Documente Academic
Documente Profesional
Documente Cultură
Second Ed it ion
STEVEN BROWN
DOROLYN SMITH
Second Ed it ion
STEVEN BROWN
DOROLYN SMITH
CA\1BR I O<if t:'l l VEKSIT Y !'KESS
Can1 hridge. New York. tv1clhourne. Madrid. Cape Town , Singapore. Sao Paulo, Delhi
A catalog record .fo r this book is available frotn the British l~ibrary
Art direction and book design: Ad vent ure l~o use, NYC
layour ser vices: Page Designs International
Audio produc tion: Full House, NYC
lllustracions: Williarn \Vaitzman
---
- _. . ....
.IV
Plan of the Student's Book ...................... . ..... .............................. . . . ........... .
To the teacher ................ . .. ... .. . ......................... .......... ....................... . VI
Teaching notes
Before you begin Learn how to listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 1 Meeting people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . • . . . . . . . . . . . . . . . . 6
Unit 2 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Unit 3 Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 4 Let's eat! . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Expansion 1 Thailand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 5 Free time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 6 Great outfit! ....... . ................. . . : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 7 In the house . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Unit 8 Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Expansion 2 Kuwait . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 9 Movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . 42
Unit 10 A typical day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 11 Locations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 12 Gifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Expansion 3 Italy . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Unit 13 Part-time jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 14 Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . • . . . . . . . 64
Unit 15 Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Unit 16 Folktales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Expansion 4 India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . 76
Additional notes
Activation: A speaking and listening game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Self-study units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Testing program
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Quiz answer key . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Quiz audio scripts ... . . . .......................... .. ............. ........... ........ . .... . ......... 100
Tests (including answer sheets and answer keys) .... ... ................................ . .............. 108
Test audio scripts ........... . . .................. . . ... ......... . ................................... 129
Score records sheet ........... . . . . . . . . ............ . ....... • ...... . . .. .. . .............. . . . ... . ...... 134
Student's Book audio scripts (including Self-study) ........ . ... . ...... .. ............... .. . . . . . ... . ...... 135
Quizzes and tests track listing ..... .. .............................. ... ........ . ...................... 175
•••
Ill
--------------------------------- --------------------- ----- ---------------- --- -------- -----------------------------
Unit Listening tasks Listening skills Speaking Pronunciation
Before you 1 Could you Classroom
begin repeat that? language
Learn how to 2 Types of Main idea
listen. listening Details
pages 2-5 Inference
·---------------------------------------------------
1 How about Details
------- -----
Getting to
-----
know
--------------
you Rising
--- ---------
intonation
1
you? Main idea Taking a survey to find of questions
Meeting out about classmates
people 2 Around the Details
pages 6-9 world
·-- ---------- ----------------
1 Family
----- ------------
photos M ain idea
------ -------
My
---- ------- --------------
family -s -----------
endings in verbs
2
Details Sharing information
Families about a family member
pages 10-13 2 Family ties Details
·------------------------ -----------------
1 On the phone
------
M ain idea
------ --------------------
Numbers, numbers
--- -- ------ ----------
Syllable stress
3
Details Finding the correct in numbers
Numbers number
pages 14-17 2 Team scores Main idea
Details
·-- --------------------- -------------------------------------
1 What would Details The
----------------------------------
Food Game Intonation of
4
you like? Playing a board game Wh- questions
Let's eat!
pages 18-21 2 This looks great! Inference
Details
--------------- --------------------------------------------------------------------- ---------
Expansion 1
Thailand Information and an authentic student interview about food
pages 22- 23
·---------------- ------------------------------------------------------------------------------
1 How often? Details My free time Sentence stress
5
Talking about free-time
Free time 2 What's popular? M ain idea
Details activities
pages 24- 27
------------- ------- ------------------------------------------------------------
1 Choosing an Main idea Find t he differences.
---- -----------
Contractions for
6
outfit Inference Comparing two is and is not
Great outfit! pictures
pages 28- 31 2 The meaning M ain idea
of colors Details
·------------------- ---- ---------- --------------
1 Where does Inference
----- ------------------------------------------
My room Plural -s endings
7
it go? Details Drawing and describing
In the house rooms
pages 32-35 2 Where's the M ain idea
heater? Details
·----------------------------------------------------------------------------------------------
1 Changing plans Details Making plans Reduction of
8
Making weekend plans want to and
Time with your classmates have to
pages 36-39 2 Time and M ain idea
cultures Details
--------------- --------- ----------------------- ----------- ------- ----------------------------
Expansion 2
Kuwait Information and an authentic student interview about clothing styles
pages 40-41
-------------- --------------------------------------------------------------------- ---------
iv Plan of the Student's Book
·------------- --------------------------------------------------------------------------------------------------- ---
vi To the teacher
·--- ---------------------------------------- ----------------------------------------------------------- -------------
Your turn to talk, the final section of each unit, pictures."). Then play the first part of the audio
is a short, fluency-orie11ted speaking task done in program. Stop the recording and elicit the correct
pairs or small groups. First, students prepare for the answer fron1 the students. Those who weren't sure
speaking activity by gathering ideas and thinking \>vhat to do will quickly understand. The same
about the topic. Next, they practice a pronunciation tecl1niques \vork for Wartning up and Your turn
point. Finally, they speak to their classmates as they to talk. Lead one pair or group through the first
exchange information or opinions. step of the task. As the other students watch, they
will quickly see \>vhat they are supposed to do.
The two-page Expansio11 unit after every four units
features listening activities that provide general
Active Listening, Second Edition Level 1 is
cultural infor1nation about a country or region of the
accompanied by a Teacher's Manual that
world and an authentic interview with a perSOJ} from
contains step-by-step teaching notes with key
that place. The tasks focus on the same listening
words highlighted, optional speaking activities
skills as the core units and recycle the the111es and
and listening strategies, photocopiable unit
topics of the preceding four units.
quizzes for each Student's Book unit, and two
The Self-study page reviews language, vocabulary, complete photocopiable tests with audio CD.
and thernes frorn the unit and provides
personalization exercises. It can be used for
HOW STUDENTS LEARN TO LISTEN
hon1ework or for additional listening practice
Many students find listening to be one of the most
in class.
difficult skills in English. The following explains
some of the ideas incorporated into the book
Hints and techniques
to make students becon1e 1nore effective listeners.
• Be sure to do the Warming t ip section for each
Active Listening, Second Edition Level 1 is designed
unit. This preview can help students develop
to help students make real and rapid progress.
useft1l learning strategies. It also helps students
Recent research into teaching listening and its
to be more successful listeners, which, in turn,
related receptive skill, reading, has given insights
motivates and encourages the1n.
into how successful students learn foreign or
• Try to play a particular segment only one or two second languages.
tin1es. If students are still having difficulty,
try telling them the answers. Then play the audio Bottom-up vs. top-down processing:
again and let them experience understanding what a brick-wall analogy
they heard previously. To understand what our students are going through
as they learn to listen or read, consider the "botton1-
• If some students find listening very difficult, have
up vs. top-down processing" distinction. The
them do the task in pairs, helping each other as
distinction is based on the ways students process
necessary. The Teacher's Manual, described in the
and atten1pt to understand \>vhat they read or hear.
box in the next colu1nn, contains additional ideas.
With bottom-up processing, students start \Vith the
• Son1e students n1ay not be used to active learning. component parts: words, gran1n1ar, and the like.
Those students may be confused by your Top-do ...vn processing is the opposite. Students start
instructions since they are used to a 1nore passive fron1 their background knowledge.
role. Explaining activities verbally is usually the
This n1ight be better understood by means of a
least effective way to give instructions. It is better
n1etaphor. Imagine a brick wall. If you are standing
to den1onstrate. For example, read the instructions
at the bottom looking at the \:Vall brick by brick, you
as briefly as possible (e.g., "Listen. Nun1ber the
can easily see the details. It is difficult, however, to
••
To the teacher VII
---------------------------------- ---------------------- -----------------------------------------------------------·
get an overall view of the wall. And, if you come to a experience; our students bring \>Vith them a \>vealth of
missing brick (e.g., an unkno\>vn word or unfamiliar background kno,.vledge on many topics. These three
structure), you're stuck. If, on the other hand, you're strengths - vocabulary, granlffiar, and life experience
sitting on the top of the wall, you can easily see the - can be the tools for effective liste11ing.
landscape. Of course, because of distance, you'll 111iss
The Wartning up activities in Active Listening build
sorne details.
on those strengths. By engaging the students in
Students, particularly those with years of "classroom active, nleaningful prelistening tasks, students
English" but little experience in really using the integrate botton1-up and top-down processing. T hey
language, try to listen from the "bottom up." start from meaning, but, in the process of doing
They attempt to piece the meaning together, the task, use vocabulary and structures (grammar)
connected with the task, topic, or function. The
word by word. It is difficult for us, as native and
result is an integrated listening strategy.
advanced non-native English users, to experience
what students go through. However, try reading the
following from right to left. .J Top-down
•••
VIII To the teacher
------------- ----- ---------------------------------------------- -------------------- -------------------------------~
•
To the teacher IX
•• Learn how
• • to listen .
Overview
This prelin1inary unit introduces students to classroom language and t ypes of listening. Students first read a letter
fron1 the authors about ho'"' to be an effective listener. 1-hen in the Listening tasks, they learn usefu l classroon1
language and arc introduced to the three types of listening skills in the Active Listening course: listening for the
nlain idea, listening for details, and listening and niaking inferences.
3. To wrap up, have students close their books. 4. Ask students to say any words or phrases they
Then in pairs, have them try to remember and say heard on the audio progratn that relate to the
each sentence. answer dinner. Make sure students understand that
although the words after class were mentioned in
Note the conversation, the 1nain idea of the conversation
• In addition to the classroon1 language presented is dinner.
on page 3, you n1ay want to teach the expression 5. To \11Jrap up, have students read the inforn1ation
Excuse me. Son1e students n1ay have learned this as under the pictures.
an apology (meaning the san1e as I'm sorry) or as a
\Vay of interrupting politely (Excuse me. Can I ask a
..
B~ Details (CD 1, track 3)
question?). Explain that Excuse me? as a question is
1. Give students titne to look at the pictures and say
also often used to ask son1eone to repeat sotnething.
v.1 hat they see. Read the instructions aloud.
B Work with a partner. Compare your answers from Exercise A. Then choose three
areas from Exercise A that you would like to improve. Can your partner suggest ways
to help you?
C Write three things you can do in this class to improve your listening skills. Then tell
the class.
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 5
eetin
Overview
In this unit, students learn about introductions and greetings. In Warming up, students learn and practice phrases
they can use to introduce themselves and get to know each other. Jn the Listening tasks, students practice listening
for the main idea and details as they hear people introduce then1selves and talk about greetings around the \vorld.
They also learn cultural information about greetings in different countries. In Your turn to talk, students use the
ne\V language to get to kno\v their classmates, and learn and practice rising intonation of questions.
Answers
r -~~:~------------------------------------------
1. Yes, I'm having fun, too. 4. I'm a student.
~7 ' 2. I'm (student's name). 5. Yes, I do.
Listening task 1 3. l'n1 fron1 (student's 6. Yes, I do.
hometown).
How about you?
A ,r!t Details (CD 1, track 5) 6. To personalize the exercise, read Lisa's part again
1. Explain to students that they are going to hear two and call on students to answer the questions
separate conversations at a party. You can introduce about then1selves.
the t\.YO people in the picture as Kent and Lisa, the
1. In Japan, when you bow, you don't look Exercise 2 i_fit (CD 1, track 9)
directly at the other person's eyes. 1. Read the instructions aloud. Play the audio program
2. ln Brazil, when you hug, you usually give the once or twice. If necessary, pause between iten1s to
person a light kiss on the cheek, too. give students time to complete their answers.
3. To give a salaam, first touch your heart, then
your forehead. Then move your hands up and 2. Have students compare answers in pairs. Then play
away from your head. the audio program again and have them listen and
4. To do the wai, you put your hands together check their answers.
high in front of your chest and bow slightly. 3. Check answers by calling on individual students to
say Do you or Are you.
To wrap up, have students stand and demonstrate
the greetings in pairs. Answers
a. Do you c. Are you e. Do you
----------------------------------------------- b. Are you d. Do you f. Are you
3. Give students time to con1plete the survey As the student answers, hold up your book and
questions. Circulate \vhile students are working and write the student's name in the survey chart.
offer help as necessary. 2. Have students move around the class to complete
4. To wrap up, ask for volunteers to share their the exercise. To extend the practice, have students
questions with the class. Write any useful collect two "yes" answers, or one "yes" and one
vocabulary on the board. "no" answer for each question.
3. To wrap up, ask students to share so1ne things they
B Practice learned about their classmates (for example, Manuel
Exercise 1 f. ..~ (CD 1, track 8) lives near the school. Hussein likes soccer. Olga is
froni Russia.).
1. Read the instructions aloud. Play the audio progran1
once without stopping so students can listen.
2. Play the audio program again, pausing between Unit 1 Self-study Student's Book page 84
items for the class to repeat. Draw students' Unit 1 Quiz Teacher's Manual page 82
attention to the arrows on the page that show the
rising intonation at the end of the questions. Use
10 Unit 2 Families
grcat-grandrnother/grandfathcr/grandparents: --~~;~ -~~ -J -- - - --- -------------- - - -- ------------
your grandparents' nlother and father are your
great-grandparents; their parents are your Listening task 1
great-great-grandparents
half brother/sister: a blood relation; one parent is the Family photos
san1e, the other is different
rnother-/father-/daughter-/son-in-law: family Additional vocabulary fron1 the audio script
relations by marriage (for example, your cute: handsome or pretty (used for children)
mother-in-la\¥ is your vvife's or husband's n1other; picnic: outdoor meal
your son-in-law is yottr daughter's husband) Grandrna and Grandpa: grandmother and
only child: a person with no brothers or sisters grandfather (casual)
relatives: a group of related family members (Note kid: child (casual)
that the singular relative n1ay be used to describe into nlusic: really enjoys music; is interested
any fam ily men1ber.) . .
!fl ITILISIC
sibli ngs: brothers and sisters
stepmother/father/ brother/sister/daughter/son : not ...
a blood relation; the relationship occurs through A ~ Main idea (CD 1, track 10)
marriage (for exan1ple, your father remarries; so his 1. Have students look at the pictures and try to guess
"vife is your stepn1other and her children are your the people's relationships.
stepbrothers and stepsisters)
2. Read rhe instructions aloud.
• Unlike some languages, English does not have 3. Play the audio progran1 once or t\vice. If necessary,
separate nouns to indicate birth order of brothers and
pause between ite1ns to give students time to
sisters. Instead, older/oldest or younger/youngest are
con1plete their anS\.Yers.
used to explain the relationship (for example, She's
my younger sister.). 4. Check answers by having students raise their hands
for a or b. For lO\.YtT-levcl classes, ask for volunteers
to say \.Yhat words gave then1 the answers.
Listening strategy
Word association Answers
Associating new \.Yords \Vith \.YOrds or information 1. a 2. a 3. b 4. b
students already kno\v can help them learn and
retain nev,r vocabulary. 5. To wrap up, ask students to say what fan1ily
Divide the class into groups of four or five students. vocabulary they ren1en1ber from the Listening task.
Tell each group to choose a secretary to \¥rite down Write the vocabulary on the board.
the group's ideas. ...
Choose one of the family vocabulary words on page B Details (CD 1, track 10)
10 and \.vrite it on the board (for exan1ple, mother). 1. Read the instructions aloud. If students think they
Next, give groups a duce-minute time limit. Tell remcn1bcr the ansvvers, have the1n do the exercise
students that they are going to race against each and then listen to check their answers.
other to list as many \Vords as they can think of 2. Play the audio progra1n. If necessary, pause
associated \.Yith the word on the board. In the end, between items to give students time to complete
the group with the most \Vords ,.vins. their ans\.vers.
Individual students will have different associations.
3. Check answers by asking for volunteers to read the
For exan1ple, for mother, students 111ay think
complete sentences aloud.
of tall, good singer, doctor, etc. T his provides
an opportunity for students to learn personal
Answers
infor1nation about each other. Have groups look
at their lists of \.Yords and ask questions such as: 1. The woman likes to take them to eat pizza.
Is your n1other a good singer? Whose 111other is a 2. H is parents live far away.
doctor? How tall is your 1nother? 3. T he picture was taken at her niother's
birthday party.
To wrap up, ask for volunteers to share son1ething
4. The granddaughter likes school.
they learned about a classmate \·Vith the class.
Unit 2 Families 11
Culture notes Answers
• Generations ago, North An1erican famil ies tended
1. daughter 3. brother 5. wife
co live closer together, but today, faniilies in North
2. nephew 4. father 6. mother
America rend robe 111ore rnobile. Young adults
frequently move away from home for education or
career changes. 4. To \Vrap up, have students try to nan1e the people
in the picture based on what they heard.
• In North American society, it is not as common as in
some cultures for elderly family n1embers to live with
...
B~ Details (CD 1, track 11)
their adulc children or grandchildren. While there are
1. Read the instructions aloud. If students think they
exceptions, elderly family members generally live in
remember the answers, have them do the exercise
their own homes, in retirement cornmunities, or in
and then listen to check their answers.
ocher specialized institutions.
2. Play the audio program. If necessary, pause
O ptional speaking activity bet\.veen items to give students time to complete
their answers.
Family snapshots
3. Check answers by reading the statements and
Have students bring pictures of their own families
having students raise their hands fo r true or false.
to class. Alternatively, have students draw their own
Have students correct the false statements.
family trees in class.
Divide the class into pairs, and have students take Answers
turns showing their pictures and saying as n1uch as
1. true 3. false 5. true
they can about each fanllly member, for example:
2. true 4. false 6. true
• the person's name
• where the person lives
• how often they see the person Optional speaking activity
Bring in some of your own pictures or draw your You know what they say ...
own family tree and use it co model the activity. Write some or all of the following proverbs on the
Students are probably interested in your life outside board and explain them to the class. Ask students
school, and sharing inforn1ation about yourself will to say whether they agree with the proverbs. Then
help them feel rnore comfortable about sharing their have them think of proverbs about families from
own lives. their O\vn cultures. You can have students share
their proverbs in groups, or ask volunteers to share
with the \vhole class.
~~;~ -~2 - 1 ---- - ------------ ----- - ----- --------- Point out to students that these proverbs are often
u se~ in conversation to re1nark on other people's
Listening task 2 behavior or fami liar situations, and are often
Family ties preceded by phrases such as Well, you know what
~
they say . .. and As the saying goes, . . . .
A ~ Details (CD 1, track 11) Blood is thicker than water.: Connections between
1. Read the instructions aloud. Explai11 that the fan1i ly members are stronger than connections
picture shows a family at the park. Have students between friends.
work in pairs to try and predict the family Like father, like son. and T he apple never falls far
members' relationships. from the tree.: Children behave like their parents.
T here's a black sheep in every fl ock.: Every farnily
2. Play the audio program. If necessary, pause
has one men1ber who has done something wrong
between items to give students time to complete
or who behaves badly.
their answers.
There's no place like hon1e. and Home is \vhere
3. Check ans\vers with the whole class. the heart is.: Your horne is always the most
comfortable and appropriate place for you.
12 Unit 2 Families
r ~~;~-~~- r - - - -- - ----- -- - - -- -------------------- 2. Divide the class into pairs and give students time to
co1nplete the exercise. Circulate while students are
Your turn to talk working and offer help as necessary.
My family Exercise 2
l. Read the instructions aloud.
A Prepare
2. Have pairs combine to make groups of four. Give
1. Tell students they are going to talk with their
groups tin1e to complete the exercise. Circulate
classmates about a family men1ber.
while students are working to monitor their
2 . Read the instructions aloud. progress. Make a note of any difficulties students
have to address later.
3. Give students time to complete the exercise.
Circulate while students are working and offer help
as necessary. Optional speaking activity
Me, too!
B Practice Have students brainstorm a list of questions they
Exercise 1 ,lfi (CD 1, track 12) can ask about someone's family and write them on
1. Read the instructions aloud. Play the audio progratn the board, for example:
once without stopping so students can listen. • How many brothers and sisters do you have?
2. Play the audio program again, pausing between • Do you have a younger/older brother?
items for the class to repeat. · Do your grandparents live with you?
· How old are your parents?
Exercise 2 ,;,.~ (CD 1, track 13)
Have students move around the room and ask their
1. Read the instructions aloud. Have students work classmates questions. They can use the questions on
alone or in pairs to do the exercise. Encourage the board or their own questions.
students to say the words quietly to themselves Tell them that they should try to find one thing that
before they write then1 in the chart. You can have is the same about their own family and a classmate's
students try covering their ears to better hear the family (for exa1nple, the same number of brothers,
/z/ sound, or put their hands on their throats to feel
parents of the same ages, etc.).
the vibration.
Explain that once they find something in common
2. Play the audio program once or twice and have with one classmate, they should move on and talk
students listen to check their answers. For lower- to other classmates.
level classes, pause between items and have students
Variation: Once a student finds a partner with
listen and repeat.
son1ething in co1nn1on, the two students form a
pair and go together to find a third person who
Answers
has the same thing in common. They then look
Isl lzl !izl
. for a fourth, and so on. The group with the most
sleeps plays exercises students wins.
works studies teaches
Unit 2 Families 13
Num ers
Overview
In this unit, students listen to inforn1ation including nun1bers. In Warming up, students learn and practice ntunbers
fron1 zero to one hundred . In the Listening tasks, students practice listening for the tnain idea and details as they
hear people talk about phone nun1bers and sports scores. In Your turn to talk, students practice saying numbers,
and learn an<l practice \vord stress in numbers ending in -ty and -teen.
warming up Notes
• You may \.Vant to dra\oV students' attention to the use
A of zero in the exatnples. Point our that zero is usually
1. Before students start the exercise, check their pronounced "oh" in strings of numbers, although
understanding of the numbers by writing some zero is son1etin1es used for extra clarity or en1phasis.
randotn nutnbers from zero to one hundred on the
• If students do not wish to give their phone nutnbers
board and calling on students to say them aloud.
or birthdays to the whole class, tell them to invent a
Correct any 111israkes and revie\~' or teach nun1bers
as necessary. phone number or birthday.
14 Unit 3 Numbers
- ·--
Unit 3 Numbers 15
-------------- ------------ -----------
page 16 Answers
1. Lions 94, Hawks 68
Listening task 2 2. Eagles 103, Tigers 99
Team scores 3. Panthers 87, Bears 73
4. Rockets 72, Comets 65
Additional vocabulary froxn the audio script 5. Lions 92, Eagles 80
6. Rockets 107, Panthers 86
It was Team X against Team Y.: Tean1 X played 7. Rockets 109, Lions 98
Team Y.
Ways to talk about sports victories:
•Team X won. Optional speaking activity
•Team X beat Team Y. Fast math
• Team X over Team Y (92 to 90).
Divide the class into groups of three or four students.
• Team X (losing team) went down, 92 to 90.
Hand out one copy of the "Fast nlath" worksheet
below to each group or copy the worksheet onto
A ,JJ- Main idea (CD 1, track 15)
the board.
1. Give students time to look at the chart. Explain
Before groups start, check that they know the
that this is a scoreboard for a basketball
n1athen1atical tern1s plus, minus, and times. If
tournan1ent. Read the team names aloud to necessary, do a couple of sin1ple calculations with
n1odel pronunciation.
the class on the board to n1ake sure students
2. Read the instructions aloud. Tell students that in understand the ter1ns.
this exercise, they should just listen and write the Tell each group to choose a quizmaster. The
first letter of the winning team's name in each circle. quizmaster first reads the ansvver aloud and then
They will fill in the scores when they do Exercise B. reads the two problems. The other students in the
3. Play the audio progran1 once or twice. If necessary, group write the problems down. When everyone
pause between items co give students time to is ready, the teams race to see who can find the
complete their answers. correct problem first.
4. Have students con1pare answers in pairs. Then
check answers with the whole class. Fast Math
Answers You are the quizmaster. Read the answers. Then
- read both problems. Your partners will write down
Friday Saturday Sunday the proble1ns. Tea1ns will then race to find out
L which problem is correct.
L
E
R Math ·words
p
R '
+ plus
R minus
x times
B ,ift Details (CD 1, track 15) Answers Problems
1. Read the instructions aloud. If necessary, explain a. 25 16 + 7 or 11 + 14*
the 1neaning of score (the number of points each b. 89 34 - 45 or 62 + 27*
team gets in a game). c. 107 63 + 44* or 46 + 51
d. 317 444 - 127* or 318 - 63
2. Play the audio progran1. If necessary, pause e. 121 187 - 66"' or 193 - 82
between iten1s to give students ti1ne to co1nplete f. 128 11 x 3 or 8 x 16*
their answers. g. 104 77 + 82 or 238 - 134''
3. Have students compare answers in pairs. Then *correct proble1n
check answers by asking students to read the
© Can1bridge University Press 2007 Photocopiable
nun1bers aloud while you write the correct answers
on the board.
16 Unit 3 Numbers
l~;~~-;;-r - ---------------- -- -- --- ----- -------- C Speak
1. Read the instructions aloud. Read the example
Your turn to talk sentence aloud and have a student read the
Numbers, numbers exa n1ple response.
2. Divide the class into pairs. Have students sit or
A Prepare stand back to back, or prop up a book betv.'een
l. Tell students they are going to practice saying and them so they don't accidentally see their partner's
listening to numbers with their classmates. book. Circulate while students are working and
2. Read the instructions aloud. make a note of any difficulties to address later.
3. Give students tin1e to complete the exercise. 3. Have pairs check their answers by comparing their
Circulate while students are working to monitor Student's Books.
their progress.
Culture notes
B Practice
Exercise 1 I
.. (CD 1, track 16)
• In 1nany cultures, people have superstitions about
certain numbers. For example, in the U.S. a11d in
the U.K., thirteen is an unlucky number. In the U.S.,
1. Read the instructions aloud. Play the audio program seven is a lucky number. Ask students what numbers
once without stopping so students can listen. are lucky or unlucky in their cultures and if they
2. Play the audio program again, pausing between know why.
items for the class to repeat. Dra\.v students' • In North American English a hundred is often used
attention to the stress on the first syllable in to mean a lot or many. Parents may tell children,
numbers ending in -ty, and on the last syllable in "I've told you a hundred times not to do that!" Of
nu1nbers ending in -teen. Point out that in English, course, they don't literally mean a hundred times.
stressed syllables are said with a higher pitch and Ask students if the nun1ber one hundred is used in
last longer in tin1e than unstressed syllables. this way in their cultures or if they have any other
3. For further practice, give each student a rubber special numbers.
band. Have students hold their hands in front of
chem, palms facing away from chem and with
Student's Book page 86
the rubber band looped around each thumb. Tell
Teacher's Manual page 84
them that when they say the stressed syllable (for
example, ninety or nineteen), they should stretch
the rubber band by moving their thun1bs apart.
(This idea co1nes from Clear Speech, third edition,
by Judy Gilbert, Can1bridge University Press, 2005.)
;
Answers
a. 13 c. 40 e. 80
b. 17 d. 19 f. 16
Unit 3 Numbers 17
let's eat!
Overview
In this unit, students listen to conversations about food. In Warming up, students learn and practice names for
con1n1on foods. In the Listening tasks, students practice listening for details and inference as they hear people order
nieals and talk about food. In Your rum to talk, students practice talking about their favorite foods, and learn and
practice the intonation of questions.
Optional speaking activity 3. Play the audio program once or t\.vice. If necessary,
pause between items to give s tudents time to
Quick food review complete their answers.
Have students close their books and try to remember
the food vocabulary they have just learned. 4. Check ans\.vers by playing the role of a server in a
restaurant. Ask students, What kind of soup/drink/
To do this as a gan1c, divide the class into tean1s of toppings/salad would you like? and have them say
four and try o ne o f the follo,ving options: the correct responses.
• Have tea n1s choose a secretary to write the group's
ideas. Give students a one-n1inutc tin1e limit. Team Answers
1nen1bers race to say as n1any of the words as they 1. French onion
rernember and list then1 in alphabetical order. 2. Large
The team with the most words in the correct 3. ketchup, lettuce, mushrooms, mustard, onions,
order wins. pickles, tomatoes (everything except cheese)
• H ave tean1s race to be the first to say foods in the 4. pasta salad
follo\ving categories:
- a food that begins with the letter b!dm, etc.
Optional speaking activity
- a vegetable/a fruit/a kind ofmeat
- a food that is green/red/white Waiter!
The first tcan1 to say a correct answer gets a point. Write the following dialog on the board:
The tean1 \Vith the most points in the end wins. A: What would you like?
• In higher-level classes, teams can play the game on B: I'll have soup, please.
their own. Tcan1 rnembers take turns giving each A: What kind of sou{!_ tvould you like?
other hints and guessing the foods on page 18. B: What kind do you have?
For example: A: f'rench onion or vegetable.
B: I'll have French onion.
A: These are yellou.1 and they taste very sour.
B: Are they len1ons?
This looks great! 2. Play the audio program, pausing between iten1s to
give students time to cornplete their ans\vers.
Additional vocabulary from the audio script 3. Check answers by saying the numbers and calljng
Let's check out the menu.: Let's look at the menu on individual students to say the foods. For
and see what's on it. lo\ver-level classes, play the audio program again
salsa: a spicy sauce usually made with tomatoes after checking answers so that students can listen
and hot peppers and used to top Mexican food, for any words they missed.
meat, etc.
I'm starving.: I'm really hungry. Answers
to overdo it: to have too much 1. dessert, chocolate, vanilla
2. toppings (mushrooms, black olives, green
A ,JP Inference (CD 1. track 19) peppers, extra cheese), a slice
1. Give students time to look at the pictures and say 3. Asia center, rice, sticky, raw fish
what they see. Ask them to say how often they eat 4. chicken, beef, hot sauce, salsa, spicy
the foods pictured. 5. with lemon, bones, ocean
6. pot, cream and sugar, black
2. As this is the first inference exercise i11 the book,
you may want to spend son1e time reviewing this
Culture note
type of exercise. Refer students back to pages 4
• Asian food has enjoyed a recent boon1 in North
and 5. (Inference was introduced in Before you
America. In 1nost North American cities, food from
begin.) Ren1ind students they \viii not hear the
many countries is readily available in restaurants
exact words; they need to listen for hints in the
and supermarkets. Asian cuisine is very popular on
conversation. To help them prepare, ask students
restaurant menus, and Asian dishes are served in
to think of one or two \vords they might use
many university cafeterias.
The Food Game 3. Read the instructions aloud. Make sure all students
put their markers on "Start."
A Prepare 4. Remind students that the questions are all
1. Tell students they are going to play a game about Wh- questions, so they should use falling intonation.
food with their class1nates.
5. Give students ten to fifteen n1inutes to play the
2. Read the topics on the game board aloud. Explain gan1e. Circulate while students are playing to
any unknown vocabulary. monitor their progress and offer help as necessary.
3. Read the instructions aloud. Ask for a volunteer co Make a note of any difficulties to address later.
read the exan1ple sentence aloud. For lower-level
classes, elicit one example for each topic. Explain Optional speaking activity
to students chat in this exercise, they just need to
think about their responses; they do not have to It's not a match!
w rite anything. Hand out one copy of the following "It's not a n1atch!"
worksheet to each student or copy the worksheet
4. Give students time to complete the exercise. onto the board. Read the sentences with the whole
Circulate while students are \.Vorking and offer help class to 1nake sure students understand chem.
as necessary.
Give students time to write do\ivn their answers.
B Practice,,, Next, divide the class into groups of four to
eight students and have then1 take turns sharing
Exercise 1 ~ (CD 1, track 20)
their answers.
1. Read the instructions aloud. Play the audio program
once \'Vithout stopping so students can listen. Each student in the group who has an answer that
is different fron1 all the others gets a point. When
2. Play the audio program again, pausing bet\iveen they finish, the student with the nlOSt points in the
.
items for the class to repeat. Draw students' group wins.
attention to the arrows on the page chat show the
falling intonation at the end of the questions. Use
your hands to demonstrate the falling intonation It's not a match!
as students repeat the questions. You could also
Nan1e ....
have students use their own hands to show the
falling intonation. 1. a vegetable that is not green
2. a food chat costs a lot of money
1 ~
1
Exercise 2 (CD 1, track 21) 3. something you have eaten but never want to
1. Read the instructions aloud. Play the audio program eat again
once or twice. If necessary, pause between items to 4. a food you have never eaten but would like
give students time to complete their answers. to try
5. a food that's good to eat on a cold day
2. Check answers by having students say What, When,
6. so1nething you eat in a restaurant but never eat
or Where. at hon1e
7. a food that srnells good
Answers 8. a food that smells bad
a. What c. What e. When 9. a food that has a short season (son1ething you
b. W here d. When f. W here can eat only for a short tin1e each year)
10. a food you eat for the holidays
C Speak © Canibridge University Press 2007 Phorocopiable
1. Divide the class into groups of four. H ave each
student choose a nlarker. They can use erasers,
pen caps, etc. Tell each group to open one of their Unit 4 Self-study Student's Book page 87
Student's Books to page 21 and place it where all Unit 4 Quiz Teacher's Manual page 85
group 1nembers can see it.
22 Expansion 1 Thailand
B ~"" Details (CD 1, track 22) --------- -------------------------------- ---- -
page23
1. Read the instructions aloud. Point out to students
that this time they arc listening for details. Before Listening task 2
you play the audio program, give students time to Food
read the sentences and predict \vhich ones are true ...
and fa lse. A Details (CD 1, track 23)
2. Play the audio progran1. If necessary, pause 1. Give student ti1ne to look at the pictures. Read the
between itcrns to give students time to co1nplete names of the ingredients aloud and have students
their answers. listen and repeat. Ask iJ anyone has eaten Thai food
and, if so, \vhcther they liked it. If you have Thai
3. Check ans\vers by reading the staten1ents and students in your class, you could ask then1 to say
having students raise their hands for true and false. \vhich dish they like better - Thai green curry or
Have students correct the false state1nents. pad Thai - and \.vhy.
Answers 2. Read the instructions aloud. Remind students
that in this exercise, they will be listening for
1. false 2. true 3. false 4. true
details. Make sure students understand that there
are t\VO items for each dish that the speaker does
Additional listening practice not mention.
Answers
1. a. Thai people eat curry with rice.
b. The n10St popular Thai dish is spicy.
2. a. The woman prefers pad Thai in Thailand.
b. T hai dishes are not always spicy.
Expansion 1 Thailand 23
Free time
Overview
In this unit, students listen to conversations about free-time activities. In Warming up, students learn and practice
frequency adverbs and vocabulary to talk about what they do in their free time. In the Listening tasks, students
practice listening for the main idea and details as they hear people talk about free-time activities. They also learn
cultural information about popular free-ti1ne activities in the U.S. In Your turn to talk, students talk about their
own activities, and learn and practice the stress on important words in sentences.
--- ------ ---- ----------------- -- ---------------------------------- --- -------- -------- --- --- ---- ---
page24
Listening task 2 4. To \Vrap up, ask students co guess \vhac the "other"
activities 1night be.
