Cambridge University Press

978-1-108-56021-4 — Four Corners Level 2 Student's Book with Online Self-study

Jack C. Richards , David Bohlke
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Second Edition Student’s Book

with Online Self-Study

JACK C. RICHARDS & DAVID BOHLKE

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-108-56021-4 — Four Corners Level 2 Student's Book with Online Self-study
Jack C. Richards , David Bohlke
Frontmatter
More Information

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ISBN 978-1-108-56021-4 Student’s Book with Online Self-Study 2
ISBN 978-1-108-57070-1 Student’s Book with Online Self-Study 2A
ISBN 978-1-108-62772-6 Student’s Book with Online Self-Study 2B
ISBN 978-1-108-62849-5 Student’s Book with Online Self-Study and Online Workbook 2
ISBN 978-1-108-57586-7 Student’s Book with Online Self-Study and Online Workbook 2A
ISBN 978-1-108-62779-5 Student’s Book with Online Self-Study and Online Workbook 2B
ISBN 978-1-108-45958-7 Workbook 2
ISBN 978-1-108-45959-4 Workbook 2A
ISBN 978-1-108-45961-7 Workbook 2B
ISBN 978-1-108-65228-5 Teacher’s Edition with Complete Assessment Program 2
ISBN 978-1-108-56039-9 Full Contact with Online Self-Study 2
ISBN 978-1-108-63454-0 Full Contact with Online Self-Study 2A
ISBN 978-1-108-68906-9 Full Contact with Online Self-Study 2B
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978-1-108-56021-4 — Four Corners Level 2 Student's Book with Online Self-study
Jack C. Richards , David Bohlke
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Authors’ acknowledgments
Many people contributed to the development of Four Corners. The authors and publisher would like to
particularly thank the following reviewers:

Nele Noe, Academy for Educational Development, Qatar Burki, Korea University, International Foreign Language School,
Independent Secondary School for Girls, Doha, Qatar; Pablo Seoul, South Korea; Jinseo Noh, Kwangwoon University, Seoul,
Stucchi, Antonio Raimondi School and Instituto San Ignacio South Korea; Neil Donachey, La Salle Junior and Senior High School,
de Loyola, Lima, Peru; Nadeen Katz, Asia University, Tokyo, Japan; Kagoshima, Japan; Rich Hollingworth, La Salle Junior and Senior
Tim Vandenhoek, Asia University, Tokyo, Japan; Celso Frade and High School, Kagoshima, Japan; Quentin Kum, La Salle Junior and
Sonia Maria Baccari de Godoy, Associação Alumni, São Paulo, Brazil; Senior High School, Kagoshima, Japan; Geoff Oliver, La Salle Junior
Rosane Bandeira, Atlanta Idiomas, Manaus, Brazil; Cacilda Reis da and Senior High School, Kagoshima, Japan; Martin Williams, La
Silva, Atlanta Idiomas, Manaus, Brazil; Gretta Sicsu, Atlanta Idiomas, Salle Junior and Senior High School, Kagoshima, Japan; Nadezhda
Manaus, Brazil; Naila Maria Cañiso Ferreira, Atlanta Idiomas, Nazarenko, Lone Star College, Houston, TX, USA; Carolyn Ho, Lone
Manaus, Brazil; Hothnã Moraes de Souza Neto, Atlanta Idiomas, Star College-Cy-Fair, Cypress, TX, USA; Kaoru Kuwajima, Meijo
Manaus, Brazil; Jacqueline Kurtzious, Atlanta Idiomas, Manaus, University, Nagoya, Japan; Alice Ya-fen Chou, National Taiwan
Brazil; José Menezes Ribeiro Neto, Atlanta Idiomas, Manaus, Brazil; University of Science and Technology, Taipei, Taiwan; Raymond
Sheila Ribeiro Cordeiro, Atlanta Idiomas, Manaus, Brazil; Juliana Dreyer, Northern Essex Community College, Lawrence, MA, USA;
Fernandes, Atlanta Idiomas, Manaus, Brazil; Aline Alexandrina Mary Keter Terzian Megale, One Way Línguas-Suzano, São Paulo,
da Silva, Atlanta Idiomas, Manaus, Brazil; Kari Miller, Binational Brazil; B. Greg Dunne, Osaka Shoin Women’s University, Higashi-
Center, Quito, Ecuador; Alex K. Oliveira, Boston University, Boston, Osaka, Japan; Robert Maran, Osaka Shoin Women’s University,
MA, USA; Noriko Furuya, Bunka Gakuen University, Tokyo, Japan; Higashi-Osaka, Japan; Bonnie Cheeseman, Pasadena Community
Robert Hickling, Bunka Gakuen University, Tokyo, Japan; John D. College and UCLA American Language Center, Los Angeles, CA,
Owen, Bunka Gakuen University, Tokyo, Japan; Elisabeth Blom, USA; Simon Banha, Phil Young’s English School, Curitiba, Brazil; Oh
Casa Thomas Jefferson, Brasília, Brazil; Lucilena Oliveira Andrade, Jun Il, Pukyong National University, Busan, South Korea; Carmen
Centro Cultural Brasil Estados Unidos (CCBEU Belém), Belém, Gehrke, Quatrum English Schools, Porto Alegre, Brazil; John Duplice,
Brazil; Marcelo Franco Borges, Centro Cultural Brasil Estados Rikkyo University, Tokyo, Japan; Wilzania da Silva Nascimento,
Unidos (CCBEU Belém), Belém, Brazil; Geysa de Azevedo Moreira, Senac, Manaus, Brazil; Miva Silva Kingston, Senac, Manaus, Brazil;
Centro Cultural Brasil Estados Unidos (CCBEU Belém), Belém, Lais Lima, Senac, Manaus, Brazil; Yuan-hsun Chuang, Soo Chow
Brazil; Anderson Felipe Barbosa Negrão, Centro Cultural Brasil University, Taipei, Taiwan; Mengjiao Wu, Shanghai Maritime
Estados Unidos (CCBEU Belém), Belém, Brazil; Henry Grant, CCBEU University, Shanghai, China; Wen hsiang Su, Shih Chien University
– Campinas, Campinas, Brazil; Maria do Rosário, CCBEU – Franca, Kaohsiung Campus, Kaohsiung, Taiwan; Lynne Kim, Sun Moon
Franca, Brazil; Ane Cibele Palma, CCBEU Inter Americano, Curitiba, University (Institute for Language Education), Cheon An City, Chung
Brazil; Elen Flavia Penques da Costa, Centro de Cultura Idiomas Nam, South Korea; Regina Ramalho, Talken English School, Curitiba,
