Skillful Second Edition Foundation Level Listening and Speaking Digital Student's Book Premium Pack 1380010292, 9781380010292

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Citation preview

Second Edition

Foundation Reading & Writing Student’s Book

Author: David Bohlke Series Consultant: Dorothy E. Zemach

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SCOPE AND SEQUENCE 1 SELF

Video

Reading

Vocabulary

Happy countries

Prepare to read by finding and analyzing text parts

Use names for countries and languages

Preview a text by thinking about its topic and searching for key text parts

Use names for family members

Learn and practice skimming to help you understand the main idea of texts

Use prepositions of place to describe where things are

Use previewing and skimming to recognize the topic of the text and each paragraph

Learn and practice saying and writing numbers

Practice reading for gist to find general meaning in texts

Use collocations to talk about food

PAGE 8 Campus life

Use names for subjects of study

Personal profiles: Welcome new students Campus life Article: Students of the month

2 FAMILY

Family time in China

PAGE 26 Sociology Article: It’s 5:54—time for dinner! Culture

Use words and phrases to describe how often things happen

Message board: Family fun

3 STUDY

Box hotel

PAGE 44 Design Discussion forum: Dorm spaces Architecture

Use names for classroom and college objects

Article: What works for me

4 MONEY

Money lessons

PAGE 62 Personal finance Article: Money types Economics

Learn words to give more information about numbers

Online seminar: Daily spending

5 TASTE PAGE 80 Business

Real food

Use adjectives to make writing more interesting

Article: Food jobs Tourism Reviews: Time for something new?

2

SCOPE AND SEQUENCE

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SCOPE AND SEQUENCE Grammar

Writing

Study skills

Unit outcomes

Practice and use the present tense of be

Practice and write simple sentences with correct punctuation and capitalization

Introduction: learn about life at college

Prepare to read texts by finding and analyzing text parts Plan and write descriptive sentences about a classmate

Plan and write simple sentences about your classmate

Use subject pronouns and possessive adjectives

Practice writing sentences without repeating words

Find out how you prefer to learn

Plan and write descriptive sentences about your family

Practice and use the verb have to talk about possessions

Learn to add information to your sentences by using and, also, too

Plan and write a series of descriptive sentences about your family

Think about what you have (and what you need) to learn well

Write and share a description of a study space

Practice and use verbs in the simple present tense

Learn and practice using articles and adjectives with nouns

Learn to use numbers in your sentences

Plan and write a description of a restaurant you know

Learn and practice skimming to help you understand the main idea of texts Write and share a description of a study space

Learn to understand percentages in English

Check information and describe how much a family spends each month

Learn to write interesting sentences using adjectives

Preview a text by thinking about its topic and searching for key text parts

Use previewing and skimming to recognize the topic of the text and each paragraph Check information and describe how much a family spends each month

Learn to read better by improving your understanding

Practice reading for gist to find general meaning in texts Plan and write a description of a restaurant you know

SCOPE AND SEQUENCE

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SCOPE AND SEQUENCE 6 HEALTH

Video

Reading

Vocabulary

Robots and health

Look for information in texts quickly by scanning

Use verb / noun collocations to talk about health

Read to find specific information in texts

Use words and phrases to name places and buildings

PAGE 98 Sports science Survey: How healthy are you? Medicine

Use words and phrases to talk about comparing actions

Interviews: Healthy habits

7 PLACES

A special bench

PAGE 116

Use phrases to give information about the number of things

Urban studies Online comments: Favorite neighborhoods Architecture Article: A greener Seoul

8 PLANS

Kenya tech plans

PAGE 134

Learn to identify different text types to understand their aim

Use words for days, months, and time

Practice highlighting and annotating texts to choose information to remember

Use names for popular jobs

Learn how to organize information into a chart when reading

Use collocations to talk about skills people have

Education Invitation: TechQuest Conference Business

Use words and phrases to say how possible something is

Email thread: Will you speak at TechQuest?

9 JOBS

An urban farm grows in Brooklyn

PAGE 152 Productivity Résumé: Looking for a job

Use names for jobs and careers at colleges

Sociology Article: Tell me about your job

10 SKILLS PAGE 170 Psychology Lecture notes: Children and their skills

Skills of a champion

Use adjectives to describe people and their skills

Social studies Article: The people I know

4

SCOPE AND SEQUENCE

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SCOPE AND SEQUENCE Grammar

Writing

Study skills

Unit outcomes

Use adverbs of frequency to talk about how often things happen

Practice joining and comparing sentences with and and but

Think about creative learning

Learn to scan texts to find key information

Modify adjectives in your sentences using very, really, not … at all

Learn to expand your notes into sentences

Use the simple present and will to talk about schedules and plans in the future

Learn about and practice writing emails

Practice using like, would like, and be like

Support your writing by giving reasons

Prepare and write a paragraph describing your neighborhood

Plan and write an email message with an invitation to a conference

Write a paragraph describing a job you would like to have

Describe ability and possibility using can

Prepare and write a comparison of health habits

Write a comparison of two people’s health habits

Learn more about writing paragraphs to make your sentences support your main idea Write a paragraph describing your classmate’s skills and abilities

Learn and decide: how helpful are your notes?

Read to find specific information in texts

Practice using a planner to organize your study

Learn to identify different text types to understand their aim

Prepare and write a paragraph describing your neighborhood

Plan and write an email message

Learn more about writing an English résumé

Practice highlighting and annotating texts

Think about checking and editing your paragraphs

Learn how to organize information into a chart when reading

Plan and write a paragraph describing a job

Write a paragraph describing your classmate’s skills and abilities

SCOPE AND SEQUENCE

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INTRODUCTION

To the student

Academic success requires so much more than memorizing facts. It takes skills. This means that a successful student can both learn and think critically. Skillful gives you the: ●

Skills you need to succeed when reading and listening to academic texts

●

Skills you need to succeed when writing for and speaking to different audiences

●

Skills for critically examining the issues presented by a speaker or a writer

●

Study skills for learning and remembering the English language and important information.

To successfully use this book, use these strategies: Come to class prepared to learn. This means that you should show up well fed, well rested, and prepared with the proper materials. Watch the video online and look at the discussion point before starting each new unit.

Review your work. Look over the skills, grammar, and vocabulary from previous units. Study a little bit each day, not just before tests. Be an independent learner, too. Look for opportunities to study and practice English outside of class, such as reading for pleasure and using the Internet in English. Remember that learning skills, like learning a language, takes time and practice. Be patient with yourself, but do not forget to set goals.

Ask questions and interact. Learning a language is not passive. You need to actively participate. Help your classmates, and let them help you. It is easier to learn a language with other people. Practice! Memorize and use new language. Use the Skillful online practice to develop the skills presented in the Student’s Book. Review vocabulary on the review page.

I hope you enjoy using Skillful! Check your progress and be proud of your success! Dorothy E. Zemach—Series Consultant

Opening page Each unit starts with two opening pages. These pages get you ready to study the topic of the unit. There is a video to watch and activities to do before you start your class. 4 MONEY

GRAMMAR The simple present tense

STUDY SKILL Understanding percentages

WRITING Using numbers in sentences

Discussion point 3%

Discuss these questions with a partner.

10

%

33

6%

%

8%

They spend the most on … 2 Do you spend more or less on each thing?

14

%

I spend more / less on housing. How about you? 3 What do you spend your money on?

4%

I spend my money on … GLOSSARY less (adv) a smaller amount money (n) what you use to pay for things

Housing

Clothes

Food

Phone / Internet

Books

Travel

Fun

?

Other

more (adv) a larger amount

Video activities

VIDEO

MONEY LESSONS

62

6

INTRODUCTION

Unit aims

VOCABULARY Numbers

What do students spend their money on?

1 What do the students spend the most on?

Infographic

READING Recognizing the topic

2 2%

Discussion questions

UNIT AIMS

UNIT 4

MONEY

Studying a copy of a paper banknote.

Before you watch

While you watch

After you watch

1 Match the words on the left with the definitions on the right.

2 Read the sentences. Watch the video. Order the images 1 to 5.

3 Answer the questions with a partner.

1 cash (n)

a to keep someone or something safe

2 note (n)

b metal money

a A man talking to the camera

3 coin (n)

c paper money

b A woman putting a note in a machine

4 protect (v)

d money you have with you

c Cars driving past a building d Someone looking at a tablet computer

1 Do you usually use cash or a card in stores? I usually use … 2 How much cash do you carry with you every day? I carry about …

MONEY

UNIT 4

63

INTRODUCTION Reading lessons In every unit, there are two reading lessons. They present two different aspects of the unit topic and help you with ideas and language for your writing task. Vocabulary to prepare you for the reading activities TechQuest Conference

1 READING

READING

Every reading section helps you use a new reading skill.

1

A Vocabulary preview

TechQuest Conference “Technology in the Classroom”

1 Match the words and phrases with their definitions. 1 date (n)

a facts about a person or thing

2 information (n)

b the act of asking someone to go somewhere

3 interested (adj)

c wanting to learn more about something

4 invitation (n)

d the name and number of a day (e.g., June 15, 2018)

5 join (v)

e happy

6 online (adj)

f to become involved in an activity

7 pleased (adj)

g on or using the Internet

8 social media (n)

h Internet platforms that let people communicate

We here at Tech Talk are pleased to invite you to our conference. Meet new people and see old friends as we look at technology and learning. Join us in Dubai in May 2020 and have a good time. Put the date in your calendar today. What is it about? The conference looks at how technology helps—or doesn’t help—people learn in the classroom. It looks at online dictionaries, laptops, apps, social media, and many other tools.

2 Use the words from Exercise 1 to complete the sentences. our club. Just go 1 Please name on the website. 2 I have this

Who is it for? The conference is for anyone who is interested in technology in the classroom.

and add your

When is it? The conference begins on Thursday, May 5, at 4:00 p.m. It ends on Saturday, May 7, at 4:00 p.m.

to a party, but when is it? There’s no .

3 I don't like people face to face. 4 I am website is safe.

. I’m more

in talking with

to tell you that all the

Where is it? The conference is at the Dubai World Trade Centre, Dubai, United Arab Emirates.

on your

Key speakers

B Before you read Different types of texts have different features. For example, an email usually has the subject and the names of people sending and receiving it.

Identifying text types

1 Skim the text TechQuest Conference. Choose the text type. a an interview

c a survey

e an ad

b an email

d an invitation

f

Dr. Jane McDowell “Technology to help students learn in and out of the classroom.”

a social media page

2 Scan the text. Check (✓) the features of the text. a title

several headings

several pictures

several web links

an address to write to

name of person receiving it

Khadija Al-Bitar “Technology today: where do we go from here?” Friday, May 6, 10:00 a.m.

Thursday, May 5, 8:00 p.m.

Ron Owenson “Say no to technology— why students learn best without it.” Saturday, May 7, 2:00 p.m.

For more information H

C Global reading

Getting here

Skim the text again. Circle the correct words to complete the summary.

136

UNIT 8

Join us at the conference

Hotels

GLOSSARY

This is 1 an email / a web page from a group called 2 2020 / Tech Talk. It 3 invites / asks someone to speak about technology and 4 learning / business.

conference (n) a large meeting where people come together to share ideas technology (n) computers and machines to solve problems or help people do things

PLANS

PLANS

UNIT 8

137

Glossaries help you understand higher level words from the reading text.

Develop your reading skills in each part of the reading lesson.

Writing lessons After your reading lessons, there is a page for you to analyze a model answer to a writing task. This will help you organize your ideas and language and prepare for your final task at the end of the unit. First, analyze the model answer. WRITING

Writing model

WRITING

You are going to learn about expressing frequency and about combining sentences with and and but. You are then going to use these skills to write about two people’s health habits.

Writing task You are going to write about two people’s health habits.

Brainstorm Look at these notes about Emma’s and Kath’s health habits. Underline the positive habits. Circle the negative ones.

A Analyze

Emma:

Kath:

likes sports a lot

doesn’t like sports very much

plays tennis twice a week

doesn't go to the gym

doesn't go to the gym

runs several times a week

goes to the gym every day

doesn’t run at all

walks to and from college

4

doesn’t like sports

takes a bus to and from college

sometimes eats fish

5

plays soccer

favorite dessert is fruit

favorite dessert is ice cream

6

eats unhealthy food

sleeps six hours a night

sleeps nine hours a night

7

eats ice cream as a snack

8

sleeps ten hours a night

Read the student model below. Who do these things describe? Write K (Kevin) or S (Seth). 1

exercises a lot

2

never goes to the gym

3

Brainstorm and plan your final writing task.

Plan Decide what information about Emma and Kath to include. Write at least one sentence that compares Emma and Kath, using verb + more / less than.

B Model Kevin and Seth are very different. Kevin exercises more than Seth. Kevin goes to the gym every day, but Seth never goes. Kevin plays soccer three times a week. Seth doesn’t like sports. Kevin eats healthy food, but Seth eats unhealthy food. Seth eats fast food several times a week. Kevin often eats some fruit around 9:00 p.m. Seth often has a snack, too. He has ice cream. Kevin sleeps much less than Seth. Kevin sleeps seven hours, but Seth sleeps ten.

Write Write your paragraph. Pay attention to how you express frequency. Look for shorter sentences you can combine with and or but. Your paragraph should be 75–80 words long.

Finally, write your paragraph or essay.

Read the model. Answer these questions. 1 How often does Kevin play soccer? 2 What does Seth do several times a week? 3 What snack does Kevin have at night?

Share Exchange your paragraphs with a partner. Do you have one suggestion to improve it? If so, write it here.

Rewrite and edit Consider your partner’s suggestion and rewrite your paragraph.

110

UNIT 6

HEALTH

114

UNIT 6

HEALTH

Next, discuss your ideas. INTRODUCTION

7

1 SELF Where are the Discussion point

6

3 2 1 0

3 China

VIDEO

China

2 Turkey

six seven eight nine ten

4

Qatar

1 Japan

6 7 8 9 10

5

Japan

In our class, the students are from …

7

zero one two three four five

Mexico

2 Talk about your class. Where are the students from?

8

South Korea

3 One student is from Qatar / China.

0 1 2 3 4 5

Turkey

2 Four / five students are from Turkey.

9

Brazil

1 Nine students are from Japan / Brazil.

students from? 10

Saudi Arabia

1 Look at the graph. Circle the correct answers.

Before you watch 1 Match the words with the definitions.

HAPPY COUNTRIES

8

UNIT 1

SELF

1 weather (n)

a being hot

2 heat (n)

b happy

3 compare (v)

c to see how things are the same

4 satisfied (adj)

d what happens in the air around us—like wind, rain, sunshine

UNIT AIMS

READING Preparing to read

GRAMMAR Present tense of be

STUDY SKILL Life at college

WRITING Writing simple sentences

VOCABULARY Countries and languages

Soccer figures from different countries.

While you watch

After you watch

2 Watch the video. Complete the sentences.

3 Answer the questions with a partner.

1 The video is about two / three / four countries. 2 There are three / four / five people talking in the video. 3 The people are talking about how busy / old / happy they are.

1 Are people happy in your country? Yes, I think they are. People are … No, I don’t think they are. People are … 2 Do you know any other happy countries? I think … is a happy country.

4 Cecilia is happy in Norway when the food / work / weather is good.

SELF

UNIT 1

9

1 READING

Welcome new students A Vocabulary preview 1 Circle the example that doesn’t belong. 1 age

25

March 5

56

2 birthday

June 17

19

October 1

3 city

Chicago

London

Saudi Arabia

4 country

Japan

Cairo

the United States

5 email address 555–7711

[email protected]

[email protected]

6 hobby

singing

drawing

family

7 language

Arabic

France

English

8 name

2018

Jonathan

Susan

2 Use the words from Exercise 1 to complete the sentences. 1 My first

is Korean.

2 My

is January 23.

3 I have an interesting 4 My

. I like drawing.

is Ana Maria Gonzales. Please call me Ana.

5 I don’t have an

. Call or text me at 555–9981.

6 My favorite

is Los Angeles. It’s a great place to visit.

7 My parents are the same 8 What

. They’re both 52.

are you from? I’m from the United States.

B Before you read Preparing to read

Before you read a text, look at its parts. They help you understand what it’s about. the title = the main idea

pictures = what or who is in the text

captions = describe the pictures

bold words = important words

Look at Welcome new students. Check (✓) what’s in the text. a title

pictures

captions

C Global reading Read the text quickly. Circle the correct answers. 1 The text is about new / old students. 2 The text is about three / four students. 3 The students are from one country / different countries.

10

UNIT 1

SELF

bold words

READING

1

Welcome new students

Bianca Costa

Name: Bianca Costa Age: 19 Country: Brazil City: Salvador Languages: Portuguese, Spanish, English Studying: sports science Hobbies: cooking, movies, volleyball, swimming Birthday: May 23 Email address: [email protected]

Ahmed Al-Otaibi

Name: Ahmed Al-Otaibi Age: 21 Country: Saudi Arabia City: Riyadh Languages: Arabic, German, English Studying: business Hobbies: soccer, movies, traveling, computers Birthday: January 7 Email address: [email protected]

Kenichi Sato

Nilay Eris

Name: Kenichi Sato

Name: Nilay Eris

Age: 19

Age: 20

Country: Japan

Country: Turkey

City: Nagoya

City: Izmir

Languages: Japanese, Spanish, English

Languages: Turkish, German, English

Studying: English

Studying: business

Hobbies: reading, movies, baseball, singing

Hobbies: drawing, tennis, cooking, taking pictures

Birthday: January 18

Birthday: April 10

Email address: [email protected]

Email address: [email protected]

SELF

UNIT 1

11

1 READING D Close reading 1 Read the text again. Circle T (True) or F (False). 1 Bianca is from Spain.

T/F

2 Ahmed likes computers.

T/F

3 Kenichi is from Nagoya.

T/F

4 Nilay’s birthday is on April 1.

T/F

5 Bianca studies Portuguese.

T/F

6 Ahmed’s and Kenichi’s birthdays are in January.

T/F

2 Complete the sentences with first names. 1

is from Japan.

2

is 20 years old.

3

and

are 19 years old.

4

and

study business.

5

and

like movies.

6

and

speak Spanish.

E Over to you 1 What about you? Complete the information. Name:

Studying:

Age:

Hobbies:

Country:

Birthday:

City:

Email address:

Languages: 2 Compare with a partner. What's the same? What’s different? We are … years old / are from … / like … I like … but he / she likes …

12

UNIT 1

SELF

Study skills

STUDY SKILLS

Life at college

Student life at college can be very exciting. There are people to help you along the way, but you need to do the work. This means you need to be active in your learning. To do this: ●

Make good choices

●

Choose the right area of study Use the time in and out of class well

●

●

● ●

Try to meet with other students

●

●

Use what the college can give you Study the right classes Ask people for help when needed Try and learn new things © Stella Cottrell (2013)

1 Check (✓) what’s true for you. 1

I choose the right area of study.

2

I use the time in and out of class well.

3

I have many friends.

4

I study the right classes.

5

I ask people for help when needed.

6

I try to learn new things.

2 Write three things you want to do in college. Use the ideas in the box or your own ideas. learn another language join a study group study in another country get some work experience meet a lot of people work on my writing work on my reading work on my listening work on my speaking

1 I want to

.

2 I want to

.

3 I want to

.

SELF

UNIT 1

13

2 READING

Students of the month A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 class (n)

a not difficult

2 club (n)

b what you like the best

3 easy (adj)

c a group of students with a teacher

4 favorite (adj)

d a group for people who like the same things

5 first (adj)

e in the number three position

6 movie (n)

f in the number two position

7 second (adj)

g you can see it in a theater or on TV

8 third (adj)

h in the number one position

2 Use the words from Exercise 1 to complete the sentences. 1 My

teacher is Mr. Conway. He’s really funny.

2 There is no Spanish

today. The teacher is sick.

3 I’m Jorge Luis David. Please call me by my 4 Let's watch a

after college. I have some on my laptop.

5 Come to the soccer

after college. It’s really fun.

6 Business 101 is not there. 7 The is March.

name—Jorge.

. Many students have to study hard month is February and the

month

B Before you read Preparing to read

Look at and prepare to read Students of the month. Circle the correct answers. 1 The text is about three / five people. 2 I think the text is about students / teachers. 3 You can find this type of text in the city’s newspaper / student magazine.

C Global reading Read the text quickly. What is true about all three people? 1 They speak English. 2 They are 21 years old. 3 They are new students.

14

UNIT 1

SELF

2

READING

Students of the month Our students of the month are Leila Abboud, Diego Garcia, and Ji-won Kim. If you see them around the college, say hello!

1

Leila Abboud is a second-year student from Sharjah, United Arab Emirates. She’s 20 years old and speaks three languages—Arabic, English, and French. In her free time, she likes to watch old movies and read. Leila studies biology and is in the movie club.

How does she like college life?

“

“It’s great! I love my classes,” she says.

”

SELF

UNIT 1

15

2 READING

2

Diego Garcia is 18 years old. The first-year student from Tijuana, Mexico, likes to play soccer and sing. He is in the soccer club. Diego speaks Spanish and English. He studies music and wants to be a music teacher.

What does he think of our college?

“

“I’m new here, but I like it a lot,” he says. “My friends are great.”

3

Ji-won Kim, 21, is from Busan, South Korea. She is in her third year, and in her free time she likes to watch TV. She studies east Asian history. She speaks Korean, English, Japanese, and a little Chinese. “I love languages,” she says. She is in the Chinese language club.

Her favorite thing about college?

“

“That’s easy—the teachers!” she says.

16

UNIT 1

SELF

”

”

READING

2

D Close reading 1 Read the text again. Complete the chart. Leila Abboud

Diego Garcia

Ji-won Kim 21

Age second

Year

Tijuana

City

South Korea

Country Studies

biology

Languages 2 Complete the sentences with words from the text. 1 Leila likes to watch

movies.

2 Leila is in the

club.

3 Diego likes to play

.

4 Diego wants to be a

teacher.

5 Ji-won is in the

language club.

6 Ji-won’s favorite thing about college is the

.

E Over to you Discuss these activities in a group. 1 Circle the hobbies you do. draw

sing

read

watch TV

swim

travel

cook

watch movies

2 What else do you like to do in your free time? Complete three sentences. 1 I like to

.

2 I like to

.

3 I like to

.

3 Make a list of college clubs you know. Which ones sound fun?

SELF

UNIT 1

17

VOCABULARY

Topic vocabulary Countries and languages The words for countries and their languages are often related. For example: Country

Language

China

Russia

Chinese

Russian

France

South Korea

French

Korean

Germany

Spain

German

Spanish

Italy

Thailand

Italian

Thai

Portugal

Turkey

Portuguese

Turkish

1 Circle the word that does not belong. 1 France

German

Italian

Korean

2 Spanish

English

Russia

Portuguese

3 Thai

China

Brazil

United Arab Emirates

4 Turkey

Canada

Spain

Japanese

5 Russian

Spanish

German

Thailand

2 Complete the sentences with a country. 1 The language in

is French.

2 The language in

is Russian.

3 The language in

is Italian.

4 The language in

is Chinese.

5 The language in

is Japanese.

3 Complete the sentences with a language. 1 Teresa is from Spain. She speaks

.

2 Chul-soo is from South Korea. He speaks

.

3 Hannah is from Germany. She speaks 4 Emilio is from Portugal. He speaks 5 Rutna is from Thailand. She speaks 4 Discuss these questions with a partner. 1 What languages do you speak? I speak … 2 What languages do you want to speak? I want to speak … and … 3 What countries do you want to go to? I want to go to … and … 18

UNIT 1

SELF

. . .

Vocabulary builder

VOCABULARY

Subjects of study In college, there are many subjects to choose from, such as business, English, and education. Students usually focus on one main area of study. 1 Match each subject with what it’s a study of. Use a dictionary to help you. 1 art

a buying and selling things

2 science

b events in the past

3 business

c painting, drawing, etc.

4 film studies

d mountains, lakes, oceans, etc.

5 geography

e the making of movies

6 history

f

7 music

g how the body works during exercise

8 sports science

h sounds made by voices or instruments

experiments about how the world works

Marta

David

Kwame

Ana

Kurt

Yumiko

Lucy

Salim

2 Write what each person studies. Use the subjects from Exercise 1. 1 Marta studies business. 2 3 4 5 6 7 8 SELF

UNIT 1

19

WRITING

Writing model You are going to learn about the verb be and writing simple sentences with correct capital letters and periods. You are then going to use these skills to write about another student.

A Analyze Match the questions with answers. 1 What’s your name?

a 20

2 Where are you from?

b second year

3 How old are you?

c Mira Anwar

4 What year are you?

d the University of Malaya

5 Where do you study?

e Kuala Lumpur, Malaysia

6 What languages do you speak?

f

7 What clubs are you in?

g a teacher

8 What do you study?

h Malay, Chinese, and English

9 What do you want to be?

i

I’m in the English club and the music club.

j

biology

10 What are your hobbies?

I like to play volleyball and watch movies.

B Model 1 Read the student’s text. It describes another student. Mira Anwar is from Kuala Lumpur, Malaysia. She is 20 years old. She is a second-year student at the University of Malaya. She speaks Malay, Chinese, and English. She is in the English club and the music club. Mira studies biology. She wants to be a teacher. In her free time, she likes to play volleyball and watch movies. 2 Match the sentences with what they describe. 1 Mira Anwar is from Kuala Lumpur, Malaysia.

a age

2 She is 20 years old.

b languages

3 She is a second-year student at the University of Malaya.

c clubs

4 She speaks Malay, Chinese, and English.

e city and country

5 She is in the English club and the music club.

f

6 Mira studies biology.

g what she studies

7 She wants to be a teacher in a high school.

h what she wants to be

8 In her free time, she likes to play volleyball and watch movies. 20

UNIT 1

SELF

d hobbies where she studies

Grammar

GRAMMAR

Present tense of be The simple present tense of be has three forms. We use the simple present to talk about facts and things that are generally true. Form

Examples

Sentences I + am (not)

I am an English student.

he / she / it + is (not)

Bianca is from Brazil.

you / we / they + are (not)

Mark and I are not good friends.

Yes / no questions Am I …?

Am I in this class?

Yes, you are. / No, you aren’t.

Is he / she / it …?

Is Abdullah from Jeddah?

Yes, he is. / No, he isn’t.

Are you / we / they …? Are you a first-year student? Yes, I am. / No, I’m not. Wh- questions Where is / are …?

