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Expanding tactics for listening   teachers book Expanding tactics for listening teachers book Document Transcript

  • ssau.rXl.ISlI3.AINIlcrnorroSPJe4)!H")>i)erUOPUOlAPUfJadJeHMaJpUfUOPJ094eJoqaaSU!4):l-nH"1eS!l)loog(1)")")1UOII!P51puo:Jas
  • OXFORDUNiVERSiTY PRESS198 Madison AvenueNew York, NY10016 USAGreat Clarendon Street, Oxford OX2 6DP UKOxford University Press is a department of the University of Oxford.It furthers the Universitys objective of excellence in research, scholarship,and education by publishing worldwide inOxford New YorkAuckland Cape Town Dar es Salaam Hong Kong KarachiKuala Lumpur Madrid Melbourne Mexico City NairobiNew Delhi Shanghai Taipei TorontoWith offices inArgentina Austria Brazil Chile Czech Republic France GreeceGuatemala Hungary italy Japan Poland Portugal SingaporeSouth Korea Switzerland Thailand Turkey Ukraine VietnamOXFORD and OXFORD ENGLISH are registered trademarks ofOxford University Press© Oxford University Press 2004Database right Oxford University Press (maker)All rights reserved. No part of this publication maybe reproduced,stored in a retrieval system, or transmitted, in any form or by any means,without the prior permission in writing of Oxford University Press (withthe sole exception of photocopying carried out under the conditions statedin the paragraph headed "Photocopying"), or as expressly permitted by law, orunder terms agreed with the appropriate copyright clearance organization.Enquiries concerning reproduction outside the scope of the above shouldbe sent to the ELT Rights Department, Oxford University Press, at theaddress above.Youmust not circulate this book in any other binding or coverand you must impose this same condition on anyacquirer.PhotocopyingThe Publisher grants permission for the photocopying of those pages marked"photocopiable" according to the following conditions. Individual purchasersmay make copies for their own use or for use by classes that they teach.School purchasers may make copies for use by staffand students, but thispermission does not extend to additional schools or branches.Under no circumstances may any part ofthis book be photocopied for resale.Any websites referred to in this publication are in the public domain andtheir addresses are provided by Oxford University Press for information only.Oxford University Press disclaims any responsibility for the content.Editorial Manager: Nancy LeonhardtManaging Editor: JeffKrumAssociate Editor: Mike BoyleAssistant Editor: Phebe W. SzatmariArt Director: Lynn LuchettiDesign Project Manager: Maj-Britt HagstedLayout Artist: Julie MacusArt Editor: Justine EunProduction Manager: Shanta PersaudProduction Controller: Zainaltu Jawat AliACKNOWLEDGMENTSCover Design: LeeAnne Dollisonfllustrations by:David Coulson, Douglas Day, Mike Dietz, Richard HarringtonMidtennand FinalTests written by Susan Henderson-ConlonISBN-13: 978 0 19 437544 3 (Teachers Book)ISBN-1O: 019437544 7 (Teachers Book)ISBN-13: 978 0194384612 (Teachers Book with CD)ISBN-1O: 01904384616 (Teachers Book with CD)Printed in Hong Kong.10 9 8 7 6 5 4
  • Scope and SequenceIntroductionUnit Lesson PlansUnit 1: Small TalkUnit 2: Part-Time JobsUnit 3: Successful BusinessesUnit 4: Gadgets and MachinesUnit 5: Character TraitsUnit 6: CookingUnit 7: HousingUnit 8: Apartment ProblemsUnit 9: FriendshipUnit 10: TelevisionUnit 11: CitiesUnit 12: Urban LifeUnit 13: Special DaysUnit 14: FashionUnit 15: PreferencesUnit 16: Phone MessagesUnit 17: Past EventsUnit 18: VacationsUnit 19:The NewsUnit 20: Opinionsivvii22.591316202427313437.41.45.4952.5558626568Unit 21: Famous People 71Unit 22: Food and Nutrition 74Unit 23: Predicaments 77Unit 24: Global Issues 80Student Book Tapescript 83Tests 109Test Instructions 109Midterm Test 110Final Test 114Test Answer Key 118Test Tapescript 119Worksheets 122Worksheet Instructions 122Worksheets 1-24 135Vocabulary Lists 160iii
  • n "", 7Unit1ThemesGreetingsSmall talk2 JobsJob interviews3 Business45GadgetsMachinesPeopleCharacter traits61FoodRecipesHousing8910ComplaintsNeighborhoodsApartmentsFriendsDatingInvitationsTelevision1112CitiesTravelCitiesImprovementsSkillsListening for greetings and introductionsListening for topicsListening for attitudesListening and making inferencesListening and making predictionsListening for gistListening for jobsListening for detailsListening for negative informationListening for gistListening for detailsListening for gistListening for detailsListening for gistListening for praise or criticismListening for detailsListening for gistListening for detailsListening for gistListening for negative informationListening for detailsListening for gistListening for detailsListening for agreement and disagreementListening for gistListening for detailsListening for topicsListening for gistListening for detailsListening for agreement and disagreementListening for attitudesListening for detailsListening for gistListening for topicsListening for gistListening for detailsListening for suggestionsiv Scope and Sequence
  • Unit Themes13 HolidaysCelebrations14 FashionClothes15 Preferences16 Messages17 Pastevents18 Vacations19 News reportsOpinions2021 Famous people22 FoodNutritionPredicaments2324 IssuesProblemsSkillsListening for gistListening for detailsListening for likes and dislikesListening for gistListening for time referencesListening for detailsListening for preferencesListening for topicsListening for agreement and disagreementListening for detailsListening for gistListening for attitudesListening for detailsListening for gistListening for sequenceListening for attitudesListening and making predictionsListening for detailsListening for preferencesListening for detailsListening for gistListening for topicsListening for gistListening for detailsListening for topicsListening for gistListening for opinionsListening for reasonsListening for detailsListening for gistListening for detailsListening for sequenceListening for gistListening for suggestionsListening for detailsListening for sequenceListening for gistListening for detailsListening for attitudesListening for gistListening for comparisonsListening for topicsListening for detailsScope andSequence v
  • Tadics for ListeningTactics for Listening is a three-level series of listeningtextbooks for students of English as a second orforeign language. Taken together, the three levelsmake up a comprehensive course in listening skillsin American English.Expanding Tadics for ListeningExpanding Tactics for Listening is the third level of theTactics for Listening series. It is intended for intermediatestudents who have studied English previously but needfurther practice in understanding everyday conversationallanguage. It contains 24 units. It can be used as the maintext for a listening course, as a complementary text in aconversation course, or as the basis for a languagelaboratory course.Each unit features a topic that relates to the everyday lifeand experiences of adults and young adults. The topicshave been chosen for their frequency in conversation andtheir interest to learners. A wide variety of stimulatingand useful activities are included to give students gradedpractice in listening.Approach and MethodologyThe approach and methodology of Expanding TacticsforListening is based on both current research andpractical experience. Students are taught to be activeparticipants in the development of their listening skills.The two basic listening processing skills known as"top-down" processing (using background knowledgeand context) and "bottom-up" processing (usingprimarily the individual words uttered) are bothextensively practiced.Students develop essential listening skills throughoutthe text. These skills include listening for key words,details, attitudes, and gist. Students learn to be activelisteners by responding appropriately to questions,making inferences, recognizing information, andidentifying things. This interaction with the dialoguesprepares the students to function in authentic situationsoutside of the classroom. In addition, the followingprinciples are used throughout the series.Listening for a purposeStudents are always given a clear purpose in listening.This purpose helps them select the appropriate listeningstrategy such as listening for key words or listening forinformation.Listening for meaningThe text teaches students to listen for the main point ofthe speakers message. Students are taught that the aim isnot to remember specific words or phrases the speakersuse but to extract the main ideas or information.Listening in realistic situationsThe listening activities are put into context throughillustrations and photographs. This visual support actsas a bridge between the classroom and the real world.Many students are poor listeners because they think it isimportant to try to understand everything the speakersays. To help develop better strategies for listening, theexercises in Expanding Tactics for Listening usually containa task that helps students identify a purpose for listening.This encourages students to ignore language that is notrelated to this purpose.Unit FormatEach unit has three kinds of sections.Getting ReadyEach unit begins with a Getting Ready activity. Theseexercises introduce the students to the general topic ofthe unit and the vocabulary essential to the discussionof the topic. In this way, the listening exercises arecontextualized for the students, enabling them to makepredictions and use their background knowledge whilelistening, in the same way they would normally dooutside the classroom.Lets ListenEach unit contains five listening exercises. Each oneprovides task-based, graded listening practice. Studentscomplete exercises such as filling in charts, respondingto questions, and ordering or labeling pictures. Studentslearn to listen purposefully, disregarding informationnot relevant to their task. The exercises are kept at thestudents production level. Therefore, the studentslearn to derive meaning from messages that are morelinguistically complex than those they would be able tocommunicate themselves. Both top-down and bottom-uplistening processes are activated in this section.Over to YouThese are optional follow-up speaking exercises thatpromote the use of the unit language in a meaningfulway. The Over to You sections are located at the end ofeach unit. These speaking exercises are designed tocomplement the listening exercises and are theme- ortopic-related. Model conversations are provided tosupport the students in the speaking exercises.Class CDs/CassettesThe entire audio program for the Student Book isavailable as a set of three audio CDs. (The audioprogram is also available on a set of three cassettes.)StudentCDA Student CD is included on the inside back cover of theStudent Book and contains the recordings for the finalLets Listen section of each unit.Introduction vii
  • Using Expanding Tactics for Listening in Large ClassesThe teacher of large classes will find Expanding Tacticsfor Listening easy to use. The main difference betweenusing Expanding Tactics forListening with a large classand with an average-sized class will be the need for theteacher to divide the students into groups. Most of theGetting Ready exercises are best accomplished in pairsor small groups. While it is suggested that the checkingof the answers for the Lets Listen exercises be done inpairs, teachers of large classes might prefer to have thestudents check and compare their answers in smallgroups. This way, the teacher can circulate around theroom to determine which of the items the students needto hear again.If a teacher has access to multiple CD / cassette players,groups of the students could be given their own playerto use, enabling the students to work at their own pace.In this case it would be advisable to assign one studentfrom each group the role of group leader.Using Expanding Tactics for Listening in the LanguageLaboratoryExpanding Tactics for Listening can very easily be used asa classroom text in a language laboratory. The followingsuggestions will be helpful when using the text in alanguage laboratory.Introducing the UnitsIf the students will be working on their own in thelaboratory, teachers should always introduce the unitand complete the Getting Ready activity before thestudents start the listening exercises. The students cancomplete the exercises on their own or with a partner.Assigning PartnersThe teacher can write the conversations from aparticular task on the board and randomly assign thestudents a partner to practice each conversation.Checking AnswersTo check the students responses, teachers can prepare aset of answers and appoint a student to be responsiblefor monitoring answers. First, the students shouldcompare answers with a partner after completing theexercises. After students have finished, the class monitorcan read out the answers for the students to check.Additional PracticeIf the lab configuration allows for the students tointeract with a partner or move about the lab and talk toclassmates, teachers can assign the Over to You exercisesin the laboratory. Otherwise, students can completethem in a follow-up class.Ihe Teachers BookThe Expanding Tactics for ListeningTeachers Bookgives detailed notes and suggestions for getting themost from each unit. Each Teachers Book unit beginswith introductory information about the main theme ofthe unit, the skills taught and practiced, and anycultural aspects of the units topics.A Culture Note th~n expands briefly on these points.Although many of these points may be known by theteacher, they are likely to be unfamiliar to the students.Discussion of American and Canadian culture andlifestyle differences will help the students to under­stand the context of the conversations they will hearmore thoroughly.Following this introductory information are detailednotes on how to present each part of the unit. The notesare divided into six sections.SkillsThe Skills section states the listening skill or skillsfocused on in each task, such as listening for gist,listening for details, and listening for opinions.TacticsThe Tactics section states the listening tactic or tacticsbest suited to the listening task. The teacher can explainthese to the students before they listen.VocabularyThe Vocabulary section lists any words or phrases thatmight be unfamiliar to the students. These items can beeither pre-taught by the teacher, or dealt with in context asthey arise. This section does not include every potentiallyunfamiliar word in the recording. Only those wordsneeded to perform the listening task are listed here.PreparationThe Preparation section suggests various ways toprovide the students with the schema of the listeningpassage. Any relevant pictures in the Student Bookare exploited for this purpose. In addition, there aresuggestions for eliciting pertinent backgroundinformation from the students.PresentationThe Presentation section offers suggestions on waysto administer each exercise, and ways to check thestudents answers.Optional ActivityThese activities fall into two categories: listening orspeaking exercises. The listening exercises require either amore detailed listening of the same text or an additionallistening with a different purpose. The speaking exercisesprovide an opportunity for discussion practice orvocabulary building.Midterm and Final TestsThe Teachers Book includes photocopiable Midtermand Final Tests. These tests reinforce the language andlistening tactics that the students practiced in each unitand are designed for quick and easy scoring. The CD onthe inside back cover of this Teachers Book contains therecordings for the Midterm and Final Tests.Test BookletThe Test Booklet contains photocopiable tests for eachunit of the Student Book, as well as an answer key andtapescript. It also contains a CD with recordings for allof the unit tests.viii Introduction
  • WorksheetsThe photocopiable worksheets included in the back ofthis Teachers Book allow students to actively practicethe language they have acquired in each unit. Studentsspeak in pairs, small groups, and large groups, and theyhave the opportunity to improve their listening skills byhearing real, non-recorded voices. An instructionssection helps teachers administer these activities clearlyand easily, with minimal preparation.Vocabulary ListsThe photocopiable vocabulary lists at the end of thisTeachers Book contain the key words and phrases listedin the Unit Lesson Plans. They may be given to thestudents to translate or define before class, or after thestudents have completed the listening activities.Introduction ix
  • - - - - - - - -- - - - - - - - - - - - - - - - - - -ThemesGreetingsSmall talkSkillsListening for greetings and introductionsListening for topicsListening for attitudesListening and making inferencesListening and making predictionsCultureSmall talkCulture NoteAmericans and Canadians are usually comfortablemaking small talk with people they do not knowwell.Some typical small-talk topics include the weather,what kind of work people do, where people gotoschool, and wherepeople live. Small talk usually doesnot include personal topics such as a persons religion,politics, or personal problems.Student Book page 21. Getting ReadyVocabularygreetI dont think weve met.introduce yourselfNice to see you again.PreparationRead the expressions in the chart aloud and have thestudents repeat after you. Answer any questions aboutvocabulary. Explain to the students that they will decideif each expression is used to greet someone they alreadyknow, or to introduce themselves for the first time.Show the students how to check the appropriate boxes.Make sure everyone understands why the exampleanswer is correct.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart individually. Elicitthe correct answers.ANSWERS1. Introduce 4. Introduce 6. Greet2. Greet 5. Greet 7. Introduce3. Introduce2. Lets ListenSkillListening for greetings and introductionsTacticsListening for key wordsMaking inferencesVocabularyDont we work in the same building?Havent me met somewhere?Hey, youre (name), right?Remember me?PreparationExplain to the students that they will listen to therecording and decide whether the people have met before.Have the students look at the chart. Make sure everyoneknows to check Have met beforeif they hear one of thegreetings from Exercise 1, Getting Ready. Studentsshould check Havent met before if they hear one of theintroductions from Exercise 1.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, IB p. 83).Make sure everyone understands why the correct answeris Havent met before. Play the rest of the recording. Elicitthe correct answers.ANSWERS1. Havent met before 4. Have met before2. Have met before 5. Have met before3. Havent met before 6. Havent met before2 Unit 1
  • Optional ActivityHave the students listen again and write downthe expressions the people use to greet someone orintroduce themselves.ANSWERS1. Sa~ Idon: think weve met, have we?2. He~ youre Bob Thompson, right?3. Havent we met somewhere?4. Jeff! Hi. Remember me?5. Oh, hi. Youre Jonathan, arent you?6. Hi, dontwe workin the same building?Student Bookpage 33. Lets ListenmtItlSkillListening for topicsTacticsListening for gistListening for key wordsVocabularyairconditioning makes (someone) laughat home movingaheadchallenging stuckcourses That looks really nice on you.hotand humidPreparationExplain to the students that they will listen to peoplemaking small talk and circle the topic they are discussing.Have the students read the answer choices aloud. Answerany questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB P: 83).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers. Play any difficult conversations again,if necessary.ANSWERS1. a 2. b 3. a 4. c 5. b 6. bIm1J:)SkillListening for attitudesTacticsListening for key wordsMaking inferencesVocabularychipsEnjoy the party.Good luck to you.Ive got to run.PreparationExplain to the students that they will listen again anddecide if the people want to continue talking or end theconversation. Tell the students to listen for the answer atthe end of each conversation.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is End theconversation. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. End the conversation2. Continue the conversation3. End the conversation4. Continue the conversation5. End the conversation6. Continue the conversationOptional ActivityPut the students into pairs. Have the students listen tothe recording again and write a question and an answerof about two of the conversations. When everyone isfinished, have each pair read their questions aloud foranother pair to answer.Student Book page 44. Lets Listen O:J~1. ;;.~SkillListening and making inferencesTacticsListening for key wordsMaking inferencesUnit 1 3
  • Vocabularydesign companyDo you like living here?Have you been having fun here?What kind of job would you like?PreparationOn the board, write the following:A: ?B: Yes, I do. Im having a great time!Elicit some questions that person B might be answering.Write them on the board.Explain to the students that they will listen to six peopleanswering typical small-talk questions. Students shouldcircle the question each person is answering. Have thestudents read the answer choices. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 83). Makesure everyone understands why the correct answer is b.Play the rest of the recording. Elicit the correct answers.ANSWERS1. b 2. a 3. b ~ a 5. b ~ bSkillListening and making predictionsTacticsListening for key wordsMaking inferencesVocabularyenough Thats too bad.Me, neither. videoPreparationExplain to the students that they will listen again andcircle the best response to the last line of each monologue.Have the students read the answer choices. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is a. Play therest of the recording. Elicit the correct answers. Playany difficult monologues again, if necessary.ANSWERS1. a 2. a 3. b 4. a 5. c 6.aOptional ActivityPut the students into pairs. Have them ask each otherthe small-talk questions found in the answer choices forTask 1.StudentBook page5Over to You: What do you study?LanguageMaking small talkVocabulary(Same as Exercises 1-4)PreparationPut the students into pairs. Have them look at thepictures. Ask the students a question about each picture,e.g., Where arethese people? Whats happening?Explain to the students that they will write two small­talk questions about the topics shown in each picture.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity in pairs.PreparationExplain to the students that they will make small talkwith one another, using the questions from Task 1 to startthe conversations.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students move around the classroom, makingsmall talk. Encourage the students to give extrainformation in their answers, and to ask follow-upquestions.Extra Speaking PracticeWorksheet I, Teachers Book page 135AssessmentUnit 1 Test, Test Booklet4 Unit 1
  • - - - -ThemesJobsJob interviewsSkillsListening for gistListening for jobsListening for detailsCulture- - - _ . ­Part-time jobsfor young adultsCulture NoteMany high school andcollege students in the UnitedStates andCanada have part-time jobs, eitherforextra money or to get experience in the fields theyare studying. Typical part-time jobsare working in fastfood restaurants, baby-sitting, Iifeguarding, workingas camp counselors, working in a store at the mall,doing light factory work, or working in anoffice.Student Book page 61. Getting ReadyVocabularycampcounselorconvenience storeclerkdelivery personfast food cooklifeguardpart-timejobPreparationHave the students read the part-time jobs in the chart.Answer any questions about vocabulary. Explain to thestudents that they will put a check mark after the jobsthey have had or would like to have.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.While they are working, write the following on the board:A: What part-timejobs haveyou had?B: Ive been a...A: What part-timejobs would you like to have?B: Id like to bea...When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillListening for gistTacticListening for key wordsVocabularyfashion showsnot exactlymodeled (v.)office worksimilartake (a dog) out for a walkPreparationExplain to the students that they will listen to peopleinterviewing for part-time jobs. Students should decide ifeach person has done the job before, has done somethingsimilar, or has never done the job before.Have the students look at the chart at the bottom ofthe page. Make sure everyone knows how to completethe chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 84).Make sure everyone understands why the correct answeris Has neverdone it before. Play the rest of the recording.Elicit the correct answers. Play any difficult conversationsagain, if necessary.Unit 2 5
  • ANSWERS1. Has never done it before2. Has done something similar3. Has never done it before4. Has done it before5. Has never done it before6. Has done something similarOptional ActivityHave the students listen again and write down thesummer job each person is applying for, or the placewhere they want to work.ANSWERS1. a department store2. waitress3. an office4. model5. dog walker6. a hotelStudentBookpage73. Lets ListenSkillListening for jobsTacticsListening for key wordsUsing visual cuesVocabularycinemacut updessertsdoing dishesentering datafactoryovenspopcornsporting goodssports instructorticket boothtry (eat some of)whistlePreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., What is herjob? Wheredoes hework? What is hedoing?6 Unit 2Explain to the students that they will listen to peopletalking about their part-time jobs and match theconversations with the pictures. Students should writethe numbers of the conversations in the blank boxes inthe pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, IB p. 84).Make sure everyone understands why picture E is thebest match. Play the rest of the recording. Elicit thecorrect answers.ANSWERSA. 6 B. 5 C. 2 D. 4 E. 1 F. 3fm?lflSkillListening for detailsTacticsListening for key wordsListening for tone of voiceVocabularyboringMy only complaint is...Thebad part is...theheatthehoursthemoneyTheonlyproblem is...uniformPreparationExplain to the students that they will listen to theconversations again and circle the thing each persondoesnt like about his or her job. Have the studentsread the answer choices aloud. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is b. Play therest of the recording. Elicit the correct answers.ANSWERS1. b 2.. c 3. a 4. a 5. c 6. c
  • Optional ActivityHave the students listen again and write down one thingeach person likes about his or her job.ANSWERS1. Hes learning a lot about how desserts are made. / Hesgetting really good at doing dishes. / He gets to tryeverything they make.2. The kids have a lot of energy and theyre really funny.3. She gets to see the latest movies for free.4. The money is good. / Its very easy work.5. He can work at home.6. The people she works with are friendly and helpful. /Shes learning a lot about sports equipment.StudentBookpage84. Lets Listen.. ,,;,;1,"1mI.u.JSkillListening for detailsTacticListening for key wordsVocabularyadvertising agency interncelebrities market researchcommission marketing companyco-workers private schoolflexible hours stressfulhome furnishings department tourguidePreparationExplain to the students that they will listen to peopletalking about their part-time jobs. Students should circlethe thing each person likes best about his or her job.Have the students read the answer choices. Answer anyquestions about vocabulary.Before continuing, you may want to tell students to listenfor the phrases the best partor thebestthing.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 84-85).Make sure everyone understands why the correctanswer is b. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. b 2. b 3. c 4. b 5. c 6. aSkillListening for detailsTacticListening for key wordsVocabularya friendly voicea second languageexperience with (something)knowwhat you (teach, sell, etc.)listening skillsPreparationHave the students look at the answer choices at thebottom of the page. Answer any questions aboutvocabulary. Explain to the students that they will listento the recording again and complete each sentence onthe left with the correct phrase on the right.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is c. Play therest of the recording. Elicit the correct answers.ANSWERS1. c 2. b 3. a ~ d 5. f ~ eOptional ActivityPut the students into pairs. Have them choose apart-time job. Tell them to discuss what knowledge orskills they think a person needs to do the job well. Goaround the classroom, helping with vocabulary andgrammar as needed. When everyone is finished, haveeach pair share their ideas with another pair.StudentBookpage9Over to You: Have you ever been a...?LanguageTalking about part-time jobsTalking about past experiencesTalking about abilitiesVocabularyat oncehave experience (doing something)Unit 2 7
  • PreparationExplain to the students that they will complete the listwith part-time jobs that are popular in their hometowns.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.When time is up, elicit a few part-time jobs from the class.PreparationHave the students look at the conversation. Answer anyquestions about vocabulary. Have a pair of students readthe conversation aloud.Read the instructions. Answer any questions about howto do the activity.PresentationPut the students into pairs and have them practicethe conversation. Have them switch roles. Go aroundthe class, making sure the students look at each otherwhile speaking.PreparationHave the students find new partners. Explain tothe students that they will continue to practice theconversation, this time using new information. Havethe students read the numbered phrases. Answer anyquestions about vocabulary.Read the conversation with a student. Help the studentreplace the words in the example with the appropriatenumbered phrase. (Be sure to call on a student who willbe able to do this successfully.)Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Have the studentsswitch roles. Encourage the students to memorize asmuch of the conversation as they can.PreparationHave the students find new partners. Explain to thestudents that they will practice the conversation again,this time using their own ideas. Elicit some informationstudents might say in place of the numbered phrases.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Have the studentsswitch roles. Go around the classroom, helping withvocabulary. Encourage the students to role-play theconversations without looking at their books.Extra Speaking PracticeWorksheet 2, Teachers Book page 136AssessmentUnit 2 Test, Test Booklet8 Unit 2
  • ThemeBusinessSkillsListening for negative informationListening for gistListening for detailsCultureThe criteria for success in a businessCuIture NoteMany Americans and Canadians dream of startingtheir own business and making it succeed. In reality,most small businesses fail to make it into their secondyear. For this reason, many people who ownsuccessful businesses spend a lot of time at theirworkplaces, making sure that their businesses staysuccessful. Sometimes theyspend more time at workthan with their own families.StudentBookpage 101. Getting ReadyVocabularyatmosphere popularitycourses servicefacilities stafflanguage schoolPreparationHave the students read the three lists below the picture.Answer any questions about vocabulary. Elicit someother factors for success that students could write in theblanks after other.Explain to the students that they will number the itemsin each list in order of importance. Make sure everyoneunderstands to write the number 1 next to the item theythink is most important to each business success.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity on their own.While they are working, write the following on the board:A: What makes a restaurant successful?B: I think...is most important and...is least important.When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillListening for negative informationTacticsListening for key wordsListening for tone of voiceVocabulary10 percent cheaperconvenientmachines (exercise equipment)mallrudePreparationExplain to the students that they will listen to peopletalking about local businesses. Students should circle thething that the people dislike about each business. Havethe students read the answer choices. Answer anyquestions about vocabulary.Before continuing, you may want to warn the studentsthat they may hear both answer choices discussed in theconversations. Tell the students to listen carefully for theone the people do not like.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 85).Make sure everyone understands why the correctanswer is b. Play the rest of the recording. Elicit thecorrect answers.Unit 3 9
  • Optional ActivityHave the students listen again and write down the exactproblem at each place.ANSWERl1. The.foogW$good,bptitt<:lbl< too ICing to come.2. The5tQr~Elttl"1e,mcrU.ischeaper.3tltv,,~SlQoPQPuIqf.lltIIa$. always fiJN of.r:>e<>ple.4;lt,~crS 1;00 far frqmtl"e le$taLJfantsand discos.$.rDe"Yait~rsare,r.eatly slOllandflQt very friendly.6.·tniElp~Qptewho·work there are rude. .Student Book page 113. Lets ListenIm1IIJSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularybright lightsfits (v.)garagejazz bandmechanicsMiami Beachrepair shopstylistsPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., What kind of business isthis? What are the people doing?Explain to the students that they will listen to peopletalking about local businesses and match the monologueswith the pictures. Students should write the numbers ofthe monologues in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 85).Make sure everyone understands why picture D is thebest match. Play the rest of the recording. Elicit thecorrect answers.ANSWERSA. 3 B.2 C. 5 D. 1 E. 6 F. 4Im1IfJSkillListening for detailsTacticsListening for key wordsListening for tone of voiceVocabularydisplaysorganizedsizestaffstylesthe latest stuffPreparationExplain to the students that they will listen to themonologues again and circle one thing the people likeabout each business. Have the students read the answerchoices. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is c. Play the rest ofthe recording. Elicit the correct answers. Play any difficultmonologues again, if necessary.ANSWERS1. c 2. b 3. a 4. a 5. b 6. bOptional ActivityHave the student listen again and write down the reasonwhy the people like the things mentioned in Task 2.ANSWERS1. Tl"1eres <I. great jazz band.2. They h<lvealFthe latest stuff.3. Tl"1estyHs~are really goad.4. Therea.f~ orightHgnts at the frQnt door,5. TheYre about half the price of other place$.6. All of their stuff 1001<5 great and fits perfectly.10 Unit 3
  • ------ - -_._,~.-.,_.~~._._.-.,--, ~-"---""--~-~"-------Student Book page 124. Lets Listenfm?I1SkillListening for gistTacticsExpressions with importantListening for positive attitudesListening for tone of voiceVocabularyagood value qualitychefs speeddisplays websitePreparationExplain to the students that they will listen to fourpeople talking about businesses they own. Studentsshould circle the thing that each person thinks is themost important factor for success. Have the studentsread the answer choices. Answer any questions aboutvocabulary.Before continuing, you may want to tell the students tolisten for key phrases such as themost important thing.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 86).Make sure everyone understands why the correctanswer is c. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. c 2. b 3. a 4. amDflSkillListening for detailsTacticsListening for key wordsRecognizing informationVocabulary(Same as Task 1)PreparationHave the students read aloud the list of importantfactors at the bottom of the page. Make sure eachitem is pronounced correctly. Answer any questionsabout vocabulary.Explain to the students that they will listen again foranother important factor each person mentions. Studentsshould write the correct letter in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is b. Play therest of the recording. Elicit the correct answers.ANSWERS1. b 2. a 3. d 4. cOptional ActivityPut the students into pairs. Have each student choose alocal business that he or she likes. Tell the students topretend that they own this business. Have them tell theirpartner the most important thing about running theirbusiness, using the recording from Exercise 4, LetsListen, as an example.Student Book page 13Over to You: Your own restaurantlanguageTalking about restaurantsTalking about running a businessVocabulary(Same as Exercises 1-4)mmoPreparationPut the students into groups of three or four. Explain tothe students that they will plan an imaginary restaurantwith their group members. Have the students read thequestions at the top of the page. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin discussing the questions. Tomaximize interaction, allow only one student in eachgroup to take notes.Unit 3 11
  • - - - - - - -PreparationExplain that the students will stay in their groups anddraw the restaurant sign, the menu, or a design of theirrestaurant in the space provided on the page. Tell thestudents that their pictures should not directly showwhat type of restaurant they are planning. For example,the restaurant sign should not say Japanese Restaurant.Read the instructions. Answer any questions about howto do the activity.PresentationGive the students time to talk about and draw theirideas. Go around the classroom, making sure thateveryone is communicating in English.PreparationPut the students into pairs. Explain to the students thatthey will compare their drawings. Have a pair ofstudents read the example conversation aloud.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin comparing their restaurants.Go around the room, helping as needed. Encourage thestudents to give extra information in their answers andto ask follow-up questions.Extra Speaking PracticeWorksheet 3, Teachers Book page 137AssessmentUnit 3 Test, Test Booklet12 Unit 3
  • ThemesGadgetsMachinesSkillsListening for gistListening for detailsCultureGadgets and machines used around the houseand officeCulture NoteAmericans and Canadians love gadgets andmachines that make everyday tasks easier and faster.Some popular new gadgets include cell phones,personal data assistants or "Palm Pilots," and flatscreen televisions. It is common to hear Americansand Canadians discussing howto operate or fix apopulargadget.Student Book page 141. Getting ReadyVocabularygadgetmicrophonePreparationPut the students into pairs. Have the students look at thepictures at the top of the page. Ask the students a questionabout each picture, e.g., What is Gadget A? What does it do?Encourage the students to respond using the phrases inthe box labeled Useful expressions.Explain to the students that they will continue describingthese gadgets in pairs. Read the instructions. Answer anyquestions about how to do the activity.PresentationHave the students begin working. Go around theclassroom, helping as needed. When everyone isfinished, have a few students tell the class what theythink the gadgets are and what they are used for.ANSWERSGadget A: A travel alarm clock.Gadget B: A machine that plays relaxing sounds.2. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularycarrierdustfanfingerprintsholds (something) downpowerfailurewarms (v.)PreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., What kind of gadget isthis? What is it usedfor?Explain to the students that they will listen to peopletalking about gadgets and match the monologues withthe pictures. Students should write the numbers of themonologues in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 86).Make sure everyone understands why picture C is thebest match. Play the rest of the recording. Elicit thecorrect answers.ANSWERSA.2 B. 5 C. 1 D.6 E.4 F. 3Optional ActivityHave the students listen again and write down whateach gadget is used for.ANSWERS1. for keeping a room warm2. for reading at night3. for cleaning dust, dirt, fingerprints from CDs4. for transporting a cat5. for an emergency flashlight in case of a power failure6. for storing addresses and phone numbersUnit 4 13
  • StudentBook page 153. Lets ListenmmJDSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularybutton floordust bag jammed upfabric needlePreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., Whatkind ofmachineorgadget is this? Whatdo you think is wrongwith it?Explain to the students that they will listen to peopletalking about machines or gadgets and match theconversations with the pictures. Students shouldwrite the numbers of the conversations in the blankboxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 86).Make sure everyone understands why picture C is thebest match. Play the rest of the recording. Elicit thecorrect answers.AN5WE~SAS B.3 C.1 D.4 E. 6 f. 2Iml.6SkillListening for detailsTacticsListening for key wordsListening for similar ideasRecognizing informationVocabularybladesdead (battery)linepaper sizeroll offilm14 Unit 4PreparationExplain that the students will listen again and circle theproblem with each machine. Tell the students to listen forkey words such as, the problem is..., thats the problem, andso on. Have the students read the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is b. Play the restof the recording. Elicit the correct answers. Play anydifficult conversations again, if necessary.ANSWERS1. b 2. b 3. c 4. a 5. c 6. cOptional ActivityHave the students listen again and write down theadvice each person gives about how to operate or fixthe machine. Tell the students to listen for the phraseyou should.ANSWERS1. You should replace the batteries.2. You shouldnt fill the machine above the line.3. You sho;Jld replace the dust bag with a new one..4. You should use the right paper size next time.5. You should use a bigger needle.6. You should use less ice next time.StudentBook page 164. Lets ListenmmJDSkillListening for detailsTacticsListening for key wordsListening for similar ideasVocabularyadjust hangdryer laptop computerflat screen TV lawnmowergas remote controlgas tank rinse
  • PreparationExplain to the students that they will listen to peopletalking about machines and appliances. Students shouldmatch each machine with its feature by writing thecorrect letter in the blanks. Have the students read thelist of features. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 87). Makesure everyone understands why the correct answer is f.Play the rest of the recordings. Elicit the correct answers.Play any difficult monologues again, if necessary.ANSWERS1.f Ld 3.a 4.b S.C 6.emttEJSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyblade lint filtercase stickydirect sunlightPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and checkTrue or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is true. Play therest of the recording. Elicit the correct answers.ANSWERS1. True 3. False 5. False2. True 4. False 6. TrueOptional ActivityPut the students into pairs. Have the students take turnsdescribing gadgets they own or would like to own, usingthe monologues from Exercise 4, Lets Listen, as a model.Students should describe one special feature of theirgadget and give one piece of advice about how to use it.Student Book page 17Over to You: Whats your favoritegadget?LanguageTalking about gadgetsVocabulary(Same as Unit 4, Exercises 1-4)ImIUPreparationHave the students look at the chart. Explain to thestudents that they will complete the chart by askingthree classmates about their favorite gadgets. Havethe students read the questions. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students move around the classroom andinterview one another. Encourage the students togive extra information when they answer and to askfollow-up questions.ImI9PreparationPut the students into groups of three or four. Explain tothe students that they will discuss important gadgets inhistory. Have the students read the questions. Answerany questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, helping as needed. To maximize interaction,allow only one student in each group to write down thegroups answers. When everyone is finished, have eachgroup compare answers with another group.Extra Speaking PracticeWorksheet 4, Teachers Book page 138AssessmentUnit 4 Test, Test BookletUnit 4 15
  • ThemesPeopleCharacter traitsSkillsListening for gistListening for praise or criticismListening for detailsCulturePositive and negative qualities of peopleHowpeople changeCulture NoteIn American and Canadian cultures, it is consideredimportantto have your own, unique personality.Most people try to beoutgoing, sociable, caring,or easygoing since these are generally consideredattractive character traits. Most often, Americansand Canadians do not like to spend time withpeople who are moody, critical, cranky, or depressed.StudentBook page181. Getting ReadyVocabularycaring patiententhusiastic persuasivehonest sensitiveinformed strictintelligentPreparationHave the students read the character traits listed in thechart. Answer any questions about vocabulary.Explain to the students that they will decide whichcharacter traits describe a good teacher, parent, boss, orfriend. Make sure everyone understands that they mayput more than one check after each character trait.Read the instructions. Answer any questions about howto do the activity.16 Unit 5PresentationHave the students complete the survey on their own.While they are working, write the following on.the board:A:How would you describe a good teacher?B: A good teacher is...When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillListening for gistTacticsListening for key wordsMaking inferencesVocabularycheerful issueseffectiveelementary schoolgets madgood with childrenlandladymake (someone) angrynumbersrulesPreparationExplain to the students that they will hear people talkingabout their friends and classmates. Students should circlethe word that best describes the person the speakers aretalking about. Have the students read the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 87).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers. Play any difficult conversations again,if necessary.ANSWERS1. a 2. a 3. b 4. a 5. a 6. b
  • .. .......,,,.,....­,._._......_~~~-.,;"Optional ActivityHave the students listen again and write down the keywords and phrases that helped them get the correctanswer.POSSIBLE ANSWERS1. good with children, never make him angry2. effective speaker, change their opinions3. excited, cheerful4. rules, angry, tiny mistake, gets really mad5. knows everything, issues6. nice, doesnt get angry, brings me homemadechicken soupStudent Book page 193. Lets Listen~.}"- ~SkillListening for praise or criticismTacticsListening for key wordsListening for tone of voiceListening for similar ideasVocabularycantstandcriticizedrove (someone) to (a place)enjoying (oneself)homeless (person)Luckyyou!made jokes (about something)praisesweetPreparationExplain to the students that they will listen to peopletalking about their friends and classmates. Studentsshould decide whether the speakers praise or criticizethe people they are talking about.Have the students look at the chart. Make sure everyoneknows to check Praise if the speakers seem to like theperson they are talking about. Students should checkCriticize if they do not seem to like the person they arediscussing. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 87).Make sure everyone understands why the correctanswer is Praise. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. Praise2. Praise3. Criticize4. Praise5. Criticize6. CriticizeSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabulary(Same as Task 1)PreparationHave the students read aloud the statements in the chart.Answer any questions about vocabulary. Explain to thestudents that they will listen to the recording again andcheck True or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the first statement is true and thesecond one is false. Play the rest of the recording. Elicitthe correct answers from the class.ANSWERS1. True 4. TrueFalse False2. True 5. FalseTrue True3. False 6. FalseFalse FalseOptional ActivityHave the students listen again and write down onecharacter trait that describes each person. Then put thestudents in pairs and have them discuss which peoplemight be good friends.Unit 5 17
  • POSSIBLE ANSWERS1. intelligent 4. sociable, enthusiastic2. caring 5. not honest3. mean 6. moody, depressedStudent Book page 204. Lets ListenIm!fJSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularyathleticbothering (someone)cheerleaderchubbycoffee shopsconservativedepressedexhaustedmusclesout of shapePreparationTell the class to look at the four pairs of pictures. Askthe students a question about each picture, e.g., Whatcharacter traitsdoes he have? How doyou think she feels?Explain to the students that they will listen to peopletalking about how their friends have changed. Studentsshould put a check next to the picture that best describeswhat each person is like now. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 88).Make sure everyone understands why the picture on theright is the best match. Play the rest of the monologues,pausing before each one so the students can look overthe pictures. Elicit the correct answers from the class.ANSWERS1. b 2. a 3. a 4. bnmFlSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularybroke upget in (better) shapelooking for a jobstock marketPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and check Trueor False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is false. Play the rest ofthe recording. Elicit the correct answers.ANSWERS1. False 2. True 3. True 4. FalseOptional ActivityWrite the following questions on the board:1. What does John dowhenhegets home at night?2. How oftendoes Donna go to thegym?3. Where does Rosie sit by herself?4. How muchdoes Ted Rodgers weigh now?Play the recording again, stopping after each monologueso the students can write the answers to the questions ona piece of paper. Elicit the correct answers and writethem on the board. Tell the students that its okay if theiranswers do not exactly match the ones on the board.ANSWERS1. He sits in his chair and watches TV.2. Three times a week.3. In coffee shops.4. Over 100 kilos.18 Unit 5
  • ,;-------· ~ , . - . · - - " · f ~ : 4 k l U ! i l l ~ ~ ~ " l .StudentBookpage21Over to You: How have you changed?LanguageComparing the past and the presentTalking about habits, tastes, and personalitiesVocabularyappearance likes/dislikeshobbies personalitymDDPreparationPut the students into pairs. Explain to the students thatthey will discuss how they have changed in the past fiveyears. Have the students look at the items in the chart.Answer any questions about vocabulary. Have a pair ofstudents read the example conversation aloud.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students fill in the chart on their own. Thenhave them compare answers with their partners, usingthe example conversation as a model. Go around theclassroom, encouraging students to give extra informationin their answers and to ask follow-up questions.fl!!1IDPreparationExplain to the students that they will write what theythink they will be like five years from today. Studentswill then compare their answer with a partner. Have thestudents read the example. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students fill in the chart on their own. Then havethem compare answers with their partners. Go around theclassroom, encouraging students to give extra informationin their answers and to ask follow-up questions.Extra Speaking PracticeWorkshee.t 5, Teachers Book page 139AssessmentUnit 5 Test, Test BookletUnit 5 19i
  • Themes--_._-----------­FoodRecipesSkillsListening for gistListening for detailsCultureCustoms related to foodFollowing a recipeCulture NoteWhile many Americans and Canadians enjoyeatingout at restaurants, they also enjoysitting down to ahome-cooked meal. These meals often include dishesor ingredients that have special meanings or bringback happy memories. Forexample, some peoplemake dishes that are passed down from grandparentsor other relatives.Student Book page 221. Getting ReadyVocabularyadd milk shakeblend mixblender peppersboil pourbowl recipescarrots rollchop(up) saucefry seaweedhot oil vanillalettucePreparationHave the students look at the food items and recipeslisted at the top of the page. Answer any questions aboutvocabulary. Explain to the students that they will matchthe dishes with the recipes. Students should write thecorrect letters in the blanks.20 Unit 6Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity in pairs. Wheneveryone is ready, elicit the correct answers.ANSWERS1. c 2. e 3. a 4. b 5. d2. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularybi-bim-bap gumbobroth ravioliburritos romaine lettucebutter shredded (Parmesan) cheeseCaesar salad spicesdressing sprinklefried egg squaresfrozen stirsfrying pan tortillasground beefPreparationHave the students look at the pictures. Ask them aquestion about each picture, e.g., What dish is this?What are the ingredients?Explain to the students that they will listen to peopletalking about different dishes and then match themonologues with the pictures. Students should writethe numbers of the monologues in the blank boxes bythe pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 88).Make sure everyone understands why picture D is thebest match. Play the rest of the recording. Elicit thecorrect answers.
