SlideShare a Scribd company logo

Top notch fundamental a sb.wb-ocr

•
•
S
SergioMndez19

Book

Education
1 of 144
Download to read offline
‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
SECOND EDITION English for Today's World WITH WORKBOOK Joan Saslow • Allen Ascher With Top Notch Pop Songs and Karaoke by Rob Morsberger ••••••llllllllW PEARSON -----Longman ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
CONTENTS Learning Objectives for Fundamentals A and Fundamentals B ...... . ..... .iv To the Teacher ... . ........... . ..........................................viii About Your ActiveBook Self-Study Disc .... ..... ......................... . . ix Welcome to Top Notch! ... . ..... ... ..... .. . .................... .. ... ....1 UNIT 1 Names and Occupations ........ ....... .. ...... .... .. ...... ... .. 4 UNIT 2 About People ........... .. ....... . .. .................. .. .... .. 12 UNIT 3 Places and How to Get There ............ . ..................... 20 UNIT 4 Family .................................. . .....•................ 28 UNIT 5 Events and Times ............................ . ......... .. ...... 36 UNIT 6 Clothes ...... ....... . . ..... ................................ . ... 44 UNIT 7 Activities ... ... .. ... ....... .... ................................ 52 Units 1-7 Review ..... ... ............. ....... ........... ..... ... .... .... 60 REFERENCE CHARTS Countries and nationalities .... ....... ..... ..... ... . .................... 125 Numbers 100 to 1,000,000,000 ........................ ........ .. ...... . 125 Irregular verbs .. . ...... . ............................................... 125 Pronunciation table ............. . ......................................125 Vocabulary Booster ..... ........... ............. ...... .. .......... ... 126 Grammar Booster ............... . ............... .. ..... .. ........... .136 Top Notch Pop Lyrics ... . ....... . ........................................147 WORKBOOK UNIT 1 ............... .. ............................ .. ................ W1 UNIT 2 ........... . .... . ........ ..... ............ .. ... ....... . ........ W7 UNIT 3 ....................... ... ..... . .............................. W13 UNIT 4 . .......... ... . ... .... .. .... .. .......... ........ . ......... .... W18 UNIT 5 ... ....... .. ................... .. ............ . ................ W23 UNIT 6 ................................. . ............................ W29 UNIT 7 ....... . ...... . ...... .................................. ....... W36 Units 1-7 Review ..... .. ......................... . ... .. ............... W42 About the Authors . . .... ... ........ .... ... .. .. .. . ... .......... . .. last page iii ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Learning Objectives Top Notch Fundamentals is designed for true beginning students or for students needing the support of a very low-level beginning course. No prior knowledge of English is assumed or necessary. Unit Communication Goals Vocabulary Grammar 1 I l Names and Occupations page4 2 About People page 12 3 Places and How to GetThere page 20 4 Family page 28 5 Events and Times page 36 6 Clothes page 44 7 Activities page 52 Units 1-7 Review page 60 • Tell a classmate your occupation • Identify your classmates • Spell names • Introduce people • Tell someone your first and last name • Get someone's contact information • Talk about locations • Discuss how to get places • Discuss transportation • Identify people in your family • Describe your relatives • Talk about your family • Confirm that you're on time • Talk about the time of an event • Ask about birthdays • Give and accept a compliment • Ask for colors and sizes • Describe clothes • Talk about morning and evening activities • Describe what you do in your free time • Discuss household chores • Occupations • The alphabet ~g.inm•ua+i.mu :• More occupations • Relationships (non-family) • Titles • First and last names • Numbers 0-20 ~%·I{l:!l/%ii:(.r·1ziU • More relationships • Places in the neighborhood • Locations • Ways to get places • Means of transportation • Destinations ~«·tJ!:!iitMl:t.f.UPii • More places • Family relationships • Adjectives to describe people • Numbers 21-101 ~U·tJ!:!il>Mi:t.f.MU • More adjectives • What time is it? • ~ QilJ.irne, ~ • Events • Days of the week • Ordinal numbers • Months of the year ~U·Iti=llJtl;ii=t·i·izfol • More events • Clothes • Colors and sizes • Opposite adjectives to describe clothes ~g.p1,111u1a,r.1.unt • More clothes • Daily activities at home • Leisure activities • Household chores ~N'!:l'lt'ilj:t·r·Mu • More household chores • Verb he: • Singular and plural statements, contractions • fu I !l2 questions and short answers • Common errors • Subject pronouns • Articles ll. I ll.n • Nouns: • Singular and plural / Common and proper • Possessive nouns and adjectives • B.t..frQm I Questions with ~ common errors • Verb he: information questions with ~ e • Verb~: questions with Wilm • Subject pronoun i1 • The imperative • B)! to express means of transportation • Verb he: • Questions with Wb2 and common errors • With adjectives • Questions with~ • Adverbs~ and 22 • Verb ~ I bll.1: affirmative statements • Verb he: questions about time • Prepositions in, QD, and ll.1for dates and times • Common errors • Demonstratives 100, t.bll.l. lbe& ttJQg • The simple present tense: like, ~ D=s1 and~: • Affirmative and negative statements • Questions and short answers • Spelling rules and contractions • Adjective placement and common errors • ~and~ • The simple present tente: • Third-person singular spelling rules • Questions with Wilm and What time • Questions with How often. time expressions • Questions with Wh2 as subject, common errors • Frequency adverbs and time expressions: • Usage, placement, and common errors ~&JM!4frf.f.Jifrwtiiipractice iv ~~~~~~~~~~~~~~~~~~~~~~~~~~""~~~~~~~~~~~~~,; ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
I J Conversation Strategies Listening I Pronunciation Reading I Writing • Use And yoy? to show interest in another person • Use Excyse me to initiate a conversation • Use Excuse me? to indicate you haven't heard or didn't understand • Use~ to acknowledge someone's complying with a request Ustenlng task: • Circle the letter you hear • Identify correct spelling of names • Write the name you hear spelled • Identify the correct occupation • Write the missing information: names and occupations Pronunciation: • Syllables Reading Text: • Simple forms and business cards Writing Task: • Write affirmative and negative statements about people in a picture ' .,, ' , '. I' . ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~--{( I I I • Identify someone's relationship to you when making an introduction • Use 12Q to reciprocate a greeting • Begin a question with Alll1 to indicate you want additional information • Repeat part of a question to clarify • Repeat information to confirm • Use You're welcome to formally acknowledge thanks • Use QK to acknowledge advice • Use What aboyt you? to show interest in another person • Use Well...... to indicate one is deciding how to begin a response • Use And how aboyt. .? to ask for more information • Use ~ to show interest or mild surprise • Use J.1b.:2h to indicate you may have made a mistake • Use .L.Q2k to focus someone's attention on something • Use~ to show enthusiasm for an idea • Offer someone best wishes on his or her birthday • Acknowledge a compliment with Thank yoy • Apologize with ~when expressing disappointing information • Use That's too bad to express disappointment • Use What about you? to ask for someone's opinion • Use W to soften a strong opinion • Say~ to give yourself time to think of a personal response • Use W to introduce a lengthy response • Use ,SQ to introduce a conversation topic • Use How aboutyou? to ask for parallel information • Say~ to indicate a willingness to answer • Begin a response to an unexpected question withQh Ustenlng task: • Complete statements about relationships • Circle the correct information • Fill in names, phone numbers, and e-mail addresses you hear Pronunciation: • Stress in two-word pairs Ustenlng task: • Write the places you hear • Write the directions you hear, using affirmative and negative imperatives • Circle the means of transportation • Write~ phrases, check destinations you hear Pronunciation: • Falling intonation for questions with ~ Ustenlng task: • Identify the picture of a relative being described • Choose the adjective that describes the people mentioned in a conversation Pronunciation: • Number contrasts Ustenlng task: • Identify events and circle the correct times • Write the events you hear in a date book • Circle the dates you hear Pronunciation: • Sentence rhythm Ustenlng task: • Confirm details about clothes • Determine colors of garments Pronunciation: • Plural endings Ustenlng task: • Match chores to the people who performed them Pronunciation: • Third-person singular verb endings Reading Text: • Short descriptions of famous people, their occupations, and countries of origin Writing Task: • Write sentences about your relationships Reading Texts: • Simple maps and diagrams • Introductions of people, their relationships and occupations, where they live, and how they get to work Writing Task: • Write questions and answers about the places in a complex picture : '' : Reading Texts: 1 :: • Afamily tree • A magazine article about famous actors and their families Writing Task: : • Write a description of the people in your family ,,, Reading Texts: • A world map with time zones • Events posters • Conversations • A zodiac calendar Writing Task: • Write about events at your school or in your city Reading Text: • A sales flyer from a department store Writing Task: • Write sentences about the clothes you have, need, want, and like Reading Text: • A review of housekeeping robots Writing Tasks: • Write five sentences about robots • Describe your typical week, using adverbs of frequency and time expressions :' ' 1, v ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Unit Communication Goals Vocabulary Grammar I 8 Home and Neighborhood page 64 9 Activities and Plans page 72 10 Food page 80 ll Past Events page 88 12 Appearance and Health page 96 13 Abilities and Requests page 104 14 Life Events and Plans page 112 Units 8-14 Review page 120 • Describe your neighborhood • Ask about someone's home • Talk about furniture and appliances • Describe today's weather • Ask about people's activities • Discuss plans • Discuss ingredients for a recipe • Offer and ask for foods • Invite someone to join you at the table • Tell someone about a past event • Describe past activities • Talk about outdoor activities • Describe appearance • Show concern about an injury • Suggest a remedy • Express a wish • Politely decline an invitation • Ask for and agr~ to do a favor • Get to know someone's life story • Discuss plans • Express wishes for the future • Types of buildings • Places in the neighborhood • Rooms • Furniture and appliances ~1·tJl:!IJtl;ll:t.t.Wi;i • More home and office vocabulary • Weather expressions • Present and future time expressions ~g.:{l,!lltM#:(.z·WP • More weather vocabulary • Foods and drinks • Places to k~p food in a kitchen • Containers and quantities • Cooking verbs ~1·tJ!:!Illi;lj:f,f.iiiM • More vegetables and fruits • Past-time expressions • Outdoor activities ~1·It!WtMi:?·r·UiJ;1 • More outdoor activities • Adjectives to describe hair • The face • Parts of the body • Accidents and injuries • Ailments, remedies ~1·tJ!:lll>Mi:frWM • More parts of the body • Abilities • Adverbs~ and~ • Reasons for not doing something • Favors ~1·I%1:!1Jtl;ij:f.t.hiij • More musical instruments • Some life events • Academic subjects • Leisure activities • Life cycle events ~y.rg1,p11qa,1.wttU • More academic subjects • More leisure activities • The simple present tense: o Questions with ~ prepositions of place ·~and~: o Statements and m I IlQ questions o Contractions and common errors • Questions with How many • The present continuous: o Statements: form and usage o ~ I !lQ questions o Information questions o For future plans • The present participle: spelling rules ~·~&lliitili·lilldilll,..ltill.!ill;ili'•''•!'iii,.zilii..;Am11G~:!.!!...~~ice • Count nouns and non-count nouns: o Meaning, form, and common errors • Count nouns: How many I Are there ao.v • Non-count nouns: How much / Is there any • The simple present tense and the present continuous: usage and common errors • The past tense of ~: o Statements, questions, and contractions • The simple past tense o Regular verbs, irregular verbs o Statements, questions, and short answers ~VM/4@(,l,ih{Fb practice • Describing people with ~and ~ • ~ + base form for advice ~&Mli4U4.f,ii4M!xtra practice • ~and l:llil.'.t for ability • JQQ + adjective, common errors • Polite requests with Coyld you + base form ~dM1!4U:f.I·iiFMfupractice • Be going to + base form • Would like + infinitive: o Statements o Questions o Short answers o Contractions Countries and nationalities/Numbers 100 to 1,000,000,000 I Irregular verbs I Pronunciation table ....page 125 Vocabulary Booster..................................................................................................................................page 126 vi Grammar Booster ....................................................................................................................................page 136 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Conversation Strategies Listening I Pronunciation Reading I Writing • Use ~ to introduce contradictory information • Respond positively to a description with Sounds nice! • Use ~ to introduce an opinion that might surprise • Say I don't !snow. I'm not sure to avoid making a direct negative statement • Use tli and ~ to greet people informally • Say No kidding' to show surprise • Answer the phone with t:lcllQl • Identifyyourself with Ibis.ft._ on the phone • Use Well actually to begin an excuse • SayOh I'm sorzy after interrupting • SayTalk toyou later to indicate the end of a phone conversation • Say~ to indicate you'll get information for someone • Decline an offer politely with No thanks • Use Please pass the ... to ask for something at the table • Say Here you go as you offer something • Say Nice to see you to greet someone you already know • Use Y2.u,JQQ to repeat a greeting politely • Ask lCtb)'.Z to ask for a clearer explanation • Use What about ? to ask for more information • Use jlU.t to minimize the importance of an action • Use a double question to clarify • Say Let me think to gain time to answer • Say~ to indicate you just remembered something • Use Qh to indicate you've understood • Say I'm sorr::y to hear that Qb...nQ, and That's too bad to express sympathy • Use What's wrong? to ask about an illness • Use ~ to intensify advice with ID2.U.l.d • Respond to good advice with Good idea • Say I hope you feel better when someone feels sick • Use Iwish Icould to express a wish • Use .fu!1 to introduce contrasting information • Suggest a shared course of action with ~ • Politely decline a suggestion with I'm really ~and a reason • Accept a refusal with Maybe some other time • Use ~ and No problem to agree to someone's request for a favor • Use Not really to soften a negative response • Ask What do you mean? to request clarification • Use~ to explain or clarify • Use emphatic stress on ~to indicate two answers Ustenlng task: • Determine the best house or apartment for clients of a real estate company • Complete statements about locations of furniture and appliances Pronunct.tlon: • Linking sounds Ustenlng task: • Determine weather and temperatures in cities in a weather report • Complete statements about people's activities, using the present continuous Pronundatlon: • Rising and falling intonation of Yfil / QQ and information questions Ustenlng task: • Identify the foods discussed in conversations Pronunciation: • Vowel sounds: /i/, /1/, lei/, Ii/, /a!/ Ustenlng task: • Circle the year you hear • Infer the correct day or month • Choose activities mentioned in conversations Pronunciation: • Simple past tense regular verb endings Ustenlng task: • Identify the people described in conversations • Complete statements about injuries • Identify the ailments and remedies suggested in conversations Pronunciation • More vowel sounds Listening task: • Complete requests for favors Pronunciation • Assimilation of sounds: Could you Listening task: • Choose correct statements • Circle correct words or phrases • Complete statements about activities, using the present continuous • Infer people's wishes for the future and complete statements, using would like Pronunciation • Diphthongs ReilCllng Texts: • House and apartment rental listings • Descriptions of people and their homes Writing Task: • Compare and contrast your home with hom~s in a complex illustration · Reading Texls: • A daily planner • A newspaper column about activities in a town Writing Task: • Write about plans for the week, using the present continuous Reading Texts: • Recipe cards • A weekly schedule Writing Task: • Write about what you eat in a typical day Reading Text: • A blog in which people describe what they did the previous weekend Writing Tasks: • Write about the activities of two people, based on a complex picture • Write about your weekend and what you did Reading Text: • Amagazine article about two celebrities Writing Task: • Write a description of someone you know Reading Text: • A journal article about infant-toddler development Writing Task: • Describe things people can and can't do when they get old Reading Text: • Ashort biography of Harry Houdini Writing Task: • Write your own illustrated life story, including plans and wishes for the future Top Notch Pop Lyrics..............................................................................................................................page 147 ActiveBook Self-Study Disk .........................................................................................................Inside back cover vii ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
What is Top Notch? Top Notch is a six-level* communicative course that prepares adults and young adults to interact successfully and confidently with both native and non-native speakers of English. The goal_of the Top Notch course is to make English unforgettable through: ..,. Multiple exposures to new language ..,. Numerous opportunities to practice it ..,. Deliberate and intensive recycling The Top Notch course has two beginning levels: Top Notch Fundamentals for true beginners and Top Notch 1 for false beginners. Each full level of Top Notch contains enough material for 60 to 90 hours of classroom instruction. A wide choice of supplementary components makes it easy to tailor Top Notch to the needs of your classes. *Summit 1 and Summit 2 are the titles of the fifth and sixth levels of the Top Notch course. All Student's Books are available in split editions with bound-in workbooks. The Top Notch instructional design Daily confirmation of progress Each easy-to-follow two-page lesson begins with a clearly stated communication goal. All lesson activities are integrated with the goal and systematically build toward a final speaking activity in which students demonstrate achievement of the goal. "Can-do" statements in each unit ensure students' awareness of the continuum of their progress. A purposeful conversation syllabus Memorable conversation models provide essential and practical social language that students can carry "in their pockets" for use in real life. Guided conversation pair work enables students to modify, personalize, and extend each model so they can use it to communicate their own thoughts and needs. Free discussion activities are carefully crafted so students can continually retrieve and use the language from the models. All conversation models are informed by the Longman Corpus of Spoken American English. An emphasis on cultural fluency Recognizing that English is a global language, viii Top Notch actively equips students to interact socially with people from a variety of cultures and deliberately prepares them to understand accented speakers from diverse language backgrounds. Intensive vocabulary development Students actively work with a rich vocabulary of high-frequency words, collocations, and expressions in all units of the Student's Book. Clear illustrations and definitions clarify meaning and provide support for independent study, review, and test preparation. Systematic recycling promotes smooth and continued acquisition of vocabulary from the beginning to the advanced levels of the course. A dynamic approach to grammar An explicit grammar syllabus is supported by charts containing clear grammar rules, relevant examples, and explanations of meaning and use. Numerous grammar exercises provide focused practice, and grammar usage is continually activated in communication exercises that illustrate the grammar being learned. A dedicated pronunciation syllabus Focused pronunciation, rhythm, and intonation practice is included in each unit, providing application of each pronunciation point to the target language of the unit and facilitating comprehensible pronunciation. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Um2: About Poople UM3:POCesclld Howto GetThere Urits1·7: Review r family J [ji],,, ~ ,l ~ *'8r's.) ( O.ldom al.1 :::::r:(i...;......~ ...........:~=::·~·~:'.''.:""~'r.::':"";-~,~;:;;-------- k<M"'•• ... -.o-Nl)f~. ......................BC!a'.....1.-a amt - - - - tMWUAPAACna. ~U~ lhe ~OIY!!!5i.n _... ts.~~ S ' k ....,,.)............. ..I 4 ::;.;;~.;;!I'.:.,....... I: HI''"'grandhch& $ k - l 2 A; -- -····· ~ •• 1 a: She CdWle. &: Shr'i"'1 l'ftlllilher· I A:. •••• ·-· •••.•• · ·--·· ••1 J k ••_ ----- -- 1 l:Thty"ft-tbtochtrMdthl«. a: ~ Ml. H-ot9'andson. NOW YOU CAN ldenltf) pl'ople In )OUr f.rnul) 1 @ COllYVlSAtm MODEi. IMdand lsUn. kV...Oihltl I : Ttwl'"'lfMhs. A; Md...-....lhry? I: ~ft"'1 thlm. Mindy_,JM.. 2 @RHTTMUAXO==::.~,............. l P.ulliWOAl lrin9'-'~)'0W ~~the~ --~ol)'C*'~~ ,............... k Who'd111 &: Th.c' ·-· A: Md ,•. _..1 IJ11itSllicty Guw.Sett-c"-ck . .... ~ss,,!tfle,.,a~., llJ11it4) - - - - fitl(Iatid•llJdy!lie"""'lothela~ Our 9randdaughletsareso - · GRAAt•h- ~YOt. ~~bioir.Reti..,,tothe . 0 """'V( 'Y8!..,__ ........,,..,.,,.0 0 old 0 lal 0 ~"";;,11ons'""'!t'!!e Printable test preparation t...,,Bd~l""9e and review -- o~~""ld "'9.-.. o O v. ~J !e ~todesc.i11e O~ ~~ o "'9tly o etuhty":I'~ L - 0 ~.l2] o-..__ 0 """'>' ~ · · 1 "'-.., o~ o--.,1"'-theIWkfke (with daily activity records) ..,._.,, "°" !J::::, 0 -......,_ Extra linening and '"•ding comp,.he.,ion ~ !J::; ~........ Rec<Hd-yau,,.lfspeaking - --...... o- o.., Grammar and vocabula'Ypractice ~ ~ Games and puzzles ,.;,;-'° o~- 1"' Top Nold>Pop and karaoke "" !J:::::::_ .. g~ g~·~--,----~-----------------~--------~~·~'-four ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Includes: • A bound-in Methods Handbook for professional development • Detailed lesson plans with suggested teaching times • Language, culture, and corpus notes • Student's Book and Workbook answer keys • Audioscripts • Top Notch TV teaching notes A Digital Student's Book with interactive whiteboard (IWB) software Instantly accessible audio and Top Notch TV video Interactive exercises from the Student's ActiveBook for in-class use Acomplete menu of printable extension activities DATE:-- - - - NAME: - - - - - - - Writing Process w ot1<sheet (,A.ccompanles Unlt 6, page 51) ou want. you Uke, and bout clothe5 you need, y ASSIGNMENT: ~~:;e~ you have or don't have. REWRITING 1.p - Thenfilln ""' chart. Thlnk aboUIyoor • What are the clothesyou ••. don't have' have'? lik•'1 need? · want? ·--.. ................_ ·s~--...-·--·--..__....,,.,...,.....__....... ..l ....W._ ·8- ..· -- - - ------·-·--......--~'7-::--= --- ·············->c·······•"'' ' ''''' '''''' ''''''' ''''''' '' ····- ·····..••··•••• ....... ·············~ ···..···········"''' ' ''' '''' ''' ' ''''''' ''''''''' ''''''"'' ''''''' Top Notch TV Ahilarioussituation comedy, authentic unrehearsed on-the-street interviews, and Top Notch Pop karaoke. Printable Extension Activities Including: • Writing process worksheets • Vocabulary flashcards • Learning strategies • Graphic organizers • Pronunciation activities • Video activity worksheets and more ... NAME: _ _ _ _, _ _ _ _~~-!!!!!!!!!!tf Leaming Strotegy (Untt7, page 58, Reading) READING STRATEGY: taking notes Take noles about keydetails to help you understand a roadlng. PRACTICE As you read the artkle on page 58, use tho •mple presentto wrlte whateach robot does ordoesn'tdo. The !Robot Roomba ctui~ tht: ~~ The !RobotScooba ASIMO ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Classroom Audio Program I Daily assignments that reinforce each lesson. Includes a variety of authentic regional and non-native accents. larrson Fordis an American film acto< and produce!.He gainedworld- widetametorhis stamng role aslanSolointhe . O<iginalStarwarstrilo9Y·His wile,Calistafo<khart IS an amerc:an actress. . f<)rd'soccupations? What art Hamson O artist 0 photographer Ready-made achievement tests. -Software provides option to edit, , delete, or add items. Full-Course PlacementTests Full-Course Placement Tests Choose printable or online version. MyTopNotchLab An optional online learning tool with: -. An interactive Top Notch Workbook .. Speaking and writing activities II> Pop-up grammar help Ill Student's Book Grammar Booster exercises Ill Top Notch TV with extensive viewing activities Automatically-graded achievement tests Easy course management and record-keeping xi ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Welcome to Top Notch! GOAL Introduce yourself 1:02 1 ~») CONVERSATION MODEL Read and listen.• A: Hi. I'm Martin. B: Hi, Martin. I'm Ben. 1:01 A: Nice to meet you, Ben. B: Nice to meet you, too. 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. NOW YOU CAN Introduce yourself PAIR WORK Now introduce yourself to your classmates. 1:0 4 '4))) Greetings Hi. Hello. I'm [Lisa). - - - - ~ -- l :OS 1 >J) Responses Nice to meet you Glad to meet you. It's a pleasure to ~eet you. 1 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
GOAL 1:06 1 -4») CONVERSATION MODEL Read and listen. A: Hi, Len. How are you? B: Fine, thanks. And you? A: I'm fine. 1:07 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 1:08 3 -4>)) VOCABULARY • More greetings Read and listen. Then listen again and repeat. 1 NOW YOU CAN Greet people PAIR WORK Now greet your classmates. 1:09 '41)) Greetngs How are you? . ' How's eve~hing. How'sIt going? 2 Welcome -~---- - - - - :::r~ ~~ '.£_":_IL,;,_• - 1:10 ..l)) Responses o{ Fine,/ I'm fine. Great. o{ Not bad. So-so. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
GOAL 1:11 1 ~») CONVERSATION MODEL Read and listen. A: Good-bye, Charlotte. B: Good-bye, Emily. A: See you tomorrow. 8: OK. See you! 1:12 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. NOW YOU CAN Say good-bye PAIR WORK Now say good-bye to your classmates. - - ""'-- ~~ l;IJ ..))) ways to say90od-b Good-bye. Ye Bye. See you later. Takecare. · 3 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 1 GOAL 1:14 1 ~>)) VOCABULARY • Occupations 1 a teacher 2 a student 3 an architect 4 an actor 5 an athlete 6 a musician 7 an artist 8 a banker 9 a singer 10 a flight attendant 2 PAIR WORK Say the name of an occupation. Your partner points (i&) to the picture. 3 GRAMMAR • Verb be: singular statements I Contractions .----------------------------------.''Art~,c!ei·.il[a~....: a tea-'her -~ Affirmative statements / Contractions I am Ann.I I'm Ann. You are an architect. I You're an architect. He is ateacher. I He's ateacher. She is asinger.I She's asinger. 4 UNIT 1 Negative statements I Contractions I am not Jen. I I'm not Jen. , "i, . "'!" acto; ~,..~, ' I. ' You are not an artist. I You're not an artist. I You aren't an artist. He is not astudent. I He's not astudent. I He isn't astudent. She is not abanker. I She's not a banker. I She isn't abanker. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
4 GRAMMAR PRACTICE Write the article g_ or an for each occupation. 1 ........ architect 3 ........ banker 5 ........ singer 2 ........ student 4 ........ musician 6 ........ athlete 5 PAIR WORK Point to the people on page 4. Say He's _ or She's-· 6 INTEGRATED PRACTICE Read the names and occupations. Write affirmative and negative statements. ' 'She's a flight attendant. ' ' Constantina O Q§)TOMFSCU ATHLETE · 1 Matt Damon .f:l.~ 1 ~. ?.r:i.~.<;:t:'?r: ..f:l.~ 1 f!l.'?:t:?.r:i. ?.t:~hi!fl'.<;f,. 3 Hee-Young Lim ..... .. ........................... ........ . 2 Carlos Vives ................................................. 4 Constantina Tomescu .................................. . NOW YOU CAN Tell a classmate your occupation -· ·-· -- .... __ ,..,,.~,.. . . . . --- ~- ----~Jiii'. 1:15 1 -4») CONVERSATION MODEL Read and listen. A: What do you do? B: I'm an architect. And you? A: I'm a banker. 1:16 2 -4>)) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own occupations. A: What do you do? B: I'm ........ . And you? A: I'm ... ... .. . 4 CHANGE PARTNERS Tell another classmate your occupation. - - - ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 -- - GOAL Identify your classmates 1:17 1 ~1>) VOCABULARY • More occupations Read and listen. Then listen again and repeat. - ~,~ ~.... 1 She's a chef. 4 She's a scientist. 5 He's a doctor. 6 She's an engineer. 7 He's a photographer. 2 GRAMMAR • Singularandplural nouns I Be: plural statements Singular nouns a chef an athlete Plural nouns 2 chefs 3 athletes Affirmative statementsI Contractions Negative statements I Contractions 8 He's a pilot. We are photographers. I We're photographers. You are scientists.I You're scientists. We are not chefs.I We're not chefs. I We aren't chefs. They arewriters.I They're writers. You are not pilots.I You're not pilots.I You aren't pilots. They are not artists.I They're not artists.I They aren't artists. 3 GRAMMAR PRACTICE Complete each statement with a singular or plural form of be. 1 I ........ .. . a writer. 3 We ... ..... ... doctors. 5 We ........... managers. 2 She ...... ..... not a pilot. 4 They ...... .. ... not scientists. 4 INTEGRATED PRACTICE @ the correct word or words to complete each statement. 1 Iam (an artist I artists I artist). 3 She is (banker I a banker I bankers). 2 We are (a flight attendant I flight attendants I 4 They are (a writer I writers I writer). flight attendant). 6 UNIT 1 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
