World.class.1.SB

World Class eie LEVE 1

Student Book with Student CD-ROM with Onlne Workbook Combo Split 1A with CDROM* Combo Split 8 with CDROM* Combo Split 1A with Online Workboo** Combo Split 8 with Online Workboo** Wokbook Teacher's Edition Presentation Tool CDROM Online Lesson Planner Classroom DVD (both levels) Classroom Audio CD Assessment CDROM with ExamView (both levels)

978-1-13331081-5 9781-285063096 9781-13356587 978-113356588-8 978-128549831 978-128541988-6 9781133565796 978-1133-56578-9 9781133-565949 9781-133566052 978-1-133-566045 978-1-133-56576-5 9781133565932

LEVEL 2

Student Book with Student CDROM with Online Workbook Combo Split 2A wth CDROM* ombo Sli 8 wih DROM* Combo Split 2A with Online Workbok** Combo Split 28 with Online Workbook** Online Workbook Teachers Edition Presentation ool CDROM Onine Lesson Planne Classroom DVD (both levels)

9781133-56589-5 9781285063089 978--33565901 781-618 978-1-285419893 97828541991-6 9781133566083 9781133-56583-3 978-1-13356599-4 978-1133566076 97833-56604-5

Classroom Audio CD with ExamVie (both levels) Assessment CDROM

9781-133-565772 978-113356593-2

*incudes Y of Student Book, Workbook, and Sden CD-ROM **ncudes Y of Studen Book, Workbook and ful Onlne Wokook

E X .p A N D I N G

E N G L I S H

NANCY DOUGLAS

I

ass

F L U E N C Y

JAMES R. MORGAN

NATIONAL GEOGRAPHIC

CENGAGE

LEARNNG

Learning·

Australia• Brazil•Japan• K orea• Mexico• Sigapore• Sa• Uited idom • Uited States

Acknowledgements The autho and editorial team would like to tank the many decated instructors who took the time to review World Cass. heir feedback was invaluable during the devlopment of this program. UNTED STATE Touria Ghaffari, EC New York, New York, New York;Olga Gusk, Computer Systems Institute, Skoke, llnos;William Jex, Amercn Lnguage nstitute, New York Unversity, New York, New York; Bridget McDonad, Independent Lernng Serices, Boston, Massachusetts; Saida Pagan, North Vlley OC,

Msson Hlls, Californ;Tara Tarpey, Americn Language nstitute, New York Unersity, New York, New York LIN AMERCA Luiz Otvio Barros, Associa<o Alumn, Brzl Clarissa Bezerra, Cas T homs Jefferson, Brzi; sabela Villas Boas, Cas homas Jeferson, Brzl; Tatiane  de Carvalh, Cultur Brtnc e Americn, Brzi; Rafael Reis Carpanez, Cutur nglesa, Brazil; Janette Carvalinho de Oliveira, Centro de Lngus - UFES, Brzl; Samara Camilo Tom Costa, IBEU, Brazi; Frank Cout, Casa Thoms Jeferson, Brzi; Denise Sntos da ilva, Associa<o Cuturl Estdos Unidos, Brzl; Marilena Fernandes, Assoca<o Aumni, Brzi; anessa Ferreira, Associ<o Cultura Brsil Estdos Unidos, BrzMarcia Ferreira, CCBEU Frnc, Brzi; Maria Regina Filgueiras, Colege Languge Center, Brazil;Maria Righini, Assoc<o Cutur nges, Braz; Bebeth Silva Costa, Betin's English Course, Braz; Domingos Sio Siqueira, Feder Unersty of Ba, Braz; Joce von Shsten, Englsh by Joyce on Shsten, Bral; Doris Flores, Uniersdad Snto Toms, Cie; Sandra Herrera, ncp Apoquindo, Chle; Jair Aala Zarate, La Slle Unerst,

Coombi Rosario Mena, nstituto Culturl Domnco Amercno, Domncan Republc;Ral Billini, Lnguge Progrm Admnistrtion, Domnicn Repubic;Rosa Vsquez, John F Kennedy Insitute of Languges, INC, Domnican Republc; Elizabeth Otiz, COPEICOPOL Engish Institute, Ecudor; Jos Alonso Gaxiola Soto, Unersidad Autnom de Sino, Mexico; Mara Elena Mess Ratto, Unersdad de Sn Mtn de Porres, Peru EUROPE AND THE MDDLE EAST Juan rigoen, Interntion nstitute, Spin; ashwa Nashaat Sobh, Sn Jorge Uniersty, Span Barbara Van der Veer, Internationa nsttute, Span Deborah Wilson, Amercan Uniersity of Sharjah Unted Arab Emirtes ASA Michae a, Amercn ntercon nstitute, Cmbodi; Kirkand Arizona Kenne, Beng New Orenta Schoo, China; sao Akama, Wsed Uniersty, Jpn; Benjamin Baie, Unersty of Shizuoka, Japn; James Baldwin Toyko Unersity of Agriculture and Technology, Jpn; Jontha deHaan, Uniersity of

Shizuok, Jpan Todd Enslen, Tohoku Unersity, Japn; Peter Gray, Hokusei Gakuen Unersty, Jpn; Linda Hausman, Gkushun Uniersity, Jpn;Mauro Lo Dico, Nnzan Unerst, Jpn;Nobue Mori, Kummoto Gken Unersity, Jpn;Yuri Nishio, Gfu Phrmceutc Unerst, Jpn; Geraldine Norris, T he Prefectu Unersty of Shizuok, Jpn; Christopher Pipe, Tkushoku Unrsty, Jpn; Michael Radcliffe, Yokohm City Unersty, Japn; Jean-Pierre Richard, Kanagaw Unerst, Sophia Unersty, Japn Greg Roault, Konn Unersity, Hiro Schoo of Management, JpnStephen Ran, Ymgta Uniersity, Japan Gregor Strong, Aoym Gkuin Unersty, Jpn Michael Ysui, Tokyo Metropotn Uniersity, Jpan Sun Mi Ma, Aou Unersity, Kore Palarak Chaio, Ramangal Uniersity of Technoogy Surnbhum, hind Krishna Kosashunhanan, T hNicha Institute of Techology, T haland Jonee de eon, Unersl Engish Center, Vetnm;Ai Nguen Hunh Thi, VUS, Vetnam

We would also le to extend a special than-ou to Yeny Kim r her many insighs Her thoughtul conruons were a great asse an wll be el by stuents an eacers alike

Who is the word's mo typca uan?

opa vaaon enaon

Ponuncan: Ring an ang inoaion

Ue of Infnve an Gen

A walkng o of Bejng

Reiew o Fuue o

The aiy enegy aenge

nfnve Copleen

nevew  a ala ban an

Puii: Se ange w pefxe an ffxe

n enegy quz Prnuncatin

Heeonys and ses shi

e o of Eee Dene. Yobe eaon

eope who hae bea

(ersuade veb, want veb believe veb an make veb)

debia lauses

Thee is n need o pan

Aeve Clae w Sbe Relave onon

Conveaon a a oppng all

he odd

e Dbai Soppng eval

Pruiio Inonaon paen n elave ae

READING Ceopatra: The Search for he Las Queen of Egyp

aling oubadour

An nevew wh singe Jason Maz

Plugging Into te Sun Why

WRITING

SPEAKING

Wrie a personal saemen as pa of an appicaon

Ineiew o be a cuura ambassador

tate: Wriing a pesona saemen

tate Responding o quesions

Wre a descpve paagaph abou a pace

Ceae a bucke is o hings you wan o do

tate Ceae a mena mage

tate Making suggesons and givng advce

don' we use soar enegy more?

Wrie a persuasive paragrap Persuade an audience ha pesens and jusfes your o make a change poin of view

tate denifying key deais

tate Being persuasive

ip op Goe oe

We a pofe o a person ha you admie

A suggng appe in Aca

tate Paaphasng

Anayzing a musc conac tate akng pros and cons

Eeret' Deadliet Da wo eams compee o reach he summi firs - wih deady resus

Wrie a sehow of insrucions describing o do somehing

Dscuss a dfficu environmena issue

Ee Soe el a Stor

Presen and deend and argumen

Gve you opnions n a shopping and ashon suvey

tate Making a successfu agumen

tate Reacng o someone eses pon of vew

hey say a o abou us, even when wee no weaing hem

VIDEO The Human Family Tree

Barcelona's Street ife

We Ned to Be Leae Ouelve

Sog under a Big Sk

(exep) Pofie o rs snge aa 6 iond

Surving Deadl Everet

tate tate Reaching a compromise Epaining he seps in a prcess

How to Spot a Fake oi Vuitton Bag

Strategy:

Lstening or connectons between deas

Text messagng durig class

Past Modals

Problems th posting onlne Sy: Deteinng a speaker's atttude a: Reducton wth past moals

Three of our faort pets

v   V

Bonobos Huans cosest relate Strategy:

Detectng uncerant

Brain teaser What do ou know about the bran and decson makng

he Condtional

hee eerda decsons

Badthe weather on outh traps Poe octor

Phrasa erbs

Reactons to the weather

Faorte sports

Reported peech

An nteew with a rfss thlt

READING One Foot on e Gas:

WRITING Write a leter of complant

hlden of mgants dscover Amercan car cutue

Nowhere to Hide

What happens when our prvate ves become pubc

Orphan Eephant

A center n Kena resces. ehabltates and reseaches bab elephants

VIDEO

SPEAKING Consde the facts n an mmgraton case

Capial Bikehare

Sy: Pesentng facts and announcng a decson

Gve an opnon on an event

Evauate dfferent suveance practces

Precing repuaon onine

Debate what to do about thee anmas at rsk

Geat Migration (except)

Sy Wrtng an effectve onlne post

Wte  nformatona bochure Sy Gettng the eade's attenton

1, •

'

e Teenage Brain

Wh teenages act the wa the do Sey Recognng cause and effect

Storm hase

centsts rsk ther lves to gather data about tornadoes Segy Makng nferences

The Spirit of Kung Fu

A haon master faces the wold of kung fu

Use cause and effect to expan Anaze how ou hd  u a decson oud 

oral Dilemma

Sy howng cause and effect

 Tought groups

Descrbe  tme weathe mpacted ou lfe

t

Whch weather sto s fase?

Snking Engand

resent an actvt

Alan Robert, "The renh

Sy Incude fguratve anguage

Wrte about mporant quates

Siderman

Sy Wtng a tmed essa Sy peakng from an outne

The first half of each unit leads students through guided and communicative practice to master target structures.

Cleary stated Unit Outcomes provide a roadmap of learning for the student Stunning images and thought-provoking questions enourage earners to think critically about the unit theme

Relevant, high frequency vocabulary is practiced in contextualized exercises Pronunciation boxes offer support and tips as wel as cross reference to full explanation and practice in the appendix The Gram mar section allows learners to refine their grammar skills and practice the grammar through first controlled and then openended activities

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0 - . _    

c ·    

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.  1 

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Listening activities encourage earners to isten or and onsolidate key information, reinforcing the language and allowing learners to personalize and think criticaly about the information they hear

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· -�·"  •,  .  , �    _    '   . _

The Conneions section allows learners to synthesize the vocabuary and grammar they have learned through personaized communication

The second half of th unit ocuses on skil-building and comunication. he strads buid on one anoter with a ina communiative task before Expanding Your Fueny. For this reason, the order o strands may vary frm unit to unit Learners navigate interesting and relevant readings from Naiona Geographi through pre, whie and posreading ativities,heping

_ - . �:·=

. _ ->  '·   ·' �  1=:_   ·  ,_      "_        

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t  =  ,       

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        1 !: �  =             ·- 

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The Writing setin incudes writing modes to prompt learnes to compete a functiona piece of writing and aso serves as a ulminating activity in many units The Expanding Your Fluency section alows learners to apply the anguage tey ave learned througout the unit in reaworld tasks and oers sefassessment checks.

tasks in pairs and groups Where appropriate, strategies are provided t ensure students successul communication he Video section brings te word into the caroom wi autentic cip, including news stories, PSAs, and Naiona Geograpi documentaries.

                 -       

,   ;Rr_·       !;: =�:    =�_"7-'!:.               .  .  _. - 

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Descbe te most typcal person at your school o you it te dscripton o t "most typca eso"? W o why not? ell a partnr. Te c erso  s scool s eee 9  22 as old, s dar ar .

a   c g  ccessf; xc e e e  ece  ce g xc ava     q   g  g       gge  k      - yea - da J  incom, bov/blow , _ 

    s   g  sg cf ce  a ec fcs  e g g zg  a  c ccesc  es s a sg e s s ccesc   person or thng • · {ical - day - studen \ :pat  ehar '-�

B O ou plnet o sen llon pople wo s th most tpcal human? In an amtous eort scentsts set out to lst th tats o t most tcal uman n Guss what t ound. A aI Eg  avIa  1 k   S C I Fec .   I  3   0 I 0 I  0

4.  I '   c  5.  I '   k cc 6 e   g c I     I   c

 o detemne what te aerae human en on ath loos le scentsts ten collected potos o 9 o th wolds most tcal o r comnn the hotos electroncll te scentsts am p wh a a a loo l o o  poos on  n op  p u: W hoto s t? H s     s  c es x   e  x

 sasuawoes?Mao a ca eaceseece -4 w a exlaao n a- •A ha Use hdoe cawe ow o el aou  oua'xlsao . DanDan wasive liivnnErg noeErfooper twatothyeare tism e 43 DanDan hashas blvedeninlvEuringonpeErsnocep 200fo two years .a. Dan maydoesvesorintmayErveootpi Ernowlivoepeinanymor Erope enow  upQ Tt nsPtoe Usnow. nfoertam("teimUs+weatperh tiho(ebdtpethofnotatfethasctimeteome sandewis ttoohdanthesendcsrmbap"te pasmfet

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Review of Past Tenses

therteogetforhaeryear  time(som t:Useseinfoferracte o nsUseompltieeexprt ens tihoenspaslt at a specfc r-WeHe k an not beomplet . ssee fworhongothe snig plpase tpasacttiotonsdesthcatibmae whator aywas J�k ally yester ay go ptinteogeprnowon when mplt thpasatinrethlocc aetpase toreandd.he prones ntn Usnge We I yothkpar everheretfo= rnaolyearoretgegeswhene we  eansanionstfholeirUsacte fonsnr acni thitohensespasbegn event  y      ; k    t o h  In spoen nlshUs the verb e to emphas s almosztealthweayslenga onth ofranacon Reet She   orf an hor  B eeadb aouaeLi a.eseCol s. ee eac seece wh e oe as o o h e ed

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eare ta last sume

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a ya ago,

the ote day

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ed

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onths

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latel entl up to no during te last t this week. t be

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  

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(O wi2thathtesn)paretsHefo(r5a sytaarto) t___ oeHesgeave(1foney tve )graaHesmata(lio bsnve)henesin(sthwmove) ethortwos totwhherhere everpeop h saene n when a year ago ne then he(8ewor(6He )e)never (9 soe)for2a atr(g7e teohse)ompany n hs fe ast year h (0 rn) ____  n h s f  r s t ar a t h on abotHe av(11neetg a aby) _ s ago hey (12 ta) __ n th n thyeas w f two yeahe e dd he e whe e

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Nowe saase'sououcaeoau!esade ahodees, equesell ea osoaou eacLlae  aouh;Yctous�WAelesi92, us:g    .U auae   

3

generation  pd   (b y y)  k  chld   p d    l

A

reseve    p   u

L   . Aw  q w    W d y  b y my ? T y p   2 H dd y l  m? H  y ly y b pd?

B

O

L    f    M  f      Ne Fai ree  O   my  d   l y pd p d d   y  m ll   ld O  b   d ll    y   m  y l A family tree is a diagam that shows amily membes and hei elationships ove seveal geeaons. Typically, the olde generations ae at he top o the tee and he yougest reatves ae at he botom

IP   d  d   pd Rpd m      mp d y d py  C

O

w d   w L         O   x

D

  f q   w      d  

 q w    0      

_      b d    m

 H dd y

  l 

?

 d py  mmbp 

 W  y ?

        3 W' y 

  d     

?

4 H y  UCII    p     d dp   d    Sp 14   m   ni 

5 W   my m y dd  ?

tJ

4

?

A

You are goin to watch the video The Human Family Tr. Coplete the sentences with the correct otions. 

dm



 

S  (1)  w m q O  l   Nw k y   l DN ml m ole m l   wld d Td Edo  d  bb        DN  om  w m w b   Wl   b bl    ml   bk  ' w  m m? d (4) m (3) (2) d wl  l  b  "m m "? B

nswer these uestions with a paner.

•

1 W    d DN   Nw    W   k  wl l b  "m ml ?  atch te video ecide if each stateent is true or fase hen, C correct te false sentences to ae the true xpain our • answers to a partner     5 6.

 k m  : W  m ? ly w    ml  b   w  DN  k  bk  o wl  W    kd    dm d  O  dd  d     l w  b d

     

F l F  F 

VIDEO GLOSSARY

adapt    de o bao o  a dee a genetics e d o ow ean ae ( e lo ha lo

d k ol)  ped o e ee   e b ou e identical l e me



uarze the video in our own words Use these uestions to hep ou W w  W w d  d d w dd  d ? W dd  d? W w l   d 

Ask

Who We Are

5

A •

Read the tite of te passage and ook at te potos. Wi a parner, make a list f everyting yu knw abut Cepara Ten read te passage Hw many of yur ideas were menined in te arice?

KEY

j

/]., -<:

,.lre,·n

s·�

til

I

Cyrene •

B

Next t eac saement write e crrec eter (T F or P) Underlne e infrmain in e passage ta epe yu cse yur answers

Omi

I

I 1

3



t CYPRUS

LIBYA

Ok 30

T = denitely tue P  possbe, but ot 100% cetan F  defintely false

PRESENT-D BUNDRIES SHWN NGMAS SRCE: DNE W. RLER, H SAE UNVRS '

eaa  -



hd o hde

w Geek

6.

w ed y  ke

3

w we-edted

7

w hooed y the Rom fte he deth

4

w  et wom.

8.

i ied er he t o Aexdi

w Egyt' irt qee.

2.



Wy ae ese numbers and daes imprtan  Cepara's fe and e searc fr er Wrie yur answers n aner piece f paper 9 BCE

4

8

22

4 BC

30 BCE

D

se te informain in ercises  and  t summarize Ceparas ife



Make a st of 46 ages numbers and dates ta are imprtant in yu ife se tem t e a partner abut "w yu are

•F

Is ime  sep ut f yur wn identiy and in smene ese's Ge int a sma grup f 3-5 pepe One persn is a V al sow ost w interviews popuar ceebrites Te oers are tdays guess n te sw; yu ca cse fm Ceopara, er brer emy Juius Caesar, and Marc nn. ou are ging  creae a 2-3 minue rlepay •

rt ome  with  teretig qetio to k the hos get Deide how eh get wod eod Ue fomato om the redig d yor mgitio to he o

•

reet yo oey to othe go.

Ak

6

Cleopatra's kingdom at geatest extent, 34-31 B.C

5

1

 1

9

20000

1

The deadly snake sat in its case. "Bring me the basket!" Ceopatra ordered er servants Roman soldiers were invading1 her countr, and te queen of Egypt would

20

 the te he bece quee at age 18 gte  the wd's rchet twas  troube e Ra e wa g to vade Ceatra w  at war wth he yuer brothe Pte  st h Cetr eruaded the R geer Juus Caesa t he her Wth Caers he Cepat deeted her brther er as heed eatr reseve gts deedece r Re e rte s bece  cue d t ge 22 Ceta hd   Aer Caesar deth  44 B Cetra et ther werf Ra Mrc At e  evetua hd three cde ad r er the ught to to R o vdg gt I the ue  30 E thugh Re w the th ccetdeeat Marc ty ad etr ed theseves Cetr Egt at hroh (rur)w 39 ears d 2

0

rather tansnake live as a prisoner. picked die up the and let it biteCleopatra er. Within minutes, se was dead. s stry has been td r cetures. But did it reay hae? ke s mu ch abut Cleatra,  e nws r sure

Tee Qee We ow tte bou t Ceot r but oe rato bout her h uvved We w  exe tht he w bor  69 CE to  Gee  ho ued Egpt  er three hudred e rowg u  Aexdr etr tuded cece d th She as eared t seak seea aguages cudg Gee Lat ad gyta

3

3

Erasing the Past

er Cet ded the R veted egatve tre but her d detoed rt wth her ge  t e ddt wt g t reeber ther e uee Ove te thue o destroed budg d the e rud Aexd oe Wth  ew hudred eas t o Cetrs wrd w ed4 ude wte A  resu w ow ver tte but ho Ceotr ved  exct hw he ded thug tore e debe he as beautu we dt e w wht he ed e e Seach Begins ut th y be chgg oda cheogsts; have started echg the edtee er exd Cet hoe S  the ve bught u 20000 bject  the e M rbb etd dug eot ete O d eb other cheogt hve dcvred ew tob d ther e g tht eoe ott  be bued ther "M dre  t d  sttu  Cet·  oe exrr S  hweve eth ech h octed Cetret ' invading entering a country by fore wth an army  persuade o cause someone to d something by giving good

3 reasons fowin doing t defeat to a victory over someone in a batle o game 4  under the ground and coveed with eah • archaeologistsscientsts who stuy peope and societies of the past Who We Are

7

 •

   hn sss h  pn Wh s  ll bss ? Wh psnl s shl   ll bss h?

Be a c bassador i AuJtl utr uur xcg X   t-ot rogr r o o t to ro tr g r out otr cutur  c otr ut tr o u  t ror t  cuu o   rr o our cout ou  r rou utr  t oc coo Yo'  to otr ou our coutr  cuto For or rto  to  ot our co t Xu.g.

B

  ppn  hs psn pl ns 1- n 5)   ppn AUSTRALIA CULTURAL EXCHANG

SECTIO 1: STUDENT INORMATION ame ae (, imdde, a) iy

L��������������

-mai adde

'���-

ae/eiy

,-=��-= ��

y

�

SECTIO 2: EDUCATION School

Location

Dates attended

Mj

SEIO 3: LANGUAGES AND TRVEL EPERIENCE aae y eak ea died ave eeiee (dmei  eaa) '�����-

����������

SECTIO 4: ACTIITIES eae i ay aiviie a y aiiae  wk , mi e Acivity

Years/months doing it

Hours each week

Awards won

SECTO 5: PERSONAL STATEMENT y d y wa  e a a amaad y wd y e a d e ai wi ea ai, da, , ad ei y av

8



 ns ll  pn  ls n hn b slf f h f h s f ns  h



ln hn n nh  f n n n  n  h

U 1

Writing Sategy

Before you write, read the information about the school or company. Whatquaties are they lookng for in an alicant? Next write down the fc about your ersonal exerience. Fnal write your statement and show how your background makes you the kind of person they are seeking Pay aenton to the use of ast tenses

A Personal Statement

A H

Writing a Personal Statment

Read ne student's persnal statement and answe the questions.

T t to b  cutu mbssdo bcus I'm tstd  g �t paaraph: Expl ain wy yo ae appyn.

 A      \: _  z  v  I     v  __ TP e se  e     ACEX     ws (e, capoeir)  e T          naa   eae           Iv         C   z                  v . O        A          z  j      E v           E      S I v v v  z Iv   v     S .  v       .          v-      A I        '                    !

�-

1 D  ca  b esns k  Sc 5 f  c n 2 W  b  g c ba Wy  y ? B

N     n e s na satement •  S -4 f y c n a W f    ce   • Lk k  y  f   Exc  n a  cb y? Ic  n  e

c •

cn as  ane sden t Rea or  ane saen s     .

.  .

•

•

J

A

Imagine that you work for the CEX program. You are going to nteview people who have applied to be cutural abassadors n ustraia Read the questons below Then look back at the applcaton on page 8 and write six additonal interview questions on a separate pece of paper Remember: you want to learn about the appicant's background , education skills and acti vties n as uch deta as you can You also want to know hy the person wants to be a cutura am bassador 1 l me a lile abo yorelere a yo rom? Have yo ver lved or raveed aywee ele 2 a are yo obe How og ave yo bee [do ha obby] y did yo decide o do i

B Work n pars One o you w ntervew • the other, usng your questons ro xercse  ake notes on your partner's responses Use the expressons n the Speakng Strategy to hep y ou



P Hr io a ome el rom o el orla addioa     

l e mor abo  y dd yo decd o   a dd yo a ro  y  _ mora o yo Hav yo evr 

\h roes and repeat xercse 

Speaking trategy

Responding to questons I mm   r  a rw, cally wh y'r ak a ffl . T v yrlf  l m  rar yr awr, ry h raJ   hm! Complimenting the intervewer fr asking the question (ha a)  I ra . Im la y a (m) ha (). Showing your experience wth the question

Aal, I b a a  a m. I Pl a m ha  a l ha r r b a ha br Rpeating the question

Iwr: Ha y r ral  yr ry? Irw Ha  r ral  my ry? Wl,  I ha b 

Before You Play •

• Work in a group of four. Compete the uestions on the game board • Take ten smal pieces of paper Wrte T (true) on five pieces and F (fase) on the other five Shuffe the paper and place them face down in a deck • Put your markers on SAR

Playing the Game 

F  c H=   q =   q   q   q •

urn over a pece of paper; don't show your group If the paper says T, answer the ueston truthfuly If it saysF make up a answer Return the paper to the bottom of the deck



E erso ll sk you oe ollow-u ueto t determne f you are tellg te trut

•

ina, each person guesses if t's the truth or not f most peope guess correct you stay where ou are f most eope guess ncorrect you move forward oe space he first payer to reach NS s the winner! 10 ave you

11  What were you

12 Wat book are

1 3 ave you ever

ever (e) out of te ountry?

(thnk) about when you (wke) up th mornng?

you redng now and how long have you (read) t?

(meet) a famus peron? Who?

-

I

1

� 9. hen was te at time you (get) gy

TAR-

i!• !,

:

7 Wt (do) + 8 ave y ever (by) you do on anythng exenve your last day off?

6. ow many tmes + 5 hat were ave you (move) you (do) !: in your life? between 6:00 nd 0 m t night?

1  When wa the ast tme you (eat) somethng you didnt ke?

- 3. Who were you � 4 ow long et to ave you (study) (st) n cass yesterday? nglsh?

1

'

FINISH

2 ave you ever (vst) reatves n anther cty?

.-

 w  y c   c   c   (   ) __        q      z  y c   y     c   c q Who We Are

A

When ws the lst time you went on vcton? Where dd you go? Wht dd you do?

