Listen Well Speak Well Book 1 - Teacher's Guide

Listen Well Speak Well 1

Teacher's Guide

Sam Pillay

CONTENTS (Book One) Introduction 1

2

Getting to know you

Warm­up exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read

Formal and Casual Situations How to Answer Questions ­ Rule No.1 New Expressions for Greetings Listening ‘Keys’ ­ Introduction Interview: Getting­to­Know­People Greetings the World Over

What do you do in your free time?

Warm­up exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read

Naming Leisure Activities How to Answer Questions ­ Rule No.2 Word and Phrases for Leisure Key Words Interview: Leisure Activity Blindness No Barrier to Leisure

Travel Conversation How to Answer Questions ­ Review Travel­related Vocabulary Key Words / Helping Sound Interview: Travel/Vacation Travel ­ The Great Teacher

Describing Kinds of Food The Problem with ‘ALMOST’ Food/Eating Vocabulary Dropped Sound / Weak Sound Role Play ­ At A Restaurant Food ­ the Good, the Bad, and the Soothing

Store Names and What They Sell Making Sense of the Present Perfect Tense 1 Shopping Vocabulary Mixed Sound Role Play ­ At the Store Shopping Mind Games

Listening Keys Chart Preposition Practice Do? Go? Play?

Answering ‘WH’ Questions Food Collocations

Have a nice trip

Warm­up exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read

4

That really tastes nice!

Warm­up exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read

5

Warm­up exercises Grammar Power

3

The shopping experience

6

Review Unit

Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read

How’s the weather today?

7

8

All in the family

Warm­up exercises Grammar Power

Weather Description Making Sense of the Present Perfect Tense 2 Weather Terms Linked Sound Role Play ­ Weather Conditions Weather or Climate?

Warm­up exercises Grammar Power

Building Your Vocabulary Listening Lab

Interviews/Role Plays

Let’s Read

Family Description Making Sense of the Present Perfect Tense 3 Family Tree / Vocabulary Omitted Words Interview : Getting to Know the Family The Wonder of Family

Warm­up exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read

Health Keywords Quite Lost about the Word ‘Quite’?

Types of Exercise and Diet Soft ‘t’ / General Review Interview : Health and Exercise Health Fads and You

Building Your Vocabulary Listening Lab

Interviews/Role Plays Let’s Read

9

In the best of health

10

How do I get to...?

11

What do you do?

12

Review Unit

Audio Scripts Extra Activities Answer Key

Warm­up exercises Grammar Power

Building Your Vocabulary Listening Lab

Interviews/Role Plays

Let’s Read

Traffic Signs The Subjunctive ­ Part 1 Directions Vocabulary Review: Key Words/ Helping Sound Dropped Sound / Weak Sound Role Play : Asking for Directions Making It Hard to Get Lost

Warm­up exercises Grammar Power

Building Your Vocabulary Listening Lab

Interviews/Role Plays

Let’s Read

Job Descriptions The Subjunctive ­ Part 2 Occupational Terms Review: Mixed Sound / Linked Sound Omitted Words / Soft ‘t’ Interview : Your Job Word of the Wise on Work

The Present Perfect Tense Family Connections Review of All Listening Keys The Subjunctive

Unit 1 ­ Getting Together

1. Warm­up activity

Before they do the exercise, you can ask

Once they have finished, they can

the students what they see in the picture.

do their role plays for the class.

Elicit several answers.

Give students time to check the answers.

Then, elicit the answers.

2. Ask students why they made their

choices. If it is difficult for them, suggest an

answer and ask them to agree or disagree.

3. Ask students what they see in the picture

at the bottom right. You can ask some ‘WH’

questions to set the scene.

Extra Activity

Ask the class to expand on the

role play by using their personal

information.

As an introduction, you might want to ask

Ask students what expressions can be

students what WH questions are. Ask them

used when greeting someone, especially

to give examples (Who? What? When?

in a casual setting. Then, ask them

Where? Why? How?).

what expressions can be used to answer

the greeting questions.

1. Tell students that these are three

examples of WH questions that are

Use the Talking Tips to introduce other

used to get information in when getting

expressions that can be used for the other

to know people.

blanks in the conversation. Then, do a

Read the examples. You can ask

practice role play with a partner or student.

students to repeat.

You can then assign students to do the

role play with one or more partners.

2. Read the examples . Tell them that

It’s a word put before a noun or pronoun to

the words in parenthesis can be

show how it is related to another word ­

omitted.

3. Model the conversation with a

student or assisting teacher.

through the door; in the kitchen; written by

him.

Then, give time to students to fill in the

blanks. Elicit the answers.

Then get the students to do the

conversation with a partner. You can go

The prepositions used here are: to, for, to,

around to make sure they are doing it

to, for.

properly.

Extra Activity

The students can then present their

conversation to the class. You can

even ask them to do the conversation

with others in the class.

Ask students to make new

sentences using these

prepositions (The sentences can

be based on the theme of the

unit).

Extra Activity

Step­up You can ask students to give a

report of their findings about their

partners.

b r Voca g yo u Buildin

ulary!

1. Read and introduce all the words and

phrases in the box on the left.

The format for the report could be as

Then ask students to match them.

follows:

Elicit the answers.

................ full name is.......................

He/She was born in .........................

Introduce the terms in the box on the right.

He/She lives in ................................

For application, ask students to name

someone they know and then use the titles

for that person.

Top Tips

Introduce the word ‘preposition’ to students.

You can use the following definition:

2. Tell students they will hear a conversation

between Peter, Tom and Michael.

Read the list of consonant and vowels.

Make sure they understanding the

Tell students that in this lesson they are going

meaning of the statements.

to learn about stressed words in sentences.

Stressed words are usually the important

words in the sentence.

Before the listening ask students to

read the statements in the box.

Play Track 1 and let students

check the correct statements.

Play the track again and have students

1. Ask students to form pairs and practice the

check their answers.

conversation without using any stress for

Elicit the answers.

the words.

Ask them what they felt about their

conversation.

Was it natural? Interesting?

Elicit the answers.

2. Now, ask them to do the conversation

again but this time with stress on the words

You can ask students to give a summary of

that they think are important to the

sentences.

You can ask them to underline the words

that they think should be stressed.

back of the student’s book for the

3. Play Track 2 and ask them to check their

listening you have just finished.

answers.

Were their answers correct?

Go over mistakes that students might have

made.

4. Ask students to explain how adding stress

Extra Activity

Ask students what the correct answers for the wrong statements are.

Step­up Activity

the story.

Extra Listening Activity

You can do the gap­fill exercise at the

Listening Lab

Tell students they are going to learn ‘keys’ to

to important words in a sentence changes

better listening skills in these Listening Lab

it.

sections. These keys will cover the whole

Elicit the answers.

book.

Possible answers:

a. Sentences sound more natural.

b. Sentences are more interesting.

Let’s Roll With Role Plays

LET’S READ

1. Connect

Ask the students to look at the title and

1. Read the instructions.

then ask them what the heading means.

Tell students that they are going to do a

Elicit a few answers.

role play on getting to know someone.

a. Read all the words and expressions

2. Conduct

in the first three boxes and introduce

a. Ask students to read the article (For

vocabulary if necessary.

weaker students you might want to play

b. Then, read the conversation piece and

the recording (Track 3) once for them to

make sure that students understand the

get an idea of the pronunciation,

meaning of the expressions.

intonation and rhythm).

You might want to do a model role play

Note:

with a student at this point.

Intonation is knowing where to hit the

c. Tell students, that they can now write in

the information about themselves in the

fourth box.

high and low notes and where to stress.

Rhythm is having the right tempo when

reading. The proper tempo will produce

d. Give students time for this activity. Go

smooth reading.

around and help them with problems if

b. As students read you can check their

necessary.

mistakes and help them along,

e. Pair up the students and ask them to

especially in these three areas

start. Go around the class to help

(including intonation).

students with questions or who are

c. Once they have finished reading, go

having problems.

over the difficult words and introduce

f. Asking students to change partners

them. It’s good to go

paragraph by paragraph.

g. Once they are ready, you can get them

could also be a good idea.

to perform the role play for the class.

.

3. Communicate

Here is where students will have to

communicate what they have learned so far.

a Ask students to read the statements in the

box below and make sure they

understanding the meaning.

b. Then, ask them to check the correct

c. Elicit the answers

statements.

Extra Activity

Ask students to give the correct

answers for the false statements.

4. Confirm

Ask students to give a summary of the

article.

Your Notes

Unit 2 ­ Food makes the world go round 1. Warm­up activity

Ask students to look at the picture and

describe what they see in it.

Elicit some responses.

1. Tell students they are going to learn how

a. Read the statements in the boxes.

to use expressions to tell what they like to

b. Then ask students to circle the

do.

a. Read the examples in the book.

b. Make sure students understand the

c. Ask students to give simple reasons for their answers.

2. First, read the conversation and

2. a. Read the questions and introduce if

introduce any words or expressions.

a. Get students to form pairs and ask

b. You might want to give a model answer

them to write in appropriate words or

phrases in the blanks.

c. Give time to students to fill in the

b. Give students time for this exercise.

You may want to walk around and help

d. Go around the class to help students

students who have difficulty forming

sentences.

e. Elicit the answers.

appropriate answers in the boxes.

examples and how to use them.

necessary.

to help weaker students.

answers.

who need assistance.

Possible expressions are: Top Tips

I like to eat rice/pasta/noodles.

I eat it at home, at a restaurant, at

Tell students they have to use the right

school, at the office.

prepositions in the sentences.

c. Then get students to practice the

a. Read the sentences to make sure

d. Once they are ready, they can do the

b. Ask students to fill in the blank and give

conversation.

role play for the class.

students understand the meaning.

time for them to do the exercise.

c. Elicit the answers.

Challenge!

(Answers are : for, with, for, in, to) r y! cabula our Vo y g in Build

Get students to give the give recipe

without looking at the notes.

1. Read all the cooking expressions on the

left and the right. Do not give answers but

only hints when introducing expressions.

a. Ask students to draw the matching lines.

stress in words that are spelled the same but

b. Elicit the answers.

are pronounced differently.

Listening Lab 1. Read the notes and the examples for

Play Track 5 and let students repeat .

Extra Activity

Ask students to example of food

2. Tell students that these words have different

cooked using the expressions on

stress points.

the left. For example, My mother

a. They have to listen to the track and

chops onions when she makes

b. Play Track 6 and let students underline the

burgers.

underline the stressed part of the words.

places where the stress occurs.

2. Tell students they are going to listen to a

c. Play Track 6 again for students to check

conversation about a recipe.

a. Read the sentences in the boxes to

d. Elicit the answers.

make sure they have a good grasp of

the meaning.

b. Tell students they have to number the

c. Play Track 11 and let students number

their answers.

