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32 Avenue of the Americas, New York, NY 10013-2473, USA Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781107643673 © Cambridge University Press 2012 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 Reprinted 2016 Printed in Italy by Rotolito Lombarda S.p.A. A catalogue record for this publication is available from the British Library ISBN 978-1-107-65708-3 Intro DVD ISBN 978-1-107-69753-9 Intro Video Resource Book ISBN 978-1-107-62524-2 DVD 1 ISBN 978-1-107-64367-3 Video Resource Book 1 ISBN 978-1-107-66521-7 DVD 2 ISBN 978-1-107-65180-7 Video Resource Book 2 ISBN 978-1-107-62067-4 DVD 3 ISBN 978-1-107-63693-4 Video Resource Book 3 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Art direction, book design, photo research, and layout services: Integra

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Contents ■ Plan of Video 1

v

■ Introduction

vi



Interchange Video Program

vi



Video in the classroom

vi



Program length

vi



Program components

vi



Guidelines for teaching the Interchange Video Program

vi



How to teach a typical video sequence

vii

1 Are you Evan Chu?

2

2 I love my job!

6

3 Yard sale

10

4 Movies

14

5 A family picnic

18

6 I like to stay in shape.

22

7 My trip to London

26

8 Nice neighborhood

30

9 Suspicious visitors

34

10 What took you so long?

38

11 San Francisco!

42

12 Onion soup and chocolate

46

13 How about a pizza?

50

14 Around the World

54

15 String cheese

58

16 Life changes

62

■ Teaching notes

66

■ Video transcripts

118

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Credits Illustration credits Andrezzinho: 6 (bottom), 34; Mark Collins: 8 (top), 18, 30 (bottom), 58; Carlos Diaz: 4 (center), 48, 60, 62 (bottom); Chuck Gonzales: 2, 16 (top), 26, 54; Jim Haynes: 12 (top), 20, 24, 36, 46 (top), 57, 62 (top); Dan Hubig: 53, 61; Trevor Keen: 4 (bottom), 6 (top), 18 (bottom), 38, 65; Joanna Kerr: 12 (bottom),

30 (top), 32; KJA-artists.com: 23, 49, 64 (bottom); Monika Melnychuk/i2iart.com: 46 (bottom); Karen Minot: 50; Rob Schuster: 16 (bottom); James Yamasaki: 10 (bottom), 22 (bottom); Rose Zgodzinski: 22 (top)

Photo Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable. Key: T = Top, B = Below, TL = Top Left, TC = Top Centre, TR = Top Right, CL = Centre Left, C = Centre, CR = Centre Right, BL = Below Left, BCL = Below Centre Left, BC = Below Centre, BCR = Below Centre Right, BR = Below Right. p. 14 (BCL): Weinstein/Everett/REX/Shutterstock; p. 14 (BCR): Dimension Films/Everett/REX/ Shutterstock; p. 14 (BL): Everett Collection/REX/ Shutterstock; p. 14 (BR): Warner Br/Everett/ REX/Shutterstock; p. 14 (CR): Courtesy Everett Collection/REX/Shutterstock; p. 14 (popcorn): Oleksandr Staroseltsev/Hemera/Getty Images; p. 14 (Ticket): Christophe Testi/Hemera/Getty Images; p. 14 (TR): Rafa Irusta/Shutterstock; p. 20: UpperCut Images/SuperStock; p. 26 (CL): Worakit Sirijinda/ Shutterstock; p. 26 (C): Maksym Gorpenyuk/ Shutterstock; p. 26 (CR): Etienne/age fotostock; p. 26 (BL): simongurney/iStock/Getty Images; p. 26 (BC): Simon James/Shutterstock; p. 26 (BR): Samot/ Shutterstock; p. 27 (TL): Wright/Relaximages/ age fotostock; p. 27 (BL): Julian Love/AWL/Getty Images; p. 27 (TR): Stockbyte/Getty Images; p. 27 (BR): claudiodivizia/iStock/Getty Images; p. 28 (TC): Worakit Sirijinda/Shutterstock; p. 28 (TL): Maksym Gorpenyuk/Shutterstock; p. 28 (BC): Etienne/

age fotostock; p. 28 (TR): simongurney/iStock/ Getty Images; p. 28 (BL): Wright/Relaximages/ age fotostock; p. 28 (BR): Travelshots/SuperStock; p. 42 (TR): Anna Shakina/Shutterstock; p. 42 (CL): Hoberman Collection/SuperStock; p. 42 (C): Mitchell Funk/Photographer’s Choice/Getty Images; p. 42 (CR): Ruth Tomlinson/Robert Harding Picture Library/age fotostock; p. 42 (BL): © Ron Koeberer/Aurora Photos/Alamy; p. 42 (BC): John Elk III/Lonely Planet Images/Getty Images; p. 42 (BR): Novastock/F1online/age fotostock; p. 43 (BL): mcrosno/iStock/Getty Images; p. 43 (CL): Barry Winiker/Getty Images; p. 43 (CR): LimeWave inspiration to exploration/Moment/Getty Images; p. 43 (TL): fStop/SuperStock; p. 43 (TC): Matt Payne of Durango, Colorado/Getty Images; p. 43 (TR): rramirez125/iStock/Getty Images; p. 43 (BR): Pietro Scozzari/age fotostock; p. 44 (TL): Mitchell Funk/Photographer’s Choice/Getty Images; p. 44 (TC): © Travel Division Images/Alamy; p. 44 (BL): © Lee Foster/Alamy; p. 44 (BC): © Roberta Allen/ Alamy; p. 44 (TR): © Ed Rhodes/Alamy; p. 44 (BR): Bob Thomason/Stone/Getty Images; p. 51 (CL): © T.M.O.Buildings/Alamy; p. 52 (T): © Image Source/ Alamy; p. 53 (C): Comstock Images/Getty Images; p. 53 (B): Kongsak/Shutterstock; p. 54 (TR): Paul Harris/AWL Images/Getty Images; p. 54 (TL): © FrÈdÈric Soltan/Sygma/Corbis; p. 54 (BL): Jochen Schlenker/robertharding/Getty Images; p. 54 (BR): Corbis/SuperStock; p. 55 (TR): Hisham Ibrahim/ Photographer’s Choice/Getty Images; p. 55 (TL): © David Sailors/Terra/Corbis; p. 64 (Clipboard): Beboy_ltd/istockphoto.com; p. 64 (Pencil): t_kimura/Getty Images; p. 65 (CR): volare2004/ iStock/Getty Images.

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Plan of Video 1 1  Are you Evan Chu?  The wrong name tag at a

9  Suspicious visitors  Sarah and George are relaxing at

Functional Focus  Introducing oneself; asking for and giving personal information Grammar  Present tense of be; Wh-questions with be Vocabulary  Greetings; personal information

Functional Focus  Describing physical appearance Grammar  Modifiers with participles and prepositions Vocabulary  Terms for physical appearance

conference causes confusion.

2  I love my job!  Lisa, a film student, interviews several

people about their jobs for a school project. Functional Focus  Talking about work Grammar  Wh-questions with do Vocabulary  Occupations; time expressions

3  Yard sale  Todd and Mariela have different opinions

home when they are surprised by visitors.

10  What took you so long?  On his way to meet Linda, Jacob has some problems.

Functional Focus  Telling a story; apology and forgiveness Grammar  Present perfect tense; sequencing words: first, then, after that, . . . Vocabulary  Verbs in different tenses

11

about things at a yard sale.

  San Francisco!  Dr. and Mrs. Smith get directions and advice about what to do and see in San Francisco.

Functional Focus  Asking for and discussing prices of things; expressing opinions Grammar  Questions with how; demonstratives Vocabulary  Yard sale items

Functional Focus  Asking and telling about places; giving advice Grammar  Should and shouldn’t Vocabulary  Sights to see in San Francisco, California; describing tourist sights

4  Movies  Lisa, a film student, interviews people about

12  Onion soup and chocolate  People discuss their

Functional Focus  Expressing likes and dislikes; giving reasons Grammar  Object pronouns, questions with do Vocabulary  Kinds of movies; movie venues

Functional Focus  Talking about health problems; giving advice Grammar  Infinitive complements Vocabulary  Cold remedies

5  A family picnic  Beth introduces her family members

13  How about a pizza?  Carmen and Luis decide to try

Functional Focus  Talking about family and family relationships Grammar  Present continuous vs. simple present Vocabulary  Family members

Functional Focus  Agreeing and disagreeing; ordering food Grammar  So, too, neither, either; requests with would and will Vocabulary  Types of foods

movies, how they watch them, and how often they watch them.

during their picnic in the country.

home remedies for colds.

something new – in a way.

6  I like to stay in shape.  Tim tries to impress Anne by 14  Around the World  Marlene, Ted, and Lili are

telling her about his fitness routine.

contestants on a game show about geography.

Functional Focus  Talking about routines Grammar  Adverbs of frequency Vocabulary  Words related to sports and exercise

Functional Focus  Asking and answering questions about geography Grammar  Adjective comparisons; questions with how Vocabulary  Geographical terms

7  My trip to London  Melissa tells Lili about her trip to

London.

Functional Focus  Describing past events; expressing opinions Grammar  Past tense Vocabulary  Sights to see in London, England; verbs for sightseeing

8  Nice neighborhood  Carmen and Luis learn about their new neighborhood.

Functional Focus  Describing neighborhoods Grammar  There is/There are; quantifiers Vocabulary  Places in a neighborhood

15

  String cheese  Mariela is throwing a party for Todd and asks for help from her guests. Functional Focus  Making phone calls and leaving messages Grammar  Requests with tell and ask Vocabulary  Telephone expressions

16  Life changes  Three young people describe how

their lives have changed since they finished school and started working. Functional Focus  Describing changes and plans for the future Grammar  Verb forms to describe change; verb + infinitive for future plans Vocabulary  Verb and noun pairs to describe changes

v

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Introduction ■ INTERCHANGE VIDEO PROGRAM The philosophy underlying Interchange is that learning a second or foreign language is more meaningful and effective when the language is used for real communication instead of being studied as an end in itself. The Interchange Video Program brings this philosophy to life by providing a variety of entertaining and instructive live-action video sequences (“videos”) along with a wealth of activities that reinforce and extend the content of the videos. The program serves as an exciting vehicle for introducing and practicing useful conversational language for everyday situations. The Interchange Video Program is designed to complement the Student’s Books. Each video provides further practice related to the topics, language, and vocabulary introduced in the corresponding unit of the Student’s Book.

■ VIDEO IN THE CLASSROOM The use of video in the classroom can be an exciting and effective way to teach and learn. As a medium, video both motivates and entertains students. The Interchange Video Program is a unique resource that does the following: • Depicts dynamic, natural contexts for language use. • Uses engaging story lines to present authentic language as well as cultural information about speakers of English. • Enables learners to use visual information to enhance comprehension. • Focuses on the important cultural dimension of learning a language by actually showing how speakers of the language live and behave. • Allows learners to observe the gestures, facial expressions, and other aspects of body language that accompany speech. Learners can expand their cultural awareness, develop skills and strategies for communicating effectively, and learn to use language creatively.

■ PROGRAM LENGTH There are sixteen videos in each level of the Interchange Video Program, one video for every Student’s Book unit. For Level 1, they vary slightly

in length, but in general, each video is two to four minutes long. The accompanying material in the Video Resource Book is designed for maximum flexibility and provides 45 to 90 minutes of classroom activity.

■ PROGRAM COMPONENTS Video The sixteen videos in each level’s video program complement Units 1 through 16 of the corresponding Student’s Book. For Level 1, there are twelve dramatized stories and four documentarystyle sequences. Although linked to the topic of the corresponding Student’s Book unit, the videos present new situations and introduce characters who do not appear in the text. The language used in the videos reflects the structures and vocabulary presented in the Student’s Book, while also illustrating how language is used by English speakers in a variety of situations.

Video Resource Book The Video Resource Book contains photocopiable worksheets for students, detailed teaching notes with worksheet answer keys, and complete video transcripts. The worksheets and teaching notes correspond to each video in the program and are organized into four sections: Preview, Watch the video, Follow-up, and Language close-up.

■ GUIDELINES FOR TEACHING THE INTERCHANGE VIDEO PROGRAM The Interchange Video Program provides a multi-skills language learning experience in which each element builds on and supports the others. The Preview activities build on each other to provide students with relevant background information and key vocabulary that will assist them in better understanding the video. The carefully sequenced Watch the video activities first help students focus on gist and then guide them in identifying important details and language. These tasks also prepare them for Follow-up speaking activities, which encourage students to extend and personalize information by voicing their opinions or carrying out communicative tasks. Then students

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finish with the Language close-up, examining and practicing the particular language structures and functions presented in the video.

■ HOW TO TEACH A TYPICAL VIDEO SEQUENCE The unit-by-unit teaching notes in the Video Resource Book give detailed suggestions for teaching each unit. In addition to these comprehensive notes, here is a set of procedures that can be used to teach any of the units of the Interchange Video Program. First, introduce the topic of the unit by asking questions and eliciting information from the students related to the theme of the unit. Explain what they will study (e.g., main topics, functions, and structures) and give students an indication of what they will see in the video. Present the activities and tasks using the following guidelines:

Preview Culture  These activities introduce the topics of the video sequences and provide important background and cultural information. • Introduce the topic by asking questions about it. • Have students read the culture note silently. • Answer any questions about vocabulary or content. • Read the questions aloud. Then have students work in pairs or small groups to answer them. • Discuss students’ answers. Vocabulary  These activities introduce and practice the essential vocabulary of the videos through a variety of interesting tasks. • Introduce and model the pronunciation of the words in the activity. • Have students complete the task in pairs or individually. • Have students compare answers with a partner or around the class. • Check students’ answers. • Encourage students to supply additional related vocabulary items where appropriate. Guess the facts/Guess the story  These activities allow students to make predictions about characters and their actions by watching part of the video, by watching all of the video with the sound off, or by looking at photos in the worksheets. These schemabuilding activities improve students’ comprehension when they watch the full video with sound.

• Ask students to guess what the video is about by • • • • •

thinking about the topic of the unit and looking at the photos. Accept all answers at this stage. Explain the task and lead students through the procedure. Answer any questions that arise. Play the video as instructed for that unit. Have students complete the task individually or in pairs. Have students check their predictions and compare answers with a partner or around the class. Check students’ answers, replaying portions of the video as appropriate.

Watch the Video Get the picture  These initial viewing activities help students gain a global understanding of the videos by focusing on gist. Activity types vary from unit to unit, but typically involve watching for key information needed to complete a chart, answer questions, or arrange events in sequential order. • Direct students’ attention to the task, and read through it with them. Answer vocabulary or procedural questions as they arise. • Have individual students predict answers to questions if they feel they have enough information to do so. • Remind students that this is a gist activity. They don’t need to understand every detail in the video. • Play the entire video with the sound on. Replay if necessary. • Have students complete the task individually or in pairs. When appropriate, have them check the predictions they made in previewing activities. • Have students compare answers with a partner or around the class. • If time permits, have students check answers while watching the video again. • Check students’ answers. Watch for details  Students focus on more detailed meaning by watching and listening for specific information to complete the tasks. • Explain the task. Lead students through the instructions and questions. • Answer any vocabulary and procedural questions that arise. • Play the entire video with the sound on. Replay as necessary.

Introduction

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• Have students complete the task individually or in pairs.

• Have students compare answers with a partner or around the class.

• If time permits, have students check their answers while watching the video again.

• Check students’ answers.

What’s your opinion?  Students make inferences about the characters’ actions, feelings, and motivations, or state their own opinions about topics in the video.

Follow-up Role play, interview, and other expansion activities  This section includes communicative activities based on the videos in which students extend and personalize what they have learned. Encourage students to use new language to talk about themselves and their ideas as they complete the tasks. • Explain the task. Lead students through the procedure and answer their vocabulary and procedural questions. • Have students complete the task individually, in pairs, or in small groups, as noted in the teaching notes. • Have students compare answers in pairs or in small groups. • When appropriate, have volunteer pairs or groups act out the activity for the class.

Language close-up What did they say?  These cloze activities develop bottom-up listening skills by having students focus on the specific language in the videos and then fill in missing words. • Lead students through the task instructions. Answer procedural questions as necessary. • Have students read the cloze passage and predict answers when possible. • Play the appropriate section of the video and do a spot-check to gauge overall comprehension. Do not supply answers at this stage. • Play the section again. Have students compare answers with a partner or around the class. Replay as necessary. • Go over answers with the class, and discuss any trouble spots. • If you wish, divide the class in half or in groups and lead a choral repetition and practice of the cloze passage. When students are comfortable

with it, have them practice it in pairs or small groups, depending on the number of characters required. • Have selected pairs or groups read or act out the passage for the class. Grammar and functional activities  In these activities, which are titled to reflect the structural and functional focus of a particular unit, students practice the grammatical structures and functions presented in the videos. These activities vary from unit to unit, but teachers can follow these procedures generally: • Present the grammatical structure and give example sentences from the video script or from students’ experiences. • Lead students through the task and answer vocabulary and procedural questions as needed. • Have students complete the task individually or in pairs. • Have students compare answers with a partner or around the class. • Check students’ answers. • Review the grammatical structure as appropriate. • Refer students back to the Grammar Focus in the appropriate unit of Student’s Book 1 as necessary.

Options for the classroom The richness of video as a learning medium provides teachers with many options for the classroom. The Video Resource Book provides step-by-step instructions for all of the activities in the photocopiable worksheets; however, teachers should not feel restricted by these instructions. Once teachers feel comfortable with the basic course procedures, they can try other effective – and enjoyable – classroom techniques for presenting and working with the videos. Teachers are also encouraged to use the videos as springboards for further classroom activities appropriate to their teaching and learning situations. Here are several proven techniques. Fast-forward viewing  For activities in which students watch the video with the sound off, play the entire sequence on fast-forward and have students list all of the things they see. For example, for Unit 4: Movies, have students watch the sequence in fast-forward and list all of the movie-related images they see. Nearly all of the activities designed to be completed with the sound off can be done in this manner.

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Information gap  Play approximately the first half of a video, and then have students work in pairs or groups to predict what will happen next. For example, in Unit 9: Suspicious visitors, stop the video just before the two visitors walk up the driveway. Ask students, “Who are they?” Have students predict the answer, and then play the rest of the sequence so that students can check their predictions. Act it out  All of the videos provide an excellent basis for role plays and drama activities. Select a short scene, and have students watch it several times. Then have pairs or groups act out the scene, staying as close as possible to the actions and expressions of the characters. Have pairs or groups act out their scenes in front of the class. Slow viewing  Play a video in slow motion. As they view, have students call out all of the things people are doing, wearing, or eating – whatever is appropriate to a particular unit. What are they saying?  Have students watch a short segment of a video in which two people are talking, but without sound. Then have pairs use the context to predict what the people might be saying to each other. Have pairs write out sample dialogs and share their work with the class. Freeze-frame  Freeze a frame of a video and have students call out information about the scene: the objects they can see, what the people are doing, the time and place – whatever is appropriate to the scene or the learning situation.

Introduction

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1

Are you Evan Chu? Preview

1 CULTURE In North America, people go to conferences to learn more about their work, their hobbies, and other interests. At conferences, people usually don’t know each other. They wear name tags to make it easier to meet each other and to help them remember new names. People at conferences usually use each other’s first names. Where do people wear name tags in your country? When people meet new people at places like conferences, do they use first names or titles (Ms., Mrs., Mr., Professor) with last names?

2 VOCABULARY  At a conference pair work

  Here are some conference words and phrases. Write the words and phrases under the pictures. clerk

1. participant

name tag



introducing yourself

2.

✓participant



3.



4.

3 GUESS THE STORY Watch the first minute of the video with the sound off.

What do you think happens to Mike? Check (✓) your answer.   Mike uses the wrong name tag.   Mike changes his name to Evan Chu.   Mike doesn’t use any name tag.

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Watch the video

4 GET THE PICTURE A  Check your answer to Exercise 3. Did you guess correctly? B  Put the pictures in the correct order (1 to 4). Then write the correct sentence from the video under each picture. Compare with a partner. “Excuse me. This isn’t mine.” “Good to see you! How’s it going?” “Hi. I’m Evan Chu.” “Hi, Rachel. Good to meet you.”

1

5 WATCH FOR DETAILS Check (✓) the correct answers. Then compare with a partner. 1. Mike’s last name is ✓  O’Neill   Chu   Anderson

.

2. Linda and Mike are probably   friends   family   strangers

.

3. The clerk gives Evan   no name tag   a new name tag   Linda’s name tag 4. Mike is wearing   his name tag   Bill’s name tag   Evan’s name tag 5. There are   three   two   zero

.

.

name tags for Evan Chu.

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6 WHAT’S YOUR OPINION? Check (✓) your opinion. Then compare with a partner.

1. When the clerk can’t find Evan’s name tag, how does she feel?   angry   amused   confused



angry

2. When Evan meets Rachel and Mike, how does he feel?   pleased   amused   surprised

confused

3. When Mike realizes he has Evan’s name tag, how does he feel?   angry   embarrassed   pleased

embarrassed

pleased

Follow-up

7 ROLE PLAY  At a conference A  Imagine you are at a conference. Choose your name, hometown, and job.

Write them below. Make a name tag for yourself. My name is

.

I am from

.

I am a/an

.

B 

Where are you from?

class activity

  Now walk around the room and introduce yourself. Have conversations like this: A: Hello, my name’s Sidney. B: Hi, I’m Michelle. A: Where are you from, Michelle? B: I’m from Paris, France. What about you?

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Mike, Bill, and Rachel introduce themselves. I’m O’Neill Mike: Hi, Mike . ? Bill: W  hat did you say your name was Mike. Mike O’Neill. Mike: . I’m Bill. Bill . Bill:  to meet you, . . . Mike. you, . Mike: Good to . Rachel: Hi. me. Bill: Hi. to the conference. Rachel: Hi, I’m Rachel Stevens. to meet you. And, Mike: Hi, Rachel. do you do? own business. I’m an interior Rachel: I, um, I have , but I volunteer with the here? History Association. Are you from Chicago. Mike: Oh, no. I’m . Rachel: Chicago. Nice you. Mike:

9 QUESTIONS WITH BE A  Complete the questions with is or are. 1. 2. 3. 4. 5.

Is

Mike’s last name Chu? Mike and Evan conference participants? Evan and Bill friends? Rachel a participant? Mike an interior designer?

B 

pair work

  Take turns asking and answering the questions. A: Is Mike’s last name Chu? B: No, it isn’t. It’s O’Neill.

10 WH-QUESTIONS  Getting to know people A  Complete these questions with is, are, do, or does. 1. What 2. Where 3. Who 4. What 5. Where

B 

is

Evan’s last name? Mike from? the participants? Rachel do? Evan’s first name tag?

C 

class activity

  Now find out about your classmates. Write three more questions. Then go around the class and ask them. 1. What’s your first name? 2. 3. 4.

pair work

  Take turns asking and answering the questions above.

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2

I love my job! Preview

1 CULTURE In North America, people with full-time jobs usually work eight hours a day. The hours of a typical office job are 9:00 a.m. to 5:00 p.m. Many people also work part time. Some people work two or more part-time jobs. People in North America usually change jobs several times in their lives. The average person also changes careers – not just jobs – two or three times. How many hours a day do people work in your country? What are typical office hours? Do people also work part time? Do people often change jobs or careers?

2 VOCABULARY  Occupations pair work

  Who works inside, who works outside, and who works in both places? Put the words in the chart. Can you add three more words? Inside

Outside

Inside and Outside

























chef

cab driver

dance instructor

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construction worker

waiter

mover

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3 GUESS THE STORY Watch the first 25 seconds of the video. Which jobs is Lisa going to focus on?   cab driver   chef   construction worker

  dance instructor   mover   waiter

Watch the video

4 GET THE PICTURE Match the pictures of the people with their names and their jobs. 1.  Sasha

2.  Brian

3.  Tim

4.  Chris

waiter

mover

dance instructor

cab driver

5 WATCH FOR DETAILS Check (✓) True or False. Then correct the false statements. Compare with a partner.

True

False

1.  Tim doesn’t like his job.



✓ 

2.  Tim doesn’t drive the truck.





3.  Sasha works five hours a day.





4.  Chris works long hours.





5.  Chris works at night.





6.  Brian starts work at 9:00.





Tim likes his job.

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6 GIVING REASONS pair work

  Read the sentences below. Then use them to complete the chart.

Reasons Tim likes his job

Reasons Chris doesn’t like his job

Reasons Sasha likes her work

Reasons Brian’s job is important

It helps people get fit and be healthy.

It’s fun to drive a big truck.

It’s necessary to work long hours.

It’s fun to teach people new moves.

People are hungry.

People don’t have time to cook.

There is traffic.

There are different problems to solve.

Follow-up

7 ROLE PLAY  Jobs pair work   Imagine you are one of the people in the video. Don’t tell anyone who you are. Walk around the room and use these questions to ask about each other’s jobs. Guess people’s jobs.