B

Red te descptons of t hese vction pces. Then nswe the questons wth  pte

•

1  s ec ce ko o ")  c o  o  ec 2  ce o o os ke o s k ec ce  oe o eeece Ex o ses  e o dee ab es o ec o e o a  o ke sks   aa o o  o co  oole  eese e e eeeces aa e el o z  ce, esecl   a e  o e es old-se      ce  lce loco   ese sl a e lce o'e o o  a cl  ecel

-W

PONUNCON otie how  s ecs e ess   wod:  + io; e c See pe 145 fo ore oo o ses d stress

French Aps •

What do you notice about may of the words that follow

? ,       What other word come befre

 

What other word  before ? A    ,  

Kalaau Vaey (Hawaii) 

This valey  accble only  ot (wen e ea re ra qu n me) or by way f e 18-kloer Kaaau a he eote valey  nown o  tp c and dere letion o pla   . I'  g   et wa fro  all

Antga, Gatemaa 

 f    f  d S  d rl a t o  Aa    � v t   r   xl   r   ry a     t y

Thn out  popu on spot tht you now we ll. Tel  prter out this on spot usng the vocury from ths pge e sure to epn wht the estintion is nown fo  nd wht one cn o there 14

-

G   o o I ke  Lk ecse 's ccessle o

ILtawast ssugrmmeeatr I went overseaslife in a smaElngltoiwnsh. AtIlaTnhodeoirsmfoairtlwatohriwnensdlttahoinseoguafshaaummmegro�de wafosresnekexnttiiyealnr! inwiEntglrish 

Uses of Infinitives and Gerunds to study 1 pp  to experience 2 ajv+ v to communicate 3 ajv   Leaing

it+ be+ too+

.

4  a p+  5 av+  .

6 vr  pp+ 

-



hiking

goinf bac

verb+ preposition+ gerund: eam f-. k fwa - la - ak a- hk aadjective+ preposion  gerund: afa f- exe a - kw I fam f- eee -



R a        C             v   Las summer ,  wen o Ily w  ren ( en) __ th Vnice Intetionl Ar Exhibion It wa wodeul (see art fr  e he word  s  beatiful tmosre. Ad while (3. vsit ife .t�- xhbit  eeanng you coul't do   day lng Th a  ot  s! O ds when we were to exhuted (4 o) -- my fried d I wod ake a beak We r able o  away (5 eoy)

soe ecous Ia cse oo Ym Ive b tersed  saba (6 dac  _ fo  og ime so (7. ) __ o de Janeo o Naol Samb Day sous like   o fn Frs you da in th cenrl tan sato. If you ang o (8 ace some mor gt o a "paty ai." You may thnk he tran  oo cowded (9 eo youl bt thees le music an eeyoe hs a gre e! Te rais siio  the suurb ghborhoo of Oswalo uz Peole go ee(10 her fee ncert

 w       C                        o     k fo ...   wa th bt prt  o tp

 w oo  o we we wee here t was get o ..  pa on ... The World

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A Hw muh d yu nw abu Chna's apita y Bejin? hse yu answ es 1. Wa des e ame mea a Eeral y b Nrer apa  y f Kw�dge 2 Te Fridde iy (pcued) s a ppuar urs desai a.Waa marke wa rplagceayb. a arge cemeey  a paace 3 Wa s e ckame f e adum u fr 008 Sumer Oympc Games Power Paae b Gde Egg  Brd Ne  Lsen  a wan tu f Ben hee ae eht stps   i,:� O n the map, wrte each a n nex t (a) n eah bx.  w abbeiai  mb  ee I We yu ave t wie mai qi  Mae a we y tae e i e  e abbeviai  ae ymb  neestin fatsWa e yuaeanmid nbe eah a paaewai t Listen aaiexam n ande: ae nesbn any  thns O re yur nes next t b) n eah bx Being

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be, building hote bra museu paza.

bookre

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(a) writer's home (b) famous 20th-centu writer see his tudy & libra

(b)

GAMAN HUN -

GANYU HUTNG WANGFUJIG

 _ b-

JNU HUNG

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a  b)  a  (b) 

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Using your notes, take turns tellng a partner about each place on the wakng tour. Sa what each

D pae s and ie at eas ne fat abut i ih pae wud yu be s n eested t it? U 2 16 a

A

You ar go g to m ak yor o alkg tor Foll o the st eps b lo  Whch places in your city r re would b intrstng for toursts to vst? Lst as many neighorhoods, strts, or ars s you can 2 Work with  p artnr Cmpre your das in stp 1 Tgthr, choose one neghborhood or ar to fetur n yur walkingtour

• 3 What thngsa chart can popl s in ths re Wth your prtner, think of ght das and crate usng do thnd ctgories blow.  a  : l S •





S



4 Choe six plcs from stp . On a seprte pic of papr you should ch drw a map of th area Numbr ch plc 1-6 but do not wrte each plce's name Make sur you ch hav your on copy o th mp. 5 n aothr pic of papr crat your walking tor. ake nots for yourslves about th plces on th tur ncluding one ntrsting fct bout ach loction. Work togther but mk sur yu ech hav your own copy of the tur

•

IP Usng adjetie an ake ea lae n y  n e _ interetig hink  ajee y can e t ee eah ae

B

   a e ae Reay e a  e  e a eea Tour Guide:Give

yur mp t yur prtn hen strt yor wlkng tur ourist:Lsten t

yur prtners al kng tur bel

ech tht dtnton ( 16) tells n th ntrstng fcs yur prtner yump. abutNote chny plce         .           luu   l k      ll       l    ll l l u  ull            l ll u k  Hll.      k  

A You ar going to read an ntervew wth snger Jasn Mraz. Fist, •• read the interview qestons bew Wth a partner scan each of Mra's esponses n p 19 Then wrte the lette of the qestn n te box beside each respnse (One o the qestns is etra.) D   o yo ook o    y  yo  ®

 yo ?  yo   E Pood  o o ooy y o o y  yo  o ? yo ? F  y o   yo? C Ho o yo    yo m? B

B Read te ntervew Then read the stateents elw Whch nes appl t Jasn Mraz  O I  y o I o y 2 D  k o  k o o   o 3 D  k o y  mo k  y   4.   k o  o my  

    m o  k  my o  o o o  y o   65. D o  Wh is ach pace sgnfcant r Jasn Wth a paner • discss at least one reasn  each lcatn  N ok S Do    nd a rd or epresson .. 1     m well-known buildings or sites 2     m to finally arriv somehere aer a while. _ to hu  m    m done in a_ sudden or unplanned wa  43..   5     m sh and nervous _ 6.     m a person who doesn't belong to a group  7     m choose er carefull; not eas to please _ 8     m a wa of seeing or thining about something  9     m being alone  Ask

Aswer ) Look k       o   o yo? B.

�   om o yo o  mmo 18

Unit 2

g A

�

-

-

-�

bucket list

:

a lit of persona goa or hng yo want o do or accomph n your fe

Read the note in the box about a bucket list. hen create your   own list on a separate sheet of paper using these categories Wrte t east one goal for each category  

Te

Hoe  Iee

o  Cee



Peo Le

  to  to     to v E    m B

Work wth a partner get adice on your bucket list Follow the steps below  hen switch roles andtorepeat the actity

•

.

Speaking Strategy

Making Suggestions I Giving Advice

Oe/Anoer n yo od do  (infnitive) . WhaVHo abo  (gerund) .  Have you ou abo (gerund) .. ? Yo aked abo (gerund) .. 

Student 1:el o e  lle o o o  o o  o o e oe

Accepting Advice

e o o e' o   qeo o e oe Ge o e e Ue e eeon  he o o el o

Tak a a ood dea OK, I' ve  a ry/ o a make ee

Student 1e oe o e e o pne e o Yo n e o

Questioning Advice

qeo e ae

I ou abo do a bu  One probem  a  

Student2:

Refusing Advice

m o e a od ork or me. C

Repeat xercise B with two new partners 

•



D

J

Share your findngs wth the class or n a sa group Answer the uestions  1   e e e o o? y wa  oo e?  c o o cae ols  o  w e o ee



'

A

f 1

Yo  og o   vo o    Bron    F,  o  o (ot g)   o  qo: 1. hat do you think the street looks lke? Descrbe t n as muh detal as you an 2 How o the speakers eel about Las Ramblas



 o  o  qo   r T   vo   o 

C

W o  fo   o Bo    W  vo g        -f) Fo o  o  o   o  In soe ways perormn outsde s better than n the theater . here's derse theater and musc rom all oer te world here c heres somethn happenn at any tme o day  My le mproed when  moed here rom my ountry  I you want to hae un ths s the best street  maybe n the whole world f he aton s out on the streets 1.

2

4.

3.

W       o oo o   Ex  W e vo g     o   o  fo   o    of 1   o    . D

ould ou lk to st as Ramblas hy or why not? The World Awaits

21

A Descriptive Paragraph A

Read te bog post. Then complete the steps tat oow.

Abram Recommends: Las

Ra�I[f

  i  iri r i Brc  rac u f viior vry y A ur f i k L   fvori f  uri d oc  id r, for x, r i i r  icurqu uii  r urd f yr  I y c,  ru i cr i corfu i  oic L  i  k fr i ivy  fiv  Divr rou of fo fro  ovr  r f  r Dy  i,  r i iv i  ii  dci  ri i ir o d fi, r   i  f Bc r ruc rk: La Boqueria. I'  rfc c  ick u  ck L   oi fr vyo, u  r c  crd i uri, icury i  ur Pr f   c    i y  i u i   vi i r fr k, vr   i  f  rii r f  ciy  iy rco i! 1

'tiles and mosaics

deorative ceam • sy dt, unafe

2

1 C    i ifrio fro  i Things i Las Ramblas you ca ..

  •

B

t f pepe ptreqe d

 ouc

2 Wic jciv   rir u  cri  ? Circ  i  rr Wic  r iiv Wic v  iv i C yur r i  rr Read te nomaton n the tng Stateg hen complete the steps that ollow  ik f  i i c i  c iy r  y ko  ( r, ru, c, r or ci) 2 Wri  ik  i Exrci  i ifri u your ac  i rv civ 3 U yur   ri   � of yu c   ar ic f r   M         show    tell    F          ;       Y     vz        v  rv  OK There are mny trees nd old buildings in Ls Rmbls.  The

Writing Stategy

wide treets e lined ith tres nd picturesqe buildngs tht re hundreds of years ol. s Rmbls is lso known r it lively nd fstive tmosphere Dierse groups of performes m ll ove the world fill the streets

            C

change papes wth anothe stdent oes o patnes wtng oow the tng Stateg



22

Unit 2

A

What kind of traveler are you? Mark the atvtes n 1-7 that aly to yo. Then answer queston 8  I'm  c, I w   1. D g w m  c  x   n p 2  p    3. D  m m   x p 4. D g gg   5. D    mg 6 D     ppg 7 D   c c 8.   w c      c

B

Some Popular Vacation Activties suing playng golf waterskng mounan bng swmmng paragldng sunbahng skng snowboardg hkng

Wrk wh  rr

•

: Y   c   xc c   p g     x  A  ccg*     c  w        U    Ac   g   Rp   ccg c b ccpg g  g H C: Y   ccg O     p pg     x w A b     Sgg pc    g      Dcb   c pc  m C

h ls  r vy B 

•

G      -

-· 



Y m g   cp    m g  g     

a how w    hs s   sl  -5 ( g h st) _ s dsrtve lnu ecvely  use erud and ntve strutures to desre eerenes _ ak ravl ratons _ v at d queston dv

*concierg a htl mpy wh ps uss aa hs (ss ps, ha kts .)

The

 a

A

_ I rvere -ac (ofsomhith-thng),fo  dcon,  Put you c in -.

nsume to , pcialy i larg aot emne to ov ohig iy en th who of otig enee to ak o podc j to pit

ee o ca otig o ov i th oppoit dicto I un u   ohig (p) coty e th oigi or tatg pc o othg - su  o g·iv a aot ; provid

 n to dd o or  ees th pp ho v i a crtai pac (h, hbohod, cit, tc.)

ssn ogatg o ood  th virot PRONUNCIATION o tha h two wod _ a dfft We' launching the PROjed next yea They proJECT a 10 percent increase by 2020.

Read the energy statistics Use the word bank to help you. Did any of the information surprise you? Why?

F o ioao o hto ad t ift,  pag 146.

Oid you know? • Ho po cod at 20 pct of h  gy hat dv pd o   Wd pow od p py orty ti  o g tha w co  ow •   of ight a ppy th wold with h gy fo  ti ya  ola rgy ita of foil ) co ao hlp v th ffct o la wig • ol, th a gt c f ctric pow  oa a b  d i  thid of th wod'  otri • Expt pro ct that ata ga wil podc 26 pt of th wod gy by 2020 •  owr o liv  ig oil i ot taabl ad xp pdct t wi  ot i t xt ct • idt of ra ly o ar powr  78 pct of th global warming an incease in Earth's oy ltity o o hi y or or tempeatue cased by buning (ol, gas and coa) tha ay ohr atio i t old

l el

B

Which words frombox. the list go with eeg? Compete the Word Partnership



Diu th qution with  prtn



:    r_ out (of),

ene ngy s___

s :

\

'

A Choose te bes answer(s) or ems 14. More han one opon may be possble hen expai you • answers o a arne 1 : Do o  o   ov? B: I c' _  vg b I  I gog o d a I dg c.

ok coI gof o k  o   dc fI  g  bk bbI oh 32 aE a  gogo 4    ooo,  o  a  v b I b vg Review of uture Forms  TOEFLSd  Sd f  -· !    TEFL  dco -· � o 040 Et  are   ov 8  o o I'l o     o ogG f  ovI g8 o o o I fog sooE   d o 040    ogog f co W oc will

will

 Comee hs qz wh an arorae re rm o he erb n parenheses hen as an answer • the qesons wh a arner.  Wc co 4 Wc co co  o  50 c of g    f?  c o o f d fo co   f?  Ud S a b Id J a co b  2 W o c co g co  o So ?g  Go o go d   c cHo a d b R v fc c of  cs o fo 3 W o co o g   c  co      o d ?  ogo g? a 7 c b 7 c 7 c a cd b o Rc  Ud S  sss ese preons wh a aner o o aree wh he saemens c.

c.

c.

c

c

n the future ..

 o   dvg god c o o   o c g

 co  gog o  o d Yo o   The Geat Enegy Challenge

27

A ook t these two groups of erbs in bold. What do they mean? Discuss your ideas. •

1

I'            M      I    T   v,               ,        v   !

2

B Youre going to iste to the introduction to a V program What do you thnk its abut? • el a aner hen isten and compete the sentence in your own words O

Te

 Our Gn Pnt       _

C iste to each perso heck () the energy-sang actions that they are taking. 0 The Novak family

The Noguchi faiy

              v     

     O   v                   O             

The Perez family

 Look t the items in Exercise  that you didnt check Why doesnt the famiy do thesethings?  isten again and take notes using the paern beow hen expai your answers to a aner O  _    _  Ask Aswer

 8

U 3

)  N        H  

�         v    

A ea  e rvey ane n nrne any r   kn Ten c e rvy a a ca. Can yr caae exlan e nlar r  ?

. 2. 3. 4 5 6 7 8. 9.

 Elimit t st h cica houselaig pducts  Bu ol lol md o gw poduts _ Rest th ug to bu  itm t ou dot u of  at  gt dit o da a w  Gow ou ow ood _   t    d h     Use puli tspotto  s th tms  w __ Uplug ph chgs w th  ot  u  Gi up bottl d wt fo t wt

10 u offtheglss tapwh ou'e bshg lium patth 1. _ _ Rl  pasi  adou 12  · Elimite th us of pli d pap bgs  we shopig  Wkn ane ake e vey v We e eer   aeen  (, b, , d) nx   a e n  enery e rvey. a  do ts d . Ill  to do tis  th t moth

Chicago waternt

. I'm goig to do is som   ute   t do ths I ms impob

 Care yr ane  a ne. H ar r en are y? Lk a r n  nr n e eery e vey Cee ee enence an ak  yr erna enery e a S   one    ----------------         ________________              _______

The Great Energy Challenge

29

A •

Take he quiz and compare deas wit a pane. Ten san te reading to ceck you answes

SOLR ENERGY Quiz 1.

he s eeae oe eey tha

T

h c e 2. Wle, s elecicity  ce T  l eey 3 Sla eey eeaes a lo of pollo T  4 Sa eey c oly be use i lace h e  l o ulih all ye

F

F

F F

B

y  en't we using sol ar owe moe? List soe of you  deas. Te n read te assge to ceck you aswes

C

Read the pssage agn. On a separte piece of aper list t least two dvntges and two disadvntages o eac metod o gateing so energy (steam generation nd PV anels)

Reading Strtegy

Identifying key details              

  advantage, disadvange, drawback, hoer (although,  on the other han       

D •

Use yo nswers om Exercse C to act out tis ole-play 1

Student A:Ie

h y    la eey y Y ee  ee he y  y y  e e ey   e G   hee e hy h   o e Student :

e  y e e    e  e  e e   e e y  e e ey 2 h le  e  

30

Uit 3

Our sun s the most powerl source of energy on Eat Wdwid, an  abt 16 tawatt of energy  yer. e sun proces 20000 terwtts nnully-mch more tnwe consume To thogh solr power s severy lttle; t genertes less thn onetenth o  percent (0%) of the worl's electrcty ech yr Why ont we se solr pwer more? To nswer ths queston ts mportnt to unerstn  the two mn wys we gther eergy fom the sun he rst wy s to plce lt comptergue mrrors n  eld e mrrors cus sunlght onto  recever on  tower n ths prouces stem e stem s then use to prodce electrct he secon wy of gtherng energ om the sun s to se PV (photovoltc) pnels e pnels collect sunlght n convert t nto elctrcty Most 1

2

l  nl on ulng mll ones rev lson on some hndhel clcltors  Both wys of gtherng slr energy hve ther vntges Unlke ol or ol solr power

generates "clean energy that produces very little pollution. However the steam-generaton method is more ecent than the PV panel method because it converts more sunlight into electricity Te steam generation method requires a lot of open space, though (r example a big eld) Long cables are also needed to transmit the power fom an open space to the city which can be expensve PV panels on the 30 other hand can easily be placed on rooops where the power is needed Tere is no extra cost to transmt the energy in this way Both methods have a simlar disadvantage: they are unable to produce enough energy when its cloudy or dark Engineers are working on this problem For now though people who use PV panels as their main source of energy ust rely on batteries at nght or when the weather is bad 3

4

One of solar energy's biggest drawbacks is 40 cost PV panels are still very expensive to buy In some places though people are earnng their money

back Wolfgang Schnrer lives in Freiburg Germany He powers his home using solar energ n the winter the panels on the roof of Schnrers apartment do not produce enough energy But on a sunny day in Ma, the panels can generate more energy than he and his mily consume When this h_appens, Schnrer can sell the extra power back to the energy company n his city In 28 he made 25 euros ($7) from the extra power his  soar panels generated Despte the challenges solar energy use is increasing worldwide In German Japan, and the United States governments are trying to make solar power more aordable r everyone And as peope nd that they can save moneyand even ake money using solar power, the number of countries using this energy source will surely grow • terawa a easurement of elecical powe 2 conver change 3 method a way of doing soethng •transmit send f one pace to anothe pace

The Great Energy Chalenge

31

A

•

I h ve, y e gg  ee Le Geeee v. Re  eeee ew Hve y eve e f ? reenpeace s the lagest envronmental oranzaton n the worl. t works to protect our oceans an forests an stop lobal warmn reenpeace actvsts (people who work to acheve ocal or poltcal

VIDEO GLOSSARY impact a strong effect

contrbute to be one of the causes of something

injustce a lack of arness n a stuaton

roadblock a situaton or condton

change) sometimes take the ntatve effectng canges nstea of workng wth poltcal leaders, even tonthe extent o breakn the law

that prevents urther progress; an obstacle

B

Wh he ve e hgh wh he sound ofWh eegy e  he ve ? c The wh he ve wh he sound on  e y e C

C

Wh  we hee qe y eg eh   wh he e w. What is the probem? (1 _ (2 enery s somethng the Unte tates has been (3 for way too long (4 What does auren thnk s a basc human rght Havng (5

(6 

What hs the plant been dong (7  a sgnfcant amount of (8  to the commnity What does the communty want to do? They want to (9  the coal plant ( 1  (11  D

Wh g  we hee qe. I  we ' gve we "NM" (" ee")

D  Wht s auren eeply concerned about  Ho does auren feel about the plant?

E

 What does auren say the plant s a roadblock to  ccordng to auren what can people o to stop the plant

D hee qe w  e  o ou thnk t's sometme s all ight to get peope to make changes wthout nvolving the proper authortes?  auen says "ometmes we nee to be leaers ourselves o you agree wth ths statement  auren is protestng at the plant n Brgeport Connectcut What other thngs could people n that communty o to shutdown the plant

A Rersuasive Pgrph A •

Read th paragraph. Then answer the questions with a partner

Everyone wants to save energy and protect the environment. Now you can do both by using CFL bulbs instead of regular ulbs in your hoe, classroo, or oce. How will this help?   , according to Natioal Geographic's Lightbulb Buying Guide, CFL ulbs use alost 75% less energy than regular bulbs. When we use less energy to light a roo, we geneate ess C0 2 Tis helps the environent. I , because CFL bulbs use less nerg, youll save a lot of oney on your electic bill over tie So reeber: a regula bulb will light your hoe However, a CFL bulb will help ou save energ spend less on electricit, and iprove the environent You can ake a dierence! •

P The writer uses specfic facts to supprt •.h pnt He ctes hs surce by using the wrds 1 Wha i he ma al f hi paaaph?

according to.

a  mpae w ma hi   expain wh u hud d meth i c  eibe he p ad  f methi 2 Wha w benefis ae diued in he paaaph Whih wd idue hee idea7

B

C

ead he Wring Sraegy Wa do you noce about te words that follow instead of, rather than and by? You want to encourage people to change somethng they are doing now Use the strucures in the Writing trategy and the inormation below. rite each sentence in two ways You waste energy when you .

 dive evewhee 2. thow y   ltc

3 dink btted wae  4 awa keep a  eeni pued in 5 Yur idea: _

Writng Strategy

Being persuasve To c ol to do o th td of oth, yo c  tct lk th:

1. Insea  I Rae an  l ht blb  CL blb Yo'll  y 2. B  CFL blb nsea  I raer an () l blb yoll  y

You save energy hen you 

rde a bike eye ppe nd pt drink tered water unpu eernics when yu're nt usin them Yu dea 

I of    k  I B       ,    The Great Energy Chalenge

33

D

Choose a sentence fom Execse (1-5). On a sepaate piece of pape, wte a aaph that exlans the chane and gies o e asons w hy pe ope sho ld do t. v   v      N    b 

E

Exchane apes w th an othe stdent.

D  prrph  1       k?      k   u for one thing  in addiion? 3      ?

Re ad yo patn e's wtn and answ e q esi ons 13 n the Wtn Checlst

A

Wr i  prnr Y  n    t  p r  nn nn*  n ny Choose an dea fom Execse on pae 33 o thn of yo own. Then do the followin:        460   I   •      k •  2        •            F          S     

B

o yo esentatons P         V k       o     1        e       o an te � 3.      e achange?    ?

C

  s in xese  h   n yo onn    y

*A pubc seice annoncement   d people abo an mporan .



Ut 

A •

W   h ffx -ion 1tion / sion   b  f . C   wh    b f f  w U y y   y  T y h w wh  . Verb 1. consume

2 3. elminate 4. geerate 5.

B

Noun

Veb 6 prevent

I

7. 8.

I

9.

converso

poutio

Noun

prodcto projectio reduce trasmsson

10.

U h  w f h      Ck w w   .

•

 Ho s te ar uat  our ct? I s tere a ot o or s te ar cean? 2 Soud e compete cars n cte and encourage peope to a and e on? 3 at tngs can ou do to cu t don on ene rg and our eectrc  eac mont so tat ou pa ess? 4. c usg? sources ? _ te most energ toa? re tere an  energ sources e so ud stop C

Thk  y w  h q  E B Th   fw w   1 ae urs oose one o te uestons 2 nser te ueston  tang or one mnute tout stoppng, and ou get a pont  Repeat steps  and  or a tota o ten mnutes otnue ut tere are no more uestos or te ten mnutes are up 4  e ner s te person t te most ponts at e ed

k hw w y  f      f -5 (5 b  b).  f y  f f   fy h    f    x     x           h

The Geat Eegy Chlenge

35

irLanguage.com

A

our find s a musician wo wants to becom amou. Wat would you tl im o  to do? Thnk of two o t da wit a patn and tn a tm wit t a. nspired (by) og launch o 

audience  go o o wg  o commercial l o  g  lg o

goo  v

convince o  oo (o o og) emerg o o o   ogz o o hard-cre v o (o og) ' commercal - success,  - developmen  use . 

_

-  

B

-

() o ov )

mainstream o  o ovo make an appearance o o o  - performance gg, g og o

  

( Whih f th wing -ance wds  '1 fd f vbs? F djivs assistance brilliance disurbance entrance, ipornce

Rad t pof o Em Dntr and anw t quton bow wt a patn    o o  17o  g w  w      lov o g    lov  vo  o  o   ow Yo l I   ' o,   og vo    w oo     o,  vo  2 llo vw  j li  l,   o     v o   H g ol   w g J l o   wo v l og og   o    v    o The Oprah Winfey Show.  w g  oo gvg o o  o 70,000 ol Uvl, w o o o o      w o    g   !  o ov  o   Yo l .    g ol  

C

•

3       4    o o   

n  a sin tat ou li but dont t ou patn  o r nam ou patnr will a ou qution aboutou oi to u ou n. S        C

A

What do you know a b ot salsa? Do yo lke it Disss n pairs .

••

Salsa Music: Quick Facts • a mgg f msca ss fm Ca, P Rc, Mx , ad Sot A

•  am "sasa" as cad  N Y C   1960s • Ca sasa Ca sasa ad  ss av mgd e e y!r audition a s foma gv y a so  dmsa say f a so prme  cag  oay  sa f smg ealize  dsad somng smms sudd

TI s o stn not howh wod into s sd to  ss s  asua seh I was into skatebarg. ( was std  sateboadng and enjoyd dng )I faly got nto salsa music. ( bae eesed n ad staed njoyg sasa ms B

0

c

Lstn and hoose the orret answer(s)  a as Cs sd  a fs a c msc b sasa msc 2  as Cas ad msc  a B b s 

 s fds

3     a' a s gc

  mas m a

4 H s s ad ff a  a cs b     msc

c.

 a a d  f sasa

5  ss Cas a s 

c

s fas

b s cd cma

stn agan and pt these eents n order

0 -

D

b s as  ac 

a Cas fm a ad   q  sc a c Cas s msc

Use te norat on n Ee ses and  to sarze ar ss sto ry n pars 

••

Ak

As�(

\ 40

d Cas ma a am  Cas a  sma as       

Ui 

Wha n f ms a o t Was oa 

Read ths irmat abut fudasg. Lk p a wd u d' kw i yu ictiay Fa  a wa   a  aa  ae mey   ara   xam a  A mm wa   -aie    a  (a   I a e  mae I a me ree) ad    n T m ae m   ae    th   aa Yu are plai  a beeft t ase m ey f you schl . Yu ee t aze a evet. Wth a pae, aswe the questins  a separate pece f pape. E  a     w  ae? E Y e a am     m   eve  w   a   wa m I  I m   a  e V  w  a    w aa   sace S  w     P Hw w  m   E  Hw ma    x  ae Hw m mey     a m   C

hae yur i eas with the class ake tes  what yu classm ates say

•

 a   a _N ma a aaa a   a   a     nw a  n     w m  a         a          a D

a benefit movie screig

Whc u rais  pa  s mst  key t succeed te t chse the best dea f a fu ase a ei dace pace

1

A •

L  th pt nd d th ttl  th t, the aptions and the quote. What do you thin the readin is going to be about? Complete the setence below ith a partner T    _  v       ___

B



Scan the article Which of these things has Assne done? Mark your aswers O      x  x    

     j          

D lived n ferent paces

 share hs ceatvty wh oh

Read te article. As you read look for these place names Why does I did Assane go to each one? n a separate pece of pape write about each place. 1 T D D 2

 •

\.�-

3  4 zG  

With a partne look at this setence from the ourth paragraph How are the underlined words imilar? What is Assane trying to emphasie? It has always exised her, becuse of our pn an our hardshs and our uerng.

