00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page Listening & Speaking 1&2 Instructor’s Manual Cheryl Benz Kara Dworak Mary McVey Gill Pamela Hartmann 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 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: web www.heinlenrights.com fax 1-800-730-2215 phone 1-800-730-2214 Heinle & Heinle Publishers 20 Park Plaza Boston, MA 02116 UK/EUROPE/MIDDLE EAST: Cengage Learning Berkshire House 168-173 High Holborn London, WC1V 7AA, United Kingdom AUSTRALIA/NEW ZEALAND: Nelson/Cengage Learning 102 Dodds Street South Melbourne Victoria 3205 Australia CANADA: Nelson/Cengage Learning 1120 Birchmount Road Scarborough, Ontario Canada M1K 5G4 JAPAN: Cengage Learning Palaceside Building, 5F 1-1-1 Hitotsubashi, Chiyoda-ku Tokyo 100 0003, Japan LATIN AMERICA: Cengage Learning Seneca, 53 Colonia Polanco 11560 México D.F México SPAIN: Cengage Learning Calle Magallanes, 25 28015-Madrid España ASIA (excluding Japan): Cengage Learning 60 Albert Street #15-01 Albert Complex Singapore 189969 Heinle & Heinle Cengage Learning ™ Australia • Canada • Denmark • Japan • Mexico New Zealand • Philippines • Puerto Rico • Singapore Spain • United Kingdom • United States Printed in the United States of America 03 02 01 00 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page Listening & Speaking & Table of Contents Table of Contents Tapestry Listening & Speaking Instructor’s Manual Note to Teachers Using the Features of Tapestry Listening & Speaking Chapter Overview Answer Keys, Listening & Speaking 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 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 42 Teacher’s Script for Quizzes 45 Tapestry Listening & Speaking 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 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 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 89 Teacher’s Script for Quizzes 92 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page Listening & Speaking Note to Teachers Note to Teachers Tapestry Listening & Speaking 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 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: 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 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 8 Listening & Speaking 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 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 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 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page Listening & Speaking 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 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: 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: minutes 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 10 10 Listening & Speaking Instructor’s Manual Chapter 1: Meetings and Greetings x Formal or Informal Language?, page 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 Usually slowly 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 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 x Vocabulary Building, page 18 Suggested Situations Classroom the first day of class, meeting other students At a party, meeting new people At a business meeting, meeting other business people At the office, meeting clients 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?/ a b b x Tuning In: “Empty Nest,” pages 21–22 They feel happy and sad at the same time 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 Kissing or Hugging or Holding hands Putting an arm around each other 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 82 82 Listening & Speaking Instructor’s Manual Name _ Date Part II: Listening (15 points) Read over the following questions Then listen to the passage about weddings and answer the questions about it Which of these statements are true? Circle the letters (5 points) a It’s possible to get married at City Hall b There are different kinds of weddings in the United States c Young couples usually want their parents to invite a lot of business colleagues to a wedding d One place where people get married secretly is Las Vegas e The bride’s parents usually pay for the wedding Who is not part of the immediate family? (1 point) a parents b brothers and sisters c grandparents d cousins What does elope mean? (1 point) Why can’t the bride and groom see each other before the ceremony on the day of the wedding? (1 point) What does the bride not have to wear? (1 point) a something old b something new c something golden d something blue What’s an expression that means “the bride, groom, their parents, the bridesmaids, and the ushers”? (1 point) Where these people stand to greet the guests after the wedding, at the beginning of the celebration? (1 point) What is an expression that means “a time of eating, drinking, music, and dancing after the wedding”? (1 point) Which of these statements are true of the best man? Circle them (3 points) a He might be the groom’s brother b He might be the groom’s best friend c He usually walks the bride down the aisle to the groom d He usually keeps the wedding ring for the groom to give to the bride Copyright © 2000 Heinle & Heinle 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 