Where is Sharjah?

It’s in the United Arab Emirates.

How old is / are …?

How old are you?

I’m 21 years old.

What is / are …?

What is your hobby?

My hobby is reading.

1 Circle the correct form of be. 1 My name am / is / are Carlos Mendoza. 2 I am / is / are 20 years old. 3 I am / is / are a first-year student in Maracaibo. 4 It am / is / are a city in Venezuela. 5 My college am / is / are the University of Zulia. 6 The teachers there am / is / are very good. 7 My area of study am / is / are Latin American history. 2 Read this email. Complete the blanks with the correct form of be.

Hi Rashid, How 1 here. I 3

college life in California? University 2 OK in the Spanish and film clubs this year. The Spanish club 4 really fun, but the movie club 5 not very interesting. Our English teacher 6 really nice. Her name 7 Mrs. Parker. She 8 from San Francisco. Santa Cruz 9 near San Francisco, right? You 10 neighbors! I have a new phone number. It 11 339-555-0178. Call me sometime! Your friend, Jared SELF

UNIT 1

21

GRAMMAR 3 Unscramble the words to make sentences. 1 years / Cassie / 23 / old / is 2 Max / is / a club / not / this year / in 3 not / student / I / a second-year / am 4 from Panama / is / Tomas / a film student 5 the teachers / great / are / at this college 6 Korean / not / Chinese / and / easy / are

4 Add a form of be to make questions. Then ask them to a partner. 1 you 20 years old?

Question Are you 20 years old?

Answer Yes, I am.

2 what your last name? 3 where you from? 4 your area of study English? 5 you a new student here? 6 how your classes? 5 Write three sentences about people in your class using a form of be. 1 2 3 6 Check (✓) if the sentences are true. If they are not, correct them. A: Ben, are you 23 years old? B: No, I’m not. I’m 22.

22

UNIT 1

SELF

Writing skill

WRITING

A simple sentence has a subject and a verb, and often (but not always) an object.

Writing simple sentences

I know. (subject + verb) Leila studies biology. (subject + verb + object) A simple sentence can have a compound subject, verb, or object. Bianca and Hira study business. (compound subject) Ji-won speaks and understands Chinese. (compound verb) Diego speaks Spanish and English. (compound object) Use a capital letter to start a sentence. Also, use capital letters for names, languages, cities, and countries. Remember to end a sentence with a period (.). Mira Anwar is from Kuala Lumpur, Malaysia. She speaks Malay, Chinese, and English. 1 Add capital letters and a period to the sentences. 1 derek speaks greek and italian 2 karachi is a large city in pakistan 3 my friend roberto is from bogota, colombia 4 berlin, munich, and cologne are cities in germany 5 people speak french and english in canada 6 our teacher is from los angeles, california 2 Combine the two sentences. 1 Isobel is a first-year student. Paul is a first-year student. Isobel and Paul are first-year students. 2 Justine speaks English. Justine speaks Spanish. 3 Achara reads Chinese. Achara writes Chinese. 4 Mark is a business student. Hassan is a business student.

3 Complete these sentences with your own ideas. 1 My friend studies 2

.

and

3 I like to 4 I

are good friends. and

.

and

English.

5 My friends like to watch 6 The teacher says

and and

. a lot. SELF

UNIT 1

23

WRITING

Writing task You are going to write about your partner.

Brainstorm 1 Work with a partner. Ask questions to complete the information. 1 What’s your name? 2 Where are you from? 3 How old are you? 4 What year are you? 5 Where do you study? 6 What languages do you speak? 7 What clubs are you in? 8 What do you study? 9 What do you want to be? 10 What are your hobbies?

Plan Plan to write about your partner. Look back at the brainstorm and think about what information to use.

Write Write 50 words about your partner. Use correct capital letters and end each sentence with a period. Pay attention to your use of the verb be.

Share Exchange paragraphs with a partner. Make sure the information about you is correct. Underline any sentences that you think can be combined.

Rewrite and edit Think about your partner’s comments and rewrite your paragraph.

24

UNIT 1

SELF

Review

REVIEW

Wordlist Vocabulary preview age (n) ***

email address (n)

class (n) ***

movie (n) ***

birthday (n) **

hobby (n) *

club (n) ***

first (adj) ***

city (n) ***

language (n) ***

easy (adj) ***

second (adj) ***

country (n) ***

name (n) ***

favorite (adj) **

third (adj) ***

Topic vocabulary China (n)

Russia (n)

Chinese (adj or n)

Russian (adj or n)

France (n)

South Korea (n)

French (adj or n)

Korean (adj or n)

Germany (n)

Spain (n)

German (adj or n)

Spanish (adj or n)

Italy (n)

Thailand (n)

Italian (adj or n)

Thai (adj or n)

Portugal (n)

Turkey (n)

Portuguese (adj or n)

Turkish (adj or n)

Vocabulary builder art (n) ***

business (n) ***

geography (n) **

music (n) ***

science (n) ***

film studies (n)

history (n) ***

sports science (n)

Vocabulary builder review Complete the sentences with the correct form of the words in the box. art film studies

geography

history

1 Yumiko studies

. She wants to paint when she finishes college.

2 Ben's hobby is travel. This is why he is so good at 3 Marta and Hannah are in their the Roman Empire. 4 People think that because I study movies.

!

class now—I think it’s about , I only spend time watching

Unit review Reading

I can prepare to read by looking at text parts.

Study skill

I can understand more about life at college / university.

Vocabulary

I can use names for countries and languages.

Grammar

I can use the present tense of be.

Writing

I can write and punctuate simple sentences.

SELF

UNIT 1

25

2 FAMILY OUR CLASS Discussion point 1 Circle the correct answers.

What time do you usually have breakfast?

1 5% / 12% of the students have breakfast before 6:00. 2 28% have breakfast between 7:00 and 8:00 / 8:00 and 9:00.

5%

I usually eat breakfast … I usually have lunch with …

VIDEO

A family member

15% 12%

No one A friend A coworker

28%

3 Most students eat lunch with a friend / family member. 2 What time do you usually eat breakfast? Who do you usually have lunch with?

Who do you usually eat lunch with?

5%

40% 15% Between 8:00 and 9:00 After 9:00

25%

55%

Before 6:00 Between 6:00 and 7:00 Between 7:00 and 8:00

Before you watch 1 Match the words with the definitions. 1 festival (n)

FAMILY TIME IN CHINA

2 decorations (n)

a things you put in your house to make it look nice

3 celebration (n)

b things that explode with light and noise

4 fireworks (n)

c a party for a birthday or special event— e.g., passing an exam

5 important (adj)

d a special day or a time when people in one city or country meet e big, special, with a lot of meaning

26

UNIT 2

FAMILY

UNIT AIMS

READING Previewing

GRAMMAR Subject pronouns and possessive adjectives

STUDY SKILL How I prefer to learn

WRITING Not repeating words

VOCABULARY Family members

A family meal.

While you watch

After you watch

2 Read the sentences. Watch the video. Complete the sentences with one word in the box.

3 Answer the questions with a partner.

buy

1 What are some important festivals in your country?

China cook visit

Some important festivals in my country are … 1 New Year is very important in 2 Zheng Luo says people family and friends on New Year’s Day.

. their

3 People

fireworks at the market.

4 People friends and family.

a special meal for their

2 What is your favorite type of celebration? My favorite type of celebration is … 3 Would you like to visit China for Chinese New Year? Yes, I would. I’d like to … No, I wouldn’t because …

FAMILY

UNIT 2

27

1 READING

It’s 5:54—time for dinner! A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 apartment (n)

a money

2 both (pronoun)

b to take away the dirt from something

3 cash (n)

c referring to two people or things

4 clean (v)

d rooms to live in, usually on one floor of a building

5 exercise (v)

e an animal you keep at home, e.g., a cat

6 normal (adj)

f usual, not special

7 pet (n)

g to use money to buy things

8 spend (v)

h to move your body to stay healthy

2 Use the words from Exercise 1 to complete the sentences. 1 I

a lot of money on clothes.

2 We need to

the house. It’s dirty.

3 We live in a(n) 4

. It’s on the third floor. Jason and Luke have birthdays today.

5 My family wants a(n) 6 It’s

. I want a cat, but my sister wants a bird. to feel sleepy after you eat a big lunch.

7 I

three times a week. I usually run in the park.

8 I want to buy a soda but I don't have any

.

B Before you read Previewing

To preview a text, look at its parts (title, captions, pictures, etc.) to get an idea of what it’s about. Think about what you know about the topic. This makes reading the text easier later. 1 Preview It's 5:54—time for dinner! Look at the title, caption, picture, and first line of the text. Choose what the text is about. a American food

b families in the U.K.

c time in the U.K. and the U.S.

2 What four things do you think the text mentions? Circle your ideas. children

college

food

hobbies

money

exercise

C Global reading Read the text. Review your ideas from Exercises 1 and 2 above.

28

UNIT 2

FAMILY

1

READING

It’s 5:54—time for dinner!

25%

1 A new study finds that a family in the U.K. is most often a father, a mother, and two children. They live in a house, not an apartment. Both parents work outside the home. They carry £10.50 in cash. Each week they spend about £76 on food for their home, and they have a pet. Sixty-three percent of sons and 55% of daughters who are 20 to 25 years old live at home with their parents. 2 The family wakes up at 6:57. They eat breakfast as a family only two times a week. The parents drive to work. They each have a car. They get home from work at 5:15 and have dinner at 5:54. They eat dinner together at home three times a week. They eat in a restaurant two times a month. On Mondays, they usually eat pasta. On Fridays, they eat fish and chips. After they have dinner, they watch TV. They go to bed at 10:39. 3 The family exercises two or three times a week and cleans their home for 4.5 hours. The mother usually does the cleaning. The father and children sometimes help. 4 About 70% of families in the U.K. feel they are normal. But are the families happy? In short, yes. More than 80% say they are “happy” or “very happy.” GLOSSARY If it’s Friday, it’s fish and chips.

75%

percent (n) a part of 100 (often written as %)

FAMILY

UNIT 2

29

1 READING D Close reading 1 Read the text. Choose the correct answers. 1 A family in the U.K. most often has a one child

.

b two children

2 The family lives in a(n) a apartment

. b house

3 The family a has

a pet. b doesn’t have

4 The family gets home at a 5:15

.

b 5:54

5 They eat dinner together at home a two

times a week.

b three

6 On Mondays, the family eats a pasta

.

b fish and chips

2 Complete these sentences with a word from the text. 1 Both parents work

the home.

2 They carry £10.50 in 3 The family

. two or three times a week.

4 About 70% of U.K. families feel they are

.

E Over to you 1 Check (✓) the sentences that are true for you. My family lives in an apartment. We have a pet. We eat breakfast together. We have dinner after 5:54. We watch TV after dinner. 2 Compare with a partner. How are your families the same? Both of our families live in an apartment / have a pet / have dinner after 5:54.

30

UNIT 2

FAMILY

Study skills

STUDY SKILLS

How I prefer to learn

We don’t all like to learn in the same way. How we like to learn is not always how we learn best. How do you prefer to learn? Etienne:

Claire:

Nita:

I like to look for information on the Internet late at night. I then put the information together the next day.

I like to start my work early. I usually take notes. I always write, and then rewrite my paper again.

I don’t like group work. I prefer to work alone. But I know how important group work is.

© Stella Cottrell (2013)

1 How often do you do these things every week? Check (✓) the boxes. Never

1–2 times

3–4 times

5 times or more

study use the Internet take notes ask questions in class use a dictionary work with a partner 2 Circle what’s true for you. 1 I like to work alone / in a group. 2 I like to ask / let others ask questions in class. 3 I listen / don't listen to music when I study. 4 I prefer to work in the morning / in the afternoon / at night. 5 I prefer to study at home / in a library / in a café. 6 I prefer to sit at the front / in the middle / at the back of the class. 3 Work in a group. Compare your ideas. Who prefers the same things as you? Both Emiko and I like to work alone. Roberto, Joanna, and I like to ask questions in class.

FAMILY

UNIT 2

31

2 READING

Family fun A Vocabulary preview

Days of the week

1 Match the words with their definitions. Use a dictionary to help you.

Monday

1 busy (adj)

a every person

Tuesday

2 everyone (pronoun)

b to have

Wednesday

3 game (n)

c having a lot to do

4 keep (v)

d a fun activity or sport

5 meal (n)

e not usual

6 once (adv)

f one time

7 special (adj)

g two times

8 twice (adv)

h breakfast, lunch, or dinner

Thursday Friday Saturday Sunday

2 Use the words from Exercise 1 to complete the sentences. 1 I drink coffee

a day—at breakfast.

2 I

my books on a shelf by my desk.

3 I don't want a big

. Let's just eat some fruit.

4 My mother is a very

person. She works all day.

5 I exercise

a week—on Tuesday and Thursday.

6

in my class has coffee during our break.

7 My family has a

meal on New Year’s Day.

8 Let’s do something fun. Do you want to play a

?

B Before you read 1 Who do you like to do these things with? Complete the chart. Then tell your partner. cook

eat

exercise

go to movies

Alone

play games

watch TV

With my friends

With my family

I like to … alone / with my friends / with my family. How about you?

Previewing

2 Preview Family fun. How many people answer the question?

C Global reading Read Family fun quickly. Circle the person in each picture. Picture 1: Jared / Enrique / Rob 32

UNIT 2

FAMILY

Picture 2: Winnie / Dawn / Suzie

READING

2

1

FAMILY FUN

Is there a day every month or year that your family does something special? Tell us about it!

Once a month, we have movie and pizza night. We find a movie to watch as a family. It’s nice because I watch something my parents like, and they watch something I like. My mother likes old black and white movies, so I see a lot of them! JARED

On our birthdays, everyone gets his or her favorite meal. We always have pizza on my birthday. On my mother’s birthday, we always have fish, and on my father’s birthday we have pasta. We always have a birthday cake, too. WINNIE

FAMILY

UNIT 2

33

2 READING My family is really busy, and it’s not easy to see everyone at the same time. That’s why we go to a restaurant twice a month. We always go to a nice restaurant, and we talk and talk and talk. DAWN

My father takes a picture of me and my mother on the first day of school. He does this every year. I stand by the door with my new clothes and book bag. One wall in our house has pictures of me from first grade to college. ENRIQUE

Every Friday night, my family has “game night.” After dinner, we go to the living room and play a game. We keep seven different games in the closet, but we only play one a night. SUZIE

Every year, on Mother’s Day, I cook breakfast for my mother. I get up early and make something special. Then, with a newspaper and a flower, I take it to my mother’s room for breakfast in bed. I do it every year. ROB

2

GLOSSARY closet (n) a very small room you keep things in grade (n) the year a student is in at school

34

UNIT 2

FAMILY

READING

2

D Close reading 1 Read the text again. Match each person with what they do. 1 Jared

a cooks.

2 Winnie

b plays a game.

3 Dawn

c watches movies.

4 Enrique

d goes to a restaurant.

5 Suzie

e gets a picture.

6 Rob

f

has a favorite meal at home.

2 Complete the sentences with words in the box. There is one extra word that you don’t need to use. cooks

eats

first

fish

old once pizza

1 Jared watches a lot of

twice

black and white movies.

2 Winnie always has

on her mother’s birthday.

3 Dawn’s family eats in a restaurant

a month.

4 Enrique’s father takes his picture on the

day of school.

5 Suzie and her family play a game 6 Rob’s mother

a week.

breakfast in bed every Mother’s Day.

7 Jared and Winnie have

.

E Over to you 1 Complete the sentences with your own ideas. 1 Every month my family and I 2 Everyone in my family 3 My family

. .

once or twice a year.

4 One special day for my family is

.

2 Share your ideas with a partner.

FAMILY

UNIT 2

35

VOCABULARY

Topic vocabulary Family members aunt

brother

daughter

father

grandfather

grandmother

husband

mother

nephew

niece

sister

son

uncle

wife

1 Complete the chart with words in the box. Male

Female

2 Complete the sentences with words in the box. 1 Your mother’s mother is your

.

2 Your brother’s daughter is your

.

3 Your father’s sister is your 4 Your sister’s son is your

. .

5 Your grandmother’s husband is your

.

6 Your mother’s brother is your 7 Your father’s son is your 8 Your brother’s father is your

. . .

3 How many brothers, sisters, aunts, and uncles do you have? Write sentences.

36

UNIT 2

FAMILY

1 I have

.

3 I have

.

2 I have

.

4 I have

.

Vocabulary builder

VOCABULARY

How often do things happen? We can say how often we do things in different ways. I visit my family once / twice / three times a day / week / month. I text my family every day / morning / afternoon / night / week. 1 Unscramble the words to make sentences. 1 cooks / my mother / pizza / once / a week 2 I / every / my brother / chat with / night 3 twice / talk with / my parents / a month / I 4 I / my family / week / every / cook for 5 a year / us / visit / twice / my aunt and uncle 6 a month / goes to a restaurant / my family / three times

2 Correct the mistake in each sentence. 1 I text my sister every days. 2 My family calls once the week. 3 My grandparents visit me three times a years. 4 My mother has breakfast with my father every a day. 5 I watch an old movie with my mother twice times a month. 6 My father takes my picture once at a year. 3 Complete the sentences. 1 My family

once a week.

2 I

every day.

3 I

once or twice a week.

4 My family

about once a year.

FAMILY

UNIT 2

37

WRITING

Writing model You are going to learn about using subject pronouns and possessive adjectives to avoid repeating nouns. You are then going to use these skills to write about another student’s family.

A Analyze 1 A student asks Talia about her family. Look at the mind map of notes. always cooks

sometimes travels goes four days a week

20 years old Alice, mother

Richard, father

parents

family

two brothers Eric, 17 + Peter, 15

Talia

college student favorite class = English

no sisters

studies every day

go to school six days a week

2 Read the student’s text below. Check (✓) what it includes. her parents’ names

her brothers’ ages

what her mother always does

how often they go to school

what her father sometimes does

how often Talia goes to college

her brothers’ names

how often Talia studies

B Model Talia lives with her family. Her father’s name is Richard. Her mother’s name is Alice. Her mother always cooks for the family. Talia has two brothers. They are 17 and 15 years old. Their names are Eric and Peter. They go to school six days a week. Talia is a college student. She studies every day. Her favorite class is English. Match the questions with the answers. 1 Who do you live with?

a His name is Richard.

2 What is your mother’s name?

b They are 17 and 15.

3 What is your father’s name?

c They go six days a week.

4 Does your mother cook?

d Yes, she always cooks for the family.

5 How many brothers and sisters do you have?

e I live with my parents.

6 How old are your brothers?

g I have two brothers and no sisters.

7 What are your brothers’ names?

h Her name is Alice.

8 How often do they go to school? 38

UNIT 2

FAMILY

f

Their names are Eric and Peter.

Grammar

GRAMMAR

Subject pronouns and possessive adjectives We can use pronouns as the subject of a sentence. Possessive adjectives show who possesses or owns something. singular

plural

Subject pronouns I have a big family.

Possessive adjectives My mother is Alice.

You have a small family.

Your house is nice.

He sometimes helps.

His niece is 17.

She watches old movies.

Her birthday is today.

It is a lot of fun. We play games.

Its name is Buddy. Our last name is Jones.

You live in an apartment.

Your family is normal.

They live in a house.

Their children are kind.

1 Circle the correct subject pronoun or possessive adjective. 1 2 3 4 5 6 7 8

I like my classmates. They / Their are really fun. My mother is 50 years old. She / Her is a teacher. Do you know John? I think he / his last name is Thomson. I know John very well. We / Our are good friends. I want to meet you / your family sometime. I / My grandmother is very special to me. Mr. Peters is a good teacher. He / His class is fun, too. I / My family has a pet cat. It / Its name is Tizzy.

2 Change the words in bold to a possessive adjective. her 1 My mother’s name is Maria, and my mother’s sister is Beatrice. 2 Our teachers are great. Our teachers’ classes are interesting. 3 I have a pet cat. My pet cat’s name is Salvador. 4 Mr. and Mrs. Lee are from China. Mr. and Mrs. Lee’s son is in my class. 5 Do you know Martin’s brother? Martin’s brother’s name is Paul. 6 Mrs. Chambers is from England. Mrs. Chambers’s husband is from Mexico. 7 Toby and Koby are brothers. Toby’s and Koby’s last name is Walters. 8 Harold and I like restaurants. Harold’s and my favorite place to eat is India Palace.

FAMILY

UNIT 2

39

GRAMMAR 3 Complete the sentences with the correct subject pronoun or possessive adjective. 1 My parents are in town.

want to meet you.

2 My brother and I like to travel.

often go to new places.

3 We don’t go to that school.

school is Lincoln High School.

4 My grandfather is 80 years old. 5

name is Alfred.

look nice today. Is that a new shirt?

6 Try this pasta. 7 I like to sing.

tastes really good. mother often sings with me.

8 Ms. Smith is our English teacher. 9 My mother and I like to cook. 10 These are my two pet fish.

is from Canada. cook three times a week. names are George and Millie.

4 Correct the mistake in each sentence. It 1 My uncle has a new car. His is very nice. 2 I don’t live with me family. I live alone. 3 Do you and yours brother live with your family? 4 Our parents live in Los Angeles. Their visit me once a month. 5 My sister lives in Germany, but his daughter lives in France. 6 My father likes sports. He’s favorites are baseball and soccer. 7 I want to write to your niece. Do you have she email address? 8 Mr. Hariri and his new wife live in Oman. They children live there, too. 9 I really like your new home. You is a special place for your family. 10 My nephew and I like to play games. We are fun on a Sunday afternoon.

40

UNIT 2

FAMILY

Writing skill We use subject pronouns and possessive adjectives so we don’t need to repeat a word. Their use in the second sentences makes them sound more natural.

WRITING Not repeating words

He Dr. Jones is in the library. Dr. Jones is helping Susan with her homework. They Maggie and her sister have a new cat. Maggie and her sister give the cat fish. His her Sam and Lily are part of the same family. Sam’s brother and Lily’s sister are married. Rewrite this description. Replace the underlined nouns with the correct subject pronoun or possessive adjective. My family is very special to me. I live with my parents and my grandmother. My parents, my grandmother, and I live in an apartment in Shanghai. My father is a taxi driver. My father works all day. My mother works in a restaurant. My mother’s restaurant is open all day. My father and mother both work very hard. I go to college. The university is very good, and I get good grades. I like my teachers. My teachers help me a lot. I study business. Business is not easy. I have a sister. My sister’s husband is a college professor. My sister and her husband live in Wuhan. My sister and her husband have a new baby boy. The baby boy’s name is Jinhai.

FAMILY

UNIT 2

41

WRITING

Writing task You are going to write about your partner’s family.

Brainstorm Work with a partner. Ask questions about his or her family to complete the information. 1 Who do you live with? 2 Do you live in a house or an apartment? 3 What is your mother’s name? 4 What is your father’s name? 5 What do they do? 6 How many brothers and sisters do you have? 7 How old are they? 8 What are their names? 9 Where do they go to school? 10 What are their hobbies?

Plan Plan to write about your partner’s family. Look back at the brainstorm and decide what information to include.

Write Write 60 words about your partner’s family. Use pronouns and possessive adjectives so you don’t repeat words.

Share Exchange paragraphs with your partner. Be sure the information about you is correct. Write one sentence about yourself for your partner to include.

Rewrite and edit Think about your partner’s new information and rewrite your paragraph.

42

UNIT 2

FAMILY

Review

REVIEW

Wordlist Vocabulary preview apartment (n) **

exercise (v) ***

busy (adj) ***

meal (n) ***

both (pronoun) ***

normal (adj) ***

once (adv) ***

cash (n) ***

pet (n) **

everyone (pronoun) ***

spend (v) ***

game (n) ***

twice (adv) ***

clean (v) ***

special (adj) ***

keep (v) *** Topic vocabulary aunt (n) ***

husband (n) ***

niece (n) *

uncle (n) **

brother (n) ***

grandfather (n) **

nephew (n) *

wife (n) ***

daughter (n) ***

grandmother (n) **

sister (n) ***

father (n) ***

mother (n) ***

son (n) ***

Vocabulary builder three times a day

once a month

every morning

every night

five times a week

every day

every afternoon

every week

Vocabulary builder review Complete the sentences with the correct form of the words in the box. business every week

music

once a year

1 Dan's father wants his sons to have good run a company one day.

training so they can

2 This is our special day—the family meets a picnic.

in May and we have

3 I don't study after class.

at college, but I play guitar with my friends

4 My grandfather knows a lot about history—I visit him Tuesdays to learn something.

on

Unit review Reading

I can preview texts to get a general idea.

Study skill

I can find out about how I prefer to learn.

Vocabulary

I can use correct words to describe family members.

Grammar

I can use subject pronouns and possessive adjectives.

Writing

I can write sentences without repeating words.

FAMILY

UNIT 2

43

3 STUDY Discussion point

8

Tips for a Better Study Space

Discuss these questions with a partner.

1 Find a quiet place.

1 Do you disagree with any of the tips? I disagree with tip number … 2 Where do you study at home?

2 Use the space only for studying. 3

Don’t snack and study.

5

I study in my room / the kitchen / the living room. 3 Where do you study at college?

4 Use a desk lamp.

Turn off your cell phone.

SNACKS

I study in the cafeteria / library.

6 Keep the area neat and clean. 7 Sit in a comfortable chair.

VIDEO

8 Get a good desk.

Before you watch 1 Match the words with the definitions.

BOX HOTEL

44

UNIT 3

STUDY

1 container (n)

a something you want to see, or learn, or talk about

2 interesting (adj)

b a large box to put things on ships and trucks

3 comfortable (adj)

c fully, 100%

4 completely (adv)

d making you feel nice and relaxed

UNIT AIMS

READING Skimming

GRAMMAR The verb have

STUDY SKILL What do I have? What do I need?

WRITING Writing sentences: adding information

VOCABULARY Prepositions of place

Study space at a library.

While you watch

After you watch

2 Read the sentences. Watch the video. Write T (True) or F (False).

3 Answer the questions with a partner. 1 Do you like staying in hotels?

1 The hotel is in Georgia.

Yes, I do. I like …

2 Outside the hotel, the weather is nice and warm.

No, I don’t. I don’t like …

3 The hotel is in small plastic boxes. 4 You can see mountains from the hotel.

2 Think about a room where you study. Is it similar to or different from the hotel room? My room is similar / different because … 3 Would you like to study in the hotel in the video? Why / why not? Yes, I would because … No, I wouldn’t because … STUDY

UNIT 3

45

1 READING

Dorm spaces A Vocabulary preview 1 Match the words with their definitions. 1 bed (n)

a what you sleep on

2 closet (n)

b where you keep socks, T-shirts, etc.