  • ANSWERSA.2 B. 4 C 5 D. 1 E. 6 F. 3Optional ActivityWrite the following questions on the board:1. When doyou sprinkle the cheese on top?2. Whats a bigsecret about thegumbo?3. What makes the pancakes tastesogreat?4. How do you eata burrito?5. Where does sheeatbi-bim-bap?6. Whats his favorite kind of ravioli?Play the recording again, stopping after each monologueso the students can write the answers to the questions ona piece of paper. Elicit the correct answers and writethem on the board. Tell the students that its okay if theiranswers do not exactly match the ones on the board.ANSWERS1. when youre ready to eat it2. some of the spices3. a lot of butter4. with your hands5. at a Korean restaurant on campus6. the kind with cheese inside itStudent Book page 23J. Lets ListenmtlOSkillListening for detailsTacticsListening for key wordsUsing visual cluesVocabularybatter heat(something) upcooking show hostcrepes ingredientscup just a pinch(measurement)flip it over knock your socks offflour measureforkPreparationTell the class to look at the four pairs of pictures. Ask thestudents a question about each picture, e.g., What is theperson doinghere? What ingredients do you see?Explain that the students wiIllisten to a cooking showhost explaining how to make crepes. Students should puta check next to the picture that best matches the step thehost describes.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first part of the recording (see tapescript, TBp. 88). Make sure everyone understands why the pictureon the left is the best match. Play the rest of therecording, pausing before each part so the students canlook over the pictures. Answer any questions aboutvocabulary. Elicit the correct answers from the class.ANSWERS1. a 2. b 3. b 4. amn.:4JSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyawfulbutterliquidmake (something) sweetpansmoothPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and checkTrue or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first part of the recording. Make sure everyoneunderstands why the statement is false. Play the rest ofthe recording. Elicit the correct answers.ANSWERS1. False 2. True 3. True 4. FalseUnit 6 21
  • Optional ActivityPut the students into pairs. Have the students listen tothe cooking show again and write a question and ananswer of their own about how to make a crepe. Wheneveryone is finished, have pairs read their questions andanswers aloud for the whole class.Student Book page 244. Lets Listen ~tmlIJISkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularycartschattingcushionsdaal bhatdim sumeggrollsgrabbed a quicklunchhadtrouble adjustingto (something)kaboblasagna al fornoNepalpaellarawsukiyakithinly slicedPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., What dishis this?Whats beside the plate?Explain to the students that they will listen to peopletalking about different dishes and then match theconversations with the pictures. Students should writethe numbers of the conversations in the blank boxes inthe pictures. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 89).Make sure everyone understands why picture F is thebest match. Play the rest of the recording. Elicit thecorrect answers.ANSWERSA.6 8.5 C.2 D.3 E. 4 F. 1em6SkillListening for detailsTacticsListening for key wordsListening for similar ideasVocabularyhost slurpinghurt (someones) feelings supposed torefuse waverudePreparationExplain to the students that they will listen to theconversations again and match each country with acustom by writing the correct letter in the blank. Havethe students read the list of customs. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is b. Play the restof the recording. Elicit the correct answers. Play anydifficult conversations again, if necessary.ANSWERS1. b 2. e 3. d 4. c 5. f 6. aOptional ActivityDivide the class into groups of three or four. Tell eachgroup to discuss a dish they would enjoy. Write thefollowing questions on the board:• What are the main ingredients?• How is it made?• When and where do you eat it?• How do you eatit?• What special customs should you knowfor this dish?Set a time limit and have the groups begin discussing thequestions. Go around the classroom, helping as needed.When time is up, have each group tell another groupabout their dish.22 Unit 6
  • ~~..,,_o;o. ~._~,- ""., ~;:~-<~i;Q:j;J1f~,._...StudentBook page25Over to You: Plan a mealLanguagePlanning a mealTalking about ingredients and recipesVocabularygarlicingredientsonionspeachessoy sauceImJIiJPreparationTell the students to look at the pictures. Explain to thestudents that they will write the names of theseingredients in the blanks below the pictures. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students write the names of the foods andingredients individually. Then put the students into pairsto compare their answers.ANSWERS1. rice 7. peaches2. garlic 8. tomatoes3. soy sauce 9. noodles4. fish 10. milk5. onions 11. sugar6. salt and pepper 12. eggsIm1fJIPreparationWrite breakfast, lunch,and dinneron the board. Askstudents to name a few dishes that use the ingredientsfrom Task 1. Have them tell you what time of day thedish is traditionally eaten and write it under theappropriate heading on the board.Put the students into groups of three or four. Explain tothe students that they will write at least three recipes withtheir group members, using the food and ingredients inthe pictures:Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit for the groups and have them beginplanning their recipes. Go around the classroom, helpingwith vocabulary and grammar as necessary. Wheneveryone is finished, have each group share its recipeswith another group.I Extra Speaking PracticeWorksheet 6, Teachers Book page 140AssessmentUnit 6 Test, Test BookletUnit 6 23
  • ThemeHousingSkillsListening for gistListening for negative informationListening for detailsCultureLiving preferencesHousing alternatives: urban or suburban lifeCulture NoteFinding affordable housing is a concern for manyAmerican and Canadian families. Its difficult for somefamilies who dont make a lot of money to find safe,clean places to live.StudentBookpage261. Getting ReadyVocabularygarage thecountrystudioapartment yardsuburbsPreparationHave the students read the list of houses and apartments.Answer any questions about vocabulary. Elicit some otherkinds of housing that students could write in the blanksafter other.Explain to the students that they will number the itemsin the list in order of preference. Students should writethe number 1 next to the home they like best.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity on their own.While they are working, write the following on the board:A: What kind ofhousingwouldyou prefer?B: Id prefer...because...24 Unit 7When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Leis LislellSkillListening for gistTacticsListening for key wordsListening for similar ideasMaking inferencesVocabularycommutinggood-sizedhigh-rise buildingmakes sensesingletheres no pointin (doing something)workfrom homePreparationExplain to the students that they will listen to peopletalking about housing. Students should circle the kindof house or apartment each person needs. Have thestudents read the answer choices. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 89).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers.ANSWERSl, a 2. b 3. a 4. a 5. a 6. bOptional ActivityPut the students into pairs. Have them listen again andsay if they agree with the speakers.
  • _ ........,~ .... _~~._..... "" .. ,~ -i<N:J"ll"rlmii""fMJl:H;<~,~~i()Student Book page 27J. Lets ListenIm!JJSkillListening for negative informationTacticsListening for key wordsListening for negative informationListening for similar ideasListening for tone of voiceVocabularyancient falling apartannoying forevercoat of paint spacecondition stainedconvenientPresentationExplain to the students that they will listen to peopletalking about their houses or apartments. Studentsshould circle one thing the people dislike about wherethey live. Have the students read the answer choices.Answer any questions about vocabulary.Before continuing, warn the students that they mayhear more than one answer choice mentioned in themonologues. Students should listen carefully for thething each speaker dislikes.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 90). Makesure everyone understands why the correct answer is b.Play the rest of the recording. Elicit the correct answers.Play any difficult recordings again, if necessary.ANSWERS1. b 2. c 3. a 4. c 5. b 6. a~J.hii"~.·~SkillListening for detailsTacticsListening for key wordsRecognizing informationVocabulary(Same as Task 1)PreparationHave the students read aloud the list of apartmentfeatures at the bottom of the page. Make sure each itemis pronounced correctly. Answer any questions aboutvocabulary.Explain to the students that they will listen again forsomething each person likes about his or her place.Students should write the correct letter in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is c. Play therest of the recording. Elicit the correct answers.ANSWERS1. c 2. e 3. d 4. f 5. a 6. bOptional ActivityPut the students into pairs. Have them discuss twothings they like and two things they dont like aboutwhere they live right now. When finished, have eachpair compare answers with another pair.Student Book page 284. Lets ListenSkillListening for detailsTacticsListening for key wordsListening for past and present tensesVocabularylandladymaintenancetake care of (something)PreparationExplain to the students that they will listen to peoplecomparing their current homes with the places wherethey used to live. Students should decide if the phrases inthe chart describe each persons old place or new place.Have the students look at the chart. Answer anyquestions about vocabulary. Make sure everyone knowshow to complete the chart.Read the instructions. Answer any questions about howto do the activity.Unit 7 25
  • PresentationPlay the first monologue (see tapescript, TB p. 90).Make sure everyone understands why the exampleanswer is correct. Play the rest of the recording. Elicitthe correct answers.S.N~w.Old6. old. NewmtIf.JSkillListening for detailsTacticsListening for key wordsRecognizing the past and present tensesVocabularybuildingfirst floorhighfloorPreparationExplain to the students that they will listen to therecording again and circle the kind of place where eachperson lives now. Have the students read the answerchoices aloud. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is b. Play therest of the recording. Elicit the correct answers.ANSWERS.1,9 2. b 3. b 4. a 5. C 6. aOptional ActivityHave the students listen again and write downsomething the speakers liked about their old places.StudentBookpage29Over to You: Your dream houseLanguageTalking about housingVocabularydream house hot tubgarden sauna26 Unit 7PreparationTell the students to read the questions at the top of thepage. Discuss any vocabulary items. Explain to thestudents that they will discuss the questions in order todesign a dream house.Read the instructions. Answer any questions about howto do the activity.PresentationPut the students into pairs and have them begin working.Go around the classroom, helping as needed. Encouragethe students to give extra information when they answerand to ask follow-up questions.mtIf.JPreparationExplain that students will now draw a picture of theirdream house. Read the instructions. Answer anyquestions about how to do the activity.PresentationSet a time limit and have the students begin working. Tomaximize interaction, allow only one person in each pairto draw.ImlElPreparationExplain that students will now talk about their dreamhouses in groups. Read the instructions. Answer anyquestions about how to do the activity.PresentationHave each pair join another pair and begin comparingand describing their dream houses. Go around theclassroom, helping as needed. Encourage the students togive extra information and ask follow-up questions.Extra Speaking PracticeWorksheet 7, Teachers Book page 141AssessmentUnit 7 Test, Test Booklet
  • -"!! ........- _ _~__._....o<_. _ _ ,~_ _ ,"",.HM._".O; ~·,~" :,,~llIi.~~~~;k~~,~~...,;:ThemesComplaintsNeighborhoodsApartmentsSkillsListening for gistListening for detailsListening for agreement and disagreementCultureLandlordsApartment problems and solutionsCulture NoteApartments arevery common in cities andtownsthroughout the United States and Canada. Mostpeople rent their apartments from a landlord (orlandlady). If something in the apartment breaksor needs to bereplaced, people will usually askthe landlord to fix it. However, these problems arenot always resolved quickly. It is common to hearpeople talking about disagreements theyve hadwith their landlords.Student Book page 301. Getting ReadyVocabularydoor-to-door salespeoplehallwayslandlordleaks (v.)lobbypicked uproofsanitation departmentPreparationHave the students look at the housing problems andsolutions listed at the top of the page. Answer anyquestions about vocabulary. Explain to the students thatthey will match the problems with the solutions.Students should write the correct letters in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity in pairs. Wheneveryone is ready, elicit the correct answers.ANSWERS1. d 2. C 3. e 4. a2. Lets ListenSkillListening for gistTacticsListening for key wordsListening for similar ideasVocabularyadsanswering thedoorappliancesbangingdriving (someone) crazygardenhammeringmailboxesmakes a messringing (someones) doorbellsnoresthinTV receptionPreparationExplain to the students that they will listen to peopletalking about problems in their apartments. Studentsshould circle the problem each person describes. Havethe students read the answer choices. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.Unit 8 27
  • PresentationPlay the first monologue (see tapescript, TB p. 90).Make sure everyone understands why the correctanswer is a.Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. a 2. a 3. a 4. b 5. a 6. bOptional ActivityPut the students into pairs. Have them choose one of theproblems mentioned in the recording and suggest waysto solve the problem. Go around the classroom, helpingas needed. When everyone is finished, have each paircompare solutions with another pair.Student Book page 313. Lets ListenIm1:iJSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularycarpetstainedswitchunderneathwallPreparationTell the students to look at the picture and then askquestions about each of the items labeled with a letter,e.g., What is item B? Whats wrongwith the sofa?Explain to the students that they will listen to someonedescribing the apartment problems shown in the picture.Students should write the correct letter in the chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 91).Make sure everyone understands why the correctanswer is E. Play the rest of the recording. Elicit thecorrect answers.ANSWERSt. E 2. F 3. B 4. C 5. A 6. Dflml~SkillListening for detailsTacticsListening for key wordsRecognizing informationVocabularyfalling off work(function)horrible worn thinreceptionPreparationExplain to the students that they will listen again andcircle the problem with each item the speaker mentions.Have the students read the answer choices aloud.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is b. Play therest of the recording. Elicit the correct answers.ANSWERSt. b 2. ( 3. a 4. b 5. b 6. cOptional ActivityHave the students listen again and write down thesolution the speaker suggests for each problem, if any.Tell the students to listen for key words such as it needsand wevegot to.ANSWERS1. paint it2. ask the landlord for a new one3. [no solution suggested]4. fix it5. get the landlord torecover it6. put up a bigger antennaStudent Book page 324. Lets Listenm11lUSkillListening for detailsTacticsListening for key wordsRecognizing information28 Unit 8
  • ,,,,,,"...>,,,,,,,;,,,,..Vocabularyads keep (something) coldall hoursof the night mailboxesbroken needs fixingcomplaining paintingdrip put a sign (in the lobby)faucet worn outjunk mailPreparationExplain to the students that they will listen to six peoplecomplaining to their landlords. Students should circlethe problem each person is having with his or herapartment. Have the students read the answer choicesaloud. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 91).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. a 2. b 3. C 4. C 5. a 6. b~". !:7SkillListening for agreement and disagreementTacticsListening for expressions of agreementListening for expressions of disagreementListening for tone of voiceVocabularyget someone to (do something)havea look (fix)Thatsa good idea.worthgetting upsetaboutPreparationExplain to the students that they will listen to theconversations again and decide if the landlord agrees todo what the people request.Have the students look at the chart. Make sure everyoneknows to check Agrees if the landlord says he will fix theproblem. Students should check Doesntagree if thelandlord says he wont fix the problem.Read the instructions. Answer any questions about howto do the activity.j;. , ....PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is Agrees. Play therest of the recording. Elicit the correct answers.ANSWERS1. Agrees 4. Agrees2. Doesnt agree 5. Agrees3. Doesnt agree 6. Doesnt agreeOptional ActivityPut the students in pairs and have them suggest otherways to solve the problems described in theconversations. Play the recording again, if necessary.When everyone is ready, have each pair comparesolutions with another pair.Student Book page 33Over to You: What seems to be theproblem?LanguageTalking about apartment problemsMaking requestsVocabularyplumbertenanttoiletWhat seems to bethe problem?PreparationExplain to the students that they will complete the listwith common apartment problems.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.When time is up, elicit a few apartment problems fromthe class.Imll:lJPreparationHave the students look at the conversation. Answer anyquestions about vocabulary. Have a pair of students readthe conversation aloud.Read the instructions. Answer any questions about howto do the activity.Unit 8 29
  • PresentationPut the students into pairs and have them practicethe conversation. Have them switch roles. Go aroundthe class, making sure the students look at each otherwhile speaking.fm1J!JPreparationHave the students find new partners. Explain tothe students that they will continue to practice theconversation, this time using new information. Havethe students read the numbered phrases. Answerany questions about vocabulary.Read the conversation with a student. Help the studentreplace the words in the example with the appropriatenumbered phrase. (Be sure to call on a student who willbe able to do this successfully.)Read the instructions. Answer any questions about howto do the activity.PresentationHave the students switch roles and begin working.Encourage the students to memorize as much of theconversation as they can.fmlIIJPreparationHave the students find new partners. Explain to thestudents that they will practice the conversation again,this time using their own ideas. Elicit some informationstudents might say in place of the numbered phrases.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students switch roles and begin working. Goaround the classroom, helping with vocabulary.Encourage the students to role-play the conversationswithout looking at their books.Extra Speaking PracticeWorksheet 8, Teachers Book page 142-143AssessmentUnit 8 Test, Test Booklet30 Unit 8
  • ThemesFriendsDatingInvitationsSkillsListening for gistListening for detailsCultureDesirable personal qualitiesActivities that friends do togetherMaking andresponding to invitationsCulture NoteWhen Americans andCanadians decline a casualinvitation, they usually givea polite reason whythey cant accept it, such as, Oh, thankyou, but Ihave other plans that evening, or, Im sorry, but Imnot feeling well.Student Book page 341. Getting ReadyVocabularyappearance qualitiescareer goals sense of humoreducation sensiiioityfamily background social skillsintelligence somewhat importantPreparationHave the students read the qualities listed in the chart.Answer any questions about vocabulary. Explain to thestudents that they will decide which qualities they thinkare important for a friend to have. Make sure everyoneknows how to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.While they are working, write the following on the board:A: Whatarethe most important qualities in a friend?B: I think...are very important,...are somewhat important,and...are not important.When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers wiU vary.2. Lets ListenSkillListening for gistTacticsListening for key wordsRecognizing similar ideasVocabularyget (someone) to smilegot into a fightJust my type!makes (someone) laugh(have) nofuturespillingstockbrokersurfingPreparationExplain to the students that they will listen to peopledescribing their friends and circle the quality that eachperson is talking about. Have the students read theanswer choices. Answer any questions about vocabulary.Before continuing, you may want to warn the studentsthat the correct answer is sometimes discussed in thenegative. For example, the recording may say, He hasno career goals. In this case, career goals is still thecorrect answer.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 91).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. a 2. b 3. a 4. b 5. a 6. aUnit 9 31
  • OptionaI ActivityHave the students listen again and decide whether or notthe speaker seems to like the person being described.ANSWERS1. YeS 2. No 3. No 4. Yes 5. Yes 6. NoStudent Book page 353. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularyart exhibit exhibitioncar show opening nightenvironmentalist pollutionPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., Where are these people?Whatare thetj doing?Explain to the students that they will listen to peoplegiving invitations and match the conversations with thepictures. Students should write the numbers of theconversations in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 91).Make sure everyone understands why picture 0 is thebest match. Play the rest of the recording. Elicit thecorrect answers.ANSWERSA. 4 B. 3 cs D. 1 E. 5 F. 2~SkillListening for detailsTacticsListening for timesListening for names of placesListening for days of the week32 Unit 9Vocabularya talk (lecture)Thats fine with me.PreparationExplain to the students that they will listen to theconversations again and circle the correct informationabout each invitation. Have the students read the answerchoices aloud. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is b. Play the restof the recording. Elicit the correct answers. Play anydifficult conversations again, if necessary.ANSWERS1. b 2. b 3. a 4. c 5. a 6. bOptional ActivityPut the students in pairs and have them invite each otherto one of the places pictured in Exercise 3, Lets Listen,Task 1. Tell them they are on the phone and have themsit back to back. Set a time limit and have them begintalking. Have the students switch roles. When everyoneis finished, have each pair perform one of theirconversations for another pair.Student Book page 364. Lets ListenSkillListening for gistTacticsListening for key wordsMaking inferencesListening for similar ideasVocabularyautograph home teambook signing kidscraft fair marathondirector movie premierefarm show playing (music)festival producerfood fair violin
  • PreparationExplain to the students that they will listen to peoplegiving invitations and circle the events they are talkingabout. Have the students read the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 92).Make sure everyone understands why the correctanswer is c. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. c 2. b 3. a 4. b 5. b 6. b~SkillListening for detailsTacticsListening for key wordsRecognizing informationVocabularycrowdsdietfamousPreparationHave the students read aloud the list of reasons at thebottom of the page. Make sure each item is pronouncedcorrectly. Answer any questions about vocabulary.Explain to the students that they will listen again for thereason why the second speaker refuses each invitation.Students should write the correct letter in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is d. Play therest of the recording. Elicit the correct answers.ANSWERS1. d 2. e 3. a 4. b 5. c 6. fOptional ActivityPut the students in pairs to discuss the invitationsin Exercise 4, Lets Listen. Have them say why theywould accept or refuse each invitation. Go aroundthe classroom, helping with grammar as needed.Encourage the students to give extra information andask follow-up questions.Student Book page 37Over to You: Would you like to...?LanguageGiving and responding to invitationsVocabulary(Same as Exercises 1-4)PreparationExplain to the students that they will complete the listwith activities they like to do on the weekends.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.When time is up, elicit a few activities from the class.Em1:JJPreparationExplain to the students that they will use the informationfrom Task 1 to practice giving and responding toinvitations. Have a pair of students read the exampleconversation. Help them replace the information in theexample with the activities on their lists.Have the students look at the chart. Make sure everyoneknows how to complete the chart with their classmatesnames and responses.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students move around the classroom, givinginvitations and writing their classmates responses in thechart. When everyone is finished, have the studentscompare charts in pairs.Extra Speaking PracticeWorksheet 9, Teachers Book page 144AssessmentUnit 9 Test, Test BookletUnit 9 33
  • ThemeTelevisionSkillsListening for topicsListening for gistListening for detailsListening for agreement and disagreementListening for attitudesCultureTypes of television programsCulture NoteWatching TV isone of the most popularpastimes inthe United States and Canada. Not only do somepeople find watching TV relaxing and entertaining,some people go as far as planning parties aroundwatching TV programs.Student Book page 381. Getting ReadyVocabularydocumentaries sitcomsgame shows soap operasreality shows talkshowsPreparationHave the students read the kinds of television programslisted in the chart. Answer any questions aboutvocabulary. Explain to the students that they will checkhow often they watch each kind of program. Make sureeveryone knows how to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.While they are working, write the following on the board:A:How oftendoyou watch reality shows?B: I...watch reality shows because....34 Unit 10When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe question on the board.ANSWERSAnswers will vary.2. Lets ListenSkillListening for topicsTacticsListening for key wordsListening for similar ideasMaking inferencesVocabularyearthquakeepisodesfascinatingfloodsgrand prizemiserablephotographyplayersspectatorsPreparationExplain to the students that they will listen to peopletalking about TV programs and circle the kind of programeach person is talking about. Have the students read theanswer choices. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 92).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. a 2. a 3. b ~ b S. a 6. bOptional ActivityPlay the recording and tell the students to write downthe key words that helped them get the correct answer.
  • - ---ANSWERS1. episodes,martied,4pset, wortied,.miserable .2. won thegr;and prEte>3. fascinating, l~rned,animaJs4. whats beenha,p.pening, eennouek«, floods5. game, players, spectatots6. interesting, photography, birdsStudent Book page 393. Lets ListenrmJfJSkillListening for gistTacticsListening for key wordsListening for similar ideasVocabulary20th century hilariousarchitects information technologyarchitecture panel of expertscancer prizecruise rapperfinal round treatmentsPreparationHave the students look at the TV program guide.Explain that this is how a typical TV schedule looks inthe United States and Canada. Answer any questionsabout vocabulary.Explain to the students that they will listen to descriptionsof television programs and match them with the items inthe TV program guide. Students should write the correctnumber in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 93).Make sure everyone understands why Tomorrows TV isthe best match. Play the rest of the recording. Elicit thecorrect answers.ANSWERS5 Channel 7: Question Time1 Channel 13: Tomorrows TV2 Channel 2: Eye on Medicim:.( Channel 7: Sea Crazy3 Channel 13: The World That WasIi Channel 4: The Night Showt:mJfJiSkillListening for detailsTacticsListening for key wordsRecognizing informationVocabularyfacts stay tunedfascinating This is theshowforyou.miss triviaover 40 (years old) worthwatchingPreparationHave the students read the descriptions of people listedat the bottom of the page. Make sure each item ispronounced correctly. Answer any questions aboutvocabulary.Explain to the students that they will listen again for thekind of person who would want to watch each program.Students should write the correct letter in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is c. Play therest of the recording. Elicit the correct answers.ANSWERS1. c 2.. f 3. a 4. b 5. e 6. dOptional ActivityDivide the class into pairs. Have each pair write andpractice a TV program description like the ones in therecording. They can use the names of real TV shows ormake up their own titles. When everyone is ready, haveeach pair share their description with another pair.Student Book page 404. Lets Listen ~~.,.i~SkillsListening for agreement and disagreementListening for attitudesTacticsListening for expressions of agreementListening for tone of voiceUnit 10 35
  • Vocabularyfrustrating Yeah, lets do it.honestlyPreparationExplain to the students that they will listen to peoplegiving their opinions about television programs. Studentsshould decide whether the people agree. Make sureeveryone knows to check Agree if the people have thesame opinion and Dont agree if they have differentopinions.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 93).Make sure everyone understands why the correctanswer is Agree. Play the rest of the recording. Elicitthe correct answers.ANSWERS1. Agree 3. Dont agree 5. Dont agree2. Dont agree 4. Agree 6. Dont agreeSkillListening for detailsTacticsListening for key wordsListening for correct informationVocabularyaction movie photographyamazing ratherfigure out recipesmagicians tricksPreparationHave the students read aloud the statements in the chart.Answer any questions about vocabulary. Explain to thestudents that they will listen to the conversations againand check True or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the statement is false. Play therest of the recording. Elicit the correct answers.ANSWERS1. False 2. False 3. True 4. True 5. True 6. TrueOptional Activity .Put the students into pairs. Have each pair choose apopular television program and give their opinion of it.Their conversations should include statements of opinion,reasons, and expressions of agreement or disagreement.Student Bookpage41Over to You: What are your favoriteprograms?LanguageTalking about television programsVocabulary(Same as Exercises 1-4)PreparationExplain to the students that they will complete the listwith programs that have recently been on television.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.When time is up, elicit the titles of a few televisionprograms from the class.PreparationExplain to the students that they will use the informationfrom Task 1 to discuss their favorite and least favoriteprograms. Have a pair of students read the exampleconversation. Then have the students look at the chart.Make sure everyone knows how to complete the chartwith their answers.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart with the names oftheir favorite and least favorite programs, as well as thereason why they like or dont like each program. Wheneveryone is finished, have the students compare answersin pairs.Extra Speaking PracticeWorksheet 10, Teachers Book page 145AssessmentUnit 10 Test, Test Booklet~..~..~•36 Unit 10
  • - - - - - - - -ThemesCitiesTravelSkillsListening for detailsListening for gistCultureDescriptions of citiesCulture NoteBecause cities in America and Canada arevery youngin comparison to cities in other countries, Americansand Canadians are often interested in visiting foreigncities that arefamous for historical buildings ortraditional cultures.Student Book page 421. Getting ReadyVocabularyarchitecturebeachesculturenightlifesafetyshoppingtrafficPreparationHave the students read the city features listed in thechart. Answer any questions about vocabulary. Explain tothe students that they will complete the chart by writingthe names of cities that are famous for these features.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity on their own.While they are working, write the following on the board:A: What city is famous for its beaches?B: I think...is famous for its beaches.When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers wIll vary.2. Lets ListenSkillListening for detailsTacticsListening for key wordsListening for tone of voiceRecognizing similar ideasVocabularyclubscolonycrimefascinatingmixturemoviestudiosmusiciansOn the down side...pollutionpricessightseeingPreparationExplain to the students that they will listen to peopletalking about cities and circle the thing that the peoplelike about each city. Have the students read the answerchoices. Answer any questions about vocabulary.Before continuing, warn the students that they may hearboth answer choices mentioned in the monologues.Students should listen carefully for the thing that thespeakers like.Read the instructions. Answer any questions about howto do the activity.Unit 11 37
  • PresentationPlay the first monologue (see tapescript, TB p. 93).Make sure everyone understands why the correctanswer is a. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. a 2.a 3. b 4. a 5. b 6. bOptional ActivityHave the students listen again and write down thereason why the speakers like the features they mention.ANSWERS1. Thray have great musicians.2. There are great buIldings like the opera house.3. There are plenty of clubs and restaurants.4. It has a mixture of Chinese and Western culture.5. The water was so clean.6. There are lots of fun things to see.StudentBook page 433. Lets ListenatmlDSkillListening for detailsTacticsListening for key wordsPredictingRecognizing correct informationVocabularycenturiesget byMontrealprovinceQuebec Cityright through the middleSt. Lawrence Riverstreet signsPreparationExplain to the students that they will listen to peopletalking about Quebec Province, in Canada. Studentsshould decide if the statements in the chart are aboutQuebec City or Montreal.Have the students read the statements in the chart.Answer any questions about vocabulary. Make sureeveryone knows how to complete the chart.Read the instructions. Answer any questions about howto do the activity.38 Unit 11PresentationPlay the beginning of the conversation. Stop therecording after you hear, Well, a lot of people think that,because its the biggest city. (see tapescript, TB p. 94.)Make sure everyone understands why the exampleanswer is correct. Play the recording again from thebeginning. Elicit the correct answers.ANSWERS1. Montreal2. Quebec City3. Montreal4. Montreal5. Quebec CitymmrJSkillListening for detailsTacticsListening for key wordsRecognizing informationVocabularya friend from collegeget marriedHow is Daves French?PreparationHave the students read the questions and answer choicesaloud. Answer any questions about vocabulary. Explainto the students that they will listen to the recording againand circle the answer to each question.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the recording until you hear the speaker say, I haveto go to afriends wedding. Stop the recording. Make sureeveryone understands why the correct answer to the firstquestion is b. Play the recording again from thebeginning. Elicit the correct answers.ANSWERS1. b 2. c 3. b 4. aOptional ActivityTell the class that they will be interviewing each otherabout a city they know well. Elicit at least six questionsthat students can ask and write them on the board. Thenput the students in pairs and have them interview eachother. When everyone is finished, have the studentsswitch roles.
