(2) interchange activities

IC·2

B Group work Tell the group the most interesting thing you learned about your classmates.

1. used to look verydifferenl.

"Did you use to look very different?"

2. used to have a favorite toy when he or she was a child.

"Did you use to have a favorite toy when you were a child?-

3. always listened to his or her teachers.

"Did you always listen to your teachers?"

4. hated high schooL

"Did you hale high school?"

5. used to fight a lot with his or her brothers and sisters.

"Did you use to fight a lot with your brothers and sisters?"

6. dated someone for a long time in high school.

'Did you "go steady" wllh someone In high school?"

7, wanted to be a movie star when he or she was younger.

"Did you want to be a movie star when you were younger?"

8. had a pet when he or she was a child.

"Did you have a pet when you were a child?"

Ut@j,FhHjICLASS PROFILE ~~\[/)"A Class activity Go around the class and find out ~ \the mformatIon below Then ask follow~up questIOns I .••. :.~~~}

and take notes Wnte a classmate's name only once ( '.------- -------.... ~l I used to look very different ~-':'':.-, ~ v 0 'J 0l.'- ~ ...• '

- - ---- ',)- \ i, /

B Group work

• Ss form groups and take turnssharing the most interesting piece ofinformation that they learned abouttheir classmates.

,l..-_. _

interchange 1

A Class activity

• For a topic warm-up, point out thesubtitle of this activity - "Classprofile." Then have Ss look over theinformation in the chart for a minute.Ask the class "What do you think theword profile means?" Write Ss'suggestions (and some of the onesbelow) on the board:

A profile is .

a short description that gives importantdetails about someone or something.

a summary of something.a kind of interview.a character sketch.

a short biographythe side view of someone's head

• Because all of the suggestions abovecan be either definitions or examplesof the word profile, explain that afterSs participate in this activity, thethings they learn about one anotherwill help form a kind of class profile,i.e., a description or summary of someclassmates' personalities and pastexperiences.

• Read the instructions aloud and goover the cues in the chart. Thenmodel the correct pronunciationand intonation for each question;Ss practice.• Set a time limit of about tenminutes. Remind Ss to write down thename of any classmate who answers"Yes"to a question in the chart andencourage them to ask follow-upquestions to get more information.

• Now Ss get up and go around theclass asking and responding to oneanother's questions. Walk around anddiscreetly listen in. Take note of anyproblems that Ss may be having. Goover them with the whole class at theend of the activity.

This communicative activity reviewsquestions with the past tense andused to, and draws on much of thevocabulary in Unit 1; it also providesan amusing extension activity andgives Ss a chance to get to know oneanother better.

T-106

Interchange Activities


"Taxi drivers should take classes to learn how to be friendly."

A Read this letter to a local newspaper.

IffltlffMj,H*J MAKING THE CITY BETTER

be sick and tired = to be angryand bored with something thathas been happening for a longtime

rude = speaking or behaving in away that is not polite

C Class activity• Groups (or only group secretaries)take turns sharing their suggestionsand ideas with the rest of the class .Then take a quick class poll (througha show of hands) to find out whichthree suggestions are consideredthe best.

B Group work• Go over the instructions and readthe example sentence aloud. Explainthat the task here is to makesuggestions on how the city ofOakville should solve some of itstransportation problems. EncourageSs to be as creative and innovative aspossible.

• Elicit additional examples aroundthe class. Use them to write somehelpful phrases like these on theboard:

People should.The city needs to .There should be more.

We need fewer.There are too many.There isn't/aren't enough.The city should have less.There is too much .

• Ss form groups. Tell them to choosea group secretary, who writes downthe group's suggestions after each oneis discussed. Remind Ss that theymust come up with five suggestions.Walk around the class, giving helpand encouragement as needed.

IC·3

A

magazines - either in English or intheir own language. What do theylike or dislike about these kinds ofletters? Why?

• Books open. Present the "Letter tothe Editor" by reading it aloud to theclass; alternatively, have Ss read itsilently.

• Explain any words or expressionsthat Ss may ask about - for example:

interchange 2

Letters to the Editor

C Class activity Tell your group's ideas to the class. Then decide whichsuggestions are best.

B Group work Suggest five ways to solve the transportationproblems in Oakville.

George GradyOakville

Dear Editor:I am sick and tired of the traffic in this city! It is so bad

that I can never get anywhere on time. There are too manycars on the road, and most of them have only one personin them.

Another problem is the buses. They are so old and slowthat nobody wants to take them. They are noisy and verydirty. You can't even see out the windows! •

Also, the taxi drivers are rude. They never know wherethey are going, and they take a long time to get someplace.Taxis are expensive, too. And the subway is just toocrowded and dangerous. What are we going to do?

This activity gives Ss the opportunityto suggest solutions to a city'stransportation problems.• Optional: Bring some Englishlanguage newspapers and magazinesthat have "Letters to the Editor"columns or sections. Have Ss formpairs or groups to read some of theletters together and talk about themfor a few minutes. Then ask them toshare the most interesting letter(s)with the rest of the class .

• Books closed. Find out if Ss everread the "Letters to the Editor"section in any newspapers or

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5. What kind of pet do you wish you could have?

Ten-Year Reunion Statement: Terrymoved to Hawaii fve years ago. Hisdream has fnally come true: He goesswimming and windsurfing every day!

• Give Ss a few minutes to recalltheir conversations or to go over anynotes they may have from part B.Then encourage them to make up oneor two interesting, clever, or amusingsentences that describe their partnerten years from now based on his orher "wishful thinking." Walk aroundthe class and give help as needed.• Pairs take turns coming up to thefront of the class to read theirdescriptions aloud. Encourage the Ssto have fun listening and reacting tothe fictional Etatements they made upabout one another.

7. Which musical instrument do you wish you could play?

6. What languages do you wish you could speak?

9. What famous people do you wish you could meet?

8. What kind of car do you wish you could buy?

4. What kind of home do you wish you could have?

3. Which country do you wish you could live in?

1. What kind of vacation do you wish you could take?

l.",i~h..l.....2. What sport do you wish you could play?

10. What are two things you wish you could change about yourself?

A Complete this questionnaire with information about yourself.


[email protected],(.I" WISHFUL THINKING

"'Sue IS a photographer now She travels to Mrica everyyear and takes pictures of wild animals. Her photosare in many magazines."

r;•. ~~v.~l~

B Pair work Compare your questionnaires. Take turnsasking and answering questions about your wishes.

IC-4

C Class activity• Read aloud the class reunionsituation that takes place in tenyears. Go over the creative descriptionof Sue, who is now a professionalphotographer. (Note: In the ArB dialogin part B, Sue was "B," the personwho said "I'd like to go on a safari ...[because] I could take some greatpictures of wild animals!")

• Model the activity by askingvolunteers for some information abouttheir partners. Write the informationin note form on the board; thendemonstrate how to use it to make aninteresting or a clever statement:

Wish List - #3: Terry wishes he couldlive in the U.S. He really wishes hecould live near a beach so he could

swim and windsu1 every day

B Pair work

• Go over the instructions and modelthe AlE dialog with several Ss.Demonstrate how to keep theconversation going, like this:

B: And how about you? What kindof vacation do you wish youcould take?

A: Me? I really wish I could spend twomonths on a freighter in the SouthPacific.

B: Really? Why?A: Well, I could visit many different

tropical islands, and I'd have timeto relax and read lots of books.

• Tell Ss to jot down key words andexamples while interviewing theirpartners; they can use these noteslater in part C.

