Speak now 3 teacher book

Speak Now is a fourlevel speaking course which develops students communication skills both in and out of the classroom. Every activity in Speak Now includes a speaking component. Video activities are integrated every four lessons, providing reallife language models for students. Speak Now can also be expanded into a fourskills course through extra activities available in the Workbook and on iTools. The MultiSkill Bonus Pack, available on Speak Now iTools, features targeted activities across every skill area. Encourage your students to improve their listening, speaking and pronunciation skills outside class with Speak Now Online Practice. The speak and record facility lets your students send you their speaking activities for grading and feedback. A range of interactive teacher tools allow you to track each individual students progress, monitor their grades, and keep in touch with them.

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Asking about famlly re ationships

Des.ribing family re ationships

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Asking abo!t someone! persona ityrype

Descr bing someone! personality type Des.riblng similariries betwe€a peop e

Des.r bing d fterence5 betw€en peopte

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Saying \,,/hnt is allowed

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

Checkinq nto a hotel

stating prob emsAddressing problemsOfferlng help

Accept ng and de.lininq help

a,

?; I 5orry [,,1y mistake Poift ng ouI m stakes pollte y

Apo og zing for mistakes

l\4a k ng appoinlments

Contirm ng lnfornlalion

fulakinq recornmendatlons

Acknou, edq ing recommendat oas

Asking about childhood

Remlnisc ng about chi dhood

@ tused to ptay frops(otch 32

t lread an unusualstory

Repolting vr'hat someone said

Talkin!labout news

Addinq information

Askinq rvhen thlngs happened

Siatifg when things happened

f;;-l Here are some rules, l4

@ There are some problems 16

$ that would be great

Expand the speak Now student Bookressons with activitiesfrom the Murti-skifl Bonus pack, avairabre

on iTools This Level Guide provides you with a map of the course,s varioLrs resources, allowing you

io buiid a rich and comprehensive syflabus Through targeted expansion activities, students oain

confidence in English across every skill area

talk abour the past.

state !!hen thingshappened

English Practice Pak

B: Expressions ofquantity

C: Uslng pretty

talk about people describe familyrelationships

Student Union President Elections

Family drama

My Hero

The se.ret Shoppe S.oop

Tips for maklng medical

appolltments

TeenTime

Best Books

Welrd News Stories

What makes sornethlng news?

Where to stay

[Yenis

A: Pasttense5

G G G G G G

.F

G G G G

tF IF

G G

!ante (onsonant 50und5

Pronun.iation: Link ng t/ith

l\!i ar.l !)/l

Listening: Llsten for

sLrperst t ollsPronunciation: Reductlon of

Past nroda s

Describing quallicaiioneAvoidlng a nsv,ier ng Asking aboLrt probablL ty and por5 r :-

Des.riblnq prob.bilty aid po55 b i,Describing lrends

G vinq realons

Asking about !"ihat'5 import :

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

Exprcsslnq re-clrets

oflering so !tions io prob.tr.

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

Describing whnt's necesg;r;

SpeaLr atlng v,/ith more cEria rii

Specu ating !\/lth ess cert.iniy

r:onlmenilng posit !e ), io r r! t-'.:

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

ffi td r"th" not r"y

llld lt could be an ad for

.-:il The main reason is .

-41 lt needs a qood location 58

a Yor'r"

"rp".t"d to

What does it mean? Listening: Listen for meanings

Listening: Li5tenlng foi whalt

nece55ary

PronLrnciation:Thought

qroup5

Des.rlblnq v/hit is e\p:.i.:

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

A5kinq what tom€thin! _'::_ i

Saying what sonreihing m _ l

A5klng about conseq!era€!

Descrlbinq consequenaa:

fi wnat willhappen ir l

A

r::.t you didn r know.t 42

A good friend is loyal 14

I .ould do that 46

lwish I'd remembered -18

Pronunciation: lls ng

ntonatlon in reply qLrestions

Listeningi L stenlnq for \ah.t

is iripon.nt

Listeningr LiEten ng for

responses to su!gestlontPronunciation: t-lnrcleased

ift

't ir L Carswillmostlikelyfly 7)

That! a really good ideal 7,1

l'll pick you up Pronunciation: Slress ln

tr,ro word verbs

Listening: Li'ten forpred.tions

Pronunciationi Emphat (

[4ak]ng a probab e predi.tlor

l\4ak ng a defrnlte Adding emphasls

predlctio-Describing plans

l\4aking decislons and promrt::

Asking about goa s and \,/ish.:

Dlscussing goals and v'/ishes

What do you hope to do? 78 Listening: Linen for goa s

ic aailsem€nis Advertlsing acro5s cultures A: Reported speech

Buiiness reviev.rs Cir n a bookstore su eed?

LLt5tom5 Study Abroad Cu tule Guide

Proverbs about appearance

SupeEtitions Wedd ng plans

News Who mrde the Naz.a Liner?

What n'ray happen

adjectiveg

B: Anyth ng, Anyone,

Nothlng, No one

talk aboutjobqualilications

predict the future

-discuss goa s and wishes.

Teacher's Eook Contents

Testing Program CD-RO]\4 Overview " l

Lesson2; she's a born leader '3

Lesson 3: We're both reliable "" -"4

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lesson 4: As was sayinq,,

Review Lessons 5-8 , -.

Lesson 9: Do you kno\r/.,

Lesson 1o: sorry My mlstake .

Lelson 11: Can lplease ? .

21

28 29 30

31

Lesson 25: You're expeated to " ' 32

Lesson 26: What does it mean? " " 33 Contents

Lesson 5i ld like to che.k in

Lesson 6: Here are some rules, , .Leaaon 7: There are some probLerns.

Lesson 8: That would be 9reat .

Lesson 13: used to plaY hopscotch

Lesson'14: she said she \(as tofiY,Lesson l5: 'eodaiLr,.l'l"lo'

Lesson 16: When did they release it?

R6view Lessons 13-16Lesson lT: You didn't know? .

Lesson 18: A good friend is loyai .

Lesson l9i lcouddothat

-Lesson 20: !wish l'd remembered

Review Lessons 17-20Lesson 2'l: ld rather not saY .

Lesson 22r lt could be an ad for

Lesson 23: The maln leason is .

Lesson 24r Lt needs a good location

Review Les5ons 21_24

12

Teac&rerk Book Contents (continued)

Lesson 27: What wi I happen il ?

Lesson28: ltmusthave been._ .

Quizzcs Ansr.cr Ke,v

Qrizzes ludjo Script

Vocabulary Worksheet Answer Keys

Confidence Booster Answer Keys

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

Spoken lnterview Placement Test

Scoring Rubric and Testing lnstructions

Midterm Exam: Written; Speaking

llidtenn Uiritter lxanl

i\'lidlerln Exam TOEFI_@ stlle l,{idrernr Written Exam Answer Key

illidter Exam TOEIC@ sq'le ,Uj.lterm Exam Audio Scriprs

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

ljinal Urritter EIam

I al !:ram TOEFL6 srfle

Final lnxnl TOEIC@ sqtc

Additional Teacher Resources

Speak No(, 3 \rideo S.ripts

Presentation FeedbacL !or]n

Presentatlotl Tips

Assessment in the form of Standardized Tests

Midterm Erarn IEI-TSrir st1-lc

linal Inam lijLTSrri sqle

|inil Exam Ans er Ke),

Fn1al Exam Audio Scripls

Speak N.1! 3 Class Ardio Script

IaEFLT andfaElCqarc tegisterctl tadenatktof Educatianalre\tinsseui.es lErs).fhjs publt(ationisnatendaEed at apprcved byErs.

Contents

FIow to teacBr a SpeakNow lesson

Each lcsson has fi\.e parts \b.abul!]1',

CoN,ersaiion, Language Booster, Listening or

D.o i.'o,on.,d.e.r wr.l ,o li.l r'.