83 Name _ Listening & Speaking Chapter Quizzes 83 Date Chapter 8: Tell Me What I Want: Advertising and Shopping Part I: Vocabulary (15 points) A Complete the paragraph with words or expressions from the list below You don’t need to use all the words (10 points) to appreciate cash credit guarantee instruction manual receipt refund salesclerk to suggest to switch touch-tone window shopping yellow pages I decided to buy a fax machine last week to make it easier to communicate with my family in Japan, so I looked in the (1) of the telephone book under fax I finally found them un- der Facsimile Communication Equipment Then I went to a shopping center to some (2) I went into one store, where there was a friendly (3) I asked her what she would recommend She showed me a model that was very nice and came with a huge (4) explaining how to use it She said it had a money-back could bring it back if necessary She said to be sure to save the (7) I really “ (5) so that I (6) so I could get a d (8) her advice, and I decided to buy the machine (9) or charge?” she asked, and I gave her my (10) card I’m very happy with my machine now, and I save a lot of money communicating with Japan Sometimes you really can save money by spending it! B Choose the best word from each pair in parentheses Circle it (5 points) Why are you so sad? (Calm down./Cheer up.) Many commercials show beautiful people whose clothes are the latest (ad/fashion) This new phone I bought is broken so I’ll take it back to get a (refund/sales slip) When a policeman stops you, you (argue/suggest) with him or you just accept a ticket? A guarantee is the same as a (warranty/receipt) Part II: Listening (15 points) A The Sound of It Circle the correct short answer to each question (8 points) Example: Do they read the ads in the paper? a Yes, they are b Yes, they a Yes, I am b Yes, I a Yes, he does b Yes, he is a Yes, we b Yes, we are a No, we don’t b No, we aren’t a No, there isn’t b No, there doesn’t a No, he doesn’t b No, he isn’t a Yes, I b Yes, I am a No, we aren’t b No, we don’t Copyright © 2000 Heinle & Heinle 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 84 84 Listening & Speaking Instructor’s Manual Name _ Date B Read the following questions Then listen to this message from a business answering machine and answer the questions about it (7 points) What time does Midtown Video open on Mondays? What time does it close on Tuesdays? What time does it open on Sundays? What is the address? Is it near Central Park? Do they have foreign films? Can they transfer photos to videotape? Copyright © 2000 Heinle & Heinle 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 85 Name _ Listening & Speaking Chapter Quizzes 85 Date Chapter 9: What’s in the News? Part I: Vocabulary A Complete the paragraph with words or expressions from the list below You don’t need to use all the words (10 points) environment headline (to) inform press conference rain forest reporter researcher shower summary thunderstorm videotape violence It’s not always difficult to understand the news if you watch television in a foreign language For one thing, there is always a story about the weather Sometimes there are s (1) or scattered s (2), sometimes a hurricane or tornado, and sometimes snow or ice storms There’s usually some sort of (3): a murder, kidnapping, or something like that The president or someone who is important may have a (4) or give a speech about the economy or some other topic And there is often something about the (5): air or water pollution or the destruction of tropical s (6), for example At the end of the program, one of the s (7) or newscasters will often give a (8) of the day’s news stories So if you didn’t understand the first time, this should help If you can watch or read the news first in your native language, that will help a lot also—even if you just look quickly at the foreign language can s (9) in the newspaper The TV news in a (10) you about many topics and help you improve your language skills at the same time B Describe the weather in each picture (5 points) (sunny day) (clouds) (snow) Copyright © 2000 Heinle & Heinle (rain) (wind) 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 86 86 Listening & Speaking Instructor’s Manual Name _ Date Part II: Listening (15 points) A The Sound of It Write the numbers that you hear (8 points) Weather Report And now for the weather Cool and overcast this morning, with scattered showers High in the East Bay, degrees For San Jose, the high will be today, and for San Francisco, Lows everywhere will be in the Tomorrow, early-morning fog, then sunny skies in the afternoon Weather Report It’ll be hot today, with a high of nearly degrees on the coast We may see temperatures of degrees inland Evening lows will be in the on the coast; around inland Watch for high winds tomorrow and cooling temperatures B Listen to this passage about the news Take notes and then write a short summary of the important information (7 points) Copyright © 2000 Heinle & Heinle 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 87 Name _ Listening & Speaking Chapter Quizzes 87 Date Chapter 10: Planethood Part I: Vocabulary (20 points) A Complete each sentence with a