What's popular?
A ,£"* M ain idea (CD 1, track 25) Optional speaking activity
1. Give students time to look at the picture. Ask:
Oitr class
• Where do you think these people are fron1? Divide the class into groups of three or four
• What are they doing? students. Give each group one question about
• How often do you think they do this activity? free-tim e activities, for example:
2. Read the phrases in the box aloud and have • How do you spend your free tin1e on weekends?
students listen and repeat. Explain any unkt10,vn • What sports do you like to watch on TV?
vocabulary. Have students \Vork in pairs to guess • Do you prefer watching n1ovies in the theater or
the top five ways people in the U.S. spend their free at hon1e?
time. Ask for volunteers to share their guesses \Vith · What's your favorite thing to do on a rainy day?
the whole class. You can have students \>vrite their • Where do you usually go iuhen you get together
guesses on a separate piece of paper and then listen with friends?
and check whether they were correct. For higher-level classes, have students v.rrite their
.
3. Read the instructions aloud. own questions.
4. Play the audio program once or twice. If necessary, Have groups go around the class and ask their
pause between items to give students tin1e to question to their classmates, \>vriting do\vn each
complete their answers. class1nate's response. Since students are \Vorking in
groups to ask the san1e question, it is in1portant to
5. Have students compare answers in pairs. Then remind the111 that they should only anS\~1er the sa1ne
ask for volunteers to say \vhich activity is the n1ost question once to avoid repeat ans.,,vers in the survey.
popular, the second most popular, etc. Before students start, teach them the sentence I've
already answered that question.
Answers
To wrap up, have students \vork together to enter
1. watching TV or DVDs 6. going to the their findings on a poster. They can tally and list
2. staying home with family movies or a play the three most popular answers for each question
3. resting or relaxing 7. eating out on the poster, then put the poster on the wall for
4.reading 8. playing a sport the class to see.
5. getting together or exerasmg
with friends 9. other
Culture notes
• While watching movies is sti ll a popular pastime in
B ,£' Details (CD 1, track 25)
the U.S., niore Americans are choosing to stay at
1. Read the instructions aloud. If students think they home and watch DVDs on TV rather than go out to
remember the answers, have them do the exercise a movie theater. One poll found that 73 percent of
and then listen to check their answers. 1,000 people surveyed preferred to watch movies at
2. Play the audio program. If necessary, pause home rather than at theaters. Another survey found
between items to give students time to complete that 48 percent of Americans were going to theaters
their answers. less often than they \Vere five years ago.
3. Check ans\vers by calling on individual students. • An1erican football is the most popular spectator sport
Write the correct ans.,,vers on the board. in the U.S. (Baseball is the second.) The National
Football League ( FL) consists of 33 professional
teams located in 1najor cities across the U.S. Each
Listening strategy
Answers
1. light blue dress with the white stripe
Predicting 2. blue and green plaid skirt
Having students predict the information they a re 3. yellov. blouse with flowers
1
going to hear before they listen can build students' 4. white blouse
interest and confidence while they listen. 5. blue sweater
Before you do the Listening tasks, give students time 6. plaid cap
to read the title at the top of the page. Have then1
look at the pictures and predict what they will hear. B ~"' Inference (CD 2, track 1)
For exan1ple, before Listening task 1, have students 1. Read the instructions aloud. Remind students that
try to guess which iten1s the won1an will •vear to this is an inference exercise. Erica doesn't directly
the party. say •vhether or not she likes Megan's choices, so
For Listening task 2, have students predict the students have to listen "between the lines."
n1eanings of the colors and in what countries the 2. If students think they ren1e1nber the answers,
colors have those n1eanings.
have them do the exercise and then listen to check
Students can also write their predictions and check their answers.
if they were correct when they do the Listening
3. Play the audio program. If necessary, pause
tasks. Encourage students to use prediction before
between items to give students time to complete
beginning any of the Listening tasks.
their answers.
4. Check answers by asking for volunteers to form
con1pletc sentences (for exarnple, Erica doesn't like
the dress.).
Boy
1. Read the instructions aloud. If students think they 1. Read the instructions aloud.
rernen1ber the answers, have them do the exercise 2. Have students 'vvork alone or in pairs to do the
and then listen to check their answers. exercise. Encourage students to say the words aloud
2. Play the audio program. If necessary, pause · before they \Vrite thcn1 in the chart.
bet\veen items to give students tin1e to con1plete 3. Play che audio program and have students listen to
their ans\vers. check their ans\vers. For lower-level classes, pause
3. Check ans'vvers by asking students co form complete between icen1s and have students listen and repeat.
sentences (for example, The won1an visited Syria.).
Answers
Answers Isl lz/ /1z/
1. visited 2. visited 3. lived 4. lived photographs bookshelves dishes
.
plants curtains glasses
36 Unit 8 Time
4. Check answers by asking questions and having
Listening strategy
students give the correct new inforn1ation,
Goal setting for exan1ple:
Successful language learners are aware of their ov.rn T: Where are they going to meet?
progress as well as areas that need in1prove1nent. As Sl: At Museum Cafe.
your students are now halfway through the course, T: What time are they going to meet?
this is a good tin1e to encourage then1 to decide the 52: At six-fifteen..
next steps for their learni11g.
Give students titne to think about how they have Answers
improved and what is still challenging for the1n 1. 7:30 Hayes Hall 6:15 Museum Cafe
when they listen in English. Have then1 refer back to 2. CA39 Taipei 6:10 8:00
the "Listening in English" worksheet on page 5 of 3. 12:00 Bangkok Cafe 12:15 The Plaza
this Teacher's Manual. 4. Monday 10:00 English rest Wednesday 8:15
Next, nlake a list with the \.vhole class of areas for ,,.
improven1ent, for exan1ple: B~ Details (CD 2, track 9)
• Iis ten ing for details 1. Read the instructions aloud. If students think they
• listening and n1aking inferences ren1en1ber the answers, have then1 do the exercise
• listening to people speak quickly and then listen to check their ans\.vers.
Ask students to write dov.1n one or t\¥0 areas that 2. Play the audio progran1. If necessary, pause
they would like to focus on and any ideas for ways betvveen iten1s to give students time to complete
they might in1prove in these areas. their answers.
When students finish, collect the papers and nlake a
3. Check answers by asking for volunteers to read the
note of areas students would like to work on so you
complete sentences aloud. For lower-level classes,
can better help them reach their goals.
play the audio program again. Pause after each itern
and ask for volunteers to say what \.vords gave them
the answer.
---------------------- --------- --- ---
page 37
Answers
Listening task 1 1. a 2. b 3. a 4. b
Changing plans
Culture note
Additional vocabulary from the audio script • In North An1erica, changing social plans is not
considered rude, as long as advance notice is given.
1nake-up day: a day when a student can take a test
When plans need to be changed, people generally just
that he or she nlissed during class
give a short apology.
Unit 8 Time 37
Tell students about your schedule and \·vrite an Note
exan1ple sentence on the board (for exatnple, • The situations in l,istening task 2 reflect general
Tomorrow I'll wake up at seven-thirty in attitudes toward tin1e in various cultures. You may
the morning.). \Vant to point out to students the in1portance of
follov,ring local tin1e practices when traveling to other
Give students five minutes to write their O\:Vn countries in order to avoid misunderstandings.
schedules for tomorrovv.
When students finish, divide the class into pairs B ,.;,,~ Details (CD 2, track 10)
and have students tell a partner vvhat they \:vill do 1. Read the instructions aloud. If students think they
ton1orrow and at what tin1e. remember the answers, have them do the exercise
To wrap up, ask for volunteers to share one and then listen to check their answers.
interesting thing about their partner's schedule (for
2. Play the audio progran1. If necessary, pause
exan1ple, My partner will wake up at five o'clock
between iten1s to give students time to con1plete
tomorrow morning.).
their answers.
3. Check answers by asking for volunteers to read the
con1plete sentences aloud.
page38
Answers
Listening task 2
1. a. 7:30 3. a. 9:00
Time and cultures b. 9:30 b. 12:00
2. a. 7:00 4. a. 10:17
Additional vocabulary from the audio script b. 7:10 b. 10:17
speaking of (time): "speaking of (topic)" is an
expression used to give an example of something 4. To extend the cultural discussion, ask students to
related to the topic tell you about time in their O\Vn cultures. Ask for
show up: arrive volunteers to say what they think \Vould happen in
their culture in each of the situations described in
..
A~ Main idea (CD 2, track 10)
Listening task 2.
38 Unit 8 Time
4. For further practice, play the audio progran1 again,
When they have finished interviewing, divide
pausing between items so students can repeat.
the class into groups of four or five students. Tell
groups to con1pare their survey answers and tally
their responses. Groups might look for differences Note
between men and vvon1en, a1nong different age • Ren1ind students not to \.vrite reductions; that is, they
groups, etc. should not v.rrite wanna or ha(ta as these a re only
spoken forn1s. The forn1s want to and have to should
To \.vrap up, ask for volunteers from each group to al\.vays be used when writing.
share what they learned about the different attitudes
a1nong their classmates toward time.
C Speak
Exercise 1
1. Before students do the exercise, revie\.v the time
[ ~~~~ -39- , -- ------- ------- ----- ---- ------------
expressions presented on page 36. Read a fe\.v of
the expressions and call on students to say then1 in
Your turn to talk another \.vay.
Making plans 2. Write the following dialogs on the board and have
students practice them in pairs:
A Prepare
1. Tell students that they are going to talk with their A: Do you want to go to the movies on Wednesday?
class1nates about their weekend plans. B: Sure. What time?
A: How about eight o'clock?
2. Read the instructions aloud . Read the exan1ple B: OK.
activities aloud and have students listen and repeat.
A: Do you want to go to the movies on Wednesday?
3. Give students tin1e to con1plete the exercise. B: Sorry. I have to study on Wednesday night.
Circulate vvhile students are working to monitor A: OK. Maybe some other time.
their progress and offer help as necessary.
3. Read the instructions aloud. Make sure each pair
has a coin. Tell students to choose w hich side of
B Practice the coin will represent heads and \Vhich side will
Exercise 1 ~ (CD 2, track 11) represent tails.
1. Read the instructions aloud. Play the audio progran1 4. Divide the class into pairs and give students ti1ne to
once \Vithout stopping so students can listen. complete the exercise. Circulate while students are
2. Play the audio progran1 again, pausing between working to monitor their progress and offer help
iten1s for the class to repeat. Draw students' as necessary.
attention to the reduced pronunciation of want to
Exercise 2
and have to.
1. Read the instructions aloud.
Exercise 2 ,J:."" (CD 2, track 12) 2. Have students move around the roon1 to co1nplete
1. Read the instructions aloud. the exercise. Tell the1n that they should speak to
2. Play the audio progran1 once or t\vice. If necessary, five different classmates. Circulate w hile students
pause between iten1s to give students ti1ne to a re working and offer help as necessary. Make a
note of any difficulties to address later.
complete their answers.
3. To wrap up, ask for volunteers to say which
3. Have students con1pare ansv.rers in pairs. Then
classmates accepted their invitations and what plans
check answers with the whole class by calling on
individual students to say want to or have to. they rnade.
Unit 8 Time 39
Kuwait
Overview
In this Expansion unit, students listen to general inforn1ation about Kuwait. In the Listening tasks, students
practice listening for the main idea and details as they hear people talk about traditional and modern Kuwaiti
customs. They also learn cultural information about Kuvvait as they listen to an authentic interview with a Ku\vaiti
student about women's clothing styles.
A~"' Main idea (CD 2, track 13) 5. Check answers with the whole class.
40 Expansion 2 Kuwait
...
B ~ Details (CD 2, track 13) Note
1. Read the instructions aloud. If students think they • In this exercise, the \VOrd Islamic refers to traditional
retnember the answers, have them do the exercise clothing con1monly worn in Islamic countries. If
and then listen to check their answers. necessary, explain to students that Islamic countries
follow the religion of Islam. People who follow Islam
2. Play the audio program. If necessary, pause are called Muslim. Here, Western refers to the style of
between items to give students time to complete clothing in North America, Latin America, Europe,
their answers. and Australia/ Ne\v Zealand.
3. Check ans\vers by having students read the
con1plete sentences aloud. 2. Play the audio program once or twice. If necessary,
pause between iten1s to give students ti1ne to
Answers con1plete their answers.
1. a 2. a 3. b 4. a 3. Have students compare answers in pairs. Then
check answers with the whole class.
Expansion 2 Kuwait 41
•
ov1es
Overview
In this unit, students listen to movie scenes and conversations about 1novics. In Warming up, students learn and
practice vocabulary to talk about types of movies and their content. In the Listening tasks, students practice
listening for the n1ain idea and inference as they hear scenes from n1ovies and listen to people talking about niovics.
In Your tum to talk, students talk about their favorite niovies, and learn and practice the pronunciation of the
contractions for is and are.
42 Unit 9 Movies
- --- -- . .
Unit 9 Movies 43
3. Check answers by asking for volunteers to read the
nightclub: a place that is open in the evening
complete sentences aloud. where people can go to dance and see
musical performances
Answers violent: containing lots of fighting
1. Jessica doesn't want Chris to go away. Skip this movie.: Don't go to this 111ovie.
2. The woma11 is afraid. awful: not good, terrible
3. They're having a hard tin1e.
4. They're not going to fight. ...
A~ Inference (CD 2, track 16)
5. They are chasing some robbers.
1. Give students tin1c to read the 111ovie titles and
4. To wrap up, revie"v the skill of making inferences predict what types of 1novies they are.
by askit1g for volunteers co ay what words and 2. Read the instructions aloud. If necessary explain
phrases helped then1 get the answers. film critic (someone who writes or talks about his or
her opinions of movies).
Optional speaking activity 3. Play the audio program once or twice. If necessary,
Movies I know pause between iten1s to give students tin1e to
Have students brainstorm a list of popular movies con1pletc their answers.
they know and write the list on the board. 4. Have students co111pare answers in pairs. Then
Divide the class into pairs. Tell students to choose check ans,vers "virh the \vhole class by calling on
a movie from the list on the board. It should be a volunteers to say the type of movie.
movie that they have seen but that their partner has
not seen. Answers
Tell pairs to take turns describing one movie fron1 1. science fiction 4. action
the list to their partners. They can describe the 2. comedy 5. ron1ance
type of n1ovie, the characters, and the events in the 3. musical
movie, as well as their opinions of the n1ovie. For ,,.
lower-level students, write some sentences on the B Inference (CD 2, track 16)
board to help them, for example: 1. Read the iI1structions aloud. Make sure students
_ _ is a horror movie. It's about _ _ . It's tu1derstand that the smile ~ means "likes" and the
very scary. frown @ means "dislikes."
_ _ is an action movie. It 's about _ _ . There are
2. If students think they remember the answers,
car chases and fights in this movie.
have them do the exercise and then listen to check
To wrap up, ask for volunteers to read their n1ovie their answers.
descriptions for the class. You can have the1n omit
the title so the class can try to guess the n1ovie. 3. Play the audio progran1. If necessary, pause
between iten1s to give students ti111e to co1nplete
their answers.
---------r------------------------------------- 4. Check ans"vers by asking for volunteers to say
page 44 . co1nplete sentences (for example, Mark likes/doesn't
like . or Anna likes/doesn't like .).
Listening task 2
Film critics Answers
1. Mark: smile, Anna: smile
Additional vocabulary frorn the audio script 2. Mark: smile, Anna: frown
astronauts: people who travel into space 3. Mark: smile, Anna: s1nile
stupid: in this case, the story is stupid; it doesn't 4. Mark: frown, Anna: frown
make sense 5. Mark: frown, Anna: s1nile
boring: not interesting
44 Unit 9 Movies
Culture notes
..
Exercise 2 "- (CD 2, track 18)
• Many countries have rnotion picture rating systems 1. Read the instructions aloud.
to indicate the nature and appropriateness of the
n1ovie content for moviegoers or the public. In son1e 2. Play the audio progran1 once or twice. If necessary,
places (e.g. Australia), the country's governinent pause between items to give students tin1e to
decides on ratings; in other countries (e.g. the complete their ansvvers.
U.S.), it is done by industry organizations with no 3. Check answers by asking for volunteers to say is
official governrnent status. You may see sorne of the or are.
following ratings on DVD rentals:
G - General Audience Answers
PG - Parental Guidance
. .
a. IS C. IS e. are
PG-13 - Son1e n1aterial n1ay be inappropriate for b. are d. are f. is
children under 13.
R - Restricted - Under 17 requires accon1panying 4. For further practice, play the audio program again
parent or adult guardian. pausing betvveen iten1s for students to repeat
NC-17 - No one 17 and under adn1itted the sentences.
• H ere are a few movie-related slang expressions:
to catch a flick: to go and see a n1ovie
C Speak
movie buff: son1eone \·v ho loves 111ovies and watches 1. Read the instructions aloud.
a lot of then1 2. Divide the class into pairs and give students time to
on the big/silver screen: in the rnovie theater (as con1plete the exercise. Circulate while students are
opposed to on TV) working to n1onitor their progress. Make a note of
any difficulties to address later.
Unit 9 Movies 45
•
1ca
Overview
In this unit, students listen to conversations about schedules and daily routines. In Warn1ing up, students
learn and practice sequence ,.vords and vocabulary to talk about typical daily activities. In the Listening tasks,
students practice listening for the main idea and details as they hear people talk about things they do every day
and the tin1es they do the111. They also learn cultural inforn1ation about the daily routines of people around the
world. In Your turn to talk, students talk about their daily schedules, and learn and practice the pronunciation
of linked sounds.
Answers Answers
1. drinks tea, checks e-mail, eats lunch
1. b 2. b 3.a 4. b 5. a 6. b
2. eats breakfast, meets friends, watches TV
3. deans, takes a break, takes the bus home
Optional speaking activity 4. goes to work, eats lunch, meets friends
Roommates .
B~ Details (CD 2, track 20)
Tell students to imagine that they are going to look
for a roommate to share an apartment. 1. Read the instructions aloud. If students think they
rernember the answers, have them do the exercise
With the whole class, brainstorm a list of interview and then listen to check their answers.
questions they rnight ask to find out if someone
would be a good roon1mate, and write then1 on the 2. Play the audio program. If necessary, pause
board, for exan1ple: bet\.veen items to give students time to complete
their ans\.vers.
• What do you do?
• What time do you usually get up? 3. Check answers by callir1g on students to read
• What do you do in the evenings? the con1plete sentences aloud. Tl1is is a good
• Do you like to cook? opportunity to review the pronunciation of the
Divide the class into pairs. Have students interview third-person -s endings in verbs from Unit 2
their partners and then decide if they would be (page 13).
good roon1mates.
Answers
To wrap up, ask pairs to say why they think they
would or would not be good roon1mates. 1. a. 6:15 3. a. 4:30
b. 8:30 b. 8:30
Additional vocabulary from the audio script Find someone who ...
Have students look at the activities in the box on
customers: people vvho come into a shop or
page 46 of the Student's Book.
restaurant to buy something
a nap: a short sleep, usually in the afternoon Ask for volunteers to say the activities, adding a
ti1ne phrase to each one. Write the sentences on the
--
b. goes out
d. wakeuiiu~leven
e. drinku cugs>f
--- -------------------------------------- -- -----
j page 49
c. takes a
- -
f. uses a computer at
You r turn to talk 4. To wrap up, write the sentences on the board
The perfect schedule and ask for volunteers to con1e to the board and
draw linking lines in the appropriate places. Then
A Prepare play the audio program again and have students
1. Tell students that they are going to imagine and talk repeat the sentences quietly, focusing on the
about their perfect schedule. Give them an example linking sounds.
of your perfect schedule (for example, Jn my perfect
schedule, I get up at nine o'clock. 1"hen I go jogging iri C Speak
the park ...). Exercise 1
2. Read the instructions aloud. Renund students that 1. Read the instructions aloud. Then read the example
they can refer to the vocabulary on page 46 to sentence aloud and have two students read the
help them. example responses.
3. Give students ti111e to complete the exercise. 2. Divide the class into pairs and give students ti1ne to
Circulate while students are working to monitor complete the exercise. Circulate while students are
their progress. working and check that they are using the phrases
and linking sounds appropriately.
B Practice
Exercise 1 ,.
.. (CD 2, track 21)
Exercise 2
Call on individual students to tell the class about their
1. Read the instructions aloud. Play the audio program partner's schedule. In large classes, have students say
once without stopping so students can listen. one sentence about their partner.
A Answers
1. Give students tin1e to look at the map. For 1. the tower 4. the movie theater/the tower
lower-level classes, read the names of the places on 2. the Internet cafe 5. the arcade
the map and have students point to then1 in their 3. the pet store 6. the restaurant
Student's Books.
2. Read the instructions aloud. 6. For further practice, ask students a fe'vv more
questions about the 1nap, for exan1ple:
3. Read the prepositions of location in the box
aloud (across from, between, next to, around the • Where is the arcade?
corner fron1, on the right, on the left) and have • ls the restaurant across from the entrance or next to
students listen and repeat. Review the meanings the entrance?
of the prepositions of location. You can do this by
drawing a sirnple 1nap on the board to detnonstrate Culture notes
the locations. • Students may be fan1iliar "vith Internee cafes (cafes
\Vith computers \Vhere people can go and pay a fee to
4. Divide the class into pairs and give students time to
use the Intcrnet).
complete the exercise. Circulate while students are
\>vorking to monitor their progress. Make a note of • A food court is an area, usually in a shopping n1all,
any difficulties to address later. that has many small self-serv ice restaurants offering a
variety of food types.
50 Unit 11 Locations
B [ ~~;~-5~ - , -- --------- -- --------- ---------------
1. Read the instructions aloud. Read the phrases in
the box aloud and have students listen and repeat. Listening task 1
2. Have students work alone or in pairs to do Where is it?
the exercise.
3. Check answers with the whole class. Additional vocabulary from the audio script
reptiles: cold-blooded ani1nals that have scales and
Answers lay eggs (for exan1ple, crocodiles, snakes, lizards)
1. go straight 3. turn left insects: sn1all flying and crawling ani1nals; bugs
2. turn right 4. go across exhibit: an object or a collection of objects displayed
for the public
c environment: the natural surroundings in \vhich
people, anin1als, and plants live (for example,
1. Read the instructions aloud. Read the exan1ple
land, air, water)
sentences aloud and have a student read the
exa1nple response. For lower-level classes, do
one or two more examples before students start A ~ Main idea (CD 2, track 23)
the exercise. 1. Give students tin1e to look at the n1ap. Have
2. H ave students work with their partners fro1n students identify the anin1als they can see in the
Exercise A. Circulate while students are 'vvorking picture. Explain any new vocabulary.
and offer help as necessary. 2. To help familiarize students with the map, ask
3. To wrap up, call on a few students to give students to tell you \vhat kind of place it is (a zoo,
directions using the map while the rest of the an animal park). Ask some questions about the n1ap
students listen and guess the place. Alternatively, and have students call out the ans\vers, for example:
give the directions yourself and have students raise • Where can you see dolphins?
their hands when they know the answer. Give • Where can you get information about the
shorter directions for lower-level classes, and longer attractions and animals?
ones for higher-level classes. This could also be
3. Read the instructions aloud. Make sure students
played as a team gan1e, with tea1ns winning points
understand that there is one place on the map the
for correct answers.
speakers do not mention.
Optional speaking activity 4. Play the audio progran1 once or twice. If necessary,
pause bet'vvcen iten1s to give students tin1e to
Focusing on specific words con1plete their answers.
Think of a location near your school. Choose a
5. Check answers by asking the class, Where's Monkey
place that most students \vill know (for example, a
coffee shop, the library, etc.).
Mountain? etc. Encourage students to describe the
locations using the vocabulary from page 50. For
Tell students you are going to give then1 directions lower-level classes, play the audio program again,
to a place nearby and that they should just listen for item by itern, so students can check any ans\vers
the words and phrases they learned on page 50 of they missed.
the Student's Book.
Have students listen as you give simple verbal Culture notes
directions to the place. As students listen, have • T he term zoology conies fron1 the Greek \vords for
then1 note the direction words they hear. You can "a nin1al" and "study." The ter1n was first used in
also have thern point right, left, or straight ahead 1828 for the London Zoological Gardens, and was
as appropriate to add a physical co1nponent to the shortened son1etime later to the abbreviation "zoo."
activity. When you fin ish, ask for volunteers to say
• The oldest existing zoo is the Vienna Zoo in Austria,
the direction words they heard.
founded in 1752. The first zoo founded primarily for
To 'vvrap up, say the directions again and have scientific and educational reasons was the Menagerie
students guess the place. du Jardin des ]>/antes, founded in Paris in 1794.
Unit 11 Locations 51
Answers [ ~~;~-~;- , ----- - - ---------------- ---- -- -- - -----
1. b 2. a 3. c 4. g 5. e 6. f
Listening task 2
B ,£' Inference (CD 2, track 23) Find the treasure.
1. Read the instructions aloud. If students think they
remember the ans\vers, have them do the exercise Additional voca bulary frorn the audio script
and then listen to check their answers. treasure: so1nething of value (for example, rnoney,
2. Play the audio program. If necessary, pause gold, jewelry)
between items to give students tirne to complete level: degree of difficulty i11 a video ga1ne
their ans,vers. ternple: a religious building
monkeys. The boy wants to see the lions.). l . Give students time to look at the picture and say
what they see. Elicit any vocabulary that will be
Answers useful for the Listening task (for example, bag of
gold, banana, boat, building, lake, rock, snake,
1. both 3. girl 5. boy
store, temple).
2. boy 4. both 6. both
2. Ask students to find the n1ain character in the video
gan1e. H ave then1 predict where he might go and
Optional speaking activity what he n1ight be tr ying to do.
A trip to Safari Park 3. Read the instructions aloud. If necessary, explain
Have students look at the Safari Park map on treasure. Make sure students understand that there
page 51 of the Student's Book and think about are three places that the speakers do not 111ention.
which anin1als and attractions they would like to
4. Play the audio progran1 once or twice. If necessary,
see if they visited Safari Park.
pause bet\veen items to give students time to
Write the follov.ring dialog on the board : complete their ansv,rers. For lov,rer-level classes,
A: Excuse me, I'd like to go to . Can you tell have students raise their hands when they hear a
me where it is/they are? direction (turn left/right, go straight).
B: Sure. It's/They 're _ _ 5. Check answers with the whole class.
To model the activity, take the role of A and ask a
student to take the role of B. Answers
Divide the class into pairs. Have students take turns 1. a 2. b 3. e 4. d 5. i 6. h
asking for and giving directions to the locations on .
the map. B ,J!' Details (CD 2, track 24)
To \vrap up, take the part of A in the dialog and ask 1. Read the instructions aloud. If students think they
for volunteers to help you find a few niore locations remember the answers, have them do the exercise
on the map. and then listen to check their ans\vers.
2. Play the audio progran1. If necessary, pause
between items to give students tin1e to complete
their ans\vers.
3. Check answers by asking for volunteers to read the
complete sentences aloud.
52 Unit 11 Locations
...
Answers Exercise 2 ~ (CD 2, track 26)
1. The girl has played the gan1e a lot. 1. Read rhe instructions aloud. Have students do the
2. The bag has ntoney. exercise alone or in pairs.
3. The boy buys an ice creatn cone. 2. Play the audio progran1 and have students listen and
4. The boy gives the man the ice cream cone. check their answers. For lo\ver-level classes, pause
5. The monkey gives the boy a key. bet\veen iten1s and have students listen and repeat.
6. The map is behind the door.
Answers
a. across/next d. cafe/aquarium
1 ~;;~-~3- 1 ------------------------------------- b. aquarium/ bank e. left/right
c. straight/right
Your turn to talk
Map it! 3. For furth er practice, have students work in pairs co
niake similar questions about the n1ap on page 52
A Prepare (for exa111ple, ls the te1nple on the right or the left?).
1. Tell students they are going co draw rnaps and Circulate while students are working and check that
give their classmates directions to places near they are using the appropriate stress.
their school.
2. Read the instructions aloud. To help students v.rith
C Speak
ideas, brainstorm places near your school that n1ost 1. Divide the class into groups of three. You can make
students kno\v (for exa1nple, a coffee shop, a sports groups by having students find t\.VO classmates ..vho
center, or a movie theater). take the same route co gee hon1e from school, who
turn the same direction (right or left) to go hon1e
3. To model the exercise, choose a location and dra\v \Vhen they leave school, etc.
another sin1ple example map on the board. Ask
students to tell you \vhat co draw and \vhere, and 2. Read the instructions aloud. Tell students that
have then1 explain the directions. Point our co they can refer to the vocabulary on page 50 to
students that their drawings can be very simple. help them.
4. Give students a five- co ten-minute ci1ne limit to do 3. Give students time to complete the exercise.
the exercise. Circulate \.vhile students are working Circulate while students arc working to nionitor
and offer help as necessary. their progress. Rcn1ind then1 to use the clarification
questions they practiced in Exercise B(l) if they are
B Practice... unsure of any directions.
Exercise 1 ~ (CD 2, track 25)
1. Read the instructions aloud. Play the audio program Unit 11 Self-study Student's Book page 94
once \.Vithout stopping so students can listen. Unit 11 Quiz Teacher's Manual page 92
Unit 11 Locations 53
Gi
Overview
In this unit, students listen to conversations about giving and receiving gifts. In Warming up, students practice
vocabulary to talk about gift-giving occasions. In the Listening tasks, students practice listening for the main idea,
details, and inference as they hear people talk about choosing and giving gifts. They also learn cultural information
about appropriate and inappropriate gifts in d ifferent cultures. In Your turn to talk, students role-play giving and
receiving gifts, and learn and practice intonation with names.
54 Unit 12 Gifts
at this stage. Tell students that you will go over the
When they finish, tell students to cotnpare their
vocabulary before they do Exercise B.
initial feelings in the course to how they feel now
vvhen they listen to English. Ask: 2. Read the instructions aloud. Make sure students
• What skills have become easier for you? Listening understand that there are two occasions that the
for the main idea, details, inference? speakers do not n1ention.
• When you do the exercises in class now, how much 3. Read the list of occasions aloud. Do not explain any
do you feel you understand? unknown occasions at this point; however, reassure
Ask for volunteers to share their ans\vers. students that they will be able to understand the
meanings when they hear the conversations on the
To wrap up, ask students to share one thing they
audio progran1.
feel they have accon1plished in the course or one
activity they really enjoyed and 'vvere successful at. 4. Play the audio progran1 once or twice. If necessary,
If they don't wish to speak, students can just think pause between iten1s to give students ti1ne to
about their ans\vers or write thetn down. complete their answers.
Stress the in1portance of not getting discouraged in 5. Check answers with the whole class.
language learning. Remind students that progress is
often steady and gradual, not dramatic or sudden. Answers
1. retirement 3. Father's Day 5. thank you
Culture note 2. graduation 4. birthday 6. anniversary
• In North A1nerican culture, it is con1n1on for people
to hold wedding and baby "sho\vers" when someone 6. To wrap up, ask for volunteers to explain the
is getting n1arried or having a baby. Sho\vers are n1eanings of the occasions, and what people might
usually a gathering of friends and family members do or celebrate on each occasion.
who bring gifts for the couple or the new baby.
Sho\ver gifts are usually practical necessities such B .:_~ Inference (CD 3, track 1)
as household items to help the couple or the fan1ily 1. Give students a chance to ask questions to clarify
begin their new life. any unknown vocabulary in the pictures. Have
students tell you the nan1es of all the items and
[ ~~;~-~~- 1 -- - - --------------------------------- write the words on the board.
2. Read the instructions aloud.
Listening task 1 3. Play the audio progran1. If necessary, pause
Gift-giving occasions bet\veen iten1s to give students tin1e to con1plete
their ans'vvers.
Additional vocabulary from the audio script 4. Check answers by asking for volunteers to form
retirement: when a person reaches the age when con1plete sentences. Write an example sentence on
he or she stops working (usually around the board for students to follow (for exa1nple, He's/
65 years old) She's going to buy a/an .).
gift catalog: a n1agazine or book with gift selections
one can order for hon1e delivery Answers
on the court: a place where certain sports are played 1. a 2. b 3. b 4. a 5. a 6. b
(for exan1ple, tennis, basketball, squash)
anniversary: an occasion when people celebrate
the date a special event happened (for example, Additional listening practice
a "vedding)
a dozen: t\velve, usually used with flowers or food Listen again!
This activity extends Listening task 1 by having
students extract more information from the
A ,;;- Main idea (CD 3, track 1) audio program.
1. Have students work in pairs to nan1e the iten1s in
the pictures. Do not explain unkno\vn vocabulary
Unit 12 Gifts 55
Write the following questions on the board: Answers
1. What does the speaker's mother 1.vant to do after 1. a 2. a 3. b 4. b
she retires?
2. Who is the gift for? Note
3. How often does his father play tennis? • These cultural "rules" are, of course, generalizations,
4. Why does the salesclerk suggest a gift card? and individuals in each of the countries may act
5. Why does the woman decide not to buy differently. Much of the inforn1ation here is fron1 Do's
a dictionary? and Taboos Aroun.d the World, second edition, by
6. Why does the man buy pink roses? Roger E. Axtell (Ne'vv York: John Wiley and Sons,
Play the audio progran1, pausing between items so 1990); the case of handkerchiefs in Chinese culture is
students can listen and \.Vrite their answers. from the authors' personal experience.
Check answers after each iten1, or play all six items .,
and then check ans,.vers. B ~ Details (CD 3, track 2)
1. Read the instructions aloud. If students think they
Answers ren1en1ber the answers, have the1n do the exercise
and then listen to check their answers.
1. spend n1ore time taking pictures/
doing photography 2. Play the audio program. If necessary, pause
2. the speaker's niece bet\.veen items to give students tin1e to con1plete
3. almost every weekend their ans,.vers.
4. because the woman doesn't know what kind of
3. Check answers by asking the class to raise their
music her grandson likes
hands for a or b.
5. because the teacher probably has one already
6. because pink is his wife's favorite color
Answers
1. a 2. a 3. b 4. a
----------r------------------ ------ --------- ----
l!age 56 I Optional speaking activity
Listening task 2 Jn my country
Gifts and cultures This activity uses the language and context of
Listening task 2 as a prompt for students to discuss
gift giving in their O\.Vn cultures.
Additional vocabulary fron1 the audio script
Write these phrases for gift-giving advice and
to go (to China) on business: take a business trip
suggestions on the board:
lightweight: light, not heavy
handkerchiefs: small pieces of cloth carried in the • · are always a good gift.
pocket or purse, used as a tissue • 1 don't think you should give ...
• You should never give . . .
• I think or might be better . . .
A sf;\ Main idea (CD 3, track 2)
For lower-level classes, play the audio progran1
1. Give students time to look at the pictures and
for Listening task 2 again so students can hear the
say what they see. Write any new vocabulary on
phrases in context. Have students raise their hands
the board.
when they hear the phrases.