• Ss form pairs and take turns askingthe questions in part A and givingresponses. Encourage Ss to extendtheir comparisons by asking foradditional information. Go around theclass and give help as needed,particularly with vocabulary and the"I wish .... " structure.

interchange 3

A• Present the instructions and modelthe ten questions in the chart; Ssrepeat for correct pronunciation,stress, and intonation. Tell Ss to writea complete sentence beginning with Iwish (that) I could .... to answereach question. Walk around the classand give help as needed. (Note: Sscan complete the chart in class orfor homework.)

In this activity, Ss practice using thestructure "I wish (that) I could .... "to talk about ways in which theywould like to change their lives.

• Explain that the subtitle "Wishfulthinking" refers to the false belief thatsomething will happen just becauseyou want it to (e.g., It's wishfulthinking when Tom says he'sdefinitely going to win the lottery oneday.). People often say, "That's wishfulthinking!" when someone has made astatement about hoping somethingwonderful will happen but whichprobably won't.

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Ifiitmbh¥1 RISKY BUSINESSA How much do you really know about your classmates?

Look at the survey and add two more situations to items 1 and 2.

B Class activity• Go over the instructions and modelthe activity by using the two dialogswith volunteers. Demonstrate whenand how to write down classmates'names in the survey; also, use theboard to show how to take notes onadditional information receivedduring follow-up questions.• Set a time limit of about tenminutes. Ss get up and go around theclass asking and answering oneanother's questions. Walk around andgive help as needed. When time is up,see if Ss have filled in most of theblanks in their surveys; if they haven'tquite finished, give them a few moreminutes to complete the task.

item in the chart. Point out that thisshould be fun: The extra questionsthat Ss ask shouldn't embarrass orupset anyone.

• Optional: Give some examples ofthings that people in the UnitedStates and Canada generally don'task casual acquaintances (andsometimes even friends, familymembers, and co-workers) about:age, religion, politics, salary or bankaccount, and the cost of certainexpensive and/or personal items.

• Ss work individually to add fourmore situations. Go around the classand give help, especially concerningthe cultural appropriateness of askingcertain kinds of questions in English.

le·s

B Class activity Go around the class and ask the

questions in the survey. Write down the names ofclassmates who answer ''Yes" for item 1 and

"No" for item 2. Then ask follow·up questionsand take notes.

A: Have you ever cried during a movie?

B: Yes. I've cried during a lot of movies.A: What kinds of movies?

B: Well, sad ones like Casablanca and.

A: Have you ever eaten a hot dog?C: No, I haven't

A: Why not?C: Well, I'm a vegetarian.

g.

2. Find someone who has never ...

a. eaten a hot dog.

b. been on a blind dote.

c. seen a wild animal.

d. kissed someone in public.

e. driven a car.

1. Find someone who hos ...

a. cried during a movie.

b. gone for 0 moonlight swim.

c. sung in a band.

d. studied all night for an exam.

e. lied about his or her age.

g.

C Group work Compare the

information in your surv~ys.

interchange 4In this activity, Ss practice using thepresent perfect to ask and answerabout experiences.

• Explain that the subtitle "Riskybusiness" is often used to describe asituation or an action that may bedangerous in some way; in thisactivity, however, this phrasehumorously implies that Ss might betaking a chance or might find it"dangerous" to learn certain thingsabout their classmates.

A

• Read the question and instructionsaloud. Explain that a survey is a set ofquestions that you ask a large numberof people in order to find out abouttheir opinions or behavior. Here, Ss

will use this survey to discover whatkinds of interesting past experiencestheir classmates have had.• Go over the situations listed in thechart. Explain any words or phrasesthat Ss might not know or be able toguess - for example:

2.hot dog = a long red sausage in a

bread rollblind date = a date arranged by

someone for two people who havenever met before

wild animal = a creature living ina natural state and not normallydomesticated (e.g., a lion inMrica; a desert rattlesnake)

in public = in the presence ofother people

• Encourage Ss to be creative whenthey add two more situations to each

C Group work

• Ss form groups to compare theirinformation. Help them get started bywriting some questions on the board:

I found out that. (name) has .Did you know that. (name) has

never. 2

Did anyone find someone who has/hasnever. 2

Where/When/Why/How did thathappen 2

T-' 09


C Pair work Decide which trip you are going to take. Then explain your choice to the class.

Additional activities: Go antique shopping, cross·country skHng,sledding, lceskatlng, horse-drawn sleJgh rides

sledding = using a vehicle thatslides over snow, often used bychildren

sleigh rides = short trips in a largevehicle used for traveling on snowand usually pulled by horses

single = intended to be used byonly one person (e.g., a singleroom, a single bed)

double = intended to be used bytwo people

Candlelltdlnners In the Inn's restaurants,classical mus1cconcerts

Country inns, with relaxlngatmosphereand ftnedlntng; luxunousroomsfeatureJacuzztsand ftreplaces

All ski equipment, Itfttickets, and dally2-hourlessons

FUN VACATIONS

Accommodations:

Price includes:

Nightlife activities:

A Pair work You and your partner are going to take a trip. You have abrochure for a ski tripl and your partner has a brochure for a surfing trip.First ask questions like these about the surfing trip:

Student A


IC-6

luxurious = very comfortable,beautiful, and expensive

Jacuzzi /d3;:)'kuwziy/ = thetrademark name for a hot tub,a heated type of large bathtubthat several people can sit in

lift tickets = tickets that showyou have paid to ride on themechanical devices that carryskiers up to the top of a mountainor ski slope

candlelit dinners = dining in aroom that has lighted candles oneach table, which is considered tobe a romantic atmosphere

antique = a piece of furniture,jewelry, etc., that is old andusually valuable

cross-country skiing = skiingthrough fields and woodson long,thin skis

Tour cost: Stngleroom: $2,500Doubleroom:s3,200

U~ =@)0~ @[h~1I®Q!)(f~Ui)OGu@

@(f@@Ui)~0Q!)Ui)00~Ui)0

Killington • Okemo • Stowe

Stratton • Sugarbush

Visit these ski resorts In Vermont:

i-·------·--------·---------------------·------·-·----'---'--'--'--'---'--'--,iII

!,

!!I,II:,Ii!

I

!i:,

Student A's page IC-6Green Mountains = range of the

Appalachians, extending thelength of Vermont (a state in thenortheastern region of the UnitedStates known as New England)

resorts = places where manypeople can go for a vacation, withhotels, swimming pools, etc.

country inns = small hotels often in large old houses - inareas outside cities

atmosphere = the feeling that anevent, a situation, or a placegives you

interchange 5This role play gives Ss a chance tohave fun while talking about andcomparing two different vacations - aski trip and a surfing trip.

• Books closed.As a warm-up to thetopic, find out if any S has ever takena ski trip or a surfing trip. If someonehas, put him or her on the "hot seat"in front of the class and have theothers ask questions about the trip.

• Divide the class into pairs(preferably with Ss who didn't worktogether in Exercise 10 on page 32).Then assign each pair their A andB parts.

• Books open. Ask the Student As tolook over their information on pageIC-6 and the Student Bs theirs onpage IC-8. Give Ss a few minutes forthis. Remind them not to look at eachother's pages.

• Check to see if Ss have anyquestions about the instructions forthe role play, the information in theirbrochures, or new vocabulary (seeglosses below). If they do, first tell allthe Student As to gather togetherwith their books. (Note: If possible, goto one area of the classroom awayfrom the rest of the class - or outsidethe room - so that the Student Bscan't hear the Student As' questionsabout their ski trip and yourexplanations.) Then quietly go overthe Student As' page and answer theirquestions. When they understandwhat they are required to do, tellthem to return to their desks andprepare their roles. Then do the samefor the Student Bs and theinformation about their surfmg trip.