5 GRAMMAR • Be: resI no questions and short answers Yes I no questions Are you } Is he an architect? Is Tanya Are you } Are they musicians? Are Ted and Jane Short answers Yes, I am. Yes, { ~~e}is. Yes, { ~~Y}are. 6 GRAMMAR PRACTICE Complete the conversations. Use contractions when possible. 1 A: .. .A~~- ... they Abby and Jonah? B: Yes, ...................... . 2 A: ........... she Hanna? B: No, ...... ............ .... .... ........ Ella. 3 A: ........... you Rachel and Philip? B: No, we'... .. ...... . ... .. ...... Judith and Jack. 7 PAIR WORK Practice the conversations from Exercise 6. ' ' Are you an artist? ' ' No, I'mnot. { he's } No, she's not. { we're } No, they're not. 4 A: .. ..... .... .. .. a chef? B: Yes, I .. ....... .. . 5 A: .. ......... he Evan? B: No, .. ... .... .. not. He'........... Michael. 6 A: Is .... ....... Tim? B: ..........., he'........... . He's Louis. 8 PAIR WORK Ask your partner two questions. Answer your partner's questions. ' ' Yes, I am. ' ' NOW YOU CAN 1 -4») CONVERSATION MODEL Read and listen. A: Excuse me. Are you Marie? B: No, I'm not. I'm Laura. That's Marie. A: Where? B: Right over there. A: Thank you. B: You're welcome. 1:19 2 ~1>) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use real names. Then change roles. A: Excuse me. Are you ........ ? B: No, I'm not. I'm ......... That's .... .. .. . A: Where? B: Right over there. A: Thank you. B: You're welcome. 4 CHANGE PARTNERS Identify other classmates. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 3 "" ' - •~.-- .... ,~ • - • •/~''" . , • • ' ~"'< •---, ~~· -r...-•••• •- ~ -• ~- ~-.- • ~.,,.,.......__...._ __ GOAL Spell names 1:20 1 ~>l) VOCABULARY • The alphabet Read and listen. Then listen again and repeat. ABCDEFG HI J KLM NOPORSTUVWXYZ 1:21 2 ~>l) LISTENING COMPREHENSION Listen. Circle the letter you hear. 3 1I A IK I 41u l o l 1 I F I x I 2 I B I E I s Is I z I a Ix I s I 3 1MI N 61 TI c I s I z Iv I PAIR WORK Read 10 letters aloud to your partner. Point to the letters you hear. F B 10 1J I GI 13 1D I GI 11 1L I N I 14 1H I K I 12 I K I J 1s I P I E I 1:22 4 ~>l) LISTENING COMPREHENSION Listen. Circle the correct spelling. Then spell each name aloud. 1 Green Greene Grin 2 Leigh Lee Li 3 Katharine Katherine Catharine 1:2! 5 ~>l) LISTENING COMPREHENSION Listen to the conversations. Write the names. 1 ........ ......................... 2 ............................ .... 3 ................ .. .............. 6 GRAMMAR • Proper nouns and common nouns I .. 'l • l ,-..l ;. I Capital letters T, r j ' 1/..-:; ( ~ .. l; . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - A_~E ·,, .'i. < J,.owe·~case letters a,bc ;., ;; .... Proper nouns The names of people and places are proper nouns. Use a capital letterto begin a proper noun. Melanie Pepper New Delhi Nicaragua Common nouns Other nouns are common nouns. Use a lowercase letter to begin a common noun. '· morning doctor student 8 UNIT 1 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
7 GRAMMAR PRACTICE @ the proper nouns. Underline the common nouns. 1 Mary Chase 3 name 5 partners 2 letter 4 France 6 alphabet 8 GRAMMAR PRACTICE Check Qr"the common nouns. Capitalize the proper nouns. M D 1 _P'(arie D 3 sarah browne D 5 canada D 7 letter ~ 2 partner D 4 teacher D 6 noun D 8 grammar 1:24 9 -4») PRONUNCIATION • Syllables Read and listen. Then listen again and repeat. 1:25 1 syllable chef 2 syllables bank• er 3 syllables ar • chi • tect 4 syllables pho • tog • ra • pher 10 -41>) PAIR WORK First, take turns saying each word. Write the number of syllables. Then listen to check your work. 1 teacher .... .... 3 vocabulary ...... .. 2 students .. .... .. 4 alphabet .... .... NOW YOU CAN Spell names 1:26 1 -4») CONVERSATION MODEL Read and listen. A: Hello. I'm John Bello. B: Excuse me? A: John Bello. B: How do you spell that? A: B-E-L-L-0. B: Thanks! 1:27 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own name. Then change roles. A: Hello. I'm .. ...... . B: Excuse me? A: ........ . B: How do you spell that? A: ........ . B: Thanks! Don't stop! Ask about occupations. ' ' What do you do?' ' 5 occupation .... .. .. 6 they're ........ -"" __.._ - '--"'-"-- _,.~ ~~-=-- - - .. -t_ ,,, ~ ~ ~- ~-.·~ . _ 4 CHANGE PARTNERS Personalize the conversation again. 9 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
10 1:28 1 ~») LISTENING COMPREHENSION Listen to the conversations. Write the number of the conversation in the boxes. D1:29 grammar vocabulary • listening reading • speaking • pronunciation ' I '!"' I" 2 ~») LISTENING COMPREHENSION Listen to the conversations. Complete the information. !NAME . JOCCUPATION Porter =-. A :40> 1 IRE fuqqw I al;&•' Avoi/o/J/e/orclrorteNi John,~_,...--- Rll!.OT •World Language Institu te Lorraine Clare 1-800-555-6788 3 PAIR WORK Choose a famous person. Write that person's information on the form. Then play the role of that person and introduce "yourself" to your partner. Licensed Insured john@airtaxi.com English I .. s@P-11 S -- .....l ' ' Hi. I'm Sean Penn. I'm an actor. And you? ' ' 4 INTEGRATED PRACTICE Answer the questions about four famous people. Use subject pronouns and contractions. Denzel Washington actor Eric Clapton singer 1 Is Denzel Washington an actor or a singer? .f:l.~~r. ~0.~.c::::t:C?r'. .. ............... 2 What's EricClapton's occupation? SeRi Pak athlete 3 Is Se Ri Pak a teacher? 4 Are Se Ri Pak and Gabriel Garcia Marquez scientists? 5 PERSONAL RESPONSES Write responses with real information. 1 "Hi. I'm Art Potter." 5 What's Gabriel Garcia Marquez's occupation? 6 Is Se Ri Pak an athlete? @).. .................. .... ... .......... ....... 3 "What do you do?" ~ .. ....... ... ....... .. ..................... 2 "Are you a teacher?" @).. .......................................... 4 "Thank you." ~ -·· ·· ··· ···· ··· ·· ·· ··· ··· · ····· · ··· ·· ··· ··1:30/1:31 UNIT1 Top Notch Pop " What Do You Do?" Lyrics p. 147 r' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
POINT Name the occupations in the pictures. For example: 5he'r an artirt PAIR WORK 1 Ask and answer questions about the people. For example: Ir John a photo9rapher? Yer, heir. 2 Create conversations for the people. For example: /ii. I'm_ . WRITING Write affirmative and negative statements about the people in the picture. For example: Rore ir an artirt 5he'r not an architect - - - ~ - -~ - - · ~ .. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
About People LESSON 1 GOAL . Introduce people . J 1:32 1 ~») VOCABULARY • Relationships Read and listen. Then listen again and repeat. 1 a classmate 2 a friend 3 a neighbor 4 a boss 5 a colleague 2 GRAMMAR • Possessive nouns and adjectives Possessive nouns Possessive adjectives He is her boss. ,, . Al Smith is Kate'sboss. Larry's colleague is Teresa. Subject • P6ssesslve r ronouns adjectives We are Sara and Todd's neighbors. I am Ms.Tan's student. We are Marty'sclassmates. Teresa is his colleague. We are their neighbors. She is my teacher. Marty is our classmate. 3 GRAMMAR PRACTICE Circle the correct word or words to complete each sentence. 1 Mr. Thomas is (my/ I) boss. 6 He's (my I I) colleague. 2 Is Mrs. Cory (you I your) teacher? 3 Is (she I her) Dr. Kim? 7 Mr. Bello is (Alec / Alec's) neighbor. 8 Jake is (Ms. Rose I Ms. Rose's) student. 9 (He's I His) an architect. I -+ my YG6 ~ your he• -+ his ..• she -+ her~ we -+ our they -+ ~ljir 4 Are (they I their) Connie and Sam? 5 Are (your I you) Barry's friend? 10 (Kyle I Kyle's) and Ray's new classmate is Gail. 4 PAIR WORK Tell a classmate about at least three of your relationships. Use the Vocabulary. 12 UNIT 2 ' ' Jerry is my classmate. Ted and Jan Keyes are my neighbors. ' ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
1:33 5 ~») LISTENING COMPREHENSION Listen to the conversations. Write the relationships. 1 Bruce is her ...................... . 3 Mr. Grant is her ...................... . 5 Carlos is his .. ....... .... ..... ... . . 2 Patty is his ...................... . 4 Rob is her ....... ............... . 6 GRAMMAR • Be from I Questions with Where Are you from Paraguay? Is she from Moscow? Yes, I am. I No. I'm not. Yes, she is.I No, she's not. Contractidns ,,., Where are you from? We're from Bangkok. Where's she from? She's from Canada. Wh~re is ' Where's· Where a're NOT 'A'l=leFe'Fe Be careful! Are you from Spain? Yes, I am. NOT Yes, I'm from. 7 GRAMMAR PRACTICE Complete the conversations with be from. Use contractions when possible. 1 A: ..Wh.er.e's. ... your neighbor ...... ..... .... ? 3 A: ......... .... .. your boss ............... ? B: She ...................... Canada. B: He ...................... Fortaleza. 2 A: ...................... they ............... ? B: ............................ .... Paris. NOW YOU CAN 1:34 1 ~») CONVERSATION MODEL Read and listen. A: Tom, this is Paula. Paula's my classmate. B: Hi, Paula. C: Hi, Tom. Nice to meet you. B: Nice to meet you, too. 1:35 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 GROUP WORK Personalize the conversation. Introduce classmates. Use your own names. Then change roles. A: ........, this is ................. 's my ........ . B: Hi, ........ . C: Hi, ........ . Nice to meet you. B: Nice to meet you, too. {i Be sure to recycle this language. .Don't stop! Where are you from? Ask questions. What do you do? 4 CHANGE PARTNERS Introduce other classmates. 4 A: ............ ..... ..... you and your friend ............... ? B: ........ .. ........ ... ........... Pusan. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 GOAL Tell someone your first and last name ... I 1:J6 1 -4») VOCABULARY • Titles and names Read and listen. Then listen again and repeat. Titles Q 1 Mr. q 2 Mrs. ,., 3 Miss r 4 4) m,.. q ,.. r q ,.. ~,.. q ,.. Be careful! Mr.Charles Lee OR Mr. Lee Mrs.Vivian Lee OR Mrs. Lee NOTMr.Charles NOTMrs.'liviar+ Ms. r: q ,.. q Mr. CJ..arler Lee Mrr. Viviari Lee 5 first name 6 last name 2 PAIR WORK Introduce yourself to a classmate. Use a title and your last name. ' ' Hi. I'm Mr. Wilson. ' ' ___.________ 1:37 ' ' Nice to meet you, Mr. Wilson. ' ' 3 '4») LISTENING COMPREHENSION Listen. Circle the correct information. Then listen again and check your answers. 1 00 Mr. 0Mrs. Alex 0 Miss first name DMs. 4 0Mr. l!!Mrs. Wenay D Mlss first name CRJ Mr. 0Ms. DMrs. Frad 0Miss first name DMs. 14 UNIT2 Davis last name RDberts lastname Roberts last name 2 DMr. DMrs. 0 NQf'!Cy Sa Miss -:-ftr~st....n""ame~- -~""""'"""""'. ri<!l.n__ 00 Ms. last name 5 DMr. DMrs. 0 Miss first name 00 Ms. OLIVEIRA last name 3 00 Mr. 0Mrs. D Miss - fi-'rst""'n::.;a=m-e- 0Ms. 0Mr. 0Mrs. 0 Miss-fir_st_na:...::m=-e- 00 Ms. last name ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
4 VOCABULARY PRACTICE Fill out the forms. Check or circle the correct titles. You: [ DMr. 11DMrs. j [ DMlss 11_DMs. I first name last name ..- Your teacher: _ _D_M_r._D_M_rs_. 0 Miss 0 Ms~ first name last name ---·--------....,,..__,.._ ... 0 Mr. 0 Mr5. 0 Mi55 Aclassmate: fir5t name 0M5. ...__ _ _ ___~ la5t name ._..__,.,.,.------ NOW YOU CAN Tell someone your first and last name 1::18 1 '4l>) CONVERSATION MODEL A: What's your last name, please? B: Fava. A: And your first name? B: My first name? Bob. 1:39 A: Thank you, Mr. Fava. B: You're welcome. 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own names. Mr. Mrs.Write your partner's information on the form. Then change roles. A: What's your last name, please? Mws _ _ fir_s_t_n_am_ e__ Ms. B: ........ . A: And your first name? B: My first name? .... .... . A: Thank you,l ........ . B: You're welcome. $ Be sure t o recycle this language. Don't stop! How do you spell that? What do you do? Ask more questions. Where are you from? 4 CHANGE PARTNERS Personalize the conversation again. last name 15 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 3 GOAL Get someone's contact information .. ·-· J 1:<40 1 ~») VOCABULARY • Numbers 0 - 20 Read and listen. Then listen again and repeat. 2 PAIR WORK Read a number aloud from the picture. © zero iJone ~ two ~ three ~ four ?- © rive ®six 'fl seven @ eight ® nine 4J~ eleven iJ~ twelve 4J~ thirteen ~~i fourteen .:41 ~ u ~ fifteen .;llr'&o u~ sixteen ~'fl seventeen ..., ~ UI,!:) eighteen ~® nineteen ~@twenty Your partner writes the number on a separate sheet of paper. 3 GRAMMAR • Be: information questions with What ....---------------------- ,, '· . I ~ J-l ,, I ----~ / 1 1Whatiis '4 -Wtla'tcs ' , 1:41 What's his name? What's his last name? What's Ellen's address? What's her e-mail address? What's their phone number? What aretheir first names? (Mark Crandall.) (Crandall.) (18 Main Street.) (Dover14@hipnet.com.) (835-555-0037.) (Luis and Samuel.) t .... ~ .. . f • , ~ I • • J I l9! I I t"• ! i"I I Howto'say e-mail addresses I ~' -. ·: - r °"I '- • ~ ~ ~.~ -, · aq~phone·numbers: . ' : · ,1-: ., ~ay•do"'.~rfour;teei;i ~~ hipn,et 9ot eom:"·-: .... 'say "oh~forzero: 0037 =t"o}l-oh-three>seven.:'~ I -~ 1-1 ' I . I./ I 4 ~») PRONUNCIATION • Stress in two-word pairs Read and listen. Then listen again and repeat. 1:42 • •first name • • •phone num ber • • • •e-mail address 5 ~») LISTENING COMPREHENSION Listen to the conversations. Write the information. Then listen again and check your work. NAME PHONE NUMBER E-MAIL 1 Valerie 'Peterson . @ --- ---- 2 Mathilda . . --- --- ---- 3 Ouinn . @- -- ---- 4 Joseph . . . --- -- -- -- 16 UNIT2 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
6 INTEGRATED PRACTICE Complete the questions. 1 A: .WJ:i.crr.'LJ:..ir .... address? B: 11 Main Street. 4 A: ..... ............. phone number? B: 878-456-0055. 2 A: .................. phone number? B: 22-63-140. 5 A: ......... .. ....... e-mail address? B: It's sgast@mp.net. 3 A: ........... ... .. .. address? B: 18 Bank Street. 6 A: .................. phone number? B: 44-78-35. . - NOW YOU CAN Get someone's contact information - - ~ --1:43 1 ~») CONVERSATION MODEL Read and listen. A: What's your name? B: Dave Mitchell. A: And what's your phone number? B: 523-6620. A: 523-6620? B: That's right. 1:44 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Write your partner's answers on a separate sheet of paper. Then change roles. A: What's your ........ ? B: ........ . Don't st op! ~ Be sure to recycle this language . T first name I last name address I e-mail address A: And what's your phone number? B: ....... . . Continue the conversation. Ask more questions. Thank you. You're welcome. Nice to meet you. Good-bye. A: ........ ? B: That's right. 4 CHANGE PARTNERS Get other classmates' contact information. 17 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
1:45 1 ~1>) READING Read about six famous people. Where are they from? .._.::: ....i-::;;.. ........ ,.'- .- -" -,... - - ~'":"'- - This is Frank Gehry. Where ·... is Mr. Gehry from? He's from Canada. ', And what's his -- ·-:-:.- occupation? · ·,.:: He's an architect. ~J~:if~~~~:~~~$-:~~.~·~:~~:.·~-~~~f'"?- - ~~~~;;;';~:-~~ -~'i.~ ..:~~:,.-:;~- ', ..;. This is Paco de Lucia, from Spain. What's his occupation? He's a musician. "''ilr-11 - ~ -.::--s"?_;;j.:. .:::~~:::::_ - -~~.~;-:~~·~--II!!. This is John Travolta. < t. Mr. Travolta has two occupations. He's an actor and a pilot. He's from the United States. This is Garth Brooks. What's his occupa- tion? Mr. Brooks is a singer. He's from U.S. grammar • vocabulary . listening reading . speaking • pronunciation This is Maria -= Sharapova. _ She's from Russia. What's • Ms. Sharapova's '. occupation? ~C She's an athlete. This is Banana Yoshimoto. Ms. Yoshimoto is from Japan. What's her occupation? She's a writer. .,.. -·· 2 PAIR WORK Ask and answer questions about people in the Reading. Use the verb be. ( ' ' Is Frank Gehry a doctor? ' 'J ' ' Is Maria Sharapova from the United States? ' ' ( ' Where's Mr. Travolta from? ' 'J 3 SPEAKING Point to the people in the photos. Ask your partner questions about their contact information. ; :~ ' itk_ I Norma Chin • 33-55-0078 [I] rhale@ccc.com [I] nchin@hipnet.com a 13 Quinn St. 18 UNIT2 On your ActiveBook Self-Study Disc: Extra Reading Comprehension Questions Lyrics p. 147 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
PERSONAL INFORMATION First name: ILast name: (Address: Phone: l e-mail: PAIR WORK 1 Create a conversation for the people in the first picture. Complete the form with your partnor1 c infnrm::>ti"'n ~t'rt like this: WJ,,ot'r your _? 2 Create a conversation for the people in the second picture. Introduce the two women. Start like this: TJ,,i5 ir - · 5he'r my - · WRITING Write sentences about your relationships. For example: 19 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Places and Howto GetThere LESSON 1 GOAL 1:48 1 ~>l) VOCABULARY • Places in the neighborhood Read and listen. Then listen again and repeat. 2 a restaurant 1 a pharmacy 4 a school 5 a newsstand 1:49 2 ~>l) LISTENING COMPREHENSION Listen. Write the places you hear. 1 ........................ .. .. 3 ...... ... ........ ......... .. 2 4 ... .. ....... ....... ....... .. 3 PAIR WORK Say the name of a place. Your partner writes the word. l;SO 4 ~>l) VOCABULARY •locations Read and listen. Then listen again and repeat. 4 on the left -------------- 1 across 2 down 3 around 6 next to the bank the street the street the corner s on the right 20 UNIT3 3 a bank . ' -- ----- - - -------------- 7 between the bookstore and the bank ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
5 PAIR WORK Take turns making statements about the location of the places. ( ' The bank is across the street. '~) 6 GRAMMAR • Be: questions with Where I Subject pronoun i1 A k . . h Wh f I . I/ • I " ~ I •..t !...: s questions wit ere or ocat1ons. ,', Contractions -r..- - - '• ·I-. ·f- ~ ·• .·,, . Where's the restaurant? _ y.'h~r.i: ~~ -+::~~~r.J!'s .. ~- .It IS -+ lt·S, ,:, ..'.· Use !!to replace the names of places. ' 1~, •• ,,f. ·,·· · It's downthestreet. (!! = the restaurant) NOW YOU CAN Talk about locations t :S2 the pharmacy 4 ,______.__,,..._. l :Sl 7 ~l)) PRONUNCIATION • Falling intonation for questions with Where Read and listen. Then listen again and repeat. ---.......1 Where is it? ---.......2 Where's the bank? ---.......3 Where's the school? ---.......4 Where's the newsstand? 1 ~>)) CONVERSATION MODEL Read and listen. A: Excuse me. Where's the bank? 3 PAIR WORK Find the people on the map. Talk about the location of places on the map. Then change roles. ·B: The bank? It's around the corner. A: Thanks! B: You're welcome. t:S3 2 ~>)) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 0 g 0 :,/.;.I~ ;}'!j ,;.j y 'I ~/' A: Excuse me. Where's the ... .....? B: ........?It's .... ... . . A: Thanks! B: You're welcome. 4 CHANGE PARTNERS Ask about other locations. 21 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 GOAL Discuss how to get places -- - J 1:54 1 ~>l) VOCABULARY • Ways to get places Read and listen. Then listen again and repeat. 1 walk 2 drive 3 take a taxi 2 GRAMMAR • The imperative Use imperatives to give instructions and directions. Affirmative imperatives Negative imperatives Drive [to the bank]. Don't walk. Take the bus [to the pharmacy]. Don't take the train. 3 INTEGRATED PRACTICE Follow the directions. Partner A: Read a direction. Partner B: Say the letter of the correct picture. 1 Walk to the bookstore. 2 Don't drive to the restaurant. 3 Take the bus to the bank. 4 Don't walk to the pharmacy. 5 Drive down the street. Partner B: Read a direction. Partner A: Say the letter of the correct picture. 6 Take the bus down the street. 7 Don't take the bus to the bank. 8 Walk to the bank. 9 Take a taxi to the restaurant. 10 Drive to the pharmacy. 22 UNIT3 a c g 4 take the train 5 take the bus - PHARMACY ~h -C==~ BOOKS · ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
l :SS 4 -4») LISTENING COMPREHENSION Listen. Write the directions. Use an affirmative and a negative imperative. 3 ....'. ....... ... ... ............. .... 2 ········· ······ ············ ···· ··· · 4 ·· ············ ·· ··· ·· ·············· 1:56 1 -4») CONVERSATION MODEL Read and listen. A: Can Iwalk to the bookstore? B: The bookstore? Sure. A: And what about the school? B: The school? Don't walk. Drive. A: OK. Thanks! l :S7 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Change the model. Use the photos below. Ask how to get to places in the neighborhood. Then change roles. A: Can Iwalk to the ... .....? B: The ........ ? ........ . A: And what about the ........? B: The ........ ? Don't ........ . ........ . A: OK. Thanks! Don't stop! Ask about locations. Be sure to recycle this language. _______..,, Where is it? { across the street. down the street. It's around the corner. next to the - · between the _ and the -· 4 CHANGE PARTNERS Discuss more places. 5 ........... ... ......... ........... . 23 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 3 GOAL Discuss transportation . J 1:58 1 ~>l) VOCABULARY • Means of transportation Read and listen. Then listen again and repeat. 2 a bicycle 4 a subway 5 a motorcycle 3 a moped Also remember: a bus a train a taxi 2 PAIR WORK Take turns. Spell a Vocabulary word aloud. Your partner writes the word. 3 GRAMMAR • fk to express means •by taxi by bicycle by motorcycle 1:59 4 ~>l) LISTENING COMPREHENSION Listen. Circle the means of transportation you hear. 5 24 UNIT3 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
1:60 5 ~») VOCABULARY • Destinations Read and listen. Then listen again and repeat. 1 gotowork 2 go home 1:61 6 ~ll) LISTENING COMPREHENSION Listen. Use a Q.y phrase to write the means of transportation. Then check the box for work, home, or school. IIby cat III II NOW YOU CAN Discuss transportation - - I - ~ - - 1:62 1 ~>)) CONVERSATION MODEL Read and listen. A: How do y9u go to school? B: By subway. What about you? A: Me? I walk. 1:6) 2 '4ll) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. 1 ,.Ask about work, school, and home. Answer ~ --71 with a Q.y phrase. Then change roles. Ji A: How do you go ... .... .? B: ....... .. What about you? A: Me?I ........ . Don't stop! Askabout other places. 4 CHANGE PARTNERS Personalize the conversation again. 3 go to school ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
1:6'1 1 ~») READING Read about how people go to work and school. I'm Kim Lee. I'm an engineer. I'm lucky. I can walk to work. My office is around the corner from my home. I'm Jennie Beck. I'm a writer from New York. I go to work by subway. I take the subway home, too. 2 PAIR WORK Ask and answer the questions. Is Jennie Beck a teacher? I'm a doctor. My name is jasperWhite. I go to work by train, and I go home by car with my colleague, Dr. Randall Marshall. He's a neighbor down the street from my home. ' ' No, she's not. She's a writer. ' ' 1 Is Jasper White a doctor? 2 Is Randall Marshall Dr. White's friend or his colleague? 3 Is Dr. Marshall Dr. White's neighbor? 4 Is Katie Simpson a teacher? 5 What is Katie's teacher's name? 6 Is their school next to Ms. Clark's home? 7 Where is Kim Lee's office? 8 Your own question: ..... .... ..... ........ ....... ... ..... .. .. .? grammar vocabulary • listening reading • speaking • pronunciation I'm Katie Simpson, and this is my teacher, Ms. Clark. I'm a student My school is right next to my home. I walk to school with my friends. We walk home together, too. I'm Hillary Clark. I'm Katie's teacher, but my home is not next to our school. Can I walk to school? Definitely not! I take the bus to school, and I go home by train. On your ActiveBook Self·Study Disc: Extra Reading Comprehension Questions 3 GROUP WORK On the board, make a map of places near your school. Write the names of the places. Then take turns describing the locations of the places. Be sure to recycle this language. 26 UNIT3 Where's the [pharmacy]? It's-· Can I [walk] to the [restaurant]? Take I Don't take the [bus]. Walk I Don't [drive]. Go by bus. Don't go by train. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
CONTEST Study the picture for one minute. Then close your books. Who can remember all of the locations? For example: TJ-.e s-cJ-.ool is- down tJ-.e s-treet PAIR WORK Create conversations for the people. For example: A: How do you 90 to work? 13: f3y bus-. WRITING Write five questions and answers about the places in the picture. For example: WJ-.ere1 S' tJ-.e res-taurant? It's- acroH tJ-.e S"treet ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Family LESSON 1 GOAL Identify people in your family . I 1 2 PAIR WORK Point to two people in the family. Describe their relationship. ' ' She's hisdaughter. ' ' 2:03 3 ~>l) LISTENING COMPREHENSION Listen to a man identify people in his family. Check the_correct photo. 2 3 4 s 6 28 UNIT 4 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
4 GRAMMAR • Be: questions with Who Who is he? (He's my dad.*) Who's Louise? (She's my mom.*) Who are they? (They're my sisters.) · Contraction Who are Nina and Jan? (They're my daughters.) Who is -+ Who's ... Be careful! • ffi.Qfil and d.ru1 = informal for Ill.Q1h.er and ~ Who are NOT WAe!fe 5 GRAMMAR PRACTICE Write questions. Use Who's or Who are and ~ she, or they. 1 A: .. .WhC?'.~ h~...... .........? 4 A: ..... .... .. .............. ... ? B: He's my grandfather. B: They're Pat's grandparents. 2 A: ............................ ? 5 A: ............................ ? B: She's my mother. B: She's Ed's wife. 3 A: .. ...................... .. ..? 6 A: ........ .... ... ............. ? B: He's Mr. Fine's grandson. B: They're my brother and sister. NOW YOU CAN Identify people in your family 1 -4») CONVERSATION MODEL Read and listen. A: Who's that? B: That's my father. A: And who are they? B: They're my sisters, Mindy and Jen. 2:0S 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Bring in family photos. (Or write the names of people in your family.) Personalize the conversation with names of your family members. Then change roles. A: Who's that? B: That's ........ . A: And ........? B: .. ...... . Be sure to recycle this language. Don't stop! Talk about occupations. Ask more questions. He's I She's [an engineer]. They're [architects]. What's his I her name? What are their names? How do you spell that? 4 CHANGE PARTNERS Personalize the conversation again. - -- -- ,.... ~ ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 GOAL 2:06 1 ~») VOCABULARY • Adjectives to describe people Read and listen. Then listen again and repeat. pretty 2 handsome 3 good-looking 4 cute 2 GRAMMAR • Be with adjectives I Adverbs very and so Describe people with aform of be and an adjective. She'spretty. They're good-looking. He's handsome. Your children are cute. The adverbs very and so make adjectives stronger. They'revery good-looking. She'sso pretty! 5 short 6 tall 7 old 8 young 3 PAIR WORK Use the Vocabulary to describe two people in your class. ' ' Gina and Deborah are very pretty.' ' He's very handsome. Your children are so cute! 2:07 4 ~») LISTENING COMPREHENSION Listen to the conversations. Circle the adjective that describes each person. 1 Her husband is (handsome I tall I old). . 2 His daughter is (tall I good-looking I cute). 4 His son is (tall I good-looking I short). 5 Her father is (tall I old I short). 3 Her brothers are (tall I good-looking I young). 6 His sisters are (tall I good-looking I short). 5 INTEGRATED PRACTICE Look at the pictures. Complete each sentence with a form of be and an adjective. Your sisters .... ...... . so ..... ............... .. . 2 Your daughter ..... .. ... . very ...................... . so ·········· ············! 30 UNIT4 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
4 His girlfriend .......... . 5 His wife ........ so ........ .......! 6 Your brother ...... ..... so very ........... .... . 6 INTEGRATED PRACTICE Write three sentences about people in your family. Use adjectives and the adverbs very or so to describe the people. NOW YOU CAN Describe your relatives 2:08 1 ..») CONVERSATION MODEL Read and listen. A: Tell me about your father. B: Well, he's a doctor. And he's very tall. A: And how about your mother? B: She's a scientist. She's very pretty. 2:09 2 ..i>) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Describe your relatives. Then change roles. A: Tell me about your ........ . B: Well, ........ . And ........ . A: And how about your ........ ? B: ........ . Don't stop! Ask about other people in your partner's family. 4 CHANGE PARTNERS Ask about other classmates' relatives. tall. And his colleague .... .. .. very ........... .... . 1...._,_l _M__y_br-o~th~e~r-ir_v=e=ry=t=a"ll~--...-_....,..,,I - ~ - ~-~- 31 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 3 I GOAL Talk about your family : 1 GRAMMAR • Verb have I has: affirmative statements ~~ } have abrother. ~~e}has three sisters. They 2 GRAMMAR PRACTICE Complete the sentences. Use have or has. Then complete the sentence about your own family. 1 Mark .... ....... two brothers. 5 Carl and Anna ......... .. two children. 2 My grandmother ..... ...... five grandsons. 6 She .... ..... .. five sisters. 3 They ........... a granddaughter. 7 They .... ... .. .. no brothers or sisters. 4 We ........... twelve grandchildren. ~ ! ..... ...................... ..... .... ......... . 2:10 3 ~») VOCABULARY • Numbers 21-101 Read and listen. Then listen again and repeat. 21 twenty-one twenty-five 22 twenty-two 26 twenty-six 23 twenty-three 27 twenty-seven 24 twenty-four 28 twenty-eight 2:11 4 ~») PRONUNCIATION • Numbers Listen and repeat. Then practice saying the numbers on your own. 13. 30 17. 70 14. 40 18. 80 ;.[ 15. 50 19. 90 16. 60 ·,· 32 UNIT4 29 twenty-nine 40 forty r8o eighty thirty 50 fifty 90 ninety 31 thirty-one 60 sixty 100 one hundred 32 thirty-two 70 seventy one hundred one 5 PAIR WORK Take turns saying a number from the chart. Your partner circles the number. 40 I 94 J ' 20 I23 45 18 21 14 ' 58 i 102 43 89 ~ 44 . 53 • 13 ! -30 l 19 ! 60 99 22 I 50 52 i 1001 ' 47 1 17 t 66 77 1 I 15 33 54 70 j ' 87 I101i I 31 '64 78 95 80 1 ~-- - I ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
6 GRAMMAR • Be: questions with How old { he? How old is she? your sister? He's nineteen years old. She's thirty-three. She's twenty. { they? They're twenty-nine. How old are your par.ents? They'refifty and fifty-two. 7 GRAMMAR PRACTICE Complete the questions. Use How old is or How old are. 1 ............................ your sister? 4 ........................ .... Helen's husband? 2 .... ......... ... ... ..... .... Matt's parents? 5 ........... .... ......... ... . her children? 3 ............. ..... .......... your grandfather? 6 .. ...... ..... ... ............ his son? NOW YOU CAN Talk about your family 1 -4») CONVERSATION MODEL Read and listen. A: I have one brother and two sisters. B: Really? How old is your brother? A: Twenty. B: And your sisters? A: Eighteen and twenty-two. 2:13 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Talk about your own family. Then change roles. A: I have ........ . B: Really? How old ... .. ...? A: ........ . B: And your ...... ..? A: .. .. .... . Don't stop! Ask more questions. Tell me about your [mother]. And your [father]? How about your [grandparents]? What's his I hername? What are their names? What's his I her occupation? What are their occupations? 4 CHANGE PARTNERS Personalize the conversation again. -· ·~ ~<.~ - "~~ ....~...,-- ~ ~-· - ..,,~ -~ - 0 o oe _,~'.A' . ..j .;._,_,,,.l -::!"; ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
