listen and speaking 1 and 2

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Listening &
Speaking

1&2

Instructor’s Manual

Cheryl Benz
Kara Dworak
Mary McVey Gill
Pamela Hartmann


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Copyright © 2000 Heinle & Heinle, a division of Cengage Learning, Inc.
Cengage Learning TM is a registered trademark used herein under license.
All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems—without the written permission of the
publisher.
For permission to use material from this text, contact us:
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Listening & Speaking 1 & 2

5

Table of Contents

Table of Contents
Tapestry Listening & Speaking 1 Instructor’s Manual
Note to Teachers

7

Using the Features of Tapestry
Listening & Speaking 1

7

Chapter Overview

7

Answer Keys, Listening & Speaking 1

10

Chapter 1: Meetings and Greetings
Chapter 2: Finding Your Way
Chapter 3: A Full Life
Chapter 4: It’s Raining Cats and Dogs
Chapter 5: To Your Health

Chapter 6: A Human Rainbow
Chapter 7: My Hero
Chapter 8: Get a Job!
Chapter 9: All in the Family
Chapter 10: The Future Is Now

10
11
13
14
15
17
18
19
22
23

Chapter Quizzes, Listening &
Speaking 1

24

Chapter 1: Meetings and Greetings
Chapter 2: Finding Your Way
Chapter 3: A Full Life
Chapter 4: It’s Raining Cats and Dogs
Chapter 5: To Your Health
Chapter 6: A Human Rainbow
Chapter 7: My Hero
Chapter 8: Get a Job!

Chapter 9: All in the Family
Chapter 10: The Future Is Now

24
26
27
28
30
32
34
36
38
40

Quiz Answer Keys, Listening &
Speaking 1

42

Teacher’s Script for Quizzes

45

Tapestry Listening & Speaking 2 Instructor’s Manual
Preface

48

Features of the Second Edition
On-going Chapter Features

Extracurricular Listening

49
49
50

How to Use a Sample Chapter

51

Answer Keys, Listening & Speaking 2

54

Chapter 1: The Whole World is Your
Classroom
Chapter 2: Change and Choice
Chapter 3: This Is Who I Am
Chapter 4: Health: Getting the Most
Out of Life
Chapter 5: When Cultures Meet
Chapter 6: What Do You Mean?
Thought and Communication
Chapter 7: Making Friends and
Finding Love
Chapter 8: Tell Me What I Want:
Advertising . . . and Shopping
Chapter 9: What’s in the News?
Chapter 10: Planethood

54
55
56
58
59
61
62
63
65
67

Chapter Quizzes, Listening &
Speaking 2
Chapter 1: The Whole World is Your
Classroom
Chapter 2: Change and Choice
Chapter 3: This Is Who I Am
Chapter 4: Health: Getting the Most
Out of Life
Chapter 5: When Cultures Meet
Chapter 6: What Do You Mean?
Thought and Communication
Chapter 7: Making Friends and
Finding Love
Chapter 8: Tell Me What I Want:
Advertising . . . and Shopping
Chapter 9: What’s in the News?
Chapter 10: Planethood

68

69
71
73
75
77
79
81
83
85
87

Quiz Answer Keys, Listening &
Speaking 2

89

Teacher’s Script for Quizzes

92


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Listening & Speaking 1

Note to Teachers

7

Note to Teachers
Tapestry Listening & Speaking 1 is a high beginning listening and speaking text for ESL/EFL students who are
still forming the foundation of their English knowledge.
Listening and speaking are integrated within the text, with
the primary focus on the students’ ability to react and respond to the material and to each other. When we chose
the topics for this text, we tried to consider the most immediate needs and interests of our students as well as what
students at this level were capable of discussing. Some of
the material may be challenging for your students, but the
tasks and activities are designed to maximize their success
while offering the most authentic language possible. Encourage students to make intelligent guesses and to become more comfortable with some ambiguity in their understanding. This will assist them in being more successful
in their encounters with English outside your classroom.

Using the Features of
Tapestry Listening & Speaking 1
There are several standard features and activities that will
appear in every chapter of this text. These include:
Title page photo or art with accompanying activity;
Setting Goals;
Getting Started;
Language You Can Use;
Using New Language;
Listening Activities;
Speaking Activities;
Language Learning Strategies;
Academic Power Strategies;
Tuning In with CNN® Videos;
The Sound of It;
Readings;

Write About It;
Culture Notes;
Threads;
Putting It All Together;
Test-Taking Tips;
Check Your Progress.
While they are included in every chapter, these features
will not always appear in the same order. Using different
sequencing allows for a natural flow from one activity to
the next depending on chapter content, while still providing certain recognizable activities to create cohesion and
make students feel more comfortable.
The following chapter overview provides a detailed
explanation of the purpose of each activity or feature,
guidelines for how to use the activity or feature, and suggested time allowances. When considering the time allowances, please remember that these are only suggestions
and may need to be modified depending on the level of
students and classes, and the length of the class period.

It should also be noted that many of the topics can be
done in several ways with students working individually,
in pairs, small groups, or as a whole class.

