LONGMAN INTEGRATED SKILLS SERIES Jason Renshaw Series Editors: Cecilia Petersen and Mayumi TabuchiPublished by Pearson Longman Asia ELT 20/1 Cornwall Howse ‘Taikoo Place 1979 King’s Road Quarry Bay Hong Kong fax: 4852 2856 9578 ‘email: [email protected] wom pearsonlongiman.com and Associated Companies throughout the world. ‘© Pearson Education Asia Limited 2007 Allrights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form orby any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of ‘the Publishers First published 2007 Reprinted 2013 Produced by Pearson Education Asia Limited, Hong Kong, Geert ISBN-18: 978-962-00-5879-0 ISBN-10: 962-00-5879-0) Publisher: Simon Campbell Senior Editor: Howard Cheung Editor: Angela Cheung, Designers: Junko Funaki, Annie Chan lustrators: Balic Choy, Bernd Wong. Audio Production: David Pope and Sky Productions For permission to use copyrighted images, we would like to thank © NASA/Handout/CNP/Corbis (p. 18 TL), © Bettmann/ Corbis (p. 16 TR), © NASA/Roger Ressmeyer/Corbis (p. 16 BR), © Tim MeGuire/ Corbis (p.21 CL), € jum Craigmyie Conbis (p22), © Atlante Phototravel/Corbis (p. 25), © fiang Iianhua Xinhua Press/ Corbis (p28), € Peter M. Wilson Gorbis (p31), © fason Horowitz! zefa/ Corbis (p. 32), © Cari Purcell/ Corbis (p. 38), © Fliane/zefa/Corbis ip. 127R), ‘© Kevin Dodge/Corbis (p. 42 CR), © Mark Gamba/Corbis(p. 45 CL), © , Kruesseimann/zefa/ Corbis (p48 CL), {© Blue Lantern Stdio/Corbis p. 56) and © Michael Jenner/Corbis ip. 68). Acknowledgements TThe Hoost! Speaking component is dedicated to some key people who have been instrumental in helping me grow as an [EEL professional, namely Gordon Levis, Jake Kimball and Andrew Wright. (d also like to thank the many colleagues I've enjoyed discussing YL and Teenager educational issues with through Korea TESOL and the IATEFL Young Learners and Teenagers Special Interest Group. Jason Renshaw ‘The Publishers would also Tike to thank the Sollowing teachers for their suggestions and comunents on this course: Tara Cameron, Rosanne Cerello, Nancy Chan, Chang Li Ping, Joy Chao, Jessie Chen, Josephine Chen, Chiang Ying-hsueb, Claire Cho, Cindy Chuang, Linda Chuang, Chueh Shiu-wen, Mark de Boer, Miko Hayashide, Diana Ho, Lulu Hsu, Eunice jung, Hye Ri Kim, Jake Kimball, Josie Lai, Carol Lee, Elaine Lee, Melody Lee, Peggy Li, Esther Lim, Moon Teong Litn, Fasmin Lin, Martin Lin, Catherine Litdehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Liling, Chizuko Matsushita, Geordie McGarry, Yasuyo Mito, Eunice Imam Miyashita, Mari Nakamura. Yannick O'Neill, Coco Pan, Hannah Park, aren Peng, Zanne Schultz, kaj Schwermer, Mi Yeon Shin, Giant Shu, Dean Stafford, Hyunju Soh, Tan Yung- hu, Devon Thagard, John and Ghartie van Goch, Aninie Wang, Wang Shu-ling, Wa Lien-chun, Sabrina Wu, Yeh Shihfen, ‘Tom Yeh, Laura Yoshida and Yrnji Yun,The Boost! Skills Series is the definitive and comprehensive four- evel series of skills books for junior English learners. The series has been developed around age-appropriate, cross-curricular topics that develop students’ critical thinking and examination techniques. It follows an integrated skills approach with each of the skills brought together at the end of each unit. The twelve core units in Boost! Speaking 3 follow a dear and transparent structure to make teaching and learning easy and fun. The speaking skills build and progress across the four levels of Boost! Speaking and are correlated to the next generation of tests of English. You will find the following in Boost! Speaking 3: © Age-appropriate and cross-curricular topics © Realistic and relevant contexts from students’ lives © Avariety of dialogues and speeches for formal and informal speaking © Pronunciation practice on word and sentence stress patternsUnit Topic Speaking Skill Each unit has an age-appropriate and A very simple introduction of the targeted cross-curricular topic. unit skill is provided. Students will ‘Students will © find the topic directly relates to their ‘own lives and study. © be engaged and motivated to learn. © be introduced to the speaking skill in @ clear and understandable way. ‘To help students speak more accurately and confidently, word and sentence stress patterns are practiced. ‘Students will © learn how to stress key words and sentences. Speaking Model A model dialogue or speech is presented with a noticing task. pow ‘The a rn back © be exposed to a variety of dialogues and Bea ee of the Student speeches for formal and informal speaking, Se mores © discover the speaking skill for themselves 4 without the need for long explanations. Ered all dialogues and speeches plus the audio for the Integration listening tasks. Pro}ps Speaking Practice Key sentences that highlight the unit skill are practiced, together with substitutable words or phrases. Students will © develop the skills needed for accurate and effective speaking. © beable to follow guidance to prepare and present their own dialogues or speeches. oS Qmrvnsan cl ear Review After every two core units ‘there is a review which consolidates the speaking | skills already studied. ‘Students will © be able to see their progress in using ‘speaking skills. © build on previously taught skills to produce interesting and natural dialogues (or speeches Integration ‘The speaking skill is combined with listening, reading or writing tasks. Students will "© prepare for an oral task based on reading and writing/istening inputs. © develop language skills needed for the next ‘generation of integrated tests of English. Bo you dream of going into space?Evaluation ps Subject Theme: Space Exploration Using emphasis, Science and to clarify Astronomy Club Nature Gaia ‘Adding fclence and guesses to your description and Makin Culture and predconsto People ‘support your opinions Review 2 Theme: Tourism ze fi. Using tag Geography/ questions On Tour Social Studies to.check information Geography! Describing Places to Visit Social Studies places Review 3 Pee ue creed Role-play a Present | information | about a new | planet. | Present a description of a scene about space. p13 Role-play a cialogue about offering help to somere, | Give a speech about opening anew Intemet cafe. p27 dialogue with ‘the tour guide abouta place. p.29 Present a description of a national attraction, p.33 p.37ec ery Sec tuncng Theme: Sports - Role-play a os . Sports and Talking about —_—ialogue about Sports Carnival tesure | time joining spore 39 events, = Using Give a speech = Sports and comparisonsto —_about your I prefer surfing! a ll preferences sport. Review 4 p47 Theme: Myths ies = ; Role-play a ara _ Talking about : gi jths/Social dialogue about LSJ) Do you believe it? = Sites posse actions th p49 andresults people believe. rr Present a myth