Lesson lntrodu(tion

Read the lesson title as slrrdents follo1l a1ong.

trVhen applicablc, have stlrdcnts anslrer the

question

Point oui the funciions theywill be stlrd)'Lng and

explain them or ret'ord tlrerrr when rl.ccssar,i:

l Vocabulary

The purpose oftlis section is 10 get siLrde ts

ihlnking about the toPjc, acti\-ate lhcir bacligrolxld

kno ledge, and introduce lhern to vo rbularl'ih.,t

dley will use during the lesson To Preprre tlle

sllLdcnts to use rhc l.ocablLlaryi PIetec.h tt lrhen fie

vocabulaq is urirmiliar to -vour students, Present

it through vnual eids (tbr exairple, photos), 1lonq

Ifnecessarl', have studeits use an FingLsir

Learners' dictionary, Perhaps before coning to

r ^ be,,Fr - l .t"r c r, .r

.l " r r .

but also holi to LLSC the lvords

,\'oid giling students defiritions ir lheir-first

language .{lthough doing so ma)'iDiLia11)- save

ti:ne st dents do not a.quire the language as

thoroLlghll and vill rel)'on their First language

rtriher than developing their English abilitl

ln addition,-nuan.es in iangudges ohen.,rr,v,

creating additional conlplicatiors as students

continue to use the lmguage

when \-ou h.rvc tine fLrrthcr reinforce the

vocabular,v with personalization (for example,

using the vocabulary in tl Lre scnten.es 2h'r1t

themselves).

2 Conversation

There are tl{o types oflesson paiierns 1'or the

CoNersation section Some ofthe lessons follort the

"Conl'ersation with Additions" model and otirers

follolv the "Conversation with Expansions" model

Teaching proced[res for each lesson Pattern are

olrtlined belo\\' Both con\€rsations Folloi! thc same

procedure for Part A

(onversation with Additions

Tlis section hclps sludents be.onle coilfortahl:

with thc topic and prol.ides a modelcorlersation that Lises the lunctional langu:-g:

fron1 til€ Languxgc Booster scciion

Read thc questions a1oud Ask stLldents l.

guess Lhe ansrrers br looking at thc Phot]i

.\t ', t"

Irl )'the audio and select stLrdents to rn:re: ::::

.Ii1cstio11s Ilneccssary, play thc aLrdio x.sai::

\lake sure students underslanrl the arrsrr:r :

the qLLcstions bl' asl lg cotcept quesiion! :':

".r,,9,,

B

B,r pr.tcti.hg the.onl-ersatim, studerls Lre.om,:

]11ore a\rarc oFlurclional languagc ]nd moLe

.ornforublc ('ith langllagc nr'thunkil Thisprepires fie for the l,anguage tsoostcr sectLon .t:i'l

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

c Tell stLLdents thal thcv wl]l listen to theconversntioD agaln, trut three sentences r ri.

L c o', .o.u ol tl < p-orrJ' - :o: - :

intonation Have stLrdents pal" attention t! r11.

1r'ords the]'did not Lrnderslaid before

Ilave students practice the coDlersatio at leasi

iir tinres once for each

rolc-2 Conversation with Expansions

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B

Follow ihe same procedLLre as Conversation \ri::.

Addiiions, P?rt A

practice thc conlersation in Part

A-Lial'e studeots read lhe sentences belo1l'thecon,,crsation TheI sllol d placc the expanslt'r

viii How to teach a SpedkNo1,1, Lesson

:.r.i:nces in tbc conversction b,! \\'rjting the

:!:n5er otihe rcntence in the correct pla'e

: r:l_.ir the conlersxtion

:-.ck:nsr,ers as a class Plovide anf iangrLage

t r.rt that nlal be Deeded (1or example,

:.: ,:r -r;i,rtion oithe bored tert)

: -r,urase sludenls to read thc l] e\\' con1'er salio n

.r.i St"udenLs shoLrld practice both rolcs and

: :: r: each other ralhcr thrn thcir books'

.:.:.ienrs ri'ho finish ttre .tctilitics quickly can

.:r,:iice thc conlersation again l\'ith their o('D

3 Language Booster

4 Listening

rl n.:r ^ I\, rr' ' LoIerD'Ljd(r' r'oc on rn.rr dea ar-o de." ' Ln rne I ' ering'

Studcnls a) lisren as lnanI tirnes as needed

,1fter stlldeils have listened scleral tilles' you

frrr Nant to ,top the rLLdro ar lel |'irls s!

srLrderis c-rr LL} rc e''il\''onflcic lht 1"1'

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

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

lr: .('o.\"o:, br,, rg rd.r' focr,n

onrL, -l-o' o, irr' o h'^ gl lr'tcr 'r'b:,r d -.n or e ' P o- i 'J ior' o t

\h,.l.nts nrr Lnd to focu, on tlte contenr

flrd quLCIJ iorget to Fa) atl.niton tu ihtir

tlon ar-c ' , ur' :o r I llr L' o'r

L '.flr , ro r^m'j d' I' r' rr '1

" e

.*rr- i-.,.go- con.r,' ld.'ro'Lrr"r'I' I

l,.r 'or i - Ll rrP ' '

Pl,ry tirc audio, rePcithg as necessxr):

A udenL.ob iol,'q." I on,lorral' u''

r -r L ,d<r r,,r porr, fo e^"TPLe rl )o.

areieaching s,vllables, sa,v some rvords and ask

sturlents hort manv syllables ar.e in theln'

4 Pronunciation

A

' - :.:Iilrlt Drolid€s sLLlde ts 1\'ith e)ianPlcs ofthe

:: :: l:r:euage lr almost eve{ lesson, th€ larguagc

::- ::: boLh questions and resPorrses \-orL ma,r

.,r : h: e stiLdents pr.rctice tile I'tngu'tge (i e

"se ihe lalguage in short exchanges This

: :ior-lde them $'ith the skilis to urake longcr

- "-rgues later in rhe lessoo

' .: ::riied abili!,r'classes, haYe studerts l"'ith lo\\'er

Er:lish lereis nake some notes or sent'n'e

:::ir:rs betore they do the actilii)" These aids

'rill help thcm 1o succcssfull,l complcte the

:.tirit1 and further ircrease their confidence'

:tier students hayc fiDished the acti\-it)', )ou Inal

1\rnt to randornh'choose a felL Pairs and hare

:hen role plal the col1!'fsatiolls irt th' j]'nt of

qile rLrderts rnore conlidence ard rcinforce lhernore on contcnl

Speak with Confiden<e

Ilis activitv allo$'s students io Lrse thetarget lallguage as the,v accomplish deiined ta'ks

Parl A heips studcnts Prepare for theirinteractions in Part B.

Lesson ExPansion

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

ibr supPl ementaq' Practicc'

The 1\'orkshe.ts Provide addilio11al oPPortunitiesfor stLldents lo p;actice the voctbular,v andla;rguagc studied in cach lesson'

' T:]ic adrarlnge ofthe oPPortunilies lbr

xddilionsl spea|ing b,1' haYi g slude]rts comparethcir ansuers io class hample conlersaliors are

oflen prolided on the ll'orhsheets'

Reading and Writing Worksheets ReadiDe and writing Worksheets ma,v be found

on the ;Iools CD-Rolvl or on Oxford Learr'

O\lord's LearninJi \'lalragcment System Access

t\ior,1 l-earn rviil the codc providcd nr rhc brck

ol dris book

Horr' to tea.h a SpeokNorv lesson tx

Flow to teach a neview unit

Each review unit has tl^,o sections, -E gl]Jfu in,'ltliolr,

wlich includes a \'ldco, and Sprak \Iow,l,)ich gn'es

strdents the opportunit) to role p1n)'situations aDd

., the "rre tir .6t'"rr 1\ l"r -r.5e, 1 I o.r

English in Action

\rideo is a great 1{a}'to inuoduce longer

dinlogues to studcnis The \.ideo rnakes tltc long

dialogues less thrcateniDg and helps students

understand ianguage that olherwisc mighl see

o1'€I1\,hellning to them

\ridco is exciting arld different for students,

and as a result, ii can be both stimldating

and motivating

t irgr'1o 'r.'a rot".L',o en.r

reading actil.ity there is a pre vileo a.tif it\:

On the EnglisL i,r A.1iolt page, this is c.rl1cd

Preview After lhis, thcrc are one or rrorc "rtlile

)ou r.a1c]i'activiiies On the -E,{lisfi lfl -A.tnur

page, this is Understand These actLliti.s m.lude

conprehension questions to check srudents'

ur''r.'a o r" I r"c r

tr.o or more \-ie iogs Fln \,, there is a

post-video actif it\- On the t'ngllsll i ,A.rio, pngc, this

;Disctt

Beibre.lass, mnke certain,_our classroom's

internei onnection, compuler, and prol€cior are

\rorkjne Froper\,

'l Preview '

Students are asked to look at one or nore phoios

from the video that they r,ill watch in Part 2.

