Speak now 3 teacher book

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OXFORD
New Y.rh,

i\r

10016 USA

CrarClarc.don Strcet, Oxlord ox2 6Dp, Unitcd (ingd.n

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DiE.tol rnPr Susan Sangxily

Exetutive Desisn Nlana.scr 11!xrirt rl:s*?d
Asso.irrc Deiigl llam8er Mi.hael Siennrofd

Ele(oni.lrodu.dorlla ager:lrlieArmtonj
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pack.omFrcnr

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'N:!l'

Jack C. Richards

David Bohlke
Carmella Lieske

WTTH COMPLIMENTS OT
Or,irollD uj\iil,,iliist"t-,, l',ir rii.

OXT'ORD
L'NllTERSITY I]RNSS


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Level Guide

G

C

.S$)

She's a born leader

@-

@

4

We're both reliah16.

ah
rill$l
,*

rmanonrycnira

lU like

a
f;;-l

Here are some

to.he.k

Asking about famlly re ationships

Des.ribing family re ationships

r,r'ords

List€ning: Listefl for

Asking abo!t someone! persona ityrype

pe15onality types

Descr bing

Listening: LGten for
lnterruptions

in

rules,

There are some problems

$.

that would be great.

a,

l4

ga

Return ng to

€l
ql
e/
ql

a

topic

Saying \,,/hnt is allowed

Listen,ng: Li5tenlnq lor rules

a
a

Pronunciation: Reduction of

16

stating prob ems

Offerlng help

Listening: Lrsten for oFfers

Pronun(iation:lntonation
w )en eq!est tq nlormaton

know..,

[,,1y

Accept ng and de.lininq help

Poift ng ouI m stakes pollte y

mistake.

lplease,,.?

l\4a

)6

k ng appoinlments

Contirm ng lnfornlalion

l'm

broke.

,l

el

*1

€l

cl
ql

gl

cl

Ga

I

Apo og zing for mistakes
Can

cql

lnterrupting po itely

Addressing problems

5orry.

Gl

e

Checkinq nto a hotel

@

?; I

d

Des.r bing d fterence5 betw€en peopte

Say ng \"rhat l5 not allo\,!,ed

Do you

cGl

someone! personality type

Des.riblng similariries betwe€a peop

Pronunciation: Stresg sh fts

6

As lwas saying...

'.LiPl

Pronunciation: Stressing

imporlant

d
d

fulakinq recornmendatlons
Acknou, edq ing recommendat oas

gl
ql
ql

€a
€,

€l

g,
)

q,

@.

Pronunciation: Reductiof of

tused to ptay frops(otch. 32

Asking about childhood
Remlnisc ng about chi dhood

,:

r Listening: Li(en for reported
speech

t

lread an unusualstory

,$

When did tney release

Repolting vr'hat someone said

Talkin!labout news
Addinq information

it? l8

Listening: Llsten ng for dates

Askinq rvhen thlngs happened

Siatifg when things happened

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Expand the speak Now student Bookressons with activitiesfrom the Murti-skifl
Bonus pack, avairabre
on iTools. This Level Guide provides you with a map of the course,s varioLrs resources, allowing
you
io buiid a rich and comprehensive syflabus. Through targeted expansion activities, students oain
confidence in English across every skill area.

English Practice Pak

-:'::r.lity

type5

Student Union President
Elections

B: Expressions

of

...talk about people.

quantity

3
a
t
a

a
a
a
a
a
ta

...describe family
relationships.

Family drama
C: Uslng pretty

My Hero

Where to stay

NeW way to stay

...address prob ems on
A: Noun clauses

Dew Drop lnn

D

va€ation.

...a(cept or decline help.

Tourism service.arePrr

)

f

a
a
a
a
a
a
a
a
a
a
a
a
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a
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a

Visit to Rio

...make appolntmentt
and point out mistakes.

The se.ret Shoppe S.oop

A: Relative c auses

::aliniments

Tips for maklng medical

.-.make

appolltments

recommendationS,

TeenTime

Do overs
:aaaiions

Best Books

...talk abour the past.

A: Pasttense5

neadlines

Welrd News Stories

[Yenis

What makes sornethlng news?

...state !!hen things
happened.


G

tF

Smeak

"i'{ow

Level Guide
A
r::.t

you didn r

know.t

A good friend is

I

.ould do

42

loyal.

14

that.

46

lwish I'd remembered.

-18

Pronunciation: lls ng
ntonatlon in reply qLrestions

Listeningi
is

stenlnq for \ah.t

L

iripon.nt

Reacting wlth rep y quesi ons

import..:

Asking about !"ihat'5

De!.r blng !"r'hat! nrportani
io r r!

Listeningr LiEten ng for

r:onlmenilng posit !e

responses to su!gestlont

tommentln! ne.lat!e I io sLr!:r-i:

Pronunciation: t-lnrcleased

Exprcsslnq re-clrets

),

oflering so !tions io

t-'.:

prob.tr.

ffi

td r"th". not r"y.

Listeningi Listen for
quallications

Describing quallicaiione

llld

Pronunciation: Llnklng ol
!ante (onsonant 50und5

Asking aboLrt probablL ty and por5

lt could be an ad for...

.-:il

Pronun.iation: Link ng t/ith
l\!i ar.l !)/l

Describing lrends

The main reason is..

location.

Listening: Li5tenlng foi whalt

Asking abo!t vrhal's nEce!t:f,,

-41

lt needs a qood

nece55ary

Describing whnt's necesg;r;

to...

PronLrnciation:Thought

Des.rlblnq v/hit

Yor'r"

a

fi
i,f,ill
iftir
't

"rp".t"d

.

58

Avoidlng a nsv,ier ng

Des.riblnq prob.bilty aid po55

G

vinq realons

is

_'::_ i
what sonreihing m.._ l

A5kinq what tom€thin!

What does it mean?

Listening: Listen for meanings

wnat willhappen ir...l

Listening: Llsten for
sLrperst t olls

A5klng about conseq!era€!

Pronunciation: Reductlon of

SpeaLr

Past nroda

Specu ating

L Carswillmostlikelyfly.
That!

a really good

ideal

7)

What do you hope to

s

!\/lth

ess

rii

cert.iniy

Listening: Li'ten for

pred.tions

l\4ak ng a defrnlte

Pronunciationi Emphat (

78

atlng v,/ith more cEria

[4ak]ng a probab e predi.tlor

Listening: Linen for goa

predlctio-

Adding emphasls

l\4aking decislons and

Asking about goa
s

:-

.F

G
G
G
G

tF
IF

Describing plans

Pronunciation: Slress ln
tr,ro word verbs

do?

Saying

Descrlbinq consequenaa:

7,1

l'll pick you up.

b i,

e\p:.i.:
Describ ng \"rhat l! nci..r-.::::

qroup5

lt must have been..

r

G
G
G

G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G

G

s

promrt::

and \,/ish.:

Dlscussing goals and v'/ishes

G
G
G

tF

G


E

l.

E

Pack Works

E
E
lE

Typer ofFri.nds

Friend5hip traits

\!e cometo Enqli!h

l0ll

...dlscLr5s whrt's
lmportantto friends.

