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• JOAN SASLOW ALLEN ASCHER

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TEACHER'S EDITION AND LESSON PLANNER

JOAN SASLOW
ALLEN ASCHER
CONTENTS

About the Authors.................................................. v

Learning Objectives ................................................vi
To the Teacher..................................................... x
Components ......................................................xi
Using your Summit Teacher's Edition and Lesson Planner .................. xii

Lesson Planner
UNIT 1 Dreams and Goals.....................................T2
UNIT 2 Character and Responsibility ........................... T14
UNIT3 Fears, Hardships, and Heroism ..........................T26
UNIT 4 Getting Along with Others .............................T38
UNIT 5 Humor.............................................TSO
UNIT6 Troubles While Traveling...............................T62
UNIT7 Mind Over Matter .................................... T74
UNIT 8 Performing at Your Best ...............................T86
UNIT 9 What Lies Ahead? ....................................T98
UNIT 10 An Interconnected World ............................. T110

Reference Charts ................................................. 122

GRAMMAR BOOSTER
................................................. T128
PRONUNCIATION BOOSTER
.............................................. T143
TEST-TAKING SKILLS BOOSTER
............................................... 151

Other Resources
Audioscript ..................................................... 161
Summit TV Teaching Notes .........................................180
Conversation and Discussion Activator Video Scripts.....................205

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ABOUT THE AUTHORS
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Joan Saslow ��
Joan Saslow has taught i� a variety of programs in South America and fne United'States. She•is c;;u'thor �r cociuthor
of a number of widely used courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Top Noti:h.
She is also author of English in Context, a series for reading science and technology. M.s . Saslow . was the series
director of True Co/ors and True Voices. She has participated in the English Language Specialist Program in the
U.S. 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 Co/ors, NorthStar, the Longman
TOEFL Preparation Series, and the Longman Academic Writing Series. He is coauthor of Top Notch, and he wrote the
"Teaching Speaking" module of Teacher Development /nteracti�e, 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 wish to thank Katherine Klagsbrun for developing the digital Extra Challenge Reading Activities that
appear with all reading selections in Summit 2.
The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for
_,~- Summit, as well as the hundreds of teachers who completed surveys and participated in focus groups.
Cris Asperti, CEL LEP, Sao Paulo, Huanambal Diaz, ICPNA Chiclayo, Cuernavaca, Mexico • Jose Luis Perez
Brazil • Diana Alicia Avila Martinez, Peru • Chandra Victor Jacobs Sukahai, Trevino, lnstituto Obispado, Monterrey,
CUEC, Monterrey, Mexico • Shannon Universidad de Valle de Mexico, Mexico • Evelize Maria Placido Florian,
Brown, Nagoya University of Foreign Monterrey, Mexico • Yeni Jimenez Sao Paulo, Brazil • Armida Rivas,
Studies, Nagoya, Japan • Cesar Byrd, Torres, Centro Colombo Americano Monterrey, Mexico • Luis Rodriguez
Universidad ETAC Campus Chalco, Bogota, Colombia • Simon Lees, Nagoya Amau, ICPNA Chiclayo, Peru • Fabio
Mexico City, Mexico • Maria Claudia University of Foreign Studies, Nagoya, Ossaamn Rok Kaku, Prize Language
Campos de Freitas, Metalanguage, Sao Japan • Thomas LeViness, PROULEX, School, Sao Paulo, Brazil • Ana Maria
Paulo, Brazil • Alvaro Del Castillo Alba, Guadalajara, Mexico • Amy Lewis, Roman Villareal, CUEC, Monterrey,
CBA, Santa Cruz, Bolivia • Isidro Castro Waseda University, Tokyo, Japan • Luz Mexico • Reynaldo Romano C., CBA, La
Galvan, lnstituto Teocalli, Monterrey, Libia Rey, Centro Colombo Americano, Paz, Bolivia • Francisco Rondon, Centro
Mexico • Melisa Celi, ldiomas Catolica, Bogota, Colombia • Diego Lopez, Colombo Americano, Bogota, Colombia •
Lima, Peru • Carlos Celis, CEL LEP, Sao ldiomas Cat61ica, Lima, Peru • Junior Peter Russell, Waseda University, Tokyo,
Paulo, Brazil • Jussara Costa e Silva, Lozano, ldiomas Catolica, Lima, Peru Japan • Rubena St. Louis, Universidad
Prize Language School, Sao Paulo, Brazil • Tanja McCandie, Nanzan University, Simon Bolivar, Caracas, Venezuela
• lnara Couto, CEL LEP, Sao Paulo, Brazil Nagoya, Japan • Tammy Martinez • Marisol Salazar, Centro Colombo
• Gemma Crouch, ICPNA Chiclayo, Nieves, Universidad Autonoma de Nuevo Americano, Bogota, Colombia • Miguel
Peru • Ingrid Valverde Diaz del Olmo, Leon, Monterrey, Mexico • Maria Teresa Sierra, ldiomas Catolica, Lima, Peru •
ICPNA Cusco, Peru • Jacqueline Diaz Melendez Mantilla, ICPNA Chiclayo, Greg Strong, Aoyama Gakuin University,
Esquivel, PROULEX, Guadalajara, Peru • Monica Nomberto, ICPNA Tokyo, Japan • G.erald Talandis, Toyama
Mexico • Maria Eid Ceneviva, CBA, Chiclayo, Peru • Otilia Ojeda, Monterrey, University, Toyama, Japan • Stephen
Cochabamba, Bolivia • Erika Licia Mexico • Juana Palacios, ldiomas Thompson, Nagoya University of Foreign
Esteves Silva, Murphy English, Sao Paulo, Cat61ica, Lima, Peru • Giuseppe Paldino Studies, Nagoya, Japan • Jose Luis
Brazil • Cristian Garay, ldiomas tatolica, Mayorga, Jellyfish Learning Center, San Urbina Hurtado, lnstituto Tecno16gico de
Lima, Peru • Miguel Angel Guerrero Cristobal, Ecuador • Henry Eduardo Leon, Mexico • Rene F. Valdivia Pereyra,
Pozos, PROULEX, Guadalajara, Mexico Pardo Lamprea, Universidad Militar CBA, Santa Cruz, Bolivia • Magno
• Anderson Francisco Guimaraes Nueva Granada, Colombia • Dario Aleiandro Vivar Hurtado, Salesian
Maia, Centro Cultural Brasil Estados Paredes, Centro Colombo Americano, Polytechnic University, Ecuador • Belkis
Unidos, Belem, Brazil • Cesar Guzman, Bogota, Colombia • Teresa Noemi Parra Yanes, Caracas, Venezuela • Holger
CAADI Monterrey, Mexico • Cesar Alarcon, Centro Anglo Americano de Zamora, ICPNA Cusco, Peru • Maria

