Q Skills For Success - Listening and Speaking Intro SB (WWW - kardOOnline.com) [PDF]

Zitiervorschau

Kevin McCiure MariVargo SERIES CONSULTANTS

Marguerite Ann Snow Lawrence J. Zwier VOCABULARY CONSULTANT

Cheryl Boyd Zimmerman

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practice ~ .,

OXFORD

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LISTENING AND SPEAKING

•• ••••••••••• •••• •••••• • •••• ••••• •• • •• •

Kevin McCiure Mari Vargo

SERIES CONSULTANTS

Marguerite Ann Snow Lawrence J. Zwier VOCABULARY CONSULTANT

Cheryl Boyd Zimmerman

OXFORD UN I VERSITY PRESS

ts!Q;t.JJJLI________________________________________________________________________________________ Kevin McCiure holds an M.A. in Applied Linguistics from the University of South florida and has taught English in the United States, France, and Japan. In addition to his extensive teaching experience, he served as the Academic Director at the ELS Language Center in San Francisco for eight years. He developed both print and on line ESLIEFL materials. His main interests are computeraided language learning and teaching conversation management skills to low-level students. Mari Vargo holds an M.A. in English from San Francisco State University. She has taught numerous ESL courses at the university level. She has also written textbooks and online course materials for a wide range of programs, including community colleges, universities, corporations, and primary and secondary schools.

Marguerite Ann Snow holds a Ph.D. in Applied Linguistics from

UCLA. She is a Professor in the Charter College of Education at California State University, Los ·Angeles where she teaches in the TESOL M .A. program. She has published in TESOL Quarterly, Applied Linguistics, and 'Jhe Modern Language Journal. She has been a Fulbright scholar in Hong Kong and Cyprus. In 2006, she received the President's Distinguished Professor award at Cal State LA. In addition to working closely with ESL and mainstream public school teachers in the U.S., she has trained EfL teachers in Algeria, Argentina, Brazil, Egypt, Japan, Morocco, Pakistan, Spain, and Turkey. Her main interests are integrated content and language instruction, English for Academic Purposes, and standards for English teaching and learning.

Lawrence J. Zwier holds an M.A. in TESL from the University of Minnesota. He is currently the Associate Director for Curriculum Development at the English Language Center at Michigan State University in East Lansing. He has taught ESL/EFL in the U.S., Saudi Arabia, Malaysia, Japan , and Singapore. He is a frequent TESOL conference presenter and has published many ESL!EFL books in the areas of test-preparation, vocabulary, and reading, including Inside Reading 2 for Oxford University Press.

Cheryl Boyd Zimmerman is Associate Professor ofTESOL at California State University, Fullerton. She specializes in second-language vocabulary acquisition , an area in which she is widely published . She teaches graduate courses on second-language acquisition, culture, vocabulary, and the fundamentals ofTESOL and is a frequent invited speaker on topics related to vocabulary teaching and learning. She is the author of Word Knowledge: A Vocabulary Teacher's Handbook and Series Director of In side Reading, both published by Oxford University Press. Special thanks to our Introductory level advisors: Aftab Ahmed, American University ofSharjah, U.A.E.; Grace Bishop, Houston Community College, TX; Dr. like Biiylikduman, Istanbul ~ehir University, Turkey; Julie Carey, American .Language Institute, CA; Pauline Koyess Chahine, Qatar Armed Forces Language School, Qatar; Yuwen Catherlne Chen, Eden English. Taichung; Marta Dmytrenko-Ahrabian, Wayne State University. M I; Angela Donovan, Language Studies International. NY; Joan Fiser, Sequoia High School, CA; Kathleen Golata, Galileo Academy, CA; Janet Harclerode, Santa Monica College, CA; Hassan Hawash, Abu Dhabi Men's College. U.A.E.; Hul-mln Hung. Hot English School. Kaohsiung; Mark Landa,

Mukogawa Women's University, Japan; Renee La Rue, Lone Star College· Montgomery, TX; Janet Langon. Glendale Community College, CA; Paula Lee, West Valley-Mission Communit y College District, CA; Amy Ma, Hot English School, Kaohsiung; Neil McBeath, Sultan Qaboos University, Oman; Gorgan Myles, Momoyama Gakuin Daigaku, Japan; Ahmed Ra'ef. Saudi Academy, Saudi Arabia; Leslie Ramirez. Pasadena Memorial High School, TX; Richard Seltzer, Glendale Commun it y College. CA; Yusuf~en, Diizce University, Turkey; Christine Tierney, Houston Community College, TX; Nathan Vasarhely, Ygnacio Valley High School. CA; Robert Wenn, Abu Dhabi Men's College; U.A.E.

