listen and speaking 1 and 2

85Chapter 10: Planethood 87 Quiz Answer Keys, Listening & Teacher’s Script for Quizzes 92 Using the Features of Tapestry Listening & Speaking 1 7 Answer Keys, Listening & Speaking 1 10

Listening &

Speaking

Cheryl Benz Kara Dworak Mary McVey Gill Pamela Hartmann Instructor’s Manual

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Preface 48

Features of the Second Edition 49

On-going Chapter Features 49

Extracurricular Listening 50

How to Use a Sample Chapter 51

Answer Keys, Listening & Speaking 2 54

Chapter 1: The Whole World is Your

Chapter 2: Change and Choice 55

Chapter 3: This Is Who I Am 56

Chapter 4: Health: Getting the Most

Chapter 5: When Cultures Meet 59

Chapter 6: What Do You Mean?

Thought and Communication 61Chapter 7: Making Friends and

Finding Love 62Chapter 8: Tell Me What I Want:

Advertising and Shopping 63Chapter 9: What’s in the News? 65

Advertising and Shopping 83Chapter 9: What’s in the News? 85Chapter 10: Planethood 87

Quiz Answer Keys, Listening &

Teacher’s Script for Quizzes 92

Using the Features of Tapestry

Listening & Speaking 1 7

Answer Keys, Listening & Speaking 1 10

Chapter 1: Meetings and Greetings 10

Chapter 2: Finding Your Way 11

Chapter 3: A Full Life 13

Chapter 4: It’s Raining Cats and Dogs 14

Chapter 5: To Your Health 15

Chapter 6: A Human Rainbow 17

Chapter 7: My Hero 18

Chapter 8: Get a Job! 19

Chapter 9: All in the Family 22

Chapter 10: The Future Is Now 23

Chapter Quizzes, Listening &

Chapter 1: Meetings and Greetings 24Chapter 2: Finding Your Way 26Chapter 3: A Full Life 27Chapter 4: It’s Raining Cats and Dogs 28Chapter 5: To Your Health 30Chapter 6: A Human Rainbow 32Chapter 7: My Hero 34Chapter 8: Get a Job! 36Chapter 9: All in the Family 38Chapter 10: The Future Is Now 40

Quiz Answer Keys, Listening &

Teacher’s Script for Quizzes 45

Tapestry Listening & Speaking 2 Instructor’s Manual

Table of Contents Tapestry Listening & Speaking 1 Instructor’s Manual

Tapestry Listening & Speaking 1 is a high beginning

lis-tening and speaking text for ESL/EFL students who are

still forming the foundation of their English knowledge

Listening and speaking are integrated within the text, with

the primary focus on the students’ ability to react and

re-spond to the material and to each other When we chose

the topics for this text, we tried to consider the most

im-mediate needs and interests of our students as well as what

students at this level were capable of discussing Some of

the material may be challenging for your students, but the

tasks and activities are designed to maximize their success

while offering the most authentic language possible

En-courage students to make intelligent guesses and to

be-come more comfortable with some ambiguity in their

un-derstanding This will assist them in being more successful

in their encounters with English outside your classroom

Using the Features of

Tapestry Listening & Speaking 1

There are several standard features and activities that will

appear in every chapter of this text These include:

Title page photo or art with accompanying activity;

Setting Goals;

Getting Started;

Language You Can Use;

Using New Language;

Listening Activities;

Speaking Activities;

Language Learning Strategies;

Academic Power Strategies;

Tuning In with CNN®Videos;

The Sound of It;

Check Your Progress

While they are included in every chapter, these features

will not always appear in the same order Using different

sequencing allows for a natural flow from one activity to

the next depending on chapter content, while still

provid-ing certain recognizable activities to create cohesion and

make students feel more comfortable

The following chapter overview provides a detailedexplanation of the purpose of each activity or feature,

guidelines for how to use the activity or feature, and

sug-It should also be noted that many of the topics can bedone in several ways with students working individually,

in pairs, small groups, or as a whole class

Chapter Overview

Title page photo or art with accompanying activity: The

photo and an activity, which is usually made up of series

of questions, is the first introduction of the chapter topicand content It serves to build schema and to provide stu-dents with an accessible way to engage in the topic

Suggested time allowance: 5 minutes Setting Goals: Each chapter will have a clearly stated list

of objectives for students to work on These come diately after a brief introduction to the chapter and helpstudents focus on the work to come, gearing their effortstowards reaching specific listening and speaking languageobjectives The instructor could have students read thegoals out loud and perhaps discuss each goal briefly tomake sure all students understand what they will work toachieve throughout the chapter

imme-Suggested time allowance: 5–10 minutes Getting Started: This activity can take many forms, from

questions or statistics to discussions to a preview of thechapter The purpose is to provide a warm-up activity forstudents and to help them begin to see what they’ll belearning

Suggested time allowance: 5–10 minutes Language You Can Use: In this section, students are pre-

sented with expressions to use to fulfill the language tions of the chapter Examples will be presented and theinstructor may choose to model the function and providefurther examples, perhaps using previous class discussions

func-or situations Students should have time to ask questionsand repeat the examples in order to allow for both selfchecking and instructor checking of intonation, syntax, etc

Suggested time allowance: 10–15 minutes Using New Language: This application activity will always

follow the Language You Can Use activity The purpose of

Using New Language is to allow students to quickly apply

what they have learned This activity will usually be donewith a partner or in a small group