E •

How does Assane eel about these things? Wht does he say about them scuss your answes with a partner. 1 -  ( ) 2     v  3.  

4 5 6 7.

       (  

Assane N'Daye, 19, loves hp-hop music. Bere he le his Senegalese llae to work as a DJ in Dakar, he

10

20

was a sherman, just lke hs ther, lke hs ther's ther bere hm Tall, lean wth a muscular build and a hands ce, Assae became a popular DJ but the equpment he used was borrowed, and when his fend took t back, he returnd to his illage of Toubab Dalaw e illage s located aout 25 miles 40 klometers) south of Dakamarked by a huge boulder, perhaps 40 feet 2 meters) highcng the Atlantic Ocean In the sadow of this Great Rock, Assane has built a small restaurant, Chez Las,decorated wth hundreds of seashells It s where he lies hs hphop dream At night, he and his brother and cousn sit by the Great Rock and ce the seaey write rap songs about their dcult lies as ilage shermen, and about being poor, watchng ther town gt crowded wth rch Dakarians and een rcher Frenc And they wrte about ther relaties who leae n the mornng and neer return, losing their lesn th dangerous seas er dream o orse s o ake a record ey haete own demo ter own logo and ther own 1

rap group name, Salam T D (whch stands r Toubab Dialaw) But rap musc represents a bigger dream: a better life "We want money t help our parent;' Assane says oer dnner "We watch ur mothers bol water t cook and hae nothng to put n the pot' He ngers hs od lgtly "Rap doesnt belong to Amercan culture he says "I belongs here. It has always 3 existed here, because of our pain and our hardshps and our suering• Aer a dnner of chcken and rce, Assane says something n Wolof to the ohers Slently andcarell, they take eery bit of the leer dnnerthe haleaten bread, rice peces of chicken, the chicken bonesand dump them nto a plastc bag to gie to the children in 3

the llage ey silently rse rom the table, walk outside and head out to the darkened illage, holdng on to that bag as though t held money

Rap doest belong to American culture. It belongs here. It has always existed here

2

1 demo a bf rcring ustratin th ablts  a usican 2 oo a spcia sgn us by a cpany r grup e uchs • Woo n  any rcgnz rina languags  Sna

3

The World's a Stage

43

ee o ee esis  fee of eeec ee  oe A You re gong to wtch  vdeo bout lr 6 Lonard,

&

.



 • 

a singer from Ire land. First, r ea d t he s e defin 1t1 ons. What

,-·

f Sen-nos tradital



1 "ld ty Ih gg l tha mb a hty ad g  Gec a laguag l spoken in parts 01

I

else do you know about Ir eland? D iscuss with a partner. ',

Scotland and Ireand

B Look  th t o event n lr' e Then, wtch [ he vdeo   you wtch, put the event n the order n whch the hened. . e coo -  joe e fr-Ce So Sye  (. e  o c fo ece oe  d.  ecoe o  y  ece 

e ece fe . ee o  o  c   fy g. q 

Red wt r nd the nrrtor d Py ttenton to the underned

O word. Wtch the vdeo gn nd mtch the  entence to t me nng. 

1   o  f ere ee ee  of oe () e ee  fo e o   fee o  2  fe  e  e  e ece ey 3   e e coe ef o ee  o e 4 Fe e  fo ef o  ee ee 5 He q  eey  foe reee    I oe  j oo e o e foo yo o

 I eee  y c  ofoe  o oe cre o  b  d e

He  c  e  o  o o ex Eeyoe  exec e o cry o e  o e exerece   o c o e   oe e  I exer ece Lc e reze w o o ex

Ws Ck, 

 do you n  e eto o ucce or 

A Profile A

Ue the ime expreion in the box to complete the profle. as a n adul

from an early age

n hose days

up o ha pon

oday

arla was orn no a famly of nger n We Cork, P e expren le thee help your ( _ reader Ireland (1)    his famly were known ident ey eent in a peron lfe Sean-n6s performers (2)  larla wa encouraged o sng (3)  larla was livng n he captal cy of  !ara had only peormed radtonal musc Duln The Seanns syle was no so popula here (4) He fel lo He wroe a leter o Real World Records, asking for an audon His hearfelt leer andhs musc convnced hem o give hm a conrac A Real Wold Record, he me he AfroCelt Sound Sysem and joned heir an He learned a new syle of musc, u never forgo hs roos (5) larla ours he word an is loved y audences He nspires me ecause he's an excellen snger who sayed rue o hs roos, u he also was no afrad o ry omethng new

B

Follo w the Wrting tategy and pa raphrae each entence below on a eparat

Writing Saegy    

e piec e f paper .

Paraphrasing  a       a   r (r       r   f f   (    r  )  r   ll    :

  fr                 l    r  a  c  ac .   qa    a   rl f   l

. Singe Esmee Dener launched her own YouTue hannel and soon  ecame a ig hi   t   u l          . Her g reak came when snger Jusin T merlake conaced her  n me wh almos no aenon from he manream meda, she emerged a a sar  Today she gives performances o audences of 7000 people or more wordwde Write a pofile of a mician or other peron that yo lie ing xercie  a a model.   . . 

hooe a personwha alies make him or her pecia or ineresing? Make noe Wha are some imporan evens n he persons lfe? Make a meline and li me epreon you can ue How a he person nspred or impaced you? Make noes for your concluson Wha are he es paces o find nformaon aou h person? Lis hree ources Ue yur noes and meline o wrie aprofle Be sure o paraphrase he nformaon you fnd fro your ources

xchange paper with another tdent ead yor partner writing. e it e time expreion well to decr ibe ma  eent  in the peron  life oe t ge y o a clear dea o f who the peron     



A

B

J

nswe tese qest os aot ssae N'ae, the nscovee sca wo was feate  the eag o pag e 43 1 Whas hs lfe lke 2 Who are the mportant people n hs lfe 3 Whas hs eam Imagne tat ssae  as jst ee scove e y a taent scot wo wos fo Gloal Rts Copoa (GRC) a econg copa Te wat ssae o  a, contact an eave s vl lage  fca Follow tee : • Rea the terms of the GRC contract below Make sue o dstan t • Dscss the tems of the contact wth a patne. What o yo·ik of ? What parts of the contract mght be ffcult for Assane to  • Use he expressons n the Speakng Strateg to scuss the pos a cons o the oa •• • • •

fo Asane sx months w sgn(ssane a fve-ear wllcontact nee to leave GRC hswfaml arrangebehn) for ssane to lve aone n a apa  Loon Asane wl pouce one o two albums per ea  prouce wll have fnal sa n whch songs get chosen fo the abum sane wll perfom an pomote hs musc 50 as a ear n ctes aroun the wol Sxt pecent of ssanes earnngs wll go to GRC ssane wll use the emanng 4% to coe hs vng exenses whe pefomng on the roa sane wll be gven a new stage name ("MC Cube") an a new stle of ress

Speaking Strategy

Giving the pros (plus sides} and cons (downsides} of something On the one hand . I On the oter and 

A(n) (dis)advntage of ths contract s   One major I nor beneit o sgnng s  One bg I small drawback to sgning s  The best I wrst part is .

Te st pa s Assane ets

 \to go_imse: It sound so lonely.,{ /oYeah -but o Loo! a major awbck s he has

Yo are gog to olepla a covesato etwee ssae a s possle ft e aage at GRC J   You are ssane You want to sgn the cntact but there are some parts of t ou ont lke or the cons n the contract suggest other eas  B You work fo GRC You want ssane to sgn the contract sten to ssanes questos an ece what to o  excitd abut lvg     frt s mots? h m Nowfnse o oste oepa aote pa e o   m afoheo an I ae to teo olepla c

D

46

U4

 Re ee  yo  o o s oeso  eole o o' o e ell W oe of ee  e o e eoe? W oe e e fo o? 1. Talk about popuar music,  shows moves or othe r shaed cutura expeiences: I saw the first movie, but not the sequel How was it?

2 alk about ecent events n the news

The trafc was terrible today Did ou hear abot the accident?

I love the design on our scar Where did ou get it? Makeoow-up  comment about something the person is wering 43 Ask questons Are ou studing music (or film) at Toko Universit? How o ou like it ther

B Ie  o e      fo es es o  oe ee eole

J Follo e e o.

 ake the roe o a amous ceatve person whom ou know someth ing about 2 You are gong to meet ve dierent people at a pat Stand up and move ound the cassroom nd a partner introuce ourse and make sma tak o two minutes 3.  to use at est one o the stategies in Execise  with each peson ou meet P You ca se these expessions

m not nto come ms bt ths moe s se  sw the fst move n the sees b no e s uel Ho ws t he seque was muc bette Im a hrdcore an now!  cant wat to see t t extl o le abo t

 e fne o olee e  of e  se e o  o of   eo  e e eesso o oe lfe ees  e foo fo oe oe

been) nice talkng ou. Thankst's You too _to en ortoconvesaton

Ak

 ) o w t ot nttn ( peson o met at the part as t awas eas to stat a convesaton h or wh not

collaps t f dwn uddeny corag t ive mene ndene  he al t de with  bem  itutn ueuy jr  dme  t   en' bdy s vey et  exteme

oral  vey du, eu utn pac t ee vey nxu  id    udden rsc t ve mene   dneu tutn rapp unbe t ee m  e  tutin beue methin  tin yu n.

handle  job I  probm I  situtio handle t prssur I t rsposibii

A •

Look at the photos and read only the tites of he two adj. ifcut I sy I r t handle artcle beow. What do you thnk happened to these peopl? Use a sentence or two to descrbe each story to a partner.

B

Read the two news artcles and choose the correct opton or each tem

Pot ld plane; evene safe

Chean mirs reach the uace

Shortly afer Flight 1549 took of from New York, it lost power in both engines. The plane, ling over 3,000 feet (914 meters) in the ai, was in dager of crashing Luckil the pilot laded safly in the Hudson River nearb All 155 people were (1) traed I rescued from the ater and no one was serously (2) jure I rescued Afer the (3) ordeal I

Aer the mine they were working in (5) collsed I rescued thirt-three men ere (6) encoured I traed for over ten weeks. During this time, they suered (7) intense I traed heat, a lack of od and ate, and long periods of time in total darkness One miner recalls times when he would get sared and start to (8) handle I anic But wenever that

, survivors s that the pilot std calm and C4) encoured  handled the situation perfectl

him. The men kept tellng each other: "Hang in

C

happened, the others (9) jured  encouraed

there! Help is coming! And nal it did

Now cover up the artces wth a pece o papr hoose one and expan t to your partner Use the questons to hep you • Wt hnd?

•

Hg i tr! - Stay positve! Don't gve up (ad  enae ene n a dl an)

H dd t  ind nde it?

Ask Aswer �

50

U 

�rJ

w d u h d   teu tutn-e u m   yu tt t ni? Exi wit n exme.

Adverbial Clauses

Advrbal cau xpa wh, why, whr r i wha wa mhig happd. Advrbal clau bg wih a connecting word. Wh h clau ar a c, i i lwd b a cmma  - Te afte since wheee as soon I e te ne se h m wr rappd a unil whie before, when h m wr rappd e te ne se - t   se h   Reson: because since  Bese te ne m wr apd -r     Cntst athough (even) though Een t t s , h urvivd r wk  Pse so (that)  h cld h m s (tt) n ent esn't en n Befo afte durin sice  unt ca  Bee h clla h m hard a ud al b lwd b a� ra 1 n h ,  wa jud_ -------- -









  r      cc H     O   c f  ci   c       cc cc    w wbarig  a dcu ru  kw  wa rik (so ta unti een thouh)      ul u even u  k   kI  u  k   k      u u riky dangerous k-taker an adventuous person, 2  crahd  wa cmg dw h mua (whie whenee since) unafrai of takng chances 3  kw  wa ud  rid  ad up (so tha as soon as un) 4  rd  walk  pa  wa  (ae though because) 5 M rd drv   h hpal  culd  a dcr (athough  tha wh 6  ca wbard M lg  ull hald (so tha whenee unti 7  gg  ak im  g br  wa iurd rul (athough since so that) 8 m gig  g wbardig agai  l br (as soon as een thouh whe) 

  q    U  f  c  

•

Wha miak did m mak? 2. Wh dd h crah? 3 Wh dd h kw h wa iurd? 1

 

4 Wh dd h rd drv him  h hpal? 5. Wh i i gig  ak  r hm  g br? 6 Wh ca h wbard agai?

H c f         c q   r  U    cc   f  c  c  Wud u vr   parachu um u  a pla v hugh  dagru? 2 g r pa muc  a public pac  ha u culd ar m xra m? 3 cu al  ur hair  r d i  ha u cud hav a w lk?

A How do the stuatons below mak e you fe el? Rate e ah with a number:  (not nervous at all), • 2 soewha ervous) or 3 (very nervous) The explan your aswers to a partner. __ akg a pora es a sool  gg a preseao  fo of a lo of peole  erewg for a job

Gg a presetato  frt of a lo of people ae e e ero ce I d't o  ofe

_ speakg Egls cient soeoe wo

pas a peso o opa fo a see; a soer

B

feeze (past: foe) o sdely sop

a e ale o oe or k

Lsten to an ntervew wth lfe oah* re Ravett hen orret these false statemets

0 1 reg foses o ageos satos at ase ae

 Oe of regs les eel gae a preseao a work 3 Se go so eo s a se pa ked a sae lagg 4 I soe saos people pa ease te e wored ao er appearae ·A life coach ps pp t  nd mrv   ( xm. by dg b    wk 1mv  pp  ,

re s now on to talk about three ways to alm down n a stressful stuao Rea sentenes - O What do you thnk hes on to say? ell a partner he lste and omplete the setenes  the frst lumn of the hart C

Ways o calm down in a sressfu suaon

  l     Make a se  ls  o __  e sao  e     e la o eae How oes don eah step n xerse C help O you feel almer? sten a an and tak e notes n the seond olumn of the hart D

Ask

 of regs reoetos o / yo k s e ost elpfl ?

Answer

52

Un 5

How dong hs eps you feel alme

A Lsten to and read the dalo. Then anwer the queton below wth a parne •• Fim: Hl? O mi y  I  Fim O ,  W' ? mi N c y y    y ky? Fim l , I g  Y w jc    w? Wl   v'   Eg mi W?! Wy ? Fim Bec I g  w  next w W   gg  ?  c  50%   g mi   c, y? ve y  any w? Fim Y v g   mi S v g y v   c  v   Fim Y mi Oy j       

l

\

/

I

21 W  a y? v  ' ? 3. W  y   x I'm frking out ? B

Wth a partner fnh the dalo n ere  by thnn of a olutn to ata roble .

c

Role-play your dalo fr anoth er ar Dd they e your olutn

••

• D

U

/

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ou are gon to reate a roleplay that  la to the dal o n ere  C�on of the tuato below and do the follown 1 2. 3

S x  y yo     S  B y   y aw y g       Pc y y B   l  l   w vl l G g w    y y  lg    y  y ? Situation 1

Situaton 2

      y  y   v   y          The good news:    9       The problem:                          y youre nervous:       y The good news:            l e problem: Why you're nervous:

Be y  y aen aou e e ae yu a  No Need to

i



A climber's map of Mount Evs

A Comlte the inormaton about Mount Everet •• with nmber rom the box. Then anwer the qeton wth a partner 200

60,000

8,850

1953

At 29,035 feet-(1) metersMount Everet is the highest point on Earth. In (2) � New Zealander Edmund Hlary and Sherp Tenzing Norga rst reached the smmit. Althogh thousands of eole om all oer the world try to reach the summit each sprng t's not a Cbn Everest is risk: more than 3 __ peopl have died on the mountain om sno intense cold nd altitude3 sickness It's also expensie guide er perso serices can cost up to (4) $ 1

2

'Sherpa  locl Nls cimb wo guds ot clmbs u Evst 2 o ae g of t gond

 W   sks d cos of cmg o s?   og cmg s s dgos, my o do    W do o k  do ? B Rea te tte an the rt two pararaph o the artce Then anwer the queton  our own •• wor with a partner . W  Sco Fsc d o H? . Ho dd Sco  d o com?  W   so  o o o o cg o  smm o  O? 4 W do o k s gog o     so?  Re the ret o the artce ow are thee ate an tme mportant to the tor te a entence or two abot each on a eparate ece o papr 300 m :00 m 1000 m    1 D mmrize the tor n or anwer n Exerce an  Ask

Aswer ) W do o k Ro d Scot dd' mk r m  od �  2:00 m o  0? W sso c w  om s so?

000'09 (1) 002 (E) ES6 l (Z) OS88 ( ) :  JiMU

4

Unit 5

MOUNT EVEREST'S

Dead iest ay Climbing Mount Everest is dangerous usiness ut even so tourists pay enormous sums of money to take the risk. In 1996, there were more talities on Mount verest than

very slow t is a rule on Mount verest that at 0 pm yo are to tu around and retu to camp 4 in order to make it ack bere dark and avoid bad weather nar the

ny ohr yr   nd hf o hos pop did on jst one day. Scott Fischer and Ro Ha made a iving guiding peope up the montain but they didn't work together They each owned adventure companies Adventure Consutants and Mountain Madness, that alowed people to explore Mount verest Scott and Ro were good iends, but they were also rivals Tey each tried to get their goups to the summit rst, and they oen competed r clientsTat May oth Scott and Ro decided that the 10" was the perfect day to set out r the summit Scotts team had twenty three peope in it, and Ros had twenty ve. Tere was aso a tweve-person crew on verest that da making a movie aout ciming the mountain Consequentl there were more people trying to clim Mount verest in May J 996 than at any other time er One member of the movie crew d Viestrs was good fiends with Rob and Scott and was worried aout safety with so many peope ciming at the same time Ro's and Scotts teams set o eary on May  Tey e r the sumit of Mount verest fom camp 4 t was a eautiul day with perfect weather d was at camp 2 and was monitoring· the progress of the

summit Ro and Scott each wanted their groups t reach the top so oth grops ignored that critical rle and contined up the mountain insted of trning arond Suddeny, at 300 pm a massive snowstorm started By  000 pm that night peope om oth Ro's and Scott's groups were trapped on the montain in between the summit and camp 4 ecase of the storm Some of

F

cimers using a radio at and telescope d looked through the teescope around 2:00 p to check on the cimers He noticed that the roups were moving

Rob and Scott each wanted their groups to reach the summit, so both groups ignored that critical rule nd contined up the mountain instead of turning around. the stranded cimbers managed to survie the feezing cod and were rescued from the ontain the next a However on May   a few others colapsed and did in the snow incuding Scott Fischer and Ro Ha n tota eight peope died on Mount eests deadiest day ' rival  peson you compete wth 2   (fo  pce) to stt  tp 3  to foow o check somethng eguy

 lvl n e n, nea e ean cught o gurd  be spse by smene  ok ohg    a  enj apae  smen ae  as m as  an doo nfsin oxg a as (O) n e a neee b mans  bae zo a ea pesn w as e a fe A

R   . T   : H     E    1996  R H  A C? W  2        ene sans a wne b New Zeaane b a es  e pepe  e p f eesa  s  b be G e I e e e's   ea a aaa p (nae ea aaa  e s

B

L b     . 54.    3   M    -8    . S        .  d v xdo    

eam anaa ses  n f  base amp  a ene nsans ses mpes a saee pnes   ase amp e eam es e Pa eemn  F wees eam anaa aes ba an f eween amps  ·

5. 6

7 e eam ses ff e ne mnn f e sm     m      w   b      c

e e w nee ea  se n e mna efe abea ease e ee  as  e ae afe e ea e p  a e an es efe e ae awe  b e mnan  a e an e e weae ep

W         E B

E D

During the Puja cey, lmbes sa paes o Mote Goddess of he Eah (e Nepalese ame o veest).

U     5      B       H        A   ? Ask

As'er) a     pepe w b ees       w  

 

A

Re  he nformion below. Wh probl  e e ope meeng o  scuss? Local business people, moutain climbers and inerested parties from around the world are debatn closing Mo Everest. Some wan to stop a climig and caping for enironmental and, aboe al, safety reasons Others s that this will cause ma people to lose their jobs Shold Eeest be closed?

B

J

Work n groups of four Follow hse seps ad expessons n he Spkng Sregy o hlp you.

Speaking Strategy

Reaching a ompromise

Making a suggestion  t I    t  t t I    t 

1 A c e  te  e t o eso 2  t t t  t  3 I e     4 O  , t  e  t  ts (clse Ofring_a compromse Evt ct;  t e e  t eve  '  t ,   t  t -) T t t   oo vee c cct      t  e oto   t e T t  te  Ct ett ut o    e t

-=

Evrt ud Yu    tt ce  Mt Evt ec  Y o   Eve tg    ce t  t  te t  t c, e v ve  j Hv,  v ct t   c  cct    t      e t  Evt c,  e  c untn Yv c Evt  ec  t c  t c t t,   ot t lb: t t t e ct Yv t  t t e   t t   t    Evt Envrnntalst Evet t t  vt v  T t: te   t v c C ve   te t T   v     t  Evt Y v t t t c  tt t c  ce   ve  t t Loal Shra ud Yv   t   v  Ev t      t,  ve cce t t Y te    t  Lt , t,     vc*  t t    t  t c c

U

xpln you groups soluon o h clss One ptin wld be t se Everet f a ear s hat we ca ean   ·avalanche  rg mout of sow  fs dow  oi

N N  P

57

A Set of Instructions A

If you are swimming and you see a shark, what is the first thing you should do? a. Pretend you re ded

B

b Splsh nd ttct ttention

 Remin st

Read the nformation Then answer the questions below with a partner

••

Surviving a hak Attack

L        c   . B        c         c         c   c     v         '              v . D  c   v   c   c               j  . D  c !              c  c D    c     v     c        c c       does c  c           c. H        v  Bc   v        c      c                  F   c      s you guess in Exec se A orect?  ht do the odced words show the eder?  Cose your o ok Cn you rec  the instructions the egud gve

C

Read the Writing Strategy Then hoose one of the tops beow to write about Ex    • • • • •



  58

te someone d news (pck somethng spe) mpove you Engsh convestion ss pepe or n impotnt exm ty fe f ee   e you ide: __

Make a lst of steps n the proess ow is eah step helpful? Then write a paragraph or two on a separate pee of paper

hange with another studen Read yourpapers partners writing oes it folow the Writng Strategy? U 5

Writng Stategy

Explainng steps n a process

We y ee    e, 1 ey e e  e e; 2 e    e   first, nex hen last when  B ex e e e  while as soon as   xee  3 ey yee ee e  e e  e The firs (hing you should do) is syvery sill. Do no

pnic n r mvin  l be  hi wil a h hrk

A On your own, read the stuation belw. Then make an escape plan. Be prepared to explan the steps n your pan a nd why yo thnk each step is a good idea Yo   f w o   our D  L ,  omf d r o ow  o vv  w  o wm o  mall ,  o  ow  o t W  o o o o? e i Yo'        o  o f w    o of oo  (Coo  v  w  m) Yo     mo    of     o � o o o o  of  o Yo o ow a   o  Yo tou o w mo om m ,  o  

Du  om o01:a

Yr situaon �

; . -

_  1:.

.

·� 

for h oa a, yo ae o wao acac ow o o Ev o I o f me,  ma   em w e   f- ,  fo,   f, o  m o ow w  oo  a c o w  GPS m   o o oo of o j o   wo       o Yo  w  o  ow  f

agine that you and yur partner are trapped on the island. xplain yur pans t eac ther Ue the expresons on p. 57 to hep you negtiate and create ne escape plan togethe  o  to ie to te oer de o te ad and e wat tr

(;k:� .neJlnd cn't  e,Asobef ree t 

o

o

i

hare yur escape plan with th class hen al pairs hae presented their pans ote or the best on.

Rn w wl u n prrm h u   l   5 being the est. __ use aderbial clauses to talk abut chalengig situatins ___ reach a cprise ___ expain steps in a prcess ___ llw steps t get through a diicult situation 9 No Need  

�

AS 

 eonbly pried nexpenie  to talkwith someone to try to get a lower prce n something   type of product made by  prtculr compay  to look around a shop casually

 dution in the uul pie o omething  poduct you buy  to buy something q how good or bd somethng s  o suggest to someone hat  thing or

barginn delyou B U: someth bu, usually  fora low pr ce person would be good or usefu j oo   - f - -  Th shos cot oy $25 Wht  /!    .ggood J - t-, __,' A C    3   c   . • T       1 When I shop, I like to             2.     try to bargain to get a dscount on something 3 he ost mportant thng to me s that y purchses are  q   

_

'-

-

\"

I

I

B •

R  N le wi  D 1 oplete the prof th  word fro theS ocabularyFl. list 2. he ask  partner Would you lke to shop there Why or wy not? How is it simlar to or different from shoppng where yo le? B    I () going in the ear moing or late evenin so you can avoid the cowds. You can find te best deals late in the a Also, many people speak English so you don't have to worry about communcanq w e locals

B  ( )  A traditional maretplace alled a souk You can buy

a varie of 2 there including fuiture jewelr od and spices. Merchants icall start with a high price ad then 3) _

 v  vEv      v                 v          

with you r a more affordable one

    Over three million people aend. Also, people who (4) ___ items ring te  re eered ino a daily loter Winners receive ca mone and even gold!

n your cit is there a tme of year when stores offer big discounts on goods? o you eer shop at these sales?

 •

Coee -3  e coec  o() E o e o  e 1 Pope  I  I  ntr h lottery can win prizes 2 Did you buy th ackt  I  I  was o sa? 3 Dubai raditiona ouks,  I  I  s any goods are vry intrting.

Adjective Clauses with Subject Reative Pronouns � - -

 



 Wen an adjecive _ clae give exra inormaion that canno be ued: The festival, # whi ge over three millon visitors 

O eop        can get som grat das whch  for tings 8 Th fsival,       lass svrl wk. -    � " that= for peopl and hings  Nadia is sone        It's a fetiva     .  ont repeat te subctvrb agremnt 0 It's a so     ubjec aer te relave _   Thy're   . pronoun He's a peon Adctiv cuss giv more inormaion abou a noun an begin wit a relative ho  spends a lot pronoun (wo whh that) on thes. In O, th ajecve claue give necea inormaion about e ubec It compee the manin of th snence. n 8 t ajectve clausegive exra inormaion abou te ubjectYou dont need t to l comple he maning of h senence I i eparated r te u bycomma j  who = for peop

.

..

B Coec e e  ec eece e cec o e   e  c eece o • e jee cle e ece o o c e e o o 1  3 4 5

Men hich liv in urop spnd mor mony on cohs than men in North Amrica. otig and books ar  most popuar produ cts tat thy ar old onin Most pop who ivs in South Kora hav purchasd something online at last once. T gati Vyron, who is the mos xpnsiv car in t word coss amos $2,500,000. The Dbai Ma tha is on of th largt in th world has ovr 1200 sors.

