Speak now 4 teacher book

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-T\TOW
Level Guide
Student Book Lessons

f
-ft

Listening: Listen for

llearned a lotfrom...

You put up with a lot.

8

How do you know...?

A L Are you up for...?

thought she was...

It's just not my

I

ft

spend too much

24

time...

26

You have a point, but...

28

My short-term goal is...

32

34

36

& 1 l'm here to talk about...

oolant

eyents

lntroducing interesting stories

Describing pet peeves
Sympathizing

Pronunciation: Reduction of

Making suggestions

have you

Commenting on suggestions

Pronunciation: Noun stress

Getting to know people
Asking about people's jobs

Listening: Listen for
invitations

I
i

wtaking invitarions

Pronunciation: ntonation for

i
.

Talking about false assumptions

i
:
:

Expressing a lack of understanding

a change of opinion

Listening: Listen for opinions

22

decided to...

1m

peeves

Pronunciation: Word stress in

3B

Declining politely

5ummaflzrng

Expressing opinions without
offending someone

Asking for clarifi cation

oill'9 .1.'lo.atlon

.'1
I

bo1

Listening: Listen for pet

I

16

thing.

*nul"*:"1''''

a

Asking for details

6

I had

]_.]klr?

Pronunciation: Linking vowels

can't stand it when...

I

Asking about signifi cant experiences

sign ifi cant experiences

Did you hearabout...?

-l

Listening: Listen for reasons

Giving reasons
Expressing approval

Pronunciation: Reduction of

Talking about lifestyles

-ing endings

Evaluating lifestyle

Listening: Listen for

Persuading

persuasions

Disagreeing politely

Pronunciation: Adjective

Asking about career ambitions

stress

Talking about career ambitions

Listening: Listen for strengths

Asking intervlew questions

and weaknesses

Describing strengths and weaknesses

Pronunciation: lntonation in

Giving clear instructions

c!lirvino questions
Listening: Listen to
presentation

lestatynO 13
a

shlw tlat Vou understand

Giving presentations
Asking follow-up questions


Expand the Speak Now Student Book lessons with activities from the Multi-Skill Bonus pack, available
on iTools. This Level Guide provides you with a map of the course's various resources, allowing you

to build a rich and comprehensive syllabus. Through targeted expansion activities, students gain
confidence in English across every skill area.

Multi-skill Bonus pack worksheets

_l

n e11 areak

lnteresting stories

The

Pet peeves

Pete's Pet Peeves

Suggestions

ls

Re at

onlh ps

...talk about my

A: Present perfect

lrstandeito..l

experiences.
B: Adjective clauses

...share my opinion.

A: Relative clauses

...get to know

B: Past perfect

assu

this FriendshipToxic?

The

llunOerGu*",t
Weekend activities

Weekend

ans?

f
Personalities

Staying connected

Eating habits
Home

envil3nmenl
Online activities
Environmental

problems

F

a person.

...talk about false

rstlmpress ons

mptions.

Facebook Addiction

Brazil: Moqueca and Other

RegionalSpecialties
Professiona I Organizers Plus

A:Too much

English Learners Tips
Excha nge

B: Second conditional

...can ask for and give
clarification.
I

...tatt< about my lifestyle.

Green Cities

Career ambitions

rlndinO Your Drelm Job

Working habits

Evaluations

wtaklno nulchases_

Server/Barista Proced

Job interviews

Common lnterview Questions

A: Future tenses

B: Present perfect v past
u

res

tense

...respond to interview
questions.
.., give a presentation.

ul


treal(

T'TO\M

Level Guide
f

Student Book Lessons

Pronunciation: Using
Are you afraid of...?

a

Asking about fears

low tone to show negative

Talking about fears

emotion

f+.{

t

l'm overworked.

a4t

1

lf I coutd go anywhere...

AA

ii,;'.:f lwish

lhad...

-l

Talking about causes of stress

Listening: Listen for causes of

Giving advice by talking about

stress and advice

personal experiences
Talking about dreams and wishes

Pronunciation: Using a high

Expressing interest and asking

tone to show positive emotion

for reasons
Asking about regrets

Listening: Listen for regrets

Talking about regrets

4\
Drnnrrnrirfian.
Pronunciation: Dr,ci,
Pausino when I
Relatino the plot of movies
lt started out kind of slow. 52 !
ti.r{
irir+4:
, relating stories
i Describing reactions to movies
syllable stress s Describing music
beat. 54 , Pronrn.iation:
A!r-r ,a has a really' good
-rvvs vLq\'
ji Joinlng
I in longer words
--" r'discussions
i
about trends
^\
Did you hear about...? 56
!;,,,.
Listen for trends
+r-r-::r'
"?

-- !i tirt.ning:
!
l:u
-----""'rDescribinqtrends
Describingtrends
i
i
a
Listening: Listen for
i Sharing surprising news
t Have you heard...? 58 : .,,.^_i-i^
_.._._ --:.surprising news
Expressing
surprise
!

-.

ffi

the flight on time?

Pronunciation: Stress in two-

Td3"gIi::
Do you

think...?

lt's important to...

fa 1 Did you see the game? 72 i
'rrn:
I
Hold on.

,,ffi
. .I

Studies have shown...

A, .l

What's your opinion?

Checking in at the airport

Confirming information

Listening: Listen for bad news

tv

I

',
a

d-it

i

nr{

:rlrrira

Pronunciation: Linking
with -s

t
!

Reporting bad news

i

il

."

"t-ur

g

r"

r

! :lo -1'_d'

i'"

Comparing and contrasting a ::.natives
Giving reasons for choices
l

Describing cultural differer

:..

faux pas

Explaining why something s a p.oblem

Pronunciation: lntonation to

Talking about sporting e\ e^:5

convey extreme emotion

Changing the subject

Listening: Listen to the news

Listening: Listen for opinions

lnterrupting to askfor cla.l:::: cn
Clarifying
Giving evidence to suppca

::

rions

Giving examples to suppct :c,nions

Pronunciation: Stress in two-

Asking for opinions abou:

syllable verbs

Politely giving opinions


Multi-skill Bonus pack workshe€ts

rl

_r

i
I

l

'

Fears

Fear or Phobia

f

.

Stress

Stress Relief Forum

A: Second conditional ll

...express my feelings.

B: Expressing regret

and wishes.

-.'-'-"*1-

...talk about my dreams

I

i

Dreams and wishes

I
I

School lifestyles

Encouraging Creativity

Letter to My Teenage Self

Movie Matters

WhatYourTaste in Music Says
about You
Trends

How to be

Celebrity gossip

A: Present tense for

narration
a

Trendsetter

...relate the plot of a

movie.

B: Negative questions

...talk about trends.

A: Tag questions

...check in at the airport.

B: Shouldn't have

differences.

The Gossip Gab

...describe cultural

Culturaldifferences

E

BhutaneseCustoms

Sporting events

Big Sports Blowouts

News stories

Bringing Crime Down

Advertisements

Socialproblems

Advertising Strategies that
Work
City Priorities

A: Articles

B: Passives with modals

....talk about the news.
..

