, specific information, find the optimal point in between. Here are some
overall meaning, or all of these? Before you begin, points to bear in mind.
be sure to give students an opportunity to ask you Focus on errors that affect meaning, not on those that
any questions about the exercise. only affect form. For example, a student who
3. Play the cassette or read the tapescript (in a pronounces the word that so that it sounds like “dat”
normal, conversational tone) as many times as will still be perfectly understood when he or she
you think necessary. Students often gain says, “Dat’s all right.” Likewise, a student who says,
“comprehension confidence” through repetition “They always walks home from school” will be
of material. perfectly understood. Research shows that most
errors of this type are eliminated by the student over
4. Allow the students time to give their responses time through natural exposure to the correct forms.
to a listening activity. The recordings leave ample
pauses for this purpose. Students respond by Give students a chance to discover and correct
writing the answers in their books, on separate their own errors. For example, if a student says
paper, or on the board, or by answering orally. “Eats good” for “It’s good,” you might say,
“You’ve made a slight mistake. Try it again.” If the
5. Sometimes it’s necessary to play the cassette or
read the tapescript one more time after students student still can’t discover the error, then simply
have completed all aspects of the exercise. In this point it out for him or her by saying “What’s
way, students can check or verify their answers. good? Tell me again.”
x Introduction
Never stop a student in mid-conversation to listen, and write. In this series, readings are
correct an error; instead, repeat or rephrase frequently combined with listening exercises:
correctly what the student has said. For example, students read along in their books as the teacher
if the student says, “I need a pain to fry this,” you plays a cassette or reads a passage aloud.
might say, “Right! A pan is just what you need.”
Once students have learned the alphabet and basic
3. Pronunciation is specifically addressed in each sound-symbol relationships, learning to read
unit in sections labeled “See It. Hear It.” Explicit means learning to comprehend increasingly more
directions for teaching these pronunciation complex structures and new vocabulary. The
exercises are given in the Teacher’s Resource readings gradually increase in length and
Manual. Here are some general guidelines for complexity from book to book. They range, for
teaching pronunciation. example, from single words and phrases on a sign,
• Pronunciation is a psychomotor skill, so to postcard messages, to newspaper articles.
students need plenty of practice to improve Here are some guidelines and suggestions for
their pronunciation. Don’t be afraid to have conducting reading activities.
them do this practice in the form of drills, both
choral and individual. But keep these drills 1. Help students use pre-reading techniques, such
“short and sweet”—if they go on too long, as making predictions about what they are about to
pronunciation exercises become boring! read, guessing at main ideas and unknown words
• Feel free to use the audiotape for pronunciation and phrases, and mapping out the ideas in graphic
exercises. Even if your own English is very form. Where appropriate, summarize the passage
good, it gives students another voice to listen to. for the students before they actually read it.
• Some students might be afraid to speak out and 2. Have students relate the main idea and other
do pronunciation exercises. You will need to topics in the reading to their own experiences and
encourage these students and praise them even surroundings.
for little attempts to speak. Don’t ever scold or
3. Emphasize that students should read by
make them feel ashamed of their own
phrases and larger word groups rather than just
pronunciation.
word by word.
• You can do little unplanned pronunciation drills
(for just a few seconds at a time) when an 4. Discourage students from looking up every
English sound or an intonation, stress, or new word in their dictionaries. Instead teach them
rhythm pattern needs to be worked on. Don’t how to get the meaning from the surrounding
save all your pronunciation teaching for the context. Other ways of providing meanings are
“See It. Hear it.” sections. through visuals, gestures, and realia, or through
peer information exchanges. You can also rephrase
• Finally, remember that 99 out of 100 adult
unknown concepts in more familiar terms.
learners of English will retain a bit of an accent
even when they become “advanced” learners. 5. Show students how to scan reading passages
So, ultimately your students’ goal in for specific information and how to skim for
pronunciation should be clear, comprehensible general or main ideas.
articulation, even if a little of their own accent
still remains. In this day of international 6. Explain that different reading passages may
varieties of English, there are many different require different reading strategies. For example,
acceptable standards of pronunciation. reading a sequence of information, such as a
recipe, requires slower reading than scanning a
short letter.
Reading
Reading is an important part of communication in Writing
a new language. Through reading, students
receive language input in the form of vocabulary This series leads students from the early stages of
and grammar. They are able to use the new words mechanical writing to the expression of their own
and structures thus acquired when they speak, ideas on paper. Writing activities include copying,
Introduction xi
filling in blanks, dictations, sentence transformations, 6. As students begin to write actual discourse,
answering questions, and controlled-to-free guide them through a pre-writing stage. For
paragraph writing. Many of the writing exercises are example:
linked to listening tasks—students write down parts • Discuss the topic to be written about. Include
of conversations or discourses that they hear. brainstorming to generate ideas about the topic.
Bear in mind these points when you teach writing. • Gather visuals and other information about the
topic from sources such as magazines or
1. During the early stages of writing practice, encyclopedias.
provide a standard model of cursive writing for
the students to imitate. If all class members shape • If possible, read over a model of the topic with
and connect their letters in a similar fashion, it will them. For example, if they are supposed to
be easy for you to recognize and correct their write a paragraph describing someone, read a
work and for them to read each other’s writing. description of a famous person from a
magazine or encyclopedia.
2. When students are expected to write based on • Have students take notes about the topic. Then
a spoken stimulus, make sure that what they hear help them plan and write an outline of the
is audible and repeated until everyone has had discourse.
ample opportunity to complete the exercise.
7. Point out to students that risk-taking and trial
3. When students are required to produce words, and error are important in the writing process, just
phrases, or sentences in written form, provide as they are in speaking. Have them write drafts
examples on the board and answer any questions that focus on ideas rather than on the language
they may have about the process. itself. Remind them that at this stage they should
4. Model and help students identify key elements not worry about being perfect in grammar,
used in writing sentences and paragraphs, such as spelling, or punctuation. For input in the revising
sentence subject + verb + object, the paragraph process, have them share their drafts with each
topic, and supporting sentences. Make sure that other and with you. Be careful not to overcorrect.
students include these key elements when they Follow the same general principles for correcting
write their own sentences and paragraphs. students’ errors as mentioned earlier in Speaking.
5. Encourage students to write on their own.

Have them keep separate notebooks or journals in Grammar
which they can write down new words, events, In this series, grammar has an ancillary or
ideas, or questions as they arise. Students’ entries subordinate role to the communicative functions
can include the following: of language. As the students progress through
• Lists of new words and idiomatic expressions. units that are grammatically sequenced, they are
When students encounter items whose actually practicing functional language that
meanings they don’t know, they can jot them enables them to accomplish specific
down and then search for the definitions, either communication goals. Grammar is not the primary
by asking someone who knows (the teacher) or goal; communication is. Of course, grammar plays
by looking in a dictionary. Then they can write a necessary part in achieving that goal. Students
down the definitions for later study or reference. absorb grammatical principles inductively.
• Simple descriptions. Students can write down Conscious attention to grammatical forms comes
their personal descriptions of objects, people, only after students have practiced these forms in a
scenes, and events they encounter. meaningful or communicative context.
• Diary entries. On a daily basis, students can Some points to bear in mind:
record events, for example, something they do • It is important to point out to your students that
to improve their English. (This should probably in this program rule memorization is not
be an event other than the usual English class.) important and that their ability to apply
They can also record their feelings, for example, grammar rules will come automatically as they
about learning English. practice communicating in English.
xii Introduction
• Avoid using a lot of grammatical terminology. A • As suggested in the Teacher’s Resource Manual,
few useful labels for students to know after play vocabulary games with your students.
they have practiced certain forms are terms Crossword puzzles, Hangman, and other games
such as “sentence,” “phrase,” “subject,” are enjoyable activities for learning vocabulary.
“object,” and “noun.” • Test students’ knowledge of and ability to use
• If you do give grammatical explanations, use vocabulary only within a context. For example,
simple charts or boxes to illustrate a given don’t simply have them match unrelated words
point. Feel free to use the students’ native with definitions or write definitions for
language to explain grammar. unrelated words.
• Do not test students on their ability to verbalize
rules; test them, rather, on their use of the Internet Skills
language to express meaning and to
communicate. Using the Internet is a skill that needs to be
learned in today’s technological society. ESL
students greatly benefit from this multisensory
Vocabulary environment, especially with the use of the Web
The acquisition of vocabulary is a key to language and e-mail. The NEW VISTAS Companion Website
development. Knowing the meanings of words provides unit-specific, student-directed activities
enables students to attempt and succeed at that will propel them into using the English
communicating ideas. Vocabulary is the key to language. Although it is possible for students to
communication when we speak, listen, read, or work independently on the activities, all of the
write. All exercises and activities in the series focus activities are designed for supervised work.
on students’ recognition and production of Managing student work is accomplished with the
vocabulary. Through reading and listening “Preferences” option. When clicking on the
activities, students acquire receptive vocabulary. “Preferences” button, students have the option to
Through speaking, writing, and grammar activities, select people to whom their completed
they learn to use vocabulary productively. assignments will be mailed, i.e., the teacher and
Here are some suggestions and guidelines for themselves. It is most efficient for students to send
teaching vocabulary. their grammar answers to you, and their e-mail
and Web answers to themselves.
• Discourage your students from memorizing lists
of isolated and unrelated words. Rather, have Grading student work is done differently among
them practice new words in meaningful contexts. the three types of activities. The Web activities
• Don’t teach each and every word in a lesson; involve many open-ended answers, so
encourage students to guess the meanings of assignments are designed to be concluded with a
unknown words or to try to determine the wrap-up discussion and a culminating activity;
meanings from the surrounding context. both are provided in the “Teacher Notes” section
of each unit. Student participation is stressed. E-
• Explain unknown words with words already mail activities are best managed by having
understood by the students or with gestures, students create a portfolio of their messages.
mime, realia, and visuals such as photos, Create grading criteria for your students’ work,
pictures, graphics, and diagrams. and make those standards clear to them. Meet
• Allow students to consult with peers to regularly with students to review their progress.
compare and share word meanings. Students will be graded against their own past
• At this point, have students use dictionaries for work, rather than against the work of their
word meanings they still don’t know. classmates. Grammar activities are scored online
and students are encouraged to go back to the unit
• For terms students still do not understand,
when they answer incorrectly.
allow for native language translation.
• For at-home and in-class study and reference, Prior to initiating student activities, familiarize
have students keep written logs and make yourself with the Companion Website. All of the
audiotapes of new words and their definitions. Internet activities and the Teacher Notes are online
Introduction xiii
and can be accessed using the Prentice Hall URL completion of the online activities, students must
http://www.prenhall.com/brown_activities. Help send their work to their chosen preferences.
is provided online.
2. Conclude the online activities by reviewing
Once you feel comfortable with the companion student answers and discussing any concerns as a
website, conduct an online orientation for students class. Answers should also be written on the
to learn how to navigate the website. Provide board. Tie the discussion to and follow up with
instruction on how to use e-mail and the Web, and the Putting It Together activity.
introduce necessary Internet vocabulary (See
Unit 1 online “Teacher Notes”).
During the orientation, have students choose their Exploring a new language is an exciting journey
assignment preferences by clicking on the for students and teacher alike. Best wishes to you
“Preferences” button. and your students as you open up for them new
vistas of meaning and understanding in their
Here are some tips for integrating the online linguistic voyages to effective communication
activities into your classroom. across international borders.
1. Review the lesson objectives and directions with
students prior to each unit activity. Upon
xiv Introduction
Pronunciation Guide
Key to Pronunciation
PHONETIC SYMBOLS
Consonants Vowels
/p/ pen lamp /i/ be street

/b/ bag job // in big
/t/ teacher light /e/ age space
/d/ do bed /ε/ desk bread
/k/ clock talk /æ/ add fast
/g/ go egg /ë/ but rug
/f/ fix off /a/ clock father
/v/ very live /u/ you school
/†/ thank bath /υ/ book would
/ð/ the together /o/ coat code
/s/ sit false /ɔ/ bought long
/z/ zip please /ai/ smile nice
/s/ show wash /oi/ boy oil
/z/ pleasure beige /au/ town out
/c/ chair watch
/j/ jacket age
/l/ light fall
/r/ room for
/m/ man home
/n/ news clean
/ŋ/ spring
/w/ we
/y/ you million
/h/ hand
STRESS AND INTONATION
Statement: Hello. My name’s Tony.
Yes/No question: Are you a new student?
Information question: Where are you from?
Statement with emphasis: That’s right!
Pronunciation Guide xv
Pronunciation Guide to Names and Places used in Student Book 1
First Names Last Names
Aiko áiko Mario mário Anderson ǽndërsën

Alex ǽlεks Martin mártn Balewa baléwa
Alice ælës Mary mέri Bonilla boníya
Alison ǽlësën Michael máikal Brennan brέnën
Andy ǽndi Michio misio Brown braun
Ann æn Molly mál Bushinski bυs́nski
Anna ǽna Nelson nέlsën Chesire cέsër
Bill bl Olga ólgë Clinton kl́ntën
Bob bab Oscar áskër Davies déviz
Bobby bábi Pam pæm Flores flórεs
Chris krs Paul pɔl Franklin frǽnkln
Ed εd Pedro pέdro Fuentes fwέntεs
Einstein áinstain Racer résër Garcia garsíë
Elizabeth il́zëbë† Richard r́card Gates gets
Farid faríd Roberto robέrto Gorki górki
Felicia fël́së or Roger rájër Ha ha
fëlísë Sara Sέrë Ibrahim íbrahim
Felix fílx Selena sëlínë Kinney k́ni
Gerard jarárd Siao Yan saw yán Lee li
Gina jínë Sofia sofíë Masako mësáko
Gus gës Sonia sónia Mercado mεrkádo
Haro háro Stella stέllë Miller m́lër
Hillary h́lëri Stephanie stέfani Mizoi mizói
Honey hë́ni Susan súzën Naruhito naruhíto
Ivan áivën Susana suzǽnë Perchov pë́rcaf
Jacinta has́ntë Tex tεks Poggi póji
John jan Tiger táigër Rodham rádëm
Ken kεn Tommy támi Sato sáto
Kitty k́ti Tony tóni Silva s́lvë
Leo lío Vanessa vënέsë Solo sólo
Leonardo liënárdo Vanya vánia Souza súzë
Linda l́ndë Vito víto Tanaka tënákë
Ling lŋ Vivian v́viën Wang waŋ or wæŋ
Lola lólë Vladimir vlǽdëmir or Wei we
Luigi luíji vládëmir Wright rait
Lynn ln Yon Mi yanmí
Maria maríë Yumiko yumíko
xvi Pronunciation Guide

Places Nationalities and
Languages
Africa ǽfrkë Japan jëpǽn
Angola æŋgóla Jersey jë́rzi Arabic ǽrëbk
Argentina arjëntína Korea koríë Chinese cainíz
Australia strélia Los Angeles lɔs ǽnjëls English ́ŋgls
Bamako bamáko Madrid mëdr́d French frεnc
Baytown bétaun Mali máli German gë́rmën
Beijing bej́ŋ Mexico mέksko Japanese jæpëníz
Brazil brëz́l Moscow másko Russian rë́sën
Canada kǽnëdë Naples népëlz Thai tai
Chile c́li New York nu yórk
China caínë New Zealand nu zílënd
Cougarville kúgërvl Nigeria naij́rië
Cuba kyúbë Peru përú
Egypt íjpt Philippines f́lpinz
Ellis έls Pusan pusán
Empire έmpair Richmond r́cmënd
Feline fílain Russia rë́së
Florida flórdë San Diego sæÁn diégo
France fræns San Francisco sǽn frëns́sko
Germany jë́rmëni São Paulo sau páulo
Greenland grínland Spain spen
Haiti héti Taiwan taiwán
Hawaii hawaí Texas tέksës
Houston hyústën Thailand táilænd
Hudson hë́dsën Vietnam viεtnám
India ́ndië Washington wásŋtën
Italy ́tëli
Pronunciation Guide xvii

UNIT 1
Overview
TOPICS GRAMMAR
• Meeting people • Subject pronouns
• Greetings • Present tense of be
• Introductions • Information (wh-) questions
• Leave-takings • Affirmative statements
• Contractions (I’m, He’s, She’s, It’s,
We’re, They’re)
• Prepositions (from, in)
COMMUNICATION GOALS
Listening and Speaking Reading and Writing

• Greeting people • Reading a world map
• Introducing yourself and others • Reading a bulletin board
• Exchanging personal information • Using capital letters and punctua-
tion marks
• Saying good-bye
• Writing a conversation based on a
• Asking how to spell something
picture
• Thanking someone
1i UNIT 1
SKILL STANDARDS
WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

COMPETENCIES / SCANS* 0 Basic Communication
0.1. 2 Identify or use appropriate language for
Fundamentals informational purposes
Basic Skills 0.1. 4 Identify or use appropriate language in
Reading, writing, listening, speaking general social situations
0.2. 3 Interpret or write a personal note, invita-
Thinking Skills tion, or letter
Knowing how to learn 2 Community Resources
Personal Qualities 2.7. 2 Interpret information about ethnic groups,
cultural groups, and language groups
Sociability—Demonstrates understanding,
4 Employment
friendliness, adaptability, and politeness in group
4.5. 2 Demonstrate simple keyboarding skills
settings
4.5. 5 Demonstrate basic computer skills and use
Competencies of common software programs, including
reading or interpreting computer-
Information generated printouts
Acquires and evaluates information 4.8. 1. Demonstrate ability to work cooperatively
Interprets and communicates information with others as a member of a team,
Uses computers to process infor mation contributing to team efforts, maximizing
Interpersonal the strengths of team members,
promoting effective group interaction,
Participates as a member of a team
and taking personal responsibility for
Contributes to group efforts
accomplishing goals
Technology 5 Government and Law
Applies technology to task 5.2. 5 Interpret information about world geog-
raphy
7 Learning to Learn
7.4. 1 Identify or utilize effective study strategies
7.4. 2 Take notes or write a summary or an
outline
7.4. 3 Identify, utilize, or create devices or
processes for remembering information
7.4. 9 Identify personal learning style
7.5. 6 Identify or use strategies for communi-
cating more successfully
* See Introduction, page viii, for additional information on SCANS and CASAS.
UNIT 1 1ii
Lesson 1
WARM UP
• Give each student a name tag. Have students • Hold your tag up and say:
write their names and countries/cities/towns
I’m (your name).
of origin on the tags and attach them to their
clothing, or have them hold the tags in front of I’m from (country, hometown, or street).
them. Make a name tag for yourself. (Keep the
tags for use in the following exercises.) • Have the students turn to their classmates and
say their names and places of origin. Ask them
Note: If the students are from the same country, to circulate throughout the room, exchanging
have them write the names of their hometowns, personal information.
streets, or neighborhoods.
PRESENTATION
Hello. My name’s Lynn.
• Set the stage. Explain to the students that two - Tokyo - Beijing
people are meeting for the first time in line at Lynn - -
the Immigration Office. Ask the students to
look at the picture. Ask them to predict what Yumiko - -
the conversation might be about. Play the
cassette or read the conversation and have the • Check the listening task. Call on a student to
students read along silently. fill in the chart on the board. See if others agree
or disagree, and verify the answers.
• Personalize the situation. Model the conversa-
tion with a student, using personal information. • Play or read the conversation aloud with pauses.
Have the students listen and repeat each line.
Teacher: Hello. My name’s (your name). Make sure they use natural speed and intonation.
Student: Hi. I’m (student’s name). • Engage students in pair work. Have the students
Teacher: Where are you from? practice the conversation in pairs, alternating
which person begins the conversation.
Student: (Place of origin). And you?
• Circulate and monitor progress. As the students
Teacher: I’m from (place of origin).
practice the conversation, help them with
• Focus on selected items. Elicit as much vocab- pronunciation and intonation. Have the students
ulary as possible regarding appropriate ways to read each line or phrase silently and then look
introduce yourself to another person. For up as they say the line. Demonstrate this “read
example, your students may say: Hello, Good and look up” technique, which helps students to
morning, Hi, etc. Write the vocabulary on the group words into phrases and ensures natural
board. Make sure that Good morning / afternoon / intonation rather than word-by-word reading.
evening are on the board as well. If the students do
Teaching Tip
not give these greetings, ask pertinent or leading
questions. (E.g., Tell me a greeting for the morning.) Students should not memorize the conversation.
The purpose of reading the conversation aloud is to
• Set the listening task. Put the following grid on help develop confidence and fluency. Students
the board or use an overhead projector (OHP). learning a foreign language are sometimes inhibited
Have the students copy it. Ask them to listen by having to make strange sounds. To overcome
and check (✔) the city Lynn and Yumiko are this problem, offer students the opportunity to
from. Play the cassette or read the conversation. experiment vocally in a secure environment.
T1 UNIT 1
EXERCISES
1 Where is she from? 왘 Listening 왘 Speaking 왘 Writing
• Have the female students stand on one side of students around the class and refer to them by
the room, the male students on the opposite side. an identifying characteristic: They are tall. They
Make sure the students have the name tags they are short. They are from Japan.
made at the beginning of the unit. Ask them to
• To introduce the pronoun you as both singular
hold the tags in such a way that everybody can
and plural, have two students stand a few feet
see their name and place of origin.
apart. Approach one of them and introduce
• Indicate a female student and say: This is (name yourself, using the conversation practiced at the
of student). She is from (place of origin). beginning of Lesson 1.
Introduce he in the same way. Repeat, using
Teacher: Hello. My name’s (your name).
several students’ information. Every time you
gesture to a student, he/she should step Student: Hi. I’m (student’s name).
forward to be identified and then step back into Teacher: Nice to meet you, (name of the
the gender group. If you have only male or student).
only female students, use pictures from the
Student Book to indicate the opposite sex. • Turn to the other student and repeat the conver-
• To introduce they and contrast it with he and sation. Then gesture to each and repeat: Nice to
she, call on all the students in the front of the meet you, (name of student). Then bring both
class to sit down at the same time while those students together and act out an introductory
in the back remain standing. Indicate the group handshake with each one. Say: Nice to meet you,
sitting and say: They are sitting. Indicate the (both names).
other group and say: They are standing. To make • You can gesture to each student for emphasis
clear that the plural they is without gender, when you say you. If you want to reteach the
ensure that each group has both male and concept, continue the conversation, using other
female students. Then repeat the sentences. questions. For example:
• To indicate that the plural they refers to any Teacher: Where are you from?
number above one, group small numbers of
Student: (Place of origin). And you?
UNIT 1 T2
• To introduce the pronoun we, include yourself Point to the student again, and ask the rest of
in one of the groups. For example, join the the class, What’s her name? Elicit the response,
group of students sitting down and turn to the Her name’s (name). Ask, Where’s she from? Elicit
rest of the class and say: I am sitting down, and the response, She’s from (place). Finally, have the
they are sitting down. We (add emphasis) are students work in pairs, look at the remaining
sitting down. Then join the group of students pictures, and take turns asking and answering
standing and say: I am standing, and they are questions about the people.
standing. We (emphasis) are standing. Then call
Pronunciation Note: Have the students practice
on individual students in each group and ask
the reduced or concentrated pronunciation of
them to repeat the sentences.
where is /hweyrz/ and where are /hweyrer/. Have
• Open books. Ask the students to look at the them repeat after you:
pictures on pages 2 and 3. Play the cassette or
Where is /hweyrz/ she from?
read the conversations aloud, pointing first to
the picture of Ann Brennan (on Student Book Where is /hweyrz/ he from?
page 2), then Gina Poggi (Student Book page 3). Where are /hweyrer/ they from?
Then point to a student and ask, What’s your
name? Elicit the student’s name. Ask, Where are Where’re is not a common written form, but it is a
you from? Elicit the response, I’m from (place). common spoken form.
T3 UNIT 1
2 Could you spell your last name? 왘 Listening 왘 Speaking 왘 Reading
• Play the cassette or read the letters aloud. Ask • Then divide the students into pairs. Have them
students to listen to the letters, point to each practice the conversation, using information
one, and repeat. about themselves. Encourage students to use
the “read and look up” technique.
• Read the conversation aloud or play the cassette.
Play it a second time and have students listen • Finally, call on pairs of students to act out the
and repeat each line. Then play the six other conversation for the class, without consulting
conversations on the cassette. their books.
3 That’s L-o-l-a F-l-o-r-e-s. 왘 Speaking 왘 Writing
• To demonstrate this activity, have six students • To complete the second half of the exercise,
stand in a circle in the front of the room. have each group appoint a leader. Then have
each group member fill out the report on the
• Draw the seating chart on the board or use an
top of page 5 of the Student Book. All group
OHP. In the box that says “Start Here” write:
members should fill in the appropriate numbers
I’m (your name). in the report.
I’m from (your country). • Finally, call on group leaders to share their
results with the class. Discuss the results and
• Next ask a student her name and where she is draw conclusions.
from. Have her write her name and native
country in the next box. To make sure that Expansion
students understand the activity, continue the • You may wish to play a chain game with the
exercise with one or two more students, filling entire class, using students’ personal informa-
in their information in the boxes of the chart tion. The first student gives his name and
on the board. native country. The next student repeats the
• Put students into small groups of no more first student’s information and then gives her
than six and have them do the activity. own information. The third student repeats the
Circulate to monitor progress and offer help as information of the previous two classmates and
needed. Make sure that students are writing then gives his own information, and so on
the names and native countries of their class- around the circle. This is a good exercise to
mates in their seating charts. practice I’m, He’s, She’s and to help classmates
learn each other’s names.
UNIT 1 T4
4 Hear it. Say it. 왘 Listening 왘 Speaking
Falling Intonation • This downward movement of the voice is called

a shift and can be represented by a vertical line
Note: These descriptions are for the teacher’s
between the emphasized syllable MORN and
information only. At this level, students learn best
the unstressed syllable -ing that follows.
by imitating your pronunciation.
• When the last sentence stress and its high note
• Pronunciation Practice: This exercise focuses
come on the very last syllable, as in “Goodbye”
on rising-falling intonation. This pattern is used
(see student book page), the voice makes a
at the end of a simple greeting or leave-taking.
slide, which can be represented by a curved
Native English speakers usually raise their
line. As the last syllable is pronounced, the
voice and then let it drop.
voice descends.
• Where we place emphasis in a sentence will
• Play the cassette or read the phrases one at a
determine the intonation pattern. In a short
time. Have the students repeat chorally. Correct
sentence, such as “Good morning” (see student
their pronunciation and have them repeat the
book page), what comes immediately before the
lines as needed.
stressed syllable is spoken on a normal tone.
What comes after is spoken on a low tone.
5 See you on Monday. 왘 Listening 왘 Speaking 왘 Writing
• Write the following two headings on the board: Finally, read the sentences or play the cassette
Greetings / Leave-takings. for students to verify their answers.
• With books closed, play the cassette or read the
Answers
sentences aloud one at a time. Have the
students repeat chorally. Good morning.
• After the students repeat each line, ask a volun- Any greeting—answers will vary.
teer to tell you whether the word or phrase later or Monday or tomorrow
belongs under Greetings or Leave-takings.
Write each word and phrase under the appro- Good evening.
priate heading. Leave-taking—answers will vary.
• For the second part of the exercise, have the
students work in pairs. Ask them to complete • At the end of the class, the students should say
the sentences with an appropriate word or good-bye to you and to their classmates, using
phrase from the list on the board. Then call on some of the leave-taking expressions they have
individual students to read their answers. been practicing.
WORKBOOK In class or for homework,

assign Workbook Lesson 1.
T5 UNIT 1
Lesson 2
WARM UP
• Move around the room, pointing to individual • After the students have heard this conversation
students. Ask the class or an individual to iden- several times, briefly teach the concept of intro-
tify each student by name. As a prompt, say: ducing. With two advanced students, role-play
Who’s this? Is this ___________? an introductory conversation. Call on volun-
teers to demonstrate proper responses to an
• Give a wrong name to prompt the class to
introduction. (Use It’s nice to meet you.)
correct your error or admit that they don’t
know a student’s name. This will allow • For practice, group students in threes and have
students to practice identifying themselves and them introduce one classmate to the other. Each
others, as learned in Lesson 1. Whenever the group member should take a turn while you
class cannot identify a student, take the oppor- circulate and help with pronunciation.
tunity to introduce that student. On the board,
write: This is (name). He/She’s from (country).
PRESENTATION
Tony, this is Lynn.
• Set the stage. Tell the students to look at the • Check the listening task. Call on a student to
picture and guess what is happening. (Tony and answer the question (China). See if others agree.
Yumiko meet in front of the school. Yumiko is intro-
• Play or read the conversation aloud with
ducing a new student to Tony.) Play the cassette
pauses. Have the students listen and repeat the
or read the conversation as the class reads
conversation after you one line at a time. Make
along silently.
sure that they use natural speed and intonation.
• Personalize the situation. Ask the students if
• Engage students in group work. Have the
they say special words when they introduce one
students work in groups of three. Have each
person to another in their culture. Do they say
member introduce a newcomer to the third
the same thing when they introduce a younger
member of the group.
person to an older one? Is there a special way
that one honors an older person and shows • Now have the students remain in their groups
respect? Have students describe any differences. of three and look at the three pictures. Have
the students volunteer any additional phrases
Culture Note
they have heard to respond to the question
In U.S. culture, we all use the same greet- How are you?
ings and introductory phrases. We say Nice
to meet you or Pleased to meet you to any Fine! Not well.
new acquaintance, regardless of his/her I’m doing well. Not bad. Not too good.
age or social status.
• Have the students work with partners and
• Focus on selected items. Tell the students that
practice the conversation, alternating roles. Tell
Thanks is an informal way of saying Thank you.
them to use their own information and the
• Set the listening task. On the board, write phrases they just practiced.
Where’s Lynn from? Tell the students to listen
• Circulate and monitor progress. As students
for the answer. Play the cassette or read the
practice introductions and the conversation,
conversation.
help them with pronunciation and intonation.
UNIT 1 T6
EXERCISES
1 He’s Prince Naruhito, and

she’s Princess Masako. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
Note: Several days prior to doing this exercise, • For the second part of the exercise, have the
have the students bring in a small snapshot of students work in pairs. Tell them to complete
themselves to paste in their student book in the the sentences, writing down their answers.
appropriate space. Then read the conversations aloud for students
to correct any mistakes. Finally, have them
• On the board, write:
show their own pictures to the class and read
I am = I’m their personal descriptions aloud.
you are = you’re we are = we’re
Answers
he is = he’s they are = they’re
1. He’s, She’s, They’re
she is = she’s
2. She, She’s
• Play the cassette or say the phrases and their 3. is, He’s
contractions and have the class repeat them
chorally. 4. I am (name). / I’m from (country).
T7 UNIT 1
2 Find someone who . . . 왘 Speaking 왘 Writing
• Put the chart from the student page on the board. Teaching Tip
• In the first column, fill in the blanks with four If you have a big class, arrange students in
geographic locations that represent your groups. Make these groups as diverse as possible.
students’ places of origin. You may wish to Tell the students to circulate among their group
select four different cities, countries, or even members and fill in the chart with names.
continents. Be sure that your choices do corre-
spond with your students’ native homes. • For the second part of the exercise, have the
students complete the sentences in their books,
• Ask the students to copy these locations in their using the information from their chart. Call on
book, in the chart. several students to report the results. If students
• Now have the students circulate among their worked in groups, call on a representative from
classmates to find answers. Tell them to write each group to report the results of the search.
down their classmates’ names in the second
column in the chart. (It’s possible that several
students come from the same place.)
3 Information Gap Activity, pages 121 & 122. 왘 Listening 왘 Speaking 왘 Writing
• Put students into pairs. Have one student look • Refer the students to the Useful Language box
only at A on page 121, the other only at B on at the bottom of the page. Have them ask each
page 122. Remind them not to look at each other the questions about the four people and
other’s pages. write the missing information in their books.
• Explain to the students that each member of the • The students should check their answers by
pair has different information about the people in showing each other the page after they have
the four picture frames. Some of the names, completed the activity.
countries, and courses are missing. The students
• Circulate to monitor progress and offer help as
must ask questions of their partner to find the
needed.
missing information for their books. Demonstrate
with one of your more proficient students.

UNIT 1 T8
Lesson 3
WARM UP
• On the board, write the following sample note friends’ addresses. Ask them: Will it take a week?
from Lynn to one of her friends back in Beijing. Will it take a month? Will it take longer than a
month? Have volunteers raise their hands and
Dear Shu Ling,
discuss the speed of mail delivery in their
Hello. How are you? I am well. Today I’m native countries.
learning about my new ESL class. We have
students from Spain, Russia, and Japan. We • Ask the students: If you could send your mail
are all studying English together. It’s very instantly, anywhere in the world, how would you do
exciting for me. I miss you! Write soon. it? Elicit from the students whether they know
of the fastest way to send mail. Have them call
Your friend, out the name of this technology (e-mail).
Lynn
• Explain to the students who are unfamiliar
• Tell the students that they will write a similar with e-mail that the notes they have just
note to a friend in another country or another completed could be sent out to any place in the
city. They may follow the model or create an world where the computer technology is avail-
original text. able. Tell the students that in this class they are
going to learn how to send, receive, and
• Have the students read the note and then write answer e-mail.
their own.
• Have those who have already used e-mail raise
• When the students have completed the assign- their hands, then share their experiences with
ment, have them estimate how long it will take the other students.
for the note to arrive if they mail it to their
PRESENTATION
This is our class.
Note: Ask the students to bring photographs of with books closed, to recall the names of all the
themselves to class. Tell them they are going to students in Mrs. Brennan’s class and as much
put together a bulletin board with the pictures of information as they can about them.
everyone in their class. You will need a poster
• Engage students in pair work. Have the
board, glue or staples, and markers to write infor-
students work in pairs. Ask them to read the
mation about your students.
information on Mrs. Brennan’s bulletin board
• Set the stage. Ask the students if they ever saw and do the exercise. To check the answers, call
a classroom bulletin board. Tell them that they on individual students.
are going to read the bulletin board in Mrs.
Brennan’s English 101 classroom. Ask the class, Additional Activity See Unit 1 Appendix.
T9 UNIT 1
EXERCISES
1 Online (Teacher’s Notes for each Online activity can be found on the Web page for that activity.)
2 Wrap Up 왘 Listening 왘 Speaking 왘 Reading
• This activity is a review of the previous lessons, Expansion

and a chance for students to practice the • Shuffle the exchanges and redistribute. Each
conversational sentences they have learned. student gets a question or an answer.
Have the students work in pairs and write each
answer next to its question. Circulate to • Tell the students to circulate, approaching as
monitor progress and offer help as needed. many classmates as possible and saying their
part of the exchange (a question, response,
• Cut out the exchanges, fill them in and shuffle greeting, or response to a greeting). Their goal is
them, and give half of an exchange to each to match a question and answer pair. Remind
student in the class. Call on individual students the students to listen to the answers to their
to give possible answers. questions. If the exchange matches, the two
• Give each student a chance to familiarize students move to one side of the classroom
himself/herself with his or her question or while the rest of the class continues the activity.
statement. Have a volunteer read one line, and • After ten or fifteen minutes, ask students who
a second student read an answer in turn. have found matches to present their exchanges.
Instruct the students to pay attention to which Allow the remaining students to call out their
sentences require which type of answers. halves of the exchange in order to discover who
has the matching question or response.
STRATEGIES FOR SUCCESS

• Have students look at the Strategies for • Help each student find a learning partner. A
Success box. Explain (for EFL or monolingual learning partner should be someone with
classes, use the students’ native language to whom she/he can meet outside of class at a
clarify your instructions) that mutually convenient time.
a. these strategies are designed to help the indi- • Demonstrate how learning partners can prac-
vidual become a more successful learner. tice the conversations together and check each
b. the strategies allow and help students to prac- other’s pronunciation, and can politely correct
tice certain techniques outside the classroom. any errors or memory lapses.
c. for this unit, the techniques are (1) writing
• Demonstrate how a student might go about
new material on notecards and reviewing,
teaching simple English conversation (Hi. How
(2) practicing the conversations and associated
are you? I’m fine) to a friend or acquaintance
vocabulary with a learning partner, and
who doesn’t know any English.
(3) learning by trying to teach someone else.
• Finally, encourage the students to report back to
• Show students how to write new vocabulary and
class verbally on their success. Make sure you
short conversations on an index card. Explain
set aside time for selected reports and questions
that they will make cards for each unit, so they
or comments during the next class period.
should buy an ample supply of index cards.

