THIRD EDITION

BOOK
1

Steven J. Molinsky
Bill Bliss
Illustrated by

Richard E. Hill
 Scope and Sequence
ALL-SKILLS COMMUNICATION: LISTENING, SPEAKING, READING, WRITING

Topics, Vocabulary Functional Listening &

Chapter Grammar Writing
& Math Communication Pronunciation
• Personal information • To be: • Meeting people • Listening for • Writing about
• Meeting people Introduction personal information yourself: Name,
• Alphabet • Pronouncing linked address, phone
• Spelling names aloud sounds number, country of
• Cardinal numbers in origin
addresses and telephone • Filling out a form
numbers • Addressing an
envelope

• Classroom objects • To be + • Greeting people • Listening for • Making a list of

• Rooms in the home location information about classroom objects
• Cities & nationalities • Subject people’s locations
• Places around town pronouns • Pronouncing
reduced and

• Everyday activities • Present • Checking • Listening and • Writing about your

continuous understanding responding correctly current activities and
tense to questions about the activities of
people’s actions friends
• Pronouncing
reduced What are &
Where are

• Titles & nicknames • To be • Describing people’s • Listening to • Writing an e-mail or

• Common leisure activities: • Present activities messages on a instant message to
playing instruments, continuous telephone tell about yourself
sports, & games tense answering machine
• Culture concept:
Greetings around the
world
• Telephone numbers

• Everyday activities • To be: Short • Attracting someone’s • Listening & • Writing about a place
answers attention responding correctly in your community
• Possessive to questions about
adjectives activities
• Pronouncing
deleted h

• Describing people & • To be: Yes/No • Calling someone you • Listening & • Filling out a form
things questions, know on the telephone responding correctly • Writing a friendly
• Weather Short answers to requests for letter describing the
• Fahrenheit & Celsius • Adjectives information weather and current
temperatures • Possessive • Pronouncing yes/no activities
nouns questions with or

• Family members • To be: Review • Introducing people • Listening & making • Writing a story about
• Describing activities & • Present deductions a scene
events continuous • Pronouncing • Writing about a
tense: Review stressed and favorite photograph
• Prepositions of unstressed words
location

• Family relations • To be • Describing family • Listening to and • Writing about your

• Classroom activities • Possessive members and family interpreting family
• Culture concept: adjectives relationships correctly radio • Writing an e-mail or
Extended & nuclear weather forecasts instant message to
families tell about the
weather and current
activities
LIFESKILLS, TEST PREPARATION, CURRICULUM STANDARDS AND FRAMEWORKS

Lifeskills & SCANS/Employment

EFF CASAS LAUSD LCPs
Test Preparation Competencies
• Personal information & forms • Gather information • Sociability 0.1.2, 0.1.4, 1, 2, 3, 4, 18.06, 22.01,
• Information on an envelope • Cooperate with others • Acquire & evaluate 0.1.6, 0.2.1, 5, 7, 8, 22.02, 22.03,
• Common abbreviations in information 0.2.2, 2.4.1, 11b, 41, 25.01, 32.12,
addresses 5.1.4 58, 60 33.02, 33.07

• Classroom items • Manage resources: Identify • Identify resources 0.1.2, 0.1.4, 9a, 15, 16, 22.01, 22.02,
• Simple classroom commands those resources you have; • Participate as a member of 0.1.5 17, 18 22.03, 33.01,
• School personnel Determine where they are a team 33.02, 33.04,
• School locations • Work together • See things in the mind’s eye 33.07, 33.09
• Locating classroom items • Give direction (Draw a picture or diagram)

• Common classroom & home • Seek input from others • Identify goal-relevant 0.1.4, 0.1.5, 9c, 11a, 12, 22.01, 33.01,
activities • Identify a strong sense of activities 0.1.6, 0.2.4 13 33.02, 33.04,
• Asking about home activities family 33.07, 33.09

• Identifying people by • Respect others & value • Acquire & evaluate 0.1.4, 0.2.3, 1, 4, 9c, 12 22.04, 25.01,
appropriate titles diversity information 0.2.4, 2.1.7, 23.02, 32.08,
• Interpreting telephone • Use technology & other tools • Work with cultural diversity 2.7.2, 4.5.4 33.01, 33.02
messages on an answering to accomplish goals • Work with technology
machine (telephone answering device)

• Common classroom • Meet family needs & • Identify goal-relevant 0.1.4, 0.2.4, 9d, 12, 13, 22.03, 33.07,
& home activities responsibilities activities 7.2.3, 7.4.5 58 33.09
• Asking about home activities • Work within the big picture • Responsibility
• Learning skill: Alphabetizing • Observe critically • Understand a social system
(an apartment building &
residents’ activities)