Suggested time allowance: 10–15 minutes Listening Activities: Listening activities will fulfill at least

one of two goals First, in addition to using the target guage in speaking activities, these activities provide an op-portunity for students to hear target language in differentcontexts and check their comprehension Second, listening

lan-Note to Teachers

the passage on audio cassette and may be asked to

com-plete cloze exercises, listen for distractors, answer

ques-tions, or choose correct responses; and After You Listen,

in which students are asked to either complete an activity

to demonstrate their comprehension of or opinions about

what is in the listening passage or discuss the topic further

The instructor should carefully go over directions for each

of the three parts of the activity, making sure that students

know what is expected each step of the way so that they

can then concentrate on the listening passage

Suggested time allowance: 15–20 minutes

Speaking Activities (for example, role-playing): Each

chap-ter will include speaking activities designed to provide an

opportunity for students to use vocabulary, language

func-tions, and knowledge of the content area of the chapter

These exercises will often move from more structured

tasks to more communicative tasks Such exercises may

include information gap activities, “find someone who”

activities, games, role plays, skits, discussions, or brief

presentations The types of activities will vary from

chap-ter to chapchap-ter

Suggested time allowance: 20 minutes

Note: The four previous chapter activities may appear

more than once within a chapter, depending on the

amount of new language and number of functions

pre-sented within the chapter

Language Learning Strategies: There will be two Language

Learning Strategies in each chapter These strategies give

information about specific things students can do to

maxi-mize their own language learning Strategies may focus on

ways to deal with cultural issues, non-verbal

communica-tion, suggestions for improving comprehension, ways to

increase participation, tips for using target language

out-side of class, etc Each Language Learning Strategy will be

incorporated into a specific listening or speaking activity,

with steps outlined in Apply the Strategy These

applica-tion steps will show students how using the strategy can

help them to communicate and learn more successfully

The instructor may wish to have students read the strategy

themselves and then discuss the application steps as part

of the directions for the activity, or the class can go over

the strategy together, perhaps even generating additional

suggestions for ways in which the strategy can be applied

outside the classroom environment

Suggested time allowance: 5–10 minutes

Academic Power Strategy: There will be one Academic

Power Strategy in each chapter Academic Power

Strate-gies provide information about specific things students can

do to maximize their own success in the

classroom/aca-demic environment Such strategies may address areas

such as study skills, culturally appropriate classroom

be-haviors, or time management skills Each strategy will

im-tivities or situations by following the steps in Apply the

Strategy The instructor may wish to have students read

the strategy themselves, or the instructor can review thestrategy with the whole class, discussing the applicationsteps as part of the activity instructions

Suggested time allowance: 5–10 minutes Tuning In: This listening exercise will be based on a CNN

video clip The video clips will usually be 2–3 minutes inlength and will address the topic of the chapter Since thepace of the video clip may be quite fast for some students,

it may be necessary to play the clip several times The cus should always be on the task they have been given,which is designed to be achievable for students at thislevel Students will need to learn to focus on their task andnot worry about language they cannot understand at thistime The chapter can be completed without using thevideo clip if access to a TV and VCR is limited

fo-Suggested time allowance: 15–20 minutes The Sound of It: This is the pronunciation component of

the chapter, targeting areas such as reductions, stress, nation, or individual sounds that prove to be difficult formost students at this level Students will listen to the audiocassette and respond by completing the activities in theirtextbooks

into-Suggested time allowance: 5–15 minutes depending

on the number of activities and number of timesstudents need to listen

Reading: The reading may be an article or excerpt from a

newspaper, magazine, or book In addition to providingexamples of good writing and generating opportunities tointegrate skills, the reading will be a jumping-off point forlistening and speaking activities The reading will addresscontent, however, rather than language, and is geared toenhancing conversational fluency and comfort and famil-

iarity with the topic There is a Getting Ready to Read

ac-tivity, consisting of questions for discussion, predictions,

or vocabulary to help students understand the reading; the

actual reading passage; and an After You Read activity

which provides the opportunity to demonstrate hension, discuss what they have read, and work with newwords or idioms The instructor may wish to have studentsread silently or read out loud with the whole class Alter-nately, the reading passage may be assigned as homework

compre-to prepare for class

Suggested time allowance: 30 minutes maximum Write About It: The purpose of this activity is to give stu-

dents an opportunity to integrate skills This activity maycome in response to previously presented material or activ-ities, or may lead up to new ones It may take the form of

a letter, a series of sentences using the target language, ing in a form, a response to a question about the content

fill-of the chapter, or a paragraph about their experiences The

chapter The instructor may want to assign it for

home-work and/or have students turn the home-work in for feedback

and response

Suggested time allowance: 10 minutes Culture Notes: These notes are scattered throughout chap-

ters in the text and serve to highlight situations when

cul-ture has a direct impact on the communication process

Culture Notes may relate to an activity or may discuss

ways in which culture influences language usage and

ap-propriateness Students can add their own ideas and

cul-tural values to those discussed in the note Culture Notes

can even be used as additional discussion activities or as

prompts for tape or written journal entries outside of

class

Suggested time allowance: The time will vary

depending on how the note is used, with 5–10minutes being acceptable for a brief pair or classdiscussion and more time being allowed for writingassignments or tape journal entries

