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Student book touchstone 1

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Student book touchstone 1

  1. 1. - _ _. - _ _. _ , , L ' ¡ l ; : —, ; 3.2 , ;‘-. v'. “ Áv. .‘ ‘ n ‘(‘7'-'¡. V'3;) JL}. _ J . ,__ J M -‘ , MICHAEL MCCARTHY S“‘ÍÏ””' JEANNE MCCARTEN Á HELEN SANDIFORD % W s Wan/ sw‘ Í "si; m. m ' ‘wm '. _.Í Y’ STUDENTS BOOK
  2. 2. OUCHSTCNL1A STUDENTS BOOK] l Touchstone is a groundbreaking new series that offers a fresh approach to teaching and leaming North American ‘English. lt draws on the Cambridge Intematlonal Corpus, ‘i, .. la large database of conversations and written texts, to build a syllabus based on how people actually use English. The series introduces unique “conversation managemen " strategies, places special emphasis on teaching Vocabulary and vocabulary-leaming strategies, and offers exciting ideas for personalized, leamer-centered Interaction. KEY FEATURES - Grammar presented ln natural contexts - Vocabulary-learning strategies - Strategies for managing Conversation - lnductive learning tasks - Useful facts about spoken language - Personalized speaking and writing practice - Communicative pronunciatlon activities - Listening strategies - Reading that leads to realistic writing tasks - Clear learning aims - Self-assessment tools - Self-study AudlqqD/ CD-ROM for Windows’ and Macintosh‘, " í ‘t r’ The foúr leyeg take adult and young adult Iearners ¡IPN th xflhning through the intermediate levels of pio i . Ïudenfs Book 1 is designed tor‘ g _ r es basic grammar, vocabulary, ahdïogvgsïx gcggies for everyday lnteraction. i‘. J I I I _ _ Leveim c3: tajo] a Students Book with Self-study Audlo. ER: . «M; ivlrllgorlcbdok, Teacher’s Edition, and Class Audio ¿‘r Cassettes. The Student’s Book and s‘ " uff! ' o N fi. , , , . Woikbpoïoáaig BÉIQJIGQÏEJlIrOLCÍIÍ ‘"5’ 7" l «f ¡ ti: A n sources Developed by (ambridqe University Press as a tool to help in writing materials ior Iearners of English, the Corpus ran be analyze-d to determine how I I «v. - the language is auually used wwwxambridgeorglcorpus Cover design by Adventure House, NYC REAL ENGLISH GUARANÏEE THE AUTHORS Michael McCarthy is Emeritus Professor of Applied Linguistics at the University of Nottlngham, where he specialized in the analysis of spoken English and contributed to the development of the Cambridge International Corpus. He is currently Adjunct Professor of Applied Linguistics at the Pennsylvania State University and the University of Limerick. He is the author of many titles of interest to teachers, including spoken Language and Applied Linguistics. Well known as an expert on the teaching and leamlng of vocabulary, he is co-author of the basic and upper-Intermediate levels of Vocabulary in Use. Jeanne Mccarten has taught English in Sweden, France, Malaysia, and the UK and has many years of experience publishing English teaching materials, speciaiizing in the areas of grammar and vocabulary. She was closely involved in the development of the spoken English sections of the Cambridge lntemational Corpus. Helen Sandiford has extensive experience as an English teacher, teacher trainer, and sales and marketing speciaiist. She spent nine years in Japan setting up English programs and teaching in Japanese senior high schools and vocationai colleges. She has conducted training seminars for English teachers: throughout East Asia. ‘ ' . _ CAMIRIDGE INTERNATIONAL CORPUS been collected from a variety ol authentic S 5 The (amhridge international Corpus is a database ol over 700 million words ol spoken and written English that have ‘ ISBN o-szi-eáhii-z 1 _9, 78052 666115 J i i i l i
  3. 3. Authors’ acknawledgmenis e Touchstone has beneflted from extensive development research. The authors and publishers would like to extend their particular thanks to the following revlewers, consultants, and piloters foi- their valuable lnsights and suggestions. Reirieiuers and consullarrls: Thomas Job Lane and Matilla de M. Zanella from Assoclacáo Alumni, Sáo Paulo, Brazil; Simon Banha from Phil Young’s English School, Curitiba. Brazil; Katy Cox from Casa Thomas Jefferson. Brasilia. Brazil: Rodrigo Santana from CCBEU, Goiánia, Brazil: Cristina Asperti. Nancy H. Lake, and Aírton Pretini Junior from CEL LEP. Sao Paulo. Brazil: Sonia Cury from Centro Británico. Sáo Paulo, Brazil: Daniela Alves Meyer from lBEU, Rio de Janeiro. Brazil: Ayeska Farias from Mai English, Belo Horizonte, Brazil: Solange Cassíolato from LTC, Sao Paulo, Brazil: Fernando Prestes Maia from Polidiomas, Sao Paulo, Brazil; Chris Ritchie and Debora Schísler from Seven idiomas. Sáo Paulo. Brazil; Maria Teresa Maiztegui and loacyr de Oliveira from Uniáo Cultural EEUU, Sáo Paulo. Brazil: Sakae Onoda from Chiba University of Commerce, lchikawa, Japan: James Boyd and Ann Con Ion from ECC Foreign Language Institute. Osaka. Japan; Catherine Chamíer from ELEC, Tokyo, Japan; Janaka Williams, Japan; David Aline from Kanagawa University. Yokohama, Japan: Brian Long from Kyoto University of Foreign Studies, Kyoto. Japan; Alistair Home and Brian Quinn from Kyushu University, Fukuoka. Japan: Rafael Dovale from Matsushita Electric industrial Co. , Ltd” Osaka, Japan; Bill Acton, Michael Herríman, Bruce Monk, and Alan Thomson from Nagoya University of Commerce. N isshin. Japan; Alan Bessette from Pooie Gakuln University, Osaka, Japan; Brian Collins from Sundai Foreign Language Institute, Tokyo College of Music, Tokyo, Japan; Todd Odgers from The Tokyo Center for Language and Culture, Tokyo. Japan; lion Hanagata from Tokyo Foreign Language College, Tokyo, Japan: Peter Collins and Charlene Mills from Tokai University. Hiratsuka, Japan: David Stewart from Tokyo Institute of Technology. Tokyo, Japan: Alberto Pero Villalobos from Cenlex Santo Tomás. Mexico City, Mexico: Diana Jones and Carlos Lizarraga from instituto Angloamerlcano, Mexico City, Mexico: Raúl Mar and Maria Teresa Monroy from Universidad de Cuautitlán izcalli. Mexico City, Mexico; JoAnn Miller from Universidad del Valle de México. Mexico City, Mexico; Orlando Ca tranza from lCPNA, Peru; Sister Melanie Bair and Jihyeon Jeon from The Catholic University of Korea. Seoul. South Korea; Peter E. Nelson from Chung-Ang University, Seoul, South Korea; Joseph Schouweiler from Dongguk University, Seoul. South Korea; Michael Brazil and Sean Witty from Gwangwoon University, Seoul, South Korea; Kelly Martin and Larry Michienzi from Hankook FLS University, Seoul, South Korea; Scott Duerstock and Jane Miller from Konkuk University. Seoul. South Korea: Athena Pichay from Korea University. Seoul, South Korea; Lane Darnell Bahl, Susan Caesar, and Aaron Hughes from Korea University. Seoul, South Korea; Farzana Hyland and Stephen van Vlack from Sookmyung Women's University, Seoul, South Korea; Hate-Young Kim, Terry Nelson, and Ron Schafríck from Sungkyunkwan University, Seoul, South Korea; Mary Chen and Michelle S. M. Fan from Chinese Cultural University, Taipei, Taiwan: Joseph Sorell from Chrisfs College. Taipei, Taiwan; Dan Aldridge and Brian Kleinsmith from ELS], Taipei. Taiwan; Ching-Shyang Anna Chien and Duen-Yeh Charles Chang from Hsin Wu Institute of Technology, Taipei. Taiwan; Timothy Hogan, Andrew Rooney, and Dawn You ng from Language Training and Testing Center. Taipei. Taiwan; Jen Mei Hsu and Yu-hwei Eunice Shih from National Taiwan Normal University, Taipei, Taiwan; Roma Starczewska and Su-Wei Wang from PQ3R Taipei Language and Computer Center, Taipei, Taiwan: Elaine Paris from Shih Chien University, Taipei, Taiwan; Jennifer Castello from Cañada College, Redwood City. California. USA: Dennis Johnson, Gregory Keech, and Penny Larson from City College of San Francisco — Institute for International Students. San Francisco. California, USA; Ditra Henry from College of Lake County, Grayïs Lake. Illinois, USA: Madeleine Murphy from College of San Mateo, San Mateo, California. USA: Ben Yoder from Harper College, Palatine, Illinois, USA; Christine Aguila, John Lanier, Armando Mata, and Ellen Sellergren from Lakevlew Learning Center, Chicago, lllinois, USA; Ellen Gomez from Laney College. Oakland. California, USA; Brian White from Northeastern Illinois University. Chicago, Illinois. USA: Randi Reppen from Northern Arizona University, Flagstaff. Arizona, USA‘. Janine Gluud from San Francisco State University- College of Extended Learning, San Francisco, California, USA: Peg Sarosy from San Francisco State University- American Language Institute, San Francisco, California, USA; David Mitchell from UC Berkley Extension, ELP — English Language Program, San Francisco, California, USA; Eileen Censotti, Kim Knutson, Dave Onufrock, Marnie Ramker, and Jerry Stanfield from University of Illinois at Chicago - Tutorlum in intensivo English, Chicago, Illinois, USA; Johnnie Johnson Hafernik from University of San Francisco, ESL Program, San Francisco, California, USA; Judy Friedman from New York Institute of Technology. New York, New York. USA: Sheila Hackner from St. John's University, New York. New York. USA: Joan Lesikin from William Peterson University. Wayne, New Jersey, USA: Linda Pelc from laGuardlii Community College, Long island City, New York, USA: Tamara Plotnick from Pace University, New York, USA: Lenore Rosenbluth from Montclalr State University. Montclair. New Jersey, USA: Suzanne Seidel from Nassau Community College, Garden City, New York, USA; Debbie Un from New York University, New School, and LaGuardia Community College, New York. New York. USA; Cynthia Wiseman from Hunter College, New York, New York. USA; Aaron Lawson from Comell University, ithaca, New York, USA, for his help in corpus research; Belkís Yanes from CTC Belo Monte, Ca racas, Venezuela; Victoria Garcia from English World, Caracas. Venezuela; Kevin Bandy from LT Language Teaching Services, Caracas, Venezuela: Ivonne Quintero from PDVSA, Caracas. Venezuela. Pllolers: Daniela Jorge from ELFE idiomas, Sao Paulo, Brazil: Eloisa Marchesi Oliveira from ETE Professor Camargo Aranha, Sao Paulo, Brazil; Marilena Wanderley Pessoa from IBEU, Rio de Janeiro, Brazil; Marcia Lotaif from LTC, Sáo Paulo, Brazil: Mirlei Valenzi from USP English on Campus. Sáo Paulo, Brazil; Jelena Johanovic from YEP international. Sáo Paulo, Brazil: James Steinman from Osaka lntemational College for Women, Moriguchi, Japan: Brad Visgatis from Osaka lntemational University for Women. Moriguchi, Japan: William Figoni from Osaka Institute of Technology, Osaka, Japan; Terry O'Brien from Otanl Women's University, Tondabayashi. Japan; Gregory Kennerly from YMCA Language Center piloted at Hankyu SHS, Osaka. Japan; Daniel Alejandro Ramos and Salvador Enriquez Castaneda from instituto Cultural Mexicano-Norteamericano de Jalisco, Guadalajara, Mexico; Patricia Robinson and Melida Valdes from Universidad de Guadalajara, Guadalajara, Mexico. We would also like to thank the people who arranged recordings: Debbie Berktold. Bobbie Gore, Bill Kohler, Aaron Lawson, Terri Massin, Traci Suiter. Bryan Swan, and the many people who agreed to be recorded. The authors would also like to thank the editorial and production team: Sue Aldcorn, Eleanor K. Barnes. Janet Battiste, Sylvia P. Bloch, David Bohlke, Karen Brock, Jeff Chen, Sylvia Dare, Karen Davy, Deborah Goldblatt, Paul Heacock, Louisa Hellegers, Eliza Jensen, Lcsley Koustaff, Heather McCarron, Lise R. Minovitz, Diana Nam, Kathy Niemczyk, Bill Paulk, Bill Preston. Janet Raskín, Mary Sandre, Tamar Savir. Shelagh Speers, Kayo Taguchi, Mary Vaughn, Jennifer Wilkin, and all the design and production team at Adventure House. And these Cambridge University Press staff and advlsors: Yumiko Akeba, Jim Anderson, Kanako Aoki, Mary Louise Baez, Carlos Barbisan. Alexandre Canizares, Cruz Castro, Kathleen Corley. Kate Cory-Wright, Riitta da Costa, Peter Davison, Elizabeth Fuzikava, Steven Golden, Yuri l-lara, Catherine Higham. Gareth Knight, Joáo Madureira, Andy Martin, Alejandro Martinez, Nigel McQuitty, Carine Mitchell, Mark 0'Neil, Rebecca Ou, Antonio Puente, Colin Reublinger, Andrew Robinson, Dan Schulte, Kumiko Sekioka, Catherine Shih, Howard Siegelman, ivan Sorrentino, lan Sutherland, Alcione Tavares. Koen Van Landeghem, Sergio Varela, and Ellen Zlotnick. ln addition. the authors would like to thank Colin Hayes and Jeremy Mynott for making the project possible in the first place. Most of ali, very special thanks are due to Mary Vaughn for her dedication, support, and professionalism. Helen Sandiford would like to thank her family and especially her husband, Bryan Swan, for his support and love.