2. Read the instructions aloud. Divide the class into pairs. Tell students to think of
3. Play the audio program once or twice. If necessary, a gift-giving occasion and examples of appropriate
pause between items to give students time to and inappropriate gifts for that occasion in
cornplete their ans\.vers. their country.
4. Have students con1pare answers in pairs. They can Combine pairs and have students share their ideas
do this after each item, or after they complete all using the phrases on the board (for exa1nple, For a
the items. birthday, candy is always a good gift.).
56 Unit 12 Gifts
5. For further practice, play the audio program again
To v.rrap up, ask for volunteers to share some
and have students listen and tell you the senrences
examples of the gifts they chose.
they hear. \Vrite the sentences on rhe board or have
a student \.vrite them. Read the sentences aloud and
have students listen and repeat with the correct
-------------- ---- ------ ------------------ -----
page 57 J intonation pattern. For higher-level classes, have
students prepare similar sentences of their ovvn,
Your turn to talk using these sentences as a niodel.
Gift exchange
C Speak
A Prepare 1. Read the instructions aloud. To rnodel the activity,
1. Tell students they are going to think of gifts they have a student sca11d and face you. Read the
would like to give to soine of their classmates. exan1ple sentence and have the student read the
exa1nple response.
2. Read the instructions aloud. Tell students they can
refer to the pictures on page 55 to help them. You 2. Have students move around the class to do
can also lead a whole-class brainstorn1 to elicit other the exercise. You can add a physical clement
occa ions and gifts. by having students panton1in1c li fting the gift,
handing ir to their partner, reacting to rhe gift, ere.
3. Give students time co con1plece the exercise.
Circulate while students arc \VOrking to monitor
Circulate while students arc v.rorking to monitor
rheir progress. Make a note of any difficttlries ro
their progress and offer help as necessary.
address later.
B Practice ,.,
Optional speaking activity
Exercise 1 ~ (CD 3, track 3)
1. Read the instructions aloud. Play the audio progran1 A gift I reme1nber
once \.Vithouc stopping so students can listen. Tell students to think of an occasion when they
. received a gift that was especially me1norable. le
2. Play the audio program again, pausing bet\.veen could be the best gift they've ever received, the most
items for the class to repeat. Draw students' unusual, the funniest, the most surprising, etc.
attention co the arrows that shO\V the rising and
falling intonarion. Use your hands to demonstrate Write the following questions on the board:
the intonarion as students repeat rhe staten1ents. • What was the occasion?
You could also have students use their hands to • What was the gift?
sho\.v the rising and falling intonation. • Who gave it to you?
,., • How did you feel when you received it?
Exercise 2 ~ (CD 3, track 4)
Model the activity by having students ask you the
1. Read the instructions aloud. questions and telling then1 about a me1norable gift
2. Play the audio program once or twice. If necessary, that you have received.
pause between items to give studenrs rime ro Divide the class inro groups of four students. Have
con1plere their answers. group me1nbers take turns describing the occasions
3. Have srudents con1pare their ans•vers in pairs. Then and gifts using the questions on the board.
play the audio program again so studenrs can check For higher-level classes, have each group member
their answers. ask one follow-up question for each question asked
(for exa mple, Hou; old were you? Where were you
4. Check ans\vers vvith rhe whole class. Have students
ivhen you received the gift? What did you say?).
tell you the names they hear.
Answers
Unit 12 SeH-study Student's Book page 95
a. no c. yes (Tom) e. no Unit 12 Quiz Teacher's Manual page 93
b. yes (Kent) d. no f. yes (Dennis)
Unit 12 Gifts 57
lta
Overview
In chis Expansion unir, srudenrs listen tu general inforn1arion about Italy. In the Listening tasks, students practice
listening for rhe main idea and details as they hear people talk about famous Italian cities. They also learn cultural
informarion as rhey listen to an aurhenric interview ...vith an Italian student about what university life is like in Italy.
58 Expansion 3 Italy
-
--- ----
~=
,.
B ~ Details (CD 3, track 5) Answers
1. Read the instructions aloud. If students think they free-time activities, housing, school schedules, a
ren1en1ber the answers, have them do the exercise typical school day
and then listen to check their answers.
2. Play the audio prograrn. If necessary, pause Culture note
between iten1s to give students tin1e to con1plete · Historians say char the University of Bologna in
their answers. Bologna, Italy, was the first university in the Western
\-Vorld. It celebrated ics 900th anniversary in 1988.
3. Check answers by calling on students to read the
Today che Universicy of Bologna is rhe second largest
complete, correct sentences aloud.
university in Italy wich over 100,000 scudents.
Answers ,,
co1nedy
B '4'.. Details (CD 3, track 6)
1. horror
2. eM fashion 1. Read the instructions aloud. If students think they
3. flCX[ 00 behind ren1en1ber the answers, have then1 do the exercise
4. mush:rooms tomatoes and then listen to check their ans'vvers.
2. Play the audio progran1. Jf necessary, pause
between iterns to give studencs rime to complete
[ ~~;~ -59- 1 ------------------------------------- their anS\-vers.
3. Check answer by calling on students to read the
Listening task 2 cornplete sentences aloud. Write the followir1g
University life examples on the board for students to follo\-v:
Students ... in Italy.
A "' Main idea (CD 3, track 6) Students ... in the U.S.
1. Give students ri1ne to look at rhe picrures. Ask them Students ... in both Italy and the U.S.
to guess which universiry is in Italy and "vhich one
is in the U.S., and \vhy they think so. Answers
2. Give students ti1ne to read the topics. Have them 1. Students have three months for summer vacation
predict some of the information they n1ight learn in the U.S.
about Italian universities and university life. Ask: 2. Students eat lunch in the university cafeteria in
• Do you think students in Italy have the same school botl1 Italy and the U.S.
schedule as in your culture? 3. Students meet for coffee in their free time in both
• Do you think Italian university students have Italy and the U.S.
the same interests and lifestyle as students in 4. Students usually live at home with their parents
your culture? in Italy.
• What might be the san1e or different?
4. To wrap up, divide the class into groups and have
3. Read the instructions aloud. Make sure students students list ways university life in their country is
understand that there are two topics the speakers si1nilar to and different fron1 university life ir1 Italy.
do not n1cntion.
4. Play the audio prograrn once or t\vice. If necessary,
pause bet\veen items co give students tin1e to
complere cheir ans,vers.
5. Have studencs cornpare ans,vers in pairs. Then
check ansv.1ers by calling on students to tell you the
topics and any "vords or phrases that helped then1
get the ans.,,vers.
Expansion 3 Italy 59
Part-time s
Overview
In this unit, students listen to people talking about part-tin1e and ternporary jobs. In Warming up, students
lea rn and practice vocabulary to ta lk about jobs. In the Listening tasks, students practice listening for details and
inference as they guess people's jobs and hear people intervie\.ving for part-tirne jobs. In Your turn to talk, students
practice talkir1g about ideal jobs, and learn and practice syllable stress.
Your turn to talk • Figuring out what job features are important
10- 20 minutes
My ideal job • Syllable stress
Answers
1. The student has to write a five-page paper.
2. They're going to drink tea.
3. The woman is buying a magazine.
4. They're in room 726.
5. The man wants to send a picture to his cousin.
6. Michael is a bit tired.
--------- -----------------------------------------------------------------------------------------
page 64
Warming up this opportunity to teach the English names for
some of the holidays. Bring a calendar to class
A that lists international holidays. Have students find
1. Have students look at the pictures and try to name holidays from their culture and make a list of the
each of the holidays pictured (pictured from left to English names.
right, top row: St. Patrick's Day, Kartini Day, Bob
• Son1e holidays are translated into English and others
Marley Day; bottom row: St. Lucia's Day, Chinese
are not. For exan1ple, the Mexican holiday Day of the
New Year, Day of the Dead). Encourage thern to
Dead is usually translated into English, while Obon,
guess where each of the celebrations takes place.
a similar Japanese holiday, is not.
2. Read the instructions aloud.
5. Con1bine pairs of students to make groups of four
3. Read the phrases in the box aloud. Where possible,
and have them compare answers. Then ask for
use the pictures to help students understand the
volunteers to share their answers with the class.
meanings of the phrases.
Ansvvers \Nill vary.
4. Divide the class into pairs and give students titne to
co1nplete the exercise. Tell students that they can B
think of holidays frorn their O\vn culture or frotn 1. Read the instructions aloud.
another culture they know well.
2. Divide the class into pairs and give students tin1e
to do the exercise. Tell then1 that they can use a
Notes separate piece of paper if they need more space.
• If students do not know the nan1es of the holidays
in English, you can have the1n write then1 in their 3. Circulate vvhile students are vvorking to n1onitor
own language. Ho\>Jever, you 1nay want to use their progress and offer help as necessary.
64 Unit 14 Celebrations
4. Call on students to say their answers and \>vrite
To wrap up, have groups exchange diagrams \.Vith
the holidays on the board. Lower-level students
another group and con1pare.
can ans\vcr ...vith con1plete sentences (for example,
People eat special food on Neiu Years Day.). For
higher-level classes, have students explain in general
\vhat people do to celebrate each of the holidays.
----------r---------- ---------------------------
page 65
•
A 1
. Details (CD 3, track 11)
Listening strategy
1. Give students time to look at the calendar. If
Sen1antic mapping necessary, rcvievv the months of the year by reading
Se1na11tic mapping help students think about the the months aloud and having students listen and
words they are likely to hear before they listen. It repeat. Have students \VOrk in pairs to try to think
also helps them to associate ne\v \Vords \Vith \vords of one holiday or celebration for each month.
they already kno\v.
2. Read the na1nes of the celebrations aloud. Ask
Draw the following diagrarn on the board:
students if they are familiar with any of the
celebrations and, if so, ro share any infor1nation
they already know about them. Refer students to
winter the pictures on page 64.
3. Read the instructions aloud.
Valentines Day 4. Play the audio progran1 once or t\vice. If necessary,
Winter is given as an example; hovvever, you may pause between itc111s to give students a chance to
choose any season. complete their answers.
Divide the class into groups of three or four 5. Check answers by call ing on students to form
students. Have groups copy the diagram onto a con1plete sentences. Write an example sentence
piece of paper. Tell them that they have five minutes on the board (for example, Bob Marley Day is
to add one celebration to each of the remaining in February.).
spokes. This 1nay include holidays and celebrations
fron1 their O\.vn culture or fron1 other cultures, as Answers
well as birthdays, if any group n1e1nber's birthday February: Bob Marley Day
falls during the appropriate season. March: St. Patrick's Day
When the time limit has passed, elicit so1ne of the April: Kartini Day
answers and \vrite the1n on the board. September: Moon Festival
Next, have groups add tvvo n1ore spokes for each November: Day of the Dead
celebration they have \vritten. Give groups ten Decen1ber: St. Lucia's Day
minutes to write two ways people celebrate each
one. They can use the activities on page 64 or their
own ideas.
Unit 14 Celebrations 65
t'
,..
B Details (CD 3, track 11) A iMain idea (CD 3, track 12)
1. Read the instructions aloud. If students think they I. Have students look at the pictures a11d try to predict
remen1ber the anS\.vcrs, have thern do the exercise \Vhat \.Vords they might hear in each description.
and then listen to check their answers.
2. Read the instructions aloud.
2. Play the audio program. If necessary, pause
3. Play the audio program o nce or twice. If necessary,
between iten1s to give students tin1e to con1pletc
pause between items to give students a chance to
their answers.
con1plete their ans\.vers.
3. Check answers by asking for volunteers to form
4. Have students compare answers in pairs. Then
cornplete sentences. Write an exa1nple sentence on
check ans,vers \Vith the \.vhole class.
the board (for exan1ple, 011 the Day ofthe Dead,
people visit graves.).
Answers
Answers 1. Kite-flying festival 3. Carnaval
2. Water festival 4. Chinese New Year
1. e 2.f 3. b 4. a 5. c 6. d
Note
B •4'- -
Details (CD 3, track 12)
• Students often confuse the terms holiday, festival, 1. Read the instructions aloud. If students think they
vacation, and day off. ren1en1ber the ans\vers, have then1 do the exercise
and then listen to check their answers.
holiday: a special day to celebrate a religious or
historical event. On official holidays, people usually 2. Play the audio program. If necessary, pause
do not go to \.Vork. On celebrations, such as between items to give students tirne to con1plete
Valentine's Day and Halloween, people go co \Vork their answers.
in the U.S. 3. Check answers by calli ng on students to read the
festival: a public gathering to celebrate a holiday. complete sentences aloud.
Festivals often last for rnore than one day.
vacation: a period of time to relax or travel for Answers
pleasure instead of going to work or school (In
British and Australian English, the term go on 1. Cutting strings takes away bad luck.
holiday also 1neans to "go on vacation.") 2. Pouring water shows respect.
day off: either a regularly scheduled day, such as 3. The purpose of this holiday is for people to have
Saturday and Sunday, or one day taken by an a good time.
individual, when one does not go to work 4. It's important to start the year without
.
owing nioney.
r-------------------------- ---------------------
l page 66 Optional speaking activity
Listening task 2 A fa1nily celebration
Celebration time This activity uses the language and contexts of
/Jistening task 2 as a pron1pt for students to talk
about ho'v they celebrate holidays or celebrations
Additional vocabulary from the audio script
v. ith their own families.
1
66 Unit 14 Celebrations
Exercise 2 ~ (CD 3, track 14)
Give students a few minutes to think of a holiday
they would like to talk about. Then divide the class l . Read the instructions aloud.
. .
into pairs. 2. Play the audio progran1 once or tvvice. If necessary,
H ave pairs take turns talki11g about hovv they pause between iten1s to give students tin1e to
celebrate the holidays they chose using the pron1pts con1plete their answers.
on the board. Encourage students to ask each other
3. Have students con1pare answers in pairs. Then
questions to find out more information. Circulate check answers by calling on individual students to
while students are working to n1onitor their say Did you or What did you.
progress and offer help as necessary.
To vvrap up, have students share something Answers
interesting they learned about their partners. a. What did you d. Did you
b. What did you e. What did you
c. Did you f. Did you
-------- - ---------- ------- --------------------
page 67
4. For further practice, play the audio program again
Your turn to talk and pause bet\veen iten1s so that students can listen
and repeat the sentences with the reduced forms of
Holiday memories Did you and What did you.
A Prepare
1. Tell students they are going to talk about three Note
holidays or celebrations they re1nen1ber. • Ren1ind students that the reduction of Did you
is used in spoken English only; they should not
2. Read the instructions and the list of holidays and write Didja.
events aloud. Explain any unknown vocabulary.
3. Give students time to check the holidays they want C Speak
to talk about and to make some notes about the 1. Read the instructions aloud. Then read the
holidays. Write guiding questions on the board to example sentence aloud and have a student read
help then1, for example: the example response.
Where were you? 2. Divide the class i11to groups of three and give
Who was there? students time to co1nplete the exercise. Model the
When was it? exercise by choosing one of the holidays in Exercise
What happened? A for yourself and having students ask you about
4. Circulate v.1 hile students are working to n1onitor it. Remind them to practice the reduced forn1s of
their progress. Did you and What did you. Circulate while students
are working and 1nake a note of any difficulties to
B Practice address later.
Exercise 1 ,;.-flt (CD 3, track 13) 3. To wrap up, ask for volunteers to share a funny or
1. Read the instructions aloud. Play the audio progran1 interesting event fron1 their group's discussion.
once without stopping so students can listen.
2. Play the audio progran1 agai11, pausing between Unit 14 Self-study Student's Book page 97
iten1s for the class to repeat. Unit 14 Quiz Teacher's Manual page 95
Unit 14 Celebrations 67
In"entions
Overview
In this unit, students listen to inforn1ation about inventions. In Warming up, students learn and practice vocabulary
to talk about inventions. In the Listening tasks, students practice listening for the n1ain idea, derails, and inference
as they hear people talk about inventions. In Your turn to talk, students talk about a robot invention that can do
household chores, and learn and practice the pronunciation of can and can't.
[---------------------------------------------------------------------------------------------------
page 68
I
Warming up B
1. Read the instructions aloud. Make sure students
A understand the meaning of the question What
1. Give students time to look at the pictures and inventions could you not live without? Explain that
read the Inventions Quiz. Explain any unkno\.vn it means "Which inventions arc very important
vocabulary. Ask for volunteers to say which of the to you because you use the1n very often in your
quiz inventions they use and how often. daily li fe?"
2. Read the instructions aloud. Point out the different 2. Mod.el the exercise by telling students a few
ways to talk about dates in the quiz (for example, in inventions that are very in1portant to you and why
1943; in the 1800s; 1,200 years ago). Read each way (for exan1ple, 1 couldn't live without rny conzputer
aloud and have students listen and repeat. because I use it to send e-n1ail every day.).
3. Divide the class into pairs and give students time to 3. Have students work alone or in pairs to do the
con1plete the exercise. Circulate \.vhile students are exercise. Circulate while students are \.vorking and
working to monitor their progress. offer help as necessary.
4. Have sn1denrs check their answers on page 79.
c
Answers 1. Read the instructions aloud.
1. England 4. Germany 7. China 2. Ask for volunteers to share their answers to
2. Scotland 5. England 8. India Exercise B and vvrice them on the board. For large
3. japan 6. Mexico classes, have students share just one or t\.VO iten1s
fron1 their lists. When an invention is repeated, keep
5. To wrap up, ask pairs to say how many correct a tally of hO\.Y n1any ti1nes by maki11g check marks
answers they had. on the board.
68 Unit 15 Inventions
3. To wrap up, n1ake a list of the five most popular A~
.. Inference (CD 3, track 15)
inventions 1nentioned by students and have a 1. Read the labels on the pictures aloud and have
discussion about the1n. Ask: students listen and repeat. Ask students which
• How 1.vould your lives change without inventions they think arc the niost useful.
these inventions?
• \Vhat would you do differently? 2. Read the instructions aloud. Ren1ind students that
in this exercise, they will need to make i11ferences.
They vvill not hear the nan1c of the invention; they
Note have to figure out the answer fron1 vvhat they hear.
• The inforn1ation in this activity con1es fro1n a variety Have the class brainstorn1 son1e \\1ords they nlight
of sources, including The Guinness Book of World hear about each invention, for exan1ple:
Records, updated every year, and The Dictionary
of Misinformation. badminton: game, play, hit
calculator: numbers, add
Listening strategy Accept all ans\~'ers; the purpose is to build students'
sche1na about the topic and to encourage them to
l~istening for clues predict what they '"'ill hear. Make sure students
Students often rely too much on their dictiona_ries. understand that there are t\¥0 pictures that the
You can help students learn that they do not need speakers do not n1ention.
to look up every new vvord they see or hear in
the dictionary. 3. Play the audio progra1n once or twice. If necessary,
pause bet\\reen iten1s to give students tin1e to
When students encounter a word they don't kno\v, con1plete their ans\\rers.
try giving then1 a series of sentences using the word.
Each sentence should give a clue about the n1eaning. 4. Check ans\¥ers by calling on students to say the
For exan1ple, they may not ki10\v the \VOrd puppet. correct inventions. For higher-level classes, students
Try reading the follo\ving clues for puppet and have can give their answers by giving clues about the
students guess the meaning: invention (for exan1ple, for ice cream they could say,
it's cold and sweet. You eat it on a hot day.).
• A puppet is a kind ofdoll.
• A puppet is often worn on the hand. Answers
· A person "speaks" for the puppet.
1. badminto11 4. ice cream cone
You can use this strategy anytime students ask 2. potato chips 5. paper cup
for an explanation of unknown vocabulary 3. elevator 6. calculator
instead of giving then1 the defin ition or a first-
language translation. ...
Point out to students that they can also try listening
B \i Details (CD 3, track 15)
for linguistic clues to figure out the 1neaning of 1. Read the instructions aloud. If students think they
unknown vocabulary in the Listening tasks. ren1en1ber the answers, have them do the exercise
and then listen to check their answers.
2. Play the audio progra111. If necessary, pause
--------- ------------------------------------- between iten1s to give students tin1e to con1plete
page 69 their ans\\1ers.
Listening task 1 3. Check ansv.rers by having students raise their hands
What's the invention? for a orb.
Answers
Additional vocabulary from the audio script
1. b 2. a 3. b 4. a 5. b 6. b
ancient: very old
specialty: a special dish for \vhich a restaurant
becomes well ki1own
treat: a food, usually so1nething sweet, that is very
enjoyable and not always available
dial: a round knob that is turned to control
a 1nachine
Unit 15 Inventions 69
Culture note r ~~;~-;~- r ------- -- - -- - ------------ ------ - -- ---
• Here are so1ne popular inventions and their inventors:
Inventor Invention When Listening task 2
invented What's it for?
Karl Benz (Gern1any) automobile 1885
Ladislao & Georg Biro ball point pen 1938 Additional vocabulary from the audio script
(Hungary) insects: sn1all flying and crawling animals; bugs
G eorge Crun1 (the U.S.) potato chips 1853 mosquitoes: a type of insect that bites humans and
Christiaan H uygens (the clock 1657 animals and lives on their blood
Netherlands) bug spray: a spray used to keep insects away
. mop : a tool with a long handle and a soft end for
ltalo Marcioni (Italy) 1ce-crea1n cone 1896
Antoir1e Joseph Sax saxophone 1844 cleaning the floor
(Belgiun1) swing: a playground ride that lifts children off the
ground and 1noves then1 back and forth
Dr. John Stith Coca-cola 1886 umbrella: son1ething you hold over your head to
Pemberton (the U.S.)
keep the rain off
Levi Strauss (German- blue jeans 1850
born An1erican)
A ,£\ Main idea (CD 3, t rack 16)
1. Have students work in pairs to guess what the
Optional speaking activity inventions in the pictures n1ight be used for.
Useful inventions 2. Play the audio program once or twice. If necessary,
Brainstorm four or five categories of inventions with pause between items to give students time to
the class and w rite then1 on the board, for example: con1plete their answers.
• things you can use to brush your teeth 3. Check answers by asking students to read the
• things that make you feel warm complete sentences aloud.
• things that make you laugh
• things you use to lose weight Answers
• things you can use to keep in touch with friends
1. People use these to block insects.
Divide the class into groups of four or five students. 2. People use t his to eat spaghetti.
Tell each group to choose a secretary to write down 3. C ats use these to clean the floor.
the group's ideas. 4. People use this to sit on the train.
Tell the groups that they will have one minute to 5. People use this to open letters.
list as n1any useful inventions as they can for each 6. People use this to hold their cameras.
category on the board.
Announce the first category; then say, "Start!" 4. To wrap up, ask students to say which inventions
After one minute, tell students to stop. Then call they think are the 1.nost useful, \Vhich ones they
on each of the secretaries to read their group's list \Vould buy, and why.
of inventions.
Groups score one point for each appropriate
B .[.It Inference (CD 3, track 16)
invention not listed by anyone else. T he group with 1. Read the instructions aloud. If students think they
the most points in the end wins. re1nember the answers, have them do the exercise
and then listen to check their answers.
You can repeat the procedure with as n1any
categories as you like. 2. Play the audio progran1. If necessary, pause
between items to give students time to con1plete
t heir answers.
3. Check answers by having students raise their hands
for yes or no. Ask for volunteers to say which words
or phrases helped the1n get the ans\vers.
70 Unit 15 Inventions
Answers C Speak
l.no 3. yes 5.no Exercise 1
2.no 4. yes 6. yes 1. Have students \.vork with their partners fron1
Exercise A. Then have pairs con1bine to 1nake
groups of four.
[ ~~~~ -71- , ------- ------------------------------ 2. Read the instructions aloud. Read the exan1ple
question aloud and have a student read the
Your turn to talk exan1ple response.
Thank you, Mr. Robot! 3. Circulate vvhile students are working to monitor
their progress. Remind thern to practice the
A Prepare pronunciation of can and can't.
1. Give students time to look at the picture. Ask,
What's happening in this picture? Elicit as many Exercise 2
\.vords and phrases as possible fron1 the box next 1. Read the instructions aloud.
to the picture and use the picture to explain any 2. Ask for volunteers fro1n the groups to talk about
unknown vocabulary. their robots. In large classes, each group of four
2. Read the words a11d phrases in the box aloud and could choose one robot to describe to the class.
have students listen and repeat. 3. To vvrap up, have the whole class vote on the
3. Read the instructions aloud. Make sure students n1ost useful, n10St unusual, and silliest robots.
understand chore (job, task). H igher-level classes can give reasons for
their choices.
4. Divide the class into pairs and give students ti1ne to
con1plete the exercise. Circulate \.vhile students are
\.vorking to n1onitor their progress and offer help Optional speaking activity
as necessary. Our own invention
Tell students that they are going to design and dravv
B Practice their own useful or strange invention such as those
Exercise 1 ,iJ1(CD 3, track 17) on page 70 of the Student's Book.
1. Read the instructions aloud. Play the audio progra1n Brainstorm types of inventions for students
once without stoppiI1g so students can listen. to choose fron1 and write then1 on the board,
for exan1ple:
2. Play the audio progran1 again, pausing bet\.veen
iten1s for the class to repeat. Draw students' • son1ething to wake you up in the morning
attention to the pronunciation of can and can't. • something to keep you cool/warm
• something to help you exercise without leaving
Exercise 2 '1_-f\ (CD 3, track 18) the couch
1. Read the instructions aloud. Divide the class into pairs and give pairs ten
2. Play the audio program once or twice. If necessary, 111inutes to design and draw their invention. Tell
pause between iten1s to give students tin1e to them to think about the features of their invention,
con1plete their answers. and what it can and can't do.
When students finish, have pairs con1bine and n1ake
3. Have students compare answers in pairs. Then
groups of four to share their inventions.
check answers with the whole class.
To wrap up, ask for volunteers to share their
4. For further practice, play the audio program and inventions with the class.
pause between items so students can repeat.
Unit 15 Inventions 71
aes
Overview
In this unit, students listen to traditional folktales. In War111ing up, students learn and prncticc vocabulary to talk
about characters and events in folktales. In the Listening tasks, students practice listening for the n1ain idea, details,
and inference as they hear two folktales. They also lea rn cultural inforn1ation as they hear stories from other
cultures. In Your turn to talk, students practice telling their O\V 11 stories, and learn and practice sentence rhythm
.
using pauses.
r ~~;~ -;2 - r --- -- --------------------------- - ------------------- -- ----------------- --- ---- ---- -------
2. Read the words and phrases in the box aloud. 2. Have students work alone or stay in pairs to do the
Have students listen and try to find the items in exercise. Ren1ind them to look at the pictures if they
the pictures. need help. For lower-level classes, elicit or give an
example answer fro1n the box for all four categories:
3. Read the instructions aloud. kinds of treasure, magical things, people, nature.
4. Divide the class into pairs and give students time to 3. Write the four categories on the board. Check
complete the exercise. Circulate while studencs are answers with the whole class and write the answers
working to inonitor their progress and offer help on the board under the appropriate category.
as necessary.
5. Check answers by holding up your book, pointing Answers
to the objects in the pictures, and calling on kinds of treasure: diamonds, gold, money
students to say the corresponding word or phrase. magical things: genie, magic lamp
people: farmer, prince, rich man, stonecutter
Answers nature: field, stones, wheat
The farmer and his sons
1. farmer 3. diamonds 5. money c
2. field 4. gold 6. wheat 1. Read the instructions aloud .
72 Unit 16 Folktales
,,.
2. Have students work \Vith their partners from A 1 Main idea (CD 3, track 19)
Exercise A. Circulate while students are working
1. Divide the class into pairs. Give students ti1ne co
and offer help as necessary.
look at the pictures and predict \vhac the story will
3. Check answers by asking for volunteers to say their be about. Elicit a fe.,.v guesses and '.vrire any useful
words or phrases. \Vrire rhe words on the board vocabulary on rhe board. Be sure co include son1e
and explain any new vocabulary. key words frorn che rory (for example, dig, farmer,
Possible ans\vers lazy, n1oney, sell, sons, townspeople, treasure, wheat).
kinds of treasure: emeralds, rubies, silver 2. Read the instructions aloud.
1nagical things: n1agic ca rper, coin, ring, elf, unicorn
people: boy, girl, king, princess, queen 3. Play the audio progran1 once or t\vice. If necessary,
nature: flowers, river, tree pause between items to give students rin1e to
complete their answers.
Unit 16 Folktales 73
5. Read the in tructions aloud. Give students tin1e to
In your story, make son1e deliberate 111istakes,
read the staternents si lently or call on students to
for example: read them aloud. If students think they re1nen1ber
• Once upon a tin·1e, a farmer and his four sons lived the sequence, have rhen1 do the exercise and then
on a far111. listen ro check their ans\vcrs.
• The sons decided to plant so111e corn, and soon the
fields 1.vere full oftall corn plants. 6. Play rhe audio progran1 again. If necessary, pause
ber,veen items ro give students rime ro con1plete
Read the story aloud. Tell students to raise their their ansvicrs.
hands each rin1e they hear a n1istake and to correct
it. Alternatively, have students listen to the whole 7. Check ansvvers with the whole class. Read the first
story and \'Vrite dov.rn the n1istakcs they hear. srare1nent aloud and then call on students to read
rhe next taten1ent in the sequence.
To wrap up, have students \Vrite or tell the story of
the farmer and his sons in their own \VOrds.
Answers
1. The stonecutter lived with his wife in a small
---------r--------------------- -- --------- ----- house. They were poor but happy.
page 74 2. The stonecutter found a genie in a magic lamp.
He asked the genie to make him a prince.
Listening task 2 3. T he stonecutter \Vas too busy, and he \Vas tired.
The stonecutter H e asked the genie to make him a rich man.
4. The stonecutter saw a man building a scone
house. He understood that he didn't need money
Additional vocabulary from the audio script
and power to be happy.
palace: hon1e of a king, queen, or other rich or
powerful person Note
favor: a helpful or kind act • "The stonecutter" is based on a japa11ese folktale.
,,. ..,
A"- Main idea (CD 3, track 20) B ~ Inference (CD 3, track 20)
1. Read the title of the story. Review the meaning of 1. Give students ti111e ro read the staten1encs. Read the
stonecutter. Give students tin1e to look at the picture instructions aloud. If students think they remember
and say \Vhat they see. Ask, \Vhat's happening in rhe answers, have them do the exercise and then
this picture? listen ro check their ans\vers.
2. Have students cover the text at the top of the page. 2. Play rhe audio progran1. If necessary, pause
Tell them they will fi rst just look at the picture and between itcn1s to give students tin1e to co1nplete
listen to the whole story before they do the exercise. their answers.
This vvill allow rhe1n to focus on the main idea, or •
gist, of \vhat happens in the story. 3. Check ansvvers by asking for volunteers to read the
complete sentences aloud.
3. For lower-level classes, review the key vocabulary
from the story (for example, genie, l'nagic lamp, Answers
prince). Explain grant a wish (give someone
1. The stonecutter did not want to change his job.
sotnething that they really want).
2. The stonecutter wanted to have more money.
4. Play the audio program ,;vhile students look at 3. The prince and his wife wanted to be alone.
the picture. Ask the following questions to check 4. The story 1neans happiness is important.
students' understanding:
• Was the stonecutter rich? 4. To wrap up, tell students rhar folktales often
• Was he hap/Jy? contain a "message" or a lesson about life. Ask
• What did the genie in the la1np offer the stonecutter? then1 what they think is the n1essage of "The
• What was the stonecutter's first wish? stonecutter." Have students work in pairs or groups
• What happened to hitn in the end? to \vrite one or two sentences about the message of
the story and then share them with the class.
74 Unit 16 Folktales
Possible a nswer C Speak
• Even rich and pO\verful people have problems.
l. Read the instructions aloud. Read the example
• You should be happy \Vith \Vho you are and
sentence aloud and have a student read the
\vhat you h:ive in your life.
exan1ple respon e.
• Don·t ,.vish for things that may not make
you happy. 2. Divide the class into groups of four and give
students ti1ne to co1nplete the exercise. Ren1ind
the1n to practice the pause after a comma \Vhen
r ~~;~-;5- r ------------------------------ - - --- -- they tell their stories. Circulate while students are
working to 1nonitor their progress. Make a note of
Your t urn to talk any difficulties co address later.
Once upon a time •• •
Optional speaking activity
A Prepare
1. Tell students they a rc going to create folktales and Chain stories
share thc1n with their class1nates. Explain that Divide the class into groups of five or six students.
"Once upon a tin1e ..." is the traditional \vay to Tell groups that they are going to work together to
begin a folktale in English. · create original stories. Each member of the group
needs a blank piece of paper.
2. Read the instructions aloud.
Brainstorm some interesting first story lines with
3. Divide the class into pairs and give students time to the class and write chen1 on the board, for example:
complete the exercise. Circulate \vhile students are
working and offer help as necessary. • Once upon a tirne, there ivas a dark forest . ..
• Lon& long ago, in a faraway land . . .
• Many years ago, in a tiny village . . .
B Practice
Exercise 1 ~ (CD 3, track 21) Tell students to \vrite the first line of their story at
the top of the page. When everyone has \vritten the
1. Read the instructions aloud. Play the audio program first line, tell students to pass their papers to the
once \Vithout stopping so students can listen. group n1ember on their left.
2. Play the audio program again, pausing bet\·veen The next person reads the first line and adds the
iten1s for the class to repeat. Point out that the second line of the story, then again passes the paper
con1n1a indicates a pause in the sentence.
Exercise 2 s~
.. (CD 3, track 22)
to the person on the left. A short time lin1it (thirty
seconds) wil l help keep the pace n1oving .
Continue until students have received their original
1. Read the instructions aloud.
papers back. Then have students silendy read what
2. Have students work alone or in pairs to do the their classmates have vvritten and add the last line of
exercise. Encourage the1n to read the sentences the story.
aloud a few times before they add the con1n1a.
To vvrap up, have students take turns reading their
3. Play the audio progran1 and have students check stories aloud to their group. Then ask for volunteers
their answers. Then play the audio program again to share their storie with the \¥hole class.
and pause bet\.veen items so students can repeat
the sentences.
Unit 16 Self-study Student's Book page 99
Answers Unit 16 Quiz Teacher's Manual page 97
a. day, a c. working, a Test 2, Units 9-16 Teacher's M anual page 120
b. poor, so d. hard, the
Unit 16 Folktales 75
•
18
Overview
In chis Expansion unit, students listen to general inforn1acion about India. In the Listening tasks, students practice
listening for the main idea and details as they hear people talking about languages, food, inventions, and n1ovics
in India. They also learn cultural inforn1ation about India as they listen co an authentic incervie•v '~'ith an Indian
student about the Indian festiva l Di,.vali .
---- ----- --------- ------- --------- ------- -------- ---------- ------------------------ -------- -------
page 76
Listening task 1 2. Give students ti1ne to look at the picture and say
Information what they see. Write a list of key \vords and phrases
on the board.