- Ivan Hernandez Escobedo, PROULEX,

Guadalajara, Mexico • Robert Hinton,
Nihon University, Tokyo, Japan • Segundo
Cuernavaca, S.C., Cuernavaca, Mexico •
Carlos Eduardo de la Paz Arroyo, Centro
Anglo Americano de Cuernavaca, S.C.,
Cristina Zanon Costa, Metalanguage,
Sao Paulo, Brazil • Kathia Zegarra,
ldiomas Cat61ica, Lima, Peru. V
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LEARNING OBJECTIVES

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UNIT CO MMUNICATION GOALS VOCABULARY GRAMMAR
• Ask about someone's background • Job applications • Simultaneous and sequential past actions: review
• Discuss career and study plans • Collocations for career and study and expansion
• Compare your dreams and goals in plans • Completed and uncompleted past actions closely
life • Describing dreams and goals related to the present
• Describe job qualifications Word Study: GRAMMAR BOOSTER
• Collocations with have and ggt for
Dreams and qualifications • Describing past actions and events: review
Goals • Stative verbs: non-action and action meanings

PAGE 2

D
• Describe the consequences of lying • Taking or avoiding responsibility • Adjective clauses: review and expansion
• Express regret and take • Philanthropic work • "Comment" clauses
responsibility
• Explore where values come from GRAMMAR BOOSTER
• Discuss how best to help others • Adjective clauses: overview

Character • Grammar for Writing: adjective clauses with

quantifiers
and • Grammar for Writing: reduced adjective clauses
Responsibility
PAGE 14

II
• Express frustration.empathy, and • Expressing frustration, empathy, • Clauses with lliL.!l!fil1fil
encouragement and encouragement • Using fill ... (1.b.at) or SJJIB .. (l.bfil) to explain
• Describe how fear affects you • Physical effects of fear results
physically
Word Study:
• Discuss overcoming handicaps and • Using parts of speech GRAMMAR BOOSTER
hardships • Embedded questions: review and common errors
Fears, • Examine the nature of heroism • Non-count nouns made countable
Hardships, • Nouns used in both countable and uncountable
and sense

Heroism
PAGE 26

II
• Discuss how to overcome • Shortcomings • Adverb clauses of condition
shortcomings • Expressing and controlling anger • Cleft sentences: review and expansion
• Acknowledge inconsiderate
behavior GRAMMAR BOOSTER
• Explain how you handle anger • Grammar for Writing: more conjunctions and
• Explore the qualities of friendship transitions
Getting - J

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• Cleft sentences: more on meaning and use
Along with
Others
PAGE 38

• Discuss the health benefits of • Ways to respond to jokes and • Indirect speech: backshifts in tense and time
laughter other funny things expressions
• Respond to something funny • Common types of jokes • Questions in indirect speech
• Analyze what makes us laugh • Practical jokes
• Explore the limits of humor GRAMMAR BOOSTER

Humor •
•
Imperatives in indirect speech
Changes to pronouns and possessives
PAGE 50 • �.�.and�
• Other reporting verbs

vi
 CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING
✓--
• Use Thanks for asking to express Listening Skills: Texts: Task:
appreciation for someone's interest. • Listen to activate vocabulary • An application for employment • Write a traditional cover
• Use Correct me if I'm wrong. lli!L.,__,, to • Listen for main ideas • An article about two famous people letter to an employer
tentatively assert what you believe about • Listen to confirm content • An article about good and bad Skill:
someone or something. interview behavior • A formal cover letter
• Listen for supporting details
• Say I've given it some thought and ... to • A job advertisement
• Listen to infer
introduce a thoughtful opinion.
• A resume
• Informally ask for directions by saying
Steer me in the right direction. PRONUNCIATION BOOSTER Skills / strategies:
• Say As a matter of fact to present a • Sentence stress and intonation: • Understand idioms and expressions
relevant fact. review • Confirm information
• Offer assistance with I'd be more than • Apply ideas
b.aQQDQ
.,--. • Say I really appreciate it to express
gratitude.

• Admit having made a mistake by Listening Skills: Texts: Task:

apologizing with I'm really sorry. lli!L.,__,, • Listen to infer information • A survey about taking or avoiding • Write a college application
• Confirm that someone agrees to an offer • Listen to support an opinion responsibility essay
with if that's OK. • Listen for main ideas • An article about lying Skill:
• Use That's really not necessary to politely • Listen to classify • A textbook article about the • Restrictive and non­
turn down an offer. development of values restrictive adjective
• Listen to confirm content
• Take responsibility for a mistake by • Dictionary entries clauses
• Listen for point of view
saying Please accept my apology. • Short biographies
• Listen to summarize
• Listen to draw conclusions Skills / strategies:
• Understand idioms and expressions
PRONUNCIATION BOOSTER • Relate to personal experience
• Classify vocabulary using context
• Emphatic stress and pitch to
· express emotion • Critical thinking
."�---------------------------------------------------------------l
• Ask Is something wrong? to express Listening Skills: Texts: Task:
concern about someone's state of mind. • Listen to predict • A self-test about how fearful • Write a short report about
• Ask What's going on 7 to show interest in • Listen to activate parts of speech you are a dangerous or frightening
the details of someone's problem. • Interview responses about how fear event
• Listen for details
• Begin an explanation with 'tlel!, � affects people physically Skill:
• Listen to retell a story
to characterize a problem in few words. • An article about Marlee Matlin • Reducing adverbial
• Listen to summarize
• Say Hang in there to offer support to • Profiles of three heroes clauses
someone facing a difficulty.
PRONUNCIATION BOOSTER Skills / strategies:
• Say Anytime to acknowledge someone·s • Understand idioms and expressions
appreciation and minimize what one has • Vowel reduction to /a/
done. • Understand meaning from context
• Summarize
.-,-,,,---------------------------------------------------------------l
• Introduce an uncomfortable topic with Listening Skills: Texts: Task:
� something I need to bring up. • Listen to activate grammar • Profiles about people's • Write a three-paragraph
• Say I didn ·1 realize that to acknowledge a • Listen to summarize the main idea shortcomings essay presenting a
complaint about your behavior. • Descriptions of different workshops solution to a common
• Listen to infer information
shortcoming
• Use I didn ·1 mean to ... to apologize for • Listen to draw conclusions • An article on friendship
and summarize someone's complaint. Skill:
Skills / strategies: • Transitional topic
• Say On the contrary to assure someone PRONUNCIATION BOOSTER • Understand idioms and expressions
that you don't feel the way they think you sentences
might. • Shifting emphatic stress • Understand meaning from context
• Say I can see your point to acknowledge • Apply ideas
someone's point of view. • Relate to personal experience