  • Student Book page 444. Lets Listen~.~SkillListening for gistTacticsListening for positive key wordsListening for similar ideasMaking inferencesVocabularyCorfuCreteGreekHonoluluproud of (oneself)relievedsnorkelingtheaterPreparationExplain to the students that they will listen to peopledescribing a good experience they had while on vacationin a city. Students should circle the answer that bestdescribes the good thing that happened to them. Havethe students read the answer choices aloud. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 94).Make sure everyone understands why the correctanswer is b. Play the rest of the recording. Elicit thecorrect answers.ANSWERS1. b 2.b 3.a 4. a 5. b 6. ammfJSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyfood poisoningpurseran out of moneystolesunburnsuntanPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and check Trueor False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is false. Play therest of the recording. Elicit the correct answers.ANSWERS1. False2. True3. True4. False5. True6. FalseOptional ActivityWrite the following questions on the board:1. How did the woman feel about using her Spanishevery day?2. How did the woman feel after the taxi driver returnedher wallet?3. Where did the Greek family invite the man?4. Where did the woman have to go to get help forher sunburn?5. What did the man do when he ran out of money?6. What will the woman do differently next time?Play the recording again, stopping after each monologueso the students can write the answers to the questions ona piece of paper. Elicit the correct answers and writethem on the board.ANSWERS1. She felt proud of herself.2. She felt relieved.3. They invited him to their beach house.4. She went to the doctor.5. He came home.6. She will take a sweater.Unit 11 39
  • Student Book page 45 PresentationOver to You: True or false?LanguageTalking about citiesVocabulary(Same as Exercises 1-4)PreparationPut the students into groups of three or four. Tell eachgroup to choose a city or country and write fivestatements about it-three true and two false.Before continuing, you may want to elicit an example ofa true statement and a false statement about a city thateveryone in the class knows well.Read the instructions. Answer any questions about howto do the activity.PresentationHave the groups write their true and false statements.Go around the classroom, helping as needed.PreparationPut the students into pairs. Explain to the studentsthat they will take turns reading their statements totheir partner and guessing whether the statements aretrue or false.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, making sure that the students arecommunicating in English and not simply readingfrom their partners books. When everyone is finished,have a few pairs share their statements with the class.PreparationHave the students find a new partner. Explain to thestudents that they will play the same game with true andfalse sentences about their hometowns.Read the instructions. Answer any questions about howto do the activity.Have the students write their statements on a separatepiece of paper. When everyone is ready, have thestudents take turns reading their statements andguessing whether they are true.Extra Speaking PracticeWorksheet 11, Teachers Book page 146AssessmentUnit 11 Test, Test Booklet40 Unit 11
  • ThemesCitiesImprovementsSkillsListening for topicsListening for gistListening for detailsListening for suggestionsCultureChanges to cities occurring overtimeCulture NoteMany American and Canadian cities go throughperiods of change. Some changes arefor the betterand include creating green spaces, renovating oldbuildings, or putting up new structures. Somechanges arefor the worse and may include increasesin crime, pollution, traffic, or urban decay. Many ofthese changes, good or bad, are determined by howconcerned and involved the residents of the citiesare in their local governments andcommunitydevelopment programs.Student Book page 461. Getting ReadyVocabularyairqualitycleanlinessnightlifepublic transportationtheeconomyPreparationHave the students read the city features listed in the chart.Answer any questions about vocabulary. Explain to thestudents that they will decide how they like each featurein their hometowns and check the appropriate boxes.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.While they are working, write the following on the board:A: What do you think of thetransportation in yourhometown?B: I think its...because....When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswer will vary.2. Lets ListenSkillListening for topicsTacticsListening for key wordsListening for similar ideasMaking inferencesVocabularybaseball fieldsclosed downdesertedeatoutinexperiencedmallplanted (v.)soundbarriertrain (v.)PreparationExplain to the students that they will listen to peopletalking about cities and circle the topic they arediscussing. Have the students read the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 94). Makesure everyone understands why the correct answer is b.Play the rest of the recording. Elicit the correct answers.Unit 12 41
  • ANSWERS1. bZ. b 3.a 4. ill. 5. b 6. aOptional ActivityHave the students listen again and write down howthings used to be before they changed.ANSWERS1. Ittook an hour to get in from the airport.2. There Were some really good stores downtown.3. The:re werent as many places for young people to goin their free time.4. Thereweren~tas many jobs for young people.5. There were interesting restaurants nearby.6. They heard the cars and trucks all day and night.StudentBookpage473. Lets Listen ~mDIJSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularydisco industryfactories outdoor marketfence tore (something) downhardlyanyPreparationTell the class to look at the six pairs of pictures. Ask thestudents a question about each picture, e.g., Whatare thepeople doing?Explain to the students that they will listen to peopletalking about how their hometowns have changed.Students should put a check next to the picture thatbest shows what each hometown is like now.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 94).Make sure everyone understands why the picture on theright is the best match. Play the rest of the monologues,pausing before each one so the students can look overthe pictures. Elicit the correct answers from the class.ANSWERS1. b 2. b J. a 4. b 5. b 6. aSkillListening for detailsTacticsListening for key wordsRecognizing correct informationListening for detailsVocabularyredevelopsitePreparationHave the students read aloud the statements in the chart.Answer any questions about vocabulary. Explain to thestudents that they will listen to the recording again andcheck True or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is false. Play the rest ofthe recording. Elicit the correct answers from the class.ANSWERS1. False2. False3. True4. False5. True6. TrueOptional ActivityPut the students into pairs and have them describe howtheir hometowns have changed, using the recordingfrom Exercise 3, Lets Listen, as a model. To provideadditional support, tell students to have a conversationlike the following:A: How has your hometown changed?B: My hometown usedto be...and it used to have.... But now,my hometown is...and it has....When everyone is finished, have each pair describe theirhometowns to another pair.42 Unit 12
  • Student Book page 484. Lets ListenmmoSkillListening for detailsTacticsListening for key wordsListening for similar ideasVocabularybusinessesclubscrimefactoriesgreen spacehavetrouble (doing something)narrowthemallPreparationExplain to the students that they will hear people talkingabout things they like and dislike about the cities wherethey live. Students should decide if the phrases in thechart describe something each person likes or dislikes.Have the students look at the chart. Answer anyquestions about vocabulary. Make sure everyone knowshow to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 95).Make sure everyone understands why the sampleanswer is Likes. Play the recording again from thebeginning. Elicit the correct answers.ANSWERS1. likes 4. DislikesDislikes likes2. Dislikes 5. Dislikeslikes Likes3. likes 6. likesDislikes DislikesIm1EISkillsListening for detailsListening for suggestionsTacticsListening for key wordsRecognizing informationVocabularybringmore businesses (to a place)open (start a business)PreparationHave the students read aloud the list of improvementsat the bottom of the page. Make sure each item ispronounced correctly. Answer any questions aboutvocabulary.Explain to the students that they will listen again for thechange or improvement each person suggests. Studentsshould write the correct letter in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is e. Play therest of the recording. Elicit the correct answers.ANSWERS1. e 2. f 3. d 4. c 5. b 6. aOptional ActivityHave the students listen again and write down theexpressions the people use to say they like something.ANSWERS1. The bestthing is...2. Thete are at least a dozen great places .3. I think this city council does a great job .4. I love that...5. Itsgreat, actually.6. You know what makes this town so good?Student Book page 49Over to You: Improving your cityLanguageTalking about citiesGiving opinionsVocabulary(Same as Exercises 1-4)Unit 12 43
  • PreparationExplain to the students that they will discussimprovements that need to be made to their townor city. Have the students look at the chart. Answerany questions about vocabulary.Read the example conversation with two students. Helpthe students to replace the words in the example withtheir own ideas about improving their city.Read the instructions. Answer any questions about howto do the activity.PresentationPut the students into groups of three or four and havethem begin talking about improvements and writingtheir ideas in the chart. Go around the classroom,helping with vocabulary and grammar as needed.Encourage the students to give extra information and toask follow-up questions.PreparationPut the students into pairs. Explain to the students thatthey will compare their ideas from Task 1 with a partner.Each pair of students should complete the chart atthe bottom of the page with five improvements theywould like to make to their hometowns.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. To maximizeinteraction, allow only one student in each pair to write.When everyone is finished, have each pair compareanswers with another pair.Extra Speaking PracticeWorksheet 12, Teachers Book page 147AssessmentUnit 12 Test, Test Booklet44 Unit 12
  • ThemesHolidaysCelebrationsSkillsListening for gistListening for detailsListening for likes and dislikesCultureHolidays and celebrationsCulture NoteInthe United States and Canada, holidays arecelebrated by preparing large meals or by practicingspecial traditions. Schools areclosed and most peopleget the dayoff from work for major holidays likeChristmas and Thanksgiving. Minor holidays such asValentines Day or Mothers Day arecelebrated bysending cards and flowers or bygoing out for a mealat a restaurant; schools and places of work areusually not closed for these minor holidays. Whilebirthdays are not holidays, most people liketocelebrate them bysending a card, having a birthdaycake, giving presents, or having a party.Student Book page 501. Getting ReadyVocabularyApril Fools Daycostumesdress up (put on costumes)honorplaytricksPreparationHave the students look at the holidays and descriptionslisted at the top of the page. Answer any questions aboutvocabulary. Explain to the students that they will matchthe holidays with the descriptions. Students should writethe correct letters in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity in pairs. Wheneveryone is ready, elicit the correct answers.ANSWERS1. d 2. a 3. c 4. b2. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cluesMaking inferencesVocabularyadmissioncelebratedecorateexchangesmidnightplayjokesSanta ClausPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., What are theydoing?What time of year is it?Explain to the students that they will listen to peopletalking about holidays and match the monologues withthe pictures. Students should write the numbers of themonologues in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 95).Make sure everyone understands why picture 0 is thebest match. Play the rest of the monologues. Elicit thecorrect answers.ANSWERSA.6 B. 3 C. 4 D. 1 E. 5 F. 2Unit 13 45
  • Optional ActivityHave the students listen again and write down the wayseach holiday is celebrated.ANSWERS1. decorate a tree; exchange presents; sing special songs2. play funny jokes or tricks3. give flowers agift; breakfast in bed; take mothersout for dinner4. have parties5. adults share specialtimes with kids; give childrenspecial gifts; takek1ds to museums or amtJsement parksfor free6. children wear scary costumes; visit neighbors and askfor candyStudentBookpage 513. Lets ListenmmoSkillListening for gistTacticsListening for key wordsRecognizing informationVocabularyat homeinvite (someone) overtake (someone) outPreparationExplain to the students that they will listen to peopletalking about how they celebrate their birthdays. Studentsshould decide whether each speaker goes out or stayshome. Make sure everyone knows how to completethe chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 95).Make sure everyone understands why the correct answeris Stays home. Play the rest of the monologues. Elicit thecorrect answers.ANSWERS1. Stays home 4: Stays home2. Goesotlt 5: Stays home3. Goesout 6. Goes outImI9SkillListening for detailsTacticsListening for key wordsListening for similar ideasVocabularybotherbuy (oneself) a presentstay upstairstakes over (the kitchen)PreparationExplain to the students that they will listen again andcircle the activity each person does on his or her birthdaynow. Have the students read the answer choices. Answerany questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is b. Play therest of the recording. Elicit the correct answers.ANSWERS1. b 2.. b 3. a 4. c 5. b 6, bOptional ActivityPut the students into groups of three or four and havethem discuss what they usually do on their birthdays.Go around the classroom, encouraging students to giveextra information and ask follow-up questions. Wheneveryone is finished, have each group share theiranswers with another group.Student Bookpage 524. Lets Listen~SkillsListening for gistListening for likes and dislikesTacticsListening for tone of voiceListening for key words46 Unit 13
  • Vocabularya bigfan (of something)a special timehorriblelook forward to (something)terriblewaste of timePreparationExplain to the students that they will listen to peopletalking about holidays. Students should decide whetherthe speakers like each holiday. Make sure everyoneknows how to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 96).Make sure everyone understands why the correct answeris Likes. Play the rest of the monologues. Elicit the correctanswers.ANSWERS1. Likes 4. Doesnt like2. Doesnt like 5. Likes3. Doesnt like 6. Doesnt likemDfJSkillListening for detailsTacticsListening for key wordsRecognizing informationVocabularycharityco-workergot togethermoved around (something)played a trick (on someone)romanticstrangersstuffthehomelessvalentine .PreparationExplain to the students that they will listen again andcircle what happened to the people last year on theholiday they discuss. Tell the students to listen for keywords such as last year, last year on April first, and so on.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is b. Play the restof the recording. Elicit the correct answers. Play anydifficult monologues again, if necessary.ANSWERS1. b 2. a 3. C 4. a 5. C 6. COptional ActivityPut the students into pairs. Play the monologues againand have the students give their own opinions abouteach holiday. When everyone is finished, have each pairshare their opinions with another pair. (If students arenot familiar with the holidays mentioned in therecording, have them discuss why these holidays wouldor would not be appropriate in their own countries.)StudentBookpage53Over to You: Your best holiday.expertenceLanguageTalking about the pastTalking about holidaysVocabulary(Same as Exercises 1-4)~n~PreparationTell the students to think about their favorite memoryof a holiday or special day. Explain to the students thatthey will write questions they want someone to ask themabout their favorite holiday experience. Read the examplequestions aloud. Elicit some other questions that peoplemight want to be asked.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students write their questions on their own.Go around the classroom, helping with vocabulary andgrammar as needed.Unit 13 47
  • PreparationPut the students into pairs and have them exchangetextbooks. Explain to the students that they will ask eachother the questions written in their partners book.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, helping as needed. Encourage the students togive extra information and to ask follow-up questions.Tell the students to take notes on their partners answerson a separate piece of paper.PreparationHave the students return the books to their partners.Explain to the students that they will form new groupsand tell their new group members about their partnersholiday experience, using the notes they made in Task 2.Read the instructions. Answer any questions about howto do the activity.PresentationPut the students into groups of four and have thembegin sharing their partners stories. Have the groupmembers who are listening ask follow-up questions.Extra Speaking PracticeWorksheet 13, Teachers Book page 148AssessmentUnit 13 Test, Test Booklet48 Unit 13
  • ThemesFashionClothesSkillsListening for gistListening for time referencesListening for detailsCultureCasual, career, and formal fashionsCulture NoteMoreand more, Americans and Canadians aredressing casually for all kinds of social activities. Inmany offices, it isnow acceptable to wear a casualshirt with long pants or jeans.Student Book page 541. Getting ReadyVocabularyformal weddinginformal work(n.)PreparationHave the students look at the chart at the top of the page.Answer any questions about vocabulary. Explain to thestudents that they will complete the chart by checkingwhether each event is formal or informal. Studentsshould also write what they would wear to each event.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.When everyone is finished, have the students compareanswers with a partner.ANSWERSAnswers will vary.2. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cuesVocabulary60s/70s/80scame down to (knees, ankles)capesdyedelegantlong(dress, skirt)miniskirtspeace signspunkRoaring Twentiesshort (dress, skirt)slicked backstraight (dress)trouserstypicalPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., Whatare they wearing?When were these clothes popular?Explain to the students that they will listen to peopletalking about fashion and match the monologues withthe pictures. Students should write the numbers of themonologues in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 96).Make sure everyone understands why picture C is thebest match. Play the rest of the monologues. Elicit thecorrect answers.ANSWERSA.3 B.5 C. 1 D.4 E.2 F. 6Optional ActivityHave the students listen again and write down the yearswhen the clothes in each picture were worn.ANSWERS1. early 60s 4. 195052. 19205 5. late 70s / early 80s3. late 60s / early 70s 6. around 1910Unit 14 49
  • Student Book page 553. Lets ListenSkillsListening for gistListening for time referencesTacticsListening for key wordsRecognizing time cuesUsing visual cluesVocabularybighair plainblouses ponytailcasual preppy (adj.)collars tandenim unbuttonedlook (n.) wildneaterPreparationTell the class to look at the six pairs of pictures. Askthe students a question about each picture, e.g., What ishewearing?Explain to the students that they will listen to peopletalking about how their friends have changed the waythe dress. Students should put a check next to the picturethat best matches how each person dresses now.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 96).Make sure everyone understands why the picture on theright is the best match. Play the rest of the conversations,pausing before each one so the students can look overthe pictures. Elicit the correct answers from the class.ANSWERS1. b 2. a 3. a ~ b 5. a 6. aSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect information50 Unit 14Vocabularybroke uplostherjobpromotionsalarystarting(college)PreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and check Trueor False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the statement is false. Play the rest ofthe recording. Elicit the correct answers.ANSWERS1. False 2. False 3. True 4. False 5. True 6. TrueOptional ActivityPut the students into pairs. Tell each pair to choose apair of pictures from Task 1 and write a conversationthat is the opposite of the one they heard on the recording.For example, if the recording says that the person usedto look like picture a but now looks like picture b, thestudents should write about a person who used to looklike b but now looks like a. Have the students practicetheir conversation and then perform it for another pair.Student Book page 564. Lets Listen ~SkillListening for gistTacticsListening for key wordsUsing visual cluesMaking inferencesVocabularybuttons up (v.) stripescovers my knees too shortsilk walked around
  • PreparationTell the students to look at the picture at the top of thepage. Ask a question about each of the items labeled witha letter, e.g., What is item B? What are the shoes madeof?Explain to the students that they will listen to peopledescribing the items shown in the pictures. Studentsshould write the correct letter in the chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 97).Make sure everyone understands why the correctanswer is F. Play the rest of the monologues. Elicit thecorrect answers.ANSWERS1. F 2.A 3.0 4. C 5. E 6. BmtI9SkillListening for detailsTacticsListening for countriesListening for pricesListening for key wordsVocabularyChina Italiandenim KoreanEngland leatherFrench silkgenuine woolimportedPreparationHave the students read the questions and answer choicesaloud. Answer any questions about vocabulary. Explainto the students that they will listen to the recording againand circle the answer to each question.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is a. Play the rest ofthe recording. Elicit the correct answers.ANSWERS1. a 2. C 3. C 4. b 5. b 6. bOptional ActivityDivide the students into groups of three or four. Havethe students take turns describing an item they recentlybought. Tell the students to include the material, countryof origin, the approximate price, and the reason whythey bought the item.Student Book page 57Over to You: What looks good on you?languageTalking about clothesVocabularylook good on1lfiZI;?JPreparationHave the students look at the chart. Answer anyquestions about vocabulary. Explain to the students thatthey will complete the chart with information aboutthemselves and then compare their answers in pairs.Read the instructions. Answer any questions about howto do the activity.PresentationHave students write their answers on their own. Wheneveryone is finished, put the students into pairs andhave them compare their answers. Go around theclassroom, making sure students are communicating inEnglish and not simply copying from each others books.f1!!]lfjPreparationExplain that the students will now suggest new clothingfor their partners, based on the information they heard inTask 1. As an example, tell the students about the clothesthat look good and bad on you, and then elicit somesuggestions for new clothing. Write their responses onthe board.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit, and then have the students beginworking. When time is up, have each pair share theirclothing suggestions with another pair.Extra Speaking PracticeWorksheet 14, Teachers Book page 149AssessmentUnit 14 Test, Test BookletUnit 14 51
  • ThemePreferencesSkillsListening for preferencesListening for topicsListening for agreement and disagreementListening for detailsCulturePersonal preferences and lifestyle choicesCulture NotePeople in the United States and Canada usually makefriends with people who have the same preferencesin music, movies, sports, or free-time activities. Theysometimes feel uncomfortable around people whoarent interested in the same things. Since they donthave similar interests, they dont feel likethey havemuch to talk about.StudentBook page 581. Getting ReadyVocabularyfavoritefree timeactivitykind ofPreparationHave the students look at the chart. Answer any questionsabout vocabulary. Explain to the students that they willwrite the things they prefer under the heading You.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students write their answers on their own.When everyone is finished, put the students into pairs andhave them compare answers. Tell the students to writetheir partners answers under the heading Your partner.ANSWERSAnswers wHi vary.52 Unit 152. Lets ListenSkillListening for preferencesTacticListening for key wordsVocabularyAmerican EnglishBritish EnglishCentral Americahasslemakes a lot more senseSouth Americaconvenient usefulcornycountry-westernWould you rather...?PreparationExplain to the students that they will listen to peopletalking about their preferences. Students should circlethe things the people prefer. Have the students readthe answer choices aloud. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, IB p. 97).Make sure everyone understands why the correctanswer is b. Play the rest of the conversations. Elicit thecorrect answers. Play any difficult conversations again,if necessary.ANSWERS1. b 2. a 3. b 4. b 5. a 6. aOptional ActivityHave the students listen again and write the reason whythe person in each conversation prefers his or her choice.ANSWERS1. A train is so comfortable.2. An apartment is much more convenient.3. American English is more useful.4. Working in a store is more interesting.5. Spanish is used in Spain, Central America, SouthAmerican, and even in the U.S.6. He likes the words of the songs.
  • Student Book page 593. Lets Listen~~~;~~1~SkillListening for topicsTacticsListening for key wordsUsing visual cuesMaking inferencesVocabularycountrymusic outdoorsGarth Brooks theoutdoor typehotandspicy undera treeMexican food workon (repair)office wreck (damaged car)office workPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., Where is this person?What do you think sheenjoys doing?Explain to the students that they will listen to peopletalking about things they like doing. Students shouldmatch the conversations with the pictures by writing thenumbers in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 98).Make sure everyone understands why picture B is thebest match. Play the rest of the conversations. Elicit thecorrect answers.ANSWERSA. 3 8. 1 (.4 D.2 E.6 f 5~"~·.··.·•.·]·.~;·:·1!·~SkillListening for agreement and disagreementTacticsListening for key wordsListening for tone of voiceVocabularyDo you? Me, too.Hey, thats great. Oh, yeah?PreparationExplain to the students that they will listen again anddecide if the people agree or disagree.Have the students look at the answer choices. Make sureeveryone knows to check agree if the people prefer thesame things and dont agree if they do not.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is agree. Play therest of the conversations. Elicit the correct answers.ANSWERS1. agree 4. agree2. dont agree 5. dont agree3. dont agree 6. agreeOptional ActivityHave the students listen again and write down theexpressions the people use to express agreementor disagreement.ANSWERS1. Yeah... 4. Me, too.2. Really? 5. Do you?3. Oh, yeah? 6. Hey, thats great. Me, too.Student Book page 604. Lets ListenSkillListening for topicsTacticListening for key wordsVocabularybackground parkingcarry pickupdowntown position (job)front desk sightsgroup tours suburbsguide trendyhousekeepingPreparationExplain to the students that they will listen to peopletalking about their preferences and circle the topics theyare discussing. Have the students read the answerchoices aloud. Answer any questions about vocabulary.Unit 15 53
  • Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 98).Make sure everyone understands why the correctanswer is a. Play the rest of the monologues. Elicit thecorrect answers.ANSWERS1. a 2. b 3. a 4. c 5. c 6. bSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularycantstand (doing something)makinga lot of moneyswimming pooltraveling by himselfPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and check Trueor False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is true. Play therest of the recording. Elicit the correct answers.ANSWERS1. True 4. False2. False 5. True3. False 6. TrueOptional ActivityPut the students in pairs and have them discuss whetherthey agree or disagree with the speakers preferences ineach monologue. Go around the classroom, helping withvocabulary as needed. Encourage the students to giveextra information and to ask follow-up questions. Wheneveryone is finished, have each pair share their opinionswith another pair.Student Book page 61Over to You: What do you prefer?LanguageTalking about preferencesVocabularyreggaemmoPreparationExplain to the students that they will write three questionsabout preferences. Have the students read the examplequestion. Elicit some similar questions and write them onthe board. Make sure the students understand that thereshould be two choices to consider in each question.Read the instructions. Answer any questions about howto do the activity.PresentationHave students write their questions on their own. Goaround the classroom, helping with vocabulary asneeded. When everyone is finished, have the studentscompare questions in pairs.~PreparationExplain to the students that they will move around theclass and ask three classmates the questions they wrotein Task 1. Then the students will write their classmatesanswers in the chart at the bottom of the page.Read the example conversation aloud with a student.Make sure everyone understands how to replace thequestion in the example with one of the questionsthey wrote in Task 1.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students move around the class asking andanswering their questions about preferences.Extra Speaking PracticeWorksheet 15, Teachers Book page 150AssessmentUnit 15 Test, Test Booklet54 Unit 15
  • ThemeMessagesSkillsListening for gistListening for attitudesListening for detailsCulturePersonal and professional phone messagesCulture NoteMostAmericans and Canadians feel very comfortableleaving messages on answering machines, voicemailservices, beepers, or with real people. Given thehectic lifestyles in the United States and Canada,its not often that you actually reach a person youarecalling on your first, second, or third try. Leavinga clear, complete message will helpensure that youwill eventually speak with the person you aretryingto reach.StudentBookpage621. Getting ReadyVocabularyappointment garageconfirm repairsestimate travel agentflightPreparationHave the students look at the callers and messages listedat the top of the page. Answer any questions aboutvocabulary. Explain to the students that they will matchthe callers with the messages. Students should write thecorrect letters in the blanks.Read the instructions. Answer any questions about howto do the activity.ANSWERS1. b 2. c 3. a 4. d2. Lets ListenSkillsListening for gistListening for attitudesTacticsListening for key wordsListening for tone of voiceListening for requestsVocabularyapology remindercongratulations requestoffer suggestionpromotion unfortunatelyremind What do you think?PreparationExplain to the students that they will listen to peopleleaving voicemail messages and then circle the kind ofmessage each person leaves. Have the students read theanswer choices aloud. Answer any questions aboutvocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first message (see tapescript, TB p. 98). Makesure everyone understands why the correct answer is a.Play the rest of the recording. Elicit the correct answers.Play any difficult messages again, if necessary.ANSWERS1. a 2. b 3. b 4. a 5. b 6. aOptional ActivityHave the students listen again and write down thereason why each caller is giving congratulations, anapology, a reminder, and so on. Tell the students to writethe answers in their own words.PresentationHave the students complete the activity in pairs. Wheneveryone is ready, elicit the correct answers.Unit 16 55
  • ANSWERS1. His co-worker got a promotion.2. She got food poisoning and missed her friends party.3. Several books Mrs. Graham borrowed are overdue.4. Their daughter has peen absent from school again.5. She wants to organize a surprise party for her friend.6. Theres a great jazz group in town.Student Book page 633. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularyaccident dont bother(doing something)any longer gardencarpetstore join (someone)damage staindestroyed tied upPreparationHave the students look at the pictures. Ask the studentsa question about each picture, e.g., Is she angry? Who doyou think he is talking to?Explain to the students that they will listen to peopleleaving messages on answering machines. Studentsshould match the messages with the pictures by writingthe numbers in the blank boxes in the pictures.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first message (see tapescript, TB p. 98).Make sure everyone understands why picture E is thebest match. Play the rest of the messages. Elicit thecorrect answers.ANSWERSA.4 B. 6 C. 3 D.5 E. 1 F. 2SkillListening for attitudesTacticsListening for tone of voiceMaking inferences56 Unit 16VocabularyangryapologeticexcitedpleasedscaredworriedPreparationExplain to the students that they will listen again andcircle the word that best describes how each caller isfeeling. Have the students look at the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first message. Make sure everyone understandswhy the correct answer is b. Play the rest of the messages.Elicit the correct answers.ANSWERS1. b 2. b 3. a 4. C 5. a 6. cOptional ActivityPut students into small groups. Have them listen to eachmessage again and decide whether they would have thesame feelings as the callers had in each situation. Wheneveryone is finished, have each group share theiranswers with another group.Student Book page 644. Lets Listen ~mltJ]SkillListening for detailsTacticsListening for namesListening for numbersRecognizing correct and incorrect informationVocabularybe in make it (attend)flight orderedfrom (a company) passalong (a message)haircut shampoolate steppedout
  • PreparationHave the students look at the completed message padsat the top of the page. Answer any questions aboutvocabulary. Explain to the students that they will listento four people leaving messages over the phone.Students should correct the mistakes they see in eachmessage pad.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 99).Make sure everyone recognizes that the callers nameand phone number are not written correctly on the pad,and that the message should say Thursday, not Tuesday.Play the rest of the recording as many times as necessary.Elicit the correct answers from the class.ANSWERS1. Ken Moore =Ken Morita834-6627 = 834-5627Tuesday = Thursday2. bank « bookstore447-7316 =477-3316will be in next week = is in today3. Jeff Lee = Jeff Leigh627-6002 = 627-6082will be late = cant come4. Rosie White = Rosie Brown867-5539 = 867-5309Sunday = SaturdayCmIlr ~tJjSkillListening for detailsTacticsListening for key wordsListening for place namesVocabularyat a meetingat homeat the bankat the mallin classon vacationPreparationAsk the students if the callers were able to speak to thepeople they called. (Answer: No.) Explain to the studentsthat they will listen again and circle the places wherethose people were. Tell the students to listen for keywords such as Im sorry, right now,and so on.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is b. Play the rest ofthe conversations. Elicit the correct answers.ANSWERS1. b 2. c 3. a 4. cOptional ActivityHave the students listen again and write down the placeof business that each person is calling.ANSWERS1. Computer Technologies2. First National Bank3. Chicago Language Center4. Ben nys CafeStudentBookpage65Over to You: Leave your ownmessageLanguageLeaving and taking phone messagesVocabulary(Same as Exercises 1-4)PreparationHave students look at the message pads. Answer anyquestions about vocabulary. Explain to the students thatthey will leave messages for their classmates bycompleting the sentences on the pads.Encourage the students to use their own ideas whenwriting the messages. Tell them that their messages canbe funny, serious, or sad, depending on who the messageis for.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students write their messages in pairs. Goaround the classroom, helping with vocabulary andgrammar as needed. When everyone is finished, havethe students deliver and read the messages to theirclassmates.Extra Speaking PracticeWorksheet 16, Teachers Book page 151AssessmentUnit 16 Test, Test BookletUnit16 57
  • ThemePast eventsSkillsListening for gistListening for sequenceListening for attitudesListening and making predictionsListening for detailsCultureTelling storiesCulture NoteMany Americans and Canadians enjoy telling storiesaboutevents that have happened to them or topeople they know. Often, each time a person tells hisor herstory, the teller exaggerates the details so thatthe story gets a little scarier, funnier, or sillier.Student Book page 661. Getting ReadyVocabularybad experiencegot stucklocked yourselfouttraffic accidentvaluablePreparationHave the students read the list of interesting experiences.Answer any questions about vocabulary. Explain to thestudents that they will check Yes for each experiencethat has happened to them and No for each experiencethat hasnt.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.While they are working, write the following o~ the board:A: Haveyou everlocked yourselfout of your home?B: No, I havent.Yes, I have. It happened last summer when I forgot my keys.When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillsListening for gistListening for sequenceTacticsListening for key wordsUsing visual cuesVocabularyexactlytieturned aroundvoicePreparationHave the students look at the pictures. Tell the studentsthat the pictures show different parts of a story told byFrank, the man with the mustache. Ask the students aquestion about each picture, e.g., Where is Frank? Whatis he doing?Explain to the students that they will hear Frank talkingabout what happened to him on Sunday. Students shouldlisten and number the pictures in the order they happen.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first part of the recording (see tapescript, TBp. 99). Make sure everyone understands why picture Cis the best match. Play the recording again from thebeginning. Elicit the correct answers.ANSWERSA.2 B.5 C. 1 D.6 E.3 F. 458 Unit 17
  • Optional ActivityPut the students into groups of three or four and havethem practice telling Franks story in their own words,using the pictures to help them. If the students arehaving trouble telling the story, play the recording againand have the students listen for key words such as then,invitation,birthday present, and so on. When everyone isfinished, have each group tell their version of the storyto another group.Student Book page 673. Lets ListentmIllSkillsListening for gistListening for attitudesTacticsListening for key wordsListening for tone of voiceMaking inferencesVocabularyallofa suddenbroke outdisappointedelevatorembarrassedfire alarmfrightenedgosailing1couldnt believe my eyes!1felt sostupid.nervousrealizedsmoke (n.)stoppedsuddenlyPreparationHave the students look at the chart headings. Answerany questions about vocabulary. Explain to the studentsthat they will listen to people talking about events thathappened to them. Students should check the emotionthat best matches how each person felt.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, IB p. 99).Make sure everyone understands why the correct answeris Frightened. Play the rest of the monologues. Elicit thecorrect answers.ANSWERS1. Frightened2. Embarrassed3. Frightened4. Disappointed5. Frightened6. EmbarrassedmtBSkillListening and making predictionsTacticsPredictingListening for key wordsVocabularyalarm buttonslowed downtaxi companywent back to sleepwent fasterPreparationExplain to the students that they will listen again andcircle what they think each person probably did next.Have the students read the answer choices. Answer anyquestions about vocabulary.Read the instructions.Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is b. Play therest of the monologues. Elicit the correct answers.Play any difficult monologues again, if necessary.ANSWERS1. b 2. b 3. C 4. a 5. b 6. COptional ActivityHave the students listen again and think about whatthey would do in each situation. Put the students in pairsto discuss possible answers. Play the monologues again,stopping after each one so the students can discuss theirideas. When everyone is finished, have each pair sharetheir ideas with another pair.Unit 17 59
  • StudentBookpage 684. Lets ListenSkillListening for gistTacticListening for key wordsVocabularybumpedaround pajamasdamaged raffle ticketsemergency landing rock starescaped sign (v.)first prize skidhousekeeping snowstorminjured stucklocked out of (somewhere) went off the sideof the roadmechanical difficultiesPreparationExplain to the students that they will listen to peopledescribing past events and circle what happened tothem. Have the students read the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 100).Make sure everyone understands why the correctanswer is c. Play the rest of the monologues. Elicit thecorrect answers. Play any difficult monologues again,if necessary.ANSWERS1. c 2. b 3. c 4. b 5. a 6. bSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyfinallyin the endluckilypulledher outwon (a prize)PreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and checkTrue or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is true. Play therest of the recording. Elicit the correct answers.ANSWERS1. True 4. False2. True 5. False3. False 6. TrueOptional ActivityPut the students into groups of three or four. Have themchoose one of the monologues from Exercise 4, LetsListen, and write a new ending for the story. Tell studentsthat their new endings can be happy, sad, or silly. Wheneveryone is finished, have each group share their endingwith another group.StudentBookpage 69Over to You: Your own storyLanguageTelling a storyVocabularyfloat (v.)meanwhilemessage in a bottlewash up on the beach (v.)60 Unit 17
  • PreparationHave students look at the pictures. Ask the students aquestion about each picture, e.g., Where is the man? Whatis he pointing at? Whats in the water?Explain to the students that they will put the pictures inorder from 1 to 6 to tell a story. Make sure the studentsunderstand that all of the pictures are part of the samestory.If the students seem unsure about what to do, remindthem of how the pictures in Exercise 2, Lets Listen, fitinto a story. (You may also want to have the students dothe Optional Activity for Exercise 2, Lets Listen, beforebeginning the Over to You activity.)Read the instructions. Answer any questions about howto do the activity.PresentationHave the students work in pairs to put the picturesin order. Go around the classroom, helping as needed.Accept any unusual order of pictures, as long as thestudents can explain why they placed them in that order.PreparationExplain to the students that they will think of a storybased on the order they put the pictures in. Have theclass read the words and phrases in the Usefulexpressions box at the bottom of the page. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working on their stories. Allowstudents to write down their stories if it helps them usetheir imagination. Go around the classroom, helpingwith vocabulary and grammar. When everyone isfinished, have each pair tell their story to another pair.Extra Speaking PracticeWorksheet 17, Teachers Book page 152AssessmentUnit 17 Test, Test BookletUnit 17 61
  • ThemeVacationsSkills=----------------­Listening for preferencesListening for detailsListening for gistCultureDesirable vacation spotsThe role of travel agentsCulture NoteMostAmericans and Canadians have only two weeksof vacation a year. After a person has worked at thesame company for several years, he or she oftenearns an additional weekof vacation.Student Book page 701. Getting ReadyVocabularybus tourDisney WorldHawaiisafariwhite-water rafting tripPreparationHave the students read the list of vacations. Answer anyquestions about vocabulary. Elicit some examples ofother vacations the students could write in the blankafter other. Explain to the students that they will checkYes for each vacation they would like to take and No foreach vacation they wouldnt like to take.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.While they are working, write the following onthe board:A: Would you like to take a bus tour of Europe?B: Yes, I would. I love French food, soId love togo.No, I wouldnt. I dont like grouptours.When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers willvary.2. Lets Listen ~SkillListening for preferencesTacticsListening for key wordsListening for positive and negative attitudesVocabularydying to (do something)fascinatinggofor (choose)insectsmotor coachesnot too fond of (something)preferski resortjunglekeen on (something)surf (n.)PreparationExplain to the students that they will listen to peoplemaking vacation plans with a travel agent. Studentsshould circle the vacations the people prefer. Have thestudents read the answer choices. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 100).Make sure everyone understands why the correctanswer is b. Play the rest of the conversations. Elicit thecorrect answers.ANSWERS1. b 2. a 3. b 4. a 5. b 6. bOptional ActivityHave the students listen again and discuss which tripsthey would prefer, and why.62 Unit 18
  • Student Book page 713. Lets Listen~)IiJ!el~SkillListening for detailsTacticsListening for place namesListening for positive and negative key wordsVocabularyend up in (a place)get up to (a place)offto (a place)startoffin (a place)straight on to (a place)PreparationHave the students look at the cities and countries listedin the charts. Explain to the students that they will listento people talking about their vacations. Students shouldcheck Yes if the people plan to visit each place and No ifthey dont. (Have the students ignore the blanks in thechart for now.)Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue until you hear the speakermention Singapore (see tapescript, TB p. 101). Stop therecording. Make sure everyone understands why theexample answer is correct. Play the recording again fromthe beginning. Elicit the correct answers.ANSWERSThe places the people will visit are:1. Singapore, Seoul, Hong Kong, Thailand2. London, OXford, France, Switzerland, Italy3. Los A.ng.eles, Denver, Washington, D.C., New York~;.·.F!,.";)l....~SkillListening for detailsTacticsListening for time cluesListening for place namesVocabulary(Same as Task 1)PreparationHave the students look at the charts from Task 1. Pointout the blanks beside each place name. Explain to thestudents that they will listen again and complete theblanks with the length of time the speakers plan to spendin each place. (Students do not need to complete theblank for a place the speakers arent planning to visit.)Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue until you hear Ill be spendingthree days there. Stop the recording. Make sure everyoneunderstands why the example answer is correct. Playthe recording again from the beginning. Elicit thecorrect answers.ANSWERS1. Singapore: 3 days 3. Los A.ngeles: 3 daysSeoul: 3 days Denver: 1 weekHong Kong: 2 days Washington, D.c.: 2 daysThailand: 5 days New York: 3 days2. London: 1 weekOxford: 2 daysFrance: 5 daysSwitzerland: 3 daysItaly: 5 daysOptional ActivityWrite the following questions on the board:1. What does thespeaker plan todo in Hong Kong?2. Why wont theygo to Cambridge?3. Why arent theygoing to SanFrancisco?Play the monologues again, stopping after each one sothe students can write the answers to the questions on apiece of paper. Elicit the correct answers.ANSWERS1. She plans to shop.2. They wont have the time on this trip.3. Theyve been there before.Student Book page 724. Lets Listen C33~~l.~SkillListening for gistTacticsListening for key wordsMaking inferencesUnit 18 63
  • Vocabularyalone group toursart galleries onmy ownbackpackers plays (n.)colonial towns spend timedomy own thing travelersPreparationExplain to the students that they will listen to peopletalking about vacations. Students should circle the tripeach person wants to take. Have the students read theanswer choices. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 101).Make sure everyone understands why the correctanswer is a. Play the rest of the monologues. Elicit thecorrect answers. Play any difficult monologues again,if necessary.ANSWERS1. a 2. a 3. c 4. a 5. b 6. aSkillListening for detailsTacticListening for key wordsVocabularyfreepractice (doing something)PreparationHave the students read aloud the list of reasons at thebottom of the page. Make sure each item is pronouncedcorrectly. Answer any questions about vocabulary.Explain to the students that they will listen again forthe reason why each person wants to take the trip theydescribe. Students should write the correct letter inthe blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is d. Play the rest ofthe recording. Elicit the correct answers.ANSWERS1. d 2. f 3. e 4. a 5. b 6. c64 Unit 18Optional ActivityPut the students into groups of three or four. Have themlisten to the recording again and decide which twospeakers are the most similar. Have each group presenttheir ideas to another group.Student Book page 73Over to You: Your dream vacationLanguageTalking about vacationsVocabularydream vacationPreparationTell the students to imagine that they are taking a triparound the world. They can go anywhere and do anythingthey want during the trip, even if it is very expensive orunusual. Elicit some countries to visit and activities to dofrom individual students.Have the students look at the chart. Explain to thestudents that they will complete the chart with places,activities, and lengths of times.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart.PreparationPut the students into pairs. Explain to the students thatthey will take turns describing their vacations from Task 1.Students should write their partners answers in the chartat the bottom of the page.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin discussing their dream vacations.When everyone is finished, have a few volunteers tell theclass about their dream vacations.Extra Speaking PracticeWorksheet 18, Teachers Book page 153AssessmentUnit 18 Test, Test Booklet