  4. 4. We created the Touchstone series with the help of the Cambridge international Corpus of North American English. The corpus is a large database of language from everyday conversations, radio and television broadcasts, and newspapers and books. Using computer software, we analyze the corpus to find out how people actually use English. We use the corpus as a “touchstone" to make sure that each Iesson teaches you authentic and useful language. The corpus helps us choose and explain the grammar, vocabulary, and conversation strategies you need to communicate successfully in English. Unit features Getting started presents v, new grammar in natural contexts such as surveys, interviews, conversations, and phone messages. Figure ¡t out challenges -» you to notice how grammar ‘r ‘y works. Building language builds on the grammar presented in Lesson A. ln conversation pane/ s tell you about the grammar and Vocabulary that are most frequent in spoken North American English. iv "Si _ ‘ - ' Ma ’ > . . "v? " ---——. ":* aire. """"" . . "“ l i _ , llll __ u ‘a; l. '- ‘NA LA. '. . 3: iiii N z drammïgr nit/ irme. l Touchstone makes learning English fun. lt gives you many different opportunities to interact with your classmates. You can exchange personal information. take class surveys, role-play situations, play games, and discuss topics of personal interest. Using Touchstone, you can develop confidence in your ability to understand real-lite English and to express yourself clearly and effectively in everyday situations. We hope you enioy using Touchstone and wish you every success with your English classes. Michael McCarthy Jeanne McCarten Helen Sandiford a/ «Grammar is presented in ‘ Égeza» clear charts. practice with new structures and opportunities to exchange personal information with your c/ assmates. “Speaking natural/ y helps you understand and use natural pronunciation and intonation. ——*Buíld¡ng Vocabulary uses pictures to introduce new words and expressions. a lui/ dm; ¡medium -<Word sort helps you organize Vocabulary and then use it to interact with your c/ assmates. “'" ñ — — —- Talk about it encourages you to discuss interesting questions l. ‘ _‘ with your c/ assmates.
  5. 5. Conversation strategy -— helps you “manage" conversations better. ln this lesson, you learn how to ask questions that aren't too direct. The strategies are based on examples from the corpus. Reading has interesting texts from newspapers, magazines, and the internet. The activities help you develop reading skills. Vocabulary notebook is y a page of tun activities to ‘ help you organize and write down Vocabulary. On your own is a practical. task to help you learn i‘ Vocabulary outside of class. Other features A Touchstone checkpoint after every three units reviews grammar, Vocabulary, and conversation strategies. v A Self-study Audio CD/ CD-ROM gives you more practice with listening, speaking, and Vocabulary building. Z1:- «Stralegy plus teaches 4 important expressions for conversation management, such as Imean, Well, and Anyway T ’ * j/ Listening and speaking ski/ ls are often practiced together. You listen to a variety of conversations based on real- life language. Tasks include "listen and react” activities. ¿Fm uta - a Lua-w ur men»: -Wriling tasks include e-mails, letters, short articles, and material for Web pages. f La-Help notes give you t- information on things like ¿fr punctuation, linking ideas, and organizing information. M" — «Free talk helps you engage in free conversation with your c/ assmates. The Class Audio Program The Workbook gives you presents the conversations language practice and extra and listening activities in reading and writing activities. natural, lively English. Progress checks help you assess your progress.
  6. 6. Touchstone Level 1 scope and sequence Unit 1 All about you pages 1-10 Unit 2 ln class pages 11-20 Unit 3 Favorite people pages 27-30 Unit 4 Everyday lite pages 33-42 Unit 5 Free time pages 43-52 Unit 6 Functions l Topics - Say hello and good-bye - Introduce yourself - Exchange personal information (names, phone numbers. and e-mail addresses) Spell names - Thank people - Ask and say where people are A Name personal items and classroom objects - Ask and say where things are in a room - Make requests Give classroom instructions Apologize - Talk about favorite celebrities - Describe people’s personalities - Talk about friends and family Describe a typical morning in your home Discuss weekly routines - Get to know someone Talk about Iifestyles - Discuss free-time activities - Talk about TV shows you like and don't like - Talk about TV-viewing habits - Describe a Neigliborlioods - pages 53-52 neighborhood Ask for and tell the time Make suggestions - Discuss advertising Grammar - The verb be with l, you. and we in statements, yes-no questions, and short answers - Questions with What's. . . ? and answers with lts . . . . The verb be with he, she, and they in statements, yes-no questions. and short answers - Articles a, an, and the - This and these - Noun plurals - Questions with Where. . , ? - Possessives ‘s and s’ - Possessive adjectives - The verb be in statements, yes-no questions, and short answers (summary) - Information questions with be - Simple present statements, yes-no questions, and short answers - Simple present information questions - Frequency adverbs - There's and There are - Quantifiers - Adiectives before nouns - Telling time - Suggestions with Let's Vocabulary - Expressions to say hello and good-bye - Numbers 0-10 - Personal information - Everyday expressions Personal items classroom obiects - Prepositions and expressions of location - Types of celebrities Basic adjectives - Adjectives to describe personality - Family members - Numbers10—101 Touchstone checkpoint Units 1-3 pages 31-32 - Verbs for everyday activities - Days of the week Time expressions for routines - Types of TV shows Free-time activities - Time expressions for frequency - Expressions for likes and dislikes Neighborhood places Basic adlectives - Expressions for Touchstone checkpoint Units 4-6 telling the time pages 63-64 Conversation strategies - Ask How about you? - Use everyday expressions like Yeah and Thanks - Ask for help in class - Respond to Thank you and l'rri sorry - Show interest by repeating information and asking questions - Use Really? to show interest or surprise - Say more than yes or no when you answer a question - Start answers with Well if you need time to think, or if the answer isn't a simple yes or no - Ask questions in two ways to be clear and not too direct - Use l mean to repeat your ideas or to say more - Use Me too or Me neither to show you have something in common with someone - Respond with Right or l know to agree with someone, or to show you are listening Pronunciation - Letters and numbers - E-mail addresses - Noun plural endings - -s endings of verbs - Doyou. ..? - Word stress
  7. 7. Listening - Recognize responses to hello and good-bye Memoerships - Listen for personal information, and complete application forms Who's absent? - Listen to a classroom conversation, and say where students are Following instructions - Recognize classroom instructions Friends - Listen to three people’s descriptions of their friends, and fill in the missing words What's the question? - Listen to answers and inter the questions Teen habits - Listen for information in a conversation, and complete a chart about a teenager's habits What do they say next? - Listen to conversations and predict what people say next Using computers - Listen for the ways two people use their computers What ‘s on this weekend? - Listen to a radio broadcast for the times and places of events City living - Listen fortopics in a conversation. and then react to statements Reading - Different types of identification cards and documents - classroom conversations - A family tree Touchstone checkpoint Units 1-3 In the lifetime of an average American . . . - A magazine article describing how much time people spend on daily activities over a lifetime Are you an Internet addict? - A magazine article and questionnaire about Internet use Classifieds - A variety of classified ads from a local newspaper Touchstone checkpoint Units 4-6 Writing - Complete an application - Write questions about locations - Write questions about people - Write an e-mall message about a classmate - Use capital letters and periods - Write a message to Vocabulary notebook Meetings and greetlngs - Write new expressions with their responses My things - Link things with places All in the family - Make a tamily tree pages 31-32 Verbs, verbs, verbs - Draw and label simple pictures of new Vocabulary Do what? Go where? a Web site about - Write verbs with the yourself words you use after - Link ideas with and them and but - Write an ad for a A time and a place . . . bulletin board - Link times of the day - Use prepositions with activities fortime and place: between, through, at, on, for. and from. ..to. .. pages 63-64 scope and sequence Free talk Meet a celebrity. - Class activity: Introduce yourself and complete name cards for three “celebrities” What do you remember? - Pair work: How much can you each remember about a picture? Talk about your favorite people. - Pair work: Score points for each thing you say about your favorite people Interesting facts - Class survey: Ask questions to compare your classmates with the average New Yorker Play a board game. - Pair work: Do the activities and see who gets from class to Hawaii first Find the differences. - Pair work: List all the differences you find between two neighborhoods vii
  8. 8. viii Unit 7 auf and about pages 65-74 Unit 8 Shopping pages 75-84 Unit 9 A wide world pages 85-94 Unit 10 Buey live: pages 97-106 Unit 11 Looking back pages 107-116 Unit 12 Fabulaus load pages 117-126 Functional Topics Describe the weather Leave phone messages Grammar - Present continuous statements, Talk about sports and yes-no questions, exercise short answers, and Say how your week is information questions oing - Imperatives ive exercise advice Talk about clothes - Like to, want to, Ask for and give prices need to, and have to Shop for gifts - Questions with How Discuss shopping habits much. . . ? - This, these; that, those Give sightseeing - Can and cant information Talk about countries you want to travel to Discuss international foods, places, and people ¡Ïúfll checkpoint Units 7-9 plflt 95-90 Ask for and give - Simple past statements, information about the yes-no questions, recent past and short answers Describe the past week - Talk about how you - Talk about a vacation and short answers and get - Tell afunny story - Simple past - information questions - Talk about food likes and - Countable and - Foods and food - dislikes and eating habits uncountable nouns groups - Make requests and - How much. .. ?and - Expressions tor offers How many. . . .7 eating habits - lnvite someone to a meal - Would you like (to) . . . ? - Adjectives to - - Make recommendations and I'd like (to). . . describe restaurants - Some and any - A lot oi, much, and many Tboeirstono checkpoint Units 10-12 pagas 127-128 remember things Describe experiences such as your first day school or work - Simple past of be of in statements, yes-no questions, Vocabulary - Seasons - Weather - Sports and exercise with play, do, and go - Common responses to good and bad news - Clothing and QCCGSSOTÍES - Jewelry - Colors - Shopping expressions - Prices - “Time to think" expressions - “Conversation sounds" - sightseeing activities Countries Regions Languages Nationalities verbs - Time expressions for the past - Fixed expressions - Adiectives to describe feelings - Expressions with go Simple past irregular Conversation strategies Ask follow-up questions to keep a conversation going React with expressions like That's great! and That's too bad. Take time to think using Uh, Um, Well, Let's see, and Let me think Use "sounds" like Uh-huh to show you are listening, and 0h to show your feelings Explain words using a kind of, kind of like, and like Use like to give examples Respond with expressions like Good luck, You poor thing, etc. Use You did? to show that you are interested or Surprised, or that you are listening Show interest by answering a question and then asking a similar one Use Anyway to change the topic or end a conversation Use or something and or anything to make a general statement End yes-no questions with or. . . ?to be less direct Promrnciation - Stress and intonation in questions Want [0 and have to - Can and can't - -ed endings - Stress and intonation in questions and answers - Would you. . . ? «N , ,_Hl-_
