Top notch 3 teachers book pdf 3rd edition
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Download Free PDF Show Download Free PDF Libro de inglés Top Notch 3 Third Edition - Joan Saslow & Allen AscherLibro de inglés Top Notch 3 Third Edition - Joan Saslow & Allen AscherLibro de inglés Top Notch 3 Third Edition - Joan Saslow & Allen AscherLibro de inglés Top Notch 3 Third Edition - Joan Saslow & Allen AscherTop Notch 3 Third Edition - Joan Saslow & Allen Ascher Levels: 4 levels | CEFR: A1 - B1+ | GSE: 20 - 59 Language: American English Description
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v CONVERSATION STRATEGIESCONVERSATION STRATEGIES LISTENING / PRONUNCIATIONLISTENING / PRONUNCIATION READINGREADING WRITINGWRITING ï Talk about the weather to begin a conversation with someone you donít know ï Use question tags to encourage someone to make small talk ï Ask about how someone wants to be addressed ï Answer a Do you mind question with Absolutely not to indicate agreement ï Say That was nothing! to indicate that something even more surprising happened ï Use Wow! to indicate that you are impressed Listening Skills ï Listen for main ideas ï Listen to summarize ï ConƂrm the correct paraphrases Pronunciation ï Intonation of tag questions Texts ï A business meeting e-mail and agenda ï An online article about formal dinner etiquette of the past ï A survey about culture change ï A photo story Skills/Strategies ï Apply prior knowledge ï Draw conclusions ï Understand from context Task ï Write a formal and an informal e-mail message WRITING BOOSTER ï Formal e-mail etiquette ï Introduce disappointing information with Iím sorry, but... ï Show concern with Is there anything wrong? and That must be awful ï Begin a question of possibility with I wonder if... ï Use Letís see... to indicate you are checking for something ï ConƂrm an appointment with Iíll / Weíll see you then ï Express emphatic thanks with I really appreciate it Listening Skills ï Listen to activate vocabulary ï Listen for details ï Auditory discrimination Pronunciation ï Intonation of lists Texts ï A travel tips website about dental emergencies ï A brochure about choices in medical treatments ï A medicine label ï A patient information form ï A photo story Skills/Strategies ï Understand from context ï Relate to personal experience ï Draw conclusions Task ï Write an essay comparing two types of medical treatments WRITING BOOSTER ï Comparisons and contrasts ï Use Iím sorry, but... and an excuse to politely turn down a request ï Indicate acceptance of someoneís excuse with No problem. ï Suggest an alternative with Maybe you could... ï Soften an almost certain no with That might be difƂcult ï Use Well,... to indicate willingness to reconsider Listening Skills ï Listen to conƂrm ï Listen for main ideas ï Listen to summarize Pronunciation ï Emphatic stress to express enthusiasm Texts ï A survey about procrastination ï A business article about how to keep customers happy ï A photo story Skills/Strategies ï Infer point of view ï Activate language from a text Task ï Write an essay expressing a point of view about procrastination WRITING BOOSTER ï Supporting an opinion with personal examples ï Use Actually to show appreciation for someoneís interest in a topic ï Soften a question with Could you tell me...? ï Indicate disappointment with Too bad ï Use Iím dying to... to indicate extreme interest ï Say Are you sure? to conƂrm someoneís willingness to do something Listening Skills ï Listen to take notes ï Listen to infer a speakerís point of view and support your opinion Pronunciation ï Sentence stress in short answers with so Texts ï An online bookstore website ï A questionnaire about reading habits ï A magazine article about the Internetís inƃuence on our habits ï A photo story Skills/Strategies ï Recognize point of view ï Understand meaning from context Task ï Write a summary and review of something youíve read WRITING BOOSTER ï Summarizing ï Use I would, but... to politely turn down an offer ï Say Will do to agree to a request for action ï Use Well to begin providing requested information ï Say What a shame to show empathy for a misfortune ï Introduce reassuring contrasting information with But,... ï Say Thank goodness for that to indicate relief Listening