149568514 active listening 1 SB

Aut orac ments --- --- --- - - --- --- --- --- --- --- - -- --- -- - - ---- --- --- - -- --- - ---We 'vould like to tha11k our reviewers for their helpful suggestions: Andrew ewton, Sog

Second Edition

-,

STEVEN B ROVVN

DOROILYN SMIJTtii

Second Edition -

{',\ \lBRIO(i F I ':-l l Vl' RS l l Y PR ESS

Ca n1b ridg.: N c ' v York :'v h : lbo urn e fv1ad rid , Cape Town,

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:e Ca m br id ge L: n ivc rs it y Pres s 2007

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no repr o du c tion o f any part may take place without

the written p e nni ss ion of Cambridge Universi ty Press

First p u bli shed 2007

10th printin g 2 01 2

Printed in Hong Ko ng C hina , by Golden C up Printin g Con1pany, L imited

A ca tal og r e£·ord f( )r 1h is book i s availableji · o n1 the British Librar v

ISB~ 978-0-521-678 1 3 -1 s tudent's boo k an d self-study audio CD

JSB '< 978 -0- 521-6 78 1 4 -8 teacher's n1anual and audio CD

ISR'l 9 78 -0-5 21-67 8 I 5 - 5 CDs (a ud i oj

Cam br i d ge L; n ivc r s i y Pres s h as no responsibil i ty for

the p er sistence or acc u racy of l;Rl.S f or external or

t hi rd- party Internet \Veb si tes r eferred to i n t h i s publicati o n

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\V cb sit e s is, o r \ V ii i rem a in, a ccurat e or appropriate

Arr dire c tion hook desig n ph o to research , and layout ser vices : A dve nturc Hou se , NY C

Audi o produc ti on: F u ll Hou s e ~YC

-Contents - - - - - - - - - - -

-Plan of the book iv

Acknowledgments vi

Author acknowledgments vii

To the teacher viii

Befor e you be g in Learn how to listen 2

Unit 1 Meeting people 6

Unit 2 Famil es 10

Unit 3 Numbers : 14

Unit 4 Let's eat! 18

E x p a n sio n 1 Thailand: Information and an authentic student interview 22

Un i t 5 Free ti me 24

Unit 6 Great outfit! 28

Unit 7 In the house 32

Unit 8 Time 36

Exp a n s ion 2 Kuwait: Information and an authent ic student interview 40

Unit 9 Movies 42

Un i t 10 A typical day 46

Un i t 11 Locations 50

Unit 12 Gifts . ~ 54

E x pans i on 3 Italy: Information and an authentic student interview 58

Unit 13 Part-time jobs 60

Unit 14 Celebrations 64

Unit 15 Inventions 68

Unit 1 6 Folktales 72

E xpa n s ion 4 India: Information and an authentic student interview 76

Append i x 78

Find the differences 78

Answer key 79

Activation: A spea king and listening game 80

Listening tips 82

Self-study units, answer key, and track listing 84

L earn how t o lis t e n

pages 2- 5

1

Meeting people

pages 6 - 9

1 Could you repeat that?

2 Types of

listening

1 How about you?

De t ai l s Mai n i d ea

-Thailand Info rm a t i on a n d a n au t h en t ic s t u d e nt in te r view abo u t fo od pages 2 2- 23

- - - - - - ~ ~ - P - - P•

-5

Free time

pages 24-27

1 How often? De tai s

2 What's popular? Ma i n ide a

Find the differences

Com pa ri ng two pictures

Making pl a ns

Ma ki ng weeke nd plans wit h you r classmate s

Re d uc t i on of

want to a nd

have to

· - - - - - - - - - - - - - - Expansion 2

-Kuw ait In f o rmati o n a n d an aut h en t ic s t ude nt inte r view abo u t c l othing styl es pages 40-4 1

- ~~- - ~-._._~~~- ~ - ~

-· - - - - - - - - - - - - - - - - - - - - - - - - ·

Unit Listening tasks Listening skills Speaking Pronunciation

9

Movies pages 42- 45

1 What's playing? In fe r ence

1 Where is it?

2 Find the treasure

Ma i n idea

I nf erence

Main idea Det ai l s

2 Gifts a nd

cultures

Main idea Inference

Main idea Deta i s

13

Part-time jobs

My i deal job Syllable stress

Figuring o ut what job

features are important

· - - - - - - - - - - - - - - - - - - - -

14

Celebrations pages 64 - 67

1 Fir ewo rk s, food , Detai ls

an d fun

2 Celebration time Ma i n idea

Deta i s

Holiday memories Compa ri ng hol day

1 What's the inve nti o n?

2 What's i t for?

In fere nce

Details Main idea Inference

Thank you, Mr Robot! can and can't

Designing chores for

Once upon a time

Tell ing a story

B en Kirchner: 1 2

Photography credits

3 © Getty In1 agcs

7 © Pun chstock

10 (top row, both ) © Punch s tock; ( rniddle row,

l ef t t o ri gh t ) © Punchstock; © Co rbi s; © Ala1ny;

