Impact conversation 2 pdf english language verb

Building Fluency Expressing likes and dislikes; verb phrases — free tim e activities Conversation Model Ice cream again?. Building Fluency Expressing importance; verb phrases — lifestyle

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Impact Series \

KRISTEN SULLIVAN TODD BEUCKENS

SER IES EDITOR

MICHAEL ROST

PEARSON

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KRISTEN SULLIVAN TODD BEUCKENS

PEARSON

SER IES EDITOR

MICHAEL ROST

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and Associated Companies throughout the world.

reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical,

photocopying, recording, or otherwise without the prior

written permission of the Publishers

This book was developed for Pearson Longman Asia ELT by

Lateral Communications Limited

First published 2009 (reprinted three times)

Produced by Pearson Education Asia Limited, Hong Kong

SWTC/04

PROJECT DIRECTOR: Michael Rost

PROJECT EDITOR: Allison Gray

PROJECT COORDINATOR: Keiko Kimura

ART DIRECTOR and TEXT DESIGN: Inka M Mathew

PRODUCTION COORDINATOR: Richard Whitbread

AUDIO ENGINEER: Glenn Davidson

MUSIC: Music Bakery, Polarity Studios

WEBSITE COORDINATOR: Keiko Kimura

ILLUSTRATIONS: Hairball Design, Lala Visuals

PHOTOGRAPHS: Bananastock, Blue Moon, Brand X Pictures,

Dynamic Graphics, Getty Images, Image Source, Image Zoo,

Inmagine, MIXA, Photodisc, PixtalRubberball, Stockbyte.

Midori Miyama Hudson Morrell Greg Naito Kathryn Neil Sayako Okuno Ted Ostis Andrew Reimann John Sherman Katherine Ann Sirgey Vicki Starfire

Tory Thorkelson Vera Walsh Andrew Yee

The authors would also like to thank their students who participated in the piloting of materials, particularly the students at Shimonoseki University

We would also like to thank our colleagues at Pearson Education for their ongoing support, feedback and guidance We especially wish to thank Rachel Wilson, Richard Whitbread, Tom Sweeney, Eric Vogt, Katherine MacKay, SunMi Ma, Jan Totty, Serene Chiu, Borys Diakonow, Michael Tom, and Steve King

The publisher's policy is to use

paper manufactured from sustainable forests

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Impact Conversation offers a comprehensive learning experience and an inviting learning path —

covering the areas that are crucial for any communicative language class The course consists of 16 lively thematic units, with each unit featuring 5 different activities:

1 Conversation Starters

styles, and World Englishes The extracts, all introduced by the Impact Conversation hosts, Erik and

Amy, feature personal, authentic content.

2 Building Fluency

This original conversation activity provides exposure to idiomatic chunks of colloquial language and practical activities for experimenting with new types of conversation.

3 Conversation Model

This visually appealing activity provides an enjoyable way to experiment with pronunciation, voice

characters in real settings, construct their own conversations, and stretch their oral language skills.

4 Let's Talk About It

This section is an inviting group activity that allows learners to com m unicate their own ideas Featuring a variety of engaging activities — share-discuss, role plays, board games, and situational

realistic use of language.

This section finishes with a "learning tip," presented by the hosts Erik and Amy, to further encourage reflection, and extension of learning beyond the classroom.

5 Language Awareness

Language Awareness, presented in the Appendix, offers a gramm ar review and vocabulary

English, accessing learning opportunities that aren't available in most listening exercises.

* * *

Teacher Support

To use Impact Conversation w ith your classes, we encourage you to take advantage

of the O nline Teacher's Manual, available for you on the Im pact Conversation w ebsite

www.impactseries.com/conversation.

The manual offers lesson plans and tips to help you make decisions that are appropriate for your students' needs and that cater to your own teaching interests and strengths The Teacher's Manual also provides unit tests, semester tests, and final tests to help you assess your students' progress.

* * *

We hope that you will take advantage of the learning path that Impact Conversation provides,

to create a unique learning experience for your students that is both fun and valuable.