• Describing people, things, & • Seek input from others • Sociability 0.1.2, 0.2.2, 6, 7, 28, 29 22.01, 22.02,
weather 1.1.5, 2.1.8, 23.02, 30.01,
• Using the telephone 2.3.3 32.12, 33.01,
• Interpreting a thermometer 33.03
• Weather reports

• Family relations • Seek input from others • Sociability 0.1.1, 0.1.2, 6, 9b 22.02, 22.03,
• Common activities • Identify family relationships • Self-esteem 0.1.4, 0.2.1, 22.04, 31.01,
• Greeting & introducing • Develop & express sense of 0.2.4, 7.2.3 33.02, 33.09
• Learning skill: self
Categorizing • Cooperate with others
• Eye contact & gestures

• Family relations • See things in the mind’s eye 0.1.5, 0.2.3, 6, 12, 28 30.01, 31.01,
• Identify the family system 32.08, 33.02
• Common classroom activities • Identify supportive family (Interpret a chart; Draw a 2.3.3, 2.7.2
• Weather forecasts relationships chart)
• Respect others & value • Identify goal-relevant
diversity activities
• Use technology & other tools • Work with cultural diversity
to accomplish goals

EFF: Equipped for the Future (Content standards, Common activities, & Key activities for Citizen/Community Member,
Worker, & Parent/Family role maps; EFF Communication and Reflection/Evaluation skills are covered in every chapter)
SCANS: Secretary’s Commission on Achieving Necessary Skills (U.S. Department of Labor)
CASAS: Comprehensive Adult Student Assessment System
LAUSD: Los Angeles Unified School District (ESL Beginning Low content standards)
LCPs: Literacy Completion Points (Florida & Texas: Level B Workforce Development Skills & Life Skills. The following LCPs are
covered in every chapter: 32.01–32.05, 32.10, 32.13, 33.01, 33.02, 34.01–34.03)
 Scope and Sequence
ALL-SKILLS COMMUNICATION: LISTENING, SPEAKING, READING, WRITING

Topics, Vocabulary Functional Listening &

Chapter Grammar Writing
& Math Communication Pronunciation
• Places around town • Prepositions • Expressing gratitude • Listening for • Writing a description
• Locating places • There is /There information about of a neighborhood
• Describing neighborhoods are neighborhoods & • Writing about your
• Describing apartments • Singular/Plural apartments apartment building
• Cardinal numbers introduction • Using rising or home
indicating quantity intonation to check
understanding

• Clothing • Singular/Plural • Complimenting • Listening for • Writing a description

• Colors • Adjectives information about of clothing and colors
• Shopping for clothing • This/That/ clothing items
• Cardinal numbers These/Those • Pronouncing
indicating coin and emphasized words
currency denominations,
prices, & clothing sizes

• Clothing, colors, and • Singular/Plural • Describing clothing • Listening for • Writing an e-mail or
cultures • Adjectives • Complimenting information in public instant message to
• Culture concept: People’s • Describing homes address describe your
homes around the world announcements in neighborhood
• Civics concept: Urban, stores
suburban, and rural
communities
• Interpreting percents in a
pie chart

• Language & nationalities
• Everyday activities
• Simple present • Hesitating • Listening for –s vs. • Writing about your
tense non –s endings in city, language, and
verbs contained in daily activities
sentences
• Blending with does

• Habitual actions • Simple present • Starting a conversation • Listening for • Writing about usual
• People’s interests & tense: Yes/No information about activities during the
activities questions, people’s habitual week and on the
• Days of the week Negatives, actions weekend
• The calendar Short answers • Pronouncing
• Language & nationalities reduced of

• Languages around the • Simple present • Describing everyday • Listening for • Writing an e-mail or
world tense activities and interests information in a instant message to
• Interpreting tables with recorded telephone tell about activities &
number facts in millions announcement interests
• Culture concept:
Exercising around the
world

• Describing frequency of • Object • Reacting to information • Pronouncing past • Writing about close
actions pronouns tense endings friends
• Describing people • Simple present • Pronouncing • Writing about daily
• The calendar tense: –s vs. deleted h activities
• Time expressions non –s endings • Listening and
• Interpreting percentages • Have/Has making deductions
related to adverbs of • Adverbs of
frequency frequency

• Feelings & emotions • Contrast: • Reacting to bad news • Listening to • Writing about a
• Describing usual & unusual Simple present distinguish questions typical day in a city or
activities & present about current vs. town
continuous habitual actions
tenses • Pronouncing
reduced to
LIFESKILLS, TEST PREPARATION, CURRICULUM STANDARDS AND FRAMEWORKS