A: Conditlonals
L,leking friends

l\4 ss you

Retolutlonq

Cyber BiLly

.. . offer solutions to
prob em-

a

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E

F
L
t
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L

Qualificirt ons

ic

aailsem€nis

Advertlsing acro5s cultures

autine5s irends

Trendspottinq

Buiiness reviev.rs

Cir

LLt5tom5

Study Abroad Cu tule Guide

E,
ED

4

...talk

aboutjob

Reponing verbs

...describe trendl

n a bookstore su..eed?

SupeEtitions

Wedd ng plans

News

Who mrde the Naz.a Liner?

adjectiveg

B:

Anyth ng, Anyone,
Nothlng, No one

...compare cultura
differences.

...ask abo!t and describe
consequences.

What n'ray happen
The Great Pacific 6arbage
Patl:h

A: Habitual presentvs.
Future time

...predict the future.
.. -discuss goa s and

Chorer

Weekend plans

Et

rt

A: Reported speech

Proverbs about appearance

i.
!r,

Ea

Sales Manager

qualilications.

L.
ta
E.
EI

Final candidates for Regional

Graduation and beyond

B: Future time contlnued

wishes.


C
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Teacher's Eook Contents

C

HowtoteachwithspeakNow.

.

vll

..

.

.

Testing Program CD-RO]\4 Overview . .

. Lesson2; she's a born leader. . .
Lesson 3: We're both reliable . . .
Lessonl: l'm an only child. .

l
.."
2
..."

. .... '3
"" -"4

lesson 4: As was sayinq,,.
Review Lessons

l-4

..

5

6

.

....

in.

1

Lesson

5i ld

Lesson

6:

Here are some rules, ,

Leaaon

7:

There are some probLerns.

Lesson

8: That would be 9reat.. .

like to che.k

Review Lessons
Lesson

9:

.

I

.

9
10

.

5-8 .,. -.

1l
12

Do you kno\r/.,.

Lesson 1o: sorry. My mlstake. . .

Lelson 11: Can lplease...? . . .

.

13

.

14

.

Lesson 12r l'rn broke.

t5

Review Lessons 9-12

16

13:

11

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G

tU

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tt

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tt

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C

cj

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...

.

22

Lesson 18: A good friend is loyai.

.

)3

Lesson

l9i lcouddothat. .. ..

-

21

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!

Lesson

20: !wish

25

O

26

C

Lesson

used to plaY hopscotch.

l8

Lesson'14: she said she \(as tofiY,
Lesson

l5: 'eodaiLr,.l'l"lo'

..

......

19

Lesson 16: When did they release it?.

20

R6view Lessons 13-16

21

Lesson

lT:

You didn't know?

l'd remembered.

Review Lessons 17-20
Lesson

2'l: ld

rather not saY.

..

27

.

28

Lesson 22r lt could be an ad for....
Lesson 23: The maln leason is
Lesson 24r

Lt

...

29

.

30

needs a good location.

31

Review Les5ons 21_24
Lesson

25:

You're expeated

Lesson 26: What does it

Contents

to...

mean?

.

.

"
"

'

"

32
33

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Teac&rerk Book Contents

(continued)

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Lesson 27: What wi I happen il..?

34

Lesson28: ltmusthave been._. . . . .

35

.

Review Lessons 25-28
Lesson 29: Cars lvill rnost likely

fly_

37

Lesson 30: That\ a rea ly good ideal
Lesson

1,.

.

lL

L
L
l'.
b
l.

31:

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ll

p.k

/or

.p.. .

..

.

3B

39

.

Lesson 32: What do you hope to do?_

.....

.

40

Review Lessons 29-32
Vocabulary

41

Worksheets

.

42

Vocabulary Worksheet Answer Keys

74

Confidence Booster Answer Keys

7A

!a

l.l.

a

The Speak Now Testing Program CD-ROM contains the following:

-

Scoring Rubric and Testing lnstructions

ro
-

a
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)
)
-

a
rt
,o

rl
)

Spoken lnterview Placement Test
Quizzes

I
Quiz 2
Quiz 3
Quiz.l
Qulz

euiz

euiz
(luiz

5

6

.

Quizzcs Ansr.cr Ke,v

Qrizzes

ludjo

Script

7

Quiz 8

Speaking Assessment: General
Fresentation Topics

Presentation FeedbacL

IDicrvie(. Questions

Presentatlotl Tips

Iole

!or]n

Plx\,s

Midterm Exam: Written; Speaking Assessment in the form of Standardized Tests
llidtenn Uiritter lxanl
Midterm Erarn IEI-TSrir st1-lc
i\'lidlerln Exam

illidter

TOEFI_@

Exam TOEIC@

stlle
sq'le

l,{idrernr Written Exam Answer Key
,Uj.lterm Exam Audio Scriprs

Final Exam: Written; Speaking Assessment in the form of Standardized Tests
ljinal Urritter EIam
linal Inam lijLTSrri sqle

I

al !:ram TOEFL6 srfle

Final lnxnl TOEIC@ sqtc

|inil

Exam

Fn1al Exam

Ans

er Ke),

Audio Scripls

Additional Teacher Resources
Speak

No(,

3 \rideo S.ripts

IaEFLT andfaElCqarc tegisterctl

Speak

N.1! 3 Class Ardio Script

tadenatktof Educatianalre\tinsseui.es lErs).fhjs publt(ationisnatendaEed

at apprcved byErs.

Contents


I
FIow to teacBr a SpeakNow lesson
Each lcsson has fi\.e

(onversation with Additions

parts \b.abul!]1',

CoN,ersaiion, Language Booster, Listening or

D.o i.'o,on.,d.e.r

wr.l

,o li.l r'.

section hclps sludents be.onle coilfortahl:
with thc topic and prol.ides a model
corlersation that Lises the lunctional langu:-g:
fron1 til€ Languxgc Booster scciion.
Read thc questions a1oud. Ask stLldents l.
guess Lhe ansrrers br looking at thc Phot]i

Tlis

Lesson

.

lntrodu(tion

Read the lesson title as slrrdents follo1l a1ong.
trVhen applicablc, have stlrdcnts anslrer the

question.

.

.\t

Point oui the funciions theywill be stlrd)'Lng and
explain them or ret'ord tlrerrr when rl.ccssar,i:

l

Vocabulary

The purpose oftlis section is 10 get siLrde ts
ihlnking about the toPjc, acti\-ate lhcir bacligrolxld
kno ledge, and introduce lhern to vo..rbularl'ih.,t
dley will use during the lesson. To Preprre tlle
sllLdcnts to use rhc l.ocablLlaryi PIetec.h tt. lrhen fie
vocabulaq. is urirmiliar to -vour students, Present
it through vnual eids (tbr exairple, photos), ..1lonq

,. r, t o'1r '

. .t.r,i .
. Ifnecessarl', have studeits use an FingLsir
Learners' dictionary, Perhaps before
. coning to
r. ^ be,,Fr - l--.t"r c r, .r .l " r ..r

Irl..)'the audio and select stLrdents to rn:re: ::::
.Ii1cstio11s. Ilneccssary, play thc aLrdio x.sai::
\lake sure students underslanrl the arrsrr:r. :
the qLLcstions bl' asl lg cotcept quesiion! :':

.

