ISBN 0-13-096478-6

1y ago
5.25 MB
334 Pages
Last View : 10d ago
Last Download : 9m ago
Upload by : Camryn Boren

Editorial Director: Allan AscherSeries Editor: Stella ReillyDevelopment Editors: Susan Ianuzzi, Janet JohnstonDirector of Production: Rhea BankerAssociate Director of Electronic Production: Aliza GreenblattProduction/Design Manager-Multimedia: Paul BelfantiElectronic Production Editor: Carey DaviesManufacturing Manager: Ray KeatingArt Director: Merle KrumperCover Coordinator: Merle Krumper, Eric DawsonIllustrators: Carlotta Tormey, Matthew Daniel, Betsy Day, Andrew Lange, Shelly Matheis,Gabriel Polonsky, Len Schalansky, Catherine Doyle SullivanRealia: Carey Davies, Eric Dawson, Steven Greydanus, Michelle LoGerfo, Wendy WolfInterior Design: Eric DawsonCover Design: Carmine Vecchio 2000 by Prentice Hall RegentsA Pearson Education CompanyWhite Plains, NY 10606-1951All rights reserved. No part of this book may bereproduced, in any form or by any means,without permission in writing from the publisher.Printed in the United States of America10 987654321ISBN 0-13-096478-6Prentice-Hall International (UK) Limited, LondonPrentice-Hall of Australia Pty. Limited, SydneyPrentice-Hall Canada Inc., TorontoPrentice-Hall Hispanoamericana, S.A., MexicoPrentice-Hall of India Private Limited, New DelhiPrentice-Hall of Japan, Inc., TokyoPearson Education Asia, SingaporeEditora Prentice-Hall do Brasil, Ltda., Rio de JaneiroReviewers: Peggy Armstrong, Kaplan Educational Services; Leslie Biaggi, Miami-Dade Community College; Ulysses D’Aquila,City College of San Francisco; M. Sadiq Durrani, BNC Santa Cruz; Kathy Hamilton, Elk Grove Adult Education; Peter Jarvis, NewYork City Board of Education Adult Division; Kevin Keating, University of Arizona; Margaret Masterson, Bethune Middle School;Joanne Mooney, University of Pennsylvania; Janet K. Orr, Shanghai Centre, Beijing; Cheryl Pearson, University of Houston;Randy Schafer, Free-lance Instructor, Japan; Tammy Smith-Firestone, Edgewood Language Institute; Maria Rita Vieira, YazigiLanguage Schools, Brasilii

ContentsUNIT 1Lesson 1Lesson 2Lesson 3I’m studying in California.Do you have anything to declare?From One Culture to AnotherUNIT 2Lesson 1Lesson 2Lesson 3You changed, didn’t you?Do you remember . . . ?Women’s Work131720UNIT 3Lesson 1Lesson 2Lesson 3We could have an international fall festival!You are cordially invited.Fall Foods252932UNIT 4Lesson 1Lesson 2Lesson 3Excuses, excuses!You value creativity.What is your learning style?374144UNIT 5Lesson 1Lesson 2Lesson 3Is this the way to the festival?Come to the Winter Fantasy Festival.Yon Mi’s Journal495356UNIT 6Lesson 1Lesson 2Lesson 3Don’t try to talk with that sore throat.A Healthy DietAlternative Medicine616568UNIT 7Lesson 1Lesson 2Lesson 3I planned to buy the smallest TV in the store.I don’t have enough cash.Can you save money when you spend money?737780UNIT 8Lesson 1Lesson 2Lesson 3Have you paid the tuition bills yet?I want to open a checking account.Each dollar is a piece of your work.858992UNIT 9Lesson 1Lesson 2Lesson 3I’ll be glad to give you a recommendation.Careers for MultilingualsLynn’s Résumé97101104UNIT 10Lesson 1Lesson 2Lesson 3Something wonderful will happen soon.What will you do if you have the time?What will you remember them for?109113116Tapescripts158T121iii