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C Pair work Decide which trip you are going to take. Then explain your choice to the class.

B Pair work Now ask questions like these about the ski trip:

• When the time is up, go over anyproblems you observed with thewhole class.

B Pair work

• Now the Student Bs get to askquestions about the Student As' skitrip. Again, set a time limit of fiveminutes. Go around the class and givehelp, particularly to those Ss who maybe having trouble thinking up thingsto say about their ski trips. RemindStudent As that they can make upadditional information if they wish.

• Optional: Ask one or two pairs(particularly those who hadentertaining or interesting role plays)to perform their role plays in front ofthe class.

C Pair work• Go over the instruction for the finalpart of this role play activity. Modelwith one or two volunteers how atypical conversation might revolvearound pairs' trying to decide whichtri p they are going to take(individually or together) and whattheir reasons are. For example:

T: Which trip do you want to go on the ski trip or the surfing trip?

S: Well, I already go skiing everywinter.

T: Do you really?S: Yes.So I think I probably won't take

the ski trip. Maybe I'll go surfing inSouthern California. And we can goto Disneyland and UniversalStudios, too. OK?

T: Well, I'm not sure. I think the skitrip sounds really fun, and I'venever been to Vermont. The priceincludes all ski equipment and ....(T and S continue to discuss the

pros and cons of each trip.) OK,then. We've decided to go onthe ... trip because ... and ....

• Now pairs take turns telling theclass which trip they are going to takeand why.

Student Bs' surfing trip. (Note: IfStudent B is having any trouble usingthe information in the brochure onpage IC-8 to answer your questions,simply stop the modeling for a fewminutes and help the S directly;alternatively, elicit suggestions fromother Student Bs around the class.)• Set a time limit of five minutes forpart A of the role play. The Student Asstart by asking questions aboutStudent Bs' surfing trip. EncourageStudent Bs to use the information ontheir page but also to make up suitableinformation about the trip in order tokeep the conversation interesting andmoving along. Walk around the classand take note of any commonproblems the Ss may be having.

Student B's page 10-8Southern California = the lower

third of the western U.s. state ofCalifornia

single/double rooms = (Seedefinitions in Student Ns list.)

Universal Studios = a movietheme park located in Hollywood

Disneyland = a Disney themepark in Anaheim

Beverly Hills = a famous citywhere many movie stars live

A Pair work You and your partner are going to take a trip. You have abrochure for a surfing trip, and your partner has a brochure for a ski trip.First, use the information in this brochure to answer your partner'squestions about the surfing trip.

Visit these beautiful Southern California surfing beaches.

EI Capitan in Santa Barbara, Surf Riders in Malibu,

The Wedge at Newport Beach, Doheny at Dana Point

Accommodations: Single or double rooms in beachlront hotels

Price includes: Daily surfboard rental, 3-hour beginner's class

Nightlife activities: Beach barbecues, club dancing, moonlight cruise

Additional activities: Visit Universal Studios and DisneylandTour Beverly Hills and see the movie stars' homes

Tour cost: Single room: $1,999Double room: $2,300

ifflffl!@,l·t¥J FUN VACATIONS

StudentB

IC-8

How much does the trip cost?What does the price of the trip include?What are the accommodations like?Are skiing lessons available?Is there going to be anything else to do? Tell me

about the nightlife.What else can you tell me about the trip?

A Pair work

• Model the role play with avolunteer (T = Student A; S = StudentB). In particular, demonstrate how tostart the activity by using thequestions on page IC-6 and others ofyour own (or elicit some questionsfrom the Student As) to ask about the

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Student A: You're the customer.

Student B: You're the cashier.

Student A: You own the puppy.

Student B: You own the backpack.

IC-7

B: I think so. Let's look at these colorson this chart and then I'll fix it foryou. I promise.

• Ss now practice the four role plays.Set a time limit of about two minutesfor each one to keep the class movingthrough the activity at a smooth pace.If any Ss prefer to stand or movearound a little, let them: The morefreedom Ss feel they have, the bettertheir performances will be.

B Group work

• Tell Ss to form groups either withtwo pairs from part A or with four orfive random Ss.

• Go over the questions. Then Ss taketurns talking about any experiencesthey might have had that weresimilar to the situations in part A.

A Pair work Look at these situations and act out conversations.

Apologize and then give an excuse, admit a mistake, make an offer, ormake a promise.

Student A: You're the customer.

Student B: You're the hairstylist.

A: My hair! You ruined my hair!B: I'm so sorry. I

Student A: You're driving the red car.

Student B: You're driving the blue car.

·iffl""'ffl§I\I!!I!,"f,III!,,/I!II.tJ!I· r:!ijl THAT'S NO EXCUSE!

B Group work Have you ever experienced situations like these? What

happened? What did you do? Share your stories.

the activity, demonstrate how Ss canhave fun acting out the situation byalso using appropriate gestures andfacial expressions. Try to keep theconversation going for at least aminute. For example (T = A; S ,,;B):

A: My hair! Youruined my hair!B: I'm so sorry. I'll try to wash it out.

But first, how about a nice cup ofcoffee or tea?

A: Coffee!Tea! I want you to dosomething right now about thishorrible hair color!

B: All right. Uh, may I dye it againfor you?

A: Are you kidding?B: No, I admit that I made a terrible

mistake and I'm very sorry. Pleaselet me try to improve it.

A: Well, can you make my hairblond ... or red instead?

interchange 6This is a fluency activity that givesSs practice in complaining andapologizing.

A Pair work• Divide the class into pairs andassign their A/B roles.• Read the task aloud. Point out thatthis activity is a series of fourdifferent role plays and that Ss shouldimprovise using their own language,expressions, and vocabulary. Tellpairs to look at a picture and itsaccompanying cues and then closetheir books while they perform thatparticular role play.• Give the class a few minutes to lookover the four situations and the A/Bcues. Point out that Student A andStudent B will each get two chancesto make a complaint and two chancesto apologize during the activity.• Answer any questions that Ss mayhave about the settings or about thevocabulary they may want to use.Alternatively, try this approach:

1. First, conduct a quick brainstormingor "word association" with eachpicture - one at a time - and write Ss'suggestions on the board.2. Then use some of the words inthe lists below to augment the Ss'suggestions on the board:Picture 1

hair salon, customer, hairstylist,shocked, upset, dyed my hair, pink,comb, spray bottle, fixPicture 2

family room or den, teenagers,studying, backpack, strap, puppy,chew or bite, surprisedPicture 3

car accident, minor, head-on collision,one-way street/sign, damaged, fender,whose fault, driving the wrong way,no-left-turn signPicture 4

supermarket, checkout line, cashier,grocery cart, bagged groceries, purse,no money/cash, embarrassed, upset,impatient, customers, waiting in line

• With a volunteer, use the modeldialog to show how Student A canbegin the first situation and howStudent B might reply. While modeling

T-112



r---.-----------.----------.-

B Pair work

• Ss form pairs and compare theirinformation. Suggest that they startlike this:

A: Let's start with question 1. Whohas big family get-togethers?

B: Madhu's family has big gettogethers about once a month.They all go over to hisgrandmother's house, usually on aSunday afternoon. All of his sistersand aunts make their specialdishes, and the men are in chargeof barbecuing the meat.

A: That's interesting. I found out thatSara also has big get-togethersevery summer with her family.They usually meet at ....