".r,,9,,
B

pr.tcti.hg the.onl-ersatim, studerls Lre.om,:
]11ore a\rarc oFlurclional languagc ]nd moLe
.ornforublc ('ith langllagc nr'thunkil This
B,r

.

holi to LLSC the lvords.
,\'oid giling students defiritions ir lheir-first

c

.

.

abilitl

ln addition,-nuan.es in iangudges ohen.,rr,v,
creating additional conlplicatiors as students
continue to use the lmguage.
when \-ou h.rvc tine. fLrrthcr reinforce the
vocabular,v with personalization (for example,
using the vocabulary in tl Lre scnten.es 2h'r1t
themselves).

2

stLLdents thal thcv wl]l listen to the
conversntioD agaln, trut three sentences

Tell

'..ud,og'

language. .{lthough doing so ma)'iDiLia11)- save
ti:ne. st dents do not a.quire the language as
thoroLlghll and vill rel)'on their First language

rtriher than developing their English

fie

for the l,anguage tsoostcr sectLon .t:i'l

\i.i11a]so help thenl noticc the changes m Part a
prepires

but also

.

', t"

.

.

.

r.. ri.

. I r.rorr'-'r.':
,le- ,,. '.r.1,.

P13\'the rudio. Clle.]i .rns11'er5. li

.o f.

J

,,'..,.,r.1..
l.,s"r'1l]r''d,

1...5.r:

e

tinres. once for each rolc-

Conversation

There are

tl{o types oflesson paiierns

1'or

the

CoNersation section. Some ofthe lessons follort the
"Conl'ersation with Additions" model and otirers
follolv the "Conversation with Expansions" model.
Teaching proced[res for each lesson Pattern are
olrtlined belo\\'. Both con\€rsations Folloi! thc same
procedure for Part A.

2

Conversation with Expansions

.

Follow ihe same procedLLre
Addiiions, P?rt A.

as Conversation

\ri::.

practice thc conlersation in Part ALial'e studeots read lhe sentences belo1l'the

viii

How to teach

a SpedkNo1,1, Lesson

sllol

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e

B

con,,crsation. TheI

C
C
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C
C
C

C

Ilave students practice the coDlersatio at leasi

iir.

C
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C
C
C
C
C
C
C

J

'

o', .o.u ol tl < p-orrJ' - .:o: .- :
L c.
intonation. Have stLrdents pal" attention t! r11.
1r'ords the]'did not Lrnderslaid before.

.

C
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C

d placc the expanslt'r

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:.r.i:nces in tbc conversction b,! \\'rjting the
:!:n5er otihe rcntence in the correct pla'e
: r:l_.ir the conlersxtion
:-.ck:nsr,ers as a class. Plovide anf iangrLage
t .r.rt that nlal be Deeded (1or example,
:.: ,:r -r;i,rtion oithe bored tert).
: -r,urase sludenls to read thc l] e\\' con1'er salio n
. .r.i. St"udenLs shoLrld practice both rolcs and
: .:: r: each other ralhcr thrn thcir books'
.:.:.ienrs ri'ho finish ttre .tctilitics quickly can
.:r,:iice thc conlersation again l\'ith their o('D

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3

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L.
L

t

"o
r: !,rirg on to Part Ll

\ ""'5 r' 'd . ",,"

e

dio1rs students to geiD coDiden'e
ihe lalguage in short exchanges This
"se
: :ior-lde
them $'ith the skilis to urake longcr
- "-rgues later in rhe lessoo
.: ::riied abili!,r'classes, haYe studerts l"'ith lo\\'er
Er:lish lereis nake some notes or sent'n'e
:::ir:rs betore they do the actilii)" These aids
'rill help thcm 1o succcssfull,l complcte the
:.tirit1 and further ircrease their confidence'
:tier students hayc fiDished the acti\-it)', )ou Inal
,

-:i..;iilit\

.: .-r:'

'

.

,i',uP.rLb:fIrd
. ,l-rq q^.1"
"'l'

t" ",'q l.i'1. I r' ' '
n e- ..u 'r."rl r ' u '' t 'l'

Speak with Confiden
. Ilis
.

The Lislenint otlen .olrclLLdes rLiLh a Piir \\'ork

a.tilitl

Lrse

the

the,v accomplish deiined ta'ks

Lesson ExPansion
VocabularY Worksheets

rl, e . ml"^ en 'le' rBL " I oo' I
.l r\--e .Of.all .'. ''t t <' ''_' '\Ol'"1"'''

.

ibr

.
'

Listening

rl n.:r ^ I\,. rr' ' LoIerD'Ljd(r'
r'oc. on rn.rr. dea. ar-o de."..' Ln rne I ' ering'
Studcnls a) lisren as lnanI tirnes as needed
you
,1fter stlldeils have listened scleral tilles'
s!
frrr Nant to ,top the rLLdro ar lel |'irls
srLrderis c-rr LL} rc e''il\''onflcic lht 1"1'

activitv allo$'s students io

target lallguage as
Parl A heips studcnts Prepare for their
interactions in Part B.

., ,,-,.'

4

some rvords and ask

rnore on contcnl

1\rnt to randornh'choose a felL Pairs and hare
j]'nt of
:hen role plal the col1!'fsatiolls irt th'
the classroom.

sa,v

qile rLrderts rnore conlidence ard rcinforce lhe

'

B

'

rePcithg as necessxr):
.udenL.ob iol,'q." I on,lorral' u''
L ,d
sturlents hort manv syllables ar.e in theln'
lb ci\,. studeDls more practice with the languege'
inciudc all ctass (choral), group, illdn'idual, and
subslitution drills. fllis additional practice will

' - :.:Iilrlt Drolid€s sLLlde ts 1\'ith e)ianPlcs ofthe
:: :: l:r:euage. lr almost eve{ lesson, th€ larguagc
::- :::. boLh questions and resPorrses \-orL ma,r
.,r. :. h:. e stiLdents pr.rctice tile I'tngu'tge (i

e

I

Pl,ry tirc audio,

.

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L

.*rr-. i-.,.go- .con.r,' ld.'ro'Lrr"r'I'
l,.r 'or..i..- Ll rrP ' '

areieaching s,vllables,

A

-

l-

\h,.l.nts nrr Lnd to focu, on tlte contenr
flrd quLCIJ. iorget to Fa) atl.niton tu ihtir
tlon ar-c ' , ur' . :o r. I llr L' o'r
ro r^m'j d' .I' r' rr '1 "
L '.flr .,

Language Booster

)
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lr:. .('o.\"o:, br,,... rg rd.r' focr,n
onrL, -l-o' o, irr' . o . h'^ gl. lr'tcr 'r'b
:,r d... . -.n or. e ' P o- i 'J ior' o t

A.
r -r

a
a

a

4 Pronunciation

supPl

ementaq' Practicc'

The 1\'orkshe.ts Provide addilio11al oPPortunities
for stLldents lo p;actice the voctbular,v and
la;rguagc studied in cach lesson'

T:]ic adrarlnge ofthe oPPortunilies lbr
xddilionsl spea|ing b,1' haYi g slude]rts compare
thcir ansuers io class. hample conlersaliors are
oflen prolided on the ll'orhsheets'

Reading and Writing Worksheets

.

writing Worksheets ma,v be found
on the ;Iools CD-Rolvl or on Oxford Learr'
O\lord's LearninJi \'lalragcment System Access
t\ior,1 l-earn rviil the codc providcd nr rhc brck

ReadiDe and

ol dris book.

that ;11o1i's stuilcnls to fers'nalize \!hal

L

L
L
L

kF

Horr' to tea.h a SpeokNorv lesson

tx


Flow to teach a neview

unit

Each review unit has tl^,o sections, -E gl]Jfu in,'ltliolr,
wlich includes a \'ldco, and Sprak \Iow,l,)ich gn'es

,.'do

strdents the opportunit). to role p1n)'situations aDd

., the "rre tir ...6t'"rr 1\. l"r

-r.5e,

1

I

lhey shouLd numbcr pholos

,rdJ .,; ,i

o.r

lr

or
Part

.. ..