U'ith a partner, thel ialk rbolrt r+at thc-! s.c

Thq, also often make predjclions

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

students talk rbout wlut tile) see in nlore d.t.i1

For example, the Preyier,r for Lessons f-i2 asks

.lrdc.l to ldl -DouL e.c.t tg I , g o d, , r

Ners York You could ha1.e them brainslorm

other activities to do in a ne1\'ciq', olher ihno thc

ones the photos suggest.

2 Understand

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

content, r'ocabulary, and language ihel'have studicd

during the last four lessons This allo s students lo

see the material used in real-rLorld situations and

apply theLr lerrning more broadll

x How to tea.h a revie\\,unit

,.'do or

lhey shouLd numbcr pholos lr Part I or lisrr.

,rdJ ,; ,i ,^,r l1C ror 'er- 'r "

Pla)'the Yideo Hale studenls dns$'er tlie

quesLions in pairs or as a class.

l.: 'o ,r lrc',,-e'd , :

questions in peirs or as a c1ass.

Plal'the r.ideo rgain, as reccssar) sioppin,:

to cxplain r,'here ar answer lras lrithin

thc dialogu,:

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C C C C

C a

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B

3 Discuss

The DisclLss acti1.it,! rllo(.s studcnts toperso.rllT-e lrhat thel saw.

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

do the Confidencc Booster at tLe brck oith.r:

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

Renrind students to assess their o1!n abilr:::

.rr" ^r'lo- ,y.- o' \ :.

t _t o- p ." " - 8-'ler., L r "'

l.rb >< Boo / B.n', orrrf

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

For a formill nsses{rcnt, a Testing Progra::

CD'ROtrl rccomparlies tlis booli

Review Unit Expansion Video Worksheets

\rideo Worksheeis niih a cloze/gap fill acriiir

na1 be found on the iToots CD RON{ or oi

O:rford Learn Access Oxford Learn ivith th.

codc prol.ided irl the back ofthis book

'" ,rl.l.cct fro\ '" -i i ,.' i r"nrn

practice for lhe Erylsll ln A.rion video

Grammar PowerPointrv presentatiors and

Grarlmar uorksheets lay be foond on tLeiTools CD-ROII or Oford Learn

l-Spe akffow Testi ng Pr6E rarn Overview

'-y",f no, ,".Jrr, *-*,, a'r,",",r-., rth' onfr,len-c bt u\ii"

lJrrqua{e.a:c.L,*le11',.11uent11', and

ri r roprj aie]1, The Sredk irol, ?i:-,tn{ Proimn r, foun d on lhc CD RO N'l in the bacl( of thi c ho'l'

' llo$'s teachers,:'".ior"ri,"i.t.tingeof"rr."t,,rerts-,trun,"inlhcstl'leofPoPLrlarstxrldardizedexarns'

r.j.il: .\ro1r,t lrritten ,r.nd oral assessmenr iools can Lc curlorrized !o jlr the needs of a raDge of plogram q'Pes:::r learning goals.

, r:: Testirig Program otiers tli,o rlrin sets oftools:

: l0 paper based tests: 8 quizzes, I mialtenn er.rrr, xnd 1 iiral er''tm 1!ith iistening lhai measure

: npiehension oithc vocal,ulary ar)d iunctional language ofs'I'at N'or1'

I : ri:rgc olditf.rert t,vpes ofqucstioDs, fromPts, ard toPi's for sfeaLing assessnent'

::.n.rsnlr) hooselousean,voneormoreofthesernal.riaLsalorleo.i difl€ren1 combinalions The ScoringGuidelines can lre liund on the Sledl No1, ltstitq l\'ngrrtlt CD'RAM

Written Tests with Listening

Speaking Assessment: General

fr: Jlr.ii ibn' Iisli,igPrografi offers options for sPe.Jlrg assessment:

lnterview que!tions (a list oftcacher led nrLer vier' llLlcstions)

Role play cards (cnrds lbr slud.nts to roLe-Plal situalio s in Pairs)

, presentation toplcs (lists ofideas for students to prepare and deliver short oral prese.tations lelaled tothe unil topi.s)

lhest?a[^lt),'/!Jl,,rsProsrd,ltiatrrlesoneselolthethrees|ca]iilgassessmenloPtionsProfiledabor.eforeaclr

,"ir,r' t offo" f"rJons i,ry or atl ofthc speaking assessnents car easiL,y be used rfter stlldents ha"'e completed

a unit ol lrorli To use these materi.rls for midrern or end of-tern spcaldng asscssmerlt, simPl,! choose froIrl thislist olmaterinls based on the unils co\''cred in the clnss.

Speaking Assessment: Standardized-testing Fotus

., ;Ie IS 3 quiz ior each 4 lesson u t olspcdtrxror', The quizzes.tre designedto lre used .ft r slude[ts have

, :rllered each group offour lesons al]d'speak No1\,reriel{ section i]1 lhe stlldent Book The quizzes ]}ave

I :r:ns each Tierels an audio track for the lisrening ite$s in e:ch quiz on the Slea/r -\ro Tisiing Progrant_-t:to_1l

tr:::: 1s alji a llritten midterm exam and a l'riLtcn final eriam fhese are dcsigned to tneasurc corq)ellensior

: : : - : rarget language after students have comPleted Lesso n 1 6 and l,esson I2 of the b o ol<, resPe ctivel)-' The

,,,,.,.-r-".a firi"f.-*."s have 20 itcrrs each There is ar,.r dio tracl for ihe lislcrling ilemE in en.h elia' orl tlle

i:.:j: -\.rr ltsl;rgProjran CD ROM

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

Th€J-peatr\'drltsi,rg?,o3,?rlCD-RO-i{alsooffersspeaknrg,rssessrnentinthest)'1e-ofPoPularstandardized

r".t offnglol, us n fo"t"igD ianguage For each midterrr enam and final exim, ,You'11find:

, TOEFL.,style speaking tasks TOEIC'-style speaking tasks ' lELTSr"Lstyle speaking tasksTh< eoaL ui thcse stlndirdLzed tLslrnI trd:s is to PreParc stLldents for the l<inds of questions they vlould be

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

' ir B ' r .,i, ,.

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

sp€ri tuoh Ietrrng Progrrm Ove view

Lesson 'l l'm an only child.

The baby ofrhe familf

ln lav

l Vocabulary

Optional Activity

Teach students orhel rocabular,v related to fanrilla

An extcoded Famii,v The famil} unit rhat

includcs grandparerlts,

parents, sibliDgs, aunts, uncles, and cousins.

A nuclear famil)' The famll), unit that

inciudes thc father, morhcr,and children

The .voungest child

Fanrill' members tllough

marrjage For erialrlple,

m)'sister's husband is ]n,,broLher-ir laru \\re onlr use

in-1aw 1ri!h brother, sister,

mother, and father Ior

other relationslips, ri,e do

not differentiate relatiYes

through marriage and birih

(for example, r'c don't sa1,

A.lC lionalseirerces uiden ned.

lohnrAreyoo vraiting for someoie?Where are

2 Roger bab), lar ,

5 Sp€ak with Confidence

Exonple conversqtian

A: $buld ,vou lik mor€ sibtings?

B: No, I ri ouldnr

Ar llho arc vour parerlts'siblingsT

B, tr{r' Aunt l\'lariko and my Uncle Noril uki

A: U4iat kind of famih rrolltd \.ou tike i.

J

C j

d d d d d d

€ / / / /

t

J

la: I -.:.( 2l

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

grandmother's SOrh birthday.

s.bel has five sibli.gs.

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

(e in.]ude oursell'es As a result, isabel has

eighL

peopie in her farnily-her mom, dad, three older

biothcrs, tl(,o sisters, and hcrself

tl ude, tl r-do_iir ,u,1.o,.- -r

1".,.'1 b orb-^,t-e,

rd ,er.u"

;-the numbc oa sibLmgs).

Lesson 2 She's a born leader.

