LONGMAN Pk American aie The perfect partner 0 Just Joking © PEARSON Longman is a j @---<4 SSS Stories for Listening and Discussion Have you heard the one about... the old couple who is celebrating their fiftieth wedding anniversary? What is the secret of their long and happy marriage? the woman who bought her mother a bird for her birthday? What did the woman's mother do with the bird? or the young soldier who gets a “Dear John” letter from his girlfriend? What does he send her? Each unit in Just Joking is based on a joke that has universal appeal; that is, itis a story that almost anyone, almost anywhere in the world, would find funny. The jokes are suitable for adolescents, young adults, and adults who are at the high-beginning level of English language learning. Just Joking is ideal for use in alistening/speaking course but can be used in any class to motivate and relax learners and add variety to the class Each unit features: drawings that illustrate the story in comic-strip style exercises in comprehension, dictation, and retelling a spin-off discussion activity that gets students talking about the theme of the unit Written by the author of the popular True Stories reading series, Just Joking will similarly engage learners with its humorous stories.. Two Ships in the Night. Contents To the Teacher «2... 6. cece eee cece e teen rere recent eeeecnne vii Acknowledgments. ........++ cece eee eeeeeneeeneeee ete e ene edX The Birthday Present...... 06... c cece cece eee e eee teen enone 1 The Skydiver 2.1... 1... sees eee e cece eet eee eee e eee e eee 7 The Memory Problem. ........ cee cece cece nee nee eee eneee 13 The Test ... se eereeesereenee eee rere eee eee eee eee cere eee’ 19 You've Changed ....... 0... ese e eee ce ence cece cer neeeneennee 25 The New Job........-..0005 seneee beeen een eee neees sevveee dl At the Barbershop ........600 02. e cece eee e ener eee etneee 37 The Loan... The Long and Happy Marriage . The Mean Boss Dear John 2.0.2... cece cece cence cece reece ener ee eenenenceee 67 The Parking Space... ss scesccsseecsevenseeeneees seneeee ee Two Wishes... . 0062-02 eee eee eee reece teen eee e een enee 19 The Bullies ..... 6.2... eee cece eee e eect eee eee e eee e en eene 85 ABig Chicken ......cccce cece cere e eee ceeneneneeenes eeeeee oF The Vacation in Mexico 6.6... cece cece eee n eee n ees serene IT Four Parachutes. ...... 0.0 sses cece cere e ence eee cree ceeneee 103 JOKES cece cece cece eeceererree eee eee eee eee eee 109To The Teacher Hist joking is a listening and discussion text for high sinning learners of English. As the title suggests, a unit is centered on a joke—a humorous, strated story that concludes with a punch line. = jokes are suitable for adolescents, young adults, adults. just Joking is ideal in a listening/ speaking =se but it can be used in any class to motivate and Teamners and to add variety to the lessons. The stories in Just Joking have been carefully sted and field-tested for their universal appeal; is, they are jokes that almost anyone, almost where in the world would find funny. However, might find that people from different cultures, even from subcultures within those cultures, ond differently to these jokes. That would not be prising, Research in humor, most notably a 2001 iy sponsored by the British Association for the ancement of Science, has established that there national preferences for certain types of jokes. eitheless, this study also indicated that while pile might prefer one joke over another, some jokes universally popular. These jokes have several zacteristics in common. First, they are moderate int sth—an average of slightly over 100 words. ond, they share the same rhetorical form—they are es with an unexpected ending. The study bore preferences that learners who. field-tested Joking had already expressed. The jokes that were zen for this book—many of which were stested long before the 2001 study—have an ~-tage length of 114 words, and all have a surprise ending. Each unit in Just joking is comprised of six “ons. Following are explanations of the purpose = ch section and suggestions for using it 1. BEFORE LISTENING. This section gives students a preview of the story’s vocabulary and content, A. The first exercise in this section targets words students need to know in order to understand the story. The answers fo most of these exercises are in the Answer Key. B The second exercise invites students to speculate on the story's content, There is a single picture that prompts a single question. To emphasize that any yogical guess at the answer is acceptable, you might ask students to respond orally, informally volunteer- ing possible answers. 2. LISTENING TO THE STORY Students listen to the story as the CD plays it or as you read it aloud. They look at the pictures as they listen. If you choose to read the story, you will find the story script in the back of the book. Begin by say- ing “Number One,” and read the part of the story the first picture illustrates. Students look at the picture and fisten, Then say “Number Two” and read the cor- responding part of the story while students look at the second picture and listen. Continue reading the story in this mannet. Saying the numbers of the pictures a you tell the story ensures that all eyes are on the same picture, Feel fee to supplement the story. script with lines of your own if you think they enhance comprehension. Also feel free to act out parts of the story. In Unit 13, for example, you could demonstrate actions like “put in reverse,” “back up,” and “crash.” 3. CHECKING YOUR UNDERSTANDING ‘A. For the first exercise, students hear the story again as the CD plays it or as you read it aloud. This time, however, students complete a task as they listen: They fill in words, circle words, cross out wrong words, or complete sentences. Whereas the previous section gives students a global understanding of the story, this section draws students’ attention to details. The answers to this exercise are in the Answer Key. B The second exercise is an oral partner exercise. After students fill in the missing words and check their answers in the Answer Key, you may wish to read the sentences aloud, asking students to repeat after you, to model pronunciation and intonation Students then read this section aloud with a partner. 4. LISTENING AND WRITING ‘This is a dictation exercise. The sentences for dictation constitute a summary of the story. Students listen to either the recording or to you reading the sentences. If you choose to read the sentences, a suggested method is to read each sentence three times. First, read the sentence at normal speed. ‘Then read the sentence again, this time breaking it into vil| saledecatatatatatatetatatatateieteteanel wanks of meaning. ("They were _afraid..his arachute . .. wouldn’t open.") Finally, read the sen- ince again at normal speed. The direction line tells students to cover the sen- ces with a piece of paper and then lift the paper Yer they are finished writing to check their work, uudents who find writing challenging, however, tight want to leave the sentences uncovered so they an check their work as they write. If you would like » give students this option, a discreet way to offer it to say, “If writing English is easy for you, cover the antences. If writing English is not easy for you, don't over the sentences. Look at each sentence and then ‘tite it down.” Students with only basic literacy kills in English will find copying the sentences chal- onging enough. If, on the other hand, you wish to rake the dictation exercise more challenging, you aight want to try the following variations: The Walking Dictation. Students place their books on the opposite side of the room, open to the LISTENING AND WRITING page. They read the first sentence, memorize it, walk back to their desks, and write the sentence on their own paper. They continue walking back and forth from their desks to their books until they have written alt the sentences on their own paper. They then retrieve their books to check their work. The “walking dictation” can also be done as a partner exercise, with one student walking over to the book, memorizing a sentence, and dictating it to a partner, who writes it. In each case, the walking ‘student goes to the book and “carries” back one sentence at a time, The Disappearing Dictation. Write