34 2:1• grammar • vocabulary • listening reading • speaking • pronunciation 1 ~») READING Read about some famous actors and their families and friends. This is,a:.1· .:i.w1.::1 Mr. Chan is an actor and a singer from Hong Kong. His wife Is Joan Lin. She Is an actress from Taiwan. Her Chinese name is Lin Feng-Jiao. They have ason, JC Chan. He's an actor and a singer, too. ThisIs • • • . She'san actress from the United States. She's very young, and she'samovie star, too. She has two brothers, Ryan and Spencer. Spencer Is also an actor. Miss Breslin lives with herparents, Michael and KimBreslin, in NewYork. Her grandparents, catherlne and Lynn Blecker, say she's very cute In her movies. This is . on the left, with his good friend, • · • • . on the right. Mr. Garda Bernal Is a famous actor from Mexico. His parents, Patricia Bernal and Jose Angel Garda, are actors, too. He has one sister and two brothers. Mr. Luna Is also an actor. Many people think they are both very handsome. 2 READING COMPREHENSION Read about the people again. Complete the sentences. 1 Jackie Chan is JC Chan's ...................... . 5 Gael Garcia Bernal is Diego Luna's .. .. ... ... ....... ... .. .2 ............ .... ...... is Lin Feng-Jiao's husband. 3 Abigail Breslin's .... .......... ... .... . is an actor. 4 Miss Breslin is Lynn Bleeker's .. ... .......... ..... .. . 6 Patricia Bernal, Jose Angel Garcia, and Diego Luna are .. .............. ... .. . . On your ActiveBook Self-Study Disc: 3 PAIR WORK Interview your partner. Complete the notepad with information about your partner's family. Extra Reading Comprehension Questions Relative's name Relationshi A e Occu ation Dov brother l'I stvde"t Relative's name Relationship Age Occupation Description -- ·-- -- - -- - 4 GROUP WORK Now tell your classmates about your partner's family. UNIT4 .... - - ' ' Doug is Laura's brother. He's 14... ·' ' I ~~-- 2:15/2:16 Top Notch Pop "Tell Me All About It" Lyrics p. 147 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
PAIR WORK 1 Ask and answer questions about the people. For example: A WJ,,0 1 r Me9? f3:SJ,,e1 r Sve1 r motJ,,er. A: Ir Dora Me9 1 r dav9J,,ter? f3:No, rJ,,e 1 r riot 2 Take turns making statements about the family relationships. For example: Mike J,,ar t..to cJ,,ildrera. Pia ir J,,ir dav9J,,ter. DESCRIPTION Choose a photo. Use adjectives to describe the people in the family. For example: Pia ir very cvte. WRITING Write ten sentences to describe the people in your family. For example: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Events and Times LESSON 1 GOAL Confirm that you're on time 2:17 1 ~») VOCABULARY • What time is it? Read and listen. Then listen again and repeat. It's one o'clock. 2 It's one fifteen. 3 It's one twenty. 4 It's one thirty. It's a quarter after one. It's twenty after one. It's half past one. s It's one forty. 6 It's one forty-five. 7 It's noon. 8 It's midnight. It's twenty to two. It's a quarter to two. 2:18 2 ~») PRONUNCIATION • Sentence rhythm Read and listen. Then listen again and repeat. 1 It's TEN after FIVE. 2 It's lWENty to ONE. 3 It's a QUARter to lWO. 3 PRONUNCIATION PRACTICE Read the times in the Vocabulary aloud again. Pay attention to sentence rhythm. 4 PAIR WORK Look at the map. Ask your partner about times around the world. Say each time two ways. ' ' What time is it in Vancouver? ' ' ' ' It's nine forty A.M. It's twenty to ten. ' ' 36 UNITS - ~ ..Honolulu - - - -- 7:40AM 24:00 -+ 11 :59 =A.M. 12:00 -+ 23:59 =P.M. Say "eight A-M." or"eight P-M." )'10 " .. 3 . ..7 8 a ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
2:19 5 ~») VOCABULARY • Earlv. on time. and late Read and listen. Then listen again and repeat. 1 She's early. ~~·~~14SS 'l'•O - =--==---- 2 They're on time. 1 ~») CONVERSATION MODEL Read and listen. A: What time is the meeting? B: 10:00. A: Uh-oh. Am Ilate? B: No, you're not. It's five to ten. A: Five to ten? B: That's right. You're early. 2:21 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK It's 2:15 P.M. now. Change the model. Use the pictures. Then change roles. A: What time is the .... .... ? B: ........ . A: Uh-oh. Am I late? B: ........ . It's ......... A: ........? B: That's right. You're .... .... . 4 CHANGE PARTNERS Change the model again. 3 He's late. 2.. 37 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 GOAL 2:22 1 ~i>) VOCABULARY • Events Read and listen. Then listen again and repeat. 1 a celebration 2 a performance 3 a game 4 a dinner 5 a movie 6 a concert 2:23 2 ~i>) LISTENING COMPREHENSION Listen to the conversations about events. Write the event and circle the time. 1 .... ....... .... ....... (7:15 I 7:45) 4 ............ .. .. ... ... (12:00 A.M. I 12:00 P.M.) 2 ........... ..... ...... (8:00 I 9:00) 5 ................. .... . (9:15 I 9:50) 3 ........ ..... ....:.... (3:30 I 3:15) 6 .................... .. (12:00 A.M. / 12:00 P.M.) 2:24 3 ~») VOCABULARY • Days of the week Rea.d and listen. Then listen again and repeat. WEEKDAYS THE WEEKEND Monday Tuesday Wednesday Thursday Friday 4 GRAMMAR • Be: questions about time I Prepositions at and on What time is it? What time's the party? What day is the concert? (It's) five twenty. (It's) at nine thirty. (It's) on Saturday. , ? {(It's) at ten o'clock. Whens the performance. (It's) on Friday at 10:00 P.M. 38 UNITS ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
5 GRAMMAR PRACTICE Complete the questions and answers. 1 A: When ....... .... the party? 3 A: What .. .. .. .. ... is the concert? 5 A: ....... ... . is the performance? B: It's .. ......... 11:00 P.M. B: It's ........ ... 8:30. B: It's ......... .. Friday at 9:00. 2 A: ...... ... .. day is the game? 4 A: What ... .. .. .... is the dinner? 6 A: What ...... ..... is the class? B: It's .. .... ..... Saturday. B: It's .. ....... .. Tuesday. B: It's .. ..... .... noon. 2:2S 6 ~») LISTENING COMPREHENSION Listen to the conversation. Write the events on the calendar. 5:30 - - 5:30 i;' 6:30 - - f 6:30 1! 7:00 -.- 7:00:I :I meeting&: 7:15 - - ... 7:15 5:30 c=ig 5:30 i;' 6:30 g. i 6:30'a I ~•! 7:00 g. ~ 7:00... 7:15 g... ~ 7:15 >. 5:30 ......i'Q 5:30 5:30 i 6:30 ~I ~ i;' 6:30 i;' 6:30 :! ~ j 'a 7:00 7:00 § 7:00 i ~ fl) 7:15 -. 7:15 7:15 --- - - - - NOW YOU CAN Talk about the time of an event 2:26 1 -4») CONVERSATION MODEL Read and listen. A: look. There's a game on Wednesday. B: Great! What time? A: 10:30. At Pat's Club. B: Really? let's meet at 10:15. 2:27 2 -4>)) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Change the model. Ask your partner about an event. Use these events or your own events. Then change roles. A: look. There's a ........ on .... .... . B: Great! What time? A: ........ . At ........ . B: Really? let's meet at ........ . Basketball Game Saturday 10 :00 A.M. At Athlete Central 4 CHANGE PARTNERS Talk about different events. . . . 39 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
1 2 3 LESSON 3 GOAL Ask about birthdays 2:28 ~») VOCABULARY • Ordinal numbers Read and listen. Then listen again and repeat. gst 2nd 3rd 4th t::'ih ~ first second third fourth fifth ~th 7th 3rth 9th 1 th sixth seventh eighth ninth tenth 11th 1J2!h 13th 14th 15111eleventh twelfth thirteenth fourteenth fifteenth 11 ~th 17th 18th i9ih 2' th sixteenth seventeenth eighteenth nineteenth twentieth 21st 22nd 3Qth 4Qth 50th twenty-first twenty-second thirtieth fortieth fiftieth PAIR WORK Say a number. Your partner ''1hree '' says the ordinal number. '' third ''2:29 ~») VOCABULARY • Months of the year Read and listen. Then listen again and repeat. S MTW TFS SMTWTFS S M TWT F S SMTWTFS SMTWTFS S M TWTF S 1234 1 12345 123 1234567 5 6 7 8 9 10 11 2 3 4 5 6 7 8 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 12 13 14 15 16 17 18 9 10 11 12 13 14 15 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 19 20 21 22 23 24 25 16 17 18 19 20 21 22 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 HVUH~~ n~~uvu n~~HVUHVUH~ ~UVUH~~~~ 30 31 r -~--------------- ---·-·______,_________ ------ July August ~ September I October November December S MT W TF S S M TWTFS S M TWTFS SMTWTFS SMTWTFS SMT W TFS 12345 12 123456 1234 1 123456 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 27 28 29 30 31 2:30 24 25 26 27 28 29 30 28 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 30 4 ~») LISTENING COMPREHENSION Listen to the dates. Circle the dates on the calendar. 5 PAIR WORK Say a date from the calendar. Your partner writes the date. ' ' July thirty-first ' ' Jvly 31rt 40 UNIT5 ' !: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
6 GRAMMAR • Prepositions ill., Q!1 and at for dates and times: summary When's the party? In January. When's the meeting? On Tuesday. When's the performance? On January 15th. When's the dinner? On the 12th. What time'sthe movie? At noon. What time's the performance?At 8:30. I Be careful! in th,e morning . in the afternoon ~ih the evenfrig -1· 8,YTat 9ight· , , 7 GRAMMAR PRACTICE Complete the sentences. Use l!J, Q!1 or at. 1 The concert is ... ... .. July 14th .... .... 3:00 .. ...... the afternoon. 2 The dinner is ........ December ..... ... the 6th. 3 The party is .. .... .. midnight ........ Saturday. 4 The movie is ..... ... November 1•t .. ... . .. ,8:30 P.M. 5 The game is .. ..... . Wednesday ... ..... noon. 6 The meeting is at the State Bank ........ 11 :00 .. .. .... the morning ........ July 18th. NOW YOU CAN Ask about birthdays 2:Jl 1 ~») CONVERSATION MODEL Read and listen. A: When's your birthday? B: On July 15th. When's yours? A: My birthday's in November. On the 13th. 2:J2 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation with your own birthdays. A: When's your birthday? B: ........ . When's yours? A: My birthday's .... .... . Don't stop! Askquestionsto complete the chart. brother's birthday: sister's birthday: mother's birthday: father's birthday: grandmother's birthday: grandfather's birthday: 4 CHANGE PARTNERS Ask about other people's birthdays. ---- -- - - 2:JJ ~-4») On someone's birthday say: ' ' Happy birthday!'' ('' Thank you!' ' ) ™ @&laQ& 41 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
42 2,34 1 ~l)) READING Read the conversations. What are the events? A: Hey, it's Alec's birthday on June 1st. B: Really? That's on Friday. A: That's right. And there's a party. B: Great! Where? A: At the New School, right around the corner. B: What time? A: 11:30. A: There's a movie tonight at 8:00. B: Really? What movie? A: Star Wars, with Peter Cushing. B: The English actor? A: Right. B: That's an old movie! A: Yes, but it's good. Let's go. OK? grammar vocabulary • listening reading • speaking • pronunciation A: There's a play tomorrow at 10:30. 8: Hey, let's go! Where is it? A: At Casey's Theater. 8: ls that next to the bookstore? A: That's right. A: Where is the meeting? 8: At United Bank. A: Can we walk there? 8: No. let's go by taxi. A: Are we late? 8: No. The meeting's at 10:00. It's only 9:30. 2 INTEGRATED PRACTICE Correct all the mistakes. Use the information in the Reading. ten 1 The play is at half past~. 6 The play is at the bookstore. 2 The movie is at 8:00 A.M. 3 The meeting is at half past ten. 4 The birthday party is at midnight. 5 Alec's birthday is in July. 7 The meeting is at the New School. 8 Alec's party is at United Bank. 9 United Bank is around the corner. 10 Peter Sellers is an English singer. 3 GROUP WORK Ask about classmates' birthdays. Complete the chart. On your ActiveBook Self-Study Disc: Extra Reading Comprehension Questions Name Birthday 2,3512,30 UNITS Top Notch Pop "Let's Make a Date" Lyrics p. 147 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
PAIR WORK Create conversations for the people. 1 Talk about the events. For example: Look. TJ..ere1 5 a _ ..• 2 Confirm that you are on time for an event. For example: WJ..atti'me'r tJ..e - ? 9 DINNER CONTEST Study the events for one minute. Then close your books. Who can remember all the times, dates, and locations? For example: TJ..ere1 5 a _ on _ at _ . WRITING Write five sentences about events at your school or in yqur city. For example: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
44 LESSON 1 GOAL 2:37 1 ~») VOCABULARY • Clothes Read and listen. Then listen again and repeat. .! 4 ajacket S a skirt 6 shoes 7 a dress 2:3a * Pants is a plural noun. Use~ not~ with pants. 2 ~>l) PRONUNCIATION • Plurals Read and listen. Then listen again and repeat. 1 (/s/ ] shirts = shirt/sf jackets = jacket/sf 2 (/z/ ] shoes = shoe/z/ sweaters = sweater/z/ 3 GRAMMAR • Demonstratives this, that, these, those this sweater that sweater these ties 3(/u / ] blouses = blouse/rz/ dresses = dress/rz/ those ties 4 GRAMMAR PRACTICE Look at the pictures. Write this, that, these, or those and the name of the clothes. 1 ..t~~r~}~~.~~~~......... 2 ................ ....... ..... 3 ···························· 4 ·· ·························· UNIT& ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
5 ...... ...... .... .......... .. 6 .... ...... ......... .. ....... 7 ... .... ..... ...... ... .. ..... 8 ... ......... .......... .. ... . 5 GRAMMAR • The simple present tense: affirmative statements with like, want, need, and have I { like }You want We need those sweaters. Th~y have Sara and Jim s~:{~~~~s}those sweaters too. Cassie needs ' Ivan has ,. ! '· ! l ; Tina likes these shoes. Lisa wants that shirt. . For he,~ and j!, add 3- . to t'.h~ base fot'm. .• · .... , • ' ..-"' ·t . .·hke -+ hkes " i'·Rob needs a book. Now he has abook. ,., 'want~ -+ wants .· ~-.._____________.,..._.....,__~"""'"'"-."""".__::iai::im!'.9ql·; ·'.need -+·'needs· · · t3UT: R~ve'-+ h'as,·• ·:i. /6 GRAMMAR PRACTICE Complete each statement with the correct form of the verb. 1 I ............... your tie. like I likes 2 My friends ....... 1 .... ... this suit. want wants 3 Janet ............... this skirt. need I needs 4 Peter .. ......... .... that jacket. have I has 5 We ... .... ... ..... our dresses. like / likes 6 Sue and Tara ....... ........ those suits. want I wants 1 ~») CONVERSATION MODEL Read and listen. A: I like that dress. B: Thank you. A: You're welcome. 2:40 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Compliment your classmates on their clothes and shoes. Then change roles. A: I like ........ . B: ........ . A: You're welcome. 4 CHANGE PARTNERS Compliment other classmates' clothes. -t. ..• f.f· ~ .. I"' ! ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 GOAL Ask for colors and sizes . . J 2:41 1 ~>l) VOCABULARY • Colors and sizes Read and listen. Then listen again and repeat. _J,.;. - •.,.; 1T~.;. 1 white 2 black 3 red 4 orange 5 yellow r1 • •6 green 7 blue 8 purple 9 gray 2 PAIR WORK Make two statements about your clothes. 10 brown I ' ' My shoes are brown. My shirt is medium.' ' 3 GRAMMAR • The simple present tense: negative statements and yes I no questions with like, want, need, andhave Negative statements I {don't want You don't need extra large. They don't have · Yes I no questions want Do {Ytho~ } need the suit in large? Y have { doesn't like ~~e doesn't need red shirts. doesn't have { I . Yes, we do. they No,{ ~e don't. they like Does { hhe } need those shoes in black? s e have Yes, { ~~e does. No { he doesn't. ' she 11 small 12 medium 13 large 14 extra large 4 GRAMMAR PRACTICE Complete the sentences with the correct form of the verb. Use contractions. 1 A: .... D.9.... your children . ):•_qyg... sweaters for have school? B: My daughter ...dP.es.. ., but my son .i:!.qes.l)'.t. . 2 A: ........... your husband . .. ..... ... a black tie? need B: No, he .. ... ...... . He ........... two black ties. have 3 A: I ..... .d.. a blue suit for work. .......... . you nee .. ......... one too? need B: Yes, I ..... ...... . 46 UNIT6 4 A: ........... you .......... . that green h . 1 like s 1rt. B: Actually, no, I ........... . 5 A: We ..... .. ·r·k·.. .. the clothes irl this store. not 1 e B: Really, that's too bad. We ........... . 6 A: ........... you ... h....... this black jacket in ave size 34? B: No, I'm sorry. We .. ... ... ... . ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
2:42 5 ~») LISTENING COMPREHENSION Listen to the conversations about clothes. For each statement, circle I (true) or E(false). Then listen again and circle the color. T F 1 They like the dress. -S "I" T F 4 He needs a tie. .J T F 2 He needs shoes. if t "I' T F 3 Matt needs a suit for work. 'I' ...l. ' t NOW YOU CAN Ask for colors and sizes 2:4] 1 ~») CONVERSATION MODEL Read and listen. A: Do you have this sweater in green? B: Yes, we do. 2:« 2 ~») RHYTHM AND INTONATION Listen again and T F 5 She needs the sweater in small. T F 6 They don't have his size. t t 'I' A: Great. And my husband needs a shirt. Do you have that shirt in large? B: No, I'm sorry. We don't. A: That's too bad. repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Now change the model. Ask for colors and sizes of clothes for you and a member of your family. Use the pictures. Then change roles. A: Do you have .... .... in ........ ? B: ...... .. . A: ........ . And my ........ needs ........ . Do you have ........ in .... ....? B: ........ . A: ····· ··· . 4 CHANGE PARTNERS Practice the conversation again. Ask about other clothes. 47 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 3 GOAL Describe clothes [ 2:4S 1 ~l)) VOCABULARY • Opposite adjectives to describe clothes Read and listen. Then listen again and repeat. 1 new 2 old 3 dirty 4 clean 9 long 5 loose 6 tight 7 cheap 8 expensive 10 short 2 GRAMMAR • Adjective placement Adjectives come before the nouns they describe. along skirt tight shoes ared and black tie Adjectives don't change. aclean shirt I clean shirts NOT ffieaAS shirts. Be careful! It's along skirt. NOT It's askirt IBA!'J. 3 PAIR WORK Look at your classmates. Take turns describing their clothes. ' ' Allen has new shoes. ' ' ' ' Joe's shoes are old. He needs new shoes. ' ' 4 GRAMMAR PRACTICE Write two descriptions for each picture. Follow the model. The .~.l~v.~~f ........... are .c;:J~~.I).............. . They're .~l.~~0. ~1.~~~~f ...... . The ...................... is ...................... . It's .............. ... ............... . The ...................... are ...................... . They're ........ ........................ . 48 UNIT6 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
5 GRAMMAR • The simple present tense: questions with What. Wh~ and Which I One andQ!1M Use a question word and® or does to ask information questions in the simple present tense. What do you need? (A blue and white tie.) What does she want? (New shoes.) Use because to answer questions with Why. Why do they want that suit? (Because it's nice.) Why does he like this tie? (Because it's green.) Use Which to ask about choice. Answer with one or ones. Which sweater do you want? (The blue one.) Which shoes does she like? (The black ones.) 6 GRAMMAR PRACTICE Complete the conversations. Answer each question in your own words. l Then practice the conversations with a partner. 1 A: Which skirt ...... ..... .... .. ... .......... ...... .? she I want 4 A: Why ...... ........ .. ........ new shoes? you I want B: The .................. ... . one. B: ·········· ··· ········ ······ ········· ···· ····· ·· 2 A: What ................ .. ...... .................... ? your friend I need 5 A: Which shirts ............................? you I like B: ....................... ..................... ......... . B: The ............ .......... ones. 3 A: What color shoes ... ........................ .. ? you I like 6 A: What size shoes ...... .... .. .... .. .. ....? you I need B: ············ ······· ····· ··· ··························· B: ··············································· NOW YOU CAN Describe clothes ~ . ""'..),_--·~-·--~~J"">E 1 ..») CONVERSATION MODEL Read and listen. A: What do you think of this jacket? B: I think it's nice. What about you? A: Well, it's nice, but it's a little tight. B: Let's keep looking. 2:47 2 _.») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Now change the model. Use different clothes. Use different problems. Then change roles. A: What do you think of .. ... .. .? B: I think .. ... .. . nice. What about you? A: Well, ........ nice, but ........ a little ........ . B: Let's keep looking. e Be sure to recycle this language. Clothes Problems shirt pants expensive sweater skirt tight dress jacket loose tie shoes long short 49 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
grammar vocabulary • listening 2:• 8 reading . speaking . pronunciation 1 -4») READING Read the advertisement from today's newspaper. Which clothes do you like? TODAY ONLY! 1/2 Price Sale Low, Low Psrices! MEN'S & WOMEN'S CLOTHES Blue at King Street store only. White not available at South StreetStation location. Othersale items today: Children's jackets and shoes STORE LOCATIONS: 62 KING STREET, THE UPTOWN MAU, AND SOUTH STREET STATION. 2 READING COMPREHENSION Read the statements about the advertisement. Check True or False. True False True False 1 The sale is every day this week. 0 0 5 All locations have blue sweaters. 0 0 2 The store has three locations. 0 0 6 The Emporium doesn't have 0 0 3 The Emporium is a clothes store. 0 0 children's shoes. 4 White blouses are on sale at 0 0 On your ActiveBook Self-Study Disc: two locations. Extra Reading Comprehension Questions 3 PAIR WORK Discuss the sale at the Emporium. Use the advertisement. Be sure to recycle this language. Do you want _? Do you like this I that _ ? Do you need [a gray] _? What do you need I like I want I have? Which _ do you _? Why do you _ these I those _? 50 UNIT& ( ' ' What do you need? ' ' J ' ' I need a white blouse for work, and my children need shoes for school. Let's go to the Emporium. They have a great sale.' ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
GAME Describe people's clothes. Your partner points to the picture. For example: He hara yellow rhirt. PAIR WORK 1 Point and ask and answer questions about the picture. Use this I that I these I those and ~ want, need, and have. For example: Do yov like there rhoer? 2 Create conversations for the people. For example: A: Do yov wantthere pantr? /3: No, I don't WRITING Write about clothes you need, you want, you like, and clothes you have or don't have. For example: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Activities LESSON 1 GOAL Talk about morning and evening activities j 3:02 1 ~l)) VOCABULARY • Daily activities at home Read and listen. Then listen again and repeat. 1 get up 2 get dressed 3 brush my teeth 4 comb I brush my hair 5 shave !?:30A.M.I 6 put on makeup 7 eat breakfast 8 come home 9 make dinner 10 study 11 watchTV 12 get undressed 13 take a showerI a bath 14 goto bed 2 PAIR WORK Tell your partner about your daily activities. ( '' 1eat lunch at 12:00. ' ') ~>~) Meals breakfast 3 GRAMMAR • The simple present tense: spelling rules with M, she, and jJ lunch Add -s to the base form of most verbs gets shaves combs Add -es to verbs that end in -s, -sh, -ch, or -x. brushes watches 52 UNIT7 dinner ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
4 GRAMMAR PRACTICE Complete the statements. Use the simple present tense. 1 Tom .. ... ... ... up at 6:00, but his wife, Kate, 5 Kate ........... to bed at 10:00 P.M., but get go .. ......... up at 7:00. Tom ..... ...... to bed at 11 :00. ~ ~ 2 Kate ........... breakfast at 7:30 A.M., but 6 Kate ........... dinner on weekdays, and eat make Tom .... ... ... . breakfast at 6:30. Tom .... ..... .. dinner on weekends. eat make 3 After breakfast, Tom ....... ... ., and Kate shave 7 Tom .... ....... a shower in the tnorning, but take .. .... ..... on makeup. put Kate ...... .... . a bath. take 4 Tom and Kate .... .... ... TV in the evening. watch 8 Tom and Kate ........ .. . their teeth in the morning brush and in the evening. 5 GRAMMAR • The simple present tense: questions with When and What time When do you take ashower? (In the morning.) What time does she get up? (Before 7:00 A.M.) '.;,.,~..80~ ia1. -~~~:8~0-~. ·.,,. ,} ".:~ . ,.,.. . .. 6 GRAMMAR PRACTICE On a separate sheet of paper, write five questions about Tom and Kate in Exercise 4. Then listen to and answer a classmate's questions aloud. 1 WJ.attime does- !<.ate etv ? ---~-­ -----~-------- ' ' She gets up at 7:00.' ' NOW YOU CAN Talk about morning and evening activities 1 -4») CONVERSATION MODEL Read and listen. A: Are you a morning person or an evening person? B: Me? I'm definitely an evening person. A: And why do you say that? B: Well, Iget up after ten in the morning. And I go to bed after two. What about you? A: I'm a morning person. I get up before six. J oOS 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own information. A: Are you a morning person or an evening person? B: Me? I'm definitely ........ . A: And why do you say that? B: Well, I ......... What about you? A: I'm ... ..... . 1 ........ . 4 CHANGE PARTNERS Personalize the conversation again. 5 CLASS SURVEY Find out how many students are morning people and how many are evening people. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 2 G<ilAL Describe what you do in your free time I 3:06 1 ~») VOCABULARY • leisure activities Read and listen. Then listen again and repeat. 1 exercise 2 takea nap 3 listen to music 4 read s play soccer 6 check e-mail 7 go out for dinner 8 go to the movies 9 go fishing 10 visit friends 2 INTEGRATED PRACTICE Write six questions for a classmate about his or her leisure activities. Use When or What time and the simple present tense. 1 When do yov viritfriendr? 1 4 2 5 I 3 6 c - - - - - 3 GRAMMAR • The simple present tense: frequency adverbs 100%1 0% I always play soccer on Saturday. I usually check e-mail in the evening. I sometimes go fishing on weekends. I never take a nap in theafternoon. . - l • ,,-l I. ' • •<- I r'l ' Be caref.ul!T.::.~ ', ,', , ••. · Plae'e~he-f(equ~~cy adverb-before '.· / the verb in th~simple' present!tense':'J t . I • • (,.. .• ... ~ . . , f - - ' • Don'.t,say: J,,...1':', o lvvop SOCG,er..- - .. • ,. • H "L' 'k 11 I . , ~ - -~ ,eco1ec s u SUao ,.e,ma1 . .: I , -, ~ " I ' ,: ' 'When do you visit friends? ' ' -~ -. . 4 PAIR WORK Now use your questions from Exercise 2 to ask your partner about leisure activities. Use frequency adverbs and time expressions in your answers. ' ' I usually visit friends on Saturday. ' ' 54 UNIT7 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
5 GRAMMAR PRACTICE Write sentences about your partner from Exercise 4 on a separate sheet of paper. Scott vS'vally ViS'itS' friendS' on Saturday. 1 ~») CONVERSATION MODEL Read and listen. A: What's your typical day like? B: Well, I usually go to work at 9:00 and come home at 6:00. A: And what do you do in your free time? B: I sometimes read or watch TV. What about you? A: Pretty much the same. 3:08 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Write your typical daily activities on the notepad. Then personalize the conversation with your own information. A: What's your typical day like? B: Well, I ........ . A: And what do you do in your free time? B: ......... What about you? A: .... .... . Don't stop! ~sk about other times and days. @ Be sure to recycle this language. Time expressions in the morning in the afternoon in the evening I at night on [Friday] 4 CHANGE PARTNERS Personalize the conversation again. 5 GROUP WORK Tell the class about your partner's activities. - - On Weekdavs - - - - - r On weekends l- - - - -._ I - -- i-,, I' - - - - - -- I-~ = 55 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
LESSON 3 GOAL 3:09 1 ~») VOCABULARY • Household chores Read and listen. Then listen again and repeat. 1 wash the dishes 3 do the laundry s go shopping 2 clean the house 4 take out the garbage 2 GRAMMAR • The simple present tense: questions with How often I Other time expressions How often do you take out the garbage? M T w T F s s I take out the garbage every day. I.1 I.1 I.1 I.1 I.1 I.1 I.1 I How often does she go shopping? She goes shopping on Saturdays. Other time expressions once aweek twice a week three times a week M T W T F S S 11 111 1~1 I M T W T F S S llllJlll 3 PAIR WORK Ask and answer questions about how often you do household chores. ' ' How often do you go shopping? ' ' ' 'Twice a week. ' '3:10 4 ~») PRONUNCIATION • Third-person singular verb endings Read and listen. Then listen again and repeat. " 1 Isl 2 /z/ 3 /Iz/ takes= take/s/ cleans= clean/z/ washes = washJu/ checks= check/sf does = doe/z/ practices = practice /1z/ makes = make/s/ plays= play/z/ exercises = exercise/1z/ . 5 INTEGRATED PRACTICE Tell your class how often your partner from Exercise 3 does household chores. Practice pronunciation of third-person verb endings. 6 GRAMMAR • The simple present tense: questions with Who as subject Who washes the dishes in your family? { I do.I My sister does. We do. I My grandparents do. Be careful! Always use athird-person singular verb when w1lll is the subject. Don't say: Who eleatTthe house? Don't use do or .d.o.H when who. is the subject. Don't say: Who sees eleaA the house? 56 UNIT7 I' I:': .J ' 'John goes shopping twice a week. ' ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
7 ( Her husband... ( Her son... c Her daughter... ( 2 He... c His brother... c His sister... c 3 She... c c Her husband... c c 4 He... c c His wife... c c His son... c ' ' In Conversation 1, who washes the dishes? ' ' 8 GRAMMAR PRACTICE With a partner, ask and answer questions about the people in Exercise 7. NOW YOU CAN 1 -4») CONVERSATION MODEL Read and listen. A: So how often do you do the laundry? B: About twice a week. How about you? A: Me? Inever do the laundry. Could Iaskanother question? B: Sure. A: Who cleans the house? B: Oh, that's my brother's job. 3:13 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. Then change roles. 3 PAIR WORK Personalize the conversation. A: So how often do you .. ......? B: .... .... . How about you? A: Me? ........ . Could Iask another question? B: ........ . Don't stop! Ask about other chores.A: Who ........? B: Oh, that's ...... .. 's job. ' ' Her husband does. ' ' 4 CHANGE PARTNERS Ask another classmate about household chores. 5 GROUP WORK Tell your classmates about your partner's household chores. 57 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr
Top notch fundamental a sb.wb-ocr