,

support my opinions.


Teacher's Book Contents
HowtoteachwithSpeakNow.
TestingProgramcD-RoMOverview
Lessonl:llearnedalotfrom.
Lesson2:Didyouhearabout...?..
Lesson 3: I can't stand it when.
Lesson4: Youputupwithalot...
ReviewLessonsl-4
Lesson5: Howdoyouknow...? ...
Lesson6:Areyouupfor...?
LessonT:lhadthoughtshewas..
Lesson 8: lt's just not my thing

ReviewLessons5-8
Lesson 9: What exactly is a...?
Lessonl0: ldecidedto...
Lesson 11: lspend too much time..
Lesson12:Youhaveapoint,but....
ReviewLessons9-l2
Lessonl3: Myshort-termgoal is.
Lessonl4:l'mveryorganized...
Lesson15: Thefirstthingyouneed.
Lessonl6:l'mheretotalkabout.
ReviewLessonsl3-16
Lesson 172 Are you afraid of...? .
LessonlS: l'moverworked
Lesson 19: lf I could go anywhere... .
Lesson 20: lwish I had..
Review Lessons 17-20
Lesson 21: It started out kind of slow.
Lesson 222 lt has a really good beat.
Lesson23: Didyouhearabout...?...
Lesson24:Haveyouheard...?...
Reviewlessons2l-24
Lesson 25: ls the flight on time?
Lesson26: l'mafraid.
vt

Contents

.....viii
..;.....1
.....2

.....3
....4

......5
.....6
.....7
......8
.......9
..

. 10

....

11

..

. 12

......

13

....

. 14

....15
...16

......17
......18
.....19
......20
.......21
. . |. . . 22
......23
..

24

..

25

..

26

...

27

....

28

...29
.....30
....... 3'l

..

....

32
33


Teacher's Book Contents

(continued)

think...?
Lesson2S:lt'simportantto....
Review Lessons 25-28
Lesson 29: Did you see the game?
Lesson30: Holdon..
Lesson 31: Studies have shown
Lesson32: What'syouropinion?...
Reviewlessons2g-32
VocabularyWorksheets
VocabularyWorksheetAnswerKeys .
Confidence Booster Answer Keys
Lesson 272 Do you

.

...

.....

34

.,35
..

36

.....

37

...

3g

...

39

....40
....... 41
. .. .. 42
......74
..

.

78

The Speok Now Testing Progrom cD-RoM contains the following:
Spoken Interview Placement Test
Scoring Rubric and Testing Instructions
Quizzes
Quiz

.

5

Quizzes Answer Key

Quiz2

Quiz 6

Quizzes Audio Script

Quiz

3

Qfiz

7

Quiz 4

Quiz

8

Quiz

1

Speaking Assessment: General
Presentation Topics

Presentation Feedback Form

Interview Questions

Presentation Tips

Role-Plays

Midterm Exam: Written; Speaking Assessment in the form of Standardized Tests
Midterm Written Exam
Midterm Exam ToEFL@
Midterm Exam ToEIC@

style
style

Midterm Exam IELTSTM stvle
Midterm written Exam Answer Key
Midterm Exam Audio Scripts

Final Exam: Written; Speaking Assessment in the form of Standardized Tests

Final Written Exam
Final Exam TOEFL@ style
Final Exam TOEIC@ style

Additional Teacher

I

Final Exam Audio Scripts

Resou rces

Speak Now 4 Video Scripts
j

Final Exam IELTSTM style
Final Exam Answer Key

Speak Now 4 Class Audio Script

TOEFL' and TOEIC' are registered trademdrks of Educationol Testing Services (ETS). This pubtication is not endorsed or opproved by ETS.

Contents

VII


d

How to teach a Speak Now lesson

Each lesson has five parts-Vocabulary,
Conversation, Language Booster, Listening or
Pronunciation, and Speak with Confidence.

Conversation with Additions
A
a

Lesson lntroduction

.

Read the lesson title as students follow along.
When applicable, have students answer the

question.

.

Point out the functions they will be studying and
explain them or reword them when necessary.

1 Vocabulary
The purpose of this section is to get students
thinking about the topic, activate their background
knowledge, and introduce them to vocabulary that
they will use during the lesson. To prepare the
students to use the vocabulary, preteach it. When the
vocabulary is unfamiliar to your students, present
it through visual aids (for example, photos), actions

and gestures, and rephrasing or English definitions.

.

.

.

Ifnecessary, have students use an English
Learners' dictionary, perhaps before coming to
class, to better understand not only the meanings
but also how to use the words.

Avoid giving students definitions in their first
language. Although doing so may initially save
time, students do not acquire the language as
thoroughly and will rely on their first language
rather than developing their English ability.
In addition, nuances in languages often vary,
creating additional complications as students
continue to use the language.
When you have time, further reinforce the
vo cabulary with p erson alization ( for example,
using the vocabulary in true sentences about
themselves).

.

viii

How to teach a Speok rVow lesson

from the Language Booster section.
Read the questions aloud. Ask students to
guess the answers by looking at the photos
or illustrations. Ask students questions about
details in the art.
Play the audio and select students to answer the
questions. If necessary, play the audio again.
Make sure students understand the answers to
the questions by asking concept questions or
reforming the question to check understanding.

B

By practicing the conversation, students become
more aware of functional language and more
comfortable with language in 'thunksl' This
prepares them for the Language Booster section and
will also help them notice the changes in Part C.

c

.

Tell students that they will listen to the
conversation again, but three sentences are on
the audio program which are not printed in
the book. Explain that they should write the
sentences they hear in the correct places.

.

Play the audio. Check answers. If necessary,
haye students compare answers in pairs, play the
audio again, and then check answers as a class.

.

After checking answers, play the audio again so
students can focus on th6 pronunciation and
intonation. Have students pay attention to the
words they did not understand before.

.

Have students practice the conversation at least

two times, once for each role.

2 Conversation
There are two types of lesson patterns for the
Conversation section. Some of the lessons follow the
"Conversation with Additions" model and others
follow the "Conversation with Expansions" model.
Teaching procedures for each lesson pattern are
outlined below Both conversations follow the same
procedure for Part A.

This section helps students become comfortable

with the topic and provides a model
conversation that uses the functional language

2

Conversation with Expansions

A
a

Follow the same procedure as Conversation with
Additions, Part A.

B
a

Practice the conversation in Part A.

a

Have students read the sentences below the
conversation. They should place the expansion


sentences in the conversation by writing the

number of the sentences in the correct place

4

within the conyersation.

Pronunciation
This section begins by helping students focus on
pronunciation or intonation through listening.
Students then practice the Pronunciation point.
Students may tend to focus on the content
and quickly forget to pay attention to their
pronunciation and intonation. If this happens,
briefly stop the class to remind students that they
are practicing both content and pronunciation
and then have them continue their practice.