the sentences on the board. Read the first sentence aloud. Students repeat in unison. Erase two or three words in the sentence, randomly choosing words to erase. (For example, “A rich woman —______ her mother. a. —_—____."y Say the entire sentence again (including the words that have been erased); students repeat in chorus. (You may wish to point at individual words as students repeat the sentence, pointing even to the words that have disappeared.) Continue erasing words two or three at a time, saying the sentence, and asking students to repeat, until finally the whole sentence is erased. Students then write the “disappeared” sentence from memory. Repeat the process with the remaining sentences, vill 5. RETELLING THE STORY A.In the first exercise, students write the story in their own words, using the keywords as prompts. (All verbs in this section are given in their unconjugated form; students will need to decide ‘whether they wish to retell the story in the present or past tense. Either form is natural in joke-telling,) “This can be a homework assignment. You may also ‘wish to try these in-class writing activities: Group Writing. Students tell the story to you, calling out contributions, and you write the students’ sentences on the board. Tell the students not to be too concerned about correct- ness; the idea here is to get the story up on the boart quickly. After you have recorded the students’ sentences, read each sentence aloud and ask stucients to correct any errors. (You may need to underline errors if students cannot identify them.) Dictacomp. Read the script of the story aloud to the students twice, first slowly and then at normal speed. When you are finished reading the story, students write it from memory, trying to write it exactly as they heard it, Students open their books and check their writing against the original. This activity is called a dictacomp because it has elements of both a dictation and a composition. A variation of the dictacomp is the Miming Dictacomp. Begin by reading the story twice, as above, but then act out scenes from the story. Yout movements are prompts for students’ writ- ing. The Miming Dictacomp works well for sto- ries with plenty of action, like "The Patking Space.” B. In the second exercise, students retell the story toa partner. This activity works best if the partner has not heard the story before. if you have the help of a volunteer or classroom aide, you can divide the class into two groups of equal numbers and separate the groups. With the help of the teacher and the activities in the text, students in Group ‘One prepare to tell a joke from one unit while students in Group Two, directed by the aide or volunteer, prepare to tell a joke from a different unit. Then Groups One and Two meet. Students from Group One find partners from Group Two and tell their partners the “Group One joke.” Students from Group Two tell their partners the “Group Two joke.” Both teller and listener refer to the LISTENING TO THE STORY page as the joke is told.If another class {at the same level or at a higher iciency level) meets at the same time, you might rrow" the students from that class for ten minutes. ts find a partner among the “borrowed” jents, and, with the help of the LISTENING TO AIHE STORY page, tell the story to their partners. A contest can encourage students to tell the story. subside of class. Students get the signatures of all the People to whom they tell the story {in English!). The student who brings the most signatures back to class fire next day wins a small prize. ‘This simple activity—telling the joke to a an give students’ self-confidence an enor- Jrous boost. Perhaps no aspect of leaming a language 5 more demoralizing than the realization that the ‘earner lacks the language skills to (intentionally) = 2ke people laugh. If you look around the room after vur students have told the joke to a partner, you will tice that it is difficult to discern from the + pressions on people's faces who told the joke and 0 heard it; both teller and listener will be smiling. haps the tellers are smiling not just because the se is funny but because they have had the osfaction of making someone laugh. Acknowledgments 6. TALKING ABOUT THE TOPIC Each unit ends with a spin-off activity that gexs students talking about the topic of the joke. Most of the activities require that students first put them thoughts in writing, either by answering questions or completing statements. Giving students time to collect their thoughts and write them down makes them more inclined to speak; this is especially true for studenis who are concerned about speaking correctly. You might find that conversation flows easily. Laughter can be an anxiety reducer and a social unifies, so a funny story often eases the way to a relaxed and amiable discussion. In addition, a joke’s humor often derives from exaggerating human foibles and fears, which makes it easier to share our own more modest shortcomings. We may be forgetful at times, but we are not as forgetfull as the woman who forgot she had a memory problem, and although we may have given a gift that was not appreciated, at least it was not a fifty-thousand-dollar bird! ‘The purpose of Just Joking is to improve your students’ listening and speaking skills while decreasing their anxiety and increasing their self-confidence. Above all, itis hoped that the stories in Just Joking fll your classroom with laughter. ish fo thank: + my congenial colleagues Anjie Mastin, Marge Fischer, and Katherine Conover, who opened their classrooms to me so that I could field test jokes and activities; * the learners in the Whitewater, Wisconsin, Community Education ESL Program, who responded. enthusiastically to the jokes that were included in this text and who tolerated politely those that were not; and + illustrator Mike Erickson, whose drawings and phone messages made me laugh. Sancta Heyerunit 1 The Birthday Present @ BEFORE LISTENING A. Complete the sentences with the words below. Write your answer on the line. (The first one is done for you.) languages pet shop delicious. send rich 1. If you have ten million dollars, you are —______tich _____. 2. An animal that lives in your house (a dog, cat, bird, or fish, for example) is a 3. Your brother lives in another country. Itis his birthday, so you him a present. 4, You can buy things ata _______. (It is usually smaller than astore} 5. If you speak Spanish and English, you speak two 6. Food that tastes very good is B. You are going to hear a story about a woman who wanted to buy a present for her mother, Look at the picture. Where did the woman go? a© LISTENING TO THE STORY @ Look at the pictures as you listen to the story.© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As youlisten, circle the correct word. (BA sich woman was ((hinking)/ talking) about her mother. (@BSke wanted to (make / send) her mother a nice birthday present. (GBT woman went toa (flower /‘pel) shop. (G@BSbe saw a beautiful (bird / fish). (Gore bird could sing, and it could speak (six /SEEBH) languages. (Bt cost (five / filty) thousand dollars. (Dthe next day the woman alle) / e-mailed) her mother. (Ger mother said, “I'm eating it right now. It’s (expensive = (Brite the missing word on the line. Check your answers in the Answer Key. Then sit with a partner and read the conversation aloud. Student A begins. 1. May Thelp you? Yes, I'm looking for a birthday ——_preseat __ for my mother. 2. How about this GD >) Maybe. What can it do? 3. Itean sing, and it can How much is it? — GID ~ seven tanguages. 4. Tes fifty Viltake it. Can you dollars. it to my mother? 5, Sure, we can send it, That's great. Her birthday is tomorrow. Unie 1Unit 1 @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1. Arich woman senther mother a bird. 2. The bird could sing. 3. It could speak seven languages. 4, It cost fifty thousand dollars. 5. The woman‘ mother didn’t know the bird was expensive. 