UNIT
9
Money
166
Listening
Vocabulary
Grammar
Pronunciation
Speaking
listening for signposts
using the dictionary
types of sentences
intonation in different types of sentences
agreeing and disagreeing
L
UNIT 9
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Learning Outcome
Participate in a group
discussion evaluating
the influence money
has on happiness.
?
Unit Question
Can money
buy happiness?
Preview the Unit
Discuss these questions with your classmates.
A
How much money do you think people really need to
be happy? Explain.
Do you think more money would make you happier?
Why or why not?
Look at the photo. Do you think the people living in this
house are happy? Why or why not?
B Discuss the Unit Question above with your classmates.
Listen to The Q Classroom, Track 13 on CD 3, to hear other answers.
167
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revised
6/2/10
Preview the Unit
Complete the questionnaire.
C
L
Now compare your answers with a partner. Discuss the similarities and
D
differences in your choices.
E Write the three things that make you the happiest. Then compare this list
with the three things you chose in the questionnaire in Activity C. With
your partner, discuss which list of things makes you happier and why.
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listening
LISTENING 1
Sudden Wealth
Vocabulary
Here are some words and phrases from Listening 1. Read the definitions.
Then complete the paragraphs below with the correct word or phrase.
acquire (v.) to get or obtain something
circumstances (n.) the facts that are true in a particular situation
complicated (adj.) difficult to understand
destructive (adj.) causing a lot of harm or damage
dramatic (adj.) very significant
get used to (phr.) to become familiar with
immediate (adj.) happening or done without delay
inherit (v.) to receive property or money from someone who has died
pleasure (n.) a feeling of being happy or enjoying something
wear off (phr. v.) to go away a little at a time
A Lucky Winner?
William “Bud” Post never believed he would
1
millions of dollars by chance, but in 1988 he suddenly received $16.2
million. He didn’t
2
the money from a relative; he won
it. He told reporters that at the time he had only $2.46 in his bank account.
Bud’s sudden wealth brought him a lot of
could buy whatever he wanted. But this
3
4
because he
improvement
did not last long. He started to change his life in significant ways. These
changes were hard for Bud to deal with because
5
everything in his life became so different. Within three months, Bud was
$500,000 in debt after buying a restaurant, a used-car lot, and an airplane.
His
6
had changed, but he still had trouble managing
his money.
| Listening and Speaking
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7/9/10 9:36:00 AM
Over the next eight years, many things started happening that Bud
didn’t understand. His life, which once seemed simple, was becoming more
and more
. The effects of his wealth soon became
7
8
as he increased his debt and damaged many of his
relationships with friends and family members. Like many people who
9
spending a lot of money, Bud couldn’t stop even after
he had lost so much of it. He continued to buy houses, cars, motorcycles,
and boats. The good feeling he got from spending money started to
10
as time passed. Bud told people later that he was
happier before he got the money.
Preview Listening 1
Sudden Wealth
You are going to listen to a podcast that helps people learn to handle their
money wisely. The article discusses people who suddenly become rich and the
difficulties they face.
Which topics do you think the article will discuss? Check (✓) your ideas.
■ how sudden wealth makes people happy
■ how sudden wealth causes problems
■ the advantages and disadvantages of sudden wealth
CD 3
Track 14
Listen for M ain Ideas
Read the statements. Then listen to the article. Write T (true) or F (false).
1. At first, acquiring a lot of money has a positive effect on our brains.
2. For most people, acquiring sudden wealth increases happiness.
Tip for Success
3. Sudden wealth can cause many different problems.
A question and
answer early in a talk
often indicates the
speaker’s main topic.
4. People can feel more alone after they become suddenly wealthy.
5. Inheriting money is easy to deal with.
6. Getting rich suddenly often reduces stress.
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CD 3
Track 15
Listen for D etails
Listen again. Write two examples for each main point. Compare your ideas
with a partner.
Effect on our brains
1.
2.
Effect on relationships
1.
2.
Effect on emotions
1.
2.
What D o You Think ?
Discuss the questions in a group.
