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248 views87 pagesWorldview 1B
Uploaded by
Alessandro GiacominiCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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/ 87
STUDENT BOOK STUDENT BOOK
Worl View
MICHAEL ROST
Simon le Maistre Carina Lewis Kevin Sharpe
Simon Greenall
Series Editor, British English edition Introduction
Welcome to WorldView, a four-level English course for
adults and young adults. WorldView builds fluency by
exploring a wide range of compelling topics
presented from an international perspective. A
trademark two-page lesson design, with clear and
attainable language goals, ensures that students feel
a sense of accomplishment and increased
self-confidence in every class.
WorldView’s approach to language learning follows a
simple and proven MAP:
‘Motivate learning through stimulating content and,
achievable learning goals.
‘Anchor language production with strong, focused.
Tanguage presentations
‘Personalize learning through engaging and
‘communicative speaking activities,
Course components
The WorldView Student Book with Student Audio CD
and the Workbook are available in both full and split,
editions.
+= Student Book with Student Audio CD (Split Edition)
The Student Book contains 14, four-page units:
periodic Review Units; two World of Music Units
Information for Pair and Group Work; a Vocabulary
list; and a Grammar Reference section.
‘The Student Audio CD includes tracks for all,
pronunciation and listening exercises (or reading
texts, in selected units) in the Student Book. The
‘Student Audio CD can be used with the Student
Book for self-study and coordinates with the
Workbook listening and pronunciation exercises,
For each activity in the Student Book, the
interleaved Teacher's Edition provides step-by-step
Procedures and exercise answer keys as well as a
‘wealth of teacher support: unit Warm-ups, Optional
Activities, Extensions, Culture Notes, Background
Information, Teaching Tips, Wrap-ups, and
extensive Language Notes. In addition, the Teacher’
Edition includes a course orientation guide, full
audio seripts, and the Workbook answer key.
# The Workbook (Spit Edition) has 14 three-page
units that correspond to each of the Student Book
units. Used in conjunction with the Srudent Audio
CD, the Workbook provides abundant review and
practice activities for Vocabulary, Grammar,
Listening, and Pronunciation, along with periodic
Self-quizzes, A Learning Strategies section at the
beginning of the Workbook helps students to be
active learners,
+The Class Audio Program is available in either CD
or cassette format and contains all the recorded
‘material for in-class use.
* The Teacher's Resource Book (with Testing Audio
CD and TestGen Software) has three sections of
reproducible material: extra communication
activities for in-class use, model writing passages
for each Student Book writing assignment, and a
complete testing program: seven quizzes and two
tests, along with scoring guides and answer keys,
Also inched are an Audio CD for use with the
quizzes and tests and an easy-to-use TestGen
sofiware CD for customizing the tests,
‘For each level ofthe full course, the WorldView
Video presents seven, five-minute authentic video
segments connected to Student Book topics. Notes
to the Teacher are available in the Video package,
and Student Activity Sheets can be downloaded
from the WarldView Companion Website.
+ The WorldView Companion Website
(wwww.longman.com/ worldview) provides a variety
of teaching suppor, including Video Activity Sheets
and supplemental reading material
Unit contents,
ach of the units in World View has seven closely
linked sections:
* Getting started: a communicative opening exercise
that introduces target vocabulary
+ Listening/Reading: a functional conversation or
thematic passage that introduces target grammar
+ Grammar focus: an exercise sequence that allows
students to focus on the new grammar point and to
solidify their learning
‘+ Pronunciation: stress rhythm, and intonation,
practice based on the target vocabulary and
grammar
«Speaking: an interactive speaking task focused on
student production of target vocabulary, grammar,
and functional language
+ Writing: a personalized writing activity that
stimulates student production of target voeabulary
and grammar
+ Conversation to go: a concise reminder of the
‘grammar functional language introduced in the unit
Course length
With its flexlble format and course components,
WorldView responds to a variety of course needs, and
is suitable for 35 to 45 hours of classroom
instruction. Each unit can be easily expanded by
using bonus activities from the Teacher's Edition,
reproducible activities available in the Teacher's
Resource Book; linked lessons from the WorldView
Video program, and supplementary reading
assignments in the WorldView Companion Website, vi
Scope and Sequence
UNtY Die eae
Family members
amily
CE wae evan
Review 4 (Uris 1516) pe 75
Weather seasons;
Ge —— dothes
‘Memorable possessions,
GE uation
ER ove atest Common regular verbs
Review (Unis 1720) rage s4
World of Music3 age 96
Important ie events
Pans ofa bling
‘rial numbers
18-108
Life changes
Dates; ments are tine;
onda nurbers
meat
Review 6 (Urs 21-22) ge 114
i ets related to asi
Ee.