• Exclaim You've got to see this! to urge Listening Skills: Texts: Task:
someone to look at something. • Listen to activate vocabulary • A self-test about your sense • Write a true or imaginary
• Introduce a statement with� to • Listen to summarize of humor story
✓ insist someone not hesitate to take your • Listen to take notes An article about the health benefits Skill:
suggestion. of laughter
• Listen to apply ideas • Writing dialogue
• Say That's priceless to strongly praise • An article about the theories
something. of humor
PRONUNCIATION BOOSTER
• Agree informally with Totally. • Descriptions of practical jokes
• Intonation of sarcasm
Skills / strategies:
• Understand idioms and expressions
• Critical thinking
• Classify

vii
 UNI T CO MMUNICATION GOALS VOCABULARY GRAMMAR
• Describe some causes of travel • Travel nouns • Unreal conditional sentences: continuous forms
hassles • Unreal conditional statements with
Word Study:
• Express gratitude for a favor while • Past participles as noun modifiers if it weren't for ... / jf it hadn't been tor ...
traveling
• Discuss staying safe on the Internet GRAMMAR BOOSTER
• Talk about lost, stolen, or damaged • The conditional: summary and extension
Troubles property
While
Traveling

n
PAGE 62

• Suggest that someone is being • Ways to express disbelief • Nouns: indefinite, definite, unique, and generic
gullible • Expressions with mind meaning (review and expansion}
• Examine superstitions for • Indirect speech: tt + a passive reporting verb
believability Word Study:
• Noun and adjective forms
• Talk about the power of suggestion GRAMMAR BOOSTER
• Discuss phobias • Article usage: summary
Mind Over • Definite article: additional uses

n
Matter • More non-count nouns with both a countable and
PAGE 74 an uncountable sense
• Grammar for Writing: indirect speech with passive
reporting verbs

• Discuss your talents and strengths • Expressions to describe talents • Using auxiliary QQ for emphatic stress
• Suggest ways to boost intelligence and strengths • The subjunctive
• Explain how you produce your best • Adjectives that describe aspects
work of intelligence GRAMMAR BOOSTER
• Describe what makes someone a • Grammar for Writing: emphatic stress

n
"genius"
Performing • Infinitives and gerunds in place of the subjunctive

at Your Best
PAGE 86

• Discuss the feasibility of future • Innovative technologies • The passive voice: the future, the future as seen
technologies • Ways to express a concern about from the past, and the future perfect
• Evaluate applications of innovative consequences • The passive voice in unreal conditional sentences
technologies • Describing social and
• Discuss how to protect our future demographic trends GRAMMAR BOOSTER
environment
• Grammar for Writing: when to use the passive
What Lies • Examine future social and voice
Ahead? demographic trends

PAGE 98

• React to news about global issues • Phrasal verbs to discuss issues • Separability of transitive phrasal verbs
• Describe the impact of foreign and problems
imports GRAMMAR BOOSTER
• Discuss the pros and cons of • Phrasal verbs: expansion
globalization
• Suggest ways to avoid culture
An shock
Interconnected
World
PAGE 110

Reference Charts .......................................................................................................... page 122

Grammar Booster ......................................................................................................... page 128
Pronunciation Booster .................................................................................................... page 143
Test-Taking Skills Booster ................................................................................................. page 151
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CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING
• Ask a stranger for help with I wonder if Listening Skills: Texts: Task:
you could do me a favor. • Listen to infer • A travel tips contest • Write an essay comparing
• Agree to offer assistance with How can I • Listen to activate grammar • Interview responses about travel and contrasting two
b..elQZ hassles means of transportation
• Listen for main ideas
• Confirm willingness to perform a favor • Listen to confirm content • An article about the dangers of Skill:
with I'd be happy to. public Wi·Fi • A comparison and
• Listen to understand meaning from
• Introduce a statement of relief with 11'.il.. context Skills I strategies:
contrast essay
good thing. • Understand idioms and expressions
• Listen for details
• Listen to summarize • Understand meaning from context
• Paraphrase
PRONUNCIATION BOOSTER • Find supporting details
• Regular past participle endings
• Reduction in perfect modals

• Call someone's attention to an Listening Skills: Texts: Task:

outrageous claim with Can you believe • Listen for details • A website about superstitions • Write a four-paragraph
this 1 • Listen to confirm content • An article about the placebo and essay on superstitions
• Express surprise at someone's gullibility • Listen to summarize nocebo effects Skill:
with Oh, come on. • Subject/ verb agreement:
• Listen to infer Skills / strategies:
• Use That's got to be to underscore a • Understand idioms and expressions expansion
conclusion.
PRONUNCIATION BOOSTER • Infer meaning
• Add 1£.l!ill to an opinion one isn't sure
about. • Linking sounds • Draw conclusions
• Express extreme agreement to another's • Critical thinking
opinion with You can say that again.

• Say Guess what? to introduce exciting Listening Skills;, Texts: Task:

news. • Listen for main ideas • A quiz on emotional intelligence • Write a three-paragraph
• Use I can't make up my mind between .. • Listen to infer • An article on whether intelligence essay about the
to signal indecision. can be increased challenges of staying
• Listen for supporting details
focused
• Use I wouldn't say ... to express modesty • Listen to draw conclusions • An article on staying on target
or doubt. Skill:
Skills / strategies: • Explaining cause and
• Support a statement or point of view with PRONUNCIATION BOOSTER • Understand idioms and expressions
!'ve been told that. result
• Emphatic stress with auxiliary verbs • Apply ideas
• Provide support for someone's decision
with I don't think you can go wrong. • Relate to personal experience

• Use For one thing to introduce an Listening Skills: Texts: Task:

important first argument. • Listen to activate vocabulary • A survey on future predictions • Write a four· or
• Say Wfil!, if you ask me ... to offer an • Listen to identify point of view • An article on how people in the five-paragraph essay
opinion. past envisioned the future about the future

--
• Listen to confirm content
• Use I mean to clarify what you just said. • Listen to infer information • An article on what some people are Skill:
• Say I see your point to concede the value doing to protect the environment • The thesis statement in
• Listen to draw conclusions
of someone else's opinion. • Dictionary entries a formal essay

PRONUNCIATION BOOSTER Skills / strategies:

• Reading aloud • Understand idioms and expressions
• Understand meaning from context
• Draw conclusions