Lifeskills & SCANS/Employment

EFF CASAS LAUSD LCPs
Test Preparation Competencies
• Identifying & locating places • Seek input from others • Identify resources 0.1.2, 0.1.4, 9d, 22, 23, 22.03, 25.01,
in the community • Provide for family members’ • Acquire & evaluate 1.1.3, 1.4.1, 38, 39 28.04, 29.01,
• Identifying rooms, furniture, & safety & physical needs information 1.4.2, 2.2.1, 33.04, 33.06
fixtures in a residence • Gather information • See things in the mind’s eye 2.5.1, 2.5.3
• Inquiring about residences, (Interpret a map; Draw a
rentals, & neighborhoods simple map)
• Interpreting a map

• Clothing • Manage resources • Identify resources 0.1.4, 1.1.6, 9d, 30, 31, 22.03, 25.01,
• Asking for help • Seek & receive assistance • Negotiate 1.1.9, 1.2.1, 33, 34 25.05, 28.02,
• Identifying clothing needs • Resolve conflict & negotiate • Problem solving 1.3.9 28.03, 33.03,
• Money: Coins, Bills • Interact in a way that is • Sociability 33.05, 33.06
• Clothing labels: Sizes, Prices, friendly & courteous
Colors • Meet family needs &
responsibilities

• Clothing • Respect others & value • Work with cultural diversity 0.1.4, 0.2.3, 33, 34 28.02, 28.04,
• Store announcements diversity • See things in the mind’s eye 1.1.3, 1.3.7, 32.09
• Describing housing and • Analyze & use information (Interpret a pie chart) 1.3.9, 1.4.1,
neighborhoods • Understand, interpret, & • Sociability 2.7.2, 6.4.2,
work with symbolic 6.7.4, 6.8.1
information
• Use technology & other tools
to accomplish goals

• Asking for and giving personal • Seek input from others • Sociability 0.1.4, 0.2.1, 13 18.02, 22.01,
information: Name, city, • Develop & express sense of • Self-esteem 0.2.4 33.01, 33.02,
language, daily activities self 33.07
• Common activities • Promote values, ethics, &
• Social interactions cultural heritage within the
family

• Common activities: Daily life, • Manage resources: Allocate • Allocate time 0.1.2, 0.1.3, 12, 13, 20.02, 22.01,
sports, recreation, & time • Self-management 0.1.4, 0.2.4, 14a, 37 25.03, 28.01,
entertainment • Offer clear input on own • Sociability 2.6.4 33.01, 33.02,
• Ordering in a fast food interests 33.07
restaurant • Identify a strong sense of
• Days of the week family

• Describe common activities • Analyze & use information • See things in the mind’s eye 0.2.3, 1.1.3, 12, 23 22.01, 23.02,
• Interpreting recorded • Understand, interpret, & work (Interpret a map) 2.1.7, 2.6.1, 32.08
telephone announcements with numbers & symbolic • Acquire & evaluate 2.7.2, 6.8.1
information information
• Respect others & value diversity • Work with cultural diversity
• Use technology & other tools to • Work with technology
accomplish goals (recorded telephone
announcement)

• Family relations • Manage resources: Allocate • Allocate time 0.1.2, 0.1.4, 6 22.01, 22.03,
• Asking for tableware time • Self-esteem 0.2.4 25.03, 33.01,
• Describing oneself • Develop & express sense of self • Sociability 33.07, 33.08
• Identify a strong sense of family
• Interact in a way that is friendly

• Describing states of being • Identify problems • Self-management 0.1.4, 0.2.4, 24, 60 22.01, 22.03,
• Asking about home activities • Work within the big picture • Creative thinking 2.2.2, 2.2.3 30.01, 33.02,
• Identify community needs & • Understand an organizational 33.03
resources system (workplace
operations)
 Scope and Sequence
ALL-SKILLS COMMUNICATION: LISTENING, SPEAKING, READING, WRITING

Topics, Vocabulary Functional Listening &

Chapter Grammar Writing
& Math Communication Pronunciation
• Traffic: A global problem • Simple present • Describing a problem • Listening for • Writing an e-mail or
• Culture concept: Modes tense • Describing customary information in radio instant message to
of transportation around activities news reports tell about yourself,
the world family, & personal
• Interpreting tables with appearance
number facts in millions