3 dorm (n)

c where you keep coats, jackets, etc.

4 dresser (n)

d a building where students often stay

5 poster (n)

e a person you share a room with

6 roommate (n)

f

7 shelves (n)

g a large picture you put on a wall

8 sofa (n)

h what you put books and other things on

a long, soft seat that several people sit on

2 Use the correct form of the words from Exercise 1 to complete the sentences. 1 The

in my room have many books on them.

2 My

is very comfortable. I sleep really well now.

3 Please close the door to the

. It's not very neat inside.

4 My

has five big drawers. I keep my socks in the top one.

5 My

and I like to sit on the

6 I have a our

and watch TV.

of my favorite pop star on the wall of my room in .

B Before you read 1 How important are these for a dorm room or study space? Mark them V (Very important), I (Important), or N (Not very important). Compare with a partner. a bed

a closet

a desk

a desk chair

a desk lamp

a dresser

a floor lamp

posters

shelves

a sofa

a TV

a window

2 Preview the text Dorm spaces. What things from Exercise 1 do you see?

C Global reading Skimming

When you skim a text, don’t read every word. Look over the text quickly. This tells you the topic and gives you a general idea of the text. Look at the pictures on page 47. Then skim the text. Write the name of the person next to his or her dorm picture. Picture 1:

46

UNIT 3

STUDY

Picture 2:

Picture 3:

READING

1

Dorm spaces City University is thinking about changing some of their student dorms. Three students describe their rooms and say what they need. Megan: I like my room. My roommate and I have a large window and two desks and two chairs, with a lamp on each desk. Our room has two beds, two dressers, a TV, and some shelves. But the room only has one closet. We need one more. Here’s a picture. Kyle: I like your window. But do you only have one closet? That’s not good for two students. Do you have a picture of the closet? Megan: Sorry, no. 1

Kyle: My dorm room has two beds, two desks, two desk chairs, two desk lamps, two dressers, a window, two closets, and a TV. But it doesn’t have shelves. I really need some. I keep my books on the floor. Here’s my dorm picture. Rachel: I like the posters on your walls. Kyle: Thanks. My roommate really likes cars. Megan: Does your dorm have a sofa? Kyle: No, we don’t have the space for a sofa. Rachel: Here’s my room. It has two windows, a bed, a desk, a desk chair, a desk lamp, a sofa, a dresser, some shelves, and two big closets. It’s a great room, but it doesn’t have a TV. I need one!

2

Megan: You have a great study space. Do you have a roommate? Rachel: No, I live alone. GLOSSARY alone (adv) with no one but you describe (v) to say what something is like space (n) an area

3

STUDY

UNIT 3

47

1 READING D Close reading 1 Whose dorm room has these things? Check (✓) the boxes. Megan 1 2 3 4 5 6 7 8

Kyle

Rachel

two beds two closets two chairs a TV two desks two dressers posters a sofa

2 Choose T (True) or F (False) for each sentence. 1 Megan likes her room.

T/F

2 Megan has a picture of her closet.

T/F

3 Kyle likes Megan’s window.

T/F

4 Kyle keeps his books on the dresser. T / F 5 Kyle’s roommate likes cars.

T/F

6 Rachel’s room has a floor lamp.

T/F

7 Rachel likes her room.

T/F

8 Rachel has a roommate.

T/F

E Over to you Discuss these questions in a group. 1 Whose room is good for studying? I think …’s room is good for studying. 2 Whose room do you like? Why? I like …’s room. It has … 3 What do you have on the shelves in your room? What’s on the walls? I have books / clothes on my shelves. I have pictures / posters on my walls.

48

UNIT 3

STUDY

Study skills

STUDY SKILLS

What do I have? What do I need?

What do you have now to help you study? What else do you need? First, think about what you have at home and at college. This can include people, places, and things. If you don’t have what you need, think about ways to get it. One way may be to talk to someone at your college. © Stella Cottrell (2013)

1 Add these words to the correct places. kitchen

library parents

photocopier

1

friends

living room study space

printer teachers

study partner

People

People

my room

Places

4

language lab 5

Home

What I have

Places

College cafeteria

2 Things computer

science lab

Things

3

smartphone

desk reading lamp

dictionary

computer

6

2 Can you add any more ideas to the word map from Exercise 1? 3 What do you have to help you study? Check (✓) the correct columns. Yes

No

I have a desk at home. I have a computer at home. I have a reading lamp on my desk. I have my own room to study in. I have a printer to use at home. We have computers at college. We have a library at college. Our college has a language lab. Our college has photocopiers.

STUDY

UNIT 3

49

2 READING

What works for me A Vocabulary preview 1 Match the words with the definitions. Use a dictionary to help you. 1 best (adj)

a dirty, disorganized

2 electricity (n)

b the brightness from a lamp or the sun

3 light (n)

c very good, better than all others

4 messy (adj)

d what makes light and heat for us

5 neat (adj)

e not closed or covered

6 office (n)

f

7 open (adj)

g a living thing that grows in the ground

8 plant (n)

h a room where people work

clean, organized

2 Complete each sentence with the correct word from Exercise 1. 1 I have a little 2 You need

on my desk at work. to use a printer.

3 I can’t see anything in here. Where’s the 4 Keep your desk space

. It's easy to find things that way.

5 How many people are in your 6 For me, the 7 Jason’s room is really 8 Your work space is very

? ?

time to study is after 8:00 p.m. . There are books all over the floor. . You can see all around.

B Before you read Look at the pictures in the text. Choose what you think they show. a where people study b where people work c where people work and study

C Global reading Skimming

Skim the text. Write the headings in the correct places. Messy is best Keeping it green Family and friends Lots of light

50

UNIT 3

STUDY

READING

What works

2

FOR ME What works for you does not always work for others. Let’s read about and look at five people’s work spaces.

Clean and open Lily Jones’s work space is neat and clean. It’s also open. It doesn’t have walls. She likes to see the office around her. “I have only important things on my desk—my computer and phone,” she says.

1

Terry Mason has many family pictures in his work space. He has pictures of friends, too. They are on the walls, the shelves, and his desk. “I like to see their faces at work,” he says. 2

One thing is important to Delia Nelson—light. Her work space is near a large window. She has sun all afternoon. “I don’t like desk lamps in my work space,” she says. “Who needs them?” STUDY

UNIT 3

51

2 READING

52

3

4

Richard Lee has a lot of plants. Richard tries to have a “green” space. He doesn’t have a desk lamp. He doesn’t like to print paper. And he puts his computer to “sleep” at night to save electricity.

Jennifer Cole’s desk isn’t neat. And that’s OK with her. “A messy work space is best for me. Papers and books are everywhere,” she says. A messy work space works for Jennifer. She feels good in her space.

UNIT 3

STUDY

READING

2

D Close reading 1 Read the text. Choose the correct answers. 1 Why doesn’t Lily like walls? a They are dirty. b She wants to see the office. c She doesn’t think they're neat. 2 What's in Terry’s office? a pictures of family b pictures of friends c pictures of family and friends 3 What doesn't Delia like? a sun

b light

c lamps

4 What’s “green” about Richard’s work space? a His walls are green. b He doesn’t use a computer. c He doesn’t like to print paper. 5 Why does Jennifer like a messy space? a She feels good in the space. b Her books are easy to see. c She doesn't like neat people. 2 Complete the summary with words from the box. make

neat

open

pictures spaces work

There are different kinds of 1 spaces. Some are 2 and some are messy. Some people like to have 3 spaces with no walls, and others like to have “green” 4 . Others like to have lots of 5 of family and friends to 6 their space personal. There is no one “right” work space.

E Over to you Discuss these questions in a group. 1 Whose work space do you like? Why? I like …’s work space. It’s … 2 What do you think is important for a study space? clean

comfortable large

messy neat open

sunny

A study space needs to be … STUDY

UNIT 3

53

VOCABULARY

Topic vocabulary Prepositions of place We can use prepositions to describe where something is. For example:

in the box

on the box

under the box

by the box

in front of the box

behind the box

1 Where is each thing? Write sentences.

1

The book is on the table.

2

3

4

5

6

7

8

9

2 Look around the classroom. Write four sentences. Use prepositions of place. 54

UNIT 3

STUDY

Vocabulary builder

VOCABULARY

1 Write the words under the correct pictures. calendar flash drive folder highlighter pen map notebook printer tablet

1

2

3

4

5

6

7

8

2 Complete each sentence with the correct word from Exercise 1. 1 What city are you from? Show me on this 2 I use my 3 This 4 I use a yellow

.

for playing games. I don't use my computer. has 250 pages of paper. That’s a lot! to mark important information in the text.

5 Our exam is on Friday. I want to write and circle it on my wall . 6 The

at the office needs more paper.

7 This

is very small, but it holds a lot of movies and pictures.

8 I keep all of my homework papers in a

.

3 Work with a partner. Which things from Exercise 1 do you have? I have a tablet, a calendar, a flash drive, and … STUDY

UNIT 3

55

WRITING

Writing model You are going to learn about the verb have and adding information to sentences. You are then going to use these skills to write about a study space.

A Analyze Look at the student’s brainstorm in response to the question: What’s your study space like? Match the notes with the picture. a a computer on my desk

d books, notebooks, folders on shelves

b a printer behind computer

e a calendar

c pencils, highlighter pens, lamp on desk

f

a comfortable chair

2

3

1

4

5 6

B Model Read the model text. Choose the best sentence to complete it. Add it to the model. a A calendar is on the desk. b A calendar is on the wall, too. c A calendar is in front of the desk. My study space is in my bedroom. I have a desk by my bed. On the desk is my computer, and behind my computer is my printer. My pencils, highlighter pens, and a reading lamp are also on my desk. My books, notebooks, and folders are on shelves on the wall by my desk. 1 My study space also has a very comfortable chair.

56

UNIT 3

STUDY

Grammar

GRAMMAR

The verb have The verb have has two forms. Form Affirmative sentences

Examples

I / you / we / they + have

My roommate and I have a large window.

he / she / it + has

Our room has two beds and two dressers.

Negative sentences I / you / we / they + don’t have

I don’t have a closet in my room.

he / she / it + doesn’t have

My dorm room doesn’t have shelves.

Yes / no questions Do + I / you / we / they + have

Do you have a picture of your closet?

Does he / she / it + have

Does your dorm room have two beds?

1 Circle have or has. 1 My teacher have / has a small office. 2 My study space have / has a comfortable chair. 3 I have / has six posters on my bedroom walls. 4 Do / Does your roommate have / has a TV? 5 Our dorm room have / has two beds. 6 My parents have / has two sofas in the living room. 7 I need a flash drive. Do / Does you have / has one? 8 She have / has orange, yellow, and pink highlighter pens. 2 Complete the second sentence in either the positive or negative. 1 I only have a red pen. I 2 Our room

a blue pen. a small window. It doesn’t have a large window.

3 Peter has a tablet. He

a laptop.

4 Sue has lots of papers on her shelves. She 5 You have a big closet. But you

lots of books. a dresser.

6 Brian and Steve have a radio in their room. They 7 This study space has a printer. It 8 I have our textbook. I

a TV. paper.

a notebook.

STUDY

UNIT 3

57

GRAMMAR

3 Rewrite each sentence into a yes / no question. 1 Ken’s walls have posters on them. Do Ken’s walls have posters on them? 2 My office has a big window. 3 Their room has blue walls. 4 Maria has a small dorm room. 5 My teacher has office hours from 1:00 to 2:00. 6 They have a class at 10:00. 7 Paul has a room on the third floor. 8 My parents have four bedrooms in their house.

4 Correct the mistake in each sentence or question. have 1 Joe and his roommate has a dorm with a big closet. 2 Does you have chairs in your room? 3 We doesn’t have class on Friday. 4 Do Mr. Wilson have many students in this class? 5 Does your college has a lot of green space? 6 Sarah don’t have a roommate this year. 7 Does you and your friends have fun in class? 8 Jake doesn’t has a computer now. 5 Answer the questions about you. 1 Do you have a study space in your room? 2 Does your living room have a large window? 3 Do you have a notebook with you today? 4 Does your bedroom have a closet?

58

UNIT 3

STUDY

Writing skill

WRITING

It’s good for writers to connect their ideas. You can add similar information to a sentence with and, also, and too. Notice the location of these words in the sentences. Tom’s room has a large desk. +

Writing sentences: adding information

Tom’s room has a comfortable chair. =

Tom’s room has a large desk and a comfortable chair. Tom’s room has a large desk. It also has a comfortable chair. Tom’s room has a large desk. It has a comfortable chair, too. 1 Combine the sentences using and. 1 I have a poster on my wall. I have a calendar on my wall. I have a poster and a calendar on my wall. 2 Dan’s room has two dressers. Dan’s room has one closet. 3 My study space is in the corner. My study space is on the second floor. 4 Jim has a large red chair. His roommate has a large red chair. 5 Emiko’s dorm is very big. Emiko’s dorm is very sunny.

2 Rewrite the second sentence, adding also or too. 1 Carly has a big floor lamp. She has a small desk lamp. (also) She also has a small desk lamp. 2 Kevin has a table by his bed. He has a table in front of the sofa. (too) 3 Ana’s dorm is on the third floor. Patricia’s dorm is on the third floor. (also) 4 Martin has two dressers. He has a big closet. (too) 5 Natalia’s room has three windows. Paula’s room has three windows. (also)

STUDY

UNIT 3

59

WRITING

Writing task You are going to write about a study space.

Brainstorm Work with a partner. Look at John’s study space. List the things you see.

John’s study space:

Plan Plan to write about John’s study space. Look back at the brainstorm and decide what information to include.

Write Write 50–60 words about John’s study space. Pay attention to your use of the verb has and prepositions of place.

Share Exchange paragraphs with a partner. Underline any sentences that you think can be connected with and, also, or too.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph.

60

UNIT 3

STUDY

Review

REVIEW

Wordlist Vocabulary preview bed (n) *** poster (n) **

best (adj) ***

neat (adj) **

closet (n) *

roommate (n)

electricity (n) ***

office (n) ***

dorm (n)

shelves (n)

light (n) ***

open (adj) ***

dresser (n)

sofa (n)

messy (adj) *

plant (n) ***

Topic vocabulary in (prep) ***

by (prep) ***

on (prep) ***

next to (prep)

under (prep) ***

in front of (prep)

Vocabulary builder calendar (n) **

highlighter pen (n)

printer (n) **

flash drive (n)

map (n) ***

tablet (n) **

folder (n) *

notebook (n) *

behind (prep) ***

Vocabulary builder review Complete the sentences with the correct form of the words in the box. every morning highlighter pen

1 Noor doesn’t like nature and experiments work.

notebook science

, but she knows it’s important to know how

2 I have two today—one for lecture notes, and one for writing down new English words. 3 Dr. Jackson likes to work in clean places—he cleans his desk before he starts work. 4 Can I borrow your important.

? I only have a pencil and this word is

Unit review Reading

I can skim texts to understand their main ideas.

Study skill

I can decide which things I have (and need) to learn well.

Vocabulary

I can use prepositions of place to describe where things are.

Grammar

I can use the verb have to talk about possessions.

Writing

I can add information to sentences by using and, also, too.

STUDY

UNIT 3

61

4 MONEY What do students spend their money on? Discussion point 3%

Discuss these questions with a partner.

1

33

1 What do the students spend the most on?

0%

6%

%

8%

They spend the most on … 2 Do you spend more or less on each thing?

14

%

I spend more / less on housing. How about you? 3 What do you spend your money on?

4%

GLOSSARY less (adv) a smaller amount money (n) what you use to pay for things

2 2%

I spend my money on … Housing

Clothes

Food

Phone / Internet

Books

Travel

Fun

?

Other

more (adv) a larger amount

VIDEO

Before you watch 1 Match the words on the left with the definitions on the right.

MONEY LESSONS

62

UNIT 4

MONEY

1 cash (n)

a to keep someone or something safe

2 note (n)

b metal money

3 coin (n)

c paper money

4 protect (v)

d money you have with you

UNIT AIMS

READING Recognizing the topic

GRAMMAR The simple present tense

STUDY SKILL Understanding percentages

WRITING Using numbers in sentences

VOCABULARY Numbers

Studying a copy of a paper banknote.

While you watch

After you watch

2 Read the sentences. Watch the video. Order the images 1 to 5.

3 Answer the questions with a partner.

a A man talking to the camera b A woman putting a note in a machine c Cars driving past a building d Someone looking at a tablet computer

1 Do you usually use cash or a card in stores? I usually use … 2 How much cash do you carry with you every day? I carry about …

MONEY

UNIT 4

63

1 READING

Money types A Vocabulary preview 1 Match the words and phrases with their definitions. Use a dictionary to help you. 1 careful (adj)

a something good you hope for

2 credit card (n)

b something you give to someone

3 dream (n)

c a card you use to buy things with

4 gift (n)

d thinking about what you do so you don’t have problems

5 grow (v)

e to not spend money

6 save (v)

f

7 type (n)

g to become bigger

8 worry (v)

h a group of people or things that are similar in some way

to feel nervous

2 Use the words from Exercise 1 to complete the sentences. 1 I want to get Jessie some fruit as a does she like? 2 Try to

. What

some of your money, or put it in the bank to make it .

3 Be and don’t use your new Try to use cash more. 4 My money for that.

is to live in Paris. But I

very much. I don’t have the

B Before you read Complete this sentence. Then compare with a partner. Is your partner the same? I prefer to save / spend / give away my money.

C Global reading Recognizing the topic

We preview and skim to help us recognize the topic of the whole text and the topic of each paragraph. Ask yourself, “What is the text or paragraph about?” 1 Skim Money types. Which sentence describes the text’s topic? a The way you and your parents spend money is the same. b How you use money says something about who you are. 2 Skim the text again. Write the “money types” from the text headings under the pictures.

64

UNIT 4

MONEY

READING

1

Money types Your money type tells you how you think about and use money. It helps you understand why you are who you are. What is your money type? The Spender Spenders like money for the things that money buys. They don’t like to save money. They want to be the first to have something new, before their friends have it. But spenders need to be careful. They sometimes spend all their money. They often don’t have cash and have one or more credit cards. The Builder Builders see money as something to use. But they don’t use it to buy a lot of things. They use it to make something happen. They know what they want, and they spend money to get from A to B. For example, one woman’s dream is to have a big garden and grow food. She doesn’t like her job, but she does it to make the money she needs.

1

The Giver Givers like to help and do good things for other people. They like to give gifts to friends and family. It makes them happy to do this. They give money to people, but they never ask for the money back. Some givers give too much. They are happy to give their money to others but don’t always think about what happens next. The Saver Savers make money because they put it in the bank. Then they leave the money there to grow. When savers spend their money, they think very carefully about what to buy. They always look for the best things. Some savers don’t know how to be happy because they worry about money too much.

4

2

3 MONEY

UNIT 4

65

1 READING D Close reading 1 Read Money types. Which types of people do these things? Check (✓) the correct column. Spenders

Builders

Givers

Savers

1 like to help others 2 use money to make things happen 3 don’t like to save money 4 never ask for money 5 sometimes worry about money 6 sometimes don’t like their jobs 7 look for the best things 8 want things before others 2 Who says these things? Match. 1 “I like that shirt a lot, but I don’t need it right now.”

a The Spender

2 “I know what I want, and I’m happy to work to pay for it.”

b The Builder

3 “I want that new jacket. Let's see … where’s my credit card?”

c The Giver

4 “I hear you need to go to the airport right away. Here’s $50.”

d The Saver

E Over to you Discuss these questions with a partner. 1 Which money type are you? Why? I think I’m the … because … 2 Think of three people you know. Which type are they? Why? My brother is a spender. He always buys new cell phones. 3 Which money type do you think it’s good to be? Why? I think it’s good to be the … because …

66

UNIT 4

MONEY

Study skills

STUDY SKILLS

Understanding percentages

A percentage is a number which means a fraction (a part) of 100. For example, one-half of a cake is 50% of the cake. One-fourth of a cake is 25%. The chart on page 62 shows another example. All the parts add up to 100%. We use percentages to make it easy to compare things. For example, John makes $400 a week and saves $56. Lisa makes $500 and saves $65. We can use percentages to see who saves a higher percentage of the money they make. John: 56/400 = 14%

Lisa: 65/500 = 13% © Stella Cottrell (2013)

1 Look at this information. Complete the chart.

E

% Oman

D 10% China

Twenty people are in Mrs. Marcos’s class.

A 35% Brazil

Seven are from Brazil. Six are from Mexico.

C 20%

Four are from Japan. Two are from China. One is from Oman.

B

% Mexico

2 Look at this information. Draw a chart similar to the one from Exercise 1. Sam is a student. He spends $500 a month. He spends: $315 on housing $105 on food $40 on Internet and phone $20 on travel $20 on fun. 3 Work with a partner. Answer the questions. 1 James makes $370 a week. He saves $120. Inez makes $460 a week. She saves $140. Who saves a higher percentage? 2 Sally makes $500 a week. She spends $40 of that on clothes. Paul makes $580 a week. He spends $50 on clothes. Who spends a higher percentage on clothes?

MONEY

UNIT 4

67

2 READING

Daily spending A Vocabulary preview 1 Match the words and phrases with their definitions. Use a dictionary to help you. 1 add (v)

a happening every day

2 bill (n)

b to have as a price

3 cost (v)

c something you need to pay, e.g., for electricity

4 daily (adj)

d to put numbers together

5 fast food (n)

e food you eat between meals

6 gas (n)

f

7 rent (n)

g money you pay to live in a home

8 snack (n)

h what you put in a car to make it go

pizza, burgers, French fries, etc.

2 Use the words from Exercise 1 to complete the sentences. 1 These three books

$25.

2 When you

these three numbers, you get 100.

3 My

exercise is to walk three kilometers.

4 I often have a

between lunch and dinner.

5 We need to put some

in the car soon.

6 I need to pay my electricity

.

7 I pay $800 a month in 8 Let’s get some

each month. I need a roommate. and eat in the car. Are burgers OK?

B Before you read Preview Daily spending. What type of website is it? a a student’s website

b a class website

c a company website

C Global reading Recognizing the topic

1 Skim the text. What’s it about? Circle the correct words. This text is about 1 three / four students and how much money they spend every 2 day / week. One thing every student spends money on is 3 rent / a cell phone. 2 Choose how much each student spends in a day.

68

UNIT 4

MONEY

1 Marissa

a $20

b $40

c $50

2 Brandon

a $5

b $10

c $75

3 Celia

a $15

b $36

c $47

READING

2

DAILY SPENDING Economics 101 Dr. Carine Ryan

Posts (4) Folders (5) Members (22)

Dr. Ryan: Hello, class! Please help me by answering a question about your daily spending. How much do you spend in a day?

Marissa Carlson: I spend $50 a day, and 40% of that is for rent. The rent for my apartment is $600 a month, so that’s $20 a day. All my bills, such as electricity, water, cell phone, and Internet, are $240, so that’s $8 a day. I take the bus to college and back. That costs $3. For food, I spend $15. I know because I get the same thing every day in the college cafeteria. I always get a $4 coffee in the afternoon, too.

MONEY

UNIT 4

69

2 READING

Brandon Yeats: I live with my parents now, so I don’t pay any rent. My parents pay the bills, but I pay for my cell phone and Internet. That’s $75, so I spend between $2 and $3 a day. I don’t spend a lot on food because I usually have my meals at home. At college, l think I spend between $4 and $5 a day on coffee and snacks. I always take the bus to college. That’s $3 a day. If I add those numbers, my daily spending is $10.

Celia Sanchez: I live in a dorm. I pay the college for my room, food, bills, and Internet at the end of every month. That’s $760, so I spend $36 a day. But I spend money on other things. I have a car and spend about $15 a week for gas. That’s about $2 a day. I pay for my cell phone, too. That’s $7 a day. And I don’t always eat in the cafeteria. I like to eat fast food two or three times a week. I spend about $13 a week, or $2 a day. If I add that up, it’s $47 a day.

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2

READING D Close reading 1 Look at the chart. Whose daily spending does it show? Write the student’s name. 2 Choose T (True) or F (False). 1 Marissa’s rent is $600 a month.

T/F

2 Marissa buys coffee in the afternoon.

T/F

3 Both Marissa and Brandon take the bus.

T/F

4 Brandon always has his meals at home.

T/F

5 Celia lives with her parents.

T/F

6 Celia sometimes eats fast food.

T/F

3 Complete the sentences with words from the box. bus car coffee

dorm food rent

Rent

Bills

Food

Coffee

Bus

1 Every day Marissa spends $20 on 1 , $8 on bills, $3 for the bus, $15 on 2 , and $4 on coffee. She doesn't spend any money on gas. 2 Brandon doesn’t pay any rent, and his parents pay some bills. He spends $2 to $3 on his cell phone and Internet, $4 to $5 on 3 and snacks, and $3 for the 4 . 3 Celia spends $36 a day for her 5 She also spends money on gas for her 6 and fast food.

, bills, food, and Internet. , her cell phone,

E Over to you Discuss these questions in a group. 1 How much do you spend in a day? I spend about … 2 Do you think you spend more or less than other students? I think I spend more / less. 3 Think of a way to save money. What ideas does your partner have? Don’t buy coffee.

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71

VOCABULARY

Topic vocabulary Numbers 10 ten

20 twenty

100

a / one hundred

11 eleven

21 twenty-one

101

a / one hundred (and) one

12 twelve

22 twenty-two

102

a / one hundred (and) two

13 thirteen

23 twenty-three

200

two hundred

14 fourteen

30 thirty

300

three hundred

15 fifteen

40 forty

456

four hundred fifty-six

16 sixteen

50 fifty

999

nine hundred ninety-nine

17 seventeen

60 sixty

1,000

a / one thousand

18 eighteen

70 seventy

2,000

two thousand

19 nineteen

80 eighty

3,210

three thousand two hundred ten

90 ninety

10,000 ten thousand 1 Write the numbers. 1 eight hundred

6 one hundred and five

2 twelve

7 three thousand two hundred

3 six thousand two hundred two 8 five hundred sixty-three 4 seventy-seven

9 eighteen

5 fourteen

10 twenty-five thousand

2 Take turns saying a number. Your partner says the correct column. A

72

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MONEY

B

C

A: Forty.