UNIT 1 T10
CHECKPOINT
The Checkpoint is a quick self-assessment of the students’ level of comfort with each proficiency in this unit.
• Have the students read along while you read • Monitor all the Checkpoints in the classroom for
each entry under the I Can heading. Explain a quick assessment of your students’ self-
that they should make a checkmark in their reported level of comfort with each competency.
books next to each entry to show what they
• Explain the Learning Preferences. In terms
have learned in the unit.
your students can understand, discuss the
• Explain that students should check the appro- importance of identifying and using various
priate column, depending upon how comfort- learning strategies. Tell the students that we all
able they feel with each new learning topic. If learn new things in different ways. Some prefer
they are certain they can communicate specific to work with a partner; others learn better by
information, for example, they should check the working alone. The student book tries to give
Yes! column. If they are in some doubt, they all students a chance to learn in various ways
should check the Sometimes box. And if they through listening, speaking, reading, writing,
feel unable to communicate the information, doing activities, and playing games.
they should check the Not Yet box. Have the
students evaluate themselves in regard to each
of the items under the I Can heading.
T11 UNIT 1
GRAMMAR AND COMMUNICATION SUMMARY
• Point out to the students the vocabulary, terms on these pages as clearly as possible.
grammar summaries, and communication Have the students review these pages before
summaries on the last two pages of each they go on to the next unit, or as needed while
Student Book unit. Explain any unfamiliar studying the unit.
UNIT 1 T12
Appendix
ADDITIONAL ACTIVITIES
Lesson 3, Presentation (p. 9)

Geography Challenge
• Students may use a bilingual dictionary for • The game continues until either team fails to
help in translating the names of specific places come up with an appropriate place name and is
from their own languages into English. This eliminated. In order to win a round, the chal-
game requires some knowledge of place names lenging team must be able to name a second
from around the globe. place name where its opponents failed. If
neither team is able to do so, the round is desig-
• The teacher referees the game. Use a world
nated a draw, and a rematch takes place.
atlas or encyclopedia to verify any disputed
place names. • Your class can play this game in teams or in
challenge-pairs. If students play in pairs, you
• A member of Team A initiates a round by
may wish to hold a tournament. Winners of
naming a country, city, state, continent, or other
round one compete against one another in
place name (for example, Alaska). Team A then
round two. Continue playing rounds until only
challenges Team B to name another place
two winners are left, and hold a final elimina-
whose initial letter is the same as the final letter
tion round. The student who wins becomes the
of the first-named place, in this case a. In other
Geography Champion.
words, the final letter of the first place becomes
the first letter of the second-named place. Student/Team A: Alaska.
• Team B repeats Alaska, then adds (for example) Student/Team B: Albany.
Albany. Student/Team A: Yemen.
• Back to Team A, who now supplies a place Student/Team B: North Carolina, etc.
beginning with the final letter of the previous-
named place, in this case y.
1a UNIT 1
WORKBOOK ANSWER KEY Lesson 1, pp. 1–3
Exercise 1
Answers will vary.
Exercise 2
Part I 4. A: Where are you from? 3. A: Where is he from?
1. A: Where is he from? B: I’m from __________. B: He’s from Colombia.
B: He’s from Haiti. Part II 4. A: Where are you from?
2. A: Where is she from? 1. A: Where is she from? B: I’m from Alaska.
B: She’s from Egypt. B: She’s from Cambodia.
3. A: Where are they from? 2. A: Where are they from?
B: They’re from Portugal. B: They’re from Greece.
Exercise 3
Across Down
1. China 5. Italy 2. Austria
4. United States 6. Spain 3. Japan
Exercise 4
1. name 2. are 3. from 4. spell 5. H-E-L-E-N
Exercise 5
1. Good-bye. See you 3. Could you spell your last 5. What’s her name?
tomorrow. name?
6. Sign here, please.
2. It’s nice to meet you. 4. Where are you from?
UNIT 1 1b
Exercise 1
1. b. It’s the afternoon. 3. b. Liem is from Vietnam. 5. a. Ted is fine.
2. a. Liem is a new student. 4. a. Liem’s last name is
Nguyên.
Exercise 2
1. A: How are you? 2. A: What is your name? 3. A: Phil, this is Nancy.
B : I’m fine, thank you. B : My name is Susan. She’s a new student.
A: Where are you from? B : Nice to meet you, Nancy.
B : I’m from Vietnam. C: Nice to meet you, too.
Exercise 3
Answers will vary. Sample answers:
Doug Brown: Hello. How are Doug Brown: David, this is Mary.
you? She’s my wife.
David Bliss: I’m fine, thank David Bliss: Nice to meet you,
you. How are you? Mary.
Doug Brown: Fine, thanks. My Mary Brown: Nice to meet you,
name is Doug too.
Brown. What’s
David Bliss: I’m your new
your name?
neighbor.
David Bliss: My name is David
Bliss.
Exercise 4
1. This is Oscar. He’s from 3. This is Ann Brennan. She’s 5. This is Tony. He’s from
Madrid. our English teacher. She’s Brazil.
from Houston.
2. This is Yumiko. She’s from 6. (Answers will vary.)
Japan. This is Lynn. She’s 4. This is Nelson. He’s from
from China. They’re from Mali. This is Yon Mi. She’s
Asia. from Korea. They’re new
students.
1c UNIT 1
Exercise 1
1. Ken Mara 3. Michael Johnson, Margo 5. Michael Johnson
Grant
2. James Miller 6. Susan
4. Henna Singh
Exercise 2
Answers will vary.
Exercise 3
1. A: What’s your name? 4. A: How is your wife? 7. A: How are you?
B: My name’s Jennifer. B: She’s not too good. B: Fine, thanks.
2. A: Where are you from? 5. A: How do you spell your 8. A: Where are they from?
B: I’m from the United last name? B: They’re from California.
States. B: (Answers will vary.)
9. A: Who is she?
3. A: Who are they? 6. A: What’s his last name? B: She’s the new student.
B: They’re the Jacksons. B: Trump.
10. A: Where is Rome?
B: It’s in Italy.
UNIT 1 1d
UNIT 2
Overview
TOPICS GRAMMAR
• Numbers • Demonstratives (this, that, these,
those); indefinite articles (a, an)
• Telephone numbers and addresses
• Singular and plural nouns (a pen,
• The classroom
pens)
• Present tense of be
• Information (wh-) questions
• Affirmative and negative statements
• Yes/No questions and short answers
COMMUNICATION GOALS

• Saying numbers • Completing a registration form
• Identifying objects • Making an address book
• Asking for names of objects • Finding information in a phone
directory
• Correcting and confirming
• Finding information in a building
• Apologizing and thanking
directory
• Exchanging personal information
2i UNIT 2
SKILL STANDARDS

Basic Skills 0.1. 6 Clarify or request clarification
Reading, writing, listening, speaking 0.2. 2 Complete a personal information form
2 Community Resources
Thinking Skills 2.1. 1 Use the telephone directory and related
Knowing how to learn publications to locate information
Seeing things in the mind’s eye 2.1. 2 Identify emergency phone numbers and
Personal Qualities place emergency calls
2.1. 6 Interpret information about using a pay
telephone
2.5. 4 Read, interpret, and follow directions
settings
found on public signs and building
Competencies directories
6 Computation
Information 6.0. 2 Count and associate numbers with quanti-
Acquires and evaluates information ties, including recognizing correct number
Organizes and maintains information sequencing
Interprets and communicates information 7 Learning to Learn
Uses computers to process information 7.4. 1 Identify or utilize effective study strategies
Interpersonal 7.5. 6 Identify or use strategies for communi-
cating successfully
Technology
Applies technology to task
UNIT 2 2ii
Lesson 1
WARM UP
• Write identification card on the board, and the board: library card, school and employment
have a volunteer explain what it is or show ID cards, driver’s license, passport, medical or
his/her ID card to the class. insurance ID card, etc.
• Ask your students to identify the different • Tell students that we often use the short form
types of cards they know or have. List them on “ID card” for an identification card.
PRESENTATION
What’s your address?
• Set the stage. Have the students look at the • Set the listening task. Draw a sample library
picture. Ask them where they think Lynn is and card for Lynn Wang on the board. Have
what she is doing (Lynn is getting a library card). students copy it. Ask the students to listen to
To help, ask several questions to elicit vocabulary the conversation and underline in their books
words (such as library, books, computer, librarian) the information the librarian asks Lynn to
from your students and write these on the board. provide to get a library card. Play the cassette
or read the conversation. Then have the
• Personalize the situation. Ask the students if
students fill in the blanks in their copies of
they have ever applied for a library card. If
Lynn’s library card.
students have library cards with them, ask
them to look at the information written on the • Check the listening task. Call on a volunteer to
face and show their cards to students who may fill in the sample library card for Lynn on the
not have a library card. On the board, write: board.
Kinds of information I need to get a • Play or read the conversation aloud again with
library card: pauses. Have the students listen to the conver-
Name ________________________________ sation and then repeat each line after you. Use
natural speed and intonation.
Date of Birth __________________________
Social Security Number ________________ students practice the conversation in pairs,
Address ______________________________ alternating which person begins the conversa-
tion. Then ask the students to practice the
Phone Number ________________________
conversation once more using their own infor-
Have the students copy and then complete the mation. Demonstrate the use of Excuse me? to
chart. request a repetition of information. Explain that
this phrase is a polite way to ask for repetition
• Focus on selected items. It is important to get when one doesn’t understand spoken words.
the students to focus on any information that
requires knowledge of numbers (dates, phone • Circulate and monitor progress. As the
numbers, addresses, etc.). Explain any unfa- students practice the conversation, help them
miliar forms. with pronunciation and intonation.
T13 UNIT 2
EXERCISES
1 Word Bag: Numbers 왘 Listening 왘 Speaking 왘 Reading
• Play the cassette while students listen and read Say the pairs of numbers. Have the students
along in their books. Then play the cassette or listen and repeat. Make sure that they stress the
read the numbers again, having the students correct syllable. The stressed syllables are
repeat each number. shown in boldfaced capital letters:
• If you wish, students can practice further in thirTEEN THIRty
pairs. They can take turns saying the numbers, • Say numbers from either column at random.
or say a number in the chart and have their Have the students write in their notebooks the
partner write it down on a piece of paper. numbers they hear. Then set up pairs and have
• To review the pronunciation of numbers that can students check their answers. Circulate to
be confused (15 and 50, 16 and 60, etc.), write monitor how students are doing. Then go over
these numbers on the board in two columns: the answers with the class.
A B • Now say short sentences that include the
numbers. Have the students write down the
13 30
numbers they hear. For example: I have thirteen
14 40
things on my desk. There are fifty states in the
15 50
United States. Have them compare their answers
16 60
in pairs. Call on students to supply the answers.
17 70
18 80
19 90
2 Addresses and Phone Numbers 왘 Listening 왘 Reading
• Explain to the students that phone numbers are phone numbers and write the information
usually read one number at a time, but address down. Then call on several students to read the
numbers and years are read in pairs. Read aloud information they gathered from their partners.
the following and have students repeat after you:
Expansion
682-1563
• Explain that numbers are important in identi-
Six-eight-two-one-five-six-three fying us. For example, most of us have a
1992 student or employee number; we have social
security numbers. Our ages, addresses, zip
Nineteen-ninety-two
codes, etc., are indicated by numbers.
• Now play the cassette or read the list of • Have the students think of factors in their lives
numbers one line at a time. Play or read the list that are identified by numbers and write them
again with pauses for students to repeat. down. Then call on volunteers to share some of
• Call on several students to read the numbers the things in their lives that are identified by
aloud. Help with pronunciation and intonation number (clothing sizes, age, height, etc.).
if necessary. • Call on several students to share statements
• Finally, ask the students to work in groups of about themselves, using those numbers. For
three and interview each other. Have them ask example: I am Tuan; my ID number is 123-45-
for their two partners’ names, addresses, and 6789. My shirt size is 15; my height is 5’10” (or
1.75 meters); my shoe size is 10.
UNIT 2 T14
3 Don’t mention it. 왘 Listening 왘 Speaking 왘 Reading
• Have the students look at the picture of Lynn at • Have the students practice the conversation in
the library. Ask: What is Lynn looking at? (She’s pairs, substituting the information from the ID
looking at her library card.) Play the cassette or cards of Aiko Mizoi and John Anderson. Ask
read the conversation aloud. Then play the the students to choose new words from the lists
cassette or read the conversation again, one line on the board for the phrases Thank you and
at a time. Have the students repeat chorally. You’re welcome.
• On the board, write the following two head- Note: You may wish to remind students that Excuse
ings: Thanking and Responding to Thanks, or me can be used to get someone’s attention as well as
use the OHP. Have the students think of words to request a repetition of a phrase or sentence.
other than those listed in the Student Book to
add to the list.
4 Is that in the city? 왘 Listening 왘 Writing
• Play the cassette or read the script once without students can write the correct information. (The
interruptions. Tell the students to listen for the recording includes pauses after each line.)
information missing in the chart, but not write
• Ask the students to exchange charts to check
it yet.
their answers. Then play the cassette again for
• Play the second recording or read the script a students to verify their answers.
second time with pauses after each line, so the
5 Concentration Game, page 123. 왘 Speaking 왘 Reading
• Put the students into groups of three or five for • Explain the rules of the game. One student in the
the game. Photocopy the number and word cards group turns over a number card, then a word
on page 123 in the Student Book and give one card. If the cards match, the student says the
copy of each page to each group. Have the word and picks up the two cards. If the cards
students cut out the number and word cards. don’t match or if the student is unable to say the
word, he or she puts them back, face down,
• Have the students shuffle the number cards and
where they were. The next student in the group
place them face down in five rows of five. Have
takes a turn. As cards are turned over, students
the students do the same with the word cards,
try to remember where they were. The game
placing them in rows a few inches from the
continues until all the cards have been picked up.
number cards.
The student with the most pairs is the winner.

T15 UNIT 2
Lesson 2
WARM UP
• Introduce yes/no questions and short answers by As students practice asking and answering
having the students answer simple questions. questions, circulate to monitor progress and
Walk over to a male student and ask: Is (male offer help as needed.
student’s name) a student? Elicit or say Yes, he is.
Walk over to a female student and ask: Is (female Language Note
student’s name) a teacher? Elicit or supply No, she • Point out to the students that affirmative short
isn’t. Now walk up to a pair of students (male answers with the verb be are not contracted. For
and female) and ask: Are you students? to elicit example, we never say: Yes, you’re. (Correct: Yes,
Yes, we are. Then ask: Are you teachers? to elicit you are.)
No, we aren’t. Then point to yourself and ask: Am
• For the negative short answers, we either use
I a teacher? to elicit Yes, you are. Next ask: Am I a
the full form or the contraction. There is only
student? to elicit No, you aren’t. Write the ques-
one common contraction for I am not: I’m not.
tions on the board if necessary.
There are two common ways of contracting the
• Have the students work in pairs. Using the other negative forms of be in the present:
models above, have them ask their own ques- isn’t/aren’t or -’s/-’re not. Write examples of these
tions about their classmates. Have them ask on the board in sentences: No, she isn’t. No, she‘s
questions that will generate both affirmative not. No, we aren’t. No, they’re not.
and negative answers.
PRESENTATION
Is this Room 222?
• Set the stage. Read the lesson title aloud. Have • Check the listening task. Call on individual
the students look at the picture and encourage students to say the answers for questions 1–5.
them to tell you what they think the picture is Write the correct answers on the board.
about. Ask the students to guess what the
conversation is about (finding one’s classroom). Answers
Tell them that Lynn is looking for her English 1. false 4. true
class. Have the students listen as you read the
conversation or play the cassette. 2. false 5. false
• Personalize the situation. Ask the students for 3. true

the room number of your classroom (if applic-
able) and for the room numbers of any other • Play or read the conversation aloud with
classes they are taking. Encourage them to raise pauses. Have the students listen and then
their hands if they have ever gone to the wrong repeat each line. Encourage them to use natural
room on the first day of classes. speed and intonation.
• Focus on selected items. Explain specific • Engage students in pair work. Have the
vocabulary or phrases that might affect students practice reading the conversation in
students’ overall understanding of the conver- pairs, alternating roles each time.
sation. Review cardinal numbers. • Circulate and monitor progress. As students
• Set the listening task. Tell the students to listen practice reading the conversation, encourage
carefully to the conversation and check True or them to use the “read and look up” technique.
False in their books during the second reading. Help with pronunciation and intonation.
Play the cassette or read the conversation twice.
UNIT 2 T16
EXERCISES
1 Word Bag: The Classroom 왘 Reading 왘 Writing
• Books closed. On the board, write: have written three or four words on the board,
ask the class to deduce the rule:
a an
1 2 Use a before consonant sounds and an
before vowel sounds.
Model the signals, showing students how you Possible classroom items
lift one finger to represent the article a and two
chalk board
fingers to represent the article an. For example:
paper computer
Teacher: a boy (Students lift one finger)
eraser desk
Teacher: an apple (Students lift two fingers)
notebook file cabinet
Put the words on the board and say them again
as you write a and an before each word. pencil monitor
• Divide the board and as you say the name of • Now have the students look at the picture on
different objects in the classroom (with an page 17 in the Student Book and read the labels.
article), write the words (with the article) that Then ask the students, working in pairs, to ask
begin with a consonant on one side (pencil, and answer questions about the different
window, door, printer, chair, desk) and words that objects in the picture, using the model exchange
begin with vowels (apple, easel, eraser, umbrella) in the book. Finally, ask the pairs to list addi-
on the other. Ask the students to signal one or tional items they have in their classroom.
two fingers as you say the words. After you
T17 UNIT 2
• For the second part of the exercise, have the choose a classmate and ask that he or she
students look at the pictures on page 18 while perform another of the commands. Continue in
you read each label. Have the students repeat this way until everyone in the class has had a
each line. Next, call on a volunteer to perform turn to perform an action.
one of the actions. Then, have this student
UNIT 2 T18
2 Hear it. Say it. 왘 Listening
Sounds // in this and /i/ in these • Put students into pairs and have them compare
and check answers. If there are any differences
• Tell the students that they are going to listen to
of opinion, you may want to play the cassette
pairs of words with the sounds // as in this,
again for students to confirm their answers.
and /i/, as in these.
• Play the cassette or read the words once, stop- Answers
ping at the end of each pair. 1. same 5. same
• As students listen to the cassette, have them 2. different 6. same
determine if both words have the same vowel
sound or different vowel sounds, then circle 3. same 7. different
“same” or “different” as appropriate. 4. different 8. same
• Play the cassette a second time for students to
correct their answers.
3 What’s the word in English? 왘 Listening 왘 Speaking
• Show the class the distinction between this is make a list of all the objects they can label. Direct
/ðsz/ and these are /ðizar/ by using these pairs to compare their lists with other pairs.
phrases in sentences. Tell the class to say
singular or plural after each sentence. Expansion
Teacher: This is a book. Class: Singular. • Scatter objects or pictures around the classroom.
Some suggestions: a needle, a letter, a piece of
Teacher: These are books. Class: Plural. fruit, a stamp, a vegetable, a rock, several
Teacher: This is a desk. Class: Singular. buttons, pieces of chalk, some tree leaves, an
envelope, a notebook, a dictionary.
• Continue with other nouns, using the vocab-
• Hand out index cards and rolls of Scotch tape.
ulary from the Word Bag on page 17. Then call
Instruct your students to walk around the room
on individual students to supply sentences of
in groups. Have the students use this, that, these,
their own, using these words.
and those to ask and answer questions about the
• Introduce the request for a repetition, following objects they see, modeling their questions and
the models in the Student Book. answers on those in the exercise. If there are
any items individual students cannot name, tell
I’m sorry. I didn’t hear what you said.
them to ask questions, using What’s this (that)?
Can you repeat that, please? or What are these (those)? Their classmates may
What do you call it? answer with the appropriate vocabulary, or
they may answer I don’t know.
Sorry, I don’t understand. Can you say that
again? • Circulate to monitor progress and provide
students with any unfamiliar vocabulary.
• Have the students work in pairs and ask ques-
• Once most items have been identified, have
tions about things in the classroom. Students
students go around the class and write
should follow the models on page 19. They may
sentences on the index cards to label things
walk around the classroom and select objects to
they recognize, using This is a/an or These are
talk about.
_____.
• Once objects in the classroom have been identi-
fied, have pairs go around the classroom and Additional Activity See Unit 2 Appendix.
T19 UNIT 2
4 Classroom Directory 왘 Listening 왘 Reading 왘 Writing
• Have the students review numbers. Explain that • Ask the students to look at the World English
when a room or a course is identified by a three- Center Classroom Directory. Call on individual
digit number, it is common to say the first digit students to say the different room numbers.
and then the second two. For example, “322” is
• Read the conversation or play the cassette.
said Three/twenty-two. If the last two digits are
Have the students listen and repeat.
zeroes, the number is read as a unit. For example,
“English 200” is read English two hundred. If the • Put the students into pairs to ask and answer
middle digit is zero (0), it is common to say the the questions. Make sure they alternate roles.
name of the letter o (pronounced “oh”) for the Circulate to offer help as needed.
zero. For example, “English 101” is said English • Have the students work in pairs to create a
one-oh-one. For numbers with four digits, the Classroom Directory for their school. Call on
names of each two-digit part are spoken sepa- volunteers to present their directory to the class.
rately. For example, “Room 1214” is said Room
twelve fourteen.
5 Are you in English 1? 왘 Listening 왘 Reading 왘 Writing
• Ask individual students questions that they can • Play the cassette. Have the students listen and
answer. Possible questions: take note of the short answer form. Then have
them work with a partner to answer the ques-
Is this your English book?
tions in their books. Next have the pairs make up
Are you from Uzbekistan? questions and answers of their own, following
Is she from Haiti? the examples in the book. Call on pairs to read
their original questions and answers aloud.
Is he from Korea?

UNIT 2 T20
Lesson 3
WARM UP
• On the board, write the following headings. • Call on individual students to give the answers.
Have the students copy them on a separate Ask a student to come to the board and write
piece of paper. the correct answers next to the correct heading.
Telephone Numbers: Room Numbers:
Answers
Zip Codes: Addresses:
Telephone numbers: 555-8022
Course Numbers: Years: (803) 269-4321
• Tell the students that they are going to hear Zip Codes: 94118, 75214
different types of numbers, and that they have Course Numbers: English 101, Math 211
to write the numbers next to the appropriate
heading. Room Numbers: Room 304, Room 1011
• Dictate these phrases: Addresses: 6215 University Street

300 Park Road
555-8022 75214
Years: 1998, 1492
94118 (803) 269-4321
English 101 1492
Room 304 300 Park Road
6215 University Street Room 1011
1998 Math 211
PRESENTATION
Let’s use the public telephone.
• Set the stage. Read the title aloud. Put the dialing the number. Demonstrate to your
students into pairs. Ask them to look at the students the steps a caller must take when
picture of the telephone on page 21. Elicit action using a public pay phone to summon emer-
vocabulary words associated with telephones. gency assistance. Have a volunteer come to the
Ask your students: What do you do on the tele- front of the class and role-play calling 911 on
phone? They should answer in action phrases your behalf. Instruct the student how to
(make calls, answer the phone, dial, hold, etc.). proceed, saying: There’s a fire in my apartment,
Write new vocabulary on the board. and my phone isn’t working. Could you call 911 for
me? Tell them that Mrs. Johnston, at 543 Maiden
• Personalize the situation. Conduct an informal
Lane, needs emergency help.
survey in your class. Ask the students: How many
of you enjoy talking to your friends on the phone? • Engage students in pair work. Have pairs of
How many of you would rather not have long conver- students role-play a scene in which one person
sations on the phone? Have your students raise makes an emergency call using a public pay
their hands to show how they feel. phone. The other partner should tell him/her
how to use a pay phone, giving step-by-step
• Focus on selected items. Explain specific
instructions.
vocabulary and phrases (instructions, emergen-
cies, local calls, person-to-person, long distance, • Circulate and monitor progress. As the
directory assistance) that might affect students’ students practice the exercise, help them with
overall understanding. Explain the concept of vocabulary, pronunciation, and intonation.
T21 UNIT 2
EXERCISES
1 What number can you call? 왘 Speaking 왘 Writing
• Have the students work in pairs and look at the ones. Write these numbers with an area code on
picture of the telephone on page 21. the board under the Long distance heading.
• Write the words Long distance and Local call in • Write the number 911 on the board and the
two columns on the board. Ask individual heading emergency. Have the students name
students for their phone numbers. Write them on some emergency situations (a car accident, a fire,
the board under Local call if they live within the a robbery, etc.) and write them on the board
same area code as the school. Then ask them for under the 911 heading.
the phone numbers of friends and family living
• Direct the pairs to read the phone instructions
far away. Have the students dictate the area
and answer the questions aloud together before
codes and/or country codes. They may dictate
writing their answers.
fictitious numbers if they can’t remember real
3 Wrap Up 왘 Speaking 왘 Writing
• In this activity, students will make a Class and make an address and phone directory for
Address and Phone Directory. Direct the their class.
students to work in pairs and ask each other for
• Option: The students may write down fictional
names, addresses, and phone numbers. Have
addresses and phone numbers if they are hesi-
them write the answers on a piece of paper.
tant about sharing their actual information.
• When all pairs have written down the informa-
tion, have the students pool their information Additional Activity: See Unit 2 Appendix.

• Have students look at the Strategies for • Explain how to find eight other people to inter-
Success box. view. Role-play a sample interview with a
student.
• Explain (for EFL or monolingual classes, use the
students’ native language to clarify your instruc- • Demonstrate how learning partners can prac-
tions) that for this unit, the techniques are: tice the information they have obtained.
(1) interviewing, (2) recording information, and
• In the next class period, if time permits, selected
(3) practicing with a learning partner.
students can discuss their experiences of creating
• Make sure everyone has a notebook section that the directory. Collect and check completed direc-
he or she can use as a directory. tories before returning them to your students.
• Make sure everyone still has a learning partner to
work with; if there are an odd number of
students, you may wish to have a group of three.

UNIT 2 T22
CHECKPOINT
T23 UNIT 2
UNIT 2 T24
Appendix
Lesson 2, Exercise 3 (p. 19)

Jazz chant tempo—slangy, breezy, and syncopated
• Read the chant rhythmically to your students. • English is a language rich in idiomatic double
Then repeat each stanza and have the students meanings. Explain to students the meaning of
chant along. the terms slang and idiom. As a follow up, teach
students the meanings of some of the American
What’s This?
slang and idioms in the chant:
What’s this? This is a book. What’s that?
That’s a hat. 1. A fat cat is a wealthy or influential person.
2. Scat (singing) is a jazz term that means to sing
Tell me now, what’s this? Baby, it’s a quiet improvised or nonsensical syllables. 3. When
nook. Tell me now, what’s that? Baby, that’s someone is taking his time it means he is moving
a fine fat cat. ahead in a leisurely or relaxed manner, without
Tell me now, what’s this? What’s this— rushing. 4. The expression sitting pretty means to
what’s that? A quiet nook, a silver brook, be well-situated; it implies luxury or ease. 5. Baby
Take all day, there’s nothin’ to miss. is a perennial slang term of casual address. It is
used irrespective of age. For example, The
And couldja tell me, what’s that? Baby, that’s
Hollywood agent calls all his clients “baby.”
a fine fat cat. He’s searchin’ out a quiet
nook. He’s sittin’ pretty by a brook.
He’s taking his time, he’s reading a book,
learnin’ this and learnin’ that, a slow after-
noon for an ole scat cat.

What’s your address?
• Have all students write their complete address • Ask the students to walk around their class-
and phone number on a piece of paper, but room and ask each other: What is your address?
omit their names. or What is your phone number? They must
continue asking until each student has matched
• Put all the papers in a bag or a hat. Ask each
the address on his or her paper with a person.
student to pull out a piece of paper.
2a UNIT 2
Exercise 1
1. first 3. address 5. phone
2. What’s 4. 135 6. 555-9224
Exercise 2
1. True 3. True 5. True
2. False 4. True 6. False
Exercise 3
Answers will vary.
Exercise 4
Student’s Name
Student’s Street Address
Town/City, State ZIP Code
Registrar’s Office
Kingsley Adult School
160 Duncan St.
San Francisco, CA 94131
UNIT 2 2b
Exercise 1
1. A: Is this Room 381? 3. A: Is this Room 222? 5. A: Is this Room 246?
B: No, it isn’t. You’re in the B: Yes, it is. You’re in the B: Yes, it is. You’re in the
wrong room. right room. right room.
2. A: Is this Room 322? 4. A: Is this Room 132? 6. (Answers will vary.)
B: Yes, it is. You’re in the B: No, it isn’t Room 132.
right room. You’re in the wrong room.
Exercise 2
Answers and order will vary.
1. What’s this? It’s a pencil. 3. What’s this? It’s an eraser. 5. What’s that? It’s a computer.
2. What’s this? It’s a piece of 4. What’s that? It’s a desk. 6. What’s that? It’s a clock.
chalk.
Exercise 3
1. this 3. it 5. that 7. Is
2. an 4. a 6. It’s 8. Yes
Exercise 4
1. It’s in Room 120. 5. It’s in Room 119. 8. Where is the Computer
Lab?
2. It’s in Room 112. 6. Where is Classroom 4?
9. Where is Classroom 3?
3. It’s in Room 117. 7. Where is the Teacher’s
Lounge?
4. It’s in Room 113.
Exercise 5
1. Are 3. not 5. I’m 7. No 9. Is
2. am 4. from 6. Are 8. I’m 10. isn’t
Exercise 6
Answers will vary.
2c UNIT 2
Exercise 1
1. Hunan Garden 4. Lakeside Restaurant 6. Tony’s Restaurant and
Pizzeria
2. New Town Diner 5. 55 Kensington Avenue,
Ramsey, NJ
3. (201)-555-4481
Exercise 2
1. John 4. 555-8934 7. Douglas Andrews
2. Aston 5. David Aston
3. 809 North Rd. 6. 555-8042
Exercise 3
Answers will vary.
UNIT 2 2d
UNIT 3
Overview
OVERVIEW
Topics Grammar
• The family • Possessive adjectives
• Occupations • Possessive ’s
• Physical characteristics • Present tense of be
• Negative statements
• Present tense of have
• Adjectives
COMMUNICATION GOALS

• Identifying and describing people • Writing a personal description
• Exchanging personal information • Using proper capitalization and
correct paragraph indentation
• Exchanging information about other
people • Writing a description based on an
interview
• Getting someone’s attention
• Talking about possessions
3i UNIT 3
SKILL STANDARDS
WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS *

COMPETENCIES / SCANS * 0 Basic Communication
Basic Skills 0.2. 3 Interpret or write a personal note, invita-
Reading, writing, listening, speaking tion, or letter
4 Employment
Thinking Skills 4.1. 8 Identify common occupations and the
Seeing things in the mind’s eye skills and education required for them
Knowing how to learn 7 Learning to Learn
Personal Qualities 7.2. 4 Identify or make inferences through
inductive and deductive reasoning to
hypothesize, predict, conclude, and
synthesize
settings
7.4. 8 Interpret visual representations, such as
Competencies symbols, blueprints, flowcharts, and
schematics
Information
Acquires and evaluates information
Organizes and maintains information
Interprets and communicates information
Interpersonal
Technology
Systems
Understands complex interrelationships
Knows how social, organizational, and techno-
logical systems work, and operates effectively
with them
Monitors and corrects performance
UNIT 3 3ii
Lesson 1
WARM UP
• Bring to class one or two pictures of your own the board. To check your students’ comprehen-
family. If possible, make at least one into an sion, ask follow-up questions: Is this my brother?
overhead transparency or photocopy it for your Is he named Michael? Students should respond
students. Share the pictures with your students, using a short answer: Yes, he is. No he isn’t.
introducing your family members to them: This
• Have students respond to questions about their
is my (husband, wife, brother, etc.). He or she
own family relations. Students should answer
lives in (city/state/country).
using short answers.
• As you introduce each person in your family,
write his or her name and relationship to you on
PRESENTATION
That baby is really cute!
• Set the stage. Ask the students to look at the • Check the listening task. Have the students
picture. Elicit a brief description of Oscar’s family: write the answers in their notebooks and then
Oscar has a big family. Write any new vocabulary check for accuracy with a partner. Ask volun-
on the board. Have the students guess the topic of teers to share their answers (Oscar has one
the unit (the family or family members). brother and three sisters).
• Personalize the situation. On the board, write Have the students work in pairs to complete
the following: the true/false exercise on the bottom of page
25. Explain that they must circle “Don’t know”
I live with my whole family.
if they are unable to tell whether an answer is
I don’t live with my whole family. true or false. Check answers.
Explain the meaning of whole family by referring Answers

students to the picture on page 25 of their
student books. Tell the students: This is a picture 1. True 4. True
of Oscar’s whole family. We can see all his family 2. True 5. Don’t know
members. To clarify, also give students a counter-
3. True
example. Have volunteers indicate whether
they live with their whole family.
• Focus on selected items. Introduce the vocab- pauses. Have the students listen and then
ulary for family members by drawing a simple repeat the conversation after you. Make sure
family tree on the board and introducing your they use natural speed and intonation.
own family. Include your parents, spouse,
siblings, children, nieces, and nephews. Clarify
students practice reading the conversation in
any unfamiliar vocabulary.
pairs, alternating which person begins the
• Set the listening task. On the board, write the conversation.
following questions:
• Circulate and monitor progress. As they prac-
How many brothers does Oscar have? tice reading the conversation, help students
How many sisters does Oscar have? with pronunciation and intonation.
Tell the students to keep count of Oscar’s

brothers and sisters. Play the cassette or read
the conversation aloud.
T25 UNIT 3
EXERCISES
1 Word Bag: The Family 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Present the new vocabulary by using the • Draw the family tree on the board or use the
simple family tree you drew in the presentation OHP. Call on two students to come up to the
stage. Model the intonation of each word, board and fill in the relations. If different
pronouncing grandmother and grandfather and colored chalk is available, have students use
pointing out the dropped “d” in both. Also one color to write Oscar’s relationship to his
model the correct position of the tongue for the family members. Then use a second color for
th in mother and father. (The tip of the tongue Pedro’s relationships to his family.
lightly touches the back of the teeth.) Have the
students listen and repeat each word, imitating Answers
your lip and tongue positions. Oscar’s relations are indicated in regular type.
• Introduce the words son, daughter, aunt, uncle, Pedro’s relations are in italics.
niece, nephew, and cousin. Give the students Mr. Garcia: Jacinta:
examples, making sure they understand the Oscar’s father Oscar’s niece
new vocabulary. Play the cassette or read the Pedro’s grandfather Pedro’s sister
tapescript and have the students repeat chorally.
Mrs. Garcia: Stella:
• Have the students work in pairs to fill in the rela- Oscar’s mother Oscar’s sister
tionships on the family tree. Have them define Pedro’s grandmother Pedro’s aunt
the relations using Oscar as a reference point. For
example: Jacinta is Oscar’s niece. Direct students’ Alicia: Oscar:
attention to the word box at the top of the page. Oscar’s sister (self)
Pedro’s mother Pedro’s uncle
• Once the students have completed the family
tree for Oscar, have them add the names for Felix: Bobby:
family relations using Pedro as a reference. Oscar’s brother-in-law Oscar’s brother
Give an example: Mr. Garcia is Oscar’s father. Pedro’s father Pedro’s uncle
What is his relationship to Pedro? (He is Pedro’s Pedro: Maria:
grandfather.) Provide additional examples as Oscar’s nephew Oscar’s sister
needed. Teach the meaning of in-laws. Give an (self) Pedro’s aunt
example: Felix is married to Oscar’s sister. Felix is
Oscar’s brother-in-law.
Additional Activity See Unit 3 Appendix.
2 Is Alicia Oscar’s sister? 왘 Listening 왘 Speaking 왘 Reading
• Ask for a volunteer to read the sample ques- • Have the students work in pairs to ask and
tions, and you give the answers. Then switch answer questions about Oscar’s family
roles. Read the questions yourself and have the members, referring to the family tree on page 26
student read the answers. in the Student Book. Make sure both the part-
ners have a chance to ask and answer questions.
• Make up some additional questions about
Oscar’s relations. Have a volunteer answer • Circulate to monitor progress.
orally, using the short answer format: Yes, they
are or No, they aren’t. Additional Activity See Unit 3 Appendix.
UNIT 3 T26
3 Our last name is Gorki. 왘 Listening 왘 Reading 왘 Writing
• Explain to the students that we use a subject Subject -

pronoun to indicate the subject of a sentence: Pronouns - Possessive Adjectives
She is a student. We speak Farsi. They like hot dogs. I - my
Write these sentences on the board.
You -
• Tell the students that possessive adjectives
indicate ownership. On the board, write the We -
following examples and have the students They -
copy them.
He -
Student A: Does Maria have wavy hair? She -
Student B: Yes, her hair is wavy. It -
Lynn: Is that your dog?
• Play the cassette or read the text aloud. Have
Bobby: No, it belongs to my sister.
the students follow along in their books. Then
• If needed, provide additional examples of the read the text again and have the students repeat
possessive adjectives. Examples: chorally, one sentence at a time.
Our children like sports. • Have the students complete the exercise with
my, his, her, its, our, and their. Students can work
Their children like books. individually and then check the answers with a
partner.
Answer any questions that the students may
have about possessive adjectives. • Finally, play the cassette for students to verify
the answers.
• Copy the following chart on the board. Write in
the word my in the first blank and ask volun- Answers
teers to come up to the board and fill in the
remaining blanks. 1. My 4. Their, Our
2. His 5. Its
3. Her
Word Stress • Say the words yourself, accentuating natural

stress patterns. Have the students listen.
• Tell the students that they will practice pronun-
ciation of the words for family members. • Play the cassette twice and have the students
Explain that the accent marks above the vowels repeat each word during the second reading.
indicate stressed syllables. Stressed syllables Make sure that they are stressing the correct
are pronounced with greater intensity and syllable within each word. Correct intonation as
duration than unstressed syllables. Explain that necessary.
in English, stress patterns are unpredictable.
• Have the students say the words again, chorally
Students have to learn the stresses through
and individually.
practice. Emphasize that listening to the
pronunciation of native speakers is crucial.
T27 UNIT 3
5 Here’s my family. 왘 Reading 왘 Writing
Note: Before doing this exercise, you may wish to • Ask volunteers to read their sentences.
have your students bring in pictures of their fami-
lies. Xerox the pictures, then have the students cut Answers
their xeroxed copies into individual portraits 1. my 9. My
(small ovals or circles). Provide tape or paste.
2. Our 10. Answers will vary.
• Have the students look at the family tree on
page 28, then draw a family tree for themselves 3. Answers will vary. 11. my
and attach the appropriate cut-up pictures to 4. My 12. my
one of the frames in their book. Review the
model on the board. 5. Answers will vary. 13. my
• Then have the students complete the sentences 6. my 14. Its

with my, his, her, its, our, or their and any other 7. My 15. Answers will vary.
missing information.
8. Answers will vary.
• Have the students compare their answers
with a partner. Be sensitive. Some students
might be reluctant to discuss their family
relations in public.
6 Relative Name Tag Game, page 124. 왘 Listening 왘 Speaking
• Copy, cut out, and distribute the Relative Name • Have students mingle in their groups. Group
Tags. There are enough for 16 students. If your members ask each other only one question and
class is larger, copy and cut out extra sets of answer only one question in turn. Then they
tags. Put students into groups of 16, and tape a move on to the next group member.
tag to each student’s back without showing it to
• Tape one copy of the Solo family tree to the
that student.
board for each group of 16 students. Label each
• The object of the game is to discover one’s rela- family tree clearly and make sure students
tionship to Mrs. Solo by asking yes/no questions understand which one is pertinent to their
of the group members. Explain that to play the group. Tell the students to fill in their names on
game, students will pretend to be relations of the tree as soon as they think they have guessed
Mrs. Solo. They should ask questions of the their relationship to Mrs. Solo.
other group members. For example: Am I a
• When the family tree is full, students check the
woman? Am I married to Mrs. Solo’s son? They
tag on their backs to verify their relationship.
cannot ask the group members to disclose their
identity by asking direct questions, such as Am I If several groups are playing, the first group to
Mrs. Solo’s husband? Questions must be indirect. complete its family tree correctly wins the game.
UNIT 3 T28
7 Are you an only child? 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
Teaching Tip and an interviewer. To make sure the students

It might be helpful to go over the words stepsister understand the instructions, demonstrate how to
and stepbrother (as well as stepmother, stepfather, interview a classmate and record the information.
stepson, stepdaughter). Due to death, divorce, and Copy onto the board the chart below.
other factors, many households in the United • Select a group and write the members’ names
States and elsewhere are not composed of tradi- in the chart. Ask each member if he/she is
tional nuclear families. You can break down married. Put checkmarks (✔) in the first column
barriers for your students by acknowledging and as appropriate. Then ask each member how
discussing the fact that all families are not alike. many sisters he/she has. Write the number on
• Encourage the students to share information the board under the appropriate column.
about family diversity, but do not force shy • Have the groups do the activity. Circulate and
students to participate. Your acceptance and provide assistance as needed. Give the students
sensitivity mean a great deal to your students. plenty of time to negotiate the language among
Ask the students to choose one of the question- themselves. The task may be challenging.
naires to fill out. If necessary, model the activity • When the groups are finished, have the reporter
by giving your own information or by reading from each group record the information on the
the example sentences with a student. Give board.
students time to complete the form.
• Ask the students to write statements about the
• Have the students form small groups. Explain the results. Give appropriate models.
second part of the task: working in groups and
using the questionnaires, students will interview Nancy has the most sisters.
each other. Ask each group to designate a reporter Lorrie has the most sons.
Group Members’ Names - Married - Sisters - Brothers - Sons - Daughters