Adjectives to describe
126 North and south cae
iNit27 The best food Adjectives to descrbe
24 intown restauants
it28 Telehoning
CRE one
Review 7 (Units 25.28) rage 32
World of Music rage 124
{Information for pair and group work rege 136
Grammar reference ge 146
Vocabulary rage 151
Te
Reading Reeders Letter Your TV Favorites alter about an
eplsode ofthe Simpsons
Fast Listerng:A person asking about ites ona menu
Second Ustning A person phoning in a takeout order a a restaurant
stoning: ATV news report about a dangerous huricane
Ustering: Two fends paying "The Merry Game”
Reading: A Oa inthe ie ofa Theter Manager, an article
aout spec dyna teat manager’ ife
Lstening: A real fe lov story
Reacing: AM About... ule Rober, an article about the movie star
Fistand Second serings: ele aking for drectons tote
ples ina hel
eating Serre, nate abou a couple who decide to
charge her ifesyle
Listening Arado intervew with tree people who remember
‘the yor 1999
Reading: How Polite Ave You?, a quiz to find out how pote
youare
Listening: radio interview wth thee people who descbe ter
‘vorite pcs in New Zelond
Roading Reviews of three fascinating restaurants around
‘the word
eating: Phone Etquete a Home, an arti tht ves advice
about phone eiquete ee ‘Simple past regular verbs
(afimative and negative)
Simple past: rego ves
Simpl past: questions
Imperatives; directions
‘and preposons
be going to for future
Prepastional phrases
with ime as
Modal: an and could for
permisions and requests
Comparative adjectives
Superative actives
Present contruous for
cacao,
‘sessed words in present
‘continuous sentences
Vowel sounds fi
tea ad fin ik
Wik and strong forms:
9a were, wasn, werent
-ed simple past
ning }
Vowel sounds fev came
and e/ went
Ietonation n polite
Sires in comparative
Stress in words
Urking: consonant to
ees
“ekg about what
‘people are dong at
‘the moment.
Ordering na
restaurant
Comparing usual and
‘ent stations
Talking about memories
‘Talking about your day
Teling a story
Asking fo tings and
responding
Comparing paces
Desig restaurants
‘Taking and leaving
messages
Cet)
Describe what eiferet people you
now are dong now
White an emai explaining what food and
chinks you want to ode for a party
\Wite an emai giving helpful infomation
toavistor
Describe a memorable person or event
in yourlte
‘Wit a paragraph describing what you
ido did't do ast week
Wit anew version of a story
‘Wie an “All About...” arte about a
famous person
‘Wie rection to two places in your
schoo!
Describe the things you're going o do
in the net few yeas
‘Write a summary ofthe important
evens in your ie ast year
‘Wt to shot notes: one requesting
hel the ther asking pemision
Compare a city you ae moving to with
the ty you ive in now
‘Wt arevew of your fvaite
restaurant
‘Write to phone messages
vii Family
‘Yorabulary Family members
Graromar Present continuous for now
Speaking Talking about what people are doing at the
moment
Getting started emmy
Sera
@) PAIRS. Look at the Simpson
family tree. Use words in
the box to complete the
sentences. You will not use
‘one of the words.
aunts brother children daughters father
grandfather grandmother husband mother parents
sisters son uncles wife, |
1. Marge is my __wife . 8. Bartis my ik
. We have three , 9. My are Homer
- . Maggie and Lisa are ‘Maggie «and Marge.
Heiner 4 Ne 10. Marge is my
4, Bart is my
5. Grampa ismy
11. Thavetwo_______, Selma
and Patty,
12, My mother doesn't have any brothers,
6. Hos A
ae Vee vas bss 801 don't have any. i
- Thave wo ;
fea Selma and Patty 13. Grampais my.