Do you like your job? What do you like or not like about your job?

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Lisa is talking to Chris. Lisa: Hi. Do you

have

Chris:

.

a minute?

Lisa: What’s your name, and what ? Chris: My name is Chris, and I a Lisa:

. you

your job?

Chris: Most

, yes.

Lisa: What

you

about your job?

Chris: I work

. I work , too. And

is the

.

9 QUESTIONS WITH DO; PRESENT TENSE VERBS A  Complete the questions in the present tense. Complete the answers with the correct verb. Then practice the conversation. Tim: I’m a mover. I

people

their entire lives from

their old home to their new home. Lisa: How Tim: I really Lisa: How Tim: I Sometimes I

B 

you

about your job?

my job. you

your day?

boxes,

items, and

the truck.

the truck. That’s the easy part.

pair work

  Now have similar conversations using your own information. (If you don’t work, choose a job from the book.)

10 ASKING ABOUT JOBS pair work

  Brian’s friend is a chef in his restaurant. Think of three different questions Lisa could ask him about his job. Then work with your partner to ask and answer these questions. 1. How do you like your job?



3.

2.



4.

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Unit 2

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10/13/11 4:50 PM

3

Yard sale Preview

1 CULTURE In North America, people often sell old things like furniture, jewelry, or clothing at a garage sale or yard sale. They decide on prices, put the things on tables in their garage or yard, and then they put a sign in front of their house to advertise the sale. People come to look and maybe to buy. Some things at yard sales are antiques and are worth a lot of money. Do people have garage sales or yard sales in your country? What old things do you have at home? What things would you like to sell at a yard sale?

2 VOCABULARY  Yard sale items pair work

  Put the words in the chart. Can you add six more words? Add things from your home. Kitchen items

Jewelry

Other

























books snorkeling equipment

a bracelet

a watch

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a necklace

books

dishes

cups and saucers

a camera

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3 GUESS THE STORY A  Watch the video with the sound off.  Which things from Exercise 2 do you see at the yard sale? Circle the things you see. B  What do you think the man wants to buy? What does the woman want to buy? Make a list.

Watch the video

4 WHAT’S YOUR OPINION? In the end, do you think Todd and Mariela buy any of these things at the yard sale? Check (✓) Yes or No. Then compare your answers with a partner.

1. the snorkeling equipment 2.  the necklace 3.  the bracelet 4.  the watch 5.  the bouncing toy

Yes

No



5 MAKING INFERENCES pair work

  Check (✓) the best answers. 1. Mariela thinks Todd



the snorkeling equipment.   really wants   really doesn’t want 3. Todd thinks the necklace and bracelet are .   a good price   too expensive

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2. Todd thinks the snorkeling equipment is

.

  cheap   expensive



4. Todd thinks the watch is

.

  not very nice   too old

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10/12/11 3:39 PM

Follow-up

6 ROLE PLAY  Shop at a Yard Sale A 

pair work

  Imagine you are at a yard sale. Number the sentences (1 to 6) to make conversations. Then practice the conversations. 1.

2. Joanna Kerr Interchange Video Reource Book 1(V RBO1)CUP 03.19 - 03.24

B 

class activity

1

And how much are these earrings? Hello. Can I help you? It’s twelve dollars. Yes, how much is this ring? They’re twenty dollars. Thanks. I’ll think about it. Can I help you? Oh, that’s pretty expensive. OK. I’ll take it. Yes, how much is this MP3 player? Well, how about thirty dollars? It’s forty dollars.

Joanna Kerr Interchange Video Reource Book 1(VRBO1)CUP   Plan a class yard sale. Form two groups. 03.19 - 03.24

Make a list of things your group will sell, and give each item a price. Price Joanna Kerr Items for sale Interchange Video Reource Book 1(VRBO1)CUP 03.19 - 03.24 Now have the yard sale:

Joanna Kerr Interchange Video Reource Book 1(VRBO1)CUP Joanna Kerr 03.19 - 03.24

Group A: You are the sellers. Try to sell everything on your list to Group B. Then change roles and decide what to buy from Group B. Group B: You are the buyers. Ask questions and decide what to buy. Then change roles and try to sell everything on your list to Group A.

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)CUP

(VRBO1 err e Book 1 rc u o Joanna K e R ge Video Interchan .24 03.19 - 03

Interchange Video Reource Book 1(VRBO1)CUP 03.19 - 03.24

Teach Yourself

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Language close-up

7 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Mariela and Todd are looking at things at the yard sale. Todd: Hey, Mariela, how do you

like

this?

ariela: Oh, M , Todd. Todd: Oh, come on. It’s only a . Mariela: you really it, Todd? Todd: No. I guess right. Sarah: Hi. Can I you? Todd: No, thanks . We’re just . Mariela: Oh! Todd, over here. Just look at this lovely old . Todd: Yeah, it’s . Mariela: It’s

just “OK,” Todd. It’s very

.

8 EXPRESSING OPINIONS Todd says these sentences. What do they mean in the video? Check (✓) the correct answer. Then compare with a partner. 1. How do you like this?  Can you believe how little this costs?   What do you think of this?

3. Yeah, it’s OK.   I like it a little.   The price is reasonable.

2. Oh, come on.   Please let me [buy it].   Are you kidding?

4. That’s not bad.   It’s nice.   The price is reasonable.

5. Mariela, are you kidding?   I don’t believe it!   Let’s go!

9 HOW MUCH AND HOW OLD A  Complete the conversations with how much is (are) or how old is (are). Complete the answers with the correct verb. this necklace? 3. A: 1. A: How much is B: It’s only $10. B: About two years old, I think. it? A: A: B: It’s 20 years old. B: They’re $20. 2. A: B: They’re $2 each. A: And B: They’re about 10 years old.

B 

pair work

they?

these books? they?

  Practice the conversations in Exercise 9. Use items of your own.

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these shoes?

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4

Movies Preview

1 CULTURE In North America, most people live close to at least one movie theater. Movies are popular with people on dates, families, young people in groups, or just about anyone. Most movie theaters in North America have more than one screen. Some have as many as 20 or 25 screens! There are lots of different kinds of food and drinks to buy at movie theaters, but the most popular snack is popcorn. Who likes to go to movies in your country? What kinds of movies are popular? What kinds of snacks do people buy?

2 VOCABULARY  Kinds of movies What kinds of movies or videos do you like? Check (✓) your opinions. Then compare answers in groups. WHAT’S YOUR OPINION? I love them. romance movies classic films comedies horror films science-fiction movies historical dramas



I like them.

I don’t like them very much.



I don’t like them at all.



classic

comedy science fiction

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historical drama

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3 GUESS THE STORY Watch the first 45 seconds of the video.  Then answer these questions:

1. What different ways to watch movies does Lisa talk about? 2. What is Lisa’s main question? 3. How many people is she going to interview?

Watch the video

4 GET THE PICTURE A  Circle the correct answers. Then compare with a partner.



Person 1

Favorite movie type

How often he or she watches a movie at home or on a mobile device

Person 2

Person 3

Person 4

science fiction

thrillers

science fiction

horror

thrillers

horror

historical drama

science fiction

horror

comedies and romance

classics

foreign films

two or three times a week

two or three times a month

once or twice a week

three or four times a week

two or three times a month

five or six times a month

three or four times a month

once or twice a week

classics

B  Circle which people gave these opinions. 1. Special effects are better on the big screen. 2. All movies are better on the big screen. 3. It’s a night on the town. 4. Watching movies is more fun in a group.

Person 1 Person 1 Person 1 Person 1

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Person 2 Person 2 Person 2 Person 2

Person 3 Person 3 Person 3 Person 3

Person 4 Person 4 Person 4 Person 4

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5 INTERVIEW QUESTIONS A  How often does Lisa ask each of these questions, or questions that are very similar to these? Make a slash mark ( / ) each time you hear one of these questions. Then compare with a partner. 1. 2. 3. 4. 5.

Do you like movies? What type of movies do you like? How often do you watch movies on your television, computer, or mobile device? How often do you go to a movie theater to watch a movie? What makes going to the movie theater so special for you?

B  What other Wh-question word does Lisa use?

Follow-up

6 CLASS INTERVIEW A 

class activity

  Use the questions in Exercise 5 to interview at least three classmates. Have conversations like this: A: What types of movies do you like? B: (movie types) A: How often do you watch movies on your computer? B: About twice a week.

B  Now report the results of your interviews. What types of movies are the most popular? Least popular? How often do your classmates go to movie theaters? How often do they watch movies at home or on their mobile devices?

7 MAKING PLANS group work   Plan to see a movie with your group. Also decide where to watch the movie. Give your opinions with statements and questions like these:

There’s a great movie on tonight at ? Do you really like That sounds good. How about you, . I don’t really like do you like? Well, what kind of

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. ?

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Lisa is interviewing Person 4. do type Lisa: What of movies you like? films. I like to see Woman: I like in other cultures. movies? Lisa: Do you like Woman: Yes, I do. ? Lisa: black-and-white movies. Woman: I like to see the you watch movies on your Lisa: How often device? television, computer, or quite frequently Woman: I watch movies on my . I take the train to work. I probably see one or two a do you go to the theater to a movie? Lisa: And how or twice a month. Woman: I go pretty frequently. I would probably say, makes the theater so for you? Lisa: in the movie theater. Woman: The special effects are much

9 OBJECT PRONOUNS A  Fill in the blanks with him, her, it, or them. 1. A:  Do you like horror films? them B:  No, I can’t stand

4. A:  What do you think of science fiction? a lot, too. B:  I like

.

2. A:  Who’s your favorite actor? B: Leonardo DiCaprio. I liked in Inception.

5. A: What do you think about romantic comedies? B: I like because they make me laugh.

3. A:  What do you think of Keira Knightley? B: I don’t know . What was she in?

6. A:  Do you like 3-D? B: Yes, I like action movies.

a lot, especially in

B  Take turns asking and answering the questions above. Give your own opinions.

10 GIVING REASONS pair work

  Take turns giving your opinions about movies, actors, and actresses. Use these sentences to start your conversations. 1. A:  I don’t like historical dramas. B:  Why not? A:  I think they’re dull.

3. A:  I don’t like thrillers at all. B:  Why not? A:  Because I don’t like to feel scared.

2. A:  I love horror movies. B:  Really? Why? A:  I like feeling scared.

4. A:  I love going to movie theaters. B: What makes movie theaters so special for you? A: Because the special effects are better on a big screen.

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Unit 4

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5

A family picnic Preview

1 CULTURE In North America, 97 percent of people say that their family is the most important part of their life. But people in North America move often, and many children leave home at age 18. Many families only see each other on important holidays or at family parties. ■ Six percent of all families move every year. ■ On an average day, 116,438 people move. ■ People often live far away from their parents and grandparents. ■ Only 36 percent of families see their relatives once a week. In your country, when do children leave home? Do families move often? How often do families see each other?

2 VOCABULARY PAIR WORK

Family

How are these people related to Jane? Fill in the blanks in her family tree. = grandfather

=

=

= brother

4.

niece

18 Unit 5

=

=

Jane

daughter

husband

6.

5. brother-in-law

7.

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VIDEO ACTIVITIES

3 GUESS THE STORY Watch the first 45 seconds of the video with the sound off. The young woman is Beth. Who do you think these people are?

1. Beth’s husband

2.

3.

4.

Watch the video

4 GET THE PICTURE Who’s at the picnic? Check (✓) Yes or No. Then compare with a partner. Yes

No

Beth’s parents Beth’s uncle and aunt Beth’s brother Beth’s sister Beth’s nephew Beth’s brother-in-law Beth’s niece Beth’s cousin Beth’s grandparents

5 WATCH FOR DETAILS Check (✓) the correct answer. Then compare with a partner. 1. Kathleen and Jerry are Beth’s parents. mother’s father’s

4. Beth’s mother, aunt, and uncle are getting ready to . play a game cook lunch

2.

5. Beth’s niece is Kimberley Megan

likes to fish. Beth’s father Beth’s brother-in-law

3. Kathleen and Jerry are looking for . birds Ted

.

6. At every family picnic, Beth’s husband . walks in the woods takes a photograph

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6 WHAT’S YOUR OPINION? PAIR WORK

Read the culture note on page 18 again. Do you think Beth’s family is like most families in North America? How is it the same and how is it different?

Follow-up

7 YOUR FAMILY A

PAIR WORK

Is your family like Beth’s? Tell about your family and find out about your partner’s. Ask questions like these: Are you living with your parents right now? If not, do you live near your parents? Do you live near or far from your brothers, sisters, aunts, uncles, and grandparents? Are you married? Do you have children? If so, how old are they? Do you have brothers and sisters? Are they going to school or working?

B

Draw a simple picture (or show your partner a photo) of your family. Your partner will ask questions about each person. Is this your sister? What does she do? Is she studying English, too?

8 AN INTERESTING PERSON A

PAIR WORK Find out about your partner’s most interesting relative or friend. Ask questions like these:

Who’s your most interesting relative or friend? What’s his or her name? What does he or she do? Where is he or she living now? How old is he or she? Is he or she married?

B Now tell another classmate about your partner’s relative like this: Yong-su has an interesting cousin. Her name is Son-hee. She works at a zoo. She’s from Seoul. She’s working in New York now. She’s 30 years old.

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VIDEO ACTIVITIES

Language close-up

9 WHAT DID SHE SAY? Watch the video and complete Beth’s description. Then practice it. Beth describes her family members. Hi, I’m Beth, and

this

That’s my And

, Ted. He to fish. my mom, Angela, . She’s talking to my Aunt Helen and my mom’s sister, and .

is my husband, Chris. We’re for a family picnic. the picnic in the country.

Uncle James. Helen James is Helen’s

And that’s my sister, Kimberley. Jake’s in years old and very the woods. He’s . Jake’s mom. So Jake is my Kimberley

.

10 PRESENT CONTINUOUS VS. SIMPLE PRESENT A Complete the conversation using the present continuous or simple present. Then practice with a partner. 1. A: Do all of your relatives live in the United States? have (have) relatives in Mexico. My grandparents and older sister B: No, I (live) there. 2. A: What does your sister do? Does she have a job? (work) right now. She B: No, she 3. A: What is she studying? (study) English literature. She B: She

(go) to school. (love) it.

4. A: What about your grandparents? Do they still work or are they retired? (work) anymore, but they love to travel. Right now, they’re B: They (visit) China!

B

CLASS ACTIVITY

Write similar questions of your own. Then go around the class and interview your classmates about their families. Write some of your questions below. 1. Do your parents live in …? 2. 3. 4.

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21

6

I like to stay in shape. Preview

1 CULTURE In the U.S. and Canada

In North America, most people think regular exercise is important, although not everyone does it. People exercise outdoors, at home, or at a gym or health club. Many people play sports after school, after work, or on weekends. They also bicycle, walk, swim, or jog. People exercise for different reasons: to lose weight, to stay in shape, or just to relax.

Thirty-five percent of people exercise every day. Eighteen percent of people play team sports regularly.

Do you exercise or play sports? What sports are popular in your country? What percentage of people in your country do you think exercise regularly?

2 VOCABULARY  Sports and exercise A 

pair work

  Write the activities under the correct pictures.

stretching

basketball

✓jogging

soccer

weight lifting

1. jogging

2.

3.

4.

5.

6.

volleyball

B  Write the words from part A in the chart. Can you add two more words? Individual activities jogging

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Team sports  

 

 

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3 GUESS THE STORY Watch the first 40 seconds of the video.  What do you think happens next?

  The man talks about his exercise routine.   The woman talks about her exercise routine.   The man and woman compare their exercise routines.

Watch the video

4 GET THE PICTURE Check (✓) True or False. Correct the false statements. Then compare with a partner.

True

1.  Tim and Anne are friends. 2.  Tim really likes to exercise. 3. Anne is more energetic and fit than Tim.

False





5 WATCH FOR DETAILS A  Check (✓) the activities Tim talks

about doing.

B  Circle the activities you think he really does.

Then compare your responses with a partner.

  jogging

  stretching

  bicycling

  lifting weights

  swimming

  sit-ups

  taking walks

  playing tennis

  team sports

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Unit 6

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10/13/11 5:41 PM

6 WHAT’S YOUR OPINION? pair work

  What kind of person is Anne? What kind of person is Tim? Choose at least one word for each person. Anne

Tim

friendly

intelligent

polite

lazy

Follow-up

7 INTERVIEW A  Add three questions to the list about sports and exercise. 1. What kinds of sports do you play? 2. What kinds of exercise do you do? 3. Are you in good shape?

4. 5. 6.

B 

pair work   Take turns asking and answering your questions. Your partner will answer playing the role of the woman or the man in the video.

8 HOW ABOUT YOU? A  Complete the chart. Then compare with a partner. Things you sometimes do

Things you don’t usually do

I sometimes . . . after school.

I don’t usually . . . on the weekend.

Things you never do

Things you would like to start doing

I never go . . . in the morning.

I’d like to start . . .

B 

class activity

  Who in the class likes to exercise? Who doesn’t? Make a class chart.

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Language close-up

9 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Anne stops to tie her shoe and talks to Tim. beautiful Tim: It’s a morning, huh? always come out here this early? .I get up around Anne: Yes, I o’clock. What about you? Do you come a lot? stay in shape. Tim: Yeah, I do. I ? Anne: You Tim: Yes. ? Anne: How often do you day. Tim: ? Anne: my day with Tim: Yeah, I usually do some stretches. Then, I , and, when the weather’s lift and I are never too far apart. my

, ,

10 ADVERBS OF FREQUENCY A  Rewrite the sentences with the adverbs in the correct place. 1. I get up before 5 a.m. (never) I never get up before 5 a.m.

4. I take a long walk on the weekend. (often)

2. I don’t have a big breakfast. (usually)

5. I watch TV. (never)

3. I play tennis after work. (sometimes)

6. I jog in the morning. (always)

B  Imagine you are the man in the video. Change the frequency adverbs in the

sentences where necessary. Compare with a partner.

C  How often do you do these things? Use the phrases below or

your own ideas. Then compare with a partner. every evening once a year

twice a week about three times a month

very often every day

1. go to sleep by 10 p.m.

3. ride a bicycle

2. work late

4. lift weights

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Unit 6

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7

My trip to London Preview

1 CULTURE Each year, 27 million people visit London, England. London is one of the most popular tourist destinations in the world. London is famous for its beautiful historic buildings, parks and gardens, museums, multinational restaurants, double-decker buses, and shops. London is also famous for rainy weather and fog. It rains more than 100 days a year. Do you know anything else about London? Would you like to visit London? What cities in the world would you like to visit?

There are more than 5,500 restaurants in London!

2 VOCABULARY  Places in London pair work

  How much do you know about London? Write the captions under the correct pictures. a boat trip on the River Thames the Tower of London

Buckingham Palace ✓ the London Eye

St. Paul’s Cathedral Big Ben

1 the London Eye

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3 GUESS THE STORY Watch the video with the sound off.  Then look at the pictures in Exercise 2. Number them in the order the woman talks about them.

Watch the video

4 GET THE PICTURE In the video, Melissa mentions three more places she saw in London. Look at the pictures and cross out the place that she did NOT see. Westminster Abbey

Westminster Bridge

The British Museum

rliament

The Houses of Pa

5 WATCH FOR DETAILS A  What did Melissa say about these places? Check (✓) the correct answers.

Then compare with a partner. 1. The London Eye   The views were great.   The ride was fun.

3. Buckingham Palace   She took a tour.   The queen wasn’t there.

2. The boat trip on the River Thames   The weather was rainy.   It was interesting.

4. The guards at Buckingham Palace   The guards ignore tourists.   The guards like the tourists.

B  What did Melissa do on Sunday? Number the statements in the correct order. She saw Westminster Abbey.

She walked around.

She saw Big Ben and Parliament.

She walked across Westminster Bridge.

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Follow-up

6 A DAY IN LONDON A 

group work

  Which London sights are most interesting to you? Number them from 1 to 6 (1 = the most interesting).

St. Paul’s Cathedral

Westminster Bri

dge

B 

pair work

on The Tower of Lond

The London Eye

r Thames

A boat on the Rive

Buckingham Pa

lace

  Tell another person why two of these places interest you.

7 WHAT’S YOUR OPINION? A 

pair work

  What do you like to do when you visit a new city? Add three more things to the list. Then number them from 1 to 8. go sightseeing eat at local restaurants buy souvenirs take photographs go shopping

B 

pair work

  Now compare answers with another person. Have conversations like this: A: Do you like to go shopping? B: No, I don’t. I prefer sightseeing.

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Melissa is telling Lili about her trip.

Lili: How was your

trip

to London? Did you have free time between meetings? . We were very Melissa: London was on Saturday and all week, but I had some on Sunday evening. Sunday morning. I flew any pictures? Lili: Did you . I have . Melissa: Better than Lili: Excellent! on Saturday. First, I Melissa: I did . to the London Eye. Here it on ? Lili: Did you . The were fantastic. Melissa: Yes, I a boat the Then, I went River Thames. ? Doesn’t it rain a lot in Lili: What was the weather England? . It didn’t all the time. Melissa: The weather was

9 PAST TENSE  Describing a trip A  Fill in the blanks with the correct past tense of the verbs in parentheses.

Then practice the conversation.

Lili: Tell me about your trip to London. did Melissa: Well, I (do) a lot of interesting things. I (go) on the London Eye and I (take) a boat trip on the Thames. Lili: What (do) you see on the boat trip? Melissa: It (be) really interesting. I (see) Tower Bridge and the Tower of London. Lili: (do) you go in the Tower of London? Melissa: No, I (do / not) have time. But after the boat trip, I (go) to Buckingham Palace. Lili: (be) the Queen there? Melissa: No, she (be / not). Lili: (do) you take a tour? Melissa: No, I

B 

pair work

Start like this:

(do / not). But I

(see) many other places!

  Have similar conversations about a real or an imaginary trip of your own.

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Unit 7

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8

Nice neighborhood

Joanna Kerr Interchange Video Reource Book 1(VRBO1)CUP 03.18

Preview

1 CULTURE People in North America move often. When they look for a new home, they consider many factors. People with children, for example, think about the quality of the local schools. Others consider the number of restaurants, shops, and supermarkets nearby, the availability of public transportation, and how quiet the neighborhood is. People can use real estate agents to help them find a new home, or they can look in the newspaper or online for available places to live. Most people walk around the neighborhood and talk to the neighbors before they make a decision.

For Rent Call Adams Realty 913-555-3434

In your country, do people use real estate agents to help them find new homes? Do they talk to the neighbors before deciding on an apartment or house in a new neighborhood? What else do people think about before they decide on a new home?

2 VOCABULARY  Questions about neighborhoods pair work

  Write the correct question under each picture.

Is it noisy? ✓ Is there any crime? Are there places to eat nearby? Is there shopping nearby?

Is there public transportation nearby? Is there enough street parking?

1. Is there any crime?

2.

3.

4.

5.

6.

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3 GUESS THE STORY Watch the first minute of the video with the sound off. Then answer the questions:

1. Who is the woman with the couple?   a friend   a real estate agent   a neighbor 2. What do you think the couple is going to do?   go back into the apartment building   go with the woman   look around the neighborhood

Watch the video

4 GET THE PICTURE A  Look at your answers to Exercise 3. Did you guess correctly? B  Check (✓) True or False. Then correct the false statements. Compare with a partner.

True

1. The neighborhood is quiet and safe now. 2. The neighborhood is far from downtown. 3. There aren’t many restaurants. 4. They like the neighborhood.



False

5 MAKING INFERENCES Check (✓) the best answers. Compare with a partner. 1. Carmen likes the apartment more than Luis likes it as much as Luis likes it 2.

.

is happy to find a good bookstore. Carmen Luis

3. Luis likes the neighborhood because of the different types of restaurants music store 4. Luis and Carmen decide to keep looking at apartments take the apartment

.

.

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ce Book 1(VRBO1)CUP Joanna Kerr Interchange Video Reource Book 1(VRBO1)CUP Joanna Kerr Follow-up 03.19 - 03.24 Interchange Video Reource Book 1(VRBO1)CUP - 03.24 ource Book03.19 1(VRBO1)CUP

6 A GOOD NEIGHBORHOOD

Joanna Kerr group work   What do you look for in a neighborhood? Number these Interchange Video Reource Book 1(VRBO1)CUP neighborhood to 6 (1 = the most important). 03.19 - 03.24 features from 1Joanna Kerr

Interchange Video Reource Book 1(VRBO1)CUP 03.19 - 03.24 MALL

restaurants and coffee shops shopping malls

supermarkets

parks public transportation

good neighbors

7 WHAT’S YOUR OPINION? A 

pair work

  List three more features of a good neighborhood.

1. 2. 3.

B  Now think about your own neighborhood. Put a check (✓) beside the features in Exercises 6 and 7 that are true for your neighborhood. Then compare with a partner. Have conversations like this: A:  My neighborhood has a great grocery store. Does yours? B:  No, it doesn’t. And the supermarket is far away. My neighborhood has . . .

