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Pan ofBook3 Titles/Topics
UNIT 1 PAGES 2-7 That's what friends are for! Personality types and qualities; relationships; turn ons and turnoffs
UNIT 2 PAGES 8-13 Career moves Jobs; careers of the future; job skills; summer jobs
PROGRESS CHECK PAGES 14-15
UNIT 3 PAGES 16-21 Could you do me a favor? Favors; formal and informal requests; messages
--
UNIT 4 PAGES 22-27
What a story! The media; news stories; exceptional events
PROGRESS CHECK PAGES 28-29
UNIT 5 PAGES 30-35 Crossing cultures Cultural comparisons and culture shock; moving abroad; emotions; customs; tourism and travel abroad
UNIT 6 PAGES 36-41 What's wrong with it? Consumer complaints; everyday problems; electronics; repairs
PROGRESS CHECK PAGES 42-43
UNIT 7 PAGES 44-49 The world we live in The environment; world problems; current issues
UNIT 8 PAGES 50-55 Lifelong learning Education; learner choices; strategies for learning; personal qualities
PROGRESS CHECK PAGES 56-57
vi
Speaking
Describing personalities; expressing likes and dislikes; agreeing and disagreeing; complaining
Talking about possible careers; describing jobs; discussing the negative aspects of some jobs
Making unusual requests; making direct and indirect requests; accepting and declining requests
Narrating a story; describing events and experiences in the past
Talking about moving abroad; expressing emotions; describing cultural expectations; giving advice
Describing problems; making complaints; explaining something that needs to be done
Identifying and describing problems; coming up with solutions
Asking about preferences; discussing pros and cons of different college majors; talking about learning methods; talking about personal qualities
Grammar
Relative pronouns as subjects and objects; it clauses+ adverbial clauses with when
Gerund phrases as subjects and objects; comparisons with adjectives, nouns, verbs, and past participles
Requests with modals, if clauses, and gerunds; indirect requests
Past continuous vs. simple past; past perfect
Noun phrases containing relative clauses; expectations: the custom to, (not) supposed to, expected to, (not) acceptable to
Describing problems with past participles as adjectives and with nouns; describing problems with need+ gerund, need+ passive infinitive, and keep+ gerund
Passive in the present continuous and present perfect; prepositions of cause; infinitive clauses and phrases
Would rather and would prefer; by+ gerund to describe how to do things
Pronunciation/Listening
Linked sounds Listening for descriptions of people; listening for opinions
Stress with compound nouns Listening to descriptions of summer jobs; listening for likes and dislikes
Unreleased consonants Listening to people making, accepting, and declining requests
Intonation in complex sentences Listening to news podcasts; listening to narratives about past events
Word stress in sentences Listening for information about living abroad; listening to opinions about customs
Contrastive stress Listening to complaints; listening to people exchange things in a store; listening to repair people describe their jobs
Reduction of auxiliary verbs Listening to environmental problems; listening for solutions
Intonation in questions of choice Listening to descriptions of courses; listening for additional information
Writing/Reading
Writing a description of a best friend "To Friend or Unfriend?": Reading about choosing online friends
Writing about career advantages and disadvantages "Help! How Can I Find a Job?": Reading a message board with advice on how to find a job
Writing emails with requests "Yes or No?": Reading about the way people in different cultures respond "yes" and "no"
Writing a news story "The Changing World of Slogging": Reading about the evolution of blogs
Writing a tourist pamphlet "Culture Shock": Reading blog entries about moving to another country
Writing a critical online review "The Value of Upcycling": Reading about reusing materials to make things of greater value
Writing a message on a community website "Saving a Coral Reef- An Eco Tipping Point": Reading about reviving marine life around Apo Island
Writing about a skill or a hobby "Learning Styles": Reading about different kinds of learning
Interchange Activity