6. She ate it for dinner. aoe eps © RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. + tich woman, think, mother + want, send, birthday present * g0, pet shop * see, beautiful bird * bird, sing, speak, languages * cost, fifty thousand dollars + buy, bird* send, bird, mother + next day, call, telephone + ask, like, bird * eat now * delicious B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. unitt 5@ TALKING ABOUT THE TOPIC What Is a Great Present? Exchange “presents” with the people in your class. * With the class, make a list of presents people like to give and receive. Your teacher will weite your list on the board. * Write your name on a small piece of paper. Put the piece of paper in a box. Your classmates will put their pieces of paper in the box, too. ‘Then reach into the box and take a piece of paper. You are going to give that person a “present.” * Choose a “present” from the list on the board. Then copy this letter on your own Paper. Dear —____________, Iwant to give you fora present because Your friend, + Complete the letter as you copy it. For example: Dear Anna, Twant to give you a music CD for a present because I know you like music. Your friend, Radu * Fold your letter and deliver it to your dassmate. * After you open your “present,” tell the class what you received, Tell the class why you like your “present.” Unit 1unit 2 The Skydiver © BEFORE LISTENING A. Look at the photo. You are going to hear a story about a man who wanted to try this sport. Which words do you think will be in the story? Circle five words. (The first one is done for you) umbrella swimming exciting dangerous parachute hungry ball worried mai 2 Aihtasuececimes B. When the man told his friends he wanted to try skydiving, they were worried. Look at the picture. What do you think his friends were worried about? Be ee een na@® LISTENING TO THE STORY @ Look at the pictures as you listen to the story. ie© CHECKING YOUR UNDERSTANDING QA. Listen to the story again. As you listen, complete the sentences. Circke the letter of your answer, 1. Ayoung man wanted to try an @ exciting sport. b. interesting sport. 2, He decided to try bicycling. (Bs skydiving. 3, He went toa store and bought an aisplane. \b. a parachute, 4. 71'm going to try skydiving!” he told his Cay, friends, &. parents, 8. His friends were a, worried b. happy. 6. They said, “Skydiving is a. expensive.” (B dangerous.” 7. They asked, “What will you do if your parachute doesn’t a open” by close?” 8. The young man said, “I'll take it back to the store and ask for a. anew parachute.” b, my money back.” Unit 2 910 Unit 2 B. Write the missing word on the line, Check your answers in the Answer Key. Then sit with a partner and read the conversation aloud. Student A begins. A B 1. Hit What's new? I'm going to_____try __ skydiving. 2. Are you sure you want to do that? Yes. [think it will be 3, Isn’tit________? Not really, Remember: Il have a 4, Yes. But what will you do if your Tltakeit____________to parachute doesn’t the store and ask fot my money back. @ LISTENING AND WRITING @ Cover the sentences betow with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1, Ayoung man wanted to try skydiving, 2. He bought a parachute. 3. His friends were worried. 4. They thought skydiving was dangerous. 5. They were afraid his parachute wouldn't open. 6, The young man wasn’t worried. 7. Ifhis parachute didn’t open, he would get his money back. soe ey on© RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. * young man, try, exciting sport + decide, try, skydiving * buy, parachute + friends, worried + skydiving, dangerous + what, do, parachute, open + take back, store, ask, money, back Unit 212 Unit 2 B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. © TALKING ABOUT THE TOPIC Do You Like Exciting Sports? A. Would you like to try these exciting sports? snowboarding white-water rafting rock climbing Circle want or don't want. Then complete the sentences. Share your answers with the class. For example: I (want /@on’twan}) to try skydiving because __it is expensive __. 1. (want / don’t wani) to try skydiving because 2. (want / don’t want) to try snowboarding because == 3. F(want / don’t want) to try white-water rafting because 4, [(want / don’t want) to try rock climbing because ‘B. What are other exciting (or not-so-exciting) sports you'd like to try? Tell the class.unit 3 The Memory Problem @ BEFORE LISTENING A. When people can’t remember things, we say they have a memory problem. Do you have trouble remembering things sometimes? For example, do you have trouble remembering where you put your keys or if you turned off the stove? Make a list of things you have trouble remembering. Then share your list with the class. Isometimes have trouble remembering ... B. You are going to hear a story about a woman who had a problem with her memory. Look at the picture. Where did she go for help? 1 1 1 1 1 ‘ t ' ' 1 1 ' ' 1 ' ' 1 1 1 ' ' 1 1 ' ' ' ' i 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1@ LISTENING TO THE STORY© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, read the story below. There are five mistakes in the story. Cross out the mistakes. (The first one is done for you.) Awoman had a memory problem, so she went to a ier. “Doctor,” the woman said. “I have a back problem. | park my motorcycle ‘somewhere, and | can’t find it. | put my glasses somewhere, and | can’t find them. | put my cat somewhere, and I can’t find him.” “timmm,” the doctor said. “This is serious. Write me more about your problem.” “Problem?” the woman said. “What problem?” B. Write the missing word on the line. Check your answers in the Answer Key. Then sit with a partner and read the conversation afoud. Student A begins. A 1. So... you have a problem? 2. Can you give mean example? 3. You can’t find your car? 4, You can’t your glasses? 5. You can’t find your baby? 6. This is serious. Tell me more your problem. Yes, [have a problem with my memory __. Well, sometimes I my car somewhere, and Tcan’t find it, No, Lcan't find it, And I put my somewhere, and can’t find them. No, [can’t find them, And I put my baby and Tean’t find him. No, can’t find Problem? What problem? units 1516 Unit 3 @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing, 1. Awoman had a memory problem. 2, She told the doctor about her problem, 3. The woman couldn't find her car, her glasses, or her baby. 4. The doctor wanted to know more. 5. The woman didn’t remember her problem. 1 2 3. 4. 5. © RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. + woman, go, doctor + have, memory problem * park, car, somewhere, can’t find * put, glasses, somewhere, can’t find + put, baby, somewhere, can’t find * tell, more + what problem. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. © TALKING ABOUT THE TOPIC How Can You Improve Your Memory? A. Try this experiment: 1. Look at the list below for one minute. Then close your book. How many words can you remember? Write the words. (Most people remember between four and eight words. Younger people usually remember more words than older people.) balloon river doctor potato hat horse newspaper lamp soap ear unit3 17@-------- 2 en Ft a 2. Read the story below two or three times. Try to remember the story. A doctor tumed on a lanip. Then he sat down to read a newspaper. After he read the newspaper, he saw that his hands were dirty. So he went into the bathroom and washed his hands with soap. While he was in the bathroom, he looked out the window and saw a beautiful balloon. He wanted the balloon, so he put on his hat and went outside, When he went outside, he saw a horse, He got on the horse and said into the horse's ear, “Follow that balloon.” He rode the horse across a river. But the doctor never found the balloon. So he went home and ate a potato for dinner. 3, Close your book. Think about the story. Now try to remember the words on the list and write them. Were you able to remember more words? 4, Repeat the experiment with the list below. Look at the list for one minute and try to remember the words. How many words did you remember? In a small group, write a story using all the words, (Don’t worry if your story doesn’t make sense.) Think about the story. Then try to remember the words on the list. Can you remember more words? baby key taxi cake rain spoon pants dog dock ball B, Itis easier for most people to remember words if the words are in a story. Do you have other ways of remembering things? Share your ideas with the class. (There are more ideas for remembering things in the Answer Key.) 18 untUNIT & The Test @ BEFORE LISTENING A. Read the following sentences. She can play basketball, and he can play basketball too. She can't swim, and he can't swim either. } speak Chinese, and they speak Chinese too. | don't speak French, and they don’t speak French either. ‘When do you use too, and when do you use either? Talk it over with the class. Then check your understanding of the two words. Complete the sentences below with foo or either. Write your answer on the line. Then check your answers in the Answer Key. 1. We have a lot of homework, and they have a lot of homework foo _. 