Chapter Overview
Title page photo or art with accompanying activity: The
photo and an activity, which is usually made up of series
of questions, is the first introduction of the chapter topic
and content. It serves to build schema and to provide students with an accessible way to engage in the topic.
Suggested time allowance: 5 minutes
Setting Goals: Each chapter will have a clearly stated list
of objectives for students to work on. These come immediately after a brief introduction to the chapter and help
students focus on the work to come, gearing their efforts

towards reaching specific listening and speaking language
objectives. The instructor could have students read the
goals out loud and perhaps discuss each goal briefly to
make sure all students understand what they will work to
achieve throughout the chapter.
Suggested time allowance: 5–10 minutes
Getting Started: This activity can take many forms, from
questions or statistics to discussions to a preview of the
chapter. The purpose is to provide a warm-up activity for
students and to help them begin to see what they’ll be
learning.
Suggested time allowance: 5–10 minutes
Language You Can Use: In this section, students are presented with expressions to use to fulfill the language functions of the chapter. Examples will be presented and the
instructor may choose to model the function and provide
further examples, perhaps using previous class discussions
or situations. Students should have time to ask questions
and repeat the examples in order to allow for both self
checking and instructor checking of intonation, syntax, etc.
Suggested time allowance: 10–15 minutes
Using New Language: This application activity will always
follow the Language You Can Use activity. The purpose of
Using New Language is to allow students to quickly apply
what they have learned. This activity will usually be done
with a partner or in a small group.
Suggested time allowance: 10–15 minutes
Listening Activities: Listening activities will fulfill at least
one of two goals. First, in addition to using the target language in speaking activities, these activities provide an opportunity for students to hear target language in different
contexts and check their comprehension. Second, listening
activities will provide practice for learning strategies that
focus on listening skills. Listening activities will typically

be broken into three components: Getting Ready to Listen, a brief introduction to the listening passage which


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Instructor’s Manual

may include predicting, vocabulary acquisition, or other
pre-listening activities; Listen, in which students listen to
the passage on audio cassette and may be asked to complete cloze exercises, listen for distractors, answer questions, or choose correct responses; and After You Listen,
in which students are asked to either complete an activity
to demonstrate their comprehension of or opinions about
what is in the listening passage or discuss the topic further.
The instructor should carefully go over directions for each
of the three parts of the activity, making sure that students
know what is expected each step of the way so that they
can then concentrate on the listening passage.
Suggested time allowance: 15–20 minutes
Speaking Activities (for example, role-playing): Each chapter will include speaking activities designed to provide an
opportunity for students to use vocabulary, language functions, and knowledge of the content area of the chapter.
These exercises will often move from more structured
tasks to more communicative tasks. Such exercises may
include information gap activities, “find someone who”
activities, games, role plays, skits, discussions, or brief
presentations. The types of activities will vary from chapter to chapter.
Suggested time allowance: 20 minutes

Note: The four previous chapter activities may appear
more than once within a chapter, depending on the
amount of new language and number of functions presented within the chapter.

mediately be applied to an activity and students will see
how to practically incorporate the strategy to academic activities or situations by following the steps in Apply the
Strategy. The instructor may wish to have students read
the strategy themselves, or the instructor can review the
strategy with the whole class, discussing the application
steps as part of the activity instructions.
Suggested time allowance: 5–10 minutes
Tuning In: This listening exercise will be based on a CNN
video clip. The video clips will usually be 2–3 minutes in
length and will address the topic of the chapter. Since the
pace of the video clip may be quite fast for some students,
it may be necessary to play the clip several times. The focus should always be on the task they have been given,
which is designed to be achievable for students at this
level. Students will need to learn to focus on their task and
not worry about language they cannot understand at this
time. The chapter can be completed without using the
video clip if access to a TV and VCR is limited.
Suggested time allowance: 15–20 minutes
The Sound of It: This is the pronunciation component of
the chapter, targeting areas such as reductions, stress, intonation, or individual sounds that prove to be difficult for
most students at this level. Students will listen to the audio
cassette and respond by completing the activities in their
textbooks.
Suggested time allowance: 5–15 minutes depending
on the number of activities and number of times
students need to listen

Language Learning Strategies: There will be two Language
Learning Strategies in each chapter. These strategies give
information about specific things students can do to maximize their own language learning. Strategies may focus on
ways to deal with cultural issues, non-verbal communication, suggestions for improving comprehension, ways to
increase participation, tips for using target language outside of class, etc. Each Language Learning Strategy will be
incorporated into a specific listening or speaking activity,
with steps outlined in Apply the Strategy. These application steps will show students how using the strategy can
help them to communicate and learn more successfully.
The instructor may wish to have students read the strategy
themselves and then discuss the application steps as part
of the directions for the activity, or the class can go over
the strategy together, perhaps even generating additional
suggestions for ways in which the strategy can be applied
outside the classroom environment.
Suggested time allowance: 5–10 minutes

Reading: The reading may be an article or excerpt from a
newspaper, magazine, or book. In addition to providing
examples of good writing and generating opportunities to
integrate skills, the reading will be a jumping-off point for
listening and speaking activities. The reading will address
content, however, rather than language, and is geared to
enhancing conversational fluency and comfort and familiarity with the topic. There is a Getting Ready to Read activity, consisting of questions for discussion, predictions,
or vocabulary to help students understand the reading; the
actual reading passage; and an After You Read activity
which provides the opportunity to demonstrate comprehension, discuss what they have read, and work with new
words or idioms. The instructor may wish to have students
read silently or read out loud with the whole class. Alternately, the reading passage may be assigned as homework
to prepare for class.

