FOREWORD ACKNOWLEDGMENTS TO THE TEACHER TO THE STUDENT
LESSON
xiii xiv xvi xxi
COMPETENCY OBJECTIVES
Introductions and Greetings
identify self; introduce self and others; understand and use formal and informal introductions and leave takings
More About You
ask and tell about basic personal information and reasons for studying English
Congrahlations
extend congxatulations in appxopxiate situations; compare
PAGE
cross-cultural customs Apologies
extend apologies in appropriate situations; cornpare cross-cultural customs
Good and Bad Manners
compare and contrast polite and impolite behavior across cultures
He1ping Each Other
offer and ask for help in various situations; compare cross-cultural customs
Expressing Sympathy
extend sympathy in appropriate situations; compare cross-cultural customs
Review
LESSON Daify Life
COMPETENCY OBJECTIVES
PAGE
compare anQ contrast differing iifestyies; clarify and/or r w n firm personal lifestyle
24
Favorite F d s
compare and contrast food preferences; explain and introduce personal foud preferences
Fermnality Characteristics
identify and discuss various characteristics of personality; explain own personality characteristics
28
Friends
compare and contrast positive and negative aspects of friendship; explain opinions a b u t friendship
30
Chllclhmd Memories
ask and answer questions a b u t childhood memories
Cultural Identity
ident* and discuss cultural traits and traditions; compare and contrast cultural differences; explain own cultural heritage
Life Story
ask and answer questions a b u t persona1 experiences; share personal stories
Future Plans, Hopes, and Dreams Learning Styles
explain and ask a b u t future goals and ways of reacNng them
* identrfy and dlsmss charackettstics of vartous learning styles; clarify and/or reconfirm personal preferred learning styie; discus Ianguage learning skills
Review
40
LESSON
COMPFTENCY OBJECTIVES
PAGE
identify and discuss family members and rdes in the family; share personal family memories
compare and contrast personal and crosmltural pexspectives on courtship
Falling in Love Marriage
* identify and discuss cvinmon milestones in marriage; share opinions a b u t marriage
Having a Baby
identify and discuss common preparations for having a baby and experiences with babies
50
Growing Up
identify and discuss contrasting lifestyles and problems of adolescence; share and compare experiences as adolescents
52
Parenting
identify and discuss common problems of parenting; cIarify, share, and/or recanfirm personal opinions about disciplining children
1
After Schaal
@
compare and contrast supervised and unsupervised behavior of children after schooI; discuss ways for parents to be involved fn children's education outside x h w l ; discuss community progranls for learning English and for special learning problems identify and discuss causes for divorce actcross cultures and legal solutions to marital problems
Growing Old
Review
identify and discuss problems and pleasures af growing old
56
uNm4:
CQMMVYW AND CowWER UFE
LESSON
COMF€TENCY OBJECTIVES
PAGE
ask forand give directions to places in the community; identify places on a map; share experiences in a new place
*
identify and discuss local community sewices and volunteer sppodurlltks across cultures identffy and discuss lmal utility needs and sen&&; explain probfems and request help for repairs Mentify and disntss available mailing options; compare and conrrast different methods of communication; discuss mmiling wtvic~sacross cultur£!s
Telephone Sefvices
identify and discuss available telephone service options; compare telephone experiences
Shopping in Today's World
identify and discuss available shopping options; share shopping expetience and preferences
Shopping for Qothes
campare and contrast cciothlng style prefermir: and store selections
Returns and Exchanges
identify and discuss reasons and procedures for returning and/or exchanging purchases or gifts
identtfy and discuss parental involvement in schools, school dixipline, rules and regulations, dress codts, and extra-curricular irctfvitits mas cuitures
Lifelong Learning
identifyand discuss possibilities for rduIt higher educaand training compare and contrast educational goals across cultures identfv and dhcw varieties of local recrcatlon oppomnlties and penanal recreation preferences
84
$6
LESSON
LESSON
COMPETENCY OBJECTIVES
Places to Live