A ial Thinking and Ancient Myths Miythsod j from yourown _p.53 a(t) lytl Studies speaking one Review 5 p.57 Theme: Health i Role-play a . Culture and Using special dial bok 59 44) How are you feeling? peopie cxresions _ aloqueabout Responding to Give a speech Social Studies an argument in about advertising p. 63, a debate junk food on TV. Review 6 p67 Pronunciation p.69“Unit Using emphasis to clarify information Unit 2 | ‘Adding guesses to your description Using tag questions to check information Unit 6 Describing places Unit 9) Talking about possible actions and results ‘Unit 10 Thinking and speaking Unit 11 Using special expressions Unit 12 Responding to an argument in a debate ntTed: Hey, guys. Have you heard that Pluto is no longer a planet? Now it’s a dwarf planet, along with Ceres and Eris. So it means we've only eight planets in the solar system! Kim: Sorry. Did you say Pluto is a longer planet? Ted: No. I said that Pluto is no longer a planet. Kim: Oh, right. I see. Wow! Mark: Hang on ... But didn’t you say it’s a dark planet? Ted: No. I said it's a dwarf planet, not dark. Kim: Is one of the dwarf planets called Iris? Ted: No. The two other dwarf planets are called Ceres and Eris. Mark: So now we have only eight planets in the solar system? Ted: That's right. You got it. © Answer the questions. 1 What do Kim and Mark ask Ted about when they are not sure what he has said? 2 Why does Ted say “no longer” slower in his reply to Kim's first question? 3 What sentence structure does Ted repeat when he answers the first two questions?Using emphasis to clarify information When people do not understand properly what: you say, its necessary to clarify the information you have given. To do this well, you can use emphasis by saying the key words ‘slower than the other words in the sentence. eaking Practice Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 4 Have you heard that Pluto is no longer a planet? Eris | 2 No. Isaid that Pluto is no longer a planet. Eris, 3 Didn't you say it’s a dark planet? they're small planets 4 No. Isaid it’s a dwarf planet. star, moon - Orc Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. 1 long-er 1 So it means we've only eight planets in the solar system! 2 plan-et 2 Hang on ... But didn’t you say it's a dark planet? 3° only 3. The two other dwarf planets are called Ceres and Eris. 4 so-lar 5 system 6 other Adding stress is a good way emphasize key words in a sentence.©) Put the dialogue in the correct order. Then underline the words that need emphasis. Listen and practice the dialogue with a classmate. Jenny: Well, I said there are three. They're Pluto, Ceres and Eris. Ben: _ I did hear some news, But I'm not quite sure about the names of the dwarf planets yet. How many are there? Jenny: Xena was only an informal name. The official name is now Eris. Ben: Are you sure? I’ve only heard of Pluto, Ceres and Xena. Jenny: Hey. Have you heard that our club will start a project about the new solar 1 system? We'll talk about the three dwarf planets. Imagine a new planet has been discovered. Make notes about it. rings moons clouds gases volcanoes craters, land oceans ice water desert life Name of the new planet: Notes Who discovered it and when: Where it is: Size and color: Special features: Work with a classmate. Take turns wb telling each other about the new ‘the key words when you planet. clarify information, "au @ Write an advertisement for a space tour. Do you dream of going into space? Now you have the chance. Don’t miss it! Name of the tour: Route: From to Places to visit: Things to do: Other interesting facts: od Work with two classmates. Take turns telling each other about your space tour. Make notes on the information. Classmate 1; ___ = | Classmate2; @e Tell the class about your classmates’ space tours.Keiko: Teacher: Ben: | Teacher: : Today we're going to learn Space Travel more about space travel. Keiko, take a look at the picture here What is it showing? Well, there's a space shuttle taking off. There's a lot of fire coming out of the rockets. There's a lot of smoke as well. Very good. Ben, can you make any guesses about what's happening here? OK. Well, I think there are some astronauts in the shuttle. They're probably pretty excited right now. Maybe the shuttle is going to the International Space Station, Or it could be carrying a satellite. Yes, those are all good guesses. @ Answer the questions and follow the instruction. 1 Who describes what can be seen in the picture? 2 Who makes guesses about what could be happening in the picture? 3 Circle the words that are used to make guesses.Adding guesses to your description To describe sornething, you cen first talk about the things you can see, Then add guesses for things that are possible using words like / think, probably maybe and could be Speaking Practice Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1 I think there are some astronauts in the shuttle. there’s a robot 2 They're probably pretty excited right now. very nervous, pretty happy 3. Maybe the shuttle is going to the International the moon, Mars Space Station 4 It could be carrying a satellite. rocks from the moon, robots listen and tepent Thaniunderline the stressed syllable for each word and the stressed words for the sentences. Gr 1 shuttle 1 There's a space shuttle taking off. 2 asttro-naut 2 There's a lot of fire coming out of the rockets. 3 prob-a.bly 3 There's a lot of smoke as well. 4 in-terna-tion-al 5 carry:ing ‘ } sat-el-lite ‘The articles 0 and the are almost never stressed in sentence:Bo Complete the description using the words from the box. Then listen and practice the description with a classmate. could Maybe wires wearing window think spaceship _ probably There's a woman in a (1) She's (2) a spacesuit and a helmet. There are a lot of (3) and buttons. 1@ she can see the earth from the 6) ._ She's (6) pretty excited right now. (7) the spaceship is going to the moon. It (8) be carrying cameras and robots to do research there. @ Prepare a description of the scene. Then practice the description with a classmate. Notes (can see) (think) _ (probably) (maybe) (could be) UX Remember to start by describing the things you can see in the scene before adding quesses. @ Present your description to the class.ou Read Jin-Ho's description. Then work with a classmate and take turns asking and answering the questions. There are two astronauts in a spaceship. They're wearing helmets and spacesuits. It looks crowded in the spaceship, but the windows are very large. I think they can see many stars outside the window. They're probably working carefully right now. Maybe the spaceship is going to land soon, It could be carrying the results of their research. What are the astronauts wearing? How does it look in the spaceship? What are the astronauts doing right now? ‘What could the spaceship be carrying? Ore Listen and complete Kelly’s description. Then work with a classmate and take turns asking and answering questions about her description. There’s an astronaut (1) the spaceship high above the earth. There's a big machine behind the astronaut. I (2) he’s going to get the machine ready. He's (3), __ pretty nervous right now. Maybe the (4) is a satellite. It could be (5)_ to send television and radio signals. What does Kelly think the astronaut is going to do? She thinks get the machine ready.