Discourse Strategies
(Unit 10, page 119)
Showing interest and surprise with short-form questions and statements
A. Use these short “tag”-like questions and statements to show interest and encourage further discussion.
Practice saying each.
To show interest
use short-form questions with rising intonation
IS it? DID you?
WERE they? WOULD he?
To show surprise
use emphatic questions with rising intonation
They DID? It HAD?
They COULDn’ t?
To show strong surprise use negative statements with falling intonation
You HADn’ t ! It DID’nt !
She WASn’ t !
B. Pair Work . Take turns reading the prompts below and using short form questions and statements to
show interest and surprise.
Student A begins
A: I was out late last night and the streets were deserted.
B: (Show interest.)
A: Yeah, it was strange!
A: My brother would always go skiing.
B: (Show interest.)
A: Yes, there was a ski resort nearby.
A: The rest of the group couldn’t hear my shouts!
B: (Show surprise.)
A: No! I didn’t know what to do!
A: And the bungee cord had started to tear!
B: (Show surprise.)
A: Yes, it was terrifying!
A: And I had forgotten to tell anyone where I was going.
B: (Show strong surprise.)
A: Yeah, it was really dumb!
Student B begins
B: I went snorkeling in the Gulf of Mexico.
A: (Show interest.)
B: Yeah, it was great—beautiful fish.
B: It’s a popular place for surfers in Hawaii.
A: (Show interest.)
B: Yeah, the waves can be very exciting.
B: And the crabs started crawling over my sleeping bag.
A: (Show surprise.)
B: Yeah, it was scary.
B: She was falling off the edge of the cliff!
A: (Show strong surprise.)
B: Yes, she was!
B: And the shark turned and swam right towards me—fast!
A: (Show strong surprise.)
B: Yes! I started to panic!
C. Now practice using short-form questions and statements as you do the Discussion Builder activities on
page 119.
Expressing frustrat ion and responding with empathy or disagreement
A. Use the expressions on the left to show frustration with a person, thing, or situation. Use the
expressions on the right to respond. Expressing frustration and responding will make your discussion
richer and more interesting. Practice saying each.
Responding with empathy
I KNOW what you MEAN.
You can say THAT again.
Isn’ t THAT the truth!
Expressing frustration
I ’ve HAD it with . . .
I ’m FED UP with . . .
I ’ve GIVEN UP on . . .
I ’m SO SICK of . . .
I ’m REALLY TI RED of . . .
I ’m SICK and TIRED of . . .
Disagreeing
I ’m not so sure I agree with that .
I ’m not so sure I ’m with you on that .
I ’m not sure I understand.
B. Group Work . Complete the sentences below with an expression of frustration and the name of a
person or thing indicated in parentheses. Then work in a small group. Take turns expressing frustration
and responding.
__________________________. You can’t trust anything he / she says.
(express frustration) (name of politician)
________________________________. It’s/ She’s / He’s really annoying.
(express frustration) (name of news show / newscaster )
___________________________. You can’t believe anything they write.
(express frustration) (name of newspaper / magazine)
Paraphrasing an opinion
A. Confirm your understanding by using the expressions on the left to paraphrase or summarize another’s
opinions during a discussion. Use the expressions on the right to confirm the accuracy of paraphrasing.
Practice saying each.
Paraphrasing an opinion
So what you ’ re saying is . . .
In other words , . . .
So what you mean is . . .
To put it another way , . . .
So you ’ re saying . . .
If I understand what you’ re saying, you think . . .
Responding
That ’s right .
That ’s exactly what I ’m saying.
That ’s not quite what I meant .
No t exactly . What I ’m saying is . . .
B. Pair Work. Take turns choosing and asking any of the questions below. Listen to your partner’s answer and
then paraphrase his or her opinion. Your partner will tell you if your paraphrasing was accurate or not.
What do you think are the pros and cons of
having children?
What do you think might be the pros and
cons of living with your elderly parents?
What do you think might be the advantages
and disadvantages of early retirement?
What do you think might be the benefits
and difficulties of caring for elderly parents
or relatives?