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Carmen and Luis explore the neighborhood. There's

Carmen:

a furniture store.

Luis: Uh-huh.

.

Carmen: And

a jewelry store.

My

coming up . . .

Both: . . .



month.

Luis: Yeah, I

.

Carmen:

, Luis.

a really nice grocery store.

Luis: Yeah, that’s a nice

Carmen: And

are a lot of really good

I

store. like this neighborhood!

Luis: Yes, it’s really

. Wow!

Carmen: So,

shops.

we

Luis:

an amazing guitar! the apartment?

. Why

? Let’s go for it.

9 QUANTIFIERS  Describing a neighborhood A  Fill in the blanks with many or much. Then practice the conversation. A: Is there

crime in this neighborhood?

B: Oh no. There isn’t

crime at all. Not anymore.

A: How about noise? How B: Well, there aren’t A: Are there

street noise is there? major roads in this neighborhood.

students in the neighborhood?

B: Yes. It’s very close to the university, so A: I see. How

students live here.

parking spaces come with the apartment?

B: I’m afraid there aren’t any parking spaces. You have to park on the street. A: How about supermarkets? Is there

shopping nearby?

B: Oh, yes. There’s a big supermarket just down the street. And there are

other shops nearby, too.

A: OK. I’ll have a look around and call you later. Thanks!

B 

pair work

  Practice the conversation again, but this time use neighborhood features of your own. Be sure to include sentences with the words many and much.

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9

Suspicious visitors Preview

1 CULTURE To protect their homes against crime, people in North America sometimes do one or more of the following: ■ keep their doors locked ■ leave lights on when they go out ■ have a “peephole” (or hole in the door) to see who’s outside ■ have an alarm system that makes noise if someone tries to open a door or window ■ buy a dog to guard their home Which types of neighborhoods have more crime in your country: suburbs, rural areas, or cities? How do people protect their homes in your country?

2 VOCABULARY  Physical appearance A 

pair work

  Write the words and phrases in the chart. (One word can go in two places.) Can you add two more words or phrases? average blond bald curly

early forties late thirties middle-aged elderly long short

Age early forties

tall teens

Height

Hair

B  List two words or phrases that describe the man and the woman. The man late forties

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The woman

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3 GUESS THE STORY Watch the first minute of the video with the sound off. Answer the questions.

1. Who do you think is in the car? 2. Do you think the couple is expecting visitors?

Watch the video

4 GET THE PICTURE A  Look at your answers to Exercise 3. Did you guess correctly? B  What really happens? Check (✓) your answer. Then compare with a partner.   Sarah is afraid of the police.   The people in the car are escaped prisoners.   The people outside are driving Sarah’s car.   The people outside are George’s relatives.

5 WATCH FOR DETAILS Put the pictures in order (1 to 6). Then write the correct sentence under each picture. Compare with a partner. George is calling the police. Sarah and George are greeting their visitors. Sarah is looking at the SUV.

✓ Sarah is writing, and George is pouring coffee. The visitors are getting out of the SUV. The visitors are standing outside their SUV.

 

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6 DESCRIBING SOMEONE A  Circle the correct answers. Then compare with a partner.

1. Age

twenties

forties

twenties

forties

2. Hair color

light

dark

light

dark

short

long

short

long

straight

curly

straight

curly

tall

short

tall

short

baseball cap

no hat

baseball cap

no hat

glasses

no glasses

glasses

no glasses

3. Hair description 4. Height 5. Other

B  What else can you add about Harry and Alexis? Compare your descriptions.

Follow-up

7 THE RIGHT DECISION?   Sarah and George decide to call the police. What do you think is the best thing to do in a situation like this? pair work

  Call the police.   Don’t open the door, but ask, “Who is it?”   Run and hide.   other

8 WHAT HAPPENS NEXT? A 

group work

  What do you think happens when the police arrive? Write out the conversation between Sarah, George, Harry, Alexis, and the police. Start like this: Officer: Is there a problem here? George: Well, actually, . . .

B 

class activity

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  Act out your conversation for the class.

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9 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Sarah describes the visitors to George. like George: Sarah, would you another cup of thanks. . . . Honey, Sarah:  who has an SUV? we know an George: An SUV? The Thompsons one. SUV. A not green. Sarah: This not? What is it? George: tell. It’s red, or brown. It’s Sarah: I is it? George: . Sarah: It’s parked in front of the are two inside. And ? George: now they’re getting out of it. Sarah: Uh-huh. do they like? George: , and he’s got Sarah: One man’s sunglasses. hair, and he’s about the one? George: And

?

.

10 MODIFIERS WITH PARTICIPLES AND PREPOSITIONS A  Look at the picture. Match the information in columns A, B, and C. A Sarah George Harry Alexis

B 

B is the heavier man is the young one is the older woman is the tall one

C wearing an open jacket. wearing a red sweater. wearing a blue shirt. wearing a baseball cap.

pair work

  What else do you remember about the people in the video? Write sentences of your own.

1. 2.

3. 4.

11 DESCRIBING SOMEONE A 

  Take turns asking and answering questions about a classmate. Try to guess who the person is.

B  Write five sentences describing your classmates. Two of your sentences should be false. Then read your sentences. Your partner should say “True” or “False” and correct the false sentences.

A: Is it a tall person with curly hair? B: No, the person is short and has . . .

A: Steve’s the tall guy wearing a blue shirt. B: False. He’s wearing a white shirt.

pair work

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10

What took you so long?

Preview

1 CULTURE In North America, people usually like others to be on time, but for some occasions it’s OK to be a little late. For example, people should always arrive on time or a little early for a business appointment, work, or a class. However, when they meet a friend or when someone invites them to dinner, it’s OK to arrive 5 to 10 minutes late. For an informal party, it’s OK to arrive 15 to 30 minutes late. Are people usually on time for appointments, work, or a class in your country? Is it OK to arrive late when you meet a friend for dinner or go to an informal party? When are some other times when it is OK to arrive a little late? How late is too late?

2 VOCABULARY  Past tense of verbs pair work

  Complete the chart with the past tense of these verbs.

Present

Past

Present

call cost do find get go have leave

called cost

lock open pay put remember see take try

Past

3 GUESS THE STORY Watch the first 30 seconds of the video with the sound off. What do you think happened? Check (✓) your answer.   The woman arrived very early.   The man arrived very late.

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Watch the video

4 GET THE PICTURE What really happened? Check (✓) the correct answers. Then compare with a partner. 2. What was the problem with Jacob’s wallet? He left it in the car. He lost it. He had no money in it.

1. What was the problem with Jacob’s car? It didn’t start. He locked his keys in it. It was the wrong car.

3. What did Jacob forget? He forgot his cell phone. He forgot to bring his neighbor. He forgot where he parked.

5 WATCH FOR DETAILS A  Put the pictures in order (1 to 6). Then write the correct sentence under each picture. Compare with a partner. ✓Jacob noticed that his neighbor needed help. Jacob paid the locksmith. Jacob realized he didn’t have his wallet.

Jacob saw his keys inside the car. Jacob told Linda the story. Jacob tried to call Linda.

1

Jacob noticed that his neighbor needed help.

B 

pair work

  What else happened in the video? Can you add two things?

1. 2.

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6 WHAT’S YOUR OPINION? pair work

  Complete the chart. Check (✓) the words that describe Jacob and Linda.

Forgetful

Upset



Jacob Linda



Helpful

Embarrassed





Understanding

Worried



Follow-up

7 QUESTION GAME A  Write three more questions about the story. Use the past tense and how, why, how much, who, or where. 1. Why did Jacob get out of his car? 2. When did Jacob lock his keys in the car? 3. 4. 5.

B 

pair work

  Answer your partner’s questions. If you don’t think the answer was in the video, say, “It didn’t say.”

8 TELL THE STORY pair work

  Write out the story using first, after that, next, then, and finally. Include one mistake. Then read your story to another pair. Can they find the mistake? First, Jacob was late, so he ran to his car.

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Language close-up

9 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Jacob has just arrived at the restaurant. sorry J acob: Linda, I’m really . Linda: It’s , Jacob. I’ve only here for a little . Is all right? Jacob: Yes, it is , but you won’t what just happened to me. Linda: happened? Jacob: Well, of all, I was leaving my apartment, so I had to . Then, just I got in my car, I my neighbor, Mrs. Flanagan. She had a heavy trash , and she couldn’t move it very easily. So, I her. Linda: That was of you. Jacob: Yeah, but, after, there was a problem. I went back to my , I couldn’t get . Linda: Did you lock your in the car? Jacob: you believe it? Linda: Oh, no. What happened ? Jacob: First, I to call you, but I got your voicemail. Then, I called a locksmith.

10 PRESENT PERFECT A 

  Write questions using Have you ever…? and the correct forms of the verbs in parentheses. Can you add three questions to the list? pair work

1. Have you ever locked  2. 3. 4. 5. 6. 7. 8. 9.

B 

(lock) your keys in the car? (call) a locksmith? (leave) your wallet in the car? (arrive) late for an important appointment? (go) to a restaurant without money? (wait) a long time for someone in a restaurant?

class activity

  Go around the class and interview at least three classmates. Try to find out who answered “yes” to the most questions. Interchange VRB 1 © Cambridge University Press 2012  Photocopiable

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11

San Francisco!

Preview

1 CULTURE San Francisco attracts more than sixteen million visitors a year. There are many things to do in the city, from shopping at Fisherman’s Wharf to walking over the Golden Gate Bridge. While visitors come all year, the summer is the most popular time. It never gets extremely cold or hot in San Francisco, but it can be fairly cool much of the time. Have you heard of any other interesting places to visit in or around San Francisco? What is one of the most interesting cities to visit in your country? What do tourists do there?

2 VOCABULARY  Taking a trip pair work

  Match the pictures with the words in the glossary below.

1. architectural details



2.



3.

4.



5.



6.

aquarium a museum for fish and other animals and plants that live under or near water architectural details the things that make buildings special bay an area of water that is partly enclosed by land, but is open to the sea

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cable car a type of public transportation that is pulled by a moving cable under a track on the street monuments buildings or structures built to remember an important person or event in history wharf a structure that is built on the water for boats, fishing, business, or tourism Interchange VRB 1 © Cambridge University Press 2012  Photocopiable

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3 GUESS THE STORY Watch the video with the sound off. What do you think Dr. Smith is most interested in seeing?

1. Alamo Square

2. Golden Gate Bridge

3. Japanese Tea Garden

Watch the video

4 GET THE PICTURE What places does the hotel clerk tell Dr. and Mrs. Smith about? Circle them. Then compare with a partner. Alamo Square Alcatraz Coit Tower

Fisherman’s Wharf Ghirardelli Square Golden Gate Park

Japanese Tea Garden Lombard Street Muir Woods

5 WATCH FOR DETAILS Why does the clerk say the Smiths should go to the places below? Complete the sentences. Then compare with a partner.

1. You should visit Fisherman’s You can find a little bit of

3. Lombard Street is a very steep . with a lot of

. there.

2. Alamo Square is a small really wonderful We call them Painted

4. The most is across the

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surrounded by . .

way to drive to San Francisco Bridge.

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6 COMPLETE THE STORY Complete the paragraph below. Choose words from the list. Then compare with a partner. Alamo Square Alcatraz Island boat ride cable car

Fisherman’s Wharf Golden Gate Bridge Golden Gate Park Highway 101

  Lombard Street   Northern California   Painted Ladies   Tea Garden

The Smiths arrived in San Francisco from Northern California . They entered the city by driving . They decided to start their visit with a ride on a over the . Then, they walked through Next, they took a boat ride to . After that, they went to to do and saw the Japanese very slowly, and then some shopping. The next day, they drove down curvy to see the colorful Victorian Houses. they went to

.

Follow-up

7 SAN FRANCISCO group work

  Imagine you have two days in San Francisco. Plan your itinerary. You can use these tourist attractions and any other places from this unit.

Chinatown

The Asian Art Museum

A bus tour of the city

A San Francisco Giants baseball game

Shopping around Union Square

The chocolate festival at Ghirardelli Square

8 YOUR CITY A 

group work

  Now, imagine the Smiths are visiting your city. Plan their itinerary. Give at least six suggestions, like this:

B 

class activity

  Share your information with the class.

A: First, I think they should go to . . . B: Yes, and they should also visit the . . .

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9 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. The Smiths are checking out of their Northern California hotel.

Here

Clerk: Thank you. the

.

Mrs. Smith: 

is your card and a copy of .

Clerk: 

you enjoy your stay with

Dr. Smith: Yeah, it was

Clerk: 

, thank you. are you traveling to

Dr. Smith: We’re heading

? ?

, to San Francisco.

Clerk: San Francisco is

!

Mrs. Smith: We’re going to

there for just a couple of .



Clerk:

you

Dr. Smith: Well, I’ve been

there before? once, when I was a

, but Mona, she’s

Clerk: What are you

been there.

to do

you’re there?

Mrs. Smith: No plans. We just want to

. I want to see all the

.

10 SHOULD AND SHOULDN’T  Giving advice A  Complete these sentences with should or shouldn’t. Then compare with a partner. 1. When you visit a foreign country, you a few words of the local language. 2. You 3. To be safe, you

should

learn

find out about the weather before you travel. carry a lot of cash when you travel.

4. You

do some research on interesting places to visit.

5. You

be afraid to ask local people questions.

B 

pair work

  Give advice for things visitors to your city should or shouldn’t do. Write three suggestions in each column. They should . . . 1. 2. 3.

They shouldn’t . . .

1. 2. 3.

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12

Onion soup and chocolate

Preview

1 culture In North America, people spend more on health care than in other parts of the world. In drugstores and health-food stores, people can buy overthe-counter medicines for colds, coughs, and sore throats, as well as vitamins and other supplements. Home remedies for common illnesses, such as colds and sore throats, are also popular. What types of medicines are available over the counter for colds and sore throats in your country? Do people usually take medicine or use home remedies when they have a cold?

2 VOCABULARY  Cold remedies pair work

  Write the remedies in the chart. Can you add two more to each category?

aspirin

chicken soup

steam

onions and garlic

cough medicine and sore throat lozenges

tea with lemon and honey

Home remedies chicken soup

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Over-the-counter drugs  

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3 GUESS THE STORY Watch the video with the sound off. 

What remedies in Exercise 2 does the host try?

Watch the video

4 GET THE PICTURE Answer the questions with the correct person’s name. Then compare with a partner.

Henry

The host

Roberto

Anna

Kathleen

1. Who hates colds?

3. Who has a cold right now?

2. Who never gets a cold?

4. Who just caught a cold?

5 WATCH FOR DETAILS Match the person with the remedy he or she suggests. Then compare with a partner. Henry

A. Rest.

Anna

B. Drink hot lemon and honey, and rest.

Kathleen

C. Take vitamin C and drink coffee.

Roberto

D. Eat onion soup and chocolate, and keep warm.

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6 WHAT’S YOUR OPINION? pair work

  Answer these questions.

1. Which of the remedies have you tried? 2. Which of the remedies do you think works best? 3. Are there any remedies from the video that you will try in the future? If so, which ones? 4. What other home or drugstore remedies for a cold do you know about? Do you use them?

Follow-up

7 HEALTH PROBLEMS A 

group work

  What do you do for these problems? Add two more remedies for each one. Then compare around the class. Who has the best remedies? 1. a backache

2. a headache

It’s a good idea to lie

Take some aspirin. It’s

on the floor. Also, get

also helpful to . . .

some . . .

B 

3. a stomachache

4. the flu

You should eat some

You should stay home

yogurt. Also, try

from school or work. It’s

some . . .

also important to . . .

pair work

  Take turns role-playing a person with one of the problems in part A and a friend giving advice. A: Hi, . How are you? B: I’m not doing too well. I have . . . A: That’s terrible! Listen. I’ve got the perfect remedy . . .

C  Do you need advice for a problem of your own? Have a similar conversation, using personal information and asking for someone else’s home remedies. 48

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. The host is interviewing Kathleen about what to do for a cold. when Host: What should you do you get a cold? get a cold. Kathleen: Oh, I ? Host: when I feel a cold coming Kathleen: Yes, , I know it’s to eat lots of soup. homemade . Host: of Kathleen: Oh, and it’s a good idea to eat , too! as the onion soup? Host: At the . The onion soup Kathleen: No, . you vitamins, and the chocolate gives you the cold virus. Oh, uh, it’s a good That to keep very , too. It’s not a good idea to hang around on the street. . Host: OK. Kathleen: Bye!

9 REQUESTS AND SUGGESTIONS A  Complete the conversations with may or could to make requests and should, try, or suggest to give suggestions. Then compare with a partner. 1. At work A: Here’s the perfect cold remedy: garlic juice, onions, and carrots. You should drink a cup every two hours. B: But I don’t like carrots. an old-fashioned bowl of chicken A: Well, then I to get some rest, too. soup! And 2. At a drugstore A: I help you? I have something for a cold? It’s a bad one. B: Yes. A: Yes. I have these pills. They’re a little strong. Just don’t drive after you take them. I have something else? B: Hmm. I drive to work. these other pills then. They won’t A: Well, make you sleepy.

B 

pair work

  Act out the conversations. First, act them out as written. Then, change the problems and the remedies.

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13

How about a pizza?

Preview

1 CULTURE Most U.S. and Canadian cities have restaurants that serve food from many different countries and cultures. Chinese, Italian, and Mexican restaurants have been very popular in North America for a long time, but now there are also Japanese, Thai, and Indian restaurants in most cities and small towns. Many people like to order food from restaurants for delivery to their homes. Chinese food and pizza are common home-delivery types of food. What types of foreign food are available in your town? Which ones are the most popular with you and your friends and family?

2 VOCABULARY  Food pair work

  Here are some foods from several different cultures. Where can you find these foods? Write the foods under the pictures. egg rolls ✓pizza

1. 

prawns in coconut milk sushi

pizza

IC4_VRB01_13_02_A grayscale Karen Minot [email protected]

4. 

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tacos vegetable curry

IC4_VRB01_13_01_A grayscale Karen Minot [email protected]

2. 

3. 

IC4_VRB01_13_03_A grayscale Karen Minot [email protected]

IC4_VRB01_13_04_A grayscale Karen Minot [email protected]

5. 

6. 

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3 GUESS THE STORY Watch the first minute of the video with the sound off.  Which type of restaurant do you think they choose?

Watch the video

4 GET THE PICTURE A  Put the restaurants in the order that Carmen and Luis see them (1–4). Then compare with a partner.

B 

pair work

  Which two types of food do Carmen and Luis say they don’t want?

5 WATCH FOR DETAILS A  Complete the names of the foods in the video with words from the list. Then circle the items Carmen and Luis order. Compare with a partner. coconut milk ✓ curry 1. Seafood or green

ginger pizza curry

smoothie tea 4. Thai

2. Prawns in

5. Ginger and honey

3. Chicken with

6. Jasmine

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Follow-up

6 HOW ABOUT YOU? group work

  Answer these questions. 1. How often do you eat in restaurants? 2. What’s your favorite kind of restaurant? 3. What do you usually order? 4. When is the last time you ate something for the first time? Describe it. Did you like it? 5. Which of the foods and drinks from the video have you tried or would you like to try?

7 IN A RESTAURANT group work   Role-play ordering lunch at one of the restaurants in the video. Two students order, while the third student plays the waiter or waitress. Then switch roles until each student has been the waiter or waitress. Use this model:

A: Do you have any questions about the menu? B: . . . A: Oh, that’s very good. It’s one of the most popular dishes. Are you ready to order? C: . . . A: OK. What would you like? B: . . . C: . . . A: What do you want to drink? B: . . . C: . . . A: OK. I’ll be right back with your food and your drinks.

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Carmen and Luis are trying to decide what to eat.

feel

Luis: You know, I’m beginning to

Carmen:

hungry.

am I. I really could eat

Luis: 

.

pizza?

Carmen: Hmm. I’m not

. I’m not really in the for a pizza.



Luis: You know,

am I.

Carmen: OK. Let’s

for something

But I want to eat.

!

Luis: No

. I do, too.

Carmen: I

Luis:

Japanese food a

.

do I, but . . .

Carmen: We

.

get some sushi.

Luis: Yeah, I’m just not

that’s

I want. Carmen: But Luis, I’m

.

9 WOULD AND WILL  Ordering food A  Rewrite these questions using Would you like . . . ? Then compare with a partner. 1. What do you want to eat? What would you like to eat? 2. Do you want salad or soup with that?  3. Do you want something to drink?  4. What do you want for dessert? 

B 

pair work   Now answer the questions with I’ll have . . . A: What would you like to eat? B: I’ll have . . .

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14

Around the World

Preview

1 CULTURE In North America, game shows are one of the most popular types of TV programs. There are several different game shows on at various times of the day. In most game shows, players test their knowledge on different subjects. Sometimes the questions are quite easy, and sometimes they are very difficult. But other game shows are games of chance. The winner must be lucky, but doesn’t have to know a lot of facts. What are some game shows on TV in your country? Which ones are the most popular? Which ones do you like to watch?

2 GUESS THE FACTS pair work

  How is your knowledge of geography? Check (✓) the correct answers. 1. Which is longer? the Nile River the Amazon River

2. Which is higher? Mt. McKinley Mt. Kilimanjaro

the Amazon River the Nile River

3. What’s the largest desert in Asia? the Great Indian Desert the Gobi Desert Mt. McKinley

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Mt. Kilimanjaro

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4. Which is the largest city in North America? Los Angeles Mexico City

5. Which country is called the “island continent”? Antarctica Australia

Los Angeles Mexico City

3 GUESS THE STORY Watch the first minute of the video.  Which contestant do you think is going to win?

Watch the video

4 CHECK THE FACTS Correct your answers to Exercise 2. Did you guess correctly? Compare with a partner.

5 WATCH FOR DETAILS Check (✓) the correct answers. Then compare with a partner.

1. Marlene is from Seattle, Washington. Washington, D.C.

3. Ted is from Cambridge, Massachusetts. Boston, Massachusetts.

5. Lili is from Vero Beach, Florida. Miami Beach, Florida.

2. Marlene is a computer programmer. computer engineer.

4. Ted is a high school teacher. college teacher.

6. Lili is a café owner. chef.

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6 WHO WINS THE GAME? A  What is each person’s score at the end of the game? Write the number. Then compare with a partner. Marlene



Ted



Lili

B  Is the winner happy with the prize? Why or why not?

Follow-up

7 AROUND THE WORLD A 

group work

  Write three questions in each category for the game “Around the World.” Give one question 25 points, one question 50 points, and one question 75 points. (You can also add categories of your own.) Mountains

Islands

Rivers

Cities

B 

class activity

  Now play “Around the World.” Half the class is in Group A. The other half is in Group B. Group A: Choose one student to be the host. Group B: Take turns choosing a category for 25, 50, or 75 points. Then answer the host’s questions. Play for five minutes. Begin your conversation like this: A: Are you ready? B: Yes, I’ll try (name of category) for 25 points. A: OK. (Asks question.) B: (Answers question.) A: That’s right! or Sorry, that’s not correct. Now change roles. Group B should choose a host and Group A should answer the questions. Play for five more minutes. Which group wins the game?

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Language close-up

8 WHAT DID HE SAY? Watch the video and complete the host’s comments. Then practice it. The host introduces the contestants. again

Hi,

, folks. And

back to the Final Round of our

show. I’m your host, Richard Darien, and

are our contestants:

A computer

from Seattle, Washington: Marlene Miller!

Marlene has

points. from Boston,

And next to you we have a high school ­Massachusetts: Ted Simmons! Ted currently has and he is And our

the

!

contestant is a café

Florida: Lili Chen! Lili has Oh boy, this is going to be an Round. Our

points,

from Vero Beach,

points, so she’s currently game, are Cities, Deserts,

with Marlene. .

, Mountains, and

get on to the Final .

9 COMPARISONS WITH ADJECTIVES A  Write questions using the comparative or superlative form of each

adjective in parentheses. Then add three questions of your own. 1. city: New York – Tokyo? (cold) Which city is colder, New York or Tokyo? 2. planet: Earth – Saturn – Mars? (big) 3. structure: the Eiffel Tower – the Statue of Liberty? (tall) 4. building: the Houses of Parliament – the Empire State Building? (old) 5. country: Brazil – Canada – Argentina? (large) 6. 7. 8.

B 

pair work

  Take turns asking and answering the questions. Who answered the most questions correctly?

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15

String cheese

Preview

1 CULTURE Many people in the United States and Canada celebrate their birthdays with a party. These parties can be dinner parties, dance parties, or just parties where people have snacks and chat with one another. Typical snacks at parties include chips and dip, cheese and crackers, nuts, cookies, and other snacks that people eat with their fingers. Are birthday parties common for adults as well as for children in your country? What kinds of foods do you often have at birthday parties?

2 VOCABULARY  Asking for favors Match the requests for favors with the responses. 1. May I ask you for a favor? 2. Could you please pick me up on your way to the party?

b. Sure. That should be about 9:30.

3. Could you bring some soda to the party?

c. No problem. I’ll leave her a message.