 Cob e e eec e   jece ce o o  e qe o  e e   •  awe  e qe o   e Which hops hav good bargain? I want soething near ere.          1 Hav ou vr bougt soming? It was rally xpnsive 2 an you nam any clohing designers? Thy ar known around e word 3 Do yo have any frind? Thy ar R oce e ee enn n nonon en vry sylih. _ n ee o ee 4 an you rcommnd e sokee o se su beauu   make a   money a good place for e soke o se u eauu   make a o  money vacation? Is fun and Fo oe naon on nonon en n ee cue ee  49 affordabl   6

A •

Whee ca yu ge gd deal  elecnc, clh, ad he gd? Hae yu ee puchaed anyhg  e f ee place? Wha dd yu by? Dcu wh a pae.

B

Yu'e gg  hea hee dee cea happeng n O Rb See, a ppula hppg dc n Vancue, anada Read he ma belw The le ad che he cec awe Conversation 1       k      _   a        b       c.    2       es

P: 

No   _

Convesation  3         __  a   b    c  k   4      

es

P 

No   

Convesation  5   a    k   c      6      k c

b     es

P _

No

  

Read he eece belw The len agan he he cec awe o each one

0      " 

    ea I i e! 2     "Check out  "   Loo t I Fot aot ee e 3     's worh i.   e e  e  exensive   q  oo I a

D

rip off!,"

A •

0

Two people are bargaining at a flea maket. Listen to and read the dialog. What's speial about the pen the man is selling? Would you buy this podut? \ �1

Be:       H c    or  \ � · - = See: $20 B: A, F    ! Se:   j any   I    v     Be: A   v     R See: Y c     v        v        Be: H ,  is      v    n  v  $5   See:  C ;       v    dl Be: x    c  See: x   B

ou're going to sell an item at a flea maket Do the following 1    v  (c , c,  c  c)  v   "c  A  q  c  c   _ •           c   c    _

At a flea market, peope sell old or used goods. You can often fnd odd objects fantastic deas, and  a ot of junk!

    c  O c,              c               3 c   c     c    $00 C

our instrutor will diide the lass into selles and buyers. ead your infomaton below.



S:   l       c     c        c    Ex             , v               

        c   c     Y   $00             c     c     , c      A   c      v    00

+ - + - + - + -

 

  ta the bagaining ou will hae fieen minutes to buy or sell as many items as you an When time is up share you esults with the lass. Who were the most suessful bagainers? with oles those who wee selles are now buyes and repeat eriss  and   S

6

A

The adjectives below are use to escrbe peope. Mark the ones you know Look up the ones you on't know n your ictonary Then circle the ones that describe you  g 

-  

ff  

B •

Rea the title an the irst pararaph o the atce on the next pae Then look at the potos an ask a paner: Who miht wear each pair o shoes? What can you tell about each person by lookin at only hs r her shoes?

C

What oes each type o shoe tell us about a person? Rea the artcle an then complete the chart wth inormation rom the rean

high-eeled shoes or

D

66

boots

for women

} low-heeled or flat shoes for women

heavy boots for men

I desgner shoes for men

bright, multi-colored shoes

neutral or darker colored shoes

worn sneakers

desgner sneakers

How uch can you tel about your partner by looki at hs or her shoes? escrbe hm or he uin the inormion in Eercie  o hel you hen share your escripton with your partner Was t correct?

Unit 

'

Humans have been weang shes  thusands f yeas. Tey ptect u feet f the heat and cld; they alw us t wak cmtably  to un ste. Ou shes d me than ths, thugh. Tey cn als tel thes a lt abut us. f yu shes cud tak hat wuld they say abut yu? B r ir

10

20

3

One f the st thngs yu shes te thes abut yu s yu gende. A hgh-heeled she  example pbably engs t a wman Ts knd f she wasn't aways asscated wth men thugh. F hundeds f yeas, weathy men and wme n Eupe and sa e hgh heeled sandas  bts  ptect the et and clthes fm mud and wate n the gund

 t t t

tell hat a pesn des by lkng at hs  he shes anyme we can stll make se guesses.  man wh weas heay bts n the b  example, may wk utsde pehaps hes a cnstutn wke  eghte A man th a cset l f desgne shes hweve may need t dess me maly at k. ehaps hes an attney  busness executve. O maybe he ust has the mney t buy a lt f expensv shes.  r  

ugh tday seets ae cleane, 4  t 5nch 40 stett ae st eys pua amng men eautfu? Pehaps. Pactca? Nt ealy S why d s many men cntnue t wea them? atacha Ma h has desgned shes  p stas lke Chstna Agulea explans "Yu put n hels and suddenly yu ae 6 nches [I entmete] hghe. ts a pe thng. Weang stetts ( any hghheeed she  bt) tells the that yue dang and sefcndent. me pepe nd that ey attacte. Lheeled  at shs n the the hand pject a me seus mage Tey tel hes  that yue pactca an dependabe.

n ancent Rme the eathy ud be dented by the d  ange shs they we Tugh she cl n lnge ndcates nes sca satus t des st te us smethng abu he she we's pesnalty. ght mucled shes  thse     gg an utgng, adentuus chaate. Neuta  dake cs n the the hand, sgna sphstcatn and selcnt. ven the sneake w ea can tel the a t abut us A n pa  xamp suggeststha yue a bt f a ebela pesn h desn't cae hat thes thnk. A pa f $00 dsgne sneakes heve

   

tes thes yu ' a shn-conscus pesn h s nteested n the latest tends whate the cst. Ou shes say a lt abu us even hen e aen t weang them. k at the shes yu gt n ght n. What d hy e the abu yu?

 hundds f yas hs as td thes abut a pesns ccupatn  ca pstn. n eay Japan,  eampe echa ac, and sdes we shes pecc t hee f k Augh e usualy an't

2

1

i eal genne  a e o stong hea coh se o makng cohes an ags  no stagh; ent o ce  someone ho ses somehng  n rea ii soeone ho coes ha someone ese oes ii or eeng ao somehng  t ent A

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Dic  qi wi   1 o ou eer see people selg fake desgner goos What knds7 Why do you thnk ake goods are so popuar? 2 Look at the photos of the hadbags Can you gess hh one s real and hh s fake Ho?

B

R  i   vi  i,     w i  5.  wc  vi c -wi wii i- cc  i. w    F i i B Step  The pre s (a) _ • Most bags sell for oer (b $  If you pay less than $300 for a ne bag youre ot gettng a dea youe gettng a (  Step : sualy the "LVs o a fake bag are (d) _ • If yu hae ay Vs that are n a rease or  a (e) __  t s ot the rea thng Step 3 The oor of the leather handles should be  lght (f)    th the edge dyd (g) ad the stthg  (h  • ftr a fe eeks the handes shoud hange t a darker ( ___ f they don't the bag s a fake Step 4: If you buy a Lous Vutto bag fom a street (j ____  ts not geue • You shoud also be areful about buyg bags (k) ____ •

Pay atteton to seler feedbak and ask about buyer poteton ad the (  oly

Step  Trust your (m)   • If yu feel uy about (  _ you're payg alk aay 

  vi i    i  i   i Exi   w  i  co     .

D

 ii  i ci  cci     wwi ic ic, vi, c , c w, cic,  v   ici.   v        w  Dic wi  .

J 68

U 

A

On our own and on a sepaate piece of pape, complete statements 1- with you opinion. Shopping and Fason: Wat Do You Thnk?

B

 I k   b g g 

3  k    

 I k       

4  k    

Get into a oup of thee pe ople and do the followin:

•

 Tk         b ( 2 3 )               k     b kg   b R  g   Ex A   x     g 3      g     x   Skg Sg b  g  g       W    o b  x   4 R  b         o'  R  -3  v       o     o o  gr goo a o  Y   o o o o o   s.     o   k    v a  g     ;  j  gq g

Expresg strog agreemet I couldn't agre (with you) mre . Yeah, o questio  doub about it Qestog another's ont of vew I do't kow  I'm ot so ure about ha. I guess so but at the sam time . . . I see  kow  uded what youre sayig  .  but do't you hik    Expressng strog isagreement I completely agree Ae you kiddg? ( No y! (

Speaking Strategy

              k 

Present and Defend an Argument A •

Read the paragraphs. Then complee he sep below wih a parner I think selling fake goods s wrong. Some people ght disagree with this opinon but  believe there are two important reasons why I'm rght Firt people who sell fake goods or knockofs" are stealing money from the srcnal product manufacturer.* This s not far Of course, man eole who bu fakes sa they cant afford to pay full price for name brands While P Statng an opposit opnionand  y  u, buyng or sellng fake goods is still a explaning why you think t is weak can form of stealing and it is wrong. help support your aguent Second people who sell knockoffs sometimes trck buyers nto purchasing something hese days there are lot of Web sites that sell fake products as "the real thng. Shoppers thnk they are buyng a desgner handbag or M3 player at a discounted price In realty they are buyng a knocko but they dont know it A lot o eole thnkts easy to spot ake goods ecause the qualty is poor or the brand nae is derent Hv, ts often hard to tell the difference between fake and real tems that are sold onlie For these reasons I thnk sellng fake goods is wrong. *manufcture maker

1. List the wrters main argument (paragraph) n the chart below 2 he wrter gives two reasons to support the argment Write the second one under reason

 He also states two opposite opnons from other people What are they? The main arguent:-

Reasons

Oppsie pinins

1  People wh sell ke gds are stealing mney

  Mst peple can't ard t pay full prce r designer items.

om the rinal manufacture



2.

B

Read he seence and folow he seps below:  thnk

I

dn't thin buying desgner brands is a good way to spend your mone

1. Crle the words) in the sentence that express your opnon  n a separate pece of paper create a chart like the one in ExerciseA st two reasons to upport your argument Also thnk of an oposte opnon for each of your reasons

Wrie wo or hree shor paragraphs ha arge r pn ng he nrn  or har

D

Exchage papers wih anoher sden Read or parner's wring. Does or parer sccesfl ollow he Wrg Sraeg? Unit 6

Mng a successful rgumen When you argue a point, you should .

• leary state what your opnon s Are you for or against something? • give reasons that suppot your opnon • include oposte opnions usng expressons ke the ones underlined in the sampe You should also sho why you dsagree with those opnons using expression ke the ones in bold in Exercise A

c

•

70

Writng Stategy



R          You've been to ale at department toreYou've purchaed thing onlne at dicount prce Perhap you've even viited a flea market and found a few bargainBut have you ever hopped at a tore where eveything wa free? Store lke th have exted for year al over the world, and today they are growng in popularty How doe a free tore ork? Peope brng n good that they don't ue anymore: clothng, electronc, bke, at jewelry book, muicThe tem be good they can'tpayng be old,forworn, or brokenfuriture People who come nto the tore can alo takemut anything theyqualty; want-thout itA dt, free tore in't only for thoe who can't afford to buy new thing, though  The goal o thee tore  to enourage al peope to reue tem, not to throw them aay or to keep buyng new tu all the tme 1. What is a free tore and how doe t work?



2 Who hop at a free tore

Cl               I thnk a free tore would I wouldn'tbe a good adton to my neighborhood becaue 2  thnk everyone should I shouldntbe allowed to hop n a free tore becaue 



D     U         69       

R            5 (5   ) __       __           __       __     

In Style

A

How o people get around where you ive-by bike, ca tran? Make a list of all the modes o trasportation (including w ang). Then aswer these questions ith a paner W mo o oo   w o  1  o o wo o oo

· 2 w o   o 

e  a joo m  o om a wo o scoo ae o  o o  m o o o s   ea  o  o w o  x o om o       o o o a a o   ac  m ee   o mm om moa o a waI ac I

<----

r

 o   o o mo

 ome o ca coos om a  o aas ee c o   a o me; o a eae  o wo o eae w    m o a w mo o a ael o a m wo e l o a  a ac wa ae o o o mo om m o a o o

Other expessions wth keep: - your promise! wod, - an apponten  a ec - u

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B

Read Vanessa's tips about getting around her city Us w ords fo he st bove to coplete her advice.   G o          o m oo   o ow w o o oo  m  W o  o   o   w o  o  x   x        3  ,   o    Y  w  I m  w  (4) o 5  o  mo o   w o omm o  om wo o oo ow x m  o    o   o o  m    o o  w  6  Fo o  o  m w o o o  o o    o     a o! C

J

ow does you cty o town copare to anessas or ith a partne to coplete these sentencs  . W o  o o  o  o o            W  om o omm mo o  4   w o o   o    mo mo  o   m  

A Co ar e d  e as a c o e se seces d sces s     c o o da? 6 Colee e seeces   cc caae   convenien  cs a ase a t' ___ to get around than it wa before (It bett er. b It thanitwa before.(Itwore.  It about the ame  l  a as  b J t  . Th u   a fa a h ra  nstead. P We dont usualy  use with one-sylable adjeces We use . Comparative Forms

    ••   •• Takng a tax i i  and The ubway are  Dung rush hour, waking  Adjecives    takng   they used t  is    taking te subwa I �:· They are    the bu the one were Aderbs The trains run  and  The trans run  The od trans run  q than q on weekends    the N te fter uitI Iused had  new they parent doon whae kday new  pendones  te  busI to Lsana  !  I ueto.  woking   dd) before   The loal tran akes The exess tan akes The Blue ne ha      the     the   as it did last yea epre (doe) loa (doe)    gd � bee bad � worse a � uhe I

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 Mae seec es ca  se  sa  es c d   e   d e ?    1 Bl

             

L"

2 year oldper month weekday: every 5 minute weekend every 16 nute arrve late 8% of the tme moderately ean ear 97% of the time 140,000

G

L

per month l year old weekday: every 5 inute weekend: every 2 nte arrive late 2% of the tie very ean lear 82% of the tie _ 100000 15

 Y a e  o a a e s a  e  e    s   a  . hooe a tar tng point and an end ing point in a plae you know well . The point ould be far enough apart  yu tranpoatn, get thee  toThreure nk of twoa onation different route ou ould take to getdrng, to yourorinalwang detinatotn 3 ompare the pro and con of th e two routes usin g omarate langua ge O   5

g i arrve pu i I pu ou ave I deat (esealy sed fr vehes sch as tans, tks, and cas) A

L    bw. Hw  i  i mm    w?

B

Li   w b i wi   m Wx  b i mm.  u i m   w   im.

O

1 The aveae tn te s iig I g 2 Jerey ay ves n  u I  i 3. It s oo I o oo fr the 8:  tan t Cg  n  Listening e ate n k   nn Strategy y  a -ane 4 s ffe s  I  o the tan statn ran n n  n nr A a 5 e' ray ig I ig n the tran result  I Because of that  I That means that I 6 eey takes o i I o  o i When that happens .  t rk 

R  Lii S.  i i M  w  w   O rii  m ib  The tans ae o I w 7 They eak dn o /  ften 7 They rn o I  feqenty 7 Pele are o I  key t fnd a seat 2 The statns are  I o   7 he te s o I  easant 3.    I   s -       . I �,  ' v

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entra tatn sees t e the sest tn h n Jereys ty hat at yr ty r tn hats the sest enter fr transrtatn  des t care t entr tatn

vilbility he fa ha somehng an e used o eahed btt li he oa amoun of mone a ompan has made o os oe a paua amoun of me ct tc wo ngs ha go o wok ogehe suessfu R  r rr  r    r  v? Word Panesi"0 � Look a he es 1n ue Bkeshae pogams pode es fo pu use as an aenae o dng Wha do he mean I Use o akng pu anspoaon. Fo a sma fee ndduas an jo n he pogam ou dona  o he ou and use he es fo sho ps aound he   Thee ae uen aou o  use keshae ot hunded keshae ogams wodwde  own.  t  he ke nea   DC       S     he saon and , O       en mnues ae  use keshae when a ead hough ems -6 eow an ou guess an of he answes  hae o ic  m  Wah he deo one on' we anhng son a shoo  Wah agan and ompee he senenes 1. i Hb: keshang woks we n aeas hee ae 4 and , 00 kes You  o a da Bkeshang s no on open o esdens u oo n on fo a ea a 2 Mtt P: The pogam s gea fo aea and  ngs moe peope o he fo use a gh speeds a ase a e and a 3  The ke has oo 4 Mtt: The kes ae no on safe u and fx he kes When a saon ge oo fu we hae a 5 i: We hae o keep he ssem _ ha pks up kes and ansfes hem o anohe  . Mtt: Busnesses hnk ha keshae has mpoed he  A



R       r   v    rr r

C

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Bkeshang heped me o ose wegh  don wo aou anone seang m ke  use keshae da o ngh when m sng Wasngon You an hek ahead o see f an kes ae aaae  o of pofessona peope ke me use keshae

Ask

Aswer

oud ou use keshae Wha ae some o he dsadanages o a shang pogam  t Mv

77

A

ReadExercthee desoncrpagepion77ofWoula bikdesihworarinkgnpryourogramiyin r on? Why or why no? A

B

Then•biReadBkM eshtaeareadinfagabou cAddsabou ac,Henrone $F90orhyCSe'as biandeekaieseGiharovanniongeacpr'hsoopipergranm.sion'nss onls •• F ae- a aaa Heny I suppor bikesharing. I think we should intoduce a

aaaa a a   a  aa aa caaa aaa a a a aa  e a ca caa aa ikesharing tem in my ci

C

I'm against ikesharing I think we shoµld lower the fares and encourage people to use the suwa

a  a aa   aa a a    aaaaaacaaajc    aa   e D a rlepaYy ar   a   aBtgroaa,otaeawa  a Ca     a a aaa aCa     (Iaa Kcc;�acaa aa- a Student A:

Student B:

-

78

Uit 

A Letter of Complaint A

Wht wud yu d if bus nd subwy f res incresed t w times in ne ye r? D 3 J     g D 1. C  -l       2 C          

B

Red nn's etter f c mpint  Then nswer the questins with  prne

•

a av M  o vo aa a ka a  o  I  t ak a o o   a  on   L I  t a o  a t  4  o  to  o  o ko a o  ak oo,  av  aoao   a   4   a  a a I a o a a o get to ok a.

 S   up fr Pr  rb Sw   ct wh 

 a   a ao a    too a t ak  a  one oo  ak a ax  xv I  v    ao  ka  o o o  oo    ( o   a a  oo)   ao ov o someone k : I  t av   a a  o k a a a  a k o    oo  ! ak o  o ao t  a        .    

" O     w  

Joanna O'Shea

3    4.   

hin   prbem yu'd ie t  see chned h se f rm the prbems be w r use yur wn ide.   seprte piece f pper write ntes but the prbem its cuses nd  sutin If you live n a ct, wrte about 

If you lve n a town wrte about 

•  g     •  g •    

  k                k      j 

 Write  etter f mpint usin yur  ntes. e sure t use the writin tis.hen hne ppers with nther student Red yur prtner's etter es it d the three thins n the Writin hecist?  yu thn the request wi be rnted? Why r why nt?

es the etter     w     w     w   3     On th Mo

79

A

•

Red he sscs ew d he sk y e: Hw des y cy ce  he es  he ch? D y ee f he s ce  lve  y  c y e e y  e y? If s whe e d hey ce f? People all ove te globe are on te move, wit many mvg pemanenty o tempoaly t a county ote tan te w. Country Canaa

na

B

•

18.7 05

Sa

426

Ga

23

Red he ce. Wh s he   f hs c   c d.

C

% of the population that is foreign-born

Te paent an tuent iag ee ove ca an vg e All tuent  eam abut gettng away n ing mewee . e tuent boy i vee b ut tey a ae an nee  c e tuent' ivee bac goun ep tem to get  ve c ee

Qcky fd d dee he swes  qess 1-6  he edg he ke s skg d sweg he wh  e  1

2.

w l o te tuent nee to be to get a licene y  tey want a ca7



ee o tey want t go D

4. 5.

6.

at n o c o tey want at n  ca o tei paent want tem to ve7 at ae ome  te ue tey ave t oow

Lk  hese des f he e dg  d v g . Wh d y hk hey me? Whh es d y g ee wh? . "You ca i you e" 2 "oent eveyone want to get away" 3 "Te teen want a new ca tat mae a tatement"

Ask \wer � 80

Unt 7

 e Unte te  ives t c ymboze ndepenence  too. oe vg ve te me meg  you t symbze epedence in yo cte

 ••

           q    • Amdou is a frstyear college student studying urban plannng and transportaton. He's an excellent student • His arents are from he Republic of Mali They came to your country with Amadou when he was  years old • His parents have been workig in your country for years without the proer work visas. • Three months ago Amadou was stopped for speeding in hs car and the police reaized he didnt have the proper papes • The government wants to send Amadou and his parents back to Mali because they are n he country illegally • Amadou wants to stay in yor countr, finish his education, and get a jo. • Amadou hasnt lived in Mali since he was a baby and he doesnt speak te language In your opinion what shoud happen? Should Amadou be allowed to stay

B

G            (       )        F   : 1      Read the arguments below.Together add one o tw more reasons o you lst.Also think abou how you wil address the arguments the other attorney present s J ead the argumens below.Together, add one or two more reasons Also thnk abot how you will address he arguments the atorneys will present Why Amadou sould stay

Wy Amadou sould go

1 Amadou only knows his counry If he has o leave now he may mss the chance o fnsh hs education and have a better lfe 2 Amu n hs rens hve wrke hr n have never been in rouble wth the law 3 Amadou did nohng wrong. He was brough o your country as a baby 4 Last year the governmen gave specal work permits o 00 undocumened foregners 5 ___ 6 _____

1 The law is clearAmadous famly broke the law when they enered your country o ouris v and sayed on.They mus all leave.  2 f yu llw Amu t y in yur unr n other foregners will try o o he same hn · 3 The economy is doing poorly and ny  are unemployedAmadou and hs aren w   jobs away from legal resdens  ---

    The at orneys will argue teir case for or against Amadou  he judges wl l  each poit and can ask uestons at any tme Use the Speaking Strategy to help you 3    At the end the judges should reviw their notes, consder the attorneys arguments, and make a decson about Amdou's future. They shold then eplan ther ruig

8

 7

Speaking Strategy

Pesnting fac When kin n aruen, i isrn 

sr yur sin wh fas n evene C /  Aus rens rke hela . K    Au            Au nly knws lfe n hs un   Announcing your dcsion  sh h yu re kn  fr infre esn knlee h yu hve herd n uners all he fs resene.      cler h . ee    al    I  I have    

•

Read these statemnts. Then join a partner and ollow the steps below Talk about . •

the worst commute you ever had

•

the first tme you drove a car I flew n a pane I took a train

•

the longest dstance you've ever traveled

 your fr r nd why yu le  • why you would o wouldn't lke to jon a bkeshare pogram • the best way to get around your cty or town • the worst thng about ownng a car 1. Flp a con to decide who goes frst (Student A) A pcks a statement and talks about t for a mnute

wthout stoppng. 2 B goes next and can choose any statement except for the one that A already talked about 3 Take turns talkng for a mnute until all the statements have been chosen once 4. wad one point when a person can tal successully o one minute without stopping T he winne s the

peson with the most points at the end

Rank how well you can perorm these outcomes o n a scae of 1-5 (5 beng the best) _ make comparsons _ recognize causeandeect relationshps  make a complaint and propose a soltion  se acts and evidence to deend a poston

A

Students oen send tet messages duing class. Why do you thnk they do t? Dscuss yu answes wth a paner consequeces   f (f  ) rticize  x vl b 

'    displine f-c;  c  

  bv diruptve  b    f    ge          ff  qc

awy

B

ge to obh�  b   s  

 b  f        f  bv

lato  ff  (,  b 

v  )   b   bv   ( ) i    s

Read tese statements aout tetng n class Who do you thnk sad each one? Mak you answes and dscuss wth a paner Which statements o you agree wth? Why?

Student I reache 1 Paent 1 I   f    x   I      

C

I

2 I    b  f x  : f x   b     3 I  b     x  c  b cf      

I

4       f   f f   b  b z b   5 Tx  c  b v b             c   

I

I

I







Read the statements eow nswer the uestons with a paner to discuss you opnons o these ehaors Be prepared to share your thoughts wth te cass •        •    '     • c       1 2 3 4

D

86

H   bv v c     c     q f  bv c f  bv         f     b   v  bv

n prs prepae a conersaon were a stuen s caug eng n cass y a ery src eace the techer wants to punsh hm I her the student asks o pardon Use ocaulary rm Eecse  Unit 8

A

Stea go in trouble for texting in clss. Red the sentences in the ch to see wht other students ad to say bout it. Ten nswer the questions "

-·

Past Modl -

 -

-



·

-

Ue p m  pa paricpe o aess rea  imaia pas acios

.

··

. 

.

1

Deie I mpoiiiy Po Loc coco ee ove  co  ' ke ee ove a co  a ke o can't have



1

Je: e    ei e oe ce poe ece om: e   w  rie poe o o  m: I e e a e e moe I    ome mpo E: Eve o, e   w i e ca o e  e 2

M I ee e    e c 2

 ould e r my e

1 Wo  ce  e  eee o e a e i c? 2 Wo  ce  e  e  ca? B

,

3 Wo ik a e mae a mke? 4 Wo k   poe a e  e  c?

Coo e te correct answer to colete eac h item 1 2 . 4 5.





e ove c e e   I   ee ece o o o e oe coae He   I   ee  e mee He a ick  ome a a m  e ee Mke  He   I   oe o e oe We j eee oe moe o a e   I   o O m  ee We   I   o e ame

t haened Read bout these fie situtios n  searate iece of ae rite 2- sentences for each one se t odls Then te turns readin your entences aloud wth a ner. 1 Yo ve  o e occe me Yo ee o e o e o e epe  oe pe veoe ook oe 2 Yo ooke e  poe ca a ook pe e pck p e c ke a  o o  oce e eve e pe e  o    o   me o m o omeok We o ook  o ckpck   ee· 4 Ee  eoo o a o e pe k o o omeoom ece Lae o  o o e  e pe o  mo 5  o o a o eo  o e ck o  mce  a aae o  e H ca  me o oe e

A

1

Read the information about a contest. What a re the rule of the contet? Woud you ever ete r a contet ike thi Why or why nt Dicu with a patner

HI CORCIBT O P A Ln'l Register  www.freeticket cee nd win a ree ticket to the upcoming rock conce by the Regation Nation Restrictins: Must be 18+ Lit one ent per person

B

•

N w rea d abut Mar y' ituation Then dicu th quton th a pan. ecey I eere a ce  w a ree ce  a ccer earg y are a, ega Na e ce regai were cear: y e ery er ae  creae y cace  wg  a eere e·ae  y e re Paa w eg e My re ae wa ce ad e w e ce  e cocer  exece er  ge e e ce ecae  wa e e wo ge  r e ce a e w e ad  y are  wa ced we y red a e wa gg  e e ce a  rce   r  y               crcze Paa r wa e i Nw were  eaig 1    

C

2 H    

3     

Rea d hee tatement ndicate if you are e with eac h one hen epain your an w er to a partne.

•



a

1.

D



2.

D

D

             e  e 3           4      5.             6    j     • 88

D

D

D

D



D

D

D

What houd Mary and aa do now oe p wth a outio with your partner ad act out a converatin w here they r epair their friendh ip Units

big dl omethn prtat g susdd temprary not aowe to o to hoo or a eae yo' ve e omethn wro

A

i ony for one pero r rop; nt or everyone sc how that y neta an are aot omene ffen

Y         M G. R  x    W   k M i D   Cl:  o hea what happee? ah ot pee fom hoo Fo fe a! k: oe  Cl: No, Im ot He ot  toe o pot ometh oe k hat eat  he o?