Skills ï Listen for main ideas ï Listen for details ï Paraphrase ï Listen to infer meaning Pronunciation ï Direct and indirect speech: Rhythm Texts ï News headlines ï A textbook article about earthquakes ï Statistical charts ï A photo story Skills/Strategies ï Paraphrase ï ConƂrm facts ï Identify cause and effect ï Interpret data from a chart Task ï Write a procedure for how to prepare for an emergency WRITING BOOSTER ï Organizing detail statements by order of importance vi COMMUNICATION GOALSCOMMUNICATION GOALS VOCABULARYVOCABULARY GRAMMARGRAMMAR UNIT 6Life Plans PAGE 62 ï Explain a change of intentions and plans ï Express regrets about past actions ï Discuss skills, abilities, and qualiƂcations ï Discuss factors that promote success ï Reasons for changing plans ï QualiƂcations for work or study ï Expressing intentions and plans that changed: Was / were going to and would ï Perfect modals GRAMMAR BOOSTER ï Expressing the future: review ï The future with will and be going to: review ï Regrets about the past: ∞ Wish + the past perfect ∞ Should have and ought to have UNIT 7Holidays and Traditions PAGE 74 ï Wish someone a good holiday ï Ask about local customs ï Exchange information about holidays ï Explain wedding traditions ï Types of holidays ï Ways to commemorate a holiday ï Some ways to exchange good wishes on holidays ï Getting married: events and people ï Adjective clauses with subject relative pronouns who and that ∞ Usage, form, and common errors ï Adjective clauses with object relative pronouns who, whom, and that ∞ Form and common errors GRAMMAR BOOSTER ï Adjective clauses: common errors ï Reƃexive pronouns ï By + reƃexive pronouns ï Reciprocal pronouns: each other and one another ï Adjective clauses: who and whom in formal English UNIT 8Inventions and Discoveries PAGE 86 ï Describe technology ï Take responsibility for a mistake ï Describe new inventions ï Discuss the impact of inventions / discoveries ï Describing manufactured products ï Descriptive adjectives ï The unreal conditional: Review and expansion ï The past unreal conditional ∞ Usage, form, and common errors GRAMMAR BOOSTER ï Real and unreal conditionals: review ï Clauses after wish ï Unless in conditional sentences ï The unreal conditional: variety of forms UNIT 9Controversial Issues PAGE 98 ï Talk about politics ï Discuss controversial issues politely ï Propose solutions to global problems ï Debate the pros and cons of issues ï Political terminology ï A continuum of political and social beliefs ï Some controversial issues ï Ways to agree or disagree ï How to debate an issue politely ï Non-count nouns that represent abstract ideas ï Verbs followed by objects and inƂnitives GRAMMAR BOOSTER ï Count and non-count nouns: review and extension ï Gerunds and inƂnitives: ∞ form and usage ∞ usage after certain verbs UNIT 10Beautiful World PAGE 110 ï Describe a geographical location ï Warn about a possible risk ï Describe a natural setting ï Discuss solutions to global warming ï Geographical features ï Compass directions ï Ways to recommend or criticize a place ï Ways to describe risks ï Dangerous animals and insects ï Geographic nouns and adjectives ï Describing natural features ï Energy and the environment ï Prepositional phrases of geographical places ï Too + adjective and inƂnitive GRAMMAR BOOSTER ï Prepositions of place: more usage ï Proper nouns: capitalization ï Proper nouns: use of the ï InƂnitives with enough Grammar Readiness Self-Check page x Reference Charts page 122 Grammar Booster page 127 viii TO THE TEACHER Award-Winning Instructional Design* We wish you and your students enjoyment and success with Top Notch 3. We wrote it for you. Joan Saslow and Allen Ascher Daily conrmation of progress Each easy-to-follow two-page lesson begins with a clearly stated practical communication goal closely aligned to the Common European Framework’s Can-do Statements. All activities are integrated with the goal, giving vocabulary and grammar meaning and purpose. Now You Can activities ensure that students achieve each goal and conrm their progress in every class session. Explicit vocabulary and grammar Clear captioned picture-dictionary illustrations with accompanying audio take the guesswork out of meaning and pronunciation. Grammar presentations