compare and contrast advantages and disdvan t a g s of living in different locations, kinds of housing, and renting or buying a house
inside Ywr Home
discuss special indiddual housing needs; expiain decorating preferences
Finding the Right Home
read and discuss ttds for housing; discuss what to look for when renting an apartment or buying a house
Utility Problems
discuss mistakes peopk make with utilities and how to avclid these problems; dlscuss different kinds of heating and air concIitioning across cultures
Tenants and Landlords
compare and contrast rights and responsibilities of tenants and landlords; discuss problems between tenants and landlords and recomniend solutions
Insuring Your Property
identify and discuss common p~oblemsresulting in property damage or loss; discuss insurance coverage across cultures
Moving
identify and discuss reasons fw moving and the process and problems of moving; ask and tdl about experiences with moving
Answering the Door
identify and dixws reasons why people came to your door and what to say when they do
Neighborhood Problems
identify and discuss neighburhaxi problems and sohtions in general and in your neighbarhod in particular; find out what your community i s doing to sohe the problems
Neighbarhood Improvements
identify and discuss neighburhood improvements; discuss ways to be neighborly; compare and contrast neighborhoods and neighbors across cultures
Review vai
PAGE
COMPETENCY Q B U E W E S
PAGE
LESSON
COMPETENCY OBJECTIVES
PAGE
Jobs in Your Community
identify and discuss occupations; inquire about jobs and types of businesses and industries in the community; identify and discuss employment opportunities
Your Occupation
ask and answer questions about classmates' jobs; explain present job duties
The Right Job for you
ask and answer questions about job preferences
Looking for a Job
discuss different ways to finding a job; find out about job openings through want ads; discuss advantages and disadvantages of jobs; djscuss abilities, experience, and job needs of classmates
154
discuss job interview scenarios; prepare questions that an interviewer and applicant would ask; respond to employment interview questions, including short- and long-term employment goals, qualifications, and previous job duties
156
Applying for a Job
Wages and Benefits Review
identify and dismss wages and benefits; express preferences regarding wages and benefits; discuss reasons to ark for a raise
COMPETENCY QBdKTIVSS Startlrlg a New fob
identify and discuss common problems in a new job and possible solutions; tell about a job experience
Instrucths at WR.
give and fol1uw m~tlti-stepinstructions to complete a task; identify and discuss common p&lerns giving and following instructions
Doing a Gorod Job
identify and discuss common problems at work and acceptable and unacceptable wark behavior; provide solutions to problems and give advice to workers
Injuries at Work
&xuss common work-related injuries, hazards at work and at home,
workmen's cornpensatfon, and procedures for preventing and dealing with injuries on the job ~ c t i o f z from s Pay
identify and discuss paycheck deductions;understand basic payroll deductions disntss advantages and disadvantages of different spending patterns; clwQ W a r xesc@kw PWP pew&spending patterns
Payf ng Taxes
* discuss concepts and procedures for paying income tax; understand basic terminology d income tax; compare and contrast taxes in
different countEies k h t i f y and discuss common reasons for kaving a jab;clarify and consider options
PAGE
LESSON
COMPETENCY OBJECTIVES
Class News News Media
.ask and tell about personal life events identify and discuss varieties of news media; discuss people and stories in the news identify different kinds of severe weather and natural disasters; ask and answer questioi~sabout personal experiences involving a natural disaster identify and discuss issues related to sports in the news; discuss popularity of sports and athletes in different countries identify and discuss varjous kinds of entertainment available locally; make arrangements with class to attend an event together identify and disc-ss crimes and criminal justice; share crosscultural opinions about criminal justice identjfy and discuss heroes across time and cultures; explain personal ideals of heroism identify and discuss local events in the news; become familiar with local issues * identify and discuss events in the news around the world; become familiar with international issues