@) CA sten to the riddles about different family members. Who is it?
Write the family member next to each number
1,_unele. 3. 5.
2. ty
a © PAIRS. Look at the example of the Simpson family tree.
Draw your family tree. Then describe it to your partner.
Reading emu
@ PAIS. Look at the picture. Which of the Simpsons is happy?
Not happy? Read the letter to check your answers.
| ar Homer Marge Maggie Lisa
fl
Read the letter again. Are the sentences true or false? Write Tor F
next to each on
1. Bartis sitting in the kitchen. F
2, Bart doesn't like the TV program.
3. Homer wants to be with his friends,
4, Marge is happy because her sisters are
5. Marge’ sisters are in her kitchen.
6.
7.
Maggie is watching Bart.
Lisa wants the family to talk to each other,
Readers’ Letters
Your TV favorites...
1 favorite Simpsons’ program is A
Mibetees ‘Home with the Family. |
love the moment when the family is
sitting on the sofa together and they are
watching TV. Bart is very happy because
he's lying across everyone and he's
watching his favorite program. But his
parents and his sisters aren't so happy. In r
fact, they're not having much fun. My
Homer isn't happy because he isn't iy
spending time with his friends. Marge isn't
happy because her sisters are visiting and
they're making a messin her kitchen,
Maggie isnt watching TV because she's
looking at Bart. And Lisa..is she enjoying vy
herself? No, she isn't. She's getting angry ae
because the family isnt talking—they are
just watching TV! € Brown, Boston
69 Grammar focus examen
@® study the examples of the present continuous.
| fm watehing The Simpsons! They're sitting on the sofa.
Maggie Is looking at Bart. They're not spending time with their friends,
Homer isn’t talking to his friends. Are you having fun? Yes, | am. / No, I'm not.
@) 100k at the examples again. Complete the chart.
to describe actions that people are doing now.
Use a form of the verb be + a verb that ends in
@©_O usten and find out what the Cormack family is
doing. Complete the sentences.
1. Mr. Cormack is getting up ’
2. His wife Fi
+3. His son
4, His daughter 5 +
5. The children . I iT Vag
j
ey
@© complete the sentences with the correct form of the
present continuous. Use the verbs in parentheses.
1. A:What_are you doing 2 (you/do)
B:1__'m cooking _ breakfast. (cook)
2, A: Where 2 (you/go)
BI towork,
3. A: Who to? (she/talk)
B:She toher mother.
4, A: What are they doing now?
B: They soccer. (play)
5, A: Its 7:00. The Simpsons (you/watch)
B:No,T amovie.
70 Pronunciation emmmn/«:,«
© CO tisten. Notice the stressed words in these sentences.
The family is sitting on the sofa They aren't talking.
What are they doing? They're watching a movie.
‘Are they having fun? Yes, they are.
@ _O Listen again and repeat.
@ PAIRS. Practice the conversations in Exercise 4.
Speaking exo.
©) PAIRS. student A, look at page 137.
Student B, look the picture of the
‘Cormack family on this page. Take
turns, Ask questions to find five
differences between the two
pictures, Take notes.
A: Is the son listening to music?
B: No, he isn't. He's...
Writing emi
© what time is it right now? Think
of five people you know. What are
they probably doing right now?
Write sentences about them.
Use the present continuous.
CownveRsaTION To GO
‘A; What's your brother doing now?
B: He's doling his homework.
n Vocabulary Food and drink
Grammar Modals: would like, will have, and can for ordering
Speaking Ordering in a restaurant
Getting started emm«=
Look at the pictures of the food and beverages on page 73. Write the numbers of
‘the pictures next to the correct items on the café menu.
@ PAIRS. compare your answers.
Listening mame —
©? Regina is calling to place a take-out order. Listen to her conversation and write
the missing prices on the menu.
@_O tisten to the rest of Regina's conversation. Under
e the items that she orders.