Recommended

Top notch fundamentals b sb&amp;wb
Top notch fundamentals b sb&amp;wbTop notch fundamentals b sb&amp;wb
Top notch fundamentals b sb&amp;wbElizabeth Cortez
 
Top notch-fundamentals-a
Top notch-fundamentals-aTop notch-fundamentals-a
Top notch-fundamentals-aMaribel Rodriguez
 
Top notch fundamentals workbook
Top notch fundamentals workbookTop notch fundamentals workbook
Top notch fundamentals workbookGiovany Garcia
 
American English File Starter Student Book (Second Edition)
American English File Starter Student Book (Second Edition)American English File Starter Student Book (Second Edition)
American English File Starter Student Book (Second Edition)Muse
 
American English File 5 Student Book (Second Edition)
American English File 5 Student Book (Second Edition)American English File 5 Student Book (Second Edition)
American English File 5 Student Book (Second Edition)Muse
 
American english-file-1-student-book
American english-file-1-student-bookAmerican english-file-1-student-book
American english-file-1-student-bookNadia Agusto
 
English book 3 student
English book 3 studentEnglish book 3 student
English book 3 studentGabriel Guerrón
 
American english file 1 student book
American english file 1 student bookAmerican english file 1 student book
American english file 1 student bookSheyla Cordeiro
 

Recommended

Top notch fundamentals b sb&amp;wb
Top notch fundamentals b sb&amp;wbTop notch fundamentals b sb&amp;wb
Top notch fundamentals b sb&amp;wbElizabeth Cortez
 
Top notch-fundamentals-a
Top notch-fundamentals-aTop notch-fundamentals-a
Top notch-fundamentals-aMaribel Rodriguez
 
Top notch fundamentals workbook
Top notch fundamentals workbookTop notch fundamentals workbook
Top notch fundamentals workbookGiovany Garcia
 
American English File Starter Student Book (Second Edition)
American English File Starter Student Book (Second Edition)American English File Starter Student Book (Second Edition)
American English File Starter Student Book (Second Edition)Muse
 
American English File 5 Student Book (Second Edition)
American English File 5 Student Book (Second Edition)American English File 5 Student Book (Second Edition)
American English File 5 Student Book (Second Edition)Muse
 
American english-file-1-student-book
American english-file-1-student-bookAmerican english-file-1-student-book
American english-file-1-student-bookNadia Agusto
 
English book 3 student
English book 3 studentEnglish book 3 student
English book 3 studentGabriel Guerrón
 
American english file 1 student book
American english file 1 student bookAmerican english file 1 student book
American english file 1 student bookSheyla Cordeiro
 
Top Notch 2 Third Edition.pdf
Top Notch 2 Third Edition.pdfTop Notch 2 Third Edition.pdf
Top Notch 2 Third Edition.pdfRitaMunozCazares
 
Summit 1 workbook
Summit 1 workbookSummit 1 workbook
Summit 1 workbookKarina Ruiz
 
American english file 2 work book
American english file 2 work bookAmerican english file 2 work book
American english file 2 work bookSamar S. Mohamed
 
Speak out elementary-student-s book
Speak out elementary-student-s bookSpeak out elementary-student-s book
Speak out elementary-student-s bookrocbel69
 
English file intermediate_sb
English file intermediate_sbEnglish file intermediate_sb
English file intermediate_sbEmeVerde
 
Vocabulary games for teachers
Vocabulary games for teachersVocabulary games for teachers
Vocabulary games for teachersHenrique Silva
 
Digi math 3
Digi math 3Digi math 3
Digi math 3Thanh Tran
 
English book 4 student
English book 4 studentEnglish book 4 student
English book 4 studentGabriel Guerrón
 
question formation upper intermediate
question formation upper intermediatequestion formation upper intermediate
question formation upper intermediateramiro cebreiros alvarez
 
Sony fh 10w
Sony fh 10wSony fh 10w
Sony fh 10wCristian Bórquez
 
English book oxford practice grammar with answers
English book oxford practice grammar with answersEnglish book oxford practice grammar with answers
English book oxford practice grammar with answersMaria José Silva
 
Past simple tense pronunciation!
Past simple tense pronunciation!Past simple tense pronunciation!
Past simple tense pronunciation!learning-how-to-teach
 
Present continuous simple
Present continuous simplePresent continuous simple
Present continuous simplemariaandres17
 
Libro de básico 2 del ICPNA
Libro de básico 2 del ICPNALibro de básico 2 del ICPNA
Libro de básico 2 del ICPNAAlberto Ignacio Calvo Chamache
 
Simple past questions
Simple past questionsSimple past questions
Simple past questionsAngelica Flores
 
Libro Intermedio 12
Libro Intermedio 12Libro Intermedio 12
Libro Intermedio 12Alberto Ignacio Calvo Chamache
 
Top notch-1-pdf
Top notch-1-pdfTop notch-1-pdf
Top notch-1-pdfJosé Cecilio França
 
Student book touchstone 2 completo
Student book touchstone 2 completoStudent book touchstone 2 completo
Student book touchstone 2 completoLoreSV
 
[123doc] cambridge-english-objective-ket-workbook
[123doc] cambridge-english-objective-ket-workbook[123doc] cambridge-english-objective-ket-workbook
[123doc] cambridge-english-objective-ket-workbookHoa Trần
 
englishfile_4e_preintermediate_teachers_guide.pdf
englishfile_4e_preintermediate_teachers_guide.pdfenglishfile_4e_preintermediate_teachers_guide.pdf
englishfile_4e_preintermediate_teachers_guide.pdfPaula Pec
 
your_space_1_student_s_book (1).pdf
your_space_1_student_s_book (1).pdfyour_space_1_student_s_book (1).pdf
your_space_1_student_s_book (1).pdfRosaLidiaHernandezGu
 
DAY 4.pptx
DAY 4.pptxDAY 4.pptx
DAY 4.pptxYunaJung13
 

More Related Content

What's hot

Top Notch 2 Third Edition.pdf
Top Notch 2 Third Edition.pdfTop Notch 2 Third Edition.pdf
Top Notch 2 Third Edition.pdfRitaMunozCazares
 
Summit 1 workbook
Summit 1 workbookSummit 1 workbook
Summit 1 workbookKarina Ruiz
 
American english file 2 work book
American english file 2 work bookAmerican english file 2 work book
American english file 2 work bookSamar S. Mohamed
 
Speak out elementary-student-s book
Speak out elementary-student-s bookSpeak out elementary-student-s book
Speak out elementary-student-s bookrocbel69
 
English file intermediate_sb
English file intermediate_sbEnglish file intermediate_sb
English file intermediate_sbEmeVerde
 
Vocabulary games for teachers
Vocabulary games for teachersVocabulary games for teachers
Vocabulary games for teachersHenrique Silva
 
English book oxford practice grammar with answers
English book oxford practice grammar with answersEnglish book oxford practice grammar with answers
English book oxford practice grammar with answersMaria José Silva
 
Present continuous simple
Present continuous simplePresent continuous simple
Present continuous simplemariaandres17
 
Student book touchstone 2 completo
Student book touchstone 2 completoStudent book touchstone 2 completo
Student book touchstone 2 completoLoreSV
 
[123doc] cambridge-english-objective-ket-workbook
[123doc] cambridge-english-objective-ket-workbook[123doc] cambridge-english-objective-ket-workbook
[123doc] cambridge-english-objective-ket-workbookHoa Trần
 
englishfile_4e_preintermediate_teachers_guide.pdf
englishfile_4e_preintermediate_teachers_guide.pdfenglishfile_4e_preintermediate_teachers_guide.pdf
englishfile_4e_preintermediate_teachers_guide.pdfPaula Pec
 

What's hot (20)

Top Notch 2 Third Edition.pdf
Top Notch 2 Third Edition.pdfTop Notch 2 Third Edition.pdf
Top Notch 2 Third Edition.pdf
 
Summit 1 workbook
Summit 1 workbookSummit 1 workbook
Summit 1 workbook
 
American english file 2 work book
American english file 2 work bookAmerican english file 2 work book
American english file 2 work book
 
Speak out elementary-student-s book
Speak out elementary-student-s bookSpeak out elementary-student-s book
Speak out elementary-student-s book
 
English file intermediate_sb
English file intermediate_sbEnglish file intermediate_sb
English file intermediate_sb
 
Vocabulary games for teachers
Vocabulary games for teachersVocabulary games for teachers
Vocabulary games for teachers
 
Digi math 3
Digi math 3Digi math 3
Digi math 3
 
English book 4 student
English book 4 studentEnglish book 4 student
English book 4 student
 
question formation upper intermediate
question formation upper intermediatequestion formation upper intermediate
question formation upper intermediate
 
Sony fh 10w
Sony fh 10wSony fh 10w
Sony fh 10w
 
English book oxford practice grammar with answers
English book oxford practice grammar with answersEnglish book oxford practice grammar with answers
English book oxford practice grammar with answers
 
Past simple tense pronunciation!
Past simple tense pronunciation!Past simple tense pronunciation!
Past simple tense pronunciation!
 