::i.rd is a lot oflun, b!t he's ktnd ola knoy/ tt all.

:irjy: tr'ho would be a good peEon for5t!dent union

:oint out that we can use both h, and rftdt to

.onnect a clause (i.e., a phrase) lvith the person

:i describes.

El:plain that rephrasing is an important skill th:rt

:llo'ss the listencr to understand a word thai

:e she may not knor.' Ha\.c studenrs llnd rhe

r\amples ofthis (d bo,.,r ledler is explained as

:ameone who leatls naturally a:od an o?timist is

A: You said,ves three times, so you're sometimes a

leader and sometimes a followe

B: Thrti true \ou ha1,e five points, so youie

rrdyand Kir ihin[ A;y rlouid be th; besr choiceior

iirieni union president becauseshe! a born leader

Leslon 2

Lesson 3 We're both reliable.

l Vocabulary 3 Language Booster

Have studerts brainstorm or teach oiher

charactedstics to describe people, having

them decide iftheyare positiYe or negatil.e.

Exarnples include:

Positive: kind, op€n minded, patient, so.iablc

Negative: judgmental, close-mind€d, temperamental

I I I

o a

(

t

I

/ /

I

/

a a

t

/ / / / ,, / ( ( /

]A

[aD ],Treck8l

4

Hr.e students ideniiry th€ number of

syllabLes in eaclr rvord, providing the answer ii

necessary (flexible 3, flenibillty s, responsible 4,

responsibiliq' 6) If students are havingprobl€mswjth this, break the words up nlto syllables,

saying each one separately,

Point out that two s lables are added 1r'hen ii,r i!

added to the word IfDecessary, renind studerii

tlut il_y is cal1ed a suftiri

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

added to the root (or base) r'ord

T"ll +Lrd" rs rl"r rno.r .u'- \.s dorir drange =e

stress, but ihat when irjl, is added, the srllable;rr:

before lhe stffix is stressed B

B-esson 4 As I was saying

l Vocabulary 3 Language Booster

Optional Activity

I]al'e stLldcnts gi\.,: m exarnple thal represents ea.h

lalue For exanple, $hen ).ou renain frierds \\'ith

sornco e iD good and bad tnnes, ,r'ou shoiv loIdty

2 Conversation

Optional Activity

Hey students get into groups and taLk about anl

er:p.riences as a cashier Encourige them to talk

acouhrhar happens (i.e., the companl'policy) if

ther is ,i misrake in lhe arnourt of]none:,ir thc

Point out that the interruption ah\rays starts \litlr

an expression hcluding sorrl or excuse me Tel,students lhis shows the othe person that the

speaLer realizes he/shc js inicrrupting

lxplaln that by asking if iti OK to interrupt, thespealcr gi\'-es lhe lisiener the option ofrefusing

B

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

so although the,v are practiciDg! the) should nol

overuse this

s F (Er cl brother isthe oldesl chid n Erlc!fam y.)

I 6: F (Eri.l brother hTom! role model.)

7 F (lillis going a!!ayfortlyo days.)

B

Students should corrcct the false sentences.

Optional Questions

Is Tili oit€n late? (\-es, she is Eric said that.lill ahra,vs

s:r'r shas on her r.'ar: rihich is a excuse thal js Llscd

1rherl running late.)

ucH rre thF\ go.ng'o \e v \, ': l .er :'e !o b

br-bus.)

\rhat is Erici brother like? (Hei a p€oplc person.

He's sociable and has a lot offrields He'.s also i

problem solver.)

3 Discuss

You might want to ha\.e stlrdcnts gi1.e reesons for

their anslcers to the queslions ir 2 ard 3.

Example conversdtion

Ar Do 1.ou live near your iar 11.?

B: l'eah How aboui you?

C: No So, ho,,^,' r.ou)d ,rou des.ribe llll?

Dr \{ell, it seems like shet late a lot, so I think she

doesnt respect other people's time

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

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

a friend?

A, I l{ent to Hal,aii last year N!' famill ard I \1e t

for suDrmer l.acation

Speak Now

Prorjde rn exarnfle oier.h conversation

If manl' stLrd ents need more practice with a

prrticular urlit, yolt might ('ant to rcl.ier it ir l.il

Exomple conve$otion

Do -1!u hxle a large famil),iNot re.ll): I ha1.c a brother and just m1 n1.,m

atld .1nd I1\' rnorn is the optimist Shc'.s alrrali

posLti\e Ard rny dad is a problen soLver.

No rtlatter wllxt the problen js, he can llnd

a solulionl

Example conversatianUrhat is Gabrielle like?

Shet a born leader She's someone peoplenaturallv lollow

Is she a knol' it-all? No one likes a }.]low it all

No, she! not She'.s confidert brLt she

listens to others I tlink shed be a goodchss representatil.e

Exomple conversation

M,v brother and I are both considerate

Arc roLL both flcxiirle?

I tr,r to be, brt mI brother is more flenble tsu1

I'm more responsible Someiirnes n1) brotherdoesnt do the thlngs he needs to do lt reallr

frustrates m)'rnorn

Example canversationOne person I admire is our teacher, Sorr1, btrl can I interupt for a second? \'Vh.v did

rcu.hoose this topic hstead ofthe other one?

Be.xusc I thhl.I can hlL about it for t1{'o

rninutes An)'\\'a),, as I I'as strying, one person I

J J

j

d d d d

J/

i d d

d

t

d

G G G

G

e e

€

e e e

E-essorn 5 Id like to check in.

Optional Activity

Before siudeots open their books, ask them about

lheir lravel experierces (for examplc, Har.e you evcr

been to another ourir)'? Do )'ou ljlie lo rral.el?).

Then hxvc studeDts.name some popular rcasons for_

traveting (for e\:i p1e, to sightsee, lo h,v ew food,

to mcet people)

l Vo(abu lary

Answers willvary.samp e arsrier st!dents

additlofa answeE are in bold.

P a.es to slayrdorm,youth hoste, hote, mote,

.ampground, bed and breakfast

Fa.ltles:bus nes.e.ter pool, gym

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

2 Conversation

[4]ra gives the clerk her passpo t and a (edit.ard

Mc s st:ylng forfour nighte.

' Addnional serien.es underLined.

[1ira:Hel o ['1y namel' lV ka Abboud ] have

I4lra:5ure Here ls nv card.

l,,lra: dont thlnk so.Thankyou b! y! !!!q

4 Pronunciation

Ilore lerl.: A\ y" l'"re.

Explah thai students c Dnot just look ai thespelling ofthe words to determine 1\.hen to link

sourds Remind thern that some r.or.els hareconsonant sounds lor examplc, o,rc bcgnls with the

/!{/ sound, so in the folloe'ing qucstion, ir ld rfle

are not blended

Is one queen sizc bed OK? :

sa,vn)g thc complete seDtences a1ld quesiiorj rilh

rhe linhed sounds.

5 Speak with Confidence

Before studerts stert, reDrind then thal fie Guesimos! provide all ofthc infomation Decessary to

.he.k ir1 (for exrmple, how rnany nights, t'hat q?e

of roou)

Example canversation

Ilotel clerk Hcllo Can I he]p you?

cuest: Id like to chech in

Hotel clerli: Certainl)' Do 1ou havc a reser(xtioni

Yes, I do trll nxne! Natashd Ri i.ra

lin stall]]g ibr l\1,o niglrts in a double

Hotel clerL:

Cuest:

Hotel clerklGuestl

your i.D.?

OI coursc I-{ere yoLL go.

Thank you And could,vou fill in thisr.gistratioll card?

Is ther€ arrythirg more I car do :

tor you,

-"1o, thark )'olr.