• Expressing ability • Can • Apologizing • Listening for • Filling out a job

• Occupations
• Looking for a job
• Responding to questions
in a simple job interview
• Expressing obligation
• Invitations
• Applying for a driver’s
license
• Have to information about application form
occupational skills • Writing about how to
• Pronouncing can & apply for a passport,
can’t marriage license, or
loan
• Writing about what
you have to do this
week

• Time • Future: Going • Asking the time • Listening for time • Writing about plans
• Months of the year to expressions for tomorrow
• Seasons • Time • Pronouncing going
• Describing future plans & expressions to & want to
intentions • Want to
• Expressing wants
• Weather forecasts
• Making predictions
• Ordinal numbers
• Time zones • Verb: To be • Describing occupation • Listening for movie • Writing an e-mail or
• Culture concept: Notions • Simple present listing information in instant message to
of time and punctuality in tense a recorded tell about plans for
different cultures • Future: Going telephone the weekend
to announcement

• Past actions & activities • Past tense: • Saying how you feel • Listening to • Writing about a party
• Ailments Regular verbs, distinguish • Writing about your
• Describing an event Introduction to statements in the meals yesterday
• Making a doctor’s irregular verbs present tense vs.
appointment the past tense
• Numbers: Interpreting a • Pronouncing past
thermometer & a dosage tense endings
cup

• Reporting past actions & • Past tense: • Giving an excuse • Listening for specific • Writing about your
activities Yes/No information to activities yesterday
• Giving reasons questions, complete a checklist
• Giving excuses Short answers, • Pronouncing Did
• Using clock times in a WH- questions, you
narrative More irregular
verbs
• Time
expressions

• Television commercials • To be: Past • Recommending • Listening to • Writing a brief

• Describing physical states tense products distinguish present autobiography about
& emotions vs. past facts major life events (born,
• Telling about the past • Using correct grew up, went to school,
• Biographies & intonation with studied, moved)
autobiographies yes/no questions • Writing about your
and WH- questions childhood (appearance,
friends, activities)

• Advertisements • Tense review • Describing products • Listening for • Writing an e-mail or

• Opposites • Adjectives • Telling about activities information in radio instant message to
• Culture concept: in the past advertisements tell about what you
Shopping around the did today
world
LIFESKILLS, TEST PREPARATION, CURRICULUM STANDARDS AND FRAMEWORKS

Lifeskills & SCANS/Employment

EFF CASAS LAUSD LCPs
Test Preparation Competencies
• Describing modes of travel to • Identify problems & • Acquire & evaluate 0.2.3, 2.2.3, 13, 24 26.01, 32.08,
work and school alternative solutions information 2.7.2, 6.8.1 33.02
• Interpreting traffic information • Respect others & value diversity • Work with cultural diversity
& other information in radio • Analyze & use information
newscasts • Understand, interpret, &
work with numbers
• Use technology & other tools
to accomplish goals
• Occupations, abilities, & skills • Develop & express sense of self • Identify human resources 0.1.2, 0.1.3, 10, 14b, 18.01, 18.02,
• Requesting permission to leave • Plan: Set a goal; Develop an (work skills) 0.2.4, 1.9.1, 42, 48, 49, 18.03, 18.06,
work organized approach of • Self-management: Assess 2.2.2, 2.5.4, 50, 51, 52, 19.01, 20.02,
• Calling to explain absence activities & objectives self accurately 2.5.7, 3.1.1, 53, 54, 57, 22.03, 26.05,
• “Help wanted” signs • Define what one is trying to • Self-esteem 3.3.3, 3.4.1, 60 27.02
• Classified ads achieve • Understand an 4.1.2, 4.1.3,
• Police/safety commands & • Interact in a way that is tactful organizational system 4.1.5, 4.1.6,
signs • Reflect & evaluate (motor vehicles department) 4.1.8, 4.3.1,
• Work within the big picture 4.4.1

• Asking & telling time • Create & pursue vision & • Identify goal-relevant 0.1.1, 0.1.2, 3, 7, 13, 25.01, 25.02,
• Congratulating goals activities 0.2.2, 0.2.4, 25, 26, 40, 25.03, 25.04,
• National holidays in the United • Make a prediction • Self-management: Set 2.3.1, 2.3.2, 60 29.03, 30.01,
States & Canada • Identify opportunities for personal goals 2.3.3, 2.7.1 33.02, 33.08
• The calendar each family member to
• Ordinal numbers experience success
• Months of the year
• Filling out a form