1. Which of the effects mentioned in Listening 1 do you think are the most
difficult to deal with? Why?
2. Has sudden money made anyone you know about happier or unhappier?
Explain.
3. Under what circumstances do you think money could make someone
happier?
| Listening and Speaking
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Listening Skill Listening for signpostsweb
CD 3
Track 16
Signposts are words and phrases that can tell you the order in which things
happened. Listen for signposts to help you follow the order of events and the logic
in a text.
Listen to these examples of signposts from Listening 1.
First, it affects how our brains work, at least for a while.
In the beginning, when we get the money, our brain identifies it as pleasure.
Then that feeling wears off.
Here are some words and phrases which are used as signposts.
At the startIn the middleAt the end
At first,
After (that),
Finally,
First,
Before (that),
In conclusion,
In the beginning,
Later,
In summary,
Next,
Second,
Then,
CD 3
Track 17
A.Listen to a reporter interview a secretary who suddenly acquired a lot
of money. Complete the interview with the signposts you hear.
Reporter: You are one of many people in this town who suddenly acquired
a lot of wealth when your company was purchased by a large software
company. How has that affected your life?
Laura Green: Well,
1
it was pretty incredible. It took a
while for me to believe it. But
I began to realize what
2
it could actually do to my life. Things have changed dramatically.
Reporter: In what way?
Laura: I paid off all of my credit card debt. And sent my son to college.
Receiving this money was just fantastic!
3
, I was
worried all the time.
Reporter: So your financial circumstances have improved. What else
has changed?
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Laura: You know, I was a secretary at that company for 20 years. I had gotten
used to just working to pay the bills. I always wished I could do more with
my life.
I can do that.
4
Reporter: And what do you want to do?
Laura: going there.
, I’m going to go to Paris. I’ve always dreamed of
5
6
, I’m thinking of going back to school. I’d
like to study gardening. I love flowers.
, maybe I will
7
open my own business.
Reporter: We hear stories in the news all the time about people who get a
lot of money suddenly and have many problems. How do you think those
problems can be avoided?
Laura: It’s about staying true to your values and remembering what’s really
important in life. You don’t need to let money complicate things.
B. Answer the questions using signposts and complete sentences.
Then take turns asking and answering the questions with a partner.
1. What did Laura do before she received the money?
Before that, she worked as a secretary.
2. How did Laura feel about the money in the beginning?
3. What is one of the first things she did with the money?
4. What did she do after that?
5. What is Laura going to do in the immediate future?
6. What will she do next?
| Listening and Speaking
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Happiness Breeds Success…and Money!
LISTENING 2
Vocabulary
Here are some words and phrases from Listening 2. Read the sentences.
Then write each bold word or phrase next to the correct definition.
1. The analysis of the research shows that money doesn’t make people happier.
2. Sudden wealth is associated with stress. Many people who become rich
quickly experience a lot of stress.
3. I have been working too much lately. I’m afraid I’m going to burn out.
4. The researchers are going to conduct a study on money and happiness.
The study will involve fifty people.
5. Mia likes a job with independence. She doesn’t like someone telling her
what to do.
6. Researchers used the results of their study to demonstrate that more
money does not make people happier.
7. One outcome of sudden wealth is a change in relationships. Others
include stress and loneliness.
8. The salesman was very persuasive. I bought the first car he showed me!
9. I’m somewhat unhappy at work, but not so much that I plan to quit
my job.
10. I was wholly to blame for the argument. You did nothing wrong.
174
a.
( n.) the state of being free and not
controlled by another person
b.
(adv.) completely; fully
c.
( v.) to show clearly that something exists or
is true; to prove something
d.
(n.) the careful examination of something
e.
( phr. v.) to become very tired through
overwork
f.
(v.) to do, carry out, or organize something
g.
(adj. + prep.) connected to; involved with
UNIT 9 | Can money buy happiness?
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h.
(n.) a result or effect of an action or event
i.
( adj.) able to make someone do or believe
something
j.
(adv.) a little
Preview Listening 2
Happiness Breeds Success…and Money!
