Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 ON THE COVER Flight Engineer Don Pettit on the International Space Station created this image of light streaks from Earth and star trails using long exposures and then combining several images together. ©NASA/Alamy Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 Pathways S e co n d Edition Listening, Speaking, and Critical Thinking Becky Tarver Chase Australia • Brazil • Mexico • Singapore • United Kingdom • United States Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. 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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Pathways 1: Listening, Speaking, and Critical Thinking, 2nd Edition Becky Tarver Chase Publisher: Sherrise Roehr Executive Editor: Laura Le Dréan Managing Editor: Jennifer Monaghan Associate Development Editor: Lisl Bove Associate Development Editor: Jennifer Williams-Rapa Director of Global and U.S. Marketing: Ian Martin Product Marketing Manager: Tracy Bailie Media Research: Leila Hishmeh Senior Director, Production: Michael Burggren Manager, Production: Daisy Sosa Content Project Manager: Mark Rzeszutek Senior Digital Product Manager: Scott Rule Manufacturing Planner: Mary Beth Hennebury Interior and Cover Design: Brenda Carmichael Art Director: Brenda Carmichael Composition: MPS North America LLC © 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. “National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, cengage.com/contact For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com Student Edition: 978-1-337-40771-7 SE + Online Workbook: 978-1-337-56251-5 National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, students develop the language and skills they need to be successful global citizens and leaders. Locate your local office at international.cengage.com/region Visit National Geographic Learning online at NGL.Cengage.com/ELT Visit our corporate website at www.cengage.com Printed in the United States of America Print Number: 06 Print Year: 2020 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents Scope and Sequence iv Introduction to Pathways viii 1 Living for work 1 2 good times, good feelings 21 3 The marketing machine 41 4 wild weather 61 5 focus on food 81 6 housing for the future 101 7 Exploring space 121 8 creative arts 141 9 our relationship with nature 161 10 how we communicate 181 \ Independent Student Handbook Vocabulary Index Rubrics Index of Exam Skills and Tasks 201 216 218 227 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Scope and Sequence Ac ademic Skill s Unit Title & Theme Listenings & Video Listening & Note Taking 1 Lesson A An Interview with Annie Griffiths (with slide show) • Identifying Main Ideas • Taking Notes on Key Words and Phrases Living for Work page 1 Academic Track: Career Studies/Social Science 2 Good Times, Good Feelings page 21 Academic Track: Psychology/Sociology 3 The Marketing Machine VIDEO Becoming a Butler Lesson B A Conversation about Dr. Sylvia Earle Lesson A A Lecture about Laughter (with slide show) VIDEO Laughter Yoga Lesson B A Talk about City Parks Lesson A A Newscast about Marketing (with slide show) Business/Marketing 4 Lesson A A Podcast about Strange Weather (with slide show) Academic Track: Wild Weather page 61 Environmental Science 5 Lesson A A Radio Show about Ugly Food Focus on Food page 81 Academic Track: Cultural Studies • Listening for Definitions • Using a T-Chart VIDEO Tornado Chase Lesson B A Conversation about Greenland Academic Track: • Listening for Examples • Using Abbreviations VIDEO Mascots: Fun for Everyone! Lesson B An Interview with a Graphic Designer page 41 • Understanding the Speaker’s Purpose • Using a Split Page to Take Notes • Listening for Reasons • Using an Outline VIDEO Food-Waste Rebel Lesson B A Lecture about Feeding the World (with slide show) iv Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Speaking & Presentation Vocabulary Grammar & Pronunciation Critical Thinking • Communicating that You Don’t Understand • Introducing Yourself Lesson Task Taking a Career Aptitude Test Final Task Speaking about Yourself Recognizing Word Families • The Simple Present vs. the Present Continuous • Syllable Stress Focus Evaluating Options • Showing Interest • Speaking to a Group Lesson Task Discussing Fun Activities Final Task Presenting on a Celebration or Holiday Noun Suffixes • Clarifying • Ending Strong Lesson Task Discussing a Timeline Final Task Presenting a Marketing Plan Common Verb Suffixes • Expressing Likes and Dislikes • Making Eye Contact Lesson Task Discussing Travel Plans Final Task Discussing Ways to Reduce Greenhouse Gases Words with Similar Meanings • Telling a Story with Time Markers • Using an Effective Hook Lesson Task Conducting a Survey about Food Final Task Presenting a Plan to Stop Food Waste Recognizing Parts of Speech Analyzing, Evaluating, Interpreting an Infographic, Making Inferences, Personalizing, Predicting, Prior Knowledge, Reflecting • The Simple Present in Yes/No and WhQuestions • Intonation of Yes/No and Wh- Questions • The Simple Past • Simple Past -ed Endings Focus Making Predictions Brainstorming, Organizing Ideas, Personalizing, Prior Knowledge, Ranking, Reflecting Focus Applying Information Analyzing, Applying, Brainstorming, Interpreting an Infographic, Organizing Ideas, Personalizing, Synthesizing • Count and Noncount Nouns • Reduced of Focus Activating Prior Knowledge Analyzing, Analyzing Visuals, Applying, Personalizing, Predicting, Ranking, Reflecting • Descriptive Adjectives • Sentence Stress Focus Analyzing Visuals Evaluating, Organizing Ideas, Personalizing, Reflecting v Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Scope and Sequence Unit Title & Theme 6 Housing for the Future Listenings & Video Listening & Note Taking Lesson A A Lecture about Housing Solutions (with slide show) • Using Context Clues • Making Note of Numbers video Engineering/Urban Planning Livable Spaces of Steel Lesson B A Conversation about Building Homes 7 Lesson A A Class Presentation about Space Travel (with slide show) page 101 Academic Track: Exploring Space page 121 Academic Track: Natural Science 8 Creative Arts page 141 Academic Track: Arts/Music 9 Our Relationship with Nature VIDEO Lesson A A Lecture about Temporary Art (with slide show) VIDEO Making Art from Recycled Glass Lesson B A Radio Program about Music Lesson A A Lecture about Ethics (with slide show) 10 Lesson A A Report about Communication Software How We Communicate page 181 Academic Track: Communication/Sociology • Listening for Cause and Effect • Using Arrows to Show Cause and Effect • Identifying Opinions • Reviewing and Restating VIDEO Anthropology Academic Track: • Making Inferences • Using a Mind Map How to Choose a Mars Landing Site Lesson B A Talk by a Tour Guide Our History with Horses Lesson B A Conversation about a Town in Zimbabwe page 161 Ac ademic Skill s • Listening for Repeated Words • Using a Chart VIDEO Elephants Communicate while at Play Lesson B A Lecture about Gestures (with slide show) vi Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Speaking & Presentation Vocabulary Grammar & Pronunciation Critical Thinking • Agreeing and Disagreeing • Role-Playing Lesson Task Discussing Lifestyle Choices Final Task Role-Playing a Meeting with Real Estate Agents Recognizing Adjective Endings • Coordinating Conjunctions • Focus Words Focus Prioritizing • Asking Follow-Up Questions • Using Signal Words Lesson Task Discussing Future Plans Final Task Presenting Travel Plans Choosing the Correct Meaning • Hedging • Speaking at an Appropriate Speed Lesson Task Discussing Art Final Task Presenting the Benefits of Art Education Prefixes • Rephrasing Key Ideas • Ending a Discussion or Presentation Lesson Task Comparing Nature with Cities Final Task Giving a Presentation about the Natural World Collocations with Prepositions • Checking for Understanding • Inviting and Answering Questions from the Audience Lesson Task Discussing Ways to Communicate Final Task Presentating a Form of Communication Collocations Brainstorming, Predicting, Prior Knowledge, Reflecting, Synthesizing • Will and Be Going To • Contractions with Will Focus Analyzing Pros and Cons Analyzing, Evaluating, Interpreting a Timeline, Making Inferences, Organizing Ideas, Personalizing, Predicting, Prior Knowledge, Reflecting • Modals • Linking Final Consonants to Vowel Sounds • Comparative and Superlative Adjectives • Using Stress for Emphasis • The Present Perfect • Thought Groups Focus Synthesizing Brainstorming, Organizing Ideas, Personalizing, Reflecting, Understanding Visuals Focus Comparing and Contrasting Analyzing, Brainstorming, Classifying, Evaluating, Interpreting a Timeline, Making Inferences, Predicting, Prior Knowledge, Reflecting, Using a Graphic Organizer Focus Drawing Conclusions Analyzing, Evaluating, Making Inferences, Organizing Ideas, Personalizing, Synthesizing, Using a Timeline vii Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Introduction to Pathways Pathways Listening, Speaking, and Critical Thinking, Second Edition uses compelling National Geographic stories, photos, video, and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success. Explore the Theme provides a visual introduction to the unit, engaging learners academically and encouraging them to share ideas about the unit theme. THE ON-DEMAND ECONOMY ExpLorE ThE ThEmE Look at the photo and read the caption and the information. Then discuss the questions. 1. What are some examples of on-demand companies? Which ones have you used? 2. Which industry is the largest? Which ones are just starting out? 3. Why do you think on-demand companies are so popular today? An On-Demand Company (ODC) provides services such as rides, rooms, and grocery delivery. The On-Demand Economy is the network of companies offering these quick and convenient services. Key: Industry type Shipping Family Care Education Parking Subscription Health & Beauty Business Services Travel Delivery Home Services Reservations and Ticketing Transportation Pet Care The On-Demand Economy System N Ot e - ta K I N G S K I L L Taking Notes on Key Words and Phrases When you take notes, don’t try to write every word you hear. Instead, write only key words and phrases. This is the information that will help you remember the speaker’s main points. Focus on nouns, verbs, names, and numbers. Do not write full sentences, and use abbreviations you can. Growth when by Industry INDUSTRIES WITH HIGHEST GROWTH INDUSTRIES GROWING INDUSTRIES WITH POTENTIAL INDUSTRIES JUST STARTING OUT Delivery Home Services Shipping Subscription Transportation Travel Health & Beauty Pet Care 2. Why she loves to travel: Education Business Services Family Care 3. Why she took her children: Reservations & Ticketing Parking 56% companies 1.5 Listen again and take notes on important details. Use only key words and phrases. C founded after 2011 1. Her favorite places: A row of bicycles for on-demand rental in San Francisco, CA, U.S.A. 42 N O T E TA K I N G S. Africa, Galápagos Isl., Mex. 4. How she communicates: 5. skills needed to be a photographer: UNIT 3 THE MARKE TING MACHINE 43 AfTer LiSTeninG Video D Read the statements and choose T for True or F for False. The statements were not stated directly, but you can infer or guess whether they are true or false. CRITICAL THINKING: MAKING INFERENCEs With a partner, take turns asking and answering the questions about laughter. Use the information from exercise B and your own ideas. C 1. What happens when someone starts laughing? 2. How does laughter help us? 1. annie Griffiths likes her life of adventure. wHILe VIewINg 2. D . Griffiths knows how to make friends with strangers. U N D E R S TA N D I N G 3. Griffiths does not mind going to places that are dangerous. MAIN IDEAS 1.4 Read the questions. Then write the answers while you watch the video. 1. What do people do in laughter yoga? children do not like to travel. 2. What health issues4.can Griffiths’ laughter help with? T F T F T F T F 3. How many calories can you burn up if you laugh for 5-10 minutes? Discuss the questions below with a partner. 4. When do babies E first begin to laugh? CRITICAL THINKING: REFLEC TING NEW 1.Integrated listening speaking Griffiths takes her children to work. Isand it a good idea to take youractivities family to work? help prepare . 2. What places do you like to travel to? What do you think is fun and interesting about students for standardized tests such as IELTS and TOEFL. traveling? 5. How do babies use laughter? E People celebrate World Laughter Day on the first Sunday of May every year. The first celebration was in Mumbai, India, in 1998. It was arranged by Dr. Madan Kataria, founder of the Laughter Yoga movement. Laughter Yoga 1. People tell jokes in laughter yoga. 2. Laughter has effects that are similar to jogging. PRIOR KNOWLEDGE A In Lesson A, you discussed things you do for fun. Check () the activities you think are fun. Discuss the reasons for your answers with a partner. MEANING FROM CONTE X T B The underlined words are in the video. Use the context or a dictionary to help you understand them. a party exercise a funny movie other Laughter Laughter is something we all enjoy. It’s instinctive. If we are happy or something is funny, we laugh naturally. And it’s contagious—if one person laughs, usually the people nearby will start laughing, too. But laughter is not only fun, it also helps us. It can ease an awkward or difficult situation. It can help prevent certain diseases. It’s a behavior that brings people together. We don’t know all the ways that laughter works to make us feel better, but the bottom line is that laughter is very good for us. 32 viii UNIT 2 VIDEO T T U N D E R S TA N D I N G D E TA I L S F F 3. Laughter is present at birth. T F 4. Scientists don’t know everything about laughter yet. T F Annie Griffiths’ children in Petra, Jordan, wearing Bedouin clothing and pretending to drink tea AfTer VIewINg F Before VIewINg 1.4 Read the statements. Then watch the video again and choose T for True or F for False. Discuss the questions below in a group. 1. What was the main purpose of the video? a. to tell us about the benefits of laughter b. to tell us different ways to make people laugh c. to tell us about different kinds of yoga 2. What surprised you about the video? Explain. 3. What are some things that make you laugh? 4. Are you interested in trying laughter yoga? Why or why not? 5. In Lesson B, you will learn about how people use their free time to have fun and be happy. Do you think that people in different cultures have different ways of having fun? Explain. UPDATED Video sections use relevant National Geographic video clips to give learners another perspective on the unit theme and further practice of listening and critical thinking skills. GOOD TIMES, GOOD FEELINGS 33 LIVING FOR WORK UNIT 5 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 7 A . 3.17 Listen and check () the words you already know. Use a dictionary to help you with any new words. Listening Skills Listening A Podcast about Strange Weather A BEFORE LISTENING CRITICaL ThINkING Activating Prior Knowledge 1. a whirling cloud like a tornado that forms over water a. snow roller 2. a tight whirling cloud of fire b. water spout 3. a round shape in sky; can be red, orange, or blue c. ice flower 4. an event that can occur when wind moves over loose sticky snow, causing it to move 5. a beautiful crystal formed by very low temperatures and dry air moving over water e. fire tornado PRIoR KnoWLEDgE A B B The meteorologist says, “Ball lightning moves fast and doesn’t last long, so it’s hard to study.” Which of the other weather situations might be hard to study and why? You will listen to a podcast about strange weather. Discuss the questions below with a partner. P R O n U n C i At i O n Reduced of 1. What strange weather do you know about? Why is it strange? 2. Have you ever experienced strange weather? Explain the situation. to /әv/. most of my friends a ball of lightning the rest of the podcast WhILE LISTENING Before LiSTening weather. 2.9 read the statements. Then listen to introductory information about dr. b. unusual c. dangerous A a. ordinary The Maasai People and Cattle1 most-әv my friends a ball-әv lightning the rest-әv the podcast The Maasai people of East Africa have a special one kind of animal. They 2 1 with on cattle for meat and milk. Listening passages cattle in a dry climate, the Maasai people 3 land. Eachafamily moves the cattle over long distances and incorporate variety 4 onto differentof families’ land in order to find enough grass for the cattle to eat. listening types such asandpodcasts, lectures, cattle (n): large farm animals, such as cows, raised for meat milk interviews, and ahead respect value within conversations. 1.7 Read the sentences. Then listen and choose the correct word or phrase 1.34 to complete the main ideas. 1. The podcast is mostly about a lot-әv snow 1. I have a couple of questions for you. 2. A lot of people want to know if it will snow. 3. There are droughts in many parts of the world. 4. Suddenly, a strong gust of wind hit them. 5. Most of the storms were still far away. 6. We could get a lot of rain. Listening A Lecture about Feeding the World C as understanding word forms, depend raise collocations, relationship share and connotation. ahead Practice saying the sentences below with a partner. Use reduced of. F A water spout is a whirling cloud like a tornado that forms over water. Today we’re going to talk about weird weather, or not your usual rain, sun, and snow. LISTEnIng FoR MAIn IDEAS CRITICAL THInKIng: A n A LY z I n g Reduced of → (sounds like) → → → a lot of snow Speakers often explain or define terms that are important but may be unfamiliar to their listeners. After an unfamiliar term, listen for forms of be in the simple present, or the word or, as these are often followed by a definition. B 3.18 Read the two articles below. Fill in each blank with a word from the box above NEW Vocabulary Skills help students it. There is one extra word in each box. Then listen and check your answers. Notice the collocations with prepositions. develop essential word building tools such 1.35 We link and reduce unstressed words in natural speech. The word of is reduced Careful Speech L i s t e n i n g s k i L L Listening for Definitions value (v) within (prep) LISTEnIng FoR D E TA I L S Discuss the question below in a group. Form a group with another pair of students. Share your ideas from exercise A. Then discuss the photo on page 67. What do you think is happening? How might it be related to the subject of the podcast? responsibility (n) share (v) d. ball lightning MEANING FROM CONTE x T aFTER LISTENING E relationship (n) respect (n) V O c A b U L A Ry S k I L L Collocations with Prepositions Topic: A TV show about dangerous weather ask yourself: What do I know about this topic? (Some storms are dangerous. Perhaps they will talk about tornadoes or lightning or typhoons. They might give some advice about staying safe.) hunt (v) raise (v) Collocations are words that are frequently used together. Prepositions are often used in combination with verbs and nouns and even other prepositions. It is helpful to learn these words together. ahead of/for hunt . . . for respect for share with depend on relationship with responsibility for/to within an hour/a week/5 years 1.34 Listen again. Match the phrases to their definitions. D Prior knowledge means all the things you already know. When you think about a topic or situation, you can use your prior knowledge to help you understand more. Here is an example: ahead (adv) depend (v) In order to Jonathan Foleysituations from the 2. The definitions of two weather in thecalifornia podcast involveacademy wind whirling,of or sciences. Write T for True or F for False. false spinningcorrect around verythe quickly. Theystatements. are: 1 a. waterspouts and b. fire tornadoes and ball c. snow rollers and ice fire tornadoes lightning flowers 1. dr. Foley tries to answer the big questions. 3. The speaker wants to UNIT 4 LESSON A . 2. dr. Foley gets quite angry when he talks about these questions. 3. dr. Foley sees large-scale farming as the solution to our problems. 4. dr. Foley thinks there are several solutions to our problems. a. make listeners laugh 66 b. sell a product c. inform listeners W I L D W E AT H E R The Sami People and Reindeer WhiLe LiSTening LisTening For Main ideas B NEW Slide showsLikefor theselected Maasai, the Sami people of northern Europe 5 one animal more thantext any other. Reindeer give the Sami people food, clothing, listening passages integrate and other useful items. Nowadays, some Sami people raise reindeer on farms, and visuals to give learners a more but many Sami people still travel long distances with their animals. This gives authentic listening experience. 1.10 Listen to the lecture and answer the questions. 2.10 1. how much will the population increase by 2050? how much more food will we need to feed that population? 2. Why is the amount of food larger than the population increase? A 67 Listening A Lecture about Temporary Art 3. Which three parts of the world could produce more food than they do now? Burning rainforests to grow more food threatens the health of the planet. Before LISTeNINg them a great 6 for nature. No one knows exactly what is for the Sami people because climate change makes the A World Demanding More of the Arctic uncertain. Listening an Interviewfuture with annie Griffiths 7 a l I S T E n I n g S k I l l Listening for Cause and Effect Speakers often talk about cause-effect relationships. You will better understand these relationships if you listen for words and phrases that signal causes and effects. By 2050 the world’s population will likely increase by about 35 percent. 164 Before LiSTeninG UNIT 9 billion people L E S ~9 SON A 35% Words That Signal Causes CRITICAL THINKING: A You are going to listen to an interview with National Geographic photographer Annie because (of ) due to cause affect To feed that population, crop production will need to double. PREDICTING Griffiths. Look at the photo and read the information. What do you think Griffiths will Because sea animals and plants make their homes on the sculptures, the talk about? Discuss your ideas with a partner. sculptures are always changing. 100% Words That Signal effects as a result (of ) so therefore n ot e - ta k i n g s k i l l using an outline As a result, the art is temporary. one way to organize your notes as you listen is to make an outline. An outline Taylor’s sculptures are constantly changing, soAeach youincludes visit, they shows the relationship between ideas. basictime outline thelook maindifferent. ideas and a 96 1 billion tons = supporting details. You can number the main ideas and indent and use letters for the supporting details. Discuss these questions with a partner. 1. Why do you think people create art? LESSoN B 2. How does art affect a city or town? 3. What are some reasons for art festivals or street art? uniT 5 Updated Explicit listening skill instruction and practice prepares students to listen and take notes in About my photo academic settings. When: around sunset, in 2006 Where: Victoria Falls, Zambia WHILe LISTeNINg n oT E - TA k I n g S k I l l Using Arrows to Show Cause and Effect When you take notes, you can show a cause-effect relationship with arrows. Fishing and climate change cause problems for reefs. fishing + climate change → probs for reefs N O T E TA k I N G B What: 1.15 Read the incomplete notes below. Then listen to the lecture and 3.4 complete as many of the notes as you can for each piece of art. ⇒ snow will melt beautiful light, amazing place Identifying a speaker’s main ideas will help you focus your listening and understand more of what you hear. The main ideas are the speaker’s most important points. When you listen for main ideas, you focus on the gist, or central topic. Details support the main ideas and can include examples, reasons, explanations, and additional information. temporary art often outdoors/public places 2. Location: main idea: Annie Griffiths is famous for her beautiful photographs. Type of art: detail: The photos are of places all over the world. ⇒ people will pay Importance: Reason art is temporary: 1. 2. UNIT 8 Why: L I S t e N I N G S K I L L Identifying Main Ideas Location: Importance: 1. a swimmer WhiLe LiSTeninG snow sculpture Type of art: Reason art is temporary: 146 1 billion people = chalk is temporary medium ⇒ damage it LIsTENING FOR MAIN IDEAs B 1.5 1.1 Listen to the interview with Annie Griffiths. Check () the main idea of the interview. annie Griffiths’ work is dangerous sometimes. annie Griffiths travels around the world as a photographer. annie Griffiths knows how to communicate with the people she meets. LESSON A 6 uniT 1 lEsson a Food journeys Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ix ix Speaking and Presentation Skills Speaking lessons guide learners from controlled practice to a final speaking task while reinforcing speaking skills, grammar for speaking, and key pronunciation points. A Speaking C Yes/No questions with be Is the movie funny? Are researchers interesting people? Short answers Yes, it is. / No, it isn’t. Yes, they are. / No, they’re not. / No, they aren’t. Yes/No questions with other verbs Do you laugh a lot? Does he tell jokes all the time? Do we laugh during lectures? Yes, I do. / No, I don’t. Yes, he does. / No, he doesn’t. Yes, we do. / No, we don’t. Wh- questions with be When is the movie? Where are the rats? Tonight at 7:00. In the lab. Wh- questions with other verbs When does the lecture begin? Why do people like jokes? At 4:00 p.m. Because they’re funny. get have 3. Who / you / send a lot of text messages or emails to? 4. How / you / relax on the weekends? the closest park in this city? 6. Why / be trees good for the environment? D With a partner, take turns asking and answering the questions from exercise C. E Talk to your partner about one of the topics below. Your partner will listen and ask you questions. Then switch roles and discuss a new topic. a favorite book or movie take E v E r y day L a N g Uag E you a social person? Yes 2. you activities with other people? Yes No you fun with people? Yes No 4. you a vacation every year? Yes No 5. you enough sleep? Yes No 6. you being outside? Yes No B . Answer the questions in the survey by choosing Yes or No. Then compare your answers with a partner’s. Do you think your answers mean you are happy, or not so happy? Girls have fun playing a game of jump rope outside their school in Rwanda during a break from class. a family member Asking for Repetition Could you say that again? What’s that? Could you repeat that, please? No 3. a beautiful place A: I want to tell you about my older brother. B: What’s your brother’s name? Survey: How Happy are you? 1. in the morning? your favorite food? 5. Where / be a hobby like When do you get up 2. What / be A . Complete the questions. Use do or are and the verbs from the box. do Write questions using the words given and the simple present. 1. When / you / get up G R A M M A R f o R s p e A k i n G The Simple Present in Yes/No and Wh- Questions I’m sorry? What did you say? Sorry, I didn’t get that. 1.20 Listen to the conversation. Then practice it with your partner. F A: Everyone’s having a good time! B: What did you say? A: I said everyone’s having a good time. B: They sure are—it’s a fun party! G Work with your partner and follow the instructions below. Student a: Say the sentences below to your partner. When you see ///////////, don’t speak clearly. Student B: Ask your partner for repetition when you don’t understand something. Your partner will repeat the information using his or her own ideas. A: B: A: B: I heard that /////////// are on the exam. Could you say that again? What are on the exam? Verb tenses. Oh, OK. Thanks. 1. There’s a free concert in the park on ///////////. 2. The weather is beautiful today! It’s ///////////. 3. I like this class because ///////////. 4. That’s my friend over there. Her name is ///////////. 5. The park is easy to find. It’s next to the ///////////. p R E S E N TAT I o N S K I l l Ending Strong 28 UNIT 2 A strong conclusion reminds your listeners of your main ideas and encourages them to think about your presentation after it is over. To end strong, you can: • summarize and restate your main points. As I said, my product is the best on the market because … • make a connection between your audience and your ideas. This service is ideal for you because … • suggest an action to your audience. Look for my product in your local store! C Presentation skills such as starting strong, using specific details, making eye contact, pausing, and summarizing, help learners develop confidence and fluency in communicating ideas. Use your chart from exercise B and follow these steps. DecideTask who your customers are. A• Final allows learners B Speaking • Decide what the story or message is for your product or service. to• Create consolidate their any visuals you will include in your presentation. understanding of content, • Decide who will present each part of the marketing plan. • Take notesand on what youas willthey say in your part. language, skills • As a group, write a strong conclusion to encourage the audience to buy your product collaborate on an academic or service. presentation. A 2.11 Read and listen to two people talk about where they get their food. W h E r E D O E S YO u r F O O D CO m E F r O m ? SpeakeR 1 I have always shopped for food at a large supermarket. As a child, I went there with my parents, and now I shop there myself. They seem to have everything I need, and I can get my shopping done quickly. Recently the supermarket added a section with a lot of convenient foods like ready-to-eat salads, side dishes, and even main dishes like chicken and lasagna. To be honest, I don’t do a lot of cooking these days! D E 29 GOOD TIMES, GOOD FEELINGS LESSON A S p e a khelpful eR 2 Take turns practicing your part of the presentation and making suggestions for It might surprise you, but I grow a lot of my food myself. When I was a child, I watched my parents and grandparents work in the garden from spring to fall. I improvement to your group members. learned to love gardening. Later I discovered that home-grown food tastes much better than food from the supermarket. My favorite things to grow are red, ripe tomatoes and different kinds of lettuce. I also grow cucumbers, onions, and even some strawberries. Everything is fresh! I raise a few chickens, too, and I buy special food for them. That’s not all they eat, though, so I never throw much food away. If I cut the top off a carrot, for example, the chickens are happy to eat it! Give your presentation to the class. Remember to end strong and tell your audience why they should buy your product. B With a partner, find and underline the time markers and interesting details in the stories from exercise a. Then tell your partner where you get your food and why. Use interesting details. 98 x UNIT 5 Unit 5 Analyzing Visuals C . Study the infographic at the bottom of the page. Then discuss the questions with your classmates. CRITICaL THINkING: a N a Ly z I N G V I S U a L S 1. What does the infographic show? 2. Which countries is this information about? 3. What percentage of fruits and vegetables do people eat in those countries? 4. Which step in the process has the most loss? The most waste? 5. Does this information surprise you? Explain. Final taSk presenting a plan to Stop Food Waste You are going to give a short presentation to a small group about how you can personally prevent food waste. Discuss the information below; then develop a plan to prevent food waste. A . Study the information about wasted fruits and vegetables again. What percentage of food loss or waste occurs at each step or location? farms shipping/storage supermarkets homes CRITICaL THINkING: a N a Ly z I N G V I S U a L S processing (juicing, baking) LOST produce abandoned or discarded during harvesting, shipping, or processing Lost and Tossed N CritiCal thinking Making meaning from visual information can help you understand a concept better. To understand visuals, always read the title, the labels, and the key or legend that explains what the colors and numbers mean. WASTED produce discarded by vendors or consumers, often because of damage or expiration dates FoCUS oN Food LESSON B 3. Here are the vocabulary words and phrases from the unit. Check (�) the ones you can use. achieve design quality Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, AWL AWL or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 99 Artist Todd Stone works on his paintings of the city from his temporary studio on the 67th floor of the World Trade Center in New York, U.S.A. LIVING FOR WORK Academic SKILLS LISTENING Identifying Main Ideas Taking Notes on Key Words and Phrases SPEAKING Communicating that You Don’t Understand Syllable Stress CRITICAL THINKING Evaluating Options 1 Think and Discuss 1 Look at the photo and read the caption. What training or education is needed for this job? What skills are needed? 2 Would you like to do this job? Explain. 3 Read the title of this unit. What do you think it means? 1 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ExplorE the Theme Look at the photo and read the information. Then discuss the questions. 1. What are millennials? What ideas do you have about them as a group? 2. Where do millennials work the most hours? The least? 3. Is any of this information surprising to you? Explain. 4. Does this office seem like a good place to work? Why or why not? 2 UNI T 1 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. MillenNials At work WHERE DO MILLENNIALS WORK THE LONGEST HOURS? Average number of hours worked each week by people aged 20-34 52 India Mexico 48 China 48 Singapore 48 Greece 47 Japan 46 United States 45 Brazil 45 France 44 Spain 43 Germany 43 Italy 43 Canada 42 Australia 41 United Kingdom 41 LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 3 A Vocabulary 1.2 Read and listen to the words. Then match each word with its definition. A MEANING FROM CONTE X T B c ordinary a. (n) a chance to do something 2. opportunity b. (adj) likely to cause harm or injury 3. experiences c. (adj) common, regular 4. skills d. (n) things you do or that happen to you 5. dangerous e. (n) things you are able to do well 1. 1.3 Look at the photo and read the caption. Then listen to the article. Notice each word in blue and think about its meaning. Beverly and Dereck Joubert Beverly Joubert and her husband Dereck are creative people. Together, they write and make interesting films about animals in Africa. In order to work together, they need to communicate well and understand one another. They love to explore different parts of Africa. Making films there is an adventure. Big cats such as lions are some of their favorite animals, so they make films and raise money to help them. Their Big Cats Initiative program provides money so that more than 100 conservationists can work in the field to help save the big cats. ereck and D Beverly Joubert photographing a meerkat in Africa C Write each word in blue from exercise B next to its definition. 