1. - - - - -
2. - - - - -
3. - - - - -
4. - - - - -
5. - - - - -

T29 UNIT 3
Lesson 2
WARM UP
• On the board, list various occupations, such as • Have those students who already hold jobs
astronaut, engineer, police detective, poet, and describe and name their occupations. Help
scientist. Have the students who know these them with any difficult vocabulary.
words explain them or act them out for the class.
• As your students tell you about their ideal
The students may use bilingual dictionaries.
careers, list them under the heading Our Future
When you are certain your class understands the
Occupations.
idea of occupations (as well as the word occupa-
tion itself), ask a few volunteers to share their
individual hopes about their future occupations.
PRESENTATION
I have an interesting family.
• Set the stage. Describe the situation: Gina is students follow along in their books. Then have
talking about her family members and their the students do the exercise individually.
jobs. Ask the students to look at the pictures.
• Check the listening task. Have the students
Elicit whatever descriptions they can give and
check the answers with a partner. Then ask
write any new vocabulary on the board. Ask
volunteers to write the answers on the board.
them to make predictions about the content of
Have the class verify these answers and offer
the lesson ( jobs and occupations).
any corrections.
• Personalize the situation. Ask the students to
identify some fields of work. Identify examples: Answers
entertainment, restaurants, medicine, engi- 1. c 3. f 5. a
neering. Write a model sentence on the board. I
am interested in ____________. Ask the students 2. e 4. d 6. b
which ones they are most interested in exploring.
Have several students respond verbally. • Play or read the description aloud with pauses
after each line. Have the students listen and
• Focus on selected items. Introduce the unfa- then repeat each sentence after you. Be sure to
miliar vocabulary: careers, construction site, etc. use natural speed and intonation.
Have volunteers give definitions if possible.
Define any unfamiliar terms yourself. • Engage students in pair work. Have the
students practice reading the description in
• Set the listening task. Tell the students that pairs, alternating paragraphs.
they will hear Gina’s description of her family.
Ask them to pay special attention to the occu- • Circulate and monitor progress. As the
pations mentioned in the description. Play the students read, help them with pronunciation
cassette or read the conversation aloud twice as and intonation.
UNIT 3 T30
EXERCISES
1 This is my uncle Luigi. 왘 Speaking
• Have each student bring in a photograph of an tions, like the ones in the book: How old is he?
interesting member of his/her family. Where does she live? You may wish to improvise
some other questions to keep the exercise from
• Have the students sit in a circle. If this is not
being monotonous.
feasible, have individual students step to the
front of the room successively. Each student • Have each student answer several questions
should hold up the picture so that everybody about his/her family member orally. After
can see the family member. everybody has had a turn, summarize the
students’ answers: Students in our class have rela-
• Have the class ask questions about the
tives who live in many different places, such as
student’s family member. Model a few ques-
Colombia, Senegal, Tajikistan, and Korea.
2 We’re in show business. 왘 Reading 왘 Writing
• Have the students look at the picture. Elicit a progress and help with pronunciation as
description of the scene. Answer any questions. needed.
Remind the students when to use have/has and
Answers
is/are. Tell them to complete the sentences with
the correct forms. Then call on individual 1. is 6. is
students to write their answers on the board. 2. has 7. am
• Have students write a model paragraph about 3. is 8. have
an interesting fact concerning their families.
Have pairs or small groups share these descrip- 4. is 9. are
tions. Encourage the students to read their 5. is 10. is
work aloud and have their group members help
with pronunciation. Circulate to monitor

T31 UNIT 3
Lesson 3
WARM UP
• Have the students play charades about occupa- pantomime. They may also give verbal clues,
tions. Divide the class into Team A and Team B. naming famous people who have this occupa-
Give each team 10 index cards and have them tion. For example, if the member of Team A
write down 10 occupations, one on each card. picked the occupation “dancer,” she/he might
say something like, “George Balanchine, Janet
When the cards are ready, the game can begin.
Jackson, Isadora Duncan, Vaslaw Nijinski, Rosie
Play the role of timekeeper or assign a student
Perez, Martha Graham, Rudolf Nureyev,” etc.
to do it. Each team will have a two-minute turn.
Team A must guess the correct answer within a
• A member of Team A picks a card from Team two-minute time period to get a point. Team B
B’s pile. The student must describe the occupa- remains silent until it is their turn.
tion to her/his own team without using the
• The teams take turns until all the cards are used
word itself. Students may act out the job using
up. The team with the highest score wins.
PRESENTATION
The Cheshire Family
• Set the stage. Have the students look at the words in each sentence. Students can work indi-
picture and tell you about the Cheshire family. vidually, then check their answers with a
What makes the Cheshires unusual? Ask ques- partner. Play the cassette or read the description
tions to elicit descriptions of the family members aloud as students follow along in their books.
and their pets. Write any new vocabulary on the
• Check the listening task. Call on volunteers to
board.
write the completed sentences on the board.
• Personalize the situation. Ask the students to Have the students check their own work against
write down the names of their own pets and the answers on the board, and offer corrections
write a short description of each one. For as necessary.
example: Garvey is my cat. He is a tabby cat with
long legs. He likes books, just like me. He falls asleep Answers
on top of whatever I’m reading. Have the students 1. cats 6. dark hair
share the descriptions of their pets by reading
them aloud to a partner or to the entire class. 2. father 7. strong
• Focus on selected items. Introduce the vocab- 3. mother 8. short

ulary by writing the descriptive adjectives on 4. sister 9. blond
the board: typical, short, thin, bald, etc. Help the
students understand the meaning of these adjec- 5. blue 10. their cats
tives by pointing out examples in the picture.
Have volunteers give definitions if possible. • Engage students in pair work. In pairs, have
the students practice reading the description
• Set the listening task. Tell the students that several times, alternating paragraphs.
they will hear a description of the Cheshire
family. Ask them to pay special attention to the • Play or read the description aloud with pauses
descriptions of the family members and their after each line. Have the students listen and
pets. Direct students’ attention to the exercise at then repeat each sentence after you. Be sure to
the bottom of page 32 in their books. Have them use natural speed and intonation.
do the exercise by checking the appropriate
UNIT 3 T32
EXERCISES
1 Word Bag: Physical Characteristics 왘 Listening 왘 Speaking 왘 Reading
• Have the students look at the pictures as you students read their sentences to the class. The
play the cassette or read the labels aloud. Then class should call out “true” or “false,” chorally.
make up sentences using these words and If the students say “false,” they should then
phrases and have the students repeat. Use these give the correct information:
patterns: He’s short. She’s average height. He’s tall.
A: My hair is black.
She’s thin. He’s average weight. He’s heavy. She has
long blond hair. She has short black hair. He has B: False. Your hair is red.
curly red hair. He’s bald.
• Finally, have the students write a description of
• Next have individual students make up one of their family members. They may use a
sentences and say them aloud, using a word or dictionary for additional help. Have them read
phrase from the exercise. Have the other their descriptions to a partner. Make sure both
students point to the correct picture. partners have a chance to read aloud.
• Tell the students to write four sentences about • Circulate to monitor progress and offer help
their own physical characteristics: three true with pronunciation and intonation.
statements and one false. Then have the
2 Let’s play Twenty Questions. 왘 Listening 왘 Speaking 왘 Writing
Teaching Tip a student to be the scorekeeper. Each correct

Playing this game with a class of teenagers or guess earns one point. The person who guesses
younger students may require a bit of teacherly the most correct names is the winner.
tact. Make sure that students’ feelings are spared: • Go around the room, allowing each student a
do not attempt to answer the questions Is she turn to select a classmate’s name and answer
pretty or ugly? or Is he fat or thin? with anything questions. Play continues until all the students
but an affirmation: You’re all beautiful to me! have had a chance to be questioned by the others.
• Ask a volunteer to read aloud the instructions • Finally, have the students write a paragraph-
for playing Twenty Questions. To clarify these length description of the person whose name
instructions, demonstrate the game with a they selected during the game. They may use
volunteer. Select a student from the class the adjectives from the Word Bag on page 33,
without disclosing his/her name. Have the and they may wish to add a short description of
others ask you questions, using the vocabulary their classmate’s personality. Allow the students
from the Word Bag for physical characteristics. to consult dictionaries.
Students should try to guess the person. Select
T33 UNIT 3
4 Wrap Up 왘 Writing
I’m in the News • Ask several students to read the questions

aloud. Then set up pairs and have the partners
• Introduce paragraph writing by showing the
interview each other, using the questions and
class an example of a descriptive paragraph.
taking notes. Then tell the students to write a
Write a sample description of a friend in simple
description of their partner.
language, using capitalization conventions and
paragraph indentation. Make copies of the • Collect the paragraphs and check for errors.
handwritten paragraph and distribute it to your Then return them to the students for revision, if
students. necessary. Last, have the students share their
paragraphs by reading them or posting them on
• Go over the proper capitalization and para-
a bulletin board. (Consider putting together a
graph indentation.
class collage with pictures, or a class book.)

• See Units 1 and 2. Briefly review the earlier this space just for their journal entries, not for
strategies. other classwork or homework.
• Explain to the students that a journal is like a • Explain to the students that you would like to see
letter to oneself. You don’t have to show it to their first entry, but that you will not grade it!
anyone, although you might wish to share parts Concentrate upon what they are saying, without
of it with a trusted friend or classmate. You correcting spelling, grammar, or punctuation.
needn’t worry about grammar and spelling in a Give encouraging and thoughtful feedback.
journal.
• Have the students write a description of a
• If you keep a journal, you might want to show person to whom they feel close. Suggest that
it to your class. Otherwise, you might bring in a they write about a family member, friend, or
copy of Anne Frank’s diary for the students to teacher. Draw upon the materials in the unit to
examine. provide examples of descriptive texts.
• Encourage the students to buy a blank note- • If time permits, encourage students to share
book that is easy to carry. Have them reserve excerpts from their journals in small groups.

UNIT 3 T34
CHECKPOINT
T35 UNIT 3
UNIT 3 T36
Appendix

Who am I?
• Put the students into pairs. On the board, write 6. Her grandchildren are Pedro and Jacinta.
the following sentences or use the OHP. Have Who is she?
the students use information from the exercise
to solve the puzzles. Answers
Example: My mother’s name is Alicia. Who is 1. Bobby
my brother? (Pedro)
2. Mr. Garcia
1. I am Oscar’s brother. What is my name?
3. Felix
2. I am Alicia’s mother. Who is my husband?
4. Alicia
3. Alicia is my wife. Who am I?
5. Oscar, Alicia, Bobby, and Maria
4. Our father’s name is Felix. His wife is . . . .
6. Mrs. Garcia
5. Our sister’s name is Stella. Who are we?

Can you draw my family tree?
Teaching Tip Student A: My father’s name is Abdullah

This activity can be done on a voluntary basis. Be Ibrahim.
sensitive if some students prefer not to disclose Student B: How do you spell that?
personal information about their families.
Student A: A-b-d-u-l-l-a-h I-b-r-a-h-i-m.
• Have the students work in pairs. Their objective
is to listen carefully to a description of each Student B: My brother’s name is Shlomo.
other’s family relations in turn. Clarify for Student A: Wait, isn’t that your father’s
students that their goal is to draw their partner’s name?
family tree, not their own. This can be done as a
contest, with both partners competing to see Student B: Yes, it is. My brother’s named
who can draw the most accurate family tree. after my father. He’s Shlomo, Jr.
• When both students in the pair have completed
• Partners take five minutes each to list the
their 5-minute descriptions, they attempt to
names and relations of all their family
draw their partner’s family tree as accurately as
members. They may request repetitions of
possible. Give a five-minute time limit here as
information. Each student describes his or her
well. Partners may not ask each other for any
family members to his or her partner. Students
clarifications during their drawing time.
may list as many as ten members of their
family. Meanwhile, the partner listens carefully, • At the close of the round, the pairs exchange
takes notes, and asks for any clarifications trees and circle any mistakes. The student who
needed. For example: has drawn the more accurate one wins.
3a UNIT 3
Exercise 1
(Anita and Felix Gomez) (Linda and Lucy Berry) (Paul and Terry Dino)
The New Husband and Wife Mother and Daughter Are Fine! Sister and Brother in the Yard
(Sun Mei Kim and Hwaja Kim) (Gary and Steven Johnson)
Happy Grandparents Father and Son at Home
Exercise 2
1. Yes, they are. 4. No, she isn’t.
2. Yes, he is. 5. Yes, they are.
3. No, she isn’t. She’s her 6. No, they aren’t.
daughter.
Exercise 3
1. her 3. their 5. Their
2. His 4. Her 6. Its or Her
Exercise 4
Wording will vary.
Interviewer: Are you married? Interviewer: How many children Interviewer: Do you have any
do you have? What brothers and sisters?
Molly: Yes, I am.
are their names?
Molly: No, I don’t.
Interviewer: Do you have any
Molly: I have two children.
children? Interviewer: Do you have any
Their names are
pets?
Molly: Yes, I do. David and Ann.
Molly: Yes, I do.
UNIT 3 3b
Exercise 1
1. She’s an accountant. 3. He’s a security guard.
2. She’s a mechanic. 4. She’s a cashier.
Exercise 2
My father is a lawyer. He works home a lot of cakes and cookies carpenter. He goes to school at
in an office building in Miami. for us. My sister is an architect. night. I’m an actor. I hope to be
My mother is an artist. She likes She has worked on the designs on TV someday!
to paint pictures of the ocean. of many famous buildings. My
My brother is a baker. He brings uncle is studying to be a
Exercise 3
1. My 5. His 9. Her 13. my 17. they
2. I’m 6. He 10. She 14. Their
3. I’m 7. He 11. She 15. They
4. I’m 8. my 12. She 16. Their
Exercise 4
Everyone in my family works. older brother has a job at a night have jobs in a restaurant. My
My mother is a nurse. She has a club. My sister is a student grandfather is a chef, and my
job in a hospital. My father during the day. At night, she has grandmother is a cashier.
works in the same hospital. My a job in a department store. My
two brothers are musicians. My grandparents work, too. They
3c UNIT 3
Exercise 1
1. Christine 2. Jack 3. Martha 4. Javier
Exercise 2
Answers will vary.
1. She is short. She is heavy. 2. He is tall. He is average
She has long curly hair. Her weight. He is bald. He has a
hair is dark. She wears beard and a mustache.
glasses.
Exercise 3
Answers will vary.
1. Kaige Wang is from China. 2. Ernesto Zedillo is from 3. Sofia Covetello is from Italy.
He has long black hair. He is Honduras. He is short and She is pretty. She has blond
young and handsome. He is bald. He has a mustache. He hair and blue eyes. She is
tall. He is married. He lives wears glasses. He is a average height. She is an
in Chicago. He is a salesman. He has two sons. actor. She has two children.
mechanic. He lives in Miami. She lives in Atlanta.
4. (Answers will vary.)
Exercise 4
1. Robert Thomas Lincoln. 5. engineer 9. Dallas, Texas. or
176 Washington Ave.,
2. tall 6. Yes
Dallas, Texas
3. brown 7. April 20, 1962.
4. black 8. (Answers will vary.)
Exercise 5
Answers will vary.
UNIT 3 3d
UNIT 4
Overview
TOPICS GRAMMAR
• My Home • There is/There are
• My Neighborhood • Yes/No questions and short answers
(recycle)
• Apartments
• Present Continuous: Verb + -ing
• Classified Ads
(recycle)
• Prepositions: across from, at, next to,
close to, etc.
COMMUNICATION GOALS

• Getting information from a real • Reading real estate ads
estate ad
• Writing a description of an apart-
• Calling to inquire about an apartment
ment
• Reading about furnishings
• Describing an apartment
• Reading about a neighborhood
• Describing the neighborhood
• Writing a classified ad
• Describing locations
• Writing an e-mail
4i UNIT 4
SKILL STANDARDS

COMPETENCIES / SCANS* 1 Consumer Economics
1.1. 3 Interpret maps
Fundamentals 1.2. 1 Interpret advertisements, labels, charts, and
Basic Skills price tags in selecting goods and services
Reading, writing, listening, speaking 1.2. 2 Compare price or quality to determine the
best buys for goods and services
Thinking Skills 1.4. 1 Identify different kinds of housing, areas of
Knowing how to learn the home, and common household items
Seeing things in the mind’s eye 1.4. 2 Select appropriate housing by interpreting
Personal Qualities classified ads, signs, and other information
Adaptability and politeness in group settings
2.2. 1 Ask for, give, follow, or clarify directions
Competencies 2.2. 5 Use maps relating to travel needs
Information
Uses computers to process information
Interpersonal
Participates as member of a team
Technology
UNIT 4 4ii
Lesson 1
WARM UP
• Teach the class that the term home refers to a Find someone who . . . - Names
place where individuals or families live (for has a telephone at home. -
example, a house or an apartment). Make sure
the students understand the words telephone, has a dog at home. -
dog, many, books, and blue chair. has many books at home. -
Put the following grid on the board. Have the has a blue chair at home. -
students copy it in their notebooks, leaving
enough space for names. • Have the students circulate, asking each other
questions. Give them a time limit (5 to 10
minutes) to complete the mixer.
PRESENTATION
I’m calling about the apartment on Summer Street.
• Set the stage. Ask the students to read the title bedroom - - kitchen -
and look at the picture. Tell them to guess what is dining room - - bathroom -
happening (Lynn is looking at a newspaper and
calling about an ad). Ask students where in a living room - - garage -
newspaper they would look for an ad for a house
or apartment. Display some real classified ads. • Check the listening task. After the students
have filled out their charts individually, have a
• Personalize the situation. On the board, write volunteer fill out the chart on the board
the following sentences. Have the students copy (students should check the bedroom, living
the sentences and put a check (✔) before the room, kitchen, and bathroom).
ones that apply to them. Explain that a roommate
is someone with whom one shares a living • Play or read the conversation aloud with pauses.
space; often, this helps keep the expenses down. Have the students listen and repeat each line.
Go over the new vocabulary words on the board. Make sure they use natural speed and intonation.
__ I live with my family. • Engage students in pair work. Have the

students practice reading the conversation aloud.
__ I live with my roommate. Each student reads one part, and then they
__ I live in an apartment. switch roles. Have the pairs do the true/false exer-
cise. Check answers by calling on volunteers.
__ I live in a house.
Answers
• Focus on selected items. Elicit from students
the different types of rooms in an apartment or 1. True 4. True
house. Write the words on the board and show 2. Don’t know 5. Don’t know
pictures from the Student Book to clarify them.
3. False
• Set the listening task. Draw the following chart
on the board or use an OHP. Tell the students to • Circulate and monitor progress. As students
copy it in their notebooks. Ask them to listen to practice the conversation, help them with
the conversation and check the parts of the pronunciation and intonation.
house mentioned. Play the cassette or read the
conversation aloud.
T37 UNIT 4
EXERCISES
1 Word Bag: Household Items 왘 Listening 왘 Speaking
• Have the students look at the picture. See if • Repeat the words in random order and have
they can name any of the items. Write the the students point to each item in the picture.
words on the board.
• Play the cassette or say the words one at a time.
Have the students repeat. Correct any pronun-
ciation problems.
2 The stove is in the kitchen. 왘 Writing
• As headings on the board, write the name of each • Have the students work in pairs, writing the
room, then explain the task. If you wish, ask a names of objects from the pictures under the
volunteer to come to the board and write an item appropriate rooms. Ask students to think of
from the pictures under the appropriate room. three more things to add to each list in their
books. Then have pairs compare their answers.
• Explain to the students that some of the items
may be found in more than one room. For • Finally, have volunteers come to the board and
instance, the TV can be either in the bedroom or list the items for each room.
in the living room.
UNIT 4 T38
3 Place Lynn’s furniture in her living room. 왘 Listening 왘 Reading
• Using examples from your classroom setting, • Next, focus attention on the floor plan and the
illustrate the meaning of some of the preposi- symbols. Explain any new vocabulary in the
tions in this exercise. For example, place a pen floor plan and go over the symbols. Draw the
under your book and say: The pen is under floor plan on the board or use an OHP.
(emphasis) the book. If you have a map on the
• Put the students into pairs. Explain that they
wall, point to it and say: The map is on the wall.
are to read the sentences and draw the symbols
Ask two students to come to the front of the
of the items where they belong on the floor
class. Have them stand next to each other and
plan. To illustrate, read the first sentence and
say: Judy is standing next to Maria. Then stand
draw the first three items on the board or on
between the students and say: I am standing
the OHP.
between Judy and Maria. To illustrate “in front
of,” step in front of one of the students and say: • Have the students do the activity. Circulate to
I am standing in front of Maria. monitor progress.
• Now have the students look at the seven draw- • To verify answers, ask volunteers to come to the
ings. Play the cassette or read the sentences board and draw the furniture symbols in the
aloud one at a time. Have the students repeat. appropriate spots in the living room.
T39 UNIT 4
4 There are pictures on the walls. 왘 Speaking 왘 Writing
• Discuss objects in the classroom. On the board, • Ask the students to look at the living room floor
make a list of singular nouns in the classroom: plan on page 39. Have them make up sentences
book, door, chair, and so on. Make a second list about the contents and furniture using there
of plural items: books, doors, chairs, and so on. is/there are. Finally, ask the students to look
Have the class listen and repeat after you the around and write five sentences about items
singular and then the plural nouns. they see in their classroom. Then ask volunteers
to read their sentences aloud.
• Introduce there is/there are. Next, familiarize
students with the contraction there’s. Additional Activity See Unit 4 Appendix.
Rising and Falling Intonation • Play the cassette. Have students listen and repeat.
• Play the cassette or say the sentences one at a • Have the students volunteer their own questions.
time. Exaggerate the natural intonation patterns Be sure they use a rising intonation pattern. Have
slightly. Point out the rising and falling intona- other students answer these questions.
tions in the questions and declarative sentences.
6 There aren’t any pictures on the walls. 왘 Speaking 왘 Reading
• Introduce the word any. On the board, write the Include some objects that are in your classroom:
following sentences about objects in your room: clock, maps, books, desks, etc. Then list some
items not in the classroom: gorillas, banana
Are there any books on my desk?
trees, swimming pool, lions, etc. Make state-
Yes, there’s one. ments using the names of these objects.
No, there aren’t any. There’s a clock in the room.
There aren’t any gorillas in the room.
• Read the first question aloud. As you answer,
point to a book on your desk and say: No, there
• Go over the instructions with the students.
aren’t any, and so on. Explain that any is used in
Have the students work in pairs. Then call on
questions and negative statements with plural
different pairs to read their sentences aloud.
countable nouns. Introduce there isn’t/there
aren’t. On the board make a list of objects. Additional Activity See Unit 4 Appendix.
7 Are there public phones in this school? 왘 Speaking 왘 Writing
• Have pairs of students read the examples aloud • Have the students, in pairs, ask and answer
for the class. questions about facilities in their school, using
the sample exchanges as a model.
• Give students five minutes to visualize and list
at least five different facilities at their school. • Ask several pairs to come to the board and
For example: restrooms, public phones, cafeteria. write their questions. Have the class correct any
mistakes and answer the questions orally.

UNIT 4 T40
Lesson 2
WARM UP
• Ask the students where they go to shop in their • Elicit from the students the difference between
neighborhood. On the board, list the names of the use of the prepositions at and on when
stores they frequent. Then have the students tell describing locations in the neighborhood: Use at
you where these stores are located, using street for the name of a specific place. Use on for the
names. Write the street names next to the store. name of a street where a specific place is located.
On the board, write sentences using the infor-
• On the board, write this model sentence:
mation students just gave you. For example:
I buy (item) at (store name) on (street name).
I buy my stamps at the post office.
The post office is on Central Park West. Have the students fill in the blanks. Call on
several students to say their sentences aloud.
PRESENTATION
Lynn’s new address is 317 Elm Street.
• Set the stage. Tell the students that they will students to fill in the chart by checking off the
listen to and read Lynn’s letter to her parents places mentioned in Lynn’s letter as they listen
about the neighborhood where she lives. Have to the cassette. Play the cassette or read the
the students look at the map on page 41 and letter aloud.
make predictions about the topic of the lesson
park - - gym -
(places in the neighborhood).
supermarket - - movie theater -
• Personalize the situation. On the board, write
these sentences. Have the students put a check drugstore - - school -
(✔) before the sentences that apply to them. Make post office - - library -
sure students are familiar with the vocabulary.
• Check the listening task. Call a volunteer to fill
__ I live in a quiet neighborhood.
in the grid on the board.
__ I live in a busy neighborhood.
__ There is a post office near my house/ Answers
apartment. Students should check park, supermarket,
__ There is a swimming pool near my home. drugstore, post office, movie theater, and
library.
• Focus on selected items. To introduce the
vocabulary for neighborhood places, have the • Play or read the letter again with pauses after
students read the names of the places on the each line. Have the students listen and then
map on page 41. Introduce the following prepo- repeat each sentence after you.
sitions by giving examples from the map: on, • Engage students in pairs work. Have the
across from, next to, on the corner, near, and students practice reading the letter aloud twice,
between. Make sure students understand the alternating paragraphs.
meanings of the prepositions.
• Set the listening task. Write the following grid practice reading, help with pronunciation and
on the board. Have the students copy it. Tell the intonation.
T41 UNIT 4
EXERCISES
1 The apartment is across from a park. 왘 Listening 왘 Speaking 왘 Reading
• Tell the students to examine carefully the

different buildings on the map on page 41. Play
Answers
the cassette or say the words one at a time and 9 bank 6 apartment building
have the students repeat as they point to the
8 supermarket 2 police station
appropriate picture.
4 hospital 1 movie theater
• Working in pairs, have the students match the
words to the pictures. Then call on individual 3 drugstore 5 library
students to give the correct answers. 7 bus stop
2 It’s in a very nice neighborhood. 왘 Reading 왘 Writing
• Go over and review prepositions introduced in Call on several students to read the sentences
the lesson’s presentation. aloud to verify the answers.
• Assign a partner for each student. Before doing
Answers
the exercise, have the students read the letter on
page 41 again. Tell them to pay special attention 1. on 4. on the corner
to the prepositions Lynn used in her note. 2. across 5. near
• Have the students do the exercise individually, 3. next
then check their answers with their partner.
UNIT 4 T42
3 There’s a drugstore on
Washington Street. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Have the students look at the map on page 43 Student: On the left or the right?
as they listen to the cassette. Then have the T: On the right. (Student draws a box to
students read the sentences and locate on the represent a post office.)
map the places in boldface type. Have them
write the names of each place on their map. T: My house is on the corner of ________
Demonstrate how this is done. and ________ streets.
• To verify the answers, call on pairs to point to S: On this corner?

the different spots on the map. T: No. On the southeast corner.
• On the board, draw a simple map with several S: Here?
intersecting streets. Label the streets and add a T: Yes.
couple of landmarks, such as a park and a
bank. Leave plenty of room for additional land- When the map has been completed, tell the
marks. Draw arrows that indicate north, east, students to ask each other questions about it.
south, and west. Explain these direction words For example:
to the students if necessary.
A: Where’s the post office?
• Call on individual students to come to the
board and write the names of three or four B: It’s next to the bank.
places you will tell them. Allow students to ask
• Now repeat the procedure. This time have a
for any needed clarification. For example:
student draw the initial map on the board.
Teacher: There’s a post office next to the Dictate additional features and have a second
bank. student add them to the map.
4 Information Gap Activity, pages 125 and 126. 왘 Listening 왘 Speaking
• Put the students into pairs. Have Student A look Teacher: Let me write it down on my map.
at page 125 and Student B look at page 126.
Remind them not to glance at each other’s books. • Have the students work in pairs to take turns
asking questions. Each student should describe
• Explain that each student has a drawing of a the points on his or her map to his or her
neighborhood map. In both drawings some of the partner. Tell the students to write the name of
places are missing. Their objective is to determine the missing places on their maps.
the missing places by questioning their partners.
• When both partners feel that they have discov-
• Demonstrate the activity with a student. ered all the missing places and written the
Teacher: Is there something on your map on names on their maps, they should compare
Pine Street between Park Avenue their pages.
and Spring Street?
Student: Yes, there is. There’s a park.
T43 UNIT 4
5 Excuse me. Where’s the library? 왘 Listening 왘 Speaking
• Model the sample exchange with a volunteer. • For additional practice, have pairs ask about
Emphasize the intonation patterns. Make sure places in the neighborhood of your school. To
the class can distinguish between questions and help them, write several place names on the
statements. board (preferably place names that are not on
the map on page 43): bookstore, museum, hotel,
• Set up pairs. Looking at the map on page 43,
garage, fire station, department store, laundromat,
have students ask about all the places shown,
gym, etc.
alternating which student begins the conversa-
tion. Tell the students to use the model exchange.
6 I live in a quiet neighborhood. 왘 Speaking 왘 Writing
• On the board, write a short description of your • Have the students write a brief description of
neighborhood as a model. Use simple language their own neighborhood. Suggest that students
and short, clear sentences. Follow the general write a rough draft first in their notebooks, then
questions suggested in the student book, and develop a finished paragraph and copy it into
make your work lively. the space in the student books. Encourage revi-
sion. If necessary, students may attach an addi-
• Have the students read aloud the questions in
tional sheet to write a longer description.
their book. Suggest that they use these ques-
tions for ideas when they are writing descrip- • Have several volunteers read their paragraph
tions of their neighborhoods. aloud to the class, or set up small groups and
have each group member read his/her essay
• Encourage the use of vivid language to describe
aloud. Encourage group members to give posi-
what one likes in one’s own neighborhood.
tive feedback and constructive criticism.
• Call students’ attention to the given preposi-
• Circulate to monitor progress and model feed-
tional phrases: across from, next to, near, and
back techniques.
between. Review usage if necessary.

UNIT 4 T44
Lesson 3
WARM UP
• Make sure that students understand the • Have the students summarize all the ways to
meaning of the phrases to rent and to own a find a new place to live. Add any others you
home. Ask the students whether they rent or can think of yourself. On the board, write the
own their homes. following information:
• Brainstorm ways to find a new place to live. Ways to find a new home
Elicit from students information about how Ask a friend or family member
they found their homes. List this information
on the board in a chart format: Read the newspaper advertisements (called
want ads or classified real estate section)
Name of - Own/ - How did they find
student - Rent? - the place? Find a real estate agent (if necessary, explain
what a real estate agent is—someone who
Maria - rents - newspaper ad helps you find a place; agents have lists of
Oi King - owns - real estate agent different kinds of places for rent or to buy)
Son - owns - family member Find a roommate who has a place already
Livorio - rents - sign at the Live with your family
- - Student Center
PRESENTATION
There’s a large 1 BR Apt. Furn.
• Set the stage. Bring to class several local news- abbreviations. Play the cassette or read the ads
papers with the classified real estate sections. aloud after students have completed the task.
Show the students how to use the index to find
• Check the reading task. Have pairs of students
real estate classifieds in the paper. Have the
compare answers. Then go over the answers
students explain why one consults the real estate
with the class by calling on different students to
ads (to find a place to live). Go over several adver-
say the actual words for each abbreviation.
tisements with the students. You may also want
to pass out Xeroxed copies. Read the ads aloud. • Play or read aloud the ads again with pauses.
Have the students listen to the ads, one at a time.
• Personalize the situation. Describe how you
found your house or apartment. If appropriate, • Engage students in pair work. Have the students
ask different students to tell how they found read the ads aloud, switching parts in turn.
their homes. • Circulate and monitor progress. As students
• Focus on selected items. Explain what an abbre- practice reading the ads, help with pronuncia-
viation is. Have the students find abbreviations tion and intonation.
using the ads in their student book and/or the
additional ads you distributed. Have them Answers
dictate abbreviations while you list them in a 1. d 5. f 9. g
column on the board. Have the students try to
guess the meanings. Help them decipher diffi- 2. i 6. h 10. a
cult abbreviations. 3. b 7. e
• Set the reading task. Have the students work in 4. c 8. j
pairs. Have the pairs match the words with the
T45 UNIT 4
EXERCISES
• Explain that the students are to write a news- wrong answer; students can make up any infor-
paper ad about an imaginary apartment/house mation needed. Ask each group to do their ad
they want to rent. On the board, write one of on a large sheet of paper, using colorful magic
the ads from Student Book page 45. Tell your markers if these are available. Have each group
students that they are going to follow the sign their names at the bottom of the ad.
model when they write their ads.
• Circulate and offer help as the groups do the
• Set up small groups. Have the groups read the activity.
questions. Answer any questions the students
• Display the ads on a class bulletin board.
may have. Explain that there is no right or

• See Units 1 and 2 for your introduction. Briefly • Demonstrate how to walk around, naming
review the earlier strategies for the benefit of objects in the classroom and practicing the
the students. vocabulary orally. Have the students go home
and do this exercise by themselves, practicing
• Give the students some suggestions where they
new words. Have the students use a bilingual
can find an English-language newspaper, partic-
dictionary to look up the name of any unknown
ularly if you are in an EFL context. Show them
household items.
how to find for rent classified advertisements,
using a copy of the newspaper as a model. • Have the students bring their journals to class.
Solicit brief oral reports from volunteers during
• Review exercises in this unit that would help
the next class period. If time permits, encourage
them to write descriptions of their own houses
students to show you their journals and
or model a description briefly.
provide constructive feedback.

UNIT 4 T46
CHECKPOINT
T47 UNIT 4
UNIT 4 T48
Appendix

Add On Game
• Play the Add On Game. The first player says: in my house, and so on. Consecutive players
There’s a TV in my house. The second player must remember and recite the entire list of
says: There’s a TV and a stereo in my house. The objects, adding a new item at the end.
third player says: There’s a TV, a stereo, and a dog
• The game can also be played using There are . . .

Memory Game
• Place a variety of objects on a table and have questions about the objects on the table. Other
students look at the collection carefully. Cover students should try to answer from memory.
the objects. Then have a few volunteers ask Verify their answers by uncovering the table.

My Neighborhood
1. Have the students write a paragraph-length acter of their own invention. This story should be
composition about the neighborhood map they set in one of the locations in the neighborhood.
just completed in the previous exercise, describing
• Students may share their stories with their peers
different places.
by reading their work aloud in small groups
2. For advanced students: suggest that they write a and having group members listen and respond.
story set in the neighborhood. They might wish to
• Circulate and monitor progress while the
describe a dramatic event that happens to a char-
groups read their stories aloud.
4a UNIT 4
Exercise 1
1. A 3. A 5. B 7. B 9. A
2. A 4. B 6. B 8. A 10. B
Exercise 2
1. are 4. are 7. is 10. is
2. is 5. are 8. are 11. are
3. is 6. is 9. is
Exercise 3
1. The rug is in the middle of 3. The bed is in the corner of 4. There are clothes on the bed.
the room. the room. It is in front of the
5. There is a cat under the bed.
window.
2. The desk is next to the door.
Exercise 4
There aren’t any curtains. There aren’t any pictures. There aren’t any cabinets.
There isn’t a clock. There isn’t a microwave. There isn’t a stove.
Exercise 5
1. No, there isn’t. 4. No, there aren’t. 7. There is one clock.
2. Yes, there are. 5. No, there isn’t. 8. There are two windows.
3. Yes, there is. 6. There are four student
desks.
UNIT 4 4b
Exercise 2
1. A: Excuse me. Where’s the B: It’s on Elm Street, next to A: Thank you.
drugstore? the bus stop.
4. A: Excuse me. Where’s the
B: It’s across from the gym A: Thank you. hotel?
on Walnut Street.
3. A: Excuse me. Where’s the B: It’s next to the movie
A: Thank you. gym? theater on Elm Street.
2. A: Excuse me. Where’s the B: It’s on the corner of A: Thank you.
movie theater? Midway Avenue and
Walnut Street.
Exercise 3
Answers will vary.
4c UNIT 4
Exercise 1
1. Houston 7. bus stop 13. kitchen
2. sunny 8. 555-3277 14. school
3. bathrooms 9. Clearlake 15. smoking
4. living room 10. large 16. $900
5. air conditioning 11. bedrooms
6. dogs 12. fireplace
Exercise 2
Answers will vary.
1. It’s big. 4. There are two bedrooms. 7. The phone number is
555-8190.
2. It’s on State Street. 5. Yes, it’s furnished.
8. Yes, there is.
3. There are four rooms. 6. It’s near the park, schools,
and good transportation.
Exercise 3
The apartment is big. It’s on ment is furnished already. It’s parking, too. The phone number
State Street. It has four rooms. near a park, some schools, and in the classified ad is 555-8190.
Two are bedrooms. The apart- good transportation. There is
Exercise 4
1. four 6. $144,000 10. bedrooms
2–5. houses, mobile homes, 7. $443.36 11. bathrooms
condominiums, apartments
8-9. New York, Philadelphia 12. 2-car garage
UNIT 4 4d
UNIT 5
Overview
TOPICS GRAMMAR
• Clock time • Present continuous: verb + -ing
• Actions • Yes/No questions and short
answers (recycle)
• Shopping
• Clothes
• Plurals of nouns
• Colors
• Seasons
• Weather
COMMUNICATION SKILLS

• Telling and asking for time • Reading about the seasons
• Asking about and describing • Reading about color preferences
actions and personalities
• Asking for and describing clothes • Writing a postcard
• Offering help • Writing about ongoing actions
• Accepting or declining an offer of
help
• Asking about the weather
• Describing the weather
• Understanding weather reports
• Describing the different seasons
5i UNIT 5
SKILL STANDARDS

0.1. 4 Identify or use appropriate language in
Fundamentals general social situations
Basic Skills 0.2. 1 Respond appropriately to common
Reading, writing, listening, speaking personal information questions
1 Consumer Economics
Thinking Skills 1.2. 1 Interpret advertisements, labels, charts,
Knowing how to learn and price tags in selecting goods and
Seeing things in the mind’s eye services
Personal Qualities 2 Community Resources
2.3. 3 Interpret information about weather
Sociability—demonstrates understanding, friend-
conditions
liness, adaptability and politeness in group
settings
Competencies
Information
Interpersonal
Technology
UNIT 5 5ii
Lesson 1
WARM UP
• Ask the class a few either/or questions about Teacher: Am I charming a rattlesnake or
your present actions. Make sure you use broad am I teaching an English class?
gestures to communicate these actions clearly. Students: You are teaching.
Have the students answer in simple declarative
sentences. For example: • Have volunteers pose their own either/or ques-
tions about the present activities of their class-
Teacher: Am I sitting or standing? mates. Am I speaking or am I singing? Is Estelle
Students: You are standing. coming late or is she missing class?
Teacher: Am I speaking or am I running?
• Call on other students to answer these questions
Students: You are speaking.
in turn.
PRESENTATION
I’m running late.
• Set the stage. Tell the students to look at the is doing at the party. Play the cassette or read the
picture and ask them what is going on (Yumiko conversation.
and Lynn are having a housewarming party in their
• Check listening task. Call on individual
new apartment). Elicit descriptions of the scene
students to fill out the chart on the board. If
and write any new vocabulary on the board.
there is any disagreement, play the cassette
• Personalize the situation. Elicit from students again for students to verify their answers.
what they like to do at a party. Write their ideas
on the board: listen to music, dance, meet new
pauses after each line. Have the students listen
people, talk to friends, etc.
and repeat each line. Make sure they use
• Focus on selected items. On the board, write natural speed and intonation.
any words from the conversation that you think
might be new to students. Explain these words
students practice the conversation. Each student
by showing pictures from the Student Book.
reads one part aloud and then switches roles.
Pantomime actions if necessary.
Encourage them to use the “read and look up”
• Set the listening task. Write the chart below on technique. Call on individual pairs to act out
the board, but do not add the check marks yet. the conversation for the class.
Tell the students to check (✔) what each person
- - Watching a - - Making
Names - Dancing - soccer match - Talking - sandwiches
Gina - ✔ - - -
Ivan - ✔ - - -
Oscar - - ✔ - -
Nelson - - - ✔ -
Mrs. Brennan - - - ✔ -
Yumiko - - - - ✔
T49 UNIT 5
EXERCISES
1 The Time 왘 Listening 왘 Reading
• Set up new pairs. Have the students listen to the • Have each pair compare its answers with
cassette and read the times aloud one at a time. another pair. Then call on several students to
Explain the task: students will draw the clock draw the answers on the board to verify the
hands in their books to indicate the correct time. answers for the class.
2 Ask and tell the time. 왘 Listening 왘 Speaking 왘 Reading
• With a student, read the model conversations

aloud.
Answers
1. A: What time is it?
• Then set up pairs and have them ask and
B: It’s ten o’clock.
answer questions about the time on the three
clock faces. Make sure the students alternate 2. A: What time is it?
who begins the exchange. Tell the students to B: It’s two-twenty.
use the model in the book.
3. A: What time is it?
• Circulate to monitor progress and help students B: It’s four-thirty.
tell time accurately.
Word Stress tice. Listening to the pronunciation of native

speakers is crucial.
• Tell the students that they will practice pronun-
ciation of pairs of numbers. Explain that the • Say the numbers yourself, accentuating natural
capitalized syllables indicate stressed syllables. stress patterns. Have the students listen.
Stresses are pronounced with greater intensity
• Play the cassette and have the students repeat
and duration than unstressed syllables. Explain
each pair of words. Make sure that they are
that stresses are important in distinguishing
stressing the correct syllable within each word.
between pairs of similar-sounding numbers,
Correct intonation as necessary.
such as thirteen and thirty, sixteen and sixty.
• Have the students say the numbers again,
• In simple terms, explain to the students that
chorally and individually.
English is a language of unpredictable stress
patterns. The only way to learn is through prac-
UNIT 5 T50
4 What’s the Bonilla family doing? 왘 Listening 왘 Reading
• Ask the students what they see in the picture (a • Model the first entry on the board: Fred playing
family party). Have them predict what they will catch not cooking a burger.
learn about in this exercise.
• Have the students fill in the chart individually,
• Tell the students that they will listen to Tommy then check answers in pairs. Call on different
Bonilla talk about his family. Play the cassette students to read aloud their answers from the
or read the tapescript aloud. As they listen, What they’re not doing column.
have the students label each family member in
the illustration. Answers
• Ask the students to tell you what each member Fred playing catch answers will vary
of the Bonilla family is doing. List the names of Juana setting the table answers will vary
Tommy’s relatives on the board in chart form:
Elsa bringing out the catsup answers will vary
Fred - Tommy’s father
Tomas cooking burgers answers will vary
Juana - Tommy’s mother
Teresa playing catch answers will vary
Elsa - Tommy’s grandmother
Tomas - Tommy’s grandfather
Expansion
Teresa - Tommy’s sister • Tell the students to write down what they think
a member of their family or a friend is doing
• Go over the vocabulary words for each person’s
right now. Give them a few minutes, then call
activities. List phrases on the board: holding a
on students to read their sentences.
plate, bringing out the catsup, setting the table,
playing catch, cooking hamburgers, having a barbecue. S1: My father is working.
• Have the students choose four members of S2: My mother is cooking.
Tommy’s family and fill in the chart about their S3: My son is doing his homework.
activities. Ask the students to make up any
activities they like to fill in the What they’re not
doing column.
5 Are Mr. Bonilla and his daughter

playing tennis? 왘 Listening 왘 Speaking 왘 Reading
• Have two pairs read the model exchanges • Circulate to monitor progress and help students
aloud. Call the students’ attention to the short with short answer forms.
answer format. Write models on the board.
Answers
• Have the students work in pairs, asking and
answering the yes/no questions about the 1. No, they’re not. 5. Yes, they are.
Bonilla family. They can also make up questions 2. Yes, they are. 6. Yes, it is.
of their own. Make sure that students take turns
asking and answering. 3. No, she’s not. 7. Yes, I am.
4. Yes, he is.