Lesson 5

, ,

I I

I I I I

I

OptionalActivity

Before students open their bools, have then, talk

.ooLr pl, e."1,-reL '1q -e1.rl" '"r eranl'1

.cl-ool, or rhe road lo dr:vi-g., a j, b, Hdv, rl er

talk about l\,hv !\,e need rules, providing reasons

r.hen possible (For enan,ple, rve need rules because

some people aren't considerate They dont thinL

about othir people, so rve have 10 tell tlenl ('hat

they should or shouldn't do.)

l Vocabulary

2 Conversation

3 Language Booster

AHa\€ studelts us€ ,or OK to talk about sornethingthat is not allowed ard rse lermilled to talk 'jhour

something a11ot'ed (For e)lan1P1e, Itt Jlot OK to fl:

nrusic loudll You are perrnitted to pla)'nusl' ht:i

onll quict\r)

4 Listening

B

tcD l,irack l3l

1 Yod can park anywhe.e./YoLr cant park ii f.ont of

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

a

a a a a a a

( (

I t I

( I

5 Speak with Confidence

B

Example conveBation

A: we think itt good to hal'e a rule ihat 1,e can

only spealt English

B: \fe agree, but \\/e dont think there should he

[CD ],Tra.k 171

Lessosl 7 There are some problems.

l Vocabulary

OptionalActivity

Hdve sludents get irto pairs and ranh the complalnts

from nost important to fjii to lerst import! t !o fix

Exomple canversatian

-{r I thinli the toilet Dot flushi g is the most

irnporiart problern to frx right awa\r

B: I agr.c Urithout a toiiet, )ou.an'L sla)'trr

.\: \o hot l\at.r is the second most important

:rirLem Sornetimes it taLcs timc to fir that liind

'.l: probltnr

2 Conversation

Optional Activity

lilal.e students talk about horr the).rsould fiel

iI dle,vhad jusi checked into a roon with all oithese prob)erns.

B: I-el me gel soneore to corre and lean it

A: Actuall)., IA prefcr to chtrnge rooms The toiiet is

also leaking

B: I'm sorr,v There are no oiher rooms available I'Ii

get someone to con]e and look at the toilet, ioo

A: The sheels are missing loo, ard there: Do

The lamp byare bed hnt working.The faucet s

leaking.There arent aiy towe s.

The hole c erk $ys he wil have hoLrsekeeplnq brins some ro!,,,e s righrauay.

Optional Question

\\'lri! do."s ierd h I'll rsk hab:ckcepir{to send ),aLt

sor:E nori mean? lh nleans l,rirg.)

c

9

ra

Lessom I That would be great.

l Vocabulary 3 Language Booster

5.9

B

Example convetsotion

,A.r tiould,!ou like me ro get )o.Lr c.tr?

Ll: Thal \'orld tre .qrea1

4 Listening

B

Example conversation

A: A restaurant serler might tell us the dail)'

specials, like the food the cbefrecommends that

dal or the food lhet onl) hale lhal dal

Br Ard a serlcr 11rculd probabh refill oLtl

C C C

C C C C C C

C C

C C C C

C C

C C C C

C

e

C C C C C

C

c

a a C e

Tlre t.!r si lnfcrmat on ag.nt ie qoing t nrallth

Foi:.aid5 for La!ra.

Have 3tudenls thinL ofother sentences to

slrbstitute for numbers l-4 and then practi.e rgan1.

For example:

L The tour starts at 9:30 €ver)'morntug

2 Halc a great dx,rl

3 Could Iou make a reservation for ]ne?

,1 T'r.e neler been here beibre

1 .he.ic the pasenser! onie.i .! ii.ri)ilEJi:

4 br nir a d."5sert men!

5 charqe the g!e5t\ rlroiel) room

Optional Activity

.on'ersatioI]s 1)I using the audio scrlpts at ih :-::

of their books (page l0t).

5 Speak with Confidence

AnsweE willvary Samp e ansv/etr.

NlovletimerWoul.lyo! llke metc ook t !p on

l.an.al and ind oui lfyoLr.l ike.

Directionslothe p:rty: l.an draB yo! a map.

d be hap$, to nrowycu.

DiCnt do homeworkrI.an lct you tlrn tln ate

\r'/olld yo! ke me to he ?ycu do itq!.kly?

Dead.el phone bltlery:\/ould you ike lo ute

Do you lviii nreto charge tforYo!?

Re.lyhungry: ? be happyto go getyo! someth n!

to eat.

L.in qetyo! a sna.klfyo! lke.

'10 Lesson I

S: Yes, a[ the time.

C: Do you usually correct them?

B: The first time or !wo, but after that, I just

sr'-e up.

& Do )'ou think it is OI( for B hotel to ask rhat

there be no parties?

D l'es, because parlies can get really ioud and

bother other people

.l I agree Doesanyone disagreel

B: No So, have you eve! lost power?

C: Yes wa went to my friend's house forthree dals

until the power was back or,

Speak Now

Provide an enmple of eflch co$.ersation wheflnecessaqr If maiy studeffs need more Fracticewith a pafiicular unit, Iou might want to reviely it

in c1ass.

5 Exomple <onvelsation

A: Helio lAiike to check in

B: Do you have a reservation?

A: Yes The naEe is Anderson

lJ: Hc e :t i Yo.'ie sraying tour niSl-rs :n a doub.eroom Is that colae.t?

A: Yes.

B: OK Please fil out this form Aud may I have

your passport and credlt card pl6ase?

6 Exsmple aonve$ation

A: Welcome to AII GYM- Let nle just mentionsome of the rules First, you're not allowed to eat

food in dre gTm, Please eat in the rcstaurant

l\rherei the restaurant?

Ql1 the second floor ADd l1o one is permitted

to bring guests td dre gym ivithout a pass IfyoEh4ve a guest, pi?ase bring them to lhe desl first

7 Exdn ple convetscttion

A: Elcuse mq my steak is cold

B: th very sorry- I'll h6ve a new one birught to

Yorl ght al{'al

A: And theret Do butter for the bread.

B: I'll hate the sener bring you son}e,

I Exomple convesotion

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

Br That wont be necessary.

A: Would you like me to get you a newspaper?

B: Sure Ia ap?reciate that

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

Lesson 9 Do you know ?

Page22

l Vocabulary

OptionalActivity

Have students get irlto pairs anal practice the

questions, making aDswcrs to go with them

a orqanicfood f expensive,

'rnique,or'

b papet in( lolderi deslgner clothlns

d, .kline ti.kets, tours

How much is the b{rs?

vhat bus do I nced?

\{here can I gei a hair.ut?

Is it €xp€nsive?

Do d1e buses run late?

Ca I use a credit card?

Har,c students l]1ake rules for iorming indirectqueslions Ior example, move ran to before the !erb-

Be verbs are at the end ofindirect questions, unless

the qLlestiofl has an fclause With nn ifclause, !h€

,d verb is after the subject (irr €xample, itt) The do

is repla.ed by f

4 Pronunciation

Emphasize to sludents that iheyshould not 115e

falling illtonaljo with thesc questions Explain thai

ifthey use falling intonatioD, the listener lvili think

the speal€r ls dema hg an answer rather than

trl )r asking 1question

B

Exanpleaonyersation

A: Do you know if it'.s expensive?

Br Sorr)'.I have no idea.

5 Speak with Confidence

I

d d 4

€

€

C

e e

C

C C

C

C C

C C

Lesson 10 Sorry My mistake.

'I Vocabulary 3 Language Booster

tlt ph{nse on the left TelL stLrdents that adding the

phrase on the left (for exarnple, 1 tn a,4aid) makes

th€ strteDent more polite

l-esson 'l'tr Can I please ?

Tell students that ihe last sourd in thc Iirst 11,ord

is replac€d lrith thc first sound olthe next 1\'orc],

so /n1/ is rep€ated in l€,r.nc d gnntne.

Aslt snrdcnts to gucss hol, the,v lould redrrcc 1r,arl rl., providing tilc ansi,er ifne.essx.r(t arrrre) Provide an example such as Do,r ol

I

d

€

e 4

€

e

e e e e e e e

e e e e C e

c

c

C C

c

C

c

C C

C

C

c c

Heathei Um ld prefer something in the aherioon .

Receptio nlst, Wou d you be able to come in on Friday

;i irlo? Are you iree then?

3 Language Booster

Tell students that they can replace Can.l r,lth Corld

I or Mal I to make flore fornrl requests.

B

Example aonversotion

A: Ca l makc an appoirtlrleDt nith a hairsiylisl to

get m,v hair colored?

B: e_t.'i'rlr \^ 1 r l:rne re )'ou '.^"?