I

or

lisrr.

,^,r l1C ror 'er-. 'r

"

Pla)'the Yideo. Hale studenls dns$'er tlie
quesLions in pairs or as a class.

English in Action
. \rideo is a great 1{a}'to inuoduce

B

longer

dinlogues to studcnis. The \.ideo rnakes tltc long
dialogues less thrcateniDg and helps students
understand ianguage that olherwisc mighl see
o1'€I1\,hellning to them.

.
.

\ridco is exciting arld different for students,
and as a result, ii can be both stimldating

and motivating.
t irgr'1o 'r.'a rot".L',o . en.r
reading actil.ity there is a pre vileo a.tif it\:
On the EnglisL i,r A.1iolt page, this is c.rl1cd
Preview. After lhis, thcrc are one or rrorc "rtlile
)ou r.a1c]i'activiiies. On the -E,{lisfi lfl -A.tnur
page, this is Understand. These actLliti.s m.lude
conprehension questions to check srudents'
I r"c
ur''r.'a o r"
tr.o or more \-ie iogs. Fln \,, there is a postvideo actif it\-. On the t'ngllsll i ,A.rio, pngc, this

l.: .'o

.

Beibre.lass, mnke certain,_our classroom's
internei .onnection, compuler, and prol€cior are

3

Discuss

.

The DisclLss acti1.it,! rllo(.s studcnts to

:

r.r

rc\-ier\, of the four Lriits

rl're|

Speak Now
. in pairs, hrve students r.r1e pla,y ex.h siiur:: .
. After lhey hx\'c finiEhed pra.ticing, ha!. .:::::

nore phoios

from the video that they r,ill watch in Part 2.
U'ith a partner, thel ialk rbolrt r+at thc-! s.c.
Thq, also often make predjclions.

\ lerpo':ole L, .ni ,'L,ot,r"ol
I g

to ldl. -DouL e.c.t tg
o d, ,
Ners York. You could ha1.e them brainslorm
,

r

other activities to do in a ne1\'ciq', olher ihno thc
ones the photos suggest.

Understand

During Part 2, students watch ar-ideo that recl'clcs

content, r'ocabulary, and language ihel'have studicd
during the last four lessons. This allo s students lo
see the material used in real-rLorld situations and
apply theLr lerrning more broadll
How to tea.h a revie\\,unit

Renrind students to assess their o1!n

abilr:::

.rr" ^r'lo- ,y.-..o'. ..\ :.
- 8-'ler., L. r ."'
t. _t o- p . ..." "
l.rb..>< Boo . / B.n', orrrf

on the Speak Norf rel.ie\{ pages.)

.

For a formill nsses{rcnt, a Testing Progra::
CD'ROtrl rccomparlies tlis booli.

'.

students talk rbout wlut tile) see in nlore d.t.i1
For example, the Preyier,r for Lessons f-i2 asks

x

After slLlderi-. inirh their discLtssions, ha\. t..:::

do the Confidencc Booster at tLe brck oith.r:

. ,

.

Students are asked to look at one or

2

.:

perso.rllT-e lrhat thel saw.

.

Preview '

.lrdc.l..

, .

c1ass.

pairs role p1,i.l for the .lass.

\rorkjne Froper\,.

'l

lrc',,-e'd

Plal'the r.ideo rgain, as reccssar).. sioppin,:
to cxplain r,'here ar answer lras lrithin
thc dialogu,:

r

;Disctt...

,r

questions in peirs or as a

Review Unit Expansion
Video Worksheets

.

.

\rideo Worksheeis niih a cloze/gap fill acriiir.
na1 be found on the iToots CD RON{ or oi
O:rford Learn Access Oxford Learn ivith th.
codc prol.ided irl the back ofthis book.
. ,rl.l.cct fro\ '" -i i ,.' i r"nrn.

'"

practice for lhe

Erylsll ln A.rion video.

Grammar Support

.

Grammar PowerPointrv presentatiors and
Grarlmar uorksheets lay be foond on tLe
iTools CD-ROII or Oford Learn.

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Spe akffow Testi
..'-y",f no, ,".Jrr,

ng Pr6E rarn Overview

*-*,, a'r,",",r-.,

and
onfr,len-c bt u\ii"
lJrrqua{e.a:c.L,*le11',.11uent11',
c
ho'l'
llo$'s
teachers
thi
in
the
bacl(
of
The Sredk irol, ?i:-,tn{ Proimn r, foun d on lhc CD RO N'l
'

rth'

ri r roprj aie]1,.
,:'".ior"ri,"i.t.tingeof"rr."t,,rerts-,trun,"inlhcstl'leofPoPLrlarstxrldardizedexarns'
r.j.il: .\ro1r,t lrritten ,r.nd oral assessmenr iools can Lc curlorrized !o jlr the needs of a raDge of plogram
:::r learning goals.

q'Pes

r:: Testirig Program otiers tli,o rlrin sets oftools:
: l0 paper based tests: 8 quizzes, I mialtenn er.rrr, xnd 1 iiral er''tm 1!ith iistening lhai measure
:..npiehension oithc vocal,ulary ar)d iunctional language ofs'I'at N'or1'
I : ri:rgc olditf.rert t,vpes ofqucstioDs, fromPts, ard toPi's for sfeaLing assessnent'
::.n.rsnlr)..hooselousean,voneormoreofthesernal.riaLsalorleo.i difl€ren1 combinalions. The Scoring
Guidelines can lre liund on the Sledl No1, ltstitq l\'ngrrtlt CD'RAM
,

AD

-

AD

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L.

L.

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Written Tests with Listening
.,..;Ie IS 3 quiz ior each 4 lesson u t olspcdtrxror', The quizzes.tre designedto lre used .ft..r slude[ts have
,..:rllered each group offour lesons al]d'speak No1\,reriel{ section i]1 lhe stlldent Book. The quizzes ]}ave
I :r:ns each. Tierels an audio track for the lisrening ite$s in e:ch quiz on the Slea/r -\ro Tisiing Progrant
_-t:to_1l.
tr:::: 1s alji a llritten midterm exam and a l'riLtcn final eriam. fhese are dcsigned to tneasurc corq)ellensior
the b o ol<, resPe ctivel)-' The
: : : - : rarget language after students have comPleted Lesso n 1 6 and l,esson I2 of
ilemE in en.h elia' orl tlle
for
ihe
lislcrling
,,,,.,.-r-".a firi"f.-*."s have 20 itcrrs each. There is ar,.r dio tracl
i:.:j: -\.rr ltsl;rgProjran CD ROM.