Suggested time allowance: 30 minutes maximum

Academic Power Strategy: There will be one Academic
Power Strategy in each chapter. Academic Power Strategies provide information about specific things students can
do to maximize their own success in the classroom/academic environment. Such strategies may address areas
such as study skills, culturally appropriate classroom behaviors, or time management skills. Each strategy will im-

Write About It: The purpose of this activity is to give students an opportunity to integrate skills. This activity may
come in response to previously presented material or activities, or may lead up to new ones. It may take the form of
a letter, a series of sentences using the target language, filling in a form, a response to a question about the content
of the chapter, or a paragraph about their experiences. The


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Listening & Speaking 1

form and use of this activity will vary from chapter to
chapter. The instructor may want to assign it for homework and/or have students turn the work in for feedback
and response.
Suggested time allowance: 10 minutes
Culture Notes: These notes are scattered throughout chapters in the text and serve to highlight situations when culture has a direct impact on the communication process.
Culture Notes may relate to an activity or may discuss
ways in which culture influences language usage and appropriateness. Students can add their own ideas and cultural values to those discussed in the note. Culture Notes
can even be used as additional discussion activities or as
prompts for tape or written journal entries outside of
class.
Suggested time allowance: The time will vary
depending on how the note is used, with 5–10
minutes being acceptable for a brief pair or class

discussion and more time being allowed for writing
assignments or tape journal entries.
Threads: Threads are placed in the margins of the text and
appear in two forms—quotes and facts. Factual threads
provide information relating to the topic focus of the
chapter and may support information which is presented
in a general way in a listening passage, reading passage,
video clip, or discussion activity. Quotes can be used to
stimulate conversation, work on paraphrasing skills, or as
prompts for tape journal entries. However, it is not necessary for the instructor to use Threads as part of the classroom lesson plan.

Note to Teachers

9

Suggested time allowance: The time will vary depending on how the thread is used. The instructor
may wish to point out facts that are relevant to an
in-class activity. More time would be allowed for
discussion of quotes or to complete writing activities or tape journal entries.
Putting It All Together: These culminating activities allow students to apply much of what they have learned
throughout the chapter and give them opportunities for
more practice. Students may be asked to respond to questions, complete dialogues, respond to language prompts,
and list ways they can apply Language Learning Strategies
and Academic Power Strategies they have studied in the
chapter. Instructors can assign one or all of the activities or
may wish to offer them as an option to students looking
for more practice.
Suggested time allowance: 10 minutes
Test-Taking Tips: There will be one Test-Taking Tip in
each chapter. Tips offer students practical steps for improving their test results in this and other classes. Some

tips are aimed at improving students’ oral testing skills,
while others are aimed at improving their written testtaking abilities.
Suggested time allowance: 5 minutes
Check Your Progress: This final activity is a brief self-assessment. Students will re-examine the goals stated in Setting Goals at the beginning of the chapter and decide how
successfully they have met these goals by completing the
chapter activities.
Suggested time allowance: 5 minutes


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Chapter 1: Meetings and Greetings
x Formal or Informal Language?, page 4
F
I
F
F
I
depends on relationship

speaking with a boss or
manager at work
talking to your brothers
and sisters

talking to your teacher for
the first time
speaking to an older adult
speaking to classmates
meeting someone for the
first time

x Getting Ready to Listen, page 13
1. Usually slowly.
2. Usually quickly.

x Listening 3: Listen for Rate of Speech, page 13
Formal
In a Museum

X

In a Supermarket

Informal

X

x Listening 1: Formal and Informal Introductions, pages 4–5

In the Student Union

X

Top row, left to right: I ,F, F

Bottom row, left to right: I, F

At a Holiday Dinner

X

At the Front Door

All statements are true.

X

In a Professor’s Office

x Getting Ready to Listen, page 6

X

x Listening 2: Formal and Informal Dialogues, pages 6–7
At a Party
George is too formal.
In the Classroom
Mike is too informal.
In the Cafeteria
Stephanie is too formal.
At Home
Patrick is too informal.

x The Sound of It: Reductions, page 14

x Try It Out, page 8

x Vocabulary Building, page 18

Suggested Situations
1. Classroom the first day of class, meeting other students
2. At a party, meeting new people
3. At a business meeting, meeting other business people
4. At the office, meeting clients
5. At your home, meeting new neighbors
Using New Language, pages 12–13
Formal
Good morning.
Hi, how are you? (could also be informal)
Hi, it’s nice to see you. (could also be informal)
Good afternoon.
Hello, how are you today?
Good evening
Hello. How have you been?
Informal
Hey, how’s it going?
Hi, how are you? (could also be formal)
Hi, it’s nice to see you. (could also be formal)
Hi! How’re you doing?
Hey, what’s new?

a.
b.
c.
d.

e.
f.
g.

How are you doing?
How is it going?
What is happening?
How are you?
How have you been?
It’s nice to see you.
How about you?

/How ya doin’?/
/How’zit goin’?/
/What’s happ’nin?/
/How’r ya?/
/How’v ya been?/
/It’s nice ta see ya./
/How ’bout you?/

1. a
2. b
3. b

x Tuning In: “Empty Nest,” pages 21–22
1. They feel happy and sad at the same time.
2. They are proud and happy for the step that their children are taking, but at the same time they are sad to
see them leaving home and going away.
(Answers to the following may vary—approximate numbers are fine. The purpose is just for them to become more
conscious of the gestures.)

Gesture

Number of Times

Shaking hands

1

Kissing

1 or 2

Hugging

5 or 6

Holding hands

3

Putting an arm around each other

1


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Listening & Speaking 1

Chapter 2

11

Chapter 2: Finding Your Way
x Vocabulary Building, page 30

x Using New Language, pages 33–35

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Train depot to Nealon Park
From the train depot you want to take Santa Cruz Ave. toward El Camino Real. Follow Santa Cruz Ave. for about a
half mile. You’ll pass many stores and a bank on the left.
Take a left on University Drive. Go four blocks on University until you get to Middle Ave. Take a left onto Middle.
The park is on your left.

b
e
h
a
j

i
c
d
f
g

x After You Read, page 31
1. Less traffic and less pollution.
2. Because of the way that riders tap the roof to be
dropped off.
3. Paris, Mexico City, and Tokyo all have subways.
4. In France.
5. Answers will vary.
6. Answers will vary.

x Tuning In: “The Sparrow,” pages 31–32
Answers to the following may very depending on students’
opinions. Encourage the students to guess if they’re not
sure about the Sparrow. (The video is a bit challenging.
One of the purposes of the video is to help students become more comfortable making intelligent guesses and becoming more tolerant of ambiguity while listening.)
Cars

Motorcycles

Sparrow

Easy to park

X

X

Cheap to buy

X

Cheap to drive

X

Uses gas

X

X

Uses electricity
Warm and dry
in all weather

X

X
X

Easy to use in traffic

X
X

Safe to drive

X

x A Campus Map, pages 35–38
1.
2.
3.
4.
5.