© ----@ Say each word. Then write the number of syllables and underline the stressed syllable. longer (2 system astronaut satellite other only probably international Say each sentence. Then underline the stressed words. Hang on ... But didn't you say it’s a black hole? There's a spaceship taking off. The three other inner planets are called Mercury, Venus and Mars. There's a lot of water as well. Complete the dialogue. Then practice with two classmates. Me: Hey. Have you heard that Jenny: Sorry. Did you say Me: —_ No. I said Jenny: Ob, right. I see. Mark: Hang on ... But didn’t you say Me: No. I said Jenny: Yes, and Me: ‘No. Mark: So Me: —_Yes, that’s right.Prepare a description of the scene. Then present your description to the class. Notes (Lean see) (I think) (probably) (maybe) (could be) Write four questions for the scene in Activity D. Then ask a classmate your questions.Please take my seat! @a Listen and read. Tony: — Here—please take my seat. Woman: Oh, thank you. That's very kind of you. Tony: You're welcome. Woman: | have to get off at Stone Street. Do you know where that is? Tony: Ah, yes—I think so. Would you like me to press the button when your stop comes along? Woman: Why, thank you! Yes, that would be very helpful. A few minutes later. Tony: Stone Street is the next stop. I've pressed the button so the bus is going to stop. Woman: Thank you Tony: Can Ihelp you with those shopping bags? They look quite heavy. Woman: Thanks, but I'll be fine. @ Answer the questions and follow the instruction. 1 What three things does Tony say he can do for the woman? 2 Underline the woman's responses to Tony's offers. 3 Does the woman accept Tony’s last offer? 19die Making and responding to offers When you want to offer help to someone, you can begin by saying, Please... / Would you like ime to... /Can {help you. When someone offers to help you, you can accept by saying, Yes, thank you Ifyou want to reject offers, you can say, Ay, thank you / Thanks, but Il be fine You can be more polite by adding a compliment like That's very kind of you Ed dea geet Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1 Here—please take my seat. go first 2. ‘Oh, thank you. That's very kind of you. really helpful, great 3 Can help you with those shopping bags? that heavy box 4 Thanks, but I'll be fine. Tl be OK, I think I can manage EE Oyen Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. ca 1 wel-come 1 Ihave to get off at Stone Street. 2 button 2 Do you know where that is? 3 along 3 Yes, that would be very helpful. 4 help-ful 5. shop-ping 6 heav-y Pronouns (you, !) are usually not stressed Pg? in sentences.@<« Put the dialogue in the correct order. Then listen and practice the Man: Man: Man: yi: @ dialogue with a classmate. Thanks. Do you know if the next stop is World Square? I have to get off there. You're welcome. Here you go. Yes, it’s mine. Thank you very much. No, not yet. It’s a few stops away. Would you like me to tell you when we get there? Yes, that would be very helpful. Excuse me, Is this card yours? I guess you dropped it from your wallet, Work with a classmate. Choose a scene and plan a dialogue about offering help to someone. Scene Setting and characters Setting: Person needing help: Person offering help: tart 2 Problems 1 a ed = at _* RNR re Making offers Accepting or rejecting offers Remember to add a compliment in your response when you accept or reject offers. Present your dialogue to the class. oaWah tena Listen and complete the dialogue. Then practice Beth: Fred: Beth: Fred: Beth: Fred: Beth: the dialogue with a classmate. Hi, Fred. Did you (1) about the new bus routes? Yes, I did. But I (2) usually take the bus. My parents @) __me to school on their way to work. Well, you're lucky. But it’s, @ news for me, It'll take me 20 minutes to walk to the bus stop now, } Oh, that's too bad. Would you (5) me to ask my parents if we can pick you CO) on the way to school? 0 , but I would feel bad because it’s out of your way. Well, it’s not a big (2) for us. Or (9) I could end you my bike. I only really use it on weekends, so you could borrow it during the week. ‘Wow! That's really (10) of you! Work with a classmate. Take turns asking and answering the questions. ‘What is Beth's problem? What two offers does Fred make to help Beth? Which offer do you think Beth should accept? Why do you think Beth should accept that offer?Listen and read. In my opinion, building a theme park in my neighborhood is a very good idea. There aren’t many parks around now, and none of them are really attractive and fun. A theme park, I believe, will be popular with many people. Parents could take their kids there and young people would have a good place to go and enjoy themselves. I really think a theme park would provide more fun for everyone. To be honest, I don’t think having a theme park in my neighborhood is a good idea. We only have two very small parks for kids at the moment, so I think it’s more important to build a big park for everyone. It could be very expensive to get into the theme park, so people won't go there very often. Also, not everyone will be able to enjoy the rides in the theme park. Personally, T think a nice big park would be a much better idea. @ Answer the question and follow the instructions. 1 What phrases do the boy and girl use to show their opinions? 2 Underline statements that use the present tense, 3 Circle the words that indicate they are talking about the future. 23Making predictions to support your opinions ‘To support your opinions, you can make predictions (good guesses about the future) to show ‘why you think the way you do. ‘+ First, say what your general opinion is, + Next, use the present tense to talk about the things you know now. ‘+ Then make predictions using will/won', willbe able to, would or could to support your opinions. Oa Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 4. There aren’t many parks around now. hospitals, schools 2 A theme park will be popular with many people. sports center, library children, students 3 It could be very expensive. a waste of money, dangerous 4 Personally, I think a nice big park would bea much —_new theme park, skate park for kids better idea. >> Listen and repeat. Then underline the stressed syll: the stressed words for the sentences. cm [Sentences } 1 neigh-bor-hood 1 None of them are really attractive and fun. 2° attractive 2 I don’t think having a theme park in my 3 pair neighborhood is a good idea. pease 3 People won't go there very often. 