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¼ÙŒà¢Õ¹ Brian Abbs • Chris Barker • Ingrid Freebairn with Stella Reilly ¼ÙŒµÃǨ ´Ã.»ÃÐä¾¾Ãó àÍÁªÙ • ´Ã.¾Ã¾ÔÁÅ ¾§È�ÊØÇÃó • àÍ×éͨԵ ªÙÈÃÕºÃóҸԡÒà ¾Ã·Ô¾Â� ÊÍÒ´¾Ãä • ÃÑ¡ÉÇÃó ËÔÃÑÞÞÐÊÔÃÔ
ผูเขียน BrianAbbs•ChrisBarker•IngridFreebairnwithStellaReillyผูตรวจ ผศ.ดร.ประไพพรรณเอมชู•ดร.พรพิมลพงศสุวรรณ•เอื้อจิตชูศรีบรรณาธิการ พรทิพยสอาดพรรค•รักษวรรณหิรัญญะสิริ
หนังสือเรียนรายวิชาพื้นฐานภาษาอังกฤษ
Postcards3
ชั้นมัธยมศึกษาปที่3
กลุมสาระการเรียนรูภาษาตางประเทศตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐานพุทธศักราช2551
ชุดการเรียนการสอน รายวิชา พ้ืนฐาน ภาษา อังกฤษ ตาม หลักสูตร แกน กลาง การ ศึกษาข้ันพ้ืนฐาน พุทธศักราช 2551
ISBN 974-987-226-6พิมพที่บริษัทโรงพิมพวัฒนาพานิชจำกัดนายเริงชัยจงพิพัฒนสุขกรรมการผูจัดการ
สงวนลิขสิทธิ์ตามกฎหมายหามละเมิด ทำ ซ้ำ ดัดแปลง เผยแพร สวน หนึ่ง สวน ใด เวนแต จะ ได รับ อนุญาต
B
ผูเขียน BrianAbbs•ChrisBarker•IngridFreebairnwithStellaReillyผูตรวจ ผศ.ดร.ประไพพรรณเอมชู•ดร.พรพิมลพงศสุวรรณ•เอื้อจิตชูศรีบรรณาธิการ พรทิพยสอาดพรรค•รักษวรรณหิรัญญะสิริ
ชั้นมัธยมศึกษาปที่1–3
หนังสือเรียนPostcardsStudentBook1–2–3 ชั้นม.1–2–3 BrianAbbs&others
แบบฝกหัดPostcardsLanguageBooster1–2–3 ชั้นม.1–2–3 BrianAbbs&others
AudioCDsPostcards1–2–3 ชั้นม.1–2–3 BrianAbbs&others
คูมือครูแผนการจัดการเรียนรูPostcards1–2–3 ชั้นม.1–2–3 ญาณิสาและคณะ
ชั้นมัธยมศึกษาปที่4–6
หนังสือเรียนWorldClubStudents’Book1–2–3 ชั้นม.4–5–6 MichaelHarris&others
แบบฝกหัดWorldClubActivityBook1–2–3 ชั้นม.4–5–6 MichaelHarris&others
AudioCDsWorldClub1–2–3 ชั้นม.4–5–6 MichaelHarris&others
คูมือครูแผนการจัดการเรียนรูWorldClub1–2–3 ชั้นม.4–5–6 ประไพพรรณและคณะ
Postcardsเปนชุดการเรียนการสอนรายวิชาพ้ืนฐานภาษาอังกฤษสำหรับช้ันมัธยมศึกษาตอนตนตามหลักสูตรแกนกลางการศกึษาขัน้พืน้ฐานพทุธศกัราช2551ซึง่บรษัิทสำนกัพิมพวัฒนาพานิชจำกดัไดรวมมอืกับPEARSONEDUCATIONINDOCHINALTD.และLONGMANสำนักพิมพผูเช่ียวชาญการพัฒนาส่ือการเรียนรูภาษาอังกฤษจัดทำขึ้นชุดการเรียนการสอนรายวิชาพื้นฐานภาษาอังกฤษPostcardsแตละชั้นประกอบดวยสื่อการเรียนรูดังตอไปนี้
1.หนังสือเรียนPostcardsStudentBook1–2–3
2.แบบฝกหัดPostcardsLanguageBooster1–2–3
3.AudioCDsPostcards1–2–3
4.คูมือครูแผนการจัดการเรียนรูPostcards1–2–3
ชุดการเรียนการสอนรายวิชาพื้นฐานภาษาอังกฤษชุดนี้นำเสนอเนื้อหาที่สามารถนำไปใชในชีวิตประจำวันไดเปนอยางดีมีกิจกรรมฝกทักษะทางภาษาอยางหลากหลายจึงเอื้อตอการจัดกิจกรรมเพื่อสรางองคความรูเนื้อเรื่องที่นำมาเปนบทอานเปนเร่ืองที่เกิดขึ้นจริงและนาสนใจสำหรับเยาวชนมีเกมเพลงและโครงงานสำหรับพัฒนาทักษะทางภาษานอกจากนี้ยังมีเนื้อหาเกี่ยวกับวัฒนธรรมจากภูมิภาคตางๆของโลกสำหรับใหนักเรียนไดศึกษาดวย