1

14

40

44

B: Column B?

2

76

66

77

3

100

1,000

10,000

C: Yes, that’s correct. / Sorry, that’s not correct.

4

28

208

2,008

5

365

3,065

3,605

6

810

801

8,010

7

6,008

6,018

16,808

8

11,339

11,309

11,039

9

15,078

50,078

55,078

10

67,819

68,719

67,890

Vocabulary builder

VOCABULARY

Writing about numbers When we write about numbers, we can describe an exact number (e.g., one-half, exactly 27.5%) or an approximate number (e.g., around 30, over 50%). 1 Match the words and phrases with their definitions. Use a dictionary to help you. 1 almost

a

about

2 around

b

nearly

3 between

c

no more and no less

4 exactly

d

with something on each side

5 one-half

e

more than

6 one-quarter / a fourth

f

33.3%

7 one-third

g

25%

8 over

h

50%

2 Circle the correct words. 1 I don’t know how much I save. I think it’s about / exactly $50 a month.

Espresso

$2.70

Cappuccino

$2.90

Americano

$2.90

Macchiato

$3.20

2 Eun-joo spends around / between $8 and $10 a week on fast food. 3 I make $100 a week. I spend one-fourth / one-third on gas—$25. 4 These shoes cost $90. I never pay exactly / over $60 for shoes. 5 The price of our meal is one-half / exactly $14.53. 6 I don't know how much coffee is. I think it’s around / exactly $3. 3 Match the underlined parts of the sentences with the correct numbers. 1 Darren saves about $40 a week.

a 10

2 Penny spends between $12 and $14 a week on gas.

b 13

3 I get $100 a week from my parents. I spend one-half of that.

c 22

4 Hal spends a little over $20 a day on fast food.

d 30

5 The TV costs $320, but I only have one-fourth of the money.

e 41

6 Jeff puts exactly $30 in the bank each month.

f

7 Our class has 30 students. One-third are men.

g 79

8 Peter spends almost $80 a month on clothes.

h 80

50

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WRITING

Writing model You are going to learn about the simple present tense and how to use numbers in your writing. You are then going to use these skills to write about how much a family spends.

A Analyze 1 Look at the information about the Peterson family.

The Peterson family: total costs each month—$4,000

50%

2 Circle the correct words. 1 The family makes $4,000 a week / month. 2 They spend one-half / one-third of that on rent. 3 They spend $10 / 10% on school costs. 4 Their bills are around / exactly $159.

12.5%

5 They spend almost / over $130 on fun.

B Model

Rent $2,000

School costs $540

Fun $131

Food $500

Gas $125

Pet $30

Clothes $275

Bills $159

Savings $370

Read the model text. Complete the blanks. There are four people in the Peterson family. The family makes $4,000 a 1 . They spend 2 of that on rent. Exactly 12.5% is for food. They spend $275 on clothes and $125 on gas. They spend 3 on school costs. Their bills are 4 $159. The 5 family spends $130 on fun, and $30 on their pet. The family also saves $370 every month.

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Grammar

GRAMMAR

The simple present tense Use the simple present tense for facts and things you do regularly. Form

Example

Affirmative I / you / we / they + base form

I spend $50 a day.

he / she / it + base form + s

A giver does good things for people.

Negative I / you / we / they + do not + base form

Builders do not buy a lot of things.

he / she / it + does not + base form

He does not pay any rent.

Contractions

Builders don’t buy a lot of things.

We often contract do not to don’t and does not to doesn’t.

He doesn’t pay any rent.

1 Complete these sentences with the correct simple present form of the verbs. 1 This book

(cost) $19.95.

2 My friend Jack

(not save) his money.

3 My brother

(buy) a lot from the Internet.

4 My money

(grow) by about 4% every year.

5 They

(not spend) a lot of money on rent.

6 I

(not worry) about money.

7 My sister

(not have) much money in the bank.

8 We often

(use) a credit card to pay for meals.

2 Complete these sentences. Use the simple present form of the correct verb from the box. cost

give

grow

1 I 2 Sally

have

like

live

spend

to spend money. $400 in the bank.

3 Gas

a lot right now.

4 They

about money.

5 I

worry

with my parents.

6 My money

in that bank.

7 My parents

me $25 a week.

8 David

a lot on rent.

MONEY

UNIT 4

75

GRAMMAR 3 Rewrite the sentences from Exercise 2 in the negative. 1 2 3 4 5 6 7 8 4 Write each verb in the affirmative or negative form to make them true for you. 1 I 2 My friends

(cost) a lot.

4 My parents

(spend) a lot on food.

6 I

UNIT 4

MONEY

(save) their money.

3 This school 5 My best friend

76

(have) a credit card.

(have) a car. (buy) new clothes every month.

Writing skill

WRITING

Note these common words we use when we write about numbers. There is one dollar on the table.

I make $6 an hour.

There are three dollars on the table.

I save $40 a month.

This book is $12.

She spends $20 every day.

The price of this book is $12.

She spends $16 on food.

This book costs $12.

I need to pay my rent / bills.

Using numbers in sentences

I pay for my cell phone / Internet. 1 Unscramble the sentences. 1 $6 / Tom / spends / on food 2 car / this / costs / $30,000 3 Danni / for / gas / pays 4 $1,200 / makes / she / a / month 5 the / this computer / price / of / is / $699 6 are / on the floor / there / several dollars

2 Read the sentences. Correct the mistakes. 1 I save $80 a months. 2 There is three people in the classroom. 3 These two bus tickets costs $14. 4 We need to pay for our rent today. 5 Jennifer spends $25 a week fast food. 6 Kendra make a week $1,100. 3 Read the questions. Write your answers. 1 How much do you spend on fast food every month? 2 How much does this textbook cost? 3 Who pays the bill for your phone?

MONEY

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77

WRITING

Writing task You are going to write about how much a family spends in a month.

Brainstorm Look at the information about the Stevens family. Circle the correct words. 1 There is / are five people in the Stevens family. 2 The family makes / saves $3,600 a month. 3 They spend one-half / one-third on rent.

9.4%

4 They spend 10% / 15% on school costs. 5 Their bills are almost / over $240.

15% The Stevens family: total costs each month—$3,600

Plan

Rent $1,200

Plan to write about the family. Include the sentences from the Brainstorm section. Underline any information from the chart you want to include.

Food $720

Write

Clothes $400

Write 60 words about the Stevens family. Use the present tense. Pay attention to the numbers you include.

School costs $540 Gas $180 Bills $339 Fun $121

Share

Savings $100

Exchange paragraphs with a partner. Do you have similar information? Underline any information that you don’t think is correct.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. 78

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Review

REVIEW

Wordlist Vocabulary preview careful (adj) ***

grow (v) ***

add (v) ***

fast food (n) *

credit card (n) **

save (v) ***

bill (n) ***

gas (n) ***

dream (n) ***

type (n) ***

cost (v) ***

rent (n) ***

gift (n) ***

worry (v) ***

daily (adj) ***

snack (n) *

Topic vocabulary 10 ten

16 sixteen

40 forty

100

11 eleven

17 seventeen

50 fifty

1,000 a / one thousand

12 twelve

18 eighteen

60 sixty

2,000 two thousand

13 thirteen

19 nineteen

70 seventy

10,000 ten thousand

14 fourteen

20 twenty

80 eighty

15 fifteen

30 thirty

90 ninety

Vocabulary builder almost (adv) ***

between (adv) ***

one-half (n)

one-third (n)

around (adv) ***

exactly (adv) ***

one-quarter / a fourth (n)

over (adv)

a / one hundred

Vocabulary builder review Complete the sentences with the correct form of the words in the box. exactly

map one-half three times a day

1 Jane wants to have more money, but she buys coffee At $3.20 each, that's almost $10 per day!

.

2 You don't need to pay for the bus. There is a street you can use to walk. Let me show you on this . 3

of our class wants to spend more on food—20 people out of 40.

4 This lecture video is

15 minutes. I can watch it now.

Unit review Reading

I can use previewing and skimming to look for topics in texts and paragraphs.

Study skill

I can understand and talk about percentages.

Vocabulary

I can say and write numbers.

Grammar

I can use verbs in the simple present tense.

Writing

I can write sentences using numbers.

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UNIT 4

79

5 TASTE Where do you like to eat out? Discussion point Discuss these questions with a partner.

25

1 How often do you eat out?

15

I eat out … a day / week / month. 2 Where do you like to eat out?

20

10 5 0

Café

Food court

Cafeteria

Snack bar

Food truck

What do you order when you eat out?

I like to go to … 3 What do you like to have when you eat out? I like to have …

Restaurant Fast-food place

25 20 15 10 5 0

VIDEO

Dessert

Meat / fish

Vegetables

Pasta

Fruit

Rice

Juice

Before you watch 1 Match the words on the left with the definitions on the right.

REAL FOOD

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TASTE

1 food cart (n)

a someone who has something, e.g., a business

2 restaurant (n) 3 the best (adj)

b a place in town where you go to sit down and eat something

4 owner (n)

c food cooked as part of a meal

5 dish (n)

d a kitchen that you can move around on the street e number one, really good, perfect

UNIT AIMS

READING Reading for gist

GRAMMAR Using articles and adjectives with nouns

STUDY SKILL Improving your understanding

WRITING Adding information using adjectives

VOCABULARY Food collocations

A tasty lunch.

While you watch

After you watch

2 Read the questions. Watch the video. Answer the questions.

3 Answer the questions with a partner.

1 What is “fulmedames”? a the name of a food cart

In my country there is … b Egyptian food

2 Where does Ramadan work? a at a food cart

1 What street food is there in your country? 2 What is your favorite dish from your country? My favorite dish is …

b in a restaurant

3 What does Ramadan think of the food he cooks? a He wants to change it.

b He thinks it’s the best.

4 Where is Nadine’s restaurant? a in Cairo

b in Nicosia TASTE

UNIT 5

81

1 READING

Food jobs A Vocabulary preview 1 Match words with their definitions. 1 assistant (n)

a makes or sells things for money

2 company (n)

b cooks food in a restaurant

3 chef (n)

c a large, thin book with a paper cover

4 magazine (n)

d helps another person in his or her job

5 menu (n)

e takes pictures for his or her job

6 photographer (n)

f

7 price (n)

g a list of food in a restaurant

8 serve (v)

h what something costs

to bring someone food or drink

2 Use the words from Exercise 1 to complete the sentences. 1 These pictures are nice. Is the

famous?

2 Rob and Sandra work in a snack bar. They 3 The

in this café is in six languages.

4 A(n)

works long hours in the kitchen.

5 I want to buy this 6 Jo is a(n)

, but the

food.

is almost $12.

. She helps a lot of people at our

B Before you read Look at the pictures in Food jobs. Match the pictures with what they show. 1 Picture 1

a a person serving food

2 Picture 2

b a person writing about food

3 Picture 3

c a person eating ice cream

4 Picture 4

d a person taking a picture

5 Picture 5

e a person answering the phone

C Global reading Reading for gist

Reading for gist is reading a text for general meaning or purpose. When you read for gist, you skim the text to get an overall idea of what it is about. 1 Skim Food jobs for gist. Circle the correct words. The text describes five 1 foods / jobs and people who 2 eat / do them. All of the people talk about what they 3 pay / do and what they 4 like / don’t like about their jobs. 2 Skim the text and write the jobs alongside the pictures.

82

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TASTE

.

READING

1

Food jobs 1 Bert eats ice cream every day. He tries about 15 types a week. It takes time to get the taste “right”—sometimes months and months. As a food taster for a food company, he doesn’t taste only ice cream. He also tastes things like juice, soup, and different types of pasta. “I love to eat new things,” says Bert. 2 Jennifer looks at food all day. She’s a food photographer. She takes pictures for books, websites, and menus. She does some interesting things to make the food look nice. For example, she puts vegetable oil on meat to make it look good. “The food looks nice,” says Jennifer, “but I don’t eat it.” 3 Behind every famous chef is a chef’s assistant. Dan answers the phone, writes emails, and helps with cookbook tours, all for a famous chef. But he doesn't help in the kitchen—that’s someone else’s job. His favorite thing about his job? “I travel to some great places,” says Dan. 4 Tina is a food writer for a magazine. She writes only about desserts. Every time she eats in a restaurant or café, she has a dessert, and sometimes she has two or three! Then she writes about the taste and gives the dessert’s price. “I don’t make a lot of money,” she says, “but I love what I do.” 5 Paul cooks and serves food, but he doesn’t work in a restaurant. He has a food truck. From Monday to Friday he drives his truck to a different place every day. On Monday he serves Mexican food, on Tuesday he serves Korean food, and on Wednesday it’s Turkish. Chinese is on Thursday, and Italian is on Friday. The people who eat at his truck love it.

GLOSSARY taste (v) to put food or drink in your mouth to test its flavor TASTE

UNIT 5

83

1 READING D Close reading 1 Check (✓) what each person does as part of his or her job. 1 Bert

eats ice cream.

shops for food.

2 Jennifer

cooks food.

makes dishes look nice.

3 Dan

writes emails.

writes cookbooks.

4 Tina

cooks desserts.

writes about desserts.

5 Paul

serves food.

cooks in a restaurant.

2 Choose T (True) or F (False) for each sentence. 1 Bert works for a food company.

T/F

2 Bert loves to eat new things.

T/F

3 Jennifer works for a magazine.

T/F

4 Jennifer cooks meat in oil to make it look good.

T/F

5 Dan helps the chef in the kitchen.

T/F

6 Dan travels as part of his job.

T/F

7 Tina sometimes eats two or three desserts.

T/F

8 Tina describes how to make desserts.

T/F

9 Paul drives his truck to different places.

T/F

10 Paul serves Korean food on Wednesday.

T/F

E Over to you Discuss these questions in a group. 1 Who do you think has the best job? Why? I think … has the best job because he / she … as part of his / her job. 2 Which things do you sometimes do? I read food magazines.

I eat a lot of desserts.

I take pictures of food.

I read about restaurants.

I eat at food trucks.

I try new types of food.

I sometimes take pictures of food. Sometimes I also …

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Study skills

Improving your understanding

STUDY SKILLS

Do you understand most of what you read? If your answer is no, try one or more of these ideas. Ask questions What questions do you want to answer? Write them down before you read. Then try and find the answers. Check your understanding Read a few sentences, and then stop. Try to describe what you read in a few words, or in one sentence. Read it again Sometimes an academic text may be a little difficult at first. That’s OK. It’s fine to read a text more than once. © Stella Cottrell (2013)

1 Work with a partner. Follow these steps. a Look at the title and picture below. Write down one question you want the text to answer—e.g., Why is there a teddy bear? or What does the restaurant serve? b Read the first three sentences. What is the text about? c Read the rest of the text. Then read it again. Does the text answer your question?

Teddy’s Kitchen There are Teddy’s Kitchen restaurants in Shanghai, Wuhan, and other cities in China. The restaurants are interesting because you don’t eat alone. A teddy bear sits next to you during your meal. “I come here to feel happy,” says one person at the restaurant. “I love it there. My favorite meal is chicken and rice,” says another. They serve both Chinese and American food, and the prices are good.

2 Try using the ideas in the box above for the next reading on pages 87–8.

TASTE

UNIT 5

85

2 READING

Time for something new? A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 customer (n)

a far from the ground, or greater than usual

2 dish (n)

b new and natural, as in food

3 fresh (adj)

c a person who eats in a restaurant

4 high (adj)

d food made a particular way

5 mean (v)

e fast

6 order (v)

f

7 quick (adj)

g a group of people who work at a place

8 staff (n)

h to be or to express

to choose food in a restaurant

2 Use the words from Exercise 1 to complete the sentences. 1 I think

vegetables are always best.

2 What is the best

at Sophie’s Café?

3 The

at the cafeteria are very polite and nice.

4 I want a

meal because I need to go soon.

5 The price of fish at Lulu’s Place is really 6 Why do you always

.

fish at that place? It’s not good.

7 What does the word server

?

8 I need to find a menu for the

sitting over there.

B Before you read 1 When you go to a restaurant, how important are these to you? Mark them V (Very important), I (Important), or N (Not very important). Then compare with a partner. where it is

the food

the staff

the prices

who I’m with

2 Preview the text Time for something new? From the pictures, which places do you think have good food? Which have high prices? Which have a friendly staff? I think … has good food.

C Global reading Reading for gist

Skim the text for gist. Choose what it’s about. a a person who eats in five different places every week b restaurants that are different from other types of restaurants c five interesting restaurants that are new this year

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READING

2

TIME FOR SOMETHING NEW? ROBOT RESTAURANT 1

At Robot Restaurant in Thailand, robots help serve the food. You order your food from a tablet at your table. Soon, a robot brings it to you. The robot brings food like meat, fish, vegetables, and rice, but they don’t bring drinks—people do that. When they are not busy with the food, the robots dance for the customers.

SEVA CAFÉ 2

At Seva Café in India, you are not just a customer, you are a part of the family. The restaurant serves only food made from vegetables—no meat or fish. The dishes are small, but you can ask for more food. The café sees each meal as a gift. There are no prices on the menu. You don’t get a check. You pay what you want to pay.

DINNER IN THE SKY 3

How do you make a meal special? Go to Belgium’s Dinner in the Sky. You eat at a table 50 meters in the air. Breakfast in the Sky, Dinner in the Sky, Business Meeting in the Sky—all are possible. There is space for 22 people at the table. The prices at the restaurant are very high—just like the meal!

TASTE

UNIT 5

87

2 READING

SAUVAGE 4

At Germany’s Sauvage restaurant, customers eat the type of food from 10,000 years ago. This means no bread, rice, or pasta. It does mean fresh vegetables, fruit, fish, and meat. The meal here is not quick because the staff need time to make food like this.

LAMBERT’S CAFÉ 5

Lambert’s Café is a restaurant in the United States. It serves American food—and a lot of it! Customers eat and drink as much as they want. What’s different about this restaurant is how they serve their bread. In restaurants, the staff usually bring the bread to the table, but at Lambert’s Café, the staff throw it to the customers. It’s part of the fun.

GLOSSARY ago (adv) before now robot (n) a machine that does the work people do 88

UNIT 5

TASTE

throw (v) to use a hand to send something through the air

READING

2

D Close reading 1 Choose what makes each place different. 1 Robot Restaurant a Robots cook your food.

b Robots serve your food.

2 Seva Café a You cook your own food.

b You pay what you want.

3 Dinner in the Sky a You eat high in the air.

b You eat on the top floor of a building.

4 Lambert’s Café a The staff throws food.

b The customers throw food.

5 Sauvage a Customers eat only meat.

b Customers eat food from long ago.

2 Complete each sentence with one word from the text. 1 At Robot Restaurant, the robots don’t bring 2 Customers don’t receive a 3 There is space for the Sky. 4 Lambert’s Café serves 5 You eat vegetables, fruit,

.

at Seva Café. customers around the table at Dinner in food. , and meat at Sauvage.

E Over to you Discuss these questions in a group. 1 Which restaurant do you think is a good place for …? someone who loves meat

someone who doesn't eat meat

someone who has a lot of money

a friend from another city

I think … is a good place for … 2 Which place do you want to try? Why? I want to try … because it looks fun / the food is interesting / it’s something very different.

TASTE

UNIT 5

89

VOCABULARY

Topic vocabulary Food collocations A collocation is two or more words that naturally go together. For example, we say fast food but not quick food. 1 Cross out the word in each set that is not a collocation. 1 cook

a meal / menu / dinner

2 drink

juice / coffee / a dish

3 eat

a menu / lunch / a big meal

4 have

a chef / dessert / a snack

5 order

a snack / the price / a meal

6 serve

food / a restaurant / a new dish

7 taste

meat / the check / juice

8 try

a dish / a new café / a customer

2 Unscramble the words to make sentences. 1 try / food / let's / Turkish 2 with / eats / Glen / breakfast / his family 3 ice cream / serves / that café / great 4 Jaime / a / has / at 10:00 p.m. / snack 5 big meal / order / to / a / don’t want / I 6 every / cook / I / night / dinner 7 tea / or / drink / Ken / doesn't / coffee 8 your / to / taste / I / want / dessert 3 Answer these questions. 1 Do you like to try new food? 2 What do you drink in the morning? 3 Do you eat a big meal at night? 4 When you want dessert, what do you have? 5 What do you order in a food court? 6 What place in your city serves American food?

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Vocabulary builder

VOCABULARY

Using adjectives Good writers use adjectives to make their texts more interesting. When you learn an adjective’s meaning (large = big), also learn its opposite (large ≠ small). 1 Match the adjectives with their definitions. Use a dictionary to help you. 1 boring

a big

2 expensive

b very good

3 great

c costing a lot of money

4 large

d without much speed

5 low

e not exciting

6 slow

f

below what is usual

2 Use the words from Exercise 1 with complete the sentences. 1 The prices at the food court are very

. Many students eat there.

2 The chef at Antonio’s is

. It takes a long time to get our food.

3 A meal in a Paris Bistro is

. We don’t have a lot of money.

4 Asia Café serves

meals. If you don’t finish it, take it home.

5 People say the staff at Julie’s Place are 6 That food truck has a

. They're really friendly. menu. It's always the same three dishes.

3 Match the adjectives to their opposites. 1 expensive

a small

2 boring

b fast

3 great

c cheap

4 large

d interesting

5 low

e terrible

6 slow

f

high

4 Circle the correct words. 1 The food at Michael’s is cheap / terrible / high. The chef is really bad. 2 The cafeteria is a boring / cheap / fast place to eat. Food doesn’t cost a lot. 3 Sammy’s is a small / high / fast, but nice, café near college. There are only six tables. 4 Chef Susie Powers’s new TV show is high / boring / fast. No one watches it. 5 I eat at Burger World because it’s small / fast / terrible. I go there between classes. 6 The prices here at night are small / high / cheap, but for lunch, you don’t pay a lot. TASTE

UNIT 5

91

WRITING

Writing model You are going to learn about using articles and adjectives with nouns and adding information with adjectives. You are then going to use these skills to write about a restaurant.

A Analyze 1 Read the student model below. Number in order from 1 to 8 the things the writer mentions. name of restaurant

the staff

where it is

what’s good to order

the prices

the meal size

what it serves

what is not good about it

2 Add the details to the chart. large dishes

low prices

friendly staff

slow staff

great desserts

fresh food

cheap food

where the restaurant is

Positive things

Negative things

3 Answer these questions. 1 What type of food does Chuck’s Café serve? 2 What is the writer’s favorite food there? 3 Where is the restaurant?

B Model Chuck’s Café serves American food like burgers, chicken, and fries. The dishes are large and the prices are low. Many people go there for lunch. It’s very busy from noon to 1:30. The staff is friendly, but they are sometimes slow. My favorite thing there is the cheeseburger. The desserts are also great. I like this restaurant because the food is fresh and cheap. I don’t like where the café is. It’s in a shopping mall far from our college.

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Grammar

GRAMMAR

Using articles and adjectives with nouns Use a / an before a singular count noun that is not specific. Use a before a consonant sound and an before a vowel sound.

You eat at a table 50 meters in the air. Jennifer works as a photographer.

Use the before something specific (singular or plural) or something already mentioned. Do not use an article when you are talking about things in general, or before non-count nouns. Adjectives go between the article and noun.

Dan works as an assistant. The staff brings the bread to the table. The customers love the food. Chefs don’t make a lot of money. I don’t eat meat. I want to go to a cheap place. I don’t want to go to an expensive place.

1 Circle the correct words. The symbol Ø means “no article.” 1 Bert works as a / an ice-cream taster. 2 A / The price of fish is very high. 3 The / A staff here are very nice. 4 Put a / the food on the / Ø table over there. 5 Do you eat a / Ø meat? A / The meat here is very good. 6 A / Ø Food writers don’t make a lot of money. 7 I really like a / the pasta at this place. 8 A / Ø Customers are very important for a restaurant. 2 Complete the sentences with a, an, the, or Ø (no article). 1 2 I like to have 3 Paul has 4 How is 5 I eat 6 Let’s ask for 7 I like to eat in 8 I plan to order

menus are by the window. snack at night. food truck. food here? orange for breakfast. check now. food courts. dessert after the meal.

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GRAMMAR 3 Add an adjective from each pair to the nouns. hard ≠ soft strong ≠ weak

1

candy 2

bread

3

tea

4

coffee

soup

8

salad

thick ≠ thin hot ≠ cold

5

noodles 6

steak

7

4 Rewrite each sentence by adding an adjective. 1 Please have some soup. 2 She takes pictures of food. 3 Let's go to the café. 4 I want to order some bread. 5 The juice is on the table. 6 The restaurant is popular with students. 5 Correct the mistake in each sentence. 1 I try not to have the snack at night. 2 The food at the restaurant Italian is expensive. 3 The chicken at a new chicken place is great. 4 The menu here is in the five different languages. 5 There is a problem with a check. 6 Tom works as a assistant to a food photographer. 7 The thicks noodles at the Chinese café are great. 8 I want to have dinner at a place cheap. 94

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Writing skill

WRITING

You can add adjectives to your sentences to make them more interesting and descriptive. Notice how these examples express more information with the addition of adjectives. Sam is a chef.

Sam is a great chef.

There’s a café near here.

There’s a cheap café near here.

I like that restaurant.

It’s fast and friendly.

Adding information using adjectives

1 Choose the best adjective to complete the sentence. 1 I want a quick / low / weak snack. 2 The chef at Luciano’s is terrible / soft / fresh. 3 The staff is very busy / high / low. 4 We need a boring / cold / large table for our family. 5 The prices at that restaurant are high / small / hot. 6 This is our thick / strong / third meal of the day. 2 Rewrite the first sentences using an adjective in the box. cheap great large

small strong

terrible

1 I don’t like coffee. I need to add water. 2 We need a table. There are 15 of us. 3 One-Dollar Sushi is a restaurant. 4 Pizza Pit is a place. It has four tables. 5 Jill is a chef. Everyone loves her food. 6 Daniel is a chef. No one eats his food. 3 Circle the correct words. Eliza May is a 1 famous / terrible chef in Singapore. She works at a 2 large / high restaurant with many 3 happy / busy customers. She cooks 4 Indian / low food. People love her dishes. They say they are 5 boring / interesting, but very 6 expensive / friendly—a meal there costs about $150. 4 Write a sentence about your favorite restaurant. Use one or two adjectives.