B

W   M L    

0 ah ee wet oe to (1)

a teahe He eete the pot a (2

ter t t wa to

(3) hmofhe a ah' otn w� pte to The (5) ho (4) fe ah ah tope wte a ette (6 pra t thetht teaher he rtze

Listening Strategy

Determinng a Speaker's Attitude

S        pee ttte o fee 

m so sory to hea that. I That' too bad. I  cant imagine what shes I hes gong though. Surprse: No way! I You kddng! Agreemet  know! I el me about it!



O

   y  k  k     q W "M"   a       

hat oe a th   aaa? hat  a opo o  aaa? ow    aaa eat? ow   tee ee the et? How  a a a fee aot ah tato  hat o a a a th aot pot opo oe?

Give Your Opinion on an Event invasion of privay whe u te e  dtubed   uet w rspnsiiliy methg tht  u j  dut t d wth

A •

Rd    c  Mca G. W dd  d d w w d  ? d Dc w a  Student Micah Green was suspene fom school r a week r criticizing one of is teachers online. Micah is the rst stuent at the school to get into trouble r osting soething on a social meia site Micah's parents will be meeting wit the schools principal later this week

B

Rd t      Mc'   Wc () d  a w? Dc w   s

  e  a cd w g   wt Mc, I  . T      ch w   e d   w cte He w t  c  w h  c  I d' kw   ch eg a   c exe   t  tc   w t e   *  1nr •; tNl r:  r    a *' o   %•Nxm 

lifan

 g t h h   tdet wh ed  t  tme e me I  et  mthze wth h tt e the uhmet t the eh thugh h ddt ue  tg g ge d he t h  t dw te  h tme  th the h d h e u hed hm   deet w-me  g hm t gze  the tehe

aran78

C



W d  ? Sd Mc  e dd? W  w     d   e U     W S  Ex  w a d Rad  ' w Dd   w  i    St?         '? w    d?

Writing Stategy

Efecive OnlineP

When posting onlne .

1. Identify your role.As the parent of a child. .. I I go to Micah's schoo 2 Exlain ow te ssue relates to ou As an nteet user mysef   Ths is a invason of privac 3 Ask questons for furter discussions that true? I Does the punishment fit he behavior 4 Try to summarze your eas cl eary or your audence may lose inteest. 5 Remember to be espectful n your post ng

90

ni 8

J

goof silly r rdculus ega nt llwed b lw

epao the nn tht ele hve but smene rputation good bad solid -; \ impact harm hr uin oe's  I r smethn; hw mch the resect r dmre t pt oes - a rsk J I

I

I

I

I

.�-'

A Y'e   ac a e a   e  ea  e. •• Dc e qe  a ae 1 Wht knd  nmtn s vlble but u  the Web? 2 Hw uld smene hrm ur reuttn nlne?

.

B ac he e Ma eac aee e  e.  1 Sc ennes tke ctures  everthn sted n the Internet 2 u dnt hve t wrr but  blemtc ht  the me s deleted 3 ts es t cntrl wh sees the hts u ut lne 4 Its ssble t hde ur stns rm serch enines

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C Ra  l  ' a '   ne T  e e  . e ac e - e an cec  ae. Do •••

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thnk  the she everthn wh wl see the stn (ndthe, bssretc) use ees tke es vdes nd stres u she sk u t thnk but wht the n the Web l bere u clck I the esn wh sted  bd ht   n s the t t le L nee u we re uceu Exeebu  ec u wureut  hee ue nlne  

9

nonymous ade r de b a per whe e i  kw A L t t t  t ttl f t g Wt   t  t  t f t tcl? • C    c  cc t  .  ha we d i r privae ive a hw p ie  here' a   prva  There are ew wa  ver a per ide ie  i ipibe  hde c e a p ie   pibe  e awa wih wrii ea e  Tw vide ie hw  ha here are eaive eee  behvi direpe i pbi B

R  cl  cc    Exc  W  cct?

 F t r  x  t cl tt  t t f t  lt l P 1  Oppie  identified r know: _ 2 Oppie  leave alone  3 Opie  public 

P 4  Oppie  repaired  5 Oppie  posted (a vdeo) 

D M t ttt tt l t t f, t tt,  t The prfessional The studet

  3 

The per behv wa ah  vde The vde i ie eve w The pe daaed ee ee prper The pe aed ae

per aid kw  w wee bke 6 The pe "Iha  rr" 

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Sz t fl  tt t  t c  Exc    t qti t    ha were he eee  heir ai    hik vide  he hd have bee ped ie h r wh  Ask

Iaie ha everhi  aid ad did da wa ped ie f H wd  ee  ih  chae  behvir

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9

Un8

We used to view the Internet as a place of eedom-a orld al its own. Whe you went on the eb, you could be yoursel take on a new identity and pretend to be someone else, or simpl remain anonymous Whatever you said or did stayed nline and did not interre with your li oline Likewise your private lie was your on completely separate om your online identity. You didn't have to worry abut things you said or did at work or school showing up on your computer. You could act goo and it was nobig deal Nowadays, new technology has changed

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by hund�eds of thosands of eople. "My fiends and I apologized to the owner of the car and oered to pay him r the damages said the stuent We felt so bad. But the video didt sho that It nly showed us damaging the car he video was removed aer a couple days but the damage had been done "I almost got suspended om school over this My parents punished meis experience has practically ruied  reputation We kno that were losig our anonymity online. And no it seems e are losig privacy and anonymiy oline as well here are no retrictions around recording

5

everything, so thatwellened the separationhat beween two (in lives is no longer we doouroline our "real lives) can now be posted on the eb with a fw easy clicks. ith cheap cell phone cameras and ee video hosting sites like YouTube readily available to anyone, photos and deos taen in publc can e pu online within minutes sometimes with damaging results A professional in ew York City discovered this the 20 hard wa She was lmedon a commuter train on her way home arguing th the train's onducto "I lost control; the woman sad "I very tired longthings daywas at work and Ifom said asme I wsh I hadnt hat shrt argument had negate consequeces because the scene was lmed by another passenger on the train and posted online that evening. ousands 30 of people are sti watcingthe vdeo every month"I was disrespectl its tre: said the woman "I didt do anythng iegal but it feels lk I dd because everyone is still criticizing meIt' s been terrible A similar story happened in England when a young college student and his friends were lmed 2

roughhousing aer a big oball match e young men damaged a car prked on the side of the road and a video of the inciden was posted online and viewed 3

video of what and putting Web For nowhappens you can in getpubic away ith doing itit on the It used to be a choice to go online and share yourself with the world ow we are entering a time hen someone else may be making that choice r us. n short, we may   havg a bl  nln whether we like it or not 1 showing up appearing 2 roghhosing fighting in a plaful way 3 incident an even

urnc the ael wathig o sooe, espeally by the polie A W ar dr rva  d a  r v. Wa Rad   y ka a m?   x  ar a  B D  r ra n   a ad  q  • w a ar  rard  ar  o   la  Ho o these eet ethos help s How ght they be a aso of ay  hh o o yo th is ost ipt to o y li  hat estos shol b pt o these eet seilae ethos  e yo sypathet to eople who get to toble  ay o thse statos hy o why ot  hat sholog the pshet be  yo get aght soetg llegal  eah o these statos It a   paes to oit thei eloe' ote sa  I thi ts a aso o piy Soetes yo ee to tae a bea \e a�e e! _ -

C J

In one survey, te average person spent one to two hors sing the nternet for personal reasons (e-malng rends bankng shoppng etc.) we at work Companes are now able to monitor exacty what ter empoyees are dong   m   w 

Q9

ar  a r W  a d  a   most? And  least?

n te UK tere are more CCs {closed crcit televsons) pe person tan anwere ese n te world Tey are sed to tack and photograp yor every move

Large nmbers  peope pass trog arports every day To keep everyone sae new tecnoogy s beng sed to scan passenger who may be carryng dangers tems

A •

Look at these two pictures. Where are these people? What do you think might happen in each case? Discuss wth a paner

B

Now read about te laws shon in the photos in Exercise  1  I v, o c  o cc  o  o  o So ov oc offc a o cc o  f a a av a c a o  f o ca o  a o a c S a o aas S a o a a f of 40 ro 2 If o o ou av o  o ca    a I' al o  a w  coo a  a  T a o a ca a o    ca o  on T   a a oc afv  T    co  '  ca fo  i a a H a av o a offc a aca f H' 



Crate a role-play about one o the situations in which you or your paner pretends to know te person inoled My fd Haa o  e : T S  ao o f ol o    meo o coo a a a a o o f ao  ao e   o  o  qo o  o a T o o f ao 

S o o  ai io a c Ra S o'  av o a! I o   a  a  a 

ank how wel you can perorm these outcomes on a scale o 5 (5 being the best) ___ us past modals to consider possibiities express disbele and regre and make logcal conclusions ___ compare acions to their consuences ___ recognize hardship and e�press sympathy __ respond to a news sto wth your own opnion  e

e VJ J

attack o ty to hurt someone with physcal violence hunt to chase and kill an animal, usually fr food species a class of plants or animals that have the same captur to catch a person or anmal and confine t characteristics cruel very mean or unkind train to teach a person or animal how to o something domesicated raised by people for agricultural treat to behave in a certain way toward someone pupses or living with people·as household pets endangered in danger of dying out completely · wild free untamed not taken care of by eople evolve to slowly hange and develop over time into ra (somo) ey I f I p I el adv.

a different form

A

pep. eg

Notce! in the wld in naur

+

.

ra (somo) ith kinne I epect itet  ra smn rly

W           T      l

I Humans have been keeping animals as pets for thousands of years. How much do you know abut three of the most common ones? Dog

Parrt

Cat

1 his is the most common household pet in the wold

D





2 his was the first wild animal that humans domesticated

D





3 Not only can this animal sing it can also be tained to talk!







4 Ancent Egyptians treated this animal like a god







5 My wi pi of hi nml re endangeed



D

D

·  ·       :

B





  

6 his animal evolved from the wolf and was oiginally used for hunting.



D

D

7 Some people believe capturing this animal and keeping it in a cage is cuel







8 If this animal wags (moves) its tail from side to side watch out t's waring you that t might attack!





 A rr

D  q   

I  o ou or does somene you know have a pet s it trained to do anything?  hat do you think of people who treat dogs like people (e.g dressing them in clothes feedng them at the table)?  and o o hn them   o hn l n o o h o n keeping n zoos? 4 Name an endangered anmal hy is this animal at rsk? 98

Unit 9

A Complee he sentences in he char wh he passve form of senences 2-6 Im 1 has been done as J a mode. Then check your answers wh a paner. 4  ol s g o  ls    l s e  Po   ls   gs  Hs os ogs 5000 s go   l sl l    o  s o ooo 3 Hs    o o o  s o 6 Os sol   gs o  s I Review of Passive Voice ! sl s -  ls    gs 's l 000 s go sl s - Dogs   o o ol   s o  I s     o   s o  os   o s  i   s o  os    sl     s     o s o ooo Pos  o oo  lss  ls Dogs Fo g lss  :Usc oo,so + o  s c W ols ol+ • os  so   lo os os  co o  s o oa o s+ o   Yo  ss       o  o s  gl go o eol  sogoss o  so   o s o o (Woooss    os g) B Compee he seences usn he passve om of he verb provded n paenheses    os o s  ogs (sl s   os   go o  ss   R  l g   o (sl s g  s s ll  s  os (s o a  s sso  s so osl0%o ss  zo  l  Sss   o 0% o  os (sl   00 4  l o l  g l  o o   og  og o  l No  ss (s oos   l  s  s  a  og (sl s    so  ha shoud be one abou he issues n Exercse ? ok w h a paner o nd a eas one sou on fo each ssue Then share your deas wh anoher pa  tr;v�. , (    s sol    ! _    99 kept

I

be

be taught be+

by

be

The lst cat

was

by

be

b a neighbr. Pao

t seak

aots ca be taught t seak

e  was btn by a spde

abad)  ad

atck)

(shud  al)

cut d)

ca  se)

des

challege)

tea)

",•.   ·



'r



The Democratic Republc of he Congo

hbtt  naural nvronmn in wi an animal or plan normaly ivs or grows t a yp o mammal a nuds umas, monkys and aps

A H

You ar going to hea an inteview wit a man who woks with bonobos, a type f ape. Look at the photo below What do you know about this anima? Can you guess any of the answes to 1- below Discuss with a patner

Bonobo F Sheet

1. Couny of origin n Africa: - 2 How smlar o umans

% of  sam DNA

3 Bavior---  Endangrd saus 

Lstening Strategy

Rason __� B

•

0

Read te istening Statey Then listen to the ist pat of the nterview and do the following:

Listeig fr  n r r n

xrn  possibl probabl its hard to say for sue, I think so it hasn't been proven.  r   n   rn  n 00 n  n

 ompl ms 4 aov Wr ony ky words and numrs.  Tn ask a parnr W ms ar a s? W ar poss l u avn' n provn? How do you know?

C

O

r Sten is going to desibe a bonobo named Kanzi Read the summay beow Then lsten Compte eah bank with no more than thee wods nss ar sudyng Kanz aus s  rs onoo o larn o ()   mos surprsng ng s a  wasn () o us languag H arnd  n  sam way do  ard snss alkng o )  (3) w popl oday Lar  rd o us words o (5) Kanz an undrsand (6) _  o spokn ords and ommunas wi popl usng a (7) . H also pays (8) __

D

isuss the questions with a patne 

••

 How s an spal I you ould ask m a quson wa would  ?  o you nk apurng and sudyng anmals k an s usul o rul? xpan.

00

Ui 9

Mammoths were a relave of he eephant that became extict aout our thousand yeas ago.

one a gtc cpy f a amal that has b mad  a lab ug t DNA f ahr amal

A

On your own, ead the thee sitations. Come up wth as many reasons fr and against each stuaton as you can. Lst your des 1. Aa i mvig t athr city ad ca't brig hr dg with hr T h pt d a w hm r  wll b tak t a ama hltr Grg ha b hki but tt   r m mpy  t curag him t xrci mr Hwvr, h l al  a mall apatmt ad td t wrk lg day s th aimal might b al a lt Shuld h tak t dg7 2 Liz rctly aw a mv that hw hw aimal ar raid fr fd ad h wa hckd by hw th amal wr tratd Bcau f thi h thkig abut bcmig a vgtra Shuld h? . Ug clig tchlgy citit ay that it i pbl t brig back xtic amal cudig th that dd ut rctly (lik m pci f tgr)  wll a th that bcam xtict thuad r mlli f yar ag lk mammth r daur) Sm f th amal wuld b kpt  ; thr wuld b l   wl ul tit  t

B

Get nto a grou o our eoe Foow the stes to dscuss the stuatons n Execse  

•

1 ak t mall pc f papr Writ "Y"  fiv pc a "N"  th thr fiv Shufl t papr ad plac hm fac dw 2. Tak  mall pc  papr Writ th umbr   th pc  th am with th umbr  a 3 Shuffl th papr ad plac thm fac dw xt t th thr pi  O pr tart Tur vr a papr frm ach pil •

 , r 3 i th ituat yu wll pak abut Yes r No  th awr yu will v t th quti

•

Stt yur awr ad giv a ra t upprt t ug  f yur fr r againt da fr Exrci  u cat rpat a ra alrady giv



I ur rup mmbr thk yu hv     yu   t  yu    g r r ca't thik  a awr t th xt pr tu

•

W yu fih rtur th papr t th bttm f ach dck

Play util vry ha awrd a may ut a pibl Wh ha th mt pit

No  old' ake e do Is  el fo a pe o be lef aloe all y  a a paren o aa sod be eaed lke a   W

101

A "

Cover he Quick Stats to the right and try to aswer the questions with a paner. Then check your answers  : Ele 1 H m     v? 2 H   m     m? H bo fem ? 3   ?

*poach  ersn w legly tes nd ks n im

B

 v      v  2 F  v  m  c herds.

M       b 4; fm v     3 M   b c* f  v   b fm c   m c  

Read te tite o the aie, ook at the photos and read the otne beow  W     W   K  2   c  cc o   com  o  fm fm  

The David Sheldrick Wildlife Trust in Kenya

.

WHAT T DOES

 f u ae o bby eeh  hy e_____  o       eued ove ea o e wd HISTORY

 fe u a ed  9 b- HOW I WOKS

O bbe ve  he ____  Nob b  c fo by o   e    e o e e  e   eee oc  o e  ove--  F o  jo� THE BENEFITS

  ee ee umbe fom decea I m _________

c J D

J

hat re some was that hmans ad e ephats are sma Uderine deas that you ind in the ace Did any o ths ormatio srprise you Te a patner Ug he outine, sumarze or a parte what the David hedrick die Trst is doing i eny and why ths wrk s poant n or opnon, wha ese an be doe to hep

102

Unit 9

J

 LOS RV

allows you o locae or ollow people or hings

alert a warnng, an alarm on Eah ansthtic a drug ha sops pan or causes you . intrcpt o nerrup and sop somehng from

o fall asleep

happenng

collar (noun) an em ha an anal wears

tag (noun a devce aached o someone or

(verb) capure an anmal around slneck; GPS (glba psitinngosystm) a ool hat

A

somehng ha sounds an alarm (verb) o pu a ag on someone or somehng

Wo w    o  ollow:

•

1 xplan wha you already know abou elephans hy are so many of hem beng klled? 2 The le of he vdeo s Svg Elephnts fm Harm.ach he enre segmen once hroug wh he sound of Then ry o answer he quesons a The people n he vdeo are n Kenya ho do you hnk hey are?  ha exacly s beng done o "help save elehans from harm? B •

Did you knw?

lephan le n a group called ed a The feale lead n an elephan herd  called a mtic erone n he herd l lo her

  a low   o  o o  w  o w o'   wh   o  o w  o o  ole   Fll   o w eo 2  2   A  w yo  and lan Douglas-Hamlon and Davd Daballen locae and hen follow a herd lan s n an ( )  hen hey deny he emale o be (3)  hey sho he he Davd s on he () anesec dug cases her o fall down nce shes unconscos he eam has only (4) mnueso wh DouglasHamo by sendng an aach he (5)  I wll allow he elephan o (6) o a cell phone va ex message ( 7)

C

Wh  2 o  o     - w  o  How -fncng wrks

 n elephan 2 The GP n he collar  The server   eo

 

104

 ges  and sops a herd b efore  reache a human selemen  sends an aler o a ls of recpens  crosses a val ence lne  ed a e eae (M o a server n Narob

U  oo  o w   C, pl o   ow o wo ow o oe   o o  ·   o 

Unit 9

pesticides chemicals put on plants to kll insects

A

•

G io a gro of  re e. Eac  ers o sod co ose o of  aials feared o t s ag e T fo low e ses 1. On your own, rea about your anma 2 Explan to your partners n your on ors th anma's curren status an h y peope are concerne about ths Dscuss hat yo think can be one about the problem

Name: Sberan er Status: For years, ters have been hunte or their ur an boy parts (hh are use n some cultures tratona mecnes) her numbers have also been serousy reuce by the estructon o ther orest habtat oa only 400-500 Sberan tersthe ors arest catcan be oun in the il Why the cocern Anma actvsts orry that the Sberian ter may become extnct In aton because the t ers habtat s ben estroye t s harer o them to hunt houh these ters ten to avo humans

they l attack an eat peope  they can t n oo

Name Amercan Bumbebee Status Accorn to a recent stuy bumbebee numbers n the Ute States have roppe ramatcay in the as tenty years Some speces have ecrease by amost 96% Whats causn ths? Cmate chane pestces or somethn esescentsts arent sure Why the concern Domestcate bees are use to polnae pants that ve us many oos Wthout the bees ess oo  be prouce  resutn n hher costs or consumers Jobs are aso at sk

Name Bottenose Dophn Status houh not lste as enangere these animas are hunte orle or meat Others are capture an so or lare amounts o money to a quarium s aroun the orl an use n anima shos Why the concern Stues have shon that ophins are not ony payul soca anmals but that they are qute nteient Protesters arue that it is crue to kil or cae an anmal as smart as a ophn

B •

age ta yo ad yor arers wor for a eraioal orgazao a wi doa e oey o e  oe of  e cas s ao ic o wold yo ge e oy o? y? Ela i yor r easo o aor go .

( World Anima Day

Create an Informational Brochure A

J

Wen: October 4 Wy to appreciate

and larn about animas; to raise awaeness of endangered anas

 student created the brochu re b elow to raise a wareness ab out k oalas or World nima Day . Rea d the brocure Then discuss t e questions with a partner. 1. a d of ad dd  w s? (S  g Sagy o e x ag) 2 c  ag y do yo   was cos? o yo  ? 3 4 5 6

os  acgod foao xa ca wy s aa s  o? c fac aes  sogs ag fo g  oaa? Is  ca o aco w cay? a s o oe g yo cod do o  ? Ova, do yo  e oc? How wod o ov ?  � og ey ca  s  zoos a ov e wod   wd oaas ca be fod  oy o ace o Ea:  foss of saa Fo yeas se  aas wee ked fo so ad fo e f ad amos eca exc Foaey g oaas s ow ga Poec ogas

' Use  ttet.

grabbig seece

tha uses one o he writing strategies.

ave aso odced e o e wd aga wc as d e mbes ocas Ufoael  koaas' aa aa s s ad as a oaos xad o e foesed ad May koaas also de ac yea we ey ae  by cas o ae aacd y domescad dogs a eoe  as s

 � se iages that grab \ your readers atntion I

,

l

• o  oos k a c  bea e koaa s aca a d of aa caed a asal emae masas cay  baes  a oc o e soac

Incude a ca o acion hat tes peope what to do

B



So o ecome a ee of a ogazao e e old dfe Fd F Vs e se o ea moe ao ow yo ca e

• Fo e koaa e e s fe ey v ad see  ees ey ea ee eavs  ad y ge os of e wae fo e eaves y a f e saa foess dsaea so w e koaas

Work with a paner. Youre oin to create a broc hure that raises peopes a wareness a b out an anima issue o y our choice Cho os e one o te animals in this unit or think o  y our own . Ten d esign y our brochure Reem ber that it shoul d hae • a ao-gag ad • o o wo cog ags • akod foao exa wa e se s ad wo o fo ef facs a w e eoe o ca o ca s foao yo ead  s  • a ca ca o aco a es eo wa o do

0

 9

Writing Strategy

Geing a Reades Aenton Wh w wr mh- brchur,  r,  w rcl- w   ur rr r  h ubjc mr mmly. O wy   h   u  rbb hl r p cTh mh b 

• a question that make you tin: Do havng a pet make yu healthier?

•  r urpr, r hck fc In the lat twn years, 96% of thee bee have vanihed.   m pp: Adopt a dog   ave a lfe

C

Exchange your brochure with another par. Read their brochure and then answer questios 1-6

U n Exercse A about t

Monkey freed from Drowning surfer I Critics and supporters  zoo by keepe, still rescued by dolphins battle as bullghting _J _ hunted y police happy to be aliv banned in Barcelon� _ -

A

U

_

_

You are gong to create a mnutelong  nterview with a partner hoose a news headlne and, usng t t hep get you started do the followng: Stdent A Y r h r fr h  y (h zkr, h fr h r r rr f fh) Y'r    r y    rr  yr xr rk h yr r  v  ry hk f r  h I hr qu h ll yr r   rb y

Stdent B Yr    rrr hk f f r x  h y  k yr r  h I hr xr If yr r  r h  ll  h r h r

B

J

      ,  r Get together wth another par. Do your roepays for ? each other fter you lsten to the other par's nterview answer te questons  h w  r? h h? 

c

"

D h r   r y  y hk  ry l  h r h r?

hange roles and repeat Exercses  and 

Rank how well you can perform these outcomes on a scale of 15 (5 being the bet). _ use diferent fors of he passive voce _ use a ouline to sumarze deas  raise eopes awareness about an ssue  write trong sentences to capture your readers atte ntion n te W

A • B

•

aect o ilu o us somg o pp chane yr nd o g ou so o opo bou somg cncetate o p los io o somg eect  sul o g  o g uss

hetate o o spk o  o  so m, usull bus ou  ui bou somig rce o viw  os iomio i o o us  ratna logl, sobl

  o g fre t o isov  sw o  soluo o  poblm

react o spo o  i  i w bus  o somig  s pp reret o l v  so bou  ouo o som g

Look at the hotos below. Wht re the eole trying to do? Tell  rtner

Word \ Paneshi ,.: · ,  v� p

How much o you know bout the brn nd decson king? Colete ech blnk wth a word fro the word bnk Did ny nformton surrise you? el  rtner.

· .• ,')1"   \;  ' 

, •.  I





 

,.;r�:-1·

  ' ·�;.,/"_i \

./ ·   '" 

 

M  ps wi is iiio: keep (something) n mnd

make up your mind speak you md

l  l w  l mmb  o o soig

Did you know? You bi is bl o l mous () o iomo  ps o 00 mls (322 k) p ou! T's s   supompu. W w  oo m os   b iiul o() _ wi oe is bs. I  siuio lik is w o si  ou mi m ims     oi w m A lk o slp o ol s ou ii o mk isios; i lso mks i  oo  (3) quikl Popl wo o  ou slp v  bg (4) o o s o xmpl Slp ivs us ov (5) 100000  ss  

 •

Coete the sentences with the words tht descrbe you. hen exn your nswers to  rtner Do you hve nythng in coon?    v o mk  impo so,  usull react cy and ae a chce I tae y te   can ae a ratna decn I chan e y nd eera te efre  decde.   ten I ete I rarey g  sios  mk   lk o slp ften I ete I rarey s m bl o o i lss



Ut 

A •

a s aRead coeeesde wo eedsadoe o schoo ad c e e es e asw he qesos w a ae S: You coud get a parttime ob in the evenngs Mx Great idea         J  I   t aschol arship yet but'm Mx p kno do have annng on appying for one.  aLookpossatbthele future to eventorsentences. an imagnWhat ay sitdoes uation?eachWrdescr te thebesentences in the chart elo 2 What do you notce about the underned verb forms would

The Conditional

O   ()   I if  -

-

-·

cau

esult clau �

•   ()   if cau



rl clau

O ThThes verb form nofhethe cond clausetionas in thes usedsmtolemake resentprednctheonsresulandt talclakuse,abouttheposs verbbsleinfture the sevents. me future 8 hclsaorm ofnotthetruecondirghtono. nal s Theudresu t clkabu mbesnan mt vt. h ifmatn n th use i s use descr ag n ed resu t use, the teacher + v s used.  heNoteverb in he clforausealssubjn theectssimn lthee ast.causeIn theIf resu I yout clahe� B Coee e seeces w e coec wods e ea o aswes o a ae if

1

if

if

would{n't

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b_ wr

I

I

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

I

23 We' l goteacher tobutthesifbeach sI c k tomorro thseekend the eather I  /  have  cstart assnicemy own busnes. I'fmthebroke, aelot off money 4 I /  travel to the year 00 f I   a tme machine  Coee eac e w o ow deas ad dscss o aswes w a ae  If you---- ---, you'l probably get a good job  Youl scoe hh on the TEFL if you----------- 3 If you drink too much coffee before bed, you-------------- 4 If you miss moe than a eek of this class, ----------- I

I

I



6.

dnt ------ 7.5 If'dI ere--------· be happier if  _____ oul___ _____ D D 111

refud mony yo gt back whn yo tn sothng yo'v boght A

reur p sto ls abot tnng ts that hav bn boght

Li o  ci. A ,       qi

0 C 1  Th woan _ a cookng cass  gts nong n  wants to tak  hs o C   Why os th an want to tn th c hon?  Ts sothng wong wth t  Hs c h osnt want t  Hs on a cha on sowh s

2 Th an th cass  ay njoy takng  snt aa wth . has ha goo thngs abot  To gt a  n at yo st tn th hon wthn  wth    th wks; th ogna ackagn  a onth a ct  two wks a ct

5 W h an b ab to gt a  n n th st?  Ys  No  It not ca o th convsaton C  6 Th an an woan  cnt g ot whn to t  a styng togth o 430 to :30 . ay o ay not t at toay

7 Whn h woan  n a 40 th an hstats bcas  hs a oth lans  h has cass  h wants to nvt soon s

R  c   i i i i    iio o O    o  .  C 1 Th woan says I can't wait bcas sh  I  ookng owa to h css 2 C  Th an says Oh, thas grea a th n bcas hs e  e  C  Whn th an says Uh, yeah  maybe h ans 'm not sure I Yes, I think so.  C  Th woan says Oh wel  hve fun bcas shs u   wt th ans choc B

Aswer

112

Ui 1

If you invted someone to do something (study together, seea moie) and the

"(J son s ayb wo yo xct th on to go wth yo

hg out with the wrog cod  pn m  ba pp

A

If  f f ys s  y  sl,  l y ? Exl      .

