CAMBRIDGE

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

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

Cambridge University Press

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

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

0 Cambridge University Press 2005

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

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

First published 2005

7th printing 2007

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

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

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

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

Cambridge Uoivcrsity Press has no responsibility for

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

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

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

Frequently asked questions xvi

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

UNIT 3 PAGES 16-21

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

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

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

UNIT 6
PAGES 30-35

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

UNIT 7 PAGES 44-49

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

UNIT 8 PAGES 50-55

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

iv
 Pronunciation/Listening
Linked sounds
Listening for names and countries
Self-study: Listening for persona l
information
Syllable stress
Listening to descriptions ofjobs
and daily schedules
Self-~tudy: Listening to a description
of a weekly schedule
Sentence s tress
Listening to people shopping;
listening for items, prices, and
opinions
Self-study: Listening to people
discussing clothing options
Intonat ion in questions
Identifying musical styles; listening
for likes and dislikes
Self-study : Listening to people
making invit ations
Intonation in stateme nts
Listening for family relationships
Self-study : Listening to an
interview with a new student
------1
Intonation with direct address
Listening to people talking about
free time activities; listening to
descriptions of sports participation
Self-study : Listening to a quiz
about health and fitness
-- Reduction of did you
Listening to descriptions a nd
opinions of past events and
vacations
S~lf-st udy: Listening to a police
officer interviewing a JX>SSible thief
Reduct ion of t here is/there are
Listening for locations and
descriptions of places
Self-study: Listening for locations
in a neighborhood
Writing/Read ing
Writing questions requesting
personal information
"What's in a Name?": Reading
about popular names
Writing a biography of a
classmate
"Why Do You Need a Job?":
Reading about people who
need jobs
Writing a comparison of prices in
different countries
"The World's Online Marketplace''"
eBay!": Reading about on line
shopping
Writing a text message
"Christina Aguilera": Reading
about a famous entertainer
Writing an e-mail about family
"The Cha nging Family": Reading
about an American family
Writing about favorite activit ies
"'Health and Fitness Quiz":
Reading about and taking a quiz
Writing a postcard
"Vacation Postcards": Reading
about different kinds of vacations
Writing a roommate wanted ad
"The World in One Neighbor hood"':
Reading about a New York City
neighborhood
Interchange Activity
"Get ting to k now you": Collecting
personal information about
classma t es
"Common ground": Findin g
s imilarities in class ma tes' daily
schedules
"Flea market": Buyin g and selling
things
"What's the question?~: Writ ing a nd
asking qu estions
"Family facts"': F inding out
information about classmates'
families
"Do you dance?": Finding out about
classmates ' abilities
''Vaca tion di sasters,.: Describing a
terrible vacation
"Neighborh oetd committee": Making
a neighborhood a better place
v
Titles/Topics Speaking Grammar
UNIT 9 PAGES 58-63
What does she look like? Asking about and describing Questions for describing people:
Appearance and dress; clothing people's ap pearan ce ; i den tifying What . . look like, how old, how
and clothing styles; people people tall , how long, and what colcr;
modifiers with part icipl es and
pre positions
UNIT I0 PAGES 64-69
Have you ever ridden a camel? Describing past experiences; P resen t perfect yes/no and
Past experiences; unusual exchanging infonnation about Wh questions, sta temen ts, and
activities past experiences and event s short a nswe rs wit h regular and
irregu~ar past partici ples; already
a nd yet; present perfect vs. simple
PROGRESS CHECK PAGES 70-71 past; for and sillCe

UNIT 11 PAGES 71-77

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

UNIT 11 PAGES 78-83

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

PROGRESS CHECK PAGES84-85

UNIT 13 PAGES 86-91

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

UNIT 14 PAGES 91-97

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

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

SD.f-STUOY

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

SYLLABUS AND APPROACH

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

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

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

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

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

Topic: leisure activities

G1ammar: simple past
Function: talk about the weekend

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

0 CONVERSATION Did rou do 111ytlling specil?

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

X
 _ ___
~RFOCUS

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

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

.,. . .__ ...__

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

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

.-
... ...