  9. 9. Listening How's your week going? - Listen to people talk about their week, and react approprlately Do you enjoy it? - Listen to conversations and identify what type of exercise each person does and why he or she enjoys lt I'll lake it. - Listen to conversations in a store, and write the prices of items and which items people buy Favorite places to shop - Listen to someone talk about shopping, and identity shopping preterences and habits National dishes - Listen to a person talking about international foods, and identify the foods she likes What language is it from? - Listen to a conversation, and identify the origin and meaning of words What a week! - Listen to people describe their week, and choose a response Don 't forget! - Listen for how people remember things, and identify the methods they use Weekend tun - Listen to a conversation about last weekend, and identify main topics and details Funny stories - Listen to two stories, identify the details, and then predict the endings Lunchtime - Listen to people talking about lunch, and identify what they want; then react to statements Do you recommend it? - Listen to someone tell a friend about a restaurant, and identify important details about it Reading Don't wait — just walk! - An article about the benefits of walking for exercise Shopping around the world - An article about famous shopping spots around the world The travel guide - A page from a travel Web site with information, pictures. and travel advice Touchstone checkpoint Units 7-9 Ashley’s journal - A week in Ashley’s life from her personal journal Letters irom our readers - A letter telling a funny story about a reader's true experience Restaurant guide - Restaurant descriptions and recommendations Writing Write a short article giving advice about exercise Use imperatives to give advice - Write a recommendation for a shopper's guide Link ideas with because to give reasons Write a paragraph for a Web page for tourists - Use commas in lists Write a personal journal Order events with before, alter, when, and then - Complete a funny - Use story punctuation to show direct quotations or speech - Write a restaurant review Use adjectives to describe restaurants Vocabulary notebook Whos doing what? - Write new words in true sentences Nice outfit! - Label pictures with new Vocabulary People and nations - Group new Vocabulary in two ways pages 95-96 Ways with verbs - Write down information about new Verbs Past experiences - Use a time chart to log new Vocabulary llave to eat! - Group Vocabulary by things you like and don't like Touchstone checkpoint Units 10-12 pages 127-128 scope and sequence Free talk What's hot? What's not? - Group work: Discuss questions about current “hot” topics How do you like to dress? - Class activity: Survey classmates about the things they like to wear Where in the world. . . ? - Pair work: Name different countries or cities where you can do interesting things Yesterday. . . - Pair work: Use the clues in a picture to “remember” what you did yesterday Guess where l went on vacation. - Group work: Ask and answer questions to guess where each person went on vacation Do you live to eat or eat to live? - Class activity: Survey classmates to find out about their eating habhs
  10. 10. Getting help What's the word tor “L” in English? How do you spel "__¿”? What does " ” mean? I'm sorry. Can you repeat that, please? can you say that again, please? Can you explain the activity again, please? V ‘ '{'. <—"‘ -: -r¡ ‘x W la “l -»‘> 1 tf‘ ‘Á _i __. 2 ' ‘ i ‘_ “ _ l ¿x , 7 rr 2: y Working with a partner I'm ready. Are you ready? No. Just a minute. You go first. 0K. I'll go first. What do you have for number 1? Ihave. . . Do you want to be ll or B? l’ll be A. You can be B. Let's do the activity again. 0lf. Let's change roles. That's it. We're finished. What do we do next? Can I read your paragraph? Sure. Here you ga. í‘ ‘ P‘ ¡h , a , ¡ atar. f) T ‘c L}: . wz _ >- ‘x ' l s, l , . _ . ¿1 __V 4 A Í‘: l ‘ V X " ‘r / " . w '__. - 1 ‘lA
  11. 11. Unit Ii . . lili! uni ¡mi 'l ¡mii fl IM: lll‘- iiaii ii: '. 'llli . viii. illa 1lili i; srl’ il'-l| li 1lilI, Jlililiuirla ent‘ ‘lilll. llïllllh lalalglilllil: IIÍIIIIHH. ’-| Il¡ ‘Wllhfll tlililísltisz. cu: ¡law riiniiis‘ viril im '. l'l: l4'lIt= l' aint-estilos lili: Ïlf-‘l/ IÏL‘. ¿x ‘tam’; “lll nutrir ¿Üiillr-li iiílHl iHlllLtñïfllll ñllíi i lifetime 1 lltllli, lirililftr. fluir» ii. iliii'l. li, il, llji. ttitiii Illllli Iwwi! ‘lili, firm «ti,
  12. 12. Matt Good morning, Sarah. How are you? Matt Hello. I'm Matt Lenski. Sarah Good. How are you, Matt? Emily Hi, i'm Emily Kim. Nice to meet you. Matt I'm line, thanks. Matt Nice to meet you. l Getting started ""7 h Listen. Matt and Sarah are friends. Are Matt and Entity friends? Practice the conversations. Fue TÍ’ Can you complete these coitversations? Then practice with a partner. Lise your own itames. o — Hello. i ‘m Chris. g . i iii, Pat. How; you? Hi. Nice to meet you. Sam. li I'm . How are ? Nice to meet . .l Good, thanks.
  13. 13. Unit 1 AII about you ’» Building Vocabulary A Listen. Practice the conversations. “x Emily Goodnight. f _ Matt Goodnight. Haveagoodevening. ' Sarah Bye. See you tomorrow. * . Emi/ y Thank you. You too. Mat! Bye. See you. B Listen to the conversations. Check (l) the responses you hear. l. Bye. Have a good evening. 3. Bye. See you later. 5. Good-bye. Have a nice day. You too. Good-bye. OK. See you later. Thank you. h’ You too. Good night. Bye. See you next week. Thanks. You too. 2. Hi. How are you? 4. Hey, Oscar! Good, thanks. Hi. How are you? I'm fine. Hello. Word E "‘¿, b'r‘t'; -* C Write three expressions for saying hello and good-bye. Compare with a partner. How ave you? / / Hello. Good-bye. l l D Class activity Say hello and good-bye to five classmates. . ': Vocabulary notebook Meetings and greetings See page 10 for a new way to log and learn Vocabulary.
  14. 14. Hi, l ’m Liz Park. I'm Mary Gomez. Hi. My name is David. My first name ¡s Elizabeth. My middle name is Ann. My last name is Hanson. Liz is short for Elizabeth. Frank is my husband. Name: Mar Ann Gomez FIRST MIDDLE LAST single jqnarried Name; E/ Llúéüffi "' PflFÉ HRSÏ MlDDLE LAST Name: David Allen Hanson HRSï MIDDLE LASÏ ‘¿single ilfmarried 7single married saying names in English A Listen to the people above give Miss’ Mrs" Ms" M“? their names. - David Hanson is single. —> Mr. Hanson - Liz Park is single. —> Ms. Park / Miss Park B Complete the sentences. Then compare - Mary Gomez is married. —> Ms. Gomez/ Mrs. Gomez with a partner. - Frank Gomez is married. —> Mr. Gomez l. My first name is 2. My last name is 3. My middle name is 4. My nickname is 5. My teachers name is 6. My favorite name is C Listen and say the alphabet. Circle the letters in your first name. Aa Bb Cc Dd Ee Ff Gg Hh Ii I] Kk Ll Mm Nn 0o Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz D ‘a Listen. Then practice the conversation / V/ F fx/ r - with a partner. Use your own names. y l K o i h e F m9 7 3 K 01h r‘ g n ? x A What's your name? QnH-¡emnefii B Catherine Ravelli. x’ A How do you spell Catherine? B C-A-T-H-E-R-l-N-E. A Thanks. And your last name? I? R-A-V—E—L-L-I. y 77* E Class HCÜVÍÏY Ask your classmates their names. " """"" ‘I Make a list.
  15. 15. Uni! 7 All about you ‘a Building language A A lr. A lrirtín Listen. Which classroom is Carmen in this term? What about Ienny? Practice the conversation. Class Registration Musi; Good morning. Are you here for an English class? (írirint-iii Yes. I am. I'm Carmen Rivera. Mi: Ala/ rin OK. You're in Room B. m“ .1 Ienny And I'm Ienny. 1 Mi: JV/ lfllll Are you Ienny Loo? Ífillliy No, I'm not. I'm Ienny Lim. ¿fi-x Am l in Room B, too? ‘ “V Mi: Mar/ iii Yes. . . .Wait— no. you're not. ¡ P’ _ You’re in Room G. jenny Oh, no! Carmen, we're not l - in the same class! "°_— * y, " . ... . ‘u : i ‘tí-gg’; Q B Complete the answers. Then check y y the names of five classmates. Z ‘ig. ’ h‘ J . y ‘ ña o o ‘ t / ‘ ‘ _ ¡i Are you Amy? i. _., . Are you Amy? a ki: h’ Yes. I ___. B No. not. Grammar The verb be: I, you, and we I'm Jenny. I'm not Carmen. You're ¡n Room G. You're not in Room B. Í We’re in different classes. We’re not in the same class. i'm lam Yes, I am. / No, I'm not. h HIIlU/ HAYIIÜIII x Are you Jenny? Am | in Room B’? yes, you are. y No‘ youq-e not. l is the most common word. I'm is more common than l am. Are we in the same class? g f Yes, we are. / No, we're not. " "t , A I'm f F lam you're = you are we're we are A Complete the conversations. Then practice with a partner. t? p ¡i No, lí ¡i e n B Yes, I 1 . Yes, we Hi, Dino. Nice to meet you. ‘i . - Avg you Emiko? B Yes, l . l here for an English class. you here for English, too? . I here for a French class. you Chris? we in the same class? . l Dino. B Pair work Choose a conversation and practice. Use your own information. Then act out your conversation for the class.
  16. 16. Personal information ,1 Numbers 0-10, _ ' -- _ A a Listen and say the numbers. O 1 2 3 4 5 6 7 8 9 10 zero one two three four five six seven eight nine ten e t, 0 B 6’ “Sim- The“ Pmcïme- My ID number My phone number is 0M t b r _ ¡s 259-62-1883. 216-555-7708. My e-mail i- ¡Syfifiïggfiïgágm e r address is dsmith6@cup. org. i i GREEN TATE UNIVERSITY i y y V- H i’ 4 V z‘ I ‘ U , “lots ‘_ Eu. EN M. JONES i i . minRÑV‘ : M“ ““““‘ iiiiiiiiiiiii ' iiiiiii ii Ililil Í r ‘ïfiiïiïinn/ cnunnitu ¡ D ¡massa mas g°'°". "°ne:21¿5 I ‘T’ ser-M» m». ‘"‘%""__fi”= dsmnh6@fÍ‘770a g ¿<««« x"*'-_ p-O n2:3:: ;:Íi: ::: :‘: ::: ::<<(«<05A Numbers and e-mailaddressns. . “x5! ““"'°"mm immer-e‘ ‘M’; 216-555-7708 = "two-one-six, five-five-five. seven-seven-oh (zero)-eight” ¿"mas o‘, ._‘xTÏ. ‘ r‘ ’ “"' dsmith6@cup. org = “d-smith-six-al-c-u-p-dot-org" 2, Building language A a Listen. What is Victor's telephone number? Practice the conversation. i‘ i i“ B [R5 li H( (HH Recepiioiiist Hi! Are you a member? Victor No, I'm just here for the day. lteceiJrioiiist OK. So, what's your name, please? Victor Victor Lopez. Recepiionisi And what's your phone number? Victor It's 646-555-3048. Recvptioiiist And your e-mail address? Víctor Um. . . it's vlopez6@cup. org. Rocepiimiisr OK. So it's S10 for today. Here's your pass. Victor Thanks. 5 B Can ou com lete these uestions and answers? - it aut Y P q """"" " Then practice with a partner. o A nyour name? e A What's . ? B Ioe Garrett. B It'sjgarrett@cup. org. B 646-555-4628.