4. Would you ask Claire to call me when she gets home?

d. Sure. What is it?

5. Would you please call me when your class is finished?

58

a. Sorry, but I won’t be able to. I’m riding with someone else.

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e. I’d be happy to. How many bottles should I get?

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3 GUESS THE STORY Watch the first 30 seconds of the video with the sound off. Answer the questions.

1. What is Mariela doing? 2. Why do you think Mariela is upset? 3. What do you think Olivia does to help her?

Watch the video

4 CHECK YOUR GUESSES Now check your answers to the questions in Exercise 3. Did you guess correctly? Compare with a partner.

5 WATCH FOR DETAILS Answer the questions with a number. Then compare with a partner. How many . . . 1. people does Olivia call? 2. messages does Olivia leave? 3. people does Olivia talk to on the phone? 4. people does Olivia ask to bring cheese to the party? 5. people bring cheese to the party?

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6 MAKING INFERENCES Check (✓) the best answers. Then complete the last item with your opinion. Check with a partner. 1.

cheese is necessary for the party. Both Mariela and Olivia think Only Mariela thinks Only Olivia thinks

2. Olivia asks everyone to get different kinds of cheese because . she can’t remember the kinds Mariela mentioned she wants everyone to buy different kinds of cheese Todd likes all kinds of cheese 3. In the end, there is probably too much the right amount of not enough

cheese at the party.

.

4. Melanie gives Todd a ball of string because

Follow-up

7 HAVING A PARTY A 

group work

  Use this chart to plan a party. Then make invitations for your party.

Choose an occasion.

Choose a location and time.

Choose things to do at the party.

Choose the foods and drinks you want at the party.

B 

class activity

  Walk around the class inviting students to your party. Show them your invitation. Begin your conversations like this: A: Hi, would you like to come to my party? It’s (say a date and time). B: Thanks. I’d love to. What’s the occasion? A: It’s for (give a reason for the party). B: That sounds fun. Can I bring anything? A: Thanks for offering. You could bring (suggest something). B: OK. See you then. A: Bye.

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Language close-up

8 WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Olivia is asking Carlos for a favor. It’s

Olivia: Hi, Carlos? Carlos: Olivia, hi. I’m

Olivia. How are you? , thanks.

seeing you at Todd’s Olivia: Yeah, that’s right.

party,

?

, Carlos, could you

some cheese to the party? Carlos: Cheese? Olivia: Todd really

cheese, and Mariela didn’t get , and now she’s in a panic

Carlos: Yeah, sure. What

of cheese?

Olivia: Camembert, I

, or Roquefort, and some

Gorgonzola. Oh, and some Carlos: OK, Olivia.

cheese. do it. Don’t

Olivia: Thanks, Carlos. It’s so to

it.

.

of you

us.

9 REQUESTING A FAVOR pair work

  Practice the conversation in Exercise 8 again. This time make a request for something different. Then switch roles and ask for other things. Choose from the list below or use your own ideas. Things for the party: 1. different types of music 2. different types of drinks 3. different types of decorations 4. different types of desserts 5. different types of snack food

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16

Life changes

Preview

1 CULTURE After high school, many students in the United States and Canada don’t go straight to college. They get a job or take time off to travel before continuing their education. Most students are not sure what they want to do with their lives just after high school. Their goals and plans become clearer as they gain more life experience. What were your goals and plans when you were younger? How have they changed over the years?

2 VOCABULARY  Career goals A  Here are some people’s dreams for their future. What does each person

hope to do or be? Write the sentences under the pictures. I’m going to be a chef. I’d really love to perform on Broadway. ✓ I hope to have a family.

I’d like to be a reporter. I plan to practice law. I hope to be a teacher.

1. I hope to have a family.

2.

3.

4.

5.

6.

B 

class activity

  Walk around the room talking to people. Use these expressions to talk about what you hope to do or be. Begin your conversation like this: A: I’d love to be a (occupation). How about you? B: I plan to (work verb).

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3 GUESS THE STORY Watch the video with the sound off.  What do you think each person does for a living?

1. Reza is a / an 2. Kim is a / an 3. Robert is a / an

. .

Reza

.

Kim

Robert

Watch the video

4 CHECK YOUR GUESSES A  Check your answers to Exercise 3. Did you guess correctly? Compare with a partner. B  Check (✓) the level of education each person finished. 1.  Reza 2.  Kim 3.  Robert

High School

College



Graduate School



5 WATCH FOR DETAILS Check (✓) True or False. Correct the false statements. Then compare with a partner. 1.  Reza worked in politics before going to law school. 2.  Reza is married and has children. 3.  Kim always hoped to be a reporter. 4.  Kim was interested in writing about theater. 5.  Kim works for a large newspaper. 6.  Robert didn’t go to college. 7.  Robert teaches and performs comedy. 8.  Robert would love to own a comedy club.

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True

False

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Follow-up

6 A JOB QUIZ A

Check (✓)) five things you like to do or you are good at.

B CLASS ACTIVITY Walk around the room and find another student who checked at least three of the same things as you did. Sit down with the student or students and make a list of jobs that might be good for these categories. 1. 2. 3.

7 CAREER AND LIFE ADVICE PAIR WORK

Take turns being a career or life coach for each other. What advice would you give? Use the information in Exercise 6 and phrases in the box. You can begin your conversations like this: A: I’d love to work with children. B: What else do you like to do? A: I like . . . B: And what are you good at? A: I’m good at . . . B: Well, I think you should . . . You could . . . You should . . . It would be a good idea/useful for you to . . .

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Language close-up

8 WHAT DID HE SAY? Watch the video and complete the description. Reza is talking about his life before and after law school. college In , I was a political science major. And college, I went to Washington, D.C., to in I worked on Capitol Hill for two years, which is the government is, and it’s also the of the

. .

in government, I more about the law. And I to get more in the law. I decided I wanted to come and go to law school Boston. When I , I had a job for me, and I started work right away at the . level now is a lot than when I was The in school. In law school, you’re stressing your academics, but when you’re law, as a lawyer, you’re about doing the best job you on those projects you’re working on for clients.

9 TELLING YOUR STORY A  Choose verbs from the box to complete the story. Then compare with a partner. bought finished found got

had knew looked for moved back

registered save started wanted

finished high school, I didn’t know what I to do. I wanted to improve my English, so I went online 2. I an English school in an English-speaking country. and a great school in London, England. 3. I money, I a job and 4. To home with my parents. enough money. 5. After six months, I a plane ticket, and I at the school. 6. I taking classes the day after I arrived. I 1. When I

B  Change the sentences in part A so they tell your story. Then tell your story to another student.

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1

Are you Evan Chu?

LANGUAGE SUMMARY

Topics/functions: Introducing oneself; asking for and giving personal information Structures: Present tense of be; Wh-questions with be

STORY SUMMARY

One of the attendees at a convention picks up the wrong name tag, which causes some confusion and a case of mistaken identity.

Preview

1 CULTURE The culture note gives students information about conferences in the United States and Canada and explains the purpose of wearing a name tag. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the instructions and the three statements aloud. •  Suggest that students watch for the answers as you play the first minute of the video with the sound off (until Mike shakes hands and introduces himself for the first time). Tell students they will find out if their predictions are correct in the next activity.

Answer Mike uses the wrong name tag.

2 VOCABULARY In this activity, students work with key conferencerelated vocabulary that they will encounter in the video. •  Explain the task. Then model the vocabulary, and have students repeat it as they look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers 1.  participant 2.  name tag 3.  clerk 4.  introducing yourself

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Watch the video

4 GET THE PICTURE In the first activity, students watch and listen to the video, checking the predictions they made in Exercise 3. In the second activity, they look for information that will help them number the pictures in the correct order.

A •  Explain the task, and make sure students understand that they should look at their answers in Exercise 3 to check their predictions. •  Play the entire video with the sound on as students complete the task. Have selected students share their answers, and replay the video as necessary. Interchange 1 Video teaching notes

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B •  Explain the task, and read the instructions aloud. •  Play the video with the sound on. Have students number the pictures while they watch. •  Have students compare their answers with a partner. Play the video again if necessary. •  Check answers as a class.

•  Have students work alone to choose their answers. •  Call attention to the model dialog. Then put students into pairs to compare answers.

Possible answers 1.  confused 2.  pleased 3.  embarrassed

Answers 1.  “Good to see you. How’s it going?” 2.  “Excuse me. This isn’t mine.” 3.  “Hi, Rachel. Good to meet you.” 4.  “Hi. I’m Evan Chu.”

5 WATCH FOR DETAILS In this activity, students focus on details in the video that will help them answer more detailed questions about the story. •  Explain the task, and read through the items. Answer any vocabulary questions that arise. •  Have students work alone to answer as many questions as they can before they watch the video. •  Play the entire video with the sound on. •  Have students work alone to check their predictions and complete the task. Then have them compare answers with a partner. •  Check answers as a class.

Answers 1.  O’Neill 2.  friends 3.  a new name tag 4.  Evan’s name tag 5.  two

Follow-up

7 ROLE PLAY In the first activity, students decide who they will be in the role play and note the information. In the second activity, students perform the role play in small groups.

A •  Explain the task, and direct students’ attention to the picture. Read aloud the text in the speech balloons. •  Have students work alone to write the information for their name tags.

B •  Explain the task, and model the sample dialog with a student. •  Have students move about the room as they introduce themselves to their classmates. •  Ask volunteer pairs to act out their role play for the class.

Language close-up

8 WHAT DID THEY SAY? 6 WHAT’S YOUR OPINION? In this activity, students decide how they think the characters felt at different points in the video. •  Explain the task. Make sure students understand that they should answer according to their own opinion.

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This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Ask individual students or pairs to read the conversation and fill in as many blanks as they can before they watch the video.

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•  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

Answers Mike: Hi, I’m Mike O’Neill. Bill: What did you say your name was again? Mike: I’m Mike. Mike O’Neill. Bill: OK. I’m Bill. Bill Anderson. Nice to meet you, . . . Mike. Mike: Good to meet you, too. Rachel: Hi. Hello. Bill: Hi. Excuse me. Rachel: Hi, I’m Rachel Stevens. Welcome to the conference. Mike: Hi, Rachel. Good to meet you. And, what do you do? Rachel: I, um, I have my own business. I’m an interior designer, but I volunteer with the Family History Association. Are you from around here? Mike: Oh, no. I’m from Chicago. Rachel: Chicago. Nice city. Mike: Thank you.

9 QUESTIONS WITH BE In these activities, students practice a grammatical structure of the unit by completing questions with the correct form of the verb be. They then practice asking and answering the questions.

A •  Explain the task, and lead students through the sentences. •  Have students work alone to complete the task. Then put students into pairs to compare answers. •  Check answers as a class.

4.  Is Rachel a participant? 5.  Is Mike an interior designer?

B •  Explain the task, and put students into pairs to ask and answer the questions in part A.

10 WH-QUESTIONS In these activities, students practice the second grammatical structure of the unit by forming, asking, and answering Wh-questions.

A •  Explain the task, and lead students through the sentences. •  Have students work alone to complete the task. Then put students into pairs to compare answers. •  Check answers as a class.

Answers 1.  What is Evan’s last name? 2.  Where is Mike from? 3.  Who are the participants? 4.  What does Rachel do? 5.  Where is Evan’s first name tag?

B •  Explain the task, and put students into pairs to ask and answer the questions in part A.

C •  Explain the task, and review the example. Have individual students or pairs write additional questions. Encourage them to write Wh-questions. •  Have students move around the class, asking and answering questions with as many classmates as possible.

Answers 1.  Is Mike’s last name Chu? 2.  Are Mike and Evan conference participants? 3.  Are Evan and Bill friends?

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2

I love my job!

Language summary

Topics/Functions:  Talking about work Structures:  Wh-questions with do

Story summary

Lisa, a film student, interviews several people about their jobs for a school project.

Preview

1 CULTURE The culture note gives students information about common work habits and career patterns in the United States and Canada. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions, and have students work in small groups to answer them. •  Check answers around the class.

2 VOCABULARY In this activity, students work with key work-related vocabulary that is presented in the video. •  Explain the task. Then model the vocabulary for students, and have them examine the pictures. •  Have students work in pairs to complete the task. Then have pairs join to form small groups and compare their answers. •  Check answers around the class.

Answers Inside: dance instructor, chef Outside: construction worker, cab driver Inside and Outside: mover, waiter

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3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the instructions and choices aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until the mover walks out of the house). Tell students they will find out if their predictions are correct in the next activity.

Answers cab driver mover dance instructor waiter

Watch the video

4 GET THE PICTURE In this activity, students watch and listen to the video, matching people’s names and occupations. •  Explain the task, and direct students’ attention to the characters’ names, occupations, and pictures. •  Play the entire video with the sound on as students complete the task. Have selected students share their answers, and replay the video as necessary.

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Answers

Answers

1.  Sasha (second photo), dance instructor 2.  Brian (fourth photo), waiter 3.  Tim (first photo), mover 4.  Chris (third photo), cab driver

Reasons Tim likes his job: It’s fun to drive a big   truck. There are different problems to solve. Reasons Sasha likes her work: It helps people   get fit and be healthy. It’s fun to teach people   new moves. Reasons Chris doesn’t like his job: It’s necessary to   work long hours. There is traffic. Reasons Brian’s job is important: People are   hungry. People don’t have time to cook.

5 WATCH FOR DETAILS In this activity, students focus on details in the video that will help them answer more detailed questions about the people and jobs in the documentary. •  Explain the task, and read the statements aloud. •  Play the entire video with the sound on. •  Have students work alone to complete the task, and then have them compare their answers with a partner. •  Check answers as a class.

Answers 1.  False; Tim likes his job. 2.  False; Tim drives the truck. 3.  True 4.  True 5.  True 6.  False; Brian starts work at 5:00.

6 GIVING REASONS In this activity, students try to remember specific details about the people and jobs in the documentary. •  Explain the task, and read the items in the chart aloud. Then lead students through the statements below. •  Tell students to listen for the statements and note who says them as they watch the video. •  Replay the video with the sound on. •  Have students work in pairs to complete the chart. Have pairs form groups to compare their answers, then check their answers with the class.

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Follow-up

7 ROLE PLAY In this activity, students role-play one of the people in the documentary. •  Explain the task, and read the questions aloud. •  Tell students to choose one person to role-play. Then have students move about the room as they ask questions and guess each other’s jobs. •  Ask volunteers to act out their role play for the class.

Language close-up

8 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

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Answers Lisa: Hi. Do you have a minute? Chris: Sure. Lisa: What’s your name and what do you do? Chris: My name is Chris, and I drive a cab. Lisa: Do you like your job? Chris: Most days, yes. Lisa: What don’t you like about your job? Chris: I work long hours. I work at night sometimes, too. And there is the traffic.

9

10 ASKING ABOUT JOBS In this activity, students get further practice with the grammatical structure of the unit by writing interview questions. They then practice asking and answering the questions in pairs. •  Explain the task, and read the example question. •  Put students into pairs to write three more questions and practice asking and answering them.

QUESTIONS WITH DO; PRESENT TENSE VERBS

In these activities, students practice the grammatical structure of the unit by completing questions with the correct form of the verb do and a verb in the present tense. They then practice asking and answering the questions.

A •  Explain the task, and lead students through the dialog. •  Have students work alone to complete the task. Then ask pairs to compare answers. •  Check answers as a class, and then have students practice the conversation.

Answers Tim: I’m a mover. I help people move their entire lives from their old home to their new home. Lisa: How do you feel about your job? Tim: I really like my job. Lisa: How do you spend your day? Tim: I pack boxes, carry items, and organize the truck. Sometimes I drive the truck. That’s the easy part.

B •  Explain the task, and ask pairs to have a conversation like the one in part A.

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3

Yard sale

Language summary

Topics/Functions:  Asking for and discussing prices of things; expressing opinions Structures:  Questions with how; demonstratives

Story summary

Todd and Mariela have stopped at a suburban yard sale and are looking at various items for sale. Mariela is interested in some jewelry, but Todd finds only silly things.

Preview

1 CULTURE The culture note introduces students to the concept of yard sales. In the United States and Canada, people have yard sales to get rid of things they no longer want and to make extra money. Many people go to these sales hoping to buy everyday items at reasonable prices. Sometimes they also find valuable items at low prices. •  Have students work individually to read the culture information and answer the questions. •  Next, have students read through the two ads and circle the names of items for sale. Then ask students to call out the items listed in each ad.

Answers Garage sale: children’s clothes, books, toys,   kitchen items, TV Yard sale: exercise equipment, furniture, CDs,   DVDs •  Put students into groups to answer the questions and name old items they have at home that they might be willing to sell. •  Have groups share their answers with the class.

•  Explain the task, and have students look at the pictures and the chart. •  Have students work in pairs to complete the chart, and then compare answers with another pair. •  Check answers around the class. Ask students to call out the names of additional items they listed.

Answers Kitchen items: dishes, cups and saucers Jewelry: a bracelet, a necklace, a watch Other: books, a camera, snorkeling equipment

3 GUESS THE STORY In these activities, students prepare to watch the video by using visual information to make predictions about what the man and the woman will buy.

A •  Explain the task, making sure students understand they should circle items in their charts in Exercise 2. Then play the entire video with the sound off. •  Have students compare answers with a partner. Then check answers around the class, and replay the sequence again as necessary.

Answers

2 VOCABULARY This activity asks students to categorize common household items pictured in the book that could be sold at a garage sale. It also encourages students to think of additional items to categorize.

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The following items should be circled in each   student’s chart. Students may also see other   items in the video that they have listed in their   charts (e.g., a bicycle). Kitchen items: dishes, cups and saucers Jewelry: a bracelet, a necklace, a watch Other: snorkeling equipment Interchange 1 Video teaching notes 

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B •  Explain the task, and have individual students or pairs refer to the items circled in their charts to complete this task. •  Have students compare lists with a partner. Then ask a few students to share their lists with the class, but do not give the answers at this point. Tell students that they will check their predictions in the next activity.

•  Explain the task. Have students look at the photos as you read each item. Then have students work in pairs to predict the answers. •  Play the video with the sound on. Have students work alone to check their predictions, marking the best answers as they watch. •  Give students a moment to complete the task. Then have them compare answers with a partner. •  Check answers around the class, and encourage students to give reasons for their choices.

Watch the video

Answers 1.  really doesn’t want 2.  cheap 3.  a good price 4.  too old

4 What’s your opinion? In this activity, students watch and listen to the video to decide what items they think Todd and Mariela really will buy at the garage sale. (Note: In this sequence, neither Todd nor Mariela is shown actually paying for any of the items. However, students should be able to judge from the dialog which items listed in the chart Todd and Mariela will buy and which ones they won’t buy.) •  Explain the task, and read the list of items in the chart. Remind students that they need to watch and listen for information that will help them form opinions about what Todd and Mariela will buy. •  Play the entire video with the sound on. •  Give students a minute to complete the task. Then have students compare answers with a partner. •  Check answers, and encourage students to supply reasons to support their opinions.

Most likely opinions 1.  the snorkeling equipment 2.  the necklace 3.  the bracelet 4.  the watch 5.  the bouncing toy

No Yes Yes No No

5 Making inferences In this activity, students learn to make inferences, even when information is not explicitly stated, by watching and listening for informatizon about Todd and Mariela’s opinions of the items at the yard sale.

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Follow-up

6 ROLE PLAY In these activities, students practice buying and selling items as they role-play a yard sale. The first activity prepares students for the role play by having them practice typical conversations between buyers and sellers. The second activity gives students the opportunity to buy and sell items as if they are at a real yard sale.

A •  Explain the task, and read the two lists aloud. •  Have students work in pairs to number the sentences and then check and practice the conversations with a partner.

Answers 1. 4 And how much are these earrings? 1 Hello. Can I help you? 3 It’s twelve dollars. 2 Yes, how much is this ring? 5 They’re twenty dollars. 6 Thanks. I’ll think about it. 2. 1 Can I help you? 4 Oh, that’s pretty expensive. 6 OK. I’ll take it. 2 Yes, how much is this MP3 player? 5 Well, how about thirty dollars? 3 It’s forty dollars.

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B •  Explain the task. Read the directions above the chart aloud, and then divide the class into two groups, A and B. Have each group complete the chart. •  Read the instructions below the chart, and set up the role play: Group A consists of sellers, who display their charts on desks or tables. Group B consists of buyers, who browse and look for things they want to buy. Remind students that they can negotiate prices, as they did in conversation 2 in part A. •  If time permits, have the groups change roles and repeat the process of buying and selling.

Language close-up

7 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete the first part of the conversation between Todd and Mariela. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  Ask volunteer pairs to stand up and act out the conversation.

8 Expressing opinions In this activity, students focus their attention on the language Todd uses to express his opinions. They may need to pay attention to the character’s expressions and body language to answer correctly. They may also need help clarifying idiomatic language. •  Explain the task, and read each item. Have students work alone to predict answers. •  Play the entire video with the sound on. •  Have students complete the task by checking the correct answers. Replay the video again if necessary. •  Have students compare answers with a partner, and encourage them to explain the reasons for their choices. •  Check answers around the class.

Answers 1.  What do you think of this? 2.  Please let me [buy it]. 3.  I like it a little. 4.  The price is reasonable. 5.  I don’t believe it!

9

How much and How old

In this activity, students complete questions with how much or how old and the correct form of the verb be, the grammatical focus of the video.

Answers

A

Todd: Hey, Mariela, how do you like this? Mariela: Oh, please, Todd. Todd: Oh, come on. It’s only a dollar. Mariela: Do you really want it, Todd? Todd: No. I guess you’re right. Sarah: Hi. Can I help you? Todd: No, thanks anyway. We’re just looking. Mariela: Oh! Todd, come over here. Just look at this lovely old necklace. Todd: Yeah, it’s OK. Mariela: It’s not just “OK,” Todd. It’s very nice.

•  Explain the task, and discuss the example. •  Have students work alone to complete the questions and then compare answers with a partner. •  Check answers around the class, and review as necessary.

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Answers 1.  How much is this necklace? It’s only $10. How old is it? It’s twenty years old. 2. How much are these books? They’re $2 each. And how old are they? They’re about ten years old. 3. How old are these shoes? About two years old, I think. How much are they? They’re $20.

B •  Have students practice the conversations, replacing the items given with items of their own.

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4

Movies

Language summary

Topics/Functions:  Expressing likes and dislikes; giving reasons Structures:  Object pronouns, questions with do

Story summary

Lisa, a film student, interviews people about the movies they like, how they like to watch them, and how often they watch them.

Preview

1 CULTURE The culture note gives students information about movie theaters in the United States and Canada. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in pairs to answer them. •  Check answers around the class.

•  Explain the task, and read the instructions and the three questions aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until the fourth person answers that she loves movies). •  Have students work alone to complete the task. Have them compare answers with a partner before reviewing them as a class.

Answers 1. on the big screen, on computers, on TVs, and on cell phones 2.  Why do people go to movie theaters? 3.  four people

2 VOCABULARY This activity introduces the names of various genres of movies, including those presented in the video, and gives students a chance to express their opinions about them. •  Lead students through the list of movie types in the chart, using the corresponding photos to point out examples. •  Lead students through the four opinion statements at the top of the chart. •  Explain the task, and have students complete the chart on their own before sharing responses in groups or around the class.

3 GUESS THE STORY

Watch the video

4 GET THE PICTURE In these activities, students watch and listen for information about people’s movie habits and preferences.

A •  Explain the task, and lead students through the chart. •  Play the entire video with the sound on as students complete the task. Have selected students share their answers, and replay the video as necessary.

In this activity, students prepare to watch the video by using visual information to make predictions about the story.

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B

Answers Person 1: horror movies, two or three times   a week Person 2: comedies and romance, five or six   times a month Person 3: science fiction, once or twice a week Person 4: foreign films and classics, once or   twice a week

B •  Explain the task, and read the statements aloud. •  Play the video with the sound on. Have students circle the answers while they watch. •  Have students compare their answers with a partner. Play the video again if necessary. •  Check answers as a class.

Answers 1.  Person 1 and Person 4 2.  Person 1 

3.  Person 3 4.  Person 2

Answer Why

Follow-up

6 CLASS INTERVIEW In these activities, students ask and answer questions from the video to find out about their classmates’ movie preferences and habits. Then they share what they learned with the class.

A •  Explain the task, and model the example conversation with a student. •  Have students move about the room as they interview their classmates.

B

5 INTERVIEW QUESTIONS A In these activities, students focus on details in the video that help them answer more detailed questions about the language used in the documentary. •  Explain the task, and read through the questions. •  Play the entire video with the sound on. •  Have students work alone to complete the task. Then have them compare answers with a partner. •  Check answers as a class.

Answers 1.  Do you like movies? 1 2.  What type of movies do you like? 4 3. How often do you watch movies on your television, computer, or mobile device? 4 4. How often do you go to a movie theater to watch a movie? 3 5. What makes going to the movie theater so special for you? 4

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•  Explain the task, and ask selected students to share what they learned about their classmates.

