Cambridge active listening 1 students book 2nd edition

Second Edition

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


,
Second Edition

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

STEVEN BROVVN
DOROILYN SMIJTtii


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

Ca n1bridg.:. Nc 'v York. :'vh:lbo urn e. fv1ad rid, Cape Town,
Singapore, Sao Paulo. D.:lhi..'vlex ico City
Ca mbridge Un ive rsity Press
32 Avenue o f the An1e ricas. l\e\v York, NY 100 13-2473
www.ea1nbridge.org
Information on th is title : \V\V\v.cambridge .orgi978052 l 6781 3 l

:e Cambridge

L: n ivcrs it y Press 2007

This publicati on is in copyright. Subject to statutory exception
and to the provi sions of relevan t collective licens ing agreen1 ents,
no reproduc tion o f any part may take place without
the written pe nnission of Cambridge Universi ty Press.

First published 2007
10th printing 201 2
Printed in Hong Kong. China, by Golden Cup Printing Con1pany, Limited

A catalog re£·ord.f()r 1his book is availableji·on1 the British Librarv.
ISB~

978-0-521-678 13-1 student's boo k an d self-study audio CD
JSB'< 978-0-521-678 14-8 teacher's n1anual and audio CD
ISR'l 9 78-0-521-678 I 5-5 CDs (a udioj
Cambridge L;n ivc rsity Press has no responsibility for
the persistence or accuracy of l;Rl.S for external or
thi rd- party Internet \Veb si tes referred to in this publication .
a nd does not guarantee that any co nt en t on such
\Vcb sites is, o r \Vii i rema in, accurate or appropriate.

direction. hook design. photo research, and layout services: A.dventurc House, NY C
Audio production: Full House. ~YC

Arr


---

Contents
--- --------- ----------- ----------------------------- --- ----- ---------------- -----------------Plan of the book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Author acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
To the teacher ... .... . ...... . ............................... . ...... . ............... viii
Before you begin Learn how to listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Unit 1 Meeting people. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 2 Families ....... . .. . . . . . ...... ....... . ........ ... ...... . ...... . .... . .... .. ... 10
Unit 3 Numbers ..... . ...... . ..... . : ..... . . .......... . .... .. . .... .. . ... . .. . ....... 14
Unit 4 Let's eat! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Expansion 1 Thailand: Information and an authentic student interview. ..... . ............ 22
Unit 5 Free ti me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 6 Great outfit! ............. ........... ............... . ............... ......... 28
Unit 7 In the house ........ ............... .......... . ............... ... .. ......... 32
Unit 8 Time . .................. ....... .................................. ..... . .... 36
Expansion 2 Kuwait: Information and an authentic student interview . ..... .............. 40
Unit 9 Movies ....... . ...... . . . . . ........... .... . ... ... . ...... .................... 42
Unit 10 A typical day .......... ... .. . . . . . . . ... . . . . ...... . . ............ ..... . ...... . 46
Unit 11 Locations .............. . . ..... ... . .... ...... . ... ... . ........... . . . .. ..... . 50

Unit 12 Gifts ... . . . ........ ~ ........... . . . ....... . ............ . . . . . ...... . ........ 54
Expansion 3 Italy: Information and an authentic student interview. .... . . . .. .. ........... 58
Unit 13 Part-time jobs .......... . .. .. .. . ...... . ...... . ........ .. ................... 60
Unit 14 Celebrations ........ . . . ........ ......... ............... . .................. 64
Unit 15 Inventions ...... . ......................................................... 68
Unit 16 Folktales ........................ .... ........................... . .......... 72
Expansion 4 India: Information and an authentic student interview . ........ .. ... ........ 76

Append ix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Find the differences.. ..... . . . ............................. . ...... ....... ........ . 78
Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Activation: A speaking and listening game ... . ....... ...... . . . . . .................... 80
Listening tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

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

-----------------------------------------------------------------------------------------------------------------------Unit

Listening tasks

Listening skills

Before you
begin

1 Could you
repeat that?

Classroom
language

Learn how to
listen.
pages 2- 5

2 Types of
listening

Main idea
Details
Inference

1
Meeting
people

1 How about
you?

Details
Main idea

2 Around the
world

Details

pages 6- 9

Speaking

Pronunciation

Getting to know you
Taking a survey to find
out about classmates

Rising intonation
of questions

·- ------------- ------------------------------ ---------------------------------------------Main
idea
1
Family
photos

My
family
-s
endings
in
verbs
2
Families
pages 10- 13

Details

2 Family ties

Details

Sharing information
about a fam ily member

·-------------------------------------------------------------------------------------------Main idea
Syllable stress
1 On the phone
Numbers, numbers
i
Numbers