You are going to listen to an interview with Sonja Lyubomirsky, a psychologist
who does research on happiness. She is going to talk about the relationship
between money and happiness.
Sonja Lyubomirsky
What do you think she will say about the relationship between money and
happiness? Check (✓) your ideas.
■ Money can buy happiness.
■ Happiness can lead to money.
■ There is no relationship between money and happiness.
CD 3
Track 18
Listen for M ain Ideas
Listen to the interview. Circle the answer that best completes each statement.
1. Lyubomirsky expected that happiness would be connected to
a. money
b. personal relationships
c. work
.
2. The factor that is most associated with happiness is
a. money
b. personal relationships
c. work
3. Lyubomirsky says that greater happiness leads to more
a. relaxation
b. financial success
c. love
.
4. According to Lyubomirsky, how happy we are at work depends on
a. the type of job we do
b. how old we are
c. who we work with
.
| Listening and Speaking
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7/9/10 9:36:04 AM
5. Lyubomirsky believes that money, happiness, and a good work
.
environment are
a. difficult to achieve
b. what everybody wants
c. all connected
CD 3
Track 19
Listen for D etails
Read the statements. Then listen again. Write T (true) or F (false).
1. Lyubomirsky and her colleagues looked at the research from 300 studies.
2. Lyubomirsky has changed her ideas about what makes us happy.
3. Our jobs have more of an effect on happiness than our personal
relationships do.
4. Happy people take fewer sick days than unhappy people.
5. People who are happy when they are young will have lower salaries
when they are older.
6. Jobs that are creative and productive make people happier than jobs
that are boring.
What D o You Think ?
A.Discuss the questions in a group.
1. Which do you think comes first, happiness or money? Explain.
2. What qualities of a happy person do you think lead to better employment
and financial outcomes?
Tip Critical Thinking
Question 1 of
Activity B asks you
to choose between
two things. To make
the best choice, you
evaluate a variety
of factors, including
your knowledge
and experience.
176
B. Think about both Listening 1 and Listening 2 as you discuss the questions.
1. What is the difference between sudden wealth and earning more money
from a better job? Which would you prefer? Why?
2. Do you pay much attention to financial matters? Do you enjoy thinking
about money, or does it make you feel stressed? Explain.
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the project. x She didn’t do very well, but at least give her
example when you fold it: He had a sharp crease in his
credit for trying. x I can’t take any credit – the others did
pants.
all the work. 5 [sing.] a credit to sb/sth a person or
crease 2 /kris/ verb [I, T] to get creases; to make
thing that you should be proud of: She is a wonderful
something get creases: Hang up your jacket, or it will
girl and a credit to her school.
crease. x Be careful not to crease the paper.
b ON MOVIE/TV PROGRAM 6 the credits [pl.] the list of
cre•ate k w /kri"eIt/ verb [T] to cause somethe names of the people who made a movie or TV
thing new to happen or exist: a plan to create new jobs
program, shown at the beginning or end of the
in the area x The Bible says that God created the world. x
movie
All these changes will simply create confusion. x a new
b UNIT OF STUDY 7 [C] a unit of study at a school,
dish, created by our chef
college, or university: My math class is worth three
credits. x 108 credits are required for graduation.
cre•a•tion k w /kri"eISn/ noun 1 [U] the act of
i (be) to sb’s credit used for showing that you
causing something new to happen or exist: the
approve of something that someone has done,
creation of new
states 2 (RELIGION )
Definitions
ofindependent
similar words
although you have criticized something else: The
usually the Creation [sing.] the act of making the
company,
to its credit,
and refunded my
C] instance,
whole
universe,
described
the Bible 3 [for
Some
words
areassimilar
ininmeaning,
creativity
andapologized
productivity.
money.
something that someone has made or produced,
have and
sth toproductivity
your credit to are
have finished someespecially
skillwhere
or imagination:
Thisshow
dish is acreativity
Peopleusing
in jobs
they can
happier
thing that is successful: She has three best-selling
new creation – I didn’t use a recipe.
novels
to
her
credit.