  17. 17. unir Illllaballl you In conversation. . . is 6 times more common ¡han telephone. A Match the questions and answers. Then practice. l. What's your teacher's name? h a. Rachel. v» 2. What's your first name? b. It's Ms. Gardino. 7 i" 3. What's your e-mail address? Z c. My last name? Yoshida. 4. What's your phone number? __ d. It's yoyo3@cup. org. 5. What's your last name? e. 646-555-3907. Ïíifóïiïi - . . , . g B Pair work Ask and answer three questions with What s. Give your own answers. “What's your teachers name? ” “It’s Mr. Williams. ” A, .4, Listeningand A Listen to the conversations. Complete the application forms. LIBRARY First name Middle Last name _ Nicols -555-2864 JTHOMASN@cup. org Phone number 537-555- E-mail address Library card number B Pair work Now complete this form for a partner. Ask questions. ENGLISH CLUB APPucAnoN . ... . . ... . A W"3"3 70"’ "m "¿me? nm , e silvia. "me A How da you spell it’. . . Middle initial Lastname Phone number i E-mailaddress í. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... f' Park Lake ‘3 ' » E’.
  18. 18. can you completo the conversation with the questions in the box? ll ¿m ? How about you? B Yes, lam. m1.. ? Are you a new student? A Yes, me too. Alicia It's a beautiful day. Adam Yeah, ¡t is. Alicia Are you here for the concert? Now listen. Are Alicia and Adam lriends? Adam Yeah, lam. How about you? _ . Alicia Yeah, me too. so, are you ” a student here? Adam Yeah. How about you? r _ “¡.1 Alicia No, I'm here on vacation. v Adam Nice. By the way, I'm Adam. . Alicia Hi, Adam. I'm Alicia. - “I? i; - e ‘ 1" {EXE} how Adam uses How about you? ""3 N" M’? 70' "le “HGM? ” ü. to ask the same questions as Alicia. “Ygah, 1 ¡m How amm; you? " (Íomplote, the conxiersziiions below. Then practice with a partner. f) a Ane you ncw here? l 24.; Yes, l am. A ? i Yes. me too. 0 «l: i Hello. Arc you here oii vacation? fm Yes, l am. __ _ _ ? K 9 No, I'm here on business. 1*)‘ llll-lilll
  19. 19. Unit ”i All about you Strategy plus Everyday expressions Some everyday expressions are more tormal. ¡’FW d}; W, ¿”nui l More formal Less formal Yes. Yeah. Thank you. Thanks. Hello. Hi. How are you? How are you doing? I’m line. 0K. / Pretty good. / Good. Good-bye. Bye. /See you. /See you later Íl b-llllvléltsfílfllll Yeah is 10 times more common than yes. l‘ l Yeah. _. ., _. .y, ,« l ‘Ii l 3A". YA‘ L fu‘ ‘s ¿"it YES. Á Complete these conversations with expressions from the box above. Compare with a partner. Mir/ iv Hi, sorry I'm late. [tj] Good morning, Mrs. Swan. g 7 A li/ ce Pretty good. How are you? A In‘. 51mm . How are you? Kat/ ly ' ltïil I'm fine, lll-i lh—‘ Kai/ ly Bye. See you. ltïll‘ Good-bye, Mrs. Swan. Ali/ cy . Alrs. biliar] B Pair work Practicethe conversations. Free talk Meet a celebrity See Free talk 1 at the back of the book for more speaking practice.
  20. 20. "fi. ,í, i.iiií'ír "i il i"; ‘-, 'j'ljl'l. 10 7 Meetings and greetings Learning tip Learning expressions Write new expressions with their responses, like this: ¡’f Ii lla/ lr! People say Hi and Bye more than Hello and Grind-bye. Write a response for each expression. , _ _ A Hi. Hello. 1. Hello. __ _ _ _, _¿ l“ Bye. l: Good-bye. 2. Good morning. 3_ Hi. ¡’m Helen. 4. How are you? 5. Have a nice day. 6. See you tomorrow. 7. Have a good evening. 8. Good night. 0h your own Before your next class, say hello and good-bye (in English! ) to three people.
  21. 21. Unit l ¿i l l? y. ¡I ¿l? ‘¿.4 f a, a. ¿l t, f M ‘1¿_»: __, Í. J lr ill/ l’! f, mir [mi ‘i iinll ir Im: lira Haiti n; villil iia dira. tiran, iirh, cmo! items. hnlnnnn hmuecnn nhmarliciekmsnunn culto han hidkkh lïvlïllltlllil lI- "Iirziilí VIII‘ ïlilii "ri mitin ÏHUI “r i/ iii ‘Jill-m; zii; lllllií‘. llLllllluÏ ¿Minh lll? Illrllllíár ‘Jllii ill: .12<‘, lIl'vlll>-JS’ ill. ‘ ti Illlllli. ¡mi u; ll Hina: 1 Hill"? 1| ‘Jlilií liízl It '< iii‘ llLÚ-l"
  22. 22. Miss Cass Where’s Jun? ls tie here today? Ana No, he's not. Maybe he’s at work. Miss Cass 0K. How about Laura? _¿- y Ana / don't know. lthink she's sick. , ‘ ‘f7 Miss ¿‘ass 0h. 0K. Are Kim and Phong here? ‘¿"2" y- Ana No, they're in the cafeteria. Miss Cass They’re late again. 0K. And Alan? g Ana He's over there. l think he’s asleepl e¿ y; _ — _, l f“? 7 l “ahí? ” Á l’ l. l; L. A r l L‘ c‘ ', ' Í “ ' ‘K . ‘i, ._ 3*‘ N I J 'Ï ¿‘si p. - N u‘ % - , ¡g e ‘ e p" ‘ _ j t l ‘l A a; A‘ Í > l l, ‘ " l p, 17% f l’ xx F ' N x ¡‘TÉF-ll ‘e ‘-’ e r ‘K l > f’ a ‘si l? ‘ , x r * ‘ * Getting started Á Listen. Where are Ana’s classmates today? Practice the conversation. eri-agarre“ . . -¡¡ m” b‘ B Can you complete the questions and answers? Use the conversation above to help you. Í ; l Is Junin class today? . l Is Laura here today? ll Kim and Ph°n8 ¡n Class? li No, not. l? No, sick. B N0: ¡ate- 12
  23. 23. Unit Z In class f’? Grammar The verb be: he, she, and they Jun is at work. Jun is not here. ls Jun here? He's at work. He's not here. Yes. he is. / No, he's not. Laura's sick. Laura's not ¡n class. Is she sick? She's sick. She's not in class. Yes, she is. / No, she's not. Kim and Phong are late. Kim and Phong are not here. Are they late? They’re late. They’re not here. Yes, they are. l No, they're not. Laura's : Laura is He's = He ls She's = She is They’re = They are li mnwarmmair People usually shorten is to ‘s after names. A These people are also Ana's classmates. Where are ‘junk at Work‘ Laura's no’ m Class‘ they today? Complete the sentences. , {_. ‘ t. . . Ü r ‘ta! ‘¿v? Ü 3;’? f i ¿’a l‘, l E ‘ ‘i i r ‘tf ÏL . ° r 44 2 ‘XfiJ - Í -'-' ¡X l) y p , ¡._( «J 4 g) 41 ¿ , ¡ l l - k _ (p? .4 ": _. .C¿¡ ‘ v ‘ I l ‘ ‘a; - a ,2 e ‘ s » t LWÉÉÜÜ ‘ A ' ' ‘ ¡r — - J — . .— á‘ A la. C David C Connie and Dan m Sue and Min Ii B Complete the questions. Then ask and answer the questions with a partner. l. L” David sick? 3. Connie and Dan at home? 5. Sue at the library? 2. T Dan in class? 4. Min li at work? 6. Sue and Min li in class? “ls David sick? ” “No, he’s not. He's in class. ” Listening Who's absent? A Listen. It's the next day. Where are these students today? Match each student with a place. l. Iun's C a. at the library. 2. Kimsí b. at work. ' 3. Laura's c. in the cafeteria. 4. David's á d. at home. 1 E tan‘; . x , ' . . e . , * ¡Om B Pair work Ask and answer questions about your classmates. ' _ ' l g ‘ “' “ls Lisa sick today? " "Yes, she is. She's at home. " 13
  24. 24. What's in you ag? 1 Building Vocabulary A Here are some things students take to class. Write a or an before each item. Then listen and say the words. Check your answers. ¿males a + consonant sound a bag an + vowel sound an eraser am umhrellaJ -_3___ _ eraser q notebook _ English book . í address book . . . _______J —-—‘wv- -4 Ward l _ , so" 5 B Make two lists ofthmgs you take to class. :7 """"" " Use a and an. Compare with a partner. a- 0! flW a peucil am umbvellat 2 Building language A Listen. Which things are Bill’s? Practice the conversations. Andy Whatsthis? Scott Excuse me. Are these Bill It's an MP3 player. Bill Oh, yes, it is. Thanks. your keys? It's my new “toy. ” Aliclzi And are these your glasses? Bill Um . . . no, they're not. Bill Yes, they are! These are my keys right here. ¡¡ amé B Can you complete these questions? Use your own ideas. """"" " Ask and answer your questions with a partner. 0 Is this yourí? a Are these yourï? 14
  25. 25. Unit 2' In class 'f ¿er Grammar This and these; noun plurals ve‘ This is an MP3 player. These are sunglasses. Regular plurals irregular plurals What's this’? What are these? “a9 bag‘ ma“ me“ It's an MP3 player. They’re sunglasses. Vlatéh Vlatéhes woman “"9"” dictionary dictionaries child children Is this your watch? Are these your keys? key keys Yes, it is. Yes, they are. Some nouns are only plural: No, it's not. No, they're not. jeans, sclssors. glasses, sunglasses Complete the questions and answers about the pictures. Then practice with a partner. 0 A What’; l-hi; ? A Is your K A ? rl What ? B l l-hïgk il-‘s 0| cell ghogg. B No, . B 0 9 0 "x , »l Are your ? .4 Are your ? rl Whatm? B Yesm. t? Naï. H Speaking natural/ y Noun plural endings wal/ ets, book: - pens, keys r : / t watches, oranges P. i? ‘ Listen and repeat the words above. Notice the noun plural endings. P: ¡‘j Listen. Do the nouns end in / s/, /z/ . or lizl? Check (l) the correct column. What's in yourbag? /s/ lz/ liz/ 1.. thiee. te¡_rtbooks Á g 2. two cell phones Q ' . Í 3. four snacks E _ _, l 4. my sunglasses D Í : l 5. five credit cards 4 " 7 C Group work Tell the group what's in your bag. Who has something unusual? “What’s in your bag, Carlos? ” “A wal/ et, two keys, . . ." 15
  26. 26. l a calendar l 13m3!’ y / C L _] some posters ¿ a clock la TV x / Í í “rïqïird ___, r.. :i" HaCDPIaVer/ f“ f ‘ ‘ l ven / tamb“ / acomuuter-k V; {y m‘; i‘ _a mi / A ‘. ' — / “w-Ïrñ jjadesk u ”’some videos » ‘ Á ‘¡.73 / ' TN <7 y l ‘ 7 some chahs M» . < - ' lsoime dicitionariesigx‘ l)’ y 'r*’. . ‘ l “v” V t" I” _ a wastebasket l‘ K‘ ¡f y l , ..-/ "z l n u V ‘ ' 1 i Building Vocabulary‘ A Listen and say the words above. Which things are in your classroom? Check (l) the boxes. What else is in your classroom? B Look around your classroom. What things are in these places? Write the " """"" "' words below the pictures. G G on the wall on the floor under your chair (h; a clock in the closet in tront ot the board C Pair work Ask and answer questions about your classroom. “What’s an me wall? ” ‘fl clock, a map, and same posters . . . ” 16 e»!