Weather and Natural Disasters
Spolts News Entertainment News
Crime in the News Heroes in the News Local News World News Politics and Government in the News Review
identify and discuss chaxacteristics of politics and government
APPENDIX Conversation Springboards Grammar for Conversation Contents Grammar for Conversation Maps SpeechlAudience Evaluation Forms Activities Guide Alphabetical Word List to Picture Dictionary
PAGE
182 184 186
INTRODUCTIONS AND GREETINGS (pp. 2-5)
Conversation Springboard: Whot's happening? 11: Oh, hello, Dr. Nichols! J'm so glad you could come. Your assistant said you were probably going to be busy. MI: You know I nwer miss these International Student parties, Helen. The rood is always wonderful! And it gives me a chance to get acquainted with some of the students. Fl: Well, the food this time is as good as ever. And here's someone I'd like you to meet. M2: Oh, hi, Mrs. Berry. It's a great party! Did you try the Vietnamese spring rolls? They're delicious! F1: Yes, I did, Harry. They are! Dr. Nichols, I'd like you to meet one of our new international students, Harry Chen. Hany, this is Dr. Nichols, the president of the university. M2: Oh! Excuse me! It's a pleasure to meet you, Dr. Nichols. I'm sorry, I: can't shake hands. M I : Glad to meet you, Harry. Don't wony about it. 1 can see you've got your hands full. Are those the spring rolls? M2: Yes, they are. M 1: They do look good. Maybe you could show me where to get some, too? bI2: Oh, yes! I'd be glad to, Dr. Nichols. Right this way. M I : I'll see you later, I-Ielen. It looks as though I'm in good hands here! Picture Springboard: finish the conversotion. F l : Hi, Phyllis. Hi, Donald. How's everything going? M1: Hi, Marilyn. Just fine. F2: Me, too. I-low are you, Marilyn? F1: Great! Is it OK if I sit here?
MORE ABOUT YOU (pp. 6-91
Conversation Sprlngboard: Whot's hoppenlng? MI: What's your main reason for studying English, Mi Sook? F1: I want to get a bette~job, Alexander, and for the kind of employment I want, English is an important qualification. M1: What kind of job do you want to qualify for? F l : Well, I love to travel, and I already have a degree in business management. I'd like to work in international business. But for that, I need to speak English more fluently. M1: I see. Good luck, Mi Sook. 1 t h n k your English sounds really good already. F1: Thanks, Alexander. Your English is wonderful. Why are you studying it?
M l : Oh, I have a lot of reasons. Probably the most important one is my girlfriend. She's Australian, and we're planning to live in Australia after we get married. Fl: Then you'll need English for everything, won't you? MI: I guess so. F1: That's exciting, Alexander. You'll have a whole new life! M1: You will, too, Mi Sook.
Picture Springboard: Flnlsh the conversation. MI: W h y are you studying English, Anita? F1: Me? Well, I guess it's really for social reasons, Yannis. You know I love to talk. ['rn a pretty sociable person. MI:That's true. You get along really well with everybody. F1: Thanks, Yannis. I like my neighbors, too, and I want to get to know them better. That's why I'm studying English-all my neighbors speak English. W h a t about you? What are your reasons for studying English?
(pp. 30-11) Conversation Sprlngboard: What's happening? M I : I-ley, Simone, congratulations! 1 just heard about your promotion! F1: Thanks, Ted. I just heard about it, too. M1: Well, it's not surprisi~lgto me. You really deserve it. You've worked bard for this. F1: 1appreciate your saying that, Ted. M1: It's the truth! You've done a wonderful job here, Simone. F2: He's right! Hi, Simone. Congratulations! I think it's terrific! We need to celebrate the occasion. How about it, Ted? We can go over to the Jolly Onion. MI: Good idea, Lila! That's a great place. Let's take Simone out to lunch. What do you say, Sirnone? Can you come out for lunch with us? F1: 1 wish I could, Ted. But, I'm not going to get any time for lunch today. 1 have meetings all afternoon, and, in fact, I'm late for one now. M I : (tecrsing) Uh-oh. Now that you're a big shot, you're too busy to go out with us little guys, huh? F1: I'm a big shot now? Wow, that happened fast! I'm imp~essed! F2: Oh, don't tease her, Ted. We'll do it when you have time, Si~none. F1: Thanks, Lila. Actually, tomorrow would be great. CONGRATULATION5
Picture Springboard: Finish the conversation.