Use the first two or three questionsand elicit Ss' suggestions for somefollow-up questions like these:

1.How many people usually come toyour big get-togethers? Where doeseveryone meet? What do you usuallydo there? What kinds of food do youeat at a family get-together?

2.Who do you buy flowers for? Whatkind? When? Why do you buy them?

3. How often do you take friends outto dinner? Which restaurant do youusually go to? Why? What do youlike to order there?

• Make sure Ss understand that theyshould ask a person one question andthen move on to another person to askthe next question (i.e., they shouldcontinue to move around the room,asking questions and talking to asmany Ss as possible). Of course, ifsomeone answers "Yes"to a question,Ss should stop for a minute or so and(1) write down the person's name; (2)ask a few follow-up questions; and (3)take notes on the person's repliesbefore moving on to the next S.• Set a time limit of about tenminutes. Now Ss get up and do theactivity. Walk around the class andgive help, particularly if there is anytype of communication breakdown.

long engagement = an agreementto marry someone that is mademonths or years before the actualmarriage ceremony takes place

champagne /JremrpeynJ= a Frenchwhite wine that has a lot ofbubbles and is often drunk onspecial occasions

fireworks = colorful explosivesthat people burn or set offwhencelebrating a special day

IC·ll

• Model the questions again, thistime for correct pronunciation, stress,and rhythm. Ss practice so they canask the questions more fluently whenthey do the activity.

• Point out the need to ask follow-upquestions and to take notes ifsomeone answers "Yes"to a question.

interchange 8

get·togethers = friendly, informalparties

take friends out to dinner = toinvite friends to eat dinner withyou in a restaurant

national dress = a costume oroutfit that is typical (or historical)in a particular country

A: Does your family have big get·togethers?B: Yes, we do.

A: What do you do when you get together?B: Well, we have a big meal. After we eat, we

watch old home movies.

1. Does your lamily have big geHogelhers?

2, 00 you ever buy flowers for someone special?

3. Do you often lakelriends OUIto dinner?

4. Do you wear your national dress alleasl once a year?

5, Has someone given you money recently as a gift?

6. Have you given money 10 someone recently as a gift?

7. 00 you like to celebrate your birthday with a party?

8. Do you ever send birthday cards?

9. 00 you ever give friends birthday presents?

10. Do you think long engagemenls are a good idea?

11. Do you drink champagne al special evenls?

12. Is New Year's your favorite time of the year?

13. 00 you ever celebrale a holiday with fireworks?

A Class activity How do your classmates celebrate special days andtimes? Go around the class and ask the questions below. If someoneanswers "Yes," write down his or her name. Ask for more information andtake notes.

B Pair work Compare your information with a partner.

·iffl""tffi-,"&lIIlj,! •••·lj!r.':I· ONCE IN A BLUE MOON

This is a fun extension activity inwhich Ss find out how theirclassmates celebrate special days andevents.

A Class activity• Read the instructions aloud. Thengo over the questions in the chart andexplain any new vocabulary - forexample:

1-113



UfflW'('5' GOOD ADVICEStudent A

A Pair work Ask your partner for advice about these situations.

I'm going away onvacation and my housewill be empty. Howcan Imake my housesafe from burglars?

I'm buying a used car.How can I make sure that

it's in good condition?

I have an important jobinterview. How can I

make a good impression?

A: I'm going away on vacation and my house will be empty.How can I make my house safe from burglars?

B: Well, don't forget to lock all the windows. Oh, and make sure to .

useful expressionsB Pair work Now your partner needsadvice about these situations. Give at least

four suggestions for each one. Don't forget to .Remember to .

Try 10.

Try not to .Make sure to ..Be sure not to .

Your partner is goingto rent an apartmentwith a roommate.

Your partner is meetinghis girlfriend's or herboyfriend's parents forthe first time.

Your partner is mailing avaluable glass vase to afriend.

IC·9

interchange 7This role play activity enables Ss touse creatively some of the languagethey have learned in the unit.• Books closed. To introduce theactivity, model the first role play inpart A on page IC-9 by reading aloudthe example A/B dialog and theneliciting additional suggestionsaround the class. Write some of thebetter ones on the board - for example:

- Make sure to tell your neighbors.- Get an automatic light switch so

your house lights will go on and offregularly each day

- Fill out a "vacation hold" at the postoffice so they'll keep your mail untilyou return.

1-114

- Stop daily or Sunday newspaperdelivery while you're gone.

- Ask a friend or neighbor to regularlypick up any ~yers or advertisements Inyour yard or on the front porch.

• Divide the class into A/B pai~s.Explain that this multiple role playactivity gives each S (in a pair) threeturns to ask for advice and three togive suggestions.

A Pair work

• Books open. Tell the Student As tolook over their information on pageIC-9 and the Student Bs to look attheirs on page IC-IO. As Ss silentlylook at the pictures and read overtheir assigned roles and cues, walkaround the class and answer anyquestions that Ss may have.• Make sure that the class

understands any new vocabulary.Either explain new words andexpressions (e.g., burglars, lock, usedcar, make a good impression) or tellthe Ss to check their dictionaries.

• Set a time limit of about sixminutes (about two minutes for eachsituation). Remind Student Bs to usethe useful expressions and to give atleast four suggestions for eachsituation that their partners describe.Encourage Ss to be creative, toimprovise, and most of all, to have fun.• Now the Student As start the firstrole play. Go around and discreetlylisten in. If Ss are having any generalproblems, stop the activity, go over thedifficulties, and suggest solutions.Then model one of the situationsagain, if helpful, and let the pairsstart over.


1fti@r@hH!U GOOD ADVICEStudentB

useful expressions


A Pair work Your partner needs advice about

these situations. Give at least four suggestionsfor each one.

Don't forget to .Remember to .

Try to ....

Try nollo .Make sure to .Be sure not to .

Your partner is goingaway on vacation andhis or her house willbe empty.

Your partner is buying aused car.

Your partner has animportant job interview.

A: I'm going away on vacation and my house will beempty. How can I make my house safe from burglars?

B: Well, don't forget to lock all the windows. Oh. andmake sure to .

B Pair work Now ask your partner for advice about these situations.

I'm going to rentan apartment witha roommate. What

can we do to getalong well?

I'm meeting mygirlfriend'siboyfriend'sparents for the firsttime. How can I make a

good impression?

I'm mailing a valuableglass vase to my friend.How can I make sure itarrives safely?

IC-IO

B Pair work

• Now it's the Student Bs' turn todescribe three different situationswhile the Student As must give atleast four suggestions. Again, give theclass a few minutes to look over theirpictures and information, and answerany questions they may have aboutthe situations or vocabulary (e.g.,make sure, get along) .

• Set a time limit of about sixminutes. Remind the Student As touse the useful expressions and to givea minimum of four suggestions foreach situation that their partnersdescribe. Then the Student Bsbegin the second set of role plays.Walk around and give help andencouragement as needed.

T-115



Uffli§,kj,i·fjil CONSIDER THE CONSEQUENCES

A Read over this questionnaire. Check (.I) the column that states your opinion.

I agree. I don't agree. It depends.

1. If they raise the price of cigorelfe, 0 iot peepie will 000stop smoking. 02. If the price of gos goes up 0 lot people will drive less. 00

3. If people work only four doys 0 week. their lives will be belfer.

C004. If people have smaller families, they will have better lives.

0005. If women do not work outside the home, their children

000will be happier. 06. If a woman becomes the leader of this country, a lot of things 00

will change for the better. 007. If children walch a lot of violent programs on TV. they will 0become violent themselves. 8. If people watch less TV, they will spend more time

000with their families, 9. If leechers do not give lests. students wiil not study.