•

 ' ak a a n n an v m av�vn  / n an   aa pak m mn   ak  m n b  n v av    ak     pbab a  m n  ak  m H I H pbm a nn  m bn

B •

R  sa l    T s ls    l-y Pf y llys f   STUDENT A Y an  n bn (b  ) an a v kn an pnv pv  Y a v a ap    b m manan  a  kp  Y n   b a ay  n b n a ann    n  an n  H I H

a a bnnn  Y an   a   b   a   bn n nna n   I     ap Y a   pan  b an  you  n pn  bn Y an    a n an pa  n  a n b n  U  nna  

r

 mak m pn ab a  appn  / n mak m an  banm m pb n  / pbm

E B

:avn aan nnan a   n an  n  a   a m  an a b  k ann    pp   p   a a  b  n    pan an a n Y a an ab akn  p ba vn mpa    n  a vnSmm  nk mab  b app   n  a n  pn   bn pn an n an pan   

a b  a nv av an n m   yn a  m Do Do

113

A Read the title and sbtitle and ook at the hoto. What do yo • thnk this readn s on to be abot? Tell a partner

B Read the artce Then answer the qestions with a artner . 1 Accg  aaga 1, a ae   g  eeage ea

•

2  I aaga e a ece  fac ceae eec  a ae g  ee ea a a ae e 3. De e a  ee  eavo ae m g  a  The prefrontal corex - the pa o the brai nvolved in making desios, ontroling our emotons and pannig or the uturesn' y developed unt were 25.

Choose the correct otion or each te. 1 f eg  mee  maturing (e 5),   ee I eu  f ' ee ( 6)   mg        3 Y p (e 8)  mee   u  e I e  u 4   impss (e ) mee  cae e e  e I e  ; =  �  iratonl  )\  Stdy the Readin tratey. I Reading Then coete the casero eect         ffE   x   charts ith inoration the Strategy u   ff    :   assae Use no ore than three g      f     ,  words er blank       f  

C

I

;-,

ir-

'-�





Y bra odce checa

 red wache yo ay a vdeo game

Y a o  _ h

Yo wan o e yo eer _

Y mee __

Yo drve-

Yo  rd h

Ye ae ad

Yo et to a car accde

Yo do we ad e eta o

E •

Yo __ yor re Ue the chart n ercise  to answer the qestions with a artner 1 Dg  ee ea  ae e  eage  eeece e a ecg g H ca  eef  H ca  e age  Pee ava  ve ma   e ee eeage  H e e a e e ve gae  exa  H mtat  eer arva  yo D o care a  abo a e h



 0

10

Fo yeas, scientists believed that human bain development was completed by the time we wee 10 o  Recent studies, however, show that duing ou teenage yeas, ou bain-especially the peontal cotex-is still matuing in impotant ways. When we'e teenages ou decisionmaking ability is developing and wee leaning to make good choices At the same time, wee moe likely than eve to take isks Is this nomal? Scientists who study the bain say "yes In ct they believe that isktaking and othe iational behavios may actually help teens to become successl adults Take,  example, the teenages love of thills We all like new and exciting things but neve as much as we do duing ou teenage yeas Duing this time of ou

lives, say scientists, ou bains poduce chemicals that make us vey eage to expeience new thingsthe moe exciting, the bette Although the need  excitement   to dgou bhvio (e diving a ca too st and getting into a ca accident), it can also geneate 2 positive ones e desie to meet new people  instance, can help us make iends, which usually makes us happie and moe successl in life Taking isks and tying new things can be challenging o even dangeous, but this behavio can also lead to usel expeiences that will benet us as adults Psychologist Lawence Steinbeg ceated a video game to exploe an impotant cto that aects typical teenage behavio: the intense need  pee appovalIn the game, playes ty to dive acoss a town as quicky 1

3

40

s possible Along the way thee ae sevea tac lights Some lights tun om geen to yellow as you appoach them You must make a decision should you slow down and pepae to stop when you see the yellow light  speed up and ty to go though the light bee it tuns ed? If you get though the light bee it tuns ed, you get exta points If you il, you lose time and points When teens played the game alone,they took as many chances as adults When a iend came into the oom to wach, though, the teen almost always tied to go though moe ed lights ei goal to get moe points and impess thei iend Adults who took pat in the expeiment, howeve, dove no dieently with a iend watching Why did the teens eact this way and ty to impess

thei fiends? We ente a wold made by ou paents, say scientists But we will live most of ou lives and succeed o not) in a wold un by ou pees eee, it is impotant that we ae accepted-and espected-by that goup, even if it means taking some isks to t in  Anthopologists2 have und that almost all of the  wolds cultues ecogniz the teenage yeas as a time duing which people seek excitement, take moe isks, and stuggle  pee appoval Doing these things can help us become successl, independent adults But, say scientists, we must also learn that ou actions can have seious consequences and nd a balance between the two 1 approval suppo or praise; espect anthropoogistsscieniss who sdy people, societes and cltre

2

Decisions, ecisions

115

A

•

Read the definton of pr pssur. Have yo eve felt eed to go along with the-� o even when yo ddn't want to? ell a ane

'. ,

I B

If you do something because of pr prr, you do it because othe eol in you social gou ae doing it.

Read each itaton and thnk abot yo anwe to the qetion 1 Y                    I     ,         I         /    W      a      b            2 Y       j       E  Y       O        m    W      a      b         m          3 Y    m :  m   m       j       Y   m        mW      a          m b       j        

C

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Take tn akng and anweng the eton n xece  wth a atne xlain yo eaon fo yo anwe hat fact ot nflenced yo decion? At the end ate yoe and yo ane on how aected by ee ee yo each ae Do yo ating atch? Peer Prssur as  ppra a      ;           Y   !  e aur Smm           m             p rr Y        Y       m    m 

D

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6

ith yo atne coe  wth yo own eton abot ee ee (lke the one n xece )  t can be abot fend faly chool o wok hen exchange yo etion wth anohe ai Anwe the eton yo get

U 0

pprpite h o hng o do citi a mnal oss sd o hnk abo hngs iiti a flng ha maks yo wan o a n a an way

ituiti (adj. v)  flng ha somhng s  n whn yo h no oof of  pe an moonal qs ietr sml, bas

A R       s  : W s Te      s  j • s   ?  Pnon Usy n h nd Ss. nosnss (o o sd  bn)  dong sah hy an o fnd anss o s qsons n   d w  dlmm (a dl ho), how d w dd wh o do hh (s) of h bn d  s o mk o dson yl, h sh sb, s  no  mhn al a yl l lok  som s and  wll b ask som qsons h sann l od s bn  scanner.

B W s 1  s  sis Ce   ss    1

  ha son dos yl ha o mak mmaz  n wo o h snns 2 ha do yo hnk yl s gong o do 3 If yo w n s saon wha wold yo do hy

 W s  T    ss �  e it v  of h o who aa n s sdy   t hl h woa 2 hn w' fad wh a dlmma h's nasd ay n whh as of h ban Mak yo answs) on h mag 3 h sdy mofnngs kly ofom hlhs _  sggs ha w  an aa son han an naa on  a woman n dang han a man n dang  somon nby han somon fa a way I

I

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EPMEROTSONALN AN SSPMEELCH

BRAIN MAP

MOVSIGEHMEN BALANCENAANDON COORD HEARN FRONAL OBE sss  sios    OCCAREAAOOBBE } �  E M  O RA O B    ha dos hs sy ah s abo how w mak dsons o hl ohs •CRB   U M 2 y's dson o h h woman was bas on "an n moonal sons .q- BRAN SM How s sng yo non o mak a dson dffn fom sng ason f

J

3 In wha saons mgh yo ly on yo non o mak a ho 4 yo Do yonon hnk oason non an hl mak good dsons hy ohy why no Do yo n o  y m o on o boh whnsyo mak moan hos  e 7

Showing Cause and Efect

A Read te scenario below and then one stdent's esponse to the qestion. What does e decde • to do? What reasons does he ive Tell a partne You've been accepted to two univesites. One is bsed n a small cty nea you hometown, where yore now ivng Another is ove 400 km away n a bg city Below s some nfomation about the schools

S  yu m

I    g y

• You'l lve at hoe n you own oo I • Youl be lvng n you hoetown whee eveyhng I s aa • ll of you ends ae gong to ths shool, so youl stll see them al the te • Cle wll be l  youl et ot o tteto • You shool wll be a loal ollege whee youl get a good eduation • Tuton s aodable and youl save oney beause you'l be lvng at hoe • You paents pee ths ollege

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You lve n a do wth two ooates Yol be vng n a bg ty that youve eve been to beoe You wont now anyone, so you'll ae new ends Cle wl be vey lge You shoo wl be a pestgious shool whee youll get a good eduaton uton s aodable, but doesnt ove othe shool-eated expenses You teahes pee ths ollege

Q: If you wee n this situation which school would you attend? Which actors would ect you decson the most? R I I wee in this situation 'd pobably go to the local school o  two main easons Fist, t woud be cheape. When you go away to school, you typcally eat in the do m cafetea whih costs eta. You also have a lot o living epenses that you don't have when you live at home t can et epnsve. I I went to a local school I wouldnt have to pay to live in a do I also wouldt need to decoate my oom. Id save money on ood, too becase 'd be eating my meals at home q, I'd be able to use my money o othe things nother reason I wouldn't move is that I woud iss my iends and espeially my amy m one o thee chden and we'e al really cose. I  moved, Id ony see y amily dun beas    d pobably be ind o lonely I  went to the loa soo oh Id sl see my end s and aily all e e   , I'd pobaby e happe and do ee n shol o ese two easons, Id ;ose to go to e local school ¥ '\

Thnk abo how o w ans te est in Exe:ise   the ollown " �  1 O  e ee of e, s    oo od o  ao

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Using you notes, wite a paragraph answering the question in xercise  A s yu write, remember to ge two easons for your choice  Also, explain what effects your choice woul hae Use the infoation n the Writing Strategy to help yo write abot causes an effects 

 

Echange papes with a new partner oes it follow the instructions in Execse ?



Get into a gou of four ome u with two "What if" questions together 

 C   d     I  . d d   as a result, because of his consequeny d so  d  I  vd   d Id       (Lv   d d      .)    I B   I C  Id d     Writng Stategy

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        one    B

On you own: Tae two smal pieces of paper n each, write a question an your reply    (if     + would). on't explain your answe, an on't write you nae

c

Put your two slips f paper in the mile of the esk an ix them up with eeryone ese's answers  Then folow the steps

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1          (I      . R             •     rr     Y              v      •     nrr       . 2 N    . R        v  .          .

ank how wel you can perform these outcomes on a scale of -5 5 being the best _ use e oto o  ons   ou hyohei uon __ y u n  o _ iy o  inun eon _ ge eons o jutfy  eio

D D

Phrasal Vebs

A phasal veb is averb·+ peposton/pate. Some phasa vebs ae "sepaabe; the veb can be separated from the eposton/patie by an objet (noun o a ponoun) Note the paement of the pronoun in the spaabe verbs Phrasa vebs have dffeent meanns than the base eb on ts own, as you wi see n Atvty  Some phrasal verbs have '

thre words. They are always insearae: How muh longer do e have to p p i ths a? Eve te I c   a od.

W     She  k She g  her ob She g he ob  I W reovered from     She g  he ness Other exampes: put of, size up think over The pane k   She k  her oeaues ! on a danerous msson The door k  them Othe exampes die dow pick  up, step in Other exampes find ou put up with 

I

I

 a s  Bao Ra s -as o s    Caaa Ma a asa b   a  a b  s s a as  sa a _ dsovered _ postpone _ assess _ reove earned � beame ess _ inreasn _ oerate  onsder _ rvn October6  oo e orever o e o he arpor whee  1   my fiht was aneed The wnds ae (2) kg  and  oos e 's on o sa rann aan October 7 t rained a nh The winds 3  ths mornn so  weno o 4 z  he siuaion Ths is the wos foodn  have ever seen  have o 5   my rp for9a haven oupe ofbeen daysabe o wre sne nerne servie has been u of beause of the sorm Theyre October sayn he marys pannn o    o hep peope wih the foodin.  an     drnin soda and eannoodes muh oner  wonder when ano w be abe to 8  k from his sorm October 10 m on to have o ane my pans o vs you hy don' you ome an vs me n Deembe? 9 k   and let me now you answer  o  a ae a o s a ssos a Loo  a o o o e  a oo o  a os abo s s o a Us pasa ebs  o a satered showes orrena rain a od spe poun ran a hea wave snow fures hea stroe bon ho  ant put up wt bon hot tempeatues  pee poun an

I

  



A

Look at the expressions elow What do you tnk they mean? Workng wth a partne, take a guess

•

B

0

T cib wa

 ib 

beak though come own hold of

chil out feeze up stom out

TIP You mght notce that mny phasal verbs -• have moe than one meanng.Pick up, fo exampe can mean (1)to increas (wthout an object), (2) o to lft (wth an obect as n pck p a bag) (3) o (as n(aspck physcall obtain up a nwsapr t stor). o (4) to a n picking up  nw om anguag) Whch meanng s used n Convesato 3?

sten to the four onversations. Choose the answe that ompletes eah sentene eati  1 Jl ent to a(n)_ paty a nnvesay  hday c.

 hee was a(n)  a agument  eoane

etement

c

announceent

eai 2 3 Bl s oed that

4 Dan s

a eope won't come  e snt pepaed c

t wl an

a confdent  unsue c unhelpfu

eai  5 Cae wants to meet he fend at a chool  eenas house c

he theate

6 n the end Cae s   stayng home  gong out c gong to eenas house

eai  7 Any ants to 

c

on the basebal team a  e ppea n the schoo pay

a  uncea negatve

 aduate ealy

 postve

sten agan What do these words mean?

0 1

stom out (Convesaton )

 ho off (Convesaton )  bek though (onvesaton ) 4 coe down (Convesaton 3)

5 chll out (Convesaton 3)  fee up (onvesaton ) 

8 Andy feels_ about hs chances

Ui

Ak

Aswer?

Have you eve stomed out of a oom f so what made yo o use Wha do you and you fends do to chll out hnk of a tme when you foe up and ddnt know hat to do What was the stuaton How d t end

brak don t  wi ely call o t ccel

A

L  h phs  s h quss. W   p W  u  s mgs

H

 fm? Wh  u  u   suug vs   s u s ?

  B •

izz

hie

W    p Yu  gg  -p  p , sg    s  u ' s  hs fs F  sps Us ps vs   x  u vs h u  break down hold of

cal o

chil ot

pu of

put up with

com down siz p

di dwn k f

S 

S 

Che e  he h e  e  i i h e mehi h hee    he  e  he   Iie  e l he   ie e   h e y e:

 ie   i    ( e   he) e he he  I  i   hi   v!  h   e:

h hee h y    e



ct o be snowd in

hee hshe i  he  s 

h s  p Exs  usg   p 

•

e  Thee ee  he  e    ih i  e   shee e     h  he   e i  e  h e  i   R  S

125

aer t hit mthg wth tg c oasne th udy tw ld d  een t tt mthg git ttc

eroson th gdul mv f c d dit by th wth (wid, h  t) snk t cm ml

A Look the word bnk nd the photo. nswe the questions I wth aatprtner 1. Wht  th vd gig t  ut? 2 Wht d yu th  cug t t h ?

B

Read these sentences from the vdeo. Wht do the underlned exresons men? 1 I w dd't dd tu wud t t cu d w l m l to take it course= eeop nara I ane reon d cm t  d 2 Th  wl thmv     tt in  sory state  oo I poor cdt 3 W mly ct ctu t  v th cc to paper ov�r the crcks = t x mthg tht  dmgd  tht t w · eporar I peranen

C

Watch the vdeo ompete the chrt wth key words. 1  Th lm a Th S  dg th ct  Gt Bt   2 Why t hg a Th cut  gduy ttg: Sctd _ d Egd   S lv  g du t g 

s mar

 Wht th vmt  d a Th gvmt  dg  lt  my t  th ctl  Mt  th my  d  w  wll d  d 4 Wht thy dg  Ex a Thy  ldg th t mh t  th ct  Thy  t uldg m 

D yu w  th c  th wld tht  wy dg? Why  t hg?

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irLanguage.com

 Ge o gops o or Ec se so e • one so and e olow e ses 1 ake turns expaiing your story to the goup 2 What did you fn surprsng about each story? Dscuss wth you group O OTTO THE OCTPUS

The staff of the Bern Zoo ook after many exotic anmals but none s popular as Otto the Octopus He has a specia sk His hndlers believe that Otto can predict when the sea is gong to rise When he foats at the top of the tank it means that the seawater wl soon be going up and the waves i be rough If he sits at the bottom, the opposte effect wl occur-wnds wil de down and the seas will be cam The zoo staff recenty postponed a boat trip to a neary sland due to Otto's prediction of "bad weather" 6 THE DISAPPEARNG CITY

The capita city of Mauritania (a country in West Africa) s known for its mild wether and central location within the country. It's also slowly dsappearing  sections are being \ buried under sand rom the neary desert Ater assessing the stuation, residents tried buding fences an pouring gasoline on the dunes but nothing has seemed to work At ths point, they are used to putting up with the sand, but worried that theyare osing ther city On February 8, 008 a strange rain started to come down n Kerala, Inda As the wids picked up, aloc villagers reported tat smal, movng objects were falling out of the sky during the strm It ddn't take ong to discover they weret fish! Scientsts have some are not sure how ts could happen The peope whothat experienced w never forget "the day theories t rainedbut fish.  MAKING IT AN

Have you ever consdered what t would be like to change the weather? In the summer of 2010, scientsts in Abu Dhabi dd st that They used a specia machne to create more than ffty rantorms-some wth strong wnds hai, nd lightning-on days when there were clear skies and no forecst of ran They pan to keep on using ths echnoogy in areas where there is lttle to no ranf. Needless to a, local residents were competey confused.  ese soes   see eee u o oe o e s se c oe o ou  i s • scuss w yor ro Ge es os or ou swe C Prese yo coe o e css  el o eso Yo sco w e ou e corec • swe ow  os esse coec ain or hne

7

A Loo  h phoo of  orno n nsr ••  qsions Dscss ih  prnr Thn r h c o chc or nsrs. . Wat do you kow about toadoe? 2. Wee ad we do tey occu mot ote?

Tonado Aey, United Saes

B R h ricl gin Cross o h on  fro ch ls h osn' long Thn chc or •• nss ih  prnr. What the storm chasers How long tornadoes measure can ast

Where many tornadoes Conditions necessary occur or tornadoes to occur

wd eed umdity temeatue tme o day

at oud cowded ae ood ace o ami ceta a tte

a woe day  ou o moe a ew ecod

wam wet ai cool dy ai wid om te ot

C

h o hs nrs rfr o in  ing r o nsrs on  spr    bou 1,000 40% 48 ilomete (wde oe i a os oe  ve o x O (wid o 64-6 p) FS (wid tti t 419 k

D

R hs infncs h r s on inoron n h rcl Thn n h  think nfnc is r s on h o r. Reading Strategy

Makng Infeences n nrnc   concuon h ou rw bou omhng ou r. You cn gu omhng  ru b on th normon ou hv-vn whn  n'  rcl n h rc tmn The toado cused more than light damge. Infrnc: On the Fujita scale, the toado was greater than an F. (h  probbl ru bcu n FO torno on cu gh mg)

. Ieece: e tom cae ae div i a ua aea (paa  d 3 This s probably true because .  

2. eece No oe a eve med te ide o a oado (aap   Ieece oadoe ae ot eay omed (a 5) 4. eece e t o  toado i uedctable (aaa 9) Ask

Asw

128

Unt 11

m m  a do jo Wt c o i m e ice ot i peolity ) How imil e yo o m Wold o e o w  do W o  o

w as rush dwn a neaby dit ad saigh at an apprahing trnad Strm hase im Samars, a 45-yea ld elerns engneer m Denve, and his parne, a Pre, ae in a van arrying equipment used to measur he ornado's wind speed and dieion air pressure humidiy (the amunt fwater in the air), and temperature Phtographer Carsten Peter hangs haay ut he window f the ther speeding a whih is driven by expert storm chaser Gene Rhden Casen s eied He • wants t be the rst pe rson t lm a tnado m he inside of the tornado itse T chasers can hear the tnads et engine a and see it snaping por poes as they trave eas past the ocal d dirctly theare path of thep strm It is not toorms r awa  th into winds pickng ornaoes ar among Earths most violent natural acts.Abot a thosand of them hapen n he Uni te States each yea more than n n he un n he world.Some are weak and las ny en he he  an ause damage r an h  me Frty percent f all S trnade u n h central plains states agrictral are h  y .Te "tornado season occrs m Marh huh J whn coo dr air o the Rocky Montains meets  we air co  om the Gf of xico.In c oe co   can see ent serces (a rare  of u with y song wis   large  48 o wie Only one in a  rms ecom a sec a o one   or m    t o a rao 1

Senss measue onades by he damage hey ause On he uja sae named ae ed uja  he nvesy  Chiag an F srm des lgh damage wh wnds beween 6 and

"Storm chasers are people who get close to violent storms in

16 kph e wst trnad a evel F des hrbe damage wih win ting at 419 h

order to study and photograh them.

he uds n the sy are spinning swi, and a nsed bd es n t of Gene Rhodens ar nd hen a pa o ne loud lowers and gathers int he shape  a unnel  spins like an angry ghost no more han 3 komees m he storm chasers oong like an aien has ome  arth Te storm chase  moving lose  he som he rnado ms icly thog te elds, hee its destrying bshes d tes.im consiers the situtin arell e wts to d ot  he can abot the storm, but at the se te he m o afer his te Bee h c f his assessment the tona e methig s.t seems  stan most s n hen udey ...it s o iig  overhead Its  i he sky we g a ger ack into its st e inds have died down com Te sto casers pul their cars er to e sie of e a to e a break. eyve gi  te chase r toa. 2

3

' (farmng) ll the scence or pactice of asng cops and anmas •  an , whch has a wde ound openng at the op and a  tube at the boo, us  poung quds     f  

A Vivid Description A

Di  q i  p 1. How much doe eather aect your dal lif? 2. Wh s tre so mch normaton (in npp, on  on the Inernet) about the eath?

B

R ki'      g  -·" ff i  i i f.  i   C  _ f c  ki f i    Where I live, we can ave cold tempeatues i t winter and gray skes w sm so. I oe' ycay get oo cod tou ad ts suay sunny ats wy  wa so suised oe week ast Februar We ad  cod se ike no oe At oe ont, te tempeature doped down to -20C No matter ow may ayers of clotg  wore,  cdn ge wam  was s gd at we ad o r  e wae ecause erwse te ppe wd ez ad bu To ge to scoo n time, I ad to get up ea becse  codnt depend on e us Usuall I ae a sr us rie o ge to sco ut duing te cold weaer te bus was oen ate, so I ad to wak to soo Wen I arived, I felt so cod, lik an ce cbe at put me n a bad mood It wa too cod  b otside r very ong  I tayd m vry d aer co  go a le rated ad bore My  sse is cte but s was aways oting me Se an b as annoyin as a pppyaways rung around ad mkng noie When e weater ay bcame more md, I didnt ve to wear as man ayers of cloting s t lt a if  d st 10 ilos  ope we do ave ate od p k tat aga! °

 tycal ath  chne n t eatr

I

3 mact on tn aron 4 mact on ome le

I 

1

5 mact on mood

C

You

R  iig g  k k   n  pg 29;   g  p  c .

I

i rLanguage.com

. he eath�r a crazy ie  2  elt as  

U     an xrn tt cr t tn tt t rr  ir t n n nxct      t like, as if, n as . as) t  r rtn r nttn n  r r r Wn I arrv at school I flt so cold 

3. Th n as as stron as 

 Sh can b     

Imane you ee h Tm Samara  ch n a tonao

Writng Stategy

I n't ha to war as many lars of lothng so t flt      0  130

U 

D

Now wrte abou a ime when he weahe affeced you life. Fis, complee he second column n he chart in Exercise B wih you infomaion Thenwie you paagaphs. Use Aleksei's essay as an exampe Include wo or hee compaisons using "like" "as if" and "as ...as."



Exchang papers wih anoher suden. Read yo pane's wiing. oes i clealy explain how weahe affeced daily ife? oes i use similes  ceae a vivid image



Some phasal vebs have moe han one meaning. Read abou hese hee siuaions.Wa does "beak down " mean n each case? Mach each usage o is definiion below 3 Y    1. Y     c 2. Y sy  L  s     c           c c breaks down. s  Y     s   s Y  s c s l   C c        z     s s  c   ss    cl      Y s y   sc  c   broke s  s   down      as H   Y c  breaks down ss s s    c s    a.     s; ls c b  s  ly

B

• 

c.

  s; c 

Wo wih a pane hoose one of he siuaios and eae a mnue-lng eplay au i In you dialogyou mus also use hee o fou phasal vebs ha you eaned in his uni Get ogehe wh anohe pai and do you oeplays fo each ohe A he end of he oher pai's

J roe-play answe his quesion: ow did hey esove he pobem?

Rank how well you can pefom hese oucomes on a scale of (5 beng he bes).

1-5

_ exlain how weahe affecs ou life  mae infeences based on infmaion you have eaned  undesand and use simies  use phasa vebs

Rain or Shne

chieve  sd n dng smng afr a l f r et  w agans s and dfa m n a pn choh a mpn  fnd  bs playr r am n a paruar sp coch a psn  rans rs  pay a spr cotet dda  dg smg ee  pr frm arm r njry

e e o b asd  sng  he f, aly otvto a srng dr r ngnss d smng oee sany nkng ab sng ooet a a spay n a a

A

L     d   e     e .