•a•tive
those
who
aren’t.
crethan
/kri"eItIv
/ adj. 1 using skill or
k w
cred•it 2 w /"krEd@t/ verb [T] 1 (BUSINESS) to
imagination to make or do new things: She’s a fanrecord that money has been added to an account:
tastic designer – she’s so creative. x We need some
Hasmaking
the money things,
been credited
my account
yet? 2
Creativity
and productivity
both
have to do with
buttothey
are also
2 connected
creative thinking
to solve this problem.
credit sb/sth for/with sth to accept or believe that
with producing new things, especially works of art:
a little
different. Look at their dictionary definitions.
someone or something has a particular quality or is
His creative life went on until he was well over 80. d
responsible for something: Rap artists are credited
cre•a•tive•ly w adv.: They don’t have a very big
with making people aware of the problems in inner
house, but they use the space creatively.
cities. 3 credit sth to sth to say or believe that
cre•a•tiv•i•ty w /%krieI"tIv@ti/ noun [U] the
She credited
something is the result Black
of something:
plate (534,1)
ability to make or produce new things, especially
her success to a lot of hard work.
using skill or imagination: teaching that encourages
ˈcredit card k noun [C] a small plastic card that
children’s creativity
allows someone to get goods or services without
cre•a•tor w /kri"eIt@r/ noun 1 [C] a person who
using money. You usually receive a bill once a
makes or produces something new, especially
month for what you have bought.: Can I pay by credit
using skill or imagination: He was the creator of some
card? A Look at debit card, charge card.
of the best-known characters in literature. 2 (RELIGION )
•tiv•i•ty /%prAdVk"tIv@t,i; %proU-/ noun [U]
pro
pro•fi•cient
pr@"fISnt
adj. proficient
(in/at sth/
ˈcredit
ˌlimit/noun
[C] (/BUSINESS
) the highest
the•duc
Creator
[sing.] God
doing
sth)
the rate
at which a worker, a company, or a country
able to do
a particular
thing well;
skilled:
amount
of money
that
you are allowed
to spend
or
•
crea
ture
/"kritS@r/ noun [C] a living thing such
k
We
are looking
for someone
who isBefore
proficient
in French.
produces goods, and the amount produced: More
she went
on
borrow
using your
credit card:
as an animal, a bird, a fish, or an insect, but not a
efficient methods will lead
to greater productivity.
vacation,
Maggie
asked/the
bank
higher credit
•file k
pro
/"proUfaIl
noun
[C]for
1 aa person’s
face or
plant: a living creature x creatures from other planets
limit. seen from the side, not the front 2 a short
head
Prof.
abbr.
= PROFESSOR
•tials /kr@"dEnSlz/ noun [pl.] 1 something
cre•den
•i•tor w
description
of the
characteristics
or) a
cred
/"krEd@t@r
/ nounof
[C]someone
(BUSINESS
prof
/prAf/that
nouna [person
C] (informal
) = PROFESSOR
that shows
is qualified
or suitable for
a job/
something
that givestouseful
person or company
whominformation:
money is owed
•fane /proU"feIn
He has
the; pr@perfect
credentials
foruse
the top
something:
pro
/ adj.
(words,
formal) having
When
dealing
with
similar
aordictionary
to
decide
which
word
is
better
employee profile x We first build up a detailed profile of
that proves
thator
someone
is who ˈcredit ˌrating noun [C] (BUSINESS ) a judgment
job. 2 a document
showing
a lack of respect
for God
holy things:
our
customers
andetc.,
theirabout
requirements.
to use
in language
a particular
context.
made
by a bank,
how likely someone is
he/she
claims
to be, or
that
he/she is qualified to do
profane
blasphemous
keep
a money
low profile
A LOW 1borrows,
A Look at
highto
pay
back
that
he/she
and
how
something
•
•
•
pro fan i ty /proU"f&n@t,i; pr@-/ noun (formal) 1 (pl.