word or expression from the list below You don’t need to use all the words (10 points) absorb disposable styrofoam burn scrap metal biodegradable rain forests atmosphere nonorganic We should use less plastic because it’s not great-great grandchildren acid rain landfills transformed It’ll remain in the earth for our great-great- Garbage trucks dump tons of trash in every day When we burn oil, wood, and coal, we put carbon dioxide into the There is too much carbon dioxide for the trees and oceans to People are cutting down Asia in Africa, Latin America, and Southeast He drank his coffee from a cup is a kind of air pollution that kills fish and plants in lakes and rivers A lot of new parents use diapers for their babies Glass, plastic, and metal are all 10 They materials (They were never alive.) that horrible area into a beautiful public park B Match each word to its meaning (8 points) smog a poison garbage b cows toxin c air pollution recycle d bad filthy e city harmful f trash cattle g dirty municipality h use again C Give one word for each pair of definitions (2 points) = a the ideas, arts, and way of life of a people or nation b a specially prepared material in which bacteria grow = a the planet on which we live b ground; dirt Copyright © 2000 Heinle & Heinle 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 88 88 Listening & Speaking Name _ Instructor’s Manual Date Part II: Listening (10 points) A The Sound of It Listen to these sentences and write the missing words (5 points) He isn’t about that information We went to the last summer She went to school in I’d like to give it to you, but it isn’t We want to build a yet in our garden B Read over these questions Then listen to the passage about the environment and answer the questions about it (5 points) How much of the tropical forests of Africa are remaining? percent How much of the tropical forests of Latin America are remaining? percent What did the government of Costa Rica create in 1987? Why did the government this? How is the giant leatherback turtle an example of a big change in Costa Rica? (Explain what people used to and what they now do.) Copyright © 2000 Heinle & Heinle 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 89 Listening & Speaking Quiz Answer Keys Quiz Answer Keys Chapter 1: The Whole World is Your Classroom Part I: Vocabulary A B native speaker(s) shy small talk produce section to communicate dependent c f g d a h e i b Part II: Listening A Real Questions: 2, 4, 7, 8, 9; Small Talk: 1, 3, 5, 6, and 10 B b a c c b Chapter 2: Change and Choice Part I: Vocabulary A transfer exact change mobile residence suburbs adventure manager poll population 10 driver(s) B Answers will vary Part II: Listening A B you What’s your want to go to have to b b a b a a b Chapter 3: This Is Who I Am Part I: Vocabulary A 10 B memory unattainable thrift goal trust relationship shoplifter babysitting store detective independence sailing was supposed to vain hiking experience Part II: Listening A 10 B a b b a b What are you going to did he What you kind of c the main subject that students study in college a c b Chapter 4: Health: Getting the Most Out of Life Part I: Vocabulary A Possible answers: doctor sick tension not have, stay away from mental situation, ideas, point of view, outlook food value, good things in food suggestions use B caffeine tip habit 89 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 90 90 Listening & Speaking Instructor’s Manual fiber rake leaves shovel snow Part II: Listening A B can can’t can’t can can can’t can’t can F T F T T F T T Chapter 5: When Cultures Meet Part I: Vocabulary A 10 B for good excited homesick depressed associated customs stage culture shock sort of expert interested irritating tiring confused shocking Part II: Listening A him and Could you lots of you B These items should be checked: 1, 3, 4, 7, 8, 9, 11, 13, 14, 15 Chapter 6: What Do You Mean? Thought and Communication Part I: Vocabulary A Help Wanted receptionist B 10 appointments notices bulletin board d g a c f h e j b i Part II: Listening A B Let me didn’t you Give me out of don’t know b a d c c Chapter 7: Making Friends and Finding Love Part I: Vocabulary 10 11 12 13 14 15 vow personal nickname rocky time idiosyncrasies commercial romance startled reverted affection bottom line pet names bound Initially old fashioned Part II: Listening should be circled: a, b, d, e d run away and get married secretly because it would bring terrible luck c the wedding party in a receiving line wedding reception should be circled: a, b, d 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 91 Listening & Speaking Chapter 8: Tell Me What I Want: Advertising and Shopping Part I: Vocabulary A 10 B yellow pages window shopping salesclerk instruction manual guarantee receipt refund appreciate(d) Cash credit Cheer up fashion refund argue warranty Part II: Listening A B a b b b a a b a 10:00 A.M 9:00 P.M 12:00 (noon) 309 Elm Street no yes yes Chapter 9: What’s in the News? Part I: Vocabulary A 10 thunderstorm(s) shower(s) violence press conference environment rain forest(s) reporter(s) summary headline(s) inform Quiz Answer Keys 91 B Possible answers: It’s sunny/warm/dry/fair It’s cloudy/overcast