3

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of the unit

Listen to the Impact Conversation friends

* easy listening — focus on main ideas

V _ J

U «»n tgun Corrwtn Che BONUS: ^ DboRoMfcapra«.

r

Try the extra activities

^ * expand listening strategies

A fter com pleting this activity, students

Learnvocabulary as collocations

Practice using chunks of language

Developgrammarawareness

Now yo u r students feel com fortable practicing functional language.

Play with the language

A t this p o in t stu d e n ts feel co n fid e n t using language in context.

(^Develop natural pronunciation

Expand grammar and vocabulary

Thinkand plan

Express personal ideas and feelings

Focus on improving

Students feel satisfied they have used English for real conversations.

Students gain confidence when they review.

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unit 1 - SOMETHING COOL

Script & Language A w areness page 81

u n it2 -M Y HUMBLE ABOPE

unit3 - FOOP CRAVINGS

unit 4 -WHO WE ARE

Unit 5 - CORPORATE LAPPER

unit 6 -ANOTHER WORLP

Script & Language A w areness page 8 6

Unit 7 - BIG WORRY

Unit 8 - UNPLUGGEP

Script & Language A w areness page 8 8

6 R eview Unit 1 pages 41 -44

Conversation Starters: Introductions

Friends introduce them selves by sharing an interesting personal detail.

Building Fluency

Asking personal questions; responses to personal questions

Conversation Model

Why are you taking this class? — Don't stress short words

Let's Talk About It: Tell me about yourself.

Ask and answer questions to get to know each other.

Conversation Starters: Living Situations

Friends talk about their unusual living situations.

Agreeing and disagreeing; preposition phrases — living situations

Is it too expensive? — Cut and blend sounds

Let's Talk About It: Could you live here?

Discuss your opinions about different housing scenarios.

Conversation Starters: Favorite Foods

Friends talk about the foods they cannot live w ithout.

Expressing likes and dislikes; verb phrases — free tim e activities

Ice cream again? — Blend sounds

Let’s Talk About It: What are you crazy about?

Talk about things you are crazy about and things you are sick of.

Conversation Starters: Fashion

Friends talk about the im portance of fashion in their lives.

Expressing importance; verb phrases — lifestyle

I think I'll pass — Change sounds

Let's Talk About It: What's important to you?

Discuss things that are im portant to you.

Conversation Starters: Work Experiences

Friends talk about jobs and career choices.

Expressing suitability; verb phrases — work activities

Flow's your new job? — Use intonation to show you haven't finished speaking

Let's Talk About It: Can you handle it?

Evaluate occupations and discuss w hether or not they suit you.

Conversation Starters: Travel Advice

Friends talk about recent trips.

Recom m ending; verb phrases — sightseeing

Lucky you! — Don't stress short and unim portant words

Let's Talk About It: How many stars?

Rate and discuss a city you have visited.

Conversation Starters: Weather Conditions

Friends express their concerns about clim ate change.

Expressing concern; verb and adjective phrases — worries

What's wrong? — Blend sounds

Let's Talk About It: What's on your mind?

Identify and talk about things you are worried about.

Conversation Starters: Dealing with Stress

Friends talk about balancing work and health.

Expressing a need for change; verb phrases — unusual activities

I'm so bored — Stress words for em phasis

Let's Talk About It: How do you feel about your life?

Talk about your lives — are you satisfied?

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Unit9 -TH E REMOTE

unit 1 0 - CLEAN FREAK

unit 11-NO SUCH THING

unit 12 - LIKE CHALK ANP CHEESE

unit 13-HANG IN THERE

unit 14- THE TIME OF MY LIFE

unit 15 - I T ’S A GUY THING

unit 16-ROLE MOPEL

Conversation Starters: Family Stories

Friends talk about annoying fam ily members.

Complaining and expressing annoyance; verb phrases — annoying behaviors

He's driving me crazy! — Cut and blend sounds

Let's Talk About It: What gets on your nerves?

Talk about things that drive you crazy.

Conversation Starters: Cleaning Habits

Friends talk about their attitudes towards cleaning.

Talking about obsessions; noun phrases — obsessions

That's not so strange — Use intonation to show you haven't finished speaking

Let's Talk About It: What are your obsessions?

