Passages 2 teachers book pdf free download

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Please contact your local Cambridge University Press representative for more details. It includes every Book audio scripts, language summaries, Student's Book page and comprehensive photocopiable video activity worksheets, teaching notes for the units and review units.

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Based on the CEFR descriptors, of what a language user needs to be able to do the Council of Europe also developed the European in order to communicate effectively in the sa,rt of Language Portfolio, a document that enables learners situations commonly encountered in everyday life.

Introduction xxv. Can you explain what they mean? A Read these statements about friendship. What other statements would you add to the list? Good friends are always hopJ? OU down. Good friends ore hard to come by, har er to leave, and impossible to do without. B Group work Consider the statements in part A. Discuss with your group. It's someone who brings out the best in you.

Personally, I don't tltt.. In Tannen's opinion, what is the main difference between friendship among men and friendship among women? According to Tannen, which of these things do male friends often do M and which do female friends often do F?

Write the correct letter. C Group work Do you agree or disagree with Tannen's ideas about friendship? Why or why not? Learning aim: Discuss the qualities of a good Optional activity: Proverbs minutes friendship and see phrasal verbs in context minutes Ss talk about friendship proverbs.

Explain that it A is an old saying that usually gives advice for living a Books closed. Introduce the topic by asking Ss to think our lives. Give a few examples of proverbs about of one of their good friends.

Ask: What positive qualities friendship: does he or she have? Have Ss brainstorm and call out as A friend in need is a friend indeed. Make new friends, but keep the old. One is silver, many qualities as they can. Write them on the board.

Explain the task. Read the statements and a Ss work in pairs or groups to think of other proverbs the example sentence aloud. Have Ss share their ideas and their own statements with the class. B Group work o Explain the task. Read the example opinion aloud.

Give an example of how to use each phrase. Tell Ss to read the list of things male friends often do and female friends often do. Go over A Read the question aloud. Play the recording a Tell Ss to listen for the answer to the question. Play the again while Ss write the correct answers. Replay as many times as needed. Ss listen and check their answer. F According to Tannen, the main difference between Audio script: See page C Group work. Audio script: See page T Read the example answer aloud.

Learning aim: Practice using phrasal verbs to talk B about friendship minutes m Explain the task. Go over the example with the class. Ask Ss why both answers are possible. Answer: because Grammar notes the phrasal verb bring out is separable Phrasal verbs are very common in English. The two-word a Ss work individually to complete the activity.

I showed up late to my friend's party. Meaning: Iarrived late to my friend's party. I was excited to show off my new ring. Compare: 6. Ss work in pairs.

Have one pair read I showed up late to my friend's party. Remind Ss to ask follow-up questions. Ask Ss to identify the particle in each phrasal verb. Answers: up in showed up; Optional activity: More phrasal verbs minutes off in show off Ss practice more phrasal verbs. Write them on the board and go over A the meaning of each one with the class.

Go over for six or seven of the phrasal verbs on the board. Tell them to leave the phrasal verbs blank, in a similar way as the sentences in part B. Give Ss a time limit to Separable: complete the sentences. Inseparable: Go over answers with the class.

Intransitive: drift apart, open up. Go over answers adjectives to describe friendships minuteis with the class. Read the words in the chart aloud. Ask Ss 1. Go over 3. Ask them to make a list of reasons 3. Read the sentences and example Ss ask follow-up questions. Brainstorm follow-up answer aloud. Answer any questions about vocabulary. Ss work individually to complete the activity. What should friends have in common?

Read the minutes example aloud. Have a S from each group report the group's findings to the class. Ask: What does it take for two people to become good friends? Have Ss call out their ideas. Ss talk about what they like to do with their best friend. Make sure Ss understand the words values and mingle. Ask Ss to give a definition, an example, o,r a Friends who ploy together stay together. Ask Ss to explain what the statement means.

Point out the Useful Expressions box. Hav,e one pair of Ss read the example conversation to the class. Remind Ss to discuss the statemen1t they the Teacher Support Site. Learning aim: Write a composition about a clos;e C friend and use a thesis statement minutes: a Explain the writing task. Read the questions aloud. A Remind Ss that after they finish their compositions, they should be able to answer those questions.

Ask: What is a thesis statement? Have several Ss tell the class their thesis statement. Make sure Ss und1! Each of those turns answering the questions. Ss work individually to read the understand. Optional activity: Tell me more 20 minutes Ss write a paragraph about their partner's friend.