5 mo-ment 6 person-al-lyBa Draw an arrow to show where each highlighted word should go in the sentence. Then listen and practice saying the paragraphs with a classmate. F — , In my opinion, building a’hospital in new | | To honest, I don’t think a new hospital be my neighborhood is a very good idea. in my neighborhood is a good idea. There There aren't good hospitals many right are already a few hospitals in this area, so now. It would more convenient be we need another don't one. Instead, I think for people. a new park be a much would better idea. @ Make notes for the topic. Then work with a classmate and take turns expressing your opinions. Anew Internet cafe is opening in your neighborhood. Do you think this is a good idea or a bad idea? ‘My opinion What I know now - - You can use words like — also and in addition to add == _ =e extra ideas. To link up causes @ Present your opinion to the class. BS Pand effects, you can use so,ou @-o Read what Mike says about building a new high school. Then make notes. + + - Building a new high school in our neighborhood is a good idea for many reasons. First of all, there's only one high school right now and some students have to travel a long way to get there. Second, there will be fewer students at both schools, making the classes less crowded. Last of all, the two schools will compete with each other, and this will help to make them better quality schools. ‘ FER EL GOGH Notes Main idea: _new high school—good idea Detail 1: @<« Listen to Mandy's opinion and make notes. Notes Main idea: Detail 1: Detail 2: Detail 3: © maxes Work with a classmate and compare Mike's and Mandy's opinions.G)) say each word. then write the number of syllables and underline the stressed syllable. helpful along neighborhood moment popular button attractive heavy ) Say each sentence. Then underline the stressed words. I have to get off at Garden Street. She won't go there very often. Do you know what that is? I don’t think having a sports center in my neighborhood is a good idea. Complete the dialogue about making and responding to offers. Then practice with a classmate. Woman: Thank you. That's very kind of you. Woman: | have to get off at Douglas Street. Do you know where that is? Woman: _ Yes, that would be very helpful. Thank you. Woman: Thanks, but I'll be fine.® Make notes for a short speech on each of the topics. 1 Anew library is going to be built in your neighborhood. Do you think this is a good idea or a bad idea? Notes My opinion: What I know now: ‘My predictions: 2 Abig sports center is going to be built in your neighborhood. Do you think this is a good idea or a bad idea? Notes My opinion: What I know now: My predictions: @ Present your speeches to the class.Speaking model @-a Listen and read. at Tour guide: Up here on the right you can see the Colosseum, the giant arena built around 2,000 years ago. Kwan: Wow, it’s spectacular! This is where the gladiators used to fight, isn’t it? Tour guide: Yes, that’s right. Kwan: They didn’t really fight with lions, did they? In fact, they did. The gladiators were trained in special schools to fight with all kinds of wild animals. Kwan: I see, so it’s true. There were other colosseums too, weren't there? Tour guide: Yes, that's correct. Most Roman cities had a colosseum, but the one here in Rome was the biggest and the most famous. @ Follow the instructions. 1 Circle the negative parts in Kwan's three questions. 2 Underline the question where Kwan thinks the answer will be “no.” 29Using tag questions to check information ‘To check information, you can use tag questions. Tag questions make it easier to check if whet you think is right or wrong. ‘+ When you think something is true, use @ positive statement with @ negative tag question using the negative form of the verb. (7his is where the gladiators used to fight, isnt it?) + When you think something is false, use @ negative statement with a positive tag question Using the positive form of the verb. (Thay diah't realy fight with fons, aid they?) ELL rer Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1. This is where the gladiators used to fight, isn’t it? live, stay 2 They didn't really fight with lions, did they? train in special schools 3. There were other colosseuims too, weren’t there? ‘temples palaces > Oras Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. [Words] { Sentences } 1 colos-se-um 1 Uphere on the right you can see the Colosseum. 2° giant 2 Most Roman cities had a colosseum. 3 arena 3. The one here in Rome was the biggest and the most famous. 4 spectacular oo 5 gladiator - aL 6 spe-cial We usually stress prepositions like up when we are saying where something is.Complete the dialogues using statements with tag questions. Then listen and practice the dialogues with a classmate. 1 Jane thinks it is true that the Romans had amazing armies. Jane: The Romans had amazing armies, didn't they? Bob: Yes, they did. 2 Kin thinks it is true that the Romans had a huge empire. Kin: Sam: Yes, they did. 3 Brian thinks it is false that the Romans were always kind to their enemies. Brian: Joey: No, they weren't. @ Work with a classmate. Prepare a dialogue where a tourist is asking the tour guide about a place. onsen © Present your dialogue to the class.=r ® Prepare true and false statements about your vacation plans. True statements + _I'm going to Washington, D.C. False statements + I'm going to the moon. Work with a classmate. Tell each other your vacation plans and make notes. Then check each other's statements using tag questions. Statements I think are true e Tell the class about your classmate’s vacation plans and answer any questions.