containing both rules and examples clarify form, meaning, and use. The unique Recycle this Language feature continually puts known words and grammar in front of students’ eyes as they communicate, to make sure language remains active. High-frequency social language Twenty memorable conversation models provide appealing natural social language that students can carry “in their pockets” for use in real life. Rigorous controlled and free discussion activities systematically stimulate recycling of social language, ensuring that it’s not forgotten. Linguistic and cultural uency Top Notch equips students to interact with people from different language backgrounds by including authentic accents on the audio. Conversation Models, Photo Stories, and cultural uency activities prepare students for social interactions in English with people from unfamiliar cultures. Active listening syllabus All Vocabulary presentations, Pronunciation presentations, Conversation Models, Photo Stories, Listening Comprehension exercises, and Readings are recorded on the audio to help students develop good pronunciation, intonation, and auditory memory. In addition, approximately fty carefully developed listening tasks at each level of Top Notch develop crucial listening comprehension skills such as listen for details, listen for main ideas, listen to activate vocabulary, listen to activate grammar, and listen to conrm information. * Top Notch is the recipient of the Association of Educational Publishers’ Distinguished Achievement Award. What is York Top Notch? York Top Notch is a six-level* communicative course that prepares adults and young adults to The goal of Top Notch is to make English unforgettable through:
3 aTHIRD EDITION JOAN SASLOW ALLEN ASCHER B1+ with WORKBOOK JOANJOANJOANJOANOANOANOANOANOANOANOANOANOANOANOANOANOANOANOOANOANOAOANOOOAANNN SASSASSASSASSASSASSASSASSASSASSASASSASSASSASSASASSASSASSASSASSASSAS SSSLOWLOWLLLOWLOWLOWLOWOWOWOWOWOWOWOWW AALLEALLEALLEALLEAALLEALLEALLEALALLEALLEALLEALLEALLEALLEALLEALLEALLEALLEAALLEALLEALLEALLEALLEALLALAALL LEEEEN ASN ASN ASN ASNN ASN ASN ASN ASN ASN ASN ASN AN AN AN ASN ASN ASN ASN ASN ASN ASNN AN AASAAAASSSCHERCHERCHERCHERCHERCHERCHERCHERCHERCHERCHERCHERCHERCHECHERCHERHERHERHERHERHERHRR B1B1B1++ wwwwwiwiwitwwwwwwwwwwwwititititiiiittttttthhh Wh Wh Whhh Wh Whhh Wh Wh WWWWWWWWWOROROROROROOROROOROOROROOORORRRRRRRRRRRRRRKKKKKK KKKKBOOBOOBOOBOOBOOBOOBOOBOOBOOBOOBOOBOOBOOBOOBOBOBOOBBOBOOBOOBBOOBOBBOBOBOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOKKKKKKKKKKKKKK 3JOAN SASLOW ALLEN ASCHER THIRD EDITION B1+ ix COMPONENTS For class presentation... Conversation Activator videos: increase students’ condence in oral communication Pronunciation Coach videos: facilitate clear and uent oral expression Extra Grammar Exercises: ensure mastery of grammar Digital Full-Color Vocabulary Flash Cards: accelerate retention of new vocabulary PLUS
ABOUT THE AUTHORS Joan Saslow Joan Saslow has taught in a variety of programs in South America and the United States. She is author or coauthor of a number of widely used courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Summit. She is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series director of True Colors and True Voices. She has participated in the English Language Specialist Program in the U. Department of State’s Bureau of Educational and Cultural Affairs. Allen Ascher Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman TOEFL Preparation Series, and the Longman Academic Writing Series. He is coauthor of Summit, and he wrote the “Teaching Speaking” module of Teacher Development Interactive, an online multimedia teacher-training program. Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring courses for teens, adults, and young adults since 2002. AUTHORS’ ACKNOWLEDGMENTS The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for Top Notch, as well as the hundreds of teachers who completed surveys and participated in focus groups. Manuel Wilson Alvarado Miles, Quito, Ecuador • Shirley Ando, Otemae University, Hyogo, Japan • Vanessa de Andrade, CCBEU Inter Americano, Curitiba, Brazil • Miguel Arrazola, CBA, Santa Cruz, Bolivia • Mark Barta, Prociency School of English, São Paulo, Brazil • Edwin Bello, PROULEX, Guadalajara, Mexico • Mary Blum, CBA, Cochabamba, Bolivia • María Elizabeth Boccia, Prociency School of English, São Paulo, Brazil • Pamela Cristina Borja Baltán, Quito, Ecuador • Eliana Anabel L. Buccia, AMICANA, Mendoza, Argentina • José Humberto Calderón Díaz, CALUSAC, Guatemala City, Guatemala • María Teresa Calienes Csirke, Idiomas Católica, Lima, Peru • Esther María Carbo Morales, Quito, Ecuador • Jorge Washington Cárdenas Castillo, Quito, Ecuador • Eréndira Yadira Carrera García, UVM Chapultepec, Mexico City, Mexico • Viviane de Cássia Santos Carlini, Spectrum Line, Pouso Alegre, Brazil • Centro Colombo Americano, Bogota, Colombia • Guven Ciftci, Fatih University, Istanbul, Turkey • Diego Cisneros, CBA, Tarija, Bolivia • Paul Crook, Meisei University, Tokyo, Japan • Alejandra Díaz Loo, El Cultural, Arequipa, Peru • Jesús G. Díaz Osío, Florida National College, Miami, USA • María Eid Ceneviva, CBA, Bolivia • Amalia Elvira Rodríguez Espinoza De Los Monteros, Guayaquil, Ecuador • María Argelia Estrada Vásquez, CALUSAC, Guatemala City, Guatemala • John Fieldeldy, College of Engineering, Nihon University, Aizuwakamatsu-shi, Japan • Marleni Humbelina Flores Urízar, CALUSAC, Guatemala City, Guatemala • Gonzalo Fortune, CBA, Sucre, Bolivia • Andrea Fredricks, Embassy CES, San Francisco, USA • Irma Gallegos Peláez, UVM Tlalpan, Mexico City, Mexico • Alberto Gamarra, CBA, Santa Cruz, Bolivia • María Amparo García Peña, ICPNA Cusco, Peru • Amanda Gillis-Furutaka, Kyoto Sangyo University, Kyoto, Japan • Martha Angelina González Párraga, Guayaquil, Ecuador • Octavio Gorduno Ruiz • Ralph Grayson, Idiomas Católica, Lima, Peru • Murat Gultekin, Fatih University, Istanbul, Turkey • Oswaldo Gutiérrez, PROULEX, Guadalajara, Mexico • Ayaka Hashinishi, Otemae University, Hyogo, Japan • Alma Lorena Hernández de Armas, CALUSAC, Guatemala City, Guatemala • Kent Hill, Seigakuin University, Saitama-ken, Japan • Kayoko Hirao, Nichii Gakkan Company, COCO Juku, Japan • Jesse Huang, National Central University, Taoyuan, Taiwan • Eric Charles Jones, Seoul University of Technology, Seoul, South Korea • Jun-Chen Kuo, Tajen University, Pingtung , Taiwan • Susan Krieger, Embassy CES, San Francisco, USA • Ana María de la Torre Ugarte, ICPNA Chiclayo, Peru • Erin Lemaistre, Chung-Ang University, Seoul, South Korea • Eleanor S. Leu, Soochow University, Taipei, Taiwan • Yihui Li (Stella Li), Fooyin University, Kaohsiung, Taiwan • Chin-Fan Lin, Shih Hsin University, Taipei, Taiwan • Linda Lin, Tatung Institute of Technology, Taiwan • Kristen Lindblom, Embassy CES, San Francisco, USA • Patricio David López Logacho, Quito, Ecuador • Diego López Tasara, Idiomas Católica, Lima, Peru • Neil Macleod, Kansai Gaidai University, Osaka, Japan • Adriana Marcés, Idiomas Católica, Lima, Peru • Robyn McMurray, Pusan National University, Busan, South Korea • Paula Medina, London Language Institute, London, Canada • Juan Carlos Muñoz, American School Way, Bogota, Colombia • Noriko Mori, Otemae University, Hyogo, Japan • Adrián Esteban Narváez Pacheco, Cuenca, Ecuador • Tim Newelds, Tokyo University Faculty of Economics, Tokyo, Japan • Ana Cristina Ochoa, CCBEU Inter Americano, Curitiba, Brazil • Tania Elizabeth Ortega Santacruz, Cuenca, Ecuador • Martha Patricia Páez, Quito, Ecuador • María de Lourdes Pérez Valdespino, Universidad del Valle de México, Mexico • Wahrena Elizabeth Pfeister, University of Suwon, Gyeonggi-Do, South Korea • Wayne Allen Pfeister, University of Suwon, Gyeonggi-Do, South Korea • Andrea Rebonato, CCBEU Inter Americano, Curitiba, Brazil • Thomas Robb, Kyoto Sangyo University, Kyoto, Japan • Mehran Sabet, Seigakuin University, Saitama- ken, Japan • Majid Safadaran Mosazadeh, ICPNA Chiclayo, Peru • Timothy Samuelson, BridgeEnglish, Denver, USA • Héctor Sánchez, PROULEX, Guadalajara, Mexico • Mónica Alexandra Sánchez Escalante, Quito, Ecuador • Jorge Mauricio Sánchez Montalván, Quito, Universidad Politécnica Salesiana (UPS), Ecuador • Letícia Santos, ICBEU Ibiá, Brazil • Elena Sapp, INTO Oregon State University, Corvallis, USA • Robert Sheridan, Otemae University, Hyogo, Japan • John Eric Sherman, Hong lk University, Seoul, South Korea • Brooks Slaybaugh, Asia University, Tokyo, Japan • João Vitor Soares, NACC, São Paulo, Brazil • Silvia Solares, CBA, Sucre, Bolivia • Chayawan Sonchaeng, Delaware County Community College, Media, PA • María Julia Suárez, CBA, Cochabamba, Bolivia • Elena Sudakova, English Language Center, Kiev, Ukraine • Richard Swingle, Kansai Gaidai College, Osaka, Japan • Blanca Luz Terrazas Zamora, ICPNA Cusco, Peru • Sandrine Ting, St. John’s University, New Taipei City, Taiwan • Christian Juan Torres Medina, Guayaquil, Ecuador • Raquel Torrico, CBA, Sucre, Bolivia • Jessica Ueno, Otemae University, Hyogo, Japan • Ximena Vacaor C., CBA, Tarija, Bolivia • René Valdivia Pereira, CBA, Santa Cruz, Bolivia • Solange Lopes Vinagre Costa, SENAC, São Paulo, Brazil • Magno Alejandro Vivar Hurtado, Cuenca, Ecuador • Dr. Wen-hsien Yang, National Kaohsiung Hospitality College, Kaohsiung, Taiwan • Juan Zárate, El Cultural, Arequipa, Peru xi xii USING YOUR TOP NOTCH TEACHER’S EDITION AND LESSON PLANNER The Teacher’s Edition and Lesson Planner provides detailed notes for planning and presenting your lessons, plus ideas for extending them. You will nd additional support in ActiveTeach, a digital tool that goes hand in hand with the Teacher’s Edition. ActiveTeach provides an interactive classroom experience with or without an interactive whiteboard (IWB). The instructions here will guide you as you use the teaching suggestions in the Lesson Plans, and explain the printable and digital resources in ActiveTeach. In addition, the authors recommend you consult the Methods Handbook for support in developing effective techniques for teaching in a communicative classroom and for teaching tips for achieving the best results with the Top Notch course. Overview Starting with Unit 1, each two-page lesson is designed for a period of 45 to 60 minutes. To plan a class of approximately 45 minutes, use the shorter estimated teaching times as a guide when a range is shown. To plan a class of at least 60 minutes, use the longer estimated times. Your actual teaching time may vary according to your students’ needs, your program schedule, and your teaching style. Write your actual teaching time in the space provided for future reference. Activities labeled Option include suggested teaching times that should be added to the lesson. In addition, these optional digital activities referenced throughout this Teacher’s Edition are available in ActiveTeach to enrich your lesson. Vocabulary Flash Card Player By clicking on the icon, you will have instant access to digital full-color vocabulary ash cards for dynamic presentation, practice, or review. More Exercises Additional exercises are provided for each grammar presentation and each reading. The Extra Grammar Exercises can be printed out and distributed as handouts. The Extra Reading Comprehension Exercises can also be presented in the classroom, to be done in class as an oral activity, or they can be printed out as handouts for written responses. Conversation Activator Video This extra speaking support is provided to encourage students to change, personalize, and extend the Conversation Models. This exciting video tool accompanies the Conversation Activator activities in each unit. The Conversation Activator has two scenes. In Scene 1, actors demonstrate how to change and personalize the Conversation Model. In Scene 2, the actors extend their conversation, saying as much as they can. Pronunciation Coach Video This extra pronunciation support features a coach who models and expands the pronunciation topic. The video provides animated examples to further clarify the topic and offers further spoken practice. Top Notch Pop Song Video and Karaoke Video Designed to provide targeted practice of unit language and improve students’ pronunciation, the Top Notch Pop songs are accessible in two video formats: rst, with a vocalist, and then karaoke-style, without the vocalist. Both videos feature the song lyrics with a “bouncing ball,” enabling students to sing or “rap” the songs. Both formats are also available in audio only by clicking the audio icons on the Top Notch Pop Lyrics page at the end of the Student’s Book. Top Notch Pop song activities are available for each unit’s song. The activities provide practice of the unit grammar and vocabulary in the songs as well as comprehension exercises of the lyrics. Access the activities from the “Top Notch Pop Songs” menu in ActiveTeach. QUANTIFIERS FOR INDEFINITE QUANTITIES AND AMOUNTS A PRACTICE Circle the correct quantifiers. 