1. chicken sandwich with tomato / a cheese sandwich with tomato
2. alarge coffee / a large milk
3, hot chocolate / chocolate cake
Sandwiches Hot drinks
Chicken (with lettuce)
Ham (with lemace)
Cheese (with lettuce)
Extras z
‘Tomato, Cold drinks
Mixed green salad Milk $1.50
Potato chips
Cake
Chocolate
Fruit
Apple/Banana Bottled water
‘Yea with lemon Small $. Large $1.80
Coffee Small $1.60 Large $1.95
Hot chocolate Small $1.70 Large $2.00
Soft drinks 8,
(cola, ginger ale, emon/lime)
Juice (orange/apple)
nm © _O iisten. notice the vowel sounds of /i/in tea and /I/ in milk.
tea milk tea with milk Tea with milk, please.
cheese sandwich a cheese sandwich _I'd like a cheese sandwich.
chicken sandwich a chicken sandwich Can | have a chicken sandwich?
three fifty three-fifty Is $3.50.
@ CO isten and repest.
@® _ PAIRS. You each have $10. Tell each other what you want to eat and drink from the
Liberty Café menu, Say how much it costs.
Ta like a cheese sandwich with tomato, a small tea with lemon, and an apple. The toral
is $8.25,
B | Vd like 2 small soft drink
| Can have a house salad?
I'l have bottled water, please
sey /want when you order food in a restaurant.
Grammar focus seamen
@ study the examples. Notice the different ways to order in a restaurant.
_ @ Look at the examples again. Complete the explanation in the chart.
and____ are all polite ways to
B:Yes,
And
‘A: Anything else?
B: Yes,
2. A:Can Itake your order?
B:Yes,
A: Small or large?
arge, please.
that all?
B: No,,
3, A: Good morning,
: Good morning.
Make it a large.
A:Yes, here you are.
B: And
74
1. A: Are you ready to order?
Grasninr Reference page 148)
©) complete the conversations. There may be more than one correct answer.
chicken, lettuce, and tomato sandwich.
potato chips with that, please.
a small orange juice, please?
tea with lemon to go?
a piece of banana cake, please.
a coffee with milk.
an apple, please. How much is that?
@_ PAWS. compare your answers. Then practice the conversations in Exercise 3. Speaking emma,
© GROUPS OF 3. student A, you are a waiter/waitress in a café. Students 8
and C, you are customers.
Student A, look at page 138. Students B and C, look at the menu on this page
and decide what you want to have. Give your order to the waiter/waitress.
A: Can I take your order?
B:Yes, Id like a cheese and tomato sandwich.
CTU have a ham sandwich. Can Ihave a house salad with that, please?
: . Small
| Chicken, lettuce, and tomato $5.75 Juice $1.50
Cheese and tomato $4.65 (orange, apple, tomato)
Sof drinks $1.10
(cola, lemontlime, ginger ale)
Writing emmemmnion
@ Vou're planning a party. Choose the menu from Liberty Café or Lunch
Munchies. Write an email to the café manager. Tell what food and drinks
you'd like at the party. Also, ask for some food or drink items not on the
menu. Use would like and can and some of the vocabulary from this unit.
CONVERSATION TO GO
A: Cain | tele your order?
B: 1 like a large cup of coffee, please.
5 ugSsseq
5 Tues ss
16 Unit 15 Family
© C7 iisten to the model conversation and look at the picture.
@® 2 PAS. Team (Srudents Aand Gand Team? Students. and D). Students A
‘and B, look at page 140. Students C and D look at the picture of the Santos family
on this page. fF
@ seams take turns. student C ask Student A what one ofthe Santos family
members is doing. Student A act out what the family member is doing. Student C
‘guess. Student A can only give two pantomime clues. Each correct sentence
receives one point. Keep score.
Father
cel Grandfather
ee
Unit 16 Ina café
© OM Usten to the model conversation.
2 PAIRS. You are in a café. Students A and B look at the menu on page 140.
You are the customers,
@ students © and D, you are both waiters/ waitresses. Student C, take Student As
order. You car't write anything down. At the end of the order, you must repeat
everything Student A ordered. Each item you remember correctly receives one
point. Subtract a point for each item you forget. Then Student D, take your turn
and take a different order from Student B.
@ Wao remembered the most?