What do you think might be the pros and
cons of being cared for by your children?
What do you think might be the pros and
cons of living in a nursing home?
What do you think might be pros and
cons of the government providing care
for the elderly?
Your own idea:
C. Now practice paraphrasing your partner’s opinions as you do the Discussion Builder activities on page 95.
Asking for agreement
A. Use these expressions to ask others to agree with you in a discussion. Asking for agreement can
strengthen your argument and will help you understand others’ points of view. Practice saying each.
Asking for agreement
Do n’ t you agree (that) __?
Do n’ t you think ( that) __?
Do n’ t you feel ( that) __?
Wouldn’ t you agree ( that) __?
Wouldn’ t you say (that) __?
__, wouldn’ t you say?
__, don’ t you think?
__, don’ t you agree?
B. Pair Work . Take turns using the prompts below to ask for agreement. Respond to your partner by
agreeing or disagreeing.
credit cards can be dangerous
it’s silly to spend a lot of money on clothing
you should put a certain percentage of your
salary into savings every month
you should always pay your credit card bills
off every month
it’s OK to splurge on luxury items once in
a while
it’s smart to shop around for a while before
you make a purchase
window shopping is the best kind of shopping
because you don’t spend any money
it’s better to spend money on education and
travel than clothes and jewelry
women like to spend more time shopping
than men do
men generally hate shopping
parents shouldn’t buy their kids everything
they ask for
Your own idea:
C. Now practice asking for agreement as you do the Discussion Builder activities on page 83.
Stating an argument for or against
A. Use these expressions in a discussion to state your support for, or your opposition to, issues. Using
these expressions will encourage a response and further develop the discussion. They are arranged
from stronger to weaker. Practice saying each.
Stating an argument for
I strongly support ___. .
I ’m very much in favor of ___. .
I ’m all for ___. .
I think ___ is only right .
I bel ieve ___ is the right thing to do .
Stating an argument against
I strongly oppose ___. .
I ’m very much against ___. .
I ’m totally against ___. .
I think ___ is just plain wrong.
I just don’ t think ___ is right .
B. Pair Work . Take turns stating arguments for or against the issues below. Respond to your partner by
agreeing or disagreeing.
spending tax money to protect species
from extinction
giving tax breaks to people who use
renewable energy resources
developing bigger cars and SUVs that
waste gas
getting rid of animals that are dangerous
to humans
allowing wild animals to live freely near people
letting people kill endangered animals for
their skins
setting aside natural wildlife areas where
animals can be protected
allowing logging companies to cut down forests
raising prices on gas so people will drive less
taxing companies when they pollute
letting farmers clear forests
Your own idea:
C. Now practice making statements for and against issues as you do the Discussion Builder activities on page 71.
Complaining about a situation
A. Use these expressions to complain about a situation and respond during a discussion. These expressions
will encourage agreement or disagreement and further the discussion. Practice saying each.
Stating a problem
I t ’s awful how . . .
I just can’ t bel ieve how . . .
I t ’s inexcusable that . . .
I think i t ’s shock ing that . . .
Responding
I real ly wish they would . . .
Why can’ t / don’ t they . . .?
I do n’ t see why they can’ t / don’ t . . .
The thing they need to do is . . .
B. Pair Work . Take turns using the prompts below to practice complaining and giving suggestions. State
the problem and respond in each conversation.
Student A begins , Student B responds
A: _____ so many poor homeless people
are living in the streets.
B: I agree. _____ build more shelters for
the homeless.
A: _____ this city has become so polluted.
B: I totally agree. _____ limit the number of
cars and trucks coming into town.
A: _____ discrimination is still so widespread.
B: I couldn’t agree more. ______ educate
people more about the problem.
B: _____ politicians are so corrupt these days.
A: You’re right about that. _____ investigate
and throw the corrupt ones in jail.
A: _____ the trains have gotten so overcrowded.
B: I agree. _____ schedule the trains so they
come more often.
A: _____ crime has gotten to be such a
big problem.