• Begin a statement with Can you Listening Skills: Texts: Task:

believe ... to introduce surprising. • Listen to activate vocabulary • A quiz on English in today's world • Write a four-paragraph
exciting, or disturbing information. • Listen to summarize • News stories about global issues essay to rebut an
• Use But on the bright side to change and problems opposing view about
• Listen to confirm information
a negative topic to something more globalization
• Listen to understand meaning from • People's opinions about foreign
positive. imports
context Skill:
• Begin a statement with It iust goes to • An article about the pros and cons • Rebutting an opposing
• Listen to draw conclusions
show you ... to emphasize a point. of globalization point of view
• Say Wfil). that's another story to
acknowledge a positive or negative PRONUNCIATION BOOSTER Skills / strategies:
change of topic. • Intonation of tag questions • Understand idioms and expressions
/ . . • Begin a statement with You'd think . . to • Understand meaning from context
express frustration with a situation. • Identify supporting ideas
• Interpret information in a graph

ix
IB¥iilit·i;l:l•l·Hli;I PRONUNCIATION BOOSTER unscripted, unrehearsed on-the-street interviews,
Clicking on O
next to the Grammar Booster,
featuring a variety of regional and non-native accents.
Summit TV Activity Worksheets provide additional
Pronunciation Booster, and Test-Taking Skills Booster
listening and language review and practice. Access
boxes on the digital Student's Book page in ActiveTeach
the full video program and the worksheets from the
opens the associated Booster page from the back of
"Summit TV" menu in ActiveTeach.
the Student's Book. Clicking on the \) icon returns you
to the lesson you were viewing. Assessment Ready-made unit and review achievement
tests, with options to edit, add, or delete items.
Other Supplements
In addition to the digital and printable extras listed, Online Teacher Resources Additional teacher resources
Summit offers even more supplements. T he IJliim icon are available at pearsonelt.com/summit3e.
which appears at the end of each unit lists additional
Summit Go App Students can download the entire
supplementary components and materials available to
Classroom Audio Program onto their mobile device for
support the lesson or individual units.
listening and pronunciation practice outside of class.
Supplementary components include: With the Summit Go app, students can control the audio
speed and access the audio transcripts.
Workbook Lesson-by-lesson written exercises.

MyEnglishlab An online learning tool with a multitude Free Student Resources Additional student resources
of features to support students and teachers, including: are available at english.com/summit3e, including Extra
Grammar Coach videos, immediate and meaningful Practice Activities, Web Projects, and-as an alternative
feedback on wrong answers, remedial grammar to the Summit Go app-the complete Summit Classroom
exercises, interactive practice of all material presented Audio Program in downloadable mp3 files.
in the course, grade reports that display performance
Full Course Placement Tests Accurately place your
and time on tasks, and auto-graded achievement tests.
students into Summit. Available on CD or online. Includes
Summit TV The video program includes authentic detailed instructions for administering the test, and
documentaries (all new for the third edition), and guidelines for scoring and placement.

Student's Book icons and Active Teach icons

The icons used in the Student's Book and ActiveTeach are different. Here are the corresponding icons:

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Student's Book icon Active Teach icon

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 Dreams and Goals
PREVIEW
rl'! FRAME YOUR IDEAS • Circulate and assist as needed.

Suggested 5 Your actual • Bring the class together and go over the answers.
teaching time: minutes teaching time: Compare the use of the word employment in Application
for Employment and Employment History. (One is a noun,
• Have students skim the application for employment.
and one is an adjective.) Invite students to share what
Ask Have you ever filled out an application like this?
kinds of definitions/synonyms they came up with. For
• Tell students they can fill out the form using real or example, a word like work could similarly function as a
invented information about themselves. noun or an adjective.
• You may wish to remind students that last name refers to a Option: [+5 minutes] For more practice, have students
family name and first name to a given name. Some English use the vocabulary words in sentences. They can write
forms request last name first for alphabetizing. these down or make them up with a partner out loud.
• Have students compare applications. Invite them to guess Answers for Exercise C
if the partner's information is real or not.
Answers will vary but may include the following:
l9ij§iij;jjMii Point out that in the United States, dates employment: the condition of having a job or work
are stated month first, day second. Forms use MM and contact information: a phone number or an email at which a
DD to suggest that all months and days be written with person can be reached
two digits, even the ones that only have one; for example, position: job
January would be transcribed 07, not 7. Where YY is shown, start date: the month and day when something begins
the expectation is that only the last two digits of the year training: skills a person has for a particular job
need be entered. Where YYYY is shown, the expectation is employment history: a list of previous positions and job
that all four digits of the year be entered. responsibilities

Challenge: [+5 minutes] On the board, write 9oak

Ask Why might goals be valuable on a job application? ( They
l!J PAIRWORK
Suggested 5 Your actual
allow the person hiring to see immediately what type teaching time: minutes teaching time:
of job an applicant is looking for.) On the board, write I
am lookin9 for a po,ition focv,in9 on ,ale,, cv,tomer • On the board, write Do', and Don't,. Ask What does
,ervice, and office mana9ement Invite students to this refer to? (things you should and should not do in a
guess what type of a position the goal may be for. (e.g., particular situation) Elicit possible topics for Do's and
administrative assistant) Have students experiment writing Don'ts lists. (e.g., do's and don'ts for social media, caring
similar objectives for jobs they are or might one day be for an animal, writing a business e-mail, buying a house)
interested in. Circulate and assist as needed. Then have • Tell students they will create a list of Do's and Don'ts for
students share and guess the positions the goals are for. filling out a job application. Draw a chart on the board
or print it out from the ActiveTeach and distribute it to
l]J em1 VOCABULARY students.
Suggested 5 Your actual
teaching time: minutes teaching time: I Do',

• Ask students to skim the application for the words in the

exercise. Call on a volunteer to read the sample answer and write
it into the chart. Point out that the imperative Be is used.
• Then have students listen and repeat the words chorally.
Elicit a Don't suggestion. (e.g., Don't write information that
is not true.) Students should be encouraged to express
[ii ACTIVATE VOCABULARY their opinions about appropriate and inappropriate things
Suggested 5 Your actual to do or say in filling out a job application. (Possible
teaching time: minutes teaching time:
answers: Don't make factual errors in dates and places.
• Have students work in pairs to write the definitions Don't leave information out-be complete. Be honest.)
and synonyms. Model the first item. Point to the word • Accept all reasonable opinions.
Employment in Application for Employment. Ask What is
employment? (the condition of having a job or work) Tell {!) Graphic Organizer
students they can refer to a dictionary if they need help
coming up with a definition or synonyms.

T2 UNIT 1 PREVIEW
D el!D SPOTLIGHT Answers for Exercise F
Suggested 10-15 Your actual I Answers will vary but may include the following:
teaching time: minutes teaching time:
1. I've done all I can do. Now I just have to wait for the
• Have students look at the photo. Where are these young answer.
women? (maybe at one of their homes) Have students 2. That might be doing too much.
read and listen to the conversation. 3. I wanted to be sure.
• To check comprehension, ask: 4. I really want ... / My first choice is ...
5. Aren't they all the same?
How many schools did Anne apply to in the end? (ten)
6. ordinary
How far away is Anne willing to go to school? (100 miles) 7. Generally, ... / My conclusion i s ...
Why has it gotten difficult to get into culinary schools? (The 8. I hope you get what you want.
food industry has become trendy.)
How are the Culinary Center and Taste Institute different? [!:I THINK AND EXPLAIN
(The CC is more demanding, and the certificate has more Suggested 5 I Your actual
teaching time: minutes i teaching time:
prestige; it guarantees an interview at a top restaurant.)