Note Possible answers
• Before you start this unit, \vrite the titles of the • people shopping/selling things at a
previous four units on the board or elicit then1 from crowded market
students (Part-ti1ne jobs, Celebrations, Inventions, · a young boy
Folktales). Tell students that this Expansion unit • a \voman carrying someth ing on her head
features some of the topics and vocabulary from • \.YOmen •vearing scarves and robes
these units. Ir presents general inforn1ation about 3. Read the instructions aloud. At this stage in
India and a more in-depth look ar Indian culture the cour c, students n1ay already have a good
based on an authentic interview with a student from understanding of the types of listening skills
India. Give students tin1e to look over the language introduced in Before you begin on pages 4 and 5
and listening skills in Units 13 through 16. (Main idea, l)etails, Inference). However, if you
feef students \vould benefit from a revie\v, the
Additional vocabulary from the audio script Expansion units provide a good opportunity to do
official purpo es: for government business so. Point out to students chat in this exercise, they
religious: related to religion or spiritual beliefs are listening for the main idea. This means that they
tropical: fro111 a hot, hu1nid cli111ate don't need to understand everything they hear, just
movie industry: movie business the general n1eaning.
violence: fighting 4. Play the audio prograrn once or t\vice. If necessary,
, pause between iterns to give students tin1e to
A ~ Main idea (CD 3, track 23) complete their at1swers.
1. Ask students where India is located (southern Asia). 5. Check answers \Vith the -.vhole class.
You may want to bring a world 111ap to class and
have students find India on the map. Ask students if Answers
anyone has traveled to India and, if so, vvhat it vvas 1. languages
like. Alternatively, ask students ro say anything they 2. food and drutl<s
ki10\.v abour rhe country of India, its culture, or 3. a scientist at1d inventor
its people. 4. movies
76 Expansion 4 India
B
..Details (CD 3, track 23) 3. Ask a fe,v sitnple con1prehension questions to check
1. Read the instructions aloud. If students think they tudents' understanding, for exan1ple:
remember the answers, have them do the exercise • What kind of festival is Diiuali? (a festival of light)
and then listen to check their answers. • Did the lights in the house save her husband? (yes)
• I low? (by blinding the lord of death who can1e to
2. Play the audio prograrn. If necessary, pause
get hin1)
bet\.veen iten1s to give students tin1e to complete
their ans\.vers. 4. Give students tirne to read the staternents. Explain
any unkno\~'11 vocabulary.
3. Check ans ..vers by having students read the
complete sentences aloud. 5. Read the instructions aloud.
6. Play the audio progran1 again. If necessary, pause
Answers
between items to give students tin1e to cornplete
1. b 2. a 3. a 4. b their answers.
7. Have students con1pare answers in pairs. If
4. The itc111s in Listening task 1 present a good
necessary, play the audio prograrn again so students
opportunity to review son1e of the language
can check their answers.
pre ented in Units 4 (I;et's eat) and 9 (Movies}: Ask
the class if anyone has eaten Indian food and, if so, 8. Check anS\·vers \vith the whole class. Read the first
\Vhat ..,·as in the dish. Ask if anyone has seen an taten1ent aloud and then call on students to read
Indian n1ovie and, if so, what type of nJovie it \Vas. the next staten1ent in the sequence.
Expansion 4 India 77
pages 80-81 Playing the game
1. Read the instructions aloud. Make sure all students
A speaking and listening game put their n1arkers in the box marked "Start."
Self-study 79
Quizzes
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Quiz 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Quiz 2 .. . . .. . . . . . . . . . . . . . . . .. ... . . . . . . . . . . . . . . . . . . .. .. .. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Quiz 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Quiz 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Quiz 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Quiz 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Quiz 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
'
Quiz 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Quiz 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Quiz 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Quiz 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Quiz 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Quiz 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Quiz 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Quiz 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Quiz 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Q uiz answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Quiz audio scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Tests
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Administration and scoring guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 109
Test 1 (Units 1- 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Test 1 answer sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Test 1 answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Test 2 (Units 9-16) . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
•
Score records sheet .......................... .... . .. ....... ..................... . ...... . ..... ...... 134
Quizzes and tests track listing ................ .... ..................... .......... .................... 175
80 Testing program
Introduction Preparation
The Active Listening quizzes n1ay be used to assess 1. Photocopy one quiz for each student in the class.
students' progress and achievernent in the listening Students should rnark their answers directly on
skills, language, and topics presented in Active the quiz; there is no separate answer sheet for
Listening, Second Edition, Student's Book 1. If students the quizzes.
have been successful \Vith the Listening tasks in the
2. Schedule fifteen to twenty minutes of class time for
Student's Book, they should also be successful with
adn1inistering the quiz.
the quizzes.
3. (Optional) Give students a few rninutes to look
Purpose of the quizzes over the Student's Book unit to review the topic,
It is in1portant to discuss the purpose of the quizzes vocabulary, and structures before they take
with your students. Explain to then1 that the quizzes the quiz.
are designed to n1easure their progress in the cQurse,
and to show then1 (and you) what n1aterial still needs Administering the quizzes
to be reviewed before n1oving to a nevv unit. 1. Have students sit apart fron1 one another. Hand out
the quizzes.
About the quizzes 2. Have students \Vrite their nan1es, the date, and their
There is one quiz for each of the sixteen core units class in the spaces provided at the top of the quiz.
in the Student's Book. Each quiz has t\vo parts and
a total of ten ite1ns. The quizzes integrate the three 3. Read the instructions for Part A aloud.
listening skills introduced in the Student's Book - 4. Play the audio progra1n once for Part A. If
n1ain idea, details, and inference - and use the same necessary, pause between iten1s to give students
.
exercise types. ti1ne to co1nplete their answers.
The quizzes can be found on pages 82- 97 of this 5. Read the instructions for Part B aloud.
Teacher's Manual. The answer keys are on
pages 98-99, and the audio scripts can be found on 6. Play the audio program for Part B. If necessary,
pages 100- 107. pause bet\veen items to give students time to
complete their answers. Repeat instructions for
Part C of Quiz 1.
Using the quizzes
Give the appropriate quiz in class after you have 7. Collect the quizzes to check answers, or have
completed the corresponding Student's Book unit. students check their own quizzes while you read the
After scoring, you n1ay wish to go over the items answers aloud.
students n1issed with the whole class. Have students
who got the correct answer say which words or Scoring
phrases helped then1. Assign 10 points for each correct ans\ver on the
Encourage students to reread Before you begin on quizzes (for exa1nple, if a student misses two questions,
pages 4 and 5 of the Student's Book to refresh their assign a score of 80°/o). Record students' scores on
understanding of the different types of listening skills their quizzes, as well as on the Score Records Sheet
before you administer the quizzes. (page 134 of this 1eacher's Manual).
Quizzes 81
Quiz• Unit 1
Name: ~---------------- Date: _ _ _ __ __ _ _
A (J Listen. Imagine you are talking to these people. What is your part of the
conversation? Circle the correct answers.
1. a. Yes, I do.
b. I like jazz.
2. a. I'm a student.
b. No, I'm not.
3. a. Yes, I am.
b. I live near here.
4. a. Yes, I am.
b. Yes, I do.
5. a. I study here.
b. I'm from Canada.
C Are the statements true or false? Check (.I) the correct answers.
true false
1. In Canada and the U.S., people kiss when they first meet. 0 0
2. Friends sometimes hug each other. 0 0
3. Hugs are more common among men. 0 0
4. A hug can mean both "Hello" and "Good-bye." 0 0
5. Children hug their teachers when they get to school. 0 0
82 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 2
------------------------------------ ---------- --- --- ----------------------------------------
Name: _ _ _ _ _ __ _ __ _ __ __ _ _ Date: _ _ _ __ _ _ _ _
A 0 Listen. People are talking about their families. Who are they talking about?
Check (,/) the correct answers.
1. 0 her father
0 her brother
2. 0 his niece
0 his daughter
3. 0 her uncle
0 her cousin
4. 0 his aunt
0 his wife
5. 0 her son
0 her husband
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 83
Quiz• Unit 3
------------------------- ------------------------------------------------------------ -------
Date: _ _ _ _ __ __ _
84 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 4
----- --------- -------- ----------------------------------------------------------------------
Name: _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ Date: _ __ _ _ _ _ __
5. The man is
a. at home.
b. in a restaurant.
B 0 Listen again. Check (.."} all of the things the people are going to have.
1. 0 fish O soup 0 a salad
2. 0 a sandwich 0 coffee 0 milk
3. 0 broccoli 0 mushrooms 0 onions
4. 0 pizza O cake 0 coffee
5. 0 lettuce 0 mayonnaise 0 mustard
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 85
Quiz• Unit 5
----------- ---------------------------- ------ -----------------------------------------------
Date: _ _ _ _ _ __ __
A CJ Listen. People are talking about free-time activities. What are the topics?
Circle the correct answers.
2. a. shopping
b. cooking
4. a. watching TV
b. seeing movies
5. a. going out
b. staying home
B CJ Listen again. How often do the people do the activities? Check (./) the
correct answers.
1. 0 always
0 often
2. 0 sometimes
0 hardly ever
3. 0 always
0 sometimes
4. 0 hardly ever
0 never
5. 0 often
0 sometimes
86 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 6
------------------------------------------------ --- --- ----- ---- ---- ----- ------- --------- --- -
Name: _~-~-----~------- Date: _ _ _ _ _ _ _ __
Class: _ _ __ _ __ Score: _ _ /100
A (J Listen. Carla is telling her friend Sylvie what clothes she's planning to wear on her
business trip. Check (~) a// of the items she's planning to wear.
B (J Listen again. Does Sylvie like Carla's choices? Check (~)yes or no.
yes no
1. 0 0
2. 0 0
3. 0 0
4. 0 0
5. 0 0
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 87
Quiz• Unit 7
-- --------- --- ------------------------------------ --- ----- -- ------------------------------- -
Date: _ __ _ __ _ __
A QListen. What are the people looking for? Check (/') the correct answers.
1. 0 a clock 0 a calendar 0 a picture
B Q Listen again. Where are the objects? Circle the correct answers.
1. a. on the wall
b. on the coffee table
3. a. on the floor
b. in the yard
4. a. on the floor
b. next to the TV
88 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 8
--------------------------------------------------- -------------------------------- ------ ---
Name: ~---------------~ Date: _ _ __ _ _ _ __
A (J Listen. Are the statements true or false? Check(~) the correct answers.
true false
1. They're going to the movies. 0 0
2. They're going to go to a restaurant. 0 0
3. They're waiting for a train. 0 0
4. They can get to the movie before it starts. 0 0
5. They're going to go shopping after the TV show. 0 0
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 89
Quiz• Unit 9
---- --- --------------- ----------- ----- ----------------------------------------------- -------
Date: _ _ _ __ _ _ __
A QListen. What kinds of movies are the people talking about? Circle the
correct answers.
1. a. romance
b. science fiction
2. a. action
b. comedy
3. a. horror
b. musical
4. a. comedy
b. action
5. a. romance
b. horror
B Q Listen again. Who wants to watch the movie? Check (,/) man, woman, or both.
man woman both
1. 0 0 0
2. 0 0 0
3. 0 0 0
4. 0 0 0
5. 0 0 0
90 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 10
Name: _ _ _ __ _ _ _ _ __ _ _ __ __ Date: _ __ _ __ _ _ _
A Qlisten. People are talking about their schedules. Number the activities in the
correct order from 1 to 3. (There is one extra activity.)
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 91
Quiz• Unit 11
------ -------------------------------- ----------------- -------------- --- -------- ------- -----
Date: _ _ _ _ __ _ _ _
A Q Listen. Where are the people going to go? Circle the correct answers.
1. a. to a bookstore
b. to a cafe
2. a. to the mall
b. to a toy store
3. a. to the aquarium
b. to City Hall
4. a. to an Indian restaurant
b. to an Italian restaurant
5. a. to the library
b. to an Internet cafe
B QListen again. Are the statements true or false? Check (I') the correct answers.
true false
1. The bookstore is across from the cafe. 0 0
2. The movie theater is around the corner from the toy store. 0 0
3. The free parking lot is behind the aquarium. 0 0
4. The restaurant is next to the convenience store. 0 0
5. The library is between the Internet cafe and the museum. 0 0
92 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 12
-------------------------------------------------------------------- ------------------------
Name: ~---------------- Date: _ _ _ _ _ __ __
2. a. an anniversary
b. a good-bye party
4. a. an anniversary
b. a birthday
5. a. Children's Day
b. Father's Day
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 93
Quiz • Unit 13
------------------------------------------------------------------------- --- --- -------------
Name: _ _ __ _ _ _ __ _ _ __ _ _ __ _ Date: _ _ _ __ _ __ _
A (J Listen. Which jobs do the people want? Circle the correct answers.
1. a. server
b. office worker
2. a. childcare worker
b. cleaning staff
3. a. lifeguard
b. tour guide
4. a. business intern
b. camp counselor
5. a. English teacher
b. childcare worker
94 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz • Unit 14
---------------- -------------------------------------------------- ---- ----------------------
Name: _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ Date: _ _ _ _ _ _ _ __
A (J Listen. People are talking about celebrations. Check (.I) all of the activities
they mention.
1. Thanksgiving
0 eat special food 0 play football 0 watch TV
2. Valentine's Day
0 wear special clothes 0 send cards 0 eat chocolate
3. Queen's Birthday
0 have a parade 0 take the day off from work 0 go skiing
4. Independence Day
0 watch a parade 0 wear special clothes 0 watch fireworks
5. Teacher's Day
0 give flowers 0 stay home from school 0 do homework
2. The people are talking two I three weeks before Valentine's Day.
4. On Independence Day in the U.S., the most popular colors for clothes are red, white,
and green I blue.
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 95
Quiz • Unit 15
------------------------- ------ --- --- --------------------- ----------- ---- --- --- --- ----------
Date: ______ __ _
A QListen. Which inventions are the people describing? Circle the correct answers.
1. a. the piano
b. the guitar
2. a. the TV
b. the camera
3. a. the calendar
b. the watch
4. a. the airplane
b. movies
B QListen again. Are the statements true or false? Check (wl') the correct answers.
true false
1. The invention is from Italy. 0 0
2. These were first sold in 1964. 0 0
3. People started using the first ones more than 400 years ago. 0 0
4. Two American cousins invented this. 0 0
5. The first one of these was invented in 1958. 0 0
96 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz• Unit 16
---------------------------------- ------- ------------------------------------------ --- ------
Name: _______ __ _ _ _ _ _ _ _ __ Date: _ __ _ _ _ _ __
A QListen to the story. What is the main idea of each part of the story?
Number the statements from 1 to 5. (There is one extra statement.)
__ The young man asked the farmer what life in the village was like.
__ A rich man asked the farmer what life in the village was like.
__ The rich man said his hometown was not a good place.
The farmer said the rich man would be unhappy in the new village.
© Cambridge University Press 2007 Photocopiable Active listening, Second Edition Book 1 97
Unit 1 Unit 6
A c A B
1. b 1. false 1. blouse, pants, sandals 1. no
2. b 2. true 2. jacket, pants, boots 2. yes
3. a 3. false 3. T-shirt, skirt, sneakers 3. yes
4. b 4. true 4. dress, jacket, shoes 4. no
5. a 5. false 5. jeans, shirt, sweater 5. yes
Unit 2 Unit 7
A B A B
1. her brother 1. tennis 1. a calendar 1. b
2. his niece 2. computer 2. a vase 2. a
3. her uncle 3. the U.S. 3. a rug 3. b
4. his wife 4. friend's 4. a fish 4. b
5. her son 5. playing 5. a heater 5. a
Unit 3 Unit 8
A B A B
1. b 1. 97 1. false 1. 8:00
2. a 2. 555-8023 2. true 2. 11:45
3. a 3. 12/5/87 3. false 3. 2:30
4. b 4. 555-6231 4. true 4. 9:50
5. b 5. April 18th 5. true 5. 12:00
Unit 4 Unit 9
A B A B
1. b 1. fish, a salad 1. b 1. both
2. b 2. a sandwich, coffee 2. b 2. woman
3. a 3. mushrooms, onions 3. a 3. both
4. b 4. cake, coffee 4. b 4. man
5. a 5. lettuce, mustard 5. a 5. man
Unit 5
A B
1. a 1. often
2. a 2. hardly ever
3. b 3. always
4. a 4. never
5. b 5. often
98 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Unit 10 Unit 14
A B A B
1. [1] watch TV 1. 9:30 1. eat special food, 1. November 25th
[2] play sports 2. 12:45 watch TV 2. two
[3] go dancing 3. 5:00 to 6:00 2. send cards, 3. September or October
2. [1] eat lunch 4. 7:30 eat chocolate 4. blue
[2] read the newspaper 5. 5:30 3. take the day off from 5. January 16th
[3] watch TV work, go skiing
4. watch a parade, wear
3. [1] return phone calls
special clothes, watch
[2] check e-mail
fireworks
[3] take the bus
5. give flowers, stay
4. [1] drink coffee
home from school,
[2] take a shower
do homework
[3] go to work
5. [1] find gifts Unit 15
[2] open gifts A B
[3] eat dinner 1. a 1. true
2. a 2. false
Unit 11 3. b 3. true
A B 4. a 4. false
1. a 1. false 5. b 5. true
2. b 2. true
3. a 3. false Unit 16
4. b 4. false A B
5. a 5. true 1. A young man met 1. a
an old farmer from 2. b
Unit 12 a small village. 3. a
A B 2. The young man asked 4. b
1. a 1. 40 years old the farmer what life in 5. a
2. b 2. co-workers the village was like.
3. b 3. a watch 3. The young man said his
4. a 4. medium hometown was a nice
5. b 5. wrote the book place. The farmer said
the young man would be
Unit 13
happy in the new village.
A B
4. A rich man asked the
1. a 1. it's part-time
farmer what life in the
2. b 2. alone
village was like.
3. b 3. exercise
5. The rich man said his
4. b 4. outside
hometown was not a
5. a 5. get experience
good place. The farmer
said the rich man wou ld
be unhappy in the
new village.
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 99
Quiz • Unit 1 (TM 1 CD. track 2) 4.
Man: Th is \Vas taken at n1y friend's \Vedding last
Part A Listen. Imagine you arc talking to these June. My \vifc Julie and I had a great time dancing
people. What is your part of the conversation? Circle together and seeing all of our old frien ds. In this
the correct ansvvers. picture, vve're eating cake and listening to son1e
1. speeches. .Julie loves weddings. She always cries.
\Voman: What kind of niusic do you like? 5.
2. Woman: This picture isn't very clea r, I kno\v, but I
Man: Are you fron1 Mexico? still like it. I took it at a soccer game. That's n1y son,
nun1ber forty-five, in the red shirt. He's about to
3.
score a goal. I'm so proud of hin1.
Wo1nan: Arc you a student?
4. Part B Listen again. Circle the correct inforn1arion.
Man: Do you like this music? [Replay Quiz • Unit 2, Part A, track 3]
5.
Woman: Where do you study? Quiz • Unit 3 (TM 1 CD, track 4)
Part B Listen to the inforn1ation. Part A Listen. People are talking. Circle the correct
Man: In Canada and the U.S., people shake hands ansv.rers.
\vhen they first meet each other, but friends 1.
sometimes hug. Hugs are rnore con1n1on among Man: And ... Player nun1ber ninety-three has the ball.
women. They hug to say "Hello" and to say He shoots ... he scores! And there's the buzzer! The
"Good-bye," coo. Young children also hug their final score for the Lions is ninety-seven points. Yes,
parents when they leave for school in the 1norning. the Lions win by just one point. What an exciting
basketball gan1e!
Quiz • Unit 2 (TM 1 CD, track 3) 2.
Woman: Directory Assistance. Ho\v may I help you?
Part A Listen. People are talking about their Man: Hi. Could you give nie the nu1nber for Gracie
fan1ilies. Who are they talking about? Check the Square Hospital, please?
correct ans\ivers. Woman: Of course. Here's the number. It's five-five-
1. five, eight-oh-two-three.
Woman: This is a picture ofJosh. He's two years
3.
older than I arn. He likes a lot of different sports -
Woman: And let's see ... \'<!hat is your birth date?
basketball, baseball, soccer, and tennis. I like tennis,
Man: My birthday?
too, so we often play together on weekends. Ir's nice
Woman: Yes, I need your birth date. When vvere
to have a big brother. you born?
2. Man: Oh, I see. December fifth, nineteen eighty-seven.
Man: Isn't she cute? Her narne's Ca nnen. She's n1y Twelve-fivc-eighty-seven.
sister's daughter. She's five year s old now and just
4.
started school. She likes playing con1puter games. Woman: You have reached the offi ce of Dr. 1artin.
She's really smart ... the perfect niece.
No one is available to take you r call right now, so
3. please leave a message after the tone. If you're calling
Woman: This is a great picture. That's 1ne and n1y outside of regular business hours, before eight A.M.
mother's brother, Ted. We're in front of his house in or after six PJv!., please call five-five-five, six-tvvo-
Sydney. He moved to Australia five years ago, but three-one.
he comes back to the U.S. to visit us every year. And
last year, I visited him there. He' my favorite uncle.
100 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
5. 5.
Man: Can I pay with a check? Wo1nan: House of Sandwiches. Can I help you?
Woman: Certainly, sir. We accept checks. Do you Man: Yeah, hi. Do you deliver?
have ID? Woman: \Y./e sure do.
Man: Yes, here you are. OK, so I'll just sign it ... Man: OK, I'd like a roast beef sand..vich - with cheese,
here ... and the date ... Is today the seventeenth? ton1atocs, and lettuce.
Woman: Actually, it's April eighteenth. Won1an: OK. Would you like n1ustard or 111ayonnaisc
Man: OK. So, four-eighteen ... Uh ... on that?
Man: Mustard, please.
Part B Listen again. Circle the correct inforn1ation. Won1an: Sure. And \~1 hat's your address, please?
[Replay Quiz • Unit 3, Part A, track 4] Man: It's ...
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 101
Part B Listen again. How often do the people do Quiz • Unit 7 (TM 1 CD, track 8)
the activities? Check the correct answers.
Part A Listen. What are the people looking for?
[Replay Quiz • Unit 5, Part A, track 6] Check the correct answers.
1.
Quiz • Unit 6 (TM 1 CD, track 7) Man: What's today's dare?
Woman: Let's see ... Hey! Where's the calendar? Ir's
Part A Listen. Carla is telling her friend Sylvie what not on the \Vall.
clothes she's planning to v.rear on her business trip.
Man: Oh, I took it down last week. Uh, v.rhere did I
Check all of the iten1s she's planning to wear.
put it?
1. Woman: Oh, here it is! It's on the coffee table, under
Sylvie: So, are you ready for your trip? the ne\.vspaper.
Carla: No, not really. I'm packing now. Man: Oh - sorry!
Sylvie: What are you taking?
Carla: For the plane trip, I'm going to wear my pink 2.
blouse, n1y new plaid pants, and brown sandals. Woman: These are beautiful flowers! Thank you
Sylvie: You bought plaid pants? And brown sandals? so n1uch.
Don't you have black sandals? Man: I'll go get something to put them in.
Wo1nan: I think the vase is on the bookshelf.
2. Man: H1n1n. I don't see it. Maybe it's on rny desk ...
Carla: For the first day of n1eetings, I'm taking rny Woman: Oh, there it is - on the floor, next to
dark blue suit - the jacket and pants. And my the bookshelf.
black boots. Man: Oh, yeah. You're right!
Sylvie: Yeah, that's a great suit, very professional. And
perfect with boots. 3.
Man: Hey! What happened here? The living room
3. looks different!
Carla: We're going to have a con1pany picnic on Woman: Oh .. . Well, I spilled some tea on the rug.
Friday. I'm going to wear my green T-shirt \vith But don't worry, I washed it.
my checked skirt and green sneakers. Does that Man: Well, that's OK, then. But \vhere is it?
sound OK? Woman: It's outside, in the yard ... drying in the sun.
Sylvie: Oh, yes. That's a cute outfit. And
comfortable, too. 4.
Woman: Brad, I have son1e bad news. I ... I broke the
4. fishbo\vl. I'm really sorry.
Carla: For the evening, I'm taking that great little red Brad: Well, don't worry about it. It wasn't a very good
dress. Re1nen1ber it? It has a matching jacker. And I one. But wait - \vhere's the fish?
got son1e really nice shoes to go with the outfit. Woman: Oh, he's OK. I put hin1 in the big vase.
Sylvie: That is a nice dress ... but red for a business Brad: What vase?
trip? I don't think so. Do you have something else? Woman: That big yellow one. It's next to the TV. See?
5. I think he likes it.
Carla: And for the trip home, I'm raking my black 5.
jeans, a light yellow shirt, and a yellow and white Man: Ooooh, it's cold in here.
striped sweater. Woman: Well, you can turn on the heater.
Sylvie: That sounds nice. You look good in yellow. Man: Where is it?
Woman: Right over there, between the couch and the
Part B Listen again. Does Sylvie like Carla's TV stand.
choices? Check yes or no. Man: Thanks. M1nm .. . that feels better.
[Replay Quiz • Unit 6, Part A, track 7]
Part B Listen again. Where are the objects? Circle
the correct answers.
[Replay Quiz • Unit 7, Part A, track 8]
102 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz • Unit 8 (TM 1 CD, track 9> Quiz • Unit 9 (TM 1 CD, track 10>
Part A Listen. Are the statements true or false? Part A Listen. What kinds of movies are the
Check the correct answers. people talking about? Circle the correct answers.
1. 1.
Woman: john, we're going to be late. It's seven- Woman: There's a good niovic on TV tonight.
thirty already! Man: What's it called?
John: Relax! The show starts at eight o'clock, and it Woman: No Space Too Big. It's new.
only takes fifteen minutes to get to the theater. Man: ls that a romance? Boy nieets girl, boy loses
Woman: That's true, but the play's not at the theater! girl ... boring.
It's at the high school, do,vnto,vn. Wo1n an: o, no. It's a science-fiction n1ovie. I heard it
John: Oh, no. We'd better leave right now! has great special effects.
Man: Oh, science fiction. Well, that's OK, then.
2.
Man: Do you have tin1e to go out for lunch? 2.
Wo1nan: I have a lot of work to do. What tin1e is Won1an: Hey, you like funny niovies, don't you?
it nO\.V? Man: Sure. Why? Is there a good one playing?
Man: It's eleven forty-five. Let's go to the Mexican Woman: Yes, His Bark Is Worse Than His Bite. It's
restaurant. The food is good, and the service is really about this dentist who moves to a small town, and
fast. We can be back at the office by twelve-thirty. there's a mistake, and he gets a job as an animal
\Voman: OK, that sounds good. And I am hw1gry. doctor! Isn't that crazy?
Man: That just sounds silly. No thanks.
3. Woman: But I thought you liked comedies ...
Woman: Where's Jasmine? It's t\.vo-fifteen and \Ve
Man: With people, not anin1als.
planned to 1neet here at two o'clock.
Man: Maybe she missed the train. 3.
Woman: I can \Vait for her another fifteen 111inutes, but Woman: Guess what DVD l got! Dracula: The
then I have to leave. Vampire Returns!
Man: OK. Let's wait until two-thirty. Man: What? You're kidding.
Woman: Really. It's the new version, the modem
4. horror story.
Man: Hey! Let's go to a movie tonight.
Man: Is it really scary?
\Voman: Are you kidding? It's already nine-fifteen.
Woman: Well, I hope so. T hat's \vhy I got it.
Man: Well, there's a show at nine-fifty. We have plenty
Man: Hn1111. Can I watch it with you?
of time.
Woman: Yes, but it ends at eleven-thirty! T hat's too 4.
late for me. Man: What do you want to do tonight?
Man: OK. Let's \Vatch son1ething on TV, then. Woman: I don't know. I'm pretty tired.
Man: Why don't I get us a DVD to \Vatch?
5.
Woman: Hey, that soU11ds good.
Woman: What time is it no"v?
Man: I'll get The Big Race. It's an action 111ovie - with
Man: just a little before noon, I think.
plenty of fights and car chases!
Woman: Oh, good. There's a TV show I want
Woman: Actually, you know, I think I'll just go to
to watch.
bed early.
Man: What tin1e docs it end?
Woman: One-thirty, I think. Why? s.
Man: You sa id you'd go shopping with me this Woman: What did you say this rnovie was called?
afternoon. Ren1ember? Man: Uh, it's called Tea for Two.
Wo1nan: Of course ... after my TV show. Woman: What's it about?
Man: Oh, it's a great love story - a real classic.
Part B Listen again. Circle the correct information. Woman: I didn't know you liked love stories.
[Replay Quiz • Unit 8, Part A, track 9] Man: Mc? I like all kinds of movies.
Woman: Me, too, except romance. I think I'll skip
this one.
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 103
Part B Listen again. Who wants to watch the Quiz • Unit 11 (TM 1 CD, track 12)
niovie? Check man, woman, or both.
Part A Listen. Where are the people going to go?
[I~eplay Quiz • Unit 9, Part A, track 10] Circle the correct answers.
1.
Quiz • Unit 10 (TM 1 CD, track 11) Man: I need to buy a nlap. Is there a bookstore
around here?
Part A Listen. People are talking about their
Woman: Yes. Try the one on First Street.
schedules. N un1ber the activities in the correct order
Man: Which one?
fron1 1 to 3. There is one extra activity.
Woman: You know, the one next to the French cafe.
1. Man: O h, yeah . I kno\v where that is.
Man: I like to relax on Saturdays. I get up late, around
nine-thirty. In the rnorning, I watch n1y favorite 2.
news program on TV. In the afternoon, I usually Woman: Excuse n1e. Is there a nlall near here?
play soccer or basketball \.Vith son1e friends. In the Man: Well, it's a little far. What do you need to buy?
evening, I go dancing! Woman: I need a gift for my nephew. H e's seven.
M a n: Oh, \Veil, there's a big toy store right around
2. the corner from the movie theater - straight down
Woman: My job is par t-time, so I finish work at this street.
twelve-thirty. I live close to the office, so I usually Wornan: Thank you.
get hon1e at twelve forty-five. I eat lunch, and then I
read the newspaper. After that, I clean the apartn1ent 3.
or do laundry. I usually take a break and turn on Man: Excuse n1e. l'n1 going to the aquariun1. Do you
the TV. I ahnost never 111iss 111y favorite talk show at know if I can park my car there?
three o'clock. Won1an: Yes, you can, but it \Viii cost you ten dollars.
Man: Really? Well, is there someplace cheaper?
3. Woman: You can park in the lot behind City Hall. Ir's
Man: My job's pretty busy. When I get to work, the not too far - and it's free.
first thing I do is check my phone messages and Man: Oh, great. Thank you.
return calls. Next, I check my e-mail. I don't ans\ver
it - I don't have tin1e in the n1orning. I always 4.
answer rny e-rnail in the afternoon, usually fron1 five Wo1nan: Excuse nle. I'm looking for a restaurant -
to six. At six-ten, I take the bus hon1e. someplace to get son1e lunch.
Man: Sure. T here are lots of places around here. Do
4. you like Indian food?
Won1an: My n1ornings a re crazy! I get up at six Woman: Well, ...
o'clock. First, I have a cup of coffee. Then I v.rake up Man: Or there's an Italian place.
the kids. While the kids eat their breakfast, I take a Woman: That sounds good. Where's that?
shower. T hen \.Ve all get into the car and I drive the Man: Go straight do\vn Main Street and then turn left.
kids to school. I drop thetn off at seven-thirty. Then You'll see the restaurant on the right, across from
I go to work. the convenience store.
5. 5.
Man: We have a great birthday tradition in my house. Man: Oh, no! My research paper is due ton1orrow, and
On my birthday, I \.vake up really early in the my computer isn't working!
morning - around five-thirty! Then I look for n1y Woman: Your computer's broken? Well, \vhy don't you
gifts. My family hides them in the living roo1n - go to an Internet cafe?
under the couch, behind the curtains. After I find all Man: No, too noisy and crowded. H ey, I know! I can
the gifts, it's time to open then1. That's my favorite go to the library. Do you know how to get there
part. In the evening, we have a special dinner. No from here?
birthday cake - I don't really like cake. Woman: Yeah. It's on Oak Street, right between the
Internet cafe and the museum.
Part B Listen again. Circle the correct information.
[Replay Quiz • Unit 10, Part A, track 11] Part B Listen again. Are the statements true or
fa lse? Check the correct anS\Ners.
[Replay Quiz · Unit 11, Part A, track 12]
104 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
Quiz • Unit 12 (TM 1 co. track 13) Son: I couldn't have done it "vithout you. You're the
best father in the world.
Part A Listen. What arc the occasions? Circle the Father: Well, l'1n proud of you. I can't wait to read this!
correct ans\vers.
1. Part 8 Listen again. Check the correct answers.
Erin: So, Brian, you're forty today. H o,v does it feel? [Replay Quiz • Unit 12, /)a1t A, track 13]
Brian : 1 don't ki10\V. I don't really feel any older. It's
just another day.
Erin: Here, this is for you. Quiz • Unit 13 (TM 1 co. track 14)
Brian: Oh, you didn't have to get n1e anything. Part A Listen. Which jobs do the people \Vant?
Erin: Go on, open it. Circle the correct answers.
Brian: Chocolates! Oh, \VO\v! l'rn going to have one
1.
right novv. Here, you have one, too, Erin.
M an: Here's a good job for n1e: server.
2. Woman: Server? That's a busy job, you know. It's not
Man: We're all going to 111iss you. easy. You should work in an office.
Woman: I'll come back and visit the office. Man: I can't. I don't have any office experience. A job
Man: And we all wish you good luck in your new job. as a server is fine.
Herc. This is fron1 all of your co-workers. Won1a11: Well, I guess you can n1ake a lot of money.
Woman: Oh, a card. Man: I don't care about that. I like the hours. It's just
Man: We all signed it. part-tin1e, so I can still practice 1ny music.
Woman: And a gift certificate for my favorite
2.
restaurant. Thank you, everybody. That's really nice.
Man: Which job are you going to apply for - childcare
3. worker or cleaning staff?
Grandn1other: You're all finished! Congratulations! Woman: I don't kno\v. Childcare 'vvorker might
Granddaughter: Thanks, Grandn1a. be easier.
Grandmother: Here. it's just a little something. M an: Oh, I don't think so. I did it once. Taking care
Granddaughter: Thank you. Oh, it's a \Vatch. of children is really hard.
Grandmother : So you \von't be late for any job \Voman: Yeah, and I prefer to work alone. I guess
interviews! clea11ing staff is better for me.
Granddaughter: Grand rna, I don't have any
3.
job interviews yet.
Man: I need a su n1111er job that will give me
Grandmother: Well, you \:viii very soon. Con1e on, put .
. so1ne exercise .
It on.
Won1an: How about being a li feguard? You like
Granddaughter: Oh, it's beautifu l. I love it.
to swim.
4. Man: Lifeguards do n't swin1 that much. They usually
. .
Man: So . .. \Ve've been married for five years nov.1• JUSt Sit .
Can you believe it? Woman: Well, then, you could be a tour guide .. . or
Woman: Five \vonderfu l years. a porter.
Man: Here, honey. 1 hope you like it. Man: Tour guide is a good idea. l'd \Valk all day ...