"Personality types": Interviewing a classmate to find out about personality characteristics
PAGE 114
"The dinner party": Comparing people's careers and personalities to make a seating chart for a dinner party
PAGE 115
"Borrowers and lenders": Asking classmates to borrow items; lending or refusing to lend items
PAGE 116
"A double ending": Completing a story with two different endings
PAGE 117
"Culture check": Comparing customs in different countries
PAGE 118
"Fixer-upper": Comparing problems in two pictures of an apartment
PAGES 119,120
"Make your voices heard!": Choosing an issue and deciding on an effective method of protest; devising a strategy
PAGE 121
"Learning curves": Choosing between different things you want to learn
PAGE 122
vii
Titles/Topics ---
UNIT 9 PAGES 58-63 Improvements Everyday services; recommendations; self-improvement
UNIT 10 PAGES ~64-69
The past and the future Historic events and people; biography; the future
PROGRESS CHECK PAGES 70-71
UNIT 11 PAGES 72-77 Life's little lessons Milestones and turning points; behavior and personality; regrets
UNIT 12 PAGES 78-83
The right stuff Qualities for success; successful businesses; advertising
PROGRESS CHECK PAGES 84-85
UNIT 13 PAGES 86-91
That's a possibility. Pet peeves; unexplained events; reactions; complicated situations and advice
UNIT 14 PAGES 92-97 Behind the scenes How a movie is made; media professions; processes; the entertainment industry
PROGRESS CHECK PAGES 98-99
UNIT15 PAGES 100-105 There should be a law! Recommendations; opinions; local concerns; controversial issues
UNliT 16 PAGES 106-111 Challenges and accomplishments Challenges; accomplishments; goals; volunteering
PROGRESS CHECK PAGES 112-113
GRAMMAR PLUS PAGES 132-151
viii
Speaking
Talking about things you need to have done; asking for and giving advice or suggestions
Talking about history events; talking about things to be accomplished in the future
Describing rites of passage; describing turning points; describing regrets and hypothetical situations
Describing qualities for success; describing features; giving reasons for success; interviewing for a job; talking about ads and slogans
Making conclusions; offering explanations; describing hypothetical events; giving advice for complicated situations
Describing how something is done or made; describing careers in the media
Giving opinions for and against controversial issues; offering a different opinion; agreeing and disagreeing
Describing challenges, frustrations, and rewards; talking about the past and the future
Grammar
Get or have something done; making suggestions with modals + verbs, gerunds, negative questions, and infinitives
Referring to time in the past with adverbs and prepositions: during, in, ago, from ... to, for, since; predicting the future with will, future continuous, and future perfect
Time clauses: before, after, once, the moment, as soon as, until, by the time; expressing regret with should (not) have+ past participle; describing hypothetical situations with if clauses + past perfect
Describing purpose with infinitive clauses and infinitive clauses with for; giving reasons with because, since, because of, for, due to, and the reason
Past modals for degrees of certainty: must (not) have, may (not) have, might (not) have, could (not) have; past modals for judgments and suggestions: should (not) have, could (not) have, would (not) have
The passive to describe process with is/are+ past participle and modal + be + past participle; defining and non-defining relative clauses
Giving recommendations and opinions with passive modals: should be, ought to be, must be, has to be, has got to be; tag questions for opinions
Complex noun phrases containing gerunds; accomplishments with the present perfect and simple past; goals with the future perfect and would like to have+ past participle
Pronunciation/Listening
Sentence stress Listening to suggestions for self-improvement
Syllable stress Listening to predictions
Reduction of have and been Listening to descriptions of important events; listening to regrets and explanations
Reduced words Listening for features and slogans
Reduction in past medals Listening to explanations; listening for the best solution
Review of stress in compound nouns Listening to a producer describe his work; listening for personality traits