Confirm , deny and discuss your obsessions.

Conversation Starters: Strange Stories

Friends talk about supernatural beliefs.

Building Fluency Agreeing, disagreeing, and expressing surprise; noun phrases — the supernatural/verb phrases — expressing belief

You're im agining things! — Blend sounds

Let's Talk About It: Do you believe in the supernatural?

Share your supernatural beliefs and respond to your partner's beliefs.

Conversation Starters: Relationship Problems

Friends talk about difficult relationships.

Building Fluency Giving advice; verb phrases — relationship advice/ adjective phrases — annoying behaviors

Did you have a fight? — Stress words to show em phasis

Let's Talk About It: What's your advice?

Give advice for relationship problem scenarios in a board game activity.

Conversation Starters: Learning a Language

Friends talk about the difficulties they have learning foreign languages.

Expressing ab ility; verb phrases — common abilities

You can do it! — Change voice tone

Let's Talk About It: What are you frustrated with?

Discuss your frustrations and offer encouragem ent.

Conversation Starters: School Memories

Friends talk about their good and bad high school m emories.

Talking about good and bad experiences; verb phrases — memorable events

Can't you tell? — Contractions

Let's Talk About It: Was it good or bad?

Share your good and bad experiences in a board game activity.

Conversation Starters: Special Events

Friends talk about the special activities they share with special people.

Accepting and declining invitations; verb phrases — free time activities

Any plans for tomorrow? — Use rising intonation for declarative questions

Let's Talk About It: Let's do something special.

Discuss special activities you like to do; inviting and responding to invitations.

Conversation Starters: People We Admire

Friends talk about the people w ho inspire them

Building Fluency Expressing respect and adm iration; verb and adjective phrases — adm irable characteristics

She's my hero — Use rising intonation for'checking 'questio ns

Let's Talk About It: Who do you respect?

Talk about the people you respect and admire.

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M E E T YOUR IMPACT CONVERSATION FRIEN D S

\

8

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CONVERSATION STARTERS

INTRODUCTIONS

Tracks 3-8

F IR S T LISTEN IN G Which statements are true?

Write T (true) of F (false).

1.

^r<x<3oVV _ a) I have aJ+ofi tattoo.

m b) I have an identical twin sister.

a) I live in a zoo.

6.

SECOND LISTEN IN G

Listen again Correct the

false information.

B O N U S: Discuss with a partner.

1 W hich p erso n do yo u th in k so u n d s th e m ost in terestin g ?

2 W ho w o u ld yo u lik e to be frie n d s w ith ?

Check the script and try the LANGUAGE AWARENESS activity on page 81.

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BUILDING FLUENCY A S KIMö PERSONAL QUESTIONS

( _ ) EX PR ESSIO N S Put each question in the best category.

Asking about personal details =

Asking about someone's interests =

l ® VOCABULARY, Match the questions in step 1 with the answers below.

Can't you tell?

things, but I'm really into music.

_ I'm not sure.

Any suggestions?

_ In the city I share

a small apartment with

my sister.

HOW THE GRAMMAR W O RKS:

Wh questions

Wh questions with "be"

QUESTION WORD + BE + NOUN

What's your name?

What are you into these days?

Wh questions with other verbs

Q U E S T I O N W O R D + D O / D O E S + N O U N + V E R B

Where do you live?

What do you hope to do in the future?

LET'S PRACTICE Work with a partner Ask the eight questions in step 1.

Give your own answers.

Example:

A: What are you into these days?

B: I'm into playing computer games.

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CONVERSATION MODEL

WHY ARE YOU TAKING THIS C LA SS?

TRAVEL ABROAD SOME DAY

HOW ABOUT YOU?

GO _ /

I'M NOT REALLY SURE,

I JUST LIKE ENSLISH

SU BSTITU TIO N Fill in the missing words.

teacher exchange (D Why do you

this class?

What are you _

this class for?

What's your _

for studying English?

taking university reason requirement

I'm going on 1 really like the next year.