profile
A
good
credit
safe
it
is
to
lend
money
to
him/her:
•
•
•
•
•fan
•i•ties
cred
i
bil
i
ty
/ noun [U]words,
the quality
pro
)/[%krEd@"bIl@ti
C, usually pl.] offensive
or of
•filis
•ing
/"proUfaIlIN
/ noun
[U] 1a the
act of
All dictionary entries are from the Oxford American Dictionary for learnerspro
of
English
© Oxford
University
Press
rating
important
if you want
to 2011.
buy
house.
being able
to beused
believed
or trusted
and taken
religious
words
in a way
that shows
a lackserof
stopping and searching people who belong to a
CEO or
had
lostthings:
all credibility
and had
to of ˈcredit ˌunion noun [C] (BUSINESS ) an organization
iously: The
He uttered
a stream
respect
for God
holy
particular
or group,
for
example
by the
police
similar to arace
bank,
which is
owned
by the
people
resign.
2 [U] behavior that shows a lack of
profanities.
or
at keep
an airport,
because
they
arewhich
believed
tomoney
be
who
their
money
in
it,
and
lends
respect
for
God
or
holy
things
Use
your
dictionary
to
compare
the
definitions
of
these
pairs
of
words.
•
•
cred i ble /"krEd@bl/ adj. (formal) 1 that you can
racial profiling
2 the
more
likely to commit
crimes:
One
benefit
of
working
for
that
to
its
members:
•fess
a /credible
court
Look
believe:
pro
pr@"fEs
/witness
verb
[Tin] (aformal
) case
1 to
thatat
process
and analyzing
information
Then
match
each
word
with
itsAsay
definition.
companyofiscollecting
their employees’
credit union.
incredible.is2true
that (even
you can
or take
seriously: a
The government
something
if ittrust
is not):
about someone or something in order to build up a
•i•bly
creed
krid
/ noun
[C] (RELIGION
a set of beliefs
or
credible alternative
to nuclear
energy dbut
cred
professes
concern about
homelessness,
does
little/to
profiling
picture/of
what
he/she/it
is like:)customer
principles
(especially religious ones) that strongly
@blifinancial
/homeless
adv. people. 2 to say openly
that you think
1. help
economical
•it 1 k /"prAf@t/ noun [C, U] (BUSINESS ) the
prof
influence someone’s life
He /
professed
or believe
something:
•it 1 k
cred
noun his hatred of war.
w /"krEd@t
money that you make when you sell something for
/krik
krIkyou:
/ noun
] (GEOGRAPHY
) a on
small
•fes
•sion
b BUY
NOW–PAY
LATER
1 (BUSINESS
) [U1
] a[Cway
of buying
a.
not
costing
money,
time,
or fuel creek
pro
/pr@"fESn
/ noun
] a job
that
k much
Did[Cyou
make a profit
your
more than
it;cost
river or
stream
goods oraservices
and not
paying
for
them until
requires
lot of training
and
that is
respected
by
house
when
you sold it? x an annual profit of $25,000 x
1 /up
b.other
connected
money
Ipeople:
bought thewith
television
on credit. x interest-free
later:
medical/legal/teaching
profession A
creep
krip
verb
] (pt.sold
, pp.itcrept
/krEpt
1 toat
We fixed
an/old
car[Iand
at a profit.
A /)
Look
1 2 theof
creditat
(=the
payment
a period
time without[sing.
any]
Look
note atover
work
profession
move
loss
(2)very quietly and carefully so that no one will
c.all
having
a who
great
deal
money
extra
thecharges)
people
work
in a of
particular
profession:
The cat
crept(formal
silently
toward(from/by
the bird. 2sth)
to
notice
you:
•it 2
/"prAf@t
/ verb
) profit
b MONEY
BORROWED
) [C, Uthe
] a sum
of money prof
The legal
profession2is(BUSINESS
trying to resist
reforms.