  • ThemeNews reportsSkillsListening for topicsListening for gistListening for detailsCultureNews reportsCulture NoteMostAmericans and Canadians now have access tonews 24hours a dayfrom cable TV networks, newsradiostations, andthe Internet.StudentBook page741. Getting ReadyVocabularycrimeentertainmentpoliticsPreparationHave the students read the lists of news sources andnews stories. Answer any questions about vocabulary.Elicit some kinds of stories and news sources studentscould write in the blank after other.Explain to the students that they will check how oftenthey get the news from each source and how interestedthey are in each kind of news story.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the survey on their own.Vhile they are working, write the following on the board:A: Where do you get the news?B: I oftenget it from ...--1: What kinds of stories interestyou?B: Well, ...stories interestme a lot because...When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillListening for topicsTacticsListening for key wordsMaking inferencesVocabularycollisionexportsfansinvestigatingstockmarketstolenfinalsheavy lossestheftPreparationExplain to the students that they will listen to newsreports and circle the topic of each report. Have thestudents read the answer choices. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first news report (see tapescript, TB p. 101).Make sure everyone understands why the correctanswer is b. Play the rest of the reports. Elicit thecorrect answers.ANSWERS1. b 2. b 3. b 4. a 5. b 6. bOptional ActivityPut the students into groups of three or four. Have eachgroup choose one news report from the recording, listento it again, and then answer the question, What do youthink happened next? As the students prepare theiranswers, go around the class, helping as needed. Wheneveryone is ready, have each group share their answerwith another group.Unit 19 65
  • StudentBookpage 753. Lets Listen ~SkillListening for gistTacticsListening for key wordsRecognizing correct informationVocabularyaward giant pandaclosed down given birthCoast Guard rescueddestroyed safelydisappointing sankescape searchingfans strandedfire twinfood poisoningPreparationHave the students read the headlines at the top of thepage. Answer any questions about vocabulary. Explainto the students that they will listen to six news reportsand decide if the headlines are correct or incorrect.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first news report (see tapescript, TB p. 102). Makesure everyone understands why the headline is correct.Play the rest of the recording. Elicit the correct answers.ANSWERS1. correct 3. correct 5. correct2. incorrect 4. incorrect 6. correctSkillListening for detailsTacticsListening for key wordsMaking inferencesVocabularybroke down the size of (something)guest room vehiclesore throat66 Unit 19Preparation .Have the students read the statements in the chart.Answer any questions about vocabulary. Explain tothe students that they will listen again and decide if theevents described in each statement actually happenedor probably happened. Make sure the students know tocheck Probably happened if they hear key words such asprobably, possibly, think, or guess.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first news report. Make sure everyoneunderstands why the correct answer is Probably happened.Play the rest of the reports. Elicit the correct answers.Play any difficult reports again, if necessary.ANSWERS1. Probably happened 4. Probably happened2. Actually happened 5. Probably happened3. Actually happened 6. Actually happenedOptional ActivityHave the students listen again and write two questionsabout any of the news reports. Put the students in groupsto ask and answer their questions. Play the recordingonce more so the students can check their answers.StudentBookpage764. Lets ListenSkillListening for topicsTacticsListening for key wordsMaking inferencesVocabularybusiness plan forest firechecked gallerycombine (v.) mergercustoms official protestexhibition salefire sandbagsflames sculpturesfleeing snakesflood works(of art)
  • PreparationExplain to the students that they will listen to newsreports and circle the topic of each report. Have thestudents read the answer choices. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first news report (see tapescript, TB p. 102).Make sure everyone understands why the correct answeris a. Play the rest of the reports. Elicit the correct answers.ANSWERS.1. a 2.b 3.b ~ c 5. a 6. bImI!JSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularymissingsupporttaxesPreparationHave the students read aloud the statements in the chart.Answer any questions about vocabulary. Explain to thestudents that they will listen to the news reports againand check True or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first news report. Make sure everyoneunderstands why the correct answer is True. Playthe rest of the reports. Elicit the correct answers.ANSWERS1. True 2. False 3. True 4. False 5. False 6. FalseOptional ActivityDivide the students into groups of three or four. Play therecording again and have the groups write a headline foreach story. When everyone is finished, have each groupcompare headlines with two other groups.StudentBookpage77Over to You: What happened?LanguageTelling a news storyVocabulary(Same as Exercises 1-4)fl1tIlJPreparationPut the students into pairs. Have the students look atthe pictures at the bottom of the page. Explain to thestudents that they will write a news report about one ofthe pictures. Students should begin by answering thequestions in the box. Tell the students that they can writeabout a real or imaginary event.Read the instructions. Answer any questions about howto do the activity.PresentationHave the pairs choose a picture and write their answersin the box.~PreparationHave the students sit with another pair of students whowrote about the same picture. Explain to the studentsthat they will now compare stories with the other pair.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin comparing stories. Go aroundthe classroom, encouraging the students to give extrainformation and to ask follow-up questions.Extra Speaking Practice IWorksheet 19, Teachers Book page 154AssessmentUnit 19 Test, Test BookletUnit 19 67
  • ThemeOpinionsSkillsListening for topicsListening for gistListening for opinionsListening for reasonsListening for detailsCultureExpressing opinions about various topicsAgreeing and disagreeing with opinionsCulture NoteMostAmericans and Canadians feel comfortableexpressing their opinions about important issues, suchas national elections, or about personal preferences inrestaurants, music, and so on.StudentBookpage781. Getting ReadyVocabularybad for your health religionsbanned smokingcreate understanding the Olympic Gameshousehold petsPreparationHave the students look at the opinions and topics. Answerany questions about vocabulary. Explain to the studentsthat they will match the opinions with the topics. Studentsshould write the correct letters in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity in pairs. Wheneveryone is ready, elicit the correct answers.ANSWERS1. c 2. d 3. b 4. a68 Unit 202. Lets ListenSkillListening for topicsTacticsListening for key wordsMaking inferencesVocabularyair travel out there (in space)brings in money pride in (something)bungee jumping ropecompany space explorationdevelop tourismjump off (a bridge) TV commercialslotteries wasteof moneymedical researchPreparationExplain to the students that they will listen to peoplegiving their opinions and circle the topic of each opinion.Have the students read the answer choices. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 102).Make sure everyone understands why the correctanswer is a. Play the rest of the monologues. Elicit thecorrect answers.ANSWERS1. a 2. b 3. a 4. a 5. b 6. bOptional ActivityHave the students listen again and decide whether thespeaker is for or against each topic.ANSWERS1. For 4. Against2. Against 5. Against3. For 6. For
  • Student Book page 79J. Lets ListenIn:,:! :JJSkillsListening for gistListening for opinionsTacticsListening for key wordsListening for tone of voiceListening for similar ideasVocabularyaction movies space explorationallowed the Olympic Gamescantwait TV commercialslotteries way too manypets worth itPreparationHave the students read the topics in the chart. Answerany questions about vocabulary. Explain to the studentsthat they will listen to people giving their opinions onthese topics. Students should decide whether the peopleare for or against each topic.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 102-103).Make sure everyone understands why the correct answeris For. Play the rest of the conversations. Elicit the correctanswers.ANSWERS1. For 4. For2. Against 5. Against3. For 6. Against~SkillsListening for reasonsListening for detailsTacticListening for key wordsVocabularyan interest in (something)anywhere to playencourageinterruptraise moneyuniverseviolentPreparationExplain to the students that they will listen to theconversations again and circle the reason each persongives for his or her opinion.Before continuing, you may want to write the vocabularywords on the board and make sure their meaningsare clear.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is b. Play therest of the recording. Elicit the correct answers.ANSWERS1. b 2. b 3: a 4. c 5. a 6. aOptional ActivityPut the students into pairs. Have the students write threemore reasons that support each speakers opinion. Haveeach pair share their reasons with another pair.Student Book page 804. Lets ListenSkillsListening for gistListening for opinionsTacticsListening for key expressions of agreementListening for key expressions of disagreementVocabularyAbsolutely.I know.I understand how you feel, but...Im not sureI agree.Sure.Well, I dont know.Youre rightabout that.Unit 20 69
  • PreparationExplain to the students that they will listen to peoplegiving their opinions about different topics. Studentsshould decide whether the people agree. Make sureeveryone knows how to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 103).Make sure everyone understands why the correct answeris Agree. Play the rest of the conversations. Elicit thecorrect answers.ANSWERS1. Agree 3. Agree 5. Dont agree2. Dont agree 4. Agree 6. Dont agreefmlJfJSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyeasy to learngardentry (something) onwritten for teenagersPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and checkTrue or False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the statement is false. Play therest of the recording. Elicit the correct answers.ANSWERS1. False 2. True 3. false 4. True 5. True 6. TrueOptional ActivityPut the students into pairs. Have the students listenagain and decide what they think about each topic.Students should write two or three reasons for theiropinion. When everyone is finished, have each paircompare opinions and reasons with another pair.70 Unit 20StudentBookpage81Over to You: Thats true, but...LanguageGiving opinionsVocabularyI totallyagree.Im1IDPreparationHave the students read the topics in the box at the top ofthe page. Answer any questions about vocabulary.Explain to the students that they will choose three topicsfrom the box and write their opinion about each one.Before continuing, you may want to elicit a few examplesof opinions and write them on the board. Tell the studentsto use one of these opinions if they are uncomfortablegiving their personal opinions.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart on their own.Go around the classroom, helping with vocabulary andgrammar as needed.fmlJfJPreparationPut the students into groups of three or four. Explain tothe students that they will share the opinions they wrotein Task 1 and decide whether they agree or disagree withtheir group members.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, encouraging the students to give extrainformation and to ask follow-up questions.Extra Speaking PracticeWorksheet 20, Teachers Book page 155AssessmentUnit 20 Test, Test Booklet
  • - - - - - - - - - - - - - - - - - - -IThemeFamous peopleSkillsListening for gistListening for detailsListening for sequenceCultureWell-known facts aboutthe public and private livesof famous peopleCulture NoteLike many people, Americans and Canadians are veryinterested in finding out information aboutthe publicand private lives of celebrities. This information iseasily available in the numerous tabloid newspapers,magazines, TV shows, and Internet sites.Student Book page 821. Getting ReadyVocabularychanged (ones) name piece of musicfamous people theMona LisainventedPreparationHave the students look at the famous people anddescriptions listed at the top of the page. Answer anyquestions about vocabulary. Explain to the students thatthey will match the famous people with the descriptions.Students should write the correct letters in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the activity in pairs. Wheneveryone is ready, elicit the correct answers.ANSWERS1. e 2.d 3. a ~ b 5. C ~ f2. Lets ListenSkillListening for gistTacticsListening for key wordsMaking inferencesVocabularyAcademyAwardAfricanAmericanathletebeautypageantsbecome independenthorror storiesphysicspolitical leaderreggaescientistPreparationExplain to the students that they will listen to sixconversations about famous people. Students should circleeach famous persons job. Have the students read theanswer choices. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 103).Make sure everyone understands why the correctanswer is b. Play the rest of the conversations. Elicit thecorrect answers.ANSWERS1. b 2. a 3. b 4. a 5. b 6. bOptional ActivityWrite the vocabulary items on the board. Play therecording again and have the students raise their handswhen they hear each item.Student Book page 833. Lets Listen Cbfm1.1JSkillListening for detailsTacticsListening for key wordsListening for similar ideasUnit21 71
  • VocabularyCalifornia Indianacarcrash New Yorkcar race stageactingPreparationHave the students look at the map and picture in themiddle of the page. Tell the students that they will heartwo people on a radio program discussing the life of theactor James Dean.Have the students read the events listed in the chart.Answer any questions about vocabulary. Explain to thestudents that they will listen and decide if these eventshappened in Indiana, California, or New York. Makesure everyone knows how to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the conversation until you hear the speaker say,He was born in Indiana in 1931 (see tapescript, TB p. 104).Stop and make sure everyone understands why theexample answer is correct. Play the conversation againfrom the beginning. Elicit the correct answers.ANSWERS1. Indiana 3. Indiana 5. New York2. California 4. California 6. CaliforniaSkillListening for sequenceTacticsListening for key wordsRecognizing informationVocabularyadvertisements newcomerawardmade(someone) famousmodelingschool playsstarring rolewonPreparationHave the students read the sentences. Answer anyquestions about vocabulary. Explain to the students thatthey will listen again and number the sentences in theorder they are mentioned.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the conversation until you hear the speaker say,First he acted in school plays.Stop and make sure everyoneunderstands why the example answer is correct. Playthe conversation again from the beginning. Elicit thecorrect answers.ANSWERSHe won an award... 4He had a starring role... 5He acted in... 1He went to college. 2Rebel Without a Cause... 6He did modeling... 3Optional ActivityPut the students into groups of three or four. Play theconversation again and have the students write threesentences about Deans life. Students should list thesentences out of order, like the sentences from Exercise 3,Task 2. When everyone is finished, have each groupexchange sentences with another group. Play theconversation again and have the students number thesentences in the order they are mentioned.Student Book page 844. Lets Liste.1SkillListening for detailsTacticsListening for key wordsListening for yearsRecognizing informationVocabularyAfrican National Congressborndeputy presidentelectedpolitical lifeprisonreleasedretiredjoiningorganizationsentenced to lifeState PresidentPreparationHave the students look at the picture of Nelson Mandela.Elicit that Nelson Mandela is the former president ofSouth Africa.Have the students read the sentences below the picture.Explain to the students that they will listen and write theyear each event happened in the blanks after thesentences.72 Unit 21
  • Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first sentence of the monologue: Nelson Mandela,thefirst African president of SouthAfrica, wasborn in 1918(see tapescript, TB p. 104). Stop and make sure everyoneunderstands why the example answer is correct. Play themonologue from the beginning. Elicit the correct answers.ANSWERS1. 1918 4. 1964 7. 19992. 1942 5.19903. 1952 6. 1994SkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyassistant lawchief non-violentinspired peacefulland violentPreparationHave the students read aloud the statements on thepage. Answer any questions about vocabulary. Explain tothe students that they will listen again and check True orFalse for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the monologue until you hear the speaker say, Hisfather wasan assistant toan important African chief. Stop andmake sure everyone understands why the first statementis true. Play the monologue from the beginning. Elicit thecorrect answers.ANSWERS1. True 2. True 3. False 4. True 5. True 6. FalseOptional ActivityPut the students into pairs. Have the students listen tothe monologue again and write one question of theirown about Nelson Mandela. When everyone is finished,have pairs read their questions aloud to another pair.StudentBookpage85Over to You: Before they werefamousLanguageTalking about famous peopleTalking about the pastVocabularyachievementschildhoodoccupationPreparationPut the students into groups of three or four. Explain tothe students that they will choose a famous personwho everyone in the groups knows. Students will fillin the blanks with information about that person. Havethe students look at the form. Answer any questionsabout vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom and make sure that the groups agree on afamous person quickly. To maximize interaction, allowonly one student to write in the book. When everyoneis finished, have the students copy their groupsinformation into their own books.PreparationPut the students into new groups of three or four.Explain to the students that they will compare answerswith their group members.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, encouraging the students to give extrainformation and to ask follow-up questions.Extra Speaking PracticeWorksheet 21, Teachers Book page 156AssessmentUnit 21 Test, Test BookletUnit 21 73
  • ThemesFoodNutritionSkillsListening for gistListening for suggestionsListening for detailsListening for sequenceCultureGood nutritionThe nutrition pyramidCulture NoteIt is common to hear Americans and Canadiansdiscussing the latest trends in diet and health foods.In addition, many people do not eat certain foods,such as meat or dairyproducts, for personal orreligious reasons.Student Book page 861. Getting ReadyVocabularybeans pancakescarrots pineapplescereal poultryfats pyramidnoodles sweetsoils tunaPreparationHave the students look at the food groups pyramid andthe list of foods. Answer any questions about vocabulary.Explain to the students that they will match the foodswith the food groups by writing the correct letters in theblanks. Students can write the same letter more than once.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart on their own. Elicitthe correct answers.ANSWERS1. B 3. F2. E 4.05. D6. A7. C8. F9. E10. D2. Lets ListenSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularycholesterol red meatcut down on steakdairy products sweet toothgiven (something) up sweetspay attention Theres nothing I likemore than...put on weightPreparationTell the class to look at the four pairs of pictures. Ask thestudents a question about each picture, e.g., Whats on theplate? What food group does it belong to?Explain to the students that they will listen to peopletalking about how their eating habits have changed.Students should put a check next to the picture that bestmatches what each person eats now.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 104).Make sure everyone understands why the picture on theleft is the best match. Play the rest of the monologues,stopping before each one so the students can look overthe pictures. Elicit the correct answers from the class.ANSWERS1. a 2. a 3. b 4. aOptional ActivityHave the students listen again and discuss whether eachspeakers diet is healthy.74 Unit 22
  • Student Book page 873. Lets Listen ~Ii!!JDSkillsListening for suggestionsListening for detailsTacticsListening for suggestionsListening for key wordsVocabularyfat morefewer stop (doing something)lessPreparationExplain to the students that they will listen to a doctorgiving her patients advice about their diets. Studentsshould circle the advice the doctor gives. Have thestudents read the answer choices aloud. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 104-105).Make sure everyone understands why the correct answeris b.Play the rest of the recording. Elicit the correctanswers. Play any difficult monologues again, if necessary.ANSWERS1. b 2. C 3. C 4. a S. a 6. b~SkillListening for detailsTacticListening for key wordsVocabularycholesterol level high cholesterolfeeling tiredand weak skin problemhigh blood pressurePreparationExplain to the students that they will listen again andmatch the peoples names with their health problems.Have the students read the health problems on the list.Answer any questions about vocabulary. Make sureeveryone knows to write the correct letters in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is d. Play therest of the monologues. Elicit the correct answers.ANSWJ:llS .1. d .2. f a 6. bOptional ActivityPut the students into groups of three or four. Play therecording again and have the students write downeverything that each person is already eating. Have thegroups decide which person has the healthiest diet, whichperson has the least healthy diet, and which two peoplehave the most similar diets. When everyone is finished,have each group compare answers with another group.Student Book page 884. Lets ListenmrJfJSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularyancient Egyptians maturedbacteria pasteurizedbubbles processcarbon dioxide reactedcontains releasecows milk ripenscultivated scientific processcultures skin bagscurd solid substancefermentation valuablegoats milk vitaminshard cheese/soft cheesePreparationHave the students read aloud the statements in the chart.Answer any questions about vocabulary. Explain to thestudents that they will listen to a talk about cheese andcheck True or False for each statement.Read the instructions. Answer any questions about howto do the activity.Unit 22 75
  • PresentationPlay the monologue until you hear the speaker say,It wasmade by theancient Egyptians over 3,000 years ago(see tapescript, TB p. 105). Stop and make sure everyoneunderstands why the first statement is true. Play themonologue again from the beginning. Elicit the correctanswers.ANSWERS1. True 5. True2. True 6. False3. False 7. False4.. False 8. FalseSkillListening for sequenceTacticsListening for key wordsRecognizing informationVocabularydrainedkept warmPreparationExplain to the students that they will listen again andnumber the steps in the cheese-making process from1 to 5. Have the students read the steps. Answer anyquestions about vocabulary. Tell the students to listen forkey words such as first, then, next, finally, and so on.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the monologue until you hear the speaker say, It isheated to remove all bacteria. Stop and make sure everyoneunderstands why the example answer is correct. Play themonologue again from the beginning. Elicit the correctanswers.ANSWERSThe milk forms a solid SUbstance. 4.Specially cultivated bacteria are added to the milk. 2The milk is heated to remove all bacteria. 1The curd is removed and drained. 5The milk is kept warm so the cultures can grow. 3Optional ActivityPut the students into pairs. Have the students listen tothe talk again and write down one more step in thecheese-making process. When everyone is finished, haveeach pair share their step with another pair.76 Unit 22POSSIBLE ANSWERSAfter step 3: The bacteria cultures sometimes releasebubbles of carbon dioxide. I Carbon dioxide bubbles makeholes in the cheese. I The milk ripens.After step 5: The cheese is matured and dried.Student Bookpage 89Over to You: Is your diet healthy?LanguageTalking about nutritionMaking suggestionsVocabulary(Same as Exercises 1-4)PreparationExplain to the students that they will fill in the blankswith the meals they have recently eaten. Make sureeveryone knows to write their answers in the blanksunder the heading You.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students fill in the blanks on their own. Wheneveryone is finished, put the students into pairs andhave them compare answers. Tell the students to writetheir partners answers in the blanks under the headingYour partner.~PreparationExplain to the students that they will give their partnersadvice about their eating habits, using the chart fromTask 1 and the food pyramid at the bottom of the page.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, encouraging the students to give extrainformation and to ask follow-up questions.Extra Speaking PracticeWorksheet 22, Teachers Book page 157AssessmentUnit 22 Test, Test Booklet
  • ThemePredicamentsSkillsListening for gistListening for detailsListening for attitudesCultureDealing with uncomfortable and/or embarrassingsituationsCulture NoteIn the United States and Canada, there are not asmany rules regarding social interactions as in othercountries. As a result, people sometimes encounterawkward situations that aredifficult to resolve.Student Book page 901. Getting ReadyVocabularya loan predicamentcheats solutionPreparationHave the students read the list of predicaments. Answerany questions about vocabulary. Explain to the studentsthat they will write a solution to each predicament. As anexample, elicit a few solutions to the first predicamentfrom the class.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students fill in the blanks on their own. Whilethey are working, write the following on the board:A: What would you do if your neighbors madea lot of noiseat night?B: I would...When everyone is finished, put the students into pairs.Have them compare solutions by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillListening for gistTacticsListening for key wordsRecognizing informationVocabularybarksborrowedco-workerhouseguestinvite (someone) outlendforgottengraduation partypay (money) backrepayPreparationExplain to the students that they will listen to peopletalking about predicaments. Students should circle thecorrect predicament. Have the students read the answerchoices. Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation (see tapescript, TB p. 105).Make sure everyone understands why the correctanswer is b. Play the rest of the conversations. Elicit thecorrect answer.ANSWERS1. b 2. a 3. b 4. b 5. a 6. aOptional ActivityHave the students listen again and write down thesolutions mentioned in each conversation.ANSWERS1. Ask the guest when hes leaving.2. Dont mention it to her. / Dont lend her anything more.3. Dont tell him. / Hell get the message eventually.4. Dont lend her anything else.5. Tell him you werent feeling welL6. Say something to them about the dog.Unit 23 77
  • Student Book page 913. Lets ListenmmDSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularya mess came up to (someone)annoyed droppedautograph got stuck in trafficbroke guycharged looking over(someones) shouldercheated unfortunatelyPreparationHave the students look at the illustrations. Ask thestudents a question about each picture, e.g., Where is he?What do you think sheis thinking?Explain to the students that they will listen to peopletalking about predicaments and match the monologueswith the pictures. Students should write the numbers ofthe monologues in the blank boxes in the pictures.PresentationPlay the first monologue (see tapescript, TB p. 105).Make sure everyone understands why picture C is thebest match. Play the rest of the monologues. Elicit thecorrect answer.ANSWERSA.2 B.5 C.1 D.6 E. 4 F. 3ImlIllSkillListening for detailsTacticsListening for key wordsRecognizing informationVocabularyapologizedcleaning upsigned (someones) namePreparationExplain to the students that they will listen again andcircle the answer that best describes how each storyends. Have the students read the answer choices.Answer any questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the correct answer is c. Play therest of the monologues. Elicit the correct answers.ANSWERS1. c 2. c 3. a 4. b 5. b 6.. aOptional ActivityHave the students listen again and decide if they agreewith the way each person solved the predicament. Putthe students in pairs to discuss what they would dodifferently (if anything) and why. Ask a few pairs toshare their opinions with the class.Student Book page 924. Lets ListenmmDSkillListening for attitudesTacticsListening for key wordsListening for tone of voiceVocabularyactingweird brother-in-lawamused depressedaware psychologistawkward snoresbreath trust (someone)PreparationExplain to the students that they will listen to peopledescribing predicaments and circle how each personfeels. have the students read the answer choices. Answerany questions about vocabulary.Read the instructions. Answer any questions about howto do the activity.78 Unit 23
  • PresentationPlay the first conversation (see tapescript, TB p. 106).Make sure everyone understands why the correct answeris b.Play the rest of the conversations. Answer anyquestions about how to do the activity.ANSWERS1. b 2. C 3. b 4. b 5. a 6. aSkillListening for detailsTacticsListening for key wordsListening for the future tenseVocabularyanonymousmanagersend (someone) a notePreparationHave the students read aloud the list of actions at thebottom of the page. Make sure each item is pronouncedcorrectly. Answer any questions about vocabulary.Explain to the students that they will listen again for theaction each person plans to do about the situation.Students should write the correct letter in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first conversation. Make sure everyoneunderstands why the correct answer is d. Play therest of the recording. Elicit the correct answers.ANSWERS1. d 2. f 3. e 4. a 5. c 6. bOptional ActivityHave the students listen again and write down thepredicament discussed in each conversation. Play theconversations, stopping after each one to elicit thecorrect answer.ANSWERS1. His brother-In-law doesnt ask if it is okay to eat thefood in the refrigerator.2. Charles has bad breath.3. His aunt snores.4. Lisa borrowed money from the woman.5. His cousin talks to himself all the time.6. Someone parked in his parking spot.StudentBookpage93Over to You: What would you do?LanguageTalking about predicamentsTalking about hypothetical situationsVocabularyaccidentallyrun overmmIJPreparationHave the students look at the illustration at the topof the page. Ask the students to describe the personspredicament. Explain to the students that they willwrite solutions for three predicaments like the onein the picture. Have the students read the threepredicaments below the illustration. Answer anyquestions about vocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPut the students into pairs and have them writetheir solutions. Go around the classroom, helpingwith vocabulary and grammar as needed. To maximizeinteraction, allow only one student in each pair to write.~:r,,1l~PreparationPut the students into groups of four or five. Explain tothe students that they will now compare answers andvote on the best solution to each predicament.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, helping with vocabulary and grammar asnecessary. When everyone is finished, have each grouptell the class about the solution they thought was best.Extra Speaking PracticeWorksheet 23, Teachers Book page 158AssessmentUnit 23 Test, Test BookletUnit 23 79
  • ThemesIssuesProblemsSkillsListening for gistListening for comparisonsListening for topicsListening for detailsCultureCurrent political, social, environmental, andhealth problemsCulture NoteAmericans and Canadians deal with many of thesame issues as the rest of the world: pollution, crime,terrorism, disease, and so on.Whilesome people justwish the problems would go away, others take activesteps like writing letters to the government, donatingmoney to charities, and even starting organizationsthat raise money for an issue.StudentBookpage941. Getting ReadyVocabularyAIDS overpopulationair pollution povertycrime terrorismdestruction of the rainforests unemploymentglobal warming warissue waterpollutionPreparationHave the students read the list of global issues. Answerany questions about vocabulary. Explain to the studentsthat they will decide whether each issue is veryimportant to them, somewhat important to them, or notimportant to them. Make sure everyone knows how tocomplete the exercise.Read the instructions. Answer any questions about howto do the activity.80 Unit 24PresentationHave the students complete the survey on their own.While they are working, write the following on, the board:A: How importantis air pollution to you?B: Its very importantbecause...When everyone is finished, put the students into pairs.Have them compare answers by asking and answeringthe questions on the board.ANSWERSAnswers will vary.2. Lets ListenSkillsListening for gistListening for comparisonsTacticsListening for key wordsListening for attitudesVocabularya growingproblemanother story (a bigger problem)better-educated (adj.)focus on (doing something)housingplaces to livepublic transportationspend more on (something)What we really haveto do is...PreparationExplain to the students that they will listen to peopletalking about issues in their city or country. Studentsshould circle the issue that each person thinks is mostimportant. Have the students read the answer choices.Answer any questions about vocabulary.Before continuing, warn the students that they may hearboth answer choices mentioned in the recording, so theyshould listen carefully for the issue each person thinks ismost important. You may also want to write thevocabulary words on the board and make sure theirmeanings are clear.Read the instructions. Answer any questions about howto do the activity.
  • PresentationPlay the first monologue (see tapescript, TB p. 106).Make sure everyone understands why the correctanswer is a. Play the rest of the monologues. Elicit thecorrect answers. Play any difficult monologues again,if necessary.ANSWERS1. a 2. a 3. b 4. a 5. a 6. bOptional ActivityPut the students into pairs. Have each pair read theanswer choices for Exercise 2, Lets Listen, and say whichissue is more important to them. Make sure they use theexpressions they heard on the recording when sayingthat an issue is more important.StudentBookpage953. Lets ListenSkillListening for topicsTacticsListening for key wordsRecognizing informationMaking inferencesVocabularybombschemicalshousingindustriesdumpingeffectexplosionsfightingfreewaysgarbagehigh-rise buildingslandfillspollutedrecyclingstoriesupwardwastePreparationExplain to the students that they will listen to peopletalking about different issues. Students should circle theissue that each person is talking about. Have the studentsread the answer choices. Answer any questions aboutvocabulary.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue (see tapescript, TB p. 107).Make sure everyone understands why the correctanswer is b. Play the rest of the monologues. Elicit thecorrect answers.ANSWERS1. b 2. a 3. c 4. b 5. b 6. aSkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularymayor started(doing something)move (to a new city) Thats why...recycling the countrysportsmagazines theonly solutionPreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and check Trueor False for each statement.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the first monologue. Make sure everyoneunderstands why the statement is false. Play therest of the recording. Elicit the correct answers.ANSWERS1. False 4. False2. True 5. True3. True 6. FalseOptional ActivityWrite the following question on the board: Do you thinkthe speakers response will solvethe problem?Put the students into groups of three or four. Play themonologues again and have the groups discuss thequestion on the board for each monologue.Student Bookpage964. Lets Listen~.1JSkillListening for detailsUnit 24 81
  • - - - - - - - - -TacticsListening for key wordsRecognizing informationVocabularyattracted health careavailable imagebelieve in realityexpect makea livingfarmers megacitiesfind work no longerglamorous salariesPreparationHave the students look at the picture of a megacity. Elicitsome reasons why people might move from the countryto a megacity.Have the students read the list of reasons. Explain to thestudents that they will listen to a talk on megacities andput checks next to the reasons that the speaker mentions.Students should check Not a reason if the item is notmentioned by the speaker.Read the instructions. Answer any questions about howto do the activity.PresentationPlay the monologue until you hear the speaker say, Theybelieve that there are more jobs available (see tapescript, TBp. 107). Stop and make sure everyone understands whythe example answers are correct. Play the monologueagain from the beginning. Elicit the correct answers.ANSWERSThe correct reasons are 1, 3, 6, and 8.fm1i..4!SkillListening for detailsTacticsListening for key wordsRecognizing correct and incorrect informationVocabularydifficult to findhugelow (salary)PreparationHave the students read the statements aloud. Answerany questions about vocabulary. Explain to the studentsthat they will listen to the recording again and checkTrue or False for each statement.82 Unit 24Read the instructions. Answer any questions about howto do the activity. .PresentationPlay the recording until you hear the speaker say, Jobs areoften difficult to find. Make sure everyone understandswhy the first statement is true. Play the rest of therecording from the beginning. Elicit the correct answers.ANSWERS1. True 4. False2. True 5. True3. False 6. FalseOptional ActivityPut the students into pairs. Have the students listen tothe recording again and ask each other three questionsabout the talk.Student Book page 97Over to You: The most seriousproblemsLanguageTalking about global issuesGiving opinionsVocabularypersonallyserious problemPreparationHave the students form groups of four with people whoare from the same country or city. Explain to the studentsthat they will choose three serious issues in their city orcountry and complete the chart with possible solutionsfor each problem. Make sure everyone knows how tocomplete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. When everyone isfinished, have each group share their problems andsolutions with another group.Extra Speaking PracticeWorksheet 24, Teachers Book page 159AssessmentUnit 24 Test, Test Booklet
  • Unit 1: Small Talk2. Lets Listen(Page 2)1.A: Say, I dont think weve met, havewe?B: No, I dont think so. My namesDonna.A: Hi, nice to meet you, Donna. ImTim Clark.2.A: Hey, youre Bob Thompson, right?B: Thats right. And youre Jenny.A: Yeah!Jenny Lindsay.B: Yeah, right. We met at Billswedding.A: Hey, you look great!B: Well, so do you!3.A: Havent we met somewhere?B: No, I dont think so.A: Arent you Kevin Grant?B: No. No, my names Greg. GregBrown.A: Oh, Im sorry. I was positive wedmet before.4.A: Jeff! Hi. Remember me?B: Sue? Sue Thomas?A: Thats right. We were in thatcomputer course together.B: Yeah. Boy;was that boring!A: Sure was. So how have you been?B: Oh, not bad, thanks.5.A: Oh, hi. Youre Jonathan, arent you?B: Yes, and youre Wendy.A: Yeah. We met at the conference inHawaii last summer.B: Right. Nice to see you again.A: Nice to see you, too.6.A: Hi, dont we work in the samebuilding?B: Yes, I think we do.A: Im Gary James. Im in accounting.B: Hi. Im Lynn Williams. Im inmarketing.3. Lets Listen(Page 3)1.A: Hey, Anne, that looks really nice onyou. Is it new?B: Yeah, I got it on sale at GeorgeBrothers Department Store. I nevermiss their sales. They have reallygood prices.A: Well, you made a good choice. Thatcolor looks great.B: Thanks.A: Oh! Look at the time. I didntrealize it was so late. Ive got torun. It was good seeing you!2.A: What are you taking this year?B: Mostly literature courses.A: Oh, really. Are they any good?B: Some of them are. Except forProfessor Scotts class. I mean, thebooks are interesting, and the testsare pretty easy. But he tries to befunny all the time, and his jokes arereally awful.A: Really? What kind of jokes doeshe tell?3.A: What an awful month were having.B: Its pretty bad, isnt it? So hot andhumid. Its hard to sleep at night,too. I wish I had air conditioning.A: Me, too.B: Funny, its not usually this hot inthe fall.A: Thats true. Well, I think Im goingto get some more of those chips.Enjoy the party.4.A: So tell me, Maggie. Whats he like?B: Well, hes really fun to be with. Healways makes me laugh. Thatswhat I like most about him.A: He sounds really nice.B: He is. And hes always giving melittle presents. But I guess that willstop when he knows me better.A: Yeah, probably. So how long haveyou known him, anyway?5.A: So, are you still doing the samething, David?B: Yeah I am, unfortunately. I wish Iwas doing something morechallenging.A: So why dont you look forsomething else?B: I really should. I feel stuck in thatoffice, like Im not moving ahead.Thats the worst thing about it.A: Well, good luck to you. If I hearabout any jobs, Ill let you know.6.A: So, everybodys fine at home,Sarah?B: Yes, they are, thanks. Oh! Excitingnews! My sisters going to getmarried next month.A: Really? You mean Jenny?B: Thats right. Shes marrying a guyshe met when she was studyingin Canada, and were all going toToronto for the wedding. Itll be fun.A: Sounds great. And how about yourbrother? What has he been doinglately?4. Lets Listen(Page 4)1.Yes,I do. I really enjoy living here.So far everything has been fine. Thedowntown area is really pretty, and Ilove all the cafes and restaurants there.The other thing I like is that its verysmall, so its easy to get to know people.2.Yes,I do. Its a very difficult languageto learn, but I guess all languages aredifficult. I tried to learn Japanese once,and it was really hard. These days,though, its easier to learn a foreignlanguage because you can buy somefantastic courses on video.3.I have two children, a boy and a girl.Theyre both going to school, so theykeep us very busy. My husband comesfrom a big family and would love tohave more children, but I think twois enough.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 83
  • 4.I have a small design company. Wedesign menus, calendars, and thingslike that. There are just three of us inthe company. Last year was a veryquiet year for us, but it looks likebusiness is really improving this year.Would you like to visit our officesometime?5.Oh yeah, Ive been having a greattime since I arrived. Everyone hasbeen very helpful, and Ive madesome wonderful new friends. I stillhave a few more days here, so Imthinking of renting a car and drivingup to the mountains.6.Im from a town called Cairns, on thenortheast coast of Australia. Its not avery big town, but I enjoy living there.Its not far from the Great Barrier Reef.Im sure youve heard of that, becauseits one of the most famous places inAustralia. You should go theresometime.Unit 2: Part-Time Jobs2. Lets Listen(Page 6)1.A: Have you ever worked in adepartment store before?B: No, I havent, but its somethingId really like to try.2.A: Is this the first time youve appliedfor a job as a waitress?B: Well, not exactly-I workedbehind the counter in the schoolcafeteria this year. I know its notreally the same, but it is similar.3.A: Do you have any experience withoffice work?B: No, but Im sure its something Icould learn quickly.4.A: Have you ever modeled designerclothing before?B: Yes, I did some modeling lastsummer, and I was even in a fewfashion shows.5.A: Its a pretty easy job. You just takepeoples dogs out for a walk twicea day.B: Well, Ive never done it before, butit does sound pretty easy.6.A: Were looking for someone to workat the hotel reception desk.B: Well, I had a similar job in anotherhotel last summer and I reallyenjoyed it.3. Lets Listen(Page 7)1.A: Hows your part-time job going,Ted?B: Its great. I love it.A: What exactly do you do there?B: Well, I have to cut up fruit andmake cakes and things. Imlearning a lot about how dessertsare made. Im also getting reallygood at doing dishes.A: Im sure!B: And I also get to try everything wemake.A: Oh, thats great.B: Yeah. The only problem is the heat.It gets really hot because of theovens.2.A: So, do you have a part-time job,Roxanne?B: Yeah. Im a camp counselor.A: Oh really? What do you do there?B: Im the sports instructor. I teachbasketball and soccer, and I get tocarry a big whistle. Its fun! Thekids have a lot of energy, andtheyre really funny.A: I bet.B: The bad part is the money. The jobdoesnt pay very much at alL3.A: Did you manage to get a part-timejob, Maria?B: Yeah, finally. Im working down atthe Plaza Cinema.A: Oh, selling soda and popcorn?B: No, Im in the ticket booth.A: So, do you get to see all the latestmovies for free?B: Thats right.A: Wow, thats a great deal.B: I know. The only problem is thehours. The last show is atmidnight, so I get home reallylate-about 1:30 in the morning.4.A: Did you find a part-time job?B: Yes. It took me a while though. Ilooked for jobs in restaurants, butcouldnt find one. I finallymanaged to get a job in a factory.A: Oh, that sounds terrible.B: Actually, its not bad, and themoneys good. Its a clothingfactory. They make shirts there,and I put the shirts into boxes.A: Sounds easy.B: Yes,its very easy work. Theproblem is, its also really boringwork.5.A: Hows your part-time job going?B: Its going pretty welL Im workingfor one of my professors. Imhelping her out with this bigresearch project shes doing. Imentering her data into the computer.A: That sounds like interesting work.B: Its not bad. And I can work athome, so thats nice, too. My onlycomplaint is with the money. Shedoesnt really pay me enough.A: Thats too bad.6.A: Did you get a new part-time job,Cindy?B: Yeah, Im working in a store.Its fun.A: What kind of store?B: Its a department store. Imworking in the sporting goodssection. The people I work withare really friendly and helpfuLAnd Im learning a lot aboutsports equipment, too.A: How are the hours?B: Thats the only thing I dont like, Ihave to work every weekend.4. Lets Listen(Page 8)1.Im working as a tour guide here inChicago. Its kind of fun. I take peoplearound the city and show them all theplaces of interest in town-you know,the tall buildings, the lake, the art84 Expanding Tactics for Listening I Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • museum, places like that. The best partis meeting interesting people from allover the world. Most of the people onthe tours are from Central and SouthAmerica, so I get to practice mySpanish. For a tour guide, its reallyimportant to know a second language.2.Im working with a marketingcompany. We do market research fornew products. I interview people on thephone and ask them questions abouttheir spending habits, what they do intheir free time, things they own or planto buy, and so on. The salary is prettybad, but its a good job for me. The bestpart is that I have flexible hours. Thatmeans I choose when I want to work,so I can sleep late whenever I want to.The most important thing is to have afriendly voice. If you dont soundfriendly on the phone, people wontwant to talk to you.3.Im working for a private school.We run after-school classes for kids,mainly for math and English. Imteaching a math class. Its tiring, but Ienjoy working with children. Thats thebest part. These kids are really smart,so I have to work hard to keep theminterested. Its important to know whatyoure teaching. Luckily, Ive taken alot of math classes, so I feel prepared.4.Im working for an advertising agencya few days a week. Im just an intern,so I dont get paid. The best thing isthe people I work with. My co-workersare terrific. I work in the library. Theyhave all sorts of information there in abig computer database. People arealways asking me to find informationfor them very quickly, so its importantto have experience with computers.5.I managed to get a job at a hotel. Imworking at the front desk. The hotel isusually pretty busy, so sometimes itsreally stressful. I dont like that. Thebest part is that a lot of celebrities stayat our hotel. Ive met some veryfamous people! To do this job well, itsimportant to have good listening skills.I have to find out exactly what eachperson wants, and then give it to themright away.6.Im working as a sales clerk in adepartment store. I work in the homefurnishings department. We sellfurniture and carpets, mainly. Its hardwork, but I like it. The best part is, Iget a commission on everything I sell,so Im very well paid. The mostimportant thing is to know what yousell. Customers expect it.Unit 3: Successful Businesses2. Lets Listen(Page 10)1.A: Whats that new Indian restaurantlike on Sixth Street?B: Well, everyone said it was verygood, but I wasnt too satisfiedwhen I went there the other night.A: Why was that?B: The food was good, but it took toolong to come. We had to wait fornearly an hour before we gotanything to eat.A: Wow! Thats terrible service.2.A: Im going to get the textbook forour biology class at the campusbookstore. Do you want to come?B: No, I dont think so.A: Why not? Dont you think itsconvenient having a bookstoreright on campus?B: Yes, it is. But have you comparedtheir prices with other bookstores?That store at the mall is usuallyabout 10 percent cheaper.A: Oh. I didnt know that.3.A: Do you belong to a health club?B: Not right now. I used to go to theMetropolitan Health Club on ThirdStreet. I thought it was greatbecause it was so cheap, but Istopped going there.A: Really? I heard it was prettypopular.B: That was the problem. It was toopopular. It was always full ofpeople. Sometimes I had to waitto use the machines.A: Thats no good.4.A: So how was the hotel in Hawaii?B: It was pretty good. The staff wasreally nice--very friendly andhelpful. There was one problemwith it, though.A: Whats that?B: The location. It was too far from therestaurants and discos. Next time, Ithink Ill stay much closer to town.5.A: Do you want to try Italian foodtonight?B: Sure. Where would you like to go?A: How about Little Roma-you know,that Italian restaurant across fromthe movie theater? Its very cheap.B: Thats true. But the service is prettybad. They have new waiters, andtheyre really slow. Theyre notvery friendly, either.B: Oh, I didnt know that. Lets tryanother place.6.A: I heard theres a sale at BrendasBoutique. Do you want to check itout? They have really good clothes.B: I know, but the service is terrible.The people who work there are sorude.A: I know what you mean.3. Lets Listen(Page 11)1.I really enjoy going there with friendsafter work. Theres always somethinginteresting on the menu. Also, I lovethe music. Theres a great jazz bandthat plays there on Fridays, and itsalways really crowded. I guess itsbecoming the in place to go. Everyonewants to be seen there.2.Im glad I decided to study there. MySpanish is much better now. Its prettyexpensive, but the facilities are verygood. They have all the latest stuff­you know, computers, videos, andeverything. Its much better than theplace I was going to last year.3.Ive been going there for over a year. Ijust love the way they make my hairlook. The stylists are really good attheir work. I think theyve all beentrained abroad. The atmosphere makes© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 85