1. creative (adj) having imagination and artistic ability 2. (v) to go to different places and learn about things 3. (n) an exciting time or event 4. (v) to share information with others 5. (adj) preferred, most liked vo c a b u l a ry S kill Recognizing Word Families Word families include words with the same root but different forms. For example, explore is a verb with the root explor-. The noun form, exploration, has the same root, but the ending -ation makes it a noun. The adjective form, exploratory, adds the ending -atory to the root. Expand your vocabulary by learning more than one form when you learn a new word. 4 UNI T 1 L E SSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Work with a partner. Complete the chart with other forms of these words from exercises A and B. You can use a dictionary to help you. Noun Verb Adjective exploration explore exploratory communicate experience creative E 1.4 Read the article and fill in each blank with a word from the box. Then listen and check your answers. adventure experiences favorite ordinary skills Annie Griffiths on location in Petra, Jordan Photographer Annie Griffiths Annie Griffiths is famous for her beautiful photographs. She travels all over the world to take photos. Living in other countries is not for everyone, but for Griffiths and her children, it’s an 1 2 . One of her children’s places is the Middle East. Their in that part of the world helped 3 them to learn about other cultures. Griffiths’ work is often exciting. In the Galápagos Islands, she found herself in the water with sharks one day! But most of the time she is with 4 people. Besides writing and taking pictures, Griffiths teaches photography 5 to people who want to become photographers. They know they are learning from one of the best photographers in the world. LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 5 A Listening An Interview with Annie Griffiths Before Listening CRITICAL THINKING: P redicting A You are going to listen to an interview with National Geographic photographer Annie Griffiths. Look at the photo and read the information. What do you think Griffiths will talk about? Discuss your ideas with a partner. About My Photo Where: Victoria Falls, Zambia When: around sunset, in 2006 What: Why: beautiful light, amazing place a swimmer WHILE LISTENING L is t e ning S kill Identifying Main Ideas Identifying a speaker’s main ideas will help you focus your listening and understand more of what you hear. The main ideas are the speaker’s most important points. When you listen for main ideas, you focus on the gist, or central topic. Details support the main ideas and can include examples, reasons, explanations, and additional information. Main idea: Annie Griffiths is famous for her beautiful photographs. Detail: The photos are of places all over the world. L i s tening for M ain I dea s B 1.5 1.1 Listen to the interview with Annie Griffiths. Check () the main idea of the interview. Annie Griffiths’ work is dangerous sometimes. Annie Griffiths travels around the world as a photographer. Annie Griffiths knows how to communicate with the people she meets. 6 UNI T 1 L E SSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. N ot e - ta king S K I L L Taking Notes on Key Words and Phrases When you take notes, don’t try to write every word you hear. Instead, write only key words and phrases. This is the information that will help you remember the speaker’s main points. Focus on nouns, verbs, names, and numbers. Do not write full sentences, and use abbreviations when you can. C 1.5 Listen again and take notes on important details. Use only key words and phrases. 1. Her favorite places: N O T E TA K I N G S. Africa, Galápagos Isl., Mex. 2. Why she loves to travel: 3. Why she took her children: 4. How she communicates: 5.Skills needed to be a photographer: After Listening D E Read the statements and choose T for True or F for False. The statements were not stated directly, but you can infer or guess whether they are true or false. 1.Annie Griffiths likes her life of adventure. T F 2. Griffiths knows how to make friends with strangers. T F 3. Griffiths does not mind going to places that are dangerous. T F 4. Griffiths’ children do not like to travel. T F Discuss the questions below with a partner. 1.Griffiths takes her children to work. Is it a good idea to take your family to work? 2. What places do you like to travel to? What do you think is fun and interesting about traveling? critical thinking : M aking I nference s C ritical T hinking : R eflecting nnie Griffiths’ A children in Petra, Jordan, wearing Bedouin clothing and pretending to drink tea LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 7 A Speaking Grammar for Speaking The Simple Present vs. the Present Continuous We use the simple present to express: 1. repeated actions or habits: He goes to work at 8:00 every day. 2. actions or states that are always true: Photographers take pictures. Note: We use the simple present with adverbs of frequency (never, rarely, occasionally, sometimes, often, usually, always) to say how often we do things. We use the present continuous to express: 1. actions happening now: She is taking a photo. 2. actions happening around this time: I am traveling a lot these days. Note: We use the present continuous with expressions like now, right now, and at this moment. A Read the conversations below. Fill in each blank with the simple present or the present continuous form of a verb from the box. You will use one verb twice. Then practice each conversation with a partner. cook help sell show A: What do you do for work? B: I A: What are you doing right now? B: I A: It smells delicious. A: Hi ! What are you working on? B: I A: Sounds interesting. A: You’re a real estate agent, right? B: Yes, that’s right. I I 8 UNI T 1 work 1 2 3 6 work write in a restaurant. a new meal for tonight. a new computer program. and 4 5 homes. a house to a buyer this morning. A: What do you do for your job? B: I’m a police officer. I 7 people who are in trouble. L E SSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. King’s Cross Railway Station in the U.K. B Work with a partner. Answer the questions and discuss different jobs. In what job do you . . . help people? . . . explore different places? . . . need good communication skills? . . . travel a lot? . . . need special skills? A: Police officers help people. B: Right. Teachers do, too. C Work with your partner. Look at the photo and discuss what the people are doing. D Work with your partner. Follow the instructions below. 1.Look around the room. Talk about three things that are happening in the room now. 2. Think of someone you know well. Tell your partner three things that person is probably doing right now. 3. Think of a job you both know about. Make a list of three things a person with that job does every day. LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 9 E Work with a partner. Read the work schedule of a hotel housekeeper named Erica. Then answer the questions below. 1.Which days does Erica work at the hotel? Which days does she not work? 2. Which day is Erica’s longest workday? Which is the shortest? 3. What does Erica have to do for her job? Weekly work schedule: Erica S. Tuesday Wednesday Thursday Friday Saturday start: 7:00 a.m. start: 7:00 a.m. start: 7:00 a.m. start: 7:00 a.m. start: 7:00 a.m. end: 12:00 p.m. end: 3:30 p.m. end: 3:30 p.m. end: 3:30 p.m. end: 5:30 p.m. Job Duties: Every day: clean the guest bathrooms; make beds; remove trash Tuesday through Friday: get clean sheets and towels from the hotel laundry room Wednesday and Friday: clean the dining room after breakfast Saturday: put new menus and information cards in the guest rooms F With your partner, discuss Erica’s weekly schedule using adverbs of frequency. Use the information from exercise E and your own ideas. A: Erica always starts work early in the morning. B: Erica never works in the hotel kitchen. G Form a small group. Discuss which of these words you might use to describe Erica’s job. Then think of two more words that describe her job. dangerous difficult easy high-paying interesting physical H Work with a partner. Discuss your weekly schedules. Use the questions below and your own ideas. 1. Which days do you work? What time do you start and end? 2. Which days do you go to school? Which day is your longest school day? 3. What are some things you do often each week? Sometimes? Rarely? 4. What are you doing right after class today? 5. What are you doing a lot these days? 10 UNI T 1 L E SSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Taking a Career Aptitude Test A Work with a partner. Take turns asking and answering the questions from the Career Aptitude Test. Take short notes on your partner’s answers. Career Aptitude Test A career aptitude test can help you decide which job or career is right for you. Interview Questions My Partner’s Answers 1. Are you a creative person? 2. Do you like to travel and explore new places? 3. Are you afraid of dangerous situations, for example, working with animals or with electricity? 4. Do you have good communication skills? 5. Do you like to spend time with other people, or do you prefer to spend time alone? 6. Do you like to keep fit? 7. Are you a good problem solver? 8. Do you like to help people? 9. Do you like to do a lot of different things every day? 10. Which is more important to you in a job: adventure or money? B Look back at your notes from exercise A. Then tell your partner which jobs in the box below might be good for him or her. Explain your reasons. business executive doctor/nurse firefighter photographer salesperson computer programmer farmer news reporter restaurant worker teacher C Form a group with another pair of students and follow the steps below. 1. Tell the group which job might be best for your partner. Explain your reasons. 2. Tell the group your opinion of your partner’s choice of job for you. Is it really a good job for you? Why or why not? LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 11 Video Students set the table before a formal dinner at The International Butler Academy in Chengdu, China. Becoming a Butler Before Viewing P rior K nowledge A B 12 UNI T 1 Look at the photo and think about what you know about butlers. Mark each statement T for True or F for False. Compare your ideas with a partner. 1. Butlers usually work in England. T F 2. Butlers work for rich people in large houses. T F 3. Butlers wear informal clothes. T F 4. Butlers speak in a formal way. T F Match each word from the video to its definition. Use your dictionary to help you. 1. refreshments a. (v) to go and get something 2. fetch b. (v) to do something again and again in order to improve 3. practice c. (n) a custom or belief that has existed for a long time 4. tradition d. (n) things to drink or eat VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. WHILE VIEWING C 1.2 Watch the video. Choose the correct word or phrase for each sentence. 1. In the past, there were (many / few) butlers. 2.Nowadays, there are (many / few) butlers. 3. The students at the school come from (one country / many countries). 4. Butler school is (easy / difficult) for the students. D 1.2 Watch the video again. Check () the things students do at the butler school. graduate from school learn to walk correctly iron newspapers practice saying things learn from books wash clothes U N D E R S TA N D I N G MAIN IDEAS U N D E R S TA N D I N G D E TA I L S After Viewing C r i t i c al T h i n k i n g Evaluating Options Most options or choices have both good and bad points. When you evaluate options or choices, you judge them based on their value to you. Think about what is most important to you as you consider the pros and cons of your choices. E Read the list of careers and the pros and cons in the boxes below. Then discuss with a partner, evaluating the options and deciding which career choices could be good for you. Consider the pros and cons in the box and your own ideas. C ritical T hinking : E valuating A: I think doctors work very long hours. B: That’s true, but they make a high salary and money is very important to me. Careers firefighter news reporter oceanographer businessperson photographer Pros and Cons teacher doctor scientist waiter butler dangerous high salary low pay difficult job interesting work travel opportunities easy work long hours opportunities to learn physically difficult or demanding LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 13 B Vocabulary M eaning from C ontext A 1.6 Read and listen to three interviews. Notice each word in blue and think about its meaning. Then practice the interviews with a partner. Q: What kind of people make good nurses? A: Well, you have to be organized. For example, I’m in charge of my patients’ medication, so I write everything down in a chart. It has a big effect on my patients’ health, so it’s important to me. Q: What other skills do you need? A: Nurses also have to be fit because the work is very physical. I stand or walk all the time, and sometimes I have to lift patients up from their beds. Q: Do you enjoy your volunteer work with that environmental group? A: Yes, I do. Although it can be frustrating. Q: Why? A: Well, even though the town passed a clean-air initiative, pollution is still a problem. Q: But it’s getting better, right? A: Yes, it is. And companies are definitely getting better at recycling, too. Q: What does an engineer do every day? A: Well, there are many kinds of engineers. I’m an industrial engineer. I look at our processes here at the factory, and I search for problems. Q: What do you do if you find a problem? A: I give a presentation to my managers. I explain the problem to them, and we try to find ways to solve it. avid Fuentes, a D masters student in the nursing program at the University of California, Los Angeles (UCLA), examines a patient. 14 UNI T 1 L E SSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B Complete each sentence with a word from the box. effect (n) physical (adj) pollution (n) 1. Human activity often causes 2.Roland needs to presentations (n) . This hurts the environment. for a new job. 3. He speaks well and is good at making business . 4. They exercise and they’re very fit, so they can do very 5.A good manager can have a positive C search (v) work. on the employees’ work. 1.7 Read the conversation and fill in each blank with a word or phrase from the box. Then listen and check your answers. although (conj) in charge of (phr) initiative (n) manager (n) organized (adj) Interviewer:So, you are applying for the job of office you think it’s right for you? Applicant: W ell, I’m very 2 and I managed the move. Interviewer: Can you manage other employees? 1 . Why do . At my last job, we moved offices five other employees. Applicant: Yes. In my last job, I was 3 it was hard work, I enjoyed it a lot. 4 Interviewer: Great. What other job skills do you have? Applicant: I’m a self-starter. I saw that parking was a problem where I worked, . so I started a ride-sharing 5 D Work with a partner. Role-play the situation below. Then switch roles. Student A: You are a manager. Ask your partner the job interview questions from the conversation in exercise C. Student B: You are the applicant at a job interview. You really want the job. Answer the interview questions with your own ideas. E Discuss the questions below with your partner. 1.What effect does each worker in exercise A have on the world around them? For example, what effect does the nurse have on his patients’ health? 2. What does the volunteer say about pollution? Do you think she is right? Explain. 3. Besides nursing, what other jobs are very physical? Are they good jobs, in your opinion? 4. In what ways are you an organized student? How could you be more organized? C ritical T hinking : REFLEC TING LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 15 B Listening A Conversation about Dr. Sylvia Earle Before Listening Pron u n c i at ion Syllable Stress 1.8 We can divide words in English into one or more syllables. For example, doctor has two syllables (doc-tor). In words with more than one syllable, one syllable usually receives the main stress. For example, in the word doctor, doc is stressed. The syllable with the main stress is louder and clearer than the other syllables. One syllable job A Three syllables com-pa-ny 1.9 Listen and mark the main stress in each word. 1. study 2. nurse B Two syllables doc-tor 3. travel 4. remember 5. reporter 6. creative 7. receive 8. skills 1.10 Write each word from the box in the correct column of the chart below. Then listen and check your answers. adventure cook know officer travel amazing fly money teacher yesterday C One syllable Two syllables Three syllables cook money adventure 1.11 You are going to listen to a conversation between students about oceanographer Sylvia Earle. Here are some words you will hear. Listen and repeat the words. Then answer the questions below. marine biologist ocean pollution tuna billion 1. How many syllables are in each word? Write the number of syllables next to each word. 2. Which syllable in each word receives the main stress? Mark the syllables with the main stress. 16 UNI T 1 L E SSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. While Listening D 1.12 Listen to the first part of the conversation. What presentation are the students talking about? Check () the correct answer. one that Becca missed E one that Ren missed one that was not good 1.13 Listen to the entire conversation. Check () the main idea. L i s tening for M ain I dea s Becca was not in class on Thursday because she was sick. Dr. Earle’s presentation was very interesting. People are having a bad effect on the oceans, but we can change that. F 1.13 Listen again. Check () any ideas that are NOT part of the conversation. Becca feels better today. L i s tening for D etail s r. Earle gave a presentation D to the class on Thursday. Dr. Earle earns a high salary. T here are more than seven billion people on earth now. Dr. Earle doesn’t eat fish. Dr. Sylvia Earle After Listening G Read each statement and choose Agree or Disagree for each. P er s onali z ing 1. Dr. Earle’s career might be a good career for me.Agree Disagree 2. When you’re sick, it’s better not to go to class.Agree Disagree 3. The large number of people in the world is a problem.Agree Disagree 4. What people eat has a big effect on the oceans.Agree Disagree Ev e ry day L a n g uag e Showing that You’re Listening Use these expressions to show someone that you’re listening and interested in the conversation. Really? I see. Interesting! Um-hmm. I see your point. Wow! H Form a small group. Discuss the statements in exercise G. Give reasons why you agree or disagree with each statement. Use the expressions from the box to show interest in your classmates’ ideas. LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 17 B Speaking S p e a king S kill Communicating that You Don’t Understand Here are some expressions to communicate that you don’t understand what someone says. I don’t understand. Do you mean . . . ? A I’m sorry? Can you explain? I’m not sure what you mean. I’m not sure I follow. 1.14 Read and listen to the conversation. Then underline the expressions that show when the speakers don’t understand. A: What’s your major? B: Marine biology. A: I’m sorry? B: Marine biology. It’s the study of marine organisms and their ecosystems. A: Do you mean you study fish and other forms of life in the ocean? B: Exactly. A:And what can you do with that? B: I’m not sure what you mean. A: What jobs can you get? B:Oh, gosh, a lot of different things. I can do research or teach; I could be a fisheries biologist . . . A:Stop there. Fisheries? What are those? B: They raise fish. And there’s also aquaculture . . . B Practice the conversation from exercise A with a partner. Then switch roles and practice it again. C Practice the conversations below with your partner. Student B uses one of the expressions from the box. Then switch roles and practice the conversations again using different expressions. 1.A: You need a lot of special skills to be a marine biologist. B: . . . A: Well, to study the ocean, you need to know how to do many things. 2.A: Working in tourism is an adventure. B: . . . A: Every day you meet people from different places and cultures. 18 UNI T 1 L E SSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Work with a partner. Look at the infographic. Then answer the questions below. CRITICAL THINKING: INTERPRETING AN INFOGRAPHIC Ocean Economics SPORT FISHING is a major source of income for coastal communities $142.5 MILLION TOURISM directly employs 2,000,000 PEOPLE in the Caribbean Islands $56.5 MILLION depends on healthy and is worth $190 BILLION in the Bahamas in Belize THE GLOBAL SEAFOOD INDUSTRY 1 in 10 Residents CORAL REEFS bring up to $30 BILLION per year globally in tourism revenue At prime scuba diving spots in Palau A SINGLE SHARK has a lifetime value of $1.9 MILLION 1. How many people in the Caribbean Islands does tourism employ? 2. Which is more valuable: a shark attracting scuba divers or a shark as food? 3. Why are healthy fish habitats important to the ocean economy? 4. What do you think is the purpose of this infographic? 5. What question(s) would you like answered after looking at this information? E With a partner, list as many jobs as you can that might benefit from healthy coastal communities and coral reefs. Use the infographic for ideas. CRITICAL THINKING: A N A LY Z I N G LIVING FOR WORK Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 19 FINAL TASK Speaking about Yourself You are going to give a short presentation about yourself. You will introduce yourself and share what job you hope to have. ORGANIZING IDEAS A Write answers to the questions below in your notebook. Then share them with a partner. 1. What’s your name (the name you want to be called in this class)? 2. Where are you from? 3. What subjects are you studying? 4. What job do you have or hope to have in the future? Why? Pr e s e n tat ion S kill Introducing Yourself When you give a presentation, you can use these expressions to introduce yourself. Hi, I’m (your name). /Hello, my name is (your name). I’m from (your city, country, university, etc.). B 1.15 Read and listen to one student’s presentation. Then follow the steps below. > Hi, everyone. My name is Alejandro, but please call me Alex. I’m from Bogotá. As you probably know, that’s the capital city of Colombia. I’m studying English now, and I’m also studying international relations. I hope to work for an international aid organization someday. I want to travel the world, and I want to help people, too, so I think this is a good job for me. 1. Underline the expressions Alex uses to introduce himself. 2. Circle the reasons Alex gives for the job he wants. 3. Decide which expressions you will use to introduce yourself. PRESENTING C Introduce yourself to your classmates. Then tell them about yourself using the information from exercise A. REFLEC TION 1.Which skill in this unit do you think will help you the most? 2.Which of the jobs mentioned in this unit sounds the most interesting to you? Why? 20 UNI T 1 3.Here are the vocabulary words from the unit. Check () the ones you can use. adventure although communicate AWL creative AWL dangerous effect experience explore favorite in charge of initiative AWL manager opportunity ordinary organized physical AWL pollution presentation search skill L E SSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. GOOD TIMES, GOOD FEELINGS 2 Hundreds of people practice yoga beneath Singapore’s Supertrees. Academic SKILLS LISTENING Understanding the Speaker’s Purpose Using a Split Page to Take Notes SPEAKING Showing Interest Intonation of Yes/No and Wh- Questions CRITICAL THINKING Making Predictions Think and Discuss 1 Look at the photo. Why do you think all these people are doing yoga here? How do you think they feel? 2 Read the unit title. What do you do to feel good? Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 21 ExplorE the Theme Look at the map and read the information. Then discuss the questions. 1. What is HPI? How is it measured? 2. Which country ranks the happiest? 3. According to the map, which continent has the most “happy” countries? 4. According to the chart, which is better: a high or low environmental footprint? A high or low percentage of inequality? 5. What do you think is the most interesting or surprising information presented? HAPPY PLANET INDEX TOP 15 COUNTRIES Rank /140 Country 1st Costa Rica 47.7 79.1 7.3 2.8 15% 2nd Mexico 40.7 76.4 7.3 2.9 19% 3rd Colombia 40.7 73.7 6.4 1.9 24% 4th Vanuatu 40.6 71.3 6.5 1.9 22% 5th Vietnam 40.3 75.5 5.5 1.7 19% 6th Panama 39.5 77.2 6.9 2.8 19% 7th Nicaragua 38.4 74.3 5.4 1.4 25% 8th Bangladesh 38.4 70.8 4.7 0.7 27% 9th Thailand 37.3 74.1 6.3 2.7 15% Happy Planet Index score: 10th Ecuador 37.0 75.4 6.0 2.2 22% Life Expectancy (years) 11th Jamaica 36.9 75.3 5.6 1.9 21% 12th Norway 36.8 81.3 7.7 5.0 7% 13th Albania 36.8 77.3 5.5 2.2 17% 14th Uruguay 36.1 76.9 6.4 2.9 18% 15th Spain 36.0 82.2 6.3 3.7 10% 22 KEY Highest Lowest Wellbeing (out of 10) Environmental Footprint (global hectares/person) Inequality (%) UNIT 2 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. How do you measure the happiness of a country? In 2016, the Happy Planet Index (HPI) was created to look at 140 countries around the world to see where people are living the longest and happiest lives with the least impact on the planet. The HPI combines four factors: • life expectancy (the average number of years a person is expected to live) • overall wellbeing (people’s satisfaction on a scale of 0 to 10) • environmental footprint (each person’s impact on the planet) • inequality (a percentage showing how uneven life is for different people within a country) G O O D T I M E S , G O O D F E E L I N G s Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 23 A Vocabulary 1.16 Listen and check () the words you already know. Use a dictionary to help you A with any new words. amusing (adj) comedy (n) happiness (n) M e a ning from c onte x t joke (n) laughter (n) led (v) recorded (v) researcher (n) situations (n) sound (n) 1.17 Read and listen to the article. Notice each word in blue and think about its B meaning. F r o m Pa n t - Pa n t to H a - H a Look at the photo. Does this look like laughter? New research says that apes laugh when they are tickled. A researcher at the University of Portsmouth in the U.K. led a “tickle team.” The team tickled the necks, feet, hands, and armpits of young apes. The team recorded more than 800 of the resulting laughs on tape. The research suggests that the apes’ panting noise is the sound A chimpanzee of laughter. Researchers think that this short, quick breathing is the starting point of human expressions of happiness—the “ha-ha” sound we make when we laugh. When we find something amusing, such as a joke, we laugh. When apes find something amusing, such as a tickle, they laugh. Humans find many situations funny— such as jokes, tickles, TV comedy shows—but we are not unique because animals laugh, too. C . Write each word in blue from exercise B next to its definition below. 1. 24 UNI T 2 amusing causing laughter or pleasure 2. a funny movie, play, show, or story 3. a noise; something that can be heard 4. a person who studies or investigates something scientifically 5. great pleasure 6. directed, showed the way 7. a thing that someone says to make people laugh 8. made an audio or written copy of something 9. the sound of happiness or amusement 10. how things are at certain times and places LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Complete each sentence with a word from exercise C. Use each word only once. Then practice the exchanges with a partner. 1. A: Social situations such as parties sometimes make me nervous. B: Me, too. when they held their first grandchild. 2. A: They felt great B: I’m sure they were really pleased. 3. A: So, who the group discussion yesterday? B: Adriana did. She asked some really good questions about the topic. on Professor Watson’s team. 4. A: There is a new B: Interesting. What is she studying? 5. A: Larry told a but it wasn’t . Nobody even smiled. B: Poor Larry! coming from next door. 6. A: They must be having fun. I hear show. B: Yeah, they’re watching their favorite 7. A: I missed the lecture. it on my computer. We can listen to it again later. B: Don’t worry. I 8. A: Your car is making a really odd . B: Really? Maybe I should take it to a mechanic. V o c a b u l a ry S k i l l Noun Suffixes When you see or hear a word you don’t know, recognizing the part of speech can help you understand its meaning. Some suffixes, or word endings, are very common for nouns: -er/-or/-ar, -ion, -tion, -sion, -ness, -ence/-ance. Verb teach create decide Noun teacher creation decision E . With a partner, answer the questions below using the noun form of the word in bold. 1. What do you call a person who researches a subject? 2. If you are happy, what feeling do you have? 3. In most groups, there is one or more people who lead and the rest follow. What do you call these two types of people? 4. What is the sound people make when they laugh? F Discuss the questions below in a small group. P e r son a li z ing 1. When was the last time you laughed a lot? What was so amusing? 2. What do you do that makes other people laugh? 3. What situations do you find amusing? > My friend tells jokes. The jokes are so bad I laugh! GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 25 A Listening A Lecture about Laughter Before Listening Cr i t i c al T h i n k i n g Making Predictions When you make predictions about content, it helps you focus your listening. Use your experience and knowledge to predict what you will hear. Ask yourself questions such as: What will I listen to—a lecture, a conversation, an interview? What will it be about? What can I predict based on the title or the topic? Who will speak? What do I know about the speaker(s)? C R I T I CA L T H I N K I N G : PREDICTING A You are going to hear a lecture about laughter. With your partner, check () what you think you will hear. two people talking examples of jokes facts about laughter research results WHILE LISTENING L istening S k ill Understanding the Speaker’s Purpose You will understand more if you know why a speaker is giving a talk, lecture, etc. This is the speaker’s purpose. Often you must guess the speaker’s purpose based on what they say and how they say it. But sometimes speakers will state their purpose directly: I’m here today to explain the importance of play. My goal today is to teach you three new jokes. B 1.18 Read the questions and answers below. Then listen to the first part of the lecture and choose the correct answers. 1. What is the speaker’s main purpose? a. to make us laugh b. to give us information 2. Does the speaker directly state her purpose? a. yes Che c king P redi c tions 26 UNI T 2 C b. no 1.19 1.3 Look back at the predictions you made in exercise A. Then listen to the entire lecture. Which of your predictions were correct? LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D 1.19 Read the statements and answer choices below. Then listen again and choose L istening for M a in I de a s the best word or phrase to complete each statement. 1. People usually laugh . 2. People will probably not laugh a. at good jokes a. in a social situation b. after they learn to talk b. when they’re with friends c. when other people laugh c. when they’re alone E . 1.19 Read the statements. Then listen again and complete each statement with L istening for D eta ils information from the lecture. 1. Professor Panksepp, the rat researcher, works at 2. The rats’ laughter is at a very 3. More than State University. frequency, so people can’t hear it. percent of laughter is not because of jokes. 4. TV comedy shows often use a track to make the audience laugh. AFTER LISTENING F Discuss the questions below with a partner. 1. Do you think it’s a good idea to use animals for research? Explain. 2.Do you think some people laugh more than others? If so, what do you think the reason is for this? 3. Is it always a good thing to laugh? Are there times when it is not good to laugh? Explain. Criti c a l T hinking : R efle c ting Professor Panksepp studied rats to learn why animals laugh. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 27 A Speaking G R A M M A R f o r s p e a k i n g The Simple Present in Yes/No and Wh- Questions Yes/No questions with be Is the movie funny? Are researchers interesting people? Short answers Yes, it is. / No, it isn’t. Yes, they are. / No, they’re not. / No, they aren’t. Yes/No questions with other verbs Do you laugh a lot? Does he tell jokes all the time? Do we laugh during lectures? Yes, I do. / No, I don’t. Yes, he does. / No, he doesn’t. Yes, we do. / No, we don’t. Wh- questions with be When is the movie? Where are the rats? Tonight at 7:00. In the lab. Wh- questions with other verbs When does the lecture begin? Why do people like jokes? At 4:00 p.m. Because they’re funny. A . Complete the questions. Use do or are and the verbs from the box. do get have like take Survey: How Happy Are You? 1. you a social person? Yes No 2. you activities with other people? Yes No 3. you fun with people? Yes No 4. you a vacation every year? Yes No 5. you enough sleep? Yes No 6. you being outside? Yes No B . Answer the questions in the survey by choosing Yes or No. Then compare your answers with a partner’s. Do you think your answers mean you are happy, or not so happy? irls have fun playing G a game of jump rope outside their school in Rwanda during a break from class. 28 UNIT 2 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Write questions using the words given and the simple present. 1. When / you / get up When do you get up 2. What / be in the morning? your favorite food? 3. Who / you / send a lot of text messages or emails to? 4. How / you / relax on the weekends? 5. Where / be the closest park in this city? 6. Why / be trees good for the environment? D With a partner, take turns asking and answering the questions from exercise C. E Talk to your partner about one of the topics below. Your partner will listen and ask you questions. Then switch roles and discuss a new topic. a hobby a favorite book or movie a beautiful place a family member A: I want to tell you about my older brother. B: What’s your brother’s name? Ev e ry day L a n g uag e Asking for Repetition Could you say that again? What’s that? Could you repeat that, please? I’m sorry? What did you say? Sorry, I didn’t get that. 1.20 Listen to the conversation. Then practice it with your partner. F A: Everyone’s having a good time! B: What did you say? A: I said everyone’s having a good time. B: They sure are—it’s a fun party! G Work with your partner and follow the instructions below. Student A:Say the sentences below to your partner. When you see ///////////, don’t speak clearly. Student B:Ask your partner for repetition when you don’t understand something. Your partner will repeat the information using his or her own ideas. A: B: A: B: I heard that /////////// are on the exam. Could you say that again? What are on the exam? Verb tenses. Oh, OK. Thanks. 1. There’s a free concert in the park on ///////////. 2. The weather is beautiful today! It’s ///////////. 3. I like this class because ///////////. 4. That’s my friend over there. Her name is ///////////. 5. The park is easy to find. It’s next to the ///////////. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 29 P r on u n c i ation Intonation of Yes/No and Wh- Questions 1.21 Intonation is the rise and fall of your voice. When you ask a yes/no question, your voice rises or goes up on the last content word. Content words are adjectives, adverbs, nouns, and verbs. Do you think it’s funny? Is she really laughing? When you ask a wh- question, your voice rises on the stressed syllable of the last content word, and then falls at the end of the question. Where is the nearest park? When are you going? 1.22 Read the two conversations. Mark the intonation you think you will hear in H the questions. Then listen and check your answers. Practice the conversations with a partner. Then switch roles and practice them again. Conversation 1 Conversation 2 A: What’s the name of the park? A: Do you like to go to the park? B: It’s called the High Line. B: Yes, I do. I go there to run. A: Is it in New York City? A: Why do you do that? B: Yes, it is. B: It’s good exercise, and I enjoy being outdoors. A: Why do people go there? A: Are you going again tomorrow? B: It’s a good place to relax. B: Yes. Do you want to come? I Take turns asking your partner yes/no and wh- questions about what he or she does to have fun. dance go to parties watch TV socialize with friends play games A: Do you like to dance? B: No, I don’t. Do you? A: Yes, I do! What do you like to do instead? B: I like to socialize with my friends. J Form a small group. One member of the group thinks of a well-known TV show or movie. Other members of the group ask yes/no questions to find out the name of the show or movie. A: Is it a movie? B: No, it’s a TV show. C: Does this show come on at the same time every week? B: Yes, it does. A: Do older people like to watch this show? 30 UNI T 2 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Discussing Fun Activities A Think of an activity you enjoy. Read the questions. Complete the chart with your answers. My Answers My Partner’s Answers 1. W hat’s the activity? 