T51 UNIT 5
Lesson 2
WARM UP
• Post large pieces of colored construction paper • Have the students walk around the room,
on the bulletin board in your classroom. Make taking note of what their classmates are
sure you represent as many of the common wearing. Then ask the students to write five
colors as possible: blue, red, green, yellow, sentences in their notebooks to describe what
brown, black, and purple. Have the students individual classmates are wearing. On the
guess the names of the colors. Label them in board, write several model sentences and have
large letters with a thick marker. the students copy them:
• Go around the room, pointing at different arti- Carlos is wearing a blue sweater.
cles of clothing that your students are wearing. Keiko is wearing a black dress.
Say the name for each, and have the students
repeat: a jacket, jeans, a sweater, a shirt, a dress, a Pyotr is wearing a brown jacket.
skirt, sneakers, boots, etc. Then point to the same
clothes and say what color it is: a purple jacket, • Then call on five students to write two of their
blue jeans, a black sweater, a white shirt, a pink sentences on the board. Have them read the
dress, a red skirt, white sneakers, brown boots, etc. sentences aloud. Have volunteers correct
spelling or grammar mistakes, as needed.
PRESENTATION
He’s wearing a green shirt.
• Set the stage. Read the lesson title aloud. Have What is Lynn’s cousin Ken wearing?
students look at the picture. Elicit descriptions What’s Lynn’s Aunt Jialing wearing?
of the scene and write new vocabulary on the
board. Ask them to make predictions about the • Tell the students to listen and write down their
topic of the lesson (what people are wearing). answers in their notebooks. Play the cassette or
• Personalize the situation. On the board, write: read the conversation aloud.
My favorite color is _________________. • Check the listening task. Have volunteers

provide oral answers to the questions. Have the
Have several students name their favorite color. class verify answers by raising their hands to
You can show the class a spectrum of the seven offer corrections.
main colors, then have students point to their • Play or read the rest of the conversation. Have
favorite color on the spectrum. the students identify and label Susana, Jialing,
• Focus on selected items. Go over the vocab- Ken, and Roberto. Call on volunteers to say
ulary for clothing and colors by pointing out what the characters are saying.
what students are wearing. Have a student • Engage students in pair work. Have the
come to the front. Point to the student’s clothes students practice reading the conversation.
as you say the names of each article of clothing. Each student reads one part and then switches
Write new vocabulary on the board. roles. Encourage the students to use the “read
Continue by asking a second student to come to and look up” technique. Then call on several
the front of the class. This time ask the other pairs to act out the conversation for the class.
students to tell you what the student is wearing. • Circulate and monitor progress. As they prac-
• Set the listening task. On the board, write the tice reading the conversation, help students
following questions: with pronunciation and intonation.
UNIT 5 T52
EXERCISES
1 Word Bag: Clothes and Colors 왘 Listening 왘 Speaking 왘 Reading
• Have the students look at the pictures. Present • Repeat the words in random order and have
the vocabulary by reading the labels. Play the the students point to the pictures in their books.
cassette or say the words. Have the students
listen to the pronunciation and repeat.
2 Excuse me. I’m looking

for a green dress. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• With a student, read the model conversations items they would like to buy. Have the students
for the class. Then play the cassette or read the write the lists in their notebooks. Model how
conversations aloud. this can be done. On the board, write your own
shopping list for new clothes.
• Call on several volunteers to act out the model
conversations for the class. • Circulate to monitor progress and offer help as
needed. Make sure the students use singular
• Have the students pick a partner and practice
and plural nouns correctly in their lists.
the conversations in pairs. Have the partners
discuss and make a shopping list of six clothing
T53 UNIT 5
3 Find the person. 왘 Listening 왘 Reading 왘 Writing
• Tell the students that there are two parts to the • Now call the students’ attention to the chart in
answers in this exercise. First, they have to locate the student book. (You may wish to project the
each of the characters described and write chart using an OHP.) Explain how nouns are
his/her name in the blank. Second, they have to pluralized in English by reading aloud the
write what each character is doing as shown in instructions in the chart. Answer any questions
the picture on page 52 in the Student Book. students may have.
• Model the first example. Read the clue aloud: • Play the cassette or read the chart aloud. Have
She’s wearing a purple shirt and a white skirt. Then the students listen to the rules. Then see if the
ask: Who is she? Have the students call out the students can think of additional nouns for each
name Yumiko. Then ask: What is she doing? Have category. Have them share these with the class.
the students tell you: She is talking to Gina. Make
• Play the cassette for the students to verify
sure the students use the present continuous
pronunciation. Then say the nouns again and
tense correctly. Write several model sentences
have the students listen and repeat the words
on the board.
after you.
• Have the students work in pairs. Then have
• Finally, have the students practice saying the
pairs compare answers by reading their
words chorally and individually. Correct their
sentences aloud.
pronunciation as necessary.
• Finally, call on volunteers to write the answers
on the board. Have the class revise any Expansion
mistakes by raising their hands and offering • Have each student look at his or her partner’s
corrections. clothes and write a one-sentence description of
what the partner is wearing.
Answers
1. Yumiko. She’s talking to Gina.
2. Jialing. She’s talking to Nelson.
3. Roberto. He’s choosing a CD.
4. Gina. She’s talking to Yumiko.
5. Silvio. He’s eating.
6. Ken. He’s talking to Susana.
UNIT 5 T54
4 What’s your favorite color? 왘 Speaking 왘 Reading 왘 Writing
• Have the students read the instructions. Teach • Divide the students into groups. Have the
the students what the words psychologist and students ask their group members to name their
personality mean. favorite colors. Have them write the group
members’ names in the appropriate column of
• Explain the vocabulary for personality traits.
the charts in their books. They may also add
On the board, write the words and phrases that
their own names to the chart.
may be unfamiliar: active, quiet, calm, interested,
good impression, shy, and serious. • After the students complete the chart, have them
circulate within the classroom, searching for
• Personalize the exercise by having several
classmates who share their own favorite colors.
students raise their hands and volunteer which
words seem to apply to their own personalities. • Have those who like the same color form
Students should make up sentences about groups and evaluate what some psychologists
themselves and share these orally. For example: say about colors and personality traits. Ask
them to determine whether they agree with
I am serious, and sometimes I am shy.
these psychologists.
I am not very serious. I like to make jokes.
• Have the students work individually and write
I like to make a good impression when I a brief answer to the question, using the space
meet someone. on page 55 in the Student Book.
• On the board, write What’s your favorite color? • Have individual students share their opinions
Have students choose a favorite from the list of with the class by reading their ideas aloud.
eight colors in their books. Encourage the students to give reasons to
support their opinions.

T55 UNIT 5
Lesson 3
WARM UP
• Ask the students: What is today’s weather like? appropriate words from your list in the
Solicit answers and list any new vocabulary sentence blank.
words on the board. Have the students raise
It’s _________ today. (sunny, rainy, cold,
their hands to volunteer additional words about
snowing, etc.)
weather conditions. Add these words to the list
on the board. Make sure that the class under- • Ask the students yes/no questions about how
stands all the weather vocabulary you have their clothing relates to the weather today. Have
written on the board. the students give short answers. For example:
• Write the format of a general statement about It’s raining. Noriko, do you have your rain-
today’s weather. Have students fill in any coat? (Yes, I do.)
PRESENTATION
The Four Seasons
• Set the stage. Read the title. Elicit descriptions weather, using the words often and sometimes.
of the pictures and write the vocabulary on the Play the cassette or read the tapescript.
board. Ask the students to make predictions
• Check the listening task. Have the students
about the content of the lesson (weather and the
work individually as they write the answers to
seasons).
the questions. Then have them check their
• Personalize the situation. On the board, write answers with a partner.
the following questions:
Answers
What’s the weather like in your city or
country? NOTE: Answers will vary according to local
weather conditions.
How many seasons are there?
1. Four
Ask the students to raise their hands and share
2. Winter, spring, summer, fall
their answers.
3. Often it’s cold. Sometimes it’s snowy.
• Focus on selected items. Explain specific vocab-
ulary or phrases that might affect students’ 4. Often it’s warm. Sometimes it’s rainy.
overall understanding of the paragraphs. Teach Sometimes it’s sunny and fair.
students to generalize, using the words often
5. Often it’s hot and sunny.
and sometimes. Make sure the students under-
stand the distinction. Give examples: 6. Often it’s cloudy and cool.
Sometimes it’s sunny and fair.
Often it’s cold in the winter. Sometimes it
snows in New York.
• Play or read the paragraphs aloud with pauses
Have the students make up sentences about after each line. Have the students listen and
frequent and infrequent weather conditions and repeat after you. Make sure they use natural
share them orally. speed and intonation.
• Set the listening task. Ask the students to read • Engage students in pair work. Have pairs read
the questions about the seasons. Tell the students the paragraphs aloud. Help them with correct
to answer the questions after they listen to the pronunciation and intonation.
cassette. Have them generalize about the
UNIT 5 T56
EXERCISES
1 We need clothes
for every season. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Have the students look at the pictures. Read the

names of clothing items twice or play the
Answers
cassette. Have the students repeat the words Note: Lists will vary.
during the second reading while looking at the
Spring: jeans, raincoat, jogging suit, tank top,
pictures. Correct pronunciation as needed.
windbreaker
• Assign each student a partner. Have pairs look
Summer: tank top, bathing suit, shorts, jeans
at the pictures. Explain that some items may
belong to more than one seasonal category. Fall: sweat shirt, raincoat, windbreaker, tights,
Model the activity. Write the chart on the board sweater, jacket, jeans
and list one or two clothing items under an Winter: Sweat shirt, parka, overcoat, tights,
appropriate heading. sweater, down jacket, ear muffs, gloves, jeans
• Have pairs do the exercise, then compare their
lists. Ask volunteers to come to the board and
write their answers in the chart.
T57 UNIT 5
• Explain to the students that the purpose of a • Explain that each student has a weather map
weather map is to show the weather conditions with weather conditions marked for several
in various regions of the country. Explain what different regions. Tell the students that they
a region is by indicating regions on the map: have to find out the weather conditions for the
California and Oregon are in the West. Connecticut remaining regions by asking their partner ques-
and New York are in the East. tions. When their partner answers, they should
add the appropriate symbols to their maps.
• Put students into pairs. Have Student A look at
page 127, and Student B look at page 128. Remind • When pairs have completed their maps, have
the students not to look at each other’s books. them compare their pages.
Have the students look at the key on the bottom
of the page. Make sure they understand the Additional Activity See Unit 5 Appendix.
symbols. Call students’ attention to the Useful
Language feature for correct question formats.
4 Wrap Up 왘 Reading 왘 Writing
• Ask the students to raise their hands if they write to a friend or family member. Have them
have ever sent a letter to a friend in another use Gina’s letter as a model and write and
country. Have the students tell why they sent address their own letters.
their letter (to stay in touch with a friend, to
• Make sure they understand the vocabulary and
describe a vacation).
structures. Explain conventions such as place-
• Read Gina’s letter aloud. Explain that Gina is ment of the date, greeting, and addresses. Draw
far from her home in Italy, and she wants to tell a letter and envelope on the board and have
Mario a little about her life in the United States. students dictate where one places an address,
stamp, greeting, and signature.
• Have the students describe what Gina is
writing about (seasons and the weather in the • Have the students read their letters aloud in
U.S.). Tell the students that they are going to small groups.

• See Units 1 and 2 for your introduction. Briefly • Have the students write a personal letter for
explain the previous strategies to the students. homework. Tell them to bring in their letters to
class, and have them share in small groups by
• Offer suggestions on composing and
reading all or part of their letters aloud.
addressing a letter to a friend. If possible, bring
in a letter of your own to share and read an • Recycling strategies: Review all the strategies
interesting excerpt aloud to the class. the students have practiced thus far. List the
strategies on the board, then ask the students to
• Explain how one goes over a letter before sending
give brief explanations of how they utilized
it to search for missing words, spelling and
each strategy. Have the students pick one
grammar mistakes, etc. Model how you would
strategy and practice it again.
edit and revise your own letter before mailing it.

UNIT 5 T58
CHECKPOINT
T59 UNIT 5
UNIT 5 T60
Appendix

Cooperation
• Have students read the Did you know that . . . students to come up with their own. Introduce
feature aloud. Point out that people in the or pantomime any unfamiliar vocabulary.
United States tend to take a collaborative atti-
Possible situations
tude toward many things. For example, guests
at a party often help the host with preparation You are police detectives trying to trap a
and clean up. Have the students brainstorm murderer.
other instances of collaboration and teamwork You are chefs in a fancy restaurant preparing
in U.S. society. a dinner for the President.
• For advanced students, do the following You are lifeguards trying to save a small
activity. Have the students work in groups of child from drowning.
three or four. Tell them to write a short conver-
sation about a situation where cooperation is • Then call on different groups to role-play their
the key to solving a problem. You may wish to situation for the class.
suggest the following situations or ask the

Weather Here and There
• This activity is for students to do at home. Teach • Tell the students to bring this information with
them to read the weather report in the news- them to the next class and be prepared to
paper. Have them pick up a copy of an English- discuss it.
language paper and make notes about the
weather conditions in different locations.
5a UNIT 5
Exercise 1
Wording will vary.
1. Kate (She) is baby-sitting. 4. Andy (He) is dancing (on 6. The cat (It) is standing (next
the table). to the table).
2. correct
5. Gabriel and Jack (They) are
3. Susie (She) is climbing (on
playing (with the dog).
the chair).
Exercise 2
Answers will vary.
Exercise 3
Wording will vary.
1. A: What’s Giselle doing? 4. A: What’s Mr. Gonzalez 6. A: What are Lauren and Liz
B: She’s watching TV. doing? doing?
B: He’s teaching. B: They’re playing the
2. A: What’s Howard doing?
guitar.
B: He’s taking pictures. 5. A: What are Akiko and
Jason doing?
3. A: What are Ursula and
B: They’re reading the
Cindy doing?
newspaper.
B: They’re shopping.
Exercise 4
1. isn’t working 3. isn’t playing 5. aren’t doing
2. aren’t making 4. isn’t watching 6. isn’t dancing
Exercise 5
1. I 7. Are 14. working
2. am 8. watching 15. Is
3. Are 9–10. they’re not or they aren’t 16. correcting
4. making 11. Are 17. she
5. Is 12. having 18. isn’t
6. helping 13. Are
UNIT 5 5b
Exercise 1
Bobby’s mother is talking to the
woman behind the watch counter.
She is carrying a black bag.
Exercise 2
Wording will vary. Sample answers:
Clerk: What’s your Clerk: Is he carrying Clerk: What color is
son wearing? anything? his hair?
Bobby’s mother: He’s wearing Bobby’s mother: Yes, he’s carrying Bobby’s mother: His hair is black.
jeans, a T-shirt, a book about
Clerk: I think I see
and a baseball baseball.
him!
cap.
Exercise 3
Wording will vary. Sample answers:
1. Claudia is wearing a scarf, a 2. Gianni is wearing a tie, a 3. Mona is wearing a shirt/
short skirt, and a white dark shirt, and pants. He sweater, black pants, and a
blouse. has black shoes. hat.
Exercise 4
Across Down
1. brown 1. black
2. orange 3. green
5. pink 4. yellow
6. red 5. purple
7. blue
8. white
5c UNIT 5
Exercise 1
1. It’s snowy and cold. 3. It’s cloudy and windy.
2. It’s hot and sunny. 4. It’s cool and rainy.
Exercise 2
1. c. 2. d. 3. e. 4. a. 5. b.
Exercise 3
1. It’s cloudy and cool. 3. It’s sunny and warm. 5. It’s snowy and cold.
2. It’s windy and cool. 4. It’s rainy and warm. 6. It’s cloudy and cold.
Exercise 4
Answers will vary.
1. cold/snowy 4. snow 7-8. shorts, T-shirts, etc.
2-3. sweaters, coats, etc. 5-6. sunny/warm 9. good (Answers will vary.)
UNIT 5 5d
UNIT 6
Overview
TOPICS GRAMMAR
• Days of the week • Simple present tense: affirmative
and negative statements; yes/no
• Months and dates
questions and short answers
• Daily routines
• Subject-verb agreement
• Work and chores
• Adverbs of frequency: always, some-
• Ordinal numbers times, often, never
• Birthdays and holidays

• Talking about routines at work and • Reading a letter
at home
• Reading about international holi-
• Asking for and giving information days
about the days of the week and the
• Reading a weekly schedule
months of the year
• Filling out a fitness survey
• Talking about birthdays and holi-
days • Writing about daily activities
• Writing an e-mail message
• Keeping a personal calendar
• Sending a card online
6i UNIT 6
SKILL STANDARDS

0.2. 3 Interpret or write a personal note, invita-
Fundamentals tion, or letter
Basic Skills 0.2. 4 Converse about daily and leisure activities
Reading, writing, listening, speaking and personal interests
Thinking Skills 2.3. 2 Identify the months of the year and the
Seeing things in the mind’s eye days of the week
Knowing how to learn 2.7. 1 Interpret information about holidays
Personal Qualities 3 Health
3.5. 9 Identify practices that promote physical
well-being
settings
Competencies
Information
Interpersonal
Systems
Understands systems—knows how social, orga-
nizational, and technological systems work and
operates effectively within them
Technology
UNIT 6 6ii
Lesson 1
WARM UP
• Explain or elicit the meaning of the term schedule. On Wednesday mornings, I always have an
Ask some questions: What do you do on Mondays? exercise class.
What do you do on Friday evenings? etc. Explain that Then draw the grid below on the board. Have
people often do the same activities each week. the students copy it into their notebooks and fill
Help the students gain a sense of your schedule in their weekly activities.
by sharing some information with them. On the
board, write the following sentences: • Have volunteers come to the board and write
items from their personal schedule in the grid.
I always clean my house on Saturdays.
• Discuss each student’s activities and draw
On Friday evenings, I usually go to the movies.
conclusions.
- Sunday - Monday - Tuesday - Wednesday - Thursday - Friday - Saturday

Morning - - - - - - -
Afternoon - - - - - - -
Evening - - - - - - -
PRESENTATION
Life in the United States isn’t easy!
• Set the stage. Tell the students that they are • Have the students listen and then mark each
going to listen to what Lynn and Yumiko do statement true or false. Explain that if any part
every week. of the statement is incorrect, students should
mark it false. Play the cassette or read the
• Personalize the situation. Invite the students to
captions aloud.
talk about their routines. Explain that a routine
is something we do regularly. • Check the listening task. Call on individual
students to give the answers.
• Focus on selected items. Explain the meaning
of before and after by asking the students these
Answers
questions: What do you do before class? / What do
you do after class?/ What do you do after dinner? 1. False 3. True
Call on several students to answer. 2. False 4. False
• Set the listening task. Have the students look
at the pictures in the book and tell you what • Play or read the text aloud with pauses after
Lynn and Yumiko usually do. Then write the each line. Have the students listen and repeat
following statements on the board. the statements after you. Make sure they use
1. Lynn and Yumiko go to class every day.
• Engage students in pair work. Have the students
2. Lynn and Yumiko make dinner together
practice reading the captions aloud, alternating
after class on Monday, Wednesday, and
the person who begins.
Saturday.
• Circulate and monitor progress. As the
3. Lynn and Yumiko work on Monday,
students practice reading the captions, help
Tuesday, Wednesday, Thursday, and Friday.
them with pronunciation and intonation.
4. Lynn and Yumiko watch TV after dinner.
T61 UNIT 6
EXERCISES
1 What do they do? 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Before doing the exercise, go over subject-verb • On the board write additional verbs, such as
agreement. On the board, write these sentences: study, read, talk, write, call, wash, go to bed, wake
up, etc. Call on individual students to make up
Lynn works with computers.
sentences, using the words on the board.
Yumiko walks to the park.
• After discussing subject-verb agreement,
Tony plays the piano. prepare students for the pair activity by going
Gina buys a new dress every week. over the formation of wh- questions. Explain
that wh- or information questions begin with
• Have a volunteer come to the board and point the question words what, who, where, why, when,
to the action word in each sentence: works, or how and are followed by do or does. Write
walks, plays, buys. Have the volunteer also iden- examples on the board:
tify and circle the subject of each sentence
Where does Yumiko work?
(Lynn, Yumiko, Tony, Gina).
What do Yumiko and Lynn do on weekends?
• Have the class focus on the action word in the
first sentence. Ask: Why does “works” have an -s • Write two sentences on the board, one with a
at the end? Elicit the answer: The sentence is about singular subject and another with a plural
Lynn. “Works” has an -s at the end because she is subject. Have the students change each state-
one person. ment into a wh-question. Call on volunteers to
• Offer additional example sentences with answer. Give students additional practice if
singular subjects, describing the students’ daily necessary.
routines. For example: Paula walks to school • Have the students, working in pairs, ask and
every day. Then encourage students to make up answer questions about Yumiko and Lynn’s
their own sentences about singular subjects. schedule. Next they should write Yumiko and
Have them raise their hands and share their Lynn’s activities in the calendar, choosing a day
sentences orally. for each activity. Circulate to monitor progress
• Next focus on plural subjects and verb forms. and offer help as needed.
On the board, write the following sentence: • In the second part of this exercise, pairs focus
Lynn and Yumiko work from Monday to Friday. on their own daily routines. The partners
Explain to your students: The sentence is about should take turns asking and answering ques-
Lynn and Yumiko. Since it has a plural subject, tions about each other’s daily activities, using
“work” takes no -s at the end. the verbs in the box. The partners should record
• Have the class study the verb forms chart at the their activities on the weekly calendar
bottom of Student Book page 62. (February) in their Student Books.
UNIT 6 T62
2 Do Tony and Nelson have
busy schedules? 왘 Listening 왘 Speaking 왘 Writing
• Tell students they are going to listen to Tony and Student: No, they don’t.
Nelson’s daily routines. Have them predict which
words might go in the blanks. Play the recording Answers
or read the tapescript twice, having them write 1. have 5. eat 9. go
the missing words the second time through. Call
on different students to read their answers. 2. get 6. go 10. does
• For the second half of the exercise, draw 3. go 7. plays 11. cleans
students’ attention to the sample exchanges. 4. take 8. goes
Play the cassette or have a pair of students read
the exchanges aloud. Give additional examples. 1. Yes, they do.
• Have the students read the paragraphs again, 2. No, they don’t.
then take turns asking and answering the five
questions. Tell them to use short answers. 3. No, they don’t.
Model a question and answer with a volunteer. 4. Yes, he does.
Teacher: Do Tony and Nelson exercise 5. He does the laundry on Tuesday and
every weekday? Thursday.
• Tell the students they are going to practice in any time slot on the schedule. The students
inviting a partner to eight different activities. will then choose one activity from their sched-
ules and invite their partners to come along,
• Use the OHP or draw the schedule on the board.
using the question form Do you want to . . . ?
Tell the class about your weekly schedule by
Have the students take turns inviting one
filling in the grid with activities you plan to do.
another. Tell the students to fill in those
• Divide the class into pairs. Have one partner appointments on their weekly schedules.
use the schedule on page 129 and the other use
• Use the schedule on the board to model for
the one on page 130. Tell the students not to
students how you record an appointment.
look at each other’s pages.
• Have the students complete the exercise and
• First have the students decide on eight things
compare schedules when they are finished.
they plan to do and then write those activities
4 Do you go to bed late on weekday nights? 왘 Speaking 왘 Writing
• Start this writing activity with some prewriting • This is a collaborative writing activity. First have
tasks. Have the students brainstorm in small the students read the model paragraph in the
groups. Give each group a few minutes to talk Student Book. Then have them work in groups of
about their usual weekly activities. To practice three and compose a paragraph together. One
the negative form, they should also discuss student in the group should be the recorder,
activities that they do not do on school days: writing down the paragraph as the others dictate.
I usually don’t skate on Friday. I attend Additional Activity See Unit 6 Appendix.
classes all day.
T63 UNIT 6
5 Answer the fitness survey. 왘 Speaking 왘 Reading
• Have the students work in pairs to answer the • Have each student compose a brief paragraph
fitness survey. Remind the pairs that they can about his/her partner’s health habits, using the
discuss their answers with their partners as information from the chart. Then call on indi-
they respond to each question. Discussing their vidual students to read their paragraph aloud
answers will provide more information for the for the class.
writing activity that follows.

UNIT 6 T64
Lesson 2
WARM UP
• Put the chart below on the board, but do not • Erase the checks from the chart on the board.
add the check marks and the adverbs of Then call on individual students to come to the
frequency yet. Read the first entry aloud, and board, and ask each student how often she or he
under each day put a check. Then say: I always does one of the activities listed: Pablo, how often do
get up early. Write always on the board under the you watch TV? The student scans the list to find
Adverbs heading. Next say: I often watch TV the activity, makes the appropriate checks on the
after dinner and check five days. Write often on board, and answers in a complete sentence, using
the board. Continue by reading the next entry an adverb of frequency: I often watch TV.
aloud and checking Sunday, Monday, and
• After you elicit several additional examples of
Tuesday. Explain the other adverbs of frequency
sentences with adverbs of frequency, state your
with reference to the chart.
definitions: always means every day, often
• Now have the students suggest additional means several days a week, sometimes means a
activities. List these in chart form. few days a week, and never means no days.
- Adverbs - - - - - - -
Activity - of frequency - Sun. - Mon. - Tues. - Wed. - Thurs. - Fri. - Sat.
1. get up early - always - ✔ - ✔ - ✔ - ✔ - ✔ - ✔ - ✔
2. watch TV - often - ✔ - ✔ - ✔ - ✔ - ✔ - -
3. do errands - sometimes - ✔ - ✔ - ✔ - - - -
4. exercise - never - - - - - - -
PRESENTATION
Dear Siao Yan,
• Set the stage. Read the lesson title aloud. • Engage the students in pair work. Have the
Explain the difference between a business letter pairs read the letter aloud, alternating para-
and a personal letter. Have the students predict graphs. Partners should discuss the following
whether this will be a business letter or a questions while you circulate and assist them.
personal letter. How can they tell? (It’s personal.
Does Lynn seem to enjoy living in the United
She’s talking to a friend about her feelings.)
States? Why or why not?
• Personalize the situation. Ask the students to Do you think it’s difficult to live in another
raise their hands if they often write letters to country?
friends and family back home. Have volunteers
describe why it is important to keep in touch by What stories have you heard about living in
writing. the United States?
• Focus on selected items. Explain specific vocab- • Circulate and monitor progress. As students
ulary or phrases (lonely, homesick, relaxed, tired) practice reading the letter and discuss the
that might affect students’ overall understanding. questions, help them with pronunciation and
intonation.
• Play or read the letter aloud with pauses after
each line. Have the students listen and then Additional Activity See Unit 6 Appendix.
repeat each line after you. Make sure they use
T65 UNIT 6
EXERCISES
1 Lynn has a busy schedule! 왘 Speaking 왘 Reading
• Refer students back to the letter on page 65, and

have them read it again.
Answers
1. a 3. a
• Then have the students look at the pictures and
read the sentences. Have them work in pairs to 2. b 4. a
discuss and circle the correct sentences for
pictures 1 through 4.
2 Siao Yan has a more relaxed life. 왘 Speaking 왘 Writing
• To review affirmative and negative statements write their statements in the two columns. (For
in the simple present tense for third-person example: Roberto works after class. He doesn’t
singular, write the following sentences on the work before class.) Call on a few students to read
board in two columns: their sentences aloud.
Lynn studies English. • Now have the pairs do the exercise. Have them
She doesn’t study Spanish. look at the pictures and use the cues under each
picture. Then call on different pairs to read their
• Underneath the first sentence write Oscar plays sentences for the class.
soccer. Ask a volunteer to provide a negative
statement for the second column, and have Answers
another volunteer write it there. Make sure the 1. Siao Yan gets up late.
students use the correct pronoun for Oscar (he).
2. She walks to school.
(For example: He doesn’t play tennis.) Add a few
more examples to the columns or have students 3. She teaches kindergarten.
provide their own. Then go over the affirmative
4. She goes home early.
and negative structures with the students. You
might point out some spelling rules for the 5. She helps her mother cook dinner.
students: Study/studies; play/plays. 6. She prepares for the next day’s class.
• Have the students work in pairs and make up
affirmative and negative statements. Have them
UNIT 6 T66
3 They have different lifestyles. 왘 Reading 왘 Writing
Culture Note main verb, but after the verb be. Write examples
on the board.
The word lifestyle is often used in the United
States. A lifestyle is a person’s approach to Adverbs of frequency may also come at the
daily life. It covers one’s choices in entertain- beginning or end of the sentence:
ment, fashion, and leisure activities. Our
Often, Oscar goes to the library at night.
lifestyles are influenced by social trends.
Lifestyle norms also affect common attitudes Sometimes he studies until ten o’clock.
in the workplace. Tony writes letters often. As for me, I some-
times use e-mail.
Teaching Tip
To convey the term lifestyle to your students, give • Have the students complete the chart individu-
some personal examples: ally.
Being a New Yorker influences my lifestyle. • Have the students work in pairs to write
I live in an apartment. I take the subway to sentences about Lynn and Siao Yan’s different
work. I wear black dresses and go to the lifestyles, using adverbs of frequency. They
theater. I eat international foods like sushi and should write the sentences in their notebooks.
pad thai noodles in dark, cozy restaurants. Help students with word order and vocabulary.
Tell the students they are going to talk about Lynn • Call on individual students to read their
and Siao Yan’s different lifestyles. Remind them sentences aloud. Have students orally compare
that Lynn lives and studies in the United States, Lynn’s activities with Siao Yan’s and their own.
and Siao Yan lives in China. Make sure your
students understand what lifestyle means before Expansion
doing this exercise. • Play a chain memory game to help students
practice using the pronouns I, he, and she. Have
• Have the students look at the activity chart in them go around the room saying sentences
the Student Book. Explain that the chart repre- about their activities and those of their class-
sents Lynn and Siao Yan’s lifestyles. It shows mates. Each student must recite the activities of
how often they do each activity listed. Have the those who have gone before, as well as adding
students read each activity entry. Point out that his or her own sentence at the end of the recita-
the key to the chart appears above it: never = 0; tion. The game becomes more difficult because
sometimes = 1; often = 2; always = 3. Tell the students must remember all the activities
students that the last column refers to their own mentioned previously.
lifestyle. They should add the appropriate
Student 1: I always get up late on Sundays.
number next to each activity.
Student 2: He always gets up late on
• Review the adverbs of frequency. (See the notes
Sundays. I sometimes get up
to the Warm Up on adverbs of frequency.) Go
early to play basketball.
over several examples on the board. Tell
students: I sometimes get up late. What number Student 3: He always gets up late on
should I put down? Have the students look at the Sundays. She sometimes gets
chart key and answer : 1. up early to play basketball. I
often do errands on Sundays.
• Model the positions of adverbs of frequency
within sentences. They usually come before the

T67 UNIT 6
Lesson 3
WARM UP
• On the board list some holidays celebrated in purify oneself at the mosque
your country. Circle each holiday’s name, and eat at nightfall
beneath it list associated activities. For example:
say special prayers for the holy month
Thanksgiving
read the Qur’an (Koran)
eat a turkey dinner
visit with/invite family and friends • Have the students at the board explain their
holidays. Allow the class to ask questions about
give thanks for everything multicultural days of observance.
• Have student volunteers come to the board. If • Draw some general conclusions, such as: In many
possible, give each student a piece of different- cultures around the world, we have days of thanks and
colored chalk. Have them write the name of a days of awe, days to celebrate and days to repent.
special holiday they celebrate, then list the ways
in which that holiday is observed within their Teaching Tip
culture. Help them with any difficult vocabulary, Students are usually interested in learning about
or suggest they consult a bilingual dictionary. each other’s holidays. Some of the holidays you
Ramadan discuss may be good topics for short oral presen-
tations.
fast during the day (for a month)
PRESENTATION
What special holidays do you have?
• Set the stage. Read the lesson title aloud. Have __ 1. U.S. Independence Day a. January or
the students look at the pictures. Ask the February
students what they think the topic of the lesson __ 2. Chinese New Year b. November
will be (international holidays).
__ 3. Thailand’s Festival of Lights c. July
• Personalize the situation. On the board, write:
My favorite holiday is ____________. • Check the listening task. Call on volunteers to
write the numbers on the board. Verify the
Have volunteers tell you the name of their answers with the class (1. c; 2. a; 3. b).
favorite holiday. List these on the board. • Play or read the text aloud again with pauses
• Focus on selected items. Explain specific after each line. Have the students listen and
vocabulary and phrases that might affect repeat each line after you. Be sure they use
students’ overall understanding of the reading. natural speed and intonation.
Write these words and phrases on the board: • Engage students in pair work. Have the students
celebrate, international, religious, festival, incense, work in pairs to discuss three holidays that they
costume, to observe a holiday. Explain their celebrate in their own countries. Then have them
meaning in the context of the lesson. list those holidays in their notebooks, adding a
• Set the listening task. Students close their few words about each holiday. Encourage the
books. Write these lists on the board; have the students to describe which holiday is their
students copy them. Tell the students to match favorite and why.
the holiday with the month in which it is cele-
brated. Play the cassette or read the text aloud.
UNIT 6 T68
EXERCISES
1 Word Bag: Ordinal Numbers 왘 Listening 왘 Speaking
• Copy the December page of a calendar and • Ask: What day is today? Have a student answer.
distribute it to the students. Put one copy on (Today is Wednesday.) Point to different days on
the board or use the OHP. Ask some general the calendar and have the students say the
questions: What month is this? How many days days. Then ask: What’s the date today? Say it and
are there in December? Have students answer. write the date on the board. Then point to
different dates on the calendar and have
• Play the cassette or say the ordinal numbers
different students say each date. Finally, call on
twice, having students repeat each number the
different students to ask and answer questions
second time. Then point to numbers randomly,
about the dates as you point to the calendar.
calling on different students to name them.
2 Guess your partner’s birthday. 왘 Listening 왘 Speaking
• Explain to students that they are going to guess • Have students do the exercise in pairs. Caution
their partner’s birthday by following the instruc- the students to keep their birthdays secret.
tions in their Student Books. Give an example of
• Call on individual students to tell the class their
how this works: Tell them to imagine that their
partner’s birthday.
partner’s birthday is July 9th. Write this date on
the board. Then play the cassette and, as • As a follow up, suggest that your students try
students read along, demonstrate the instruc- this mind-reading trick with their friends.
tions on the board.
Sounds /t/ and /†/ Students will listen and distinguish which of the
two similar words is being read on the cassette,
• Demonstrate tongue position for producing the -t
then listen again to check their answers.
and the -th sounds. For the -th sound, the tongue
is positioned in a curved and rounded position • Have the students work in pairs, practicing
beneath the top row of teeth. To say the -t sound, their pronunciation of the pairs of words.
the tongue moves upward toward the gum ridge,
while touching the top front teeth. Answers
• Say the pairs of words and have the students The following words should be checked:
repeat them after you. Make sure they are able 1. tenth 4. fort
to distinguish between the -t and the -th sounds.
2. thank 5. tie
• Play the cassette or read words from the tape-
script aloud. Tell the students: Put a check mark 3. thin 6. ate
next to the word that you hear from each pair.
T69 UNIT 6
5 Wrap Up 왘 Listening 왘 Speaking 왘 Writing
• On the board write: When is your birthday? Expansion

along with the list of the months. Then explain • Direct students’ attention back to Lynn’s letter
the task: students move around the classroom, in Lesson 2. Tell them that they will be writing a
asking classmates when their birthday is and letter to the person whose birthday comes right
writing the names and dates in the chart in after theirs. Give them an example by pointing
their books. The objective is to record all of out the person to whom you would write. Use
their classmates’ birthdays. the chart on the board to locate the student
• Have the students look at the sample entry for whose birthday comes directly after yours.
Susan Palmer’s birthday in June. They should • Have each student identify the person to whom
use it as a model to record their classmates’ he or she will write. Have students write about
birthdays. Help them warm up by giving them their usual birthday activities. Make sure that
your own birthday to write on the calendar. all students will receive a letter. Check to make
• Have the students return to their seats. Call on sure everyone understands the instructions.
different students to write the names and dates • Encourage students to ask questions and discuss
next to the months on the board. Have the what they want to write in their letters. Circulate,
students say the date they write. Have the class answer questions, and provide support.
make corrections as needed.
• If possible, have students revise their letters
• Have pairs of students who have birthdays in before sending them. Collect the first draft and
the same month work together. If the class total make constructive comments and corrections.
is uneven, students may also work in small Have them write a second draft and then
groups. Have the students discuss what they deliver it to the recipient.
usually do to celebrate their birthdays.