UnitFunctions1Getting to Know PeopleIntroductions; greetings; forms ofaddress; classroom behavior; customs; traditions; culture shock;current/ongoing activitiesMaking formal and informal introductions and greetings; asking forpersonal information; describing actions in progress; using appropriatebehavior in social situations; asking for confirmation; confirming astatement; engaging in small talk; reading for specific information;talking about everyday activities, customs, and traditions2The Past and Past ExperiencesChildhood; personal events in thepast; historical events; changingroles of men and women; pioneersand explorersSequencing events; asking about the past; talking about past experiences; comparing past and present; describing personal life events;asking for confirmation about past events; reading a short magazinearticle; discussing historical events and achievements; writing a simpleautobiography3Invitations and MessagesHomesickness; holidays; phoneuse; invitations; responses; leisureactivities; reminiscing; the rightthing to do in social situationsTalking about possibility; issuing invitations; accepting and declininginvitations orally and in writing; leaving and taking a telephone message; writing down a message from an answering machine; talkingabout ongoing past activities; reading for general and specific information; talking about the right thing to do in social situations4Culture and PersonalityVariations Excuses; classroombehavior; school policies; abilities;personality types; academic goals;interests; learning stylesMaking excuses; comparing classroom behaviors in different cultures;reading about and discussing school policies; identifying personalitytypes; identifying abilities and talents; talking about personal and academic goals; making predictions about the future; discussing learningstyles; writing about future goals5A Town in the United StatesDirections; the neighborhood; holidays; community resources; pastand present; comparing two cities;the ideal cityTalking about places in a neighborhood; asking for and giving directions; comparing two places in a town or city; reading for specificinformation; talking about holidays; talking about past habits and customs; writing a journal entry; describing differences between two cities6Healthy Living TodayHome remedies; doctors’ appointments; health advice; preventiveand alternative medicine; healthyliving; nutritionTalking about health problems and remedies; making suggestions;making a doctor’s appointment; giving advice; discussing a healthydiet; talking about food; planning a balanced meal; listening to adviceand taking notes about a healthy diet; reading about alternative medicine; writing a short report7The Price of Convenience andComfort Stores and shopping;exchanging and returning; advertising; consumer scamsTalking about purchases; writing a letter of complaint; exchanging apurchase; comparing features of stores and items; making a catalogpurchase; giving reasons for returning a purchase; analyzing an ad;writing an adMoney MattersCredit cards; opening a checkingaccount; the American consumerTalking about budgets; talking about past actions; opening a checkingaccount; calling an account information line; recording information in acheck register; comparing budgets; interpreting a pie chart; listening toa radio broadcast for specific details; making a food budget; reading anewspaper articleThe Job MarketConflict on the job; employmentads; job search strategies; therésuméAsking for and writing a letter of recommendation; matching skills andqualities with job requirements; reading employment ads; discussingdesirable jobs; calling about an advertised job; identifying parts of arésumé; writing an employment adWhat the Future HoldsPredictions; memories; futureplans and goalsTalking about predictions; making promises; talking about future goalsand possibilities; sharing memories; predicting future events; talkingabout future plans8910ivTopics

Grammmar andPronunciationCommunication SkillsLISTENING AND SPEAKINGREADING AND WRITING Simple present vs. present continuous; affirmative and negativetag questions and shortresponses: do/does and is/are Tag questionsMake introductions; ask for personal information; talk about everyday activities; talk aboutappropriate classroom behavior; confirm astatement; engage in small talk; discuss traditions and customsRead for specific information;set up a personal journal Simple past: regular/irregularverbs; affirmative and negativestatements; yes/no, Wh-, past tagquestions and responses Irregularverbs: the present and past formsSequence events; ask about the past; comparethe past and present; describe personal lifeevents; ask for confirmation; discuss historicalevents and achievementsWrite a paragraph; make a timeline; read a short magazinearticle; write a simple autobiography; revise written material Modals: can, could, may, might,should and their negatives; pastcontinuous: affirmative statementsand yes/no questions andresponses Reduced syllablesTalk about possibility; invite someone byphone; accept and decline an invitation orally;leave and take a telephone message; talk aboutongoing past activities; talk about the rightthing to do in social situationsWrite a message from ananswering machine; write predictions; write an invitationand a response to an invitation;read a newspaper article Modals: have to, had to, mustand their negatives, may (permission); object pronouns; futurewith going to Minimal pairs: [b] [p]Make excuses; compare classroom behavior indifferent cultures; discuss school policies; talkabout personal and academic goals; makefuture predictions; discuss learning stylesRead about school policies;write about goals; complete alearning style questionnaire;identify personality types;describe yourself in writing Comparative adjectives: regularand irregular; used to: affirmativeand negative statements andyes/no questions and shortresponses Minimal pairs: [b] [v]Talk about places in a neighborhood; ask forand give directions; compare two places in atown or city; talk about holidays; talk aboutpast habits and customs; describe differencesbetween two citiesWrite a paragraph; read forspecific information; write ajournal entry about goals Imperatives: affirmative andnegative; verbs followed byinfinitives Statement or question?Talk about health problems and remedies; makesuggestions; make a doctor’s appointment; giveadvice; discuss a healthy diet; talk about preferences, likes, and dislikes in food; listen toadvice about a healthy dietTake notes; read about alternative medicine; write a shortreport; read and answer lettersasking for advice; write aboutan illness or accident Compound sentences: and, or,but, so; superlative adjectives: regular and irregular; comparisonswith as . . . as Minimal pairs: [b] [d]Talk about purchases; exchange a purchase;compare features of stores and items; make acatalog purchase; give reasons for returning apurchase; role play business transactions; listento television adsWrite a letter of complaint; analyze an ad; write an ad for aschool; write about fashion,television ads, desirable products, and comparing stores Present perfect: statements withalready, yet, with have/has questions and responses; too/either;contractions Full forms andcontractions with haveTalk about budgets; talk about past actions;open a checking account; call an account information line; listen to a radio broadcast for specific details; listen to information about budgetsRecord information in a checkregister; compare and make budgets; write about learningEnglish, credit cards, and savingmoney; make a “to do” list Complex sentences with before,after, when, because Minimal pairs:[θ] thank / [t] tankAsk for a letter of recommendation; discussdesirable jobs; call about an advertised job;listen for information about a job and a jobinterview; role play an interviewWrite a letter of recommendation; read and write employment ads; write about skillsand abilities; read about careers Simple future: will; will withyes/no questions and responses;real conditional: if-clauses; possessive pronouns Contractions with willTalk about predictions; make promises; talkabout future goals and possibilities; share memories; predict future events; talk about superstitionsWrite about predictions, superstitions, and goalsv