Present continuous simple
Present continuous simplePresent continuous simple
Present continuous simple
 
Libro de básico 2 del ICPNA
Libro de básico 2 del ICPNALibro de básico 2 del ICPNA
Libro de básico 2 del ICPNA
 
Simple past questions
Simple past questionsSimple past questions
Simple past questions
 
Libro Intermedio 12
Libro Intermedio 12Libro Intermedio 12
Libro Intermedio 12
 
Top notch-1-pdf
Top notch-1-pdfTop notch-1-pdf
Top notch-1-pdf
 
Student book touchstone 2 completo
Student book touchstone 2 completoStudent book touchstone 2 completo
Student book touchstone 2 completo
 
[123doc] cambridge-english-objective-ket-workbook
[123doc] cambridge-english-objective-ket-workbook[123doc] cambridge-english-objective-ket-workbook
[123doc] cambridge-english-objective-ket-workbook
 
englishfile_4e_preintermediate_teachers_guide.pdf
englishfile_4e_preintermediate_teachers_guide.pdfenglishfile_4e_preintermediate_teachers_guide.pdf
englishfile_4e_preintermediate_teachers_guide.pdf
 

Similar to Top notch fundamental a sb.wb-ocr

your_space_1_student_s_book (1).pdf
your_space_1_student_s_book (1).pdfyour_space_1_student_s_book (1).pdf
your_space_1_student_s_book (1).pdfRosaLidiaHernandezGu
 
Yr 8 henry viii hwk 5 and 6
Yr 8 henry viii hwk 5 and 6Yr 8 henry viii hwk 5 and 6
Yr 8 henry viii hwk 5 and 6HLimm
 
Kindergarten Unit Plans
Kindergarten Unit PlansKindergarten Unit Plans
Kindergarten Unit PlansBrian Quintero
 
4_Improve_Your_Written_English.pdf
4_Improve_Your_Written_English.pdf4_Improve_Your_Written_English.pdf
4_Improve_Your_Written_English.pdfPhong Le
 
Speak now 1 student's book
Speak now 1 student's bookSpeak now 1 student's book
Speak now 1 student's bookGraceUrbano2
 
KNOWHOW OPENER STB OXFORD
KNOWHOW OPENER STB OXFORDKNOWHOW OPENER STB OXFORD
KNOWHOW OPENER STB OXFORDLizeth Moreno
 
Idioms_and_figures_of_speech.ppt
Idioms_and_figures_of_speech.pptIdioms_and_figures_of_speech.ppt
Idioms_and_figures_of_speech.pptBayuDewaMurti
 
Lesson 6 dec 10th completed
Lesson 6 dec 10th completedLesson 6 dec 10th completed
Lesson 6 dec 10th completedKit Fuderich
 
Verbs, adverbs and adjectives
Verbs, adverbs and adjectivesVerbs, adverbs and adjectives
Verbs, adverbs and adjectivesZanele Mhlongo
 
How to win_friends_and_influence_people
How to win_friends_and_influence_peopleHow to win_friends_and_influence_people
How to win_friends_and_influence_peoplelou marketing
 
EF4E Unit 2B - Adjectives.pptx
EF4E Unit 2B - Adjectives.pptxEF4E Unit 2B - Adjectives.pptx
EF4E Unit 2B - Adjectives.pptxPremLearn
 
March 24 writing in conversation classes
March 24 writing in conversation classesMarch 24 writing in conversation classes
March 24 writing in conversation classesdiegofresco
 
Assignment writing
Assignment writingAssignment writing
Assignment writingHCEfareham
 
Year 7 significant event level 5 and 6
Year 7 significant event level 5 and 6Year 7 significant event level 5 and 6
Year 7 significant event level 5 and 6HLimm
 
ScientificPosters.pdf
ScientificPosters.pdfScientificPosters.pdf
ScientificPosters.pdfRamaSry
 
EF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptxEF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptxPremLearn
 

Similar to Top notch fundamental a sb.wb-ocr (20)

your_space_1_student_s_book (1).pdf
your_space_1_student_s_book (1).pdfyour_space_1_student_s_book (1).pdf
your_space_1_student_s_book (1).pdf
 
DAY 4.pptx
DAY 4.pptxDAY 4.pptx
DAY 4.pptx
 
Yr 8 henry viii hwk 5 and 6
Yr 8 henry viii hwk 5 and 6Yr 8 henry viii hwk 5 and 6
Yr 8 henry viii hwk 5 and 6
 
0 19-435375-3-a
0 19-435375-3-a0 19-435375-3-a
0 19-435375-3-a
 
Kindergarten Unit Plans
Kindergarten Unit PlansKindergarten Unit Plans
Kindergarten Unit Plans
 
4_Improve_Your_Written_English.pdf
4_Improve_Your_Written_English.pdf4_Improve_Your_Written_English.pdf
4_Improve_Your_Written_English.pdf
 
Speak now 1 student's book
Speak now 1 student's bookSpeak now 1 student's book
Speak now 1 student's book
 
KNOWHOW OPENER STB OXFORD
KNOWHOW OPENER STB OXFORDKNOWHOW OPENER STB OXFORD
KNOWHOW OPENER STB OXFORD
 
Idioms_and_figures_of_speech.ppt
Idioms_and_figures_of_speech.pptIdioms_and_figures_of_speech.ppt
Idioms_and_figures_of_speech.ppt
 
Lesson 6 dec 10th completed
Lesson 6 dec 10th completedLesson 6 dec 10th completed
Lesson 6 dec 10th completed
 
Verbs, adverbs and adjectives
Verbs, adverbs and adjectivesVerbs, adverbs and adjectives
Verbs, adverbs and adjectives
 
How to win_friends_and_influence_people
How to win_friends_and_influence_peopleHow to win_friends_and_influence_people
How to win_friends_and_influence_people
 
EF4E Unit 2B - Adjectives.pptx
EF4E Unit 2B - Adjectives.pptxEF4E Unit 2B - Adjectives.pptx
EF4E Unit 2B - Adjectives.pptx
 
Best differentiated assessments in language arts and math (2)
Best differentiated assessments in language arts and math (2)Best differentiated assessments in language arts and math (2)
Best differentiated assessments in language arts and math (2)
 
March 24 writing in conversation classes
March 24 writing in conversation classesMarch 24 writing in conversation classes
March 24 writing in conversation classes
 
Assignment writing
Assignment writingAssignment writing
Assignment writing
 
Job, seasons and weather
Job, seasons and weatherJob, seasons and weather
Job, seasons and weather
 
Year 7 significant event level 5 and 6
Year 7 significant event level 5 and 6Year 7 significant event level 5 and 6
Year 7 significant event level 5 and 6
 
ScientificPosters.pdf
ScientificPosters.pdfScientificPosters.pdf
ScientificPosters.pdf
 
EF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptxEF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptx
 

More from SergioMndez19

Stott t highly_recommended_english_for_the_hotel_and_catering workbook
Stott t highly_recommended_english_for_the_hotel_and_catering workbookStott t highly_recommended_english_for_the_hotel_and_catering workbook
Stott t highly_recommended_english_for_the_hotel_and_catering workbookSergioMndez19
 
Highly recommended English for the hotel and catering industry. PDF
Highly recommended English for the hotel and catering industry. PDFHighly recommended English for the hotel and catering industry. PDF
Highly recommended English for the hotel and catering industry. PDFSergioMndez19
 
Career paths tourism_sb
Career paths tourism_sbCareer paths tourism_sb
Career paths tourism_sbSergioMndez19
 
Accounting teacher s_book
Accounting teacher s_bookAccounting teacher s_book
Accounting teacher s_bookSergioMndez19
 
Self Evaluation Checklist
Self Evaluation Checklist Self Evaluation Checklist
Self Evaluation Checklist SergioMndez19
 
Restaurant reservation
Restaurant reservationRestaurant reservation
Restaurant reservationSergioMndez19
 
60744 whoop-goes-the-pufferfish
60744 whoop-goes-the-pufferfish60744 whoop-goes-the-pufferfish
60744 whoop-goes-the-pufferfishSergioMndez19
 

More from SergioMndez19 (11)

Top notch-1-pdf-
Top notch-1-pdf-Top notch-1-pdf-
Top notch-1-pdf-
 
Stott t highly_recommended_english_for_the_hotel_and_catering workbook
Stott t highly_recommended_english_for_the_hotel_and_catering workbookStott t highly_recommended_english_for_the_hotel_and_catering workbook
Stott t highly_recommended_english_for_the_hotel_and_catering workbook
 
Highly recommended English for the hotel and catering industry. PDF
Highly recommended English for the hotel and catering industry. PDFHighly recommended English for the hotel and catering industry. PDF
Highly recommended English for the hotel and catering industry. PDF
 
Career paths tourism_sb
Career paths tourism_sbCareer paths tourism_sb
Career paths tourism_sb
 
Cpe be my_guest_tb
Cpe be my_guest_tbCpe be my_guest_tb
Cpe be my_guest_tb
 
Cpe be my_guest_sb
Cpe be my_guest_sbCpe be my_guest_sb
Cpe be my_guest_sb
 
Accounting teacher s_book
Accounting teacher s_bookAccounting teacher s_book
Accounting teacher s_book
 
Self Evaluation Checklist
Self Evaluation Checklist Self Evaluation Checklist
Self Evaluation Checklist
 
Restaurant reservation
Restaurant reservationRestaurant reservation
Restaurant reservation
 
Frank's day quiz
Frank's day quizFrank's day quiz
Frank's day quiz
 
60744 whoop-goes-the-pufferfish
60744 whoop-goes-the-pufferfish60744 whoop-goes-the-pufferfish
60744 whoop-goes-the-pufferfish
 

Recently uploaded

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...Amil baba
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...Poonam Aher Patil
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfSherif Taha
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxannathomasp01
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17Celine George
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Jisc
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxDr. Ravikiran H M Gowda
 
latest AZ-104 Exam Questions and Answers
latest AZ-104 Exam Questions and Answerslatest AZ-104 Exam Questions and Answers
latest AZ-104 Exam Questions and Answersdalebeck957
 
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxDr. Sarita Anand
 
Basic Intentional Injuries Health Education
Basic Intentional Injuries Health EducationBasic Intentional Injuries Health Education
Basic Intentional Injuries Health EducationNeilDeclaro1
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...Nguyen Thanh Tu Collection
 
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfFICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfPondicherry University
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Pooja Bhuva
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentationcamerronhm
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxmarlenawright1
 
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POSHow to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POSCeline George
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxPooja Bhuva
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxJisc
 

Recently uploaded (20)

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
 
latest AZ-104 Exam Questions and Answers
latest AZ-104 Exam Questions and Answerslatest AZ-104 Exam Questions and Answers
latest AZ-104 Exam Questions and Answers
 
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptx
 
Basic Intentional Injuries Health Education
Basic Intentional Injuries Health EducationBasic Intentional Injuries Health Education
Basic Intentional Injuries Health Education
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
 
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdfFICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
 
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POSHow to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptxWellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
 