• Have the students look at the “Strategies for • Encourage the students to get a daily calendar
Success” box. and make reminders to themselves about
schedules, appointments, special events, and
• Explain that for this unit the techniques are
things to do. They should record this informa-
(1) writing to practice sentences they’ve learned
tion in English, and continue making entries in
and (2) creating opportunities to use English.
their calendar for the rest of the semester.
• Have the students write a journal entry—several Collect the calendar periodically and spot-check
sentences—about their weekday routine. Have it for clarity.
the students start with the sentence “I get up
• Recycling strategies: Review with students all
at_______.” They should end their entry with the
the strategies they have practiced thus far. List
sentence “I usually go the bed around _______.”
the strategies on the board, then ask the
• More advanced student writers may wish to students to give brief explanations of how they
expand their entries. used each strategy. Have the students pick one
strategy and practice it again.

UNIT 6 T70
CHECKPOINT
T71 UNIT 6
UNIT 6 T72
Appendix

When do you wash the smelly dog?
• Have the students play The Smelly Dog card • Have the students take turns, going around the
game in groups of four. Distribute sixteen index group. Each player has an opportunity to ask
cards to each group. Choose a recorder, and the person to his or her right: Does (group
have him/her write the names of the days of member’s name) wash the dog on Monday? or Do
the week on eight separate index cards. Explain you wash the dog on Thursday?
that two cards will have Sunday.
• If the respondee holds the two matching cards,
• Have the recorder write the names of players in he must answer Yes, s/he does or Yes, I do, surren-
his group on the eight remaining index cards, dering the corresponding cards. The questioner
writing each person’s name twice. then gets another turn, and may ask a question
of the next player to the right. If that player
• The recorder will shuffle the index cards and
says No, then the questioner forfeits the turn.
distribute two day-cards and two name-cards to
The next player in the group takes a turn.
each player, making sure they are face down.
Players may look at their own cards. The object • If the respondee holds only one of the matching
of the game is to collect as many cards as cards (for example, the correct day-card but the
possible from the other players by guessing a wrong name-card) the questioner loses his turn,
correct name-card and a day-card. If your guess and the player being questioned keeps his cards.
correlates to the cards in a designated oppo- Players who lose all their cards are eliminated.
nent’s hand, he must give you the two cards
• Play continues until one person collects a whole
you mentioned in your question. The person
week’s worth of day-cards. Upon the comple-
who amasses a whole week’s worth of day
tion of a round, the winner calls out: Next week,
cards will be designated the winner.
you wash the smelly dog!
Lesson 2, Presentation (p. 65)

Verb Practice
• Have the students close their books. Read aloud How (click) you? I hope (click) fine. (Click) OK
parts of the letter, omitting all the verbs and the here, but I (click) home.
words with contracted verbs. For each omitted
verb, click your tongue, tap on a desk with a Answers
pencil, or pause. Tell the students to write are, you’re
down the missing word or an appropriate I’m, miss
synonym. For example:
6a UNIT 6
Exercise 1
Across Down
5. Wednesday 7. Monday 1. Thursday 3. Sunday
6. Friday 2. Tuesday 4. Saturday
Exercise 2
1. Friday 3. do 5. relax 7. watch 9. stay
2. computer 4. clean 6. go 8. practice 10. study
Exercise 3
Answers will vary.
Exercise 4
1. Julio gets up at 7:00. 3. Julio gets dressed at 7:20. 5. Julio brushes his teeth at 7:50.
2. Julio takes a shower at 7:05. 4. Julio eats breakfast at 7:35. 6. Julio leaves for work at 8:00.
Exercise 5
1. Maria doesn’t get up at 7:00. 3. Maria doesn’t get dressed at 5. Maria doesn’t brush her
7:20. teeth at 7:50.
2. Maria doesn’t take a shower
at 7:05. 4. Maria doesn’t eat breakfast 6. Maria doesn’t leave for
at 7:35. work at 8:00.
Exercise 6
1. I make dinner at 8:00. I don’t 5. I go shopping after work. I 9. The students study at home.
make dinner at 7:00. don’t go shopping before They don’t study at work.
work.
2. Christine wakes up early. She 10. I take a shower at night. I
doesn’t wake up late. 6. Lisa plays the guitar. She don’t take a shower in the
doesn’t play the trumpet. morning.
3. Joe does his homework in the
evening. He doesn’t do his 7. We get home late. We don’t
homework in the morning. get home early.
4. Mr. and Mrs. Finnigan work 8. Harriet drives the children to
in New York City. They school. Her husband doesn’t
don’t work in Philadelphia. drive them to school.
Exercise 7
1. Yes, they do. 5. Do 9. Do
2. No, they don’t. 6. play/practice 10. have/take
3. No, they don’t. 7. Do
4. Yes, they do. 8. clean
UNIT 6 6b
Exercise 1
Answers will vary.
Exercise 2
Wording will vary.
1. Yes, they do. They always 3. No, they don’t. They never 5. Yes, they do. They always
go shopping on the do the laundry on Sunday. take showers in the morning.
weekend.
4. Yes, they do. They do their 6. No, they don’t. They never
2. Yes, they do. Sometimes, homework often. jog at night.
they go to the movies.
Exercise 3
1. Does 7. study 13. relax
2. get up 8. doesn’t 14. doesn’†
3. does 9. Does 15. Does
4. Does 10. stop 16. watch
5. exercise 11. doesn’t 17. doesn’t
6. Does 12. Does
Exercise 4
Dear Oscar,
How are you? Are you busy? Do you work all day? How are Mr. and Mrs. Brennan?
Do they live near you? I’m very happy. I go to school from Monday to Friday. I don’t
go on Saturday and Sunday. After school, I play with my friend Rosalie. She has
two sisters and a brother. Rosalie doesn’t play tennis, so sometimes we play baseball
in the park. How is your schedule? Do you study a lot? How is your new girlfriend?
What does she like to do? Write to me soon.
Love,
Carla
6c UNIT 6
Lesson
Exercise 1
1. December twenty-sixth 5. December fifth 9. December seventeenth
2. December twenty-first 6. December twentieth 10. December thirteenth
3. December twenty-second 7. December eleventh
4. December third 8. December twenty-fourth
Exercise 2
1. Halloween is on October 3. Christmas is on December 5. New Year’s Day is on
31(st). 25(th). January 1(st).
2. Valentine’s Day is on 4. U.S. Independence Day is 6. My birthday is on
February 14(th). on July 4(th). ____________.
Exercise 3
Answers will vary.
UNIT 6 6d
UNIT 7
Overview
TOPICS GRAMMAR
• Food • Count/noncount nouns
• Prices • Some and any
• Food product containers and quan- • Questions and statements using
tities a lot / much / many
• Supermarkets and groceries • Affirmative and negative sentences
• Recipes and cooking • Yes/No questions and short answers
with do and does
COMMUNICATION GOALS

• Making a shopping list • Reading supermarket ads
• Talking about availability • Reading for specific information
• Offering help • Writing instructions for a recipe
• Talking about quantities • Determining the sequence of
cooking instructions
• Asking for locations of food items
in a supermarket • Following directions in a recipe
• Asking about prices
• Talking about recipes and food pref-
erences
7i UNIT 7
SKILL STANDARDS
Fundamentals GENERAL COMPETENCIES / CASAS *

Basic Skills 1 Consumer Economics
Reading, writing, listening, speaking 1.1. 1 Interpret recipes
1.1. 7 Identify product containers and interpret
Thinking Skills weight volume
Knowing how to learn 1.2. 1 Interpret advertisements, labels, charts,
Personal Qualities and price tags in selecting goods and
services
1.2. 2 Compare price or quality to determine the
best buys for goods and services
settings
1.3. 5 Use coupons to purchase goods and
Competencies services
1.3. 7 Interpret information or directions to
Information locate merchandise
Acquires and evaluates information 1.3. 8 Identify common food items
Interpersonal
Technology
Resources
Allocates time
* See page viii for additional information on SCANS and CASAS.
UNIT 7 7ii
Lesson 1
WARM UP
• Write the following chart on the board or show A: When is the special sale on bananas?
it on the OHP. Explain to the students that on B: The special sale on bananas is on Tuesday.
each day of the week, the supermarket has a
special sale on certain items. • Ask the students to volunteer additions to the
Weekly Specials list of food items on the board. As they do, add
them to the list. For example: chicken, cake,
Sunday - coffee sausages, ice cream, broccoli, milk, rice, etc.
Monday - lettuce
• Demonstrate with a volunteer how the students
Tuesday - bananas can practice the dialog, substituting different
Wednesday - juice grocery items and days. Have them practice
saying the dialog aloud in pairs.
Thursday - fish
• Pairs should begin their exchanges by using the
Friday - hot dogs food items from the chart on the board. They
Saturday - napkins then continue by substituting additional items
of their choice.
• Then write the following exchange on the
board, underlining bananas and Tuesday.
PRESENTATION
I’m making a grocery list.
• Set the stage. Read the lesson title aloud. Tell Ingredients - Which ones don’t Lynn
the students to look at the picture and describe - and Yumiko need?
what they see. Elicit appropriate verb phrases chicken -
and write them on the board: going shopping,
making a grocery list, coming for dinner. Ask the salt -
class to predict the topics of the unit (shopping mushrooms -
for groceries and preparing food).
celery -
• Personalize the situation. Ask the students to
onions -
think about a simple dish they like to prepare.
Write the name of the dish and the heading lemons -
Shopping List on the board. Ask the students to
volunteer necessary ingredients for you to list. • Check the listening task. Call individual
students to the board to check the items Lynn
• Focus on selected items. Explain specific and Yumiko don’t need to buy (salt, celery,
vocabulary that will help the students to under- lemons).
stand the overall meaning of the conversation.
• Set the listening task. Write the following chart pauses after each line. Have the students listen
on the board for the students to copy. Tell them and repeat each line after you. Make sure they
that their task is to put a check next to each use natural speed and intonation.
food item that Lynn and Yumiko do not need to
buy for their dinner and breakfast. Play or read • Engage students in pair work. Have the
the conversation. students work in pairs and practice reading the
conversation aloud. Each student reads one role
and then switches parts. Then call on several
pairs to act out the conversation for the class.
T73 UNIT 7
EXERCISES
1 Word Bag: Food Items 왘 Reading
• Have the students read the conversation on • For the second part of the exercise, write the
page 73 again. Then set up pairs and have them following headings on the board: Count Nouns
do the exercise. Go over the directions, making and Noncount Nouns. Write potatoes under the
sure that students understand that they have to first heading, and rice under the second. Then
put a check next to the items needed and an X call out a food item, such as milk, and ask the
next to those that are not needed. students to tell you in which column it belongs.
To help the students, ask: Do we say one milk,
• While students are working, copy the list of
two milks? Write milk under the Noncount
food items onto the board. Then call on
heading. Ask the students to give you other
different students to come to the board and put
examples of food items (from the list), and
a check or an X next to a food item.
write them under the appropriate headings.
• Verify the answers with the class.
• Using the examples on the board, elicit a rule
Answers about count and noncount nouns from the
students. Point out that noncount nouns are
Lynn and Yumiko need some chicken, rice, always in the singular. (I like to eat rice.) Count
milk, black pepper, green peppers, onions, nouns may be in the singular or plural. (I like
carrots, coffee, orange juice, bread, milk. apples. I will have an apple for lunch.)
They don’t need any soup, potatoes, salt,
beans, sugar. • When your students are ready, tell them to look
at the list of food items from the Word Bag and
the additional list under the chart on page 74.
Teaching Tip Have the students divide the words into count
The concept of count and noncount nouns might and noncount nouns and write the words in the
be difficult for some students. This distinction appropriate column on the chart.
may not pertain in all languages, or nouns that are
• Have the students do the exercise individually,
countable in English may be noncountable in
then compare their answers with a partner.
another language. In addition, some nouns (such
Verify the answers as a class by calling on
as chicken) are both countable and noncountable
volunteers to write the food items under the
in English.
appropriate headings on the board.
UNIT 7 T74
2 What do we have? 왘 Listening 왘 Speaking
• With books open, play the cassette or model the • Using the model exchanges, point out that
conversations aloud. Have the students listen and both some and any are used in questions. Some
read along. Read the exchanges again and have is used in affirmative statements, and any is
the students repeat and practice the sentences. used in negative statements. Have the students
give you additional examples, following the
• Explain the usage of some and any. Tell the
sample patterns.
students to use some in affirmative statements;
use any in negative statements and questions. • Set up pairs. Have the pairs ask and answer
Write these guidelines on the board: questions about the food items in Lynn and
Yumiko’s cupboard. Clarify the instructions:
any: used to ask questions about plural
the items checked are present in Lynn and
count nouns and noncount nouns
Yumiko’s kitchen, while those marked with an
used with negative statements X are not.
some: used to ask questions about plural
count nouns and noncount nouns Answers
used in affirmative statements 1. A: Are there any mushrooms?
B: There aren’t any mushrooms, but there
• To make sure the students understand the are some onions.
difference between some and any, write these 2. A: Are there any green peppers?
exchanges on the board and ask the students to B: There aren’t any green peppers, but
fill in the blanks. there are some red peppers.
A: Is there ______ black pepper? 3. A: Is there any garlic?
B: There isn’t _________ black pepper, but B: There isn’t any garlic, but there are
there’s ________ salt. some onions.
A: Are there ________ carrots? 4. A: Is there any coffee?
B: There aren’t _________ carrots, but there B: There isn’t any coffee, but there’s
are ________ green beans. some soda.
3 Information Gap Activity,

pages 131 and 132. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Explain the exercise: Working in pairs, students Useful Language section at the bottom of the
go grocery shopping in their partner’s store and page. Make sure they understand the question
try to find all the items on their shopping list. format. Demonstrate the information exchange
with a volunteer. If necessary, continue your
• Divide the class into pairs. Student A looks only
demonstration until you feel that your students
at page 131, and Student B looks only at page
understand the task.
132. Students will take turns asking for grocery
items and serving each other’s request. When • Have pairs do the activity and compare books
they have obtained an item, they should check after finishing the exercise.
it off on their list. Have the students look at the
T75 UNIT 7
4 Do you have brown rice? 왘 Listening 왘 Speaking
• This exercise focuses on yes/no questions with from volunteers, and have the class answer
do and does. On the board, write groups of these questions, giving short answers.
sentences.
• Call the students’ attention to the model
1. Lynn shares her apartment with Yumiko. conversations in their books. Then play the
Does Lynn share her apartment with cassette or read the conversations aloud as
Yumiko? students follow along in their books.
Yes, she does. • Set up pairs and have them ask and answer
questions about the availability and locations of
2. Do Lynn and Yumiko share an apartment? the food items listed. Tell them to follow the
Yes, they do. model exchanges in their books. Remind the
students that a check means the item is in the
Review question formation and short answer store, while an X means it isn’t available.
structure. Explain that we use does when the
subject is singular and do when the subject is
needed.
plural. Elicit some questions with do or does
5 Where’s the meat? 왘 Listening 왘 Speaking 왘 Writing
• Tell the students that they are going to hear a • Finally, in pairs, have the students look at the
conversation between Lynn and a clerk at the sample exchange at the bottom of page 76.
supermarket. They have to listen to the conver- Have the pairs practice the exchange about the
sation and write the food items under the aisles locations of food items in the supermarket. Call
where they can be found. on several pairs to act out their conversation for
the class.
• Play the cassette or read the conversation
aloud. Have the students listen and write the
Answers
food items.
Aisle 1: green peppers, onions, milk, oranges
• Set up pairs and have them compare answers.
Then play the second reading on the cassette Aisle 2: oil, salt, bread
for students to verify their answers. Aisle 3: coffee, chicken
• To check answers with the class, write the
column headings on the board and ask students
to come to the board and list the food items
under the appropriate columns.
UNIT 7 T76
6 A family that eats together . . . 왘 Speaking 왘 Reading
• To personalize the situation, have several number or amount of a noun. Ask the students
students describe their favorite dinner. Ask to look in the text and find the nouns with
others if there are any foods they really don’t like. which these expressions are used. Now, write
these nouns next to the quantity words on the
• Have the students look at the picture. Are the
board. Explain that much and a little are used
family members enjoying their meal? Have the
with noncount nouns, many and a few are used
students give reasons for their answers.
with count nouns. The remaining terms, some, a
• Then read the text aloud, modeling pronuncia- lot (of), and any can be used with either count or
tion and intonation. Explain any unfamiliar noncount nouns. Have the students give you
vocabulary. more examples of specific foods that can be
• Then have the students read the text silently, used with these expressions of quantity.
paying special attention to the boldfaced • For the second half of the exercise, have the
expressions. While the students are reading, class discuss their family’s eating habits. Then,
write the boldfaced words on the board in three have them list in their books their family’s
columns as follows (at this point do not write favorite foods, using expressions of quantity.
the nouns yet):
• Circulate to monitor progress and offer help
much many some with vocabulary as needed. Have pairs share
(meat, cola) (burgers) (cheese) their answers, then call on a few students to
a little a few a lot [of] share their lists with the class. Correct any
(fish) (vegetables) (meat, gravy, fat) mistakes with the class.
any • As a follow-up, have students work in pairs to

(fast food) plan a dinner menu and write down their
choices. Volunteers can share their menus with
Explain to the students that these words are the class, explaining why they have picked
expressions of quantity that describe the these foods.

T77 UNIT 7
Lesson 2
WARM UP
• To explain coupons and fliers, bring to class some • Ask the students how many take the time to
supermarket fliers with coupons. Explain how clip and use coupons. Pass around an indi-
coupons work: You present them to the cashier, vidual coupon and have the class look for the
and the store will give you a cheaper price on savings indicated.
special items. For example, with a coupon, you
• Explain the meaning of regular price and be sure
can get a big bottle of soda for 99 cents instead
the students understand the distinction
of the regular price of $1.59.
between this and the sale price with coupon.
PRESENTATION
This Week Only!
• Set the stage. Read the lesson title aloud. Have • Focus on selected items. Go over abbreviations
the students look at the picture and tell you (pkg, doz, lb, gal, qt) used in packaging,
what they see. Introduce new words: clip weighing, and labeling common food items. If
coupons, produce, price, advertisement, and sale, and possible, display samples of grocery items.
write them on the board. Ask the students where
• Set the listening task. Tell the students that
they would often see these words in print (in
they are going to listen to an advertisement
newspaper ads, store fliers, magazines, etc.).
about the items on sale at the supermarket.
• Write the following on the board and ask the Write the following price and grocery lists on
students which column has the sale prices (the the board and have the students copy it in their
right-hand column). notebooks. Have the students match the prices
with the food items. Play the cassette or read
Fish: $3.99/pound $2.49/pound
the script aloud.
Apples: 3 for $1.00 5 for a $1.00
__ 1. chicken a. $1.59 per bag
• Personalize the situation. Write the following __ 2. tomato sauce b. 4 cans for 99 cents
on the board. Introduce or review any unfa-
__ 3. green peppers c. $1.09 per pound
miliar vocabulary. Have the students check all
categories that apply. Ask volunteers to share __ 4. potato chips d. 5 for a dollar
their information with the class. Discuss the
following with students: • Check the listening task. Call on individual
students to come to the board and write the
Who does the grocery shopping in my correct letter next to the food item.
household?
I do ________ Answers
My husband/wife does __________ 1. c 3. d
My father/mother does _________ 2. b 4. a
My children do _________
My roommate does ____________ pauses after each line. Have the students listen
Another person does _____________ and then repeat each line after you.
• Engage students in pair work. Have the students
practice reading the conversation in pairs.
UNIT 7 T78
EXERCISES
1 Word Bag: Containers and Quantities 왘 Reading 왘 Writing
• Assign partners for each student. Before Teacher: What’s this?

students do the exercise, make sure they under- Student: A loaf of bread.
stand all the words. Read each word and have
the students repeat after you. Bring in real • Now have the students work in pairs to complete
containers to illustrate jar, bottle, bag, can, etc. the matching exercise. When they finish, call on
• Model the activity by asking students which different students to give the answers aloud.
containers should be used for various items.
Several items may be placed in more than one Answers
category. Elicit the names of other food items, and 1. A 4. I 7. G
show where these would be placed on the chart.
2. H 5. F 8. E
• Have the students do the activity. As a follow-up,
3. D 6. B 9. C
have the students add three more food items to
each column.
Pronunciation Note
• Call on different students to come to the
board and write the answers. Verify these • Go over the pronunciation of reduced of with
with the class. the students. In casual speech of is often
pronounced /ë/ before a consonant.
Answers Some of /ë/ them are here.
can: beans, soda, peas, soup
Before a vowel, of is pronounced /ëv/ (shwa
bottle/jar: mayonnaise, jam, vinegar, oil, mustard plus v sound).
box: candy, cookies, cereal, crackers, tea Most of /ëv/ us are here.
bag: salt, rice
• Write these phrases on the board: a bunch of
• To complete the second part of the exercise, use carrots, a loaf of bread, a head of lettuce.
the pictures in the book to make sure the students • Say the phrases and have the students listen
recognize each item. Ask individual students and repeat.
questions about the items by going around the
class and pointing to different pictures on page
79. For example, point to A and ask:
Sounds /a/ and /ë/ check their work. Call on individual students
to come to the board and write down the
• Have the students look at the pairs of words in
words they heard.
their Student Books. Read each pair and have
the students repeat after you.
Answers
• Tell the students to listen and circle the word 1. cop 4. jog
they hear in each pair. Play the cassette or read
the script with pauses after each line. Have 2. cut 5. hot
students listen to the second reading and 3. nut 6. bunch
T79 UNIT 7
3 What’s the price? 왘 Listening 왘 Speaking
• On the board, write the model exchanges. Have • Finally, assign one food item to each pair. Have
the students identify the difference between the them present their exchange to the class. Give
use of are in the first exchange and the use of is feedback.
in the second. Review count and noncount
nouns, using the illustration on page 78. Expansion
• Play the cassette or read the conversation. Have • If possible, bring in supermarket ads from
students repeat each line during the second newspapers. Divide students into small groups,
reading. and give each group an ad. Have the group
members take turns pretending to telephone
• Set up pairs and tell the students to ask and the supermarket to ask about the price of an
answer questions about the items in the ad on item in the ad. Other group members should
page 78. Model the task by asking a volunteer, take turns answering. For example:
How much are potato chips? Use the opportu-
nity to give corrective feedback. Ask another, A: How much are the potatoes?
How much is the sliced ham? B: Potatoes are a dollar fifty a bag.
4 How much are the eggs? 왘 Listening 왘 Writing
• Establish the context: a man in a small grocery answers as you play the cassette or read the tape-
store is asking the clerk about the prices of script again. Have the class check the answers.
different food items.
Answers
• Read the tapescript or play the cassette.
Introduce any unfamiliar vocabulary (total, eggs: potatoes:
margarine, cabbage). $1.29 a dozen $2.49 a bag
• Now have the students listen again. This time margarine: bread:
tell them to record the prices (in arabic $1.19 a pound $1.59 a loaf
numerals) in their books. Remind them to add cabbage: jam:
up all the prices and write down the total. $1.79 a head $1.39 a jar
• Have a student go to the board and write the total = $9.74
5 Let’s have a party! 왘 Speaking 왘 Writing
• Help the students plan a class party. Each • Have the secretary dictate the names of class-
student should volunteer to bring something. mates and food items or party supplies each
person will bring. Record the information in
• Choose a class secretary to go around the class
chart form on the board. Make sure the
and find out what everyone plans to bring.
students do not duplicate food items. Have the
Have the secretary record the information in a
class copy the chart in their notebooks.
chart in his or her notebook.

UNIT 7 T80
Lesson 3
WARM UP
• Bring to class one of your favorite recipes. If • Ask a volunteer to describe a favorite recipe
possible, bring in some of the food itself and and explain its directions. As he/she dictates,
have the students taste it. Cookies or small fruit write the cooking instructions on the board in
tarts are a possible choice. recipe format.
• Write the recipe on the board or use the OHP. • Ask the class to help you gather any missing
Describe your ingredients and how you prepare information: Did I forget to write down any ingre-
the dish. Introduce common cooking and dients in Joe’s soup? How much fish does he put in?
recipe-reading vocabulary to the students.
PRESENTATION
This is a favorite family recipe.
• Set the stage. Read the lesson title aloud. Have phrases. If possible, demonstrate each action in
the students look at the pictures. Elicit vocab- the school kitchen with actual ingredients, or
ulary words about baking and write these on have students guess the meaning of each verb
the board. Ask what students think the topic of phrase by looking at the illustrations (mix or
the lesson will be (recipes; baking and cooking). stir, bake, add or pour in, drop the batter, heat the
oven, put on a plate or serve, etc.).
• Personalize the situation. Ask for a show of
hands from those who like cooking or baking. As an alternative to actual baking, have volun-
Prompt several students to share information teers mime the actions in the recipe. Have their
about their favorite recipes. classmates guess which word is being mimed.
If you have access to the school kitchen, have • Play or read the cassette aloud with pauses.
the class make the sugar nut cookie recipe in the Have the students listen and repeat after you.
Student Book. If not, suggest that the students Be sure they use natural speed and intonation.
try the recipe at home and bring in the cookies.
• Engage students in pair work. Have pairs of
• Focus on selected items. On the board, write students practice reading the lines in the recipe
verbs and verb phrases that are used in baking aloud. Help students with their pronunciation
cookies. Have the students copy the list in their and intonation.
notebooks. Go over synonyms or equivalent
EXERCISES
1 First, heat the oven. 왘 Speaking 왘 Writing
• Have the students, in pairs, read the recipe for

Sugar Nut Cookies and then number the steps.
Answers
Next have them discuss what they see in each a. drop (4) d. bake (5)
picture and write the action word or phrase
b. cool (6) e. heat (1)
under each illustration. They may use the
vocabulary list from the presentation (in their c. pour (3) f. mix or stir (2)
notebooks) as a reference. Verify the answers
with the class.
T81 UNIT 7
2 How much margarine do you need? 왘 Speaking
• Go over the use of how much and how many to nouns like apples. Give the students additional
describe quantities. On the board, write How examples of both types of nouns if necessary.
much and How many as column heads. Then
• Next model the sample exchange with a
say apples and sugar. Ask someone to tell you
student. Then have the students work in pairs
under which column to write these words.
to ask and answer questions about the ingredi-
Write apples and sugar under the appropriate
ents in the recipe.
headings. Repeat with other count and
noncount nouns until the concept is clear to all. • Circulate to monitor progress and offer help as
Elicit the rule: we use how much with noncount needed. Then call on different pairs to say the
nouns like sugar, and how many with count exchanges.
• Review the idiomatic meaning of the word dish: students who live near one another to get
a type of food that one prepares or cooks. together outside class and prepare their dish.
They can then bring the prepared dish to school
• Have the students form groups of three. Each
and share it with the class.
group will decide on a simple-to-make favorite
dish. Have the group choose something they all • Have the groups exchange their recipes. You
like to eat, and write step-by-step instructions may decide to compile a class cookbook to copy
for their dish on an index card. Encourage and distribute to all the students.

• Review the earlier strategies and remind the any words they don’t know in English. With a
students that these strategies allow students to partner, they should try to translate these
practice certain techniques outside the classroom. words. Encourage pairs to come to you with
For this unit, the techniques are (1) connecting any vocabulary questions they cannot answer.
new words with real-life images, (2) finding out
• Have the students compose a paragraph in
the word for something, (3) writing to practice
their journal about their favorite foods, and a
the English vocabulary learned in school.
second paragraph about foods they dislike. Put
• Have the students go through their kitchen a model paragraph on the board, or distribute a
cabinets and refrigerator at home and try to xeroxed copy to everyone.
name all the items they find. If the students
• As a follow-up, have the students work in
encounter things they can’t name, identify some
writing pairs. Encourage partners to read each
ways of finding out the English names, such as
other’s paragraphs and give feedback by asking
using a dictionary, asking a friend, etc.
questions in English. Their paragraphs can be
• Students list all the food items they identified. delivered as oral reports in the next class.
They should also list in their own languages

UNIT 7 T82
CHECKPOINT
T83 UNIT 7
UNIT 7 T84
Appendix

Exercise 1
Order will vary.
1. chicken 1. lettuce 1. apples
2. mushrooms 2. carrots/olives 2. bananas
3. rice 3. onions 3. grapes
4. bread 4. pepper 4. strawberries
5. black pepper 5. oil and vinegar 5. oranges
Exercise 2
M I L K P E F I C
L N O T E N I T O
C H E E S E S F F
R O R B N U H R F
A B E A N S O I E
E S U G A R L C E
G A O A P P L E R
G L I U D W A T T
S T M A P G O L S
S P O T A T O E S
Exercise 3
1. some oil 5. some mushrooms 9. some black pepper
2. an onion 6. some tomatoes 10. some cheese
3. a pepper 7. some ground beef
4. some garlic 8. some salt
Exercise 4
1. Karen doesn’t need any 4. She doesn’t need any butter. 8. She needs some tomatoes.
chicken.
5. She needs some pepper. 9. She needs some meat.
2. She needs some salt.
6. She doesn’t need any carrots. 10. She doesn’t need any
3. She needs some garlic. potatoes.
7. She doesn’t need any beans.
7a UNIT 7
WORKBOOK ANSWER KEY Lesson 1 (cont.)
Exercise 5
A.
1. any 6. it 11. some 16. there 21. there’s
2. isn’t 7. It’s 12. are 17. any 22. some
3. any 8. any 13. they 18. there 23. is
4. some 9. aren’t 14. They’re 18. isn’t 24. it
5. is 10. any 15. Is 20. any 25. It’s
B.
1. Do 7. it 13. we 18. Do 25. have
2. we 8. It’s 14. have 20. we 26. it
3. have 9. Do 15. some 21. have 27. It’s
4. we 10. we 16. they 22. we
5. don’t 11. no 17. they 23. don’t
6. is 12. don’t 18. are 24. we
UNIT 7 7b
Exercise 1
1. head 3. box 5. dozen 7. quarts
2. bottles 4. loaf 6. can 8. bag
Exercise 2
1. $1.58 3. $ .69 or 69¢ 5. $3.00 7. $ .49 or 49¢ 9. $2.79
2. $12.43 4. $1.29 6. $1.19 8. $1.09
Exercise 3
1. A: How much is the meat? B: They’re $1.49 a bag. 7. A: How much are the
B: It’s $4.85 a pound. carrots?
4. A: How much is the lettuce?
B: They’re $1.19 a bunch.
2. A: How much is the apple B: It’s $.99 a head.
juice? 8. A: How much is the
5. A: How much are the eggs?
B: It’s $1.29 a quart. cheese?
B: They’re $1.29 a dozen
B: It’s $4.99 a pound.
3. A: How much are the
6. A: How much is the bread?
potato chips?
B: It’s $1.79 a loaf.
Exercise 4
1. $2.58 3. $2.58 5. $3.77
2. $4.47 4. $3.57 6. $11.27
7c UNIT 7
Exercise 1
Answers will vary.
1. heat 3. add 5. Mix/Beat 7. Bake
2. Mix/Beat 4. mix 6. Pour 8. cool
Exercise 2
1. You: How much milk do 3. You: How much sugar 5. You: How many cups of
we need? do we need? flour do we need?
Friend: We need 1 cup of Friend: We need 2 cups of Friend: We need 2 ½ cups
milk. sugar. of flour.
2. You: How many eggs do 4. You: How much butter
we need? do we need?
Friend: We need 4 eggs. Friend: We need 1 cup of
butter.
Exercise 3
Answers will vary.
UNIT 7 7d
UNIT 8
Overview
TOPICS GRAMMAR
• Transportation and travel • Simple present tense: Information
(wh-) questions
• Leisure activities
• Too/either in compound sentences
• Entertainment: movie genres and
TV programs • Then, after that, next, and then
• Conjunction: but

• Asking for and giving information • Getting information on TV schedules
on transportation and travel
• Taking down phone messages from
• Recognizing travel signs answering machines
• Getting information from movie • Reading for specific information
schedules
• Classifying means of transportation
• Talking about leisure activities and
• Writing a short paragraph about a
daily routines
trip
• Talking about likes and dislikes
• Exploring leisure activities online
• Agreeing and disagreeing
• Writing an e-mail message
• Talking about favorite TV shows
8i UNIT 8
SKILL STANDARDS

COMPETENCIES / SCANS * 2 Community Resources
2.1. 7 Take and interpret telephone messages,
Fundamentals leave messages on answering machines,
Basic Skills and interpret recorded messages
Reading, writing, listening, speaking 2.2. 2 Recognize and use signs related to trans-
portation
Thinking Skills 2.2. 3 Identify or use different types of trans-
Knowing how to learn portation in the community, and interpret
Seeing things in the mind’s eye traffic information
Personal Qualities 2.2. 4 Interpret transportation schedules and
fares
2.6. 1 Interpret information about recreational
and entertainment facilities and activities
settings
2.6. 2 Locate information in TV, movie, and
Competencies other recreational listings
2.7. 6 Interpret materials related to the arts, such
Information as fine art, music, drama, and film
Interpersonal
Technology
Resources
Allocates time
UNIT 8 8ii
Lesson 1
WARM UP
• Elicit types of transportation from the students. • Model verb usage in sentences about travel.
On the board, write the following sentence: Pantomime any unfamiliar vocabulary. Write
the sentences on the board.
I go to work/school by ____________.
I ride to school in Sheryl’s car.
Then ask the students: How do you go to work or
John goes to work by bicycle.
school? Have volunteers answer, using the
model. Write the words on the board, for Jing Wa comes to school by subway.
example, car, bus, subway, bicycle.
• Have volunteers share additional sentences
• Draw the students’ attention to the use of the about their modes of travel. Help the students
preposition by with modes of travel. Note that use appropriate verbs.
it’s followed by a noun, not a verb.
PRESENTATION
What time does the next bus leave?
• Set the stage. Read the lesson title aloud. Have Destination - Baytown
the students look at the picture. Elicit vocab- Departure time -
ulary words from the class and write these on
the board (e.g, bus terminal, ticket agent, counter). Bus number -
Ask the class to predict the topic of the lesson Arrival time -
(travel and transportation).
Ticket price -
• Personalize the situation. Write the following
Gate number -
on the board and have the students volunteer
information: • Check the listening task. Call on individual
The kinds of transportation I have taken: students to come to the board and fill in the
grid. Have the class check the answers. Then
airplane boat train car
ask these questions:
subway bus bicycle other
Where is Gina going?
My favorite kind of transportation: ________ What time does the next bus leave?
My favorite place to go for a trip: __________ What’s her bus number?
• Focus on selected items. Explain specific vocab- What time does it arrive?
ulary or phrases that might affect the students’
overall understanding of the conversation: • Play or read the conversation aloud with
round-trip ticket, one-way ticket, next bus, leave, pauses. Have the students listen and then
arrive, etc. Introduce any new vocabulary that repeat each line after you. Be sure they use
students need to complete the listening task: natural speed and intonation.
destination, departure, arrival, ticket, gate number. • Engage the students in pair work. Have the
• Set the listening task. Put the following grid students practice reading the conversation
on the board and have the students copy it. aloud several times, switching roles each time.
Leave the right column blank. Have the • Circulate and monitor progress. Help the
students fill in the information after they listen students with correct pronunciation and intona-
to the conversation. Play the cassette or read the tion as they practice the conversation. Then call
conversation aloud. on individual pairs to act out the conversation.
T85 UNIT 8
EXERCISES
Questions with or rise with the mention of each alternative.