จุดเดนที่สำคัญอีกประการหนึ่งของชุดการเรียนการสอนชุดนี้คือมีแบบฝกหัดPostcardsLanguageBoosterซึ่งรวมแบบฝกทักษะทางภาษาและไวยากรณไวดวยกันจึงสามารถใชเปนสื่อการเรียนรูใหนักเรียนใชฝกทักษะทางภาษาและสรางองคความรูทางไวยากรณไปดวยกัน
หวังเปนอยางย่ิงวาชุดการเรียนการสอนรายวิชาพ้ืนฐานภาษาอังกฤษPostcardsชุดน้ีจะชวยใหการจัดการเรียนการสอนเปนไปตามความมุงหมาย
บริษัทสำนักพิมพวัฒนาพานิชจำกัด
คำนำ
Scope and Sequence iv
Characters viii
Let’s get started. 2
UNIT1 We usually meet at 4:00. 4
UNIT2 It was quite an experience! 10
Progress Check 15
Wide Angle 1 16
UNIT3 Do I have to? 18
UNIT4 Who’s going to the game? 24
Progress Check 29
Song 1 30
Game 1 31
UNIT5 I’ll have a sandwich. 32
UNIT6 If you need me, I’ll be there. 38
Progress Check 43
Wide Angle 2 44
UNIT7 Have you seen his new jeans? 46
UNIT8 He’s the one who gave him a D. 52
Progress Check 57
Song 2 58
Game 2 59
UNIT9 It’s the scariest ride of all! 60
UNIT10 I was running when I fell. 66
Progress Check 71
Wide Angle 3 72
UNIT11 The talk show is taped there. 74
UNIT12 Learning English is cool! 80
Progress Check 85
Song 3 86
Game 3 87
Fun with Grammar 88
Information Gaps 91
Projects 93
Zoom in on Culture 96
Useful Words and Expressions 102
Stacy Steve
Stacy Steve
Tom Nicole
Pages 10–14
Pages 4–9
Pages 16–17
Pages 18–23
Pages 24–28
Page 30
Page 31
Pages 32–37
We usuallymeet at 4:00.
It was quite anexperience!
Wide Angle 1: Parents and Teens: Living with Each Other
Do I have to?
Who’s going tothe game?
Song 1: I Need to Know
Game 1: Mystery Celebrity
I’ll have a sandwich.
• Introduce oneself to a group
• Make suggestions• Express preferences
• Simple present contrasted with the presentcontinuous
• Position of adverbs of frequency
• Simple past tense: regular and irregular verbs
• Talk about obligations
• Express future plans andactivities
• Have to: simple present and simple past forms
• The present continuous to express future time• Verb + infinitive
• Order food items and drinks • Will and won’t for decisions, promises, and futurepredictions
• The imperative
iv
Unit Title Communication Grammar
Pages 38–42
If you need me,I’ll be there.
• Describe personalities • Adjectives and adverbs• If clauses to express future meaning
1
2
3
4
5
6
Scope and Sequence
Scope and Sequence Scope and Sequence
Page 15 Progress Check
Page 29 Progress Check
Page 43 Progress Check
Pages 44–45 Wide Angle 2: The ’70s
Pages 10–14
Pages 4–9
Pages 16–17
Pages 18–23
Pages 24–28
Page 30
Page 31
Pages 32–37
We usuallymeet at 4:00.