1 love American music and

•

HOW THE PRONUNCIATION W ORKS:

Don't stress short words:

Unstressed 'of' 4 "d' (schwa)

'kind o f'4 'kinda'(in informal speech)

n

• I

PRACTICE Work with a partner Practice the conversation.

Use the substitutions.

m iff Then use your own ideas.

UNIT 1 n

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L E T 'S TALK ABOUT I T TELL M E ABOUT YOURSELF.

r ® G ET Put the words of these questions in order Write your own answers.

1 do you what do?

2 every use do day you

English?

are you?

know English good who?

you are?

6 do hope future do you

what to the in?

8 Your own question:

t n2 1 LET S TALK Walk around the class Ask 2 classmates the questions above.

Write their answers.

t i n )

BO N U S: Speaking Activity

1 Are you nervous about taking this class?

Why or why not?

2 What part of this unit was easy for you?

What part was difficult?

3 What is your goal for this class?

AM Y'S LEA R N IN G T IP

Vocabulary Notebook

Start a vocabulary notebook at the beginning of your new English class There are different ways to organize your notes:

• Alphabetically

• Thematically

• By unit in your book You should include: the word or phrase, the pronunciation, a definition and an example of the word in a sentence.

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) (T ) Listen What is the "problem" with their house or

Tracks 11-12 apartment? Do both people think it's a problem? Circle a, b, c, or d.

Listen again Answer the questions.

£FjO Ok y jesY- / $>Z>(oO Ok t A O r v W _

BO N US: Discuss with a partner.

1 W hat d o yo u th in k a b o u t e a ch livin g situ a tio n ? C o u ld yo u live th e re ?

2 A re th e re a n y b ad p o in ts a b o u t y o u r h o u se o r a p a rtm e n t? W hat are th e y ?

Check the script and try the LAN6UASE AWARENESS activity on page 82.

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BUILDING FLUENCY AGREEING AND DISAGREEING

Which expressions mean that you "agree" with someone?

Which mean that you "disagree"? Which mean neither?

I agree with you = I disagree with you = I don't know =

1 I'll have to think about that.

6 Yeah I guess you're right.

Match these phrases with the best pictures.

7 with a messy roommate

8 next door to crazy neighbors

HOW TH E GRAMMAR W O RKS:

Soft ways to disagree

I'll have to think about that.

I'm not sure about that.

Slightly strong ways to disagree

That's crazy!

No way!

Slightly weak way of agreeing

I guess you're right.

("You're right" is stronger.)

LET 'S PRACTICE Work with a partner Complete this sentence:

"Living _ is no big deal."

Use the vocabulary from step 2.

Partner: respond with the expressions from step 1.

Example:

A: Living far from work is no big deal.

B: Hmm I'm not sure about that.

OR B: Yeah I guess you're right.

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It's actually very quiet.

It's really convenient for traveling.

It has bars on the windows It's only a 2 hour commute.

Cut and blend sounds:

Work with a partner Practice the conversation.

Then use your own ideas.

UNIT 2 15

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L E T 'S TALK ABOUT I T

What are your standards when choosing a place to live?

Do you want to live in these places? Why or why not?

You can rent a cheap apartment in a brand new building

There is a lot of crime in the neighborhood, but many young people are moving into the area Do you want to live there?

You can move into a beautiful apartment that is really cheap and close to your job But you learn that there is a lot of bad

Feng Shui. Do you still want to live there?

Your best friend just moved into a beautiful two-bedroom apartment Your friend wants you to move into the other bedroom, but you find out that your ex-boyfriend/girlfriend

lives on the same floor Do you want to live there?

You can move into a really cheap two-story house that

is made of wood The house is really old and the area is known for a lot of earthquakes Do you want to live there?

You can buy a beautiful house for your family in the countryside The house is the perfect size and it fits your budget However, there are poisonous spiders in the area

Do you want to live there?

Alii

Work with a partner.

Does your partner agree with you?

Circle A (agree) or D (disagree).

1 What's the most important thing you look

for when choosing a place to live?

2 Would you prefer to live by yourself, with

friends, with strangers, or with your family?

3 Do you like your current living situation,

or would you like to move? Why?