\Voman: A pink sweater! But ... it's a size extra small. and 1naybe practice n1y Spanish, too.
Man: Aren't you an extra sn1all?
4.
Woman: Well, ... actually, S\Veetie, I'm a mediun1.
Man: Are you really going to be a can1p counselor?
M an: Oh, sorry, honey.
Woman: Yes, I an1. Why?
Woman: That's OK. I'll just exchange it for the
Man: Because n1y uncle needs a business intern. It's a
right size.
great job. Full-time, paid ...
5. Woman: No, I really want to be outside.
Son: Here, Dad - for you r special day. Man: With all the insects and anin1als and dirt? Don't
Father: T hanks. Let's see, a book. The Long journey. you want to work in an office with a nice desk and
Huh. What's it about? chair, and a computer .. .
Son: Look, uh, here - on the cover. Woman: o, thanks. 'fhar's not for inc.
Father: H ey! "fh ar's you! This is your book! You finally
wrote your book! That's g reat.
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 105
5. 4.
Won1an: l heard you applied for a job! Woman: While you're in the U.S., you must go to a
Man: Well, sort of. It's volunteer \vork. I'd be helping Fourth of July celebration.
out in an elen1entary school. Man: Fourth ofJuly?
\Voman: Oh? Doing \Vhat? Wo1nan: Yes. It's our independence Day. We usually
Man: Teaching English, and 111aybe some 1nath and go to cc the parade do,vnt0\\111. Everyone \vears
.
science. rc<l, \vhitc, and blue clothes and, then at night, we
Woman: Oh. And you don't rnind volunteering? \Vatch firc,vork .
Man: You kno'"' I \Vant to be a teacher after I graduate. Man: It sounds like a lot of fun.
This \vay, I can get some experience. You can't get a
5.
good job \vithout experience these days.
Nee: Herc, M . Johnson . These are for you.
Part B Listen again. Circle the correct inforn1ation. Ms. Johnson: \Xlhy, thank you, Nee. Flo\vers! Hovi
lovely. Uh ... is there any special reason?
[Replay Quiz • Unit 13, Part A, track 14] Nee: Yes. It's January sixteenth!
Ms. Johnson: January sixteenth?
Quiz • Unit 14 (TM 1 CD. track 15) Nee: In T hailand, it's Teacher's Day - and you are my
teacher.
Part A Listen. People arc talking about Ms. Johnson: What a nice custon1! What do you do on
celebrations. Check all of the activities they n1ention. Teacher's Day?
1. Nee: We give flowers to our teachers, to shovv respect.
Man: Thanksgiving is on Noven1ber twenty-fifth this But ... it's a holiday, so \Ve don't go to school on
year. I love Thanksgiving. I al~'ays visit my relatives, that day. I al,vays do rny home\vork.
and \Ve eat a big dinner. My grandparents cook Ms. Joh nson: Home\vork?
special food - and lots of it! Nee: Yes. I ho\v respect to rny teachers by doing their
.
Woman: What else do you do? ass1gnn1ent .
Man: Well, I \Vatch football on T V \Vith my cousins - Ms. Johnson: Well, \Ve don't have a holiday here, but
and then we cat sonic more! you can still do your home\vork!
Woman: You just eat and watch TV?
Man: Yeah. That's why I love Thanksgiving! Part B Listen again . Circle the correct information.
[Replay Quiz • Unit 14, Part A, track 15]
2.
Woman: My favorite holiday? Valentine's Day, I guess.
Man: Why is that? Quiz • Unit 15 (TM 1 CD, track 16)
Woman: I like sending cards to my friends, and I
like getting then1, too. And I love the candy on Part A Listen. Which inventions are the people
Valentine's Day - especially the chocolate. describing? Ci rcle the correct answers.
Man: I guess I know what to get you! Ir's in two 1.
\veeks, isn't it? Ma n: People love listening to n1usic, and people love
Woman: Yes. February fourteenth - just t~ro \veeks 111a king n1usic. Most 1nusical instrun1ents are very
fro1n now. Don't forget! old - so old that ~'e don't kt10\v ~'hen they were
invented. But one popular instrument, the piano, is
3.
niorc niodcrn. It \>Vas invented in seventeen t\venty
Man: I see the Queen's Birthday is on June tenth this
in Italy.
year. That's early.
Woman: This year? Isn't it the same day every year? 2.
Man: ot in Australia! In most states, it's the second Woman: You're probably too young to remember
Monday in June, but in Western Australia, it's in late black-and-white televisions. The first color T V was
Septernber or early October. invented in nineteen oh four by a Gern1an company.
Woman: How unusual. So ho\v will you celebrate? But color television secs \veren't sold until ninceen
Man: Most people celebrate by not working. Ir's a day fifty-fou r. ow 1nany fa1nilies have t\VO or three
off. It's also the official start of the ski season - so of thcn1 !
I'm going skii ng!
106 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
-~~-=-~-=:::;;:::=::====~=====·=
, =
·=·t:=q
I _ _ _ , _ __ ,
3. 2.
Man: Today, pe<)ple have: clocks on their cell phones Woman: ·rhe young n1an said to the old fa r1ner, "Soon
and laptop cornputcrs, People fi rst started carrying I will con1c to that village to n1akc niy hon1e, I an1
their rime \Vith them n1ore than four hundred years going to live there, Farn1er, you have lived there for
ago, 'l'hc first pocket \Vatch \ Vas 111adc in fifteen 111any years, Please cell inc what it is like, ls it a nice
t\.vcnty-four. Then, in sixteen seventy-five, a Dutch place to live?"
scientist produced a 111ore accurate pocket \Vatch
3.
that kept better tiine,
Woman: The fa nner looked at the young rnan, "So,
4. you want co kno\v \.Vhat kind of place that village
Woman: Do you enjoy air travel? 'fhen you should is?" he said, "First, let n1e ask you: What kind of
thank Orville and Wi lbur Wright, two An1erican place is it when,• you come frorn?" The young rnan
brothers \vho fle,v the first airplane in 1903, rnore said, "Where I con1e from, the houses are pretty,
than one hundred years ago, Of course, they the people are all very nice, and life is good," T he
couldn't take any luggage with then1, or enjoy old farrner replied, "l'rn happy to say that you
n1ovies and rneals on the plane, like you can, will find n1y village is just the sa1ne. l 'rn sure you
will enjoy your life there very n1uch." "Oh, thank
s. you, thank you," said the young n1an, and he
Man: Today's video games look very different fro1n the
continued walking,
early ones, The very first video game was invented
in nineteen fifty-eight and was called Tennis for Two, 4.
It \.Vas follo\\'ed in nineteen sixty-two by SpaceWar! Woman: Later chat sa1ne day, a rich rnan was \Valking
And in nineteen seventy-two, Pong became the first to the village, He sa\v the old fartner and stopped,
video game for the hon1e computer. T he rich man said, "Old man, I want to know about
that village. I have to move there soon. Tell me, what
Part B Listen again, Are the statements true or is it like?"
false? Check the correct answers,
5.
[Replay Quiz • Unit 15, l)art A, track 16] Woman: The far1ner slov.'ly turned to the rich nlan
and said, "First, tell me v.1hat it is like in your
Quiz • Unit 16 (TM 1 co. track 17) hornerown." The rich man answered, "Not good,
not good at all. Where I con1e frorn is a boring place.
Part A Listen to the story. What is the main idea The people are unfriendly, and life is very difficult."
of each part of the story? Number the statements from The farmer was quiet for a mon1enr, Then he looked
1 to 5, T here is one extra statement, at the rich man and said sadly, "Sir, l'n1 very sorry to
1. say that you will fi nd 1ny village is just the same. I'n1
Wo man: ,; \n old farn1er was sitting by the side of the sure you \vould not be very happy there."
road near a sn1all village, t\ young n1an wal ked
by. "Good n1orning, Farn1cr," said the young nlan Part B Listen again. Circle the correct ans\vers,
politely. "Do you live in that village?" " Yes, I do," [Replay Quiz • Unit 16, l)art A, track 17]
replied the farmer. " I have lived there since the day I
\Vas born,"
© Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 107
Introduction Purpose of the tests
Testing, at it best, can be a great means of providing It is i1nportant to discuss the purpose of the tests
feedback co tudent , as \veil as a \Vay of holding \vith your student . Explain to the1n chat the tests are
ourselves accountable as teachers for what we teach. designed ro sho'v them (and you) ho\v well they have
To know char students have really understood learned ro listen, and to measure their progress in
n1aterial, you need to test them in the same \Vay you your course.
teach them. It makes little sense co rest students on
tasks they have nor done in the classroom. The Active About the tests
Listening tests are designed as achievement tests - to Test 1 covers the listening skills, topics, and language
measure how well students have niastered the n1aterial covered in Units 1-8. Test 2 covers the listening skills,
in Student's Book 1 of the Active TJistening, Second topics, and language covered in Units 9-16.
Edition series. The tests reflect the material covered
Each test consists of fifty 111u ltiple-choice questions
in Student's Book 'I and nieasure students' progress in
and is divided into five sections:
the three listening ski ll areas introduced in the course:
Section 1: picture questions (8 iten1s)
main idea, details, and inference.
Section 2: appropriate response (10 iten1s)
Criterion-referenced rests, like the Active T~istening Section 3: short conversation (10 items)
tests, don't compare each student to other students. Section 4: short 1nonolog (10 items)
Instead, they assess how well students have done Section 5: long conversation and 1nonolog (12 items)
what they were supposed to do. h1 chis case, the tests
Test 1 and its corresponding test ans\ver sheet can
measure ho\v \vell students have learned co listen. If
be found on pages 111-118 of this Teacher's Manual;
you choose co give each test t'vice - once as a pre-test
Test 2 on pages 120-127.
and once as a post-test - you can use it to measure the
progress each student n1akes. The ans\ver key for Test 1 is on page 119 of this
Teacher's Manual; the answer key for Test 2 is on
These tests, theoretically at least, allov.1all the
students in a class co score 100 percent by the end page 128.
of the course. They also allow teachers to evaluate The audio scripts start on page 129 of this Teacher's
students based on their progress, from starting point Manual for Test 1 and on page 131 for Test 2.
to finish. Of cou rse, few classes are perfect, so your
class's results are likely to look something like a bell
curve. We hope, of course, that the bell is bigger on
the right side. Most students should get a good score.
Ho,vever, if all your students get A's, pat them on the
back; pat yourself on the back. They have reached the
"criterion," the highest level. They have learned what
you taught. That's not just OK! That's success!
As the tests are intended to gauge students' rnastery
of the vocabulary and skills presented in the Student's
Book, and do not rest material outside the course
content, you should expect the nlajority of your
students to do well. If many students perform poorly,
consider rnoving through the n1aterial more slowly and
revie,ving material 111ore often.
108 Tests
Using the tests sheet. Please mark all of your answers on the answer
• You tnay wish to use Test 1 as a tnid-term test and sheet. Do not write on the test pages.
Test 2 as a final (end-of-course) test. You can still use 3. To demonstrate how to use the answer sheet, you
the tests if you skipped one or two units. In this case, can use a transparency and show students how to
do not count students' answers to questions from the fill in the boxes with their answer choices.
skipped units against their final score (but let them
know \vhether or not they answered correctly). 4 . Read the follo,ving instructions aloud:
This test has fifty questions. There are five sections.
• You could give the tests tv.rice, once as a pre-test Each section is different. Listen carefully to the
before you begin the relevant section of the Student's instructions at the beginning ofeach section.
Book, and again as a post-test, after students
co1nplete the units. This way, students can see their
ovvn progress. Of course, if you do choose to give the
Notes
Section 1: picture questions (see, for exa1nple,
test twice, the answers should not be discussed vvith
page 111 of this Teacher's Manual)
students until after they con1plete the post-rest.
· This section has eight questions. The task requires
• For students who have been absent from class,
students to select the picture that best n1atches what
consider 1naking the audio progran1 available in a
they hear.
self-access (sign out and return) situation. This way,
students can n1ake up n1issed lessons and get the • Read the instructions aloud. Give students time to
necessary practice before the test. look at the pictures.
• H ave students check their own test answers. In • Make sure students understand the instructions.
addition to saving you tin1e, this provides students T hen play the audio program.
with specific feedback on areas where they need
• The instructions are repeated on the audio program.
tnore practice.
You should first read thetn aloud and check to make
• If you do nor already do so, consider counting sure students understand them. Then, when students
attendance, class participation, and hon1ework as hear the instructions again on the audio progran1,
part of students' grades in addition to fonnal testing. it gives them a chance to "tune" their ears before
A n1ultifaceted approach to evaluation will fit well beginning the test.
with t he interactive nature of the Active Listening,
Second .Edition course. Section 2: appropriate response (see, for example,
page 114 of this Teacher's Manual)
Preparation • This section has ten questions. The task requires
1. Photocopy pages 111-118 of this Teacher's Manual students to select a suitable reply for a statement or
for Test 1. For Test 2, photocopy pages 120-127. question made by the speaker.
2. You tnay also wish to make transparencies of each • Read the instructions aloud. Give students time to
ansvver sheet (page 118 for Test 1 and page 127 look at the answer choices.
for Test 2) for clarifying instructions, and of each
• Make sure students understand the instructions.
ansvver key (page 119 for Test 1 and page 128 for
Then play the audio progran1.
Test 2) for self-scoring.
Section 3: short conversation (see, for exan1plc,
Administering the tests page 115 of this Teacher's Manual)
1. Have students sit apart fron1 one another. Hand out
• This section has ten questions. T he task requires
the test pages and answer sheets separately.
students to listen to a short conversation and
2. Read the following instructions aloud to students: complete the sentences that follow.
Make sure that you have seven printed test pages and
one answer sheet. Write your name on the answer • Read the instructions aloud. Give students time to
look at the sentences and answer choices.
Section 4: short 111onolog (see, for cxan1ple, page 116 • Make sure students understand the instructions.
of this Teacher's Manual) "fhen play the audio progra111.
• T his section has ten questions. The task requires 5. When students have finished, collect the tests
students to listen to a short monolog and con1plete and the ansvver sheets to check answers, or use a
the sentences that follow. transparency of the ansv.rer key to have students
• Read the instructions aloud. Give students tin1e to check their ovvn tests.
look at the sentences and answer choices.
Scoring
• Make sure students understand the instructions. Each correct answer is \VOrth t\VO points. Add the
Then play the audio progranl. scores fron1 each section to give a total score out of
Section 5: long conversation and n1onolog (see, for 100. Record students' scores on their test ansvver
example, pages 117 and 126 of this Teacher's Manual) sheers, as \Veil as on the Score Records Sheet (page 134
of this Teacher's Manual).
• This section has twelve questions. The task requires
students to listen to either a long conversation or
monolog and complete the sentences that follow.
There are two questions for each conversation
or monolog.
Test 1 • Units 1 8
--------------------------------------------------------------------------------------------
[ page 1 of 7
Section 1
0 Listen. What are the people talking about? Choose the correct pictures.
1.0 G
2.0 G
3.o Q G
(¢,) Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 111
Test 1 • Units 1-8
---------------------------------- ----------------------- ---- ----------- --------- ---- ------1
page 2 of 7
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•
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0 "
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"
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112 Active Listening, Second Edition Book 1 CG Cambridge University Press 2007 Photocopiable
1. 0 G
s.o G
I 0 I
End of Section 1
- -- - -· ____ ___,
!{;,) Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 113
Test 1 •Units 1-8
----------------------------- - ---- -------------- ------------- -- ---- -------------- ---------- ~I
page 4 of 7 i
Sedion 2
Q Listen. lmagine the people are talking to you. What is your part of the conversation?
Choose the best answers.
10. a. The music was really good. 15. a. They watch TV or DVDs.
b. Yes, I like it a lot. b. I usually read newspapers.
c. Do you think so? c. Because they like it.
End of Section 2
114 Active Listening, Second Edition Book 1 <¢> Cambridge University Press 2007 Photocopiable
.. " _..
..... ·-·--
----·-- -~ · ..
Test 1 • Units 1 8
-------------- -------------------- ----------------------------------------------------------
page 5 of 7
Section 3
QListen. Choose the correct information.
19. He needs to call 24. He visits relatives
a. 214-2961. a. on weekends.
b. 241 -2961 . b. on vacation.
c. 241-6291. c. on Sunday.
20. The number is 25. The man thinks the woman should buy
a. (202) 555-2436. a. a yellow sweater.
b. (212) 553-4326. b. a red sweater.
c. (212) 555-4236. c. an orange dress.
End of Section 3
c;;; Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 115
Test 1 • Units 1 8
-------- --------- ---- - - - --------- -------------- - - ------- ------------ -- - -- -------- ----------~
page 6 of 7
- ·- .
Sedion 4
Q Listen. Choose the correct information.
29. Sara and Tom have 34. Mike is wearing
a. two children. a. a plaid tie.
b. three children. b. white pants.
c. four children. c. a striped tie.
30. The final score was 35. The woman is talking about
a. Bears 68, Tigers 48. a. a calendar.
b. Bears 88, Tigers 68. b. a clock.
c. Bears 48, Tigers 68. c. a desk.
31 . The woman wants soup and 36. The man is talking about
a. a sandwich. a. a chair.
b. some bread. b. a TV stand.
c. some dessert. c. a coffee table.
32. The man reads the newspaper 37. If an American invites you to dinner,
a. once a week. you should come
b. on weekends. a. a little late.
c. every day. b. on time.
c. very early.
33. Jenny is wearing
a. a red T-shirt. 38. If an American invites you to a party at
b. sneakers. 8:00, you should come around
c. socks. a. 7:45.
b. 8:30.
c. 9:30.
End of Section 4
116 Active Listening. Second Edition Book 1 (t) Cambridge University Press 2007 Photocopiable
·- ~ ~LO
Test 1 • Units 1 8
------------- - ------- --------- -------------- ------------------ - --------------- r ~~----------
1£age 7 of 7
Section 5
QListen. Choose the correct information.
39. The man is talking about 45. The people are talking about
a. his friends. a. playing music.
b. his students. b. going out.
c. his children. c. watching TV.
44. The pasta comes with 50. The people will meet at
a. fresh bread. a. 5:30.
b. cheese. b. 6:00.
c. vegetables. c. 8:30.
... .. · ~ ~- --------~
End of Section 5
' - - - - - - -- - -- -- ··· ···---'
~; Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 117
Test 1 answer sheet• Units 1-8
--------------------------------------------------------------------------------------------
·- . --- - -- -- Date: _ _ __ __ _
Teacher: _ _ __ _ __ __ __ Class: _ __ __ _ __
Section 1 1 0 a. 0 b. 0 c. Section 4 29 0 a. 0 b. 0 c.
2 0 a. 0 b. 0 c. 30 0 a. 0 b. 0 c.
3 0 a. 0 b. 0 C. 31 n a. 0 b. 0 C.
4 0 a. 0 b. 0 c. 32 0 a. 0 b. 0 c.
5 0 a. 0 b. 0 c. 33 0 a. 0 b. 0 c.
6 0 a. 0 b. 0 C. 34 0 a. 0 b. 0 c.
7 0 a. 0 b. 0 c. 35 0 a. 0 b. 0 c.
8 0 a. 0 b. 0 c. 36 0 a. 0 b. 0 c.
37 0 a. 0 b. Cl c.
Section 2 9 0 a. 0 b. 0 c. 38 0 a. 0 b. 0 c.
10 0 a. 0 b. 0 c.
11 0 a. 0 b. 0 c. Section 5 39 0 a. 0 b. 0 c.
12 0 a. 0 b. 0 c. 40 0 a. 0 b. 0 c.
13 0 a. 0 b. 0 c. 41 0 a. 0 b. 0 c.
14 0 a. 0 b. 0 c. 42 0 a. 0 b. 0 c.
15 0 a. 0 b. 0 c. 43 0 a. 0 b. 0 c.
16 0 a. 0 b. 0 c. 44 0 a. 0 b. 0 c.
17 0 a. 0 b. 0 c. 45 0 a. 0 b. 0 c.
18 0 a. 0 b. 0 c. 46 0 a. 0 b. 0 c.
47 0 a. 0 b. 0 c.
Section 3 19 0 a. 0 b. 0 c. 48 0 a. 0 b. 0 c.
20 0 a. 0 b. 0 c. 49 0 a. 0 b. 0 c.
21 0 a. 0 b. 0 c. 50 0 a. 0 b. 0 c.
22 0 a. 0 b. 0 c.
23 0 a. 0 b. 0 c.
24 0 a. 0 b. 0 c. Score
25 0 a. 0 b. 0 c. Section 1
26 0 a. 0 b. 0 c.
Section 2
27 0 a. 0 b. 0 c.
28 0 a. 0 b. 0 c. Section 3
Section 4
--- - ·· ~ . ~ .
Section 5
Total
118 Active Listening, Second Edition Book 1 ~) Cambridge University Press 2007 Photocopiable
- ·-
Section 1 1 0 a. • b. 0 c. Section 4 29 0 a. • b. 0 c.
2 0 a. 0 b. • c. 30 • a. 0 b. 0 c.
3 • a. 0 b. 0 c. 31 0 a. • b. 0 c.
4 0 a. • b. 0 c. 32 0 a. 0 b. • c.
5 • a. 0 b. 0 c. 33 0 a. • b. 0 c.
6 0 a. 0 b. • c. 34 0 a. 0 b. • c.
7 0 a. 0 b. • c. 35 • a. 0 b. 0 c.
8 • a. 0 b. 0 c. 36 0 a. 0 b. • c.
37 0 a. • b. 0 c.
Section 2 9 • a. 0 b. 0 c. 38 0 a. • b. 0 c.
10 0 a. • b. 0 c.
11 0 a. 0 b. • c. Section 5 39 0 a. 0 b. • c.
12
13
0
0 a.
a. •
0
b.
b.
0 c.
• c.
40
41
•a.
0 a.
0
0
b.
b.
0
•
c.
c.
14 0 a. • b. 0 c. 42 0 a. • b. 0 c.
15 • a. 0 b. 0 c. 43 • a. 0 b. 0 c.
16 0 a. 0 b. • c. 44 0 a. 0 b. • c.
17 • a. 0 b. 0 c. 45 0 a. • b. 0 c.
18 0 a. • b. 0 c. 46 0 a. 0 b. • c.
47 • a. 0 b. 0 c.
Section 3 19 0 a. • b. 0 c. 48 0 a. 0 b. • c.
20 0 a. 0 b. • c. 49 0 a. 0 b. • c.
21 • a. 0 b. 0 c. 50 0 a. • b. 0 c.
22 • a. 0 b. 0 c.
23 0 a. 0 b. • c.
24 0 a. • b. 0 c.
25 • a. 0 b. 0 c.
26 0 a. 0 b. • c.
27 0 a. • b. 0 c.
28 0 a. • b. 0 c.
•I;: Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 119
Test 2 • Units 9-16
--------- - - - --- --- ------ --------- ~ --------------- -- - --------------- - --------- ---------------
page 1 of 7j
Section 1
Q Listen. What are the people talking about? Choose the correct pictures.
2.0 G
Jewelry
Grocery Deportment Department Grocery
Cofe Store Store Store
Store Store
Movie Grocery
Theoter Jewelry Store Museum Cafe Jewelry
Store Store
120 Active Listening, Second Edition Book 1 (~) Cambridge University Press 2007 Photocopiable
.... ·-=
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· ---------
Test 2 •Units 9 16
-------------- - - -- -- --- -- --- -- ~- - - - ---- -- -----~ --- --- -- -- ---- - --- --- -- --- -- -- - --- --- -- ---- ~
i page 2 of 7
4.o G
s.o
I I l I
6.o G
't) Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 121
Test 2 • Units 9-16
------------------- ----------- ------------------------ --- --------------- ---------- ------ ---1
page 3 of 7
' -
1.0 G
s.o G
End of Section 1
122 Active Listening, Second Edition Book 1 ~) Cambridge University Press 2007 Photocopiable
· ·-·=::::=i_ _ _ __
. _ ,,,,,_, ____________
Test 2 •Units 9 16
--------------- - ------ ---- ------------ ---- ------------ -- ------------- ----- ---- 1 - -- ---------~
1
page 4 of 7
Section 2
QListen. Imagine the people are talking to you. What is your part of the conversation?
Choose the best answers.
11. a. I have dinner at 7:00. 16. a. Yes, I want to make a lot of money.
b. I usually have pasta. b. Yes, I need the experience.
c. I read or watch TV. c. No, you don't have to volunteer.
12. a. It's across from the aquarium. 17. a. We fly beautiful kites.
b. They're six and eight years old. b. I don't have any children.
c. It opens at 9:00. c. My favorite holiday is New Year.
End of Section 2
(¢'• Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 123
Test 2 •Units 9 16
-------------------- --------- --------------------- -- ------------- ------------------ ---------
page 5 of 7
Section 3
0 Listen. Choose the correct information.
19. They're talking about 24. In China, clocks
a. a book. a. are a popular gift.
b. a newspaper. b. bring good luck.
c. a movie. c. are an unlucky gift.
21. The man drin ks coffee. Next, he 26. During Carnaval, the man liked
a. reads the newspaper. a. eating special food .
b. goes to work. b. watching fireworks.
c. eats breakfast. c. wearing special clothes.
End of Section 3
124 Active Listening, Second Edition Book 1 <¢) Cambridge University Press 2007 Photocopiable
-~ -~--
.. .. . '· ......~ ....~----..,---------
-'-
..... . "
32 . For his birthday, the man wants 37. Chewing gum was invented
a. to go out. a. in the U.S.
b. to stay home. b. in Greece.
c. some books and clothes. c. in Mexico.
33. In the U.S., a good wedding gift is 38. The man invented sandwiches so
a. a gift certificate. he could
b. money. a. sit in the kitchen.
c. a gift for the house. b. make his own meals.
c. eat and play cards.
End of Section 4
rt;) Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 125
Test 2 • Units 9 16
--- ---------------------- -------------------- ----- ---------- ----- ------ -------, ------------ -
1 page 7 of 7
Section 5 ·
QListen. Choose the correct information.
39. On Again, Off Again is 45. Labor Day is always
a. a comedy. a. the first day in September.
b. a romance. b. the first Sunday in September.
c. a musical. c. the first Monday in September.
43 . The man is giving directions to 49. The people are talking about
a. the gift shop. a. the number three.
b. the Life Science Center. b. three folktales they know.
c. the bridge. c. three friends.
44. You will see the gift shop 50. The people
a. after the Life Science Center. a. don't think it means anything.
b. before the bridge. b. think it symbolizes long life.
c. after the bridge. c. don't know what it means.
End of Section 5
. ···- - -- - - - --
126 Active Listening, Second Edition Book 1 (t) Cambridge University Press 2007 Photocopiable
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. ··~
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-- --· .- - -- --· • .- ..
• ---- -- - ·-·-- -- ·-·· ·· -····- - - - - - - -
--------~=···· ____.;·. ·_ _,;":·.:===-----------
Section 1 1 0 a. 0 b. 0 c. Section 4 29 0 a. 0 b. 0 c.
2 0 a_ 0 b_ 0 c_ 30 0 a. 0 b. 0 c.
3 0 a. 0 b. 0 c. 31 0 a. 0 b. 0 c.
4 0 a. 0 b. 0 c. 32 0 a. 0 b. 0 c.
5 0 a. 0 b. 0 c. 33 0 a. 0 b. 0 c.
6 0 a. 0 b. 0 c. 34 0 a. 0 b. 0 c.
7 0 a. 0 b. 0 c. 35 0 a. 0 b. 0 c.
8 0 a. 0 b. 0 c. 36 0 a. 0 b. 0 c.
37 0 a. 0 b. 0 c.
Section 2 9 0 a. 0 b. 0 c. 38 0 a. 0 b. 0 c.
10 0 a. 0 b. 0 c.
11 0 a. 0 b. 0 c. Section 5 39 0 a. 0 b. 0 c.
12 0 a. 0 b. 0 c. 40 0 a. 0 b. 0 c.
13 0 a. 0 b. 0 c. 41 0 a. 0 b. 0 c.
14 0 a. 0 b. 0 c. 42 0 a. 0 b. 0 c.
15 0 a. 0 b. 0 c. 43 0 a. 0 b. 0 c.
16 0 a. 0 b. 0 c. 44 0 a. 0 b. 0 c.
17 0 a. 0 b. 0 c. 45 0 a. 0 b. 0 c.
18 0 a. 0 b. 0 c. 46 0 a. 0 b. 0 c.
47 0 a. 0 b. 0 c.
Section 3 19 0 a. 0 b. 0 c. 48 0 a. 0 b. 0 c.
20 0 a. 0 b. 0 c. 49 0 a. 0 b. 0 c.
21 CJ a. 0 b. 0 c. 50 0 a. 0 b. 0 c.
22 0 a. 0 b. 0 c.
23 0 a. 0 b. 0 c.
24 0 a. 0 b. 0 c. Score ..•
....,...,._ ~ _ ___
__._.
25 0 a. 0 b. 0 c. Section 1
26 0 a. n b. n c. Section 2
27 0 a. 0 b. 0 c. t--- -
28 n a. 0 b. 0 c. Section 3
Section 4
Section 5
-----
Total
\\:) Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 127
Test 2 answer key • Units 9 16
--------------------------------------------------------------------------------------------
Section 1 1 0 a. 0 b. • C. Section 4 29 0 a. • b. 0 c.
2 • a. 0 b. 0 c. 30 0 a. • b. 0 c.
3 0 a. 0 b. • c. 31 0 a. 0 b. • c.
4 0 a. • b. 0 C. 32 • a. 0 b. 0 C.
5 0 a. 0 b. • c. 33 0 a. 0 b. • c.
6 0 a. • b. 0 c. 34 0 a. • b. 0 c.
7 0 a. • b. 0 c. 35 0 a. 0 b. • c.
8 • a. 0 b. 0 c. 36 • a. 0 b. 0 c.
37 0 a. • b. 0 c.
Section 2 9 0 a. • b. 0 c. 38 0 a. 0 b. • c.
10 0 a. 0 b. • c.
11 0 a. 0 b. • c. Section 5 39 0 a. • b. 0 c.
12 • a. 0 b. 0 c. 40 0 a. 0 b. • c.
13 0 a. • b. 0 c. 41 • a. 0 b. 0 c.
14 • a. 0 b. 0 c. 42 0 a. 0 b. • c.
15 0 a. 0 b. • c. 43 0 a. • b. 0 c.
16 0 a. • b. 0 c. 44 0 a. 0 b. • c.
17 • a. 0 b. 0 c. 45 0 a. 0 b. • c.
18 0 a. • b. 0 c. 46 0 a. 0 b. • c.
47 0 a. • b. CJc.
Section 3 19 0 a. 0 b. • c. 48 0 a. • b. 0 c.
20 • a. 0 b. 0 c. 49 • a. 0 b. 0 c.
21 • a. 0 b. 0 c. 50 0 a. 0 b. • c.
22 • a. 0 b. 0 c.
23 0 a. • b. 0 c.
24 0 a. 0 b. • c.
25
26
• a.
0 a.
0
0
b.
b.
0 c.
• c.
27
28
• a.
0 a.
0
0
b.
b.
0 c.
• c.
128 Active Listening, Second Edition Book 1 ((::) Cambridge University Press 2007 Photocopiable
-- --
Test 1 • Units 1-8 13.
Man: I d<>n'c want to cook tonight. Lee's go <)ut
(TM 1 CD, track 18)
for dinner.
Section 1 Listen. What are the people calking
14.
abouc? Choose che correct pictures.
Woman: How ofcen do you play basketball?
1.
Won1an: ln sorne cultures, when good friends rneet, 15.
they ofcen hug each other. Man: What do n1ost people do in the evenings?
2. 16.
Man: Here's a picture of me with n1y t\vo sons. Woman: [)o you ever go to clubs?
They're great kids. 17.
3. Man: It's precty cold outside. Are you going co wear
Woman: tvty parents have been n1arried for forty-five a jacket?
,vears no\v. Fortv-five
, 'vears! Isn't that wonderful? 18.
4. Woman: Sure! I'd love co go to the movies. Whac time
Man: May I have some n1ilk and sugar, please? should we meet?
Thank vou.
,
:r;; Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 129
25. 36.
\Von1an: r think r11 buy a S\\ll';lt<.T for Alison's Man: l have one in niy living roorn, in front of the
ne\v baby. couch. I put b<.Joks anc.l niagazincs on it, and there
Man: Oh, look. This little vcllo,v
•
one's nice. are son1e flowers in a vase on it, too.
26. 37.
Man: J like it. It's hig enough to hold all our books Wo1nan: In the lJ.S., i( you're invited to a friend's
and 1nagazines. house for dinner, you should try to arrive on tin1c. If
Wo1nan: Yeah, I like it, too. We can put it in the livi ng the invitation says !>even o'clock, you should come at
roo1n, next to the ·rv stand . seven o'clock.
27. 38.
Won1an: Hi, Andy? Listen, I can't corne co lunch M an: In the l J.S., people: usually corne co parties a
today. I have so n1uch \vork to do ... little late. If the invitation says eight o'clock, you
Andy: That's ()K. We'll do it another day. should conic at eight-thirt y, or even eight forty-five.
28.
Man: J'n1 sorry l'rn so late. (TM 1 CD, track 22)
Won1an: ()h, that's ()K . It's 7:15. Yo u're not too late. Section 5 Listen. Choose the correct
inforrr1ation.
(TM 1 CD, track 21) 39. and 40.
Section 4 Listen. Choose the correct Man : This is a picture of my three kids. Kevin's the
information. oldest. He's sevenceen; he's finishing high school this
year. My other son, Pete, is t\velve, and my daughter
29.
A1ny is eight. They all get along great.
Woman: I'm Sara. My husband's 11a1ne is Ton1. \Ve
have three chi ldren - t\VO sons and a daughter. 41. and 42.
Man: Turning now to sports, and high school
30.
basketball ... On Friday, the Ha\vks played the
Man: In this week's basketball ne\\'S, the Bears won
Eagles. The Hawks beat the Eagles one-oh-one
the gan1e. They beat the Tigers sixty-eight to
to ninety. That score again: the Hawks \Vere the
forty-eight. That score again: Bears sixty-eight,
\vinners - Ha\vks one hundred and one, Eagles
Tigers forty-eight.
ninety. And in Saturday's game, the Panthers beat
31. the Bears, sevency to sixty-five. That score again:
Woman: I'd like a bowl of French onion soup and the Panthers won by five points - Panthers seventy,
son1e bread to go \\'ith that. O h, and I'll have son1e .Bears sixty-five.
hot tea to drink.
43. and 44.
32. Server: Hi, welcon1e co Gino's. Tonight's special is a
l\1an: I'111 very interested in the news. I ahvays read the pasta dish. Jc has a spicy ton1ato sauce and is served
ne\vspaper in the rnorning, and I son1erin1es \Vatch with fresh vegetables and a salad. I'll give you a fe\v
the nevvs on TV in the evening, too. n1orc n1inutes to look over the menu, and then I'll
con1e back and take your order.