  27. 27. Unit 2 In class W 7’ íiBurldmgianguageatt _ A Listen. What is the teacher looking for? Practice the conversation. Mrs. Evans OK, so . . . where’s the VCR? Paula It's in the closet. Mrs. Evans Oh, right. And the videos? Where are they? Paula They’re on the desk, under your coat. ' Mrs. Evans OK, um . . . and where are the students’ A 2 homework papers? ' Paula They’re on the floor. ' ‘y 7 Í / Mrs. Evans Uh-oh, what's this under my foot? Paula It's Mario's homework. Mrs. Evans Oops! . . . Uh, where are my glasses? They’re not on my desk. Paula Uh . . . they’re on your head! E '53 Can you complete the questions? Then ask and answer the questions with a partner. l. Where the VCR? 2. Where the teacher's coat? 3. Where the students’ papers? Sfirammar Questions with Where, ïpossetssims¿s_ands’_i'__ï Where’s Mario’s homework? It's on the floor. Mario’s homework Where’s the teacher's coat? It's on the desk. the teacher's glasses Where are the students‘ papers? They’re on the floor. three students’ papers Where’s = Where is A Pair work Ask and answer these questions about the classroom on page 16. Can you ask four more questions? _ l. Where’s the teacher's desk? 4. Where are the students’ dictionaries? 2. ‘Where’s the TV? 5. Where’s the computer? 3. Where’s the teacher's chair? 6. Where are the posters? “Where ’s the teacher's desk? ” “It’s in front o! the board. ” E‘- Write four questions about things in your classroom. Use these ideas or add your "" “ own. Then ask a partner your questions. the teacher's books the teacher's han the students’ han: the vmteheht eahularitnotehookjwyjhings See page 20 for a new way to log and learn Vocabulary. 17
  28. 28. .. _ gnc’? - m e. ., ,= .. »T. _ . .—__. .. Conversation strategy Asking for help in cl ss . l Can you match the questions and answers? c" a 1. How do you spell book ? a. Sure. 2. Can Iborrow your pen? _ b. Pencil. 3. What’s the word for this in English? í c. B-O-O-lt. ' " Now listen. How many questions does Ming-wei ask? - _e_. 7 Ming-wei Excuse me, what’s the word lor this in English? Sonia Highlighter. Ming-wei Thanks. Sonia Sure. Ming-wei Uh. . . how do you spell it? Sonia l don’! know. Sorry. Ming-wei That’s 0K. Thanks anyway. . . . Can I borrow a pen, please? Sonia Sure. Here you go. Ming-wei Thank you. Sonia You’re welcome. Ms. Larsen 0K. Open your books to page 4. Ming-wei Excuse me. can you repeat that, please? What page? Ms. Larsen Sure. Page 4. V ‘se BHP“ e» y ¿”gig ¿“i133 how Ming-wei ask; ¡m- “Whats the word lor this in English? " i l help in class. Find his questions. "now do you spell it? " (Iomplcte the COIWCFSHIÍOIIS. Then practice with a partner. o ‘i What's this? Q I Excuse me, can I n 9 I ‘Vhzit's your phone number? l} It's an eraser. your dictionary, please? ls’ __ _ _ , please? ‘i Oh, ? l? Sure. Here you go. I Yes. What's your phone mimber? i: l{-It—. iA-S-lí-It. __________ A. SElF-SÏHDV llllllll llll "u! -» ws/ - . - - . - L) few. ’ JÍÏ; « Practice the conversations again. Use your own ideas. ‘ CII-llull
  29. 29. Unit 2 In class , 2 Strategy plus Common expressions and ¡esp I Here are some responses to Thank you and I’m sorry: "’” 30”“ When people say . . . You can say . . . Thank you. You ‘re welcome. Thanks. Sure. I'm sorry. That's OK. I’m sony. ¡don't know. That's 0K. Thanks anyway. Circle the correct response. Then practice with a partner. o gi Can l borrow your pen, please? O A What's the word for this? B / l don’t know. B I don’t know. Sorry. A Thanks. A Sure. l That's 0K. What about this? B Thanks anyway. /You’re welcome. b’ I don't know. e Á You“ late‘ A OK. Thanks anyway. l You're welcome. l? I’m sorry. / Thanks. 1‘ That's OK. 3 Listening and speaking Following instructions A Match the pictures with the instructions. Then listen to the conversations, and check your answers. a. Listen to the conversation. b. Answer the questions on page 9. c. Tum to page 7, and look at Exercise 1. d. Write the word eraser in your notebook. B Pair work Give and follow four instructions. Ask for help if you need it. A Look al the picture on page 8. B Can you repeat that, please? A Sure. Look at the picture on page 8. eFree talk What dos you remember? e See Free talk 2 at the back of the book for more speaking practice. 19
  30. 30. Vocabulary notebook t Myflw-ngs 20 Learning tip Link/ ng things with places Make lists ol things you keep in different places. l ¡vi wiy bag - My waillet; My keys b 1 Label the things on the desk. some books gun --__. -, 2 Now make lists of your things. What’s in your bag? What’s iii your walter? ‘ "YTrréfWTr-‘-—-‘-—= ‘-J -—-k-—-—--—-= sJ What’s in your pockels? nvzaaagxawy-«cuvn. , , on your own Find a magazine with pictures of things. Label the pictures. How many words can you label?
  31. 31. ia voritepeople ln Unit 3, you learn how to . . . use my, your, his, her, our, and their. ' use the verb be in information questions. i talk about your lavorite celebrities, lriends, and family. show interest in a conversation. ' use Really? lo show interest or surprise. Before you begin . . . Match the pictures with the sentences. I He's a singer. I They’re soccer players. i 4 u She's an actor. He's an artist. For each sentence, think of someone you know.
  32. 32. 933°” Celebrities *= —-- Sean Penn —-- '-v-- Norah Jones ww" ' ‘c-ithe Williams sisters n . Sandra l/ ove these shows about . . . Oh, and there's Norah . . . And look — the Williams celebrities. Hmm. Who's that Jones. She's my favorite Sisters, my favorite tennis guy? 0h, look. It's Sean Penn. i’ singer. Her voice is amazing. players. Their matches are always He's so good-looking. His new exciting. You’re a tennis lan, right? movie is great. L. p ' " - John? . . . John? Wake upi A ‘v’ Listen. Sandra is watching TV with Iohn. ls the show interesting for John? F’ ure . . _ ‘ ' -‘< > B Can you complete the sentences? Use the information above to help you. Sean Penn is an actor. movies are very good. 1. 2. Norah Jones is a famous singer. new video is great. 3. The Williams sisters are tennis players. matches are always great.
  33. 33. Unil 3 Favorite people Grammar Be in statements; possessive acijectives I'm a Sean Penn fan. My favorite actor is Sean Penn. , , _ You're a tennis fan. Your favorite sport is tennis. ¿h A He's an actor. His new movie is great. ‘Í She’s a famous singer. Her voice is amazing. We’re Giants fans. Our favorite team is the Giants. , í ' They’re tennis players, Their matches are exciting. " l> Circle the correct words to complete the conversations, , y t; í y Then practice with a partner. v l. xl ®l My a Sting fan. B Yeah, he's / his music is amazing. ¿l You know, he’s / his real name is Gordon Matthew Sumner. 2. ¿i I'm / My favorite band is Black Eyed Peas. L2 Oh. they're / their Very good. si You know, they're! their new CD is out now. 3. si Nicole Kidmans new movie is really great. h’ Yeah? She's / Her movies are always good. ¡l I know. She’s / Her my favorite actor. 4. . Al What's you're / your favorite show? B I'm / My favorite show? Friends. l Yeah. It's we're / our favorite show, too. ln our family. we're i our all Friends fans. t‘ Talk about it My favorite celebrities i Write the names of your favorite celebrities below. Then talk about them with a partner. How many things can you say? actor Joliwmy Der? band singer team writer artist “My favorite actor is Johnny Depp. He ’s so good-looking. His new movie is great. ”
  34. 34. i ‘ Building Vocabulary EÍéLL _ l? ??’ 2 24 ‘ 1x31‘. "fix . un. ,2.‘ ‘s A Complete the chart. Then tell a partner. my friends my best friend Vevy Smart‘ “My friends are very smart. They’re. . ‘ï Building language A the conversation. lmim So. how's your new job? Are you busy? 77m Yes. It's hard work. you know. I'm tired. iii .1 ¿’a l. l A . .. ' y He's quiet and shy. She’s friendly 1 ando utgoing. my neighbor Listen. What is Tim's new boss like? Practice They’re very nice. ’ ‘ They’re fun. > L» ¡ . ' = o me tri-s. Listen and say the sentences. Do you have friends like these? Tell the class. > B How many words can you think of to describe people you know? ¡mua Really? What are your co-workers like? Are they nice? v l " - "l ‘ini Yes, they are. They’re really friendly. Drum Great. And is your boss OK? Tim She is, yeah. She's nice. Um. . . she's not very strict. / )(llI(l Good, because you're late for work. own ideas. Then compare with a partner. Í ¿i How's your new teacher? she m ? H Yes, she . A What about your classmates? they l? Yes, they r B Can you complete these questions and answers? Use your 3 A And what's class like? ? Ít m? l? No, it's not.