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

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

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

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

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

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

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

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

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

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

Uses pictures to set the scene and

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

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

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

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

----
~---

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

Presents examples from the

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

Provides controlled grammar

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

IIIIIW pWif- 6

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

Recycles gra mmar and vocabulary

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

WRITING

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

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

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

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

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

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

~ VACATION OISASTfRS

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

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

... ___ ..._ __ _,

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

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

~~~- ~ Promotes fluency with

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

fioo<.__

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

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

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

UNIT PREVIEW _____ .____

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

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

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

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

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

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

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

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

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

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

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

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

xiv
Course components
Interchange Third Edi.tion is the most complete Englis h language course fOr ad ult and
young adult learners of English. Here is a list of the core components.
Component
Student's Book with
Self-study Audio CD
Class Audio Program
Teacher's Edition
Workbook
Placement and
Evaluation Package
Video Program
CD-ROM
For a complete list of componen ts, see the Web si te (www.cambridge.org/interchange) or contact your
local Cambridge University Press representative.
Description
The Student's Book is intended fo r cl assroom use, and co ntains 16 six-page
units. {See the Student's Book overview for a sample unit on pages x-xiiL)
Progress checks are provided after every two units, and a Self-stud y section
is included at the back of the book.
The Class Audio Cassettes/COs are int ended for classroom use. The prog ram
consists of cassetteS/COs w ith all the audio sections in the Student's Book,
such as Conversations, Listenin gs, Grammar Focuses, an d Pronun ciat ions.
The program also includes the St u dent Sell-stud y Audio Cassette/CO.
The interleave d Teacher's Edition includes:
page-by-page notes, with detailed lesson plans, learning objectives,
vocabulary glosses, optional activ ities, and teaching tips
alternative ways t o teach th e exercises, usi ng Games, Fresh ideas, and
Photocopiables
Langua ge summa ries of th e new vocabulary and ex pressions in each unit
a complete assessment program, including Oral and Written quizzes
Audio scri pts and answer keys for t he St udent 's Book, Workbook, an d
Quizzes
(See the Teacher's Editi on o verview for sample pages on page x iv.)
The six-page units in the Wo rkbook can be used in class or f or homework.
They follow the same sequence as t he St udent's Book, and provide
students w ith m ore practice in grammar, vocabu lary, and w rit ing. In
addition, Levels 1- 3 prov ide more reading practice.
The package provides three versions of a placement test and four
achievement tests f or each level o f t he Student's Book, as wel l as for
Passages 1 and 2. The package is composed o f a phot ocopiable testing
booklet and two audio COs.
Videos for each level offer dramati zed and documentary sequences that
rei nf orce and exte nd t he language presented in the Stu dent's Book. V ideo
Activ ity Books include step-by-step co mpreh ension an d conversation
activities, and the Video Teacher's Guides include detai led teaching
suggestions.
Available in PC format, CO-ROMs for Levelslntro, 1, and 2 provide
engaging activities for students to do at home or in self-study centers.They
i nclude sequen ces from the Video Progra m, with over 100 int eractive
reading, listening, speaking, voca bulary, an d g rammar activities. Th ey also
include progress tests.
XV
freQuently asked Questions
SNAPSHOT
Q: How long should it take to present and teach the Snapshot?
A: You probably don't need to spend more than 15 minutes. Remember that it's just a
warm~up activity.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Beth: Oh, good. Sun Hee is here.

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

Q SPEAKING Checking information

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

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

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

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

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

A: Hi! I'm Yuriko Noguchi.

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

2

Please call me Beth.
CONVERSATION
Learning objectives: practice a conversation between two
people who just met see statements with be and possessive
adjectives in context
~ To learn y~ur Ss' na me~, ha~e them make na_ me cards.
Each S folds a p1ece of paper 1n th1rds and wntes h1s or her
name on one side. Then they place the name cards on their
desks. .4 \)a.vid
(B [COt Track 1]
Focus Ss' attention on the picture. Ask: "Where are
the people? Who are they? How old are they?"
Encourage Ss to make guesses.
Set the scen e. Davi d is a new member of a club for
international studen ts. He's meeting Beth for the
first time.
Books closed. Write these questions on the board:
1. Where 1s Beth from'
2. Where is David from2
P lay the first part of the audio program. Elicit Ss'
answers. (Answers: 1. Brazil 2. Mexico)
SPEAKING
Learning objectives: introduce oneself, check information
about other people
A(B [CO 1, Track 2]
Explain that sometimes poople misunderstand
information, so it's importan t to ask polite questions
to check information.
Have Ss match the questions and responses
individually or in pairs. Then play the audio
program. Ss listen and check their answers.
1. b 2. c 3. a
In Unit 1. students discuss personal information.
In Cycle 1, they introduce themselves and others
using be and possessive adjectives. Jn Cycle 2,
they talk about themselves using yes/no
questions and short answers with be .
Write this on the board for the next task:
f.im..M.m. ~
Beth
DaVId
Play the first part of the audio program again. Ss
listen to find out Beth 's a nd David's last names. Then
elicit the answers and write them on the board.
(Answers: Silva, Garza)
Books open. Play the first part of the audio program
again. Ss listen a nd read silently.
Ss stand up and practice the conversation in pairs.
Go around the class and give help as needed.
Option: Ss use their O\vn i nformation to p ractice the
first part of the conversation. Before they start, ask
Ss to u nderline the names and countries so they
know what information to substitute.
Ask: "Where is Sun Hee from?" Play the rest of the
audio program a nd elicit the answer. (Answer: Korea)
Ss practice the conversation in pairs.
,g For another way to practice this Conversation, try
t=J Musical Introductions on page T-156.
Play the audio program agai n. Focus Ss' attention on
the inton ation of the questions.
Tell Ss to ask you the questions. Respood wi th
information about yourself. Then Ss use their own
information to ask and answer the questions in pairs.
Option: Review the letters of the alphabet.
B Group work
Model the task with a few Ss. Ask them their names.
Then check the information before writing it on the
board.
Ss complete the task in small groups.
T-2
 CONVERSATION
Learning objectives: practice a conversation between
three people who just met; see statements with be in context
A(B [CO 1, Track 3]
Books dosed. Set the scene. Beth is introducing Sun
H ee to Davjd. Ask: ''What is Sun Hee's last name?"
Play the audio program and elicit the answer.
(Answer: Park)
Books open. Focus Ss' attention on the Conversation
title. Elicit or explain t he meaning of What's .. . like?
Ask the cla ss: "Where is David from? What's it like?"
Ss check answers in the Conversation on page 2.
(Answers: Mexico, beautiful)
Play the audio program again. Ss listen and read the
conversation silently. Then they practice it.
g For a new way to practice this Conversation, try
Lo<Jk Up and Speak! on page T-150.
PRONUNCIATION
Learning objective: learn to sound natural by linking words
(B [CO I. Track 4]
Explain that some English words sound unnatural
when pronounced separately. Therefore, native
speakers usually link these words.
GRAMMAR FOCUS
Learning objectives: practice statements with be,
contractions of be, and possessive adjectives; ask and
answer questions with be
(B [CO f. Track 5]
Statements with be and contractions of be
Intrvduce yourself (''l'm . .."). Explain that it's
common to u se contractions (e.g., I'm) when
s peaking. Tell Ss to go around the room a nd
introduce themselves.
Go over the contractions in the Grammar Focus box.
Close your thumb and first finger to show how the
pronouns+ be become contractions. For example,
your thumb (you) and first finger (are ) contxact to
become you're.
Possessive adjectives
Explain the difference between subject pronouns and
possessive adjectives by Wl;ting this on the board:
1 am Oav1d. ~ name is David.
.Yru.! are Beth. ..1::'.r name is Beth.
T-3 Unit 1
B(B
Elicit names of cities in Mexico (e.g., Mexico City,
Acapulco). Then read the two focus questions.
Play the audio program. Ss listen to fin d t he answers
to the questions . Elicit the answers.
itttm.;nna
SUN HEE: So David, wheTe aTe you fTom?
DAvm: I'm from Mexico.
SuN HEE: Really? What city?
DAVlD: Mexico City.
SUN HEE: Wow! What's it like there?
DAVID: Oh, i t's a very interesting city.
SUN HEE: Is it big?
DAVID: Oh yes . It's big. But I like i t a lot.
David is from Mexico City. It's very interest ing and big.
Pl ay the audio program. Point out the linked sounds.
Ask Ss to practice the sentences.
Option: Play the audio program for the Conversation
on page 3 again . Then tell Ss to p r act ice linking
sounds in selected sentences (e.g. , Th~is David.).
Play the audio program for the first Grammar
Focus box.
1Z] For more practice \vith possessive adjectives, try
ISJ the Chain. Game on page T145.
A
Ss complete the senoonces indi\'i dually or in pairs. Go
over answers with the class.
1. My name is David Garza. I'm from Mexico. My family
is in Mexico City. My brother is a university student.
His name is Carlos.
2. My name is Sun Hee Park. I'm 20 years old . My sister is
a student here, too. Our parents are in Korea right now
3. I'm Elizabeth, but everyone cal ls me Beth. My last
name is Silva. I'm a student at City College. My parents
are on vacation th is week. They're in Los Angeles.
wh-questions with be C Group work
Write these questions and answers on t he board: Explain the task. Elicit possible Wh-ques tions.
~ Answers Option: Ss look a t the Conversations on pages 2
Whot'5" your nome? She's my classmate. and 3 fot examples of\Vh-questions with be.
WhoS Sun Hee? My name's Beth. (Answers: Where arc you from? \-Vho's Sun H ee?
Where ore you and Lvisa from? They're very nice. Where's she from? What's your last name again?
What are your classmates like? We're from Brazil. What's Seoul like'?)
Books closed. Ask Ss to match the questions and Ss write five Wh-qucsiions i ndividually . Go around
answers on the board. the class and give help as needed .
Books open. Ss check answers with the Grammar Ss work in small gmups. 1'hey take twns asking and
Focus box. Answer any questions. answering their questions.
Play the audio program. Go around the class and write down any errors.
Option: Divide the class into two groups. Group A Then write the questions or a nswers with errors
asks the questions and Group B answers. Then on the board. Ss correct the errors as a class.
change roles.

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

Explajn the task. Ss practice the conversations in

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

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

Please call me Beth. T-4

 CONVERSATION
Learning objectives: practice a conversation between two
people who know each other; see yes/no questions and short
answers with be in context
{CD 1, Track 6]
Introduce the Con versation title. Ask: "How's it
going?" Help Ss with responses (e.g. fine, not bad).
Set the s cene. A few d ays after the International Club
party, Sun Hee sees David a nd starts a conversation .
Write these questions on the board:
1. Are David's classes interesting this semester?
2 Are David and Beth in the same chemistry class?
3. Is Sun Hee on her way to doss?
4. /, Sun Hee free?
Elicit or explain a ny new vocabulary.
GRAMMAR FOCUS
Learning objective: practice yes/no questions and short
answers with be
<!) {CD 1, Track 7]
Yes/No que stions
Write several sta tements with be about David and
Sun Hce or your own Ss on the board. For example:
David is a student
julia and Elena are sisters.
Focus Ss' at tention on the statements. Point out that
statements begin with a subject+ verb.
f:2&id ii a student
s v
tulia and Elena ~ sisters.
s v
Option: If you don't want to teach t h e terms subject
and verb, u se the numberS 1 an d 2 instead.
Explain that yes/no questions begin with a verb+
subject. For exam ple:
J..i ~a student?
v s
~ lufiq qnd Bena sisters?
v s
Ask S s to change any rem ainin g statements on the
board to yes/no questions . Give help as needed.
Ss study the Gramma r Focus box q uestions.
Short answers with be
Present the short an swers in the Grammar Focu s
box. Point out that there are t wo ways of saying "no"
for each pronoun, except for J.
T-5 Unit 1
i@MfM
semester: 15-18 week part of a school yc<tr
on way to (a place}: going to (a place)
free: not busy
Books closed. Pl ay the audio program twice. Elicit
a nswers to the questions on t he board. (Answers:
1. yes 2. no 3. no 4. yes)
Books open. Play t he audio program again . Ss look at
the pictures and read the conversation silently.
Ss stand up and practice the conversation in pairs.
Ask yes/no questions with be abou t Ss in the class.
Ss respond with short answers.
Play the audio program. Focus Ss' attention on the
stress in short answers (e.g., Yes, I a m. No, I'm n-ot. ).
A
Ss complete the conver sations individually. Go over
a nswers with the class.
1. A: Is Ms. Gray from the United States'
B: Yes, she is. She's from Chicago.
2. A: Is English class at 10:00?
B: No, it isn't. It's at 11:00.
3. A: Are you and Mon ique from France?
8: Yes, we are. We're from Pa ris.
4. A: Are Mr. and Mrs. Tavares American?
B: No. they aren't. They're Brazilian .
Model the first conversation wit h a strong Sand t he
second conversation with a different S. Then Ss
practi ce the conversations in pairs.
B
Explain the task. Ss write answers to t he questions
individually. Then they ask and answer the questions
in pairs.
C Group work
Model the task with the first question . Ss write
questions individually. Then they ask their questions.
Option: Ss vffite question s in smalJ groups. Collect
the questions and give them to different groups. Ss
take turns asking and answering the questions.
 WORD POWER
Learning objective: learn different ways to say hello and
How a re you? Sec you later.
good-bye How's it going? See you tomorrow
Good afternoon. See you.
To show Ss the purpose of an activity, write th e Good evening. Talk to you fater.
learning objective on the board. At the end of the activity, (Note: Additiona l e xpressions a re ita licized.)
point out what Ss have achieved

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

Hello Good-bye C Pair work

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

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

INTERCHANGE 1
See page T-114 for teaching notes .

Please call me Beth. T-6

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

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

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

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

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

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

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

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

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

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

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

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

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

How do you spend your day? T-10

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

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

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

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

Ss complete the chart individually.

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

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

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

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

Rodney chef
... ...
Gtsup

9A..M.
Get$ home

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

CD INTERCHANGE2
See page T-115 for teaching notes.

How do you spend your day? T-12

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

T-13 Unit 2
Units 1-2 Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify
areas that need improvement
Ask: "What did you learn in Units 1 and 2?" E licit
Ss' answers.
Ss complete the Self.assessment. Encourage them to
be honest, and point out they will not get a bad grade
if they eheck (.f) "a little."
ROLEPLAY
Learning objectives: assess one's abifity to introduce
oneself and another person using statements with be; assess
one's ability to ask questions to check information
A Pair work
Read the instructions aloud a nd focus Ss' attention
on the picture. Explain that Ss should pretend they
don't know their partners in t his role play.
Model the role play with aS. Explain how to use the
conversation cues.
Ss role-play the conversation in pairs. Encourage Ss
to use appropriate body language and gestures, add
SPEAKING
Leaming objective: assess one's abdity to exchange
information using Wh- and yes/no questions with be
Explain the task and model the first question. Ss
should consider if t he questions are Wh- or yes/no
questions.
Ss work individua11y to write the seven questions.
Point out that there may be more than one correct
question for each answer.
Go over Ss' questions with the class.
Ss move on to the Progress check exercises. You can
have Ss complete them in class or for homework,
using one of these techniques:
1. Ask Ss to complete all the exercises.
2 . Ask Ss: "\Vhat do you need to practice?" Then
assign exercises based on their answers.
3 . Ask SsW choose and complete exerC-ises based on
their Sel f~assessment.
fo1low-up quest ions, and ask for clarification
where appropt;ate.
Option: Ss introduce themsel ves without referring to
the example conversation.
B Group work
Each pair joi ns another pair. Ss i nt roduce their
partners to the other pair and ask fo1low-up
questions.
If you do n't have enough class time for the speaking
activities, assign each Sa speaking partner. Then have Ss
complete the activities with their partners for homework.
MfflfUt%?911
1. What's your name?
2. Whe re are you from?
3. Are you r classes interesting?
4. What's your favorite class?
5. Is your teacher Americ an?
6. What are your classmates like?
7. Who is your best friend?
Ss work in pairs. They take turns using the questions
to interview each other. Encourage Ss to add
follow-up questions.
Option: Each S uses the questions to interview
another S.
T-14
 SPEAKING
Learning objective: assess one's ability to ask. and answer B Group work
questions about jobs using the simple present Ss compar e their lists in small groups . Encourage Ss
to a sk Wh-questions about the jobs (e.g., What does a
A receptionist do? Where doe$ a receptionist work?).
Explain the task. Then elicit tlrings a receptionist
Go around the class and check Ss' use of the
does and write them on the board.
simple present.
Ss complete the task individually or in pairs.

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

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

WHAT'S NEXT?
Learning objective: become more involved in one's
learning
Focus Ss' attention on the Selfassessment again.
Ask: ''How well can you do these things now?"
T-15 Units 1-2 Progress check
Ask Ss to underline one thing they need to review.
Ask: "What did you u nderline? How can you
review it?"'
If needed, plan additional activities or reviews based
on Ss' answers.

How much is it?
SNAPSHOT
Learning objective: read about and discuss the meaning
of colors
Books closed. Ask several Ss: "'W hat is your favorite
color?" Write the colors on th e board. Help with
vocabulary for colors as needed.
Ask several Ss to choose between pairs of adjectives
for colors. For example, ask: "'s red exciting or sad?"
..Is white dirty or pure?"
Books open. Explain that colors have different
meanings in different countries. Discuss the
meanings in the Snapshot. E licit or explain any
new vocabulary.
1iff!1@1Mi
t n &thtul:honc13t
j ealous: unhappy because you wa nt someone'&things
mysterio us : 8trange anP difficult to understand
frie ndly: nice to other J)e()ple; sociable
pure: very clean
CONVERSATION
Learning objectives: practice a conversation about
shopping; see demonstratives and one/ones in context
A@ {CO 1, Track 17}
To set the s<:ene, focus Ss' attkntion on the picture.
Ask: "Where are they? What are th~y doing?"
Write this focus question on t he board:
What calor necklace do they buy~
Books closed (or text covered). Play the audio'
program. Ss listen for the answer. (Answer: blue)
Option: Write these focus questions on the board:
1. How much is th~-blue' necklace? 1
2 Why dotS Sttvt buy the ntckloce>
Then play the audio agaln. Ss check answers.
(Answers: I. $42 2. It's a birthday present.)
Books open {or uncover the text). P lay t he audio
program, again . Ss lis ten and read a long sil ent ly.
E licit or explain any new vocabula ry.
'Mff!iM
I'm not su r e.: I don't know.
H.mm: a sound people make when they're t.hinkin,g
Lel me: AJlow me lo
In Unit3, students discuss money, especially
w~h regard to shopping. In Cycle 1, they talk
about prices using demonstratives and the
pronouns one/ones. In Cycle 2, they ralk about
preferences using comparisons with adjectives.
Focus Ss' attent ion on the first t wo questions. Draw
this chart on the board:
Positive mean ings Negative meanings
pure sad
Ask different Ss to add adjectives from the Snapshot
to the chart. Does everyone agree on the placement of
exciting? of mysterious?
Ss discuss the last two questions in pairs. Allow
about five minutes. Then discuss the questions as
a class.
Option: Select three colors. In pains or groups, Ss
make lists of all the things in the room with those
colors .
Ss practice the conversation in pairs.
n For a new way to practice this Conver sation, try the
CS Onion Ring technique on page T- 151.
B@
Read the two focus questions aloud. Then play the
audio program. Elicit answers from t he class.
c.mw,;u;;a
ft:lARJA: Steve, come and look at this necktie. What do
you think?
STEVE: It's a nice tie, but look a t the price - $25.
MARIA: Oh, that's not bad. And I want you to have iL Let
me get it for you..
STEvE: OK. S ure.
They buy a t ie. Ma ria pays for it.
T-16
 GRAMMAR FOCUS
Learning objective: practice demonstratives and one/ones
[CO I, Track 18]
Demonstrati~s
Books closed. Point toSs' things and make
statements with this and these (e.g., "This is
Peter's pen. This is Joan's necklace. These are
Dan's glasses.'").
Hold some things close to show how we use this or
tlu!se for nearby things. Explain that.thi.$ refers to
a singular thing, while these refers to plurals.
Option : Ss place their things in a bag. Each S takes
out something and says whose it is (e.g., "'TTtis is
Mary's pen.").
Place some Lhing far away to show how we use that
and those. Ss point to things and make statements
(e.g., ''''l'hat is Bill's book. Those are Mike's keys.").
Explain that that refers to a singular thing, while
those refers to plural things.
To check Ss' u ndersta nding of demonstratives and
review colors, ask about things in the room (e.g.,
What color is this pen? What color are those books?").
On e/on es
Focus Ss' attention on the Conversation on page 16.
Ask Ss to find examples of one and ones.
For each example, ask: "What noun does ones or one
replace?" (Answers: earrings, necklace) Elicit the
rule: One replaces a singular noun, and ones replaces
a plural noun.
Play the f.llSt part of the audio program.
To raise awareness of both the meaning and form of a
new structure, atways link the Grammar focus to the
Conversation.
Prices
Play the rest of the audio program. Ss repeat the
prices. Present additional examples as needed.
18] For practice in listening for prices, play Bingo on
lS1 page T-147 using prices instead of words.
T-17 Unit 3
A
Model the first line of the fu"St conversation.
Ss complete the task individually. Go over answers
with the class.
1. A:. Excuse me. How much ere those jeans ?
8: Which ones? Do you mean these?
A:. No. the light blue ones.
8: Oh. t hose ttre $59.95.
A:. Almost $601 Are you kidding?
2. A:. I like that backpack over there. How much Is it?
B:Which one?
A:. The red one.
8: tt's $27.,9. But t his groon one is only 522.25.
A: OK. Let me see it. please.
Ss practice the conversations in pairs.
Op tion: Bring in two different pairs of sunglasses,
pens, necklaces, or hats. '!'hen Ss practice the
conversations again using these things.
B Pair work
Explain the task. Ss work in pairs to choose prices for
the sunglasses and cell phones .
Model the example conversation with a S. Then Ss
take turns asking and answering questions about the
items. Go around the class to check for the use of
demonstratives and one or ones.
Opt ion: If you live in an English-speaking
environment, have Ss go to a store to ask the
prices of three things in English.
Option: Bring in clothing catalogs. Ss use them to
practice the conversations.
g For a new way to practice this Conversation, try the
Substitution Dialog on page T-151.
~For more practice asking for and giving prices, try
1=.1 the Price Exchange on page T-156.
 LISTENING
Learning objective: develop skills in listening for details
(B {CO f. Track 79]
Set the scene. Tim and Sandra are shopping. They
want to know the prices of four things .
Play the a udio program. Ss listen and complete only
the Price column in thei r books.
Play the audio program again. Ss listen to find out if
Tim and Sandra buy the things, and their reasons.
Go over answers with the class.
3.
SANDRA: What do you think of those sunglasses?
T hey're only $16.
TIM: They're nice . Try them on.
SANDRA: Oh, no. I think they're too big.
TIM: You're right. They are too big.
4.
TIM: I love thi s watch! Do you like it?
SA:-<0&\.: I do. Why don't you get it?
TI.M: Hmm, it's pretty expensive. It's $49.99 .
SA..'<DRA: That price isn't bad. It's a nice watch.
TIM: Yeah , maybe you're right. I think I'll get i t.

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

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

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

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

How much is il? T-18

 WORD POWER
Learning objective: learn vocabulary for clothes
and materials
A Option: Use the materials word cards. Ask Ss to
If possible, bring in one thing made of each material:
cotton, rubber, gold, silk, leather, silver, plastic, wool.
Write the names of the materials on cards. Put the
items on your desk with the cards next to them .
Say the word for each material. Ss repeat the word.
Explain the task. Ss work individually to complete
the exercise. Go around the class and give help. Make
sure that Ss do not add ~s to the adjectives (e.g ., NOT
wools socks, rubbers boots).
Go over answers \vi th the class.
1. a plastic bracelet 5. a leather jacke t
2. a gold r ing 6. a cotton shin
3. a silk tie 7. silver earrings
4. wool socks 8. rubber boots
B Pair work
Write the names of the eight things in part A across
the "t:oP of the board. Ask t he question in the book.
CONVERSATION
Learning objeCtives: practice a conversation about
preferences; see. compafisons with adjectives in context
A(B {CO 1, Track 21]
. Elicit ideas and vocabulary based on t he picture.
Set the scene. Sue and Anne are shopping. Ask Ss to
.-listen for answers to these focus questions:
1. What are they shopping for>
2. Does Anne buy a leather jacket?
3. Does Anne buy a wool jacket?
Books cloSed. Play the audio program. Then check
answers to the focus questions. (Answers: 1. jackets
2. no 3. no)
Books open. Play the audio program again. Ss
listen and read along silently. Elicit or explain any
new vocabulary.
Ss practice the conversation in pairs.
T-19 Unit 3
Ask differen t Ss to .....Tite pos sible material s below
each thin g on the board . For example, under socks
they can write wool, cotton, or silk.
place the cards next to other items in the clas sroom
made of t hese materials .
Ss usually forget about 80 perce nt of new words after
24 hours. To help them remember more, re cycle or review
new voca bulary the next class.
C Class activity
Model the conversation with a S .
Ss m ake as many statements as possible. Point
out that they can use other pattern s (e.g., "I
am wear ing .. .").
Option: Ss write four sentences about what they
have or wha t they're westing on a piece of paper.
Co1lect the papers and read t he sentences alou d.
Then Ss guess who wrote the sentences .
[Z] For more practice with vocabula ry for materials,
c::J play Change Chairs on page T -145. Give the
first comm and: ''Change chairs if you have a
lea ther jacket."
nFor a new way to teach this Conversation, try Say It
lj \Vith Feeling! on page T-150.
B(B
Read the two focus questions aloud. T hen play the
audio pl'Ogram. Elicit answers from the class.
ttttw.guma
A\'<NE: Wow! Th at jacket is really expensive. I don't wa nt
to s pend tha t much money.
SuE: Oh, look. There Sre some things on sale over the re.
A.i'<NE: Oh, you're right. T he se T-shirts are really nice.
And th ey're cheap, too. I like th is one with the bird
on it.
SUE : That is nice. And the colors are really pretty .
A."<NE: Great! I'll take it.
Anne buys a Tsh irt. Sue likes it.
 GRAMMAR FOCUS
Learning objective: practice preferences and comparisons
with adfectives
(B [CO I, Track 22]
Prefer en ces
Bri ng some items to dass that are similar (e.g., two
l;ngs, two ties, two pen s, two T+shirts).
Focus Ss' attention on t he Conversation on page 19.
Ask: "Which jackets do Anne and Sue prefer? \Vhy?"
Write the answers on the board and underline the
words likes and better:
Sue~ the wool one J:zdm. It looks warmer.
Anne~ the leather one~- It's more stylish than
the wool one.
Point out that like better means prefer.
Hold up two similar items (e.g., two ties). Ask two
or t hree Ss: v.rhich one do you prefer?" Elicit the
response: "I prefer ..."or "I like ... better." Repeat
with other pairs of items.
Option: Use two pairs of similar ilcms t.o review ones.
Comparisons w ith adJectiues
Underline warmer and more stylish in the sentences
on the board. Then draw two columns on the board,
like this:
1 2
warmer more expenstve
nicer more stylish
prettier more beautiful
To help Ss see the differences in grammar forms, use
different colors on the board.
Point out that column 1 has two one-syllable
adjectives (warm, nice) and one two-syllable adjective
that ends i n -y (pretty). The comparative forms of
these adjectives end in -er.
Point out that column 2 has adjectives oft.wo or more
syllables (e.g., expensive). The comparative forms of
these sta1t with more.
Elicit more comparative adjectives for both columns.
Ask different Ss to write them on the board.
WRITING
Learning objective: write a paragraph comparing prices
Have Ss read the directions, chart, and sample
paragraph. Allow three minutes.
Ask: what does the chart show? What are you going
to add to the chart?"' (Answers: prices in the U .S.,
prices in my country)
Ss work individually. First they complete the chart.
Point out the spelling r ules i n the Grammar Focus
box. A fmal -y changes to -i when \ VC add -er
(pretti er), and a single vowel +consonant doubles
the consonant (bigger).
Present t he irregular forms: good- better and bad-
worse. Then play the audio program.
Hold up two items again. Ask: "'Which .. . do you
prefer? 'Why do you prefer it/them?" Elicit answers.
Option: Ask Ss to look back over previous units to
find more adjectives. (See pages 7 and 16.) Elicit the
comparative fonns and ask different Ss to write them
in column 1 or 2.
A
Explain the task. Remind Ss to look a t the pictures
when answeri ng.
Ss complete the task i ndividually. '!'hen go over
answers wit h the class.
1. A :Which d ress is prettier, the yellow one or the
g reen one?
8: Well, the green one is silk. And silk is more
expensive than polyester.
2. A: Is th is blue TSh irt larger than the red and
white one?
B: No, the red and wh ite one is bigger. It's a mediu m.
The b lue one is a small.
3. A: Look at these pants! Which ones do you like better?
B: I prefe r the cotton ones. They're more stylish t han
the wool ones.
Ss practice the conversat ions in pair s .
B Pair work
Pocus Ss' attention on the pictures in part A.
Model the conversation with aS. Go over the
useful expressions.
Ss work in pairs. They talk about the items, giving
their opinions.
[Z] F~r more practice making comparative forms, play
Q Tic Tac-Toe on page T -148.
Then they write a paragraph com paling prices.
Ss read each other's paragraphs and
make suggestions.
Option: Ss write a paragraph in class and then
revise it for homework.
How m uch is i t? T-20
 READING
Learning objectives: read and discuss an article about
lntsrnst shopping; develop skills in scannmg and
differentistmg fact and opinion
~ To help Ss understand what reading strategy to use.
focus their attention on the purpose of the task. For example:
'"Today we're going to practice differentiating fact from
op1nion
Set the scene. Ask: "How often do you go shopping?
Do you like shopping? Do you ever buy things on the
lnternet?"
Explain that this article is about a famous Web site
called eBay, where people shop online.
Option: lfSs have access to the Internet, tell them to
look at the eBay Web site before they read.
Point out the pre-reading questions. Ss guess the
answers. Then they scan the text quickly to check
their guesses.
true. true, false
Elicit or explain any new vocabula ry.
a. over 18 million (paragraph 1)
b. It's easy and friendly, but some people don't like it.
(paragraph 31
c. You put an advertisement for an item oo the Web site.
People bid for the item. The person who bids the most
money buys the item. Then you send the item to the
buyer. (paragr8ph 2)
d. It's an online marketplace. (paragra ph 1)
e. You can shop in the United States, Europe, Latin
Americo , China, and many other countries.
lpa ragraph 4)
f. You can buy and soli mi llions of different th ings from
ca rs to electronics to mus ical instruments.
( pa ragr~h 2)
B
Explain the task. Model the first example. First, find
the information in the article. (Answer: paragraph 1)
Then decide if it is a fact or opinion. (Answer: fact)
Ss work individually. Co around the class and give
help as needed.
Ss compare answers in pairs . Then go over answers
with the class.

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

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

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

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

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

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

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

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

A(B {CD 1, Track24]

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

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

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

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

Oo you like rap ? T-24

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

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

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

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

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

T-25 Unit 4
 GRAMMAR FOCUS
Learning objective: practice would and verb+ to +verb
~ [CD 1. Track 29]
Would
Refer Ss to the Conversation on page 25. Ask: "How does
Dave invite Susan?" Write his question on the board:
Would you like to go?
Explain that we use Would you like to . . . ? for polite
invitations. 1t is more polite than Do you want to . .. ?
Ask Ss to find Susan's response. Ask: "What does she
say?" Write it on the board:
Thanks. I'd love to.
Point out that I'd = I would. Explain that there are
different ways to accept an invitat-ion. Susan uses one.
Add two more to the board:
Yes, I would.
Yes, I'd really like to (go)
Play the audio program for the first column in the
Grammar Focus box. Ss l'ead silently.
Verb ... to ... verb
Refer Ss again to the Conversation on page 25. Susan
invites Dave to have dinner at 6:00, but he doesn't
accept. Ask: "What were his words?" Write them on the
board:
Uh, I'd like to, but I~ late.
WRITING
Learning objective: write and respond to text messages
A
Point out that Ss practiced oral invitations. Now they
will make text message invitations.
To help Ss see the purpose of what they're learning,
always try to link one activity to the next.
Focus Ss' attention on the text message. Ask Ss to
guess its meaning. (Answer: 'Vould you like to see a
movie tonight?)
Discuss abbreviations. Explain that people use the
abbreviations because there is very little space on cell
phone screens . Elicit the words the text message
abbreviations stand for. (Answers: 2 =to, C = see,
2NITE = tonight).
Ask the class: "Do you ever write text messages? Who
do you write to? What do you write about?"
INTERCHANGE 4
See page T 118 for teaching notes.
Explai n that we often use the struct ure uerb + W +
verb when making excuses. Focus Ss' attention on the
Gramm ar F ocus box. Elicit exam ples .
P lay the audio program for the second and t hir d
columns.
A
Explain the task. Questions 1-3 require an accept ance
or a refusal. Questions 4-6 rcq u.irc an invitation.
Ss work individually. Go around t he class and check
their answers. If you notice common problems, stop and
go over them wi th th e class.
B Pairwork
Explain the task. S s work in pairs. 'fhey take turns
asking and ans wering the questions.
C Pair work
Explain the task. With Ss, brainst orm three things to
do. Model inviting aS to do one of those things . YourS
par tner uses some of the follow-u p q uestions.
Have Ss fir st t hink of three real or imaginary thil1gs
they would like to do. 'fhen they practice invit ing each
other. Remind Ss t o use Would you like to . . . ? and to
include follow-up quel;itions.
B Group work
Ss work in groups of three. Ss work individually to
write a message to t he other two Ss in their group.
Ss exchan ge mess ages with the ot h er Ss in the group.
They read each mes sage and write a response (e.g.,
SO UNDS GRB!). Then they return the responses.
(Note : If Ss can't think of an invitation, encourage
them to look at the Gramm ar Focus or Conversation
on page 25 for ideas .)
Option: In Ss' responses, they w1ite questions asking
for m or e infonnation. They contin ue to exchange and
return responses, answering questions a nd asking for
more information until they accept or reful:ie the
invita tions .
Option: If Ss have ceJl phones, they can practice
send ing text mes sages in class or for homework.
Do you like rap ? T-26
- READING
Learning objectives: read and discuss an article about a
singer; develop skills in scanning a time line
a. 7 e. 4
Books closed. Draw these diagrams on the board: b 1 f. 3
CHRISTINA AGUILERA c. 8 g. 2

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

~. If your Ss speak languages that have similar

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

A Assign ... for more practice in .

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

mtmm Video Activity Book

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

Ss complete the task individually. Go around the

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

T-27 Unit4
Units 3-4 Progress check
SELF-ASSESSMENT
Learning obj ectives: reflect on one's learning; identify
areas that need ;mprovement
Ask: "What did you lea rn in Units 3 and 4?" Elicit
Ss' answers .
Ss complete the Self-assessment. Encourage them to
be honest, and point out they will not get a bad grade
if they check (.I ) "a little."
LISTENING
Learn;ng objectives: assess one's ability to listen to and
understand prices and questions with how muc h; assess
one's ability to ask and answer questions about pdces;
assess one's ability to give opinions using adjectives
A(B [CO I. Track 30]
Set t he scene. Dave's Discount Store is having a sale
today. Ss will hear the pi'ices of six items.
Play the audio program once or twice. Ss listen and
circle the correct price of each item.
jffffi/,li'i/4
ANNOUNCER : Come in to Dave's today! Everyt hing is on
sale - for one day only. Here a re some of our terrific
sale prices. First, in the clothing departments, we
have great sales on both men's and women's pants.
We have leather pants for only $90. That's right! AU
our stylish leather pants a rc only $90. And wool pants
are on sa le for $50. J ust $50 for wool panl<;. Amazing!
ROLEPLAY
Learning objectives: assess one's ability ro give opinions
using adjectives; assess one's abdity to talk about
preferences and make comparisons using adjectives
Focus Ss' attention on the pictures in Exercise 1 and
explain the task . Students work in pairs . Student A
wants to buy presents for his or her family at Dave's
Discount Store. Student B is helping Student A
choose presents.
Ss move on to the Progress check exercises. You can
have Ss complete them in class or for homework,
using one of these techniques:
1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you n eed to practice?" Then
assign exercises based on their answers.
3. Ask Ss to choose and complete exercises based on
their Selfassessment.
But that's not all. Every style and color of shirt is on
s-t~lc. Designer silk shirts are now only $40. Again,
that's $40 for a silk shirt. And cotton shirts are on
sale for just $18. Unbelievable!
Finally, in the electron ics depa rtment, we have a
great selection of computers. w e have laptop
computers for only $2,015. And we have desktop
computcns for $1,030. A complete computer system
for only $ 1,030. What a dcal1
Remember, these prices are for today only, so come in
and save at our one-day sale. Get evetything you need
.. at Da ve's!
8 Pair work
Explain the task. Ss compare prices and give their
own opinions about them in pairs. Are t he things
expensive, reasonable, or cheap?
leather pants: $90 wool pant s: SSO
silk sh irts: $40 cotton shirts: $18
laptop computers : $2,015 desktop computers: $1,030
Model the example conversation with a S. Elicit ot her
expressions and comparisons to use in the role plays.
Ss practice the role play in pairs . Then they change
roles. Go around the class a nd give help as needed.
Option: Have Ss give the items d ifferent prices, and
try the role play again.
T-28
 SURVEY
Learning objective: assess one's ability to ask and answer
questions about entenainment using the simple present
A Ss go around the class a nd ask questions to complete
Ss work individually. They write answers to the
questions in the Me column.
B Class activity
Explain and model the task. Say: "I usually watch TV
at (7:00). When do you usually watch TV?" Ask
different Ss until someone gives the same answer.
SPEAKING
Learning objective: check one's ability to make invitations
and excuses with would like to + verb
A where or when to meet. Point out that they should
Explain the task . Then ask aS to r ead the example
invitation in the book.
Elicit suggestions for other interesting activities and
write them on the board.
Hand out three index cards to each S. Explain the
task. Ss write three different invitations individually
(one per card). Point out that they should not put
their names on the cards.
Ss complete the task. Go around the class and give
help as needed.
B cards and three response ca rds. Then they read
Ask different Ss to read the three re::;ponse cards.
El icit other ways of accepting or refusing an
invitation. Encourage Ss to suggest silly or unusual
excuses for refus als.
WHAT'S NEXT?
Learning objective: become more involved in one's
teaming
Focus Ss ' attention on the Self-assessment again.
Ask: "How \o,. ell can you do t hese things now?"
T-29 Units 3-4 Progress check
Explain that you will write that person's name in the
My classmate column. Point out that Ss shou ld write
a classmate's name only once.
the activity. Note any grammar, vocabulary, or
pronunciation errors.
Option: Go over any grammar, vocabulary, or
pronunciation errors after Ss complete t he activity.
Hand out three index cards to each S. Explain the
task. Ss write one acceptance a nd two refusals. The
acceptance cards should include a question about
not put their names on the cards.
Ss complete the task. Go aroun d the class an d give
help as needed.
C Groupwork
Ss work in small groups. OneS collects all the
in vitation cards, shuffles them, and puts them
in a pile.
A d ifferent S collects all the response cards, shuffles
them, and puts them in a different pile.
Explain the task. Each S takes three invitation
them silently.
Model the task. Read an invitation card a loud
Ss accept or refuse the invitation by reading a
response card.
Ss take turns completing the task.
Ask Ss to underline one thing they need to review.
Ask: 01What did you underline? How can you
review it?"
If needed, plan additional activities or reviews based
on Ss' answers.

Tell me about your family.
WORD POWER
Learning objective: learn vocabulary for discussing
the family
A
Write the word famtly in a circle on the board. 'Then
write the words mother and fathtr around the circle.
In pairs, Ss brainstorm words for family members
and make a Jist. Then they compare lists with
another pair. Go around the class and note the
words on their lists.
To avoid teaching words Ss already know, start by
asking Ss the words they know. Then teach any remaining
vocabulary.
Ask Ss to find Sam and circle his picture. Then ask
"Who is Yumiko?'' (Answer: his wife) Ask Ss to write
wife under Yumiko's picture and check (.I) wife in the
vocabulary Jist.
Ss complete the exercise in pairs. Go over the
answers with the class and cheek pronunciation.
grandfather and grandmother (Marta)
father (Chris) and mother
aunt and uncle (Manuel)
Sam (husband) and his wife (Yumiko)
brother and sister-in-law (Liza)
cousin CTeresa)
nieu (Kelly) and nephew
M needed, teach other family words (e.g., great-
grond{alher, grrotgrandmother, grond.wn,
gran.d.d.<utghiA!r, daughter, son, stepbrother, stepsister,
only child, twins, parents, ex-wife, ex-husband). Use
pictures to present additional vocabulary.
Option: For more practice, ask questions about
another person in the family tree (e.g. Donna).
Possible questions include: Who is Donna's husband?
Who is her sister-in-law?
In Unit 5, students discuss families, typical
families, and family life. In Cycle I, they talk
about their own and other families using the
present continuous. In Cycle 2, they discuss
facts about families usin~ quantifiers.
B
Explain the task. Ss draw their family trees
individua1ly. Point out that single Ss can include
their grandparents, parents, brothers, and sisters,
while married Ss can include their husband or wife,
children, and grandchildren.
Draw your family tree oo the board while Ss complete
the task.
Model the task by describing your own family. Then
encourage Ss to ask you questions. If needed, present
or review words such as married, single, diuorced,
widowed, or deceased.
Ss complete the task in pairs or small groups. Go
around the room and encourage Ss to ask follow-up
questions (e.g., How old is lut? What does he do?).
Elicit interesting things Ss leluned about their
partners.
Option : Ask Ss to bring in pictur es of their family.
Ss show each other family photos in small groups.
Encourage them to add two pieces of information for
each photo (e.g., This is my brother. fie's 27, and he's
a lawyer.).
To personalize the class and make the language more
meaningful, encourage Ss to bnng their own materials to
g To review the vocabulary of family, try Picture
Dictation on page T-154. Mk Ss to draw a family
tree while you say: "'Amanda has one brother and
one sister. Her brother, Edward, is married to Jean.
They have three children. Amanda's sister, :\1"ary, is
married to Mike. They have one daughter. Amanda
has a husband. His name is Charlie."
[81 For more practice matching words for family
[SI members with their meanings, play Concentration
on page T-144.
T-30
 LISTENING
Learning objective: develop sblls in listening for
specific information
[CO 1. Track 32]
Focus Ss' attention on the pictures. Ask: "How ar e
the people related?" Encourage Ss to make guesses.
Play the audio program. Ss listen and complete the
task. Remind Ss to focus on words for family members.
Go over answers with the clas s.
1.
WmtAN: Look at t his picture of:Michael Douglas . H e's
my favorite actor.
:MAN: Yea h, I like his movies . Is that his wife?
Wm.tA:.,.: Of course. That's Catherine Zeta-Jones.
~[AN: Oh, right . S he's so beau tiful. And a terrific
actress.
WoMAN: They m a ke a nice couple.
2.
:Mo:.t: lmusicj Cindy. Cindy!
CINDY: Sorry, Mom. That's my favorite song. Do you
k now Enrique Iglesias?
t\10:\t: You mean J ulio Iglesias? Of course. He's one of
my favorite singers.
C INDY: No , no, E nrique Iglesias. J ulio is his father.
MO!t.l: Oh, no. T don't think I know him .
CONVERSATION
Learning objectives: practice a conversation about
families; see the present continuous in context
A(B [CO 1, Track 33]
Set the scene. Rita is asking about Sue's family.
Focus Ss' attention on t he pict ures. Ask: "How do you
think they are related to Sue?" Elicit ideas.
Books closed. Explain the task. One S listens for
information about the woman and one listens for
information a bout t he man. Play the audio program
and Ss complete the task.
Books open. Play the a udio program again. Ss listen
and read silently.
Ss practice t he conversation in pairs.
B(B
Read the two focus questions aloud. Play the audio
program once or twice.
PRONUNCIATION
Lesming objectives: notice and use intonation in
statements; learn to sound natural when making statements
A (B [CO t, Track 34]
Play the audio program. Point out t h e falling
T-31 Unit5
3.
MAN: What a re you reading, P ete?
P.t,:T ~: I'm reading an article a bout. Francis Ford
Coppola. He has a ne w movie out.
MAN : Who?
PETE: Francis Ford Coppola . You know, the director of
T he Godfather. And The Godfa.ther, Part ll.
MA."': Oh , right.
PETE: Do you know who his nephew is? The actor
Nicholas Cage.
~'L\N: Really? I didn't know that.
4.
WOMAN : Look! Here's a n article about my favorite
movie star, Annette Bening.
~IAN: I like her, too. She's good in both comedies and
dramas. She's married to Warren Beatty, right?
WO,.L\N: '!'hat's right. In fact, he comes from a
talented family. Do you know who Warren Beatty's
s ister is? S hirley MacLainel
MAN: I don't think I know her.
Wo:~-IAN : Sure you do. She' s a movie star, too.
1. wife 2 . fathe r 3 . nephew 4 . s ister- in-law
Point ou t that the pl ural of sister-irl-law is sisters-in -
law . A sk Ss for the plural of brother-in -law.
(Answer: brothers-in-la w)
Go over answers wi th the class .
i f!f!IU(4b4i
SUE: So, what about your parents, Rita? Where do they
live?
R ITA: They live in Texas.
SuE: Oh, where in Texas?
RIT.-\: In Austin. It's a small city, but it's very nice .
SUE: Are they still working?
R1TA: Oh, yes. M y mother is teaching at the u n iversity
there, a nd my father is a carpenter.
They live in Austin, Texas. Her mother te aches at the
university, and her father is a carpenter .
i nbmation. Ss repeat the statements. Ask different Ss
to say the statements to check their i ntona t ion.
B Pair work
Explain the task. Ss work in pair s. Go arou n d the
class a n d check Ss' intonation.
 GRAMMAR FOCUS
Learning objectives: practice the present continuous; ask
and answer questions using the present continuous
[COt Track 35]
Simple present vs. present continuous
Draw this chart on the board:
Us"ally Rght now
Suls sister
SueS brother
Focus Ss' attention on t11e Conversation on page 31.
Ask: "What does Sue's sister do? What is she doing
right now?" (Answers: She works for the government.
She's working on a secret project.) Complete the
chart. Repeat the procedure for Sue's brother.
Ebcit or explain the difference between the two
tenses (simple present= habitual actions ; present
continuous= actions that are happening right now).
Compare the formation of the two tenses:
Sh works. (subject+ verb)
She is working. (subj ect +be +verb+ -ing)
Present continuous questions and statements
Focus Ss' attention on the Conversation on page 31.
Ask: "Why can't Rita meet Sue's family'?" Elicit the
answers, a nd write them on the board:
Sue's sister is not working in the U.S. this month
Sue5 brother is traveling in the Amazon right now.
Focus Ss' attention on the Grammar Focus box. Elicit
the rule for form ing yes/no and \oVh-questions in the
present continuous:
Be +subject+ ver b + -ing?
(Wh-question) +be + subj ect + verb + -ing?
DISCUSSION
Learning objectives: discuss families using the present
continuous; develop the skifJ of asking foflow-up questions
Group work
Explain the task and go over the topics in the box.
Explain any new vocabulary and elicit other possible
discussion topics.
Model the conversation with one or two Ss.
Encourage Ss to add follow-up questions and
introduce new topics.
A."k Ss to underline the time expressions in the
Grammar Focus box that show the action is
temporary or cunent: 'WW, this year, these days,
this week. Add right now and this month.
Play the audio program.
A
Explain the task and model the first question.
Ss complete the task individually. Encourage Ss to
use contractions in statements. Review contractions
as needed.
Ss go over their answers in pairs. Then go over
answers with the class.
1. A: Hi, Stephanie. What are you doing?
8 : Hey, Mark. I'm standing in an elevator.
and it's stuckt
A: Oh, no! Are you OK?
8 : Yeah. I - wait! It's moving now.
Thank goodness!
2. A: Marci, how are you and Justin enjoyi ng your
shopping trip?
8 : We're having a lot of fun.
A: Is your brothe r spending a lot of money?
B: No. Mom. He's buying only one or two things.
That's all!
B Pair work
Ss practice the phone conversations.
Opt;on: Ss practice the conversations s itting back-to-
hack or with their cell phones.
i9 For more practice contrasting the simple present
l..::=J with the present continuous, try E very Day a nd
Today on page T-157.
Give Ss a few minutes to prepare things to say about
their families.
Ss complete the task in small groups. Go around the
class and note any common errors. Then go over them
with the class.
To help you decide if additional controlled grammar
practice is necessa ry, watch the Ss' pe rforma nce during the
speaking activities.
Tell me about your family. T-32
 INTERCHANGE 5
Sae page T -119 for teaching notes.
Do your students need more practice?
SNAPSHOT
Learning objective: compare and discuss statistics about
families in different countries
Books closed. Write these questions on the board:
1. What percentage of homes in the US have three or
more televisiom?
a. 41% b. 61% c. 81%
2. What percentage of famil~es ;n the US almost
always eat dinner together?
a. 23% b. 43% c. 63%
Review percentages if needed. Ask Ss to guess the
answers to these questions. Then elicit their guesses.
CONVERSATION
Learning objectives: practice a conversation about family
size; see quantifiers in context
A [CO t Track 36]
Ask the class: "How many brothers do you have? How
many s isters?" Elicit answers.
Draw this chart on the board:
Where from? Number of Typical?
brothers/sisters?
1. Mei-li
2. Marcos
Books closed. Set the scene. Marcos and Mei-li are
talking about their families.
Play the audio program. Ss listen for the answers.
Ask Ss to complete the chart on the board if they
know the answers. Play the audio program again
as needed and ask Ss to add to or change t he
information in the chart. (Answers: l. China, no
brothers or sisters, yes 2. Peru, three brothers and
two sisters, no)
Books open. Play the audio program again. Ss look at
the picture and read the conversation silently.
Ss practice the conversation in pairs.
T-33 Unit 5
Assign. for more practice in . ..
Workbook Exercises 1--6 Grammar, Voca bulary,
on pages 25-27 Reading, and Writing
Lab Guide Exercises 1-8 Listening, Pronunciation,
on pages 9-10 Speaking , and Gramma r
Books open. Ss read the Snapshot to find the
answers. (Answers: 1. a 2. c) Ask: "'Who was right?
Do these two facts seem positive or negative? Why?"
Go over the facts about the U.S. Ss then discuss if
each fact is positive or negative in small groups.
Ss write guesses about their own counhies in the
second col umn . Then they share and discuss their
guesses as a class.
g For a new way to practice this Conversation , try the
Disappearing Dittlog on page 'f -151 .
B
Ask: "'Why does Marcos like having a big family?"
(Answer: Beeause he gets lots of birthday presents.)
Read the focus question aloud. Ask Ss to make
pr edictions and write them on the board.
Play the audio pr(lgram. Ss listen to find out if any
prediction on the board is correct.
Crtt+tBi/D
MARCOS: So do you like being an only child?
MEIU: Of course. I get all my parents' attention . llaughs ]
MARCOS : Yeah, I share my parents' attention with five
other people.
Mt;H.. I: But.. sometimes I w.ani a brQther or a sister.
~fARcos : Do you ever feel lonely?
MEILI: Sure. But it's OK. 1 have. lots of friends.
She gets all her parents' attention.
 GRAMMAR FOCUS
Learning objectives: practice quantifiers; present facts
using quantifiers
{CO 1, Track 37]
Explain that when people don't know the exact
percentage of something, they use words like most or
some. Point out the qua ntifiers in the Grammar
Focus box.
Explain that all these quantifiers come before pl ural
nouns except one. Ask Ss which one does not.
(Answer: no one)
Play the audio program.
Ask Ss to find bvo sentences with quan tifiers in the
Conversation on page 33. (Answers: Most families i n
China .. . , A lot of families . . )
Ask: "Who is from a big family? Raise your hand."
Then elicit a statement about the class that starts
with a quantifier (e.g., Most stud-ents in the class are
from big families .). Ask more questions and elicit
more s tatements with quantifiers (e.g., Are you
single? Do you live at home? Are you an only child?).
A IS1 Tic-Tac- Toe on page T-148.
Explain the task. Model the first answer.
WRITING
Learning objective: write an e-mail describ;ng one's fam;Jy
A
Ss describe their family to a p artner. Then they read
the example email silently.
Elicit information Ss can include in a desc1iption of
their family (e.g ., names, ages, jobs, where they live).
Write a ll ideas on the board.
Ss rewrite the sentences individually. Point out that
more than one quantifier may be possible. T hen Ss go
over their answers in pairs.
Go over answers with the class.
*Mffii"BW)
1. In China, a lot of women get married by the age of 22
2. In Australia, nearly all married couples have children.
3. In the United States, no one votes before the age of 18.
4. Some people in Germany live alone.
5. Most American high school students have jobs.
B Pair work
Explain the task and elicit the first answer. Write it
on the board.
Ss complete the task in pairs. Go around the class
and give help as needed. Then each pair joins another
pair to compare answers.
Option: Ss make statements about the facts in the
Snapshot on page 33 using quantifiers instead of
percentages.
Q F~r more practice with quantifiers, play
g For a new way to prepare for this Writing, try Mind
Mapping on page Tl 54.
Ss write e-mails about their family. Encourage them
t o use quantifier s.
B Group work
Ss read each ot her's e-mails in small groups and ask
each other for more information.
Tell me about your family. T-34
 READING
Learning objectives: read an article about an American
family; develop skills in reading topic sentences 1. Emily and J osh 2. Ben 3. Josh 4. Steve a nd Josh
Books closed. Ask: "Why do women work outside the 5. Judy
home? What happens to the children when both
parents work?" Elicit ideas. 8 Pair work
Books open. Read the title and the pre-reading task. Ss complete the task in pairs. Then they share
Explain that the first sentence of a paragraph their ideas with the class. Discuss which solutions
usually gives you its main idea. This is called a seem best.
"topic sentence."
Ss read the topic. sentences of the paragraphs. Ask: ~EiiifiifCycrn-
"Which question from the pre-reading t.ask will the
article answer?" (Answer: What happens when both Do your students need m ore practice?
parents work?)
Assig n . for more practice in .
A Workbook Exercises 7- 11 Grammar, Vocabula ry,
Go over the five questions. Then Ss read the article on pages 28-30 Reading, a nd Writ ing
silently a nd answer the questions. Lab Guide Exercise 9 Listening, Pronunciation ,
on page 10 Speaking, and Gramma r
Elicit or explain any new vocabulary.
Video Activity Book Listening, Speaking, and
1 wtM Unit 5 Cultural Awareness
CD-ROM Unit 5 Grammar, Vocabula ry,
hou sewor k: work people do to take care of the home,
Read ing. Listening, and
such <IS clev.ning
afte r-school p rogram: activities for children after Speaking
echool
househ old chores: work children do to help their
parents at home, such as washing the dishes

Ss compare their answers in groups. Go around the

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

T-35 Unit5

Howoften do you exercise?
SNAPSHOT
Learning objectives: talk about sports and fitness; learn
sports and fitness vocabulary
Books closed. Introduce t he topics of sport and
fitness. Ss brain storm sports and fitness activities.
Write Ss' ideas in two columns on the board:
~ Fitness activities
volleyball jogging
soccer weight training
basketball walkmg
To make new vocabulary easy for your Ss to copy,
make a vocabula ry list on one side of the board. Add new
Ask Ss to guess the sports and fitness activities
people from the U.S. like best. (Answers: basketball,
weight t rai ning)
Books open. Ss look at the Snapshot and com pare
their guesses. Ask: "Who guessed right?"
WORD POWER
Learning objectives: D;scuss types of sports and exercise;
learn collocations with do, go, and play
A p lay +ga mes, such as sports played with a ball
Go over the activities in t he chart. In pairs, Ss label
the pictures with the activities. (Answers: swimming,
soccer, ten nis, bicycling, baseball, yoga, weight
training, aerobics, in .line skating) Give help as
needed.
Explain and model t he task . Ask: "\'Vhat age groups
like aerobics?" Point out that there is no correct
answer.
While Ss complete t he task individua lly, write t his
conversation on the board:
A- What age groups like (aerobiCs)?
8. I think it's populor with (young adults).
A- I agree. OR I don't really agree. I think it's popular
with (teens).
Model the conversation with one or two Ss. Then
Ss u se the model conversation to compar e answers
in pairs.
In Unit 6, students discuss sports, exercise,
and leisure activities. In Cycle 1. they talk about
sports and exercise using adverbs of frequency.
In Cycle 2, they talk about leisure activities using
questions with how and short answers.
Elicit or explain any new vocabulary. Help Ss with
the pronunciation of difficult words (e.g., weight,
stretching). If needed, explain that American football
is different from international football. Players U$e
their hands, throw and run with the ball, a nd wear
safety equipment. In the U.S, international footba ll is
called soccer.
MMtM
softball: a sport similar to baseball but with a bigger,
sofler ball
weight training: lifting weights W become stronger
treadmill: a machine for walking or running
stretching: extending or making your arms and legs