Details

pages 14-17

2 Team scores

M ain idea
Details

4
Let's eat!

1 What would
you like?

Details

2 Th is looks great!

Inference
Details

pages 18- 21

Fi nding the correct
number

in numbers

The Food Game
Playing a board game

Intonation of
Wh- questions

·----------------------- ----- -------------------- -------- ---- --- ---P------------- -------------Expansion 1

Thailand
pages 22-23

--------------5
Free time

Information and an authentic student interview about food
------------------------------------ - ------------- - ~ -- ~ - --P-------- - P•-- ------

1 How often?

Details

2 What's popular?

Main idea
Details

pages 24-27

My free time
Talki ng about free-time
activities

Sentence stress

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

6
Great outfit!

1 Choosing an
outfit

Main idea
Inference

pages 28- 31

2 The meaning
of colors

Main idea
Details

Find the differences.
Compari ng two
pictures

Contractions for
is and is not

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

1 Where does
7
it go?

In the house

pages 32- 35

2 Where's the
heater?

Inference
Details

Main idea
Details

My room
Drawing and describi ng
rooms

Plural -s end ings

f---- ----------------------------------------------------------------------------------------Reduction of
1 Changing plans
Making plans
Details
8
Time

pages 36- 39

2 Time and
cultures

Main idea
Details

Maki ng weekend plans
with you r classmates

want to and
have to

·---------------- ------------------------ ------------- -------- --- ----- ------------------------Expansion 2
Kuwait
pages 40-41

Information and an authentic student interview about clothing styles

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

IV


·------------ --------- ---- ---------- ---- ------------------ ------ ------ ------------------- -- ----- ------ ----------- -------·
Unit

Listening tasks

Listening skills

Speaking

Pronunciation

9
Movies

1 What's playing?

Inference
Main idea

Contractions for
is and are

2 Film critics

Inference

My favorite movie
Describing your
favorite movie

pages 42- 45

·---------- ----- --------------------------------------------------------------------------Linked sounds
Main idea
The perfect schedule
1 What's your
10
A typical
day

schedule?
2 Daily schedules

pages 46-49

Details
Main idea
Details

Describing your
perfect schedule

·------------- ----------------------------------------------------------------------Stress
for
1 Where is it?
Main idea
Map it!
11
Locations

pages 50- 53

Inference
2 Find the
treasure.

Main idea
Details

Drawing and descri bing
a map

clarification

·-------------------------------------------------------------------------------------------Intonation with
1 Gift-giving
Main idea
Gift exchange
12
Gifts

pages 54- 57

occasions
2 Gifts and
cultures

Inference
Main idea
Details

Figuring out gifts for
different occasions

names

---------------· ---- ----- --- ---- --------- ------ ---- ------------ ------------- ------- -- --------Expansion 3
Italy
pages 58-59

Information and an authentic student interview about university life

----------------------------------------------------------------------------------------My ideal job
Syllable stress
1 What's the job? Inference
13
Part-time
jobs

Details

2 Job interviews

pages 60-63

Details
Inference

Figuring out what job
features are important

·----- ----------- -------------- -----Details
-- -- --- ----- --- ------ ------------- --- --Reduction
--------------Holiday
1
Fireworks,
food,
memories
of

14
Did you and What
Celebrations
pages 64- 67

and fun

2 Celebration time

Main idea
Details

Comparing holiday
memories

did you

·-----------------------------------------------------------------------------------------Inference
Thank
you,
Mr. Robot!
can and can't
1 What's the
15
Inventions

pages 68-71

invention?
2 What's it for?

Details
Main idea
Inference

Designing chores for
a robot

·------ -------- -- ------------------------------------------------------------------Main idea
Once upon a time ...
Sentence rhythm
1 The farmer and
16
Folktales
pages 72- 75

his sons

2 The stonecutter

Details

Telling a story

using pauses

Main idea
Inference

--------------- ------ --------- ------- ------------ ---- ---------- -------- ------------------- --Expansion 4

India
pages 76-77

Information and an authentic student interview about a festival

· - - - -mwwmmw ------- -------- ---- ---------- ----- --- -- -- ------ --- ----- -------------- -- --- ----

v


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

ments
-------- -------------------- -- --------------------------------

Illustration credits
Ken neth Batelman: .50, 51
CB Canga: 72, 73, 74, 77
Jan1es Elston: 6, 3 1, 46, 70, 71, 78
Chuck Gonzales: 5, 38, 61
Ben Kirchner: 12

Monica Lind: 28, 29
Barbara MacGregor: 8
Frank Montagna: 2 1, 24, 32, 33, 54, 69
Terry \Vong: 34, 43
Filip Yip: 4, 19, 52, 56