Inflation
crept up by
move
forward
or higher
to
get an
advantage
fromslowly:
something;
to give
The
company
was
that• a bank,
etc.
lends
to
someone:
0.1% in thean
last
quarter. We hope to profit from our
fes•sion•al 1 k credit
/pr@"fES@nl/ adj. 1 (only
someone
advantage:
2. pro
amusement
not fun
able to get any further
and
went bankrupt.
p creep in to begin to appear: I could hear a note
before a noun) connected with a job that needs a
competitors’
mistakes. x Who will profit most from the
b MONEY IN BANK 3 [C] a sum of money paid into a bank
of sadness
creeping into her voice.
Get profeslevel
of training
and/or
education:
tax
reforms?
a.high
andA credit
enjoyment
of $65
will be added
to your
orpleasure
other
account:
2 /krip/ noun [C] (informal) a person who you
sional
advice
from your lawyer before you take any
creep
•
•
•
AN T debit
account.
prof it a ble /"prAf@t,@bl/ adj. 1 that makes a
x The apartment would be ideal for a profesaction.
dislikeavery
muchbusiness 2 helpful or useful: We
b.
hopefulness
about
future has done profit:
b PRAISE
4 [U] an act of
sayingthe
that someone
profitable
2 doing
something
in aforway
sional
couple.
i give sb the creeps (informal) to make
He got
all the credit
the that
success of
something
well:
had
a very profitable discussion yesterday. d prof•it•The police are trained
shows
skill, training,
or care:
c.
a feeling
caused
by something
that tomakes
you
•i•tylaugh
a•bil
/%prAf@t,@"bIl@t,i/ noun [U] d prof•it•a•bly
deal with every situation in a calm and professional
x to spend your
/-@bli/ adv.
: to invest money
tʃ
chin
dʒ
June
v
van
θ
thin
ð then
s so profitably
z zoo
ʃ she
manner. x Her application was neatly typed and looked
time profitably
unprofessional
3 (informal
professional.
3. verysudden
immediate
pro•found /pr@"faUnd/ adj. 1 great; that you feel
pro) doing a sport, etc. as a job or for money: After
very strongly: The experience had a profound influence
the Olympic Games, he turned profesa.hisatsuccess
highatspeed
on her. 2 serious; showing knowledge or thought:
amateur 4 (informal pro) (used about a
sional.
profound statements about the meaning of lifedeep
b.sport,
happening
orpeople
donewho
without
profesetc.) done by
are paid:delay
sional football
amateur
pro•found•ly /pr@"faUndli/ adv. (formal) very;
c.
happening
quickly/or
when you don’t expect
it an invention that profoundly changed
extremely:
•fes•sion•al 2 k
pro
pr@"fES@nl/ noun [C] 1 a
people’s
lives
person who works in a profession (1): medical professionals 2 (informal pro) a person who plays or
pro•fuse /pr@"fyus; proU-/ adj. produced in large
teaches a sport, etc. for money 3 (informal pro) a
amounts: profuse apologies/thanks d pro•fuse•ly
adv.: to sweat profusely
person who does his/her work with skill and care
proˌfessional deˈvelopment day noun [C]
prog•no•sis /prAg"noUs@s/ noun [C] (pl. prog•no•(also P"D Day) (especially CanE) a day on which
ses /-siz/) a| judgment that predicts how someListening
Speaking
177
classes are canceled so that teachers can get further
thing, especially
a disease,and
will develop
in the
training in their subjects
future
pro•fes•sion•al•ism
/pr@"fES@nl•Iz@m/ noun pro•gram 1 /"proUgr&m/ noun [C] 1 an official
plan or system of services or activities for doing
[U] the quality of showing great skill or care when
something: the state’s proposed welfare-to-work
you are doing a job: Although they were students, they
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performed with great professionalism.
program x an intense training program x plans to
expand the university’s graduate programs 2 (COMpro•fes•sion•al•ly
/pr@"fES@nl•i/ adv. 1 in a
Vocabulary Skill
web
Using the dictionary
productivity
A.
4756020_Q_LS_SB3.indb 177
B. Complete each sentence with the correct word from Activity A.
1. I think the car that uses less gas is the more
choice.