Threads: Threads are placed in the margins of the text and

appear in two forms—quotes and facts Factual threads

provide information relating to the topic focus of the

chapter and may support information which is presented

in a general way in a listening passage, reading passage,

video clip, or discussion activity Quotes can be used to

stimulate conversation, work on paraphrasing skills, or as

prompts for tape journal entries However, it is not

neces-sary for the instructor to use Threads as part of the

class-room lesson plan

pending on how the thread is used The instructormay wish to point out facts that are relevant to anin-class activity More time would be allowed fordiscussion of quotes or to complete writing activi-ties or tape journal entries

Putting It All Together: These culminating activities

al-low students to apply much of what they have learnedthroughout the chapter and give them opportunities formore practice Students may be asked to respond to ques-tions, complete dialogues, respond to language prompts,

and list ways they can apply Language Learning Strategies and Academic Power Strategies they have studied in the

chapter Instructors can assign one or all of the activities ormay wish to offer them as an option to students lookingfor more practice

Suggested time allowance: 10 minutes

Test-Taking Tips: There will be one Test-Taking Tip in

each chapter Tips offer students practical steps for proving their test results in this and other classes Sometips are aimed at improving students’ oral testing skills,while others are aimed at improving their written test-taking abilities

im-Suggested time allowance: 5 minutes Check Your Progress: This final activity is a brief self-as-

sessment Students will re-examine the goals stated in

Set-ting Goals at the beginning of the chapter and decide how

successfully they have met these goals by completing thechapter activities

Suggested time allowance: 5 minutes

◆ Formal or Informal Language?, page 4

F speaking with a boss or

manager at work

I talking to your brothers

and sisters

F talking to your teacher for

the first time

F speaking to an older adult

I speaking to classmates

depends on relationship meeting someone for the

first time

◆ Listening 1: Formal and Informal Introductions, pages 4–5

Top row, left to right: I ,F, F

Bottom row, left to right: I, F

◆ Getting Ready to Listen, page 6

All statements are true

◆ Listening 2: Formal and Informal Dialogues, pages 6–7

Patrick is too informal

◆ Try It Out, page 8

Suggested Situations

1 Classroom the first day of class, meeting other

stu-dents

2 At a party, meeting new people

3 At a business meeting, meeting other business people

4 At the office, meeting clients

5 At your home, meeting new neighbors

Using New Language, pages 12–13

Formal

Good morning

Hi, how are you? (could also be informal)

Hi, it’s nice to see you (could also be informal)

Hey, how’s it going?

Hi, how are you? (could also be formal)

Hi, it’s nice to see you (could also be formal)

Hi! How’re you doing?

Hey, what’s new?

◆ Getting Ready to Listen, page 13

1 Usually slowly

2 Usually quickly

◆ Listening 3: Listen for Rate of Speech, page 13

◆ The Sound of It: Reductions, page 14

a How are you doing? /How ya doin’?/

b How is it going? /How’zit goin’?/

c What is happening? /What’s happ’nin?/

d How are you? /How’r ya?/

e How have you been? /How’v ya been?/

f It’s nice to see you /It’s nice ta see ya./

g How about you? /How ’bout you?/

◆ Vocabulary Building, page 18

1 a

2 b

3 b

◆ Tuning In: “Empty Nest,” pages 21–22

1 They feel happy and sad at the same time

2 They are proud and happy for the step that their dren are taking, but at the same time they are sad tosee them leaving home and going away

chil-(Answers to the following may vary—approximate bers are fine The purpose is just for them to become moreconscious of the gestures.)

◆ Vocabulary Building, page 30

◆ After You Read, page 31

1 Less traffic and less pollution

2 Because of the way that riders tap the roof to be

dropped off

3 Paris, Mexico City, and Tokyo all have subways

4 In France

5 Answers will vary

6 Answers will vary

◆ Tuning In: “The Sparrow,” pages 31–32

Answers to the following may very depending on students’

opinions Encourage the students to guess if they’re not

sure about the Sparrow (The video is a bit challenging

One of the purposes of the video is to help students

come more comfortable making intelligent guesses and

be-coming more tolerant of ambiguity while listening.)

◆ Listening 1: Following Directions, pages 32–33

From San Francisco, take highway 101 south Continue

south for approximately 20 miles Then, take highway 85

south Go south on 85 for about 7 miles Take the

◆ Using New Language, pages 33–35

Train depot to Nealon Park

From the train depot you want to take Santa Cruz Ave ward El Camino Real Follow Santa Cruz Ave for about a

to-half mile You’ll pass many stores and a bank on the left.

Take a left on University Drive Go four blocks on sity until you get to Middle Ave Take a left onto Middle.The park is on your left

Univer-Nealon Park to the library

From Nealon Park, take Middle Ave toward El CaminoReal Turn left onto El Camino and go three blocks Take

a right at Ravenswood You’ll know it because you’ll see abig bookstore on the corner of Ravenswood and ElCamino Take the first right past the railroad tracks.That’s Alma The library is on Alma, on your left

◆ A Campus Map, pages 35–38

1 You will find the Physical Education building in 5G-H

2 The library is in 3E

3 Parking lot 1 is in 2A.

4 The building code for the Bookstore is BKS

5 There are 7 parking lots

◆ Listening 2: Asking for directions, pages 38–39

New student: Excuse me? Can you tell me how to get to

the Language Arts building?

Student: Sure Follow Campus Center Walk past

the Campus Center Then, bear right ontothe bridge

New Student: I’m sorry Bear right?

Student: Walk a little to the right but don’t turn

right all the way Take a left after thebridge The Language Arts building is thefirst building on the right It’s across fromthe Physical Education building

New student: Okay So, I take Campus Center Walk past

the Campus Center I bear right onto thebridge I turn left after the bridge, and it’sthe first building on the right

Student : You got it!