7 MAKING PLANS In this activity, students use language from the video to make their own plans for an evening. •  Explain the task, and model the example questions for students. •  Arrange students into groups of three or four to complete the task. •  Check answers by asking groups to share their plans with the class.

Language close-up

8 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of one interview from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video.

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•  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to stand up and act out the conversation.

Answers Lisa: What type of movies do you like? Woman: I like foreign films. I like to see people in other cultures. Lisa: Do you like classic movies? Woman: Yes, I do. Lisa: Why? Woman: I like to see the old black-and-white movies. Lisa: How often do you watch movies on your television, computer, or mobile device? Woman: I watch movies on my phone quite frequently because I take the train to work. I probably see one or two a week. Lisa: And how often do you go to the theater to watch a movie? Woman: I go pretty frequently. I would probably say, once or twice a month. Lisa: What makes the theater so special for you? Woman: The special effects are much better in the movie theater.

Answers 1.  them 2.  him 3.  her 4.  it 5.  them 6.  it

B •  Explain the task, and read the directions aloud. •  Have students work in pairs to ask and answer the questions in part A using their own information.

10 GIVING REASONS In this activity, students practice giving opinions about movies, actors, and actresses. •  Explain the task, and read the directions aloud. Model the example conversations with several students. •  Have students work in pairs to have conversations and share their opinions about movies, actors, and actresses.

9 OBJECT PRONOUNS In these activities, students practice the grammatical structure of the unit by completing dialogs with him, her, it, or them, and then practicing the dialogs in pairs.

A •  Explain the task, and review the example. •  Have students work alone to complete the questions and then compare answers with a partner. •  Check answers around the class, and review as necessary.

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5

A family picnic

Language summary

Topics/Functions: Talking about family and family relationships Structures: Present continuous vs. simple present

Story summary

Beth introduces her family members during their picnic in the country.

Preview

1 CULTURE The culture note introduces the topic of families and family gatherings by providing data on families and moving patterns in the United States and Canada. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 VOCABULARY In this activity, students work with key vocabulary about family that they will see in the video. •  Explain the task. Then model the vocabulary, and have students repeat as they look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers 1.  grandfather 2.  uncle 3.  mother 4.  sister-in-law 5.  sister 6.  son 7.  nephew

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3 Guess the story In this activity, students prepare to watch the video by using visual information to make predictions about the people in the story. •  Explain the task, and read the instructions aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until Jake jumps off the log). Tell students they will find out if their predictions are correct in the next activity.

Answers 1.  Beth’s husband 2.  Beth’s father (or uncle) 3.  Beth’s sister (or sister-in-law) 4.  Beth’s nephew (or son)

Watch the video

4 Get the picture In this activity, students watch and listen to find out which of Beth’s relatives are at the picnic. •  Explain the task, and lead students through the chart. •  Play the entire video with the sound on as students complete the task. Have them compare their answers with a partner before checking them as a class.

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Follow-up

Answer Everyone in the chart is there except Beth’s brother and Beth’s cousin.

5 Watch for details In this activity, students focus on details in the video in order to answer more detailed questions about Beth’s family. •  Explain the task, and read through the items. Answer any vocabulary questions that arise. •  Play the entire video with the sound on. •  Have students work alone to complete the task. Have them compare answers with a partner. •  Check answers as a class.

Answers 1.  mother’s 2.  Beth’s father 3.  birds 4.  cook lunch 5.  Megan 6.  takes a photograph

6 What’s your opinion? In this activity, students discuss the ways in which Beth’s family is the same as and different from a typical family in the United States and Canada. •  Explain the task, and have students read the culture note on page 18 again. Encourage students to give reasons for their opinions as they discuss the questions in pairs. •  Have selected pairs share their ideas with the class.

Possible answers It is different because so many family members live nearby. It is the same because some family members are missing. Beth’s other grandparents are missing. So are other uncles and aunts and cousins.

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7 your family These communicative activities deepen understanding by linking the content in this unit with students’ backgrounds and experiences.

A •  Explain the task, and lead students through the questions. •  Ask students to form pairs with a classmate they do not know well and take turns asking questions about each other’s families. •  Ask selected students to tell the class about their partner’s family.

B •  Explain the task, and give students time to draw a picture of their family on a separate sheet of paper. •  Have students take turns asking about each person in their partner’s picture, using questions similar to those given as examples.

8

An interesting person

In these communicative activities, students practice describing people.

A •  Explain the task, and read the list of questions aloud. •  Have students form pairs. Tell them to ask their partner about his or her relative or friend and take notes.

B •  Explain the task. Make sure students understand that they should talk about their partner’s interesting relative or friend from part A. •  If time permits, ask volunteers to share what they learned with the class.

Interchange 1 Video teaching notes

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Language close-up

Answers 1. A: Do all of your relatives live in the United States? B: No, I have relatives in Mexico. My grandparents and older sister live/are living there. 2. A: What does your sister do? Does she have a job? B: No, she’s not/isn’t working right now. She’s/is going to school. 3. A:  What is she studying? B: She’s/is studying English literature. She loves it. 4. A: What about your grandparents? Are they still working or are they retired? B: They don’t work anymore, but they love to travel. Right now, they’re visiting China!

9 What did SHE say? This cloze activity develops bottom-up listening skills by having students complete part of Beth’s speech from the video. •  Explain the task. Have individual students or pairs read the text and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask volunteer pairs to stand up and act out the conversation.

Answers Hi, I’m Beth, and this is my husband, Chris. We’re here for a family picnic. We’re having the picnic in the country. That’s my dad, Ted. He loves to fish. And that’s my mom, Angela, on the left. She’s talking to my Aunt Helen and Uncle James. Helen is my mom’s sister, and James is Helen’s husband. And that’s my sister, Kimberley. Jake’s playing in the woods. He’s twelve years old and very active. Kimberley is Jake’s mom. So Jake is my nephew.

10

B •  Explain the task, and model asking questions with several students. •  Have students move about the room as they interview their classmates. •  Ask volunteers to share their questions and answers with the class.

Present continuous vs. simple present

In these activities, students work with forms of the present continuous and simple present tenses to ask questions and make statements about family members.

A •  Explain the task, and have students work alone to complete the task. Then put students into pairs to compare answers. •  Check answers as a class, and review as needed.

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6

I like to stay in shape.

Language summary

Topics/Functions:  Talking about routines Structures:  Adverbs of frequency

Story summary

Tim tries to impress Anne by telling her about his fitness routine. In reality, Tim does very few of these things, and Anne suspects he’s exaggerating.

Preview

1 CULTURE The culture note presents information about sports and exercise in the United States and Canada. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 VOCABULARY These activities introduce the names of some sports and types of exercise, including those presented in the video.

A •  Explain the task. Then model the vocabulary, and have students repeat it as they look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers 1.  jogging 2.  stretching 3.  soccer 4.  weight lifting 5.  basketball 6.  volleyball

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B •  Explain the task, and direct students’ attention to the example. •  Have individual students or pairs complete the chart. Encourage students to add additional words to the chart before comparing answers with classmates. •  Check answers with the class.

Answers Individual activities: jogging, stretching,   weight lifting Team sports: basketball, soccer, volleyball

3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about who likes to exercise. •  Explain the task, and read the instructions aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until the man says he exercises every day). Tell students they will find out if their predictions are correct in the next activity.

Answer The man talks about his exercise routine. (But he makes it sound better than it really is.)

Interchange 1 Video teaching notes 

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Watch the video

4 GET THE PICTURE In this activity, students watch and listen to the video to determine whether the statements are true or false. •  Explain the task, and lead students through the three statements. Have students predict whether each statement is true or false. •  Play the entire video with the sound on, and have students check the correct answers while they watch. Then ask students to correct the false statements. •  Have students compare answers with a partner. •  Check answers around the class.

Answers 1. False. Tim and Anne don’t know each other/ just met/are strangers. 2.  False. Tim doesn’t like to exercise. 3.  True

B •  Explain the task, and tell students to circle the things Tim really does. •  Play the entire video with the sound on. •  Have students compare answers with a partner. •  Check answers as a class.

Answers He takes walks. He plays tennis (badly).

6 WHAT’S YOUR OPINION? In this activity, students use adjectives to give opinions about the characters in the video. •  Explain the task. Make sure students understand that they should answer according to their own opinion. •  Have students work in pairs to complete the chart. •  Review answers with the class, and encourage students to give reasons for their choices.

Possible answers

5 WATCH FOR DETAILS

Anne: friendly, polite, intelligent Tim: friendly, lazy

In these activities, students focus more closely on details by watching and listening for the things Tim says he does versus the things he really does.

Follow-up

A •  Explain the task, and lead students through the illustrations. Have students predict answers before they watch the video. •  Play the entire video with the sound on. Play the video again if necessary. •  Have students compare answers with a partner. •  Check answers as a class.

Answers stretching bicycling lifting weights doing sit-ups playing tennis team sports

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7 INTERVIEW Through these activities, students deepen their understanding of the topic by first writing questions about sports and exercise and then using these questions to conduct an interview with Tim or Anne.

A •  Explain the task, and read the questions aloud. •  Have students work alone to write three additional questions about sports and exercise.

B •  Explain the task, and model the activity with a student.

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•  Have students work in pairs to do the interview. •  Ask volunteer pairs to act out their interview for the class.

Possible conversation Interviewer:  What kind of sports do you play? Tim: Well, I play most sports. Interviewer:  What’s your favorite sport? Tim:  Tennis. I’m a great tennis player. Interviewer: Are you in good shape? Anne:  Well, yes. I jog every morning. Interviewer:  Oh, how many miles do you jog? Anne:  I usually jog about four or five miles.

•  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner and practice the conversation. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

Answers Tim: It’s a beautiful morning, huh? Do you always come out here this early? Anne: Yes, I do. I usually get up around five o’clock. What about you? Do you come out here a lot? Tim:  Yeah, I do. I like to stay in shape. Anne:  You do? Tim:  Yes. Anne:  How often do you exercise? Tim:  Every day. Anne:  Really? Tim: Yeah, I usually start my day with some stretches. Then, I always do some sit-ups, lift some weights, and, when the weather’s nice, my bike and I are never too far apart.

8 HOW ABOUT YOU? These activities further develop students’ understanding as they relate personal habits to what they have learned in the video.

A •  Explain the task, and lead students through the chart. •  Have students work alone to complete the chart with their own information. •  Have students compare their answers with a partner.

B •  Explain the task, and tell students to ask classmates questions from part A of Exercise 7 to find out who likes to exercise and who doesn’t. Encourage students to talk to as many classmates as possible. •  Have students report back to the class. Record the information in a class chart on the board.

10 ADVERBS OF FREQUENCY In these activities, students practice the grammatical structure of the unit by completing and then making statements with adverbs of frequency.

A

Language close-up

9 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video.

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•  Explain the task, and read the example aloud. •  Have students work alone to complete the task. Then ask pairs to compare answers. •  Check answers as a class, and review the structure as necessary.

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Answers 1.  I never get up before 5 a.m. 2.  I don’t usually have a big breakfast. 3. I sometimes play tennis after work. Sometimes I play tennis after work. 4.  I often take a long walk on the weekend. 5.  I never watch TV. 6.  I always jog in the morning.

B

•  Explain the task. Have students work alone to complete the task. Then ask pairs to compare answers. •  Check answers as a class, and review as necessary.

Possible answers 1.  I sometimes get up before 5 a.m. 2.  I never have a big breakfast. 3.  I play tennis after work on Tuesdays. 4. I don’t often take a long walk on the weekend. 5.  I often watch TV. 6.  I rarely/sometimes jog in the morning.

C •  Explain the task, and review the adverbs of frequency listed. •  Have students write their answers and share them with a partner. •  Check answers around the class and review the adverbs of frequency as needed.

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7

My trip to London

Language summary

Topics/Functions:  Describing past events; expressing opinions Structures:  Past tense

Story summary

Melissa meets her friend Lili at a coffee shop and tells her about her trip to London. She also shows her videos from her trip.

Preview

1 CULTURE The culture note presents some background information about London, England, which is described and depicted in the video. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 VOCABULARY This activity introduces the names of famous places and attractions in London that students will see and hear described in the video. •  Explain the task. Then model the vocabulary as students look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task. Make sure students understand they should look at the photos in Exercise 2.

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•  Suggest that students watch for the answers as you play the entire video with the sound off. Tell students they will find out if their answers are correct in the next activity.

Answers 1.  the London Eye 2.  a boat on the River Thames 3.  the Tower of London 4.  Buckingham Palace 5.  St. Paul’s Cathedral 6.  Big Ben

Watch the video

4 GET THE PICTURE In the first activity, students watch and listen to the video to check their answers from Exercise 3. In the second activity, they watch and listen for information to help them identify places in the video. •  Explain the task, and read the captions while students look at the photos. •  Play the entire video with the sound on as students complete the task. Have students compare their answers with a partner, and replay the video as necessary. •  Check answers as a class.

Answers The British Museum

Interchange 1 Video teaching notes 

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5 WATCH FOR DETAILS In this activity, students focus on details in the video that help them answer the questions about Melissa’s trip to London.

A •  Explain the task, and read through the items. Answer students’ vocabulary questions as they arise. •  Play the entire video with the sound on. •  Have students work alone to complete the task. Have them compare answers with a partner. •  Check answers as a class.

Answers 1.  The views were great. 2.  It was interesting. 3.  The queen wasn’t there. 4.  The guards ignore tourists.

B •  Explain the task, and read through the items. Have individual students or pairs number as many of the statements as they can before they watch the video. •  Play the entire video with the sound on. •  Have students work alone to complete the task. Have them compare answers with a partner. •  Check answers as a class.

Answers 1.  She walked around. 2.  She walked across Westminster Bridge. 3.  She saw Big Ben and Parliament. 4.  She saw Westminster Abbey. 5.  She went to the airport.

Follow-up

6 A DAY IN LONDON In the first activity, students discuss things they’d like to see in London. In the second activity, they use what they’ve learned about the city to plan an afternoon there. Interchange 1 Video teaching notes 

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A •  Explain the task, and lead students through the photos and have them read each caption. •  Put students into groups of three or four to complete the task. Remind students to number the photos based on the group’s decision. •  Ask various groups to share their ideas with the class.

B •  Explain the task. Tell students that they should explain to their partner what interests them about the places they chose. •  Ask each group to share their ideas with the class.

7 WHAT’S YOUR OPINION? In these activities, students relate their real-world knowledge and experience to what they have learned in this unit by talking about the things they like to do when they visit a new city.

A •  Explain the task, and lead students through the items on the list. •  Have pairs complete the task. •  Ask volunteer pairs to share the additional activities they listed and say what they like to do most when visiting a new city.

B •  Explain the task, and model the sample dialog with a student. •  Put students into pairs to have similar conversations.

Language close-up

8 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video.

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•  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

Answers Lili: Tell me about your trip to London. Melissa: Well, I did a lot of interesting things. I went on the London Eye and I took a boat trip on the Thames. Lili: What did you see on the boat trip? Melissa: It was really interesting. I saw Tower Bridge and the Tower of London. Lili: Did you go in the Tower of London? Melissa: No, I didn’t have time. But after the boat trip, I went to Buckingham Palace. Lili: Was the Queen there? Melissa: No, she wasn’t. Lili: Did you take a tour? Melissa: No, I didn’t. But I saw many other places!

Answers Lili: How was your trip to London? Did you have any free time between meetings? Melissa: London was great. We were very busy all week, but I had some free time on Saturday and Sunday morning. I flew back on Sunday evening. Lili: Did you take any pictures? Melissa: Better than that. I have videos. Lili: Excellent! Melissa: I did a lot on Saturday. First, I went to the London Eye. Here it is. Lili: Did you go on it? Melissa: Yes, I did. The views were fantastic. Then, I went on a boat on the River Thames. Lili: What was the weather like? Doesn’t it rain a lot in England? Melissa: The weather was OK. It didn’t rain all the time.

B •  Explain the task, and read through the sample conversation with students. •  Put students into pairs to have similar conversations. •  If time permits, ask for volunteer pairs to act out the conversation.

9 PAST TENSE In these activities, students practice the grammatical structure of the unit by completing conversations from the sequence with the correct verb forms and by having similar conversations of their own.

A •  Explain the task, and have students work alone to complete the task. •  Put students into pairs to compare answers and practice the conversation. •  Check answers as a class, and review the structure as necessary.

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8

Nice neighborhood

Language summary

Topics/Functions:  Describing neighborhoods Structures:  There is/There are; quantifiers

Story summary

Carmen and Luis are looking for a new apartment. They walk around the neighborhood to learn what’s near the apartment.

Preview

1 CULTURE The culture note presents background information about how and why people move relatively frequently in the United States and Canada. It previews things that many people consider before moving to a new location, including many that are mentioned in the video. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 VOCABULARY In this activity, students work with key vocabulary related to neighborhood amenities and problems, including some they will hear mentioned in the video. •  Explain the task. Then model the vocabulary, and have students repeat it as they look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers 1.  Is there any crime? 2.  Is there enough parking? 3.  Is it noisy?

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4.  Is there public transportation nearby? 5.  Is there shopping nearby? 6.  Are there places to eat nearby?

3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the instructions and the questions aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until the real estate agent points down the street). Tell students they will find out if their predictions are correct in the next activity.

Answers 1.  a real estate agent 2.  look around the neighborhood

Watch the video

4 GET THE PICTURE In the first activity, students watch and listen to the video to check their predictions from Exercise 3. In the second activity, they watch and listen for information to decide if statements about the video are true or false.

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A

3.  music store 4.  take the apartment

•  Explain the task, and make sure students understand they should look at their answers in Exercise 3 to check their predictions as they watch. •  Play the entire video with the sound on as students complete the task. Have selected students share their answers, and replay the video as necessary.

B •  Explain the task, and read the chart aloud. •  Play the video with the sound on. Have students check True or False while they watch. They can correct the false statements after the video is played. •  Have students compare their answers with a partner. Play the video again if necessary. •  Check answers as a class.

Answers 1.  True 2. False; The neighborhood isn’t far from downtown. 3. False; There are many different kinds of restaurants. 4.  True

5 MAKING INFERENCES In this activity, students learn to make inferences, even when information is not explicitly stated, by watching and listening for information about Luis and Carmen’s opinions of the neighborhood. •  Explain the task. Have students look at the photos as you read each item. Then have students work in pairs to predict the answers. •  Play the video with the sound on. Have students work alone to check their predictions, marking the best answers as they watch. •  Give students a moment to complete the task. Then have them compare answers with a partner. •  Check answers around the class, and encourage students to give reasons for their choices.

Answers 1.  more than Luis likes it 2.  Carmen

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Follow-up

6 A GOOD NEIGHBORHOOD In this activity, students work in small groups to discuss what features they think are important in a neighborhood. •  Explain the task, and lead students through the captions below the pictures. •  Put students into groups of three or four to complete the task. •  Ask groups to share some of their ideas with the class.

7 WHAT’S YOUR OPINION? In this activity, students express their own opinions about what’s important in a neighborhood.

A •  Explain the task. Make sure students understand they should answer according to their own opinion. •  Have students work in pairs to complete the task. •  Review answers with the class, and encourage students to give reasons for their choices.

Possible answers parks, a dog run, working streetlights

B •  Explain the task. Make sure students understand they should look back at their answers to Exercise 6 and part A of Exercise 7. Model the example dialog with a student. •  Have students work alone to complete the task. Then ask pairs to share their opinions. •  Review answers with the class, and encourage students to give reasons for their choices.

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Language close-up

8 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask volunteer pairs to act out the conversation.

A •  Explain the task, and direct students’ attention to the conversation and the example. •  Have students work alone to complete the task. Then ask pairs to compare answers. •  Check answers as a class, and have pairs practice the conversation.

Answers A: Is there much crime in this neighborhood? B: Oh, no. There isn’t much crime at all. Not any more. A: How about noise? How much street noise is there? B: Well, there aren’t many major roads in this neighborhood. A: Are there many students in the neighborhood? B: Yes. It’s very close to the university, so many students live here. A: I see. How many parking spaces come with the apartment? B: I’m afraid there aren’t any parking spaces. You have to park on the street. A: How about supermarkets? Is there much shopping nearby? B: Oh, yes. There’s a big supermarket just down the street. And there are many other shops nearby, too. A: OK. I’ll have a look around and call you later. Thanks!

Answers Carmen: There’s a furniture store. Luis: Uh-huh. Yeah. Carmen: And there’s a jewelry store. My birthday’s coming up . . . Both: . . . next month. Luis: Yeah, I know. Carmen: Look, Luis. There’s a really nice grocery store. Luis: Yeah, that’s a nice grocery store. Carmen: And there are a lot of really good coffee shops. I really like this neighborhood! Luis: Yes, it’s really great. Wow! That’s an amazing guitar! Carmen: So, can we take the apartment? Luis: Sure. Why not? Let’s go for it.

9 QUANTIFIERS

B •  Explain the task, and make sure students understand they should use information about their own neighborhood. •  Have students work in pairs to practice the conversation. •  If time permits, have volunteer pairs act out their conversation for the class.

In these activities, students practice the grammatical structure of the unit by completing a conversation with much or many. Then they practice the conversation using their own information.

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9

Suspicious visitors

Language summary

Topics/Functions:  Describing physical appearance Structures:  Modifiers with participles and prepositions

Story summary

Sarah and George are relaxing at home when they are surprised by visitors who they fear are escaped criminals. In the end, we discover that the visitors are George’s relatives, who George and Sarah haven’t seen for a long time.

Preview

Additional words: Age: twenties Height: medium Hair: straight, wavy

1 CULTURE •  The culture note presents information about how people in the United States and Canada protect their homes against crime. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in pairs or small groups to answer them. •  Check answers around the class.

B •  Explain the task, and tell students to look at the photo of the man, George, and the woman, Sarah. Have students work in pairs to complete the task. •  Check answers as a class.

Possible answers George: late forties/middle-aged, dark hair, short Sarah: late forties/middle-aged, long, dark   hair, short

2 VOCABULARY These activities introduce and practice vocabulary used to describe physical appearances.

A •  Explain the task, and present the new vocabulary. Then have pairs write the words in the appropriate columns in the chart and add two more words or phrases. •  Check answers as a class.

Answers Age: early forties, elderly, late thirties, teens,   middle-aged Height: average, short, tall Hair: bald, blond, curly, long, short

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3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the questions aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until Harry and Alexis start to get out of the car). Tell students they will find out if their predictions are correct in the next activity.

Possible answers 1.  friends of the couple 2.  no

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Watch the video

Answers 1. Sarah is writing, and George is pouring coffee. 2. Sarah is looking at the SUV. 3. The visitors are getting out of the SUV. 4. The visitors are standing outside their SUV. 5. George is calling the police. 6. Sarah and George are greeting their visitors.

4 GET THE PICTURE In this activity, students watch and listen to check the predictions they made in Exercise 3 and to determine what really happens in the video.

A •  Explain the task, and make sure students understand they should look at their answers to Exercise 3. •  Play the entire video with the sound on as students check and correct their predictions from Exercise 3. •  Have students compare answers in pairs, and replay the video as necessary. •  Check answers around the class.

B •  Explain the task, and lead students through the possible choices. •  Play the entire video with the sound on as students choose their answers. •  Have students compare answers in pairs, and replay the video as necessary. •  Check answers around the class.

Answer The people outside are George’s relatives.

5 WATCH FOR DETAILS In this activity, students focus more closely on details in the video to help them put events in the correct order. •  Explain the task, and have individual students or pairs predict the correct order of the pictures before they watch the video. •  Play the entire video with the sound on. •  Have students check and correct their predictions as they watch. •  Check answers as a class.

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6 DESCRIBING SOMEONE In these activities, students focus on details in the video that will help them describe the people in the video.

A •  Explain the task, and have individual students or pairs complete the chart. •  Play the entire video with the sound on. •  Have students check and correct their predictions as they watch. •  Check answers as a class.

Answers Harry: forties; dark, short, straight hair; tall;   no hat; sunglasses Alexis: twenties; light, long, straight hair; short;   no cap; no sunglasses

B •  Explain the task, and have individual students or pairs add some descriptive details about Harry and Alexis. •  Play the entire video with the sound on while students work. •  Check answers as a class.

Possible answers friendly, pretty, casually dressed

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Follow-up

7 THE RIGHT DECISION? In this activity, students give opinions about the best thing to do in a situation similar to Sarah and George’s. •  Explain the task, and lead students through the statements. •  Have pairs complete the task. •  Ask volunteer pairs to share their answers with the class. Have them expand on their answers using their own words.

•  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

Answers George: Sarah, would you like another cup of coffee? Sarah: No thanks. . . . Honey, do we know anyone who has an SUV? George: An SUV? The Thompsons have an SUV. A green one. Sarah: This one’s not green. George: It’s not? What color is it? Sarah: I can’t tell. It’s red, or brown. It’s dark. George: Where is it? Sarah: It’s parked in front of the house. And there are two people inside. George: Really? Sarah: Uh-huh. And now they’re getting out of it. George: What do they look like? Sarah: One man’s tall, and he’s got dark hair, and he’s wearing sunglasses. George: And how about the other one?