© Mas t erfi l e ; © Alan1 y; ( bottom row, all )

Pu nchsro ck

11 ( all except botto1n l eft) © P u nch s rock;

( botto111 l eft) © Jack Ho l ings,vorth/ Corbis

1 5 (clock1vise fro111 top l eft) © Punchstoc k;

© Jose Fuste Raga / zcfa / Corbis; © Glen Alliso n / Getty li nages; © Walter Bibiko,v/ lnde x Stock;

© AM Corporatio n/Alan1y; © Getty Irnages

18 © George K erriga n

20 ( clockivise front top left ) © Alan1y; © Punchstock;

© Bill B ettencourt/Jupiter Images; © Punch s t ock;

© I stock; © Punchstock; © Kyle Roth enbo rg / Jupiter Images

22 © Steve All en Travel Photography/Alan1y

23 ( garlic ) © ! stoc k; (ch icken ) © A l a n1 y;

(to 111 atoes) © A l arny; (le111ons ) © Photos c o n1;

(bas il l eaves) © Punchstock; ( hot pepp e rs )

I s r oc k; ( broccoli) ! stock ; ( bean sprouts )

© Pu nchstock; ( p ea nuts ) © Photospin; ( green

onions) © I stock; (s hrirnfJ ) © Phoros.con1 ;

( n1ushroo1ns ) © P h o tosp i n

25 © R o n C ha pple/ Ge tt y Images

26 © Getty J n1 ages

30 © T in 1ot h y O'Ro u rke

36 © Vern a Bi ce / Acclain1 In1ages

40 (cl oc ktvis e fr o n1 t op left ) © Jiri Rezac / A la my;

Crai g Aurn ess/ Corbis; © Joe Raedle/

T c,vscon1 ; L ee Jin-man/ AP Wide World

41 (left t o ri gh t ) P unchstock; © Y assc r Al-Zayyar /

C \ VSCO ITI

ments

- - - - - - - - -

-Monica Lind: 28, 29 Barbara MacGregor: 8 Frank Montagn a : 2 1 , 24, 32, 33, 54, 69

Te r ry \Vong: 34, 43 Filip Yip: 4, 1 9, 52, 56

42 (c lo ckiv i se fr o n1 Lop left ) Kerry We r cher / Colu n1 b i a Tri Star / rhe Koba! Collection;

© Bcttn1a nn/ Corbis; © Touch s tone / Everett

Co ll ec ti o n; © Unive rsal / The Koba ! Collec tion;

CO Sebas tian D'Sou za/ Newscon1 ; © Everett Collection

44 (left t o ri ght) © Punchstock; © Corbi s

4 7 © Getty I mages

48 (c lockwis e fro 111 top l eft) © Getty ln1ag es;

~ Punchs t ock; © Age fo tostock; © Masterfile

58 (clockzvise {ron1 t op left ) © Cuboln1ages / Alan1y;

© Pun chsrock; © Alan1 y ; © Alan1y; © Juliet Coorn be/ Lonel y Planet Images

59 (left t o right ) © Alamy; © Index Stock

60 (c lock w is e fro11 1 t op l ef t ) Punchstock;

© Punchsr ock; © Punchs t ock; © Punchsrock;

© Getty ln1 agcs; <.e R eza Estakhrian / Getty l111ages; © Punc h stock; © Ju an Silva/ Getty Im ages

62 (cl ockivise fro111 top l eft) © J eff Greenberg / Phot o Edi t ; © f gc f otos tock; © Punchstock; © Ju piter

© P eter Bovvatcr / Ala n1 y

68 ( puppets) '" K ath r y n Burrington / Alamy

76 © Dallas trib l cy/ L o nely Planet Images

77 © Money S h a rpa/ EPA / Sipa

Aut orac ments

- - - - - - - - - - - - - - - - - - - -

-We 'vould like to tha11k our reviewers for their helpful suggestions:

Andrew ewton, Sogang University, Seoul, South Korea

Yao-feng Huang, Tajen University, Pingtung, Taivvan

Gordon Sites, Keihokujunior High School, Chiba, Japan

Brooks Slaybaugh, Tan1agawa Gakuen, Tokyo,japan

David Philip, Pusan National University, Pu an, South Korea

Robert Bendergrass, Pukyong National Univer i y, Pusan, South Korea

We would also like to acknovvledge the students and teachers in the following schools and institutes

~ r ho piloted cornponents of the first edition of Act iv e Listening:

Alianza Cultural Uruguay-Estados Unidos, Montevideo, Uruguay; Bae Centre, Buenos Aires,

Argentina; Bunka Institute of Foreign Langt1ages, Tokyo, Japan; Educational Options, Santa Clara,

California, U.S.A.; Impact English, Sa11tiago, Chile; Inst tt1to Cultural de Idiomas Ltda., Caxias do

Sul, Brazil; Kansai University of foreign Studies, Osaka, Japan; Koyo Choji Co Ltd., Hitachi, Japan;

National Chin-Yi Institute of Technology, Taichung, Taiwan; Osaka Institute of Technology, Osaka,

Japan; Souther11 Illinois University, Ni gata,Japan; Suzugamine Wo1nen's College, Hiroshin1a City,

Japan; Tokyo Foreign Language College, Tokyo, Japan; Umeda Business College, Osaka,Japa11;

University of Michigan English Language Institute, An11 Arbor, Michigan, U.S.A

Thanks also go to those intervie,ved for the Expansion units: Ayn1an Da'na, Larissa D'Angelo, Patsorn

Janprasert, Smita Kulkarni, and Elisa Sileoni, and to the English Language Institute at the University of

Pittsburgh for support during this project

A special thanks to the editorial and production tcan1 at Can1bridge University Press \.vho worked on

tl1is edition:

Eleanor Barnes, David Bohlke, Karen Brock, Rc>b Freire, Deborah Goldblatt, Yuri Hara, Louisa

Hellegers, Lise Minovitz, Sandra Pike, Danielle Po,ver, Tami Savir, Jaimie Scanlon, Kayo Taguchi,

Louisa van Houten, and Dorothy Zen1ach 1 ~ hi s book is much better because of their careful work and

helpful insights

Thanks to the Cambridge University Press staff and advisors:

Harry Ahn, Yun1iko Akeba, Michelle Kirn, Andy Martin, l igel McQuitty, Carine Mitchell, Mark

0 '1 eil, Rebecca Ou, Bruno Paul, Dan Schulre, Catherine Shih, Ho,vard Siegelman, and Ivan Sorrentino

Very special thanks to Deborah Goldblatt, who has been enthusiastic about this project for longer than

sl1e vvould have preferred Thanks for her patience and her support over the years

Finally, we would like to ackno,~ledge and thank Iv1arc Helgesen for his role as author on the first

edition He's ren1ained a grear friend and source of ideas throughout the \Vriting of this book

VII

vvhen they activate their prior knowledge of a topic,

the series gives students a fran1e of reference to make

predictions about what they will hear Through a careful balance of activities, students learn to listen

for n1ain ideas, to listen for details, and to listen and

n1ake inferences

Active Listening, Second Edition Level 1 is intended

for high-beginning to low-inter111ediate students It

can be used as a 1nain text for listening classes or as

a component in speaking or integrated-skills classes

The second edition differs from the first in a

nurr1ber of vvays In recent years, there has been

a greater en1phasis on the role of vocabulary and

pronunciation in the field of second language acquisition To reflect this en1phasis, the second

edition provides a n1ore refined vocabular)' syllabus

and a n1ore extensive preview of \.vords The final section of each unit has also been expanded to

provide a full-page speaking activity, including pronunciation practice In addition, the Listening

tasks in each unit have been expanded Students listen to the same input twice, each time listening

for a different purpose and focusing on a listening skill appropriate for that purpose Other changes in

the second edition include the systen1atic integration

of cultural inforrnation Most units contain interesting

cultural inforrnation in the listening tasks, and a new, two-page Expansion unit, containing cultural

inforn1ation about a country or region of the world and an authentic student interviev.r, has been added after every four units to reviev.r and extend the

language and topics of the previous units Each unit also has a Self-study page, accotnpanied b)' an audio