HWMMJMij
• Have students discuss the questions in pairs. Then bring
To end up doing something refers to
the class together to go over the answers.
what you finally do. An x-mile radius refers to an area that
covers a particular distance in all directions from a central
point. Ta get in is a phrasal verb that means to succeed in
■fJ@l,.\dj/Mjj Focus on Hope all your dreams come true
Point out that in spoken English it is common to skip the
entering a certain place, often used in reference to gaining subject/ when making a statement.
admission to a school or university. A ticket to something is
the precise thing that is needed for something. A better Option: [+S minutes] Invite students to share their
bet is a more advantageous approach to achieving opinions about the school application process. Ask Is it
something-the superlative can also be used (the best bet) common to apply to so many schools ? Do you think Anne
to indicate the most advantageous approach to achieving needed to apply to that many schools? Would you 7
a particular goal.

i-i�:ft131Nci
ld•)ii');jjMjj In American English, people adhere to
references to miles and almost never refer to kilometers
Suggested
teaching time:
5
minutes
Your actual
teaching time:
or any other metric measures in conversation. Within a • On the board, write 1, 2, ,, 1./1 5. Say You are going to
hundred-mile radius means within 100 miles in any direction rate different factors on o scale of 7 to 5, 1 being the most
of a circle. One hundred miles= 160 kilometers. So within a important, 5 being the least important.
100-mile radius means within a 160-kilometer radius.
• Have students rate the factors individually. Then have
them compare answers with a partner.
IJ UNDERSTAND IDIOMS AND EXPRESSIONS • Bring the class together and poll the class for the most
Suggested 5-10 Your actual important and the least important factors.
teaching time: minutes teaching time:
Option: [ +S minutes] Have students look at their
Focus on the idioms and expressions as a class. Call on highest-rated factors. Then, in pairs, have them discuss
volunteers to read them aloud. further what kind of job or career could encompass these
• In pairs, have students locate them in context and then factors. If a student already has such a job, invite the
paraphrase the meanings. student to describe specifics of the factor(s) in the job.

Have students compare answers with a partner, returning

to Exercise E to check any items students don't agree on.
Bring the class together to go over the answers.
Challenge: [+S minutes] Divide the class into pairs and
assign each pair one or two idioms/expressions from the
list. Have pairs create brief dialogues around them. Invite
pairs to share dialogues.

UNIT 1 PREVIEW T3
 II Ask about someone's background

r.i3 eEI GRAMMAR SPOTLIGHT • Ask a student to read the first explanation. Focus on the
first example sentence. Ask When did the gymnastics
'
Suggested 5-10 Your actual
teaching time: minutes teaching time: event begin? (when Uchimura entered the stadium) Did
Uchimura entering and the event beginning happen at the
• Ask students to look at the photos of the people. Call on a same time? (yes) Focus on the second example sentence.
volunteer to read their names. Ask Have you heard of these Ask Which event happened first? (Downs studied voice.)
people? What are their professions? If students haven't And second? (She moved back to Mexico.)
heard of Lila Downs, they can guess.
• Bring students' attention to the Remember note and
• Have students listen to the article as they read along. example sentence. Point out that the present perfect is
• To check comprehension, ask Where is Kohei Uchimura used to show that something is part of a person's life
from? (Japan) How long had he been practicing gymnastics experience. Write an additional example on the board:
when he joined Japan's national team? (fifteen years) Whal Karen J,,a, traveled to Africa.
happened in 2007? (He joined Japan's national team.)
Ask Is this action completed? (yes) Is Karen in Africa now?
When did he participate in the Olympics? (2012) What
(no) Is traveling to Africa part of her life experience? (yes)
happened at the Olympics? (He fell.) What is Uchimura
Then write:
known for? (his concentration, but also for being relaxed
and having a normal life outside the gym) Where did Lila Karen J,,a, lived in Africa for ten year,.
Downs grow up? (in Mexico and the United States) When Ask Does this describe a completed past action? (No, this
did she start singing? (when she was a child) When did she action is still ongoing-Karen is still living in Africa.)
become more interested in the diverse cultural heritage of
• Ask a student to read the second explanation and
Mexico? (when she was living in the United States) What
example sentence. Then ask a student to read the same
kinds of languages did Downs incorporate into her songs?
sentence as it might be used in informal spoken English.
(indigenous Mexican languages) What do the lyrics of some
(The simple past would be used instead of the past
of her songs focus on 7 (social justice; stories of workers who
perfect.) Write another example on the board:
migrated from rural Mexico to the United States)
Before I ,tarted Univer,ity, I ,pent a year in 5outl,,
bi@lf-MJMjjA close call is something bad that almost America.
happens, but does not; lo dismount means to get off of Ask Which event happened first? (spent a year in South
something like a horse or a bicycle; a pommel horse is America) Elicit the formal way to state this sentence
a piece of equipment used in gymnastics that has two grammatically.
handles on top, which you hold on to when you jump or
• Read the head of the next section. Restate that
swing over it; mariachi is a kind of Mexican dance music;
simultaneous means happening at the same time. Call
indigenous refers to people or things that have always been
on a volunteer to read the explanation and example
in the place where they are, rather than being brought
sentence. Write an additional example on the board:
there from another place; social justice refers to how wealth,
opportunities, and privileges are distributed within a Howard wa, ,peedin9 and talkin9 on J,,i, cell phone.
society. Ask Did either event happen first? (No, they happened at
the same time.)
• Call on a student to read the Remember note and
I]) DISCUSSION
example. Then write:
Suggested 5 Your actual
teaching time: minutes teaching time: Howard lo,t control of tl,,e car wi,,ile /,,e wa,
,peedin9.
• Ask a student to read the direction line. Make sure
students know that elite means most experienced or Ask Which happened first? (Howard was speeding.) What
skilled; world-class means among the best in the world. happened while he was speeding? (He lost control of the
Ask Do Uchimura or Downs have formal training? (Yes, they car.)
both do.) • Finally, ask a student to read the last explanation. Write an
• Then, in pairs, have students share if they think formal additional example on the board:
training is necessary for each job. Before I 9ot fired, I /,,ad already been lookin9 for a
new job.
[!I GRAMMAR Ask Which event happened first? (I was looking for a new
Suggested 10-15 Your actual job.) Which happened second? (I got fired.) Point out that
teaching time: minutes teaching time: the sentence focuses on the fact that the looking for a
• Call on a student to read the title of the grammar chart. new job was already in progress before the person
got fired.
On the board, write the words ,imultaneou, and
,equential. Elicit the meaning. (Simultaneous means Option: GRAMMAR BOOSTER (Teaching notes p. T/28)

0(9 inductive Grammar Activity

happening at the exact same time; sequential means
following a particular order.)