Check answers as a class. Provide any language
support that inay be needed (for example,
pronunciation within the boxed text).
-L,ncourage students to read the new conversation

aloud. Students should practice both roles and
look at each other rather than their books.
Students who finish the activities quickly can
practice the conversation again with their own

PIay the audio, repeating as necessary.

substitutions.

3 Language Booster

Ask students obvious questions to make sure

they understand the point. For example, if you
are teaching stress in two-syllable words, first say
some words and ask students how many syllables

A

are in them.

This activity provides students with examples of the
target language. In almost every lesson, the language
includes both questions and responses. You may
want to have students practice the language (i.e.,
take turns asking and answering the questions)
before going on to Part B.

To give students more practice with the language,
include all class (choral), group, individual, and
substitution drills. This additional practice will
give students more confidence and reinforce the
pronunciation before they return to focusing
more on content.

B
a

This activity allows students to gain confidence
as they use the language in short exchanges. This
will provide them with the skills to make longer
dialogues later in the lesson.

In mixed ability

classes, have students

This activity allows students to use the target
language more freely as they accomplish defined
tasks.
Part A helps students prepare for their

with lower

English levels make some notes or sentence
starters before they do the activity. These aids
will help them to successfully complete the
activity and further increase their confidence.

After students have finished the activity, you may
want to randomly choose a few pairs and have
them role-play the conversations at the front of
the classroom.
After completing Part B, if students arent
confident with the language, have them continue
practicing until they have more confidence. They
can even make small substitutions to do this.

4

Speak with Confidence

interactions in Part

B.

Lesson Expansion
Vocabulaly Wolklheets

.
.
.

After you have completed the Language Booster
activities you can use the Vocabulary Worksheets
for supplementary practice.
The worksheets provide additional opportunities
for students to practice the vocabulary and
language studied in each lesson.

Listening

ofthe opportunities for
additional speaking by having students compare

il;;";;;," "i'nr',.,r"nf u i" i"if ,,,u.,,,

their answers in class. Example conversations are
often provided on the worksheets.

focus on main ideas and details in the listening.
Students may listen as many times as needed.

After students have listened several times, yt_ru
may want to stop the audio at key points so
students can more easily complete the task.
The Listening sometimes concludes with a pair
work or group work activity that allows students
to personalize what they have heard.

Take advantage

Rgading and W_riting Wolkshee!!

.

Reading and Writing Worksheets may be found
on the iTools CD-ROM or on Oxford Learn,
Oxford's Learning Management System. Access
Oxford Learn with the code provided in the back
of this book.

How to teach a Speak Now lesson

IX


How to teach a review unit
Each review unit has two sections, English in Action,
which includes a video, and Speak Now, which gives

A
a

students the opportunity to role-play situations and
at the same time review the language of the previous

four lessons.

Explain what students must do (for example,
they should number photos in Part 1 or listen
and decide if their predictions were correct).
Play the video. Have students answer the

questions in pairs or as a class.

English in Action
Video is a great way to introduce longer
dialogues to students. The video makes the long
dialogues less threatening and helps students
understand language that otherwise might seem
overwhelming to them.

B
a

Part B asks students to listen for more details.

a

Play the video and then have students answer the

questions in pairs or as a class.

Play the video again, as necessary, perhaps
stopping to explain where an answer was within

Video is exciting and different for students,
and as a result, it can be both stimulating and
motivating.

the dialogue.

Using video is similar to teaching a listening or
reading activity-there is a pre-video activity.
On the English in Action page, this is called
Preview. After this, there are one or more "while
you watcti' activities. On the English in Action
page, this is Practice. These activities include
comprehension questions to check students'
understanding. These activities usually require
two or more viewings. Finally, there is a postvideo activity. On the English in Action page, this
is Discuss.

3 Discuss

Before class, make certain your classroom's
Internet connection, computer, and projector are
working properly.

a

The Discuss activity allows students to
personalize what they saw

After students finish their discussions, have them
do the Confidence Booster at the back of their
books. This provides further reinforcement and
review of the four units.

Speak Now
a

1 Preview

the Language Boosters. (Page numbers are

Students are asked to look at one or more photos
from the video that they will watch in Part 2.
With a partner, they talk about what they see.
They also often make predictions.

When possible, use this opportunity to have
students talk about what they see in more detail.
For example, the Preview for Lessons 25-28 asks
studehts to talk about what advice they think the
article gives. You could have them brainstorm
other advice than that provided on the page.

provided on the Speak Now review pages.)
For a formal assessment, i Testing Program
CD-ROM accompanies this book.

Review Unit Expansion

Video Worksheets
Video worksheets with a clozelgap fill activity
may be found on the iTools CD-ROM or on
Oxford Learn. Access Oxford Learn with the
code provided in the back ofthis book.

2 Practice
During Part 2, students watch

a

x

These worksheets provide additional listening

video that recycles

content, vocabulary, and language they have studied
during the last four lessons. This allows students to
see the material used in real-world situations and
apply their learning more broadly.

How to teach a review unit

In pairs, have students role-play each situation.
After they have finished practicing, have some
pairs role-play for the class.
Remind students to assess their own abilities
for each lesson. For any lessons that they check
I need more practice, encourage them to review

practice for the English in Action video.

Grammar Support

.

Grammar PowerPointrM presentations and
Grammar Worksheets may be found on the
iTools CD-ROM or on Oxford Learn.


Speak NowTesting Program Overview
5d#+ffi#qi##B#4flE'1'g+M'e:+ffi

+F,/"esrscrli!ffiFjrijgElrphiir:*f,i?i3ar,

The Speak -\/ow series helps learners Communicate with Confidence by using language accurately, fluently, and
appropriately. The Speak Now Testing Program, found on the CD-ROM in th; ba& of this book, allows teachers
to perform a wide range of assessments-many in the style of popular standardized exams.
Speak I'low's written and oral assessment tools can be customized to fit the needs of a range of program types
and learning goals.

The Testing Program offers two main sets of tools:
1. l0 paper-based tests: 8 quizzes, I midterm exam, and I final exam r,vith listening that measure
comprehension of the vocabulary and functional language of Speak Now.

2. A

range of different types of questions, prompts, and topics for speaking assessment.

Teachers may choose to use any one or more of these materials alone or in different combinations. The Scoring
Guidelines can be found on the Speak I'lou, Testing program CD-ROM.

Written Tests with Listening
There is a quiz for each 4-lesson unit of Speak Now. The quizzes are designed. to be used after students have
completed each group of four lessons and Speak Now review section in the Student Book. The quizzes have
10 items each. There is an audio track for the listening items in each quiz on the Speak I'Jow Tesiing program
CD-ROM.
There is also a written midterm exam and a written final exam. These are designed to measure comprehension
of the target,language after students have completed Lesson 16 and Lesson 32 oi the book, respectiveiy. The
midterm and final exams have 20 items each. There is an audio track for the listening items in each exam on the
Speak Now Testing Program CD-ROM.