You will find the Physical Education building in 5G-H.
The library is in 3E.
Parking lot 1 is in 2A.
The building code for the Bookstore is BKS.
There are 7 parking lots.

x Listening 2: Asking for directions, pages 38–39
New student:

Excuse me? Can you tell me how to get to
the Language Arts building?
Student:
Sure. Follow Campus Center Walk past
the Campus Center. Then, bear right onto
the bridge.
New Student: I’m sorry. Bear right?
Student:
Walk a little to the right but don’t turn
right all the way. Take a left after the

bridge. The Language Arts building is the
first building on the right. It’s across from
the Physical Education building.
New student: Okay. So, I take Campus Center Walk past
the Campus Center. I bear right onto the
bridge. I turn left after the bridge, and it’s
the first building on the right.
Student :
You got it!
New student: Thanks a lot.
Student:
No problem.

x Where is the Destination?, page 41

X

Can carry a passenger

X

Nealon Park to the library
From Nealon Park, take Middle Ave. toward El Camino
Real. Turn left onto El Camino and go three blocks. Take
a right at Ravenswood. You’ll know it because you’ll see a
big bookstore on the corner of Ravenswood and El
Camino. Take the first right past the railroad tracks.
That’s Alma. The library is on Alma, on your left.

X

x Listening 1: Following Directions, pages 32–33
From San Francisco, take highway 101 south. Continue
south for approximately 20 miles. Then, take highway 85
south. Go south on 85 for about 7 miles. Take the
Saratoga Ave. exit west. Continue on Saratoga Ave. for
two blocks. Turn left at the first traffic signal onto Fruitvale Ave. Make another left on Allendale Ave. past the
church. Take the second right into the campus parking lot.

1. a
2. b
3. c
Language Learning Strategy, pages 42–43

x Apply the Strategy, page 43
Teacher Commands
turn left
turn right
go straight
go forward


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stop
turn around
stand next to the
stand across from the
stand behind the

x The Sound of It: Syllable Stress, page 46
1
2
3
4
5

drive
college
directions
automobile
university

walk
parking
professor
information
administration

Listen for Syllables
1 class
4 television
2 campus
3 library

3 studio
2 study

car
commute
commuter
community
opportunity

Syllable Stress
drive
college
directions
automobile
university

walk
parking
professor
information
administration

car
commute
commuter
community
opportunity

Listen for Syllable Stress
Does this sound all too familiar? Are you one of the millions (2) of Americans who spends too much time in your

car commuting (3)? Well, the Community (4) Transportation Service is here to help you. We have information (4)
about a variety of transportation (4) alternatives. What
about taking the train (1)? Riding the bus? Using your
bike (1) or your feet? We can give you public (2) transportation information or help you find people (2) to share
the ride in your automobile (4).


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Listening & Speaking 1

Chapter 3

13

Chapter 3: A Full Life
x Vocabulary Building, pages 54–56

x The Sound of It: Sentence Stress, pages 67–69

1–10. Students’ guesses will vary.
1. c
6. g
2. f
7. j
3. h
8. d
4. b
9. a
5. e

10. i

Stressed Words
love

X
X
X
X

How do teachers feel about having older students in
their classes?
They like having older students.
They don’t like having older students.

X

x Listening 1: Talking About Schedules, page 60
1.
2.
3.
4.

a
a
b
a

on

favorite

the

movie

our

Star Wars

is

Sentence Stress Practice
Mio: Do you like to play sports?
Lissy: Yes. I often play sports on the weekend.
Mio: What kind of sports do you play?
Lissy: I play soccer with friends on Saturdays. On Sundays I sometimes go for hikes in the mountains.

x Listening 3: An Automated Phone Service, pages 69–70
1.
2.
3.
4.
5.

two
three
two
four
one

x Listening 4:Listen for the Topic, page 72

x Listening 2: Morning Person or Night Owl?, pages 64–65
Alex:
Manuel:
Alex:
Manuel:
Alex:

Manuel, you’re not going home now, are you?
Sorry! I have to get up early in the morning.
But it’s only eleven o’clock!
I’m usually asleep by eleven!
Not me. I always stay up late. I often work late
at night.
Manuel: You must be a real night owl. I guess I’m a
morning person.
Alex:
A morning person?
Manuel: Yeah. I always get up early in the morning. I
usually study for a few hours in the morning before I go to work.
Alex:
Oh. I never study in the morning. My brain
doesn’t work that early!
Manuel: And I never study at night!
Language You Can Use: Adverbs of Frequency, page 65
always
usually

we

weekend

to have something to do
to succeed at work
to get a better job
to keep learning
because colleges and universities are trying to get
older students to come
to learn the newest information for their jobs

the

go

Older adults are going back to school . . .

to

often

x Tuning In: “Going Back to School,” page 59

to

movies

1. See paragraphs 1 and 2.
2. See paragraph 3.

3. See paragraphs 4 and 5.

we

go

x After You Read, pages 58–59

Unstressed Words

often
sometimes

rarely
never

Conversation One (at a bus stop)
the weather
Conversation Two (at a party)
work
Conversation Three (in a café)
school
Conversation Four (in line at a movie theater)
the movies
Conversation One (at a bus stop)
It looks like rain.
Conversation Two (at a party)
So, what do you do?
Conversation Three (in a café)
Are you a student?