It’s rainy There are thunderstorms/scattered showers There’s snow/ice It’s freezing/icy It’s windy/breezy Part II: Listening A Weather Report 1: 65, 68, 62, 40s (forties) Weather Report 2: 90, 100, 60s (sixties), 70 B Answers will vary Chapter 10: Planethood Part I: Vocabulary A 10 B C biodegradable landfills atmosphere absorb rain forests styrofoam Acid rain disposable nonorganic transformed c f a h g d b e culture earth Part II: Listening A B certain mountains Britain written fountain 15 50 a system of megaparks (large national parks) to protect the forests and help the economy People used to eat its eggs Now they work in the tourist industry, including acting as guides to take tourists to see the turtles 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 92 92 Listening & Speaking Instructor’s Manual Teacher’s Script for Quizzes See the introduction to the quizzes for information on how to use these sections Chapter 1: The Whole World is Your Classroom A The Sound of It Listen to these sentences Are the speakers sure of the answers—does the voice go up? Or are they unsure— does the voice go down? Put check marks on the lines Note: Your voice should go up on some of the tag questions and down on others—it doesn’t matter which except that you need to decide and remember Suggestion: Voice up on 1, 3, 5, 6, and 10; down on the others You’re going to class now, aren’t you? You have your English book, don’t you? Your class is at 10:00, isn’t it? You remembered your notebook, didn’t you? You haven’t seen Juan, have you? You don’t have my dictionary, you? It’s a difficult class, isn’t it? The test was really hard, wasn’t it? You did well, didn’t you? 10 Noriko isn’t in that class, is she? B Read over these questions Then listen to the passage about language learning and answer the questions Linguists—the people who study the structure of language and how people learn language—have different ideas about the best ways to learn a new language Many linguists think it’s important for students to study grammar and a lot of practice exercises Other linguists say that it’s a waste of time to concentrate on grammar One of these linguists is Stephen Krashen He says that it’s much better for students to read, read, read—a lot— in the target language—in other words, the new language And it’s important for them to listen to a lot of conversations in the target language If they read a lot and listen a lot, they’ll “inhale” the grammar and vocabulary without doing grammar exercises However, he says it’s also important for the reading and listening materials to be comprehensible—not too difficult Students won’t learn any new grammar or vocabulary if the material is way, way above their level Chapter 2: Change and Choice A The Sound of It Listen to the following sentences You will hear the short forms of some words Write the long forms (Note: Read each sentence with reduced forms of words, as indicated.) Do ya live in Texas? Whatcher address? I wanna visit some friends there next year Do you goda San Antonio often? Do you hafta drive or can you take the bus? B Read the following questions Then listen to the passage about renting a house or apartment Choose the correct answer for each item If you rent an apartment or house, your landlord or apartment manager has many responsibilities for repairing or fixing things For instance, if you have a roof that leaks and water is coming into your house, you don’t have to try to fix it yourself Call your landlord, apartment manager, or “super,” as many people in the eastern part of the United States say If the garbage disposal doesn’t work or if the refrigerator doesn’t keep the food cold, it is usually the landlord’s responsibility to fix it Of course, before you move in, not sign a lease or rental agreement with your landlord that says that you will make all the repairs Make sure that you know what you are responsible for If you don’t understand the rental agreement, ask an English-speaking friend or go to your local legal services, where people who know about housing forms can help you Also, find out how much money you will have to pay in special deposits and which of these you will get back when you move out As a renter, you need to know your responsibilities but also your rights Chapter 3: This Is Who I Am A The Sound of It Listen to the intonation in each question Choose the correct answer (Note to teacher: Yes/No questions are # and 4; the voice goes up twice Either/Or questions are # 2, 3, and 5; the voice goes up on the first item and down on the second.) Does she eat chicken or fish? Do they like the beach or the mountains? Is he going to go to Valley College or State University? Did she babysitting or gardening? Did they go dancing or to the movies? Now listen to these sentences You’ll hear reduced forms Write the long forms (Note: Read each sentence with reduced forms of words, as indicated.) Whatcha thinking of doing? I’m probably gonna apply to Valley College And how about your brother? What didee decide? He might join the air force Whadaya think about that? 10 I think it’s kinda interesting B Read over these questions Then listen to the passage about college and answer the questions about it