T4 UNIT 1 LESSON 1
 [I &VJ SPOTLIGHT It's bad enough that you lost your wallet. Now your keys?
6. Have you decided which phone you want?/ Not yet.
Suggested Your actual
teaching time: teaching tin'le: I'm still sitting on the fence. 7. I ran into my friend from
high school while studying abroad! / How do you like that!)
• Have students look at the photo and read and listen to the
Challenge: [+5 minutes] Divide the class into pairs
conversation.
and assign each pair one or two of the highlighted idioms
• Elicit that a master's degree is an academic degree that / expressions from Exercise C, Spotlight. Have them
a person can pursue at a college or university after create brief dialogues around them. Invite pairs to share
completing a bachelor's degree. dialogues.
• To check comprehension of the conversation, ask Where
is Hyo thinking about going for a master's degree? (Los
Angeles or London) Where does Paul recommend he study?
II THINK AND EXPLAIN
(in Paris) Why hasn't Hyo considered Paris? (He assumed all
coursework would be in French.) Why is the engineering
program in Paris offered in English? (to attract foreign • Have students discuss the questions in pairs.
students) Where is Paul from? (Paris) How do we know? (He • Then bring the class together to go over the answers.
refers to Paris as his hometown.) Answers to Exercise F
• You can tell students that the Ecole Centrale Answers will vary but may include the following:
d' Electronique (ECE) was founded in 1919 and is a
1. Paul suggests that Hyo study in Paris since that is his
privately owned French Grande Ecole located in the heart
hometown, and EGE Paris has a top notch engineering
of Paris. From its inception, ECE Paris has been committed
program. A benefit would be picking up some French
to educating students in science and technology at the
while he lived there.
undergraduate and graduate levels.
2. When Hyo says money talks, he means that in order to
continue attracting students from abroad, the university
[!J UNDERSTAND IDIOMS AND EXPRESSIONS 1 had to accommodate their language needs.
Suggested 5 Your actual
teaching_time: minutes .teaching time:

• Focus students' attention on the idioms and expressions _ ,,.Sugges.te,t

in quotation marks. Call on volunteers to read them teathin 'time:,
aloud.
• Call on volunteers to read the opinions. Clarify vocabulary
• In pairs, have students complete the exercise. as needed.
• Bring the class together to go over the answers. • Have pairs discuss the questions and explain the answers.

•U@WfiiMii Point out that in addition to the

expression sitting on the fence, it is also common to say to be
Option: [+5 minutes] Invite students to choose one
of the opinions and write a paragraph rebutting the
on the fence about something, meaning to be undecided. argument. For example, for the first quote, one could
argue that it's not necessary to know English perfectly to
be proficient. Point out that many people think they need
DI UNDERSTAND IDIOMS AND EXPRESSIONS 2 to work on their accent to sound like a native speaker, but
Suggested 5 Your actual arguments have been made that having an accent makes
teaching time: minutes · teaching time: you unique. The important thing is speaking correctly.
• Focus on the a, b, c choices and ask a student to read
them. Explain that each expression in the exercise will be
matched to an explanation of how it is used.
• Bring the class together to go over the answers. Have
volunteers read the full exchange in which the idiom
occurs to illustrate emphasizing a problem, offering an
explanation, or expressing surprise. If needed, model
putting stress on bad in it's bad enough . .. and using
falling intonation for How do you like that.
Option: [+5 minutes] Read the following scenarios
to the class and call on volunteers to make responding
statements using idioms and expressions from Exercise C,
Spotlight. (Possible answers: 1. How do you like your new
·- job?/ I hate it. I feel like a fish out of water there! 2. Why
don't you speak Spanish with your kids?/ It's a losing
battle. They always answer me in English. 3. Did you
hear I won the lottery?/ You're pulling my leg, right?
4. Richard took the job after they offered him a higher
salary. / Money talks. 5. I can't find my keys./ Seriously?

UNIT 10 LESSON T111

 Ill React to news about global issues
--
. --- �""-\. r-----

r.l1 &ID VOCABULARY [I VOCABULARY PRACTICE 1

Suggested 5 Youi actual Suggested 5 Your actual
teaching tirrie: minutes teaching time: teaching time: minutes teaching time:

• Have students skim the vocabulary and note phrasal verbs • Have students work individually to complete each
they are less familiar with. sentence. Tell them to refer to the Vocabulary in Exercise
• After students listen and repeat, bring the class together A if they are not sure.
and answer any questions about the definitions. Read • Ask students to compare answers with a partner. Circulate
the Remember note. Point out that the following phrasal and assist as needed.
verbs are separable: lay off, wipe out, carry out, bring Challenge: [+5 minutes] Invite students to write a
about. The rest of the phrasal verbs in the vocabulary statement using the alternate answer. Tell students to try to
list are inseparable. If necessary, refer students to the connect the statement to the topic of the original sentence.
appendices (pages A3 and A4), for complete lists of For example, for item 1, The medical community has come
separable and inseparable phrasal verbs. up with a better way to calculate how much of a vaccine is
• Have pairs use the phrasal verbs to create additional needed.
sentences about global issues. Assist as needed.
• Have students listen and repeat.

0@) Vocabulary-Buildling Strategies

l]J &m:1 LISTEN TO ACTIVATE VOCABULARY
Suggested l0-15 Your actual
teaching time: minutes · teaching time:

• Have students skim the statements. Then have them

listen to the conversations. Stop after each one to allow
students to answer the question.
• Go over the answers as a class. Allow students to listen
again to identify the statement that supports the answer.
(1. I heard that relief groups are running out of food;
2. Have you heard about the polio epidemic in
Afghanistan? 3. The president has come up with a
plan. But the liberals and conservatives haven't been
able to agree on how to pay for it.)
Challenge: [+5 minutes] Have students listen to each
conversation again while looking at the list of phrasal verbs
in the vocabulary items on page 112. Tell them to check
phrasal verbs they hear and indicate in which conversation:
1, 2, or 3. (conversation 1: running out of food, come up
with; conversation 2: wiped out; conversation 3: laid off,
come up with)