|( Places to Visit baal ETT i @2 Listen and read. Teacher: Let's talk about some famous places in the world. Most countries have national attractions. What do we have here in the United States? Max: The Statue of Liberty isa national attraction, isn't it? Teacher: It is indeed, Max. What can you tell us about it? Max: Let me see... It's an enormous statue of a woman holding a torch. It was a gift to the United States from France. It’s located on Liberty Island in New York City. Teacher: Good job. But why do you think it's a national attraction? Max: _I think because it’s a symbol of freedom for our country. Also, it attracts many tourists all year round. @ Check [//] the information Max gives about the national attraction. ‘What it is called ‘What it is ‘Whaat it looks like How old it is Why it is special Where to find it 33SPeaking sk Describing places To describe a famous place in a country (a nationel attraction) you can give information about ‘whet it is and what itis celled, what it looks like, haw old it is, where to find it and why it is special. er Oo Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1 It’san enormous statue of a woman holding a torch, a man on a horse 2 It's located on Liberty Island in New York City. in the south of London 3 It’s a symbol of freedom for our country. friendship, peace the city, the nation el Ors Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. 1 nattion-al 1 The Statue of Liberty is a national attraction, isn’t it? 2 attraction 2 It was a gift to the United States from France. 3 enormous 3 Itattracts many tourists all year round. 4° lo-cated 5 sym-bol 6 tourist, In tag questions, the fist word in the tag is usually stressed!$8) Match each sentence to the correct information. Then listen and practice saying the paragraph with a classmate. A Why itis special € How olditis E What itis B Where to find it D What it looks like F What itis called F Stonehenge is an important national attraction in the United Kingdom. __ It’s a circle of standing stones. |_| They look very mysterious. |_| Stonehenge is more than 5,000 years old. _| It’s located in Wiltshire in southern England. |_| It’s a symbol of Britain's ancient past. Prepare a description of a national attraction in your country. ee , 4 _. Notes ~ what it is called: ~- What it is: ia ~~ What it looks like: = oe How old it is: Where to find it: > Why it is special: @ Present your description to the class. ‘Think of more than one reason why the attraction is special.Lah: pre @-« Read Yoko's description of the Grand Canyon. Then make notes. 1SH4UGHGUS hous ? ss | The Grand Canyon is an important Notes national attraction in the United States. It's important because it’s so huge and deep—446 kilometers long, 24 kilometers wide and more than a kilometer deep in some places. It also shows rock that is more than two billion years old. Another Detail 1: S reason it is so important is that the Native American Anasazi and Hopi peoples lived there. Main idea: Detail 2: Detail 3: Listen to Dan’s description and make notes. Notes ‘Main idea: Work with a classmate and compare Yoko's and Dan’s descriptions.@ Say each word. Then write the number of syllables and underline the stressed syllable. tourist giant national ) spectacular located special enormous [| colosseum @ Say each sentence. Then underline the stressed words. 1 Itattracts many visitors all year round 2 The Eiffel Tower is a national attraction, isn't it? 3 Uphere on the left you can see the oldest temple, 4 The one here in London was the biggest and the most famous. @ Complete the dialogue. Then practice with a classmate. Tour guide: From here you can see the Statue of Liberty, the giant statue given to us by France many years ago. Me: Wow, Tour guide: Yes, she’s holding a torch. Me: Tour guide: In fact, they did. They brought it over from France in small pieces and then put it together here in America. Me: OK, so it's Tour guide: Yes. Thousands of people visit it every year.Imagine two new national attractions for your country. Draw a picture for each of them and make notes. National attraction 1 What it is called: What it is: What it looks like: Where to find it: Why it is special: National attraction 2 What it is called: What it is: _ What it looks like: Where to find it: Why it is special: e Present your descriptions to the class and show your pictures.Ming: Janet: Ming: Janet: Ming: Janet: Ming: Janet: ~ Go Listen and read. Hi, Janet. Have you had your race yet? No, not yet. My race starts at 2:40. 2:40? What time is it now? Only ten after. I'll start getting ready in about 20 minutes. How about you? Did you win your hurdles race? No—I finished third. I haven't run in q hurdles race for almost two years, so it was a bit of a challenge after all that time. Oh, right. Hey, how did Kylie do? I heard she was in the 100 meter sprint at 1:05. I don't know. I haven't seen her since lunchtime. I hope she won! Yeah, me too. Let's go find her. en 1 When Janet says “ten after,” what time does she mean? 2 When Janet says “in about 20 minutes,” what does she mean?Talking about time ‘There are different ways of talking about time, You can use simple digital numbers (2:40 = two forty, 5:35 = five thirty-five). use 2a after and past with words like quarterand half(12:50 = ten to one, 1:05 = five after one, 2:20 = half past two, 245 = a quarter to three), use into say how long after now something will happen (My race will start in 20 minutes) use forto talk about the amount of time from now and syice to mention a specific time in the past (/havent run for two years. havent run since last summer), igetatics Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1 Tllstart getting ready in about 20 minutes. in a few minutes, at four thirty 2 [haven't run in a hurdles race for almost two years. more than three years, four months 3 I heard she was in the 100 meter sprint at 1:05. 2:30, 3:45 4 haven't seen her since lunchtime. yesterday, recess > paw tisten and repeat. then underine the stressed syllable foreach word and the stressed words for the sentences. 1 getting 1 Have you had your race yet? 2 min-utes 2 What time is it now? 3° finished 3 Itwasa bit of a challenge after all that time. 4 hurdles 5 al-most Words like race and challenge have 6 chal-lenge asilent eat the end that does not form = a new syllable unless sis addedBo Practice saying the sentences with a classmate. Then practice saying them again using the words given to talk about time in a different way. 1 My race is at 4:10, (after) 2 catch the bus at 4:45. (to) 3 Our lunchtime starts at 12:30. (past) 4 I'llsee you there 15 minutes from now. (in) 5 I started studying English three years ago. (have been / for) @ Work with a classmate. Use the program to prepare a dialogue talking about joining different events. marathon race wait medal gold silver bronze start finish Times and events 10:00 Opening speech by Dr. Kim 1:10 Lunch 10:15 100 meter sprint (Girls) 1:55 400 meter race (Boys & Girls) 10:45 100 meter sprint (Boys) 2:25. High jump (Boys) 11:30 100 meter hurdles race 3:15 800 meter relay race, (Boys & Girls) High jump (Girls) 12:10 Long jump (Boys & Girls) 4:15 Awards ceremony © Present your dialogue to the class. Try to use words like to, after, past and in when talking about time’ou @-e Listen and complete the dialogue. Then practice the dialogue with wl a classmate. Kate: Hi, Steve. Hey, you look stressed! o wrong? Steve: Hi, Kate. It's my mom's birthday in just @ days’ time. Kate: You don’t have any ideas what to get heras | My : a present, (3) you? Steve: That's part of the problem. The main problem is that I have two tests @ , one at 6) and the other at (6) Then I have a math test tomorrow (7) at (@) . [really don’t have time to think about the present! Kate: You know, maybe I could help you choose a present. Steve: Really? How? Kate: Well, I'm (9) today from 4:30, so I could just go and choose something by myself. Also, I'll be free all day (10) 80 [could go with you to the mall after your test. Work with a classmate. Take turns asking and answering the questions. What is Steve's problem? What two offers does Kate make to help Steve? Which offer do you think Steve should accept? Why?