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Michael McCarthy, Jeanne McCarten and Helen Sandiford
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Unit
Social networks
1 In Unit 1, you . . .
.talk about friends and social networking.
.use the present tense, tend, and will to talk
about habits.
.ask questions to find out or check information.
.use And, But, and So in follow-up questions.
What RU doing?

I’m
cla goin
to mss. W g to
eet ant
L8R
?

Lesson A Speed-friending
1 Getting to know each other
A CD 1.02 Read the article. Why do people go to speed-friending events?
What happens at this kind of event?

Make New Friends and Network Fast!

These days we live life in the fast lane. We insist on fast food,
quick service, high-speed downloads, instant messaging, and
immediate responses. So why should we spend time making new
friends? At a speed-friending event, you have just a few minutes
to ask and answer questions before moving on to the next
person. If you find people you’d like to get to know better, you can contact them after
the event. Here are the kinds of questions that people ask.

1 How do you like to spend 5 When did you last stay

your free time? out after midnight?
2 What music are you Where were you?
listening to these days? 6 Who’s your favorite celebrity?
3 What was your most 7 Have you ever won a prize
valuable possession or a contest?
as a child? And now? 8 What word describes
4 Can you say no to chocolate? you best?

About B Pair work Take turns asking and answering the questions in the article.
you
C Write six interesting questions you’d like to ask at a speed-friending event. (For help
with questions, see page 144.)
How often do you go out with your friends?
D Class activity Hold a speed-friending event in class. You have two minutes to ask each
person your questions.

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2 Vocabulary in context
A CD 1.03 Listen. Tanya is describing people she met at a speed-friending event. Who do you
think she will get in touch with again? Who won’t she contact? Say why.

What can I say? Greg wasn’t

very talkative, and when he
did talk, he seemed kind of Lauren was very intelligent, but
narrow-minded. she seemed kind of eccentric – you
know, a little weird, but fun.

I thought Kayla was kind Rickie seemed really sweet

of aggressive – you and thoughtful – but a little
know, a little too pushy too sensitive, maybe? He got
for me. I bet she can be a little touchy about some of
a pain at times. the questions.

Victor sounded really, you know,

self-confident but in a nice way – Emma was very open-minded
not at all arrogant. And he was and relaxed about things – pretty
interested in my answers. laid-back. And she had a good
sense of humor. We laughed a lot.

Word B Complete the chart with personality traits from Tanya’s descriptions. Add more ideas.
sort
I like people who are . . . I don’t like people who are . . . I don’t mind people who are . . .
open-minded
Vocabulary
notebook
See page 19.

About C Pair work Do you know anyone with the personality traits in your chart? Take turns asking
you
and answering questions.
A Do you know anyone who is open-minded?
B Actually, my sister is very open-minded. She always listens to new ideas.

3 Viewpoint What makes a good friend?

Group work Discuss the questions. Do you share the same
views on friendship?
• Think of three good friends. How would you describe them?
• Are there things about your friends or people you know that you don’t like?
• How do friendships differ? Is it possible to be equally close to everyone?
• Would all your friends get along if they met one another?
• What do you think about speed-friending as a way to make new friends?
“Well, . . . my friend Martha is really sweet. She . . . ”

In conversation . . .
You can use Well, . . . to take time to think.

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Lesson B Networking
1 Grammar in context
A Class survey Read the information. What percentage of your class uses these methods
of communication every day? Vote on the methods you use, and complete the chart.

How do you keep in touch? The percentage of young people who . . . Your class
Most people use several talk on a cell phone 70%
different ways to keep send text messages 60%
in touch. Here are the use instant messaging 54%
percentages of young people use social networks 47%
who use these methods of talk on a landline 46%
communication every day. send email 22%

B CD 1.04 Listen. Four people talk about how they communicate. What methods of
communication do they use?

We asked four people how they like

to communicate. Here’s what they said.
Jeff Gordon, 25 Victoria Garza, 40
“I go on my social “Personally I use
networking site five or six email, but my kids
times a day. I’ll log in when are constantly texting.
I’m taking a break. I like Occasionally my son
to check out my friends’ will email someone
pages and see what like my sister, but with
they’re up to.” friends he tends to text.”

David Smith, 31 Sarah Wang, 19

“At work I’m on the phone “Every once in a while,
all the time, but when I’ll instant message with
I’m traveling, I normally a friend. Some of my
use my laptop to make friends don’t use IM,
calls over the Internet. so mostly I just call
It doesn’t cost anything, on my cell to catch up
so . . . ” with them.”

About C Pair work Find things in the interviews that you do and don’t do. Tell a partner.
you
“I go on my social networking site a lot, like Jeff. And I . . .”