It was quite anexperience!
Wide Angle 1: Parents and Teens: Living with Each Other
Do I have to?
Who’s going tothe game?
Song 1: I Need to Know
Game 1: Mystery Celebrity
I’ll have a sandwich.
• Introduce oneself to a group
• Make suggestions• Express preferences
• Simple present contrasted with the presentcontinuous
• Position of adverbs of frequency
• Simple past tense: regular and irregular verbs
• Talk about obligations
• Express future plans andactivities
• Have to: simple present and simple past forms
• The present continuous to express future time• Verb + infinitive
• Order food items and drinks • Will and won’t for decisions, promises, and futurepredictions
• The imperative
iv
Unit Title Communication Grammar
Pages 38–42
If you need me,I’ll be there.
• Describe personalities • Adjectives and adverbs• If clauses to express future meaning
1
2
3
4
5
6
Scope and Sequence
Scope and Sequence Scope and Sequence
Page 15 Progress Check
Page 29 Progress Check
Page 43 Progress Check
Pages 44–45 Wide Angle 2: The ’70s
vScope and Sequence
Teen Activities
Review of commonadjectives:antonyms
Reading: Scan an article for specific information; read for the main idea
Listening: Listen for the main idea and specific detailsWriting: Write sentences using the present continuous and the
simple present tense with adverbs of frequencySpeaking: Introduce oneself to a group; talk about favorite activities
Reading: Read for specific detailsListening: Listen for information and specific detailsWriting: Write a dialogue in which speakers make suggestions,
accept or reject suggestions, and express preferenceSpeaking: Make suggestions; accept or reject suggestions; express
preference
The sounds /st/,/sk/, and /sp/
Dropped vowelsin middle syllables
Household chores
Sports and sportslocations
Reading: Read for detailsListening: Listen for detailsWriting: Write a paragraph about responsibilities
at homeSpeaking: Talk about obligations
Reading: Scan a reading to find specific factsListening: Listen for specific details to complete an itineraryWriting: Write interview questions for a celebrity based on a
readingSpeaking: Express future plans and activities; role-play an interview
with a celebrity
The reducedforms of haveto and has to
Food items anddrinks
Dance and exerciseverbs
Reading: Read for details; read a mapListening: Listen to understand a sequence of stepsWriting: Write directions to a place; write a sequence of dance
stepsSpeaking: Give instructions, telling someone how to perform dance
steps
Listening tonativespeakers ofEnglish toimprovepronunciation
The sounds of/tS/ and /dZ/
Vocabulary Skills Learn to Learn Pronunciation
Adjectives withnegative prefixes
Reading: Read and answer a questionnaire on personalities; readdescriptions of personalities; understand meaning from context
Listening: Listen for detailsWriting: Write sentences with adverbs of manner, write sentences
with if clauses to express future meaningSpeaking: Describe your own personality and the personality of
others
Word stress inadjectives
vi Scope and Sequence
Pages 46–51
Pages 52–56
Pages 60–65
Pages 66–70
Pages 72–73
Have you seenhis new jeans?
He’s the onewho gave him a D.
It’s the scariestride of all!
I was runningwhen I fell.
Wide Angle 3: What’s So Funny?
• Offer, refuse, and accept help
• Talk about school experiences
• The present perfect for the indefinite past• The present perfect with for and since
• The present perfect with yet and already• The present perfect contrasted with the
simple past• Adjective clauses with who, that, and where
• Describe places and experiences
• Talk about a past incident
• The comparative and superlative forms of regular and irregular adjectives
• Comparisons using as . . . as/not as . . . as
• The past continuous: statements and informationquestions
Unit Title Communication Grammar
Pages 74–79
Pages 80–84
The talk showis taped there.
LearningEnglish is cool!
• Ask for and give additional information
• Talk about the value ofextracurricular activities
• The passive voice: present tense
• Reflexive pronouns• Gerund as subject, as object of verb, as object of
preposition
7
8
9
10
11
12
Page 57 Progress Check
Page 71 Progress Check
Page 85 Progress Check
Page 58
Page 59
Song 2: Hanging by a Moment
Game 2: Stomp, Spin, and Spell
Page 86
Page 87
Song 3: Crash and Burn
Game 3: True or False?
vi Scope and Sequence
Pages 46–51
Pages 52–56
Pages 60–65
Pages 66–70
Pages 72–73
Have you seenhis new jeans?