2. She can’t come to the party, and he can’t come to the party 3. This TV isn’t expensive, and that one isn’t expensive 4, Llike vanilla ice cream, and he likes it 5. She doesn’t know the answer, and he doesn’t know the answer B. You are going to hear a story about a boy who got a zero on a test. Look at the picture. Why do you think the boy’s teacher gave him a zero? wi ee ee eee °@ LISTENING TO THE STORY @ Look at the pictures as you listen to the story.© CHECKING YOUR UNDERSTANDING @A. Listen to the story again, As you listen, write the missing word on the line. Astudent got a zero ona ——test__. “Why did you give me a 5 2” he asked the teacher, “Most of my —_—__, are correct." “Yes, but you —______ Mary's answers,” the teacher said, “That's true,” the student said. “How ——-—-—_— you know?” “Well,” said the teacher, “your answers and Mary's answers are the z nly answer number seven is —_______. Mary wrote, ‘I don't know,’ and you z “| don’t know either.” B. Write the missing word on the line. Check your answers in the Answer Key. Then sit with a partner and read the conversation aloud. Student A begins. A B 1, [have a question about my grade Yes? 2. You___gave___ mea zero That's right. on the test. 3. Why did you give me a zero? Yes, but you copied Mary's of my answers are correct. 4, That’s true. How did you _____?__ Your answers and her answers are the same, Only answer number seven is different, Mary —__-_, “I don’t know,” and you wrote, “I don’t know either.” unit4 2422 Unie 4 @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences, As you listen, write them on the lines. Then lift your paper and check your writing, 1, The student copied Mary’s answers. 2. Their answers were the same. 3. Only number seven was different. 4. Mary wrote that she didn’t know. 5. The student wrote that he didn’t know either. 6. The teacher gave the student a zero on the test. ro @ RETELLING THE STORY ‘A. Write the story in your own words on the lines. Use the keywords to help you. + student, get, zero * ask, teacher, why, give, zero + most, answers, correct * copy, Mary's answers * how, know © answers, same* only number seven, different * Mary, write, don’t know + you, write, don’t know, either B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. unt4 = 2324 Unit 4 @ TALKING ABOUT THE TOPIC How Do Students Cheat? Be. bala Astudent tried to cheat using the water bottle in the photo. The answers toa test are on. the back of the label. The teacher saw the answers and took the bottle. The student got a zero on the test. A. Make a list of ways students cheat. For example: * They copy someone's answers. * They write answers on the bottoms of their shoes. Write your list here, Then share your list with the class. B. In your country, what happens to students who cheat? Tell the class.UNIT You’ve Changed @ BEFORE LISTENING A. Read about a woman named Misuk. Misuk used to live in South Korea, but now she lives in the United States. Her life in the United States is very different from her life in South Korea. She used to live ina big city. Now she lives in a small town. She used to take the subway to work. Now she drives a car. She used to live with her parents, Now she lives with two roommates. Think about the expression “used to.” When do you use it? Talk it over with the class, Then complete the sentence below. Write your answer on the line. Share your sentence with the class. lusedto SS, butt nowt (For example: | used to__get plate _ butnow! getup early _} B. You are going to hear a story about the man in the picture. Read the sentences below. If the sentence describes the man, circle T for frue. If the sentence does not describe the man, circle F for false. 1 Testi @® 2. He wears glasses 3. He has black hair. 4, Heis heavy. Hawa aoa on om on 5. He has gray hair.@ LISTENING TO THE STORY @ Look at the pictures as you listen to the story. ee Unit 5© CHECKING YOUR UNDERSTANDING JA. Listen to the story again, As you listen, write the missing word on the line. ‘Mr, Mix was walking down the ——thget___ when he met another man. “Mr. son!” said Mr. Mix. “You've peavy, and 5 now you have gray hair. You don't.” “'m not Mr. Peterson,” said the man. “ you're thin. You used to You look very different, You used to black hair, to wear glasses, and new you ‘Mr. Jones.” “Wow!” said Mr. Mix, “You've changed yourname 7 B. Write the missing word on the line. Check your answers in the Answer Key. Then sit A “. Hellot 2. Uhaven’tseen you for a long time. 3. Sure you do! 'm Mr. __Mix ___. 4. You've changed! The last time 1 saw you, you were . And you had black hair. 6. And you glasses. . Well, [have to go. It was nice seeing you again, Mr. Peterson, 8. Wow! You've changed your too! a partner and read the conversation aloud. Student A begins. B Hello. Y'm sorry. T don’t think I know you. T’'m sorry, Mr, Mix. I don’t remember you. Really? Well, I've lost a few pounds. Black ? That 1oas a long time ago. Glasses? That's strange. I've never wom glasses. Mr. Peterson? I’m. Mr. Peterson. I'm Mr. Jones.Unit 5 @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences, As you listen, write them on the lines. Then lift your paper and check your writing 1. Mr. Mix met a man on the street. 2, He thought the man was Mr. Peterson. 3. He said the man had changed. 4. He used to be heavy, but now he is thin. 5. He used to have black hair, but now he has gray hair. 6. He used to wear glasses, but now he doesn’t. 7. The man said he was Mr. Jones, not Mr. Peterson. 8. ‘Mr. Mix thought the man had changed his name too. eR News© RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. * Mr Mix, walk, street, meet, man * Mr. Peterson, change * used tobe, heavy, now, thin * used to have, black hair, now, gray * used to wear, glasses, now, don’t + man, say, not Mr Peterson, Mr. Jones + change, name, too B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. units 230 Unit 5 @ TALKING ABOUT THE TOPIC Have You Changed? Draw a picture of yourself looking the way you used to look or doing something you used to do. Then write a few sentences about your picture. For example: + Tused to wear long pants like these. + One pant leg was one color, and the other pant leg was another color. + Tused to wear a baseball hat every day. *Tused to have long hair. Now draw your picture on your own paper. Write a few sentences about your picture on the lines. Then show your picture to the class. Describe to the class how you have changed.unit 6 The New Job @ BEFORE LISTENING A. Imagine this: Two people are talking, You can’t hear all the words of their conversation, but you can hear some words. These are the words you hear: hours... coffee break... lunch break... pay... vacation. health insurance... start... What do you think the people are talking about? Tell the class. B. You are going to hear a story about a man who has found a new job. Look at the picture. How do you think his wife feels about the new job? i ' ' ' r 1 1 t 1 1 1 1 1 1 eee nn nn nnn nn nn ee QDUnit 6 ® LISTENING TO THE STORY @ Look at the pictures as you listen to the story. rs© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, complete the sentences. Circle the letter of your answer. 1. The hours are from. Weight in the morning to five o’clock in the afternoon. . seven in the morning to four o'clock in the afternoon. 2. There are a. three coffee breaks. b. two coffee breaks. 3, The lunch break is. a. ahalf hour b. one hour, 4, The pay is a. good. b. excellent. 5. The health insurance is a. free. b. fifty dollars a month. 6. The vacation is a. two weeks. b, three weeks. B. Write the missing word on the line. Check your answers in the Answer Key. Then sit with 2 partner and read the conversation aloud. Student A begins. A 1, Guess what! I've found a great ——_jeb_ 2. The ___ are from eight to five. 3. Yes, it’s an hour. 4, Yes, there are two—one in the morning and one in the Good! Tell me about it. That's good. Is there a lunch break? That's good. Are ______ coffee breaks? That's good. Is there health 2 Unit6 33Unit 6 5. Yes, there’s health insurance, and it’s That's good. Is there a vacation? 