As a can still have similar interests. Remind Ss to include a topic sentence. Ss work individually to match the phrases with the correct paragraph. E:ach paragraph has a topic sentence with the main 1dec1, and Writing the rest of the paragraph contains one or more examples. Learning aim: Discuss ways of meeting new people Have a S read the example answer aloud. Ss work ra and see gerund and infinitive constructions in context individually to think of their answers to the question.

A Culture note el Books closed. Ask: What are some good places to meet new friends? Write Ss' ideas on the board. In the United States, it is common to make friends at work and in school. Other popular ways include joining II Books open. Have Ss look at the pictures. Ask them book discussion clubs, playing sports, joining a gym, or where they think each person met their friends. Check that Ss understand the helping a local charity, or cleaning up local parks. B Group work Vocabulary a Explain the task.

Read the situations aloud. Brainstorm language exchange the practice in which speakers of another situation as a class, if necessary. Answer: meeting They met again at a party. Ss work in pairs to tell each other about their experiences. Ask Ss to and check their answers. Check that Ss understand the following vocabulary. Answers Vocabulary 1. Dena was going to Los Angeles for work. Kate was a bunch a group going to Los Angeles to take a connecting flight to Monterey.

Dena regretted that she had forgotten to ask for Kate's the speaker is only going to tell the end result email address or telephone number. Three months. They had been roommates in college. Ss listen and check their answers. Ss work individually to choose correct form of each verb. This depends on what the first verb is. Some verbs e. For example, when the verb regret is followed by the infinitive 4. I'm sorry to say she's not coming home.

However, when regret is followed by a gerund, it means C Pair work to be sorry for something that has been said or done. Read the beginning of each sentence I regret telling her that. I'm sorry I told her that. Tell Ss to use their own ideas to complete the sentences and In passive sentences, being or to be follows the first verb. The past participle of the second verb follows being I to be.

Then Ss work in pairs to share their answers. Go over answers Books closed. Write the terms gerund and infinitive on the with the class. Write several of the group's list to the class. Explain that these verbs im Set a time limit and have Ss work individually to can be followed by a gerund or an infinitive.

Give Ss a decide which sentences are correct and to revise few examples: I hate camping. I love to swim in the ocean. Discuss the information in the grammar box and read the example sentences. A e Have Ss look at the Starting Point on page 6 again. Explain the task and read the question aloud. Go over answers with the class.

Tell Ss that their example sentences should show that they understand A the meaning of the word. Write on the board: compare their lists. Write the Explain that a prefix is added to the start of a roo,t word words on the board. Give an example sentence for each re- word on the board. Ask: What does tJ! Je Language note prefix re- mean in these examples? Answer: do again Explain that re- is not always a prefix.

Tell Ss that re- can also give words simply start with the letters re- e. Tell Ss that when they return to a place, regular, recent, etc. Read the verbs aloud and Optional activity: Re- words minutes go over any unfamiliar vocabulary. Ss think of other words with the prefix re-. Brainstorm a list as a class and write them on the board, if necessary. Explain that the sentences must show that they understand the meaning of the words.

She had to remind him of many things. Have a S A read the example answer aloud. Elicit answers. Read the advice alloud. Learning aim: Develop skills in understanding vocabulary in context, making inferences, and giving 1. Both virtual and real-life friends can seem like extended a personal reaction to a reading minutes family members. Virtual interactions can deepen real-life friendships that might have otherwise been A Pair work short-term. People may connect with old friends online that they otherwise would not have.

Ask Ss what social media sites they use. Ask them what they use the sites for and how often they never meet face-to-face. If they don't live close to one another, they'll rarely, if ever, hang out together or go to use them. Ss work in pairs to discuss 2. Answers will vary. Check Their mobile devices may make the meeting less that Ss understand the following vocabulary. People may Vocabulary assume things about others online, and others may not virtual life doing everything online; interacting with live up to their expectations when they meet in person.

Tell group A likelihood the chance that something will happen to think of as many reasons as they can in favor of the be glued to be looking at something without paying statement. Tell group B to think of as many reasons as attention to anything else they can against the statement. Then Ss s Go over the answers with the class. Ask Ss if they were work in groups to discuss their reasons.