New student: Thanks a lot

Language Learning Strategy, pages 42–43

◆ Apply the Strategy, page 43

Teacher Commands

Chapter 2: Finding Your Way

stand next to the

stand across from the

stand behind the

◆ The Sound of It: Syllable Stress, page 46

1 drive walk car

2 college parking commute

3 directions professor commuter

4 automobile information community

5 university administration opportunity

Listen for Syllables

Listen for Syllable Stress

Does this sound all too familiar? Are you one of the

mil-lions (2) of Americans who spends too much time in your

car commuting (3)? Well, the Community (4) tion Service is here to help you We have information (4) about a variety of transportation (4) alternatives What about taking the train (1)? Riding the bus? Using your

Transporta-bike (1) or your feet? We can give you public (2)

trans-portation information or help you find people (2) to share the ride in your automobile (4).

◆ Vocabulary Building, pages 54–56

1–10 Students’ guesses will vary

◆ After You Read, pages 58–59

1 See paragraphs 1 and 2

2 See paragraph 3

3 See paragraphs 4 and 5

◆ Tuning In: “Going Back to School,” page 59

Older adults are going back to school

to have something to do

to succeed at work

to get a better job

to keep learningbecause colleges and universities are trying to getolder students to come

to learn the newest information for their jobsHow do teachers feel about having older students intheir classes?

They like having older students

They don’t like having older students

◆ Listening 1: Talking About Schedules, page 60

1 a

2 a

3 b

4 a

◆ Listening 2: Morning Person or Night Owl?, pages 64–65

Alex: Manuel, you’re not going home now, are you?

Manuel: Sorry! I have to get up early in the morning

Alex: But it’s only eleven o’clock!

Manuel: I’m usually asleep by eleven!

Alex: Not me I always stay up late I often work late

at night

Manuel: You must be a real night owl I guess I’m a

morning person

Alex: A morning person?

Manuel: Yeah I always get up early in the morning I

usually study for a few hours in the morning fore I go to work

be-Alex: Oh I never study in the morning My brain

doesn’t work that early!

Manuel: And I never study at night!

Language You Can Use: Adverbs of Frequency, page 65

◆ The Sound of It: Sentence Stress, pages 67–69

Sentence Stress Practice

Mio: Do you like to play sports?

Lissy: Yes I often play sports on the weekend.

Mio: What kind of sports do you play?

Lissy: I play soccer with friends on Saturdays On

Sun-days I sometimes go for hikes in the mountains.

◆ Listening 3: An Automated Phone Service, pages 69–70

◆ Listening 4:Listen for the Topic, page 72

Conversation One (at a bus stop)

Conversation One (at a bus stop)

It looks like rain

Conversation Two (at a party)

So, what do you do?

Conversation Three (in a café)

Are you a student?

Conversation Four (in line at a movie theater)

Are you going to see City of Angels?

Chapter 3: A Full Life

◆ Listening 1: Talking About the Weather, pages 80–81

Photo 1: Conversation 2

Photo 2: Conversation 3

Photo 3: Conversation 4

Photo 4: Conversation 1

◆ Listening 2: A Weather Report, page 84

The following statements are true:

It is spring

It is going to rain in Vancouver

It will rain a lot in Nova Scotia

◆ Getting Ready to Read, page 91

2 The sun controls the weather in different parts of the

world

4 The sun causes rain and other precipitation

1 The sun causes all kinds of weather

3 The sun causes wind

◆ Vocabulary Building, page 95

◆ Tuning In: “Global Warming,” page 96

The following are sample answers for the graphic:

Global WarmingHow do we know the earth is getting hotter?

• People are sweltering

• Nine of the hottest years on record have occurred in thepast eleven years

• 1997 was the hottest year on record

• Each month in 1998 has been the hottest on record.What causes global warming?

• Burning coal, gasoline, and other fuels

• Carbon dioxide is released into atmosphere

• Atmospheric blanket develops

• Average temperatures rise

What can we do about global warming?

• Burn less coal

• Drive cars less

◆ Listening 1: Talking About Symptoms, page 112

She has a fever

She feels sick to her stomach

Conversation Five

His head hurts

He feels tired

Conversation Six

Mary and Doug have a rash

They feel really itchy

◆ Listening 2: Giving Advice, page 113

You have to stop smoking

◆ Strong Advice or Suggestion?, page 114

Susan: Hello Doctor Basso’s office This is Susan

May I help you?

Ms Kim: Hello This is So-Young Kim I’d like to make

an appointment with Dr Basso

Susan: What seems to be the problem, Ms Kim?

Ms Kim: Actually, I’m not sick I’d like to come in for

my yearly checkup

Susan: OK, fine Dr Basso has some time next

Thurs-day Is that day good for you?

Ms Kim: Let me see Thursday Actually, Thursday isn’t

good for me What about the following day?

Tues-Susan: Yes We have openings on Tuesday How about

Tuesday then?

Ms Kim: Yeah Tuesday would be just fine What time?Susan: We have an opening at 4:15

Ms Kim: 4:15 sounds good.

Susan: OK Can you spell your name?

Ms Kim: Kim K-I-M First name So-Young S-O

Y-O-U-N-G

Susan: All right, Ms Kim We have you scheduled to

come in next Tuesday, March 17 at 4:15.You’ll see Dr Basso for a checkup Is thatcorrect?