33.
Woman: Jenny's dressed cornfortably today. She's 45. and 46.
\Vearing a vvhite T-shirt, a red skirt, and sneakers, Man: Do you want to du son1ething tonight? :'v1aybe
hut no socks. go to the movies?
\Voman: Hrnni. I don't really like movies that n1uch.
34.
Man: \tfike's dressed for \vork. He's \vcaring a blue I hardly ever go to the niovies.
Man: Really? Well, let's go to a club. T here's a good
suit, a plain whjtc shirt, and a striped tie.
jazz band at 1\ rtie's.
35. Won1an: That sounds good. I love n1usic -
Won1an: I h;lvc or11: on the \...,all in rny office. I use it especially jazz.
for appointn1cnts and to sec \vhar day it is. F.vcry
n1011th has a diffe renc picture.
130 Active l istening, Second Edition Book 1 <I;;.) Cambridge University Press 2007 Photocopiable
- - ~~-·-·
___ ·- -·- .-·----.- ...............
. .._.
a::e:e::u" w '·
47. and 48. 8.
Man: In sonic parts of lran, people use a corsi to stay Man: ()nee upon a tin1c, an old far1ner lived \Vith his
\varm. A corsi is a sn1all table chat holds a pan of t\VO daug htl·rs. They were very poor.
hot coa ls under it. Usually che corsi is placed in the
111iddle <>f the rc>on1, and people put a big blanket
(TM 1 CD, track 24)
over it. ·rhen chey get under the blanket and sic
around che cor:>i co keep warn1. Section 2 1.isten. ltnagine rhe people are talking
to you. What is your pare of 1hc conversation? Choose
49. and 50. the best answers.
Won1an: I just joined a ne\v gyni.
Man: Really? When do you go - in the n1orning or in
9.
Won1an: Why do you like con1edies so n1uch?
the even ing?
\Voman: I always exercise in the 1norning. Do you 10.
\.vant to con1e \virh n1c rornorro,v? Man: What're the special effects like?
Man: Sure, thar sounds great. What tin1e do y<)U
11.
usually go?
Woman: What do you usually do after dinner?
Woman: Well, J get up at five-thirty, and l'm ready ro
go ro the gyrn by six o'clock. 12.
~1an: \Y/o\v, that's early. Man: Where is the Children's Zoo?
Won1an: \Veil, yes, but I have to be at work by
13.
eighc-th ire y.
Woman: Is the toy store next to the restaurant or
Man: OK. I'll see you tomorrow at six A.tv1.!
the museu1n?
14.
Test 2 • Units 9-16 Man: What should I give Tyler fo r his birthday?
(TM 1 CD, track 23) 15.
Section 1 Liscen. W hat are the people talking Woman: So, you'd like to be a server here. Do you
about? Choose the correct pictures. have any experience?
1. 16.
\Voman: Oh, that's one of rny favo rite movies. I love Man: This isn't a paid job. Do you want to be
action n1ovies. T hey're so exciting. a volunteer?
2. 17.
Man: .i\fter I get t<> wo rk, the first thing I do is check Woman: In your country, what do you do on
1ny e-mail. Children's Day?
3. 18.
Won1an: "fhe departrncnt store? Yes, ic's on the left, Man: Look at this! It's a new invention. I just bought
between the cafe and rhe n1ovie theater. it yesterday.
4.
Man: For Mother's l)ay, l'n1 going to buy her a big (TM 1 CD, track 25)
bunch of flo wers. Yel low roses are her favorite.
Section 3 Listen. Choose the correct
5. inforrnatiun.
Woman: I'm going to \.vork as a lifeguard chis sun1111er. 19.
6. Won1an: ·r hat \.Vas great. T here were son1e really
Man: lndepcndcncc Oay is n1y favorite holiday. I love funny jokes.
\\'arching firework s. Man: Yes, but the acting \.vasn'c very good ..~n<l the
rnusic was terrible!
7.
\Von1an: ! use chis inventio n every day. I like to \Vatch 20.
the ne\vs and spo rts. Man: I like tC> \vatch TV before bed.
Won1an: Not n1c. r love to read and listen to 111usic.
I;~ Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 131
21. 30.
Woman: Do you drink coffee in rhe 1non1ing? Woman: In the evening, I \Vatch rhe ne\vs before
Man: Yes. I always have a cup hefore l read che dinner. After dinner, I clean up. 1·hen I lisren to
ne\.vspaper. J\ fter that, I cat hreakfast. music or read before going co bed. 1'111 usually asleep
22. by ren.
Man: Excuse n1e. How do I gee co Ace 31.
c:c)n1puter Store? Man: There's a great new clothing store at the n1all.
Woman: Go straight down this street. Then, turn It's way down at the end, between the Mexican
right at the corner. It's on the left, next to the restaurant and the shoe score. They sell really nice
1novie theater. jeans and jackets.
23. 32.
Woman: I'm chjnk.ing about giving tny boss a sweater Man: I don't want any birthday presents this year.
for his bi rthdav.
, J have a lot of books and cloches. I'd rather just
Man: Tdon't know. tviaybc clothing's too personal. I spend the evening with friends, n1aybe go out for a
think candv, would be better. nice dinner.
24. 33.
Man: Why didn't your friend like the gift? Woman: In the U.S., you shouldn't give a gift
Woman: She's frorn China. T he word for "clock" certificate as a wedding gift. Ir's better co give a
in Chinese sounds like the \vord for "death." It's n1ore perso11al gift. Something for the house is
bad luck. always nice.
25. 34.
Man: Do you think you'd like co work wich children? Woman: I drive a small bus. J cake tourists co see
Woman: Oh, yes. I love playing with kids. things in the city. I \.valk a lot, too. I like celling
people about our city.
26.
Woman: Did you have a favorite holiday when you 35.
were grov•ing up in Brazil? Man: I work from seven P.t-.-1. to midnight. I sell things
Man: Oh, yes. I loved Carnaval. I liked dressing up in like coffee and newspapers, snacks, and even some
fancy cloches and looking at everybody's costumes. school supplies - you know, things like paper, pens,
27. and pencils.
Man: Look at these - night glasses! T hey're glasses 36.
char help you see in the dark. Aren't they great? Woman: My favorite holiday in Japan is White Day.
Woman: Well, I don't need then1. At night, I go to bed! It's on March fourteenth. On this day, rnen give
candy - especially \Vhite chocolate - to wo1nen. On
28.
Valentine's Day, in February, won1en usually give
Woman: That \.Vas an interesting story. What does
chocolate to men.
it mean?
Man: I think the message is this: Listen to people 37.
,.,,ho are older than you because they have Man: Many Americans like chewing gun1, bur
.
n1ore expenence. chewing gum \Vasn't invented in the United States .
Ir was invented in Greece over t\.vO thousand
(TM 1 CD, track 26) years ago. The lviaya in Mexico also chewed
son1ething like gurn, and the first Europeans to
Section 4 Listen. C:hoose the correct con1e to the lJ.5. learned to chew gutn fron1 the
in fn rrnation. Native An1ericans.
29.
Man: Con1ing this sun11ncr: The Vampire ofSummer
38.
Woman: The sandwich is named after a rich English
Canip! Bring a good friend with you to this one -
lord, the fourth Earl of Sand\vich. The Earl loved to
someone to hold on to during the scary scei1es! N<>t
play cards, so he had his servants fix a meal that he
recommended for teenagers and young children .
could sit and cat \Vithout stopping his gan1e of cards.
132 Active Listening. Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
- -- - -
.
' ...,, _,_ ,,__
• • • A ' ' 0 14 " s .... ' ' . .... . . " " ••. '' .....; ,; ;, .• 9. SQ,_ ·-·-·- . ... -.
other. Then, they don't. Then, they falJ in love again. and enjoy the l'nd of sun1mcr.
It alrnost put rne to sleep. I say, turn this n1ovie off! 47. and 48.
41. and 42. Man: An Italian inventor, narned N1arconi, invented
Woman: Excuse n1c. Is there a shoe store near here? the telegraph. J·le invented it in Italy and then
Man: A shoe store? I don't think so. Whv• don't vou established his own con1pany in eighteen ninety-
•
cry che departnient store? seven. Two years later, in eighteen ninety-nine,
Woman: That's a good idea. Uh, where is the Marconi sent the first telegraph signals across the
departrnent store? English Channel to France.
Man: Go straight and turn left at the Internet cafe. It's 49. and 50.
right across the street. You can't n1iss it. Woman: Have you ever noticed that the nun1ber three
43. and 44. is very popular in folktales?
Man: To get to the Life Science Center, follow the Man: Three? What do you mean?
Woman: You know ... there are alwavs , three
path around that corner until you con1e to a bridge.
It's not very far away. After you cross the bridge, daughters, or three sons ...
you'll see rhe gift shop. Just past that is the Life Man: The genie gives three wishes ... Hey,
Science Center. you're right.
Woman: What do you think it means?
Man: Hmm. I'm not reallv , sure.
~) Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 133
CD 1 So1ncti111cs you only need to understand the details,
or specific infor111ation. Ask yourself, " \Xlhac arn I
Before you begin listening for?"
page 3
Listening task 1 • Could you repeat that? page4
Son1etin1cs you don't need to understand everything E Listen again. What pages should she read?
you hear. You just \...ant the n1ain idea, Write the page nun1bers.
or general n1eaning. [The co11versation is repealed here.I
The answer is ''twenty-three and t\venry-four." Pages
page 4 twentv-three and t\\'entv-fou r.
• •
B Listen <1gain. Wh<tt are they going to eat?
Check the correct answer.
(1"/Je co111 ersation is rcfJeateci here.]
1
136 Active Listening, Second Edition Book 1 ([:) Cambridge University Press 2007 Photocopiable
- _·....
-=== ·- ~ -
138 Active Listening, Second Edition Book 1 (~) Cambridge University Press 2007 Photocopiable
.. .. ·- ..... · - -- ----""'
......
....!'!
.. "!'.
...!!!'!
....- . !'!!!
...- . . .- -
4. ·1oronco, <:anada. The next ga1ne, gan1c two, •vas bel\veL'n the 'l'igers
It1ho11e rings] and the Eagles. The F,agles won. Bur they \Von by
Operator: Directory assiscancc. just fou r points. The score: one-hundred three ro
Man: YL·s, the Toronto Blue Jays. Twant to buy ninety-nine. Again, the Fagles one-oh-three, the
baseball tickers. So the Blue Jays ... their ticker Tigers ninety-nine.
office, please. In gan1c three, the Panthers playt:d the Bears.
()perator: 'fh e Blue Jays' Ticket office? Just <l minute. 1"he Panthers beat the Bears eighty-seven to
Automated voice: That nun1ber is one, cight-eight- seventy-three. ·roo bad, Bears fans. Your boys \vent
cight, six-five-four, six-five-t\vo-nine. down eighty-seven co seventy-three.
Man: One, eighc-cight-eight, six-five-four, six-five- 1\nd in the lase game on Friday, rhc Rockets beat rhe
.
two-111ne. c;o111ets. The Rockets won sevenrv-t, \VO to sixtv-five.
'
(¢! Cambridge University Press 2007 Pnotocopiable Active Listening. Second Edition Book 1 139
B Server: Soup of the day? It's chicken vegetable.
2. Listen. \Vhich numbers are corn.:ct? Circle rheni. Woman: C:hicken vegetable? I don't think so. I dc>n't
like vegetables very rnuch. I guess I'll havc the
a.
French onion.
Man: c:ould you stop by after work? 1'111 at Sixteen
Seever: French onion soup? Very go<)d. i\nd \VOuld
thirteen Iv1ain Street.
you like son1cthing to drink with chat?
Won1an: Sixteen thirty?
Man: No, <)nc-three. l'hirtccn. 2. dri nk
b. Server: And •vhar •vould you like to drink •vith thar?
Wo1nan: ()ur basketball tean1 \von by Man: Active Len1on. Large, please.
seventeen poi11ts! Server: OK. Would you like to t ry the ne\v Active
Man: Seventy points? ·rhat's arna'l.ing! Lcrrion Light? It's got no sugar or caffeine and just
Woman: No, not seventy. Seventeen. one calorie.
Man: l-l1n1n ... I tried some the other day. No sugar
c. and no flavor. I'll go with the original one.
Woman: That's a great video game. Hovi nu1ch docs Server: One Active l,e111on ()riginal. You said large?
. cost~'
1t Man: Right.
Man: let's see. Wow, forty dollars. That's a lot.
Won1an: I don't know, fourteen dollars sounds pretty 3. toppings
cheap to n1e. Man: Let's see. Give 1n e a ... giant :V1onster Burger.
Man: No, I said forty dollars, four-zero. Server: One l\.1onster Burger - giant size. And \.vhat
would you like on that?
d. Man: Pretty much everything. Ketchup, uh ...
Mao: Let's see, you're in Math one-oh-one. That's
mustard, onions, lettuce, pickles, and, uh, ton1atoes.
roon1 nineteen, with Mr. Lopez.
Server: Any n1ushrooms?
Woman: Excuse me. Did you say room nineteen?
Man: Mushrooms? Yeah. T hey're good for me, right?
Man: Yes, room nineteen. It's right over there.
Server: How about cheese?
Woman: OK. Thank you.
Man: No cheese. I'd better watch the fat.
e. Server: OK. One giant Monster Burger with
Man: Hey, how did you do on the English test? everything. Except ... no cheese!
Woman: Oh, not too bad. I got an eighty. Man: Gotta start counting calories some\vhere.
Man: An eighteen? J thoughr you did \Veil! Server: Right.
Woman: What do you mean? An eighty's pretty good!
4. salad
Man: Oh, ai1 eighty. Yeah, that is pretty good.
Server: And \vould vou•
like a salad \.Yith that?
£. Won1an: Yes, un1, the garden salad. Are there
ron the phone} ton1atoes in that?
Woman: Hello, hovv rnuch are concert tickets? Server: Yes ma'arn. There are.
Ticket agent: Twenty dollars for adults and sixteen Woman: Oh, I don't like ron1atoes much. Ho\v about
dollars for children under twelve. in the pasta salad?
Woman: Sixteen dollars for children? Server: No ton1atoes in chat. ·rhere's broccoli and, uh,
Ticket agent: Yes, that's righc. mushrooms and onions, bur no tomatoes.
Woman: Let me have the pasta salad then. And for
Unit 4 • Let's eat! dessert, I'll have the chocolate cake.
page 19 page 19
Listening task 1 •What would you like? 8 Listen again. (~ircle the correct inforn1ation.
A Listen. People are ordering food in a restaurant. [Replay Listening task 1 • f.xen:ise A, track 18]
Check their orders.
1. soup
Server: Have vou
, decided?
Woman: Yes, I'd like some soup, please. What's the
soup of the day?
140 Active Listening, Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
... ____________ ----- ..
.. ...
..........
page 20 5.
Listening task 2 • This looks great! Wo111an: ()h, that looks delicious. i\·11111n, with sonic
len1on. I think I'll have that. Yep. I've decided.
A Listen. Which foods are the people talking about?
Man: ( ;cc, maybe I will, too. But I hope there aren't a
Nun1ber the pictures fron1 1 to 6. 'fhcrc is one extra
lot of bones.
food itcn1.
Woman: Olt, d<)n't be silly. l'hey'll cake the bones our
1. for you, and 1'1n sure it's fresh fron1 chc ocean.
Won1an: Hey, this is a nice restaurant. Let's eat here. It'll taste delicious.
Man: It is nice, and the food's great. I've eaten Ma n: ·rhat's true. I guess I will order that. Let's hurry
here before. up and order. I'm Starving.
Woman: OK . .Let's check out the 1nenu board.
Man: Sure. 6.
Won1an: \Veil, I knov.i what 1'1n having for dessert. Woman: ()h, and one last thing. With rny dessert, I'n1
Just look at this picture! going to order a whole pot of that! I'll be sleepy after
Man: You'll get chocolate, right? You always all that food.
get chocolace. Man: And you'll add lots of crean1 and sugar, right?
Wo1nan: I know, but maybe I'll have vanilla today for Woman: No, no. Just black. I don't want to overdo it!
sornething different. Man: I know what you n1ean. Well, are you ready
Man: Wow! VanilJa? l 'hat's a change. to order?
2. page 20
Man: OK. Now that you've decided on dessert,
let's order the real food! B Listen again. How did you know? Write the words
\Voman: All right. Hey, look at all the toppings that gave you the hints.
on that. tv1ushrooms, onions, black olives, green [Replay Listening task 2 • Exercise A, track 19]
peppers, and extra cheese. It looks great.
Man: Yeah, it looks delicious. I'm going co order one. page 21
A big one. Your tum to talk • The Food Game
Woman: Can I have a slice of yours?
B
3. 1. Listen and practice. Notice the intonation of
Woman: Or we could get some of this. It looks really W-H questions.
good, too. Woman: What's your favorite fasr food?
Man: It cioes look good, bur I can make it at home What's a food you hate?
now. I'm taking a cooking class at the Asia Center. When do you eat dinner?
You knovv, it's actually pretty easy to 111ake. Where do you eat lunch?
Woman: Really? So how do you get the rice
to stick together? B
Man: Oh, it's the kind of rice. You need to use 2. Listen. Do you hear What~ When, or Where? Check
short-grain rice. It's kind of sticky. You just stick it the correct answers.
together with your hands and put a piece of raw a.
fish on it.
Won1an: What would vou like to order?
Woman: H1n n1. It sounds easy enough. Will you teach •
rne son1etin1c? b.
Woman: Where arc you going for dinner?
4.
Woman: Gee, these look good, too. What's in them? c.
Man: Well, you <.:a n get chicken or beef, and they have Woman: What is your favorite snack?
onions, peppers, and to1nacocs in then1. d.
Woman: tvlaybe I'll try one with beef. Woman: When do you eat breakfast?
Man: I've had then1 here hcforc, and they're really
spi<.·y. You don'r need to put hot sauce, salsa, or e.
anything on thern. Won1an: When do you eat special food?
Won1an: Hn11n. rrn not sure I wane spicy food. Maybe £.
I'll try thern sornc other day. Woman: \Vhere is your favorite restaurant?
~l Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 141
page 23
Expansion 1 • Thailand
Listening task 2 • Food
page 22
Listening task 1 • Information
A 1.isten. f\ \\'Ornan i~ talki11g about l \\'O popular
dishes in Thail:inJ. \Xlhat is in each dish? C:heck the
A Listen. People are talking about ·rhailand. What things. There arc two cxtra itcn1s for cach dish.
are the topics? C:ircle the correct ansvvers. 1. ·r hai green curry
1. Interviewer: What are sornc of chc 1nost poput:1r
Woman: Every year, people go to Tha iland to visit dishes in ThailanJ?
the fan1ous sites, rhe beautiful forests and beaches, Wo111an: \Veil, one of the 111ost popular dishes is
and to learn about -i·hai culture. What do you know definitely curry. Many T hais cat sorne kind of curry
about ·rhai culture? ln 'f"hailand, people use the ivai with rice every day. But actually, the 1nost popular
greeting ¥.'hen they tneet friends and fatnily. To d <.1 ·rhai dish is Thai green cu rry.
the ivai, put your hands together in front of you and lntcrvie\.ver: I see. What do you put in Thai
bow your head. \Xlhen you greet friends, put your green curry?
hands in front of your chest. For people who are Wornan: Well, let's sec. We usually put coconut 111ilk
o lder or rnore irnportant, like parents or teachers, in it. And \Ve put in garlic . . . lots (>f garlic, if you
put your hands a little higher, in fro nt of your head. like it spicy. And, un1, cut-up slices of chicken, and
T his sho\vs respect. so111e basil leaves, . . . and son1cching that l don't
2. ki10\v che name of in English. T hey look like green
Man: Who lives in Thailand? Thailand is made up beans, but they're ver)', very spicy.
of people from several different countries. About Interviewer: H ot peppers?
seventy-five percent of the people are Thai. About Won1an: Yes, peppers, that's it.
eleven percent are Chinese. Many years ago, their Interviewer: Sounds delicious.
fa1nilies ca1ne frorn China. And a few people are 2. pad T hai
Yf alay. Their fa111ilies were originally fron1 Malaysia.
Interviewer: So what's your favorite dish?
About three-point-five percent of people living
Woman: I love pad Thai. T hat's a popular dish in
in Thailand are lv1alav. So the Thais are a mix of
' Thailand and in the lf.S., too.
different people.
Interviewer: Yes, I've seen it on the n1enu at the
3. Thai restaurant near my house. Ho\\' do you make
Woman: You can't talk about Thai culture without pad Thai?
talking about families. In the past, everyone Woman: Well, it's made \vich noodles and, tun, it
in the family lived together, that is, with their usually has some shrimp and hean sprouts. ,:\nd
grandparents, uncles and aunts, and cousins all in sonic green onions and peanuts on cop. But you
the same house. Today, mo re people live in srnaller knO\V, the pad Thai in the U.S. is not the sa1ne as in
fa1ni lies. ;\bout fifty percent of T hais live just with "Thailand. In Thailand it's S\veet like it is here, bur it's
their parents and brothers and sisters. But about also very spicy - 111uch spicier than it is here in the
thirty percent still live in bigger fa n1ilics. U.S. That's the \vav' I like it - the real Thai \vay.
lntervie,ver: Mn1111. I didn't knO\\' there \vas such a
4.
big difference. Are there any l 'hai dishes chat aren't
Man: T hais love food, and they love to talk about it.
so spicy?
Food is ahvays fresh. People usually buy fresh food
Woman: Oh, sure! Not all Thai dishes are spicy, you
every day, especially fruits and vegetables. And Thai
kno\v. We have a lot of different kinds of salads,
food is quite spicy. l ' hais cook with a lot of different
vegetables, rice and noo<llc dishes ...
kinds of hot peppers. l 'hey don't eat a lot of n1eat,
but there is usually a lictle beef, chicken, o r fish in
page 23
every dish. i\nd, of course, rice. Most Thais eat rice
. dav.,
every B Listen again. Circle the C<>rrect inforn1ation.
[Replay Listening task 2 • l~xercise A, track 23 I
page 22
B Listen again. 1\re the statenients tn1e or false?
( ;heck the correcc ans\vers.
[Replay / ,istening task 1 • Fxercise A, track 221
142 Active Listening, Second Edition Book 1 <C> Cambridge University Press 2007 Photocopiable
. ... _________
"
"
'
'
~
Unit 5 • Free time page 25
page 2!:>
B l .istcn again. C:ircle the reasons.
Listening task 1 • How often? ll<eplay Listening task 1 • F..xercise A.• track 24]
C¢) Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 143
5. page 27
Wife: Hey, all those activicies are things people: do at Your turn to talk • My free time
hon1e. I>oesn'c anybody go out in the evening?
Husband: Yes, they do. In fact, the: next niost popular B
choice was get ting together \vith friends. 1. Listen and practice. Notice that the in1portant
Wife: How rnany people chose that? words in the sentences arc stressed.
Hushand : Eight pc:rccnt. Won1an: I like shopping \Vith friends.
Wife: Eight pc:rccnt, huh ? You kJ10\v, we should gee You like reading on rainy days.
together \vith our friends n1ore ofcen. l don'c like going co che movies alone.
Joe doesn't like staying home on \\'Cekends.
6.
Husband: You want to know \vhere else people go in B
the evening? 2. <:irclc the strcssc.:d \vords in the sentences. Then
Wife: Sure. Where else do they go? liscen and check your ans\.vers.
Husband: Nex t on the list is going out to the inovies
or a play. a.
Wife: Oh, yeah? f)o a lot of people do chat? Wo1nan: On rainy days, I like staying home.
Husband: Five percent of then1 do. b.
7. Woman: She likes playing sports \.virh friends.
Wife: .Hey, 1'111 getcing hungry. What should we have c.
for dinner tonight? Woman: I don't like watching TV.
Husband: Funny you should say that. The next thing
on the survey is eating out. Five percent of the d.
people in the U.S. chose thac one. Woman: He doesn't like visiting relatives.
8. e.
Wife: That seems like a lot of different activities. Woman: I like swimming after class.
I can't imagine what else people do \Vith their £.
free cime. Woman: You don't like studying alone.
Husband: Well, some people say they spend the
evening playing a sport or exercising.
Wife: That's a great idea. Let's get our chere and CD2
join them! Unit 6 • Great outfit~
Husband: Whoa, wait a n1inute. It's not that popular
of an activity. Only three percent say they do that. page 29
Listening task 1 • Choosing an outfit
9.
Wife: OK, so \.vhat do all the rest of the people like A Listen. Megan is celling her friend Erica \vhat she's
to do? planning to wear to a party. Nun1ber the iten1s fron1 1
Husband: That's a good question. It doesn't really say. to 6. There are two extra items.
Ten percent of the people chose "ocher." It could be 1.
anything, really.... So, honey, v•hat do you want to [cell phone rings]
do tonight? You narne it! Megan: Hello?
Erica: H i, Megan. What are you doing?
page 26 Megan: ()h, hi, Erica. I'm getting my clothes ready for
B Listen again. What percenr of the people de) each the party conight.
accivity? Write chc percents in the chart Erica: () h, right, josh's party! So, what are
you wearing?
[Replay Listening task 2 · .Exercise A, track zj·J
Megan: Well, I think I'm going to wear n1y blue dress.
Erica: What blue dress?
Megan: You know, the one 'llvith short sleeves and a
white stripe across the top.
Erica: Oh, the surnmer one? No, Megan, uh-uh. It's
going to be too cold for that.
144 Active Listening, Second Edition Book 1 <9 Cambridge University Press 2007 Photocopiable
------------- .... ;; 1M 1 atS 'S ii ?'
2. page 30
Megan: OK, n1aybe no r. Maybe I'll 'A'car a skirt. Listening task 2 • The meaning of colors
Erica: Good idea. You've goc sornc nice skirts.
Megan: Maybe the black one ... or the plaid one. A Listen. What do these colors n1ean for S<)n1e
Erica: ()h, the blue and green plaid one? people? ~.'latch the colors with rhe words.
Megan: Yes. h's short, but it's not too short, and it 1. rec.I
looks good on n1c. Woman: Jled is a po"verful color and can be a syn1bol
Erica: Yt"ah, and plaid is really in right no\v. of strength. Wear something red \.vhen you feel good
3. about yourself or want to attract attention. In n1any
Erica: And then you need a blouse, right? Asian countries, the color red brings luck, and in
Megan: Oh! l just remembered! I bought the cutest Chi11a, brides >vear red \vedd ing dresses.
blouse last week! You haven'c seen it yet. 2. green
Erica: What does ic look li ke?
Man: If you go to the hosp.ital in the U.S., you might
Megan: h 's yello\v - light yellow - with pink and blue
see the staff wearing green uniforn1s. Doctors often
flowers on ir. It's so pretty.
wear green pants and green shirts. 1·har's because
Erica: Megan, flowers? With a j.)laid skirt? 1 don't
green relaxes people. It helps sick people feel better.
think so.
Green is also associated with plants and natt1re.
4.
3. yello\v
Megan: Oh, right. Well, I also have a white blouse. It
isn't fancy, but ic looks nice with the skirc. Woman: People often associate this bright color \.vith
Erica: It doesn't have any stripes or checks or flowers sunshine and happy feelings. Maybe that's why
or anythi11g like that, does it? yellow is a popular color for babies' clothes. Yellow
Megan: No, it's just white. is also easy to see, so some sports teams have yellow
Erica: White? Great! That will n1arch your skirt. uniforms, and many information signs are yellow.
5. 4. black
Erica: T he party's indoors, right? Man: Advice from color experts can sometimes
Megan: Well, dinner is indoors, bur l'm sure we'll be influence what people wear. For example, fashion
outside some of the rime, too. experts recommend people wear black if they want
Erica: Oh, won't you be cold in just a skirt and blouse? to look thinner because dark colors make people
Megan: Well, I'll bring a sweater. I have one that look thinner. So, if you're trying to look thinner,
matches my skirt perfec.."tly. solid colors might look better than stripes or checks.
Erica: You mean ... a plaid sweater?
5. blue
Megan: "l\;o, a hlue S\veater, the same hlue that's in
the skjrc. Woman: When you think of the police, what color
Erica: O h, O K! clothes do you imagine? In n1any places, police
uniforms are blue, a color that people associate with
6. loyalty. Blue is also a good color to wear to a job
Megan: OK. My plaid skirt, m y vvhitc blouse, my blue interview. It can create good feelings. It can show
S\veater ... and my favorite cap. you are a loyal worker who will work 1nany years for
Erica: Wait a n1inute. 1 kno\v that cap, and I know it's rhe con1pan y.
your favorite, but ~11egan, it's not the sarne plaid as
your skirt. And you don't really need a cap. Well, 6. white
Megan. I've got co get going. I have to figure out Man: Brides in North 1\n1crica and Europe
\vhat /'1n going to wear! traditionally wear white dresses to !-iyn1bolize
purity. H owever, in sornc Asian countries, \vhire
page 29 is associated with death. In China, v-,rhite gifrs arc
brought to funerals \vhen son1eone d ies. In Nepal,
B Listen again. [)oes Erica like tv1egan's choices?
the oldest son traditionally wears white clothing for
(~heck the correct answers.
one year after the death of a parent.
[Replay Listening task 1 • F~oeercise A, track 1]
page 30
B Listen again. Circle the correct inforn1arion.
[Replay /,istening task 2 • Lxercise A, track 2]
C9 Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 145
page 31 Justin: Wh,1t's v. ro11g wich yello\v?
1
Your turn to talk • Find the differences Alex: Oh, I dc.>11't knov,1.
Justin: Well, then, how ahouc chese dark blue ones?
B Alex: "!'hose arc netter. But only on the big
1. I .isren and praccice. l'\otice the contractions for is window, OK?
and is not.
Wornan: He's wearing sandals. 3.
Justin: I.i kc it or not, we're going to be studying. This
She's wearing a black skirt.
He isn'c wearing a hat.
would be useful. It's really bright.
She isn't \vcaring a flov;ered shirt. Alex: Re:illy? I don't think v.1c need it.
Justin: Bur I like to read at night. I can put it on the
B little cable between thl' nookshelf and the chair.
2. Jjsten. Do you hear che contraction for is or is not? Alex: ()K. If you reolly think you need ic, go ahead.
Check the correct answers. 4.
a. Justin: Hey! Look over here. I love this! It has great
Woman: She isn't \Vcaring a S\veatcr. purple flowers. A.nd it looks so healthy!
Alex: Yeah, because it's not real. i\re you sure you
b. \Vant an artificial one? And \vhcre are \Ve going to
Wornan: He's wearing a striped tie. put it?
c. Justin: Well, it's so srnall. We can put it next to the
Won1an: She's wea ring a tlo\vered dress. vase on the coffee table. And \Ve \von't have to
water ic!
d. Alex: OK. If you say so.
Woman: He isn't weari11g socks.
5.
e. Justin: Whoa, look at this. We need to \Vatch some
Woman: He's v.•earing a T-shirt and blue jeans. movies. We can't study all the time. We have to
f. get this.
\Voman: She isn't wearing a jacket. Alex: Are you crazy? T hat's pretty expensive~ 1\nd '''e
already have a TV.
Justin: Yeah, but don't you like to watch movies?
Unit 7 • In the house Alex: Where are we going to put it? We don't have
page 33 enough room.
Listening task 1 • Where does it go? Justin : Yes, we do. We can put it right under the TV.
Come on, if -..ve each pay half . ..
A Listen . Justin and Alex are roornrnaces. Check the Alex: Well, OK.
six things they are going to buy for their aparrrnent.
6.
1. Alex: Well, I think \Ve have everything. Let's get out
Justin: OK, let's get in and out of here. I hate shopping.
of here.
;\lex: \'(Tell, we have to do it. Co1ne on. This store is
Justin: Wait, !'111 just going to get this.
great, and it's not very expensive. T he first thing we
Alex: It's got a nice fra1ne, but \.vhat's it supposed
need is so1nething else to sit on. Hey, ho\v about
to be?
this one?
Justin: I don't kno\v. But it looks cool. Ir's got great
Justin: I like it. It's really con1fortable. Try it.
colors, and the price includes the fra1ne. 1'111 going to
Alex: It does feel good. And three people can sic on ic.
put it on the \Vall next to the clock.
It's big. though.
Alex: You kno,v, for son1eone who doesn't like
Justin: No problen1 . We can put it under the
shopping, you're sure buying a lot!
big \.Vindow.
Alex: Yeah. I chink ic'll fit under the \vindO\V. page 33
2. B I ,isten again. \Vhcrc arl· they going to put the
Justin: And spe:iking of the \Vindow, '"e need these. things? Number the picture fron1 l to 6. rf herc is one
;\Jex: Yeah, J suppose. Rut yellow? extra space.
[Replay I.istenin,t; tasf< 1 • Lxercise A, lrack 51
146 Active Listening, Second Edition Book 1 ~) Cambridge University Press 2007 Photocopiable
...
page 34 B
Listening task 2 • Where's the heater? 2. Write these \Vords in the correct colu111ns.
A Ho\\' do people keep rheir houses \v;1nn in T hen listen and check your anS\v1..·rs.
differenr counrries? C:ircle the heater in each roon1. Wo1nan: /s/ photographs, plants; /z/ bookshelves,
·rhen listen and check vour answers. curtai ns; !tz/ dishes, glasses
'
1. Syria
Won1an: People rhink the l'vtiddle F.ast is very warn1, Unit 8 •Time
and it is. 8ut it can ger cold during the winter. I
page 37
visited rny grandparents in Syria last vvinter. \Y/ov..·, it
\\·as really cold for abour a week. Fortunately, they Listening task 1 • Changing plans
had a grear heater. So1ne houses have a large heater A Listen. Some people are changing plans. Cross out
that hears rhe whole house. t\.1y grandparents' house the old inforn1ation. \X'rite any new information.
had a very big heater in the living roon1. t.
2. Gern1anv, Woman: So •ve're n1eeting at seven-thirty in fro nt of
Man: When I visited 1ny friend in (~ern1any last year, Hayes H all, right?
she explained that some of the houses have a hearer Man: Well, h O\V about a bit earlier? \Xiould you like to
called a kachelofen. In her house, it's in the living get son1ething to eat before the concert?
room. Ir has a metal door. T he front is covered \Vith Woman: That'd be nice.
tiles. Wood bums inside it, and the riles get very Man: OK. About six-thirty?
\varm. i\fter all rhe wood has burned, rhe kachelofen Woman: Ah, wel1, could \Ve meet at a quarter after
hears the house for two or three more days. six? Give ourselves a lirrle n1ore time.
M an: Quarter after six, in front of Hayes Hall. Got it.
3. South Korea No problern.
Woman: I used to live in South Korea. It can get really Woman: No, wair a minute. Let's meet at ~·1useun1
cold during the winter, but the house I lived in had Cafe instead. We can eat there.
an ondol floor. That's a floor with pipes under it. Man: OK. Sure. Six-fifteen in front of ~1useu1n Cafe.
The pipes carry hot \vater, and the hot pipes heat up See you there!
the whole floor. T he entire floor is a heater. 2.