E R IK 'S CO M M U N ICA TIO N T IP

When you disagree with someone, it's best to

be indirect.

Direct: You are totally wrong!

Indirect: I understand what you mean, but I don't

think it's a good idea.

Direct: / totally disagree!

Indirect: You've got a good point, but I don't agree.

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Listen again How do they

describe the food? Write

two words or phrases.

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BUILDING FLUENCY EXPRESSING L IK E S AND D ISLIK ES

EXPRESSIO N S Which expressions have a similar meaning?

If] VOCABULARY, Match these phrases with the best pictures.

1 eating junk food

2 watching sci-fi movies

6 playing online games

8 reading comic books

HOW THE GRAMMAR WORKS:

VERB PHRASE + PRONOUNS/NOUNS/-ING VERBS

I'm crazy about it/chocolate/eating chocolate

Note:

I'm tired o f /I'm fed up w ith = I don't like it

anymore It's become boring or annoying.

I can't get enough o f - 1 never get bored with it.

W

f l u f f

ST'S PRACTICE Work with a partner Talk about your likes and dislikes Make 8 sentences using the expressions in step 1 and the vocabulary in step 2.

Example:

A: I'm tired o f eating junk food.

B: Me, too.

OR B: Really? I love eating junk food.

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- c IC E CREAM AGAIN?

SUBSTITUT Number the phrases below in the order they should appear in

the conversation.

[ 1 ]: watching that [ ]: has great [ ]: reading that [ |: has great

[3 ]: good movies challenging [ ]: things to read to dance to

[Z]: stars my [ ]: playing that [ ]: is interesting, t |: listening to

favorite actor, video game it's easy to that CD

it's funny [ ]: fun games read [ |: great bands

to play

Blend sounds:

ge/=sick of it #· ge(t)sikovit

can'/~get enough of it * can(t)getanufovit

£ 1 Work with a partner.

Practice the conversation.

A i i i

UNIT 3 19

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L E T S TALK ABOUT I T WHAT ARE YOU CRAZY ABOUT?

1 DY What are three things you never get sick of? What are 3 things you

are tired of now? Choose your themes from the box below Then fill

in the table Don't forget to write your reasons!

LET S TALI Work in a group of 3 or 4

Share your opinions with your classmates

Do you have similar ideas?

Example:

A: / never get sick o f watching comedies I ju st love to laugh

How about you?

B: I'm totally sick o f comedies, but I can't get enough o f thrillers.

What are the things your group loves and loves to hate?

Share your ideas with

l i l f c l i theda” ·

1 Do you order the same food every time you eat

out, or do you like to try different types of food?

What do you usually order?

2 What were your hobbies when you were little?

Do you still have the same hobbies now?

3 What do you think of the saying "Variety is the

spice of life."?

AM Y'S CULTURE T IP

Pay attention to different types of English.

In informal British and Australian English, many words are often shortened For example"barbecue" becomes "barbie," "a cup of tea" becomes "a cuppa,"

"afternoon" becomes "arvo,""chocolate" becomes

"chockie" and "thanks" becomes"ta."

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WHO WE ARE

(T ) F IR S T , · Listen Who thinks following the latest fashions is

important? Make a check (✓ ) on the scale.

not important

somewhat important

very important

—

-somewhat important

very important

-very important

= □

very important

REASON

i a SECOND LISTEN IN G Listen again What are their reasons?

B O N U S: f t (ft Discuss with a partner.

1 W ho d o yo u re la te to th e m o st?

2 W hat kin d o f c lo th e s d o yo u like m o st?

Check the script and try the

LANGUAGE AWARENESS

activity on page 84.

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BUILDING FLUENCY EXPRESSING IMPORTANCE

m Which expressions have a similar meaning?

1 is really important to me.

2 I couldn't care less ab o u t

3 is kind of important to me.

4 I don't really care ab o u t

1 wearing the latest fashions

2 watching TV

3 traveling to new places

4 finding a boyfriend/girlfriend

5 paying attention to politics

6 making a lot of money

7 getting good grades

8 staying in touch with old friends

VOCABULAP Match these phrases with the best pictures.