All answer keys and audio scripts are on the speak Now

Testing program

cD-RoM.

Speaking Assessment: General
The Speak Now Testing Program offers options for speaking assessment:

.
.
''

lnterview questions (a list of teacher-led interview questions)
Role-play cards (cards for students to role-play situations in pairs)
Presentation topics (lists of ideas for students to prepare and deliver short oral presentations related to
the unit topics)

The Speak Now Testing Program features one set of the three speaking-assessment options profiled above for each
unit or set of four lessons. Any or all of the speaking assessments can easily be usedafter siudents have completed
a unit of work. To use these materials for midterm or end-of-term speaking assessment, simply choose frornthis
list of materials, based on the units covered in the class.

The Speak Now Terting Program CD-ROM also offers speaking assessment in the style of popular standardized
tests of English as a foreign language. For each midterm exam and final exam, you'll find:

.

.

. IELTSTM-style speaking tasks
The goal of these standardized-testing tasks is-to prepare students for the kinds of questions they would be
asked on exams such as the TOEFL@, TOEIC@, or IELTSTM tests. As these materiats are preparatory in nature,
the rubrics do not reflect the tlpe of scoring or grading that a test-taker would receive in a standardized
testing situation.
TOEFL@-style speaking tasks

TOEFL@

ond

TOEIC@ ore

TOElC@-style speaking tasks

registered trodemarks of Educotional Testing Services (ETS). This publication is not endorced or approved by ETS.

Speak Now Testing Program Overview


1

Lesson

I learned a

lotfrom...

Page 2

I

3

Vocabulary

Language Booster

AA
IIIHWTifl nlronlillfl lnfl llffi nffi liitirtlliiltrfl lmun]]nfl fi fllililii
ABwers wlll vary Sample aoswel

./
,/

ovdi.om€ an Obstacle / lace a.challenge
get into 6 new interest) ,/ makea.changd

-/

make the deciston to {do something diffetent)
have an/the opportu.ily to (do somethins you

wanted to do)

Optional Activity
Ha\€ students briinstorrn statements to use when
the event isn I positil"e, or isn t posilive tt the
begindng. Examples include:

Itt

the worst decision I ve ever made.

a bad decision, but iiow I've
realized it $.as a good change.

At firsi I thought it was

B
B
Exdtnple conve$otion
Exomple canversatlon

A:

wanted to do.

B:

hear that sohething exciting hnpPened id
yolr recent\..

A: I

I had an opportunity to do somethingl've always
Realy?

Wlai

B:

Yes,

4

Listening

was that?

was orking at a restaurant and I met a movie
producer. He asked me to audition for a sm.ll
part in a movie that becamg really famous.

it did. I ran a matathon. Ii was one
biggest challenges I've ever faceal

ofthe

I

B: Really? Wlat movie?

2

Conversation

(
ICD

Claia

l,Trek02l
B
Louis

recehtli had ih6.hance to work with

a

tCD r,Tra.k 031

photographe., and hediscover€d hew?nts tobetone
Frofessiohal phoiograptrcr
Kristin ieently moved because she gota newjob in
Sao P?qlo (after losing her prcvioqsjob)a

1. T

2.
3.
4.

F

(Alex losthisjo.-b

F

(Vlctor opened

l-

{lari\,d

goL

iastyear)

h ie

own

ba kery

two weeks aqo.)

marled la.r monLr.)

Optional Activity
qor a job as a photogGpher 3
Kfttin: Oh, wowl How did you qet into photog6phy?1
Kristi!: Y.er I did.. .I just goi a rlrrch better job, aitd I
moved to $o Paulo.4
Louisi fm lotrytb hear aboutyour seiback, but so glad
Lor-ris: Veah, I have. I jLtst

tohearibout iqur

new

jobl2

Have students correct the false sbtemerts. (Answars


Lesson

2 Did you hear about...?

Optional Activity

Adam: Luckily, someone wirnessed rhe whote thing.
H€ junjped onto the tack and pulled the guy o!t.
Someone else.alled the emeroen.yservicas.
T-"resa:Wowl Did the gly injure hirn9efin rhe fa l?
People reallv shouldnt text while theyte walkino.

B€fore students open their books, ask them how
often they read newspapers, watch 1V nervs, and
read news on the lnternet. The[ have siudenis talk
about which news stories they are most interested
in (for example, sports, entertainmeni, the weather
forecast).

4

l

Vocabulary

Pronunciation

A
ICD

l,Tra.[ oii]

.

Remind students thdt linking sounds is an

impoltant aspect ofsmooth spegch and that they
should work to say phrases smoothlv rather than
?ts individual words.

.

3. inju€rd

.

OptionalActivity
Tell st$delts that Arman irierest srories are about
something that happened to people nl1d the stories
often evoke emotions in the listeners. Have students
brainstorm q?ical human interest stories (for

erlrple.

a per,o

t ,are'

o \elp. ,"meone drr ng.

Point out that both consonants and vowels are
llnked with vowels.

Explain that when \\'e link a consonant with a
yowel, it is al ost like \,!'e repeat the consonant
soundtwice, sa ftenrd alort souids like fiddrd
ddbaut and, passes out becomes passes

'

natural disaster or war).

B

so

r.

Er?lain tl1ai when we link a vowel with another
vowel, it may be helpful io imagine another
sound linking them togethe!. For example, when
sa)ring rd d, our lips are round at the end of to.
We link bv almost sa],ing ro11ld, inserting a w
sound to help create the ]lnk.

Exomple aonve5ation

A:

Yesterday

B:

Really? How old nns the boy?

2

Conversation

I heard a storl about
a boy from drowning.

a mal1 who saved

B

Answ€rs wlll vary. Sample;nlwer
Did you hear about the woman in California who
gave $500,000 to a charity to helpnuddnts atudy
musiceducation?
Well, this woma6 realizd tha! hermu5i.tea.her
hdd F..ouraged n.j lo neve. q ve up on hs orcdms.
andshe wanted to helpotherpeople be.ome

A

'

Therrian fell ohtothe subwayt6ckbecause hewas.t
watchinq where he was qoing.
After howokeup, he finlshed typing histext mesage.

5

Speak with Confiden(e

c
ICO LTrack 051

Additional rententes underlin€d.
Adam: He wastexting a friend, and he wasnt lyarching
whelehe.was golng. He fell, hit hB.headrand passed

out. HP ae-i!$!aS lhele+ld !

I

Answ€ls will vary. Sample answer.
l, a dog saved a boy from a ffre
2. a tea.her offers to payfora student! operation
3. a group of elementa ry school strdents make a
charlty event to ralse money fd rhe homeless
4, peoole on ihe lrte'net give d ndn ".ouCh moley
to give hk dauqhter her lastwish

Lesson 2

J


I
Lesson 3 I can't stand it when.
4

1 Vocabulary

..