4. Japan Airport announcer: Attention passengers on China
Man: [ loved living in Japan. They have this kind of Pacific Airways flight C-1\ thirty-nine to Taipei.
heater called a kotatsu. It's eleccric. It's in a lo\v table, Due to poor weather condit.ions in the Taipei
under the tabletop. When you sit at the table, the area, fight C-A thirty-nine has been delayed. The
kntatsu keeps your legs \Varrn. Of course, there are flight will now depart at eight o'clock. Flight C-A
other \vays to stay \.varni. Many ho111es have large thirty-nine to Taipei will leave at eight o'clock from
electric heaters, too. gate eleven.
Man: Oh no! Eight o'clock! We've got a long \Vair
page 34 ahead of us. Why don't we go get something to eat.
B 1.istcn again. Did the people visit or live in the 3.
countries? Check the correct ans\vers. [tJhone rings]
Nicole: 1-tello.
[l\eplay Listening task 2 • E-•ercise A, track 6J
Tony: rfi, Nicole. This is Tony.
r>age 35 Nicole: Oh, hi. Hey, 1'111 looking forward to our lunch
ton1orrow.
Your turn to talk • My room
Tony: lJh, that's \~chat r n1 calling about. \Ve \Vere
B suppost:d to 111cct at noon, right?
1. Listen and practice. Notice the pronunciation of Nicole: Yeah, noon at the B.1ngko k ( :afc.
plural -s endings. Tony: You kno\v, that place gets really <.: r<.>\vdcd
\Voman: i sl, /zi, !rzi a round n0<>n. \Xle'll probably have to wait a long
isl: book, books, lan1p, lan1ps tin1e for a table.
l zi: \vindo\\', \Vindo\vS, ch<1ir, 1..: hairs Nicole: OK. l lo\v about the Plaza then?
i izi: v,1sc, vases, brush, hrushes ' fo ny: Good idea. The Plaza has great food.
Ho•v about 1neeting at t1.vclvc-thirty so \Ve n1iss the
crowd there?
~: Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 147
Nicole: Hn1111. Js ;:i quarter past OK? Man 1: He d idn't say anything. Ht: \vas still in the
Tony: Sure. · 1 ~velve-fifteen at the Pla1.a. I'll be there! shower. His wife opened the door.
John: So they \vere still getting ready? \Xiell, ,'\n1ericans
4. usually show up at a party about t\vcnty or thirty
Iphone rings]
rninutes late. But you \Veren't tuu early.
Secretary: English Oepartn1ent.
Man 1: Really? l was very etnbarrasscd.
Daniel: Hi, uh, this is Daniel Sn1ith . I'n1 in Professor
John: ()h, don't \vorry about it. Your professor should
Barton's Advanced English class.
have been ready to greet his guests!
Secretary: Yes, hello, Daniel.
Daniel: We have a cesc today, but I'm really sick. I don't 3.
know \.\'hat to do. I don't want to 1niss the test. Woman 2: Ti1ne is really different in n1y country.
Secretary: Don't worry. Professor Barton has a I invitt:d some American friends to 111y \·vedding
niake-up day scheduled. I 1nean, if you're really sick, in Morocco. The invitation said to come at nine
,vou can take the test on another dav. . l'.fvt., but l cold then1 to con1e n1uch later than nine.
Daniel: () h , great. When is che n1ake-up day? M<>roccan weddings last all night, you k.r10\V. Well,
Secretary: ft's on Wednesday morning at eight-fifteen. anyway, they carne at about ten-thirty.
Daniel: Wednesday at a quarter past eight? I'll be Woman 1: Ten-chircy? Were they late then?
there. Thanks! Woman 2: I~ate? No, 1 was still getting ready. The
Secretary: !·~ope you feel better! wedding actually started at rnidnight. I felt bad. I
should have told the111 to con1e really, really late,
page 37 for them.
B Listen again. Circle the correct reason for 4.
each change. John: You know a country that's really on
[Replay l.istening task 1 • Exercise A, track 9] time? Switzerland.
Ma n 1: Did you have some trouble?
page 38 John: Well, I had to gee used to some differences. You
Listening task 2 • Time and cultures know ho\v che buses here are always a little late.
Man 1: Yes.
A Listen. Some students are talking about time in John: Once I had to catch a bus to the airport. The
different countries. Number the pictures from 1 to 4. schedule said the next bus \Vas at ten-seventeen, so I
T11ere is one extra picture. arrived at the bus stop at ten-eighteen, but there was
1. no bus. The bus had left at exactly ten-seventeen, so
Woman 1: I hear you just got back fron1 Brazil, John. I missed it!
Did you enjoy yourself? Man 1: Really? J think I'd like Switzerland!
John: I had a wonderful tirne. Well, speaking of
time, actually ... 1 had a little problen1 with page 38
Brazilian tin1e. B Listen again. Circle the correct tirnes.
Woman 1: Really? What happened?
John: Well, I gave a dinner party one night. I invited
[Rl?p/ay Listening task 2 • Exercise A, track 10]
everyone to corne at seven-thirty, so I had dinner on
page 39
the cable by then, but I had no guests!
Woman 1: 1\h, I bet they all can1e about nine- Your turn to talk • Making plans
thircy, righc? B
John: Yeah. They came at nine-thirty, two hours late. 1. Listen and practice. Notice the pronunciation of
Woman 1: T v10 hours lace? That's right on time u1ant to /won3/ and have to /hreft3/.
in Brazil!
Woman: wa1tt to lwon-;J/, have to lhreft';J/
2. l)o you want to go to a n1ovie on Saturday?
Man 1: l had a sin1ilar proble1n here in the lJ.S. I was Man: Sure. l have to \VOrk until six l'.M. Ho\v
invited to 111y professor's house. He said to con1e at about seven?
seven. I arrived at about seven-ten, but l guess it was Woman: Oo you want to go out on Friday?
a Iit tie ca rly. Man: 1'111 sorry. 1 can't. I have: to \vork.
John : Why? What did your professor say?
148 Active Listening, Second Edition Book 1 «;:> Cambridge University Press 2007 Photocopiable
---------9!!!!!!!~··"•' ' .. . -·------------------
B 4.
2. Listen. Do vou hear zvant to /won'J/ or have to Man: Sports are an irnportant part of Ku\vaici lite.
•
ihreft~/? (~heck the correct answers. Since Kuv.rait is on the coasc, people enjoy \Vater
spores like swinuning, \vind surfing, and \vater
a.
skiing. For 1nany Kuwaitis, soccer is the rnost
Won1an: I \Vant to have a cup of coffee.
popular sport. There are over one hundred t\venty
b. soccer fields in the country, and Ku\vaitis hardly ever
Wo1nan: I \vant to sec a rnovie tonight. n1iss a n1atch when cheir tean1 is playing. Traditional
sports, such as horse racing, are alsc) still popular
c.
in Kuwait.
Wo1nan: Do you have to call your friend?
d. page 40
Woman: Do you wane co play tennis this weekend?
B Listen again. Circle the correct ans\vers.
e. [Replay /Jistening task 1 • Exercise A, track 13]
Woman: Do you have to go to class soon?
f. page 41
Wornan: I have to work this evening. Listening task 2 • Clothing styles
A Listen. A \Voman is describing wo1nen's clothing
Expansion 2 • Kuwait styles in Kuwait. Which style is she talking about?
Check lslamic, Western, or both.
page 40
1.
Listening task 1 • Information Interviewer: Hello, Fatema. Thank you for agreeing to
A Listen. People are talking about Kuwait. What arc speak with me about your country, Kuwait.
they talking about? Number the pictures from 1 to 4. Fatema: My pleasure.
There is one extra picture. Interviewer: I'd like to ask you about the style of dress
1. there, in particular for women. Could you tell me
Woman: Ku\vait is a countrv• in the Middle East. It's what kind of clothes typical Kuwaiti \VOmen wear?
located bet\veen Iraq and Saudi Arabia. Kuwait Fatema: Typical Kuwaiti won1en? Well, Kuwait is
City is the capital of the country. It is very modem really a mix of different cultures. Actually, only
and busy, and it is the center of Kuwaiti business. forty-five percent of the people who live in Kuwait
Today, Kuwaiti life is an interesting n1ix of are Kuwaiti. Fifty-five percent come fron1 other
modern and traditional styles. Kuvvaitis like their countries. You can see the influence of these
modern lifestyles, but they also still enjoy their old different cultures in women's clothing. There are
customs, t<)O. two 1nain styles of dress for Kuwaiti \Vornen: lslarnic
and Western dress. It's interesting. In a group <)f
2. friends, it's possible to see both clothing styles at the
Man: Ku\vait City is al\vays busy, especially the area of sanle tirne; son1e \Vo1nen n1ight wear Islan1ic dress
Saln1iya, the place -.vhere yc>ttng Kuwaitis go to find and so1ne Western.
their favorite fashions. There 'vou 1nav. see one of the
old-style Ku\vaiti covered n1arkets between rnodern 2.
\Xlestern shops <Ind restaurants. Shopping hours are Interviewer: Oh, that's very interesting. c:an you tell
Saturday thrc>ugh Thursday, nine A.M. to one P.M., nle son1e 111ore about wo1nen's clothing styles?
and then again fro111 four-thirty P. Nf. to nine P.M. Fate1na: OK, sure. ·rhe lslan1ic style originally can1e
frc>n1 Saudi Arabia. Wo1nen usually cover tht~ir hair
3. and their ck>thes when they are outside the hc>use.
\Voman: In their free tirne, pe<)ple often gather in The hijab is kind of a scarf that covers the head and
coffee sh<.>ps. In the rnorning and afternoon hours, hair, hut not the face. With the hijab, wornen usually
they are filled \\ ith \von1cn visiting v:ith each
1
wear a long, black coat called an abaya over their
other \vhile their children play together. But the clothes \vhcn they leave the house. The abaya is
coffee shc>ps are the n1ost p<.>pular with the older n1adc of silk and has big, wide sleeves.
gentlernen, whc> gather in the evenings to d rink tea
or coffee, and to relax and talk with their friends.
\Cl Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 149
3. 3.
Interviewer: T his is so inccrescing, raten1a. Man 1: ()K. We're ready to start. Hey, \.vhat arc you
l-'aten1a: Yes, :'Ind did you kno'v chat designer clotl1ing doing? You'rl· going to hurc yourself.
is especially popular? Ku,vaiti \vornen can find n1any Man 2: r n1 fine. [crash] ()uch!
\'Vestern styk·s in expensive <le~igner shops in Kuwait Man 1: No,v, let rnc have chac.
C:iry. In their ho1nes, sonic won1en \vcar fashionable Man 2: OK. Herc it is. ()ops. [crash] Ouch!
designer clothes fron1 Paris, London, and New York:
4.
dresses, suics, <)r skiers and blouses. M any women
Robot: (:aptain, look. Approaching starship.
enjoy \\'Caring scarves and fine jewelry, too.
Captain: Can you sec ,.vhcrc it ·s fron1, Zork? A re
4. they friend ly?
Interviewer: So if both styles arc popular, hovl does a Robot: I.ooks like thc enemy, <:apcain.
Ku•vaiti \.VOrnan decide \vhic:h stvle'
to \Vear? Captain: Wait. Let's 111:ikc sure. [weapons fire]
Faterna: You know, tht: style of dress a \.VOrnan Robot: lt's dcfinitl·ly the cncrny, C:aptain.
chooses really depends on what she likes. Sornc Captain: ·rurn around, quick! Go che other \vay!
\VOrnen vvear Western clothing at hon1e or at work, Robot: Yes, captain. Turning around.
and then \Vear a hijab and the abaya for afternoon
5.
visits or trips co the rnall. It is pretty comn1on for a
Police officer 1: l 'here chey go! Let's get then1. (~uick!
Ku,vaiti vvornan co wear boch Islan1ic and Western
Follow the111.
styles o n the san1e day, depending on where she
Police officer 2: Look, they're \\'earing masks.
goes and \vhat she does.
Police officer 1: Of course they're ,~1earing masks,
Interviewer: Thank you very much, Fatema. I've
rookie. T hey just robbed a bank.
enjoyed learning a little bit about Ku\'.1aiti culture.
Police officer 2: Watch out! [tires screech]
Fatema: You're very \velcon1e.
Police officer 1: Iinto police radi-OJ Need assistance,
south on Fifth Avenue, approaching Elm. Over.
page 41
B Listen again. Circle the correct information. page 43
[Replay Listening task 2 • Exercise A, track 14] B Listen again. What's going on? Circle the
correct information.
Unit 9 •Movies [Replay l.istening task 1 • Exercise A, track 15]
page 43 page 44
Listening task 1 •What's playing? Listening task 2 • Film critics
A Listen. What kinds of n1ovies do you hear? A Listen. What kinds of nlovies are the filn1 critics
Nu111ber the signs frorn l to 5. There is one extra sign. talking about? Check the correct ans\vers.
1. 1.
Jessica: [)on't go! Mark: Good evt~ning and welcon1e to A }'\fight at the
Chris: I have to go, Jessica. Movies. l'rn Mark.
Jessica: When will you be back, Chris? Anna: And l'1n Anna. Ton ight \.ve're going to look
Chris: Soon, don'c \VOrry. I love you, Jessica. I'll always at this week's new fi ln1s, starting \Vith Beyond
love you. the Moon.
Jessica: I love you, too, Chris. \X'a it! Before you go, Mark: Beyond the Moon - what a movie! Ir's the story
there's sornething I have to tell you. of a night to Mars that gets into trouble. ,A.. rean1 of
2. robots saves rhe astronauts aboard a spaceship. The
[noise I n1ovic is full of space travel an<l lots of special effects.
Man: What's that noise:? Anna: I liked it, too. The special effects are wonderful.
\Voman: Ir's so scary. Stay here! It's dangerous. You'll ( ;o sc:c th is rnovie.
get hurt. 2.
Man: ·rhere's nothing to be afraid of. I'rn just going to Mark: Next, \.Ve have A Man'.<> Rest frietlli. 'fhis is the
go outside and take a look. funniest 1novie you will sec all year. It's about a cat
Won1an: I don't th ink that's a good idea. There n1ight that can talk. 'l"he car causes problcn1s for his O\vner.
be a v;1111pirc or sornerhing our there.
J\1an: Don'c \Norry. I'll be right back.
150 Active Listening, Second Edition Book 1 <~) Cambridge University Press 2007 Photocopiable
~= .. . "··---··---,-::-.·""
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(<','.) Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 151
Heather: Well, three days a week I svvirn. l 'he other 2. Sophie Marrin, student, Paris
days I lift weights. Sophie: My favorire day of rhe \veek is Wednesday
Anne: ·rhat's really great. because there is no school on \Xiednesdays. \'\1(· go
4. on Saturday rnornings insread. So on \XlcJncsdays,
Anne: .A.n<l ... \vhere de> you do your ho1nework? I sleep late - uncil eighc-rhirry or nine. 1 cat a srnall
I al\vavs
, do n1inc at Rick's Restaurant.
breakfast, just sonic hre;id ~lnd iarn. l have a piano
Heather: I go t<.> the library on carnpus. I like it lesson at ten-thirtv.
, Then I usuallv , rneer son1c of n1y .
because it's very quiet, and there are nice big desks friends. I get hon1c around f()ur-chircy and do n1y
\vhere I can \vork. 1\nd there arc con1putcrs, so I can hornework until dinnertin1c. Aftcr dinner, I \varch
check rny e-n1ail occasionally. TV with rny brother.
152 Active Listening, Second Edition Book 1 (!::) Cambridge University Press 2007 Photocopiable
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<9 Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 153
c;irl: Do you \vant n1e to hc:lp you? I've played this lots page 52
of tirnes. B Listen again. Circle the: correct inforn1ation.
Boy: Sure. Uh, do I go straight?
Girl: Yes, but now turn left, before that rock. I Replay l.istening task 2 · exercise A, track 24]
Boy: Why?
Girl: l\ecausc there's a snake on it. Sec? page 53
He's dangerous! Your turn to talk• Map it!
2. B
Boy: OK . .So I turn left. And then what? 1. Listen an<l practice. Notice the stress
Girl: Look, sec that tree? Go to the tree. Do you sec for clarification.
a bag? Pick it up. Woman: Did you say turn right or left?
Boy: OK ... Oh! There's rnoney inside! Man: Turn right.
Girl: Yes, you need chat to buy things. Wornan: Should I go straight or curn left?
Man: (;o straight.
3.
Woman: ls it next to the cafe or behind che cafe?
Girl: Now go back to the path and go straight ahead.
Man: It's next to the ca fe.
Then turn left into the cafe.
Boy: Which one is the cafe?
Girl: Oh, it's the little building between the store and
B
2. Circle the stressed words in the sentences.
the red house.
1"hen listen and check your answers.
Boy: OK, I'm in the cafe.
Girl: Use your 1noney to buy an ice cream cone. a.
Trust me, you'll need it. Woman: ls the restroon1 across from rhe cafe or next
to it?
4.
Girl: Good. No\\1 go out and turn left. Then turn b.
right. Now you're walking to the boat. See? Woman: What's next to the movie theater, the
Boy: Yes. OK, what do l do when I get to the boat? aquarium or the bank?
Girl: Give the man the ice cream cone. Then he'll c.
give you his boat. Get in the boat. There are some Woman: Do I go straight or turn right at the bridge?
bananas in it. You need to go across the lake.
d.
5. Woman: Is the restroom around the corner fron1 the
Girl: Now go across the lake to the big tree. Take a cafe or the aquarium?
banana fron1 the boat.
Boy: Ho"v rnany? e.
Girl: Just one. Now, clin1b the tree. t\t the top, there's Woman: ls the entrance on the left or the right of the
a rnonkey. () ive hin1 t.he banana ... Great! Did he food court?
give you sornething?
Boy: Yes, he gave rne a key. It looks like the key to CD3
a door.
Unit 12 • Gifts
6.
Girl: No,v gee back in the boat, but this tirne go page 55
toward chat cen1ple. Get out of the boat in front of Listening task 1 • Gift-giving occasions
th~ tcn1ple. Now go around the temple co the right
side. Do you see a srnall door?
A Lisren. What arc the gift-giving occasions?
Nurnber the occasions from 1 to 6. There are t\vO
Boy: Yes, there it is. .
ex tra occasions.
Girl: OK. Use your key to open the door and go
inside. What do you see? 1.
Boy: Is it the.: treasure? Oh ... it's a n1ap. T here's l ylcr: Hi, \lancssa! What are you doing here?
a not her level. Vanessa: Hi, Tyler. l'1n trying to choose a retiren1ent
c;irl: 1-hat's right. f)o you want rnore help? gift for n1y rnothcr. She's retiring next n1onth.
Boy: Yes, please! Tyler: Really? I didn't kno\.Y that. Good for her. \Vhar
are you going to get her?
154 Active Listening. Second Edition Book 1 CC,) Cambridge University Press 2007 Photocopiable
. -·---------------
Vanessa: \Veil, a fe,v years ago she got really inrerestcd 6.
in photography. T kno\v she wants to spend rnore Store clerk: Ho,v can I help you, sir?
tin1e taking pictures after she retires. Man: Well, it's our anniversary today.
Tyler: r know the perfect thing, then. l.A>Ok at this. Store clerk: Congratulations. H ovi rnany years have
Vanessa: \Vo,v! It's so s1nal1! And thin! It loo ks like a you been rnarricd?
credit card. Man: Just one.
Tyler: Isn't it arnazing? But it takes great pictures. I Store clerk: Well, in that case, you'll \Vant to get
kr10\v - I have one myself. something special. How about son1c of these?
Man: ·rhose are beautifu l. And pink's her
2. favorite color.
Woman l: Oh, a gift catalog! \Xlhat are you
Store clerk: Would you like t\velve, a dozen?
looking fur?
Man: Yes, please.
Woman 2: I need a gift for rny niece. H er high school
graduation is in June.
page 55
Woman 1: Oh, ho'v nice. What kinds of things does
she like? B Listen again. \Vhich gifts are the people going
Woman 2: Well, she wears a lot of jewelry - you to buy? (: heck the correct pictttres.
know, necklaces, bracelets, earrings ... [Replay Listening task 1 • Exercise A, track 1]
Woman l: H mn1. \Veil, look at this. What do you
rhink? It's a nice size, and she could put a lot of page 56
things in it. The wood looks pretty, too. Listening task 2 • Gifts and cultures
Woman 2: I think she'll like ic a lot. I think I'll get it!
A Listen. Son1etin1es the meanings o f gifts are
3. different an1ong cultures. Cross out the items that are
Greg: H ey, Steve! What are you up to? not good gifts.
Steve: Oh, hi,, Greg. I'm looking for something for
1. China
Father's Day.
Greg: Well, any of these 'vould be great. Does your Woman: Did I tell you l'tn going to China on business?
dad play a lot? I have to buy some gifts before I leave.
Steve: Yes, he's out on the court almost every weekend. Man: Good idea. What are you going to bring?
He loves to be outside, and he loves to exercise. Woman: I was thinking of bringing some
handkerchiefs. They're colorful, beautiful ... also
4. lightweighr. I don't want co carry anything heavy.
Woman: Excuse me. T'n1 looking for a birthday gift Man: Uh, I don't think you should give handkerchiefs.
for my grandson. He really loves nlusic. Could you They aren't good gifts in Chinese culture.
recommend son1ething? Woman: Why not?
Store clerk: Sure. What kind of music does he like? Man: A handkerchief is a synibol of saying good-bye
\Voman: Uh, 1'111 not really sure. or ending a relationship.
Store clerk: Well, uh, \vho are his favorite singers? Woman: Saying good-bye?
Woman: Oh, I can't remember. H e's sixteen. Just give Man: Yeah, like when you're going away, and people
n1c something that kids that age like to lisren to. are crying, so they need a handkerchief. Actually,
Store clerk: Well, \Vhy don'r you get hin1 one of these? I've heard that one of che best things to give is a
··rhen he can choose his own rnusic. dinner - not a presenr, but a big dinner.
Won1an: Thar's a great idea. I'll take one for It's good for business.
fiftv dollars.
'
~
2. Argentina
) .
Won1an: l'rn going to Argentina to do a hon1estay
Man: I can't believe classes arc aln1osl over.
and I need to bring sorne gifts for 111y fan1ily.
\Von1an: Yeah, l knO\\'. I think l'rn going to get
l)id you kno\v that in Argentina you should never
son1ething for Professor Wang. She's been so helpful
give clothes unless you knov·l the person really \·veil?
to n1e this ye;1r, and I just want to thank her.
Man: D<>n't give clothes? Why not?
Man: \Veil, why don't you get her one of lhese?
Won1an: ( Jolhes - even things like neckties - arc t<>o
Wo1nan: l'ni sure she has one already - or several.
personal. ()nly good friends give clothes.
But she's ah.vays dri nking rca before class. T'111 going
to get her one of these.
Man: Good id<.:a. Better get a large one!
(¢) Cambridge University Press 2007 Photocopiable Active Listening, Second Edition Book 1 155
Man: Huh? I never thought of a tie as being personal, B
just unco1nfortable. So \vhat are you going to bring? 2. Listen. Does the speaker say the person's nan1e?
Woman: I don't know. Maybe a plant or something ( :heck yes or nu.
for the house.
a.
3. Italy Woman: ()h, thanks for the book. I love this \Vriter.
Won1an: [shop door d oses] Hello. I'd like t<>buy son1c b.
flo\vcrs. I \Vane to give them to a friend who's fron1 Woman: l 'hank you so n1uch for re1ncmbcring my
Italy. How about chose? About ten, I guess, please. birthday, Kent.
Store clerk: Ma'am, I don't think you should give ten
flowers. In Italy, even nurnbers - two, four, six, ar1d c.
so on - are bad luck. Woman: A scarf!Just what I need, Tom!
Woman: Even nu1nbers arc bad luck? OK, I'll take nine d.
flowers then. Woman: Wow. You got this in France? ·rhanks.
4.Japan c.
Store clerk: May I help you? Woman: () h, today's Valentine's Day. Thanks for
Man: I'm going to stay with a farnily in japan. I need the chocolates.
to get something for the1n. f.
Store clerk: Pen secs are always a good gifc. Woman: T his is really beautiful, Dennis. Did you
Man: Oh, that's a good idea. Let's see.... Here are 1nake it yourself?
some sets with a pen and pencil and bigger sets with
four pens.
Store clerk: You said you're going to Japan? Expansion 3 • Italy
Man: Yeah. page 58
Store clerk: Don't give a set of four pens, then. lo fact,
don't give four of anything. Listening task 1 • Information
Man: Why not? A Listen. People are talking about Italy. Which cities
Store clerk: The Japanese \\'Ord for "four" sounds like are they talking about? Number the pictures from 1
the word for "death." It's bad luck. to 4. There is one extra picture.
Man: Thanks for telling me. I'll take the pen and 1.
pencil set, then. Woman: The capital of Italy is a very old and very
Store clerk: Good choice. These sets make very good famous city. Did you know that n1any n1ovies are
gifts. After all, pens write in any language! made in Italy? In fact, over one hundred movies a
Man: lJh ... yeah. Right. year are fihncd in this old capital. Italian film is n1ost
fan1ous for its romances and co1nedies. This city is
page 56 a popular city for international filn1s, too. Fan1ous
B Listen again. Why are the items not good gifts? sites; such as the Coliseum and the Trevi Fountain,
Circle the correct answers. are favorite n1ovie locations. One of the most
[Replay Listening task 2 • Exercise A, track 2] popular films was the American hit Rornan Holiday,
made in nineteen fifty-three.
page 57 2.
Your turn to talk • Gift exchange Man: Every year, people travel to Italy to see the latest
in clothing design. Italian designers are kno\vn
B around the world. ln Italy, this city is the best place
1. Listen and practice. Notice the intonation and pause
to see the newest fashion designs. Each year, more
before names.
and n1ore people visit the city as fashion tourists.
Woman 1: These flovvers are for you, Maria. Tourists often buy expensive scarves, gloves, or tics
Woman 2: Oh, thanks, Mieko. They're beautiful. for themselves and as gifts.
Man 1: (~ongratulati ons on your new job, Susan.
Woman 3: Oh, this is lovely, John! Thank you 3.
so 111uch! Woman: If you're interested in art, Italy is the place
to go. Son1e of the 1nost fan1ous art 111useun1s in
the \vorld are located in Italy. This city has n1any
.==::::;::::===··=- ·=-
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.:..::·::::.: :::.::~·====
-·=-·~
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museun1s "vhere you can see fa1nous paintings and morning and one in the afternoon. For lunch, it's
scu lptures. T here arc several frunous art niuscun1s the same as it is here in the lJ.S. Students usuallv
, eat
on the north side of the river Arno, and you'll find together with their friends in the university cafeteria.
the Pitti Palace just across che river. Also, don't n1iss That's where I ear every day when 1'111 in Italy and
the Bobuli Gardens, k>cated behind the Pitti Palace. when I an1 in the lJ.S.
4. 3.
Man: Another great thing about lcaly is, of course, Interviewer: OK. Next, I'd like to ask you about your
the food. If you're traveling in Italy, be sure to take free ti111e. When you aren't in class, what do you like
a break often and trv, son1e of the delicious dishes. to do? What kind of activities do you like?
T his city in particular has good food. It is famous Student: Usually I meet with my friends after class,
for its pasta and its ice crea1n. The pasta sauce frotn or on weekends. We go co the cafe, rake breaks -
this city - n1ade v>'ith grottnd rncat and ton1atoes - is coffee breaks. I'rn happy my A1nerican friends like to
probahly the niost fan1ous pasta sauce in the world. meet for coffee, coo. There is a good cafe very close
by, just around the corner fron1 1ny university - just
page 58 like in Iraly, so I feel at hon1e.
B Listen again. There is one n1istake in each 4.
sentence. Cross out the incorrect words. Then write Interviewer: That's great. OK, finally, l have a question
the correct information. about university housing in Italy. A lot of students
[Replay Listening task 1 • Exercise A, track 5] in the U.S. live in dorms or apartments and travel
hon1e to see their fan1ilies during vacations. Is chis
page 59 the same in Italy?
Listening task 2 • University life Student: No. In Italy every city has a university,
so Italian students don't have to move far away to
A Listen. An Italian student is talking about attend university. Besides, I think it's easier to live
university life in the U.S. and Italy. What is he talking with my family. You know, I can eat v. ith my fam ily,
1
about? Check the topics. There are two extra topics. do my laundry ... I don't know, it's just easier. I can
1. study better if I live at home.
Interviewer: You're from Italy, and you're here in the Interviewer: OK. That was my last question. I'd love
U.S. nO\\I as an international student at Youngstown to have a cup of coffee. Can you tell me \Vhere that
State. l'd like to ask you a few questions about the cafe is?
differences between university life in Italy and in
the U.S. page 59
Student: OK, sure. B l, isten again. Where are these state1nents true?
Interviewer: All right. First, let rn e ask about the Check in Italy, in the U.S., or in both.
school schedule in Italy. Is it the same as in the U.S. ?
I n1ean, here in the U.S., a school year begins in [Replay [,ist">ning Task 2 • Exercise A, track 6]
Septen1ber and ends in May.
Student: Well, it's not quire the same in Italy. Our Unit 13 • Part-time jobs
lessons begin in October and they finish in July.
Interviewer: I see. How long is the surnmer vacation, page 61
then? ]i.vo n1onths? Listening task 1 • What's the job?
Student: Yes, that's right. \Ve just have a two-rnonth A Ijsten. Who arc the people below talking to?
sun11ner vacation in Italv.
, An1erican students Write the other people's jobs. 'fhere is one extra job.
arc so lucky, they get three whole n1onths for
sun1111er vacanon. t.
Man: OK. Here's what we've been doing in English
2. class. We're supposed to write a five-page paper,
Interviewer: OK, next question. What's a typical but I don't have any ideas at all. Can you help n1e
school day like in Italy? understand the assignment?
Student: F<>r n1e, \Veil, I usually get to school around
seven-thirty if I have a class at eight. Then, if I 2.
have cirne, I check e-mail or read the newspaper Woman: Yes, I think we're ready now. I'n1 going to
before class. I usually have one or two classes in the have a sn1all green salad and a hamburger, and she's
© Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 157
going to have the soup of the day and the fish. And though. You \Von't be paid, but you'll learn lots
vve'll have tea to (hink. Thanks. of things.
Woman: Noc paid? Oh, I rea lly need to make so1ne
3.
n1onc:y this sun1111er.
\Voman: Hi, l'rn ready co pay no w. I've got a
sand\vich , a pack of gurn, and this n1agazine. ()h, 2. can1p counselor
wait, 1'111 going to grah a cup of coffee, too. I.argc, Interviewer: So, I see you've bcen a can1p C<)unsek>r
please. Thanks. before. c;rcac. We're looking for pcopl<.: \Vith
4. experience this sununer.
Won1an: Oh, yes, that's our luggage over there - the Man: Yes, Tlove \VOrking with kids, teaching then1
black suitcase \vith the silver handles and also the how to swin1 and doing different oucdoor activities.
s1n all bro\vn bag. We're: in roorn seven-twenty- I hear you'll have can1pcrs fro tn Chit1a this yea r.
six. 'f hanks. Oh, and could you show rne where Interviewer: 'f hat's right. \Y/e have campers from
the business center is? I need to photocopy son1e eleven countries no ..v. \Veil, lee rue tell you about
papers later. the job. It's ful1-tin1e - n1orc than full-tin1 e, actually:
twenty-four hou rs a day, seven days a \veek, fc)r a
5. rnonth. But \Ve pay quite well.
Man: Wow! What a beautiful old castle. You said it Man: Great. It sounds like a job I'd like.
was built five hundred years ago? This was definitely
\\'Orth the long bus ride! O h, speaking of the bus, 3. business intern
\vhat time should \Ve be back at the bus? O h, and Interviewer: So what are you studying ill college?
one more thing. Could you take a picture of me in Man: Busmess. Thar's why I'm interested in this
front of the castle? I want to send it to m y cousin. internship. I'd like to get an M B.>\ after I graduate.
Interviewer: I see. How much experience do you have
6.
working with computers?
Man: Hi, this is my little brother Michael. Can you
Man: Actually, I don't have any. But 1'111 willing
say hello, ~iichael? Well, he's a little shy at firsc. Um,
to learn.
he hasn't had a nap yet today, so r thi nk he's a little
Interviewer: Well, that's good to knov.'. We don't
tired. Do you have so1ne toys or games that he could
require experience. We'll be glad to train you.
just play \Vith quietly?
Now, this is full-ti1ne, but you understand this is a
volunteer position.
page 61
Man: Oh, I know I \von't get paid. And I understand
B Listen again. Circle the correct mforn1ation. I'll be working full-time. I just want to get some
[Replay Listening task 1 • Exercise A, track 7] background in business.
Interviewer: Would you be able to start on June firsc?
page 62 Man: Yes, that's no prohlerri. l finish n1y classes the
Listening task 2 •Job interviews third v.•eek of ~1av.
,
Interviewer: Great. We need so1neone for June, July,
A Listen. People are interviewing for jobs. Check the and Augusc.
correct inforn1ation about each job below. Ma n: August? Oh, no, I have to be back ac school o n
l. park ranger August first.
Interviewer: O K, I see you have experience working 4. tennis instructor
outdoors. \Ve need people with experience to
Interviewer: Well, looks like you have the experience
explain our park and take people on nature \valks.
we require. It's great you've taught tennis for four
l)o you enjoy talking to large groups of people?
years. We'd like co offer you the job. As you kno\v,
\Voman: Yes, I've given t.alks before about ., .
1t s part-time.
nature. You'll tell n1e the in fr.>rn1ation I need to
Woman: That's perfect. I have a research paper for
explain, right?
college that l'1n \.Vorking on this sun1111er.
Intervie\ver: That's right. Now, this is a part-time job,
Interviewer: We have Internet access, so you can even
only five hours a day on weekends.
do research on-line if •vou need to.
Woman: OK.
Woman: Great. Well, I'n1 really looking forv.'ard to
Interviewer: ,:\11d 1'111 afraid our paying jobs arc all
this sumtner. i\nd getting paid to play tennis is a
taken. We ca11 offer you a volunteer i11ternship,
dreatn job for n1c.
158 Active Listening, Second Edition Book 1 (~) Cambridge University Press 2007 Photocopiable
page 62 when the ff>O<l that •vas gr<)\Vll during the sun1n1er is
gathered. Fan1 ilics get together and have big dinners.
B Listen again. Will the people accept the jobs?
Check yes or no. 3. &>b Marley l)ay
[J<eplay l .ist~?ning task 2 · Exercise A.• track Rj Man: February sixth is Bob l\ttarley [)ay. Bob 1\.1arlcy
was a fan1uus 1nusician. He introduced reggae
page 63 n1usic - the n1usic ofJan1aica - to the world. People
Your turn to talk • My ideal job in Jamaica loved Bob Marley. When Marley died,
Jamaica 1nade his birthday a national holiday.