Possible answers 1. On Mashable's Social Media Day, there are in-person meet-ups. Location-based apps help users connect I Do your students need more practice? Shy students who get to know their professors and Grammar Plus 1B Grammar classmates better as they communicate more through Vocabulary Plus 1B Vocabulary social media become more extroverted and participate more in class. To make —.. Ask Ss to review their ideas with the group at the end of the task to see lithe group agrees with the information they will be presenting.

Introduce the topic by asking Ss; what they draw attention to get people to notice like to wear when they go out with friends to different places. Ask them if they tend to choose clothing to look conventional usual, traditional, or accepted type good or to feel comfortable. Read the survey aloud. Write this proverb on the board: don't follow the fashion trends and look different might You can't judge a book by its cover.

Ask Ss what they think it means. Read the quotations aloud. Answer any questions about the vocabiulary. Three-tenths of good looks are due One of his moi,t famous works is the Broadway musical Annie. Ss work in pairs to do the activity.

Ask Ss if sentence 1 is true for them, Ask them why or why not. Grammar notes el Keep Ss in pairs to do the activity. Direct objects of the infinitive normally follow D Pair work the infinitive. Read the verbs aloud. Answer any want my sister to buy a new coat. The infinitive can be followed by both a direct and an o Go over the example with the class.

Keep Ss in pairs to indirect object. The indirect object precedes the direct complete the activity. Go over answers with the class, object if it is present without a preposition, The indirect object follows the direct object if the preposition is used. Possibleianswers I want to buy my sister a new coat. I want to buy a new coat for my sister.

Some schools require students to wear school uniforms. They think that students will spend more time studying and less time thinking about clothes.

Is Books closed. Write on the board: 2. Parents often discourage their children from agykg 1. I like to dress in bright colors. They don't want them to get into trouble. He wants her to buy a new shirt. Some restaurants don't allow customers to dine 3. They enjoy going to fashion shows. They don't mind people wearing flip flops. She told me about making her own clothes. I jto wear clothes that make me look thin. Discuss the information in the grammar patterns together.

They are distracting to look at. My clothes always seem to make me look too young, I'm going to change my style so I look my age. I don't mind buying expensive jewelry.

Go over 8. Young people tend to be concerned about trends. They don't mind following the crowd, Answers Pattern a: Optional activity: More practice minutes 5. Idon't like to draw attention to myself,. Ss practice the verb patterns. Peer pressure sometimes compels me to wear.

Tell them to leave the Pattern c: gerund or infinitive blank but to include a word box 6. I enjoy shopping for clothes. Pattern d: R Have groups exchange papers. Give Ss a time limit to 4. Companies should discourage employees from complete the sentences. Have Ss read their completed wearing. Read the sentences aloud. It Ss work in pairs to complete the activity.

Have one pair of Ss read the example conversation to the class. Read the words in the box al,oud. To people in the picture using the words from part A. Go over answers. Possible answers with the class. The following have similar meanings: Heather: trendy, fashionable, funky, quirky chic, classic, elegant Bruce: stylish, flashy, sloppy fashionable, stylish, trendy Ryan: sloppy funky, quirky Erica: functional, fashionable, trendy conservative, stuffy.

Have them give specific examples. Go over any unfamiliar vocabulary. Ss work in pairs to tell each other if necessary.

Tell Ss to look at the chart aind determine the information they need to complete it. Replay as preppy: light-colored slacks, polo shirt. Go ove1r answers Audio script: See page T Ss work giving examples to support the thesis minutes in pairs to exchange compositions and take turns A answering the questions. Encourage the page. Answer: the Ss to ask and answer follow-up questions about sentence containing the main idea of a composition the compositions and to ask about anything in the composition they don't understand.

Also remind Ss that each body Ss vote on the best composition. Each of those paragraphs has a to the four different mottos used to write the thesis topic sentence to present that aspect of the main idea.

Ss work in groups that correspond to their thesis statement. Read the mottos aloud. Ask: In the first motto, what does "make a statement" mean? The magazine is looking for stories about choose clothes that will create a certain impression how people dress. Then Ss work in should be included in the magazine. Read the example thesis statement..

Ask Ss which motto from part A it matches. Make a statement. Grammar Plus 2A Grammar a Ss work individually to write their thesis statement.