Possible answer Don’t open the door, but ask, “Who is it?” If you don’t know the people, call the police if you feel unsafe.

8 WHAT HAPPENS NEXT? These activities encourage students to be creative in writing and acting out a conversation between Sarah, George, Harry, Alexis, and the police officers.

A •  Explain the task, and lead students through the statements. •  Put students into groups to complete the task.

B •  Explain the task, and have groups practice and then act out their conversations for the class. •  Encourage students to give reasons for their actions.

Language close-up

9 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video.

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10

MODIFIERS WITH PARTICIPLES AND PREPOSITIONS

In these activities, students practice the grammatical structure of the unit by making statements that describe the characters in the video.

A •  Explain the task, and lead students through the phrases in the chart. •  Have students work alone to complete the task. Then put students into pairs to compare answers. •  Check answers as a class.

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Answers Sarah is the older woman wearing a red sweater. George is the heavier man wearing a blue shirt. Harry is the tall one wearing an open jacket. Alexis is the young one wearing a baseball cap.

B •  Explain the task, and put students into pairs to complete the task. •  If time permits, ask pairs to share answers with the class.

Possible answers Alexis is the young woman holding her glasses. Sarah is the older woman with dark hair. Harry is the younger man with wavy hair.

11 DESCRIBING SOMEONE These extension activities close the unit by having students describe their classmates.

A •  Explain the task, and model the example conversation with a student. •  Have students work in pairs to take turns describing their classmates. •  Ask volunteers to describe someone for the class.

B •  Explain the task, and have students work alone to write sentences describing classmates. •  Have students work in pairs to take turns reading their sentences and deciding if the statements are true or false. •  Ask volunteers to share their sentences with the class.

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10

What took you so long?

LANGUAGE SUMMARY

Topics/Functions:  Telling a story; apology and forgiveness Structures:  Present perfect; sequencing words: first, then, after that . . .

STORY SUMMARY

On his way to meet Linda, Jacob has some problems. As he describes the events, the video shows what happened to him before he arrived at the restaurant.

Preview

1 CULTURE The culture note introduces the topic by presenting attitudes in the United States and Canada about being on time. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 VOCABULARY In this activity, students practice and review the past tense of various verbs presented in the unit. •  Explain the task, and review the example. •  Have students work in pairs to complete the chart and then compare answers with a new partner or a neighboring student. •  Check answers as a class.

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Answers called cost did found got went had left

locked opened paid put remembered saw took tried

3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the instructions and the two statements aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until Jacob arrives and sits down). Tell students they will find out if their predictions are correct in the next activity.

Possible answers Either answer is possible.

Interchange 1 Video teaching notes 

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Watch the video

4 GET THE PICTURE In this activity, students watch and listen to the entire video to answer questions about the main events in the story. •  Explain the task by leading students through the three questions. •  Play the entire video with the sound on. Have students work alone to answer the questions while viewing and then compare answers with a partner. •  Check answers around the class.

Answers 1.  He locked his keys in it. 2.  He left it in the car. 3.  He forgot where he parked.

5 WATCH FOR DETAILS In this activity, students focus on details in the video that will help them arrange events in the correct order and then add two additional events from the story.

B •  Explain the task, and have students work in pairs to add two additional events shown in the video. •  Check answers as a class, and ask several pairs to share their answers with the class.

Possible answers Linda told the waiter her brother was late. Jacob arrived late. Jacob helped his neighbor move the trash can. Jacob put his wallet in the glove compartment of his car.

6 WHAT’S YOUR OPINION? In this activity, students express opinions by choosing adjectives that they think describe Jacob and Linda. •  Explain the task and review the adjectives in the chart. •  Have students work in pairs to share opinions and complete the chart. •  Have volunteers share their answers with the class.

Possible answers Jacob: forgetful, upset, helpful, embarrassed,   worried Linda: patient, understanding, worried

A •  Explain the task, and read through the statements. •  Have students work alone to order as many events as they can before they watch the video. •  Play the entire video with the sound on. •  Have students work alone to check their predictions and make corrections while they watch. •  Check answers as a class.

Answers 1.  Jacob noticed that his neighbor needed help. 2.  Jacob saw his keys inside the car. 3.  Jacob tried to call Linda. 4.  Jacob paid the locksmith. 5.  Jacob told Linda the story. 6.  Jacob realized he didn’t have his wallet.

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Follow-up

7 QUESTION GAME In these activities, students practice the grammatical focus of the video by writing, asking, and answering past-tense questions about the story.

A •  Explain the task. Lead students through the two example questions and solicit answers from the class. •  Have students work alone to write three additional questions.

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Possible questions and answers Why did Jacob get out of his car? He went to   help his neighbor. When did Jacob lock his keys in the car? He   locked his keys in his car when he got out   to help his neighbor. Who got to the restaurant late? Jacob did. How much did Jacob pay the locksmith?   It didn’t say. Who paid the restaurant bill? Linda offered to   pay. Jacob wanted to pay. But we don’t know   who paid in the end. Why was Jacob late? He locked his keys in   his car. How did Jacob get the keys out of his car?   He called a locksmith. Where was Jacob’s wallet? It was in the glove   compartment of his car.

B •  Explain the task and have students work in pairs to ask and answer each other’s questions. •  If time permits, ask volunteer pairs to share their questions and answers with the class.

8 TELL THE STORY In this activity, students use sequence adverbs to tell the story in their own words. •  Explain the task, and lead students through the example beginning to the story. •  Have students work in pairs to write their stories. Make sure they understand they are to include one mistake and use sequence adverbs. •  Put pairs together to form groups of four, and have them take turns reading their stories to each other and locating the mistakes. •  Ask volunteer pairs to share their stories with the class.

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Language close-up

9 WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to stand up and act out the conversation.

Answers Jacob:  Linda, I’m really sorry. Linda: It’s OK, Jacob. I’ve only been here for a little while. Is everything all right? Jacob: Yes, it is now, but you won’t believe what just happened to me. Linda:  What happened? Jacob: Well, first of all, I was late leaving my apartment, so I had to hurry. Then, just after I got in my car, I saw my neighbor, Mrs. Flanagan. She had a heavy trash can, and she couldn’t move it very easily. So, I helped her. Linda:  That was kind of you. Jacob: Yeah, but, right after, there was a problem. When I went back to my car, I couldn’t get in. Linda: Did you lock your keys in the car? Jacob:  Can you believe it? Linda:  Oh, no. What happened next? Jacob: First, I tried to call you, but I got your voicemail. Then, I called a locksmith.

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10 PRESENT PERFECT In these activities, students practice the grammatical structure of the unit by completing questions in the present perfect with Have you ever . . . ?, and then by asking and answering the questions.

A •  Explain the task, and lead students through the example. •  Have students work in pairs to complete the questions. •  Check answers as a class.

Answers 1. Have you ever locked your keys in the car? 2.  Have you ever called a locksmith? 3.  Have you ever left your wallet in the car? 4. Have you ever arrived late for an important appointment? 5. Have you ever gone to a restaurant without money? 6. Have you ever waited a long time for someone in a restaurant?

B •  Explain the task, and have students move about the classroom, asking the questions in part A to at least three classmates. •  If time permits, ask volunteers to share their original questions with the class.

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11

San Francisco!

Language summary

Topics/Functions: Asking and telling about places; giving advice Structures: Should and shouldn’t

Story summary

Dr. and Mrs. Smith get directions and advice about what to do and see in San Francisco from the desk clerk at their hotel.

Preview

1 Culture The culture note introduces information about the San Francisco area to build interest in and increase understanding of the video. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in pairs or small groups to answer them. •  Check answers around the class.

3 Guess the Story In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task. Read aloud the instructions and the names of the three places pictured. •  Suggest that students watch for the answers as you play the entire video with the sound off. •  Have students work alone to complete the task. Then have them compare their predictions.

Answers probably Alamo Square, but there is no correct answer

2 Vocabulary In this activity, students work with key vocabulary about the places they will see in the video. •  Explain the task. Then model the vocabulary, and have students repeat as they look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers 1.  architectural details 2.  cable car 3.  wharf 4.  aquarium 5.  monuments 6.  bay

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Watch the video

4 Get the picture In this activity, students watch and listen for the place names that the hotel clerk mentions. •  Explain the task, and lead students through the list of place names and sightseeing activities. •  Play the entire video with the sound on. Have students complete the task as they watch. •  Have students compare their answers with a partner, and replay the video as necessary. Then check answers around the class.

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Answers

Answers

Alamo Square, Alcatraz, Fisherman’s Wharf, Golden Gate Park, Japanese Tea Garden, Lombard Street

The Smiths arrived in San Francisco from Northern California. They entered the city by driving over the Golden Gate Bridge. They decided to start their visit with a ride on a cable car. Next, they took a boat ride to Alcatraz Island. Then they walked through Golden Gate Park and saw the Japanese Tea Garden. After that, they went to Fisherman’s Wharf to do some shopping. The next day, they drove down curvy Lombard Street very slowly, and then they went to Alamo Square to see the colorful Victorian Houses.

5 Watch for details In this activity, students watch and listen for the reasons the hotel clerk gives the Smiths for why they should visit certain places. •  Explain the task, and lead students through the pictures. •  Play the entire video with the sound on. Have students complete the task as they watch. •  Replay the video if necessary, and have students compare their answers with a partner. •  Check answers as a class.

Answers 1. You should visit Fisherman’s Wharf. You can find a little bit of everything there. 2. Alamo Square is a small park surrounded by really wonderful Victorian houses. We call them Painted Ladies. 3. Lombard Street is a very steep hill with a lot of curves. 4. The most interesting way to drive to San Francisco is across the Golden Gate Bridge.

6 Complete the story In this activity, students focus more closely on details in the video to complete a summary of what the Smiths do in San Francisco. •  Explain the task. Have students work alone to read the paragraph and fill in as many blanks as they can before they watch the video. •  Play the entire video with the sound on. Suggest that students check their answers and correct errors as they watch. •  Have students compare their answers with a partner. •  Check answers as a class.

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Follow-up

7 San Francisco In this activity, students use information from the unit to decide on places they will see on a two-day visit to San Francisco. •  Explain the task, and lead students through the pictures of places to visit and things to do in San Francisco. •  Have students work in small groups to complete the task. •  Ask groups to share their itineraries with the class. Encourage students to tell why they chose the things on their itinerary.

8 Your city In these activities, students have the opportunity to talk more about places and give suggestions as they plan an itinerary for the Smiths to visit their city.

A •  Explain the task, and model the examples. •  Have students work in small groups to complete the task.

B •  Have groups share their itineraries with the class. Encourage students to tell why they chose the things on their itinerary.

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Language close-up

9 What did they say? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

10

In this activity, students work with should and shouldn’t, the grammatical focus of the video, to give advice to people visiting their city.

A •  Explain the task, and review the example. •  Have students work alone to complete the task, and then compare answers with a partner. •  Check answers around the class, and review as necessary.

Answers 1. should 2. should 3. shouldn’t 4. should 5. shouldn’t

Answers Clerk: Thank you. Here is your card and a copy of the bill. Mrs. Smith: Thank you. Clerk: Did you enjoy your stay with us? Dr. Smith: Yeah, it was fine, thank you. Clerk: Where are you traveling to today? Dr. Smith: We’re heading south, to San Francisco. Clerk: San Francisco is great! Mrs. Smith: We’re going to stay there for just a couple of days. Clerk: Have you been there before? Dr. Smith: Well, I’ve been there once, when I was a kid, but Mona, she’s never been there. Clerk: What are you planning to do while you’re there? Mrs. Smith: No plans. We just want to explore. I want to see all the sights.

Should and shouldn’t



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B •  Explain the task, and direct students’ attention to the chart. •  Have students work in pairs to complete the task. Then put pairs together to form groups of four and compare answers. •  Ask pairs to share their suggestions with the class.

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12

Onion soup and chocolate

Language summary

Topics/Functions: Talking about health problems; giving advice Structures: Infinitive complements

Story summary

A reporter interviews several people and asks them about their home remedies for colds.

Preview

1 Culture The culture note introduces the topic of health care in the United States and Canada, and presents some key vocabulary used in the video. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

3 GUESS THE STORY In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the question. •  Tell students to look for the answers as they watch the video. Then play the entire video with the sound off.

Answer He tries all of the remedies suggested: staying warm and resting, drinking lemon and honey, taking vitamin C, drinking coffee, and eating onion soup and chocolate.

2 Vocabulary In this activity, students classify various cold remedies and medicines including some that are mentioned in the video. •  Explain the task. Then model the vocabulary as students look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers Home remedies: chicken soup, steam, onions   and garlic, tea with lemon and honey Over-the-counter drugs: aspirin, cough medicine,   sore throat lozenges

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Watch the video

4 Get the picture In this activity, students watch and listen to the video to check their predictions from Exercise 3. •  Explain the task, and read the questions and the people’s names. •  Play the entire video with the sound on as students complete the task. Have selected students share their answers, and replay the video as necessary. •  Check answers around the class.

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Follow-up

Answers 1.  Anna 2.  Kathleen 3.  Roberto 4.  the host

5 Watch for details In this activity, students focus on details in the video that will help them match the people with the remedy each suggests. •  Explain the task, and read through the chart. Answer students’ vocabulary questions as they arise. •  Play the entire video with the sound on. •  Have students work alone to complete the task, and then compare answers with a partner. •  Check answers as a class.

7 Health problems In these communicative activities, students suggest remedies for other ailments, role-play a conversation, and practice giving advice.

A •  Explain the task. Read the problems and example suggestions aloud as students look at the pictures. •  Have students work in small groups to write their remedies for each problem. •  Have groups share their answers with the class.

Possible answers 1. backache: It’s a good idea to lie on the floor. Also, get some muscle cream. Put ice on your back. Do some exercises. 2. headache: Take some aspirin. It’s also helpful to lie down. Drink a cup of coffee or tea. 3. a stomachache: You should eat some yogurt. Also, try some peppermint tea. Take some stomach medicine. 4. the flu: You should stay home from school or work. It’s also important to get some rest. Drink lots of liquids.

Answers Henry:  C Take vitamin C and drink coffee. Anna:  B Drink hot lemon and honey, and rest. Kathleen:  D Eat onion soup and chocolate, and keep warm. Roberto:  A  Rest.

B

6 What’s your opinion? In this activity, students give opinions about the remedies suggested in the video and add their own ideas. •  Explain the task, and read the questions. •  Have students work in pairs to answer the questions. Encourage students to give reasons for their opinions as they discuss the questions. •  Have pairs share their answers with the class.

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•  Explain the task, and model the sample conversation. •  Have students work in pairs, taking turns role-playing a person with one of the problems in part A and a friend giving advice.

C •  Explain the task, and have students work in pairs to list two or three things they would like to get advice on. Tell students they can use imaginary problems if they prefer not to share personal information. •  Have students change partners and take turns asking for and giving advice, using their list of problems.

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Language close-up

8 What did they say? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to act out the conversation.

9

In these activities, students practice with may and could to make requests, and should, try, or suggest to give suggestions.

A •  Explain the task, and read the example aloud. Then have students work alone to fill in the correct form of the verbs in the conversations. •  Ask pairs to compare answers. •  Check answers as a class, and review the structure as necessary.

Answers 1.  At the office A: Here’s the perfect cold remedy: garlic juice, onions, and carrots. You should drink a cup every two hours. B:  But I don’t like carrots. A: Well, then I suggest an old-fashioned bowl of chicken soup! And try to get some rest, too. 2.  At a drugstore A:  May I help you? B: Yes. Could I have something for a cold? It’s a bad one. A: Yes. I have these pills. They’re a little strong. Just don’t drive after you take them. B: Hmm. . . . I drive to work. Could/May I have something else? A: Well, try these other pills then. They won’t make you sleepy.

Answers Host: What should you do when you get a cold? Kathleen:  Oh, I never get a cold. Host:  Really? Kathleen: Yes, because when I feel a cold coming on, I know it’s important to eat lots of homemade onion soup. Host:  OK. Kathleen: Oh, and it’s a good idea to eat lots of chocolate, too! Host: At the same time as the onion soup? Kathleen: No, after. The onion soup gives you vitamins, and the chocolate gives you energy. That stops the cold virus. Oh, uh, it’s a good thing to keep very warm, too. It’s not a good idea to hang around on the street. Host:  OK. Thank you. Kathleen:  Bye!

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Requests and suggestions

B •  Explain the task, and make sure students understand they should act out the conversations twice, the second time with different problems and remedies. •  Put students into pairs to practice the conversations. •  If time permits, ask volunteer pairs to act out their new conversations for the class.

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13

How about a pizza?

Language summary

Topics/Functions: Agreeing and disagreeing, ordering food Structures: So, too, neither, either; requests with would and will

Story summary

Carmen and Luis decide to eat out. They look at various restaurants and finally decide to try something new – in a way.

Preview

1 Culture The culture note presents information about restaurants and dining out in the United States and Canada. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 Vocabulary In this activity, students work with key vocabulary about foods they will see and hear about in the video. •  Explain the task. Then model the vocabulary, and have students look at the pictures. •  Have students work in pairs to complete the task. •  Check answers as a class.

Answers 1.  An Italian restaurant – pizza 2.  A Mexican restaurant – tacos 3.  A Japanese restaurant – sushi 4.  A Chinese restaurant – egg rolls 5.  An Indian restaurant – vegetable curry 6.  A Thai restaurant – prawns in coconut milk

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3 Guess the story In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the question aloud. •  Suggest that students watch for the answers as you play the opening scene of the video (until Carmen and Luis see the Mexican restaurant, Margarita’s). Tell students they will find out if their predictions are correct in the next activity.

Watch the video

4 Get the picture In this activity, students watch and listen to put events in the correct order.

A •  Explain the task, and read the instructions aloud. •  Play the entire video with the sound on as students complete the task. Have them compare their answers with a partner before checking them as a class.

Answers 1.  pizza restaurant 2.  Japanese restaurant 3.  Mexican restaurant 4.  Thai restaurant

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B •  Explain the task, and read the question aloud. •  Play the entire video with the sound on as pairs complete the task. Have each pair compare their answers with another pair before checking answers as a class.

necessary. Have them compare answers with a partner. •  Check answers as a class.

Answer They both say they like Japanese food, Mexican food, and spicy food.

Answer Pizza and sushi

Follow-up

5 Watch for details In these activities, students focus on details in the video that will help them answer questions about the dishes mentioned. They should also look for details about the foods Carmen and Luis like and the foods they order.

A •  Explain the task, and read through the items. Answer students’ vocabulary questions. •  Have individual students or pairs read the names of the dishes and fill in as many blanks as they can before they watch the video. •  Play the entire video with the sound on. •  Have students work alone to complete the task. Then have them compare answers with a partner. •  Check answers as a class.

Answers 1.  Seafood or green curry 2.  Prawns in coconut milk 3.  Chicken with ginger 4.  Thai pizza 5.  Ginger and honey tea 6.  Jasmine smoothie Carmen and Luis order Thai pizza, ginger and honey tea, and a jasmine smoothie.

B •  Explain the task, and read the question aloud. Have students write their answer before they watch the video again. •  Play the entire video with the sound on. Have students check their answer and make changes if

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6 How about you? In this activity, students talk about the kinds of foods and restaurants they like. •  Explain the task, and read the questions aloud. Make sure students understand they should answer according to their own opinion. •  Have students work in small groups to answer the questions. •  Ask groups to share their answers with the class.

7 In a restaurant In this role play activity, students order a meal at a restaurant. •  Explain the task. Call attention to the model dialog, and ask two volunteers to practice it. •  Have students work in groups of three to take turns ordering a meal and taking orders. •  If time permits, ask volunteer groups to perform their role play for the class.

Language close-up

8 What did they say? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video. •  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video.

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•  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask volunteer pairs to act out the conversation.

B •  Explain the task, and read the instructions aloud. Model the task with a student. •  Put students into pairs to practice their conversations. •  If time permits, have volunteers perform their conversation for the class.

Answers Luis: You know, I’m beginning to feel hungry. Carmen:  So am I. I really could eat something. Luis:  How about pizza? Carmen: Hmm. I’m not sure. I’m not really in the mood for a pizza. Luis:  You know, neither am I. Carmen: OK. Let’s look for something else. But I want to eat. Soon! Luis:  No problem. I do, too. Carmen:  I like Japanese food a lot. Luis:  So do I, but . . . Carmen:  We could get some sushi. Luis: Yeah, I’m just not sure that’s what I want. Carmen:  But Luis, I’m hungry.

9 Would and Will In these activities, students practice ordering food using sentences with would and will to practice the functional and grammatical focus of the unit.

A •  Explain the task, and read the instructions and the example aloud. •  Have students work alone to complete the task. Then put students into pairs to compare answers. •  Check answers as a class.

Answers 1.  What would you like to eat? 2.  Would you like salad or soup with that? 3.  Would you like something to drink? 4.  What would you like for dessert?

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14

Around the World

Language summary

Topics/Functions: Asking and answering questions about geography Structures: Adjective comparisons; questions with how

Story summary

Marlene, Ted, and Lili are contestants on a game show about geography. At the end of the game, Marlene wins, but she’s disappointed to learn that her prize is a trip to Seattle, Washington, because that’s where she lives.

Preview

1 CULTURE The culture note introduces the topic of game shows and presents some information about different types of game shows that are popular in the United States and Canada, including the kind of show depicted in the video. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 Guess the facts In this activity, students become familiar with the format of the game show “Around the World” by guessing answers to some of the questions they will hear in the sequence. •  Explain the task, and lead students through the questions. Then put students into pairs to answer each one. Tell students that they will have a chance to check their answers later in the lesson.

Answers 1.  the Nile River 2.  Mt. McKinley [“Mount McKinley”] 3.  the Gobi Desert 4.  Mexico City 5.  Australia Interchange 1 Video teaching notes

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3 Guess the story In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the question aloud. •  Play the first minute of the video with the sound on. Tell students they will find out if their answer is correct in the next activity.

Possible answer Students may think that Ted will win because he has the most points.

Watch the video

4 Check the facts In this activity, students watch and listen to the video to check their answers from Exercise 2. •  Explain the task, and make sure students understand they should look at their answers to Exercise 2 to check them as they watch. •  Play the entire video with the sound on as students complete the task. Have students compare their answers with a partner, and replay the video as necessary. •  Check answers as a class.

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5 Watch for details In this activity, students focus more closely on details in the story by watching and listening for personal information about the contestants. •  Explain the task, and read through the items. Answer students’ vocabulary and content questions. •  Play the entire video with the sound on. •  Have students work alone to complete the task, and then compare answers with a partner. •  Check answers as a class.

Answers 1.  Seattle, Washington. 2.  computer engineer. 3.  Boston, Massachusetts. 4.  high school teacher. 5.  Vero Beach, Florida. 6.  café owner.

6 Who wins the game? In these activities, students reinforce their understanding of details in the sequence by watching and listening to find out each contestant’s score and whether the winner is happy with the prize.

A •  Explain the task. Then play the entire sequence with the sound on. Have students work individually to complete the task by writing each person’s final score. •  Have students compare answers with a partner. Then play the sequence again if necessary before going over the answers with the class.

Answers Marlene 700    Ted 650    Lili 450

B •  Explain the task. Read the questions with the class, and then have students discuss them in pairs or small groups. •  Have various students share their answers with the class.

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Answer No, she’s not happy because the prize is a trip to Seattle, and that’s where she lives.

Follow-up

7 Around the world Students further develop their comprehension by writing comparative questions and using them to play their own version of the game “Around the World.”

A •  Explain the task, and direct students’ attention to the chart. •  Put students into groups of four or five to write game-show questions similar to those asked in the video. Emphasize to students that they must know the answers to any questions that they write. [Note: Students may choose categories of their own (e.g., sports, music). New categories should be agreed upon by the class.]

B •  Explain the procedure, and model the sample language with a volunteer. •  Divide the class into two groups, A and B, to play the game. Group A should choose a host to ask the questions, while members of Group B take turns choosing categories and answering questions. •  Have the groups switch roles and play the game again.

Language close-up

8 What did he say? This cloze activity develops bottom-up listening skills by having students complete part of the host’s comments from the video. •  Explain the task. Have individual students or pairs read the host’s comments and fill in as many blanks as they can before they watch the video.

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•  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class.

Answers 1.  Which city is colder: New York or Tokyo? 2. Which planet is the biggest: Earth, Saturn, or Mars? 3. Which structure is taller: the Eiffel Tower or the Statue of Liberty? 4. Which building is older: the Houses of Parliament or the Empire State Building? 5. Which country is the largest: Brazil, Canada, or Argentina?