B

Rd  D d       d x ee C  e       I     I       dd d          pd      d  I  1

(bnd  rds n srpns a ra  a prsn's n sf) Fr ap: self

self-

centered, self-conscious self-deene self-empoy.

Fnd  r ampls n Ers 

 d   d (2)          r  P a    a       r         3  d d    v d I      d -dp        rd d         d d             d Id  d   d    I  sd   r d     N   I d  4   I 5     d  d Sd       6     d 



D  q     H dd r ad a  rd   r? Wa a  bn f  ? 2 W psa as d  pr p pp dp? dd da  a a s • mm  ard 

  an s a p y d   ad   pay d? 

Ut 

,-=------- 111a� Notice! Some vrbs (convince, remnd tel can folow mo than on pattn.

-

Use repoted speech t explain what smene else ha sad. The vb tense, cetain time wds (such as no las k) and pnns-can shift in epoted speech  ._ "=: Pattens n epote speech: Notice Pattern 3 vrbs O verb+ (ha) case Ana  {that) she was taking a kickoxng clas. ar oftn usd to ask for 

-

.

insis menion say use with verbs explain, verb+ pronun/noun + () clase Dee  me (that he played rugby. use with verbs convnc, promise remind tl •verb+ ponoun/non+ infinitive Dee encurged his team to practice me use with verbs be, convinc enuge invi remin e 8



somthing o to giv advic o instrctions

Sy     c   scs        g 1.

2. 3.

n sentence b, ndeine the pnuns and vebs that shift Which epted speech patten (1,   3) des sentence b fw? se the veb  and epted speech patten 2 t epo the sentences in 

 Diect speech "I cn't cme tnht becase m sic" said A  thin  ate sme bad fsh  Repoted speech l said he cldnt cme tniht becase he was sic He thuht he eaten sme bad fish B

       s g c s  Ms 

a

When Mar s 7 4 a famous coach sw her paing socce

1 Cach - atas mthe (encourage): Y shuld en aa in a pfessiona scce camp"   u   t ll   a l   atas mthe (exlain)  dn't have the mone t d that 3 ach - ata's the mise) "'l tae aa t Rio and tain he thee. 4 ata - he mothe () lease et me  

Mar's moher agree A  7, Mar was ore a spo on he Sweish women's soccer eam Umea IK. 5

6



Cach - ata () " ae the job in weden" He oppnents ( We've neve seen anne n that fast

o  y cas O s says sg  ss  gs

1   s s    s s sg  sc a  sg   g c y  gg Maa Vieira da Silva

Nami said that she plaed chess ve neve played chess

*Bon in Brazl n 1986 *Soce's greatest femae payer Th femae equvaen o soer egnds Pee and Ronad *Is a Goodw Ambassador o te 

djutmn a chage ndful a sa ao o soeig nrprr a eso who asaes wa soeoe s sayig o aoe agage NBA e oessoa baskeba ogaz?o  o eca rru o coose a  o esae soeoe o ok o o ogaao P   l r   r . W       n  v J L       lr  W        D   A

: A: Yr d  r Cunr urr  :

ao Jeigs (US)  2



'   r  v      L  n u  q    r   T r r   n     x      0 1 h is e aos 2  s e  he ews ow B

c

W      L   r r  c eaaes a coaches 4 M e   0 2 Mssg aiia oos 5 eg e oges o e ea 6  ack o ac 3 Geg se o e weahe D

W        r r  Exr C L  n    u   r       p   x      0 D  q    I geea, ow o o ik aso ees abo s is oeseas eeece ayg baskeba a  aso sa g e eew a akes o k s a s aso aig o o e o o ik s eeiece wi s e ea wi be iee

physial eduaton (PE) a school subject i which studets exercise or ay sorts

A

Ans  qsons n  ca Tn nv  pop an a nos on  anss

;

Wha's he bes wa o ge  shape? Wh? Me

B

•

role model someoe you admre ad try to imitate violec a act that hurts. ijures, or ks eoe

ae 1

ae 2

ae 3

G og  a n pan Rpo o fnngs n Ecs  sng fo f  foong vs: say tell, sugest insist explain. Wc spons o o ag ? Caa exane tha te est a to gt  sha a to 

c

;

W o pan o  foong 1 hoose oe o th terew uestios about sots beow  me u wh u w 

Do athetes mae ood roe modes



Is thee too mch oece i roessoa sors



Do roessoa athetes mae too much moey



Shoud ds be reuired to tae P  schoo



Shoud a es eae schoo beore aduati to ursue a essoa sorts caree



s the ouary o deo am a robem  Your idea- 2 Usi the ueston you chose teriew thee eoe each You ad yo ae shoud ot teew the same eoe O a searate iece o aer tae otes o what each eso tes you Remember to as eoe to exai ther aswers 3 Share your aswes wth you ate usi thee o these es say tell, sugges inis explain. he eauate a six esoses hch aswer was the most commo hch was the mot coc D

az o fnngs Tn sa   ano pa

A e as "o ahets a  o o M ee a but o eso a a ·   '  H

Whas Yo Gae?

7

A

You are gong to ead an atle abouta hinese marial ar calld kung fu. Loo at th photo and then te a pane nyhin you know about t.

B

What s the conncton of th tms blow to un fu? Scn pphs 1 and 2 and te you nswes on a spt pc of ppe Thn check you nsws with  patne

1. e Saolin Temple in Cina th bhc  kg  2 e fif enury 3 sef-defense and ae C

4 e iy of Denfen 5 movie sa, famous ioxer, polie or miiar ofie

Rd pphs 3 nd 4 s you d, thnk bout th qustons blow Whn you ae don answe the qustons wth  ptn usn you own ods

 Wo is Hu Zensen? As a o, wy  e eome nerese n un u ow ave s ees aou i ane 2 i aou e ile of e arile Aodin o Hu, wa wo sides are "ain fo e sou of un fu In is opinion, wi one is winnin D

hoose th coect wod(s) to complet ch sntnc.

 Adi (line ) is a veeasy I dificult siuaion 2. A peson wi charactr (ine ) is I isn't ae o dea efeivey wi diffiul siuaions 3 If yu get revenge (line 7), yo y o understand l hu someone wo as u you 4 f a person shows o (line  ), e does ins  get attention I hide fom oers E

Rd h eent rcle  (fo ) if ou hin Hu ould gee nd F (for fl)  he oud not ee Undln the nfomaton n th tcle that hlpd you choos you anser s. hn xln you answs to  ptn

 2 3 4 

A un fu eaer's main oa is o sow sudens ow o fi we Ku fu fims oday are oo violen and don fous on e impoan ins A un fu maser nows many diffeen moves nd wy ea s impoan Te ier a suden's i or jump, e eer a un fu e or se is A o of peope oday ae sudyin un fu for e wron reasons

Ask



8

Aswer

j Mase Yan old Hu a pide defeas man Wa did e � mean y is How an leanin is lesson elp one paie un fu moe suessfuy How an is advie ep a peson in life

Unit 12

T   T

ascent a clmb ledge  narrow stand outsde a window where you can put thngs

A

Alan Robert s often called "the French 'Spderma Look at the photos and watch the vdeo once wth th 1 sound of. Then discuss the questons wth a partner.

a

•

B

What does Alan Robert do? How does he do t? Why do you thnk he does t

ead the statements hen watch the vdeo agan with the sound on and mark the true statements When youre done correct the ase ones so tat they are true Alain Robes Aan Robert ..

True

Fale

1 has cmbed twenty budngs around the world

D

D

2 noraly uses no specal equpment durng a clb

D

0

3 has neve been arested 4 broe a world record

D D

0 D

c

 Wold you rsk our fe for a spor t?  ay money  put yourself n dange

 qut your job

 As e cmbs, one wrong move coud be fata  eadly

 uncertan

 dffcut

3 Mot people use safet recautons  nsurance poces  speca equpment to revent accdents  ffca permts 4 s goal s to overcome hs fear  nderstand  gnore

 beat

D

Get toete with a patne and explan 

a

•

n deta who Aan Rober s how he cmbs, an why he does t Use your own words

•

how you feel about Alan Robert Do you admre hm? Wh or why not?

140

Unit 12

cmg Twr O t Sutc Cty, Sgp.

Explain Important Qualities A Ti ao e eoe o eae ao   . Wa ae e  ee I mo ioa a e ece a o e oo a  ? Ho ao or a a ce e a Roe? Seec ea o e  a e exa e o a ae commitment to hard work courage determinaton B

J

modesty responsibiity strateg y patience self-confdence strength quick thnking sefdiscipline your idea: _

Rea e o ea eo  a e ao e exeece o a eae ea Wa oe i ae o e oo a  acv? Coee e car a e cec o ae  a aer Yo  coee a i a o e ex ae   e  e   ee   e  

e

prepare by doing research

o youfrom can al debate ue de the

Qe eee

to hard I commtment work I

e      ee   i prepare

Notice the words in bold. The wite uses these o odce and tanstion

fom one idea to the next Eery debate focues on a particuar issue In one debate  was in recent, we argued the pros and cons of paying ideo games hateer the issue you must be ready to dicuss it from your point of iew and to respond to chaenges from your opponents Good debaters research the isue and study for hours before te debate so that they are ready t's a ot of work and takes rea commitment but if you want to win ou hae to do t   ee  a be abe to speak persuasiey n addition to researchng the ssue, you must aso be abe to present and defend you idea confidenty and in a conincng way hs wil score points for your team Getting used to doing this in front of an audience takes a ot of practceand courage Good debaters are constanty workig t� perect this ski F a good debater stays focused een when things are difficut During a debate, an opponent might say something unexpected or ak some hard uestions ome peope get nerous when ths happens, and thi can cause a team to oe points  good debater, though, stays cam and can think fast Lke speaking persuaiey this takes a ot of practice

  e

141

C

Read the Writing Strategy. Then do the following: 1. hnk of an activity that you enjoy now or payed in the past What do you have to do to be good at it? Why? Outine two or three ideas Use the chart in Execise B as a mode 2  r e  wr  yr    Y i hv fory-ve mn  d  thRemeer  ave v mites at the end to review your work

Writing Strategy

P l   rz h ,  kr r  k  r     hh h 

v  A th  hv v  , rr   r    r  • rz   r  ( v ) • r h  ( thrv ) • hk r rk ( v )



Whe time is up, exchange papers with a  d u ' wti d answer the questions in the Writing hecklst

A

In the writig ctivit, you created an utle that described what you have t do to be good t  activity You are gog to use that outlie to give a short (oe- or two-minute) presentatio Do the fllwg 1 Red the peakng trategy  Review your outine and, on your own, practice gvng your presentation a fe times

B

Get ito  group of three or four people and do the followng ;

Does the essa   identify the activity ceary?  expain what you have to do tobe good at it?  identify which quaites are necessary?

Speakng Strategy

S   l

Getting Start: Preview the Topic m on the debate team at my chool, nd tay'd ke to ta about wat it tas t be a good debte During te Presentation

 r r (k h      4)   r    D   r r r ; rr  k   r  r T   k     r    r:  v    Closing Summarize and Take Questions

So, n conuon, I thn you have to do thre pont things to be  good debate .   Than f you attnton. Any quetion?

1 One person shoud give his or her presentation It shoud ast one or two minutes  hse istening shoud take notes on a separate piece of paper using a chart ke the one on page  3 At he end of the person's presentation, those istening shoud review their notes and each person shoud ask th presenter one question  Reeat steps  unti everyone has presented



 

,

.

'

.-

A

u

No pain, no ga. You've got wha it takes Its not whether you w o ose; ts how you play the game Practce akes erfect. Theres no I  team. f at first you dot succeed try try again Run your ow race 1 What do you think each saying eans? 2 Do you have a siar sayig i your laguage? f so  what is it 3 Do you agree with each sayg? Why or why not? 4 Which of the saings do you ke the most ad why?

B

a



Choose one of the situations below. With  patner, ceate a two-minute oleplay n whch you use at east oe o the expessios fom Execse A. Then do you oe-py o othe pai •

You and a fren decded to take a yoga class togethe to get in shape You thought the exercises woud be easy but after two week youre still havin a hard tme ett used to the. Youre feeg discouraged and are thikig about droppig the cass

•

You applied fo a intership with a video gae copany. You went on seeral iteviews and everything went well but the copany chose smeoe ese You recenty leared that a new posito s avaiable but you're ot sure wheter to apply

•

Youre workig o a group project wth two other peope i your class. One of the eople on the team is obsessed wit pefectio and nsists o everything beg done his/her way t's drivig you crazy and s akg it hard for you to get motivated to do any work

Swtch oes d epeat Execise  this time usng a ew scenaio 

• Rate how we you can do the oowng tasks on a scae o 15 ( being the best) _ se epote speeh to ep wht soeoe ese s  evlte the etoshp betwee tvtes  pesol qltes  pce youself as yo wte  tmed essy  se  otle to suppot  pesetto o essy What's Your Game?

Rising and Falling Intonation O Intonaion describes the changes in pitch in spoken language. Generally, the pitch of a sentence or group of words rises or falls The intonation tells ou what kind of sentence ou are hearing Below are the mot common use of rising ntonaton. Liten carefull to the pitch in each example Note that it rises at the end of the entence because the emphasis is on the information in the question • Ye-o quetions with quetion word order: • Ma I have a glass of milk?

• Yesno questions with statement word order • he movie tart at noon? • he bus tation is on the corner?

• Will ou help me wth m chores?

Below are the mot common uses of fallng intonation isten carefull to the pitch in each eample Note that it fal at the end of the sentence n a statement, this indicates that the sentence has ended n wh questios the pitch is high at the beginning to emhasize thewh- word and falls at the end • Declaratve statements • The now i gone • he bowl is full

•

 queston • What wa that noise? • When is the movie?

Practice

A

O

R             ll  w ng  llng   l 1 2 3 4 5

You are still hungr after all that izza? Where are the car kes? Do e have homework for Englih clas tonight? Everone wa late for dinner Do ou think that painting is beautiful?

6 re here an rooms left at the hotel? 7 he all went over the fence 8 Wh wa at the door? B

 h    w w      w   ee  1.

2

3.

144

Pnuncaton

Stress Changes with Prefixes and Suffixes O In Englsh, addng efxes and suffxes to wods does not usually ause a hange n stess. Hee ae some examles different

ndfferent

diffeently

impotant

unimpotant

mportanty

disam

disarming

However, n some ses adding a atua suffix will ause a shft n the sylae tha is stressed Qture ituesque

Pcc A

0

Le  e w  bw Mk   b   w    T       photogah ul antiate

hoto9 uty antation

14.

ae oeate hetori heer te energy lay lray hiosohy mmedate eet

aring oreaton hetoia heerful t energeti layng iarian hlosohal immediately eletian

15 16

hero eager

heoi eagery

1. 2 3.

4 5 6. 7.

8. 9 10 11 12 13

B

Nw ew   bl  e w  W  ? W e  ? We  e b w e    

Pronuncation

145

Heteronyms and Stess Shift O Words with the same spelling are called homographs. A subset of homographs are heteronyms: words tha

are spelled the same, but are a dierent pat of speech and are often pronounced diferenty.

(I Definition

Word

A ask or work ta one ans to o  edc

ojec oec

II Pa of speeh J Stress I noun

I verb

PRec oJECT

You canthe often differentiate between identifying theirhaspart speech For second ost two-syllable heteronyms, noun has the stress on theheteronms frst sylable,bywhile the verb theofsress on he

'I Definition

Word

A coecon o eadns o ake n or ake use of as in a ea An oenn ou wc o ener o  w woner

es es enance enance

[ Pa of speeh 1Stress  noun I veb noun I veb

'Des ; GES  Nance enTANCE

Note that you cannot apy this rue to a heeronyms or exampe, the verb and noun respect I espect are pronounced the same Aso some heteronyms have only one syabe such as the noun and veb rw I ow

(ROW)

invalid  invalid,

(ROH). Lastly a few heteronyms such as

have more than two sylables

Practice

A

O

For each form of the heteronym, write the part of speeh and show whih syable is sressed. The first oe is done for you Then isten to onfirm your answers

Pa of speeh Stress

Heternm pair

noun 1 Te oce aresed he suspect ae as nh 2  uspec a dnner s on o be ae on  3 u w on compound e obe  you y to  e sk ouse 4 Te scens nvene a new compound a  he even aees

I I

5 e anazed al e data o he laes surve I 6 o e o o e ounan  was abe o surve e an r es aoun I 7 Te awe  no objec o he na un 8 Te objec n e sk as n was an arane 9 M ooae w no permit e o use e couer 10  we wan o o sn we w nee apermi I 11. s conduct urn e een was usetn o eveone I e orcestra urnq e esva 12 u eco w

conduc 146

Pronunciation

ec

I

I

 I I

I 

I '

Linking Souds O n spoken Englsh, sounds n consecutve words are lnk when the fnal consonant  one wod s foowe by an inital vowel in th next wor • 've already ma?e my bed • he dog rackdmud al!ver the ktchen

They are also inked when the fna consonant n one word s followed by the same ntal consonant in the nextword. • His shioe whn he dd a flp • I ma�nne ast night Practice

A

Pr w          U   O l o     r  C    o  or rr r  1 2 3 4  6 7 8 9 

hee was musc everywhee at the far he be rings at he end of each class Jamie sad he was sory fo cang so late he sun rses each morning at 5:00 a.m May ddn't have enough enegy to finish raking the eaves ina left the showe unning ths morning. She thought th panting was outstanding When we got to the zoo, the lions wee beng fed My sister nvited me to come too Everyone thougt the pay was sort of funny

Pronunciatio

14 7

Typical Stress Patterns in Three-Sllable Words O In Engih, many three-syllable words folow egla stress patterns. Lsten to the ponunciation of these wors

noting he rhythm of each pattern. (3 = the strongst stress; 1  the weakest stress)

3-1-1 (stress on firt yllable) 1-3-1 on second(tre yllable)

nfi ri

t ! it

! 312 minor(tres tre onon firt thirdyllable yllable)with

! iif anift J

P A        - w T w      Y O  w    w   l   T       1 2.

3. 4.

5. 6 7.

8.

9. 10. 1 . 12. 13. 14. 15.

 48

aif v i  ain a if i a ana ii x ia fa a

Ponunciation

I 3-12



I I 

II



    I

 

Intonation Paterns and Relative Clauses

O

Many English senteces can be divded nto chunks with intena ntonaton patterns. Some relatve clauses provide additonal, but not cucial, nformaton about a noun or noun hase. This tye of clause is often signaled by the wods who, whom whose, or which. t is aso sepaated from the main pat of the sentence by commas to ndcat a slight pause and has its own rsng and falling intonaton curve In this case, the speake mentions that the visitng sster is from Rio, but that deta s meey infomative, not critical

My sster/ ho ives in Rio is comng to vst Other eative causs provi de important nfomation about the noun or noun phase Without this infoma ton the meaning of the sentence might be unclear The intonation n ths case does not fal afte "My sster, but stays the same for the whoe chunk, incuding the definng elatve clause. n ths case, the speake must have more than one siste; the ntonaton and punctuation caify whch sster is visitng

My sister who lives in Rio is coming to vsit Lsten to the dffeence between these two sentences •

he shoes which  bought yesteday are the ong coo

• The shoes that  bought yesterday ae the wrong colo. Practice A

O

Read each sentence aloud. Which segments have their own ntonationcuves? Separate each sentence into sements wth a sash (/) Then sten to check yor work evse your answes as necessary 1 Bary taught the puppy that he adopted to sit Cao taught the todder, whom she babysits, severa new words 2 he rake, whic  loaned to my neighbor, boke The too that I orrowed fom my fathe s missing. 3 Susan's new dress, which is red, s very pretty he new coat tat Hannah bought is beautful.

4 Maco, who doesnt care about clothes, wears whatever fits. The woman who just waked by wears the coolest styles. 5 Tat boutique, which just opened ast month, has high pices. he ma that opened recenty is close to my house. 6 Cats that love wate are vey ae Cats, who dont lke wate ae no fun to bathe

P

19

Reduction in Perfec Modals

O Redcion srbs th prss  spk aguag wh sus ar shrt a, ft, hag sghty. ut urs y  spk aguag, t  frma wrtg (thugh  may smtms s t wrtt fr xamp,  agus). Peec odl  Egsh u must I shold I wuld I could+ have + th past partp f a vrb Wh spk, th h  have s usuay rpp a th vw s s ru t th shwa su r eh. • Yu ust hav ft th gat uk; that s hw th g gt ut ("musthv, t must hav) • W su hav arrv arr. (shuhv," t shu hav) • Sh u hav gtt a A  th tst f sh ha stu harr ("uhv," t u hav") • If  ha kw u wr gg, I wu hav att th part, t ("wuhv," t wu hav) T   m    m     frthr _ t: musteh, woulddeh coulddeh  shuldeh.

N  w     w          F m B    m   w   t      e   e   e  e     T O      1 2 3 4 5 6 7 8 9 0



Ja u hav g t th mvs wth us, but sh ha t wrk  u hav rr pzza fr uh, but ha a saa sta t mut hav sw tw ft ast ght!  u hav  my rprt  mat hag, bt sm s hs t frst ua hught h ha hs wat wth hm, but h ust hav ft t at hm. I'm s srry; I shu hav rmmbr yur brthay ama wu hav ha  ram but thr was't ay  st th pakag, but t must hav b st  t ma Da  vryhg h u hav  t w th tst Ca shu hav a tra ast ght, but sh am hm t at

oncon

Thought Groups O

In spoken English, lnger sentences can be dvided into chunks, called thought groups. A thught group usually contains a major eleent, such as a prepositional phrase. a noun phrase or a subject I verb Also, t s sgnaled by a slight pause before and after it Lastly a thought group is ust what its nae iplies: a phrase that coherently expesses a thought Fluent speakers of Engsh pace ther speech to mark thought groups, whch can in turn ad coprehension, add nuance, or ephasze or deephasize ceran detals Note there is often ore than on way to divide a sentence into thought groups Here are soe exaples of thought groups wthin longer sentences The groups are separated by a slash(/ • Scentsts I are dong tests I to deterine how huans decide I right fro wrong • There are special areas I of the brain I that ght control oral behavor • These areas I are associated with eotion I and what we call social cognition.

Practice

A

O

Read each sentene alou and separate the thought groups with a sash(/. Then lsten to check you work Revse you answers as necessary 1 he sun was shnng ths orning, but then it started to rain 2 Pery got up late and ssed his train 3 I hope to have y project done by the end of ths week 4 Everyone really ejoyed the ove yesterday 5 By the end of the year, we should have fnshed redong the spare bedro 6 The prce of the washng achne was less than I reebered 7 t was cold out, but  took the dog for a walk anyway 8 he student won an award for her envronental work 9 Susan sat by the phone wating to hear if she got the ob 0 Why didn't you coe to the party last nght?

Ponnciaion

151

Unit 3

Unt 4

om t use, especially in large aunts m (n.)  (n) mm (n )

  mk t e ut in pulic   ()

ob t e ne f he causes f sething b (n.)  (n

 a grup f peple atching a perfrance m (n)

ov t change  (n)

 a shrt perfrance gien y a persn t denstrate sutaility fr a sh   ()

 bk o t reduce the aunt f sething bk (n)  ow t decrease m t ee sthing entirely m (n)  the hle f sthing  (ad.)  t ae r pruce v  t quit ding sethng; t renunce m a strng effect   () j a lac f fainess n a situatin  (n)

b a scia eent t ase funds f a pesn r cause  b () b (n)  an ganizatin that elps pepe n need  (ad) mm related t the uing and seling f gds and serices mm (ad) mm (n.)  t pesuade see (t d sethng) m a rief recrding illustating the aities f a us1an

o t cntainate  (n)  (n  (ad)

m t ce ut and e recgned r nticed

v t eep fr apening  (n) o t geneate  (n.)  (n.)

m a feeling f energetic inteest in sething  (n)  (ad)

j t predict

o t eet  (n)

 t ae saller  aunt  nue  (n

 a ay fr schls and the ganiatns t raise ney fr a particular purpse      n.

 o t depend n r se  (ad.)  (ad)

 ery ctted (t ethng)

 the peple h lie in a certain place (a huse neghrhd, city cunt)   ()  (ad) v t cause sethng t e n the ppsite directin  (n)  (ad) obok a situatin  cnditn that preents further prgress an tace   t se sethng (up) cpletely o the rigin r starting place f sething  t gie an aut pide  (n  (n) b lng-lasting  gd fr the ennent   ()  (n) b (ad)

 encuraged (y) r tiated (y)  (n  (ad  t start  (n)  a specal desgn used y a cpany r gup mm st typica  cnentina m singing dancng r acting f an audience  m () m (n) m t encuage the ppulaity r sales f sething m (n) m (ad  t undestand sethngsetes suddeny  (n)

m send fr ne lace t anthe place m (n

Language Summary

153

Unit 5

Unit 6

altitude height off the ground

adventurous willing to take riss and have new experiences adventure (n)

catch (someone) off guard to be surprised by

someone o something client someone who pays a person or company for a seice; a cstomer collapse to fall down suddenly coapse (.) coapsib (adj) disorientation confusion disoriented (adj) encourage t give someone confidence or hope discourag (v) frak out to lose control and behave in an extremely

emotional r excited way freeze to be unable to move or think handle to deal wth a problem or situation successfully to mishande (v) injure to damage a part of a person's bodyinury (n) intense very great or extreme intensey (adv) intensity (n.) monitor to follow or check something regularly ordeal a ver difficult stressful situation panic to feel very anxious or afraid all of a sudden panic (n) panicky (adj) rescue to save someone from a dangerous situation rescuer (n) risk taker a adventurous person unafraid of taing chances rik (v) risky (adv) dangerous rival a person you compete with rivay (n) (to) riva (v adj) se o (for a place): to start a trip soak in to look at or enjoy a place as much as you can summit top trapped unable to escape from a place or situation because smething is stopping you(to) trap (v, n)

154

Langag Say

aordale reasonably priced inexeio afod (v) authentic real genuine authenticity (n)

· bargain to talk with someone to try to get a lower price on something bargain (n) brand a type of product made by a particular company browse to look around casually check (something) out to look at daring ready to take risks adventurou to dare (v) deal something good you buy usuallyfor a low price dependable reliable discount a reduction in the usual price of something (to) discount (v adj) fake not real (to) fake (v n) fashiononscious someone intereste in the latest trends whatever the cost fashionista (n) gds products you buy imitator someone who copies what someone else does to ii tate (v) iitation (n) outgoing friendly and sociable practical someone inclined toward useful and functional things impractica (adj) purchase to buy something purchase (n) quality how good or bad something i recommend to uggest to someone that a

thing or person would be good or useful recoendation (n) rip o something overpriced to rip o (v) self-confident someone who trusts in hisI her own abilities sefconfidence (n) serious someone who gives a lot of ipotance to things seriousy (adv) seriousness (n.) sophisticated someone cultivated and elegant sophistication (n.)  woth it to be expensive because its quality is good worhess (adj) worthy (adj)