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2 Grammar Talking about habits

Figure A Find sentences in the interviews with a similar meaning to the ones below. Rewrite the
it out
sentences, changing the words in bold. Then read the grammar chart.
1. With friends he usually texts. 3. My kids text all the time.
2. Every once in a while, I instant message. 4. When I travel, I normally use my laptop.

Grammar extra
The present tense, tend, and will See page 145.

To talk about habits, you can use the simple present, the verb tend, or the modal verb will. Here, will does
not have future meaning.
Mostly I call on my cell. I’m on the phone all the time. My friends don’t use IM.
My son tends to text. He doesn’t use IM. Occasionally he’ll email someone.

You can use the present continuous for a “longer” activity that happens at the same time as another habit.
When I’m traveling, I normally use my laptop to make calls.

You can use always and constantly with the present continuous for a habit that is noticeable or more
frequent than is usual. In conversation . . .
My kids are constantly texting.
People often use will / ’ll in statements to talk about their habits.
Questions and the negative forms will not / won’t are rarely
used in this meaning.

B Complete the conversations with a correct form of the verbs given. Then practice.
1. A How do you normally catch up with your friends? By phone?
B Yeah. I (tend / call) them when I’m taking my lunch break.
A Yeah? I (not call) my friends much. We always (email)
each other, so . . .
2. A How much time do you spend on your social networking site?
B I probably (will / spend) a few hours a day on it. I (tend / use)
it to make plans with friends. Mostly I (check out) my friends’ photos and stuff.
A Yeah? I’m not on one. But occasionally I (will / get) invites from people. But I
(not reply) to them.
3. A What do you mostly use your cell phone for? Texting?
B Yeah. I constantly (text) my kids to find out where they are.
A That’s funny. In my family, we (not text) a lot. We (tend / talk).
Like, my sister regularly (call) me after dinner when she (watch) TV.

About C Pair work Write your own answers to the questions in Exercise B. Then take turns asking the
you
questions and giving your own answers.

D Group work Prepare a short presentation about your family’s communication habits to give
to your group. Listen to your classmates’ presentations, and ask questions.
“Mostly I text my friends and family. My dad’ll text me when he’s working, and . . .”

3 Speaking naturally Questions with answers See page 138.

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Lesson C And why’s that?

1 Conversation strategy Finding out or checking information
A How would you feel if someone “unfriended” you (removed you from their list of
friends on a social networking site)? Would you take it personally and be offended?

B CD 1.07 Listen. What does Stan think about “unfriending” someone? How do you
think Alexa feels about it?

Stan I ran into Tammy today. She’s really upset.

Alexa Oh, yeah? And why’s that?
Stan Because I “unfriended” her.
Alexa Oh, that’s awkward. How did she find out?
Stan I’m not sure, actually.
Alexa Huh. So why did you “unfriend” her?
Stan Well, it was nothing personal. It’s just that every once in a
while, you know, when I’m updating my profile, I’ll remove
people – if we haven’t been in touch for some time.
Alexa But you emailed her, right? I mean, you let her know?
Stan No. I didn’t think she’d be offended.
Alexa So you just delete people that you’re not in touch with?
Stan Yeah. It’s no big deal.

C Notice how Alexa asks some questions to find out new information. “And why’s that?”
She asks other questions in the form of statements to check “But you emailed
information or her understanding of what was said or done. her, right?”
Find examples of both types of questions in the conversation.

D Complete the rest of Stan and Alexa’s conversation with the questions in the
CD 1.08
box. Then listen and check. Practice with a partner.

Alexa So has anyone ever “unfriended” you?

a. So you think it’s bad, then?
Stan You mean, taken me off their friends list?
I don’t think so. b. And it’s OK when you stop dating?
Alexa It wouldn’t bother you? ✓ c. So has anyone ever “unfriended” you?
Stan No. I wouldn’t mind at all. d. But you’d be fine with it if they did?
Alexa It’s not bad. It’s just Tammy didn’t do anything wrong.
e. So when is it OK, do you think?
Stan
Alexa Well, if they post obnoxious comments, for example. f. But what should I do about Tammy?
Stan Hmm.
Alexa Well, yeah. That’s probably a good reason, too.
Stan Right.
Alexa I don’t know. Just make sure you never “unfriend” me! OK?

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2 Strategy plus Linking with And, But, and So

You can start questions with And,

CD 1.09
But, or So to link back to things the previous
speaker said. It makes the conversation And why’s
that?
“flow.” She’s really
upset.

