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 b u t 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 w l ; 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 COMF€TENCY 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 tags 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~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 Q B U E W E S 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; clwQ 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

k h t 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 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. MI : 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 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 te~ 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. Wha t 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 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.

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! M I : 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!

M I : 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.