T112 UNIT 10 LESSON 1

 Dr. Lieberman: ... before they explode.
Anthony Mason: And, so ultimately, there,
UNIT 5
it's, there, frequently, they' re not really angry Humor
about, you know, people cutting in line. It's a
cumulative thing, yes? TV Documentary:
Dr. Lieberman: That's the trigger. That's the
trigger that sort of pushes their button or sends Laughter is Contagious
them over the top. And, as I said, it can happen to
PREVIEW
everybody. When it happens to people that don' t
have some preexisting disorder, it seems to be the • Ask students Have you ever started laughing just
accumulation of a number of stresses and slights because you saw someone else laughing?
and things that have happened in the course of • Write Laughter is contagious and elicit that when
our life. And now we're in a culture where never something is contagious it causes another person to
in human history have people haven' t been feel or act the same way.
having to deal so much. Information .. .
Rebecca Jarvis: So what do people do if they're VIEW
coming unhinged? Ask students to focus on a different topic each time
Dr. Lieberman: Well, the first thing, having a they view. Some ideas:
mental melt meltdown or emotional meltdown • Ask students to listen for what researchers in England
is a sign or a signal that you're having difficulty did to find out why laughter is contagious.
with emotional control. People should be able
• Ask students to listen for what happened to people
to control their emotions, behave appropriately,
when they heard sounds of joy.
and also be able to conduct themselves in an
appropriate way. If they lose that, then they have • Ask students to listen for the results of the
to be able to understand why. experiment.
Rebecca Jarvis: So you have some some great If you decide to use the optional Activity Worksheet,
ideas for people to think about their hot button ask students to read each activity before viewing.
issues, not be reactive, think before you speak,
take time and walk away, and I like this one use REVIEW
humor to diffuse the situation. Ask comprehension questions. Play the video segment
Dr. Lieberman: These are little devices that you again if necessary.
can use, but anything to diffuse stress: exercise, How did researchers in England conduct their
meditation, or therapy to gain insights into experiment on laughter? (by playing different
what's stimulating you in this way. sounds to people)
Rebecca Jarvis: Thank you, Dr. Jeffrey Lieberman. What did the sounds monitor? (what the people's
Have a great one. facial expressions were doing)
What conclusions did the experiments make?
(that sounds of joy activated facial muscles)
ANSWER KEY
What did people participating in the study think was
A. 1. True 2. False 3. True 4. True being researched? (facial perspiration)
B. 1. mental 2. PTSD 3. Depression 4. Violently What did sounds of laughter and joy evoke in the
5. Explosive 6. normal 7. legal participants? (laughter)
C. Choose 3: not be reactive, think before you Does the experiment conclude that laughter is
speak, take time, walk away, and use humor tQ contagious? (Yes, it does.)
diffuse the situation. Are we more likely to laugh alone or in a group?
D. Possible answer (in a group)
The expression straw that brea�s th_e camel's back What does a sense of humor help with? (to get
means that someone can carry a very heavy along and be healthy)
burden, but if one more tiny thing is added, it The article quotes the line 'Laugh and the whole
is too much to handle. Similarly, the drop that world laughs with you.' What happens when you
. overflows the cup means that someone can cry? (you cry alone)
handle a certain amount, but if a small drop
more is added, it is too much to handle. These EXTENSION
are used to explain why someone may-!Qse their Oral work
temper over a minor issue. The tensions· and
stresses build up over time and they ar¢ able to • Discussion. Ask Did you find yourself smiling while
·handle them, but the addition of one more small watching this segment? Time permitting, have
students watch the segment again, being aware how
thing is enough to make them .explode.""
- -- they react to the discussion of laughter, the sounds of

190 SUMMIT 1V TEACHING NOTES

 How did she become interested in the arts? (She James says Weaknesses might be sometimes a little
grew up singing in a church, at school, and in bit too slow and painstaking. He means to say MY.
competition; she grew up with art around her.) weaknesses might be that I am sometimes a little bit
What weaknesses does Angelique have? (She's bad too slow and painstaking.
at math, cleaning, taking care of her roommate's
Martin says ... if you want to be very good and
dog, and keeping in contact with people.)
excellent photographer ... He means to say ... if you
EXTENSION want to beg_ very good and excellent photographer . ..
Oral work
VIDEO SCRIPT
• Discussion. Replay Emma's description of her Interviewer: Tell us a little bit about some of your
strengths and weakness.Ask students: strengths, your talents, your abilities.
Do you think that Emma has a way with people? Emma: I'm very helpful. I believe I work really well
Do you think her difficulty listening to others could under pressure. Sometimes when I'm working,
negatively affect her relationships with people? the phones are ringing and somebody wants a
How? copy of this, so I'm really good at multi-tasking
Based on Emma's response, what type of job do you and getting things done, and just handling
think she has? people and the way they speak to me.And
What other kinds of jobs do you think she would be sometimes it's not nice, but you know, you take
good at? Explain your answer. it, and I think I'm good at holding back how I
• Pair work: role play. Have pairs role-play the feel so that I can get the job done.What else am I
conversation between the interviewer and Martin. good at? I'm good at taking care of people's kids.
Tell students to try to include all the information Like children, I love being around children and
they discussed.Then have students take turns they love being around me.And I enjoy doing
interviewing each other about a strength or ability that.
they have.Tell them they can use the interviewer's Emma: What am I bad at? I'm bad at listening
questions below and/or make up their own. sometimes.That's not really good, but I tend
I want to ask you about some skills or abilities you to go on and the person that's talking with me
might have. I hear you __ . Is that true? sometimes, and I'm just not paying attention.
Are you good at it? And it's because sometimes I get so fired up,
Is it hard? and I have a point, and I just, I just look right
So, how do you learn to __? past what they're saying, and that's not a good
thing. I like to ...like, let's say, we're having a
Written work
conversation, sometimes I' ll just cut them off.
• Have students write a paragraph describing the That's not good.
strengths and weaknesses of themselves or someone James: Probably patience and attention to
they know.They should provide examples. detail are my strengths.Weaknesses might be
• Have students imagine they are Emma's supervisor sometimes a little bit too slow and painstaking.
at work.The supervisor is concerned that Emma has Interviewer: You know, I want to ask you about
difficulty listening to other people during meetings. some skills or abilities you might have. I hear
Tell students to write an e-mail to Emma pointing out you're a photographer. Is that true?
this weakness and offering her suggestions on how to Martin: Yes, I'm an amateur photographer.
overcome it.Tell students to use information from Interviewer: And are you good at it?
the interview to help them. Encourage them to keep Martin: I'm working on it.
the tone of the e-mail friendly and helpful. Interviewer: Is it hard?
Martin: Depends.You can get to a certain level,
LANGUAGE NOTES: Multi-tasking means doing but if you want to be very good and excellent
many different things at one time. photographer, then you really need to work on it.
It's not just, you know, techniques.You also need
To get fired up means to get passionate about
to have a vision, also.
something.
Interviewer: So how do you learn to be a good
Painstaking means very careful and meticulous. photographer?
Martin: I think you have to take a lot of pictures,
OOPS! Angelique says ...so I'm a singer and dance and you have to go to a lot of exhibits, look at
and theater . .. She means to say that she is a singer, other photographers' work. That might inspire
a dancer, and an actress. you, and I think that's actually very important.

