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. JOAN SASLOW ALLEN ASCHER

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TEACHER'S EDITION AND LESSON

PLANNER

JOAN SASLOW
r ALLEN ASCHER

/ Summit 1: teacher's edition and Lesson planner

Joan Saslow, Allen Ascher.
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 CONTENTS

About the Authors....................................................................................................................v

Learning Objectives................................................................................................................vi
To the Teacher.............................................................................................................................x
Components...............................................................................................................................xi
Using your Summit Teacher's Edition and Lesson Planner..................................xii

Lesson Planner
UNIT 1 Outlook and Behavior..............................................................................T2
UNIT 2 Music and Other Arts.............................................................................T14
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UNIT 3 Money, Finance, and You.....................................................................T26

UNIT 4 Clothing and Appearance....................................................................T38
UNITS Communities................................................................................................TSO
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UNIT6 Animals...........................................................................................................T62
UNIT 7 Advertising and Consumers.................................................................T74
UNIT8 Family Trends.............................................................................................T86
UNIT9 Facts, Theories, and Hoaxes...............................................................T98
UNIT 10 Your Free Time..........................................................................................T110

Reference Charts .......................................... _....122

GRAMMAR
BOOSTER .................................................T125
PRONUNCIATION
.............................................. Tl41
BOOSTER TEST-TAKING
............................................... 151
SKILLS BOOSTER

Other Resources
Audioscript................................................................................................................................161
Summit TV Teaching Notes..................................................................................................177
Conversation and Discussion Activator Video Scripts....................................198

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ABOUT THE . . . .
AUTHORS .
Joan Saslow

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Joan Saslow has taught in a variety of programs in South America and the United States. She is author or coauthor
of a number of widely used courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Top Notch.

- She is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series
director of True Colors and True Voices. She has participated in the English Language Specialist Program in the
U.S. Department of State's Bureau of Educational and Cultural Affairs.
.�
'
Allen Ascher
Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director
of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible
for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman
TOEFL Preparation Series, and the Longman Academic Writing Series. He is coauthor of Top Notch, and he wrote the
"Teaching Speaking" module of Teacher Development Interactive, an online multimedia teacher-training program.
Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring
courses for teens, adults, and young adults since 2002.

AUTHORS' ACKNOWLEDGMENTS
The authors wish to thank Katherine Klagsbrun for developing the digital Extra Challenge Reading Activities that
appear with all reading selections in Summit 1.
The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions. for
Summit, as well as the hundreds of teachers who completed surveys and participated in focus groups.
Cris Asperti, CEL LEP, Sao Paulo, Nihon University, Tokyo, Japan•
Brazil•Diana Alicia Avila Martinez, Segundo Huanambal Diaz, ICPNA Chiclayo, Peru• Chandra
CUEC, Monterrey, Mexico• Shannon Victor Jacobs Sukahai, Universidad de Valle de
Brown, Nagoya University of Foreign Mexico, Monterrey, Mexico• Yeni Jimenez Torres,
Centro Colombo Americana Bogota, Colombia•
Studies, Nagoya, Japan• Cesar Byrd,
Universidad ETAC Campus Chalco, Simon Lees, Nagoya University of Foreign Studies,
Mexico City, Mexico• Maria Claudia Nagoya, Japan• Thomas LeViness, PROULEX,
Campos de Freitas, Metalanguage, Sao Guadalajara, Mexico• Amy Lewis, Waseda
Paulo, Brazil• Alvaro Del Castillo Alba, University, Tokyo, Japan• Luz Libia Rey, Centro
CBA, Santa Cruz, Bolivia• Isidro Castro Colombo Americana,
Bogota, Colombia• Diego Lopez,
Galvan, Institute Teocalli, Monterrey,
ldiomas Catolica, Lima, Peru• Junior Lozano, ldiomas
Mexico• Melisa Celi, ldiomas Catolica,
Catolica, Lima, Peru
Lima, Peru• Carlos Celis, CEL LEP, Sao
• Tanja McCandie, Nanzan University, Nagoya,
Paulo, Brazil• Jussara Costa e Silva,
Japan• Tammy Martinez Nieves, Universidad
Prize Language School, Sao Paulo, Brazil Autonoma de Nuevo Leon, Monterrey, Mexico•
• lnara Couto, CEL LEP, Sao Paulo, Brazil Maria Teresa Melendez Mantilla, ICPNA
• Gemma Crouch, ICPNA Chiclayo, Chiclayo, Peru• Monica Nomberto, ICPNA
Peru• Ingrid Valverde Diaz del Olmo, Chiclayo, Peru• Otilia Ojeda, Monterrey, Mexico•
ICPNA Cusco, Peru• Jacqueline Diaz Juana Palacios, ldiomas Catolica, Lima, Peru•
Esquivel, PROULEX, Guadalajara, Giuseppe Paldino Mayorga, Jellyfish Learning
Mexico• Maria Eid Ceneviva, CBA, Center, San Cristobal, Ecuador• Henry Eduardo
Cochabamba, Bolivia• Erika Licia Pardo Lamprea, Universidad Militar Nueva

- Esteves Silva, Murphy English, Sao Paulo,

Brazil• Cristian Garay, ldiomas
Catolica, Lima, Peru• Miguel Angel
Granada, Colombia• Dario Paredes, Centro
Colombo Americano, Bogota, Colombia• Teresa
Noemi Parra
Guerrero Pozos, PROULEX, Alarcon, Centro Anglo Americano de Cuernavaca,
Guadalajara, Mexico
S.C., Cuernavaca, Mexico• Carlos Eduardo de la Paz
• Anderson Francisco Guimaraes
Maia, Centro Cultural Brasil Estados Arroyo, Centro Anglo Americano de Cuernavaca,
S.C.,
Unidos, Belem, Brazil•Cesar Guzman,
CAADI Monterrey, Mexico• Cesar
Ivan Hernandez Escobedo, PROULEX,
Guadalajara, Mexico• Robert Hinton,
Cuernavaca, Mexico• Jose Luis Colombia• Peter Russell, University of Foreign Studies, Nagoya,
Perez Trevino, lnstituto Obispado, Waseda University, Tokyo, Japan• Jose Luis Urbina Hurtado,
lnstituto Tecnologico de Leon, Mexico •
Monterrey, Mexico• Evelize Maria Japan• Rubena St. Louis,
Universidad Simon Bolivar, Rene F. Valdivia Pereyra, CBA, Santa
Placido Florian, Sao Paulo, Brazil •
Caracas, Venezuela Cruz, Bolivia • Magno Alejandro Vivar
Armida Rivas, Monterrey, Mexico•
• Marisol Salazar, Centro Hurtado, Salesian Polytechnic University,
Luis Rodriguez Arnau, ICPNA Colombo Americana, Bogota, Ecuador• Belkis Yanes, Caracas,
Chiclayo, Peru• Fabio Ossaamn Rok
Colombia• Miguel Sierra, Venezuela• Holger Zamora, ICPNA
Kaku, Prize Language School, Sao ldiomas Catolica, Lima, Peru•
Cusco, Peru• Maria Cristina Zanon
Paulo, Brazil• Ana Maria Roman Greg Strong, Aoyama Gakuin
Costa, Metalanguage, Sao Paulo, Brazil•
Villareal, CUEC, Monterrey, Mexico• University, Tokyo, Japan•
Gerald Talandis, Toyama Kathio Zegarra,
Reynaldo Romano C., CBA, La
University, Toyama, Japan• ldiomas Catolica, Lima, Peru.
Paz, Bolivia• Francisco Rondon,
Centro Colombo Americano, Bogota, Stephen Thompson, Nagoya
V
 -----