A CD 1.10 Underline the best question to continue each conversation. Then listen and
check your answers. Practice with a partner.
1. A Have you ever removed someone from your list of friends online?
B Actually, I don’t have one. I’m not on a social networking site.
A And you just tend to add people? / So how do you keep in touch with people?
2. A Do you think it’s OK to “unfriend” people?
B Oh, yeah. People do it all the time, I’m sure.
A Yeah. But why do they do it? / So they never remove anyone?
3. A What would you do if someone deleted you from their friends list?
B It depends. I probably wouldn’t say anything.
A But you’d say something if it was a good friend? / And you’d call them, right?
About B Pair work Ask and answer the questions. Can you continue each conversation?
you

3 Listening and strategies Reasons for ending friendships

A CD 1.11 Listen to the first part of four conversations. What would each person say the
problem is with his or her friendship? Number the issues 1–4. There are two extras.
We’ve lost touch. My friend is two-faced.
My friend is too serious. We can’t agree on things.
My friend posts annoying stuff on my wall. We don’t like each other’s friends.

B CD 1.12 Listen again. Circle the best question to continue each conversation.

1. a. So you don’t agree on anything? 3. a. But why does she do that?

b. But do you agree on politics? b. So does she talk about you behind your back?
2. a. But she never posts photos, right? 4. a. So you mostly call each other?
b. And does she post obnoxious comments, too? b. So she just dropped you?

C CD 1.13 Listen to the complete conversations. Check your answers. What solutions do the
speakers have for their friendship problems?

About D Pair work Agree on six good reasons for ending a friendship and the best ways to do it.
you
A Well, if you don’t agree on anything, it’s
probably a good reason to end a friendship. Good reasons to end friendships
B But do you only want friends who agree 1. You don’t agree on important issues.
with you on everything? The best ways to do it . . .

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Lesson D Online footprints

1 Reading
A Prepare Guess the meanings of online footprint and digital dirt.
Then scan the article and find the explanations.

B Read for main ideas Read the article.

What examples of digital dirt can you find?

Future college students and employees, beware!

Clean up that digital dirt –
When student-teacher Ms. S. posted a photo from a party
now!
1. Check what’s online already. Type your name into several
on the wall of her social networking site, she had no idea search engines to see your digital footprint. Then check
of the consequences. Just weeks away from obtaining a all of your privacy settings, and remove anything you
teaching degree, Ms. S.’s diploma was withheld after school don’t want others to see. If you have “friends” who are
administrators viewed the photo and accused her of promoting always posting off-color jokes or rude comments about
underage drinking – a charge that she denied. Her case is not an you on your wall, then block their comments.
isolated one. Increasingly, employees are being fired from their 2. Avoid writing anything you might regret later. Don’t
jobs and students are having their college applications rejected badmouth a current or previous employer online. The same
because of “digital dirt,” or inappropriate online content. applies to teachers, professors, classmates, or co-workers.
These cases highlight the need to be careful about the type of 3. Create a positive online image. The Internet is the perfect
content you post online. Each time you post a photo or comment, place to showcase your talents and skills. Use a blog or
or write a profile online, you create an image, or “online website to promote your work, research, and interests.
footprint,” of yourself that is difficult to erase. If you think your
friends are the only ones checking your profile, think again. It’s 4. Use a professional email address. An employer or a
increasingly common for colleges and employers to look closely college admissions officer is more likely to contact
at the online pictures and profiles of actual and prospective [email protected] than [email protected].
students and employees. A survey conducted by ExecuNet 5. Join online groups selectively. Instead of joining groups
reported that 83 percent of job recruiters regularly use Internet and campaigns with names like “Sleeping in class,” connect
searches to find out more about candidates. Nearly half said they to a professional organization. When it comes time to
will reject candidates based on the “digital dirt” they find. apply for a job or place in college, you’ll be glad you did.
How can you still have fun online without making a bad
impression on future college admissions officers and Reading tip
employers? Here are five basic steps you can follow. Writers often begin an article with an
example to illustrate their argument.

C Check your understanding Are the sentences true (T ) or false (F )?

Write T or F. Correct the false sentences.
1. Ms. S. was unable to graduate from college.
2. Her school said she was encouraging young people to drink.
3. It’s becoming more common for employers to check people out online.
4. Eighty-three percent of job recruiters reject candidates with “digital dirt.”
5. The article recommends “unfriending” people who post rude comments.
6. The article suggests that you shouldn’t join social network campaigns.
About D React Pair work What do you think of Ms. S.’s story? Have you heard
you of similar cases? Which advice in the article do you intend to follow?

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2 Focus on vocabulary Formal verbs

A Find the verbs in bold below in the article. Match the two parts of the sentences to find the
meanings. Write the letters a–g.
1. If you obtain something, you a. say it is a good thing.
2. If you withhold something (from someone), you b. say you didn’t do it.
3. If people accuse you of (doing) something, they c. don’t want that person.
4. If you promote something, you d. are sorry that you did it.
5. If you deny (doing) something, you e. keep it and don’t give it to that person.
6. If employers reject a job applicant, they f. say you did something bad or wrong.
7. If you regret (doing) something, you g. get or achieve it.