He’s the onewho gave him a D.
It’s the scariestride of all!
I was runningwhen I fell.
Wide Angle 3: What’s So Funny?
• Offer, refuse, and accept help
• Talk about school experiences
• The present perfect for the indefinite past• The present perfect with for and since
• The present perfect with yet and already• The present perfect contrasted with the
simple past• Adjective clauses with who, that, and where
• Describe places and experiences
• Talk about a past incident
• The comparative and superlative forms of regular and irregular adjectives
• Comparisons using as . . . as/not as . . . as
• The past continuous: statements and informationquestions
Unit Title Communication Grammar
Pages 74–79
Pages 80–84
The talk showis taped there.
LearningEnglish is cool!
• Ask for and give additional information
• Talk about the value ofextracurricular activities
• The passive voice: present tense
• Reflexive pronouns• Gerund as subject, as object of verb, as object of
preposition
7
8
9
10
11
12
Page 57 Progress Check
Page 71 Progress Check
Page 85 Progress Check
Page 58
Page 59
Song 2: Hanging by a Moment
Game 2: Stomp, Spin, and Spell
Page 86
Page 87
Song 3: Crash and Burn
Game 3: True or False?
viiScope and Sequence
Clothes and personalpossessions
Expressions related toschool
Reading: Read for (specific) information; read to makeinferences
Listening: Listen for detailsWriting: Write a paragraph about influences on teens when
they buy clothesSpeaking: Survey classmates about what influences them
when they buy clothes
Reading: Read for specific detailsListening: Listen for specific detailsWriting: Write a paragraph expressing an opinionSpeaking: Express opinions
The sounds /b/and /v/
Adjectives ofmeasurement
Action verbs
Reading: Read for details; read to make inferencesListening: Listen for specific detailsWriting: Write a paragraph describing the most exciting or
the most unforgettable experienceSpeaking: Describe the most exciting or the most
unforgettable experience
Reading: Read for (specific) information; read to makeinferences
Listening: Listen for specific detailsWriting: Create a poster of the different ways people can help
othersSpeaking: Tell a story about someone who performs a small
act of kindness
Reading maps inbrochures andguides
Words beginningwith r- blends
Vocabulary Skills Learn to Learn Pronunciation
Types of TV shows
Extracurricular activities
Reading: Read for specific information and the main ideaListening: Listen for specific information; listen to make
inferencesWriting: Write sentences using the passive voice; write a
dialogue asking for and giving additional informationSpeaking: Asking for and giving additional information
Reading: Read for specific details; read to make inferencesListening: Listen for specific details; listen to make inferencesWriting: Make a list of the benefits of extracurricular
activities; use research and interview methodsSpeaking: Interview people to gather information
Learning Englishthroughmovies and TVshows
Developing yourpotentialthrough after-schoolactivities
1 Describing peopleA. Form groups of three. Look at the pictures
and the descriptions below. Quickly writeten sentences about Julia and Nathan inyour notebook. Use the simple present formof be and have along with the pronouns he,she, and they. The first group to write tencorrect sentences is the winner.
Examples:1. He is a tourist.
2. She is a doctor.
3. They are (both) happy.
B. Work with a partner. In your notebook,write ten Yes/No questions about thepictures below. Then exchange questionswith your partner and write short answers.
Examples: 1. Is Nathan 40 years old?
Yes, he is.
2. Do Nathan and Julia both have sunglasses?
No, they don’t.
2 Let’s get started.
Name: Nathan Barley Age: 40Name: Julia Rollins Age: 30
1 Describing peopleA. Form groups of three. Look at the pictures
and the descriptions below. Quickly writeten sentences about Julia and Nathan inyour notebook. Use the simple present formof be and have along with the pronouns he,she, and they. The first group to write tencorrect sentences is the winner.
Examples:1. He is a tourist.
2. She is a doctor.
3. They are (both) happy.
B. Work with a partner. In your notebook,write ten Yes/No questions about thepictures below. Then exchange questionswith your partner and write short answers.