Answers Hi, again, folks. And welcome back to the Final Round of our show. I’m your host, Richard Darien, and here are our contestants: A computer engineer from Seattle, Washington: Marlene Miller! Marlene has 300 points. And next to you we have a high school teacher from Boston, Massachusetts: Ted Simmons! Ted currently has 400 points, and he is in the lead! And our third contestant is a café owner from Vero Beach, Florida: Lili Chen! Lili has 300 points, so she’s currently tied with Marlene. Oh boy, this is going to be an exciting game, folks. Let’s get on to the Final Round. Our categories are Cities, Deserts, Islands, Mountains, and Rivers.

B •  Explain the task, and put students into pairs to ask and answer the questions in part A. •  Check answers as a class.

Answers 1.  New York is colder. 2.  Saturn is the biggest. 3.  The Eiffel Tower is taller. 4.  The Houses of Parliament are older. 5.  Canada is the largest.

9 Comparisons with adjectives

In these activities, students practice the grammatical structure of the unit by writing, asking, and answering comparative questions.

A •  Explain the task, and model the example. Point out to students that they need to use the comparative form of the adjective when they compare two items and the superlative form when they compare more than two items. •  Have students work alone to complete the task. Then put students into pairs to compare answers. •  Check answers as a class.

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15

String cheese

Language summary

Topics/Functions: Making phone calls and leaving messages Structures: Requests with tell and ask

Story summary

Mariela is throwing a party for Todd, and she asks a friend to bring some cheese, including string cheese. That friend asks three more friends to bring cheese, but one friend misunderstands and brings a ball of string instead.

Preview

1 CULTURE The culture note presents information about birthday parties and how people celebrate birthdays in the United States and Canada. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 Vocabulary This activity introduces the language of asking for favors and possible replies, including some requests presented in the video. •  Explain the task, and lead students through the favors and responses. •  Have students work alone to complete the task. Have them compare answers with a partner before checking answers with the class. •  Check answers as a class.

Answers 1.  d 2.  a 3.  e 4.  c 5.  b

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3 Guess the story In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the instructions and the questions aloud. •  Play the opening scene of the video (until Mariela calls Olivia), and tell students to listen for the answers. Tell students they will find out if their predictions are correct in the next activity.

Answers 1.  She’s getting ready for a birthday party. 2.  She forgot to get cheese for the party. 3. She’ll buy some cheese and bring it to the party. (possibly)

Watch the video

4 CHECK YOUR GUESSES In this activity, students watch and listen to the video to check their predictions from Exercise 3. •  Explain the task, and make sure students understand they should look at their answers in Exercise 3 to check their predictions as they watch. •  Play the entire video with the sound on. Have students work alone to complete the task, then compare their answers with a partner before checking them as a class. •  Check answers as a class. Interchange 1 Video teaching notes


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5 Watch for details

Answers 1. Only Mariela thinks cheese is necessary for the party. 2. Olivia asks everyone to get different kinds of cheese because she can’t remember the kinds Mariela mentioned. 3. In the end, there is probably too much cheese at the party. 4. Melanie gave Todd a ball of string because Olivia didn’t say “string cheese” in her message. She just said “string.”

In this activity, students focus on details in the video that will help them answer questions about what happens in the story. •  Explain the task, and read through the items. Answer students’ vocabulary questions. •  Have students work alone to answer as many questions as they can before they watch the video. •  Play the entire video with the sound on. •  Have students work alone to check their predictions and correct answers as necessary. Have students compare their answers with a partner before checking them as a class. •  Check answers as a class.

Answers 1.  3 2.  2 3.  1 4.  3 5.  3

6 Making inferences In this activity, students learn to make inferences, even when information is not explicitly stated, by watching and listening for information about people’s opinions of the party. •  Explain the task, and lead students through the items. •  Have students work alone to predict the answers. •  Play the video with the sound on. Have students work alone to check their predictions, marking the best answers as they watch. •  Give students a moment to complete the task. Then have them compare answers with a partner. •  Check answers around the class, and encourage students to give reasons for their choices.

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Follow-up

7 Having a party In the first activity, students plan a party and make invitations. In the second activity, students practice inviting people to their party.

A •  Explain the task, and direct students’ attention to the chart. Read the text in the chart aloud. •  Have students work in small groups to agree on a plan for the party and write invitations.

B •  Explain the task, and model the sample dialog with a student. •  Have students walk around the class, inviting classmates to their party. •  If time permits, ask students to report what items they were requested to bring using tell or ask.

Language close-up

8 What did they say? This cloze activity develops bottom-up listening skills by having students complete part of a conversation from the video.

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•  Explain the task. Have individual students or pairs read the conversation and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class. •  If time permits, ask for volunteer pairs to stand up and act out the conversation.

Answers Olivia:  Hi, Carlos? It’s Olivia. How are you? Carlos: Olivia, hi. I’m fine, thanks. We’re seeing you at Todd’s birthday party, right? Olivia: Yeah, that’s right. Listen, Carlos, could you bring some cheese to the party? Carlos:  Cheese? Olivia: Todd really loves cheese, and Mariela didn’t get any, and now she’s in a panic about it. Carlos: Yeah, sure. What kind of cheese? Olivia: Camembert, I think, or Roquefort, and some Gorgonzola. Oh, and some string cheese. Carlos:  OK, Olivia. I’ll do it. Don’t worry. Olivia: Thanks, Carlos. It’s so nice of you to help us.

9 Requesting a favor In this activity, students practice the grammatical structure of the unit by asking for favors. •  Explain the task, and lead students through the list. •  Have students work in pairs to practice the conversation in Exercise 8, substituting items from the list and using their own ideas. •  If time permits, have selected pairs act out their conversations for the class.

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16

Life changes

Language summary

Topics/Functions: Describing changes and plans for the future Structures: Verb forms to describe change; verb + infinitive for future plans

Story summary

Three young people describe how their lives have changed since they finished school and started working.

Preview

1 CULTURE The culture note presents some information about what young people in the United States and Canada do after they finish high school. •  Have students read the culture note silently. Then answer their questions about vocabulary or content. •  Read the questions aloud, and have students work in small groups to answer them. •  Check answers around the class.

2 Vocabulary In this activity, students work with key vocabulary related to plans for the future that they will hear in the video.

A •  Explain the task. Lead students through the list and the example. •  Have students work alone to complete the task. Have them compare their answers with a partner. •  Check answers as a class.

Answers 1.  I hope to have a family. 2.  I plan to practice law. 3.  I’d like to be a reporter.

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4.  I’m going to be a chef. 5.  I hope to be a teacher. 6.  I’d really love to perform on Broadway.

B •  Explain the task, and model the example dialog with a student. •  Have students move about the room as they ask and answer similar questions of their classmates. •  If time permits, ask volunteers to share their answers with the class.

3 Guess the story In this activity, students prepare to watch the video by using visual information to make predictions about the story. •  Explain the task, and read the instructions and the question aloud. •  Play the entire video with the sound off, and tell students to watch for the answers. Tell students they will find out if their predictions are correct in the next activity.

Answers 1.  Reza is a lawyer. 2.  Kim is a reporter. 3. Robert is a comedian/an actor/a teacher. [also, Robert does improv comedy.]

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Watch the video

Answers 1.  True. 2. False. He hopes to have a wife and family in the future. 3.  False. She wanted to work in the theater. 4.  True. 5.  False. She works for a small newspaper. 6. False. Robert went to Tufts University in Boston, Massachusetts. 7.  True. 8. False. He would love to be in a TV show or perform on stage.

4 CHECK YOUR GUESSES In the first activity, students watch and listen to the video to check their predictions from Exercise 3. In the second activity, they watch and listen for information about each interviewee’s level of education.

A •  Explain the task, and make sure students understand they should look at their answers from Exercise 3 to check their predictions as they watch. •  Play the entire video with the sound on as students complete the task. Have volunteers share their answers, and replay the video as necessary.

B •  Explain the task, and lead students through the chart. •  Play the entire video with the sound on as students complete the task. Have students compare their answers in pairs before checking answers as a class.

Answers 1.  Reza: graduate school 2.  Kim: high school 3.  Robert: college

5 Watch for details In this activity, students focus on details in the video in order to answer more detailed questions about the people in the story. •  Explain the task, and read through the items. Answer students’ vocabulary and content questions. •  Have students work alone to answer as many questions as they can before they watch the video. •  Play the entire video with the sound on. •  Have students work alone to check their predictions and then complete the task. •  Check answers as a class.

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Follow-up

6 A JOB QUIZ In the first activity, students check things they like to do or things they are good at. In the second activity, they compare answers with their classmates and brainstorm suitable jobs.

A •  Explain the task, and lead students through the list. Make sure they understand that they should answer based on their own opinions. •  Have students work alone to complete the task. •  Ask volunteers to share some of their answers with the class.

B •  Explain the task. •  Have students move about the room as they compare answers with their classmates. When students have found someone who shares their interests or abilities, have them work in pairs or small groups to brainstorm suitable jobs. •  If time permits, have volunteers share their job ideas with the class. Encourage students to tell why they think these jobs might interest them.

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7 CAREER AND LIFE ADVICE •  Explain the task, and lead students through the phrases in the box. Model the example dialog with a student. •  Have students work in pairs to practice giving and receiving advice. •  If time permits, have pairs share their conversations with the class.

Language close-up

8 What did he say? This cloze activity develops bottom-up listening skills by having students complete part of Reza’s monologue from the video. •  Explain the task. Have individual students or pairs read the description and fill in as many blanks as they can before they watch the video. •  Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. •  Check answers as a class.

stressing about your academics, but when you’re practicing law, as a lawyer, you’re worried about doing the best job you can on those projects that you’re working on for your clients.

9 TELLING YOUR STORY In these activities, students practice the grammatical structure of the unit by completing a story with the correct verb forms and then having similar conversations of their own.

A •  Explain the task, and have students work alone to complete the task. •  Put students into pairs to compare answers and practice the conversation. •  Check answers as a class, and review the structure as necessary.

Answers 1. When I finished high school, I didn’t know what I wanted to do. 2. I knew I wanted to improve my English, so I went online and looked for an English school in an English-speaking country. 3.  I found a great school in London, England. 4. To save money, I got a job and moved back home with my parents. 5.  After six months, I had enough money. 6. I bought a plane ticket, and I registered at the school. I started taking classes the day after I arrived.

Answers In college, I was a political science major. And after college, I went to Washington, D.C., to work in politics. I worked on Capitol Hill for about two years, which is where the government is, and it’s also the center of the city. Working in government, I learned more about the law. And I wanted to get more education in the law. I decided I wanted to come back home and go to law school in Boston. When I graduated, I had a job ready for me, and I started work right away at the firm. The stress level now is a lot different than when I was in law school. In law school, you’re

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B •  Explain the task, and have students work alone to change the sentences in part A so they tell the students’ own story. •  Ask pairs to tell each other a story about their lives. •  If time permits, ask volunteers to share their stories with the class.

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Video Transcripts Unit 1: Are you Evan Chu? The wrong name tag at a conference causes confusion.

Clerk:   Good morning. What’s your name? Mike:   Mike O’Neill. Clerk:   How do you spell your last name? Mike:   O-apostrophe-N-E-I-L-L. O’Neill. Clerk:   OK. Thank you, Mr. O’Neill. Just one moment, please. Mike:   Thank you. Linda:   Mike? Mike:   Linda! Linda:   Hi, Mike. Mike:   Good to see you! How’s it going? Linda:   Fine. How are you? Mike:   Oh, I’m good. I’m good. Bill:   Hey, Linda! Linda:   Excuse me. Mike:   See you later, Linda. Linda:   See you later, Mike.    *      *      * Evan:   Excuse me. This isn’t mine. Clerk:   Hm. That’s strange. Oh, well. I’ll just get you a new one. Here you go. Evan:   Thank you. Clerk:   You’re welcome.    *      *      * Mike:   Hi, I’m Mike O’Neill. Bill:   What did you say your name was again? Mike:   I’m Mike. Mike O’Neill. Bill:   OK. I’m Bill. Bill Anderson. Nice to meet you, . . . Mike.

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Mike:   Good to meet you, too. Rachel:   Hi. Hello. Bill:   Hi. Excuse me. Rachel:  Hi, I’m Rachel Stevens. Welcome to the conference. Mike:   Hi, Rachel. Good to meet you. And, uh, what do you do? Rachel:  I, um, I have my own business. I’m an interior designer, but I volunteer with the Family History Association. Are you from around here? Mike:   Oh, no, no, no. I’m from Chicago. Rachel:  Chicago. Nice city. Mike:   Thank you. Rachel:  And, um, what do you do, Evan? Mike:   Uh, well, I’m a doctor in a hospital, and, uh, family history is really my hobby. Rachel:  Oh, OK. Evan:   Hi. Rachel:  Hi. Nice to meet you. Mike:   Hi. Evan:   I’m Evan Chu. Rachel:  So, you’re Evan Chu. Evan:   Yes. Rachel:  And you’re Evan Chu also? Mike:   No, I’m still Mike O’Neill. Evan:   Oh, OK, Evan. Mike:   (laughing) Oh! Well, that explains a few things. No, I guess I’m not Mike O’Neill. . . . No, no, I am Mike O’Neill. This is just, you know. . . . This is why they don’t let me do surgery. [all laugh]

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Unit 2: I love my job! Lisa, a film student, interviews several people about their jobs for a school project. Lisa:  H  i, I’m Lisa, and I’m a film student. I want to make a movie about jobs, but jobs that we usually don’t think about every day. Let’s take a look at the jobs that make our world go ’round.    *      *      * Tim:  My name’s Tim. I’m a mover. I help people move their entire lives from their old home to their new home. Lisa:   How do you feel about your job? Tim:  I really like my job. Every day is different. And there are always different problems to solve: heavy furniture, expensive items, small staircases. Moving pianos is very difficult. Lisa:   How do you spend your day? Tim:  I pack boxes, carry items, and organize the truck. Sometimes I drive the truck, but that’s the easy part. My job is tough sometimes, but it’s a lot of fun. I love to drive this big truck!    *      *      * Sasha:  My name’s Sasha, and I teach dance. I usually teach three classes a day. That’s about five hours. I really love my job. I get to meet lots of people, and I help them keep fit and be healthy. Lisa:   Do you work all day? Sasha:  No. Most of my classes are in the evening. I usually get home late. Would you like to learn a move? Lisa:   Sure!    *      *      *

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Lisa:   Chris:   Lisa:   Chris:   Lisa:   Chris:   Lisa:   Chris: 

Hi. Do you have a minute? Sure. What’s your name, and what do you do? My name is Chris, and I drive a cab. Do you like your job? Most days, yes. What don’t you like about your job? I work long hours. I work at night sometimes, too. And there is the traffic. Lisa:   Sounds interesting. Hey, can you give me a ride? Chris:  OK. Hop in.    *      *      * Lisa:   Today, I’m with Brian. . . . Hi, Brian. Brian:  Hi. Lisa:   So, what do you do? Brian:  I’m a waiter. Lisa:   And when do you start? Brian:  I start work at five. Lisa:   Where do you work? Brian:  I work here in this restaurant. I wait tables. It’s an important job, because people don’t always have time to cook. They’re very hungry, and they want to relax and enjoy their meal. It’s a difficult job, but I like it.    *      *      * Lisa:  Those were all interesting jobs – some of them a little bit tougher than others, but all hard work: jobs that make our world go ’round.

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Unit 3: Yard sale Todd and Mariela have different opinions about things at a yard sale. Todd:   Mariela:   Todd:   Mariela:   Todd:   Sarah:   Todd:   Mariela: 

Hey, Mariela, how do you like this, huh? Oh, please, Todd. Oh, come on. It’s only a dollar. Do you really want it, Todd? No. I guess you’re right. Hi. Can I help you? No, thanks anyway. We’re just looking. Oh! Todd, come over here. Just look at this lovely old necklace. Todd:   Yeah, it’s OK. Mariela:  It’s not just “OK,” Todd. It’s very nice. Oh, and look at this bracelet. Excuse me, how much are these? Sarah:  Uh, let’s see. How about fifteen dollars for the two of them?

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Todd:   Mariela:   Sarah:   Todd: 

That’s not bad. And how much is this watch? Oh, this one. This one is twenty-five dollars. Mariela, are you kidding? Twenty-five dollars for an old watch? Sarah:   This watch is old, but it still runs. Mariela:   How old is it? Sarah:   I don’t really know, but it’s very old. Mariela:   It’s lovely. . . . OK, I’ll take it. Sarah:   OK, great. Do you want those, too? Mariela:   Yes, I’ll take these, too. George:   Sarah, is that my mother’s watch? Sarah:   What? I don’t know. George:  It’s my mother’s watch! Excuse me. This watch is not for sale. I’m sorry. (to Sarah) Sarah, could you come over here, please? (to Mariela) I’m sorry. Todd:   Hey, Mariela, look at this! Mariela:   Todd. Todd, no! Todd! Todd!

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Unit 4: Movies Lisa, a film student, interviews people about the movies they like and how they watch them.

Lisa:   H  i, I’m Lisa, and I’m a film student. I’m in film school because I love to watch movies, especially on the big screen. But these days, you can watch movies anywhere: on your computers, on your televisions, and even on your cell phones. I want to know, why do people still go to the theater? Let’s go talk to some people.    *      *      * Lisa:   Do you like movies? Man 1:   I love movies. Man 2:   I do like movies. Woman 1:   Yes, I do. Woman 2:   Yes, I do. I love movies.    *      *      * Lisa:   What type of movies do you like? Man 1:   I like horror films. Lisa:   Why? Man 1:   I like to get scared. Lisa:   How often do you watch movies on your television, computer, or mobile devices? Man 1:   I’ll probably download, like, two or three movies a week on my computer. Lisa:  And how often do you go to the movie theater to watch a movie? Man 1:   I’ll go to the movie theaters once or twice a month. Lisa:   What makes going to the movie theater so special for you? Man 1:   Because I like to watch them on the big screen. Everything’s bigger. The special effects are bigger. I just like it better.    *      *      * Lisa:   What type of movies do you like? Woman 1:   I like comedies and romance. Lisa:   Why romance? Woman 1:  I like romance movies because they make me happy. Lisa:   Do you like thriller movies? Woman 1:   No, I do not like thrillers. Lisa:   Why not? Woman 1:   I don’t like to feel scared. Lisa:   How often do you watch movies on your television, computer, or mobile device? Woman 1:   I download them to my computer five or six times a month. Lisa:   How often do you go to the theater to watch a movie?

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Woman 1:   I go to the theater once a month. Lisa:   And why do you go to the theater to watch a movie if you can get it on your computer or cell phone? What makes the theater so special for you? Woman 1:   I like sharing that experience with an audience.    *      *      * Lisa:   What type of movies do you like? Man 2:   I like science fiction movies. Lisa:   Why? Man 2:   Because it takes you to another world. Lisa:   How do you feel about 3-D? Man 2:   I think I like 3-D. Lisa:   Do you like historical drama? Man 2:   No, I don’t like historical dramas. Lisa:   Why not? Man 2:   I think they’re dull. Lisa:   How often do you watch movies on your television, computer, or mobile device? Man 2:   Fairly often, maybe once or twice a week. Lisa:   What makes the movie theater so special when you go? Man 2:   It’s an opportunity for a night on the town.    *      *      * Lisa:   What type of movies do you like? Woman 2:   I like foreign films. I like to see people in other cultures. Lisa:   Do you like classic movies? Woman 2:   Yes, I do. Lisa:   Why? Woman 2:   I like to see the old black-and-white movies. Lisa:   How often do you watch movies on your television, computer, or mobile device? Woman 2:   I watch movies on my phone, um, quite frequently because I take the train to work. I probably see one or two a week. Lisa:   And how often do you go to the theater to watch a movie? Woman 2:   I go pretty frequently. I would probably say, once or twice a month. Lisa:   What makes the theater so special for you? Woman 2:   The special effects are much better in the movie theater.    *      *      * Lisa:   Well, that was some fun research for school. And those people really love their movies and their movie theaters. What do you think? Do you like to watch movies on the big screen or the small screen? Why do you think movie theaters are still so popular?

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Unit 5: A family picnic Beth introduces her family members during their picnic in the country.

Beth:   H  i, I’m Beth, and this is my husband, Chris. We’re here for a family picnic. We’re having the picnic in the country.    *      *      * Beth:   That’s my dad, Ted. He loves to fish. And that’s my mom, Angela, on the left. She’s talking to my Aunt Helen and Uncle James. Helen is my mom’s sister, and James is Helen’s husband.    *      *      * Beth:   And that’s my sister, Kimberly. Jake’s playing in the woods. He’s twelve years old and very active. Kimberly:   Jake, what are you doing? Beth:   Kimberly is Jake’s mom. Kimberly:   Jake! Beth:   So Jake is my nephew.    *      *      *

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Beth:   T hat’s Ryan and Megan. Ryan is Kimberly’s husband, and Megan is their daughter. So he’s my brother-in-law, and she’s my niece.    *      *      * Beth:   Here are my mom’s parents, Kathleen and Jerry. So they’re my grandmother and grandfather. They’re my grandparents. Kathleen:   Oh, look. There’s Ted. What’s he doing? Jerry:   He’s trying to catch a fish.    *      *      * Chris:   OK, everybody. Over here! Beth:   And now Chris is taking a family photograph. He takes a picture of us every time we get together. Chris:   Say, “cheese!” Everybody:   Cheese! Beth:   And that’s my family.

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Unit 6: I like to stay in shape. Tim tries to impress Anne by telling her about his fitness routine. nne:   Hi. A Tim:   Oh, hi. It’s a beautiful morning, huh? Do you always come out here this early? Anne:   Yes, I do. I usually get up around five o’clock. What about you? Do you come out here a lot? Tim:   Yeah, I do. I like to stay in shape. Anne:   You do? Tim:   Yes. Anne:   How often do you exercise? Tim:   Every day. Anne:   Really? Tim:   Yeah, I usually start my day with some stretches. Then, I always do some sit-ups, lift some weights, and, when the weather’s nice, my bike and I are never too far apart.

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nne:   A Tim:   Anne:   Tim:   Anne:   Tim:   Anne:   Tim:   Anne:   Tim:   Anne:   Tim:   Anne:   Tim:   Anne:   Tim:  

Wow. You’re amazing.  eah, well, it’s important to take care of yourself. Y What else do you do to stay in shape? Well, on Tuesdays, I’m on the tennis court by 5:30. I play tennis, too. How well do you play? Pretty well. That’s a lot of exercise for the weekdays. What do you do on the weekends? Saturdays and Sundays are my days for team sports. Now, that’s a lot of exercise. Yes, it is. Oh, look at the time. I should get started. Yeah? How far are you going? Just a couple miles. Hey, do you want to join me? Uhh. It’s not that far for a fit guy like you. No, no, not far at all. . . . Yeah, I’ll . . . join you.

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Unit 7: My trip to London Melissa tells Lili about her trip to London. elissa:  Hi, Lili! M Lili:   Hi, Melissa! Melissa:  Ah, you look great! Lili:  You do, too. You look very well rested. How was your trip to London? Did you have any free time between meetings? Melissa:  London was great. We were very busy all week, but I had some free time on Saturday and Sunday morning. I flew back on Sunday evening. Lili:   Did you take any pictures? Melissa:  Better than that. I have videos. Lili:   Excellent! Melissa:  I can’t wait to show you. You’re going to love this. Lili:   I can’t wait to see them. Melissa:  I did a lot on Saturday. First, I went to the London Eye. Here it is. Lili:   Did you go on it? Melissa:  Yes, I did. The views were fantastic. Then, I went on a boat on the River Thames. Lili:  What was the weather like? Doesn’t it rain a lot in England? Melissa:  The weather was OK. It didn’t rain all the time. Lili:   That’s good. Melissa:  The boat ride was really interesting. I saw Tower Bridge and the Tower of London. Lili:   Did you go in the Tower of London? Melissa:  No, I didn’t have time. Then, I visited Buckingham Palace. This is where the Queen lives when she’s in London. Lili:   Was she there when you visited? Melissa:  No. Her flag wasn’t on top of the palace. That means she’s not there. Lili:   Oh, is that a guard? Melissa:  Uh-huh.

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Lili:   I like his hat. Melissa:  Yes, it looks heavy. The guards are very intense. Their attention is one hundred percent on their duties. They never move or speak. They ignore all the tourists around them. Lili:   Did you take a tour? Melissa:  No, I didn’t. I didn’t have time. Lili:   That’s a shame. Melissa:  I know. Lili:   What did you do next? Melissa:  Then, I took a bus to St. Paul’s Cathedral. Lili:   Wow. That looks amazing. Melissa:  Yeah. They built it on the highest point in the city. So, that way, you can see the dome from almost anywhere in London. Lili:   It’s really beautiful. Melissa:  Yeah. So that’s everything I did on Saturday. Lili:   You did a lot. Melissa:  Yes. Then, on Sunday, before I went to the airport, I walked around. I went to Westminster Bridge. I walked across it. I saw Big Ben and Parliament and Westminster Abbey. Lili:   Did you go inside? Melissa:  No, I didn’t have time. I had to go back to the airport. I only spent a day and a half in London, but it was great. I went on the London Eye. I went on a boat ride on the River Thames. I saw Tower Bridge and the Tower of London. I visited Buckingham Palace and St. Paul’s Cathedral. I walked across Westminster Bridge, saw Big Ben, and visited Westminster Abbey. It was wonderful. Oh, but what about you? Did you have a good weekend? What did you do? Lili:  Me? I had a great time. I cleaned my apartment. I did laundry. I went to the pharmacy. I took a subway ride and saw my brother’s baseball game. And I visited a lovely supermarket where I bought groceries. It was wonderful. And I have video, too.