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95

WRITING

Writing task You are going to write about a restaurant.

Brainstorm Choose a restaurant you know. Answer these questions. What is its name?

What’s the food like?

Where is it?

What’s your favorite dish?

What kind of food does it serve?

What do you like about the restaurant?

What's the staff like?

What don’t you like about it (if anything)?

How are the prices?

Plan Plan about the restaurant. Look back at your brainstorm and decide what information to include and in what order.

Write Write about 70 words about the restaurant. Pay attention to your use of articles and adjectives with nouns. Look for places to add adjectives to make your writing more interesting.

Share Exchange your paragraphs with a partner. Do you have any questions about the restaurant? If so, write them here.

Rewrite and edit Consider your partner’s question(s) and rewrite your paragraph.

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Review

REVIEW

Wordlist Vocabulary preview assistant (n) **

price (n) ***

high (adj) ***

company (n) ***

serve (v) ***

mean (v) ***

chef (n) *

customer (n) ***

order (v) ***

magazine (n) ***

dish (n) **

quick (adj) ***

menu (n) **

fresh (adj) ***

staff (n) ***

Topic vocabulary cook a meal / dinner

have a dessert / a snack

taste meat / juice

drink juice / coffee

order a snack / a meal

try a dish / a new café

eat lunch / a big meal

serve food / a new dish

Vocabulary builder boring (adj) **

great (adj) ***

low (adj) ***

expensive (adj) ***

large (adj) ***

slow (adj) ***

photographer (n) **

Vocabulary builder review Complete the sentences with the correct form of the words in the box. around

once a month

slow

tablet

1 Eduardo doesn’t use a notebook–he brings a notes online. 2 The food here is good, but the chef is very 30 minutes for a burger! 3 I only eat fast food our house. 4 The college café serves

to class and makes —you need to wait

—the first Friday of the month is pizza day at 100 drinks a day—yesterday it was 119.

Unit review Reading

I can read for gist.

Study skill

I can improve my understanding of the texts I read.

Vocabulary

I can use collocations to talk about food.

Grammar

I can use articles and adjectives with nouns.

Writing

I can make my sentences interesting by using adjectives.

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97

6 HEALTH Discussion point

What makes you healthy?

Discuss these questions with a partner. 1 Do you do any of these things? I drink a lot of water. I don’t walk a lot. 2 What else is a good or bad thing to do for a healthy body? … is a good / bad idea.

Drinking a lot of water

Being stressed

Eating a lot of fruit and vegetables

Eating fast food

Walking

Not exercising

3 Do you feel that you are healthy? Why / why not? I feel / don’t feel that I’m healthy because …

… is a good idea.

VIDEO

… is a bad idea.

Before you watch 1 Match the words on the left with the definitions on the right. 1 robot (n)

ROBOTS AND HEALTH

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HEALTH

2 exhibition (n)

a matching clothes, usually a jacket with trousers or a skirt

3 stage (n)

b costing a lot of money

4 suit (n)

c the part of a theater where actors perform

5 expensive (adj)

d a show where people can see art or other interesting things e a machine that can do things that people do

UNIT AIMS

READING Scanning

GRAMMAR Expressing frequency

STUDY SKILL Creative learning

WRITING Joining sentences with and and but

VOCABULARY Health collocations

Cycling in the mountains.

While you watch

After you watch

2 Watch the video. Match the sentence halves.

3 Answer the questions with a partner.

1 The video is about a help people keep in good health. 2 Many people in Japan 3 The robots in the video 4 A robot pet

b a robot show in Japan.

1 Which robot from the video do you like? I like … because … 2 Are robots important for the world?

c live to be very old.

Yes, they are. Robots can …

d is not as expensive as a real pet.

No, they aren’t, because … 3 What type of robot would you like at home? I’d like a robot to clean the house / do the dishes / cook food / clean my room.

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1 READING

How healthy are you? A Vocabulary preview 1 Match the words and phrases with their definitions. Use a dictionary to help you. 1 belong to (v)

a a mark for counting

2 find out (v)

b a room or place for exercising

3 gym (n)

c to be a member of something

4 point (n)

d to learn something new

5 pretty (adv)

e quite, fairly

6 several (adj)

f

7 sport (n)

g soccer, baseball, basketball, etc.

8 without (prep)

h not doing or having something

some, a few

2 Use the words from Exercise 1 to complete the sentences. 1 This restaurant is 2 I

expensive. three clubs at my college.

3

of my friends don’t eat meat.

4 Let’s go to this

to exercise. It’s open every day.

5 I want to try a new

, such as volleyball or tennis.

6 In this game you get one

for giving a correct answer.

7 It's not a good idea to travel

both cash and a credit card.

8 The café wants to

why it doesn't have many customers.

B Before you read Preview How healthy are you? Where do you usually find texts like this? in magazines

in textbooks

in newspapers

C Global reading Scanning

When you scan a text, you look for specific information. As in skimming, you do not read every word. You move your eyes quickly over the text to find only the information you need. Scan How healthy are you? Write the question number that asks about these things. sleep

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HEALTH

sports

water

fast food

READING

1

How healthy are you? Answer these questions. 1 Do you belong to a gym? a yes b no, but I want to c

no

2 How often do you exercise? a 2–3 times a week b

once a week c

not very often

3 When you exercise, how many minutes do you exercise? a more than 30

b

15–30

c less than 15

4 How many glasses of water do you drink every day? a 6 or more

b

3–5

c

0–2

5 How many sports do you play or do? a 2 or more

b

1

c

0

6 How many minutes can you run without stopping? a 15 or more

b

10–15

c less than 10

7 How often do you eat fast food? a not very often

b several times a week c

every day

8 Do you ever not eat meals? a no, never

b

yes, sometimes c

yes, often

9 How many hours of sleep do you get at night? a 6–8

b

less than 6

c more than 8

10 Circle all the things you can do. a 30 or more sit-ups b 20 or more push-ups c 10 or more pull-ups For questions 1–9, a = 3 points, b = 2 points, and c = 1 point. For question 10, 3 points for each. 29–36 You’re very healthy. Great job! 23–28 You’re pretty healthy. Good for you! 16–22 You’re healthy, but you can do more. 9–15

It’s time to get healthy!

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1 READING D Close reading 1 Read How healthy are you? and answer the questions. Then add up your score and check your results. Do you agree with them? I agree / don’t agree with the results because … 2 Complete the notes using words and numbers from the text. Healthy

Not healthy

exercising 2–3 times a 1

not exercising very 5

drinking 2

or more

glasses of water a day exercising more than

exercising less than 15 minutes a day

3

not playing sports running less than 6

minutes a day playing 4

drinking 0–2 glasses of water a day

or more sports minutes without stopping

running 15 or more minutes without

eating fast food every

stopping

7

not eating fast food very often

sleeping less than 8

sleeping 6–8 or more hours a night

hours a night

E Over to you Discuss these questions in a group. 1 Which things from the text do you want to try? Which don’t you want to try? I want to try drinking more water. I don’t want to try … 2 What else is important for good health? Why? … is also important for good health because … 3 Think back to one year ago. Are you more or less healthy now? Why? I am more / less healthy now because now I … more / less.

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Study skills

STUDY SKILLS

Creative learning

People try different things to help them learn. Here are a few ways.

I put all the ideas on a big piece of paper on the wall.

I write new ideas in a notebook. I always keep it with me.

I imagine interesting pictures to help me remember things.

I read something. Then I cover the page and write it down.

© Stella Cottrell (2013)

1 Check (✓) the two ideas above that you think are the best. 2 Look back at the infographic on page 98. Use one of the ideas above to help you remember the information. 3 What are some other ways to help you learn? Check (✓) the ideas you think are good ones. 1

circling new words

2

trying to understand main ideas first

3

talking about ideas with others

4

drawing a picture to match to a word

5

writing things down more than once

6

using titles and headings to help learning

7

recording new ideas with a phone

8

making a summary from notes

4 Work with a partner. Discuss if you agree about the ideas from Exercise 3. A: Do you think circling new words is a good idea? B: Yes, I do. / No, not really.

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2 READING

Healthy habits A Vocabulary preview 1 Match the words and phrases with their definitions. Use a dictionary to help you. 1 actually (adv)

a in fact, really

2 app (n)

b as much as or more than a number

3 at least (phrase)

c an illness in the nose and throat

4 cold (n)

d a computer program on a smartphone

5 hungry (adj)

e powerful and healthy

6 sick (adj)

f

7 spend (v)

g to use time or money to do something

8 strong (adj)

h not well or healthy

wanting or needing food

2 Use the words from Exercise 1 to complete the sentences. 1 Dana has a bad 2 I 3 I’m

. Her head and throat hurt. an hour at the gym every day. . Let's get something to eat.

4 It's good to drink

six glasses of water a day.

5 I need a

person to put these boxes on the shelf.

6 Anwar feels

. He needs to see a doctor.

7 I have a great near me.

on my phone. It finds healthy restaurants

8 Some people think that café is expensive, but it's

cheap.

B Before you read Skim Healthy habits for gist. Circle the correct words. The text is from a 1 newspaper / magazine. It asks about the health of 2 students / teachers at the college. 3 Four / Five people talk about healthy and unhealthy 4 habits / foods.

C Global reading Scanning

Scan Healthy habits. Match the names with what they do. 1 Sean

a eats meat every day.

2 Caitlin

b never eats meat.

3 Natalie

c never walks with his / her roommate.

4 Antonio

d sometimes walks with his / her friend. e sleeps almost eight hours a night. f

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HEALTH

sleeps eight or more hours a night.

READING

2

H E A LT H Y H A B I T S We here at Student Health magazine know how important your health is. Do the students at our college actually have good health habits? Four students talk about what they do that’s healthy, but also what is unhealthy. Sean Paulson, 22: 1

I love sports, and play soccer every day with my friends. We play big games on both Saturday and Sunday. I also play basketball once a week. I like to go to the gym, too. I usually go on Thursday, after class. I spend about an hour there. I usually run and do some push-ups and sit-ups. I always go to sleep by 11:30 and sleep for at least eight hours. I don’t like to feel tired in the morning.

2

I use an app that helps me stay healthy. It’s called Step Up. It tells me the number of steps I take every day. I usually take several thousand steps a day. Walking is the best way to stay healthy. My friend Allie sometimes walks with me. We like to see who walks more. I usually walk more than her. I try and get my roommate Jill to go with me, but she never does. Watching sports on TV is her idea of good health.

Caitlin Fields, 20:

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2 READING

Natalie Carlson, 19: 3

Eating good food is how I stay healthy. I rarely eat fast food, and I never eat meat. I try to have a lot of fruit and vegetables. Cooking is the best way for me to watch what I eat. I try not to eat desserts, but I sometimes eat ice cream. I also have a glass of orange juice every morning and wash my hands often. I think this is good because I rarely catch a cold and I don’t get sick often. I want to exercise more, but I never do.

4

I don’t do much at all to be healthy. I don’t exercise at all, and I don’t think what I eat is very good. I eat meat every day, and I usually have a snack at night. I like to stay up late, and I get hungry! I don’t get a lot of sleep. My roommate Marco sleeps almost eight hours a night. I sleep around six. I sleep much less than him. That’s why I always feel tired in the morning and in class. I want to change my daily habits, but it’s not easy.

Antonio Luna, 21:

Try not to catch a cold this year.

GLOSSARY habit (n) something you do often and regularly step (n) the movement made by putting one foot in front of the other

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READING

2

D Close reading 1 Choose T (True) or F (False) for each sentence. 1 Sean loves sports.

T/F

2 Sean usually goes to the gym on Tuesdays.

T/F

3 Caitlin usually takes several hundred steps a day.

T/F

4 Caitlin and Jill are roommates.

T/F

5 Natalie never eats ice cream.

T/F

6 Natalie doesn’t get sick very often.

T/F

7 Antonio always has a snack at night.

T/F

8 Antonio wants to change his daily habits.

T/F

2 Answer these questions. 1 What does Sean play every day? 2 What does Sean play once a week? 3 What does Caitlin think is the best way to stay healthy? 4 Who watches sports on TV? 5 How often does Natalie eat fast food? 6 What does Natalie try not to eat? 7 What doesn’t Antonio do? 8 What doesn’t Antonio get a lot of?

E Over to you Discuss these questions in a group. 1 What healthy habits do you have? I always / often / usually … 2 What unhealthy habits do you have? I often / sometimes / never … 3 Do you think apps help people be healthy? Do you use any? I think / don't think apps help because … HEALTH

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VOCABULARY

Topic vocabulary Health collocations A collocation is two or more words that naturally go together (see Unit 5), such as a verb + noun or a verb + adjective. We say, for example, do a sit-up, not play a sit-up, and stay healthy, not have healthy. 1 Circle the correct verb to make a collocation for each verb + noun. 1 have / do

healthy habits

2 catch / keep

a cold

3 do / have

a snack

4 play / make

sports

2 Circle the correct verb to make a collocation for each verb + adjective. 1 keep / feel

tired

2 do / get

sick

3 be / have

hungry

4 be / go

stressed

3 Complete the sentences with words from the box. cold habits

hungry sick

snack

sport stressed

tired

1 Put on a coat. You don't want to catch a 2 Tamara feels very 3 We are very 4 Marcus only plays one

HEALTH

. We want to stop at a fast-food place. —table tennis. .

6 Yun doesn’t get a lot of sleep and always feels

in class.

8 Evan has several healthy

UNIT 6

. She needs a doctor.

5 I know this exam is important, but try not to be 7 I always have a

108

.

at about 4:00 p.m. I usually eat an apple. . For example, he runs up stairs.

Vocabulary builder

VOCABULARY

Comparing actions We can compare actions or numbers using more / less. Marco sleeps eight hours. Antonio sleeps six hours. Marco sleeps more than Antonio. Antonio sleeps less than Marco. We can use a lot / much / a little + more / less to be more specific. much / a lot less

a little less

a little more

much / a lot more

Marco sleeps a lot / much more than Antonio. Antonio sleep a lot / much less than Marco. Caitlin sleeps a little more than Allie. Allie sleeps a little less than Caitlin. 1 Unscramble the words to make sentences. 1 than / Gina / more / studies / Erica Gina 2 sleeps / less / Brian / than / Yousef Brian 3 Jennifer / works / more / than / much / me Jennifer 4 little / William / Randy / sleeps / a / less / than William 5 her sister / a / Ava / than / exercises / more / lot Ava 2 Write a sentence comparing the two actions. 1 Peter sleeps seven hours a night. David sleeps six hours a night. 2 Tina’s meal costs $8. Layla’s meal costs $7. 3 Kerry exercises 90 minutes a day. Diana exercises ten minutes a day. 4 Oliver spends $10 a week on gym classes. Adam spends $35 a week on gym classes. 5 Trevor walks one kilometer a day. Zac walks eight kilometers a day. HEALTH

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WRITING

Writing model You are going to learn about expressing frequency and about combining sentences with and and but. You are then going to use these skills to write about two people’s health habits.

A Analyze Read the student model below. Who do these things describe? Write K (Kevin) or S (Seth). 1

exercises a lot

2

never goes to the gym

3

goes to the gym every day

4

doesn’t like sports

5

plays soccer

6

eats unhealthy food

7

eats ice cream as a snack

8

sleeps ten hours a night

B Model Kevin and Seth are very different. Kevin exercises more than Seth. Kevin goes to the gym every day, but Seth never goes. Kevin plays soccer three times a week. Seth doesn’t like sports. Kevin eats healthy food, but Seth eats unhealthy food. Seth eats fast food several times a week. Kevin often eats some fruit around 9:00 p.m. Seth often has a snack, too. He has ice cream. Kevin sleeps much less than Seth. Kevin sleeps seven hours, but Seth sleeps ten. Read the model. Answer these questions. 1 How often does Kevin play soccer? 2 What does Seth do several times a week? 3 What snack does Kevin have at night?

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Grammar

GRAMMAR

Expressing frequency We can use adverbs to talk about how often things happen. Do you ever have a snack at night?

100%

Yes, I always / usually / often / sometimes have a snack at night.

always

No, I hardly ever / never have a snack at night.

often

We can also express frequency with these expressions:

sometimes

How often do you exercise?

rarely

I exercise every day / week / month / year.

never

I exercise once / twice / three times a week.

0%

usually

I don’t exercise very much / at all. 1 Complete the sentences with an adverb of frequency. Make the sentences true for you. Then compare in a group. 1 I

play sports on weekends.

2 I

have breakfast.

3 I

exercise in the afternoon.

4 I

have a snack late at night.

5 I

eat fast food in the evening.

6 I

drink coffee in the morning.

I often play sports on weekends. How about you? 2 Put the words in the correct order to make questions. 1 do / the gym / go to / you / often / How / ? 2 How / eat / do / red meat / often / you / ? 3 ever / sleep / you / in the library / Do / ? 4 drink / Do / ever / in class / you / coffee / ? 5 ice / you / often / eat / cream / How / do / ? 6 play / Do / ever / you and your friends / soccer / ? 3 Work with a partner. Ask and answer the questions from Exercise 2. A: How often do you go to the gym? B: I go the gym …

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111

GRAMMAR 4 Look at Maria’s schedule. Write sentences about her expressing frequency using the words in parentheses. Sunday

Monday

• go to the • go to the gym gym • play tennis • study • study

Tuesday

Wednesday

Thursday

Friday

Saturday

• play volleyball • study

• run with Jesse • study

• go to the gym • study

• study

• run with Jesse • study

Maria plays volleyball once a week. (play volleyball) 1

(study)

2

(run with Jesse)

3

(play tennis)

4

(go to the gym)

5

(play basketball)

5 Correct the mistake in each sentence. 1 Paul plays usually tennis with his brother. 2 Megan runs twice times a week. 3 Rachel doesn’t exercise very at all. 4 I catch a sometimes cold in the summer. 5 I feel always tired on Saturday morning. 6 How often do you ever get sick? 7 Fouad ever hardly goes to the gym. 8 Do ever you get hungry in the afternoon?

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Writing skill

WRITING

When you join sentences, it can help you to write or speak without repeating words. Two ways to join sentences is with and and but. To add information, use and. To contrast information, use but.

Joining sentences with and and but

He eats a lot of fruit. He eats a lot of vegetables. He eats a lot of fruit and vegetables. I rarely eat fast food. I never eat meat.

I rarely eat fast food, and I never eat meat.

She’s sick. She’s a little hungry.

She’s sick but a little hungry.

He wants to change. It’s not easy.

He wants to change, but it’s not easy.

Note: Use a comma when you separate two independent clauses (= with subject + verb). 1 Combine the two sentences using and. 1 Zoe plays tennis. Zoe plays volleyball. 2 Kenichi loves to watch sports. Kenichi loves to play sports. 3 They run in the morning. They go to the gym in the evening. 4 This app shows where I walk. This app tells me my steps. 5 I drink a lot of water. I don’t eat a lot of meat. 6 She does 30 pull-ups every morning. She does 50 push-ups every morning. 2 Combine the two sentences using but. 1 Beth never exercises. Beth stays pretty healthy. 2 I love to watch sports on TV. I hardly ever play sports. 3 I sometimes eat meat. I don’t eat red meat. 4 Khadija has four meals a day. Khadija never snacks between meals. 5 I usually run on weekends. I rarely run during the week. 6 Rory sleeps eight hours a night. Rory is often sleepy in the morning. 3 Work with a partner. Complete these sentences. Include and or but in your sentence. 1 My favorite sport is … 2 I often eat … 3 I sometimes watch … on TV … 4 I sleep … hours a night … My favorite sport is soccer, but I don’t play it very much.

HEALTH

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WRITING

Writing task You are going to write about two people’s health habits.

Brainstorm Look at these notes about Emma’s and Kath’s health habits. Underline the positive habits. Circle the negative ones. Emma:

Kath:

likes sports a lot

doesn’t like sports very much

plays tennis twice a week

doesn't go to the gym

doesn't go to the gym

runs several times a week

doesn’t run at all

walks to and from college

takes a bus to and from college

sometimes eats fish

favorite dessert is fruit

favorite dessert is ice cream

sleeps six hours a night

sleeps nine hours a night

Plan Decide what information about Emma and Kath to include. Write at least one sentence that compares Emma and Kath, using verb + more / less than.

Write Write your paragraph. Pay attention to how you express frequency. Look for shorter sentences you can combine with and or but. Your paragraph should be 75–80 words long.

Share Exchange your paragraphs with a partner. Do you have one suggestion to improve it? If so, write it here.

Rewrite and edit Consider your partner’s suggestion and rewrite your paragraph.

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Review

REVIEW

Wordlist Vocabulary preview belong to (v)

sport (n) ***

hungry (adj) **

find out (v)

without (prep) ***

sick (adj) ***

gym (n) *

actually (adv) ***

spend (v) ***

point (n) ***

app (n)

strong (adj) ***

pretty (adv) ***

at least (phrase)

several (adj) ***

cold (n) **

Topic vocabulary be hungry

feel tired

have healthy habits

be stressed

get sick

play sports

catch a cold

have a snack

Vocabulary builder more ***

less than

less ***

a little more / less

more than

a lot more / less

much more / less

Vocabulary builder review Complete the sentences with the correct form of the words in the box. boring folder more over

1 My doctor says jogging is good for me—but it's fast sports. 2 Talal wants to be healthy, so he walks each day.

and I prefer —he now walks to class

3 All the documents from your doctor are in the blue your desk.

on

4 There are 800 names on the marathon list now. Maybe we can get 1,000 people running?

Unit review Reading

I can look for information in texts quickly by scanning.

Study skill

I can think about making my learning creative.

Vocabulary

I can use phrases and collocations to talk about health.

Grammar

I can describe how often things happen using adverbs of frequency.

Writing

I can join and compare sentences using and and but. HEALTH

UNIT 6

115

7 PLACES Where do students at Lakewood College spend their lunch break? Discussion point in front of the student center

Discuss these questions with a partner.

in the cafeteria

1 Do you live in a town or a city? I live in a … 2 Where do you like to go on weekends? I like to go to …

by the fountain

3 Where do you usually spend your lunch break? I usually spend my lunch break in / on / at / by …

5%

40%

11%

19% 25%

on the sports field

at the snack bar

VIDEO

Before you watch 1 Match the words with the definitions. 1 charge (v) 2 device (n) 3 providing services (phrase)

A SPECIAL BENCH

116

UNIT 7

PLACES

a equipment, such as a smartphone, that people use to do different things b put electricity into something to make it work

c the natural world where people, animals, and plants live 4 solar-powered (adj) d helping people 5 environment (n) e using energy from the sun

UNIT AIMS

READING Finding information in a text

GRAMMAR Modifying adjectives

STUDY SKILL How helpful are your notes?

WRITING Expanding notes into sentences

VOCABULARY Places in a town

While you watch

After you watch

2 Watch the video. Complete the sentences with a word in the box.

3 Answer the questions with a partner.

good park

phone

sun

1 Where is a good place for a Soofa bench in your city? I think the … is a good place because …

1 A Soofa bench is in a

in Boston.

2 The bench uses energy from the .

2 How can you change a park or campus in your city to make it interesting? I think we can …

3 You can sit on the bench and charge your . 4 Mark thinks this idea is a for his city.

thing

PLACES

UNIT 7

117

1 READING

Favorite neighborhoods A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 crowded (adj)

a a place where people sell things

2 market (n)

b an area of a city or town

3 museum (n)

c with many people

4 neighborhood (n) 5 park (n)

d a building with important things that people can go and see

6 popular (adj)

e all the cars in a particular area

7 traffic (n)

f

8 wide (adj)

g an open area in a town with grass and trees

far from one side to the other

h liked by many people 2 Use the words from Exercise 1 to complete the sentences. 1 The best place to buy meat and fresh fish is the 2 The

.

is terrible. It takes 15 minutes to drive one kilometer.

3 On weekends many people go for walks or ride their bikes in the . 4 People from many different countries live in my 5 This street is very

.

. Three cars can drive on it at once.

6 This restaurant is very

. There is no place to sit down.

7 Everybody in my town knows and likes that café. It's very 8 The second floor of the

has several hundred paintings.

B Before you read What is a popular neighborhood in your town or city? What makes it popular? Who is it popular with? Discuss with a partner. … is a popular neighborhood because … It’s very popular with …

C Global reading Scanning

Scan the text Favorite neighborhoods. Write the neighborhoods and cities the people write about. Neighborhood 1 2 3

118

UNIT 7

PLACES

City

.

READING

1

Favorite neighborhoods 1 My favorite neighborhood is Ueno, in Tokyo. It's famous for museums and is popular with tourists. There are many stores, restaurants, and street food, so it's a good place to eat. The night market here is really fun. That's my favorite place in the neighborhood. Like all night markets, it's a good place to shop for cheap but interesting clothes. The market is popular with young people in Tokyo, so it's easy to get good clothes here. Some people say the neighborhood is too crowded, but I think that's what makes it interesting.

2 My favorite neighborhood is the Gràcia neighborhood in Barcelona. Many older people live there, but it's also popular with students. Some streets aren’t wide enough for cars, so it’s a really nice place to walk around because there’s no traffic. It has some great cafés and restaurants, so it’s always easy to find a place to eat or have a coffee. The neighborhood gets pretty crowded at night, but I like it a lot. My favorite place to visit in Gràcia is the Park Güell. This is a really interesting park by the famous architect Antonio Gaudi.

Ueno

3 I love the neighborhood of Bellas Artes, in Santiago, Chile. It’s famous for the Palacio de Bellas Artes, a large museum and a very nice place to visit. There are a lot of universities there—this means lots of students and low prices. There are also many restaurants, cafés, and two interesting markets. One is a fruit and vegetable market, and the other is a fish market. The fish market is my favorite place in the neighborhood. You can eat fresh fish at one of the restaurants in the market, or buy some fish to cook at home.