::-iJer kels and aulllo scriPts arc on the S?cdft.\,w T'nnrgProgr"r L-D ROru'

-

Speaking Assessment: General

fr: Jlr.ii ibn' Iisli,igPrografi offers options for sPe.Jlrg assessment:
. lnterview que!tions (a list oftcacher led nrLer vier' llLlcstions)
. Role play cards (cnrds lbr slud.nts to roLe-Plal situalio s in Pairs)
, presentation toplcs (lists ofideas for students to prepare and deliver short oral prese.tations

lelaled to

the unil topi.s)

lhest?a[^lt),'/!Jl,,rsProsrd,ltiatrrlesoneselolthethrees|ca]iilgassessmenloPtionsProfiledabor.eforeaclr.
,"ir,r'...t offo". f"rJons. i,ry or atl ofthc speaking assessnents car easiL,y be used rfter stlldents ha"'e completed
simPl,! choose froIrl this
a unit ol lrorli. To use these materi.rls for midrern or end of-tern spcaldng asscssmerlt,
list olmaterinls. based on the unils co\''cred in the clnss.

Speaking Assessment: Standardized-testing Fotus
Th€J-peatr\'drltsi,rg?,o3,?rlCD-RO-i{alsooffersspeaknrg,rssessrnentinthest)'1e-ofPoPularstandardized
r".t. offnglol, us n fo"t"igD ianguage. For each midterrr enam and final exim, ,You'11find:
, TOEFL.,style speaking tasks . TOEIC'-style speaking tasks ' lELTSr"Lstyle speaking tasks
they vlould be
Th< eoaL ui thcse stlndirdLzed tLslrnI trd:s is to PreParc stLldents for the lin nature,
preparator},
are

these
nlxtcrials
,rf"i -, .--, ,*fI ,,, Lhe TOE!L,, TOLIC6, or IELTST'I tests. -{s
a
stardadized
in
the rubrics do not reile.i the t,vPc ofsconng or gradirrg th?t a icst'txlier Nould receil'e

'

ir B .'

r

.,i,

,.

orapPrcved bv EfS'
lAEFL'andfAErc'arc ftgktercd iiddena*5 af Eau.atianallestihg SeNi'e\ (EfS)-ThitPubli(atiank notendbBea

sp€ri tuoh Ietrrng Progrrm Ove view


J
Lesson
l

J

'l l'm an only child.

j
j

J

Optional Activity

Vocabulary

IIo to .ount famil,,- nlembers ma,v be unusual to:
.ll j.,.,
1 ," -er.u..r,gi, rr- .l, ,..
0-rt.
, ." r r ber o. ht
rlr. rJ,l. /.rr (rl-r,rl..i -,,.1 - ...
\e\er.rl rjin..
Example canversatian

\: P

Optional Activity
Teach students orhel rocabular,v related to fanrilla

An extcoded

A nuclear

Famii,v

famil)'

The baby ofrhe

ln lav

O.e

1: \r.l, \ i. .t-

Br Thrce rnr mom, m!

parents, sibliDgs, aunts,
uncles, and cousins.

c

The famll), unit that
inciudes thc father, morhcr,
and children.

Conversation

sisler and

n1e.

A.lC lionalseirerces uiden ned.
lohnrAreyoo vraiting for someoie?Where are

familf The .voungest child.
Fanrill' members tllough

other relationslips, ri,e do
not differentiate relatiYes
through marriage and birih
(for example, r'c don't sa1,
aunt inJaw).

I.

m,v silrer.

The famil} unit rhat
includcs grandparerlts,

marrjage. For erialrlple,
m)'sister's husband is ]n,,
broLher-ir laru \\re onlr use
in-1aw 1ri!h brother, sister,
mother, and father. Ior

2

tsr

. 1o.". rd..

you qo nql

isabel:Yeah, my bro1trer.... l,s herBOrh btnhday
Everyone lvlll be

thcle.

lohn:\tow:Yo! have a btg famiy. ddn,tknowrhat

4

Pronunciation

ncver strcss \\ori: :i-:.
".rJ.t|e ,i r ro ..!

Remi0d studen3 thxl
,r r^j-i.",

!1,e

B
taD r,Track 5l

la: I -.:.(

2l

2. Roger bab),

.!;oe .\ oo n9 ro d b rhda.oajLlro.'er

grandmother's SOrh birthday.
s.bel

has five

5

sibli.gs.

-..r'.'. tl)Jl h.,r e.",, ,.,rirI r

(e in.]ude

ude,. tl r-do_iir .,u,1.o,.-.
1".,.'1 b-- orb-^,t-e, . rd ,er.u" ..;--r

the numbc. oa sibLmgs).

,

Sp€ak with Confidence

nrL,.,

oursell'es. As a result, isabel has eighL
peopie in her farnily-her mom, dad, three older
biothcrs, tl(,o sisters, and hcrself

tl

lar

Exonple conversqtian

A: $buld ,vou lik. mor€ sibtings?
B: No, I ri ouldnr.
Ar llho arc vour parerlts'siblingsT
B, tr{r' Aunt l\'lariko and my Uncle Noril uki.
A: U4iat kind of famih. rrolltd \.ou tike i.
n.rvc \olnFda).1

B: i

\r'ant a big family, rvjth three (r1 four children

C
j
C

C

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d
C
d
d
d
d
d

d
d
d
d
d

d
d
d
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€

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tJ


II
,
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II
It

t
D
ID
II
II

Lesson
l

2

She's a

born leader.
Exomple conve$ation

Vocabulary

A:

Jie

is

a pessjn1isi. Shet ai\ya).s negative-

R: Yeall, but shet also a problem solver .lvlarco is a

And he's also a role :iiodel.

t. i
2.9

2

4

Listening

tCD

I,Tra.k 7l

Conversation

D

II
ID

rrdyand

Kir

ihin[ A;y rlouid

be

th;

besr

choiceior

iirieni

union president becauseshe! a born leader

::i.rd

is a

B
tCD

L rrac[

5

Speak with Confidence

7]

lot oflun, b!t he's ktnd ola knoy/ tt all.

p
p
D
D
D

:irjy: tr'ho would

for5t!dent union

andy:Andshesanoptimct.l ltkethar.3

(riTlrere3 ako that new srudenr Richard.Whardo

p

)ou'hrnko'hn?a
Andy:Well, he! a lor ofJun, but he's kind ofa

D

II

be a good peEon

.r€si.ient? 2

I

3

Language Booster

I

.

:oint out that we can use both h, and rftdt to
.onnect a clause (i.e., a phrase) lvith the person
:i describes.