@-e Listen and read. Gina: Tom: Gina: Tom: Gina: Tom: So, we have to decide on a water sport for our project. I think surfing is a good topic, but you seem to prefer jet skiing. Yeah, I think jet skiing is much more fun. OK, why do you think so? Well, I prefer it because it's more exciting to ride on a super fast Jet Ski than on a surfboard. Isee your point, but let's think about it more carefully. Hm ... I think surfing is better because it's cheaper than jet skiing and it’s less harmful to the environment, You can develop better balance from surfing. Also, it’s more popular among young people and it’s easier to find websites about surfing than jet skiing. Make sense? Him ... Perhaps you're right after all @ Follow the instructions. 1 Circle adjectives or adverbs in the dialogue that are used with “more” or “less.” 2 Underline adjectives or adverbs in the dialogue that end in er.Using comparisons to support your preferences You can support why you prefer something by comparing it with ather choices. This helps other people understand why your preference is better ‘Start with general sentences like / think... is better or / prefer. Compare your preference to the other choices using ore, less -erand than. Speaking Practice Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1 I think surfing is a good topic. water sports nice, fun 2 I think jet skiing is much more fun. canoeing, wind-surfing healthy, popular 3. It’s more exciting to ride on a super fast expensive, fun Jet Ski than on a surfboard. 4 I think surfing is better because it's cheaper canoeing, wind-surfing than jet skiing, easier, less expensive Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. Czzp { Sentences ] auawna harm-ful 1 Isee your point, but let's think about it more carefully. en-vi-ron-ment 2 You can develop better balance from surfing. de-vel-op 3 It’s less harmful to the environment. bal-ance easier per-haps In words with three or more syllables, the sounds en and de at the start are sometimes not stressed. The syllable that follows them is stressed.@ Listen and complete the paragraph. Then practice saying it with a classmate. Do you prefer baseball or tennis? Tq) baseball. It's (2) because I think it's (3) to play than tennis, and it's @ expensive. Also, it’s (5) popular (6) m tennis in my country and there are a clubs and competitions to play in. In addition, ei i. is more of a team sport, so more people can play together. Do you prefer badminton or basketball? Make notes to help you compare the two sports. Then practice saying your preference with a classmate. Badminton Notes . Use good comparisons ve @ Present your preference to 5 support your pieteretce NY the class.ou @a Read what Judy says about the topic. Then work with a classmate and take turns asking and answering the questions. Do you prefer team sports or individual sports? | prefer individual sports. I like these sports better because I'm a confident person and I like to do things on my own. Individual sports like swimming, diving or archery are more challenging than team sports. It’s also easier to train for individual sports because you make your ‘own schedule. I think it’s more satisfying when I win in individual sports. nat cet cen ltt 1. What does Judy prefer? 2 What is the first reason for Judy's preference? 3 Why does Judy say that individual sports are easier to train for? 4 What does Judy think about winning in individual sports? Oa Listen and complete Eric's speech. I definitely (1) __team sports over individual sports. T enjoy playing with my teammates and (2) the feeling of winning as a team, not just by myself. Sometimes I make new (3) when we play other teams. You also ~_} learn (4) important skills in tear sports (5) you do in individual sports, like patience and cooperation, (6) the stronger players can help the weaker players. e Work with a classmate and compare Judy’s and Eric's preferences.G)) say each word. then write the number of syllables and underline the stressed syllable. perhaps minutes challenge easier almost develop environment getting Say each sentence. Then underline the stressed words. It’s more friendly to the environment. You can develop better balance from skiing. Running was a bit of a challenge after all those months. Have you had your event yet? Complete the dialogue. Then practice with a classmate. Jenny: Hi, Have you had your race yet? Me: Jenny: 3:10? What time is it now? Jenny: No, I finished second. I haven't competed in a sprint for almost six months, so it was a bit of a challenge for me. Jenny: How did Johnny do? I heard he was in the 1,500 meters long distance race at a quarter after two. Jenny: Yeah, me too. Let's go find him.® Make notes about each topic. Then practice saying your preferences with a classmate. Do you prefer indoor sports or outdoor sports? 1 Indoor sports Outdoor sports _ Notes 2 Doyou prefer ball sports or track and field sports? ___ Ball sports [ Track and field sports | Notes Notes e Present your preferences to the class:Listen and read. Chris: _ Hey Donna, what are you eating? Donna: It’s a new mint and orange flavored gum. Want some? Chris: No, thanks. Make sure you don’t swallow it. My grandma told me once that if you swallow chewing gum, it stays in your body forever, Donna: You've got to be kidding. Do you actually believe that? Chris: Uh, I'm not sure, That's what I beard Donna: Well, you don't need to. worry about me. When I finish chewing gum, I wrap it in paper and throw it in the trash can. I certainly don't eat it. Follow the instruction and answer the question. Underline the sentences that Chris and Donna use to talk about possible actions and results. Which word shows Donna is sure about what she is saying?dia eT Talking about possible actions and results We usually use if and wher to talk about the possibilty of something happening, or the possible result of a certain action. We use ifand when * for things that some people believe to be true (If you swallow chewing gum. ie stays in your body forever). * for things that happen often or things that are always true (When /finish chewing gum, {wrap it in paper). Speaking Practice @Q Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. aD EGmD vol-ca-no 1 Lread about Vulcan and the volcanoes. 