Extra Activity

sentences in the proper order.

Ask students to make their own

sentences with the noun/verb

forms of the words.

the sentences.

3. Tell students that they will listen to sentences

3. Play track 11 again to let students check

with words that are spelled the same but are

their answers.

pronounced differently (especially in how they

Then, elicit the answers.

are stressed).

a. Read all the sentences on the left.

b. Make sure they have a fair grasp of the

c. You might want to walk around and

help with grammar and vocabulary, if

c. Read all the expressions on the right.

necessary.

d. Play Track 7 and let students match the

d. Ask students to give their reports to the

e. Play Track 7 again to let students check

e. Elicit the answers.

meaning.

answers.

class.

Extra Activity

their answers.

Ask students to give their report

without looking at the notes.

Let’s Interview and Communicate

LET’S READ

1. Tell students they are going to interview

two people about their food and eating

habits.

1. Connect

a. Read the sentences in the boxes

Read the title and ask students what it

and make sure the students

means.

understand the meaning.

Elicit the responses.

b. Tell students to start doing the

interviews and writing down the

2. Conduct

information they have gathered.

a. You might want to play Track 8 for

weaker students who want a model for

c. You might want to go around and listen to some interviews and give assistance

reading.

b. Ask students to read. Check their

to students who need help.

intonation, pronunciation, and rhythm.

2. Now, students have to write a short report

using the information from one of the

interviews.

a. Read the model report and make

sure students understand the flow of

reading. The proper tempo will produce

the sentences.

smooth reading.

c. Introduce grammar or vocabulary, if

b. Ask students to start filling in the blanks with information from one of the

interviews they did.

Note: Intonation is knowing where to hit the

high and low notes and where to stress.

Rhythm is having the right tempo when

necessary.

3. Communicate

a. Ask questions from the reading to

b. Ask students to read the true/false

statements and make sure they know

the meaning.

c. Once they have finished, elicit the

check comprehension.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 3 ­ Sports and exercise

1. Warm­up activity

Possible expressions are:

I go jogging two times a week.

I do aerobics at the gym once a week.

c. Then get students to practice the

Ask students to look at the pictures and

describe what they see in them.

Elicit some responses.

a. Read the words in the unscrambled

d. Once they are ready, they can do the

sentences.

b. Introduce words, if necessary.

c. Then ask students to unscramble the

words to make proper sentences about

the respective pictures.

d. It might be a good idea to go around

1. Read the notes here and make sure

e. Elicit the answers.

students have a fair grasp of how to use

‘do,’ ‘go,’ and ‘play.’ When talking about

and assist students who need help.

conversation.

role play for the class.

2. First, read the conversation and

sports.

introduce any words or expressions.

You can ask them to give other examples

a. Get students to form pairs and ask

of sports that go with these verbs.

them to write in appropriate words or

phrases in the blanks.

2. a. Read the sentences and introduce

b. Give students time for this exercise.

You may want to walk around and help

b. Remind students of the principles for

students who have difficulty forming

sentences.

c. Give time to students to fill in the

c. Ask students to look at the Talking Tips

bubble and introduce the expressions.

d. Go around the class to help students

Tell students they can use these

expressions if they’d like to.

e. Elicit the answers.

words and phrases, if necessary.

usage of ‘do,’ ‘go,’ and ‘play.’

answers.

who need assistance.

Top Tips

Tell students they have to use the right from

3. Play track 9 again to let students check

the box below for the sentences.

their answers.

a. Read the sentences and the words in

Then, elicit the answers.

the box below to make sure students

4. In this exercise ask students to recall all

understand the meaning.

the things Mr. Brown does to stay

b. Ask students to fill in the blanks and give

healthy and write a short summary about

them.

c. Elicit the answers.

a. You can play Track 9 one more time, if

(Answers are : hiker, fitness freak, archer,

fan)

b. Move around the class to help students

who need assistance with forming

sentences.

c. Get students to give their speeches.

time for them to do the exercise.

! bulary r Voca g yo u Buildin

necessary.

1. Read all the words and expressions on

the left and the right in the boxes. Do not

give full answers but only hints when

Read the notes and the examples for

introducing expressions on the left.

words that link when one word ends with a

a. Ask students to draw the matching lines. b. Elicit the answers.

Listening Lab

consonant and another begins with a vowel. a. Play Track 10 and let students listen to the

examples.

2. Set the scene: Tell students they are going to listen to a job interview.

a. Read the sentences in the boxes to

make sure they have a good grasp of

1. Tell students that they will listen to a

the meaning.

places where the linking of words occur.

b. Tell students they have to circle True or False for each of the statements.

c. Play Track 9 and let students number

b. Then, ask them to mark the places where

the sentences.

b. Make sure students have a fairly good

grasp of this listening ‘key.’

conversation and that they have to mark the

a. Before the listening task, ask students to read the conversation.

they think the linking of words occur.

c. Then, play Track 11 and ask them to

2. Play Track 11 again and let students check

their answers again.

Read the title and ask students what it

Elicit the answers.

means.

LET’S READ

check their answers.

1. Connect

Note: Culture is the customs, beliefs, social

3. Ask students to do the conversation with a

interactions of a country or a social group

partner. Tell them not to worry if they

within the country.

cannot pronounce them well. They have to

Elicit the responses.

learn to recognize this ‘key’ when listening

to native speakers.

Let’s Roll With Role Plays

2. Conduct

a. You might want to play Track 12 for

students who want a model for

reading.

b. Ask students to read. Check their

1. Tell students to imagine that they can play

any sports at a local sports club for free for

one week.

a. Read the sports in the boxes and

b. Read the model dialog and make

sure the students understand the

reading. The proper tempo will produce

meaning.

smooth reading.

c. Get students in pairs and ask them to

c. Introduce grammar or vocabulary, if

d. You might want to go around and help

e. Once they are ready, get pairs to do the

a. Ask questions from the reading to

b. Ask students to read the

statements and make sure they know

the meaning.

introduce any vocabulary, if necessary.

start filling in the blanks.

Note: Intonation is knowing where to hit the

high and low notes and where to stress.

Rhythm is having the right tempo when

students who need assistance.

role play as a class exercise.

intonation, pronunciation, and rhythm.

necessary.

3. Communicate

check comprehension.

c. Once they have finished, elicit the

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 4 ­ Family ties

1. Warm­up activity

Ask students what they see in the

picture?”

f. Ask the pairs to present the dialog to

a. Elicit several answers.

b. Read the statements in the boxes

and introduce grammar or vocabulary,

if necessary.

c. Ask students to match the parts of the

d. Elicit the answers.

1. Tell students that they are going to learn

how to use expressions to describe the

family.

the class.

sentences.

Extra Activity

Ask students to make other

a. Read the examples and the example

sentences about the picture.

b. It might be a good idea to answer any

questions students might have at this

point.

2. a. Model the dialog with a student or

2. a. Read the sentences and introduce

b. Read grammar or vocabulary if you

b. Tell students to fill in the blanks with the

c. Get students to form pairs.

c. Elicit the answers.

d. Ask students to fill the underlined parts

with their own information. Students

can also use the Talking Tips bubble

for extra help.

e. Once they have finished, students can

assistant.

need to.

do the dialog with their partners.

sentences and get students to repeat.

words and phrases, if necessary.

appropriate expressions form No.1.

Extra Activity

Get students to talk about their

own families using the

expressions.

Top Tips

(Note you might want to stop at crucial points

Tell students they have to fill in the blanks with the appropriate word for each sentence.

a. Read the sentences and introduce

their answers).

b. Ask students to fill in the blanks and give

4. Play the track again for students to check

c. Elicit the answers.

vocabulary or grammar as needed.

time for them to do the exercise.

(Answers are : on, a, in, sister, in) ! bulary r Voca g yo u in d il u B

in the recording to allow students time to write

their answers.

5. Tell students they have to make a sentence

with one of the words on the right.

a. Give time to students to write and walk

around to assist.

1. Set the scene: Tell students they are going to listen to a job interview.

a. Read all the words and expressions on

b. Play Track 13 and ask students to draw 1. Read the notes and the examples. the matching lines. a. Play Track 14 and as students to repeat.

b. Elicit the answers.

Listening Lab

the left and the right in the boxes.

b. Make sure students understand the type of

2. a. Play the track again and let students

linking that happens here by asking for

examples of other similar words.

b. Elicit the answers.

(Other examples are: cake, lake, take, joke,

blade)

check their answers.

3. a. Read the words on the right in the

boxes and introduce them, giving only

2. Tell students that they will listen to a

hints (Don’t give away the answers).

conversation and that they have to mark the

b. Tell students to look for words

places where the linking of words occur.

or phrases that have the same

a. Before the listening task, ask students to

meaning as these words as they listen

to the conversation again. Play Track

b. Then, ask them to mark the places where

13.

read the conversation.

they think the linking of words occur.

c. Then, play Track 15 and ask them to

a. Read the model report and make

sure students understand the flow of

the sentences.

3. Play Track 15 again and let students check

b. Ask students to start filling in the blanks

their answers again.

with information from one of the

Elicit the answers.

interviews they did.

c. Ask students to give their reports to the

check their answers.

class.

3. Ask students to do the conversation with a

partner. Tell them not to worry if they

cannot pronounce them well. They have to

learn to recognize this ‘key’ when listening

Ask students to give their report

to native speakers.

without looking at the notes.

Extra Activity

Let’s Roll With Role Plays

LET’S READ

1. Tell students they are going to interview

two people about their family ties.

a. Read the sentences in the boxes

Read the title and ask students what it

and make sure the students

means.

understand the meaning.

Elicit the responses.

b. Tell students to start doing the

interviews and writing down the

2. Conduct

information they have gathered.

a. You might want to play Track 16 for

students who want a model for

c. You might want to go around and listen to some interviews and give assistance

reading.

b. Ask students to read. Check their

to students who need help.

2. Now, students have to write a short report

using the information from one of the

interviews.

1. Connect

intonation, pronunciation, and rhythm.

Note: Intonation is knowing where to hit the

high and low notes and where to stress.

Rhythm is having the right tempo when

reading. The proper tempo will produce

smooth reading.

c. Introduce grammar or vocabulary, if

necessary.

3. Communicate

a. Ask questions from the reading to

b. Ask students to read the

statements and make sure they know

the meaning.

c. Ask students to circle True or False.

d. Once they have finished, elicit the

check comprehension.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 5 ­ Shall we go shopping?

1. Warm­up activity

Ask students to look at the items in the

picture and then look at the words in the

boxes below.

1. Tell students that they are going to learn

a. Read the words and get students to

some common expressions for shopping.

a. Read the examples and the example

b. Introduce any words, if necessary.

c. Ask students to check what they see in

b. It might be a good idea to answer any

questions students might have at this

d. Elicit the answers.

point.