– Taubaté, Taubaté, Brazil; Inara Lúcia Castillo Couto, CEL LEP – Brazil; Tatiana Mendonça, Talken English School, Curitiba, Brazil;
São Paulo, São Paulo, Brazil; Sonia Patricia Cardoso, Centro de Ricardo Todeschini, Talken English School, Curitiba, Brazil; Monica
Idiomas Universidad Manuela Beltrán, Barrio Cedritos, Colombia; Carvalho da Rocha, Talken English School, Joinville, Brazil; Karina
Geraldine Itiago Losada, Centro Universitario Grupo Sol (Musali), Schoene, Talken English School, Joinville, Brazil; Diaña Peña Munoz
Mexico City, Mexico; Nick Hilmers, DePaul University, Chicago, IL, and Zira Kuri, The Anglo, Mexico City, Mexico; Christopher Modell,
USA; Monica L. Montemayor Menchaca, EDIMSA, Metepec, Mexico; Tokai University, Tokyo, Japan; Song-won Kim, TTI (Teacher’s
Angela Whitby, Edu-Idiomas Language School, Cholula, Puebla, Training Institute), Seoul, South Korea; Nancy Alarcón, UNAM FES
Mexico; Mary Segovia, El Monte Rosemead Adult School, Rosemead, Zaragoza Language Center, Mexico City, Mexico; Laura Emilia Fierro
CA, USA; Dr. Deborah Aldred, ELS Language Centers, Middle East López, Universidad Autónoma de Baja California, Mexicali, Mexico;
Region, Abu Dhabi, United Arab Emirates; Leslie Lott, Embassy CES, María del Rocío Domínguez Gaona, Universidad Autónoma de
Ft. Lauderdale, FL, USA; M. Martha Lengeling, Escuela de Idiomas, Baja California, Tijuana, Mexico; Saul Santos Garcia, Universidad
Guanajuato, Mexico; Pablo Frias, Escuela de Idiomas UNAPEC, Santo Autónoma de Nayarit, Nayarit, Mexico;Christian Meléndez,
Domingo, Dominican Republic; Tracy Vanderhoek, ESL Language Universidad Católica de El Salvador, San Salvador, El Salvador;
Center, Toronto, Canada; Kris Vicca and Michael McCollister, Feng Irasema Mora Pablo, Universidad de Guanajuato, Guanajuato,
Chia University, Taichung, Taiwan; Flávia Patricia do Nascimento Mexico; Alberto Peto, Universidad de Oaxaca, Tehuantepec, Mexico;
Martins, First Idiomas, Sorocaba, Brazil; Andrea Taylor, Florida State Carolina Rodriguez Beltan, Universidad Manuela Beltrán, Centro
University in Panama, Panamá, Panama; Carlos Lizárraga González, Colombo Americano, and Universidad Jorge Tadeo Lozano, Bogotá,
Groupo Educativo Angloamericano, Mexico City, Mexico; Bo-Kyung Colombia; Nidia Milena Molina Rodriguez, Universidad Manuela
Lee, Hankuk University of Foreign Studies, Seoul, South Korea; Beltrán and Universidad Militar Nueva Granada, Bogotá, Colombia;
Dr. Martin Endley, Hanyang University, Seoul, South Korea; Mauro Yolima Perez Arias, Universidad Nacional de Colombia, Bogotá,
Luiz Pinheiro, IBEU Ceará, Ceará, Brazil; Ana Lúcia da Costa Maia Colombia; Héctor Vázquez García, Universidad Nacional Autónoma
de Almeida, IBEU Copacabana, Copacabana, Brazil; Maristela Silva, de Mexico, Mexico City, Mexico; Pilar Barrera, Universidad Técnica de
ICBEU Manaus, Manaus, Brazil; Magaly Mendes Lemos, ICBEU São Ambato, Ambato, Ecuador; Doborah Hulston, University of Regina,
José dos Campos, São José dos Campos, Brazil; Augusto Pelligrini Regina, Canada; Rebecca J. Shelton, Valparaiso University, Interlink
Filho, ICBEU São Luis, São Luis, Brazil; Leonardo Mercado, ICPNA, Language Center, Valparaiso, IN, USA; Tae Lee, Yonsei University,
Lima, Peru; Lucia Rangel Lugo, Instituto Tecnológico de San Luis Seodaemun-gu, Seoul, South Korea; Claudia Thereza Nascimento
Potosí, San Luis Potosí, Mexico; Maria Guadalupe Hernández Lozada, Mendes, York Language Institute, Rio de Janeiro, Brazil; Jamila
Instituto Tecnológico de Tlalnepantla, Tlalnepantla de Baz, Mexico; Jenny Hakam, ELT Consultant, Muscat, Oman; Stephanie Smith,
Karen Stewart, International House Veracruz, Veracruz, Mexico; Tom ELT Consultant, Austin, TX, USA.
David, Japan College of Foreign Languages, Tokyo, Japan; Andy