Great To confirm, )'ou are getrrng r hxir.u:

tonorroi{ at 2:00 lstudent writcs At nar_,1,:, ;: :

loo lorg, and 2:00 in chart.l

c

Example @nversation

A: I madc appoinhlent lor toda,v at -r:00, tomorrol

aL 2:00, and the daI after tomorrol\,at 4:00 l'

going to get a haircrt, sec thc dentist, r.d talk tn

a career counselor

Additional senien.es under ined

14 Lesson 1l

a:irln:V/-e st Ll.e.d scme nrore m.neyforourtip

aailln: One ihing we shou d do ts ro nop o!r gym

rembe6hips for a few montrs.4

3.n:That!: good dea, b!t lgo to the gym every day.

!!e co!ln e.tathome istead ofgotng outro ear.

aa vin:Holr abo!tspending ess on movtej, too?'t

R.nind studenrs rhat e,,-e contact is i portant in

Fnglish-speakirrg courtries and encourage students

lo use eye contact as they praclice the coDversation.

3 Language Booster

B

C

Exomple canversatian

A: Ulh.rt do you think oitire recomnrcndation: ir

Br I tl * canccLling nagazine subscription! js

a good idea, but I couldn't follow it I lo\.efollonnrg rhe fashion ncrvs too much

I thinh \"'alking r\.her possible is a good idea.

I think i coul{i do that

I: I'm ;rngn at mr friend Urhat shoul.t 1 doi

B: One ihing )olr olLld do is t,rlk to her about 1vh):

A: That's a good id.x, but Iir not sure she

l.riil listen

Br \\rell, sonrelhrng else ,r'ou could do is send hcr xn

e'mail explairling thc problcrr

5 Speak with Confidence

Example conveBatian

A: One thing r1.e cxr do is watch rnol.ies on ourcornputers instead ofgoing to the tno\.ie theater

I thlDk thati r Bood idea, but I r!-ant to go to I

ttrY rnories ir the fieaier

B: I agree It's a good ldca, but Ior a specjal trexi, ir's

C: I thlnh thais lhe best idea.

5ludents shou d under ine lhe fo lowing i!gg;itian:

aa vin and Bef are golng to save money by ear nq at home more oiten and qoinq to fewern-rovies.

Lesson 12 15

' cheaperthan the resl ofrhe city.

3: The hotel clerk sugqests lhey !o tcTimer 5qLrare

it niqht.

4 Th-" hotelclerk rhink5 its fun ro shop i

Soho-Optional Question5

Do Eric and Tom like }Iaria! ne1\'hair s1l,l€?

r\o, iher dont.)

Dcis lill like Ilariai ne11.hair stvle? (1ts, she docs.)

B

Exomple canve$otion

A: The hotel clerk tells Jill and Maria to tal(e a

l.alk in Central Park and to go to Timcs Squlre

xt night

B: She also salx that the prices in the East \rillagc

are cheap xnd lo go to Soho for shopping

3 Discuss

Ifsome students are doing most ofthe taLking,

stop the discussiorl Renind studcnts thar lhe,v can

include ever)'one in the group by asking the quieter

students their opinious (for example, by asking HorL,

Speak Now

l\,Iake sLrrc stede.ts marL hol\.well rhd) xn do ea.h

task If man,v strdeDts lreed mor prn.tj.e r.iih a

parilculir r1it, revieq'it ir .lnss.

Exanlple conversafionTell me about your hometolln Do yolr knorl

rLhcre I carl bu), some good gifts?

I'.1go to the depnrLment store next to the

Exonlple conversationErcuse me, bllt I thiDk rou gale me thc rrro:r:

change It rl'as 511, r.d I g31e,\-ou S20 Eur r!.r:

ol1ly ea\.e c $5.

Oh l'nl sorr) Heres thc other dollar

Example conversatianPhotos Are Ls X,ia,r I heLp ,vou?

l'es ld like to make an appointment to hale n1!

photo iaken

Certainh \\iould tomorroH at 3:00 \roJk?

Cr€at So Iour appoiltrrent rIill bc with Klrl

tomorrow at 3r00 See,yolt iheD.

Example converso on

I L'ant 10 save rnonel: \{rhrt shoul.l I d,:,?

You could stop your g)-m membcrship 'riruThat's a good idex

Something eLse,vou could do is eat out a liiile

Ie., o'ren r oo),irg

1'orr' own me .1\ " a

I'nl not so srre I like th.r 1.1

B:

9

10

11 B:

C C C

c

C C

e

e

C C

C

? e e e

( C C C C C

C C

C

c

C C C C

c c

C C

B:

ts:

12

16 Lessons 9 to 12 Revle,',/

Lesson 13 I used to play hopscotch.

l Vocabulary Optional Activity

Tell ,-a., J, rc e,.r//.or t

1,o-l.rst h.rt,irs ljor e).JDrplr:

\tl' r- , )b e, odo ovlr rq.r_rr

'"1 r.J r \' - r \\.r rou.,B : .ou.o

3i L,o ,iin5 c,er) Saturda\:

Have students practice agaln uslng rorld.

A: Did )-ou use ro have an unusual nickra:lc as

::i:ri sentences underl ned.

-? il;rd-t,rdof n'otoodoo)o .a,- trto w"re

'_r _:!?p, ,

',' :rci.:rh.1o Mr rr.-r os o , ,o.,oD.6reno

ii,.:i.(.TV twasa wav\ rhe srarl

r::'rii, I u,as a romborr I used to pl.y bileba t.

:6::i s nr6s I

How didlou ger ii?

\1.,1 rri- brorrrp, o ldn\ ,"y n y nane corre -[,

'd ,rl .l t e e.yo re rrrred L.ir-q.hdr ,j.

B: I lound out D is good at math, but ,!.hen she \as

littie, she rvasnt very good at ii

B-essot'l'[4 She said she was sorry.

l Vocabulary

|.!sl actiors dlat are finished use the past perfect

terlse For erarnple, arrildd Lrccomes lud drril'.i.

Tl)e tuture tense n,lll bcconrcs r1'orld.

C

c c

C

e

C C C C C C C C

C C

C C C C C C C

C

J J

J

a a

J

a a a

a a a a

B

Exanple convercalion

A: M,v mother iold me rhal she 1'/as planning to to

io laris to Iearn lo sPeak frcnch

B: Ho\\' romxnLicL

4 Listening

B

Exomple canversation

-{: I rvore tri,o different color socks all da,r'and

didnt realize it

B: How embarmssingl Hon' did 1'ou finalll

Aler! frlend uranted .n aulograph .f Rihanna

Alex was .mbarrased be.a!se tlie lroman v/nsn't

Alex;5omething really emba(asinq hapPened to

me on Satur.lay.llvas havlng dinnerw th a f.lend

AlexYe.h, they do Anyway,lsaw someone famous a1

the n€xttab e Rihannall

CatrieiNowayl She hasafantasu.voce 2

aaiiie:.How embamsslnol 4

3 Language Booster

Ha\.c students make ruLes about how to refort (1rat

somcone said For enample:

becorr* 'el<r o' 1.r o' r'.-'

example, I becomes sle

Present tense ve1Jrs become past tense verbs For

example, ,[e],/ra1,e becomes thef hL

AnsweE willvary Sa.np e aiswer

1 lnezto d Che iea she had wcn an onl e .onlesi

2 nezsaid the prlz€was a trlPto Par!.

3 Ln€zsaid slre doesn'l renemberenlerfg

4 She saldlhe trlprvould beforonereek

c

Example canveBation

A: Haye ,\'ou ever b.d sonlerhing lu.kv hapPen

to ,vou?

B: 1ts On.e l losl n,v cell phone il1the 1!oods, .r.::

I lcent btrck later and found itl

5 Speak with Confidence

B

Exomple conversatian

A: I am r.er,r good at bascball.

R: Hc said he is vct good at basebrll

C: He sa h: is a\crl good brll

Ar Ilt sentence was a litile differerl:

18 Lerson 14

E-essosr'$5 I read an unusual story.

l Vocabulary

C.meroi Tit!s is a lo'yearold boy who wrore a

ne h.5 donated money to the char ty, H:bitar

Optional Activity

TelL students this is a trLLe storl Hal.e thern ialk

about \Lhal the., ihinli Ci.rirri:ron! 't Z is about, and

ilen tcll them the book has a tongue tnistcr ior aclr

leiier ol the alphalret

c

Answert

Add liona sentences under ined

o uFo t or lorLo ii

Aaron:The rov/ns near him had some bad stouD.