2. a. Read the sentences and introduce

2. a. Model the dialog with a student or

b. Tell students to fill in the blanks with the

b. Introduce grammar or vocabulary if you

c. Elicit the answers.

c. Get students to form pairs.

d. Ask students to fill in the blanks

e. Once they have finished, students can

sentences using the expressions for

shopping in No.1.

f. Ask the pairs to present the dialog to

repeat.

the picture.

assistant.

need to.

words and phrases, if necessary.

appropriate expressions form No.1.

Challenge!

Ask students to make their own

with their own information.

do the dialog with their partners.

sentences and get students to repeat.

the class.

Top Tips

Extra Activity

Tell students they have to circle the right

Ask students to do the dialog

answers for each sentence.

without looking at the words.

a. Read the sentences and introduce

vocabulary or grammar as needed.

b. Ask students to circle the correct answers

3. Tell students they have to make a sentence

with one or two of the words in the boxes.

c. Elicit the answers.

a. Give time to students to write and walk

(Answers are : furniture; bread;

electronics; traffic)

b. Get students to read their sentences to the

and give time for them to do the exercise.

g Buildin

ocab your V

around to assist.

class.

ulary!

Listening Lab

1. Set the scene: Tell students they are going 1. Read the notes and the examples and tell

to listen to two people talking about

students they are going to learn how to

shopping.

recognize the ‘helper’ sound.

a. Read all the sentences in the boxes.

a. Play Track 18 and as students to repeat.

b. Introduce vocabulary or grammar, if

b. Make sure students understand the ‘y’ and

‘w’ helper sounds that occur by asking for

c. Play Track 17 and ask students to

examples of other word combinations.

(Other examples are: I am; who are; and

d. Play the track again and let students

e. Elicit the answers.

necessary.

check the correct statements.

do it )

check their answers.

2. Tell students that they will listen to a

conversation and that they have to mark the

2 a. Read and introduce all the words in the

boxes. However, don’t give away the

a. Before the listening task, ask students to

answers but only give hints.

b. Tell students that they have to match

b. Then, ask them to mark the places where

the words on the left (which they will

hear in the recording) with their

c. Then, play Track 19 and ask them to

meanings on the right.

c. Play the Track 17 and let students

3. Play Track 19 again and let students check

d. Play the track again, if necessary.

their answers again.

e. Elicit the answers.

Elicit the answers.

do the matching exercise.

places where the helper sound occurs.

read the conversation.

they think the helper sound occurs.

check their answers.

Extra Activity

4. Ask students to do the conversation with a

partner. Tell them not to worry if they

Ask students to give their report

cannot pronounce them well. They have to

without looking at the notes.

learn to recognize this ‘key’ when listening

to native speakers.

LET’S READ Let’s Interview and Communicate

1. Connect

1. Tell students they are going to interview

Read the title and ask students what it

two people about their shopping habits.

means.

a. Read the sentences in the boxes

Elicit the responses.

and make sure the students

Ask students: ‘How can you shop without

understand the meaning.

moving?’

b. Tell students to start doing the

interviews and writing down the

2. Conduct

information they have gathered.

a. You might want to play Track 20 for

students who want a model for

c. You might want to go around and listen to some interviews and give assistance

reading.

b. Ask students to read. Check their

to students who need help.

intonation, pronunciation, and rhythm.

2. Now, students have to write a short report

Note:

using the information from one of the

Intonation is knowing where to hit the

interviews.

a. Read the model report and make

sure students understand the flow of

reading. The proper tempo will produce

the sentences.

smooth reading.

c. Introduce grammar or vocabulary, if

b. Ask students to start filling in the blanks

with information from one of the

c. Ask students to give their reports to the

high and low notes and where to stress.

Rhythm is having the right tempo when

necessary.

interviews they did.

class.

3. Communicate

a. Ask questions from the reading to

check comprehension.

b. Ask students to read the

statements and make sure they know

the meaning.

c. Ask students to check the correct

d. Once they have finished, elicit the

statements.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 6 ­ Review

Note: You can give this review chapter as homework and then check it in class.

3. a. Tell students they have to unscramble

b. Give the hint that the word with the capital

c. Read the words and introduce any words,

1. a. Read the sentences and introduce

grammar or vocabulary as needed.

d. Ask students to write the answers.

b. Play Track 21 and let students answer.

e. Elicit the answers.

c. Play the track again and let students

d. Elicit the answers.

However, if you choose to do it in class you can use the following format:

check their answers.

the sentences.

letter begins the sentence.

if necessary.

4. a. Review briefly the rules for the verbs ‘do,’

‘go,’ and ‘play’ when used with sports or

hobbies.

b. ‘Read the words on the left and introduce

Ask students to look for examples of stress, linking,

c. Ask students to write down the answers.

and helper sounds in all the sentences in a., b., c.,

d. Elicit the answers.

Challenge!

any word, if necessary.

and d.

Challenge!

2. a. Briefly review WH questions (Chapter

b. Read the answers and introduce

with ‘do,’ ‘go,’ and ‘play.’

OR you can ask students to make sentences with

c. Give students time to write down the

d. Elicit the answers.

1).

grammar or vocabulary, if necessary.

Ask students to give other examples activities that go

the combinations.

answers (questions, in this case).

5. a. Read all the words in the boxes and

introduce vocabulary as needed.

b. Then read all the sentences and introduce

c. Ask students to fill in the blanks.

any grammar or vocabulary.

d. Elicit the answers.

6. a. Read all the words and expressions on

the left and give only hints when

introducing any word or expression.

b. Do the same for the words on the right.

c. Ask students to do the matching

d. Elicit the answers.

exercise.

Challenge!

Ask students to make sentences with

either the words on the left or on the right.

Your Notes

Unit 7 ­ Directions

1. Warm­up activity

c. Ask students to look at the Talking Tips

bubble and introduce the expressions.

Ask students to look at the pictures and

Tell students they can use these

describe what they see in it.

expressions if they’d like to.

Elicit some responses.

d. Then get students to practice the

a. Read the words in the scrambled

e. Once they are ready, they can do the

b. Introduce words, if necessary.

c. Then ask students to unscramble the

words to make proper sentences about

the picture. Give them the hint that the

sentences begin with the word that has

the capital letter.

d. It might be a good idea to go around

1. Tell students they are going to learn how to

ask for and give directions.

e. Elicit the answers.

a. Read the sentences and introduce

sentences.

and assist students who need help.

conversation.

role play for the class.

words and phrases, if necessary.

2. First, read the conversation and

b. It might be appropriate here to take

introduce any words or expressions as

questions from students, if they have

needed.

any.

a. Get students to form pairs and ask

them to write down appropriate words

2. a. Read the dialog and introduce words or

or phrases in the blanks.

b. Give students time for this exercise.

b. Get students in pairs and ask them to

You may want to walk around and help

fill in the blanks with the expressions

students who have difficulty forming

from No. 1.

sentences.

c. Give time to students to fill in the

expressions as needed.

answers.

d. Go around the class to help students

2. Play Track 22 and let students check their

e. Get pairs to do the conversation.

3. a. Read all the words and expressions on

b. Tell students to listen to the

who need assistance.

Top Tips

answers.

the right and introduce them.

Tell students they have to use the right

conversation again and find

expressions from the box below for the

expressions in the conversation that

sentences.

are similar in meaning to these

a. Read the expressions in the box below

expressions.

c. Play Track 22 again to let students

b. Read the sentences and introduce any

d. Play the track again to let students

c. Ask students to fill in the blanks and give

e. Elicit the answers.

c. Elicit the answers.

(Answers are : on the corner of, next to, in

4. a. Ask students to choose one word or

front of, behind).

b. Walk around the class to help students

and introduce them, if necessary.

vocabulary or grammar as needed

time for them to do the exercise.

Extra Activity

do the matching exercise.

check their answers.

expression and make a sentence with it.

Ask students to make their own

sentences with the prepositions.

c. Ask students to present their sentences

b r Voca g yo u Buildin

ulary!

who need assistance.

to the class.

Listening Lab 1,2.

Read the notes and examples for the schwa sound.

1. Set the scene: Tell students they are

going to listen to a conversation about

a. Read a­e and then play Track 23 and let

directions.

a. Read the sentences in the boxes and

b. Then ask students to pronounce the ‘uh’

introduce any vocabulary or grammar,

as needed.

b. Play Track 22 and let students fill in the

numbers in correct order.

students listen to the pronunciation.

sound for the schwa.

3. Tell students that they will listen to a

e. It might be a good idea to go around

conversation and that they have to mark

the places where the schwa occurs.

f. Get students to practice the dialog.

a. Before the listening task, ask students

g. Ask students to present the dialog to

b. Then, ask them to mark the places

c. Elicit the answers

d. Then, play Track 24 and ask them to

to read the conversation.

where they think the schwa occurs.

and help students who need assistance.

the class.

LET’S READ 1. Connect

check their answers.

Read the title and ask students what it

4. a. Play Track 24 again and let students

means.

Elicit the responses.

b. Ask students to do the conversation

with a partner. Tell them not to worry if

2. Conduct

they cannot pronounce them well. They

a. You might want to play Track 25 for

have to learn to recognize this ‘key’

students who want a model for

when listening to native speakers.

reading.

b. Ask students to read. Check their

check their answers again.

Let’s Roll With Role Plays

intonation, pronunciation, and rhythm.

Note: Intonation is knowing where to hit the

1. Ask students to look at the diagram.

a. Ask students to give names to the

buildings. Then, decide on the names.

high and low notes and where to stress.

Rhythm is having the right tempo when

reading. The proper tempo will produce

b. Read the dialog and introduce

smooth reading.

c. Introduce grammar or vocabulary, if

c. Read the Talking Tips notes and

d. Get students in pairs and ask them to

vocabulary and grammar as needed.

necessary.

introduce them.

fill in the blanks.

3. Communicate

a. Ask questions from the reading to

check comprehension.

b. Ask students to read the

statements and introduce vocabulary or

grammar as needed.

c. Ask students to check the statements

d. Once they have finished, elicit the

that are true.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 8 ­ Travel and vacation Extra Activity

1. Warm­up activity

Ask students to do the dialog

without looking at the words.

Ask students to look at the pictures and

then look at the sentences in the boxes

below.

a. Read the words and get students to

b. Introduce any vocabulary or grammar,

c. Then, ask students to make questions

1. Tell students that they are going to learn

some common expressions for vacations

d. You can give the hint that they are all

and travel.

‘Wh’ questions.

a. Read the examples and the example

e. Elicit the answers.

b. It might be a good idea to answer any

2. a. Model the dialog with a student or

questions students might have at this

point.

b. Introduce grammar or vocabulary if you

repeat.

if necessary.

from the statements.

assistant.

sentences and get students to repeat.