6. Yes, there’s a three-week vacation. The job sounds great! I'm very, very —_______! 7. Good! You start © LISTENING AND WRITING Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. Aman told his wife about a great job. ‘The hours are from eight to five. There are two coffee breaks. 1 2 3 4, The lunch break is one hour. 5. The pay is excellent. 6. ‘There is free health insurance, 7. There is a three-week vacation. 8. He told his wife she starts tomorrow. FNS wee@ RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. * come home, run into the house * tell, wife, find, job ‘+ hours, eight o'clock in the morning, five o'clock in the afternoon * two coffee breaks + one-hour lunch break © pay, excellent + free health insurance * three-week vacation * think * sound great, happy * good, start tomorrow. units 3Unit 6 B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. © TALKING ABOUT THE TOPIC What Is a Great Job? Complete the sentences. Write your answer on the line. Then share your answers with the class. 1. Where is the work? (for example: in an office, in a factory, in a restaurant, outdoors) The work is 2. What are the hours? (for example: from nine o'clock to five o'clock) The hours are 3. How long is the lunch break? (for example: one hour) ‘The lunch break is 4, How many coffee breaks are there? (for example: two) There are 5. What is the pay? (for example: eighteen dollars an hour) The pay is 6. How long is the vacation? (for example: two weeks) The vacation is° ee eee ee ee ene uit 7 At the Barbershop @ BEFORE LISTENING A. Look at the photo of the man at the barbershop. What do men get at a barbershop? ‘Tell the class. B. You are going to hear a story about a man who got a manicure at a barbershop. Look at the picture. What was the man thinking about? nn en eynit 7 @ LISTENING TO THE STORY @ Look at the pictures as you listen to the story. i al© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, circle the correct word. 1. Dan was at a (Cbarbershop)/ library). 2. He was getting a manicure and a (haircut / shave). 3. A young (man / woman) was giving him a manicure. 4. Dan decided fo ask her for (a date / her phone number). 5. “Are you free for (lunch / dinner) tonight?” he asked her. 6. “I(can’t / can) have dinner with you,” the woman answered. 7. “Lhave a (husband / boyfriend).” 8. Dan said, “Tell your boyfriend you're having dinner with (your mother / a girlfriend.” 9. “You tell him,” the woman said. “He's (helping / shaving) you.” B. Write the missing word on the line. Check your answers in the Answer Key. Then sit with a partner and zead the conversation aloud. Student A begins. A B 1. Are you free for dinner tonight >? —_ I’'msorzy. I can’t have dinner with you. i a boyfriend. 2. That's not a problem. Jisn'? 3. No, it isn’t. Why not? 4. You can call your boyfriend. Tell him = You ______ him. you're having —_-______ He's shaving you. with a girlfriend, Unk? 39Unit 7 @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper, You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1. Dan was at a barbershop. 2. He was getting a manicure and a shave. 3, A young woman was giving him a manicure. 4, Dan asked her for a date. 5, She couldn’t have dinner with Dan. 6, She had a boyfriend. 7. The boyfriend was shaving Dan. 1 2 3. 4, 5. 6 7. © RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. * barbershop * get, manicure, shave + young woman, give, manicure + young man, shave + like, worman * ask for, date * free, dinner* sorry, can’t * have, boyfriend * can * call, boyfriend * tell, dinner, girlfriend * you, tell * shave you B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. unit7 4@ TALKING ABOUT THE TOPIC How Do You Invite Someone to Do Something? Practice inviting someone to do something. Also practice saying “yes” and “no” to an invitation, Follow these steps: 11. Think about what words can you use to invite someone to do something, Make a list. Your teacher will write your list on the board. For example: Are you free... Would you like to 2, Think about what you can invite someone to do. Make a second list. Your teacher will write your list on the board. For example: play tennis ge toa movie 3. Think about what reasons people give when they say “no” to an is third list, Your teacher will write your list on the board. For example: have to work. ! already have plans. 4, Think about what people say when they say “yes” to an invitation. Make a fourth list. For example: I'd love to. That sounds great. 5, Now sit with a partner. Practice inviting someone to do something, and practice saying “yes” and “no.” Use the phrases on the board. unit 7unit & Two Ships in the Night @ BEFORE LISTENING A. Look at the photo. Which words do you think might be in the next story? Circle five words, (The first one is done for you.) hip) water teacher captain road pencil boat radio B. You are going to hear a story about a captain who saw a light ahead of his ship. Look at the picture. What did he think the light was? ere ee ee eee ent ™ »@ LISTENING TO THE STORY @ Look at the pictures as you listen to the story.© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, write the missing word on the line. Late at night, a big ship was going through the Water. The captain saw a > ahead. “It's a boat,” he thought. He picked ____ the radio. “Move to your right,” he said. The answer came back: “No, you move to your : ” The captain picked up the radio__,___... "Move to your right!” he said The ________ carne ack: “No, you move to your right!” ‘The captain picked up the zadio again. “Move to your right!” he “This is a big ship!” ‘The answer came back: “Yes, you are a big . And this Is a big lighthouse.” B. Write the missing word on the line. Check your answers in the Answer Key. Then sit with a partner and read the conversation aloud. Student A begins. A B 1. This is the captain speaking. Yes,Ican ____ hear you. Can you hear me? 2. Tsee you ahead of me. ‘Yes, I see you too. 3. You need to move to your No, you need to move to your right. 4. Move to your right! No, you to your right! 5. You don’t understand: This is a You don’t understand: This is a ship! big units 4546 units @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. . The captain of a ship saw a light. . He thought it was a boat. . He picked up his radio and told the boat to move. . He got an answer back. . Aman told him to move. The captain was angry. He said that his ship was big. eM AR we eV ee . The man said the lighthouse was big too. ex Fa ew Pe © RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. * night, ship, water * captain, see, light * pick up, radio * move, right * answer, you, move* pick up, radio, again * move, right * answer, you, move * pick up, radio, again * move, right, shout + big ship * big lighthouse B. Tell the story to a partner, Use the pictures on the LISTENING TO THE STORY page to help you. Units 4748 unit 8 @ TALKING ABOUT THE TOPIC Can You Always Believe What You See? ‘The captain thought he saw a boat, but it was a lighthouse. Things are not always what they seem! Look at the pictures below.! Answer the questions. Tels the class your answers, A. Isita bird ora rabbit? 2. Which line connects to CA or B? 3. Which center circle is bigger— 4. Do you see a vase for flowers, or the one on the left or the one on the do you see two faces? right? Wictores like these are called optical Melons. There are many examples on the Internet. To find them, go to search engine and type in “optical illusions.”@- ~~ -- ~~ = wo nnn nnn eee UNIT 9 The Loan @ BEFORE LISTENING A. Complete the sentences. Write your answer on the line, wallets loan bandits rob jewelry passengers 1. The men in the picture below are bandits ___. 2. The men in the picture take people’s money. They ________ people. 