2. H ow often do you do it? 3. When do you do it? 4. W ho do you do it with? 5. Do you have to wear special clothes? 6. What do you do? 7. Where does it take place? 8. W hy do you like it? 9. B With a partner, ask and answer the questions in exercise A. Complete the chart. Add one more question to find out more about your partner’s activity. C Form a group with another pair of students. Report what you learned about your partner in exercise B. The High Line is an elevated park on an old railway in New York City. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 31 Video People celebrate World Laughter Day on the first Sunday of May every year. The first celebration was in Mumbai, India, in 1998. It was arranged by Dr. Madan Kataria, founder of the Laughter Yoga movement. Laughter Yoga Before Viewing P rior K nowledge A In Lesson A, you discussed things you do for fun. Check () the activities you think are fun. Discuss the reasons for your answers with a partner. a party MEANING FROM CONTE X T B exercise a funny movie other The underlined words are in the video. Use the context or a dictionary to help you understand them. Laughter Laughter is something we all enjoy. It’s instinctive. If we are happy or something is funny, we laugh naturally. And it’s contagious—if one person laughs, usually the people nearby will start laughing, too. But laughter is not only fun, it also helps us. It can ease an awkward or difficult situation. It can help prevent certain diseases. It’s a behavior that brings people together. We don’t know all the ways that laughter works to make us feel better, but the bottom line is that laughter is very good for us. 32 UNI T 2 VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. With a partner, take turns asking and answering the questions about laughter. Use the information from exercise B and your own ideas. C 1. What happens when someone starts laughing? 2. How does laughter help us? WHILE VIEWING D . 1.4 Read the questions. Then write the answers while you watch the video. U N D E R S TA N D I N G MAIN IDEAS 1. What do people do in laughter yoga? 2. What health issues can laughter help with? 3. How many calories can you burn up if you laugh for 5-10 minutes? 4. When do babies first begin to laugh? 5. How do babies use laughter? E . 1.4 Read the statements. Then watch the video again and choose T for True or F for False. 1. People tell jokes in laughter yoga. T F 2. Laughter has effects that are similar to jogging. T F 3. Laughter is present at birth. T F 4. Scientists don’t know everything about laughter yet. T F U N D E R S TA N D I N G D E TA I L S AFTER VIEWING F Discuss the questions below in a group. 1. What was the main purpose of the video? a. to tell us about the benefits of laughter b. to tell us different ways to make people laugh c. to tell us about different kinds of yoga 2. What surprised you about the video? Explain. 3. What are some things that make you laugh? 4. Are you interested in trying laughter yoga? Why or why not? 5. In Lesson B, you will learn about how people use their free time to have fun and be happy. Do you think that people in different cultures have different ways of having fun? Explain. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 33 B Vocabulary M e a ning from Conte x t 1.23 Read and listen to what four people say about their free time. Notice each A word in blue and think about its meaning. Free Time 1. As a police officer, I deal with crime all day long. I like to cook to take my mind off my work. It’s a pretty common hobby, so I know a lot of other people who like to cook, too. Sometimes, my friends come over and we cook together. We laugh and tell stories. 3. I enjoy taking walks in the park. I love being outdoors—seeing the trees and feeling the sun on my face. Basically, I’m always moving. Walking is good exercise. All that exercise keeps me fit. 2. I don’t have much free time because I have a fulltime job and I have children. I like to spend time with my kids when I can. Sometimes we go to the beach, and sometimes we go to the park. For me, playing with my children has some important benefits: It brings me happiness and makes me feel young and healthy. 4. When I want to relax, I listen to music at home. My favorite music is classical, especially Mozart. There’s only one disadvantage to spending my free time at home: I almost never spend time outside. B . Match each word in blue from exercise A with its definition. 34 UNI T 2 1. free time a. (n) physical activity that keeps you fit 2. benefits b. (adv) in the open air; outside a building 3. enjoy c. (adj) strong and well; not sick 4. outdoors d. (n) a period when you are not working 5. healthy e. (v) to get pleasure or satisfaction from something 6. common f. (v) to spend time doing something calm and peaceful 7. crime g. (n) advantages; good results of doing something 8. exercise h. (n) a negative point; something that can create a problem 9. relax i. (n) an action that is against the law 10. disadvantage j. (adj) usual; happening often LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C . Read the article. Fill in each blank with a word in blue from exercise A. An Urban Escape In a big city such as Paris, people need places to live, shop, and work. Empty space can be hard to find, but it’s very important. People need places to spend their 1 , and parks are places that most people 2 . The city of Paris spends a lot of money to create parks and gardens. Some people think that the high cost is a big this? What are some of the Parks allow people to get 7 of parks and other green spaces? 4 Better Health. Having places to . So why does the city do 3 after work helps people feel good. 5 , such as walking and jogging. Being 6 in the sunlight is good for people. Better Environment. Trees help to clean the air and make cities cooler. Clean air helps people stay Less Crime. 8 9 . , such as robbery and murder, can be 10 in big cities. But research shows there is less crime in places with green areas around them. Improved Education. Parks are also a great place for children to learn and play. According to one study, children learn better after they play in a park. D . Discuss the questions below with a partner. 1. Why do people enjoy parks? 2. What are some disadvantages of spending money on parks? Somali school girls play soccer during their lunch break. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 35 B Listening A Talk about City Parks BEFORE LISTENING CRITICAL THINKING: PREDIC TING A . You are going to listen to a guest speaker talk about city parks. Look at the photo. What do you think the speaker will say about the importance of parks in cities? Central Park, New York City, U.S.A. Note-Taking Skill Using a Split Page to Take Notes One way to organize your notes is to draw a line 2 to 3 inches from the left side of the page. On the right side, take notes on main ideas and important details as you listen. When you review your notes after class, use the left side to write questions that the notes answer. The questions will help you focus on the important points. Writing questions will help to clarify and connect ideas. It will also help you remember information and predict test questions. What kind of exercise is most important? Parks good for exercise: walking WHILE LISTENING L istening f o r M ain I deas B . 1.24 Read the statements. Then listen and complete each statement with the information you hear. 1. The speaker is there to talk about some of the 2. The speaker says that parks provide environmental benefits. 3. The speaker says that green spaces. of city parks. benefits, social benefits, and is lower in places with a lot of trees and 4. The speaker says that healthier, happier people have fewer 36 UNIT 2 . LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C . 1.24 Read the statements and answer choices. Then listen again and choose the correct answer. . 1. The first question a student asks is about a. the things families do together at parks b. the types of exercise people do at parks c. the number of people who go to parks . 2. The second question a student asks is about a. the health benefits of parks b. the educational benefits of parks c. the environmental benefits of parks . 3. The third question a student asks is about a. the types of city parks b. the drawbacks of city parks c. the importance of city parks . 4. The fourth question a student asks is about a. the health benefits of city parks b. the social benefits of city parks c. the environmental benefits of parks D Review the notes from the talk below. What was the speaker talking about? Write your own questions on the left for the details on the right. Questions L istening for D eta ils N ote Ta king Notes Less diabetes, high blood pressure, overweight In hospital, get better Less crime Study 98 apt buildings, 50% lower Cost • buy land • build playgrounds, walkways After Listening E You learned that city parks have several benefits. Rank the benefits from 1 to 6 in order c riti c a l thinking : R a nking of importance to you (1 = most important; 6 = least important). People have a place to exercise. Cities are cleaner and cooler. Cities have less crime. People have a place to relax. Children learn better. Children have a place to play. F Work with a partner. Compare your answers from exercise E. Discuss the reasons for your decisions. A: I think the most important benefit is that cities have less crime. B: Really? I disagree. I think the most important benefit is that parks give children a place to play. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 37 B Speaking S p e a k ing S k ill Showing Interest When we have a conversation, it is polite to show interest in what the other person is saying. It is also polite to ask a follow-up question to find out more information. A: I don’t like this TV show. A: The movie was just awful! B: Oh? Why not? B: Oh, that’s too bad. Why didn’t you like it? A:My vacation was fabulous. I’m so relaxed now. A: It was a fascinating lecture. B: Good for you. Do you have any photos? A B: Really? Why? Complete each conversation below with an appropriate expression from the box. Use each expression once. Then practice the conversations with a partner. Switch roles and practice them again. Good for you! Really? How funny! Oh, that’s too bad. Oh, why not? 1. A: I really don’t like that new TV show. B: A: It isn’t funny! 2. A: Oh, I love this weather. It makes me happy. B: Most people don’t like rain and cold. 3. A: I’m going shopping. I just got my paycheck. B: Don’t spend it all at once! 4. A: I’m studying to be a chef. B: That’s exactly what I want to do. 5. A: I didn’t pass the test. B: B 38 UNI T 2 Better luck next time. Work with your partner and have a conversation. Follow the steps below. Then switch roles and repeat. 1. Student A: Ask Student B what makes him or her laugh. 2. Student B: Answer the question, and if possible, give specific examples. 3. Student A: Show interest and ask questions to find out more. LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Ev e ry day L a n g uag e Making Small Talk When we do not know people well, we can be friendly by making small talk. Small talk is asking and answering questions about the weather and other “safe” topics. Do you ever go to River Park? What a beautiful day! The park is busy today. C Do you know if it’s going to rain? 1.25 Read and listen to the conversation. Underline examples of small talk. Children playing in a fountain in a city park Shelli: There are a lot of people here today. Omar: I’m sorry? Shelli: I said there are a lot of people at the park today. Omar: There sure are. It’s a beautiful day to be outdoors. Shelli: It really is. Do you know if it’s going to last? Omar: I don’t know, but it feels perfect today. I’m here with my daughter. Shelli: Oh, which one is your daughter? Omar: That’s her over there. Shelli: Really? She’s playing with my son! Omar: That’s your son? What’s his name? Shelli: Robert, and my name is Shelli. Omar: Nice to meet you, Shelli. I’m Omar, and my daughter is Zara. Shelli: It’s great that the kids can play here. Omar: It really is. D Compare your answers from exercise C with a partner’s. Then practice the conversation. Switch roles and practice it again. GOOD TIMES, GOOD FEELINGS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 39 FINAL TASK Presenting on a Celebration or Holiday You are going to give a short presentation about something that makes you feel good, such as a celebration, a holiday, or an activity you like to do in your free time. B r a instorming A Write some ideas for your presentation topic in your notebook. ORGANIZING IDEAS B Choose one of your ideas from exercise A. In your notebook, write short notes to help you plan your presentation. Use the example below to help you. Topic: Chuseok in Korea Introduction: important holiday in fall, families get together Details: eat special foods (songpyeon or rice cakes), remember ancestors Conclusion: Chuseok celebrates family P r esentation S k ill Speaking to a Group When you are speaking to a group, you need to speak so that everyone can hear you. Try to speak loudly, slowly, clearly, and with good pronunciation. This will help your audience understand what you are saying. PRESENTING C Form a small group. Follow the steps below. 1. Decide who will present first, second, and so on. 2. While one person presents, the audience listens carefully. 3. After the presenter finishes, each person in the audience must ask one question— either a yes/no question or a wh- question. 4. The presenter answers each question. 5. Repeat steps 2–4 for each member of the group. REFLEC TION 1.What ways did you learn to show interest in a conversation? 2.What research discussed in the unit surprised or interested you the most? 40 UNI T 2 3.Here are the vocabulary words from the unit. Check () the ones you can use. amusing exercise outdoors benefit AWL free time record comedy happiness relax AWL common healthy researcher AWL crime joke situation disadvantage laughter sound enjoy lead LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. THE MARKETING MACHINE 3 Pedestrians in Guangzhou, China, look at a luxury car in a fish tank. Academic SKILLS T H I N K A N D DI S C U S S LISTENING Listening for Examples Using Abbreviations SPEAKING Clarifying The Simple Past -ed Endings Critical Thinking Applying Information 1 Look at the photo and read the caption. What is the purpose of this image? 2 Do you think this is a good way to sell or market a car? 3 Look at the title. What do you think this unit will be about? 41 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ExplorE the Theme Look at the photo and read the caption and the information. Then discuss the questions. 1. What are some examples of on-demand companies? Which ones have you used? 2. Which industry is the largest? Which ones are just starting out? 3. Why do you think on-demand companies are so popular today? A row of bicycles for on-demand rental in San Francisco, CA, U.S.A. 42 UNIT 3 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. THE ON-DEMAND ECONOMY An On-Demand Company (ODC) provides services such as rides, rooms, and grocery delivery. The On-Demand Economy is the network of companies offering these quick and convenient services. Key: Industry type Shipping Family Care Education Parking Subscription Health & Beauty Business Services Travel Delivery Home Services Reservations and Ticketing Transportation Pet Care The On-Demand Economy System Growth by Industry 56% companies founded after 2011 INDUSTRIES WITH HIGHEST GROWTH INDUSTRIES GROWING INDUSTRIES WITH POTENTIAL INDUSTRIES JUST STARTING OUT Delivery Home Services Shipping Subscription Transportation Travel Health & Beauty Pet Care Education Business Services Family Care Reservations & Ticketing Parking THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 43 A Vocabulary M eaning f r o m C o nte x t 1.26 Read and listen to the article. Notice each word in blue and think about its A meaning. What’s for Breakfast? A popular breakfast food in the United States is cereal. You can find different types of cereal in any supermarket. It’s usually in the middle section of the store. Cereal boxes are easy to find—they often use colorful characters like tigers to advertise the product. The characters are easy for customers to recognize, especially young customers (“Look, there’s Tony the Tiger”). Many cereals for children have the same quality—they are very sweet. Some people worry that companies aim too much of their advertising at children, especially when the products aren’t very healthy. These people feel we should encourage good eating habits. B Write each word in blue from exercise A next to its definition. 1. encourage (v) to give support to or help to develop 2. ( n) something that is typical of someone or something’s character or personality 3. (n) people or businesses that buy from other people or businesses 4. (n) anything that is produced or made with materials and labor 5. (v) to direct something at someone 6. (n) animals or people used in advertising or in a book or movie 7. (n) a piece or part of 8. (adj) well-liked 9. (v) to promote, or make a product or service known 10. (v) to remember someone or something when you see it V o ca b u l ary S ki l l Common Verb Suffixes Common verb suffixes include: -ate, -ize/-ise/-yze, -ify, and -en. When you see or hear a word with one of these endings, you know it is a verb. 44 UNIT 3 Suffix Verb -ate -ize/-ise/-yze -ify -en associate, participate analyze, emphasize identify, quantify harden, strengthen LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C D Look at the nouns and adjectives below. Write the verb form of each. Use a dictionary to check your answers. 1. advertisement 5. soft 2. recognition 6. communication 3. situation 7. creative 4. education 8. organization Complete each sentence with a word in blue from exercise A. Then practice the exchanges with a partner. 1. A: What kind of food is popular for breakfast in Japan? B: Rice and soup. 2. A: These characters are so cute and colorful! B: Yes, I think the company must its advertising at children. 3. A: How is the new store doing? B: Great! They had over a thousand on the first day. 4. A: Where can I find the milk? B: It’s in the dairy E . Discuss the questions below in a group. P ers o nali z ing 1. Do you buy any products online? Why or why not? 2. What are some ways companies advertise their products? 3. How do ads encourage people to buy? 4. What are some companies or products that are easy to recognize? A girl makes a mess in a grocery store. THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 45 A Listening A Newscast about Marketing BEFORE LISTENING A Look at the image and read the caption. Then discuss the questions with a partner. 1. Do you know the company or product that uses this character in its advertising? If so, do you like it? 2. How do you think characters like this one, called mascots, help sell products? Hello Kitty was introduced in 1974. Since then she has appeared on thousands of products. WHILE LISTENING N ot e - Ta k i n g S k i l l Using Abbreviations Here are three ways to abbreviate words that you hear: 1. Write only some of the letters within words, usually the consonants: remember → r mbr 2. Use common abbreviations: identify/identification → ID 3. Use the first few letters of a word: product → prod. Speaker’s words: Companies use mascots to help customers identify, remember, and understand their products. Notes: Comp. use masc. → ID, r mbr, undrstnd prod. 46 UNIT 3 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B 1.27 1.5 Listen to the newscast. Complete the main ideas using abbreviations. 1. Companies use mascots → ID, r mbr, undrstnd prod. L istening f o r M ain I deas 2. Mascots are better than actors because 3. Mascots are successful on social media because 4. In addition to selling products, mascots can help Listening S ki l l Listening for Examples Speakers often use certain words or phrases before giving examples. Listen for these words or phrases, and be sure to take notes when you hear them. The information after them will help you understand the speaker’s main points. C D For example, . . . For instance, . . . Take . . . for example. . . . such as . . . . . . like . . . Think about . . . 1.27 Listen again and match each example to the idea it supports. 1. Identify, remember, and understand a. cookie company mascots 2. Name recognition improved b. M&M candies 3. Sharing on social media c. Smokey the Bear 4. Increased sales d. AFLAC duck 5. Helping the environment e. Energizer Bunny L I S T E N I N G FO R EXAMPLES 1.27 Read the statements. Then listen again and choose T for True or F for False. Correct the false statements. 1. One problem with mascots is that they are expensive. 2. A company may change its mascot to reach new customers. 3. The name recognition of AFLAC is similar to other insurance companies. 4. The mascot for Michelin looks like the tires he sells. 5. Point of sale is the place where the customer actually decides to buy the product. L I S T E N I N G FO R D E TA I L S T F T F T F T F T F AFTER LISTENING E Discuss the questions below with a partner. 1. The newscast presented ways a mascot might be better than a spokesperson. In what ways might a spokesperson be better than a mascot? 2. What mascots do you know? Do you think they help sell products? Why or why not? 3. Think of some famous spokespeople. Do you think they help sell products? Have any of them done things that could actually hurt sales? 4. Think about a kind of product (e.g., running shoes, an electric car, a smart phone, yogurt). What kind of mascot could help sell the product? CRITICAL THINKING: A N A LY Z I N G THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 47 A Speaking S p eaking S ki l l Clarifying Here are some expressions you can use to give clarification when speaking. No, I said . . . Let me explain. Yes, I mean . . . In other words . . . Let me put it another way . . . Not exactly. Maya: So, are you saying a mascot is a kind of spokesperson? Mike: No, let me explain . . . A Read the conversations. Underline the expressions the speakers use to clarify. Then practice the conversations with a partner. A:One way we can increase our sales is by using a mascot, like the Energizer Bunny. B: Are you saying we should use a bunny? A: N o, I mean that we should use something that works as well, but not the same mascot. A: One thing advertisers think about in their ads is color. Certain colors make us think about certain qualities. B: What do you mean? A: In other words, green might make us think about nature and the outdoors, and silver about something expensive. A:In a few years, cars will be very different. Driverless technology will be in all cars, and people will be able to do something else while riding to work. B: I’m afraid I don’t understand. Will cars drive themselves? A:Yes, that’s what I’m saying. Not all the time maybe, but computers will do much of the driving. oca-Cola Life is C the company’s first lower-calorie cola that is naturally sweetened. The reason for the green label is to make the product seem more natural. 48 UNIT 3 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B Complete the conversation below with expressions for clarifying. Then practice the conversation with a partner. A: I’m doing a presentation on logos in class tomorrow. B: I’m not sure I know what those are. A: product. . A logo is a design symbol of a business, organization, or 1 B: Do you mean it’s like a sign? A: that it’s like a sign, but a simple one, usually without words. 2 And it’s easy to recognize. B: Can you explain a little more? A: Sure. In 3 , a logo is a mark or shape that you can use to help customers recognize you or your product. An example is the swoosh for Nike. C D Match each question to the correct response. 1. Are you saying a mascot is as good as a spokesperson? a. No, I said a mascot is a colorful character. A spokesperson is often an actor. 2. I’m afraid I don’t understand. Is a spokesperson a colorful character? b. Not exactly. A mascot is actually better than a spokesperson in several ways. 3. What do you mean when you say commercials are one kind of ad? c. Let me explain. A commercial is an ad on TV or radio, with audio and/or video. 4. Are you saying that social media can help sell products? d. Yes, I mean that if something is widely shared, that’s a form of advertising. Work with a partner. Discuss the topics below. Take turns explaining, asking for clarification, and giving clarification. • a mascot • a spokesperson • a commercial • social media E Work with a group. Review the information you learned in this unit and in other units. Take turns explaining, asking for clarification, and giving clarification. A: A hundred years ago, there were a lot more butlers. B: Are you saying that they were popular everywhere? A: No, I mean . . . THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 49 G R A M M A R f o r s p eaking The Simple Past We use the simple past to talk about completed actions in the past. He worked at an advertising agency last summer. I chose the product with the best reviews. We add -ed to the base form of a regular verb to form the simple past. We add -d if the verb ends in -e. attract – attracted advertise – advertised Many verbs are irregular in the simple past. Some common ones are: be – was/were do – did have – had go – went take – took F Yes/No questions Short answers Was the mascot popular? Yes, it was./No, it wasn’t. Did you buy more cereal? Yes, I did./No, I didn’t. Did they go to the store? Yes, they did./No, they didn’t. Wh- questions Short answers Why was the campaign successful? Because it was simple. How did they choose that mascot? It was the cutest. Complete each sentence with the simple past of the verb in parentheses. 1. He 2. The company (make) many different products. 3. She (buy) all her holiday gifts online last year. 4. We (find) the cereal in the middle section of the store. 5. That advertiser 6. The store display G (sell) advertisements for a local magazine. (aim) its campaign at teenagers last year. (attract) more customers than expected. With a partner, take turns asking and answering yes/no and wh- questions in the simple past. Use the words and phrases below. A: Did you eat cereal for breakfast this morning? B: Yes, I did. I ate corn flakes. 1. you / eat / cereal / breakfast this morning 2. you / watch / television / last weekend 3. what / commercials / be / on television / last night 4. what / you / learn / from the newscast / about mascots 5. how / customers / order / products / before the Internet 6. that company / send / you / marketing information / in the mail 50 UNIT 3 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Discussing a Timeline A Read the timeline about cereal mascot Tony the Tiger. Then say the sentences to a partner using the simple past. 1951 Tony is one of four mascots designed for Kellogg’s Sugar Frosted Flakes cereal Tony’s son, Tony Junior, is added to the family Tony turns 65 1952 2016 1952 Tony beats Katy the Kangaroo and 3 others to get the job 1974 Tony’s daughter, Antoinette, is added to the family 1999 Tony is listed as No. 9 on Ad Age’s list: Top 10 Advertising Icons1 of the Century icon (n): a representative symbol of something 1 B With a partner, ask and answer wh- and yes/no questions about Tony the Tiger. Use the timeline and your own ideas. A: Why did Tony become the mascot? B: He became the mascot because he was more popular than the other designs. C Look at the Tony that Eugene Kolkey created in 1952 (left) and the Tony of today (right). With a partner, take turns describing the two. Make guesses about the reasons for the changes. Which Tony do you like better? Why? CRITICAL THINKING: A N A LY Z I N G > The original Tony looked more like a cat. The current Tony looks like a superhero. THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 51 Video The Yuru-Kyara Summit in Hanyu, Saitama, Japan Mascots: Fun for Everyone! BEFORE VIEWING A What do you know about Japan? Take this quiz and check your answers below. . 1. Japan is divided into sections called a. states 2. b. provinces are symbols of these sections. a. Mascots b. Logos 3. The Japanese like a. manga B c. prefectures c. Flags , a special kind of comic book. b. miso c. hibachi Match each word or phrase from the video with its meaning. You may use a dictionary. Word or Phrase Meaning 1. oversized a. a chance to take a picture 2. assembly b. each year 3. licensed characters c. gathering of a group of people 4. merchandising d. mascots 5. annually e. larger than usual 6. PR campaign f. have a strong effect on someone 7. meeting of the minds g. agreement, common activity 8. photo op h. goods made to promote something 9. make a big impression i. activities to advertise or publicize Answers: 1. c, 2. a, 3. a 52 UNIT 3 VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. WHILE VIEWING C 1.6 Watch the video and choose the correct answer to complete the main idea. Mascots are used for . U N D E R S TA N D I N G MAIN IDEAS a. entertainment b. marketing c. entertainment and marketing D 1.6 Read the sentences and watch the video again. Complete the sentences with information from the video. 1. There are prefectures in Japan. 2. Kumamon is a from Kumamoto. It is a popular mascot. 3. The licensed character industry is worth $ a year. 4. This is more than the Japanese spend on annually. 5. Everyone, from children to the , likes the characters. 6. The mascots work with the 7. It is a cute way of U N D E R S TA N D I N G D E TA I L S , in , and on PR campaigns. . AFTER VIEWING E Read the sentences below. Choose the best way to end the video. 1. Because Japan is a beautiful country to visit, tourism is increasing. 2. Mascots are an excellent way for places in Japan to advertise because everyone likes them. 3. Characters include Kumamon, who is fluffy, and other characters who are less cute, but who are still fun. F Work with a partner. Discuss the questions. 1. Did the newscast in Lesson A or the video provide better reasons for using mascots? 2. In the newscast, you learned that companies use mascots to sell products and for public service. How are mascots used in the video? How is this use similar to what was talked about in the newscast? 3. How are the Japanese mascots similar to and different from the mascots discussed in Lesson A? 4. Do you think mascots could be used to promote tourism in any part of the world? Explain. CRITICAL THINKING: SYNTHESIZING THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 53 B Vocabulary A 1.28 Listen and check (�) the words you already know. Use a dictionary to help you with any new words. achieve (v) attract (v) complicated (adj) design (n) M eaning f r o m C o nte x t B energy (n) figure out (phr v) join (v) result (n) stand out (phr v) visual (n) 1.29 Read and listen to the information. Notice each word in blue and think about its meaning. Creating a Marketing Message What result are most companies trying to achieve with their marketing campaigns? Usually, they want more sales and more customers for their products. First, they need to figure out who their ideal customers are. Then they can focus on what will work for that audience. If you want to advertise a product, you need to think about design. What should the ad look like? What kind of visual will get people’s attention quickly? What will attract the most new customers? You also need to think about your message. A simple message is often more successful than a complicated one. Your advertising needs to have new energy and stand out from other campaigns. If it re-uses old ideas and images, it won’t get new people to join your customer base. C 54 UNIT 3 Write each word in blue from exercise B next to its definition. 1. to be easily seen or noticed 2. to reach a goal 3. the power to do work; a quality of being active 4. to solve, discover 5. an effect or outcome 6. t he art of deciding how something will look or work using a plan, model, or drawing 7. difficult to understand or explain 8. to associate with, become part of a group 9. to draw in, interest 10. a picture or image used to explain something LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Complete the sentences with the correct word from exercise A. , you need to show how special it is. 1. If you want your product to 2. The park wants to more visitors, so they are hosting some fun events. 3. Rising sea levels are a(n) of climate change. 4. If you want to meet new people, you should 5. My new phone is very I need a simpler one. a club. . I can’t 6. Luis created an effective campaign. it . to explain his ideas for a new marketing ? 7. I’d like to make a table for my office. Do you like this 8. If you want to your dream of owning a business, you need to save because you have to work money. And you’re going to need a lot of very hard. E Look at the diagram. Underline the vocabulary words from exercise A. Answer the questions with a partner. Use the information in the diagram and your own ideas. 1. What do you need to know when you are planning a marketing campaign? 2. What or who is an audience? 3. What are different ways or channels you can use to attract your customers? 4. How will you know when you have achieved your goal? Plan: Measure results: Know what Count sales you want to achieve information, shares and how you will on social media, etc. know if you’re successful Feedback: Pay attention to your audience so you can make changes Successful Marketing Audience: Decide which people you want to attract, who your customers are Content: Story: Create the actual ads Have a powerful for each channel using How: story or message strong visuals Figure out the and good different ways, or design channels, to attract your audience: email, social media, TV, stores, etc. THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 55 B Listening An Interview with a Graphic Designer BEFORE LISTENING Pr o n u nciati o n The Simple Past -ed Endings 1.30 There are three ways to pronounce regular past tense endings. If a verb ends in: • a t or d sound, the -ed ending adds a syllable, which sounds like /əd/ or /ɪd/: need – needed start – started • f, k, p, s, sh, ch, or x, the -ed ending sounds like /t/: look – looked watch – watched • any other consonant sound or a vowel sound, the -ed ending sounds like /d/: play – played design – designed A 1.31 Listen and check (�) the sound you hear for each verb in the past. /t/ or /d/ /əd/ /t/ or /d/ B /əd/ 1. graduated 5. worked 2. achieved 6. used 3. wanted 7. created 4. learned 8. posted Read the statements about the graphic designer in the interview. Circle the words you think you will hear. 1. She (studied / did not study) graphic design in college. 2. She (got / didn’t get) a degree. 3. Her classes (helped / didn’t help) her in her work. WHILE LISTENING L istening f o r M ain I deas C 1.32 Read the questions. Then listen to the interview and choose the correct answer. 1. What is Kate’s job? a. designing visual art b. marketing c. community organizing 2. What is the most important skill she learned in college? a. how to think b. how to use software c. how to work with clients 3. What kind of ad does she think works best? a. one with a lot of details b. one that doesn’t cost a lot c. one with a simple message 56 UNIT 3 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D 1.32 Listen again and complete the sentences. . 