- o.6.i oh6t oleoo "l"o"l e o "

he made to the charlty, H.b tatfor Humanlty.

Theybuld homes.

l,1o yry/hal a great kld And qenerous, too!

B

Example conversatian

,{: l he storl aLoul the tan catching a basebali

nlt.rests me ,{n.l Ihr iniercstcd ]n the retl,ork

can.elling all the r.rlit) sho11's Ih not intereste.l

h anv ofthe other stories.

2 Conversation

3 Language Booster

Iroint out that l\.hen talkirg about news, \re oftcn

ask sonlcone ifthel ha1'e rcad the samc sror: (forerample, Did you s€e the stoq abollt ?)

4 Pronunciation

Tell stlrll.nts thar thc s,vnlbol /./ is

pronoLrnced schrra.

Tell sLlLdents that that the schr-a sound can be

spelled l\,ilh an)' vowel lettcr or.lelters (i.e Thcschlla is not associated irith a spc.ific vo$,el.l

Rerrird stLldcrrs lhat the,v are pra.ti.ing

exarrples ofthc schl'a behg reLiu.ed i

unstresseri sltlablcs

B

:aD I,Tra.k.12l

r chlidren 2 locEl ! second

Speak with Confidence

Example canversdtion

A: Let's do lhe singer storl Thc poprLJar pop sLar

said she is geltirg married next ieeel(.

B: And she plans l.r start a famlllr

A: \{e chose the singer story,.

B: The popular pop star said she is getiing n.rrried

rrexl lveek ind she plans to star! a famill She

said she rrar start singjne agaiD in five or ter

1.ears, but for now, she\ dore singirg

C: \\re chose lhe actor storl

Dr Ton1 Lee said hc dldn't do in).thiDg special, butthe parents ccrrainly disagree.

l:: Ho\.JrJh- , chrldl

ntiiweri

2 bieaks

Lesson 15 19

Lesson'16 When did they release it?

OptionalActivity

Before students op€n the boolis, nsk them to talk

about ho1l ofler thcl liste io or read thc nclLs (for

cxample, elery day), and what kiDds ofstorics the)

pa) atlention to (for enample, sports ner,,'s).

loiDt orLt thri r!'c.lon't Lrse /rap,ren to ask aboLrt

1\'he things hxpPencd Inste.rd, x.e use spe.ill.

rcrlrs Ifor ennrple, ftost, rcl.nse, Srt rrarti.d).

questio.s You rnar'll,ani to h.r1 stlLderts make

nrolritle choi.e ansrl,crs.

quenioJrs, nrite the topics on thc b.,ard, $iLh

t00 500 points LLnder each.

Havc groups lake tulns selccii.g a topic and ler.l

oldifllcultl' The team that mn.le 1le question

aslis, rxl.1 ill}e other group ansl,crs correctll,that gftiup gets the poLnis Phy contlnues as

tirne a1lo1rs, or Lrntjl all oIth qucstioDs hale

The lLin r is (he team 1!ith ihe most points

a

G

f

€ g F g

!t

rt

, F G F G

G

O ,

a

, G

a a

G G G

a a

G G G

a

G G G Q J

€

€ G

6.d

7 g

raD i

Tie "iBt Hrry Potlerflm \!as relea5ed ln 2OOi

Gl:n didniget any quest ons.oiiecr

Clen: 'm rcadyfor Fr day!.!rcntevehG quiz.3

^l i6.so 6l n o i o / ,re1 d d o, r o.a, re

\6r\d ldrarL -Woi r.,or1 '

G en:Thatl aan.lt was n2012.Nextq!estion.2

G en:lthink the fici one w.s ln ,oos 4

3 Language Booster

Answe6 willvary 5amp e answer.

1,a 2.a 3.b 4.a

Answers to the f:nal question will vary.

RemiDd slLrdents that we use ifl l\.heD the tir!rc

period ls rot specific (i.e., iu lnanth, in )'ea",),

but 11.e use on $.her the date is specific (i c , orr

Lerson l6

20

r.,I;t it Eri.t teddybear's narne? (Btot''nie.)

,nrs Toln Narlt to calL the Policc? (No, L'robabl,v

b.cause hei not certain they rtere robbed.)

\\'.re rhe,r robbed? (No.)

3 Discuss

Example canve6ation

-\: Dlr \'olr still h.we antihrg speci;I] flo]1l

rour childhood?

B: I I13!e some to)'s from Germa andEgrpi'

I i1' grardP nrenls gn1e lhem to lne $'he11 thev

Cr Cooll \\hat's the mosl \nluabLe thing,lolr on'll?

J: \r1 ,'l Pl

' 'li'iDo "'I 'Jlrr"

tio r lour childhood?

Speak Now

In a nli]ied-abilill chss, have lor\'er-lcvel studcnts

mahe the required conversations but encouragehighcr lelel students to Provi.le rcasoDs for their

arrlsr,eL's and expand the co 'ersation (i e , dodt

just foIoly a Question ADswer, Question-Answer,

'.o -.r .Ot on,a'' er.Or

"or'

13 Example conversation

A: \{hat ganes did voLr use to Pla,v as a ki.l?

B: I uscd to Pl.r,v tag irnd hide-and seek.

14 Example conversation

Ar tr{y molher told 1e roi io be l4te Ior dinner

Lccause she was making pizzr, and m)'trth'r

said he t'ould be late, so rre should start Iithout

him X'iv rnother atso said diet I shoLrLd bring a

lriend home 1or dnuer

B: ls )'oul Dother\ tizza good?

A: Itt lle bestl Do ,vou $'an1 to ioin us?

Example canversation

T s.(' a siorv about a lroman $'ho 1r'on the

lo' 'o |.r)|"oPe-Id,' tor 'one-tl "

Lesson '17 You didn't know?

J

C

C C

C C C C

C C C C

t

J J

C

J J

C C C

i

I I J I I

]

I J

J

J J J J J I J

B:

l Vocabulary

B

Exanple @nversation

A: I think the best t)?e offriend is a litelong frlenrl

B, I thhk a bcst friend is ihe besr trind offriend,

because,tou can !el1 him alltlinlt.

The $.orst qTe ofiiend is a Ialr-1r,earh.r Iricnd

I totallv agrce.

2 Conversation

, ,. .

70i rr v 6.o ,".ao ".oo.( lj

reaiio.5h p with his besrirtend, BGd.

lv.re: \B.o/.o ,.9",a o e".hop

P nr ,u l'eq .orDo.o.:.r ,,.,.r

"1 \ urel ( rr L t o,r ).ro " pl ._

o: , i " .on Ir tel ,.l.e.rh T-r o \ I , rt

.;e"Ler,alteda.r b.dt -" i he, lt.e

C

tcD 2,Tra.k3l

Additional senlences urdertiied

(al:Hi, itt K.l tt,s abour my besr f.ie.d Erad

You kno!"/ hinr, rtghil

Kal:ofcour'e @ llread.

Ka iHe did? lhad no tdea.

Tell studenrs rhat rhis intonxLiorl is !erl.

importarlt Erplain rha! ifther use fallirg

l ' , r , \ ' L

, r ' l : l

,:r rir g p- o"

, I'ell srLrdcrrs drat g.nerat\ ren shori,tiq

e fi ,g or ,ro ) So , ,lLhc!r \h , i n,q intrre\r

A: MI closc friends and I lil<e to pla, socccr on

B: You do? I rholrght you lr.orlicd on Sarlu.da s

Ar I'r'e loorfi ]rlv three closcst ftiends since I

starled elemertary school

Br You har-e?

t:(.it.,t ol, orl og,

22

& I thinh l m to),al and supporrive,

B: &d I think yr:u're accepting, ioo,

-Ai $tatt important to you in a friend?

B: If( rmpo "nt for d t- end ro D- forgi\ nt How

Was the first woman suryrised Joaathan gor upsei?

(Yes She rhought he wouidnr miod ifshe paid thernoney buck a ryeeh tater.)

Does the thirdlvoman think itt more imporrant to

have manyfriends or real friends? (She thinks ii'smore ifiportant to have real frieads.)