7 Hurricane
Vocabislary Weather; seasons; clothes
Grassmar Action and non-action verbs
Speaking Comparing usual and current situations
Getting started emi
@ P4105. Describe the season in each picture. Choose one sentence from each
column.
es spring, It's 70 degrees. Its warm. Tes windy.
Is 90°F It’s really cold. It’s raining,
Ws32°R Its really hot. It’s snowing,
Its 70° E It’s warm. It’s sunny
It’s 50° E It’s cool. It’s windy.
spring autumn
©
pea Uo
‘summer winter
@> arch the words with the clothes in the pictures.
boots _ gloves hat jacket__
raincoat sandals searf shorts |
sun hat Tshirt sweater _A umbrella
L
78 Pronunciation ama:
© _ © usten. Notice the groups of consonant sounds in these words.
scarf gloves Ineed my scarf and gloves.
it’s cold It’s cold,
spring snowing It’s spring, but it's snowing,
sixty-three degrees It's sixty-three degrees.
@ © tsten and repeat.
© GROUPS OF 3. Answer these questions about the weather where you live.
What are the seasons like where you live? Describe them.
What types of clothes do you wear each season?
Do you like the weather there? Why or why not?
Listening emm«unn
© Pairs. Guess. which three of these places often have hurricanes? See page 141 for
the answers.
| Arizona Canada SS CColorado |
| Florida Mexico
@®_O Listen to the news report about a dangerous hurricane. Check (//) the weather
conditions you hear.
1, W793", _
It’s 63°,
2, Itscold and windy.
It’s warm and windy. __
3. It’s raining. _
Its sunny, __
© _© Listen to the news report again, Are the sentences true or false? Write Tor F next
to each one.
1, The hurricane’s name is Charlie, T
‘The hurricane is in Miami now.
‘They know this hurricane is a big one.
Many people are leaving,
Some people are trying to protect their homes.
People are carrying umbrellas.
Miami has several hurricanes in a season.
79 es
@
i,
80
Grammar focus @mmmmmmmmm=
Look at the examples of action and non-action verbs.
Write A next to the sentences with action verbs. Write
NA next to the sentences with non-action verbs.
‘We know this for a fact
They're covering windows.
A lot of people are leaving
We're all wearing raincoats and hats.
Of course, some people prefer to stay.
Ineed some dry clothes!
Other people ate packing
People like to live in Miami
Look at the examples again. Circle the correct words to
complete the explanations.
ea Wi
Action verbs / non-action verbs (like be, understand, have, and ove) describe states
or situations,
‘Action verbs / non-action verbs are not usvally used in the present continuous,
Complete the sentences with the correct form of the verb in parentheses.
Use the simple present or present continuous.
1. In London, it’s usually cold in February and it__rain _ alot. (rain) It’s very cold
today and it (snow).
2, Today is the first day of spring, and all of Paris. (look) beautiful. The sun
(shine), and it’s about 60 degrees. People (wear) sweaters
and jackets. The trees _ (turn) green and the birds (sing).
3. In Seattle it (rain) a lot all year. Sometimes they. (have) hot,
sunny weather in July and August with temperatures above 90 degrees, Today it
(rain) and everyone (carry) umbrellas,
4, Autumn in Rome is beautiful. The average temperature in October is about 55
degrees. Today, the sun__ (not shine) but at least it (not rain). Speaking ems:
© sErORE YOU SPEAK. think of your
favorite season. Choose a day in that
season (for example, Spring, April 28). ates
Imagine the weather. Imagine what.
you and other people are wearing and a
doing. Take notes.
Weather:
@ Grours OF 3. Take tums. Clothes:
Describe the day you're imagining.
Today is Aprit 28th. The weather is
perfect. Its 70 degrees, and I'm wearing...
Activities:
@ _Tellthe class about one of your partners’ days.
Writing emu:
An American friend is coming to your country for a year. Your friend sends
you an email and wants to know about the weather. Write an email with
helpful information.
een |
Hi. 'm pecking my bags and I don't know what to bring, I need some
Information.
What season ist now?
What's the weather lke atthe moment, and what are people wearing?
-What's the weather like nother seasons, and what types of clothes do
people usually wear?