Listening

A
lco 1,1ra.k o8l

/

/

b-2

when salelireopleare rud€
Whqn a serler ignores me
when people Btare at me
when people leave dirty dithet
when peoplelle arrogant
when peode chew loudly
whenpdople have poor drivlng €tiqu€ft€

a. l

d,3

B
lCD r

,

Id.k.o3l

3, no
2. yes

B
Exomple convetsation

A:

One of my pet peeves is when people interrupt
me. I think iit rude because ihey think what
they have to say is more ihportant than what I

salirg.

Ifstudents have difficulries with numbers I and 3,
point out thal sympathlzing do€s not alwa)'s mean
the person has the sane pet peeYe-

Optional Activity

A:

Another pet pe€ve is lvheo people chew 1oudl1..

into pails and talk about whether
they have the same pet peeves. providing reasons
for their ansrsers. Alse ask them to discuss. ho](. they
would handle eacb sitlration.

2

Conversation

5

Am

Ha1"e students get

Bt I agree. Itt

one ofmy pet peeves, too. I try not to
interrrrpl, ard I want people to do the same.

Speak with Confidence

lCDr,Traak0Z

liill vary. Studenii should
char with names and petpeeves.
Answers

Marco

i6:annrtdd becaulb a dly taiked

moviE Matco Wbht to.
lenny !nd_ N4aiao afe.ahq

d u

rits the

no)€d at pedple who teit
dudns mgvi€e chewthen pop.on loudly, and don'i

$ row nway iheir tash a{terthe movies.
An

lo

pler€ the

Encourage students to ask follor-up queslions and
ma\e notes in the margim oftheir books.

B
Ellco1lmge students to irclude the details they
red when they asked follow up questioN.

lea

Exompletonversation

lenny: What3 wrons, Nlerco??:

A:

M;rco: Yeah, I hear you. 4
Jennyj Oh, ranie heiel l

Maybe:wsihorld ilrlt siart watchinq
hotuafrotn now tirri. 3
N4arcar

Brbvies.

al

Sam sald he hates getting email forwards from
his parents. They lre alwais about the presideni,

aIId he doesd! want to rcad them.

B:

That is interesting. Natsuki srid she cddt atand
people rvho only wear one colot, like all black. I
dont ses a problem with it, though. They're just
expresring thernsel.res.

G

4

Lesson 3

Margret said shd hates it when p-eirple text her in
the n ddle of ihe night and it wakes her up.


4

Lesson

You put up with a lot.

Optional Activity

Ofitional Activity
AJter students open the trook, have t]1em get into
groups and speculate on lvhat the title means. Hal"e
a Few groups share their ideas. If neccssary, remind
stuiients that the). must often group $,ord&together
to under$tand a phrase. You may want to empbasize
this by maklngcomicil gestures ofputtiilg
something u| on an imaginary shelf that has a loi of
things on il.

I

Have students get into groups and talk alioxt
whether they agree \\'ith ln$id's suggestions.
Ercoulage tLam to also discuss how they feel about
lert'ng abulr problems. H,r\e Bmup, rlrintr ot
alternative *'ays to deal $,ith th€ problem.

3

Language Booster

A

Vocabulary

Optional Activity
Have stlrde[ts brainstom other vtays to make

suggestions. Exarnples in€ludei

Answer will,vary.

l.

Sample

,/

r'.3.

Why .lodt )'.c,u lconfront him).?
You could (confront hin,).
What dbout (confronting him)?

anrwet

5,
6.

Ifnecessary, point out the different grammar
rnrsU rc.ror\ /..e.. (ontronl and (o fiorting\.

B
Exqmple convaRation

4

What kind ofproblem have ).ou had.lyirh

your friend!

Pronunciation

A

B: WeI], she got upset and thought I was spending
too much time with m). bo)'frierd. I think ihe
was jealous.

What didyou do? Are you still friends?

lcDl,Trackrll

Imphasize that students must not ody rcduce
harelou but must also say the rest ofthe sentence

flueDtll Give-an exaggerated example with

/rar,1a

foilowed by each wonl clearty and slowly enunciated

2

to.

Conversation

defiorstrate the uifiatural rhl,thm.

B

A
tcD

'

1,

Exomple conve\ation

Tra.& 091

P.blo rntwith
d.d Robea oecduse at rhe td,r
'ng,io
mlnuLehedeided hot ro inih ih.m
Rnbert

jigoinqto iart tu;lo to telt pablo

how he teet3.

C
ICD

'l

,

T.ack I 0l

Addliional senrerca,s underlin?d,
lngrid: Aqa in? Yoir put up wirii a lot from h im.

HE

did

'this llst time
lngr d: Have you tried (onfrontinq him about lr? Yaq

$add Elk loiiE

lhgid: lfyou dont feel coinforta ble tatkinq to him, you
midht want ro .onsider terting him about it.And votr
.an thin k:tbour lrlat vout6 ooihd to write,

ltuu said your friend was ignoring you. Haq?
thought about telling her Four friendship is

impotant to you?
B; Thatt ndt abad idea. How atlout yoLL? Haveya
tried ialking to lour frietrd about telling ).our
Secret lo othenl


Lessonslto4Review
English in Action

Speak Now
Pdge

1

Preview

Irrovlde an cxample ofeach conversation when

Answers will vary. Sampie answer.
Ithink theyare talking aboutthe apartmen! the {.osr
ofthe) rentand utiLities, ard the lurniture.
lwould ask Kate about herjob, her daily rourine, and
why she h leaving hercutrent livlng situation.

2

11

If manlr sluderlts need more practice rvith a
particular unit, )ou might r?nt to revierv it i11 class.

1

Exonple conversation

A: I hear that yoLL lost ,vour job.
B: \tah. It was one ofthe most chrllengiDg

things

Ive e\.er e-.iperie11ced. Thc good rews is that I
havc tburld a better jobl Brt what about 1ou? I

Practice

heard...

A

..,}1Y-it:.-: .-... '
't. T

2.
3.
4.

F

2 Example aonveBation

-.,,1., ,,

.

(Maria lnterviewed aboutfive people before Kate.)
was upsel, but
umed outto be one ofthe

i

F (She

best thingsthat everhappened to her,)
F (lvlaria is stilllooking forajob.)

5.7
6.

F (l\4arla is upset because Kare

butthe place

hasjust nroved in

Did you hear about ihe mm who found a box
full ofgold colns hidden iD hls basement?
B: Nol \\rhcre did thev corne fronl?
No one'knows. The house \ras over i00 ),ears
old, and some people thinli the coins Nere left
there br piratesl
B:

is a nress.)

A

azing. But did,vou hear about the dog that
learned how to tell the time?

How did that happen?

B

3 Example convetsation
I hrre it rer feopl. , r. sith rlei'
"
ope[. It nlakes me Iose mv appetlte.

Optional Activity

\\\)'i.

Nd.( n o\,rs?'\ne:,
clty for a new job.)