000

B Group work Compare your opinions. Be prepared to give reasons foryour opinions.

A: I think that if they raise the price of cigarettes a lot, people will stop smoking.B: I don't really agree.

e: Why not?

B: Well, it's very difficult for people to stop smoking.A: But if you don't have much money, you may not be able to afford expensive cigarettes.

interchange 9This challenging activity is a kind ofinformal debate that gives Ss achance to use conditional sentenceswith if clauses while comparingopinions on various topics.

A

• Present the task by reading theinstructions aloud. Then go over thenine topics in the questionnaire andthe three choices that Ss can choosefrom.

• If Ss have questions about any newwords or phrases used in thequestionnaire, first tell them to checktheir dictionaries. Then followup bymaking sure they know these wordsand phrases:

It depends. = I don't know whatwill happen yet, so I can't decide.

raise the price = to increase theamount that people pay forsomething

gas = gasolinechange for the better = to

become different in a way thatimproves the situation

will become violent themselves= here, it means that childrenwill be influenced by the violenceand negative things they see and,in turn, will start doing thingsthat hurt other people, too

1-116

tC-12

• Model the task with number 1. Findout (through a show of hands) howmany Ss agree that the firststatement is correct; then tell those Ssto check (.I) the first column, "Iagree," Do the same for the next twocolumns by asking "How many don'tagree? How many think it depends?"

• Now Ss work independently tocomplete the questionnaire. Goaround and give help as needed.

B Group work• Go over the instructions and thepicture. Then model the AlBIC dialogwith several volunteers.

• Give Ss a few minutes to thinkagain about the choices they made inpart A and their reasons for each one.

Tell Ss to make a few notes (e.g.,examples, details, extra information)to better explain their opinions.• Now Ss form groups and take turnscomparing opinions. Walk around theclass and discreetly listen in. Try notto interrupt the group discussions aslong as Ss are communicating freelyand easily with one another.



The "Just-In-Case" Traveler: 1,3,5,6,7,8,9

The "Less-Is-Best" Traveler: 4The Invisible Traveler: 2

days in advance = at least fortyeight hours before somethinghappens or is expected to happen

at the last minute = at thelast possible time, just beforesomething must be done orcompleted

months ahead = at least sixtydays before an event or aparticular time

organized = planned

• Now Ss form groups, Tell them totake turns reading each statementaloud. Explain that the group shoulddiscuss which traveler fits thatdescription best and, after they allagree (or at least try to agree), each Schecks (.t) the appropriate column inhis or her own chart. Set a time limitof about five minutes for this part. Goaround and give help as needed,• When time is up, elicit Ss' answersaround the class,

Possible answers

C Class activity• Go over the instructions and thequestion. Model the AlBIC dialog withseveral Ss. Then start the survey byhaving Ss take turns asking oneanother "What kind of traveler areyou?" Encourage Ss to give reasons fortheir choices,

B Group work• Read the instructions aloud andpresent the nine statements in thechart. Point out that each of thesestatements is written in the passivewithout a by phrase because it isclearly understood in the whenclause who is doing the action ineach situation,

• Explain any new words and phrasesthat Ss may ask about - for example:

• Ss form pairs and talk about whichdescription most closely fits them andwhy, Go around the class and givehelp as needed.

IC-1S

ooooooooo

The Invisible Traveler

oooooooo

cooooooooo

just in case = prepared for almostanything

less is best = gets along with fewclothes and other personal things

invisible = isn't noticed as a visitor;fits in with the local people

A Pair work

• Books open. Go over theinstructions and the three differenttypes of travelers, (Note: The initialquestion has taken into account thefact that some Ss may not havetraveled much, if at all. So if you haveany Ss like that, let them know theycan just try to imagine what kind oftraveler they would be if they got achance to travel.)

• Further explain the expressionsused to describe the differenttravelers pictured on page IC-15:

The "Less-Is~Best" Traveler

When this person trove Is, .. ,

,. the suitcase is packed days in advance.

2. a bag is packed at the last minute.

3. airplane tickets are bought monfhs ahead.

4. hotel rooms are usually not reserved.

5. postcards ore sent 10 every friend and relative.

6. no money is spent on souvenirs.

7. meals are often eaten at expensive restaurants,

8. every minute of the trip is organized,

9, 0 101of photogrophs ore token.

The "Just-In-Case" Traveler

C Class activity Take a survey to find out which kind of travelers arein your class. Are most students "Just-In-Case" Travelers?

A: What kind of traveler are you, Rita?B: Oh, I'm a "Just-In-Case" traveler, I always pack too many clothes

when I go on vacation.A: How about you, Michael?c:

B Group work Decide together which traveler each of thesestatements best describes. Check (.I) the appropriate column.

ICltm&'.l.tJil TRAVELER'S PROFILE

interchange 11

I·. ":.'S\\"f~'·;'<~~If.~;···.,\,·",.')?,~,._'_:,~1

A Pair work What kind of traveler are you (or do you think you would be)?Look at the three types of travelers. Which one is most like you? Why?

This interesting activity practices thepassive without by as Ss discoverwhat kind of travelers they are.

• Books closed, To introduce the topic,write the following question on theboard and then let the classbrainstorm on it for a few minutes.Add any words or phrases that Sscome up with, such as:

What kinds of travelers are there?penny-pinching too carefuladventurous takes lots of bagsscared loves exotic placesmoney-is-no-object likes meetingtakes a lot people

of pictures must see allthe museums

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The "Just-In-Case" Traveler: 1, 3,5,6,7,8,9

The "Less-Is-Best" Traveler: 4The Invisible Traveler: 2

days in advance = at least fortyeight hours before somethinghappens or is expected to happen

at the last minute = at thelast possible time, just beforesomething must be done orcompleted

months ahead = at least sixtydays before an event or aparticular time

organized = planned

• Now Ss form groups, Tell them totake turns reading each statementaloud. Explain that the group shoulddiscuss which traveler fits thatdescription best and, after they allagree (or at least try to agree), each Schecks (.I) the appropriate column inhis or her own chart. Set a time limitof about five minutes for this part. Goaround and give help as needed.

• When time is up, elicit Ss' answersaround the class .

Possible answers

C Class activity• Go over the instructions and thequestion, Model the AlBIC dialog withseveral Ss. Then start the survey byhaving Ss take turns asking oneanother "What kind of traveler areyou?" Encourage Ss to give reasons fortheir choices.

B Group work• Read the instructions aloud andpresent the nine statements in thechart. Point out that each of thesestatements is written in the passivewithout a by phrase because it isclearly understood in the whenclause who is doing the action ineach situation.

• Explain any new words and phrasesthat Ss may ask about - for example:

• Ss form pairs and talk about whichdescription most closely fits them andwhy. Go around the class and givehelp as needed.

The Invisible Traveler

~~.'.liii-.~.-JL..!!!!.it

just in case = prepared for almostanything

less is best = gets along with fewclothes and other personal things

invisible = isn't noticed as a visitor;fits in with the local people

IC-15

A Pair work• Books open. Go over theinstructions and the three differenttypes of travelers. (Note: The initialquestion has taken into account thefact that some Ss may not havetraveled much, if at all. So if you haveany Ss like that, let them know theycan just try to imagine what kind oftraveler they would be if they got achance to travel.)

• Further explain the expressionsused to describe the differenttravelers pictured on page IC-15:

The "Less-Is-Best" Traveler

When fhis person travels, .

1. the suitcase is packed days in advonce.

0002. a bag is packed at the last minute.