Photography credits

3 © Getty In1agcs

7 © Punchstock
10 (top row, both) © Punchstock; (rniddle row,
left to right) © Punchstock; © Corbis; © Ala1ny;
© Masterfile; © Alan1y; (bottom row, all)
Pu nchsrock
11 (all except botto1n left) © Pu nchsrock;
(botto111 left) © Jack Hollings,vorth/ Corbis
15 (clock1vise fro111 top left) © Punchstock;
© Jose Fuste Raga/zcfa/Corbis; © Glen Allison/
Getty linages; © Walter Bibiko,v/ lndex Stock;
© AM Corporation/Alan1y; © Getty Irnages
18 © George Kerrigan
20 (clockivise front top left) © Alan1y; © Punchstock;
© Bill Bettencourt/Jupiter Images; © Punchstock;
© Istock; © Punchstock; © Kyle Rothenborg/
Jupiter Images
22 © Steve Allen Travel Photography/Alan1y
23 (garlic) © !stock; (chicken) © Alan1y;
(to111atoes) © Alarny; (le111ons) © Photos.con1;
(basil leaves) © Punchstock; (hot peppers)
Isrock; (broccoli) !stock; (bean sprouts)
© Punchstock; (peanuts) © Photospin; (green
onions) © Istock; (shrirnfJ) © Phoros.con1;
(n1ushroo1ns) © Photospin
25 © Ron Chapple/ Getty Images
26 © Getty Jn1ages
30 © Tin1othy O'Rourke
36 © Verna Bice/ Acclain1 In1ages

40 (clocktvise fron1 top left) © Jiri Rezac/ Ala my;
Craig Aurness/Corbis; © Joe Raedle/
Tc,vscon1 ; Lee Jin-man/ AP Wide World
41 (left to right) Punchstock; © Yasscr Al-Zayyar/
C\ VSCOITI

.

VI

42 (clockivise fron1 Lop left)

Kerry Wercher/
Colun1bia Tri Star/ rhe Koba! Collection;
© Bcttn1a nn/Corbis; © Touchstone/ Everett
Collection; © Universal/The Koba! Collection;
CO Sebastian D'Sou za/ Newscon1; © Everett
Collection
44 (left to right) © Punchstock; © Corbis
4 7 © Getty Images
48 (clockwise fro111 top left) © Getty ln1ages;
~ Punchstock; © Age fotostock; © Masterfile
58 (clockzvise {ron1 top left) © Cuboln1ages/ Alan1y;
© Punchsrock; © Alan1y; © Alan1y; © Juliet
Coornbe/ Lonely Planet Images
59 (left to right) © Alamy; © Index Stock
60 (clockwise fro111top left) Punchstock;
© Punchsrock; © Punchstock; © Punchsrock;
© Getty ln1agcs; <.e Reza Estakhrian/ Getty
l111ages; © Punchstock; © Juan Silva/ Getty Images

62 (clockivise fro111 top left) © Jeff Greenberg/ Photo
Edit; © f\ gc fotostock; © Punchstock; © Jupiter
Images
64 (clockivise fro1n top left) © Ncvvscorn; © Joe
Carini/ Pacific Stock; © Collin Reid/ AP Wide
World; © Henry Ron1ero/ Corbis; © Bobby Yip/
Cor~is ; © I111agebank S\.Ycdcn/Newscorn
66 (clockivise (ro111 top left) © Kevin R. Morris/
Corbis; © Alan1y; Choijae-Ku/AFP/ Ne\.Yscon1;
© Peter Bovvatcr/Ala n1y
68 (puppets) '" Kathryn Burrington/ Alamy
76 © Dallas triblcy/ Lonely Planet Images
77 © Money Sharpa/ EPA/ Sipa


ments
orac
Aut
-------------- ----- ------- -------- ----- --------------- --------- ------ -- ------ -------------- ------ -----We 'vould like to tha11k ou r reviewers for their helpful suggestions:
Andrew ewton, Sogang University, Seoul, South Korea
Yao-feng Huang, Tajen University, Pingtung, Ta ivvan
Gordon Sites, Keihokujunior High School, Chiba, Japan
Brooks Slaybaugh, Tan1agawa Gakuen, Tokyo, j apan
David Philip, Pusan National University, Pu an, South Korea
Robert Bendergrass, Pukyong National Univer it y, Pusan, South Korea
We would also like to acknovvledge the students and teachers in the following schools and institutes
~rho piloted cornponents of the first edition of Active Listening:
Alianza Cultural Uruguay-Estados Unidos, Montevideo, Uruguay; Bae Centre, Buenos Aires,
Argentina; Bunka Institute of Foreign Langt1ages, Tokyo, Japan; Educational Options, Santa Clara,
California, U.S.A.; Impact English, Sa11tiago, Chile; Institt1to Cultural de Idiomas Ltda., Caxias do