iii

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978-1-108-56021-4 — Four Corners Level 2 Student's Book with Online Self-study
Jack C. Richards , David Bohlke
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Scope and sequence

LEVEL 2 Learning outcomes Grammar Vocabulary

Welcome Unit Pages 2–3 Students can… Classroom instructions

Classroom language Page 4 ask questions about English words
Unit 1 Pages 5–14
My interests Students can… Present of be Interests
A I’m interested in fashion. ask and talk about interests Simple present Sports and exercise
B Can you repeat that please? ask for repetition
C Do you play sports? ask someone to speak more slowly
D Free time ask and talk about sports and exercise habits
talk about people’s free-time activities

Unit 2 Pages 15–24

Descriptions Students can... What . . . like?; be + Personality adjectives
A He’s talkative and friendly. ask and talk about people’s personalities adjective (+ noun) Appearance
B I don’t think so. say they think something is true and not true What . . . look like?; order
C What do they look like? ask and talk about people’s appearances of adjectives
D People’s profiles describe their personality and appearance

Unit 3 Pages 25–34

Rain or shine Students can… Adverbs of intensity; Weather
A It’s extremely cold. talk about the weather and seasons quantifiers with verbs Indoor activities
B In my opinion, . . . ask for and give an opinion Would like + infinitive
C I’d like to play chess. talk about what they would like to do
D Where would you like to go? talk about a place they would like to visit

Unit 4 Pages 35–44

Life at home Students can… How many / much; Things in a home
A There’s a lot of light. ask and answer questions about their home quantifiers before Household chores
B Can you turn down the music? make and agree to requests nouns
C I always hang up my clothes! talk about household chores Separable two-word
D What a home! describe a home phrasal verbs

Unit 5 Pages 45–54

Health Students can… Imperatives; adverbs of Parts of the body
A Breathe deeply. give and follow instructions manner Healthy habits
B I’m not feeling well. say how they feel How questions
C How healthy are you? wish someone well
D Don’t stress out! ask and talk about healthy habits
discuss ways to manage stress

Unit 6 Pages 55–64

What’s on TV? Students can… Verb + infinitive or gerund Types of TV shows
A I love watching game shows. talk about types of TV shows they like Present continuous for Television
B I don’t really agree. agree and disagree with an opinion future plans
C I’m recording a documentary. describe future plans
D Popular TV give their opinions about popular TV shows

iv
Scope and sequence

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Jack C. Richards , David Bohlke
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Functional Listening and Reading and Speaking

language Pronunciation Writing
• Discussion about English words

Interactions: Listening: Reading: • Interview about interests

Asking for repetition About a party “What’s your hobby?” • Keep talking: Board game about favorites
Asking someone to speak An unusual interest Social media posts • Class contact list
more slowly Pronunciation: Writing: • Interview about sports and exercise
Intonation in yes / no and An interest • Keep talking: “Find someone who” activity about
Wh- questions free-time activities
• Discussion about other people’s interests

Interactions: Listening: Reading: • Descriptions of family member personalities

Saying you think People’s personalities “Online Profiles” • Keep talking: Quiz about confidence
something is true An online profile A webpage • Discussion about people at a party
Saying you think Pronunciation: Writing: • Guessing game about physical appearances
something isn’t true Is he or Is she Guess who! • Keep talking: Different physical appearances
• Personal descriptions

Interactions: Listening: Reading: • True or false information about the weather

Asking for an opinion Weather in different cities “Canada Through the • Keep talking: Information gap activity about the
Giving an opinion A good time to visit Seasons” weather
places A brochure • Opinions about the weather
Pronunciation: Writing: • Decisions about things to do
Reduction of would you An email to a friend • Keep talking: Things to do someday
• Discussion about places to visit

Interactions: Listening: Reading: • Discussion about homes

Making a request Friendly requests “Unusual Homes from • Keep talking: Memory game about a home
Agreeing to a request A tour of Graceland Around the World” • Problems and requests
Pronunciation: An online article • Interview about chores
Intonation in requests Writing: • Keep talking: Decisions about chores
Dream home • Discussion of a dream home

Interactions: Listening: Reading: • Instructions

Saying how you feel What’s wrong? “Feeling Stressed?” • Keep talking: Exercises at your desk
Wishing someone well Creative ways to manage An online article • Role play about health problems and not
stress Writing: feeling well
Pronunciation: Managing stress • Questions about healthy habits
Reduction of and • Keep talking: Quiz about health
• Tips for living with stress

Interactions: Listening: Reading: • “Find someone who” activity about TV preferences

Agreeing with an opinion What to watch on TV “Reality Shows” • Keep talking: Debate about things to watch
Disagreeing with an Favorite TV shows An online article • Opinions about television
opinion Pronunciation: Writing: • List of shows to record
Sentence stress My favorite TV show • Keep talking: Plans for tomorrow
• Discussion about reality TV shows

v
Scope and sequence

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Jack C. Richards , David Bohlke
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LEVEL 2 Learning outcomes Grammar Vocabulary

Unit 7 Pages 65–74

Shopping Students can… Comparative adjectives Opposites
A It’s lighter and thinner. describe and compare products Enough and too Adjectives to describe
B Would you take $10? bargain clothing
C This hat is too small. describe how clothing looks and fits
D A shopper’s paradise discuss good places to shop