1. Kate got a degree in 2. Other companies hire her company to do for them. 3. She’s successful if she’s achieved the clients wanted. 4. In the example Kate gives, a rowing organization wanted 5. Kate created a people to the club. L istening f o r D etails . and to attract 6. Social media is important in marketing because people like to and companies can get . AFTER LISTENING C r i t i c al T h i nk i ng Applying Information When you apply new information, you show not only that you remember and understand it, but that you can use it in your own life or in new situations. E Work with a partner. Apply what you learned about successful marketing. Complete the chart about two products or services you both know well. ellogg’s K Frosted Flakes Who is the audience? children What is the message? “They’re grrrreat!” What channels do they use? Cereal boxes, TV ads What visuals do they use? Bright colors, friendly tiger mascot Product or Service 1: CRITICAL THINKING: A P P LY I N G Product or Service 2: THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 57 B Speaking A Look at the infographic and then answer the questions. Discuss your answers with a partner. 1. Have you seen many infographics? Where? What was their purpose? 2. What features make an infographic good for marketing? HOW AN INFOGRAPHIC HELPS MARKETING Visual Information Is Easier to Understand 65% 50% 30% of our brain processes visual information of our brain processes touch of population are visual learners 10% of our brain processes verbal/ auditory information Visual Information Engages Webpages with visuals get 94% more views than those without 90% of the information Color visuals increase the willingness to read by 80% sent to the brain is visual People can remember of what they see and do 80% CRITICAL THINKING: INTERPRETING AN I N FO G R A P H I C B 20% 10% of what they read of what they hear Complete the sentences with information from the infographic. 1. Only percent of our brain processes information we hear. 2. percent of the information sent to the brain is 3. percent of people are not visual learners. 4. People can remember 80% of what they 5. Visuals with 58 UNIT 3 . . are more popular than those without. LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Work with a partner. Take turns asking and answering the questions about the infographic. 1. What are different ways we take in information from the outside world? 2. Why is visual information easier to understand than just text? 3. What kind of information is easiest to remember? D Discuss the questions below in a group. PERSONALIZING 1. Do you think you learn more through visual images, doing an activity, or hearing/ talking about something? Explain. 2. Do you like infographics? Why or why not? 3. When you look at a website, what do you notice? 4. What kind of information do you like to read on a screen? What do you like to read in print? E Work in a group. Create an infographic to communicate information about one of the topics in the unit. Follow these steps. CRITICAL THINKING: A P P LY I N G 1. Choose a topic from this unit (mascots in marketing, mascots in Japanese tourism, or the job of a graphic designer) or your own idea. 2. Make a list of five to seven main points about the topic. 3. Discuss ways to provide the information for each point in a visual way. 4. Create a basic infographic. 5. Present it to another group. FINAL TASK Presenting a Marketing Plan You are going to work with a group to develop a marketing plan for a product or service of your choice. Then you will present your plan to the whole class. A Work with your group to brainstorm a list of products or services you want to sell. BRAINSTORMING B Look at your list of ideas from exercise A. Choose one product or service and write it below. Check (�) each element you will use in your marketing plan. Then describe it in more detail. ORGANIZING IDEAS Marketing plan for: Description mascot message TV commercial print ads infographic THE MARKE TING MACHINE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 59 Presentati o n S ki l l Ending Strong A strong conclusion reminds your listeners of your main ideas and encourages them to think about your presentation after it is over. To end strong, you can: • summarize and restate your main points. As I said, my product is the best on the market because … • make a connection between your audience and your ideas. This service is ideal for you because … • suggest an action to your audience. Look for my product in your local store! C Use your chart from exercise B and follow these steps. • Decide who your customers are. • Decide what the story or message is for your product or service. • Create any visuals you will include in your presentation. • Decide who will present each part of the marketing plan. • Take notes on what you will say in your part. • As a group, write a strong conclusion to encourage the audience to buy your product or service. PRESENTING D Take turns practicing your part of the presentation and making helpful suggestions for improvement to your group members. E Give your presentation to the class. Remember to end strong and tell your audience why they should buy your product. REFLEC TION 1. What skill from the unit do you think you need more practice with? 2. Which part of marketing do you find most interesting? Why? 60 UNIT 3 3. Here are the vocabulary words and phrases from the unit. Check (�) the ones you can use. achieve AWL design AWL quality advertise encourage recognize aim energy AWL result attract figure out section AWL character join stand out complicated popular visual AWL customer product LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. WILD WEATHER 4 Extreme snow and cold in Zhangjiajie, Hunan Province, China ACADEMIC SKILLS T h i n k a n d D isc u s s LISTENING Listening for Definitions Using a T-Chart SPEAKING Expressing Likes and Dislikes Reduced of CRITICAL THINKING Activating Prior Knowledge 1 Look at the photo and read the caption. When and where does this weather usually occur ? 2Read the title. What do you think you will learn about in this unit? 61 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ExplorE the Theme Look at the photo and read the caption and the information. Then discuss the questions. 1. What kind of weather do you see in this photo? How does it make you feel? 2. Have you heard about any of the examples of extreme weather? Do any surprise you? Explain. 3. Look at the details about the extreme weather examples. What type of weather do you think is the most dangerous? 4. What is the most extreme weather where you live? EXTREME WEATHER AROUND THE WORLD A storm cloud in Colorado, USA 62 UN I T 4 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. E x t r e m e W e at h e r The world is warming, causing an increase in extreme weather. Here are some examples from recent years. Rain In the heaviest storm in 60 years, Beijing, China, was flooded with as much as 18 inches (46 cm) of rain in one day in July of 2012. Droughts Between 2014 and 2016, Brazil experienced its worst drought in 80 years, causing major water shortages in the city of São Paulo. Floods Pakistan had some of the worst floods in its history in 2016, caused by more than 12 inches (30.5 cm) of rain between April 1 and April 4. Hurricanes 2005 was the most active hurricane season on record in the U.S. with 15 hurricanes. Hurricane Katrina hit New Orleans and other cities, causing severe flooding. Snowstorms Winter Storm Jonas was the heaviest snowstorm on record for New York City, USA, since 1869. NYC got 27 inches (70 cm) of snow on January 22–23, 2016. High temperatures The temperature reached 123.8 degrees F (51 degrees C) in Phalodi, India, on May 19, 2016. Tornadoes The widest tornado ever recorded was in El Reno, Oklahoma, USA, on May 31, 2013. It was 2.6 miles (4.18 km) wide. Earthquakes The second-strongest earthquake ever recorded (9.1–9.3) caused a tsunami in the Indian Ocean in 2004 that affected 11 countries. The waves reached as high as 100 feet (30.5 m). W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 63 A Vocabulary Meaning from Con te x t A 1.33 Read the magazine article. Choose the correct word in blue. Then listen and check your answers. Water from the Sky: Too Much or Not Enough? “How much rain did we get?” It’s a question we often hear, and it’s an important one because all life on Earth depends on (1) (storms / rainfall). As long as our part of the world gets the usual (2) (forecast / amount) of rain, we’re happy. The problems come when we get too much rainfall or not enough. In southern China, for example, June of 2016 was a month of (3) (storms / temperature) that brought far too much rain. The rain caused (4) (drought / flooding) in much of the area. Three hundred people were killed, and 700,000 acres of farmland were underwater. That same spring, very little rain fell in parts of India. That caused a (5) (drought / flooding) in the state of Telangana. The terrible conditions (6) (destroyed / measured) food crops, which couldn’t grow without water. Drinking water supplies dried up as well. More than a quarter of India’s population was affected. The problems are different when the (7) (temperature / amount) is cold. Then it’s the amount of snowfall that matters. In February of 2016, a huge snowstorm hit the resort island of Jeju in South Korea. It was the biggest snowfall there in several decades. Because rainfall is so important to us, scientists called meteorologists try to (8) (destroy / predict) the amount of rainfall different parts of the world will receive. To do this, they (9) (measure / flood) air and ocean temperatures. They also watch weather conditions around the world to see how the air is moving. Meteorologists then make weather (10) (storms / forecasts) to let us know how much rain to expect. They’re not always exactly right, but they do know when we’ll probably have large amounts of rain or not enough. eavy rains in H Jiujiang in the Jiangxi province of China flooded a road on June 19, 2016. Rainfall during this 24-hour period reached up to 13 inches (33 cm) in one county. 64 UNIT 4 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B . Fill in each blank with a word in blue from exercise A. Use each word only once. of 1987. There was no rain from May through 1.I remember the September. houses. They can be very 2.Storms with very strong winds can dangerous. this morning. The meteorologist said it’s 3.I listened to the weather going to snow this afternoon. 4.There was a very small day at the beach. of rain yesterday. It wasn’t enough to ruin our , Mike stayed inside the house because he is afraid of 5.During the lightning. that year—up to 90 inches (229 centimeters) in 6.There was a lot of , and hundreds of homes some parts of the country. It caused a lot of and businesses were underwater. 7.The too hot for me. on Friday was 98 degrees Fahrenheit (37 degrees Celsius). It was 8. It’s difficult to the weather, so meteorologists are not always correct. 9. Meteorologists use special instruments to changes in the weather. C . Match each word with a statement about the weather. 1. flooding a. It will be sunny on Wednesday. 2. forecast b. It rained for five days. There was water everywhere! 3. storm 4. drought 5. temperature c. It’s cold—only 45 degrees Fahrenheit (7.2 degrees Celsius). d. I’m not going outside! I’m afraid of lightning. e. After three years of little rain, it’s too dry for plants or animals. D . Take turns asking and answering the questions with a partner. P er s o n ali z i n g 1.Did you hear or see a weather forecast this morning? If so, what did the forecast predict? Was it correct? 2. Do you usually watch or listen to weather forecasts? Explain. 3. How did you feel about storms as a child? 4. In your opinion, what temperature is too hot? Too cold? 5. What do you remember about the worst storm you’ve ever experienced? 6. In your opinion, what is “perfect weather”? W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 65 A Listening A Podcast about Strange Weather BEFORE LISTENING C r itical T h i n ki n g Activating Prior Knowledge Prior knowledge means all the things you already know. When you think about a topic or situation, you can use your prior knowledge to help you understand more. Here is an example: Topic: A TV show about dangerous weather Ask yourself: What do I know about this topic? (Some storms are dangerous. Perhaps they will talk about tornadoes or lightning or typhoons. They might give some advice about staying safe.) P ri o r K n o wled g e A You will listen to a podcast about strange weather. Discuss the questions below with a partner. 1.What strange weather do you know about? Why is it strange? 2. Have you ever experienced strange weather? Explain the situation. B Form a group with another pair of students. Share your ideas from exercise A. Then discuss the photo on page 67. What do you think is happening? How might it be related to the subject of the podcast? L i s te n i n g S k ill Listening for Definitions Speakers often explain or define terms that are important but may be unfamiliar to their listeners. After an unfamiliar term, listen for forms of be in the simple present, or the word or, as these are often followed by a definition. A water spout is a whirling cloud like a tornado that forms over water. Today we’re going to talk about weird weather, or not your usual rain, sun, and snow. WHILE LISTENING L i s te n i n g f o r M ai n I dea s C 1.34 1.7 Read the sentences. Then listen and choose the correct word or phrase to complete the main ideas. weather. 1. The podcast is mostly about a. ordinary b. unusual c. dangerous 2.The definitions of two weather situations in the podcast involve wind whirling, or spinning around very quickly. They are: a. waterspouts and b. fire tornadoes and ball c. snow rollers and ice fire tornadoes lightning flowers 3. The speaker wants to a. make listeners laugh 66 UN I T 4 . b. sell a product c. inform listeners LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1.34 Listen again. Match the phrases to their definitions. D 1. a whirling cloud like a tornado that forms over water a. snow roller 2. a tight whirling cloud of fire b. water spout 3. a round shape in sky; can be red, orange, or blue c. ice flower 4. a n event that can occur when wind moves over d. ball lightning loose sticky snow, causing it to move e. fire tornado 5. LISTENING FOR D E TA I L S a beautiful crystal formed by very low temperatures and dry air moving over water AFTER LISTENING E Discuss the question below in a group. The meteorologist says, “Ball lightning moves fast and doesn’t last long, so it’s hard to study.” Which of the other weather situations might be hard to study and why? C ritical T hin k ing : A naly z ing P R O N U N C I AT I O N Reduced of 1.35 We link and reduce unstressed words in natural speech. The word of is reduced to /әv/. Careful Speech Reduced of a lot of snow most of my friends a ball of lightning the rest of the podcast F → (sounds like) a lot-әv snow →most-әv my friends →a ball-әv lightning → the rest-әv the podcast Practice saying the sentences below with a partner. Use reduced of. 1. I have a couple of questions for you. 2. A lot of people want to know if it will snow. 3. There are droughts in many parts of the world. 4. Suddenly, a strong gust of wind hit them. 5. Most of the storms were still far away. 6. We could get a lot of rain. W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 67 A A Speaking G R A M M A R F O R S P E A K I NG Count and Noncount Nouns Count nouns are nouns that we can count. They can be singular or plural. Singular: a beautiful day, a tree, an awful storm, one umbrella Plural: many days, some trees, a lot of storms, two umbrellas Noncount nouns are nouns that we cannot count. They are almost always singular. water, weather, bright sunshine, some ice, a lot of rain Some nouns can have both count and noncount meanings. Count: He keeps chickens in his yard. Noncount: He ordered chicken for dinner. Affirmative Statements Negative Statements Questions A 68 UN I T 4 Count Nouns Noncount Nouns You should bring an umbrella. We need some tools. He has a lot of friends. She has three brothers. She doesn’t have an umbrella. We don’t need any tools. He doesn’t have a lot of friends. Do we need any tools? Do we need some tools? Does he have a lot of friends? We need water. We need some water. We have a lot of time. We don’t need water. We don’t need any water. We don’t have a lot of time. Do we need water? Do we need any water? Do we have some time? Do we have a lot of time? Work with a partner. Each of you has a list of words below. Look for information about your words in your dictionary. Then work together to complete the chart that follows. Student A Student B cloud street flooding thunder snow water drought person food sand lightning wind Count Noncount cloud sand Both Count and Noncount LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A kayaker near Bear Glacier, Alaska, USA B With your partner, talk about the photo. Use count and noncount nouns. A: I see a lot of water. B: Right—that water looks cold! C Fill in each blank with a, an, any, a lot of, or some. A: Listen to this: “Climate change is affecting the world’s rainfall.” B: Really? Where did you hear that? A: I read it in magazine article. 1 B: I thought there weren’t temperatures. effects on rainfall—only on 2 A: The article lists a lot of effects. of them will happen here. 3 B: Which ones? A: The article says we will probably get B: Well, we did have huge hurricane last year. 5 A: Right, and remember last summer? We had B: True! And didn’t we have A: We did! It was 8 very strong storms. 4 7 6 drought. snow last winter? More than usual? extra cold winter. W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 69 D Compare your answers from exercise C on page 69 with a partner’s. Then practice the conversation. Switch roles and practice it again. E Underline a, an, any, a lot of, and some in the questions below. Then look at the photo and practice asking and answering the questions with your partner. 1.Does the photo show a drought or some flooding? 2. Are there a lot of plants growing here? 3. What might be some problems caused by this situation? 4. Are any places in the world having a drought or a flood right now? If so, where? 5. Are there some places that are having other extreme weather? If so, where and what kind of weather? 6. Do you see any animals in the photo? 7. Do any people live here? 8. Does this location get a lot of sunshine? A dry lake in Istanbul, Turkey 70 UN I T 4 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Discussing Travel Plans Form a small group. Follow the steps below. Step 1: Imagine that you are going to take a three-day vacation together. Read the list of possible vacation activities. Ask yourselves, What else do I like to do on a vacation? Then add three or more new ideas to the list. • go hiking in the mountains • have a picnic at the beach • go shopping • • visit some museums • go on a boat tour • • Step 2: Read the three-day weather forecast. Friday Saturday Sunday A lot of sunshine today; cooler temperatures in the morning; hot by early afternoon Morning rain showers; thunderstorms possible in the afternoon; clear and cool at night Partly cloudy and warmer; windy in the afternoon, with gusts up to 30 mph (48 kph) Step 3: Look back at your ideas from Step 1. Discuss your ideas with your group and decide on two activities for each day of your vacation. Then write one morning (a.m.) and one afternoon (p.m.) activity for each day in the itinerary below. A: What do you want to do on Saturday morning? B: It’s going to rain. Let’s do something indoors. Friday Saturday Sunday a.m. a.m. a.m. p.m. p.m. p.m. Step 4: With your group, discuss what you will bring on the trip. A: I think I need a sweater or a jacket for early mornings and evenings. B: It might be good to have a kite for Sunday afternoon. W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 71 Video Tornado Chase Storm chaser Tim Samaras aims his camera at the oncoming storm. BEFORE VIEWING M E A N I NG F R O M C ON T E X T A The underlined words are in the video. Use the context or a dictionary to help you understand them. Tornado Quick Facts •Tornadoes form during thunderstorms. Their wind speeds can be over 200 mph (320 kph), and they can destroy almost everything in their path. •Although most of the world’s tornadoes happen in North America and northern Europe, tornadoes happen on every continent except Antarctica. •Meteorologists can’t forecast tornadoes accurately. They can only tell people when conditions are right for tornadoes. •In areas where tornadoes happen, people should have some kind of tornado shelter—a safe place to go during a tornado. •In order to study tornadoes, some scientists actually chase them! They get as close as possible, and then try to deploy1 special probes2 to measure wind speed and other conditions inside the tornado. deploy (v): to put something or someone in position probe (n): a scientific instrument used for collecting information 1 2 72 UN I T 4 VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B Discuss the questions below with a partner. 1. What new information did you learn in exercise A? 2. What do you think would be a good tornado shelter? 3. How do you think people feel when they are close to a tornado? C Discuss the questions with a partner. PRIOR KNOWLEDGE 1.How can the weather be dangerous? Make a list; for example, Very high temperatures can make people sick. 2. What is the most dangerous kind of weather in your country? WHILE VIEWING D 1.8 Watch the video. Check (P) the things the tornado chasers do. find a road that takes them close to the tornado U N D E R S TA N D I N G MAIN IDEAS go to a store to buy a map deploy Tim Samaras’s probes go inside a tornado shelter escape from the tornado E 1.8 Watch the video again. Choose the correct answer to complete each sentence. . 1. In the video, another word for tornado is a. cyclone b. twister c. thundercloud 2. When a tornado begins to form, the team is a. five b. six a. five , directly toward the tornado’s path. b. north 4. Tim Samaras has miles away. c. seven 3. The team finds a road that goes a. east U N D E R S TA N D I N G D E TA I L S c. west probes to deploy. b. six c. seven AFTER VIEWING F Discuss the questions below in a group. 1. Why do you think tornado chasers do such dangerous work? 2. Do you think this might be a good career for you? Why or why not? 3. What do you think is the most dangerous kind of weather in the world? Explain. 4. What do you think are some of the most dangerous jobs? C ritical T hin k ing : A naly z ing W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 73 B Vocabulary M e an i n g f r o m conte x t 1.36 Read and listen to the information. Notice each word in blue and think about A its meaning. Climate Change While the weather changes from day to day, the word climate refers to a common weather pattern over a long time. Let’s look at how the earth’s climate is changing. Higher Average Temperatures Although some days are warm and some are cool, the earth’s average temperature is higher now than in the past. This heat means some plants can now grow in places that used to be too cold, but the higher temperatures have negative effects as well. Melting Ice Much of the world’s water is in the form of ice—polar ice at the north and south poles and glaciers in high mountain areas. With higher average temperatures, much of that ice is melting. Where there used to be glaciers, we now see bare ground high in the mountains instead. Stronger Storms The world’s oceans are also slightly warmer than in the past. This means that the right conditions exist for stronger storms, especially hurricanes and typhoons. Rising Sea Levels When polar ice and glaciers melt, more water enters the world’s oceans and sea levels rise. This means that islands and areas of low land along a country’s coast may soon be underwater. B 74 UNIT 4 Write each word in blue from exercise A next to its definition. 1. (n) land near the ocean 2. (v) changing from ice to water 3. (adj) mathematically normal 4. (adv) a little 5. (v) to go up, become higher 6. (n) repeated way in which something happens 7. (n) a high temperature 8. (v) to develop, become larger 9. (adv) in place of 10. (v) to be present LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. V oca b ulary S k ill Words with Similar Meanings Many words have similar meanings, but sometimes one is better in a particular context. For example, both a forecast and a prediction are guesses about future events, but we are much more likely to use forecast to talk about the weather. A: Is it going to rain later? B: I don’t know. I haven’t heard a forecast. Pay attention to how you hear words used, and to example sentences in the dictionary to decide which word is the best choice. C Choose the best word to complete the sentences. 1. It’s going to be a nice weekend. Let’s go to the (sea / beach). 2. Much of the ice in the Arctic is (softening / melting). 3. There’s been so much rain that the level of water in the lake is (growing / rising). 4. Temperatures can change a lot here in March, but the (average / usual) for the month is about 50 degrees. D Fill in each blank with a word from the box. You will not use one. You may have to choose between words with similar meanings. coast growing heat instead melting pattern rising The whole world is getting warmer, but temperatures faster than in other in some places are (1) places. Greenland is one example. In the past, the weather there was always about the same— (2) cool in the summer and very cold in the winter. Now, however, the summers are a little longer and a little warmer. People in Greenland aren’t buying all their food from other countries. They’re (3) . Although ice still covers more food (4) . most of Greenland, some of the ice is (5) That means there is now a little more land, and the land from the sun, so even holds the (6) more ice is disappearing. Greenland’s ice won’t go away completely anytime soon, but life is changing quickly for Greenland’s people. E Discuss the questions below in a group. 1. What information in exercise D is new to you? 2. Look at the map. Where did most people settle in Greenland? Why do you think people still live in those areas? 3. Greenland’s ice will probably continue to melt. What effects will this have on Greenland? On the rest of the world? C R I T I C A L T H I N K I NG : A pplyi n g W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 75 B Listening A Conversation about Greenland escendants of D Inuit hunters harvesting potatoes in Greenland Before Listening P R I O R K NO W L E D G E A . In this section, you will listen to a conversation about the effects of climate change on Greenland. Make a list of things you already know about this topic in your notebook. Use the information on page 75 and your own ideas. C R I T I C A L T H I N K I NG : P R E D I C T I NG B . Compare your list from exercise A with a partner’s. Which topics do you think the speakers will probably talk about? WHILE LISTENING L i s te n i n g f o r M ai n I dea s C . 1.37 Listen to the conversation. Then answer the questions. 1. Who are Douglas, Eric, and Lenora? 2. Where does Eric live? 3. Where do Douglas and Lenora live? 4. What are Douglas, Eric, and Lenora doing? Note - Ta k i n g S k ill Using a T-Chart Speakers often talk about good and bad points. Good points are benefits or advantages, and bad points are drawbacks or disadvantages. A good way to take notes on benefits and drawbacks is in a T-chart. A T-chart has two columns. On one side, you list the benefits, and on the other side, you list the drawbacks. This helps you compare the two. 76 UN I T 4 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D 1.37 Listen again and complete the T-chart. N o te Taki n g Climate Change in Greenland Benefits Drawbacks shorter winters E 1.37 Listen again. Choose the correct answer to complete each sentence. 1. Average temperatures in Greenland are rising a. two times a. 24 c. four times feet. b. 34 3. Greenland’s minerals are under a. land as fast as in other places. b. three times 2. If all of Greenland’s ice melts, sea levels will rise L I s te n i n g f o r D etail s c. 44 . b. cities c. ice AFTER LISTENING F Discuss the questions below with a partner. 1. Is the climate in your country changing? If so, in what ways? 2. Are you worried about climate change? Explain. 3. What can people do about climate change? G C R I T I C A L T H I N K I NG : R E F L E C T I NG Form a small group. Role-play the rest of the dinner conversation. Start with the conversation below. Then continue with your own ideas. What will they talk about during dinner? How will they end the night? Douglas: Here it is—my delicious chicken with rice! Eric: That looks really good! Lenora: It’s one of my favorite dishes. E ve ry day L a n g uage Showing Thanks and Appreciation Thanks a million. I appreciate it / your help. Thank you for (doing something). W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 77 B Speaking Spea k i n g S k ill Expressing Likes and Dislikes We can use the following language to say that we like or dislike something: I (really) like … I enjoy … I prefer … I love … I (really) don’t like … I don’t care for … I dislike … I can’t stand … When you say you like or dislike something in a conversation, it’s polite to give a reason. I really like rain because I stay inside and read. I don’t like Greenland. It’s too cold for me. A 1.38 Read and listen to an interview between a student and a meteorologist. Student: Do you like being a meteorologist? Meteorologist:Oh, yes. I really like it. I’ve always liked science. Student: Do people get angry with you when your forecast is wrong? Meteorologist:Yes, sometimes they do, but that’s understandable. Even I can’t stand it when I want to do something outdoors and it rains! Student: Did you ever work in a weather station? Meteorologist:Yes. I worked at a station in Antarctica. I loved it! I did a lot of research. Student: So you like cold weather then? Meteorologist:Oh, no. I really don’t like the cold! But Antarctica is very interesting. Student: I’m actually studying to be a meteorologist. Meteorologist: Really? That’s great! B Practice the interview from exercise A with a partner. Then underline the expressions that tell you what the speakers like and dislike and the reasons they give. C Take turns telling your partner about weather you like and dislike, and give reasons. Use the ideas and expressions below. Do you have the same likes and dislikes? A: I enjoy sunny weather. I can go for a run or play tennis. B: Me, too! I hate snowstorms. Then I’m stuck inside. rainy days I like . . . cloudy days I enjoy . . . thunderstorms I love . . . hot weather I don’t mind . . . sunny weather I dislike . . . strong wind I don’t care for . . . cold weather I can’t stand . . . snowstorms 78 UN I T 4 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Form a small group. Talk about some of your likes and dislikes. Use expressions from exercise C and the topics below. Add at least three new topics. A: How do you feel about classical music? B: I love classical music! It’s so relaxing. science classes chocolate sports cold weather classical music fast food homework hot weather Hollywood movies FINAL TASK Discussing Ways to Reduce Greenhouse Gases You are going to explain the process of global warming and participate in a discussion about reducing greenhouse gases. A 1.39 With a partner, look up global warming and greenhouse gases. Discuss their meanings. Then listen to a conversation about global warming. Take notes below on the process and the effects of greenhouse gases. N o te Taki n g Greenhouse Gases W I L D W E AT H E R Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 79 Look at the diagram. Use the words in the diagram, your notes from exercise A, and your own ideas to explain the process of global warming to a partner. Then switch roles. critical thi n ki n g : A N A LY Z I NG V i s ual s B C R I T I C A L T H I N K I NG : R A N K I NG C With your partner, rank the ways people can reduce greenhouse gases in the air from 1 (most helpful) to 5 (least helpful). r ide a bicycle or take the bus most places use less electricity at home plant more trees in cities buy local products instead of products from other countries recycle old bottles and cans P re s e n tatio n S k ill Making Eye Contact Whether you are making a formal presentation or just speaking to the class, it is important to make eye contact. Eye contact lets your audience know you are talking to them, and it makes your audience want to listen to you. If you are using notes, look up often and make eye contact. Each time you look up, look into the eyes of a different audience member. P R E S E N T I NG D Form a group with another pair of students. Tell them how you ranked the items in exercise C. Explain your reasons. Practice making eye contact while you speak. As a group, decide on the most important thing people can do to reduce greenhouse gases. Defend your idea to the class. REFLECTION 1.What skill from this unit will help you the most in everyday life? In school? 2. How has what you learned changed the way you think about weather? 80 UN I T 4 3.Here are the vocabulary words from the unit. Check (P) the ones you can use. amount forecast predict AWL average grow rainfall coast heat rise destroy instead slightly drought measure storm exist melt temperature flooding pattern LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Focus on Food 5 These women in Mexico City spend all day Saturday preparing tamales for a Sunday meal. Hundreds of people will enjoy the food together. Academic SKILLS LISTENING Listening for Reasons Using an Outline SPEAKING Telling a Story with Time Markers Sentence Stress Critical Thinking Analyzing Visuals Think and Discuss 1 What does this photo make you think of? 2 Where and with whom do you eat most of your meals? 3 Where is your food grown or made? Is it important to you to know this? 81 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ExplorE the Theme Food on the Move Look at the photo and read the information. Then discuss the questions. 1. What foods do you see in the photo? Which ones do you eat often? 2. Which foods come to New York by truck? Plane? Boat? 3. Are you surprised by any of the information on these pages? Why or why not? 4. What are possible costs to the environment when food travels so far? Explain. 1 3 2 82 Fruits and vegetables from New York City markets UNIT 5 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Fruits and vegetables travel great distances from all over the world to arrive at markets in New York City, U.S.A. On average, the items in this photo traveled 3,371 miles over 4–5 days. 1 Red grapes California, U.S., 2,815 miles 5 days 2 Red bananas Costa Rica, 2,460 miles 7 days 3 Pineapples South Africa, 8,970 miles 6 12 days 4 Apricots New Zealand, 8,845 miles 1–2 days 5 Orange peppers Netherlands, 3,820 miles 10–14 days 7 6 White asparagus Peru, 3,645 miles 5 1–2 days 7 Chili peppers Mexico, 2,685 miles 4 3–4 days 8 Mushrooms Japan, 6,760 miles 1–2 days 8 1 mile = 1.6 kilometers Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 83 A Vocabulary Meaning from Con te x t A . 2.2 Look at the image. Then read and listen to the information. Notice each word in blue and think about its meaning. T h e s e n s e s w o r k to g e t h e r to c r e at e f l av o r Flavor starts in the brain. Our memory might tell us we liked a particular food in the past, or we might connect the food with a favorite holiday. All our senses play a role in how we experience food. The movement of food to our mouths, the sight of the food, its smell, the sound it makes when we chew—these all feed information to our brain to create the experience of flavor. In addition to flavor, our senses also tell our brain that fresh, brightly colored fruits and vegetables are full of nutrition. People respond to foods in different ways. You might like the texture of a soft banana, while I prefer a crunchy apple. The way food feels in our mouths or when we touch it affects how we experience taste. When you see food that is new to you, do you expect it to taste good? Or are you nervous that you won’t like the taste or texture? If we understand why we like the foods we do, maybe we will waste less. B Work with a partner. Discuss these questions about the image. 