0003. airplane tickets are bought months ahead.

0004. hotel rooms aTe usually not reserved.

0005. postcards are sent to every friend and relative.

0006. no money is spent on souvenirs.

0007. meols ore often eaten 01 expensive restaurants.

0008. every minute of the trip is organized,

C009. a lot at photographs are taken.

000

The "Just-In-Case" Traveler

B Group work Decide together which traveler each of thesestatements best describes. Check (.I) the appropriate column.

The IIJust-ln- The "Less~ls* The InvisibleCase" Traveler Best" Traveler Traveler

C Class activity Take a survey to find out which kind of travelers arein your class. Are most students "Just-In-Case" Travelers?

A: What kind of traveler are you, Rita?B: Oh, I'm a "Just-In-Case" traveler. I always pack too many clothes

when I go on vacation.A How about you, Michael?c:

tm$!l,I,hi·tjil TRAVELER'S PROFILE

interchange 11

A Pair work What kind of traveler are you (or do you think you would be)?Look at the three types of travelers. Which one is most like you? Why?

This interesting activity practices thepassive without by as Ss discoverwhat kind of travelers they are.

• Books closed. To introduce the topic,write the following question on theboard and then let the classbrainstorm on it for a few minutes.Add any words or phrases that Sscome up with, such as:

What kinds of travelers are there?penny-pinching too carefuladventurous takes lots of bagsscared loves exotic placesmoney-is-no-object likes meetingtakes a lot people

of pictures must see allthe museums

T-117


interchange 10Interchange Activities

C Pair work Work with your partner to decide who to hire for the job ofmarketing assistant, Lynette Liu or James Marino.

B Pair work Your partner interviewed James Marino. Ask questionslike these to get information about him.

What kind of sports interest him?Does he mind traveling?Can he work long hours?What else do you know about him?

Marketing Assistant

IC·13

at first = in the beginningwell-paying job = a position with

a high salary

• Now,with the whole class, modelhow to start the role play with aStudent A volunteer. Demonstratehow to use the information on each S'spage (the job ad, questions, andinterview information) and how to becreative by adding to it wheneverpossible. Start something like this (S= Student A; T = Student B):

T: Hi! How are you doing? How wasyour interview with Lynette Liuyesterday?

S: It was very interesting. Whatwould you like to know?

T: Well, what kind of work experiencedoes she have?

IRequirements: Responsibilities: I

• Must have a business degree • Interviewing customers about ~or marKeting experience their shoe preferences \

• Must be a "people person" • Writing reports about the (

• Must enjoy sports and fitness customer interviews ~

activities - especially running • Working with famous athletes fand walking \

• Must be available to work .annIlong hours ,

_~~~~~~~~~~e~ __ ..__ ~_.__ ...:_~.._~_~

What kind of work experience does he have?What kind of degree does he have?Does he like meeting people?Is he good at writing reports?

A Pair work You and your partnerare co-owners of NIKO Sneakers, a largecompany that makes running and walkingshoes. You are both looking for someone tobe a marketing assistant. You interviewedLynette Liu. First, read the job description.Then look at what Ms. Liu said during theinterview and answer your partner'squestions about her.

1!t!t!tt!1.fhi.fj[11 DREAM JOBStudent A

working out = exercisingI'm afraid = I'm sorry

• Present parts Band C quickly andanswer any questions Ss may have.Now the Student As return to theirseats to prepare for their role.

• Gather together all the Student Bs(again, in one area) and present theirtask in the same way by going overthe instructions, their questions toask Student A about Lynette Liu'sinterview, and the information in partB about job applicant James Marino'sinterview. Make sure they understandthese new words:

the instructions, what the jobapplicant Lynette Liu said during herinterview, and any new vocabulary:

marketing assistant = anemployee who helps decide howto advertise a product, what priceto charge for it, which brands arepopular, etc.

business degree = the qualificationgiven to someone who hassuccessfully completed auniversity/college course ofstudy in the buying and sellingof goodsor services

experience = knowledge or skillthat you gain from doing a job oran activity

"people person" = someone who issociable and outgoing

fitness activities = exercises andsports that maintain or improveyour health and physicalstrength

long hours = more than fortyhours per week

A Pair work

• Tell the Student Bs to look closelyover Parts A, B, and C on their pagelC-14 for a few minutes. Then gathertogether all the Student As in acorner of the classroom or outside.Quietly go over their task, including

This information-sharing role playreviews much of the vocabulary andgrammar from Unit 10. It alsochallenges Ss to ask about, describe,and compare the personalities andskills of two job applicants.• Give a quick overview of the roleplay activity: Ss are the co-owners ofan athletic shoe company. They needto discuss two job applicants whowere interviewed for a marketingposition in their company. Then theymust decide which person to hire forthat job. (Note: See definitions of newwords below.)

• Divide the class into pairs and tellthem to choose their own AlE roles.Ask the Student As to look at page lC13 and the Student Bs to look at pagelC-14. Give Ss a few minutes to readover the information in part A ontheir respective pages; tell them notto look at their partner's page.

• First, go over the job ad forMarketing Assistant with the wholeclass. Find out if there are any wordsor phrases that Ss need clarified,such as:

T-118



Marketing Assistant (

Requirements: ResPOnSibilities:}• Must have a business degree • Interviewing customers about (

or marketing experience their shoe preferences (

• Must be a "people person~ • Writing reports about the (

• Must enjoy sports and fitness customer interviews {

activities - especially running • Working with famous athletes ~and walking l

• Must be avallableto worl< -'f.l.)long hours l

• Must be willing to travel I',' I- - ----~ ---- --__, -l

A Pair work You and your partner

are co-owners ofNIKO Sneakers, a largecompany that makes running and walkingshoes. You are both looking for someone to

be a marketing assistant. Your partnerinterviewed Lynette Liu. First, read the jobdescription. Then ask questions like theseto get information about her.

1GitJ!l.fl.Hj(.1 DREAM JOBStudentS

What kind of work experience does she have?What kind of degree does she have?Does she like meeting people?Is she good at writing reports?

What kind of sports interest her?Does she mind traveling?

Can she work long hours?What else do you know about her?

B Pair work You interviewed James Marino. First, look at what he said

during the interview. Then answer your partner's questions about him.

C Pair work Work with your partner to decide who to hire for the job of

marketing assistant, Lynette Liu or James Marino.

IC-14

S: Uh, let's see. (checks interviewinformation) She worked for threeyears as a sales assistant.

T: Oh? That sounds good. Where didshe work?

S: (Checks interview informationagain) At MBASports.

T: Hmm, that's a good company. It'sone of our biggest competitors. I betshe got some good training andexperience there. By the way, whatkind of degree does she have?

S: Well, she really doesn't have acollege degree, but she says shelearns fast. And I believe herbecause ....

• Now A/B pairs try the first part ofthe role play. Set a time limit of aboutfive minutes. Encourage Ss to havefun and to be creative during theirdiscussion. Walk around the class and

take note of what pairs are doing welland what could be improved in theirexchanges.

• When time is up, go over yourobservations with the whole class;this should help to improve the Ss'next discussion in part B.

B Pair work

• Tell pairs to look over part B again.Check to see if Ss have any questionsbefore they begin.

• Pairs try the second part of the roleplay. Again, encourage Ss to use theirimaginations to have fun during theirdiscussion. Go around the class andgive help as needed.

C Pair work

• Remind pairs that their final taskhere is to compare the two

interviewees' backgrounds, abilities,and personalities in order to decidewhich person is better for the job.