Examples: 1. Is Nathan 40 years old?
Yes, he is.
2. Do Nathan and Julia both have sunglasses?
No, they don’t.
2 Let’s get started.
Name: Nathan Barley Age: 40Name: Julia Rollins Age: 30
2 Twenty QuestionsWork in groups of four or five. One studentthinks of a place, for example, a city or acountry. The other students try to find outwhat the place is by asking Yes/No questions.They can ask a maximum of twenty questions.
Example:B: Is it in South America?A: No, it isn’t.C: Is it cold there?A: Yes, it is.
3 PuzzleWrite the past-tense form of the verbs belowto complete the puzzle.
Across Down2 get 1 hug4 sing 3 tell6 say 5 sleep7 drive 6 stand8 buy 11 eat9 go10 drink12 feel
3Let’s get started.
G O T
1 Dialog� Listen and read.
Ms. Costa: Welcome to the Foreign LanguageClub. I’m Ms. Costa. I’m the clubadviser, OK? Now, can you tell meyour name, your grade level, and the foreign language you’re takingright now? OK?
Stacy: My name’s Stacy. I’m in 11th grade, and I’m studying German.
Justin: I’m Justin, Justin Carlson. I’m in 12th grade, and I’m taking French.
Steve: My name’s Stephen Liu. Steve forshort. I’m taking Italian. I’m in 11th grade like Stacy.
Nicole: Hi! My name’s Nicole Green. I’mlearning Spanish. I’m a senior.
Tom: Thomas Bryant. You can call me Tom. I’m taking Spanish with Nicole.We’re both in 12th grade. (whispering)Hey, Justin. What are you doing?
Justin: (whispering) I’m counting thenumber of times Ms. Costa says“OK.” Listen.
Ms. Costa: OK. The club usually meets afterschool from 4 P.M. to 5 P.M. Tuesdaysand Thursdays. But because it’s thefirst day, we’re finishing early. OK?
Justin: (snickering) See what I mean?
2 ComprehensionRead each sentence. Write the name of the person.
1. She’s the club adviser.2. He’s studying Italian.3. He’s taking French.4. She’s studying German.5. He’s Nicole’s classmate.
Ms. Costa
4 Unit 1
We usuallymeet at 4:00.
1Z
{CommunicationIntroduce oneself to a group
GrammarSimple present contrasted with
the present continuousPosition of adverbs of frequency
VocabularyTeen activities
1 Dialog� Listen and read.
Ms. Costa: Welcome to the Foreign LanguageClub. I’m Ms. Costa. I’m the clubadviser, OK? Now, can you tell meyour name, your grade level, and the foreign language you’re takingright now? OK?
Stacy: My name’s Stacy. I’m in 11th grade, and I’m studying German.
Justin: I’m Justin, Justin Carlson. I’m in 12th grade, and I’m taking French.
Steve: My name’s Stephen Liu. Steve forshort. I’m taking Italian. I’m in 11th grade like Stacy.
Nicole: Hi! My name’s Nicole Green. I’mlearning Spanish. I’m a senior.
Tom: Thomas Bryant. You can call me Tom. I’m taking Spanish with Nicole.We’re both in 12th grade. (whispering)Hey, Justin. What are you doing?
Justin: (whispering) I’m counting thenumber of times Ms. Costa says“OK.” Listen.
Ms. Costa: OK. The club usually meets afterschool from 4 P.M. to 5 P.M. Tuesdaysand Thursdays. But because it’s thefirst day, we’re finishing early. OK?
Justin: (snickering) See what I mean?
2 ComprehensionRead each sentence. Write the name of the person.
1. She’s the club adviser.2. He’s studying Italian.3. He’s taking French.4. She’s studying German.5. He’s Nicole’s classmate.
Ms. Costa
4 Unit 1
We usuallymeet at 4:00.
1Z
{CommunicationIntroduce oneself to a group
GrammarSimple present contrasted with
the present continuousPosition of adverbs of frequency
VocabularyTeen activities
4 Useful Phrases� Listen and repeat.
• You can call me Tom.• Steve for short.• See what I mean?
5 Communication
Introducing yourself to a group
A. � Listen and repeat.
• I’m Thomas Bryant. You can call me Tom.• My name’s Stephen Liu. Steve for short.• I’m in the 11th grade.