CD, that can be used for self-stud)' or home\;vork

ABOUT THE BOOK

The book includes 16 core units and four expansion units Each core unit has four parts: Warming up, tvvo n1ain Listening tasks, and Your turn to talk,

a speaking activit)' for pairs or sn1all groups The four Expansion units present cultural inforn1ation related to the unit themes r n addition, there is

an introductor)' lesson called Before you begin

This lesson introduces students to helpful learning strategies and types of listening

The units can be taught in the order presented or

out of sequence to follo'"' the themes of the class

or another book it is supplen1enting In general,

the tasks in the second half of the book are rnore

challenging than those in the first, and language fron1 earlier units is recycled as the book progresses

Unit organ i zation

Each unit begins v.ri h an activity called War1ning

up This activity, usually done in pairs, serves

t\·VO purposes: It ren1inds students of \.Vhat the)'

already knov.1 about the topic, and it previews con1n1on vocabulary used in the uni When they

do the warrning up activit)', students use their prior knowledge, or "schema,'' about the topic, vocabular)', and structures, as \o\lell as learn new vocabulary and

phrases that are connected to the rhen1e of the unit

The combination of the two approaches n1akes the

listening tasks that follov.1 easier

Listening task 1 and Listening task 2 are the n1ajor

listening exercises Each task has t\o\IO parts The students work with the san1e input in both parts of

the task, but they listen for different reasons each

tirne The tasks are balanced to include a variet)'

of listening skills, wl1ich are identified in a box to

the left of each listening exercise Because Active Listening features a task-based approach, students should do the activities as they listen, rather than

wait until they have finished listening to a particular segment To n1ake this easier, \.vriting is kept to a 1ninin1un1 In most cases, students check boxes, nun1ber i en1s, circle answers, or write only \;vords

or short phrases

- - - - - - - - -

-Your turn to talk, the final section of each unit,

is a short, fluency-oriented speaking task done in pairs or small groups First, students prepare for the speaking activity by gathering ideas and thinking about the topic Next, they practice a pro11unciation point Finally, they s p ea k to their classn1ates as they exchange inforn1ation or opinions

The tvvo-page Expansion unit after every four units features listening activities that provide general

cultural inforn1ation about a country or region of the world and an authentic interview with a perso9 fron1 that place The tasks focus on the san1e listening

skills as the core units and recycle the then1es and topics of the preceding four units

The Self-study page reviews language, vocabulary,

and tl1emes from the unit and provides personalization exercises Ir can be used for ho1ne\>vork or for additional listening practice

in class

Hints and techniques

• Be sure to do the \Varn1ing up section for each unit This preview can help students develop useful learning strategies It also helps students

to be n1ore successful listeners, \Vhich, in turn, n1otivates and encourages then1

• Try to play a particular seg1nent only one or tvvo tin1es If students are still having difficulty,

try telling them the ans\vers Then play the audio again and let them experience understanding \>vhat

they heard previously

• If son1e students find listening very difficult, have them do the ta kin pairs, helping each other as necessary The Teacher's Manual, described in the

box in the next colun1n, contains additional ideas

• Son1e students may nor be used to active learni11g Those students 1nay be confused by y<)ttr

instruction ince they are used to a more passive

role Explaining activities verbally is usually the least effective way to give instructions It is better

to den1onstrate For exan1plc, read the instructions

as briefly as possible (e.g., "Listen Nun1ber the

pictures.") Then play the first part of the audio progran1 Stop the recording and elicit the correct

ans\ver from the tudents Those \vho \Veren't sure

\vhat to do \viii quickly understand The san1e techniques \VOrk for Warming up and Your turn

to talk Lead one pair or group tl1rough the first step of the task As the other students vvatch, they '<viii quickly see what they are supposed to do

Active Listening, Second Edi ti on Level 1 is acco1npanied by a Teacher's Manual that

contains srep-by-srep teaching notes vvith key words highlighted, optional speaking activities and listening strategies, photocopiable unit

quizzes for each Student's Book unit, and t\VO

con1plete photocopiable tests \vith audio CD

HOW STUDENTS LEARN TO LISTEN

Many students find listening to be one of the most difficult skills in English The following explains

son1e of the ideas incorporated into the book

to make students bccon1e n1ore effective listeners

Active T _ istening, Second Edition Level 1 is designed

to help students tnake real and rapid progress Recent research into teaching listening and its related receptive skill, reading, has given insights into how successful students learn foreign or second languages

Bottom-up vs top-down processing:

a brick-wall analogy

Tc> understand what our students are going tluough

as they learn to listen or read, consider the "botton1

-up vs top-do\vn processing" distinction The distinction i based on the \vays students process

and attempt to understand \Vhat they read or hear

With borto1n-up processing, students start with the

C<)mponenr parts: \VOrds, gra111n1ar, and the like Top-do\vn processing is the opposite Students start

from their background kno,.vledge

This might be better understood by 111eans of a n1ctaphor ln1agine a brick wall If you are standing

at rhe borto111 looking at the wall brick by brick, you can easily see the details Ir is difficult, however, to

•

IX

language, try to listen fron1 the "bottom up."