LEARNING
OBJECTIVES

n UNIT

Outlook
and
CO MMUNICATION GOALS

• Describe your personality

• Discuss someone's behavior
• Compare perspectives on world
problems
• Discuss creative ways to achieve
a goal
VOCABULARY

• Adjectives to describe personality

traits
Word Study:
• Adjective suffixes -ful and -less
GRAMMAR

• Gerunds and infinitives: review and expansion

• Verbs that require a noun or pronoun before an
infinitive

GRAMMAR BOOSTER
• Infinitives: review, expansion, and common errors
• Grammar for writing: parallelism with gerunds and
infinitives
•

Behavior \

n
PAGE2

• Describe how you've been enjoying • Elements of music • The present perfect continuous �.
the arts • Negative descriptions of music • Cleft sentences with What
• Express a negative opinion politely • Describing creative personalities
• Describe a creative personality GRAMMAR BOOSTER
Word Study:
• Discuss the benefits of the arts • Finished and unfinished actions: summary
• Using participial adjectives
• Noun clauses: review and expansion
Music • Grammar for Writing: noun clauses as adjective
and and noun complements
Other
Arts
PAGE 14
• Express buyer's remorse • Describing spending styles • Expressing regrets about the past: wish + past
• Talk about financial goals and plans • Expressing buyer's remorse perfect: should have / ought to have + past
• Discuss good and bad participle; if only + past perfect.
• Good and bad money

11
money management management • Completed future actions and plans: The future
• Explain reasons for charitable perfect and perfect infinitives
Word Study:
giving
• Parts of speech GRAMMAR BOOSTER
• The past unreal conditional: inverted form
Money, • The future continuous
Finance, • The future perfect continuous
and You
PAGE26 • Describe clothing details and • Adjectives to describe fashion • Quantifiers: review and expansion
formality
• Describing clothes
• Talk about changes in clothing

II
GRAMMAR BOOSTER
customs Word Study:
• Compound words with self- • AJfil'l' / ffily; i!..litt!.e I !it11.e.
• Examine questionable cosmetic
procedures • Quantifiers: using Qf for specific reference
• Discuss appearance and self • Quantifiers used without referents
esteem • Grammar for Writing: subject-verb agreement of
Clothing quantifiers followed by Qf
and
Appearan
ce

-
PAGE 38

• Politely ask someone not to do • Types of locations • Possessive gerunds \

something • Paired conjunctions
• Community service activities
• Complain about public conduct
• Suggest ways to avoid being Word Study:
• Using negative prefixes to form GRAMMAR BOOSTER
a victim of urban crime
antonyms • Conjunctions with �. tQQ, [Link], or .!lfil...filth.
• Discuss the meaning of community
• �. 1Q.o, [Link]. or not either: short responses

Communiti
es
PAGE 50
• CONVERSATION STRATEGIES LISTENING / PRONUNCIATION READING WRITING
context
• Use � to soften an assertive • Listen to activate grammar Texts: • Critical thinking
opinion • Listen to classify • A survey about positive and
• Use I don't see [myself) that way negative outlooks
• Listen for main ideas
to politely contradict another's • Descriptions of other
• Listen for details people's behavior
statement
• Understand meaning from • A newspaper article about a
• Say I see [you] as to explain your
context creative solution to a problem
own point of view
• Use tend to and seem to to Skills / strategies:
make generalizations PRONUNCIATION BOOSTER
• Understand idioms and
• Content words and function expressions
words
• Determine the main idea
• Understand meaning from
context
• Summarize

• Use To tell the truth. To be honest. • Listen to activate vocabulary Texts:

and • Listen for main ideas • A survey about musical
I hate to say it but to politely memories
introduce a contrary opinion • Listen for supporting
information • Commentaries about enjoying
the arts
• Listen to take notes
• A short biography
• Listen for details
Skills / strategies
PRONUNCIATION BOOSTER • Understand idioms and
expressions
• Intonation patterns
• Infer information
• Identify supporting details
• Express and support an
• Use You know ... to introduce a • Listen for details opinion
new topic of conversation
• Listen to activate vocabulary
• Use I hate to say it but to Texts:
introduce negative • Listen to confirm content
• A spending habits self-test
information • Listen to summarize
• Interview responses about
• Ask What do you mean? to • Listen to evaluate financial goals
invite someone to elaborate
• A guide to charitable giving
• Say That's a shame to show PRONUNCIATION BOOSTER
empathy • Sentence rhythm: thought Skills / strategies:
• Say I'll think about that when you're groups • Understand idioms and
non committal about someone's expressions
suggestion • Understand meaning from
context
• Draw conclusions
• Listen for main ideas
• Listen for details • Express and support an
• Use Can I ask youaquestion about...? opinion
to introduce a subject you are • Listen to summarize
unsure of
• Use I mean to elaborate on a PRONUNCIATION BOOSTER Texts:
prior statement or question • Descriptions of personal style
• Linking sounds • An article about the
• Use Actually, to assert a point of
evolution of "business
view
casual" attire
• Begin a question with fu) to
affirm understanding of • An article about questionable
someone's earlier statement cosmetic procedures
• Say I think that might be ... to • Advertisements for cosmetic
procedures
gently warn that something is
inappropriate Skills / strategies:
• Understand idioms and
• Listen to summarize
expressions
• Listen for details
• Understand meaning from
• Listen to confirm content context
• Listen to infer • Identify supporting details
• Use Do you mind ... ? to ask
permission to do something • Express and support an
PRONUNCIATION BOOSTER opinion
• Use N21...aLa!J to affirm that you are
not bothered or inconvenienced • Unstressed syllables:
• Use That's very [considerate] of
vowel reduction to /::,/ Texts:
you to thank someone for • A questionnaire about
accommodating you community
• Interview responses about pet
peeves
• A magazine article about
urban crime
• A website about community
projects
Skills / strategies:
• Understand idioms and
expressions
• Classify
• Understand meaning from
 Task: Skill: Skill:
• Write about your outlook on a world • Parallel structure • Organizing information by
problem degrees of importance
Skill:
• Paragraph structure: Review