It
t
t
I
I

.

t

I
I

t
I
t
t
I

D
,L

El:plain that rephrasing is an important skill th:rt
:llo'ss the listencr to understand a word thai
:e. she may not knor.'. Ha\.c studenrs llnd rhe
r\amples ofthis (d bo,.,r ledler is explained as
:ameone who leatls naturally a:od an o?timist is
e\plained as dlwq,s lrositile.)

B
Encourage strLdents to also use r.phrnslng like lhal

in Part A.

B

f\ample conversation

A:

You said,ves three times, so you're sometimes a
leader and sometimes a followe.

B: Thrti

true.

\ou

ha1,e five

points, so youie

definitelr.a leader
Leslon 2


"t

Lesson
l

3

(

tt
I
C
t

We're both reliable.

Vocabulary

3

Language Booster

/

J(

B
Example rcnversation

A: I'm a corsiderate

person, and I'm not
judgmental person.

B: Ve oo l'.rrl orerr

OptionalActivity

4

/
/

a

I
I
I

r, -lor r ' .'g".

Pronunciation

o
a

Have studerts brainstorm or teach oiher
charactedstics to describe people, having
them decide iftheyare positiYe or negatil.e.
Exarnples include:

(

tI

Positive: kind, op€n minded, patient, so.iablc
Negative: judgmental, close-mind€d, temperamental

2

Conversation

.

Hr.e students ideniiry

th€ number

of

ii

in eaclr rvord, providing the answer
necessary (flexible 3, flenibillty s, responsible 4,
syllabLes

]A

responsibiliq' 6). If students are havingprobl€ms

[aD ],Treck8l

wjth this, break the words up nlto syllables,
saying each one separately,

.

Point out that two s lables are added 1r'hen ii,r i!
added to the word. IfDecessary, renind studerii
tlut il_y is cal1ed a suftiri.

.

D...,.orr .l

..'l " I .(har.g-./1, )r)i.

r'ord.
T"ll +Lrd" rs rl"r rno.r .u'- \.s dorir drange
=e
stress, but ihat when irjl, is added, the srllable;rr:
before lhe stffix is stressed
added to the root (or base)

.

B
ICD

5

l,T6ck

I

ll

Speak with Confidence

Exanple convesation

4

Lesson 3

I
/

a
a

t/
/
/
/
,,
/
(
(
/

II
L

Jt,

d

B

A: rm most similar

/

/

to filassimo. We ahrost had the

JI

A

4
Jl'
4
J


B-esson

l

4

As I was saying...

Vocabulary

3

Language Booster

.

Point out that the interruption ah\rays starts
an expression

\litlr

hcluding sorrl or excuse me. Tel,

students lhis shows the othe. person that the
speaLer realizes he/shc js inicrrupting.

.
Optional Activity
I]al'e stLldcnts gi\.,: m

exarnple thal represents ea.h
lalue. For exanple, $hen ).ou renain frierds \\'ith
sornco e iD good and bad tnnes, ,r'ou shoiv loIdty

2

lxplaln that by asking if iti OK to interrupt, the
spealcr

gi\'-es lhe

lisiener the option ofrefusing.

B

Remlnd studen$ lhat it's rude to interrupt people,

so although the,v are practiciDg! the) should nol
overuse this sLill-

Conversation

4

Optional Activity
Hey. students get into groups and taLk about anl
er:p.riences as a cashier Encourige them to talk

Listening

B
[aD ],Track

acouhrhar happens (i.e., the companl'policy) if
ther. is ,i misrake in lhe arnourt of]none:,ir thc

rrl

Hertuler.l5 int;rupttwice.

'| . ., ,- \o4 01' .r" . p

So. ,o, r"

^r
Rachel, b!t why wns the story lmpoltant
pr o,d.19.'onio.

ouasto

?l-or.a aie,o, io

to

rLp

yo!?'
o

otbe.moo,La^i

Optional A(tivity
HaIe studenis lislerl again ard 1\.rile dor\rr r{hat the
irieDds said to xlterrupt. (Ansr.,ers abo1'e.)

5

Speak with Confidence


o
J
J
J
J
J

Lessons '[ to 4 Review
English in Action

B:

I

A, I l{ent

to Hal,aii last year. N!' famill ard I \1e..t
for suDrmer l.acation.

Speak Now

id,,qlri

packlight. :.:
ItldS.ri'I"i'i;,s".p[rq.":"*''

2

Prorjde rn exarnfle oier.h conversation
If manl' stLrd ents need more practice with a
prrticular urlit, yolt might ('ant to rcl.ier it

Practice

1.

F

l^4aria, Erlc,Ton

andlil aregoingtogolo

I

s.

F (Er

6:
7.

F

cl brother isthe oldesl chid

ir .l.il

Exomple conve$otion

Do -1!u hxle a large famil),i

Not re.ll): I ha1.c a brother and just m1 n1.,m
atld .1nd I1\' rnorn is the optimist. Shc'.s alrrali
posLti\e. Ard rny dad is a problen soLver.
No rtlatter wllxt the problen js, he can llnd
a solulionl

2,1
3,7
n Erlc!fam y.)

(Eri.l brother hTom! role model.)
F (lillis going a!!ayfortlyo days.)

B

Urhat is Gabrielle like?

Students should corrcct the false sentences.

Shet a born leader. She's someone people

Is Tili oit€n late? (\-es, she is. Eric said that.lill ahra,vs
s:r'r shas on her r.'ar: rihich is a. excuse thal js Llscd
1rherl running late.)

ucH rre thF\ go.ng'o \e v \,

': l

.er

br-bus.)

:'e

!o

b

€

it-all? No one likes a }.]low

is Erici brother like? (Hei a p€oplc person.
He's sociable and has a lot offrields. He'.s also

i

problem solver.)

Discuss

You might want to ha\.e stlrdcnts gi1.e reesons for
their anslcers to the queslions ir 2 ard 3.
Example conversdtion

Ar Do 1.ou live near your iar 11.?
B: l'eah. How aboui you?
C: No. So, ho,,^,' r.ou)d ,rou des.ribe llll?
Dr \{ell, it seems like shet late a lot, so I think
doesnt respect other people's time.

Lessons I to 4 Reviow

it

all

No, she! not. She'.s confidert. brLt she
listens to others. I tlink shed be a good
chss representatil.e.

G
€

I

t

are both considerate.

E: Arc roLL both flcxiirle?

I tr,r to be, brt mI brother is more flenble. tsu1
I'm more responsible. Someiirnes n1) brother
doesnt do the thlngs he needs to do. lt reallr
frustrates m)'rnorn.
4 Example canversation
One person I admire is our teacher,
Sorr1, btrl can I interupt for a second? \'Vh.v did
rcu.hoose this topic hstead ofthe other one?
Be.xusc I thhl.I can hlL about it for t1{'o
rninutes. An)'\\'a),, as I I'as strying, one person

she

d
;

3 Exomple conversation
M,v brother and

\rhat

3

lll

knol'

d
t
d

e
t
e

naturallv lollow
Is she a

i
d
d

G

G
G

2 Example conversatian

Optional Questions

d
d
d
d
J/

ltravel.l bring toc mahithlngs

,l

'

JJ
j

?

\\rhere di.l 1ou go? Did you tralcl with
a friend?