IntroductionWelcome to VOYAGES. This five-level course givesadult and young-adult learners a comprehensive setof communication skills in the English language.Throughout each level, language is natural andauthentic, and contextualized in lively, interestingsituations with which your students can easilyidentify. The lessons in VOYAGES presuppose thatits users are motivated by factors typical of adults,making the series appropriate for students who arehigh school age and older. Each lesson challengesstudents by capitalizing on what they know or havelearned, and by encouraging them to stretch just alittle beyond their current stage of languagedevelopment. With each new step, students aregiven a firm grammatical basis on which to buildtheir communication skills.THE COMPONENTSOFVOYAGESEach of the five levels of VOYAGES includes fourcomponents to make your students’ learningexperience interesting and successful.1. The Student Books consist of ten units each. Eachunit is divided into three separate lessons. Lessons1 and 2 introduce new language through dialogs,readings, conversation practice, and task-basedactivities. Grammar is treated inductively asstudents first use new structures to complete simplecommunication tasks, and subsequently have theirattention drawn to those structures. Lesson 3integrates and expands the functions and structurestaught in Lessons 1 and 2, and directs the studentstoward a more personalized use of English. At theend of each unit all grammar, vocabulary, andcommunication skills are summarized. Each levelprovides enough activities for approximately sixtyclass sessions of 50 minutes each. The material canbe extended to ninety class sessions by usingcorresponding Workbook exercises and activitiessuggested in the Teacher’s Resource Manuals.One of the innovative features of VOYAGES is aseries of exercises called “Strategies for Success,”found at the end of each unit in Books 1 through 4.These sections are designed to encourage students to do something on their own, beyond theclassroom, to improve their skills;viIntroduction become aware of some of the techniques thatsuccessful language learners have used toachieve their highest potential; work with another student, a learning partner,in a cooperative venture to practice English andreflect on their learning; and write entries in a personal journal to reinforcetheir English skills, and, starting in Book 2, toreflect on their learning styles, their strategyuse, and their progress in English.Your encouragement and guidance of yourstudents is an important factor in making the“Strategies for Success” exercises doable andpractical. Research has found that if students aresimply told to do these exercises if they want to,only a very small number of students will do so.So what is needed is your conviction that students can gain significantly from performingself-help exercises outside the classroom; making some effort on their own—without theteacher there for every step—develops students’autonomy and pride in their accomplishments; doing the exercises in a low-risk setting with alearning partner will increase their motivationto learn English; writing in a personal journal helps to reinforcelanguage skills.In other words, if you convey your own positiveoutlook on strategy training and help yourstudents to get started, they will be interested andchallenged to perform the exercises.2. The Teacher’s Resource Manuals provide clearprocedures for teaching each page of the StudentBook. First, an overview lists the topics, grammar,and communication skills covered in each unit.Then, step-by-step instructions for deliveringclassroom lessons are given. Also included areexplanations of grammar points, pronunciationpointers, information on cultural topics, tapescripts,answers for each exercise, optional activities forfurther practice, and specific suggestions forimplementing the “Strategies for Success” modules.Each Teacher’s Manual for levels 1–4 includes a set oftests: one mid-term (covering units 1–5) and one