B Pair work Take turns using the verbs above to ask questions about Ms. S.’s story.
“What happened before Ms. S. obtained her teaching degree?”

3 Listening and speaking But is it fair?

A Pair work Read the question below. How many reasons can you think of to support a “yes” and
a “no” answer? Make two lists.

Today’s online debate: Is it fair for employers to check out job applicants online?

B CD 1.14 Listen to two people debate the question above. Who answers, “Yes, it’s fair” and “No,
it’s not fair” to the question? Which of the reasons in your lists did they use?

Rosa says Daniel says

C CD 1.15 Listen again and write the two missing words in each sentence.
1. a. On the one hand, Rosa believes that what you do online shows your .
b. On the other hand, Daniel argues that your online profile is .
2. a. Rosa says online profiles tell you what you won’t see in .
b. Daniel thinks social networking sites don’t tell you what a person is like .
3. a. Rosa argues that it’s to recruit and train new staff.
b. Daniel believes that everyone has a right to in his or her free time.
4. a. Rosa says companies want people who will fit in and with other people.
b. Daniel argues that people behave in a different way .
About D Class debate Prepare a response to the debate question with a partner, and then present
you
your arguments to the class. How many people answer “yes”? How many answer “no”?

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Writing Making judgments

In this lesson, you . . . Task Write a script for an online debate.
.plan an argument. Should employers judge applicants by their
.contrast ideas. online profiles?
.avoid errors with whereas.

A Brainstorm Read the question above. Write three reasons to answer “yes” and three reasons
to answer “no.”

B Look at a model Read the debate script. Circle three more expressions that contrast ideas.

Many employers check the Internet for information about job applicants. However, this
is not a fair way to judge a person. On the one hand, employers need people who will
fit into the company. An online profile gives information that employers will not see
on a résumé – for example, if the person is aggressive or has extreme views. On the
other hand, an online profile is for friends, whereas a résumé is for employers. A résumé
provides the most relevant details about qualifications and work experience. An online
profile may contain information that employers should not use to judge an applicant,
such as age or religion. In conclusion, while there are good reasons to check an applicant’s
online profile, it is not a professional document. For this reason, it is not fair, in my opinion,
to judge candidates by their personal online profiles.

C Focus on language Read the grammar chart. Then use your ideas from Exercise A to complete the
sentences below.

Contrast ideas in writing

On the one hand, employers need workers who will fit into the company.
On the other hand, an online profile is for friends.
A résumé is for employers. However, an online profile is for friends.
A résumé is for employers, while/whereas/but an online profile is for friends.
While there are reasons to check an online profile, it is not fair to do this.
Writing vs. Conversation
Conversation
1. Introduction: Many employers . Some people whereas Writing
think . However, .
however
2. Say why it is fair: On the one hand, an online profile ,
whereas a résumé .
3. Say why it is not fair: On the other hand, an online profile .
4. Conclusion: In conclusion, while . In my opinion, .

D Write and check Now write your own script for the debate. Then check for errors.

Common errors
Do not start a sentence with Whereas to contrast ideas with a previous sentence.
An online profile is for friends. However, a résumé is for employers. (NOT Whereas . . .)

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Vocabulary notebook The right choice!

Learning tip Formal or informal?
When you learn informal vocabulary, write down weird (informal) = odd, strange, or eccentric
a more formal equivalent. Don’t use informal words touchy (informal) = sensitive, easily upset
in formal writing.

Dictionary tip
Dictionaries often label extremely informal words as inf(ormal), slang, colloqu(ial), rude, or taboo.

A Match the spoken sentences on the left with the more formal written sentences on the right.
One of my 1. a bit of a pain. a. He’s talkative.
classmates is . . .
2. very chatty. b. She’s sensitive.

3. pretty pushy. c. She can be annoying.

4. kind of touchy. d. He’s very eccentric.

5. really weird. e. She’s very relaxed about things.

f. He’s very aggressive.

B Think of three people you know. Describe each person informally and more formally.
Person Informal More formal
1. “ ”
2. “ ”
3. “ ”

C Word builder Find the meanings of the verbs below. Match the informal and more formal verbs.
Then use each verb to say and write something true about people you know.

Informal More formal

badmouth bug chill out (with) annoy criticize enjoy (doing)
get a kick out of (doing) hang out (with) relax (with) socialize (with)

One guy in my class is always badmouthing other people. One of my classmates is always criticizing
other people.

On your own
Make a dictionary of informal expressions. Write down
brainy = intelligent an informal word or expression and a more formal
synonym that you can use in writing or formal speech.

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