Demonstrate that the word or is generally enun-
• Play the cassette or read the questions aloud,
ciated on a falling intonation, and that the final
showing the rising, falling, rising and descending
word is articulated on a downward glide.
intonation patterns in questions with or.
• Play the cassette or read the questions aloud
• Call students’ attention to the intonation
again. Have the students listen and repeat.
diagrams in their books. Make sure that they
Practice until the students are able to articulate
can hear the way intonation and stress patterns
the intonation pattern successfully.
2 Word Bag: Types of Transportation 왘 Writing
• If available, bring in Word by Word wall charts on priate category. Give an example. Have the
Public Transportation with which to present students work individually, then check their
vocabulary words. Otherwise, show pictures from answers with a partner.
travel magazines to correspond with as many
• Call on volunteers to come to the board and fill
words as possible. You can also draw pictures of
in the chart. Have the class verify the answers.
the different types of transportation on the board.
• Read each word aloud and have students repeat Answers
after you. Land: Truck, bus, train, subway, motorcycle,
• First give a few explanatory sentences describing bicycle, car,
different means of transportation. Then have Water: ship, sailboat, canoe
volunteers make up other sentences, and write
these on the board as well. (Allow students to use Air: airplane, helicopter, jet
a bilingual dictionary.) Go over the sentences on
the board and clarify any new vocabulary. Additional Activity See Unit 8 Appendix.
• Write the headings on the board. Then tell the
students to write the words under the appro-
3 What does this sign mean? 왘 Speaking 왘 Reading
• Point to individual signs in the student book by randomly pointing to them in the book. Tell
and have the students try to guess their mean- them to follow the model exchange in the
ings. Point out that the pictorial symbols in the student book.
book help explain the signs’ meanings.
Answers
• Set up pairs. Have pairs match each sign to the
appropriate phrases in the list. 1. e 5. b 9. f
• To check answers, ask volunteers to share their 2. g 6. d 10. a
answers with the class. 3. c 7. h
• As a follow-up, have the pairs practice asking 4. i 8. j
and answering about the meanings of the signs
UNIT 8 T86
4 What time does the next bus leave? 왘 Listening 왘 Speaking 왘 Writing
• Introduce the listening activity. Tell the students • To complete the second part of the exercise,
that they are going to listen to people talk about have pairs practice the conversation, using the
a bus schedule. Then they are to complete the information from the bus schedule and the
bus schedule with the missing information. model exchange.
• Review the following vocabulary: • Finally, have small groups of students plan a
class trip by calling local bus and train informa-
A.M. = morning P.M. = afternoon, evening
tion services. The calls may be placed from the
• Play the cassette or read the conversation aloud. students’ homes. The next day, have each group
Have the students listen and complete the share their plans and information with the class.
schedule. During the second reading have them
check their answers. If they have difficulty, play Answers
the conversation a third time. #629, 12:15 #392
• Write the schedule on the board or use the #293, 8:45, 2:45 #421, 3:25, 9:25
OHP. Call on students to fill in the answers.
#1070
Verify information with the class.
5 Information Gap Activity,

pages 133 and 134. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Divide the class into pairs. Student A will use • Draw students’ attention to the Useful
the schedule on page 133, and Student B the Language box. Read the model conversation
one on page 134. Ask the students not to look with a volunteer to show how one invites a
at each other’s calendar page. friend to do an activity, choosing a mutually
convenient time.
• Explain the exercise objective. Student A and
Student B want to visit the Statue of Liberty
Answer
and Ellis Island together on the same day. They
decide what time and day would be convenient They can go together on Thursday starting at
for both, using their appointment calendar to 11:00 A.M.
choose and record a common free time and day.
6 It was my favorite trip ever! 왘 Writing
Teaching Tip • If necessary, the class can first break into pairs
Before doing this exercise, go over some common to discuss memorable trips. Give them a few
past tense verbs for writing about travel: went, minutes to do this, then have each student do
explored, enjoyed, visited, saw, was. As this will be the paragraph writing individually.
the first time many students are writing in the • Circulate and help students with past tense
past tense, familiarize them with its use in verbs as they write. Have the students share
narrating past events. their paragraphs by reading them aloud to the
class or to small groups.

T87 UNIT 8
Lesson 2
WARM UP
• Ask those students who went to the movies action pictures. Give examples of each. Write
recently to raise their hands. Elicit names of a them on the board.
variety of movies that your students have seen.
• Have volunteers come to the board and assign
Write the names of these films on the board.
each movie title listed to one of the four genres.
• Explain the following movie genres in simple Have the other students contribute the names of
terms: love stories, comedies, science fiction, and other movies that fall under each of the genres.
PRESENTATION
What’s playing at the movies?
• Set the stage. Read the title and the direction - Love - - Science -
line aloud. Have the students look at the picture - Stories - Comedies - Fiction - Action
and tell you what’s happening. Ask them to Lynn - - ✔ - -
predict the topic of the lesson (entertainment).
Tony - - ✔ - -
• Personalize the situation. Have the students
describe what kinds of entertainment they like Oscar - ✔ - ✔ - ✔ -
and dislike. Make two lists on the board (likes Yumiko - ✔ - ✔ - ✔ -
and dislikes) and write various ideas under the
appropriate headings. For example: • Check the listening task. Call on individual
students to fill in the grid you drew on the
Likes Dislikes
board. Have the class verify the answers.
Rap music Daytime talk shows
Science fiction Professional wrestling pauses after each line. Have the students listen
and repeat each line after you. Make sure they
• Focus on selected items. Point to one of the items use natural speed and intonation.
you listed in the Dislikes column, and create a
sentence using the names of the students: • Engage students in group work. Have the
students practice reading the conversation in
Lorette doesn’t like daytime talk shows. small groups. Each student reads one char-
Mikhail doesn’t like these shows either. acter’s part aloud.
• Elicit other examples (using too and either) from
practice reading the conversation, help them
the class.
with correct pronunciation and intonation.
• Set the listening task. Write the following grid Then call on several groups to present the
on the board and ask the students to copy it. conversation for the class.
They are going to determine what kind of
movies Lynn, Tony, Oscar, and Yumiko like and
then put a check in the appropriate column.
Play the cassette or read the conversation aloud.
UNIT 8 T88
EXERCISES
1 Tony likes comedies. 왘 Listening 왘 Reading 왘 Writing
Teaching Tip making up their own examples and to share

them orally with the class.
The natural structure to express agreement or
disagreement is a complex sentence with an ellip- • Have the students complete the exercise,
tical clause. But because it is too early to teach making up additional sentences using the
elliptical structures at this level, the lesson covers information in the chart about Lynn, Yumiko,
the use of too and either in compound structures, Oscar, and Tony. Instruct the students to make
as shown in the examples on page 89 of the up at least one sentence using too, and one
Student Book. using either.
• Tell the class that they will learn how to use too Expansion
and either to express agreement. Call the
students’ attention to the examples in their • Have the students write several additional
books. Explain that too is used in affirmative sentences in their notebooks about themselves
sentences, and either is used in negative and their classmates, using too or either. For
sentences. Play the cassette or read the examples. example:
• Before asking students to listen and do the exer- I come from Haiti, and Marie-Claude comes
cise, write additional examples of sentences on from Haiti, too.
the board. Have the students copy them in their Sha-Mi doesn’t come from Haiti, and Keiko
notebooks. Then encourage students to practice doesn’t come from Haiti either.
2 Class Survey 왘 Listening 왘 Speaking 왘 Writing
• If necessary, review movie genres with the oral survey, have the groups write their names
students before doing the exercise. on the top of the charts in their books. Then,
after discussion, have them check off the movie
• Have the students work in groups of four. Each
genres favored by each group member.
group will choose one of their members to
interview the others to find out what kinds of • Tell the groups to write sentences about their
movies they like. The interviewer will also movie preferences in the space provided in
express his or her own movie preferences after their books. Then call on volunteers to read the
conducting the survey. Before beginning the sentences about their groups to the class.
T89 UNIT 8
3 Take a message, please. 왘 Listening 왘 Writing
• Introduce and explain a telephone answering Expansion

machine if the students are unfamiliar with it. • Copy several pages of a local entertainment
Explain that the four characters are leaving section of an English-language newspaper.
messages for each other on an answering Choose pages with a variety of movie adver-
machine. tisements. Copy these pages and distribute
• Explain to the students that they will listen to them to the class.
people leaving phone messages. Then they will • Explain to the students that they are the new
fill in the message slips with the missing infor- owners of a movie theater. They must choose a
mation. double feature for the coming weekend.
• Have the students examine the slips, noting the Explain that a double feature means two films
kinds of information to fill in. playing one after the other for the price of one.
Movie theaters usually schedule two films that
• Play the cassette or read the tapescript aloud people will enjoy seeing at the same time.
and have the students listen without writing
anything. The first round of listening familiar- • Students will use the information in the news-
izes them with the messages; in the second paper entertainment pages to choose an appro-
round, have the class take down preliminary priate double feature and then write a schedule
notes. Play the cassette again or read the of show times. They may also choose to
messages a third time, during which students schedule older movies that are personal
write notes on the message slips. In the final favorites.
repetition, students should check their work. • Have the students work in pairs, choosing the
• Have volunteers read the messages they have films and writing the schedule. When pairs have
taken down. Play the messages again to verify completed their schedules, have them exchange
answers. work with another pair and share the results.
4 What’s on Channel 2 at 6:30 P.M.? 왘 Speaking 왘 Writing
• Elicit information from the students about the • Tell the students to look on page 90 at the word
type of TV programs they enjoy. Give the box that contains different types of TV
students some examples to start the discussion: programs. Explain any unfamiliar vocabulary.
My daughter and I like to watch football. We are
• Have the students work in pairs. Direct them
sports fans. On the board write the types of
to look at the drawings of the TV monitors on
programs that students call out.
pages 90–91 and write, under each picture, the
• Have the students discuss their favorite times type of programs shown.
of day to watch TV.
UNIT 8 T90
• For the second part of the exercise, have the Circulate to monitor progress and offer help as
students look at the TV guide on page 91. needed. Then call on different pairs to present
their exchange for the class.
• Help them understand how to read the grid in
the schedule, and answer any questions they
Answers
may have.
pg 90: news, soap opera, game show
• Model the conversation with a student, or call
on two students to model the conversation. pg 91: sports, comedy, talk show
• Put students into pairs. Tell them to ask and
answer questions about TV shows and times.

T91 UNIT 8
Lesson 3
WARM UP
• Tell the students a simple sequence of actions in • Have the students describe a few activities in
your evening routine: their evening routines in a sequence. Help them
by giving prompts: What do you do next? What
In the evening, I go jogging in the park. After
do you do then? What do you do after that?
jogging, I go to a café and order dinner.
Then I go home and read a book. After that,
I go to bed.
PRESENTATION
It’s not all fun and glamour.
• Set the stage. Read the lesson title aloud. • Focus on selected items. Introduce any vocabu-
Explain the meaning of the term celebrity (a lary new to the students. Focus on words and
person who is famous or well known). If avail- phrases in the interview, such as glamour,
able, bring in copies of glossy magazines with makeup artist, shoot a scene.
pictures of celebrities and show them to the
• Play or read the interview aloud. Have the
students.
students listen to the interview. Explain that the
• Personalize the situation. Ask the class how interview is with an imaginary movie star,
many of them would like to be movie stars, Vanessa Fuentes.
models, athletes, or other kinds of celebrities.
• Engage students in group work. Tell the
Question those who say yes about why they
students to work in small groups. They will
want to be celebrities. Some may express the
consider whether they still want to be celebri-
idea that a celebrity’s life is exciting and fun.
ties after reading the article about Vanessa’s
Have the students read the interview to give
hectic life. What are the good and bad sides of
them an idea of the hectic life that famous
being a star? Is all the hard work worth it? As a
people lead. Remind them that the descriptions
follow-up, have the groups share their opinions
in the interview are not even close to real movie
in a brief class discussion.
stars’ schedules.
UNIT 8 T92
EXERCISES
1 After that, I have breakfast. 왘 Reading 왘 Writing
• Explain to the students how we use next, after • Point out that we can begin a sentence with
that, then, and and then to connect ideas sequen- next, after that, or then. We use and then to
tially. Refer students to the article on page 92 connect and merge two sentences into a single
for examples of usage. Also, give the students one. We do not capitalize the phrase and then
additional examples of how the connectives are since it comes in the middle of a sentence.
used in speech and writing. Write the following
• Have the students write about their daily activi-
paragraph and have the class copy it into their
ties, answering the questions in their Student
notebooks:
Books. Have them use the phrases next, after
In the evening, I cook dinner for my family. that, then, and and then to connect ideas sequen-
After that we listen to music. Then we read tially. They may use the article on page 92 as a
the paper together, and then the kids go to model for their composition. They can use addi-
sleep. Next we turn on the TV and watch tional sheets of paper if they need more space.
Seinfeld reruns. After that, we go to bed.
2 Are you a night person or a day person? 왘 Listening 왘 Speaking
• Explain the idioms night person and day person Instruct them to check either column according
to the students: A night person prefers to go to to both answers.
bed late and is active after sundown. A day
• After the pairs have completed the chart, have
person likes to get up early.
the students individually compose a three-
• Have the students work in pairs to compare sentence summary of their findings. Collect the
answers from the previous exercise. Students sentences, check them, and return them with
should interview one another, using the six ques- your comments.
tions in their books to compare their schedules.
T93 UNIT 8
• Have the students work in groups of three to • Have a third group member be responsible for
five. Have each group choose an interviewer adding up the group’s totals and reporting
and a recorder. Have the interviewer survey the them to the class. They will have to do some
others about how they spend their free time. calculations, so it may take a little time.
Have the students approximate how much time Circulate and offer help while students do the
they spend per week doing each activity group activity.
mentioned. For example: I spend about three
• As a follow-up, have the students evaluate
hours a week hanging out with my friends.
whether they spend their leisure time wisely.
• Instruct the students to look at the instructions What constitutes a wise use of free time? Do the
for completing the chart. Students should read all students wish they had more time to spend
the activities listed within the chart. Clarify any doing certain things?
questions about the task at hand. It may be
• Have the class make a poster about some of
helpful to note that there are 168 hours in a week.
their favorite ways to spend their free time.
• As the interviewer asks the questions, the They may illustrate the poster with drawings or
recorder writes the answers on the chart. When a photo montage of themselves engaged in their
the survey is complete, all group members favorite activities.
verify and then copy the recorder’s data.

• See Units 1 and 2 for your introduction. Briefly destination for their trip. Have the pairs take
review the earlier strategies for the benefit of notes on several tours or excursions that appeal
the students. to them. They should work together to make a
specific travel plan, complete with schedules of
• Since students may not have worked with
transportation and hotel accommodations.
Learning Partners for several units, make sure
the pairs are still able to collaborate outside of • Have the pairs report orally on their trip plans
class hours. in front of the class. Briefly model the way the
partners should present their information.
• Help your students to locate a travel agency
Encourage students to ask questions of the
near their homes or school. (As an alternative,
presenters.
students may visit a travel and tourism website
for information.) Have the learning partners • Remind the students to pick a learning strategy
request travel and tour brochures written in they performed in one of the previous units,
English. They should search for an interesting and practice it again.

UNIT 8 T94
CHECKPOINT
T95 UNIT 8
UNIT 8 T96
Appendix

How do you get from Nairobi to New York?
• Before doing the activity, obtain a large pack of • The objective is to find a means of transporta-
index cards. On each of one-third of the pack tion that can connect the places on the two
(the transportation cards), write a different means cards they hold. If, for example, their cards are
of travel, using this list and any other means Nairobi and New York, they ask: How do you get
you want to include: from Nairobi to New York?
Transportation cards • The transportation-card holder, who holds (for
motorcycle, car, ship, bicycle, subway, plane example) a bicycle card, whispers: I take a bicycle
from Nairobi to New York. Since this is an impos-
• On each remaining card (the place cards), write a sible answer, the pair continues to circulate and
city, using this list plus any other local destina- question until they find a correct match (ship or
tions your students will recognize: airplane). They write the answer on their cards
and draw two more cards.
Place cards
• Since all the pairs are questioning the respon-
San Francisco, Mexico City, Hong Kong, etc. dents simultaneously, respondents need to reply
softly so only the questioning pair can hear.
• Divide the class. To each of one-third of the
students, give a transportation card. These • Play continues until all place cards have been
students will function only as respondents. The used. The pair with the largest number of accu-
remaining students will work in pairs. rate sentences wins.
• Each pair draws two cards from the stack of
place cards and then circulates, asking ques-
tions of the transportation-card holders.

What’s my sign?
• Have students work in pairs. One student looks • The student with the open book describes the
at the signs in the book; the other closes his/her sign. The other student draws the sign based on
book. the description, and then tries to name the sign
from memory.
8a UNIT 8
Exercise 1
1. England 4. 1903 7. (Answers will vary.)
2. 1961 5. London, England 8. (Answers will vary.)
3. Japan 6. (Answers will vary.)
Exercise 2
Answers will vary.
Exercise 3
Wording will vary.
1. One way street, cars can go 4. Stop light ahead 8. Men and women’s rest
in only one direction rooms
5. Parking to right
2. Cars must stop
6. Railroad crossing
3. Yield right of way to cars,
7. Cars must go left to exit
be prepared to stop
Exercise 4
1. does 3. does 5. 7:25 7. arrive
2. 6:35 4. leave 6. does 8. P.M.
Exercise 5
1. 6 3. $85.00 5. 35, by plane
2. plane 4. Lisbon 6. $60.00
UNIT 8 8b
Exercise 1
1. g 1. Marco likes action movies, 5. Ann and Jerry shop on
and Carlos likes action Friday, and I shop on Friday,
2. f
movies, too. too.
3. e
2. Lucy doesn’t like cats, but 6. Mr. Miller doesn’t jog, and
4. c Nelson likes cats. Mr. Brown and Mr. Tan
5. a don’t jog either.
3. Tony doesn’t eat Mexican
6. b food, and Ivan doesn’t eat 7. Henry gets up early, and
Mexican food either. Tina and John get up early,
7. d too.
4. Gina takes the bus to work,
but Oscar drives to work.
Exercise 2
Answers will vary.
Exercise 3
1. When Aliens Attack 4. Harold Comes to Town 7. 9:45
2. 7:00 5. three 8. Waiting for Emilio
3. Crown Royale or 6. an action-packed adventure
62 Westport Ave., Rye, NY
8c UNIT 8
Exercise 1
Answers will vary. Sample answer:
Martin gets to work at 8:30. he goes to the gym at 6:00. Next,
Then, he has a cup of coffee. he eats dinner at home, and then
After he drinks it, he works on he takes the dog out for a walk.
the computer all day. After that,
Exercise 2
1. Olga wakes up at 7:15, and 2. Gabriel jogs in the afternoon,
then she gets dressed. After and then he eats dinner.
that, she leaves for work. After that, he goes to sleep.
Exercise 3
Answers will vary. Sample answer:
First, Makiko walks down Pearl post office and Mimi’s Café and left at South Avenue. The
Street. Then, she turns left on Restaurant. Then, she turns right hospital is on the right.
Main Street. Next, she passes the at Elm Street. Finally, she turns
UNIT 8 8d
UNIT 9
Overview
TOPICS GRAMMAR
• Job titles • Can: affirmative and negative state-
ments; yes/no questions and short
• Job applications
answers
• Job performance
• Adverbs of frequency
• Office skills
• Adverbs of manner: regular and
irregular adverbs
• Using adverbs and adjectives
COMMUNICATION GOALS

• Asking for and giving personal • Completing job application forms
information at an interview
• Reading job application forms
• Responding to interview questions
• Reading a performance review
• Asking and talking about abilities
• Writing and posting a resume
• Asking for confirmation online
• Asking for and giving recommen- • Reading a Help Wanted ad
dations
• Writing a Help Wanted ad
• Talking about occupations
• Listing job qualifications in a
• Asking and talking about how journal entry
frequently something happens
9i UNIT 9
SKILL STANDARDS

COMPETENCIES / SCANS * 4 Employment
4.1.2 Follow procedures for applying for a job,
Fundamentals including interpreting and completing job
Basic Skills applications, resumes, and letters of
Reading, Writing, Listening, Speaking application
4.1. 3 Identify and use sources of information
Thinking Skills about job opportunities, such as job
Knowing how to learn descriptions and job ads
Decision making 4.1. 5 Identify procedures involved in inter-
Personal Qualities viewing for a job, such as selecting appro-
priate questions and responses
Sociability—Demonstrates understanding, friendli-
4.1. 7 Identify appropriate behavior and atti-
ness, adaptability, and politeness in group settings
tudes for getting a job
Competencies 4.1. 8 Identify common occupations and the
skills and education required for them
Information 4.4. 1 Identify appropriate behavior, attire, atti-
Acquires and evaluates information tudes, social interaction, and other factors
Organizes and maintains information that affect job retention and advancement
Interprets and communicates information 4.4. 3 Interpret job-related signs, charts, diagrams,
Uses computers to process information forms, and procedures, and record informa-
Interpersonal tion on forms, charts, checklists
4.4. 4 Interpret job responsibilities and perfor-
mance reviews
Technology
Systems
Monitors and corrects performance
UNIT 9 9ii
Lesson 1
WARM UP
• Several days before teaching this lesson, ask an item or photograph at random, show it to the
students to bring to class a product of their class, and then guess whose it is. Guesses should
labor or a photo of something they have made, be phrased as questions: Can Jennifer fix cars?
even schoolwork or handwork. You should also
• Have the student mentioned confirm or negate
bring a product of your own labor to show.
the guess: Yes, I can/No, I can’t.
• Have the students place all of their work samples
• Continue playing until all the objects have been
and photos on a desk in the front of the class.
chosen and their creators’ names revealed.
Scramble the items, then have volunteers choose
PRESENTATION
Here’s Gina’s job application.
• Set the stage. Explain to students the purpose • Check the listening task. Call on individual
of a job application, and if possible make a students to fill in the chart on the board as you
transparency of a real one to show on the OHP. ask the questions:
Ask the students to predict the topic of the unit
What’s the applicant’s name?
(finding a job).
What’s her degree?
• Personalize the situation. Ask students if they
ever completed a job application form? Did What’s the title of the job she wants?
they apply for a part-time or a full-time job?
Introduce the categories of information • Play or read aloud the tapescript again,
requested by a job application form. pausing after each line. Have the students
listen and repeat each line after you.
On the board, write this list. Have the students
fill in the bottom three lines, then choose a job • Engage students in pair work. Have pairs of
they think they would enjoy and write it on the students practice reading the job application
first line. aloud, alternating lines. Have them write five
sentences in their books telling what Gina can
Job applied for: ________________________ do. Have the pairs compare their answers with
Jobs I have held: ______________________ another pair.
My degrees: __________________________ • Circulate and monitor progress. Help the

students with pronunciation and intonation as
Skills: ________________________________
they practice reading aloud. Answer any ques-
• Focus on selected items. Explain specific vocab- tions about Gina’s abilities as the students write
ulary or phrases from Gina’s job application. their sentences.
• Set the listening task. Write this chart on the Answers

board, leaving the right column blank, and tell
Gina can use a computer.
the students to copy it. Instruct them to write in
the correct information. Play the cassette or She can speak English well.
read the tapescript aloud. She can speak another language.
Applicant’s name - Gina Poggi She can type.
Degree - high school diploma
She can work well with others.
Job title - secretary
She can work on weekends.
T97 UNIT 9
EXERCISES
1 Can you drive? 왘 Listening 왘 Speaking
• Ask your students questions about their abili-

ties: Keiko, can you swim? Nassir, can you speak
Answers
Japanese? Have the students answer: Yes, I can or 1. A: Can she play basketball?
No, I can’t. Write the spelling of can and can’t on B: Yes, she can.
the board. Read the model exchanges aloud
2. A: Can she type?
with a volunteer.
B: Yes, she can. or No, she can’t.
• Have the students choose partners. Direct them
3. A: Can he ride a bicycle?
to look at the pictures and then read the verbs
B: Yes, he can.
in the box.
4. A: Can he open the door?
• Have the pairs take turns asking and answering
B: No, he can’t.
yes/no questions about each of the illustrations
in their student books. Make sure both partners 5. A: Can she drive a truck?
have an opportunity to formulate questions and B: Yes, she can.
answers. A: Can he sleep?
• Have each pair compare questions and answers B: No, he can’t.
orally with another pair. Then have pairs volun- A: Can she read Japanese?
teer to read the answers. One student reads the B: Yes, she can. or No, she can’t.
A part, and the other student reads the B part.
A: Can he swim?
B: Yes, he can.
2 He can cook! 왘 Listening 왘 Speaking 왘 Reading
• Divide the class into groups of three. First, ask • Pantomime a simple action, and ask students to
the students to check the activities that they identify what action/ability you have demon-
themselves can do in the chart’s first column. strated. Then have them guess what animal you
Then, each student in a group asks the other are. Have them reply in complete sentences: You
two members questions (for example, Can you can swim. You are a fish.
swim?) and checks the activities they can do.
• Take a stack of index cards (enough for all
• Circulate and make sure students are actually students to pantomime once) and write one
asking and answering the questions accurately. ability plus the name of an animal possessing
that ability on each card (can fly/bird).
• Have several students report back to class about
the abilities of their group. For example, Dennis, • Then ask one student to come to the front, take
Kwame, and I can play tennis. We can’t dance. a piece of paper, look at it, and pantomime for
Kwame can rollerblade, but Dennis and I can’t. the class what it shows.
Expansion • Other students will try to guess what ability

and animal are being pantomimed.
• Demonstrate to students what pantomime is by
acting out a difficult word. Explain to students • Continue the activity until everyone has had a
that the objective of this game is to guess what chance to pantomime once.
animal a classmate is portraying as he or she
acts out a particular animal’s ability.
UNIT 9 T98
Rising Intonation by line. Make sure they are following the

proper intonation patterns. Practice again until
• Point out to the students that intonations within
the whole class has mastered the rising intona-
yes/no questions rise. One can generally distin-
tion patterns.
guish a question from a statement by listening
to the speaker’s intonation pattern. A rising • Have volunteers make up their own yes/no
intonation indicates uncertainty, hence it is a questions to share with the class. The other
question. A falling intonation indicates a declar- students repeat these chorally.
ative statement. Call students’ attention to the
• As a follow-up, have students work in pairs.
intonation diagrams in their Student Book.
Pairs should alternate asking and answering the
• Play the cassette or read the questions aloud. five questions in the Student Book, using short-
Point out rising intonation patterns. During the answer form.
second reading, have the students repeat, line
4 Fill out this form, please. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Have the students look at the job application on Employment Application form, the pairs pose
page 97. Check to see that they comprehend the questions with can (Can you work in the
information and abilities required by that appli- evenings?). Then, they check off their partner’s
cation. abilities. Both students in the pair should have
a turn as interviewer and respondent.
• Tell each student to pick one of the jobs listed.
• Students show the completed application form
• Have each student choose a partner. To fill out
to their partners to verify their answers.
the section on abilities on the bottom of the
T99 UNIT 9
5 Wanted: An Excellent English Teacher 왘 Listening 왘 Reading 왘 Writing
• Explain to the students that their language

school is hiring a new teacher and that three
Answers
people have applied for the job. A
• Play the cassette or read aloud the three appli- 1. He has a Master’s degree.
cants’ paragraphs once.
2. He can speak German and English.
• Have the students work in groups of three. Ask
3. He enjoys teaching.
each group of students to read the paragraphs
and answer the questions about each applicant. B
• Groups select the one candidate they like best. 1. He’s from Egypt.
After all groups have made their choice, ask 2. He speaks three languages.
them to discuss their reasons and write two
sentences explaining the main reasons for their 3. He can stay after hours to help students.
choice. Their sentences can be as simple as She C
can tell jokes.
1. She can speak Chinese and English.
• Have each group tell the class their choice for
the teaching job and describe their reasons. 2. Her husband is from China.
3. She can sing and play the guitar.

UNIT 9 T100
Lesson 2
WARM UP
• Bring in Help Wanted ads from a variety of • List sources of employment information on the
sources, such as English-language newspapers’ board (newspaper ads, internships, friends’
classified sections, bulletin boards, and job list- recommendations, relatives, guidance coun-
ings from the school’s Career Placement (or selors, job postings, etc.). Have students add
Guidance) Office. Pass the ads around and give any other sources they have used to find
the students time to examine them. Ask the employment.
students if they have ever seen similar ads.
• If your school has any career guidance service,
Where else can they find Help Wanted ads? Ask
inform your students. Discuss any other acces-
students to name sources of employment infor-
sible local services for employment information,
mation. Have working students describe how
such as a library center or an alumni network
they found their jobs.
for graduates of the school.
PRESENTATION
I’m here for the interview.
• Set the stage. Read the lesson title aloud. Have 1. Can Gina use a computer?
the students look at the picture. Elicit descrip- 2. How fast can Gina type?
tions and write new vocabulary on the board.
Ask them to make predictions about the content 3. Can Gina speak Spanish?
of the lesson (job interviews). 4. Can Gina work on Saturdays?
• Personalize the situation. Write these sentences
• Check the listening task. Call on volunteers to
on the board:
write the correct answers on the board.
A job I interviewed for: _____________
A job I would like: _____________ Answers
1. Yes, she can.
• Ask several students to name their jobs. Since
students may not know the words for different 2. She types 70 words per minute.
jobs, help them with the vocabulary. 3. No, she can’t.
• Focus on selected items. Students should know 4. Yes, she can.
most of the words used in this interview. There
is, however, some cultural information about • Play or read the conversation aloud with
interviewing that you may want to point out. pauses. Have the students listen and repeat
For instance, in the United States, interviewers each line.
avoid certain personal questions, such as
• Engage students in pair work. Have pairs of
inquiries about religion, ethnic background,
students practice reading the conversation. Each
sexual preference, marital status, and political
student reads one role and then they switch.
views. On the other hand, interviewers usually
Pairs also discuss whether they have ever had a
ask about previous job experience.
job interview. Encourage students to share anec-
• Set the listening task. Write the following dotes and details with the class.
questions on the board. Tell the students to
• Circulate and monitor progress. Help the
write the correct answers in their notebooks
students with correct pronunciation and intona-
after listening to the conversation. Play the
tion as they practice reading the conversation.
cassette or read the conversation aloud.
T101 UNIT 9
EXERCISES
1 She can speak Italian. 왘 Reading
• Assign each student a partner. Then have the • Call on volunteers to provide answers.
students read the interview on page 101 again.
Explain that students will read two conflicting Answers
statements about Gina’s office skills, and they 1. a 3. a 5. a
will determine which is true according to her
statements to Mr. Brown. 2. b 4. a
• Partners complete the exercise and compare

their answers with another pair.
2 Word Bag: Occupations 왘 Reading 왘 Writing
• Read aloud the words in the box as students Expansion 1

read the list. Then have the students repeat • To continue this activity, write some more occu-
each word chorally. pations on the board and have students write
• Assign each student a partner. Tell them that two or three sentences describing the jobs.
they are going to hear eight people talking Students can do this in pairs or individually.
briefly about their jobs. Students will listen as
they read the sentences and look at the pictures, Expansion 2
and then choose an occupation from the list. • Divide students into two groups.
• Read the first sample. Then play the cassette or • Write different occupations on index cards.
read the script. As soon as each person has Include enough occupations so that you have
finished talking, students in each pair write the one for each member of the class.
name of his or her job. • Have one student from one of the groups come
• Have each pair compare their answers with to the front and pick a card from the stack.
another pair. Then, he or she will pantomime the occupation
for his or her own group. (You may want to set
• Call on individual students to provide the
a three-minute time limit.) If the students can’t
answers by reading the entire item aloud. Verify
guess the occupation, the other group has a
their answers with the class.
chance to confer and offer a single guess. Each
correct guess earns one point for the team.
Answers
• Alternate which group chooses an index card
1. hairdresser 5. mail carrier
from the stack. The game continues until all
2. doctor 6. police officer students in both groups have had a chance to
3. lawyer 7. dentist pantomime a job. The group with the most
points is the winner.
4. architect 8. pilot
UNIT 9 T102
3 Are Gina and Oscar a good match? 왘 Speaking 왘 Reading
Teaching Tip • Next, explain the idiomatic meaning of a good

Your students may come from cultures where match to students. Two people are said to be a
dating does not exist. If necessary, explain that in good match if they enjoy doing the same activi-
many Western countries, it is customary for unmar- ties and share common interests.
ried men and women (like Gina and Oscar) to meet • Set up pairs. Have the pairs read the para-
for dinner, go to the movies, and go to other social graphs aloud again. Then they answer the ques-
activities as a couple. Dating can be casual, or it can tions in the chart orally. Then pairs read the
be a prelude to a more serious relationship. questions again and write “G” for Gina and
• Before reading the paragraphs, review the “O” for Oscar next to the activities and under
adverbs of frequency with the students. the appropriate column.
• Next draw a vertical line on the board and • Next, the pairs decide if Oscar and Gina are a
write 100% on top and 0% on the bottom. Ask good match. Have the pairs count the boxes with
the students questions about the frequency of both “G” and “O.” If the boxes with both letters
their activities. They should answer using outnumber the boxes with either only “G” or
adverbs of frequency. As students answer, ask “O,” then Gina and Oscar are a good match. If
them to come to the board and write the adverb there are more boxes in which they put only “G”
in its proper place on the scale. Summarize. For or “O,” Gina and Oscar aren’t a good match.
example: Always means “all of the time” (100%); • Have the class discuss the question Are Gina
usually means “most of the time” (80%); often and Oscar a good match? Tell them to support
means “much of the time” (60%); never means their answer by giving some examples of the
“none of the time” (0%), etc. couple’s similarities and/or differences.
• Have the students read the paragraphs, paying Students may not feel that two people have to
special attention to the placement of the adverbs have a lot of interests and hobbies in order to
of frequency in statements. Teach placement date. Some may feel that opposites attract. This
rules: In statements, adverbs of frequency come can be a good topic for further debate.
before the main verb. Sometimes for special
emphasis, adverbs begin the sentence.
4 Find out more about a classmate. 왘 Listening 왘 Speaking 왘 Reading 왘 Writing
• Before starting this activity, make sure students • Have the pairs question each other and record
know how to form questions with the phrase How the answers, then compare answers and see
often . . . ? Write some of the questions from the how much they have in common.
previous activity on the board. For example, How
• Finally, have each pair report back to the class.
often does Gina swim? Then write some original
questions on the board and ask individual Expansion
students how often they do different activities.
• Ask the students to write a paragraph about
• Set up pairs. Tell the students to interview their their partner’s activities, based on the informa-
partner and find out how often he/she does the tion they found out.
activities listed in the book. Rephrase the example
as a question: How often does Pam go to the mall?

T103 UNIT 9
Lesson 3
WARM UP
• Redistribute the classified ads from the previous work well with other people? Do you like to work
Warm Up activity. Assign each student a partner. independently? etc.
Give each pair an ad to read. Have the students
• Have each pair role-play an interview situation.
read the ads and share which skills are requested.
One student plays the interviewer, the other takes
• Go over any unfamiliar abbreviations or vocab- the role of job applicant. Have the interviewer ask
ulary from the students’ ads. several questions about job qualifications, using
the ads as a reference point. Have the applicant
• Put a variety of model questions on the board,
answer the questions truthfully: Yes, I type quickly.
based on vocabulary culled from the classi-
No, I don’t work with computers skillfully.
fieds. Explain any unfamiliar adverbs: Can you
type quickly? Do you answer the phone politely? • Circulate and offer help as the students do the
Do you work with computers skillfully? Do you role play. Call on several pairs to act out their
conversation for the class.
PRESENTATION
Gina is a great worker!
• Set the stage. Read the lesson title aloud. Have in the correct information after listening to the
the students look at the picture and describe it. tape. Play the cassette or read the text aloud.
Write vocabulary words on the board. Ask them
Gina works - fast.
to predict the topic of the lesson (office skills).
She answers the phone - politely.
• Personalize the situation. On the board, write
these sentences. She knows computers - very well.
At work, my tasks are _________. She files - carefully.
At school, my responsibilities are _________. She dresses - appropriately.