B: You’re absolutely right. _____ get more
police officers on the streets.
Student B begins , Student A responds
B: _____ there are so many people working
at low-paying jobs.
A: I totally agree. _____ attract more high-
tech companies to move to town.
B: _____ the buses are never on time.
A: You’re right. _____ plan the bus
schedules more carefully.
B: _____ housing has become so expensive.
A: Yeah. _____ build more affordable housing.
B: _____ so many people are still getting HIV
these days.
A: I totally agree. _____ spend more on HIV
education.
C. Now practice complaining and responding as you do the Discussion Builder activities on page 59.
Agreeing and disagreeing
A. Use these expressions to agree or disagree with your partner. Agreeing and disagreeing encourages
further discussion. Practice saying each.
Agreeing
I TOTALLY agree.
I COULDN’T agree MORE.
You ’ re RIGHT abo ut that .
I AGREE wi th you on that o ne.
You ’ re ABSOLUTELY right .
Disagreeing
I COMPLETELY disagree.
You CAN’T be serious !
Really? I don’ t THINK so!
You don’ t REALLY believe that , do you?
I think you ’ re WRONG on that one .
B. Pair Work . Take turns reading the prompts below to your partner and agreeing or disagreeing.
The way I see it, guys shouldn’t get hair
transplants or wear wigs. Bald guys are
good-looking.
I think one of the easiest ways to look
good is to eat healthy food and get plenty
of exercise.
If you ask me, women always look more
attractive without make-up.
I think inner beauty is more important than
outer beauty.
I don’t think people should worry too much
about their weight.
The best way to lose weight is just not to eat
for a couple of weeks.
Perfumes and colognes stink.
I think body piercing and tattoos are silly.
I think tanning salons are dumb.
Parents should get cosmetic surgery for their
kids if it’ll make them look more attractive.
Long nails and nail polish look good on men.
Your own idea:
C. Now practice agreeing and disagreeing as you do the Discussion Builder activities on page 47.
Extra Reading Comprehension Activities
(Unit 5, page 58)
Comprehension Questions
A. Answer the questions, according to information in the article.
1. Why are the majority of megacities in developing countries?
2. What standard will megacities set in the 21st century?
3. What do “first-world” and “third-world” cities have in common?
4. What basic infrastructure problems do all megacities deal with?
5. What would megacity leaders especially like to learn from other cities?
6. Why does Perlman disagree with strict central planning?
7. Why does Perlman think people love to go to Siena, Paris, or Barcelona?
Critical Thinking Questions
B. Look at the chart in the article to answer the following questions.
1. Which city is predicted to have the same rank in 2015? Why do you think this might be?
2. Which cities are predicted to grow the most in population by 2015? Why do you think this might be?
3. Which city is predicted to grow the least in population by 2015? Why do you think this might be?
Extra Reading Comprehension Activities
(Unit 4, page 46)
Comprehension Questions
A. Answer the questions, according to information in the article.
1. Who or what defines what it means to be beautiful in western societies?
2. What do people associate with success and happiness in some cultures?
3. How do many young women feel in these cultures?
4. In the U.S., how many hours a day are children age eight and older exposed to media messages?
5. What’s the top wish of girls between the ages of eleven and seventeen?
6. What are young people being targeted as by the media?
7. What messages is the media conveying to young people?
Critical Thinking Questions
B. Complete the statements by filling in the blanks with one of the following quantifiers: a majority of, most,
about a third of, about two thirds of. More than one answer may be possible.
1. ______________________ fourteen-year-old girls are not happy with themselves.
2. ______________________ ten-year-old girls are on diets.
3. ______________________ girls say they have wanted to look like an actress.
4. ______________________ girls have tried to look like an actress.
Extra Reading Comprehension Activities
(Unit 3, page 34)
Comprehension Questions
A. Answer the questions, according to information in the article.
1. What award reflects Newman’s success as a philanthropist?
2. Why did Newman agree to put a picture of himself on his salad dressing label?
3. What kind of organizations does Newman make contributions to?
4. How much has Newman contributed to charities since 1982? (Write the amount in numerals.)
5. How do the Hole in the Wall Gang Camps help children with life-threatening illnesses?
6. How much do children need to pay to attend the Hole in the Wall Gang Camps?
7. What does Newman think about generosity?
Critical Thinking Questions B. In your own words, explain what the quotes mean.