Sul, Brazil; Kansai University of f oreign Studies, Osaka, Japan; Koyo Choji Co. Ltd., Hitachi, Japan;
National Chin-Yi Institute of Technology, Taichung, Taiwan; Osaka Institute of Technology, Osaka,
Japan; Souther11 Illinois University, Niigata,Japan; Suzugamine Wo1nen's College, Hiroshin1a City,
Japan; Tokyo Foreign Language College, Tokyo, Japan; Umeda Business College, Osaka, Japa11;
University of Michigan English Language Institute, An11 Arbor, Michigan, U.S.A.
Thanks also go to those intervie,ved for the Expansion units: Ayn1an Da'na, Larissa D'Angelo, Patsorn
Janprasert, Sm ita Kulkarni, and Elisa Sileoni, and to the English Language Institute at the University of
Pittsburgh for support during this project.
A special thanks to the editorial and production tcan1 at Can1bridge University Press \.vho worked on
tl1is edition:
Eleanor Barnes, David Bohlke, Karen Brock, Rc>b Freire, Deborah Goldblatt, Yuri Hara, Louisa
Hellegers, Lise Minovitz, Sandra Pike, Danielle Po,ver, Tami Savir, Jaimie Scanlon, Kayo Taguchi,
Louisa van Houten, and Dorothy Zen1ach. 1~hi s book is much better because of thei r careful work and
helpful insights.
T hanks to the Cambridge University Press staff and advisors:
Harry Ahn, Yun1iko Akeba, Michelle Kirn, Andy Martin, l igel McQuitty, Carine Mitchell, Mark
0 '1 eil, Rebecca Ou, Bruno Paul, Dan Schulre, Catherine Shih, Ho,vard Siegelman, and Ivan Sorrentino.
Very special thanks to Deborah Goldblatt, who has been enthusiastic about this project for longer than
sl1e vvould have preferred. Thanks for her patience and her support over the years.
Finally, we would like to ackno,~ledge and thank Iv1arc Helgesen for his role as author on the first
edition. He's ren1ained a grear friend and source of ideas throughout the \Vriting of this book.

..

VII


Tot
----------- ---- ------------------ ---- ------- ---- --- ----------------- --- --- ---------------------------------------------Active Listening, Second Edition is a fully updated
and revised edition of the popular three-level

listening series for adult and young adult learners of
North An1erican English. Each level offers students
16 engaging, task-based units, each built around a
topic, function, or gran1111atical theme. Grounded in
the theory that learners are more successful listeners
vvhen they activate their prior knowledge of a topic,
the series gives students a fran1e of reference to make
predictions about what they will hear. Through a
careful balance of activities, students learn to listen
for n1ain ideas, to listen for details, and to listen and
n1ake inferences.
Active Listening, Second Edition Level 1 is intended
for high-beginning to low-inter111ediate students. It
can be used as a 1nain text for listening classes or as
a component in speaking or integrated-skills classes.
The second edition differs from the first in a
nurr1ber of vvays. In recent years, there has been
a greater en1phasis on the role of vocabulary and
pronunciation in the field of second language
acquisition. To reflect this en1phasis, the second
edition provides a n1ore refined vocabular)' syllabus
and a n1ore extensive preview of \.vords. The final
section of each unit has also been expanded to
provide a full-page speaking activity, including
pronunciation practice. In addition, the Listening
tasks in each unit have been expanded. Students
listen to the same input twice, each time listening
for a different purpose and focusing on a listening
ski ll appropriate for that purpose. Other changes in
the second edition include the systen1atic integration

of cultural inforrnation. Most units contain interesting
cultural inforrnation in the listening tasks, and a
new, two-page Expansion unit, containing cultural
inforn1ation about a country or region of the world
and an authentic student interviev.r, has been added
after every four units to reviev.r and extend the
language and topics of the previous units . Each unit
also has a Self-study page, accotnpanied b)' an audio
CD, that can be used for self-stud)' or home\;vork.

...

VIII

ABOUT THE BOOK
The book includes 16 core units and four expansion
units. Each core unit has four parts: Warming up,
tvvo n1ain Listening tasks, and Your turn to talk,
a speaking activit)' for pairs or sn1all groups. T he
four Expansion units present cultural inforn1ation
related to the unit themes. rn addition, there is
an introductor)' lesson called Before you begin.
This lesson introduces students to helpful learning
strategies and types of listening.
The units can be taught in the order presented or
out of sequence to follo'"' the themes of the class
or another book it is supplen1enting. In general,
the tasks in the second half of the book are rnore
challenging than those in the first, and language
fron1 earlier units is recycled as the book progresses.

Unit organization
Each unit begins v.rith an activity called War1ning
up. This activity, usually done in pairs, serves
t\·VO purposes: It ren1inds students of \.Vhat the)'
already knov.1about the topic, and it previews
con1n1on vocabulary used in the unit. When they
do the warrn ing up activit)', students use their prior
knowledge, or "schema,'' about the topic, vocabu lar)',
and structures, as \o\lell as learn new vocabulary and
phrases that are connected to the rhen1e of the unit.
The combination of the two approaches n1akes the
listening tasks that fo llov.1easier.
Listening task 1 and Listening task 2 are the n1ajor
listening exercises. Each task has t\o\IO parts. The
students work with the san1e input in both parts of
the task, but they listen for different reasons each
tirne. T he tasks are balanced to include a variet)'
of listening skills, wl1ich are identified in a box to
the left of each listening exercise. Because Active
Listening features a task-based approach, students
should do the activities as they listen, rather than
wait until they have finished listen ing to a particular
segment. To n1ake this easier, \.vriting is kept to a
1ninin1un1. In most cases, students check boxes,
nun1ber iten1s, circle answers, or write only \;vords
or short phrases .