HOW TH E GRAMMAR W O RKS:

VERB PHRASE + PRONOUNS/NOUNS/-ING VERBS

/ couldn't care less about it./TV./watching TV

PRONOUNS/NOUNS/-ING VERBS + VERB PHRASE

It is kind o f important to me.

Money is kind o f important to me.

Making a lot of money is kind o f important to me.

Note:

You can use / couldn't care less/i don't really care/l sort

o f care without an object.

Be careful:

"I couldn't care less about is a very strong phrase

that can sound a bit rude

A: / don't really care about getting good grades.

B: Really? Grades are really important to me.

OR A: Getting good grades? Yes, that's very important to me

B: For me, it's kind o f important.

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- c I THINK I'LL PASS.

RIGHT, IF YOU SAY SO!

/ OK, BUT YOU ^

DON'T KNOW WHAT

girlfriend [ ]: go to the party

[ ]: study for the math test

[ ]: getting good grades

[ ]: really important

[ ]: go anywhere

[ ]: a long weekend

[ ]: traveling

[ ]: politics

[ ]: vote in the election

[ ]: your right and duty

HOW THE PRONUNCIATION W O RKS:

Change sounds:

but you + buchu:

what you're 4· wacho: / wacha

i d )

fllfB

PRACTICE Work with a partner Practice the conversation.

UNIT 4 23

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L E T S TALK ABOUT I T

\ 1 A Choose 8 items from the list below Write them in order from the most

important (1) to the least important (8) in the table Give your reasons.

i ·

Example:

A: Speaking English fluently is important to me because I want to study abroad next year.

B: / couldn't care less about speaking English

I'm never going to use it.

B O N U S: Speaking Activity

1 Have your values (= what's important to you)

changed recently? How?

2 Do you have the same values as your friends?

Family? How do your values differ?

«niwinfa

O What does your group care about the most? What does your group care about the least? Share your group's opinions with the class.

E R IK 'S C O N V E R S A T IO N T IP

Paying Compliments

Compliments are a great way to start a conversation But remember to ask"follow up questions"or make

"follow up comments"to keep up the conversation!

Nice glasses Are they new?

I love your shoes Where did you get them?

That dress really suits you That's such an interesting color!

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Track 31

F IR S T LISTEN IN G Listen Answer the questions below Circle a, b, or c.

1 What is Soon and Simon's relationship?

2 What didn't Soon like about her job?

3 Does Simon agree with her decision?

S E C O N D L I S T E N I N G Listen again Then fill in the correct details.

There is one extra word.

quit unemployed material corporate stand boring imagined unlike happy year

3 Soon says,"I I couldn't

4 Simon asks," after only a ?"

BO N U S: J M L Discuss with a partner.

1 Do you ag ree w ith Soon's decision to quit her jo b ?

2 W hat kind of jo b do you th in k w ould suit Soon the

b est? W hy?

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BUILDING FLUENCY

( _ ) Which phrases have a similar meaning? Write the number.

1 wearing a suit 2 staring at a computer screen all day

8 being on my feet all day

HOW THE GRAMMAR W O RKS:

PHRASE PRONOUNS NOUNS -ING VERBS

I'm not cut out fo r it office work working late,

1 don't m ind them tofu staying late

1 can't handle her my teacher losing

j-1 enjoy it school studying V

Example:

A: / don't mind wearing a suit.

B: Really? Wearing a suit is not for me But I can handle sitting at a desk all day.

Note:

We often say that we "enjoy" doing something, rather than say that

it "suits us."

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^ AHH, NOT SO GREAT ^ I'M JUST NOT CUT OUT FOR BEING AN OFFICE WORKER.

HEY! HOW'S YOUR

NEW JOB GOING?

< 3 > m

being a tutor working outside dealing with parents

being an accountant working with numbers dealing with rude customers working as a gardener teaching children straining my back all day

being a waitress being on my feet all day the stress

Use intonation to show you haven't finished

P R A C T IC E Work with a partner Practice the conversation.

UNIT S 27

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- c CAN YOU HANDLE I T ?

GET READY Look at the jobs below What is one difficult thing about each job? Which jobs suit you and which don't suit you? Why or why not?