1. What does Newman mean by “Those who are most lucky should hold their hands out to those who aren’t”?
2. What does Newman mean by “I’m not running for sainthood. I just happen to think that in life we need to
be a little like the farmer who puts back into the soil what he takes out”?
When a reading provides complex information about people and organizations, sort out
“who did what” to make it easier to follow.
Practice. Match the names with the correct action or description.
__ 1. The Daily Mail a. supposedly found the diaries right after the plane crash.
__ 2. Robert Kenneth Wilson b. believed Der Stern’s story enough to publish excerpts from the diaries.
__ 3. Christian Spurling c. supposedly met the farmers and got the diaries from them.
__ 4. Duke Wetherell d. didn’t think the story was believable.
__ 5. Ian Wetherell e. published a story about the Loch Ness Monster.
__ 6. The Loch Ness Monster f. probably didn’t like to keep a diary.
__ 7. People in Scotland g. falsely claimed that he had taken the photo.
__ 8. Der Stern h. told about the monster for centuries.
__ 9. Gerd Heidemann i. decided that the diaries weren’t real.
__ 10. Adolf Hitler j. probably doesn’t exist.
__ 11. German farmers k. insisted the diaries were authentic.
__ 12. Dr. Fischer l. created fake diaries in order to sell them.
__ 13. London and New York newspapers m. created a fake monster for the photograph.
__ 14. Scholars and researchers n. asked three other people to help him create the hoax.
__ 15. Skeptics o. actually took the photograph.
__ 16. Experts p. agreed to present the hoax to his newspaper.
__ 17. Konrad Kujau q. wanted to use the diaries to learn more about Hitler.
Thinking about causes and ef fec ts will help you comprehend information about trends
and changing situations.
Practice. Complete each statement with the effect that best reflects the main points in the reading.
1. When people who are aged 60 or older make up 31 percent of China’s population,
a. there will be more social problems for China.
b. there will no longer be families that have more than one child.
c. there will be too many elderly to care for in China.
2. Because of China’s one-child policy,
a. the number of people who are aged 60 or older will increase.
b. the percentage of older people is increasing faster than in other countries.
c. life expectancies are increasing and birthrates are decreasing.
3. Because China’s young are growing up without brothers or sisters,
a. they are considering putting their elderly parents and grandparents in private nursing homes.
b. they will have to bear the full responsibility of caring for their parents and grandparents.
c. there is some conflict and anger between the generations.
4. Because Chinese tradition has always dictated that young people will care for their elderly parents,
a. an increasing number of single young adults face the difficult situation of caring for both their
parents and their grandparents.
b. many young adults who can afford it are considering private nursing homes.
c. today’s realities are causing some anger and conflict between the generations.
5. Because young Chinese may not be able or willing to care for their elderly parents and grandparents,
a. the elderly will need more help from the government.
b. the government will have to start a national lottery to raise money for them.
c. the elderly will have a big impact on the country’s future.
Restating what the writer said in your own words is a good way to confirm your
unders tanding and focus on the main ideas of the reading.
Practice. Restate each of the following paragraphs from the reading in your own words. Each of your
restatement should be considerably shorter than the reading paragraphs.
1. Just in the last century, the way in which we consume material goods has shifted radically. For our grandparents,
and some of our parents, shopping meant buying provisions to satisfy physical needs. Today, in addition to buying
necessities, we shop to indulge ourselves in luxuries—high-priced gym shoes or the latest, most high-tech entertainment
system. And we shop for the sheer fun of it. Most of us acquire continuously—everything from groceries to cars, from
clothing to toiletries, from home furnishings to sporting equipment—and through our acquisitions, we express a sense of
identity, taste, and lifestyle.