Conversation Four (in line at a movie theater)
Are you going to see City of Angels?


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Chapter 4: It’s Raining Cats and Dogs
x Listening 1: Talking About the Weather, pages 80–81
Photo 1: Conversation 2
Photo 2: Conversation 3
Photo 3: Conversation 4
Photo 4: Conversation 1

x Listening 2: A Weather Report, page 84
The following statements are true:
It is spring.
It is going to rain in Vancouver.
It will rain a lot in Nova Scotia.

x Getting Ready to Read, page 91
2 The sun controls the weather in different parts of the
world.
4 The sun causes rain and other precipitation.
1 The sun causes all kinds of weather.

3 The sun causes wind.

x Vocabulary Building, page 95
Across
3. raindrops
4. causes
8. equator
10. breeze
12. gale
14. liquid
15. mountain

Down
1. brightest
2. poles
5. weather
6. sun
7. power
9. elevation
11. hail
13. vapor

x Tuning In: “Global Warming,” page 96
The following are sample answers for the graphic:
Global Warming
How do we know the earth is getting hotter?
• People are sweltering.
• Nine of the hottest years on record have occurred in the
past eleven years.
• 1997 was the hottest year on record.

• Each month in 1998 has been the hottest on record.
What causes global warming?
• Burning coal, gasoline, and other fuels.
• Carbon dioxide is released into atmosphere.
• Atmospheric blanket develops.
• Average temperatures rise.
What can we do about global warming?
• Burn less coal.
• Drive cars less.


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Listening & Speaking 1

Chapter 5

15

Chapter 5: To Your Health
x Listening 1: Talking About Symptoms, page 112
Conversation One
 a backache
Conversation Two
 a sore back
 a stiff neck
Conversation Three
 a stuffy nose
 a cough
 a fever

Conversation Four
She has a fever.
She feels sick to her stomach.
Conversation Five
His head hurts.
He feels tired.
Conversation Six
Mary and Doug have a rash.
They feel really itchy.

x Listening 2: Giving Advice, page 113
His friend:
You could drop a class.
His mother:
You should stop eating junk food.
His doctor:
You have to stop smoking.

x Strong Advice or Suggestion?, page 114
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

S
A
A or S
A or S
A
S
A
S
S
A

x Listening 3: Making an Appointment, pages 116–117
1. a
2. b
3. a
4 a
Susan:

Hello. Doctor Basso’s office. This is Susan.
May I help you?
Ms. Kim: Hello. This is So-Young Kim. I’d like to make
an appointment with Dr. Basso.
Susan:
What seems to be the problem, Ms. Kim?
Ms. Kim: Actually, I’m not sick. I’d like to come in for
my yearly checkup.

Susan:
Ms. Kim:

Susan:
Ms. Kim:
Susan:
Ms. Kim:
Susan:
Ms. Kim:
Susan:

Ms. Kim:
Susan:
Ms. Kim:

OK, fine. Dr. Basso has some time next Thursday. Is that day good for you?
Let me see. Thursday. Actually, Thursday isn’t
good for me. What about the following Tuesday?
Yes. We have openings on Tuesday. How about
Tuesday then?
Yeah. Tuesday would be just fine. What time?
We have an opening at 4:15.
4:15 sounds good.
OK. Can you spell your name?
Kim. K-I-M. First name So-Young. S-O Y-O-UN-G.
All right, Ms. Kim. We have you scheduled to
come in next Tuesday, March 17 at 4:15.
You’ll see Dr. Basso for a checkup. Is that
correct?
Yes. Thank you.
You’re welcome. See you next Tuesday.
See you Tuesday.

x Listening 4: Talking to a Doctor, pages 118–119
Part 1
The student has a bad cold.
Part 2
1. You must sleep more.
2. You have to eat better.
3. You should exercise more.

x Vocabulary Building, page 120
1.
2.
3.
4.
5.
6.
7.

F
T
T
F
F
T
T

x After you Read, pages 120–121
Exercise can help in ALL the situations listed.

x Listening 5: Exercise Information Line, page 122
Sequence Words and Phrases

Reasons Why People Don’t Exercise

1. The first problem . . .

No time.

2. Next . . .

No money.

3. The third most common reason . . .

Too tired.

4. Fourth . . .

Bad weather.

5. Finally . . .

Embarrassed.


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Instructor’s Manual

Reasons

Solutions

No time

You should take two or three short walks every day

No money

You don’t have to join a gym. Walk.

Too tired

Exercise every day—it will give you energy.

Bad weather

Exercise inside.

Embarrassed

Don’t feel bad; you should feel great!

x Tuning In: “Snacking,” pages 124–125
As millions and millions bite into snack foods, snack food
companies are taking an impressive bite out of the American food dollar. 98% of people in the USA snack at least
once a day. So this is truly an American pastime. And as

the insatiable number of snack food choices keep growing,
people keep eating more. And more. And more than ever
before.
Last year, Americans spent 56 dollars on snack foods
and that equates to about 21 and a half pounds per person. And here’s another statistic to swallow. More than 15
billion dollars’ worth were crunched and munched in
1994.
1.
2.
3.
4.

a
b
a
a

x Listening 6: Staying Healthy, pages 125–126
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Exercise everyday.