  • you feel really at home too, with coffeeand snacks, plus really good music.Sure, its not cheap, but I only go thereevery two months or so.4.Its a great place to stay. The atmosphereis so glamorous and exciting. There arebright lights at the front door, andpeople are always arriving in reallyexpensive cars. The rooms inside arereally great, too. Of course, its not thecheapest hotel in Miami Beach, but itsdefinitely the best.5.I always take mine to this garage onMarket Street. It takes a long time toget there from my house, but its worththe trip. Its the best repair shop in thecity. The mechanics do great work, andthey never try to charge you too much.In fact, the prices are great-about halfthe price of the other places in town.6.I get almost all of my shirts there. Youlllove it. All of their stuff looks great andfits perfectly. Its really good quality,too. They also have a lot of differentstyles and colors to choose from. Thedisplays are a problem, though. Theyarent organized well, so it takes a longtime to find the size you want.4. Lets Listen(Page 12)1.I think the most important thing isservice. If the customer feels like hewas treated poorly, then he probablywont come back. Thats why I train allof my workers to give excellent service.They greet customers politely, showthem to a table right away, and explainthe items on the menu. Of course, thefood is important, too. The fish has tobe as fresh as possible, and you have tofind talented chefs to prepare it.2.The Internet has totally changed mybusiness. In the old days, people hadto come to a travel agency to gettickets. Now they can do that on theirown, so when they come to me theyrelooking for a good value. Thats reallythe most important thing. Of course,convenience is also important for someclients who dont have the time to plantheir own trips.3.These days, nothing is more importantthan speed. Time is money. Peoplewant a job done well, but they want itdone quickly. And theyre usuallyprepared to pay a little more if youcan promise it will get done fast. And,of course, quality is important, too.Were building peoples homes, so wewant them to enjoy living there for along time.4.Its so important to have the right kindof displays. Creating an effectiveclothing display is an art. You wantpeople to see the item right away, pickit up, touch it, and then go try it on.And you want them to buy it, too!Good prices are also important, but thedisplay is really the number one thing.Unit 4: Gadgets and Machines2. Lets Listen(Page 14)1.Yes, these are great in the winter forkeeping the place warm. Its got a fanas well, so it warms the whole room.And the best thing is its so light. Pickit up and feel how light it is.2.These are really handy when yourereading. You see, you put your bookhere. It even holds the pages down.And I love this. See, its got its ownlight for reading at night.3.If you listen to a lot of music, you reallyneed one of these. It cleans off dust,dirt, and fingerprints, and gives you amuch better sound from your CDs.4.Oh, this? Well, we have a Persian cat.Shes actually a show cat. Shes wonquite a few medals this year. This isher carrier. We take her everywherein it. Nothing but the best for her!5.You keep this in the kitchen in casethere is a power failure. Its got areally strong light.6.This thing really comes in handy.I always carry it with me. I keepmy friends addresses and telephonenumbers in it. You really shouldget one!3. Lets Listen(Page 15)1.A: Thats funny. It isnt working. Ikeep pushing the button, but itwont take any pictures.B: Maybe you need more film.A: No, thats not it. I put in a new rollof film this morning.B: What about the batteries?A: Hmm. I guess theyre pretty old.B: Thats the problem. The batteriesare dead.A: That must be it.B: You should replace them.2.A: This machine didnt clean myclothes very well. I had to washeverything twice.B: Really? Did you put a lot of clothesin there?A: Yeah. I filled it to the top.B: Oh, thats the problem. You put intoo much clothing.A: Really?B: Yeah. Do you see this line onthe inside of the machine? Youshouldnt fill it above that line.3.A: This thing is useless. Ive done theliving room floor twice, but it stillisnt clean.B: Have you checked the dust bag?A: The dust bag?B: Yes, everything it picks up goesinto the dust bag inside. Here, letme check. You see, thats theproblem. The dust bag is full.A: Yeah. Youre right.B: You should replace the bag with anew one.4.A: I think this machine is jammed. Itwont print any of my documents.B: Let me take a look at it. Yes,it isjammed. The paper is stuck inside it.A: How did that happen?86 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • B: Lets see. Ahl Heres the problem. 4. A: Well, he has a lot of rules. HesYou used the wrong paper size. This is the best dryer we have. It holds really angry if I come to work aA: Oh. Sorry. up to 3 kilos, but its not too big, so few minutes late, or leave early, oryou can fit it in a small apartment. take a long lunch. And if I make aB: Dont worry about it. But youNow, you should always clean the lint tiny mistake, he gets really mad.should use the right paper sizenext time. filter before you use it. Its very easy5.to clean. All you need to do is pull outA: I dont know about you, but Im5. the filter, empty it out, and then put itvoting for Dave Thomas for classA: Hey, what are you sewing? back in again. Its really important topresident. He knows everythingdo it every time you use it. If youB: Im making a dress for the party.about this school and all thedont, the dryer might get too hot andOh no, look! Its all jammed up.important issues.burn your clothes.A: You know what the problem is? ThisB: Yeah. He really knows what hesneedle is too small for your fabric. 5. talking about.B: Yeah. I guess youre right. This will get your dishes nice and clean.A: You should use a bigger needle. Its very powerful, so you dont have 6.to rinse anything before you wash it. A: My landlady is really nice. She6. Thats the best feature. Now, remember, doesnt get angry if I pay the rent aA: This should make a great fruit you shouldnt put too much soap into few days late. And when Im sick,drink. I love making these in the it. If you use too much soap, your she always brings me homemadesummer. Uh-oh. That doesnt dishes will come out sticky. chicken soup.sound right. What happened? B: Wow. Thats really sweet.6.B: Did you put in a lot of ice?Youll enjoy using this lawn mower. ItA: Yeah, I guess I did.has a big gas tank, so you can usually 3. Lets ListenB: Thats the problem. You put in toorun it for about an hour without (Page 19)much ice, so the blades cant move.adding gas. You just have to be careful 1.A: Oh. about one thing. You shouldnt put A: What do you think of Chris?B: You should use less ice next time. your hand under the machine. ThatB: I like talking with him. He knowsblade is very sharp, and you couldsomething interesting aboutreally hurt yourself.4. Lets Listen practically everything.(Page 16) A: Yeah, I know. And hes reallyserious about studying, too. He1. Unit 5: Character TraitsThis flat screen TV works great if youtake care of it properly. The image issharp and the color is perfect. Its reallyconvenient because you can hang it onthe wall-not like those old clunky TVsthat were so big and boxy and took uphalf of the living room. Direct sunlightis not good for it, so you shouldnt putit near a window.2.This is the latest model of laptopcomputer. Feel how light it is. It weighsonly one and a half kilos. Its amazing,isnt it? Now, its pretty strong, but youstill need to be careful with it. It comeswith a nice protective case, so youshould keep it inside the case whenyou carry it. You wouldnt want todrop it. That could damage the screen.3.Youll like this air conditioner a lot.You can adjust the temperature andthe fan speed very easily, using thisremote control. You should close allthe doors and windows when youuse it. Its amazing how many peopleforget to do this and then wonderwhy its not cooling their house.2. Lets Listen(Page 18)1.A: Jeff is the perfect elementary schoolteacher. Hes so good with children.B: I know what you mean. Those kidsnever make him angry.2.A: Sheila is a very effective speaker.When she talks, people stop andlisten.B: Thats right. A lot of people evenchange their opinions after talkingto her.3.A: How does Mary like her new job?B: Oh, she loves it. Shes really excitedabout working there. In fact, shescheerful all the time.4.A: Ive been having problems with myboss lately.B: Why is that?wants to go to medical school, sohis grades have to be perfect.B: He must be a good student.A: Hes a great student-top of theclass last year.2.A: You know Brandon Kent, dont you?B: Oh, sure. Hes really sweet. He tooka whole day off last month to helpme move into my new apartment.Then he drove me to the mall so Icould pick up some furniture formy new place.A: Yeah, thats what I like abouthim. In fact, hes coming over thisafternoon to help me with my mathassignment.B: Lucky you!3.A: I just cant stand that Terry Dey.B: Really?A: Yeah. The other day, we werewalking past this poor homelessman on the street-you know, oneof those guys who lost his job anddoesnt have any money?B: Sure. I know what you mean.e Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapeseript 87
  • A: Well, as soon as we walked past 2. too, like salt and pepper, and somehim, Terry made jokes about his I ran into Donna Simpson the other .other spices that are a big secret. Thenclothes. day. I could hardly recognize her. Do she stirs it and cooks it for hours.B: No way! Thats terrible.4.A: Are you going to Tonys party onFriday night?B: Yeah. Are you?A: Of course! He has great parties,dont you think?B: Definitely. Its because hes soexcited about things. Everyonesees him dancing and laughingand having fun, and then theystart enjoying themselves, too.A: Youre right.B: Yeah. Hes really an amazing guy.5.A: Have you seen Patrick recently?B: No, I havent. We were supposedto go to a concert last weekend,but he said he was too sick to go.A: Oh, thats too bad.B: The thing is, he didnt tell me thetruth. My brother saw him at aparty the same night, dancing andhaving a good time.A: Oh! I really hate people who lielike that.B: Me, too.6.A: I just talked to Chuck.B: How is he today?A: The same as usual. Its impossibleto make him smile. Talking to him isreally difficult. Its easy to say somelittle thing that really upsets him.B: I know. I wonder why hes like that.A: I think its because he isnt doingwell at school this year.4. Lets Listen(Page 20)1.Ever since John got that new job, youwouldnt recognize him. I guess youhave to be more conservative whenyou have a job like that. He worksreally long hours now and he wearsa suit and a tie. And when he comeshome from work he never wants to goout. All he does is sit in his chair andwatch TV. He looks totally exhausted.Thats not how he was in college. Backthen, he used to go around in old T­shirts and jeans. And he had that crazygreen hair!you remember her from high school?She was a little chubby and out ofshape back then. I dont think she everexercised or played any sports. Well,she really looks different now. Sheslost a lot of weight. In fact, she looksterrific. She told me that she decidedto get in better shape after she gotmarried last year. Now she goes tothe gym three times a week.3.Have you had a chance to talk to Rosielately? Shes gotten so depressed-youknow, sad and worried all the time.Its a real change. She used to be soenthusiastic in high school. She wasa cheerleader, and she was alwayslaughing and making jokes. Now shejust sits in coffee shops all by herselfand just looks really sad. You can tellthat somethings really bothering her.It must be her boyfriend. I heard theyrecently broke up.4.Do you remember what Ted Rodgersused to look like? He used to be soathletic, with really big muscles. Hewent to the gym all the time and wasalways careful about what he ate anddrank. Well, you wouldnt believe howmuch hes changed. Im sure heweighs over 100 kilos now. It doesntlook like he does any exercise at all,and he eats just about anything.Someone told me he changed after hegot really rich from the stock market.They said that after he got rich, hedecided just to enjoy himself.Unit 6: Cooking2. Lets Listen(Page 22)1.Its easy to make a Caesar salad. Justtake some fresh romaine lettuce andchop it into big pieces. Then put it in abig bowl, add the dressing, and mix itall together. Finally, when youre readyto eat it, sprinkle some shreddedParmesan cheese on top.2.My grandmother is from New Orleans,and she makes the best gumbo. Thatsa kind of soup. She pours broth in abig pot, and she adds shrimp andmushrooms. She adds a lot of spices,3.On Saturday mornings, I usually sleepin and make pancakes. You pour someflour and sugar in a bowl. Then youadd water, an egg, and oil, and mix ittogether. Then you pour it in a hotfrying pan. I like to spread a lot ofbutter on the pancakes when theyredone. Thats what makes them tasteso great!4.Whenever theres a big game on TV,Iinvite my buddies over and make someburritos. First, you fry some groundbeef with spices. Then you get sometortillas-you know, Mexican flat breadthat looks like really thin pancakes.Anyway, you put the beef on a tortilla,plus tomatoes, cheese, and choppedlettuce. Then you roll it all together andeat it with your hands. Its delicious!5.Theres this Korean restaurant oncampus that serves an amazing dishcalled bi-bim-bap, Youve got to try it.They cut all these vegetables into littlepieces, add some beef, and cook it alltogether with this really spicy sauce ina hot bowl. Then they put a big friedegg on top of it.6.Well, I dont know how to really makeravioli. I bet it takes hours to makepasta yourself. So I just buy it frozenfrom the store. You boil a pot of waterand pour in the little squares of pasta.When its done, you drain the pasta.Then you pour sauce over it and eat it.My favorite ravioli is the kind withcheese inside it. Mmm!3. Lets Listen(Page 23)1.Hello, everybody, and welcome backto Cooking Today. Im your host, JackMurphy, and today were going to makesome crepes that will knock your socksoff. Seriously, guys, youre going to lovethese crepes. All right, first thing. Youvegot to get your ingredients together. Youneed some flour, some milk, and an egg.Just put them on your kitchen table likeIm doing here. Oh, yeah, and youllneed some sugar, too, because thatswhat makes the crepe sweet.88 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 2.Now youre ready to measure youringredients. You want one cup of flourand one cup of milk. And, of course,you want the whole egg. You cant cutan egg, anyway-ha! Thats a littlekitchen joke for you guys. As for thesugar, you need just a pinch. Thatmeans a very, very small amount.Too much sugar will make your crepetaste awful.3.Once youve measured all youringredients, pour them together in abig bowl. You see how I did that? Pourit nice and slow. Then stir it all togetherwith a fork. Yeah, thats it. Mix it up.Stir it until you get a nice, smoothliquid. That liquid is called the batter.4.Okay, so youve mixed the ingredientstogether. Now youre ready for thefrying pan. Put the pan on the stove,heat it up, and put some butter on it.You dont need a lot of butter. Just puta little bit in the pan, so the crepewont stick to it. All right, now wereready. All you do is pour the batter onthe pan. When the bottom gets a littlebrown, flip it over. Yeah, just like that.Then you just put some strawberryjelly on there, and youre ready to eat!4. Lets Listen(Page 24)1.A: Hey, [en! How was your trip toTaiwan?B: Amazing. I cant wait to go backthere. My favorite thing was eatingdim sum.A: Dim sum? Whats that?B: Well, its all kinds of different littlefoods, like fried pancakes, eggrolls, or fried rice and vegetables.You go out with your friends to therestaurant, and the waiters bringall the different dishes around incarts while you sit around anddrink tea. If you see something youlike, youre supposed to wave tothe waiter. Its really fun.A: Yeah. It sounds great.2.A: You used to work in Saudi Arabia,Tony. Whats a traditional meal likethere?B: Oh, you would love it. Everyone sitson cushions, on a nice carpet anddrinks cups of sweet coffee. Thenyou eat kabob with your hands.A: Kabob ... thats like barbecuedmeat, right?B: Thats right. You cut pieces of meatand vegetable and grill them. Itssometimes served over rice.A: Mmm. It sounds great.B: Just remember one thing. In SaudiArabia, its very important to makethe guest happy. So if the host offersyou something, you should try toeat it. If you refuse something, youmight hurt his feelings.A: Thanks for the advice.3.A: Ana, can I ask you something? Imgoing to Spain this summer, and Iwant to try something reallySpanish. What do you recommend?B: Oh, paella, of course. You take rice,meat, seafood, vegetables, and allkinds of spices, and you cook it alltogether in a really huge pan. Itsour most famous dish.A: It sounds great.B: But if you really want to experiencepaella, youve got to eat it like thepeople in Spain do. We like to eatour dinners really late at night, likeat 9 or 10 oclock. Then we go out tothe discos and dance all night.A: Wow. I cant wait to go!4.A: Hey, Mike, I heard you werestudying abroad last semester inIndia.B: Well, actually, I was in Nepal. Its asmall country just north of India.A: Wow, what was that like?B: Really fun. The only thing I hadtrouble adjusting to was the food.My host family ate a dish calleddaal bhat for breakfast, lunch, anddinner. Its just rice with this sortof bean soup poured over it.Sometimes it had vegetables on it.It was really difficult to eat becausein a Nepali home youre supposedto eat with your right hand only.A: That sounds rough.B: It was.5.A: Im in kind of a hurry today, Luca.Would you mind if we just grabbeda quick lunch at a fast food joint?B: Oh, man, I would never hear thatin Italy.A: Oh, really? Why is that?B: Well, long lunches are an importantpart of Italian culture. I like to meetmy friends at a nice restaurant,order some appetizers, and theneat lasagna alforno. That meanslasagna cooked in an oven. Andafter youre done eating, youre notsupposed to leave right away. Youshould sit around for a while, justdrinking coffee and chatting.A: That sounds nice. I wish we coulddo that here.6.A: Hey, Miho, that smells great. Whatare you cooking?B: Thanks. Its sukiyaki. Its one ofthe most popular dishes in Japan.You cook thinly sliced meat andvegetables in a big pot. We like toeat it in the winter. Oh, yeah, andsome people like to dip the meatin raw egg.A: Really? You mean they dip it inuncooked eggs? Thats pretty weird.B: Many Japanese customs probablyseem strange to you. For example,when youre eating noodles, itsokay to make slurping sounds.Most Americans probably thinkthats rude, but it isnt rude inJapan.A: Wow, I never knew that.Unit 7: Housing2. Lets Listen(Page 26)1.Well, Im single and I spend a lot oftime traveling, so Im not home verymuch. So theres really no point in myspending money on a large place withlots of rooms.2.Weve got three small children, andthey like to play outside, so I dontthink it makes sense for us to live in ahigh-rise building.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 89
  • 3.I work right in the city and I donthave a car. Id like a place close to mywork, so that I dont have to spend alot of time commuting.4.I run my own business and I workfrom my home. Im lucky because Idont have to go into town very often,so Id like a place thats quiet andaway from the city.5.I need a new place. I need a good­sized apartment because I have twoteenage sons, and they each need tohave their own bedroom. We want tolive downtown, too.6.Both my wife and I work for an airlineand wed like something fairly closeto work. We dont mind if its small,because theres only the two of us.We dont even mind the noise of theplanes. In fact, we kind of like it.3. Lets Listen(Page 27)1.The apartment I rent is okay. Itsnear the stores, so its convenient forshopping. The problem, though, is thatthe owner hasnt spent any money onthe place in years. The furniture isfalling apart, and the carpet in theliving room is stained in places.2.My neighbors are fantastic. Theyrereally friendly, and some of them havegreat parties, too. Id like more space,though. Theres hardly enough spacefor all my stuff. I guess I should throwsome of it out, but I just cant.3.There are advantages anddisadvantages of living out here inthe suburbs. Its not really the mostconvenient place to live. It takes foreverto get into town, especially during rushhours. And there arent any good storesout here. On the other hand, its niceand quiet on the weekends.4.I love my apartment. I wish I couldafford to stay here. The location isperfect. It has a great view of the park,and I love being able to step outsideand walk to cafes and shops. The onlyproblem is the rent. Its just too highnow, so I cant stay.5.My place is huge. It has room for allmy stuff, and theres a big kitchen, too.Of course, its really old, so it needs acoat of paint and some new furniture.The furniture is really ancient. I thinkthe stove is about a hundred years old!6.I recently moved into an apartmentbuilding for the first time. It takes awhile to get used to having neighborsright next door. I feel like theyre alwayslistening to me, like they want to knoweverything I do. Its annoying. But therent is much cheaper, and I like that.4. Lets Listen(Page 28)1.We used to have a nice apartmentdowntown. It had great views of thecity! But then these new people movedin upstairs. They played loud music allthe time, and the sound came straightthrough the ceiling and into ourapartment. It was terrible, so wemoved. Now were living in a smallhouse in the suburbs. Its wonderful.Our neighbors dont make any noise.2.My new apartment is on a high floor,and its great. Theres no noise at all. Ionly hear the birds in the park. Beforethat, I lived in a first floor apartment.It had a little yard, which was nice. ButI heard people coming and going allthe time. And it was close to the street,so I heard all the traffic, too.3.We didnt really want to move becausewe loved the apartment. We had awonderful landlady, too. She didntraise the rent for years, and if anythingwas broken, she would get it fixedreally fast. But with the children gettingolder, we needed to be closer to a goodschool. So thats why we moved. Nowwe live in an apartment in the suburbs.4.I used to live in a nice apartmentdowntown, in a pretty interestingneighborhood. But the thing was, theywouldnt let you keep a pet. I reallywanted to get a dog, so I moved to aplace where you could keep pets. NowI live in a building near the park. Andtheres two of us-me and my dog,. Spot. We play in the park all the time.5.My new apartment has a huge kitchenand a great stove. Im really happyabout it. I love to cook and have parties,but the kitchen in my old place was sotiny. And the dining room was small,too. The location was good, but I couldnever have people over for dinner, so Ineeded to find something different.6.I used to live in a house. I had a niceyard in the front, and another yard inthe back. The trouble was themaintenance. It was really expensiveto take care of. So I moved. Now I livein an apartment with no yard. Eventhough I have much less space now, itswonderful, because its a lot cheaper.Unit 8: Apartment Problems2. Lets Listen(Page 30)1.My apartments nice, but the walls aretoo thin. I can hear my neighbors allthe time, even when theyre asleep.One of them really snores.2.My neighbor is driving me crazy.I dont know what shes up to, butshes always banging or hammeringsomething late at night.3.Would you believe that the garbagetrucks pick up the trash at 5 a.m.?Last week, I had to run outside in mypajamas and throw the garbage ontothe truck as it was passing by! Theyshould come a little later.4.Im tired of having people ringingmy doorbell at dinnertime. Its gottento the point where I dont even likeanswering the door anymore. It seemslike someones always trying to sell mesomething.5.I really need the landlord to look at mykitchen. It needs a new stove and anew refrigerator. The ones Ive got areso old they dont even work anymore.90 Expanding Tactics for Listening I Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 6.My neighbors really a sweet old man.But I cant stand his dog. It messes upmy garden all the time.3. Lets Listen(Page 31)1.Well, to start with, look at the wallunderneath the window. Water musthave come in sometime and stained it.It really needs painting.2.And this carpet is awful. Its old andstained, and the colors horrible. Wevegot to ask the landlord for a new one.3.I think that switch is broken-the onefor the lamp next to the sofa. Try it. Itdoesnt work.4.Look! This door is falling off! Its soloose! It really needs to be fixed.5.This sofa needs recovering, doesnt it?I mean, its really worn thin. I wonderif we can get the landlord to recover it.Theres nothing wrong with it apartfrom that.6.I think the TV needs fixing, too. Thereception is very bad, so I guess wedhave to put up a bigger antenna. Say,do we really want this apartment?4. Lets Listen(Page 32)1.A: Im tired of the ads we get all thetime in our mailboxes. Could youput a sign in the lobby that says"No Flyers"? Im tired of havingall this junk mail stuffed into mymailbox.B: Oh, I know. Its a real nuisance.Thats a good idea. You know, Ivebeen meaning to do that for a longtime. Ill get one today.2.A: Im afraid the living room reallyneeds painting. Its been severalyears since we moved in, and theapartment looks really dirty. Doyou think you could get it painted?B: No, I dont have time right now.But youre welcome to paint ityourself if you want to.3.A: Im having trouble with theneighbors children. They play theirmusic at all hours of the night. Itsterrible. Can you tell them to stop?B: Oh, theyre really very nice kids.Theyve only done it a few times.I dont think its worth gettingupset about.4.A: I was wondering if I could get anew refrigerator in the kitchen.The one Ive got is very old andjust doesnt keep things cold.B: Yes, it is pretty old. Ill get a newone for you next month.5.A: I think the faucet in the bathroomneeds fixing. It leaks all the time.All it does is drip, drip, drip allnight. Its driving me insane!B: Okay. Ill get someone to come andhave a look at it.6.A: The curtains in the living room arereally worn out. Do you think youcould get us some new ones?B: Oh, those belonged to the peoplewho were there before you. Theapartment doesnt come withcurtains. Im afraid youll have toget your own.Unit 9: Friendship2. Lets Listen(Page 34)1.I really like Allison. Shes such fun tobe with. She always makes me laugh.Did she tell you the story about herfirst date? I dont think Ive laughedso hard in my whole life!2.I went out with this guy a couple oftimes, Ted Roberts. Maybe you knowhim. Hes okay, I guess, but the guysgot no future. I think he just wants tospend the rest of his life surfing.3.Tony Lee asked me out the other night,and I said no. You know, he is reallyembarrassing to be with. Last time Iwent out to a party with him, henearly got into a fight with someone.Then later on, he ended up spilling hisdrink all over me.4.Ive been out with Sandra Bronstein afew times. Shes really an interestingperson. I didnt realize her father is apretty well-known artist and hermother is a successful stockbroker. Idlike to meet her parents sometime. But Idont think shes too serious about me.She hasnt invited me to meet them yet!5.Do you know Rod, the guy in ourSpanish class? Anyway, hes invitedme out on a date. You know the one Imean-hes kind of thin, very tall,with long curly hair. Just my type!6.I was stuck with Martha at a dinnerparty the other day. No matter whatI said, I couldnt get her to smile. Iwonder what her problem is.3. Lets Listen(Page 35)1.A: Hello.B: Oh, hello Lynne. This is Dave.A: Oh, hi! How are you?B: Fine, thanks. Say, are you doinganything on Saturday?A: Not much.B: Well, some friends of mine arehaving a barbecue. Do you want tocome with me?A: Oh, that sounds like fun. What canI bring?2.A: Hello.B: Hey, Paula. Its Tina. Im callingabout next week. I wondered ifyou had anything planned forWednesday.A: No, not really. Why?B: Well, theres going to be a talk at thebookstore, by that guy who we readin class last semester. Remember?Its Dave Dobbs, that famousenvironmentalist.A: Oh, yeah. Sure. That sounds kind ofinteresting, and I dont really haveanything planned.B: Great! Ill meet you at the bookstore.A: Okay. See you there!:©Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 91
  • 3.A: Hi, Rose. How are you?B: Not bad. And you?A: Okay. Listen, are you interested ingoing to an art exhibit on Sunday?A friend of mine is having anexhibition of her paintings. Its theopening night-free drinks andfood.B: Well, actually, I dont have anythingplanned. It sounds kind of fun.Why not?4.A: Hi, Ron.B: Oh, hello, Suzie.A: Do you have any plans for tonight?I was thinking of going out for apizza.B: Gee, Id really love to. But I have towork late.A: Too bad.B: Yeah, really.5.A: Doing anything after class?B: Nothing much.A: Why dont we go downtown andtake a look at that new music store?B: Great idea. There are some newCDs I really want to get.6.A: Hey, George, are you interested ingoing to the car show? Its goingon at the exhibition center.B: Yeah, I like those kinds of shows.When is it?A: It opens on Saturday morning.B: How about we go in the afternoon?I want to sleep late.A: Thats fine with me.4. Lets Listen(Page 36)1.A: Id really like to see this. Kidsfrom all over the country areparticipating. And the thingstheyre playing sound reallydifficult. Theres one kid whosbeen playing the violin since hewas four years old!B: When is it?A: Lets see ... Its Saturday afternoon.B: Gee, Id really like to see it, but Iwas planning to watch soccer onTV that day.2.A: Hey, this sounds interesting. Youget to see how all sorts of unusualfoods are prepared, and you get totry different dishes, too. They havechefs from Japan and India, fromChina, from Mexico, and from Italy,too. What do you think?B: Well, it does sound interesting, butI cant. Ive just started a new diet,so I cant eat too much.3.A: Lets go and see this. I love thesekinds of events. A lot of famouspeople will be there. All of theactors are coming to see it, andthe director and producer, too.B: Really?A: Yes. Wed need to get to the theaterearly, though, to get a good view.Thousands of people always showup for these premieres.B: Actually, Id rather not go. I hatebig crowds.4.A: This event down at the bookstorecould be interesting. Itll be a chanceto get a famous persons autograph.B: Oh, yeah? Are you into autographs?A: Sure. And the author will besigning copies for free.B: Yeah, but shes not really one of myfavorite writers. In fact, I think herbooks are pretty boring.5.A: Lets go and watch this tomorrowafternoon. It should be a goodgame. The home team just got tworeally good new players.B: But havent they lost a lot of gamesrecently?A: Well, yeah. But theyre playingbetter now.B: Thanks for asking me, but Ill stayat home. I heard its going to bepretty cold tomorrow.6.A: Lets check out this exhibition atthe gallery downtown. Theseartists sound pretty interesting.B: Hmm. What artists? Any bignames?A: No, not really.B: Well, thanks anyway, but Im onlyinterested in famous artists.Unit 10: Television2. Lets Listen(Page 38)1.A: Did you watch it today? I missed it.B: It was great. One of the bestepisodes ever! But now Ted hasmarried Mary, and Marys daughteris upset. So Teds worried, andMarys miserable. I cant wait tosee what happens tomorrow.2.A: Did you watch the program onchannel2?B: I started to, but I had to go out.Did you see it?A: Yeah.B: Who won the grand prize?A: A 20-year-old university student.She won a new car.3.A: How was that program youwatched the other night?B: It was fascinating. I learned somuch from it. It was all aboutCanada, and all of the amazinganimals that live up there. NowI really want to go there!4.A: So, whats been happening?B: Well, there was another bigearthquake in India yesterday.A: Really. Thats terrible.B: And there were some major floodsup north. Lots of people have hadto move out of their homes.5.A: Did you watch the game?B: Yeah, it was pretty exciting. Toobad it rained.A: Yeah, the players must have gottensoaked.B: I know. And just imagine thespectators!6.A: Did you enjoy that program afterthe news?B: Yeah, I thought it was prettyinteresting. The photography wasgreat. I often wonder how they cantake photographs of birds flyinglike that. You get the impressionyoure up there flying with them.92 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 3. Lets Listen(Page 39)1.At 9 p.m. tonight, a panel of expertswill discuss developments ininformation technology and how newinventions are going to change theway we watch TV. If youre a personwho loves technology, this is the showfor you.2.Tonights documentary is about newtreatments that have been developedfor cancer. It will report on majorbreakthroughs in cancer research,including an exciting new way ofdealing with some of the most commoncancers. People over 40 will definitelyfind this program worth watching.3.There will be an interestingdocumentary at 10 p.m. here onchannel 13. It deals with modernarchitecture and discusses the influenceof some of the major 20th centuryarchitects on cities around the world.People interested in architecture willfind this show fascinating.4.Coming up on channel 7 tonight is SeaCrazy, a very funny new sitcom aboutan ocean cruise where everything goeswrong. Tonight, the kitchen staff goeson strike, and the passengers have tocook their own meals-with hilariousresults. People who are thinking oftaking a cruise should stay tuned forthis one.5.Tonight at 9 p.m., only on channel 7,the final round of the game showQuestion Time. Twenty contestants willplay for the big prize-one milliondollars! Theyll answer questionsabout history, movies, sports, and evenmath. This is the perfect show forpeople who love facts and trivia.6.Later tonight, its Americas numberone late night talk show, TheNightShow. Tonights guests are movie starStephanie Sanchez and the rapper BCash B. People who love movies andmusic shouldnt miss it!4. Lets Listen 6.(Page 40) A: Oh, that antiques show is ontonight.1.B: I love that show. People bring inA: Oh, theyre showing that cookingtheir antique furniture and stuff.program I like on channel 5 tonight.Sometimes that old junk turns outI really love the woman on thatto be worth thousands of dollars.program.Its really amazing.B: Yeah. Shes that British chef, right?A: Actually, I think its boring. IdI really like her, too. I tried some ofrather watch something exciting,her recipes the other day. Theyrelike an action movie---or sports.really good, and none of them arethat difficult to make.2. Unit 11: CitiesA: Do you like magic shows? Theresgoing to be a great one on TV 2. Lets Listentonight! (Page 42)B: Well, honestly, I think those shows 1.are really frustrating. I hate trying I think Rio de Janeiro is one of the mostto figure out how magicians do interesting cities in South America.their tricks. The nightlife is great. They have greatA: Thats too bad. So, I guess you musicians, so there is always gooddont want to watch that program music in the cafes. Crime is a problem,with me. though, so you have to be careful.B: No. Definitely not.2.Sydney is one of my favorite cities3.in Australia. There are some greatA: Are you going to watch the bigbuildings there, like the famous operatennis tournament on TV Saturdayhouse. The only problem is theafternoon? It looks like its going toweather. Spring and fall are okay, butbe a good match.the summer is too hot for me.B: I know, but I dont really enjoytennis on TV Id rather play tennis 3.than watch it. Montreal is a nice city to visit, butdont go in the winter. Its much too4.cold! The rest of the year is great.A: I see theres an interestingThere are plenty of clubs, restaurants,documentary about Australianand other places to go at night.wildlife on TV tomorrow. Letswatch it. 4.B: Okay. I love nature shows. I One of my favorite cities in Asia isthink the photography is amazing. Hong Kong. It used to be a BritishI mean, they can follow a tiny colony, so it has a fascinating mixtureinsect all around-even when its of Chinese and Western culture. Onunderground! the down side, the pollution has gottenpretty bad. Sometimes the air is really5. dirty.A: Hey, that travel show is on tonight.You know the one-they follow 5.this guy on his vacation, and hes When I went to Hawaii, I spent thealways camping in dirty, cheap first few days in Honolulu. Everythingplaces. Its very interesting. was really expensive there, especiallyB: Actually, that doesnt sound very in the restaurants. Four dollars for ainteresting to me. Id rather watch soda! But the beaches were wonderful,a show about staying at an especially Waikiki Beach. The waterexpensive hotel! was so clean.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 93
  • 6.In Los Angeles, you have to driveeverywhere, and sometimes the trafficis terrible. But thats the only bad part.There are a lot of fun things to see, likeHollywood, Disneyland, and themovie studios.3. Lets Listen(Page 43)A: Hey Bob, guess what? Im going tovisit Quebec next summer. I haveto go to a friends wedding, but Ialso want to stay a while longerand do some sightseeing.B: Thats great, Dave, but do youmean the province of Quebec orQuebec City?A: I guess I mean the province. Thewedding is in Montreal, so Imgoing there first. Ill be there forabout four days. Montreal is thecapital of the province, right?B: Well, a lot of people think sobecause its the biggest city, but itsnot actually the capital. QuebecCity is the capital. But Montreal isgreat. The St. Lawrence river runsright through the middle of thecity. Its beautiful in the winter.A: Wow. And do you think I can getby in English? My French is okay,but not great. I know most peoplethere speak French, but can I alsouse English?B: Well, people speak both French andEnglish there, but youll hear Frenchmost of the time, and all of the streetsigns are in French. In fact, Montrealis the third largest French-speakingcity in the world. So youd betterpractice your French before you go.A: Oh. Thats good advice. Now, whatabout Quebec City? Im going tovisit a friend from college wholives there now. Whats it like?B: Its a beautiful city. Very old. A lotof old buildings have been nicelyrestored. Some of them were builtin the 17th and 18th centuries.Youll love it there.A: Great! I cant wait to go!4. Lets Listen(Page 44)1.I went to Mexico City for the first timelast summer, and I managed to use mySpanish every day. I mean, I still had touse my Spanish-English dictionary alot, but I was really proud of myself.The only bad experience I had therewas when someone stole my pursewhile I was having lunch in arestaurant. Next time, Ill watch mypurse more carefully.2.You wouldnt believe what happenedon my vacation to Thailand. I lost mywallet in a taxi! I thought I would neversee it again. But that evening, the taxidriver came to my hotel and gave mywallet back to me. I was so relieved!The last day I was there, though, I gotfood poisoning from some fish. Nexttime, I wont order any seafood.3.While I was in Greece last summer,I met a really nice Greek family onthe boat to the island of Corfu. Theyinvited me to spend a few days withthem at their beach house there. Whata great house! Anyway, I also wentdown to Crete. I arrived without ahotel reservation and every place Itried was full, so I had to sleep at thebus station for the first two nights.It was awful. Next time, Ill makereservations before I go.4.My trip to Hawaii this summer wasgreat. The thing I liked the most wasgoing snorkeling at a beach nearHonolulu. The water is crystal clear andfull of the most beautiful tropical fishIve ever seen. Ill never forget it.Unfortunately, though, I spent too muchtime in the sun and I got the worstsunburn of my life. I had to go to thedoctor to get something for it. Nextsummer, Ill use suntan lotion every day.5.I really enjoyed my visit to London.I wish I could have stayed there for amonth instead of just for a week. Thething I really enjoyed was the Britishtheater. I went almost every night andsaw some really famous actors.Unfortunately, I didnt realize howexpensive London can be. I ran out ofmoney after a week, so I had to comehome. Im bringing a lot more moneyfor my next trip.6.I just came back from a vacation inTokyo. I did just about everything-Ieven went to Tokyo Disneyland. In fact,I had such a good time there that I wentback again the next day. One thing Ididnt realize, however, was how cold. Tokyo can be in the winter. I didnt takeenough warm clothing with me and Icaught a terrible cold. If I ever go backthere, Im going to take a sweater.Unit 12: Urban Life2. Lets Listen(Page 46)1.It used to take me about an hour to getin from the airport, but now it takesme more than two hours. Theres somuch traffic these days.2.There used to be some really goodstores downtown. But lots of themmoved out to the mall. Nowdowntown looks pretty deserted.3.The city council has done a great job inproviding places for young people togo in their free time. There are lots ofbaseball fields and public parks in thecity now.4.There are more jobs for young peoplethan there used to be. You see lots ofcompanies advertising to train young,inexperienced workers.5.I dont eat out much anymore becausethere arent any interesting places nearmy apartment. Theyve all closeddown. Its really too bad.6.They built the new highway over therea couple of years ago. We used to hearthe cars and trucks all day and night.But then they planted trees along theside of the road to form a sound barrier.Now its nice and quiet. And pretty, too.3. Lets Listen(Page 47)1.There are hardly any trees downtownnow. They cut down a lot of trees whenthey built new stores. Its not as greenanymore.2.My school still looks the same as ever.Its hardly changed, except now theresno fence around it. I think it looks nicerwithout it.94 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 3.Remember that building with all thewindows on King Street? They tore itdown and theyre going to redevelopthe site. Its probably for the best.4.We do all our shopping at the newoutdoor market near our house. Thereused to be a supermarket there, but itwasnt very good, so some people gottogether and started the outdoormarket. Everyone loves it. In fact, itsvery crowded there on the weekends.5.There never used to be industry in myhometown. People used to enjoy thebeautiful scenery. Now no one comesbecause of all the factories and traffic.6.The most popular place in town forkids used to be the disco. But thatsgone now. Now most of the kids justhang out on the corner.4. Lets Listen(Page 48)1.A: I just love living here. The bestthing is that I never have anytrouble finding things to buy. Thereare some great bookstores aroundhere, and I love just going there foran hour or so to see whats on sale.B: Yeah. Thats nice.A: We do need some betterrestaurants, though. There are toomany fast food places. They shouldopen a place that serves reallygood seafood. Id love that.B: Me, too.2.A: The only thing I dont like aboutmy city is the mall. Everything istoo expensive there. They shouldhave a few cheap stores, too.B: What about downtown? Is thereanything to do there?A: Oh, sure. There are at least a dozengreat places to eat downtown.Theres Chinese food, sushi, andeven a Greek place.B: Wow, thats great.3.A: I think the city council does a greatjob of keeping the streets clean.There isnt a lot of trash all overthe place.B: That is nice.A: But we could use more green space.They should build a few more parksdowntown.B: Thats a good idea.4.A: This city is so boring at night.Nothing ever happens. They shouldreally open some clubs or discos.B: Youre right about that.A: On the other hand, I love thattheres almost no crime. You canwalk anywhere, even at night, andfeel completely safe.B: Yeah, I know what you mean.5.A: The traffic in this city is pretty bad.Some of the streets are just toonarrow. They should definitelybuild some big, new highways.B: What about the publictransportation?A: Its great, actually. The subwaytrains are clean and fast, and theyrun all the time. I just wish I livednear a station!6.A: You know what makes this town sogood? Its such a healthy place tolive. The air quality is good. I guessthats because there are no factoriesaround here.B: Yeah. Youre probably right.A: But, of course, no factories meansno jobs. It can be very difficult tofind work around here. Theyshould bring more businesses here.B: Thats true.Unit 13: Special Days2. Lets Listen(Page 50)1.Its on December 25th. Well, for manypeople its a family day. We decoratea tree with lights and everyoneexchanges presents under the tree. Kidsare excited because they think SantaClaus brings them their presents. Wealso have special songs that we sing.2.Its a day in April when people playfunny jokes or tricks on each other.3.Its on the second Sunday in May.Most children give their mom flowersor a gift to thank her for all shesdone for them. In some families shegets breakfast in bed or shes takenout for dinner.4.Its on the evening of December 31st.Lots of people have parties that startlate and go on until long after midnight.5.This is a day in the spring when adultscelebrate kids and share special timeswith them. Sometimes the children getspecial gifts. In some countries kids aregiven free admission to museums andamusement parks.6.This is October 31st. Children wearscary costumes and visit theirneighbors and ask for candy.3. Lets Listen(Page 51)1.Well, I always have a quiet birthday athome with my husband, George. Hetakes over the kitchen for the day andbakes a nice cake for me. I prefer thatto going out to a restaurant.2.I usually invite my classmates to go outand party with me. About 10 of us gettogether. We start out at a restaurant,and then we go dancing or something.Last year we went to six different clubsin one night. It was wild! Its the onetime a year when my parents dontcare if I stay out late.3.My two children always take me out toa restaurant for dinner. Im glad theydo that instead of spending a lot ofmoney on presents. Theyre still inschool, so they cant afford to buyexpensive gifts.4.I always celebrated my birthday whenI was younger. Id have a big partyand invite everyone I knew. SometimesId have more than 50 people at myplace. Those were the days! I dont doanything like that anymore. Since Iturned 40, Id rather not remind myselfthat Im a year older. Now I just watcha video at home and go to bed early.t: Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 95