They attempt to piece the rneaning together, word by word It is difficult for us, as native and advanced non-native English users, to experience

what students go through However, try reading the

following · fron1 ri gh t t o l e ft

word one ,slo'vvly English process you Wher1

to easy is it ,now doing are you as ,tin1e a at

.'vvord individual each of n1eaning the catch

understand to difficult very is it ,Ho,vever passage the of meaning overall the

You \vere probably able to understand the paragraph:

When you process English slo\vly, one \vord

at a time, as you are dc>ing now, it is easy to catch the n1eaning of eacl1 i11dividual word

Ho\.vever, it is very difficult to understand

the overall n1eaning of the passage

While reading, hovvever, it is likely you felt the frustration of botton1-up processing; you had

to get each individual part before you could 1nake sense of i This is si1nilar to what our students experience - and they're having to \vrestle the n1eaning in a foreign language Of course, this is

an ineffective \Vay to listen since it takes too long

While students are still trying to 1nake sense of

\vhat has been said, the speaker keeps going The

also often have a solid receptive knov.1ledge of English

gran1n1ar We shouldn't neglect the years of life

experience; our students bring with them a wealth of background kno,vledge on niany topics These three

strengths - vocabulary, gramn1ar, and life experience

- can be the tools for effective listening The War1ning up activities in Active List en ing build

<)n those trengths By engaging the students in

active, n1eaningful prelistening tasks, students integrate bottom-up and top-dov.1n processing They start fron1 nieaning, but, in the process of doing

the task, use vocabulary and structures (grammar) connected \.Yith the task, topic, or function The

result is an integrated listening strategy

l stening Many students have only had experience

with listening for literal co111prehension While

listening for details, or specific inforn1ation, is an

in1portant skill, it represents only one type We

have atten1pted to reach a balance in the book in order to give students experience with - and an understanding of - listening for tl1e main idea, or

gist, and Ii rening and making inferences Students

usually are quick to understand the idea of listening for the 1nain idea They can easily in1agine having to

catch the general n1eaning of something they hear Inference - listening "between the lines" - can be more difficult

Take the following exa1nple (fron1 the introductory unit, Before you begin) The students hear the

fol lowing conversation:

~ - - - - - -

-Paul: Hello?

Kate: Hi, Paul Thi is Kare

Paul: Oh, hi Ho'v arc you feeling? Are you still sick?

Kate: To, I feel better, thanks T'1n going co school

ton1orro\v What's che homc\vork for English

class?

Paul: The hon1cwork? just a 111inute OK, here it

is l~ ead pages twenty-three and twenty-four

Kate: T"venty-three and t\venty-four? OK Thanks

See you ton1orrO\v

Paul: Yeah, see you to1norrow Bye

Students l stening for the 111ain idea, or gist, can easily identify "school" as the rnain topic of

conversation, even though Kate and Paul also ~iscuss

the fact that Kate has been feeling sick They are also able to pick out the specific inforrnation, or details; in

this case, the page nun1bers for homc\vork To 11elp

students understand the idea of inference - listening

"bet'<veen the lines" - ask then1 whether or not both

students '<Vent co school today Even chougl1 neither

speaker directly says char Kare '<vas absent, students

can understand that Kare \.vas sick and did not go co

class Students con1e co understand that \vhat they

are listening for is just as in1portant as \Vhat they are

listening to

Many of these ideas are helpful in understanding

the listening process, but they should not be seen as rigid model We need ro ren1en1ber that listening is actually very co1nplex A student listening for gist

or inference 1nay, for exan1ple, gee rhe clues f o1n

catching a couple of specific bits of information

Re1nember that although listeners need practice in

listening, they also need n1ore: Tl1ey need to learn

how to l sten l"hcy need different types of listening

strategies and tasks They need to learn to preview

Our students need exposure to it all When students get the exposure they need, they build their listening

skills They beco111e active listeners

Steven Bro'<vn Dorolyn Smith

•

XI

'

•

,

• •

CLASSROOM

LANGUAGE

•

-Work with a partner Complete the sentences

Listening

task

- - ~~~~~ ~ ' ~ - - ' - ~ - ~~~ - ~~~~ - - - - - -

-There are many ways to listen We listen differently for different reasons

I MAI N IDEA A Q Listen to the conversation What is the most important idea?