Io\"rgr..

di"erenr

Why did

a womar, sue her roommate? (She sued
because the house was so meslr and the roommate

wouldnt clean it up.)
\\l--r
Sepr.bler- sirh

".,

ror

r.

B: Yeah, I know what )rcu mean. \fho wants to
si'e the food in someone'.s mouth? Ard it gets
on m), nerves when people are alwavs late to

appoint]1lents.
Sane here. I rcspect their !ine. The,v should

vrr a.trerrnu.

roommate? (She $.as alwa,vs 1ate.)

4

3

\,1y

Dis(uss

So, do you

Yeah. She talked about being a neat freak, but
then as soon as she moved il1, the aparrmeni $'as

C: I

agree. People like to n1ake good first
nnpressions. Ifshe didrit do d1e dishes when dle

ir

.1e pr ,o"bl)

.or.

nn

rhcr'

1

the future either.

D:

6

B

what do ]-ou think about Tomi advice? Do
you think Maria sholrld confront her rlght ar ay?
Lessons I io 4 Rev ew

no i..l' ,. rq rh"r

..orrid ,,o|k. rhe S...rJ.
abort everronel She's just nc\.er gossiped about
.rr

think Kare lied io Nlaria?

l.r.r rrured

friend has been gossiping about me-

B: l'm sorry to henr that. Have ).ou thought about
telling her how much it hurts ).our faelings?

Example conve6otion

Ar
Br

Example @nvercotion

me before this.


Lesson

5 How do you know...?

Optional A(tivity

c

Before studenis open their booLs, isk them

how

taQ r,Track

l3l

they meet newpeople (inake new friends).

I

Additional sentences underlined.
'Sarri:Well, E\ra! lny old neigibo.lrrsed to live i.the
apa.irient acrdls from herj. , lived rhaie for .jbout

Vocabulary

Answers will vary. 5ampl. answ€r

l.

s-

I7.

3"

4.

a.

Explain that in numbeis si,r aDd seven old means
fonnet or jiaft a laag time ,So.and does not rcfer
to tge.
Ifneaessary, tell students that an i, ldr is
.omeore rvho becune. trniJv menber
$
"
ma iage, giving the follpwing examples: my
sister's husband is my brother in-law, my
husband's father is my father-inlaw

Explain that we only use ifl lrly wlth sister,
brother, mother, xrd.father because other fan:ily
members are not palt of oui nuclear fnmily. Fsr
extended famiiy menbers, we use the san1e telm
whetl er rhe rel ion+iD i' b) b'ood or nrarr,age
(for example, I sly mJil duflt, whether sh! is iDy
motheis. sister or my husbandt mothert sistel ).

3

Language Booster

A
You n1ay walIt to use this opporturity to discuss

questions considered impolite w]len you 4re getting
to know people (for example, questions about
salaries, the.pice ofthings, and age).

4

Pronun(iation

A
tcD r,Trad(

t4l

Renind students that by $ressing the norrlt, the
apeaker is emphasiring what he/she considers to
be rhe irrport" ,r Lontenl. le' .rudprl\ that, in
contrast, by stressing d1e adiertive or another part of
the senlence, ihe speaker is correeting the listenei's
misperception. Giv€ examples:
He is m). former neighb or. la neighbor is the

2

in1potant information)
He is my former neiglrbor. (not some other persoD)
Ee is my former neighbor. (not solne otier person's
Iormer neighbor)
He is my former neighbor (not a cdrent neighbo,

Conversation

A
ICD l,Tri,ck I

2l

5aiah irhd,Eva

lied to live

ih ihe same apartment

birihing,
Lqiga

il

an assi3laht ln an advertB{ng firnt.

B

.

lf marry stodents

with noun
pnctice stressing j ust the
noon. Then have theh practice the noun widl
the adjective, irnd 6nal1y have them p.actice ar
entire sentence.

are having problen:rs

stress, have them

Optional Activity
w1lo.is meetiDg for the fiist time? (S{ah aDd Luisa
are meeting lor the 6rst time, but they've sean each
other before.)

.

Ailer students lioish their pra.tice, you may
want to have severul pairs perform their
dialoguea for the class.

Example .ohversotion

A: Holv do ,vou klor. Pedro?
B: Het a new acquaintance.
Lesson

5

7


Lesson

6

Are you up for...?

Optional Aetivity
Before studentS opcn their books, have thern tatk
ibout hhal l5e\ usuaJly do on the *eekend.

3

Language Booster

A

l

Polnt out that ,!e dont sdy no d ecdy and that r'e.
often show our ilesire to go befdre declining-

Vocabulary

B
Exomple conve$ation
Aniw€rs $ill vary sample dnswer.

A:

/ 1,
. 2,
{3.

Are you ln the mood to gq to Lisa's art

show tonlghl?

B: Sorry I promised my roommate

I would

help him.study tonight, but maybe I can :wing

by .iter-1rfid,

Optional Activity
pai$ and rephrase each of the
sentences, using diff6ren! eryressions in place of the
bolded phrases. Sample nn${ers; 1. On Friday ard
Saturday nightq I usu,r.lly'\a,"11t to ga out. ,. I like to
go to (walch) a movie with nry liim{s once a week
or mote. 3. I like to go out to eat wilh fi:iends.at least
once a week. 4, T\'n really trusy, but l'll iry to come
for a little while- 5. l like to goto nerr restaurant!
Har.e students get inte

\\enever I (an.6. lm u'urlJy really t'.ed after
work dr school, sb I dont go dudng tha weekdays.
7. On some night6,I just doni leel like going out,
so I stay home.

2

4
A

b.4
B

1. she's

to

s€e e

Optional Activity

de'.lines Bruno! Invitation becalseshe hajro
a

srldy

Thqi re.Etaurant for dinner.

Whb made plans to lreet anbther time, and when?
(Convetsation twor They will meet at 7:00 the next
niliht. Conversation three: He may come afier work.
Conversation four: (il}i sayr.she'll bring Maria some
chicken soup in halfal hour)

5

8

goir-rg

a: 5he feek sick-/She

l5l

Bluno ls going to qo tg

d.3

tcD I,Tra.k 16l

Conversation

tcD r,Tra.k

Listening

Speak with (onfidence

B

8runo. Hq4 Max,..l Wqethinking we couldlry ortt.the
new lialian restauranton Market Strcqr. l
lva* i'ii hot reallyin the mood to qo ou!a.tually.l/m
prsitiy be;l 3
Liit: I really wlsh I aouJd, hUt,I have to siudy fo.an

Exdmple conveBotion

Enrnoi sure, l'll eat ahy.thjng atth,s iroint 4

B: I wish I could,

Lesson 6

A: Do

you feel like trying out the new cale
downtow11?

but I have

to.

work.


Lesson
l

7

I had

thought she was...
4

Vocabulary

A

A
Fxplain that rve use liJlirg intonation to sho\{ false
assumptions, eve. if the_v come in the middle or at
the eDd of the sentence.

Answers will vary. 5ample answe,.

1. Sidney
2. Ylki

6.

Darrell

8.

