| Title/Topics |
Functions |
Grammar |
Listening/ Pronunciation |
Writing/Reading |
Interchange
Activity |
| Unit 1 Pages 2–7 |
Unit 1 | ||||
| That's what friends are for!
Personality types and qualities; relationships; "turn ons and turn offs" |
Describing personalities; expressing likes and dislikes; expressing agreement and disagreement; complaining | Relative pronouns as subjects and objects; clauses containing it with adverbial clauses | Listening for opinions;
listening to descriptions of people; making inferences
Emphatic stress |
Writing about a best
friend
"Friends Again – Forever!": Reading a narrative about friendship |
"Personality types":
Interviewing a classmate to find out about personality
Page IC-2 |
| Unit 2 Pages 8–13 |
Unit 2 | ||||
| Career moves
Unusual and exceptional jobs; job skills; summer jobs |
Giving opinions about jobs; describing and comparing jobs | Gerund phrases as subjects and objects; comparisons with -er / more / less than and as . . . as | Listening to descriptions
of jobs; listening for likes and dislikes
Sentence stress |
Writing about career
advantages and disadvantages
"Strategies for Keeping Your Job": Reading advice about behavior in the workplace |
"The best and the worst":
Finding out about classmates' summer or part-time jobs
Page IC-3 |
| Unit 3 Pages 14–19 |
Unit 3 | ||||
| Could you do me a favor?
Favors; informal and formal requests; messages |
Making requests; accepting and declining requests; leaving messages | Requests with modals and if clauses; indirect requests | Listening to requests;
listening to someone talk about plans
Blended consonants |
Writing a note asking
for a favor
"Yes or No?": Reading about cultural misunderstandings |
"Borrowers and lenders":
Playing a game about borrowing and lending
Page IC-4 |
| Unit 4 Pages 20–25 |
Unit 4 | ||||
| What a story!
The media; news stories; exceptional events |
Describing past events; narrating a story | Past continuous and simple past; past perfect | Listening to news
broadcasts; listening to a narrative about a past event; making up stories
Intonation in complex sentences |
Writing a newspaper story
"Strange but True": Reading tabloid news stories |
"A double ending":
Completing a story with two different endings
Pages IC-5 and IC-6 |
| Review of Units 1–4 Pages 26–27 | |||||
| Title/Topics |
Functions |
Grammar |
Listening/ Pronunciation |
Writing/Reading |
Interchange Activity |
| Unit 5 Pages 28–33 |
Unit 5 | ||||
| Crossing cultures
Cultural comparisons and culture shock; customs; tourism and travel abroad |
Expressing emotions; describing expectations; talking about customs; giving advice | Noun phrases containing relative clauses; expectations: (not) supposed to, expected to, the custom to, (not) acceptable to | Listening for
information about living abroad; listening to descriptions of and opinions about
customs
Stress with key words |
Writing advice for a
visitor to your country
"Culture Check" Reading and completing a questionnaire |
"Culture clash":
Comparing customs in different countries
Page IC-7 |
| Unit 6 Pages 34–39 |
Unit 6 | ||||
| What's wrong with it?
Consumer complaints; everyday problems; household appliances; repairs |
Describing problems; making complaints; explaining something that needs to be done | Describing problems with past participles as adjectives, verbs, and nouns; need with passive infinitives and gerunds | Listening to people
exchanging things in a store; listening to complaints; listening to repair people
describing their jobs
Contrastive stress |
Writing a letter of
complaint
"Consumer Affairs": Reading about how to complain to a business |
"Fixer-upper":
Comparing problems in two pictures of a home
Pages IC-8 and IC-9 |
| Unit 7 Pages 40–45 |
Unit 7 | ||||
| The world we live in
The environment and world issues |
Identifying and describing problems; offering solutions | Passive in the present continuous and present perfect; prepositions of cause; infinitive clauses and phrases | Listening to people
talk about problems, solutions, and accomplishments
Reduction of auxiliary verbs |
Writing about local issues
and offering solutions
"The Threat to Kiribati: Reading about an island that is sinking into the sea |
"Community planner":
Solving some small-scale environmental problems
Page IC-10 |
| Unit 8 Pages 46–51 |
Unit 8 | ||||
| Learning to learn
Education; learner choices; ways to improve learning; personal qualities |
Asking about preferences; talking about learning methods; talking about personal qualities | Would rather and would prefer; by + gerund for manner | Listening to descriptions
of school courses; listening to advice; listening for and comparing ways of
learning
Intonation in questions of choice |
Writing a how-to paper
"Learning Styles": Reading about different modes of learning |
"Learning curves": Finding
out what your classmates want to learn about
Page IC-11 |
| Review of Units 5–8 Pages 52–53 | |||||
| Title/Topics |
Functions |
Grammar |
Listening/ Pronunciation |
Writing/Reading |
Interchange
Activity |
| Unit 9 Pages 54–59 |
Unit 9 | ||||
| Self-improvement
Unusual services; recommendations; self-improvement |