1 2 metal 2 Vulcan was a god who made things out of metal. 3 ham-mer 3 A llotof fire came out of the top of the mountain. 4 in-side 5 when-ev-er 6 work-ing You can start by guessing the words that will not be stressed and crossing them out. qe, Then it is easier to focus on the stressed words.Ba Read the passage and try to memorize as much as you can. Then close your book and retell it to a classmate. The ancient Vikings believed in a god called Thor. Thor was the god of and he had a big powerful hammer. He was very popular with people. Thor liked to fight against the evil giants. People were scared of giants, so they thought 6 was a Kind god. During storms, people could hear thunder. When they heard the thunder, they believed it was Thor hitti giants with his hammer. So people geese Use the general phrases you underlined on page 53 to give yourself time to remember Think of a myth from your own country and write some notes about it. Then work with a classmate and take turns telling each other about the myth. @ Tell the class the myth without looking at your notes.=u @-o Read FLERE SSEUSSES 4 4 's description of Atlantis. Then make notes. The ancient Greeks believed in a place Notes called Atlantis. It was an island with an advanced civilization. There were amazing Malin Idea: cities and fantastic ships. According to the myths, people from Atlantis conquered ‘many other nations, and took all their = Detail 1: treasures, But Atlantis was hit by a natural disaster (perhaps an earthquake or a volcanic eruption) and sank into the ocean. Detail 2: Oo Listen to Rita's description and make notes. eas Notes | Main idea: | Detail: — ! Detail 2: Detail 3: = ; \ Work with a classmate and compare Ben's and Rita’s descriptions.@ Say each word. Then write the number of syllables and unde! the stressed syllable. certainly inside actually ( ) swallow volcano forever |} working (| whenever | | @ Say each sentence. Then underline the stressed words. 1 It’s@ new mint and orange flavored candy. 2 [read about Cupid and his arrows. 3° Well, you don't need to worry about him. 4 A lot of smoke came out of the top of the building. © Complete the dialogue. Then practice with two classmates. Gary: Hey, look what I found! Me: — My grandpa told me once that if you find it means Gary: Great! I hope so! Wei: You've got to be kidding. Me: Gary: So does anything else bring you good luck? Me: — I heard that _ That's what I heard ... Wei: It can’t be true. Gary: Twant to get as much good luck as possible!© Read the two stories. Think of the ending for each and make notes. [ Story. Robber with a license Yesterday a robber walked into a liquor store and asked for money as well asa bottle of good wine. The shopkeeper said he had to show his driver's license to prove he was over 21. The robber gladly showed his license, then left the store with the money and the wine. But one hour later ... a Highest Scoring Winners | Have you ever | become the highest scoring winner at a game center? Notes | | | | Notes g Some people say there are hidden. cameras that take your picture. And the machines will report your name to a secret government agency. This helps the government to find kids with a high IQ, A 14-year-old has just got news ... @ Tell the class the two stories with your endings.Unit How are you feeling? iy : Hello, Ron? Are you OK? You didn’t make it to school today. Yeah, I've got the flu. I'm feeling really under the weather. : That’s too bad. Have you been to see the doctor yet? Sure, I went this afternoon and got some medicine. My doctor says I'll be as right as rain in a few days—as fit as a fiddle. : Are you sure? You sound terrible! Don’t worry—it sounds a lot worse than itis. I'm as strong as an ox : As stubborn as a mule, too. Thanks a lot! : Don't mention it. I hope we'll see you back at school in a few days. You can count on it. And hey, thanks for calling. @ Answer the questions. 1 What does it mean when Ron says he is “feeling really under the weather”? 2 In what ways are the expressions “as strong as an ox” and “as stubborn as a mule” similar to each other?Using special expressions You can use some special expressions to make a conversation sound more interesting and colorful. + Many expressions use the pattern: as + adjective + as-+ noun (as fit as a fiddle) + Meny expressions cannot be changed, You need to remember the whole expression. For example, you can say feeling under the weather to mean you are not feeling well, but you cennot say feeling over the weather to say you are feeling well. Speaking Practice Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. | 1 Tim feeling really under the weather. on top of the world 2 My doctor says I'll be as right as rain in a few days. as fit as a fiddle 3° It sounds a lot worse than it is. is much better looks 4 Tmas strong as an ox. quiet a mouse O-« Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. ap [ Sentences ] 1 wea-ther 1 Are you OK? You didn’t make it to school today, 2 af-ter-noon 2 I went this afternoon and got some medicine. 3) medci-cine 3 Thope we'll see you back at school in a few days. 4 terrible 5 stub-born 6 men-tion Remember that with -ton, the t usually sounds lke sh, and the fo usually sounds lke u. For example, mention sounds like *menshun.” J)@« Complete each sentence by matching it with the speci expression. Then listen and practice saying the sentences with a classmate. He never listens! He's | a asrain. as a fiddle. under the weather. strong as an ox. ‘She looks quite pale and a little| My grandpa is quite old but he’s as fit My mom was sick last week, but now she’s as right | wewn a b & d e Maybe Paul can move this—he’sas{_} ‘as stubborn as a mule. Work with a classmate. Prepare a dialogue about health. Think of some special 4 expressions that you can use. @ Present your dialogue to the class.ou @-« Listen and complete the dialogue. Then practice the dialogue with a classmate. aia Max: Hi, Julie. Are you off to tennis practice? Julie: Yeah, that’s (1) ‘What are you up to? Max: Well, I'm a bit @) Julie: What's wrong? Max: | left my wallet at home but my karate class starts in five (3) Julie: Can't you finish your class first and go home to get your wallet? Max: The problem is I have swimming class at 5:30. That means I don't have O) to go back home. But I need the money to take the subway ‘to the (5). Julie: Your schedule is really aha Why don’t you (6) your mom? Max: She's feeling under the (7)_____—_—_ today. I don’t want to bother her. Julie: OK, how about this. I’m free (8) tennis practice. Maybe I can go to your house and pick up your wallet for you. We can meet at the subway station at 5:00. Or I can lend you some (8) right now? Max: Well, that’s very (10) of you. Qa Work with a classmate. Take turns asking and answering the questions. 