Task:
Task: • Write two paragraphs Task:
• Write a personal comparing tastes in fashion • Write a formal letter
statement about how you of complaint
manage financial Skill:
responsibilities • Compare and contrast: Skill:
Task: Review • Formal letters: Review
• Describe your interests and personality
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vii
 UNIT CO MMUNICATION GOALS VOCABULARY GRAMMAR
• Exchange opinions about • Categories of animals • Passive modals
the treatment of animals • Describing pets
• Discuss the pros and cons of • Animal social groups and GRAMMAR BOOSTER
certain pets physical features • Modals and modal-like expressions: summary
• Compare animal and human
behavior
Animals • Debate the value of
animal conservation

n
PAGE62

• Evaluate ways and places to shop • Verbs for shopping activities • Passive forms of gerunds and infinitives
• Discuss your reactions to ads • Ways to persuade
• Discuss problem shopping behavior GRAMMAR BOOSTER \
• Persuade someone to buy • The passive voice: review and expansion
a product

Advertising
and
Consumers -�

PAGE 74

• Describe family trends • Describing parent and • Repeated comparatives and double
• Discuss parent-teen issues teen behavior comparatives --..
• Compare generations Word Study:
• Discuss caring for the elderly • Transforming verbs and GRAMMAR BOOSTER
adjectives into • Making comparisons: review and expansion
nouns • Other uses of comparatives, superlatives,
Family and comparisons with �
Trends
PAGE86

1--------------------- -- - -
• Speculate about everyday situations • Degrees of certainty • Perfect modals for speculating about the . ..,,,,•
• Present a theory past: active and passive voice
Word Study:
• Discuss how believable a story is • Adjectives with the suffix �
GRAMMAR BOOSTER
• Evaluate the trustworthiness of
news sources • Perfect modals: short responses (active
and passive voice)
Facts,
Theories,
and Hoaxes
PAGE 98

i-- -- -/'
• Suggest ways to reduce stress • Ways to describe people • Expressing an expectation with be supposed to
• Describe how you got interested in • Ways to reduce stress • Describing past repeated or habitual actions:
a hobby :IYfillli! and the past continuous with �
Word Study:
• Discuss how mobile devices
affect us • Adverbs of manner
GRAMMAR BOOSTER
• Compare attitudes about
Your Free taking risks
• Be supposed to: expansion
• Wol!M: review
Time • Grammar for Writing: placement of adverbs of
PAGE 110 manner

Reference Charts ...................................................................................... _..............................page

Grammar Booster.................................................................................................................................................................page
122
125
-
--
Pronunciation Booster .. _........................................................................... _ .............. _..........page 141
Test-Taking Skills Booster ............... _...........................................................................................................................page 151
'

viii
 CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING
• Use I've heard to introduce a
commonly held belief or opinion . ..
t
,. • I ., I Texts:
• Social media posts • Write a persuasive essay

.
about
. .
,.

• Respond with In what way7 to • Listen for examples

treatment of animals • Infer point of view
request further explanation • An article about
• Listen for details
• Use For one thing to introduce a first animal conservation
supporting argument Skills I strategies:
/-\ PRONUNCIATION BOOSTER
• Use And besides to add another • Understand idioms and
supporting argument • Sound reduction
expressions
·r' • Use But what if to suggest a • Understand meaning from
hypothetical situation context
• Recognize cause and effect
f":, • Say Quick question to indicate one • Listen to activate vocabulary
wants some simple information • Listen to infer
• Introduce an opinion with I find Texts:
• Say That's good to know to • Self-tests about shopping
PRONUNCIATION BOOSTER
express satisfaction for mistakes aod behavior
information • Vowel sounds Iii and It/ • Descriptions of techniques
• Use Why don't you_ .. to otter advice used in advertising
• Interview responses

'
about compulsive
shopping
Skills I strategies:
• Understand idioms and
expressions
• Listen to activate grammar
• Ask Why's that7 to ask someone to • Understand meaning from
• Listen to activate vocabulary context
r"'- elaborate on an opinion • Listen for supporting • Identify supporting details
• Say I suppose but _ . to signal information
partial agreement • Listen for details Texts:
• Listen to compare and contrast • A survey about parents and
teens
PRONUNCIATION BOOSTER • A brochure about falling
• Stress placement: prefixes birthrates
and suffixes • A report on the increase in
global population of older
people
Skills I strategies:
• Use I wonder to introduce • Listen to activate vocabulary • Understand idiomsand
something you're not sure about • Listen for main ideas expressions
• Say I'm sure it's nothing to • Listen to draw conclusions • Summarize
indicate that something is • Understand meaning from
probably not serious context
PRONUNCIATION BOOSTER
• Say I suppose you're right to • Critical thinking
acknowledge someone's point of • Reduction and linking in
view perfect modals in the • Draw conclusions
passive voice
• Say There must be a good
explanation to assure someone Texts:
that things will turn out OK • A quiz about tricky facts
• An article about Rapa Nui
• Facts and theories about
mysteries
• An article about a UFO
_!"""-,. • Listen to activate vocabulary conspiracy theory
• Say Uh-oh to indicate that you • Listen for main ideas • A survey about the
realize you've made a mistake • Listen for supporting details trustworthiness of information
• Use I just realized to sources
• Listen to understand meaning
acknowledge a mistake
from context Skills/ strategies:
• Use Well f[ankly to indicate that • Understand idioms and
you are going to be honest about expressions
PRONUNCIATION BOOSTER
something
• Vowel sounds lcil, Id, la:/. and • Confirm point of view
• Use It's just that or Let's face
it to introduce an honest IA! • Infer information
criticism or assessment
• Use You know what' to introduce a Texts:
piece of advice • A survey about free time
• Descriptions of how
people got interested in
their hobbies
• An article about the
impact of mobile devices
• A survey about mobile
device usage
Skills / strategies:
• Understand idioms and
expressions
• Understand meaning from
context
• Identify supporting details
 about the treatment of
animals
Skill:
• Supporting a point of view

Task:
• Write a summary of
an article
Skill:
• Summarize and
paraphrase someone's
point of view

Task:
• Write a blog post of
three or more
paragraphs about
advice for parents and
teens
Skill:
• Avoiding run-on
sentences and comma
splices

Task:
• Write a news article
about a mysterious
event
Skill:
• Avoiding
sentence
fragments

-;
Task:
• Write a critique of
an article
Skill:
• Presenting and
supporting opinions
clearly

ix
TO THE TEACHER

What is Summit? -�-

Summit is a two-level high-intermediate to advanced communicative course that develops confident,
culturally fluent English speakers able to navigate the social, travel, and professional situations
they will encounter as they use English in their lives. Summit can follow the intermediate level of any
communicative series, inc luding the four-level Top Notch course. ------

Summit delivers immediate, demonstrable results in every class session through its proven pedagogy
and systematic and intensive recycling of language. Each goal- and achievement-based lesson is tightly
correlated to the Can-Do Statements of the Common European Framework of Reference (CEFR). The course
is fully benchmarked to the Global Scale of English (GSE).