  35. 35. Unit 3 Favorite people 7" Grammar Yes-No questions and answers; negativas Am I late’? Yes, you are. No, you're not. You're not late. Are you busy? Yes, l am. No, I'm not. I’m not busy. Is he tired? Yes, he is. No. he's not. He's not tired. ls she strict? Yes, she is. No. she's not, She’s not strict. (My boss isn't strict. ) Is it hard work? Yes, ¡t is. No. it's not. It's not hard work. Are we late? Yes, we are. No, we're not. We're not late. Are they nice? Yes, they are. No, they're not. They’re not nice. (My co-workers aren't nice. ) fiáïïm’ Write yes-no questions. Then write true answers. ÍI Hllllvs-lrifi/ Ïllll """"" " Ask and answer the questions with a partner. People use ‘s not and 're not atter pronouns. She’s not strict. They’re not nice. l. you l shy ? Ave youghy} e 2. this class l easy ? lava. Isn't and aren't often follow nouns. My boss isn't strict. My co-workers aren't nice. 3. the teacher/ strict ? 4. the students in this class l lazy ? 5. your neighbors/ nice ? 6. your friends / outgoing ? ' Speaking natura/ ly ls he. . . ? or ls she. . . ? xu- ¡¡¡V use a student? « A Listen and repeat the questions above. Notice the pronunciation of Is he. . . ?and Is she. . . .? B Listen. Do you hear Is he . . . ?or Is she. . . ?Circle he or she. 4. ls he l she smart? 1. ls he / she a friend from high school? r 5. ls he / she interesting? y 2. ls he / she a college student? 3. Is he / she shy? gfh’ C Pair work Find out about your partner’s best friend. """ “ Ask and answer questions like the ones above. A Is he a friend from high school? * —' B No, he's a neighbor. 6. Is he / she fun? _ —r 25
  36. 36. grandmother u. (grandma) grandparents L mother tather _ (mom) (dad) — parents ’ 4 é children L daughter Erica Rivera ïsjï < . ... ... ... ... ... ... ... .. n» brether s 1 Building Vocabulary A ¿y Listen and say the words above. Then with a partner, ask and answer questions about the people. How many answers can you think of for each person? David Rivera “Who’s Angela? ” “She ’s Jack’s wife. She’s Linda ’s mother. She’s David's grandmolher. ” B ‘S. Listen and say the numbers. Do you have any "lucky numbers"? Tel] the class. 10 ten 16 sixteen 22 twenty-two 28 twenty-eight 70 seventy ll eleven l7 seventeen 23 twenty-three 29 twenty-nine 80 eighty 12 twelve 18 eighteen 24 twenty-four 30 thirty 90 ninety 13 thirteen 19 nineteen 25 twenty-five 40 forty 100 one hundred 14 fourteen 20 twenty 26 twenty-six 50 fifty 101 ahundred and one 15 fifteen 21 twenty-one 27 twenty-seven 60 sixty B Eva, is your mothers name sandra? A Yes, i! is. A My mothefs name is Sandra. Evds Mot-kev - ' * She ’s fifty-five. SflVtÁYfl, S? 26
  37. 37. Unit 3 Favorite people Building language A Listen. How old are Erica's grandparents? Practice the conversation. ¡lkvini S0, who's this? Fría! My grandma. And this is my grandpa. He's a nice man. He's seventy-eight now. ¿tk-emi Really? And how old is your grandmother? Erica She’s seventy-two. ntkvnzi She's very pretty. What's her name? lírim Angela. xlkeiiii That’s a nice name. S0, where are your grandparents from originally? Erica They’re from Texas. 1. mi; ¡t o", B Can you put the words in the correct order to make questions? """"" " Then ask and answer the questions with a partner. 1. are / from / parents / originally / where / your ? 2. your / is / old / father / how ? 3. names / your / what / grandparents’ / are ‘t’ fgGrammar information questions with be How are you‘? Who’s this? How are your parents? I'm fine. It's my grandmother. They’re fine. thanks. Where are you from? Where’s she from? Where are they today? I'm from Florida. She's from Texas. They’re at home. How old are you? What’s she like? What are their names? Twenty-three. She's very smart. Linda and Carlos. A Write at least six questions to ask your classmates about their families. , What, ... ? Where. ..? How. ..? what's yowr «Part-kev- like? Alkon-i"! . . -y%j¡¡*¡-> B Class activity Ask three classmates your questions. “What’s your father like? ” “He ’s very outgoing. ” ‘s J/ ocabularynotebook A/ l in the family See page 30 for a new way to log and learn vocabulary. 27
  38. 38. Conversation strategy Showing interest A can you add a question to show you're interested in the conversation? A Here ’s a picture of my best friend. B "eamám ? A ¡leur ‘lilietf-lals-v‘ iiïéáïr-riiuiiii y x’ Now listen. What do you find out about Eve’s friend? ¡‘"7" l“ l" / 371o: l? ?? i: marido’ iillrir- e» ‘llÍïÍÏït-YÍríl‘ l’ll-vii th! ‘ l'lii: ir: ü« dir- ¡mori ¿ive 41km? » Irun» terminal; iuiáusviisiv liar; li“ lÏ/ flïliri iiim ¡’itslíi Riliiihiil thor/ i ¿salir-a ciiiiilaiiétiiatat" Fila ¡’hi dir-Krïnïii ¿lrlïtrï = . y>kz—flll(qf‘t sïíiaïv mi ïluhifliui’ tiliiiilrlii 3?; f" : ,_- L han. " r. IHÍÏIIIHA‘! asin/ tft lll/ emos; ¡“y ‘ ¿{Lsï Y iia» lhnlln/ Lïb‘ filial‘ f " ‘ 1 '- *‘ i‘. ive. fljiairtrp fklililifllfllli‘ light}. “ , . _ r y. N / "V " ‘í f Nikkor»: llii lilláfil-‘tflrui’ lliiiñiilihin‘ W / ÜÏÍ e F I‘ e x y t m x r a ¡:2 f ¡y v. ,7 ‘4 v l / ¡ x fi Luro, ‘ ' ‘de ‘ . ‘N. ’ / ' ‘ j / y . / í ‘V V ti‘? vy/ 1 y . _ / x ‘V; ' . H i ‘in’! . ‘s? ,1 . ‘i l L ‘x’. l ¡’V/ fi 1 f» Es)"; ‘Y s‘ ' I ' x l v l‘ ’ ' . . . ‘ z ’/ } Notice how Mark Sh°ws interest‘ He ‘epeats “ti/ c”: ini/ i ¡tlllll/ lil. Illl nin‘: liar: ii il/ lviiii una‘. ‘ 2 words and asks questions. Find examples in n _g the conversation unir/ iii! ’ Wow, i: Hu; ; siii/ vibrar naci’ B Complete the responses. Then practice with a partner. A My friend Gemma is a singer. xl My friends Ioshua and Pat are actors. H ? ls she in a band? i? ? Are they famous? ri My best friend’s name is Vlad. B ¿m ? Where’s he from? lnfik-¿‘l-‘HÏ c - k - ltlf-tlllllt 5 you, Pair wor StudentA: Tell your partner aboutafriend. y “un”! ’“ Ill-IBM """"" “' Student B: Ask questions to show interest. Then change roles.
  39. 39. Unit 3 Favorite people Strategy plus Really? People say Really? to show they are interested or surprised. riff‘ u - e .2 L m . y . s". // , Ii oiniivramillin .7? _i l y ¡(ml/ ll L «. Really is one of the top 50 words. y i V , _/ i. k z ’ y} ,1 j e L’ . . / Si A‘) íïiilíiír’? e g you ¿ Pair work Practice the conversations. Then ask the questions again. """"" “ Give your own answers. ¡l Where are you from? ¡l Who's your best friend? B San Diego. B Her name's Brittany. al San Diego? Really? I’m from Los Angeles. «l Really? What's she like? ¡l What’s your name? H She s Very mee‘ B Ryan. xl Really? My best friend’s name is Ryan. ï Listening and speaking Friends Á Listen to these people talk about their friends. Write the missing words. 0“Amy is a ¿[ELA of mine o"Gary is a friend from gfilnton ‘s a friend of mine. from the neighborhood. , He ‘s very . , He s my m . . , . . She s about years old. , HIS í s name is Gloria. " . _ _ He s around my age. Olivia Is her mí H“ a u a ¡un u , , She’s the same age as my g y g y you ¡ B Pair work Write the names of three people you know on a piece of paper. """"" " Exchange lists. Ask questions about the people on your partner's list. Chung Dale A Who's Chung Dae? Angela B He ’s my best friend. gohan A Really? Where ’s he from? I Free talk Talk about your favorite people. See Free talk 3 for more speaking practice. 29
  40. 40. All in the family 4.. Learning tip Making diagrams Make diagrams with new Vocabulary. An example of a diagram is the family tree below. 1 Complete the familytreeusingthewordsinthe box. l’ll/ Hi Il Url/ Illia‘ grandmother mother sister grandfather brother Jfaiher i” i’ Mom [WTÍ Mother | má; ‘mi Dad l""" ‘ " Father «Pat-her ' í ‘ t" ‘si Grandma í ‘si’ Grandmother me ' M’ Grandpa i‘ i’ Grandlather 2 Now make your own family tree. Write notes about each person. Her name's Hong. gvamalwot-hev / She’s seventy-hoc. y Parker ¡M6 0n your own Make a photo album of your family and friends. Write sentences about them in English. 30
  41. 41. Touchstone checkpoint Units i—3 1 Can you complete this conversation? y a L, _ n, a is «¡are I'm youTe_ hes ¡fs were theyïe hh her tny your our theh the these Complete the conversation with the words in the box. Use capital letters when necessary. Then practice with a partner. Angel Hi, Carla. How me you? Cfllifl fine, thanks. Is Angel No. my brother's car. (Zar/ a Cool. So, where is brother? ¡lllgüi He and wife are in Miami, with her parents. your car? on vacation. m: family from Miami, you know. Carla Oh, right. So, are children in Miami, too? Angel No, with my parents and me. house is crazy. all so busy with the kids. Car/ ri I bet tired. t-lngel Yeah. I really am. . . . Uh-oh, I'm late! Carla OK. See you later. ¿lrigel Wait! Where are my car keys? I mean, where are m brothers car keys? Carla Are his keys? Under the car? Here you go. Angol Oh, thanks, Carla. You're wonderful! 2 Unscramble the questions. e e . 7 _-___ a e e Put the words in the correct order to make questions. Then ask and answer the questions with a partner. l. full l teacher's / is l our / name l What ? 4. this class / students / Are l smart / the / in ? what ¡s ogv teacher's «Pgll name ? 2. phone / the / What’s / number / school's ? 3. class / hard l our l English / Is ? How many words do you remember? Complete the charts. Then make questions to ask and answer with a partner. "Where’s the clock? " “What are your neighbors like ? ” 5. today l not / Who's / in class ? 6. books l are/ Where! your ? on HAe wall Pvievtally neigkbov-S “Are your neighbors lriendIy? ” “What’s on the wall? ” 31
  42. 42. Touchstone checkpoint Units 1-3 Do youknowctheseexpressions? Complete the conversation with expressions from the box. Then practice with a partner. Thank you. That’s 0K. Thanks anyway. You’re welcome. Have a good day. Amin Oh, no! Where’s my pen? Excuse me. Ca l owow owr ? Nice to meet you. J Can l borrow your pen? Really? How do you spell neighbor? rlllllfl Oh. This is a French-English dictionary. ¡wie/ tol Yes. I'm from France. IUÍCÍIPÍ Sure. Here you go. Amm France? ? Uh-oh! Anna . My coffee! I’m sorry. ¡Vic/ w! You're welcome. IVÍCÍIPÍ Anna Hmm. ? Anna By the way, I'm Anna. hlirliol Neíghbor? I’m sorry. l don’t know. hlicliel I'm Michel. M Anna OK. Anna Oh, no. I’m late for work. Sorry. Bye. A lic/ zo! Wait. Here's my dictionary. Anna Oh, thanks. Michel Thanks. You too. Uh-oh. Where’s ¡Vic/ zo! . my pen? And my dictionary? 5 Who has the same answer? Class activity Complete the questions and write your answers. Then ask your classmates the questions. Who has the same answer? classmates with Your answer the same answer 1. What’s your mother ‘s first name? 2. old are your parents? 3. is your family from originally? 4. your best friend like? 5. What's your best friend name? 6. your favorite singer? Z your favorite TV show? 32 self-check How sure are you about these areas? Circle the percentages. grammar 20% 40% 60% 80% 100% vocabulary 20% 40% 60% 80% 100% conversation strategies 20% 40% 60% 80% 100% o o o o o c o o c - - s n - - n a o o a o oo Study plan what do you want lo review? Circle the lessons. grammar 1B 1c 2A 2B 20 3A 3B ac Vocabulary 1A 10 2A 2B 20 3A 3B 30 conversation strategies 1D 2D 3D
  43. 43. iverydayJ/ ie In Unit 4, you learn how to . . . use simple present statements, yes-no questions, and short answers. a talk about your daily and weekly routines. n answer more than yes or no to be triendly. n use Well to get time lo think. Before you begin . . . Find these activities in the pictures. Which activities do you do every day? check (l) the boxes. I do homework I exercise I work I watch TV
  44. 44. . L-‘v »__K V . e‘ ¿sel ; ¡ 1 l l _ tm, l", 'l. r:l h’ " Well, l ’m pretty busy. I get up early. / check my e-mail, and l listen to the radio. Then l study. ” "Oh, ¡don’t like mornings. Our house is so noisy. My sister watches TV, and my brother plays games on the computer. ” i" ‘i -_. l l- / 7 l‘ ‘ ac; =_ :7 e —_/ *‘_ 11)»! í u —— "lts crazy. We get up late, so/ eat ; ‘T l“ " ¿‘m “ri _-. ,. breakfast in the car. My husband ‘ "We/ l, l have breakfast, and my wife has doesn’t have breakfast — he drives. ” coffee. We both read the newspaper. We’re pretty quiet. We don’t talk a lot. ” ' Getting started A Listen and read. Are you like any ofthese people? F ' , ¡ * B Can you complete these sentences about the people above? l. Greg his e-mail. 3. Amanda's husband breakfast. 2. Iennifer’s sister m TV. 4. Alex and his wife don't __¿ a lot. "ïiiíliííiï . . you ¡ C What do you do tn the morning? Check (J) the boxes and tell the class. I get up early. Í I do my homework. ___ I listen to the radio. I watch TV. I talk a lot. I check my e-mail. 34