Ms Kim: Yes Thank you

Susan: You’re welcome See you next Tuesday

Ms Kim: See you Tuesday

◆ Listening 4: Talking to a Doctor, pages 118–119

Part 1

The student has a bad cold

Part 2

1 You must sleep more

2 You have to eat better

3 You should exercise more

◆ Vocabulary Building, page 120

◆ After you Read, pages 120–121

Exercise can help in ALL the situations listed

◆ Listening 5: Exercise Information Line, page 122

Chapter 5: To Your Health

Sequence Words and Phrases Reasons Why People Don’t Exercise

1 The first problem No time.

3 The third most common reason Too tired.

◆ Tuning In: “Snacking,” pages 124–125

As millions and millions bite into snack foods, snack food

companies are taking an impressive bite out of the

Ameri-can food dollar 98% of people in the USA snack at least

once a day So this is truly an American pastime And as

the insatiable number of snack food choices keep growing,

people keep eating more And more And more than ever

before

Last year, Americans spent 56 dollars on snack foods

and that equates to about 21 and a half pounds per

per-son And here’s another statistic to swallow More than 15

billion dollars’ worth were crunched and munched in

2 Get enough sleep

3 Eat green things

4 Don’t smoke

5 Don’t drink a lot of alcohol

6 Wear a seat belt

7 Drink lots of water

8 Visit your doctor for regular checkups

9 Reduce stress

10 Spend time with friends and family

◆ The Sound of It: Pronouncing the /th/ Sound, pages 126–127

No time You should take two or three short walks every day

No money You don’t have to join a gym Walk.

Too tired Exercise every day—it will give you energy.

Bad weather Exercise inside.

Embarrassed Don’t feel bad; you should feel great!

◆ Listening 1: Listen for Details, page 135

1 They are both twenty years old

2 Kim lives with her parents, and Angela does too.

3 Kim’s family is like Angela’s family.

4 They have the same number of brothers and sisters.

5 Angela studies as hard as Kim

Using New Language, page 136

1 Kim likes rock music, and so does Angela

2 They have similar hair color

3 Kim is like Angela

4 Kim is happy, and Angela is too

The following examples use the “be” verb:

1 Kim and Angela are alike

2 Kim is like Angela

3 They are the same height

4 They are both happy

5 Kim is happy, and Angela is too

6 Kim’s hair is as dark as Angela’s hair

7 Kim is as tall as Angela

The following examples use other verbs:

1 They have similar hair color

2 They like the same music

3 Kim likes rock music, and so does Angela

The following examples use “as as”:

1 Kim is as tall as Angela

2 Kim’s hair is as dark as Angela’s hair

◆ Talk About It, page 137

Sample answers:

Ben is an only child, and so is Greg

They are both only children

Ben has short hair, and so does Greg

They both have short hair

Ben’s hair is as short as Greg’s

◆ Talking About Graphs, page 139

1 “Foreign-born” means “not born in the United

States,” or “born in a country other than the UnitedStates.”

2 In 1910, about 15% of the population was born This was the largest percentage from1900–1990

3 In 1970, about 5% of the population was born This was the smallest percentage from1900–1990

foreign-4 It appears that the percentage of citizens who are foreign-born has been increasing since 1970

5 The graph probably only shows figures for eachdecade because there is too much variation from year

to year It just gives the average for each decade

◆ Listening 2: Immigration, page 141

1 Before 1860, most people were farmers

2 Cities grew bigger because of the large numbers ofimmigrants

3 Immigrants lived in neighborhoods where they couldspeak their native language

◆ Tuning In, page 147

1 They are unemployed scientists and engineers whodon’t know how to present themselves at interviews

in the United States

2 They are from countries of the former Communistbloc, such as Romania

3 They are using headhunters and attending workshops

to learn how to present themselves at interviews

4 They need to adjust to American values and customs

◆ After You Read, page 150

◆ Listening 1: Heroes, page 161

Description 1: Florence Griffith Joyner

Description 2: Bob Marley

Description 3: Celine Dion

Description 4: Sammy Sosa

Description 5: Hillary Rodham Clinton

◆ Listening 2: Superman, pages 165–166

2 see through walls

3 bend a steel rod

2 a everything turns out well

3 a Superman comics were in the newspaper

4 b keeps the truth from everyone

3 defends truth and justice

4 stops planes and trains

◆ Guess the Meaning, page 168

1 a a superhero

2 a isn’t in shape

3 b a man who helps poor people

4 b didn’t finish high school

5 b poor people

6 b present a statue

◆ Listening 3: Personal Heros, page 173

Dr Martin Luther King

• won the Nobel Peace Prize

• against racism

• was peacefulMother Teresa of Calcutta

• helped poor people

• won the Nobel Peace Prize

• helped sick people

• was peacefulNavajo Code-Talkers

• soldiers

• are well-known by Native American people

◆ Listening 1:Talking About Work, page 185

Felix:

He works in an office

He knows how to type

He writes reports for his boss

People ask Felix for appointments

He doesn’t like his job

He finishes work at the same time every day

Claudia:

She starts work at the same time every day

Claudia stays in shape by jogging and swimming

Being in good shape is important in her job

Claudia likes her job

She thinks her job is important

Sometimes she helps injured people

Bernice:

Bernice only works at night

The restaurant is usually busy

She has an easy job

Bernice works hard

She gets tired at work

She likes her job

Using New Language, pages 186–188

1 Bobbi McCaughy is a mother

She has eight children

She takes care of her children

She cooks food

She feeds the babies

She cleans house

She reads her children stories

2 Jackie Chan is an action movie hero

He makes movies

He catches bad guys

He uses martial arts

He makes people laugh

3 Prince William and Prince Harry are students

They go to school

They study

They read books

They write papers

They play soccer

4 Ricky Martin is a singer

He sings

He dances

He makes recordings

5 Penn and Teller are magicians

They do magic tricks

They tell jokes

6 Mark McGuire is a baseball player

He throws balls

He catches balls

He hits home runs

7 Cokie Roberts is a reporter

She works in Washington, D.C

She reports news

She interviews politicians

8 Bill Gates is a businessperson

He owns Microsoft

He sells computer software

He runs a big company

◆ The Sound of It: Three Different Ways to Say s, page 189

helps people get well

reads a medical record

writes a prescription

keeps a medical record

gives patients advice on how to stay healthy

checks for mechanical problems.

◆ Grouping Words by Type, pages 191–192

1 Elementary School Teacher

2 Medical Records Transcriber

◆ Tuning In: “Tech Worker Shortage,” page 193

Answers will vary

◆ Listening Activity, page 194

Blond woman with glasses = 40 openingsYoung man in tie = 50 openings

Brunette woman with glasses = 240 openingsWoman wearing a white shirt = 2002 openingsWoman with short, blond hair = well over 200 openings

Steps in Making a Career Plan

Here are some easy steps to follow to plan your career.

If you follow these steps carefully, you will be succesful

1 Do a Self-Assessment:

First, you should do a assessment A assessment is a way to find out about yourself A self-assessment helps you find out about your interests,skills, and personality You can do this by taking aformal survey, or by writing down the things you like

self-to do and the things that you are good at

2 Gather Information About Different Occupations:

Second, you should gather information about ferent occupations There are many books and maga-zines that tell about different jobs Find these booksand study them Who knows? You may find outabout a job that you did not know existed Youshould also talk to people about different kinds ofjobs Talk to people who are doing the job you are in-terested in, or talk to your teacher or counselor atschool The books and people can help you find outtwo important things: how much time it will take tostudy for your career and what is the best way to getthe education and training you need This will alsohelp you decide if you have the time and the money toreach your career goal

dif-3 Get the Skills You Need:

The third thing you have to do is to get the skillsyou need You can do this by getting more education

at a college, university, or technical school or by

learn-ing on the job

The final step is to learn how to find a job Onceyou finish your training, you cannot sit and wait forjobs to come to you You must show what you know

in a job interview You also need to present yourself

Using New Language, pages 205–206

Is your group ready to make a presentation?

Yes, we are

Where were you when the accident happened?

I was standing on the corner

Would you like to see a movie this weekend?

Sure!

Can you work on weekends?

Yes, I can work on weekends

When will you clean your room?

I’ll do it right now

◆ Getting Started, page 214

Grandmother Grandfather Grandfather Grandmother

Aunt Uncle Mother Father Aunt/Uncle

Cousin Brother/Sister You Sister

◆ Listening 1: Talking About Family, pages 215–216

Her name is Emma

She’s two years old

She’s scared of dogs

She loves fish

She’s small

She’s playful

Part 2

Her name is Luce

She takes a walk every day

She’s very big

She eats a lot

She loves her toys

She likes to play with other dogs

◆ Listening 3: Pet Statistics, pages 218–219

After You Read, page 222

◆ Tuning In: “Looking for Love,” pages 223–224

an ad on the wall of a café

an ad in the newspaper

a flyer given to people on the street

a commercial on TV

a billboard on the highway

◆ The Sound of It: The Simple Past /-ed/ Sound, page 226

Listen for /-ed/ Endings

◆ Getting Started, page 234

1 A

BCD

◆ Listening 1: Toys of the Future, page 235

Toys of the Future

Amazing Amy Doll

interactive

talks

wakes up

acts tired

Chuck My Talkin’ Truck

toy of the future

dump truck

talks

makes “truck” noises

Lego Mindstorm

sensors that respond to light and touch

sensors turn on motors

English, Spanish, and French

associate words then sentences

◆ Tuning In: “Smart House,” page 237

special wiring system

efficient heating system

How Electric Cars Work

The basic mechanics of electric cars are simple They arejust cars with electric motors They have electric batteriesinstead of a gas tank The major attraction of electric cars

is that they can be recharged at an electric outlet Theydon’t make pollution, and they use no gasoline

Problems with Electric Cars

The technology for electric cars is getting busy At first,electric cars did not go very fast Now some electric carscan drive 75 miles per hour or more There are still someproblems with electric cars Most electric cars have limitedrange They can go only a short distance before they need

to be recharged However, most can go about 60 miles onone charge The future of electric cars looks bright Scien-tists will make improvements to these batteries Anotherproblem is that electric cars are more expensive than gaso-line-powered vehicle Most people think the price of elec-tric cars will go down in the future

Some people believe that electric cars will not be mon in the future They say plants that produce electricityalso cause pollution However, electric power plants aremore efficient than gas-powered engines Electric powerplants do not pollute as much as individual gas motors ineach car Also, some kinds of electric plants, such as solarand wind, do not make any pollution at all

com-Bi-fuel Cars

Carmakers are also looking at other ways of reducing airpollution from cars Some cars and trucks will run on nat-ural gas Other cars are bi-fueled This means they use twodifferent kinds of fuel For example, one kind of car willuse both gasoline and electricity The car starts using gaso-line and then runs on electricity on the highway It can runfor a long time on only a few gallons of gas

Language Learning Strategy, page 242–243

◆ Apply the Strategy

1 a It can carry only two passengers

2 c It can go 65 miles per hour

3 b It is not for sale yet, but it will be available soon

Chapter 10: The Future Is Now!