-Do you have any dangerous weather conditions, and when do they occur?
-What do pooplo do and wearin these consitione?
‘Thanks. See you very soon.
J
CONVERSATION TO GO
A: What's the weather like?
B: The sun is shining. It doesn't always rain in Seattle.
81 Memories
y Memorable, people, events, and possessions
ar _be simple past
speaking Talking about memories
Getting started @
@ Tink about memorable people, events, and possessions
in your life. Write two for each ircle.
my great-gra ndmother|
Evonts
my 16th birthday
. Why do you remember them?
“AJR. Choose one person, event, and possessi
82 @ _use the words and phrases in the box to complete the questions,
Use each word or phrase once.
How Howrey How much What
L When Where Who:
1, How many telephone numbers can you remember?
2,____"_ is your mother’s birthday?
3. is your best friend's telephone number?
4. old is your father?
5 are the actors in your favorite TV show?
6. is your passport or identification card now?
7. does a ticket to the movies cost?
Listening ween
@_O Usten to two friends, Rosa and Man-Ho, play the memory game. Check (/) the
‘memories they talk about.
Best vacation __
Bestfriend at school _
First girlfriend __
First boyfriend ___
5) ©) Usten again. Underline the answers they give to the questions.
Rosa:
‘Miami last year / Mexico three years ago
family vacation / family visit
alotto do / not much to do
alot of kids her age / not many kids her age
Man-Ho:
Pretty and nice / beautiful and smart
British / Irish
1 and 16 / 16 and 18
83 | @ study the examples of the verb be in the simple past.
| ttwasn't a problem.
| How old were you? I was seventeen.
Where was your best vacation? It was in Mexico.
Were they the same age? Yes, they were. / No, they weren't.
@ 00k at the examples again. Complete the charts.
——) | happy.
| there "| __@ | alottodo. | there © | any beaches.
How old __you?
__itcrowded?__Yes, It
she in Mexico?
| _theytate?——=sNo, they. When
© complete the conversations with the simple past of be.
1. A:_Was _ ita good vacation? 3, A:Where the summer Olympic
B: No, it wasn't Games in 2000?
A: Why? B: They __in Sydney, Australia.
__wae _ cloudy and cold all week! A: How many different sports
2
2, A:When_____the first World Cup shen
soccer match? B: There___37, I think.
in 1930.
A itin Greece?
.It_____ in Uruguay.
| Pronunciation wmzmmnnm
@ ©) Uisten. Notice the different weak and strong pronun«
Were and the strong pronunciations of wasn't and weren
How old were you? | was seventeen \Was it a good vacation? Ye
ions of was and
There weren't many people. It wasn't a problem. Were the beaches nice? Yes, they were.
@ ©) Listen again and repeat.
84 files)
ee
ee
Speaking emmy
@ _GAOUPS OF 4. Take turns. Toss a coin (one side of the coin = move one
space, the other side = move two spaces). When you land on a space, your
classmates will use use the cue to ask you a question. If your sentence is
correct, stay on the space. If it is incorrect, move back to where you started
your turn. The first person to reach FINISH wins.
B: Where was your best vacation?
Av It was in Mexico.
C:Who were you with?
A:T was with my famil
Writing emma
Think about a memorable person, possession, or event in your life. Write a
Paragraph describing the person or thing. Explain why he, she, or it is
memorable. Use the simple past of the verb be.
CONVERSATION TO GO
‘A; What wis your favorite subject in school?
8: Well it wasn’t English or math, It was gym class!
85 A day in the life of...
Vocabulary Everyday activities
Grammar Simple past: regular verbs (affirmative and negative)
Speaking Talking about your day
Getting started cxmmamnmmm=
@® Use the verbs in the box to complete the sentences about Kate Childers’
typical day.
i Ee = 1
arrive call__~—close. == decide_-— finish open
relax reply Stack, want watch
1, L_start each day with a strong cup of coffee.
21 the morning news on TV.
3. [listen to the weather report so I can
what to wear.
4, [work out at the gym for an hour because |
to stay in shape.
5. Imeet friends for lunch and abit
61 lunch by 2:30 so I can be at work by 3:00.