2. You can get advice from an accountant about
3. If you need
the hospital.
issues.
help, go to the emergency room of
in your
4. Some think that you can only find
relationships with people, but you can also find it through work.
5. We all thought Lisa liked her job, so her
leave was a big surprise.
6. John and Tom had a lot of
new neighbors.
decision to
playing soccer with their
C. Choose five words from Activity B. Write a sentence using each word.
Then read your sentences aloud to a partner.
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speaking
Grammar
web
Types of sentences
In English, there are four main sentence types in normal speech.
Declarative sentence (a statement):
Interrogative sentence (a question):
Imperative sentence (a direction or command):
Exclamatory sentence (an exclamation):
I am trying to save money.
How do you save money?
Save your money.
I saved so much money!
Punctuation at the end of sentences
Use periods with declarative sentences, question marks with interrogative
sentences, and exclamation marks with exclamatory sentences.
Imperative sentences can end with either a period or an exclamation mark.
An exclamation mark shows more emotion.
A. Read the conversation. Write the sentence type (declarative, interrogative,
imperative, exclamatory) next to each sentence. Then practice the
conversation with a partner.
1. Hong: There are so many cars here!
2.Nan: Yeah, I know. It’s hard to believe we can finally
afford a new one.
3.Hong: I just wish we had gotten the money a
different way than we did.
4.Nan: Me, too. I didn’t even know your uncle very well.
5. Hong: Didn’t you meet him at the wedding?
6.Nan: Yes, but I only had a short conversation
with him.
7.Hong: I had no idea that he was going to leave us
so much money.
8.Nan: Speaking of money, hold my purse for
a minute. I can’t find my wallet!
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B. Work with a partner. Read the situations below. Choose one situation
and write a short conversation. Include each of the four sentence types
at least once. Then practice your conversation with your partner.
1. Two friends are arguing. One friend wants to borrow a large amount of
money from the other, who does not want to loan it.
2. A person is telling a family member that she or he just got a new job with
a much higher salary. Both are very excited.
3. A married couple is discussing what to do with a large amount of money
they just inherited. One person wants to save it; the other wants to spend it.
Pronunciation
webtypes of sentences
Intonation in different
Intonation varies according to sentence type. Learning intonation patterns can
help you understand if a speaker is asking a question, giving a command, or
making a statement.
Declarative and imperative sentences:
Declarative and imperative sentences have a falling intonation.
I am going to purchase a new home.
Please give me some advice.
Exclamatory sentences:
Exclamatory sentences have a rise-fall intonation.
This is fun!
Interrogative sentences:
Remember that interrogative sentences or questions have two intonation patterns.
Yes/no questions have a rising intonation pattern.
Are you coming with me?
Wh- questions have a falling intonation pattern.
Why did you leave?
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CD 3
Track 20
A.Listen to the sentences. Check (✓) the type of sentence for each
according to the intonation you hear.
CD 3
Track 21
1. a. ■ statement
b. ■ statement
■ yes/no question
2. a. ■ command
b. ■ command
■ wh- question
3. a. ■ statement
b. ■ statement
■ exclamation
■ yes/no question
■ wh- question
■ exclamation
B. Listen again. Repeat the sentences using the same intonation that
you hear.
Speaking Skill
webdisagreeing
Agreeing and
There are certain phrases used for agreeing and disagreeing. It’s important to
know which phrases and expressions are appropriate for formal and informal
situations. An informal conversation is very different from a formal discussion
at college or at work.
Here are some phrases you can use when you want to agree or disagree in
different situations.
Agreeing
I agree (completely).
formal
That’s exactly what I think.
That’s a good point.
That’s right. I think so too.
Absolutely!
informal
Yeah, I know!
Disagreeing
I disagree.
I don’t agree (at all).
Sorry, but that’s not my opinion.
I don’t feel the same way.
I don’t think so.
No way!
Oh, come on!
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CD 3
Track 22
A.Listen to the conversations. Complete each conversation with the
phrases you hear.
Ellie: What are you going to do with the money your grandfather gave you?