iii

We would like to acknowledge the ad\"ice of teachers irom all over the world who participated in on line reviews, focus groups, and editorial reviews. We relied heavily on teacher input throughout the extensive development process ofthe Q series, and many of the features in the series came directly from feedback we gathered from teachers in the classroom. \\'e are grateful to all who helped. '''~~~····Marcarena Aguilar, North Harris College, TX; Deborah Anholt, Lewis and Clark College, OR; Robert Anzdde, Oak ton Community College, IL; Arlys Amold, University of Minnesota, MN; Marcia Art bur, Renton Technical College, WA; Anne Badunann, Clackamas Community College, OR; Ron Balsamo, Santa Rosa junior College, CA; Lori Barltley, Portland State University, OR; Eileut Bartow, SU:-:JY Albany, NY; Sue Bartch, Cuyahoga Community College, OH; Lora Bates, Oak ton High School, \'A; Nancy Baum, University of Texas at Arlington, TX; Linda Bercndscn, Oakton Community College, IL; Jennifer Bindces Lee, Howard Community College, MD; Grace Bishop, Houston Community College, TX; Jean W. Bodman, Union County College, NI; Virginia Bouchard, ~rge Mason University, VA; Kimberley Briesc.h Sumner, University of Southern Calitornia, \..A; Gabrida Cambiasso, Harold Washington College, 11.; Jadtie Campbdl, Capistrano Unified S.:hoof Distrkt, CA; Adck C. Camus, Gcorge Mason University, VA; Laura Chason, Sa\•annah College, GA; Kerry Linder Catana, Langua1;1e Studies International, NY; An Otcng, Oklahoma State Uni\'ersity, OK; Carole Collins, North Hampton Community College, PA; Betty R. Compton, Interculturaf Communications College, HI; Pamela Couch, Boston University, MA; Fernanda Crowoe, lntrax International Institute, CA; Margo Czinslti, \\'ashtenaw Community College, ;\!I; Da,•id Dahnke, Lone Star College, TX; GiUian M. Dale, CA; L. Dalgish, Concordia College, MN; Christophcr Davis, John Jay College, NY; Sonia Ddgadillo, Sierra College, CA; Marta 0. Dmytrenko-Ahrabian, Wayne State Uni\•ersity. M I; javier Dominguez., Central High School, SC; Jo EJlen Dowoey-Greer, Lansing Community College, M!; Jennifer Duclos. Boston University, M A; Yvonoe Duncan, City College of San Francisco, CA; Jennie Famell, University of Connecticut, Cf; Susan Fedors, Howard Community College, MD; Matthew Florence, Intrax International Institute, CA; Kathken Flynn, Glendale College, CA; Eve Fonseca, St. Louis Community College, MO; Elizabeth Foss, Washtenaw Community College, M!; Duff C. Galda, Pima Community Co11CJ:1e. AZ; Christiane Galvani, Houston Community ColiCJ:1e. TX; Gretchen Gerber, Howard Community College. MD; Ray Gon:r.alez, Montgomery College, M 0; Alyona Gorolchova, Gro~~mont College, CA; John Graney, Santa Fe College, FL; Kathleen Green, Central High School, AZ; Webb Hamilton, De Anza College, San Jose City College, CA; Janet Harclerode, Santa Monica Community College, CA; Sandra Hartmann, Language and Culture Center, TX; Kathy Haftll, Mission College, CA; Adam Henricksen, Universit\· of Maniand, MD; Peter Holfman, LaGuardia Community College, NY; Linda Hold~, College of Lake County, IL; Jana Holt, Lake Washington Technical College, WA; Gaillbele, University of Wisconsin, Wl; Mandy Kama, ~rgetown Uni\•ersity, Washington. DC; Stephanie Kasuboski, Cuyahoga Community College, OH; Chigusa Katoku, Mission College, CA; Sandra Kawamura, Sacramento City College, CA; Gail Kellersberger, Uni\·ersity of Houston-Downtown, TX; Jaoe Kelly, Durham Technical Community College, NC; Julie Parlt Kim, ~rge Mason University, VA; Usa Kova' ,