• Identifying time zones • Analyze & use information • Acquire & evaluate 0.2.3, 2.1.3, 13, 23, 50 19.01, 23.02,
• Identifying occupations • Understand, interpret, & work information 2.6.2, 2.7.2, 25.02, 30.02,
• Interpreting movie listings in with symbolic information • Identify human resources 4.1.8 32.08
telephone recorded • Respect others & value diversity (occupations)
announcements • Use technology & other tools • Work with cultural diversity
to accomplish goals • Responsibility
• Medical care: Parts of the body • Provide for safety & physical • Self-management 1.3.7, 2.1.2, 19, 20, 21, 22.03, 23.01,
• Ailments needs of family members and • Responsibility 2.1.8, 2.5.1, 32, 43, 44, 24.01, 24.03,
• Calling for medical appointments self 3.1.1, 3.1.2, 45, 60 24.04, 33.02
• Calling for emergency assistance • Seek & receive assistance 3.3.1, 3.3.2
• Over-the-counter medications
• Drug labels & dosages
• Filling/Refilling prescriptions
• Interpreting a Fahrenheit
thermometer
• Interpreting a dosage cup
• Apologizing for lateness at • Manage resources: Allocate • Responsibility 0.1.1, 0.1.6, 11c, 32, 19.01, 22.01,
work time • Integrity 1.3.7, 3.4.2, 47, 60 22.04, 27.01,
• Safety procedures: • Balance individual roles & • Allocate time 4.3.1 33.02
Earthquake, Clothing on fire needs with those of the
• Eye contact & gestures organization
• Develop & express sense of
self

• Basic foods & common • Promote family members’ • Self-management 0.1.3, 0.2.1, 35, 36, 60 22.01, 22.03,
containers growth & development • Serve clients/customers 0.2.4, 1.3.8, 28.01, 28.03,
• System of weights using • Develop & express sense of • Responsibility 1.6.1 32.07, 33.02,
ounces & pounds self • Self-esteem 33.03, 33.07
• Food ads • Use math to solve problems
• Learning skill: Categorizing

• Interpreting advertisements • Analyze & use information • Acquire & evaluate 0.2.3, 1.1.7, 22, 34 28.03, 33.03
• Respect others & value information 1.2.1, 1.2.5,
diversity • Work with cultural diversity 1.3.1, 2.7.2,
• Use technology & other tools 7.2.3
to accomplish goals
Dear Friends,
e as
Thank you for choosing Side by Sid
your English textbook!
ays
The mission of Side by Side has alw
and
been to offer learners a dynamic
them
communicative approach to help
d in
develop the language skills they nee
daily life, in
order to use English effectively in es and dreams.
and in general, to achieve their hop
the community, in school, at work,
munication,
ly integrates lifeskills, workplace com
While the curriculum comprehensive gra mm ar-b ased program
Side is solidly and proudly a
and other relevant topics, Side by pm ent s in research
fession’s most important develo
that attempts to build upon our pro al seq uence is
text’s research-based grammatic
and practice over the decades. The Its inst tional
ruc
linguists of the 1940s and 1950s.
rooted in the important work of uage teaching that
tho dol ogy refl ect s the exc itin g innovations in communicative lang kill topics
me
the 196 0s and 197 0s. And the 21st-century relevance of its lifes
emerg ed in d approaches
on the pas t thre e dec ade s of development of competency-base
is based standards-based
current national, state, and local
to language instruction, including s pag es.
& Sequence on the previou
curricula you can find in the Scope
guided
me tho dol ogy of Sid e by Sid e’s communicative approach is the
The cor e sational
on – the brie f dia log tha t eng ages students in meaningful conver
conversati ages students to
red frameworks, and then encour
exchanges within carefully structu con ver sations on their
these frameworks to create
break away from the text and use rea ding, writing,
context and springboard for the
own. This practice becomes the foll ow.
, and discussion activities that
listening, pronunciation, role-playing
students
a classroom environment in which
Our objective is to help you create elo p the ir language skills
er – working together to dev
dynamically interact with each oth erfu l when it is
t language instruction is most pow
“side by side.” We also believe tha enc ourage
of humor, fun, games, and music to
joyful. There is magic in the power to allow their
erging language, to “play” with it, and
students to take risks with their em
ir language skills increase.
personalities to shine through as the
believe more
learners now uses this program, we
As a new generation of language ns with
the demands to fill our lesson pla
strongly than ever that as we meet role as true
st also take care to preser ve our
competencies and content, we mu confidence to
of lang uag e – hel pin g stud ents develop the competence and
tea che rs ls – today
lish cre atively to me et the ir ow n needs, life circumstances, and goa
use Eng
and in the future.
e to continue
port over the years, and we promis
We are deeply honored by your sup experience that is
rking hard to hel p you pro vide students with a language learning
wo
!
dynamic . . . interactive . . . and fun
Steven J. Molinsky
Bill Bliss