Students usually need to begin preparing for college a year or so in advance A month or two isn’t enough They need to decide on a major—in other words, the main subject that they’ll study in college Then they need to choose a school Some students choose a college or university simply because it’s near their home or because their friends go there But this is probably a huge mistake It’s important to find not “the best college” but, instead, “the best college for your major.” Each college is better in teaching some subjects than others It’s important to find a college that will prepare you for your future career—your job or profession when you finish college Also, it’s usually a good idea to apply to several different colleges, in case your first choice doesn’t accept you Chapter 4: Health: Getting the Most Out of Life A The Sound of It Listen to these sentences Do you hear can or can’t? Check the answer I can jump rope He can’t mow the lawn today We can’t ski She can play the piano They can swim very well I can’t program this computer He can’t run a mile She can ice skate 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 93 Listening & Speaking B Read the following statements Then listen to the passage about health Answer “True” or “False” for each item Note: You will hear these words: liver (an organ in the human body), cholesterol (a substance found in things like eggs and meat), root (underground part of a plant, like a potato or carrot) Robert Pritikin, a health expert, says that the diet that many people have now is very different from the diet that people had 10,000 years ago People long ago used to eat mostly fruits and vegetables, with very little meat Our teeth are like not like a tiger’s teeth, for eating meat; they are more like a horse’s teeth— perfect for eating vegetables And, like animals that eat only vegetables, we have livers that continue to produce cholesterol even if we eat lots of cholesterol This means we get heart disease People long ago ate over 100 grams of fiber a day; now we eat only 10–15 grams a day Ten thousand years ago, people ate eight to nine little meals a day and exercised in between meals They would find a root, eat it, look around to be sure nothing was going to eat them, and then move on to look for something else to eat Chapter 5: When Cultures Meet A The Sound of It Listen to these sentences You’ll hear reduced forms Write the long forms (Note: Read each sentence with reduced forms of words, as indicated.) I told im about it Here, have some bread n butter Cudja hand me that book? She took lotsa classes I’ll tell ya something about that B Read over these statements Then listen to the passage about culture shock Which suggestions you hear? Check them What can you if you find that you’re living in a new country and you’re in Stage Two of culture shock—that very negative stage in which you’re hit hard by depression? Well, experts say that you should first realize that there’s nothing strange about experiencing this for a while Understand that it is a completely natural step in becoming part of a new culture You need to know that this stage will probably pass and that there are better times ahead One of the most important steps for you to take, of course, is to learn the language of your new country as quickly as possible This will make you feel better about yourself and make life much easier Also, it’s important, if you want to move out of this difficult stage quickly, not to stay home and feel sorry for yourself You have to force yourself to get out and be active, even if you don’t want to And when you go out, don’t stick just with people from your own culture; instead, try to make friends from your new culture How can you meet new people? One way is to take a class—not just a language class, but a class in something—anything—that you’re interested in Take an art class or a music class Take a class in swimming or horseback riding or dancing If you’re involved in something that you love to do, the other people in the class will share your interest, and you’ll have something in common with them Another way to meet people is to become a volunteer Where? Well, dozens of organizations in your city probably need volunteers: local hospitals, the Red Cross, homeless shelters, children’s centers, animal organizations If you become a volunteer, you’ll be helping other people, meeting people, and—as a bonus—improving your new language Perhaps the most important thing to do, though, to get out of Stage Two quickly is to be open-minded In other words, don’t be too quick to judge the customs of the new culture Instead of thinking, “These people things differently from the Teacher’s Script for Quizzes 93 way we them back home, so they’re not polite,” find out why people things in that way Often, you’ll discover it’s simply a different way of looking at things Chapter 6: What Do You Mean? Thought and Communication A The Sound of It Listen to these sentences You’ll hear reduced forms Write the long forms (Note: Read each sentence with reduced forms, as indicated.) Lemme help you with that You saw that movie, didncha? Gimme your eraser for a minute, will you? He took it outta the bag I dunno what it is B Read over