Top notch fundamental a sb.wb-ocr

  • 2. SECOND EDITION English for Today's World WITH WORKBOOK Joan Saslow • Allen Ascher With Top Notch Pop Songs and Karaoke by Rob Morsberger ••••••llllllllW PEARSON -----Longman ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 3. CONTENTS Learning Objectives for Fundamentals A and Fundamentals B ...... . ..... .iv To the Teacher ... . ........... . ..........................................viii About Your ActiveBook Self-Study Disc .... ..... ......................... . . ix Welcome to Top Notch! ... . ..... ... ..... .. . .................... .. ... ....1 UNIT 1 Names and Occupations ........ ....... .. ...... .... .. ...... ... .. 4 UNIT 2 About People ........... .. ....... . .. .................. .. .... .. 12 UNIT 3 Places and How to Get There ............ . ..................... 20 UNIT 4 Family .................................. . .....•................ 28 UNIT 5 Events and Times ............................ . ......... .. ...... 36 UNIT 6 Clothes ...... ....... . . ..... ................................ . ... 44 UNIT 7 Activities ... ... .. ... ....... .... ................................ 52 Units 1-7 Review ..... ... ............. ....... ........... ..... ... .... .... 60 REFERENCE CHARTS Countries and nationalities .... ....... ..... ..... ... . .................... 125 Numbers 100 to 1,000,000,000 ........................ ........ .. ...... . 125 Irregular verbs .. . ...... . ............................................... 125 Pronunciation table ............. . ......................................125 Vocabulary Booster ..... ........... ............. ...... .. .......... ... 126 Grammar Booster ............... . ............... .. ..... .. ........... .136 Top Notch Pop Lyrics ... . ....... . ........................................147 WORKBOOK UNIT 1 ............... .. ............................ .. ................ W1 UNIT 2 ........... . .... . ........ ..... ............ .. ... ....... . ........ W7 UNIT 3 ....................... ... ..... . .............................. W13 UNIT 4 . .......... ... . ... .... .. .... .. .......... ........ . ......... .... W18 UNIT 5 ... ....... .. ................... .. ............ . ................ W23 UNIT 6 ................................. . ............................ W29 UNIT 7 ....... . ...... . ...... .................................. ....... W36 Units 1-7 Review ..... .. ......................... . ... .. ............... W42 About the Authors . . .... ... ........ .... ... .. .. .. . ... .......... . .. last page iii ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 4. Learning Objectives Top Notch Fundamentals is designed for true beginning students or for students needing the support of a very low-level beginning course. No prior knowledge of English is assumed or necessary. Unit Communication Goals Vocabulary Grammar 1 I l Names and Occupations page4 2 About People page 12 3 Places and How to GetThere page 20 4 Family page 28 5 Events and Times page 36 6 Clothes page 44 7 Activities page 52 Units 1-7 Review page 60 • Tell a classmate your occupation • Identify your classmates • Spell names • Introduce people • Tell someone your first and last name • Get someone's contact information • Talk about locations • Discuss how to get places • Discuss transportation • Identify people in your family • Describe your relatives • Talk about your family • Confirm that you're on time • Talk about the time of an event • Ask about birthdays • Give and accept a compliment • Ask for colors and sizes • Describe clothes • Talk about morning and evening activities • Describe what you do in your free time • Discuss household chores • Occupations • The alphabet ~g.inm•ua+i.mu :• More occupations • Relationships (non-family) • Titles • First and last names • Numbers 0-20 ~%·I{l:!l/%ii:(.r·1ziU • More relationships • Places in the neighborhood • Locations • Ways to get places • Means of transportation • Destinations ~«·tJ!:!iitMl:t.f.UPii • More places • Family relationships • Adjectives to describe people • Numbers 21-101 ~U·tJ!:!il>Mi:t.f.MU • More adjectives • What time is it? • ~ QilJ.irne, ~ • Events • Days of the week • Ordinal numbers • Months of the year ~U·Iti=llJtl;ii=t·i·izfol • More events • Clothes • Colors and sizes • Opposite adjectives to describe clothes ~g.p1,111u1a,r.1.unt • More clothes • Daily activities at home • Leisure activities • Household chores ~N'!:l'lt'ilj:t·r·Mu • More household chores • Verb he: • Singular and plural statements, contractions • fu I !l2 questions and short answers • Common errors • Subject pronouns • Articles ll. I ll.n • Nouns: • Singular and plural / Common and proper • Possessive nouns and adjectives • B.t..frQm I Questions with ~ common errors • Verb he: information questions with ~ e • Verb~: questions with Wilm • Subject pronoun i1 • The imperative • B)! to express means of transportation • Verb he: • Questions with Wb2 and common errors • With adjectives • Questions with~ • Adverbs~ and 22 • Verb ~ I bll.1: affirmative statements • Verb he: questions about time • Prepositions in, QD, and ll.1for dates and times • Common errors • Demonstratives 100, t.bll.l. lbe& ttJQg • The simple present tense: like, ~ D=s1 and~: • Affirmative and negative statements • Questions and short answers • Spelling rules and contractions • Adjective placement and common errors • ~and~ • The simple present tente: • Third-person singular spelling rules • Questions with Wilm and What time • Questions with How often. time expressions • Questions with Wh2 as subject, common errors • Frequency adverbs and time expressions: • Usage, placement, and common errors ~&JM!4frf.f.Jifrwtiiipractice iv ~~~~~~~~~~~~~~~~~~~~~~~~~~""~~~~~~~~~~~~~,; ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 5. I J Conversation Strategies Listening I Pronunciation Reading I Writing • Use And yoy? to show interest in another person • Use Excyse me to initiate a conversation • Use Excuse me? to indicate you haven't heard or didn't understand • Use~ to acknowledge someone's complying with a request Ustenlng task: • Circle the letter you hear • Identify correct spelling of names • Write the name you hear spelled • Identify the correct occupation • Write the missing information: names and occupations Pronunciation: • Syllables Reading Text: • Simple forms and business cards Writing Task: • Write affirmative and negative statements about people in a picture ' .,, ' , '. I' . ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~--{( I I I • Identify someone's relationship to you when making an introduction • Use 12Q to reciprocate a greeting • Begin a question with Alll1 to indicate you want additional information • Repeat part of a question to clarify • Repeat information to confirm • Use You're welcome to formally acknowledge thanks • Use QK to acknowledge advice • Use What aboyt you? to show interest in another person • Use Well...... to indicate one is deciding how to begin a response • Use And how aboyt. .? to ask for more information • Use ~ to show interest or mild surprise • Use J.1b.:2h to indicate you may have made a mistake • Use .L.Q2k to focus someone's attention on something • Use~ to show enthusiasm for an idea • Offer someone best wishes on his or her birthday • Acknowledge a compliment with Thank yoy • Apologize with ~when expressing disappointing information • Use That's too bad to express disappointment • Use What about you? to ask for someone's opinion • Use W to soften a strong opinion • Say~ to give yourself time to think of a personal response • Use W to introduce a lengthy response • Use ,SQ to introduce a conversation topic • Use How aboutyou? to ask for parallel information • Say~ to indicate a willingness to answer • Begin a response to an unexpected question withQh Ustenlng task: • Complete statements about relationships • Circle the correct information • Fill in names, phone numbers, and e-mail addresses you hear Pronunciation: • Stress in two-word pairs Ustenlng task: • Write the places you hear • Write the directions you hear, using affirmative and negative imperatives • Circle the means of transportation • Write~ phrases, check destinations you hear Pronunciation: • Falling intonation for questions with ~ Ustenlng task: • Identify the picture of a relative being described • Choose the adjective that describes the people mentioned in a conversation Pronunciation: • Number contrasts Ustenlng task: • Identify events and circle the correct times • Write the events you hear in a date book • Circle the dates you hear Pronunciation: • Sentence rhythm Ustenlng task: • Confirm details about clothes • Determine colors of garments Pronunciation: • Plural endings Ustenlng task: • Match chores to the people who performed them Pronunciation: • Third-person singular verb endings Reading Text: • Short descriptions of famous people, their occupations, and countries of origin Writing Task: • Write sentences about your relationships Reading Texts: • Simple maps and diagrams • Introductions of people, their relationships and occupations, where they live, and how they get to work Writing Task: • Write questions and answers about the places in a complex picture : '' : Reading Texts: 1 :: • Afamily tree • A magazine article about famous actors and their families Writing Task: : • Write a description of the people in your family ,,, Reading Texts: • A world map with time zones • Events posters • Conversations • A zodiac calendar Writing Task: • Write about events at your school or in your city Reading Text: • A sales flyer from a department store Writing Task: • Write sentences about the clothes you have, need, want, and like Reading Text: • A review of housekeeping robots Writing Tasks: • Write five sentences about robots • Describe your typical week, using adverbs of frequency and time expressions :' ' 1, v ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 6. Unit Communication Goals Vocabulary Grammar I 8 Home and Neighborhood page 64 9 Activities and Plans page 72 10 Food page 80 ll Past Events page 88 12 Appearance and Health page 96 13 Abilities and Requests page 104 14 Life Events and Plans page 112 Units 8-14 Review page 120 • Describe your neighborhood • Ask about someone's home • Talk about furniture and appliances • Describe today's weather • Ask about people's activities • Discuss plans • Discuss ingredients for a recipe • Offer and ask for foods • Invite someone to join you at the table • Tell someone about a past event • Describe past activities • Talk about outdoor activities • Describe appearance • Show concern about an injury • Suggest a remedy • Express a wish • Politely decline an invitation • Ask for and agr~ to do a favor • Get to know someone's life story • Discuss plans • Express wishes for the future • Types of buildings • Places in the neighborhood • Rooms • Furniture and appliances ~1·tJl:!IJtl;ll:t.t.Wi;i • More home and office vocabulary • Weather expressions • Present and future time expressions ~g.:{l,!lltM#:(.z·WP • More weather vocabulary • Foods and drinks • Places to k~p food in a kitchen • Containers and quantities • Cooking verbs ~1·tJ!:!Illi;lj:f,f.iiiM • More vegetables and fruits • Past-time expressions • Outdoor activities ~1·It!WtMi:?·r·UiJ;1 • More outdoor activities • Adjectives to describe hair • The face • Parts of the body • Accidents and injuries • Ailments, remedies ~1·tJ!:lll>Mi:frWM • More parts of the body • Abilities • Adverbs~ and~ • Reasons for not doing something • Favors ~1·I%1:!1Jtl;ij:f.t.hiij • More musical instruments • Some life events • Academic subjects • Leisure activities • Life cycle events ~y.rg1,p11qa,1.wttU • More academic subjects • More leisure activities • The simple present tense: o Questions with ~ prepositions of place ·~and~: o Statements and m I IlQ questions o Contractions and common errors • Questions with How many • The present continuous: o Statements: form and usage o ~ I !lQ questions o Information questions o For future plans • The present participle: spelling rules ~·~&lliitili·lilldilll,..ltill.!ill;ili'•''•!'iii,.zilii..;Am11G~:!.!!...~~ice • Count nouns and non-count nouns: o Meaning, form, and common errors • Count nouns: How many I Are there ao.v • Non-count nouns: How much / Is there any • The simple present tense and the present continuous: usage and common errors • The past tense of ~: o Statements, questions, and contractions • The simple past tense o Regular verbs, irregular verbs o Statements, questions, and short answers ~VM/4@(,l,ih{Fb practice • Describing people with ~and ~ • ~ + base form for advice ~&Mli4U4.f,ii4M!xtra practice • ~and l:llil.'.t for ability • JQQ + adjective, common errors • Polite requests with Coyld you + base form ~dM1!4U:f.I·iiFMfupractice • Be going to + base form • Would like + infinitive: o Statements o Questions o Short answers o Contractions Countries and nationalities/Numbers 100 to 1,000,000,000 I Irregular verbs I Pronunciation table ....page 125 Vocabulary Booster..................................................................................................................................page 126 vi Grammar Booster ....................................................................................................................................page 136 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 7. Conversation Strategies Listening I Pronunciation Reading I Writing • Use ~ to introduce contradictory information • Respond positively to a description with Sounds nice! • Use ~ to introduce an opinion that might surprise • Say I don't !snow. I'm not sure to avoid making a direct negative statement • Use tli and ~ to greet people informally • Say No kidding' to show surprise • Answer the phone with t:lcllQl • Identifyyourself with Ibis.ft._ on the phone • Use Well actually to begin an excuse • SayOh I'm sorzy after interrupting • SayTalk toyou later to indicate the end of a phone conversation • Say~ to indicate you'll get information for someone • Decline an offer politely with No thanks • Use Please pass the ... to ask for something at the table • Say Here you go as you offer something • Say Nice to see you to greet someone you already know • Use Y2.u,JQQ to repeat a greeting politely • Ask lCtb)'.Z to ask for a clearer explanation • Use What about ? to ask for more information • Use jlU.t to minimize the importance of an action • Use a double question to clarify • Say Let me think to gain time to answer • Say~ to indicate you just remembered something • Use Qh to indicate you've understood • Say I'm sorr::y to hear that Qb...nQ, and That's too bad to express sympathy • Use What's wrong? to ask about an illness • Use ~ to intensify advice with ID2.U.l.d • Respond to good advice with Good idea • Say I hope you feel better when someone feels sick • Use Iwish Icould to express a wish • Use .fu!1 to introduce contrasting information • Suggest a shared course of action with ~ • Politely decline a suggestion with I'm really ~and a reason • Accept a refusal with Maybe some other time • Use ~ and No problem to agree to someone's request for a favor • Use Not really to soften a negative response • Ask What do you mean? to request clarification • Use~ to explain or clarify • Use emphatic stress on ~to indicate two answers Ustenlng task: • Determine the best house or apartment for clients of a real estate company • Complete statements about locations of furniture and appliances Pronunct.tlon: • Linking sounds Ustenlng task: • Determine weather and temperatures in cities in a weather report • Complete statements about people's activities, using the present continuous Pronundatlon: • Rising and falling intonation of Yfil / QQ and information questions Ustenlng task: • Identify the foods discussed in conversations Pronunciation: • Vowel sounds: /i/, /1/, lei/, Ii/, /a!/ Ustenlng task: • Circle the year you hear • Infer the correct day or month • Choose activities mentioned in conversations Pronunciation: • Simple past tense regular verb endings Ustenlng task: • Identify the people described in conversations • Complete statements about injuries • Identify the ailments and remedies suggested in conversations Pronunciation • More vowel sounds Listening task: • Complete requests for favors Pronunciation • Assimilation of sounds: Could you Listening task: • Choose correct statements • Circle correct words or phrases • Complete statements about activities, using the present continuous • Infer people's wishes for the future and complete statements, using would like Pronunciation • Diphthongs ReilCllng Texts: • House and apartment rental listings • Descriptions of people and their homes Writing Task: • Compare and contrast your home with hom~s in a complex illustration · Reading Texls: • A daily planner • A newspaper column about activities in a town Writing Task: • Write about plans for the week, using the present continuous Reading Texts: • Recipe cards • A weekly schedule Writing Task: • Write about what you eat in a typical day Reading Text: • A blog in which people describe what they did the previous weekend Writing Tasks: • Write about the activities of two people, based on a complex picture • Write about your weekend and what you did Reading Text: • Amagazine article about two celebrities Writing Task: • Write a description of someone you know Reading Text: • A journal article about infant-toddler development Writing Task: • Describe things people can and can't do when they get old Reading Text: • Ashort biography of Harry Houdini Writing Task: • Write your own illustrated life story, including plans and wishes for the future Top Notch Pop Lyrics..............................................................................................................................page 147 ActiveBook Self-Study Disk .........................................................................................................Inside back cover vii ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 8. What is Top Notch? Top Notch is a six-level* communicative course that prepares adults and young adults to interact successfully and confidently with both native and non-native speakers of English. The goal_of the Top Notch course is to make English unforgettable through: ..,. Multiple exposures to new language ..,. Numerous opportunities to practice it ..,. Deliberate and intensive recycling The Top Notch course has two beginning levels: Top Notch Fundamentals for true beginners and Top Notch 1 for false beginners. Each full level of Top Notch contains enough material for 60 to 90 hours of classroom instruction. A wide choice of supplementary components makes it easy to tailor Top Notch to the needs of your classes. *Summit 1 and Summit 2 are the titles of the fifth and sixth levels of the Top Notch course. All Student's Books are available in split editions with bound-in workbooks. The Top Notch instructional design Daily confirmation of progress Each easy-to-follow two-page lesson begins with a clearly stated communication goal. All lesson activities are integrated with the goal and systematically build toward a final speaking activity in which students demonstrate achievement of the goal. "Can-do" statements in each unit ensure students' awareness of the continuum of their progress. A purposeful conversation syllabus Memorable conversation models provide essential and practical social language that students can carry "in their pockets" for use in real life. Guided conversation pair work enables students to modify, personalize, and extend each model so they can use it to communicate their own thoughts and needs. Free discussion activities are carefully crafted so students can continually retrieve and use the language from the models. All conversation models are informed by the Longman Corpus of Spoken American English. An emphasis on cultural fluency Recognizing that English is a global language, viii Top Notch actively equips students to interact socially with people from a variety of cultures and deliberately prepares them to understand accented speakers from diverse language backgrounds. Intensive vocabulary development Students actively work with a rich vocabulary of high-frequency words, collocations, and expressions in all units of the Student's Book. Clear illustrations and definitions clarify meaning and provide support for independent study, review, and test preparation. Systematic recycling promotes smooth and continued acquisition of vocabulary from the beginning to the advanced levels of the course. A dynamic approach to grammar An explicit grammar syllabus is supported by charts containing clear grammar rules, relevant examples, and explanations of meaning and use. Numerous grammar exercises provide focused practice, and grammar usage is continually activated in communication exercises that illustrate the grammar being learned. A dedicated pronunciation syllabus Focused pronunciation, rhythm, and intonation practice is included in each unit, providing application of each pronunciation point to the target language of the unit and facilitating comprehensible pronunciation. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 9. Um2: About Poople UM3:POCesclld Howto GetThere Urits1·7: Review r family J [ji],,, ~ ,l ~ *'8r's.) ( O.ldom al.1 :::::r:(i...;......~ ...........:~=::·~·~:'.''.:""~'r.::':"";-~,~;:;;-------- k<M"'•• ... -.o-Nl)f~. ......................BC!a'.....1.-a amt - - - - tMWUAPAACna. ~U~ lhe ~OIY!!!5i.n _... ts.~~ S ' k ....,,.)............. ..I 4 ::;.;;~.;;!I'.:.,....... I: HI''"'grandhch& $ k - l 2 A; -- -····· ~ •• 1 a: She CdWle. &: Shr'i"'1 l'ftlllilher· I A:. •••• ·-· •••.•• · ·--·· ••1 J k ••_ ----- -- 1 l:Thty"ft-tbtochtrMdthl«. a: ~ Ml. H-ot9'andson. NOW YOU CAN ldenltf) pl'ople In )OUr f.rnul) 1 @ COllYVlSAtm MODEi. IMdand lsUn. kV...Oihltl I : Ttwl'"'lfMhs. A; Md...-....lhry? I: ~ft"'1 thlm. Mindy_,JM.. 2 @RHTTMUAXO==::.~,............. l P.ulliWOAl lrin9'-'~)'0W ~~the~ --~ol)'C*'~~ ,............... k Who'd111 &: Th.c' ·-· A: Md ,•. _..1 IJ11itSllicty Guw.Sett-c"-ck . .... ~ss,,!tfle,.,a~., llJ11it4) - - - - fitl(Iatid•llJdy!lie"""'lothela~ Our 9randdaughletsareso - · GRAAt•h- ~YOt. ~~bioir.Reti..,,tothe . 0 """'V( 'Y8!..,__ ........,,..,.,,.0 0 old 0 lal 0 ~"";;,11ons'""'!t'!!e Printable test preparation t...,,Bd~l""9e and review -- o~~""ld "'9.-.. o O v. ~J !e ~todesc.i11e O~ ~~ o "'9tly o etuhty":I'~ L - 0 ~.l2] o-..__ 0 """'>' ~ · · 1 "'-.., o~ o--.,1"'-theIWkfke (with daily activity records) ..,._.,, "°" !J::::, 0 -......,_ Extra linening and '"•ding comp,.he.,ion ~ !J::; ~........ Rec<Hd-yau,,.lfspeaking - --...... o- o.., Grammar and vocabula'Ypractice ~ ~ Games and puzzles ,.;,;-'° o~- 1"' Top Nold>Pop and karaoke "" !J:::::::_ .. g~ g~·~--,----~-----------------~--------~~·~'-four ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 10. Includes: • A bound-in Methods Handbook for professional development • Detailed lesson plans with suggested teaching times • Language, culture, and corpus notes • Student's Book and Workbook answer keys • Audioscripts • Top Notch TV teaching notes A Digital Student's Book with interactive whiteboard (IWB) software Instantly accessible audio and Top Notch TV video Interactive exercises from the Student's ActiveBook for in-class use Acomplete menu of printable extension activities DATE:-- - - - NAME: - - - - - - - Writing Process w ot1<sheet (,A.ccompanles Unlt 6, page 51) ou want. you Uke, and bout clothe5 you need, y ASSIGNMENT: ~~:;e~ you have or don't have. REWRITING 1.p - Thenfilln ""' chart. Thlnk aboUIyoor • What are the clothesyou ••. don't have' have'? lik•'1 need? · want? ·--.. ................_ ·s~--...-·--·--..__....,,.,...,.....__....... ..l ....W._ ·8- ..· -- - - ------·-·--......--~'7-::--= --- ·············->c·······•"'' ' ''''' '''''' ''''''' ''''''' '' ····- ·····..••··•••• ....... ·············~ ···..···········"''' ' ''' '''' ''' ' ''''''' ''''''''' ''''''"'' ''''''' Top Notch TV Ahilarioussituation comedy, authentic unrehearsed on-the-street interviews, and Top Notch Pop karaoke. Printable Extension Activities Including: • Writing process worksheets • Vocabulary flashcards • Learning strategies • Graphic organizers • Pronunciation activities • Video activity worksheets and more ... NAME: _ _ _ _, _ _ _ _~~-!!!!!!!!!!tf Leaming Strotegy (Untt7, page 58, Reading) READING STRATEGY: taking notes Take noles about keydetails to help you understand a roadlng. PRACTICE As you read the artkle on page 58, use tho •mple presentto wrlte whateach robot does ordoesn'tdo. The !Robot Roomba ctui~ tht: ~~ The !RobotScooba ASIMO ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 11. Classroom Audio Program I Daily assignments that reinforce each lesson. Includes a variety of authentic regional and non-native accents. larrson Fordis an American film acto< and produce!.He gainedworld- widetametorhis stamng role aslanSolointhe . O<iginalStarwarstrilo9Y·His wile,Calistafo<khart IS an amerc:an actress. . f<)rd'soccupations? What art Hamson O artist 0 photographer Ready-made achievement tests. -Software provides option to edit, , delete, or add items. Full-Course PlacementTests Full-Course Placement Tests Choose printable or online version. MyTopNotchLab An optional online learning tool with: -. An interactive Top Notch Workbook .. Speaking and writing activities II> Pop-up grammar help Ill Student's Book Grammar Booster exercises Ill Top Notch TV with extensive viewing activities Automatically-graded achievement tests Easy course management and record-keeping xi ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 12. Welcome to Top Notch! GOAL Introduce yourself 1:02 1 ~») CONVERSATION MODEL Read and listen.• A: Hi. I'm Martin. B: Hi, Martin. I'm Ben. 1:01 A: Nice to meet you, Ben. B: Nice to meet you, too. 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. NOW YOU CAN Introduce yourself PAIR WORK Now introduce yourself to your classmates. 1:0 4 '4))) Greetings Hi. Hello. I'm [Lisa). - - - - ~ -- l :OS 1 >J) Responses Nice to meet you Glad to meet you. It's a pleasure to ~eet you. 1 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 13. GOAL 1:06 1 -4») CONVERSATION MODEL Read and listen. A: Hi, Len. How are you? B: Fine, thanks. And you? A: I'm fine. 1:07 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 1:08 3 -4>)) VOCABULARY • More greetings Read and listen. Then listen again and repeat. 1 NOW YOU CAN Greet people PAIR WORK Now greet your classmates. 1:09 '41)) Greetngs How are you? . ' How's eve~hing. How'sIt going? 2 Welcome -~---- - - - - :::r~ ~~ '.£_":_IL,;,_• - 1:10 ..l)) Responses o{ Fine,/ I'm fine. Great. o{ Not bad. So-so. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 14. GOAL 1:11 1 ~») CONVERSATION MODEL Read and listen. A: Good-bye, Charlotte. B: Good-bye, Emily. A: See you tomorrow. 8: OK. See you! 1:12 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. NOW YOU CAN Say good-bye PAIR WORK Now say good-bye to your classmates. - - ""'-- ~~ l;IJ ..))) ways to say90od-b Good-bye. Ye Bye. See you later. Takecare. · 3 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 15. LESSON 1 GOAL 1:14 1 ~>)) VOCABULARY • Occupations 1 a teacher 2 a student 3 an architect 4 an actor 5 an athlete 6 a musician 7 an artist 8 a banker 9 a singer 10 a flight attendant 2 PAIR WORK Say the name of an occupation. Your partner points (i&) to the picture. 3 GRAMMAR • Verb be: singular statements I Contractions .----------------------------------.''Art~,c!ei·.il[a~....: a tea-'her -~ Affirmative statements / Contractions I am Ann.I I'm Ann. You are an architect. I You're an architect. He is ateacher. I He's ateacher. She is asinger.I She's asinger. 4 UNIT 1 Negative statements I Contractions I am not Jen. I I'm not Jen. , "i, . "'!" acto; ~,..~, ' I. ' You are not an artist. I You're not an artist. I You aren't an artist. He is not astudent. I He's not astudent. I He isn't astudent. She is not abanker. I She's not a banker. I She isn't abanker. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 16. 4 GRAMMAR PRACTICE Write the article g_ or an for each occupation. 1 ........ architect 3 ........ banker 5 ........ singer 2 ........ student 4 ........ musician 6 ........ athlete 5 PAIR WORK Point to the people on page 4. Say He's _ or She's-· 6 INTEGRATED PRACTICE Read the names and occupations. Write affirmative and negative statements. ' 'She's a flight attendant. ' ' Constantina O Q§)TOMFSCU ATHLETE · 1 Matt Damon .f:l.~ 1 ~. ?.r:i.~.<;:t:'?r: ..f:l.~ 1 f!l.'?:t:?.r:i. ?.t:~hi!fl'.<;f,. 3 Hee-Young Lim ..... .. ........................... ........ . 2 Carlos Vives ................................................. 4 Constantina Tomescu .................................. . NOW YOU CAN Tell a classmate your occupation -· ·-· -- .... __ ,..,,.~,.. . . . . --- ~- ----~Jiii'. 1:15 1 -4») CONVERSATION MODEL Read and listen. A: What do you do? B: I'm an architect. And you? A: I'm a banker. 1:16 2 -4>)) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own occupations. A: What do you do? B: I'm ........ . And you? A: I'm ... ... .. . 4 CHANGE PARTNERS Tell another classmate your occupation. - - - ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 17. LESSON 2 -- - GOAL Identify your classmates 1:17 1 ~1>) VOCABULARY • More occupations Read and listen. Then listen again and repeat. - ~,~ ~.... 1 She's a chef. 4 She's a scientist. 5 He's a doctor. 6 She's an engineer. 7 He's a photographer. 2 GRAMMAR • Singularandplural nouns I Be: plural statements Singular nouns a chef an athlete Plural nouns 2 chefs 3 athletes Affirmative statementsI Contractions Negative statements I Contractions 8 He's a pilot. We are photographers. I We're photographers. You are scientists.I You're scientists. We are not chefs.I We're not chefs. I We aren't chefs. They arewriters.I They're writers. You are not pilots.I You're not pilots.I You aren't pilots. They are not artists.I They're not artists.I They aren't artists. 3 GRAMMAR PRACTICE Complete each statement with a singular or plural form of be. 1 I ........ .. . a writer. 3 We ... ..... ... doctors. 5 We ........... managers. 2 She ...... ..... not a pilot. 4 They ...... .. ... not scientists. 4 INTEGRATED PRACTICE @ the correct word or words to complete each statement. 1 Iam (an artist I artists I artist). 3 She is (banker I a banker I bankers). 2 We are (a flight attendant I flight attendants I 4 They are (a writer I writers I writer). flight attendant). 6 UNIT 1 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 18. 5 GRAMMAR • Be: resI no questions and short answers Yes I no questions Are you } Is he an architect? Is Tanya Are you } Are they musicians? Are Ted and Jane Short answers Yes, I am. Yes, { ~~e}is. Yes, { ~~Y}are. 6 GRAMMAR PRACTICE Complete the conversations. Use contractions when possible. 