Each level of Summit contains material for 60 to 90 hours of classroom instruction. Its full array of additional
print and digital components can extend instruction to l 20 hours if desired. Furthermore, the entire Summit
course can be tailored to blended learning with its integrated online component, MyEnglishLab. Summit offers
more ready-to-use teacher resources than any other course available today.

NEW This third edition represents a major revision of content and has a greatly increased quantity of exercises, both
print and digital. Following are some key new features:

• Conversation Activator Videos to build communicative competence

• Discussion Activator Videos to increase quality and quantity of expression
• A Test-Taking Skills Booster (and Extra Challenge Reading Activities) to help students succeed in the reading
and listening sections of standardized tests
• An Understand Idioms and Expressions section in each unit increases the authenticity of student spoken language

Award-Winning Instructional Design*

Demonstrable confirmation of progress Conversation and Discussion Activators
Every two-page lesson has a clearly stated communication Memorable conversation models with audio provide appealing
goal and culminates in a guided conversation, free discussion, natural social language and conversation strategies essential
debate, presentation, role play, or project that achieves the for post-secondary learners. Rigorous Conversation Activator
goal. Idea framing and notepadding activities lead students to and Discussion Activator activities with video systematically
confident spoken expression. stimulate recycling of social language, ensuring it is not
forgotten. A unique Pronunciation Booster provides lessons and
Cultural fluency interactive practice, with audio, so students can improve their
Summit audio familiarizes students with a wide variety of spoken expression.
native and non-native accents. Discussion activities reflect the
topics people of diverse cultural backgrounds talk about in Systematic writing skills development
their social and professional lives. Summit teaches the conventions of correct English writing so
students will be prepared for standardized tests, academic
Explicit vocabulary and grammar study, and professional communication. Lessons cover key
Clear captioned illustrations and dictionary-style presentations, writing and rhetorical skills such as using parallel structure and
all with audio, take the guesswork out of meaning and ensure avoiding sentence fragments, run-on sentences, and comma
comprehensible pronunciation. Grammar is embedded in splices. Intensive work in paragraph and essay development
context and presented explicitly for form, meaning, and ensures confident and successful writing.
use. The unique "Recycle this Language" feature encourages
active use of newly learned words and grammar during Reading skills and strategies
communication practice. Each unit of Summit builds critical thinking and key reading
skills and strategies such as paraphrasing, drawing conclusions,
Active listening syllabus expressing and supporting an opinion, and activating prior
More than 50 listening tasks at each level of Summit develop knowledge. Learners develop analytical skills and increase
critical thinking and crucial listening comprehension skills
such as listen for details, main ideas, confirmation of content,
inference, and understand meaning from context.
fluency while supporting their answers through speaking.

We wish you and your students enjoyment and

-
*Summit is the recipient of the Association of Educational Publishers' success with Summit. We wrote it for you.
Distinguished Achievement Award.
X
Joan Saslow and Allen Ascher
 COMPONENTS

Actl·veT eac 11 Maximize the impact of your Summit lessons. Digital Student's Book pages with
access to all audio and video provide an interactive classroom experience that

h can be used with or

without an interactive whiteboard (IWB). It includes a full array of easy-to-access
digital and
printable features.

e
• • •
!!!!!�----.....-- For planning
For class presentation . . .

NEW Conversation • A Methods Handbook for

Activator videos: increase � a communicative
classroom
students' confidence in oral
g·--_=_=_===:::.. =-

e
communication • Detailed timed lesson
plans for each two-page
NEW Discussion
lesson
Activator videos:
increase quality and • Summit TV teaching notes
0 quantity of expression
• Complete answer keys,
NEW Extra Grammar audioscripts, and video
Exercises: ensure scripts
mastery of grammar
0
--
NEW Extra Challenge Reading For extra support ...
Activities: help students succeed at • Hundreds of extra
standardized proficiency tests. printable activities, with
teaching notes
• Summit TV activity worksheets
• Interactive Whiteboard tools, including zoom,
highlight, links, notes, and more.
• Clickable Audio: instant access to the complete For assessment ...
classroom audio program
0
• Ready-made unit and
review achievement tests
with options to edit, add,
or delete items.
• Summit TV Video Program: fully-revised authentic TV
documentaries as well as unscripted on-the-street
Ready-made Summit Web Projects provide
interviews, authentic application of lesson language.
featuring a variety of regional and non-native
accents
✓-

MyEnglishLab Workbook Full-Course

An optional online learning
tool
Lesson-by- Placement Tests
lesson written
Choose printable or
exercises to
online version
accompany the
Student's Book
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• Interactive practice of all material presented
in the course
• NEW Immediate, meaningful feedback on wrong • Grade reports that display performance and
answers time on task
 • Auto-graded achievement tests non-native accents to build comprehension of
diverse English speakers
• NEW The opp Summit Go allows access
anytime, anywhere and lets students practice
at their own pace. The entire audio program is
also available for students at
[Link]/summit3e.

Teacher's Edition and

Lesson Planner
•Detailed interleaved lesson plans,
language and culture notes, answer keys,
and more
• Also accessible in digital form in ActiveTeach

For more information: [Link]/summit3e xi

.,
 USING YOURS /T T HER'S EDITION
AND LESS N PLANNER ·-
The Teacher's Edition and Lesson Planner provides
detailed notes for planning and presenting your
lessons, plus ideas for extending them. You will find
create their own personalized conversations. The
Conversation Activator Video encourages students to
"say as much as they can." If you wish, you can show a
-
additional support in ActiveTeach, a digital tool that transcript from the video player on ActiveTeach or print
goes hand in hand with the Teacher's Edition. ActiveTeach -�

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out the video script from the "Teacher Resources" menu.
provides an interactive classroom experience with or
without an interactive whiteboard (IWB). Discussion Activator Video
The instructions here will guide you as you use the A Discussion Activator Video, which accompanies one
teaching suggestions in the Lesson Plans, and of the discussion activities in each unit, provides support
explain the printable and digital resources in ActiveTeach. to help students develop their own free discussions.
In addition, the authors recommend you consult the You can show a transcript from the video player on
Methods Handbook for support in developing ActiveTeach or print out the video script from the

e
effective techniques for teaching in a communicative "Teacher Resources" menu.
classroom and for teaching tips for achieving the
best results with the Summit course. You can find
the Methods Handbook in the folder labeled
Digital Games -
A game called "Stepping Stones" provides additional
"Methodology" within "Teacher Resources" on review and practice of unit language. It can be opened
ActiveTeach. Within "Methodology," you will also find
the article "Great Ideas for Teaching with ActiveTeach,"
by clicking the icon on the digital Student's Book page
in ActiveTeach, or it can be accessed in "Teacher '
..,...-·
which explains numerous ways in which you can use Resources" within ActiveTeach.
Active Teach to enhance your in-class lessons.
,� Open Printable Extension Activities and other
� resources in ActiveTeach
Overview A multitude of additional activities and resources can
Starting with Unit l, each two-page lesson is designed be viewed and printed from the "Printable Extension
for a period of 45 to 60 minutes. To plan a class of Activities" menu in "Teacher Resources" within ActiveTeach.
approximately 45 minutes, use the shorter estimated Throughout the Lesson Plan notes, the following printable
teaching times as a guide when a range is shown. To
plan a class of at least 60 minutes, use the longer
estimated times. Your actual teaching time may vary
print icon e
extension activities and resources are referenced with the
at the suggested point of use in the lesson:
• Conversation Activator: Speaking Booster
according to your students' needs, your program • Discussion: Speaking Booster
schedule, and your teaching style. Write your actual • Extra Challenge Reading Activities
teaching time in the space provided for future reference. • Extra Grammar Exercises
Activities labeled Option include suggested teaching • Extra Reading Comprehension Questions
times that should be added to the lesson. • Graphic Organizers
• Inductive Grammar Activities
In addition, these optional digital activities referenced • Listening Strategies
throughout this Teacher's Edition are available in • Pronunciation Pair Work
ActiveTeach to enrich your lesson.

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• Reading Strategies
• Vocabulary-building Strategies
0 More Exercises • Writing Process Worksheets
Additional exercises are provided for each grammar Other available resources, listed at the end of each
presentation. The Extra Grammar Exercises can be unit, include Audioscripts, Answer Keys, "Can-Do" Self
presented as interactive digital activities, or they Assessment, Conversation and Discussion Activator Video
can be printed out and distributed as handouts from Scripts, Oral Progress Assessment Charts, and a Reading
the "Printable Extension Activities" menu in "Teacher Speed Calculator.
Resources."

e Conversation Activator Video

T his unique video provides a dramatic demonstration
ld;f·i111bt·i;l=i•I·fili;I PRONUNCIATION BOOSTER
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next to the Grammar Booster,
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TEST-TAKING SKILLS BOOSTER

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of how students can be maximally productive as they boxes oo the d;gaol St;1;�tjh

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 opens the associated Booster page from the back of Summit TV Activity Worksheets provide additional
/ ' the Student's Book. Clicking on the
to the lesson you were viewing.
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icon returns you listening and language review and practice. Access
the full video program and the worksheets from the
"Summit TV" menu in ActiveTeach.
Other Supplements
In addition to the digital and printable extras listed, Assessment Ready-made unit and review
Summit offers even more supplements. The� icon, achievement tests, with options to edit, add, or delete
which appears at the end of each unit, lists additional items.
supplementary components and materials available to
Online Teacher Resources Additional teacher resources
support the lesson or individual units.
are available at [Link]/summit.
Supplementary components include:
Summit Go App Students can download the entire
Workbook Lesson-by-lesson written exercises. Classroom Audio Program onto their mobile device for
MyEnglishlab An online learning tool with a multitude
listening and pronunciation practice outside of class.
of features to support students and teachers, including: With the Summit Go app, students can control the audio
Grammar Coach videos, immediate and meaningful speed and access the audio transcripts.
feedback on wrong answers, remedial grammar Free Student Resources Additional student resources
exercises, interactive practice of all material presented are available at [Link]/summit3e, including Extra
in the course, grade reports that display performance Practice Activities, Web Projects, and-as an alternative
and time on tasks, and auto-graded achievement tests. to the Summit Go· app-the complete Summit Classroom
Summit TV The video program includes authentic Audio Program in downloadable mp3 files.
documentaries (all new for the third edition), and
Full Course Placement Tests Accurately place your
unscripted, unrehearsed on-the-street interviews,
students into Summit. Available on CD or online. Includes
featuring a variety of regional and non-native accents.
detailed instructions for administering the test, and
guidelines for scoring and placement.

Student's Book icons and A dive Teach icons

The icons used in the Student's Book and ActiveTeach are different. Here are the corresponding icons:
icon Studen t ' s Book
.' ' ' ActiveTe ach icon

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Outlook and Behavior

PREVIEW
f.l1 FRAME YOUR IDEAS
Option: [+5 minutes] Invite pairs to think up scenarios
Suggested similar to those described in the quiz and ask each other
teaching time: 10 Your actual
minutes teaching time: how they would react. These can be made-up situations or
examples from real life.
• Ask students to look at the picture of the glass of
water. [i GROUPWORK
Call on a volunteer to read the question on the glass.
Poll the class and write the number of people who saw
the glass as half full and half empty. Suggested 5 Your actual
teaching time: I minutes teaching time:
• Have a volunteer read the title of the article. Elicit from
the
class that an optimist is someone who is usually hopeful • Add up all student scores on the board, and divide by
and believes that good things will happen; a realist is the number of people in the class to get the average
someone who accepts that life isn't always perfect and class score.
deals with problems practically; and a pessimist is a
• Then write On avera9e, ovr clM� i� __ Option:
person who expects that bad things will happen. Then
ask individual students How do you see the world? Do [+5 minutes] Ask Did anyone score closely between
you have a positive or a negative outlook? optimist/realist or realist/pessimist? Invite students to share if
anyone has a combination of outlooks. Then ask Do you think
• Give students a few minutes to complete the quiz.
it's possible to adjust your outlook? For example, can you
• Bring the class together and ask Did the quiz confirm train yourself to be more positive if you usually have a
how you see yourself? negative outlook?

HWd'f- idjMjj In English, the analogy of the glass

being half full or half empty is used to describe someone's
outlook on life in general or on a specific experience.
You win some, you lose some is an expression used
to show that you accept that you weren't successful at
something. It can also be used to show another person
sympathy that something didn't work out. The abbreviated
version is also used: Win some, lose some. A similar
expression is You can't win them all.