B. Form small groups and introduce yourself.Say your name and grade level.
Unit 1 5
3 Pronunciation
The sounds /st/, /sk/, and /sp/
A. � Listen and repeat.
/st/ /sk/ /sp/start scary Spanishstudy school speakSteve skating spot
B. � Listen to each word. Then write the firstsound in the word, st, sk, or sp on the line.
1.2.3.4.
st
7 Your Turn Work with a partner. Ask each other thequestions below. Answer in completesentences.
1. What magazines do you usually read?2. What magazines are you reading right now?3. What kinds of clothes do you usually wear?4. What are you wearing right now?
6 Unit 1
Simple presentI usually study until 9:00.He
usually studies until 9:00.SheYouWe usually study until 9:00.They
Present continuousI ’m studying right now.He
’s studying right now.SheYouWe ’re studying right now.They
GRAMMAR FOCUS
The simple present contrasted with the present continuous
Use the simple present tense to describe a habitual action. Use the present continuous todescribe an activity that is happening right now.
Remember!
6 PracticeIn your notebook, write what each famousperson in the picture is doing. Then write whatthe person usually does. Use the cues below.1. A. Leonardo DiCaprio/sing
B. He/act in moviesLeonardo DiCaprio is singing.
He usually acts in movies.2. A. Elton John/play the guitar
B. He/play the piano3. A. Pavarotti/play soccer
B. He/sing opera4. A. Martina Hingis/sing
B. She/play tennis5. A. Tiger Woods/play tennis
B. He/play golf
1. Leonardo DiCaprio
5. Tiger Woods
2. Elton John
3. Pavarotti4. Martina Hingis
8 PracticeRead Nicole’s e-mail to her e-pals. Then insert each adverb offrequency where appropriate.
9 Listening� Listen to theconversation. Put a check(�) in the correct box.
1. Who’s calling?Ms. Costa Mrs. BryantMr. Bryant
2. Who is she looking for?Tom Mr. BryantMrs. Bryant
3. Where is Mrs. Bryant?in Texas in Singaporein New York
4. What is Ms. Costacalling about?
Tom’s gradesa party a meeting
5. What time should Tombe at the gym?
at 4:00 at 3:00at 5:00
10 Vocabulary
Teen activities
Complete the phrasesbelow using the verbs inthe box. One verb is usedtwice.
1. a musicalinstrument
2. on theInternet
3. TV4. video games5. music6. on the phone7. magazines
play
�
Unit 1 7
With bealwaysusually
Justin isoften
late.sometimesrarelynever
With other verbsalwaysusually
Stacyoften
gets up late.sometimesrarelynever
GRAMMAR FOCUS
Position of adverbs of frequency
How often is Justin late? He is never late.How often does Stacy get up late? She always gets up late.How often can you stay out late? I can never stay out late.
• Adverbs of frequency answer the question How often?• Adverbs of frequency come after the verb be, but before other verbs.• Some frequency adverbs (sometimes, usually, often) can come at the
beginning of a sentence. For example: Sometimes, I go to bed at nine.• In a negative sentence, the frequency adverb usually comes in front of the
negative verb. For example: Stacy usually doesn’t get up on time.
Remember!
Hi. I’m a senior in high school. My parents are very
strict. (1. always) They’re on my case. (2. never) I can
stay late in school. (3. usually) After my last class, I go
straight home. (4. rarely) So I am part of any after-
school activity. (5. sometimes) My friends ask me to
hang out with them after school. (6. never) But I can do
that. I joined the Foreign Language Club. There’s a
party at the club on Saturday, but I’m not sure I can go.
(7. rarely) My parents allow me to go to parties. What
should I do? I really want to go!
Nicole
always
play chat readwatch talk listen to
11 Reading Before you read, discuss this question as a class: Why would a family move from a city to a rural area (countryside)?
Now read the article.
8 Unit 1
12 ComprehensionA. Work with a partner to guess the meaning
of the underlined words in the reading. Ifyou need help, use a dictionary.
B. Scan the article for the information thattells what each person in the familymusical ensemble does. Write youranswers in your notebook.
Example:Whitney manages the family musical ensemble.