7. Icheck my voice mail and
8.
people back.
‘Then [look at my email and to messages.
9. Most members of the theater staff_at 4:00.
10. The theater doors
11, We usually
home at 11200,
at 7:00.
the doors at 10:30, and I go
@ PAIRS. Describe a typical day for you. Use some of the
L verbs in Exercise 1. © Read the article and answer the question.
How
‘ate Childers’ day in the article different from her typical day at work?
Read the article again. Are the sentences true or false? Write T or F next to each one.
1. The show that Kate organized started in the morning. F
2, She talked to MTV in the afternoon.
3, The new dressing room a
n tant started work at 5:00 Ra.
4, Kate talked to many people at the Awards show.
5. Kate finished work in the early evening.
Whe MTV Music Awards are
today. t's now noon—my
Ah workday started early. This
‘moening I wanted to be in the office by
9:00. [decided to eat breakfast at my
desk. I watched some entertainment
news on’TV— about the MTV Music
Awards, of course! Then the phone
started ringing,
‘Now it’s 4:00 at. A busy afternoon.
‘Mostly J talked on the phone! I called
MTY about last-minute details for
the program, I asked the organizers
bout the number of special guests.
.
x
RCs czas ®
peemnercret tester cd
‘Then I talked to the manager of the
Raffles Agency in Manhattan about
the new dressing room assistant.
It’s 3:00 a.m.— the next day! I'm $0
tired! Imogen, the new dressing room
assistant, didn’t arrive until $:00 PM.
‘The Awards started at 7:30. didn’t
tall to a Jot of people because I was 80
‘bisy. I didn’t even watch the program!
But | think everyone loved it! Imogen
and I finished work a few minutes
‘ago. I's time to go home and relax.
‘Welcome tothe life of theater
manager!
87 | called New York.
The new assistant arrived.
She didn't watch the program.
| We didn't finish with work until the next morning,
@ Look at the examples again. Complete the chart.
to the base form of the verb to form the simple past of regular verbs
s :
Use + the base form of the verb to form the negative of the simple past.
Note the spelling: y 7
call > called arrive-> arrived study» studied 1
‘open > dose> reply > a f y
= F "2 She called her mother,
Tevet fa
Seah: =
cook breakfast X 6
almother J % 6
7
look
Evening 5 3 9 —_________
to work at 6 a Oe
4
88 Pronunciation emma
@ () Listen. Notice the three different pronunciations of the -ed ending in
simple past verbs.
e {) listen to more simple past verbs. Notice the pronunciation of the
ed ending. Write each verb in the correct sound group.
e (7 Listen and check your answers. Then listen again and repeat
Speaking enmmanniex:
BEFORE YOU SPEAK. write your “To Do" list
for the past week. Write four things you did and
four things you didn’t do. Write / next to things you
did and X next to things you didn’t do.
GROUPS OF 4. Exchange lists. Take turns. Say what
the person did or didn’t do last week.
Rei didn't start her new exercise class. She studied for
her English test...
Is there one thing you all did last week? Is there one,
thing you all didn’t do last week?
Writing waco
POEM eab ARE
“ToDo” list weekof / 7 /
start new exercise class X
study for English test A
@)_ Write a paragraph describing what you did or didn’t do last week.
Use the past tense and some of the vocabulary from this unit.
A; You weatehedt TV all weekend?
B: No, | didn’t. I studied English.
89 Love at first sight
Vecaiulaey Common irregular verbs
Grammar Simple past: irregular verbs
Speaking Telling a story
Getting started emmummm
Write the letter of the picture that matches each phrase. Two of the
phrases match more than one picture.
buyher flowers _C_
fall in love__and_
give presents _
goto her house _
leave her house.
meet someone _and
say no
see him with her
@} PAIRS. Compare your answers.
a
py la
CAGES
S30!
WoT
90 Listening eammaascoes:
© _ GROUPS OF 2. Number the pictures to tell a story.
There are many possible variations.
(©) listen to the real-life love story of Jack, Debbie, and Cara.
Number the pictures according to the story you hear.
Ay eee
© QD iisten again and check your answers.
© compare your story with Jack, Debbie, and Cara's.
Are the stories the same or different? a.