3. The people riding on a bus, a train, or an airplane are the 4, Rings, earrings, and necklaces are 5. People keep their money in their 6. Your friend’s pencil breaks during a test, so you give your friend a pencil. After the test, your friend wilt give the pencil back to you. You _________ your friend a pencil. B. You are going to hear a story about two friends who were riding on a bus. Look at the picture, Who got on the bus? Pe a a a ee en ee© LISTENING TO THE STORY @ Look at the pictures as you listen to the story. SO 9© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, write the missing word on the line. Two friends, Sam and Mike, were ___riding __on a bus, Suddenly, the bus stopped and bandits on. The bandits began robbing the z passengers. They were taking the passengers’ jewelry and . They 3 were taking all their money too. Sam opened his and took out twenty dollars. He gave the twenty dollars to Mike. ‘ “Why are you giving me this _______2” Mike asked. “Last week | didn’t have —__________ money, and you loaned me twenty dollars, remember?” Sam said. “Yes, 1 ." Mike said. »” Sam said. “'m paying you ; B. Complete the sentences. Write your answer on the line. Check your answers in the Answer Key. Then sit with a partner. Student A asks the question; student B answers. 1. A, Two friends were riding on a train, right? B. No, they were riding ona —________ bys 2. A. Suddenly the bus stopped and the police got on, right? B. No, suddenly the bus stopped and . The bandits began helping the passengers, right? No, they began They began taking the passengers’ jackets, sweaters, and shoes, right? No, they began taking their . Sam opened his wallet and took out ten dollars, right? No, he opened his wallet and took out . He gave the twenty dollars to the bandits, right? a o> Bp BP wD No, he gave the twenty dollars to unto BA52 unit 9 ast year you loaned me twenty dollars,” right? B, No, he told him, “Last 8, A. He said, “I'm calling you back,” right? B. No, he said, “I’m 0” @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1, Sam and Mike were riding ona bus, Bandits were robbing the passengers. . Sam opened his wallet. }. He took out twenty dollars. . He gave the money to Mike. . Why was Sam giving Mike money? . Mike had loaned him twenty dollars. He was paying Mike back. eu awe en eA Ae ew Pe© RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. + Sam, Mike, ride, bus * give, money, Mike * bus, stop, bandits, get on * Mike, ask, why, give, money * bandits, rob, passengers + Sam, say, last week, loan, twenty dollars * take, jewelry, watches, money + pay back + Sam, open, wallet, take out, twenty dollars B. Tell the story toa partner. Use the pictures on the LISTENING TO THE STORY page to help you. Unto 53a Unit 9 @ TALKING ABOUT THE TOPIC Js K a Good idea to Loan Things? A. What things have you loaned people? Check (7) your answers. Share your answers with the class. Who do you often loan things to? A friend? A relative? A neighbor? Tell the ctass. an umbrella Ga hair dryer Qa book Qa video game Da pot for cooking DamusicCD Ci food (some eggs to a neighbor, Qa movie on tape or on DVD for example) clothes Otaundry detergent Da suitcase Babicycle a toot some furniture (a chair, for example) an identification card Dacar Omoney Gacamera a acomb (other) jewelry B, Write about an experience you've had with loaning something to someone, For example: My cousin said she wanted to learn English, I loaned her my English book. She never used the book and she didn't learn English She didn't give the book back to me. Now write about your experience in the space below. Then tell the elass about it.uyit 16 The Long and Happy Marriage @ BEFORE LISTENING A. Complete the sentences with the words below. Write your answer on the line. reporter twice couple — marriage ~— secret. wedding anniversary 1. Two people who are in love (for example: boyfriend and girlfriend, husband and wife) area _____couple __ 2. If you got married on May 12, then every year May 12 is your 3. A person who writes for a newspaper is a 4. Your friend makes delicious spaghetti. You think your friend knows the best way to make it. So you ask your friend, “What is your for making delicious spaghetti?” 5. Ifyou have been married for a long time and you are happy, then you have a long and happy 6. Another way to say “two times every day” is”____________a day.” B, You are going to hear a story about a reporter who wants to write a story about an old couple. Look at the picture. What do you think the reporter wants to know?@ LISTENING TO THE STORY G@ Look at the pictures as you listen to the story. i Pele ag we 56 unit 10© CHECKING YOUR UNDERSTANDING DA, Listen (0 the story again. As you listen, circle the correct words. 1. It was a special day for G@n old)/ a young couple.) 2. It was their (fiftieth / fortieth) wedding anniversary. 3. They were very (happy / unhappy) together. 4. A (newspaper / TV) reporter went to their house. 5. "Tell me,” the reporter said. “What is the secret of your long and happy (marriage / lives)?” 6. The old (man / woman) answered. 7. “Twice a (week / month), we go to a romantic restaurant,” he said. 8, “We (drive / take a long walk) to the restaurant.” 9. “After dinner, we drink (coffee / tea) and listen to the music.” 10. “She goes on Tuesdays, and I go on (Saturdays / Fridays).” B. Answer the questions. Write your answer on the line. Check your answers in the Answer Key. Then sif with a partner. Student A asks the question; student B answers. 1. A. Why was ita special day for the old couple? B, Itwas their fiftie: ding anniversary. 2. A. Who went to their house? B. 3, A. Why did the reporter go there? B. 4, A. What did the reporter ask? B. 5. A. Where does the couple go? B. 6. A. How often do they go? B. unt 10 «STUnit 10 7, A. What do they do after dinner? B. 8. A. When does the man go, and when does the woman go? B. @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1. Anold couple was very happy. 2. It was their fiftieth wedding anniversary. 3. A reporter wanted to know their secret. 4. The old man said they go to a romantic restaurant twice a week. 5, They take a long walk to the restaurant. 6. They eat a delicious dinner and listen to music. 7. He goes on Fridays. 8, His wife goes on Tuesdays. FNP we we Ps© RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. + special day, old couple + twice a week, romantic restaurant + fiftieth wedding anniversary + Jong walk * happy * delicious dinner + newspaper reporter, go, house + drink, coffee, listen to, music + want, write, story * long walk, home * tell, secret, long and happy marriage + Tuesdays, Fridays B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. Unit10 59O10 @ TALKING ABOUT THE TOPIC What Is Your Secret for a Long and Happy Marriage? That is the question BBC News asked. People e-mailed their ideas, and the BBC put their ideas on the Intemet. ‘A. Read the ideas, Then give your opinion of each idea. Give each idea one, two, or three stars. > excellent idea: very important + good idea; important hot a good idea: not important L Never go to bed angry. (Caroline, UK) 2 Tell your husband / wife that you love them, first thing in the morning and last thing at night. (Wendy, UK) 3. Don’t argue about small things. Every time you argue, ask, “Will this really matter two years from now?” (Peter, USA) 4,_____Laugh alot. (David, USA) 5. Don’t try to change your husband/wife. (Steve, UK) 6 Don’t spend too much time together. Spend some time alone or with other people. im, USA) 7 ‘Move far away from your mother-in-law. (Claire, UK) 8, Be honest; never lie. (Michael, UK) 9. Have a special time together every week. Take a walk or drink a cup of tea together, for example. During that time, do not talk about family problems, and do not talk about money. (Teri, USA) 10. (Write your own idea.) Now share your answers with a partner, Do you and your partner have the same opinions? B. Of all the ideas above, which do you think is the most important? Why do you think it is important? Complete the sentence below. Then share your answer with the class. Ithink idea#___is the most important becauseQa on won ww ne nen nee ne nnn nen ene nnn uwtrt 1 The Mean Boss @ BEFORE LISTENING A. Complete the sentences. Write the letter of your answer on the line. 1. Your neighbor is not nice. a. hard, Your neighbor is _e b. getout 2. Your friend works ten hours a day. «. job. Your friend works 4. pick it up. 3. You want people to leave a building fast. ©, mean. ‘You tell them to 4, Your mail is at the post office, so you go there and get it, You 5. You like your work. You have a good —__. B. You are going to heara story about a boss who liked to watch his workers. Look at the picture. The boss was angry. Why?