these questions Then listen to the passage about asking directions and answer the questions about it Imagine this situation A man and woman are in a car They’re on a trip, and they’re horribly lost They’re both getting irritated The woman keeps saying, “Let’s just stop and ask someone for directions.” The man doesn’t want to He says there’s no problem; they’re not lost at all He points out that they usually end up where they want to be, so there’s no need for the woman to worry How would the linguist Deborah Tannen explain this? Well, according to her research, many men don’t like to ask for directions because by doing this they have to admit that there is something they don’t know, and they don’t like to feel that someone is “one-up” from them—that someone is better or smarter than they are, or has more information In other words, hierarchy is important to men—a system in which each person has a certain place in society—either higher or lower than other people And each man wants a good position in this system, wants to feel “one-up.” Tannen says that most women, on the other hand, don’t feel that hierarchy is so important They prefer to feel equal to other people—not better than them, not superior to them For most women, asking for directions doesn’t make them feel “lower” than—inferior to— another person; instead, it allows them to make very brief human contact with another person Chapter 7: Making Friends and Finding Love Read over the following questions Then listen to the passage about weddings and answer the questions about it In the United States, as in any country, there are a number of customs when people get married Some people have a very small wedding ceremony, perhaps at City Hall, and then just go to a nice lunch or brunch afterwards Some people elope; they run away—maybe to Las Vegas or Reno—and get married secretly Some people have a formal wedding but keep it very small; they invite just their closest friends and immediate family—their parents, grandparents, and brothers and sisters But things get very complicated for people who have a big wedding For a big wedding, there’s always the question of who to invite and how many people to invite Besides the relatives and close friends of the couple, how many other friends should be invited? Sometimes there are big arguments about this Sometimes the parents of the bride and groom want to invite their business colleagues, and, if so, the young couple usually gets upset because it begins to feel like a business party instead of their wedding If the guest list gets too long, the father of the bride sometimes gets upset because it’s usually the bride’s parents who pay for the wedding, and each additional guest is expensive 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page 94 94 Listening & Speaking Instructor’s Manual There are certain customs and superstitions surrounding a wedding For example, the bride and groom cannot see each other before the ceremony on the day of the wedding because this would bring terrible luck Also, the bride has to wear something old, something new, something borrowed, and something blue, but nobody seems able to explain why The wedding itself may be in a church or temple, or it could be in a large garden or banquet hall The bride, wearing a white gown, enters on her father’s arm All of the guests stand to watch her walk down the aisle toward the groom Her bridesmaids—the young women who stand beside her—are also waiting there for her They’re wearing another color, but they all wear matching dresses The young men who stand beside the groom—the ushers—wear tuxedoes, as does the groom, of course Standing immediately to the groom’s left is his best man; this is probably either his brother or his closest friend This is usually the person who holds onto the wedding ring until the moment when the groom places it on the bride’s hand Some couples repeat formal vows that come from a religious book; others write their own vows After they say their vows, they kiss for the first time as a married couple and walk back up the aisle After the ceremony, the bride, groom, their parents, and the bridesmaids and ushers—in other words, the wedding party— often have group photographs taken Then they stand in a receiving line to greet the guests as they enter the room where the wedding reception takes place At the reception, there is always food, music, dancing, and lots of champagne Chapter 8: Tell Me What I Want: Advertising and Shopping A The Sound of It Circle the correct short answer to each question Example: Do they read the ads in the paper? a Yes, they are b Yes, they Are you leaving now? Is Tran going with you? Are you going to the bike shop? Are you going by bus? Is there a sale now? Does Tran need a a new helmet? Are you selling your old bike? Are you going to be home by noon? B Read the following questions Then listen to this message from a business answering machine and answer the questions about it Hi, you’ve reached Midtown Video We’re open 10:00 A.M to 9:00 P.M., Monday through Saturday; 12:00 to 7:00 on Sunday We’re at 309 Elm Street, across from Kelly Park, at Elm and Main Street We have more than 20,000 tapes, 15,000 laser disks, and a huge