C: Ard a parcrt must be loving It's hard to choose

^nlI th.ce i,nporl"ot aua'rr ie

€riogs b€hind your back

tu Jo irs impo.ra nt to be retirbtd.l

Letson l8 23

Lessol'l 19 lcould do that.

B: Thnt's hL1c, bllt)ou calit hang out lvith someon:

l\,ho is much older than you Meeting oiher

srudents is a Sood idca

Optional Activity

Hav€ students listen to the lirst two conversations

again $fto is Abigail talking lth? Hol\' do

Iou kno\\,?

.-'^r::l.=-l -'.'

1 a frlend becausehe lauqhs i'/hen she savs she(ill

likpr her c!frentfriend; (whl.h would iflc!ude him)

2 a frien.lwhols ako frlends with -rohn

Buirl vor, " a lo.(e"lja

lrreno'\rP"o-shouldnt talkbehind 1'orr friend\ back'

C: lrg-ee v r' born or1o" '1o r

"arr t' b'

friends rou Ilave to tLust e.1.b other'

Jt

J J

-C

C C

C C

-C

C - C

c

C

a C

e

a

a

C a

1 a

I

a a

a

a

a

I a a

I

a

I I

(

I

( (

( ( I

(((

(

[aD 2, Tra.k 3]

24

-: : :.!.;r1rj get i[ro pairs and disclrss a rirne rhe].

:::: : rIeDn.! birthdai or anoLtrer -"peciat eIenr,

.: j.reor:e torglrr their biritrdal.

:,:^tpl canversation

::r; I \e t honle rr-o11l colleNc IL]] rhe

.:-.-.-ni: and ir ri,as ml birthdrtr llv drd spcrr

,., ,.t,ot" ,,,o",t,,g ." ir;t ri.asrii mil btrthrlar,.

: -.: :lrlirL Urhat did Iou doi

.rd d.- O.: t(

r;n he got offthe phore, he apotogized.

i: I :u.ts parents rr hun)an, tou

bccause shc Nas Ixre I lold h ho1,r angrv 1 \\,as,

arld norj rve aren't talking I tl,i-qh

I lladnr gotten so Lrpser.

B: One thing ).ou can do is call trer and apologjze

.\: I rl rel.dd r ,o\.'l ur'.8.ror ', B o - .e .o ,e,l c g 1., .e

lbund out rlle trurh, he should haYe apolotlzed

ro lulir.

B: llut he colrld hare totked with Jutia iirsi, and

asl<ed hc, about it beibrc he srid she shouLrl pay

frJr the .1amage.

C: I thjnh TiI1l did the.isht rhinq Ifhchadnt

talked ro tr1xu, he \r'ould have?tt bad

e e e

e

e e e

e e

C C

C

t

C

C C C

e

C

C C

C C

C C C C

A: I flrst nrer m,l fricnd Beckl in 'Ihailand

B: l'oLl did? Ujhy uere )oLr borh in Thailand?

A: U'€ \'.er dotng volunt.cr r.ork That 1\i:r a: r:

2 Practice

I r T

2 F Yeste dayw.sTo 5 tr (hday.

3.7

4, F lills!gg;sts theyapoloqize, and E.icaqres

s F They blyTom pasi: for his birrhclay.

HaIe students re1\'.ite the fals€ ans$,ers io make

them true ,{nsr.crs above.

Optional Questions

Do€s lill think Tom is an acquaintance? (No She.

a d \-i io- u n x qu"ir r.c" merrr.e

A: HaIe vou ever forgotten soneones sp€cial da\,?

B: Yeah One rime I forgot mI sisr€rls birthdal

Luckily m1 rnom calied to remind me that-llght

I ca1led mI sister and she never Found oor.

Cr TInt $'as prett.\,lucky_ Ha1.c lou cver be.n ro a

sulprise parq?

D: +"1 \,J.,-ie, err.r h d, J-: " D.- lr l-l

pany lo o-rr rrerdDa-.n.tr ,e.ll\

trr-rlo! aLo, t )'o' I 1 H .e .o, e - b-go

,{: \\ihnt'.\ importa.L to be a good friend?

B: It's in1porrnnto respcct I,our frtcrd

,{r Is thrt tire mosr irnPortan! qualilr,?

Br The most imporra.r thjng is

probably compassion

'19 Example convetsation

A: lflou iyanfto have less stress, vou shoLrtd

exercise er.er) dar:

Bi Th:rt sounds like .r goo.i idea, bltr I doni hal e

D: Onc thing ]ou.an do rs ca her and apotogize.

-{: She rvont ansner the phone

B: o, e rr." or .,re ri -rIg ror

hcr h,r\\ \or1) )'u]1 J1r

26 Lessons 1- ro 20 Re\rew

Lessoen 2'E IU rather not say.

!'i -rtrni iiin rkilLs

Sl qood school qrade:

S: .-:i :r;:.:.uftenraffairs

Example conversation

A: I thn* Enlilr 1vi]] gct the posltion, becaus€ ever

) g heonl ,\ J ' .n lie D .:Br folthee months she got a goud relercnc<

B: That's true, but the intcrviell.er may worder if

Emlly rvill leave hls firm aft€r a short time, too

3 Language Booster

B

Example conversation

A: \1I cornmunicaiion sldlls are excellent

B: l'rn good at computers, and I also klorv hori,

lo explain ploblems so people.who don'tuDderstand computen can follol'ritat I al1l sal-irg

:::: :_:.;.res rrho ser good e)iarnples.

: - -r - r::i.onpuler skills are also rerr

-: :::.: :-.:rrrhing is on a computer

Conversation

2

L -=:.-:

:_ :- -:s5'i:lssulr:bleforthe job becauseshe

ege and has workexper ence.

i_: r:.ji: ,ani to a.swer the quesuon about why

:-:.r:r 4 ar i\4esa Design foron y trr€e monrh!

c lth nk lwork too hard afd dofttake enouqh tlme

d,Acluall, no hav,e.lass in the rnorning, so lcan

:i : :iudents get irlto pairs aDd discuss uhether

:- : :i!:rk Emilr !\,ill gct the iob, gi\.ing reasoDs foI B

Tf students are having problen1s imagirng the

IDterviewer'.s role, have them refer to the Listenlngalrdio scripi on pages 110-111

:

275tudents'answers.ah be in note form-

a Peop e saylhat lhave a lot of.offiden.e And that

Lesson 22 It could be an ad for

'l Vocabulary

B

Example conversation

A: A long time ago I hcard there {-as a slogan,

"1{rherc's the beef?"

Br "Reach out and touctr someone,rtas a siogan for

:ni l rJ ri,a, nal e "".t, o ii.enr er, i e,

giling reasons for lheir ans(.€rs.

Example canversation

A: E!'eryoae likes the idea that the).can ear their

loodjust iike rhc)'like jt lil(e rherarenr iust

Tell \tudeJrt\ th.rr thc.enren!L, J€ birrB

',l,Jb.l I dpo L,iti.vdre r.o der.-o r o

conildence iD the statemcnr to least confidence

Er.plain that ?ls, suggests the speairer js almoli

I009; ccrrain

'lill sluden$ that.o ll is used to dtscuss on

oascyeral possibilitics, although often rhe oth::

r ibrl " ,r r.ed or e .,n e

hair coloring or.osn€ cs).

'lell stLrdcrts tc can also use nrqv an.1 rziiqi::,r

o l, I lr8e.' (.1 te.( ,i." :

or a'rno e \-r" "-e rr no io i.ie, c

stat€rnenis are Dot as strong as those rrith ,rr:.ij:

4 Pronunciation

Tell studenis ihai /p/, i t/, and /k/ makc n n,dLi.r

pause, but /lr, /d,/, and igl are lcss sudd€r1, lliiti

slightll shorier pause.

Have students rry holding souJlds or stighthholding $eir breath to hetp then not pioio,.i:.:.

the sounds as fully as thet otherwise (,oLrld

B

l, r '; u e- ,d e, .r o-.o ,.r [l

1ot d il olda)a

5 Speak with Confidence

-C, Ar.d Yaur wdy or no yrl is ai'€some

D: Does anr'one else agree't

a

a a

a

J

a a

1,

J

a

J J J J J J J J

J - J J J

J J J

G

I I I 1 J

G

28 Lesson 2,