© LISTENING TO THE STORY @ Look at the pictures as you listen to the story. unit 11 62© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, write the missing word on the line. There was a mean boss in a factory. The boss liked to ; the workers. He wanted the workers to work hard. ‘One morning the boss came to the factory at nine. Aman was drinking coffee. The boss came back at 9:30, The man was ____ drinking coffee. The boss was angry. “How much do you _______ a week?” he asked the man. “Seven hundred dollars,” the man said, The boss _______ the man seven hundred dollars. “Take the money and get _________ of here,” he said. Then the boss asked anather worker, “What was that man’s —__?" “He _________ work here,” the worker said. “He came to pick up a B. Answer the questions, Write your answer on the line, Check your answers in the ‘Answer Key. Then sit with a partner. Student A reads the question; student B answers. The boss was nice, right? No, he was ————__________m@a@n He liked to watch the workers in his office, right? No, he liked to watch the workers in his He saw a man drinking water, right? No, he saw a man drinking The boss was happy, right? No, he was He asked the man, “How much do you make a month,” right? » ee No, he asked him, “How much do you make a_i Uunitit 6364 Unit 11 6. A. The man said, “Four hundred dollars,” right? B. No, he said,“ 7. A. The boss said, “Take the money and buy more coffee,” right? B. No, he said, ”Take the money and — 8. A. The man came to fix a machine, right? B. No, he came to @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1. Amean boss liked to watch the workers. 2. One moming he saw a man drinking coffee. 3. The man drank coffee for thirty minutes. 4, ‘The boss gave the man seven hundred dollars. 5, He told the man to leave. 6, The man didn’t work at the factory. 7. He was at the factory to pick up a package. a© RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. + mean boss, factory + ask, how much, a week * like, watch, workers. * seven hundred dollars * want, workers, work, hard * give * one morning, come, factory, nine o'clock + take money, get out * drink, coffee * ask, worker, man's job + come back, 9:30 + work here, pick up, package * still drink, coffee B. ‘Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. Unit (1 65@ TALKING ABOUT THE TOPIC What Is the Ideal Boss? ‘The boss in the story was a “mean boss,” the opposite of an ideal boss. Think about the place where you are working now. Also think about places where you have worked in the past. Now think about your bosses. Which bosses did you like? Why did you like them? ‘Complete the sentences. For example: * The ideal boss ___shows employees how te de the work, * The ideal boss ___gives extra money to employees whe work hard. Now complete the sentences. * The ideal boss * The ideal boss © The ideal boss Share your sentences with the class. If you have a story about a good boss or a bad boss, tell the class. 66 Unit itr @ BEFORE LISTENING A. Match the sentences. Write the letter of your answer on the line. 1. There are three books for this class. b_ a. Which one doesn’t have meat? 2. There are four men in the photo, b. Which one will we read first? 3. There are six pizzas on the table. —__ ¢. Which one is your brother? 4, There are three movies at the theater. ____d. Which one do you want to see? Think about the expression “which one.” When do you use it? Talk it over with the class. B. You are going to read a story about a soldier who gota letter. Look at the picture. Who do you think the letter was from? unit 12 Dear John@ LISTENING TO THE STORY @ Look at the pictures as you listen to the story. BW unit 12© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, read the story below. There are six mistakes in the story. Cross out the mistakes. {The first one is done for you.) ‘A,young soldier was far away from home. One day he got a letter from his awe. The letter said: Dear Michael, i 1am sorry, but I have new boyfriend. You have avery nice picture of . me. Please send it back. I want fo give it to my new boyfriend. Maria ‘The soldier was happy. He asked his friends for pictures of men—aunts, sisters, Girlfriends, mothers, or cousins. He put the pictures of the women in a big box, and he sent the box to his girifriend. In the box he also put a present. The letter said: Dear Maria, Please take your ring. I can’t remember which one you are. John B. Answer the questions. Write your answer on the line. Check your answers in the Answer Key. Then sit with a partner. Student A asks the question; student B answers. 1. A. Where was the soldier? He was far away from home. What did he get one day? B. A. B. 3. A. Why did Maria want her picture back? B. A. How did the soldier feel? B. uniti2 69Unit 12, 5. A. What did the soldier's friends give him? B. 6. A. Where did he put the pictures? B. 7. A. What else did he put in the box? B. 8 A. What did the letter say? B. @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1. Asoldier got a letter from his girlfriend. 2, She wanted her picture back. 3, She wanted to give it to her new boyfriend. 4. The soldier was angry. 5. He asked his friends for pictures of women. 6, He sent the pictures to his girlfriend 7. He told her to take her picture. 8, He said he couldn't remember who she was 1 2, 3 4. 5. 6. 7 8.@ RETELLING THE STORY ‘A. Write the story in your own words on the lines. Use the keywords to help you. * soldier, far away ask, friends, pictures, women + get letter, girlfriend * put, box * sorry, boyfriend + send, box, gitlfriend * have, nice picture, send back + put letter * give, new boyfriend + take, picture * angry + can’t remember, which one B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to hetp you. Unit12 71TR unit 12 @ TALKING ABOUT THE TOPIC How Do You End a Romance? A. Maria broke up with John because she had a new boyfriend. What are some reasons people break up? Teli the class. B. Compare your experiences with breaking up with other people’s experiences. ‘The questions below were on an Internet Web site. First, answer the questions, Circle the letter of your answer. Next, share your answers with the class. Finally, read the answers people in the United States gave on the Web site, (Their answers ate in the Answer Key.) 1, What is the best way to break up with someone? in person on the phone ina letter |. in e-mail through a friend ropoge (other) 2. Who, in your experience, usually ends a romance—the man or the woman? a. the man b. the woman ¢. sometimes the man, sometimes the woman, 3. Which is more difficult when you break up with someone, or when someone breaks up with you? a. when [ break up with someone b. when someone breaks up with me 4. What is the reason most people give when they break up with someone? “1'm notin love with you.” “Ym in love with someone else.” “Y'm not ready to have a serious romance now.” “We don’t have the same religion.” "My family doesn’t want us to be together.” “We fight too much.” Rasa re (other)a nn a ee re eee uwit 13 The Parking Space © BEFORE LISTENING A. Look at the photos. Two cars like these are in the next story. Which words do you think might be in the story? Circle eight words. (The first one is done for you.) crash back up parking lot sports car airplane write cook insurance book reverse parking space jump B, You are going to hear a story about a woman who is looking for something. Look at the picture. What is she looking for? Bw a en nnn _@ LISTENING TO THE STORY @ Look at the pictures as you listen to the story. 74 unt 13© CHECKING YOUR UNDERSTANDING @A. Listen to the story again. As you listen, write the missing word on the line. An old woman was driving her big, expensive car around a parking lot. She was looking for a parking space. Finally she _____ one, She was turning into the space when a young man in a sports car drove in_________ of her. He a Pulled into the space, got out of his car, and smiled at the woman, “________, he said. “But that’s what you can do when you're — and fast.” The old woman crashed into the sports car. Then she put her car into. - . backed up. and crashed into it again. The young man ran to the woman. “What are you doing?” he 5 The old woman ________ him her insurance card and smiled. “That's what you can do when you're old and rich,” she 5 B. Complete the sentences. Write your answer on the line. Check your answers in the Answer Key. Then sit with a partner. Student A asks the question; student B answers. 