Unit 7

Unit 8

availability the fact that something can be used or reached avaiable (adj.) unavailable (ad) bottom linethe total aount of money a

anonymous made or done b a person whose name is not known anonymously (dv) anonymity (n) big deal somethng mportan onsequenes resuts or effets (of an acton) ritiize to express dsapprova by sayng what's wrong with somethng riti (n) ritiism (n) damage to harm something

company has made or ost over a time

commute the daily journey you make between your home and pace o wok or school to ommute (v) commuter (n) cramped not bg enoug or the number of people or thngs in t to cramp () delay when you have to wat longer than expected or somethng to happen to delay (v) fit in to fee that you belng to a partcular group and are accepted by them isfit (n) get in arrve keep in mind to remember something important (often gven as a warning/advce)

option something you can choose from a group o aternatives to opt (v) optiona (adj) ovehelming difficut o fght against perfect match two things that go successfuly together pull in/p_ll out arrve/depart (especially used for vehces such as trans, trucks and cars)

discipline sel-contro an action taken to correct inappropriate behavior to discipine (v) disrptivecausing troube an stoppngsomethingfrom contnung as usualto disrupt (v) disruption (n) get away with to do somethng wrong or rsky and not suffer any consquence get into truble to be n a psition where you w be punshed for something get suspended temporarily not alowed to go to school or cass because youve done somethng wrong suspension (n) gy sly or rdculous illegal not allowed by aw illegay (adv) egal (adj) incident an event invasion o privy when yor prvatelfe is dsturbedn an unpleasant wayto invade (v) invader (n)

tend likely to behave n a partcular way tendency (n)

private only or one person r group not or everyone privately (adv) privacy (n) punish to take act on agans someone or napproprate behavor punishment (n) rulation an oficial rue (eg made bya government or schoo) to regulate (v) remove (a video) to delete r eliminate removal (n)

transfer to go or move somethng from one pace to

reputation the opnion that people have about

punctual on time; not late puntuality (n) reliable trusted to work or behave well to rely on (v) unreliabe (ad) rush hour the tmes of ay when most people are traveng to and from ork

another

someone or somethng ho much they respect or admre t reputable (ad) respeul to be polte and webehaved towards someone (in authorty) (to) respet (v n) (to) disrespect (v n) responsibiliy something that s your ob or duty to dea with responsibly (adv) responsibe (adj) restrition a mt on somethng to restrit (v) show up to appear

surveillance the careul wathng of someone especialy by the poice

sympateti showng that yu understand and care about someone's suffering sympathy (n) Language Summary

155

Unit 9

aler a waring, a alarm (to)  (v. adj) aack to ty to hurt someoe with physical volece c () attacer () capure to ctch a perso or aimal ad cofie it cptu () ctiv (adj) clne a geetic copy of a amal that as bee made i a b usg te DNA of aother aimal

concenrae to pay close atteto to somethig cocttio . eager to really wat to do sometig egss () ee the result or chage that oe thig causes i a secod thig side et () ue ou to discover a solutio to a problem hesa to ot speak or act for a short time usually because you are ucerta about soethig

to co (v) cllar a ite tat a aimal wears aroud its eck to c (v)

hsittio () mpress to make someoe admire you imssio () imssiv (adj)

cruel very ma or ukid cuy (adv) cuty ()

nun a feelig that somethig is tre eve we you have o proof of t ituitivy (adv) ituitiv (adj)

dmescaed raised by people for agrcultural purposes o lvig wth people as ouseold pets dmstictio () domstic (ad)

keep (smehng n mnd to rememer

endangered  dager of dyig out completelyt ndg (v)

make up yur mnd to decde to do somethig

ele to slowly chage ad develop over time ito a dfferet form voutio () voutioy (adj)

peer someoe who s your ow age

hun to chas ad kill a aimal usually for food hut () hut () nercep to iterrupt ad stop sometig from happeig itctio () pescde chmicas put o plats to kill sects speces a clas of plats or aimals that have te same characteriscs

ag a devce attached to someoe or sometig tat souds a alarm to tg (v)

maure to develop to mtu (v.) prcess to review ad cosder iformatio i order to uderstad it

·

raion logical reasoable tioize (v) tioy (adv) itio (adj) reac to respod or act  a certai way because of sometig that as happeed ti () regre to feel very sorry about the outome of somethig gt () gtfu (adj) gttb (adj) spak yur mnd tell others oestly ow you feel

ran to teac a perso or aimal how to do somethig ti () tie () rea to beave i a certa way toward someoe to mistt () ttmt ()

Unit 11

assess to judge or decde te qualty or amout of somethig ssssmt (.)

wld free utamed ot take care of by people widy (ad) widss ()

e to hit somethig with strog force

Unit 10

lng h very hot (to) boi (v )

ae to iu o u omthig to ha

une ak to reover

apprprae the rght or correct thg to do oity (adv) ioit (adj)

rek down to stop workg properly bdow ()

change t   s  opiio(your) aboutmind sometig

ll o t l chl ou to relax

156

Laguag Summy

lw zng below the temperatur at wich a lquid becomes sold to fze (v.) fzig oit ()

eak hrough to emerge bthogh ()

Unit 1

Review of Past Tenses imple p: Us r actns ctd n th ast at a scfc W gue ttr.

I

t(sts nrrd). Us t xrssns ka yr ag, H woe tr r a ya. ier t  umme and he he day p r nn astast actns tat ay ay I w woga day ystra nt boiuou ctd. Us Us t t s t dscrb atr as W wee ug n c n  I n n n t actn n t s ast ccrrd rntd tat aartnt. pe pee: Us r actns bn n t ast and cntnn 've woe r r a yar  t n and r actns n t ast tat rat t t rsnt Us t xrssns k ae nl up o  u e a t e y r uie Pts mos and  wk. Rn, I'v  wg   p p oo U t az t nt  an nt In skn Ens t rb o  s a�!_a tract ? e wg r an r _  

r

• Us (+ a rd  t andc(+ a scc t n t t t rct tnss t dscrb "t  t n Us f (bt nt ) t t s ast tn r a t rd tat as c t an nd. Unit 2

Uses of Infinitives and Gernds

La umm I w va   Eg. 1 . rs nnt  2 + b+ adjct+ nnt I It wa ga  exprinc f  a ma w �  wa  a  commuca  Eg 3 + adjc+ nnt Laing  aguag  a 4. rnds as sbjcts 5 adjct+ rstn+ rnd  T ma w famu k   w a k   umm 6 rb+ rstn+ rnd     gong back x a! -· Unit 3

Review of Fute oms

nt ns rn rss nn tr actns

m gog o e t TOEFL nxt Satrday. m g t OEF nxt Satrday By 040 r  gog o   8   n art.  2040 tr will e r  bn  n ar.    tnt at I t  I wo rt Wtn tn srcs yars Grny wl e ug ss  and r rnab -�

�-



mm umm

Unit 4

• Note that the chart below is list of common patterns and tendencies. You may hear or see other uses, but earning these patterns wil allow y ou to use infinitive compleme nts in English correctly and naturally.

,--� · Infinitive Complements

-

verb+ object+ infinitive fall into some Infinitive compl ementsihat the patternvers common ver groups cludifonglo8w peuade (advise, cause convince)  want vers (expec nee beliee (conside rcgnize) plan (ange). IO verbs  leinfiad Group Ver+areojhav ect+ itivers vmake e _ �· ;"andk thevers job---- Ver+ (object)+ infnitive  She I x a job    --Verb+ object+ infiitive of be We  h: best singe r.  Verb+ f+ object infinitive They     an nte rview.   Verb+ oject+ base form  His musick  ha PP Group 0 foltheoobjwsethe ct ispatern equiredverb+Group 9 the oet is optional obje+ infinitive, and the infinitive is usually to be Group object+ infinitive. Group the same patternasiverb+ Group fofollloowsws the c patern ut requires the base form of the ver rather than the full infintive. • Note that the presence or asence of the object defines the meaning of the sentence She expe f e to apply (She thins I wil appy She expe o apl (She is planning to apply herself e





-



.

for+

Unit 5

Adverbia Causes

Adveri al clawo uses epl wherea sentence or n whatit iway g happened dverbi a clausesbegi --conneng Wheanthewhen clausewhystats s follosomethi wed n n wi-tha-  menwere trapped  themen were trapped.  ae ine wheneve as son The   a un whl bef when ' B   , the men were trapped. R beue ine C although (en) th�ugh     they survived for wees 1 They closed the mine         o (hat) Befe a dun ince  uni can B the collase the en heard a sound D the colase, one man was injured aso be followed y a oun hrase _

-

 

 

15

Unit 6

- �

-·

Adjective Clauses with Subjet Relative Pronouns 

= fo peope Peoe  lcan   great deas.    getsome    fo tings The festi v a ,      l        ,  a sts sever a  weeks = for peope and tings 1  Nadia is seo _______ l- __l- _  L• subj e ct v er b ag e ement tIThey 's a sho festirea noun va lbgi  l nwi  ltar lea   ·   hos Adjponoun ective causes give more informati�oIn about and tive theadjngeofctthevecsentence ausegivs necessa information about the subect It competes teInn 8,9,meani ctvecnagusegi exta informatiseparon aabou t ned it to comptheadj ete theemeani of thevessentence te!rothem tsubmaiectnYoucausdon'¥oms • When an adjetive cause gives eta infomation cannot be used: • Dont epeat the subject afte the eative ponoun  • n evedy spoken Engish is used much moe oten tan to descibe things .

who

whh=

that



-·

(who, whic at).

:

tha The festval # whh ge over three mon vsto

He' a peon w ho  spends a lot on othes that Dd you uy the jaket  s on sale?

whh

Unit 7

.J . .   ...   ...  Takingla taxilis and g rushtaki houn, gwakig  taking  Thelsubwaysar l theye lused to iDus in I  Thethesteubway afrinesquentl un and  Thebe.tey They trainsaryreuonwerlwkds e   Thethe l busod trains unthe y  f  quetl on weekdays te b tan theydo new ones us ;  AfterII  quit, Iused had to Asla newparentI Iusedhaveto I worspendking(   tibefor me e.  I di d ) C  Te ocatainthe makes Teexp ess tra in makes The BueasLinitedihasd astyea.   the exp e ss ( d oes) .  o ca ( d es)  L  d7         Comparative For_�

equal

-·





I

• We don usuay use with onesyabe adjetives We use less

  Th b us  s  not  as fast as  the  tran

60

G S

not as 

 instead. as

• Here is anadditionalsummary of comparative forms for review - Sisinngglee-vowe syableandadjaectconsivesoaddnant, dobl (or estht)e. Iffinthaleconsadeotnantive ends in a I Two-sylable adectives ending in  sally take Some adectives can hae two comparatve forms tOtwhoersyadl ablectesivseswial!tyh atkeo syl ables and adectives with more than  Adverbs endng in sally take -

er

-le, and ly

�

e

I

I

more.

ly

more.

clean " cleaner cute 7 cuter big 7 bigger funny 7 funnier simple 7 simpler careful  carful friendly " endlier I more friendly happy 7 happier I more happy  handsome " handsoer I more handsome complex " more complex intelligent " more inelligent beautiful " more beautiful soly 7 more softly quickly " more quickly rgula 7 more !gr _  -

�

Unit 8

UsI Dsebpaseleft modal s wi t h pas t par t i c i p l e s t o as s e s r e al or i m agi n ar y pas t a i o ns  impossbity JTeon:mStelShel�t extingiShed's phone lost herocedo phone recenty  Possibility    a  t    hearsod, sshhe e was texting hermothernt til  as tos omettexth ng mportant alt overconclansiactonion Amy  LRegrotgicew Ed Even af t e r cl s e nd a  t  k the _ clas  tRegrhat ewast overtaenan action Mna  agree She  _  • tNotoro preothihatwhi le from doinisgssoroedmetinhthinegconteorxt of a logica conclsion the present/tre is sed bit someone ( l o gi c al conc  s i o n) yo see in the char (aismissededioppor th postsniibtiyli(tpyrothicanbitioanso be sed in another ore sbtle context (ts possibe the reason she was lae is that she overslept; we dont know fr sre) (ina had the option to ask for a ride bt she didn't, so she s late Past Modals

-

I

2



1

-

-



can't have

_2



 

could have may have



.

mustn't have

,

_-

mustn't

You mustn't have parked on t his stree don't see yu car anwer. You mustn't par here beuse of stret ceaning. • A could have a possibili that was ot acd on Mina was late fo cla s. She could have ovelept. Mina s late  c ass She could hav asked me r a ride.

Gramar Suary

161

Unit 9

smpe present simple past present perfect present cntinuous I past contnuous !

Review of Passive Voice

The anmals are kept  tny cages. Its crue 1 5,000 years ago Dogs hey trined to do poce and rescue wor cared o by a vouneer at the he ost cat  was anima shelter

����-����

I

be o communicate can be taught simple wth modas future he Parrots cat to onits aowner with tomorrow Dogs should eashhumans  Formng the passve: Use a for + the past partcipe W�-_odasmod;"  b: past particple I 8 o show who does the acton, useby+ noun The lost cat was oun y a neighbor . If t's clear who does the action, or if its not importat, dont use y+ oun Paots  e tagt to speak O You mh u th paive if • ts obvous who did something or the doer of the action is a genera group of peope Parts an be taught to speak (e know humans are the ones teachng) • he action s more mportant than who does it Te boy s iten by a si �de_r-

-1

9·

• Remember, when you change a sentence from acve voice to passive voice the pronoun changes from an objec pronoun to a subect pronou. My ens gave m a puppy r y brta  I was gien a puppy r y bira

Unit 10

The Condtional

 With possibe (real) futu re events -�· With imaginary (unrea) present situatins esut ause result clause if ause f ause -1 woud have If  do that, I have enough  choarshp f you had a you money enough money 

 hs frm of the condtona s used to mae predictions and ta about possibe future events he verb n the f cause is n the sme resent In he result cause the verb s n the sme future frm of the conditona is used to ta about iaginary present evens he formaon in he  8 hs f clase s ot true rght now he resul clause desrbes an imagined resul he verb in he f clause s in the smle as. In the result clausewo(n'  verb s used No  for ll ub  h f lu  I  o  h h h  be

were

���-

162

Grammar Summary

Unit 11

' "senparqsaNottblhane;c"ethttheheebasvperaebcvecementarnb beon Aofsphetpaheaaspateodvnounerbroismiattvhheeerbspre+paepospraebpositieon/vitepobarn/stpicarPhetrabyclsea.anlSvoeobjmerbsephrhavct (naesoundalveeorrrebntas arprmeanieonoun) J ts o, as youil see n Activty   wT w SSOthhheeegexapehe-s Shoheeb cSoheeaues he ob heher(Sarhedane coipvneaesneesod)usfmioms ionon: �I hedc t o r t h e Ot h e ex a mpl e s  Othe exampes • andPhrasnaltrvaensrbtsveliklye reuar verbs can have more than one meann. Some phrasal verbs can be used both transtv el -�

Phrasal Verbs

..



I

r



-

separable

Wthout an object

, With an object gve up

gave

I

gave

I

up.

bounced back

up

-

p  z p, k 

inseparable

How much longer do e have to put up with this ain? I Ery winter  come don with a cold.

took o

o oked after

ooked after

-

 

pk p p 

f  p p 







 



take o T p  k 

    k   ' k    I k  k   

(He(ontsleot(tnrhhademovelraoevundlai)tc)at)ion)

Unit 12

        1             w                 can shietsien hasreporsatiedd hespeecvehrb tense certain time ods (Ussuecheaspoted speech to exandplainphatonounssoeone porbbcssteadusnnou+ sep eecAnahinnticveausDeeDerek ek   3 noun ou+ mo e   Pvatusvuseeerebbnii++s ittnpphhrovvoeenoun -

,=======:=-·

(convince, remind

Notice!

Repoed Speech

  )

O

I• .



)

_   ,.  ·  

8 (that) he wa takng a kckboxng ca

xp    ) m me (that) he payed rugb  p   ncor h team to practce b       



 



Notice!

1_  .�



Gramar Summary

163

Skills Index

Connections amal u 10 bkharg p 78 , 88 uural ambaad, 8 gy d uy, 29 fla mak bagag, 65 fudag, 4 hlpg frd 3 vw, 3 pblm lv, 53 wakg u 7 wah ph, 2 5 Fn Exn vra, 4 ap plag, 59 f r, 7 phraa vb 3 qu gam, l payg, 9  ayg, 43 uf, 35 rapa vra 83 v vw, 07 vaa av, 3 "wha f qu, 9

f pbby, 00 aa, 40 hppg va 64 fu ua, 52 v prgam 28 walkg ur, 6 Wb , 4 L  dg ura, 00 drmg a pakr' aud, 88 g f  bw da, 76 P hym ad r hf 26 46 a, 4, 63 a par ad av au, 49 kg ud, 4 du  pf mdal, 50 g ad falg a, 44 should have, 89  hag wh pf ad uff, 4 uff, 4 hugh grup, 5 ypal r par  h-yab wd, 48

R A Battle for the Soul of Kung Fu 39 Ceopatra  Every Shoe Tels a Sto 67 Hip-Hop Goes Home 43 Mount verest's Deadliest Day 55 Nowhere to Hde 93

G adjv au, 63, 60 advbal au, 5, 59 mpaav fm, 75, 606 dal, , 62 fuu frm 7, 58 fv mpm 39, 59 grud a, 5, 58 pav v, 9, 62 pa mda, 87, 6 pa , 3, 58 phaal vb, 23 63 �pd ph, 3, 63 uf, vb ad u, 35

R  au ad ff, 4 dfyg ky dl 30 makg f, 28

L va, 2, 24

S  makg ugg ad gvg adv, 0

famy r 4 vw, 36 164

One oot on the Gas 8 Orphan lephants 03 Pluggng Into The Sun 303 Strm Chasers 29 The Teenage Brain 5 Traveling Troubadour 9

puadg a aud  hag 34 pg fa ad aug d, 2 Skills Index

Skills Index

reachng a compromse, 57 reactng to ponts of view, 69 respondng to questons, 10 speakng from an outline, 142 taking pros and cons, 4 Topics

animals, 96-107 decsion makng, 08-19 diffcult situatos, 4859 energy challenges, 24-35 people, 1-11 peormers, 36-47 shopping, 60-7 sports, 132-143 thnkig tice, 84-95 transpotatio 72-83 vacations, -23 eather, 120-131 Videos

Barcelona's Stret Life, 1 Capital Bikehare 77 The French Spiderman 40 Great Migration (excert), 104 How to Spot a Fake Lou Vuittn Bag 68 The Human Family e 5 Moral Dilemma excerpt), 117 Protecting rputation nline 91 Sinking England 126 Song under a Big Sky 4 Surivng Deadl Evere 56 We Need to Be Leader Ouelve 32 Vocabulary

actons and consequenes, 86, 55 animas, 98, 55-156 decision making, 10 156

dffcult stuatos, 50, 53-54 eergy, 26, 15253 peope, 2, 152 peformance, 38, 53 shoppng, 62, 154 spots. 134, 57 tme expressions, 45 transportation, 74, 54-55 vacatons, 4, 5 eather, 22, 156-157 Wrtng

descrptve paragraphs, 22 expaing mportat qualties, 141-142 nformatonal brochures, 06-07 etters of compaint, 79 opons on evets, 90 personal statements, 9 persuasive paragraphs, 3334 presentng ad defending argments, 70 profiles, 45 shog cause and effect, 18-19 vivd descriptions, 30131 Writig strategies

cause and effect, 118-119 creating mental mages, 22 explaing the steps n a proces 58 getting a reader's attento, 16-07 makng successful arguments, 70 online posts, 90 pacig timed essays, 142 paraphrasing, 45 personal statemets, 9 persuasion, 33 smies, 30

Skills Index

165

Credits Photo Credits Unit 1 pp.x-1,top le hfng/Shutterstockco; to right: ©iStockhotocom/ldo Murlo; botom let Dynamic Grahichinkstock; bottom ight ©iStockphoto.com/Daniel Laflor; p2: Mie TheisNational Geograhic Stock p3 Yuri ArcurShtterstockcom p4 Niagara0/Dreamstime. co; p.S: BoanShutterstock.com; p6 Natioal Geograhic Mas/Nationa Geographic Image Collecion; p6-7: Kenneth Garret/Gey mages; p9: belazarShutterstock.com; p10: Frans anting/National Geographic Stock Unit 2 pp12-13: Freesurf69/Dreamstime.co; p14 left ©iStockphoto.com/Gofer; right (top) Frans Lanting/National Geograhic Stock right bottom Unfetteredmind/Dreamstime.com; p15 left: Celsoup/Dreastime.com; right: Leire Unzuet/National Geograhic Stock; p16 top zhangyang 3576997233/Shutterstock.com p7 zimmytwShuterstock.com; p18 to Helga Esteb/hutterstock.com; boom Panoraic Image National Geograhic Stock;p19 Frans LantingNational Geograhic Stock p20 Kenneth Garret/Natinal Geographic Stock p21 top Robodread/ Dreamstime.com; p22: TuungatoShutterstoccom Unit 3 pp24-25 Jim Richardson/National Gographic Stock; p26 Andy Z./Shuerstock.com; p28 left to ight Goodluz/Shutestock.com Blend lmagelamy; AndesShutterstockco; p 29 Jim Richardson/National Geograhic Stock pp30-31Michael Melfordational Geograhic Stock; p32: Jim Wes/lamy; p33 Seif 958/Dreamstimecomp34 Radu Razvan/Shutterstock.com Unit 4 pp3637 Hugh Siton/Corbis p38 top: Getty Images; to inset: Roy van lngen; bottom DwhotoDreamstie.com; p40 Scot Mitchel/ ZUMA Press/Corbis;p41 top Featureflash/huerstockcom; botom: ack.Q/Shuterstock.co; p42 o Kaarsten/Dreamstimecom; botom Hemi Alamy; p43 David Alan Havey/National Geograhic Stock p44 to Arunas GabaliShutterstock.co middle Lebrecht Music and As Photo Libra Alay boom: Chris Hil/Nationa Geograhic tock; p46 Karamba Poduction/Shutterstockcom p 4 Cristian Nitu/Dreamstime.com Uit S pp9Jl eNinl h  p50 left ty Im riht AFPy I p5 hlmy p52 Yur Au Shutterstock.com; p53: Konstantin Yolshin/Sherstockcom p55 THm Hester PhotographShuerstock.com; p56 Bobby Mode/National Geographic Stock p57 George F MobleyNatina Geogahic Stock; p58: Mike ParMinden Pictures; p59: G Photograhlamy Unit 6 pp6061:PictureNe/Corbis p62 to MB/lamy; boom A KowalskyAlamy; p64 to ark Seberin/Dreamstime.com; bottom Edwin Verin/Dreamstime.com; p65 Camila Waton/ety mages p66: John Kasawa/Deamstime.com; p67 top Andrey Burmakin/Shuterstockcom; bottom AndresShuttestockcom; p68 VdejugBeautyouTube; p69 conrado/Shutterstockcom; pp7071 Stephen BisgroveAlamy Unit 7

T ino Soriano/National Georaphic Stock p74 top Mika Heittola/Shutestock.com bottom: ra Block/National Geograhc Stock; pp7273

p76 usef E-Mansouri/Shutterstock.com; p78 top Rohan Van Twes/amy botom le Supri Suharjoto/Shutterstock.com; bottom right Kzenon/ Shutterstockcom; p80 ©iStockhoto.com/Herik onsson p81 Morgan Lane Photograph/Shutterstck.com; p82 Katrina Brown/Dreamstime.com p83: David Cup/National Geographic Stock Unit 8 pp5 Keith Barraclough/National Geographic Stock; p86: Dirk AnschOtz/Corbis p87 Mike TheisNational Geographic Stock; p88 top Wiliam WeemNational Geographic Stock; bottom Catalin Petolea/Shutterstockcom; p 89: MikaCorbis; p93 top Image Source/Corbis; bottom Dmyo Konstanynov/Dreamstime.com  94 top Cristi_m/Dreamstime.com middle: Benoit TessierReuterCorbis; boom: Stockite/Shuterstock. com p95 le: Car/Alamy; right Ianni Dimitr/Alamy Unit 9 pp96-97Patrick Shyu/National Geographic Stock; p98: JmikShutterstockcom; p100 to: Richard Laschon/Shuterstockcom idde: donatas205/Shutterstock.com; botom Vincet J Mus/Nationa Geographic Stock p101 John Elk lamy; p102: Gay RobersAlamy; p103 Michael Nichols/National Geographic Stck p105 op: Konrad Wothe/Minden Pictures; middle: Medford Taylo/Nationa Geogaphic Stock; boom Shawnackson/Dreastime.com; p106Renate Micaef/Dreamstime.com; p107 Picsfive/Shuerstock.com

Jim Richardson/Nationa Geograhic Stock; p110 left to) Gelpi/Shutterstockco; (boom) Chis Roulamy; ight Peter Unt 10 pp108109: ZoellerDesign Pics/Corbis; p111 Sandra Eckhardt/Corbis; p113 James Woodson/hinkstock; p114: tkito/Shutterstock.com; p11 SChris Crisman/ Cobis; p116auremaShutterstockcom; p117 MedusA/Shutterstock.com p118: Nik Wheele/Coris Unit 11 pp120-121 Sigurdu Hrafn Stefnissn; p122 top ReuterCorbis bottom George . Mobl/National Geograhic Stock; p123: AFPety ages p124 John und/Drew KellBend lges/Corbis p125 leh to right Jack Reynolds/Gety Images; Brian Thompson/National Geographic Stock; Mike TheisNational Geographic Stock; p126 top Czacio/Dreamstimecom; bottom: John Wolwerh/Dreamstimecom; p127 Chris CollinCorbis; p128: Kristina Afanasyeva/Dreamstime.com p129 im ReedJim Reed Photograhy  Severe & /Corbis p130 Sam Kittner/National Geograhic Stock Unit 12 pp132133Chuck Pefley/amy p134 top: onathan Larsen/Diadem lmagelamy; botto Jason Swalwel/Shutterstockcom; p135 Shely Castellano/lcon SMl/Corbis; p.136 to Vico Collective/Ain Dragulin!Blend lmageCorbis; bottom: new vave/Shutterstockcom p137 Seandnad/Dreamstimecom pp138-139 Fritz Hoffmann/National Geographic Stock; p139: Jon WarburonLee PhotographyAlay; p140 Ang Wee Heng John/Dreamstieco; p141 Myrleen PearsonAlamy p143 Ben Radford/Corbis

Text Credits Readings from the following units wee adate from Nationa Geographic. Unt 1 Adapted from Sarcing r patra y various National Geographic Extreme Explorer Janua/Februa 2011 Unit 2 Adated from Tavn Tubadu  Keith Bellw, No Gyk Tv M 01. Unit  Adted o Pung into  un y George Johnson National Geograhic Magazine, September 209. Unit 4Adapted from H-H ant by James McBride, National Geograhic Magazine, Aril 200 Unt  Adapted from Cangn Amra by Joel L. Swerdlow National Geograhic Magazine Setembr 2001 Unit 9Adapted from Orans N Mr by Charles Siebe Nationa Geograhic nline Septebe 2011 Unit 10 Adated fom Bautf Brains by David Dobbs National Geographc Magazne ctober 2011.Unit 12 Adapted fro Batt  t u f Kung Fu by Peter Gwin Nationa Geographic Magazine March 201.

166

Credits

.

NATIONL GERHIC NING

ISBN-13:

978085

90000

CENGAE Learnig-

Naonal Geographic Learning, a part of (enage Learning, publishes materials r EFL/ESL reading and writing, science social studies, and assessmen, spannin g eary chidhood through adut. Visit ngl.cenpge.com