13 Your TurnDiscuss these questions in small groups:
1. Why did the family move to Maine?2. Why is it better for them now?
14 WritingIn your notebook, answer these questionsabout yourself and your family.
1. What are you doing right now?2. What activities do you and your family
usually do together?
n the of Maine, a mother and herchildren wait outside their home for their father’sreturn from work. Once their father is home, thefamily’s musical is complete.
Sixteen-year-old Nick plays the viola; 13-year-oldZack is on the cello, and 12-year-old Bryanna playsthe violin. Their mother, Whitney,
. Their father, Shawn,is the teacher, conductor, and
. But the star of the familyensemble is 6-year-old Noah, whoplays the piano. And he doesn’teven read music yet!
Shawn believes that mostchildren can do what his children are now doing. Hehas a good reason to believe that.
Four years ago in Chicago, none of his kids played music. Dinner conversations with his kidswere always . All the kids talked about were video games. Both Whitney and Shawn decided
it was time for a change. They tothe woods of Maine and replaced video games withmusical instruments. Now in their new ,the kids often play in the woods, bike, swim, buildthings, and then come back in and play their musicalinstruments.
After September 11, Shawn, acomputer specialist, worked to helpclear the World Trade Center site. Hemanaged to come home forThanksgiving to prepare for a
to money forthe children of Afghanistan. Thefamily often performs at concerts
around the world, including the Sydney Opera Housein Australia, to raise money for poor countries.
According to Whitney, “[Music is] something thatbrings so much to so many people and it’ssomething that we can do together.…It has broughtus together.”
joy
raisecharity concert
surroundings
headed outradical
agonizing
arranger
runs the show
ensemble
backwoodsIThe Family That Plays Together��
8 PracticeRead Nicole’s e-mail to her e-pals. Then insert each adverb offrequency where appropriate.
9 Listening� Listen to theconversation. Put a check(�) in the correct box.
1. Who’s calling?Ms. Costa Mrs. BryantMr. Bryant
2. Who is she looking for?Tom Mr. BryantMrs. Bryant
3. Where is Mrs. Bryant?in Texas in Singaporein New York
4. What is Ms. Costacalling about?
Tom’s gradesa party a meeting
5. What time should Tombe at the gym?
at 4:00 at 3:00at 5:00
10 Vocabulary
Teen activities
Complete the phrasesbelow using the verbs inthe box. One verb is usedtwice.
1. a musicalinstrument
2. on theInternet
3. TV4. video games5. music6. on the phone7. magazines
play
�
Unit 1 7
With bealwaysusually
Justin isoften
late.sometimesrarelynever
With other verbsalwaysusually
Stacyoften
gets up late.sometimesrarelynever
GRAMMAR FOCUS
Position of adverbs of frequency
How often is Justin late? He is never late.How often does Stacy get up late? She always gets up late.How often can you stay out late? I can never stay out late.
• Adverbs of frequency answer the question How often?• Adverbs of frequency come after the verb be, but before other verbs.• Some frequency adverbs (sometimes, usually, often) can come at the
beginning of a sentence. For example: Sometimes, I go to bed at nine.• In a negative sentence, the frequency adverb usually comes in front of the
negative verb. For example: Stacy usually doesn’t get up on time.
Remember!
Hi. I’m a senior in high school. My parents are very
strict. (1. always) They’re on my case. (2. never) I can
stay late in school. (3. usually) After my last class, I go
straight home. (4. rarely) So I am part of any after-
school activity. (5. sometimes) My friends ask me to
hang out with them after school. (6. never) But I can do
that. I joined the Foreign Language Club. There’s a
party at the club on Saturday, but I’m not sure I can go.
(7. rarely) My parents allow me to go to parties. What
should I do? I really want to go!
Nicole
always
play chat readwatch talk listen to
11 Reading Before you read, discuss this question as a class: Why would a family move from a city to a rural area (countryside)?
Now read the article.
8 Unit 1
12 ComprehensionA. Work with a partner to guess the meaning
of the underlined words in the reading. Ifyou need help, use a dictionary.
B. Scan the article for the information thattells what each person in the familymusical ensemble does. Write youranswers in your notebook.
Example:Whitney manages the family musical ensemble.