I]) PAIRWORK
Suggested 5
Your actual
teaching time: minutes teaching time:

• Have students work in pairs to compare quizzes

and answer the questions.
• Bring the class together. Ask Were you surprised to learn
your partner's outlook on life? Do you have similar
outlooks?
HWd•4MJMjj You may need to clarify the differences
between the noun and adjective forms: optimist, optimistic;
realist, realistic; pessimist, pessimistic.
• A person or perspective can be optimistic, realistic, or
pessimistic.
• A person can be described as an optimist, a realist, or
a pessimist.
• The abstract nouns are optimism, realism, and pessimism.
For example, Some optimism is always good.
T2 UNIT 1 PREVIEW
 I!] eli1J SPOTLIGHT Nora Leo
Alike
r- Suggested 10 Your actual
teaching time: minute teaching time: Different Different
s

✓--
• Before reading and listening to the conversation, write
CJ-,ikvri9vriya on the board. Ask Has anyone heard of
Chikungunya? (a virus that spreads through mosquito
bites; symptoms include fever, joint pain and swelling,
headache, muscle pain, rash) What other viruses are
in the news recently? (Answers will vary depending on
geography and time available.)
• After students read and listen, check comprehension
by asking What is causing the viruses? (global warming)
• Have pairs copy the chart and fill in the circles with
What kind of outlook does Leo have? (pessimistic) What
kind of outlook does Nora have? (realistic/optimistic) Is information that illustrates each person's point of view.
Leo going to go to the company dinner at the outdoor • Then bring the class together and call on volunteers to fill
restaurant? Why/Why not? (No. He's afraid he might get in the blanks (alike: Nora and Leo think the mosquito
Chikungunya.) Is Nora going? Why/Why not? (Yes. She viruses are scary; Nora different: not too worried, rolls
is not worried.) with the punches, it's part of life, wear long sleeves and
hope for the best, will go to company dinner at outdoor
fil UNDERSTAND IDIOMS AND EXPRESSIONS restaurant; Leo different: thinks it's a matter of time until
we get all kinds of new diseases, getting to him, won't go
to company dinner
Suggested 10 Your actual at outdoor restaurant)
teaching time: minutes teaching time:
• On the board, write Optimid; Pe,,imid; [Link],t. Ask
• To model the activity, invite a volunteer to read the first Which label would you use for Leo? (pessimist) Which
expression. Ask students to find it in Exercise D. Call on label would you use for Nora? (realist) Poll the class to
another volunteer to read Leo's part where he uses the see who is more like Nora and who is more like Leo.
expression. Then read the choices and elicit the answer. Option: [+5 minutes] Ask How might an optimist
If necessary, explain that the previous sentence mentions approach the same topic? (Possible answers: say
so many mosquitos appearing due to warmer weather everything will be fine, that this is a passing problem, no one
caused by global warming. Thus more viruses are will get hurt) Write all suggestions on the board.
unavoidable. Challenge: [+5-10 minutes] Divide the class into groups
• Have students work in pairs to complete the rest of the of three. Have students revise the role play to include a
exercise. Encourage them to refer to the conversation third person who gives an optimistic view of the topic.
and context to help them determine the correct answer.
rs.
· Circulate and assist as needed.
• Bring the class together and go over the answers.
i- 1Q:
fl13i�tdl ROLE PLAY
Suggested 10-15 Your actual
teaching time: minutes teaching time:
LANGUAGE NOTE The idiom rail with the punches
means
to adapt to difficult situations as they occur. It is based on • Call on volunteers to read the four statements aloud.
the boxing term roll with the punches where a fighter has Then read the idioms and expressions from Exercise E
to step aside while being hit to avoid getting a full blow. An and tell students to use them in their role plays.
abbreviated version for this idiom is rail with it.
The idiom a sitting duck refers to someone or • Point out that more than one answer may be possible.
something Tell students they can adjust an expression as needed
being open to attack. It refers to a duck floating on water; (e.g., This has started getting to me to This is getting to
that is, a target for a predator or a hunter. you, isn't it?) As students work, circulate and assist as
needed.
Option: [+5-10 minutes] Have pairs role-play the • Bring the class together and call on pairs to share a
Spotlight conversation. Tell them they can choose the role role play. After each one, ask Did anyone use a
of the person they are more like. different expression? Invite that pair to share.
Challenge: [+15-20 minutes] Divide the class into pairs. Option: [+5 minutes] Have pairs choose one of their
Assign each pair one of the idioms or expressions. Have role plays and continue it for several more exchanges. Tell
pairs prepare short role plays consisting of 4-5 exchanges, them to incorporate any of the other idioms and
demonstrating correct use of the idiom or expression. expressions from Exercise E.

II COMPARE AND CONTRAST

Suggested
5 Your actual
teaching time:
minute teaching time:
s

• Have students discuss the questions in pairs.

• As students work, draw a comparison / contrast chart
on the board:

UNIT 1 PREVIEW T3
 Describe your
personality

a elm VOCABULARY
[ii GRAMMAR

Suggested 5-10 Your actual Suggested 10 Your actual

I teaching time: minutes teaching time: teaching time: minutes teaching time:

• Have students listen and read the adjectives to describe

• To review gerunds and infinitives, write SEE on the
personality traits.
board. Ask What is the infinitive form? What is the gerund
• Then have students listen and repeat the words chorally. form? Write the words to ,ee I ,eein9 underneath.
• To check comprehension, ask What does [easygoing] • Have students read the Remember note. Remind students
mean? Tell students to refer to the sentence(s) above that a subject complement describes the subject after the
each picture for the definition. Model the first answer if verb be in a sentence. Point out the example in the chart.
necessary: Easygoing means that nothing bothers a person; Provide an additional example if necessary: My favorite
he or she just rolls with the punches. sport is swimming.
• Focus on the example sentences. To illustrate the various
UWd'fJdjMij Considerate can reflect an affirmative
action, as in being helpful to others. In that sense, it is uses further, write the following on the board:
almost a synonym of helpful or polite. However, My dream i, IQ...tJilJ. in a marathon one
considerate is also often used when one refrains from doing day. Runoi1J9 i, a 900d form of exerci,e.
things that might annoy others, such as talking loudly on a I enjoy runoi1J9 in t/,,e park.
cell phone in a quiet public place such as a train. For
example, Martha is very considerate. She doesn't play loud • Ask students to identify the infinitive (to run) and gerund
music when people around her are working. (running).
Trustworthy and reliable are similar in meaning, but • Ask In which sentence does the gerund or infinitive
trustworthy also suggests moral and ethical behavior. A function as the subject7 (the second) Direct object? (the
trustworthy person is reliable, but is also truthful and third) Subject complement? (the first)
honest and can be trusted with secrets and confidences. • Ask students to read the second explanation and study
0 (8 Vocabulary-Building Strategies
the examples and incorrect uses.
• On the board, write:
I] CLASSIFY THE VOCABULARY TJ,,e job involve, (travel) to
(J,,elp) u,.
China. Laura a9reed
Suggested 5-10 Your actual
teaching time: minutes teaching time: You never mentioned (,tvdy) law.
• Call on a volunteer to read the list of other adjectives. We didn't expect (come) early.
Elicit definitions to check comprehension. Make sure
Above the examples write the corresponding labels:
students understand the words liberal (a person who
favors progress or reform; a person who is willing Verbs : follolNed ollly by 9eru1Jds:
to understand other people's ideas and opinions), Verbs: follolNed ooly by i1Jfi.:: ;tives:
conservative (a person who doesn't like change or new • Point out that while some verbs can only be followed
ideas), and independent (a person who is confident and by gerunds or infinitives, others can take either. On the
able to do things by himself or herself). board, write:
• Ask students to complete the chart independently. Then like continue can't ,tand
have them compare charts with a partner. Circulate and Invite students to make statements using these verbs.
assist as needed. Question students if they appear to have Write some examples on the board. Reiterate that either a
misplaced any of the adjectives. For example, ask Why do gerund or an infinitive is correct.
you think being modest is negative? Do you think being
rude can really be either positive or negative 7 Invite • Point out that some verbs can be followed by either a
students to explain their opinions on the words they put in gerund or an infinitive; however, the meaning of the
the Can be either column. sentence might change. On the board, write:
• Draw a Venn Diagram on the board like the one in the [Link] ,topped ,mokin9.
book. Call on volunteers to fill in the chart. As students 2.01,,ven ,topped to ,moke.
write each word, invite the class to respond if they agree. Elicit the difference. (in sentence 1, Owen doesn't smoke
If there are words that students disagree on, write them in anymore; in sentence 2, Owen stopped an activity to
the Can be either column. Encourage students to present smoke) Write try and for9et and elicit example sentences
scenarios to support their opinions. For example, Being using a gerund and then an infinitive. Discuss the
serious is a good personality trait. But if a person is too differences in meaning.
serious, he or she may not know how to have fun and
relax.