2. a. Read the sentences and introduce

c. Get students to form pairs.

b. Tell students to fill in the blanks with the

d. Ask students to fill in the blanks

c. Elicit the answers.

e. Once they have finished, students can

f. Ask the pairs to present the dialog to

need to.

with their own information.

words and phrases, if necessary.

appropriate expressions form No.1.

Challenge!

do the dialog with their partners.

the class.

Ask students to make their own

sentences using the expressions for

shopping in No.1.

Top Tips

c. Then read the sentences and introduce

Tell students they have to fill in the blanks with prepositions.

a. Read the sentences and introduce

d. Ask students to fill in the blanks with

vocabulary or grammar as needed.

b. Ask students to start filling in the blanks

e. Elicit the answers.

c. Elicit the answers.

grammar or vocabulary as needed.

the words in the boxes.

and give them time to do the exercise.

Listening Lab

(Answers are : on; at; for; of; in)

1. Read the notes and the examples and tell ! bulary r Voca g yo u in d il u B

students they are going to learn about sounds

that mix (or unite) to form a new sound when

one word ends with a consonant and another

word also begins with a consonant. a. Play Track 27 and ask students to repeat.

1. Set the scene: Tell students they are going to listen to two people talking about

a vacation trip.

read it yourself just to reinforce the

a. Read all the parts of sentences in the

pronunciation.

b. Introduce vocabulary or grammar, if

2. Tell students that they will listen to a

conversation and that they have to mark the

c. Play Track 26 and ask students to

places where the words mix to form a new

sound.

a. Before the listening task, ask students to

b. You might want to play the track again or

boxes on the left and right.

necessary.

do the matching exercise.

2. a. Play the track again and let students

b. Then, ask them to mark the places where

b. Elicit the answers.

c. Elicit the answers

check their answers.

3. a. Read and introduce all the words in the boxes.

read the conversation.

they think the mixing occurs.

d. Then, play Track 28 and ask them to

check their answers.

b. Introduce the vocabulary.

3. Play Track 28 again and let students check

their answers again.

Extra Activity

Ask students to do the dialog with a

partner. Tell them not to worry if they

Ask students to give their report

cannot pronounce them well. They have to

without looking at the notes.

learn to recognize this ‘key’ when listening

to native speakers.

LET’S READ Let’s Interview and Communicate

1. Connect

1. Tell students they are going to interview

Read the title and ask students what it

two people about their next vacation.

means.

a. Read the sentences in the boxes

Elicit the responses.

and make sure the students

Ask students: ‘Have you traveled on the

understand the meaning.

cheap before?’

b. Tell students to start doing the

interviews and writing down the

2. Conduct

information they have gathered.

a. You might want to play Track 29 for

students who want a model for

c. You might want to go around and listen to some interviews and give assistance

reading.

b. Ask students to read. Check their

to students who need help.

intonation, pronunciation, and rhythm.

2. Now, students have to write a short report

Note:

using the information from one of the

Intonation is knowing where to hit the

interviews.

a. Read the model report and make

sure students understand the flow of

reading. The proper tempo will produce

the sentences.

smooth reading.

c. Introduce grammar or vocabulary, if

b. Ask students to start filling in the blanks

with information from one of the

c. Ask students to give their reports to the

high and low notes and where to stress.

Rhythm is having the right tempo when

necessary.

interviews they did.

class.

3. Communicate

a. Ask questions from the reading to

check comprehension.

b. Ask students to read the

statements and make sure they know

the meaning.

c. Ask students to check the correct

d. Once they have finished, elicit the

statements.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 9 ­ And for the weather today...

Extra Activity

1. Warm­up activity

Ask students to do the dialog

without looking at the words.

Ask students to look at the pictures and

describe them.

Elicit the responses.

a. Tell students they have to unscramble

b. Read the words and get students to

some common expressions that are used

c. Introduce any vocabulary, if necessary.

d. Then, ask students to unscramble the

to ask about or describe the weather.

a. Read the examples and the example

e. Elicit the answers.

b. It might be a good idea to answer any

2. a. Model the dialog with a student or

questions students might have at this

point.

b. Introduce grammar or vocabulary if you

need to.

c. Get students to form pairs.

the sentences in the boxes.

repeat.

statements.

assistant.

1. Tell students that they are going to learn

sentences and get students to repeat.

2. a. Read the sentences and introduce

b. Tell students to fill in the blanks with the

d. Ask students to fill in the blanks

c. Elicit the answers.

e. Once they have finished, students can

f. Ask the pairs to present the dialog to

with their own information.

do the dialog with their partners.

the class.

words and phrases, if necessary.

appropriate expressions form No.1.

Challenge!

Ask students to make their own

sentences using the expressions for

shopping in No.1.

3. a. Play the track again and let students

Tell students they have to fill in the blanks with the words from the box below.

b. Elicit the answers.

4. a. Ask students to listen to the forecast

a. Read the words in the boxes and introduce vocabulary as needed.

again and choose any one part of the

b. Then read the sentences and introduce

forecast and write it down.

grammar and vocabulary, if necessary.

b. Play Track 30 and stop and crucial

c. Ask students to start filling in the blanks

points for students to write down their

answers.

d. Elicit the answers.

c. Play the track again and let students

(Answers are : overcast; fine; clear; windy)

d. Ask students to present their weather

Top Tips

and give them time to do the exercise.

check their answers.

check their answers.

report.

! bulary r Voca g yo u in d il Bu

Listening Lab

1. a. Read all the words and phrases in the

1. Read the notes and the examples and tell

students they are going to learn about how

b. Introduce the vocabulary as needed.

sounds are dropped when one word ends with

c. Ask students to do the matching

a consonant and the next word begins with a

consonant.

d. Elicit the answers.

a. Play Track 31 and ask students to repeat.

b. You might want to play the track again or

boxes on the left and right.

exercise.

2. Set the scene: Tell students they are going to listen to a weather forecast.

a. Read all the statements in the

b. Introduce vocabulary or grammar, if

conversation and that they have to mark the

places where the sounds are dropped.

c. Play Track 30 and ask students to

a. Before the listening task, ask students to

b. Then, ask them to mark the places where

boxes.

necessary.

circle True or False.

read it yourself just to reinforce the

pronunciation.

2. Tell students that they will listen to a

read the conversation.

they think the dropping of sounds occurs.

c. Elicit the answers

b. Ask students to start filling in the blanks

d. Then, play Track 28 and ask them to

with information from one of the

interviews they did.

c. Ask students to give their reports to the

3. Play Track 28 again and let students check

their answers again.

Ask students to do the dialog with a

Ask students to give their report

partner. Tell them not to worry if they

without looking at the notes.

cannot pronounce them well. They have to

learn to recognize this ‘key’ when listening

to native speakers.

check their answers.

class.

Extra Activity

LET’S READ Let’s Interview and Communicate

1. Connect

1. Tell students they are going to interview

Read the title and ask students what it

two people about the weather.

means.

a. Read the sentences in the boxes

Elicit some responses.

and make sure the students

understand the meaning.

2. Conduct

b. Tell students to start doing the

a. You might want to play Track 33 for

interviews and writing down the

students who want a model for

information they have gathered.

reading.

b. Ask students to read. Check their

c. You might want to go around and listen to some interviews and give assistance

intonation, pronunciation, and rhythm.

Note:

to students who need help.

Intonation is knowing where to hit the

high and low notes and where to stress.

2. Now, students have to write a short report

using the information from one of the

interviews.

reading. The proper tempo will produce

a. Read the model report and make

smooth reading.

sure students understand the flow of

the sentences.

Rhythm is having the right tempo when

c. Introduce grammar or vocabulary, if

necessary.

3. Communicate

a. Ask questions from the reading to

b. Ask students to read the

statements and make sure they know

the meaning.

c. Ask students to check the correct

d. Once they have finished, elicit the

check comprehension.

statements.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Unit 10 ­ Hobbies and Interests 1. Warm­up activity

f. Ask the pairs to present the dialog to

Ask students what they see in the

pictures (There are five)?”

a. Elicit several answers.

b. Read the statements in the boxes

and introduce grammar or vocabulary,

if necessary.

c. Ask students to match the parts of the

1. Tell students that they are going to learn

how to use expressions when talking about

d. Elicit the answers.

hobbies.

a. Read the examples and the example

sentences.

Extra Activity

the class.

sentences and get students to repeat.

Ask students to make other

b. It might be a good idea to answer any

sentences about the picture.

questions students might have at this

point.

2. a. Read the sentences and introduce

2. a. Model the dialog with a student or

b. Tell students to fill in the blanks with the

b. Go over grammar or vocabulary if you

c. Elicit the answers.

c. Get students to form pairs.

d. Ask students to fill the underlined parts

e. Once they have finished, students can

assistant.

need to.

words and phrases, if necessary.

appropriate expressions form No.1.

Extra Activity

with their own information.

do the dialog with their partners.

Get students to make a sentence

about their hobbies.

Top Tips

Tell students they have to fill in the blanks with

the appropriate word from the box below.

a. Read the sentences and introduce

b. Ask students to fill in the blanks and give

c. Elicit the answers.

vocabulary or grammar as needed.

3. a. Play the track again and let students

b. Elicit the answers.

time for them to do the exercise.

check their answers.

Listening Lab

(Answers are : Othello; pool; Monopoly;

1. Read the notes and the examples and tell

students that this lesson is a review of

stress in words and sentences and linking

of words.

a. Play Track 35 and ask students to repeat.

1. a. Read the words and phrases on the left

b. If students do have any questions, here is

in the boxes and introduce them, giving

only hints (Don’t give away the

answers).

chess)

g Buildin

ocab your V

ulary!

a good time to take them.

2. Tell students that they will listen to a

b. Tell students to look for words

conversation and that they have to mark

or phrases that have the same

the places where the linking of words

meaning as these words and phrases

and the stress in words and sentences

on the right.

occur.

c. Ask students to do the matching

a. Before the listening task, ask students

d. Elicit the answers.

b. Then, ask them to mark the places

where they think the stress and joining

2. Set the scene: Tell students they are going

of words occur.

to listen to a conversation about a hobby.

c. Then, play Track 36 and ask them to

a. Read all the words and expressions on

b. Introduce grammar or vocabulary as

3. Play Track 36 again and let students check

their answers again.

c. Play Track 34 and ask students to

Elicit the answers.

Ask students to do the conversation with a

partner. Tell them not to worry if they

exercise.

to read the conversation.

check their answers.

the left in the boxes.

needed.

check the statements that are true.

cannot pronounce them well. They have to

learn to recognize this ‘key’ when listening

to native speakers.

LET’S READ

Let’s Interview and Communicate

1. Connect

1. Tell students they are going to interview

Read the title and ask students what it

two people about their hobbies.

means.

a. Read the sentences in the boxes

Elicit the responses.

and make sure the students

understand the meaning.