Kyle

5

5. Kim

In pairs, have students talk about lrherher

the,v feel

peoplc are bor'n *-ith these personalii). irdils or the
traits de!elop o\,'er tinre.

Allo1\, students to makc up nrmes

,bo r. \.., r . .r . \.u rp, u,r,
reiationsh4)s \r.ith classrnates.

B

.

Optional Activity

lr

pairs, have students talk about which adjecrives
people l,robablv use to describe them. pro\.iding

lbr their

ans$,ers.

Randy

F.h

ii;;;"

shy

rea ly hard

working

Stan inrecure

ifthcv
n

L'rr

feel talking
(r,ei,

really k nd
wants to have lun
more than stldy

humble but
self confident

B
Exa nple

aonversation

A:

Urhen I first met Ri.h, I thought h€ iras really
hard workirg, but it iu,rs oul that h€ doesrit
strLclv r'en hard. Hc wants to have fun more than
learn English, e\.er1 drough r.e are onlv m the

United St.rtes for r l'ew months.

B:

So, $,hat rrcdre sayint is, the two

2. Conversation
A

.u.

Answ€rs will vary. Sampleanswer.
Names First assumptionr What you teained

Nlonitor the students to Jnnke sure thev are
not being mean or hurting the ieehrgs of
oiher studcnts.
.rJdcn(. .jo'r. r..c rl. Joj(..r\(. ir tl-.
d(- r fl:o r.. e r.oJrJge l,o'rr e-. ...onr r.n
1lhich adjecti\,'es describe the people.

reasons

Speak with Confidence

A

OptionalActivity

.

Pronunciation

ofyou have
ver,\'di*ircnr goals for ]rcur time in rhe United
States.

At the beginninq ofthe conversation, Anna thinks
5usan is.onceited. Anna ako rhifks thar S!san

A:

\fhat was an assumption
th.t vou liter lcarned \,asdt right?
Ycah. Ho1\' about 1ou?

At the end

ofthe conversation, Anna rea izes S!san
may bequiet and introverted, not.onceted, so she
decides to try ro ralk with her

c
cD I,Tra.k

l3l

Add tional sentences underlined.
Crystal:Yeah, know her.We had a few classes
together last semester. Whv do vou ask?

Anna: don'tthink she likes me. she s€emr kind of
.on.elt€d. 5he never ialks to me.

C'l r":

.e.r

she opened

do.O,.F re'eir(oab,t"br"^.rh-e

!p.U& set alono oreat now

9


8 lt's just not my thing.

Lesson
t

3

Vo(abulary

Language Booster

I
Answer! will yary- Sample a6swer:
1. llext olltae social netwoiding itte5 to keepup with

old friends.

2, Of course I pa*icjpate

in _soclal netwo*ihE.
3- l.pon rnessages on peopl-4 !r?lk.at least twice
a

diiy.

4- | shaielinksfo artialbs and iideosabour on.c
5. l'rn conneded td.abo!t.8soiieopte:{thiouqh
so.dl networkind.
6. I uplodo a.d tag p"ople in photo\ ollthe tme.

Point out that $;het expressing an opinion, the
speaker often acknowledges the value of the other
persofi idea. AIso poinl out thnt the speaker doesnt
refer to the idea in a negative way (foi example, rhe
apeilker doesrit say Fa.ebook is so stupid),

I
Example conversgtion

A: I dont

rea11y understand why you doot like
spending time on social networks.

I'm sure it can be fun, but it's not for ine. Why

B

do you lik€ it?

Encourage students to ask follow-up quesiioDs and
include more details in thet answeis.

Urell, I get rcj keep

Exomple convertation

A:
B:

2

So how do t ou keeF up

with old friends?

text or use social fttr Jorking sites to kedp up
with old friends. Therei no other way to keep up
with everyone.
1

ii

touch $'ith old friends,

and...

4

Listening

A
laD I,Track2ri

Conversation

A
lcD

r,Th.k20l

B
Nitrlik€s ro kee'p uFj ti',th otd fiiendi and :aonnect
with new iiends bn Fa@bodh she.atsb tikei ro:ihdiR

ICD

photos ard checl qot orhel aeople! linlpiirateh€iloi End isnt inter$ted in Facebook.

l,Thck2rl

Pilter8i

(Ben):Can keeir

tra.k of € nd share things you
great photos; qers lors of art idlai
Fdcebook: (Ben. Dana) lrre,enrnq posrs
aJd

intdiesterl

iiI

TwittEx (Dena) Cqn aoitnectwith thoulands.of
peoplearound de wgrld \rith Emeinteresri;tah g6t
information and news updaEs
.ArjiJyr Oh;

56ll, I haidly evelll.aii

ltljlsiiot

thoae messases. t'

ieafli my thin$ 4

AndY:
N lna, Rairly?

J don't see why you

taqgdl,2.
Nina: Y!ah,l

cEn

u

doit

5

hders!,nd that Bur I alsoi likd tb

chefk ooi tbe Iink that people3hare. 3

B
Exonple @nvercatidn

A:
Br

10

Lesson 8

Speak with (onfiden
likb !6 be

Why dodt you like to skil
I haie the cold,

Lessons5toSReview
English in Action

l

D: Whar else dld you ha\€ in common?
C: $'e both liked sports, and we both loved eating
all kinds ofjunk food.

Preview

Did you hit it off right arval?

Speak Now
Answers will vaiy. Sample answei.
a. 4 (or3)They are havinS a nice time together

Ihey feel awkward and shystalting to relax.
d. I Tley are neryous.

2

b.

2

c.

3 (or 4) They are

Practice

If many stlrdents need more practice \| ith a
pafiicular unit, you might $.ant to review it in class.

5

Wordins o, answers vrill vaiy. sample answe6.
1. Tom ir qoing to the.afe because hk friend, Anna,
j'rstopened it./Hes going toa sdrallparry.
2. Alex doe5ntwant to go wlth Toin because Alex
thinks Anna

Provide an example ofeach conv€rsation

i5

4. Kate and Anna exercisetoq€ther.
5. Kate hasseenTom in picture!on Facebookbecause
Kates brothert bestfriend wai Tom's roommate.
6. Tom saysthk because they have mutual

B: Ah, that's where

6

Wording of ahsw€rs will vary students should wdte
three ofthe follow'ng answe6.
They are both friends with Anna.
rhFy borh lovewatching comme,, rdl. ard'oo(ing

Neitheris interested in eallng shabu'shabu.
They both love pasta.
They both know Eric A4artino.

Example convesation

A:

How about trying out a new raw food

B:

Going out sounds fun, but Im afraid I dont
think Iil like rarv food. What do you say we go to
a caf-e to listen to lny friendi band instead?
Exomple convertation

A: Do ),ou know the new .lub president?
B: Yeah, why?
A: She seems really sarcasiic.
B: I used to think she was, too, but the truth

I

Example convercdtion

I dont get $,hy you like Sklpe so much.
I can

Discuss

Exafiple conve6otion
So, do you like to meet new people?