1 A: .. .A~~- ... they Abby and Jonah? B: Yes, ...................... . 2 A: ........... she Hanna? B: No, ...... ............ .... .... ........ Ella. 3 A: ........... you Rachel and Philip? B: No, we'... .. ...... . ... .. ...... Judith and Jack. 7 PAIR WORK Practice the conversations from Exercise 6. ' ' Are you an artist? ' ' No, I'mnot. { he's } No, she's not. { we're } No, they're not. 4 A: .. ..... .... .. .. a chef? B: Yes, I .. ....... .. . 5 A: .. ......... he Evan? B: No, .. ... .... .. not. He'........... Michael. 6 A: Is .... ....... Tim? B: ..........., he'........... . He's Louis. 8 PAIR WORK Ask your partner two questions. Answer your partner's questions. ' ' Yes, I am. ' ' NOW YOU CAN 1 -4») CONVERSATION MODEL Read and listen. A: Excuse me. Are you Marie? B: No, I'm not. I'm Laura. That's Marie. A: Where? B: Right over there. A: Thank you. B: You're welcome. 1:19 2 ~1>) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use real names. Then change roles. A: Excuse me. Are you ........ ? B: No, I'm not. I'm ......... That's .... .. .. . A: Where? B: Right over there. A: Thank you. B: You're welcome. 4 CHANGE PARTNERS Identify other classmates. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 19. LESSON 3 "" ' - •~.-- .... ,~ • - • •/~''" . , • • ' ~"'< •---, ~~· -r...-•••• •- ~ -• ~- ~-.- • ~.,,.,.......__...._ __ GOAL Spell names 1:20 1 ~>l) VOCABULARY • The alphabet Read and listen. Then listen again and repeat. ABCDEFG HI J KLM NOPORSTUVWXYZ 1:21 2 ~>l) LISTENING COMPREHENSION Listen. Circle the letter you hear. 3 1I A IK I 41u l o l 1 I F I x I 2 I B I E I s Is I z I a Ix I s I 3 1MI N 61 TI c I s I z Iv I PAIR WORK Read 10 letters aloud to your partner. Point to the letters you hear. F B 10 1J I GI 13 1D I GI 11 1L I N I 14 1H I K I 12 I K I J 1s I P I E I 1:22 4 ~>l) LISTENING COMPREHENSION Listen. Circle the correct spelling. Then spell each name aloud. 1 Green Greene Grin 2 Leigh Lee Li 3 Katharine Katherine Catharine 1:2! 5 ~>l) LISTENING COMPREHENSION Listen to the conversations. Write the names. 1 ........ ......................... 2 ............................ .... 3 ................ .. .............. 6 GRAMMAR • Proper nouns and common nouns I .. 'l • l ,-..l ;. I Capital letters T, r j ' 1/..-:; ( ~ .. l; . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - A_~E ·,, .'i. < J,.owe·~case letters a,bc ;., ;; .... Proper nouns The names of people and places are proper nouns. Use a capital letterto begin a proper noun. Melanie Pepper New Delhi Nicaragua Common nouns Other nouns are common nouns. Use a lowercase letter to begin a common noun. '· morning doctor student 8 UNIT 1 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 20. 7 GRAMMAR PRACTICE @ the proper nouns. Underline the common nouns. 1 Mary Chase 3 name 5 partners 2 letter 4 France 6 alphabet 8 GRAMMAR PRACTICE Check Qr"the common nouns. Capitalize the proper nouns. M D 1 _P'(arie D 3 sarah browne D 5 canada D 7 letter ~ 2 partner D 4 teacher D 6 noun D 8 grammar 1:24 9 -4») PRONUNCIATION • Syllables Read and listen. Then listen again and repeat. 1:25 1 syllable chef 2 syllables bank• er 3 syllables ar • chi • tect 4 syllables pho • tog • ra • pher 10 -41>) PAIR WORK First, take turns saying each word. Write the number of syllables. Then listen to check your work. 1 teacher .... .... 3 vocabulary ...... .. 2 students .. .... .. 4 alphabet .... .... NOW YOU CAN Spell names 1:26 1 -4») CONVERSATION MODEL Read and listen. A: Hello. I'm John Bello. B: Excuse me? A: John Bello. B: How do you spell that? A: B-E-L-L-0. B: Thanks! 1:27 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own name. Then change roles. A: Hello. I'm .. ...... . B: Excuse me? A: ........ . B: How do you spell that? A: ........ . B: Thanks! Don't stop! Ask about occupations. ' ' What do you do?' ' 5 occupation .... .. .. 6 they're ........ -"" __.._ - '--"'-"-- _,.~ ~~-=-- - - .. -t_ ,,, ~ ~ ~- ~-.·~ . _ 4 CHANGE PARTNERS Personalize the conversation again. 9 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 21. 10 1:28 1 ~») LISTENING COMPREHENSION Listen to the conversations. Write the number of the conversation in the boxes. D1:29 grammar vocabulary • listening reading • speaking • pronunciation ' I '!"' I" 2 ~») LISTENING COMPREHENSION Listen to the conversations. Complete the information. !NAME . JOCCUPATION Porter =-. A :40> 1 IRE fuqqw I al;&•' Avoi/o/J/e/orclrorteNi John,~_,...--- Rll!.OT •World Language Institu te Lorraine Clare 1-800-555-6788 3 PAIR WORK Choose a famous person. Write that person's information on the form. Then play the role of that person and introduce "yourself" to your partner. Licensed Insured john@airtaxi.com English I .. s@P-11 S -- .....l ' ' Hi. I'm Sean Penn. I'm an actor. And you? ' ' 4 INTEGRATED PRACTICE Answer the questions about four famous people. Use subject pronouns and contractions. Denzel Washington actor Eric Clapton singer 1 Is Denzel Washington an actor or a singer? .f:l.~~r. ~0.~.c::::t:C?r'. .. ............... 2 What's EricClapton's occupation? SeRi Pak athlete 3 Is Se Ri Pak a teacher? 4 Are Se Ri Pak and Gabriel Garcia Marquez scientists? 5 PERSONAL RESPONSES Write responses with real information. 1 "Hi. I'm Art Potter." 5 What's Gabriel Garcia Marquez's occupation? 6 Is Se Ri Pak an athlete? @).. .................. .... ... .......... ....... 3 "What do you do?" ~ .. ....... ... ....... .. ..................... 2 "Are you a teacher?" @).. .......................................... 4 "Thank you." ~ -·· ·· ··· ···· ··· ·· ·· ··· ··· · ····· · ··· ·· ··· ··1:30/1:31 UNIT1 Top Notch Pop " What Do You Do?" Lyrics p. 147 r' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 22. POINT Name the occupations in the pictures. For example: 5he'r an artirt PAIR WORK 1 Ask and answer questions about the people. For example: Ir John a photo9rapher? Yer, heir. 2 Create conversations for the people. For example: /ii. I'm_ . WRITING Write affirmative and negative statements about the people in the picture. For example: Rore ir an artirt 5he'r not an architect - - - ~ - -~ - - · ~ .. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 23. About People LESSON 1 GOAL . Introduce people . J 1:32 1 ~») VOCABULARY • Relationships Read and listen. Then listen again and repeat. 1 a classmate 2 a friend 3 a neighbor 4 a boss 5 a colleague 2 GRAMMAR • Possessive nouns and adjectives Possessive nouns Possessive adjectives He is her boss. ,, . Al Smith is Kate'sboss. Larry's colleague is Teresa. Subject • P6ssesslve r ronouns adjectives We are Sara and Todd's neighbors. I am Ms.Tan's student. We are Marty'sclassmates. Teresa is his colleague. We are their neighbors. She is my teacher. Marty is our classmate. 3 GRAMMAR PRACTICE Circle the correct word or words to complete each sentence. 1 Mr. Thomas is (my/ I) boss. 6 He's (my I I) colleague. 2 Is Mrs. Cory (you I your) teacher? 3 Is (she I her) Dr. Kim? 7 Mr. Bello is (Alec / Alec's) neighbor. 8 Jake is (Ms. Rose I Ms. Rose's) student. 9 (He's I His) an architect. I -+ my YG6 ~ your he• -+ his ..• she -+ her~ we -+ our they -+ ~ljir 4 Are (they I their) Connie and Sam? 5 Are (your I you) Barry's friend? 10 (Kyle I Kyle's) and Ray's new classmate is Gail. 4 PAIR WORK Tell a classmate about at least three of your relationships. Use the Vocabulary. 12 UNIT 2 ' ' Jerry is my classmate. Ted and Jan Keyes are my neighbors. ' ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 24. 1:33 5 ~») LISTENING COMPREHENSION Listen to the conversations. Write the relationships. 1 Bruce is her ...................... . 3 Mr. Grant is her ...................... . 5 Carlos is his .. ....... .... ..... ... . . 2 Patty is his ...................... . 4 Rob is her ....... ............... . 6 GRAMMAR • Be from I Questions with Where Are you from Paraguay? Is she from Moscow? Yes, I am. I No. I'm not. Yes, she is.I No, she's not. Contractidns ,,., Where are you from? We're from Bangkok. Where's she from? She's from Canada. Wh~re is ' Where's· Where a're NOT 'A'l=leFe'Fe Be careful! Are you from Spain? Yes, I am. NOT Yes, I'm from. 7 GRAMMAR PRACTICE Complete the conversations with be from. Use contractions when possible. 1 A: ..Wh.er.e's. ... your neighbor ...... ..... .... ? 3 A: ......... .... .. your boss ............... ? B: She ...................... Canada. B: He ...................... Fortaleza. 2 A: ...................... they ............... ? B: ............................ .... Paris. NOW YOU CAN 1:34 1 ~») CONVERSATION MODEL Read and listen. A: Tom, this is Paula. Paula's my classmate. B: Hi, Paula. C: Hi, Tom. Nice to meet you. B: Nice to meet you, too. 1:35 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 GROUP WORK Personalize the conversation. Introduce classmates. Use your own names. Then change roles. A: ........, this is ................. 's my ........ . B: Hi, ........ . C: Hi, ........ . Nice to meet you. B: Nice to meet you, too. {i Be sure to recycle this language. .Don't stop! Where are you from? Ask questions. What do you do? 4 CHANGE PARTNERS Introduce other classmates. 4 A: ............ ..... ..... you and your friend ............... ? B: ........ .. ........ ... ........... Pusan. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 25. LESSON 2 GOAL Tell someone your first and last name ... I 1:J6 1 -4») VOCABULARY • Titles and names Read and listen. Then listen again and repeat. Titles Q 1 Mr. q 2 Mrs. ,., 3 Miss r 4 4) m,.. q ,.. r q ,.. ~,.. q ,.. Be careful! Mr.Charles Lee OR Mr. Lee Mrs.Vivian Lee OR Mrs. Lee NOTMr.Charles NOTMrs.'liviar+ Ms. r: q ,.. q Mr. CJ..arler Lee Mrr. Viviari Lee 5 first name 6 last name 2 PAIR WORK Introduce yourself to a classmate. Use a title and your last name. ' ' Hi. I'm Mr. Wilson. ' ' ___.________ 1:37 ' ' Nice to meet you, Mr. Wilson. ' ' 3 '4») LISTENING COMPREHENSION Listen. Circle the correct information. Then listen again and check your answers. 1 00 Mr. 0Mrs. Alex 0 Miss first name DMs. 4 0Mr. l!!Mrs. Wenay D Mlss first name CRJ Mr. 0Ms. DMrs. Frad 0Miss first name DMs. 14 UNIT2 Davis last name RDberts lastname Roberts last name 2 DMr. DMrs. 0 NQf'!Cy Sa Miss -:-ftr~st....n""ame~- -~""""'"""""'. ri<!l.n__ 00 Ms. last name 5 DMr. DMrs. 0 Miss first name 00 Ms. OLIVEIRA last name 3 00 Mr. 0Mrs. D Miss - fi-'rst""'n::.;a=m-e- 0Ms. 0Mr. 0Mrs. 0 Miss-fir_st_na:...::m=-e- 00 Ms. last name ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 26. 4 VOCABULARY PRACTICE Fill out the forms. Check or circle the correct titles. You: [ DMr. 11DMrs. j [ DMlss 11_DMs. I first name last name ..- Your teacher: _ _D_M_r._D_M_rs_. 0 Miss 0 Ms~ first name last name ---·--------....,,..__,.._ ... 0 Mr. 0 Mr5. 0 Mi55 Aclassmate: fir5t name 0M5. ...__ _ _ ___~ la5t name ._..__,.,.,.------ NOW YOU CAN Tell someone your first and last name 1::18 1 '4l>) CONVERSATION MODEL A: What's your last name, please? B: Fava. A: And your first name? B: My first name? Bob. 1:39 A: Thank you, Mr. Fava. B: You're welcome. 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own names. Mr. Mrs.Write your partner's information on the form. Then change roles. A: What's your last name, please? Mws _ _ fir_s_t_n_am_ e__ Ms. B: ........ . A: And your first name? B: My first name? .... .... . A: Thank you,l ........ . B: You're welcome. $ Be sure t o recycle this language. Don't stop! How do you spell that? What do you do? Ask more questions. Where are you from? 4 CHANGE PARTNERS Personalize the conversation again. last name 15 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 27. LESSON 3 GOAL Get someone's contact information .. ·-· J 1:<40 1 ~») VOCABULARY • Numbers 0 - 20 Read and listen. Then listen again and repeat. 2 PAIR WORK Read a number aloud from the picture. © zero iJone ~ two ~ three ~ four ?- © rive ®six 'fl seven @ eight ® nine 4J~ eleven iJ~ twelve 4J~ thirteen ~~i fourteen .:41 ~ u ~ fifteen .;llr'&o u~ sixteen ~'fl seventeen ..., ~ UI,!:) eighteen ~® nineteen ~@twenty Your partner writes the number on a separate sheet of paper. 3 GRAMMAR • Be: information questions with What ....---------------------- ,, '· . I ~ J-l ,, I ----~ / 1 1Whatiis '4 -Wtla'tcs ' , 1:41 What's his name? What's his last name? What's Ellen's address? What's her e-mail address? What's their phone number? What aretheir first names? (Mark Crandall.) (Crandall.) (18 Main Street.) (Dover14@hipnet.com.) (835-555-0037.) (Luis and Samuel.) t .... ~ .. . f • , ~ I • • J I l9! I I t"• ! i"I I Howto'say e-mail addresses I ~' -. ·: - r °"I '- • ~ ~ ~.~ -, · aq~phone·numbers: . ' : · ,1-: ., ~ay•do"'.~rfour;teei;i ~~ hipn,et 9ot eom:"·-: .... 'say "oh~forzero: 0037 =t"o}l-oh-three>seven.:'~ I -~ 1-1 ' I . I./ I 4 ~») PRONUNCIATION • Stress in two-word pairs Read and listen. Then listen again and repeat. 1:42 • •first name • • •phone num ber • • • •e-mail address 5 ~») LISTENING COMPREHENSION Listen to the conversations. Write the information. Then listen again and check your work. NAME PHONE NUMBER E-MAIL 1 Valerie 'Peterson . @ --- ---- 2 Mathilda . . --- --- ---- 3 Ouinn . @- -- ---- 4 Joseph . . . --- -- -- -- 16 UNIT2 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 28. 6 INTEGRATED PRACTICE Complete the questions. 1 A: .WJ:i.crr.'LJ:..ir .... address? B: 11 Main Street. 4 A: ..... ............. phone number? B: 878-456-0055. 2 A: .................. phone number? B: 22-63-140. 5 A: ......... .. ....... e-mail address? B: It's sgast@mp.net. 3 A: ........... ... .. .. address? B: 18 Bank Street. 6 A: .................. phone number? B: 44-78-35. . - NOW YOU CAN Get someone's contact information - - ~ --1:43 1 ~») CONVERSATION MODEL Read and listen. A: What's your name? B: Dave Mitchell. A: And what's your phone number? B: 523-6620. A: 523-6620? B: That's right. 1:44 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Write your partner's answers on a separate sheet of paper. Then change roles. A: What's your ........ ? B: ........ . Don't st op! ~ Be sure to recycle this language . T first name I last name address I e-mail address A: And what's your phone number? B: ....... . . Continue the conversation. Ask more questions. Thank you. You're welcome. Nice to meet you. Good-bye. A: ........ ? B: That's right. 4 CHANGE PARTNERS Get other classmates' contact information. 17 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 29. 1:45 1 ~1>) READING Read about six famous people. Where are they from? .._.::: ....i-::;;.. ........ ,.'- .- -" -,... - - ~'":"'- - This is Frank Gehry. Where ·... is Mr. Gehry from? He's from Canada. ', And what's his -- ·-:-:.- occupation? · ·,.:: He's an architect. ~J~:if~~~~:~~~$-:~~.~·~:~~:.·~-~~~f'"?- - ~~~~;;;';~:-~~ -~'i.~ ..:~~:,.-:;~- ', ..;. This is Paco de Lucia, from Spain. What's his occupation? He's a musician. "''ilr-11 - ~ -.::--s"?_;;j.:. .:::~~:::::_ - -~~.~;-:~~·~--II!!. This is John Travolta. < t. Mr. Travolta has two occupations. He's an actor and a pilot. He's from the United States. This is Garth Brooks. What's his occupa- tion? Mr. Brooks is a singer. He's from U.S. grammar • vocabulary . listening reading . speaking • pronunciation This is Maria -= Sharapova. _ She's from Russia. What's • Ms. Sharapova's '. occupation? ~C She's an athlete. This is Banana Yoshimoto. Ms. Yoshimoto is from Japan. What's her occupation? She's a writer. .,.. -·· 2 PAIR WORK Ask and answer questions about people in the Reading. Use the verb be. ( ' ' Is Frank Gehry a doctor? ' 'J ' ' Is Maria Sharapova from the United States? ' ' ( ' Where's Mr. Travolta from? ' 'J 3 SPEAKING Point to the people in the photos. Ask your partner questions about their contact information. ; :~ ' itk_ I Norma Chin • 33-55-0078 [I] rhale@ccc.com [I] nchin@hipnet.com a 13 Quinn St. 18 UNIT2 On your ActiveBook Self-Study Disc: Extra Reading Comprehension Questions Lyrics p. 147 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 30. PERSONAL INFORMATION First name: ILast name: (Address: Phone: l e-mail: PAIR WORK 1 Create a conversation for the people in the first picture. Complete the form with your partnor1 c infnrm::>ti"'n ~t'rt like this: WJ,,ot'r your _? 2 Create a conversation for the people in the second picture. Introduce the two women. Start like this: TJ,,i5 ir - · 5he'r my - · WRITING Write sentences about your relationships. For example: 19 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 31. Places and Howto GetThere LESSON 1 GOAL 1:48 1 ~>l) VOCABULARY • Places in the neighborhood Read and listen. Then listen again and repeat. 2 a restaurant 1 a pharmacy 4 a school 5 a newsstand 1:49 2 ~>l) LISTENING COMPREHENSION Listen. Write the places you hear. 1 ........................ .. .. 3 ...... ... ........ ......... .. 2 4 ... .. ....... ....... ....... .. 3 PAIR WORK Say the name of a place. Your partner writes the word. l;SO 4 ~>l) VOCABULARY •locations Read and listen. Then listen again and repeat. 4 on the left -------------- 1 across 2 down 3 around 6 next to the bank the street the street the corner s on the right 20 UNIT3 3 a bank . ' -- ----- - - -------------- 7 between the bookstore and the bank ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 32. 5 PAIR WORK Take turns making statements about the location of the places. ( ' The bank is across the street. '~) 6 GRAMMAR • Be: questions with Where I Subject pronoun i1 A k . . h Wh f I . I/ • I " ~ I •..t !...: s questions wit ere or ocat1ons. ,', Contractions -r..- - - '• ·I-. ·f- ~ ·• .·,, . Where's the restaurant? _ y.'h~r.i: ~~ -+::~~~r.J!'s .. ~- .It IS -+ lt·S, ,:, ..'.· Use !!to replace the names of places. ' 1~, •• ,,f. ·,·· · It's downthestreet. (!! = the restaurant) NOW YOU CAN Talk about locations t :S2 the pharmacy 4 ,______.__,,..._. l :Sl 7 ~l)) PRONUNCIATION • Falling intonation for questions with Where Read and listen. Then listen again and repeat. ---.......1 Where is it? ---.......2 Where's the bank? ---.......3 Where's the school? ---.......4 Where's the newsstand? 1 ~>)) CONVERSATION MODEL Read and listen. A: Excuse me. Where's the bank? 3 PAIR WORK Find the people on the map. Talk about the location of places on the map. Then change roles. ·B: The bank? It's around the corner. A: Thanks! B: You're welcome. t:S3 2 ~>)) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 0 g 0 :,/.;.I~ ;}'!j ,;.j y 'I ~/' A: Excuse me. Where's the ... .....? B: ........?It's .... ... . . A: Thanks! B: You're welcome. 4 CHANGE PARTNERS Ask about other locations. 21 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 33. LESSON 2 GOAL Discuss how to get places -- - J 1:54 1 ~>l) VOCABULARY • Ways to get places Read and listen. Then listen again and repeat. 1 walk 2 drive 3 take a taxi 2 GRAMMAR • The imperative Use imperatives to give instructions and directions. Affirmative imperatives Negative imperatives Drive [to the bank]. Don't walk. Take the bus [to the pharmacy]. Don't take the train. 3 INTEGRATED PRACTICE Follow the directions. Partner A: Read a direction. Partner B: Say the letter of the correct picture. 1 Walk to the bookstore. 2 Don't drive to the restaurant. 3 Take the bus to the bank. 4 Don't walk to the pharmacy. 5 Drive down the street. Partner B: Read a direction. Partner A: Say the letter of the correct picture. 6 Take the bus down the street. 7 Don't take the bus to the bank. 8 Walk to the bank. 9 Take a taxi to the restaurant. 10 Drive to the pharmacy. 22 UNIT3 a c g 4 take the train 5 take the bus - PHARMACY ~h -C==~ BOOKS · ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 34. l :SS 4 -4») LISTENING COMPREHENSION Listen. Write the directions. Use an affirmative and a negative imperative. 3 ....'. ....... ... ... ............. .... 2 ········· ······ ············ ···· ··· · 4 ·· ············ ·· ··· ·· ·············· 1:56 1 -4») CONVERSATION MODEL Read and listen. A: Can Iwalk to the bookstore? B: The bookstore? Sure. A: And what about the school? B: The school? Don't walk. Drive. A: OK. Thanks! l :S7 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Change the model. Use the photos below. Ask how to get to places in the neighborhood. Then change roles. A: Can Iwalk to the ... .....? B: The ........ ? ........ . A: And what about the ........? B: The ........ ? Don't ........ . ........ . A: OK. Thanks! Don't stop! Ask about locations. Be sure to recycle this language. _______..,, Where is it? { across the street. down the street. It's around the corner. next to the - · between the _ and the -· 4 CHANGE PARTNERS Discuss more places. 5 ........... ... ......... ........... . 23 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 35. LESSON 3 GOAL Discuss transportation . J 1:58 1 ~>l) VOCABULARY • Means of transportation Read and listen. Then listen again and repeat. 2 a bicycle 4 a subway 5 a motorcycle 3 a moped Also remember: a bus a train a taxi 2 PAIR WORK Take turns. Spell a Vocabulary word aloud. Your partner writes the word. 3 GRAMMAR • fk to express means •by taxi by bicycle by motorcycle 1:59 4 ~>l) LISTENING COMPREHENSION Listen. Circle the means of transportation you hear. 5 24 UNIT3 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 36. 1:60 5 ~») VOCABULARY • Destinations Read and listen. Then listen again and repeat. 1 gotowork 2 go home 1:61 6 ~ll) LISTENING COMPREHENSION Listen. Use a Q.y phrase to write the means of transportation. Then check the box for work, home, or school. IIby cat III II NOW YOU CAN Discuss transportation - - I - ~ - - 1:62 1 ~>)) CONVERSATION MODEL Read and listen. A: How do y9u go to school? B: By subway. What about you? A: Me? I walk. 1:6) 2 '4ll) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. 1 ,.Ask about work, school, and home. Answer ~ --71 with a Q.y phrase. Then change roles. Ji A: How do you go ... .... .? B: ....... .. What about you? A: Me?I ........ . Don't stop! Askabout other places. 4 CHANGE PARTNERS Personalize the conversation again. 3 go to school ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 37. 1:6'1 1 ~») READING Read about how people go to work and school. I'm Kim Lee. I'm an engineer. I'm lucky. I can walk to work. My office is around the corner from my home. I'm Jennie Beck. I'm a writer from New York. I go to work by subway. I take the subway home, too. 2 PAIR WORK Ask and answer the questions. Is Jennie Beck a teacher? I'm a doctor. My name is jasperWhite. I go to work by train, and I go home by car with my colleague, Dr. Randall Marshall. He's a neighbor down the street from my home. ' ' No, she's not. She's a writer. ' ' 1 Is Jasper White a doctor? 2 Is Randall Marshall Dr. White's friend or his colleague? 3 Is Dr. Marshall Dr. White's neighbor? 4 Is Katie Simpson a teacher? 5 What is Katie's teacher's name? 6 Is their school next to Ms. Clark's home? 7 Where is Kim Lee's office? 8 Your own question: ..... .... ..... ........ ....... ... ..... .. .. .? grammar vocabulary • listening reading • speaking • pronunciation I'm Katie Simpson, and this is my teacher, Ms. Clark. I'm a student My school is right next to my home. I walk to school with my friends. We walk home together, too. I'm Hillary Clark. I'm Katie's teacher, but my home is not next to our school. Can I walk to school? Definitely not! I take the bus to school, and I go home by train. On your ActiveBook Self·Study Disc: Extra Reading Comprehension Questions 3 GROUP WORK On the board, make a map of places near your school. Write the names of the places. Then take turns describing the locations of the places. Be sure to recycle this language. 26 UNIT3 Where's the [pharmacy]? It's-· Can I [walk] to the [restaurant]? Take I Don't take the [bus]. Walk I Don't [drive]. Go by bus. Don't go by train. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 38. CONTEST Study the picture for one minute. Then close your books. Who can remember all of the locations? For example: TJ-.e s-cJ-.ool is- down tJ-.e s-treet PAIR WORK Create conversations for the people. For example: A: How do you 90 to work? 13: f3y bus-. WRITING Write five questions and answers about the places in the picture. For example: WJ-.ere1 S' tJ-.e res-taurant? It's- acroH tJ-.e S"treet ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 39. Family LESSON 1 GOAL Identify people in your family . I 1 2 PAIR WORK Point to two people in the family. Describe their relationship. ' ' She's hisdaughter. ' ' 2:03 3 ~>l) LISTENING COMPREHENSION Listen to a man identify people in his family. Check the_correct photo. 2 3 4 s 6 28 UNIT 4 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 40. 4 GRAMMAR • Be: questions with Who Who is he? (He's my dad.*) Who's Louise? (She's my mom.*) Who are they? (They're my sisters.) · Contraction Who are Nina and Jan? (They're my daughters.) Who is -+ Who's ... Be careful! • ffi.Qfil and d.ru1 = informal for Ill.Q1h.er and ~ Who are NOT WAe!fe 5 GRAMMAR PRACTICE Write questions. Use Who's or Who are and ~ she, or they. 1 A: .. .WhC?'.~ h~...... .........? 4 A: ..... .... .. .............. ... ? B: He's my grandfather. B: They're Pat's grandparents. 2 A: ............................ ? 5 A: ............................ ? B: She's my mother. B: She's Ed's wife. 3 A: .. ...................... .. ..? 6 A: ........ .... ... ............. ? B: He's Mr. Fine's grandson. B: They're my brother and sister. NOW YOU CAN Identify people in your family 1 -4») CONVERSATION MODEL Read and listen. A: Who's that? B: That's my father. A: And who are they? B: They're my sisters, Mindy and Jen. 2:0S 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Bring in family photos. (Or write the names of people in your family.) Personalize the conversation with names of your family members. Then change roles. A: Who's that? B: That's ........ . A: And ........? B: .. ...... . Be sure to recycle this language. Don't stop! Talk about occupations. Ask more questions. He's I She's [an engineer]. They're [architects]. What's his I her name? What are their names? How do you spell that? 4 CHANGE PARTNERS Personalize the conversation again. - -- -- ,.... ~ ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 41. LESSON 2 GOAL 2:06 1 ~») VOCABULARY • Adjectives to describe people Read and listen. Then listen again and repeat. pretty 2 handsome 3 good-looking 4 cute 2 GRAMMAR • Be with adjectives I Adverbs very and so Describe people with aform of be and an adjective. She'spretty. They're good-looking. He's handsome. Your children are cute. The adverbs very and so make adjectives stronger. They'revery good-looking. She'sso pretty! 5 short 6 tall 7 old 8 young 3 PAIR WORK Use the Vocabulary to describe two people in your class. ' ' Gina and Deborah are very pretty.' ' He's very handsome. Your children are so cute! 2:07 4 ~») LISTENING COMPREHENSION Listen to the conversations. Circle the adjective that describes each person. 1 Her husband is (handsome I tall I old). . 2 His daughter is (tall I good-looking I cute). 4 His son is (tall I good-looking I short). 5 Her father is (tall I old I short). 3 Her brothers are (tall I good-looking I young). 6 His sisters are (tall I good-looking I short). 5 INTEGRATED PRACTICE Look at the pictures. Complete each sentence with a form of be and an adjective. Your sisters .... ...... . so ..... ............... .. . 2 Your daughter ..... .. ... . very ...................... . so ·········· ············! 30 UNIT4 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 42. 4 His girlfriend .......... . 5 His wife ........ so ........ .......! 6 Your brother ...... ..... so very ........... .... . 6 INTEGRATED PRACTICE Write three sentences about people in your family. Use adjectives and the adverbs very or so to describe the people. NOW YOU CAN Describe your relatives 2:08 1 ..») CONVERSATION MODEL Read and listen. A: Tell me about your father. B: Well, he's a doctor. And he's very tall. A: And how about your mother? B: She's a scientist. She's very pretty. 2:09 2 ..i>) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Describe your relatives. Then change roles. A: Tell me about your ........ . B: Well, ........ . And ........ . A: And how about your ........ ? B: ........ . Don't stop! Ask about other people in your partner's family. 4 CHANGE PARTNERS Ask about other classmates' relatives. tall. And his colleague .... .. .. very ........... .... . 1...._,_l _M__y_br-o~th~e~r-ir_v=e=ry=t=a"ll~--...-_....,..,,I - ~ - ~-~- 31 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 43. LESSON 3 I GOAL Talk about your family : 1 GRAMMAR • Verb have I has: affirmative statements ~~ } have abrother. ~~e}has three sisters. They 2 GRAMMAR PRACTICE Complete the sentences. Use have or has. Then complete the sentence about your own family. 1 Mark .... ....... two brothers. 5 Carl and Anna ......... .. two children. 2 My grandmother ..... ...... five grandsons. 6 She .... ..... .. five sisters. 3 They ........... a granddaughter. 7 They .... ... .. .. no brothers or sisters. 4 We ........... twelve grandchildren. ~ ! ..... ...................... ..... .... ......... . 2:10 3 ~») VOCABULARY • Numbers 21-101 Read and listen. Then listen again and repeat. 21 twenty-one twenty-five 22 twenty-two 26 twenty-six 23 twenty-three 27 twenty-seven 24 twenty-four 28 twenty-eight 2:11 4 ~») PRONUNCIATION • Numbers Listen and repeat. Then practice saying the numbers on your own. 13. 30 17. 70 14. 40 18. 80 ;.[ 15. 50 19. 90 16. 60 ·,· 32 UNIT4 29 twenty-nine 40 forty r8o eighty thirty 50 fifty 90 ninety 31 thirty-one 60 sixty 100 one hundred 32 thirty-two 70 seventy one hundred one 5 PAIR WORK Take turns saying a number from the chart. Your partner circles the number. 40 I 94 J ' 20 I23 45 18 21 14 ' 58 i 102 43 89 ~ 44 . 53 • 13 ! -30 l 19 ! 60 99 22 I 50 52 i 1001 ' 47 1 17 t 66 77 1 I 15 33 54 70 j ' 87 I101i I 31 '64 78 95 80 1 ~-- - I ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 44. 6 GRAMMAR • Be: questions with How old { he? How old is she? your sister? He's nineteen years old. She's thirty-three. She's twenty. { they? They're twenty-nine. How old are your par.ents? They'refifty and fifty-two. 7 GRAMMAR PRACTICE Complete the questions. Use How old is or How old are. 1 ............................ your sister? 4 ........................ .... Helen's husband? 2 .... ......... ... ... ..... .... Matt's parents? 5 ........... .... ......... ... . her children? 3 ............. ..... .......... your grandfather? 6 .. ...... ..... ... ............ his son? NOW YOU CAN Talk about your family 1 -4») CONVERSATION MODEL Read and listen. A: I have one brother and two sisters. B: Really? How old is your brother? A: Twenty. B: And your sisters? A: Eighteen and twenty-two. 2:13 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Talk about your own family. Then change roles. A: I have ........ . B: Really? How old ... .. ...? A: ........ . B: And your ...... ..? A: .. .. .... . Don't stop! Ask more questions. Tell me about your [mother]. And your [father]? How about your [grandparents]? What's his I hername? What are their names? What's his I her occupation? What are their occupations? 4 CHANGE PARTNERS Personalize the conversation again. -· ·~ ~<.~ - "~~ ....~...,-- ~ ~-· - ..,,~ -~ - 0 o oe _,~'.A' . ..j .;._,_,,,.l -::!"; ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 45. 34 2:1• grammar • vocabulary • listening reading • speaking • pronunciation 1 ~») READING Read about some famous actors and their families and friends. This is,a:.1· .:i.w1.::1 Mr. Chan is an actor and a singer from Hong Kong. His wife Is Joan Lin. She Is an actress from Taiwan. Her Chinese name is Lin Feng-Jiao. They have ason, JC Chan. He's an actor and a singer, too. ThisIs • • • . She'san actress from the United States. She's very young, and she'samovie star, too. She has two brothers, Ryan and Spencer. Spencer Is also an actor. Miss Breslin lives with herparents, Michael and KimBreslin, in NewYork. Her grandparents, catherlne and Lynn Blecker, say she's very cute In her movies. This is . on the left, with his good friend, • · • • . on the right. Mr. Garda Bernal Is a famous actor from Mexico. His parents, Patricia Bernal and Jose Angel Garda, are actors, too. He has one sister and two brothers. Mr. Luna Is also an actor. Many people think they are both very handsome. 2 READING COMPREHENSION Read about the people again. Complete the sentences. 1 Jackie Chan is JC Chan's ...................... . 5 Gael Garcia Bernal is Diego Luna's .. .. ... ... ....... ... .. .2 ............ .... ...... is Lin Feng-Jiao's husband. 3 Abigail Breslin's .... .......... ... .... . is an actor. 4 Miss Breslin is Lynn Bleeker's .. ... .......... ..... .. . 6 Patricia Bernal, Jose Angel Garcia, and Diego Luna are .. .............. ... .. . . On your ActiveBook Self-Study Disc: 3 PAIR WORK Interview your partner. Complete the notepad with information about your partner's family. Extra Reading Comprehension Questions Relative's name Relationshi A e Occu ation Dov brother l'I stvde"t Relative's name Relationship Age Occupation Description -- ·-- -- - -- - 4 GROUP WORK Now tell your classmates about your partner's family. UNIT4 .... - - ' ' Doug is Laura's brother. He's 14... ·' ' I ~~-- 2:15/2:16 Top Notch Pop "Tell Me All About It" Lyrics p. 147 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 46. PAIR WORK 1 Ask and answer questions about the people. For example: A WJ,,0 1 r Me9? f3:SJ,,e1 r Sve1 r motJ,,er. A: Ir Dora Me9 1 r dav9J,,ter? f3:No, rJ,,e 1 r riot 2 Take turns making statements about the family relationships. For example: Mike J,,ar t..to cJ,,ildrera. Pia ir J,,ir dav9J,,ter. DESCRIPTION Choose a photo. Use adjectives to describe the people in the family. For example: Pia ir very cvte. WRITING Write ten sentences to describe the people in your family. For example: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 47. Events and Times LESSON 1 GOAL Confirm that you're on time 2:17 1 ~») VOCABULARY • What time is it? Read and listen. Then listen again and repeat. It's one o'clock. 2 It's one fifteen. 3 It's one twenty. 4 It's one thirty. It's a quarter after one. It's twenty after one. It's half past one. s It's one forty. 6 It's one forty-five. 7 It's noon. 8 It's midnight. It's twenty to two. It's a quarter to two. 2:18 2 ~») PRONUNCIATION • Sentence rhythm Read and listen. Then listen again and repeat. 1 It's TEN after FIVE. 2 It's lWENty to ONE. 3 It's a QUARter to lWO. 3 PRONUNCIATION PRACTICE Read the times in the Vocabulary aloud again. Pay attention to sentence rhythm. 4 PAIR WORK Look at the map. Ask your partner about times around the world. Say each time two ways. ' ' What time is it in Vancouver? ' ' ' ' It's nine forty A.M. It's twenty to ten. ' ' 36 UNITS - ~ ..Honolulu - - - -- 7:40AM 24:00 -+ 11 :59 =A.M. 12:00 -+ 23:59 =P.M. Say "eight A-M." or"eight P-M." )'10 " .. 3 . ..7 8 a ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 48. 2:19 5 ~») VOCABULARY • Earlv. on time. and late Read and listen. Then listen again and repeat. 1 She's early. ~~·~~14SS 'l'•O - =--==---- 2 They're on time. 1 ~») CONVERSATION MODEL Read and listen. A: What time is the meeting? B: 10:00. A: Uh-oh. Am Ilate? B: No, you're not. It's five to ten. A: Five to ten? B: That's right. You're early. 2:21 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK It's 2:15 P.M. now. Change the model. Use the pictures. Then change roles. A: What time is the .... .... ? B: ........ . A: Uh-oh. Am I late? B: ........ . It's ......... A: ........? B: That's right. You're .... .... . 4 CHANGE PARTNERS Change the model again. 3 He's late. 2.. 37 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 49. LESSON 2 GOAL 2:22 1 ~i>) VOCABULARY • Events Read and listen. Then listen again and repeat. 1 a celebration 2 a performance 3 a game 4 a dinner 5 a movie 6 a concert 2:23 2 ~i>) LISTENING COMPREHENSION Listen to the conversations about events. Write the event and circle the time. 1 .... ....... .... ....... (7:15 I 7:45) 4 ............ .. .. ... ... (12:00 A.M. I 12:00 P.M.) 2 ........... ..... ...... (8:00 I 9:00) 5 ................. .... . (9:15 I 9:50) 3 ........ ..... ....:.... (3:30 I 3:15) 6 .................... .. (12:00 A.M. / 12:00 P.M.) 2:24 3 ~») VOCABULARY • Days of the week Rea.d and listen. Then listen again and repeat. WEEKDAYS THE WEEKEND Monday Tuesday Wednesday Thursday Friday 4 GRAMMAR • Be: questions about time I Prepositions at and on What time is it? What time's the party? What day is the concert? (It's) five twenty. (It's) at nine thirty. (It's) on Saturday. , ? {(It's) at ten o'clock. Whens the performance. (It's) on Friday at 10:00 P.M. 38 UNITS ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 50. 5 GRAMMAR PRACTICE Complete the questions and answers. 1 A: When ....... .... the party? 3 A: What .. .. .. .. ... is the concert? 5 A: ....... ... . is the performance? B: It's .. ......... 11:00 P.M. B: It's ........ ... 8:30. B: It's ......... .. Friday at 9:00. 2 A: ...... ... .. day is the game? 4 A: What ... .. .. .... is the dinner? 6 A: What ...... ..... is the class? B: It's .. .... ..... Saturday. B: It's .. ....... .. Tuesday. B: It's .. ..... .... noon. 2:2S 6 ~») LISTENING COMPREHENSION Listen to the conversation. Write the events on the calendar. 5:30 - - 5:30 i;' 6:30 - - f 6:30 1! 7:00 -.- 7:00:I :I meeting&: 7:15 - - ... 7:15 5:30 c=ig 5:30 i;' 6:30 g. i 6:30'a I ~•! 7:00 g. ~ 7:00... 7:15 g... ~ 7:15 >. 5:30 ......i'Q 5:30 5:30 i 6:30 ~I ~ i;' 6:30 i;' 6:30 :! ~ j 'a 7:00 7:00 § 7:00 i ~ fl) 7:15 -. 7:15 7:15 --- - - - - NOW YOU CAN Talk about the time of an event 2:26 1 -4») CONVERSATION MODEL Read and listen. A: look. There's a game on Wednesday. B: Great! What time? A: 10:30. At Pat's Club. B: Really? let's meet at 10:15. 2:27 2 -4>)) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Change the model. Ask your partner about an event. Use these events or your own events. Then change roles. A: look. There's a ........ on .... .... . B: Great! What time? A: ........ . At ........ . B: Really? let's meet at ........ . Basketball Game Saturday 10 :00 A.M. At Athlete Central 4 CHANGE PARTNERS Talk about different events. . . . 39 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 51. 1 2 3 LESSON 3 GOAL Ask about birthdays 2:28 ~») VOCABULARY • Ordinal numbers Read and listen. Then listen again and repeat. gst 2nd 3rd 4th t::'ih ~ first second third fourth fifth ~th 7th 3rth 9th 1 th sixth seventh eighth ninth tenth 11th 1J2!h 13th 14th 15111eleventh twelfth thirteenth fourteenth fifteenth 11 ~th 17th 18th i9ih 2' th sixteenth seventeenth eighteenth nineteenth twentieth 21st 22nd 3Qth 4Qth 50th twenty-first twenty-second thirtieth fortieth fiftieth PAIR WORK Say a number. Your partner ''1hree '' says the ordinal number. '' third ''2:29 ~») VOCABULARY • Months of the year Read and listen. Then listen again and repeat. S MTW TFS SMTWTFS S M TWT F S SMTWTFS SMTWTFS S M TWTF S 1234 1 12345 123 1234567 5 6 7 8 9 10 11 2 3 4 5 6 7 8 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 12 13 14 15 16 17 18 9 10 11 12 13 14 15 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 19 20 21 22 23 24 25 16 17 18 19 20 21 22 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 HVUH~~ n~~uvu n~~HVUHVUH~ ~UVUH~~~~ 30 31 r -~--------------- ---·-·______,_________ ------ July August ~ September I October November December S MT W TF S S M TWTFS S M TWTFS SMTWTFS SMTWTFS SMT W TFS 12345 12 123456 1234 1 123456 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 27 28 29 30 31 2:30 24 25 26 27 28 29 30 28 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 30 4 ~») LISTENING COMPREHENSION Listen to the dates. Circle the dates on the calendar. 5 PAIR WORK Say a date from the calendar. Your partner writes the date. ' ' July thirty-first ' ' Jvly 31rt 40 UNIT5 ' !: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 52. 6 GRAMMAR • Prepositions ill., Q!1 and at for dates and times: summary When's the party? In January. When's the meeting? On Tuesday. When's the performance? On January 15th. When's the dinner? On the 12th. What time'sthe movie? At noon. What time's the performance?At 8:30. I Be careful! in th,e morning . in the afternoon ~ih the evenfrig -1· 8,YTat 9ight· , , 7 GRAMMAR PRACTICE Complete the sentences. Use l!J, Q!1 or at. 1 The concert is ... ... .. July 14th .... .... 3:00 .. ...... the afternoon. 2 The dinner is ........ December ..... ... the 6th. 3 The party is .. .... .. midnight ........ Saturday. 4 The movie is ..... ... November 1•t .. ... . .. ,8:30 P.M. 5 The game is .. ..... . Wednesday ... ..... noon. 6 The meeting is at the State Bank ........ 11 :00 .. .. .... the morning ........ July 18th. NOW YOU CAN Ask about birthdays 2:Jl 1 ~») CONVERSATION MODEL Read and listen. A: When's your birthday? B: On July 15th. When's yours? A: My birthday's in November. On the 13th. 2:J2 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation with your own birthdays. A: When's your birthday? B: ........ . When's yours? A: My birthday's .... .... . Don't stop! Askquestionsto complete the chart. brother's birthday: sister's birthday: mother's birthday: father's birthday: grandmother's birthday: grandfather's birthday: 4 CHANGE PARTNERS Ask about other people's birthdays. ---- -- - - 2:JJ ~-4») On someone's birthday say: ' ' Happy birthday!'' ('' Thank you!' ' ) ™ @&laQ& 41 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 53. 42 2,34 1 ~l)) READING Read the conversations. What are the events? A: Hey, it's Alec's birthday on June 1st. B: Really? That's on Friday. A: That's right. And there's a party. B: Great! Where? A: At the New School, right around the corner. B: What time? A: 11:30. A: There's a movie tonight at 8:00. B: Really? What movie? A: Star Wars, with Peter Cushing. B: The English actor? A: Right. B: That's an old movie! A: Yes, but it's good. Let's go. OK? grammar vocabulary • listening reading • speaking • pronunciation A: There's a play tomorrow at 10:30. 8: Hey, let's go! Where is it? A: At Casey's Theater. 8: ls that next to the bookstore? A: That's right. A: Where is the meeting? 8: At United Bank. A: Can we walk there? 8: No. let's go by taxi. A: Are we late? 8: No. The meeting's at 10:00. It's only 9:30. 2 INTEGRATED PRACTICE Correct all the mistakes. Use the information in the Reading. ten 1 The play is at half past~. 6 The play is at the bookstore. 2 The movie is at 8:00 A.M. 3 The meeting is at half past ten. 4 The birthday party is at midnight. 5 Alec's birthday is in July. 7 The meeting is at the New School. 8 Alec's party is at United Bank. 9 United Bank is around the corner. 10 Peter Sellers is an English singer. 3 GROUP WORK Ask about classmates' birthdays. Complete the chart. On your ActiveBook Self-Study Disc: Extra Reading Comprehension Questions Name Birthday 2,3512,30 UNITS Top Notch Pop "Let's Make a Date" Lyrics p. 147 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 54. PAIR WORK Create conversations for the people. 1 Talk about the events. For example: Look. TJ..ere1 5 a _ ..• 2 Confirm that you are on time for an event. For example: WJ..atti'me'r tJ..e - ? 9 DINNER CONTEST Study the events for one minute. Then close your books. Who can remember all the times, dates, and locations? For example: TJ..ere1 5 a _ on _ at _ . WRITING Write five sentences about events at your school or in yqur city. For example: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 55. 44 LESSON 1 GOAL 2:37 1 ~») VOCABULARY • Clothes Read and listen. Then listen again and repeat. .! 4 ajacket S a skirt 6 shoes 7 a dress 2:3a * Pants is a plural noun. Use~ not~ with pants. 2 ~>l) PRONUNCIATION • Plurals Read and listen. Then listen again and repeat. 1 (/s/ ] shirts = shirt/sf jackets = jacket/sf 2 (/z/ ] shoes = shoe/z/ sweaters = sweater/z/ 3 GRAMMAR • Demonstratives this, that, these, those this sweater that sweater these ties 3(/u / ] blouses = blouse/rz/ dresses = dress/rz/ those ties 4 GRAMMAR PRACTICE Look at the pictures. Write this, that, these, or those and the name of the clothes. 1 ..t~~r~}~~.~~~~......... 2 ................ ....... ..... 3 ···························· 4 ·· ·························· UNIT& ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 56. 5 ...... ...... .... .......... .. 6 .... ...... ......... .. ....... 7 ... .... ..... ...... ... .. ..... 8 ... ......... .......... .. ... . 5 GRAMMAR • The simple present tense: affirmative statements with like, want, need, and have I { like }You want We need those sweaters. Th~y have Sara and Jim s~:{~~~~s}those sweaters too. Cassie needs ' Ivan has ,. ! '· ! l ; Tina likes these shoes. Lisa wants that shirt. . For he,~ and j!, add 3- . to t'.h~ base fot'm. .• · .... , • ' ..-"' ·t . .·hke -+ hkes " i'·Rob needs a book. Now he has abook. ,., 'want~ -+ wants .· ~-.._____________.,..._.....,__~"""'"'"-."""".__::iai::im!'.9ql·; ·'.need -+·'needs· · · t3UT: R~ve'-+ h'as,·• ·:i. /6 GRAMMAR PRACTICE Complete each statement with the correct form of the verb. 1 I ............... your tie. like I likes 2 My friends ....... 1 .... ... this suit. want wants 3 Janet ............... this skirt. need I needs 4 Peter .. ......... .... that jacket. have I has 5 We ... .... ... ..... our dresses. like / likes 6 Sue and Tara ....... ........ those suits. want I wants 1 ~») CONVERSATION MODEL Read and listen. A: I like that dress. B: Thank you. A: You're welcome. 2:40 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Compliment your classmates on their clothes and shoes. Then change roles. A: I like ........ . B: ........ . A: You're welcome. 4 CHANGE PARTNERS Compliment other classmates' clothes. -t. ..• f.f· ~ .. I"' ! ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 57. LESSON 2 GOAL Ask for colors and sizes . . J 2:41 1 ~>l) VOCABULARY • Colors and sizes Read and listen. Then listen again and repeat. _J,.;. - •.,.; 1T~.;. 1 white 2 black 3 red 4 orange 5 yellow r1 • •6 green 7 blue 8 purple 9 gray 2 PAIR WORK Make two statements about your clothes. 10 brown I ' ' My shoes are brown. My shirt is medium.' ' 3 GRAMMAR • The simple present tense: negative statements and yes I no questions with like, want, need, andhave Negative statements I {don't want You don't need extra large. They don't have · Yes I no questions want Do {Ytho~ } need the suit in large? Y have { doesn't like ~~e doesn't need red shirts. doesn't have { I . Yes, we do. they No,{ ~e don't. they like Does { hhe } need those shoes in black? s e have Yes, { ~~e does. No { he doesn't. ' she 11 small 12 medium 13 large 14 extra large 4 GRAMMAR PRACTICE Complete the sentences with the correct form of the verb. Use contractions. 1 A: .... D.9.... your children . ):•_qyg... sweaters for have school? B: My daughter ...dP.es.. ., but my son .i:!.qes.l)'.t. . 2 A: ........... your husband . .. ..... ... a black tie? need B: No, he .. ... ...... . He ........... two black ties. have 3 A: I ..... .d.. a blue suit for work. .......... . you nee .. ......... one too? need B: Yes, I ..... ...... . 46 UNIT6 4 A: ........... you .......... . that green h . 1 like s 1rt. B: Actually, no, I ........... . 5 A: We ..... .. ·r·k·.. .. the clothes irl this store. not 1 e B: Really, that's too bad. We ........... . 6 A: ........... you ... h....... this black jacket in ave size 34? B: No, I'm sorry. We .. ... ... ... . ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 58. 2:42 5 ~») LISTENING COMPREHENSION Listen to the conversations about clothes. For each statement, circle I (true) or E(false). Then listen again and circle the color. T F 1 They like the dress. -S "I" T F 4 He needs a tie. .J T F 2 He needs shoes. if t "I' T F 3 Matt needs a suit for work. 'I' ...l. ' t NOW YOU CAN Ask for colors and sizes 2:4] 1 ~») CONVERSATION MODEL Read and listen. A: Do you have this sweater in green? B: Yes, we do. 2:« 2 ~») RHYTHM AND INTONATION Listen again and T F 5 She needs the sweater in small. T F 6 They don't have his size. t t 'I' A: Great. And my husband needs a shirt. Do you have that shirt in large? B: No, I'm sorry. We don't. A: That's too bad. repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Now change the model. Ask for colors and sizes of clothes for you and a member of your family. Use the pictures. Then change roles. A: Do you have .... .... in ........ ? B: ...... .. . A: ........ . And my ........ needs ........ . Do you have ........ in .... ....? B: ........ . A: ····· ··· . 4 CHANGE PARTNERS Practice the conversation again. Ask about other clothes. 47 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 59. LESSON 3 GOAL Describe clothes [ 2:4S 1 ~l)) VOCABULARY • Opposite adjectives to describe clothes Read and listen. Then listen again and repeat. 1 new 2 old 3 dirty 4 clean 9 long 5 loose 6 tight 7 cheap 8 expensive 10 short 2 GRAMMAR • Adjective placement Adjectives come before the nouns they describe. along skirt tight shoes ared and black tie Adjectives don't change. aclean shirt I clean shirts NOT ffieaAS shirts. Be careful! It's along skirt. NOT It's askirt IBA!'J. 3 PAIR WORK Look at your classmates. Take turns describing their clothes. ' ' Allen has new shoes. ' ' ' ' Joe's shoes are old. He needs new shoes. ' ' 4 GRAMMAR PRACTICE Write two descriptions for each picture. Follow the model. The .~.l~v.~~f ........... are .c;:J~~.I).............. . They're .~l.~~0. ~1.~~~~f ...... . The ...................... is ...................... . It's .............. ... ............... . The ...................... are ...................... . They're ........ ........................ . 48 UNIT6 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 60. 5 GRAMMAR • The simple present tense: questions with What. Wh~ and Which I One andQ!1M Use a question word and® or does to ask information questions in the simple present tense. What do you need? (A blue and white tie.) What does she want? (New shoes.) Use because to answer questions with Why. Why do they want that suit? (Because it's nice.) Why does he like this tie? (Because it's green.) Use Which to ask about choice. Answer with one or ones. Which sweater do you want? (The blue one.) Which shoes does she like? (The black ones.) 6 GRAMMAR PRACTICE Complete the conversations. Answer each question in your own words. l Then practice the conversations with a partner. 1 A: Which skirt ...... ..... .... .. ... .......... ...... .? she I want 4 A: Why ...... ........ .. ........ new shoes? you I want B: The .................. ... . one. B: ·········· ··· ········ ······ ········· ···· ····· ·· 2 A: What ................ .. ...... .................... ? your friend I need 5 A: Which shirts ............................? you I like B: ....................... ..................... ......... . B: The ............ .......... ones. 3 A: What color shoes ... ........................ .. ? you I like 6 A: What size shoes ...... .... .. .... .. .. ....? you I need B: ············ ······· ····· ··· ··························· B: ··············································· NOW YOU CAN Describe clothes ~ . ""'..),_--·~-·--~~J"">E 1 ..») CONVERSATION MODEL Read and listen. A: What do you think of this jacket? B: I think it's nice. What about you? A: Well, it's nice, but it's a little tight. B: Let's keep looking. 2:47 2 _.») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Now change the model. Use different clothes. Use different problems. Then change roles. A: What do you think of .. ... .. .? B: I think .. ... .. . nice. What about you? A: Well, ........ nice, but ........ a little ........ . B: Let's keep looking. e Be sure to recycle this language. Clothes Problems shirt pants expensive sweater skirt tight dress jacket loose tie shoes long short 49 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 61. grammar vocabulary • listening 2:• 8 reading . speaking . pronunciation 1 -4») READING Read the advertisement from today's newspaper. Which clothes do you like? TODAY ONLY! 1/2 Price Sale Low, Low Psrices! MEN'S & WOMEN'S CLOTHES Blue at King Street store only. White not available at South StreetStation location. Othersale items today: Children's jackets and shoes STORE LOCATIONS: 62 KING STREET, THE UPTOWN MAU, AND SOUTH STREET STATION. 2 READING COMPREHENSION Read the statements about the advertisement. Check True or False. True False True False 1 The sale is every day this week. 0 0 5 All locations have blue sweaters. 0 0 2 The store has three locations. 0 0 6 The Emporium doesn't have 0 0 3 The Emporium is a clothes store. 0 0 children's shoes. 4 White blouses are on sale at 0 0 On your ActiveBook Self-Study Disc: two locations. Extra Reading Comprehension Questions 3 PAIR WORK Discuss the sale at the Emporium. Use the advertisement. Be sure to recycle this language. Do you want _? Do you like this I that _ ? Do you need [a gray] _? What do you need I like I want I have? Which _ do you _? Why do you _ these I those _? 50 UNIT& ( ' ' What do you need? ' ' J ' ' I need a white blouse for work, and my children need shoes for school. Let's go to the Emporium. They have a great sale.' ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 62. GAME Describe people's clothes. Your partner points to the picture. For example: He hara yellow rhirt. PAIR WORK 1 Point and ask and answer questions about the picture. Use this I that I these I those and ~ want, need, and have. For example: Do yov like there rhoer? 2 Create conversations for the people. For example: A: Do yov wantthere pantr? /3: No, I don't WRITING Write about clothes you need, you want, you like, and clothes you have or don't have. For example: ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 63. Activities LESSON 1 GOAL Talk about morning and evening activities j 3:02 1 ~l)) VOCABULARY • Daily activities at home Read and listen. Then listen again and repeat. 1 get up 2 get dressed 3 brush my teeth 4 comb I brush my hair 5 shave !?:30A.M.I 6 put on makeup 7 eat breakfast 8 come home 9 make dinner 10 study 11 watchTV 12 get undressed 13 take a showerI a bath 14 goto bed 2 PAIR WORK Tell your partner about your daily activities. ( '' 1eat lunch at 12:00. ' ') ~>~) Meals breakfast 3 GRAMMAR • The simple present tense: spelling rules with M, she, and jJ lunch Add -s to the base form of most verbs gets shaves combs Add -es to verbs that end in -s, -sh, -ch, or -x. brushes watches 52 UNIT7 dinner ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 64. 4 GRAMMAR PRACTICE Complete the statements. Use the simple present tense. 1 Tom .. ... ... ... up at 6:00, but his wife, Kate, 5 Kate ........... to bed at 10:00 P.M., but get go .. ......... up at 7:00. Tom ..... ...... to bed at 11 :00. ~ ~ 2 Kate ........... breakfast at 7:30 A.M., but 6 Kate ........... dinner on weekdays, and eat make Tom .... ... ... . breakfast at 6:30. Tom .... ..... .. dinner on weekends. eat make 3 After breakfast, Tom ....... ... ., and Kate shave 7 Tom .... ....... a shower in the tnorning, but take .. .... ..... on makeup. put Kate ...... .... . a bath. take 4 Tom and Kate .... .... ... TV in the evening. watch 8 Tom and Kate ........ .. . their teeth in the morning brush and in the evening. 5 GRAMMAR • The simple present tense: questions with When and What time When do you take ashower? (In the morning.) What time does she get up? (Before 7:00 A.M.) '.;,.,~..80~ ia1. -~~~:8~0-~. ·.,,. ,} ".:~ . ,.,.. . .. 6 GRAMMAR PRACTICE On a separate sheet of paper, write five questions about Tom and Kate in Exercise 4. Then listen to and answer a classmate's questions aloud. 1 WJ.attime does- !<.ate etv ? ---~-­ -----~-------- ' ' She gets up at 7:00.' ' NOW YOU CAN Talk about morning and evening activities 1 -4») CONVERSATION MODEL Read and listen. A: Are you a morning person or an evening person? B: Me? I'm definitely an evening person. A: And why do you say that? B: Well, Iget up after ten in the morning. And I go to bed after two. What about you? A: I'm a morning person. I get up before six. J oOS 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own information. A: Are you a morning person or an evening person? B: Me? I'm definitely ........ . A: And why do you say that? B: Well, I ......... What about you? A: I'm ... ..... . 1 ........ . 4 CHANGE PARTNERS Personalize the conversation again. 5 CLASS SURVEY Find out how many students are morning people and how many are evening people. ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 65. LESSON 2 G<ilAL Describe what you do in your free time I 3:06 1 ~») VOCABULARY • leisure activities Read and listen. Then listen again and repeat. 1 exercise 2 takea nap 3 listen to music 4 read s play soccer 6 check e-mail 7 go out for dinner 8 go to the movies 9 go fishing 10 visit friends 2 INTEGRATED PRACTICE Write six questions for a classmate about his or her leisure activities. Use When or What time and the simple present tense. 1 When do yov viritfriendr? 1 4 2 5 I 3 6 c - - - - - 3 GRAMMAR • The simple present tense: frequency adverbs 100%1 0% I always play soccer on Saturday. I usually check e-mail in the evening. I sometimes go fishing on weekends. I never take a nap in theafternoon. . - l • ,,-l I. ' • •<- I r'l ' Be caref.ul!T.::.~ ', ,', , ••. · Plae'e~he-f(equ~~cy adverb-before '.· / the verb in th~simple' present!tense':'J t . I • • (,.. .• ... ~ . . , f - - ' • Don'.t,say: J,,...1':', o lvvop SOCG,er..- - .. • ,. • H "L' 'k 11 I . , ~ - -~ ,eco1ec s u SUao ,.e,ma1 . .: I , -, ~ " I ' ,: ' 'When do you visit friends? ' ' -~ -. . 4 PAIR WORK Now use your questions from Exercise 2 to ask your partner about leisure activities. Use frequency adverbs and time expressions in your answers. ' ' I usually visit friends on Saturday. ' ' 54 UNIT7 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 66. 5 GRAMMAR PRACTICE Write sentences about your partner from Exercise 4 on a separate sheet of paper. Scott vS'vally ViS'itS' friendS' on Saturday. 1 ~») CONVERSATION MODEL Read and listen. A: What's your typical day like? B: Well, I usually go to work at 9:00 and come home at 6:00. A: And what do you do in your free time? B: I sometimes read or watch TV. What about you? A: Pretty much the same. 3:08 2 ~») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Write your typical daily activities on the notepad. Then personalize the conversation with your own information. A: What's your typical day like? B: Well, I ........ . A: And what do you do in your free time? B: ......... What about you? A: .... .... . Don't stop! ~sk about other times and days. @ Be sure to recycle this language. Time expressions in the morning in the afternoon in the evening I at night on [Friday] 4 CHANGE PARTNERS Personalize the conversation again. 5 GROUP WORK Tell the class about your partner's activities. - - On Weekdavs - - - - - r On weekends l- - - - -._ I - -- i-,, I' - - - - - -- I-~ = 55 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 67. LESSON 3 GOAL 3:09 1 ~») VOCABULARY • Household chores Read and listen. Then listen again and repeat. 1 wash the dishes 3 do the laundry s go shopping 2 clean the house 4 take out the garbage 2 GRAMMAR • The simple present tense: questions with How often I Other time expressions How often do you take out the garbage? M T w T F s s I take out the garbage every day. I.1 I.1 I.1 I.1 I.1 I.1 I.1 I How often does she go shopping? She goes shopping on Saturdays. Other time expressions once aweek twice a week three times a week M T W T F S S 11 111 1~1 I M T W T F S S llllJlll 3 PAIR WORK Ask and answer questions about how often you do household chores. ' ' How often do you go shopping? ' ' ' 'Twice a week. ' '3:10 4 ~») PRONUNCIATION • Third-person singular verb endings Read and listen. Then listen again and repeat. " 1 Isl 2 /z/ 3 /Iz/ takes= take/s/ cleans= clean/z/ washes = washJu/ checks= check/sf does = doe/z/ practices = practice /1z/ makes = make/s/ plays= play/z/ exercises = exercise/1z/ . 5 INTEGRATED PRACTICE Tell your class how often your partner from Exercise 3 does household chores. Practice pronunciation of third-person verb endings. 6 GRAMMAR • The simple present tense: questions with Who as subject Who washes the dishes in your family? { I do.I My sister does. We do. I My grandparents do. Be careful! Always use athird-person singular verb when w1lll is the subject. Don't say: Who eleatTthe house? Don't use do or .d.o.H when who. is the subject. Don't say: Who sees eleaA the house? 56 UNIT7 I' I:': .J ' 'John goes shopping twice a week. ' ' ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com
  • 68. 7 ( Her husband... ( Her son... c Her daughter... ( 2 He... c His brother... c His sister... c 3 She... c c Her husband... c c 4 He... c c His wife... c c His son... c ' ' In Conversation 1, who washes the dishes? ' ' 8 GRAMMAR PRACTICE With a partner, ask and answer questions about the people in Exercise 7. NOW YOU CAN 1 -4») CONVERSATION MODEL Read and listen. A: So how often do you do the laundry? B: About twice a week. How about you? A: Me? Inever do the laundry. Could Iaskanother question? B: Sure. A: Who cleans the house? B: Oh, that's my brother's job. 3:13 2 -4») RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. Then change roles. 3 PAIR WORK Personalize the conversation. A: So how often do you .. ......? B: .... .... . How about you? A: Me? ........ . Could Iask another question? B: ........ . Don't stop! Ask about other chores.A: Who ........? B: Oh, that's ...... .. 's job. ' ' Her husband does. ' ' 4 CHANGE PARTNERS Ask another classmate about household chores. 5 GROUP WORK Tell your classmates about your partner's household chores. 57 ‫اﯾﺮاﻧﯿﺎن‬ ‫زﺑﺎن‬ ‫ﻣﺮﺟﻊ‬ www.irlanguage.com