Bellas Artes

GLOSSARY architect (n) a person who designs buildings

Gràcia

PLACES

UNIT 7

119

1 READING D Close reading Finding information in a text

To find information in a text, ask yourself what you are looking for. For example, imagine a text about famous neighborhoods. With the question: What city is Harlem in?, you need to scan for the word Harlem and the name of a city. With the question: What three things is Harlem famous for?, you need to do a closer read to find the three things. 1 Read Favorite neighborhoods. Check (✓) the things mentioned in the text. Ueno 1 2 3 4 5 6 7

Gràcia

Bellas Artes

cafés markets museum park restaurants stores universities

2 Circle the correct answers. 1 Ueno is popular with young people / overseas visitors. 2 Some people find the Ueno night market very expensive / crowded. 3 It’s nice to walk around Gràcia because there is no traffic / are many parks. 4 Bellas Artes is a pretty cheap / very expensive neighborhood. 5 The writer mentions two / three markets in Bellas Artes. 3 Write the writers’ favorite place in each neighborhood. 1 Ueno:

3 Bellas Artes

2 Gràcia:

E Over to you Discuss these questions in a group. 1 Which neighborhood sounds interesting to you? Why? To me, … sounds interesting because … 2 What neighborhood in your town is popular with students? Why? … is popular with students because … 3 Which two or three places in your town do you like most? Why? I like … because …

120

UNIT 7

PLACES

Study skills

How helpful are your notes?

STUDY SKILLS

Every student needs to take notes. They are an important part of academic study. But how helpful are your notes? Notes are only helpful if they are clear and organized, and if they help you remember key information. © Stella Cottrell (2013)

1 Think about your notes. What are they like? Circle the number that matches each description. Easy to read

1------2------3------4------5

Difficult to read

Easy to understand

1------2------3------4------5

Difficult to understand

Main ideas are clear

1------2------3------4------5

Main ideas are not clear

Not missing key details

1------2------3------4------5

Missing key details

Organized

1------2------3------4------5

Not organized

In my own words

1------2------3------4------5

Not in my own words

2 Compare with a partner. What can you do to improve your notes? 3 Work with a partner. Read these tips for how to organize your notes. Which are easy to do? Which are difficult? 1 After class, fill in any missing information. 2 Rewrite the notes to help you remember information. 3 Keep the information in a clear order. 4 Remove any repeated information. 5 Make the main ideas clear. 6 Use columns or a chart to compare ideas. 7 Find answers to questions not answered in the notes. 8 Use the notes to make a review sheet to help you study. A: It's difficult to fill in notes after class. B: I agree. I never have time.

PLACES

UNIT 7

121

2 READING

A greener Seoul A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 air (n)

a very attractive

2 beautiful (adj)

b a little cold

3 capital (n)

c what we breathe

4 cool (adj)

d the city that has the government

5 drive (v)

e how hot or cold something is

6 once (adv)

f

7 tourist (n)

g someone who is visiting a place on vacation

8 temperature (n)

h to operate a car or other vehicle

at one time in the past

2 Use the words from Exercise 1 to complete the sentences. 1 The

here is pretty dirty. I think it's because of all the traffic.

2 The

is 34 degrees Celsius today. It's too hot for me.

3 It’s a little 4 For a Don’t

river

outside today. I think you need a jacket. in a new city, the bus is the best way to get around. a car.

5 The of the U.S. was now Washington, D.C. 6 I live in a

Philadelphia, but is

part of town, with lots of parks and gardens.

B Before you read sculpture

Work with a partner. Which of these places do you think every town or city needs? Why?

subway

art gallery

bridge

highway

C Global reading Skimming

Skim the text A greener Seoul. Choose the topic of the text. a tips for making Seoul a greener city b Seoul’s plans for building more parks c a dirty river that is now a popular green space

122

UNIT 7

PLACES

READING

2

A greener Seoul 1 Every day, thousands of people visit a very special park in Seoul, a city of over ten million people. The park in South Korea’s crowded capital city is about 11 kilometers long and 730 meters wide. It was once a dirty river with a large highway over it, but is now a clean, beautiful green space with fresh air. It’s also a pretty cool spot. The park keeps the area around it cool because of the water and higher winds there. Temperatures are actually 6.5°C lower than 400 meters away.

2 The park is a popular place for office workers, students, and tourists. There are no cars. People who come to the park can walk, run, or spend time watching the birds and fish. There are trees, flowers, and lots of other plants. Twenty-two bridges cross the river. There are also several large fountains and many interesting sculptures along the river. At night, there are light shows. People can leave the park at many places to visit some of Seoul’s neighborhoods, such as Insadong, home to art galleries and tea houses, and Myongdong, famous for its shopping.

PLACES

UNIT 7

123

2 READING

3 About 160,000 cars a day once used the busy and crowded highway over the river. Some of those drivers now use other streets in the city. Others don’t drive at all, but now use buses and subways. This means that the number of cars driving into this area of Seoul is down, so traffic is never a problem. The number of people using buses is up 1.4%. The number of people using the subway is up 4.3%. And all the people walking in this part of the city are great for the cafés, restaurants, stores, and other businesses. All of this is very good news for the people who live and work in the city.

4 What about highways in other large cities? Are more parks and green spaces coming? Maybe. Three cities—Shanghai, Tokyo, and Los Angeles—are all now looking at Seoul’s green park.

124

UNIT 7

PLACES

READING

2

D Close reading 1 Choose the correct answer. 1 What is true about Seoul’s green park? a Thousands of people visit it every day. b There is a highway over the river. c It's easy to drive in the park. 2 What is NOT in the park? a sculptures b tea houses c fountains 3 What is up by more than 4%? a the number of people who don’t drive b the number of people using buses c the number of people using subways 4 What is helping businesses near the park? a a new subway b more people in the area c warmer temperatures

Finding information in a text

2 Complete these sentences with numbers from the text. 1 More than

million people live in Seoul.

2 Seoul’s green park is

kilometers long.

3 Seoul’s green park is

meters wide.

4 There are

bridges in the park.

5 There are

cars in the park.

6 The number of people using buses is up 7

.

cities are now looking at Seoul’s green park.

E Over to you Discuss these questions in a group. 1 Why do you think the park is so popular? I think it’s popular because … 2 What is a popular park or green space in your town or city? … is a popular park / green space. 3 What is a good place for a new green park in your town or city? Why? … is a good place for a green park because … PLACES

UNIT 7

125

VOCABULARY

Topic vocabulary Places in a town 1 Match the words to make places. 1 art

a center

2 bus

b museum

3 department

c station

4 fitness

d store

5 gas

e mall

6 movie

f

7 post

g station

8 shopping

h theater

office

2 Complete the sentences with places from Exercise 1.

1 The the

.

is behind

3 The the

.

2 The

is inside the .

is next to

4 The from the

is across .

3 Which places from Exercise 2 are near your college? What other places are near your college? A: There’s a … near our college. B: And there’s also a … 126

UNIT 7

PLACES

Vocabulary builder

VOCABULARY

Describing the number of things We can describe the number of things in different ways. Using an exact number Three cities are now looking at Seoul’s park.

Twenty-two bridges cross the river.

Using an approximate number There are also several fountains in the park.

Thousands of people a day visit the park.

Using a quantifier There are trees, flowers, and lots of other plants.

People can eat at many places.

1 Circle the larger number in each pair. 1 both / four

4 a lot of / some

2 one / several

5 hundreds of / thousands of

3 some / many

6 millions of / thousands of

2 Unscramble the words to make sentences. 1 older / in Gràcia / live / people / many 2 great / some / Gràcia / restaurants / has 3 stores / in Umeno / Japanese / clothes / sell / several 4 live / people / of / millions / in Tokyo 5 universities / in Bellas Artes / are / a lot of / there

3 Correct the mistake in each sentence. 1 My city has two bus station. 2 Thousand of people live in my neighborhood. 3 A lot people visit the park every day. 4 There are several college in my town. 5 Many tourist come to the capital every year. 6 The fitness center costs hundreds dollars a month. 7 I need to buy some of clothes today. PLACES

UNIT 7

127

WRITING

Writing model You are going to learn about using modifiers and expanding notes into sentences. You are then going to use these skills to describe a neighborhood.

A Analyze Look at the student notes. Underline all the places. a school

lots of houses on my street interesting place

friendly people Sunnyville

near my house businesses movie theater

small park nice restaurants

behind—fitness center (too crowded) inside—nice fountain + several sculptures

B Model 1 Read the student model. Is Sunnyville a good or bad place to live? What is one problem the author mentions? I live in a neighborhood called Sunnyville. It’s a pretty interesting place. Everyone is very friendly. There are lots of houses and a school on my street. There are also some businesses near my house. There’s a movie theater and some nice restaurants, and there is a fitness center behind the movie theater. Many people go there, so it’s too crowded for me. There’s also a small park near my house. There’s a nice fountain and several sculptures in the park. I like my neighborhood because there are a lot of different things to do. 2 Check (✓) the sentences that are true based on the model above.

128

UNIT 7

PLACES

1

There are lots of houses on my street.

2

There are some businesses near my house.

3

A fitness center is next to the movie theater.

4

There’s also a small park near my house.

5

Several sculptures are in the fountain.

Grammar

GRAMMAR

Modifying adjectives The words very, really, pretty, not very, and not … at all show the degree of an adjective. It’s a very nice place to visit.

It’s not very interesting.

It’s a really fun place to walk around.

It’s not expensive at all.

It gets pretty crowded at night. The word too means “more than necessary” and not … enough means “less than necessary.” The neighborhood is too crowded. (There are too many people.) Some streets are not wide enough for cars. (Cars on some streets need more space.) 1 Rewrite the sentences with the modifier in parentheses. 1 The people in this neighborhood are friendly. (very) 2 The night market gets busy around 10:00 p.m. (really) 3 That restaurant has good desserts. (pretty) 4 My college isn’t expensive. (very) 5 The cafés in this neighborhood aren't nice. (at all) 6 The art museum is crowded on weekends. (too) 7 The streets around here aren’t wide. (enough) 8 This neighborhood is famous for its Italian cafés. (really)

PLACES

UNIT 7

129

GRAMMAR 2 Write sentences that have a similar meaning using the word in parentheses. This soup is too cold. (hot) This soup is not hot enough. 1 This café is too noisy. (quiet) 2 That table is not big enough for us. (small) 3 You’re too young to see that movie. (old) 4 The river is not warm enough to swim in. (cold)

3 Correct the mistake in each sentence. 1 There are three old really fountains in the park. 2 The fish in the market is too much expensive. 3 The park next to the college is very not big. 4 You can get good pretty ice cream at that store. 5 The people in the neighborhood are not friendly all. 4 Rewrite each sentence with a modifier to make it true for you. 1 The restaurants near our university are good. 2 The streets near my house are interesting. 3 The traffic in our city is bad. 4 The capital of my country is beautiful. 5 This classroom is beautiful.

5 Answer these questions. 1 What’s a very expensive store to shop at? 2 What part of your city isn’t very interesting for tourists? 3 What’s a really nice neighborhood to walk in in your city?

130

UNIT 7

PLACES

Writing skill

WRITING

Taking notes is an important step in planning your writing. After you decide what to include from your notes, you need to expand the notes into correct sentences. Study how these notes become sentences. my neighborhood—many friendly people

My neighborhood has many friendly people.

near my house—several nice cafés

There are several nice cafés near my house.

post office—next to the shopping mall

The post office is next to the shopping mall.

art museum—not expensive at all

The art museum is not expensive at all.

Expanding notes into sentences

1 Expand each note into a sentence. Use the examples from the box above to help you. 1 on my street—two nice stores There are

.

2 my neighborhood—a big park My

.

3 subway—next to a fountain The

.

4 fitness center—behind the bus station The

.

5 my street—a great Japanese restaurant My

.

6 shopping mall—too crowded The

.

7 near my house—an interesting sculpture There is

.

8 highway—not wide enough The

.

2 Look back at the notes on page 128. Write three sentences using the notes. 1 2 3 3 What are two things near your college? Where are they? Make notes. 4 Write two sentences using your notes.

PLACES

UNIT 7

131

WRITING

Writing task You are going to write about your neighborhood.

Brainstorm Complete a mind map about your neighborhood. Take notes on these questions. Does your neighborhood have a name? What are some things in your neighborhood? Where are they? What do you like about your neighborhood?

My neigborhood

Plan Plan a paragraph describing your neighborhood. Look back at your brainstorm and decide what information to include.

Write Expand your notes into sentences and write your paragraph of 80–90 words. Pay attention to your use of modifiers.

Share Exchange your paragraphs with a partner. Do you have one suggestion to improve it? If so, write it here.

Rewrite and edit Consider your partner’s suggestion and rewrite your paragraph. 132

UNIT 7

PLACES

Review

REVIEW

Wordlist Vocabulary preview crowded (adj) *

traffic (n) ***

drive (v) ***

market (n) ***

wide (adj) ***

once (adv) ***

museum (n) ***

air (n) ***

tourist (n) ***

neighborhood (n) ***

beautiful (adj) ***

temperature (n) ***

park (n) ***

capital (n) ***

popular (adj) ***

cool (adj) ***

Topic vocabulary art museum (n)

fitness center (n)

post office (n) *

bus station (n)

gas station (n) *

shopping mall (n)

department store (n) **

movie theater (n)

Vocabulary builder both ***

a lot of

several ***

hundreds of

many ***

thousands of

millions of

Vocabulary builder review Complete the sentences with the correct form of the words in the box. between every day hundreds of less

1 Mercado do Bolhao is a busy city market. You can buy fresh fruit there . 2 It's hard to say how many people live here now— million, for sure. 3 This is the main train station, with the street.

six and eight taxis waiting outside on

4 The website says the museum ticket costs $15. It's actually —just $10.

Unit review Reading

I can find specific information in the texts I read.

Study skill

I can make helpful notes.

Vocabulary

I can use words and phrases to name places and buildings.

Grammar

I can modify adjectives in my sentences.

Writing

I can expand my notes into sentences. PLACES

UNIT 7

133

8 PLANS I write down every meeting on my calendar. I can see how busy my week will be.

Discussion point Discuss these questions with a partner. 1 What planning tools do you use? I make “to do” lists / write things on a calendar / use sticky notes. 2 What is something you plan to do this week? I plan to … 3 What is something you plan to do next year? I plan to …

VIDEO

MON

TUES

meeting 1:00 WEDS

I put things I need to do on a sticky note. I have them all around my desk.

finish report

THURS

FRI

SAT

I make a ‘to do’ list for things I need to do. After I do something, I just cross it out.

To do get gas call Jane buy milk

SUN

Tools to plan your time

I get a text reminder 30 minutes before each meeting. That way, I am never late. London call in 30 minutes

Our team is busy. A big notice board helps us see what everyone will do each week.

Junko’s team Sam – get numbers from Hal

Before you watch 1 Match the words with the definitions. 1 developer (n)

a someone who knows a lot about technology and computers 2 application / app (n) b someone who makes new things for computers 3 techie (n) c something that helps a problem go away 4 technology (n)

KENYA TECH PLANS

5 solution (n)

d software for a computer, especially on a mobile phone e computers and machines to solve problems or help people do things

134

UNIT 8

PLANS

UNIT AIMS

READING Identifying text types

GRAMMAR Simple present for future; will for intentions

STUDY SKILL Using a planner

WRITING The language of emails

VOCABULARY Days, months, and time

Sticky notes with plans and ideas.

While you watch

After you watch

2 Read the sentences. Watch the video. Write T (True) or F (False).

3 Answer the questions with a partner.

1 iHub opened in 2012.

1 Which apps do you use on your phone? I use …

2 It is a place for people who work with computers.

2 Do you have a favorite app?

3 People in Africa like mobile phones.

3 Would you like to work at iHub? Why / why not?

4 Joe Njeru says technology can help Africa.

Yes, I do. My favorite app is … Yes, I’d like to work at iHub because … No, I wouldn’t like to work at iHub because …

PLANS

UNIT 8

135

1 READING

TechQuest Conference A Vocabulary preview 1 Match the words and phrases with their definitions. 1 date (n)

a facts about a person or thing

2 information (n)

b the act of asking someone to go somewhere

3 interested (adj)

c wanting to learn more about something

4 invitation (n)

d the name and number of a day (e.g., June 15, 2018)

5 join (v)

e happy

6 online (adj)

f to become involved in an activity

7 pleased (adj)

g on or using the Internet

8 social media (n)

h Internet platforms that let people communicate

2 Use the words from Exercise 1 to complete the sentences. 1 Please our club. Just go name on the website. 2 I have this

and add your

to a party, but when is it? There’s no .

3 I don't like people face to face. 4 I am website is safe.

. I’m more

in talking with

to tell you that all the

on your

B Before you read Identifying text types

Different types of texts have different features. For example, an email usually has the subject and the names of people sending and receiving it. 1 Skim the text TechQuest Conference. Choose the text type. a an interview

c a survey

e an ad

b an email

d an invitation

f

a social media page

2 Scan the text. Check (✓) the features of the text. a title

several headings

several pictures

several web links

an address to write to

name of person receiving it

C Global reading Skim the text again. Circle the correct words to complete the summary. This is 1 an email / a web page from a group called 2 2020 / Tech Talk. It 3 invites / asks someone to speak about technology and 4 learning / business. 136

UNIT 8

PLANS

READING

1

TechQuest Conference “Technology in the Classroom” We here at Tech Talk are pleased to invite you to our conference. Meet new people and see old friends as we look at technology and learning. Join us in Dubai in May 2020 and have a good time. Put the date in your calendar today. What is it about? The conference looks at how technology helps—or doesn’t help—people learn in the classroom. It looks at online dictionaries, laptops, apps, social media, and many other tools. Who is it for? The conference is for anyone who is interested in technology in the classroom. When is it? The conference begins on Thursday, May 5, at 4:00 p.m. It ends on Saturday, May 7, at 4:00 p.m. Where is it? The conference is at the Dubai World Trade Centre, Dubai, United Arab Emirates. Key speakers

Dr. Jane McDowell “Technology to help students learn in and out of the classroom.” Thursday, May 5, 8:00 p.m.

Khadija Al-Bitar “Technology today: where do we go from here?” Friday, May 6, 10:00 a.m.

Ron Owenson “Say no to technology— why students learn best without it.” Saturday, May 7, 2:00 p.m.

For more information H

Getting here

Join us at the conference

Hotels

GLOSSARY conference (n) a large meeting where people come together to share ideas technology (n) computers and machines to solve problems or help people do things

PLANS

UNIT 8

137

1 READING D Close reading 1 Choose the correct answer. 1 Who is the conference for? a students who don’t like technology b people who work at Tech Talk c anyone interested in technology 2 What information is included in the invitation? a what the conference is about b how much the conference costs c where the three speakers work 3 What type of technology is NOT mentioned? a apps

b email

c social media

4 Which speaker doesn't think technology helps classroom learning? a Dr. Jane McDowell

Finding information in a text

b Khadija Al-Bitar

c Ron Owenson

2 Answer these questions. 1 What day does the conference begin? 2 Where in Dubai is the conference? 3 How many days is the conference? 4 On what day does Khadija Al-Bitar speak?

E Over to you Discuss these questions in a group. 1 What technology do you use to help you learn? I use an online dictionary / a vocabulary app / a grammar checker. 2 Ron Owenson’s talk is “Say no to technology—why students learn best without it.” Do you agree? I agree / don’t agree. I think students … 3 Here are four other talks from the conference. Mark them V (Very interesting), I (Interesting), or N (Not very interesting). Then compare with a partner. “Using video-chat to improve speaking” “The 10 best vocabulary apps” “No more classroom teachers in five years?” “Put down the phone. Pick up a pencil.”

138

UNIT 8

PLANS

Study skills

STUDY SKILLS

Using a planner

A planner is useful only if you use it and add important information to it. Follow these tips to be sure your planner works for you. Keep it with you at all times. Add or change information and dates right away. Check it several times a day. Look ahead to the end of the week to see if you need to change plans. Include “to do” lists for things that don’t have a time. © Stella Cottrell (2013)

1 Look at the sample planner. Then complete the one below for you. Today’s date: Time

Activity

Where

To do today

9:00–11:00

Lecture

lecture hall

12:30

Meet Grace for lunch

food court

buy printer paper get gas call sister

1:30

Go over lecture notes with Rachel

food court

2:00–4:00

Study with Renee

library

5:30–7:00

Exercise

gym

8:15?

Meet Olivia?

?

Today’s date: Time

Activity

Where

To do today

2 Discuss these questions in a group. 1 Do you ever forget things? If so, what kinds of things? I often / sometimes / rarely forget things. I … 2 Do you use a planner now? If so, what kind? If not, why not? I use a … planner now. / I don’t use a planner because … 3 Which is better—a paper planner or an online planner? Why? I think a(n) … planner is better because it …

PLANS

UNIT 8

139

2 READING

Will you speak at TechQuest? A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 book (v)

a give information about

2 company (n)

b to arrange to use in the future

3 describe (v)

c a piece of paper containing information

4 document (n)

d an organization that provides services or sells things

5 free (adj)

e our planet

6 probably (adv)

f

7 professor (n)

g a teacher in a college or university

8 world (n)

h likely

costing nothing

2 Use the words from Exercise 1 to complete the sentences. 1 You don’t need to pay for the coffee here. It's 2 I will sure yet.

.

go to a conference next weekend, but I’m not

3 You need to

a hotel before you go to New York.

4 With social media, I have friends all over the 5 My English

always writes the date on the board.

6 I want to work for a large technology 7 This classmates. 8 Please

. .

has all the names and email addresses of our yourself in about 50 words for our class website.

B Before you read Identifying text types

Preview the text Will you speak at TechQuest? Choose the text type. a emails between two people

c online posts from five different people

b a message board for a conference

d a chat room discussing technology

C Global reading Scan the text. Choose the correct word to complete the information. Khalid writes to Claire for the first time on November 1 25 / 27. He wants her to 2 speak / give money at the conference. She 3 sends money / asks questions before she says yes. She doesn’t want to speak on May 4 5 / 6.

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READING

2

Will you speak at

TECHQUEST? To: Ms. Claire Green Subject: Will you speak at TechQuest? Dear Ms. Green, November 25 Greetings from the UAE! My name is Khalid Al-Amin, and I am a professor at Abu Dhabi University. We will have our TechQuest conference “Technology in the Classroom” in 2020. At the conference, people from around the world will look at technology and learning. I am writing to ask you to speak at our conference. The conference will be at the World Trade Centre in Dubai, here in the UAE, from May 5–7, 2020. Please see attached for an invitation. Thank you for your time. I look forward to hearing from you. Sincerely, Dr. Khalid Al-Amin Abu Dhabi University

To: Dr. Khalid Al-Amin Subject: Re: Will you speak at TechQuest? Dear Dr. Al-Amin, November 27 Thank you for your kind invitation. I am interested, but I have some questions. My company makes computer games. Do you want me to talk about our games? And on what day and time do you want me to speak? I prefer May 6 or 7 because I will probably travel on May 5. And do you pay people to speak, or do we speak for free? Best wishes, Claire Green ABC Games

PLANS

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2 READING

To: Ms. Claire Green Subject: Re: Will you speak at TechQuest? Dear Ms. Green, November 30 We are happy for you to talk about how your games help learners. Please send us a title. We do not pay speakers, but we will pay travel costs. Is the afternoon of May 6 OK for you to speak? (And please call me Khalid.) Sincerely, Khalid

To: Dr. Khalid Al-Amin Subject: Re: Will you speak at TechQuest? Dear Khalid, December 3 Yes, the afternoon of May 6 is fine. Please see attached document—it has the title and how I describe the talk. Claire

To: Ms. Claire Green Subject: Re: Will you speak at TechQuest? Hello, December 4 This is great, thank you. You will speak on May 6 from 4:00 to 4:45. We will book your flight and hotel. I will meet you at the airport. Thank you again. All the best, Khalid

GLOSSARY attached (adj) joined or connected look forward to (phrase) feel pleased about something that will happen title (n) the name of something, e.g. a paper or book

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READING

2

D Close reading 1 Read the emails. Number these things 1 to 6 in the order they happen. Khalid gives the dates of the conference. Claire attaches a document to her email. Khalid asks Claire to send him the title of her talk. Claire asks Khalid when he wants her to speak. 1 Khalid asks Claire to speak at the conference. Claire says she is interested in speaking at the conference. 2 Circle the correct words. 1 Khalid attaches a map / an invitation to his email.

Finding information in a text

2 The conference will be in Dubai / Abu Dhabi. 3 Claire doesn't want to speak on May 5 because she will probably work / travel that day. 4 Claire works at TechQuest / ABC Games. 5 Khalid says the conference doesn’t pay speakers / for travel costs. 6 Claire will speak on May 6 at 4:00 / 4:45. 7 Khalid / Claire will book her hotel and flight. 8 Khalid will meet Claire at the airport / conference center.

E Over to you Discuss these questions in a group. 1 Do Khalid’s and Claire’s emails become more or less formal as they continue to write? What examples show this? Their emails become more / less formal. For example, they address each other by … 2 Is email a good way to invite someone to a conference? Why / why not? Email is / isn’t a good way because … 3 Which questions do you think are very important for Claire to know the answers to? I think it’s important to know this one because … Does my conference room have wifi? Is the hotel near the conference center? Who is in the conference room after me?

When do I need to be in my conference room? How many tables are in my conference room? Does my conference room have a window? PLANS

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VOCABULARY

Topic vocabulary Days, months, and time When talking about plans, you usually need to talk about days, months, and times. Notice the prepositions (in, on, at) used in these sentences. The conference is in May. (in + month, e.g. in April, in June) The conference begins on May 5. (on + month and day / date, e.g. on August 20, on Labor Day) The conference begins on Thursday. (on + day of the week, e.g. on Monday, on Saturday) Claire will speak at 4:00. (at + time, e.g. at 10 o'clock, at midnight) 1 Put these days of the week in the correct order. Friday Monday Sunday

Saturday

Sunday

Tuesday

Thursday

Wednesday

2 Add the months from the box in the correct order. February June July March May November October September

1

January

2 3 4

5

9

6

10

7 April

11 August

8

12

3 Complete the sentences with at, on, or in. 1 Class begins

10:00.

2 The conference begins 3 Let’s meet

Wednesday. Tuesday afternoon.

4 University begins

September.

5 New Year’s Day is

January 1.

6 Do you want to go shopping 7 I have a meeting 8 I will fly to Turkey 9 University ends 10 We always have lunch

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Friday? August 2. November 15. June. 12:30.