collection of DVDs Our collection includes many foreign films in a variety of languages We can also transfer your home movies or photos to videotape If you’d like to leave a message, wait for the tone Chapter 9: What’s in the News? A The Sound of It Write the numbers that you hear Weather Report And now for the weather Cool and overcast this morning, with scattered showers High in the East Bay, 65 degrees For San Jose, the high will be 68 today, and for San Francisco, 62 Lows everywhere will be in the forties Tomorrow, early-morning fog, then sunny skies in the afternoon Weather Report It’ll be hot today, with a high of nearly 90 degrees on the coast We may see temperatures of 100 degrees inland Evening lows will be in the sixties on the coast; around 70 inland Watch for high winds tomorrow and cooling temperatures B Listen to this passage about the news Take notes and then write a short summary of the important information The way we get our news has changed dramatically in recent years There are thousands of magazines and newspapers online on the Internet, available for anyone anywhere to see Some famous examples in English are The London Times and The Chicago Tribune Sites like CNN give you 24-hour coverage of the day’s events, including audio and video coverage Through the Internet, you can travel to almost any country electronically and see photos and pictures of life and culture there So you want to listen to a radio program from England? Find out the temperature in Taiwan? See if your favorite soccer team won in the big game in Mexico? Check on the stock market in Tokyo? Do you want to all of this without leaving your house? No problem! All you need is a computer with an Internet connection Chapter 10: Planethood A The Sound of It Listen to these sentences and write the missing words (Note: Pronounce each underlined word with a naturalsounding medial t, as on the tape that accompanies this chapter.) He isn’t certain about that information We went to the mountains last summer She went to school in Britain I’d like to give it to you, but it isn’t written yet We want to build a fountain in our garden B Read over these questions Then listen to the passage about the environment and answer the questions about it The destruction of tropical forests is a very serious problem for the entire world Experts say that only 15 percent of the tropical forests of Africa, 30 percent of the tropical forests of Asia, and 50 percent of the forests of Latin America are remaining The rest have been destroyed However, in some countries there has been a big effort to save these forests Costa Rica is one example In 1987, the government of Costa Rica created a system of “megaparks,” large national parks Each park had a director who began to work with the local people and research ways to use the local plants and animals The idea was to protect the forests and help the economy at the same time The land in tropical forest areas is very poor and after a short time it is not good either for agriculture or cattle raising But the production or collecting of tropical woods, flowers, seeds, plants, and nuts can be very profitable More profitable still is the practice of ecotourism Last year one million tourists arrived in Costa Rica to see its beautiful forests and beaches, with many exotic birds and animals On the Pacific Coast, there had been a problem with the giant leatherback turtle; people were eating its eggs for food, and the turtle was in danger of disappearing Now many of the same local people are working in the tourist industry: in hotels, restaurants, or as guides to take tourists to see these magnificent creatures This is one example of how people can make a living while still conserving and protecting the natural environment 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page a 00-043TapestryIML&S 1&2 pp 7/7/00 4:23 PM Page b TAPESTRY Communicative activities, Language Learning and Academic Power Strategies, CNN® videos, and a Web site effectively prepare students to be successful, Instructor’s Manual Listening & Speaking independent learners 1& R EBECCA L OXFORD Series Editor Cheryl Benz Kara Dworak Mary McVey Gill Pamela Hartmann Reading Writing Listening & Speaking High Beginning Reading 0-8384-0568-1 Writing 0-8384-0033-7 Listening & Speaking 0-8384-0009-4 Intermediate Reading 0-8384-0056-6 Writing 0-8384-0038-8 Listening & Speaking 0-8384-0016-7 High Intermediate Reading 0-8384-0050-7 Writing 0-8384-0042-6 Listening & Speaking 0-8384-0023-X Advanced Reading 0-8384-0060-4 Writing 0-8384-0045-0 Listening & Speaking 0-8384-0029-9 v v -li v v v v Vis i stry on ! ne ape tT v v http://tapestry.heinle.com www.heinle.com ... 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 24 Chapter 1: Meetings and Greetings Chapter 2: Finding Your Way Chapter... Speaker 2: Speaker 1: Speaker 2: Speaker 1: Speaker 2: Speaker 1: Speaker 1: Speaker 2: Speaker 1: Speaker 2: Speaker 1: Speaker 2: Speaker 1: Speaker 2: Speaker 1: Part B 10 sing ton ring ping... shirt = 20 02 openings Woman with short, blond hair = well over 20 0 openings 00-043TapestryIML&S 1& 2 pp 7/7/00 4 :23 PM Page 21 Listening & Speaking x Listening 2: A Career Plan, pages 19 5? ?19 7 Steps