T4 UNIT 1 LESSON 1
 • Ask a student to read the explanation about prepositions.
Write: I'm i"tererted i" (take) a clarr. These conversation strategies are implicit in the model:
• Ask another student to read the explanation on the right • Use I'd say to share what you think.
about adjectives. Write: I am J,,appy (ree) you. • Use I don't see myself that way to show disagreement
Point out that an infinitive comes right after the with the way someone described you.
adjective. For example, I am happy to see you. If there is a • Use I see you as+ an adjective to describe a person.
preposition after the adjective, then a gerund follows. For
• Use tend to be to introduce adjectives to describe
example, I'm interested in taking a class.
someone.
• Focus students' attention on the other uses of infinitives.
• Use seem to like to introduce things a person likes to do.
Call on a volunteer to read the first rule and example.
Write: It'r eary to for9et a [Link]. • Have students look at the photo and speculate about the
• Call on a volunteer to read the second rule and example. man and woman. Ask Where are these people 7 What are
Write: Mark 9ot a reco"d job to pay off J,,i5 5cJ,,ool they doing7 Do you think this is a business or a social
situation 7
loaf)5.
• Have students read and listen to the conversation.
• Call on a volunteer to read the third rule and example.
Write: We did"'t J,,ave e"ov9J,, time to eat before tJ,,e • To check comprehension, ask What word does the man use
5J,,ov,1. to describe his personality? (easygoing) Does the woman
agree7 (No, she thinks he is serious.) Does the man see
Option: (Teaching notes p. T/25)
himself as serious7 (no) How does the man see the woman
0 {!) Inductive Grammar Activity 7 (as outgoing)
[!J eEI LISTEN TO ACTIVATE GRAMMAR (El elm RHYTHM AND INTONATION
r- s-;;-ggested I -, -- -r a c t u a-l
15
---- You Suggested 5 Your actual

' teaching time: minutes teaching time:

I teaching time: minutes teaching time:

• Pre-listening: Have students read the items and the words • Have students listen and repeat chorally. Make sure they:
0 use falling intonation for So how would you describe
in the lists. Make sure they understand that each sentence will
r yourself? (line 1) and Why do you say that? (line 9)
require an item from both List 1 and List 2.
0 use rising intonation for Me7 (line 2), Easygoing 7 (line 4),

• First listening: Pause after each statement to allow You 7 (line 8), and You do? (line 9)
students time to choose the words and write the answers. 0 use emphatic stress on serious (line 4) and me (line 7)

• Second listening: Have students listen again to check their 0 stress can't (line 6)

work. Go over the answers as a class.

0 {9) Extra Grammar Exercises B CONVERSATION ACTIVATOR
Suggested 5-10 Your actual

I) PAIR WORK teaching time: minutes teaching time:

Suggested
teaching time:
5 Your actual a:) Conversation Activator Video
minutes teaching time:

• Divide the class into pairs and give them a few minutes to • Divide the class into pairs. Instruct students that they will
underline the verb, adjective, preposition, or expression use the model in Exercise A Conversation Spotlight to
before the blank. Point out that this will help them role-play their own conversation with a partner.
r-. determine if a gerund or infinitive will follow. • Refer students back to the lists of adjectives in Exercises A
• To model the exercise, copy item 1 on the board. Elicit and B, Vocabulary, to help choose words to describe their
from the class that a gerund follows the verb avoid. Tell personality.
students they can refer to Appendix "Verbs followed by • Ask a volunteer to read the words under Recycle This
a gerund" on page A3 for which form follows a specific Language. Encourage students to incorporate these
verb and the grammar chart on page 5 to help figure out words into their conversation.
other uses of infinitives. Invite a volunteer to complete the
• Reinforce the use of the spotlighted conversation strategies.
question, or complete the question yourself.
For example, I'd say . ., I see you as . .., You tend to be .
• Give students a few minutes to write their questions. ..
Circulate and assist as needed.
DON'T STOP! Before students begin to activate their
• Have pairs ask and answer each other's questions. conversations, bring their attention to the Don't Stop!
Encourage students to answer in full sentences using the
note. Tell students that they should extend or lengthen
correct gerund or infinitive form.
their conversations by following directions in Don't Stop!
Explain that this is an essential part of the activity. After
---
I IW�flnljtfml Describe your personality I students have activated their conversation one time, tell
pairs to change roles so each student gets a chance to
play A and B. Then have students change partners and
r.l] e:l!D CONVERSATION SPOTLIGHT Activate the Conversation again.
Suggested 5 Your actual For more support, play the Conversation Activator Video
teaching time: minutes teaching time:
before students do this activity. After the video, ask
s
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Conversation Activator Video Script