Talking about things you need to have done; asking for and giving advice or suggestions | Have or get something done (active and passive); suggestions with gerunds, infinitives, base-form verbs, and negative questions | Listening to predictions
about the future; making inferences; listening for reasons; choosing the best
suggestions
Sentence stress in active and passive Wh-questions |
Writing a letter of
advice
"How to Improve Your Memory": Reading about techniques to improve your memory |
"Keeping up appearances":
Giving advice about teenage problems
Page IC-12 |
| Unit 10 Pages 60–65 |
Unit 10 | ||||
| The past and the future
Historic events and people; biography; the future |
Talking about historical events; giving opinions about the future | Referring to time in the past with adverbs and prepositions: during, in, ago, from . . . to, for, since; describing future time with will, be going to, future continuous, and future perfect | Listening to historical
facts; listening for opinions about public figures; listening to predictions
Syllable stress |
Writing a biography
"The Global Village": Reading about political and technological changes |
"History buff": Taking a
history quiz
Pages IC-13 and IC-14 |
| Unit 11 Pages 66–71 |
Unit 11 | ||||
| Life's little lessons
Milestones and turning points; behavior; regrets |
Describing yourself in the past; describing regrets about the past; describing hypothetical situations | Time clauses: after, as soon as, before, by the time, once, the moment, until; describing regrets about the past with should have + past participle and if clauses + past perfect | Listening to descriptions
of important events; listening to regrets and explanations
Reduced forms of have and been |
Writing about turning
points
"If You Could Do It All Again": Reading about three people's life choices |
"If only
. . . .": Imagining different possibilities for yourself
Page IC-15 |
| Unit 12 Pages 72–77 |
Unit 12 | ||||
| The right stuff
Success; business; advertising |
Describing the purpose of something; describing qualities for success; describing features; giving reasons; talking about ads | Infinitive clauses and phrases of purpose: in order to, in order for; describing features with noun phrases; giving reasons with because, because of, the reason | Listening to a
description of a business; listening for reasons; listening to radio
commercials
Reduced forms of small words |
Writing about how to
successfully sell something
"The Wrong Stuff": Reading about advertising failures |
"A picture's worth
. . .": Talking about how advertisements work
Pages IC-16 and IC-17 |
| Review of Units 9–12 Pages 78–79 | |||||
| Title/Topics |
Functions |
Grammar |
Listening/ Pronunciation |
Writing/Reading |
Interchange
Activity |
| Unit 13 Pages 80–85 |
Unit 13 | ||||
| That's a possibility.
Common mysteries and unexplained events; points of view; predicaments |
Offering explanations; drawing conclusions; describing hypothetical events | Past modals for degrees of certainty: must have, may have, could have, might have; past modals for opinions and advice: should have, would have, could have | Listening to explanations;
choosing the best suggestions
Reduced forms in past modals |
Writing about an
awkward situation
"The Blue Lights of Silver Cliff": Reading a ghost story |
"Photo plays": Drawing
conclusions about unexplained events
Page IC-18 |
| Unit 14 Pages 86–91 |
Unit 14 | ||||
| Behind the scenes
How a movie is made; processes; the media and entertainment industries |
Describing how something is done, used, or made; describing careers in the media and entertainment industries | The passive to describe process with be and modals; defining and non-defining relative clauses | Listening to someone
describe working in the movies; listening to an interview
Stress in compound nouns |
Writing about how something
is done
"Coming Soon to a Theater Near You!": Reading about special effects in the movies |
"Who makes it happen?":
Figuring out who makes different businesses work
Page IC-19 |
| Unit 15 Pages 92–97 |
Unit 15 | ||||
| There should be a law!
Opinions; problems; social and controversial issues |
Making a recommendation; giving and acknowledging opinions; asking for and giving reasons; agreeing and disagreeing | Recommendations with passive modals: ought to be, should be, has got to be, must be; tag questions | Listening for solutions
to everyday annoyances; listening for issues and opinions
Intonation in tag questions |
Writing an opinion paper
"Habitat for Humanity": Reading about a socially responsible organization |
"Setting the rules":
Making up your own rules
Page IC-20 |
| Unit 16 Pages 98–103 |
Unit 16 | ||||
| Challenges and
accomplishments
Challenges; accomplishments; assessing your life |
Describing challenges, frustrations, and rewards; talking about the past and the future | Complex noun phrases with gerunds; tense review: present perfect, simple past, future perfect and would like to have + past participle | Listening to descriptions
of challenges and rewards; listening to future plans
Consonant blends |
Writing about
accomplishments and goals
"Adam Ezra Cohen: Westinghouse Winner": Reading about a young prize-winning scientist |
"Viewpoints:" Taking a
survey about volunteering
Page IC-21 |
| Review of Units 13–16 Pages 104–105 | |||||
| Unit Summaries Pages S-2–S-17 | |||||
| Appendix | |||||