  • 5.My parents usually let me invite allmy friends over to my house for aparty. Usually I have about 25 peopleover, without their parents. We alwayshave a lot of fun opening presents,watching videos, and singing along tothe radio-stuff like that. My parentsare great. They stay upstairs, so theywont bother us.6.My best friend usually takes me out todinner. Weve been doing this since wewere in high school, and its pretty fun.She pays for the meal, but I dont let herbuy me a present. To tell you the truth, Ibuy myself a present! That way I alwaysget something that I really want.4. Lets Listen(Page 52)1.Im a big fan of Valentines Day. Itsone of my favorite days of the year. Ilove opening and reading those cardsand trying to guess who theyre from.And last year I got a real valentine,too-you know, from someone whoreally liked me. That was so romantic!2.I dont know why people still playtricks on April Fools Day. Last yearon April first, my co-worker playeda really horrible trick on our office.He moved around all the stuff oneveryones desks, so no one could findwhat they were looking for. It was atotal waste of time.3.Christmas these days is really terrible.People spend way too much money onpresents. They should give that moneyto people who really need it, like thehomeless. Thats what I did last year. Ibought a few presents for my wife andmy kids, and then I gave the rest of myholiday money to charity.4.When I was a kid, I never likedHalloween much. It was too scary. Andnow that I have two children of myown, its even more frightening. I dontlet my children go from door to doorand ask strangers for candy. The worldis too dangerous for that. Last year, mykids just went to a party at a friendshouse, and that was fine with me.5.Christmas is a special time for me. Itsthe only time of the year that I get tosee some of my relatives. Last year, ourwhole family got together for a bigChristmas dinner. It was great. Wereall big talkers, so everyone had a funnystory to tell.6.I dont look forward to New Years Eve.Those parties are the worst. Theresway too much food, and you end upeating too much and staying up toolate, and you feel terrible the next day.And the noise! Last year, the peoplenext door had a huge, noisy party thatwent on until five in the morning!Unit 14: Fashion2. Lets Listen(Page 54)1.Oh, look at this. Typical early 60s.Thats when guys started to wear theirhair long. And girls wore their skirtsreally short. Remember the miniskirtsand boots?2.This must be the 1920s, the "RoaringTwenties." I love the dresses womenwore then-very straight and theycame down to just above the knees.And they wore their hair short andusually straight. Men lookedhandsome, too, with those widetrousers. They listened to jazz and didthese crazy dances like the Charleston.What a wild time that was!3.This is the late 60s-early 70s, of course.Look at this womans big long skirt.Its very colorful. And the guys worejeans and I-shirts with peace signs onthem! It seemed that all young peoplehad long hair.4.This must be the 1950s, when boyshad their hair slicked back and worereally bright jackets and those verytight pants. I wonder how they evergot into them-or out of them for thatmatter. The girls wore tight sweatersand wide skirts.5.o Oh, this is the late 70s or early 80s. Boththe guy and the woman have punkhairstyles and their hair is dyed thesereally wild colors. The funny thing is,some people still look this way!6.This has to be around 1910. Peopledressed very formally then. Men hadsuits with long jackets and"they usuallywore hats. The women wore longdresses and capes. Very elegant.3. Lets Listen(Page 55)1.A: I just ran into Mary. Wow! Shesreally changed!B: Really?A: Oh, yeah. She used to look reallywild. You know, with all that bighair and makeup? And that leatherjacket?B: Sure. I remember.A: Well, thats all gone. Now she wearsplain blouses, and her hair is muchneater.B: Weird. Do you know why shechanged?A: Yeah. Shes going to college now,so she wanted a different look.2.A: Bettys dressing differently thesedays.B: Oh, really?A: Yeah. I think its a change for thebetter. That blue suit she used towear wasnt so great.B: Yes, I thought the same thing.A: Now shes wearing this fantasticred suit.B: So, why the change?A: I guess her new job has a bettersalary, so she can afford to buysome new clothes.3.A: Have you seen Jerry lately?B: No. Why?A: Well, hes really changed his look.He used to have that preppy look­you know, the tan pants and shirtswith collars. And short hair.B: And now?96 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • A: Now hes got long hair, in aponytail. And he always wearsblack.B: Interesting. What made him change?A: I heard his new girlfriend askedhim to do it.4.A: Davids really changed the way helooks lately.B: Really?A: Yeah. I never thought Id see himdressing the way he does now-thetight blue jeans, the gold necklaces... Hes even wearing his shirtsunbuttoned.B: No way!A: Its true. He used to wear that suitand tie everywhere, but notanymore.B: What happened?A: I heard he broke up with hisgirlfriend.5.A: I think Karen looked a lot betterbefore she changed her look.B: Hmm. What do you mean?A: Well, first of all, she cut hergorgeous long hair. And she usedto wear those great casual pants. Ithought maybe she didnt evenown a dress!B: Thats true.A: But now she always wears anexpensive suit.B: Why did she change?A: She had to. She got a big promotionat work.6.A: Have you seen Steve Jones since hegraduated from college? He looksso different.B: Really? How?A: He wears a suit and tie every day.B: Youre kidding!A: I know. Its strange. In college, hewas always wearing his old jeansand a denim shirt. He looked sorelaxed all the time.B: What made him change?A: He found a job at a bank, so hesgot to look good for the customers.4. Lets Listen(Page 56)1.I just bought these. Do you like them?Theyre Italian, and theyre made ofgenuine leather. Theyll look great withmy new pants. Theyre so comfortableto wear. I walked around in them in thestore, so I know they wont hurt myfeet. They were a pretty good bargain,too-only $125.2.What do you think of it? I really needit for work. These days we have todress up at the office, so I cant justwear a shirt and tie. Its made of wool,so itll be nice and warm in the winter.And I like the way it buttons up thefront. It was on sale for $7S-not badfor something thats imported fromEngland.3.This is made of silk, and it was madein China. Its very light, and I love theway it feels. I was surprised that theyhad one in my size. I always havetrouble finding things that fit. Theyreusually either too long or too short, butthis one is just right. It covers my knees.I thought it was a bargain for $200.4.These will be great for the weekend.Theyre made of good, strong denim.And they were made in the U.s., so Iknow the quality is good. Thatsimportant to me-myoid pair shrankwhen I washed them, and now my legsdont fit in them. These new ones are adarker blue than I usually wear, butIm sure the color will fade after awhile. I cant believe they were only$29.9S!5.Does this look okay on me? Its not tooshort, is it? Its French and really well-made. I thought the color was great,and I have a couple of blouses that willgo perfectly with it. Its made of wool,too, so it will be very warm. It wasntcheap--$95--but I know Ill wear it allthe time.6.These will be great for tennis. Theywere pretty expensive-$llS-buttheyre Korean and look very well-made. Theyre made of real leather, ofcourse, and not just rubber. And I likethese little stripes down the side. Mytennis is really going to improve now!Unit 15: Preferences2. Lets Listen(Page 58)1.A: Do you travel a lot?B: Oh, sure.A: Which do you prefer-traveling bytrain or by plane?B: Well, the thing I like about a train isits so comfortable. You can get upand walk around. A plane is faster,sure, but getting to the airport cantake hours, and its such a hassle.2.A: Do you prefer living in a house oran apartment?B: Well, I used to live in a house. Ihad a nice yard and we had lots ofspace. But it was too much work,taking care of the yard and all that.An apartment is so much moreconvenient.3.A: Would you rather study AmericanEnglish or British English?B: Well, first of all, theyre both verysimilar, but overall I thinkAmerican English is more useful!British English does sound verynice, though.4.A: Would you rather work in an officeor a department store?B: Well, I think working in a store ismore interesting. You get to seemore people. Office work gets veryboring after a while. I should know.Ive done it for years.5.A: Which would you rather learn-German or Spanish?B: Well, German is an interestinglanguage and it is useful inGermany, but Spanish is used inSpain, Central America, SouthAmerica, and even the US,Studying Spanish makes a lotmore sense for me!:g; Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 97
  • 6.A: What kind of music do you like?B: Well, I like all kinds of music, butI dont care for rock very much. Itmakes me feel old. I guess country­western is my favorite. I like thewords of the songs. They may becorny, but I like them.3. Lets Listen(Page 59)1.A: I love Mexican food. I like it hotand spicy.B: Yeah, I love it, too!A: Here. Try some of this. I thinkyoure really going to like it.B: Mmm. Boy, this is delicious ...Water! Water!2.A: I guess Im going to try to get a jobin an office when I graduate. Ithink Id really enjoy office work.B: Really? I dont think Id likeworking in an office at all.3.A: You know what I like to do when Iwant to relax-lie down under atree somewhere with a good book.B: Oh, yeah? I just cant read outdoors.Usually the insects drive me crazy. Iguess Im just not the outdoor type.4.A: I guess my favorite kind of music iscountry. I like music I can sing to.B: Me, too. I like country music. Doyou like Garth Brooks?A: Oh, yeah. Hes fantastic.5.A: In the summer, I playa lot oftennis. I really love it.B: Do you? Im not good at tennis, soI hardly ever play it. I prefer agame thats not quite so active.6.A: Well, when I have free time on theweekend, I like to work on my car.B: Hey, thats great. Me, too. I justbought this old wreck. Want tocome and have a look at it onSaturday?A: Sure.4. Lets Listen(Page 60)1.I hate those group tours. You know, theguide picks you up at the hotel everyday, and you have to go and see all thesights. I prefer traveling by myself.That way, I can relax. Relaxation is veryimportant to me. I have a very stressfuljob, and this is my only chance all yearto lie on the beach and do nothing.2.When I go out to eat, I want to havea nice conversation, and I dont liketo be disturbed. Thats why I preferquiet places. I hate those loud, trendyplaces. They play loud music in thebackground, and theyre full of loudpeople. You have to shout so theperson youre with can hear you. Itsreally annoying!3.I prefer staying at one of those smallplaces, because I think the service isbetter. The people at the front deskremember your name, and thehousekeeping people are really nice.Its like staying in someones home.I dont like those big tourist hotels.They might have more facilities, like agym, or a swimming pool, or a golfcourse, but it doesnt matter to me.What I care about is service.4.I dont know how people can standliving downtown. Its too noisy, youcan never find parking, and itsdangerous, too. No, I prefer living inthe suburbs, for a lot of reasons. Forone thing, I like to have a lot of space.Thats a big thing for me. I need at leasta couple of bedrooms. And I also liketo have friendly neighbors around me.5.A small one is great, especially if youlive in a small apartment like I do.Thats what I prefer-a small one I canpick up and carry. Big ones are toohard to take care of. And some of themare very noisy, too. You shouldnt havethose big ones unless you are livingout in the country, where they can runaround and get plenty of exercise.6.If I could choose what I do, Id preferhelping people. Thats really what Imlooking for in a position. I know that alot of people are mainly interested inmaking a lot of money, but I really. dont think Id like that kind of work.Making a lot of money just isnt thatimportant to me. Id rather dosomething that is good for everyoneand not just myself.Unit 16: Phone Messages2. Lets Listen(Page 62)1.Hey, George. This is Tim calling. I justwanted to say how happy I was tohear about your promotion. Thatsgreat news. You really deserve it.2.Hi, Terry. Its Paula. I am so sorry Iwasnt able to come to your party. Iheard it was really fun. Unfortunately,I came down with food poisoning andI just couldnt make it.3.Hello, this is the library calling forMrs. Graham. This is just to remindyou that several books you haveborrowed are overdue.4.This is Mr. Kent from St. AlbansSchool. Im calling for Tracys parents.Unfortunately, she has been absentfrom school again. Could you pleasecall me back to clarify the situation?5.Hey, its Wendy. Its Andreas birthdayon Friday. I was thinking maybe wecould organize a surprise party for her.What do you think?6.David, this is Rosie. How are you?Are you doing anything on Saturday?Theres a great jazz group in town.I know youre into jazz, so I thoughtyou might like to go.3. Lets Listen(Page 63)1.Rob, this is Louise calling. Its 2:30. Yousaid youd meet me at 1:30 in front ofthe restaurant. Well, Im not waitingany longer. And please dont bothercalling me again.98 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 2.This is Mr. Norris from the carpet store.Im afraid that we tried to get the stainout of your carpet but we havent beensuccessful. Dry cleaning hasnt helped,so unfortunately there isnt anythingmore we can do about it. Would yoube able to come in and get your carpetthis week?3.Paul, this is Anne. Its 8 p.m., and Imstill tied up at the office, so I dontthink Ill be able to join you for dinner.I feel really bad about it, but welldefinitely have dinner tomorrow night.Promise! Bye.4.This is Mr. Grant, in apartment 1201,calling for Mrs. West. Im afraid I hada slight accident in the parking lot anddid some damage to your car. Imreally sorry about it, but Im sure thatmy insurance company will pay for therepairs. Please give me a call when youget in. You can reach me at 555-4026.5.Hi, Donna. This is Judy Petersoncalling. Youll never guess where I am!Im at the airport with Don and thekids. All five of us are here this time.Isnt that great? Hope youve still gotroom for us! Well be at your place bysix oclock. Dont worry about dinner.We can just send out for some pizza­our treat!6.Hello, Im calling the Burtons. This isMrs. Brown, from across the street.Your dog got into my garden todayand destroyed half my flowers. Id sayits going to cost about $250 to replacethem. Not to mention my time andeffort. Call me as soon as you get thismessage. The number is 916-5741.4. Lets Listen(Page 64)1.A: Hello, Computer Technologies.B: Hello, could I speak to PamelaGordon, please?A: Im sorry. Shes at a meeting rightnow and wont be back until thisafternoon. Can I take a message?B: Yes, this is Ken Morita calling, fromIsland Travel.A: Is that M-O-R-I-T-A?B: Thats right. Ken Morita.A: Got it. And can I have yourtelephone number, please?B: Sure. Its 834-5627.A: 5-6-2-7.B: Right again. Can you tell her thatthe time of her flight on Thursdayhas changed?A: All right...flight time has changed...B: Yes, her flight on Thursday nowleaves at 10:30, not 9:45.A: Okay. Ill pass along the message.2.A: Good afternoon. First NationalBank.B: Yes, is Jane Taylor there please?A: Im sorry, shes at lunch right now.B: Could I leave a message for her?A: Yes,of course.B: This is Brian from the bookstore.A: All right. Can I have your phonenumber?B: Its 477-3316.A: 477-3316.B: Thats right. Please tell her that thebook she ordered is in today, andshe can pick it up anytime.A: Okay, Brian. Got it. Ill give her themessage just as soon as she getsback from lunch.B: Thank you.3.A: Hello. Chicago Language Center.B: Yes, can I speak to Mr. Garcia,please?A: Hes teaching a class right now.Would you like to leave a message?B: Sure, my name is Jeff Leigh. Im inhis 7:30 Spanish class, but I cantmake it tonight.A: Hold on. Is that spelled L-E-E?B: Actually, its L-E-I-G-H.A: Ah, I see.B: And my number is 627-6082.A: Is that 627-6082?B: Right. Anyway, I cant come toSpanish class tonight because I haveto work late on a big project. Canyou tell that to Mr.Garcia, please?A: Sure.B: Thanks.4.A: Hello. Bennys Cafe.B: Hi. Is Benny there?A: No, he just stepped out to the bank.B: Oh. Could you give him a message,please?A: Sure.B: This is Rosie Brown from Pet World.A: Did you say Pet World?B: Thats right. And Im Rosie Brown.The number here is 867-5309.A: 867-5309.B: Right. He was talking aboutbringing his dog in for a shampooand haircut. Please tell him he cancome on Saturday morning, around11 oclock.A: Okay. Come on Saturday morning,11 a.m., shampoo and haircut.Thats for Bennys dog, and not forBenny, right?B: Correct.A: Ill tell him as soon as he gets backfrom the bank.B: Thanks a lot.Unit 17: Past Events2. Lets Listen(Page 66)1.My boss invited me to his birthdayparty on Saturday night.2.I thought Id better take him a nicebirthday present, so I bought him areally nice tie.3.When I got to the party, my bosss wifemet me at the door and invited meinside.4.Then I went in. All my friends fromwork were there.5.I heard my bosss voice behind me ashe came out of the kitchen.6.I turned around to say hello, and guesswhat? He was wearing exactly thesame tie as the one I had bought him!3. Lets Listen(Page 57)1.Some friends and I were in theelevator going up to my apartmentwhen suddenly the elevator stoppedbetween floors and wouldnt move.~ Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 99
  • 2. kids were screaming and crying. It B: Well, Ive been to Hawaii a coupleI went to the airport to pick up my only lasted for 10 minutes, but those of times and I always enjoy it. Butboss. I was so nervous that I wasnt 10 minutes felt like an hour! I dont Ive never been to the Philippines.paying attention to what I was doing. know how the pilot got the airplane I think that would be fun for aWhen I got to my car, I realized I had out of that storm, but he finally did. change.left my briefcase on the floor in the And the rest of the flight was perfect.2.arrival terminal. Gee, with my boss3. A: If you like snow, we could bookthere and all ... I felt so stupid.All I wanted was to get the newspaper. you at a ski resort. We have some3. You know how some hotels leave it in great vacation packages if you likeI was in bed in the hotel half asleep front of your door? Anyway, I stepped skiing. Or, for a warmer vacation,when suddenly I smelled smoke. Then out of the room to get it, but the door we can arrange a jungle trip to theI heard the fire alarm. shut behind me. I tried to open it, but Malaysian National Forest. Its veryit was locked. And my key was inside popular.4. the room! I was wearing just my B: Well, Ive just bought some new skiI wanted to go sailing, but just as I pajamas! Luckily for me, someone equipment and Im dying to try it.arrived at the lake, a storm broke out from housekeeping came by and she I have to say that Im not too keenand it started to rain. It wasnt a very had a key. on the jungle trip. I just hate allstrong storm, but it was much too cold those insects.for sailing. 4.We were staying in this hotel in 3.5. Thailand when there was a fire. I was A: Id like to do something reallyI was driving down Pleasant Street so scared when I heard the fire alarm different for my vacation this year.yesterday. I was singing along with a go off! I got out of the hotel as quickly B: Well, here are a couple ofsong on the radio and probably wasnt as I could. The hotel was badly possibilities. How about a trippaying as much attention as I should damaged, and some people lost their down the Nile River? Egypt ishave been. All of a sudden, a dog ran clothes and money. In the end, though, wonderful this time of year. Orout in front of my car. I couldnt we were lucky. No guests or staff maybe youd like to spend a weekbelieve my eyes! members were injured. in the Australian outback.6. 5. A: Hmm. They both soundinteresting, but I guess Id preferLast weekend, I went out on a date I was out shopping with a friend and Ithe Australian trip. The Nile Riverwith this beautiful woman from my saw some kids selling raffle tickets tohistory class. We were at this really nice raise money for a charity. It was for a might be just a little too exciting.restaurant, and when the bill came, really good cause, so I bought a ticket. 4.I realized that my wallet was missing. I didnt think much more about it. ButA: Id like to do something excitingI guess it fell out when we took a taxi in the end, I won first prize! It was athis vacation. I dont want to justto the restaurant. I didnt know what good prize, too-a weekend trip forlie around on a beach.to do! The bill was really high! two to Las Vegas!B: How about white-water rafting6. down the Colorado River? It takes4. Lets Listen I was at a restaurant with my wife you right through the Grand(Page 68) when this famous rock star sat down Canyon. Thats really exciting. Or1. at the table next to us. I couldnt we could send you on a 10-dayIt was a pretty bad snowstorm and the believe it! I wanted to ask him for his African safari. Thats also veryroads werent in very good condition. I autograph, but my wife said I should popular.guess I was driving a little too fast and let the man have his dinner in peace. A: The safari trip would be greatI went into a skid. I couldnt control In the end, when my wife was in the sometime, but I only have onethe car at all! I went off the side of the rest room, I asked the waitress if she week. I think Ill go for the Grandroad and into the snow. Luckily the car would ask the rock star to sign my Canyon trip.wasnt damaged and I wasnt hurt, but menu. And believe it or not, he did!5.I couldnt get the car to move. I justA: We have a couple of trips youhad to stay in the car and wait. Finally,after about half an hour someone in a Unit 18: Vacations might be interested in. One is ourSoutheast Asian trip. You go tobig truck came by and pulled me out.2. Lets Listen Thailand, Singapore, and Indonesia.2. (Page 70) The other is our tour of China.Yeah, it was pretty scary. We ran into a 1. B: China! Ive never been there. I hearbad storm and the plane was really A: Well, if you like the beach, the sun, its fascinating. Ive already been tobumped around. The passengers were and the surf, you might consider Thailand and Indonesia, so I thinkpretty scared, and of course all the Id like to visit China this time.our Hawaiian vacation package. Orwe can also arrange a trip to abeach resort in the Philippines.100 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 6.A: Let me tell you about a couple oftrips that might interest you. Wehave a two-week tour of Europe.Its a bus trip. You travel in nice,comfortable motor coaches. Thenwe also have a train trip acrossRussia.B: Oh, I love trains. And Ive neverbeen to Russia. Im not too fond ofbus trips. I get sick in cars andbuses.3. Lets Listen(Page 71)l.Im so excited about my trip to Asia.Ive never been there before. First, Imflying to Singapore from the U.S. Ill bespending three days there, because Ihear that theres a lot to see and do. Illalso be spending three days in Seoul.I hear the nightlife there is great. Thenwe go from there to Hong Kong. Implanning to do lots of shopping there,so I hope two days is enough time tobuy everything I need. I would reallylove to go to Beijing for a few days.But, unfortunately, this tour doesnt gothere. After Hong Kong, well end upin Thailand for five days. So I guess Iwont be able to get to Tokyo orMalaysia on this trip. Oh, well. I haveto save a few places to visit on my nextvacation.2.Well,our trip starts off in London. Wevegot a week there. We will also take thebus up to Oxford for two days to seefriends. We also wanted to get to seeCambridge--I hear its beautiful-butwe wont have time this trip. Anyway,then we head to France. We have fivedays in Paris, which will give us timeto see all of those museums. I wish wewere going to spend a few days inGermany, too, but this trip doesntinclude it. But, we do go to Switzerlandfor three days. Im really lookingforward to that. Then we end up inItaly for the last five days of the tour.3.We start off in Los Angeles. Weregoing to stay there for three days,because we want to hit the beach andsee the sights. Were not going to goto San Francisco this time, becauseweve been there before. Then wereoff to Denver to visit my sister. Weregoing to stay there for a week. I hopethats enough time, because I haventseen her since last Christmas, and wehave so much to talk about. We werethinking of going to Chicago after that,but we just dont have time, so itsstraight on to Washington, D.c., andNew York. Weve got two days inWashington and three in New York.Wed really love to get up to Boston fora couple of days, but it probably wonthappen. Maybe next time.4. Lets Listen(Page 72)l.After graduation, Im going to flyto Europe and spend a couple ofweeks traveling on my own. Ill be inGermany and France, mostly. Thereare so many things I want to see anddo: museums, restaurants, clubs, cafes,all that stuff. I know my parents worryabout me traveling alone, but I justprefer it that way. I guess its because Iwant to be free. On those group tours,everything is planned for you.2.Im taking a trip to New Zealand. Ihear its really quiet down there, andthe people are really friendly. I want togo to small towns that dont get a lotof tourists. Then I can just check intoa cheap hotel and do my own thing.Im really looking forward to this trip.I guess its because I need to gosomewhere quiet. The city where I liveis very noisy, and the people are rude.3.When Im in London, I want to seeas many plays and concerts as I can. Ialso want to go to all the big museumsand art galleries there. Im going to godancing as often as I can, too. Basically,I want to see and do everything! Ireally want to make the most of theweek Ill be there. I guess its becauseI need some excitement. My life hasbeen so boring this year.4.Im going to go to Thailand this winter.I dont want to spend any time inBangkok because Ive been therebefore. This time, I just want to relaxon a nice, quiet beach. I can swim andsnorkel every day if I want to, but Idont have to do anything. I just wantto relax. I guess its because Ive beenso busy at work recently.5.Im spending a month in Mexico.Its going to be great. I dont wantto spend any time in Mexico City,though. There are too many touriststhere. Instead, I want to go to oneof those small, old colonial towns. Iguess its because I want to practicemy Spanish. I studied the language forthree years in college, and I think Illget to use it a lot more in a small town.6.My friend and I are going to Australia.Its perfect for us because Australia hasa lot of cheap hotels for backpackers.Theyre great places to meet youngpeople and travelers from all over theworld. Im really excited about thistrip. I guess its because the beachesare great there. I heard the east coast ofAustralia has some of the best surfingin the world.Unit 19: The News2. Lets Listen(Page 74)l.The stock market in New York sufferedheavy losses today. U.S. exportsdeclined for the third month in a row.2.Fifteen people were injured in acollision between a tourist bus and atruck on highway 27 this morning.3.Police are investigating the theft of adiamond necklace worth $30,000. Thenecklace was stolen from the SerinaDepartment store on Saturday.4.Over 25,000 people turned out lastnight at Flushing Meadows to watchthe finals of the U.S. Open tennistournament.5.Seventy-five thousand fans of singerElton John were disappointed lastnight. His free outdoor concert atCentral Park had to be postponedbecause of heavy rain.6.A severe storm caused traffic to cometo a stop on all major highways. Theairport was forced to close down mostof the morning.~ Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 101
  • 3. Lets Listen(Page 75)1.A fire destroyed the famous PresidentHotel last night. Fire fighters helped allthe hotel guests escape safely from thebuilding, although some people losttheir clothes and luggage. Firefighterssay the fire probably started in a guestroom, possibly because a guest fellasleep while smoking.2.Government health officials haveclosed down Ocean Gardens, a well­known local seafood restaurant. Morethan 10 people came down with foodpoisoning after eating at the restaurantlast week. The officials say that theproblem was probably caused by thewater in the restaurants fish tanks.3.A group of Japanese students wasrescued yesterday after being strandedfor 10 days in the Australian outback.The trouble started after a vehicle thestudents were traveling in broke down.Their radio wasnt working, either, sothe students had to survive by eatingsnakes, insects, and berries. Luckily, thestudents are all in good health.4.Rock singer Jimmy Wild didnt arrivefor his concert last night, disappointingover 80,000 fans. A representative ofthe singer said that he was sick and theconcert would be rescheduled for nextmonth. No one knows exactly whatJimmy Wilds illness was, but sourcessay he probably had a sore throat.5.Coast Guard boats are searching for afishing boat with a crew of four, whichhas been missing for two days. Shortlyafter the boat left land, it ran into a verybad storm and sent out a message forhelp. The Coast Guard thinks that theboat probably sank during the storm.6.And this just in. Bai Yun, the giantpanda at the city zoo, has finally givenbirth to twin cubs. Zoo officials aredelighted at this event, since pandasare very rarely born in zoos. Right now,the baby pandas are very small-aboutthe size of a mouse.4. Lets Listen(Page 76)1.As a result of the heavy rain over theweekend, city officials fear there maybe a flood. Many people living nearthe river have had to leave theirhomes. Over 30 families are nowhomeless. Most of them are stayingwith friends and relatives. Volunteersworked throughout the weekend toplace sandbags along the river.2.Over 20,000 people so far havevisited the national museum to seethe collection of works by the popularColombian artist Botero. That is thelargest number of visitors the galleryhas had for several years. This is thefirst time that Boteros work has beenshown in this area, and the collectionincludes some of his best-knownpaintings and sculptures.3.Several hundred people are fleeingtheir homes in California because of aforest fire burning out of control only afew kilometers away. The fire beganfive days ago. Hot weather, wind, anda very dry summer are helping the firespread very quickly. Firefighters havecome from as far away as Alaska tohelp put out the flames.4.A customs official at Kennedy Airportwas very surprised yesterday when hechecked the baggage of a passengerand found over 50 live snakes, some ofthem very poisonous. The governmentbelieves that the passenger wasplanning to sell the snakes in the U.S.illegally. They would have been worthup to 51,000 each. A few snakes escapedfrom the suitcases, but airport officialssay that all of them were caught withinan hour.5.A protest by over 5,000 farmers causedmajor traffic jams downtown yesterdaymorning. The farmers were in front ofthe Federal Building to demand lowertaxes on meat and agriculturalproducts. They say that the high taxesmake it difficult to earn enough moneyfor their families. Later in the day,government representatives promisedto study their demands.6..A spokesperson for two of thecountrys largest airlines-NorthernAirlines and Air International-hasannounced that the two airlines arediscussing a possible merger for nextyear. If the merger goes ahead and thetwo companies combine, it could bebad news for travelers. Many businessexperts think that the new.companywould raise ticket prices.Unit 20: Opinions2. Lets Listen(Page 78)1.I think its a great way for peopleto develop pride in their country. Itcan make people feel good aboutthemselves and their team, and I thinkthats a very positive thing.2.Well, the problem with it is that itdoesnt help develop a country. Itbrings in a lot of money, sure, but themoney stays in the hands of a verysmall group of people.3.I dont mind them, because many ofthem are really very entertaining. Also,you get to know what new things areavailable.4.I cant see anything useful in it. Its justa huge waste of money. I mean, canyou see any point in trying to find outif theres life out there?5.Well, if anyone is crazy enough to tryit, let them. Who in their right mindwould want to jump off a high bridgewith just a rope tied around their legs?6.Well, they are great company,especially for people who live alone.Having one helps you relax, and I readsomewhere that it can even lower yourblood pressure.3. Lets Listen(Page 79)1.A: Well, space exploration is prettyexpensive, but I think its worth it.B: Why is that?102 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • A: Well, thats how we learn moreabout the universe we live in.Thats pretty important, isnt it?2.A: There are way too manycommercials on TV these days.They really make me mad.B: Oh yeah? Whys that?A: Because they always interrupt myfavorite TV programs. Some ofthose commercials are really long!3.A: I think the Olympic Games aregreat. I cant wait for the next ones.B: Really? Why?A: Well, they encourage an interest insports. They also help bring aboutbetter international understanding.We need more of that.4.A: Every city needs lotteries, I think.B: Why do you think that?A: Well, because they can raise moneyfor the city. Theyre a much betterway of raising money than taxes.5.A: Well, action movies might be fun,but I dont think they are reallygood for young people.B: Really? Why do you say that?A: Because they are way too violent. Inever let my kids watch them.6.A: If you ask me, people in this cityshouldnt be allowed to have thosebig dogs.B: Howcome?A: Because most apartments are toosmall for a big dog. They donthave anywhere to play.4. Lets Listen(Page 80)1.A: I think more attention should begiven to studying foreignlanguages at school. Dont you?B: Sure. Absolutely. I think studentsshould be required to learnSpanish. Its easy to learn, and itwill help them get better jobs.2.A: I think lawyers have the best jobsin the world. What do you think?B: Im not sure I agree. Its true thatlawyers make a lot of money, butthey also have to work really hard.3.A: The programs on TV these days arethe worst. Even with 100 channels tochoose from, everything is terrible.B: Youre right about that. I think itsbecause most TV programs arewritten for teenagers. Theresnothing for older people to enjoy.4.A: Have you used the bus lately?Its awful!B: I know. The last time I took thebus, I had to wait for an hour for itto come. And the driver was reallyrude!5.A: Do you ever use the Internet to buythings? Ive started using it lately,and I love it. How about you?B: Well, I dont know. Id rather shopat stores. Shopping on the Internetis fast, but I like to try things onbefore I buy them.6.A: Im telling you, this rainy weatheris driving me crazy. I hate it!B: I understand how you feel, but Imactually glad its finally beenraining recently. You see, its reallygood for my garden.Unit 21: Famous People2. Lets Listen(Page 82)1.A: Hey, Lisa, are you free Thursdaynight? Some friends and I are goingto see the new Halle Berry movie.B: Oh, I didnt know she had a newone. Shes so beautiful. Didnt shewin a bunch of beauty pageantswhen she was younger?A: Yeah,she did. And shes so talented,too. Shes the first African Americanwoman to win the Academy Awardfor Best Actress.2.A: Tony! Hows it going?B: Not bad. Ive been reading aboutGandhi.A: Oh, yeah? He helped India becomeindependent, right?B: Right. Its interesting stuff. Heinspired so many people. But didyou know he started out as alawyer?A: No, I had no idea. So when did hebecome such an important leaderin India?B: Not until he was in his 40s.A: Thats amazing.3.A: You look tired today, Nick.B: I know. I was up all night readingthe new Stephen King novel.A: Hes the one who writes thosehorror stories, right?B: Thats right.A: And havent they made a lot of hisbooks into movies?B: Yeah, like Carrie and The Shining.Theyre really good, and the booksare even better. And really scary,too. This new book is giving menightmares!4.A: Hows it going, Amy?B: All right. Im writing a researchpaper on Leonardo da Vinci, so Ivebeen spending a lot of time in thelibrary.A: Oh yeah, I know him. Isnt he thatguy who painted the Mona Lisa?B: Right. He also did a lot of othergreat paintings. And he was ascientist and an inventor, too!5.A: Hey, Josh! Is that a Bob Marleyposter?B: Yeah. Do you like his music?A: I sure do. He made reggae musicfamous all over the world. I lovethat song of his called "No WomanNo Cry." Have you heard that one?B: Yeah. Ive got a great version of iton this concert video. Do you wantto watch it some time?B: Yeah! That was really exciting.,f; Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 103
  • 6.A: Hey, [en, do you know where AlbertEinstein was from? I need it for thiscrossword puzzle Im doing.B: Well, hes from Germany, originally.Thats where he discovered theTheory of Relativity. It completelychanged the study of physics.A: Yeah, I know. I just thought he wasAmerican.B: No, but he lived in the UnitedStates for a long time. He taughtscience at Princeton University.3. Lets Listen(Page 83)A: Good evening and welcome totonights edition of Legendary Lives.Our subject this evening is JamesDean, actor and hero for the youngpeople of his time. Edward Murrayis the author of a new biography ofDean. Good evening, Edward.B: Hello, Tina.A: Edward, tell us what you knowabout Deans early life.B: He was born in Indiana in 1931,but his parents moved to Californiawhen he was five. He wasnt therelong, though, because his motherpassed away just four years later.Jimmys father sent him back toIndiana after that to live with hisaunt and uncle. He was prettyactive there. He played baseballand basketball, rode horses, andplayed ice hockey. He used to ridehis motorcycle all over the farmersfields, speeding and chasing cows.A: So, how did he get into acting?B: Well, first, he acted in school playsat his high school, where he won adrama award. He also won art andsports awards in high school, anda speech contest, too. He went tocollege in California and thatswhen he got seriously into acting.He did modeling for advertisementsand appeared in some TV shows. In1951, he moved to New York to domore stage acting. In fact, he wonan award as "Most PromisingNewcomer" for 1954.A: Well, when did the movie careerreally start, then?B: 1955. His first starring role was inEast of Eden. It was fabulous. JamesDean became a huge success. Butthe movie that really made himfamous was his second one, RebelWithout a Cause. That was aboutteenagers who felt like they didntfit into society.A: So, how many more movies did hemake?B: Just one more. Then he died in thatcar crash in California, in 1955. Heloved driving fast. In fact, he wasdriving his Porsche on his way totake part in a car race when he died.A: What a tragedy. He only madethree movies, so what made himthe legend he still is today?B: Well, I guess his looks, his actingability, his short life and maybe thetype of character he played in hismovies. Many young people sawhim as a symbol of American youth.4. Lets Listen(Page 84)Nelson Mandela, the first Africanpresident of South Africa, was bornin 1918. Both his elementary and highschool education took place at schoolsrun by a church. His father was anassistant to an important African chief,and as a young boy, Nelson oftenhelped his father. While he listenedto people telling the chief about theirproblems, Mandela decided he wantedto become a lawyer so that he couldhelp his people with their struggle forfreedom.After high school, he studied for abachelors degree in law. In 1942, hestarted his political life by joining anorganization called the ANC. "ANC"stands for African National Congress.Over the next few years, he and othermembers of the organization workedhard, and the Al[C became a powerfulnational movement. It fought againstthe laws of the South Africangovernment, because these laws madelife difficult for black people. Eventhough most of the countryspopulation was black, the peoplewho ran the government and had allof the power were white. The ANCencouraged people to resist thegovernment in a peaceful and non­violent way.Mandela became deputy president ofthe ANC in 1952. He was now animportant leader of black SouthAfricans. As a lawyer, he helped poorpeople stay on the land where theylived, instead of being forced to moveto areas where the government wantedthem to live. He also fought againstlaws that said that black and whitepeople could not live in the same areasor go to the same schools.During the early 1960s, the governmentbegan watching Mandela carefully,and he was soon arrested. He wassentenced to life in prison in 1964. Hewas not released from prison until1990. Even while he was in prison, heinspired people in his own country andothers all over the world.After he was released, Mandelacontinued to try to achieve the goalshe had set almost forty years earlier. In1994, he became the first democraticallyelected State President of South Africa.He remained president until he retiredin 1999. Today, the world remembershim as South Africas best known andbest loved hero.Unit 22: Food and Nutrition2. Lets Listen(Page 86)1.I never pay attention to my diet. I eatwhatever I want. Theres nothing I likemore than a big juicy steak for dinnerand chocolate cake and ice cream fordessert. Yum!2.Im trying to cut down on cholesterol,so Ive stopped eating eggs, cheese,and red meat. Im eating a lot morefish and chicken.3.Im trying to put on weight. Everyonetells me Im too thin, so Ive startedeating a lot more meat and dairyproducts. Its great. Now I can go outas often as I want for hamburgers andmilk shakes.4.Ive got a real sweet tooth. I lovechocolate, candies, and things like that.But I know it isnt healthy, so Ivegiven all that up. Now the only sweetsI have are fruit.3. Lets Listen(Page 87)1.Well, from what youve been tellingme, Mr. Grant, it sounds like yourealready eating more vegetables. Thatsgood. But you should definitely eatless cheese. It has a lot of sodium and104 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • fat in it. That might explain why yourcholesterol level is so high.2.Im glad to hear that youve been eatingfish more often, Linda. Its much betterfor you than meat because it has a lotless fat in it. It will probably help yourhigh blood pressure, too. Now, youshould also try to eat more fresh fruit,too, especially oranges and bananas.3.Well, Chris, I think its great that youvebeen eating a lot of vegetables. I seeyouve been having fruit with everymeal, too. Thats excellent. But you sayyouve been feeling tired and weaklately, so you should eat more meat.4.Ms. Barton, Im wondering about all thebread youve been eating. I know youneed to lose weight, and sometimeseating a lot of bread makes that verydifficult. So, Id like you to eat lessbread for a few weeks. Otherwise, yourdiet seems pretty well-balanced. Youreeating meat, but not too much meat, aswell as a lot of fruit and vegetables.5.Youre right, Mr. OBrien. Youredefinitely losing too much weight. Itsprobably because you havent beeneating meat. Now, even if you dont eatmeat, you still need protein. Why dontyou try eating more eggs and cheese?Theyve got a lot of protein. Im surethat will help.6.Well, Mrs. Johnson, you said youvebeen eating a lot of candy andchocolate. I know, we all love sweetthings, but chocolate can be really badfor your skin, especially when youreunder stress. Thats probably why youhave this skin problem now. I suggestyou stop eating chocolate for a fewmonths. Instead, eat more fruit.4. Lets Listen(Page 88)Cheese is one of the worlds oldestfoods. It was made by the ancientEgyptians over 3,000 years ago. It is avaluable food, since it contains fat,vitamins, and protein. It is used bothas a food itself and in many differenttypes of cooking.There are hundreds of different typesof cheese around the world, but theyare almost always made from the samething: milk. Cheese is made fromseveral different kinds of milk,including cow, sheep, and goats milk.Most cheese in the United States ismade from cows milk. Cheese alsocontains water. A soft cheese, like Brie,contains more water than a hardcheese, like Parmesan.Cheese is produced through a processcalled "fermentation." The processof making cheese was probablydiscovered by chance. Ancient peopleused to make bags using the skin froman animals stomach. When they usedthese skin bags to carry milk, bacteriafrom the animals skin reacted with themilk to begin the fermentation. Theresult is cheese.Today, cheese making is a veryscientific process. First, the milk usedin cheese is pasteurized, which meansthat it is heated to remove all bacteria.Then, specially cultivated bacteria,called "cultures," are added to themilk. The milk is kept fairly warmduring this period to help the culturesgrow. As they grow, the bacteriacultures sometimes release bubbles ofcarbon dioxide. These bubbles helpmake the holes in Swiss cheese.Next, as the milk ripens, it forms asolid substance. This substance iscalled "curd." The curd is removed,and the water is drained from it. Thecurd forms the basis of the cheese andmay be treated in different ways.Finally, once it is matured and dried,the cheese is ready to eat.Unit 23: Predicaments2. Lets Listen(Page 90)1.A: You know, Im in an embarrassingsituation. Ive got a house gueststaying with me. Hes been here awhile and I dont know when hesgoing to leave. Do you think Ishould ask him?B: Yes, I would if I were you.2.A: One of my best friends borrowed$5.00 from me and seems to haveforgotten to repay it. Im tooembarrassed to remind her. I dontthink its worth mentioning it, doyou?B: No, its only a small amount, isntit? But next time, make sure youdont lend her anything!3.A: This guy at work is always invitingme out. And I really cant stand him.Its so embarrassing. Do you think Ishould tell him I dont like him?B: Oh, I wouldnt. Hell get themessage eventually.4.A: You know this friend of mine isalways borrowing things from me.One week its my camera, and thenext week its my stereo. And shealways forgets to return them. Doyou think I should refuse to lendher anything else?B: I certainly wouldnt lend heranything.5.A: Oh, guess what? My friend invitedme to his graduation party and Icompletely forgot about it. MaybeI should tell him I wasnt feelingwell.B: Yeah, thats probably the best thingto do. He would probably be prettyannoyed if he knew you just forgotit!6.A: You know I have these real niceneighbors. The only problem is,they have this dog that barkswhenever they go out. Its drivingme crazy. Do you think I shouldsay something to them about it?B: Why not? Im sure they wouldntmind.3. Lets Listen(Page 91)1.I was looking at some dishes in thedepartment store yesterday when Idropped and broke one. I thought forsure theyd ask me to pay for it, but theclerk was nice and said I didnt have to.2.I went out for dinner last night at thisItalian restaurant. When I checked thebill, they had charged me for thingsI hadnt even ordered. I talked to thewaiter about it. He apologized andsaid I didnt have to pay for the thingsI didnt order. In fact, he gave us thewhole meal for free!© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 105
  • 3.I had a date with my girlfriend last.night, but on the way there I got stuckin traffic. I got to the movie theaternearly half an hour late. She wasannoyed with me and said she doesntwant to go out with me anymore.4.A funny thing happened to meyesterday. This girl came up to me onthe street and thought I was thatfamous actor, Tom Cruise. She evenasked me for my autograph. I wasntreally sure what to do! Finally, I didntwant to disappoint her, so I wentahead and signed Tom Cruises name.I hope I did the right thing.5.When I got home on Friday, all myfriends were waiting outside myapartment building. They wanted tohave a surprise birthday party for me.Unfortunately, my apartment was amess. Can you imagine how I felt? Wehad to spend a half an hour cleaningup before we could start the party.6.There was this guy who sat behind mein class. Im sure he cheated wheneverwe had a test. He was always lookingover my shoulder. I didnt know whatto do about it. Finally, I asked theteacher if I could sit in another part ofthe classroom. I felt a lot better afterthat.4. Lets Listen(Page 92)1.A: My brother-in-law is okay, buttheres one thing he always doesthat I cant stand.B: Oh yeah?A: Every time he comes to our house,he goes straight to the refrigeratorand helps himself to something toeat. The other day he finished twosandwiches that I was planning tohave for lunch.B: Noway!A: Yeah. At first I didnt want to sayanything, but now Ive decidedthat Im going to speak to my wifeabout it.2.A: Do you know Charles, that guy inour computer class?B: Sure, I know who you mean.A: Have you noticed his breath? It canbe pretty awful sometimes. Imsurprised someone hasnt spokento him about it. But I guess its anawkward thing to mention tosomeone.B: Right. I know what you mean.A: Hey! Maybe I should send him ananonymous note about it. Thats anice way of handling it, dont youthink?B: It sounds good to me.3.A: My aunt is staying with us thisweek. My parents gave her thebedroom right next to mine, andshe snores very loudly. Itsimpossible to sleep at night.B: You mean its that loud?A: Oh, its horrible! And when I toldmy parents about it, they didnthelp me at all.B: That sounds frustrating.A: You bet it is. I guess Ill have tosleep in a different room whileshes here. That way, I wont hearthe noise.4.A: Did I tell you that Lisa borrowedsome money from me? She got in atraffic accident, and the repairs toher car were very expensive.B: How much money did you lendher?A: A thousand dollars.B: Wow! Has she paid you back yet?A: Not yet. Shes waiting for somemoney from the insurancecompany. Ill just wait until shegets it. Its no big deal. I trust her.5.A: My cousin is acting weird thesedays. Hes depressed, and he talksto himself all the time. He probablyneeds to see someone about it.Maybe a psychologist or something.B: You sound pretty worried.A: I am. Im going to talk to his parentsabout it. I dont think theyre awareof the problem because they dontsee him very often.6.A: Do you know that when I got homefrom work today, that guy nextdoor had parked his car in myparking space again?B: Really? I thought everyone wassupposed to park in their ownparking space.A: They are. You know, I hate havingproblems with my neighbors, butthis is the third or fourth time thishas happened. Im going to call thebuilding manager and ask him todo something about it.Unit 24: Global issues2. Lets Listen(Page 94)1.Well, the government has done quite abit to reduce air pollution. Its certainlybetter than it used to be. Now we haveto do something about water pollution,which is still pretty bad.2.Crime is a growing problem in thecountry right now. Sometimes itsbecause people are unemployed. Ithink what we really have to do isreduce unemployment. That shouldhelp the crime problem.3.The subway and bus service hasdefinitely got to improve. But, thegovernment should really focus onimproving conditions for people in thecities. So many people need betterplaces to live and the problem isgetting worse.4.Unemployment is not as big a problemas it used to be, but most of the newjobs are for unskilled workers. We needto spend more on education so that wehave a better-educated labor force.5.These days there are enough jobs foralmost everybody who wants to work.But getting to work is another story.We need better highways and a newsubway system, to make it easier forpeople to get to work.6.There has been a decrease in deathsfrom most common diseases.Unfortunately, AIDS is a growingproblem, especially in the cities.106 Expanding Tactics for Listening / Student Book Tapescript © Oxford University Press. Permission granted to reproduce for instructional use.