Intonation in tag questions Listening for solutions to everyday annoyances; listening to issues and opinions
Stress and rhythm Listening to challenges and rewards of people's work; listening for people's goals for the future
Writing/Reading
Writing a letter of advice "Critical Thinking": Reading about the characteristics and benefits of critical thinking
Writing a biography ''Tweet to Eat'': Reading about a restaurant that uses social networking to reach customers
Writing a letter of apology ''Milestones Around the World'': Reading about important life events in Egypt, Mexico, and Vanuatu
Writing a radio or TV commercial 11The Wrong Stuff": Reading about advertising failures
Writing about a complicated situation ''The Blue Lights of Silver Cliff'': Reading a story about an unexplained phenomenon
Writing about a process "Hooray for Bollywood!": Reading about the kind of movies made in India
Writing a persuasive essay "How Serious Is Plagiarism?": Reading about plagiarism and people's opinions about its severity
Writing a personal statement for an application "Young and Gifted": Reading about exceptionally gifted young people
Interchange Activity
"Put yourself in my shoes!": Discussing different points of view of parents and their children
PAGE 123
"History buff": Taking a history quiz
PAGES 124, 126
~~when I was younger, ... 11: Playing a
board game to talk about how you were and could have been
PAGE 125
~~catchy slogans": Creating a slogan and logo for a product
PAGE 127
11Photo plays": Drawing possible conclusions about situations
PAGE 128
"Who makes it happen?": Putting together a crew for making a movie
PAGE 129
11You be the judge!": Deciding on punishments for common offenses
PAGE 130
11Viewpoints11: Taking a survey about
volunteering
PAGE 131
ix
f at's w • e a 0 U sNAPSHor
2
What women look for in a partner
1. love 6. a good listener 2. understanding 7. affection 3. conversation 8. responsibility at home 4. time together 9. free time 5. a positive attitude 10. good health
~ What men look for
in a partner l belief in his capabil'ties 6. affection 2. understanding 7. respect
h 3. compliments 8. free time ../
4. acceptance 9. trust 5. direct conversation 10. companionship
Source: http:/ /marriage.about.com
What qualities do both men and women look for in their partners? In your opinion, which of the things above are most important to look for in a partner? Are there other important qualities missing from the lists?
CONVERSATION /like guys who . .. ~~~~~~~~~~~~--~--~--~----~
----------------------------------------~
A 0 Listen and practice.
Chris: Do you have a date for your friend's wedding yet?
Kim: Actually, no, I don't. ... Do you know anyone I
could go with? Chris: Hmm. What kind of guys do you like?
Kim: Oh, I like guys who aren't too serious and who
have a good sense of humor. You know, someone
like you. Chris: OK. Uh, what else?
Kim: Well, I'd prefer someone I have something in
common with -who I can talk to easily.
Chris: I think I know just the guy for you. Bob Branson.
Do you know him?
Kim: No, I don't think so.
Chris: OK, I'll ask him to meet us for coffee, and you can
tell me what you think.
B 0 , Listen to Chris and Kim discuss Bob after they met for coffee. How did Kim like him?
Iii GRAMMAR_- F_O~C~U_S_~~-~--~~~~~~-----...
As the subject of a clause As the object of a clause I like guys who/that aren't too serious. I'd prefer someone (who/that) I have fun with. I like guys who/that have a good sense of humor. I'd prefer someone (who/that) I can talk to easily.
A Match the information in columns A and B. Then compare with a partner.
A B
1. I don't want to have a partner who/that ..... ~ .... .. a. help me understand things easily. 2. I enjoy teachers who/that ..... ... .... b. lrespectasaleade~ 3. I'd prefer a roommate who/that .. ... .. .. ... c. have a good sense of humor. 4. I don't like to be with people who/that ... .. .. .. ... d. I have nothing in common with. 5. I discuss my problems with friends who/that ......... ... e. can give me good advice. 6. I'd like to have a boss who/that ... ..... .. .. f. I don't feel comfortable around. 7. I like to meet people who/that .. .. .. .. .... g. is quiet, considerate, and neat.
B Put a line through who/that in part A if it's optional. Then compare with a partner.