longer
Go over the discussion quest ions and tasks.
Ss complete the tasks individually. Go around t he
class and give help as needed . 'T'hen elicit Ss' answers.
B Pair work
Pr esent the rules for these collocations:
go+ activities ending in ing, except weight tra ining
do + fitness activities and individual exercises
Ss complete the task in pairs. To check answers, write
t he verbs do, go, a nd play on t he board. Ask di.tTe1ent
Ss to wri te the answers. Give help as needed.
do go play
aerobics bicycling baseball
weight tra ining in-line skating
yoga sw1mmmg tenn is
Option: S!io circJe the activities a nd sports t h ey enjoy .
Then they compare with a partner.
[:::] .F'or more practice with sports and exercise
EJ vocabulary, play Sculptures on page T-144.
T-36
 CONVERSATION
Learning objectives: practice a conversation about
exercise; see adverbs of frequency in context
A@ [CD 2, Track 1]
Use the picture to set the scene. Ask: "\Vhere are
Pau1 and Marie? What are they doing? \Vhat do you
think they like to do in their free time?''
Use the title.and pictures'to set the scene. The
vocabulary and ideas you elicit will activate Ss' background
knowledge and prepare them for the li stening.
Books closed. Write t hese sentences on the board:
1. Paul goes in~line skating in his free time.
2. Marie exercises every day
Ask: "Are these sentences true or false?" Play t he
audio pl"ogram and elicit the answers. (Answers:
L true 2. false)
Elicit or explain any new vocabul ary.
wwm
Seriously?: Really?
couch pot ato: a person who w atches a lot of TV and is
not very active
GRAMMAR FOCUS
Learning objectives: practice adverbs of frequency; ask
and answer questions using adverbs of frequency
@ [CD 2, Track 2]
Adverbs of frequency
Write these sentences on the board:
I _ _ get up early
I _ _ go in-line skating.
I _ _ exercise.
I _ _ ;ust watch 7V
Ask Ss to find the missing words in the Conversation
in Exercise 3 and write them on the board. (Answers:
almost always, often, hardly ever, us ua lly) Explai n
t hat these are adverbs of frequency. Point out that
they go before most verbs. Focus Ss' attention on the
second column of the Grammar Focus box.
On the board write: f'm always late. Point out that
a dverbs of frequency go after the verb be.
Point out the third column. Explain that percentages
show how often something happens.
Now focus Ss' attention on the first column. Ask:
"''W here do these adverbs go?" (Answer: at the end
of a statement or question)
Play the audio program.
T-37 Unit 6
Books open. PJ ay the audio program again. Ss listen
a nd read silently. Ask: "'A re you mor e like Marie or
Paul?" Elicit Ss' answers.
Ss practice the conversation in pairs.
gMoving
aFor to
new way
Dialog
practice this Conversation, try the
on page T-150.
B(B
Read the focus question aloud . Ask Ss to make
guesses. Write t heir ideas on the board.
Play the audio program. Then elicit the an swer.
i ttftiiiiJjiD
MARIE: What else do you like 1.0 do, Pau l?
PAUL: Well, I like video games a lot. J play them every
day. It drives my mom crazy!
MARl!::: Hey, I play video games all t he t ime, too.
PAUL: Well, listen, Lhave some great new ga mes. Why
don't we play some after class today?
l\'IARlE: OK!
He plays video games.
A
Expla in the ta sk . Model the fixst example . Ss
complete the task indi\.;dually.
Ss pr actice the conversations in pairs.
1. A: Do you ever play sports?
B: Sure. I play soccer twic e a week.
2. A: What do you usually do on Saturday mo rnings?
8 : Noth ing m uch. I almost always sleep until noon.
3. A: Do you often do aerobic s at the gym?
B: No, I hardly ever d o aero bics.
4. A: Do you always exercise on Sundays?
8: No, I never exe(cise o n Sundays.
5. A: What do you usually do after class?
8: I g o out w ith my classm ates about t hree times
a week.
B Pairwork
Explain the task. Ss ask a nd answer the questions in
part A in pairs , using their own informat ion.
r-:1 For m ore pract ice with adverbs offreq uency, play
tJ Tic-Tac-Toe on page T-148. Write different adverbs
of frequency ln the nine boxes.
 PRONUNCIATION
Learning objecti ves: notice intonation with direct address; B Pair work
learn to sound natural when using direct address Explain the task and model i t by writing an example
statement.
A (B [COl, Track3}
Ss wri te four s tatements i n pairs . Then they practice
Play the audio program. Use gestures to demonstrate them. Go a roun d the class a nd check Ss' intonation .
falling intonation. Elicit or explain that dil-ect
address statements end with falling intonation.
Play the audio program again. Ss repeat the
statements individually.

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

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

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

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

How often do you exercise? T-38

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

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

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

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

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

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

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

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

other verbs.)

INTERCHANGE 6
See page T 120 for teaching notes.

How ohen do you exercise? T-40

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

T-41 Unit6
Units 5-B Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify
areas that need improvement
Ask: "\Vhat did you learn in Units 5 and 6?"' Elicit
Ss' answers.
Ss complete the Self-assessment. Encourage them to
be honest, and point out they will not get a bad grade
if they check(,/) "a little."'
LISTENING
Learning objective: assess one's ability to listen to,
understand, and describe people's actions
A (B (COZ, Track 8]
Explain the task. Ss will hear four sounds of people
doing different things. Ss guess what the person is
doing and write sentences using the present
continuous.
Model the task. Ask Ss to close their eyes. Then do
something that makes a dist-inctive sound (e.g., write
on the board, sharpen your pencil). Ask: "What am I
doing?" Ss answer in the present continuous (e.g.,
You're writing on the board.).
GAME
Learning objectives: assess one's ability to ask and
answer yes/no questions using the present continuous;
assess one's ability to describe people's actions
Group work
Explain the task . Ss work in small groups. OneS
chooses a person i n the rQom. The other Ss take turns
asking present continuous yes/no questions until they
guess the person's identity. The S who guesses
correctly has the next turn.
Ss move on to the Progress check exercises . You can
have Ss complete them in class or for homework,
using one of these techniques:
l. Ask Ss to complete a ll the exercises.
2. Ask Ss: "\Vhat do you need to practice?" Th en
assign exercises based on their answers.
3. Ask Ss to choose and complete exercises based on
their Self-assessment.
Play the audio program once or twice. Ss listen and
complete the chart. Help with vocabulary as needed.
ififfij:Utii#)
1. Someone is making a drink.
2. Someone is taking a showe r and sing ing .
3. Someone is vacuuming.
4. Someone is sleeping/snoring.
B Pairwork
Explain the task. Model the exa mple conversation
with aS. Elicit different ways of agreeing and
disagreeing.
Ss compare answers in pairs. Go around the class
and check Ss' use of the present continuous.
Model the example conversation. rake the role of
Student A and a sk other students to take the roles of
Students B, C, D, and E .
Ss play the game in small groups .
T-42
 SURVEY
Learning objectives: assess one's ability to ask and B Group work
answer questions using the present continuous; assess Explain the task. For each question, Ss add up the
one's ability to describe family life using determiners number of yes/no responses in their group. Then they
\vrite a sentence to describe the group's responses
A Group work using determiners (e.g., most, some, a few, all).
Explain the task and read the instructions aloud.
Ss complete the task in groups. Then they read their
Ss read the quest-ions in small groups. Then, as a sentences to the class.
group, they add two more yes/no questions about
Option: Complete the activity as a class.
family life. Encourage Ss to use both t he simple
present and the present continuous.
Expla in the task. Ss take twn s asking and
a nswering the questions. They write the number
of "yes" and ocno" answers in the correct columns.
Remind Ss to include their own a nswers.

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

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

T-43 Units 54; Progress check


Wehad agreat time!
SNAPSHOT
Learning objective: learn vocabulary for discussing
leisure activities
Books d osed. Ask : "'What do you do in your free
time?" Help with vocabulary as needed . Write Ss'
responses on the board.
Option: Ask Ss to guess the top eight leisure
activities in the U.S. Later, Ss compare their
ideas with the Snapshot.
Books open. Ask different Ss to read the leisure
activities aloud. Point out that these are the top
eight leisure activities in the U .S. Elicit or explain
any new vocabulary.
CONVERSATION
Learning objectives: practice a conversation about
weekend activities; see the simple past in context
A(E> [C02, Track 10]
Set the scene. Rick an d Meg are talking about their
weekends. Ask SsW use the pictures W pred ict what
each person d id. E licit or explain vocabulary in the
pictures (e.g., karaoke ).
Option: Ss list all the words they can see in the
pictures. Find out who has the most words.
Books closed. Write these focus questions on
the board:
1. What did Meg do on Saturday?
2. What did RICk do2
Play the audio program. Ss listen for the answers .
1'hen elicit the answers. (Answers: 1. She went to a
karaoke bar and sang with some friends. 2. He stayed
home all weekend and studied for the Spanish test.)
Books open. Play the audio program again. Ss listen
and read si lently.
Ss practice the conversation in pairs. Go around the
class and give help as needed.
nFor a new way to practice this Conversation, try the
tj Disappearing Dialog on page T15L
In Unit 7, students discuss daily, leisure. and
vacation activities. In Cycle 1, they talk about
daily and leisure activnies using the simple
past with both regular and irregular verbs.
In Cycle 2, they talk about vacations using the
past tense of be.
Ask: "Does anyth ing on this list surprise you? What?"
El icit Ss' answers.
Read and expl ain the three tasks. Point out that, for
the last task, Ss should list the activities starting
with their favorite.
Ss complete the tasks individually. (}Q around the
class a nd give help as needed.
Elicit Ss' responses.
Option: Use Ss' responses to make a list of the top
eight activities for the c1ass.
nFor a new way to practice the Snapshot vocabulary,
tj try Vocabulary Steps on page T-154.
B(E>
Read the focus question aloud. Ask Ss to guess. Write
some of their i deas on the board.
Play the audio program. Ss work individually. Then
go over the answer wit h the class.
ttf!11.14i/Q
RICK: So, Meg, what did you do on Sunday?
~'fEG: 1 stayed
home in the morning. I just watched 'T'V
and read.
RICK: How about in the afternoon?
MEG: Oh, I worked. I have a part--time job at the
rmiversity bookstore.
RJCK: I didn't know you h ad a job.
:MEG: Yeah, I'm a cashier there.
She stayed hom e in the morning. She watched TV and
read. S he went to work in the afternoon.
r-:J For more practice talking about last weekend's
EJ activities, play the Chain Game on page Tl 45.
To help Ss who are weak at list ening, write the
answers on t he board. Th at way, they can see the answers
T-44
 GRAMMAR FOCUS
Learning objective: practice simple past questions, short
answers, and regular and irregular verbs
[CO2, Track 11]
Simple past questions with did
Focus Ss' attention on the Conversation on page 44.
Ask Ss to find three questions with did. Then write
them on t he board.
Use a different color for target features (e.g . did+
verb). This helps Ss visuilize the grammar pattern.
Point out the questions in the Grammar Focus box.
Elicit the rules for forming yes/no and \Vh-questions
in the simple past:
Did + subject + verb?
Wh-question + did + subject + verb?
Elicit more examp1es and write t hem on the board.
Play the audio program. Have Ss repeat the
questions a nd responses.
Regular and irregular verbs
Point out the regular and irregular verbs to the right
of part A. Then draw this chart on the board:
Regular verbs Irregular verbs
work - worked have - fyyj
invite - invitgd go - went
Focus Ss' attention on the Conversation on page 44
again. Ask Ss to find the simple past fonns of stay
and study. (Answers: stayed, studied) Ask aS to
write them on the board in the Regular column.
Then ask Ss to find and circle the simple past of sing
and forget. (Answers: sang, forgot) Ask a different S
to write them in the Irregular column.
Have Ss turn to the appendix at the back of the book.
Tell them to use this list as needed.
Option; Ask Ss to look for patterns in the list of
inegular verbs (e.g., i -}a: sit ~sat, swim-+ swam,
drink -+drank).
PRONUNCIATION
Learning objectives: notice the reduction of did you; learn
to sound natural when asking did you questions
A (E) [CO2, Track 12]
Play the a udio program. Ss listen for the red uction of
did you .
Play the audio program again. Ss practice saying the
questions with reductions.
T-45 Unit 7
Some Ss like to repeat things aloud. Others prefer to
mo uth words or sentences silently. Help Ss find learning
styles they prefer.
A
Explain the task. Model the first conversation with a
strong S. Then model it with a different S.
Ss complete the task individually. Go over answers
with ihe class.
1. A: Did you stay home o n Sat urday7
B: No, l called my friend. We drove to a cafe
for lunch.
2. A: How d id you spend your last birthday?
B: I had a party . Everyone enjoyed it, but the neighbors
didn't like the noise.
3. A: What did you do last night?
B: I went to the new Jim Carrey film. ! loved it !
4. A: Did you do anything special over the weokend?
B: Yes. I did. I went shopping. Unfortunately, I spent
all my money. Now I'm b roke!
5. A: Did you go out on Friday nig ht?
B: No, I didn't. I invited friends over. and I cooked
dinner for them.
Ss practice the conversations in pairs.
B Pair work
Explain the task. Then model it by asking different
Ss to ask you the questions in part A. Give your
own responses.
Point out that Ss can avoid answering a question by
saying r d rather not say. They can also make
up an swers.
Ss complete the task in pairs.
[Z] For more practice with regular and irregular verbs,
CJ play Bingo on pageT-147.
Tell different Ss to ask the questions. Check iheir use
of reduced forms.
B Pair work
Explain and model the task . Ss complete the task in
pairs . Go around the class and check Ss' use
of reductions.
 WORD POWER
Learning objectives: Jearn vocabulary for chores and
activities; learn collocations with do, go. have, make, and take
do my ho mework the dishes the laundry
A go bowting shopping dancing
have a party a good time a lot of fun
Copy the chart onto the board. Explain the task. make a phone call the bed some photocopies
Ss complete the task in pairs. Go around the class take a day off a vacation a t rip
and give help with new vocabulary.
Option: Allow Ss to use dictionaries. B
Ask different Ss to write their answers on t.hc board. Explain the task. Ss complete tJle task and compare
Give help with any collocations they don't know. with a partner.
Option: Ss sit in a cirele. OneS says a verb (e.g., ~ For a new way to teach this exercise, try the
lake). The next S says a collocation (e.g., a trip}. Collocations S urvey on page T-157.

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

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

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

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

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

We had a great lime! T-46

 CONVERSATION
Learning objectives: practice aconversation about a
vacation; see the past of be in context
A(B {CO2, Track 14]
Books closed. Set the scene. Celia and Don are
talking about Don's vacation .
Write these focus questions on the board:
1. Did Don enjoy his vacation?
2. W hm did h2 g o'
3. How long was he there?
Play t he a udio program. Elicit Ss' answers to the
focus questions. (Answers: L yes 2. Hawaii 3. about a
week) Go over any express ions Ss don't underst and.
Option: Add more focus questions to the board, e.g.:
4. Who did Don go with'
5. How was the weather?
6. How were the waves?
Play the audio program again and check Ss' answers.
(Answers: 4. his cousin 5. cloudy 6. ama zing)
Books open. Play the audio program again. Ss listen
a nd read the conversation s ilently .
GRAMMAR FOCUS
Learning objective: practice the past of be in questions
and short answers
{CO2, Track 15]
Past of be qrustions
Write th ese ques tions on the board , with was or were
u nder lined:
1. Will: the weather O K2
2. What ~ the best thing about the trip?
3. H ow ~your vacation?
4. How long '!iff.! you thl!rl!2
Focus Ss' attention on the Conversation in Exercise 8.
Ask Ss to number the questions in the or der they
a ppear. (Answer: 3, 4, 1, 2)
Focus Ss' attention on the underlined words on t he
board and elicit th e rules for yes/no a nd Wh-questions:
Was/Were + s ubject + verb?
Whquestion + was/were + subject + verb?
Was/W~re and contractions
E licit when to use was and were. Focus Ss' attention
on the Gr a mma r Focus box if they a r en't sure. Point
ou t that the contraction of was not i~ was n't a n d were
not is weren't.
T-47 Unit 7
Ss practice t he conversation i n pairs.
gWith Feeling! to
For a new way teach this Conversation, try Say It
on page T150 .
B(B
Ask Ss to predict what happened . Write their ideas
on th e board.
Play the a udio program . Ss listen to find out if any
prediction was corre ct.
iftft"iiii'D
C~:uA: So, tell me! What. happened?
DoN: Well, like I sa id, I went surfmg every day. One day
I entered a contest and I won . I got first prize!
CELIA: Wow! Congratulations!
DoN: But t hat's not all . After T won the contest, a man
asked roe to model for Hawaiian Sur{ magazine. I'm
in next month's edition . Can you believe it? A model!
Don went s urfing. He wo n a contest and a ma n a sked
him to model in a magazine.
U se the audio program to present t he questions,
short answers, a nd contractions.
Explain the task. Model the first conversation wi th
t woSs.
Ss complete t he t ask in dividually. Then Ss pr actice
the conversati ons in pa irs .
1. A: How long were yo ur pa rents in Europe?
8: The y were the re for two wee ks .
A: Were t hey in London t he whole time?
8: No, they weren't. The y also we nt to Paris.
2. A: Were you in Los Angeles last wee kend ?
8 : No, I wasn't. I was in Sa n Franc isco.
A: How was it?
B: It was g re at! But it was foggy and c ool a s usu al.
3. A: Were you away last week?
8 : Yes. I was in Istanbu l.
A: Really? How tong were you the re?
8 : For a lmost a we e k. I wa s the re on busine ss
 DISCUSSION
Learning objectives: discuss vacations using the past
tense; develop the skill of retelling a stof}'
A Groupworlt
Books closed. Ss work in small groups. Assign different
groups the topics transportation, weather, and food.
Groups brainstonn words related to the topics.
Ask aS from each group to write their words on the
board. For example:
Ifaospqrlqtion ~ ~
car; bus rainy, sunny good, bad
Books opon. Explain t he task and read the example
questions. Ask Ss to think of more questions related
to vacations. Write their questions on tbe board.
LISTENING
Learning objective: develop skills in listening for main ideas
and details
[CO2, Track 16]
Set t he scene. 1\vo friends, J ason and Burbuta, are
talking about their vacations.
Play the audio program. Ask Ss to li sten to find out
their vacation places a nd if they enjoyed them. They
write those answers in the chart.
Play the audio program again. Ss list the reasons
they eJ\joycd or didn't enjoy their vacations.
Go over answers with the class.
'tfttiU4i/Ui
BARBARA: Jason! Hi! Welcome back. You were away last
week, right?
JASON: Yeah, I was on vacation .
BARBARA: Where did you go?
JA.c;()N: I went to San Francisco.
WRITING
Learning objectires: Jeam postcardwrtting skills; use the
past tense to write a postcard about a vacatJon
A Then Ss exchange postcards.
Ss read the postcard silently. E licit or explain any
new vocabulary.
B g For a new way to teach this Writing, try Pass the
Explain t he task. Tell Ss to use the questions in
Exercise 10 for ideas about the topic.
INTERCHANGE 7
Sec page T-121 for teaching notes.
Model the task by describing a vacation you took.
Ss take turns talking about. th!ir vacations in small
groups. Go around the class and note any errors.
Write any errors you noted on the board. Ss try to
correct them as a class.
It's best not to interrupt Ss during a discussion or
fluency activity. Instead, listen and note any errors you hear.
Go over t he most common ones after the activity.
B Class activity
Ss in each group vote for the most interesting
vacation. Then oneS from each group tells the class
about. it. Encourage other Ss to ask questions.
BARBAJtA: Nice! How was it?
JASO:-:: Oh, I loved it!
BARBARA: What did you like most about it?
JASON: Well, San Fra ncisco is such a beautiful place,
And the weather waa actually pretty nice.
BARBARA: Well, that &Ound.a more exciting thao my
last voca\ion.
JASO:o;: What did you do, Barbara?
BARBARA: I just 1tayed home. ( don't have enough money
to take a trip anywhere.
JASON: Oh, that.' too bad.
BARBARA: Oh, not really. J actually eqjoyed my vacation.
I went to the gym every day, and I lost three pounds.
JASON: We.U, that's grea'"- Good for you!
Vac3t ion pltiCtJ Enjoyed it? Reason(sJ
Jason San Francisco Yes beautiful place.
nice weather
Ba rbara home Yes lost 3 pounds
Ss wi-ite postcards in pairs. Remind Ss to include
t he greeting, body, signature, and their partner's
address. Go around the class and check Ss' work.
Option: Bring in real postcards for Ss to use.
Pap er on page T-153.
We had a great time! T-48
C) READING
Learning objectives: read and discuss vacation postcards; Go over answers with the class.
develop skills in reading for main ideas and supporting details
Option: Ask Ss to bring in recent vacation photos ot
postcards. In pairs or small groups, Ss talk about 2, 3,1
the places .
Ask Ss to cover the writ ing on t he postcards and look B Pair work
at the pictures. Ask: "\\'here did each person go on Ss answer the questions in pai rs. Go around the class
his or her vacation? 'Vhat do you think h e or she did and give help as needed.
t here?" Elicit ideas. Help with vocabulary as needed To check answers, have pairs share their responses
(e.g., Easter Island, statues, caribou). with the class.
Option: Bring in a world map and help Ss find Easter
Island, Hawaii, and Alaska. Elicit Ss' knowledge
about these places. 1. Margaret
2. Kevin
A 3. Debbie
4. Ss' answe rs will vary .
Explain the task. Remind Ss to t ry to guess the
meanings of any words they don't know.
Ss read the three postcards silently and complete t he
task individually. Then they compare answers in
g For a new way to teach this Reading, try Jigsaw
Learning on page '1'-152.
pairs or small groups.
Option: Ask pairs or groups to find the p lace in each
postcard where the sentences fit best.
Do your students need more practice?
Elicit or explain any new vocabulary.
Assign . for more practice in .
i?ffiff!tM Workbook Exercises 8- 11 Grammar, Vocabulary,
s tatu es: stone or clay sculptures that look like ~pic on pages 41-42 Reading, and Writing
c aves: large underground holes
spa: a health resorl; a "acation place where people go to Lab Guide Exercises 4 and 8 listening, Pronunciation,
e xereise and become healthier on pages 13-14 Speaking , and Gramma r
meditated: thought of only one thing, in otdet to calm Video Acrivity Book Listening, Spea king, and
one's mind Unit 7 Cultural Awareness
vegetarian food: food that contains no animal products CD-ROM Unit 7 Grammar, Vocabulary,
smorkcling: swimming with a mask and tube that Reading, listening , and
allows one to broathe undenvater Speaking
r afts: rubber boats filled with air
w ildlife: wild animals and birds

T-49 Unit 7

What's your neighborhood like?
WORD POWER
Learning objective: learn vocabulary for discussing places
in the neighborhood
A (e.g., It's a place where you buy jeans.) and write them
Introduce the topic of neighborhoods. Ask: "What
places do you need to find in a neighborhood?" Elicit
Ss' answers and write them on the board.
Elicit the names of places Ss see in the picture
(e.g., laundromat, library, barber shop).
Model the task. Ask "What's a barber shop?" Tell Ss
to say "stop" when you read the correct definition.
Read out possible answers (e.g., l t's a place where you
wash and dry clothes. l(s a place where you bu.y food.)
until the Ss say "stop."
Ss match the words and defmitions individually.
Then go over answers with the class.
1. d 2. a 3. g 4. c 5. f 6. b 7. e
Ss take turns asking and answering the questions in
pairs. G1J around the class and give help as needed.
Option: To make the activity more challenging, Ss
cover the text and use only the picture to ask and
answer questions.
Go over any enors you noticed, including
pronunciation enors.
CONVERSATION
Learning objectives: practice a conversation between
neighbors; see there is/there are and one/any/some
in context
() [CO2, Track 17]
Books closed. Write this question on the board:
When you move to a new neighborhood, what do you
need to (lnd?
Elicit answers from the class and write them on
the board.
Set the scene. Jack just moved into a new
neighborhood, and he is looking for two things.
What are they? Play the audio program.
In Unit 8, students discuss neighborhoods.
In Cycle 1, they talk about places using the re is/
there are and prepositions ofplace. In Cycle 2,
they talk about neighborhood problems using
count and noncount nouns with how many
and how much.
B Pairwork
Present the example definition for clothing store.
Then elicit more possible definitions from the class
on the board.
Ss '"'Tite definitions for each place in pairs. G1J around
the class and give help as needed .
*fittiJ:t.tJWYti
Place It's a place wher _you .
clot hing store find new fashions
drugstore buy medicine and toi letries
Internet cafe send e-ma ils and surf the net
buy COs and DVDs
music store
post office get sta mps and mail lene rs
C Group work
Model the task . Each pair from patt B joins another
pair. Pairs take turns giving definitions and
guessing places.
f:l For a new way to review the vocabulary in this
l=J Word Power, try the Pair Crossword on
page T-157.
Go over answers with the class. (An swer: He's looking
for a grocery store and a laundromat.)
Books open. Elicit in formation aOOut the pictu:re.
Ask: "What other place does Mrs. Day suggest?
Why?" Then play the audio program again. Ss listen
and find the ans'"ers . (Answer: She suggests a
barbershop because Jack needs a haircut.)
Play the audio program again. Ss listen and read the
conversation silently.
Ss practice the conversation i n pairs.
T-50
 GRAMMAR FOCUS
Learning objectives: ask and answer questions with there Option: For more practice visuali zing the
is/there are; practice using one, any, and so me; practice prepositions in an active way, ask Ss to stand
prepositions of place across from each other, next to the wall, near the
board, etc.
[CO2, Track 18]
A
Is there/Are there?
Explain the task and read the example questions.
Before class, write these words on nine large cards:
Ss write questions individually. Point out that there
there a laundromat
should be a preposition in each question.
grocery stores Ss compare their questions in small groups . They
read out their questions and check for grammatical
near/aro und her e
accuracy.
Go around the class and give hel p as needed. Ask
Cards are useful for helping Ss visu alize grammar in an
three or four Ss with correct questions to write them
active way. They work well with grammar including word
on the board.

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

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

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

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

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

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

What$ your neighborhood like? T-52

 SNAPSHOT
Learning objective: learn vocabulary for talking about
problems with neighbors
Ask pairs ofSs to brainstorm things that bad
neighbors do. Elicit ideas from the class and write
them on the board.
Go over the complaints about neighbors. Elicit or
explain new vocabulary.
CONVERSATION
Learning objectives: practice a conversation about a
neighborhood; see how many and how much with quantifiers
in context.
{CO2, Track 21]
Elicit information about the pictu1e. Ask: "What is
the woman doing? \\'hat does the neighborhood look
like? Does it look safe?"
Books closed. Write these focus questions on
the board:
1. What are Nick and Pam talking about?
2 . What happens during the phone call?
Pl ay the audio program. Ask Ss to listen for the
answers to the focus questions. Then go over
the answers. (Answers: 1. Pam's new apartment
a nd neighborhood 2. Pam's car alarm makes a
loud noise.)
To reduce anxiety, point out that Ss will hear the audio
program several times. Remind them that they aren't
expected to understand eve ry word.
Write these additional fOcus questions on the board:
1. Where IS Pam's new apartment?
2. Which floor does she live on?
3. What kind of restaurant is there nearby<
T-53 UnitS
ifi@M
complaints: statements people make about problems
bark$: makes <1 loud noise, like a dog
loud: noi sy
privacy: state of being alone or without other people
kids: children
garbage: trash
Ss answer the questions in smal1 groups. Go around
the groups and give help as needed.
Play the audio prQgram again. Elicit Ss' answers.
(Answers: l. dO\vntown 2. the fifth 3. Korean) Then
elicit or expla in any new vocabu lary.
+fi@M
downtown : the business center of a city
convenient: nearby; easy to find thjl..gs
p arking: places to park the car
safe: not dangerous; without crime
hold on: wait a minute
Books open. Play the audio program again. Ss listen
and read the conversation silently.
Ss practice the conversation in pairs.
Option: Ss continue the conversation in pairs. What
happened? Why djd the car alarm go off?
gOnion Ringwaytcchmque
For a ne\v p:acticc this Conversation, try the
to
on page T-151.
 GRAMMAR FOCUS
Learning objectives: ask and answer questions with count
and noncount nouns; practice using quantifiers
[CO Z Track 22]
Count and noncoun-t nouns
Write this chart on the OOard:
Count nouns Noncount nouns
restaurant tra{ftc
cafe parking
Ask: '"Which nouns take a plural ~sending?" (Answer:
restaurant and cafe) "Which noun s usually don't take
a plural -s ending?"' (Answer: traffic and parking)
Explain that. restaurant and cafi are count nollll$
because we can count them (e.g., one: restaurant,
two resta.u rants). HO\\'evcr, we don't count traffic
or parking.
[8] For more practice with count and noncount nouns,
[S] play TicTac-Toe on page T-148.
How many and how much
Focus Ss' attention on the Conversati on on page 53.
Ha ve Ss underline questions about noise and crime
(e.g., Is there much noise? Is there much crime?).
Elicit or explain the rules:
Is there +much + noncount noun?
How much + noncount noun + is tlu!re?
H ave Ss underline questions with are t here or many.
Elicit or explain t he rules:
Are there+ many +count noun?
How many+ count noun + are there?
Quantifiers
Focus Ss' attention on the Grammar Focus box.
Point out that quantifiers are used to describe
different amounts of things (e.g., a lot, a few, any,
many, much, none).
INTERCHANGE 8
See page T-122 for teaching notes .
WRITING
Learning objectives: read bulfetin board ads; write a
"roommate wanted" ad
A
Ss read the example ad s silently. E licit or explain any
new vocabulary.
Point out written features of an s d (e.g., apt. mean s
apartment, a rticles a/an and the verb be are usua lly
not inclu ded).
Ask Ss to look at the Grammar Focus box. Ask "How
are a lot, any , and rwne similar?" (Answer: They can
be used with both count or noncount nouns.)
Play the au dio program.
A
Model the first question. Ss complete the exercise
individually. Then Ss compare their answers in pa.irs.
Go over the answers a s a class.
1. Yes, there are a lot/many. No, there aren't many/any.
No. there are none.
2. There's a lot/a little/none. There isn't much/any.
3. There are a lot/a few/none. There aren't many/any.
4. Yes, there's a lot. No, there isn't any/much.
No, there's none/not much.
5. Yes. there are a lot/many. No. t here aren't many/any.
No. there aro none .
6. Yes. there's a lot. No, there isn' t any/m uch.
No. there's none/not much .
7. There are a lot/a f ew/none. There aren't many/any.
8. Yes, there's a lot. No, t here isn't any/much.
No. there's none/not much .
Ss a sk a nd answer the questions in pairs.
Option; Ss repeat the task with a new partner.
B Group work
Explain and model t.he task.
Ss write question s individually. Then they take turns
asking and answering the questions in pairs.
B
Explain the task. Ss write their ads individually . Go
arou nd t he class and give help as needed.
C Class activity
Explain tile task. While Ss are asking questions,
check for correct use of count and noncount nouns.
Whats your neighborhood like? T-54
 READING
Learning objectives: read an article from a magazine; Ss complete the exercise. Go over answers with
develop skills in scanning and reading for detail the class.
Ss cover the text and look at the pictw-es. Ask: "\Vhat
do you t hink this New York City neighborhood is
like?"' Elicit ideas from the class. inexpensive stores, big apartments, great markets, nice
restaurants, many different cultures, good public
Explain the pre-reading task. Point out that Ss transportation
should read quickly and focus on the names of
countries only. Set a t ime limit.
C Pairwork
When Ss scan an anacle, set a time limit This Go over the discussion question with the class.
encourages them to read quickly, focusing onry on the task. Encourage Ss to consider the residents, the
businesses, and other neighborhood characteristics.
Ss silently scan the article and check (.1') the countries Ss complete the task in pairs.
that are rwt mentioned. (Answers: Braz.il and J apan )
Elicit answers from the class. Ask where they found
the names of coumries. (Answer: first paragraph)
~emrorcvcle2 ________
A Do your stud e nts need more practice?
Model the task. Ask Ss to read the fin;t paragraph. Assign ... for more practice in ...
Then elicit the main idea.
Workbook Exercises 6-9 Grammar, Vocabulary,
Ss read the next two paragraphs and write the on pages 47-48 Reading, and Writing
paragraph numbe1s next t..o the main ideas.
Lab Guide Exercises 7-9 Listening, Pronunci ation,
on page 16 and Speaking
Video Activity Book listening, Speakin g, and
2. 1, 3 UnitS Cultural Awareness
Cf>..ROMUnit8 Grammar, Vocabulary,
B Reading. listening,
Ss read the article in detail. Elicit or explain any and Speaking
new vocabulary.
Evaluation
iNMffi Assess Ss' understanding of Units 7 and 8 with the quiz
s idewalks: places next to the street where people walk on pages T-206 and 1'-207.
crowded with: full of Assess Ss' understanding of Units 1- 8 with one of
band: a group of musicians
the tests on pages 125--132 of the Interchange Third
blend: mix
truly: really Edition/Pas sages Placement and Evaluation Package.
arc surrowtded by: have a11 around
adopt: begin to use
ren ts: money people pay to live in apartment!
roomy: with lots of space
long-time: for .a long time
residen t : a person who lives in a place

T-55 UnitB
Units7-BProgresscheck
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify
areas that need improvement
Ask: "What d id you lear n in Units 7 and 8?" Elicit
Ss' answers.
Ss compl ete the Se\f.assessment. En courage them to
be honest, and point out they wil1 not get a bad grade
i f they check (.f) "'a little."
LISTENING
Learning objective: assess one's ability to listen to and
understand the simple past and the past of be
A (f) [CO2, Track 23]
Explain t h e task. Ss listen to a detective ask Frankie
questions . They circle T if his answers match t he
picture s a nd F if t hey don't .
Play the audio program. Ss complete t he task. Then
go over answers wi th the class.
DETECTIVE: Hello, Frankie. How was your weekend?
FRANKIE: Oh, it's you, Deteet.ive. My weekend? What do
you want to know about. it?
DwrtX..'TIV~ : Now just tell the truth. Where were you at
L:OO P. .\i . on Saturday?
FNANKJE: Ah . 1:00 P.M. . . on Saturday? Well, oh I
remember! I was at home. I watched the baseball
game on TV. Yeah, the Expos won, four to nothing. It
was a great ga me.
DJo..'TECTIVB: OK . . . OK Where were you at 3:00 P.b.l.?
FRA."'IKIE: Ah . .. at 3:00? Ah, yeah, I went to my karate
cla ss like J always do, every Saturday at 3:00.
Ot.'TECTJv~.: Karate, huh? Well OK And what did you
do afkr t.hiit? At around 5:00 1' . .\1.?
FRANKU~ : Ah, oh, yeah, uh , after karate, I visited some
old friends of mine - Tom a nd Mary Kent, on
Front Street.
Dt."TECTIVE:Yeah? Torn and Mary Kent . We'll talk to
them. Now Frankie, 6:00. Where were you at 6:00?
DISCUSSION
Learning objective: assess one's aMity to ask and answer
questions using the simple past tense
A
1 Ss check ("') the things they did individually
yesterd ay. Then they add two more things.
Ss move on to the Progress check exercises. You can
h ave Ss complete them in class or for homework,
using one of these techniques:
1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you need to practice?" Then
assign exercises based on t heir answers.
3. Ask Ss to choose and complete exer cises based on
their Self-assessment.
FRru"'IKIE: Oh! Gee . . at 6:00? Well, J went home a t
6:00 . .. yeah . . . to . . . uh . .. cl ean the house.
DETECTIVE: Yeah, yeah, so you cleaned the hc.use. Now
listen carefully, Frankie. Where were you at 8:00 on
Saturday night?
FRA:r-.'KIE: Gee . . at 8:00? Uh .. . oh, yeah . . . 1
remember now. I was at home. I watched a terrific
movie on TV. Yeah it was great!
0J:o:TI'..cT'IVE: Oh, you watched a movie on TV, did you?
And what movie did you watch? What wa5; the name
of the movie , Frankie? Huh?
FRANKJio~: The movie? The name of the mmie. Uh, let me
think a minute. It was a fantastic movie.
DJo..'1'ECTIVE: Really?
FRA:.'l'KIE: No, wait! I remember, it was, uh . . uh
well , it was exciting.
0Jo..'TECTT ~: OK, OK, Frankie .
F RA)IKa: : . . and I clearly remember that I went to bed
at 10:30, uh, exactly . . .. Yeah. I watched the movie,
and I went to bed right after . . . uh . . . the movie.
Yeah, boy, I was tired- a long day, like I said
Dt.'Tt;G'TTVE: Interesting. Very interelSting, Frankie. Come
on, Frankie. Let's go down to the police station.
FRANKIE: The police station? Me? Why me? I was at
home on Saturday night!
DETECTIVE: Sure, Frankie, sure. [police siren]
T, T, T, T, F,F
B Pair work
Ss retell the story in pairs.
B Group work
1 Ss ask and answer the questions in small groups.
T-56
 SPEAKING
Learning objective: assess one's ability to describe the
locations ofplaces with there is/are and one, any, and some
A example conversation. Explain that Student A draws
Explain the task. Ss create a neighborhood. They
choose five places from the list and add them to
My map.
For plurals, tell Ss to be sure to draw t wo places on
t heir maps.
Ss complete the task individually.
Go around the class and give help as needed.
ROLEPLAY
Lesming objective: assess one's ability to talk about
neighborhoods with how many, how much, and quantifiers
Explain the task. Ss work in pairs. Student A is a
visitor in Student B's neighborhood. Student A asks
questions and Student B answers t hem.
Model the example conversation. with a S.
WHAT'S NEXT?
Learning objective: become more involved in one's
learning
Focus Ss' attention on the Self-assessment again.
Ask: How wen can you do these things now?"
T-57 Units 7-8 Progress check
B Pair work
Read the instructions aloud. Ask two Ss to model the
a caf~ on the corner of Center Street and First
Avenue on My partner's map. Point out that Ss
cannot look at their partner's map.
Ss take turns asking and answering questions
in pairs.
Tell Ss to ask any additional questions to find the
exact location of each place (e.g., Is it next to the
grocery store?).
Ss then compare maps. Ask: "Did you draw the places
in the correct locations?"
Go over the topics in the box. Explain or elicit any
new vocabulary.
Ss practice the role play in pairs. Then they change
roles and practice again.
Go around the class and check Ss' use of how many,
how much, and quantifiers.
Ask Ss to underline one thing they need to review.
Ask: "'What did you underline? How can you
review it?"
If needed, plan additional activities or reviews based
on Ss' answers.

What does she look like?
WORD POWER
Learning objective: learn vocabulary for describing people
A
Books closed. Explain that Ss will learn ways to
describe what people look like. Ask questions about
different Ss: "Is he tall or short? Does she have
straight or curly hair?"
Option: Ask Ss to bling pictures offliends or family
members to class. Alternatively, bring magazine
pictures of people to class.
B<XlkS open. Focus Ss' attention on the expressions
and pictures. Ask them to circle any words t hey
don't know.
Ask different Ss to read t he expressions. Give
help with pronunciation as needed. Point out that
handsome usually tefers to men and pretty to women,
but good-looking describes both men and women.
Also point out that adverbs such as fairly and pretty
can modify the strength of different descriptions
(e.g., fairly tall, pretty short).
Write these headings aCJ'OSS the top of the board:
Hair Age Looks Heght Other
Ss work i n groups. Ask Ss to brainstorm at l east
three more expressions to describe people. Then ask
aS from each group to write their expressions under
the correct headi ngs on the board.
1MffiJ.-i.HWi
Hair: light brown hair, da rk brown hair. gray ha ir.
medium length hair, wavy hair, a ponytail
Age: ten, in his or her teens/twenties/thirties, old
Looks: thin, heavy, cute, beautiful, gorgeous
Height: rather short, qu ite tall
Other: blue eyes, green eyes, d ark eyes, brown eyes
In Unit 9, students describe people's
appearances. In Cycle 1, they describe people's
physical appearances. In Cycle 2, they identify
people using modifiers with participles and
prepositions to describe what they are wearing
or doing.
Don't give your Ss too muc h new vocabulary. If they
already know the presented vocabu lary, add more. If not.
add just a few extra wo rds t hey want to know.
Explain ot elici t the rules for using the new words:
be + adjective
have+ noun
Then ask Ss to write have or be next to the
expressions on the board. Stress that we use be
with age .
Option: Ss write sentences about famous people
using expressions from the boxes (e.g., Tom Cruise
is handsome.). Then they read their sentences to
their classmates. who agree or disagree.
B Pair work
Ss choose at least four expressions to describe
themselves and their partners. They complete the
chart i ndividually. Go around t he class and give help
as needed.
Ask t wo Ss to read the example conversation.
Elicit other expressions for agreeing or disagreeing
(e.g., That's true. No way!). Write them on the board.
Ss compare charts in pairs. Go a roun d the cl ass and
give help as needed.
Option: Ss work \Vith different partners. This tim e,
they sit back-to-back and describe each other
from memory.
g For a new way to review. categorize, or expand
on the vocabulary in this Word Power, try
Mind Mapping on page T-154.
T-58
 CONVERSATION
Learning objectives: pracrice a conversation between two Option: Ss cover the conversation and 1ook only at
people describing another person; see descriptions of people the picture. Then they practice the conversation
in context again using their own words.

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

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

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

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

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

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

What does she look like? T-60

 SNAPSHOT
Learning objective: talk about clothing styles
Books closed. Ask: "'What kind of clothing is in
fashion now?" Help Ss with vocabulary as needed.
Write these clothing styles on the board: classic, cool
and casual, and funky. Elicit or explain their meanings.
'NM!M
classic: a lways fashionable
cool: fashionable at this time
casual: not formal
funky: modern and unusual
CONVERSATION
Learning objectives: practice a conversation between two
people at a party; see modifiers with partic;ples and
prepositions in context
A(B [C02, Track28]
Write t hese questions on the board:
1. Where are these peopfe2
2. What are they doing'
3. What are they wearing?
4. What do they look /ike2
Focus Ss' attention on the picture. Have Ss ask each
other the questions about the people i n the picture.
Then elicit possible answers.
Set the scene. Raoul comes to a party alone. He meets
his friend Liz. She tells him about some people at
t he party.
Write these focus questions on the board:
1. Where's Maggie?
2. Where's julia2
3. Does julia know anyone at the party?
Play the audio program once or twice. Elicit Ss'
answers to the focus questions. (Answers: 1. She's
at a con cert. 2. She's standing near the window.
3. No, she doesn't.)
Play the audio program again. Ss look at the picture
and read the conversation silently,
Elicit or explain any new vocabulary.
l@!iif!tM
co u ldn' t make it: wasn't able to come
Ss practice the conversation in pairs.
T-61 Unit 9
Ss brainstorm examples of clot hing for each style.
Books open. Ss compare ~heir ideas with the Snapshot.
Ask different Ss to read the questions.
Ss complete the task individually. Then they compare
answers in pairs or small groups. Elicit Ss' answers.
Option: Bring faShion magazines to class. Ss discuss
which styles are classic, cool and casual, or funky.
Option: Assign classes of younger Ss to make their
own Snapshots. Ss cut pictures of clothing from
fashion magazines, put them on cards, and lab~!
the items and styles. Then display the Ss' work .
nFor a new way to teach this Conversation, try the
t! Musical Dialog on page 'f-150.
B(B
Explain the task and read the focus question.
Play the audio program. Ss listen and label the
people in the picture individually.
Ss compare answers in pairs. Then go over answers
with the class. Play the audio program again if needed .
l...1z: Let's see. Who else is here? Do you know Joe? He's
really n.ice.
RAOUL: No, I don't. Which one is he?
LIZ: He's over there. He's the one wearing white pants
and .
RAOUL: . . . and a yellow polo shirt?
LIZ: That's right. And then there's Michiko &saki. Sbe
works with me at the office.
RAOUL: Oh? Wh ich one is Michiko?
Lrz: Oh, she's the very pretty woman in black pants and
a green sweater. She's wearing glasses.
Ro\OVL: Oh, I see her. She's the one talking to Joe, right?
LIZ: U h-huh
Ro\OUL: And who arc those two people dancing?
LIZ: Oh, that's my best frie nd . Her name is Rosa. She's
really nice.
R AOUL: Yeah, and she's very attractive in that . .. .
purpl e dress.
LIZ: Uh-huh. And she's dancin.g with John DuPont, her
new boyfriend.
R AOUL: John is Rosa's boyfriend?
L1Z: Yeah. Sorry, Raoul. Say, didn'tyou want to
meet. Julia?
RAOUL: Uh, I' m sorry, but which one is Julia again?
(from left to right) Joe, M ich iko, Julia , John, Rosa
 GRAMMAR FOCUS
Learning objecti11e: practice using modifiers with
participles and prepositions
@ [CO2, Track 29]
Modifiers w ith. particles and prepositio11$
Write these five sentences on the board:
1. He's the man dancing in the living room
2. Sht's the one wearing a dress
3. She's the japanese woman with dark ha1r.
4. He's the one in white pants.
5 She's the tall person next to the window
Focus Ss' attention on the Conversation on page 61.
Ss identify each person in pairs.
Go over the answers as a class. (Answers: 1. John
2. Ro"" 3. Michiko 4. Joe 5. Julia)
Explain the form of a present participle (verb+ -ing).
Then elicit the participles in the sentences on t.he
board (dancing and wearing) and underline t.hcm.
Elicit t.he prepositions in the sentences on the board
(with, i.tl, and next to) and circle t hem.
Focus Ss' attention on the Grammar Focus box. Point
out t hat one replaces ma n or woman and on.es refers
I<> people.
Play the audio program . .Answer any remaining
questions.
A
Explain the task and ask two Ss t.o read the example
statement and rewritten statement.
PRONUNCIATION
Learning objectives: notice changes in stress; learn to
sound nstoral when using contrastive stress
A@ [CO Z. Track 30]
Play the audio program. Ss listen for the
stressed words.
Focus Ss' attention on the conversations. Point out
that people use more stress when they correct
infonnation. Ask: "'.-\Vhat words does Student B
stress?" (Answers: black, Diana)
Play the audio program again. Ss listen and clap
when they hear th e stressed words.
B@
Focus Ss' attention on the conversations. Ask them to
mark the words they think Student B will stress.
Play the audi o program. Ss check and correct
their guesses.
Ss complete the Lask individually. Then they compare
answers in pairs.
Ask different Ss to write the answers on the board.
Then go over them with the class.
1. Clark is the tall guy wearing a buttondown shirt and
ca rgo pants.
2. Adam and Louiso are the good-looking couple talking
to Tom.
3. Lynne is the young gi rl in a st riped T-shirt and
blue jeans.
4. Jess ica is the attract ive woman sitting to the left
of Antonio .
5. AJ. is the seriouslooking boy listening to his
new salsa CD.
B Pair work
Explain the task. Ss complete the task using the
names of classmates .
Ss complete the task i ndividually. Go around t he
class and give he lp as needed.
Ss take t.urns asking and answering their questions
in pairs. Go around t.he class and note any
grammar eiTOrs .
Option: For more practice, Ss change partners and
complete the task again.
Check answers as a class. Then Ss practice the
conversations in pairs.
(Contrastive stress is in boldface.)
1. A: Is Britney the one sitt ing next to Katy?
8: No, she's t he one standing next to Katy.
2. A:. Is Donald the OM on the couch?
B: No, he's the one behind the couch.
Option: Ask Ss to write questions about classmates
or classroom object.s with incorrect information
(e.g., Is the teacher the one sUi ng in the back? is your
backpack the one on the floor?). Then Ss ask each
other the questions in pairs. Go around the class and
check thei1 use of contrastive stress.
g For a new way to teach this Pronunciation, try
Wal king Stress on page T152.
What does she look like? T-62
 READING
Learning objectives: read and discuss an article about
hip-hop fashions; develop skills in scanning and reading
for detail
Books closed. Write Hip-Hop Style on the board. Ask
Ss to write down words related to this expression in
pairs. lfSs don't know anything about the expression,
ask them to Wlite questions they have about it. Elicit
Ss' answers and questions.
Books open. Ss read the pre-reading question, and
scan the article to fin!i three fashions.
Ask Ss what they learned or found interest ing in
the article.
Opti on: Ss find the topic of each paragraph.
(Answers: 1. the hi p-hop look 2. how the look became
popular 3. who wears the look and why)
B
Ask different Ss to read the six questions. Then Ss
read the article again and answer the questions .
Go over answers with the class.

tfiffii!.fMMti Posstble answers

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

common look: a s imil ar appearance

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

T-63 Unit 9

Have you ever ridden acamen
SNAPSHOT
Learning objective: talk about fun activities to do
Books closed. Explain that this Wlit is about fun and
unusual activit ies. Elicit fun or unusual activities Ss
like to do and write them on t he board.
Books open. Ss look at the Snapshot and compare
their ideas. Elicit or explain any new vocabulary.
1 MfM
karaoke bar: a place where people sing along with
re>rded popular music
live concert: a concert that is happening while you
watch it; !lot a recorded mcert
CONVERSATION
Learning objectives: practice a conversation between two
people in New Orleans; see the present perfect in context
A@ {COZ, Track31]
Books closed. Ask: "Where is New Orleans? What
music is famous there? What festival is famous
there?" (Answers: Louisiana, jazz, Mardi Gras)
Books open. Set the scene. Todd is visiting New
Orleans. Hi s friend Jan wants to show him the city.
Draw this chart on the board:
Activities .lli f::J.2.
1. Go to a jazz dub
2. Do a riverboat tour
3. Ride o streetcar
4. Relax
Ask Ss to copy the chart.
Explain the task. Ss listen to the audio program and
check (.f) Yes if Todd has done the activities and No if
he hasn't.
Play the audio program and Ss complete the task.
Then elicit their an swers. (Answers: L yes 2 . yes
3. yes 4. no)
Play the audio program again. Ss listen and read
along silently.
Ask t hese comprehension questions: "When did
Todd arrive in New Orleans? How did he get to the
cafe?" Elicit Ss' answers. (Answers: a few days ago,
by streetca r)
Elicit or explain any new vocabulary.
In Unit 10, students tafk about past experiences.
In Cycle 1, they talk about recent activ;rles using
the present perfect already, and yet. In Cycle 2,
they discuss experiences from the recent and
distant past using the present perfect and
simple past, fo r, and since.
Point out that this infonnation is from an
enterta i nment guide, a book that lists things to do.
Ask: "Do a ny of these act ivi ties surprise you? Why?"
Elicit Ss ' answers.
Explai n the task and read the questions.
Ss discuss the questions in small groups. Go arow1d
the class to give help as needed. Then elicit Ss'
answers to the first two question s.
Option: Ss send a "messenger" to another group to
report their original group's answers.
l@tf@M
I can't wait to: I'in excited about; l'm looking forward to
riverboat: a large passenger boat that travels on a river
st-reetcar: a passenger train that goes along city streets
take it easy: relax
My feet arc killin g me!: My feet really hurt!
Ss practice the con ver sation in pairs.
B(B
Explain the task and read the focus question.
Play the audio program. Ss Listen for the answer
in dividually. Then elicit the answer .
t%'BbD
J AN: So let's j ust stay here an d relax. I k now you're
t ired.
T ODD: Thanks, J an. But we can plan something for
tomorrow.
JAN: Grea t! Have you been to the .,_oo?
To oo: No, I haven't. But I've heard it's good. Let 's go
there in the afternoon
JAN: OK
Tooo: Say, have you bee n to the French ma rket? I'd love
to go there, too .
J AN: Actually, I've neve r been there.
To mJ: Y ou're ki.dding1And how many years have you
lived in New Orlean s? We have to go the re.
They plan to go to the zoo a nd the Fre nch market.
T-64
 GRAMMAR FOCUS
Learning objectives: practice the present perfect with
already and yet; ask and answer questions using the present
perfect with regular and irregular past participles
CB [CD 2, Track 32]
Present perfect
Focus Ss' attention on the Conversati on on page 64.
Ask: "What has Todd done in New Orleans?" Elicit
Ss' answers and write them on the board:
been to a jazz club.
He has done a riverboat tour.
ridden in a streetca r.
Ask: "When did he do these things?" (Answer:
sometime in the past few days )
Explain that these sentences are in the present
perfect. We use this tense with past actions when the
exact time is not important.
Draw this time line on the board:
TODD ARRIVED jazz club NOW
Explain that Todd has been to a jazz club sometime
in the past few days. We don't know the exact time,
and it's not important.
Say: "Imagine that Todd has been to three jazz clubs
this week." Draw two more x's on the time line and
say: "Todd has been to a jazz dub three times
t hi s week ."
Focus Ss' attention on the Grammar Focus box.
Elicit or explain the rules for forming present
perfect statements and yes/no questions:
S ubject+ has/have+ past participle.
Has/have + subject+ past participle?
Point out the placement ofyet and already and
explain t he meaning. Yet goes at the end of present
perfect questions and at the end of negative
statements. Already goes before the past participle
and means "earlier than expected."
Play the audio program and answer any questions.
A
Explain the task and read the first answer. Then ask
different Ss and elicit their answers. If needed, point
out the expressions once, twice, and three times.
Call on Ss to read the regular and irregular past
participles. Then point out the list of irregular past
participles in t he appendix.
T-65 Unit 10
Ss com plete the task individually and compare
an swers i n pairs. Then ask different Ss to write thei r
answers on the board.
Possible answers
1. I've cleaned the ho use onc e/tw ice this week./
I haven't cleaned th e house this week.
2. I've made my bed every day/three times this week./
I haven't m ade my bed this w eek.
3. I've cooked dinner every day/fou r times this weekJ
I haven't cooked dinne r this week.
4. I've done laundry once/twice th is weekJ
I haven't done laundry this week.
5. I've washed the d ishes onceJfive times this weekJ
I haven't washed the d ishes this w eek.
6. I've gone g rocery shopping once/twice this weekJ
I haven't gone g rocery sho p ping th is week.
B
Expla in the task and m odel the first conversation
with aS.
Ss complete the t ask individua lly. E ncourage Ss
to u se contractions in their answers . Go around
the cla ss and give h elp as needed. Then elicit
Ss' answers .
1. A: Have you done much exercise this week?
B: Yes, I've already been to aerobics class four t imes.
2. A: Have you p layed any sports this month?
B: No, I haven't had the t ime.
3. A: How m any movies have you been to th is month?
B: Actually. I haven' t seen any yet.
4. A: Have you been to any interesting parties recently?
B: No, I haven't gone to any parties for q uit e a w hile.
5. A: Have you called any friends today?
B: Yes, I' ve alrea dy made three calls.
6. A: How many times have you gone out to eat
th is week?
B: I've eaten at fast-food r estau rants a couple
of t imes.
C Pairwork
Ss take tur ns asking and a nswering the qu estions in
pa rt B in pairs.
r:::1 For more practice wit h present perfect questions,
tJ play Hot Potato on pageT-147.
Do your students need m ore practice?
Assign ... for more practice in.
Workbook Exercises 1- 3 Grammar, Vocabu lary,
on pages 55-56 Reading, and Writing
Lab Guide Exercises 1- 5 Listening, Pronu nciation,
on page 19 Speaking , and Grammar
 CONVERSATION
Learning objectives: practice a conversation about types
of food; see the present perfect and simple past in context
A (B {CO2, Track 33]
Set the scene. Peter a nd Mandy are discussing
where to ea t dinner. Elicit i deas an d vocabulary
from the picture.
Write this focus question on the board:
What does Peter team about Mandy?
Books closed. Play t he aud io program an d Ss li sten
for the answer. (Answer: She lived in Thaila nd for
two years as a teenager.)
Books open. Play the audio program again . Ss read
_the conversation silen tly.
Ss practice the conversation in pairs.
n For a new way to practice this Conversation, try the
~ Moving Dialog on page T-150 .
GRAMMAR FOCUS
Learning objectives: practice the present perfect and
simple past; practice using expressions with for and since
{CO 2, Track 34]
P resent perfec t
Write these questions on the board:
1. Has Peter ever eaten Moroccan food?
2. Has Mandy ever had green curryl
Focus Ss' attention on the Conversation in Exercise 4
and elici t the answers. (Answers: 1. No, he hasn't.
2. Yes, she has.)
Ask a few Have you euer questions around the class
(e.g., "Have you ever eaten Moroccan food? Have you
ever eaten green ctury?"). Elicit Ss' answers.
Write this on the board:
Have you m.r. eaten green curry?
(No,) I've~ eaten green curry.
Point out that ever means "at any time in your lif~."
We use it in present perfect questions, but not in
answers. Never means "not ever," and we use it in
present perfect statements.
Simple paiJt
Ask: "When did Mandy eat green curry?" Then elicit
possible answers (e.g., She ate it several years ago/in
2002/as a teenager.).
Focus Ss' attention on the Grammar Focu s box. Point
out that we use the simple past to talk about a
specific event i n the past.
B(B
Explain the task and read the focus ques tion.
Encourage Ss to make predictions.
Play the audio program. Ss listen for the answer.
Then elicit the answer from the class.
PR'l'F.R: So what about diJUlcr? I'm hungry!
MANDY: Have you tried Sakura? They have
excellent sushi.
PETER: Actually, I had Japanese food for lunch.
.MANDY: Well, should we have Italian food? Ca fe Roma is
a great place, and it isn't far.
PETER: That's fine with me . I love Italian food.
They decide to have dinner at Cafe Aoma.
Point out that we pronounce ever with a lot of
stress and haue with little stress. Then play the
audio program.
A
Explain the task and model the first conversation
with aS.
Ss complete the task individually. Go around and
encourage Ss to use contractions in short answers .
Elicit the answers. Then Ss practice with a partner.
1. A: Have you ever s ung in a karaoke bar?
B: Yes, I have. I sa ng in one on my birthday.
2. A: Have you ever lost somet hing va luable?
B: No, I haven't. But my brother lost h is camera o n
a t rip once.
3. A: Have you ever gotten a traffic ticket?
B: Yes, I have . Once I got a ticket and had to pay $50.
4. A: Have you ever seen a live concert?
B: Yes, I have. I saw U2 at the stadium last year.
5. A: Have you ever been late for an important
a ppoint ment1
B: No, I haven't. But my sister was 30 m inutes late for
he r wedding I
B Pair work
Explain the task. Then Ss complete it in pairs.
~ For more simple pa st/present perfect pr actice, try
l.=J the Question Gam e on page T -158.
Have you ever r idden a camel? T-66
For and since c
Write this on the board: Explain the task and model the fust sentence. Then
I lived in Thmland for two years. Ss complete the task individually. Go over answers
I've lived in Thailand for two years. with the dass.
Elicit or explain the difference. The first sentence
is in the simple past. It means 1 Jived in Thailand
in the past, but I don't live in Thailand now."' The 1. for 3. s ince 5. for 7 . for
second sentence is in the present perfect. It means 2. for 4. fo r 6. s ince a. s ince
"'l moved to Thailan d two years ago and I still live
in Thailand now." []For more practice with for and since, play Run For
Focus Ss' attention on the two expression boxes.
D It! on page T-148.
Ask: "When do we use for? When do we use since?" D Pair w ork
Elicit or explain that we use for with periods of time Explain the task and ask the first question. Elicit
and since with points in time. Elicit other expressions different answers with for an d since.
that go with for (e.g., a day/a week/a year), and since
Ss complete the task in pairs. Co around the class
(yesterday/last week/2 P.M.). and note any errors. Then write the errors on the
Play the audio program. board and correct them with the class.

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

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

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

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

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

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

Have you ever ridden a camel? T-68

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

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

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

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

T-69 Unit 10
Units 9-10 Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify
areas that need improvement
Ask: "What did you learn in Units 9 and 10?'' Elicit
Ss' answers.
Ss complete the Self-assessment. E ncourage Lhem to
bo honest, and point out they will not get a bad grade
if they check (.t) "'a little ..,
ROLEPLAY
Learning objective: assess one's ability to ask about and
describe a person's appearance
Read the instructions aloud and explain the task .
Student A makes a report about a l ost classmat e and
Student B completes the Missing person's report.
Point out that Student A should not give the name of
the classmate. Then Student B guesses the identity of
the lost classmate.
Go over Lhe information in the rep:ui. Elicit different
things Scan write in the report.
Write this example conversation on the board:
A Excuse me, Officer. Can you help mt? Ont of my
classmates is lost.
8: Sure. Um, is the person a man or a woman?
A: A woman.
8: OK. f need to know her age. How old IS she2
SPEAKING
Learning objective: assess one's ability to identify people
using modifiers with participles and prepositions
A
Focus Ss' attentlon on the picture. Ask a S to read the
example sentence.
Ss write sentences about each perSOn individual1y.
Option: Go around the class and check Ss' wor k.
Kato is the woman/one hold ing a drink/in jeans.
Loui$11 is the woman/one sitting on t he sofa/in boots.
Bill Is the man/one eating something/in a black shirt.
Amy and T.J. are the people/ones holding hands/in
sunglasses.
Ss move on to the Progress check exercises. You can
have Ss complete them in class or for homework,
using one of these techniques:
1. Ask Ss to complete a ll the exercises.
2. Ask Ss: <ii\Vhat do you need to practice?"' Then
assign exercises based on their answers.
3. Ask Ss to choose and complct..e exercises based on
their Self-assessment.
A I think she's 19 or 20.
Be All right. And how taiiJS she>
Model the conversation with aS. The S is pctSon
A and you are person B. Whenever t he S gives
additional information, pretend to write i t in
the report.
Ss com plete the task in pairs. Then Student B looks
around the room and identifies t he lost classmate.
Set a time limit of about three minutes. Then Ss
change roles. Go around the class and give help
as needed.
If you don't have enough class time for the speaking
activities, assign each Sa speaking partner. Then have Ss
complete the activities with their partners for homework.
B Pair work
Write the names Katt, Lovrsa. Bdl. and Amy and TJ
on the board.
Books closed. Explain the task. Ss ask questions
about the people on the board in pairs (e.g., \Vhich
one is Bill?). They answer using their memory of the
picture. If they have difficulty, they can look at
their sentences.
Model the example conversation wit h a few Ss. Elicit
different ways Ss can ans wer.
Ss complete t he task.
T-70
 SPEAKING
Learning objective: assess one's ability to answer
quest1ons using the present perfect wrth already and yet
A Student B what. he or she has done in each situation.
Explain the task. Ss imagine they are preparing for
three situations. Read the situations and the example.
Ss list four thin gs they need to do for each s ituation .
LISTENING
Learning objectives: assess one's ability to listen to and
understand descriptions of past experiences and events;
assess one's ability to ask and answer questions using the
present perfect and simple past
A (f) {CO 2. Track 37]
Set the scene. Jamie is on a cruise and is talking to
someone about things she has done.
Go over the chart and explain any new vocabulary.
Then play the audio program. Ss complete the task.
1f!ttii.iHiiD
MAN: Are you e njoying the cruise, Jamie?
JAMIE: Oh, yes, very much. Actually, I won a cont~et and
this cruise was the prize.
MAN: That'& fantastic! Hey, I've alway wondered
aomethina: about contests. The cruise ten. from Miami,
ao how did they &et you there? Did they fly yOu there?
JAXut: No, I live in :\fiami, so I didn't have to travel at
all. I've nevet flown on a plane. But I did act to stay
in an expensive hotel in Miami fot a day.
M:: That'a nice.
JAMIE: Yeah, it was. Oh, and 1 saw Madonna tJ,ere. She
was in the same hotel
MAN: Madonna? Really? Dld you meet her?
JAM!&: No, in fact, I've never met o f<J.mous pcr&On. But I
think she smiled at me.
SURVEY
Learning objective: assess one's ab;lity to use how long.
for. and since w;th the present perfect
A one gives the same answer. Explain tlla.t you will
Ss complete the My an.Jiwers oolumn individually.
Point out. that they sh ould use for or since.
WHAT'S NEXT?
Learning objective: become more involved in one's
learning
Focus Ss' attention on the Self-assessment again.
Ask: "'How well can you do these things now?
T-71 Units 9- 10 Progress check
B Pair work
Explaio the task. Ss exchange lists. Student A asks
Student B gives responses using already or yet.
Ss complete the task in pairs.
:MA.x:Cool.
JAlUE: Yeah. And I cot to enjoy the hotel aclivities. I
even tried windsurfing.
MA.~: Soundt fun .
JA.XB: Yeah, it was. But. 1 did something stupid. I wok
my wli.Uet. with me and almost lost it.. I'm alway very
careful with my wallet, and have never lost. it. ll
almost. fell int.o the ocean. I.AJckily, I ca~t iL
MAN: That wa& lucky! Well, it sounds like you've really
enjoyed thia trip.
JAMIE: For the moat part. I mean, I've been a little
seasick, but I'll remember th is trip forever. I've even
kept a diary thia whole t ime so I can tell my friend s
all about. it.
MAN: I'm aute they'll love that. Well, enjoy the rest of
the cruise.
JAMIE: Thanks. 1 will,
won a contest. stayed in an expensive hotel, gone
windsurfing, been seasK:k. kept a diary
B Group work
Ss take turns asking about the events in part A in
small groups.
B Class activity
Model the task. Ask seveJ'al Ss the first question until
write that ss
name in the Classmate's name oolumn.
Ss go around the room and complete the task.
Ask Ss to underline one thing they need to review.
Ask: "What did you underline? How can you
review it?"
If needed, plan additional activities or reviews based.
on Ss' answers.

It's avery exciting place!
WORD POWER
Learning objective: learn vocabulary for describing places
A Pair work
Elidt adje<.:tives that describe cities (e.g., beautifuL,
ugly) and wJiie them on the board.
Ss check (.I) the adjectives they listed. Then they
read the other words silently.
Elicit words Ss don't understand or know how to
pronounce. Explain or pronounce these words.
Explain the task and elicit the first. example.
Then Ss complete the matching task in pairs.
Go over answers "-'ith the class.
1. h 2. d 3. f 4. a 5. e 6. g 7. c
CONVERSATION
Learning objectives: practice a conversation about a city;
see adverbs before adjectives, and conjunctions, in context
A(B {CD 3, Track 1]
Books closed. Set the scene. Eric is asking Carmen
about her hometown of San Juan, Puerto Rico.
Ask: "What do you know about Puerto Hico?
Where is it? What's it like?''
Write this on the board:
1. Weather. O K or great2
2. Beaches: polfuted or fantastic?
3. Prices: reasonable or expensive?
Play the audio program. Ss lis ten to the a udio
program to find the answers. Then they compare
answers with a partner.
Go over the answers with the class. (Answers:
1. great 2. fantastic 3. reasonable)
Books open. Play the audio program again.
Ss listen and read silently. Then they practice the
conversation in pairs. Go around the class and give
help as needed,
gFor a new way to teach this
Disappear ing Dialag
Conversation, try the
on page T -151.
In Unit 11, students talk about hometowns, cities,
and countries. In Cycle 1, they talk about their
hometowns using adverbs, adjectives, and
conjunctions. In Cycle 2, they discuss popular
vacation places using can and should.
Pairs now add two mor e sets of opposites. Ss may
use their dictionaries if they wish . Go over possible
answers.
Poss1ble answers
moder n/traditiona l large/small hot/co ld
Ask Ss to write the new adjectives in their notebooks
and check(/ ) the ones that desc1; be their city o1
town.
[:::} For more practice matching opposite adjectives, play
lSJ Concentration on page Tl44.
B Pair work
Ss choose two cities or towns from any country and
8. b
desc1;be them in pairs. Encourage them to use the
adjectives in part A
B(B
Explain the task and read t.he focus question.
Play lhe audio program. Ss listen for the answer.
Then they compare answers in small groups. Go over
the answer with the class.
&HffiiJi'Mi
ERIC: So what kinds of things are there to do in San
J uan?
CARMEN' : Well, there arc a lot of nightclubs. Pu~rto
Ricans love to dance.
ERic: I'm not much of a dancer. Anything else?
CARME~ : Well, a lot of people enjoy going out to eat.
There are some excell ent restaurants in Old San
Juan. They're pop ular wit.h buth locals and tourists .
ERIC: Now that sounds good. I love to cat!
There are a lot of nig htclubs and some excellent
restaurants.
Option: Ask Ss: ''WQuld you like to visit San Juan?
Why or why not?"
T-72
 GRAMMAR FOCUS
Learning objectives: practice using adverbs before
adjectives; write sentences using conjunctions
[CO 3, Track 2]
Adverbs b efore adjectives
Focus Ss' attention on the Conversation on p age 72.
Ask: "\Vhat has E ric heard about San J u an?"
(Answer: lfs really nice.) T hen ask : "How big is
San Juan?" (Answer: It's fairly big.)
Explain t hat sometimes we use adverbs like very,
really, and fairly to modify adjectives.
Ask Ss to find more examples of adverbs that modify
adjectives in the Conversation and underline them
(e.g:. ,~ expensive,Jlli11y_ reasonable, /QQ. big). Elicit
other adverbs.
Focus Ss' at tent ion on the adverbs box. Point out that
they are organi~ed from the most to the least.
Focw; Ss' attent ion on the Grammar Focus box. Poin t
out the position of the adverb and elicit t h e r ule:
X is adverb + adjecti ve .
X is alan adverb+ adjective+ noun .
Explain that too means '"'mor e t han you want," so we
us ually use it with negative adject ives (e.g., too bad,
NOT too nice). Also, we cannot use too with an adverb
+ adj ective + noun (e.g ., too expensive, N OT a too
expensive city).
Play the a udio program.
Option: Focus Ss' atten tion on part B of the Word
Power on page 72. Ss describe a city again , using
adverbs + adj ecti ves.
A markets.
Explain t he task . Ss match the questions with
the answers.
(;() over answers with the class. Then Ss. pr actice
the conversations in pairs.
1. c 2. d 3. 4 b
fZ] For practice asking questions about citi es, play
!S:J Twenty Questions on page T -145.
Conjunctions
Focus Ss' a ttention on the firs t sentence in the second
Grammar Focus box. Ask: "'Are exciting and nice
positive or negative?" (Answer: Both are positive.)
T-73 Unit 11
Point out that we use and to connect two positive
or two negative ideas . Elicit a sentence with two
n egative ideas (e.g., The city is ugly, and the wea.ther
is terrible.). Ask : "\Vhat punctuation comes before
and?" (Answer: a comm a)
Focus Ss' at tention on the Qther three sentences.
Ask: "Are t hey positive + positive, negative + negat ive,
or positive + negative?" (Answer: positive+ negative)
Explain t h at we use but, though, and however to
connect a positive idea with a negative id ea.
T ell Ss to look at the position of but, though, and
however. Ask: "H ow are though and however different
from but?" (Answer: B ut is in the middle of the
sentence . T hough and however are at the end.)
Ask: "What punctuation comes before each
conjunction?" (Answer: a comma) Poi nt out that
and an d but connect two complete sentences.
Play the au dio pr ogram.
B
Expl ain the task and model t he first answer. Ss
complete the t ask individually. Go around the class
and check Ss' u se of punctuation .
Ask different Ss to write their answers on the board.
Go over answers with the class.
1. Taipei is very nice, and everyone is extremely f riend ly.
2. The st reets are crowded. lt' s easy to get arou nd,
t hou gh.
3. The weather is nice. Summers get pretty hot. however.
4. Shopping is g reat, but you ha"'e to bargain in the
5. The food is delicious, and it' s not too expensive.
6. It' s an amazing city, and JJo \le to go there.
C Group w ork
Write these topics on the board:
People Food Shopping
Weather Crime Things to do
Explain the task and ask a S to read t he example
conversation. Poin t ou t that Ss can discuss the topics
on the board.
Ss complete the task. Ask Ss to guess the fa1s.e
st atement in each description.
Go around the class and note any errors. Then write
them on the board and as k Ss to correct t hem.
To chec k if Ss have unde rstood the grammar, writ e
t heir errors on the board. Then ask Ss to corre ct them.
 LISTENING
Learning objective: develop skills in listening for details
WOMA.'i: Yeah?
{CO 3, Track 3] JO'ICE: Uh-huh, It hat grea t&eencry - lots of mountains
and rivers, lake~ and trees... .
Books closed. Set the scene. Joyce and Nichola s are WoMA.'i: Well, I don\ know, J oyce. It sounds like a great
talking about. their hometowns. Ask: "Do Joyce and place.
2.
Nicholas like their hometowns?" PJay the audio
WOMAN: Do yo\1 come from a big city, Nicholas?
program a nd Ss listen for the answer. (Ailswe1: Joyce NICHOl.A$: Yenh, I i\ICSS. It's pretty big.
doesn't like her hometown, but N icholas likes his.) Wo~tAN: So there's a lot to do there?
Books open. Explain the task. Play th e audio N iCHOLAS: Ycuh. It's n rcfllly fun place. It has some cool
a rt museums o.nd great theaters and restaurunta.
p rog1am and Ss complete the chart.
WO~lAN: Heally? How are the prices? Is it cxpen~ive?
Ss co mpare answers in pairs. Then go over answers. N ICIIOLAS: I guess so. F'ood costs a lot in the
supermarket and in restaurants. And apartmenU!
imt/t.ii&b4i The rents are very high.
WoMAN: And what's it like there? What does it look like?
I. NICIIOI.AS; Well, it's very dean, a nd lt's really prett.y, too.
WO)IAN: So tell me a bout )Out hometown, J oyce. There are lota of parks and trees right in the center or
Jo yce: Well , it's a really small town. the city.
Wow..~: What' it like there?
J OYCE: Oh, llhink it's boring .
WOMAN: Really? Why?
JOYC'F.: Well , there's nothing to do. No good re~U\ u rtmts.
No nightlife. Blgl lnterest;ngJ EJt,pens;veJ Beautifull
Wo MAN: Oh, that's too bad. But s mall town~ are pretty 1. Joyce no no no yes
inexpen!livc to live in. 2. Nicholas yos yos yes yes
J OYCE: Well, yeah, it is really cheap. And lots of people
love it there because it's very pretty.
gStand Up, Sit Down on listening
For a new way to practice for adverbs, try
page 1'151.

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

eyeleT Exercises s:.13 - - - - -

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

It's a very exciting place! T-74

 CONVERSATION
Learning objectives:practice a conversation about Mexico
City; see modal verbs can and should in context
A@ [CD 3, Track 4]
Books closed. Set the scene. '1\vo friends are talking
about a city. Ask: "What city is it?" Play the firSt part
of the audio program and Ss listen for the answer.
(Answer: Mexico City)
Write these focus questions on the board:
1. What's a good time to visit Mexico City?
2. Whots the weather like thm2
3. How many places does Elena recommend?
Play the rest of the audio program. Then elicit Ss'
answers to the questions on the board. (Answers:
1. anytime 2. always nice 3. three)
Books open. Play the audio program again and Ss
read t he conversation silently. Elicit or explain any
new vocabulary.
i@t@M
And what else?: Is there anything more?
yQu shouldn't miss: you should see
GRAMMAR FOCUS
Learning objectives: practice conversations using can and
should; ask and answer questions using can and sh ould
[CD 3, Track 5]
Can and should
Focus Ss' attention on the Conversation in Exercise 7.
Ask: "How does Thom as ask for advice about Mexico
City?" Write his question on the board:
~ me o Mtle obo"t Mexico C(Y'
Ask: "How does Elena suggest when to go? How does
she suggest what to see?" Elicit the answers and
'"rite them on the board:
You can go anytime.
You ~definitely visit
You shouldn't miss the .
Point out that can and should are modals. They show
a speaker's attitude or '"moOO." People use can and
should to ask for and give advice.
E licit or explain the rule for using can and slwuld in
Wh-question s and statements:
Wh-question +modal+ subject+ verb?
Subject + modal ( + not) verb .
Point out that modals do not take a final -s.
Focus Ss' attention on the Grammar Focus box and
play the audio program
T-75 Unit 11
Ss practice the oonversation in pairs.
~For a new way to practice this Conversation, try the
1=J Scrambled Dialog on page T-158.
B@
Explain the task a nd read the focus questions . Play
the audio program. Elicit Ss' answers.
i t!ffiU(@jiQ
ELENA: Where are you from again , Thomas?
THOMAS : I'm from Toronto, Canada .
ELENA: Oh! I've always wanted to go there. What's it
like? What can you do there?
THOMAS: Well, there's a lot to do. But visitors sh ould
definitely spend some time in the museu ms_The
museums there o.rc grc<tt.!
He' s from Toronto, Canada. You should definit ely vis it
the museums.
Option: Ss discuss if they prefer to visit Mexico Ci ty
or Toronto. Ask them to give reasons.
.. A
Explain the task and model the first conversation
with aS . Ss complete the task individually.
Go over answers with the class. Then Ss practice the
conversations in pairs.
1. A : I can't decide where to go on my vacation.
B: You should go to Ind ia. It 's my favorite place to visit.
2. A : I'm planning to go to Bogota next year. When do
you t hink I should go?
B: You can go anytime. The weather is nice all year .
3. A: Should I rent a car when 1arrive in Cairo? What do
you recommend?
8: No. you should definitely use the subway. It's fast
and efficient.
4. A: Where can I get some nice jewelry in Bangkok?
B: You shouldn't miss the weekend m arket. It's the
best place for barga ins.
5. A: What can I see from the Eiffel Tower?
B: You can see all of Paris, but in bad weather you
can't see anything.
B Pair work
Explain the task and read the questions. Ss complete
the task individually. Then they compare answers
i n pairs.
Elicit answers from the class.
 PRONUNCIATION
Learning objecti~e: Jearn to sound natural when usmg can't
and shouldn't
A(B [C0 3, Track 6]
Books closed. Play the audio program. Ask: "What do
you notice about the pronunciation oft in can't and
shouldrJ'tT' (Answer: It i s not strongly pronounced.)
Books open. Play the audio program again. Ss listen
and repeat. Co around the class and check their
pronunciation of can't and shouldn't.
8 Class activity
Read the question and elicit answers from the class.

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

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

INTERCHANGE 11
Sec page Tl26 for teachingnots.

It's a very exciting place! T76

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

complete the task individually. buildings

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

castle: a large building where kings and other rulers

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

g For a new way to Leach the vocabulary in this

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

T-77 Unit 11

It reallyworks!
SNAPSHOT
Learning objectives: learn vocabulary for common health
problems; talk abovt health problems
Books dosed. Elicit common health problems from
the class an d write them on the board.
Books open. Ss compare their ideas with the
Snapshot. Explain a ny new vocabulary, using
gestures if n eeded.
Explain the tasks. Ss complete the tasks in small
groups. Go fu'ound the class and glve help as needed.
CONVERSATION
Learning objectives: practice a conversation about health
problems; see infinitive complements in context
A (B [CD 3, Track 8]
Ss cover the text a nd look a t the picture.
Elicit or explain vocabulary (e.g., tissues). Ask:
''\Vhat health problem do you think Craig has? How
do you know'?"
Play the first part of the audio p rogram. Ss listen to
check the answer. (Answer: a cold)
Write this focus question on tlw board:
What does joan suggest for Craigs cold?
Play the audio program and ask Ss to listen for the
answer. Elicit the answer. (Answer: garlic soup)
E licit or explain any new vocabulary.
I@@M
get a lot of res t: relax or sleep a lot
h a ve you taken anything for it?: have you taken
any medicine?
chop up: cut into small pieces
chick en s tock: the li quid from chicken soup
Yuck!: a n expression of dislike, especially about food
Pl ay the audio program again. Ss listen and
read silently.
Ss practice t he conversation in pairs. Go around the
class and give help as n eeded.
To encourage Ss to look at each other while practicing
Conversations, ask. them to stand up and face each other.
Th is also makes the conversation more active and natural.
In Unit 12, students talk about health. In
Cycle 1, they talk about heafth problems and
give advice using infinitive complements. In
Cycle 2, they ask for advice and give
suggestions about health care products
using tl1e modal verbs can, could, and ma y.
Ask the class: "How many of you h ave had a headache
recently? Haise your hands." Ask about each health
problem. Cou nt the number ofSs who have had
each one.
g For a n ew way to practice the vocabulary in this
Wor d Power, try Vocabulary Steps on page 'f-154.
Ss rank the health problems according to most/least
serious or most/lea~t common.
B(B
Read the task and focus question. Ask Ss to make
predictions. Write their ideas on t he board.
Play the audi o program. Ss listen for the answers
individually. Then elicit answers from the cl ass.
L
CRAIG: [coughs]
WOMAN: That cold sounds pretty bad, Craig!
CRAIG: Yeah, it is. Don't get too close.
WoM,\N: Well, you know, it's impo)t..,nt to drink a lot
of liquids . 1 have some herbal tea. Ld me make
you a cup
CRAIG: Oh, OK That sound1S good.
2.
MAN: How's that cold, Craig?
CRA1G: Not sogood. lsneezes] I've still got i t.
M.A.'<: Oh , too bad. Well, listen , it's a good idea to take
some cold medicine. And you should go home and
take a long, hot bath.
CRAIG: You're right. Maybe I should. Thanks for
the advice.
The w oma n suggests herbal tea. The m an suggests cold
medicine. He also says Craig should go home and take
a long, hot bath .
T-78
 GRAMMAR FOCUS
Learning objectives: practice using infmitive complements;
ask for and give advice using infinitive complements
{CO 3, Track 9]
Books closed. Write these sentences on t he board:
You should get a lot of rtst
You should eat garlic soup.
Poi nt out that these sentences give suggestions with
should. We can also give suggestions with infinitive
complements. Cross out the words You should and
replace them with Jfs important to and /fs hdpful to.
Books open. Focus Ss' attention on the
Grammar Focus box. Elicit the rule for forming
infinitive complements:
lt~s important/helpful/a good idea to + verb.
Focus Ss' attention on the Conversation on
page 78. Ask Ss to underline the two examples of
infinitive complements.
Play the audio program.
Option: Pr-csent additional positive infinitive
complements (e.g., It's useful to, It's best to,
It's essential to) and also negative infinitives
(e.g., It's important not to, It's best not to).
A class and give help as needed.
Explain the task. Ss read the problems and advice
silently. Use the picture or gestures to explai n new
vocabulary (e.g., a sore throat, a fever, o toothache,
a burn).
PRONUNCIATION
LBaming objectives: notice the reduction of to; Jearn to
sound natural when using to in conversation
A(B {C03, Track 10]
Model t he reduction of to. Then play the audio
program. Ss listen for the reduction of to.
Play the audio program again. Ss take turns
practicing the conversation in pairs.
If you are concerned about your pronunci&tJon and
intonation, atways use the audio program to present material.
T-79 Unit 12
Read the first problem. Elicit different pieces
of advice.
Ss complete the task individually. Then go over
answers witb the class.
,. a,c,d,i,j 3.b,d, e,g, i 5.g,h, j 7.b,f,i,j
2. a, d, i, j 4. c, d, g, i, j 6. d, g, j 8. c, d, g, i, j
B Group w ork
Explain the task. Then model the example
conversation with two Ss.
Ss take turns giving advice in small groups.
Go around t.he c1ass and check their use of
infinitive oomplements.
Use your fingers to help Ss self-correct their errors. For
example, if the error is in the fourth word in a sentence, show
four fingers and point to the fourth finger.
c
Explain the task and elicit endi ngs for the first
example. Write them on the board.
Ss complete the task individually . Go around the
~ For a new way to practice the vocabulary in this
lSI Grammar Focus, try Mime on pageT-148.
B Pair work
Explain the task. Ss work in pairs. They ask for and
give advice using their sentences from part C of
Exercise 3. Ask a few pairs ofSs to model the task.
Ss complete the task in pairs. Go around the class
and check their reduction of to. Then elicit the most
popular advice for each problem.
 DISCUSSION
Learning objective: discuss difficult situations using Ss discuss the situations in small groups. Go around
infimtive complements the class and write down any errors you hear.
Write the most oommon errors on the board. Ask Ss
A Group work
to correct them in pairs.
Books closed. Ask: What should you do when
you forget someone's na me?" Elicit Ss' answers,
encouraging them to use should or i.nfinjtivc
gOnion Ring
For a new way to practice this Discussion, try the
t..cchn.ique on page Tl51.
complements.
B Class sctivity
Books open. Explain the task an d ask different Ss to
Head t he question to the class. Elicit Ss' a nswers.
read the example situations . Elicit or expla in a ny
Encourage Ss to ask follow-up questions .
new vocabulary. Then ask t hree Ss to read the
example conversation.

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

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

It really works! T-80

0 CONVERSATION
Learning objectives: practice a conversation between a
pharma cist and a customer: see modal verbs for requests
and suggestions in context
A(B [COJ, Track 11]
Books closed. Ask: ''\\There do you think the speakers
are?" Play the audio program and Ss listen for the
answer. Elicit the answer. (Answer: a pharmacy)
Books open. Ss cover t he text. Elicit the containers
in the picture. Then ask: "What does t he woman
buy?" Encourage Ss to guess. Then play the audio
program and elicit the answers. (Answers: a box
of cough drops, some lotion, and three bottles
of multivitamins)
Ask: "'What three problems does the woman talk
about?" Play the audio program again and Ss Ji.sten
for the answers. Elicit the answers. (Answers: a
cough/cold, dry skin, no energy.)
Option: Ss work in two groups. Group A listens for
the problems the woman talks about. Group B listens
for the t hings s he buys. Then they share information .
Ss uncover the text. Ss read the conversation silently.
Ss stand a nd p ractice the con versation in pairs.
Encourage them to role~play the conversation, as if
they are in a pharmacy.
0 GRAMMAR FOCUS
Learning objective: practice conversations using modal
verbs for requests and suggestions
(B [CO 3, Track 12]
Expl ain that it's impolite to say Give me or I want
when asking for things in a store. People usuaJly
make requests using modal verbs such as can, could,
and may.
Focus Ss' attention on the Con versation in Exercise 8.
Ask: "'How did Mrs. Webb ask for things?" Ask Ss to
underli ne the examples. (Answers: Could I have . . . ?
... what do you suggest? Can you suggest . ? May I
have ?)
Focus Ss' attention on the example questions in the
first column of the Grammar Focus box. Point out
that the first question (Can/May I help you?) is an
offer of help. The other three questions ar e r equests
for help. Explain that people can use can, could, a nd
may to make a request, but may is the most formal .
Elicit the r ule for questions with modals:
Modal + subje<:t + verb?
Focus Ss' attention on the three ways to make
suggestions in the second column. As k Ss to find
examples in the Conversation in Exercise 8 and
underline them twice.
T-81 Unit 12
g For a new way to practice this Conversation, try
Say It With Feeling! on page T -150.
B(B
Write these phrases on the board:
tired eyes a backache insomnia
Ask: "What problem does the customer have?" Play
the audio program. Ss listen to find the answer.
(Answer: a backache)
Explain the t...1.sk and read the focus question. Then
play the audio program again. El icit the answer.
'f!ftlti9i1Ui
Cusro:o.tio:R: Excuse me.
PHAR:\tACIST: Yes? How can I help you?
C l..iSTOMER: Urn, what do you suggest for a backache?
PHARMACIST: Well, you should take some aspirin. And
it's a good idea to use a heating pad.
CU6'l"'~H"~R: Qh , and where are the aspirin?
PHARMACIST: They're in aisle five. Right over there
He wants soma aspirin.
Play the audio pr ogram.
Explain the lask and model the first conversation
with aS.
Ss complete the task individually. Then they compare
answers in pairs.
tfiffiJ144W4ti
1. A: Can!May I help you?
8: Yes. Can!Could!May I have something for
itchy eyes?
A: Sure. I suggest a bottle of eye d rops.
2. A: What do you have/ suggest for sore muscles?
B: You should try this o intment. It's excellent.
A: OK. I'll take it .
3. A: Can!Could/May I have a box of bandages, please?
8: Here you are .
A : And what do you havefsuggest for inso mnia?
8: Try some of this herbal tea. It 's very relaxing.
A: OK. Thanks.
Ss practice t h e conversations in pairs.
g For a new way to practice t he conversations in this
Grammar Focus, try the Substitution Dialog on
page T~15L Ss replace the health problems and
suggestions with ideas of their own.
0 LISTENING .
Learning objective: develop skills in listening for specific 4.
information PHARMACIST: Good morning. What can I do for you?
WO:\IA."l': U rn, I need something for a burn. I burned my
A(B {C03, Track 13] hand a little when 1 was cooking last night.
Look here .
Set the scene and explain the task. Then play the PHAR:\fACIST: Oh, yes. 111 give you some cream for i t.
audio program. Ss 1isten for the answers. After you put on the cream, place a bandage over i t
for a few days. You should be fine.
i%'iBi141 Wo:\lA:."~: Thanks.

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

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

Option: lfSs need help getting started, refer them to

the first few lines of the Conversation on page 81.

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

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

ft reaffy works! T-82

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

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

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

T-83 Unit 12
Units 11-12 Progresscheck
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify
areas that need improvement
Ask: "What did you learn in Units 11 and 12?" Elicit
Ss' answers.
Ss complete the Self-assessment. Encourage them to
be honest, and point ou t they will not get a bad grade
if they check (./) "a little."
G LISTENING
Learning objectives: assess one's ability to listen to and
understand descriptions of cities; assess one's ability to
describe places using adjectives, adverbs, and conjunctions
A @ [C03, Track 14]
Set the scene and explain the task . Jenny is talking
about Honolulu, her hometown. Ss listen and write
the size of the city, weather, prices of thi ngs, a nd
most famous place in their chart.
Play the audio program once or twice. Ss listen and
complete the chart.
i!ffl11ii&bD
MAN: So, you're from Hawaii, J enny.
J ENNY: That's right.
MAN: Where in Hawaii?
J ENNY: I'm from Honolulu- on the island of Oahu.
:M.AN: Wow! Honolulu! 1' hat's a fairly big city, isn' t it?
Jt::NNY: No, not really. It's not too big.
MAN: The weather is great, though. Right?
J ENNY: Oh , yes. It is. It's very comfortable the whole
year. Warm, but not too hot.
MAN: rve he ard that Honolulu is an expensive city.
Is t hat t rue?
Q ROLEPLAY
Learning objectives: assess one's ability to describe places
using adjectives, adverbs, and conjunctions; assess one's
ability to ask questions about cities and hometowns; assess
one's ability to ask for and give suggestions with can
and should
Explain the task. Ss work in pairs. Student A is
planning to visit Student B's hometown, and asks
questions about it. Student B answers the questions.
Ss move on to the Progress check exercises. You can
h ave Ss complete t hem in class or for homework ,
using one of these techniques:
1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you need to practice?" Then
assign exercises based on their answers.
3. Ask Ss to choose and complete exercises based on
their Self-assessment.
JENNY: Well, yes, it is pretty expensive. Rents are high
and food is expensive, too. That's because everything
comes in by plane from lhe mainland
l\iAN : What's that beach in Honolulu?
J t:NNY: Well, the most famous place in Honolulu is
probably Waikiki Beach. That's where al l the
tourists go.
MAN: Yeah, that's it. \Vaikiki Beach
Go over answers with the class.
1. not too big
2. very comfona ble; warm, but not too hot
3. pretty expens ive
4. Waikiki Beach
B
Explain the task. Ss write sentences comparing
Honolulu with their hometown. Point out the
conjunction, adjectives, and adverbs in the example.
Ss write sentences individually . Then they compare
their sentences in pairs.
Go over the possible questions. Model the exam ple
conversation with aS.
Ss practice the r ole play in pairs. Then they change
roles and practi ce again. Go around the class and
give h elp as need.ed.
T-84
 DISCUSSION
Learning objectives: assess one's ab1lity to sslc lor and give
suggestions using can and s hould; assess one's ab11tty to ask
for and give advice using infinitive complements
A Group work
Explain the task and model t he example conversation
with two Ss.
Ss Wl'itc ad vice and remedies for the problems
individu ally. Co around the class and brivc help
as needed.
SPEAKING
Lesming objectives: assess one's ability to ask for and give
adVIce using infinitive complements; assess one's ability to
give suggestions on a variety of problems
A Group work
Set the scen e. The three problems arc from an
advice colum n.
Ss rea d t he pr oblems silently. The n el icit or expla in
any new vocabulary.
WHAT'S NEXT?
Learning objective: become more involved in one's
learmng
Focus Ss' attention on the Sclfassessment again.
Ask: "How well can you do these Lhings now?"
T-85 Units 11- 12 Progress check
Ss compare their ideas in small groups. Encourage Ss
to use expressions of advice (e.g., it's useful to, it's
helpful to, you should).
(;{)around the room and check Ss' use of infinitive
complements.
B Group work
Read t he questjons and explain the task.
Ss d iscuss the questions in small groups. Encourage
them to add follow-lip questions.
Explain the task. In small groups, Ss suggest advice
for each problem and choose the best advice. ~1cxJel
the example conversation with two Ss.
Ss complete t.he task.
B Class activity
Ask different Ss to rend their group's advice.
Ask Ss to underline one thing they need to review.
Ask: ..What did you underline? How can you
review it?""
lf needed, plan additional activities or reviews based
on Ss' answers.

May I take your order1
SNAPSHOT
Learning objectives: read about the origins of popular
foods; talk about favorite foods
Books closed. Write these foods on the board:
noodles sushi
coffee the sandwich
chocolate pizza
french fries the hamburger
Ask Ss to guess where each food item is from.
Books open. Ss check their answers wit h
the Snapshot.
Ask different Ss to read the facts. Elicit or explain
any new vocabulary.
CONVERSATION
Learning objectives: practice a conversation between two
people deciding where to go far dinner; see so, too, ne ither,
and either in context
A (B [C03, Track 16]
Boo~ closed. Set the scene. Jeff and Bob are
discussing where to go for dinner. Write these
focus questions on the board:
1. What two kinds of food do they talk about?
2. What kmd of food do they decide to eat>
Play the audio program. Then elicit the answers.
(Answers: 1. Indian and Japanese 2 . Japanese)
Books opeo. Play the audio program again. Ss li!>ten
and read silently.
Elicit or explain any new vocabulary.
+tMf@M
I'm not in the mood fo r: I don't really want
a bit: a little
spicy: with a hoi or strong flavor, like pepper or curry
Ss practice the conversation in pairs. T hen ask Ss to
role-play t he conversation for t he class.
In Unit 13, students talk about food. In Cycle 1,
they agree and disagree about food preferences
using so, too, neithe r, and e ither. In Cycle 2, they
order food at a restaurant using the modal verbs
would and will.
+N@M
circa : around
B .C .: before Christ.
farmed: grown
e a r l: a British man of high social rank
Point out that the Earl of Sandwich's real name
was J ohn Mont.:"l.gue, and he loved to play cards. He
created the first sand\'ich so he could eat neatly
during card games.
Ask: "Does any information in the Snapshot surprise
you?" Elicit Ss' answers.
Explain the tasks. Then Ss complete the tasks in
pairs . Go around the class and give help as needed.
n For a new way to practice this Conversation,
~ try Say It With Feeling! on page T-150.
B(B
Explain the task and read the focus questions.
Then play the audio program. Elicit the answers.
if!ftii,lill4i
J~'1-': So, do you want to eat early or late?
Boo: Let's eat early. Then maybe we can go to a
movie afterward.
JEFF: Good idea! Why don't we have dinner around 6:00?
BOB: S ix is good. And where do you want to meet?
JEFF: Let's meet at the restaurant, OK?
BoB: Yeah, that's fine with me.
They decide to have dinner around 6:00P.M. They decide
to meet at the restaurant
T-86
 GRAMMAR FOCUS
Learning objective; pracuce agreeing and disagreeing A
using so. too. neither, and either N,k different Ss to read the adjectives describing
food. Help with pronunciation as needed.
{CO 3, Track 17]
Explain the task. Ss write responses to show
Focus Ss' attention on the Grammar Focus box.
agreement with the statements. Point out that
Ask: which column has positive statements? Which
each st.at.cment has two correct responses.
column has negative statements?" (Answers: The
first column has positive statements, and the second Read the first two statements and elicit Ss' responses.
column has negative statements.) Write correct responses on the board.
Ss complete the task individually. Then they compare
So a nd too answers in pa ias . Go over answers with the class.
Focus Ss' attention on the first colwnn. Point
out that we can use so or too to agree with a
positive statement..
*M1'1 "H'*4ii
1. Neither am IJI'm not either.
Write these responses on the board: 2. So can 1./1 can. too.
Sodol Soaml. Socan/. 3. So do 1./1 do, tOO.
4. Neither can IJI can't either.
Ask: "'When do we use each response?" Elicit or 5. Neither do IJI don't either.
explain the rule. (Answer: The verb in each 6. So am IJI am, too.
response matches that of the sentence before it.) 7. So am IJiam, too.
8. Neither do IJ'I don't, either.
Focus Ss' attention on t he difference between so 9. So do IJI do, too.
and too. Point out t h at so is at the beginning of the 10. Neither can IJI can't either.
response and too is a.t the end:
S o + do/am/can + I. B Pair work
I+ do/am/can+ too .
Explain the task. Ss work in pairs. They take turns
Ask Ss to find responses in the first column that reading the statements in part A and responding
disagree with positive statements. (Answers: Really? with their own opinions.
I don't/ike it rMry much. /Oh, I'm n()l./Really!
Go around the class and check Ss' use of grammar.
lcan"l.)
Play the audio program for the first column. IZ) For more practice, play Concentration on page
Opt ;on: Drill So do I, So am I, or So con I responses. r:J T-144. Ss match cards with the same meaning (e.g.,
So dol. and l do, too.).
Read a Jist of ten positive statements to the class
(e.g., I live near here. I am. smart. I ron speak c
English.). Ss respond chorally and then individually. Elicit different ways to say /like and I don't like.
Neither and e ither Write them on the board:
Focus Ss' a ttent ion on the second column of the UiU. 1..iM1.1iM
Grammar Focus box. Elicit t he rules fOI' agreeing I really like I don't really like
with a negative statement: I'm m th~ mood for I'm not in the mood for
Neither+ do/am/can +I. I like very much I don't like ... very much
I'm crazy about I'm not crazy about
I don't/J'm not// can 't either.
/love I hate
Point out different ways to disagree with negative
statements (e.g., Oh, /like it a WI.! &ally? lam.). Explain the task. Model the first example by writing
two sentences on the board.
Play the audio program for the second column.
Ss comp1ete the task individually. Don't ask Ss to
Option: Drill Neither do I, Neither am I, or compare statemcnt.s at this time. They will do this
Neither can I responses. Read a list of ten in Exercise 4.
negative statements to the c1ass (e.g., I don't
like fish ice cream. I'm n.ot hungry. I can't cook
French food.). Ss respond chorally and
then individually.

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

A [CO 3, Track 18]

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

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

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

May I take your order? T-88

 GRAMMAR FOCUS
Learning objective: practice conversations using modal
verbs would and will for requests
(f) [CO 3, Track 20]
Modal verbs w ou ld and will
Write these sentences on the board:
1. What kind of dressing do you want?
2. And do you ~ anything to drink?
3. I want a mixed green salad.
4. I ~ a large iced tea, please.
Explain that people don't usually say want in
formal situations.
Focus Ss' attention on the Conversation on page
88. Ss find and underline sentences and questions
with the same meaning as those on the board. Ask
different Ss to write them on the board. (Allswers:
1. What ltind of dressing wouJd you like? 2 . And
would you like anything to drink? 3. I'll have a
mixed green salad . 4. I'd like a large iced tea, please.)
Focus Ss' a ttention on the Grammar Focus box. Elicit
the structure for making Wh- and yes/no questions
with would:
Wh-question +would+ subjed +verb?
Would+ subject+ verb?
Point out that the word would does not have
strong stress.
Elicit or explain that we can order in a restaurant
with I'd like or I'll haue. Point out the contractions.
Play the audio program.
ROLEPLAY
Learning objective: role-play a conversation between a
customer and a waiter or waitress in a coffee shop
Ss work in pairs. Set the scene and explain the task.
Student A is a customer in a coffee shop. Student B
is a waiter or waitress. Student A orders lunch and
Student B t..akes the order. If possible, Student A
sits at a table and Student B stands. Model the
pronunciation of the things if needed.
Model taking the order with aS. Show how to add
follow-up questions (e .g., Would you like dressing
on your salad? Would you like anything else?). Ss
complete the role play in pairs.
Provide useful feedback. Then ask Ss to change roles
and use their own information. Go around the class
and encourage Ss to ask follow-up questions.
T-89 Unit 13
Explain the task and model the first two lines
of the conversation. Ss complete the conversation
individual ly. Then they compare answers in pairs.
Go over answers by a!;iking different S!:i W read
the conversation.
WAJTRF.SS:What would you like to order?
CUSTOMER: I'll have the fried chicken.
WAITRESS: Would you like rice or potatoes?
CUSTOMER: Potatoes, please . ,.
WAITRESS: What kind of potatoes would you like?
Mashed, baked, or french fries?
Cusrm.IER: I'd like mashed potatoes.
WAITRESS: OK. And would you like anything to drink?
CUSTOMER: I guess I'll have a cup of coffee.
WAITRESS: Would you like anything else?
CUSTO~IER: No, that'll be all for now , thanks.
Later
WAITRESS: Would you like dessert?
CuSTO~IER : Yes, I'd like ice cream.
WAmu:ss: What fl.avor would you like?
Cusrm.n::.R: Hmm. I'll have chocolate, please.
WAITRESS: OK I'll bring it right a.way.
gGrammar
For a new way practice the conversations this
Focus,
to
the Substitution Dialog on
try
in
page T-151. Ss replace the food and drink items with
thei r own ideas.
Option: Ss complete the role play in small groups.
OneS is the waiter/waitress and the other Ss
are customers.
To make role plays more authentic, bring props
to class. For example, in a restau rant role play you can
bring rea l men us, pens. and notepads.
g For a new way to practice this Role Play, try
Time Out! on page T-153.
 LISTENING
Learning objective: develop skills in listening for details
A (B [CO 3, Track 21]
Set the scene and explain the task. Point out the
picture a nd ask ''"What foods and drinks do you see?"
Play the audio program. Ss fill in the ch eck
individually.
Ss compare answers in pairs. Play the audio program
again i f n eeded. Then go over a m)\vers with the class.
~ For a .ne;v wa~ to practice this Listening, try
lJ Predwtwn Bmgo on page T146.
tMtii.iiIIUI
WAITER: Hi. May J take your order?
R~x: Yes. I'll have a cup of coffee.
WAITJo.:H: Cream and sugar?
REx: Oh, yes, please.
WAlTER: And you?
HAl'fflAll: I'd like a chicken sandwich. And I'll have some
chips . . oh, you call them french fries here. Right. I'll
have some french fries, please.
WAIT~~R:
All right. One coffee with CTcam and su gar and a
chicken sandwich with french fries. Uh, anything else?
HANNAH: Yes, I'd like an iced tea, please.
WAITER: One! iced tea. Thank you .
R F:x: Oh, wait a minute! What kind of desserts do
you have?
WAITER: Well, we have pie, cake, ice ere.am,
chocolate mousse .
REX: Oooo! What kind of pie do you have?
WAITER: l think OOday we have apple, cherry, lemon . .
R~::x: Hmm, I thi nk I'll have a piece of apple pie with my
coffee. How about. you, Hannah?
HANNAH: Oh, maybe 111 have a piece later . or . . I'll
have some ofyours1 rlauglisl
WAITER: Then it's one coffee, one apple pie, one
ehieken sandwich, an order of french fries, and an
iced Lea. Right?
R &.'C Yes, thank you.
HANNAH: 1'hanks.
C!) INTERCHANGE 13
See page T-128 for teaching notes.
CD wRITING
Learning objective: write a restaurant review
A
Explain the task. Ss discuss the questions in pairs.
Then they read the example review silently.
Ss complete the task individually in class or
for homework .
g For a new way to teach this Writin g, try
Mind Ma.pping on page T 154. 4
Rex's order: coffee w ith cream and suga r, a p iece of
apple pic
Hannah's order: a chicken sandwich. french fries. iced tea
Ask: "Has a waiter or waitress ever made a mistake
with your order? What happened?" Elicit Ss' answers.
Play the audio pr ogram. Ss complete the task
individually. Then go over answers with the class.
it!itii.iii'&i
HANNAH: Oh , here comes our waiter!
REX: Yeah, I wondered what took. so long.
WAlTER: Whew! Here you arc!
HANNAH: Uh, I ordered french fries with my chicken
sandwich, and you brought me . . yuck! mashed
pot.a.toes with gravy!
WAJTRR: Oh, you ordered french fries?
HANNAH : Yes.
WAin:R: Well, then, OK.
Rt:x: Uh, Md could I have the apple pic 1 ordered?
WAITER: 'What. apple pie? Did you order apple pic?
REX: Uhhuh, yeah, I did, with my coffee. Remember?
WAITER: Really? Gee, how did I forget that?
HA.~NAR: Uh, can I ask you a question?
WAI"l"~;R: Yes?
HANNI\H : How long have you ben a waiter?
WAIT~;~: \Vho me? Oh, uh, today is my first day. [all
laugh] Well, I'll get your apple pic and the french
fries right away. Sorry about that.
REX: Oh, that's OK.
HANNAH: Yea h, thanks. Good luck.
WAITER : Thanks.
He forgot to bring the french f ries and apple p ie.
B Group work
Explain the lask. Ss read their r eviews in small
groups. Then they choose a restaurant they would
like to t r y.
Option: Put the reviews on the walls around the class.
Ss read them and choose one they would like to tl1'-
May I take your order? T-90
 READING
Learning objectives: read and discuss an article about
tipping in the United States; develop skills in scanning and
1. regula r pay for a job
guessing meaning from context 2. happy o r satisfied
Focus Ss' at tention on the picture. Ask: ''Who are 3. change according to
the people on t he left? What do they want? Elicit Ss' 4. a way of acting
5. act toward
answers and explain new vocabulary. (Answers: They
6. courtesy
are a chef, parking valet, maid, barber, taxi dtiver,
waiter, and bellhop. T hey all want a tip .)
B
Explain that this article is about tipping i n the U.S.
Ss read the first paragraph silently. Ask: "Where Explain the task. Point out that Ss must do some
do Americans usually give tips?'" (Answers: i n math to complete the task. Ss complete the task
restamants, airpmts, hotels, and hair salons) individually and compare answers in pairs.
Explain the task and read the pre~reading questions. Ask different Ss to write t he answers on the board.
Ss scan the arti cle for the answers. 'l'hen ask the class to correct the answers if needed.
Go over answers with th e class. Ask: what
helped you find the answers?" (Answer: The jobs
1. at least $4.50
are in boldfaoo. ) 2..t'
3. .f
4. at least $7
Someone who carries your suitcase: $1 or $2 for 5. at least $3.1 0
each suitcase
Someone who parks your car: $1 C Group work
Someone who serves you in a fast-food
restaurant: nothing Ss discu ss the questions in small groups. Then they
sh are their information with the class.
Option; Ask Ss if they t hink each tip is reasonable,
too lit tle, or too much.

g For a new way to teach this Reading, try

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

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

T-91 Unit 13

The biggest and the best!
Cycrer.Exercises 1-::7- - - - - -
WORD POWER
Learning objective: learn vocabulary for discussing
geography
A volcano, ocean; ocean is the only water-related word).
Option: Bring in a world map, globe, or atlas to c1ass.
Explain that this unit is about world geography.
Explain the task. Ss label the picture with words
from the list. Go around the class and give help
as needed.
Ss compare their pictures in pairs. Elicit or explain
any new vocabulary or pronunciation.
(from left to right)
b, g, i, j, k, c. f, d, e, a, I, h
B Pair work
Ss brainstonn to see how many words they can
think of that relate to geography. Ask different Ss to
write their , ..ords on the board under these headings:
Wot~r-r~fated words Land-related words
Climott-rtfattd words Other
Go over the words and ask Ss to copy them into their
vocabu lary notebooks .
ifidi.f:lrfiW1
Watorrelttted: sea, stream, coast, pond, coral reef
LBnd-relsted: continent, plateau, canyon, rein forest
Climate-related: weather. sto rm. rain, snow, cloud, fog
Other: country, city, town, village
~ Create a Vocabulary Box. As a new word is taught a S
wntes the word on a slip of paper and puts 1t in the box.
Review words as a warm-up activity in future classes, or use
them in games.
In Unit 14, students talk about world
geography. In Cycle 1, they 1alk about
geography using the comparative and
superlative forms of adjectives. In Cycle 2,
they discuss d;stances. measurements, and
places using questions with how.
Option: Review vocabulary with Odd Man Out.
List geography words, and ask Ss to find which word
is different from the others (e.g., hill, nwuntain,
C Group work
Explain the task. Read the example conversation.
Point out that t.he words Mount and Lake come
before the name (e.g. Mo unt Fuji, Lake Victoria ).
The other tenns come after the name (e.g. Waikiki
B each , the Nile R iver, the Sahara Desert).
Ss work in small groups to think of other examples.
Ask groups to share t heir examples with the class.
Point oul that seas, rivers, and mountain ranges (but.
n ot most Iukes) usc lhe defi nite article (e.g., the Black
Sea, the Rhine l?il)(!_r1 the Himalayas), but bring this
up only if Ss ask you.
Poss1ble answers
beach - Waikiki. Copacabena, Bondi
desert- Sahara. Atacama, Gobi
forest- Black Forest, Sherwood Forest
hill- Capitol Hill, Bunker Hill, Bever1y Hills
island- Puerto Rico, Java, Hokkaido
lake - Titicaca, Suporior, Baikal
mountain - Ac<>ncagua, Everest, Kilimanjaro
ocean - Atlantic, Indian, Arctic
river - Amazon, Rhine, Mekong
valley - Silicon, Loire, Death
volcano- Cotopaxi, Etna, Pinatubo
waterfall - Angel Falls, lgu a~U Falls, Niagara Falls
g For a new way to practice this vocabulary, try
Picture Dicta tion on page T-154. Describe a scene
similiar to the one in the picture.
T-92
 CONVERSATION
Learning objectives: practice a conversation about
geography; see comparisons with adjectives in context
A [CO 3, Track 22]
Set the scene. Mike is asking Wendy some questions
from a geography quiz. Point out that Wendy gets
some answers wrong.
Play the audio program. Ss listen to WcndYs
answers and under1 ine them in the conversation.
Ask: "How many questions do you think Wendy got
right? One? Two? Three? All four?"
B0
Play t he audio program. Ss listen for the
correct answers.
Ask: "'How many answers did Wendy get right?"
(Answer: two)
GRAMMAR FOCUS
Learning objective: ask and answer questions using
comparisons with adjectives
[CO3, Track 23]
Comparative and superlative forrm of adjectives
Focus Ss' attention on the Conversation in Exercise
2. Ask Ss to identify the first two questions that
compare things. (Answers: Which country is
larger, China or Canada? What's the longest. river in
the Americas?)
Ask Ss to make sentences comparing two things
in their com1try (e.g., mountains , riuers, cities). If
necessary, review comparative adje<:tives using
Exercise 10 in Unit 3.
18283+
Draw a chart on the board, like this:
Explain the reasons for the numbers 1, 2, 3+ (e.g., 3+
is used when we are comparing three or more things}.
E licit or explain the ru1es for forming the superlative:
1. use the definite article (e.g., the largest cotmtry)
2. when the adjective h as only one syllable or two
syllables ending in y, use: the + adjective+ est +
noun (e.g., the longest river, the prettiest lake)
3. when the adjective has two or more syllables,
use: the mo.~t +adjective + noun (e.g., the most
crowded country)
T-93 Unit 14
fit.(i9jiD
:\liKE: So lee.'a see how you did on this quiz. '!he tint
question: Which is larger, China or Canada? You said ...
WENDY: Canada.
MIKE: And yoo're right! Both are large, but Canada U
larger. Next: What's the longest river in the AmcrK:as?
You said lhe MiseiNippi . Sorry, no. It's the Amazon.
W ENDY: Oh , of COUnJC,
MtKE: This next question I did n't know. Monaco ilJ more
crowded than Singapore.
WENDY: So I got. it. right? I just guessed.
MIKE: And finally, you sa.id that Bogolli is the highest
capital city in South America.
WENDY: Yeah, I remember hearing that somewhere.
MlKE: Sorry, Wendy, but you're wrong. La Paz in Bolivia
is the higheal
WEr-o'DY: Really? Gee, I guea I didn't do so well - two
right but two wrone'
Canada, Amazon, Monaco, La Paz
Refer Ss to the a ppendix at the back of the book for
spelling ru1cs. Go over with the class.
Give Ss a list of adjectives. Ask them to write the
comparative and superlative words in the circles
on the board.
Point to the examples in the Grammar Focus box.
Play the audio program.
A
Go over the Ulsk. Ss complete the sentences
i ndividually. T hen th ey ask a nd answer the
questions in pairs.
Elicit t he Ss' answers.
1. Which country is smaller, Monaco or ~1
2. Which waterfall is higher, Niagara Fa lls or ~1
3. Which city is more erowded, ~or Cairo?
4. Which lake is larger, the <d$Qjnn Sea or Lake Supertor?
5. Which is the highest: Mount Aconcagua, M2.Jm1
Eww1, or Mount Fuji?
6. What is the longest river in the world, 1b..e.....Ni.kl or the
Amazon?
7. Which city is the most expensive: IQtm Moscow, or
Hong Kong?
8. What is the dHpest ocean in the world. ~ or
the Atlant ic7
~Note: Answers to questions a re~. )
B Class activity
Explain the task. Ss write four questions and take
turns asking them around the class.
Option: Ss practice the conversation from Exercise 2
using their own questions.
 PRONUNCIATION
Learning objective: learn to sound natural when asking
questions of choice
[CO 3, Track 24]
Point out tha t intonation changes in questions of
choice. Play the audio program.
SPEAKING
Learning objective: give visitors recommendations using
comparisons with adjectives
Group work
Set the scene. Ss imagine that three people are
planning to visit t heir country.
Ask a S to read Molly's statement. Elicit
recommendations from the class. Ask: "Where do
you think Molly shouJd go? What should she do?"
Model t he example conversation with two Ss.
LISTENING
Learning objective: develop skills in listening for details
[CO 3, Track 25]
Set the scene. Explain that Ss are going to hear three
people on a TV game s how.
Wr ite these focus questions on t he board:
1. Which is the ? J OSATJtA:.'l: They all
2 What is the building in the worfd2
3. Which is the 2 Which country is the largest: the U.S., China, or
4. Which coun t')' is the _ __ _
5. Which country has the population?
6. Which 1s the _ _ _ _ __
Play the eudio program. Ss listen for the game show
questions and fill in the blanks. (Answers: oldest,
tallest, heaviest, largest, largest, smallest)
Play t he audio program again. Ss check their an swers.
Ss go over the answers in pai rs . Then go over
answers with the class.
,.mw.;wna
HOSTESS [music and applause] Our co ntestants this
evening are J ack, Susan, a nd J onath an. And now,
contestants, let's get right to our first question.
Question number one : Which is t he oldest: the Sta tue
of Liberty, the EiiTel Tower, or t he Panama Canal?
(buzzer] J ack?
J ACK: The Statue of Liberty ig the oldest. They built it in
1886. They didn't build the Eiffel T ower until 1889,
a nd t he Pa nama Canal until1914 .
Option: Model the intonation by humming. Ss repeat.
F'ocus Ss' attention on part A of Exercise 3. Explain
the task. Model the first question.
Ss work in pairs. They take turns al:lking the
questions. Give feedback on indi vidual Ss' intonation.
Discussio ns a re difficult for many Ss. Allow Ss time to
pla n what the y a re going to say.
Ss from the same cow1tries work in groups if
possible. They discuss where the visitors should
go and why. Go around the class a nd give help
as needed.
Option: Ss form new groups. Each new group should
contain one S from t he original gr oup . Ss exchange
information a nd ideas a bout Molly, Rod, and Teresa .
HOSTRSS: That:s correct! fapplausel Ques t ion number
two: What is the tallest building in the world? ls it
Taipei 101, the J in Ma o Building in Shanghai, or the
Petronas Towers in Kua la Lwnpur? [buzzer] Susan.
SuSAN: The Ta ipei 101 building is the tallest.
HOSTESS: That:s right! [applause] Question number
three: Wh ich is the heaviest: a pound of gold, a pound
of butter, or a pound offcathcrs? (buzzer"! Jonathan.
weigh the sam e.
HOSTESS: Yes! (applause I Question number four:
Canada? Nobody knows? Docs anybody want to
guess? fbuuerl Jack.
J ACK: Uh. China is the largest. [audience laughs)
HOSTJ::SS: No, SQrry!
J ACK: Oh, shoot!
HOSTESS: lbu.zzerl Jonathan.
JON ATHA."': Cana da is the largest.
Hosn:ss: Correct! (.applause] Question nu mber fi ve:
Which country has the largest population: India,
Russia, or China? Lbuzzer] Susan.
SuSAN: China has the largest.
HOSTESS: Very good! [applause ]Q uestion number s ix :
Which is t.he smallest.: Australia, Argentina, or
Brazil? [buzzer) Su.san .
SuSAN : Argentina is the s mallest of the three.
HOSTESS: That's right! !applause and music I OK,
contestants, the winner is .
1. the S tatue of Liberty 4. Canada
2. T aipei 10 1 5. China
3. They al l weigh the same. 6. Argentina
The biggest and the best! T-94
 INTERCHANGE 14
See page T -129 for teaching notes.
'End of C-
yc
~l-
e~1 --------
Do your students need more practice1
SNAPSHOT
Learning objectives: read a world geography rest talk
about geographic facts
Books closed. As a wann-up, ask some questions
about items in the Snapshot (e.g., What's tire most
popular country to visit in the world?). Ss guess the
answers in teams.
Books open. Explain the task. Ss read the Snapshot.
They check (.1) the facts they think are true and
cheek their guesses at the bottom of the Snapshot.
Then they answer questions about their own country.
0 CONVERSATION
Learning objectives: practice a conversation about
dtstances and measurements; see questions with how
in context
A(B [CO 3, Track 26]
Books closed. Ask: "What do you know about
New Zealand? What would you like to know about
New Zealand?" Ss work in small groups to discuss
the questions.
Play the audio program. Ss listen for information
about New Zealand.
Option: lf any of the Ss' questions were not
answered, tell t hem to find out the answers for
the next class.
Write these focus questions on the board:
1. Whtrt is Scott going next yt ar?
2. Wh<r< fS e.th from?
3. How for s Auckland from Sydn<y?
Books open. Play the audio program again. Ss read
the conversation silently. They write down the
answers. (Answers: 1. Australia 2. Auckland, New
Zealand 3. about 2,000 kilometers)
Ss practice the conversation in pairs.
n For n new way to practice this Conversation, try
!l Look Up and Speak! on page T-150.
T-95 Unit 14
Assign ... for more practice i n . ..
Worlcboot Exerci ses 1-5
on pages 79-82
Gram mar, Vocabulary,
Reading, and Writing
Lab Guide Exercises 1-5 listening, Pronunciation,
on page 25 Speaking, and Grammar
Ss work in pairs. Help Ss with vocabulary.
Ask: "Does anything surprise you about the facts?
Whatr Have a brief clas s discussion.
Option: Ss underline all the superlative forms of
adjectives in the Snapshot. (Answers: most popular,
greatest, deepes t, longest, busiest, most isolated)
B(B
Write t he following on the board:
great beachts coral ru[ su,Png
boating and sailing waterfalls jet boatJng
volcanots good skiing dtserl.s
Play the audio program. Ss listen to find the things
mentioned in the conversation.
Elicit answers from around the class. Then have a
brief follow-up discussion. Ask: "Would you like to
visit New Zenlnn d? Why or why not?"
S00Tr: Tell me a liLtle more about New Zealand, Beth.
8 114: Well, it has .orne great beaches. There are tome
exceUe nLsurfinc beaches in the North Island.
ScoTr:. We.U, 1 don't really like surfing. but I love boating.
BETH: Really? You ean go boating in Auckland. It's one
of the moet popular placet: for sailing. And you ahou1d
definitely try jel boating in the South Island.
SCOTr: Oh, I'd love Lo do t hat! It sounds really exciting.
BETH: It is. And t.here's good skiing in New Zealand.
LoU! of people go there to ski.
Scorr: It sounds perfect for me. Now I have to go!
New Zealand is famous for great beaches, surfing,
boating, sailing, jet boating, and skiing .
 GRAMMAR FOCUS
Learning objective: ask and answer quest;ons with how FocltS Ss' attention on the answers in the Grammar
Focus box. Ask: "What is different about high , deep,
{CO 3, Track 27] and long?" (Answer: They are repeated in the answer.)
How + acVective Use the audio program to present the question s
Option: Find out which systems Ss ar e familiar with and answers.
for distances (e.g., meters and kilometers or feet and Option: Give your Ss practice with large numbers by
miles) and for temperature (Celsius or Fahrenheit). havi ng them repeat the answers line by line.
Use the most sui table system du rin g the class.
A
Write this on the board:
How far is NZ Explain the task . Ss complete the task individually.
from Australia? It's 3,740 meters high Check Ss' answers before they work in pairs to
How big is practice the conversations.
Singapore? It's 1,900 meters deep.
Howht'gh is
Mount Cook? It's about 2,000 kilometers. 1. How high is Angel Falls?
How deep iS the 2. How big is California?
3. How long is the Nile?
Grand Canyon? It's 648 square kilometers. 4. How hot is Washington. D.C. in the summer?
Ask Ss to match the questions with the correct
answers. Ss check thei r answers in the Grammar B Group work
Focus box.
Option: Ss can find facts in advance of this activity
Point out the use of how+ adjective (e.g., how far, from the Internet, a n atlas, or a guidebook.
how big) in questions. Elicit more examples. Ask Ss
Explain the task. Elicit an example question. Ss ,v rite
to write them on the board in visual form :
five questions with how.

How h A g howd\J

Visual and spatial Ss find structu res and vocabulary

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

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

The biggest and the best! T-96

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

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

T-97 Unit 14
Units 13-14 Progress check
SELF-ASSESSMENT
Learning objectives: reflect on one's learning; identify
areas that need improvement
Ask: "What did you learn in Units 13 a nd 14?" Elicit
Ss' answers.
Ss complete the Self-assessment. Encourage them to
be honest, a nd poi nt out they will not get a bad grade
if they check (.I) "'a little."
SURVEY
Learning objectives: assess one's ability to express Hkes
and disNkes; assess one's ability to agree and disagree using
so, too, either, and ne ither
A column. Then they move on and talk to
Ss write answers to the questions in the My answers
column individually.
B Class activity
Explain the t.ask. Then model the example
conversation with a few Ss. Point out t hat the S
begins the conversation by making a statement.
LISTENING
Learning objectives: assess one's ability to listen to and
understand requests with would and will; assess one's ability
to make requests using would and will
[CO 3, Track 28]
Explain the task. Ss listen to restauran t requests and
check (.I) the correct responses.
Play the audio program once or twice. Ss complete
the task individually.
Go over answers with the class.
Ss move on to the Progress check exercises. You can
have Ss complete them in class or for homework,
using one of these techniques:
1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you need to practice?" Then
assign exercises based on their answers.
3. Ask S s to choose and complete exercises based on
their Self-assessmen t.
Elicit how to make statements from the remaining
questions in the chart.
Explain that Ss write the name of a classmate with
t he same opinion or habit in the Classmate's name
another classmate.
Ss complete the task. Encourage them to respond
with expressions of agreement or disagreement
(e.g ., So am 1. Oh, T'm not .).
Go around the class and note any grammar,
vocabulary, or pronunciation errors .
C%'1Hil4
1. Could I have a table for two, please?
2. Can I get you anything to drink?
3. What w ou ld you like for dinner?
4. What kind of dressing would you like?
5. What vegetable would you like?
6. Would you like dessert?
1. Yes. Th is way, please.
2. Yes, I'll have tea, please.
3. I'd like a steak, please.
4. Italia n, please.
5. Ca rrots, please.
6. No, I don't think so .
T-98
 ROLEPLAY
Learning objective:assess one's ability to make requests
using would and w ill
Set the scene and explain the task. Ss work in pairs.
Student A is a waiter or waitress in a restaurant and
Student B is a hungry customer. Student Borders a
meal and Student A writes the order on the check.
SPEAKING
Learning objective: assess one's ability to make
comparisons with adjectives
A Pair work
Explain t he task and read the example fact
and question.
Ss write six facts and six related Wh-questions
in pairs. Encourage Ss to use comparisons
with adjectives.
GAME
Learning objectives: assess one's ability to make
comparisons with adjectives; assess one's ability to ask
questions with how about distances and measurements
A Explain the task and model the example
Explain the task and ask different Ss to read the