13 Your TurnDiscuss these questions in small groups:
1. Why did the family move to Maine?2. Why is it better for them now?
14 WritingIn your notebook, answer these questionsabout yourself and your family.
1. What are you doing right now?2. What activities do you and your family
usually do together?
n the of Maine, a mother and herchildren wait outside their home for their father’sreturn from work. Once their father is home, thefamily’s musical is complete.
Sixteen-year-old Nick plays the viola; 13-year-oldZack is on the cello, and 12-year-old Bryanna playsthe violin. Their mother, Whitney,
. Their father, Shawn,is the teacher, conductor, and
. But the star of the familyensemble is 6-year-old Noah, whoplays the piano. And he doesn’teven read music yet!
Shawn believes that mostchildren can do what his children are now doing. Hehas a good reason to believe that.
Four years ago in Chicago, none of his kids played music. Dinner conversations with his kidswere always . All the kids talked about were video games. Both Whitney and Shawn decided
it was time for a change. They tothe woods of Maine and replaced video games withmusical instruments. Now in their new ,the kids often play in the woods, bike, swim, buildthings, and then come back in and play their musicalinstruments.
After September 11, Shawn, acomputer specialist, worked to helpclear the World Trade Center site. Hemanaged to come home forThanksgiving to prepare for a
to money forthe children of Afghanistan. Thefamily often performs at concerts
around the world, including the Sydney Opera Housein Australia, to raise money for poor countries.
According to Whitney, “[Music is] something thatbrings so much to so many people and it’ssomething that we can do together.…It has broughtus together.”
joy
raisecharity concert
surroundings
headed outradical
agonizing
arranger
runs the show
ensemble
backwoodsIThe Family That Plays Together��
At the Party
� Complete the story with sentences from the box. Then listen to check your answers.
Unit 1 9
No, I usuallydon’t. Ms.
Costa talkedto my mom,so here I am.
Be quiet, Justin.You always saythe wrong thing.
(2)
I’m just kidding.Sorry.
I’m sorry. (4)
Nicole, yourmom called. Shewanted to knowmore about theparty tonight.
Thanks, Justin.
Here it is, Ms. Costa.
It’s OK, Justin.She never really trusts me.I’m getting it right now, Ms. Costa.I heard that you usually don’t go to parties.
Hi, Nicole. I’m gladyou could come.(1)
Ms. Costa is cool.
1
There you are, Justin.Where’s that envelope?
Hey, you lovebirds. Are you enjoying
yourselves?
Great.Thanks. You’re wrong, Nicole.
She’s just like allparents. Parents
always worry abouttheir children.
Could yougive this
letter to yourmom?
Sure.
Ah! The yellowenvelope, right?(3)
I wonder what’sin this letter.
2
3 4
56
1 ReadingRead the postcards from Tom’s mom.
10 Unit 2
It was quite anexperience!
2
July 8,
My dear Nick and Tom,
Hi, guys. I’m taking a break from the
conference. I picked up this
beautiful postcard
from a souvenir shop. I arrived
at my hotel
late last night. My flight was qu
ite pleasant
because the flight attendants w
ere very efficient.
Singapore is very different fr
om what I
expected. The country is very
small (it’s about
the size of a small city), very
clean, and very
rich! Everything runs like clo
ckwork. I looked
out my hotel window this morning to adm
ire
Singapore’s skyline. I couldn’
t believe what I
saw–-lush green trees along th
e streets! I didn’t
see any brown leaves on the
trees! I thought
that was amazing.
Love,Mom
Nicholas and Thomas
Bryant1450 Madison Street
San Antonio, TX 78204
U.S.A.
CommunicationMake suggestionsExpress preferences
GrammarThe simple past tense: regular
and irregular verbs
VocabularyReview of common adjectives:
antonyms
July 15, Dear Ang San,
So, I’m back home in Texas. I justwanted to thank you and your wife forthe wonderful time I had in Singapore.It was a busy but very interestingweek, and I enjoyed my stay there. Iespecially loved the orchid garden. Ihad no idea there were so manyvarieties of orchids! And that breakfastat the zoo with Millie, the gentle gorilla,was quite an experience!Best regards,Emily BryantP.S. Thanks for telling me the secretbehind those forever green trees!
Lim Ang San900 Orange Grove RoadSingapore 258354
~J