B On February sixth, Jarnaicans ren1e111ber !\l(arley
1. Listen and practice. Notice the stressed syllables. through special events, especially concerts. There are
Woman: lifeguard, uniforrn, assistant, experience, concerts cveryv.rhere.
volunteer, routine
4. Day of the Dead
B Man: The Day of the Dead in Noven1ber is a very
2. Listen. Circle the stressed syllables. in1porcant holiday in Mexico. People believe chat the
a. dead come back to visit family men1bers on this day.
\Voman: intern Mexicans go co visit graves - where the dead are
buried. They have picnics near these graves. T hey
b. bring food and flo.,.. ers fur the dead. The Day of the
1
«;) Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 159
and fly then1 very high in the sky. Then they cut the B
strings. l "he kites fly a\:vay. They believe this takes 2. Listen. Do you hear J)id you lfd1d3gi] or \Y/hat did
the had luck a\vay for the year. you l/wAt d1d3~/ I ? Check the correct answers.
2. a.
Woman: Many countries have holidays to bring good Woman: What did you cat?
luck. In i ·hailand, people hold this festival. The
h.
festival takes place everywhere in Thailand, but is Wornan: What did you bring back?
especially popular in the north. \Xlatcr Festival take.~
place in the niiddle of April. It is part of the 1'hai c.
l\e\\' Year. People thro\v buckets of water on each Woman: Did you travel sornev,rhere?
other. There are even parades where people throw d.
\\'ater. It's especially in1portant to pour water on Woman: Did you have a good tin1e?
older people. It sho\vs respect.
e.
3. Woman: What did you :see?
Won1an: Bra'.lil is fa1nous for this huge festival, with
lots of n1usic and dancing. l 'he festival is called f.
Carnaval. The rnost famous Carnaval parties are Woman: Did you visit relatives?
in Rio de Janeiro. In Rio, bands travel through the
streets in parades. People enjoy dancing and dressing Unit 15 • Inventions
up in fancy clothes. The Brazilian samba dance
contests are fa1no us around the world. Car11aval is a page 69
festival for people to celebrate and have a good time. Listening task 1 •What's the invention?
4. A Listen. What are the people talking about?
Man: This holiday is celebrated in many countries Number the pictures from 1 to 6. There are two
.
all over the world. It is a happy time in the Chinese extra pictures.
calendar. There are parades in the streets, and 1.
families gather for big dinners. 1\t these dinners, Woman: This is a game played by t\\'O people. You
children get " lucky money" in red envelopes. Before can play it inside or outside. T he game was first
the New Year, Chinese people al\\'ays clean their played in ancient Iraq. It \Vas a kind of fortune-
houses to clean out bad luck. Everything must be telling gan1e, a way to predict the future. Two
fresh and clean. People also make sure they have people hit a sn1all object like a ball back and forth
paid all their bills. lt is important to start the New for as long as they could. Why? Because if they hit
Year \:vithout owing anyone money. the object back and forth for a long tin1e, it rneant
that they would live a long time.
page 66
2.
B Listen again. ( ;ircle the correct inforn1ation. Man: These were first n1ade in the sun1mer of eighteen
[Replay Listening task 2 • Exercise A, track 12] fifty-three in New York. A custo1ner ordered fried
potatoes in a restaurant, but he didn't like the
page 67 potatoes the cook made for him because they were
Your turn to talk • Holiday memories too thick. He wanted thinner potatoes. The cook
decided to play a joke on the customer, so he n1ade
B the customer more potatoes, but he n1ade them very,
1. Listen and practice. Notice the pronunciation of Did
very thin. But to the cook's surprise, the customer
you [/d1d3~/l and What did you [/wAt d1d3d/].
loved them! And so did other people! 'fhey bec1n1e
Woman: Did you /d1d3d/, What did you lwAt d1d3:l/ the specialty of the restaurant.
Did you give presents?
\Xlhat did you buy? 3.
Did you wear special clothes? Woman: ·rhe first one of these \Vasn't 1nade for tall
What did you do? buildings, and it wasn't electric. It \:vas n1ade for the
king of France in the seventeen fifties. It went up
one floor, from the first floor to the second. People
called it the Flying Chair. The Flying (~hair \vas on
160 Active Listening. Second Edition Book 1 © Cambridge University Press 2007 Photocopiable
- - ---
______
, , ~
...- · .;:·;>1111----==-----------
.......... ..... ---···-
the outside of che building. Men pulled it up and Woman: Right. Actually, I think I just wane sornc
dov.:n when the king wa11ted co change floors. bug spray.
4. 2.
Man: It was a verv hot summer in nineteen oh four Man: What's this?
'
when the first one of these \Vas invented. At a fair, a Woman: It's an eleccric spaghetti fork.
salesn1an didn'c have any 1norc cups for his ice-cold Man: An electric spaghetti fork?
treats. He asked all the other salespeople if they Woman: Yes, you use it to ear spaghetti. You just put it
had any extra cups, buc nobody did. Then, he saw in rhe spaghetti. T hen you turn it on. ln1otor buzzesl
a stand with a kind of cookie. He b<)ught all the Woman: See bow the fork moves in a circle. It pulls
cookies and put his ice crearn into thetn. Today they the spaghetti around the fork.
are still made of thin cookies. Man: Does this really help you eat spaghetti?
Woman: Yes, it does. And it's fun. You should
5. buy one.
Woman: T he first one was made only about a hundred
Man: Well, thanks anyway, but I don't think I need
years ago. In those days, everybody drank water
any help eating spaghetti.
fron1 the sarne place, so when people were sick,
other people got sick, too. A rich man didn't \.Yant 3.
to get sick, so he had an inventor make one of these. Store clerk: OK. Yo u've got cat food and a brush.
Today, you can find these everY"'here - we use then1 Anything else for your cat?
to drink water, coffee, and soft drinks. Man: I don't think so.
Store clerk: Have you seen our ne\v cat mop?
6.
Man: Uh .. . no.
Man: The first one was made over three hundred and
Store clerk: Oh, it's the cutest thing. You can use it co
fifty years ago in France. A young nlan rnade it to
have your cat clean the floor.
help his facher, \vho was a store clerk and had to
Man: I don't think my cat wants to clean the floor.
work wirh numbers all day. He needed to add and
Store clerk: Oh, he has no choice. You put these shoes
subtract numbers quickly, so his son made a wooden
on the cat. On the bottom of each one, there's a little
box \Vith sixteen dials. By turning the dials, his
rnop. As the cat runs, he cleans the floor.
father could add and subtract quickly.
Man: Well, I could use some help. Why nor?
page 69 4.
Woman: Look at what I bought!
B Listen again. Circle the reasons for the inventions.
Man: It looks like a child's swing. What's it for?
[Replay Listening task 1 • Exercise A, track 15] Woman: You know how crowded the train is in
the morning?
page 70 Man: Sure.
Listening task 2 • What's it for? Woman: Well, you use this to sit on the train.
A Listen. What are these things used for? Circle the Man: Use it to sit on the train? How?
correct infor1nacion. Won1an: When you can't find a seat, you just hang it
on th<)se luggage bars above the seats. It's 1nade of
1.
clorh so it's easy to carry.
Store clerk: Good afcernoon. May I help you?
Man: I don't get it.
Woman: Yes, I'm going camping and I need something
Woman: When there arc no seats on the train, you
tc> keep the insects a\\'ay.
can sit on this. Put the hooks over the luggage bars.
Store clerk: How about these? 'fhey're new. ·rhey'rc
It makes a little scat.
insect guards.
Man: Ah, I get it! Hey, that sounds great. Where did
Won1an: Really? I've never seen anything like
you buy it?
thern before.
Store clerk: You can use then1 to keep insects off 5.
you - fli es, rnosquitoes, any insect. Man: l)o you \\ ant to see so1neching?
1
Won1an: 'J'hesc will keep insects off rne? How? Woman: Sure. What?
Store clerk: They cover you, you know, like a net. Man: l,ook at this.
They're very light and easy to use. You put one Woman: What is it?
on each hand, each fooc , and over your head. The Man: It's an electric letter opener. I can use it to
insects can't bite you. open letters!
© Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 161
Woman: \x.'hat? c.
Man: An electric letter opener. Warch. !motor buzzes! Won1an: ()ur robot can'c \Vater tht· plants.
It only takes two seconds.
f.
Woman: Well, ho,v long docs it take you with a knife?
Woman: Our rohoc can'c n1akc the bed.
Man: Yeah, but this is electric.
Woman: I hnn1 ... I think I'll keep using
a regular knife. Unit 16 • Folktales
6. page 73
Man: Excuse 1ne, do you have umbrellas? Listening task 1 • The farmer and his sons
Store clerk: It's started to rain, hasn't it?
Man: Yes, it's really pouring out there. A Listen. You \.vill hear a tradiciona 1folkcalc.
Store clerk: f·{o\v about this n1odcl? It's not jusr an Nu1nbcr the pictures fron1 1 ro 6.
un1brella. Ir also holds your carnera so you can 1.
take pictures. Woman: Once upon a cin1e, a farmer and his rhrcc
Man: Holds my camera? sons lived on a farm. The farn1er al\.vavs \VOrked very
' '
Store clerk: Yes, you open the u1nbrclla and put it hard in his fields. Bur his sons did not like C<> \vork.
on the ground. It has a special place that holds They were very lazy and only \vanced to sleep and
your camera, you know, so you can take your own play cards all day.
picture, or be in pictures \.Vith friends.
2.
Man: Wow, that's cool. I take lots of pictures. W hat a Woman: One day, the farn1er called his sons ro hin1.
great idea! He said, "Sons, I arn old. I \viii soon die. I \Von'r be
able to take care of you anyn1o re, so I am leaving
page 70
you a treasure in the field s. There's a treasure in
B Listen again. Will the people buy the products? the fields."
Check yes or no. The oldest son said, "A rreasure? Is it gold?"
[Replay Listening task 2 • Exercise A, track 16] "Diamonds?" asked another son .
"J\;loncy?" asked the third son.
page 71 But the old farmer just smiled and said, "A treasure.
Your turn to talk • Thank you, Mr. Robot! You \\ ill find a treasure in the fields."
1
B 3.
1. Listen and practice. Notice the pronunciation of can Woman: The old farmer died. H is sons ran co the
/k~n/ and can't /krent/.
fields. They began digging and d igging, dreaming of
the treas11re they would find. Soon, they dug up the
Woman: can /k<)n/, can't /krent/
whole field. But chev' didn't find any. treasure. Thev'
Man: My robot can vacuun1.
found no treasure at all.
Woman: My robot can't vacuun1, but it can dust.
Woman: Can your robot do the dishes? 4.
Man: No, it can't. It can't do che dishes. Woman: The sons decided to plant some \.\'heat, and
soon the fields \Vere full of rail \Vheat planes. Nov•,
B the three young sons 'vorked lo ng, hard days in the
2. Listen. Do you hear can /k;)n/ or can't /krent/? hot field s to cut and harvest all of the wheat.
Check the correct ans"vers.
5.
a. Woman: \'Vhen che sons finished harvesting the
Woman: Our roboc can clean the bathroom. wheat, chey drove to co\vn and sold it to che rich
b. townspeople. They did chis year after year after year.
\Voman: Our robot can't do the laundry. And they 1nadc a lot of 1no ney.
c. 6.
Woman: Can your roboc do your hon1e\\'ork? Woman: "fhc three sons grc\v old cogetber on the
farn1. i\fter many years, they began to enjoy
d. \.vorking hard in the fields. Selling the \vheat gave
Woman : Our rohot can cook. them plenty of money, and they were happy. T hey
finallv' underscood that the land \Vas their father's
162 Active Listening, Second Edition Book 1 (t) Cambridge University Press 2007 Photocopiable
- .:. .·.:;·=:;,:"·=================
... --- :
rrcasu rc. The land itself ;:ind the \vheac in their fields 4.
brought chcn1 a goo<l life. Man : T he stonecutter \vas now a rich rnan \vith a big
house and servants to cook, clean, an<l give the rich
page 73 nlan ;:ind his wife anything they \vantcd.
B Listen again. ( ;irclc the correct ans\vers. Bur son1cthing was still 111issing.
One day, the rich rnan \vas \valking in the village
IReplay l.istening task 1 · Exercise A, track 19] and he saw another rnan building a scone house.
I-le watched as the n1an \vorked, cutting the pieces
page 74
of stone and putting the1n one on top of another
Listening task 2 • The stonecutter to build a beautiful house. Sudden ly, the rich n1an
A Listen to the story of the stonecutter. What is said "That is what I \Vant to do! I wane co be a
the 111ain idea of each part of che story? Nurnber the sto necutt.er again!"
starernents fro1n 1 to 4. So the genie said, "Your wish is granted," and he
1. turned hi1n back into a poor stonecurter. And the
Man: Once upon a tin1e, there was a stonecutter, a stonecutter and his wife lived happily ever after.
rnan who cur stones fron1 the n1ounrains to n1ake
people's houses. He \vas very good at his job, and he
page 74
loved his \Vork. The stonecutter lived in a tiny little B Listen again. Which statements are probably true?
house with his \vife. T he stonecutter and his wife Check the correct ansv1ers.
didn't have n1uch money, but rhey \vere happy just to [Replay Listening task 2 • Exercise A, track 20]
be together.
2. page 75
Man: ()ne day, while he was working, rhe stonecutter Your turn to talk • Once upon a time ...
found a dirty, old n1agic lamp. When the stonecutter B
rubbed che lan1p to clean it, a genie appeared, and
1. Listen and practice. Notice the pause after a comma
said, "I \viii grant you a wish! You can have anything
you \Vant.
., when telling a story.
The stonecutter thought for a moment. Just then, he Woman: Once upon a ti1ne, there \Vas a young boy.
looked out the windo\v and saw the prince going by. One day, the boy met a princess.
"The prince is rich and po..verful. I a1n just a poor He said, "I want to be a prince."
stonecutter. Genie, can I become a prince?" When the princess s111iled, he becan1e a prince.
T he genie said, "Your wish is granted," and he
turned the stonecutter into a prince.
B
2. Add a con1rna to show the pause in each sentence.
3. 'Then listen and check your answers.
Man: 'fhat night, \vhen the stonecutter went home, he a.
Sa\\I that his little ho use \.Vas now a beautifu l prince's
Won1an: One day, a young boy was \\'orking in
palace. His ne\v life as a prince \Vas very busy. People the field.
from the village cam~ to his palace every day to
ask the prince to help then1 \vith their problen1s b.
and for favors of all kinds. The stonecutter prince Won1an: The boy was poor, so he \vorked very hard.
and his \Vife \Vere never alone, and soon they grew c.
tired of so rnany people around the1n all the tirne. Woman: \Xlhen the boy finished working. a genie
The stonecutter called the genie. He said, "(;enie, a can1c and spoke to hin1.
prince's life is too busy. l am tired. C:an I becon1e a
ril'.h 1nan instead of :l prince?" d.
'!'he genie ~aid, '' Your \Vish is granted," and he Woman: Because the boy worked so hard, the genie
turned the stonecut ter into a rich 111an. gave: hin1 three wishes.
© Cambridge University Press 2007 Photocopiable Active Listening. Second Edition Book 1 163
page 77
Expansion 4 • India
Listening task 2 • A festival
page 76
Listening task 1 • Information
A Listen. A won1an is telling the story of rhe Indian
festiva l Oiwal i. Nu111ber the sentences in the correct
A Listen. People arc talking about India. What arc order fron1 I to 7.
the ropics? Check the correct answers. Interviewer: Can you tell n1c about one of your
1. favorite Indian festivals?
Woman: India is the sixth largest country ii1 the Woman: Sure. ()nc of n1v favorite Indian festivals is
'
\Vorld. Jr is located in South Asia. India is hon1c called Diwali. It is the festival of lights, celebrated all
to n1any people frorn different cultures, and they over India. It's something that l used to look for\'lard
speak 1nany languages. In fact, India has twenty-two to very rnuch as a child. There are a lot of legends
different national languages in addition to the about this festival. My favorite one tells hov1 the
official language, ~-lindi. English is also used for lights of l)i\.vali becan1e so in1portant.
official purposes. lntervic"ver: ()h, I'd love to hear it.
Won1an: All right. I'll tell you the seven parts of
2.
Ma n: India is farnous for its food, especially its the story.
spicy dishes. Curry dishes with chicken, lan1b, or 1.
vegetables are very popular. Beef is not served often Woman: Once there was a \vornan \vho tried to save
because n1any Indians don't eat beef for religious her husband's life by keeping a\vay the lord of death.
reasons. India is also known for tropical fruits. 2.
There is even a national fruit - the n1ango. Indians Woman: One night, the wife didn't let her husband go
drink n1any fruit juices, and Indian tea is fan1ous to sleep. She kept him awake all night.
all over the world.
3.
3. Woman: The woman did something very clever.
Woman: Ir was an Indian scientist named Aryabhatta She put her jewelry all over the house, along with
who invented the number zero more than two her gold 1noney and any other shiny things she
thousand years ago. Aryabhatta may also have could find.
been the first person to say that the earth is round,
like a ball. H is \vork helped Indians invent some of 4.
their first calendars. Today, math and science, and Woman: She went around the \\:hole house, and
especially computer science, are popular subjects for she lit rnany candles and lights. You see, the lights
Indian students. were reflected in the woman's jewelry and all the
shiny objects, and the whole house becan1e very,
4. very bright.
Man: India is well knovvn for its movie industry.
Unlike Western 1novies, Indian n1ovies with action, 5.
fighting, and violence rnay also include rorr1antic Woman: When the lord of death came to take the
scenes with 111usic, singing, and dancing. Indian \VOn1an's husband, the lord was blinded by all of the
filrn s are ki1own for their beautiful colors and lights. It was too bright, and he couldn't see.
clothing. People around the \vorld are watching 6.
more and rnore Indian movies in theaters and Woman: ·rhc wornan's husband was saved. The lord of
at home. death gave up and went away.
page 76 7.
Woman: The story explains the significance of the
B Listen again. C:ircle the correct answers. lights and the reason why this festival is celebrated.
rReplay l.istening task 1 • l:.Xercise A, track 23]
164 Active Listening. Second Edition Book 1 ~) Cambridge University Press 2007 Photocopiable
!!!!!!!!!!!!!!!!!~~'!"!!!"-~-------· .. ·- · ..
page 77 Interviewer: And what kinds of spccial foods do
B I-isten. Hu\v do people celebrate Di\vali today? you eat?
Check five things they do. Woman: ()h, there are all kinds of things. 'l 'here arc
rnany sweets; there are 1nany different dishes for
Interviewer: So, what arc su1ne of the things that
lunch and dinner. Special foods, which last for longer
people do today to celebrate Diwali?
than a day, are rnade and exchanged bet\.Veen friends
Woman: Well, today fur l)i\val i people use n1any and relatives.
different kinds of lights in their hon1es. The n1ost
Interviewer: Do people also exchange ocher k.inds of
traditiona l ones are oil larnps n1adc of brass. Arid gifts or preserns?
outside they set off lots and lots of fi re\vorks.
Woman: Yeah, sure. In fac t, one of the special days of
Interviewer: Sounds bcalltiful.
Diwali is to welcome the goddess of wealth. This
Woman: Yes, it is. Diwali starts \Vith a lot of joy, a lot
day, we display our in1portant or expensive items
of happiness in everybody's life. There's a school
like gold, jewelry, diarnonds, and rnoney. Anything
vacation for kids. People buy ne\v clothes and cook a
precious we have in the house, \:Ve put out and
lot of special foods and eat then1. Basically it's a tirne
show. Gifts arc also exchanged; \Ve give presents to
for fa rnily togetherness - to n1eet relatives and enjoy kids especially.
spend.ing ci1ne together.
Interviewer: OK, well, thank you very rn uch. It sounds
Interviewer: You n1enrioned special clothes. Can. you
like a great festival. I hope I can see it someday.
tell me about sorne of the clothes chat people wear?
\Voman: Oh, Diwali is one of the tin1es when you buy
ne\.v clothes and \Vear them, so kids look forvvard to
this. Usually, adults wear traditional Indian clothes,
whereas kids mostly wear whatever is popular, what
is fashionable.
(<;';) Cambridge University Press 2007 Photocopiable Active l istening, Second Edition Book 1 165
Self-study • Unit 1 son1ething you say in your language \Vhen you first
n1eet son1eonc. If .you checked 110, \Vrite <>ne \Vav,
page 84 that people in your cu lture greet each ocher.
A
·1. Listen to the conversation.
Man ·1: Luis, I<.I likc you to rneet rny friend En1i. Self-study • Unit 2
I.uis: Hi, F.n1i. Nice to rncct you. page 85
En1i: Nice to n1cct you, l.uis. 1\rc you a student? A
Luis: Yes. I'111 studying English. 1. Listen to the conversation.
En1i: Oh! Do you enjoy it?
Woman: So, Andy, tell n1e about your fan1ily.
Luis: Yeah, it's really fun. So, how about you? Arc you
Andy: My farn ily? Well, let's see. lJh, there's n1y
a student, too? n1other and father, and I have one sister and one
Emi: Yes. l'rn studying n1usic.
brother, and then, of course, there's me.
Luis: Really? \X'hat kind of n1usic do you like?
Woman: Is your sister older than you, or younger?
En1i: Oh, I li ke all kinds of rnusic, but I'm studying
Andy: My sister Lisa is the oldest. She's t\venty-five.
classical rnusic. I play the piano. How about you?
She doesn't live with rny parents. She lives in another
What kind of n1usic do you listen to?
town and has a good job.
Luis: I'm afraid I don't like classical music. Pop music's
Woman: Hov; about your brother?
mv' favorite. Andy: Sam's also older than I am. He's in his last year
Man 1: Hey, we "vere just on our 'A1ay to get some
at the university. He's studying to be a doctor.
coffee. Do you want to join us, Emi?
Woman: Wow. That's great.
Emi: Sure. Thar sounds good.
Andy: So, how about you? Do you have any brothers
2. Listen again. Circle the correct ans\vers. or sisters?
[The conversation is repeated here.] Woman: No, I don't. It's just my parents and n1e.
2. Listen again. Circle the correct anS\vers.
page 84
[The conversation is repeated here.]
B Listen. Check yes or no. Then 1.vritc your answers.
1. Are you a student? Do you go to school? Check yes page 85
or no. If you checked yes, wrire \vhat subject you B Listen. Write your answers. You need to kno\v
study. If you checked no, 'A'rite your job. these shapes: circle, diarnond, square, star.
2. Do you like where you live? Do you like the place 1. Find rhe star. Do you see the star? Write your fan1ily
you live? Check yes or 110. If you checked yes, narne in the star. f1ow n1any people are there in
\vrite the nan,c of you r hon1etO\Vll. If you checked your farnily? \'Vrite the nun1ber of family 1nen1bers
no.• 1.vrite the nan1e of another city or town near you have in the star under your nan1e.
your hon1etown. 2. Find the square. Oid you find the square? \X-'ritc
3. Do you likc n1usic? Do you like to listen to n1usic? your father's first name in the square. Does your
Check yes or no. lf you checked yes, write your father like sports? Tf your father likes sports, 1.vrite
favorite kind of music on the line. If you checked yes in the square. If your father doesn't like sports,
no, \\ ritc the nan1e of a 111usic group you know.
1 \vrite no in the square.
4. l)o you like sports? Do you watch or play sports? 3. Find the diamond. Do you see the dia111ond? \X1rite
Check ye:; or 110 . If you checked yes. 1.vrite your your n1othcr's fi rst narne in the dian1ond. \Vhere is
favorite sport on the line. If you checked no, 1.vrite your n1othcr fron1? What is her hon1etO\vn? \Vrite
so1ncthing you like: to do in your free tin1e. your n1other's hon1ctown in the dia1nond.
5. I)o people in your culture bov; when they 111cct? 4. find the circle. l)o you see the circle? I)o you havc
Do you usually how vvhcn you first n1eet son1conc? any brothers and sisters? \Xlrite the first nan1cs of
( :heck ye:; or 110 . If you checked yes, write vour brothers and sisters i11 the circle. lio\v old arc
'
on Thursday. I never go our on Thursday nights We still have to pack the skis and all the other
because I have to he at \.VOrk early on Fridays. So stuff, too.
the first night we just stayed home and relaxed. ()n Wife: ·rhe car's big. Aren't you going to need son1e
Friday, we went to a club. I hardly ever go to clubs. niore clothes?
I don't really like dancing, but Jack loves it. He's a Husband: I've got a s-..veater, a jacket, a cap, panes, and
great dancer. Saturday, we took a tour of the tity. I a couple of shirts.
shovved hin1 sorne of my favorite places. Then we Wife: T hat's on ly enough for one day.
played basketball in the afternoon. On Sunday, we Husband: Come on - this trip is supposed to be
n1cr some ocher fri ends and went out for lunch at relaxing. Whoa! You're not going to rake all those
this Italian place I often go to. And then Jack left in bags, arc you?
the afternoon. le was good seeing him.
2. Listen again. (;ircle the correct answers.
2. l.isten again. Circle the correct answers. [The conversation is repeated here.]
['The conversation is repeated here.]
page 89
page 88
B Listen. Check yes or no. Then \vrite your answers.
B Listen. Check yes or no. l 'hen write your answers. 1. Look at what you are \Vearing now. Are you
1. Do you watch TV? Do you like watching TV in wearing a sweater? Check yes or no. If you checked
your free tin1e? Check yes or no. If you checked yes, yes, write the color of your s-..veater. If you checked
write how often you watch TV. Write sometimes, no, write son1etl1ing else you are \Vearing.
hardly eve1~ or never. If you checked no, write the
2. Do you like jeans? Do you like wearing jeans?
name of a popular TV show you know.
Check yes or no. If you checked yes, \\'rite how
2. Do you go co clubs? Do you enjoy clubs? Check many pairs of jeans you own. If you checked no,
}'es or no. If you checked yes, write the name of a write the name of a person you know who often
.
person you go to clubs with. If you checked no, wears ieans.
write something else you like doing in the evening.
3. Are you wearing a T-shirt no,v? Do you have a
3. Do you eat dinner in restaurants? Do you eat out T-shirt on? Check yes or no. If you checked yes,
sometimes? Check yes or no. If you checked yes, write the color of your T-shirt. If you checked no,
\vrite something you like to order at a restaurant. If write the kind of top you are wearing now. Is it
you checked no, write any food you like. long-sleeved, short-sleeved, or sleeveless? Write
long-sleeved, short-sleeved, or sleeveless.
4. Do you ever play sports on weekends? Do you
play a sport on weekends? Check yes or no. If you 4. Are you wearing sandals today? Do you have
checked yes, write a sport you like to play. If you sandals on? Check yes or no. If you checked yes,
checked no, \vrite something else you like to do write the color of your sandals. If you checked no,
on weekends. write your shoe size. Write the shoe size you \Vear.
5. Do you visit relatives often? Do you often visit 5. Do you have a favorite outfit for parties? Do you
relatives? Check yes or no. If you checked yes, write have favorite party clothes? Check yes or no. If you
the nan1e of a relative you often visit. If you checked checked yes, write son1ething you like to \Vear to
no, write the nan1e of the relative who lives closest parties. If you checked 1io, write something you like
to you. to wear on weekends.
Man: What did you get? Man: ()K. How about next Wednesday at six? ()h,
Won1an: \Xlcll, for the living roon1, a new couch - a next Wednesday's no good. I'm gc)ing to dinner at a
reallv, ni<.:e blue one. friend's house. Can vou
•
niect Thursdav• at six?
Man: What did ,vou do \.vith vour
. old couch? Woman: Uh-uh. I'm going t(> get my h<1ir cut then.
Woman: I still have it. Hey, do you want it? Man: Hmm. What about the tnornings? Are you
Man: Really? That would be greac. free then?
Woman: I also goc a ne\.v coffee table. Wornan: Next ·ruesday is the only n1orning that's
Man: Uh-huh. 1\nything else? good for rne.
Wo.man: Oh, yeah, a new rug and curcains. Man: ()h. No, Tuesday won'c work for rne.
Man: What was \vrong with your old rug? Woman: All right then, how about now? I have abouc
Woman: Well, it didn't really march the couch twenty n1inutes before n1y nexc class.
verv, well. Man: OK. Let's get started.
2. Listen again. Circle the correct answers. 2. IJisten again. Circle the correct ans\vers.
[The conversation is repeated here.] [The conversation is repeated here.]
page 90 page 91
B Listen. You are going to draw things in a roon1. B Listen. Check yes or no. Then write your answers.
Follow the instructions. 1. Do you wake up early in the morning? Do you get
1. You are looking at a room. In the rniddle of the up early? Check yes or no. If you checked yes, 'vrite
room there is a big table. Draw a big table in the what time you usually wake up. If you checked no,
middle of the room. write what time you usually go to bed at night.
2. Behind the table, there is a chair. Draw a chair 2. Did you eat breakfast this morning? Did you eat
behind the table. something for breakfast? Check yes or no. If you
checked yes, write \vhat time you ate breakfast.
3. On the left wall, dra\v a small window. There's a
If you checked no, write v.'hat time you usually
small window on the left wall.
eat lunch.
4. Draw a plant on the floor under the window.
3. Do you have English class in the morning? Do you
There's a plant under the windo"'' on the floor.
go to English class in the morning? Check yes or no.
5. On the table, there's a lamp. Draw a lamp on If you checked yes, write what time your English
the table. class begins. If you checked no, \.vrite how n1any
days a week you study English.
6. There's a bookshelf on the right wall. Draw a
bookshelf on the right \vall. 4. Do you sometitnes meet friends for dinner? Do you
7. There's a dog in the room. Where is the dog? Draw ever go out to dinner with friends? Check yes or
the dog anywhere you like. You choose \.vhere
no. If you checked yes, write what time you usually
n1eet the1n. If you checked no, write what ti1ne you
the dog is. Now, under the picture of the room,
ate dinner last night.
write a sentence that tells where the dog is. Write a
sentence about the dog. 5. Do you go to parties often? Do you often go to
parties? Check yes or no. hnagine this: You are
invited to your friend's party tonight. The party
Self-study • Unit 8 invitation says to con1e at eight. What ti1ne \viii you
page 91 arrive? Write the time you will arrive at the party.
A
1. Listen to the conversation. Self-study • Unit 9
Woman: L)o you have any tin1c to get t.ogether page 92
this \veek? \Xie need to nicct and plan John's
birthday party. A
Man: Sure. Lee's sec.... I have to work until five P.M. 1. Listen the conversation.
to
Woman: Really? I finish work at five-thirty. Man: Thcrc'rc S<)n1c great movies playing d<)\V!lH)\V!l.
Want to go sec one?
5. Do you like n1usicals? Do you enjoy \Vatching \vhat you usually do after din11er.
musica ls? ( :heck yes or 110. If you checked yes, write 5. J)o you take a bath or sho\ver before you go to
one reason why you likc 111usicals. If you checked bed? ( :heck yes or no. If you checked yes, \Vrite
110, \vrite ont reason \vhy you don't like n1usicals. what tin1e you usually take a bath or sho\vcr. If you
checked no, vvrire \vhat you usually do jusf before
you go to bed.
page 94 page 95
B Listen. Complete the sentences with your answers. B Listen. Follo\v the instructions.
1. Imagine you are at school. You are leaving yottr 1. ln1agine it's your best friend's birthday. What kind
English classroom ro go home. You walk out the of present v,rill you give to your friend? Will you
door. Do you turn right, turn left, or go straight? n1ake so1nething or buy so1nething? Check make
Write turn right, turn left, or go straight. sonzething or buy so1nething.
2. Imagine you arc standing in the doorway of your 2. l111agine you're going to another country to stay
school. You are looking o ut of the doorway. What with your friend's farnily. What kind of gift are you
is across fron1 the school? Write what you see across going to bring? Will you buy son1ething fron1 your
fron1 rhe school. country or son1ethi11g fron1 another country? Check
son1ething from my country or som ething from
3. Now in1agine you are going o ut of the school
another country.
building. To go ho1ne, do you rurn right, tum
left, or go straight? Write turn right, turn left, or 3. What is a good gift to give so1neone you love? Do
,go straight. you give son1eone you love flowers, chocolate, or
sorncthing else? Check your answer. If you checked
4. Iinaginc you are at hon1e. You want to go to the
something else, write the gift o n the line.
store ro buy a snack. You go out the door. 'f () go to
the store, do you turn right, turn left, or go straight? 4. In1agine your friend is graduating fro1n college. Jr's
Write turn right, turn left, or ,go straight. your fricnd\ graduation. \Vhat's a good gift to give
yo ur friend: son1e 111oney, so1ne ( ] ) s, or son1ething
5. You arc leaving your house. You walk o ut your
else? Check your ansv1er. If you checked soniething
door and you tu rn right. W hat do you see on y<>ur
else, \Nrite che gift on the line.
left? \Vrite \Nhat you see on your left.
5. What's a number or color of gift th~lt is unlucky in
your culture? ()n the line, write a nun1hcr or color
that is unlucky. If there aren't any unlucky nun1bers
or colo rs, \Vritc none, N-()-N-E.
4. You need to speak some English for this job. Do 4. Do you give presents on this holiday? Do you give
you like English? Do you want a job that requires presents to your family or friends? Check yes or
you to speak English? no. If you checked yes, write someone you give a
present to. If you checked no, \.vrite another holiday
5. This is not a volunteer job, but it doesn't pay much when people give presents.
rnoney. Is a high sa lary important to you? Do you
need to 1nake a lot of money? 5. Do you go anywhere on your favorite holiday? Do
you go somewhere <>n this day? If y<>u checked
yes, write where you go. If you checked no, \Vrite
Self-study• Unit 14 something you usually do.
page 97
A
1. Listen to the conversation.
Woman: I can't \vait for Thanksgiving.
Man: I can't either. What are you going to do?
Quizzes
Page 82
Unit 2 Page 83
Unit 3 Page 84
...
Unit 4 Page 85
Unit 5 Page 86
Unit 6 Page 87
Unit 7 Page 88
Unit 8 Page 89
Unit 9 Page 90
Unit 10 Page 91
Unit 11 Page 92
Unit 12 Page 93
Unit 13 Page 94
Unit 14 Page 95
Unit 15 Page 96
Unit 16 Page 97
Test 1
Section 2 114
Section 3 115
Section 4 116
- - ··-- ·
Section 5 117
Test 2
Section 2 123
Section 3 124
- - - -···-·- - - - - - - - - - -
Section 4 125
Section 5 126
Active Listening, Second Edition is a fully updated and revised edition of the
popular three-level listening series for adult and young adult learners of North
American English. Each level offers students 16 engaging, task-based units, each
built around a topic, function, or grammatical theme. Grounded in the theory that
learners are more successful listeners when they activate their prior knowledge of
a topic, the series gives students a frame of reference to make predictions about
what they will hear. Through a careful balance of activities, students learn to listen
for main ideas, to listen for details, and to listen and make inferences.
The Authors
Steven Brown and Dorolyn Smith have extensive ESL/ EFL experience
as teachers and teacher trainers. They have published widely and have
written both classroom and professional materials.
ISBN 978-0-521-67814-8
9 780521 678148