Preview

,lik-.]:Jlll when

Yeah. HaYe l.ou tr-ar.eled anlarh€re re.enL\

I

F
?
?
F

G

e
e
€
e
e
e
C
e
e
e

e
€


E-essorn

5 Id like to check in.

Optional Activity
Before siudeots open their books, ask them about
lheir lravel experierces (for examplc, Har.e you evcr

4

Pronunciation

been to another .ourir)'? Do )'ou ljlie lo rral.el?).
Then hxvc studeDts.name some popular rcasons for_
traveting (for e\:i p1e, to sightsee, lo h,v ew food,

to mcet people).

l

Vo(abu lary

Anstlers

.ri

Answers willvary.samp

.

Explah thai students c..Dnot just look ai the
spelling ofthe words to determine 1\.hen to link
sourds. Remind thern that some r.or.els hare

consonant sounds. lor examplc, o,rc bcgnls with the
/!{/ sound, so in the folloe'ing qucstion, ir ld rfle
are not blended.

___

arsrier. st!dents
additlofa answeE are in bold.
P a.es to slayrdorm,youth hoste, hote, mote,
.ampground, bed and breakfast
Fa.ltles:bus nes.e.ter pool, gym
e

Is one queen sizc bed

Ifsludents ere ha\ing problel1ls linking the sounds,
have them first practice blendirg only the tl'o
\rords. lhen ha\.e therr add on€ or tNo llordi ii)
thc blcnd, ard coDtinue io ndd l\'ords until the\-ar:
sa,vn)g thc complete seDtences a1ld quesiiorj rilh
rhe linhed sounds.

Conversation

5
[4]ra gives the clerk her passpo t and a
Mc s st:ylng forfour nighte.

(J

l:

.

sttrring for loor nights and checking out.rn thc
so itt the l2':'.)
C

Speak with Confidence

Before studerts stert, reDrind then thal fie Guesi
mos! provide all ofthc infomation Decessary to
.he.k ir1 (for exrmple, how rnany nights, t'hat q?e
of roou).

(edit.ard

Optional Question
\\\c : ' j. o .' or,\'- , ,.

:

B

Types ofroomridorm, slnq e, do!ble,tr ple,

2

OK?

Example canversation
16'r',

Ilotel clerk Hcllo. Can I he]p you?
cuest: Id like to chech in
Hotel

clerli:

Certainl)'. Do 1ou havc a reser(xtioni

I do. trll nxne! Natashd Ri..i.ra.
lin stall]]g ibr l\1,o niglrts in a double

Yes,
'

Addnional serien.es underLined.
[1ira:Hel o...['1y namel' lV ka Abboud. ] have

Ilore .lerl.: A\ y" .l'"re.
your i.D.?

I4lra:5ure. Here ls nv card.
l,,lra: dont thlnk so.Thankyou.

b!

y!

!!!q

OI coursc. I-{ere yoLL go.
Hotel clerL: Thank you. And could,vou fill in this

r.gistratioll card?
Cuest:

Hotel clerkl Is ther€ arrythirg more I car
tor you,
Guestl

-"1o,

thark )'olr.

Lesson 5

do

:


,
,

Lesson

6 Here are some rules.

OptionalActivity
Before students open their bools, have then, talk

.ooLr pl, e."1,-reL '1q -e1.rl" '"r eranl'1..
.cl-ool, or rhe road lo. dr:vi-g.,. a j, b, Hdv, rl er
talk about l\,hv !\,e need rules, providing reasons
r.hen possible. (For enan,ple, rve need rules because
some people aren't considerate They dont thinL
about othir people, so rve have
they should or shouldn't do.)

l

I
II

Vocabulary

10

tell

tlenl ('hat

3

I
I
I
I

Language Booster

A
Ha\€ studelts us€ ,or OK to talk about sornething
that is not allowed ard rse lermilled to talk 'jhour
something a11ot'ed. (For e)lan1P1e, Itt Jlot OK to fl:
nrusic loudll You are perrnitted to pla)'nusl' ht:i
onll quict\r)

4

Listening

l3l

ii

f.ont of

2. Yoir aren'iallowed to h.veirariies on weekdavs.

2

Conversation

o qa.e Po t'P

mustfiirlsh b,.mianiqht.r'
3. You arePerdlitedloha,ii glests,blrtthevc3nr qei

a key.

[CD

],Tra.k

4.

171

t's

OKtoiave

pets, birt

noldogs.

(
(

I
t
I

(

t

c

I

Exomple @nversation

A:

a
a
a
a
a
a
a
a

a
a

1. Yod can park anywhe.e./YoLr cant park

'rtsO<

J

a
a
a
a

B
tcD l,irack

I

In

11l)

neighborhood, we cant park our blkes on

the sidewalk.
we arelit allon'ed to park
our cars unless we have a speciai stick€r' It sho(s
weve gotten permission to park in x certain Place.

B: In m,v Deighborhood,

(

(

(

I
I

(

5

Speak with Confidence

I

I

B

I

Example conveBation

A:

B:

we think itt good to hal'e a rule ihat 1,e can
only spealt English.
\fe agree, but \\/e dont think there should he

i


Lessosl
l

7 There are some problems.
Optional Activity

Vocabulary

lilal.e students talk about horr the).rsould fiel
iI dle,vhad jusi checked into a roon with all oi
these prob)erns.

4

Pronunciation

OptionalActivity

D

irto pairs and ranh the complalnts
from nost important to fjii to lerst import! t !o fix

,ir rl .r.h. d

B

Hdve sludents get

in, dL..o

.,

Exomple canversatian

-{r I thinli the toilet Dot flushi

g is the most

irnporiart problern to frx right awa\r
B: I agr.c. Urithout a toiiet, )ou.an'L sla)'trr

.\: \o

hot l\at.r is the second most important
:rirLem. Sornetimes it taLcs timc to fir that liind
'.l:

2

3. soup

5

Speak with Confidence

probltnr

Conversation

byare bed hnt working.The faucet s
leaking.There arent aiy towe s.
The hole c erk $ys he wil have hoLrsekeeplnq brins
some ro!,,,e s righrauay.
The lamp

Optional Question
\\'lri! do."s ierd h I'll rsk hab:ckcepir{to
sor:E nori mean?

c

lh nleans l,rirg.)

send ),aLt

B

Exotnple conversation

A:

He1lo. This is Adam Smith 1ll
room has not been cleaned.

B:
A:

I-el me gel soneore to corre and .lean it.

room 13. The

Actuall)., IA prefcr to chtrnge rooms. The toiiet is
also leaking.

B: I'm

sorr,v. There are no oiher rooms available. I'Ii
get someone to con]e and look at the toilet, ioo.

A:

The sheels are missing loo, ard there: Do
renro!e control,

Br

I'U get so]neone to bring a renote control
and ncl!'sl1cets. So, ire l.ou happv r,rith
thcsc solutions?