1 92
©) Listen again to Jack, Debbie, and Cara's love story. Write the irregular
simple past of the verbs in the chart. Complete the rule.
meee tet sive ea :
ve ae say. know
90. aa lesvemiiine ss. pape
buy os Atma 15 come
Use don tet, form of the verb to make negative statements
in the simple past.
Grammar Reference page 147
@ Use the correct form of the verbs in the box to complete the story.
You will use some of the verbs more than one time.
be fall go sideave
ie not love say see think | ¢v
Violet (1) went — on vacation to Italy, She (2) awaiter
named Giovanni at a local restaurant and she @) inlove
instantly. He (4) very romantic and (5). her flowers.
He) that he loved her. Violet (7) home two weeks later,
but Giovanni didn't go with her. She (8). about him every. —l
day. One month later she(9)_again for Italy. She (10)
to the restaurant and (11) Giovanni with another woman.
‘She knew then that he (12)__her. Pronunciation qmamnms —
@ ©) Listen. Notice the vowel sounds in of
in came and /e/ in went.
met they met They met, and he fell in love.
went every day He went to her house every day,
gave expensive presents He gave her expensive presents.
came very upset He came home very upset.
Qe ©) Listen and repeat.
Speaking emmonmama: 0
@ 8EFORE YOU SPEAK. Think about the story of Jack,
Debbie, and Cara on page 91. Think of how to continue
the story. What happened to them? Write some key words.
Debbie was hearisick. She ...
Q PAIRS. Take turns. Tell the story with your new ideas.
Are your stories the same or different?
Writing emma
@ Rewrite the story of Jack,
Debbie, and Cara so that
something is different.
(For example, They met again
10 years later... or The women
are sisters . . .) Use the simple
past tense and some of the
vocabulary from this uni
CONVERSATION To GO
A; met him in the supermarket.
B: We fell in love at first sight.
93 94
Unit 17 Hurricane
@ _ C7 tisten to the model conversation and look at the words inthe chart.
“S9F/-21°C
7OPF/21°C
90°/32°C
50°F/10°C
sunny
windy
raining
snowing
really hot
cool
warn
really cold
fall
winter
spring
summer
shorts
sandals
jacket
raincoat
sweater
gloves
scarf
boots
hat
Tshirt
GROUPS OF 3, Create a story, Take turns choosing information from each column and making a
sentence with it. Decide as a group what the final sentence of the story will be. Create a few stories.
© ratiyourbest story to the class
Unit 18 Memories
© _Miisen to the model conversation and look at the game,
TW PAIRS. Take turns. Toss a coin (one side of the coin = move one space, the other side = move
two spaces). When you land on a space, use the cue to ask your partner a question. Your partner
answers the question, Ifyour question and answer are correct, stay on the space, If they are
incorrect, move back to where you started your turn. The first pair to reach FINISH wins, Unit 19 A day in the life of...
©? Listen to the model conversation.
PAIRS. Student A, look
at Talia’ daily planner on.
page 141. Student B, look at 8:00 _ stayin bed v 8:00 call the office x
Tals planes ae 9:00 watch the news x [9:00 _ study for banking test 7
10:00 call the officex | 10:00 clean house x
Student A, say a sentence with
the time and something Talia uaa Ed
did. Student B, say what Talia 12:00 talk to Simon x
didn do at that time. Then
5:00 hoppin
a cceatonce 5:00 start dinner x to go shopping x
with the time and something 6:00 6:00
Talla didnt do, StudentAysay 17:00 watch VV 7:00 ask John for help 7
‘what Talia did do at that time.
Take turns saying what Talia 8:00 8:00
did and didn't do. 9:00 9:00 dance all night ¥
Unit 20 Love at first sight
o
®
©) Listen to the model conversation and look at the pictures,
GROUPS OF &. ‘Take tas giving information to create a story about the woman and the man in
the pictures. Use the simple past tense of the irregular verbs in the box and other verbs you know.
be buy come fall gi
ve go leave meet say see
Tell your story to the class.
95 Vocabulary mmc:
PAIRS, Match the phrases in the box with the photos.
bells of the cathedral diner on the corner looking inside
poltting-