1 There isn’t (much / many / some) milk in the fridge. 2 There are (much / many / any) beautiful figures in the Gold Museum. 3 We need to go shopping. We don’t have (much / many / some) shampoo for the trip. 4 She doesn’t use (many / a lot of / some) toothpaste when she brushes her teeth. 5 I’m on a diet. I just want to have (much / any / some) soup for lunch. 6 There aren’t (much / many / some) calories in a salad. B USE THE GRAMMAR Complete each statement with real information. Use an armative or negative form of there is / there are and the quantifiers some, any, a lot of, many, or much. 1 In my bathroom, right now, but. 2 In my fridge, right now, but. THE REAL CONDITIONAL A PRACTICE Complete the statements and questions with the simple present tense or the future with will. 1 If me tomorrow morning, you the information you need. 2 open if after 6:00 ..? 3 If , open. 4 the express train if at the station after 4:00? 5 If on the scroll bar, up and down. B USE THE GRAMMAR Complete each statement, using the real conditional. 1 If I go on a trip to New York, I. 2 I if it rains tomorrow. THE UNREAL CONDITIONAL A PRACTICE Choose the correct way to complete each unreal conditional sentence. 1 If you something in a store, would you pay for it? a would break b broke c break 2 What if your computer crashed? a would you do b were you doing c did you do you / call I / give the hotel gift shop / be I / arrive you / not / hurry the fitness center / not / be we / miss we / arrive you / click the screen / move SELF-CHECK####### Grammar Readiness The Grammar Readiness Self-Check is optional. Complete the exercises to conrm that you know this grammar previously taught in Top Notch. Answers will vary. you call I will give / I’ll give Will the hotel gift shop be I arrive you do not hurry / you don’t hurry the fitness center won’t be / will not be Will we miss we arrive you click the screen will move Answers will vary. xiv GRAMMAR READINESS 3 If I found someone’s wallet in a restaurant, I the server. a would tell b will tell c told 4 I would go to Sam’s Electronics if I to get a great deal on a new tablet. a would want b want c wanted 5 How if your husband got cosmetic surgery? a do you feel b would you feel c will you feel 6 If I to New York, I would go to the top of the Empire State Building. a go b went c would go B USE THE GRAMMAR Complete these unreal conditional statements in your own words. 1 If I had a lot of money, 2 I would stop studying English if COMPARISON WITH AS... AS A PRACTICE Combine each pair of statements, using comparisons with as... as and the adverb in parentheses. 1 London is exciting. Rome is exciting too. (just) 2 The ceramic vase is beautiful. The glass vase is much more beautiful. (not / nearly) 3 I’m very rebellious. My sister is much more rebellious. (not / quite) 4 The Green Hotel is expensive. The Chelton Hotel is a little more expensive. (almost) 5 The movie Kill Bill was violent. War of the Worlds was violent too. (just) B USE THE GRAMMAR Write statements with comparisons with as... as. 1 Compare two people in your family. 2 Compare two products, such as cars or electronics. London is just as exciting as Rome. / Rome is just as exciting as London. The ceramic vase is not nearly as beautiful as the glass vase. I’m not quite as rebellious as my sister. The Green Hotel is almost as expensive as the Chelton Hotel. The movie Kill Bill was just as violent as War of the Worlds. / The movie War of the Worlds was just as violent as Kill Bill. Answers will vary. Answers will vary. GRAMMAR READINESS xv them. While I that, my computer. I restarting, but nothing happened. While I to solve the problem, the phone. It was my friend Mark. He that the website I found had a virus. B USE THE GRAMMAR Complete the statements, using the past continuous or the simple past tense. 1 While I was leaving home for class today,. 2 Someone called me while. USE TO / USED TO A PRACTICE Complete each sentence with the correct armative or negative form of use to or used to. 1 I (like) to eat seafood, but now I do. 2 My school (be) near the mall, but it moved to another location. 