FOREWORD

ACKNOWLEDGMENTS
TO THE TEACHER
TO THE STUDENT
xiii
xiv
xvi
xxi
LESSON
Introductions and Greetings
More About You
Congrahlations
Apologies
Good and Bad Manners
He1 ping Each Other
Expressing Sympathy
Review
COMPETENCY OBJECTIVES
identify self; introduce self and others; understand and use
formal and informal introductions and leave takings
ask and tell about basic personal information and reasons
for studying English
extend congxatula tions in appxopxiate situations; compare
cross-cultural customs
extend apologies in appropriate situations; cornpare
cross-cultural customs
compare and contrast polite and impolite behavior across cultures
PAGE
offer and ask for help in various situations; compare cross-cultural
customs
extend sympathy in appropriate situations; compare cross-cultural
customs
LESSON
Daify Life
Favorite F d s
Fermnality Characteristics
Friends
Chllclhmd Memories
Cultural Identity
Life Story
Future Plans, Hopes,
and Dreams
Learning Styles
COMPETENCY OBJECTIVES PAGE
compare anQ contrast differing iifestyies; clarify and/or r w n firm
personal lifestyle 24
compare and contrast food preferences; explain and introduce
personal foud preferences
identify and discuss various characteristics of personality; explain
own personality characteristics 28
compare and contrast positive and negative aspects of friendship;
explain opinions a b u t friendship 30
ask and answer questions a but childhood memories
ident* and discuss cultural traits and traditions; compare and
contrast cultural differences; explain own cultural heritage
ask and answer questions a b u t persona1 experiences; share
personal stories
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 40
Review
LESSON COMPFT ENCY OBJECTIVES
identify and discuss family members and rdes in the family; share
personal family memories
Falling in Love compare and contrast personal and crosmltural pexspectives on courtship
Marriage * identify and discuss cvinmon milestones in marriage; share opinions
a b u t marriage
PAGE
Having a Baby identify and discuss common preparations for having a baby and experiences
with babies 50
Growing Up
Parenting
1
After Schaal
Growing Old
Review
identify and discuss contrasting lifestyles and problems of adolescence; share
and compare experiences as adolescents 52
identify and discuss common problems of parenting; cIarify, share, and/or
recanfirm personal opinions about disciplining children
@ 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 wl ; discuss community progranls for learning English and for special
learning problems 56
identify and discuss causes for divorce actcross cultures and legal solutions to
marital problems
identify and discuss problems and pleasures af growing old
uNm 4: CQMMVYW AND CowWER UFE
LESSON COMFTENCY OBJECTIVES PAGE
ask for and 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~s across cultur!s
Telephone Sefvices
Shopping in Today's World
Shopping for Qothes
identify and discuss available telephone service options; compare
telephone experiences
identify and discuss available shopping options; share shopping
expetience and preferences
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 identify and discuss possibilities for rduIt higher educa- and
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 PAGE
Places to Live compare and contrast advantages and disdvan t ags 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 l ook 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~oblems resulting 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
COMPETENCY QBUEWES PAGE
LESSON COMPETENCY OBJECTIVES
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
The Right Job for you
Looking for a Job
Applying for a Job
Wages and Benefits
Review
ask and answer questions about classmates' jobs; explain present
job duties
ask and answer questions about job preferences
PAGE
discuss different ways to finding a job; find out about job openings
through want ads; discuss advantages and disadvantages of jobs;
dj scuss 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
identify and dismss wages and benefits; express preferences
regarding wages and benefits; discuss reasons to ark for a raise
Startlrlg a New fob
COMPETENCY QBdKTIVSS
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-step instructions to complete a task; identify
and discuss common p&lerns giving and following instructions
Doing a Gorod Job
Injuries at Work
identify and discuss common problems at work and acceptable and
unacceptable wark behavior; provide solutions to problems and give
advice to workers
&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 s from Pay identify and discuss paycheck deductions; understand basic payroll
deductions
Payf ng Taxes
disntss advantages and disadvantages of different spending patterns;
cl wQ W a r xesc@kw PWP pew&spending patterns
* discuss concepts and procedures for paying income tax; understand
basic terminology d income tax; compare and contrast taxes in
different countEies
kht i f y and discuss common reasons for kaving a jab; clarify and
consider options
PAGE
LESSON
Class News
COMPETENCY OBJECTIVES
.ask and tell about personal life events
PAGE
News Media identify and discuss varieties of news media; discuss people and
stories in the news 182
Weather and Natural Disasters identify different kinds of severe weather and natural disasters;
ask and answer questioi~s about personal experiences involving
a natural disaster 184
identify and discuss issues related to sports in the news; discuss
popularity of sports and athletes in different countries 186
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 varjous kinds of entertainment available
locally; make arrangements with class to attend an event
together
identify and disc-ss crimes and criminal justice; share cross-
cultural 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
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
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.
MI : Glad t o 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.
MI : I'll see you later, I-Ielen. It looks as though I'm in
good hands here!
Picture Springboard: finish the conversotion.
Fl : Hi, Phyllis. Hi, Donald. How's everything going?
M1: Hi, Marilyn. Just fine.
F2: Me, too. I-low are you, Marilyn?
F1: Great! Is i t 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 bet t e~ 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 hnk your English
sounds really good already.
F1: Thanks, Alexander. Your English is wonderful.
Why are you studying it?
Ml : Oh, I have a lot of reasons. Probably the most
important one is my girlfriend. She's Australian,
and we're planning t o 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: Why 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.
What about you? What are your reasons for
studying English?
CONGRATULATION5 (pp. 30-11)
Conversation Sprlngboard: What's happening?
MI : 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~lg to me. You really deserve
it. You've worked bard for this.
F1: 1 appreciate 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 t o 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 t o get any
time for lunch today. 1 have meetings all
afternoon, and, in fact, I'm late for one now.
MI : (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.
Picture Springboard: Finish the conversation.
GI: Oh, what beautiful babies! They're adorable!
MI : Thank you.
F1: They're twins, aren't they?
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 Spring board: 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!
MI : Oh, gee, what a mess! I'm very sorry! Here, let me
help you.
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?
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.
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.
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.