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

is a short, fluency-oriented speaking task done in
pairs or small groups. First, students prepare for the
speaking activity by gathering ideas and thinking
about the topic. Next, they practice a pro11unciation
point. Finally, they speak to their classn1ates as they
exchange in forn1ation or opinions.
The tvvo-page Expansion un it after every four units
fea tures listening activities that provide general
cultural inforn1ation about a country or region of the
world and an authentic interview with a perso9 fron1
that place. The tasks focus on the san1e listening
skills as the core units and recycle the then1es and
topics of the preceding four units.
The Self-study page reviews language, vocabulary,
and tl1emes from the unit and provides
personalization exercises. Ir can be used for
ho1ne\>vork or fo r additional listening practice
in class.

Hints and techniques
• Be sure to do the \Varn1ing up section for each
unit. This preview can help students develop
useful learning strategies. It also helps students
to be n1ore successful listeners, \Vhich, in turn,
n1otivates and encourages then1.
• Try to play a particular seg1nent only one or tvvo
tin1es. If students are still having difficulty,
try telling them the ans\vers. Then play the audio
again and let them experience understanding \>vhat
they heard previously.

• If son1e students find listening very difficult, have
them do the ta kin pairs, helping each other as
necessary. The Teacher's Manual, described in the
box in the next colun1n , contains additional ideas.
• Son1e students may nor be used to active learni11g.
Those students 1nay be confused by y<)ttr
instruction ince they are used to a more passive
role. Explain ing activities verbally is usually the
least effective way to give instructions. It is better
to den1onstrate. For exa n1plc, read the instructions
as briefl y as possible (e.g., "Listen. Nun1ber the

pictures."). Then play the first part of the audio
progran1. Stop the recording and elicit the correct
ans\ver from the tudents. T hose \vho \Veren't sure
\vhat to do \viii quickly understand. The san1e
techniques \VOrk for Warming up and Your turn
to talk. Lead one pair or group tl1rough the first
step of the task. As the other students vvatch, they
'
Active Listening, Second Edition Level 1 is
acco1npan ied by a Teacher's Manual that
contains srep-by-srep teaching notes vvith key
words high lighted, optional speaking activities
and listeni ng strategies, photocopiable unit
quizzes for each Student's Book unit, and t\VO
con1plete photocopiable tests \vith audio CD.

HOW STUDENTS LEARN TO LISTEN

Many students find listening to be one of the most
difficult skills in English. The following explains
son1e of the ideas incorporated into the book
to make students bccon1e n1ore effective listeners.
Active T_istening, Second Edition Level 1 is designed
to help students tnake real and rapid progress.
Recent research into teach ing listening and its
related receptive skill , reading, has given insights
into how successful students learn foreign or
second languages.

Bottom-up vs. top-down processing:
a brick-wall analogy
Tc> understand what our students are going tluough
as they learn to listen or read, consider the "botton1up vs. top-do\vn processing" distinction. The
distinction i based on the \vays students process
and attempt to understand \Vhat they read or hear.
With borto1n-up processing, students start with the
C<)mponenr parts: \VOrds, gra111n1ar, and the like.
Top-do\vn processing is the opposite. Students start
from their backgrou nd kno,.vledge.
This might be better understood by 111eans of a
n1ctaphor. ln1agine a brick wall. If you are standing
at rhe borto111 looking at the wall brick by brick, you
can easily see the details. Ir is difficult, however, to
•

IX

------- ------- ---------------------------------- ------------ --------- ---- ---- ------------------------------------------get an overall vie'vv of the wall. And, if you co1ne to a
n1issing brick (e.g., an unkt10\vn \Vord or unfan1iliar
structure), you're stuck. If, on the other hand, you're
sirring on the top of rhe \Vall, you can easily see the
landscape. Of cour e, because of distance, you'll n1iss
some details.
Students, particularly those \Vith years of "classroom
English" but little experience in really using the
language, try to listen fron1 the "bottom up."
They attempt to piece the rneaning together,
word by word. It is difficult for us, as native and
advanced non-native English users, to experience
what students go through. However, try reading the
following ·fron1 right to left.