Get enough sleep.
Eat green things.
Don’t smoke.
Don’t drink a lot of alcohol.
Wear a seat belt.
Drink lots of water.
Visit your doctor for regular checkups.
Reduce stress.
Spend time with friends and family.

x The Sound of It: Pronouncing the /th/ Sound, pages 126–127
1.
2.
3.
4.
5.
6.

sigh
thin
throat
tree
tenth
mouse

You have heard ten ways to stay healthy. We hope you
will remember these and follow our advice. First, exercise
every day. Second, get enough sleep. Third, eat green
things. Fourth, don’t smoke. Fifth, don’t drink a lot of alcohol. Sixth, wear a seatbelt. Seventh, drink lots of water.
Eighth, visit your doctor for regular checkups. Ninth, reduce stress. Tenth, spend time with friends and family.

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Listening & Speaking 1

Chapter 6

17

Chapter 6: A Human Rainbow
x Listening 1: Listen for Details, page 135
1.
2.
3.
4.
5.

They are both twenty years old.
Kim lives with her parents, and Angela does too.
Kim’s family is like Angela’s family.
They have the same number of brothers and sisters.
Angela studies as hard as Kim.

Using New Language, page 136
1.
2.
3.
4.

Kim likes rock music, and so does Angela.
They have similar hair color.
Kim is like Angela.
Kim is happy, and Angela is too.

The following examples use the “be” verb:
1. Kim and Angela are alike.
2. Kim is like Angela.
3. They are the same height.
4. They are both happy.
5. Kim is happy, and Angela is too.
6. Kim’s hair is as dark as Angela’s hair.
7. Kim is as tall as Angela.
The following examples use other verbs:
1. They have similar hair color.
2. They like the same music.
3. Kim likes rock music, and so does Angela.
The following examples use “as . . . as”:
1. Kim is as tall as Angela.
2. Kim’s hair is as dark as Angela’s hair.

x Talk About It, page 137
Sample answers:
Ben is an only child, and so is Greg.
They are both only children.
Ben has short hair, and so does Greg.
They both have short hair.
Ben’s hair is as short as Greg’s.

x Talking About Graphs, page 139

1. “Foreign-born” means “not born in the United
States,” or “born in a country other than the United
States.”

2. In 1910, about 15% of the population was foreignborn. This was the largest percentage from
1900–1990.
3. In 1970, about 5% of the population was foreignborn. This was the smallest percentage from
1900–1990.
4. It appears that the percentage of citizens who are
foreign-born has been increasing since 1970.
5. The graph probably only shows figures for each
decade because there is too much variation from year
to year. It just gives the average for each decade.

x Listening 2: Immigration, page 141
1. Before 1860, most people were farmers.
2. Cities grew bigger because of the large numbers of
immigrants.
3. Immigrants lived in neighborhoods where they could
speak their native language.

x Tuning In, page 147
1. They are unemployed scientists and engineers who
don’t know how to present themselves at interviews
in the United States.
2. They are from countries of the former Communist
bloc, such as Romania.
3. They are using headhunters and attending workshops
to learn how to present themselves at interviews.
4. They need to adjust to American values and customs.

x After You Read, page 150
1.
2.
3.
4.
5.
6.
7.
8.
9.

CANADA
IMMIGRANT
FLAVOR
CELEBRATION
INTERACT
SALAD
OPEN-MINDED
CREATIVE
HOLIDAY


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Chapter 7: My Hero
x Listening 1: Heroes, page 161
Description 1: Florence Griffith Joyner
Description 2: Bob Marley
Description 3: Celine Dion
Description 4: Sammy Sosa
Description 5: Hillary Rodham Clinton

x Vocabulary Building, page 167
1.
2.
3.
4.
5.

b. make money
a. everything turns out well
a. Superman comics were in the newspaper
b. keeps the truth from everyone
a. strange

x Listening 2: Superman, pages 165–166

x Tuning In: “Super Barrio!,” page 167

Superman
1. tall
2. strong
3. broad shoulders

4. dark hair

Typical Superhero
1. a man or woman with strong muscles
2. is not overweight
3. defends truth and justice
4. stops planes and trains

He wears
1. blue tights
2. red cape
3. big “S”

x Guess the Meaning, page 168

He can
1. fly
2. see through walls
3. bend a steel rod
Clark Kent
1. Superman
2. quiet
3. newspaper reporter

1.
2.
3.
4.
5.
6.

a. a superhero
a. isn’t in shape
b. a man who helps poor people
b. didn’t finish high school
b. poor people
b. present a statue

x Listening 3: Personal Heros, page 173
Dr. Martin Luther King
• won the Nobel Peace Prize
• against racism
• was peaceful

Clark wears
1. not blue tights
2. business suit
3. glasses

Mother Teresa of Calcutta
• helped poor people
• won the Nobel Peace Prize
• helped sick people
• was peaceful

Lois Lane
1. intelligent
2. beautiful
3. good reporter

Navajo Code-Talkers
• soldiers
• are well-known by Native American people


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Listening & Speaking 1

Chapter 8

Chapter 8: Get a Job!
x Listening 1:Talking About Work, page 185
Felix:






He works in an office.
He knows how to type.
He writes reports for his boss.
People ask Felix for appointments.
He doesn’t like his job.
He finishes work at the same time every day.

Claudia:
She starts work at the same time every day.
Claudia stays in shape by jogging and swimming.

 Being in good shape is important in her job.
 Claudia likes her job.
 She thinks her job is important.
 Sometimes she helps injured people.
Bernice:
Bernice only works at night.
 The restaurant is usually busy.
She has an easy job.
 Bernice works hard.
 She gets tired at work.
She likes her job.
Using New Language, pages 186–188
1. Bobbi McCaughy is a mother.
She has eight children.
She takes care of her children.
She cooks food.
She feeds the babies.
She cleans house.
She reads her children stories.
2. Jackie Chan is an action movie hero.
He makes movies.
He catches bad guys.
He uses martial arts.
He makes people laugh.
3. Prince William and Prince Harry are students.
They go to school.
They study.
They read books.
They write papers.
They play soccer.