example statements.
Point out that all the statements can be ans\.,.ers
for Wh- or how questions. Elicit possible questions
(e.g., How far is your house from the school? Which
ocean is bigger, the Pacific or the Atlantic? Who has
the longest hair in our class?).
WHAT'S NEXT?
Learning objective: become more involved in one's
learning
Focus Ss' attention on the Selfassessment again.
Ask: "How well can you do these things now?'"
T-99 Units 13-14 Progress check
Ss practice the role play in pairs. Then they
change roles.
Go around the class and check Ss' use of would
and will.
B Group work
Explain the task. Each pair joins another pair. Ss
take turns asking and a nswering their questions. Tell
each pair to write down how many questions the
other pair answers correctly.
Ss complete the task in groups. Go around the class
and check Ss' use of comparisons with adjectives.
Then ask which pair got the most correct answers.
Option: Ask Ss to share their facts. Find out who has
t he most unusual facts.
Ss complete the task. Go a round the class and give
help as needed.
B Class activity
conversation wi Ul aS.
Ss play the game as a class.
Ask Ss to underline one thing they need to review.
Ask: "\Vhat did you underline? How can you
review it?"
If needed, plan additional activities or reviews based
on Ss' answers.

I'm going to asoccer match.
cvclel~Exercises Ri~-----
SNAPSHOT
Learning objective: read and talk about common excuses
for not accepting an invitation
Books closed. Write the follov.1ng excuses on the
board. Ask Ss to guess what this Snapshot is about.
Elicit or explain that these are all excuses.
I'm sorry. I can't. I'm busy that night
I havt to work. I'm too tJrtd
Books open. Call on Ss to read the excuses.
Elicit or explain any new vocabulary.
i@@M
babya~:itter:a person who takes care of someone else's
baby or child for a short time
p uppy: a young dog
CONVERSATION
Learning objectives: practice a conversation between rwo
people making plans; see furvre with present continuous and
be gomg to in context
A(B {CO 3, Track 30]
Ask Ss to look at the picture and invent a story about
the two people. To guide Ss, ask: "Who are they?
Where are they? Wha t is their relationship? What
is she asking hi m? What i s he saying?"
1ZJ For more practice with vocabulary, play Picture It!
5I on page T147.
Set the scene. Lynn and :Miguel are co.workers. Lynn
is asking Miguel out on a date.
Books closed. Write these focus questions on
the board:
1. What is Lynn invitjng Miguel to do>
2 Why can't Miguel gol
3. Whtn art thty going to meet?
Play the audio program. Then elicit the answers.
(Answers: 1. go bowling 2 . H e's going to a soccer
match t h at night. 3. tomon'Ow night)
Books open . Play the audio program again . Ss listen
and read along silently.
g For a new way to practice thi s Conversation, try
Say It With Feelin g! on page T l50.
In Unit 15, students talk about activities and
plans. In Cycle I, they discuss future activities
and plans using the present continuous. be
going to, and time expressions. In Cycle 2, they
leave messages using tell and ask.
Explain tho tasks. For the second task, ask Ss to
imagine they are having a party, but som e people
can't come. Tell Ss to check ( .t) the excuses t.hey
would find acceptable.
Ss work in pairs to complete the tasks. Go around
the class and give help as needed.
Ask Ss for feedback on the second task. Which
excuses are rude? Which ones are acceptable?
Elicit Ss' ideas for the third task (e.g., I have
a hea<jache.).
B(B
Read the focus questions a1oud. Ask Ss to guess the
answers. Write some of their ideas on the board.
Play the audio program. Ss work individually. Then
go over answers with the class.
tttttii.Jd'4i
After we're done bowling, do you want to go to
LYN:o~:
The Ch inese Palace for dinner?
MIGUEL: Sure. I love thei r food. We can go around 8:00.
'l'hat'.& not. too late. You know, maybe Jason can
join ul!l.
L YXN: Yeah. Hey J ason, what are you ckling tomOIT(IW
nieht.? Do you want to join Miguel and me for dinner?
We're going to The Chinese Palace at 8:00.
JASOK: I have to work Li118:30. But. why don't I meet
you afterward?
MIGUEL: That!d be great, Jason.
They're going to have dinner t'!lt 8:00. Jason is going to
meet them afterward.
Option: Have a brief class discussion. Ask: 'Tio young
people go on dates in your country? Where do people
usually go on dates? Do you think it's OK for
coworkers to date? Why or why not?"'
T-100
 GRAMMAR FOCUS
Learning objective: practice using future wfth the present
continuous and be going to
[CO3, Track 31]
Present continuous with future meaning
Focus Ss' attention on the Conversation on page 100.
Write t hese sentences on the board:
Lynn: What _ _ yov _ _ tonight?
Mtguel: _ _ yov _ _ anything tomoffowl
CaU on Ss to fill in the blanks. (Answers: are/doing,
Are/doing) Ask: "Do you recognize this tense?"
Explain that earlier we used this tense to talk about
what.. is happening right now. Now we are going to
use it to taJk about the future.
Point to the first colu mn in the Grammar Focus box.
Elicit the rule for fanning the present con tinuous:
Question: (Wh) + be + subject + verb + -ing + ?
Statement: Subject + be + verb + -ing.
Be g oing to
Expl ain that we can also use be going to+ verb for
future plans. Focus Ss' attention on the second
column in the Grammar Focus box.
Draw a calendar for the week, and point to today's
date. Ask questions like these:
T: Are you going to do anything on Friday? (pointing
to Friday)
S l: Yes. Pm going to study.
T: What about you, Pablo? What are you doing
on Friday?
Play t he a.udio program. Ask Ss to repeat or mouth
the words a.s they hear t hem.
WORD POWER
Learning objective: learn vocabulary for discussing
le1sure activities
A ballet
Explain the task. Model with several words from
t he list.
Ss work in pairs. Go around t h e class, giving help
with vocabulary.
Ss add one more example to each category. To check
answers, write the word map on the board.
Friendly gatherings Spectator sports
barbecue baseball g ame
beach party basketball game
birthday party golf tournament
picnic tennis match
dinner party soccer match
wedding football game
T-101 Unit 15
A
Explain the task. Model the first. a nswer in
both columns.
Ss complete t he conversations individually. Ask early
finishers to write their answers on the board.
1. What are you doing tonight? Would vou like to go out?
2. Are you doing anything on Friday night? Do you want
to see a movie?
3. We're having friends over for & barbecue on Sunday.
Would you and your parents like to come?
4. Are you staying in town next weekend? Oo you want
to go fore h ike?
a. I'm going to be here on Saturday, but not Sunday.
Let's try and go on Saturday.
b. Well, my father is going to visit my brother at college.
But my mother and I are going to be at home. We'd
love to come!
c. Sorry, I can't. I'm going to work overtime tonighL How
about tomorrow night?
d. Can we go to a late show?l'm going to stay at the
office ti11 7:00.
B
Explain the task. Ss match the invitations to the
responses. Go over answers with the class.
l. c 2.d 3.b 4.a
Ss pract ice th e invitations in pairs.
Live perlormanct~s
comedy oct dance performance
play rock concert
opera
(Note: Additional examples are italicized.)
B Pair work
Explain the t.ask. Model the example con versation
with a$.
Ss talk about the activities in pai rs. Go around the
class and give help as needed.
r:::J To review t he vocabulary in this Word Power, play
ISJ Vocabulary Ten nis on page T-147.
 ROLEPLAY
Learning objective: role-play a conversatJon between two
people making plans
Divide the class into groups A and B. Ask Student Bs
to look at the excuses in the Snapshot on page 100
while you explain the task to Student As.
Explain t he task to S t udent As. Model Ute example
questions. Elicit additiona l questions that Ss can
usc to invite someone out (e.g., What are you doing
on . .. ?Are you busy on . . . ?). Write these cues on
t he board for Student As to use in their invitation s:
activity/event day/date/time place
While St udent As plan their invitations, explain the
task to Student Bs. Model how to accept or refuse an
invitation. Elicit more examples from Ss (e.g., Wow!
That sounds great! Thanks, I've really wanted to
do that!).
Model t he role play with Ss. Show Ss how to
elaborate and use their own words.
Ss work in pairs to do th e role play. Remind Ss to use
the cues i n th e book and on the board.
Provide feedback. 'fhen Ss change roles and do the
activity again.

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

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

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

 GRAMMAR FOCUS
Learning objective: practice writing and giving messages
WJth tell and ask
() (CO 3, Track 33]
T ell w ith statement~~
Focus Ss' attention on the "statement" part of the
Grammar Focus box. Ask these four questions:
1. ''What is the message?" (The meeting is on Friday.)
2. "Do we use tell or as k .,..rith statements?" (tell)
3. "'Does the message change when we use ull?" (no)
4. "What are three ways to ask someone to relay a
message?" (Please tell x .... I Could you tell
him/her . . . ? I Would you tell him/her ... ?)
Elicit the rule for forming messages with a
statement:
Tell + person + (llwt) + the statement.
Ask with req uests
Repeat the above steps for requests with the
"request" part of the Grammar Focus box.
1. "What is the message?" (Call me this afternoon.)
2. "Do we use tell or ask with requests?" (ask)
3. "Does the message change when we u se ask?'' (no,
but we use to)
4. "What are three ways to ask someone to relay a
message?'" (Please ask x ... . I Could you ask
him/her ... ? I Would you ask him/her ... ?)
Elicit the rule for fonning messages with a request:
Ask + person +to+ the request.
WRITING
Learning objective: write a nore asking someone to pass
on messages with tell and ask
Pair work
Explain t he task. Ask Ss to read the example
message silently. Using the exam ple message,
demonstrate with a S.
The writer's tasks:
1. The writer writes a note to his or her partner. T he
note should include at least two messages to other
people in the class.
2. Then the writer gives lhe written message to his or
her partner.
The partner's tasks:
1. The partner reads the note and then gets up to tell
the messages t.o the two people n amed in t he note.
T-103 Unit 15
Focus Ss' attention on the Conversation on page 102.
Ask: ''What structures does Mr. Kale usc when he
gives his two messages?" (Answers: Please tell her.
Could you ask her to .. . ?)
Use th e audio p1.-ogram to present the language.
Present messages 1--6. Elicit or explain any new
vocabulary (e.g., pick up, canceled, hockey). Model
the first sentence with Ss, using the cue given.
Ss complete the task individually.
Option: If Ss have difficulty with the patterns for tell
and ask, ask them to read each message and find the
ask examples (2, 4, 6). Ask Ss "Is this a request?"
Ss compare messages in pairs. Then elicit and check
Ss' answers around the class.
1. Could you tell Joel (that} the movie is at 7:001
2. Would you ask Mitch to pick me up at home
around 4:007
3. Please tell Eva (that) the concert on Saturday
is canceled.
4. Would you ask Jim to bring the tickets for the hockey
game tonight?
5. Would you tell Ann (that) the museum opens at 10:00
tomorrow morning?
6. Please esk Jerry to meet us in front of the cafeteria
at 12:15.
2. T he partner goes to the first person in the note and
t.e11s Ute writer's message. Then the partner goes to
the second person in the note and tells the writer's
other message.
For long Instructions, it helps to write them on the
board so Ss can follow them as the activity develops.
Ss write their notes i ndividually. Remind Ss to
include messages for two other people. Encourage Ss
to write interesting or unusual messages.
Give Ss five to ten minutes to write their messages.
Option: Assign this writing taak for homework.
Ss exchange their notes with a partner. Then
everyone gets up to deliver each message.
0 PRONUNCIATION
Learning objective: notice the reduced forms of could you B
and would you Read out the four questions for the class . Ask Ss
to repeat.
A (B [CO 3, Track 34]
Play the audio program. Model the consonant sounds
d +y in could you and would you. Ss repeat.
gWalking Stressto
For a new way practice this Pronunciation, try
on page T-152.
Call on Wfferent Ss to tTy the reductions.

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

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

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

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

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

loudly softly

T-105 Unit 15

Achange for the better!
SNAPSHOT
our Hve;
Learnin.:9g~o~bJ;..e~c~ti~ve~:~re:a:d~an:d~t:al;k:ab~o=u~tt~h,:ng;,s~t~ha:t:ch;,a:n;ge:--~.i~-=iwmfi~
Books closed. Write the unit title on t he board. Elicit
or explain the meaning of "a change for the better"
and a lso "a change for the worse." Explain t hat this
unit is about important changes in our lives.
Ss brainstorm things that change our lives (e.g.,
get married, have a child, change schools). Help
with vocabulary as needed.
Books open. Ss compare their ideas with those in
the Snapshot.
Elicit or explain any new vocabulary.
Q CONVERSATION
Learning objectives: practice a conversation between two
people catching up; see descriptions of changes in context
A CB [CD 3, Track
36]
Set the scene. Two old friends run into each other
and ..catch up" on changes in their lives.
Books closed. Play the a udio program. Ask: "Has
Kerry's life changed for the beiter or for the worse?"
(Answer: for the better)
Write these focus questions on the board:
True or [alse2
1. Kerry is still in school
2. Her hair is shorter than before.
3. She got married.
Play the a udio program again. Then elicit the
answers. (Answers: 1. false 2. true 3. false) For
the false ones, ask Ss what really happened.
Books open. Play the audio program again . Ss
listen and read along silently. Elicit or explain
any new vocabulary.
mm
contacts: short for contact lenses
got e ngaged: formally agreed to marry someone
nFor a new way to practice this Conversation, try
l::S Say It With Feeling! on page T-150.
In Unit 16, students talk about changes in a
person's life. In Cycle 1, they discuss changes
using the comparative and the present, past,
and present perfect tenses. In Cycle 2, they talk
about plans for the future using verb + infinitive.
a-------------
.
abroad: in a foreign country
driver's license: a document that proves you are legally
allowed to drive a car
graduate: complete you.r studies
Explain the tasks. Ss discuss the questions in pai rs
or small groups. Remi nd Ss they don't have to share
personal information. They can respond by saying "l
prefer not to talk about th at."
Have a brief class discussion about changes that have
occurred in Ss' lives.
Ss practice the conversation in pairs. Go around the
class and give help as needed.
Option: Ss write their own conversation, based on
the one in the book. They practice the new
conversation in pairs.
B(B
Play the audio program once or twice. Ss listen to
find out how Dia ne has changed.
Ss compare answers in small groups. Then go over
answers with the class.
KERRY: So tell me, Diane, wha.t have you been up to?
DIANE: Well, let's see. I've changed jobs.
KERRY: Really? You don't work at the hospital anymore?
DIANE : No, I left last year.l'm still a nurse, but I work in
a private clinic. My job is less stressful now.
KERRY: Do you still live downtown?
DIA.."l'l'! : Oh, no. I moved to a new place. I'm in the-
suburbs now. I live in Parkview,just outside the city.
KERRY: Parkview? That's where I live! That means
we're neighbors!
f@tttd/fi,f@1
Diane changed jobs, works now in a p rivate clinic, and
moved to the subu rbs .
T-106
 GRAMMAR FOCUS
Learning objective: practice describing changes with Play the audio program to present the grammar.
the present tense, the past tense, the present perfect Then ask Ss to describe the changes to the man in
and comparatives the picture (e.g., He wears differe"J. clothes now. He
Jw.s grown taller. Hi.$ hair is shorter TWW.).
(B [CO 3, Track 37] Option: lf needed, review the tenses. For the past
Option: Ask Ss to bring in some old photos that sh ow tense, see Unit 7; for the present perfect, see Ur:tit 10;
how they have changed. Ss can show each other their and for comparatives, see Unit 14.
photos and discuss them .
Wri te these four categories on the bonrd: A
Present tense Present pe1ect Explain the task. Ss check(") true st atements and
Past tense Comparative correct any false statements. Put this example on the
Focus Ss' attention on t he Conversation on page 106. board:
Ask Ss to find examples in each category. Call on Ss ,/1. I've changed my ha1rstyle
to write them on the board. 2. I dress dJ(fmnlly now I dress the same.
Option: Divide the class into four groups and assign Ss complete the task individually. Go around the
each group a different tense. class and give help as needed.

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

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

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

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

Assign .. . for more practice i n .

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

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

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

Ss practice the conversation in pairs.

A change for the better! T-108

 GRAMMAR FOCUS
Learning objectives: practice using verb+ mfinltlve; ask
and snswer questions about the future using verb + infinftive
{CO3, Track 40]
Books closed. Write these sentences on the board:
Svsan I'd really _ _ _ _ travtf.
Svsan / _ _ _ _ get a (Db and my
owrt apartment
Susan: I don't__ _ _ live w1th my parents.
Altx: I'm__ _ _ get a job and live at home.
Books open. Focus Ss' attention on the Conversation
on page 108. Ca ll on Ss to find the answei"S and to fill
in the blanks on the board. (Answers: like to, plan to,
want to, going to)
Ask Ss to look at the Grammar Focus box.
Ask: ''What do these structures have in common?
What other structures follow this pattern?'" (Answers:
All are verb+ infinitive; hope to, would like to)
Play the audio program. Then have Ss make
sentences of their own (e.g., I do"'t plat1 to gel
mar6ed this j'ear.).
(81 For more practice with verb + infinit ive, play
lSI L ine Up! on page T-144. Ss line u p according to
the age when they hope to marry, how many
children they hope to have, etc.
A question they ask.
Explain the task. Tell Ss to write true information
about themselves. Encourage Ss to use each verb
from t he Grammar Focus box at least once.
PRONUNCIATION
Learning objective: notice the difference between the
vows/ sounds lou/ and IA I
A(B {CO 3, Track 41]
Explain that words spelled with o arc pronounced in
different ways in English. Point out the two examples
in the book.
Play the audio program and let Ss llsten t.o the
two sounds and practice.
Elicit more words that contain the two sounds
(e.g.,lot,job, grow, oh).
Option: 1f Ss are having problems, ask t hem to find
words spelled with o in the unit.. Say the words, and
ask Ss which have the lou! sound, which have the lA I
soun d, and which have some other sound.
[81 f'or more practice with this Pronunciation, play
lSI Bingo on page T-147.
T-109 Unit16
Ss work individually to complete the sentences.
Remind Ss to add t.wo more statements for numbers
7 a nd 8. Go around the class and give help. (Note:
Don't check Ss' answers until the end of part 8 .}
Option: Tell Ss to look at the photos. As a class,
discuss the aspect..s of people's lives that the photos
represent (e.g., families, working parents, getting
married, becoming successful).
B Pair work
Ss work in pairs to discuss their responses . Tell
pairs to check (.I) the statements on their lists that
are the same and to put an X next to the ones
that arc different.
Elicit some same'" and "'different" responses
from pairs.
C Group work
Explain the task. Call on Ss to read the questions.
Check for corl'ctt intonation.
Ss work in s mall groups. They take turns asking and
answering tJ10 qucf:ltions. Tell Ss to ask the questions
in any order they want.. Also encourage Ss to ask
follow up questions and to respond to group
4
members1 plans.
Option: Ss eam one point. for every follow-up
B(B
Explain the task. Model the first word.
Play the audio program. Ss check (.1) the sound
they hear.
Option: Ss first check (.I) the sound they think
is represented by the letter o. T hen play the audjo
program. Ss check if their guesses were right
or wrong.
Check Ss' answers on the board.
/ou/ both cold home ove r
/AI como honey money mother
Option: Ss wol'k in pairs. They write a conversation
with at least five words from part A or B. Then Ss
practice the conversation.
Each week, select a .. sound of the wee k'" and focus
specificalty on that (or, tn this case, the lWO sounds).
 INTERCHANGE 16
See page T-131 for teaching notes.
O sPEAKING
learning objective: talk about plans for a class party using
verb + infinitive
A Group work
Explain the task. Ss make plans for a cJass party. G<l
over the issues they need to think about (e.g., date,
time, place, transportation). Model the conversation
with twoSs.
Encourage Ss to use a variety of verb+ infinitive
fonns.
Ss work in small groups to discuss their plans. Set a
time limit of about ten minutes. Tell groups to choose
one person to take notes.
~ If you notice that yo u always monitor groups in the
same order (e.g., you always start at the front of the class),
change your routine. Try starting from another direction so
that some Ss do not get ignored.
WRITING
Learning objective: learn how to write a proposal using
verb + infinitive.
A Group work
Explain the task. Ask Ss to read the example
proposal silently. Ss write a similar proposal, based
on their discussion in Exercise 10.
Ss form the same small groups as in Exercise 10.
They write their proposal for an end~of~theclass
party. Go around the groups and give help as needed.
B Class activity
Explain the task. Ss take turns reading each other's
plans. Then they choose the best party plan.
Option: Ss can report their plans orally to the class,
or th ey can write them down i n a proposal. (See
Exercise 11, Writing.) IfSs report orally, make
sure all Ss have a role in the reporting. If Ss write
reports, pass the proposals aroun d or put them on
the walls .
Take a vote. Who has the best party plan? As a class,
discuss whether Ss really want to have a party.
B Class activity
Explain the task. Each Sin the group chooses a
different section (e.g. , date and time , place) to present
to the cla ss.
Groups take turns presenting their ideas to the class.
While a group presents its proposal, the other groups
take notes so that they can vote aftenvard.
Option: After Ss vote on the best proposal, h ave
the party!
A change for the better! T-110
e REAO(NG
Learning objectives: read and discuss an arVcfe about
setting personal goals; develop skills in recogmzing audience
and reading for specific information
Go over the prereading question. Ask Ss to scan the
article to find the headings. (Note: The headings are
in red.}
Ss read the headi ngs individually. Then pairs
discuss which aspects of their lives they would like
to improve.
C Pairwork
Explain the Utsk. Ss work in pairs to discuss personal
goals and the steps they will take to achieve them.
Op t ;on: Draw this diagram on the board. Label the
circles (from outside to in): five year goal, oneyear
goal, threemonth goal, onemonth goal. Label the
center circle "Major Goal." Ss copy the diagram and
complete it. Then they discuss the goals in pa irs .

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

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

people who are looking for direction

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

1. People set personal goals because they need more

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

T-111 Unit 16
Units 15-16 Progress check
SELF-ASSESSMENT
Learning objectives: reffect on one's learning; identify
areas that need improvement
Ask: "What did you learn in Unit.s 15 and 16?'' Elicit
Ss' answers.
Ss complete the Self-assessment. Encourage them to
be honest, and point out they will not get a bad grade
if they check (,I) "a little.
DISCUSSION
Learning objective: assess one's ability to discuss future
plans using the present continuous and be going to
A Group work
Explain the task. Ss work in groups of four. Bach S
WTites the names of the other three Ss io the first
column. Ss then ask each other about their WC<!kcnd
plans. ~ncourage them to ask follow-up questions to
find out details.
ROLEPLAY
Lesming objectives: assess one's ability to invittJ another
person to do something; assess one's ability to accept
invitatrons, refuse invitations, and make excuses
Elicit different ways to make invitations, accept
invitations, refuse invitations, and make excuses.
Write them on the board.
Ss move on to the Progress check exercises. You can
have Ss complete them in class or for homework,
using one of these techniques:
1. Ask Ss to complete all the exercises.
2. Ask Ss: "What do you need to practice?" Then
assign exercises based on their answers.
3. Ask Ss to choose and complete exercises based on
their Self-assessment.
Ss complete the task. Go around the class and check
their use of the present continuous and be going to.
B Group work
Explain the task. Ss discuss the quest ions in groups
and share their J-esuits with the dass.
Explain the task. Ss work in pairs. Student A invites
Student B to an event from Exercise L Student B
accepts or refuses.
Model the role play with a S.
Ss oompletc the l"Oio play in pairs. Then they change
roles and practice ogain . Co around the class and
give help as needed.
T-112
 LISTENING
Leam;ng objective: assess one's ability to listen to and
understand messages with tell and ask
(f) [CO 3, Track 42]
Set the scene and explain the task. Ss will hear two
telephone calls. They listen and wtite the name of the
person the message is for, the caller, and the
message.
Play the audio program once or twice. Ss listen and
complete the messages.
I.
MAN: [phone rings] Hello.
LIS.~: H i. Could 1 speak to P3ul, please?
MA:'i: I'm sorry. Paul is not home r ight now. May l take
a message?
L ISA: Oh, urn. Sure. This is Lisa. Would you tell him
to meet me at the theater a.t 7:00? T he play starts
at 7:30.
MA:.~: Meet Lisa at the theater at 7:00. The play is at
7:30. Got i t.
LISA: Thanks. Bye .
MAN: Byebye.
SURVEY
Learning objective: assess one's ability to ask about and
describe changes using a variety of tenses and forms
A Class activity
Explain the task and go over the chart. Explain any
n ew vocabulary. Then elicit how to make questions
with the phrases in the chart. (e.g., Did you get your
hair cut last week?).
SPEAKING
Learning objective: assess one's ability to talk about hopes
and wishes using verb + infinitive
Ss check (v') the goals they want to accomplish
individuaJly. Then they add two more goals.
WHAT'S NEXT?
Learning objective: become more involved in one's
learning
Focus Ss' attention on the Self-assessment again.
Ask: "How well can you do these things now?"
T-113 Units 15- 16 Progress check
2.
1\IA.,~: [phone rings I Hello.
AKN: Hi. Brian?
]\\AN : No, sorry. Brian isn't here right now. Can I take
a message?
ANN: Yes, thanks. Do you have a pencil?
MAN: Yeah. Go ahead.
ANN: OK. This is Ann . Could you tell him that I'm s till
at the barbecue? Please ask him to p ick r:ne up here.
Not at home.
M'AN: You're still at the barbecue . He should pick you up
there. Not at home.
AE\N: T hat's it. Thanks.
MAN: No problem.
Go over answers with the class.
tfiffitrfi1i4#i
1. Message fo r: Paul
Caller: Lisa
Message: Play is at 7:30. Meet her at theat e r at 7:00.
2. Message for: Brian
Ca ller: Ann
Message: Pick her up at barbecue , not at home.
Set a time limit of about ten minutes. Ss complete the
task. Go around the class and note any grammar or
vocabu lary errors.
B Class activity
Ss compare their information as a class. Ask: "Who
has changed the most?'
Explain the task. Each S chooses one goal. Then they
plan how to achieve the goal in pairs .
Model the example conversation with aS. Then Ss
complete the task in pairs. Go around the class and
check their use of verb + infinitive.
Ask Ss to underline one thing they need to review.
Ask: "'What did you underbne? How can you
review it?"'
If needed, plan additional activities or reviews based
on&' answers.
0 LISTENING Telephone messages
00 Listen to t he telephone conversations. Write down the messages.

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

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

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

Find someone w ho . N ame

1. got his or her hair cut last week

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

B Class ctivity Compare your informa tion.

Who in the class has changed the most?

SPEAKING Setting goals

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

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

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

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

Units 15-16 Progress check 113

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

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

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

T-114
 QGitfrtttf* COMMON GROUND
A Cin. ct IJ hNWfflheiequestioN a boot j'OI.Lr!IC'If. Thcn i ntcn..,..
li.>uY dusmatu.
B P'aif l'lllft Wl>coie oth...tul~ ill th
Tell ywrpartner.
A: ft:e,ko andl h;o~@ sln:Uiar ""h<>dulfl_ Weboth&<:t i'P
at l;l:00andha~ breti:Juttot 7:00.
8 ; l k"'"" for work at 7:30, bu.t J d'T I@'' '" for Kbool. at ..
Learning objective: find out more
about classmates using a survey
about schedules
A Class activity
Focus Ss' attention on the pictures
at the bottom of the page. Ask:
"What does the woman do every
day? What time does she do
each thing""
""'* lke !f(l<.ln1
. ..
w.:. . .. ~<jitf.to- 1~
Mv sdleduM ~ d;tieren~ ffom
m~ clsumlllolll'ldlteul~
Go over any new vocabulary in the
chart. Teach or review how to
write times.
Explain the first part of the task.
Ask Ss: "What time do you get up
during the week?" Ss com plete the
first line in the Me column . Then
they complete the rest of t he
column individually. Allow about
three minutes. Go around the cl ass
and give help as n eeded .
Explain the rest of the task. Ss go
around the class an d interview
fow classmates. They write each
classmate's name at the top of the
column and a sk the questions in
the cha rt. They write a time for
each response.
Model the task with a S.
~ At beginning levels, sometimes
mstructions are difficult to understa nd.
It is much more effect ive to model the
task than to explain it.
Set a time limit of about 15
minutes.. Then Ss complete the
task. Go a round the class a nd
give hel p as needed . Write down
any er rors you hear for Ss to
correct later.
B Pair work
Explain the task . Go over the
usefuJ expressions and m odel t he
exampl e conversa tion.
Ss comp lete t he task in pairs.
Encourage them to expla in why.
Elicit answers from the class.
Interchange activities T-115
 C!tjjffjlfff* FLEA MARKET
Learning objective: ask for and give Student A
,nces; practice bargaining

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

If Ss have difficulty with a

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

T-116 Interchange activities

 StudentS

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

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

......._,

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

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

Interchange activities o T-117

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

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

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

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

.,...-n in!Omlation.

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

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

Explain the second part of the

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

T-118 Interchange activities

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

"Hr>wrnn r brcrthoor1or:loyou hav 1"

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

Interchange activities T-1 19

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

A Class activity :r.m ;m

Focus Ss' attention on the picture. '"~

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

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

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

Ss. Then Ss complete the task in

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

T-120 Interchange activities

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

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

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

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

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

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

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

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

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

'l'twnch.,_.rok..

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

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

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

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

...,. ,

Books open. Focus ss attention B Psirworlc

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

Interchange activities T-121

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

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

they don't know. Elicitor

e:c:plain the meanings.

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

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

Option: To practice quantifiers,

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

T-122 Interchange activities

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

Numbe r Numb"

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

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

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

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

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

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

il like a nd "hy.

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

~ With information gap activities,

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

way, they can hear each other but not

see each other's pictures.

Ss complete the task in pairs.

Go around the class and give help
as needed.

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

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

T-124 Interchange activities

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

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

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

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

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

......_.

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

Interchange activities T-125

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

To get Ss' attention, give them

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

Expl ain the task. Ss make a city

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

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

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

Ss complete the guide i ndividually

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

T-126 Interchange activities

 GNtif HELP!

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

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

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

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

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

....._,

Option: Ss can use other small

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

Interchange activities T-127

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

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

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

T128 Interchange activities

 gpna HOW MUCH 00 YOU KNOW?

Model this possible conversation

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

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

T: OK, 1 guess we disagree here.

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

Interchange activities T-129

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

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

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

Ask Ss to look at the items in the

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

Ss move around the class to do

the activity.

~ It's best not to interrupt Ss during

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

After the activity, go over any

common errors.

B Pairwork
Ss work in pairs to discuss the
questions.

T-130 Interchange activities

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

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

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

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

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

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

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

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

_ ..

Option: Have Ss ask you the B Group work

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

Interchange activities T-131

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

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

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

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

2 I'M REALLY BUSY!

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

( DAILY PLANNER Monday Tuesday Wednesday Thursday Friday Times

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

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

j I WANT TO LOOK NICER.

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

n black pants n silk shirt

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

B @ Listen again. What does Josh

wea r? Circle the correct picture .

T-132 Units 1-16 Self-study

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

Event/Activity Day Time Do they accept?

1. Cam and Marla II Yes n No

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

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

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

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

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

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

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

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

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

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

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

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

Uni ts 1-16 Self-study T-133

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

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

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

Why or why not?

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

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

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

WASHINGTON STREET

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

JEFFERSON STREET
EJ libra!)'

CLINTON STREET

T-134 Units 1- 16 Self-study

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

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

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

/0 HAVE YOU EVER ... ?

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

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

Chile Japan Peru . Thailand

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

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

Units 1- 16 Self-study T-135

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

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

Cost Size Weather

London
Cairo
New Orleans

12 WHAT SHOULD WE TAKE?

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

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

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

Write the number in the box.

13 I CAN'T EAT SPICY FOOD.

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

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

What's Chiang Mai like? = True False

1. Chiang Mai is larger than Bangkok. n n

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

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

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

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

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

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

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

16 PAST, PRESENT, OR FUTURE

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

past

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

Correct these false statements.

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

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

Units 1- 16 Self-study T-137

Self-study audio scripts
I Where are you from?
A Listen to two conversations. Check the countries the
people talk about.
CARMEN: Hello. I'm Carmen da Silva
BoBBY: Nice to meet you, Carmen, I'm Robert Kincaid.
Everyone calls me Bobby.
CARMEN : Where tire you from, Bobby?
BoBBY: I'm from Sydney, Australia.
CARMEN: Cool. I hear that's a great place.
BoBBY: Yeah, it's fun. How about you, Carmen? Where
are you from?
CARMEN: I'm from Bra zil.
BoSSY: Where in Brazil?
CAR:MJ.'!N: I'm from Porto Alegre.
Bonnv: Oh, yeah_. neat Uruguay. How interesting!
DAVE: Hey, Mario, who's that over there?
MARIO: That's Sandra Lagna. She's in my
English class.
DAVE: Lagna?
MARio: L-A-G-N-A. She's from Italy,like me.
DAVf:: Wow! Is s h e from M iJan?
MARro: No, she's not. She's from F lorence.
DAVE: Oh. What's she like?
MARro: She's really interesting. Why don't you go
talk to her?
B Listen again. Answer the questions.
2 I'm really busy!
A Listen to Steve and Eun Ha talk after class. When
does Steve do each thing? Check the days.
EUN HA: Hi, Steve! How's it going?
STEVE: OK, I guess. I'm just so busy in the evenings!
EUN HA: What do you do after class?
STEVE: Well, I go to work on Mondays and Tuesdays
at 3:30.
E UN HA: You have a job, too? Where do you work?
STEVE: I'm a receptionis t at the Kings HoWl. I work
late and get home around 11:00.
E UN HA: Wow! Th at's a long day!
STEVE: Yeah. Then on Wednesdays and Fridays I take
a compute r class at 7:00P.M.
EUN I{A: Another class?
STEVE: Yeah, but that's not aiL On Thursdays I work
as a tour guide for the university. I start at 9 :00 A.M.
a nd work until 5:00.
EUN HA: And you have English class with me at noon
on 1Uesdays, Wednesdays, a nd F ridays! You really
are bu sy!
B Listen again . Wr ite t he start times for each activity.
T-138 Self-study audio scripts
3 Iwant to look nicer.
A Listen to J osh and Anne get ready for a party. Chock
the clothes they mention.
JOSJI: I don't know what to wear to the party.
A\IN E: Well, how about jeans a nd a cotton sh irt?
JOSH: No, I want to look nicer.
A'\INE: OK, what about your black pants and a
silk shirt?
JosH: That sounds better. But it 's cold tonight .
A'\INE: So, wear your wool sweater.
JosH: Which one?
A'\INE: The red one.
JOSH: I like the blue one better. Do you think it
looks OK?
A~: Yes, the blu e one is nice.
J osn: OK, and I'll bring my leather jacket, too .
AN"m:: Good idea. Now hurry! We're late!
B Listen aga in. What does Josh wear? Circle the correct
picture.
If Would you like to go?
A Listen to three people invite friends to events and
activities . Complete t he chart with the events, days,
and times.
1. CAM: Hey, Marla , would you like to see a kung fu
movie with me on Wednesday?
MARLA:Um .. .
CAM: The re's a 6:00 show.
MARLA: Sorry, Cam. I don't like kung fu movies
very much.
CA.'\1: Oh, what kind of movies do you like?
MARLA: I prefer science fiction.
2 . LuCY: Chris, there's a really good j azz group playing
downtown. Do you like jazz?
CHRIS: Yes, I do. I love j azz!
Lucv: Would you l ike to go?
CHRIS: Sure! When is the show?
LucY: It's Thursday a t 8:30.
CHRIS: Great. Thanks a lot!
3. En: Hey, Joanna, do you like R&B?
JOA.i\TNA: Sure. I like it a lot .
Eo: I have tickets to a concert this weekend . Would
you like to go?
Jo,\NNA: Yes, I would . But . .. when is the concert?
ED: It's on Saturday at 3:00.
JOANNA: Oh no, I have to work Saturday afternoon.
Eo: Well , maybe some other time.
B Listen aga in . Do the friends accept? Check Yes or No.

5 Anewstudent
A Listen to an interview for an article in a student
newspaper. Docs Akemi have a large family?
MAx; Welcome to our school, Akemi!
AKE.\u: Thank you.
MAX: Akcmi , are your parenta living in Japan now?
AK&.\fl: Yes, they are. Thoy live in Kobe.
MAX: What about the rest of your family?
AKBMt Well, my brother and I are living here in Los
Angeles. My sister is going to school in Tokyo. She is
studying the piano.
MAx: Do you have any a unts and uncles?
AK:Du: Yes, I have five. They are living in Japan. But
one &unt and uncle are traveling in the U.S. They
are visiting me thi.a week.
MAx: What about your cousins?
AKEMI: I have a lotofoousins in Japan. A few of my
cousins a re going to echool in the U.S.
MAx: What are they studying?
AKEMI: They arc studying English, like me!
B Listen again. Correct tho nine mistakes ln the article.
6 Take aquiz!
A Listen to the Questions. Write t he activities you h ear.
\Voi\lAN: Axe you a couch potato? Find out now!
1. How long do you usually exercise every day?
2. Do you ever play tennis?
3. How often do you swim?
4. How often do you go to the gym?
5. Do you ever go jogging?
6. How well do you ride a bicycle?
7. How often do you do aerobics?
8. How good are you a t yoga?
B Now take t he quiz! Listen again. Circle your
te!JX)D8C8.
7 Computer thief!
A Listen t.o a police officer interview Mi ke Doe. Number
the events of each day from 1 t.o 5 in tlle order they
happened.
OFFICER: OK. Mr. Doe. Did you take a desktop
computer from your office over the weekend?
MiKE: A desktop computer? Of course not!
OFFlCER: Tell me then, how did you spend
your weekend?
MIKE: Let's see. 1 worked at.. the office Saturday
morning.
OFFICER: Were there other people a t your office
on Satutday?
MIKE: No, t here weren't. I was alone. r left at 2:00.
OFFICER: Wha t d id you do a.f\er that?
MIKE: 1 went shopping with a friend, and then I walked
home alone.
Omct:R: Was anyone at home with you?
MIKE: No. I live alone.
0Ff1CER: What did you do Saturday night?
Mna;: I cooked d inner at home. And then I watched TV.
0f~1CER: Did you go anywhere on Sunday?
~:liKE: Well, I did laundry in the momine. The n around
1:00 I spent some time with friends at the park.
OFFICER: How long were you there?
MIKE: About an hour. Then I stopped at the office for
a minute.
Omc.R: You were at the office again on Sunday? Did
anyone see you there?
f\irKE: Yes. My boss was there.
OFFICER: Then what did you do?
MIKE: I walked home and watched eome DVO.. Then I
went to bed.
OFFICER: I see, Mr. Doe. You con go now. Tbo.nk you for
your time.
B Listen again. Do you thin.k Mike look the computer?
Why or why not?
8 1'm lost
A Listen w people ask for the loc.ation of the places
below. Where do you think they are?
1. MAN: Excuse me. I'm looking for the post office.
WOMAN: There'$ one on the corner of Lincoln and
'l'hird Street. lt's next to the hotel.
2 . WOMAN: Is there a travel agency near here?
MAN: Yeah, t here's one on Second Street. It's
between Washington and Lincoln, acroas from
the bank.
3 . MAN: Where can I find a grocery store?
Wo~lAN: There's one between Lincoln and Jefferson,
on First Street. It's opposite the theater.
4 . WoMAN: Are there any music stores around here?
MAN: Yeah, there's one on Jefferson, between Second
and Third, next to the library.
5. MAN: Where can I find a good booksto1'9?
WOMAN: There's one on the comer of Clint.on and
'lbird, aCI"'88 from a gym.
6 . WOMAN: I'm looki.ng for a laundromat. Is there
one nearby?
MAK: There's one on Second Street., between the
bank and a drugstore.
7. WoMAN: Is there a caf~ in the neighborhood?
MM.-: Sure, there are a couple. There's one on Third
Street, across from the post office. There's another
one on Lincoln, behind the theater.
8. MAN: Where can I find a pay phone?
WOMAN: There are a lot. nearby. There's one on
JefTer$0n, acf'()!l.S from the llbrury. There's another
next to the gym on Third SireeL. And t here's
another one on Third Street next to the school.
B List e n again. Draw the p laces on the map.
Self-study audio scripts T-139
 Cf Ican't find her.
A Listen to the descriptions. Match the names with
the pictures.
I. WOMAN: Hey, where's Wa1ter?
MAN: Who's Walter?
WOMAN: He's a friend from yoga class.
MAN: What does he look like?
WOMAN: He's short. with curly brown hair. He's
usually casually dressed.
MAN: Is he the one in jeans , t.alkffig to Sarah?
WoMAN: Oh, yes . That's Walter. Come on. I'll
introd uce you.
2. MAN: Hey, Joe, which woman is your girlt\iend?
J oe: Hmm. I don't see Mariela. She's wearing black
pants and a white shirt. She's very classic.
MAN: How lall is she?
JoE: She's aboul medium hejgh~ wilh sll'Sighl
blond hair.
MAN: How long is her hair?
J o&: I fa pretty )ong.
MAN: Oh, there she is, on the oouch. Let's go and
aay hello.
3. MAN: I think Marcus is here. Do you see him?
WoMAN: Who's Marcus?
MAN: He's my brother.
WoMAN: What does he look like?
MAN: He's pretty tall, with red ha ir. He's a little bald.
WOMAN: What is he wearing?
MAN: He alwa ys wears a red shirt. He's very casual.
Wow.N: I think I see him, over there.
M.AN: Yeah, that's h im!
4. Wo'MAti 1: I ean't find Simone.
Wow.N 2: Simone, hmm. Which one is Simone?
Wo.~ 1: She's the woman with short black hair. You
talked to her before, remember?
WO'!:U.N 2: How tall is she?
WOMAN 1: She's really tall and wears funky clothes.
Wo~ 2: Oh, right! I remember. I saw her in the
kitchen, talkin g to Joe.
B Listen a gain. Wh at i s each person's style? Write the
correct word.
10 Have vou ever .. . ?
A Liston to Katie a nd Phil interview for a job on a new
adven t W"e TV show. What count.riea h a ve they visited?
Write K for Katie a nd P for Phil.
.MAN: Katie, P hil, you're both interviewing for the
position of h ost for our new reality 1V show, right?
KAm:IP!rn.: Thafs righVYes.
MAN: OK, well this j ob requires sloloftnvel and
knowledge of the world. Have you traveled to
many places?
KATl: Yes, I have. f ve been a ll over Asia.
P HJJ..: I've been to Asia a nd South America.
MAN: Katie, wh ere have you been in Asia?
KATIE: Wen , I've betln a few t imea : once to China, once to
Thailand, and t wice to J apan.
MAN: You' ve never been to Korea?
T-140 S111f-study audio scripts
KATIE: No, I haven't.
Pun.: I have. And I've boon to China, Japan,
and Singapore.
MA..'i: What about South America? Have you been
to Peru?
PHIL: I've never been to Peru, but I lived in Chile for a
summer when I wa,s, in high school. From there I
traveled to Bruil.
MAN : Now, our show is a little crazy. so if& important for
you to know how to do diffe rent kinds of things. Have
you ever driven a sports car?
KATlE: A sports car? Urn, no, I haven't .
PmL: I have .
MAN: Have you ever sung kar aoke?
KATIE: Yes, 1 went to a lot of ka raoke bars in J apan.
PHJL: Uh , . , no. I don't like karac>ke.
MAN: Have you eaten many different kinds of food?
PHIL: No, not roally.
KAT!B: Yes, I've tried many exotic foods. mostJy in
Thailand. I Jove Japanese food. too.
MAN: Have you ever been on a camping trip in
the mountains?
KATIE: Yes, I hiked in China for three days, and I've
been camping here in the U.S.
Pmt.: Uh, no, I've never been cam ping.
MAN: And have you ever ridden an elephant?
KATIE: Yes, in Thailand!
PmL: Well, no. I'm, uh , afraid of eleph ants.
MAN: OK, th at's all, Katie and Phil. Thank you for your
time. We11 be in touch with you soon.
B Listen again. Check t he a nswers. Who do you t hink will
get the job?
11 Plan my vacation!
A Listen to Charles help Maya plan her vacation. What
cities has Charles visited?
MAYA.: Charles, you travel a lot. right? Do you want to
help me plan acy vacation? I have one week.
CHARLF.s: Sure. But you don'thave a lot of time, so I
suggest you stay in one place. Then you can visit all
the museums and sights.
MAYA: I see. We ll, wha t a bou t London?
CHARLES: London i s great , but it's very expensive. It's
a lso very big.
MAYA: Do you think it will be too hot?
CtiARLES: Nc, the weather is OK the re . It's p retty cooL
MAYA: OK, so how about Cairo? I've heard it's
really cheap.
CHA.RLES: Yeah, it is, but it's so crowded! It's extremely
big and it's very hot.
MAYA: Oh. Well, what about New Orleans then?
CHARLES:: New Orleans is aomewhat expensive, but not
too much.
MAYA: Is it a big city?
CHARLt:S: It's fairly small, so it's pretty easy to walk
around . Bu t it's hoi and humid there.
MAYA: Hmm. 1 can't decide. I need to think a bout this
some more.
B Listen again. What is each city like? Complete the
chart.
f2 What should we take?
A Listen to Dana and Hilaxy plan for a camping trip.
What problems do they talk about?
DANA: Hey, Hilary, what else should we pock for OUT
camping trip?
HU..ARY: Well, 1 think it's important to have a
first-aid kit.
DANA: A first-aid kit? Really?
HII..ARY: Sure. It's important to be prepared for
anything. We should take a bottle of aspirin.
We could get a headache.
DANA: OK Should we take anything for cut.\Z..I always
get cut when I camp.
HILARY: Let's take a tube of ointment.
DANA: Good idea.
Hu.ARY: What else? Oh, it's good to bring cough drops in
case 10meone gets a cold.
DANA: OK And what about sore muscles? We11 be
hiking a lot..
Hru.Rv: We should take t.hislotioo. I've used it. before
and it really works.
DANA: Should we take sunscreen? I don't want to
get a sunburn.
HILo\RY: Definitely.
DANA: And what about insomnia?
HILARY: Insomnia? I think we'll sleep very well. But I
suggest a book to read,just in case.
DANA: OK, that's it then. Wait a minute! There isn't a ny
space for our clothest
B Listen again. Match the problems to these items.
Write t he number in t he box.
f?J Ican't eat spicy food.
A Listen to two people in a restaurant talk abou t their
orders. Cross out the things they did not order.
NANCY: Hmm, what would you like to eat, Warren?
Look, there's 5\\'eet and sour clUcken, your favorite.
WARR&N: I'm not in the mood for chicken tonight.. I
think 111 h ave the tofu CUlT)'.
NANCY: Oh, I don't know what to order.
WARREN: You could try the grilled tuna.
NANCY: J'm not ctazy about seafood.
WARREN: Well, there's fried rice with vegeta bles.
NANCY: That's too greasy.
WARREN: What about the lamb kebabs? I love lamb.
NANCY: So do I. tlmm. That S<lund> good. I'll think 1'11
h ave the kebabs, then, and a green salad.
WARREN: Great. Nancy. Let's order. I'm st.arvingl
B Listen again. Why didn't they order certain foods? For
each thing you crossed out, write ihe reason next to it.
flf Chiang Mai it is!
A Listen to Ka.i and Nina talk a bout where to teach in
Thailand. Check True or False for each stateme nt .
NINA: Hey, Ka i, you're from Thailand, right?
KAI: Yeah.
NINA: You know, I've applied to teach English there and
I want to ask your opinion.
KAJ: S ure, go ahead.
NINA: What are the largest cities in Thailand?
KA.I: Well, Bangkok is the biggest, of course. There's
e.lso Chiang Mai.lt's a lot smaller.
NINA: rve heard tha t the area aroun d Chiang Mai is
interesting. If s near the ocean, right?
KAI: No, it's in the mountains. It's the 11\()$t famous
place in Thailand for hiking.
NL~A: I love to hike! How high are the mountains?
K.u: I t.hiuk the highest ia around 2,600 meters.
Nnu.: Wow. That's about 8,500 feet. And how bot is it in
the summer ?
KAI: Well, u p in the mountains, it's not so bad, maybe
24 degreea Cclsiuo during the day.
NINA: What about. rain?
KAI: Summer is the rainy season, and it's wettest from
June through October. Then it's drier for the rest
of the year.
NINA: And how far is Chiang Mai from Bangkok'?
KAl : Oh, about 400 mi les. It takes a whole day on the
tra in, but the countryside i8 beautiful.
NINA: It sounds perfect. I think I've decided, then.
Chiang Mai it is!
B List.eo again. For the statements you marked false ,
write the correct information.
f5 Ican't because .. .
Listen to these telephone messages. There are two
errors in each me888.ge. Correct the errors.
M"NE: [recordi ng) Hi, this is Anne. Leave me a
message! [bp]
KELLY: Hi, Anne, this is Ke lly from school. We're
playing baseball at 7:00P.M. ton ight. Can you fln d
a babysitter? Please call me before 5:00 to tell me
if you are going to play. Thanks! [beep )
RoBIN: [recording ) Hello, this is Robin Hall. P lease
leave 8 message aner the beep. {beep]
AiARTIN: Robin, this is Martin. Would you please tell
Dave to be sure he's at the company picnic: on
Tuesday? Alterwanl, we're going to discuss
the com pany business plan. Thank you. [beep]
f 6 Past present or future
A Listen to Ricki and Will talk at a class reunion. Write
past, present, or future below eaeh picture.
W1u.: Ricki! lt'e good to see yout You look great!
RICKJ: Thanks, Will. I've changed a lot, ha ven't I?
WILL: You su re have. Your hair is m uch shorter now.
And you don't wear glasses anymore.
RICKI: Yeah, I wear contact lenses now.
WILL: And I heard you have a new baby.
RICKI: Yeah, I got married five years ago, and I had my
daughter six months ago. Her name is Ellen. My
life is much busier now.
\VUL: I can imagine. And are you still living in Miami?
RICKJ: No, my husband changed jobs about a year ago,
and we moved to New York Jut summer.
WIU.: That's great.. Are you working?
RICKI: No, not. yet.. But I'd love to start again in a few
years. You know, when Ellen is older . We'd like
to move to the country when she's ready for school.
WILL: Yeah. Well, what do you plan to do?
RICKI: You know,l'd like to open a travel agency. And I
hope to work from home.
Wtu.: How a re you going to do it?
RICKI: To start, I plan to get a bank loan. And right
now, my husband ia helping me find information
on the Internet.
B Li.st.en again. What. docs Ricki hope to do in the
future? Correct. these false statements.
Self-study audio scripts T141
Self-study answer key
' ~~~~-------- q ~~~~-----------
A Australia, Brazil, Ita ly, Uruguay
B l. Bobby 2. Sydl}cy, Australia 3. Lagn<t 4. Florence, Italy
A/8 Wa lter: third person (casual)
Mariela: fourth person (classic)
Marcus: first person (casual)
Simone: second person (funky)
2
A/8
go to work
take a computer class
M
./
Tu
./
w
./
Th F

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

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

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

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

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

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

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

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

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

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

Games Use to practice Use with

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

T-143
0 KJM'SGAME
Aim: Improve Ss' ability to remember vocabulary.
Level: Intra
Preparation: Bdng objects (or pictures of objects} to class.
Comment Use to review vocabulary.
Put the objects on your desk and cover them.
Explain the task. Uncover the objects and ask Ss
to look at them for three minutes. Then cover
them. In pairs, Ss list the objects they remember.
Set a threcminut.e time limit.
Ss complete the task.
Uncover the objects. The pair with the most correct
words wins.
Variation 1: \Vrite words on the board. Then erase
them.
Variation 2: Put a picture with a lot of details on
your desk. Ss use a specific structure (e.g., there is/
there are, prepositions of place) to write sentences
about th e objects.
f) LINEUP!
Aim: Give Ss practice using a variety of skills in an active way.
Levels: Intra and 1
Preparation: None
Comment Use to review vocabulary and prsctice grammar
and speaking.
Review or teach these expressions:
You're in front o(l bthind me.
Write a ques tion on the board. For example:
What lim do you g<l up?
Explain the task. Ss go around the class and ask
each other the question on the board. Then tbey
stand in line according to the answers (e.g., in time
order). Point out that the board is the beginning
and the other end of the classroom is the end
(e.g., of the day).
Model the task with a few Ss.
Explain that when two answers are the same, Ss
stand in alphabetical order of their first n ames.
Ss complete the task.
Ask Ss to explai n their position in Hne. For
example: "I'm number l. I get up at 5:00."
Variations: Use this game to practice the a lphabet
(e.g., What's your last n.ame?), dates (e.g., When's
your birthday?), lengths of time (e.g., How long do
you .deep each night?), and structures (e.g., How
many phone calls h ave you made today1).
Acknowledgment: Idea adapted from The
Grammar Acti vity Book by Bob Obee, Cambridge
University Press.
T-144 Games
Q SCULPTURES
Aim: Give Ss practice reviewing vocabulary in an active way.
Levels: lntro and 1
Preparation: List vocabulary you want to review.
Comment Use to review vocabulary and grammar.
Divide the class into teams of three.
Explain the task. Whisper an activity to oneS
(e.g., play s""""r). This S whispers the act i,;ty to
the other Ss on his or her team. The team has one
minute to form a sculpture that illustrates the
activity (e.g., Sl pretends to kick a ball, S2
pretends to be a goalkeeper). The other teams
guess the activity. The first team to guess
correctly gets a point.
Model the task with one team.
Play the game until you use a ll the vocabulary.
The team with the most points wins.
Variation 1: Use this game to review vocabulary s uch
as h ousehold ch ores, celebrations, or en te1tainment .
Variation 2: Ask Ss to use specific grammar
structures when guessing the activity (e.g., present
continuous, simple past).
0 CONCENTRATION
Aim: Give Ss practice reviewing vocabulary and grammar in
a fun way.
levels: Intra and t
Preparation: Make one set of cards for each group of Ss.
Two cards in each set match (e.g., word+ picture, word+
definition, word+ opposite).
Comment Use ro review vocabulary and grammar.
Ss work in groups of four. Give each group a set of
cards. Ask the Ss to put all their cards face down
on a desk.
Explain the task. Ss take tums choosing two
cards, turning them over, and saying the words.
lf the two cards match, they keep the pair of cards
and take another turn. If the cards don't match,
tbey put them face down again, and the next S
takes a turn.
Model the task with one group .
Ss play the game. The S in each group with the
most cards wins.
Variation: After Ss match cards, they usc the
word in a sentence with a specif1c verb tense (e.g.,
simple present).
C) SIMON SAYS
Aim: Give Ss active practice developing listening skills.
Levels: lntro and I
Preparation: None
Comment Use to review vocabulary and practice listening.
Ss stand up.
Explain the task. Give an instruction. If you start
t he instruction with "Simon says,. (e.g., "Simon
says touch your toes ."), Ss follow the inst ruction .
If you give the inshuction without "Simon says"
(e.g., "Touch your toes."), Ss do nothing.
Explain that Ss sit down if they foUow the
instruction when you don't say "Simon says."
They also sit down if they do the wrong action
(e.g., they touch their knees instead of their toes).
Model the game with a few instructions.
Play the game. The Jast student standing wins.
Variation 1: Use this game to review action verbs
(e.g., sing, swim) or sports (e.g., play tennis).
Variation 2: The winningS stands at the front of the
class and gives the instructions for the next game.
G CHANGE CHAIRS
Aim: Review vocabulary and improve t;stening in an active way.
Levels: lntro and ,
Preparation: None
Comment Use with classes of six or more Ss to reWew
vocabulary and improve listening.
Ask Ss to move their chairs in a circle. facing the
center. Stand in the middle.
Explain the task. Give an instruction that sta rts
with "Change chairs" (e.g., "Change chairs if you
are wearing jeans."). All Ss wear ing jeans stand
up and change chairs.
Model the task a few times.
Ask oneS to stand up. Take away his or her chair.
Explain the task. T he S without a chair stands in
the center and gives the next instruction (e.g.,
change chairs if you have one brother.). This
time, the Sin the center also tries to sit down.
The S left. without a chair stands in the center
and gives the next instruction.
Model the task .
Ss play the game .
Variation: Use this game to review specific ca tegories
of vocabulary (e.g., clothes, hobbies).
f) CHAIN GAME
Aim: Give Ss listening practice while reviewing vocabulary.
l eve ls: lntro, 1, and 2
Preparation: None
Comment Use to review vocabulary and practice grammar
and listening.
Ss sit in circles in small groups.
Explain the task. Sl makes a sentence. 82 repeats
the sentence a nd adds to it. 83 repeats 82's
sentence and adds to it. For example:
S l: Last weekend I went dancing.
82: Last weekend I went dancing and read a book.
S3: Last weekend I went dancing, read a book,
and ..