final (covering units 1–10). Each test is accompaniedby directions to the teacher for administration andscoring. A unique feature of the Student Placementand Evaluation Test is that it includes sections onspontaneous oral and written production.button allows for better maintenance of the sitethrough teachers’ and students’ feedback. Onlineactivities are indicated in the Student Book with asymbol.The Teacher’s Resource Manuals are designed so thatteachers new to the field will find all the informationthey need to become immediately successful in theclassroom. More experienced teachers will find awealth of suggestions to add to their repertoires.FEATURES OF THE VOYAGESSTUDENT BOOK3. The Workbooks include a variety of exercises tobe used either for homework or for extraclassroom practice. The exercises strengthen thestudents’ competence in English and provideadditional interest and motivation. The answers tothe Workbook exercises are provided at the end ofeach unit of the Teacher’s Resource Manual.4. The Audio Programs contain recordings ofdialogs, listening-comprehension exercises, andother exercises for which hearing examples andmodels can enhance students’ learning. Exercisesare recorded at normal conversational speed, usinga variety of native speakers of English, so thatstudents can build their listening skills and practicecorrect pronunciation. Recorded exercises areindicated in the Student Book with asymbol.5. The Companion Website is an online feature new tothe VOYAGES program. Ten online unitsaccompany the Student Book. Each unit consists ofclearly stated activity “Objectives”; “Web” activitiesthat facilitate exploration of unit themes within amultisensory learning environment; “E-mail”activities that prompt students to “talk”about unitthemes by corresponding to a pen pal, encouragingstudents to use unit vocabulary and grammaticalstructures in a meaningful context; “Grammar”activities that feature instant scoring and feedbackso students will recognize their strengths andweaknesses immediately. The site also features a“Teacher Notes” section, which includes Vocabulary,Wrap Up, and Putting It Together sections, andadditional links to help facilitate student learning.The entire Teacher’s Resource Manual is availableonline for download. Navigating through thewebsite is simplified through easily identifiedbuttons. The “Preferences” button helps to managestudent performance by having students e-mail allof their answers to the teacher and to themselves forfollow-up activities. The “Help” button providessupport to the companion website. The “Feedback”Each lesson opens with an attractive illustrationand a presentation of an authentic conversation orreading. Exercises provide students with varied,interesting tasks that are authentic, creative, andinteractive. New vocabulary in the unit is systematicallypracticed in a section called “Word Bag.” Sections called “Hear It. Say It.” focus onpronunciation. Special new sections labeled “Strategies forSuccess” show students how to use learningstrategies outside the classroom. Another new feature, an “Online” section,introduces students to simple Internet activities. Sprinkled through the units are various culturalnotes and information pieces. The “Wrap Up” exercise is a personalizedactivity that culminates each unit. Two new self-check sections at the end of eachunit help students to evaluate their learning(“Checkpoint”) and to think about theirlearning modalities (“Learning Preferences”). Summary pages at the very end of each unitsummarize the vocabulary, grammar, andcommunication skills covered in that unit.FEATURES OF THE VOYAGESTEACHER’S RESOURCE MANUAL A Unit Overview listing (a) topics, grammar, andcommunication skills and (b) skills standardsusing CASAS and SCANS competencies. Step-by-step, explicit instructions for takingstudents through each exercise. An Answer Key for each exercise. Tapescripts for all audiotaped material. Answers to Workbook exercises.Introductionvii

All the materials for the mid-term test (see Unit 5)and for the final test (see Unit 10). These include:(a) photocopy-ready student test pages(b) complete directions for administration(c) tapescripts for listening comprehensionsections(d) instructions for scoring and a scoringsummary sheet(e) answer sheets and answer keys.BACKGROUNDCASASONSCANSAN

iii UNIT 1 Lesson 1 I’m studying in California. 1 Lesson 2 Do you have anything to declare? 5 Lesson 3 From One Culture to Another 8 UNIT 2 Lesson 1 You changed, didn’t you? 13 Lesson 2 Do you remember . . . ? 17 Lesson 3 Women’s Work 20 UNIT 3 Lesson 1 We could have an international fall festival! 25 Lesson 2 You are cordially invited. 29 Lesson 3 Fall Foods 32 UNIT 4 Lesson 1 Excuses .