4. Ricky Martin is a singer.
He sings.
He dances.
He makes recordings.
5. Penn and Teller are magicians.
They do magic tricks.
They tell jokes.
They entertain people.

6. Mark McGuire is a baseball player.
He throws balls.
He catches balls.
He hits home runs.
7. Cokie Roberts is a reporter.
She works in Washington, D.C.
She reports news.
She interviews politicians.
8. Bill Gates is a businessperson.
He owns Microsoft.
He sells computer software.
He runs a big company.

x The Sound of It: Three Different Ways to Say s, page 189
/s/
1.
2.
3.
4.
5.
6.

7.
8.

works
makes
thinks
helps
cooks
keeps
takes
treats

/iz/
1.
2.
3.
4.
5.

prices
watches
teaches
washes
fixes

/z/
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
11.

drives
lives
buys
sells
does
repairs
phones
builds
sees
delivers
reads

x Pronunciation Practice, page 190
A doctor:
treats patients.
helps people get well.
reads a medical record.
writes a prescription.
keeps a medical record.
gives patients advice on how to stay healthy.
listens to patients.
reads a medical book.

19


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A sales clerk:
counts money.
gives change.
phones customers.
answers questions from customers.
sells products.
puts price tags on merchandise.
talks to customers.
A mechanic:
repairs cars.
fixes engines.
checks for mechanical problems.

x Grouping Words by Type, pages 191–192
“or”
1. Doctor
2. Business Administrator
3. College Professor

4. Actor
5. Auditor
“ist”
1. Dentist
2. Marketing Specialist
3. Physical Therapist
“ian”
1. Comedian
2. Musician
3. Librarian
“er”
1. Elementary School Teacher
2. Medical Records Transcriber
3. Truck Driver
4. Mail Carrier
5. Dispatcher
6. Secondary School Teacher
7. Firefighter
8. Corporate Trainer
9. Police Officer
10. Dancer
11. Bus Driver
12. Taxi Driver
13. Corrections Officer
14. Bank Teller
others
1. Professional Athlete
2. Accountant
3. Actress
4. Principal

5. Nurse
6. Pilot

x Grouping Words by Meaning, page 192
Medical Careers
1. Doctor
2. Medical Records Transcriber
3. Dentist
4. Nurse
5. Physical Therapist
Education Careers
1. Elementary School Teacher
2. College Professor
3. Secondary School Teacher
4. Principal
5. Librarian
Entertainers
1. Professional Athlete
2. Actress
3. Comedian
4. Dancer
5. Actor
6. Musician
Business Careers
1. Business Administrator
2. Accountant
3. Marketing Specialist
4. Corporate Trainer
5. Bank Teller
6. Auditor

Transportation Careers
1. Truck Driver
2. Dispatcher
3. Bus Driver
4. Taxi Driver
5. Pilot
Public Service Careers
1. Mail Carrier
2. Firefighter
3. Police Officer
4. Corrections Officer

x Tuning In: “Tech Worker Shortage,” page 193
Answers will vary.

x Listening Activity, page 194
Blond woman with glasses. = 40 openings
Young man in tie. = 50 openings
Brunette woman with glasses. = 240 openings
Woman wearing a white shirt. = 2002 openings
Woman with short, blond hair. = well over 200 openings


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Listening & Speaking 1

x Listening 2: A Career Plan, pages 195–197
Steps in Making a Career Plan
Here are some easy steps to follow to plan your career.

If you follow these steps carefully, you will be succesful.
1. Do a Self-Assessment:
First, you should do a self-assessment. A selfassessment is a way to find out about yourself. A selfassessment helps you find out about your interests,
skills, and personality. You can do this by taking a
formal survey, or by writing down the things you like
to do and the things that you are good at.
2. Gather Information About Different Occupations:
Second, you should gather information about different occupations. There are many books and magazines that tell about different jobs. Find these books
and study them. Who knows? You may find out
about a job that you did not know existed. You
should also talk to people about different kinds of
jobs. Talk to people who are doing the job you are interested in, or talk to your teacher or counselor at
school. The books and people can help you find out
two important things: how much time it will take to
study for your career and what is the best way to get
the education and training you need. This will also
help you decide if you have the time and the money to
reach your career goal.
3. Get the Skills You Need:
The third thing you have to do is to get the skills
you need. You can do this by getting more education
at a college, university, or technical school or by learning on the job.

Chapter 8

21

4. Learn How to Find a Job:
The final step is to learn how to find a job. Once
you finish your training, you cannot sit and wait for

jobs to come to you. You must show what you know
in a job interview. You also need to present yourself
in a résumé.

x Vocabulary Building, pages 201–202
Across
2. clearly
5. mathematics
7. ethics
8. neat
9. honest
Down
1. flexible
3. fraction
4. percent
6. solve
Using New Language, pages 205–206
Is your group ready to make a presentation?
Yes, we are.
Where were you when the accident happened?
I was standing on the corner.
Would you like to see a movie this weekend?
Sure!
Can you work on weekends?
Yes, I can work on weekends.
When will you clean your room?
I’ll do it right now.


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Chapter 9: All in the Family
x Getting Started, page 214

a belly:
to crawl:
to grab:
a collar:
heroism:

Grandmother Grandfather Grandfather Grandmother
Aunt Uncle Mother Father Aunt/Uncle
Cousin Brother/Sister You Sister

x Listening 1: Talking About Family, pages 215–216

After You Read, page 222

Part 1
1. b
2. a
3. a

1.