  45. 45. Unit 4 Everyday lite __ Grammar Simple present statements _____ t, ___ l eat breakfast. I don't eat lunch. Verb mdinge: he, she, it You have coffee. You don’t have tea. get —> gets We get up late. We don't get up early. watch —> watches They read the paper. They don’t read books. play —> plays He llstens to the radio. He doesn’t listen to CDs. study —> studies She watches TV. She doesn't watch videos. have -> has don't = do not doesn't = does not d° " d°°° ¿’t Complete these sentences. I” conversan)" ' ' ’ 1, i ¿LW-lg (no; / like) momings, Don't and doesn't are more common 2. ln my family, we m (have) breakfast together. "la" d“ ¡W ¡"d 47033 "W- Ï— 3. My mother J (not / watch) TV. —* don’t 1 4. My fatherm (have) coffee. I k p“ 5. My parents m (talk) a lot. * g 6. Im (not / read) the newspaper. z É 7. Im (check) my e—mail after breakfast. * i. n‘ 8. My best friend í (not / get up) early in the morning. l h l ÍÏÍÉ Now write four sentences about your mornings. Compare with a partner. l Aaa’? eod- breakllatst». f ¿ A l don’t eat breakfast. How about you? —. —--——"” 4"” ‘ = «--— r" ‘í B I have breakfast every morning. ¿Speaking natura/ ly —s endings of verbs like v listenx . -: relax. » .7: p‘ Listen and repeat the words above. Notice the verb endings. ¡d Listen to the questions. Do the verbs end in / s/, /z/ , or liz/ Z’ "7 V01” QÏÜUP - - - / s/ / z/ / Iz/ 1. Who uses an alarm clock? J 2. Who gets up late? 3. Who exercises in the moming? 4. Who sings in the shower? 5. Who eats a big breakfast? 6. Who drives to class? C Group work Take turns asking and answering the questions. “Who uses an alarm clock? ” "l use an alarm clock. ”
  46. 46. ‘ Building Vocabulary Á Listen and say the expressions. Then check (l) the things you do every week. Can you add more activities? l r m‘ make phone calls go shopping ¿en Wordi —50"r7f* B For each day of the week, think of one thing you usually do. Then tell the class. Sunday Monday Tuesday Wednesday Thursday Friday Saturday play soccev “On Mandays, I play soccer. ” « Building language Á Look at the questionnaire. Can you complete the last two questions? Then listen and check (l) the answers that are true for you. ln wn mw; 1 cvmlltl’ munm‘ m, ju mu‘ 1. Do you play sports every week? 2. Do you take any lessons or classes? 3. Do you check your e-mail on the weekends? 4. Do you make a lot of phone cal/ s on Saturdays? y v] 5. you shopping on Sundays? 6. you the laundry every week? "Vílïóíír": . . _ ym, ¡ B Pair work Ask and answer all the questions. Can you give more information? “Do you play sports every week? ” “Yes, Ido. lplay tennis on Saturdays. ”
  47. 47. Unit 4 Everyday lite Grammar Yes-No questions and short answers Do you go to a class in the evening’? Do you and your friends play sports after class? Yes, l do. / No. I don’t. Yes, we do. / No, we don’t. Does your mother work on the weekends? Do your friends make phone calls at night? Yes, she does. / No. she doesn't. Yes, they do. / No, they don't. A Complete the questions. Compare with a partner. Time expressions l. L you eat a lot of snacks every day? °h Mohdel/ (S) 2. Z you make a lot of phone calls before breakfast? °h (the) Weekehde 3. you clean the house on the weekends? °h the Weekehd 4. you your homework late at night? ¡h the morhlhgls) 5. you TV after dinner? ¡h the eherhoohle) 6. your friends their e-mail every day? ¡h the eVehlhglel 7. your teacher work in the evening? at niQhÏ 8. your best friend a class on Saturdays? befme breakfast __________ __ atter class Abfiáx B Pair work Ask and answer the questions. every day """"" ‘l How many of your answers are the same? A Do you eat a lot ol snacks every day? B Yes, l do. leal two or three snacks in the alternoon. ' Survey A Find people who do these things. Write their names in the chart. Who has a busy week? Find someone who . . . Name belongs to a club. plays on a team. works on the weekends. has breakfast in the car. studies English belore breakfast. gets up early on Sundays. “Do you belong lo a club? ” “Yes, Ido. lbelong lo a chess club. ” B Tell the class something interesting about a classmate. “Anton belongs to a chess club. ” ’ Vocabulary notebook Verbs, verbs, verbs See page 42 for a new way to log and learn Vocabulary. 37
  48. 48. Conversation strategy Saying more than yes or no Can you answer this question with more than yes or no? A Do you live around here? B Yes, . Q No, Now listen. What do you tind out about Bay? Tina Hi. I see you here all the time. I Do you come here every day? Ray No. . . . Well, l have breakfast here before class. Tina 0h, are you a student? Tina Really? I’m in the business school. A Ray 0h. So do you live around here? Tina Well, I live about 20 miles away, in Laguna Beach. Ray So, are you from california? l Tina Well, I’m from Chicago originally, h but my family lives here now. l l Notice how Hay answers fina’: questions. lle says more than yes or no. He wants to ha triendly. Find examples in the conversation. “oh, are you a student? ” “Yes. l ’m a law student. " —”" Match the questions and answers. Then ask and answer the questions with a partner. """""" " Give your own answers. saying more than yes or no. l. l)o you live around here? i a. Yeah. Well, l play on a softball team. 2. Are you from here originally? T b. Yeah. l work at a restaurant on the weekends. 3. Do you have a part-time job? _ c. No, they live in a small town near the ocean. 4. Do you like sports? í d. No, I'm from Rio originallyi. 5. Do you have brothers and Sisters? T e. No, I'm an only child. “HFSWM 6. Do your parents live around here? T f. No, l live near the beach. ‘p, 38
  49. 49. Unit 4 Everyday lile _ 2 Strategy plus, W Start your answer Are you from ‘ ' ü Well, ¡‘in from "¡m we” n vo" California? ' Chicago original/ y, . . . need time to think. ‘ or ¡t your answer is not a simple _ lies or no. ' Well is one of the top 50 words. 5 About i . . . . . 57;? ’ Pair work Practice the conversations. Then ask the questions again. “““““ " Give your own answers. 0 xl What are your neighbors like? B Well, they're very noisy. They like loud music. e . .»l Do you see your family a lot? B Well, not really. They don’t live around here. 0 A Do you study every day? B Well, not every day. I go out with friends on the weekends. s3 Listening and speaking What’s the question? A p Listen to people answer the questions below. Which question is each person answering? Number the questions. ""1 “Do you go out on ‘Ü "Do you read a lot? ” "Do you know people the weekends? " L w from other countries? " Ti "Do you live with */ "Do you exercise a4 your parents? " —— every day? " B Pair work Ask and answer the questions above. Be sure to say more than yes or no in your answers. Use Well ifyou need to. C Look at each question again. Change the verb. How many new questions can you make? Then ask a partner your questions. Do you ge-eul- on Hxe weelnevias? veatA wal-ch TV le 39
  50. 50. u on the phone i-wo lrtowrs I at work or at school I in bed l in the car, or on the bus or train “l spend two hours a day on the phone. ” B Read the article. How many daily activities does it talk about? COI ¡IO o n n ¡IU ¡Iv ¡lo u .1 w -_ y - 2 i . -5 u - a ¡olncnnhlc llgüOCgO mOIIOIOOOO IOOOOOOOQOOC IDO ICO: leur: n’ - u ,7 ‘¡niulilfliil OI 300 :3 ÓCOOOOOOO CIOCIO OOO O OOO I! o ¡una -- r b s ¡la a ¡nooo! IDO OOO IIIOOCIOOOOOCOOOIOOO COI OO IO m THE ¡Lirnnviz OF AN AVERAGE AMERICAN. .. How many hours do you spend in bed? Six or seven hours a night maybe? And how many hours do you spend in front of the TV every week? Nine or ten? That's not a lot, is it? Well, think again. Add together aII the hours you spend on these activities in a lifetime. and the total numbers are surprising. In an average lifetime, an American works over 90,000 hours, walks an amazing 22,000 kilometers (14,000 miles), and spends three and a half years eating. Do you call your friends a lot? An average American talks on the telephone for two and a half years. On average, Americans sleep for 24 years and watch TV for 12 years. That's 36 years - about half a lifetime - in bed or on the couch! C Read the article again, and complete the sentences. Compare answers with a partner. Are any facts surprising? In a lifetime, an average American spends . . . 1. í hours at work. 2. years on the telephone. 3. a years in bed. 4. years in front of the TV.
  51. 51. Unit 4 Everyday lile e 2 Listening, Teen habits, A a Read about the habits of an average American teenager. Then listen to Christine talk about her habits. Complete the chart about Christine. An average teenager. . . . Christine . . . drínks 15 cans Of Soda a Week- drinks about _ e e cans of soda a week. eats dinner at home 3 times a week. eats dinner a: nome , e ames a week spends 8170"! ‘ 5 ÜOUTS 3 ¡"Om/ l Ofl/ ¡fle- spends about _ hours a month online. watches ÏV 20 hours a week. watches TV hours a week “¿Z B Pair work Do you have the same habits as an average American teenager? --------- -" Ask and answer questions. “Do you drink 16 cans of soda a week? ” “No, l drink about 2 cans a week. What about you? ” 3 writing and speakinLArLaverage week 7> s- 7 C A Complete the sentences. Then tell a partner. Take notes on your partner's activities. l study / work m hour(s) a week. l exercise í hour(s) a week. luse a cell phone í t¡me(s) a day. / go out with my friends í night(s) a week. ¡spend í hour(s) with my family on weekends. B Write an e—mail message to a friend about your partner. Use your notes to help you. v Subject: My new friend Help note - u: . From: Gustavo Martinez <gmartinez5@cup. org> i'm, ‘ "d ¡’Mods To: Hiro Ono <hiroshiono@cambridge. org> " ' Use CAPUAL letters 7°’ Subject: My new friend new sentences and names. - Use a period (. ) at the end De” H¡’°' _ of your sentences. l have a new friend in my English class. Her name rs Mei-Iing. HW "¿me ¡s Me¡_¡¡ng_ 1‘ She has a busy week. Mei-ling works 40 hours week. q‘ 1‘ - »- A’ - 1m! * C Group work Take turns reading your messages aloud. Who has a different or surprising routine? ree talk interesting facts _ e e AA See Free talk 4 for more speaking practice. 41
  52. 52. i ‘,1 42 “íriiiiïl ‘i ii_i-«*t. ,i: iri, ’ Verbs, verbs, verbs Learning tip Drawing pictures Draw and label simple pictures in your notebook. The pictures below show different verbs. 1 Label the pictures. Use a verb to describe each activity. veatA lvhe newspaper 2 Draw and label your own pictures of activities. l 3 Complete the chart with your everyday activities. Write two things you do. . . every day l vena lrhe newspaper. in the afternoon on Sundays after breakfast before bed on your own Write labels for the things you do every day. . “¿tes ‘ l. Put your labels around the house. ._, _ TV ‘l’ (i: (asa . ".'. ,'r«_. . v- ‘ l krki ‘y Ï >73 l, i
  53. 53. IïeeJ/ me In Unit 5, you learn how to . . . ask simple present information questions. say how often you do things. e talk about free-time activities and TV shows. ask questions in two ways. ‘ use Imean. Before you begin . . . Do you do these things on the weekends? check (l) the boxes. I go on the Internet I eat out I go to a club I goto the movies
  54. 54. Getting started l 5993i» ¡r out 2 ; '"; i¿}; ;¡¡‘; r n r A Listen and read as Robert completes the survey with a friend. Check (J) his answers. B Can you complete these questions? Use the survey to help you. Compare with a partner. I‘ íï do you go to the movies? .1 do you go with your friends? H Once or twice a month. It To restaurants and clubs. .1 do you go to the movies with? H My best friend. C Pair work Complete the survey for your partner. Ask and answer the questions.