Ss continue until aS can't remember what to say.
Then the next S continues the sentence.
Point out that the information in the sentence can
be false.
Model the game with one group.
Ss play the game.
Va riations: Usc this activity to review specific gtoups
of vocabulary, such as food (e.g., I like . . . ), clothes
(e.g., I went to the store and I bought . . . ), or family
members (e.g., To11ight I'm going to call . .. ).
() TWENTY UUESTIONS
Aim: Give Ss practice ssking yes/no questions.
Levels: 1 and 2
Preparation: None
Comment Use to practice grammar, speaking, and listening.
Ss work in small groups.
Explain the task. OneS in each group thinks of a
famous person. The other Ss ask yes/no questions to
guess the person. For example: "Is it a man? Is he a
singer? Is he from Canada?" The S only answers
"yes"' or "no." The S who oorrcctly guesses the person
gets a point and thinks of the next famous person.
Model the task. Think of a famous person and the
class asks yes/no questions.
Ss play the game. The Sin each group with the
most points wins.
Variation 1: Write famous people's names on pieces
of paper (one name per paper, one paper per S}.
Attach the papers t.o the Ss1 backs. Ss go around the
room and ask yes/no questions to guess the name
(e.g., "Am I a man?").
Variation 2: Use this game to practice present tense
(e.g., Is she an actress?), past tense (e.g., \Vas she an
actress?), or infinitives and gerunds (e.g., ls it used to
send information? Is it used for sending information?).
Games T-145
e ASK THE RIGHT auEsTION
Aim: Give Ss practice making Wh-questions.
Levels: 2 and 3
Preparation: Bring three index cards for each S.
Comment: Use to practice grammar.
Write this statement on the board:
Evan's a chef at Ricky's Restaurant
E licit Wh-questions that the statement could
answer (e.g., ''Where does Evan work? What does
Evan do? 'Who's the chef at Ricky's Restaurant?").
Give each S three index cards. Ss write one
statement on each card that could answer several
Wh-qu estions. Go a round the class and give
help as needed.
Collect all the cards and mix them up. Then divide
the class into two teams (A and B).
Explain the game. Sl from Team A chooses a card
and reads the statement aloud. Sl from Team B
makes a \Vh-question for it. If the question is
conect, Team B gets a point. If it is not correct,
Sl from Team A makes a Wh-question . tfthe
question is correct, Team A gets a point. Then
S2 from Team B chooses a card.
Model the game a few times.
Play the game until you use all the cards. The
team with the most points wins.
~ SPLIT SENTENCES
Aim: Help Ss understand complex sentences.
Levels: 2 and 3
Preparation: Write ten complex sentences and split them in
half. Make sets of the split sentences {one per three Ss). Put
each set in an envelope.
Comment: Use to practice grammar.
Ss work in teams of three. Give each group a set of
split sentences.
Ask each group to match the split sentences.
Ss complete the task.
The first team to match the s plit sentences
correctly wins.
Variations: Use this game to practice specific
complex structures, such as conditionals, passives,
two-part verbs, and tag questions.
T-146 Games
CD JUST ONE MINUTE
Aim: Help Ss develop oral fluenc y and listening skills.
Levels: 2 and 3
Preparation: Bring a clock or watch with a second hand to
class.
Comment: Use to practice speaking and listening.
Write a topic on the board (e.g., customs, food,
transportation).
Explain the game. Ss work in pairs. Sl talks a bout
the topic for one minute. P oint out that Sl cannot
repeat ideas, change the topic, or h esitate for more
than five seconds. S2 listens for repetition, topic
changes, or hesitations. After one minu te, say,
"Stop!"' lfSl talked without any repetition, topic
changes, or hesitations, he or she gets a point.
Play the game. S2 tells Sl about any repetition,
topic changes, or hesitations. If the1e are none, S l
gets a point.
The Ss in each pair change roles. Write another
topic on the board and S2 talks for one minute.
Play the game with a few more topics. The Sin
each pair with the most points wins.
Variation 1: Write several topics on the board. Sl
chooses a topic from the board.
Variation 2: At the end of each game, a S chooses the
next topic.
f) PREDICTION BINGO
Aim: Give Ss practice predicting the content of an audio
program or text.
Level: 3
Preparation: None
Comment Use to practice listening or reading
Tell Ss the topic of the audio program they will
listen to or t he text they will read (e .g., our lives
in the future).
Explain the task. Each S draws a bingo card with
nine squares. Ss predict content words (i.e., nouns,
vetbs, adjectives) related to the topic individually.
Then they write one word in each square.
For example:
Ss listen to the audio program or read the text.
When Ss hear or see a word that's on their bingo
card, they circle it .
The S with the most circled wor ds wins.
Variation: Ss ma ke bingo ca rds in pa irs. Then they
exchange cards with another pair.
e BINGO
Aim: Help Ss improve listening and vocabulary in a fun way.
levels: A//
Preparation: Prepare a list of at least 15 words you
want to review.
Comment Use to practice listening and vocabulary.
Tell Ss to draw a bingo card on a piece of paper:
Read and spell each word on your list. Then make
a sentence with it. For example, say: "Family. F-A-
MIL-Y. There are three people in my family."
Ss listen and write each word in a different square
on their bingo cards. Point out that they can write
the words in a ny order.
Play the game. Read out the words from your list
in a different order. As you read each word aloud,
spell it and use it in a sentence. Ss circle the words
on their cards. (Note: Cross th e words ofT your list,
so you can check Ss' cards later.) The firstS to
circle all the words in one row shouts "Bingo!" ff
t.hc words are correct, the student wins.
Variation 1: Use this game to review vocabulary,
the alphabet, sounds, numbers, or grammar
(e.g., verb forms).
Variation 2: Instead of reading out the word, read out
a definition. For example, when you say "'This is the
opposite of lwt," Ss cin::le coUl.
e HOT POTATO
Aim: Givo Ss practice asking and answering questions.
levels: All
Preparation: Write questions on ten pieces of paper (one per
paper). Then wrap the papers around each other to make a
paper ball. Bring music and a cassette or CD player to class.
Comment: Use to practice grammar and speaking.
Ss sit in a circle.
Explain the game. While you play music, Ss th row
the paper ball to each other. When you stop the
music, the S holding the ball takes off the outside
piece of paper, reads the question, and answers it.
Then start the music and the Ss throw the paper
ball again.
Model the game, then play th e game until Ss
ans,ver all ten questions.
Variation: Use this game to practice specific
structures (e.g., present perfect, passives, and
conditionals).
e PICTURE IT!
Aim: Help Ss understand vocabulary in a visual way.
levels: All
Preparation: Make sets of vocabulary cards {one per four Ss).
Put each set in an envelops.
Comment Use to review vocabulary.
Ss work in groups of four. Give each group a set
of cards.
Explain the rules. OneS in each group chooses a
card and dt'aws a picture of the word on a piece of
paper. The other Ss ty to guess the word. The first
S to guess the word correctly gets a point and
chooses the next card.
Point out that the S drawing the picture cannol
write numbers or letters, talk, or make gestures.
:\ lode] the task by drawing a picture of a word on
the board. The class guesses the word.
Play the game until Ss use all the cards. The S in
each group with the most points wins.
Variation: Use one set of cards. Divide the class into
two teams (A and B). OneS from Tea m A chooses a
card and draws the piclure on the board. The Ss in
Team A have two minutes to guess the word. If they
guess correct ly, T eam A gets a point. Repeat with
Team B and continue until Ss use all cards. The
team with the most points wins.
C VOCABULARY TENNIS
Aim: Help Ss review categories of words in a fun way.
levels: All
Prepa ration: None
Comment: Use to review vocabulary.
Divide the class into two teams (A a nd B).
Explain the game. Call out a category (e.g., jobs).
Team A '"serves" by saying a word in that category
(e.g., teacher). Team B "returns the serve" by
saying a d ifferent word from that category (e.g.,
nurse). The teams take turns saying words from
the category.
The game continues until one team can't think of
any more words. The other team gets a point.
Call out a different cat.egory (e.g., colors,
furniture, leisure act.ivit.ies, adjectives) and
play the game again.
T he team with the most points wins.
Variation: Bring a balloon to class. Teams A and B
stand on opposite s ides of the room. When Team A
says a word, it '"serves" the balloon to Team B.
Team B must say a different word before the balloon
reaches its side of the room. If Team B doesn't say a
word or drops the balloon, Team A gets a point..
Games T-147
'i; RUN FOR IT!
Aim: Help Ss practice prepositions of time.
levels: All
Preparati on : Prepare a list of sentences with missing
prepositions. Write each missing preposition on a separate
card and post the cards around the classroom walls.
Comment: Use to practice grammar.
Divide Ss into two teams (A and B). Assign each
member of the teams a number (e.g., Sl, S2).
Read out the first sentence without saying the
preposition (e.g., "I always get up BLANK 6 A.M.
on weekdays."). Sl from each team runs to find the
card containing the missing preposition. The first
S to reach the correct card gets a point for his or
her team.
Play the game until you use all the sentences. The
team with the most points wins.
Variation 1: Use this game to review prepositions
of place or time, modals, and auxiliaries (e:g., do,
did, haue).
Variation 2: If Ss cannot move freely around the
room, they can point to the correct wall.
~ MIME
Aim: Help Ss personalize and review vocabulary and
grammar in an active way.
levels: All
Preparation: Make sets of vocabulary cards (one per four Ss).
Put each set in an envelope.
Comment: Use to review vocabulary and grammar.
Ss work in groups of four. Give each group a set of
cards.
Explain the rules. One S in eac-h group chooses a
card and mimes the activity (e.g., wash your hail',
watch a comedy on TV). The firstS to guess the
activity correctly keeps the card and chooses the
next one.
Point out that Ss cannot speak while they are
miming words.
Ss continue until they use a] I the cards. The S with
the most ca rds wins.
Variation 1: Use this game 00 review specific
structures, such as present continuous (e.g., She is
washing her hair.) or simple past vs. past continuous
(e.g., He was rooking when. the phone rang.).
Variation 2: Ss make sets of vocabulary cards in
small groups. Then they exchange cards with another
group, and mime the activities on the n ew cards.
T-148 Games
~ TIC- TAC-TOE
Aim: Help Ss review words in a fun way.
Levels: All
Preparation: Make a Jist of words you want to review.
Comment: Use to review vocabulary and practice grammar
and pronunciation.
Draw a chart with nine squares on the board.
Write one. word in each square. For example:
Divide the class into two teams (X and 0 ).
Explain the game. Team X chooses a word on the
board (e.g., buy) and uses it in a specific way (e.g.,
changes the verb tense or uses it in a sentence). If
the answer is correct, replace the word buy with an
X. If the answer is incorrect, Team 0 tries to give
the correct answer. If Team O's answer is correct,
replace the word buy with an 0. If neither team
gives the correct answer, tell Ss the answer. Then
replace the word buy with a different word.
Play the game. The first team 00 get a straight line
of three Xs or Os (across, down , or diagonally) wins.
Variation: Use this game to review question words
(e.g., what, where) modals (e.g., would, could), adverbs
of frequency, pronunciation (e.g., pronunciation of
words, rhyming words), and vocabulary.
Qj TRUE OR FALSE?
Aim: Give Ss practice using grammar in a personalized way.
levels: All
Preparation: None
Comment Use to practice grammar_ speaking, and listening.
Each S writes six statements about themselves.
Three statements are true and three are false.
For example:
J can sing really well
I have three sisters.
Explain the game. Ss take turns reading their
statements aloud in small groups. The other Ss
guess which statements are true and which are
false. Ss get one point for each correct guess.
Ss play the game. The S in each group with the
most points wins.
gfresh ideas
How ca n you tailor your classes to your students' needs, learning styles, and ages?
Fresh ideas provide innovative ways to teach a variety of exercises in the Student's Book.
Techniques such as Disappearing Dialog, Onion Ring, and Jigsaw Learning make classes
livelier , more interactive, and more varied. Depending on the exercise, these techniques
can either supplement or replace the suggestions in the page bypage teaching notes.
These 20 Fresh ideas can be adapted for use with different exercises a nd with differ ent
levels. Unlike the Photocopiables, handouts are not usually required.

Fresh ideas Use with Use with

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

T-149
0 LOOK UP AND SPEAK!
Aim: Encourage Ss to look at their partners while
practicing Conversations.
Levels: AI/
Preparation: None
Comment Use with Conversations
Point out that it's important to look at your
partner when speaking.
E xplain the task. Ss work in pairs. Sl looks briefly
at the first line of the conversation a nd tries to
remember it. Then Sl looks up a t 82 and says the
line. 82 looks briefly at the next line of
conversation, tries to remember it , and then looks
up and says it.
Model the task with one or two Ss.
Ss complete the task in pairs.
Note: This technique works best when Ss stand up
and face each other. It's a useful way to help Ss
develop eye contact while speaking.
0 SAY IT WITH FEELING!
Aim: Improve Ss' pronunciation, intonation, and
understanding of a Conversation in an enjoyable way.
Levels: AI/
Preparation: None
Comment Use wirh Conversations.
Explain the task. Ss listen to the audio program,
focus ing on the speakers' intonation and emotions
(e.g., anger, surprise}.
Play the audio progra m. Ask Ss to repeat selected
phrases with the correct intonation. Encourage
them to exaggerate the intonation. They can also
add ges tures, if appropriate.
Ss practice the conversation in pairs, us ing
lots of intonation. Then they change roles and
practice again.
Option: Ask pairs of Ss to perlorm the conversation
in front of t he class. The class votes for the best
perfonnance.
T-150 Fresh ideas
E) MOVING DIALOG
Aim: Give Ss more speaking practice with different Ss.
Levels: All
Preparation: None
Comment Use with Conversations.
Exp lain the task. Ss stand in two lines (A a nd B),
facing each other . Then they practice the
conversation.
When you clap, t he Ss in line A all move one step
00 their right. OneS a t the end of1ine A will not
have a partner . He or she r uns quickly to the
beginning of line A.
Ss practice the convers ation with new partners.
Continue as many times a s needed.
-----..
A
I
line A
.__..
--.
__..
lineS
....._.
....._.
....._ .
.
....._
i ;
'~'
0 MUSICAL DIALOG
Aim: Give Ss conversation practice in a natural and
fun setting.
levels: All
Preparation: Bring party music and a cassette or CD
player to class.
Comment: Use with Conversations that could take place at a
party (e.g., introductions, in vitations, or discussions about
childhood, daily routines, or families).
Expl ain the task. Ss move around the room while
you play music. When you stop the music, they
begin conversations with the S closest to them.
They use the conversation in the Student Book
as a model, substituting inform a tion about
themselves.
Model the task with one or two Ss.
Play the party music. Stop the music every 2 0
or 30 seconds for Ss to complete the task.
Continue as many times as needed.
Variation: P lay the music with out stopping.
When you turn up t he volume, Ss s hout to
begin conversations with the Ss closest to them .
C) SUBSTITUTION DIALOG
Aim: Give Ss controlled practice with new structures.
Levels: All
Preparation: Choose four to six words or phrases
to substitute.
Comment Use with Conversations or Grammar Focus
exercises that involve conversations.
After completing the Conversation or Grammar
Focus conversation, tell Ss to underline and
number t he words or phrases you chose. For
example:
Custome~ I'd like a hamburoer {1), pleose.
Waite~ A!/ right And would you lik gJQ}Qd (2)?
Write s ubstitutions for the underlined words on the
board. For example:
(1) a chicken sandwich/some french fries/.
(2) some soup/an appetizer/ .
Explain the task. Ss practice the conversation
twice using the substitutions on the board. Then
t-hey practice it using their own ideas.
Model the task Then Ss complete the task in pairs.
G DISAPPEARING DIALOG
Aim: Give Ss confidence using new vocabulary
and grammar.
Levels: All
Preparation: None
Comment: Use with Conversations or Grammar Focus
exercises that involve conversations.
After completing the Conversation or Grammar
Focus conversation, write all or part of it on
the board.
Explain the task. Ss work in pairs. They take
turns practicing the conversation on the board
repeatedly. As they practice, gradually erase words
from the board.
Ss practice the conversation. Erase one word per
line each time they practice . For example:
A Good morning. How are you?
8_- I'm just fint_ Thank you.
becomes
A Good morning. _ _ are you?
8: I'm just fine. _ _ you. .
Erase more words. Gradually Ss will be able to
practice the conversation without support.
Variation: Divide t he class into two teams. One S
from each team reads the conversation while you
e rase the words. \rVhen aS can't re member a word,
the other team gets a point. 'rhe team with the most
points wins.
G ONION RING
Aim: Give Ss more practice speaking with different Ss.
levels: All
Preparation: None
Comment: Use with Conversations or Discussions.
Divide the class into two groups, A a nd B.
The groups stand in two circles, one inside the
other. Ss in Group A bring their books and make a
circle around the classroom, facing inward. Ss in
Group B bring their books and make an inside
circle. Each Sin Group B faces a S from Group A.
Explain the task. Ss pr actice the conversation in
p airs . When you say "Change!," Ss in Group B
move to the left and pr actice the conversation with
n ew partners from Group A.
Ss pr actice the conversation. Call out "Change!"
when most Ss complete the conversa tion.
Variation: Only Ss in Group A bring their books. Ss
in Group B improvise the conver sation.
E) STANO UP, SIT DOWN
Aim: Focus Ss' attention on listening for specific sounds.
l evels: All
Preparation: None
Comment Use with Listenings.
Ss complete the Listening exercises.
Explain the task. Ss listen to the audio
program again, focusing on a speCific sound
(e.g., [9]). They stand up and sit down whenever
they hear the sound.
Model the task. Play a little of the audio program
and demonstrate when to stand up and sit down.
Play the audio program. Ss carry out the task.
Variation 1: Ss can also listen for other things, such
as verb tenses (e.g., si mple past), times, pr ices,
pronouns, numbers, days, or types of words.
Variation 2: Divide the class into two groups (A and
B). Each group listens for a different thing (e.g.,
Group A listens for [OJ and Group B ustens for [o];
Group A listens for simple past and Group B listens
for past continuous).
Fresh ideas T-151
C) WALKING STRESS
Aim: Raise ssawareness of sentence stress iff an active
and fun way.
levels: All
Preparation: None
Comment Use with Pronunciations that focus on
sentence stress.
Play the audio progra m. Focus Ss' attention on the
sentence stress.
Exp1ai l'\ the task. Ss stand up and move to a place
where they can move freely. Then model the task.
Say: "I always go joggjng on Sundays. Step
fonvard on the first syll able in the words
always,jogging, and Sundays.
Read or play the other sentences. Check that Ss
walk forward on the correct syllables.
Acknowledgment: Idea adapted from The Standby
Book by Seth Lindstromberg, Cambridge
University Press.
G QUESTION EXCHANGE
Aim: Give Ss practice making and answering questions.
l evels: All
Preparation: Write one verb or phrase for each Son pieces
of paper.
Comment: Use with Grammar Focuses that involve questions.
After presenting the Grammar Focus, write the
grammar structure on the board. For example:
How often do you _ _ _ ?
Give each Sa piece of paper with a different verb
or phrase (e.g., play sports).
Explain the task. Ss go around the room a nd find
a partner. They take turns asking and answering
questions using the structme on the board and the
word or phrase on their piece of papers. For example:
How often do you play sports?
Then Ss exchange papers and find a new partner.
Model the task with one or two Ss.
Ss complete the task. Continue until Ss exchange
papers with most of their classmates.
Elicit interesting answers from the class.
Option: Encourage Ss to ask follow-up questions.
Acknowledgment: Idea adapred from Teaching
Multilevel Classes by NatalU! Hess, Cambridge
University Press.
T-152 Fresh ideas
~ REAOING RACE
Aim: Give Ss practice reading for specific information.
l evels: All
Preparation: Photocopy and enlarge the text Cut the
copy into paragraphs and post the paragraphs around the
classroom walls. Prepare and copy a handout with 6 to IZ
comprehension questions about the text (one handout per S).
Comment: Use with Readings or Perspectives that have
several short texts.
Books closed. Distribute the handout and
explain the task. Ss go around the class with
their handouts, scan the texts, and answer the
questions. The firstS to correctly answer all
the questlons wins.
Model the task with the first question. Then Ss
complete the task.
Ss check their answers by reading the texts in
their S tudent's Books.
e JIGSAW LEARNING
Aim: Give Ss practice using all four skills in a collaborative way.
l evels: I, Z, and 3
Preparation: None
Comment: Use with Readings or Listenings that can be
divided into three or four short texts.
Draw a chart on the board. List the texts at the
top and thinge you want Ss to find on the left.
For example:
Ss copy the chart on a piece of paper.
Divide the class into three groups (A. B, and C).
Explain the task. Ss complete the chart for their
group only. For example, Group A only reads
Text A and completes column A.
Ss complete the task.
Divide the class into new groups of three. Each
group has oneS each from groups A, B, and C. Ss
share information to complete their charts.
Variation for Listenings: Bring three audio programs
and cassette or CD players to class. Ss listen to the
audio program in three grou ps and complete the
colwnn for their group. Then they form new
groups and shal'c theh information.
e RUNNING DICTATION
Aim: Give Ss practice using aft four skills in a collaborative way.
Levels: I, 2. and 3
Preparation: Photocopy and enlarge several copies of the
rext. Post the copies around the classroom walls.
Comment Use with Readings or Perspectives.
Books closed. Ss work in pairs.
Explain the task. Sl from each pair goes to t he
wall and memorizes part of the text. Then Sl
comes back and dictates the infonnation to 82, and
S2 wr ites it down.
P oint out that Ss ca nnot shout across the room or
remove the copies from the walls. \Vhen you call
out ..Change!," Ss change roles.
Ss complete the task. The first pair to finish wins.
Books open. Ss check their spelli ng.
~ VOCABULARY MINGLE
Aim: Encourage Ss to find the meaning of unknown words.
Levels: I, 2. and 3
Preparation: None
Comment Use with Readings or Perspectives.
Explain the first task. Sa read the text. \Vhen they
find a word they don't know, they underline it with a
~ If they think they know the meaning
but are not sure, they underline it with a~-
Ss complete the task individually.
Explain the second task. Ss take their books and
go around the room. They ask each other the
meanin gs of the words they don't know or aren't
sure of.
Model the task with one or two Ss:
T: Wh at does large mean?
Sl: It means "big."
T: Thanks.
Ss complete the task.
Help Ss with any remaining words they
don't know.
Varist;on: Ss sit in small groups and ask each other
the meanings of new words.
G) TIMEOUT!
Aim: Help students develop fluency and confidence.
Levels: I, 2. and 3
Preparation: None
Comment Use with Role Plays.
Divide Ss into groups of six. Two Ss (Sl and 82)
are the actors. T he other four Ss help the actors.
Explain the task. Sl and S2 perform the role play
using the insttuct ions in their Studen t's Books. If
they don't know what to say or can't remember a
word, th ey caJI "Time Out!" Th e role play stops and
they ask the Ss in their group for help. Th ey can
also ask the other Ss in the group to replace them.
Ss continue the role play until all Ss are actors.
Variation 1: SI and 52 can bring in other Ss as
new characters.
Variation 2: Ss can create new situations based on
the role play.
Acknowledgment: Idea adapted from St.rategic
Interaction by Robert J. DiPietro, Cambridge
University Press.
~ PASS THE PAPER
Aim: Help Ss generate ideas and plan compositions.
Levels: I, 2. and 3
Preparation: None
Comment Use with Wrinngs.
Before beginn in g their compositions, Ss work in
groups of five or s ix. Ask Ss to write their name in
the top right-hand corner of a blank piece of paper.
Explain th e task. Ss write a question related to the
composition topic on their piece of paper (e.g.,
Where d id you go?). T he n they pass their paper to
the right, an d take the paper fiom their left. Each
time Ss receive a paper, they write one question
and pass the paper to the righ t.
Ss complete the task. They continue until there
are ten questions on each paper.
Ss find their original papers. read the questions,
and circle four or five they want to answer.
Ss number the ques tions in the order they plan to
answer them. Then they write their compositions.
Fresh ideas T-153
 MIND MAPPING..
Aim: Help Ss generate ideas and plan their compositions.
levels: I, 2, snd 3
Preparation: None
Comment Use with Writings or Word Powers.
Write the composition theme (e.g., holidays) in a
large circle on the board. Then elicit topics related
t.o the theme and write them in smaller circles
around the them e. For example:
Elicit words or phrases related to each topic. Write
them in circles around the topics.
Explain the task. Ss choose three topics to write
about. They number them in the order they want
to write about them.
Brainstotm possible opening and closing sentences
for the compositions.
Ss write their compositions, using an opening
sentctlCC, three topics , and a conclusion.
Variation for Word Powers: Use the first two steps
of this technique to review, categorize, and expand
on vocabulary from Word Powers.
G PICTURE DICTATION
Aim: Develop Ss' vocabulary and listening skills.
levels: I, 2. snd 3
Preparation: None
Comment: Use with Snapshots and Word Powers that have
pictures with a lot of details (e.g., clothes, maps, furniture).
Teach or review prepositional phrases of place
(e.g., in the middle, on the right /left, at the
top/bottom, in the top/bottom right-lumd /le{l-
hand corner).
Explain the task. Ss work in pairs. Sllooks at the
picture and S2 has a blank piece of paper. Sl
describes the picture. 82 listens and draws it.
Ss complete the task. Then they compare their
drawings with the picture in the Student's Book.
Option: Describe a picture, and the class draws it.
Variation: Photocopy the picture and post it on the
wall. S l from each pair goes to the wall and returns to
S2. S! describes the picture to S2, and S2 draws it.
T-154 Fresh ideas
~ VOCABULARY STEPS
Aim: Help Ss review and personalize vocabulary in a category.
Levels: All
Preparation: Choose four to six words in a category.
Comment Use with Snapshots or Word Powers.
After presenting the Snapshot or Word Power,
write the words you chose on the board. .F'or
example, if the category is seasons, write the words
spring, summer, fall, and winter. Then draw steps on
the board:
Explain the task. Ss rank the words individually
according to a criterion (e.g., favorite). They write
their favorite at the top of the steps and their least
favorite at the bottom of the steps.
Ss complete the task. Then they compare their
answers in pairs.
Variation 1: Ask Ss to rank vocabulary using
different criteria. For example: sports (most fun,
most popular), things (most useful, most expensive),
foods (tastiest, healthiest), or jobs (most difficult,
most dangerous).
Variation 2: Ask higherlevel Ss to rank the words
collaboratively in small groups.
Acknowledgment: Idea adapted from Five.Minute
Activities by Penny Ur and Andrew Wright,
Cambridge University Press.
~ CLOUD PREDICTION
Aim: Develop Ss' ability to predict content from key words.
levels: All
Preparation: List six to ten key words from the text.
Comment Use with Conversations, Ustenings, or Readings.
Write the key words on the board, inside
a large cloud.
Explain the task. Ss work in pairs. T hey use the
key words on the board to predict the main ideas
of the Conversation or Listening.
Point out that all predictions are acceptable.
Ss complete the task. Elicit Ss' predictions.
Ss listen to the audio program and check their
predictions.
Variation for Readings: After eliciting predictions, Ss
read the text and check their predictions.
~ Photocopiables
Where can you find interesting~ easytOltSe handouts for your classes?
Photocopiables provide varied ways to teach specific exercises in the Student's Book, and
include activities such as word searches, infonnation gaps, and board games. Depending
on the exercise, these materials can either supplement or repla ce the suggestions in the
page-by-page teaching notes.

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

Units Exercises Photocopiables

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

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

T-155
0 MUSICAL INTRODUCTIONS
: G;ve Ss practice introducing themselves in a
-l1ke situation.
paration: Make one copy of Photocopiable I lor every
r Ss. Cut the copies into four cards. Bring parry music
a cassette or CO player to class.
ment: Use after the Conversation on page 2.
Give one card to each S.
Explain the task. While you play the mus ic,
Ss move around the room, dancing or walking.
When you stop the audio program, Ss introduce
themselves to the people closest t.o them.
Point out that Ss can use the model conversation
on !heir cards to guide !hem, but !hey should
substitute the italicized words with their
own infonnation.
Model the task with a S.
Ss complete the task. Con tinue as long as needed.
f) WORD SEARCH
Aim: Give Ss a review of words for different jobs.
Preparation: Make one copy of Photocopiable 2 for
every two Ss.
Comment Use after the Word Power on page 8.
Ss work i.n pairs. Give one handout to each pair.
Point out !hat there are 15 jobs in the word search.
The jobs appear in !he Snapshot or the Word
Power . The jobs can go across, down, or diagonally.
Point out the word cashier as an example.
Explain the tas k. Ss find the jobs in pairs and
circle them. Then they write them on the lines.
Ss complete the task. The pair !hat fin ds all the
words first wins. Then elicit the answers.
T-156 Photocopiables
0 PRICE EXCHANGE
Aim: Give Sspractice asking how much is/are . .? in an
information gap actMty.
Preparation: Make one copy of Photocopiable 3/or every I'\IVO
Ss. Cut the copies in half.
Comment Use after the Grammar focus on page 17.
Ss work in pairs. Give Picture A to Sl and Picture
B to 82 of each pair. Pojnt out that they cannot
look at each other's pictures.
Set the scene. Pictures A and B show the same
items, but some things in each picture don't have
prices. Teach or review any n ew vocabula ry.
Explain the task. 81 and 82 take turns asking
the prices of these things. Model the task with aS:
T: How much are the pencils?
S: They're $2.15.
Ss complete the task. The n they look at each
other's pictures to check their answers.
0 FINO YOUR GROUP
Aim: Give Ss practice categorizing vocabulary in an
active way.
Preparation: Make one copy of Photocopiable 4 for every 12
Ss. Cut the copies into 12 cards.
Comment: Use w;rh classes of 12 or more Ss in place of parts
A and 8 of rhe Word Power on page 22.
On the board write:
Movies M(Jslc N pr09rams
Give each Sa card. Explain that the words on the
cards are from the categories on the board.
Explain the task. Ss go around the class and find
the Ss with words from the same category. Then
they s it down as a group.
Model t.h e task with a few Ss.
T: My word is "thrillers." They're a k ind of movie.
S: Mine is "westerns." They're in the
same category.
OR
Mine is "pop. Ies in a different category.
Ss complete the task until !hey are all in groups.
Elicit the words in each category. Ss check
answers on page T-22.
Option: Afte, Ss complete !he activity, !hey
brainsWrm more words for their categories.
C) EVERY DAY AND-TODAY
Aim: Give Ss practice visualizing the difference between
simple present and present continuous.
Preparation: Make one copy of Photocopiable 5 and cut it
into 12 pictures. EnJarg9 the pictures.
Comment: Use after the Grammar Focus on page 32.
Hold up the picture of the doctor. Ask questions to
elicit simple present answers: "Where does she
work? What does she do every day?" (Possible
answers: She works in a hospital. She sees
patients every day.)
Hold up the picture of the doctor studying
French. Ask questions to elicit present continuous
answers: "What's she wearing? What's she doing?"
(Possible answers: She's wearing a T -shirt, jeans,
and earrings. She's studying French.)
Repeat the procedure with the other pictures.
Option: After completing the Grammar Focus,
Ss write simple present and present continuous
sentences about the pictures in s mall groups.
Acknowledgment: Idea adapted from Pictures for
Language Learning by Andrew Wright, Cambridge
University Press.
G FAMOUS ATHLETES
Aim: Give Ss practice asking snd answering questions in an
information gap activity.
Preparation: Make one copy of Photocopiable 6 for every
three Ss. Cut the copies in three.
Comment: Use after the Discussion on page 39.
Ss work in groups of three. Give Chart A to Sl,
Chart B to S2, and Chart C to 53. Point out that
they cannot. look at each other's charts.
Explain the task. Ss ask and answer questions to
complete their charts. Elicit questions they can
ask: "What sport does he/she play? Where is
he/she from? Where docs he/she Jive now? What
interesting fact do you know about him/her?"
Ss complete the task.
Ss look at each other's charts to check their
information.
Option: After they complete the task, Ss role-play
in terviews with the sports personalities in the
chart (or with different sports personalities). One
S is the sports persona Uty and the other two Ss
are inter viewers.
f) COLLOCATIONS SURVEY
Aim: Give Ss practice using collocations in a class survey.
Prepa ration: Make one copy of Photocopiable 7 for every S.
Comment Use before the Word Power on page 40.
Give each S a handout. Teach or review the
time expressions.
Ss work in pairs. They take turns asking each
other questions to complete the survey. Model
the task with a S:
T: When was the last time you went shopping?
S: Yesterday moming.
T: OK, I'm writing "Yesterday moming."
Ss complete the survey in pairS.
Elicit Ss' answers. Ask: "Who went shopping this
morning? yesterday?"
Ss move on to part A of the Word Power, using the
collocations in their survey for help.
Variation: Ss go around the room and ask a different S
each question. They write each S's name and answer.
0 PAIR CROSSWORD
Aim: Give Ss practice reviewing vocabulary and definitions
collaboratively.
Prepa ration: Make one copy of Photocopiable 8 for every two
Ss. Cut the copies in half.
Comment Use after the Word Power on page 50.
Divide the class into two groups (A and B). Give
Part A of the handout to Group A and PartB to
Group B.
Explain that Group A has all the across words of
the puzzle and Group B bas aU the down words.
Ss write clues for their words as a group. For
example, a due for the word library is o place
where you borrow books.
Ss complete the task in groups. Go around the
class and give help as needed.
Divide Ss into pairs with one S from Group A and
oneS from Group B. Point out that they cannot
look at each other's crossword puzzle.
Ss take turns reading thei r clues aloud and
guessing the words. They use the words to
complete the puzzle.
Model the task with a S:
T: What's the clue for one across?
S: It's a place where you borrow books.
Ss complete the task. Go around the class and give
help as needed.
Ss look at their partner's crossword puzzle to
check their answers.
Photocopiables T-157
C!) I THINK I KNOW
Aim: Help Ss learn the meanings of new words
collaboratively.
Preparation: Make one copy of Photocopiable 9 for every
two Ss. Cut the copies in haff.
Comment Use before the Reading on page 63.
Give each S a handout. Explain the task. Ss check
(.I) the approp1iate oolumn for each word (1 know
if they know the meaning, I think l know if they
think they know the meaning, or I don't know if
t.hey don't. know the meanjng).
Ss complete the t.ask individually.
Ss work in groups. Ss explain the words they know
to each other. As they learn the meanings of new
words, they move their check marks to the left.
Elicit or explain any words Ss don't know.
Acknowledgment: Idea adapted from The
Standby Book by Seth Lindstromberg,
Cambridge University Press.
G OUEST/ON GAME
Aim: Give Ss practico using simple past and present perfect.
Preparation: Make one copy of Photocopiable 10 for every
four Ss. Bring one die and four markers for every group.
Comment Use after the Grammar Focus on page 66.
Ss work in groups of four. Give each grou p a
handout, a die, and four markers. Teach or
review any new vocabulary.
Model the game with one group. Ss put their
markers on Start. Sl rolls the die and moves his or
her marker the number of squares indicated on the
die. Then Sl uses the words in the square to make
a simple past or present perfect question. For
example, Sl uses the words ever be late for a test
to make a present perfect question (i.e., Have you
ever been late for a rest1).
If aS lands on a blank square he or she loses
a tum.
P oint out that Ss can move the marker in any
direction. Also, they must say the questions, not
write them.lfthe question is correct, the S writes his
or her initials in that square. Then S2 takes a turn.
Monitor the class and give help as needed. The
game ends when all the squares h ave initials. The
S with the most initialed squares wi ns.
Option: When Ss finish, they ask each other t he
q uestions. Encourage them to ask follow up questions.
Acknowledgm ent: Idea adapted from The
Grammar Activity Book by Bob Obee,
Cambridge University Press.
T-158 Photocopiables
~ SCRAMBLED DIALOG
Aim: Familiarize Ss with sn audio script before they listen to it
Preparation: Make one copy of Photocopiabfe I I for every
two Ss. Cut the copies into strips and put them in envelopes.
Comment Use before the Conversation on page 75.
Ss work in pairs. Give each pair an envelope.
Set the scene and explain the tas k. Two friends are
talking about Mexioo City. Ss arrange the strips to
fonn the conversation. Ask: "What is the first
sentence?" (Answer: Can you tell me a little
about Mexico City?)
Ss complete the task in pairs.
Play the audio program. Ss listen and check the
order of their conversations.
Option: After they listen t.o the audio program, Ss
practice the conversation using information about a
different city. See the instructions for S ubstitut ion
Dialog on pageT-151.
e PICTURE COMPLETION
Aim: Give Ss listening practice as they review vocabulary.
Preparation: Make one copy of Photocopiable 12 for every
two Ss. Cut the pages in half.
Comment: Use after the Word Power on page 80.
Give the Ss Part A of the handout.
Teach or review these words: top shelf, middle
shelf, boltom shelf; 011 the right, on the le{t, in the
middle; on the righthand side, on the left hand
side. Check Ss' understanding by asking them to
point to different parts of the picture. For example,
say: "Point to the left-hand side of the top shelf.
Point to the middle shelf."
Explain and model the task. As you describe
the contents of the cabinet, Ss draw them in
the picture. Point out that they can use simple
sketches. Say: "On the lefl..hand side of the top
shelf, there are two bags of cough drops." The Ss
draw the pictures.
Use Part B of the handout (the Answer key) to
describe the rest of the contents, while Ss
draw them.
Ss compare their pictures in pairs. Then give
Ss Part B of the handout for them to check
their answers.
Option: Afler Ss complete the activity, they draw
pictures of medicine cabinets with different. contents.
Then they take turns describing and drawing their
medicine cabinets in pairs.
e BUBBLE CARDs'
Aim: Give Ss practice using syllable stress in responses.
Preparation: Make one copy of Photocopiable 13 for every
15 Ss. Cut the copies into two sets of cards (responses and
bubbles). Put the response cards and bubble cards in
separate envelopes.
Comment: Use after the Pronunciation on page 88.
Give each Ss one response card and one bubble
card (with "TOP" at the top). Expla;n that the
bubbles represent the syllables in a sentence,
and the big bubble represents the syllable with
the most stress in the sentence.
Teach or review these expressions: Read your
response. Hum your bubble card. 1'hat matches.
That doesn't match.
Explain the task. Ss go around the room and
match their bubble card with a response card.
Then they make a short conversation that
includes the response. For example:
A : I hate bananas.
B: So do I .
Ss complete the task. Each time Ss match cards,
replace their cards with new ones.
Variation: Use these sets of cards to play
Concentration. See the instructions on
page T-144.
Acknowledgment: Idea adapted from The Standby
Book by Seth Lindstromberg, Cambridge
University Press.
~ ERROR CORRECTION
Aim: Give Ss practice correcting wrmen errors in pairs.
Preparation: Make one copy of Photocopiable 14 for every
two Ss. Cur !he copies in half.
Comment Use after che Writing on page 96.
Give half the class Worksheet A and half the class
Worksheet B. Explain that six sentences on each
worksheet have grammar mistakes. Ss write C if
the sentence is correct and NC if it is not correct.
Ss complete the task individu a lly.
Ss work in pairs. One has Worksheet A and one
has V/orksheet B. They compare sentences and
decide which one is correct. (For each sentence,
oneS has the correct sentence.)
Go over answers with the class.
Correct answers in A: 1, 3, 5, 6, 9, 12
Correct answers in B: 2. 4, 7. 8, 10, 11
Acknowledgme nt: Idea adapted from Grammar
Games by Mario Rinvolucri, Cambridge
University Press.
~ HEAR THE DIFFERENCES
Aim: Give Ss practice listening for errors.
Prepa ration: Make one copy of Photocopiable 15 for evefY
three Ss. Cut the copies in three.
Comment: Use with the Conversation on page 102.
Books closed. Give each S a handout. Ss read the
conversation silently.
Explain the task. When you play the audio
program, Ss listen for differences between the
audio recording and the handout. When they
hear a difference, they circle and correct it.
Play the audio program three times. The first
time, Ss circle the errors. The second time, Ss
correct the errors. The third time , they check
their corrections.
Books open. Ss read the conversation to check
their answers.
Op tion: Pairs practice the conversation sitting
back-to-back.
C PHOTO IDENTIFICATION
Aim: Give Ss practice matching descriptions with pictures.
Preparation: Make one copy of Photocopiable 16 for
evetytwoSs.
Co mment Use with the Listening on page 107.
Ss work in pairs. Give one handout to each pair.
Set the scene and explain the task. Scott a nd
Linda are looking through a photo album. Ss
listen to the audio program and check (.f) the
pictures that.. appear in their photo album.
Play the audio program and Ss complete the task.
Play the audio program again and Ss check t heir
answers.
Pictures checked : top right, bottom left, bottom rig ht
Ss move on to the Listening on page 107.
Option: Ss listen to the audio program and take
notes about how Scott and Linda have changed.
Then they role-play the conversation in pairs.
Photocopiables T-159
PHOTOCOPIABLE 1 Musical Introductions

A: Hello. I'm David Garza.

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

A: Hello. I'm David Garza.

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

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

B: I'm from Brazil.

A: Hello. I'm David Garza.

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

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

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

B: I'm from Brazil.

A: Hello. I'm David Garza.

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

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

B: I'm from Brazil.

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

PHOTOCOPIABLE 2 Word Search

Jobs

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

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

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

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

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

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

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

cQshier

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

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

WI
~ .. .

pencil case
calculator
book bag

PictureS ~
~
~. pencils~~
"~ IIIII

pencil case
calculator
book bag

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

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

'

soap operas talk shows science fiction

game shows news j azz

classical pop salsa

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

 ..
PHOTOCOPIABLE 5 Every Day and Today

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

PHOTOCOPIABLE 6 Famous Athletes

ChartA
YaoMing

Sport

Wherefrom Brazil

Where now the U S

Interesting fact Her favorite color is bfack

...... ~

Chart 8
YaoMing

Sport

Wherefrom Russia

Where now
H fs teammates calf
Interesting fact him

Chart C
Yao Ming

Sport

Wherefrom

Where now Italy

Interesting fact His son's name is Ronald.

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

PHOTOCOPIABLE 7 Collocations Survey

When was the last time you . ? Time expression

went shopping

did your homework

had a lot offun

went dancing

made photocopies

did the laundry

had a party

took a day off

did the dishes

made a phone call

took a trip

made the bed

took a vacation

went bowling

had a good time

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

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

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

10. A bank f--- f-

12. Post offices

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

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

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

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

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

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

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

PHOTOCOPIABLE 9 I Think I Know

I know I think I know I don't know

1. hip-hop

2 . typical

4. baggy pants

5. sweatshirt

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

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

1. hip-hop

2. typical

3. street clothes

4. baggy pants

5. sweatshirt

6. hiking boots

7. baseball cap

8. backward

9. sports logo

10. athletic shoes

11. trendy

12 . performer

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

PHOTOCOPIABLE 10 Question Game

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

ever see cook last

a ghost weekend

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

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

play any write any

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

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

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

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

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

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

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

PHOTOCOP/ABLE 11 Scrambled Dialog

Can you tell me a little about Mexico City?

And what else?

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

Well, what's a good time to visit?

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

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

Sure I can. What would you like to know?

It all sounds really exciting!

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

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

T-170 4ij.f.i1.1.1.16itj C Cambridge University Preu

PHOTOCOPIABLE 12 Picture Completion
Part A

[ ]
I I
I l
..+-

Part B

Cambridge University Press 4ij!Mi.I.!IIF'fi T-171

PHOTOCOP/ABLE 13 Bubble Cards
Response cards
.,/;,:!"

Neither do I. Neither can I. Neither am!. Neither can you. Neither are you.

I don't either. I can't either. I'm not either. You ca n't either. You aren't either.

So dol. So can I. I am too. Neither do you. Neither are you.

Bubble cards
.... ..'.
(TOP) (TOP) (TOP) (TOP) (TOP) r
u u v u u u u u u u u u u u v u u u u u

(TOP) (TOP) (TOP) (TOP) (TOP)

u u u u u v l) u u u u u u u u u v u u u

(TOP) (TOP) (TOP) (TOP) (TOP)

u u u u u u v u u u u u u u v v u

T-172 4ijit.ii.!.!.!61Hftt Cambridge University Press

PHOTOCOPIABLE 14 Error Correction

Worksheet A

1. Thailand has many beautiful beaches.

2. The cathedral has 500 years.
3. Man y foreigners come in December.
4. Much of the tourists are America n.
5. Bali has the most beautiful beaches in the w orld.
6. New Orleans has the best carnival in North America.
7. The weather is more good in the summer.
8. The Grand Can yon is about 1.900 deep meters.
9. The most famous attraction is Sugar Loaf mountain.
_ _ 10. Every year, thousands of tourists are visiting Hawaii.
_ _ 11. Tokyo is more larger than Kobe.
_ _ 12. People like to visit our country.

-~

WorksheetS

1. Thailand have many beautiful beaches.

2. The cathedral is 500 years old.
3. M uch foreigners come in December.
4. Many of the tou rists are American.
5. Bali has the more beautiful beaches in th e world.
6. New Orleans has the most good carn ival in North Ame rica.
7. The weather is better in the summer.
8. The Grand Canyon is about 1.900 meters deep.
9. The more famous attraction is Sugar loaf mountain.
_ _ 10. Every year, thousands of tourists visit Hawaii.
_ _ 11. Tokyo is larger than Kobe.
12. People likes to visit our country.

c Cambridge University Press 4ij@i.H.!Iii '" T-113

PHOTOCOPIABLE 15 Hear the Differences

SECRETARY: Good morning, Parker Industries.

MR. KALE: Hello. May I speak ro Mr. Graham, please?
SECRE1i\RY: I'm sorry. He's not in. Can I take a message?
MR. KALE: Yes, please. This is Mr. Kale.
SECRETARY: Is that C-A-L-E?
MR. KALE: No, it's K-A-L-E.
SECRETARY: All right.
MR. KALE: Please tell him our meeting is on F riday at 12:30.
SECRETARY: Friday at 12:30.
MR. KALE: And could you ask her ro call me romorrow afternoon? My n u mber is (646) 555-4013.
SECRETARY: (646) 555-4013. Yes, Mr. Kale. I'll give Mr. Graham the message.
MR. KALE: Thank you. Good-bye.
SECRETARY: Good-bye.

h d;,

SECRETARY: Good morning, Parker Industries.

MR. KALE: Hello. May I speak to Mr. Gr aham, please?
SECRETARY: I'm sorry. He's not in. Can I take a message?
MR. KALE: Yes, please. This is M r. Kale.
SECRETARY: Is that C-A-L-E?
MR. KALE: No, it's K-A-L-E.
SECRETARY: All right.
MR. KALE: Please tell him our meeting is on Friday at 12:30.
SECRETARY: Friday at 12:30.
MR. KALE: And could you ask her ro call me romorrow afternoon? My number is (646) 555-4013.
SECRI<.'TARY: (646) 555-4013. Yes, Mr. Kale. I'll give Mr. Graham the message.
MR. KALE: Thank you. Good-bye.
SECRETARY: Good-bye.

.............d:,

SECRETARY: Good morning, Parker Industries .

MR. KALE: Hello. May I speak to Mr. Graham, please?
SECRETARY: I'm sorry. He's not in. Can I tak e a message?
MR. KALE: Yes, please. This is M r. Kale.
SECRETARY: Is that C-A-L-E?
M R. KALE: No, it's K-A-L-E.
SECRETARY: All right.
MR. KALE: Please tell him our meeting is on F riday at 12:30.
SECRETARY: Friday at 12:30.
MR. KALE: And could you ask her ro call me romorrow afternoon? My number is (646) 555-4013.
SECRETARY: (646) 555-4013 . Yes, Mr. Kale. I'll give Mr. Graham the message.
MR. KALE: Thank you. Good-bye.
SECRETARY: Good-bye.

T-174 4Q,f.1J.i.!.lblfifi Cambridge University Press

PHOTOCOPIABLE 16 Photo Identification

Cambridge Uni vers ily P ress 4ij@i.i.!.I6Jflijt T-175

Unit llanguage summary
Vocabulary
Nouns Pronouns Other Adverbs
birthday Subject pronouns bea u tiful Responses
bow I big no
brother you com mon yes
cafeteria he oool
chemistry exciting Other
she
city it famous actually
class we friendly here
classmate th ey good (over) there
club interesting not
English Titles n ew now
family Miss next really (+ adjective)
friend Mr. nice too(+ acljective)
h obby Mrs. old very (+ adjective)
member Ms. same Prepositions
name Adjectives shy at (10:00/City College)
parents Possessives unusual from (Seou l/Korea)
person my in (the morning/th e same
Articl es
semester your class)
sister a
h is an on (my way to . . . )
teacher her the Con junctions
student its
university our Verbs and
vacation am bu t
their
year are or
h as
is
love

Expressions
Saying hello Exchanging personal Introducing someone Checking informatio n
H i. information This is . .. .trhese are . Sorry, what's your n ame
Hey. What's your name? Nice to meet you . again?
Hello. frn .. . ./My name is . Asking about someone It's .
Good morning. What's your first/last \Vho's th a t? How do you spell . . . ?
How are you?!How's it name? That's . . . What do people call you?
going? It's . His/Her name is . Everyone calls me .
(I'm) fine, thanks. What are your hobbies? Who a re they? Plea se call me .
Pretty good. My hobbies are . . . They're . Making suggestions
OK. When's your birthday? Their names are . Let's .
Saying good-bye It's . and. Apologizing
Bye. What's . .. like? Where's your friend? (I'm) sor ry.
Good-bye. He's /Sh e's/It's .. He's/She's . . . Agreeing
See you later, What are ... like? Thanking someone That's right .
See you tomorrow. T hey're . Thanks. OK.
H ave a good day. Where are you from? Thank you. Sure.
Good night. l'm!We're from .

T-176 mrrm Cambridge University Press

Unit 2language summary
Vocabulary
Nouns department store fulltime teach
Jobs/Professions hospita1 great wakeup
(TV) announcer office part-time watch
carpenter rostaurant similar work (in an office/for an
cashier school worse airline)
chef university worst Adverbs
company director Other Verbs Responses
construction worker breakfast
answer yeah
cowboy clothes
country
assist Other
dancer build
dinner a lot
doctor care for early
fisherman drink
cook exactly
flight attendant food
design home
lumberjack house
do late
musician job
get(home) only
nurse music
getup usually
pilot passenger
go (to bed/to schooVto
receptionist patient work) Prepositions
salesperson phone have (a job/lunch) around/about
server schedule leave (work/for work) (10:00/noon)
singer snack like after (midnight)
taxi driver thing live at (7:00/night/midnightl
tour guide time recognize at (a travel agency/a fast-
Web-site designer weather report sell food restaurant)
Types of jobs work serve before (noon)
entertainment business sleep during (the week)
Adjectives
food service in (a hospitaL'an office)
bad sound (interesting)
office work spend (your day) in {the morning/the
better afternoon/the evening)
travel industry dangerous start
Workplaces like (Peru)
different stay up
airline on (weekdays/Fridays)
difficult study
(computer) company until (midnight)
fantastic take

Expressions
Talking about work/school Asking for more infom1ation Expressing interest
What do you do (exactly/there)? What time ... ? Oh?
I'm a/an . Which ... ? Oh, really?
Where do you work? Why? Really?
I work in/at/for . Talking about daily schedules How interesting!
How do you like your job/classes? How do you spend your day? Expressing surprise
I like it/them a lot. Well,!. Oh!
I love it/them. What time do you go to Wow!
Where do you go to school? work/school?
I go to . Starling a sentence
I go to work/school at . .
What's your favorite ... ? Well, .
'When do you get h ome? By the way, . ...
My favorite ... is . . . I usually get home a t .

Cambridge University Press 4Q.t.U.!R.!.!&Itj T-1 77

Unit 3language summary
Vocabulary
Nouns Other Adjectives sad
Clothes and jewelry CD Colors small
backpack cell phone black styliah
bag cent blue truthful
boots clerk brown warm
bracelet coffee gray
cost Verbs
cap green
cup Modal
dress orange
customer can
earrings pink
in-line skates design purple Other
jacket dollar red ask
jeans flea market. white buy
necklace item yellow
help
ri ng lamp Jet (me) + verb
Other
shirt notebook look (= seem)
attractive
socks news paper look at
boring
sunglasses paperback book cheap mean
painting pay (for)
tie each
T-ahirt (CD) player prefer
expensive
watch (birthday) present say
fun
Materials* price happy see
tennis racket sell (for)
cotton jealous
radio think (oO
gold large
style tryon
leather light
(price) tag want to (+ verb)
plastic loving
polyester VCR medium Adverbs
rubber Pronouns mysterious almost
silk one perfect else
silver ones pretty more
wool pure right there
reasonable
Namea or matcrialfs can be used as nouns or a<ijectives..

Expressions
Talking about prices Getting someone s Talking about Thanking someone
How much is this/that attention preferences Thanks anyway.
necklace? Excuse me. Which one do you prefer? You're welcome.
It's .... Look! I prefer the . .. one. Expressing doubt
That's not bad. Look at. . .. Which ones do you like Hmm.
How much are Oh, .... better/more? I'm not sure.
these/those earrings? Offering help I like the . . . one U h, ..
They're .... Can I help you? better/more. Expressing surprise
That's expensive . Making and declining an
Identifying things A:re you kidding?
Comparing Which one? offer
The silk dress is prettier/ The blue one. Would you like to .. . ?
more expensive than Which ones? Uh, no. That's OK.
the polyester dress.
The yellow ones.

T-178 4ij,f.i1.!.!.'6itj 0 Cambridge University PreM

Unit 4language summary
Vocabulary
Nouns Musical instruments Pronouns see
Movies cello Obj ect pronouns save
horror film guitar me send
science fiction piano you study
thril1er Entertainers him think
western acmr her visit
TV programs actress it win
game show group us Adverbs
news singer them esped ally
soap opera Other just
concert Verbs
talk show never
date Modal
M usic* pretty (+ adjective)
fan would
classical still
country (baseball) game Other
tomOITOW
gospel gate come
have to ( + verb) (not) very much
jazz kind (of)
pop (soccer) match go out Prepositions
R&B (rhythm and blues ) (text) message guess about (it)
rap (electronic) note know for (dinner)
rock play listen to with (me)
salsa stadium meet from . . . until/till .
ticket miss
video need to (+ verb)
voice play (an instrument)
"Names of musical styles can be used as nouns or adjectives.

Expressions
Talking about likes and dislikes
Do you like . . . ?
Yes, I do. I like . .. a lot.!
[love.
No, I don't. I don't like .
very much.
What kind of . . . do you like?
What do you think of . . . ?
Who's/What's you r favorite ... ?
Inviting someone Asking about events
Would you like to ... ? When is it?
Do you want to ... ? \Vhere is it?
Accepting an invitation What time does it start?
Yes, I would. \Vhere should we . . . ?
Yes, I'd love to .
Yes, I'd really like to.
Refusing an invitation
I'd like to, but I have to .
I'd like to, but I need to .
l'd like to, but I want to .

C ambridge University Press 4Qif.ii.!.i.@fi T-179

Unit 5language summary
Vocabulary
Nouns Other Adjectives move
Family/Relatives adult Ouantifiers spend (money)
aunt age all stand
brother bus stop nearly all reLL
children college most travel
cousin couple many vore
dad elevator a Lot ofllots of wait
daught<>r e-mai_l some
family tree Adverbs
father not many
grandfather fact Time expressions
a few
grandmother foreign Language few
(almost) always
government right now
grandparents Other
great-grandfather money this week/month/year
dear(+ name) these days
great-grandmother only child married
great-grandparent people Other
secret
husband percent abroad
s ingle
mom (wildlife) photographer alone
stuck
mother project away
typical
nephew teenager unmarried
together
niece shopping trip young Prepositions
sister television between (the ages of ...
sister-in-law women Verbs a nd . .. )
son eat by (the age of ... )
Pronouns enjoy
uncle of
anyone get (married)
wife
no one marry Conjunction
because

Expressions
Asking about family Exchanging information about the present
Tell me about your family. Ace you living at home?
How many people are there in your family? Yes, I amiNo, I'm no L.
There are . . . people in my family. Where are you working now?
We have . . . son(s) and ... daughrer(s). I'm working ....
How many brothers and sisters do you have? Is anyone in your family ... right now?
I ha ve . . . brother(s) and ... sister(s). Yes, m y . .. is . . ..
I'm an only child. Expressing interest
What an interesting . ...
Expressing relief
Thank goodness!

T-180 4Qd.U,!oloi&IH$ C Cambridge University Preu

Unit 6language summary
Vocabulary
Nouns Other Verbs often
Sports and fitness athlete chat sometimes
activities country dance hardly ever
aerobics oouch potato draw almos t never
baseball fitness freak enter never
basketball free time exercise every.
bicycling gym keep once a.
football sports fanatic lift wei ghts twice a.
in-line skating talent show paint three times a .
jogging tip play (cards/a sport) not very often/much
karate relax Other
Pronoun online
running sing
nothing spend (time) sometime
soccer
softball Adjectives take (a walk ) then
strerehing average type
work out Prepositi ons
swimming fit in (my free time/great
tennis good at (something) s h ape)
Adverbs
treadmill middle-aged for(a walk )
Frequency
volleyball real like (th at)
regular always
walking
almost always
weight train ing tired
usually
yoga
*Can also be an adjective

Expressions
Talking about routines Talking about abili ties Expressing surprise/ disbelief
How often do you . .. ? How well d o you . .. ? Seriousl y?
Every . Pretty wellJAbout average. Agreeing
Oncefl'wicetrhree times a . . Not very well. All right.
Not very often. How good are you at . .. ? No problem!
Do you ever .. . ? P retty good ./OK.
Yes, I always/often/sometimes . Not very good.
No, I never/hardly ever . Asking for more inf ormation
How long do you spend ... ? What else . .. ?
Two hours a day.trhirty minutes
a day.

Cambridge University Press 4Qit.ii.!41161Hfj T-181

Unit 7language summary
Vocabulary
Nouns tourist rude Adverbs
argument trip sick Time expressions
bowling vacation terrible again
city waves special all day/nightlweekend
dishes weather terrific as usual
8ight whole last night/Saturday/
Pronouns
food weekend
anything Verbs
gardening most of the time
anybody believe
homework the whole time
someUling call
hotel today
cook
insect Adjectives yesterday
karaoke bar drive
amazing fish Other
laundry awfu l also
forget
luggage broke anywh ere
happen
neighbor cloudy downtown
hear
noise cold first of all
in vite
party cool unfortuna tely
make (a phone call)
paosport excellent rain Prepositions
photocopy foggy
(air)plane read on (business/vacation/a
freezing stay (home)
room trip)
full
service stop over {the weekend)
hot
surfing take (a day om
incredible
test worry
lost wrong
lucky

Expressions
Asking about past acti11ities Giving opinions about past experiences
Did you go anywhere last weekend? How did you like ... ?/How was ... ?
How did you spend ... ? It was ... ./1 really enjoyed it.
Wh at did you do ... ? What was the best thing about . .. ?
Where did you ... ? Was the ... OK?
What time did you .. . ?
Who did you ... with?
How long were you ... ?

T-182 4Qif.U.!3.1.161h'i c Cambridge University Presa

Unit 8language summary
Vocabulary
Nouns pay phone floor hold on
Neighborhood/ post office garbage look for
Recreational facilities restaurant grass share
amusement park shopping center haircut wash
apartment (building) skaooboard park kid
stationery store parking Adverbs
aquarium Responses
avenue swimming pool pet
theater pollution of course
bank Other
barber shop traffic light priva cy
(public) tran sportat ion reservation everywhere
bookstore
travel agency roommate in fact
(botanical) garden
video arcade utiHties too(= also)
campus
clothing store you th center yard Prepositions
dance club zoe on
Other
Adjectives
drugstore available next to
gas station ad(vertisement) near(by)
convenient
grocery store (car) alann close to
fancy
gym animal across from
loud
howl bedroom opposite
quiet
iceskating rink card in front of
in~line skating path cat Verbs in back of
Inoornet cafe choice agree behind
laundroma t cleanliness bar k between
(public) library complaint borrow on the corner of
movie theater crime call back
(science) museum dog cut Conjunction
music store door dry so
park fashion find

Expressions
Defining a place Asking about quantities
What's a . . . ? Are there many . .. ?
It's a place where you . Yes, there are a lot.
Asking for and giving locations Yes, there are a few.
Is there alan .. . near here? No, there aren't many.
Yes, there is. There's on e . N o, there aren't any.
No, there isn't, but there's one . N o, there are none.