2. Conduct

b. Tell students to start doing the

a. You might want to play Track 37 for

interviews and writing down the

students who want a model for

information they have gathered.

reading.

b. Ask students to read. Check their

c. You might want to go around and listen to some interviews and give assistance

intonation, pronunciation, and rhythm.

Note:

to students who need help.

Intonation is knowing where to hit the

high and low notes and where to stress.

2. Now, students have to write a short report

using the information from one of the

interviews.

reading. The proper tempo will produce

a. Read the model report and make

smooth reading.

sure students understand the flow of

c. Introduce grammar or vocabulary, if

the sentences.

b. Ask students to start filling in the blanks

with information from one of the

interviews they did.

a. Ask questions from the reading to

c. Ask students to give their reports to the Extra Activity

b. Ask students to read the

statements and make sure they know

the meaning.

class.

Ask students to give their report without looking at the notes.

Rhythm is having the right tempo when

necessary.

3. Communicate

check comprehension.

c. Ask students to check the statements

that are true.

Your Notes

d. Once they have finished, elicit the

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Unit 11 ­ Here’s to your health...

1. Warm­up activity

f. Ask the pairs to present the dialog to

Ask students what they see in the

pictures (There are four)?”

a. Elicit several answers.

b. Read the statements in the boxes

and introduce grammar or vocabulary,

if necessary.

c. Ask students to match the parts of the

1. Tell students that they are going to learn

how to use expressions when talking about

d. Elicit the answers.

health.

a. Read the examples and the example

sentences.

Extra Activity

the class.

sentences and get students to repeat.

Ask students to make other

b. It might be a good idea to answer any

sentences about the picture.

questions students might have at this

point.

2. a. Read the sentences and introduce

2. a. Model the dialog with a student or

b. Tell students to fill in the blanks with the

b. Introduce grammar or vocabulary if you

c. Elicit the answers.

c. Get students to form pairs.

d. Ask students to fill the underlined parts

e. Once they have finished, students can

assistant.

words and phrases, if necessary.

appropriate expressions form No.1.

need to.

with their own information.

do the dialog with their partners.

Extra Activity

Get students to do a skit about

health using the expressions they

have learnt.

b. Introduce grammar or vocabulary as

c. Play Track 38 and ask students to

Tell students they have to fill in the blanks with

the appropriate prepositions for health.

a. Read the sentences and introduce

3. a. Play the track again and let students

b. Ask students to fill in the blanks and give

b. Elicit the answers.

c. Elicit the answers.

4. a. Tell students they have to make a

sentence with the words or phrases on

the left in No .1

b. It might be a good idea to walk around

c. Ask students to present their sentences

1. a. Read the words and phrases on the left

in the boxes and introduce them, giving

only hints (Don’t give away the

answers).

b. Read the expressions on the right and

introduce vocabulary and grammar as

1. Read the notes and the examples and tell

needed.

students that this lesson is a review of

c. Tell students to look for words

the helping sound, the schwa, the mixed

or phrases that have the same

sound and the dropped sound.

meaning as these words and phrases

a. Play Track 39 and make a brief

on the right.

c. Ask students to do the matching

b. If students do have any questions, here is

d. Elicit the answers.

2. Tell students that they will listen to a

Top Tips

vocabulary or grammar as needed.

needed.

check the statements that are true.

check their answers.

time for them to do the exercise.

(Answers are : in; for; to; for)

Buildin

b r Voca g yo u

ulary!

exercise.

and assist students who need help.

to the class.

Listening Lab

explanation of each point.

a good time to take them.

2. Set the scene: Tell students they are going

conversation and that they have to mark

to listen to a conversation about a health.

the places where these four listening ‘keys’

a. Read all the statements in the boxes.

occur.

a. Before the listening task, ask students

2. Now, students have to write a short report

using the information from one of the

interviews.

to read the conversation.

b. Then, ask them to mark the places

a. Read the model report and make

where they think the stress and joining

sure students understand the flow of

of words occur.

the sentences.

c. Then, play Track 40 and ask them to

b. Ask students to start filling in the blanks

with information from one of the

interviews they did.

3. Play Track 40 again and let students check

c. Ask students to give their reports to the

their answers again.

Elicit the answers.

check their answers.

class.

Extra Activity

Ask students to do the conversation with a

Ask students to give their report

partner. Tell them not to worry if they

without looking at the notes.

cannot pronounce them well. They have to

learn to recognize this ‘key’ when listening

to native speakers.

LET’S READ

Let’s Interview and Communicate

1. Connect

Read the title and ask students what it

1. Tell students they are going to interview

means.

two people about health.

Elicit the responses.

a. Read the sentences in the boxes

and make sure the students

2. Conduct

understand the meaning.

a. You might want to play Track 41 for

b. Tell students to start doing the

students who want a model for

interviews and writing down the

reading.

information they have gathered.

b. Ask students to read. Check their

c. You might want to go around and listen

to some interviews and give assistance

Note:

to students who need help.

Intonation is knowing where to hit the

intonation, pronunciation, and rhythm.

high and low notes and where to stress.

Rhythm is having the right tempo when

reading. The proper tempo will produce

smooth reading.

c. Introduce grammar or vocabulary, if

necessary.

3. Communicate

a. Ask questions from the reading to

b. Ask students to read the

statements and make sure they know

the meaning.

c. Ask students to check the statements

d. Once they have finished, elicit the

check comprehension.

that are true.

answers.

4 Confirm Ask students to give a summary of

the main points of the reading.

Your Notes

Audio Script

UNIT 11

Track 38

Mark: What do you do when you get a cold, John?

John: I usually sleep it off.

Mark: That’s all?

John: Yeah., that’s all. How about you, Mark?

Mark: I see a doctor and follow whatever advice I get.

John: I don’t like to go to the doctor’s. They give too much medicine.

Mark: Isn’t that what you need when you get sick?

John: Well, sometimes. I like to try other ways, you know, alternative medicine or home remedies

Mark: Maybe I should. Well, you can start teaching me!

for common ailments. You should try them, too.

Answer Key UNIT 11

1.

Clean air is

are also important for a healthy body.

Rest and relaxation

health is smoking

A balanced diet

very important for health.

One of the greatest dangers to

helps to maintain good health

Grammar Power 2. Let’s Practice

a.

b.

c.

How are you feeling are you feeling, John? , John?

I am feeling great.

How is Michelle doing?

She is still not feeling very well.

How do you feel, today?

I feel fine, thanks.

Top Tips

1. He is in good health.

2. He had influenza for five days.

3. What do you do to stay fit.

4. Do you take supplements for health.

Building Vocabulary

1.

Sleep it off

mild illnesses

Follow

not using drugs for illnesses

Alternative medicine

only sleep and do nothing else

Home remedies

obey

Common ailments

using household items to cure illnesses

2.

When John gets a cold he sleeps a lot.

Mark doesn’t like to see a doctor.

John thinks doctors give too much medicine.

John says that home remedies are dangerous.

Mark wants to learn more about alternative medicine.

Listening Lab

2.

A: I long for the days I was healthier.

B: Why? What’s wrong.

A: The doctor told me last month that I have cancer.

B: Oh, I’m sorry to hear that.

A: Well, I guess I’ll have to fight this one.

B: You always win. I’m sure you’ll win again.

A: Thanks for your confidence.

B: Would you be going for more treatment?

A: Yes, I have to go every week.

B: Take care. If you need anything, let me know.

A: Thanks again.

Let’s Read

When we are healthy life offers us great things to enjoy.

Our body always functions in good health until we die.

If you want to avoid pain and suffering pay attention to your health.

When we are not healthy life can become costly.

Don’t take your health for granted means you can do whatever you like with it.

Health is something that may not be there for us all the time.

Unit 12 ­ Review

Extra Activity

Note: You can give this review chapter as homework and then check it in class.

Ask students to make sentences

However, if you choose to do it in class

with the words or phrases on the

you can use the following format:

1. a. Read the notes and briefly go over the

all the listening ‘keys’ (Unit 1).

b. Play Track 42 and stop after every

sentence to help students figure out

their answers.

c. Play Track 42 again and let students

d. Elicit the answers.

check their answers.

left.

3. a. Tell students they have to fill in the blanks

for the directions.

b. Go over some expressions for directions

that students have already learned (for

example, in front of, next to, behind, at the

end of the block).

c. Read the sentences and introduce any

d. Ask students to write down the answers.

e. Elicit the answers.

vocabulary , if necessary.

Challenge!

Ask students to try reading the article as smoothly as they can.

2. a. Read all the words and expressions on

the left and give only hints when

introducing any word or expression.

b. Do the same for the words on the right.

c. Ask students to do the matching

d. Elicit the answers.

exercise.

4. a. Ask students to look at the pictures on the

left and tell what they are.

b. Then ask students to look at the words

c. Ask students to fill in the blanks with the

d. Elicit the answers.

with blanks on the right.

correct answers.

5. a. Read all the words and phrases in the

boxes and introduce vocabulary as needed.

b. Then read all the sentences and introduce

c. Ask students to fill in the blanks.

any grammar or vocabulary.

d. Elicit the answers.

Challenge!

Ask students to fill in the blanks with their

own words or phrases.

Your Notes

Audio Scripts UNIT 1

Track 1

(Background sounds of a cafeteria or restaurant)

Tom: Hey, Michael, meet my new friend, Peter .

Michael: Hey, a pleasure to meet you Peter.

Peter: Nice to meet you, too, Michael.

Tom: Peter is my new neighbor. We met at our neighborhood party two days ago.

Peter: It sure is nice to get to know some new friends.

Michael: Peter, we must get together soon. Why don’t you come to my place this weekend.

Peter: Oh, thank you. I’d love to. Thanks for making me feel so welcome.

Tom: Hey, aren’t you inviting me, too. Remember, I’m your old friend!

UNIT 2 Track 4

A: Hmm. What shall have for a side dish tonight?

B: Side dish? If you want a quick, easy and delicious side dish, I’ve got a recipe.

A: Really? What is it?

B: Well, it’s called Salmon Steak with Grapefruit. It’s delicious!

A: Ok,Ok, how do you make it?

B: Well, first, you heat 1 tablespoon of olive oil in a large pan over medium heat.

A: That sounds easy.

B: OK. Then, you place 4 pieces of boneless salmon in the pan.

A: Got it.

B: Add one cup of fresh grapefruit juice and cook over medium heat for six to eight minutes and it’s done!

A: That’s all?

B: That’s all. Shall we try it?

Then, add 1 ½ cups of chopped onions and cook until they are tender.

UNIT 3

Track 9

Interviewer: Good afternoon. You are Joshua Brown, is that right?