  • 3. Lets Listen(Page 95)1.I grew up around here, and the riverhas always been really polluted.Industries were dumping all sorts ofchemicals and waste into the water, sothe river really smelled bad. Youwouldnt even think of swimming there.Well, I decided to do something aboutit. My neighbors and I wrote a letter tothe mayor asking him to force theseindustries to clean up the river. I reallyhope the government listens to us.2.Over the last few years weve beenhaving much hotter summers andwarmer winters. When I was a kidhere, we used to have a lot of fluffy,white snow on Christmas. Now wedont get that. And there hasnt beenmuch rain for a couple of years. Iguess this is the effect of that globalwarming I keep hearing about in thenews. Thats why weve decided tomove to Chicago. Theres plenty ofsnow and rain up there!3.When did the world get so crazy?Thats what Id like to know. For years,I thought everything was fine. Now allI read about in the newspaper iscountries fighting each other, anddropping bombs, and explosions, andterrible things like that. You knowwhat I did about it? I stopped readingthe newspaper. Now, whenever I wantto read something, I just pick up one ofthose sports magazines. No bad newsin there!4.Its almost impossible to get across thecity in less than an hour and a halfduring rush hour. There are too manycars and vehicles on the roads. Thereare only two freeways, and they justcant handle the traffic. The only thingthat moves quickly in this city is thesubway. Thats why I took anapartment right next to the subwaystation.5.One of the biggest problems we face isgarbage. Where can we put it all? In thepast, everything used to get buried ingiant landfills, but in many countriestoday, the landfills are full and there isno room to start new ones. Thats why Istarted recycling my garbage. I do itevery week. Its really the only solution..6.In the future, everyone will have tolive in giant high-rise buildings if theywant to live in cities. These newbuildings might be a hundred storiestall, or more. If cities keep gettingbigger, the only way they can expandis upward. I cant stand crowded citiesmyself. Thats why I moved to a smalltown in the country.4. Lets Listen(Page 96)In developing countries, more andmore people are moving from thecountry to the cities in order to findwork. This is because, in manycountries, it is often no longer possibleto make a living as a farmer. The resultof this movement is the development ofwhat are sometimes called"megacities." These are huge cities withpopulations of up to 15 million people.People who move to megacitiesusually believe that cities have manybenefits to offer. They believe thatthere are more jobs available, and thatsalaries are much higher than they arein the countryside. They think therewill be a lot of new, affordable housingto choose from. And of course, thesepeople are attracted to the exciting,glamorous image of the big city thatthey have seen on television and inmovies. They even expect to livelonger and healthier lives in cities,because the health care is better there.But, in reality, life in these megacitiesis not always as good as people hope.Jobs are often difficult to find becausemany of the people who move to thecities have little education and few jobskills. As a result, there is a huge supplyof unskilled workers to choose from, sosalaries are very low. Housing can alsobe a problem. Many people end up inhuge, crowded slums on the outskirtsof these cities. And their families maybecome sick because, even though thehealth care is better in the cities, it isalso much more expensive.The growing population of megacitiescauses many other problems for citygovernments. Air pollution increases,for example, as does crime. Getting ridof garbage is extremely difficult. Thereis not much space available for publicparks and gardens. And as these citiescontinue to grow, these problems willbecome even more difficult.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Student Book Tapescript 107
  • The tests included in this Teachers Book are designedfor midterm and final evaluation of students masteryof the Student Book. (Unit tests are available separatelyin Expanding Tactics for Listening Test Booklet.) The testsmay be given in a language laboratory or in a regularclassroom with a CD player, and they are easilyadministered to large or small groups of students.Teachers may use the tests to assign grades or to identifyareas in which students need additional assistance.This section of the Teachers Book includes photocopiablestudent test sheets, an answer key, and tapescripts of thetests. A CD on the inside back cover of the Teachers Bookcontains the recordings needed to administer the tests.The Midterm Test covers Units 1-12, and the Final Testcovers Units 13-24. The test items are based on thelistening activities presented in the Student Book. Toassess students speaking ability, teachers may use theinterviews, role plays, and other speaking activities inthe Over to You sections of the Student Book.The TestsThe Midterm and Final Test are each worth a total of100 points. This format was chosen to make it easier forteachers of large classes to administer and score theirstudents tests. Each test is divided into four sections:1. LetsListenThis section has 10 items worth 3 points each. Foreach item, students listen to a short conversation ormonologue. Students decide whether the statementprinted on their test sheet is true or false, and thencheck the correct answer on the sheet. This sectionmeasures a range of abilities including listening forgist, attitudes, and key words.2. LetsListenThis section has 5 items worth 3 points each. For eachitem, students listen to a short conversation as they look attwo similar pictures on their test sheet. Students then puta check by the picture that best matches the content of theconversation. This section measures students ability tolisten for gist and details, as well as their mastery of thevocabulary words introduced in the Student Book.3. LetsListenThis section has 5 items worth 3 points each. For eachitem, students listen to a short conversation or mono­logue. Students read the question printed on their testsheet and circle the best answer. This section measuresstudents ability to listen for details.4. Lets ListenThis section has 20 items worth 2 points each. For eachitem, students listen to a question or statement and readthe two possible responses printed on their test sheet.Students choose the best response to the question orstatement they heard. This section measures studentsability to listen to everyday conversations and respondappropriately.TimingThe Midterm Test and Final Test are each about 10minutes long. Actual administration time, includingset-up and collection of materials at the end of the test,may run 20 minutes longer.Giving the TestBefore the students arrive, teachers should photocopy testsheets for themselves and all of their students. When theclass has started, teachers distribute the test sheets andhave students write their names and the date on them.Teachers then read aloud the instructions for the firstsection and play the CD. (They may wish to play eachrecording twice.) Before playing each of the remainingsections, teachers should go over the instructions andmake sure students understand them.When the test is finished, teachers collect the test sheetsfrom the class. They should check to make sure theyreceive one test sheet from each student and that eachtest sheet has the correct name written on it.ScoringTeachers write the students total scores in the spaceprovided at the beginning of each test. Space is alsoprovided at the end of each section to write the studentsscores for that section. The point value of each section isalso indicated on the test sheets. A scale of 100 points isused to make it easy to convert the scores to grades.Teachers may wish to go over the test in class so thatstudents can see their errors and review any difficultareas. The test results can help teachers determine whereadditional practice is needed. When assigning grades, itis most beneficial to use the test results in conjunctionwith other types of assessment, such as the speakingactivities in the Over to You sections of the Student Book.© Oxford University Press. Permission granted to reproduce for instructional use. Test Instructions 109
  • Name: _ Date: _1. Lets ListenAre these statements true or false? Listen and check (1) the correct answer.True False1. Maria has worked at a summer camp before. 0 o2. The man is explaining how to use the laser printer. 0 o3. The speakers are praising Anne. 0 o4. The landlord agrees to do something for the woman. 0 o5. The woman is giving an opinion about TV. 0 o6. Tina doesnt like to shop at Sallys Shoe Store. 0 o7. The man suggests a vacation for Bill. 0 o8. The speakers agree about the car repair shop. 0 o9. The man likes his new apartment. 0 o10. Rose accepts the mans invitation. 0 oom3 points for eachcorrect answer2. Lets ListenWhich picture best matches each conversation? Listen and check (1) the correct picture.1.a. b.110 Expanding Tactics for Listening/ Midterm Test © Oxford University Press. Permission granted to reproduce for instructional use.
  • 2.a. b.3. I1;;.-".n:;;i~f;"-;::< :-.~a. b.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Midterm Test 111
  • 4.a. b.5./a. b.om3 points for eachcorrect answer112 Expanding Tactics for Listening / Midterm Test © Oxford University Press. Permission granted to reproduce for instructional use.
  • 3. Lets ListenListen and circle the correct answer.1. What kind of program did the men watch?a. newsb. sitcomc. sports2. What kind of housing does the woman need?a. a house in the city with no yardb. a house in the suburbs with a big yardc. a downtown apartment3. Whats the best way to describe the man?a. rudeb. caringc. intelligent4. Lets ListenListen. Circle the best response.1. a. Yeah. He never tells the truth.b. Yeah. Hes always helping people.2. a. No, I dont think so.b. Nice to meet you, too.3. a. Yeah. I like it, too.b. I know. They should build new highways.4. a. Really? Thats my favorite American city.b. I didnt realize French was so important.5. a. Yes, did you hear about the big fire?b. Yeah, Im going to enjoy this.6. a. Yes, its fun to make your own clothes.b. Yeah, but dont use too much soap.7. a. The reception is very bad.b. Ill get someone to fix it right away.8. a. No.. I used to exercise, but I got too busy.b. It was pretty good.9. a. Its very spicy.b. You need rice, fish, and seaweed.10. a. No, I havent.b. Sorry, Ive made other plans,© Oxford University Press. Permission granted to reproduce for instructional use.4. What does the man dislike about the store?a. qualityb. locationc. service5. What are the speakers talking about?a. familyb. workc. a vacationom3 points for eachcorrect answer11. a. The service was terrible.b. No, I used to go there.12. a. Yeah, I agree. Hes very honest.b. Yes, I think hes very strict, too.13. a. Boy, was that boring!b. Yes, I think we are.14. a. Yes, I worked at a restaurant last year.b. No, thanks. Im not hungry now.15. a. Yeah, I know. Hes not very patient.b. Yeah, hes really caring.16. a. Thanks. Id love to.b. I started to watch it, but I had to go out.17. a. Thats why she acts the way she does.b. Yeah, she looks great. She really lost weight!18. a. I agree. The food there is great.b. Yeah, theyre terrible.19. a. Its a great place for shopping.b. Yes, I like it a lot.Dim20. a. Four. 2 points for eachb. Not yet. correct answerExpanding Tactics for Listening / Midterm Test 113
  • Name: _ Date: _1. Lets ListenAre these statements true or false? Listen and check (.I) the correct answer.True False1. The woman was injured in a hotel fire.2. The women like the way Betty looks.3. The men agree about smoking in public.4. The doctor is talking about something the patient should do.5. Something has been done to improve public transportation.6. The speakers prefer different kinds of English.7. The news report says seventy Korean students died at sea.8. Ms. Burton sounds apologetic.9. The speaker kept the wallet.10. The man will remind his friend that he owes him money.2. Lets ListenD DD DD DD DD DD DD DD DD D omD D 3 points for eachcorrect answerWhich picture best matches each conversation? Listen and check (.I) the correct picture.1.a.114 Expanding Tactics for ListeningI Final Testb.© Oxford University Press. Permission granted to reproduce for instructional use.
  • 2.a. b.3.a. b.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics forListening / Final Test 115
  • 4.a. b.Phone Number.eturned Will callyour call 0 again 0Please Came incalibackQ CITelephoned_oR_tE_~_1) AAsN...;......;..."__CoME ~. CALL ~A."r ,:005.VNtU... 7:;..::O;..;:0:r-:~~_iWill callagain 0Came ineturnedyour call 01..,.,.,.....,...,,.=~Pleasecall back Q [)a. b.om3 points for eachcorrectanswer116 Expanding Tactics for Listening I Final Test © Oxford University Press. Permission granted to reproduce for instructional use.
  • 3. Lets ListenListen and circle the correct answer.1. What kind of news report is this?a. crimeb. politicsc. business2. What does the woman eat?a. ice creamb. pizzac. chocolate3. What is the most serious issue right now?a. educationb. crimec. unemployment4. Lets ListenListen. Circle the best response.1. a. Really? I think its a useful language.b. I dont need any. Thank you, anyway.2. a. Yeah, the president had the flu today.b. My friend never returns things.3. a. Really? Its too spicy for me.b. Ive done it for years.4. a. Were you frightened?b. You must have been embarrassed.5. a. Really? I dont agree with you.b. Yeah, that was a great show.6. a. Its the vegetable group.b. She said to eat more vegetables.7. a. Ive never been to Spain.b. Italian is my favorite.8. a. Ill.be waiting for you outside.b. Hes out of the office right now.9. a. It might be on Sunday.b. It was a great success.10. a. It was Leonardo Da Vinci.b. Its my favorite painting.4. What famous person is the speaker talking about?a. a political leaderb. an actorc. a scientist5. What is the last place the woman is going to visit?a. Italyb. Francec. Germanyom3 points for eachcorrect answer11. a. Yes, hes a very caring person.b. Yes, the beaches were fantastic.12. a. Yeah, he paid it back with interest.b. Yeah, leant stand to get close to him.13. a. I dont agree with you.b. I dont know. Its a serious issue.14. a. Yeah, they were so cute.b. Yeah, she looks great.15. a. I disagree. My moms a terrible driver.b. Yeah, Im really going to enjoy this.16. a. I hope you feel better.b. Me, too. I prefer studying inside.17. a. Sure. Please tell him Bill called.b. Im sorry, hes not in.18. a. Im putting you on an exercise program.b. Yes, Ive been eating more vegetables.19. a. Oh, I wouldnt. Hell get the message.b. No, Im sure he wouldnt mind.20. a. No, theyre already done. 0112 points for eachb. No, they havent.correct answer© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Final Test 117
  • Midterm Test (Units 1-12) Final Test (Units 13-24)1. Lets Listen 1. Lets Listen(3 points each) (3 points each)1. False 6. True 1. False 6. False2. True 7. True 2. True 7. False3. False 8. True 3. True 8. True4. True 9. False 4. True 9. False5. True 10. False 5. True 10. False2. Lets Listen 2. Lets Listen(3 points each) (3 points each)1. a 2. b 3. a 4. b 5. a 1. a 2. b 3. a 4. b 5. b3. Lets Listen 3. Lets Listen(3 points each) (3 points each)1. c 2. b 3. b 4. c 5. a 1. c 2. c 3. a 4. a 5. b4. Lets Listen 4. Lets Listen(2 points each) (2 points each)1. b 11. a 1. a 11. b2. a 12. a 2. a 12. b3. b 13. b 3. a 13. b4. a 14. a 4. b 14. a5. a 15. a 5. a 15. a6. b 16. a 6. b 16. b7. b 17. b 7. b 17. a8. a 18. a 8. b 18. b9. b 19. a 9. a 19. a10. b 20. a 10. a 20. b118 Test Answer Key
  • Midterm Test1. Lets Listen1.A: Have you ever worked at asummer camp before, Maria?B: No, I havent, but I love children.2.A: You need to put new paper in thelaser printer every day. That wayitll keep printing.B: Sure, Mr. Smith. Ill remember that.3.A: Anne never has a good word to sayabout anyone.B: I know. She criticizes people all thetime. It really makes me mad.A: Me, too.4.A: Hello, Mr. Brown? This is SuePark in apartment number 3.The refrigerator isnt working.It doesnt keep things cold.B: Well, Ive been meaning to replacethat refrigerator. Ill get you a newone this week.5.A: Have you seen that new show,Crime City?B: I never watch that stuff. I thinktheres too much crime andviolence on TV these days. Itsterrible for children.6.A: Hey, Tina, theres a sale at SallysShoe Store. Do you want to takea look?B: No, thanks. I cant stand that place.The salespeople are really rude.7.A: Where should I go on vacation thisspring?B: Well, if I were you, Bill, Id go toNew York. You can walk aroundCentral Park and look at all theflowers.8.A: Im not ever going to that carrepair shop at the mall again.The service was terrible.B: Youre right. And the mechanicsthere arent very good.9.A: Hows your new apartment, Bob?B: Not good. Its too small, and therent is more expensive than my oldplace. And theres no parking.10.A: Rose, would you like to go out forsome pizza on Saturday night?B: Sorry. Ive made other plans alreadyMaybe next time, though.2. Lets Listen1.A: Whats your hometown like,Wendy?B: The scenery is beautiful. A fewyears ago, some people wantedto add some big, ugly storesdowntown, but they didnt haveenough money So its still niceand quiet.2.A: Tell me about your new boyfriend.B: Well, hes tall and really handsome.He usually wears a suit and a tie,and he looks great. I love a well-dressed man!3.A: Hows your apartment?B: Its awful. The carpet is old andstained, and the door is falling off.I cant even close it. And thewindow is broken, too.4.A: Did you get a part-time job, Lee?B: Yeah. Im doing some computerwork for one of my professors. Itsgreat. I can work on my computerat home.5.A: Hey, Suzy, a friend of mine ishaving a barbecue on Saturday.Would you like to come?B: Sure. That sounds like fun.A: Great. Its at six oclock. Oh, sinceits outside, dress casually.3. Lets Listen1.A: Did you watch the game last night?B: Yeah. It was pretty exciting, wasntit? Especially after it startedsnowing. The players must havebeen really cold!2.A: I heard youre looking for a newplace.B: Yeah. Im working at home now, soa downtown apartment doesntreally make sense. Ive got two dogsand two kids, so Id like a place inthe suburbs with a big yard.3.A: Sarah, you look tired. Why dontyou take my seat? I can stand. Youlook like you really need to get offyour feet.B: Thanks!4.A: Where did you buy your jeans?B: At the Metro Clothes store. But Idont shop there any more. Thestaff is really rude.A: Thats true.5.A: So, how is everyone at home?B: Theyre all fine. My sister justgraduated from medical school.And my brother moved toAustralia.4. Lets Listen1. Pats very caring, isnt he?2. Havent we met somewhere?3. The traffic in this city is really bad.4. Im thinking about visiting Bostonnext summer.5. Did you watch the news today?6. Bill, is it okay to wash these shirts?7. I think the faucet in the bathroomis broken.8. Do you belong to a health club?9. How do you make sushi?Test Tapescript 119
  • 10. How about going out for coffeeafter class?11. What was the new Italianrestaurant like?12. Our boss always tells the truth. Youcan believe anything he says.13. Hi! Arent we in the same Englishclass?14. Do you have any experienceworking in a restaurant?15. Tony gets angry very easily.16. Hey, Mary, are you interested ingoing to the car show on Saturday?17. Have you seen Sandra lately?18. I think San Francisco has the bestrestaurants.19. Whats Hong Kong like?20. How many languages do youspeak?Final Test1. Lets Listen1.A: I was staying in a hotel in LosAngeles when it caught on fire!B: Were you okay?A: Yeah, I was. As soon as I heard thealarm, I ran out as fast as I could.The other guests got out safely, too.2.A: Bettys got great fashion sense. Shesalways wearing a trendy new outfit.B: I know. I love her shoes andjewelry, too.3.A: I think smoking in public is terrible.Smokers make the air dirty foreveryone.B: I know what you mean. I reallyhate the smell of smoke.4.A: Now that youre pregnant, Mrs.Berry, Id like you to start eatingplenty of meat, dairy, andvegetables. Oh, and drink plentyof water, too.B: Okay, doctor. Ill start doing that.5.A: The new bus service has made abig difference. It used to take mean hour to get to work, but now itonly takes me fifteen minutes.B: Me, too. Its great, isnt it?6.A: Which would you rather study,British English or AmericanEnglish?B: Well, I plan on studying in theUnited States, so American Englishis better for me.A: Thats what I think, too.7.Seventeen Korean students wererescued from a tourist boat that sankoff the coast of Thailand. No oneseems to have been hurt. The studentsare now resting at home.8.This is Ms. Burton from the drycleaners. We tried to get the stain outof your sweater, but unfortunately, wehavent been able to. Would you beable to come in and pick up yoursweater this week?9.I was taking the bus to the airport, andI felt something in the seat when I satdown. It was a wallet with about $500in it! Of course, I didnt keep it. I gave itto the police when I got to the airport.10.A: You know, David owes me almost$200. Do you think I should askhim for it?B: I wouldnt mention it to him, Brian.Hes going to pay you back. Hejust got 51,000 from his rich uncle.A: Youre right. I wont mention itto him.2. Lets Listen1.A: What kind of music do you like,Jack?B: Rock and roll, man! I love thatstuff. Especially when its reallyloud and crazy.2.A: You should see Jerry now. Hesreally changed since he got a newjob downtown.B: Really? What does he look likenow?A: His hair is much shorter. And healways wears a suit and tie.3.A: Whats your favorite holiday, Jill?B: Definitely Halloween. When I wasa kid, I loved wearing a costumeand asking my neighbors for candy.I always dressed up as a clown.4.A: You look sad, Rob.B: Well, I was supposed to meet mygirlfriend at the movies last night,but she didnt come. I waited foran hour, and then I just went homealone.5.A: Hello.B: Hello. Is Julie Smith there?A: Sorry, she just stepped out. May Itake a message?B: Yes. This is Jane at Computer Tech.Could you tell her that the laserprinter she ordered has come in?A: Ill tell her. What time are you openuntil tonight?B: Until seven oclock.A: Okay. Ill give her the message.3. Lets Listen1.The Tokyo stock market reportedheavy losses for the second day thisweek. However, Korean exports forthis month increased.2.Im trying to cut down on fat, so Imnot eating hamburgers and pizza. Idont eat ice cream anymore, either.But I have a real sweet tooth-Imeating more and more chocolate!3.Unemployment is not as big a problemas it used to be. Neither is crime. Buteducation has to be improved if wewant a better workforce.120 Test Tapescript
  • 4.He was assassinated when he wasonly 46. He was the 35th presidentof the United States. Before that, hewas a senator. His wifes name wasJacqueline.5.Im so excited about my trip to Europe.Im flying to England, and then Ill goto Scotland. From Scotland, Ill fly toItaly. Well end up in France for a week.I really wanted to go to Germany, butIll have to go there on my next trip.4. Lets Listen1. I think studying French is a wasteof time. I hate it.2. Did you hear the news today?3. I love Thai food.4. I turned around at the party, andmy friend was wearing the exactsame dress as mine!5. I dont think that competitivesports are good for children.6. What advice did the doctor giveyou?7. Which do you prefer, Mexican orItalian food?8. Hello. Is Barney Yamamoto there?9. Do you know when the next jazzconcert is?10. Who painted the Mona Lisa?11. Have you been to Hawaii?12. Tom has really bad breath.13. What can we do about globalwarming?14. Remember the boots and miniskirtsfrom the early 60s?15. I think women are better driversthan men.16. I cant study outdoors. The insectsdrive me crazy.17. Would you like to leave a message?18. Im glad youve been watchingyour diet more closely.19. Do you think I should tell Harrythat I dont like him?20. Have they done anything about thepollution in Bangkok?Test Tapescript 121
  • The Expanding Tactics for Listening worksheets aredesigned to provide extra speaking practice based onthe material introduced in the Student Book. Theseactivities help students actively use the language theyhave learned from the recordings. In addition, thestudents will improve their ability to listen and respondto real, non-recorded voices.The worksheet activities require minimal preparation.Worksheets are simply photocopied, cut as directed, anddistributed to the students. The step-by-step instructionshelp teachers explain, organize, and run the activitiesquickly and clearly. Teachers can control how long eachactivity lasts by setting time limits; most activities canrun as short as 15 minutes or as long as 45 minutes.The InstructionsThe instructions for each unit appear on the pagesfollowing this introduction. Before class, teachers maywant to make an additional copy of the worksheet forthemselves, so that they can quickly refer to both theinstructions and the worksheet while teaching.Each set of instructions begins by stating the purposeof each activity; whether students will participate asindividuals, in pairs, or in groups; and the materialsrequired. The Preparation section helps teachersexplain the activity to their students. It also suggests apre-activity that will activate students backgroundknowledge and get them excited about the worksheetactivity. The Presentation section then leads teachersthrough the activity step by step. The instructions arewritten with less experienced teachers in mind. Moreexperienced teachers may wish to use their ownpre-activities or supplement the worksheets withopen-ended discussion.The WorksheetsEach photocopiable worksheet is used by eitherindividual students, pairs, the whole class, or smallgroups of three to five people. (The instructions indicatehow to use each worksheet.) Worksheets designed forpairs often contain information-gap activities. It isimportant for teachers to make sure that the studentsdo not look at their partners worksheets when doingthese activities. It may be helpful to have students sitback-to-back while doing these activities.These worksheets provide controlled speaking practicein the classroom. In most cases, the activities cannot becompleted as homework and are not suitable for testingor grading purposes. When evaluating the studentsspeaking ability, it may be better for teachers to use theactivities in the Over to You sections of the Student Book.Teachers may also wish to consider using the optionalactivities described in the Teachers Book lesson plans.122 Worksheet Instructions
  • Worksheet 1: Small TalkPurposeTo practice making small talkParticipationGroups of three or four, pairsMaterialsMake one copy of the worksheet for each student.PreparationPut the students into groups of three or four. Give oneworksheet to each student. Read the headings at the topof each list aloud and have the students repeat after you.Answer any questions about vocabulary.Write the headings on the board. Elicit a few examplesof greetings and small-talk questions, e.g., I havent seenyou in years! Write these expressions on the board.Explain to the students that they will complete the listson their worksheets with similar expressions. Read theinstructions. Answer any questions about how to dothe activity.PresentationSet a time limit and have the students begin working.To maximize interaction, allow only one student in eachgroup to write on the list. When time is up, elicit answersfrom the class. Write any new vocabulary on the board.~lf:4jPreparationPut the students into pairs. Have the students look at thefirst illustration on their worksheets. Read the captionaloud as the students repeat after you. Ask them, Whatdo you think theyaregoing to say? Elicit some ideas fromthe class. (Possible answers: Arent you my brother?;HaventI met you before?) Explain to the students that theconversation can begin with a greeting from Task 1.Explain to the students that they will choose one of thepictures and role-playa small-talk conversation thatmatches the picture. Read the instructions together.Make sure everyone knows to use the greetings andquestions from Task 1.PresentationGive the students a few minutes to choose a picture andpractice their role play. As the students practice, goaround the classroom and remind the students to usethe expressions from Task 1.When time is up, have each pair perform their role playfor another pair. Go around the classroom, writing downany mistakes you hear. Do not correct the students asthey perform. When everyone is finished, write the mostcommon mistakes on the board. (Do not say who madethe mistakes.) Elicit corrections from the class.Worksheet 2: Part-Time JobsPurposeTo practice talking about part-time jobsParticipationWhole classMaterialsMake one copy of the worksheet for each student.PreparationWrite on the board in big, clear letters, What part-time jobshaveyou had? Whatdid you haveto do in those jobs? Writean example response beneath the questions. The exampleshould be detailed, e.g., Pizza delivery person / Deliver 20pizzasa day. Then elicit other detailed responses from theclass. Write the responses on the board.Give one worksheet to each student. Explain to thestudents that they will complete the chart withinformation about part-time jobs they have had orwould like to have.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart individually. Wheneveryone is ready, elicit a few answers from the students.Write any new vocabulary items on the board.PreparationExplain to the students that they will ask one anotherabout part-time jobs in order to complete the chart at thebottom of the page. Have the students write the names offour part-time jobs in the blanks under the heading Job.Explain to the students that they will find people whohave had these jobs and write their names in the chart.Have a pair of students read the example conversationaloud. Make sure everyone knows how to completethe chart.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students move around theclassroom, asking one another Have you everbeen a... ?Tell the students that they can ask each person aboutone job only. When time is up, have the studentscompare answers in pairs. If time permits, find outwhich part-time jobs are most common.Worksheet Instructions 123
  • Worksheet 3: Successful BusinessesPurposeTo practice talking about successful businessesParticipationPairsMaterialsMake one copy of the worksheet for each student.PreparationPut the students into pairs. Give one worksheet to eachstudent.Elicit a few kinds of businesses, e.g., restaurant, healthclub, supermarket. Then elicit something that makes eachkind of business successful, e.g., delicious food.Explain to the students that they will complete the chartat the top of the worksheet with similar information.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Allow only onestudent in each pair to write in the chart. Have each paircompare answers with another pair.PreparationExplain to the students that they will write about abusiness that they like. Read aloud the example text.Elicit two reasons why the person likes the restaurant.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin writing individually. Goaround the classroom, helping with vocabulary.PreparationPut the students into pairs. Explain to the students thatthey will take turns reading their description from Task2 aloud. Students should listen and think of threefollow-up questions they can ask their partner.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students read their descriptions and askeach other the follow-up questions they wrote on theirworksheets.If time permits, have the students form small groupsand tell their group members what they learned abouttheir partners favorite business.124 Worksheet InstructionsWorksheet 4,: Gadgets and MachinesPurposeTo practice describing gadgetsParticipationPairs, whole class, groups of threeMaterialsMake one copy of the worksheet for each student.PreparationTell the students to think of a gadget they like, e.g., cellphone. Elicit a few gadgets and write their names on theboard. Then elicit words that describe each of thegadgets, e.g., small, metal, antenna. Write these words onthe board.Put the students into pairs. Give one worksheet to eachstudent. Explain to the students that they will take turnsdescribing a gadget they like. Students should write thewords their partner uses on the list.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. When everyone isfinished, elicit a few gadgets and descriptions from theclass. Write any new vocabulary words on the board.PreparationHave the students look at the chart. Explain to thestudents that they will ask four classmates to describe agadget they like. Students should write their classmatesanswers in the chart.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students move around the classroom andinterview one another.~~JPreparationDivide the students into groups of three. Explain to thestudents that they will read their descriptions from Task2 aloud and try to guess which gadgets their groupmembers are describing.Read the instructions. Answer any questions about howto do the activity.PresentationHave the groups begin working. When everyone isfinished, have a few students read a description aloudwhile the class guesses the gadget being described.
  • Worksheet 5: Character TraitsPurposeTo practice talking about personalitiesParticipationGroups of threeMaterialsMake one copy of the worksheet for each group. Cut theworksheets as directed.PreparationPut the students into groups of three. Give each groupthe top portion of the worksheet and a set of cards.Have the students in each group divide the cards evenlyamong themselves. Make sure the students do not lookat one anothers cards.Have the students read the words in the box. Answerany questions about vocabulary. Explain to the studentsthat the same words are printed on their cards. Thestudents will take turns demonstrating those words andguessing the word being demonstrated. If the studentsare not sure how to demonstrate the words, have themlook at the pictures on the worksheet.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin demonstrating and guessing. Goaround the classroom, helping as needed. When everyoneis finished, have individual students demonstrate wordsfor the entire class... }~ .rIm1IElJPreparationExplain to the students that they will choose a wordfrom the worksheet that describes them well and telltheir group members about it. Have a student read theexample aloud.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, helping as needed. Encourage the students togive extra information and to ask follow-up questions.Worksheet 6: CookingPurposeTo practice describing foodParticipationWhole classMaterialsMake one copy of the worksheet for each student.PreparationHave a few students tell you the name of their favoritefood. Write their responses on the board. Elicit theingredients each of their favorites is made from andhow it is prepared, e.g., boiled, baked, fried, rolled. Thenelicit whether each one is sweet, sour, salty, spicy, orbitter. Write this information on the board.Give one worksheet to each student. Have the studentsread the questions in the form. Make sure everyoneunderstands how to answer each question. Explain tothe students that they will fill in the form with answersabout their favorite food.Read the instructions. Answer any questions about howto do the activity.PresentationSet a short time limit (l or 2 minutes) and have thestudents fill in the form individually.PreparationHave the students stand up. Explain to the students thatthey will interview four classmates about their favoritefood. Ask them what questions they will ask. (Answer:the same questions they answered in Task 1.) Make sureeveryone knows how to complete the chart with theanswers they hear.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin interviewing one another. Makesure the students are communicating in English and notsimply copying from one anothers worksheets. If timepermits, when everyone is finished, have the studentscompare answers in small groups.Worksheet Instructions 125
  • Worksheet 7: HousingPurposeTo practice giving advice about housingParticipationPairsMaterialsMake one copy of the worksheet for each student.PreparationPut the students into pairs and have them sit back toback. Give one worksheet to each student. Explain to thestudents that they will take turns asking each other whatthey like to do in their free time. Students should fill inthe blanks with their partners answers.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.If students cannot think of activities they like, askquestions, e.g., What do you like to do on a Saturday night?When time is up, have the students turn around andcompare worksheets.mtffJPreparationHave the students look at the pictures at the bottom ofthe worksheet. For each picture, ask the class, What doyou think helikes to do in theevening? What does helike todoon weekends?Explain to the students that they will use the informationfrom Task 1 to suggest a kind of housing for their partner.Elicit as many kinds of housing as possible and writethem on the board, e.g., a studio apartment downtown,a little house in thecountry, yourparents house, and so on.Have a student read the example aloud.Read the instructions. Answer any questions about howto do the activity.PresentationGive the students a few moments to decide what kindof housing that is best for their partner. If students havetrouble deciding, have them choose from the list ofhousing options on the board. When everyone is ready,have the students tell their partners what kind of housingthey suggest and why. Encourage the students to giveextra information and to ask follow-up questions.Worksheet 8:, Apartment ProblemsPurposeTo practice talking about apartment problemsParticipationPairsMaterialsMake one copy of the Student A worksheet (p. 142) andone copy of the Student B worksheet (p. 143) for eachpair of students.PreparationElicit some common apartment problems from the class,e.g., theroof leaks, therefrigerator is broken, and so on. Writetheir responses on the board. Draw a simple picture onthe board that illustrates one of these problems and havethe students guess which problem you are illustrating. Iftime and class size permit, have a few students come tothe board and draw similar pictures.Put the students into pairs and have them sit back toback. Give one copy of the Student A worksheet and theStudent B worksheet to each pair. Make sure the studentsdo not look at each others worksheets.Have the students look at the picture of the apartment.Explain to the students that they will take turnsdescribing the apartment problems they see. Studentsshould write the problems they hear in the chart at thebottom of the worksheet.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, helping with vocabulary as needed. Wheneveryone is finished, have the students turn around andcompare worksheets. If time permits, have the pairsdiscuss what they would do to solve each problem.ANSWERSStudent As apartment1. The carpet is stained.2. The sofa is old/worn out.3. The refrigerator is broken.4. The faucet/sink leaks.5. The window is broken.Student Bs apartment1. The curtains are stained.2. The TV has poor reception.3. The roof leaks.4. The clock is broken.5. The light switch is broken.126 Worksheet Instructions
  • Worksheet 9: FriendshipPurposeTo practice describing friendsParticipationWhole class, pairsMaterialsMake one copy of the worksheet for each student.Il&tIUjPreparationWrite the following conversation on the board:A: What qualities do you think areimportant in a friend?B: I think..., ..., and...areimportant.Have a student read the conversation with you, makingsure you read the part of speaker B. Then switch roles.Help the student name three important qualities. Have afew pairs of students read the conversation aloud. Writethe qualities they mention on the board.Give one worksheet to each student. Explain to thestudents that they will complete the chart with qualitiesthey think are important in a friend. Students should alsogive an example of something a person who has eachquality does, e.g., an honest person tells the truth.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart.mt.m.C..j~fj.. ";t.;PreparationHave the students look at the chart for Task 2. Explainto the students that they will ask five classmates whatqualities they think are important in a friend.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students interview one another.PreparationPut the students into pairs. Explain to the students thatthey will tell their partner about the answers they heardin Task 2.Read the instructions, Answer any questions about howto do the activity.PresentationHave the students begin telling each other the answersthey heard in Task 2. Encourage the students to giveextra information and ask follow-up questions.Worksheet 10: TelevisionPurposeTo talk about why people watch TVParticipationGroups of three or four, pairsMaterialsMake one copy of the worksheet for each student.PreparationWrite the headings TV and Radio on the board. Ask a fewstudents whether they prefer to watch TV or to listen tothe radio, and why. Write the reasons they give under thecorrect heading.Put the students into groups of three or four. Give oneworksheet to each student. Explain to the students thatthey will complete the chart in Task 1 with reasons whyTV is better than the radio or why the radio is betterthan TV.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. When everyone isfinished, elicit some reasons from each group. Write anynew vocabulary on the board.PreparationPut the students into pairs. Explain to the students thatthey will compare the reasons they wrote in Task I,decide whether they prefer TV or the radio, and writethe main reason why. Have a student read the exampleparagraph aloud.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.Go around the classroom, helping as needed.fm1t!J;PreparationPut the students into groups of three. Explain to thestudents that they will compare their answers fromTask 2.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Encourage them togive extra information and ask follow-up questions.When everyone is finished, find out if more peopleprefer watching TV or listening to the radio.Worksheet Instructions 127
  • Worksheet 11: CitiesPurposeTo talk about visiting different citiesParticipationWhole class, groups of four or fiveMaterialsMake one copy of the worksheet for each student.PreparationAsk a few students, What city would you like to visit?Write their answers on the board. Then ask, Why wouldyou like to go there? and write their answers on the board.Finally, ask them, What would you like to do there? Writetheir answers on the board.Give one worksheet to each student. Explain to thestudents that they will complete the chart with the namesof three cities they would like to visit, the reasons why,and an activity they would like to do in each place.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart individually.PreparationHave the students look at the chart. Explain to thestudents that they will ask five classmates what city theywould like to visit, the reason why, and an activity theywould like to do in that city. Make sure everyone knowshow to complete the chart with the answers they hear.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students interview one another. Make sure thestudents look at the people they are speaking to, not atthe worksheet. Encourage the students to give extrainformation and to ask follow-up questions.PreparationPut the students into groups of four or five. Explain tothe students that they will tell their group membersabout an interesting answer they heard in Task 2.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, encouraging the group members to giveextra information and to ask follow-up questions.128 Worksheet InstructionsWorksheet 12: Urban LifePurposeTo practice talking about how cities changeParticipationPairsMaterialsMake one copy of the worksheet for each pair, Cut theworksheets as directed.PreparationPut the students into pairs and have them sit back toback. Give one half of the worksheet to each student.Make sure the students do not look at each othersworksheets.Explain to the students that they each have a picture ofa place called Boptown. One picture shows Boptowntoday, and the other shows Boptown 20 years ago. Thestudents should ask each other questions about theirpictures in order to find out how the town has changed.Have a pair of students read the example conversationaloud.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.When time is up, have the students turn around andcompare pictures. Elicit the changes to the town andwrite them on the board.POSSIBLE ANSWERS1. People used to walk everywhere. but now there arebuses and taxis.2. There used to be only a post office, a barber shop,and a grocery store, but now there are clubs andrestaurants.3. Boptown used to be clean, but now its dirty.4. The air is polluted now.5. The trees are gone now.
  • Worksheet 13: Special DaysPurposeTo practice talking about birthday celebrationsParticipationGroups of three or four, whole classMaterialsMake one copy of the worksheet for each student.""ltDPreparationAsk a few students what they would like to do on theirnext birthday. Write their responses on the board, e.g.,go dancing. Ask other students if they would also like todo the activities listed on the board, e.g., Would you liketo go dancing on your birthday? If the student answers yes,write his or her name next to the activity on the board.Put the students into groups of three or four. Give oneworksheet to each student. Explain to the students thatthey will make a list of things they would like to do ontheir birthdays.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the groups make their lists.To maximize interaction, allow only one student in eachgroup to write on the worksheet. When time is up, havea few groups read their lists aloud. Write any newvocabulary on the board.tmJf1JPreparationExplain to the students that they are going to play bingo.Draw a bingo card on the board similar to the one on theworksheet. Elicit activities that the students heard ormentioned in Task I, and write them on the bingo cardon the board. Then ask a few students, Would you liketo(activity) on your birthday? When a student answers yes,draw a large X in the corresponding square on the board.Also write that students name in the square. Tell thestudents that the first person to put an X in three squaresin a row wins.Read the instructions. Answer any questions about howto do the activity.PresentationGive the students one or two minutes to write activitiesin their bingo cards, and then have them move aroundthe classroom, asking and answering questions. Whenthere is a winner, ask that person to share his or heranswers with the class.Worksheet 14: FashionPurposeTo describe how people change the way they dressParticipationPairsMaterialsMake one copy of the worksheet for each student.PreparationPut the students into pairs. Give one worksheet to eachstudent. Tell the students to look at the two pictures ofJohnny Rebel. Ask, How has he changed the way he looks?and elicit some responses. Explain to the students thatthey will fill in the list below the pictures with waysJohnny Rebels appearance has changed.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the pairs begin working. Allowonly one student in each pair to write in the chart. Whentime is up, elicit the differences and write them on theboard.ANSWERS1. He used to wear an earring, but now he doesnt.2. He used to wear a leather jacket, but now he wears asuit jacket.3. He used to wear ripped blue jeans, but now he wearsclean pants.4. He used to wear boots, but now he wears dress shoes.5. He used to carry a guitar, but now he carries abriefcase.PreparationTell the students to close their eyes and remember howthey dressed five years ago. Elicit some details and writethem on the board.Have the students look at the list at the bottom of theworksheet. Explain to the students that they will fill in thelist with three ways they have changed how they dress.Read the instructions. Answer any questions about howto do the activity.PresentationGive the students one or two minutes to fill in the list.Go around the classroom, helping with vocabulary. Ifstudents have difficulty, ask them if they wore any ofthe items listed on the blackboard.When everyone is ready, have the students compareanswers. Encourage the students to give extrainformation and to ask follow-up questions.Worksheet Instructions 129
  • Worksheet 15: PreferencesPurposeTo practice talking about preferencesParticipationPairsMaterialsMake one copy of the worksheet for each pair.PreparationPut the students into pairs and have them sit back toback. Give one worksheet to each student. Have thestudents read the chart headings. Elicit some kinds ofclothes, food, and vacations that the students like.Write their responses on the board.Explain to the students that they will complete the tophalf of the chart with their preferences and compareanswers with their partner. Make sure everyone knowshow to complete the chart.Read the instructions. Answer any questions about howto do the activity.PresentationGive the students one or two minutes to complete theportion of the chart entitled You. When everyone isready, have the students compare answers. Studentsshould write their partners answers in the portion of thechart entitled Your partner. When everyone is finished,have the students turn around and compare charts.PreparationTell the students to look at the three illustrations onthe worksheet. Read each caption aloud and have thestudents repeat after you. Answer any questions aboutvocabulary.Explain to the students that they will choose one of thepictures and role-playa conversation that matches it.Have the students look at the first picture. Ask the class,What do you think they are saying? Elicit some ideas. Thenread the example conversation aloud with a student.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students practice their roleplays. Go around the room, helping as needed. If thestudents are having difficulty thinking of things to say,remind them to use the example conversation and thepreferences they discussed in Task 1.When time is up, have each pair perform their role playfor another pair.130 Worksheet InstructionsWorksheet 1~: Phone MessagesPurposeTo practice leaving and taking phone messagesParticipationPairsMaterialsMake one copy of the worksheet for each student.PreparationElicit the names of 10 famous people. They can be aliveor dead, from the United States or from other countries.Write the names on the board.Give one worksheet to each student. Explain to thestudents that they will complete the chart with the namesof four famous people and a message they would like togive to each one.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart individually. If anystudents have trouble thinking of names or messages,have them use the information on the board.PreparationPut the students into pairs and have them sit back toback. Make sure the students do not look at each othersworksheets.Have the students look at the names and messages intheir chart from Task 1. Explain to the students that theywill role-play phone conversations with their partner inwhich they leave these messages. (To help set up theactivity, you may want to have the students imaginethat their partner is a receptionist for the famous peoplein their chart.) Students should write the messages theyhear in the forms printed on their worksheets.Tell the students that they should greet their partner,ask for one of the famous people in their chart, leave amessage, and say good-bye. If necessary, role-playa shortconversation with a student as an example. (Be sure tocall on a student who will be able to do this successfully)Read the instructions. Answer any questions about howto do the activity.PresentationHave the pairs take turns giving and taking messages.Go around the classroom, helping with phone vocabularyas needed. When each pair is finished, have them turnaround and compare worksheets.