C PAIR WORK Complete the sentences in column A with your own information. Do you and your partner have similar opinions?
A: I don't want to have a partner who isn't a good listener. B: Neither do I. I don't want to have a partner who doesn't have a positive attitude either.
WORD POWER Personalities
A Match the words with the definitions. Then decide whether the words are positive (P) or negative (N). Write P or N after each word.
h 1. . p easygomg .. .. ... ... .. a. a person who doesn't change easily and is stubborn 2. egotistical ... .. .. .. .. . b. someone who doesn't like sharing 3. inflexible .. .. ..... ... c. someone who has a very high opinion of him- or herself 4. modest ... ... ...... d. someone who is helpful and encouraging 5. sociable .. .. .. .. .... e. a person who doesn't do what he or she promised 6. stingy ....... .. .. . f. a person who enjoys being with other people 7. supportive .. ... .. .. .. . g. a person who has unpredictable or irregular moods 8. temperamental .. .... .. .. .. h. a person who doesn't worry much or get angry easily 9. unreliable .. ... ....... i. someone who doesn't brag about his or her accomplishments
B PAIR WORK Cover the definitions. Take turns talking about the adjectives in your own words.
"An easygoing person is someone who .. :'
C PAIR WORK Think of at least two adjectives to describe yourself. Then tell a partner.
That's what friends are for! • 3
--· LISTENING What are they like?
A 0 Listen to conversations that describe three people. Are the descriptions positive (P) or negative (N)? Check(./) the box.
1. Andrea t ' P 2. James n p 3. Mr. Johnson l :1 P
Ci N L1 N C: N
B 0 Listen again. Write two adjectives that describe each person in the chart.
DISCUSSION Ideal people
A What is the ideal parent, friend, or partner like? What is one quality each should have and one quality each should not have? Complete the chart.
The ideal parent The ideal friend The ideal partner
B GROUP WORK Take turns describing your ideal people. Try to agree on the two most important qualities for a parent, a friend, and a partner.
A: I think the ideal parent is someone who is easygoing and who ...
B: I agree. The ideal parent is someone that doesn't get upset easily and who isn't temperamental.
C: Oh, I'm not sure I agree ....
WRITING About a best friend
A Think about your best friend. Answer the questions. Then write a paragraph.
What is your best friend like? How long have you been friends? How did you meet? How are you similar? How are you different?
My best friend is someone who is friendly and easygoing.
She's a reliable friend and someone who I can call anytime.
We've been friends for about five years, but we didn't
become friends right away. We ...
B PAIR WORK Exchange paragraphs. How are your best friends similar? How are
they different?
4 • Unit 1
A 0 Listen to some common complaints. Check(.!') the ones you agree with.
I can't stand it when a child screams in a restaurant.
I don't like it when a cell phone rings in the classroom.
It bothers me when a teacher forgets my name.
I hate it when people talk with their mouths full.
It upsets me when a close friend forgets my birthday.
I can't stand it when people talk loudly to each other during a movie.
I don't like it when people call me early in the morning.
It bothers me when my doctor arrives late for an appointment.
Score: If you checked ... 1-2 complaints: Wow! You don't get annoyed very easily. 3-4 complaints: You're fairly easygoing. 5-6 complaints: You get annoyed pretty easily. 7-8 complaints: Relax! You get annoyed too easily.
B Calculate your score. Do you get annoyed easily? Tell the class what bothers you the most.
ijj PRONUNCIATION Linked sounds _________ _
A 0 Listen and practice. Final consonant sounds are often linked to the vowel sounds that follow them.
l~psets me when---3 perso~s~nreliable.
I love it when---.9 frienqjs supportiv~nd kind.
B 0 Mark the linked sounds in the sentences below. Listen and check. Then practice saying the sentences.
1. I can't stand it when someone is late for an appointment.
2. Does it bother you when a friend is unreliable?
3. I hate it when a cell phone goes off in class.
C Take turns saying the sentences in Exercise 8. Pay attention to linked sounds.