Unit 1, Lesson 1
F: Seriously. Her style's just not my
Fl: So how would you describe yourself?
thing. And her music's nothing to
F2: Me? Well, I'd say I'm pretty serious,
write home about.
especially about work.
M: Well, you should listen to some
Fl: Would you say you're a very
of her new stuff. I think she's
hardworking person?
really great.
F2: Well, [Link] I'm also pretty relaxed.
F: Sorry, she's not for me. But you
I try not to let things get to me. I just
know who I really like?
roll with the punches.
M: Who?
Fl: You're lucky. I'm so different. I tend
F: Bruno Mars.
to let little things freak me out.
M: Bruno Mars? What do you like
F2: Really? Would you say you're
about him?
a pessimist?
F: Everything! His music makes me
Fl: Well, I don' t see myself that way.
want to get up and move.I think
I'd say I have a pretty positive
he's one of the most talented
outlook. I just want to be sure
singers ever.
people at work think I'm reliable.
M: Actually, I find some of his songs
But I probably worry too much
kind of silly.
about making mistakes.
F: Well, I think he's got a great voice ...
F2: I think you're being modest. I'm sure
and he's a great dancer.
you don't make many mistakes.
Fl: M: Don't you think some of his lyrics
I guess. But I do try to be careful. I'm
are too sentimental?
always thinking it's just a matter of
F: Are you kidding? I love the lyrics,
time, 'til I do. Better safe than sorry!
and I think his songs have pretty
F2: And what's your husband like? Is he
like you, or different? catchy melodies. Sometimes I just
Fl: Jack? I'd say he's much more can't get them out of my head.
easygoing than I [Link] gets M: Well, he is really popular right now.
to him!
Unit 3, Lesson 1
Unit 2, Lesson 2 Ml: You know, I wish I hadn' t bought
M: Are you as much of a Rihanna fan as that snowboard.
I am? M2: What do you mean?
F: Rihanna? I hate to say it, but Ml: Well, it just sits around collecting
she's not one of my favorites. dust. I hate to say it, but I really
M: Really? I'm surprised you're not a fan. haven' t had much chance to use it.
F: To tell the truth, what I'm not crazy M2: That's a [Link] you give it
about are some of the lyrics in her to someone?
songs. I find them a bit offensive. Ml: Not really. No one I know
M: Wow. They don't bother me at all. snowboards. And there's no place
F: And I don' t like the way she dresses. near here where you can do that. If
M: No way! only I had thought about that before
I bought it!
198 CONVERSATION ACTIVATOR VIDEO SCRIPTS
Discussion Activator Video Scripts
Unit 1, Lesson 2 so we
Ml: My brother-in-law is really a would spend less time on our
lunch
problem.
M2: Your brother in law? In what hour. A lot of people suspected
way?
Ml: Well, he was always very
;J;b;�l?)
hardworking, which is a good
thing. But lately he's become a
total workaholic.
M2: What do you mean?
Ml: Well, he goes to work early
before the rest of the family
even gets up. And he comes
home after the kids have had
dinner, so he doesn' t get a
chance to talk to [Link]
then, as soon as he finishes
eating, he's at his computer
working again!
M2: What does your sister say about
it?
Ml: Well, she asks him to cut down
on his working time, and he
promises to do that. He tries,
but then after a week, he's
back to the same thing.
M2: What are you going to do....It
sounds like an impossible
situation. Your sister can't
force him to not work so much.
Maybe he really
has to.
Ml: Actually, my sister's come to
the same [Link]'s
really a sweetheart. She tries
not to express her anger
about this because she knows
he doesn't have much choice.
So she basically does the job
of two parents.
M2: What a team player!
Ml: I'm not sure she sees it that way.
M2: Well, let me tell you about my
boss.
Listen to what he did yesterday.
Ml: What did he do?
M2: Well, he'd been encouraging
us to bring lunch to the office
 that he wanted us to eat couldn' t get the songs out of
and work at the same my head for weeks.
time-which is against
DISCUSSION ACTIVATOR VIDEO SCRIPT 203
company rules, by the
way.
Ml: So what happened?
M2: Well, then he told
everyone we could take
only twenty minutes to
finish our lunches! Can you
believe that? He wants us
to eat faster!
Ml: You're right. He is a tyrant.
M2: He's just a pain in the neck,
about everything!
Ml: That really does sound like a
problem....
M2: But let me tell you about my
sister, Emilie. She's a total
people person ...

Unit 2, Lesson 1
M: Have you been going to
many plays or musicals
recently?
F: Actually, no I haven' t. But
I've been going to a lot of
museums.
M: Really? Which ones?
F: Well, I love the Museum of
Modern Art. I like to go see
their exhibits several times
each [Link] I particularly
like small museums like
the Gary Museum.
M: What's special about that one?
F: It specializes in Asian art.
They' ve been featuring
some interesting shows
this past year, so I've been
going there a lot. What
about you? Do you like
going to museums?
M: Not really. They're just not
my thing. But my wife and
I have been going to the
theater a lot recently.
F: Do you prefer plays or musicals?
M: I like both. If the melodies
and lyrics are catchy,
musicals are great.
When we saw Les Miserables, I
 M: I don't know ...It just doesn't F: You must have gotten really good
make sense to me. at it.
F: Then how would you explain it? M: I [Link] fact, people in the
M: In my opinion, there's no question neighborhood were always asking
people are just making up stories. me to fix their stuff.
I think someone must have wanted F: And it's still just a hobby? You never
some attention, so he or she just tried to make money from it?
made up the first story about seeing M: No, I just enjoy doing it. It makes
some strange human-like creature.
me feel [Link] someone I know
And then other people started
has something that needs to be
doing the same thing.
fixed, I give it my [Link] about
F: But someone could have you? What's your hobby?
actually seen [Link] because
F: Me? I like dancing.
they didn't get a photograph
M: Well, I can understand why you'd
doesn't mean it isn't true.
enjoy doing that.
M: That would have been more
F: I've loved dancing since I was really
believable years [Link] today
[Link] mom says that when I
with smart phones, everyone takes
was a baby I would dance whenever
pictures...or even better, makes
she listened to music on the radio.
a video.
M: What kind of music do you like to
I see your [Link] new
dance to?
technology, you'd think a yeti
F: Well, salsa's my favorite [Link]
would have been photographed by
when I was younger, I would dance
now. But I still wonder if it's
to any kind of music. Even classical!
possible it could be true...
M: Then I'll be the first person to admit M: Well, I wouldn't call dancing a
hobby for me. But I've always liked
I was [Link] clearly that's not
playing the guitar...
going to happen.
F: So what about the Nazca lines? How
do you think they were made? ...

Unit 10, Lesson 2

F: So do you have any hobbies?
M: Sure.I think everyone's got some
kind of hobby.I like fixing things.
F: Really? Like what?
M: Almost anything.I like figuring
out how things work.
F: That's [Link] did you first
get interested in fixing stuff?
M: I guess it started when I was a
[Link] had an old clock
that stopped working, so I gave it
a try. After that, my mom or dad
would bring me something that
wasn't working anymore and ask
me to fix [Link] I did.
208 DISCUSSION ACTIVATOR VIDEO SCRIPT
FULLY REVISED
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