Are there any . . . around here? Is there much . . ?
Yes, there are. There are some. Yes, there's a lot.
No, t here aren't, but there are s ome . Yes, there's a little.
No, there aren't any .. . around here. N o, there isn't much.
No, there isn't any.
N o, there's n on e.

Cambridge University Press 4Qff.ii.!.l.161ijtj T-183

Unit 9language summary
Vocabulary
Nouns Adjectives Verbs
appearance bald describe
beard blond hold
centimeter casual learn
contact lenses classic sit
couple curly suppose
e-pa! dark wear
eye elderly
feet funky Adverbs
girlfriend good-looking fairly (+ adjective)
glasses gorgeous q uite (+adjective)
guy handsome Prepositions
hair long in (a T-shirt/jeanslhis twenties)
height medium on (the couch)
length middle aged to (the left oO
looks serious-looking with (red hair)
man short
meter straight
mustache tall
picture
sweater
window
woman

Expressions
Asking about appearance Identifying someone
What does she look like? Who's Raoul?
She's tall. He's the man wearing a green shirt/talking to Liz.
She has red hair. Which one is Julia ?
How old is she? She's the one in jeans/near the window .
She's about 32. Making suggestions
She's in her thirties. Why don't you ... ?
How tall is she?
She's 1 meter 88.
She's 6 feet 2 .
How long is h er hair?
It's medium length.
What color is her hair?
It's light brown.
What color are her eyes?
They're dark green.
Does he wear glasses?
Yes, h e does.!No, he doesn't.

T-184 4ijff.U.l.I.!Fitj Cambridge U niversit y Press

Unit 10 language summary
Vocabulary
Nouns latest Adverbs
appointment live (concert) a lready
(mountain) biking relaxed ago
camel several lately
(goat) cheese valuable past
curry recently
dictionary
Verbs yet
choose
elementary school
h airs tyle
cJean Prepositions
climb for (a while/two weeks/several years)
hill
cut since (6:45flast week/elementary school)
key
decide
(herbal) tea
hike
lifestyle
kill
magazine
lose
(take-out) meal
read
riverboat tour
ride
streetcar
surf (the Internet)
truck take (it easy)
wedding
taste
Adjectives try
awak e
busy
current
easygoing
engaged
fast-paced
iced
important

Expressions
Talking about past experiences How many t imes have you . ? Expressing uncertainty
Have you ever . . . ? I've ... onceJhoticelseveral times. J can't decide.
Have you ... recently/lately ... this week? H ow long have you lived here? Apologizing
Yes, I h ave./No, I haven't. I've lived here for/s ince. I'm sorry (I'm late).
H a ve you ... yet? How long did you li ve t here?
Yes, I have. l've (already) . I lived there for .
No, I haven't . I haven't . .. (yet).

<0 Cambridge University Press 4Q!i.iii.!.!@lftt\t T-185

Unit lllanguage summary
Vocabulary
Nouns Adjecti ves Other
attraction best arrive
bargain clean get around
beach crowded move away
event delicious plan to(+ verb)
(city) guide efficient reeommend
harbor fast rent
hometown historical use
information local
A dverbs
sight inexpensive
anytime
souvenir noisy
definitely
spot polluted
subway easily
safe
extremely (+ adjective)
summer spacious
taxi maybe
stressful
somewhat (+ adjective)
town ugly
visitor Prepositions
Verbs
Pronoun ou tside (the city)
Modal
you (!:: anyone) about (Mexico City)
should
Conjunctions
h owever
though

Expressions
Oescribing something Asking for information Asking for and giving
What's ... lik e? Can you tell me about . . . ? suggestions
It's .. . and . . Talking about advisabi lity What should I . . . ?
It's ... , but (it's n ot) . What can you do . . . ? You should .
It's . .. . It's not (too) . . . , though. You can. You shouldn't .
It's . ... It's not (too) .. . , however. You can't . . Should!. . ?
Can I. . . ? Yes, you s bould./No, you shouldn't.
Yes, you can./No, you can 't .

T-186 4Q,t.l1.1.!.!61ft@ ({)Cambridge U niversity Press

Unit 12 language summary
Vocabulary
Nouns Containers Other Verbs
Health problems bag advice Modals
backache bottle back could
burn box chicken stock may
cold can dentist Other
cough j ar en ergy burn
dry skin pack garlic chop up
fever stick hand concentrate
flu tube head faint
headache Pharmacy items idea get (a cold)
hiccups aspirin liquid hurt
insomnia bandages muscle rest
itchy eyes breath mints rest put
mosquito bites cough drops throat see ( a doctor/a dentist)
sore eyes/muscles/throat deodo<a nt tooth sugges t
stomachache eye drops sneeze
Adjecti ves
sunburn face cream take (medicine/
helpful
toothache heating pad something for .. . )
h omesic-k
upset stomach lotion work(= s ucceed)
itchy
multivitamin
stressed (out) Prepositions
ointment
shaving cream in (hed)
tissues under (cold water)
toothpaste
vitaminC

Expressions
Talking about health problems Asking lor and giving advice
How are you? What should you do . .. ?
Not so good. I have . It's important/helpful/a good idea to .
That's too bad. 'What do you suggestJhave for . . . ?
Offering and accepting assistance Try/l suggest/You should .
Can/May I help you? Expressing dislike
Yes, please. Yuck!
Can/Could/May I ha ve . . ? Agreeing
You're right.

Cambridge University Press 4Qd.ii.!.!.lbltj T-187

Unit 13 language summary
Vocabulary
Nouns lemon Other Verbs
Food and beverages lettuce coffee shop Moda/s
banana meat menu wiU
bean meatball order would
beef mushroom review Other
bread noodle waiter bring
burrito omelet waitress or der
cake pizza take (an order)
potato Adjectives
cappuccino
ri ce baked Adverbs
(blue) cheese
salad bland a bit(+ adjective)
chicken fresh
chocolate salmon either
sandwich fried neither
cucumber
seafood greasy tonight
(main) dish
shrimp grilled
dessert Preposition
sou p healthy
dressing with (lemon)
sushi international
flavor
french fries tofu mashed
tomato mixed
hamburger
tuna rich
ice cream
vinajgrette salty
kebab
lamb water sour
spicy
stir-fried
sweet
vegetarian

Expressions
Expressing feelings Ordering in a restaurant
I'm (not) cra zy about . May I take your order?
I'm (not) in the mood for. What would you like (to . .. )?
l can't stand .. I'd like/111 have a/an/t he .
Agreeing and disagreeing 'Vhat kind of . . . would you like?
I !;ke. I'd like/111 h ave ... , please.
So do l./1 do, too. 'Vould you like anything else?
I don 't like .. Yes, please. I'd like . ...
Neither do 1.11 don't either. No, t hank you. T hat1l be all.
I'm crazy about . . ..
So am 1.11 am, too.
I'm not in the mood for .
Neithe r am 1/I'm not either.
I can .
So can I./I can, too.
I can't .
Neither can I./I can't either.

T-188 4ijlt.h.i.!.l61fj Cambridge University PTess

Unit 14language summary
Vocabulary
Nouns Other Verbs
Geography airport get up (to)
capital farm go down (to)
coastline gift
desert knowledge Adverb
metal next year
earth
forest. million Prepositions
island number in (the summer/the world/the Americas)
lake population of(the three)
ocean quiz on (the island/earth)
planet winter from ... to ...
river
Adjectives
sea
deep
view
fa r
valley
hard
volcano
high
waterfall
isolated
world
mountainous
Distances and measurements wet
degree (Celsius/Fahrenheit) worse
kilometer
meter
(square) mile

Expressions
Talking about distances and measurements Making comparisons
How far is ... from ... ? Which country is larger, ... or . .. ?
Ws about ... kilometers/miles. . .. is larger than .
How big is ... ? Which country is the largest: ... , ... , or . . . ?
It's ... square kilometers/miles. ... is the largest of the three.
How high is ... ? Which oountry has the largest . .. ?
It's ... meters/feet high. . .. has the largest . . . .
How deep is ... ? What is the most beautiful . .. in the world?
It's ... meters/feet deep. I think ... is the most beautiful.
How long is . .. ?
It's ... kilometers/miles long.
How hot is . . . in the s umm er?
It gets up to . . . degrees.
How cold is . . . in the winter?
It goes down to ... degrees.

C Cambridge University Press 4Q!f.jl.l.l.!h!Hfit T-189

Unit 15language summary
Vocabulary
Nouns Other Adjectives
Leisure activities address canceled
(comedy) act babysitter physical
barbecue DVD
ex cuse Verbs
(dan ce) performance
favor accept
gathering
invitation give
hockey game
meeting open
picnic p ick (someone) up
(golD tourn ament message
relative practice
rock concert
request refuse
roller coaster return
statement speak
puppy Adverbs
afterward
on time
overtime

Expressions
Talking about plans Making il business call
~at a~ you doing tonight? Hello. May I speak to . ?
lmgomg ... . .. 's not i n . Can I take a message?
Axe you doing anything tonight? Yes. please. This is .... Would you
Yes, I am. I'm. ask . . . to call me?
No, I'm not. This is .
What is she going to do tomorrow? I'll give ... the message.
She's going .. Leaving and taking messages
Are they going to . . . ? Can/May I take a message?
Yes, they are. Please tell . .. (that) .
Apologizing and giving reasons Please ask .. . to .
I'd love to, but I can't. I . Would/Could you tell ... to . . . ?
Sorry, but I have to . . . . Would/Could you ask ... to . . . ?

T-190 4p,t.u.;g.;.;glfltj Cambridge University Press

Unit 16 language summary
Vocabulary
Nouns Adjectives Adverbs
(savings) account broke anymore
(photo) album outgoing differently
credit own less
card successful someday
career
change Verbs Prepositions
course achieve in (ages/a few years)
future become into (my own apartment)
goal bring about
graduation catch up
(driver's) license change
life dress
(bank/student) loan dye
lottery fall (in love)
responsibility gain
graduate
skill
grow
vocabulary
weight hope ( + verb)
improve
pay off
take (the bus)
win

Expressions
Describing changes
You've really changed!
I'm not in school anymore.
I wear contact lenses.
I got engaged.
I moved to a new place.
I've lost weight.
I've changed jobs.
My hair is shorter now.
My job is less stressful.
Talking about future plans
I'm (not) going to . . .
I (don't) plan/want to .
I hope to .
I'd like/love to .
Expressing congratulations
Congratulations!

Cambridge University Press 4Q@i.i.!.!f:'htj T-191

Oral Quizzes
The questions found in the Question bank (pages
T-194 to T -197) may be used to a55eSS stude nts'
mastery of the material presented in Inlerchllnge
Third Edition, Level 1. Each set of questions covers
material from one unit.
When to give a quiz
Oral quizzes may be given before or after Ss take
the written quiz.
Ask Ss the appropriate questions after the class
has completed two units of material.
Alternatively, questions may be asked after Ss
have completed three or more units.
Before giving a quiz
Photocopy the oral quiz scoring sheet- one for
each S in the class.
Depending on the number of Ss to be quizzed and
the amount of time needed to assess each one,
schedule about 20-30 minutes of a class period for
the quiz.
Become familiar with the aspeets of speaking that
the q uiz measures (i.e., comprehension, fluency,
grammar, vocabulary, and pronunciation).
Tell the Ss that they are going to have an oral
quiz. Explain that the goal is to answer questions
and talk about the topics in the unil
Review vocabulary from the unit and prepare a list
of words to include in the oral quiz. For specified
questions, hold u p or point at objects to indicate
what. Ss will desaibe or discuss.
How to give a quiz
Point out that the pu rpose of the quiz is not for Ss
to compete for the highest score; rather, the quiz
will inform Ss (and the teacher) about how well
they learned the material and what material, if
any, may need extra review and practice.
Tell Ss that they arc not aJlowed to use their
S tudent's Books or dictionaries during the quiz.
When asking yes/no questions, it is often best
to choose information that wi ll elicit a negative
answer. This will allow a follow-up question,
or lead the S to provide the correct inform ation.
\Vhen selecting from among th e questions
provided, don't feel it's necessary to ask them all.
You may also include questions and follow-up
prompts of your own.
T-192
It's often useful t.o vary U1e sequence of the
questions you ask so that other Ss don't know
exact.ly what to expeel
The most effective (but ti.me.-consuming) way to
use this quiz. is to ask questions to oneS at
a time. When necessary, ask follow-up questions to
encourage fuller answers. Try to help Ss feel like
equal partners in the interaction, rather than
feeling as if they are being interviewed or quizzed.
Encourage Ss to ask questions to you or to other
classmates. For specified questions, name or
gesture toward aS or group of Ss. For example, tell
the S: "Now ask me . . . "or "Now ask David . "
Alternative presentation
Choose questions to ask a group of two or three Ss.
Be prepared to score Ss simultaneously, using a
separate oral quiz scoring sheet for each S.
How to score a quiz
Assign each Sa number from 0 to 5 for each of the
five a reas. l!eserve 0 for Ss who fail to take the
quiz. Using this system, a maximum score of 25
points is possible by adding scores in each area.
As Ss are assessed based on what is taught in a
particular unit, they could get the maximum score
on the oral quiz. This suggests that a S has
mastered the content, structures, and vocabulary
specific to that unil Although some aspeets of
language (e.g., pronunciation) are not unit-specific,
the scores should be based on the kind of speech
and communication modeled in the unit.
If a letter grede system is useful to the teaeher and
the Ss, this scoring system can be used:
23- 25 =A or Excellent
20-22 =B or Very Good
17- 19 =Cor Good
16 or below= Needs improvement
To keep quiz results in one place, use the for m on
page T199 to record Ss' scores.
If the results of the oral quiz are used with the
resu]ts of the written quiz, add the scores together
and divide by two.
ln addition to a numeric score, it's very important
to provide Ss with written comments, including
positive feedback. Praise Ss on their strengths and
suggest areas for improvement.
 Name: _____________________

Date: --- ------ ------------

Oral Quiz scoring sheet Score: ---------------------

Comprehension

Fluency

Grammar

Vocabulary

Pronunciation

General comments

Suggestions for improvement

Comprehension = ability to u nderstand questions and respond a ppropriately

Fluency= ability to speak quickly, naturally, and without many pauses
Grammar= ability to use correct grammar and sentence structures
Vocabulaey = a bility to understand and use vocabulary words and phrases
Pronunciation = ability to use correct stress, rhythm, and intonation patterns

Cambridge University Press 4ij@l.l.l.lblftfj T-193

 Ouestion bank
Unit! Please call me Beth.
Hello/Hi. Good morning/afternoon/evening. How are you?
What's your first/last name? What's you r first/last name, agai n? How do you spell that?
Where are you from? Where's [classmate] from? Are you and [classmate ] from [country)?
How are your classes? What are your classmates likel
Are you and [clas smate] in the same class? Are your classes interesting?
Is your English class in the morning? Are you free after class?

Unit2 How do you spend your day?

What do you do? Where do you work? Where do you go to school?
Do you like your classes? \Vhat's your favorite class?
How do you like your classmates?
Where does [classmate] work/go to school? What about [other classmate]? What does
he/she do, exactly? How does he/she like i t?
Describ e your daily routine. What do you do early in the morning? What do you do in the
afternoon? What do you do late at night? What do you do on weekends?
When do you usually get up/come to school/have lunch/get home/go to he~?
What time is your English class? What time is it right now~
Ask me about my job. or Ask [classmate] about h is/her job or classes,

Unit3 How much is it?

(Note: Bring a variety of objects or pictures of objects to class. Add prices.)
How much is this/that? (indicate object.) What color is it? I Is it
cotton/goldlleather/plastic/rubber/silk/siJver/wool?..
How much are these/those? (Indicate objects.) What color are they? What material are.
they made ofl
Which one do you prefer/like better? (Indicate objects. ) Why? Which one is
cheaper/prettier/nicer/better/more stylish/more expensive?
1
'Which ones do you prefer/like better? Undicate objects.) Why? Which ones a re
cheaper/prettier/nicer/better/more stylish/more expensive?
Ask me about my clothing preferences. or Ask [classmate] about his/her clothing- preferences.....

Unit 4 Do you like rap?

What kinds of music do you like? Do you like [type ofrousicT?
What do you think of[ name of singer/group/musician]? Who's your favorite?-
What kinds of TV programs do you like? Do you like [type of TV show]1
What do you think of[name of popular TV program]1
What kinds of movies do you like? Do you like [type of movie]?,..
What do you think of[name of recent movie]t.
Would you like to go to [event] with me this weeke nd? Why or why not?-
Would you like to [activity] with me this weekend'2
Ask me about music/TV shows/movies. or Ask [classmate] about musictrV shows/movies.

T-194
Unit 5 Tell me about your family.
Do you come from a big/small family? How many brothers and sisters do you have?
Are you living at home now? \Vhere are you working/studying'?
Tell me about your family. Is your (family member] working for [company name)?
What is your [family member) doing these days?
Is anyone in your family [activity] right now?
Are [classmates) studying English this year?
How many of your friends are single/married? (Elicit quantifiers.)
How many of your classmates are good at English? (Elicit quantifiers. )
Ask me about my family. or Ask (classmate] about his/her family.

Unit 6 How often do you exercise?

How often do you [activity)?
What do you do every day/once a week/twice a month/three times a year?
What do you usually do on [day of the week] mornings/afternoons/evenings?
Do you ever [activity] on [day of the week] mornings/afternoons/evenings?
Do you always [activity] at night?
Do you ever play/watch sports? How often?
Do you often read magazines/books/newspapers? What kinds? Which ones?
How long do you spend at the gym/at schooVin class/online every d ay?
How well do you play [sport or game]?
How good are you at [sport, game, or activity]?
Ask me about my daily routine. or Ask [classmate] about his/her daily routine.

Unit 7 We had a great time!

How did you spend yesterday? Whe re did you go? Did you have a good time?
What did you do last weekend? Did you [activity)?
Did you go out on Friday night? Did you meet any friends? When did you go to bed?
Did you work on Saturday/Sunday? What time did y ou g et up? Was the weat her OK?
What was the best thing about your weekend?
Did you see a movie last week? What did you see? How did you like it?
Did you [activity] last month? Were your classmates with you? Who was with you?
Where did you spend your last vacation? H ow long were you there? Who were you with?
What did you do there? How was the weather? How was the food?
Ask me about my last vacation. or Ask (classmate) about his/her weekend or last vacation.

Unit 8 Whafs your neighborhood like?

What's a [place name]?
Is there a [place name] in your neighborhood?
Is there a [place name] n ear here? Where is it?
Are there any [place names] in your neighborhood?
Are there any [place names] in this neighborhood? Where is one near h ere?
Is there much crime/noise/parking/pollution/public transportation/traffic in your
neighborhood? How much is there?
Are there many schools/traffic lights/parking garages/pay phones in you r neighborhood?
How many are there around here? Where is one?
Ask me about my neighborhood . or Ask [classmate] about his/her neighborhood.

auestion bank T-1 95

Unit 9 What does she look like?
(Note: Bring in pictures ofpeople from a magazine to class. Add names.)
What does [name] look like?
How long is his/her hair? What color is his/her hair? What color are hls/her eyes?
Does [name] wear glasses? How old is [name]? How tall is [name]?
Does [name) wear contact lenses/have curly blond hair/have a beard?
Is [male name] handsome/middle-aged/very tall?
Is [female name] pretty/elderly/fairly short?
Who/Which one is [name]? Who's the man/woman/one [participle or preposition + .. . ]?
Which ones are [two names]? Who are the ones [participle or preposition+ . . . ]?
Is [name] the man/woman/one [participle or preposition + . . . ]?
Aie [two names] the men/women/ones [participle or preposition + .. . ]?
Ask me about [classmate's] appearance. or Ask [classmate] about my appearance.

Unit 10 Have you ever ridden a camel?

Have you been to [place]? How many times?
Have you ever eaten (type of cuisine]?
Have you ever [activity]? When did you . . . ?
Have you [activity] yet today? Have you [activity]lately/recently?
How many times have you [activity] this week?
Has your [family member] called you this week?
Has your [family member or friend] had a vacation this yea r?
Where h ave you lived for six months or more?
How long have you lived in this [town or city]? How long did you live in [town or city]?
How long were you in elementary/high school?
How long have you studied English?
How long have you been here today?
How long have you had that [object]?
Ask me about what I've done recently. or Ask (classmate] about what he/she h as
done recently.

Unit 11 It's a very exciting place!

What's your hometown like? How big is it? Is it [adjective)? Are there any (attractions]?
What's the weather like in the (season]?
What"s the shopping like in your hometown? What are the prices like? What can you do
in the evenings? How about the weekends?
w hat shouldn't I miss in your hometown? What should l see there? What can't I do there?
Is [attraction] open every day? How much does it cost?
What's the public transportation like in this [town or city]? Should I take the buses?
Should I rent a car?
Ask me about my hometown. or Ask [classmate] about his/her hometown.

Unit12 It really works!

How are you? How are you feeling today?
What should you do for (health problem]?
What do you do when you can't sleep/feel very stressed/can't concentrate?
What can you buy in a [name of container]?
Imagine you have (health problem] and I'm a pharmacist. Ask me for something.

T-196 Questi on bank

Unit 13 May I take your oi~er?
(Note: Bring in a restaurant menu to class or use the menu in Interchange 13.)
May l take your order?
What would you like? Would you like a/some [food ]?
What would you like to drink?
Would you like dessert?
Would you like anything else?
Imagine you're a waiter/waitress. Take my order. or Take [classmate's] order.
I Jove [food] a lotJ!'m in the mood for [food]Jl can eat [food]. How about you?
I don't like [food]Jl'm not crazy about [food]Jl can't stand [food]. How about you?

Unit 14 The biggest and the best!

Which country is larger, (country 1] or [country 2)?
Which city has the largest population: [city 1], [city 2], or [city 3]?
Which is the most beautiful city/country/mountain in the world?
Who is more famous, [actor 1] or [actor 21?
Which is the best place for a vacation: the beach, an island, or the mountains?
How far is your home from school?
How big is your hometown?
About how high is [mountain)? How deep is (canyon]? How long is [river]?
How hot/cold is it here in the summer?
Think of two or th ree places. Ask questions comparing them.

Unit 15 rm going to a soccer match.

What al'e you doing tonight? Are you going to see a baseball ga me/go to a rock concert/have
a picnic?
Are you going out or having dinner at home? 'What are you going to eat?
'What is [classmate] doing tonight? Ask him/her .
What are you doing tomorrow? Are you having friends over? Who are you invitin g?
What are you going to do this weekend? Are you goin g to [activity]?
What are your friends going to do this weekend? Are they going to [activity]?
Think of some unusual favors. Ask me to pass them on. (Elicit Please/Could you/Would you
+ tell/ask ... ?)

Unit 16 A change for the better!

Can you tell me about some recent changes in your life?
Have you changed jobs/gotten a raise/moved to a new a partment/won the lottery?
Are you more [adjective] than before? Is your life more/less stressful n ow?
How have your friends or family members changed recently?
How have I changed since the beginning of this course?
What are y ou going to do after this course? Do you want to [activity]?
Do you hope to travel abroad? \Vhy or why not?
Do you plan to continue learning English? \Vhy or why not?
Would you like to take a vacation somewhere? Where?
\Vhat is something interesting you'd love to do?
Ask me about my future plans. or Ask [classmate] about his/her future plans.

auestion bank T-197

Written Quizzes
The following e ight qu izzes may be used to assess
students' mastery of the materi al presented in
I nterchange Third Edition, Level l. Each quiz
covers two units. These quizzes will inform the
teacher about what material needs to be reviewed
and give Ss a sense of accomplishment.
When to give a quiz
Give the a ppropria te quiz after the class has
completed two units and the accompanying
Progress che<:k.
Alternat.ively, quizzes may be given before Ss
complete the Progress che<:k. TI1is may help Ss
know what material to review.
Before giving a qu iz
Photocopy the quiz- one for each Sin the class.
Schedule about 20-30 minutes of a class period for
th e quiz.
Locate and set the re<:orded part A for the quiz
listening section on the Class Audio Cassette or
Audio CD.
Tell Sa that they are going to have a pencil and
paper" quiz. Suggest that they prepare by
reviewing tile a ppropriate units an d unit
summaries. Sa should pay particular attention to
the Conversations, Grammar Focus points, and
Word Power exercises. Tell Ss that the quiz will
a lso contain a s hort listening section and a short
r ea din g passage.
How to give a qui z
Poin t out that the purpose of the quiz is not for Ss
to compete for the highest score; rather, the quiz
will infonn Ss (and the teacher) about how well
they learned the material a n d what material, if
any, may need extra review and practice.
On the day of the quiz, hand out ooe photocopy of
the quiz to each S .
Encourage Ss to take about five minutes to look
through the quiz, with out answering any of the
items. Make sure Ss understand the instructions.
Tell Ss that they are not allowed to use their
S tudent's Books or dictionaries during the q uiz.
Tell Ss that abou t five minutes of the quiz time
will be used for the listening section (part A). This
is the first section of the quiz; howeve r, it is up to
T-198
the teacher to decide whether to give the listening
section at the begin n ing or e nd of the time.
To help Ss use their time efficien tly a n d to finish
on time, write the total time for the quiz on the
board before beginn ing the quiz:
Total timt: 30 minutts
After the quiz begins, revise the time shown on the
board every five minu tes or so to tell the class how
much time is left..
\\'hen giving the listening section of the quiz,
dire<:t the class to part A and go over the
instructions. Advise Ss just to listen the first time
th ey hear the audio recording, and then to listen
and mark their answers during th e second
playin g. T hen play the audio recording straight
through twice, without stopping or pausing.
Alte rnative presentation
If the teacher does not wish to use the class time
for the qui%, tell Sa to complete the whole quiz at
home except for part A, the listening section.
Advise the Sa to complete the quiz at home in SO
minutes and not to use their Student's Books or
dictionaries. During the preceding or following
class, take five minutes to play the audio recording
a nd complete part A.
How to score a quiz
Either collect the q uiz and use the Quiz a nswer
key to score it, or go over the answers with t h e
class while allowing each S to correct his or her
own quiz. A1tcrnative1y, tell the Ss to exchange
quizzes with a par tner and correct each other's
an swers as the teacher elicits or reads the
a n swers aloud.
Each quiz has a total score of 25 points (25 corre<:t
answers are possible at 1 point each). If a letter
grade system is useful to the teacher and the Ss,
this scoring system can be used:
23-25 = A or Excellent
20-22 = B or Very Good
17-19 =Cor Good
16 or below = Need s improvement
To keep qu iz results in one place, use the fonn on
page T-199 to record Ss' scores.
If the results of the written quiz are being used
with the results of the oral quiz, add the scores
together and divide by two.
Class Quiz scoring sheet
Units Units Units Units Units Units Units Units
Students' Names 1-2 3-4 5-6 7-8 9-10 11-12 13-14 15-16 Total
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

Cambridge University Press 4Qd.ii.l.!41ftft* T-199

 Nam~ ---------------------

~ Units 1-2 QUIZ

Date: ---------------------
Score: ---------------------

A @ Lucy, Michael, and Sylvie are talking. Listen and check (..f) the correct answer s.
1. Sylvie is 3. Lucy's math teacher is
0 Lucy's friend. 0 pretty great.
0 from Toronto. 0 very interesting.
0 Michael's classmate. 0 really good.
2. Sylvie's last name is 4. They are all
0 Marso. 0 in the cafeteria.
D Marceau. 0 in the same school.
0 Marcoe. 0 in the same chemistry class.

B Complete the conversations. Use the correct form of be.

1. A: Where _________ you from, Teresa?
B: I'm from Mexico City. How about you?
2.A: _________ David in your class this semester?
B: Yes. We're in the same Spanish class.
3. A: What _________ your math class like?
B: It's really interesting, and the teacher's great!
4. A: _________ Maria and Brian from Canada?
B: No, from England.

C Circle the correct word.

1. A: Nice to meet you, Rich. And what's (his I their I your) last name, again?
B: (Her I M y / Its) last name is Parker. It's nice to meet you, too.
2. A: This is my new friend, Elizabeth. Everyone ca11s (m e I them I h er) Beth.
B: Hi, Beth. We're the Johnsons. (You r I H is I Our) first names are Frank
and Judy.

D Complete the conversations.

1. A: Where _________ you work?
B: I work in a restaurant. I'm a chef.
2. A: What _________ he do, exactly?
B: He's a pilot for G1oba1 Airlines.
3. A: Where does she _________ to school?
B: She goes to the University of Colorado.

T-200 4ijit.lUIJ.!.l@itj Cambridge University Press

E Correct the m istake in each set of sentences.
carpenter
Example: He's a diet: He works for a construction company. He builds houses.
1. Carmen is a salesperson. She works for an airline. Sh e serves dr inks to passengers.
2. I work for 'W orld Travel. I'm a receptionist. 1 tak e people on tours.
3. Sam and Jerry are in th e entertainment business. They play music. Th ey are servers.

F Complete th e sentences with at, in, late, on, or until.

1. I sleep _ _ _ _ _ 10:00 on weekdays.
2. John gets home at night on weekend s.
3. They have lunch Saturdays around 1:00 P.M.

G Read the email. Th en check (.I) the correct answers.

~ ee

Hi, Ernesto!
In yo ur ema il message, you asked me: "What do I do every day?"
Well, I'm a student at the University of Mich igan. I rea lly like my classes. I study computer sc ience
and Chinese. \ go to school around 8:00 in t he morning on weekdays. Arou nd noon, I have l unch
with some classmates. On Mondays and Fridays, I wo rk out in t he gym before my c lasses. And in the
late afternoon, on Tuesdays and Thursdays, my f ri end Daniel a nd I have part-time jobs. We work in
the school cafeteria. And I study in the library every weekn ig ht unt il abo ut 2 :00A.M. I'm a fu ll-t ime
student, and I don't have t ime to watc h TV.
And what do you do? Send me another emai l, please!
Your new efriend,
Chris

1. Emesto is Ch ris's
D classmate.
0 new friend.
D best friend.
2. Chris is a
0 part-time teacher.
D full-time student.
D TV announcer.
3. Daniel
0 works in th e library .
0 exercises every day.
0 is Chris's friend.
4. On Tuesdays and Th ursdays, Chris
0 writes to Ernesto.
0 works with Daniel.
D doesn't study at the library.

Cambridge University Press 4ij@I.I.I.@Hft Units 1-2 quiz T-201

 Nam~ ---------------------

~ Units 3-4 Quiz

Date: ---------------------
Score: - - - - -------------

A @ Ann and Ben are talking in a clothing store. Listen and check (,1) the
correct answers.
1. Ben prefers the 3. The green shirts are made of
0 green shirts. 0 polyester.
0 red shirts. 0 silk.
0 blue shirts. 0 cotton.
2. The blue shirts are 4. Ben's size is
0$25. 0 large.
0 $29. O medium.
0$41. Osmall.

B Circle the correct word.

1. I really like those (cotton I gold / leather) socks.
2. Your (plastic J silk / silver) tie is a beautiful design.
3. This (gold I plastic I wool) necklace is perfect for me. But ies $3,000!

C Complete the sentences with this, that, these, or those.

1. How much is watch? I can't find a price tag.
2. Look at purple jeans over there! Aren't they stylish?
3. I like gold earrings. They look great on me!
4. Excuse me. I like cap. Can I see it. please?

D Complete each sentence with the correct form of the adjective. Add than if necessary.
Example: That purple T-shirt is nicer than the pink one. (nice)
1. Are these boots the ones over there? (large)
2. Silk is ----------------- cotton. (expensive)
3. Which dress is , the red one or the green one? (pretty)
4. Leather jackets are usually wool ones. (good)

E Circle the correct word.

1. Johnny Depp is my favorite actor. I like (him I it I you) a lot.
2. Music videos aren't very interesting. Do you like (her I the m /us)?
3. My favorite TV program is Suruiuor. What do you think of (he r I it I m e)?

T-202 l@ffdl.!.!,ib!ftfj C Cambridge University Press

F Complete the sentences with do, does, or would .
1. A: _____ you like to see a movie tonight?
B: Sure. What time does it start?
2. A: _____ you like horror movies?
B: No, not really.
3. A: What kinds of music _ _ _ __ your friend Ricardo like?
B: Rock and classical, I think.

G Read the article. T hen check ( _.I') the correct a nswers.

jlgdr~y ..1~q~~<J...... . . . .. .............. . .

fA~d;ey Ta~to~is~ayO~ ng French aci:res~.'"she has fans around the
L~.:.~?: . !~~~~--~-r~--~-?~~- -~~~~!.~s!~~g ~.~.~.~-~.S~.-~~?-~1-~- _ life and c:arecr.
1918 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . French, film is a
Audrey is born in Beaumont, France. big inte rnational hjt_
Audrey becomes popular
1980s and 1990s .. .... ... .. ... . .. . in many countries,
Audrey acts in plays (especially including th e U nited
comedies) in high school. After that, she States. Audrey also acts in
goes to acting school. She wins the prize a film called God is Great,
"Best Newcomer" for her acting on rm Not (2002).
F rench 1V (1999).
2003 .. .. .. ... ... ... . .
zooo-zooz .. .. ................... .. Audrey has a big year.
Audrey acts in many movies, including She acts in The Spanish
Voyou Voyelle (2000). Then she plays a Apartment and He Loves
young woman called Amelie in a movie Me, He Loves Me Not. She also acts in Dirt y Pretty 11tings.
of the same name. Amilte (2001) is in This is the first time she speaks E nglish in a movi e.

1. In high school, Audrey Tautou acts

0 in plays.
D on television.
0 in movies.
2. Many Americans like the movie
0 V oyous V oyelle.
OAmelie.
0 God is Great, I'm Not.
3. Audrey acts in three mov:ies in
0 2001.
0 2002.
D 2003.
4. ln her movies, Audrey usually speaks
OEnglish.
0 French.
0 Spanish.

Cambridge University Press 4ij@l.l.!.l6\fi, Units 3-4 quiz T-203

 Name: - - - - -- - - - --

~ Units 5-B Quiz

Date: - - - - -- - - -- -
Score: - - - - - -- - - - -

A @ Li sten to the conversations. Cheek the correct answers.

1. Catherine has brothers and sisters. 3. Sharon usually goes to the gym
0 four 0 on Thursdays.
D seven 0 twice a week.
D nine 0 three t imes a week.
2. Nowadays, Mark is living 4. Some of the man's younger brothers and sisters
Oat home. 0 are in school.
0 with a friend. 0 have one child.
0 with his wife. 0 are working abroad.

B Complete the conversations. Use the present continuous of the verbs.

Example: A: You look nice, Jill. Are you going (go) somewhere special?
B: Yes, I am. I'm on my way to a new nightclub downtown called The Mix.
1. A: How is your sister? (study) these days?
B: No, she isn't. She - - - - - - - (work) as a cashier at a grocery store.
2. A; Is that David over there? Who (wait) for?
B: His girlfriend, Maggie. She (come) in on the bus.

C Rew rite each sentence using aU, most , some, few, or no one.
Example: In the United States, 0 percent of the people can vote before age 18.
In the United Stat~s. no one can vote before ~e 18
1. Fifty.fivc percent of American mothers with small children work.

2. A s mall percent of Japanese families have more than three children.

3. In the U.S., 27 percent of young adults live at home with their parents.

D Circle the correct word.

1. Jay does (yoga I football / jogging) every morning before breakfast.
2. How often do you (go I do I play) s wimming in the summer?
3. l sometimes play (in-line skating I aerobics I baseball) with my friends.

T-204 4Q!f.ii.l.l.!bififj C Cambridge University Press

E Put the words in the correct order to make sentences or questions.
1. (dinner often TV watch after)

2. (in you coffee the do drink ever evening)

3. (very doesn't Jeff much exercise)

F Complete the conversations.

1. A: How - - - - - do you work out?
B: Every day. I'm a real fitness freak.
2. A: How _ _ _ _ _ do you play tenni s?
B: About average. But l'm getting better and better!
3. A: How - - - - - do you spend at the gym?
B: Just thirty minutes a day. 'Who has the t jme?
4 . A: How - - - -- a re you at soccer?
B: OK, I guess. It's not really my favorite sport.

G Read Ruth's 1etter. Then check(,/) four true statements.

Dear Ted,
Bedeley is a3rcat city. I really like if here! There's always lots to ./o. Every
./ay a(Ur class, I walk lowH Td"!fraph A venu~ I always kke toyo tu my(avun'fe
c:g{foe shop in the afternuon 11.m:/ meet my friemls there for cojfre. In the evenin_J
tft~re is always son1efhinj inkresfiu!J to flo in town or ncar the university. For
example~ I sometimes see a (oreijtt movie Pr listen bJ ft've mu.s~'c:.
ON Safunlay, my(rim./s an./I usually take the bus fo San Franci= for the
tlay. I love the shops antire.stauranb, anti itS aj Yeat cil)t(orjo!J!Jil1j or in -line
skatin!f (I'm really!frltin!f!JOO./ at it!} in C;o/./en Ciate Park. We always!!' tu
chinatowH to have lunch, anti then we!JO walla'nj or shoppin!J in the aflernuon.
On Sunday, sumetiines I like to play tenniS with fr,tm:ls, or we watch a
sports evmt, fike a(outbaff!fame ur a haskdhaff!fame, un TY. I thi11k American
foothalf is very ""''tin!/!
Well, that$ allfor now. Take care. Hope to hear(rum you soon!
Love,
Ruth

0 She walks down Telegraph Aven ue every day afier class.

0 She meets her friends for coffee in the evening.
0 She sometimes da nces to live music.
0 She enjoys going to San Francisco on the weekend.
0 She doesn't like in-line s kating.
0 She goes shoppjng or walking after lunch on Saturdays.
D She plays tennis with friends every Sunday.
0 She likes to watch football and basketball on TV.

Cambridge University Press 4Qif.$1.1.!.!6't) Units 5-6 quiz T-205

 Name: - - - - - - -- -- -

~ Units 7-8 Quiz

Date: - - - - - -- - - --
Score: - - - - - -- - -- -

A @ Li sa and Peter are talking about vacations. Listen and check (.t) the correct answers .

Name Country visited W eather

Lisa
Peter
I 0 Australia
0 Indonesia
0 Austria
0 India
0
0
Korea
Italy
I 00 good
good
OOK
O OK
Obad
Obad

B Complet<l the conversation. Use the correct form of the verbs.

A: .12id_ you ~ (stay) home last night?
B: No, I didn't.
A: What _ _ _ you _ _ _ (do)?
B: I _ _ _ (go) dancing at the new club on Eighth Stroot. Su<ie and
Mike _ __ (be) there, too.
A: Oh, really?
B: Yes, we _ _ _ (have) a great time! But where _ _ _ (be) you?
A: I _ _ _ (be) in the laundromat all everting.
B: How boring!
A: Actually, no. I _ __ (meet) my girlfriend there. We _ _ _ (spend) the
eveni ng laughing and talking.

C Correct the mistake in each set of sentences.

barbtr shop
Example: My hair was pretty long. I needed a haircut. SoT went to the thettter-;
1. All my clot-he s were dirty. I wanted to wash them. So I went to the library.
2. (we nt to the post office. I was very hungry. I needed to buy food.
3. I went to the music store. 1 go to Singapore on Sunday. I need a plane ticket.
4. 1 dont have a computer. I wanted to send an e-mail. So I went to the grocery store.

D Circle the correct word or phrase.

1. A: Excuse me. Is there a gas station near here?
B: Yes. there is. There's (a ny I one I some) a~und the corner.
2. A: How (any I many I much) howls are there in this neighborhood?
B: There are (a few I a lit tle I not much).
3. A: Is there (many I muc h I one) public tran sportation near here?
B: No, there isn't (any I one I n one).

T-206 4Q,f.U.!.!.U@f$ C Cambridge University Preu

E Read Sarah's e-mail. T hen check (.') four things you can do in her neig hborhood.

Hi, Nina!
Guess what! I moved into my new apartment yesterday. I really like my
new roommates. I also like the neighborhood. There are lots of different
restaurants here. Last night, I ate at a Vietnamese restaurant just
around t he corner. The food was delicious. And I want to try a new
Brazilian restaurant near here. For breakfast this morning, I came to t his
great coffee shop across from my apartment Actually, it's an Internet
cafe, so I'm e-mai ling you now!
It's a rea lly convenient neighborhood. There's a laundromat on our
street and there are some interesting stores, too. One store sells lots of
amazing CDs, OVDs, and books from all over the world. And my
roommates told me there's a dance club just two blocks away. I wa nt to
go dancing every weekend!
Come visit !
Sarah

0 borrow books 0 go shopping

D eat Venezuelan food 0 make travel arrangements
0 exercise at a gym 0 see movies
0 get a haircu t 0 send e-mails
0 go dancing 0 wash and dry clothes

Cambridge Univer sity Press 4@d.ii.!.!.@H@ Units 7-8 quiz T-207

 Name: - - - -- -- -- --
Date: _ _ _ __ _ _ _ _ __

~ Units 9-10 Quiz Score: _ _ __ _ _ _ _ _ __

A (B Listen to the conversations. Check(,/) the correct information.

1. 0 Emily is s hort and in her thirties.
D Emily is medium height and in her twenties.
D Emily is fairly sh ort and about twentyfive.
2. 0 Steve has blue eyes a nd black hair.
D Steve is really tall and has curly blond hair.
0 Steve is only 29 years old and handsome.
3. D The thief was short, had a white beard, and was elderly.
D The thief had on a black shirt and glasses.
D The thief had lunch with Mr. Brown in the cafe.
4. 0 A.J. and Penny are sitting on the oouch and talking to Tom.
0 A.J. and Penny are both wearing jeans and red sweaters.
0 A.J. and Penny are th e attractive couple sitting on the couch.

B Circle the correct word.

1. My brother is (in I abou t I a t ) his twenties and goes to college in Arizon a .
2. Tracy (does I has I is) s hort straight black hair and blue eyes.
3. Phil's nephew (is I has I are) 5 feet 8 and has a dark brown beard and mustache.

C Put the words in the correct order to make sentences or questions.

1. (is gorgeous thirties and Kristi her really in)

2. (wear mustache have Sam a does glasses a nd)

3. (red Cindy h eigh t long has and is medium hair)

4. (on person next the Jason couch who's to sitting the)

D Complete the conversations. Use the present perfect of the verbs.

Example: A: Has Ann called yet? (call)
B: Yes. She called a few minutes ago.
1. A: _ _ _ _ _ _ _ you - - - - - - - to any good movies lately? (be)
B: Yes, I _ _ _ _ _ _ _ already _ _ _ _ _ _ _ three films this month. (see)
2. A: _ _ _ __ _ _ he ever _ _ _ __ _ _Thai food before? (eat)
B: No, he - -- -- - - never _ _ _ _ _ _ _ it in his life. {have)

T-208 Aiftii!@ritj Cambridge University Press

 d.
E Circle the correct wor
eve r (mi ssed 1e li bed 1 lost ) an app oint men t?
1. Has Mar un . m
2. How m I spo rts I ll
any time s hav e you lost you r (cla sses ce pho ne)?
ever (rid den I driv en I dru nk) a truck?
3. Have you

s with for or i~.

F Com plet e the sent ence
d every .
- -- five yea rs. I love llllllute I was there!
1. I lived in Boston - -
2. My wife and I h ave gon e to Co6ta Rica ever y year
- - - - - 2001.
Portuguese ker now
3. Patr ick has stud ied time. He's a good spea
a long
G Read the stories . Th en wnt e the correct title for each one.

H e ~oys
e d.&ngerous spon .s.
Bill;y has alwf t8s don ever sino e he
nt&ln clim bing .. And
han g glid ing and mou .. He's now
wan ted. t.o be a pUot
was a llt.t.le boy, he has he love s it!
!or s1x mont.hs, and
been 1n fl1.ght scho ol
ws? l4.aabe heu fly to Mar s eom~!
Who kno

2. Tit!"'- - - - - - - -e- ------

e
traw led sino e &.hey wer
tr hav
81tt ers :Ma.rtlyn an4 Shel 1n the wor ld.
som e fantaat1c plac es
teen ager s. They"ve seen ewna In J!ur ope,
:Ma. rtlyn has v!Bilecl
moo or the ftun ous mus
\
a. The y've reoe nt.ly
d man y unu sua l food
and She lly has U'ie
el guid e !or stng le wom en.
writ ten a t.rav

t.ak1 n( clas ses?

a crut se? Do you Uke
Hav e you ever take n cational cru..iae
, here's the \rlp tor you! Tak e &n ed:u
Well t 1n Barc elon a and
to Aug ust. You star
this year t'J"om Jun e and the
lectu res are on the abip
ftnlllh in Ven ioe. All
guid es!
teac hers are you r t.our

e take n thei r
Myr a Tho mps on hav
Since 1995 , Roy and .ed 48 oftb e
over t.he Unlt ed &&tes. 'Ihsy"'v8 vta1t
truc k all summer. Myr a,
to driv e to Alas ka th18
50 state s and hop e
80, bas been e. phoo .ogr
aphe r 8lnc 8 shewas....,. .JQ1111&.
and h1k1n8
enJOyed ,_p eo ple
Roy , 82, has ahn> ys
In natiO nal p&rk s.

ty Pres& G .t.h.l.i.J@ltt Units 9-10 quiz T-209

c Cambridge Un.i verti
 Name: _ _ __ _ __ _ _ __

Date: _ __ __ _ _ _ __

~ Units 11-12 QUIZ Score: _ __ _ _ __ __ _ _

A (E) Listen to the conversations. Check(,/) the correct information.

1. D The woman visited Hokkaido for the first time.
0 The. beaches in Hokkaido are not crowded.
0 The woman thinks Hokkaido is pretty stressful.
2. 0 The man had a great vacation in Paris last July.
D The man hasn't been to Paris yet.
0 The man can't wait to go to Paris in August.
3. D You shouldn't go to the Ram bias be<:ause it's a very long street.
D You shouldn't miss some of the museums in Barcelona.
0 You should visit Spain in January.
4. D The woman went to Victoria, but not Vancouver.
0 Victoria has a nice harbor. It's dangerous, however.
0 Victoria is both safe and clean.

B Put the words in the correct order to make sentences.

1. (really Seoul is fascinating city a)

2. (an Peru country interesting is extremely)

3. (me too for is Taipei expensive)

C Circle the correct word.

1. New York City is very exciting, but it's (boring I safe I stressful).
2. Lisbon is an interesting city, and it's (beautiful / noisy I polluted).
3. Tokyo is a safe city. It's (clean I crowded I dangerous), though.
4. My hometown is pretty boring. It's very (expensive I relaxing I ugly), however.

D Complete the sentences with should, shouldn't, or can't.

1. This city can be dangerous at night. You _ _ _ stay out too late.
2. You travel by s~bway late at night. T here are no trains after midnight.
3. ln Hong Kong, the weather is best in the fall. You go the-re then.

T-210 4ijif.5(.j.J.jf,Jijtj Cambridge Unive rsity Press

E Match the problem with the advice. Then use the informat ion to write conversations.
Problem Advice
./a fever use a heating pad
a sunbur n see a dentist
sore muscles ./take some aspirin
a toothache try" this lotion
Example: A: What should I do for a fever?
B: It's sometimes helpful .lQJake SQll'1U1.SI'-' " - ' " - " - - - - - - - -
l.A: - - - - - - - - - -- - - - - -- - - -- - - - -
B : It's a good idea - - - -- - - -- -- - - - - - - - - - -
2.A: - - - - - - - - -- - - - - - - - - -- - - - - -
B: It's sometimes helpful - - - -- - -- - - - - -- --
3.A: --------------------------------------------
B: It's important _ __ __

F Complete the conversations with bottle,jar, pack, or tube .

1. Customer: What do you have for a cold?
Pharmacist: Take this _ __ _ _ of vitamin C. Take one every day.
2. Customer: Can I have something for dry skin?
Pharmacist: I suggest this _ _ _ _ _ _ _ of hand cream. Apply some every morning.
3 . Customer: May I have someth ing for a toothache?
P harmacist: Of course. Try this _ _ _ _ _ _ _ of special toothpaste.
4. Customer: Could I get something for a sore throat?
P harmacist: Swe. Here's a _ _ _ _ _ _ _ of cough drops. They really work

G Read the article. Then check (,f) fouc things people suggested the wciter should do.

Too Much Advice!

sn'r it amazing? You have a health Even d ifferent doctors give you different advice for

I problem, and everyone gives you

different advice. For several months, I
felt tired all the time. Some people suggested
I sleep longer, but others said I was sleeping
roo much. One friend told me I was working
wo hard, and she said it's jmportant to relax.
Another friend suggested that it's helpful to
get a lot of fresh air. His advice was that I
should go for a long walk every day after
work. One coworker told me, "You're not
tired, just lazy!"'
rhe same problem! I visited one docror, and she
gave me some vitami n C. h d idn't work. So I wem
to another doctor, an d he simply suggested I take a
vacation. That didn't work either. A third doctor
told me to pick up some medicine from the
drugstore. I felt even more t ired! Finally, I went to
a doctor of traditional Chinese medicine. He gave
me some medicinal planes. He advised me to cook
them in water and then drink the herbal mixture.
Ic worked! Now, I'm never tired but 1 can't sleep at
night! Who should I ask for advice this time?

D Ask someone for advice. 0 See a doctor.

D Go on a vacation. 0 Take some aspirin.
0 Never s leep at night. 0 Try some medicinal pl ants.
0 Sleep less. 0 Walk before work
0 Sleep more. 0 Work longer hours.

Cambridge University Press iij@l.jij.U@Htj Units 11-12 quiz T-211

 Name: _____________________

~ Units 13-14 QUIZ

Date: - -- - - - - - - - -
Score: ----------------- --

A @ A waitress is taking an order. Listen a nd complete the restaurant check.

B Check (,1) the correct response.

1. I'm crazy about real spicy food. 3. !like Indian food a lot.
0 l am, too. O Socan l.
0 Oh, I can't. OSodol.
0 Neither do I. O Soaml.
2. I can't stand greasy fast food. 4. I'm not in the mood for pizza.
0 Really? I can't. 0 Neither am I.
0 Neither am I. 0 I don't either.
0 Oh, I love it! 0 Really? I can't.

C Circle the word or phrase t hat doesn't fit.

1. iced coffee I tea with lemon I vinaigrette I cappuccino
2. grilled salmon I spaghetti and meatballs I tuna sushi I shrimp curry
3. beef kebabs I cheese omelet! stir-fried tofu I fried bananas

D Complete the conversation with w<>uld, will, I'd , or I'll.

A: What you like to eat?
8: The fried chicken, please.
A: What kind of potatoes would you like?
8: have the mashed potatoes.
A: Anything to drink?
B: Yes, please. _ _ _ _ _ like some water.
A: Anything else?
8: No. That _ _ ____ be all.

T-212 4ijit.U.!.!.@H. C Cambridge University Press

E Ci rcle the correct word.
1. There are lots of beautiful trees in trus (sea I forest I waterfall).
2. A (desert I river I hill) is a very hot and dry place.
3. A Oake/ mountain I river) is always higher tha n a valley.

F Complete each sentence with the correct form of the adjective.

1. Which city is , Buenos Aires or Lima? (crowded)
2. Is Disney World - - -- - - - - - amusement park in the world? (famous)
3. What is river in the world: the Amazon, Danube, or Nile? (long)

G Read the article. Then answer the questions.

THE BIG ISLAND 0

O:ve ryonc knows that Hawaii is a beautiful
ISgroup o f islands in the middle of the
Pacific Ocean. But did you l{now t hat

D
1
' 1lawaii" is both the name of the state and
the name of the biggest island in the state?
Yes, it's confusing, so most people cnll the
island o f Hawaii "the Big Island." HawaiU.n 15/am{s
The weather on the Big Island is very
interesting. It has 10 of the 15 kinds of
climates in t he world , including tropical,
desert, mountain, and alpine. Sometimes
it C\'Cn ge ts SI)OW o n top of its two On t he cast side, Ililo gets around 140
biggest m lcanoes! inches of rain per year. It's the wettest city
On t he west side o f the island, the weather in the United States! All that rain makes for

in sunny 1\ailua Kona is almost perfect. It
gets up to about 80F in th e win ter !lnd
87F' in the summer. It only goes down to
64F in the winter and 69F in the summer.
The Kohnla area in the north is t he driest
par t of t he island \\ith only about I 0 inches
of rain a year.
I
some amazing ,...-atcrfalls near Hilo.
\Vater temperat ures are coldest in February
and \\oarmest in Septcrnbcr and October.
There is good snorkeling, great scuba divi ng,
and wonderful fishing yearround. That
makes the Big Island popular "ith people
from all over the world anytime of the year.

1. What is Hawaii? 3. How hot does it get in Kailua Kana in the winter?
Oacity 087' F
0 a state 0 80'F
Dan island 0 69' F
0 a state and an island 0 64' F
2. What climate is NOT found in Hawaii? 4. Where does it rain the most?
0 arctic 0 in the north
0 tropical 0 in the south
0 mountain 0 in the east
0 desert 0 in the west

C Cambridge University Pre~ 44.f.i1.!.!.16'ft@ Units 13-14 quiz T-213

 Nam~ ------------------

~ Units 15-16 QUIZ

Date:
Score: ----- ----------------

A @ Listen to two telephone conversations. Cheek (.1) the correct information.

Name Invitation Excuse
Wes 0 beach party 0 Amy and Terry are going to be there.
0 birthday party 0 He doesn't like going to the theater.
0 dinner in a restaurant 0 He starts work at 6:00 P.M.
0 go swimming 0 None
Rita 0 baseball game 0 She doesn't like sports.
0 basketball game 0 She isn't feeling well.
0 dance performance 0 She needs to study for a test.
0 play O None

B Complete the conversations. Use the cor rect fo1m of the verbs.
1. A: What --------- you --------- (plan, do) tonight?
B: I _________ (want, stay) home. There's a soccer match on TV.
2. A: What --------- you and Dave --------- (go, do) tomom>w?
B: We ___ _ _ (li ke, have) a barbecue on the beach, but it may rain.
3. A: What you (hope, dol afWr graduation?
B: 1 (love, travel) in Europe for a while.

C Circle the correct word or phrase.

1. Please (tell / to tell) Mary there's a school party on Saturday.
2. Would you ask Bill (bring I to bring) the concert tickets tonight?
3. Could you (tell / ask) Dana that the movie starts at 8:15?

D Look at each message. Complete the request using the name in parentheses.
1. The test on Thursday is at 1:00 P.M.
Please tell ----------------------- ---------- . (Ken)
2. Meet me a/Wr class today.
Would you ask ---------------------- -------- ? (Alex)
3. There's a volleyball game tonight.
Could you tell ---------------- ------------ - - ? (Maocus)
4. Come to the picnic on Saturday.
Please ask - -- - - -- - - -- - - -- --. (Paula)

T-21 4 4@it.ll.!.!.!8lfttj Ca.mbfidgc University Press

E Check (.I) fout statements. Then complete the sentences.
Example : 0 I've gained a lot of weight.
Jwant toloseabout~
1. 0 I don1t like my job anymore.
I want ____________________________________

2. 0 I've moved to a new place, but I don't like it.

Jho~--------------------------------------
3. 0 I don't like my hai,'Style.
I plan
4. 0 I real1y need some new clothes.
I'd like - - - - - - - - - - - - - - - - - -
5. 0 I spent too much money last month.

I ho~--------------------------------------
6. 0 I get bored on the weekend.
I plan
7. 0 Another English coutse starts soon.
I'd love _____________________________________

G Read Nicole's email. Then complete the chart with two recen t changes
in her life and two future plans.

Hi Stephan ie!
How have you been? What have you done in the past year? Sorry I haven't
written in a long t ime. It's been a crazy year.
I've been pretty busy. I was bored w ith my job, and my life was going
nowh ere. I had no real career and no boyfriend! I knew I needed to make
some changes.
First, I found a new job. I now work for a travel agency. I love it, but it 's a lot
more stressfu l th an my old job. I j ust got a raise, though.
Also, I told my friend Jackie t hat 1 wanted to go out, so last fa ll she and 1 went
out more. Then last December she arranged a date between Patrick and me.
Patrick is a student, and he hopes to graduate in the summer. Guess what ?
We're engaged now1 Surprised? Patrick and I plan to get married next year.
Then we hope to travel around Mexico for our honeymoon. We're very ha ppy!
Looking forward to hearing all your news.
Nicole

_'"- - --J
p

Cambridge University Press 4&'''4''61Hfi Units 15-16 quiz T215

 Ouiz audio scripts
Units 1-2 [CD 1, Track 16] Units 3-4 [CD 1, Track 31]
A Lucy, Mich ael, and Sylvie are talking. Listen and A Ann and Ben are talking in a clothing store.
check the correct answers. Listen and check the correct answers.
Lucv: Good morning, .MichaeL ANN: Hey, those shirts look nice. What do you
MICHAEL: Hi, Lucy. How's it going? think, Ben?
LUCY: Pretty good, thanks. How about you? BEN: Yeah, Ann, they do look nice. I really like the
MICHAEL: Great! Hey, who's your friend? blue ones. And the green ones are nice, too.
LUCY: This is Sylvie Marceau. She's from Canada. ANN: \Vhich on es do you prefer?
MICHAEL: Hi, Sylvie. Ni ce to meet you. I'm BEN: I think !like the green ones better. T hey're
Michael Morse. very styli sh. Oh, but look a t the price - $41.
SYLVIE: Hi, Michael. It's good to meet you, too. That's expensive!
MICHAEL: I'm sorry, Sylvie, but what's your last ANN: The blue ones are only $29. That's
name, again? more reasonable.
SYL-viE: Oh, it's Marceau. BEN: But they're polyester. The green ones are
MICHAEL: How do you spell that? made of better material. They're cotton.
SYLVIE: M-A-R-C-E -A-U. ANN: Say, Ben, what size are you? Small or medium?
MICHAEL: I see. So, you're from Canada. Are you BEN: I wear a medium.
from Toronto? ANN: But there aren't any medium ones in b lue.
SYLVIE: No. I'm from Montreal. Where are you They're all large or small.
from, Michael?
. MICHAEL: I'm from Chicago.
LUCY: You know, Sylvie and I are in the same
chemistry class this semester.
Mrca..u:L: Oh, really?
SYLVIE: Yeah. And what do you do, Michael? Are you
a student here, too?
MICHAEL: Yes, I am. Lucy and I are in the same
math class.
SYLVIE: Oh? Is your class interesting?
MlCHAEL: Yes, it is. It's very interesting.
LUCY: And the teacher is really good. By the way,
he's from Canada, too!
SYLVIE: Really?
MICHAEL: Listen, I'm on my way to the cafeteria now.
Are you free?
LUCY: Sure! Let's go and get some coffee. OK, Sylvie?
SYLVIE: Sounds great!

T-216
Units 5-G rcoz. Track9l Units 7-8 [CD2. Track24l
A Listen to the conversations. Check the A Lisa and Peter a re t-alking about vacations.
correct answers. Listen and check the correct answers.
1. PETER: So, Lisa, where d id you go for your vacation?
MAi''l: Tell me about your family, Catherine. How LISA: I went to Australia. It was my first time there.
many brothers and sisters do you have? PETER: Did you enjoy it?
CATHERINE: \Vell, I have four sisters - Annette, LISA: Well, yes and n o. I wanted to go surfing, but the
Sarah, Jill, and Liza. waves were really scary. It was often very windy.
MAN: Wow! That's great! And do you have The weather was pretty cloudy and cool, and it
any brothers? rained for two whole days.
CATHERINE: Yes, I have three brothers- Ed, PETER: That's terrible! So you didn't surf?
Mark, and Sam. And we all eat dinner LISA: No, b u t I visited lots of museums and saw some
together each night - all my brothers movies. But what about you, P eter? How did you
and sisters and my parents. spend your vacation?
1v!AN: How fun! It's like having a party every night! PETER: Well, I had a lot of fun. I went to Italy.
CATHERINE: Yeah, I guess it is. LISA: Wow! What d id you do there?
2. PETER: I took a walking trip in the Alps.
WOMAN: Hi, Mark! Nice to see you again! Hey, wh ere L ISA: How was the weather?
are you working n ow? PETER: Both good and bad. T he weather can change
MARK: rmworking full-time for a newspaper. I'm a very quickly in the mountains. Some days were
photographer there. sunny and warm, per fect for walking. But other
WOMAN: Wow! That's interest ing! Are you stiJI Jiving days were cold and wet. Bu t I still loved the trip.
at home?
MARK: No, l'm not. I'm living in an apartment with
Jim. He's an old friend from school.
WOMAN : So, you're not married?
1\'IA.RK: No, not right now, but lam getting
married this summer.
WOMAN: Congratulations!
MARK: Thanks!
3.
MAN: How often do you exercise, Sharon?
SHARoN: Well, I go jogging about twice a week.
MAN: Oh. really? And do you ever go to the gym?
SHARON: Yes, l usually go on Mondays, Wednesdays,
and Fridays.
MAN: Wowl How lon g do you spend there?
SHARON: Hmm, around two or three hours each time
I go there.
MAN: Well, you're not a couch potato!
SHARON: That's for sure!
4.
MAN: Listen to this, Kyhe . It says here: "In Australia,
most married couples have children."
KYLIE: That's true. My parents have two kids -
my sister and me.
M&'\1: In my countty, we have really big families.
There are 12 people in my family.
KYLrE: That's amazing! And are they all living
at home?
MAN: Well, some of my younger brothers and
sisters are still in school and living at home
with my parents. A few of us older ones are
married with children.
KYLIE: Are you al11iving in the same town ?
MAN: No, my two older brothers are single and
working abroad, but the others live n ear our
parents in the same town.
Duiz audio scripts T-217
Units 9- 10 rcoz. Track38]
A Listen to the conve.-sations. Check t h e
correct. infonnation.
1.
MAN: Excuse me. I'm looking for someone. I'm
meeting her for lunch here. Her name is
Emily Black.
HOSTESS: All right. What does she look l ike?
MAN: Let's see. Sh e's about 25, I guess.
HOSTESS: Look over there. Is she the one with the
l ong black hair?
MAN: U h , no, that's not h er. E mily's fairly short
and has ...
HOSTESS: Oh , J think I see her! Look, she's waving
at you!
2.
WOMAN: Sara, did you hear that Judy has a
new boyfriend?
SARA: No, I didn't! What's he like?
WOMAN: Well, his name's Steve, and he's very nice.
And he's tall, really tall. He's over 6 feet tall!
SARA: What color is his h air?
WOMAN: H is hair is blond and curly.
SARA: He soWl ds very handsome .
WOMAN: He is, a nd h e's the same age as J udy.
SARA: So he's on ly 19?
WoMAN: Yes, that's right.
3.
OFFICER: All right, Mr. Brown . Tell me again what
hap pened here.
MR. BROWN: Thank you, Officer. I told you ... t h e
man took my wife's purse from the back of her
chair. We were at this table.
0>"e!CER: What did t h e thief look like?
MR. BROWN: I told you- h e was elderly. He was
maybe in his seventies.
OFF'I CEit And about how tall was he?
MR. BROWN: You mean, how short was he? He was
short- on ly about 5 feet tal l.
Of'FICER: What else do you remember?
MR. BROWN: Well, he had on baggy pants and a red
T-sh irt. He also had a white beard.
4.
SllARON: Hi, I'm new here. My name's Sharon.
CHARLIE: I'm Charlie. Welcome to our school party.
Do you want something to eat?
SHARON: Not right now, thanks. Actually, l'm looking
for A.J. and Penny. I need their phone number.
Which ones are they?
CHARLIE: They're that good-looking couple sitti ng on
t he couch.
SHARON: Oh, I see them, thanks. And one more t h ing.
Is Clara here? I need to ask her a question about
our homework for tomorrow.
CHARLIE: Let me see . .. oh, yes, I see her. She's
wearing jeans and a red sweater. She's standing
over t here talking to Tom.
T-218 Quiz audio scripts
Units 11- 12 [ C03, Track 15]
A Listen to the conversations. Check the
correct infonnation.
1.
MAN: Where did you go for your vacation?
WoMAN: I went to Hokkaido, in northern Japan. It
was my third time there.
MAN: Oh, really? I've never been t here. Did you
enjoy it?
Wo~tAN: I sure did. I love the mountains, and there
a re some beautiful beaches the re.
MAN: Are the beaches crowded?
WOMAN: No. you can usually find very quiet beaches.
MAN: Sounds like it's an excellent place to relax.
WOMAN: Oh yeah. That's why I go there.
2.
\Y'oMAN: Have you ever been to Paris?
MAN: Yes, I have. I went there last year in July.
WOMAN: How did you like it?
MAN: lt's an amazing city! I had a really great
time there.
WOMAN: And what about this year? H ave you taken a
vacation yet?
MAN: No, I haven't, but I plan to spend a week on a
beach somewhere, probably in August.
WOMAN: Sounds good.
3.
MAN: Can you tell me a little abou t Barcelona?
WO,IAN: Oh, my favorite city. It's so bea utiful.
MAN: What should I see there?
WoMAN: Well, you should definitely visit some of the
wonderful museums there. like Picasso's and
Mira's. And you shouldn't miss the Rambias.
MAN: The Ramblas?
WOMAN: Yes. It's a very long street. You can wa]k
and stop for a drink or a meal there.
MAN: Sounds great! And when's a good time to visit?
'Wof.1AN: Oh, I went there in J une, and the weather
was very nice. Don't go in the winter, though. lt's
pret ty cold then.
MA." OK Thanks for your information.
4.
WOMAN: Did you enjoy your trip to Canada?
MAN: Oh, it was great!
WO:IIAN: What did you do there?
MAN: Well, I went to Vancouver an d stayed there
for a couple of days. And then I took a ferryboat
to Victoria.
WOMAN: 1 don't think I k now Victori a.
MAN: I t's a really nice city on Vancouve r Island. I t
has an in teresti ng harbor with Jots of sai lboats.
WoMAN: Is it a safe place?
MAN: Oh yes, and it's not polluted at all.
It's wonderful.
Units 13-14 CDJ, Track l9]
A A waitress is taking an order. Listen and
complete the restaurant check.
W AITIU~~s: Good afternoon. How are you doing today?
CuSTOMER: Just fine , t hank s .
WAITRESS: May I take your order now?
CusTOMER: Yes, I think I'll h ave a hamburger.
WAT'I'RESS: One hamburger. And would you like
cheese with that?
CUSTOMER: Uh, no thanks.
WAITRESS: OK. What else would you like with it?
CUSTOMER: A large order of french fries , please.
WAITRESS: All right. O ne l arge order of fries. And
how about a salad?
CUSl'OMER: That sounds good. A small green salad.
WAI1"'RESS: What kind of dressing?
CUSTOMER: Vinaigrette, please.
WAITRESS: Anything else? Would you like something
to drink?
CUSTOMER: Yes. Do you have i ced coffee?
WAITRESS: No , but we have iced tea.