1. What are the seven senses that together create flavor? 2. Where does flavor originate, or begin? 3. Which sense do you think is most important in how you experience flavor? Give examples. C . Make a list of foods you like to eat. Then discuss the questions with a partner. 1. What memories do you have of the foods on your list? 2. What is your favorite food? Explain why you like it. Use the ideas in exercise A. 84 UNI T 5 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D . Write each word in blue from exercise A next to its definition. 1. (n) body part inside the head that lets you think and feel 2. (n) a flavor; the sense for which the mouth is used 3. (adj) feeling worried or frightened 4. (v) to use carelessly, throw away 5. (n) the ability to remember things; something you remember 6. (n) sight, hearing, smell, touch, and taste 7. (v) to believe that something will happen 8. (n) the process of getting the food necessary for health and growth 9. (n) the way something feels when you touch it 10. (n) a scent or odor; the sense for which the nose is used V o c a b u l a ry S k i l l Recognizing Parts of Speech Some words have different forms when they are different parts of speech. Others have the same form. You can often use the context to identify the part of speech: A baby often responds negatively to bitter tastes. (verb) A baby’s response to bitter tastes is often negative. (noun) We smell with our noses. (verb) I don’t like the smell of onions. (noun) E . Read the following sentences and write the part of speech, N for Noun or V for Verb, for each underlined word. 1. We wasted a lot of food when the electricity went out. 2. Hearing is one of the five senses. 3. Scientists think sour and bitter tastes help people to avoid eating foods that might be bad for us. 4. My daughter always expects me to make her lunch. 5. Do you smell something cooking? 6. Did you taste the soup? F . Work with a partner. Discuss these questions. Personalizing 1. Think of a food that you have recently eaten. Describe the senses you experienced as you ate it. Use the image in exercise A as a guide. 2. Do you like to try new foods? Why or why not? Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 85 A Listening A Radio Show about Ugly Food Before Listening A . You are going to hear a radio show about ugly foods. Look at the photos and the chart below. Work with a partner to add more examples. Reasons you may not want to eat something unusual look octopus strange texture oysters strong smell blue cheese not ripe or too ripe green tomatoes Examples your idea: 86 UNI T 5 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. WHILE Listening 2.3 Listen to the radio show. Then answer the questions. B Listening for Main Ideas 1. Where are the speakers? 2. Why do people like food that looks good? 3. What does the nutritionist think about ugly food? L i s t e n i n g S k i l l Listening for Reasons Speakers often give reasons to support and explain their ideas. Listening for reasons will help you better understand a speaker’s main ideas. These words introduce or come before a reason: The reason is. . . . . . because. . . That’s because. . . reason A farmers’ market is a great place to shop because you can try the fruit. These words come after a reason: That’s why. . . . . . , so reason Farmers’ markets are full of fresh fruit and vegetables, so it’s easy to find beautiful produce. C . 2.3 Read the statements. Then listen again and choose T for True if the entire statement is true, or F for False. Underline the words that introduce or come after the reasons. Listening for D e ta i l s 1. Bright colors mean the food is fresh. That’s why you should T F eat only green fruits and vegetables. 2. You should eat brightly colored vegetables because they are T F full of good nutrition. 3. A high sound like a bell can cause something to taste salty. T F That’s because sound can affect flavor. 4. You shouldn’t eat vegetables with a funny shape because T F they have less nutrition. 5. Our brains think that beautiful is also good, so we prefer T F beautiful food. 6. Fruits have spots and holes because they are unhealthy. T F After Listening D . Discuss the questions below in a group. 1. What foods do you avoid, or try not to eat? Why? 2. Which reason to eat ugly food do you think is the most important? Why? 3. What foods from your culture do people from other parts of the world enjoy? Why do you think they like those foods? 4. What foods from your culture might seem strange to other people? Explain. 5. What can we learn about people from the kind of foods they eat? CRI T ICA L T H IN K ING : Ev a l u at i n g Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 87 A Speaking S p e a k i n g S k i l l Telling a Story with Time Markers When you tell a story, it is important to think about the order of events so that your story is clear to listeners. Notice how this speaker organized her ideas and used time markers. Tell what your story is about: When I was a child, my favorite holiday food was homemade cinnamon rolls. Give some background: During the holidays, our family friend always baked a large tray of rolls for our family and delivered them to our house. Give interesting details: In the morning, my mother warmed the rolls up in the oven. Then she put white icing on top of the warm rolls. We children counted the rolls very carefully. We wanted to divide them equally. I loved the rolls because they were soft and warm, and of course, very sweet. End your story: Even today, I can remember the wonderful taste. A Think about a food story you can tell. For example, you can talk about: • a food you eat for a special holiday or celebration • a memory or event in your life that involves food • your own idea Organizing ideas B Plan your story. Write notes in the chart. My story topic: Background: Details: Ending: 88 UNI T 5 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. elebrations often C involve specific foods. These sweet mooncakes are made from lotus paste, and each has a rich egg yolk in the center. They are enjoyed in many parts of Asia during the MidAutumn Festival to celebrate the harvest. GRA M M AR f o r s p e a k i n g Descriptive Adjectives When you talk about food, you want to use details about the smell, texture, color, and taste. Descriptive adjectives help make your ideas more interesting. Notice how they are used. Adjectives can come before nouns. Pizza is a salty food. Raw fish is an important ingredient in Japanese sushi. They can also come after the verb be and other linking verbs such as taste, smell, and look. This tomato sauce tastes sweet. Peanuts and carrots are crunchy foods. The fried rice smells delicious! This curry is very red. It looks spicy. C . Look at the adjectives in the box. Check (P) those that you know. Work with a partner to find the meanings of any you don’t know. baked crispy flavorful raw sour boiled crunchy fried salty spicy cooked delicious mild soft sweet D . Complete each sentence to describe the food (or foods) you will talk about in your story. Use descriptive adjectives when appropriate. E . 1. is a(n) 2. is an important part of 3. to eat. tastes/looks/smells food. . when it is ready 2.4 Listen to this example. In a small group or in front of the class, take turns telling your food stories. Go back to your plan in exercise B. Use descriptive adjectives from exercise D, and time markers. > In Nigeria, we eat a special dish with tomato and eggs. When I was little, my mother made it for us every Friday morning. My mother’s dish is flavorful and delicious. She uses chili peppers, so it is spicy. My mother learned the recipe from her father, and of course, my mom’s recipe is the best! Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 89 P r o n u n c i at i o n Sentence Stress In a sentence, we usually stress content words more than other words. Content words are nouns, verbs, adjectives, and adverbs. They carry important meaning in a sentence. We do not usually stress words such as articles, auxiliary verbs, prepositions, or pronouns. Listen. Notice that the stressed syllables of the content words are louder and clearer than other words. 2.5 In Nigeria, we eat a special dish with tomato and eggs. My mother is a great cook. Which recipe is the best? F . 2.6 Mark the syllables of the words you expect to be stressed in these sentences. Then listen and check your answers. 1. When I was a child, my favorite holiday food was homemade cinnamon rolls. 2. In the morning, my mother warmed the rolls up in the oven. 3.Then she put white icing on top of the warm rolls. 4. We children counted the rolls very carefully. 5. We wanted to divide them equally. 6. I loved the rolls because they were soft and warm, and of course, very sweet. 7. Even today, I can remember the wonderful taste. G . With a partner, take turns asking and answering the questions. Make sure you say the stressed syllables of the content words louder and more clearly than the unstressed words. 1. What food did you choose for your story in exercise E? Why did you choose it? 2. What foods do you like to cook? Why? 3. Where do you buy most of your food? Why? family eating A together in Dubai, UAE 90 UNI T 5 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Conducting a Survey about Food A . Follow these steps. 1. Ask a classmate the questions in the chart. 2. Take notes on your classmate’s answers. 3. Repeat with two more classmates. Survey Questions Name: Name: Name: 1. W hat is one of your favorite foods? hat do you like about 2. W this food? 3. When did you try the food for the first time? 4. Do you know how to make this food? B . Form a small group and tell your group members what you learned about your classmates and the foods they enjoy. > I talked to Ahmed, and one of his favorite foods is roasted chicken. He doesn’t remember when he first tried it, but he likes it because … E v e ry day L a n g uag e Giving Opinions on Food More Formal: It’s delicious! Less Formal: It’s awesome! It’s good. It’s good / alright / OK. It’s not my favorite. It’s bad / disgusting! (Yuck!) C . Work with a partner. Practice the expressions for giving opinions on food. Discuss the foods below, and the foods from your surveys. Take turns using more formal and less formal expressions. coffee curry eggs ice cream pasta pizza sushi your idea A: What do you think of pizza? B: It’s awesome! Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 91 Video Tristram Stuart at a farmers’ market in Paris, France Food-Waste Rebel Before Viewing A What do you know about food waste? Take the quiz then check your answers. 1. How much of the world’s food is wasted each year? a. one quarter b. one third c. one half 2. How much food do we buy and waste each week? a. 5% b. 10–15% c. 20–30% 3. What has happened to the price of food recently? 92 UNI T 5 VIDEO b. It’s gotten more expensive. c. It hasn’t changed. A: 1. b, 2. c, 3. a a. It’s gotten cheaper. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Match each phrase from the video with its meaning. You may use a dictionary. B Phrase Meaning 1. more affluent a. does not affect 2. disposable commodity b. how to make us want 3. has no impact c. richer 4. blemish or scar d. a small spot or problem on the surface 5. ow to trigger our evolutionary h impulse e. something you can throw away Read the information about Tristram Stuart. With a partner, discuss what you think a “food-waste rebel” is. C Meet Tristram Stuart He’s a National Geographic Explorer and a “food-waste rebel.” The organization he founded, called Feedback, collects food that most people don’t want to eat and uses it to cook free meals for up to 5,000 people. The idea is to teach people about the good food that never makes it to our tables. As the world’s population continues to grow, throwing away less food could be part of the solution to the problem of feeding everyone. While Viewing D . 1.9 Watch the video. Then discuss the questions below with a partner. UNDERS TANDING M AIN IDEAS 1. Why do people waste more food now than in the past? 2. In addition to the home, where else is food waste a big problem? E . 1.9 Watch the video again and fill in the blanks with the information you hear. 1.“Over the more affluent.” years, food has got cheaper, and people have become UNDERS TANDING d e ta i l s into working out how to 2.“Big corporations have invested trigger that evolutionary impulse to take and take more.” 3. “The fruit and vegetables that you buy in the store? It’s not .” them to look so for After Viewing F . Discuss these questions with a partner. 1. Do you ever buy fruits and vegetables that don’t look perfect? Explain. 2. Stuart says, “Food is land, food is forests…, food is water, food is labor, food is love.” What does he mean? 3. At the end of the video, Stuart says we can demand that businesses stop wasting food. What are some ways we can do that? CRI T ICA L T H IN K ING : RE F L EC T ING Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 93 B Vocabulary 2.7 Listen and check (P) the words you already know. Use a dictionary to help A you with any new words. area (n) crops (n) environment (n) Meaning from con te x t feed (v) percent (n) land (n) significant (adj) large-scale (adj) solution (n) survival (n) 2.8 Fill in each blank with a word from exercise A. Then listen and check your B answers. Every person on Earth needs food for all over the world grow Those foods can 1 . Fortunately, farmers such as rice, wheat, fruits, and vegetables. 2 both people and animals. There is more than one 3 to the food problem. Back in the 1960s, scientists thought that only 4 farming on huge farms could produce enough food 5 for everyone. However, the kind of farming scientists believed in during the 1960s required amounts of water and chemical fertilizers, and also large amounts 6 of to grow all that food on. These days, many people worry 7 about the and the problems caused by large-scale farming. 8 They like to buy their food from small farms instead. In addition, it doesn’t take a huge 9 of land to grow a little of your own food in a vegetable garden. You probably can’t grow 100 10 of your food, but at least you will know exactly where some of your food comes from. 94 UNI T 5 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C D Match the beginning of each sentence with its ending. 1. There is usually a solution a. area of the city. 2. I grow flowers and vegetables b. crop in North America. 3. We live in a crowded c. to every problem. 4. Wheat is a very important d. protect the environment. 5. Most people want to e. when he gets up in the morning. 6. My dad feeds his chickens f. on a small piece of land behind my house. Discuss the questions with a partner. 1. Describe the land in your country. Is it flat or mountainous? Wet or dry? 2. Is farming a significant part of your country’s economy? If it is, what kinds of food does your country produce? 3. When you buy food at the market or grocery store, where does most of it come from? (e.g., from your area, from your country, from other countries) 4. Do you and your family grow any of your own food? If yes, what kinds? During the green revolution of the 1960s in Vietnam, a new kind of rice called “Honda rice” increased farmers’ production and paid for motorcycles. Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 95 B Listening A Lecture about Feeding the World Before Listening A 2.9 Read the statements. Then listen to introductory information about Dr. Jonathan Foley from the California Academy of Sciences. Write T for True or F for False. Correct the false statements. 1. Dr. Foley tries to answer the big questions. 2. Dr. Foley gets quite angry when he talks about these questions. 3. Dr. Foley sees large-scale farming as the solution to our problems. 4. Dr. Foley thinks there are several solutions to our problems. WHILE LISTENING Listening for Main Ideas B 2.10 1.10 Listen to the lecture and answer the questions. 1. How much will the population increase by 2050? How much more food will we need to feed that population? 2. Why is the amount of food larger than the population increase? 3. Which three parts of the world could produce more food than they do now? urning rainforests B to grow more food threatens the health of the planet. N ot e - Ta k i n g S k i l l Using an Outline One way to organize your notes as you listen is to make an outline. An outline shows the relationship between ideas. A basic outline includes the main ideas and supporting details. You can number the main ideas and indent and use letters for the supporting details. 96 UNI T 5 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C 2.10 Listen to the lecture again and complete the outline. L IS T ENING F OR DE TAI L S I. Introduction: How to feed the world II. Steps Step One: Stop deforestation a. stop burning b. grow crops on land size of c. keep animals on land size of Step Two: Grow more on the farms we Step Three: Use resources more efficiently a. example of resource: Step Four: Change how we a. food to feed people b. food to feed and make c. the fewer animal foods we eat, the more food Step Five: Reduce III. Conclusion: Possible solutions a. Stop deforestation b. Grow more on farms we have c. Use resources efficiently d. Eat less e. Waste less After Listening D Work with a partner. Discuss these questions about the lecture. 1. Foley says that how we will feed the world is the most important challenge facing us. Do you agree? Explain. CRI T ICA L T H IN K ING : E V A L UAT ING 2. If everyone eats more fruits and vegetables and fewer animal foods, will people be healthier or less healthy, in your opinion? How will this affect the environment? 3. Overall, what do you think about Foley’s plan to feed the world? Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 97 B Speaking A 2.11 Read and listen to two people talk about where they get their food. W h e r e D o e s Yo u r F o o d Co m e F r o m ? Sp e a k e r 1 I have always shopped for food at a large supermarket. As a child, I went there with my parents, and now I shop there myself. They seem to have everything I need, and I can get my shopping done quickly. Recently the supermarket added a section with a lot of convenient foods like ready-to-eat salads, side dishes, and even main dishes like chicken and lasagna. To be honest, I don’t do a lot of cooking these days! Sp e a k e r 2 It might surprise you, but I grow a lot of my food myself. When I was a child, I watched my parents and grandparents work in the garden from spring to fall. I learned to love gardening. Later I discovered that home-grown food tastes much better than food from the supermarket. My favorite things to grow are red, ripe tomatoes and different kinds of lettuce. I also grow cucumbers, onions, and even some strawberries. Everything is fresh! I raise a few chickens, too, and I buy special food for them. That’s not all they eat, though, so I never throw much food away. If I cut the top off a carrot, for example, the chickens are happy to eat it! B With a partner, find and underline the time markers and interesting details in the stories from exercise A. Then tell your partner where you get your food and why. Use interesting details. Lost and Tossed 98 UNI T 5 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C r i t i c al T h i n k i n g Analyzing Visuals Making meaning from visual information can help you understand a concept better. To understand visuals, always read the title, the labels, and the key or legend that explains what the colors and numbers mean. C . Study the infographic at the bottom of the page. Then discuss the questions with your classmates. CRI T ICA L T H IN K ING : A n a ly z i n g V i s u a l s 1. What does the infographic show? 2. Which countries is this information about? 3. What percentage of fruits and vegetables do people eat in those countries? 4. Which step in the process has the most loss? The most waste? 5. Does this information surprise you? Explain. FINAL TASK Presenting a Plan to Stop Food Waste You are going to give a short presentation to a small group about how you can personally prevent food waste. Discuss the information below; then develop a plan to prevent food waste. A . Study the information about wasted fruits and vegetables again. What percentage of food loss or waste occurs at each step or location? farms shipping/storage supermarkets homes CRI T ICA L T H IN K ING : A n a ly z i n g V i s u a l s processing (juicing, baking) LOST Produce abandoned or discarded during harvesting, shipping, or processing WASTED Produce discarded by vendors or consumers, often because of damage or expiration dates Focus on Food Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 99 CRI T ICA L T H IN K ING : Ev a l u at i n g B Work with two or three students. Read the solutions and discuss the questions below. Solutions for the Problem of Food Waste • People could buy only the foods they know they will eat in the next few days. • Farmers could handle and package fruits and vegetables in ways that prevent waste. • Shippers could ship directly from farmers to markets to reduce storage. • People could buy locally grown food to reduce the need for long-distance shipping. • Companies that process food could improve their processes and equipment. • Supermarkets could accept “imperfect” fruits and vegetables and offer them to customers at a lower price. 1. Based on the percentages in exercise A on page 99, which solutions to food waste would help the most? 2. Which of the solutions can you play a part in? 3. Which of the solutions are out of your control? P ERSONA L IZING C List the two or three best steps you could take to prevent food waste. Consider, for example, the ways you: shop for food bring food to school or work store food at home throw away food order food at restaurants share food with others P r e s e n tat i o n S k i l l Using an Effective Hook An interesting presentation begins with a hook. A hook is something that gets your audience’s attention, such as a quote, an interesting fact or example, a rhetorical question, a powerful image, or a short story. Here is an example of a hook that uses a surprising fact related to food waste: About one third of the planet’s food goes to waste every year. That’s 2.9 trillion pounds of food that never gets eaten. P RESEN T ING D Present your plan to your group. Be sure to start with an effective hook. REFLEC TION 1.What techniques did you learn in this unit to help tell a story? 2. Based on what you’ve learned, what changes will you make to the way you shop for food? 100 UNI T 5 3. Here are the vocabulary words from the unit. Check (P) the ones you can use. area AWL large-scale smell brain memory solution crop nervous survival AWL environment AWL nutrition taste expect percent AWL texture feed sense waste land significant AWL LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. HOUSING FOR THE FUTURE 6 The Ecocapsule solar- and wind-powered micro-home, in the mountains of Slovakia Academic SKILLS LISTENING Using Context Clues Making Note of Numbers SPEAKINGAgreeing and Disagreeing Focus Words CRITICAL THINKING Prioritizing Think and Discuss 1 What do you see in the photo? What do you think is the reason for this design? 2 Would you like to live in a house like this? Explain. 3 What were houses made of in the past? Will they be made differently in the future? 101 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ExplorE the Theme SUSTAINABILITY Read the information. Then discuss the questions. 1. Sustainable cities are healthy cities. They are comfortable for people to live in. What three things were used to measure cities’ sustainability? Do you think all three things are equally important? How Cities Measure Up 2. How does New York rank overall? How does it rank in each category? Why do you think that is? 3. Why is planning sustainable cities important? 55 11 74 98 52 102 26 UNI T 6 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Measures of Sustainability PEOPLE Considers quality of life factors such as health, education, income equality, and living costs PLANET Considers “green” factors such as energy use, amount of green space, and pollution $ ECONOMY Considers the business environment, including tourism, employment rates, and economic health 72 Sustainability: A ranking of 100 of the world’s cities Overall Ranking $ 1 Zurich 27 1 5 2 Singapore 48 12 1 5 London 37 9 3 6 Frankfurt 16 5 23 11 Amsterdam 7 19 16 26 New York 77 33 8 33 Toronto 40 28 38 52 Dubai 55 96 4 55 Kuala Lumpur 53 84 19 72 Doha 57 98 50 74 Shanghai 43 91 77 98 Nairobi 98 83 90 33 5 1 2 6 Europe North America Asia-Pacific Middle East Africa HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 103 A Vocabulary A 2.12 Complete each sentence with a word from the box. You may use a dictionary. Then listen and check your answers. architect (n) comfortable (adj) deal with (v) impact (n) mainly (adv) obvious (adj) 1. My bedroom is small, but it’s remove (v) residents (n) technology (n) zone (n) so I like it. 2. The capital of Brazil, Brasilia, is a planned city with nearly three million 3.My apartment building is for students. Very few non-students live there. 4.There are differences between the city and the country. 5. Most people in my city drive to work. This has a(n) on air pollution. 6. I live alone because I don’t want to 7.We need to 8. A(n) . roommates. the furniture from the apartment before we paint it. designs buildings, including homes and offices. 9.Advances in have made buildings smarter—now they can turn lights on and off and set temperatures by themselves. . It’s dangerous to drive fast there. 10.You must drive slowly in a school MEANING FROM CONTE X T B 2.13 Read the information about Spanish architect Antoni Gaudí. Fill in each blank with a word from exercise A. Then listen and check your answers. Casa Batlló in Barcelona is a unique apartment building designed by Gaudí. The Work of Antoni Gaudí In Barcelona, both visitors and 2 1 Antoni Gaudí. His influence is know about the 3 throughout the city: there’s a park, apartment buildings, and even a cathedral that have his unique style. One of the most popular Gaudí sites isn’t a building at all. The Park Güell has walking trails and woods. There are 4 places to sit, and the gardens invite visitors to relax and enjoy nature. The park is enter the Monumental free, but you need a ticket to 5 6 , an area where some of the most interesting sculptures are. 104 UNI T 6 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Look at the photo on page 104 and read the caption. Then discuss the questions with a partner. 1. What do you think about Gaudí’s building and his park? 2. Would you like to live in that apartment building? Explain. 3. What else do you know about Gaudí or about Barcelona, Spain? 4. What other architects do you know about? V o c a b u l a ry S k i l l Recognizing Adjective Endings You can expand your vocabulary if you recognize suffixes for adjectives. D Noun Adjective Verb Adjective accident accidental create creative wonder wonderful fold foldable base basic assist assistant alphabet alphabetical danger dangerous rain rainy Complete the chart. You can use a dictionary to check your answers. Noun E Adjective Verb structure protect architecture comfort type move space ignore Adjective 2.14 Read the conversation. Choose the correct word, then listen and check your answers. Practice the conversation with a partner. Switch roles and practice it again. A: What do you think about the (architecture / architectural) of the new museum? 1 B: I like it. It’s quite (obvious / impactful), so I feel engaged before I even see the 2 exhibits. A: I agree, and there are (comfortable / removable) seating areas, too. 3 B: There is one problem, though. There’s no (technological / obvious) place to park. 4 A: True, but it’s in a (residential / resident) zone, so they don’t want you to drive to it. 5 B: That makes sense. Too much traffic is really (protective / negative) for the area. I’m sure 6 they want it to be (attractive / attraction) to tourists. 7 HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 105 A Listening A Lecture about Housing Solutions BEFORE LISTENING l istening S k i l l Using Context Clues When we listen to a talk, we often don’t understand every word. However, we can still understand the main ideas and make sense of unfamiliar words by using context clues. Here are some common types of context clues. • Nearby words and phrases: Listen for clues near the word you don’t understand. Jerry doesn’t want to buy a house because he doesn’t want the commitment. You have to take care of a house, and you have to stay there a long time. • Definitions: Listen carefully after you hear a new word. Sometimes a speaker will explain the meaning of the word. Paulina wants to rent an apartment, but she doesn’t want to sign a lease— a legal agreement. USING CONTE X T CLUES A 2.15 Read and listen to the conversation. Then work with a partner to find and underline the context clues that help you understand the words in bold. Practice the conversation. Switch roles and practice it again. Mrs. Ferrer: I don’t want to live in that neighborhood. Mr. Ferrer: Why not? It’s close to your office. Mrs. Ferrer:Yes, but there’s a lot of congestion. Everyone is looking for a place to park their cars, and it’s hard just to cross the street sometimes. Mr. Ferrer: So where do you want to live? Mrs. Ferrer:I like the demographics in Riverdale. There are a lot of young families with good jobs there. Mr. Ferrer: OK, but we’re getting older, and our children live on their own now. Mrs. Ferrer:True, but we’re not geriatric yet. We’re still young enough to enjoy a nice neighborhood. Mr. Ferrer:Then we’ll ask the real estate agent to show us apartments in Riverdale. Mrs. Ferrer: Good. I think we’ll like it there. WHILE LISTENING L istening for M ain I deas B 2.16 1.11 Listen to the lecture and choose the main idea. a. Many Dutch live on houseboats because they have a lot of water. b. Architects are designing new solutions to deal with rising sea levels. c. Sea levels are rising because of global warming, and this causes floods. 106 UNI T 6 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. n ot e - ta k i n g S k i l l Making Note of Numbers To support main ideas, speakers often use numbers including dates, measurements, percentages, and fractions. When you take notes on numerical details, write numbers, not words, and use symbols when possible. percent = % a quarter = ¼ centimeters = cm half = ½ million = mil. or M more than, over = > one third = 1/3 meters = m less than, under = < 2.16 Listen again. Take notes on the information you hear. C % of residents to leave 1. Hurricane Katrina: caused 2. HafenCity: L istening for N um b ers zones 3. Dutch residents: 4. live in of Neth. below sea level 5. Must keep pumping or w/in 6. # houseboats: 7. WaterStudio built D hrs, of water covers land , max. size: homes, offices 2.17 Listen to statements from the lecture, and discuss with a partner some of the context clues that help you understand the words in bold. U sing C onte x t C lues 1.Our approach has been to build dikes, dams, or levees to keep the sea out. These are all basically walls or embankments to prevent flooding. 2.They can build them in units, take them apart, and put them together in places that need them. Olthuis thinks this kind of portable building could work for the Olympics. AFTER LISTENING E Discuss the questions below in a group. 1. What solutions to rising sea levels do you remember from the lecture? 2. What might be a disadvantage for each solution? 3. What cities might be affected by rising sea levels? What can these cities do? C ritic a l T hin k ing : R eflecting Houseboats on a canal in Hamburg, Germany HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 107 A Speaking Grammar for Speaking Coordinating Conjunctions We use coordinating conjunctions to join independent clauses and show a relationship between ideas. The most common coordinating conjunctions are and, but, or, and so. The condominium is clean, and it’s inexpensive. (an addition; two good things) The kitchen is nice, but the living room is too small. (a contrast) We can live downtown, or we can live near the beach. (a choice) We want to buy a house, so we need to save our money. (a result) A Work with a partner. Mark the coordinating conjunction in each sentence. Then identify the relationship between the ideas. 1.We love nature, so we want to live near a park. a result 2. It’s a beautiful condo, but the rent is too high. 3. I can stay here, or I can move to a different apartment. 4. The living room is large, but the bedrooms are small. 5.We like the house, and the neighborhood is beautiful. 6.My real estate agent never answers his phone, so I’m looking for a new agent. B Complete each sentence with your own ideas. 1.Our apartment is large, so partment buildings A in Hong Kong, China 108 UNI T 6 we have a lot of parties there . 2. I like my neighborhood, but . 3. The building has friendly residents, and . 4. I can eat dinner at home, or . 5. I love big cities, so . 6. Apartments downtown are expensive, so . LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Say your sentences from exercise B to a partner. Discuss how your ideas are similar or different. S p e a k ing S k i l l Agreeing and Disagreeing When we agree with someone, we often use short expressions. Here are some expressions you can use to show that you agree with someone. I agree. You’re right. Absolutely. Definitely. That’s true. When we disagree with someone, it’s more important to be polite, so expressions for disagreeing are often longer. That’s a good point, but I don’t agree. I see what you mean, but I think . . . I’m afraid I disagree. D Work with a partner. One partner is Student A, and the other is Student B. Take turns saying one of your statements below. Your partner will agree or disagree, using expressions from the box above. Student A Student B • I like the houses in this neighborhood. • I don’t like elevators. I prefer the stairs. • Gaudí was very creative, so his buildings are beautiful. • An apartment building is a great place for a family. • Our classroom is very comfortable. • These chairs are old. We need new ones. • White walls are light and bright, so they look the best. E • The architecture in this city is beautiful. 