Ask Ss to read the example Writing composition and identify the thesis statement. Go around the class and help as needed. How we appear to others. Learn ing aim: Discuss first impressions and seie cleft Culture note senten ces with what in context minutes In the United States, first impressions are very important. Write on the board: and looking the other person in the eye are considered ways to make a good first impression.

In a business You never get a second chance to make a good setting, a firm handshake is also considered important. Ask Ss what they think this saying means. Ask Ss if they think first impressions are important. Ss work Brainstorm other traits as a class, if necessary. Tell Ss to look at the chart and determine the information they need to comple1te it.

Ss listen for the answers and Check that Ss understand the following vocabulary. Joon: doesn't say the speakers when forming an impression. Replay as many 3. Alice: clothing, hair color tlmes as needed. Ss work in pairs to discuss the question.

Alice: eyes. I notice the other person's eyes. Grammar notes What I notice Is a person's figure or physique. Cleft sentences are used to focus attention on a I notice a person's figure or physique. A speaker may u:se a What strikes me first is the way people wear their hair. The way people wear their hair strikes me first. He didn't buy a cheap car. What he bought was Mercedes. The noun clause starting with what Is the subJec't of the B sentence and takes a singular verb.

Read the example ansv. Write on the board: answers with the class. Evuyone always notices her smile. What weryone always notices is her smile. Read the sentences aloud and ask Ss if the sentences 1. What I appreciate is a person with a good sense of humor. Answer: yes Ask how 1the sentences are different. Answer: The second s;entence 2. What I always notice is the way people look at me. What's important to me is a person's fashion sense. Discuss the information in the grammar 4. What I pay attention to is I are people's manners.

What I really dislike is sarcasm. What I'm interested In is I are the subjects people talk about. Go over 7. What's appealing to me is a kind face. Learning aim: Talk about making a good first Optional activity: Role play minutes impression and practice the lesson grammar Ss role-play making a good first impression and a minutes bad first Impression.

Ask: What can you do to make a good first parents for the first time. Have Ss work together to write two scenes: one where the person makes a good impression? Have Ss call out their ideas, and write them first impression and one where the person makes a on the board.

Read the tips aloud. Ask the work individually to choose a tip. Then Ss work in pairs class to take notes on what the person did right or to explain their choice. Have one pair of Ss read the e:icample conversation to the class. T ,! Ask Ss to call out adjectives that ca. Then write on the board: sensitive. Ask Ss to give a definition. Discuss how some adjectives Have one pair of Ss read the example adjectives aloud.

Tell them to think of situations whem each adjective could be positive or negative. Ask: Which celebrity looks trustwo:rthy? Write Ss' answers on the board. Read the article aloud baby-faced having a face that looks innocent and Check that Ss understand the vocabulary on the right. Collect the questions and someone who made a bad first impression. Ask iif their write them on the board eliminating any doubles. Ss work in pairs to discuss without looking back at the article.

Tell them to write potential possible down any words that they did not know before. As a class, write definitions for each word. Make sure than it is they write sentences that show they understand the stick not change meaning of the word. To make sure that reporting to the class goes smoothly, groups can choose one or two members to report their ideas. Ss work in pairs to read the article the end of the task to see if the group agrees with the again and summarize the advice.

Apologize immediately: Say you're sorry as soon as r r Do your students need more practice? It's better to apologize without criticizing Vocabulary Plus 2B Vocabulary yourself and find out how they really feel. Accelerator 2B I First, take the blame yourself. Second, listen without getting defensive.

Reading ' Humor works: Making fun of yourself can be. Monitor future behavior: Practice long-term thinking and realize that changing perceptions takes time. Ask Ss to define scientific advances. B Pair work u Books open. Read the texts aloud. Read the statements aloud. Check that Ss understand the vocabulary on the right. Then discuss the benefits and dangers of each advance with the class.

Play the recording again as Ss take notes about the positive and negative impacts of the A 1. Ask Ss what they have heard about e Ss work in pairs to describe the impact of the driverless cars.

Read the areas aloud. Answers Check that Ss understand the following vocabulary. Play the recording as result in less traffic congestion Ss choose the areas. C Pair work accidents, road construction, fuel consumption, e Explain the task and read the questions aloud. Ss work parking, traffic in pairs to answer the questions. Audio script: See page Use the Indefinite article a or an with generic nouns to make generalizations.