A Formal or informal? (10 points)

Listen, then write “F” for formal or “I” for informal under each greeting

Sean: Hey Marta!

Marta: Hi Sean What’s up?

Sean: Oh, not much What about you?

1

Mei Ling: Dr Rosner!

Dr Rosner: Hello, Mei Ling It’s good to see you

Mei Ling: It’s nice to see you too, Doctor

2

Julie: Bruce How are things?

Bruce: Everything is just fine What about you?

Julie: Oh, good Thanks so much for inviting us tonight

3

Dave: Daniel, is that you?

Daniel: Dave! How are you?

Dave: Great Is this your first day at the conference?

4

Lissy: Albert, meet Willy

Albert: Hey man, good to meet you

Willy: Good to meet you, too How’s it goin’?

5

B Reduced or not reduced? (10 points)

Listen, then write “R” for reduced or “N” for not reduced next to each greeting

1 How are you?

2 What is up?

3 How are you doing?

4 Nice to see you again

B: Not much What about you?

Copyright © 2000 Heinle & Heinle

Chapter 1: Meetings and Greetings

3 A: Hi! How are you?

4 A: Hey! Good to see you

D Your class (5 points)

What does your teacher want you to call him or her?

Write the names of four of your classmates

A Giving directions (10 points)

Listen and fill in the blanks with the words below Some words may be used more than once

right turn left across take go miles

Directions from Menlo Park, California to San Jose State University, San Jose, California

highway 101 south toward San Jose about 18 miles

the Santa Clara Street Exit Take a onto Santa Clara from the off ramp.Follow Santa Clara about 1.5 onto 10th Street.Take the second onto San Fernando Street Turn immediately into the 10thStreet parking lot The campus is the street

B Syllable stress (10 points)

Listen, then write the number of syllables for each word

Listen and match each vocabulary word with the correct definition

Reporter: On a happy note, we bring you the story of the new Light Rail As you know, we needed more (1) mass

transit in the Bay Area Today, the new Light Rail extension was officially opened in Mountain View (2) Dozens of people came to see the station and we talked to some of them What do you think about thenew Light Rail?

Bystander 1: Oh, I think it’s great! Now I can ride Light Rail instead of sitting in my car in (3) traffic

Reporter: What about you? Will you (4) take advantage of the new Light Rail?

Bystander 2: Oh yes! It connects to the train to San Francisco so I don’t have to drive anymore And it reduces

(5) pollution!

1 a groups of 12, often used to express larger amounts

3 c transportation for a large number of people

4 d the flow of cars, buses etc

5 e impurities, such as chemicals, that make water, air and

soil dirty

D Prepositions of direction (10 points)

Use the picture of the town your teacher gives you Circle the correct preposition

1 The fruit stand is next to/in front of the radio station.

2 The bus is behind/in front of the school.

3 We have a park behind/across from our apartment building.

4 The burger place is near/next to the school.

5 The church is around the corner from/next to the post office.

Copyright © 2000 Heinle & Heinle

Chapter 2: Finding Your Way

A Sentence stress (10 points)

Listen, then underline the stressed words in each sentence

1 The lives of most people these days are very busy

2 Students, especially, are very busy with school and often with work, too

3 It’s important for students to take time off to relax

4 It isn’t possible to study all the time

5 You should join a club, play a sport or enjoy a hobby

B Regular schedules (10 points)

Listen to this student talk about his regular schedule Circle the correct answers

1 This semester, he is taking classes

a four

b five

2 He has class in the morning on

a Mondays and Wednesdays

b Tuesdays and Thursdays

3 He has three classes on

a Mondays and Wednesdays

b Tuesdays and Thursdays

C Small talk (10 points)

Circle the topic that you hear for each conversation

Part A: Talking about the weather (10 points)

Directions: What’s the weather like? Listen to these brief descriptions of the weather Then, circle the statement that goes

with each description

1 a It’s freezing cold

b It’s snowing

c It’s nice and warm

d You should wear a coat or sweater

2 a It’s sunny and clear

b A hurricane is coming

c The hurricane is over

d It’s hot and humid

3 a It’s smoggy

b It’s raining cats and dogs

c It’s foggy in the hills but clear in the valley

d It’s clear in the hills but foggy in the valley

4 a It’s hot and humid

b It’s cool and dry

c It’s hot and dry

d It’s mild and cool

5 a It’s overcast and foggy

b It’s raining heavily with strong winds

c It’s drizzling

d It’s overcast

Part B: The /ng/ sound (10 points)

Directions: Listen to the word pairs For each pair, decide if the words are the same or different.