2.
3.
4.

Part 2
4. b
5. a
6. b
7. b

Part 1
Her name is Emma.
She’s two years old.
She’s scared of dogs.
She loves fish.
She’s small.
She’s playful.




Her name is Luce.
She takes a walk every day.
She’s very big.
She eats a lot.
She loves her toys.
She likes to play with other dogs.






x Listening 3: Pet Statistics, pages 218–219
1.
2.
3.
4.
5.

1.
2.
3.
4.

a
b
c
c

x Tuning In: “Looking for Love,” pages 223–224




an ad on the wall of a café
an ad in the newspaper
a flyer given to people on the street
a commercial on TV
a billboard on the highway

x The Sound of It: The Simple Past /-ed/ Sound, page 226
Listen for /-ed/ Endings

Part 2



a
a
b
b

x Listening 4: How People Meet, page 223

x Listening 2: Talking About Pets, pages 217–218



i
h
c
e
g

b
c
a
c
c

Simple Past

1. study
2.

knocked

3.

asked

4. talk
5.

x Vocabulary Building, pages 219-220
frozen:
to break:
a cry:
to struggle:
to appear:

Simple Present

f
j
d
a
b

Listening Practice

1. /id/
2. /d/
3. /d/
4. /id/
5. /t/

decided


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Chapter 10

23

Chapter 10: The Future Is Now!
x Getting Started, page 234
1. A
B
C
D

3.
4.
5.
6.
7.

motor = engine
two different kinds of fuel = bi-fuel
a little = a few
limited range = distance
gas = fuel

x Listening 1: Toys of the Future, page 235

x Read, pages 241–242

Toys of the Future
Amazing Amy Doll
interactive
talks
wakes up
acts tired

How Electric Cars Work
The basic mechanics of electric cars are simple. They are
just cars with electric motors. They have electric batteries
instead of a gas tank. The major attraction of electric cars
is that they can be recharged at an electric outlet. They
don’t make pollution, and they use no gasoline.

Chuck My Talkin’ Truck
toy of the future
dump truck
talks
makes “truck” noises

Problems with Electric Cars
The technology for electric cars is getting busy. At first,
electric cars did not go very fast. Now some electric cars
can drive 75 miles per hour or more. There are still some
problems with electric cars. Most electric cars have limited
range. They can go only a short distance before they need
to be recharged. However, most can go about 60 miles on
one charge. The future of electric cars looks bright. Scientists will make improvements to these batteries. Another
problem is that electric cars are more expensive than gasoline-powered vehicle. Most people think the price of electric cars will go down in the future.
Some people believe that electric cars will not be common in the future. They say plants that produce electricity
also cause pollution. However, electric power plants are
more efficient than gas-powered engines. Electric power
plants do not pollute as much as individual gas motors in
each car. Also, some kinds of electric plants, such as solar
and wind, do not make any pollution at all.

Lego Mindstorm
sensors that respond to light and touch
sensors turn on motors
programmable
like traditional Legos
Little Linguist
multisensory
interactive
English, Spanish, and French
associate words then sentences

x Tuning In: “Smart House,” page 237
Smart House
safer

alarmed
calls police
turns on lights automatically
saves energy
special wiring system
efficient heating system
easier
Alexander the Electronic Butler
cooks breakfast
more comfortable
plays music
fills bathtub
mood

x Vocabulary Building, page 240
1. sick = ill
2. recharged = used again

Bi-fuel Cars
Carmakers are also looking at other ways of reducing air
pollution from cars. Some cars and trucks will run on natural gas. Other cars are bi-fueled. This means they use two
different kinds of fuel. For example, one kind of car will
use both gasoline and electricity. The car starts using gasoline and then runs on electricity on the highway. It can run
for a long time on only a few gallons of gas.
Language Learning Strategy, page 242–243

x Apply the Strategy
1. a. It can carry only two passengers.
2. c. It can go 65 miles per hour.
3. b. It is not for sale yet, but it will be available soon.

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Name _________________________________________________
Date __________________________________________________

Chapter 1: Meetings and Greetings
A. Formal or informal? (10 points)
Listen, then write “F” for formal or “I” for informal under each greeting.
Sean:
Hey Marta!
Marta: Hi Sean. What’s up?
Sean:
Oh, not much. What about you?
1.
Mei Ling:
Dr. Rosner:
Mei Ling:

Dr. Rosner!
Hello, Mei Ling. It’s good to see you.
It’s nice to see you too, Doctor.

2.
Julie:
Bruce:
Julie:

Bruce. How are things?
Everything is just fine. What about you?
Oh, good. Thanks so much for inviting us tonight.

3.
Dave:
Daniel:
Dave:

Daniel, is that you?
Dave! How are you?
Great. Is this your first day at the conference?

4.
Lissy:
Albert, meet Willy.
Albert: Hey man, good to meet you.
Willy: Good to meet you, too. How’s it goin’?
5.

B. Reduced or not reduced? (10 points)
Listen, then write “R” for reduced or “N” for not reduced next to each greeting.
1. How are you?
2. What is up?
3. How are you doing?

4. Nice to see you again.
5. How is it going?

C. Greetings (10 points)
Listen and fill in the blanks.
1. A:

?

B: Good. And you?
A:

.

2. A:

?

B: Not much. What about you?

Copyright © 2000 Heinle & Heinle


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Name _________________________________________________

Listening & Speaking 1

Date __________________________________________________

3. A: Hi! How are you?
B:

?

4. A: Hey! Good to see you.
B:

D. Your class (5 points)
What does your teacher want you to call him or her?
Write the names of four of your classmates.

Copyright © 2000 Heinle & Heinle

.

Chapter Quizzes

25