CUSTOMER: T hat'd be fine.
WAITRESS: How about dessert? We have pie, cake,
ice cream ...
CUSTOMER: I'll have some chocola te ice cream.
And actually, I've changed my mind about
the french fries.
WAITRESS: You don't w a nt the fries?
CuSTOMER: No thanks .
WAITRESS: OK, that's fine. 111 bring your salad
right away.
CUSTOMER: Thanks a lot .
Units 15-16[CD 3, Track43]
A Listen to two telephone conversations. Check the
correct information.
1.
WES: [phone rings] Hello.
LAURA: Hi, Wes. This is Laura.
WEs: Oh, hi, Laura. How are you?
LAURA: Pretty good, thanks. Listen, would you
like to come to a beach party on Saturday?
Amy and Terry are going to be there.
WEs: Amy and Terry? Great! lfu, what time
on Saturday?
LAURA: Well, we want to start around 6 :00 i n
the evening.
WES: Oh, no! I start work at 6 :00. I have a parttime
job in a restaurant.
LAURA: Oh, that's too bad, Wes. Well, maybe
another time.
WES: Yeah, I hope so. Thanks for thinlcing of me.
LAURA: Bye.
WES: Bye.
2.
R ITA: [phone rings] Hi, this is Rita.
CHARLIE: H ey, Rita. This is Charlie. How're things?
RITA: Not bad. How are you doing, Charlie?
CHARLIE : Fine. Say, would you like to come to a
dance perlormance this weekend?
RITA: I'd love to, but I'm p retty busy this weekend.
I have to s tudy for a test on Monday morning.
CHARLIE: Hmm. fue you going to study all weekend?
RITA: Well, no. I'm going to a basketball game on
Saturday night with Lucinda . But I really have to
keep some time on the weekend for studying.
CHARLIE: How about tomorrow evening? T he tickets
are h a lf price midweek.
RITA: T h at's a good ideal Let's do it.
C HARLIE: Great! We could meet outside the Odeon
Theater at about 7:45.
RITA: Excellent! See you there! Bye.
CHARLIE: Bye.
Quiz audio scripts T-219
 Ouiz answer key
Units 1-2 Units 3-4
A (4 points) A (4points)
1. LueYs friend l . green shirts
2. Marceau 2. $29
8. really good 3. cotton
4. in the same school 4-. medium
B (4pointo) B (3 point.)
I. arc 1. cotton
2. 2. silk
3. ia 3. gold
4. Are
c (4 poinU.)
C <polnU.) 1. this
1. your 2. those
My 3. these
2. her 4. that
Our
D (4 points)
D (S poinU.) 1. larger than
1. do 2. more expensive than
2.does 3. prettier
3. go 4. better t han
E (3 polnto) E (3 point.)
fl<9/>t .U<ndont I. him
1. Carmen is a ~- She works for an airline. 2. them
3. it
She serves drinks to passeogcl"8.
F (3 points)
"""gu.k
2. 1 work for WorJd Travel. I'm a~ t take I. Would
2. Do
people on tours. 3. does
G (4 pointo)
3. Sam and Jerry are in the entertainment bueineu. 1. in plays
musil;i(ms 2. Ame.lie
They play music. They are~ 3. 2003
F (3 po ints) 4. French
I. until
2. late
8. on
G (4 poinl<o)
1. new friend
2. a full-time student
3. ill Chrit'o friend
4. works with Daniel

T-220
Units 5- 6 Units 7-8
A (4points) A (4 points)
1. seven Name Cow1try visited Weather
2. with a friend Lisa Australia bad
3. three times a week P eter Italy OK/good ond bad
4. are in school
B (Spoints)
B (4 points) A: What did. you ilQ?
l. Is she studying B: I mmt da ncing at t he new club on Eight h Street. Suzie
is working and Mike ~ there, too.
2. is he waiting A: Oh, really?
is coming B: Yes, we.ill!d a great time! But where ~you?
A: I ~ in the l aundroma t all evenitlg.
C (3points) B: How boring!
1. Most American mothers with smaU children work A: Actua lly, no. I~ my girlfriend there. We~ the
2. Few Japanese families have more than three children. evening laughing and t alking.
3. In the U.S., some young adults live at home with their
parents. ~ C (4points)
1. All my clothes were dirty. I wanted to wash them. So
D (3 points) laundromat
1. yoga I went to the libr-aF-
2. go groc~rystore
3. baseball 2. I went to the ~ I was very hungry. I needed to
E (3points)
1. I often watch 1'\l after dinner. bu y food.
2. Do you ever drink coffee in the evening? frtJY~i tJgency
3 . Jeffdoesn't exercise very much. 3. I wen t to the ~ I go to Singapore on Sunday.

F (4 points) I need a p lane ticket.

1. often
2. well 4. I don't have a com puter. I wan ted to send an e-mail.
3. long Internet cafe
4. good So I went to t h e groeery store.
G (4 points) D (5points)
She walks down Telegraph Avenue every day after class. 1. one
She enjoys going to San Francisco on t he weekend. 2. many I a few
She goes shopping or walking after lunch on Sat urdays. 3. much / any
She likes to watch football and basketball on TV.
E (4 points)
go dancing
go shopping
se:nd e-mails
wash and dry clothes

Ouiz answer key T-221

Units 9-10 Units 11- 12
A (4 pOints) A (4po in t.t)
1. Em ily is fairly short and about 25. 1. The beaches in Hokkaido are not crowded .
2. Steve is really tall, and bas curly blond hair. 2. The man had a great vacation in Pari!iolastJuly.
3. The thief was short. had a white beard, and was elderly. 3. You shouldn't miss some of the museums in Barcelona.
4. A.J. and Penny are t he attractive couple sitting on 4. Victoria is both safe and clean.
the couch.
B (3poinbi)
B (S points) 1. Seoul is a really fascinating city.
1. in 2. Peru is an extremely interesting country.
2. has 3. Tai pei is too expensive for me.
3. is
C (4 points)
C (4 points) 1. st ressful
1. Kristi is really gorgeous and in h er thirties./ Kri sti is in 2. beautiful
her thirties and really gorgeous. 3. crowded
2. Docs Snm wear glasses and have a mustach e? I Docs 4. relaxing
Sam have a mustache and wear glasses?
3. Cindy has long red hair and is medium height./ Cindy is D (3 po;nts)
medium height. and has long red hair. 1. shouldn't
4. Who's the person sitting on the couch next to J ason? I 2. can't
Who's the person sitting oext to Jason on the couch? 3. should
D (( poi.n ta) E (3 points)
1. A: .l:ial!l> you .boon to any good movies laWy? Answers in part A rrwy uary.
8: Yes, I b..iH. already~ three films this month . 1. A: What do you suggest for a s unburn?
2. A: liaa he ever ool!m Thai food heforo? B: It's a good idea to trv tbjs lotion.
B: No, h e ha.i never had it in his life. 2 . A: What should I do for sore muscles?
B: It's sometimes helpful to usc a hcatjng pad,
E (8 points) 3 . A: What ohould I do for a toothache?
1. missed B: 1t's i mportant to fCC a dentist.
2. cell phone
3. driven F (4 po;nts)
1. bottle
F (8 points) 2. jar
1. for 3. tuhe
2. since 4. pack
3. for
G (4 points)
G <
pOints) Go on a vaQIIUon.
l . The Risk Taker Sleep less.
2. Glob&- trotting Twosome Sleep more.
3. An Amazing Swnmer School Try some medici nal plants.
4. Never Too Old

T-222 Ouiz answer key

Units 13-14 Units 15-16
A (4poi nts) A (4 points)
hamburger Nam l nvilalion Excuse
small green salad with vinaigrette dressing Wes beach party He &t.arts work at 6:00 P.M.
iced tea Rita dance performance She neods to study for a - .
chocolate ioe cream
B (6 points)
B (4 points) I. A What duou ~ tonigltt? I What i11Jt you
1. 1 am, too. plannjng tn dg tonight?
2. Oh, I love it! B: I~ homo. There's a soccer match on TV.
3. So dol. 2. A: What are you nnd Dave~ wmorrow?
4. Neither am I. B: We'd ljke to bayo a Mrbccue on the beach, but it may
r ain.
C (3points)
3. A: What dQ you~ after- graduation?
1. vinaigrette (all others are drinks)
2. spaghett i and meatballs (all others are seafood) B: I'd loye w t ravel in Europe for a while.
3. ~f kebabs (all others are vegetarian) C (3 points)
D (4points) L tell
2. to bring
A: What~you like to eat? 3. tell
B: The fried chicken, please.
A:. What kind of potatoes would you like? D (4 points)
B: Ill have the mashed potatoes. 1. Please tell Ken (that> the test on Thursday is
A: Anythlng t<> drink? ~
8 : Yes, please. I:sl like some water. 2 . Would you ask Alex to meet me afl..er cla today?
A: Anythine else? 3. Could you tell Man:us <thoU there's a yolleyball
B: No. That ll<ill be all. game tonight?
4 . Please ask Pnula to rome to the pjcojc on Saturday
E (3 points)
L forest E ( 4 poin t s)
2. desert. Answers may uary.
3. mountain l. I want~ /I want to go b.1ck to S(;hool
2. I hope to wt a djfferent place I I hope~
F (3 points)
3. I plan to get a new etylo I I pla n to cut i t short
1. more crowded
4. I'd like to go a bogpjng Inter I I'd like ~
2. the most famous
something special
3. the longest
5. I hope to save MMC Lhja montb I I hope to spend less
G (4points) 6. I plan to baye a oart,y I I plan to do somethjng fu n
l. a state and a n i.~sland 7. I'd lovetpstudy more / I'd Jove to ha ve fbeyme t,eru;her
2. arctic
F (4points)
3. IWF
Changes Plans
4. in the east
found a bett.cr job to get married oe.xt year
went out more to travel around Af exico

Quiz answer key T-223

Workbook answer key
1 Please call me Beth.
Exercise 1 Na""' Wherefrom? Languag es Sports ?
Answers will vary. 3. SuYin Taiwan Chj nese and volleyball
English
Exercise 2 4. Ahmed Luxor, Egypt. Arabic baseball
2_ A: What's your teacher's fi rst name?
a nd English
B: My teacher's first name ls .
3. A: Where is your teacher from? B
B: My teacher is from . Answers will vary.
4. A: How is your English class? Exercise 8
B: My English class is . SARAH: Pretty good, thanks. Are you a student here?
5. A: What are your classmates like? RICH: No I'm not I'm on vacation Are you a student?
B: My classmates are . SARAH: Yes, I am.
Exercise3 R ICH: And wh at a re v<m st udying?
2. A: My name is Young Hoon Park. SARAH: I'm studying Spanish.

B: Njce to meet you Young Hoon. RICH: Ob really? Is Susan Miller jn you r class?
3. A: Hello. I'm a new club member. SARAH: Yes, she is . Is she your friend?
B: ~. RicH: No she's not She's my sjsterl
4. A: I'm sorry. What 's your name again? Exercise 9
B:~. TINA: Hi. 1Jn Tina Fernandez.
5. A: How do you spell your first name? AMY: Are you from South America, Tina?
B: A-N-T-0-N-I-0. TlNA: Yes, lam. l:m from Argentina. Where are you
6. A: What do people call you? a nd your sister from, Alex?
B: Everyone call s me Ken. ALEx: fuE from Taiwan.
Exercise 4 TINA: Are you from Taipei?
2. J IM: Wha~s your last name? ALEX: No,~.~ from Tainan . Say, are you
BoB: My last name's Hayes. in Engl ish 101?
3. J IM: Who~ TINA : No, rm....not;. I'm in English 102.
Bon: That's my wife. Exercise 10
4. J IM: Wha~~ 2. A: Are you free?
BoB: Her name is Rosa. B: No, I'm not. I'm very busy.
J IM: Where~ 3 . A: Are you from Spajn?
Bos: She's from Mexico. B: No, we're not from Spain. We're from Me xico
6.JIM:Who~ 4 . A: Is your teacher Mr Browp?
BoB: They're my wife's parents. B: No, my teacher isn't Mr. Brown. l'm in
Exercise 5 Ms. West's class.
2. Our 4 He 6. Her 8. It 5. A: Are Kim and Mj ka in your class?
3. your 5. My 7. They B: Ycs, Kim and Mika are in my class.
6. A: Is it an interesting cla!!.$7
Exercise 6 B: Yes, it's a n interesting class.
AMY: Oh, they .are on the volleyball team. Let me 7. A: Ar<: they on the -1me ba seba1l team?
introduce you. Hi, S urachai, t his is Lisa Neil. B: No, they're not on the same baseball team.
SURACT IAI: Pleased to meet you, Lisa. They're on the same volleyball team.
LISA: Nice to meet you, too. Where .atf: you from?
8URACiiAT: I .am ftom Thailand. Exercise 11
AMY: And this is_ Mario. He is_ f.rom Brazil. llell<> Good-bye
LISA: Hi, Mario. How are you doing? ./
See you around.
Exercise 7 So long.
A How's everything? ./
Name W herefrom? Lang uages Sports? L<;mg time, no soo. ./
l. Mario Cali , Spanish volleyball Sec you Monday. ./
Colombia and French Have a good weekend. ./
2. Eileen Mozambique, Swahili and Hi there! ./
Africa Portuguese Exercise 12
Answers will vary.

T-224
2 How do you spend your day?
Exercise! Exercise 8
2. computer programmer Answers will vary. Possible answers:
3. diBC jockey 2. Where does ho work?
4. fashion designer 3. When does he start work?
5. security guard 4. How docs he like his job?
6. tcur guide
Exerci se 9
Exercise 2 Everyone knows P at at the hospital. Pat is a part-time
1. He'.&: a computer programmer. He works in an nurse. He works at night on weekends. Qn Saturdays and
office. He li kes computers a lot. Sundays, Pat sleeps most of the day and wakes up a little
2. She works in a nightclub. She's a di sc jockey. She ~ nine iD the evening, usually at 8:45 or 8:50. He has
plays music. brea.kt"ast very late, .w:mmd. 9:30 or 10:00 P. M.! He watches
television .wili.l. eleven o'clock, and then starts work a1
3. He's a security guard. He works in a department
midnight. Eu.d.x in the morning, usually around 5:00A.M.,
store. He guards the store at night.
he leaves work, has a little snack, goes home, goes to bed,
4. She work&: in a design studio. She creates and sleeps lat.. It's a perfect schedule for Pat. He's a pre-
beautiful fashions. She's a fashion designer. med student on weekdays at a local college.
Exercise 3 Exercise 10
2. She works for 1. travel company and arranges
tours. She's a. travel agent..
3. He has a difficult job. He's a cashier. He works in
a supermarket.
4. She's AD architect.. She works for .u. large com pany.
She builds houses. rt's an interesting job.
5. She works with computers in an office. She's 4
Web-site designer. She's also a part-time student.
SJ,e ta kcs An English class in the evening.
Exercise 4
Answers will vary.
Exercise 5
ToM: What~ your husband d.2 exactly?
Liz: He Dika for a department store. He's a store
manager. Exercise 11
2. What does he do?
ToM: How~ he liM it? 3. She serves food in a restauranL
LI:Z: It's an interesting: job. He liM~ it very much.
4 . He goes to the university.
But he~ long hours. And what you QQ?
ToN: I'm a et.udent. I ~ architecture.
5. She stays up late.
6. He works part. lime.
LIZ: Oh, really? Where d,Q you gQ to school?
ToM: I e:g to Lincoln Univet'Sity. My girlfriend &2U Exercise12
there, too. l. New York Hospital needs~. Work during the day
LIZ: Really? And what d.oa she~? or at....JlU:.hi, weekdays or~. full time or w;ui
1'0M: She~ hotel management. limo. Call 6145551191.
LIZ: That sounds interesting. 2. ~job foro language~. Mornings ooly.
Exercise 6 Take people on ~. Need good EngJish and SsDWl.
VICTOR: I work for American Express. Call917-555-3239.
P.iARK: And what~ there? 3. No need to work~! Only work from 6:00 .J.I.D1il
VICTOR: I'm in management. 11:00 four evenings a week. Our~ serves great
MARK: How~? food! Work as our .m.an.aatt Call 308-555-6845.
VICTOR: It's a great job. And what~?
MARK: I'm a salesperson.
VICTOR: Really? What~?
MARK: 1 sell computers. Do you want to buy one?
Exercise 7
1. He's a chef.
2. He practices cooking new things, and then he
writes cookbooks.
3. He makes TV programs about Thai cooking.
4. She's an electrician.
5. She finishes at eight or nine o'clock in the evening.
6. She loves it.

Workbook answer key T-225

 ?; How much is it?
Exercise 1 Exercise 7
SAM: T he light blue ones over there. Th ey're nice. 1. A: These cotron gloves are n ice.
RESKCCA: Yf!S But I don't f!i!ftlly ljke ljgbt b lue B: Yes, but th e leather ones are nkm:.
SMt: Hmm. Well, what about that sweater? It's perfect A: They're also more expensive.
for you. 2 . A: Those silk jackets look more attractive than the
REBECCA:~ wool ones.
SM.t : This red one . R Yes, but the wool ones are~-
REBECCA: Well I Hke it but it's expensive
3. A: This purple shirt is an intere!loting color!
SAM: Hey, let me buy it for you. It's a present!
REBECCA: Ob Sam Thank vou verv much B: Yes, but the color i s~ the design.
A: The design isn't bad.
Exerc ise 2 B : I think the pattern on that red shirt is b:cltw:..iha.D.
2. A: How much are those bracelets? the pattern on this purple one .
B:They're $29. 4. A: Hey, look at this gold ring! It's nice .
3 . A:How much are these shoes? And it's~ that s ilver ring.
B:They're $64. B: But it's~ the silver one.
4. A: How much js that do~ A: Well, yeah. The silver one is higgttj,han the gold
B: That's rny dog, and he's not for sale! one. But look at the price ta.g_One thousand
dollars is a lot of money1
Exercise 3
1. back packs 7. necklaces Exerci se 8
2 . companies 8. rings Clothing E lectronics J ewelry
3. dresses 9. scarves athletic shoos CD player bracelet
4 . days 10. sweaters cop laptop computer earrings
5. gloves 11. ties dress television necklace
6. hairbrushes 12. boxes sweater video camera ring
Exercise 4 Exercise 9
Answers Mll vary. Possible answers: Answers will vary. Possible answers
2. That's cheap.
2. Which cap do you like more, t he wool one or the
3. That's pretty expensive! leather one?
I ljk{l; the wQQ] one more or I like the leather one more.
4. Thaes reasonable.
5 . That's not bad.
3. Which ones do you like more, the high-OOps or the
6. That's cheap. tennis shoes?
I ljke the bjgb-tops more or I like the ten nis shoes more
7. 1'hat's n ot bad.
4. Which one do you prefer, the lapOOp computer or the
Exercise 5 desktop computer?
l. CLERK: ll:s $195. I pf({f!r the la pWp oompub;r or I prefer the desktop
LUIS: And how much is that ~? <lllll)llllo.r.
CI,ERK: ~ $255 5. 'W hich television do you like better , the 19-inch one
LUis: Oh, really? Well , thanks, an)'\vay. or the 25-i och ooe?
2. KIM: Excuse me. How much are ~jeans? I like the 19-jnch one better or I )jke the 25- jncb
CLERK: ~ only $59. ~
KIM: And how much is thi..!l sweater? Exercise 10
CLERK: Which Q? T hey're all different.
KJM: I like this green !m.
A
l.b
CLERK: ill; $34.
2. c
KIM: Well , that's not bad.
3. a
3. SoNJA: I like~ sunglasses over there. 4. d
CLERK: Which ~? B
SoNIA: The small brown .Q.nf.S_. L False
CLERK: :J:hoirl: $199. 2. True
SoNIA: Oh, they're expensive! 3. True
Exercise 6 4. Tru.e
Cotton Gold LeaJher Silk Plastic Wool c
pants bracelet boots pants boots pa nts Answers will vary.
gloves ring pants gloves brace let gloves
shirt necklace gloves shirt ring sh irt
jacket jacket jacket necklace jacket

T-226 Workbook answer kev

If Do you like rap?
Exercise 1 Exercise 7
Answers will vary. A
Exercise 2 L ist"entQ P lay Watch
Answers will vary. Possible answers: Jazz the piano videos
2 . Do you like Justin Timberla ke? Yes, I do. I love him- music the guitar the news
3. Do you like rap? No, I don't. I can't stand it. COs thetrumptJt a film
4. Do you like Beyonce Knowles? Yes, I do. Tlike he.r: a lot. B
5. Do you like reality TV shows? No, I don't. I can't Answers will vary.
stand t.Mm_. Exercise 8
6. Do you like soap operas? No, I don't. I don't like .thm:n
very much. A
1. Ahead of Time
Exercise 3 2. House of Laughs
1. Julio Iglesias is~- 3. Coming Up for Air
2. The Rolling Stones are~- B
3. Oprah Winfrey is a TV tol k bow host.
1. a science fiction film
4. Matt Damon is an...ad!u:.
2. a comedy
Exercise 4 3. a crime thriller
1. SARAH: Yes, I J.ik.e ita lot. rm a real fan of Garth Brooks.
Exercise 9
ED: Oh, .ooea
he play the guitar? 2. A: Do you like gospel music?
SARMI: Yes, he ~- He's my favorite musician B. I can't st.1nd it
2. ANNE: What kind of music do your parents~. Jason?
A: There'.s a baseball game tonight.
JASON: They liM: classical music. B. Great. Let's go
A~NE: Who dQ they lilu:? Mozart?
JASON: No, t hey .d.Qnllike him very much. They prefer 4. A: Would you like to see a roovie this weekend?
Beethoven. 8: 1'hat sounds watl
3. Sco'IT: Teresa, .d_Q you~ Christina Aguilera? Exercise10
TERESA: No, I don't. I can't stand her. llike Pink. A
SCOTT: I don't know her. What kind of music m. 1. Yes
she sing? 2. No
T~;R~.:SA: She~ pop songs. She's really great! 3. Yes
Exercise 5 4. No
Responses will vary. 5. Yes
1. ~ofmovie.s l likeoomedie~and B
do you like? musicals. Answers wiJl vary.
2. WlllU, is your !\Iy favorite movie is Exercise 11
favorite movie? Star Wars. 1. KATE:Yes, I do. ~ it a lot.
3. What kind/kinds of TV I like game shows. ROSIN: There's a Dixie Chicks concert on Friday.
shows do you like? Would you like to go with me?
KATE: Yes,~- Thanks.
4. WbQ is your favorite My favorite TV actor is
TV actor or actress? Matt LeBlanc. 2. CARLOS: There's a French film tonight at 11:00.
Would you like to go?
5. Whru: is your favorite My favorite song is PHIL: ~but l have to study tonight.
song? ''I.et It Be." CARLOS: Well, ~Brazilian films?
6. WhQ. is your favorite My favorite rock band is U2. PHIL: Yes,lJlQ. I love them!
rock band? CARLOS: There's a great Brazilian movie on 'IV tomorrow.
%mid vou like to watch it with me?
Exercise 6
PHIL:~. Thanks.
AnswerS wil1 vary. Possible answers:
2. Which movies are more interesting, musicals or Exercise 12
science fiction films? 2. Richard can't stand classical music.
Science fiction films am moo;; jnf&rMting lhan musicals 3. I love horror' films!
3. Which films are scarier, horror films or thrillers? 4. Celia is not a fan of country music.
Horror films a re sc.-1rjer than thri!lrS 5. Would you like to go to a baseball game?
4. Which films are more exciting, westerns or
crime thrillers?
Crime thrillers are more excjt-jnfj!' than westerns

Workbook answer key T-227

5 Tell me about your family.
Exercise 1 Exercise 6
Mah Females Answers will vary.
broj.her aunt
father daughter Exercise 7
husband mother A
nephew niece Answers will vary.
son sister B
uncle wife 1. False: Many college etudents live in unj versity
Exercise 2 hou sin g.
2. True
DoN: No, I'm not. My brother and sister~ with me
right now . We go to bed after midnight. every night. 3. False: Few young people in the United States live with
J ogL: Really? What are they dojng this summer? A.te..J.b.e.x their parents.
l&kina classes:, too? 4. False: Nearly a,ll university students live with their
DoN: No, they aren't. My brother is on vacation now, but
pa-rent..s.
5. True
he~ for a part-time job here.
Js she workjng? 6. False: (Ren ts in the city are very expensive.) Many
JOEL: Wha t. abou t your sister?
DoN: Yes, she is.. She has a part-time job at. the university. young people continue to live with their parents aft.c_r
tbey man-y.
What about you. Joel? Are you in school this summer?
JOEL: Yes, I am. ~two languages. Exercise 8
Do.s: Oh, are you taking French and Spanish again? 1. all
J OEL: Well , J'm taking Spanish again, but~ 2. nearly all
Japanese. 3. m~l
DoN: Really? That's exciting! 4. many
Exercise 3 5. a lot of
6. some
2. Peter is Liz's husband.
7. not many
3. Frank and Liza are Isabel's grandparents.
4. We have a !SOn and (a) daughter . 8. a few
9. few
5. My fntherinlaw is a painter.
10. n o
6. Michael is looking for a job right now.
Exercise 4 Exercise 9
CHRIS: Wow! Do you li.ke it? 1. Many children start school before the age of 5.
PHTUP: Yea I M I Jjke it a loL All chHdren go to ochool alter the age of 5.
CIIRJS: And is your brother still working in Hong Kong? 2. Nearly all young people get. a job after Utcy finiah
PHlWP: Yea he j& He loves jt there high !SChool. Only a few go to coUege.
CHRIS: And how about. your parents? Are they atilt living 3. Not m any people over 65 have part-time jobs. F ew
in Florida? people like to travel abroad. Many people like to stay
PHJUP: No they aren'b Thev're livjng jn New York these "';t h their grandchildren .
.f1w. How about you and your family, Chri s? Are you Exercise 10
still living hero? In my country, some~ get married fairly young.
CHRJS: Vee we pro We really loye San Froncisco Not many marrioges .bra..1s.....w and nearly all ~
Exercise 5 people remarry. Elderly couples often~ and
1. Thi a is my aunt Barbara. 5h.iliw in Rome, but~ take care of their grandch ildre n.
ldailina Chile this summer. ~ a second home there. Exercise 11
2. And these are my parents. ~ in London, but Answers will vary.
t hcv'm yjsitipg my aunt in Chile t his mont.h .
3. And here you can see my grandparents.~ in
New York, but tbev'rn staying at my parents' house in
London now.
4. This is my brother-in-law, Edward.~ to be a
company director. He's stndving businc.se in Canada
right now.
5. And this is my nieee, Christina. ~or~
to high school.~ mathematics, but she doesn't
like Englis h .

T-228 Workbook answer key

6 How often do you exercise?
Exercise 1
Team sports
basketball
I ndividual sJX)rts
swimming
Exercise
sY.'imming 1n n m
Ms.ball jogging jogging i'JIII!IIIIIDaaa
football
soccer
bicycling
tennis
aerobics
bicycling n 11 11 a
volleyball yoga tenni s IIIli 111111!11111 II Ill
stretching Ill II II U
Exercise2
yoga
liiiiiiiDilllllllllll II a
D llll 111111
2. They hardly ever play tennis .
3. How often do you go jogging? 111 1111 11 a
4. We often do yoga on Sunday momings. II B a
5. Does Char lie ever do aerobics?
6. What do you usually do on Saturdays? II II
Exercise 3 illliiii.IDillll
2. A: What do you usually do on weekends? Exercise 7
B: Well, I usually do karate on Saturdays and yoga B
on Sundays. AduU
3. A: Do you eyer go to the gym after work? H iki n.g E-ducation YWCA/
B: No, I never go to the gym after work. Club P rogram YMCA
1. play indoor sports ./
4. A: How often do you exercise?
2. do outdoor activities ./
B: I don't exercise very often at all.
3. take evening classes ./
5. A: Do yon e yer plgy sports on weekends? 4 . go dancing ./
B: Yes, I sometimes play sports on weekends - 5. learn to cook ./
usually baseball. 6. meet new people ./ ./ ./
6 . A: What do you usually do in W 'r fr<x; time? Exercise 8
B: I usually play tennis in my free time. 2. A: How long do you spend in the pool?
Exercise 4 B: About 45 mjnut&s
A 3 . A: And how well do you swim?
Answers will vary. B: I'm about average
B 4. A: How good are you at other sports'!
Answers will vary. B : Not verv good actually
Exercise 5 Exercise 9
JERRY: I always go jogging ill 7:00. How about you, Susan? 2. A: How often do you go for a walk?
SUSAN: I usually go jogging atmmd, noon. I jog .f ur about B : Almost every day. I really enjoy it.
an hour. 3. A: How long do you soend jogging?
JERRY: And do you also play sports in your free time? B: I spend about an hour jogging.
SUSAN: No, I usually go out IDth my classmates. WlHlt
4 A : How good are vou at soccer?
about you?
B : I'm pretty good at it. I'm on the school team.
JERRY: I go to the gym !!Jl Mondays and Wednesdays.
And sometimes I go bicycling QJ1 weekends. 5. A: How well do you play basketball?
SUSAN: Wow! You really like to stay in shape. B; Basketball? Pretty well, I guess. 1 like it a lot.
Exercise 10
2. Tom doesn't exercise very often.
3. Philip tries to stay in shape .
4. J ill often works out at t he gym .
5. I always go joggin g with my wife.
6. How well do you play tennis?
Exercise 11
Answers will vary.

Workbook answer key T-229

7 We had a great time!
Exercise 1 Exercise 6
A 2. d. He took a day off.
2. enjoyed 6. tried 3. e. He did housework.
3. invited 7. visited 4. c. He didn't do the laundry.
4. loved 8. washed 5. a. He had people over.
5. studied 9. watched 6. b. He had a good time.
B Exercise 7
2. give 6. spend A
8 . meet 7. take Aru,wenJ wiU va_ry.
4 . ... 8. go
5. sleep c William Sru
c 2. stayed for two days in Bangkok ./
Answers will vary. 3. visited the Roating market ./ ./
Exercise2 4. bought fruit ./
2. Who did you meet at th(J party? 5. saw some hi storic ruins ./
I met someone yery jnt<:rcstjng 6. traveled on the river ./ ./
7. loved the food the most ,/
3. What time did you and Eva get. home? 8. enjoyed everything ./
Wp gpt home a lit tJe of\er 1 00
Exercise 8
4. How did you and Bob like the art exhibition? 8 : It~ greaL I reaJly enjoyed iL
We ljked the art exhibition a lot
A:. How long~ you there?
5. What did you buy? B: We wcm there for two weeb.
1 or We bourht the new Madonna CD A:. ~you in Lima all the time?
6. Where did J eff and Joyce spend their vacation? B: No, we~ We~ in t he mountains for a
They s pent thejr yaqatjon jn the country few dnys.
A: And how ~ the weather? Waa it good?
Exercise 3 B: No, it~ good at all. The city .wl8 very hot, and
Answers will vary. the mo~.~ntuin& w_cm reaUy ooldl
Exercise 4 Exercise 9
A: What~?
B: It was a great trip. I really enjoyed South Africa
B: Well, on Saturd9.y, we went shopping.
and Namibia.
A; And did you do anvthjng special in the evening?
A: How Jong wem wu jn South Africa,?
B: No, nothing special.
B: For ten days.
A: Where~ on Sunday? A: And bow lgng were you in Namjhia?
B: We went. to the amusement park. B : I was in Namibia for about five days.
A: How d jd you like jt?
A: Wow, that 's a long time. How W !l the weather?
B: We had a great time. In fact, we stayed there all day.
A: Really? What time djd von get borne?
B: It was hot and sunny the whole time.
A: And what was the beat pa rt?
8: We got. home very )ate, around ::cidnigh t. B: It wa.s definitely the natuntl parka and wildlife in
Exercise 5 Namibia. And we saw some meerkata!
2. A:. 1 stayed home from work all day yesterday. Did you
take the day off, toe)?
Exercise 10
1. I'm sorry I wu late. I bad to ma.k.c. a phone call.
B: No I djdn't take the day or vesterday off I wprked
2. My friends and I really enjoyed your pa rty. We all had a
a!! day until six o'clock
2.Qildtimc.
3. A: I worked an weekend on my research paper. Did you 3. I m..wi.e: some photocopies of tlte report a nd put them on
spend the weekend at home, too? your desk.
8: No I didn't soend the weekend at home 1 went 4. We didn't see very much in the mountains. The weather
out with friends was very fua:x,
4. A: I studied all weekend. Did you a nd John have a 5. I worked very hard in Switzerland last week. I was
Jot of homework, too? there~
8: No wedjdn'thnvealotofbomework Wefipjahed Exercise 11
oyr homework on $atun1ay
A
5 . A: Carl drove me to work yesterday morning. Did you Answers will vary.
drive to work?
B: No I didn't ddyg to work I took the bps B
Answers will vary.
6. A: Kathy went to the baseball game last night. Did
you and Bob go to the game?
B: No we didp't go to the game We watched jt 00 TV

T-230 Workbook answer key

8 What's your neighborhood like?
Exercise 1 4. Is there a laundroma t in this neighborhood?
A Yes Thfrg's one next to the Yl\1CA
2. gas station 5. Is there a department store on Lincoln Street?
3. grocery s.to~ Ye& There's one between the travel allfQCy an d the
4. Internet cafe gym.
5. karaoke bar 6. Are there any pay phones around here?
6. movie theater Yes There are some jn front of the OO."it office
7. pay phone Ex erc ise 4
8. post office Answers will vary.
9. travel agency
Exerc ise 5
B
2. A: I want to send an e~mail. Are there any Internet B
Advantages Disadvantages
~near here? Downtown n~ar the very noisy, streets
B: No, there aren't, but there are some near the shopping center full of people
university. near the bus traffic is terrible
A: I want to send this letter. Is there a post office station parking is a big
around here? problem
B: Yes, there's one next to the laundromat. S uburbs safe too qu.iei
4. A: I need to make a phone call. Are there any pay a lot of parks not many shops, no
~around here? good schools clubs or theaters
B: Yes, there are some aero~ from the library very little crime nothing ever
5. A: We need some gas. Am them an y gas stati ons on really h appens
this street? c
B: No, there aren't, but there are a couple on Second Answers will vary.
Avenue. Exercise 6
6. A: We need to make a reservation for a trip. Count nouns Noncou~Jt nouns
Is there a travel agency near here? bank people crime pollution
B: Yes, there's one near the Prince HoteL hospital school noise traffic
Exercise 2 library t heater parking water
Possible an swers: Exercise 7
3. There's a laundromat on the COI'ner of 1st Street and 2. How many buses are there? There aren't any.
Oak in Avery, but there isn't one in Bailey. There's 3. How much traffic is there? There's only a little.
a hospital. 4. How many banks are there? There are a couple.
4. There's a grocery store on Elm Street in Bailey, bu t 5. How many people are there? There are a few.
there isn't one in Avery . 6. How much crime is there? There's a lot.
5. There's a restaurant on the corner of3rd Street and
Exercise 8
Oak in Avery, but there isn't one in Bailey. There's
a drugstore. ALEx: Sure. There are a.l2.t. There's a great club~
6. There's a bank on the corner of 2nd Street and Oak f.D:ml the National Bank, but it's expensive.
LUIS : Well, are there am: others?
in Avery, but there isn't one in Bailey. There's a
department store. ALEx: Yeah , there are~. There's a nice 2l!e near here.
It's called Sounds of Brazil
7. There's a post office on the comer of 3rd and Birch
in Avery, but there isn'tone in Bailey. There's a
LUis: That's perfect! Where is it exactly?
ALEX: It's on Third Avenue,~ the Royal Theater and
movie theater.
May's Restaurant.
8. There's a supermarket on the corner of 2nd and Ehn in
Luts: So let's gol
Avery, but there isn't one in Bailey.
9. There are some hol.lSes on 3rd Street in Avery, but there Exercise 9
<tren't any in Bailey. There are some apa.rlments. 1. I'm going to the stationery store to get some
10. There's a barber shop on 4th Street in Avery, but there birthday cards.
isn't one in Bailey . There's a coffee shop. 2. We're taking a long drive. We need to go to t he
Exercise 3 ~
Answers will vary. Possible answers: 3. I live on the 8th floor of my apartment build jog.
2. Js there a post office near here? 4. Our apartment is l n the center of the city. We
live~.
Yes There's one on the oorner of Lincoln Street and
~
3. I'm looking for a drugstore.
There's one opoosite the gas station

Workbook answer key T-231

Cf What does she look like?
Exercise 1 Exercise 6
2. light F ormal Casua l
3. young shirt boots
4. short dress jeans
5. tall scarf shorts
skirt running shoes
Exercise 2
suit Tshirt
A neckt ie cap
2. fairly long
3. good-looking Exercise 7
4. medium height 2. Alice is the woman talking to the man.
5. middle aged 3. Mandy is t he tall woman carrying a jacket.
4. Edward and Kate are t he ones wearing sun glasses.
B
5. William is the one wearing a suit and tie.
2. A: How long is his hair?
B: It's fajr]y long Exercise 8
3. A: What color is his hair? Possible answers:
B: It's da rk brown 2. A Who's Carlos?
4. A: How old is he? B: He's the one behind the couch
B: He's middle a ged. 3. A: Who are Dan and Cindy?
5. A: How tall is he? B: They're t he ones dancing
B He's medium height
4. A: Which one is Angela?
Exercise 3 B: S he's the Qpfl on the ooucb
JIM: And bow long js her hajr?
5. A: Who's Ken?
STEVE: It's medium length. B: He's the one with short black hair
Jn.t: How tall js she?
STV: S he's fairly tall. Exercise 9
JL)f: And how old is she? 2. A: Which ones arc the teachers?
STEVE: She's in her early twenties. Who a re the teachers?
JIM: Does she wear glas..o:;es? B: They're the ones on the couch.
StEVE: Sometimes. I think she's wearing them now. They're the ones sitting on the couch.
JiM: I think I see her over there. Is t hat her? 3. A: Which one is Larry?
Exercise 4 Wbo is L a rry?
Answer& will v ary. B: He's the guy we3ring the ooat.
He's the guy i n the coat.
Exercise 5
1. George is in his~ He's pretty tall. Exercise 10
He has a mustac~'s@)He's wearing There's a middleaged woman~ her dog, and a
a shirt, jeans, and boots. young guy ~ the pay phone. Two people~
next to him . Hey! The one~ a baseball hat is my
He isn't bald. He has short, curly hair. classmate! Some people~ a t the bus stop. A
2. Sophie is about 25 . She's very pretty. She's medium seriouslooking woman~ for directions. And h~y.
height. Her hair is long and blond. She's wearing a here comes a really cute girl ~ a backpack. Wait a
black sweater, a jacket, and~ She's minute! I know her. That's my old girlfriend. I have to go
~her motorcycle. now! Bye.
She isn't wearing tennis shoes. She's wearing boots. Exercise 11
She isn't standing next to her motorcycle. She's sitting 2. A: Who's Sa m?
on her mot.Qrcycle. B: The handsome guy near the door
3. Lucinda is in her early twenties. She's pretty 3. A: Is she the one on the couch?
serious looking. She has~and curly dark hair. B:~
She's fairly tall, and she's wearing a nicelookingjacket 4. A: How t all is she?
and~ B:~
She doesn't have glasses.
She isn' t wearing jeans. She's wearing a skirt.

T-232 Workbook answer key

TOHave you ever ridden acamel?
Exercise 1 Exercise 7
2. e. called 2. A: Have you eyer seen a sumo wrestling match?
3. b. done B: Actually, I saw a sumo wrestling match last
4. j . eaten month on TV. It was terrific!
5. a . gone 3. A: Haye you ever eaten oysters?
6. h . had B: No, I haven't. I've never eaten oysters.
7. f. jogged
4. A: Have you ever gone wall djmbjng?
8. g . made
9. c. seen B: Yes, I went wall climbing on Friday night.
10. i . tried 5. A: Have you ever been campjn!(l
B: No, I haven't. I've never been campin g.
Exercise 2
2. A: Ha!> Sue gnne running lately? 6. A: H ave you eyer ridden a motorcycle?
B: Yes, Sue usually runs in the morning and evening. B: Yes, I have. I once rode my brother's motorcycle.
3. A: How many phone calls baye you mad e lately? 7. A: Have you eyer been to Indja?
B: I made only one - on my father's birthday. B: No, I've never bren to lndia.
4. A: How long haye vou had those SWlglasses? Exercise 8
B: I've had them for a few weeks. Answers will vary.
5. A: Haye you eaten at Rio Cafe? Exercise 9
B: Yes, we've already eaten there. It's very good but B: Yes, I~ my cell phone last month.
a little expensive. A:~ you fimnd it yet?
6. A: How many times have you gone shopping at the B: No. Actually, I~ already l2wlghl a new one. Look!
mall this month? A: Oh, that's n ice. Where did you 1nu: it?
B: Actually, I haven't gone at 8.11. Why don't we go later B: I Wit at Tech Town Last weekend. \Vhat
today? about you?~ you ever ~ anything valuable?
A: Well , I kt't my electronic address book in a coffee shop a
Exercise 3 couple of months ago.
A B : How annoying! Maybe that's why you haven't called m e
Answers will vary. for a while.
B A: But you h a yM't called me in a long time.
Answers will vary. What's your excuse?
B : I told you . 1125.t my cell phone!
Exercise 4
1. Damien has lived in Hong Kong~ 2001. Exercise 10
2. I have been a nurse fur several years. 2. A: Are you having a good time?
3. Masayuki was an exchange student in Spain f'2r a B: Yes really good
whole semester. 3. A: H ow long did Joe stay at the party?
4. I'm so sleepy. I've been awake~ 4:00 this mornin g. B: For two hou rs
5. Mr. and Mrs . Chang have been married fili: nearly 4. A: How ma ny times h as Gina lost her keys?
40 years.
R~
6. Maggie has had the same hairstyle !rinre_ high school.
7. How are you? I haven't seen you sinctyour wedding. 5. A: What about a tour of the city?
8. Where have you been? I've been here fur over a n hour ! B: Sure I hear it's grea t
9. I haven't had t his much fun~ I was a kid. 6. A: Have you been here long?
Exercise 5 B: No just a few m jnutes
Answers wi!J vary.
Exercise 6
B
______l___ stayed in the mountains
___.2.__ lost a wallet
____l___: e njoyed the view
l.and..2. got no exercise
___2__ spent t ime on a boat
___L_ waited for help
_ 2 _ went s wimming
1Jmd..2. had a terrible day
c
Answe rs will vary.

Workbook answer key T-233

li lt's a very exciting place!
Exercise 1 Exercise 6
2. Rome is a beautiful old city. B
There are not many m.odfin buildings. D ate
City founded Population WeatMr Attractions
3. My hometown is -not an exciting place. Budapest 1872 2 million very cold the Danube
The nightlife there is pretty bm:ing.
in the nightlife
4. Some parts of our city are fairly dangerous. winter
'They're not very ~ late at night. Los 1781 3.8million smoggy film
5. Athens is a very quiet city in the winter. Angeles dry and studios
The streets are never~ at that time of Hollywood
the year. Boulevard
beaches
Exercise 2 Disnezland
A: What's your hometown like? Taipei 18th 2.7 million h umid museum
B: My hometown? It's a pretty nice place and the people century shopping
not
are very friendly. pleasant
A: h.il..bi1
B: No, it's fairly small, but it's not too small. c
A : What's the weather Jike? 2 . ~has good beaches nearby.
B: The winter is wet and really cold. It's very nice in the 3 . ~ was once two cities.
summer, though. 4 . Los An &rei$ j)Dd Tajpej were both founded in
A: Is the njghthfe exciting? the eighteenth century.
B: No! It's really boring. There are no good restaurants Exercise 7
or n ightclubs. 2 . You shouldn't st.w near the airport. It's too noisy.
Exercise 3 3. You shouldn't mjss the museum . It has some new
2. Sapporo is a very nice place. The winters are terribly exhibits.
cold, lllol!l:h. 4 . You~ a bus tour of the city if you like.
3. Marrakech is an exciting city, arul it's a fun place to 5. You shouldn't walk alone at night. It's too d angerous.
sightsee. 6 . You should get around by taxi if you're out late.
4. My hometown is a great place for a vacation, hut it's Exercise 8
not too good for shopping. B: You shouldn' t miss Jogjakarta, the old capital city.
5. Our hometown is somewhat ugly. It has some beautiful There are a lot of beautiful old buildings. For
old homes,~. example,~ see the temple ofBorobudu r.

Exercise 4 A: Sounds great. Bali is very popular, too. ShmlliU

2. ~ Restaurants are very cheap in Mexico.
3. ....L_ Copenhagen is D. clean city.
4. ~ The buildings in P aris are really beautiful.
5. _ Apartments are very expensive in Hong Kong.
6. _L_ Amsterdam is a fairly crowded city in the summer.
7. _ Toronto has good museume.
8. L Rio de Janeiro is .an exciting place to vi sit.
Exercise 5
Ever-Popular LondQn
London i3 Britain's biggest city. It~ a very old capital
and dates back to the Romans . It .is a city of interesting
buildings and churches, and it has: many beautiful parks.
It also has: some of the best museums in the world. London
U very crowded in the summer, but it is not too busy in the
winter. It .is a popular city with foreign tourists and haS:
millions of visitors a year. The city i famous for its
shopping and 11M many excellent department stores.
London~ convenient tr&in!S and buses tha t cross the city,
so it is easy for tourists to get around.
go there?
B: Yes, ~. It's very interesting.
A: Sh2illd] take a lot of money with me?
B: No, you sbmJ!dn't. Indonesia is not a n expensive count ry
to visit.
A: So when~ go there?
B: Anytime. The weather's always nice.
Exercise 9
P ossible questions:
2 . What can you see and do there?
3. What shouldn't you do there?
4. What special foods should you try?
5. What should you buy there?
6. What other interesting things can you do?
Exercise 10
2. The streets are a lways crowded .
3. It's a fairly ugly city. ,
4. When's a good time to visit the city?
5. You really shouldn't miss the weekend market.

T-234 Workbook answer key

121treallyworks!
Exercise 1 B
A Possible answer:s:
Suggested answers: 2. Mazy has a bad cough.
2. a headache: take eome aspirin She should get a box o(eougb drops
3. a bad cold: go to bed and rest 3. David has a terrible earache.
4. an inaed. bite: apply anti-itch cream H e should buy a bottloofear drons
5. rtOre muscles: uso some ointment 4. Andrew and Carlos have a lot of mosquito bites.
6. a bum: put it under cold water They should gtt a can of insect spray
5. Manuel has dry, itchy skin.
B He should buy a tube ofanti.jt<:h cn:a m
Possible answers: 6. Susan has a cut on her hand .
2. A: What should you do for a headache?
She should get a box of handaves
B: It's h el pful to take some aspirin.
7. Jin Sook and Brandy got burned a t the beach.
3. A: What should you do for a bad cold? They should gtla can of sunburn spray
B: It's important to go to bed and rest. 8. Mark's shoulders are sore after his workout.
4. A: What should you do for an insect bite? He s hould buy o tube gf musrle ojnt ment.
B: It's a good idea to apply anti-itch cream.
Exercise 6
5. A; What sbouJd you do for sore muscles? 1. CUsToMER; Yes. Can I have a boU1e of aspirin?
13: It's helpful to use some ointment. PHARMACIST: Here you are.
6. A:. What sbou1d you do for a bum? CusTOMER: And what do yOu have for a s unburn?
8: It's important to put it under cold water. PHARMACLST: I suggnt this lotion.
CusToMER: Thanks.
Exercise 2 2. PHARMAclST: Hi. Can I help you?
PoMible answers: CuSTOMER: Yes. Could I have something for sore
2. For a sore throat, it's a good idea not to talk too much. muscles?
3. For a burn, it's important not to put icc on it. PHARMACIST: Sure. Try this ointment.
4. For insomnia, it's helpful not to drink coffee at night. CUSTOMER: Thanks. And what do you suggest for
5. For a fever, it's importa nt not to get out of bod. the flu?
Exercise 3 PHARMAciST: Try some of these tablets. They really
Answers will vary. work.
CtlsroMER: OK, t hanks. I'll take them. And could I have
Exercise 4
a box of tissues?
A PHAR.\IACIST: Sure. Here you are.
Answers will vary.
Exercise 7
B A: Wow, yOu don't look very good! Do you feel OK?
1. False
B: No, 1 think rm gettina: a cold. What should I do !w: it?
2. False A: You should stay aJ. home and go 161 bed.
3. True B: You're probably right. I've got a really bad cough, too.
4 . True
A: Try drinking some hot tea~ honey. It rea lly helps.
5. False B: Anything else?
6. True A: Yeah, I suggest you get a big box 2ftissues!
7. True
8. True Exercise 8
Possible answers:
Exercise 5
2. I think I'm getting a cold.
A You s hould get a bottle pfvitamjn C
Bottle Bor Can Tube 3. I can't stop sneezing.
ear d.rope cou.gh drops i.ru;ect spray antiitdt cream l)y and bold your bruth
eye drops bandages sunburn spray muscle ointment 4. I don't have any energy.
I suggestMmf! myltjyiLAmjns
5. rm stressed out!
Ypu should work less and play more

Workbook answer key T-235

13 May Itake your order?
Exercise 1 Exercise 5
2. A: I really like healthy foods. WAITER: What kind of d ressing would ygu ljke on your
B: So.JigJ. salad- French, Italian, or vinaigrette?
3. A I'm in the mood for Japanese food. CusToMER: rd like French, please.
B: l..om.JQg. WAlTER: And would you like aw:1hi.DI to drink?
CUsrom::R: Ycs. Ill have iced coffee.
4. A: I can'L stand apicy food. WAlTER: With milk and sugar?
B: Neither can I CUSTolfER: Yes,~-
5. A:. I don't like bland food very much. WAlTER: Anything else?
8 : I don\ ejt.her CusroldR: No,lllllnka. That11ll!! all.
6. A: I think Italian food is delicious. WAITER: OK 111 bring it. right. away.
8:~ Exe rcise 6
Exercise 2 2. A; What kind of soda would you like?
B: 111 have a rola
A
Answers will vary. 3. A; Would you like anything to drink?
B:~
B
Aruswera will vary. 4. A: What. flavor ice cream would you like?
8: Vanilla please
Exercise 3
5. A: Would you like anything else?
A B: That will be all thanks
Answers will vary.
c Exercise 7
Trol:torio Dyna>ty Beiru t Cafe SHERRY: It's delicious! ] ~!
Rom ana WHlTNEY: I do, .tQQ. It's my fayorite kind of food. Lot'!! call
Food Italian American Lebanese Chiang Mai restaurant for home de li very.
Atmosphere quiet and boring lively SHERRY: Great id ea! Their food is always good. I cat
relaxing there a lot.
Specialties desserts steak and meze WHITNEY: So do I. Well , what~ you like tonight?
potatoes SHERRY: I'm in the mood for some sou p.
WHIT~EY: So a.m I. And I think I ntiJJ have spicy chicken
Service very good slow and ve.-y
unfriendly friendly and special Thai rice.
P rice/person about $25 $22 about $ 18 SHERRY: OK, let's order. Oh, wait a minute, I don't have
Reservation yeo no y.. any money with me.
WHIT~EY: Neither do_ I. What should we do?
Exercise 4 SHERRY: Well, let's look in the refrigerator. Hmm. Do you
Possible answers: like boiled eggs?
2. roasted Jamb (othen are seafood) WHITh'EY: I can't stand them!
3. beef burrito (olhero""' vegetarian) SHumY: ActuaUy. neither can[.
4. garlic bread (olhero are potatoeS)
5. grilled salmon (others are snacks) Exercise 8
6. sushi (others are drinkl) 2. Baked potatoes are less mau than french fries..
3. Many people like~ on their salad.
4. Some people rarely cook with spices. They prefe r
lilllwl food.
5. Vanilla is a popular iee cream~-

T-236 Workbook answer key

I tf The biggest and the best!
Exercise 1 Exercise 5
A A
2. b. forest Answer will vary.
3. a. valley c
4. a. lake 1. False
5. c. volcano 2. False
6. a. desert. 3. True
B 4. False
2. Amazon River 5. False
3. Lake Superior 6. False
4. Mount F\Ui Exercise 6
5. Mediterranean See 2. How far is New Zealand from Australia?
6. Angel Falls a. It's about 2,000 kilometers ( 1,200 miles).
7. Paci.fic Ocean
8. Sahara Desert. 3. How long is the Amazon River?
a. It's 6 ,437 kilometers (4,000 miles) long.
Exercise 2
4. How cold is Antarctica?
2. cooler the coolest 7. older the oldest
b. It gets down to -88.3 degrees Celsius
3. friendlier the friendliest. 8. safer the safest
9. smaller the omallest
(126.9 degrees Fahrenheit).
4. heavier the heavie&
5. nicer the nicest 10. wetter the wettest 5. How big is the Amazon Rain Forest?
6. noisier the noisiest a. It's 6 million square kilometers (2.5 million miles).
Exercise 3 6. How deep is the Grand Canyon?
IAN: Well, it t:crtainty h as some of the moal famous cit ies b. It's about 1.6 kilometers (I milo) doep.
in the world- Rome, Milan, and Venice. Exercise 7
VAL: Yeah. 1 had ~ t ime in Venice. It's~ Answe rs will vary.
~city I've ever seen. Of course, it's also one of
the most oopylar tourist attractions. It was~ Exercise 8
~city I visited this summer, and there weren't
even any cars! II lillllllllllliiiiiD
IAN: I've always wan ted to viait Venice. What's it like in II II
the wint.et?
VAL: Actually, that's ~ time to visit unless you
eJ II ll!l II
wan t to avoid the summer crowd&. Venice ie one of III!IIII'J IDIIIIIJIIII
.the...mJ..d.ej and~ places in Italy in the winter. II II II IJ
Exercise 4
3. The...hi.&:hH1 waterfall in the world is in Venez.uela.
1111111111 imllllll II
4. The Suez. Canal joins the Mediterranean and Red seas.
II II II
It. is 190 kilometel"$ (118 miles) long. It is~ illllll iiBIIDIJIIII
the Panama Canal. 111!1111!1 llli!'J
5. The Atacama Dc&ert in Cbile is ~place in
the world. II BIJIIIIIIIIII I!J
6. Mount. Walialeale in Hawaii gets 1,170 centimeters I!JIIII II IJ
(460 inches) of rain a year. It is ~ place
on earth! 1!1 II iii!IIIDIJIID
7. ~capital city in the world is Muscat, in Oman. II I!J II
8. The continent of Antai"Ctiea is~ any other
place in the world.
or
9. The Himalayas arc some t he mo:st dnpf:mua
mountains to d imb.
10. Badwatcr, in California's Jkath Valley, is~
point in North America.
11. Mont Blane in the French Al~ is ~ the
Matterhorn in t he Swiss Alps.
12. The Pacific Occon i&~ the Atlantic Ocean.
At one place the Pacific Oeean is 11,033 meters (36,198
fe{!t ) deep.

Workbook answer key T-237

15 1'm going to a soccer match.
Exercise 1 Exe rcise 7
2. comedy act A
3. dance performance Answers will vary.
4. golftoumament/game
5. pop concert
B
2.
6. ~r match/game/tournament
7. street fair/party/performance 3.
4. i
8. volleyball game/t.cumament
5. j
Exercise 2 6. b
Possible answers: 7.
2. On Monday, she's working overtimu to finish the report. 8. g
S. On Tuesday evening at 7:00 , she's aeeing a play 9. c
with Tony. 10. d
4. On Wednesday night, she's watching the tennis match
with Kate and Sam. Exercise 8
Possible answers:
5. On Thursday, she's having lunch with Candy at noon.
1. Could you Mk her to bring the fax from New York?
6. On Friday, she's staying home and watchlng the
2. Could you tell Mr. Alvare% Lhat we need the report by
baseball game on 'IV.
7. On Saturday anemoon, she's going to the oooo? Please ask him to call Ms. James as 900n as
golf tournament. possible. .
3. Wo\lld you tell Mi31 Lowe that the new laptop lS
Exercise 3 ready? C<>uld you tell her to pick it up this afternoon?
MARK: l'm gojng to go to a rock concert on Saturday.
MARTA: That sounds interesting. Exercise 9
MARK : Yeah . There's a free concert in the park. And how Possible answers:
1 P lea.sc ask Michncl not to meet me at the airport
about you, Marta?
MMTA: Well, Brian and 1 are ggjng to see a basketball until midnight. Would you tel l h im that the plane is
going to be late?
game in the afternoon.
2. Please tell Lucy that we're meeting at Dino's house
MARK: And what~ you~ in the eveni ng?
MARTA: Brian's going to visit his mother in the hospital.
before the concert. Could you ask her not to forget
But I:m not~ anything really. the tickets?
MARK: Well, I'm gojng to have some friends over for a
3. C<>uld you tell Christopher that the beach party
barbecue. Would you like to come? statts at noon? Please ask him not to be late.
MARTA: Thanks. I'd love to! Exercise 10
Exercise 4 SECRI:fARY:I'm sw:x. She's not in.~ a message?
2. A:. Do you want to visit the street fair with us tomorrow? ~- CuRnS: Yes, please. This is Ms. Curtis. Wm!ld you
~ l'm staying at the Plaza Hotel?
8: Surn I'd loye tn
The number is ~55~9001, Room 605 . .Cmililyou
3. A: We'r\'1 having friends over for dinner tonight.. tell her to coli roo?
Would you like to come? SECRt."TARY: OK, Ms. Curtis: . I'l l ~the message.
8: I'm sorry I'm wQrkjng late tonjght Ms. CURTIS: Thank you very much , Good-bye.
4. A: How about going to a movie on Saturday? Exercise 11
B: Ob 11m sorry I cao'b
2. Could I ask her to call you back?
Exercise 5 Yes. My number is (303) 555-3241.
Answers will vary. 3. Who's calling?
Exercise 6 M y name's Graham. Graham Lock.
Answers will vtny. 4. Can I take a message?
Yes, please. Could you tell him Roz called?
5. Could I speak to Paul, please?
Let me see if he's in.
6. I'm sorry. She's busy at the moment..
Tha~s OK.I11call back.

T-238 Workbook answer key

16 Achange for the better!
Exerc ise 1 Exercise 6
2. A: I haven't seen you for ages. 2. What~ do yQu think you're most interested in
B: I knQw How hftVC you boon? pursuing?
3. A: You know, I have three kids now. 3. I go to school, and I have a family and a part-time job.
B: That'st.crrificl I h ave a. lot ofrosnonsihjljrjes.
4. Lucy wants to pay off her student 1rum before she buys a
4. A: How are you? car.
B: I'm doing reall y well 5. Marie lost her job. Now she's~ and can't -pay her rent.
Exercise 2 6. I'd like to be~ in my first job. Then I can get a
1. Judy has moved to a new apartment. Her old on~ was better jQb a nd a raise.
too small. Exercise 1
2. Kiro a nd Anna have stopped eati ng jn restaurants. Now LEO: I~ a sum mer job. I'd like to .sa ye money for
they cook dinner at home every evening. It's much a vacation.
cheaper. M ELISSA: Really? Where wou ld you like to go?
3. Alex has started going to the gym. He looks healthjer, LEO: I'd love to tra vel to Latin America. '\\1lat about you,
and he has more energy. Melissa?
Exercise 3 l\IELISSA: We ll, I'm note-oin t: to e-et a job right away. First, I
Answers will vary. Possible answers: ~to Spain and Portugal.
2. Elena doesn't wear glasses. or E lena wore glasses before. LEO: Sounds great, but how arg you going to nay for it?
3. Susan isn't a s tudent now. or Susan was a student. I\l ELISSA: I hope to borrow some money from my brother. I
4. Eddie is thinner now. or Eddie lost a lot of weight. have a good excuse. I ~courses in Spanish
and Po-rtuguese.
Exercise 4
LEO: Oh, I'm tired of studying!
Possible ans\vers:
MELISSA: So am I. But I also~ people on tours to
2. James was heavier before.
Latin America. Why don't you come on my first tour?
3. Mary has chanbted schools.
4. Tess isn' t married anymore. LEO: Count me in!
5. My hair is longer now. Exercise 8
6. \Ve-quit working out. Answers will vary. Possible a nswers :
1. I hope to find a new job.
Exercise 5 I want to make more money.
A I plan W take a computer class.
Answers will vary.
2. I'm going to go to a gym.
B I'd like to eat healthier food.
l.Aki --<- I'd lQve to get more sleep.
2. Luis __a_
3. Rosie _h_ 3. I'm going to join a singles club.
I want to be more outgoing.
c I plan to find a hobby.
l.Aki
Now I actually look forward to getting up early. Exercise 9
I dress up now. 2. Heather's salary is much~ before. Sh e had to
My hair is shatter. take a pay cut.
3. After graduation, Jack plans to work for a n
2. Luis
international company.
I got marrie d!
4. This job is more stressful than my last job.
My wife and I often have friends over for dinner.
We're taking evening classes. 5. Mel hopes~ to a small town.
6. William and Donna got~ last summer. The
3. Rosie marriage will be in April
Now I work as a computer programmer.
I've gained several k ilos. Exercise 10
I foci much happier and h ealt hier. Answers will vary.

Workbook answer key T-239

Appendix
Countries and nationalities
This is a pa rtial list of countries, ma ny of which are presented in this book.
Argentina Argentine Gennany Gennan Peru Peruvian
Aust.rolia Australian Greece Greek the Philippines Filipino
Austria Austrian Hungary H ungarian Poland Polish
Bolivia Bolivian India Indian Russia Russian
Brazil Brazilian Indonesia Indonesian Saudi Arabia Saudi Arabian
Canada Canadian Ireland Irish Singapore Singaporean
Chile Chilean Italy Italian Spain Spanish
China Chinese Japan Japanese Swit.z.erland Swiss
Colombia Colombian Korea Korean Thailand Thai
Costa Rica Costa Rican Lebanon Lebanese Turkey Turkish
Ecuador Ecuadorian Malaysia Malaysian the United Kingdom British
Egypt Egyptian Mexico Mexican the United States American
England E nglish Morocco Moroccan Uruguay Uruguayan
France French New Zealand New Zea lander Vietnam Vietnamese

Irregular verbs
Present Past Participle Present Past Participle
(be) am/is, are was, were be<on make made made
bring brought broughl meet met met
buy bought bought put put put
come came come quit quit quit
cut cut cut read read read )
ridden 'i!':l.~
do
drink
did
drank
done
drunk --'
~"t..~' rode
ran run \
drive drove driven ~<'\1 see saw seen
cot ate eaten \ sell sold sold
fly flew flown set set set
fa ll fell fallen s it sat sat
feel felt felt s lee p slept slept
get got got ten speak spok e spoken
give gave given spend spent spent
go went gone take took taken
grow grew grown teach taught taught
have had had tell told told
bear heard heard think thought thought
keep kept kept wear wore worn
Ioee lost loot write wrote written

Comparative and superlative adjectives

Adjectives with -er and -est Adjectives with more and most
big deep heavy nice small attractive dangerous expensive outgoing
bu sy dirt y high old tall beautiful delicious famous popular
cheap dry hot pretty thin boring diffacult important relaxi ng
clean easy large quiet ugly crowded exciting interesting stressful
cold fast light safe warm
cool friendly long s hort wet Irregular adjectives
dark funny new s low young good -+ better -+ beat
bad -+ worse -+ the wo111t

T-240
Acknowledgments
Illustrations
Rob De Bank 11, 16 , 17, 19 , 32, 33, 42 , 59, 81, 88, 100 (bt?ttom ), E ric Larsen lA2
10 2 , 106, 107, IA9, SS3 , SS9 Adolar d e Paula Men d es Filho Tl64
JM\e$ E lston IAI2 J eff Moores 53, IA7
Tim Fo le y 17, 20, 4-4- (top), lAS, SS12, SSI6 T om Ric hmond 30, IAl , IA14
Travis Foster 14 , 68, 70, 71, 90, SS7 Andre w Shiff T-162, T -171, T -17 5
J effGnmewal d 80 Dan Vaseon cellos 8 , 18 , 76, 78 (top), 100 (lOp), 105, 113, IA16
Adam Hurwitz SSS Sam Whitehead 2, 3, 5, 31, 37, 50 (bottom ), 53 ( bottom), 64, 66,
Randy Jones u, 4, 9, 25, 39, 40, 44 (bottom ), 47 , 50 (top), 51, 56, 67 , 78(botWm ), 79
58, 60, 61, 85. 86, 91, 92, 93, 99, lOS, 110 , IA3, IA15

Photo credits
6 (top) oC Veer; (OOttom) Q J im C raigmyleiCorbis
9 (left to right) @John Riley/Getty lmt~ ges; C S \lpel"6took; C Bruce
Bye rs/Getty Images; e Dennis Hallinan/Getty Images; C Michael
Krasawitz/Getty Images; Cl Bruce Ayres/Gelty I mages
e e
10 (wp) Corbis; (bottom> J im Cummin&I'Corbis
11 C Pet.er Bethi$l(ku.y lm<tgeg
12 (top )C Walter Hodge!VC<>rbiil; (00ttom)O I.kx: lmageslCorbis
IS ([~ft. to right ) C Stephen Schauer~tty Im.ag~; C W wren~
e
Manning/Corbis; Gett y Images
e
15 (top , left to right) Pau1 Redman!Getty I mages; Cl Britt
e
Erlanson i'Gctty Images; Bill Frymire/Mastcrlile ; lmageStatel
Alamy;(bottom) fO Chris Harvey./Gelty I mages
19 (top , Uft to right)C! George Kerrij:an ; cO istock; C istock ; Cl Creatas;
(bottom, /tift to right) 0 Goorge Kerrigan; C Getty Images
23 (top to bottom )C Kevork Djan ~tiru'liAP/Wid c World Photos;
e Kevin Winter/Getty Images; C N ewsday David L. Pok.r%s Pool'API
Wide World P hotos
24 1clockwise, (rom top kft) C Rufus F. Folkks!Corbis; C EPA/Javier
Rojas!API Wide World Photos;() Wally Sant.an/AP/ Wide World Photos;
e Univerea.J/ Tbe Kobal Collection; 0 Kevork Djan~r. ian/AP/Widc
World P hotos
27 (top to bottom.) C Laurent Reboura/AP/ Wide World Photos; .0 The
Holland Sen.t ilid Oa,l l rving/AP/Wide World Phot os; C Everntt
Collect ion
e
28 (kft to right) Alamy; C Alamy; 0 Istock; Corbil!:; Ge tty e
Images; C> Corb i.s
29 C Robert Holmes/Corbis
31 (left. to right) @ Mitchell Gerber/Corbie; (:) Reu ters/Corbi.s; C S le ve
Chemin fAP/Wide World Photos; 0Cario8 Alvarez/Cetty Images;
(l AFP!Ger ard Julien/Getty Images; Cl Lacy AtkinsfAP/ Wide World
Phot".o$; C And nla Rennu ltfGiobe Photo$; C Bob V. Noble !Globe Photos
84 (t op t o bottvm) 0 YM g Liu !C<>rb i..'J; ()Chuck Savage!Corb i.s; () J:'a b lo
Corral V/Corbis
85 C) Rob Gage/Getty Images
36 (lefi )C Ty Allison/Getty Images; (righl)CCorbis
3"7 10 Tim Pannell/Corbia
39 (i:) Phil Cole!Cetty lm.'l.ges
40 10 Paul Lovcn/Getty Images
43 C1 Corbis
46 Cl PeWr Gintcr/Getty I mages
47 C !Wn Ch apple.!Getty Jmage3
48 li:!l CliffHollenbeck/Getty Images
49 (top t o bottom) @ Art. Wolfe/Getty Images; Robert Y. Ono1Corbi3;
CGeorge P. Mobley/Getty Im ages
52 CI .Kelly Mooney P hotogra phy/Corbia
e
54 Jose Fust.a RagafCorbis
M "' Dian l.ofton
60 oC Patrick GiardinolCorbis
6 1 (l e(r.tori.g1tl ) 0 Get.ty lm <lgelO;C Age.Fotoo>tock; C Ryan
MeYay/Getty Images
63 e Punchstock
64 (ff!(t to right ) 0 Zac Macaulay/Gctty Images; e Ke\'in Fleming/
Cori:Ks; C Creatas; C Creat.as; 0 Denl s O'Regan/Corbis
e
69 (t op to bottom ) Darryl To rckle r!Getty Images; E lan Sun
Star/Getty Images; 0 David Madison /Getty ln:aages
72 (top to bottom) e Soott Gog!Corbis; Cl Nik Whee1er/Corbis; C Bill
Ross/Corbis
73 <0 Mar k L. Stephenson /Corbi.s
74 (top )() Gary YeowellfG.etty I mages; (bottom, 1ft to right)
0 Revt.ere/Corbis; Cl O rion Pr(>$$/G<ltty Image$; fO Trappcr
Frank /Corbis!Sygma; e AFP/ Patrick Kovarik /Getty Im~ ;
0 Bohemian Nomad Picturemak.ers/Corbil!
75 (top)- Don IOwnpp/Getty Images; (bottom)<e Poulidesffllatcher/
G<ltty Images
76 Cl Getty I mages
7 7 (top) Q:I Zef!IJMas terfile; (m i ddle) CI Corbis; (bottom) CJavier
Pi~ri n i/Corbi.s
80 e Franco Vogt/Corbi!!
8 1 C Barros&Barros.!Getty Images
82 (top)'t> ~t~y Images; (bottom)C Fot.ose.arch
8 3 (top)() Brian A. Vikande riCorb ie; (bottom) C Age Fotos t.ock
8 6 (t op row, kit. to right ) >Getty Ima~; ('> Paul Webster/Getty
I mages;@ Getty Imagee; Cl David BishopJGetty lmsgea; (botkml row,
left to right) Crcatas; e Gctty Images ; Cl Creatas; e Da vid
6 i.shop1Getty Image$
87 (/eft. to right) C Stone/Getty hn ages; C Laure!"let Outtoll/GeUy
Images; e Luis Castaneda /Getty Images; Cl James J ackson/Getty
Images; C A1berto Incrocci/Getty Images; 0 Kenneth MengayJGdty
e
Images; Richard Bachman
89 (top) e George Kerrigan; (bottom) C C.J . Gunthe r/AP/ Wide Wor ld
Photos
90 o(l J ose Luis Pela ez Inc.JCorbis
94 (l~(t to right ) cD Getty Image$; 0 Getty Images; C> Ch abruken /Getty
lmage.E~
95 Cl Paul A. Souders/Corbis
96 Catherine Karnow/Corbis
97 (top, left toright)C Ed Pritchard/~tty im ages;C Ariel
Ske lly/Cor bis; courtesy of Philips Lighting Com pal\)'; 0 Dia n Lofton;
(bottom, kfi t o ri.ghl) 4:> Corbis; C> Dian Lofton; oourteay of Niagara
Conse-rvation Corporation; :> Kevin Laubachcr/Gctty Images
102 () AP/\Vide. Wor ld Photos
109 (top to bottv m) 0 Ro!x:rt Holme$/Corbis; C Su ptr"$tock; C SeM
J ustice/Getty Images
112 Cameron/Corbis
IA4 (teft) Cl Vallon Fabrice/Corbi.s/Sygma; (righH Cl Lee J inman /AP/
Wide Wor ld Photos
IA5 (I(f) Cl Rob Lewine/Corbi.s; (right, top to bottom) i:l Ariel
Skd ly/Corbi~; Ronnie Kauman/Corbi~S
lA8 (clod twiM, f rom top !f!{l. ) Cl Lre S ny deriC<lrbis.; C Ccrbis;
Cl Sandro Vao.oifli/Corbi.s; C> Phil Schli!rrne i.s~ r!Corbi~;
L\10 (left) 0 Cor bi.s; (right) e Getty lm.e.f.<e&
SS5 0 Ryan McVay/Gttt.y lmagetl
T-165 (lft colu mn ) Antonio Lacer/Newsoom; (middle cdum11)
C GeUy Images; (right column.) C Getty Images
T-203 CZum.a Press!Newsoom

T-241


Interchange Third Edition is a fully revised edi tion of New lntercllanKe. tl1e world's most
succe,;ful English series for adult and young adult learners. Each unit i ncl udes up-to-dale
content, additional grammar pract ice, and more opportunities to develop speaking and
listening skills. The series incorporates suggestions from t eachers and students all over the
world. By keeping t he best, and improving the rest, it r'emai ns the series that everyone has
grown to know and love.

Interchange Third Edition is written in American English, but reflects the fact that Engl ish
is the major language of international communication, and is not limited to any one count ry,
region, or culture. The philosophy of the series is that English is best learned when used
tor meaningful communication.

Key features
A proven m ulti-skills syllabus
A tocus on acctJrac:y anc:l tiiJP.nc:y
Contemporary, real-wo~ld topics
Natural, conversational language
Grammar in communicative contexts
Task-based listening activities
Fun. personalized speaki ng activities
An updated pronunctat 1on c;yllabus
rreq uent learner-centered progress checks
A new self-study listen ing section

Level One of Interchange Third Edition includes a Student's Book, Workbook, Teacher's
Edition, Class Aud io Program, Video Program, and CD-ROM. The Student's Book and
Workbook cue a lso available i n split edi tions.

A com prehen>ive te>t ing rrogram - I he Interchange Third Edirion/Pas.<ages Placement

& Evaluation Package- can also be purchased with the course.

The authors.
Professor Jack C. Richards IS an 1nternat 1onally recogn1zed authorrty on l:.ngllsh-language
acquisit ion, teacher tra ming, anc1 matenals des1gn. A well-known lecturer and consulta nt,
ne has tau2ht at un iversities In tne United States, China. Singapore. New Zealand, Canada
Indonesia, and Brazil. Professor Richards' many successf ul p ublications include Approaches
am} Melltudo ifl Laflguage Teaciliflg ""J
Curriculum Develupmefll in Laflguage Teaclliflg.

Jonathan Hull ha5 taught in Britain, Jordan, Oman, China, Japan, the United State5,
and Micronesia. l ie is currently teaching in Thailand. I lis professional interests include
curriculum'design, materials development, and the use of introspective methodology in
applied linguistics.

Susan Proctor has extensive teac hing experience in Japan,

China, and in the United States, where she has taught
at universities in Hawaii and Cali fornia. She has specialized
on the teachong of writing and continues to be active in
curricu lum development and inatenals desgn.

Cover aesiRn Oy Adventure House, NYt..;