1. A. The old woman was driving her car around a building, right? B. No, she was driving her car arounda —_____parkinglof 2. A. She was looking for a friend, right? B. No, she was looking for a 3. A. Ayoung man ina truck drove in front of her, right? B. No, a young man ina 4. A. He pulled into the space, got out of his car, and yelled at the woman, right? B. No, he pulled into the space, got out of his car, and 5. A. He said, “That's what you can do when you're young and smart," right? B. No, he said, “That's what you can do when you're young and ” 6. A. The old woman backed into the sports car, right? B. No, she unit 13 7576 Unit 13 7. A. She gave the young man her credit card, right? B. No, she gave him her 8. A, She said, “That's what you can do when you're old and fast,” right? B. No, she said, “That's what you can do when you're old and @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper. You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing, 1. An old woman was driving a big, expensive car. 2, She was turning into a parking space. 3. A young man was driving a sports car. 4, He took the woman’s parking space. 5, He said he could do that because he was young and fast. 6. ‘The old woman crashed her car into the sports car. 7. She gave the young man her insurance card. 8. She said she could do that because she was old and rich.© RETELLING THE STORY ‘A. Write the story in your own words on the lines. Use the keywords to help you, * old woman, drive, big expensive car, parking lot * look, parking space * find, one * turn, space, young man, sports car, drive, in front of * pull into, get out, smile © sorry, what you can do, young, fast + old woman, crash, sports car + put reverse, back up, crash again * young man, run, woman + what, do, yell * old woman, give, insurance card + what you can do, old, rich Unit 13 778 Unit 13, B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. © TALKING ABOUT THE TOPIC What's Good about Being Old? The young man said, “That's what you can do when you're young and fast.” The old woman said, “That's what you can do when you're old and ich.” What is good about being young? What is good about being old? Find two ways to complete each sentence, Write your answer on the line. Then share your answers with the class. When you're young, it’s good because ... (For example: When you're young, it’s good because you have your parents to help you.) When you're old, it’s good because... (For example: When you're old, it’s good because you have more free time.)1 1 1 1 ! i ' 1 ' ' 1 ' 1 1 1 1 1 ' 1 1 UNIT 14 Two Wishes @ BEFORE LISTENING ‘A. Complete the sentences with the words below. Write your answer on the line. cruise wish first-class appears free 1. Ifsomething appears _, you can see it. 2. Ifyou —____ a man from prison, you open the prison door and let him go 3. Ifyou makea _____., you want something good to happen. 4, Ifyou areona ___,, you are traveling by ship. 5. Ifyou havea ____ plane ticket, you paid a lot of money to ride in the front of the plane. B. You are going to hear a story about a genie. Look at the picture of the genie. What is a genie? What can it do? If you know, tell the class.worn B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to help you. @ TALKING ABOUT THE TOPIC What's Good about Being Old? ‘The young man said, “Thats what you can do when you're young and fast.” The old woman said, “That's what you can do when you're old and rich.” What is good about being young? What is good about being old? Find two ways to complete each sentence. Write your answer on the line. Then share your answers with the class. When you're young, it’s good because ... (For example: When you're young, it’s good because you have your parents to help you) When you're old, it’s good because... (For example: When you're old, it’s good because you have more free time.)Two Wishes @ BEFORE LISTENING A. Complete the sentences with the words below. Write your answer on the line. cruise wish first-class appears free 1. If something __@ppears __, you can see it. 2, you —_____ a man from prison, you open the prison door and let him go. 3. Ifyou make a _____, you want something good to happen. 4. If you are ona ____, you are traveling by ship. 5. Ifyou havea ___________plane ticket, you paid a lot of money to ride in the front of the plane. B. You are going to hear a story about a genie. Look at the picture of the genie. What is a genie? What can it do? If you know, tell the class. 1 ' 1 ' 1 ' ‘ 1 1 1 1 1 1 i ‘ 1 ‘ 1 t 1 1 1 1 1 ' 1 ' ' 1 1 1 ! 1 1 1 1 1 ' ' 1 1 1 1 1 1 1 1 1 1 1 ‘ 1 1 1 . pen ee nn ee ee eee e+ ---@ LISTENING TO THE STORY @ Look at the pictures as you listen to the story, 80 Unie 14© CHECKING YOUR UNDERSTANDING @ A. Listen fo the story again. As you listen, write the missing word on the line. ‘A couple about ___siaty ____ years old was walking along the beach. The wife saw an old, dirty botile on the ____. The husband picked up the z bottle and ____itwithhis hand. Suddenly a genie appeared, “___________ you for freeing me from the bottle,” the genie said. “! want to give you a thank-you ___. You each have one wish, | will give you : you want.” The wife said, "I want to 5 a trip around the world. Please send me and my : ona cruise.” Poot Suddenly the woman was holding two first-class _______ on the best ship in the world. The husband looked at his wife and then ______to the genie, “I want a 7 wife who is thirty years younger than | am.” Poof! Suddenly the man was ninety old. B. Complete the sentences. Write your answer on the line. Check your answers in the Answer Key. Then sit with a partner. Student A asks the question; student B answers. 1. A. The couple found an old photo on the beach, right? B. No, they found anold___ bottle onthe beach 2. A. The husband threw the bottle away, right? B. No,he 3. A. Suddenly a woman appeared, right? B. No, suddenly a 4, A. The genie wanted to give the couple a good-bye gift, right? B. No, the genie wanted to give them a 5. A. The wife wanted to take a trip to Mexico, right? B. No, she wanted to take a trip Uniti4 8Unit 14 “The genie gave her two tickets on the best airplane in the world, right? No, the genie gave her two tickets on the best The man wanted a wife who was two years younger than he was, right? No, he wanted a wife who was Suddenly the man was thirty years old, right? x Fp ep wD No, suddenly he was @ LISTENING AND WRITING @ Cover the sentences below with a piece of paper; You will hear the sentences. As you listen, write them on the lines. Then lift your paper and check your writing. 1. A couple found a bottle. 2. Agenie came out of the bottle. 3, The genie gave the couple two wishes. 4, The wife wanted a trip around the world. 5. The genie gave her two tickets on a ship. 6. The man wanted a young wife. 7. He didn’t get a young wife. 8, Suddenly he was ninety years old. ete wR we© RETELLING THE STORY A. Write the story in your own words on the lines. Use the keywords to help you. * couple, sixty years old, beach + wile, see, old, dirty bottle, sand + husband, pick up, clean * genie, appear * genie, say, thank you, free, bottle + to give, thank-you gift © each, one wish * wife, trip around the world + please, send, cruise + suddenly, hold, two tickets, ship + man, look, wife, whisper, want, wife, thirty years younger + suddenly, man, ninety years old Unit 14 8334 B. Tell the story to a partner. Use the pictures on the LISTENING TO THE STORY page to hetp you. @ TALKING ABOUT THE TOPIC Should a Husband Be Older Than His Wife? The man in the story wanted a wife who was thirty years younger than he was. Is it best, when the husband is older than his wife? Or is it best when the wife is older than her husband? Or is it best when the husband and wife are the same age? What do you think? A. Check (V) your opinion and complete the sentence, (Check only one sentence.) Then share your answer with the class. Itis best if the husband is older than his wife because G Itis best if the wife is older than her husband because. Ci Itis best if the husband and wife are the same age because B. In your country, is the husband usually older than his wife, or is the wife usually older than her husband? Tell the class. C. Imagine this: A genie gives you one wish. You can have anything you want. What will you wish for? Tell the class. Unit 54