That's what friends are for! • 5
I like it I don't mind it I can't stand it
It makes me happy It bothers me
It upsets me
when a teacher is helpful and supportive.
when a friend visits without calling me first.
when a child screams in a restaurant.
when people do nice things for no reason.
when my doctor arrives late for an appointment.
when a close friend forgets my birthday.
A How do you feel about these situations? Complete the sentences with it clauses from the list. Then take turns reading your sentences with a partner.
I love it I like it It makes me happy
I don't mind it It doesn't bother me It annoys me
I don't like it It really upsets me I can't stand it
1. . .......................................... when someone gives me a compliment. 2. . .......................................... when I get phone calls on my birthday. 3. . ............................ .... ...... .... when a stranger asks me for money. 4. .. ................... ............ .......... when people call me late at night. 5. . .......................................... when teachers are temperamental. 6. . .......................................... when people are direct and say what's on their mind. 7 . ..................... ...................... when someone corrects my English in front of others. ---.,.---:-:--~----:-~ 8. . .......................................... when a friend is sensitive and supportive. 9. . .......................................... when people throw trash on the ground.
1 0. .. ......................................... when a friend treats me to dinner.
B GROUP WORK Do you ever get annoyed by a certain type of person or situation? Write down five things that annoy you the most. Then compare in groups.
A: I can't stand it when someone puts me on hold. B: I feel the same way. C: Yeah, but it bothers me more when ...
INTERCHANGE 7 Personality types
Interview a classmate to find out about his or her personality. Go to Interchange 1 on page 114.
6 • Unit 1
ATM ~nsswon,o
DENIED call555-8816 for assistance '
READING
Social networking makes it very easy to have friends -lots and lots of friends. Hundreds of millions of people have joined Facebook, Orkut, and other sites so that they can communicate with their friends online. However, the meaning of the word "friend" seems to have changed. In the past, a friend was someone you had a close personal relationship with. Now, anyone in the world can be your friend online! Some people have thousands of cyberfriends, but what do you do if you don't want so many friends?
Easy! You can dump an unwanted friend with just one click of your mouse. In recent years, it has become so common to get rid of friends in this way that there is a new word to describe it - to "unfriend." The New Oxford American Dictionary named it Word of the Year in 2009 and defined it like this: "to remove someone as a 'friend' from a social networking site." But why would you want to do such a drastic thing as unfriend someone?
The most common reason for unfriending someone is to eliminate annoying people from your social life. For example, some friends post messages much too frequently- and those messages can be extremely boring. They endlessly post status updates that say things like "I'm cooking dinner" or "I'm doing my homework." Another reason for unfriending someone is disagreement about world issues. A third reason is to get rid of people who write nasty things on social websites.
Although dumping friends is not just an Internet phenomenon, far more online friendships end suddenly than off-line ones. Even in this computer age, it remains true that many people prefer spending time together face-to-face. After all, that's what friends are for!
A Read the article. Then for each statement, check (wl') True, False, or Not given.
rue false
1. Social networking has changed the way many people make friends. 0 0 2. It's not easy to remove cyberfriends. D n 3. The word "unfriend" became popular in 2009. 0 0 4. People who are unfriended may feel upset. 0 0 5. Some people write unpleasant things on websites. 0 n 6. Sometimes family members are unfriended from websites. 0 0
B Find the words and phrases in italics in the text. Then choose the meaning for each one.
1. When you have a personal relationship, you know I don't know someone well. 2. If you dump people you know, you friend I unfriend them. 3. You might do something drastic when you feel easygoing I strongly about it. 4. When you eliminate someone from your life, you add I remove them. 5. If you are face-to-face with someone, you are in the same I a different location.
C PAIR WORK Have you ever unfriended anyone? Why? Have you ever been unfriended? How did you feel?
ot given
0 0 0 0 0 0
That's what friends are for! • 7