Unit 8 Pages 75–84

Fun in the city Students can... Should for Places to see
A You shouldn’t miss it! say what people should do in a city recommendations; can Adjectives to describe
B I’d recommend going . . . ask for and give a recommendation for possibility
C The best and the worst make comparisons about their city Superlative adjectives
D The best place to go discuss aspects of a city

Unit 9 Pages 85–94

People Students can… Was / were born; past Careers
A Where was he born? ask and talk about people from the past of be Personality adjectives
B I’m not sure, but I think . . . express certainty and uncertainty Simple past; ago
C People I admire describe people they admire
D Making a difference describe people who made a difference

Unit 10 Pages 95–104

In a restaurant Students can… Articles Menu items
A The ice cream is fantastic! talk about menus and eating out Present perfect for Interesting food
B I’ll have the fish, please. order food in a restaurant experience
C Have you ever . . .? ask about and describe food experiences
D Restaurant experiences describe restaurant experiences

Unit 11 Pages 105–114

Entertainment Students can… So, too, either, and neither Types of movies
A I’m not a fan of dramas. talk about their movie habits and opinions Determiners Types of music
B Any suggestions? ask for and give suggestions
C All of us love music. report the results of a survey
D Singing shows around the world describe important singers and musicians

Unit 12 Pages 115–124

Time for a change Students can… Infinitives of purpose Personal goals
A Personal change give reasons for personal changes Will for predictions; may, Milestones
B I’m happy to hear that! react to good and bad news might for possibility
C I think I’ll get a job. make predictions about the future
D Dreams and aspirations discuss their dreams for the future

vi
Scope and sequence

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978-1-108-56021-4 — Four Corners Level 2 Student's Book with Online Self-study
Jack C. Richards , David Bohlke
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Functional Listening and Reading and Speaking

language Pronunciation Writing

Interactions: Listening: Reading: • Comparison of two products

Bargaining for a lower Bargaining at a yard sale “Chatucak Weekend • Keep talking: Comparing several products
price A weekend market in Market” • Role play of a bargaining situation
Suggesting a different London A webpage • Discussion about clothes
price Pronunciation: Writing: • Keep talking: Different clothing items
Linked sounds An interesting market • Discussion about good places to shop

Interactions: Listening: Reading: • Discussion about things to do in one day

Asking for a Cities “Austin or San Antonio?” • Keep talking: Discussion of possible things to do
recommendation At a tourist information A message board • Role play at a tourist information desk
Giving a recommendation desk Writing: • Comparison of places in a town or a city
Pronunciation: A message board • Keep talking: City quiz
Word stress • Discussion about aspects of a city

Interactions: Listening: Reading: • Guessing game about famous people

Expressing certainty Friends playing a board “A Different Kind of • Keep talking: Information gap activity about people
Expressing uncertainty game Banker” from the past
People who made a A biography • Group quiz about famous people
difference Writing: • Descriptions of admirable people
Pronunciation: A biography • Keep talking: Discussion about inspiring people
Simple past -ed endings • Description of a person who made a difference

Interactions: Listening: Reading: • Discussion about eating out

Ordering food Customers ordering food “Restaurants with a • Keep talking: A menu
Checking information Restaurant impressions Difference” • Role play of a restaurant situation
Pronunciation: A webpage • Discussion about food experiences
The before vowel and Writing: • Keep talking: Board game about food experiences
consonant sounds A review • Restaurant recommendations

Interactions: Listening: Reading: • Movie talk

Asking for suggestions Fun things to do “Everybody Loves a • Keep talking: Movie favorites
Giving a suggestion An influential world Sing-Off” • Suggestions about the weekend
musician An online article • Class musical preferences
Pronunciation: Writing: • Keep talking: Class survey about music
Reduction of of A popular musician • A playlist

Interactions: Listening: Reading: • Discussion about changes

Reacting to bad news Sharing news “An Olympic Dream • Keep talking: Reasons for doing things
Reacting to good news An interview with Flies High” • Good news and bad news
an athlete An online article • Predictions about the future
Pronunciation: Writing: • Keep talking: Predictions about next year
Contraction of will A dream come true • Dream planner

vii
Scope and sequence

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