2. But some people go overboard. Their spending becomes excessive and often carries troubling consequences. Some
people cannot resist the temptation, and very often they buy merely to acquire. This type of impulse buying can become so
obsessive that people find themselves in considerable financial debt and psychological distress. Recent studies suggest that
extreme impulse buying is on the increase, affecting an estimated 5 to 10 percent of the adult population in many countries.
. 3. We tend to define ourselves by what we buy and have. This often affects how we feel as well. For many, buying
things on impulse is a way of avoiding or hiding feelings of anxiety and loneliness.
4. However, shopping as a way of dealing with internal distress is seldom effective for long. In fact, research suggests
that people who consider shopping to be a priority in their lives tend to experience more anxiety and depression as well as a
lower level of well-being than those who don’t.
Learn to use the context of a reading to determine possible meanings of unfamiliar words.
Practice. Look at the highlighted words in context and choose the best definition for each. Explain
your answers.
1. “The earth is rich in biodiversity with millions of different species of plants and animals. “
biodiversity
a. endangered animals b. the variety of living things c. threats to nature
2. “…the giant panda’s habitat has been decimated—the old-growth bamboo forests where the
pandas make their home are being destroyed rapidly… (T)he polar bear’s icy habitat is disappearing
as a result of global warming, and it’s survival is at risk.”
habitat
a. the food animals eat b. the place animals live c. the extinction of animals
decimated
a. helped b. destroyed c. enlarged
3. “Extinction is one environmental problem that is truly irreversible—once gone, these species
cannot be brought back.”
extinction
a. global warming b. trying to protect animals c. the disappearance of a species
4. “…WWF has advanced giant panda conservat ion by training more than 300 panda reserve staff
and local government officials, working with the community to help save habitat and guard against
illegal hunting.”
conservation
a. trying to protect animals b. dangers to animals c. feeding animals
5. “Biodiversity is reduced when ecosys tems are modified and the habitats of plants and animals are
destroyed…. If one species in an ecosystem disappears, other species are affected. And when one
ecosystem is altered or destroyed, a ripple effect occurs, and the interdependency of all living things
becomes clear.
ecosystem
a. trying to protect animals b. threats to animals c. how plants and animals work
together
When reading statistical information in a chart , try to state the information in
sentences .
A. Practice. Answer the questions, according to the information in the chart on page 58.
1. Which city is currently the third largest city in the world? _____
2. Which city is predicted to become the second biggest city in the world? _____
3. Which city had more than twenty million people in the twentieth century? _____
4. Which two cities are predicted to show the least growth between 1996 and 2015? _____ and _____
5. Which city is predicted to show the most growth between 1996 and 2015? _____
6. Which cities are predicted to no longer be among the top ten largest cities of the world? _____,
_____, and _____
7. Which city is predicted not to change its place among the top ten cities of the world? _____
B. Practice. Now, in your own words, write some statements about the information in the chart.
Examples:
Mumbai is predicted to become the second largest city in the world in 2015.
Seoul will no longer be among the top ten largest cities in 2015.
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
6. _____________________________________
Vocabulary-Building Strategies
(Unit 6, page 66: Vocabulary; Use after Exercise B)
Elaborating When you elaborate, you use new vocabulary words to further describe something you
know. Taking a few minutes to elaborate with new vocabulary items will help you better
remember them.
Practice. Complete the word web a poodle with new vocabulary from the lists below that you associate
with this animal. Add other adjectives you know. Then create word webs for the other animals. Use the back of this page if needed.
vocabulary-Building Strategies
(Unit 6, page 65: Vocabulary; Use after Exercise E)
Classifying
Classify words you already know with new vocabulary you are learning. Taking a few
minutes to classify words will help you better understand and remember new vocabulary .
Practice. Work with a partner or in a small group. For each category below, write the names of several
animals that are used for that purpose. Use a dictionary if needed.
killed for their hides and fur
used for medical research
kept in zoos
trained to perform in ci rcuses
slaughtered for food
trained for f ight ing
used for racing
trained to help people with disabilities
Idea. Try classifying words you already know with ideas you learn in other units.