Joshua:

Interviewer: Well, Mr Brown, can you tell me how you keep fit? Er.. What do you do or eat...?

Joshua:

Interviewer: Yes...

Joshua:

Interviewer: Do you swim after your stretching exercises?

Joshua:

Interviewer: I see. Do you eat anything special.

Joshua:

Interviewer: Do you smoke?

Joshua:

Interviewer: Very good. You are a very healthy man, Mr Brown.

(fade.....)

Yes, that’s correct.

Well sir, I jog every morning for about one hour.

Then, in the afternoon, I go to the gym to lift weights and do some stretching exercises. I also swim three times a week.

Oh, no sir, I go for a relaxed swim on days I don’t do stretching exercises.

I avoid eating fried foods and I don’t drink alcohol.

Oh, no sir.

UNIT 4

Track 13

Little boy:

I want to go camping.

Little girl:

I want to stay at an expensive hotel with an amusement park.

Mother:

OK, OK. Wait till your father gets home. I’m afraid he’s going to have to make the choice.

Little boy:

I want something full of adventure. And staying in a tent and having barbeques is really fun, Molly.

Little girl:

No, I don’t want to sleep with bugs at night! I want a nice bed at a hotel.

Mother:

Well, when your father gets back, you can both tell him what you want. We’ll see what he has to say.

UNIT 5

Track 17

Man: You know, I love to go shopping on weekdays.

Woman: I can’t. I have to go to work on weekdays.

Man: I know. I’m fortunate. I have Mondays and Tuesdays off. But I have to work on weekends.

Woman: Is shopping on weekdays really different?

Man: Oh, yes. It’s calm and there are no crowds. Shopping is really restful.

Woman: I do my shopping like everybody else, on weekends and public holidays.

Man: Too bad. I hope you get a chance to shop on a weekday

Woman: Yeah. That would be cool.

UNIT 7

Track 22

(Sounds of a busy street)

A: Excuse me. Could you please tell me the way to the train station?

B: Let’s see... Yes, it’s about 500 meters north from here. Go straight for three blocks and make a right.

A: Straight for three blocks and make a right.

B: That’s right. Then keep walking until you see a Chinese restaurant on your left. It’s a big restaurant. You can’t miss it. The train station is across the street from it.

A: Got it. Is there anything near the station?

B: Yes, there’s a bank beside it.

A: Thank you very much.

B: You’re welcome.

UNIT 8

Track 26

A: So, you’re back from your holiday, eh?

B: Yeah. And what a fantastic time it was!

A: How was the flight to France?

B: Oh, that flight was bumpy because of bad weather. But everything else was great.

A: Did you travel a lot in Europe?

B: It was a package tour, so we went to four countries in 10 days.

A: Wow, that must have been a tight schedule.

B: It was a little hectic but we had a great group and good planning by the travel agent.

A: By the way, what’s the name of the travel agent....? (fade)

UNIT 9

Track 30

Good morning. This is the weather forecast for tomorrow. It will be sunny and warm in the morning

with temperatures between 18 and 20 degrees. In the afternoon, it will be cloudy and a little windy.

The temperature will be 17 degrees. In the evening it will be windy with a temperature of 15

degrees. Showers are also expected in some areas. Don’t forget to take your umbrellas with you

to work tomorrow. Have a nice day.

UNIT 10

Track 34

A: How did you get into fishing?

B: You know, I knew next to nothing about fishing until my son began to take a liking to it.

A: Is he crazy about it?

B: Yeah, he’s really into it. And he’s only ten now. That means I have to do everything for him from scratch.

A: Do you like fishing now?

B: I’ve grown to like it. And you know what? It has become my pastime, too!

UNIT 11

Track 38

Mark: What do you do when you get a cold, John?

John: I usually sleep it off.

Mark: That’s all?

John: Yeah., that’s all. How about you, Mark?

Mark: I see a doctor and follow whatever advice I get.

John: I don’t like to go to the doctor’s. They give too much medicine.

Mark: Isn’t that what you need when you get sick?

John: Well, sometimes. I like to try other ways, you know, alternative medicine or home remedies for common ailments. You should try them, too.

Mark: Maybe I should. Well, you can start teaching me!

UNIT 12 Track 42 Now that you have learnt the keys to better listening, you can use them more and more to improve

your listening skills. The more you practice them the better you’ll get at using them. When you are

watching a movie, see if you can ‘catch’ these six points in the conversations that you hear in it.

You might not be able to speak like a native speaker who uses all these six points but you can be

confident that you are hearing the right way. Don’t be content with your level now but keep on

learning and practicing until the content of your spoken English surprises even you!

Unit 1 Reading Comprehension­ Greetings the World Over 1. True / False Questions

a. All people have the same way of greeting each other.

( )

b. Greeting styles can be different from one region to another.

( )

c. The bow is probably the most common type of greeting in the world.

( )

d. In the South­East­Asian bow, the palms are also put together and brought to the chest.

( )

e. In Latin cultures the greeting includes a pat on the back.

( )

2. Fill in the blanks

a. In Middle Eastern cultures, the ................ on the ................. is part of their greeting.

b. The Maoris in New Zealand are famous for ............. ................ as a greeting.

c. “Have you ................. ?” is a Chinese form of verbal greeting.

d. The traditional Chinese greeting is one ................... circling a closed ........................ and

brought to the height of the ................... . It is followed by a ................... .

Unit 2 Reading Comprehension­ Blindness No Barrier to Leisure

1. True / False Questions

a. When people cannot see anymore, it is impossible to enjoy leisure activities.

( )

b. These people can enjoy leisure through the other four senses in their body.

( )

c. Some organizations offer recreation groups for blind people.

( )

d. It’s not important to maintain leisure after vision loss because it is useless.

( )

e. By maintaining leisure, people with vision loss can accept responsibility.

( )

2. Fill in the blanks

a. People with vision loss still have the ability to ....................... , ..................... , .................... , and

b. If they cannot read books anymore, they can .................... to books on ......................... .

c. Everyone needs leisure in their lives to reduce ..................... and have ......................... .

d. One of the things that people who take up leisure activities learn to do is set .......................... and

......................... .

....................... .

Unit 3 Reading Comprehension­ Travel ­ The Great Teacher 1. True / False Questions

a. Some well­traveled people think of travel as a means of education.

( )

b. We cannot really learn anything when we are relaxing

( )

c. Arthur Fromme wrote the book, Europe on $15 A Day.

( )

d. He lists seven things that we learn as we travel.

( )

e. Fromme says that travelers learn that people in the world are very different from each other. ( )

2. Fill in the blanks

a. Every country has its own ........................... pride.

b. Travel makes us care about .......................... .

c. Travelers learn that there is more than .................. solution to a problem.

d. Travel teaches you to be a ......................... .

e. Travel teaches ............................ .

Unit 4 ­ Reading Comprehension­ That Really Tastes Nice!

1. True / False Questions

a. Cuisine means food from France, China, and India.

( )

b. Junk food is also called fast food.

( )

c. Fast food is produced for its nutrition.

( )

d. The opposite of fast food is slow food.

( )

e. ‘Neutraceuticals’ refers to functional food.

( )

2. Fill in the blanks

a. Health food refers to food that is not ............................ much.

b. Functional food is also a kind of ......................... food.

c. Health food has .............................. to promote health.

d. Some appetizers are .......................... food.

e. People eat comfort to relieve ........................ .

Unit 5 ­ Reading Comprehension­ Shopping Mind Games 1. True / False Questions

a. Mind games are video games.

( )

b. Mind games at a shopping mall are used to make the customer spend money.

( )

c. Even the smell of something can make you buy something you never thought of buying. ( )

d. Mind games at shopping malls have nothing to do with psychology.

2. Fill in the blanks

a. Shopping mind games use the ......................... of shopping.

b. The ................... things are arranged can affect a customer.

c. ..................... pricing also can affect customers.

d. For some people shopping has become a time to ......................... .

e The ...................... of the shopping scene does more than just satisfy physical needs.

( )

Unit 7 ­ Reading Comprehension­ How’s the Weather Today?

1. True / False Questions

a. We can use a word like ‘sunny’ to describe weather.

( )

b. We can use a word like ‘warm’ to describe climate.

( )

c. There’s no real difference between climate and weather.

( )

d. Using time to study the difference between weather and climate is not a good method. ( )

2. Fill in the blanks

a. Weather refers to conditions of the ........................... over a ...................... period of time.

b. Climate refers to ‘.................................’ of the atmosphere over a longer period of time.

c. According to NASA, climate is what you ....................... .

d. According to NASA weather is what you ....................... .

e. ....................... can vary between days.

Unit 8 ­ Reading Comprehension­ All In the Family 1. True / False Questions

a. Mothers communicate differently from fathers.

( )

b. The mother’s communication with the children is more important that\n the father’s.

( )

c. Happiness in the home comes from having a lot of money.

( )

d. It’s not easy to have a balance of love, understanding,forgiveness, and patience.

( )

2. Fill in the blanks

a. Even in ......................... times children learn lessons of life.

b. When the ..................... breaks down, it affects a lot of people.

c. ........................ suffer the most when a family breaks down.

d. The bonds and ........................... of family never really leave us.

e. Those who have built good families enjoy lifelong and ............................. relationships.

Unit 9 ­ In the Best of Health 1. True / False Questions

a. A fad is something that is followed with excessive interest.

( )

b. All fads are bad.

( )

c. Health fads focus on both mental and physical health.

( )

d. Fads use men’s search for a cure for disease as one of the ‘baits.’

( )

2. Fill in the blanks

a. Hydrotherapy is the use of ........................... to treat disease.

b. It was started by the ....................... .

c. According to Dr Martin Brookes many early Olympic Games coaches were ........................

d. Modern­day health fads can sometimes go to .......................... .

e. Some prefer to call beneficial health fads .......................... diets.

Men.

Unit 10 ­ How do I get to..?

1. True / False Questions

a. People generally rely on a map to get to their destination.

( )

b. Some people have moved on to more sophisticated ways of getting to their destination.

( )

c. Computer technology has not been of much help to people trying to get to their

( )

d. The GPS means Global Postal Services.

( )

destinations quicker.

2. Fill in the blanks

a. The GPS is a network of ............... satellites.

b. This network was completed in ...................... .

c. The GPS made its debut in the ................. War.

d. Earth scientists use the GPS to monitor ............................. .

e. The GPS is used to locate vessels lost at .................... .

Unit 11 ­ What do you do?

1. True / False Questions

a. Sometimes people don’t feel like going to work because of a lack of motivation.

( )

b. People learn to cope with their ups and downs at work.

( )

c. Everybody copes with their ups and downs the same way.

( )

d. Some people fail to get any real benefit from their jobs.