\:

.

l..tj:

9

ra


I

Lessom

l

C
G
C
G
C
C
C

That would be great.
3

Vocabulary

Language Booster

B
Example convetsotion

5.9

,A.r

tiould,!ou like

Ll: Thal \'orld

4

me ro get )o.Lr c.tr?

tre .qrea1

Listening

B

C
C
C
C
C
C
C
C

Example conversation

A: A restaurant serler

might tell us the dail)'
food
the cbefrecommends that
specials, like the
dal or the food lhet onl) hale lhal dal

Br Ard a serlcr

2

11rculd

probabh refill

Answ6rs

3.d

oLtl

2..
B

Conversation
1.

r-:'--:.::: :
:--i--:-'::::
nniweri'
,
,,d, Io 9,

t.!r si lnfcrmat on ag.nt
Foi:.aid5 for La!ra.

Tlre

1-

.he.ic.

the pasenser!

.onie.i

.! ii.ri)ilEJi:

.... _.nir a d."5sert men!
5. charqe the g!e5t\ rlroiel) room

4. br
ie

qoing

t. nrallth.

B

.on'ersatioI]s 1)I using the audio scrlpts at ih. :-::
of their books (page l0t).

5

Speak with Confidence

Optional Activity

AnsweE willvary. Samp e ansv/etr.

ofother sentences to
slrbstitute for numbers l-4 and then practi.e

NlovletimerWoul.lyo! llke metc ook t !p on

Have 3tudenls thinL

For example:
L. The

tour starts at 9:30 €ver)'morntug.

2. Halc a great dx,rl
3. Could
,1. T'r.e

Iou make a reservation for

neler been here beibre.

]ne?

rgan1.

l.an.al

ind oui lfyoLr.l ike.
Directionslothe p:rty: l.an draB yo!
and

a map.

d be hap$, to nrowycu.
DiCnt do homeworkrI.an lct you tlrn tln ate
\r'/olld yo! ke me to he ?ycu do itq!.kly?
Dead.el phone bltlery:\/ould you ike lo ute
Do you

lviii

nreto charge tforYo!?
be happyto go getyo! someth n!

Re.lyhungry: ?
to eat.

L.in qetyo!

a

sna.klfyo! lke.

C
C
C
C
C

e

Optional Activity

Agent Y€s. A to!r b!s company does that. l
LauG:Th.t 50!nds qreat. 3
Laura: Sure. l'd appreclaie that. 2

C
C
C
C
C
C
C
C
C

C
C
C
C
C

C
C

c

e

C
C
C

C

c

a
a

C
'10

Lesson

I

e
t,


r

Lessons5toSReview
English in Action

1

2

Speak Now

Preview

Provide an enmple. of eflch co$.ersation whefl
necessaqr If maiy studeffs need more Fractice
with a pafiicular unit, Iou might want to reviely

in

c1ass.

5

Exomple
A: Helio. lAiike to check in.
B: Do you have a reservation?
A: Yes. The naEe is Anderson.
lJ: Hc e :t i.. Yo.'ie sraying tour

Practice

it

niSl-rs :n a doub.e

room. Is that colae.t?

A: Yes.
B: OK. Please fil

out this form. Aud may I have
your passport and credlt card pl6ase?

6

Exsmple aonve$ation

A:

Welcome to AII GYM- Let nle just mention
some of the rules First, you're not allowed to eat
food in dre gTm, Please eat in the rcstaurant.

B: l\rherei the restaurant?
Ql1 the second floor. ADd l1o one is permitted
to bring guests td dre gym ivithout a pass. IfyoE
h4ve a guest, pi?ase bring them to lhe desl first.

l,

Tbe light in theirroom

3

iihlwoiKnq.i6 iheytairt

Discuss

Do people ever have protlems spelling or saying

rour name?

S: Yes, a[ the time.
C: Do you usually correct them?
B: The first time or !wo, but after that, I just

&
D

Exdn ple convetscttion

A:
B:

Elcuse mq my steak is cold.

th

very sorry-

I'll

h6ve a new one

birught to

ght al{'al

Exsmple conve$ation

.tr

7

sr'-e up.

Do )'ou think it is OI(. for B hotel to ask rhat
there be no parties?
l'es, because parlies can get really ioud and

bother other people

.l

I

B:
C:

No. So, have you eve! lost power?

Yorl
A: And theret Do butter for the bread.
B: I'll hate the sener bring you son}e,

I

Exomple convesotion

A:

Do you 1r-a[t m€ td mail these ]ette$?

Br That wont

be necessary.

A: Would you like me to get
B: Sure. Ia ap?reciate that.

A:

you

a newspaper?

d b" h.pD) ro.dll a ra-ri "o- you.

B: Thatt OK

I can l{nlk.

agree. Doesanyone disagreel

wa went to my friend's house forthree dals
until the power was back or,
Yes.

Lessons5toB Review

L

11


3

C

Lesson

td
tI

9 Do you know...?

Page22

l

3

Vocabulary

Language Booster

A

OptionalActivity
Have stlrdents make irdirect questlons for each
the examples.

How much is the

OptionalActivity
Have students get irlto pairs anal practice the
questions, making aDswcrs to go with them.

of

b{rs?

bus do I nced?
\{here can I gei a hair.ut?

e
e

Is it €xp€nsive?
d1e buses

Ca. I

run late?

use a credit card?

Har,c students l]1ake rules for iorming indirect
queslions. Ior example, move ran to before the !erbBe verbs are at the end ofindirect questions, unless
the qLlestiofl has an fclause. With nn ifclause, !h€
,d verb is after the subject (irr €xample, itt). The do
is repla.ed by

f

4
a. orqanicfood
b. papet in( lolderi
d, .kline ti.kets, tours

2

Conversation

f.

expensive,
'rnique,or'
deslgner clothlns

Pronunciation

ICD ] iTrack 241

Emphasize to sludents that iheyshould not

falling

illtonaljo with

ifthey

use falling intonatioD, the listener

thesc questions. Explain thai

B

5
c
ICD

l,TGCk25l

115e

lvili think

the speal€r ls dema hg an answer rather than
trl )r asking 1question.

A: Do you
Br Sorr)'.I

know if

it'.s

€
€
€
€
€

C

e
e

c

Exanpleaonyersation

A

€
€

C

vhat

Do

d
4
Id

d
4

expensive?

have no idea.

Speak with Confidence

C
C
C

C
C

c
C
c

C

f

C

c

C
C

C
C
C

C

C
C
C
C

C


Lesson
'I

10 Sorry. My mistake.

Vocabulary

3

Language Booster

A
Point out that the mistake (i.e., the problem on the

right side of the verti.al line) can be stated without
tlt ph{nse on the left. TelL stLrdents that adding the

phrase on the left (for exarnple, 1 tn a,4aid) makes
th€ strteDent more polite.

*afiple

rt

4

I irzd to ask the bus ddver for the correct change

A

last s'eek-

IcD

B: \\'ilar

1,

t6ck23l

happened?

-t

He gase me a dollar back, but he owed rne five.

2

ConYersation

A
!t:,Tri*

Listening

conversatian

B

2Z

Optional Question
Ho'j much
B

change shohld the customeL have

Optional Activity
Have students iisten rgai[

and write do$,n how

Frank npologized.

5

Speak with Confidence

Example conversation

A:

Excuse me. The price on this item was $15, but

,ou,
B;

t
I
I

l

rJ-8-

Im

$ 18.

Oh, I'm sorry. Let me give you the ertra changtl.