2.18 Read and listen to the conversation. Underline the expressions for agreeing and disagreeing. Then practice the conversation with a partner. Switch roles and practice it again. A: I’m so happy! I finally found a new place. B: That’s great! Where are you living? A: I’m living on the east side, and it’s close to a bus line. B: Being close to the bus line is good, but the east side is dangerous. A: That’s a good point, but I think the neighborhood is improving. B: Really? What’s happening there? A: They’re putting in better lighting, so the streets aren’t so dark at night. B: That’s good. A: My new apartment is also in a safe building, and that’s important. B: I agree. HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 109 F With your partner, read and discuss the housing descriptions. Then list several benefits and one possible drawback about each place to live. Use the information and your own ideas. Option 1 Option 2 Option 3 This clean, modern twobedroom apartment is downtown and close to the university, so it’s perfect for students. There is a resident manager who takes care of any problems. This beautiful, traditional house is a comfortable place for a family. It’s in a quiet area near schools and parks. This spacious, elegant house has a swimming pool, five bedrooms, and six bathrooms. It’s close to the beach and far from the noisy city. close to university = don’t need car C r i t i c al T h i n k i n g Prioritizing Prioritizing means deciding which options take priority or are more important than others. When you choose a place to live, for example, you need to decide what is most important to you: location, space, safety, etc. Once you determine your first priority, you can make an informed decision. C ritical T hinking : PRIORITIZING G Form a group with another pair of students. Compare your lists of benefits and drawbacks from exercise F. Discuss which option is the best for each person in the group. A: I have children, and option 2 is close to schools. That’s important to me. B: I don’t have time to take care of a house, so option 1 is the best for me. LESSON TASK Discussing Lifestyle Choices A Work with a partner. Read the information about Dylan in the chart below. Then take turns making statements about him and responding to the statements. Follow the example on page 111. he goes out with friends. He loves music He works downtown He is an excellent cook He often hikes UNI T 6 but he takes a train to work. he goes to concerts in the city. he travels to other countries a lot. He has a car or he lives in the country. He works for an international company so he eats at restaurants a lot. He sometimes stays in 110 and he gardens on Saturday mornings. LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A: Dylan works downtown, but he lives in the country. B: That statement makes sense. It’s a contrast. E v e ry day L a n g uag e Expressing Disagreement (Informal) I don’t know . . . Hmm . . . B Maybe . . . Are you sure about that? I’m not so sure. I don’t think so. Read the conversation. Underline the expressions that show disagreement, and circle the coordinating conjunctions. Then practice the conversation with your partner. A: The climate here is too cold, so I want to move. B: Where do you want to go? A: San Francisco, California. B: Are you sure about that? A: I think so. California is really warm, right? B: The southern part of California is warm, but the northern part is cooler. A: That’s a good point. I’ll move to Los Angeles then. B: Hmm, I don’t know . . . That may not be the best place for you. A:Why not? You said it’s warm in southern California. B: It is warm, but you don’t like big cities, and Los Angeles is very big. A: You’re right. I probably need to think about this a little more. C Work with a partner. Discuss the benefits of the city where you live. Then use the chart below to prioritize the features of a city that are most important for each of you. Is there another place you could live? A: I like the architecture here, but the climate is too cold, so I want to move. B: What’s more important to you, the climate or the architecture? A: The climate is more important. I want to live someplace warm. B: Are you sure about that? You’re an architecture major! Feature Importance (1 is very important; 5 is not very important) climate 1 2 3 4 5 size of city 1 2 3 architecture 1 2 3 4 5 green space 1 2 3 4 5 restaurants, museums, art 1 2 3 4 traffic, noise 1 2 3 4 5 4 5 5 HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 111 Video A resident relaxes in the courtyard of an apartment complex in Midway City, California, U.S.A. The apartments are made from recycled shipping containers. Livable Spaces of Steel BEFORE VIEWING CRITICAL THINKING: REFLEC TING A MEANING FROM CONTE X T B Discuss the questions with a partner. 1.In Lesson A of this unit, you saw several pictures of houses and buildings. Which house or building in Lesson A is the most beautiful to you? Explain. 2. For you, what makes a house or building beautiful? For example, is it the style, the color, the size, or something else? 2.19 Read and listen to the information. Underline the context clues that help you understand the words in bold. These are words you will hear in the video. This video is about recycling old steel shipping containers to use as housing. Steel is very versatile and can be made into everything from knives and forks to toaster ovens and bridges. At first, containers were different sizes, but then producers standardized them, so now they are all the same. That makes them easier to transport around the world on roads, railroads, and on the sea. Because steel is so strong, the containers are structurally sound, even when they get a little old and beat up. 112 UNI T 6 V I D EO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Check (P) the things you think you will learn about in the video. CRITICAL THINKING: P redicting the process to recycle containers why recycling containers is a good idea a way to use containers as housing the inventor of steel WHILE VIEWING D E 1.12 Watch the video. Check your predictions from exercise C. C hecking P redictions 1.12 Read the information below. Then watch the video again. Choose the correct number from the box. 40% ½ 75% 76% 90% 1½ 1¼ 200 U N D E R S TA N D I N G D E TA I L S 86% Recycling 1 ton of steel saves or reduces: ton(s) iron ore air pollution ton(s) coal water pollution energy tons solid waste water % goods transported in steel containers: # containers worldwide: million AFTER VIEWING F Discuss the questions below in a group. 1.Were you surprised by the way the shipping containers were recycled? 2.Would you want to live in one? Why or why not? 3.What are some other ways shipping containers could be used? What problems could they solve? G In Lesson A, you learned about ideas for designing homes for coastal cities. Do you see any similarities or overlap between those design ideas and this one? Explain. C ritical T hinking : S ynthesizing HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 113 B Vocabulary 2.20 Write each word from the box next to its definition. Use a dictionary to help A you. Then listen and check your answers. belong to (v) damage (n) build (v) desert (n) B especially (adv) location (n) population (n) property (n) 1. to make or construct 2. being more true for one thing than other things 3. people who visit a place on vacation 4. a place that gets little rainfall; a very dry area of land 5. a building and/or the land it is on 6. the place where things are or where things happen 7. all the people who live in a country or area 8. harm that happens to an object or place 9. fast, happening very quickly 10. to be owned by someone rapid (adj) tourists (n) Work with a partner. Imagine that you are going to take a vacation together. Discuss each vacation choice below. On your vacation, would you rather . . . • visit a dry location like the desert, or be near the ocean? edano Beach in M Cabo San Lucas is a popular tourist destination in Mexico. 114 UNI T 6 • visit a place that has experienced rapid development, or a place that has a more historic feel? • see a lot of other tourists, or a lot of local residents? • stay in a hotel, or in a house or other property that belongs to a friend? LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 2.21 Fill in each blank with a word from exercise A. Use each word only once. Then C listen and check your answers. Practice the conversation with a partner. Switch roles and practice it again. MEANING FROM CONTE X T Vacation Homes: Owning a Piece of Paradise1 Q: Why is Baja California such a popular for vacations? 1 A: It has coasts on the Pacific Ocean and the Sea of Cortez, so Baja California, Mexico can enjoy sea life such 2 as dolphins, whales, and unusual fish. The mountains and sightseeing. 3 are also excellent for hiking and Q: Can anyone own a home in Baja California? A: Yes. You don’t have to be a Mexican citizen to own vacation homes 5 here. Many 4 people from other countries, 6 Canada and the United States. Q: Are there a lot of new vacation homes for sale? A: Yes. Most of Baja California’s lives in the north, in cities such 7 as Tijuana and Mexicali. Recently, though, there has been 8 growth in the south, especially near Cabo San Lucas and La Paz. They want to 9 a lot of new houses and hotels quickly in those places. Q: Is everyone happy about the housing growth? A: No. Some people worry about 10 to the environment as more and more people move in. Baja California is also very dry, so having enough drinking water for everyone is another concern. paradise (n): a perfect place 1 HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 115 B Listening A Conversation about Building Homes BEFORE LISTENING P rior K nowledge A Look at the map. Then read each statement and choose T for True or F for False. Check your answers at the bottom of the page and discuss them with a partner. 1. The Nile River is only in Egypt. T F 2. The population of Egypt is growing. T F 3. Most of Egypt’s land is very dry. T F 4. Farmers can easily grow food in the desert. T F WHILE LISTENING L istening for M ain I deas B 2.22 Read the statements and answer choices. Then listen and choose the best answer to complete each statement. 1.The speakers are talking about . a. a TV show b. an article c. a presentation 2.The government’s plan is important because Egypt needs more . a. money for new buildings b. desert for tourists to visit c. places for people to live 3.The main reason some people disagree with the plan is . a. they’re not sure who the Nile River water belongs to b. more tourists came to Egypt before the plan c. the plan damages the environment Answers: 1. F, 2. T, 3. T, 4. F 116 UNI T 6 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Pronun c i ation Focus Words You learned that content words (adjectives, adverbs, nouns, and verbs) carry important information and receive stress. Often, one content word is more important and receives more stress than the others. It is called the focus word. It often contains new information, and it is usually the last content word in a sentence, clause, or phrase. 2.23 Listen for the emphasis on the content words and the focus words in this sentence. The rest of the country is desert, so they grow a lot of their food along the Nile. C 2.24 Read these sentences from the conversation. Then listen and underline the focus word or words that you hear. L istening for FOCUS WORDS 1. Honey, did you read this article about Egypt? 2. It says that the population of Egypt is growing. 3. Most people in Egypt live near the Nile River. 4. That’s great, but how does it make the desert green? 5. They’re doing some kind of damage to the environment? After Listening D In your own words, explain the Egyptian government’s plan to a partner. Remember to emphasize focus words. Does the plan sound like a good idea to you? Explain why you agree or disagree with the plan. Then switch roles. CRITICAL THINKING: REFLEC TING A man grows onions in the Dakhla Oasis region of Egypt’s Western Desert. HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 117 B Speaking A 2.25 Read and listen to the information. Underline the coordinating conjunctions used to join independent clauses. Straw Houses: Another Way to “Go Green” What is your house made of? Building a house from concrete (a mixture of sand, water, and cement) or metal requires large amounts of energy, and it pollutes the air. Building a house from wood means cutting down trees and damaging the environment. Builder Michael Furbish has another idea: Use straw to make buildings. “Most other building materials require a lot of energy use in production and manufacturing at a factory,” explains Furbish. Straw is a kind of grass, and it takes little energy to grow. It’s not very nutritious for animals, however, so farmers normally dry it and use it for animals to sleep on. After the straw is dry, farmers use a machine to make bales—large rectangular bricks of straw. Builders such as Furbish use the bales to build walls. They cover the walls with plaster1 inside and outside. The plaster becomes hard when it’s dry, so it keeps out water as well as insects and small animals. Dr. Mark Lung builds his home in Boise, Idaho, U.S.A., using straw-bales covered with plaster for walls. Furbish used about 900 straw bales for his family’s two-story, three-bedroom house. His company used about 4,000 bales to build an elementary school in Maryland, U.S.A. Do you think a straw-bale house is for you? You won’t know until you try living in one, but for Furbish, it’s a greener way to build. plaster (n): a mixture of lime, water, and sand or cement 1 B Compare your answers in exercise A with a partner’s. Identify the relationship between ideas. C Discuss these questions with your partner. 1. How do people make straw-bale houses? Explain the process. 2. Do you think straw-bale houses might be popular in your country? Why or why not? 3. Do you try to “go green” in your own life? Explain. 118 UNI T 6 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Complete the sentences with a coordinating conjunction. you can choose 1.You can build a house of concrete, metal, or wood, greener materials. 2. Straw is easy to grow, it’s not very nutritious for animals. 3.Builders cover the straw bales with plaster, insects out. they keep the water and 4.Furbish and his company built his house, school. they built an elementary 5. Using straw is an unusual idea, it is a greener way to build. E Say your sentences from exercise D to a partner. Then switch roles. Do you agree on the relationship between the ideas? F Prioritize the features in the list below. Start by putting a 1 next to the feature that is the most important to you in a house or an apartment. Discuss your ideas in a small group. G cost near school near work near public transportation near green space size allows pets has garage or other parking facilities (laundry, exercise room, etc.) good for the environment CRITICAL THINKING: PRIORITIZING Work with a partner. Take turns describing a place you want to live. Use coordinating conjunctions and your ideas from exercise F. A: I want an apartment that is inexpensive and close to school. B:I want an apartment that is good for the environment, so I’m looking for an energy-efficient home. FINAL TASK Role-Playing a Meeting with Real Estate Agents You and a partner are going to decide on the type of property you want to buy. Then you are going to role-play a meeting with a pair of real estate agents and tell them about your needs. A With your partner, decide what sort of property you are interested in. Choose one of the following: • a vacation home • a shared student apartment • a family home HOUSING FOR THE FUTURE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 119 Brainstorming B In your notebook, make a list of everything you want in your property (e.g., three bedrooms, a nice yard, exercise room, fireplaces). Do not worry about money at this point. You may refer to the list in exercise F on page 119. C ritical T hinking : PRIORITIZING C Now it is time to be more realistic. Look at your list together. Decide which items are necessary, and which are less important or too expensive. Circle the items on your list that are the most important to you. Presentation S k i l l Role-Playing Role-playing in class lets you practice speaking and listening in a safe situation. Roleplaying can also be an excellent way to practice for a more formal presentation. A friend can be an audience member and ask you questions about your presentation. To get the most from any kind of role-playing, remember that you are “playing” a part. Try to have fun as you act your part of the situation. R O L E - P L AY I N G D Join another pair of students. Follow these steps. 1. Take turns role-playing the agents and the clients. 2.When you and your partner are the agents, ask questions to help your clients explain their needs. 3.When you and your partner are the clients, use your list from exercise C to give plenty of details to help the agents find the right property for you. A: Do you need a separate dining room? B: Yes, we both like cooking, and we like to have dinner parties. 4.At the end of each meeting, the real estate agents must describe a property for the clients to buy. The clients must decide whether or not it is a good property for them. REFLEC TION 1.What ways did you learn to agree or disagree with someone in this unit? 2.What did you learn that you will apply in your life when you look for your next place to live? 120 UNI T 6 3.Here are the vocabulary words from the unit. Check (P) the ones you can use. architect belong to build comfortable damage deal with desert especially impact AWL location AWL mainly obvious AWL population property rapid remove AWL resident AWL technology AWL tourist zone LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. EXPLORING SPACE 7 National Aeronautics and Space Administration (NASA) astronaut Barry Wilmore is outside the International Space Station (ISS) on a spacewalk. Astronaut Terry Virts, reflected in the spacesuit, shared this photograph on social media. A cad e m ic S K I L L S THINK AND DISCUSS LISTENING Making Inferences Using a Mind Map SPEAKING Asking Follow-Up Questions Contractions with Will Critical Thinking Analyzing Pros and Cons 1 Look at the photo. What do you see? 2 Would you like to be an astronaut? Explain. 3 Why do you think people want to go into space? Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 121 Explore the Theme Look at the information. Then discuss the questions. 1. In what year was the first unmanned mission into space? How many have there been since then? 2. How many missions have gone to Jupiter? How many moons does Jupiter have? 3. In addition to the inner solar system, where have space missions gone? MOON 72 missions 2010 2000 1980 1970 SUN 8 missions 1960 MERCURY 2 missions 2010 1980 EARTH 1970 VENUS 40 missions 122 UNIT 7 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. COSMIC JOURNEYS Humans have traveled to the edges of the solar system using robotic explorers—spacecraft, probes, and rovers. We get more new data and images with every mission. The colored lines represent almost 200 unmanned missions since 1958. DEEP SPACE MISSIONS MISSIONS TO INNER SOLAR SYSTEM PLUTO NASA SUCCESS FAILURE NASA NASA AND EUROPEAN SPACE AGENCY U.S.S.R./RUSSIA 1 mission NEPTUNE 1 mission EUROPEAN SPACE AGENCY JAPAN CHINA INDIA ASTEROIDS AND COMETS URANUS 17 missions 1 mission MARS 38 missions SATURN 2010 5 missions 2000 JUPITER 8 missions 1980 Saturn’s moons 1970 Jupiter’s moons / 11 h 1 /5/ unc 8 7 nch : La /9 Lau O N S 0/15 89 O: / 1 Z N h RI JU 18 H O aunc 10/ N E W N I : L nch SI au CAS EO: L IL L A G 19 /0 6 un ch 9/ 5/ 77 VO YA GE R 1: La ch 8/2 0/7 7 un La 2: R VO YA GE ch 4/6 /73 un La : 11 PIO NE ER nc h 3/2 /72 PIO NE ER 10 : Lau E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 123 A Vocabulary M eaning f rom C ontext 2.26 Look at the photo and read the caption. Then read and listen to the article. A Notice each word in blue and think about its meaning. The Trappist-1 star has seven Earth-sized planets orbiting it. Three may even have water on their surfaces. LIFE ON OTHER PLANETS People often wonder if life exists on other planets. Unmanned space exploration is one method we use to answer this question. In 2016, NASA launched a special satellite to look at the stars nearest to Earth, and their planets. They discovered at least seven Earth-sized planets orbiting1 the same star 40 light-years away. They will need to explore more to know if these planets can support life. One issue to consider is whether a planet has water and an atmosphere that protects it. Our atmosphere has gases such as oxygen and nitrogen that we need to breathe. The conditions on many planets would be too hostile, or unfriendly, for life as we know it. Without an atmosphere, temperatures can be extreme, and that is stressful for most living things. However, even here on Earth, scientists have found life forms that live in hot springs where they are exposed to temperatures of 194 degrees F (90º C)! That is definitely too hot for humans, but clearly other types of life can survive. Planets smaller than Earth have less gravity 2 and that could also affect how life forms develop. Fortunately, life can adapt to different challenges. We will continue to explore in search of life on other planets. We’re living in a period of exciting space exploration. orbit (v): to go around; revolve gravity (n): a natural force that pulls objects to the ground 1 2 B 124 UNIT 7 Write each word in blue from exercise A next to its definition. 1. (n) a subject or problem that people are thinking and talking about 2. (adj) causing worry 3. (adv) without doubt 4. (n) a way of doing something 5. (n) a length of time 6. (adv) luckily 7. (n) external factors 8. (n) difficult things 9. (v) to change or adjust 10. (adj) unprotected, uncovered LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Complete each statement with a word in blue from exercise A. without sleep. The record is 11 days. 1. Humans can’t survive a long 2. The region was in the middle of a terrible drought. 3. One of the , it rained last week. that astronauts face is living in a small space. 4. If you want to become an astronaut, you 5. The 6. If you are 7. One 8. Animals must 9. The cannot be afraid of heights. in Antarctica are hostile, but penguins can live there. to some chemicals, you may become ill. we are facing is global warming. to changes to their habitats or become extinct. the teacher used was effective. Her students did well on their exams. 10. The job of an astronaut can be very , but also very exciting. V oca b u lary S k ill Choosing the Correct Meaning Some words have multiple meanings, but you can often use the context to decide which one is correct. form /fɔrm/ (n) 1 [C] the shape of something: The human form can be quite graceful. 2 [C] a type, kind: People live under different forms of governments. 3 [C] a printed paper with spaces to be filled in: When you apply for a visa, you must fill out forms. Scientists have found forms of life that live in hot springs with temperatures of 194º F (90º C). In this sentence, form has the second meaning because it refers to a type or kind of life. D Look at these definitions. Write the number of the correct definition on the lines below. period /ˈpɪriəd/ n. 1 any segment of time, long or short, that forms part of a longer segment and is notable for particular qualities or characteristics: the dangerous period of an illness || a rainy period in spring 2 a very long segment of time in the history of the earth: The Jurassic period lasted for millions of years. 3 a segment of time in the history of a person’s life, a country, etc.: the revolutionary period in American history 4 a regular division of time in a school day or a game: the lunch period || The team scored in the second period. 5 a punctuation mark of a dot ending a sentence: This sentence ends with a period. 1. I think you need a period here, not a question mark. 2. My time studying abroad was a happy period in my college years. 3. Jana has biology fourth period. 4. The Renaissance was a period of growth in culture, arts, and science. E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 125 A Listening A Class Presentation about Space Travel Before Listening CRITICAL THINKING: P re d icting A You will hear a student’s presentation about the health effects of space travel. With a partner, decide which topic the student will probably NOT talk about. Mark (✗) your answer. Astronauts often don’t get enough sleep. Astronauts wear special spacesuits to protect their bodies. Astronauts need to get a lot of exercise in space. Astronauts have special jobs to do while they’re in space. WHILE LISTENING LISTENING FOR MAIN IDEAS B 1.13 Look at your answer from exercise A. Then listen and check (P) each 2.27 topic you hear about in the presentation. N ot e - Ta k ing S k ill Using a Mind Map One way to organize your notes is with a mind map. To create a mind map, write the main topic in a circle in the middle of your page. Add other circles around the center circle to show the sub-topics. For each sub-topic, add key details. An airplane lets astronauts experience zero gravity for around 30 seconds. 126 UNIT 7 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C 2.27 Look at this partial mind map. Copy it into your notebook. Listen again and N O T E TA K I N G complete the mind map, adding information for each sub-topic and circles for key details. 3. Zero gravity 4. Rhythms 2. No atmosphere Space: A Hostile Environment 1. Extreme temperatures 5. 6. L is t ening S k ill Making Inferences When we listen to a speaker, we can often understand more than just the words. We can guess what the speaker means, even if he or she doesn’t say it directly. This is called inferring or making an inference. When we infer, we use what the speaker says, how he or she says it, and other information we already know to draw conclusions. Read the example from the presentation. Can you infer who Mr. Campbell is? Good morning, Mr. Campbell and fellow classmates. We can infer that Mr. Campbell is the teacher because the speaker is addressing the class and calls the teacher by name. D 2.27 Read the statements. Then listen again and choose T for True or F for False. The statements are not in the speaker’s exact words. You need to make inferences. 1. The speaker is meeting the class for the first time. T F 2. The speaker knows about life in space from his own experience. T F 3. Sick people should probably not go into space. T F 4. It’s easy to stay healthy in zero gravity. T F M aking I n f erences After Listening E With a partner, discuss the ways you could prepare for going into space, addressing as many of the possible challenges as you can. F Form a group with another pair of students and compare your ideas from exercise E. Which suggestions do you think are most important for keeping the astronauts healthy? C ritical T hinking : E v aluating E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 127 A Speaking P ron u nciat ion Contractions with Will 2.28 We often use will + verb to talk about the future. Will is often contracted to ’ll in speech. I’ll see you tomorrow. It’ll be dark soon. Tonight we’ll see the full moon. A You’ll like the exhibit at the space museum. Do you know when John’ll get here? They’ll send a report after the spacewalk. 2.29 Listen and repeat each contraction and sentence. 1. I’ll 2. you’ll 3. he’ll 4. she’ll 5. it’ll 6. they’ll 7. we’ll I’ll be home by eight thirty. I know you’ll enjoy this book. He’ll call you when he gets to Geneva. She’ll finish the project by the end of the week. It’ll be a while before humans live on another planet. They’ll have to wait in line to buy their tickets. We’ll visit you as soon as we can. G R A M M A R f or spea k ing Will and Be Going To We use will and be going to with the base form of a verb to talk about the future. People will walk on the moon again in the future. The professor is going to give us a quiz tomorrow. We usually use be going to to talk about future plans. They’re going to study astronomy. Then they’re going to work at NASA. We usually use will to make predictions or promises, and to talk about things we are certain about in the future. In 50 years, people will live on Mars. / I’ll call you tonight. / In 10 years, he’ll be 30. he International T Space Station 128 UNIT 7 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B Read the conversation and underline will and be going to. Then practice the conversation with a partner. A: How’s your presentation going? B: Fine, but I think I’m going to change my topic a little. A: How are you going to change it? B: Well, I’m still going to talk about life on the International Space Station. A: Uh-huh. B: But I’ll add information about future research on the station. A: That sounds interesting. What kind of research are they going to do? B: Oh, research on human health, space science, and engineering. A: But aren’t they researching those things now? B: Sure, but the research projects will be even more international in the future. A: So astronauts from different countries will work together more? B: Exactly! C With your partner, take turns asking and answering the questions. 1. When do you think people will walk on the moon again? 2. Where do you think people will travel in space? 3. What are you going to do after this class? 4. What are you probably going to eat for dinner tonight? 5. Who will probably call or text you during the next 24 hours? D 2.30 Read a conversation about going to Mars. Complete each sentence with the future form of the verb in parentheses. Write one word on each line, and use contractions where possible. Then listen and check your answers. Going to Mars A: Did you read this article about Elon Musk? He’s the founder and CEO of SpaceX, which is a private company that promotes space exploration. He thinks humans (live) on Mars, maybe as soon as 2060. we (get) there? B: Really? How A: SpaceX is already sending rockets into space. He thinks they (have) a rocket big enough to reach Mars by the mid-2020s. those rockets B: (take) people to Mars? (bring) A: Not right away. The first rockets supplies. But landing a heavy spacecraft safely on Mars (be) difficult because of the thin atmosphere. people B: When (go) to Mars? (carry) a crew into A: Not long after. A spaceship (use) solar panels orbit. Once there, the ship (stay) to get energy from the sun. The crew in orbit until Earth and Mars come close together, which happens every 26 (be) shorter. months. Then the trip to Mars E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 129 C ritical T hinking : A naly z ing E Discuss the questions below in a group. 1. Look at the photo of Mars below. What kind of challenges will human settlers face there? 2. Do you agree with Elon Musk’s prediction that humans will live on Mars by 2060? Why or why not? n image of Mars A photographed by NASA Mars rover Exploration S pea k ing S k ill Asking Follow-Up Questions One way to keep a conversation going is to ask follow-up questions. This shows that you are listening and interested in what the other person is saying. A: SpaceX is already sending rockets into space. He thinks they’ll have a rocket big enough to reach Mars by the mid-2020s. B: Are those rockets going to take people to Mars? F Work with a partner. Take turns saying each prediction and asking follow-up questions. 1. In 15 years, there will be driverless cars. > Will there be an age limit on who can use them? 2. In 20 years, the space station will need to be replaced. 3. Someday, people are going to live on Mars. 4. In the future, computers are going to replace all workers. 5. Fifty years from now, electricity will not be necessary to power our homes. 6. In my lifetime, I’m probably going to change my career at least five times. G 130 UNIT 7 Complete the sentences with your own predictions. Work with a partner. Take turns saying your predictions. Ask follow-up questions to continue the conversation. 1. In 2050, people will probably . 2. In 30 years, scientists will . 3. In the next few years, countries are going to . LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Discussing Future Plans A Look at the timeline that shows John’s plans for the future. Then complete the sentences below with the correct verb tenses. A week from now: take his final exams CRITICAL THINKING: INTERPRETING A TIMELINE Someday: get married and have children Past Future Present: taking classes A month from now: graduate 1. Right now, John A year from now: move back to Europe at the university. 2. In a week, he . 3. Then in a month, he . 4. In a year, John where his family lives. 5. Someday in the future, perhaps John . B Take turns saying the sentences from exercise A with a partner. C Check (P) some of the things you want to do in the future. Add at least two more ideas. get a new job get more education travel to other countries buy a new car PERSONALIZING get married buy a house D Read the information in the Presentation Skill box. Then take turns telling a partner about your plans for the future. Use signal words. When you are finished, repeat the process with a new partner. P resen tat ion S k ill Using Signal Words We use signal words and expressions to help our audience understand us. Here are some signal words and expressions you can use when you talk about the future to help your listener understand the order of your plans. next (week/month/year) in a (week/month/year) after that eventually I’m going to graduate in two months, and I plan to get a job next year. After that, I’ll start saving money. Eventually, I’ll have enough money to buy a house. E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 131 Video An artist’s vision of the NASA Mars rover Curiosity How to Choose a Mars Landing Site Before Viewing C ritical T hinking : E v aluating A In Lesson A of this unit, you learned about both unmanned and manned space exploration. With a partner, list two advantages about unmanned space exploration and two possible disadvantages. Unmanned Space Exploration 132 UNIT 7 Advantages Disadvantages We can learn more about space. It’s very expensive. VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B 2.31 Read and listen to the information. Underline the context clues that help you guess the meaning of the words in bold. These are words you will hear in the video. M eaning f rom C ontext We can learn a lot about a planet from satellites, which use special cameras to send back images. We can also get information from robots, such as the Mars rover Curiosity, that land on planets. Through photos and other data, scientists can study a planet from far away. Sometimes planets transition from a livable world to a more hostile environment. Scientists want to understand this process. They also look for evidence of water, which is necessary for the planet to host life forms. They also perform other assessments that help them predict if life is possible. Unfortunately, these robots cannot go over large objects or explore landscapes with many obstacles. Meet Bethany Ehlmann She’s a National Geographic Emerging Explorer and a planetary geologist. As a Mars expert, she helps direct the team working with the NASA Mars rover Curiosity. The goal is to learn about the planet’s past and the possibility of life on the Red Planet now and in the future. While Viewing C D 1.14 Look at the list of geographic features. Then watch the video and check (P) each feature that is mentioned in the video about Mars. canyon crater lake ocean river continent island mountain peninsula volcano 1.14 Read the information below. Then watch the video again and match the evidence to the issue. U N D E R S TA N D I N G D E TA I L S U N D E R S TA N D I N G MAIN IDEAS IssueEvidence 1. Mars’s transition a. close analysis of obstacles, rocks 2. Mars’s ability to host life b. small amounts of liquid water 3. Choosing a landing site c. used to have oceans, volcanoes 4. Ensuring safety d. satellites provide images After Viewing E In Lesson B of this unit, you will learn about telescopes and people who study space but never leave Earth. Discuss the questions below in a group. C ritical T hinking : REFLEC TING 1. What can we learn about space from space travel? What can we learn about space without leaving Earth? 2. Why is the night sky so amazing to human beings? 3. What do you think scientists will discover about outer space in the future? E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 133 B Vocabulary M eaning f rom C ontext A 2.32 Read and listen to the information. Notice each word in blue and think about its meaning. TELESCOPES OF THE PAST As far as we know, Galileo was the first astronomer to observe the moon, planets, and stars through a telescope. In the seventeenth century, telescopes were just glass lenses inside tubes made of wood. Large glass lenses were heavy and didn’t work very well in a telescope, so in 1668 Isaac Newton invented something new: a telescope that used a mirror to reflect light. Soon, reflecting telescopes became the first choice for astronomers. TELESCOPES OF THE PRESENT As telescopes became larger, it became necessary to put them inside a building called an observatory. With these larger telescopes, astronomers discovered planets that Galileo never knew about—Uranus and Neptune. Three of today’s largest observatories stand on top of Mauna Kea in Hawaii. At nearly 14,000 feet (4,267 meters), Mauna Kea is above 40 percent of Earth’s atmosphere. The Keck Observatory is among the observatories on Mauna Kea, and the mirrors in its two reflecting telescopes are 33 feet (10 meters) across! Their size allows astronomers to see far into space. TELESCOPES OF THE FUTURE The Hubble Space Telescope was not the first telescope in space, but it is large, and it is completely outside Earth’s atmosphere. Hubble can reach farther into space and view more kinds of objects in space than any telescope before it. Work on newer, larger telescopes is also happening here on Earth. The Giant Magellan Telescope will be able to collect four times as much light as the telescopes on Mauna Kea. This observatory sits on top of Hawaii’s Mauna Kea volcano. 