(Note: Youmay want to share somecultural information here about hiringpractices in the United States: By law,an employer is not allowed todiscriminate against a person becauseof race, religion, age, gender, ormarital status, which also includesone's family and any dependents.Here, for example, the co-owners ofNIKO Sneakers cannot say they don'twant Ms. Liu because she has a smallchild, as that would be considereddiscrimination against her just forbeing a mother, which has nothing todo with the job's requirements.However, if they decide she is notqualified for the job because shedoesn't have a business degree orenough experience in marketing, thenthat is a valid reason not to hire her.)• Model this task with severalvolunteers or have one pair try it for afew minutes in front of the class.

• Now let pairs have about fiveminutes to decide which job applicantthey want to hire and then to giveseveral reasons for their choice.

• Optional: As a follow-up, call onpairs around the class to share theirdecisions and reasons. Which jobapplicant did most pairs choose? Weretheir reasons similar?

T·119


interchange 12

1b1@&!'\'(ifJ LIFE IS LIKE A GAME!

A Group work Play the board game. Follow these instructions.

1. Use small pieces of paper with your initials on them as markers.

2. Take turns by tossing a coin:If the coin lands face up, move two spaces.If one coin lands face down, move one space.

3. Complete the sentence in the space you land on. Others ask twofollow-up questions to get more information.

A: It's been a year since I started working.B: Oh, really? Do you like your job?

A: Well, the job's just okay, but the money is great!c: What do you do?A:

When I was

living In ••••

B Class activity Tell the class an interesting fact that you learnedahout someone in your group.

"Last year at this time, Daniel was hiking in the Swiss Alps!"

IC-16

This fun activity gives Ss a chance toplaya specially designed board gamein which they practice asking andanswering questions using the simplepast, past continuous, and presentperfect continuous along with timephrases.

A Group work• Divide the class into groups of fourto five Ss each. Then go over the gameinstructions, one by one, to make surethe class clearly understands how toplay.• Give Ss a few minutes to makesmall markers with their own initialson them; tell Ss that the markersmust be small enough to fit easily onthe squares of the board game. Thenmake sure that Ss in each group have

T·120

a coin to toss, Go around to eachgroup and help the Ss decide whichside of the coin to call "face up" andwhich side "face down."

• Use and extend the AlBIC exampledialog to model the game with onegroup for several minutes; this shouldensure that everyone in the classunderstands exactly how to play.• Now set a time limit of abouttwenty minutes for the game. Ss taketurns tossing the coins and movingtheir markers forward around theboard. Walk around and give help andencouragement as needed. Also,remind groups to ask two follow-upquestions after each S makes astatement.

• Either stop the activity when timeis up or, if the Ss are really enjoying

the game, let them continue playinguntil one S in each group reaches the"Finish" line and becomes the groupwinner.

B Class activity• Go over the instructions and theexample statement. Then call ongroups or individual Ss around theclass to share something interestingthey learned about their classmates.


[email protected],j·tJf(1 AT THE MOVIES

A Complete this questionnaire,

What Is the name of an actor 0••actress •••1. that reminds you of someone in your family?

2. that has beautiful eyes?

3. who does things to help society?

4. who has a beautiful speaking voice?

5. who isn't good-looking but who is very talented?

What Is the name of a movie •••6. that made you feel sad?

7. that made you laugh a lot?

8. which scared you?

g. which had great music?

10. that was about a ridiculous story?

B Pair work Compare your questionnaires. Ask follow-up questions ofyour own.

A: What is the name of an actor or actress that remindsyou of someone in your family?

B: Tom Cruise.A: Who does he remind you of?B: My brother, Todd.A: Really? Why?B: Because he looks like my brother. They have the same smile.

IC·17


interchange 13This activity reviews relative clauseswhile Ss compare opinions aboutactors, actresses, and movies.

• As a warm-up for the Ss' discussionof actors and movies, present thepicture on page IC-17 and find outhow many of the caricatures the Sscan identify. The people in the pictureare (from left to right):Row 1

Tom Cruise, Madonna, Jackie ChanRow 2Michelle Yeoh, Ruben BladesRow 3Julia Roberts, ArnoldSchwarzenegger, Whitney Houston

A• Read the question and phrases inthe questionnaire aloud. Explain anynew vocabulary or, better yet, tell Ssto check their dictionaries.

• Now model each of the tenquestions in the chart (e.g., "What isthe name of an actor or actress thatreminds you of someone in yourfamily?") and have Ss repeat topractice good pronunciation,intonation, and word stress.

• Ss complete the task individually.Walk around and give help as needed.

B Pair work• Go over the instructions for theactivity. Use the example AlE dialogto model the task with one or twovolunteers.

• Ss form pairs and compare theinformation in their questionnaires.Encourage Ss to ask follow-upquestions to get more details andinformation from their partners. Goaround the class and listen indiscreetly (i.e., without disturbing thepairs' conversations). Take note of anyproblems Ss may be having; later,share your observations and anysolutions with the rest of the class.

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interchange 14Interchange Activities

B Group work Compare your interpretations. Do you agree or disagree?

mtmMMjrll WHAT'S GOING ON?

A Pair work Look at this scene of a crowded restaurant. What do youthink is happening in each of the five situations? Look at people's bodylanguage for clues.

4. The man is trying to influencethe host who seats people. He ishanding money to the host whileprobably trying to explain that heis a very important person andshould be seated right away. Theman is also winking at the host,which means he's trying to befriendly. However, the host's facialgesture of rolling his eyes showsthat he is not impressed at all.

5. The two teenagers are arguingand teasing each other. Thefather doesn't seem to notice orcare what they are doing. Itseems the father is quite hungrybecause he's stuffing bread intohis mouth. The mother looksannoyed with the children; she'sshaking her finger at them.

2. The chef and the waiter arearguing. The cheflooks angry ashe points a spoon at the waiter,which may mean that the chef isaccusing the man of doingsomething wrong. However, 'thewaiter's body language - withhis hands on his hips - showsthat he thinks the chef is wrong.

3. One woman is pointing at themenu and asking the waitressabout it. The waitress has onehand holding up her chin; thismay mean that she's trying tolisten carefully and understandwhat the woman is talkingabout. The waitress also looksconfused. The other womanshows body language (e.g., headresting in her hand, looking upat the ceiling) that makes herlooked bored, impatient, ordisgusted.

IC-18

A: Why do you think the woman in situation 1 looks upset?B: Well, she might be having a fight ,vith .

A: What do you think the woman's gesture in situation 5 means?B: Maybe it means she.

B Group work• Tell the Ss to form groups with twopairs and compare their ideas on whatis happening in each scene. Explainthat they should give reasons why theyagree or disagree with one another.

• Set a time limit of about five

minutes for groups to compareopinions. Go around the class and takenote of how Ss are doing. If any Ss arehaving difficulty finding suitable wordsto express their ideas, allow them tocheck a dictionary quickly and thenget back to the discussion.

• When time is up, elicit Ss'suggestions around the class for eachof the five scenes. (Note: There are no

real "right" or "wrong" answers here,as the Ss' interpretations are their ownopinions and ideas based on personalexperiences and observations.)Possible answers

1. The woman is upset. She has herarms folded and she's turnedaway from the man. She isslumped in the chair with herarms and legs crossed. Her bodylanguage shows that she has cutherself off from the discussion.The man is upset, too. He lookslike he's trying to explainsomething to the woman. Hishands and arms are raised in ashrug, which makes him look abit guilty and apologetic at thesame time.

A Pair work

• Read the instructions aloud and

then give Ss a few minutes to lookover the five numbered scenes takingplace in a restaurant.