December

Vocabulary builder

VOCABULARY

Degrees of possibility We can use different words in English to talk about what is possible. We can add I am sure / certain to say that we really think something is true. I am sure I am the last person to speak on that day. I am certain I won’t stay in a hotel. We can use definitely / certainly to mean the same thing—that we are 100% certain. We use probably to say we are less sure, but it can still happen, and possibly when we are not sure either way. Notice the placement of these words with will and won’t. The conference definitely starts tomorrow. I certainly won’t speak for more than one hour. You will probably need a taxi from the airport. Lunch probably starts in 20 minutes. I will possibly speak at the conference. I don’t really know. 1 Unscramble the words to make sentences. 1 to the cafeteria / probably / I / will / go / today 2 is / tomorrow / definitely / closed / the library 3 watch TV / can / certain / I / am / I / tonight 4 my grandparents / I / see / will / possibly / this weekend

2 Answer these questions. Include definitely, probably, or possibly. Will you walk to class tomorrow? I definitely won’t walk to class tomorrow. 1 Is there another class after this one? 2 Is your college open on Saturday? 3 Will you have a snack tonight? 4 Is there a holiday in your town this weekend?

PLANS

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WRITING

Writing model You are going to learn about using the simple present for future, will and won’t for things you plan to do, and the language of emails. You are then going to use these skills to write an invitation to another student.

A Analyze Scan the model. Answer these questions. 1 Who does Enrique invite to the conference? 2 When does Enrique need the title of the talk? 3 Where will all speakers stay?

B Model

To: Mr. Sloane Dear Mr. Sloane, I am writing to invite you to speak at our student conference “Skills for Life” on September 14 at Puebla University. It begins at 9:00. If you are interested, please email me a title of the talk and describe in 100 words what you want to talk about before June 11. See attached for more information. I will meet all speakers at the airport and will book the Grand Hotel for all speakers. Please email me with any questions. I look forward to hearing from you. Sincerely, Enrique Ramirez

Circle the correct words. 1 The conference is at Puebla University / the Grand Hotel. 2 The conference is on June 11 / September 14. 3 The title of the talk / conference is “Skills for Life.” 4 Enrique will meet speakers at the airport / hotel.

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Grammar

GRAMMAR

Simple present for future; will for intentions We can use the simple present for scheduled future events, especially those that have a timetable. The conference begins on May 5. The conference ends on May 7. Their flight doesn’t arrive until 11:00. We can use will and won’t for things we plan or intend to do. I will meet you at the airport. We will book your flight. I won’t stay in an expensive hotel. 1 Complete these sentences with the correct simple present form of the verb in parentheses. 1 The conference 2 My flight

(begin) on Wednesday. (get) here in the afternoon.

3 My Spanish class

(start) next Monday.

4 The lecture

(not end) until 7:00 p.m.

5 Our meeting 6 His train

(go) until 12:00 tonight. (arrive) in 20 minutes.

7 Our college year 8 The two buses

(not start) in September this year. (arrive) at 5:00 and 5:05.

2 Answer the questions about the conference. Write complete sentences. 1 What day does the conference start? 2 What time does Talk 1 begin? 3 What time does lunch end? 4 When do people ask questions?

April 18–20 9:00–10:30 Talk 1 10:30–12:00 Talk 2 12:00–1:00 Lunch 1:00–2:30 Talk 3 2:30–4:00 Talk 4 4:00–4:15 Questions

PLANS

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GRAMMAR 3 Answer these questions. 1 When does your first class start? 2 When does your first class end? 3 When does your last class end? 4 What time does your favorite TV show begin? 5 What month does your college year start?

4 Complete these sentences with will + the verb in parentheses. 1 I 2 We 3 I

(call) you later. (book) your hotel. (not go) to Hal’s talk.

4 My friends and I

(go) on vacation.

5 I

(stop) by after class.

6 I

(invite) you to our meeting.

7 We 8 I

(not pay) for that hotel room. (answer) your email soon.

5 Complete the sentences with will or won’t. Make them true for you.

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1 I

after class. (will)

2 I

after class. (won’t)

3 I

tonight. (will)

4 I

next week. (will)

5 I

next year. (will)

6 My friends and I

this weekend. (will)

7 My friends and I

this weekend. (won’t)

Writing skill

WRITING

Most people receive many emails every day. They want to read and understand them quickly, so good emails are short, with clear language. The reason for writing is usually near the beginning of the email.

The language of emails

1 Match the parts of an email with their examples. Look back at the email on page 141 if needed. 1 Opening

a Sincerely,

2 Greeting

b Greetings from the UAE!

3 Identifying self

c The conference will be from May 5–7, 2020.

4 Reason for writing

d Please see attached.

5 Stating a place

e Thank you for your time.

6 Stating a date

f

7 Attaching

g I am writing to ask you to speak at our conference.

8 Thanking

Dear Ms. Greene,

h I look forward to hearing from you.

9 Closing 10 Signing off

i

The conference will be at the World Trade Centre in Dubai.

j

My name is Khalid Al-Amin, and I am a professor at Abu Dhabi University.

2 Here are some other ways to say these things. Unscramble the words. 1 Attaching:

please / attachment / see

2 Signing off:

best / the / all

3 Thanking:

email / for / thanks / your

4 Stating a date: it’s Friday / on / 3:00 / at 3 Read the email. Add these sentences to the correct places. a I am the president of the media club. b My name is Sun-hee Kim.

c I look forward to hearing from you. d I am writing to invite you to speak at our student conference.

Dear Mr. Wilson, 1

I am a student at Yonsei University. 2 We are having a two-day conference that explores new media. 3 The conference will be at the Yonsei University campus in Seoul on October 14–15. Please see attached for an invitation and for more information on the conference. Thank you for your time. 4 Sincerely yours, Sun-hee Kim

Yonsei University Media Club PLANS

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WRITING

Writing task You are going to write an email inviting a student to a conference.

Brainstorm You are going to write an email to another student inviting him or her to a conference. Look at the notes. Complete the blanks with your own ideas. Person to invite: Title of conference: “Job Skills for the Future” Cost: $

(but free for conference speakers)

Where: City College, Lecture Rooms 3A, 3B, 3C When: March 17– Number of people: Times: 8:00–

each day

Speaker’s hotel: Downtown Inn (I will meet them there)

Plan Plan your email. Do you want to include all of the information from above? Decide on the best order.

Write Write about 80 words in your email. Pay attention to your use of the simple present for future and will and won’t for things you plan to do. Use phrases and sentences from the language of emails, such as opening, giving the reason for writing, and signing off.

Share Exchange your email with a partner. Look back at the language of emails on page 149. Are the phrases and sentences correct?

Rewrite and edit Consider your partner’s corrections and rewrite your email. 150

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Review

REVIEW

Wordlist Vocabulary preview date (n) ***

join (v) ***

book (v) ***

free (adj) ***

information (n) ***

online (adj) **

company (n) ***

probably (adv) ***

interested (adj) ***

pleased (adj) **

describe (v) ***

professor (n) ***

invitation (n) **

social media (n) *

document (n) ***

world (n) ***

on Monday ***

at 4:15

Topic vocabulary in January ***

July ***

February ***

August ***

Tuesday ***

10 a.m.

March ***

September ***

Wednesday ***

midday *

April ***

October ***

Thursday ***

May ***

November ***

Friday ***

June ***

December ***

Saturday *** Sunday ***

Vocabulary builder I am sure…

Definitely **

Probably ***

I am certain…

Certainly ***

Possibly ***

Vocabulary builder review Complete the sentences with the correct form of the words in the box. large

printer

probably

1 Ramit is the library late.

several

in his room, but I'm not sure—sometimes he goes to

2 Will you let me use your documents on paper.

before my talk? I need three

3 There are 1,500 people coming, but don't worry—the hotel is and there is lots of space. 4 You will be in the conference book with we know about seven people now.

,

other presenters—

Unit review Reading

I can recognize different types of texts and their aims.

Study skill

I can use a planner to organize my study.

Vocabulary

I can use words for days, months, and time.

Grammar

I can use simple present and will to talk about future schedules and plans.

Writing

I can write a simple email.

PLANS

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151

9 JOBS Discussion point Discuss these questions with a partner.

WRITE A GREAT RESUME Check the spelling, grammar, and other details.

How to look for a job

1 START NETWORKING Connect with people in person and online.

1 Do you have a résumé?

2

I have / don’t have a résumé. FOLLOW COMPANIES It’s good to know what companies in your field are doing.

2 After you finish your studies, what do you plan to do? I plan to … 3 What are some popular jobs in your country? Some popular jobs are … and …

DO YOUR HOMEWORK Find the names of people at the company you want to work for.

3 4

SELL YOURSELF If you get a job interview, tell them why they need you.

5

6

SEARCH YOUR NAME Look to see what others see about you. Then be prepared.

VIDEO

Before you watch 1 Match the words with the definitions.

AN URBAN FARM GROWS IN BROOKLYN

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JOBS

1 banker

a to destroy something

2 parking lot

b to understand, solve, and learn about a problem

3 insane

c a person who helps people to work with money

4 figure out

d a place where people park their cars

5 ruin

e crazy, very bad, not normal

UNIT AIMS

READING Highlighting and annotating text

GRAMMAR Like, would like, be like

STUDY SKILL Writing a résumé

WRITING Supporting your writing by giving reasons

VOCABULARY Jobs

Men working on a big ship.

While you watch

After you watch

2 Read the sentences. Watch the video. Write T (True) or F (False).

3 Answer the questions with a partner. 1 What fast food do you like to eat?

1 Erik wants to be a banker.

2 What do you do to stay healthy?

2 The farm is in a big container box in a parking lot.

3 Would you like to have a farm in New York City? Why? Why not?

3 Nabeela thinks fast food is bad for people's health.

4 Why do you think foods that taste good are often unhealthy?

4 The plants at the farm need lots of space and sunshine.

JOBS

UNIT 9

153

1 READING

Looking for a job A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 education (n)

a something you hope to do

2 experience (n)

b done for a whole week (e.g., 40 hours a week)

3 full-time (adj)

c what you learn from school, college, and university

4 goal (n)

d what you learn from a job or activity

5 manager (n)

e ability to do something well

6 part-time (adj)

f

7 program (n)

g done for part of a week (e.g., 20 hours a week)

8 skill (n)

h someone whose job it is to control a business

a group of activities that are put together

2 Use the words from Exercise 1 to complete the sentences. 1 I am a

student. I only have one class, on Mondays.

2 I have a special

. I can type really fast.

3 Kathy is a student and doesn’t work, so she doesn’t have any work . 4 After college I want to travel and then finish my

.

5 Erica works from 9–5, Monday to Friday. She has a 6 Keith is the 7 Isobel’s

job.

at the movie theater. His team is five people. is to finish her BA degree in four years.

8 I want to study French in Paris, but each

is too expensive.

B Before you read Discuss these questions with a partner. 1 Do you have a job? If so, what do you do? Is it full-time or part-time? I have / don’t have a job. I’m … 2 Where is a good place for a college student to work? A good place is a restaurant / an office / the mall. 3 What job do you want to have after you finish college? I want to be a teacher / an engineer / a doctor.

C Global reading Identifying text types

1 Skim the texts. Circle the correct words. The texts are two / three job advertisements and a letter / résumé. 2 Check (✓) what you think is the best job for Katie. Spanish professor

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JOBS

travel writer

social media manager

READING

1

Looking for a job Spanish Professor

KATIE LEE 582 Karlann Drive, Black Hawk, Colorado 80422 U.S.A. Tel: (720) 555–9922 Email: [email protected]

• Teach eight classes a week • Work afternoons and evenings • 3–5 years of experience needed

GOAL To get a full-time job in a company using my skills

Travel Writer

EDUCATION University of Colorado, Boulder, CO Jun. 2016 • BA, Latin American Studies

• Work 20 hours a week

University of Puebla, Puebla, Mexico Jul.–Dec. 2015 • Studied Spanish language and Latin American history

• Write for Mexico #1 travel magazine

“Summer in Costa Rica” program, San Jose, Costa Rica Jun–Aug. 2011

• Travel to Latin America • Spanish speaker

WORK EXPERIENCE Boulder Spanish House, Boulder, CO Sept. 2016–Present Full-time Spanish teacher • Teaching Spanish to children The Denver Post, Denver, CO Aug.–Dec. 2015 Part-time travel writer • Wrote travel stories on places in Mexico Picture This, Idaho Springs, CO Jan.–Jun. 2015 Photographer’s assistant • Helped photographer on weekends

Social Media Manager

• • • •

Set company goals Follow online traffic Good with people and numbers No experience needed

Taco Time Mexican Restaurant, Golden, CO Aug. 2012–Jul. 2014 Part-time server • Served meals to customers

SKILLS •

Can use Microsoft® Word, PowerPoint, Excel™, and Photoshop®

HOBBIES •

Travel, writing, reading, sports, cooking

LANGUAGES •

Can speak, read, and write English and Spanish

JOBS

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1 READING D Close reading Highlighting and annotating text

It’s useful to highlight information in a text so you can remember it later. Full-time Spanish teacher • Teaching Spanish to children It’s also useful to annotate a text. You can annotate by underlining and defining a word, writing a reaction, or adding a ? next to something you want more information about. Picture This, Idaho Springs, CO

Good experience

Photographer’s assistant

? • Helped photographer on weekends Taco Time Mexican Restaurant, Golden, CO Part-time server

= person who serves food / drinks

1 Look at the Skills, Hobbies, and Languages sections in the text. Think about the three job advertisements. Highlight what you feel is important. 2 Look at the Education and Work experience sections. Think about the three job advertisements. Add at least three annotations. 3 Circle the correct words to complete the sentences. 1 Katie wants a part-time / full-time job. 2 She wants to work in a school / company. 3 She lives in Colorado / Mexico. 4 She was in Mexico for three / six months. 5 She has / doesn’t have a job now. 6 She was a server for two / three years. 7 She speaks one language / two languages. 8 She can / can’t write in Spanish.

E Over to you Discuss these questions in a group. 1 What is a good question to ask Katie in a job interview? Why? A good question is, “…?” because … 2 Which of these things are good / bad to put on a résumé? address

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JOBS

age

goal hobbies

nationality picture skills

social networks

Study skills

STUDY SKILLS

Writing a résumé

You need a résumé when you begin to look for a job. There is no one way to write a résumé, but most include your personal information, your goals, your education, your work experience, and your skills. It’s important that you keep correct information about your education and experiences, including names, addresses, and dates. © Stella Cottrell (2013)

1 Some students don't have much or any work experience before they look for a job. Check (✓) the ways of getting work and life experience that are possible for you. Be a class leader. Join a club at college. Get a part-time job during the college year. Get a part-time job during college breaks. Do some work without pay. 2 Mark these possible job interview questions 1 (easy to answer), 2 (a little difficult to answer), or 3 (very difficult to answer). Then compare with a partner. What are your goals? What education do you have? What work experience do you have? What skills do you have? What are your hobbies? What languages do you know? 3 How much information can you give for your résumé? Look back at the résumé on page 155 to help you. GOAL

SKILLS

•

•

To

Can

EDUCATION

HOBBIES

•

•

WORK EXPERIENCE

LANGUAGES

•

•

Can

JOBS

UNIT 9

157

2 READING

Tell me about your job A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 alone (adv)

a flames from something burning

2 choose (v)

b with no others

3 fire (n)

c a large area covered with trees

4 forest (n)

d to decide which you want

5 outside (adv)

e not dangerous

6 pass (v)

f

7 safe (adj)

g not in a building

8 team (n)

h a group of people working together

to do well on an exam

2 Use the words from Exercise 1 to complete the sentences. 1 Let's take a walk in the 2 I need to

. which job I want to take.

3 John needs to 4 Any

a test before he becomes a police officer. in a tall building is very dangerous.

5 I don’t like to work with others. I prefer to work 6 It’s not

.

to walk on this street at night.

7 I want a job where I can work 8 I’m working with a

. I don’t like offices. of three people on a new game.

B Before you read Discuss these questions with a partner. 1 Choose someone you know. What is his or her job? What does he or she like and dislike about it? My brother / sister is …

He / She likes / dislikes …

2 Look at the pictures and captions on pages 159–60. What do you think is good  / bad about each job? For a forest ranger / flight attendant / film editor, something good / bad is …

C Global reading Scanning

Scan Tell me about your job. Write one thing they like and dislike about their job. Likes 1 Marcy 2 Alex 3 Lily

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UNIT 9

JOBS

Dislikes

READING

2

Tell me about

your job Marcy, forest ranger 1 I’m a forest ranger, so every day is different. I look for any fires in the forest. I teach people, too. I often teach children about the plants and animals they see in the forest. The job is a lot of work, but I love it because I work outside in the fresh air—not in an office. I really like to work with both people and animals. You often work alone as a forest ranger. I don’t like that. I sometimes work with groups of people, and I prefer that. People who would like to work as a forest ranger don’t need a college degree, but it helps. You need to pass a test to get this job.

JOBS

UNIT 9

159

2 READING

Alex, flight attendant 2 I’m a flight attendant, so every day I

GLOSSARY degree (n) = a course of study at a college or university

Lily, film editor 3 I work as a film editor. I do a lot of different things in my job. I look at the movie one second at a time. I choose what to use and what not to use. I put the movie together in an office. I really like my job because I work with other people. People think I work alone, but it’s not true. I work with a team. There are some things I don’t like. I work long hours. And the pay is not very good, so it’s not easy to save money. To get a job as a film editor, you usually need a degree, and experience always helps.

160

UNIT 9

JOBS

answer questions, help people with their bags, and serve food and drinks on planes. I also help keep people safe. That is a very important part of my job. I like my job because I love to travel. I go to some interesting places, like Spain, Japan, and Australia! There are some things I don’t like. I often work on weekends, so I don’t see my friends a lot. The planes are usually crowded, too. Most people are nice, but sometimes they aren’t friendly. I don’t think flying is easy for anyone these days.

READING

2

D Close reading Highlighting and annotating text

1 Read the text. Highlight the things each person does in his or her job. 2 According to the text, who does these things? Check (✓) the correct columns. Do you think other people do these things, too?

1 2 3 4 5 6 7 8

Who …? answers questions teaches people works with a team helps keep people safe works in an office works outside goes to interesting places sometimes works with groups of people

Marcy

Alex

Lily

3 Answer the questions. 1 What does someone need to do to be a forest ranger? 2 Why doesn't Alex see his friends a lot? 3 How does Alex describe the people on the planes? 4 What does someone usually need to do to get a job as a film editor?

4 Make three annotations to the text. 1 Underline and define a word. 2 Write a reaction to something. 3 Add a ? next to something you want more information about.

E Over to you Discuss these questions in a group. 1 What would you like and dislike about each job? Why? I would / wouldn’t like … because … 2 How important are these things in a job? pay

hours

people

vacation days

I think … is very important / pretty important / not very important. JOBS

UNIT 9

161

VOCABULARY

Topic vocabulary Jobs 1 Write the job under the correct picture. Four jobs are extra. artist chef coach dentist doctor farmer musician nurse photographer police officer receptionist tour guide

1

2

3

4

5

6

7

8

2 Match the job with something the person does. 1 An artist

a cooks food.

2 A chef

b teaches a sport or skill.

3 A coach

c draws or paints.

4 A dentist

d cleans and fixes people’s teeth.

5 A farmer

e takes pictures.

6 A musician

f

7 A nurse

g grows food.

8 A photographer

h plays music.

9 A receptionist

i

helps people stay healthy.

10 A police officer

j

answers the phone.

11 A doctor

k shows a place to visitors.

12 A tour guide

l

cares for sick people in a hospital.

keeps people safe.

3 Work with a partner. Who in Exercise 2 works in a restaurant? a hospital? an office? A: A chef works in a restaurant. B: And a … does, too. 162

UNIT 9

JOBS

Vocabulary builder

VOCABULARY

1 Match the academic jobs with their definitions. Use a dictionary to help you. 1 career counselor

a someone who does experiments

2 dean

b a teacher at a university

3 lab technician

c someone who gives job advice

4 lecturer

d the head of a college

5 librarian

e a private teacher

6 researcher

f

7 teaching assistant

g someone who works in a library

8 tutor

h someone who studies something to get more information

someone who helps a teacher

2 Circle the correct words. 1 The tutor / dean of our college says all students need to follow the rules. 2 The librarian / lecturer in my communications class often shows short movies. 3 As a researcher / lab technician, I look at how people use language. 4 My sister is a lab technician / career counselor in a hospital. She washes her hands ten times a day! 5 Talk to our college’s teaching assistant / career counselor to see what job is right for you. 6 The dean / teaching assistant in my class always corrects our homework. 7 I work part-time as a tutor / librarian. I teach English to children. 8 If you want to borrow that book, talk to the researcher / librarian. 3 Answer the questions. 1 Why is a tutor a good job for a student? 2 What skill do you think a librarian needs? 3 Who makes a lot of money—a dean or a teaching assistant? 4 What’s a good question to ask a career counselor?

JOBS

UNIT 9

163

WRITING

Writing model You are going to learn about supporting your writing by giving reasons and using like, would like, and be like. You are then going to use these skills to write about a job you would like to have.

A Analyze Read the student model below. The student answered the question: What kind of job would you like to have? Highlight these things in the model. two things the student is interested in the job the student would like to have three reasons why the student would like the job

B Model Education Matters wants to know: What kind of job would you like to have?

Tell us in the Comments box.

Comments:

I am interested in both art and computers, so I would like to be a graphic designer someday. There are several reasons why. First, I like to paint and draw. Second, I love to make designs on my computer. Third, a graphic designer can work with a lot of other people with interesting jobs, such as artists and photographers. My computer skills are good. I can use several computer design programs now, and I plan to learn Pro Art Studio soon. I would like to get my BA degree in graphic design at the University of Art & Design in Helsinki, Finland. Someday I would like to work for a large design company in Europe.

1 Add these annotations to the correct place in the model. skills degree where to study where to work 2 Add one more annotation to the model, such as a definition or reaction.

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Grammar

GRAMMAR

Like, would like, be like The word like is used in different ways. Notice the usage and meanings. like: for a fact or general preference What does he like to do? He likes to work with a team. He doesn’t like to work alone. would like: for a preference What job would she like to have? She would like to be a flight attendant. (She’d like) She wouldn’t like to be a nurse. be like: for questions about a description What is your job like? It’s pretty fun. What are the hours like? They’re really long. 1 Circle the correct words in the conversations. A:

1

Do you like / Would you like your new job?

B: Yeah, it's great. A: What are the hours 2 like / be like? B: They’re from 3 to 11 p.m., but that’s OK. A: What job 3 do you like / would you like to have someday? B: I want to be a tour guide. A: Really? Why? B: I can speak English and Arabic, and I 4 like / am like to travel. A:

5

Do you like / Would you like to have a job as a soccer coach?

B: No, I don’t think so. A: Why not? B:

6

I don’t like / wouldn’t like sports at all.

A: What’s your job 7 like / would like? B: It's OK. I 8 like / would like the people I work with. A: That’s good. B: But I 9 like / would like to look for another job.

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GRAMMAR 2 Match to make sentences. 1 I would like

a like?

2 What job would you

b to be an artist someday.

3 I

c like to have?

4 What do you

d like to do on weekends?

5 My friend

e likes to cook at night.

6 What are your classes

f

like to work in a team.

3 Correct the mistake in each sentence. 1 Do you would like to use a computer? 2 What are the pay like at your job? 3 I doesn’t like to work with numbers. 4 What company would you to work for? 5 I wouldn't not like to be a professor. 6 What is your new job likes? 7 Where do you like to work someday? 8 Our office manager doesn't likes to work on weekends. 4 Answer the questions. 1 What are your classes like? 2 What do you like to do after class? 3 What job would you like to have someday? 4 What job wouldn't you like?

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Writing skill

WRITING

One way to support your writing is by giving reasons why you feel a certain way or why something happens. You can use because and so in sentences with reasons. The reasons are underlined in these examples.

Supporting your writing by giving reasons

I like my job because I love to travel. I really like my job because I work with other people. I often work on weekends, so I don’t see my friends a lot. The pay is not very good, so it’s not easy to save money. 1 Match the sentence halves. 1 I work only 20 hours a week because

a I get free coffee.

2 I would like to look for a job, so

b I need to go to medical school.

3 It’s not easy for me to find a job because

c I love to travel.

4 I work as a server in a café, so

d I don’t want to work full-time.

5 I want to be a flight attendant because 6 My goal is to be a doctor someday, so

e I need to write a résumé. f

I have no work experience.

2 Complete the sentences with because or so. 1 Jared would like to be a tour guide languages. 2 Sam is a police officer, weekends.

he can speak three he works a lot of nights and

3 My uncle is the dean of a college, money. 4 Maria likes her job as a nurse

he makes a lot of she likes to help people.

5 Jackie is a chef in a big restaurant, cook meals at home.

she never wants to

6 I would like to speak to a career counselor advice. 7 Paul works as a librarian, books to read. 8 I wouldn't like to be a farmer much.

I need some he always knows what good I don't like to be outside

3 Circle a word in bold and complete each sentence with your own ideas. 1 I would / wouldn't like to be a teacher because

.

2 I have good / bad computer skills, so

.

3 A police officer is a good / bad job to have because

.

4 I like / don't like to study English, so

. JOBS

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WRITING

Writing task You are going to write about a job you would like to have.

Brainstorm Think about a job you would like to have someday. Write answers to these questions. What are you interested in? What job would you like? Why would you like this job? What experience do you have? What skills do you have? What degree would you like to have? Where would you like to get the degree? Where would you like to work someday?

Plan Plan a paragraph describing what job you’d like to have. Look back at your brainstorm and include some of the answers to the questions.

Write Write a paragraph. Support your paragraph by giving reasons. Pay attention to your use of like and would like. Your paragraph should be about 90 words long.

Share Exchange your paragraph with a partner. Highlight three things in the text you like. Annotate the text by writing a question for your partner to answer.

Rewrite and edit Consider your partner’s question and rewrite your paragraph.

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Review

REVIEW

Wordlist Vocabulary preview education (n) ***

manager (n) ***

alone (adv) ***

outside (adv) ***

experience (n) ***

part-time (adj) **

choose (v) ***

pass (v) ***

full-time (adj) **

program (n) ***

fire (n) ***

safe (adj) ***

goal (n) ***

skill (n) ***

forest (n) ***

team (n) ***

Topic vocabulary artist (n) ***

dentist (n) *

musician (n) **

police officer (n) *

chef (n) *

doctor (n) ***

nurse (n) ***

receptionist (n) *

coach (n) **

farmer (n) ***

photographer (n) **

tour guide (n)

Vocabulary builder career counselor (n)

lab technician (n)

librarian (n) *

teaching assistant (n)

dean (n)

lecturer (n) *

researcher (n)

tutor (n) *

Vocabulary builder review Complete the sentences with the correct form of the words in the box. calendar definitely lecturer librarian

1 Intira wants to be a helping people.

after she graduates—she likes books and

2 I have a new app on my phone. It helps me remember the dates and times of classes and homework. 3 Jan would company!

like to work in business—he already has his own

4 Professor Chang is our guest month about jobs, work, and robots.

—he will talk to students this

Unit review Reading

I can highlight and annotate texts to choose important information.