3 you (go) to the beach a lot when you were a kid? 4 I (be) kind of an introvert, but now I like being with lots of people. 5 There (be) so many hotels on Bliss Street, but now there are lots of them. B USE THE GRAMMAR Complete the statements with real information. 1 There didn’t use to be in our city. 2 I used to when I was a kid. 3 I didn’t use to like , but now I do. THE PRESENT PERFECT A PRACTICE Choose the present perfect or simple past tense verb phrase to complete each conversation. 1 A: I’m worried we’re going to be late. Has Tom taken a shower yet? B: No. Actually, he (hasn’t gotten up / didn’t get up) yet! 2 A: Did you get Mr. Bland’s message this morning? B: Yes, I did. But I (didn’t have / haven’t had) time to respond yet. 3 A: Have you seen DiCaprio’s new movie? B: Actually, I (saw / have seen) it last night. It wasn’t great. 4 A: Have you stayed at the Greenvale Hotel before? B: Not at the Greenvale. But I (stayed / ’ve stayed) at the Huntington next door twice. B USE THE GRAMMAR Complete the statements about yourself. 1 I haven’t yet, but I’d like to. 2 I’ve more than three times. 3 I’ve since. 4 I haven’t for. 5 do 6 crash 7 try 8 try 9 ring 10 say was doing crashed tried was trying rang said Answers will vary. didn’t use to like used to be Did use to go used to be didn’t use to be Answers will vary. Answers will vary. GRAMMAR READINESS xvii 62 UNIT 6 A DISCUSSION Talk about the questions. - Which field or fields did you have the most check marks in? - Were you surprised by your results? Explain. - What are some jobs or professions in that field? 6UNIT Life Plans communication goals 1 Explain a change of intentions or plans. 2 Express regrets about past actions. 3 Discuss skills, abilities, and qualifications. 4 Discuss factors that promote success. work on experiments in a science laboratory write songs manage a department of a large business corporation repair furniture be a doctor and care for sick people design the stage scenery for a play teach adults how to read study a company’s sales restore antique cars teach science to young people help families with problems manage a company’s sales representatives make clothes to sell interpret X-rays and other medical tests make paintings and sculptures help couples with their new babies start my own business build houses What’s the best career for you? Take the preference inventory to see which fields might be a good match for you. Check the activities you like (or would like) to do. Write the number of check marks you have by each color. Field: SCIENCE SOCIAL WORK ARTS BUSINESS CRAFTS preview T63 UNIT 6, PREVIEW B 3:19 Photo story Suggested teaching time: Your actual teaching time: 7– minutes - As a warm-up, have students cover the text and look at the pictures. Ask them to make predictions for the following questions: Where are the women? (Possible answers: In a doctor’s oce, in a hospital.) Who are the two women? (Possible answer: They could be friends or relatives.) - To check comprehension after reading and listening, write on the board: 1. What is the reason for Charlotte’s visit? 2. What does Dr. Miller suggest? Why? - Have students discuss the questions in pairs and listen again to the Photo Story if necessary. - To review, ask volunteers for their answers. (1. Charlotte needs some advice. She’s interested in the health field, but wants to study something that doesn’t take very long. 2. Dr. Miller suggests that she become a physical therapist because she can help people and there are always jobs available.) C Focus on language Suggested teaching time: Your actual teaching time: 5– minutes - Encourage students to identify who says the phrases and to use the context of the conversation to help figure out the meaning. - Then have students compare answers with a partner and review with the class. SPEAKING A Have you ever changed... Suggested teaching time: Your actual teaching time: 5– minutes - To prepare students for the activity, review the list of areas in which people change their minds. As a class, brainstorm topics for the category other and write them on the board; for example, buying a car, taking a trip, making an investment. - Have students check the areas and take notes of reasons why they have changed their mind. B Discussion Suggested teaching