  • Worksheet 17: Past EventsPurposeTo describe a life-changing eventParticipationPairsMaterialsMake one copy of the worksheet for each student.Il1tIrJPreparationPut the students into pairs. Give one worksheet to eachstudent.Elicit the meaning of the phrase event that couldchangepeoples lives. (Answer: An event that changes how youthink and behave.) Elicit a few examples. Explain to thestudents that they will make a list of similar events.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the list in pairs..r;~T:JJfmjrPreparationExplain to the students that they will write about alife-changing event that happened to them. Write theexample from the worksheet on the board. Ask a fewstudents to come to the board and underline the wordson the board that describe what happened, when theevent happened, where it happened, who was there,and how it changed the persons life. Tell the studentsthat their descriptions should include all of these parts.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Go around theclassroom, helping as needed.• . ,;>Ji.> ,(mJ.:r·6····r;PreparationPut the students in new pairs and have them sit back toback. Explain to the students that they will intervieweach other about the life-changing event they wroteabout in Task 2.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Encourage thestudents to give extra information and to ask follow-upquestions. When everyone is finished, have the studentsturn around and compare worksheets.Worksheet 18: VacationsPurposeTo practice recommending vacation destinationsParticipationPairsMaterialsMake one copy of the worksheet for each student.PreparationBefore you hand out the worksheets, read the paragraphon the worksheet about Tom aloud. Ask the students tolisten for three things Tom wants to do on his vacation.After you read the paragraph, elicit the answers and putthem on the board.Put the students into pairs. Give one worksheet to eachstudent. Have the students confirm that their answerson the board match the activities printed in the chart.Explain to the students that they will read Toms storyand complete the chart with places where he can do theactivities and the reasons why.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. To maximizeinteraction, allow only one student in each pair towrite in the chart. When everyone is finished, givethe students time to copy their answers onto theirworksheets.PreparationHave the students find new partners. Explain that theywill role-playa conversation between Tom and his travelagent. Read the example conversation with a student.Then switch roles. Help the student to replace the wordsin the example with the information in his or her chartfrom Task 1.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students take turns playing the role of Tomand his travel agent. Make sure that the students look ateach other when speaking. Encourage them to give extrainformation and to ask follow-up questions. Wheneveryone is finished, have the class vote on where Tomshould take his vacation.Worksheet Instructions 131
  • Worksheet 19: The NewsPurposeTo practice writing news storiesParticipationPairsMaterialsMake one copy of the worksheet for each pair. Cut theworksheets as directed.PreparationHave a student corne to the front of the class and standwith his or her back to the board. On the board, writethe sentence, John eats delicious (noun). Then write thewords noun, verb, adjective, and name. Point to the wordJohn and ask the class, What kind ofwordis this? Elicit thecorrect answer, name. Then ask if the other words arenouns, verbs, or adjectives.Now say to the volunteer student, Give mea name. Crossout John and write the name the student suggests. Dothe same for the adjective and the noun so that thesentence is now very strange, e.g., Chris eats fat cars.Have the student turn around and correct the sentenceso it makes sense.Explain to the students that they will playa similargame with news stories. Put the students into pairs.Give one half of the worksheet to each pair. Explain tothe students that they will complete their stories byasking their partner for names, nouns, verbs, and so on.If the word their partner suggests is the correct kind ofword, the students should write it in their story, even ifit sounds strange or silly.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students sit back to back and begin working.Go around the classroom, helping as needed. Wheneveryone is finished, have the students read their storiesaloud to their partner. If time permits, have the studentscorrect their stories so the words make sense.Worksheet 20: OpinionsPurposeTo practice giving opinions and reasonsParticipationGroups of three of four, whole classMaterialsMake one copy of the worksheet for each student.PreparationGive one worksheet to each student. Have the studentsread the story. Answer any questions about vocabulary.Explain to the students that they should check the boxnext to the gift that they would choose.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students read the story and choose their giftindividually. When everyone is ready, have the studentsvote on which gift they would choose.PreparationTell the students to form groups of three or four withpeople who chose the same gift. Have the students lookat the list in the middle of the worksheet. Explain to thestudents that they will fill in the list with reasons whythe chose their gift.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the groups begin working.When time is up, elicit a few reasons from each groupand write them on the board.~PreparationHave the students stand up. Explain to the students thatthey will interview one another until they find one personwho chose each gift. Read the example conversation aloudwith a student. Switch roles. Help the student replace thewords in the example with his or her own ideas.Read the instructions. Answer any questions about howto do the activity.PresentationSet a time limit and have the students begin working.Encourage the students to give extra information and toask follow-up questions. When time is up, have thestudents vote again on which gift they would choose.Ask if anyone changed their vote, and why.132 Worksheet Instructions
  • Worksheet 21: Famous PeoplePurposeTo talk about famous peopleParticipationPairs, groups of sixMaterialsMake one copy of the worksheet for each student.PreparationElicit the names of 10 famous people and write themon the board. The famous people can be alive or dead,from the United States or from another country. Askthe students if they like each famous person listed onthe board.Put the students into pairs. Give one worksheet to eachstudent. Have the students read the questions in thechart. Answer any questions about vocabulary. Explainto the students that they will complete the chart withinformation about a famous person they like and anotherfamous person they dislike.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students complete the chart individually.When everyone is finished, have the students compareanswers with their partner.PreparationPut the students into groups of six. Make sure thestudents do not look at their group members worksheets.Explain to the students that they will try to guess whichfamous people their group members wrote about in Task1 by asking them Yes/No questions. Read the exampleconversation aloud with a student. Then tell the class thatyou are thinking of a famous person, and have them askyou similar questions. Help the students quickly guesscorrectly.Read the instructions. Answer any questions about howto do the activity.PresentationHave the groups begin playing. Go around theclassroom, helping students think of questions. Makesure the students ask Yes/No questions only.Worksheet 22: Food and NutritionPurposeTo practice recommending a healthy dietParticipationPairs, groups of fourMaterialsMake one copy of the worksheet for each student.PreparationPut the students into pairs. Give one worksheet toeach student. Have the students read Mikes story aloud.Answer any questions about vocabulary. Explain to thestudents that they will complete the chart with unhealthythings that Mike eats and does.Read the instructions. Answer any questions about howto do the activity.PresentationGive the pairs one or two minutes to complete thechart. To maximize interaction, allow only one studentin each pair to write. When everyone is finished, elicitthe correct answers.ANSWERSWhat unhealthy things does Mike eat?1. Pancakes covered in ice cream2.. Giant cheeseburgers3. French fries4. Pizza with extra cheeseWhat unhealthy things does Mike do?1. He always takes the elevator.2. He drives to work.3. He sits all day in his office.4. At home, he lies on the sofa and watches TV.PreparationHave each pair join another pair to make groups of four.Explain to the students that they will discuss things Mikeshould eat and do to improve his health. Students shouldwrite their suggestions in the chart.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. To maximizeinteraction, allow only one student in each group towrite in the chart. When everyone is finished, have eachgroup join another group and share their suggestions.Go around the classroom and ask follow-up questionsso that the suggestions are detailed, e.g., How much saladshould he eat? What kind of salad dressing should he use?Worksheet Instructions 133
  • Worksheet 23: PredicamentsPurposeTo practice telling a storyParticipationPairs, groups of three or fourMaterialsMake one copy of the worksheet for each student.PreparationAsk the students to tell you about some predicamentstheyve been in and how they solved them, e.g., I lostmykeyand couldntget in my house. I had to call my mother atwork. Write their responses on the board.Give one worksheet to each student. Explain to thestudents that they will fill in the blanks withinformation about a predicament they were in.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students fill in the blanks individually. Goaround the classroom, helping as needed.PreparationPut the students into pairs and have them sit back toback. Make sure the students do not look at each othersworksheets.Explain to the students that they will take turnsdescribing their predicament to their partner. Studentsshould write the information they hear in the blanks.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students take turns talking about theirpredicament, using the information from Task 1.When everyone is finished, have them turn aroundand compare worksheets.PreparationPut the students into groups of three or four. Explain tothe students that they will tell their group membersabout their partners predicament. Write the example onthe board and read it aloud.Read the instructions. Answer any questions about howto do the activity.PresentationHave each student present his or her partnerspredicament, using the information from Task 2.Worksheet 24: Global IssuesPurposeTo talk about global issues and their solutionsParticipationPairsMaterialsMake one copy of the worksheet for each pair.PreparationElicit definitions of the phrases airpollution, waterpollution, destruction of theforests, poverty, and crime. Askthe class to name and define some other global issues.Put the students into pairs. Give one worksheet to eachpair. Have the students look at the picture of Bakertown.Explain to the students that they will make a list of fiveproblems or global issues affecting this town.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. If any students havetrouble, tell them to look for the issues written on theblackboard. Elicit the correct answers.ANSWERS1. Destruction of the forests2. Water pollution3. Air pollution4. Poverty5. CrimePreparationExplain to the students that they will now think of adviceto give the people of Bakertown about each problem.Elicit some ideas and write them on the board, e.g., Youshould plantnew trees.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin discussing their answers andcompleting the chart with advice.PreparationHave each pair join another pair. Explain to the studentsthat they will compare advice.Read the instructions. Answer any questions about howto do the activity.PresentationHave the students begin working. Encourage thestudents to give extra information and to ask follow-upquestions. When everyone is finished, elicit some advicefor each problem and write it on the board.134 Worksheet Instructions
  • Work in groups. How do you greet people you havent seen in a long time?What small-talk questions can you ask them? Complete the lists.Greetings Small-talk questions1. Nice to see ~ou again( 1. How have you been?2. _ 2. _3. _ 3. _4. _ 4. _Work in pairs. Role-playa conversation that matches one of the situationsbelow. Usethe greetings and questions from Task 1.2.1.You and your partner are twins.You were separated when youwere 10 years old. Now, 20 yearslater, you meet again by accidentin a supermarket.¢.~You and your partner wereboyfriend and girlfriend in highschool. Now, 50 years later, youmeet again on a cruise ship.You and your partner were friendsin junior high. You meet in thecollege bookstore. You are bothbuying the same English textbook.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 135
  • What part-time jobs have you had? What did you have to do in those jobs?Complete the chart.Job What did you have to do?1. Pi7-7-a del iver~ person Deliver 20 pi7-7-as a da~2.3.4.Write the names of four part-time jobs in the chart. Then find people in yourclass who have had these jobs and complete the chart.Example: A: Have you ever been a pizza delivery person?B: Yes, I have.A: Great. What did you have to do?B: I had to deliver 20 pizzas a day. It was really hard work.Job Name What did have to do?1.2. _3. _4. _136 Expanding Tactics for Listening I Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in pairs. What makes a business successful? Complete the chart.Kind of business What makes it successful? ~M~ ",,,,~• •,,,,• • , _ , , . , . ,• • • • • ,,Fast food restaurant fresh food f ne!Hi..lJt­ service4.-;c;4J~"Write abouta business you like in your hometown. What kind of businessis it?What makes it successful?Example:My favorite business is a fast food restaurant called Hot IN Crunchy. I like it a lotbecause the hamburgers are fresh and the staff is really friendly... ;"",.~Work in pairs. Take turns describing yourfavorite business. What else doyou want to know aboutyour partners favorite business? Write threequestions and interview your partner.Example: How much do the hamburgers cost?1.2.3.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 137
  • Work in pairs. Take turns describing a gadget you like. Write down thewords you hear.Examples: Its small.Its made of metal.It has buttons, numbers, and an antenna.Your gadget: Your partners gadget:1. 1.2. _2.3. 3.Move around the classroom and ask four classmatesto describe a gadgetthey like. Complete the chart with the information you hear.Name Description1. J UI1 eelI ehens sMaIl, Metal, buttol1S, l1uMbers, al1tel1l1a2.3.4.5.~:~Work in groups. Take turns reading the descriptions on your chart from Task 2.Try to guess what gadgets your group members are describing.Example: A: Its small and made of metal.B: Is it a camera?A: No. It has buttons, numbers, and an antenna.C: Is it a cell phone?A: Thats right!138 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in groups. Take turns demonstrating the words on your cards. Try toguess what words your group members are demonstrating.intelligent patient caring informed persuasiveenthusiastic strict honest sensitiveenthusiasticWhat kind of person are you? Choose a word from Task 1 that describes youwell and tell your group about it. Give examples.Example:I think Im patient because I dont get mad very easily. For example, my train wasan hour late yesterday but I didnt get upset.g<-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------­~------------------------------,----------------------------------~--------------------------------.I I I II I I II I I I: intelligent : strict : informed :I II I I II I I I: I I :r--------------------------------~-------------------- L ,I I I II I I II I I I: enthusiastic : caring : sensitive :I I I II I I II I I I~--------------------------------~----------------------------------~--------------------------------~I I I II I I II I I I: persuasive : honest : patient :I I I II I I II I I I~ ~ L ~I . I I I© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening I Worksheets 139
  • Answer the questions below.1. Whats your favorite food?2. Whats it made from?3. How do you make it?4. How does it taste? D Sweet D Sour D Salty D Spicy D BitterMove around the classroom. Ask four classmatesthe questions from Task 1.Complete the chart.Name Favorite food Ingredients Recipe Taste"~~~~"~"",,~~~~~~ ~ ~ ,, ""~ ~",,~~,~~ ""~""""~,, ""~~~, , " " " ""~,,, ", ,, ,~" " , " -,. "- ",.",.",,,,,,,. ,. ,.,~ ~",.," ",.", -, ~ ~ .1.2.3.4.140 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in pairs. Ask your partner what he or she likes to do in the evening oron the weekend. Write his or her answers below.1.2.3.4.5.Your partner wants to move to a new home. Think of places where he orshe would like to live. Usethe information in the chart from Task 1. Then tellyour partner. Does he or she agree?Example:You like going out to French restaurants, watching plays, and visiting museums.Also, you love parties. So I think you should live in the city in an apartment bigenough for a party.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 141
  • Student AWork in pairs. Look at the picture of your apartment. Tell your partner aboutthe five problems you see in the picture. Listen to your partners problemsand write them in the chart.Example: I have a refrigerator. I think its broken. Theres a lot of water under it.Your apartmentYour partners apartmentItem Problem1. _2.3.4.s.142 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Student BWork in pairs. Look at the picture of your apartment. Tell your partner aboutthe five problems you see in the picture. Listen to your partners problemsand write them in the chart.Example: I have a refrigerator. I think its broken. Theres a lot of water under it.Your apartmentIT~[EJYour partners apartmentItem Problem1. _2. _3. _4. _5. _::9Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 143Ii
  • What qualities do you think are important in a friend? What is an exampleof each quality? Complete the chart.Quality Example1.2.3.Move around the classroom. Ask five classmates what qualities they thinkare important in a friend. Write their names and answers in the chart.1.2.3.4.5.Name QualitiesWork in pairs. Tell your partner about the people you spoke to in Task 2.Example:Mike thinks that a sense of humor, honesty, and generosity are important qualitiesin a friend.144 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in groups. Complete the charts with reasons why TV is better than theradio and reasons why the radio is better than TV.TV is better than the radio because...1. Sports are More exc/t/ng on TV.2.3.4.5.The radio is better than TV because...1. You can or/ng a rad/o an~where.2.3.4.5.Work in pairs. Compare your reasonsfrom Task 1. Decide if you and yourpartner prefer TV or the radio and write the main reason why.Example:My partner and I prefer the radio because you have to guess what the people looklike. Thats fun. Watching TV is boring for us because we can see what the peoplelook like, so we dont need to use our imagination.&!;j1mI··.··.·&··&·f~,Work in groups. Compare your answer from Task 2 with your group members.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 145
  • Which three cities would you like to visit? Why? What would you do there?Write your answers in the chart.City Reason Activity1.2. _3.Move around the classroom. Ask your classmates about the cities they wantto visit. Write their answers in the chart.Name Reason Activity1.2.3.4.5.Work in small groups. Tell your group the most interesting answer youheard about in Task 2.Example:Joe wants to visit New York City because his friend studies English there. Hedlike to ride a bicycle over the Brooklyn Bridge.146 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Student ALook at the picture of Boptown from 20 years ago. How has the townchanged? Take turns asking questions aboutthe pictures.Example: A: Boptown used to be very clean. How about now?B: Now its really dirty.~ --------------------"0-------­Student BLook at the picture of Boptown today. How has the town changed? Taketurns asking questions about the pictures.Example: A: Boptown used to be very clean. How about now?B: Now its really dirty.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 147
  • Work in groups. Make a list of things you would like to do on your nextbirthday. Then share your answers with your group.1. go dancin?) 4. _ 7.2. 0 pen pre sen f s 5. _ 8.3. _ 6. _ 9.Fill in the bingo card with the activities from Task 1. Then move around theclass. Find people who would like to do those activities on their birthday.open p rese nt sgo dancing148 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in pairs. Look at the pictures of Johnny Rebel in 1975 and JohnnyRebel today. How has he changed the way he looks? Complete the list.Johnny Rebel in 19751. He used to Wear all earril1g, but I10W he doesl1t.2. _3. _4. _5. _Work in pairs. Think about how you dressed five years ago. How have youchanged the way you dress? Make a list. Then tell your partner.1. I used to , but now _2. _3. _© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 149
  • Work in pairs. What kind of clothes, food, and vacations do you like best?Complete the chart below. Then ask your partner what he or she likes best.Write your partners answers in the chart.Clothes Food VacationsYouYour partnerWork in pairs. Choose one of the situations below. Role-playa conversationthat matches the situation. Useyour answers from Task 1.Example: A: Why dont we buy sweaters?B: No, I dont like sweaters because theyre too hot.A: Okay. How about leather jackets?B: Yeah. Thats great because leather jackets look cool.1. 2. 3.You and your partner are shopping You and your partner are trying You and your partner are decidingfor matching clothes to wear on to decide where to have lunch where to go on vacation together.your honeymoon. together.150 Expanding Tactics for Listening I Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Complete the chart with the names of four famous people and four thingsyoud like to tell them.Name1. E./v is You w e r e a great sfnger,2. _3. _4. _5 . - - - - - - - ­Work in pairs. Role-play phone conversations with your partner. Leavemessages for the people on your chart from Task 1. Write the messages youhear on the message pads.To: _ To: _From: IFrom: _Message: _ Message: _To: _From: _Message: _-To: _From: _Message: _~ Oxford University Press. Permission granted to reproduce for instructional lise. Expanding Tactics for Listening / Worksheets 151ill
  • Work in pairs. Make a list of events that could change peoples lives. Thencompare lists with another pair.1. geffing a pef 5.2. JOining a club 6.3. high school gr-ad vai:ion 7.4. 8.Write down one event that changed your life. Include what happened, when ithappened, where it happened, who was there, and how it changed your life.Example:I used to hate birds. But when I was in third grade, my teacher, Mr. Stebbins,brought his parrot to class and let everybody pet and feed it. Now, 25 years later,I love birds. In fact, I have two birds at home.Work in pairs. Ask your partner questions about his or her life-changingexperience. Write the answers you hear.1. What happened?2. Where did it happen?3. Who was there with you?4. How did it change your life?152 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in pairs. Read and listen to Toms vacation plans. Then complete thechart. Share your answers with another pair."I work as a salesperson in Chicago and I amso tired of my job. I really need a vacationsoon! I want to travel somewhere where Ican eat spicy food, but Im not sure whichplace. At the office, I only look at mycomputer screen. So Id love to see somebeautiful scenery. The only problem is, I havealmost no money saved. So Ive got to gosomewhere cheap."Activity Where can Tom do it?1. Eat spicy food2. See beautiful sceneryTJ.......hei.lsna.: _ TheLf ha.ve 5 pic Lf C U 0" Lf d is he 5 t he".e.3. Gosomewhere cheapmm,~.J.j.. Tt«@Work in new pairs. Role-playa conversation between Tom and his travelagent. Use the information from Task 1 to recommend a place for Tom.Switch roles.Example: A: You should go to Thailand. Theres a lot of spicy curry dishes there.B: Does Thailand have beautiful scenery, too?A: Yes. There are mountains, forests, and beautiful temples.B: And is it expensive?A: No, its not too expensive. You can afford to stay in a great hotel.:©Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 153......
  • Student AWork in pairs. Complete the news story with the words your partnersuggests. Then read the finished story to your partner.Example: A: Give me a name.B: Ludwig van Beethoven.Rock Singers Concert CancelledRock singer __---,--,--,,-.,..--__ didnt arrive for his concert last night, disappointing overnamefans who had waited for over hours for himnumber numberverb adjectivedatenoun verbverb nameis, but there are rumors that its _illnessx····················································· - .Student BWork in pairs. Complete the news story with the words your partnersuggests. Then read the finished story to your partner.Example: A: Give me a name.B: Ludwig van Beethoven.Dancing Elephant Isnt Dancingnamenumber verbsaid that she wasadjectiveverb verb verb datenumber nounnumber154 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • ---mtmRead the story about the aliens gifts. Which gift would you choose? Check(v") your answer.IfAliens landed on our planet today. They want to give us one of threeamazing gifts. Which gift should we choose?The first gift is a food recycling machine. With this machine, you caneat the same thing over and over again, and it will taste just as good.The second gift is smellivision. This is a TV you can watch, listen to,and smell. If you see flowers on smellivision, you can also smell them.The last gift is a plastic surgery set. You can give yourself a beautifulnew face or body in seconds. It doesnt hurt, and you can use it asoften as you like."I would choose...D food recyclingmachineD smellivisionD plastic surgery set• t-yi"1Zmli.····.·rl..·Work in groups with people who chose the same gift as you. Write fourreasons why the gift you chose is best.1.2.3.4.Imlr;;lMove around the classroom. Ask your classmates which gift they chose andwhy. Find one person who chose each gift.Example: A: Which gift did you choose?B: I chose smellivision.A: Why?B: Because I love cooking shows.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 155
  • Complete the chart with information about one famous person you like andone famous person you dislike. Then compare your answers with your partner.Person I like Person I dislike1. What isthe persons name?2. Why isthis person famous?3. Why do you like or dislike this person?Work in groups. Ask your group members Yes/No questions to guess whatfamous people they like or dislike. Complete the chart with their answers.Example: B: Is this person a man?A: Yes, he is.C: Is he a musician?A: Yes,he is.0: Is he John Lennon?A: Yes, thats right.E: Do you like him?A: Yeah, hes my favorite!Name Person he/she likes Person he/she dislikes1.2.3.4.5.156 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional lise.
  • Work in pairs. Read and listen to Miketalking about his unhealthy habits.Then complete the chart."Hi, my names Mike. Lately, Ive been feelingso unhealthy. Maybe its my diet. I eat pancakescovered in ice cream for breakfast. I have giantcheeseburgers and french fries for lunch. I eatpizza with extra cheese for dinner. Anotherproblem is I dont exercise enough. I alwaystake the elevator to my apartment on thesecond floor. I usually drive to work eventhough its just one block. I sit all day in myoffice. And when I come home I lie on the sofaand watch TV. Maybe I need to improve mydiet. Or maybe I need to exercise. Or maybeboth. Im just not sure. What do you think?"What unhealthy things does Mike eat? What unhealthy things does Mike do?1.2.3.4._Work in groups. Complete the chart with things Mikecan eat and do toimprove his health. Then share your answers with another group.What should Mike eat? What should Mike do?1.2.3.4.© Oxford University Press, Permission granted to reproduce for instructional lise. Expanding Tactics for Listening / Worksheets 157
  • Think of one predicament you were in. Complete the blanks withinformation about your predicament.Time:Place:People:Problem:Solution:Important detail:Work in pairs. Take turns describing your predicament. Write theinformation you hear in the blanks.Time:Place:People:Problem:Solution:Important detail:Ilm!~Work in groups. Tell your group about your partners predicament. Use theinformation from Task 2.Example:Last March, Paulo and his wife had their first wedding anniversary. He bought hera beautiful wide screen TV set for a gift, but his wife bought him the same thing.So the next day, he went back to the store and exchanged one of the TVs for a bigsilver stereo. His wife was very happy with the new gift.158 Expanding Tactics for Listening / Worksheets © Oxford University Press. Permission granted to reproduce for instructional use.
  • Work in pairs. Look at the picture of Bakertown. What five problems doesthe town have? Write your answers below. Then compare answers withanother pair.1.2.4.5.3.Stay in pairs. What advice would you give to the people of Bakertownabout each problem? Write your ideas in the chart.Issue Advice1.2.3.4.5.Share your advice with another pair.© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Worksheets 159
  • Unit 1: Small Talkair conditioningat homechallengingchipscoursesdesign companyDo you like living here?Dont we work in the same building?Enjoy the party.enoughGood luck to you.greetHave you been having fun here?Havent we met somewhere?Hey, youre (name), right?hot and humidI dont think weve met.Ive got to run.introduce yourselfmakes (someone) laughMe, neither.moving aheadNice to see you again.Remember me?stuckThat looks really nice on you.Thats too bad.videoWhat kind of job would you like?Unit 2: Part-Time Jobsa friendly voicea second languageadvertising agencyat onceboringcamp counselorcelebritiescinemacommissionconvenience store clerkco-workerscutupdelivery persondessertsdoing dishesentering dataexperience with (something)factoryfashion showsfast food cookflexible hourshave experience (doing something)home furnishings departmentinternknow what you (teach, sell, etc.)lifeguardlistening skillsmarket researchmarketing companymodeled (v.)My only complaint is...not exactlyoffice workovenspart-time jobpopcornprivate schoolsimilarsporting goodssports instructorstressfultake (a dog) out for a walkThe bad part is...the heatthe hoursthe moneyThe only problem is...ticket boothtour guidetry (eat some of)uniformwhistleUnit 3: Successful Businesses10 percent cheapera good valueatmospherebright lightschefsconvenientcoursesdisplaysfacilitiesfits (v.)garagejazz bandlanguage schoolmachines (exercise equipment)mallmechanicsMiami Beachorganizedpopularityqualityrepair shoprude160 Expanding Tactics for Listening / Vocabulary Lists © Oxford University Press. Permission granted to reproduce for instructional use.
  • erviceizepeedtafftylestylistshe latest stuffvebsiteJnit 4: Gadgets and Machinesidjustiladerutton.arrier.ase:lead (battery):lirect sunlight:lryerJustJust bagfabricfanfingerprintsflat screen TVfloorgadgetgasgas tankhanghold s (something) downjammed uplaptop computerlawn mowerlinelint filtermicrophoneneedlepaper sizepower failureremote controlrinseroll of filmstickywarms (v.)Unit 5: Character Traitsappearanceathleticbothering (someone)broke upcant standcaringcheerfulcheerleaderchubbycoffee shopsconservativecriticizedepresseddrove (someone) to (a place)effectiveelementary schoolenjoying (oneself)enthusiasticexhaustedget in (better) shapegets madgood with childrenhobbieshomeless (person)honestinformedintelligentissueslandladylikes / dislikeslooking for a jobLucky you!made jokes (about something)make (someone) angrymusclesnumbersout of shapepatientpersonalitypersuasivepraiserulessensitivestock marketstrictsweetUnit 6: Cookingaddawfulbatterbi-bim-bapblendblenderboilbowlbrothburritosbutterCaesar saladcarrotscartschattingchop (up)cooking showcrepescupcushionsdaal bhatdim sumdressingegg rollsflip it overflourforkfried eggfrozenfryfrying pangarlicgrabbed a quick lunchground beefgumbohad trouble adjusting to (something)heat (something) uphosthot oilhurt (someones) feelingsingredientsjust a pinch (measurement)© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Vocabulary Lists 161
  • kabobknock your socks offlasagna al fornolettuceliquidmake (something) sweetmeasuremilk shakemixNepalonionspaellapanpeachespepperspourraviolirawrecipesrefuserollromaine lettucerudesauceseaweedshredded (Parmesan) cheeseslurpingsmoothsoy saucespicessprinklesquaresstirssukiyakisupposed tothinly slicedtortillasvanillawaveUnit 7: Housingancientannoyingbuildingcoat of paintcommutingconditionconvenientdream housefalling apartfirst floorforevergaragegardengood-sizedhigh floorhigh-rise buildinghot tublandladymaintenancemakes sensesaunasinglespacestainedstudio apartmentsuburbstake care of (something)the countrytheres no point in (doing something)work from homeyardUnit 8: Apartment Problemsadsall hours of the nightanswering the doorappliancesbangingbrokencarpetcomplainingdoor-to-door salespeopledripdriving (someone) crazyfalling offfaucetgardenget someone to (do something)hallwayshammeringhave a look (fix)horriblejunk mailkeep (something) coldlandlordleaks (v.)lobbymailboxesmakes a messneeds fixingpaintingpicked upplumberput a sign (in the lobby)receptionringing (someones) doorbellroofsanitation departmentsnoresstainedswitchtenantThats a good idea.thintoiletTV receptionunderneathwallWhat seems to be the problem?work (function)worn outworn thinworth getting upset aboutUnit 9: Friendshipappearanceart exhibitautographbook signingcar showcareer goalscraft faircrowdsdietdirectoreducationenvironmentalistexhibition162 Expanding Tactics for Listening / Vocabulary Lists © Oxford University Press. Permission granted to reproduce for instructional use.
  • family backgroundfamousfarm showfestivalfood fairget (someone) to smilegot into a fighthome teamintelligenceJust my type!kidsmakes (someone) laughmarathonmovie premiere(have) no futureopening nightplaying (music)pollutionproducerqualitiessense of humorsensitivitysocial skillssomewhat importantspillingstockbrokersurfingtalk (lecture)Thats fine with me.violinUnit 10: Television20th centuryaction movieamazingarchitectsarchitecturecancercruisedocumentariesearthquakeepisodesfactsfascinatingfigure outfinal roundfloodsfrustratinggame showsgrand prizehilarioushonestlyinformation technologymagiciansmiserablemissover 40 (years old)panel of expertsphotographyplayersprizerapperratherreality showsrecipessitcomssoap operasspectatorsstay tunedtalk showsThis is the show for you.treatmentstrickstriviaworth watchingYeah, lets do it.Unit 11: Citiesa friend from collegearchitecturebeachescenturiesclubscolonyCorfuCretecrimeculturefascinatingfood poisoningget byget marriedGreekHonoluluHow is Daves French?mixtureMontrealmovie studiosmusiciansnightlifeOn the down side...pollutionpricesproud of (oneself)provincepurseQuebec Cityran out of moneyrelievedright through the middlesafetyshoppingsightseeingsnorkelingSt. Lawrence Riverstolestreet signssunburnsuntantheatertrafficUnit 12: Urban Lifeair qualitybaseball fieldsbring more businesses (to a place)businessescleanlinessclosed downclubscrimedeserteddiscoeat outfactories© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Vocabulary Lists 163
  • fencegreen spacehardly anyhave trouble (doing something)industryinexperiencedmallnarrownightlifeopen (start a business)outdoor marketplanted (v.)public transportationredevelopsitesound barrierthe economytore (something) downtrain (v.)Unit 13: Special Daysa big fan (of something)a special timeadmissionApril Fools Dayat homebotherbuy (oneself) a presentcelebratecharitycostumesco-workerdecoratedress up (put on costumes)exchangesgot togetherhonorhorribleinvite (someone) overlook forward to (something)midnightmoved around (something)play jokesplay tricksplayed a trick (on someone)romanticSanta Clausstay upstairsstrangersstufftake (someone) outtakes over (the kitchen)terriblethe homelessvalentinewaste of timeUnit 14: Fashion60s/70s/80sbig hairblousesbroke upbuttons up (v.)came down to (knees, ankles)capescasualChinacollarscovers my kneesdenimdyedelegantEnglandformalFrenchgenuineimportedinformalItalianKoreanleatherlong (dress, skirt)look (n.)look good onlost her jobminiskirtsneaterpeace signs. plainponytailpreppy (adj.)promotionpunkRoaring Twentiessalaryshort (dress, skirt)silkslicked backstarting (college)straight (dress)stripestantoo shorttrouserstypicalunbuttonedwalked aroundweddingwildwoolwork (n.)Unit 15: PreferencesAmerican EnglishbackgroundBritish Englishcant stand (doing something)carryCentral Americaconvenientcornycountry musiccountry-westernDo you?downtownfavoritefree time activityfront deskGarth Brooksgroup toursguide164 Expanding Tactics for Listening / Vocabulary Lists © Oxford University Press. Permission granted to reproduce for instructional use.
  • hassleHey, thats great.hot and spicyhousekeepingkind ofmakes a lot more sensemaking a lot of moneyMe, too.Mexican foodofficeoffice workOh, yeah?outdoorsparkingpick upposition (job)reggaesightsSouth Americasuburbsswimming poolthe outdoor typetraveling by himselftrendyunder a treeusefulwork on (repair)Would you rather... ?wreck (damaged car)Unit 16: Phone Messagesaccidentangryany longerapologeticapologyappointmentat a meetingat homeat the bankat the mallbe incarpet storeconfirmcongratulationsdamagedestroyeddont bother (doing something)estimateexcitedflightfrom (a company)garagegardenhaircutin classjoin (someone)latemake it (attend)offeron vacationorderedpass along (a message)pleasedpromotionremindreminderrepairsrequestscaredshampoostainstepped outsuggestiontied uptravel agentunfortunatelyWhat do you think?worriedUnit 17: Past Eventsalarm buttonall of a suddenbad experiencebroke outbumped arounddamageddisappointedelevatorembarrassedemergency landingescapedexactlyfinallyfire alarmfirst prizefloat (v.)frightenedgo sailinggot stuckhousekeepingI couldnt believe my eyes!I felt so stupid.in the endinjuredlocked out of (somewhere)locked yourself outluckilymeanwhilemechanical difficultiesmessage in a bottlenervouspajamaspulled her outraffle ticketsrealizedrock starsign (v.)skidslowed downsmoke (n.)snowstormstoppedstucksuddenlytaxi companytietraffic accidentturned aroundvaluablevoicewash up on the beach (v.)went back to sleepwent fasterwent off the side of the roadwon (a prize)© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Vocabulary Lists 165
  • Unit 18: Vacations checked vehiclealoneclosed downCoast Guardworks (of art)art galleries collisionbackpackersbus tourcombine (v.)crimecustoms officialUnit 20: OpinionsAbsolutely.colonial towns action moviesdestroyed air travelDisney World disappointing alloweddo my own thingdream vacationdying to (do something)entertainmentescapeexhibitionan interest in (something)anywhere to playbad for your healthend up in (a place) exports bannedfascinatingfreefansfinalsbrings in moneybungee jumpingget up to (a place)go for (choose)group toursfireflamesfleeingfloodcant waitcompanycreate understandingHawaii food poisoning developinsectsforest fire easy to learnjunglegallerygiant pandaencouragegardenkeen on (something)motor coachesgiven birthguest room household petsnot too fond of (something)heavy losses I know.I totally agree.off to (a place)on my ownplays (n.)practice (doing something)investigatingmergermissingpoliticsI understand how you feel, but...Im not sure I agree.interruptjump off (a bridge)prefer protest lotteriessafari rescued medical researchski resortspend timesafelysaleout there (in space)start off in (a place)straight on to (a place)surf (n.)sandbagssanksculpturespetspride in (something)promote understandingtravelerswhite-water rafting tripsearchingsnakessore throatstock marketraise moneyreligionsropeUnit 19: The News stolen smokingstranded space explorationaward support Sure.broke down taxes the Olympic Gamesbusiness plan the size of (something) tourismtheft try (something) ontwin TV commercials166 Expanding Tactics for Listening / Vocabulary Lists © Oxford University Press, Permission granted to reproduce for instructional use.
  • universeviolentwaste of moneyway too manyWell, I dont know.worth itwritten for teenagersYoure right about that.Unit 21: Famous PeopleAcademy AwardachievementsadvertisementsAfrican AmericanAfrican National Congressassistantathleteawardbeauty pageantsbecome independentbornCaliforniacar crashcar racechanged (ones) namechiefchildhooddeputy presidentelectedfamous peoplehorror storiesIndianainspiredinventedjoininglandlawmade (someone) famousmodelingNew Yorknewcomernon-violentoccupationorganizationpeacefulphysicspiece of musicpolitical leaderpolitical lifeprisonreggaereleasedretiredschool playsscientistsentenced to lifestage actingstarring roleState Presidentthe Mona LisaviolentwonUnit 22: Food and Nutritionancient Egyptiansbacteriabeansbubblescarbon dioxidecarrotscerealcholesterolcholesterol levelcontainscows milkcultivatedculturescurdcut down ondairy productsdrainedfatfeeling tired and weakfermentationfewergiven (something) upgoats milkhard cheese/soft cheesehigh blood pressurehigh cholesterolkept warmlessmaturedmorenoodlesoilspancakespasteurizedpay attentionpineapplespoultryprocessput on weightpyramidreactedred meatreleaseripensscientific processskin bagsskin problemsolid substancesteakstop (doing something)sweet toothsweetsTheres nothing I like more than...tunavaluablevitaminsUnit 23: Predicamentsa loana messaccidentallyacting weirdamusedannoyedanonymousapologizedautographawareawkwardbarksborrowedbreathbrokebrother-in-law© Oxford University Press. Permission granted to reproduce for instructional use. Expanding Tactics for Listening / Vocabulary Lists 167
  • came up to (someone)chargedcheatedcheatscleaning upco-workerdepresseddroppedforgottengot stuck in trafficgraduation partyguyhouse guestinvite (someone) outlendlooking over (someones) shouldermanagerpay (money) backpredicamentpsychologistrepayrun oversend (someone) a notesigned (someones) namesnoressolutiontrust (someone)unfortunatelyUnit 24: Global Issuesa growing problemAIDSair pollutionanother story (a bigger problem)attractedavailablebelievebetter-educated (adj.)bombschemicalscrimedestruction of the rain forestsdifficult to finddumpingeffectexpectexplosionsfarmersfightingfind workfocus on (doing something)freewaysgarbageglamorousglobal warminghealth carehigh-rise buildingshousinghugeimagein realityindustriesissuelandfillslow (salary)make a livingmayormegacitiesmove (to a new city)no longeroverpopulationpersonallyplaces to livepollutedpovertypublic transportationrecyclingsalariesserious problemspend more on (something)sports magazinesstarted (doing something)storiesterrorismThats why...the countrythe only solutionunemploymentupwardwarwastewater pollutionWhat we really have to do is...168 Expanding Tactics for Listening / Vocabulary Lists © Oxford University Press. Permission granted to reproduce for instructional use.