Check (v") the correct answer

Sometimes you don't need to understand everything you hear You just want the main idea, or general meaning

I DETAILS B (J Listen again What are they going to eat? Check (v") the correct answer

c: ;>

Sometimes you only need to understand the details, or specific information

Ask yourself, "What am I listening for?"

INFERENCE C Q Listen again Will they go together? Check (v") yes or no

Sometimes people don't say the exact words You can still understand the meaning

This is called listening "between the lines," or l stening and making inferences

4 Before you begin

0 going to the doctor 0 school

DETAILS E Q Listen again What pages should she read? Write the page numbers

eetin

- - - - - - ·

A Work with a partner Complete the conversation with sentences from the box

0 Yes, I am I'm studying art 0 I'm Sun Hee It's nice to meet you, Brad

Brad: Do you like jazz?

Sun Hee: Yes I do I l ove i

How about you? What kind of music do you like?

-B Imagine you are meeting someone for the first time What questions would you ask?

Complete questions 4 and 5 Then write your answers to all the questions

1 What's your name?

2 Where are you from?

3 Are you a student?

C Work with a partner Take turns asking and answering the questions from Exercise B

6 Unit 1 Meeting people

Listening

task

~ - ~ - ~ ~~~~~ ~~ - ~ - ~ - - -

-DETAILS A (J Listen People are meeting at a party for the first time What do they ask?

Circle the correct answers

Lisa and Carlos

1 a Are you a student?

b What are you studying?

2 a Where do you study?

b What do you do?

3 a Do you live here?

b Do you like living here?

4 a Where are you from?

b Where are you going?

MAIN IDEA B Q Listen Imagine you are talking to Lisa What is your part of this conversation?

Check (v') your answers

1 0 Yes, I'm having fun, too

0 Yes, I do

2 0 I am, too

0 I'm (your name)

3 0 Yes, my friends are here

0 I'm from (your hometown)

-DETA I LS A (J Listen There are many ways to greet people aro und the world

Match each greeting with two places

DETAILS B (J Listen again Are the stateme nt s true or fal se? Check( ' ) th e correct answers

1 In Japan and South Korea, people bow to show respect

2 In Brazil, people usually kiss when they greet friends

3 People often say "Health be with you" when they use the

salaam in the Middle East

4 The namaste or wai also means "Good morning."

Do you live near here?

2 0 Listen Do you hear D o you or Are you? Check (.!} the correct answers

Do you Are you Do you Are you Do you Are you

SPEAK C Go around the class Ask the questions from your Personal Survey in Exercise A

B Clo se your books Write as many words from Exercise A as you can

on a se p arate piece of paper

C Compare answers with your partner Who wrote the mo st words?

10 Unit 2 F a mil ies

)