( )

2. Fill in the blanks

a. Every day is a perfect gift of ................. .

b. Give your very ................. to your life’s work.

c. Work is not a .................... , drudgery is!

d. “I never ................. a day in my life. It was all .............. .” ­ Thomas Edison

e. The .................... attitude is the key to doing one’s job well.

ANSWER KEY UNIT 1 ­ Greetings and Getting Together

1. Answers may vary. Possible answers:

Yes

No

They know each other The customer is on the left.

The customer is buying flowers The seem to be having a conversation

2. Answers may vary.

3. Possible answers: A: Hello May, how are you?

B: I’m fine, Jim. What a surprise!

A: Are you free for a drink?

B: Sure. Where shall we go?

A: Star Cafe is a nice place.

B: Sounds good..

Grammar Power

Top Tips 1. to

2. for

3. to

Building Your Vocabulary

1.

4. to

5. for

...a pleasure to...

a person living next to your house

It sure is nice...

the area where you live

Neighbor

very happy to ...

neighborhood

It is very nice...

get together

to meet with others

Maybe

2.

Peter is Michael’s new friend

Michael is meeting Tom for the first time

The three friends met at a neighborhood party

Michael wants Peter to go to his house this weekend.

Tom wants to go to Michael’s house, too.

Listening Lab 3.

Yew Min: Yew Min speaking..

Christie: Hello. This is an old friend from college calling.

Yew Min: Christie! I know it’s you, Christie McBride!

Christie: So, you have not forgotten me, have you?

Yew Min: Of course not! Where are you now? We must meet soon.

Christie: How about now?

Yew Min: Now? Where are you?

Christie: At the cafeteria.

Yew Min: OK, I’m coming right now.

Let’s Read 1. Only young people like to get together and have fun.

2. In Japan teenagers like to meet their friends during the long vacations.

3. Older people don’t like to get together very much.

4. Some older people belong to clubs that help people to get together.

5. They meet only once a week.

6. They eat and have fun together.

7. Getting together is something that all people everywhere do.

UNIT 2

1. Answers may vary.

2. Possible answers: A: What do you like to eat for lunch?

B: I like to eat pasta / rice / noodles/ sandwiches . And you?

A: Well, I like pasta / rice / noodles/ sandwiches.

Where do you usually eat lunch?

B: I eat it at home / at a restaurant / at school / at a cafeteria.

A: I eat it at home / at a restaurant / at school / at a cafeteria.

Grammar Power

2. Let’s practice

Answers may vary.

Top Tips 1. She made a reservation for three people at the restaurant.

2. The waiter came to their table with the bill.

3. He eats cereals for breakfast.

4. There’s a lot of spice in that curry.

5. He was invited for dinner at his friend’s house.

Building Your Vocabulary 1.

side dish

ready to be eaten

heat

no bones inside

chopped

something to eat with the main dish

tender

to cook with fire

boneless

put

add

cut into small pieces

2.

Add 1 ½ cups of chopped onions and cook until they are tender.

2

Cook over medium heat for six to eight minutes.

5

Place four pieces of boneless salmon in the pan

3

Heat one tablespoon of olive oil in a large pan over medium heat

1

Add one cup of fresh grapefruit juice.

4

Listening Lab 2.

a. She took part in the baking contest.

protest (verb)

b. He wants to contest results of the game.

competition

c. The mother put the candy in the mouth of the jar.

d. I saw her mouth the words, “I love ice cream.”

speak silently

e. The store clerk gave her a ten per cent discount.

cut in price (verb)

f. The baker had to discount the price of the bread.

cut in price (noun)

g. The little girl had a tear in her eye.

destroy

h. She said she saw him tear the cookbook.

liquid from the eye

i. My wife will record the lesson on a CD.

save it onto a CD

j. They have a record of all his scores.

a document

an opening

3.

Noun

Contest Mouth Discount Tear Record

Verb

Contest Mouth Discount Tear Record

Let’s Read

Many people are like Max because they eat seven meals a day.

True / False

He eats small meals every time.

True / False

Not all experts agree that eating seven meals a day is healthy.

True / False

The Romans probably started the snacking habit.

True / False

Most people today eat three meals a day.

True / False

Snacking means eating one meal a day

True / False

UNIT 3

1.

Picture 1:

A man is lifting dumb bells for exercise

Picture 2:

These people are rafting on a fast river

Picture 3:

This man is playing tennis in spring

2. Answers may vary.

Grammar Power

2. Let’s Practice 1. He loves to go cycling in the morning.

2. They will play lacrosse next week.

3. My friend plays billiards every week.

4. His Chinese neighbor does Tai Chi every morning.

5. Jeff tries to go scuba diving at least once a year.

6. The soldiers do taekwondo as part of their training.

7. She and her friend love to go skiing in the Japanese Alps.

8. I do stretching exercises every morning and I really feel good.

9. Let’s play American football this weekend.

10. Would you like to go sledding with me this winter?

Top Tips 1. a hiker

2. a fitness freak

3. an archer

4. a fan

Building Your Vocabulary

1.

keep fit

choose not to do something

lift weights

food cooked by frying in oil

stretching exercises

stay healthy

avoid

exercise done by stretching the body

fried food

carry weights for exercise

2.

Mr Brown walks for one hour every morning.

True / False

In the afternoon, he goes to the gym.

True / False

He swims three times a month.

True / False

He goes swimming when he doesn’t do stretching exercises.

True / False

He loves to eat fried food.

True / False

4. Possible answer:

He jogs every morning for about one hour. He lifts weights and does stretching exercises at the gym in the afternoon. He swims on days he does not do stretching exercises. He avoids eating fried foods and does not drink alcohol. He does not smoke, either.

Listening Lab A: Do you watch the Olympics on TV? B: Of course. It’s an event that comes only once in four years.

A: I’m not a fan of the Olympics.

B: Really? Why is that?

A: I don’t like sports very much and I don’t have time.

B: You should try watching it once. Maybe you’ll begin to like it.

A: Well, maybe I’ll try to watch it the next time it comes.

Let’s Read

All cultures in the world have a special sport that they love to play.

America, Canada, Brazil and India have a ‘national’ sport.

In these countries many all the people must play the ‘national’ sport.

Some sports are very traditional

Kabbadi is a ball game played in India.

Sepak takraw is probably played in Malaysia.

Sumo is closely linked to Japanese culture.

UNIT 4 1.

There are

the middle is the birthday girl

The girl with the party hat in

is blowing the candles

They are having

and three adults in this picture

The birthday girl

two families in this picture

There are four children

a birthday party outdoors

2. Answers may vary

Grammar Power

2. Let’s Practice a. I have a sister and a brother

b. She has two grandmothers.

c. John is an engineer.

d. There are ten people in that family.

e. His wife is a a nurse.

f. They have a cat, too.

Top Tips

1. My family members like to go on hiking trips every summer.

2. We eat together five times a week.

3. My grandparents are from Chicago.

4. This aunt is her mother’s sister.

5. He father is the eldest in his family.

Building Your Vocabulary

1.

wants to stay at a hotel

wants to wait for the father to come home

wants to go camping

doesn’t like camping because of bugs

is not back at home yet

The boy The girl The mother The father

3.

Full of adventure

exciting

Expensive hotel

resort

Fun

enjoyable

Make the choice

decide

Bugs

insects

Listening Lab 2.

A: I have a closer relationship with my grandmother than anybody else.

B: Have you ever told her about it?

A: Yes, I have. It made her very happy.

B: I’m closer to my dad, I think.

A: How close are you to your grandparents?

B: Pretty close. I visit them often.

Note: Although there is linking in ‘told her’ and ‘made her,’ you don’t have to introduce them now.

The dropping of the ‘h’ in her is covered in Chapter 9.

Let’s Read

Living together with relatives can be fun.

True / False

There are no relationship problems in an extended family.

True / False

When relationships are good extended families can be really fun.

True / False

Family privacy can sometimes be difficult to have in an extended family.

True / False

Living in the city makes it difficult to have extended families.

True / False

Many people today are choosing the extended family.

True / False

UNIT 5

1.

1. Shampoo

6. Boots

2. Hat

7. Perfume

3. Cake

8. Hand fan

4. Hand bag

9. Santa Claus

5. Soft toy

10. Floor lamp

Grammar Power

2. Let’s Practice. a. Shall we go to the supermarket to get some groceries?

b. I never go to that store because the staff are rude.

c. John and his family will go shopping in the evening.

d. Sometimes she gets really nice things at the flea market.

e. Marianne always pays cash when she buys things. She hates using a credit card.

f. Shall we have lunch after shopping?

Top Tips 1. Mary loves to buy furniture / furnitures at that store.

2. I like to eat bread / breads for breakfast

3. The electronics / electronic section at the department store is having a sale.

4. She didn’t go shopping because of the heavy traffics / traffic.

Building Your Vocabulary

1.

1. The woman wants to go shopping on weekdays.

2. The man thinks shopping on the weekend is a good idea.

3. The man works on weekends.

4. The woman can only do her shopping on the weekend.

5. The man says that there are big crowds on weekdays.

Fortunate

a good idea

Calm

unlucky

Restful

quiet

Too bad

lucky

Cool

relaxing

2.

Listening Lab

2.

A: How often do you go on shopping trips?

B: Oh, once a week, I think. How about you?

A: I go at least three times a week.

B: I’m single, so I don’t really have much shopping to do.

A: Yeah. My son is growing fast. He is always hungry!

B: I envy him. I always eat so little!

Let’s Read

1. Online shopping is more popular now than it was before.

2. Some people prefer to see and feel things that they are going to buy.

3. Internet shopping is not an enjoyable experience.

4. You can buy only a few kinds of thing on the Internet.

5. You can now book your flight tickets and make hotel reservations online.

6. Online shopping will still be popular with people in the future.

UNIT 6

1.

a. The stress occurs in the sentence: i. I love spicy food.

ii. Our family gets together at least twice every year.

b. The stress occurs in the underlined word:

i. The teacher will conduct a survey tomorrow.

ii. I had to refuse to go shopping with her.

Please throw your refuse in the garbage can.

c. The linking occurs in the sentence:

i. The sports shop had a lot of famous brand names.

ii. Jonathan always eats in between meals.

d. The helper sound comes in:

His conduct was very bad in class.

i. The elderly woman is my aunt.

ii. He is the one who told me about the soccer game.

2.

3.

ys cooking her a. for She enjo friends. oking for her She enjoys co ds. frien r ates My brothe h rk o w e m o h . b . to do tes to do My brother ha

Where does she live?

She lives in San Francisco.

What is your name?

My name is Edward Rodriguez.

When was your father born?

My father was born on March 1, 1965

What do you like to eat for dinner?

I like to eat pasta for dinner.

homework

e g week They lik c. every gettin together. g together They like gettin

. every week

4.