''

O ne of the best features is your focus on developing materials of a high "interest level." Troy Hammond, Tokyo Gakugei University, International Secondary School, Japan

''

Listening and Speakin g lntro

h::

_u·

:it si·C·_ . s • ;d~e

;slleaking Skill

s ·rue: c

Giving opinion Use the phrases J thl"lc that ..• and J" my opinion, ... to give an oP:nion. ltNnk thlt sWdenu need computers. [ In rrry opinion, small classes are lmportanL You can answer opinions with I agm or I diSilgrre followed by your opinion.

[

A; I think thlt our sc.hooll.s gtNL 8: lagrH. I think that the- classes a~ interesting. C: I disagree. In my opinion, the classes are too big.

iiit.J,iii,tjBi!.J,M§i§.!CiiiiJ{i~ When you spn.k. you llb'Ul c.uuin Jraportanl words. This means you n.y them more loudly.

A. Usten and complete the conversations. Use expressions from the box above. Compare answers wtth a partMr.

1. A: - - - - -- - - - • good Khool gfves a lot of tests.

Then students study every day. B: - -- - - - -- -· Cla.ss dikussions make studenu study.

"" eo • ~ T~ U

• Important words-llh nouns, ad}cclives. and adverbs-givt the information in the sent.mce.s. • You do not U5Ually ~tress words like pronouns. pccpositions. tUanlthe, the \-erb be. or the verb do.

sports are rtally irnportanL Students

2. A!

[

need healthy bodies.

There are two sports 1\ekli. lhe museum ls not lntei'Htlng. We go to se~ ln a really dangerous nek;Jhborhood. Do you have a dus tocay?

B: ---------·Exercise is very important.

· -$oocon

the food in our dtntng commons

3. A:

wtwn you wrM In my opWon, I.M •

isn't very good. I don't llke it!

C ~'·" ,.

A. Underltne the streSHd words. Usr.n and chetp~er dictionaries often list them at the back. · ·.' ~ ,: . · · ; . I

"

•
4~'

""'·

~ •··~

- "

~.

w • ,.....,._ _

All dictionary entries are from the Oxford Basic American Dictionary for learners of English ID Oxford University Press 2011.

A. Read the sentences. Complete each sentence with a word in the box. nondairy nonfat

salt-free

unhealthy

unfriendly

sugar-free

unsafe

unusual

0 1. I worry about foods with a lot of fat. I drink only _ _ _ _ _ _ _ milk. D 2. I eat a lot of junk food, like chips, cookies, and cake. I never exercise. I'm often sick. I'm very _ _ _ _ _ _ __ 0 3. She doesn't talk to anyone. She's very _ _ _ _ _ __ 0 4. I'm allergic to food with milk, cheese, or butter. I eat only I'm allergic to food with milk.

_ _ _ _ _ _ _ food.

I Listening and Speaking

51

0 5. I don't eat food with a lot of salt in it. Salt is bad for my health. I try to eat

·- - - - - - f o o d .

0 6. I only eat organic food. I think food with 2.rtificial ingredients is

0 7. I avoid food and drinks with sugar. I try to have only _ _ _ _ _ _ _ food and drinks. artificial ingredients

0 8. I like to try _ __ · - -- -

foods. I don't like to eat the same

kind of food every day. B. Check (/') the items in Activity A that are true for you. Then compare your answers with a partner.

C. Find three words with non-, un-, or -free in your dictionary. In ~mur notebook, write three true sentences about your life with those words.

In words with· two or more syllables, you usually stress O.Jle syllable. You say the syllable With m ore eriergy. In these 'words, the bold ·syllables are stressed. ~ COl

V

Track30 '

A

V

CD 1 Tr ack 31

or· gan • ic ~

'

.

•'

veg • e ·tar· i • an .

•

1. de • li • cious

6. su • gar • free

2. al • ler • gic

7. gar • den

3. un • health • y

8. din • ner

4. ed • u • ea • tion

9. non • dai • ry

5. con • ven • ient

UNIT 4

un • ftiend • ly t

~l

A. Listen to the words. Circle the stressed syllables. Then practice with a partner.

52

'f

I How do you choose your food?