134 UNIT 7 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B C Write each word in blue from exercise A next to its definition. 1. (adj) needed in order for something else to happen 2. (prep) part of a group 3. (v) thought of and made something new 4. (v) to watch carefully in order to learn something 5. (adv) as much as possible, one hundred percent 6. (v) learned about or became aware of something 7. (v) to arrive at a place, a level, or an amount 8. (v) to send back from a surface 9. (v) to look at or see something 10. (n) how large or small something is Read each statement. Choose the correct word to complete it. 1. Earth is about the same (view / size) as Venus, but Jupiter is a much larger planet. 2. Earth’s atmosphere (reflects / reaches) some sunlight back into space. 3. A large telescope is nice, but it’s not (necessary / completely) for viewing the moon. 4. In 2009, scientists (invented / discovered) a very large ring around Saturn. Our eyes can’t see the ring, but the Spitzer Telescope uses special light to view it. 5. Saturn is (among / view) the largest planets in the solar system. With a partner, take turns asking and answering the questions in the quiz. Then check your answers at the bottom of the page. PRIOR KNOWLEDGE Astronomy Quiz 1. What did Galileo observe on the moon? a. ice b. mountains c. astronauts 2. Who discovered the planet Uranus? a. Isaac Newton b. William Herschel c. Edwin Hubble 3. What did Hans Wolter invent? a. the reflecting telescope b. the X-ray telescope c. the refracting telescope 4. Which of these planets have rings? a. Saturn and Uranus b. Saturn and Neptune c. Saturn, Jupiter, Uranus, and Neptune 5. Which planet has a day that is 10 hours, 47 minutes long? a. Mercury b. Saturn c. Jupiter 6. Which planet is the hottest? a. Venus b. Mars c. Earth 7. Which planet is the coldest? a. Jupiter b. Neptune c. Uranus Answers: 1. b, 2. b, 3. b, 4. c, 5. b, 6. a, 7. b D E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 135 B Listening A Talk by a Tour Guide Before Listening MAKING INFERENCES A In Lesson A, you learned about making inferences when you listen. You can also make inferences from visuals. Look at the photo. Make three inferences about the Yerkes Observatory and write them below. lbert Einstein A with the staff at the Yerkes Observatory in Williams Bay, Wisconsin in the United States. The observatory belongs to the University of Chicago, U.S.A. 1. 2. 3. B With a partner, discuss the inferences you made in exercise A. Use the phrases in the Everyday Language box to find out if you agree with each other. What evidence did you use to make your inferences? Ev e r y day L an g uag e What do you think? What’s your opinion? 136 UNIT 7 Asking for Another Person’s Opinion Do you agree? How about you? LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C With a partner, discuss these questions. CRITICAL THINKING: REFLEC TING 1. Why are observatories important? Who uses them? 2. Why do people take tours of observatories? 3. What did Albert Einstein do? WHILE LISTENING D 2.33 Read the statements and answer choices below. Then listen to the talk and choose the correct answer to complete each statement. 1. The Yerkes telescope is special because it’s the L istening f or M ain I d eas refracting telescope in the world. a. oldest b. largest c. lightest 2. To look at different parts of the sky, the moves around in a circle. a. telescope b. scientist c. room 3. Scientists used the Yerkes telescope to discover the of the Milky Way galaxy. a. age b. size c. shape 2.33 Listen again and complete the sentences. E . 1. The Yerkes Observatory was built in the 2. Reflecting telescopes use to reflect light. 3. Refracting telescopes use to collect light. 4. The telescope at Yerkes has two large, 5. LISTENING FOR D E TA I L S glass lenses. wrote books about relativity. 6. The Milky Way looks like a . AFTER LISTENING F Discuss the questions below in a group. 1. Why does the observatory have no elevator? Do you think modern observatories have elevators? Explain. 2. Do you think the Yerkes Observatory is in a good location? Explain. 3. Do you enjoy guided tours such as this tour of the observatory? Explain. CRITICAL THINKING: REFLEC TING E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 137 B Speaking A 2.34 Read and listen to the article. Then read the statements below and choose A for Agree or D for Disagree. THE DARK-SKY MOVEMENT The majority of people now live in or near cities, where doing most things at night is as easy as doing them during the day. Seeing the stars, however, is not easy to do in the city. Streetlights and lights from businesses and advertisers shine into the night sky. As a result, only the brightest stars can be seen. People involved in the dark-sky movement want to change this. They argue that seeing the night sky is important for everyone—not only for astronomers. They say that outdoor lighting affects human health and wildlife, and they recommend simple changes such as streetlights that only shine down at the street, not up at the sky. Austria is one of the few European countries where it is still possible to see truly dark skies, thanks to high mountains and low population. Here you can see the Milky Way over the Austrian Alps in Tyrol. B 138 UNIT 7 1. It’s important for everyone to be able to see the night sky. A D 2. Businesses should use less light at night. A D 3. Local governments should have laws against bright lights. A D 4. It’s more important to have safe cities than to see the sky. A D Work with a partner. Take turns asking for and giving opinions about the ideas in exercise A. LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C 2.35 Read and listen to the conversation. Underline the questions that keep the conversation going or ask for opinions. Then practice the conversation with a partner. Switch roles and practice it again. A: Hi! What are you reading? B: It’s information about a star party. A: A star party? Is that a party with a lot of movie stars or something? B: No. At star parties, people get together to look at the night sky. A: Do you need to go to a party to do that? B: Well, they’re going to a national park. It’s far from any cities. A: Is that because of the lights near a city? B: Exactly. People say it’s a lot of fun. Do you want to go? A: Maybe. When? B:The bus leaves at five o’clock on Friday afternoon. A: What time does the bus get back here? B: It gets back pretty late—around midnight. What do you think? A: It sounds like fun. Let’s go! C r itical T hinkin g Analyzing Pros and Cons Considering the different sides of an issue is an important part of critical thinking. Situations are usually not completely good or completely bad, and analyzing the pros and cons is a good way to explore a topic and understand it better. D Form a small group. Discuss the pros and cons of city lights and the dark-sky movement. Talk about the ideas below and your own ideas. City Lights Pros Cons Dark Skies Pros Cons - good for business - people can’t sleep - people can see stars - people worry about safety - good for safety - affect plants and - more natural animals FINAL TASK Presenting Travel Plans Your group is going to choose a destination and plan a trip to an astronomical site. Then your group will give an informal presentation of your plan. E X P L O R I N G S PA C E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 139 A Read the information about three possible destinations for your trip. Underline the things that interest you. Palomar Observatory Tour Located near San Diego, California, U.S.A., the Palomar Observatory offers a six-hour astronomy tour for $65. It includes a tour of the observatory, the museum, and the 200-inch Hale reflecting telescope. With the help of guides, visitors can look through several telescopes at the night sky over Palomar Mountain. Hortobágy National Park Hortobágy is a certified dark-sky park. Located in eastern Hungary, the park features Europe’s largest area of natural grassland. Visitors can ride in an open train to see animals such as grey cattle, water buffalo, sheep, and horses. There are nature trails for hiking and for observing the stars. The entrance fee is about $5. Peter Harrison Planetarium The planetarium is part of the Royal Observatory complex. It’s on a hill in Greenwich Park, London, in the U.K. Visitors can choose from several shows, including one about comets and one for children called Space Safari. Shows take place indoors, so bad weather is never a problem. Tickets are $10 for adults and $6 for children. CRITICAL THINKING: E V A L U AT I N G B Form a small group. Decide which site you want to visit. Consider the pros and cons of each site, the cost of travel, and what interests your group the most. ORGANIZING IDEAS C Decide which group member(s) will talk about each topic below. Remember to use signal words (page 131) to help your audience follow you. Then practice your presentation. • your group’s decision and the reasons for it • how you will travel there • what you will do there PRESENTING D Get together with another group. Tell them about your group’s plans. REFLECTION 1. What techniques did you learn in this unit to help continue a conversation? 2. What was the most interesting thing you learned about space? 140 UNIT 7 3. Here are the vocabulary words from the unit. Check (P) the ones you can use. adapt AWL exposed AWL period AWL among fortunately reach challenge AWL invent reflect completely issue AWL size condition method AWL stressful AWL definitely AWL necessary view discover observe LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. CREATIVE ARTS 8 A craftswoman makes the “musha nobori,” or Japanese soldier flags, in Okazaki, Aichi, Japan. The flags are displayed to celebrate Children’s Day on May 5. A cad e m ic S K I L L S THINK AND DISCUSS LISTENING Listening for Cause and Effect Using Arrows to Show Cause and Effect SPEAKING Hedging Linking Final Consonants to Vowel Sounds Critical Thinking Synthesizing 1 What is the woman in the photo doing? 2 What are creative arts? Are art and creativity a part of your life? Explain. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 141 Explore the Theme Look at the photos and read the captions and information. Then discuss the questions. 1. What different kinds of art do you see in the photos? 2. What are the benefits of creativity? Of arts education? 3. Which of these art forms do you enjoy most? Explain. CREATIVE FORCES Why Creativity is Crucial Along with critical thinking, communication, and collaboration, creativity is one of “the 4 Cs” of 21st-century learning. Creativity leads to innovation, productivity, and growth. Researchers have found that music and arts education changes the developing brain, actually strengthening the connections between the left and right sides. Studies show that children who have learned a musical instrument or taken art classes get higher reading and math scores. They also have better working and long-term memory, better problem-solving skills, and improved coordination. 142 UNIT 8 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This rhinoceros at Cannon Hall Museum, Barnsley, U.K., was made from steel and wire by sculptor Kendra Haste. In Changsha, the capital city of Hunan Province, China, tourists visit a room where everything is upside down. This ‘overturned’ art space is surrounded by four mirrors and filled with lights. Chinese artist Qi Xinghua works on a painting for an exhibition in Dresden, Germany. The exhibition, “Magic City— The Art Of The Street,” featured 40 street artists. C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 143 A Vocabulary V o ca b u l ary S k i l l Prefixes Prefixes change the meanings of words. You can guess the meaning of an unfamiliar word if you understand the meaning of its prefix. Here are some common prefixes. Prefix com-, condisil-, im-, in-, irinterpubretem unA . Meaning with, fully not, opposite of not between people again time not Example complete, connect disappear incorrect, irresponsible international public return temporary unbelievable 3.2 Listen and check () the words you already know. Use the vocabulary skill to help you with any new words. conscious of (adj) constantly (adv) copy (n) display (v) forever (adv) public (adj) repeat (v) sculpture (n) solid (adj) temporary (adj) B . Write each word or phrase from exercise A next to its definition. 1. work of art made by shaping stone, wood, or other materials 2. for everybody’s use; not private 3. lasting only a short time 4. to show, put something in a place where people can see it 5. to do something again, happen again 6. hard or firm 7. for all time 8. thing made to look exactly like the original thing 9. noticing or realizing that something is happening 10. happening over a period of time without stopping C . With a partner, discuss the questions. 1. What kind of art do you like: sculptures, paintings, photographs, or something else? 2. Do you like to see art in public places? Explain. 3. In your opinion, is there anything that lasts forever? Explain. 4. Are you conscious of art in public places? Give an example. 5. Why do you think the sculptures in the photo on page 145 are underwater? 144 UNIT 8 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D . 3.3 Fill in each blank with the correct form of a word from exercise A. Then listen and check your answers. MEANING FROM CONTE X T Artist Profile: Jason deCaires Taylor Background: Taylor grew up in Asia and Europe. As a child, he often swam among Malaysia’s coral reefs—places where small sea animals and plants grow on rocks or other 1 objects on the ocean floor. Reefs are important for many kinds of ocean life, but they’re in trouble because of fishing and climate change. Projects: These days, Taylor still likes to swim, and he is the need to help 2 ocean reefs, an important part of the ocean’s ecosystem. His art project from 2009 does exactly that. The Silent Evolution is a group of 3 . Taylor used real people as models when he was making them. In a way, all the sculptures are of people, and they look just like them. The sculptures are in a but they are not easy to see. Taylor 4 place, 5 them on the ocean floor near Cancún, 6 Mexico. There are more than 400 of them, and together, they form one huge piece of art. It’s especially interesting because the artist did not any of the 7 sculptures—each one is a sculpture of a different person. In 2016, Europe’s first underwater art museum opened off the coast of Spain. The Museo Atlántico features Taylor’s sculptures, including a group of 35 people walking towards a gate and a shipwreck. The Future: Taylor’s artwork is 8 changing. Sea animals and plants make their homes on the sculptures, just as they do on natural reefs, and in time, a new reef will form. That means the shapes of the original sculptures are 9 , so if you want to see them, you need to do it soon. Taylor hopes the new reef that forms over the sculptures will last 10 , or at least far into the future. These sculptures by Jason deCaires Taylor are in an underwater art museum off the coast of Cancún, Mexico. They make a good home for fish and other sea life. They’re also a tourist attraction. C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 145 A Listening A Lecture about Temporary Art Before Listening Liste n i n g S k i l l Listening for Cause and Effect Speakers often talk about cause-effect relationships. You will better understand these relationships if you listen for words and phrases that signal causes and effects. Words That Signal Causes because (of ) due to cause affect Because sea animals and plants make their homes on the sculptures, the sculptures are always changing. Words That Signal Effects as a result (of ) so therefore As a result, the art is temporary. Taylor’s sculptures are constantly changing, so each time you visit, they look different. A Discuss these questions with a partner. 1. Why do you think people create art? 2. How does art affect a city or town? 3. What are some reasons for art festivals or street art? While Listening N ote - Ta k i n g S k i l l Using Arrows to Show Cause and Effect When you take notes, you can show a cause-effect relationship with arrows. Fishing and climate change cause problems for reefs. fishing + climate change → probs for reefs N ote Ta k ing B 1.15 Read the incomplete notes below. Then listen to the lecture and 3.4 complete as many of the notes as you can for each piece of art. Type of art: snow sculpture Reason art is temporary: ⇒ snow will melt Location: Importance: 1. temporary art often outdoors/public places 2. Location: Type of art: Importance: Reason art is temporary: 1. 2. 146 UNIT 8 ⇒ people will pay chalk is temporary medium ⇒ damage it LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A sand drawing by artist Jim Denevan in Canon Beach, Oregon, U.S.A. Location: Type of art: Artist’s name: Jim Denevan Difference from other temporary art: artist works alone (doesn’t bring people together) Time to finish a piece: Reason art is temporary: ocean tides ⇒ C 3.4 Listen again and check your notes. Complete any notes you missed the first time. L I S T E N I N G F O R D E TA I L S After Listening D Discuss the questions below in a group. 1. Which type of art from the lecture is the most interesting to you? Explain. 2. Which piece of art do you think will probably last the longest? Explain. 3. Have you ever seen any temporary art? Where and what was it? Did it bring people together? C r itical T hinkin g Synthesizing When you synthesize, you combine information from two or more sources. This is an important critical thinking skill because it helps you create more connections between ideas. E Think about Jason deCaires Taylor’s work on page 145 and the information from this lecture. Discuss the questions with your group. C ritical T h in k ing : S y nt h esi z ing 1. In what ways is Taylor’s work similar to and different from the temporary art in the lecture? 2. How do you think the materials and the location determine the art? What kind of temporary art do you think you could find: • on the beach? • at the top of a mountain? • in a city park? • on a lake or river? C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 147 A Speaking G R A M M A R f o r s p ea k i n g Modals Modals of Possibility and Probability We use might, may, and could to express possibility. He might (not)/may (not) be well enough to come to class. It could be difficult to find a parking space at the winter festival. We use must to talk about things that are probably true. That painting must cost a lot of money. It’s by a famous artist. We use must not or can’t to talk about things that are probably not true. You must not be interested in the lecture. You look half asleep. That can’t be one of his paintings. The style is very different. Modals of Necessity We use must or have to to talk about things that are necessary. Students must register for classes by September 9th. We have to buy our tickets before the concert. We use don’t have to to talk about things that aren’t necessary. We don’t have to hand in our papers today. They’re not due until next week. A 3.5 Read and listen to the conversations. Then underline the modals of possibility, probability, and necessity. Conversation 1 Conversation 2 A:Hmm. Jin isn’t answering her phone, and I have to talk to her. A:Who is the man over there near the door? B: She didn’t answer my email yesterday, either. B:He might be Ann’s father, but I’m not sure. A:She must be out of town. She always answers her phone. A:No, he can’t be Ann’s father. He’s too young. B: Right—she could be in Osaka. B: We could go over there and ask him. A:Now I remember! She had to go home for the week. B:She must be busy at home if she isn’t answering her phone or her email. B 148 UNIT 8 A:Yes, but he may not want to talk to us now. He looks like he has to leave. B:If we hurry, we might be able to speak with him before he goes. Practice the conversations in exercise A with a partner. Then switch roles and practice them again. LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. S p ea k i n g S k i l l Hedging When we aren’t sure about something or we don’t want to sound too strong, we can hedge. Modals of possibility and probability are one way to hedge. We can also use the adverbs perhaps and maybe, as well as expressions such as I think, sort of, and actually. Hedging is a way of being polite. A: I think this painting is of the artist’s house. B: Perhaps it is, or it could be her studio. She lived in Paris, right? A: Actually, I think she lived in Rome. B: You might be right. C 3.6 Read the article. Choose the correct word or phrase. Then listen and check your answers. Are These Elephants Really Artists? You might think this painting is beautiful, or you (1) (must / might) not, but you (2) (have to / must not) admit it’s unusual. It’s a painting by an elephant, and some elephant art sells for thousands of dollars. In Thailand, the Thai Elephant Conservation Center (TECC) teaches elephants to paint. They think it (3) (can’t / might) be good for them. The animals learn to hold the paintbrush, and trainers help them to move their trunks and paint pictures. According to the TECC, the elephants don’t understand the pictures. They just follow the instructions of their trainers. However, some people think there (4) (could / can’t) be more going on than that. Different elephants have their own painting styles, and their paintings become more detailed over time. An elephant named Ramona (5) (must not / may) be the most famous elephant in Bali. Many people buy her paintings, and she seems to have an artist’s personality. Ramona likes to work with dark colors, and she only paints when she wants to paint. C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 149 D Form a small group. Read the facts and try to explain them. Use information from the article, your own ideas, and the expressions from the boxes on pages 148 and 149. A: Why do you think some elephants like to paint? B: I think it may be fun for them. • Some elephants like to paint. • Some people will pay a lot of money for elephant paintings. • The TECC in Thailand teaches its elephants to paint. • Different elephants have different styles of painting. • Elephants’ painting styles change over time and become more detailed. • Ramona chooses her own colors and prefers dark colors. P ersonali z ing E Discuss the questions below with your group. Use hedging in your responses. 1. Why do you think humans paint or create other kinds of art? 2. Do you like the painting on page 149? Explain. 3. What other animals do you think could create art? Explain. F Read the information about three artists. With your group, think of questions about each artist and his or her work. Then use perhaps and maybe in your answers. A: Why does Jennifer Maestre use colored pencils in her work? B: Perhaps she uses colored pencils because she loves color. C: Or maybe she uses them because they are a cheap medium. Artist 1 Jennifer Maestre is an American sculptor. Many artists use colored pencils to make drawings, but Maestre makes sculptures out of colored pencils. It takes hundreds of pencils to make each sculpture. Artist 2 Bruce Hall is a well-known photographer, and he is legally blind. He can see some shapes and colors, but only from a few inches away. He especially enjoys underwater photography, but he takes pictures on land, too. He plans to put some of his best photographs into a book. Artist 3 Many artists paint beautiful pictures of birds, fish, and other animals, but Guido Daniele paints them on people’s hands. He spends up to ten hours to create one hand painting, but the result is amazing. Daniele makes the animals look almost real. 150 UNIT 8 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Discussing Art A Look at the photo on page 150. Practice the conversation below with a partner. Then switch roles and practice it again. A: What do you think it is? B: I don’t know, but it might be some kind of art. A: I think it must be a reptile. B: Yes, it could be a snake. A: Wait! I think it’s someone’s hand. B: You’re right! Why does the artist paint hands? A: It could be for a special occasion. B: You have to be very patient if you want to wear this kind of art. B With your partner, discuss the photo below. Then complete and practice the conversation. A: What do you think it is? B: Well, it could . A: Yes, or perhaps it’s . B: That’s an interesting idea! A: It must not because . B: You’re right. It’s probably . Prese n tati o n S k i l l Speaking at an Appropriate Speed When you speak to a group of people or role-play a conversation, it’s important not to speak too quickly. Of course, you don’t want to speak too slowly, either. Speaking a little more slowly during a presentation than you speak in a conversation will help the audience understand you more easily. C Form a group with another pair of students. Take turns role-playing your conversations from exercise B. Be sure to use an appropriate speed while you speak. C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 151 Video This window was created using found glass objects. Making Art from Recycled Glass Before Viewing A Look at the photo and read the caption. Then discuss the questions with a partner. 1. Have you seen art made from recycled or found materials? What was it like? 2. Do you think “found art” is beautiful? Interesting? Ugly? Explain. M eaning from C ontext B 3.7 Read and listen to the information. Notice the underlined words. These are words you will hear in the video. Recycled Glass as Art This video is about using recycled glass to make a specific kind of art called stained glass. Artists need some special equipment to work with glass. Before they can reuse the glass, they have to remove the sticky paper label with water and detergent. They also have to cut the bottle in half. Artists use a special oven called a kiln to melt the glass pieces. Before they actually cut the glass into pieces for the stained-glass windows, they make a line, or score the surface. C 152 UNIT 8 Work with a partner. Write each underlined word from exercise B next to its definition. 1. (v) to mark a line into the surface of something 2. (adj) with a glue-like surface 3. (n) a piece of paper on an object that gives information 4. (n) a type of oven used for baking clay, bricks, etc. 5. (n) a kind of soap used for washing dishes or clothes VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. WHILE VIEWING D 1.16 Read the steps. Then watch the video and put the steps in order. U nderstanding main ideas a. Place the bottle in the kiln overnight. b. Remove the labels. c. Put the bottle in cold water and pour boiling water in it. d. Score a line on the bottle. e. Let the melted pieces cool. f. Score the glass into shapes to fit into the new window. E 1.16 Watch the video again. Choose the correct answer. U nderstanding D etails 1. Where is the warehouse? a. London b. Liverpool 2. What brings the recycled glass to the warehouse? a. electric lorries (trucks) b. railroad cars 3. How deep is the water they put the bottles in? a. 7 cm b. 17 cm 4. How hot is the temperature in the kiln? a. 660 degrees C b. 766 degrees C 5. What is one thing they make out of the glass? a. vases b. sculptures AFTER VIEWING F Read each statement. Complete the chart with your own opinions. Then discuss your answers with a partner. Agree Disagree Not Sure 1.It’s easy to make stained glass from recycled bottles. 2.This use of recycled glass will have a big impact on the environment. 3. Stained-glass windows are beautiful. G Think about what you learned in Lesson A about temporary art, and what you saw in the video. Discuss the questions below with a partner. C ritical T h in k ing : S y nt h esi z ing 1. What role does the environment play in both temporary art and recycled art? 2. How might artists of both types of art, temporary and recycled, be similar and different? How might they be different from traditional painters or sculptors? C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 153 B Vocabulary M eaning from C ontext A 3.8 Read the sentences. Notice each word in blue and think about its meaning. Choose the correct word or phrase. Then listen and check your answers. 1. We saved our money for a long time, and now we can afford to buy a piano. We (have / don’t have) enough money. 2. The show was fun and the music was lively, so everyone wanted to (leave / dance). 3. It’s a simple piece of music, so it was (easy / hard) for my son to learn. 4. A typical dance from the Dominican Republic is merengue. Merengue music is so (popular / unusual) that it has spread to many other countries. 5. She’s going to perform at the Tango Club. You’ll have to buy a (CD / ticket) if you want to hear her. 6. It takes more skill to write original music than to play songs written by (yourself / other people). 7. The trumpet can be a loud instrument, but its sound appeals to me. I really (like / dislike) it. 8. He interprets popular songs in an interesting way. He plays them (just like the original songs / in his own style). 9. They’re playing at a classical music competition. There are several awards for the (best / worst) musicians. 10. The ukulele is a traditional instrument in Hawaii. People have used it for a (short / long) time. B Look at the photo and discuss the questions below in a group. 1. What musical instruments are the people playing? 2. What style of music do you think they are playing? 3. Do you think these musicians are performing or just practicing? Explain. hree musicians T play at a ski lodge in Austria. 154 UNIT 8 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 3.9 Read the conversations. Fill in each blank with a word from the box. There is C one extra word. Then listen and check your answers. afford (v) award (n) appeal (v) interpret (v) lively (adj) traditional (adj) simple (adj) A: Listen . . . Do you know the name of this song? B:I can’t remember, but I think it’s a(n) couple of hundred years old. song in Ireland, maybe a 1 A: How do you know? B: Can you hear the tin whistle? It’s a(n) holes, but it’s part of many Irish songs. A:This music is really B: 3 —it makes me want to get up and dance! Well, in my opinion, they’re playing it too fast. A: That’s the way these musicians B: instrument with only six 2 Yes, but it doesn’t 5 4 the song. It’s just their style. to me. I prefer calmer music. A: I love this song! Let’s buy the album. B: I can’t 6 it right now. Money’s tight. A: That’s OK. We can just download one song if you want. D E Practice the conversations from exercise C with a partner. Then switch roles and practice them again. 3.10 Read the article. Choose the correct word. Then listen and check your answers. The Ukulele: The Sound of Hawaii In the 1800s, small musical instruments similar to the guitar arrived in Hawaii with immigrants from Portugal. Hawaiians made changes to those instruments, and now the ukulele is an important part of Hawaiian culture. Hawaiian children play ukuleles at the 30th Annual Ukulele Festival, Hawaii, U.S.A. The ukulele (1) (affords / appeals) to many people because it isn’t expensive and it’s fairly easy to play. Many parents can (2) (afford / appeal) to buy ukuleles, so schoolchildren in Hawaii learn to play (3) (traditional / original) Hawaiian songs on the ukulele in their music classes. Ukuleles are small, (4) (lively / simple) instruments, with only four strings, but musicians are able to use these instruments to (5) (perform / afford) many styles of music. C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 155 B Listening A Radio Program about Music Before Listening Hawaiian musician Jake Shimabukuro has brought new popularity to the ukulele. CRITICAL THINKING: U nderstanding V isuals A Look at the photo and read the caption. Then discuss the questions with a partner. 1. What information do you know about the man in the photo? age job nationality 2. What does the man’s facial expression tell you? 3. Would you like to hear this man’s music? Why or why not? WHILE Listening L istening for M ain I deas B 3.11 Read the choices. Then listen to the radio program. Choose the speaker’s main purpose. a. to entertain the audience with a funny story b. to inform the audience about a musician c. to persuade the audience to buy an album d. to teach the audience about Hawaiian culture L istening for D etails C 3.11 Listen again. Complete the details in the notes below. Title of Shimabukuro’s album: 1999: Won top 3 1 ; worked with Songs have no lyrics because Shimabukuro isn’t 2 4 UNIT 8 other musicians 5 This album is different because it’s first time Shimabukuro didn’t 156 Ukulele 6 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. After Listening D C ritical T h in k ing : REFLEC TING Discuss the questions below in a group. 1. Jake Shimabukuro often plays popular songs by well-known musicians such as Michael Jackson and George Harrison. Would you rather hear a musician perform songs you already know, or hear original music? Explain. 2. Why do you think Shimabukuro continues to play the ukulele instead of playing a more popular instrument such as a guitar? Explain. Pr o n u n ciati o n Linking Final Consonants to Vowel Sounds 3.12 Speakers often connect words together in a phrase or sentence. This is called linking. One common type of linking connects the final consonant sound in one word to a vowel sound at the beginning of the next word. Separate words: This – is – Rebecca. She – has – eight – ukuleles – at – home. Linked words: This is Rebecca. She has eight ukuleles at home. E 3.13 Draw a line to connect the words that are linked, and cross out the words that are not linked. Then listen and check your answers. 1. ten artists 6. Hawaiian musicians 2. violin music 7. good audience 3. favorite song 8. rolled under 4. beautiful evening 9. interesting lyrics 5. they’re outdoors 10. gave it F Practice saying the linked words in exercise E with a partner. G 3.14 Read and listen to an excerpt from the radio show. Notice and mark how the speaker uses linking. He started to perform his music in 1998, and in 1999, he won a top award for his work with two other musicians. Soon after that, Shimabukuro left the trio and began his solo career. He has become very popular on the Internet, where you can download his songs, or if you can’t afford music downloads, you can watch videos of his performances for free. H Practice saying the excerpt from exercise G with a partner, alternating sentences. Use linking to connect final consonant sounds to vowel sounds. C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 157 B Speaking A 3.15 Look at the photo and read the caption. Then read and listen to the information about a Mexican folk dancer. Underline the modals. Review the grammar on page 148 if necessary. Mexican Folk Dancing My name is Alicia, and I live in the state of Guanajuato in central Mexico. Here in Guanajuato, music and dancing are a big part of life. There are a lot of festivals here, and many kinds of music, but my favorite kind of music is traditional Mexican music—the kind my grandparents and greatgrandparents listened to. This folk dancer in Guanajuato, Mexico, performs at festivals and other special events. I’m a folk dancer, and I love to perform at special events. To be a folk dancer, you have to love the culture and the music here. That’s the most important thing, but you also must work hard and practice a lot. We dance in groups, and every person has to know the steps. And you can’t buy traditional folk dancing dresses at the store, so we have to make our own. We wear traditional dresses that only come from this part of Mexico. B rainstorming B With a partner, compare the modals you underlined in exercise A. Then brainstorm a list of other things that are probably necessary (or not necessary) for Alicia. • She probably has to travel a lot. • • • • C Form a group with another pair of students. Compare your lists from exercise B. Then discuss the questions below. 