experience; our students bring with them a wealth of
background kno,vledge on niany topics. These three
strengths - vocabulary, gramn1ar, and life experience
- can be the tools for effective listening.
The War1ning up activities in Active Listening build
<)n those trengths. By engaging the students in
active, n1eaningful prelistening tasks, students
integrate bottom-up and top-dov. n processing. They
start fron1 nieaning, but, in the process of doing
the task, use vocabulary and structures (grammar)
connected \.Yith the task, topic, or function. T he
result is an integrated listening strategy.
1

.J

Top-down

word one ,slo'vvly English process you Wher1
to easy is it ,now doing are you as ,tin1e a at
.'vvord individual each of n1eaning the catch
understand to difficult very is it ,Ho,vever
.passage the of meaning overall the
You \vere probably able to understand the paragraph:
When you process English slo\vly, one \vord
at a time, as you are dc>ing now, it is easy to
catch the n1ea ning of eacl1 i11dividual word.
Ho\.vever, it is very difficult to understand
the overall n1ea ning of the passage.
While reading, hovvever, it is likely you felt the
frustration of botton1-up processing; you had
to get each individual part before you could 1nake
sense of it. This is si1nilar to what our students
experience - and they're having to \vrestle the
n1eaning in a foreign language. Of course, this is
an ineffective \Vay to listen since it takes too long.
While students are still trying to 1nake sense of
\vhat has been said, the speaker keeps going. The
students gee lost.
Although thei r proces ing strategy makes listening
difficult, students do co1ne to class with certain
strengths. Fro1n their years of English study, most
have a relatively large, if passive, vocabulary. They
also often have a solid receptive knov.1ledge of English
gran1n1ar. We shouldn't neglect the years of life

x

Bottom-up

Types of listening
A second factor that is essential in creating effective
listeners is exposing then1 to a variety of types of
listening. Many students have only had experience
with listening for literal co111prehension. While
listening for details, or specific inforn1ation, is an
in1portant skill, it represents only one type. We
have atten1pted to reach a balance in the book in
order to give students experience with - and an
understanding of - listening for tl1e main idea, or
gist, and Ii rening and making inferences. Students
usually are quick to understand the idea of listening
for the 1nain idea. They can easily in1agine having to
catch the general n1eaning of something they hear.
Inference - listening "between the lines" - can be
more difficult.
Take the following exa1nple (fron1 the introductory
unit, Before you begin). The students hear the
fo llowing conversation :


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

Paul: Hello?
Kate: Hi, Paul. Thi is Kare.

Paul: Oh, hi. Ho'v arc you feeling? Are you still sick?
Kate: To, I feel better, thanks. T'1n going co school
ton1orro\v. What's che homc\vork for English
class?
Paul: The hon1cwork? just a 111inute. . . . OK, here it
is. l~ead pages twenty-three and twenty-four.
Kate: T"venty-three and t\venty-four? OK. Thanks.
See you ton1orrO\v.
Paul: Yeah, see you to1norrow. Bye.
Students listening for the 111ain idea, or gist, can
easily identify "school" as the rnain topic of
conversation, even though Kate and Paul also ~iscuss
the fact that Kate has been feeling sick. T hey are also
able to pick out the specific inforrnation, or details; in
this case, the page nun1bers for homc\vork. To 11elp
students understand the idea of inference - listening
"bet'students 'speaker directly says char Kare 'can understand that Kare \.vas sick and did not go co
class. Students con1e co understand that \vhat they
are listening for is just as in1portant as \Vhat they are
listening to.

Many of these ideas are helpful in understanding
the listen ing process, but they should not be seen as
rigid model . We need ro ren1en1ber that listening is
actually very co1nplex. A student listening for gist
or inference 1nay, fo r exan1ple, gee rhe clues fro1n
catching a couple of specific bits of information .

Re1nember that although listeners need practice in
listening, they also need n1ore: Tl1ey need to learn
how to listen. l"hcy need different types of listening
strategies and tasks. They need to learn to preview.
Our students need exposure to it all. When students
get the exposure they need, they build their listening
skills. They beco111e active listeners.
Steven Bro'Dorolyn Sm ith

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XI


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From the people who wrote this book
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Dear Students:

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We hope that you learn a·lot of English. We also hope that you enioy

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There are many different ways to learn. This book will help you learn _

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to listen. Think about how you learn best. Find ways that work for you. .

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3. When you don't understand, ask.

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· · · • For-example, you could say, ''Could you repeat _
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Good luck with learning English. You can do it!
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Before you begin
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Doralyn Smith
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------------------- ---------------- ---------------------------------------------------CLASSROOM

LANGUAGE

Work with a partner. Complete the sentences.

C ould

your epeat

that?

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... .- ,,,. • ..

Once m ___ , p _ _ _ _ .

...

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H

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spell (that) ?

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_ _ _ _ say (that) in English?

LISTEN

B . Now listen. Were you correct? Write the sentences.
1.

Could you repeat that?

3. ~~~~~~~~~~~
4. ~~~~~~~~~~~

Before you begin

3


Listening

task

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

I

MAINIDEA

A QListen to the conversation. What is the most important idea?
Check (v") the correct answer.