• Model the AlE dialog - the givenquestions with full responses - withseveral volunteers.

• Now Ss form pairs and try theactivity. Walk around the class andquietly sit in on pairs' discussions.Provide help only if Ss ask for it.

This fluency activity gives Ssadditional practice in using modalsand adverbs to talk about the

meanings of gestures and other typesof body language.

T-122



Iffltjtl!@,[.(jt"l DO THE RIGHT THING!

A What would you do in each of these situations? Circle a, b, or c. If youthink you would do something else, write your suggestion next to d.

5. If I saw a woman standing on 0 highway nexltoher cor wilh a ftollire, I would. , ,

a. do nothing.b. stop and help her.c. find the neorest telephone ond coli the police.d ..

4. If I saw my friend's boyfriend or girlfriend withsomeone olher than my friend, I would, . ,

a. do nothing.b. talk to my friend.

c. talk to my friend's boyfriend or girlfriend.d ..

3. If I saw a studenl chealing on on exam, I would , , ,

a. do nothing.b. telilhe teacher.c. talk to the student about il after Ihe exam.d..

2. If I sow a parenl spanking a child for no reason, Iwould .. ,

a. do nolhing.

b. yell allhe parent.c, call the police.d ..

I, If on artisl friend gave me a large original painlingIhal was ugly, I would , ••

a. say somelhing nice and pul il in a closellaler.b. say that I didn'llike il.

c. say thank you and hang it on the wall.d.

B Group work Compare your choices for each situation in part A

A: What would you do if an artist friend gave you an ugly painting?B: Well, I would probably say that I didn't like it.A: Really? I would.

C Class activity Take a class survey. Find out which choice was mostpopular for each situation. Talk about any other suggestions people added for d.

IC-20

interchange 15This exercise is a values-clarificationactivity in which Ss compare theirreactions to various imaginarysituations and consequences in thepresent. It also practices using unrealconditional sentences with if clauses.

A• Read the instructions aloud.Quickly go over the five situationsand their choices. Also, make surethat Ss understand any new words orphrases - for example:

spanking = hitting on the buttocks(i.e., the soft parts of the bodythat you sit on) with your openhand

yell = to shout or say somethingvery loudly because you areangry, excited, or frightened

cheating = behaving in a dishonestway in order to win or gainsomething

• Now give Ss a few minutes to workindividually in making theirselections. Remind them to writedown their own idea or imaginedreaction next to d if they don't choosea, b, or c. Walk around and give helpas needed, particularly with the Ss'own suggestions for d.

B Group work• Divide the class into groups. Thenmodel how to compare choices bystarting with the A/B dialog and

extending it with the participation ofone or two groups.• Set a time limit of about tenminutes. Encourage groups to ask oneanother follow-up questions duringtheir discussions. Go around and givehelp as needed.

C Class activity• Conduct the class survey like this:Read aloud a situation and its choices,one by one, while asking for a show ofhands to find out Ss' preferences foreach one. Write the numbers on theboard to keep track of the Ss' votes foreach situation. Are any Ss surprisedat the choice that was the mostpopular for a certain situation? If theyare, ask some follow-up questions todiscover why.

• Finally, find out what kinds ofadditional reactions Ss might haveadded for d in each situation.Encourage the rest of the class to givetheir comments and opinions.

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mml,fhHJi (:I EXCUSES, EXCUSESStudent A

A Role play You and your partner want to get together one evening inJuly. However, you are very busy and you also want to keep time open forother friends. You don't want to hurt your partner's feelings, so you makeup excuses for many of the days in that month. Look at your calendar ofevening plans. Then ask and answer questions to find out when you areboth free. (Write your partner's excuses on the calendar.) Don't give upuntil you make a date.

A: Do you want to go out on the second?B: I'm sorry. I'm going to my friend's wedding. Are you free on the first?A: Well,I.

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with Lynn

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B Pair work Now work with another "Student A" Discuss the excuses

"Student B" gave you. Decide which excuses were probably true andwhich ones were probably not true.

"Anna said that on the ninth she had to stay home andreorganize her clothes closet. That was probably not true,"

IC-19

interchange 16This is a fun role play in which Ssmust try to find a suitable day in themonth to get together. It is a perfectwind-up to the unit because it alsopractices asking questions, makingresponses, giving excuses, telling"white lies," and using reportedspeech.

• To introduce the topic of givingexcuses and sometimes telling whitelies, have Ss look at the reading inExercise 12 on page 103. Then askthem for their own definition of whata "white lie" is. (Note: Here's adictionary definition: A white lie is anuntruth that is not very important,especially one that you tell in order toavoid hurting someone's feelings.)

• Divide the class into pairs andassign A/B roles. Tell the Student Asto look at page IC-19 and the StudentBs at page IC-21.

A Role play• Present the role play setting byreading the situation aloud to thewhole class. Then give pairs a fewminutes to look over their respectivecalendars and to think up someinteresting and clever excuses for thedays they don't want to go out. Tell Ssnot to look at their partners' page.Walk around and give help,particularly if Ss don't understandsomething that's already printed ontheir calendar.

• Now use the model A/B dialog withseveral volunteers to demonstratehow Ss should ask questions and

make responses in order to find anappropriate day for them to gettogether on an evening in July.• Tell Ss to write down on theircalendars any excuses that theirpartners give for not being able to gettogether on a certain day. (Note: Sswill need these notes for the follow-uppair work task in part B.)• Set a time limit of about tenminutes. Encourage pairs to have funand not to give up until they havefound a suitable date. Go around andlisten in, giving advice only if Ss areexperiencing a communicationbreakdown.

• Stop the activity when time is up orwhen all the pairs have made a date.

T·124


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r--------------------·------·------~-----·-------·----.---], II i! Interchange Activities I1 i: ·1M"'W•••••,••' ••j,illl.tjlll.I!'(r::tI:II EXCUSES, EXCUSES i! I

i StudentS I! iI A Role play You and your partner want to get together one evening in .

July. However, you are very busy and you also want to keep time open forother friends. You don't want to hurt your partner's feelings, so you makeup excuses for many of the days in that month. Look at your calendar ofevening plans. Then ask and answer questions to find out when you areboth free. (Write your partner's excuses on the calendar.) Don't give upuntil you make a date.

A: Do you want to go out on the second?B: I'm sorry. I'm going to my friend's wedding. Are you free on the first?A: Well,!.

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You want to keep these dates free.

Make up excuses!

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i! B Pair work Now work with another "Student B." Discuss the excusesI "Student A" gave you. Decide which excuses were probably true and

I which ones were probably not true.

l_._~~~:~:::~~~';~::·_____.__..._=.~...__,B Pair work• Now redivide the class into newpairs by putting two Student Astogether, then two Student Bstogether, and so on around the classuntil everyone has a new partner,• Go over the instructions for thistask, which requires Ss to usereported speech to talk about whattheir former partners in part A said.

• Read aloud the example statementusing reported speech. Tell Ss to lookover their own calendar notes thatthey wrote down about their partners'excuses, Then explain that Ss need touse their notes to make statementswith reported speech. Elicit a fewadditional examples from Ss aroundthe class and write them on theboard.

• Pairs take turns talking about theexcuses they received in part A anddiscussing whether the excusessounded real or were probably just"white lies." Go around the class andgive help as needed,• As a wrap-up, find out which day inJuly most pairs chose for their dateduring the role play in part A. Whywas that date the most popular?(Note: If pairs closely followed theinformation on their calendars whilethey were doing the role play, thereshould have been only one datepossible for them to get together July 31.)

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(2) interchange activities

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