time: Your actual teaching time: 10– minutes - Ask students to work in small groups and use their notes as a guide to talk about their experiences. Encourage the students who are listening to ask follow-up questions. - To review, write the six areas on the board and take a poll to find out how many people have changed plans in each area. Have volunteers give a brief description of the plan they have changed and explain why. Option: (+5 minutes) For a challenge, write on the board: Think of something that has been on your mind for some time. Think of reasons why you have been having trouble making up your mind. Think of someone whose brain you could pick to help you make a decision. Have students individually write notes to prepare to discuss the topics on the board and then tell a partner about their responses. Encourage students to use the language from the Photo Story. To review, have volunteers share their responses with the class. Language and culture - A job is something a person does to earn money. A career is a chosen profession that involves long-range planning and makes use of special skills, training, and education. extras Workbook AUDIOSCRIPT for page T65 (C Listen to activate vocabulary) CONVERSATION 1 [M = U. regional] M: So what did you want to be when you grew up? F: Me? I actually wanted to be a sculptor. And I was one for about five years. M: Really? So how come you’re an architect now? F: I guess it was just impossible to make a living. M: I can imagine. CONVERSATION 2 [M = British English] F: Weren’t you going to marry that American girl —what was her name—Jessica?? M: You remember! You’re amazing! F: Who could forget Jessica? M: Hmmm. Well, she was lovely! F: What made you change your mind? M: I never really changed my mind. My parents convinced me not to do it. CONVERSATION 3 [F = Russian] M: I always thought you would become a lawyer. F: What do you mean? M: Well, you love to argue, and you love to win. F: To tell you the truth, I really thought I would become a lawyer too, but I couldn’t pass the entrance exam. I took it twice. M: You’re kidding! F: Well, there’s more to law than arguing and winning. CONVERSATION 4 F1: I remember that Romanian skier you were going to marry. F2: Oh, yes. Andrei. He was so nice. F1: Whatever happened? F2: When you get older, your tastes just change, I guess. That’s why I married Jerome. UNIT 6 63 B 3:19 PHOTO STORY Read and listen to a conversation about a career choice. Charlotte: Dr. Miller, I wonder if I could pick your brain. Dr. Miller: Sure, Charlotte. What’s on your mind? Charlotte: Well, I always thought I would go to engineering school, but now I’m not so sure anymore. Dr. Miller: Well, it’s not so unusual for a person your age to change her mind... Dr. Miller: I must have changed mine ten times before I settled on medicine! Have you decided on something else? Charlotte: Well, actually, I’ve developed an interest in the health field, and since you’re a doctor... Dr. Miller: Are you thinking of medicine? Charlotte: Not specifically. Something related that doesn’t take that long to study... Charlotte: I know there are some good options, but I’m having trouble making up my mind. Dr. Miller: Well, have you given any thought to becoming a physical therapist? It’s a great field. You help people, and there’s always a job available. Charlotte: Hmm. Physical therapy. I should have thought of that. I’ll keep that in mind. C FOCUS ON LANGUAGE Find the following expressions in the Photo Story. Use the context to help you match the expressions and their meanings. 1 make up one’s mind a decide to do something else 2 keep something in mind b remember something 3 be on one’s mind c think of something 4 settle on d decide to do something after considering conflicting choices 5 change one’s mind e ask someone about something 6 pick someone’s brain f make a final decision that won’t change SPEAKING A Have you ever changed your mind before settling on something? Check any areas in which you have changed your mind. a career or job choice a field of study a marriage a flat or other place to live the choice of a school or college other B DISCUSSION Survey the class. How many classmates checked each box? Discuss the reasons why people changed their plans. d b c f a e |