Vocabulary-Building Strategies
(Unit 5, page 53: Word Skills; Use after Exercise E)
Grouping by prefix
Grouping is a helpful vocabulary -building technique. You can group words by meaning
or by par t of speech. You can also group words by common pref ix. Gro uping the words ,
along wi th writing them in charts , will help you better remember them.
Practice. Group the words below by negative prefix. Write each under the correct heading in the chart.
Adjectives that can take negative prefixes
acceptable
considerate
respectful
responsible
appropriate
proper
honest
imaginable
mature
polite
pleasant
excusable
courteous
rational
dis- im- in- ir - un-
Idea. Try grouping words in later units by meaning, part of speech, prefixes, or suffixes.
Vocabulary-Building Strategies
(Unit 4, page 46: Word Skills; Use after Exercise A)
Diagramming When you learn a new prefix or suffix, make a word web diagram to create a mental set of
words . Spending a few minutes to create a diagram with definitions will help you expand
your vocabulary .
Practice. Write words that begin with the prefix self- in the empty ovals. Include the part of speech. Then
write definitions of the words in the ovals.
self - prefix
by oneself or by itself;
done by or to oneself
or itself
self-esteem n.
the attitude of
acceptance and
approval of oneself
self-
..............
Idea. You can diagram any new vocabulary that has some similarity. For example: adjectives, adverbs, car
words, technology words, etc.
Vocabulary-Building Strategies
(Unit 4 page 42: Vocabulary; Use after Exercise B)
Visualizing
When you visualize, you create a mental image. Take a few minutes to create visual
images you can associate with these vocabulary items. This will give you a visual
reference that will help you better learn and remember the vocabulary items.
Practice. Decide on one or more images suggested by the vocabulary items below. Write these
descriptive nouns and adjectives in the boxes. Then picture these images in your mind.
Attractive
fashionable / stylish
black silk
an Armani jacket
in style / trendy / hot
elegant / chic
striking
----------------------------------------
Unattractive
old- fashioned / out of style
tacky
flashy
shocking
Idea. Create visual images for vocabulary you learn in later units.
A . The sentences below form a paragraph, but they’re out of order. Write “T” next to the
topic sentence, “S” next to each of the four supporting sentences, and “C” next to the concluding
sentence. Then put the sentences in order and rewrite the paragraph below.
____ 1. She took a night shift job so she didn’t have to do much work.
____ 2. Since they’re very intelligent, some figure out how to do less work.
____ 3. Very intelligent people, or “brains,” are sometimes lazy people.
____ 4. I had a friend who was a member of Mensa, an organization for people with high IQs.
____ 5. To sum up, sometimes intelligent people use their intelligence to get out of doing work.
____ 6. She could read novels most of the night and still get a paycheck.
B. Now put the sentences in order and rewrite the paragraph below.
A . Use these expressions to ask for and give examples during a discussion. Giving examples will make your
discussion richer and more detailed. Practice saying each.
Asking for examples (rising intonation) Giving examples rising or falling intonation For example? For instance? For example, . . . For instance Such as? Such as . . . Like
B. Pair Work. Take turns reading a statement as a conversation starter. Ask for and give examples for each.
There’s a lot of exciting new music these days.
There are some really annoying shows on TV these days.
There are some good restaurants around here.
There have been some interesting stories in the news recently.
I’ve seen some great movies recently.
There are some great museums in this town.
There are some great shows on TV these days.
There have been some depressing stories in the news lately.
There are a number of interesting things to do in this neighborhood.
I’ve read some really good books lately.
There are some nice shops downtown.
Your own idea:
C . Now practice asking for and giving examples as you do the Discussion Builder activities on page 23.
Showing interest and surprise
A. Use these expressions to show interest and surprise at what your partner is saying. Showing interest
and surprise will keep the conversation going. Practice saying each.
B. Pair Work . Student A reads the first conversation below, and Student B shows interest or surprise.
Change roles for the second conversation. Showing interest ( rising intonation)
Oh? Oh yeah? Really? Oh really? Is that right?