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Unit 8: Nice neighborhood Carmen and Luis learn about their new neighborhood. armen:   We really like the apartment! C Luis:   Yeah, it’s good. Very roomy. Sarah:   Good! Carmen:   What’s the neighborhood like? Sarah:   Oh, it’s a very special neighborhood. There’s a real mix of people here. There are older people, young families, and students. There’s a lot of different cultures. Carmen:   So, it’s a safe neighborhood. Sarah:   Oh, yes! It’s very safe, and quiet. There isn’t much noise. Well, usually! Carmen:   Is there much crime? Sarah:   Oh, no, there isn’t much now. Carmen:   Now? Sarah:   Well, there were some problems, but that was ten years ago. Carmen:   OK. Luis:   What about public transportation? Sarah:   The public transportation is excellent. It’s just a few minutes to downtown. Carmen:   We like to eat out. Are there many restaurants and coffee shops? Sarah:   Oh, yes. There are a lot of restaurants! Just take a walk down the street, to the end, and you’ll see. There are lots of Greek and Italian restaurants. There’s Indian, Chinese, . . . everything!

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armen:   Sounds great! C Luis:   OK. Let’s take a look. Thank you for your help. Sarah:   It was my pleasure. Give me a call this afternoon because this apartment won’t last long! Carmen:   OK. Thank you! Bye. Luis:   Bye! Sarah:   Bye!    *      *      * Carmen:   I love that bookstore! What a great neighborhood. Luis:   Yeah. Carmen:   There’s a movie theater and restaurants! Luis:   Movie theater, restaurants. Carmen:   There’s a furniture store. Luis:   Uh-huh. Yeah. Carmen:   And there’s a jewelry store. My birthday’s coming up . . . Both:   . . . next month. Luis:   Yeah, I know.    *      *      * Carmen:   Look, Luis, there’s a really nice grocery store. Luis:   Yeah, that’s a nice grocery store. Carmen:   And there are a lot of really good coffee shops. I really like this neighborhood! Luis:   Yeah, it’s . . . really great. Wow! That’s an amazing guitar! Carmen:   So, can we take the apartment? Luis:   Sure. Why not? Let’s go for it.

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Unit 9: Suspicious visitors Sarah and George are relaxing at home when they are surprised by visitors. Radio:   A  nd in other news, two prisoners escaped from the state prison this morning. They are traveling in a dark SUV. These men are dangerous and have guns. The governor says. . . . George:   Sarah, would you like another cup of coffee? Sarah:   No, thanks. . . . [sounds of car stopping outside] Honey, do we know anyone who has an SUV? George:   An SUV? The Thompsons have an SUV. A green one. Sarah:   This one’s not green. George:   It’s not? What color is it? Sarah:   I can’t tell. It’s red, or brown. It’s dark. George:   Where is it? Sarah:   It’s parked in front of the house. And there are two people inside. George:   Really? Sarah:   Uh-huh. And now they’re getting out of it. George:   What do they look like? Sarah:   One man’s tall, and he’s got dark hair, and he’s wearing sunglasses. George:   And how about the other one? Sarah:   He’s short. He’s wearing a baseball cap and sunglasses, too. I think they’re coming here. George:   Sarah, you keep watching. I’m going to call the police. Sarah:   The police? Why are you calling the police? George:   There was a news report on the radio a moment ago. Two men escaped from the state prison this

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Sarah:   George:  

Sarah:   George:  

Sarah:   George:   Sarah:   George:   Sarah:   George:  

Sarah:   Harry:   George:   Harry:  

Alexis:   Sarah:   Harry:  

morning. They’re dangerous, and they have guns. They’re traveling in a dark SUV! Well, hurry up! Go call the police! (phone) Yes. I’d like to report two suspicious persons. . . . 353 Elm Road, Salem. . . . George Adams:   A-D-A-M-S. . . . (to Sarah) What are they doing now? They’re standing in the driveway, and they’re looking around. (phone) They’re standing in the driveway looking around. . . . (to Sarah) About how old are they? Can you tell? The short one is about twenty, . . . (phone) The short one’s about twenty, . . . . . . and the tall one looks like he’s in his forties. (phone) . . . and the tall one looks like he’s in his forties. George, they’re walking up to the front door! (to Sarah) It’s all right, Sarah. Help is on the way! (phone) Right. . . . Yes. . . . Thank you so, so much. Bye. Wait a minute! I can see them now. George! The tall one, it’s . . . Cousin George! So this is the right address. It’s been so long, I wasn’t sure I remembered. Cousin Harry! What are you doing here? We’re passing through town, so we decided to stop in and say hello. The last time you saw my daughter, Alexis, here, she was just a baby. Hi. Alexis, look at you! You’re all grown up! It is great to see you both. Come on in! Wow. Sounds like a rough neighborhood.

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Unit 10: What took you so long? On his way to meet Linda, Jacob has some problems.

Waiter:   Can I take your order? Linda:   I’m waiting for my brother, but he hasn’t arrived yet. Waiter:   Oh, OK. I’ll come back. Linda:   Thank you. Jacob:   Linda, I’m really sorry. Linda:   It’s OK, Jacob. I’ve only been here for a little while. Is everything all right? Jacob:   Yes, it is now, but you won’t believe what just happened to me. Linda:   What happened? Jacob:   Well, first of all, I was late leaving my apartment, so I had to hurry. Then, just after I got in my car, I saw my neighbor, Mrs. Flanagan. She had a heavy trash can, and she couldn’t move it very easily. So, I helped her.    *      *      * Jacob:   Mrs. Flanagan, wait! Let me help you with that.    *      *      * Linda:   That was kind of you. Jacob:   Yeah, but, right after, there was a problem. When I went back to my car, I couldn’t get in. Linda:   Did you lock your keys in the car? Jacob:   Can you believe it? Linda:   Oh, no. What happened next? Jacob:   First, I tried to call you, but I got your voicemail.    *      *      *

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Linda:   ( Voicemail message) Hi, this is Linda. I can’t take your call right now, but leave me a message, and I’ll get back to you as soon as I can.    *      *      * Jacob:   Then, I called a locksmith. Linda:   And did he open your car door for you? Jacob:   Yeah.    *      *      * Locksmith:   Great. Jacob:   There you go. Locksmith:   OK, this is yours. Jacob:   Great. Thank you so much. Locksmith:   Have a good day. Jacob:   Thanks. Thanks, again. Locksmith:   OK. See you around. Jacob:   All right. See you later. Bye.    *      *      * Linda:   How long did it take? Jacob:   About two minutes. So, I paid him and came here. Linda:   How much did it cost you? Jacob:   Oh, it wasn’t very expensive. It cost only . . . Linda:   What is it? Jacob:   My wallet! It’s still in the car. I put it in the glove compartment. Linda:   Don’t worry, Jacob. You’ve had a hard day. I haven’t taken you to dinner in a long time. This is my treat. Jacob:   No, I insist. Wait right here. I’ll be right . . . Linda:   Is everything OK? Jacob:   Yeah. I can’t remember where I parked my car.

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Unit 11: San Francisco! Dr. and Mrs. Smith get directions and advice about what to do and see in San Francisco.

Clerk:   T hank you. Here is your card and a copy of the bill. Mrs. Smith:   Thank you. Clerk:   Did you enjoy your stay with us? Dr. Smith:   Yeah, it was fine, thank you. Clerk:   Where are you traveling to today? Dr. Smith:   We’re heading south, to San Francisco. Clerk:   San Francisco is great! Mrs. Smith:   We’re going to stay there for just a couple of days. Clerk:   Have you been there before? Dr. Smith:   Well, I’ve been there once, when I was a kid, but Mona, she’s never been there. Clerk:   What are you planning to do while you’re there? Mrs. Smith:   No plans. We just want to explore. I want to see all the sights. Clerk:   Well, you can start with a cable car ride. Mrs. Smith:   Oh, definitely. Clerk:   It’s a really fun thing to do. Mrs. Smith:   Yes, we definitely want to do that. Clerk:   And you should visit Fisherman’s Wharf. Mrs. Smith:   Fisherman’s Wharf? Clerk:   Oh, yeah. You can find a little bit of everything there. Mrs. Smith:   OK. This sounds pretty good. Dr. Smith:   Yes. I remember some pretty interesting houses. They had lots of colors and architectural details. Do you know what I’m talking about?

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Clerk:   I think you mean the Painted Ladies. You can find them in Alamo Square. Dr. Smith:   Right! Yes. Clerk:   Alamo Square is this small park surrounded by really wonderful Victorian houses. We call them Painted Ladies because they’re so fancy and colorful. You should definitely go there and see them. And don’t miss Lombard Street. It’s very cool. It’s a very steep hill with lots of curves. Dr. Smith:   Wow! That all sounds very interesting. Clerk:   If you have time, you can take a boat trip to Alcatraz. It’s really interesting. And you shouldn’t miss Golden Gate Park and the Japanese Tea Garden. Mrs. Smith:   Wow. Thank you! This is very helpful. Dr. Smith:   What’s the best way to drive to San Francisco? Clerk:   The most interesting way is across the Golden Gate Bridge. Dr. Smith:   Right. Clerk:   Just join Highway 101 [one-oh-one] about five miles down the road, and it takes you across the bridge. Dr. Smith:   Excellent! Thank you so much. Clerk:   My pleasure! Enjoy San Francisco. Mrs. Smith:   Oh, thank you. How much for the cards? Clerk:   Nothing. It’s my gift. Mrs. Smith:   Oh, thank you! Clerk:   You’re welcome. Have a good trip! Dr. Smith:   Certainly will. Thank you so very much.

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Unit 12: Onion soup and chocolate People discuss their home remedies for winter colds.

Host:   I t’s fall here in New England, and that means it’s cold season. When you get a cold, what do you do about it? Do you stay in bed? Do you take an aspirin? Or do you just wait for it to go away? Let’s find out what some people do for a cold.    *      *      * Host:   Hi, we’re asking people advice about what they do when they get a cold. Henry:   Oh, ok. Host:   So, what should you do when you get a cold? Henry:   Well, I think it’s a good idea to take vitamin C. Host:   Anything else? Henry:   It’s usually helpful to drink a lot of coffee. Host:   Coffee? Does that work for you? Henry:   Yes, usually it does. Host:   Thank you. Henry:   You’re welcome.    *      *      * Host:   Hi. We’d like your advice. Anna:   Sure. Host:   What should you do when you get a cold? Anna:   Oh, I hate colds. It’s really good to drink hot lemon and honey. That always makes me feel better, and that’s good for when you have a sore throat, too. Host:   Is it a good idea to stay in bed? Anna:   Yes, maybe. I think it’s helpful to rest. Host:   Thank you very much. Anna:   You’re welcome.    *      *      * Host:   Hi. Can we ask you a question? Kathleen:   But of course! Host:   What should you do when you get a cold? Kathleen:   Oh, I never get a cold.

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Host:   Really? Kathleen:   Yes, because when I feel a cold coming on, I know it’s important to eat lots of homemade onion soup. Host:   OK. Kathleen:   Oh, and it’s a good idea to eat lots of chocolate, too. Host:   At the same time as the onion soup? Kathleen:   No, after. The onion soup gives you vitamins, and the chocolate gives you energy. That stops the cold virus. Oh, uh, it’s a good thing to keep very warm, too. It’s not a good idea to hang around on the street. Host:   OK. Thank you. Kathleen:   Bye!    *      *      * Host:   What should you do when you have a cold? Roberto:   I have a cold right now. Host:   Oh! I’m sorry! So, what should you do? Roberto:   It’s a good thing to go home and rest. Host:   Oh, OK. Kathleen:   You should go straight home and eat lots of homemade onion soup! Roberto:   OK. Kathleen:   And chocolate, too. Oh, and stay warm. Roberto:   Yes, thank you. Kathleen:   You’re welcome. . . . Well, go on. Go home. Host:   Get well soon!    *      *      * Host:   [sneeze] Oh, no! I think I caught his cold!    *      *      * Host:   So, when you get a cold it’s a good idea to stay warm and get lots of rest, drink lemon and honey, take vitamin C, drink lots of coffee, and eat lots of onion soup and chocolate. . . . Ah, I feel better already.

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Unit 13: How about a pizza? Carmen and Luis decide to try something new, in a way. Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Luis:   Carmen:   Carmen:  

Luis:  

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You know, I’m beginning to feel hungry. So am I. I really could eat something. How about pizza? Hmm. I’m not sure. I’m not really in the mood for a pizza. You know, neither am I. OK. Let’s look for something else. But I want to eat. Soon! No problem. I do, too. I like Japanese food a lot. So do I, but . . . We could get some sushi. Yeah, I’m just not sure that’s what I want. But Luis, I’m hungry. So am I. I’m just not sure about sushi. Where do you want to go? Well, there’s a Mexican restaurant across the street. You know I love Mexican food. So do I, but . . . But? I just really wanted to try something different. OK. Come on, let’s go. Hey, a Thai restaurant. I’ve never had Thai food. Neither have I. (reading the menu) Seafood curry, prawns in coconut milk, . . . (to Luis) Mm, sounds good! (reading the menu) Stir-fried chicken with ginger, green curry, . . .

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Carmen:   I think that’s really spicy. Luis:   That’s OK. I like spicy food. Carmen:   Me, too. Luis:   Let’s try it.    *      *      * Waiter:   Welcome. Do you have any questions about the menu? Carmen:   Yes. How is this dish: prawns in coconut milk? Waiter:   Oh, it’s very good. It’s one of our most popular dishes. Luis:   What about the green curry? Waiter:   That’s very spicy. Luis:   That’s fine. I like spicy food. Waiter:   Do you need a little more time to decide? I can get you your drinks while you read the menu. Carmen:   OK. I’d like ginger and honey tea. Luis:   And I’ll have a jasmine smoothie. Waiter:   OK. I’ll be right back with your drinks. Luis:   Hey, Carmen. Look at that. Carmen:   Wow. What is that? Luis:   I don’t know, but it looks so good. Let’s ask. Waiter:   Here we are: one ginger-and-honey tea and one jasmine smoothie. Have you guys decided? Luis:   Can you tell me what that is? Waiter:   That is our special: Thai pizza. We put grilled prawns and scallions on a thin layer of pizza dough. It is delicious. Carmen:   Hey, Luis. How about a . . . Luis:   . . . pizza? (to waiter) We’ll have the Thai pizza, please.

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Unit 14: Around the World Marlene, Ted, and Lili are contestants on a game show about geography. Announcer:   W  elcome back to Around the World, the game show about geography, with your host, Richard Darien! Host:   Hi, again, folks. And welcome back to the Final Round of our show. I’m your host, Richard Darien, and here are our contestants: • A computer engineer from Seattle, Washington: Marlene Miller! Marlene has 300 [three hundred] points. • And next to you we have a high school teacher from Boston, Massachusetts: Ted Simmons! Ted currently has 400 [four hundred] points, and he is in the lead! • And our third contestant is a café owner from Vero Beach, Florida: Lili Chen! Lili has 300 [three hundred] points, so she’s currently tied with Marlene. Oh boy, this is going to be an exciting game, folks. Let’s get on to the Final Round. Our categories are: Cities, Deserts, Islands, Mountains, and Rivers. And Question One, for fifty points, is Rivers. Fingers on those buzzers, please. Which is longer, the Nile River in Africa or the Amazon River in South America? [buzzer] Ted? Ted:   Um, the Nile. Host:   That’s right for fifty points! Ted now has 450 [four hundred and fifty] points, and he’s still in the lead. On to Question Two. This one is worth 100 [one hundred] points, and it’s on the topic of Mountains. Fingers on those buzzers. Which is higher, Mt. McKinley in North America or Mt. Kilimanjaro in Africa? [buzzer] Marlene! Marlene:   Mt. McKinley. Host:   That’s right! You score a hundred points, for a total of four hundred! Watch out, Ted. She’s going to catch you! On to the next question, now worth a hundred and fifty points. Question Three is Cities. For a hundred and fifty points, what is the largest city in North America? [buzzer] Marlene?

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Marlene:   New York. Host:   No! Good try. [buzzer] Ted? Ted:   Los Angeles? Host:   Ooh, sorry, Ted. It’s not Los Angeles, either. [buzzer] Lili? Lili:   Is it Mexico City, Richard? Host:   Yes! Mexico City! And Lili scores a hundred fifty points, and now she’s tied with Ted! On to Question Four. Question four is Deserts. This is for 200 [two hundred] points. What is the largest desert in Asia? I’ll repeat the question. What is the largest desert in Asia? [buzzer] Ted. Ted:   I know this one. It starts with ‘g.’ Go-, Go-, Gobi! Host:   Yes, the Gobi Desert! You have 200 [two hundred] points, and your total score is now 650 [six hundred and fifty] points! [bell] That’s the bell. This is exciting, folks. I think it’s time for our last question, worth 300 [three hundred] points. The contestant that gets this right wins the game and also our grand prize! Our final question of the game is on the topic of Islands. OK, contestants, get ready. What country is sometimes called the “island continent”? [buzzer] Ted? Ted:   Is it Antarctica? Host:   Sorry, Ted. Antarctica is sometimes called the “frozen continent,” but not the “island continent.” Anybody else? [buzzer] Lili:   Is it Hawaii? Host:   Sorry, Lili. Hawaii is an island, but not a continent. [buzzer] Yes, Marlene. What’s your answer? Marlene:   It’s Australia, Richard. Host:   Yes, it is! And Marlene is our winner! OK, let’s find out what Marlene’s won! Announcer:   And tonight’s prize is a weekend break for two in one of the most exciting, beautiful, and fascinating cities in the United States. It’s Seattle, Washington! Marlene:   But I live in Seattle. Host:   OK, so then you know what a great place it is! (to audience) Until next time, that’s it for me. I’m your host, Richard Darien. See you next week on Around the World!

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Unit 15: String cheese Mariela is throwing a party for Todd and asks for help from her guests. Mariela:   Y  eah, I think it’s going to be great! Todd is going to love this party. Olivia:   Are there going to be a lot of people coming? Mariela:   Yeah, a lot of people are coming. Oh, no! Olivia:   What’s wrong? Mariela:   Cheese! I don’t have any cheese! Olivia:   Oh. Mariela:   You have to have cheese and crackers at a party, and Todd loves cheese. People are going to arrive soon. I don’t have time to go out and get some. Olivia:   OK, OK. Calm down. Let’s see. I’m going to Mary’s dance performance, but I’ll call Melanie. I’ll tell her to get some cheese on her way to the party. OK? Mariela:   Thank you so much! Olivia:   What kind of cheese do you want? Mariela:   Some Brie, some Gouda, some Cheddar. Oh, and some string cheese. Todd really likes string cheese. Olivia:   OK. I’ll tell her. See you later. Mariela:   Thank you! Olivia:   Bye, Mariela! Mariela:   Bye!    *      *      * Melanie:   (voicemail message) Hi, this is Melanie. Please leave your name after the beep. Olivia:   Hi, Melanie. It’s Olivia. Can you get some cheese for Todd’s party? Buy a few different kinds of cheese, you know, Brie, Gouda, Cheddar. Oh, and string. Mariela said Todd really loves string. OK? Call me back when you get this message. Jessica:   (voicemail message) Hi, . . . Olivia:   Hi, Jessica? Jessica:   (voicemail message) . . . this is Jessica. I’m so sorry that I can’t talk to you, but please leave me a message. Talk to you later. Olivia:   Hi, Jessica, it’s Olivia. May I ask you for a favor? Mariela needs some cheese for Todd’s party. She’s getting ready for the party, and I’m going to Mary’s dance performance, so neither of us can get it. Could you please pick some up on your way to the party? Just a few kinds: some Brie, Edam, Cheddar, whatever. Thanks. See you later.

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Carlos:   Hello? Olivia:   Hi, Carlos? It’s Olivia. How are you? Carlos:   Olivia, hi. I’m fine, thanks. We’re seeing you at Todd’s birthday party, right? Olivia:   Yeah, that’s right. Listen, Carlos, could you bring some cheese to the party? Carlos:   Cheese? Olivia:   Todd really loves cheese, and Mariela didn’t get any, and now she’s in a panic about it. Carlos:   Yeah, sure. What kind of cheese? Olivia:   Camembert, I think, or Roquefort, and some Gorgonzola. Oh, and some string cheese. Carlos:   OK, Olivia. I’ll do it. Don’t worry. Olivia:   Thanks, Carlos. It’s so nice of you to help us.    *      *      * Mariela:   Hi, Olivia! Olivia:   Hi! Happy birthday, Todd! Todd:   Hey! Thanks, Olivia! Nice. Olivia:   (to Mariela) Is Melanie, here? Mariela:   Uh, no, she isn’t. Olivia:   [knocking] That might be her. Mariela:   No, Todd! It’s your birthday. Let me! Todd:   OK. Mariela:   Hi, Carlos! Carlos:   Hey, how are you? It’s good to see you. Mariela:   Great. Come on in. Todd:   Carlos! Carlos:   Happy birthday, Todd! Todd:   Thank you so much. Mariela:   Hi, Jessica. Jessica:   Hi, hi! Happy birthday, Todd! Mariela:   (to Jessica and Carlos) Thank you! Thank you! Jessica:   No problem! Olivia asked me to get Edam and Cheddar and Brie. Carlos:   And she told me to bring Roquefort, Camembert, and Gorgonzola. Mariela:   Wow! That’s, great! Thank you. . . . Hi, Melanie! Melanie:   Hey, Carlos. Hey, Mariela! Hi, Jessica. OK, so, Olivia said we needed some cheese for this party. We have Brie. We have Gouda. We have Cheddar. Oh, and this is for you, Todd. All:   (mumbles of confusion, then realization and laughter) What’s that? What? Oh! String! String cheese!

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Unit 16: Life changes Three young people describe how their lives have changed since they finished school and started working. Announcer:   T he time just after leaving school is when young people face a lot of change in their lives. We talked to three people about how their lives have changed and their plans for the future.    *      *      * Reza:   My name is Reza, and I’m a lawyer. I work in Boston [Massachusetts] at a large law firm downtown. In college, I was a political science major. And after college, I went to Washington, D.C., to work in politics. I worked on Capitol Hill for about two years, which is where the government is, and it’s also the center of the city. Working in government, I learned more about the law. And I wanted to get more education in the law. I decided I wanted to come back home and go to law school in Boston. When I graduated, I had a job ready for me, and I started work right away at the firm. The stress level now is a lot different than when I was in law school. In law school, you’re stressing about your academics, but when you’re practicing law, as a lawyer, you’re worried about doing the best job you can on those projects that you’re working on for your clients. For the future, I hope to have a wife. I hope to have a family, . . . kids. And I hope to love the work that I’m doing and to be excited about it every day that I wake up.    *      *      * Kim:   (on phone) Yes, it’s Kim Kalunian from the Warwick Beacon. I’m just fine. How are you? (interview) I’m a freelance reporter for the Warwick Beacon. The Warwick Beacon is a small newspaper, located in my hometown, Warwick, Rhode Island. I actually got into this business by accident. In high school, we had to do an internship. I was interested in theater, so I approached the editor of the Beacon and asked if I could do some theater reviews. He accepted me as an intern, but he wanted me to write about everything.

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After I finished my internship, my editor offered me a position as a freelance reporter, and I immediately accepted the offer. I was really lucky to get the job. But I’m a freelancer, so I’m responsible for discovering my own news. In the future, I hope to write for a larger publication that’s more widely read. I’d really love to interview someone famous, like the president of the United States.    *      *      * Robert:   My name is Robert. I went to school at Tufts University in Boston, Massachusetts. I majored in English and Philosophy because I’m a student of how people think. I do improv comedy, and I make people laugh three or four times a week. “Improv” is short for “improvisation,” where people make up things without any preparation. When a show starts, we’ll ask an audience member for a suggestion. Maybe we’ll ask, “What’s your favorite food?” And they might say, “Spaghetti.” And from there, we’ll think of something funny to do using the input of “spaghetti.” I started taking classes in comedy after graduating from Tufts, and now I know enough comedy that I teach people. (class) Pass that focus and concentration all the way around the circle. Good. Make that eye contact. Make it crisp! (interview) I’m much happier now than when I was in college because I’ve found something that really makes me happy. (class) Good! All right! Good! (interview) Five years from now, I would love to be working on a TV show in Hollywood or performing on a major stage in New York or Chicago.    *      *      * Announcer:   Reza, Kim, and Robert have all made plans for their careers and future lives. Let’s hope that their plans, and your plans, are a great success.

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