GI: Oh, what beautiful babies! They're adorable! M I : Thank you. F1: They're twins, aren't they?
M2: We're just unloading, lady. Won't be long. F1: That's it! You can't get away with this! I'm going to report you! M2: Go ahead. Report me, lady. I'm just doing my job. Picture Spring board: Finish the conversation.
.
APOLOGlE5 (pp. 12-13) Conversation Springboard: What's next? F1: Hi, guys! Sorry I'm late! M I : What kept you, Sue? No, wait, don't tell me-I
bet I know. Your alarm didn't go off. F2: Or maybe your hair dryer didn't work, like last tjme. F1: No, no, t.hatls not what happened. M I : Let's see. . . The bus broke down, and you had to walk. F1: Hey, guys, what's the matter? I said 1 was sorry. F2: I know, Sue, but this happens all the time. We always have to wait for you. F1: But I don't mean to be late! There's always a reason! MI: I know, 1 know. So, what was the reason this time? F1: I know you're not going to believe me. . . Picture Springboard: F;nith the conversation.
F1: Oh! Oh, dear! My grocerles! MI: Oh, I'm sorry, Miss! I didn't see you. h e you OK? F1: Yes, I'm. . . Oh, my bag's torn. Oh, no-the eggs! M I : Oh, gee, what a mess! I'm very sorry! Here, let me help you.
F1: (teacher;) . . And that's the biggest difference between the past tense and the present perfect. Is that clear? MI: (whispering) Psst! Hey, Gordy! Gordy! M2: (whispering) Yeah? What do you want, Duc? MI: My pencil just broke. Do you have an extra? F2: Sh! I can't hear the teacher! M2: Just a second. I'll check. . .
HELPING EACH OTHER (pp. 16-19) Conversation Springboard: What's next?
M I : Excuse me. Would you mind answering a Eew
questions for a survey? F1: What kind of a survey? MI: It's for my English class. It's about people he1pin.g each other. We have to ask three people in the school these questions. F1: People helping each other, huh? OK, sure. M1: I-lere's the first question: Would you pick up a hitchhj ker? F1: A hitchhiker? No, I wouldn't. It's too dangerous. He might want to cob me-or worse! MI: OK. Here's the second question: Would you help a stranger in distress? F1: Mmm, that's a hard one. I guess it depends. MI: On what? Picture Springboard: Finish the conversation.
GOOD AND BAD MANNERS (pp. 14-15)
Conversation Springboard: What's your opinion?
F1: It's OK, honey. Mama's finished. We'll be home soon and we'll have some nice lunch. . . Hey! What's that truck doing? He's stopping right behind us! (Woman beeps horn.) Unbelievable! He's not moving! He's blocking us in! M1: I want lunch, Mama! F1: I know, honey, I 'm sorry. Oh, I don't believe it! They're unloading the truck! What an inconsiderate, thoughtless, rude thing to do! (She beeps horn again.) MI: Mama, I want lunch. F1: Hey, Mister! You're blocking me in! M 2 What? F1: Look, I've got a baby crying here. I've got to get out. You can park solnewhere else! M2: No problem, lady. We'll just be a minute. F1: Lt is a problem! Why can't you park somewhere else?
..
f 1: Come in. Hi, Monica. Here, have a seat. It's nice to see you. F2: Thanks, Professor. F1: You look a little worried. Is there something I can help you with? F2: I don't want to bother you, Professor Jones, but if you have a minute. . . F1: Of course. My next class isn't for another hour. Just tell me how I call help.