Listening task

~~~ - ~ - '~ - ~ - ~~~~~ - - - -

-MAIN IDEA A Q Listen People are talking about their families Who are they talking about?

Check (.I) the correct pictures

DETAILS B Q Listen again Circle the correct information

1 The woman likes to take them to eat hamburgers ! ( § )

2 His parents live nearby I far away

3 The picture was taken at her niece's I mother's birthday party

4 The granddaughter l kes I doesn 't like school

' -

•

Unit 2 Fam i i es 11

Listening

task

- - ~~ - ~~,~ ~ - ~~~ - - -

-DETAILS A Q Listen Jason is talking about his fami y Circle the correct information

1 Morgan is Jason's~ / niece 4 Frank is Jason's uncle I father

2 Austin is Jason's son I nephew 5 Katherine is Jason's wife I sister

3 Nick is Jason's brother I cousin 6 Janice is Jason's mother I aunt

DETAILS B Q Listen again Are the statements true or false? Check (./) the correct answers

1 Morgan plays on a soccer team

2 Morgan and Austin go to the same school

3 Nick cooks a lot at home

4 Frank doesn't like to cook much

5 Katherine likes to read

6 Janice and Frank often see their grandchildren

Your turn

to talk

~~ ~~~ - ~~~ ~ - - -

Job or school: works in a music stor e Job or school:

-(e)s = / 1 z /

dance -7 dances

watch -7 watches

exercises

! .texercises plays sleeps studies teaches works I

SPEAK C 1 Work with a partner Talk about your family member from Exercise A

Let me tell you about my cousin

My cousin '.s name is Vinny He lives in Singapore

He 's 23 year s old , and he works in a music store

He like s movies , plays volleyball, and sleeps a lot!

Unit 2 Families 13

B What numbers are important for you? Write them on a separate piece of paper

Your birthday 11/ 1 6/87 (month, day, y_ear) eleven, sixteen, e19hty- S&en

-Your phone number 709 : 555-423 9_ _ seven-oh : nine, five-fi ve - flve , lou r ::: Jwo-three-si x

_ Another important number _ 07450 oh - se y_ en - fou r::: five-o b_ _.,._ _ _ _ _ -t

-C Play The Number Game with your partner Take turns reading your numbers from

Exercise B Circle your partner 's numbers on the game Then check each other's games Did you circle the correct numbers?

My birthday is 11 116187

14 Unit 3 Numbe rs

Listening

task

~ - ~ ~~~ ~~ - ~ , ~~ - -

-MAIN IDEA A Q Listen People are calling for information What places do they ask about?

Check (w"') the correct places

0 Sydney Hotel

0 Park Hyatt

0 National Tourism Organization

0 Central Tours Office

0 United States Embassy

0 American Center Library

0 American Chamber of Commerce

0 American Trade Office

0 Blue Jays Baseball Team Ticket Office

0 Maple Leafs Hockey Team Ticket Office

Listening

task

Team scores

MAIN IDEA A Q Listen These teams are in a basketball tournament Which team wins

each game? Write the first letter of the team's name in the circles

DETAILS B Q Listen again Write the score for each game in the chart

Your turn

to talk

Numbers numbers _ J _ _ _

PREPARE A Read the sentences Circle one number in each sentence

1 His phone number is 555-3769 I 555-3679 I 555-3699

2 She is 13 I 30 I 17 years old

3 The final score was 109 to 98 I 101 to 93 I 105 to 89

4 The hotel's phone number is 03-4 2 3-8 1 64 I 03-422 -8 164 I 03-423-8964

5 The Lions lost to the Bears 30 to 1 3 I 4 0 to 1 4 I 50 to 15

6 His birthday is 915194 I 5 1 9194 I 915174

PRACTICE B 1 (J Listen and practice Notice the stress on the first syllable for numbers that

end in -ty Numbers that end in -teen have the stress on the last syllable

SPEAK C Work with a partner Take turns reading your numbers from Exercise A Draw a

star C*> above the numbers you hear Then check your answers Who had the

most correct numbers?

His phone number is 555-3769

Did you say 3679 or 3769?

Unit 3 Numbers 17

B Work with your partner What other foods do you know? Write as many

as you can Then tell the class

bananas

yogurt

18 Unit 4 L e t 's ea t!

Listening

task

Wh~~ ~~~ - ~~ y~ - ~ ~ - ~ - ~ ~ - ? - - - - -

-DETAILS A Q Listen People are ordering food in a restaurant

Check (I') their orders

1

soup

3 t opp1ngs

DETAILS B Q Listen again Circle the correct information

1 The woman doesn't like(Vegetable S)I chicken

4

· salad

2 Active Lemon Light has no flavor I too much sugar

3 The man thinks cheese has too much fat I doesn ' t taste good

4 She doesn't like onions I tomatoes

Unit 4 Lefs eat ! 19

Listening

task

- - ~ - ~~~ ,~~ - ~~ - - ~~~ c ~~ - ~ - - - - -

-INFEREN C E A Q Listen Which foods are the people talking about? Number the pictures

0

DET AI L S B Q Listen again How did you know? Write the words that gave you the hints

The Food Ciame

Your turn

to talk

My favorit e home-cooked food is spagh etti

your favorite fast food

the most unusual food you've eaten

your favorite restaurant

a food you hate

a healthful food you oft~n eat

the best food fora hot day