A generic noun represents an entire class of things. It Is not a specific thing; it Is rnore like a symbol or a representative of a group of things. First rule: A tree Is an important part of the environment. The lnformatio.. An indefinite article is not used If the generic noun is a plural countable noun or an uncountable noun.

Trees are an Important part of the environment. The technique has been Clean water Is an important part of the environment. Second rule: Use an indefinite article when talking about a thing that The Information can later be read by machines Use a definite article wtien talking about a specific thing.

Third rule: I drive a car. I drive the red car. Technolo gy can already.. Fourth rule: The car broke down today. DNA offers t he longest duration for. Write on the board: 1. I'm riding in car with no driver. Have Ss come to the board and write an indefinite, 1.

Answers: 1. The, the; 4. A,a 7. X indefinite articles. The, X 8. Discuss the information in the gram mar box and read the example sentences. Read the list of items aloud. Brainstorm ideas for each item as a class, if necessary. Learning aim: Learn and practice using adjectives to rOptional activity: My opinion minutes talk about technological advances minutes Ss use the vocabulary to talk about their opinions.

A ct Have Ss write a general opinion about human cloning a Explain the task and read the list of adjectives aloud.

Then have Ss think Ss work individually to complete the activity. Explain that they should use the words from part A in their a Go over answers with the class. Have Ss say if they 1. Answers 1. Learning aim: Talk about the consequences of Optional activity: Class debate minutes technological advances and practice the Lesson Ss have a class debate. Tell group A advantages and disadvantages of something to think of as many reasons as they can in favor of the m Tell Ss they are going to evaluate the pros and cons of statement.

Tell group B to think of as many reasons as some technological advances. Read the headlines aloud. Ss work privacy, genetically engineered crops, and microchip. Have them give definitions or examples of each word. Read the information in the Useful the class. Expressions box aloud. Then have one pair of Ss read the example conversation to the class. Make sure that each S in the group has a chance to speak. Distribute them A to pairs of Ss.

Ss work individually to choose an summaries are useful e. Ask: What is a summary? Answer: ideas. Have Ss take turns suggesting improvements lo a shorter version of a text which only includes its most the main ideas. Ss work individually to write th 1 use their own words, not copy sentences exactly from main idea. Also, a summary should be shiorter with their partner. Ss work individually to complde D the task. Animal cloning is the technique of creating an exac:t genetic copy of an animal from a single cell.

L Optional activity: Story summaries 20 minutes Ss write summaries. The Workbook units reinforce and extend the language in the Student's Book, giving special attention to grammar, reading, and writing. It contains 12 units divided into two four-page lessons. It continues the popular Interchange approach to listening and speaking by offering a communicative methodology that focuses on both fluency and accuracy. At the same time, it provides more opportunities to develop reading and writing abilities, as well as more challenging content to develop students' higher-level thinking skills.

It uses a systematic presentation of grammar, interactive vocabulary-building activities, and engaging, authentic readings and recordings. Each of the Passages, Third Edition, Student's Books have been updated to offer fresh, contemporary content, relevant speaking and listening activities, comprehensive grammar and vocabulary support, enhanced reading skills development, and a step-by-step academic writing strand.

Passages, Second Edition, is a thoroughly revised edition of Passages, the successful two-level, multi-skills course that takes adult and young-adult learners of English from the high-intermediate to advanced level. Updated to offer fresh, contemporary content, it provides many opportunities for expansion of listening and speaking skills, as well as reading skills development, a step-by-step academic writing strand, a new Grammar Plus section with additional grammar explanation and practice, and a new learner-focused self-study section.

The course helps learners communicate both accurately and fluently while providing challenging content to develop their higher-level thinking skills. Passages, Second Edition, provides an ideal follow-up for students who have completed a beginning to intermediate course, and it is carefully coordinated to function as a sequel to Interchange Third Edition, the world's most successful course for adult and young-adult learners of English.

Student's book 2. The Passages, Third Edition, Presentation Plus classroom presentation software makes it easy to deliver engaging, high-impact lessons that will keep students focused and engaged. Presentation Plus allows teachers to embed links to other components or websites, and save their lessons to a portable drive to take with them wherever they go. Presentation Plus can be used on an interactive whiteboard, portable interactive software technology, or with a computer and a projector.

The Online Workbook A provides interactive skills practice, extra listening exercises, helpful progress monitoring tools, and instant feedback with anytime, anywhere access, and corresponds to Units of the Student's Book.