She never speaks with -
• Explain your tasks as a teacher. Try to use her co-workers - rudely.
adverbs of manner while discussing your job.
Write your responsibilities on the board. Then, She does her job - very well.
ask any working students to describe their jobs.
• Check the listening task. Call on individual
Next, have volunteers describe some of their
students to fill in the answers on the board.
responsibilities as students. Have the students
complete the sentences in their notebooks. • Play or read the paragraph again with pauses.
Have the students listen and then repeat each
• Focus on selected items. Focus on specific
line after you. Be sure they use natural speed
vocabulary or phrases that might interfere with
and intonation.
students’ understanding of the overall meaning
of the text. You may want to explain the adverbs • Engage students in group work. Have the
politely, rudely, appropriately, and carefully. Also students work in small groups. They list Gina’s
introduce the word co-worker to students. secretarial skills in their notebooks and discuss
the importance of each one. As a follow-up,
• Set the listening task. Write the following grid
have the whole class vote on which skill is
on the board and have the students copy it.
most important.
Leave the right column blank. Tell them to fill
UNIT 9 T104
EXERCISES
1 She’s a polite person. 왘 Listening 왘 Speaking 왘 Reading
• Write the adjectives and adverbs on the board She dances well.
under appropriate headings. Explain to • Have the students copy the notes in their note-
students that adjectives are used to modify books. Ask several volunteers to come to the
nouns. Write some sentences on the board and board and write additional sentences
first underline the nouns, then circle the adjec- containing either an adverb or an adjective.
tives. Draw an arrow connecting each adjective
to the noun it describes. Label the sentences • Next, separate the regular adverbs (those that
Adjectives modify nouns. are formed by adding -ly to the end of the
adjectives) from the irregular ones (those that
He has black hair. do not take -ly). Explain to students that
Gina’s voice is polite. adverbs of manner are usually formed by
She is a good dancer. adding -ly, but that there are some exceptions.
• Pronounce all the adjectives and adverbs and
• Explain to students that adverbs are used to have the students repeat them. Read the sample
modify verbs. Write some sentences on the exchange aloud with a volunteer.
board and underline the verbs, then circle the
adverbs. Draw an arrow connecting each • Have the students choose a partner and, in pairs,
adverb to the verb it modifies. Label the look at the pictures and the phrases. Tell students
sentences Adverbs modify verbs. to alternate asking and answering questions
(using one of the verbs in the box and the appro-
He works quickly. priate adverb). Circulate to monitor progress.
Gina speaks politely.
2 Information Gap Activity, pp. 135 and 136. 왘 Listening 왘 Speaking
• Put students into pairs. In each pair, Student A • Tell the students to find out and record the
looks at page 135, and Student B looks at page missing ratings for all the candidates by asking
136. Remind students not to look at each their partner questions. When the students have
other’s pages. Go over unfamiliar vocabulary: found out all of the missing information, tell
candidates, ratings, mark, partial, scale, excellent, them to decide on a mark to give each candi-
average, poor. date. Direct their attention to the rating scale:
10 = excellent, etc. Have the students record the
• Read the instructions with the students. Explain
final mark in the last column.
that the six people listed vertically on their
charts are candidates for the same job. At the • Call on individual pairs to tell the class who
top of the columns are the names of the three should get the job (Paul).
interviewers who rated the applicants’ abilities.
T105 UNIT 9
4 Wrap Up 왘 Reading 왘 Writing
• Use the Help Wanted ads from the Warm Up as • As a follow-up, have each group write an ad for
models. If you have access to an OHP, make a one of the four jobs listed. Students may consult
transparency of one ad and show it to the a bilingual dictionary for help. You may want
students. Ask the students questions about the to assign one job to each group.
ad. For example: What kind of job is advertised?
Which skills are required? What are some other
needed.
requirements?
• Call on individual groups to share their ad with
• Divide students into small groups. Have the
the class. Ask questions like those above and
students in each group read the Drivers Needed
have the group members answer.
ad. Then, ask them to complete the sentences
with appropriate adverbs. You may want to Answers
write some sample adverbs on the board.
1. carefully/well 3. Yes
• Have volunteers read the completed sentences
and verify their answers with the class. 2. well/fluently

• Review the introduction you offered in tions required. For example, This job requires
previous units. Briefly explain the three new experience in an office and typing ability. English is
strategies to students. Tell students to read necessary. The job is located at [address].
authentic materials on their own to improve
• Students may wish to follow up by calling
their comprehension skills. Have them look for
potential employers and inquiring about the
newspapers and magazines in English.
jobs they have found in the ads. Those who are
• Help your students use the newspaper to find able to reach potential employers may wish to
classified ads for employment. Have EFL share the results with the class. Any students
students find five jobs that require English who are looking for work (either part-time or
proficiency and list this skill—and other skills full-time) may wish to set up real interviews
required—in their journals. Have ESL students and report back.
select five jobs they feel qualified for, and list
• Encourage the students to review previous
the skills and requirements for each one in
techniques and choose one they want to prac-
their journals.
tice again.
• Suggest that partners tell each other about the
jobs they find. Discuss the skills and qualifica-

UNIT 9 T106
CHECKPOINT
T107 UNIT 9
UNIT 9 T108
Appendix

“You’re Fired!” Role-Playing Contest
• Before beginning, write the names of ten or may be silly and funny. Have students form
more different occupations on small slips of groups of three to five members. A member of
paper. Pick some common and uncommon jobs each group chooses an occupation slip. Explain
(doctor, lawyer, pilot, secretary, snake-charmer, to students that the groups will each create a
dentist, etc.). Go over any new vocabulary with role play about the occupations they chose, and
the class. Fold the papers and place them in a perform before the class. This can be done as a
container. Shake it well. contest: Allow the students to cast a secret
ballot at the end of the performances to choose
• Explain the idiomatic expression you’re fired! to
the Most Interesting or Funniest role-play.
the students. To be fired is the lose one’s job,
Groups may vote in both categories for any skit
usually because one has performed poorly. It’s
except their own. Groups perform their role
a boss’s right to tell a lazy, rude, or inept
plays for the class. As a follow up, the students
employee You’re fired!
vote for Most Original and/or Most Interesting
• Explain the premise of the role play to the presentation.
students. One of the members in the group
• Students in each group determine their own
pretends to have the occupation on the slip of
roles. Tell them to keep the subject a secret from
paper. He or she is having some kind of work
their classmates until performance time. Give
place problem or misunderstanding which may
the groups ample time to practice before
cause him or her to be fired. The other group
performing for the class. Circulate and
members play the roles of co-workers, bosses,
encourage creativity and team work. Help the
clients, police, or supervisors.
groups brainstorm ideas if they get stuck.
• Each group improvises a skit about a problem,
disaster or mistake in the workplace. The skits
9a UNIT 9
Exercise 1
1. a bird 2. a snake 3. a lion
Exercise 2
1. can’t 3. can’t 5. can
2. can 4. can’t 6. can’t
Exercise 3
1. A: Can she cook? 3. A: Can she play the piano? 5. A: Can she paint?
B: No, she can’t. B: Yes, she can. B: Yes, she can.
2. A: Can he ski? 4. A: Can he/she walk? 6. A: Can he use a computer?
B: Yes, he can. B: No, he/she can’t. B: Yes, he can.
UNIT 9 9b
WORKBOOK ANSWER KEY, Lesson 2, pp. 65–66
Exercise 1
1. always 2. never 3. usually 4. sometimes 5. seldom
Exercise 2
Part I Part II
1. Stanley never comes to 3. He always works late. Answers will vary.
work late.
4. He usually works alone.
2. He seldom makes personal
5. He works at his desk once a
calls.
week.
Exercise 3
Part I Part II
1. False 1. Sophie always goes to meet- 2. Sophie sometimes gives
ings on Tuesday afternoon. haircuts in the morning.
2. True
or Sophie never goes to
3. Sophie usually colors hair
3. False meetings on Wednesday
on Thursdays.
4. True afternoon.
5. False
9c UNIT 9
Exercise 1
Answers will vary.
Exercise 2
1. slow 3. well 5. correct 7. badly 9. careful
2. clearly 4. quiet 6. quickly 8. good 10. quietly
Exercise 3
1. very good 4. Yes 8. quiet
2. Gina Poggi and Arthur 5. Yes 9. fast
Fields
6. politely 10. good
3. Gina is a secretary.
7. fast 11. well
Exercise 4
Answers will vary.
UNIT 9 9d
UNIT 10
Overview
TOPICS GRAMMAR
• Vending machines and money • Affirmative and negative imperative
• Change • Simple past tense: regular/irregular
verbs
• Restaurants
• Yes/No questions
• Vacation plans
• Use of going to to indicate future
• Weekend plans
intent
• Leisure activities
COMMUNICATION GOALS

• Talking about past activities • Reading a restaurant menu
• Ordering in a restaurant • Reading a time line
• Making a suggestion • Writing a personal time line
• Asking for and giving change • Reading instructions of how to use
something
• Making future plans
• Writing about weekend plans
• Inviting friends to participate in a
gathering or activity
• Accepting or declining invitations
10i UNIT 10
SKILL STANDARDS
WORKPLACE COMPETENCIES AND GENERAL COMPETENCIES / CASAS*

FUNDAMENTALS / SCANS* 0 Basic Communication
0.2. 1 Respond appropriately to common
Fundamentals personal information questions
Basic Skills 0.2. 3 Interpret or write a personal note, invita-
Reading, writing, listening, speaking, arithmetic tion, or letter
0.2. 4 Converse about daily and leisure activities
Thinking Skills and personal interests
Knowing how to learn 1 Consumer Economics
Personal Qualities 1.3. 6 Use coin-operated machines
1.3. 8 Identify common food items
2.6. 4 Interpret and order from restaurant and
settings
fast food menus, and compute related
Competencies costs
Information
Interpersonal
Negotiates—Works toward agreements involving
exchange of resources, resolves divergent interests
Works with diversity—works well with men and
women from diverse backgrounds
UNIT 10 10ii
Lesson 1
WARM UP
• Introduce some leisure-time activities. Put the On Saturday, I cleaned my apartment.
following list on the board. Last weekend, I listened to some music.
Weekend activities Last weekend, I visited my parents.
listen to music On Sunday, I stayed in bed and watched an
relax old movie.
watch TV • Explain to the students that the underlined
words are in the simple past tense. Pronounce
• Ask the students: What do you usually do on the
the underlined verbs in the past tense, slightly
weekend? As students answer, write the activities
exaggerating the final sounds. Then have the
on the board.
students repeat after you.
• Present the past tense in the context of talking
• Explain that in English, we form the simple past
about what you did last weekend. Note: try to
by adding -ed. This -ed ending is pronounced in
use only regular past tense verbs at this point.
three different ways: as /t/ after all voiceless
Irregular verbs will be introduced later in the
sounds, as in watched; as /d/ after all voiced
unit. Use some of the vocabulary already on the
sounds, as in listened; and as /d/ after the
board. Write the sentences on the board and
sounds /t/ and /d/, as in visited. (There will be
have the students copy them in their notebooks.
more on pronunciation later.)
For example:
PRESENTATION
How was your weekend?
• Set the stage. Read the lesson title aloud. Have
the students look at the picture. Ask the students
Answers
to predict the topic of the lesson (weekend plans). 1. True 4. Don’t know
• Personalize the situation. Write the following 2. False 5. Don’t know
sentence on the board and ask the students to
3. True
complete it with their own information.
Last weekend I (list some activities). • Play or read the text aloud with pauses. Have
the students listen and then repeat each line
Ask the students to share their information with after you. Make sure they use natural speed
the class. Help them to use the appropriate past and intonation.
tense verbs. For example, if a student answers
• Engage the students in pair work. Have the
go to the movies, respond with the complete past
students practice reading the conversation
tense sentence: You went to the movies. Have the
aloud in pairs. Then have the pairs discuss
students repeat the sentences chorally.
these questions:
• Set the listening task. Tell the students that
Did you have a fun weekend?
they will listen to a conversation between Lynn
and Tony and decide if the statements are true How did you spend your weekend?
or false. Play the cassette or read the conversa-
tion aloud. • Circulate and monitor progress. As students
practice reading the conversation, help them
• Check the listening task. Call on individuals to with pronunciation and intonation.
give you the answers, and have the class verify.
T109 UNIT 10
EXERCISES
• This activity practices the three different ways consonant /d/ or /t/ along with the final
of pronouncing the regular past tense. Tell the syllable: wan-td, nee-dd.
students that -ed is pronounced /t/ after voice-
• Explain the task: Students will listen to past tense
less sounds such as /p/, /k/, /s/, /f/, /sh/, and
verbs and indicate what end sound they hear.
/ch/(except /t/). Have the students put their
hands on their throats and repeat these sounds • Play the cassette or say the words aloud, enunci-
after you. There will be no vibration. ating clearly. Have the students listen and read.
• Explain that -ed is pronounced /d/ after voiced • Play the cassette again as students do the activity.
sounds such as /b/, /g/, /z/, /v/, etc. (except
/d/). Have the students put their hands on their Answers
throats, repeat the sounds, and feel the vibration. 1. /d/ 4. /d/ 7. /t/
• Explain that -ed is pronounced /d/ after /t/ 2. /t/ 5. /d/ 8. /d/
and /d/. Make sure that an extra syllable is
heard. Tell them to be careful to pronounce the 3. /d/ 6. /t/ 9. /d/
2 I had a fun weekend. 왘 Listening 왘 Reading 왘 Writing
• Play the cassette or read the conversation aloud Regular Irregular

with a volunteer. Play the cassette again, pausing worked went
after each line so students can repeat the lines.
visited had
• To review the past tense of regular verbs, write
the following sentences on the board: stayed did
I work every day. I worked on Saturday. watched was/were
Remind the students that the form is the same • Model the exchange with an advanced student.
for all persons: I, you, she/he, we, they worked. • Have the students work in pairs and complete
• Write these words from the exchange on the the conversations by filling in the missing words.
board: • Circulate to monitor progress and offer help as
stayed, was, watched, did, visited, have needed. Call on individual pairs to present the
conversations for the class.
Ask the students which verbs have a common • As a follow-up, have the pairs follow the models
ending (visited, stayed, watched). in their book to talk about their past weekends.
• Go over the verbs in the grammar box on page
110. Tell the students that the verbs under the Answers
Present column do not form the past tense 1. was/danced/was/was
with -ed because they are irregular verbs.
2. talked/listened/shouted
Students have to memorize the past tense
forms of irregular verbs. 3. was/was/visited/cooked/watched
Write the following two headings on the board 4. Did/was/went/went/talked
and have the students list the verbs from the
board under the correct column:
UNIT 10 T110
3 What did you do last weekend? 왘 Speaking 왘 Reading
• Read through the activities with the students. that the question form is the same for both
Make sure they understand all of the vocabulary. regular and irregular verbs. Give examples and
write them on the board:
• Have the students check all the activities they
did last weekend. If they did something that’s Did you visit your aunt? Did you eat the
not mentioned in the list, tell them to check chocolate cake? etc.
other and write the name of the activity. • Set up pairs. Tell them not to consult the lists in
• To prepare the students for the pair activity, their books. Have the students question each
write these questions and answers on the board: other about how they spent the last weekend,
using Did you . . . ? Partners discuss their past
Did you clean Did you go to the
weekend activities. Circulate to monitor
the house? movies?
progress and offer help as needed.
Yes, I cleaned it. Yes, I went to the movies.
• When all the pairs have finished, have indi-
Explain that we use did and the simple form of vidual students report how their partners spent
the verb to form past tense questions. Point out their weekends.
4 Headline News 왘 Listening
• List the headlines (Thunderstorms Close Airport, line. One of the headlines will not be mentioned
Over 1,000 Attend Singer’s Wedding, Floods Close in the conversations.
Freeways, Baseball Game a Sellout) on the board
• Play the cassette or read the tapescript aloud.
or use an OHP. Ask the students what they
Play the cassette again with pauses, and tell the
think they are. Try to elicit the word headline.
students to write the name of the person under
Write the word on the board. Ask them where
the correct headline.
they can find headlines (in a newspaper).
• Call on individual students to give the answers.
• Ask for guesses about each headline’s meaning.
Then play the cassette again for students to
Have the students paraphrase: Thunderstorms
verify their answers.
Close Airport means there were heavy rains. No
planes could land or take off. Answers
• Explain the task: Students will listen to conver- Nelson ➔ Thunderstorms Close Airport
sations in which Oscar, Ivan, and Nelson talk
about their weekends. Then students will match Oscar ➔ Floods Close Freeways
each person with the correct newspaper head- Ivan ➔ Baseball Game a Sellout
T111 UNIT 10
5 Personal Time Line 왘 Speaking 왘 Reading 왘 Writing
• With your students, discuss the idea of life’s help with vocabulary as needed. Remind the
most important moments. Give a personal students to use verbs and verb phrases in the
example: I will always remember the time when I past tense. Write some relevant verbs on the
graduated from college in May of 1989. It was a board and explain any difficult vocabulary:
sunny weekend, and I felt very excited and proud. born, graduated, married, had children, left my
country, emigrated, etc.
• Elicit from students a brief description of an
important event in their lives, and write this on • Students work in pairs to do the second part of
the board (for example, got married, came to live the exercise. They show their personal time line
in a new country, had children). to their partners, and discuss the important
events in their lives. Instruct each student to
• Explain the purpose of a time line: to map a
write four of the most important events in
sequence of events along a straight line. The
his/her partner’s life on the chart at the bottom
start of the line represents the earliest point, and
of the page.
the end of the line is the most recent point. Have
students read Bill Gates’s time line on page 112 • Students in pairs take turns talking about the
of their Student Book. Go over any unfamiliar most important year of their lives, explaining
vocabulary. Allow time to answer questions or its significance to them.
clarify anything the students do not understand.
• Call on several students to tell what the most
• On the board, draw and label a time line for important year in their partner’s life was and
yourself. Include at least five important events. why.
• Instruct the students to write their own time Additional Activity See Unit 10 Appendix.
lines. Circulate to monitor progress and offer

UNIT 10 T112
Lesson 2
WARM UP
• Describe one of your favorite local restaurants restaurants as the other students name them (and
or luncheon spots to the students: My favorite dictate difficult spelling, as needed). Under each
restaurant is Sushi Desse. They have the best sushi restaurant’s name, have the volunteer write
in town. The fish is fresh and delicious, and the down several food items they serve. For example:
prices are reasonable, too. I usually get noodle soup
Sushi Desse
and lots of sushi rolls.
sushi rolls and noodle soup
• Make sure the students understand the meanings Seoul Cuisine
of the words restaurant and menu. Go around the kimchee chigae and bibimbap
room, asking students to name some of their
favorite local restaurants. Then ask: What is on the • Summarize briefly: Our favorite restaurants serve
menu? Have them name some of the items they all kinds of international foods: roti, burgers, sushi,
like best and describe any unfamiliar dishes. chicken marsala, and kimchee chigae.
• Have a volunteer go to the board and write
down the names of your students’ favorite
PRESENTATION
How do you use this machine?
• Set the stage. Read the lesson title aloud and in their notebooks. Tell the students to listen to
have the students look at the picture. Write the the conversation and then complete the sentence
phrase vending machine on the board and ask by circling the appropriate answer. Play the
the students if they know what it is. Have a cassette or read the conversation aloud.
volunteer point to the vending machine in the
Don’t use _________ in the vending machine.
picture. Have the students predict why Oscar
and Tony want to use the vending machine a. nickels b. pennies c. quarters d. dimes
(they want something to eat).
• Check the listening task: Call on a volunteer to
• Personalize the situation. Ask the students if give the answer (b).
they have ever used a vending machine. Ask:
What did you buy? List their answers on the board: • Play or read the conversation aloud again with
pauses after each line. Students listen and
soda, stamps, candy, pretzels, etc. repeat each line after you. Make sure they use
vocabulary relating to money and coins. Show • Engage students in pair work. Have the students
students a quarter, a dime, a nickel, and a in pairs practice reading the conversation aloud.
penny. Place a large variety of change on your Each student reads one role and then they switch.
desk. Have four volunteers in turn show the As a follow-up, have the students pantomime
class different coin combinations that equal fifty using a copier, a fax machine, or a computer.
cents (two quarters; a half dollar; five dimes; one • Circulate and monitor progress. As they prac-
quarter, two dimes, and a nickel, etc.). tice the conversation, help students with
• Set the listening task. Write the following state- pronunciation and intonation.
ment on the board and have the students copy it
T113 UNIT 10
EXERCISES
1 Make your selection. 왘 Speaking 왘 Reading 왘 Writing
• Set up pairs. Have the pairs look at the pictures • Read the instructions for the second part of the
and discuss and identify what they see. Next exercise. Play the cassette or read the script and
have the students look over the exercise items. have students listen and take notes. Then have
Have them consider how to complete each the students work in pairs to write instructions
imperative sentence. They may refer back to the on how to use the stamp machine. Call on pairs
presentation page conversation for a reference, to read their instructions aloud and compare
or they may act out the use of the machines in them with those of their classmates.
the pictures.
Expansion
• Have the students complete the exercise. Call on
several students to dictate the answers. Check • On separate slips of paper write the names of
these for accuracy and write them on the board. items sold in vending machines—for example,
sodas, coffee, stamps, candy, cookies, gum,
Answers sandwiches.
2. coins/bills, pennies • Give each student a slip of paper with an item

written on it. Call on one student at a time to
3. button mime using the vending machine and
4. cup/coffee/hot beverage consuming the product (such as chewing the
gum or affixing a stamp to an envelope). Have
1. your selection the class guess what the student has bought.
2. Insert
Don’t use
3. Press
4. Remove
2 Word Bag: Food and Drink 왘 Reading 왘 Writing
• Tell the students to look at the menu. Write the come to the board and write the words under
headings on the board: the correct headings.
Soup Salads Drinks Sandwiches Desserts
Answers
• Ask the students for an example of each cate- Soup: vegetable
gory. Write it under the appropriate heading.
Salads: tuna, caesar, chef’s
For example, Soup: vegetable.
Drinks: coffee, milk, soda, iced tea
• Put the students into pairs. Tell them to write
the words under their correct category on the Sandwiches: hot dog, hamburger, ham and
menu. Some words may be placed under more cheese, grilled cheese
than one heading. Desserts: ice cream, apple pie, chocolate cake
needed. Then call on individual students to
UNIT 10 T114
3 Let’s get something to eat. 왘 Listening 왘 Reading 왘 Writing
• Have the students read the ad. Ask introduc- as watching a movie or playing soccer. After the
tory questions, such as What time does the Star students have role-played the conversation,
Restaurant open? What do they serve? Have the have them write it down in their notebooks. Tell
students answer in complete sentences: It opens them to follow the format of the conversation in
at 11:30. They serve sandwiches. their books.
• Play the conversation or read the tapescript aloud. Oscar: Would you like to go to a movie?
Have the students listen and repeat chorally. Tony: Sure.
• Have the students work in pairs to practice the
conversation. As a follow-up, have them create a • Circulate to monitor progress and answer any
short conversation of their own in which one questions. Then call on pairs to present their
partner invites the other to do an activity, such conversation to the class.
4 Are you ready to order? 왘 Listening 왘 Speaking 왘 Reading
• Have students close their books. Write these • Point out these phrases: Would you like . . . ? and
questions on the board and instruct students to I’d like . . . Tell the students that Would you like is
listen carefully for the answers, then write them a polite way to ask Do you want . . . ?
in their notebooks.
• Read the conversation aloud line by line. Have
What kind of sandwich does the customer the students repeat.
want?
• Have the students practice the conversation in
What size soda does the customer order? pairs. As a follow up, pairs can role-play a
What does the customer want for dessert? restaurant scene, choosing food items from the
menu in their Student Books.
• Play the cassette or read the tapescript aloud • Circulate to offer help. Then call on different
twice. Have students listen and write down the pairs to perform their conversation for the class.
answers. Then have them look over the conver-
sation in their books to verify their answers.
• Put students into pairs. Have Student A look at • Refer the students to the Useful Language box
page 137, and Student B at page 138. Remind at the bottom of the page. Have the students ask
them not to look at each other’s pages. each other questions about food and drink prices
and write the missing information in their books.
• Explain that each student has two menus, one
with prices and one without. Each partner has • Have the students check their information by
to ask questions to find out the missing prices comparing their books after they have
with which to complete his/her menu. completed the activity.
• Circulate to monitor progress and offer help.

T115 UNIT 10
Lesson 3
WARM UP
• Tell the class where you are going to spend I’m going to (visit/see/explore) ____________.
your next vacation. Share what you plan to do
there: I am going to Cape Cod in Massachusetts for • Instruct the students to fold the paper and put
my next vacation. I love the sandy beaches and the it in a container on your desk. Shuffle the pieces
long, winding bicycle trails. of paper.
• On a piece of paper, have the students write • Call on a student to draw a piece of paper, read it
the name of their favorite place to spend a aloud, and have the class try to guess who wrote
vacation. Tell the students not to write their it. The student who guesses correctly comes to
names on the paper. the front of the room, draws the next paper, and
initiates the next round. Play continues until all
My favorite vacation spot is (city/state or the papers have been read aloud.
country).
PRESENTATION
School’s almost over!
• Set the stage. Read the lesson title aloud. Have • Check the listening task. Call on individual
the students look at the pictures. Explain that students to answer the questions on the board.
Gina, Tony, and their friends are planning activ-
ities for their school break. Have the class guess Answers
what each is going to do (Tony is going to go to 1. Tony is spending his school break in
the beach, and Gina is going to New York). Florida.
• Personalize the situation. Elicit from students 2. Gina’s employer is sending her to New
what kinds of activities they are going to do York.
during their school break (swim, visit friends,
drive to the beach, etc.). Write these on the board. • Play or read the conversation aloud with
During the school break, I’m going to ______. pauses. Have the students listen and repeat
each line after you. Make sure they use natural
speed and intonation.
vocabulary or phrases (seminar, employer,
excited, etc.) that might affect students’ overall • Engage students in pair work. Have the
understanding of the conversation. students practice reading the conversation aloud.
Each student reads one role and then switches
• Set the listening task. Write the following
parts. Encourage the students to use the “read
questions on the board:
and look up” technique. As a follow-up, have
1. Where is Tony spending his school break? the partners discuss what they are going to do
2. Who is sending Gina to New York? during their next vacation or school break.
• Circulate and monitor progress. Help the
Tell the students to listen for the answers and students with pronunciation and intonation as
write them in their notebooks. Play the cassette they practice reading the text.
or read the conversation aloud.
UNIT 10 T116
EXERCISES
1 Word Bag: Leisure Activities 왘 Reading 왘 Writing
• Explain to the students that they are going to • Have the students work in pairs to put the activ-
discuss leisure-time activities. Clarify that these ities into the correct categories. Have the pairs
are activities one does for fun during free time. add two more activities to each list. Then, go
Model the pronunciation of the words and cate- over answers with the class.
gories. Clarify the meanings of unfamiliar
terms, such as: Answers
live performances = events where a singer, a dancer, Sporting events: soccer match, football game,
a musician, or an actor performs before an audience basketball game
exhibitions = displays of objects such as sculp- Live performances: concert, a stage play,
tures, paintings, or antiques a musical
sporting events = sports performed before an Exhibitions: art show, car show, museum
audience Gatherings with friends: barbecue, beach
gatherings with friends = parties, outings, or party, camping, fishing, amusement park,
activities done in groups picnic
2 Invitations 왘 Listening 왘 Reading
• Explain to the students that the present contin- board and write either simple present or present
uous is a common form for describing future continuous next to each sentence.
events. The simple present (Does your sister work
• Play the cassette or read the invitations in
on Sundays?) describes a regular, unchanging
Column A. Call students’ attention to the fact
event, and the present continuous (Is your sister
that the invitations are for a future date.
working on Sunday?) asks about a specific, one-
time event or day. • Have the students work in pairs to match the
invitations in Column A with the responses in
• Going to + verb can also be used to refer to the
Column B. Call on pairs of students to give the
future (Are you going to work on Sunday?). This
correct answers.
adds the notion of intention.
• On the board, write examples of statements in the Answers
simple present and the present continuous. Help 1. c 3. d
the students determine which sentences describe
regular events, and which convey a notion of 2. a 4. b
future intent. Have volunteers then come to the
3 What are you going to do during the break? 왘 Listening 왘 Speaking
• Have the students look at the sample exchange. and, in a notebook, write their names and what
Model the conversation with several students. they are going to do during semester break.
• Divide the class into small groups. Each student • Call on students to report what the members of
will interview the other members of the group their group are going to do during the break.
T117 UNIT 10
• Have the students look at the sample and what they are going to do next weekend in
exchanges. Point out that the conversations are the spaces provided. They should also include
contrasting past and future actions. Then model their own past and future weekend activities.
the exchanges with a student.
• Divide the class into small groups. Have each needed. Then call on several students to report
student record the names of the other group their findings to the class. As students report
members in the chart in their books. their findings, note interesting and unusual
activities on the board.
• Tell students to interview the other group
members and write what they did last weekend

• Review the introduction you offered in previous order in English and to have fun! Have the
units. Briefly explain the new strategies to groups give brief reports about the experience.
students. For this unit the techniques are
• Recycling strategies: Help students to look
(1) writing about familiar information and,
through the earlier list of strategies and choose
(2) creating authentic contexts for speaking and
their three favorite ones. Strongly encourage
listening to English.
them to keep practicing during the school break.
Remind the students to write often in their jour-
• Go over the meaning of an autobiography.
nals and try to expand their working English
Have the students suggest what sort of infor-
vocabulary. Instruct them to continue working
mation and facts could go into a brief autobiog-
on English conversation with a partner.
raphy. List their suggestions on the board.
Then, as a homework assignment, have the
students write about their life stories, including
details and using vivid descriptive language.
• In small groups, have your students visit a coffee
shop, fast food place, or restaurant where English
is spoken. Remind the students to converse and

UNIT 10 T118
CHECKPOINT
T119 UNIT 10
UNIT 10 T120
Appendix

A Century of Change
• Before class, photocopy or recreate the bottom tional research. Give the students some help in
half of this page and prepare handouts for the understanding and using the reference works.
students. Have the group take notes and appoint a
recorder to describe what they have learned to
• Explain that the students are going to read
the class in a brief oral report.
about some important events in recent history
in order to complete a 20th-century time line.
Answers
Go over any unfamiliar vocabulary with the
students. Review the purpose of a time line. 1. G The United Nations held its first
session on June 26, 1945.
• Give out the handouts and explain the task: to
match each date to its event. 2. C Japan surrendered and World War II
ended on September 2, 1945.
• Have students work in groups and consult an
easy-to-read encyclopedia in the school library 3. B India won independence from Great
or search for information online. Have them Britain on August 14, 1947.
match dates and events, then write the letter of 4. A Sir Edmund Hillary climbed Mt. Everest
each event in its correct position on the time line. on May 29, 1953.
• Call on individual students to read the 5. F Russia launched the first man in space
answers. Make sure they are pronouncing the on April 12, 1961.
past tense correctly. Have them read the
complete sentence: Hillary climbed Mt. Everest 6. D The first man walked on the moon on
on May 29, 1953. July 20, 1969.
7. H America retreated from Vietnam on
Research projects March 29, 1973.
• Put students in eight groups. Assign one event
to each group and have the students do addi- 8. E Nelson Mandela became South
Africa’s President on May 10, 1994.
Events
A. Sir Edmund Hillary climbed D. The first man walked on the G. The United Nations held its
Mt. Everest. moon. first session.
B. India won independence from E. Nelson Mandela became H. America retreated from
Great Britain. South Africa’s President. Vietnam.
C. Japan surrendered and World F. Russia launched the first man
War II ended. in space.
1. 2. 3. 4. 5. 6. 7. 8.
- - - - - - - -
June 26, September August 14, May 29, April 12, July 20, March 29, May 10,
1945 2, 1945 1947 1953 1961 1969 1973 1994
10a UNIT 10
Exercise 1
1. Yesterday morning, Marvin 3. When he shaved, he wasn’t 5. At breakfast, Marvin spilled
jumped out of bed and careful, and he cut his face. coffee on his favorite shirt
tripped over his dog. and burned himself.
4. He went to the front door to
2. There wasn’t any hot water, get the newspaper. It was 6. He ran to the bus stop, but
so he had a cold shower. raining, so the newspaper he missed the bus.
was very wet.
Exercise 2
1. organized 4. baked 7. brought 10. played
2. passed 5. made 8. thanked 11. had
3. were 6. bought 9. was
Exercise 3
Answers will vary.
Exercise 4
1. Did 5. have 9. Did 13. plan 17. make
2. call 6. did 10. meet 14. did 18. did
3. didn’t 7. Did 11. didn’t 15. organize 18. do
4. Did 8. type 12. Did 16. Did 20. went
UNIT 10 10b
Exercise 1
Wording will vary.
Waiter: Can I help you? Waiter: What size—small or Naomi: Yes, I’d like/I’ll have
large? some ice cream for
Naomi: Yes, I’d like a cheese-
dessert.
burger and French fries. Naomi: Small, please.
Waiter: Vanilla or chocolate?
Waiter: Do you want/Would you Waiter: Do you want/Would you
like anything to drink? like anything else? Naomi: Chocolate, please.
Naomi: Yes, a soda please.
1 cheeseburger 3.75
1 order of French fries .95
1 small soda .95
1 chocolate ice cream 2.00
Total 7.65
Exercise 2
Across Down
2. sizes 9. drink 1. vegetable 7. order
4. menu 11. waiter 2. sandwich 10. salad
6. ice cream 12. change 3. slice 12. cup
8. quarter 5. milk
10c UNIT 10
Exercise 1
Answers will vary.
Exercise 2
Answers will vary.
Exercise 3
1. After class Tony is going to 4. On Wednesday, Tony is 6. On Friday, Tony is going to
have lunch with Carlos. going to see the doctor at paint the kitchen.
3:00.
2. Tonight, Tony is going to the 7. This weekend, Tony is going
movies. 5. On Thursday, Tony is going to go to New York.
to visit Aunt Maria.
3. Tomorrow, Tony is going to
work all day.
Exercise 4
Answers will vary.
UNIT 10 10d
TAPESCRIPTS
Tapescripts
UNIT 1 2. Peter: Hello. My name is Peter Voss.