Study skill

I can prepare to write a résumé in English.

Vocabulary

I can name popular jobs.

Grammar

I can use like, would like, and be like.

Writing

I can support my writing by giving reasons.

JOBS

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169

10 SKILLS Discussion point

Are today’s students ready for work after college? A recent survey of 1,500 students asked:

Discuss these questions with a partner.

“Which skills do you have?”

1 Do you agree that all of these skills are important to have? I agree / don’t agree. I think … 2 What other skills are important? It’s important to be good with numbers / speak another language / have “people skills.”

I can solve problems. 82%

I can communicate well with others. 66%

I can work in a team. 76%

I can summarize information.

I can learn new skills. 74%

I can give a presentation. 40%

3 Chose a skill from the infographic. Ask if other people in your class can do it. Are the answers similar? In our class, more / fewer students can …

VIDEO

58%

Before you watch 1 Match the words on the left with the definitions on the right.

SKILLS OF A CHAMPION

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SKILLS

1 champion (n)

a to get ready for something

2 find out (v)

b about everything, not just one thing

3 education (n) 4 prepare (v)

c teaching or learning in schools, colleges, and universities

5 general (adj)

d to get information about something e someone who wins a competition

UNIT AIMS

READING Organizing information into a chart

GRAMMAR Can for ability and possibility

STUDY SKILL Checking your paragraphs

WRITING Writing paragraphs

VOCABULARY Collocations related to skills

Working with new technology.

While you watch

After you watch

2 Watch the video. Complete the sentences with one word from the box.

3 Answer the questions with a partner. 1 Which sports do you like watching? Why? I like watching …

afternoon sports teacher work

I don’t like watching sports. I prefer … 1 Shichahai is a

school in China.

2 Zhang Jing is a

at the school.

3 Students have lessons in the morning and sports in the . 4 To become a sports champion, students need to hard.

2 Which sports do you like doing? I like playing … I don’t like playing sports because … 3 Are sports schools a good idea? Why / why not? Yes, I think they are a good idea because … No, I don’t think they are a good idea because …

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1 READING

Children and their skills A Vocabulary preview 1 Match the words and phrases with their definitions. Use a dictionary to help you. 1 during (prep)

a to get or become better

2 future (n)

b the period of time after the present

3 idea (n)

c from the beginning to the end of a period

4 improve (v)

d a thought or picture in your mind

5 real (adj)

e existing in fact

6 remember (v)

f

7 throw (v)

g to send something through the air, e.g., a ball

8 try out (v)

h to bring back information to your mind

to test something

2 Use the words from Exercise 1 to complete the sentences. 1 Kelly wants to

her listening skills.

2 There is no talking 3 Do you

the exam. the first day of this class?

4 Ben wants to

his new running shoes.

5 I don’t think that Picasso painting is

.

6 I think taking a computer class is a great 7 Please don't

.

your old papers on the floor.

8 What do you want to do in the

?

B Before you read Previewing

Preview the text Children and their skills. What do you think it’s about? What type of text is it? Choose the answer you think best describes the text. a The text is about what children can do at different times in life. It is a summary of a lecture. b The text is about the skills that children need before they can do well at school. It is a list from a professor. c The text is about how children develop skills at school. It shows the answers from a survey from parents and teachers. d The text is about why some children can learn skills, but others cannot. It is a description of how to develop these skills in children.

C Global reading Skim the text to check your prediction.

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READING

1

Children and their skills Professor Patricia Rankin, Education Department The following is a summary of yesterday’s lecture on the four stages of development, as described by researcher Jean Piaget (1896–1980). It describes how children learn, from birth to about 15 years of age. Some children learn these things at different times, but all children go through the stages in the same order.

Stage 1 This stage begins at birth and ends at age two. Early at this time, children understand only what they can see. They feel things, throw things, and put things in their mouth. This is how they learn about the world. At about eight months, they understand there are things that are not in front of them. They also begin to understand more because they can now stand and walk. At about two, they begin to understand language.

Stage 2 During this stage, between two and seven, children’s use of language improves. They begin to understand that we can use words, numbers, and pictures when we describe things. They can now remember information, so they often talk about things that are not in front of them. Playing is important, and very often children tell stories that are not real. At about four, they start to ask questions to understand their world more.

Stage 3 This stage begins at seven and ends at 11. Children now think about other people more, not only themselves. They can understand why things happen. They now know that their ideas and feelings are different from others’ ideas and feelings. They begin to think more like a scientist, and can solve problems by trying out new ideas to see if they work. GLOSSARY

Stage 4 Children at this stage—when they are 11 to about 15—now think in an abstract way. For example, they can use symbols to understand abstract ideas in math and science. They can now think about different ways to do things, not only one way. They also think more about what is possible in the future. They now understand what is right and what is not.

abstract (adj) existing as an idea or feeling; not something you can touch stage (n) a period of development symbol (n) a picture or shape used to represent something

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1 READING D Close reading 1 Highlight the key information in the text. Annotate the text with any questions, definitions, or notes.

Organizing information into a chart

When you organize information from a text into a chart, it gives you a more visual way to see the details. It also allows you to see any similarities and differences easily. 2 Read the text and complete the chart. Include at least two things children do / can do at each stage. Stage

Children’s age

What they do / can do at this stage

1 2 3 4 3 Match the sentence halves. Then write the sentences in the correct order to make a short summary of the text. 1 During the third stage, they 2 Jean Piaget’s research shows that 3 Children in the first stage 4 Those in Stage 4 5 During Stage 2, children

a there are four stages of learning in children. b begin to think in abstract ways. c begin to think about other people more. d ask questions and like to play. e understand only what’s in front of them.

E Over to you Discuss these questions in a group. 1 Name two things you can learn as a child. When is it best to learn them? You can learn to … as a child. I think it’s best to learn it when … 2 Think about children in your family. Does the text describe them well? Why / why not? I think / don’t think the text describes them well because … 3 Think about when you were aged 11 to 15. Does Stage 4 describe you? I think Stage 4 describes / doesn't describe … 174

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Study skills

Checking your paragraphs

STUDY SKILLS

After you write a paragraph it’s important to check it. Use this checklist to help you. Is your topic clear? Be sure your paragraph’s topic is clear. Write it next to the paragraph. Do you have a topic sentence? Find your topic sentence—the one that states your topic. Highlight it. Are all the sentences needed? See if each sentence is needed. If not, cross it out. Are the sentences in the best order? See if each sentence is in the best place. If not, move it. Do the sentences link well? Be sure sentences link well. Consider adding words like and, but, first, then, because, so, etc. © Stella Cottrell (2013)

1 Read the paragraph below. What is it about? Write the topic. Then highlight the topic sentence. My nephew Jason is seven years old. He lives with my sister and her husband. Jason is a normal boy, but for his age he is good at many things. He is very good at math. He is very good at science. He doesn’t have a part-time job. He is good at sports, too. He plays soccer very well, and is on the basketball team. He is also good at languages. He can speak English and Spanish. For example, he plays both the piano and violin. He also is good at music. He says he would like to be a famous musician someday. 2 One of these two sentences is not needed. Cross it out in the paragraph. He doesn’t have a part-time job.

He is also good at languages.

3 This sentence is not in the best place. Check (✓) the place in the paragraph that is better. For example, he plays both the piano and violin. 4 Combine two sentences with and. 5 Rewrite the paragraph with the changes you made in Exercises 2–4.

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2 READING

The people I know A Vocabulary preview 1 Match the words with their definitions. Use a dictionary to help you. 1 accountant (n)

a relaxed

2 calm (adj)

b something true

3 care (v)

c to show interest

4 fact (n)

d someone who keeps records of money

5 hurt (v)

e not right or correct

6 leader (n)

f

7 share (v)

g to have something at the same time as someone else

8 wrong (adj)

h a person who controls a company, country, etc.

to cause pain to someone

2 Use the words from Exercise 1 to complete the sentences. 1 Try not to

other people’s feelings.

2 Allison doesn’t understand that leaving work early is 3 The

of my country is only 35 years old.

4 Jeff makes a lot of money as a(n)

for a food company.

5 Our office is too small. I need to person. 6 It's a(n)

.

a desk with another

that a college education helps you get a good job.

7 If you get angry at work, stay

and go outside for a minute.

8 Michelle and Hal are very kind and work for them.

about the people who

B Before you read Read the title and headings, and look at the pictures from The people I know. Check the “types” in a dictionary. What do you think these types of people are like? Match each type with a description. 1 Inspectors

a are good managers.

2 Givers

b have clear goals.

3 Protectors

c care about others.

4 Supervisors

d don’t like change.

C Global reading Skimming

1 Skim the text to check your prediction. 2 Skim the text again. Do any of the descriptions describe you? In what way?

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READING

The

2

people I know

1 Everybody we meet is different, but we share some things with the people we work or study with. What type of person are you? Read these four descriptions. Do any of them describe you or the people you know?

THE INSPECTORS

2 Inspectors have clear goals and work hard to meet them. They don’t need abstract ideas—they want facts. They think before doing. They don’t like something that’s fun or too easy because they feel it’s not useful. Inspectors make good friends because they are good listeners.

3 Inspectors have many problems understanding other people’s feelings. They don’t always work well with ideas different from their own. They prefer to work alone, but can work well on teams if they need to. Because they are good with details, they make good accountants and web designers. THE GIVERS

4 Givers are happy when others are happy. They are easygoing, sociable, and good at understanding the needs of others. They care about others and have good people skills. They are good with details and like doing things that make life easy for others. Givers are helpful, so they work well on a team.

5 They don’t like change, and not every Giver is good at solving problems. They usually say what they feel is right and what they feel is wrong. Some people don’t like this. Givers can be excellent nurses or salespeople.

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2 READING

THE PROTECTORS

6 Protectors are calm, quiet, and friendly. They are good listeners. They are good at understanding other people by watching them. They can remember details about other people easily, and they care about others’ feelings. Friends and family can describe Protectors as people they like to be around.

7 They care about their work, but sometimes care more about others. This means they can forget about their own work. People can hurt them easily when they don’t like something the Protectors say or do. Protectors make good teachers and librarians. THE SUPERVISORS

8 Supervisors are interested in doing things, not talking or thinking about them. They don’t like ideas that aren’t useful or important to them. They are fine doing many different types of work. They like to finish one thing so they can go on to something else.

9 People like Supervisors if they can remember to think about how others feel. They don’t show their own feelings much and can sometimes hurt others. It’s important for Supervisors to be right, but they are always fair. They are born leaders, so they can be great managers and business people. GLOSSARY detail (n) small piece of information feel (v) to think or believe go on to (v) to finish something after doing something else needs (n) what someone wants or requires

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READING

2

D Close reading 1 Read the description of each type of person in the text. Highlight things that are positive about each type. Underline any negative things. 2 Complete the chart with notes. Include at least two positive things and one negative thing for each type. Type

Two positive things

One negative thing

Organizing information into a chart

Possible jobs

1 Inspectors 2 Givers 3 Protectors 4 Supervisors

3 Write the two types of people that each statement describes. 1 They are good listeners. 2 They are good with details. 3 They care about others. 4 They're not always interested in others’ ideas.

E Over to you Discuss these questions in a group. 1 What three descriptions, from anywhere in the text, do you think describe you? I think I am calm / care about people / am a good listener. 2 Think of a person you know for each type. Why do you think that person is this type? My father is a … because he … 3 What other job can each type be good at? An Inspector can also be a good …

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VOCABULARY

Topic vocabulary Collocations related to skills Many collocations are related to skills, such as play the piano, give a presentation, and write a summary. As with all collocations, learn the words together. 1 Write the collocation under the correct picture. cook a meal drive a car follow instructions give a presentation lead a team manage money solve problems use a computer

1

2

3

4

5

6

7

8

2 Complete the sentences with a collocation from Exercise 1. 1 I

of four people at my office. We work well together.

2 You never 3 I can videos. 4 Tina can else. 5 I don’t know how to subway. 6 Let’s 7 It's not easy to 8 I need to

. Please listen to me and do what I say. to create reports, design presentations, and edit well. She always finds the best way before anyone . I always need to travel by bus or for Mark when he visits. He doesn’t like restaurants. . I always spend a little too much on clothes. at work tomorrow, so I need to prepare it tonight.

3 Discuss with your partner. Are the skills from Exercise 1 work skills, life skills, or both? 180

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Vocabulary builder

VOCABULARY

1 Match the adjectives with their definitions. Use a dictionary to help you. 1 creative

a kind and pleasant to others

2 easygoing

b calm and relaxed

3 fair

c having a lot of new ideas

4 friendly

d treating everyone in the same way

5 funny

e enjoying being with others

6 polite

f

7 quiet

g able to make others laugh

8 sociable

h respectful to others

making little or no noise

2 Circle the correct words. 1 Rosa can paint beautiful pictures. She’s very creative / sociable. 2 Daniel loves to tell stories to make them laugh. He’s pretty friendly / funny. 3 Maggie smiles and is nice to everyone she meets. She’s very friendly / funny. 4 Masao loves to be around people. He’s really creative / sociable. 5 Our teacher makes sure to include everyone. He is really fair / quiet. 6 Hassan always lets others go before him. He’s very easygoing / polite. 7 Jill never gets very worried about things. She’s extremely easygoing / polite. 8 Bernadette never talks in class. She is so fair / quiet. 3 Answer these questions. 1 Do you feel you are a creative person? 2 What is something polite that students do for teachers? 3 What is a job where it is important for the person to be fair? 4 Who is an easygoing person in your family? 5 Which person is your class do you think is funny? 6 Do you think you are very sociable, pretty sociable, or not very sociable?

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181

WRITING

Writing model You are going to learn about using can for ability and possibility, and about writing effective paragraphs. You are then going to use these skills to write about the skills and abilities of a classmate.

A Analyze 1 Read these interview questions and notes. Then read the student model below. Highlight the notes that the writer includes in the model. What languages can you speak?

Thai, English

What languages can you understand?

Thai, English, a little Chinese

Can you play any musical instruments?

violin (in college band)

Do you have any computer skills?

yes, can edit videos

What office skills do you have?

?? not sure

Are you good at drawing, painting, or design?

not really, but like art

What sports can you play?

soccer, basketball, volleyball (leader)

Are you good at math or science?

yes, both

What are your people skills like?

people find her friendly, sociable

Do you have any unusual skills?

add very large numbers in her head

2 Look at your highlighted notes from Exercise 1. Number the notes from 1 to 5 in the order that the writer includes them in the model.

B Model My classmate Suchin is a very friendly and sociable person and has some interesting skills. She loves music. She performs with the college band and plays the violin. She is also very good at sports and can play team sports. For example, she plays soccer, basketball, and volleyball. Other players often choose her as their leader. She is also good at science and math. She can add very large numbers in her head easily. I think Suchin can be a very good accountant or banker someday. It’s clear that she has many useful skills and abilities. 1 Underline the topic sentence in the model. 2 Circle any additional information the writer includes about Suchin.

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Grammar

GRAMMAR

Can for ability and possibility We can use can to express ability and possibility. Form

Example

Statements subject + can + base verb

Givers can make excellent nurses and salespeople.

subject + cannot (can’t) + base verb

People cannot change the type of person they are.

Yes / no questions can + subject + base verb

Can you speak Japanese?

Wh- questions wh- word + can + subject + base verb

What languages can you speak?

Can and cannot for ability and inability Children can understand language around age two. Children at Stage 2 can’t understand why things happen. Can for possibility and cannot for impossibility You can hurt his feelings easily. That story can’t be real.

1 Correct the mistake in each sentence or question. 1 Mike can goes to the library at 6:00. 2 What time you can come to our study group? 3 Kevin cant play soccer today. 4 Can Jessica speaks another language? 5 Adam can to be very unfriendly sometimes. 6 Where can we putting our book bags? 7 These notes cann’t be right! 8 I think can you do anything you want in life. 2 Rewrite each sentence using can or can’t. It’s possible for me to come to the meeting.

I can come to the meeting.

1 I don’t know how to speak French. 2 It’s possible for me to help you study. 3 Rachel doesn’t know how to use a computer. 4 It's possible for Ben to join your club. 5 Pete and his wife are unable to meet us. 6 We aren’t able to follow these instructions. SKILLS

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183

GRAMMAR 3 Unscramble the questions. 1 can / cook / what / you 2 solve / easily / problems / you / can 3 money / can / well / manage / you 4 study / at your college / where / students / can 5 drive / can / your best friend / a / car 6 you / what / can / a computer / use / to do

4 Work with a partner. Ask the questions from Exercise 3. Write your partner’s answers. 1 2 3 4 5 6 5 Think of four people you know. What interesting or unusual thing can each person do? Write sentences. 1 2 3 4

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Writing skill

WRITING

A paragraph is a group of sentences that work together to support one main idea. The topic or main idea of a paragraph is in the topic sentence. It usually comes near the beginning of a paragraph. Other sentences support this idea. A paragraph usually ends with a final or concluding sentence. See page 175 for more on paragraphs.

Writing paragraphs

1 Choose T (True) or F (False) for each sentence. 1 A paragraph has one main idea.

T/F

2 The topic is in the topic sentence.

T/F

3 The topic sentence is always the first sentence in a paragraph.

T/F

4 A paragraph can have several supporting sentences.

T/F

5 The topic sentence and the concluding sentence are the same.

T/F

2 Read the paragraph. What is it mainly about? Circle the main idea in the topic sentence. Underline the concluding sentence. Children at Piaget’s Stage 4—when they are 11 to about 15—now think in an abstract way. For example, they can use symbols to understand abstract ideas in math and science. They can now think about different ways to do things, not only one way. They also think more about what is possible in the future. They have a deeper understanding now of what is right and what is not. 3 Number these sentences in order from 1 to 5 to make a paragraph. (One sentence is extra.) She can also do many things at the same time and is always calm. All of these things help her in her job as a nurse. She is very funny and can make people laugh easily. My aunt has several skills and can do many interesting things. She is sometimes tired and quiet. She can speak or understand several languages, such as Spanish and Portuguese. 4 Change four sentences from above to make a paragraph about somebody you know.

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185

WRITING

Writing task You are going to write about a classmate’s skills and abilities.

Brainstorm Ask about a classmate’s skills and abilities. Use these questions or think of your own. Take notes. What languages can you speak? What languages can you understand? Can you play any musical instruments? Do you have any computer skills? What office skills do you have? Are you good at drawing, painting, or design? What sports can you play? Are you good at math or science? What are your people skills like? Do you have any unusual skills?

Plan Look back at your brainstorm and plan your paragraph. Write a topic sentence. Decide what other information to include and the order of the sentences. Topic sentence:

Write Write about 100 words about your classmate. Include your topic sentence and a concluding sentence. Be sure all the sentences support your topic sentence. Pay attention to your use of can.

Share Exchange your paragraph with your classmate. Do you think your classmate’s paragraph describes you well? Add one or two annotations to the paragraph.

Rewrite and edit Consider your classmate’s annotations and rewrite your paragraph. Look back and use the checklist on page 175 to be sure you have a good paragraph. 186

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SKILLS

Review

REVIEW

Wordlist Vocabulary preview during (prep) ***

throw (v) ***

hurt (v) ***

future (n) ***

try out (v)

leader (n) ***

idea (n) ***

accountant (n) **

share (v) ***

improve (v) ***

calm (adj) **

wrong (adj) ***

real (adj) ***

care (v) ***

remember (v) ***

fact (n) ***

Topic vocabulary cook a meal

give a presentation

solve problems

drive a car

lead a team

use a computer

follow instructions

manage money

Vocabulary builder creative (adj) **

friendly (adj) ***

quiet (adj) ***

easygoing (adj)

funny (adj) ***

sociable (adj)

fair (adj) ***

polite (adj) *

Vocabulary builder review Complete the sentences with the correct form of the words in the box. creative

expensive researcher sociable

1 David and Dorothy are two his experiments. 2 Sofja isn't very big parties. 3 Our town wants to help all or actors.

who help Professor Delgado in . She likes meeting friends but doesn't like people, like painters, architects,

4 It is to live in this neighborhood. This is why most students live somewhere else.

Unit review Reading

I can organize information into a chart when reading.

Study skill

I can check and edit my paragraphs.

Vocabulary

I can use phrases and words to talk about people and their skills.

Grammar

I can use can to talk about ability and possibility.

Writing

I can write a paragraph with sentences that support the main idea. SKILLS

UNIT 10

187

FUNCTIONAL LANGUAGE

Functional language phrase bank The phrases below give common ways of expressing useful functions. Use them to help you as you’re completing the Discussion points and Developing critical thinking activities. Asking for clarification Sorry, can you explain that some more? Could you say that another way? When you say …, do you mean …? Sorry, I don’t follow that. What do you mean?

What do you think about …? How about you, Jennifer? What do you think? What about you? Does anyone have any other ideas? Do you have any thoughts on this?

Asking for repetition Could you repeat that, please? I’m sorry, I didn’t catch that. Could you say that again?

Asking for more information In what way? Why do you think that? Can you give an example?

When you don’t know the word for something What does … mean? Sorry, I’m not sure what … means.

Not giving a strong preference It doesn’t matter to me. I don’t really have a strong preference. I’ve never really thought about that. Either is fine.

Working with a partner Would you like to start? Shall I go first? Shall we do this one first? Where do you want to begin? Giving opinions I think that … It seems to me that … In my opinion, … As I see it, … Agreeing and disagreeing I know what you mean. That’s true. You have a point there. Yes. I see what you’re saying, but … I understand your point, but … I don’t think that’s true. Asking for opinions Do you think …? Do you feel …?

188

FUNCTIONAL LANGUAGE

Expressing interest I’d like to hear more about that. That sounds interesting. How interesting! Tell me more about that. Giving reasons This is … because … This has to be … because … I think … because … Checking understanding Do you know what I mean? Do you see what I’m saying? Are you following me? Putting things in order This needs to come first because … I think this is the most / least important because … For me, this is the most / least relevant because …

Writing task peer review checklist

PEER REVIEW CHECKLIST

Use the checklist below as you read over your partner’s work. 1 Does the text have these things: name class the date a title 2 Can you find the main idea of the text? Is it a good response to the writing task? 3 Does every sentence begin and end with correct punctuation? Is every paragraph indented? 4 What is your favorite sentence or point from the text? 5 Did you notice any vocabulary from the unit? Write it here: 6 Highlight any grammar from the unit. 7 Underline any topic sentences. 8 Write one question about the text for the writer.

PEER REVIEW CHECKLIST

189

VOCABULARY REVIEW

Vocabulary builder Units 1–5 Complete the sentences with the correct form of the words and phrases in the box. every night five times a week flash drive great low one-quarter sports science

1 If you have a

, I can copy all my lecture notes for you.

2 Marcus goes swimming Friday.

. He takes a rest every Tuesday and

3 Siobhan will be a everyone understands.

teacher—when she explains something,

4 Please check this number again. I think 25 sounds too normally over 100. 5 Studying

—it’s

means you must know what human bodies can do.

6 I think there is a fox in the college park. I hear it asleep! 7 The student ticket prices are now $1.50 for a $6 bus ride.

when I try to fall of the normal ticket—we pay

Units 6–10 Complete the sentences with the correct form of the words and phrases in the box. a lot of certainly dean fair less than much more polite quiet thousands of

1 Val is very

to everyone—she smiles and says “Hello” every time.

2 Professor Said can’t give students the exam questions. It’s not 3 This bag costs $100 in my country, but here it costs sometimes even $500. 4 It’s a popular park. 5 I will person I will call!

let you know about the exam result. You are the first

9 This is exam week. There is their grades.

VOCABULARY REVIEW

to

a mile away. It takes me six minutes to run there.

8 I like the college library—it is a there’s noise.

190

—

people visit it—the record is 6,500 in a day.

6 It is a difficult decision. Our tutors have a meeting with the discuss it tomorrow. 7 My gym is

!

place, and I can’t study when stress—everybody worries about

Macmillan Education 4 Crinan Street London N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-1-380-00590-8 Text, design and illustration © Macmillan Publishers Limited 2018 Written by David Bohlke Series Consultant Dorothy E. Zemach The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. This edition published 2018 First edition entitled “Skillful” published 2012 by Macmillan Publishers Limited All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by emc design ltd Illustrated by Carl Morris (Beehive Illustration) pp70, 126; Oxford Designers and Illustrators pp19, 47, 54, 56, 60, 65, 103; emc design ltd Cover design by emc design ltd Cover picture by Sam Parij (Eye Candy Illustration)/Getty Images/ Moment Open/Alicia Llop Picture research by Emily Taylor The publishers would like to thank the following for their thoughtful insights and perceptive comments during the development of the material: Dalal Al Hitty University of Bahrain, Bahrain; Karin Heuert Galvão, i-Study Interactive Learning, São Paulo, Brazil; Ohanes Sakris Australian College of Kuwait, Kuwait; Eoin Jordan, Xi’an Jiaotong Liverpool University, Suzhou, China; Aaron Rotsinger, Xi’an Jiaotong-Liverpool University, Suzhou, China; Dr. Osman Z. Barnawi, Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia; Andrew Lasher, SUNY Korea, Incheon, South Korea; Fatoş Uğur Eskiçırak, Bahçeşehir University, Istanbul, Turkey; Dr. Asmaa Awad, University of Sharjah, Sharjah, United Arab Emirates; Amy Holtby The Petroleum Institute, Abu Dhabi, United Arab Emirates, Dr. Christina Gitsaki, Zayed University, Dubai, United Arab Emirates. The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Alliance p83(2), Alamy/Arcaid Images p55(1), Alamy/Blend Images p83(3), Alamy/Serhii Bobyk p166, Alamy/Cliff Hide Stock p141, Alamy/Guy Corbishley p65, Alamy/Cultura pp101(cr), 108, 162(8), Alamy/Aleksandr Davydov p101(tr), Alamy/DPA Picture Alliance p88(t),

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PALGRAVE STUDY SKILLS by bestselling author, Stella Cottrell

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