10. com • mu • ni • ty

lfi!!:\ CD 1

'ti!.P

Track 32

~:"

1 i$l2n to ~h~' sentences. Csc'l e !he 5t ressed sy1i.abir..: s. i n word s wit h t wo ~,; ,,•.'

~

. ;

·J3; Beeaus·e it has artificial - ingredients·in it.

..:.Ji:_..

r:{'X'f·

•

Listen for: t~ese tw'o key words.:._why and beca~~::·· ~o··understand reasons.

I!:\ V

COl Track35

A. Read the sentences. Then listen to the conversations. Circle the answer to each question. 1. W hy does John buy only organic apples?

a. Because they are cheap. b. Because they're good for him. c. Because he likes the flavor. 2. Why does Amanda avoid fattening foods? a. Because she doesn't like them. b. Because she wants to lose weight. c. Because they're bad for her health.

I Listening and Speaking

53

3. Why does James want to go out for dinner? a. Because his friend is a terrible cook. b. Because he is a terrible cook. c. Because he doesn't have any food at home. 4. Kay's Kitchen is Anna's favorite restaurant. Why?

a. Because it's near her house. b. Because their food is delicious. c. Because their food is cheap.

B. Are you similar to John, Amanda, James, or Anna? Choose one person. Tell your classmates.

I think I'm similar to John. We both like organic food.

et WHAT Do YOU THINK? A. Answer these questions. 1. Do you eat meat? Why or why not?

2. Do you eat fast food? Why or why not? 3. Do you eat organic food? Why or why not?

#

\

........... ............. ... ..... .. .............. ...... .. i:di!!J

~ ~~ .~~ .~~t. ~~ .~~ ~.~~:~ .i~g-~~~~~~ ~~ ~r. ~~~ ~ot·?· .. 5. What kind of food do you usually eat? Why do you choose it?

L What's your favorite food? Why? 7. What kinds of food do you avoid? Why?

I. What do you usually eat for breakfast?

0

for Success

You can use Why don't you .. . ? or Why doesn't he/ she ... ? to ask why someone~

do something.

54

UNIT 4

B. Discuss your answers with a partner. A: Do you eat meat? 8: Yes, I do.

I How do you choose your food?

A: Why? 8: Because it's delicious and /like the flavor.

Verbs+ gerunds.or Gerunds and infinitives are usually words for activities.

1.

• A gerund is a base verb + -ing: eating, cooking, baking • An infinitive is to + a base verb: to eat, to cook, to bake 2. Verbs + gerunds You can use gerunds after these verbs. ' subject

'

verb

gerund

l----------- -·----------·

We

enjoy avoid

cooking. i

buying fast food.

3. Verbs + infinitives You can use infinitives after these verbs. subject

verb

infinitive

He

tries

to eat only organic food.

We

need

to make dinner.

They

want

··-

--------.-'

-----

to eat only healthy food. ----- ------· ·--

4. Verbs+ gerunds or infinitives You can use gerunds or infinitives after these verbs. - - · -·-

subject --·

I He

verb

,

----- -------- -- --+----- - -- - ----- - .

likes

I I

· We I I

hate

I -- -----r--------- -·

i They

.1

gerund or infinitive

to eat at home. eating at home.

: to shop at Bob's Market.

_l_!.ho~~ng at Bo_~~-~rket.

love

to go out to dinner. going out to dinner.

can't stand

to cook cooking.

I

I

· - -·- -· ··------------ _______j

I Listening and Speaking

55

~ COl

'1/J

Track 36

A. Listen to the sentences. What do you hear? Circle the gerund or infinitive. l.

~I cooking

6. to avoid I avoiding

2. to eat I eating

7. to cook I cooking

3. to shop I shopping

8. to eat I eating

4. to buy I buying

9. to eat I eating

5. to eat I eating

10. to go I going

B. Complete the conversation with the correct infinitive or gerund forms. In some sentences, both a gerund and an infinitive are correct.

Mary: Sun-Hee, I have to make dinner for my husband's parents on Friday night. I'm so nervous. Can you help me? Sun-Hee: Sure, I love----=---- (cook). What kinds of food do Mary and Sun-Hee

they like - ---=----