  55. 55. Unit a Free time prime expressions How often? every night on Friday nights once a week three times a week A Unscramble the words to make questions. Compare with a partner. twice a month l. do / you / do / what / on Friday nights ? What- Ao you Ao og Friday gigkfi? 2. after class / where / go / your friends / do ? 3. you / who / do / on the weekends / go out with ? 4. do / your parents / how often / go on the Internet ? 5. your family / does / have dinner together / when ? 6. on weeknights / go out / do / you / how often ? É-Ïiimíl . : S, " ¡ B Pair work Ask and answer the questions with a partner. A What do you do on Friday nights? B lgo to a club. r3 Speaking natura/ ly Do you. . . ? D¿_ you go out a lot? Where dL you go? What do_y_ou do? A p Listen and repeat the questions above. Notice the pronunciation of do you. B a Listen to the conversations. Write the questions you hear. fl A Do you relax ¡vi youv Cree Hue? 8 A ls’ Well, yes, on the weekends. b’ Yes, I do. I like movies a lot. ¡l ¡l B I sleep late, read, watch TV. . . I)’ Two or three times a week. C Pair work Practice the conversations. Then ask and answer the questions. Give your own answers. 45
  56. 56. Figure _ ¡¡ m” :1 Can you find words to complete the sentences? """"" " Use the conversation to help you. l. Marisa watches the morning shows. 2. Marisa watches the late movie. 46 Band, ” mnggge o a f h? . . . . ‘— '° Listen. When does Marisa watch TV? Practice the conversation. Sii-m’ This soup is delicious. What's in it? . . . Marisa? Marisa! l/ ririsrl I'm sorry, what? 91cm’ You know, sometimes l think you watch too much TV. Ali/ risa Oh, l hardly ever watch TV. slow Are you serious? Alnrrïwzi Well, sometimes I watch the morning shows. And I usually watch the late movie. hiere And you always have dinner in front of the TV! I mean. you never talk to me. Alurlxri Yes, I do! I talk to you during the commercials. 3. Marisa has dinner in front of the TV. Grammar Frequency adverbs v“ always usually I me" _ eat in front of the TV. People say sometimes I . . . 7 times mmeflmes more often than I sometimes . . . . hardly ever never ÍÍÑÍÍÍ Sometimesi. . . Sometimes I eat in front of the TV. Í ’ “mmm” - - - Add frequency adverbs to make true sentences. l Then compare with a partner. nevev 1. l watch TV in the morning. . Ilvvatch TV shows in English. My family has dinner in front of the TV. l rent movies on the weekends. My family watches TV late at night. . We watch videos in our English class. A Inever watch TV in the morning. B Really? I always watch TV in the morning. memes-vw
  57. 57. Unit 5 Free time 3 Building Vocabulary A i’ Listen. What kinds of TV shows do you hear? Write the number next to the type of show. . k¿_/ --‘ -. . ‘. L, ' . . . r r v ' r g _ d . l—¡" ‘ r 7" ' l . _ r g ii mfnñ r B What kinds of shows do you like and dislike? Complete the chart. l """"" “' Add other kinds of shows you know. Likes Dislikes OOO = l/ ove cart-oops OOO = ¡hate oo = lreallylike OO = lcan’t stand Q = Ilike O = ¡don’t/ Ike C Pair work Find out what kinds of TV shows your partner likes. “Do you like cartoons? ” “Yes, Ido. llave cartoons. My favorite is . . s4 Talk about it D0 you watch too much TV? Group work Discuss the questions. Do you have the same TV-watching habits? > lvIow many TVs do you have at home? > Do you ever watch TV in bed? in restaurants? > How often do you watch TV? > Do you watch the commercials on TV? > Do you have breakfast in front ofthe TV? b Do you think you watch too much TV? Vocabulary notebook Do what? Go where? See page 52 for a new way to log and learn vocabulary. 47
  58. 58. Conversation strategy Ask/ ng questions in two ways _ , can you complete the second question? A What do you do after work? Do you ? B Well, I usually go shopping and then go home. """"" 9°” Now listen. What does Lori do after class? Adam So, what do you do after class? Do you go straight home? Lori Well, usually. Sometimes l meet a friend for dinner. Adam oh, where do you go? l mean, do you go somewhere nice? Lori Do you know Fabio's? it’s 0K. Imean, the food ‘s good, and it ’s cheap, but the service is ' — y __ terrible. Do you know it? _ _ Ada/ n Well, actually, l work there. '53 I’m a server. Notice how Adam asks questions in two ways. llls questions are clear and noi too direct. Find examples ln the conversation. what do you do after class? Do you go straight home? ” Match the first question to a good second tiuestion. 1. What do you do after class? L a. l mean, do you eat out? 2. How do you get home? b. Do you go shopping a lot? Do you ever feel tired after class? , 4 c. Do you go out for coffee? 4. Do you work in the evening? T d. I mean, do you tisuallyi need a break? 5. How often do you go shopping? T e. Do you take the stibixiay or the bus? 6. Mvhat do you do for lunch? Í f. l mean, do you have a part-time job? .931?‘ ft/ Orif Ask and answer the paírs ofqtiestions. Give your own answers. ¡mmm , . ‘iyllllllllllll “What do you do after class? Do you ga out for coffee? ” “Well. lusually. . f0“ ¡"I'll"!
  59. 59. Unit 5 Free time ‘i Strategy plus lmean You can use I mean to repeat your ideas or lo say more about something. Ii rimiviriflhtítvii Imean is one of the top 15 expressions. A Complete the questions or answers with your own ideas. Compare with a partner. Do you have any of the same ideas? l. ¡l Do you ever go out after class? B Well, not very often. l mean, I usually go sl-vaiglixi- home _ 2. xl How do you like the restaurants in your neighborhood? B They’re not bad. I mean, they're 3. A Are you busy in the evening? l mean, do you ? B Well, l take a lot of classes. 4. ¡’l What do you do in your free time? B Well, I don’t have a lot of free time. I mean, B Pair work Ask and answer the questions. Give your own answers. a’? Listeningandsspeaking Whatdotheysaynext? A ’ Listen to the beginning of three conversations. How do you think each conversation continues? Circle a or b. COUVGFSGÏÍO" 7 c r 2 Conversation 3 a . . . what are your hobbies? “Ver” m” a. . . do you watch TV? b . . . where do you work? Z ¿’ggkfïgggcgággá b . . . do you live around here? B Now listen to the complete conversations. Check your answers. ”73'¿'u'i"i . m, ¡ C Add a second question to each question below. Then choose one and start """ " a conversation with a partner. 1. How often do you play sports? I mean, do you play ? 2. Where do you usually have dinner? l mean, do you eat i, ’ 3. What do you do on the weekends? I mean, do you ? < Free talk Play a board game. See Free talk 5 for more speaking practice. 49
  60. 60. * Reading A Check (J) the statements you agree with. Compare with a partner. Can you add more ideas? The Internet is a great place to . . . C) ll Ti make new friends and "chat. ” j find information. l; spend your free time. g practice your English. ¿i listen to music. B Read the article. Do you know any Internet “addicts"? LOGO sus. ..‘ lf, l . it ‘h «i- l «JK '¡ mit- l¿ï So, you love the Internet. lt’s a great place to find information or go shopping. lt’s fun, but do you spend a lot of time online? Experts say 6% of Internet users are Internet addicts — they are always online. "Internet addicts are often young people, ” says one expert, "and they usually have problems with family, friends, work, and school. " Take this quiz. If you answer yes to all these questions, maybe you are an Internet addict. 1.Do you spend a lot of time on the Internet? _ ‘ Yes Í l No 2. Do you think or talk about the internet all the time? _l Yes J No 3.Are all your friends "Internet friends"? C l Yes l i No 4. ls the Internet your only hobby? , _l Yes gl No 5. Do you ever miss appoíntments because í you are online? V l Yes , J No So, what do you do if you think you are an addict? Go to a Counseling service. Where are they? On the Internet, l of course! <| >( C Answer the questions about the article. Compare your answers with a partner. l. How many Internet users are ‘addicts’? 2. What problems do Internet addicts have? 3. Where do Internet addicts go for help? 4. What are some things Internet addicts do? ya” > D Pair work Take the quiz in the article. Ask and answer the questions. ' Is your partner an Internet addict? Are you?
  61. 61. Unit 5 Free time 2 Listening and speaking Using computers A Why do people use computers? How many different ideas can you think of? “They watch DVDs. They. . . ” B a Listen. What do Andrea and Yoshi use their computers for? Check (J) the boxes. l: She watches DVDs. Í He practices English. Í She plays CDs. Í He looks at digital photos. g. She checks her e—mail. He buys books online. She has a Web site. : He pays bil/ s online. fi-> C Group work Discuss the questions. Do you use computers for the same things? o u. .- . ... .. . . I How often do you use a computer? I Do you have e-mail? What do you use it for? How often do you send e-mail? I Do you go on the Internet? I Do you ever shop online? What do you do online? What do you buy? e Writing A message to a Web site A Write a message to the Web site about yourself. Complete the sentences. E-pals in English E-Pals in English l He/ fl "Ole Are you an English student? Do you want a pen pal . or an e-pal? Write about yourself below. We'll find you Linkin” Ma“ m”, and and b”! an e-pal ¡n another country. Myname is Sombat, and l live in Bangkok. ltake English and Chinese. í l love movies, but l don ’t like cartoons. Hello. My name is , , and l live in to an English class a week. In my free time. I _ and . l like but l don't like , , B Class activity Read your classmates’ messages. Choose an e-pal and tell the class about him or her. 51
  62. 62. 52 ‘h a h Do what? G0 where? Learning tip Verbs + . . . Write down verbs and the words you can use after them. play MMSÏC spovh SOCCev 1 Which words and expressions in the box go with the verbs below? Complete the chart. breakfast the laundry homework lessons J music amas mmm cmmmmgmms mah mammn play Music ‘ha! lake da 2 Now think of words and expressions that go with these verbs. ga t-o a class watch document-Aries read out- 0n your own Make a Vocabulary “flip pad. ” On each page, write a verb with words you can use after it. Look through it when you have time. snacks soccer
  63. 63. 111.75 In Unit 6, you learn how to . . . use There’s and There are. use some, no, a lot of, and a couple of. talk about your neighborhood and local events. ask lor and tell the time. use Me too or Me neither to show you’re like someone. use Right and I know to agree. l _M¿I‘L; :¡AI¡ñtï. ll}t¡vi, * Lfslwlvl l l ru The J. Paul Getty Museum, Los Angeles Before you begin . . . Stanley Park, Vancouver Do you have any places like these in your city or town? How often do you go to them?
  64. 64. l! THE DAILY HERALD Hour de 37ml; like your neighborhood? People talk about the popular neighborhood called Parkview. ¿gm ¡kit s _"‘ h‘ . __ yfl/ q 32932.‘: l :1 i? ‘ ¡U V‘ 2 l»; i Parkview is Well, Parkview is i Um, it’s nice. ’ convenient. There’s a There are two nice .5 boringl There’s no big supermarket and outdoor cafés and _ _ p. place to go. I mean, some nice stores, a couple of movie ‘: " ‘a Í! there's no mall, no but there's no mall. theaters. There's a y th‘; fast-food places - We need a mall_! . l new swimming pool just a lot of expensive _ ‘ ' _ in the park — we have restaurants. Oh, and mïdflïflcfiïggfcfil} . a beautiful little park. a small park. Yeah, IÏS g00d. _ Megan Novak’ 15, G — Rick Martinez, 33, high school student ' ettrng started Sïmkbwke’ A Listen and read. Which people like Parkview? Why? F ‘w151 , - ; ¿ o”, B What's in your neighborhood? Circle the words to make true sentences. " Compare with a partner. 1. There’s a l no mall. 2. There are no / some / a lot of cheap restaurants. 3. There are no l a couple of/ some movie theaters. 54

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