Officer: Peter Boss? Your last name is spelled
Lesson 1
B-o-s-s. Is that right?
HELLO. MY NAME’S LYNN. (p. 1) Peter: No, it’s V-o-s-s.
Listen and read. Officer: Oh, sorry about that.
Lynn: Hello. My name’s Lynn Wang.
Yumiko: Hi. I’m Yumiko Sato. 3. Officer: Next.
Lynn: Where are you from? Irene: Hi. Here’s my passport, Officer.
Yumiko: Tokyo. And you? Officer: Thanks. I also need your Customs
Lynn: I’m from Beijing. declaration form.
Yumiko: It’s nice to meet you. Irene: OK. Here it is.
Lynn: Nice to meet you, too! Officer: Excuse me, Miss. I can’t read this last
Yumiko: Is this your first visit here? name. Is that a J or a T?
Lynn: Yes, I’m going to study English. Irene: It’s a J. My last name is Jannetti.
J-a-n-n-e-t-t-i.
1 WHERE IS SHE FROM? (p. 2)
Look at the map. Then listen and read.
4. Officer: Here you are, Ms. Rodrigues.
A: What’s your name? Lydia: Excuse me. It’s Rodriguez with a Z.
B: Ann Brennan. R-o-d-r-i-g-u-e-z.
A: Where are you from?
Officer: Sorry. I’ll correct it right away.
B: I’m from Houston, Texas.
Lydia: Thanks.
A: What’s her name?
B: Her name’s Gina Poggi.
5. Officer: Good morning, sir. What’s your
A: Where’s she from?
B: She’s from Italy. name, please?
Listen and repeat. Omar: Omar Fahad.
Officer: Is that Omar with an E or an A?
2 COULD YOU SPELL YOUR LAST NAME? Omar: With an A. It’s O-m-a-r.
(p. 4) Officer: Thank you.
Listen. Then read the alphabet aloud with your Omar: You’re welcome.
teacher.
A B C D E F G 6. Officer: Name, please.
H I J K L M N Pravit: Pravit Soongwang.
O P Q R S T U Officer: Could you spell your first name,
V W X Y Z please?
Pravit: P-r-a-v-i-t.
Listen and read.
Officer: And your last name?
Customs Officer: Name, please. Pravit: S-o-o-n-g-w-a-n-g.
Gerard: Gerard Davies. Officer: Sign here, please. Welcome to the
Customs Officer: Could you spell your last name? United States.
Gerard: D-a-v-i-e-s.
Customs Officer: Sign here, please. Welcome to 4 HEAR IT. SAY IT. (p. 5)
the United States. Listen and read.
Gerard: Thank you.
Falling Intonation
Listen to the other conversations that follow. Good MORNing.
1. Officer: Let’s see. Your name is Wei Lee, right? Good NIGHT.
Wei: Yes, that’s correct. See you LAter.
Officer: How do you spell your first name, Good EVEning.
Mr. Lee? Good-BYE.
Wei: W-e-i. Good afterNOON.
Officer: Thank you. Listen again and repeat.
T122 Tapescripts
5 SEE YOU ON MONDAY. (p. 5) Librarian: What’s your name, please?
Listen and read. Lynn: Lynn Wang.
Greetings Librarian: What’s your address?
Hello. Lynn: 6363 Richmond Street.
Hi. Librarian: And your phone number?
Good morning. Lynn: Excuse me?
Good afternoon. Librarian: What’s your telephone number?
Good evening. Lynn: 555-4310.
Leave-takings 1 WORD BAG: NUMBERS (p. 14)
Good-bye. Listen and repeat.
Bye.
zero/oh one two three four five
Good night.
six seven eight nine ten eleven
See you tomorrow.
twelve thirteen fourteen fifteen sixteen
See you later.
seventeen eighteen nineteen twenty
See you on Monday.
twenty-one twenty-two thirty forty
Listen again and repeat.
fifty sixty seventy eighty ninety
Fill in the blanks with a greeting or leave-taking. one hundred one thousand
Then listen to the cassette and compare your
2 ADDRESSES AND PHONE NUMBERS (p. 14)
answers. Answers may vary.
Listen and read.
Good morning. How are you today?
Area Code and Telephone Numbers
Hi, Ivan. Nice to meet you.
1. (401) 555–8022
Good night, Oscar. See you tomorrow.
2. (803) 555–4321
Good evening. This is Channel 9’s 11 o’clock
news. Zip Codes
Bye, Lynn. See you later. 3. 10023
4. 94118
Lesson 2
Course Numbers
TONY, THIS IS LYNN. (p. 6) 5. English 101
Listen and read. 6. Math 2
Yumiko: Hi, Tony. How are you?
Room Numbers
Tony: Fine, thanks. And you?
7. Room 304
Yumiko: Great! Tony, this is Lynn. She’s a new
8. Room 1011
student. She’s from China.
Tony: Nice to meet you, Lynn. Addresses
Lynn: Nice to meet you, too. 9. 709 Elm Street
10. 6215 University Street
1 HE’S PRINCE NARUHITO, AND SHE’S
PRINCESS MASAKO. (p. 7) Years
Listen and read. 11. 1900
I am Ann Brennan. I’m from Houston. 12. 1998
You are Oscar Garcia. You’re from Madrid. 3 DON’T MENTION IT. (p. 15)
He is Ivan Gorki. He’s from Moscow. Look at the picture. Listen and read.
She is Lynn Wang. She’s from Beijing.
Librarian: Here’s a temporary library card.
We are students. We’re from Italy.
Please check the information.
They are Yumiko and Haro. They’re from Tokyo.
Lynn: Excuse me. The phone number here is
UNIT 2 wrong. It’s not 555-4301. My correct
number is 555-4310.
Lesson 1 Librarian: Oh, I’m sorry. Let me correct that.
WHAT’S YOUR ADDRESS? (p. 13) Lynn: Thank you.
Lynn is getting a library card. Listen and read. Librarian: You’re welcome.
Tapescripts T123
4 IS THAT IN THE CITY? (p. 15) Lesson 2
Listen to the librarian talk to three people.
IS THIS ROOM 102? (p. 16)
1. Librarian: Good afternoon, ma’am. What’s Lynn is looking for her English class. Listen and read.
your name, please?
Mr. Miller: Hi. Are you a new student?
Anna: Anna Jones.
Lynn: Yes, I am. Am I late for class?
Librarian: Anna . . . Jones. Is that Anna with
Mr. Miller: No, you aren’t. You’re early.
one N or two?
Lynn: Is this Room 102?
Anna: Two. A-n-n-a.
Mr. Miller: No, it isn’t. It’s Room 202.
Librarian: OK. And what’s your address,
Lynn: Oh. Is this English 1?
please?
Mr. Miller: No, it isn’t. It’s Math 1.
Anna: 124 Main Street.
Lynn: Oh, excuse me. I’m in the wrong room.
Librarian: Is that in the city?
Anna: Yes, it is.
Listen and read again. Check true or false after each
Librarian: What’s your phone number, Ms.
sentence.
Jones?
2 HEAR IT. SAY IT. (p. 19)
Anna: That would be 555-9062.
Listen to each pair of words. Is the vowel sound the
Librarian: 5 . . . 5 . . . 5 . . . 9 . . . 0 . . . 6 . . . 2.
same or different? Circle same or different.
All right. Thank you very much.
You can pick up your library card Sounds // in this and /i/ in these
on Wednesday. this/his
Listen again and fill in the chart. this/these
these/please
he’s/his
2. Librarian: Here’s your library card, Mr. Al-
pin/pit
Khati. Please check the information.
he’s/she’s
Ali: Excuse me. The address on the card
eat/it
is 54 Park Street. My address is 45
it/hit
Park Street.
Librarian: Oh, I’m sorry. I’ll correct it immedi- 4 CLASSROOM DIRECTORY (p. 20)
ately. That’s 45 P-a-r-k Street. Look at the directory and listen to the conversation.
Ali: Yes, that’s right. A: Where’s English 2?
Librarian: Is your telephone number correct? I B: It’s in Room 222.
have it here as 555-9321. A: Is English 3 in Room 322?
Ali: Yes, it is. B: No, it isn’t. It’s in Room 324.
Librarian: Very good, Mr. Al-Khati. We will
call you when your card is ready. 5 ARE YOU IN ENGLISH 1? (p. 20)
Ali: Thanks. Listen and read.
Listen again and fill in the chart. A: Are you in English 1?
B: Yes, I am. / No, I’m not.
3. Librarian: What’s your name, please? A: Is he a new student?
Bob: Bob Taylor. B: Yes, he is. / No, he isn’t.
Librarian: Is that T-a-y-l-o-r? A: Are your classmates all here?
Bob: Yes, that’s right. B: Yes, they are. / No, they aren’t.
Librarian: And what’s your address?
Bob: 39 Richmond Avenue.
UNIT 3
Librarian: And what’s your phone number, Lesson 1
Mr. Taylor?
Bob: Area Code (281) 555-6427 THAT BABY IS REALLY CUTE! (p. 25)
Librarian: That’s Area Code 2 . . . 8 . . . 1 . . . Look at the picture. Listen and read.
5 . . . 5 . . . 5 . . . 6 . . . 4 . . . 2 . . . 7. Lynn: Is this your family?
Bob: Yes, that’s right. Oscar: Yes, it is. These are my parents, and this is
Listen again and fill in the chart. my sister Alicia.
Lynn: She’s pretty. Is she married?
T124 Tapescripts
Oscar: Yes, she is. This is her husband, Felix, and Lesson 3
these are her children, Pedro and Jacinta.
Lynn: That baby is really cute! Is this another THE CHESHIRE FAMILY (p. 32)
sister? Listen and read.
Oscar: Yes. Her name’s Stella. The Cheshire family is a typical cat-loving
Lynn: Is she married? family. They live at 9 Feline Street in Cougarville.
Oscar: No, she isn’t. She’s a student. The father’s name is Leo Cheshire, and the
Lynn: Are the boy and girl between you and mother’s name is Felicia. Tiger is their son, and
Stella your brother and sister also? Kitty is their daughter. The cats are members of
Oscar: Yes, my little brother, Bobby, and my the family, too.
sister Maria. Leo is short and has brown hair. His cat, Racer,
Lynn: What a big beautiful family! has brown hair, too. Felicia is a large woman. She
1 WORD BAG: THE FAMILY (p. 26) has blond hair. Her cat, Honey, is also blond.
Look at the picture. Listen and repeat. Kitty and her cat, Einstein, both have dark hair
and dark eyes. Kitty’s hair is straight, and she
grandfather brother son
wears glasses, but Einstein doesn’t. His eyes are
grandmother nephew aunt
very good. Kitty’s brother, Tiger, and his big,
father husband uncle
strong cat named Gus both have red hair and
mother sister niece
blue eyes. “Gus is always hungry,” says Tiger,
daughter wife
“just like me!”
3 OUR LAST NAME IS GORKI. (p. 27) 1 PHYSICAL CHARACTERISTICS (p. 33)
Listen and read. Look at the pictures. Listen and read.
My name is Sofia. This is my husband. His name Height Hair/Eyes
is Vladimir. This is my daughter. Her name is short long blond/light blue
Sonia. These are my sons. Their names are Ivan
average short black/dark brown
and Vanya. Our last name is Gorki. This is my
tall straight brown/black
dog. Its name is Tex.
curly red/green
Weight
4 HEAR IT. SAY IT. (p. 27) bald head/hazel
thin
Listen and read.
average
Word Stress heavy
1. mother 4. sister 7. grandfather
2. father 5. uncle 8. grandmother UNIT 4
3. brother 6. cousin
Lesson 1
Listen again and repeat.
I’M CALLING ABOUT THE APARTMENT ON
Lesson 2
SUMMER STREET. (p. 37)
I HAVE AN INTERESTING FAMILY. (p. 30) Listen and read.
Listen and read. Lynn: Hello. I’m calling about the apartment
Gina: I have an interesting family. This is my on Summer Street. How many rooms
father, Leonardo. He’s a famous Italian are there?
actor. That’s my mother, Elizabeth. She’s a Realtor: There are two bedrooms, a living room,
doctor. Over here is Uncle Luigi. He is the a large kitchen, and a bathroom.
chef in his own Italian restaurant. He Lynn: Are there big closets?
makes fabulous pasta! Realtor: Yes, there are. There are two large
This is my favorite cousin, Vito. He’s a closets in the bedrooms.
waiter in his father’s restaurant. He goes Lynn: Is there a dishwasher?
to college at night. That’s his sister, Realtor: No, there isn’t.
Stephanie. She’s an engineer. She’s the Lynn: When can I see the apartment?
only woman at her construction site. Realtor: How about tomorrow at 10:00?
I’m an English student. I want to teach
English someday.
Tapescripts T125
1 WORD BAG: HOUSEHOLD ITEMS (p. 38) There is a supermarket, a drugstore, a post
Look at the picture. Listen and repeat. office, a bank, a movie theater, and a police
Bathroom Living Room station near our apartment building. The post
toilet sofa office is on the corner of Ridge Avenue and
sink coffee table Washington Street. The drugstore is between the
bathtub bookcase post office and the police station. There is a
wastebasket television library and a hospital in our neighborhood, too.
VCR Our new address is 317 Elm Street. We hope
Bedroom you can come and visit us soon.
pictures
rug Love, Lynn
shoes Kitchen
dresser refrigerator 1 THE APARTMENT IS ACROSS FROM A
mirror stove PARK. (p. 42)
clothes cupboards Look at the buildings on page 41. Listen and repeat.
bed microwave bank apartment building
lamp washer/dryer supermarket police station
hospital movie theater
3 PLACE LYNN’S FURNITURE IN HER drugstore library
LIVING ROOM. (p. 39) bus stop
Look at the drawings. Listen and read.
between There’s a sofa between two end 3 THERE’S A DRUGSTORE ON WASH-
tables. INGTON STREET. (p. 43)
in the middle of The bed is in the middle of the Listen as you look at the map.
bedroom. 1. Lynn and Yumiko have a new apartment. Their
next to The armchair is next to the sofa. apartment building is on Elm Street. It’s across
on The pictures are on the wall. from a park.
in the corner of The sofa is in the corner of the 2. There’s a drugstore on Washington Street. It’s
living room. between the post office and the police station.
in front of There’s a cat in front of the sofa. 3. The movie theater is on Washington Street. It’s
under The cat is under the chair. across from the bank.
4. There’s a supermarket on Park Avenue. It’s
between Elm Street and Washington Street.
Listen.
5. There’s a hospital on the corner of Ridge
Rising and Falling Intonation Avenue and Elm Street. It’s across from the
1. There’s a sofa in the living room. library.
2. There isn’t a baby in the picture. 6. There’s a park on Elm Street. It’s between
3. Is there a lamp on the table? Summer Avenue and Park Avenue.
4. Is there a phone in the kitchen?
5. There aren’t any flowers on the table. Lesson 3
6. Are there any lamps in the room? THERE’S A LARGE 1 BR APT. FURN. (p. 45)
Listen again and repeat. Listen and read.
Lesson 2 A. Small apartment building. Large 1-bedroom
apartment on Elm Street. Big closets. Near
LYNN’S NEW ADDRESS IS 317 ELM STREET. park. Furnished. Call 555-7363.
(p. 41)
Look at the picture. Listen and read. B. Small apartment in a new building. Washer/
dryer and air conditioning. Two bedrooms.
Dear Mom and Dad,
Good for roommates. Near campus, transporta-
Yumiko and I are finally in our new apartment.
tion. 7334 Summer Street. Call 555-3564.
It’s on Elm Street in a nice neighborhood. The bus
stop is right next to our building. There’s a park C. Four rooms, living room, dining room, kitchen,
across from our building. We can walk across the and bedroom. Lots of light. New carpet. $850.
street and enjoy the trees and flowers. Sunny apartment. 555-8948.
T126 Tapescripts
UNIT 5 I’m Tommy Bonilla. This is my family. We’re
having a barbecue in our backyard. My grandfa-
Lesson 1 ther is cooking hamburgers and hot dogs. My
I’M RUNNING LATE. (p. 49) grandmother is bringing the catsup to the table.
Look at the picture. Listen and read. My father and my sister, Teresa, are playing
Frisbee. Our dog, Champ, is barking at my father.
Lynn: Hello? He wants to play, too. I am helping my mother set
Tony: Lynn, this is Tony. the table. Mmm, I can smell the hamburgers.
Lynn: Hi, Tony. Where are you? We’re waiting
for you. Lesson 2
Tony: What time is it? HE’S WEARING A GREEN SHIRT. (p. 52)
Lynn: It’s already 6 o’clock. Look at the picture. Listen and read.
Tony: Oh, no! I’m really running late.
Gina: Which one is Lynn’s cousin Ken?
Lynn: Well, everyone is here. We’re having a
Yumiko: He’s over there with Susana. Look!
good time.
Both are wearing green and white.
Tony: Without me! What’s everybody doing? Gina: Who is the woman in the corner?
Lynn: Gina and Ivan are dancing. Oscar’s Yumiko: Which one?
watching a soccer match. And Nelson’s Gina: The one with the white blouse and red
talking to Mrs. Brennan. skirt. She’s talking to Nelson.
Tony: What’s Yumiko doing? Yumiko: Oh, that’s Lynn’s aunt, Jialing. And
Lynn: She’s making sandwiches in the kitchen. there’s Susana’s boyfriend, Roberto,
Tony: I have to go. By the way, I’m bringing over by the CD player.
more soda and chips. Gina: The guy in the black jacket must be
Lynn: Good. I’ll wait for you at the front gate. Silvio. By the way, where’s Lynn?
What time will you come? Yumiko: She’s waiting outside for Tony. He’s
Tony: At 6:30. coming in a few minutes.
Lynn: OK. See you then.
Listen to the rest of the conversation. Label Susana,
1 THE TIME (p. 50) Ken, Jialing, and Roberto.
Listen and read the following. Gina: Oh, I hope he gets here soon. I wonder
1:05 or five after one what Nelson is showing Jialing.
2:15 or a quarter after two Yumiko: It’s a book on American culture. Nelson
3:35 or twenty-five to four is reading it.
Gina: Interesting. Why is Silvio eating alone?
4:45 or a quarter to five
Yumiko: Well, his girlfriend is waiting outside
5:30 or half past five
with Lynn.
6:55 or five to seven
Gina: Silvio has a girlfriend?
Listen again and repeat. Yumiko: Yeah, sorry Gina. But why don’t you go
over and talk to Roberto?
Gina: Which one is he?
Listen and repeat the following word pairs.
Yumiko: He’s Susana’s boyfriend. He’s wearing
ThirTEEN THIRty a yellow shirt.
fourTEEN FORty Gina: Uh, Yumiko . . . I think I’ll wait for
fifTEEN FIFty Tony at the front gate, too.
sixTEEN SIXty
sevenTEEN SEVenty 1 WORD BAG: CLOTHES AND COLORS (p. 53)
eighTEEN EIGHty Listen and repeat.
nineTEEN NINEty red shorts sweater
orange shoes pants
4 WHAT’S THE BONILLA FAMILY DOING? yellow hats blouse
(p. 51) green socks scarf
In the chart below, write sentences about the picture. blue tie jeans
Then listen and check your answers. purple shirt
dress suit
Tapescripts T127
2 EXCUSE ME. I’M LOOKING FOR A GREEN 1 WE NEED CLOTHES FOR EVERY SEASON.
DRESS. (p. 53) (p. 57)
Listen to the conversations. Listen.
A: Excuse me. I’m looking for a green dress. tank top tights shorts
B: Here’s a nice dress. sweat shirt overcoat ear muffs
A: But this is a blue dress. bathing suit jeans down jacket
B: Blue dresses are popular this year. raincoat jacket sweater
A: Yes, but I need a green dress. windbreaker gloves
parka jogging suit
A: Excuse me. I’m looking for some red shorts.
B: Red shorts are out of stock. Check out these Listen again and repeat.
green shorts.
A: No, I want red shorts. UNIT 6
B: Green shorts are in style this spring. Lesson 1
A: No, thanks. I don’t like green shorts. I’ll try
another store. LIFE IN THE UNITED STATES ISN’T EASY!
(p. 61)
3 FIND THE PERSON. (p. 54)
Look at the pictures. Listen and read.
Listen. Then read the words in the chart below with
your teacher. 1. Lynn and Yumiko are busy. They work during
the day from Monday to Friday.
Most nouns add -s
hat hats 2. Lynn works with computers. Yumiko works in
sock socks a Japanese bank. They leave work at 5:00 P.M.
tie ties 3. They go to night school every Monday,
Wednesday, and Friday. They meet in their
Nouns ending in -x, -s, -ch, or -sh: add -es English class at 6:00 P.M.
dress dresses 4. When they get home, they make dinner
watch watches
together, eat, and then wash the dishes.
brush brushes
5. After dinner, they do their English homework.
box boxes
6. On weekends, Lynn and Yumiko clean the
Nouns ending in-y preceded by a consonant: house and do the laundry. Life in the United
change y to i and add -es States isn’t easy! People are always busy!
library libraries
city cities 2 DO TONY AND NELSON HAVE BUSY
party parties SCHEDULES? (p. 63)
Listen.
Nouns ending in -f and -fe: change f to v and
add -s or -es On weekdays Tony and Nelson 1have busy
scarf scarves schedules. They always 2get up early and 3go jog-
knife knives ging in the park. Then they each 4take a shower
wife wives and get dressed. They 5eat their breakfast and 6go
to work. On the weekend, they sleep until noon.
Irregular plurals
Sometimes Tony 7plays soccer after work.
child children
Nelson 8goes home to have dinner. Then they 9go
man men
woman women to class on Monday, Wednesday, and Friday
evenings. On Tuesday and Thursday nights, Tony
Lesson 3 10does the laundry, and Nelson 11cleans the house.
THE FOUR SEASONS (p. 56) Listen again as you write the missing words in the
Look at the pictures as you read the paragraph. Then blanks.
answer the questions. Listen to the examples.
In the north there are four seasons. They are
A: Do Tony and Nelson have busy schedules?
winter, spring, summer, and fall. The weather in
B: Yes, they do.
winter is cold and snowy. In spring it is windy and
A: Does Tony get up late?
rainy. In summer it is hot and sunny. It is cloudy
and cool in fall, but there usually isn’t any snow. B: No, he doesn’t.
T128 Tapescripts
Lesson 2 nineteenth twenty-first twenty-third
twentieth twenty-second thirtieth
DEAR SIAO YAN, (p. 65)
Listen as you read Lynn’s letter to Siao Yan. Listen again and repeat.
October 19
Dear Siao Yan, 2 GUESS YOUR PARTNER’S BIRTHDAY. (p. 69)
How are you? I hope you’re fine. I’m OK here, Guess your partner’s birthday. Listen to the model
but I miss home. Sometimes I get very lonely. as you follow the instructions in your book, using
Life in the U.S. is very different from life back July 9 as the date.
home. I live with a classmate from Japan. We met A: Step 1. Have your partner think of the day of
at the airport. Her name is Yumiko. the month of his or her birthday.
We’re both very busy. Yumiko works at a B: July 9. That means we’ll use 9.
Japanese bank. I work at a computer company.
A: Step 2. Tell your partner to double that
After work, we attend our English class. After
number.
class, we go home and make dinner. Then we
study for the next English class. B: 2 times 9 is 18.
We get up very early. Every day at exactly the A: Step 3. Tell your partner to multiply that
same time we run to the bus stop. We’ll miss the number by 5.
bus if we’re one minute late! On weekends, we do B: 5 times 18 is 90.
the laundry and clean the house. Sometimes, we A: Step 4. Tell your partner to add 20.
feel tired and wish we were back home. Life is B: 90 plus 20 is 110.
more relaxed there. A: Step 5. Tell your partner to multiply the
How is everybody? Tell them I send my love. number by 10.
Write soon! B: 10 times 110 is 1,100.
Your friend, A: Step 6. Tell your partner to add the number of
Lynn
the month, then tell you that number.
Lesson 3 B: Let’s see. July is the seventh month. 1,100
plus 7 is 1,107.
WHAT SPECIAL HOLIDAYS DO YOU HAVE?
A: Step 7. Then you subtract 200. 1,107 minus
(p. 68)
Listen and read. 200 is 907. Now you know your partner’s
birthday. 9 is the day, and 7 is the month.
Every country has its own special holidays and
B: It works! My birthday is July 9.
festivals. In most countries, the New Year is
observed on January first. In some Asian coun- 3 HEAR IT. SAY IT. (p. 69)
tries, like China, the New Year is observed in Listen as the pairs of words are read. Check the word
January or February with fireworks and parties.
you hear.
There are parades with huge dragons and beau-
tiful, colorful costumes. Sounds /t/ and /†/
The Thais celebrate the Festival of Lights in 1. tenth 3. thin 5. tie
November. Everywhere, little boats containing 2. thank 4. fort 6. ate
incense, a coin, and a lighted candle float down Listen again and check your answers.
the rivers.
In the United States, Independence Day, July
UNIT 7
fourth, is a time for barbecues, picnics, fireworks,
and parades. Lesson 1
In your country, what special holiday do you
have? What do you do on this day? I’M MAKING A GROCERY LIST. (p. 73)
Listen and read.
2 WORDBAG: ORDINAL NUMBERS (p. 69)
Yumiko: What are you doing?
Listen.
Lynn: I’m making a grocery list. Some friends
first seventh thirteenth are coming for dinner, and I’m making
second eighth fourteenth a chicken and rice dish. I need some
third ninth fifteenth things from the supermarket.
fourth tenth sixteenth Yumiko: Chicken and rice? What else is in it?
fifth eleventh seventeenth Lynn: Carrots, tomatoes, mushrooms, green
sixth twelfth eighteenth peppers, onions, and garlic.
Tapescripts T129
Yumiko: I know we don’t have any green Clerk: Go to Aisle 3 for coffee. Bread is in Aisle 2,
peppers or garlic. And we need some where the rice and pasta are.
mushrooms, onions, and carrots. Lynn: And the milk section?
Lynn: What about salt and oil? Clerk: Let’s see. Milk is in the dairy section—in
Yumiko: Let’s see. We have some salt, but we Aisle 1 beside the produce section.
don’t have any black pepper or oil. Lynn: Thanks. Hmm, what else do I need? Oh,
Lynn: OK. And, of course, we need to buy the yes. Where are the bananas?
chicken. Do we need anything else? Clerk: They’re also in the produce section, Aisle
Yumiko: Yes. We need some coffee, orange juice, 1. I think they’re next to the oranges.
and bread for breakfast tomorrow. And Lynn: Thank you.
there isn’t any milk. We need a lot of Clerk: You’re welcome. And, miss, we have some
things. Let’s go shopping together. I very fresh chicken on sale today. The
can help. poultry section is in Aisle 3.
2 WHAT DO WE HAVE? (p. 75) Lesson 2

Look at the picture as you listen to the conversation. THIS WEEK ONLY! (p. 78)
The items Lynn has are marked with a check. The Listen as you read the prices in the ad. Then read
things she doesn’t have are marked with an X. the conversation.
Yumiko: Is there any black pepper? Speedy Mart. Sale this week only.
Lynn: There isn’t any black pepper, but Potato chips $1.59 per 16-ounce bag
there’s some salt. Purdy’s whole chicken $1.09 per lb.
Yumiko: I need pepper. Let’s get some. Oatie Loaf bread $1.29 Buy one, get one free.
Yumiko: Are there any carrots? Star mayonnaise $1.29 per 16 oz. jar
Lynn: There aren’t any carrots, but there are Happy Cow milk $2.19 a gallon with this
some green beans. coupon
Yumiko: No, I can’t use green beans. Let’s buy Tomato sauce 4 cans for $0.99 with this
some carrots. coupon
Green peppers 5 for $1.00
4 DO YOU HAVE BROWN RICE? (p. 76) Carrots $0.99 per bunch
Look around the grocery store as you listen to the Lettuce $0.99 a head
conversation. Large eggs $1.19 a dozen
Lynn: Excuse me. Do you have green peppers? Cheese $3.49 per pound
Clerk: Yes, we do. Krispy Krackers $1.99 a box
Lynn: Where are they? Sliced ham $2.29 per package
Clerk: Aisle 1. Wonderbar soap $0.89 a bar
Yumiko: Do you have brown rice?
Clerk: No, we don’t, but we have some white Lynn: How much is the chicken?
rice. Yumiko: It’s on sale. It’s $1.09 a pound.
Yumiko: Where is it? Lynn: That’s a good deal. What about tomatoes?
Yumiko: They’re not on sale, but tomato sauce is
Clerk: Aisle 2.
four cans for $0.99.
5 WHERE’S THE MEAT? (p. 76) Lynn: No, I want fresh tomatoes. How about
Listen to the conversation in the supermarket. Write green peppers? Are they on sale?
the food words in the aisles where they belong. You Yumiko: Yes, green peppers are 5 for a dollar.
will hear the conversation twice. Lynn: Don’t forget to cut out the coupons. We
Lynn: Excuse me. Where’s the oil? can save money if we use them.
Clerk: It’s in Aisle 2, next to the salt and pepper. 2 HEAR IT. SAY IT. (p. 79)
Lynn: And where are the green peppers and Listen as the pairs of words are read. Circle the word
onions? And the mushrooms? that you hear.
Clerk: I don’t have any mushrooms right now,
Sounds /a/ and /ë/
but I have a lot of onions and green
1. cop 3. nut 5. hot
peppers. They’re with the vegetables in
2. cut 4. jog 6. bunch
the produce section in Aisle 1.
Lynn: How about bread and coffee? Listen again to each word.
T130 Tapescripts
3 WHAT’S THE PRICE? (p. 80) UNIT 8
Look at the ad on page 78. Listen to the conversation.
Lesson 1
A: How much are the carrots?
B: They’re $0.99 a bunch. WHAT TIME DOES THE NEXT BUS LEAVE?
A: How much is the bread? (p. 85)
B: $1.29 a loaf. Gina is going to visit her brother. Listen and read.
Listen again and repeat. Ticket agent: Can I help you?
Gina: Yes. Which bus goes to Baytown,
4 HOW MUCH ARE THE EGGS? (p. 80) please?
A man is in a small grocery store. Listen to the Ticket agent: Bus number 45.
conversation. Write the prices. Gina: And where can I buy a ticket?
Woman: Can I help you? Ticket agent: Right here. I sell tickets.
Man: Yes, how much are the eggs? Gina: What time does the next bus leave?
Woman: Eggs are $1.29 a dozen. Ticket agent: It leaves at 8:00 and arrives at
Man: And margarine? 11:15 A.M. Do you want a round-
Woman: Margarine is only $1.19 a pound. trip or a one-way ticket?
Gina: Round-trip, please.
Man: OK. I need a dozen eggs and a pound
Ticket agent: That will be $50.
of margarine. How much is the cabbage?
Gina: Here you are. Which gate is it?
Woman: The cabbage? It’s $1.79 a head.
Ticket agent: Gate 17.
Man: OK. A head of cabbage. And let’s see.
Gina: Thanks. What time is it now?
What else? Oh, yes, I need some pota-
Ticket agent: It’s 7:45.
toes. Gina: 7:45! I’d better hurry! I don’t want
Woman: Potatoes are $2.49 a bag. Is that all? to miss the bus.
Man: Yes, no. I need a loaf of bread and a jar
of jam. How much is bread this week? 1 HEAR IT. SAY IT. (p. 86)
Woman: Bread is $1.59. Listen. Then read each question aloud.
Man: All right. And the jam? Questions with or
Woman: Jam is a $1.39. Do you want a round-trip or a one-way ticket?
Man: I’ll take a jar of strawberry jam. Are you paying by cash or credit card?
Woman: OK. Here’s a loaf of bread, and here’s Is it Gate 7 or Gate 17?
your jam. What else? Do we take the bus or the train?
Man: That’s all, thank you. Do you want first class or coach?
Woman: OK. $1.29, $1.19, $1.79, $2.49, $1.59,
4 WHAT TIME DOES THE NEXT BUS LEAVE?
$1.39.
(p. 87)
Lesson 3 Listen and fill in the bus numbers and times that are
missing from the bus schedule.
THIS IS A FAVORITE FAMILY RECIPE. (p. 81)
Agent: Can I help you?
Listen and read.
Man: Yes. What time is the first bus to
Sugar Nut Cookies Houston?
1 cup of margarine or butter 2 ½ cups of flour
Agent: Let’s see. The first bus, Bus 629, leaves
1 cup of sugar 2 teaspoons of baking soda Dallas at 6:15 in the morning, and it
2 eggs ½ teaspoon of salt arrives in Houston at 12:15 in the after-
1 teaspoon of vanilla extract 1 cup chopped nuts noon.
First, heat the oven to 350 degrees. Mix the Man: And the next bus?
margarine, sugar, eggs, and vanilla extract in a Agent: Well, the next bus leaves at 8:45 in the
bowl. Next, stir in the flour, baking soda, and salt. morning. That’s bus number 293. It
Then pour in the nuts. Drop teaspoonfuls of the arrives in Houston at 2:45 in the after-
batter on a cookie sheet. Bake the cookies for noon. Then there is a 9:00 bus, bus
about 10 minutes or until brown. Put them on a number 1070. It arrives at 3:00 in the
plate and let cool. afternoon. And there’s Bus 392, which
leaves at noon. It arrives at 6:00 at night.
Man: When does the last bus leave?
Tapescripts T131
Agent: At 3:25 P.M. Bus number 421 arrives in Lesson 3
Houston at 9:25 at night.
Man: Thank you. IT’S NOT ALL FUN AND GLAMOUR. (p. 92)
Agent: You’re welcome. Many people think a movie star’s life is fun and
Listen again and check your answers. exciting. Read and listen to the interview. Find out
what a movie star’s life is really like.
Lesson 2 Entertainment Magazine Thursday, November 26
STAR CHAT—A Day in the Life of a Movie Star:
WHAT’S PLAYING AT THE MOVIES? (p. 88) An Interview with Vanessa Fuentes
While Gina is visiting her brother, her friends are Hollywood—”A movie star’s life is not all fun and
going to the movies. Listen as you read the conver- glamour. Every day is hectic,” says actress Vanessa
sation. Fuentes. “When we’re shooting a picture, I usually
Tony: What’s playing at the movies tonight? get up at 4:00 A.M. First I do my exercises and take
Oscar: Hmm, let’s see. There’s The Invasion. a shower. Then my hairdresser and makeup artist
Lynn: I don’t really like science fiction. work on me for three hours. After that, we shoot a
Tony: I don’t like science fiction much either. scene until 8 or 9 at night, sometimes until
Oscar: What about this love story? It stars midnight. We often shoot the same scene twenty
Vanessa Fuentes. times. When it’s perfect, we get a short break to
Lynn: No. I don’t like love stories. have something to eat. It’s a long, hard day.
Tony: I don’t like love stories, either. “On a good day, I go home around 9 o’clock. I
Lynn: Hey! What about I Thought; He Thought? study my script and go to bed at 11. Who says a
It’s a comedy. movie star’s life is easy?”
Tony: Yeah. I enjoy comedies. How about
you, Oscar? UNIT 9
Oscar: Fine with me. I like comedies, too. Lesson 1
Tony: Yumiko? Do you like comedies?
Yumiko: Of course! Doesn’t everyone? Love HERE’S GINA’S JOB APPLICATION. (p. 97)
stories and science fiction are OK, too. Listen and read.
My name is Gina Poggi. I was born on Aug 25,
1 TONY LIKES COMEDIES. (p. 89) 1976 in Naples, Italy. My social security number is
Listen to the sentences. Make your own sentences 759-53-3452. I live in San Francisco, California at
about each person in the chart. Check means like; 7646 Hills Avenue, No. 125. I am applying for the
X means doesn’t like. position of secretary at the bank. I can type fast
Yumiko likes love stories, but Oscar likes comedies. and file. I can use a computer, too. I can speak
Tony likes comedies, and Lynn likes comedies, too. Italian and English, and I can understand some
Lynn doesn’t like love stories, and Oscar doesn’t Spanish. I am a friendly person. I can work well
like love stories either. with others. I can work on weekends.
3 TAKE A MESSAGE, PLEASE. (p. 90) 3 HEAR IT. SAY IT. (p. 99)
Listen to each message. Write the message on the Listen and read.
message slip. You will hear each message twice. 1. Can you swim?
1. Hi, Yumiko, this is Oscar. It’s 4:30 on Friday 2. Can she drive?
afternoon. The movie starts at 7:00 tonight. 3. Does he take the bus?
Meet us in front of the movie theater at 6:45. 4. Are you in the evening class?
Call me back at 555-9323. 5. Do we all understand the lesson?
2. Tony, this is Lynn. It’s 5:00 P.M. Could you pick Listen again and repeat.
me and Yumiko up at 6:30? The movie is at
7:00. I’m at 555-3927 right now. 5 WANTED: AN EXCELLENT ENGLISH
3. Oscar, this is Tony. It’s 5:30. Could you call me TEACHER (p. 100)
back? My number is 555-7365. I’m picking The school needs a new English teacher. Three
Lynn and Yumiko up at 6:30. We’ll meet you at people have applied for the job. Listen and read.
the theater at 6:45. A: My name’s John Wright. I have a Master’s
4. Lynn, this is Tony. It’s 5:45 now. Please tell degree in English literature. I can speak
Yumiko that we can give her a ride to the theater. German as well as English. I love teaching
Tell her to call me at 555-7365. See you at 6:30. English. I always have fun in class, and my
students have a lot of fun also.
T132 Tapescripts
B: I’m Farid Ibrahim. I’m from Egypt. I can I am often in a courthouse. I defend people in
speak English, Arabic, and French. I have a court.
university degree in teaching English as a I always work with a team to build a house.
Foreign Language. I have many years of expe- I carry letters and packages in my bag. I often talk
rience as an English grammar teacher. I can to people on the street.
stay after hours to help students. I am always ready to help people. I usually drive
C: My name is Mary Franklin. I can speak a car.
Chinese as well as English. My husband is I work on people’s teeth. I usually work in my
from China. I have two children. They can office.
speak both English and Chinese. I can sing I spend most of my time on the plane. I always
and play the guitar. travel from one place to another.
Lesson 2 Lesson 3
I’M HERE FOR THE INTERVIEW. (p. 101) GINA IS A GREAT WORKER! (p. 104)
Listen and read. Listen and read.
Gina: Good morning. My name is Gina Gina is a secretary at a bank. She writes her
Poggi. I’m here for the interview. boss’s letters, does a lot of filing, works on the
Mr. Brown: Hi. I’m Michael Brown. Please have a computer, and answers the phone. She works fast
seat. and answers the phone politely. She knows
Gina: Thank you. computers very well, and she does her filing
Mr. Brown: Let me go over your application. I carefully. She always dresses appropriately, and
see that you want to be a secretary at she never speaks rudely with her coworkers. She
this bank. Can you tell me a little does her job very well. Her new boss likes her
about yourself? very much!
Gina: I’m a student. I’m studying English
right now. I sometimes work as my UNIT 10
uncle’s secretary in his small company. Lesson 1
Mr. Brown: How many words can you type a
minute? HOW WAS YOUR WEEKEND? (p. 109)
Gina: Seventy words a minute. I seldom Listen and read.
make mistakes. Tony: Hi, Lynn! How was your weekend?
Mr. Brown: Can you use a computer? Lynn: It was fun. I went out with friends.
Gina: Yes, I can. I can use several computer Tony: What did you do?
programs. Lynn: We went dancing and then out for a bite
Mr. Brown: Can you speak Spanish? to eat. How was your weekend?
Gina: No, I can’t, but I understand it. I can Tony: Oh, not very exciting. I just stayed home
speak Italian. and watched TV on Saturday.
Mr. Brown: Can you work on weekends? Lynn: Well, what did you do on Sunday?
Gina: Oh, yes. In fact, a Saturday work Tony: Sunday was terrible! I waited all day for
schedule is better for me. my girlfriend to call, but she didn’t!
Mr. Brown: That’s good. Do you have any ques-
tions? 1 HEAR IT. SAY IT. (p. 110)
Gina: Yes. How often do you need a secre- Listen to the sounds of -ed at the end of each word.
tary on weekends? Final -ed
Mr. Brown: Almost every Saturday. cooked played painted
2 WORD BAG: OCCUPATIONS (p. 102) Listen to each word. Write the end sound that you
Look at the pictures. Listen and read. Label each hear. Then read each word aloud.
picture with an occupation from the list. 1. shouted 4. visited 7. danced
I cut people’s hair. I always talk to my customers. 2. watched 5. cleaned 8. waited
I usually work in a hospital. I make people feel 3. listened 6. talked 9. stayed
better.
Tapescripts T133
2 I HAD A FUN WEEKEND. (p. 110) Oscar: Cookies are fifty cents. Do you have any
Listen and read. change?
A: Did you have a nice weekend? Tony: I have a quarter, two dimes, and five
B: It was fun. I visited some friends. How was pennies.
yours? Oscar: You can’t use the pennies. Here’s a nickel.
A: Oh, not very exciting. I stayed home and Tony: Thanks. Let’s see now. I put the coins in
watched TV. here, right?
Oscar: Right. Then press the button for cookies.
4 HEADLINE NEWS (p. 111) Tony: That’s easy. Want a cookie?
Listen to Oscar, Ivan, and Nelson talk about their Oscar: No, thanks. Hey, you owe me a nickel!
weekends. Write the name of each person under the
newspaper headline for his story. 1 MAKE YOUR SELECTION. (p. 114)
1. Tony: What did you do this weekend, Ivan? Listen.
Ivan: Well, I went to a baseball game. How To Use the Stamp Machine
Tony: Oh, lucky you! I wanted to go, but I First, decide whether you want a book of stamps or
couldn’t get a ticket. What was it like? just a few stamps.
Ivan: Oh, it was great, but I lost my car keys To buy a book of stamps:
in the crowd! 1. Insert coins or dollar bills. (Do not use foreign
Tony: Sorry to hear that. coins.)
2. Get your change, if any.
2. Gina: Hi. Oscar. How was your weekend?
3. Get the book of stamps.
Oscar: Oh, hi, Gina. Well, it was very interesting!
Gina: Really? Why? To buy only a few stamps:
Oscar: Well, you know the terrible flooding we 1. Decide on the stamps that you need.
had on Sunday afternoon. 2. Insert coins.
Gina: Yeah. 3. Press the selection button.
Oscar: Well, I was on I-10 when the flood 4. Pull out stamps.
started. I was stuck there for an hour!
3 LET’S GET SOMETHING TO EAT. (p. 115)
Gina: Oh, how horrible!
Read the ad. Then listen and read the conversation.
Oscar: Not really! Guess who was in the car
next to me? Mr. Pollock! Oscar: Would you like to get something to eat?
Gina: Really? The owner of the company you Tony: Good idea. Where do you want to eat?
want to work for? Oscar: How about the Star Restaurant? They
have great sandwiches.
Oscar: The very one. He told me to call him
Tony: How late is it open?
some time this week for a personal
Oscar: Until 11:30 P.M.
interview. . . .
Tony: Where is it?
3. Lynn: Hi, Nelson. How was your weekend? Oscar: Over on North Street, next to the public
Nelson: Well, I was planning to visit friends in library.
Dallas, but I didn’t.
Lynn: Why not? 4 ARE YOU READY TO ORDER? (p. 115)
Nelson: I had a flight on Friday, but the airport
Read the menu below. Then listen and read the
conversation.
was closed because of thunderstorms.
Lynn: So what did you do? A: Are you ready to order?
Nelson: I went home and talked to them on the B: Yes, I’d like a chicken sandwich and a cup of
phone. soup, please.
A: Would you like chicken or vegetable soup?
Lesson 2 B: Vegetable, please.
A: Anything to drink?
HOW DO YOU USE THIS MACHINE? (p. 113)
B: I’d like a soda, please.
Listen and read.
A: Small, medium, or large?
Tony: Oscar, how do you use this machine? B: Medium, please.
Oscar: I’ll show you. First, decide what you want. A: Anything else?
Tony: I want some cookies. B: Yes. A slice of apple pie.
T134 Tapescripts
Lesson 3 2 INVITATIONS (p. 117)
Listen to the conversations.
SCHOOL’S ALMOST OVER! (p. 116)
Listen and read. 1. A: I’m going fishing this weekend. Would you
like to come?
Gina: What are you going to do during the
B: Sure. Can you lend me a fishing rod?
school break?
2. A: What are you doing this evening? Do you
Tony: I’m going to Los Angeles. My uncle sent
want to see a movie?
me a plane ticket. I’m really thrilled! I’m
B: I can’t. I have to babysit for my brother.
going to the beach with all my cousins.
3. A: We’re having a picnic on Sunday. Can you
What about you? Are you staying here, or
join us?
are you going away?
B: Sorry. We’re going to drive to San Diego for
Gina: I’m going to attend a seminar in New
the day.
York. My employer is sending me.
4. A: Nelson’s having some friends over on
Tony: That’s great! Are you excited?
Friday. Would you like to come?
Gina: Yes, I want to see the big city.
B: I’d love to. He has the best parties.
Tony: When are you leaving?
Listen again and draw a line to connect the invita-
Gina: Next Monday.
tion in Column A with the response in Column B.
Tony: By the way, some of us are having a picnic
tomorrow. We’re going to celebrate the end
of the course. Would you like to come?
Gina: I’d love to. Thanks.
Tapescripts T135

New Vistas 1 - Teacher's Book PDF

Uploaded by

Copyright:

Available Formats

New Vistas 1 - Teacher's Book PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

New Vistas 1 - Teacher's Book PDF

Uploaded by

Copyright:

Available Formats

What are some of the main topics covered in the document?

What are some of the main topics covered in the document?

What organizations or publishers are mentioned in the document credits?

What organizations or publishers are mentioned in the document credits?

NEW

© 1999 by Prentice Hall Regents

All rights reserved. No part of this book may be

Printed in the United States of America

Prentice-Hall International (UK) Limited, London

Meeting People • Introducing self and other people • Subject pronouns

Personal Information • Identifying objects in the classroom • Indefinite articles: a, an

The Family • Identifying and describing people • Adjectives used to describe

Daily Routines • Talking about routines • Simple present tense

Skills and Abilities • Responding to interview questions • Can/Can’t

• Word stress • Describe people • Identify family members

• Contrasting sounds: • Talk about daily routines • Read for details

• Questions with or • Ask for information • Read travel signs

• Rising intonation in yes/no • Respond to interview questions • Complete an application form

• Final -ed sounds: • Talk about past activities • Read a menu

The SCANS and CASAS skill standards are career

5. Encourage students to write on their own.

/p/ pen lamp /i/ be street

STRESS AND INTONATION

Statement: Hello. My name’s Tony.

Yes/No question: Are you a new student?

Information question: Where are you from?

Statement with emphasis: That’s right!

First Names Last Names

Aiko áiko Mario mário Anderson ǽndërsën

xvi Pronunciation Guide

Pronunciation Guide xvii

Listening and Speaking Reading and Writing

WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

1 Where is she from? 왘 Listening 왘 Speaking 왘 Writing

3 That’s L-o-l-a F-l-o-r-e-s. 왘 Speaking 왘 Writing

Falling Intonation • This downward movement of the voice is called

5 See you on Monday. 왘 Listening 왘 Speaking 왘 Writing

WORKBOOK In class or for homework,

1 He’s Prince Naruhito, and

WORKBOOK In class or for homework,

2 Wrap Up 왘 Listening 왘 Speaking 왘 Reading

• This activity is a review of the previous lessons, Expansion

STRATEGIES FOR SUCCESS

WORKBOOK In class or for homework,

Lesson 3, Presentation (p. 9)

Listening and Speaking Reading and Writing

WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

1 Word Bag: Numbers 왘 Listening 왘 Speaking 왘 Reading

2 Addresses and Phone Numbers 왘 Listening 왘 Reading

4 Is that in the city? 왘 Listening 왘 Writing

5 Concentration Game, page 123. 왘 Speaking 왘 Reading

WORKBOOK In class or for homework,

• Personalize the situation. Ask the students for 3. true

1 Word Bag: The Classroom 왘 Reading 왘 Writing

3 What’s the word in English? 왘 Listening 왘 Speaking

5 Are you in English 1? 왘 Listening 왘 Reading 왘 Writing

WORKBOOK In class or for homework,

• Dictate these phrases: Addresses: 6215 University Street

1 What number can you call? 왘 Speaking 왘 Writing