SUMMIT 7V TEACHING NOTES 199

 \.. J
for 20 years. The end of the Cold War is one
factor, but I think economic interconnectedness
is another factor. Nations are now competing for
market share more than they're competing for
territory. And there's lots of things wrong with
that. I mean obviously our relationship with the
Chinese drives us crazy. But it's so much better
than military competition that there's just no
comparison.
Diane Sawyer: You say that the manufacturing
drought, the manufacturing collapse that is
hitting America is also hitting China and that we
don' t take that into account. That they' ve got a
banana peel in their economy too?
Gregg Easterbrook: Well you see, it's not
manufacturing. Manufacturing's up everywhere.
It's jobs in manufacturing that are down.
Diane Sawyer: Ah ha.
Gregg Easterbrook: And I think this would have
happened regardless of the financial panic of
recent years. United States has lost 6 million
manufacturing jobs in the last decade. In the
same period China's lost 28 million because of
more efficient forms of manufacturing. More
efficient forms of manufacturing are good
news for most people: they keep prices down,
improve products. They' re real bad news if
you're a factory worker. So we see this transition
away from lots of jobs in factories. It would have
happened regardless. The same thing happened
in agriculture 100 years ago. 100 years ago 70%
of Americans worked in agriculture. Today it's 2%.
If you'd told somebody 100 years ago that in
the year 2010 2% of Americans would work in
agriculture, they would have said, "Oh my god,
it's going to be the end of the world."
Diane Sawyer: If those manufacturing jobs are
shrinking, where do the jobs surface? What's the
new...?
Gregg Easterbrook: 60% of Americans now
work in white-collar professions. White-collar
professions are far from ideal. Many of them
are very stressful. Some people don' t like to be
in cubicles, like the people behind you at ABC
News. Well, maybe, maybe they like it.
Diane Sawyer: They love it.
Gregg Easterbrook: They love it. OK, they' re very
happy. If you'd told your great-grandparents,
look most of your great-grandchildren are going
to work in air-conditioned offices, they will not do
anything back breaking or physically dangerous,
they will have stressful relationships with their
bosses, but they're not going to be working
in mines or cutting down trees, your great­
grandparents would have said, "That's great."
Diane Sawyer: Gregg Easterbrook, thank you so
much. Good to talk to you.
Gregg Easterbrook: Thank you, Diane.

204 SUMMIT TV TEACHING NOTES

Conversation Activator Video Script
b
�; :;Jc»

Unit 1, Lesson 2 F: Oh, no. How did that happen?

Fl: So, have you decided on a graduate M: Well, I'm not sure. I know I used
program yet? it yesterday in the computer lab,
F2: Actually I have. I've decided on a and I was pretty certain I put it in
career in psychology. my backpack. But this morning I
F1: How terrific! couldn't find it.
F2: I agree. It's very exciting. F: Are you sure you didn't leave it in
F1: Correct me if I'm wrong, but haven't the computer?
you been volunteering at the M: Well, I went back to the lab and
community center after your classes checked, but it wasn't there. I really
lately? should have been more careful.
F2: Yes, I have. I've been helping the F: It's not a big deal. They're not that
social worker there. And I think that's expensive. And I don't think there
what got me interested in psychology. was anything on there that I can't
Originally, I thought I'd take up law. replace.
F1: So, have you applied to any M: Well, I'm going to get you a new
graduate schools yet? one, if that's OK. I feel terrible.
F2: Not yet. I was hoping you could F: That's really not necessary.
steer me in the right direction. M: No, I insist. And please accept my
Fl: Well, I know a little about your apology.
background, but tell me something F: Look, I appreciate your taking
about your interests. Is there a responsibility-which is very nice­
particular specialty you'd like to take but it's really OK. You don' t need to
up in psychology? get carried away.
F2: Yes, there is. I love working with M: Well, I'll go to the office and check if
children. I think I'd like to be a child anyone found it and brought it there.
psychologist. F: That's a good idea.
Fl: Well, in that case, I'd suggest M: And let me at least buy you lunch.
Simpson University. They have a OK?
wonderful child psychology program. F: If you insist.
F2: That sounds like good advice. M: I do! 12:30 at the front entrance?
F1: You'll make a great psychologist. F: OK. I'll see you there. And please
I'd be happy to write you a don't worry about losing the flash
recommendation. drive. It's fine.
F2: Thanks so much. I really appreciate
your support. Unit 3, Lesson 1
F: Is something wrong? You look upset.
Unit 2, Lesson 2 M: Well, it's nothing serious, but I've
M: I'm sorry, but I have some bad news. been having a bit of trouble with
I really messed up. You know that something lately.
flash drive you lent me yesterday? F: Oh, I'm sorry. Would it help to talk
I'm afraid I lost it. about it?

CONVERSATION ACTIVATOR VIDEO SCRIPT 205

 that time a lot of the problems F: I'm not sure. Why would you say
will have been addressed. And at that?
that point, flying cars could really M: Well, for one thing, consumers have
catch on. more choices.
F: But what about driving-I mean F: I'm not so sure that's always true.
flying-one of those things? Not For example, we've always had
only would it be confusing for so many varieties of local corn to
most people, but it would be more choose from. But people seem to
dangerous than a conventional car. prefer the sweeter imported corn,
M: True. But I think people are fast and more and more food stores are
learners-they'll learn to operate now only selling that type. Seems
them in no time. like less consumer choice to me.
F: Do you think so? I'm worried that imported corn is
M: I do. And besides, other having a negative economic impact
technological advances will make and might even wipe out our local
a difference; for example, cars that varieties.
drive themselves. They've already M: That may be true, but if we look at
invented that. And it could be foreign imports in general, I think
applied to flying cars. the good outweighs the bad. Just
F: I suppose you may be right. walk into any department store.
M: So what about you? What's your There are many more choices today
wild prediction? than there were years ago.
F: Robots. F: But on the other hand, the more
M: What about robots? we depend on imports, the more
F: In ten years, robots will have been problems there are. It's a slippery
designed to do most household slope. For example, we'll have to
chores. put up with astronomical prices
M: Well, that's pretty believable, for import s-Let's face it, they
depending on what you mean by generally cost more than local
robots. products do.
F: I don't understand. M: Good point. But I still think having
M: Well, there are robots that look like the choice is a positive thing.
humans. I don't think that's going F: So what imported products would
to happen so quickly. And there are you never be willing to give up?
robots that look like machines-a M: My car, of course! I love my
robot vacuum cleaner, for instance. imported car.
They already exist. F: Me too. I couldn't give up mine
F: I see your point. I guess I was either. What else?
thinking about robot machines. But M: My smart phone. I couldn't live
you know, I recently saw a show on without it!
TV about robots and they've been F: Me neither. And I couldn't live
some amazing things. ... without my tablet.
M: I don't have a tablet, but I feel the
Unit 10, Lesson 2 same way about my laptop. So
M: I would say that imports have what do we export from here that
generally had a positive impact you think would have a positive
here, wouldn't you? impact overseas?

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216 DISCUSSION ACTIVATOR VIDEO SCRIPT

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