0 dinner

0 a movie

0 school

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

I

DETAILS

B (J Listen again. What are they going to eat? Check (v") the correct answer.
c:

0 a hamburger

;>

0 pizza

0 spaghetti

Sometimes you only need to understand the details, or specific information.
Ask yourself, "What am I listening for? "

INFERENCE

C QListen again. Will they go together? Check (v") yes or no.

0 yes

0 no

Sometimes people don't say the exact words. You can still understand the meaning.
This is called listening "between the lines," or listening and making inferences.

4

Before you begin


Listening

task

~~~~~--~~ __,_i~~~~-~-~~--------------------------------------Try it again. Two friends are talking on the telephone. Each time
you listen, think about the information you need.
MAIN IDEA

D (J Listen. What is the most important idea? Check (.I) the correct answer.

0 going to the doctor

DETAILS

0 school

E QListen again. What pages should she read? Write the page numbers.
_ _ and _ _

INFERENCE

F (J Listen again. Did both students go to school today? Check (.I) yes or no.

•

0 yes

0 no

You heard the same conversation three times. Each time, you listened for different
reasons. Always thi nk about why you are listening.
Before you begin

5


eetin
------------------------------------------------- -------------------------------- -------------·

A

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

0 Yes, I do. I love it.
0 Yes, I am. I'm studying art.

0 I really like pop music.
0 I'm Sun Hee. It's nice to meet you, Brad.

Brad: Do you like jazz?
Sun Hee: Yes I do. I love it.
How about you? What kind of music do you like?
Brad: - - - - - - -- - - -- By the way, my name's Brad. I don't th ink we've met.
Sun Hee: - - -- - - - - - -- - Brad: Nice to meet you, too. Are you a student?
Sun Hee: - - - - - - -- - - -- -

B

Imagine you are meeting someone for the first time. What questions would you ask?
Complete questions 4 and 5. Then write your answers to all the questions.
1. What's your name?
2. Where are you from?
3. Are you a student?
4. Do you like _______ ?
5. W hat kind of _ _ _ _ _ _ do you like?

C Work with a partner. Take turns asking and answering the questions from Exercise B.
6

Unit 1 Meeting people


Listening

task

~-~-~ --~~~~~--~~-~-~------------------------------------------DETAILS

A (J Listen. People are meeting at a party for the first time. What do they ask?
Circle the correct answers.
Kent and Lisa
1. @ How about you?
b. How are you?

2. a. What ki nd of music do you like?
b. Do you like th is music?
3. a. What do you do?
b. What's your name?

Lisa and Carlos
1. a. Are you a student?
b. What are you studying?

2. a. Where do you study?
b. What do you do?

3. a. Do you live here?
b. Do you like living here?
4. a. Where are you from?
b. Where are you going?

MAIN IDEA

B Q Listen. Imagine you are talking to Lisa. What is your part of this conversation?
Check (v') your answers.
1. 0 Yes, I'm having fun, too.
0 Yes, I do.

4. 0 I study a lot.
0 I'm a student.

2. 0 I am, too.
0 I'm (your name).

5. 0 Yes, I do.

3. 0 Yes, my friends are here.
0 I'm from (your hometown).

6. 0 Yes, I do.
0 I like jazz, too.

0 Yes, I am.

Unit 1 Meeting people

7


Listening

task

Around
the
world
---------- ------------------------------------------------- ---- ---------------- -----------------------

I

DETAILS

A (J Listen. There are many ways to greet people around the world.
Match each greeting with two places.
1

a bow

--

Brazil

2

a

hug

- - India

1 Japan

\
--

3

the salaam

Jordan

4 t he namaste or wa1.

- - Russia

Saudi Arabia

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,......

... .. "'

1 South Korea

__ Thailand

DETAILS

B (J Listen again. Are the statements true or false? Check(..') the correct answers.
1. In Japan and South Korea, people bow to show respect.
2. In Brazil, people usually kiss when they greet friends.
3. People often say "Health be with you" when they use the
salaam in the Middle East.

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

8

Unit 1 Meeting people

true

false

0
0
0

0
0
0

0

0
SELF-STUDY See page 84.


Your turn
to talk

Q~~i-~~_g-~~--~~p~_y~µ _____________________________ _
PREPARE

A

What wou ld you like to ask your classmates? Complete the survey questions.
Use your own ideas.

fPERSONAl SURM

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Names

Questions

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1. Do you live near here

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2. Are you a university student

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3. Do you _ _ _ _ __________?

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4. Are you _ _ _ _ _ _ _ _ _ _ _ _ _ ?

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5. Do you ______________?

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6. Are you _ _ _ _ _ _ __ _ _ _ _ _ ?

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• • • •• • • • •• • • • •• • • • • • • • • • • • •• •• • • • • • • •• • • • • • • •• ••

PRACTICE

B

1.

_ _A

Are you a university student?

Are you from Canada?

_ _A

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_

A

Do you live near here?

Do you study English?

SPEAK

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QListen and practice. Notice the rising intonation of the questions.
_ _A

2.

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

Are you

a.

0

b.

0

0
0

c.

d.

Do you

Are you

0
0

0
0

e.

f.

Do you

Are you

0
0

0
0

C Go around the class. Ask the questions from your Personal Survey in Exercise A.
Who answers "yes"? Write the person's name.

Unit 1 Meeting people

9


Fami ies
---------------------------------------------------------------------------------------------·

A

Work with a partner. Label the picture with letters from the box.

a. aunt I nephew
b. brother I sister
.
c. cousi ns

d. father I daughter
e. grandfather I granddaughter
f. grandmother I grandson

g. husband I wife
h. mother I son
i. uncle I niece

.---101o---+
--

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- -Michelle

B

Close your books. Write as many words from Exercise A as you can
on a separate piece of paper.

C Compare answers with your partner. Who wrote the most words?
10

Unit 2 Families


Listening
task