1 What is Max’s problem? 2 What are the two suggestions that Julie makes to Max? 3 What are the two offers that Julie makes to help Max? 4 Which offer do you think Max should accept? Why?rit Junk Food ay) Jody: In my opinion, junk food should be banned from schools. All the kids at our school are always munching on junk food. They're becoming overweight and unfit. To sum up, banning junk food at school will stop kids eating it and becoming unhealthy. Teacher: OK, thanks Jody. Do you have something to say to respond to Jody’s argument, Kevin? | Kevin: Sure, I have to disagree with Jody's | argument, She said that all the | kids are always munching on junk food, but not every kid is always | eating, She also said kids are becoming overweight and unfit, but I know many kids who love sports and eat junk food. They're all very fit! Most importantly, banning junk food from school won't fix the problem because kids can just buy it after school at the mall, @ Answer the question and follow the instructions. 1 Why does Kevin stress the words “every” and “always”? 2 Underline Kevin's three key arguments against Jody's opinions. 3 Circle the phrases that Jody and Kevin use to finish their arguments. 63Qo ty a Responding to an argument in a debate In a debate, you need to argue egainst other people's opinions. To do this well, you should say clearly at the start which opinion(6) you disagree with, explain why you think an opinion is wrong by saying, She said... but ‘conclude your argument confidently with phreses like: Zo sum yp... or Most impartantly... bey lgetatied Listen and repeat. Then work with a classmate and take turns saying each sentence using the words given. 1 Ihave to disagree with Jody's argument. Peter’s opinion 2. She said that all the kids are always munching on junk food. comic books about fighting 3 But not every kid is always eating. comic book about fighting 4 Most importantly, banning junk food from school won't fix comic books, cell phones the problem. 72-73) Listen and repeat. Then underline the stressed syllable for each word and the stressed words for the sentences. [Words] ourhwn os munch-ing o-ver-weight unhealthy ar-gu-ment dis-a-gree im-por-tant-ly Gimp 1 In my opinion, junk food should be banned from schools. 2 Tosum up, banning junk food at schoo! will stop kids eating it. 3 I know many kids who love sports and eat junk food. Words like /and my are often stressed when you want to express your opinion strongly,] Ga Look at the topic and listen to Steve's opinion. Make notes to respond to Match the parts of the argument. Then listen and practice saying the sentences with a classmate. his opinion. Do you think advertising junk food on TV should be banned? In my opinion, advertising junk food on TV should not be banned. It's good to find out about new foods. Companies need to advertise their products. Plus, some of the advertisements are really funny. Remember to present @ Present your opinion to the class. your opinion in a clear orderuw @-e Read Nina's opinion about junk food. Then make notes. FEA EK SELADSEHESHSS ‘Too much junk food is causing many _ Notes problems for kids all over the world, Junk food is usually very oily and has a lot of acid in it. This is really bad for the body. Italso has too much fat or sugar, which can make you overweight. Most i imiparicay, : Detail 1: junk food is often cheap and easy to buy, so kids are always tempted to eat a lot of it. "Main idea: @-2 Listen to Jack's opinion and make notes. | c 3 Notes Main idea: Detail 1: Detail 2: Detail 3: Work with a classmate and compare Nina’s and Jack's opinions.Say each word. Then write the number of syllables and underline the stressed syllable. medicine terrible importantly unhealthy, disagree mention argument stubborn Say each sentence. Then underline the stressed words. I know many kids who hate sports but eat healthy food. In my opinion, cell phones should be banned from schools. Thope we'll see you back in class in a few days. Are you OK? You didn’t make it to school yesterday. Use the special expressions you have learned in Unit 11 and write a response to each statement. Describe someone who is really strong. My brother is Describe someone who is very healthy. Describe someone who is feeling fine. Describe someone who is really stubborn. Describe someone who is not feeling well.@ Write your opinion about the topic. Then find a classmate with a different opinion and make notes. Do you think convenience stores should stop selling junk food? My opinion Notes about my classmate's opinion I think Detail 1: Detail 2: Detail 3: Ss Respond to your classmate’s opinion and present your opinion to the class. Detail 1: > Detail 2: > Detail 3: aeWords Ea Page on-ly 4 plo al-most 4 p.40 oth-er 4 p.l0 along 16 = p.20 per-haps 47 ip. Ad bal-ance 47.44 plan-et A p.10 but-ton, 16 p.20 pro-vide 220 pw chal-lenge 4 p40 shop-ping 16 p.20 fin-ished 4 p.40 shut-tle 9 pi fla-vored 54 p50 so-lar 4 p.10 H getting a | pao spe-cial 2 p30 gi-ant 29 p30 stub-born 66 p60 ham-mer 59 p.54 swal-low 54 p50 harm-ful 47 p.44 sym-bol 34 p34 heavy 1% p.20 system 4 p10 help-ful 1% p20 tourist 34 p34 hurdles 4 p.40 wea-ther 66 p60 inside 9 Oper wel-come 16 p.20 kid-ding 54 op. 50 working, 59 p54 long-er 4 p.10 men-tion 66 p60 metal 59 p54 min-utes 41 p.40 mo-ment 22 p.24 munch-ing 72 p64peeve Four Syllables af-ter-noon p.60 actually p.50 a-re-na 29 p30 co:los-se-um 29° -p.30 ar.gu-ment 2 p64 enwvisron-ment a7 pad as-tro-naut 9 pu glad:i-a-tor 2 p.30 attraction 34 p34 im-portant-ly 72 p64 attractive 2 p24 person-al-ly 22 pds car-ry:ing 9 pu spec-tacu-lar 29 p30 certainly 54 p.50 de-vel-op a7 p44 ee casher ae in-ter-na:tion-al 9 pw e-nor-mous 34 p.34 forev-er 54 p.50 lo-cat-ed 34 p34 med-i-cine 66 p.60 nastion-al 34 p.34 neigh-bor-hood 22 p24 o-ver-weight 2 p.64 pop: uw:lar 22 p24 prob-a-bly 9 pls satellite 9 pia terrible 66 p.60 un-health.y 7 p.64 vol-ca-no 39 pS when-ev-er 59 p.S4Boost! Speaking 3 Audio CD fee ahha = cs = = cy at cs at s letelalele| Ist assteen eee The Skills Series is the definitive and comprehensive four-level series of skills oe eat a se sgh es cee ee een CRUE Se ces a sue TS Cigale © Age-appropriate and cross-curricular topics develop students’ critical thinking Pele ciiieean creel Ce eee eee Ramu eh luli OU) Ce Rese eR CMe eee em OLR ee Reel UCD MeCN NVA ee ete RoR oN oe eaten) Monn eetlie) Seep Prey