Copyright © 2000 Heinle & Heinle

Chapter 4: It’s Raining Cats and Dogs

Part C: Vocabulary (10 points)

Directions: Listen to the definitions Each definition describes a weather-related word Choose the word that goes with

A Listening for /th/ (10 points)

Listen, then circle the word you hear

B Describing symptoms (10 points)

Listen and check off the symptoms you hear You may hear more than one symptom

1 The speaker has a

headachestomachachetoothache

2 The speaker has a

fevercoughheadache

3 The speaker has a

sore backsore armsore neck

4 The speaker has a

stuffy nosefeverheadache

5 The speaker feels

sick to his stomachhot

dizzy

C Advice or suggestion? (10 points)

Read each situation and write “A” for advice or “S” for suggestion

Copyright © 2000 Heinle & Heinle

Chapter 5: To Your Health

D Sequence words (10 points)

Listen and fill in the missing sequence words

You have heard ten ways to stay healthy , exercise every day Second, get enough sleep

, eat green things Fourth, don’t smoke Fifth, don’t drink a lot of alcohol ,wear a seatbelt , drink lots of water Eighth, visit your doctor for regular checkups Ninth, reducestress Tenth, spend time with friends and family , we hope you will remember these ten ways andfollow our advice To your health!

Part A: Similarities (10 points)

Directions: Listen to this description of Carlos and Eric Then, decide if each statement is true or false.

1 Carlos is the same age as Eric

Part B: Differences (10 Points)

Directions: Listen to each sentence Then, choose the sentence that means the same.

1 a Rachel isn’t the same height as Yoko

b Rachel is as tall as Yoko

2 a His car isn’t as bad as mine

b My car is in better shape than his is

3 a Texas is farther than Florida is

b Texas is closer than Florida is

4 a There are as many women as men in this class

b There are fewer men in this class than there are women

5 a The ice cream isn’t as good as the cake

b The cake is good, but the ice cream is better

Copyright © 2000 Heinle & Heinle

Chapter 6: A Human Rainbow

Part C: The /er/ sound (10 points)

Directions: Listen to these word pairs Choose “yes” if the word has the /er/ sound Choose “no” if it does not have the

Part A: Personal descriptions (10 points)

Directions: Listen to this short description of the musician John Lennon Then, decide whether each statement about him

Part B: Adjectives (10 points)

Directions: Listen to the word pairs Choose the word that goes best with each pair.

Part C: The long e sound (10 points)

Directions: Listen to the following word pairs For each pair, decide if the words are the same or different.

Part A: Talking about work (10 points)

Directions: Listen and fill in the blanks with the words below.

English evenings interesting job languages learn listening

practice pronunciation teach

I teach ESL classes for people who are learning as a second language I teach in the afternoonsand In class, I help students their Most of my students are interested in improving their conversation skills, so we concentrate on and speak-ing I love my , because it’s so I learn about my students’ cultures I

them English, and they teach me about their , too I something new every day

Part B: Talking about habits and routines (10 points)

Directions: Listen and check off what you hear.

1 Lynn has to:

make sure they get enough sleep

feed and dress their children

plan activities

take the children to the store

3 A student has to:

attend classes and take notes

write books

prepare lessons

take final exams

4 Mark and Cara have to:

wash dishes

pay bills

wash the car and the windows

do their own repairs

Copyright © 2000 Heinle & Heinle

Chapter 8: Get a Job!

5 Regina has to:

run every morning

go to basketball practice every day

eat plenty of red meat

get plenty of sleep

Part C: Three different sounds of s (10 points)

Directions: Listen and circle the ending that you hear.

A Listening for /-ed/ endings (10 points)

Listen, then circle the ending you hear

B Family responsibilities (10 points)

Listen and check off what you hear

1 The mother has to

cook the dinnerpay the billsempty the dishwasher

2 The father must

wash the dishescook the dinnerempty the dishwasher

do the shopping

3 They both need to

take care of the gardenearn money

take care of the children

4 The speaker needs to

rake the lawnset the table

do the yard work

5 Together, the family has to

sit on the sofa and watch TVtake care of the housetake care of each other

Copyright © 2000 Heinle & Heinle

Chapter 9: All in the Family

C Time expressions (10 points)

Listen and fill in the blanks with the correct time expression

this year at first one Friday during that night

My husband and I met in high school our senior year, we studied biology together We talkedand laughed a lot during class , we joked that we should go on a date

, I didn’t know if he was serious He didn’t know if I was joking That night I put on a new dressand waited He had a more difficult time He had to knock on the door without knowing if I would be ready or not But

he knocked, and I was ready! That was our first date , we celebrated our fortieth wedding anniversary!

Part A: Future predictions (10 points)

Directions: Listen and fill in the blanks with the words below.

can’t future inventions they’ll will won’t

In the , machines will do many chores that we now have to do for ourselves We

have to vacuum our houses ourselves, for example Vacuum cleaners vacuum for us automatically There are already computers that can turn lights on and off for us in our homes Some

will make life easier for us in other ways There will be pens that can scan a book and translatethe words into other languages Sensors will help blind people to see Other inventions will help us in ways that we

even imagine do so many things for us that we won’t know how to use allour free time!

Part B: Talking about plans (10 points)

Directions: Listen and choose the sentence that you hear.

1 a We are going to have a party for my sister

b We’re going to have a party for my sister

2 a First, we will decorate the house

b First, we’ll decorate the house

3 a My mother is going to make a cake

b My mother’s going to make a cake

4 a I’m going to wrap the presents

b I am going to wrap the presents

5 a We’ll turn off all the lights

b We will turn off all the lights

6 a Then we’ll wait until she gets home

b Then we will wait until she gets home

7 a When she opens the door, we’ll shout “Happy Birthday!”

b When she opens the door, we will shout “Happy Birthday!”

8 a She’s going to be surprised

b She is going to be surprised

9 a Everybody’s going to have a good time

b Everybody is going to have a good time

Copyright © 2000 Heinle & Heinle

Chapter 10: The Future Is Now