~~~-~-'~-~-~~~~~-------------------------------------------------MAIN IDEA

A QListen. People are talking about their families. Who are they talking about?
Check (.I) the correct pictures.

1.0 0-.1

00

2.

)

4.

•

......... ..

'-

DETAILS

B QListen again. Circle the correct information.
1. The woman likes to take them to eat hamburgers !(§)
2. His parents live nearby I far away
3. The picture was taken at her niece's I mother's birthday party.
4. The granddaughter likes I doesn't like school.
Unit 2 Families

11


Listening

task

---------------~~-~~,~--~-~~~------------------------------------------------------DETAILS

DETAILS

A QList en. Jason is talking about his family. Circle the correct informat ion.

1. Morgan is Jason's~/ niece.

4. Frank is Jason's uncle I father.

2. Austin is Jason's son I nephew.

5. Katherine is Jason's wife I sister.

3. Nick is Jason's brother I cousin.

6. Janice is Jason's mother I aunt.

B QListen again. Are the statements true or false? Check (./) the correct answers.
1.
2.
3.
4.
5.
6.

12

Morgan plays on a soccer team.
Morgan and Austin go to the same school.
Nick cooks a lot at home.
Frank doesn't like to cook much.
Katherine likes to read.
Janice and Frank often see thei r grandchi ldren.

Unit 2 Families

true

false

~

0
0
0
0
0
0

0
0
0
0
0

SELF-STUDY See page 85.

Your turn
to talk

~~--~~~-~~~~------------------------------------------------------------PREPARE

A

Think of a family member. Then complete the chart.

Name: Vinny_

Name:

Relationship: cousin

Relationship:

Lives in: Sinqapore

Lives in:

Age: 23

PRACTICE

B

1:

Age:

Job or school: works in a music store

Job or school:

Interests: movies, volleyball, sleep

Interests:

1.

QListen and practice. Notice the pronunciation of -s endings in verbs.
-s = Isl

-s = lzl

-(e)s = /1z/

like -7 likes
cook -7 cooks

go -7 goes
live -7 lives

dance -7 dances
watch -7 watches

exercises

2.

QWrite these words in the correct columns. Then listen and check your answers.

! .texercises
SPEAK

C

plays

sleeps

studies

teaches

works

I

1. Work with a partner. Talk about your family member from Exercise A.
Let me tell you about my cousin.
My cousin '.s name is Vinny He lives in Singapore.
He's 23 years old, and he works in a music store.
He likes movies, plays volleyball, and sleeps a lot!

2. Join another pair. Tell them about your partner's family member.
Unit 2 Families

13


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

A

Work with a partner. Take turns saying the numbers from 0 to 100.

0

2

1

11
21

22
31

41

32
42

51
61

52

62

71
81

72
82

91

B

12

92

3

13
23
33
43
53
63
73
83
93

4

14

5

15

16

25

26

35

36

45

46

55

56

65

66

75

76

84

85

86

94

95

24
34

44
54
64
74

7

6

96

17

8

18

27
37
47
57
67
77
87
97

19

50.

59

60
70

69
79

88
98

40
49

68

78

-30

39

48
58

20
29

28
38

10

9

80
89--

99

90

100

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

Your birthday
11/16/87 (month, day, y_ear)
eleven, sixteen, e19hty-S&en
Your phone number
709.:555-4239_ _ seven-oh:nine, five-fi.ve-flve,__lour.:::Jwo-three-six
_Another important number _ 07450
oh-sey_en -four:::five-ob__.,._..__ _........__........_---t

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C Play The Number Game with your partner. Take turns reading your numbers from
Exercise B. Circle your partner's numbers on the game. Then check each other's
games. Did you circle the correct numbers?
My birthday is 11116187

14

Unit 3 Numbers