LET'S TALK Work in a group of 3 or 4

Share your ideas with your group Write the names of the people in your group who are interested in each job.

M nih

Example:

A: I'm not cut out for being a teacher I can't handle working with kids

B: Really? Well, I would love to be a teacher I really enjoy helping people.

FOLLOW UP.

What were the most and least popular jobs in your group? Share with the class.

BONUS: Speaking Activity

1 What do you want most in a job: a challenge,

travel, money, experience or friends?

2 What is your dream job? What is your nightmare job?

3 Would you prefer to work in the same job all your

life, or to try a number of different jobs?

AM Y'S C A R E E R T IP

English plus alpha

Many people want a job where they can use English But the job market is very competitive It's really important to find another area that you enjoy — like teaching, Internet technology or journalism You will have more chances of finding your perfect job.

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Listen What are they talking about?

Circle the items you hear.

Listen again Fill in the blanks.

BONUS: Discuss with a partner.

1 W hich trip so u n d s th e m o st in te re stin g to y o u ?

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BUILDING FLUENCY RECOMMENDING

Which phrases have a similar meaning?

1 try the local food

2 check out the art galleries and museums

3 catch a concert or a play

4 spend time with the local people

.5 go duty-free shopping

6 watch a soccer match 7 visit a temple

8 see the historical sites

HOW THE GRAMMAR WORKS:

PHRASE

I'd pass on

If I were you I'd skip

You shouldn't miss

LET'S PRACTICE.

Imagine you are traveling to one

of the countries below Tell your partner Partner: make

recommendations Use the expressions from step 1 and the vocabulary from step 2.

France, Argentina, Thailand, New Zealand, Egypt, Canada, Norway, India

Example:

A: I'm going to France this summer.

B: Oh You've got to check out the art gaiieries.

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- I LUCKY YOU!

' SERIOUSLY IF YOU VISIT ^

AUSTRALIA HUGGING A KOALA

HEY LUCKY YOU!

WHAT ARE YOU GOING TO DO?

HAVE YOU FINISHED

PLANNING YOUR TRIP?

YEAH BUT I'VE GOT

YOU'VE GOT TO CHECK

OUT THE TARONGA ZOO

REALLY?

THE TARONGA ZOO?

Listen to the conversation.

[ ]: the city center

[ ]: Paris [ ]: France [ ]: visiting the Louvre [ ]: the art galleries

[ ]: the restaurants [ ]: Seoul

[ ]: trying the local food

[ ]: South Korea

HOW THE PRONUNCIATION WORKS:

Don't stress short and unimportant words:

what are 4 what a 4 whata

Work with a partner Practice the conversation.

UNIT 6 31

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L E T S TALK ABOUT I T

Rate a city you have visited How many stars would you give for each category? Circle the number of stars Give your reasons.

Travel rating for the city of

A: / really think going duty-free shopping in Paris is a must You can pick up so many bargains.

B: Well, in Brisbane be sure to visit the markets The atmosphere is great!

I a Will your group members visit the city that you rated? Why or why not?

1 Are there any travel destinations that you

DON'T recommend? Why?

2 If money was no barrier, where in the world

would you like to travel? Why?

3 On vacation, do you prefer to do a lot of

to a variety of "World Englishes"! As you do, try to guess where they're from.

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Track 39

CON VERSA T/ON STA RJE R S

WBATHER CONDITIONS

lZ ) ®Tracks 40-43 Listen Circle the items mentioned in the conversations.

Listen again Answer these questions.

1 What weather change are Inna andTJ

i M Discuss with a partner.

1 How do most of the speakers feel about future weather?

2 Do you agree with them?

Check the script and try the LANGUAGE AWARENESS activity on page 87.

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- r EXPRESSING CONCERN

EXPRESSIONS Which expressions have a similar meaning?

VOCABULAf Match these phrases with the best pictures Then label each picture

as a PW (personal worry), a GW (global worry), or B (both).