Sam: I’m not sure. I think I’m going to take an expensive vacation.
Ellie: Really? Don’t you have a lot of school loans to pay?
Sam: Ellie: . Maybe the vacation’s not such a good idea.
1
. Vacations are fun, but it’s much more important
2
to pay off your debt.
Monica: I think raising the average income in countries around the world is
the best way to increase the level of happiness.
Patricia: I
3
. More money might make the very poor
happier, but not everyone.
Monica: I
4
. I think everyone except perhaps the very
wealthy will benefit from a higher income.
Patricia: Well, I can see we’ll just have to agree to disagree.
Unit Assignment
Take part in a group discussion
In this assignment, you are going to take part in a group discussion
about money and happiness. As you prepare for the discussion, think
about the Unit Question, “Can money buy happiness?” and refer to the
Self-Assessment checklist on page 184.
For alternative unit assignments, see the Q: Skills for Success Teacher’s Handbook.
Consider the Ideas
Work with a partner. Discuss the questions about money and happiness.
Be sure to use the correct intonation when you ask each other questions.
What is money’s influence on happiness?
What kind of person do you think would be happier with more money? Why?
Would your life be different if you had more or less money? How?
Is it more enjoyable to give or receive money? Why?
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Prepare and Speak
Tip for Success
When disagreeing
with someone, you
can sound more
polite by starting
with I know what you
mean, but… or I see
your point, but…
A. Gather Ideas Take notes on your discussion with your partner. Use
these questions to guide you.
1. What were the main points of your discussion?
2. What did you agree on?
3. What did you disagree on?
B. Organize Ideas Choose one question from the Consider the Ideas
activity. Use the outline to help you prepare for a group discussion.
Do not write exactly what you are going to say. Just write notes to
help you organize your ideas.
Question:
Ideas that I agree with:
Ideas that I disagree with:
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My answer to the question:
Reasons for my answer:
Examples:
C. Speak Work in a group. Take turns presenting your ideas on the questions
you chose in Activity B. Refer to the Self-Assessment checklist below
before you begin.
Check and Reflect
A. Check Think about the Unit Assignment as you complete the
Self-Assessment checklist.
SELF-ASSESSMENT
Yes No
■
■
I was able to speak easily about the topic.
■
■
My group understood me.
■
■
I used vocabulary from the unit.
■
■
I used different types of sentences when speaking.
■
■
I used different intonation patterns.
■
■
I used phrases to agree and disagree.
B. Reflect Discuss these questions with a partner.
What is something new you learned in this unit?
Look back at the Unit Question. Is your answer different now than when you
started this unit? If yes, how is it different? Why?
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Track Your Success
Circle the words and phrases you learned in this unit.
Nouns
Adverbs
analysis
circumstances
independence
outcome
pleasure
Absolutely!
Finally,
First,
Later,
Next,
Second,
somewhat
Then,
wholly
Verbs
acquire
associated (with)
conduct
demonstrate
inherit
Adjectives
complicated
destructive
dramatic
immediate
persuasive
Phrasal Verbs
burn out
wear off
Phrases
After (that),
At first,
Before (that),
get used to
I agree (completely).
I disagree.
I don’t agree (at all).
I don’t feel the same way.
I don’t think so.
I think so too.
In conclusion,
In summary,
In the beginning,
No way!
Oh, come on!
Sorry, but that’s not my
opinion.
That’s a good point.
That’s exactly what I
think.
That’s right.
Yeah, I know!
Oxford 3000™ words
Academic Word List
Check (✓) the skills you learned. If you need more work on a skill, refer to
the page(s) in parentheses.
Listening
Vocabulary
Grammar
Pronunciation
Speaking
Learning Outcome
I can listen for signposts. (p. 172)
I can use the dictionary to find the definition of
similar words. (p. 178)
I can use different types of sentences. (p. 180)
I can use correct intonation in different
sentence types. (p. 181)
I can use phrases for agreeing and disagreeing. (p. 181)
I can participate in a group discussion evaluating the
influence money has on happiness.
| Listening and Speaking
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