Do

Go

Play

Jujitsu

Ice­skating

Badminton

Weightlifting

Snowboarding

Lacrosse

Morning exercises

Canoeing

Volleyball

5. a. He loves to have tofu as a side dish for dinner. b. His mother chopped the onions before she fried them.

c. That baseball game was the most exciting one I have ever seen.

d. If you want to go to the picnic you have to decide by tomorrow. e. Mag tries to avoid going shopping during public holidays. f. My brother tries to keep fit by jogging every morning.

6.

Luxury hotel

fitness freak

Put in

get together

A fun time

neighbor

Lucky

tender

Stuffed toy

add

Meet with friends

enjoyable

Cooked enough

resort

Exercises a lot

calm

Someone living next door

Soft toy

quiet

fortunate

UNIT 7 1. a. This woman is calling someone. b. She is lost and wants to get directions. c. She is on her way to a friend’s house. d. She is going through part of a busy town.

2. Let’s Practice.

A. Excuse me. Could you tell me the way to the Italian restaurant.

B: Sure. Go straight for two blocks and turn right.

A: Can I take that street?

B: No. Take this street.

A: Thank you very much.

B: You’re welcome.

Top Tips 1. The shop is on the corner of

Spring Street and Light Street.

2. There is a cafe next to my

house.

3. We will meet in front of the

station.

4. The hairdresser is behind the

car park.

Building Your Vocabulary

1.

The stranger says that it’s 500 meters north of that place.

2

The post office is beside a bank.

5

The Chinese restaurant is on the left.

4

The person asks for directions to the train station.

1

He has to turn right after three blocks.

3

3.

Make a right

opposite

Can’t miss it

turn right

Across..... from

next to

Beside

you are sure to see it

Listening Lab 3.

A: Yesterday, we were thirty minutes late for the party.

B: Thirty minutes? What happened?

A: Well, I thought I knew how to get there but, because it was dark,

I took a wrong turn.

B: Didn’t you have a map in the car?

A: No, I didn’t. But I’m got a map immediately after the party!

B: Good thinking . That will save you a lot of trouble in the future.

Let’s Read

People have many way to remember directions.

High­tech gadgets are not really helpful.

Couples have arguments because they don’t like the gadgets they have.

Getting a high­tech gadget could be a good idea.

Nowadays, you cannot get to any place without a high­tech gadget.

The old way of asking someone for directions when you are lost is still helpful.

Asking someone for directions is the best way.

UNIT 8

1. a. Where are they? b. What is the name of the clock tower? c. Who does the beach umbrella belong to? d. What is this building called?

Grammar Power 2. Let’s practice. Answers may vary. Possible answers are: a. Where would you like to go, sir / madam?

I’d like to make a flight booking to London. b. What type would you like?

I’d like a two­week package, please c. This is the Prince Hotel, can I help you?

I’d like to make a reservation. d. Do you have a 10:30 am flight?

No, we don’t have a 10.30 flight but we have a 11 am flight..

Building Your Vocabulary

1.

to four countries.

He traveled

the people in the group were nice

It was a ten­day

but the vacation was great.

The schedule was a little busy but

planned the vacation well

The travel agent

package tour.

It was a rough flight

3. a. I had a fantastic time in Spain. It was the best holiday in my life. b. We went on a bumpy ride to the top of the hill on our bicycles. c. I didn’t want to travel alone, so I chose a package tour. d. The vacation was nice but a little hectic because we had three children with us. e. I don’t like group tours because their schedules are usually tight .

Listening Lab

2.

A: Mom, could you pack my clothes for the trip?

B: Young man, why can’t you do it?

A: I’m going to be busy at school today and I have a test tomorrow.

B: Did you iron your clothes yesterday?

A: No, I didn’t, mom.

B: Well, you want me to do that, too?

A: Sorry, mom.

B: Tell you what. I’ll clean the dishes after dinner every night until we

leave for our vacation.

A: Did you say every night?

B: Yes ma’am A: OK. Let’s Read

There is no other way to fly if you don’t fly on the regular airlines.

Budget airlines tickets sometimes cost only half the price of regular airline tickets.

Budget airlines are getting more and more popular.

You can get gourmet meals on budget airlines.

If you want good seats you have to sometimes pay a little extra money.

There is no such thing as a first class seat in a budget airline.

UNIT 9 1. a. It’s a fine spring day in the big picture. b. The picture of the left shows cloudy weather. c. It’s snowy in the middle picture. d. It’s a clear sunny day in the picture on the right.

Grammar Power

2. Let’s Practice a. What a beautiful morning!

b. It’s going to be snowy in the evening.

c. What’s the weather like in the afternoon?

d. It’s going to rain tonight.

Top Tips 1. It’s so overcast I can’t see the sky at all.

2. What a fine day for fishing!

3. The sky is so clear there’s is not a single cloud.

4. It’s too windy to play badminton today.

Building Your Vocabulary

1.

weather forecast

measure of hotness or coldness

temperature

light rain

degrees

may happen

showers

telling how the weather may be

expected

numbers used to tell how hot or cold something is

2.

The weather forecast is for today.

True / False

There will not be any rain in the morning.

True / False

It will be 15 degrees in the afternoon.

True / False

It will be windy in the evening.

True / False

Some places may have some light rain in the evening.

True / False

Listening Lab 2.

A: How was your vacation in Guam?

B: It was great. It was sunny most of the time we were there.

A: So, we were at the beach most of the time.

B: Wow, that sounds nice.

A: It was hot a few afternoons but it was not too bad.

B: I feel like going there soon. The cold weather here is uncomfortable.

A: You should go there. You should talk to your wife about a vacation there.

B: I’m surely going to tell her about it.

Let’s Read

a. The Celsius and Centigrade scales are the same.

b. The Celsius scale came before the Fahrenheit scale.

c. The words Celsius and Fahrenheit come from names of people.

d. The Celsius scale was adopted in the 20th Century.

e. Most countries in the world is the Fahrenheit scale.

f. Only the United States and a few other countries use the Fahrenheit scale.

UNIT 10 1.

The man in the big picture

younger people is go­kart racing

Some people play the piano

can also be a fun hobby

Another popular hobby among

is enjoying reading a book

Having pets like fish

gardening helps them relax

For some people

as a hobby

Grammar Power

2. Let’s Practice. Possible answers: a. At the moment, John is into ethnic music.

b. He had no time for hobbies in the past but he has a number of hobbies now.

c. Jack spends many hours repairing old cars in his garage.

d. I didn’t know that he was crazy about model airplanes.

Top Tips 1. A board game played with white and black discs. Othello 2. A game played on a long table with 6 pockets. Pool 3. A game about money and wealth. Monopoly 4. A board game with a war theme. Chess Building Your Vocabulary 1.

Get into

start to like...

Next to nothing...

from the beginning

Take a liking to...

begin to get interested in...

From scratch

hobby

Pastime

almost nothing

2.

1. The father new a lot about fishing before his son liked it.

2. The son loves fishing.

3. The ten­year­old son knows a lot about fishing.

4. The father has to help the son a lot.

5. The father hates fishing.

Listening Lab 2.

A: I am amazed at the quality of his photographs. They are beautiful!

B: Although he is not a professional, he loves his hobby.

A: Did he take some professional course?

B: No, he didn’t. Almost everyone in his family loves photography.

His grandfather is his teacher.

A: I’d like to have a grandfather like that!

B: If you want to perfect your style, you should ask the old man to teach you.

He’s perfect!

A: I know, but there’s no way I could do that!

Let’s Read a. The idiom in the article is meant for children only. b. Hobbies can help take away the stress of daily work. c. You have to report about your hobbies to your boss. d. Hobbies help you learn new things. e. You cannot fail when you are working at your hobby. f. Some hobbies can help you make new friends. g. Hobbies are expensive.

UNIT 11

1.

Clean air is

are also important for a healthy body.

Rest and relaxation

health is smoking

A balanced diet

very important for health.

One of the greatest dangers to

helps to maintain good health

Grammar Power

2. Let’s Practice

a.

b.

c.

How are you feeling are you feeling, John? , John?

I am feeling great.

How is Michelle doing?

She is still not feeling very well.

How do you feel, today?

I feel fine, thanks.

Top Tips

1. He is in good health.

2. He had influenza for five days.

3. What do you do to stay fit.

4. Do you take supplements for health.

Building Your Vocabulary

1.

Sleep it off

mild illnesses

Follow

not using drugs for illnesses

Alternative medicine

only sleep and do nothing else

Home remedies

obey

Common ailments

using household items to cure illnesses

2.

When John gets a cold he sleeps a lot.

Mark doesn’t like to see a doctor.

John thinks doctors give too much medicine.

John says that home remedies are dangerous.

Mark wants to learn more about alternative medicine.

Listening Lab

2.

A: I long for the days I was healthier.

B: Why? What’s wrong.

A: The doctor told me last month that I have cancer.

B: Oh, I’m sorry to hear that.

A: Well, I guess I’ll have to fight this one.

B: You always win. I’m sure you’ll win again.

A: Thanks for your confidence.

B: Would you be going for more treatment?

A: Yes, I have to go every week.

B: Take care. If you need anything, let me know.

A: Thanks again.

Let’s Read

When we are healthy life offers us great things to enjoy.

Our body always functions in good health until we die.

If you want to avoid pain and suffering pay attention to your health.

When we are not healthy life can become costly.

Don’t take your health for granted means you can do whatever you like with it.

Health is something that may not be there for us all the time.

UNIT 12

1.

Now that you have learnt the keys to better listening, you can use them more and more to improve your listening skills. The more you practice them the better you’ll get at using them. When you are watching a movie, see if you can ‘catch’ these six points in the conversations that you hear in it. You might not be able to speak like a native speaker who uses all these six points but you can be confident that you are hearing the right way.

Don’t be content with your level now but keep on learning and practicing until the content of your spoken English surprises even you!

2.

Across from

very busy

Hectic

not much free time

Showers

you can see it clearly

From scratch

sky completely covered with clouds

Bumpy

opposite

Can’t miss it

from the beginning

Tight schedule

not smooth

Overcast

light rain

3.

4.

N W E S

Snooker Painting

X

Football Archery

At the end of the block on the right.

Go east one block and turn left.

Skiing Fishing Horse riding

X

Go one block and it’s on the left.

It’s in the middle of the block on the left.

5.

a. Could you tell me how to get to the station.

b. I’d like a double room, please.

c. What a beautiful day!

d. She’s crazy about skydiving.

e. Take this street and go straight for two blocks.

f. How is Marianne doing in the hospital?

g. How have you been feeling, Mr Brown?

h. How can I get to the school from here?

i. What’s the weather like tomorrow?

j. John’s into skydiving.

Listen Well Speak Well is a two-level series that helps students improve their listening skills as they learn to communicate in English Also available:　 Teacher's Guide for Listen Well Speak Well 2