Itt fun to learn about people. How
aboltyou?

Yeah.

is she

is quite s$,eet.

at advertisements.

A:
B:

I ve seen )_ou. How did )iou get

interested in playing the guitar?

7

3

a

guitar player in the band there.

mean.

3. Tom and Anna are old friends.fiom ard Annaqrew

'

Exdmple @hvetsation

A: Hi. I'm Edga.
B: Hi, Idgar. I m Heidi. You look familiar.
A: Do you ever go to D dnce the Nighf Awal? I'm

see my

friends

as

we talk, and it's free.

I'm surc i! can be fun, but I like chatting online
better. With chat, you can do other things at the

rfu

B: I can see
some people like thnt, but its just
not for me. I lil(e to see people',s reactions. I guess
rl."r. u h) lju5( dor I get ul-yyou love blogging.

to meet newpeople, too. One time I
nlet a guy. It turns out ffe had three friends in
common, and wea both gone on the same siudy
abroad program. It really is a "small worId."

C: i like

Lessons5roBReview

1t


Lesson
Poge

I

9

What exactly is a. . . ?

22

c

Vocabulary

tCD

I

naclt231

A
Additional sentences.underlined.
Eric Yeah, l'm h uqgry too. Where do :
Eric l've been wanting
wantinq [ol.yrhe newsandwi.h
new

ffiflf#dlnnmfimiru1]fixflflmflirflX]lmm,lnlm
Ahswers will vary. s"mple a nswer.
NotatalltrLe Somewhattrue

place.

l.

1.
6.
7,
a.

Optional Activity

.

orgdn{ and ocalry4oured

tt!

l'ln not sure whatyou mean.by"loaattr-lour.edl,
l'\€ never heard of thin,hefoiel

3.

Have students define the differenae bdti{.een x
vegan and a vegetarian, providing the answer if
necessarl (A 1/e&'11 is a stdct vegetadanj a vcgan
doesnt eat dairy prr:ducts and doesn t use aDimal
products (such as leather). Some vegetarians eat
ch€ese and other dairy pioducts.)

'

is

luli

2.

.

A'l'heirlood

Have studerts dedu€e the two parts ofthe $,ord
lordr.rre. provicling the answer if n ecessar y.
lLoca for local a:nd rare as is used in rr,'niroi?,

hetbit'ore. A locatori is apermn liho tries t'o eat

locally-grown food whenever porsible. )
HJ\ e ,tudenl. dcrer n- ine \nw lo,ah) ^our.ed an/o, dvole dre djll.renl. prn\idints lhe dn.wer if
necassary (lo9all7 sqalced clescribes food r'hile a
loravore is a persoh)

4

Pronunciation

ICD

1,In.k?41

Have students ide[ti{y t}re wold! ir the exatnple
convenation in Language Booster Part B that should
be.stressed (for example, cant eat pizza, dietary
restrictions, what, meaD).

B
Exofiple conveBatioh

A: I'm a locavole, but iti kind of hard.
B: I'm not sure ho$, youonly eat Iocal food.
A: WeI1, I have a garden, and I go to the fsrmer,s
market eyery weekald.

5

Speakwith Confidence

B
Exomple:

A:

How did you answer the first itemi
B: IcheL(ed ''rot at rll ,rue be.arr*Inererea.

Answerswill vary. Satuple iinswer
Foods ),pu like E eai mdkies, pdrato
Foods you dont eat: li\,€r

junk foo.d.

chipj

Food!you eatfiequently:.hj.ken, vegetabtes
Fobds you should eat more often:fruits

Conversation
B

A
Exomple conve$otion

tCDl,Track22l

Julia wants to 90 to a

hambuise.restaurant

downiown.
Eria do€sa't wanr to

!o thlra be
and be(ause he doeint like rdreat jun

12

k

is a veqan,

food.

A:

I love to eatjunkfood.

B:

wllat

exacdy is iunk lood ra you?

Cookies, potato chips, stulllike that.
C: Do you eat that ldnd of foqd every day?
Yeah. I know it's I]ot good for rne, but 1 need the
energy to stuah. and \{'ork.

wh"t do l orr ne.n worll Do ) ou ndve J job
n'hile going to srhool?
Lesson 9


Lesson

10 ldecided to...
For cxample:

'I

Vocabutary

(Cetting rid ofa lot olpapers) sounds like a gooLl
idea, but (scanning) tak€s a lot

4
3. Tidy

oirime.

Listening

A

!p

taD

I

Tra.[ 25]

B
forgor whar dorhes she had and whatthey tooked tke
5 9et rid ofsome clothes and books
she hastoo mu.h ofeverything/her room s too sma I
to hold everyth ng she has

Exomple conversotion

A: I thirk clutter .an m:rke it hard to think.
B: I disagree. I don't lhink \'ou hi1\,.e to hale a neat

I

neaten up c oset
make it easierto flnd.lothes so she can de.idewhar
to wear more q!.k y
make roonr on bookshelf
bought new books and needed to make room for

home to think and be organized.

4

Optional Activity
Flave stu.lerrls get into palrs ard dis.uss hol'their

lanilr members deal w.ith clutter. For eriample, ,.l1.],
nron sa;,s 1ou shoukl neyer k)uch mnil thlce, sa she
n?e$ tlt mdiL a d tllen daes Nhdt sh,: re€ds b do

. r , ,,, ( '. . :' ,t.'o.:. i rt )

2

can neverfind anything in the desk

Optional Activity
Does Tina recll) hale class nor'? (No. IIer answer
is iust .r polite $.a) to sa,v she doesnt \ranr to help
Sandrr get organized.)

Conversation

A
B
Se€ answers abor.-Leo c eaned up his workstation and qot organlzed.
He got organized becaus€ hecou d neverfind
anything and he was always doing thlngs at the

Speak with Confidence

Answers will vary. Samp

L Cet

.omputer screen? 3

Leo:Yes, it is.Im always procrasrinating and dotng
things at the iasi minute, so tdecided to make a
s.hedule for myselfand stick to it.4
Leo Not really...And I think my desk is too neat now:

B


A: i decided I shoLLld gel a scanner.
B: Hor, would that help 1ou organiz€ your lite?
A: I could scan all the papers in lnv room and then

Language Booster

throw them at'ar

A
You

a.swer.

a

1

Exa mple

3

e

s.annerto organize papers on desk
2. Give ihe books l've read 1o frlends who wanfthem
3.Try on c othes and 9€t rid ofthose thardont fit
4. Eat food in my holse before lb!y newfood

MichelerHey, Leo.Yourdesk ls so neat now.2
A4ichele:Thatli greau And is rhar a calendar on your

night \\.ant to

have studenis

brainstorn

e\pressions to use irstead ofcxpressing approral.

C:

Since I can never lind the papen I need,
I dccided lo buI some l-ile lblders dnd file

c\.€rything ar!'a):
Lesson

t0

13