Showing surprise ( falling intonation)
No! Wow! Amazing
Unbelievable! Get out of here!
Conversation 1
A: I went to Fiji on vacation last year. It
really changed my perspective on life.
B: (Show interest.)
A: Yeah, most of the native Fijians live
together in small villages.
B: (Show interest.)
A: Yeah, and most of them don’t work.
Instead, they just sit around and talk
most of the day.
B: (Show interest or surprise.)
A: It’s true. They get fruit and vegetables
from the village garden, and they get
fish from the sea. They say they don’t
really need anything else.
B: (Show interest.)
A: So I decided to quit my job and move
to Fiji.
B: (Show interest or surprise.)
A: But then I changed my mind.
B: (Show interest.)
A: Yeah, I decided I would miss my
favorite TV shows too much.
B: (Show surprise.)
Conversation 2
B: There was a very strong earthquake a few
years ago when I was living abroad.
A: (Show interest.)
B: Yeah, it happened in the middle of the
night. I thought I was going to die.
A: (Show surprise.)
B: Yeah! The whole building shook and
everything fell off the walls.
A: (Show interest or surprise.)
B: Yeah, it was pretty scary. All my furniture
got knocked over, and everything fell out
the kitchen cabinets.
A: (Show interest or surprise.)
B: And I had an aquarium on the floor, and
the water and fish hit the ceiling and came
down on the other side of the room.
A: (Show surprise.)
B: I thought the building would break apart.
You could actually hear the concrete and
steel screaming as the building shook.
A: (Show surprise.)
B: Yeah. But then it was over. I’ll never take
mother nature for granted again.
C. Now practice showing interest and surprise as you do the Discussion Builder activities on page 11.
Practice. Decide whether the following statements are true (T) or false (F), based on the information
in the reading. Explain your answers.
25% __ 1. -of women don’t think they’re too fat. 40% __ 2. of girls aged nine or younger are not “happy with the way they are.” 20% __ 3. of girls who are ten are not on diets. __ 4. Over ten years ago, the number of cosmetic surgeries was half what it is today. 30% __ 5. of girls don’t want to look like an actress. __ 6. of girls have never tried to look like an actress.
Vocabulary-Building Strategies (Unit 1, page 6: Vocabulary; Use after Exercise B) Personalizing
When you personalize new vocabulary, you think about how it relates to you: your
experiences, people you know, or your environment . Taking a few minutes to make
connect ions between new vocabulary words and your own experience will help you better
remember the vocabulary.
Practice. For each vocabulary item, think of a person you know who matches that personality type. Think of
people you have known in the past and people you know now. You may also want to think of celebrities or
television, movie, or literary characters. Write a name below each vocabulary word. Then write the reason you
feel the vocabulary applies to that person. Tell a partner about your choices.
Positive Negative
a sweetheart a tyrant
Name: Name:
Reason: Reason:
a team player a workaholic
Name: Name:
Reason: Reason:
a brain a pain in the neck
Name: Name:
Reason: Reason:
a people person a wise guy
Name: Name:
Reason: Reason:
Idea. Review these vocabulary words and what you wrote tomorrow, then a few days later, then a week
later.
به وبلاگ ما خوش آمدید. در این جا شما می توانید نکان مهم دوره های آموزشی زبان انگلیسی را مشاهده نمایید . فهیمه فنایی از دبیران باسابقه تصمیم به ایجاد و به روزرسانی هرروز این وبلاگ گرفته تا بر اساس آن بتوان گام دیگری در جهت اهداف آموزش زبان انگلیسی به علاقمندان بردارد. اینجانب (زلیخا علی عمران) افتخار مدیریت وبلاگ و همکاری در زمینه های نویسندگی و ویرایش مطالب در وبلاگ ایشان را دارا می باشم . امید است که مورد رضایت بازدیدکنندگان محترم باشد. لطفا نظرات و پیشنهادات خود را برایمان بنویسید تا برای بهبود هر چه بیشتر وبلاگ از آن استفاده کنیم.
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