1 changing weather conditions

2 affordable health care

HOW THE GRAMMAR WORKS:

NOUN/

PRONOUN/

I'm really worried about the storm

She's kind of anxious the rain

We're not at all concerned it

that

finding a job

Use: I'm worried/concerned/anxious + (that) + clause

I'm worried that I won't be able to buy a house someday.

S PRACTICE.

How do you feel about the things above? Tell a partner Make 8 sentences using the expressions in step 1 and the vocabulary in step 2.

Example:

A: I'm kind o f nervous about rising crime rates

B: I'm not really concerned about that I'm really worried about getting a good job.

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Track 44

THIS STRANGE WEATHER?

YEAH I SAW IT ON THE NEWS THIS MORNING

^ REALLY? YOU MEAN YOU DON'T CARE ABOUT

GLOBAL WARMING?

NO, NOT REALLY

SUBSTITUTION Connect the phrases in the columns.

who died

buying your own place someday

HOW TH E PRONUNCIATION W O RKS:

Blend sounds:

Hear about 4- hea=rabout

Care about 4 ca=rabout

i@ r PRACTICE Work with a partner

UNIT 7 35

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- c

GET READY What are your concerns for the future? For each square below, mark

if you are very worried (V), somewhat worried (S), not really worried (NR), or not at all worried (NA).

WHAT'S ON YOUR MIND?

Finding love Global warming The economy

The education

Family Your looks Your friends Your parents'

health

Share your ideas with your group.

1 Do you think people worry too much about the

future or not enough?

2 What can we do to improve the future?

3 Would you go to a fortune-teller to find out

about your future?

FOLLOW UP What were the top 3 worries in your group? Share them with the class.

AM Y'S EN G L IS H T IP

Don't worry!

Here are some useful phrases to tell people

"not to worry" and "it's OK."

Don't worry!

Not to worry!

Don't worry, she'll be apples.(Australian)

= Don't worry, it'll be all right.

No worries.(Australian)

No problem.

>V

3 6 UNIT 7

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DEALIN G W ITH S T R E S S

r ® (5) F IR S T LISTEN IN G , Listen What are they talking about?

Track46 Circle the items you hear.

S E C O 2 STE If G, Listen again Answer the questions Circle a, b, ore.

1 What does Ken want Emma to do next week?

BONUS: M Discuss with a partner.

1 What do you think about Ken's situation?

2 Do you feel stressed these days?

LANGUAGE AWARENESS

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EX PR ESSIO N S Which of these phrases mean you want "more excitement"?

Which mean you want "more peace and quiet"?

More excitement = More peace and quiet = Either =

and

V'OC 8ULARY, Match these phrases with the best pictures.

1 upgrade my mobile phone

2 quit my job

LET'S PRACTICE.

Tell your partner how you want to change your life Make 8 sentences using the expressions in step 1 and the vocabulary in step 2.

Example:

A: / want to spice things up and get

a tattoo.

B: Well, I want to take it easy I want to

get away for the weekend.

HOW THE GRAMMAR W ORKS:

I want to/ + verb phrase

I have (got) to

I want

I want to spice things up

slow things down, get out of the rat race, liven things up

take it easy

Adjective phrases:

I'm bored withmy life I'm tiredof my job

I'm sick o fmy boyfriend

I want + noun/noun phrase

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CONVERSATION MODEL I'M S O BORED.

) S U B S T I Connect the phrases in the columns.

(1) 0 <2> 0 1 0 i <3>

school go to class, do my homework take her on a special date

summer vacation put it in a ponytail, leave it

my girlfriend check my emails, chat online dye it green

the Internet wake up, watch TV get a part-time job

my hair talk to her on the phone, have dinner together find another hobby

HOW THE PRONUNCIATION W O RKS:

Stress words for emphasis:

I'm so bored

It is

( B ill ^ ien use y ° ur ° wn ideas.

UNIT 8 39

Tiêu đề	Impact conversation 2
Tác giả	Kristen Sullivan, Todd Beuckens
Người hướng dẫn	Michael Rost
Trường học	Shimonoseki University
Chuyên ngành	English language
Thể loại	Student book
Năm xuất bản	2009
Thành phố	Hong Kong

Định dạng
Số trang	98
Dung lượng	25,33 MB