a food you can make

your favorite snack

your idea of a good breakfast

PRAC T IC E B 1 Q Listen and practice Notice the intonation of Wh- questions

'

Where do you eat lunch?

your favorite home-cooked

food

your favorite food when you were a child

a

foreign food

2 Q Listen Do you hear What, When, or Where ? Check (v") the correct answers

SPEAK C Play the game in Exercise A in groups of four Put your markers on "Start."

Flip a coin to move

Move one space Move two spaces

When you land on a square, your classmates ask you questions about that topic

Un it 4 L et's eat! 21

Li stening task 1 • In f ormat i o n

MA I N IDEA A (J Listen People are talking about Thailand What are the topics?

Circle the correct answers

I DETAILS B Q Listen again Are the statements true or false? Check (.I) the correct answers

1 Thais put their hands higher when they greet younger people

2 About 11 percent of the people living in Thailand are Chinese

3 Today, about 13 percent of Thais live in bigger families

4 Thai dishes usually have a little meat or fish

22 Exp a n sio n 1 Thailand

- - -~ - - -

-Li s t e nin g t ask 2 • F ood

DET AILS A Q Listen A woman is talking about two popular dishes in Thailand What is in

each dish? Check(.!) the things (There are two extra items for each dish )

1

Thai green curry

0 gar lic 0 ch i cken

0 coconut milk 0 basil leaves

2 pad Thai

0 brocco l i 0 bean sprouts 0 p eanuts

D ETAILS B Q Listen again Circle the correct information

1 a T hai people eat curry with bread I rice

b The most popular Thai d i s h is I is not spicy

2 a The woman prefers pad Thai in the U.S I Thailand

b Tha i dishes are I are not a l ways sp i cy

Free time

- -·

A What do you do in your free time? Complete the chart with always , often,

sometimes, hardly ever, or never

o~en

always

1 go out for lunch

2 watch TV in the morning

3 play sports in the afternoon

B What other things do you do in your free time? Write as many as you can

Then tell the class

-C Compare free-time activities with the class Which activities are the most popular?

the least popular?

24 Unit 5 fr · ee time

Listening

task

How often?

- - - - - - - - - - - - - ~

-D E TAILS A Q Listen People are talking about their free-time activities How often do

they do them? Write always , often, sometimes, hardly eve r , or never

1 He -'-" ha ""' r """' d""(y -' e ,._, v _,._ er , _ plays sports in the afternoon

2 She _ _ _ _ _ goes to the movies on weekends

4 She _ _ _ _ _ goes to a club

5 He _ _ _ _ _ _ _ goes out for lunch

6 She visits relatives on Sunday

D ET AILS B Q Listen again Circle the reasons

1 The man

a doesn't like to exercise

@ works in the afternoon

2 The woman

a thinks movies are more exciting at the theater

b doesn't have a DVD player

3 The student

a l kes many kinds of programs

b doesn't have to study very much

4 The woman thinks clubs

a are too expensive

b aren't enjoyable

5 The man likes

a to cook for friends

b to go out for lunch with friends

6 The woman likes to visit

a her grandparents

b her cousins

Unit 5 Free time 25

Listening

task

~ - - - - ~~~~ ~ ~ ~~~ - ~~~ - ~~

-I MA I N IDEA A Q L is t e n P eo pl e in th e U.S s p e nd th e ir fr ee tim e in th e eve nir 41j in diffe re nt ways

Numb e r th e a ctivit ies from 1 t o 9

0 reading

0 staying home with family

0 getting together with friends

Your turn

to talk

~~ ~ - ~~~ ~ - ~~~ - - -

-PREPARE A Think of activities you like doing and activities you don't like doing in each

situation Complete the chart

~-·-PRACTICE B 1 (J Listen and practice Notice that the important words in the sentences are stressed

I like shopping with friends You l ke reading on rainy days

I don't like going to the movies alone Joe doesn't like staying home on weekends

2 Q Circle the stressed words in the sentences Then listen and check your answers

a On r a iny ~, I like st a y i n g(b om~ d He doesn't like visiting relatives

b She likes playing sports with friends e I like swimming after class

c I don't like watching TV f You don't like studying alone

SPEAK C Work in groups of three Take turns sharing the activities you wrote

in Exercise A Can the group members guess the situation?

I like shopping , but I don ' t like watching TV

I think you l ike s h o pping , b ut you d on ' t like

w a tching TV wi t h y o ur fam i y

Wrong I like shoppin g , but I don ' t like watching TV with friends

U nit 5 Fr ee ti m e 27

reat out it!

- - - - - - - ·

A Wo r k wi th a p art n e r L a b e l th e pictur es w ith wo r ds f r o m th e box

riJ blouse 0 pants 0 shorts 0 sui t

0 cap 0 sandals 0 skirt 0 sweater

0 dress 0 shirt 0 sn ea kers 0 T -shirt

Listening task

~ - ~~~~~ - ~~ - - ~~ - - ~~ : ~~~~ - - - - -

MAIN IDEA A Q Listen Megan is telling her friend Erica what she's planning to wear