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 Pr...
Scope and SequenceIntroductionUnit Lesson PlansUnit 1: Small TalkUnit 2: Part-Time JobsUnit 3: Successful BusinessesUnit 4...
n "", 7Unit1ThemesGreetingsSmall talk2 JobsJob interviews3 Business45GadgetsMachinesPeopleCharacter traits61FoodRecipesHou...
Unit Themes13	 HolidaysCelebrations14	 FashionClothes15	 Preferences16	 Messages17	 Pastevents18	 Vacations19	 News report...
Tadics for ListeningTactics for Listening is a three-level series of listeningtextbooks for students of English as a secon...
Using Expanding Tactics for Listening in Large ClassesThe teacher of large classes will find Expanding Tacticsfor Listenin...
WorksheetsThe photocopiable worksheets included in the back ofthis Teachers Book allow students to actively practicethe la...
- - - - - - - -- - - - - - - - - - - - - - - - - - -ThemesGreetingsSmall talkSkillsListening for greetings and introductio...
Optional ActivityHave the students listen again and write downthe expressions the people use to greet someone orintroduce ...
Vocabularydesign companyDo you like living here?Have you been having fun here?What kind of job would you like?PreparationO...
- - - -ThemesJobsJob interviewsSkillsListening for gistListening for jobsListening for detailsCulture- - - _ . ­Part-time ...
ANSWERS1. Has never done it before2. Has done something similar3. Has never done it before4. Has done it before5. Has neve...
Optional ActivityHave the students listen again and write down one thingeach person likes about his or her job.ANSWERS1. H...
PreparationExplain to the students that they will complete the listwith part-time jobs that are popular in their hometowns...
ThemeBusinessSkillsListening for negative informationListening for gistListening for detailsCultureThe criteria for succes...
Optional ActivityHave the students listen again and write down the exactproblem at each place.ANSWERl1. The.foogW$good,bpt...
------ - -_._,~.-.,_.~~._._.-.,--, ~-"---""--~-~"-------Student Book page 124. Lets Listenfm?I1SkillListening for gistTact...
- - - - - - -PreparationExplain that the students will stay in their groups anddraw the restaurant sign, the menu, or a de...
ThemesGadgetsMachinesSkillsListening for gistListening for detailsCultureGadgets and machines used around the houseand off...
StudentBook page 153. Lets ListenmmJDSkillListening for gistTacticsListening for key wordsUsing visual cluesVocabularybutt...
PreparationExplain to the students that they will listen to peopletalking about machines and appliances. Students shouldma...
ThemesPeopleCharacter traitsSkillsListening for gistListening for praise or criticismListening for detailsCulturePositive ...
.. .......,,,.,....­,._._......_~~~-.,;"Optional ActivityHave the students listen again and write down the keywords and ph...
POSSIBLE ANSWERS1. intelligent 4. sociable, enthusiastic2. caring 5. not honest3. mean 6. moody, depressedStudent Book pag...
,;-------· ~ , . - . · - - " · f ~ : 4 k l U ! i l l ~ ~ ~ " l .StudentBookpage21Over to You: How have you changed?Languag...
Themes--_._-----------­FoodRecipesSkillsListening for gistListening for detailsCultureCustoms related to foodFollowing a r...
ANSWERSA.2 B. 4 C 5 D. 1 E. 6 F. 3Optional ActivityWrite the following questions on the board:1. When doyou sprinkle the c...
Optional ActivityPut the students into pairs. Have the students listen tothe cooking show again and write a question and a...
~~..,,_o;o. ~._~,- ""., ~;:~-<~i;Q:j;J1f~,._...StudentBook page25Over to You: Plan a mealLanguagePlanning a mealTalking ab...
ThemeHousingSkillsListening for gistListening for negative informationListening for detailsCultureLiving preferencesHousin...
_ ........,~ .... _~~._..... "" .. ,~ -i<N:J"ll"rlmii""fMJl:H;<~,~~i()Student Book page 27J. Lets ListenIm!JJSkillListenin...
PresentationPlay the first monologue (see tapescript, TB p. 90).Make sure everyone understands why the exampleanswer is co...
-"!! ........- _ _~__._....o<_. _ _ ,~_ _ ,"",.HM._".O; ~·,~" :,,~llIi.~~~~;k~~,~~...,;:ThemesComplaintsNeighborhoodsApart...
PresentationPlay the first monologue (see tapescript, TB p. 90).Make sure everyone understands why the correctanswer is a....
,,,,,,"...>,,,,,,,;,,,,..Vocabularyads keep (something) coldall hoursof the night mailboxesbroken needs fixingcomplaining ...
PresentationPut the students into pairs and have them practicethe conversation. Have them switch roles. Go aroundthe class...
ThemesFriendsDatingInvitationsSkillsListening for gistListening for detailsCultureDesirable personal qualitiesActivities t...
OptionaI ActivityHave the students listen again and decide whether or notthe speaker seems to like the person being descri...
PreparationExplain to the students that they will listen to peoplegiving invitations and circle the events they are talkin...
ThemeTelevisionSkillsListening for topicsListening for gistListening for detailsListening for agreement and disagreementLi...
- ---ANSWERS1. episodes,martied,4pset, wortied,.miserable .2. won thegr;and prEte>3. fascinating, l~rned,animaJs4. whats b...
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
Expanding tactics for listening   teachers book
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  1. 1. ssau.rXl.ISlI3.AINIlcrnorroSPJe4)!H")>i)erUOPUOlAPUfJadJeHMaJpUfUOPJ094eJoqaaSU!4):l-nH"1eS!l)loog(1)")")1UOII!P51puo:Jas
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. - - - - - - - -- - - - - - - - - - - - - - - - - - -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
  10. 10. 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
  11. 11. 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
  12. 12. - - - -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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. ------ - -_._,~.-.,_.~~._._.-.,--, ~-"---""--~-~"-------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
  19. 19. - - - - - - -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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. .. .......,,,.,....­,._._......_~~~-.,;"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
  25. 25. 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
  26. 26. ,;-------· ~ , . - . · - - " · 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
  27. 27. 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.
  28. 28. 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
  29. 29. 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
  30. 30. ~~..,,_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
  31. 31. 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.
  32. 32. _ ........,~ .... _~~._..... "" .. ,~ -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
  33. 33. 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
  34. 34. -"!! ........- _ _~__._....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
  35. 35. 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
  36. 36. ,,,,,,"...>,,,,,,,;,,,,..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
  37. 37. 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
  38. 38. 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
  39. 39. 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
  40. 40. 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
  41. 41. 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.
  42. 42. - ---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

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