1. Do you think it is easy or difficult to be a folk dancer? Explain. 2. In what ways is Alicia’s dancing connected with her culture? 3. Compare Jake on page 156 with Alicia. How are their art forms similar? How are they different? 158 UNIT 8 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D 3.16 Read and listen to the conversations. Underline the modals. Conversation 1 Conversation 2 A: Let’s go to the festival next weekend. A: I have to finish this project for tomorrow’s class. Do you want to go the library with me? B: That’s a great idea! Maybe we can learn some new dances. A: Yeah, we really have to try some new music. We might get some new ideas. B: I’d sort of like to leave on Friday. A: Sorry. I have to work late on Friday. But I could leave early Saturday. E B: I’m sorry. I can’t. I have to pick my sister up from the airport. A: That’s right. She’s been in Vancouver for the semester. You must be so excited! B: Yes! I really am. Practice the conversations in exercise D with a partner. Then switch roles and practice them again. Ev e ry day L an g uag e Responding to Invitations Invitation: Would you like to study together this afternoon? Response: Sure! or Sorry, I have to talk to Professor Watts this afternoon. Invitation: Let’s go to the art museum on Saturday. Response: That’s a great idea! or I’m afraid I can’t. / I’m sorry, I can’t. I have to work on Saturday. F Work with a partner. Practice the expressions for responding to invitations. Then take turns inviting your partner to do one of the things below. Your partner will either accept or refuse your invitation. • study at the library tonight • listen to music later • take a cooking lesson • visit a museum on the weekend • go to a show • go to a photography exhibit FINAL TASK Presenting the Benefits of Art Education You will work in a small group to organize and give a presentation about the benefits of art and music education. A Discuss the questions below in a group. 1. Which art from this unit is interesting or beautiful to you? Explain why you like it. 2. What kinds of music do you like? When or where do you listen to it? 3. What kind of art and music education (if any) have you had in school? Do you think it’s important for people to learn about art and music? Explain. CRITICAL THINKING: REFLEC TING C R E AT I V E A R T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 159 B Read the following situation. The schools in your city don’t have enough money, so they have to cut some of the programs; for example, foreign languages, sports, art, and music. You think it’s very important to keep the art and music classes, so you must convince the school officials to keep those programs and save money in some other way. BRAINSTORMING C Read the topics and questions in the chart. For each topic, make a list of benefits of art and music education. Use the questions in the chart to help you get started. Topic 1: Cultural Understanding Topic 2: Career Preparation Topic 3: Form of Communication 1.How do art and music 1.What skills do people help us understand other learn when they study cultures? art and music? 1.How can people use art and music to communicate? 2.How do art and music 2.What careers require connect us with our own those skills, or require culture? ability in art and music? 2.What can people feel when they look at art or listen to music? 3. Other ideas? 3. Other ideas? 3. Other ideas? ORGANIZING IDEAS D Plan and practice your group’s presentation. Make sure that every group member does some of the talking. P resenting E Present to the rest of the class. Imagine that you are talking to school officials. Try to convince them to agree with you. Remember to speak at an appropriate speed. REFLECTION 1.What ways did you learn in this unit to hedge in a polite conversation? 2. What was the most interesting thing you learned about art? 160 UNIT 8 3. Here are the vocabulary words from the unit. Check () the ones you can use. afford forever sculpture appeal interpret AWL simple award lively solid conscious of original temporary AWL constantly AWL perform traditional AWL copy public typical display AWL repeat LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. OUR RELATIONSHIP WITH NATURE 9 Hang Son Doong, or “Mountain River Cave,” in Vietnam is the largest known cave in the world. It was found by a local man in 1991 and first entered by explorers in 2009. It was created 2–5 million years ago by river water. ACADEMIC SKILLS THINK AND DISCUSS LISTENING Identifying Opinions Reviewing and Restating SPEAKING Rephrasing Key Ideas Using Stress for Emphasis CRITICAL THINKING Comparing and Contrasting 1 Look at the photo and read the caption. How do the people look compared to their environment? 2What kind of relationship do you have with nature? Do you spend time outside often? Sometimes? Never? 161 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. EXPLORE THE THEME Look at the images and read the information. Then discuss the questions. 1. What do you think a creative conservationist is? How does Asher Jay use her art? 2. Which image on these pages do you like best? Why? 3. What can people do to have a positive effect on the natural world? CREATIVE CONSERVATIONIST “I love the wild, and when you care about something through and through, it becomes your privilege and responsibility to protect it for future generations.” MEET Asher Jay Asher Jay is a National Geographic Explorer, designer, artist, writer, and activist. She uses her art to advance animal rights and sustainable development. Her art brings attention to everything from oil spills to decreasing lion populations. Some of her best-known work focuses on the illegal ivory trade. 162 UNIT 9 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Three pieces by Asher Jay: Made of Coral Clusters - to bring attention to pollution in the ocean (top right) Blue on the Brain - to discourage off-shore drilling (bottom right) Black Trade White Horn - to discourage the purchase of ivory (center) O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 163 A Vocabulary A . 3.17 Listen and check () the words you already know. Use a dictionary to help you with any new words. ahead (adv) hunt (v) relationship (n) responsibility (n) value (v) depend (v) raise (v) respect (n) share (v) within (prep) V o c a b ulary S k ill Collocations with Prepositions Collocations are words that are frequently used together. Prepositions are often used in combination with verbs and nouns and even other prepositions. It is helpful to learn these words together. ahead of/for hunt . . . for respect for share with depend on relationship with responsibility for/to within an hour/a week/5 years M eaning from C onte x t B 3.18 Read the two articles below. Fill in each blank with a word from the box above it. There is one extra word in each box. Then listen and check your answers. Notice the collocations with prepositions. ahead depend raise relationship share The Maasai People and Cattle1 The Maasai people of East Africa have a special one kind of animal. They In order to 3 4 2 with 1 on cattle for meat and milk. cattle in a dry climate, the Maasai people land. Each family moves the cattle over long distances and onto different families’ land in order to find enough grass for the cattle to eat. cattle (n): large farm animals, such as cows, raised for meat and milk 1 ahead respect value within The Sami People and Reindeer Like the Maasai, the Sami people of northern Europe 5 one animal more than any other. Reindeer give the Sami people food, clothing, and other useful items. Nowadays, some Sami people raise reindeer on farms, but many Sami people still travel long distances with their animals. This gives them a great 7 6 for nature. No one knows exactly what is for the Sami people because climate change makes the future of the Arctic uncertain. 164 UNIT 9 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C . Discuss the questions below with a partner. 1. When people think of your country or culture, what animal do they think of? CRITICAL THINKING: REFLEC TING 2. Why is that animal important to people in your country or culture? 3. Do you think the importance of that animal will change within the next 25 years? 4. How do animals impact the economy of your country? D . 3.19 Read the article. Fill in each blank with the correct word from the box. There is one extra word. Then listen and check your answers. hunt raised respect responsibility MEANING FROM CONTE X T within The Australian Aboriginal People and Australian Animals Australia has many kinds of animals, and all of them are part of traditional Aboriginal culture. Animals often appear in traditional stories and in very old paintings on rocks. Aboriginal people have great 1 2 for animals. They traditionally Australia , fish, and grow only what they need to support themselves. They use every part of the animals they kill and often offer thanks to these animals. For Aboriginal people, everything in nature is connected, and human beings have a special role 3 the natural world. For example, one group of Aboriginal people believes it is their 4 to make sure Australia’s kangaroos are doing well. Others feel responsible for different animals or plants. E . Discuss the questions below in a group. 1. In what ways do the Sami and Maasai people have a similar relationship with animals? CRITICAL THINKING: analy z ing 2. How is the Australian Aboriginal people’s relationship with animals the same as or different from your culture? 3. Do you think it is the responsibility of human beings to take care of the world’s animals? Explain. 4. Aside from animals, are there other natural resources that people in your culture depend on? If so, what do they depend on them for? 5. How can we show respect for the land? O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 165 A Listening A Lecture about Ethics BEFORE LISTENING C ritical T hinking Comparing and Contrasting Comparing and contrasting means identifying similarities and differences between items. This helps us understand a topic. To compare and contrast, think about the most important features of the topics. For example, if you’re studying two animals you might consider their habitats and their diets. Use a T-chart as a helpful way to organize and note similarities and differences. CRITICAL THINKING: C O M PA R I N G A N D CONTR A S TING A 3.20 Read and listen to the article. Then look back at the articles on pages 164–165 and discuss the questions below with a partner. A harp seal surfaces at a breathing hole. The Inuit People and the Harp Seal It’s winter in the Arctic, and for many Inuit people in Canada, Greenland, and Alaska, U.S.A., it’s time to hunt the harp seal. The Inuit hunt the seals for their meat, oil, and skins. They use guns to kill the animals, or they hit the seals on the head with a tool called a hakapik. For the Inuit, the seal hunt is a very old tradition. Other people, however, question the ethics of the seal hunt. In Europe, for example, it is now illegal to trade any seal products. People who are in favor of this new law think the seal hunt is wrong because of the ways hunters kill the animals. 1. Which culture lives in a similar climate to the Inuit people: The Sami, the Maasai, or the Australian Aboriginal people? Explain. 2. How is the Australian Aboriginal people’s use of animals similar to the Inuit people’s use of animals? Is it different in any way? Explain. CRITICAL THINKING: REFLEC TING 166 UNIT 9 B Discuss the questions with your partner. 1. Is it legal or illegal to hunt wild animals in your country? Explain. 2. How do you feel about people hunting wild animals for food? Explain. LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. WHILE Listening 1.17 Read the statements. Then listen to the lecture and choose T for True 3.21 or F for False. Correct the false statements. C 1. The new law is popular with people in Europe. T F 2. The Inuit people raise wheat as a crop. T F 3. Only Inuit people hunt seals. T F 4. The Inuit people want to change the law. T F LISTENING FOR MAIN IDEAS L I S T E N I N G S K I L L Identifying Opinions It is important to recognize if a speaker is giving a fact (a general truth about something) or an opinion (his or her personal feeling about something). Sometimes speakers use special expressions to give their opinions, such as In my opinion, For me, I think, I believe, and Personally. Here are some other ways that speakers express their opinions. Special Language: Speakers may use positive language to support an idea, or negative language to criticize an idea. These beautiful animals have the amazing ability to see in the dark. Seal meat sounds disgusting, and the way people kill seals is awful! Extra Emphasis: Speakers may say certain words more loudly than normal. I do not want to watch this! He gave an excellent presentation! D . 3.21 Read the questions below. Then listen to the lecture again and discuss the questions with a partner. IDENTIFYING OPINIONS 1. What is the first student’s opinion about the seal hunt? How does she express it? 2. What is the second student’s opinion about killing animals? How does he express it? After Listening N OT E - TA K I N G S K I L L Reviewing and Restating It’s important to review your notes after class. Reviewing helps you move information from your short-term memory to your long-term memory. One of the most effective ways to do this is by restating key points in your own words. Professor: The Inuit depend on seals for food. After all, not many plants can grow in the cold climates of Alaska and parts of Canada, so people there can’t raise crops such as rice or wheat. Restatement: The Inuit hunt seals for food because they can’t grow many crops. E . Work with a partner. Take turns restating the main ideas from the lecture in your own words. Refer to exercise C if necessary. F . Discuss the questions below in a group. 1.Do you think the law against trading seal products in Europe is good? Explain. 2. Why do the Inuit people think it should be legal for them to sell seal products in Europe? Do you agree with their reasons? Explain. O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 167 A A Speaking G R A M M A R f or spea k ing Comparative and Superlative Adjectives We use the comparative form to talk about differences between two people or things. We use the superlative to talk about extremes among three or more people or things. Adjective large interesting one syllable two or more syllables Comparative larger (than) more interesting (than) less interesting (than) Superlative the largest the most interesting the least interesting Brown bears are larger than black bears. Polar bears are the largest bears. Cats are more interesting to me than dogs. Birds are the most interesting pets. Some common adjectives have irregular comparative and superlative forms: good—better—the best bad—worse—the worst far—farther—the farthest A With a partner, take turns saying the sentences below with the comparative form of the adjective in parentheses. > Frank is taller than Nick. 1. Frank is (tall) than Nick. 2. Fishing is (dangerous) than farming. 3. Your cookies are (delicious) than my cookies. 4. This view is (beautiful) than the view from my hotel room. 5. Your apartment is (clean) than my apartment. 6. I think cattle are (smart) than horses. B With a partner, complete each sentence with the superlative form of the adjective in parentheses. Then practice saying the sentences. 1. My house is the smallest 2. African elephants have 3. The monkeys are 4. This rose is 5. 6. English is 168 UNIT 9 (small) house in the neighborhood. (large) ears of any animal on the planet. (playful) animals at the zoo. (beautiful) flower in my garden. (low) grade I got in any of my classes this semester was a C. (good) class I have. LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. S P E A K I N G S Ki L L Rephrasing Key Ideas Rephrasing means saying something again but using different words. It’s important to repeat and rephrase key ideas when you speak so listeners understand what you’re saying. You can also rephrase to show you understand what someone said. Here are some common expressions you can use to introduce rephrasing. that is in other words that is to say Professor: They compare it to Europeans and other people killing animals such as chickens or cattle for food. Student: In other words, the Inuit people say it’s fine for them to kill animals because people in other parts of the world kill animals, too. C . 3.22 Look at the photo and read the caption. Then read and listen to the information about two research studies of black bears. With a partner, discuss how the studies are similar and how they are different. Black Bear Research: Two Places and Two Methods North American black bears are shy animals. They are fearful by nature and will usually run away if they see or hear people, so it can be difficult for scientists to learn about them. In order to study black bears, researchers in the state of New Jersey, catch bears in traps1. They sedate the bears so they go to sleep. Researchers then measure and weigh each bear, remove a tooth to find out the bear’s age, and take blood to test for diseases. Researchers want to find out how many bears live in New Jersey, how long they live, and how many babies, or cubs, they produce. More than a thousand miles to the west, another black bear study is taking place in Minnesota. There, researchers study bears that are awake. The bears know the researchers’ voices, and they are not afraid of them. The researchers can touch the animals to check their hearts, look at their teeth, and change the radio or GPS2 equipment that the bears wear. They also make videos to learn about the bears’ everyday lives. In both places, the main goal is the same—to make sure there is a healthy population of wild black bears. A black bear in Minnesota, U.S.A. trap (n): a device used to catch and hold an animal GPS (Global Positioning System) (n): a navigational system that uses satellite signals to find the location of something 1 2 O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 169 D . Work with a partner. Take turns describing one of the methods using your own words. > In New Jersey, researchers trap bears. Then they sedate them … CRITICAL THINKING: CLASSIFYING E . Work with a partner. Look at the types of information in the box below. Decide which bear study can collect each type of information. Use the information on page 169 and your own ideas. • number of bears in an area • number of cubs each year • bears’ favorite foods • how mother bears teach cubs • how cubs play together CRITICAL THINKING: USING A GRAPHIC ORGANIZER F . With your partner, write each type of information from exercise E in the correct part of the Venn diagram below. New Jersey Study CRITICAL THINKING: E V A L U AT I N G • a bear’s age • a bear’s health • how bears react to danger • a bear’s location • how bears react to other bears Both Studies Minnesota Study G . Discuss the questions below with your partner. Use your Venn diagram from exercise F to help you. 1. Which study do you think produces more information? 2. Which study do you think is kinder to the bears, or better for the bears? 3. Which study do you think is more expensive? 4. Which study do you think is more useful to science? 5. Which study do you think is more useful to bear hunters? H . Form a group with another pair of students and share your answers from exercise G. Rephrase what you hear, using the expressions from the Speaking Skill box on page 169. A: We think the Minnesota study produces more information. B: In other words, you think the New Jersey study doesn’t produce as much information. 170 UNIT 9 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Comparing Nature with Cities A Discuss the questions with a partner. 1.How important is spending time in nature to you: very important, somewhat important, or not very important? Explain. 2. Check () the outdoor activities that you enjoy, and add two more ideas of your own. Explain your choices to your partner. walking in a park or public garden sitting near a river, lake, or ocean watching animals outdoors or at a zoo exercising/playing a sport outside CRITICAL THINKING: REFLEC TING B Read the information about the effects of nature and green space vs. the effects of an urban environment (the city) on people. Add your own ideas. Effects of Natural Setting Effects of Urban Setting • Reduces stress • Lowers heart rate and blood pressure • Improves school performance • Increases stress • Raises heart rate and blood pressure • Decreases school performance • • • • C . With your partner, take turns making statements comparing the two settings. Then rephrase your partner’s statements. A: An urban setting is more stressful than a natural setting. B: In other words, a natural setting is less stressful than an urban setting. O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 171 Video Cowboys, such as these in Brazil, have a long history with horses. Our History with Horses BEFORE VIEWING PRIOR KNOWLEDGE A This video is about the relationship between people and horses. With a partner, discuss the questions. 1. How are horses important to people around the world? 2. How were they important in the past? Consider these areas of life: sports/recreation B 172 UNIT 9 food/farming art/movies/books transportation Match each word to its definition. Use a dictionary to help you. You will hear these words in the video. 1. prey (on) (v) a. to change in order to be successful in a new situation 2. adapt (v) 3. predator (n) c. to hunt and eat other animals 4. die out (v) d. t o produce animals with certain qualities in a 5. breed (v) e. an animal that hunts and eats other animals b. to become less and less common and eventually disappear controlled way VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Work with a partner. Take turns talking about important events in the history of horses. Use the information in the timeline below and your own words to connect the ideas. Some horses crossed land bridges into Asia and Europe. Europeans brought horses with them to the Americas. 1,000,000 years ago 500 years ago More than 1,000,000 years ago 8,000 years ago 4,000 years ago The first horses lived on the North American continent. Horses died out completely in North America. People began to ride on horses’ backs in Central Asia. CRITICAL THINKING: INTERPRETING A TIMELINE WHILE VIEWING 1.18 Read the statements. Then watch the video and number the statements from D 1 to 4 in the order you hear about them. U N D E R S TA N D I N G MAIN IDEAS a. People began to breed horses for different jobs. b. Horses are in an animal family with donkeys and zebras. c. People measure a horse’s size in “hands.” d. Horses eat grass and use their speed to run from predators. 1.18 Watch the video again and match each type of horse to its picture below. E a. racehorse 1. <14.2 hands b. draft horse 2. U N D E R S TA N D I N G D E TA I L S c. pony 3. >14.2–<19 hands 19 hands AFTER VIEWING F Discuss the questions below in a group. 1.In the video, you heard, “Thousands of years before humans invented cars and airplanes, it was the horse who allowed us to go faster, go farther, and explore the world.” What other animals have helped humans to do things? 2. Why do you think horses became more popular with humans than zebras or donkeys? O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 173 B Vocabulary A 3.23 Listen and check () the words you already know. Use a dictionary to help you with any new words. avoid (v) conflict (n) attack (v) limited (adj) MEANING FROM CONTE X T B require (v) save (v) scenery (n) similar (adj) wildlife (n) be worth (phr) 3.24 Choose the correct word or phrase to complete each conversation below. Then listen and check your answers. A: Why did you decide to take this tour? B:Well, I think gorillas and other kinds of (1) (wildlife / scenery) are really interesting. A: I agree, and the (2) (conflict / scenery) here is beautiful, too. B: Yeah, all in all, this tour certainly (3) (is worth / avoids) the cost. A:I’m scared. The gorillas are so big! Do they ever (4) (save / attack) humans? B:Almost never. Gorillas usually try to (5) (attack / avoid) trouble. You don’t often see a gorilla getting into a (6) (conflict / wildlife) with another animal. In that way, they are (7) (similar / limited) to other great apes. A: Oh, really? Don’t the male gorillas fight each other? B: No. They usually just show their strength, and the other males go away. Anyway, the tour groups don’t get too close to the gorillas, so we’ll be fine. A:That part of the national park is a nature reserve, right? Does the park (8) (require / save) any special permits to go there? B:Not really. But it’s illegal to hunt there as they want to keep the animals safe. A:Do you think that’s going to (9) (be worth / save) the mountain gorillas? B:Maybe. There aren’t many gorillas left, but the park helps to protect them. A:The area of the park is (10) (scenery / limited), though. The gorillas can’t go very far. B: C 174 UNIT 9 That’s true, and I think it’s the gorillas’ biggest problem these days. Practice the conversations from exercise B with a partner. Then switch roles and practice them again. LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Fill in each blank with the correct form of a word from exercise A. 1. Uganda’s government created the national park. One reason was to the mountain gorillas since there are so few left. 2. The gorillas don’t have much land. It’s a(n) amount of land. 3. The land in the national park could be excellent for farming. For that reason, the land a lot of money. between different groups of people over how to use 4. There is a(n) that the land be only for the the park’s land. Some people want to animals. Other people want to use the land differently. 5. The government wants more tourism, and tourists come to see the gorillas and other such as chimpanzees. The beautiful is another thing tourists want to see. humans, but the 6. Mountain gorillas are shy. Most of the time, they tour guides can usually find them. 7. People on the gorilla-watching tours don’t need to worry. The gorillas aren’t tourists. dangerous, and they don’t 8. Gorillas have a sense of hearing that is very E to that of humans. Discuss the questions below in a group. 1. Do you think a gorilla-watching tour is something you might enjoy? Explain. 2. Why do you think it’s important to save the mountain gorillas? F With a partner, take turns reading the information below and rephrasing the facts. > That is to say, scientists think that mountain gorillas could die out because there are only about 800 alive today. Mountain Gorilla Facts •There are approximately 800 mountain gorillas in the world. Scientists think they are in danger of dying out. •They live in four national parks in the area where Uganda, Rwanda, and the Democratic Republic of the Congo meet. •Mountain gorillas live in family groups with as many as 30 gorillas. •Female gorillas become mothers at around 10 years old and have one baby every three or four years. •Mountain gorillas are mainly vegetarians. They eat so many plants that they rarely need to drink water. •Gorillas’ only predators are humans and leopards. Losing the land where they live is the largest problem they face. O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 175 BB Listening A Conversation about a Town in Zimbabwe Before Listening CRITICAL THINKING: PREDICTING A . You are going to hear a conversation about Kariba Town in Zimbabwe, Africa. Look at the photo and read the caption, then answer the questions. 1.The dam was built to create a lake and an animal reserve. What do you think tourists can do Kariba Town? 2. What kind of work do you think the people who live here do? ariba Dam, built K across the Zambezi River in the late 1950s, created Lake Kariba, one of the world’s largest manmade lakes. WHILE LISTENING LISTENING FOR MAIN IDEAS LISTENING FOR D E TA I L S B . 3.25 Read the statements. Then listen to the conversation and choose the main idea. 1. Many people now want to leave Kariba Town and let the animals live there. 2. Most people in Kariba Town stay indoors at night because that’s when the animals walk around the streets and houses. 3. There are benefits to having animals in and near Kariba Town. However, there are also some conflicts between people and animals there. 4. Tourists visit Kariba Town to see the scenery and wildlife and to go boating and fishing on Lake Kariba. C . 3.25 Listen again. Check () the animals the speakers mention. baboons elephants giraffes gorillas leopards zebras 176 UNIT 9 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. AFTER LISTENING D . Discuss the questions with a partner. Give reasons for your answers. 1.What do you think is the relationship between the speakers (e.g., coworkers, friends)? 2. Is Kariba Town an interesting place to visit? Is it a good place to live? 3. What are the speakers’ opinions about hunting near Kariba Town and Kariba Lake? P ronun c iation Using Stress for Emphasis 3.26 Speakers may emphasize certain words to show emotions such as surprise, anger, or happiness, or to help their listeners understand what they are saying. To show emotion: Wow! It’s amazing that people did that. To give meaning: People want to grow crops. Animals want to eat the crops. E very day L anguage Ending a Conversation To end a conversation, follow these three steps. First, let the person know you are going to end the conversation. Second, give a reason for ending it. Third, express your happiness about seeing or talking to the person. Well, I need to get going. My son is waiting for me. It was great to see you! Anyway, I won’t keep you. I need to make dinner. It was nice talking to you! E 3.27 Read part of the conversation. Then listen and notice the extra emphasis on the underlined words. Jasmine: Really? I can’t imagine an elephant outside my house—not here in Athens! Jack: She’s right. There aren’t a lot of wild animals in this part of Greece. Dakarai: Well, Athens is a very old city, but there was no Kariba Town before the 1950s. The land around Kariba belonged to the animals. Jasmine: And then they built the dam. Dakarai: Yes, that’s right. Then they built the dam to create the lake. You know, when the water behind the dam began to rise, people had to save a lot of animals. They went in boats to get them. Can you imagine? It’s not easy to get wild baboons and zebras into a boat! Jack: Wow! It’s amazing that people did that! F Form a group with two other students. Decide whether each underlined word in exercise E shows emotion or emphasizes the speaker’s meaning. Practice the conversation. Then switch roles and practice it again. Use your own ideas to end the conversation. O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 177 B Speaking A With a partner, make comparisons using the words and phrases below. Give your own opinions and say complete sentences. > I think baby elephants are cuter than baby tigers. 1. baby elephants/baby tigers/cute 2. cats/dogs/friendly 3. cattle/reindeer/important 4. black bears/baboons/aggressive 5. camels/reindeer/large 6. lions/tigers/beautiful 3.28 Read and listen to the article and underline the comparisons. B Blind Bobcat Finds a Friend A bobcat named Bear was lucky to be at a sanctuary that takes care of unwanted wildcats. He and the other animals at the sanctuary were not born in the wild, so they couldn’t take care of themselves. Bear had other problems, however. He was almost blind and very unfriendly toward other cats. Because of this, he was always alone. Then workers at the sanctuary had an idea: Why not introduce him to Robi, a caracal, who was even more unfriendly than Bear? At first, a fence separated the two animals, but Bear knew Robi was there. He surprised everyone by acting friendlier than usual toward the caracal. Robi was less friendly than Bear, but after a few weeks, the caracal seemed more comfortable with the other cat, so workers at the sanctuary opened the fence. Now, Robi and Bear are best friends. Bear follows Robi around. “Bear is so reliant on Robi,” says Cheryl Tuller, director of the sanctuary, “Robi takes that as his job.” 1 reliant on (adj): dependent on 1 CRITICAL THINKING: MAKING INFERENCES C With a partner, discuss each statement and circle T for True or F for False. Support your answers with information in the article and your own ideas. 1. When workers introduced the cats, Bear was friendlier than Robi. T F 2. With Robi’s help, Bear is now more active than before. T F 3. Now, Bear is probably happier than Robi. T F P R E S E N TAT I O N S K I L L Ending a Discussion or Presentation At the end of a conversation, discussion, or presentation, you can rephrase important points. This will help everyone remember what you talked about. You can use phrases such as: To sum up, . . . Let’s review the key points, . . . 178 UNIT 9 LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D Form a group with another pair of students. Discuss the questions below. End your discussion by rephrasing your important points. 1. What information in the article is interesting or surprising to you? Explain. 2. Have you heard other stories about unusual animal friendships? Explain. 3. Is a wildcat sanctuary a place you might like to visit? Why or why not? E Read the information about two kinds of penguins. With a partner, make as many comparisons as possible using the adjectives below and your own adjectives. colorful heavy long numerous short tall Penguin Fact File Adélie Penguin 20 inches (50 cm) Average Height 20 inches (50 cm) 9 lbs. (4.1 kg) Average Weight 7 lbs. (3.2 kg) 20 years Average Lifespan 10 years 4.9 million Estimated Population 3.3 million Rockhopper Penguin FINAL TASK Giving a Presentation about the Natural World You are going to give a short presentation about an aspect of the natural world that is important to you. Explain what part of nature is important and the reasons why. Think about details to include, and then practice your presentation before you present to the whole class. A How is the natural world important to you? Write a list of your ideas in your notebook. BRAINSTORMING B Look at your list of ideas from exercise A. Choose the ideas that you want to use in your presentation. Then follow the steps below. CRITICAL THINKING: USING A GRAPHIC ORGANIZER 1. Choose a topic from your notes. Put a check () next to it. 2. Write your topic in the center of the spider map on page 180. 3. Choose three or four main ideas from your notes to support your topic. Circle them. 4. Write three to four main ideas on the lines, or “arms.” 5. Write a few details for each main idea. O U R R E L AT I O N S H I P W I T H N AT U R E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 179 a M e Id ain Detail Topic: a M C e Id n i a Detail Use your spider map from exercise B and follow these steps. 1. Decide which of your ideas you will talk about first, second, and so on, and make notes for your talk. 2. Think of a strong conclusion for your presentation. PRESENTING D Work with a partner. Take turns practicing your presentations and making helpful suggestions for improvement. E Give your presentation to the class. Give a strong conclusion at the end and rephrase the important ideas. Tell your audience why they should care about your topic. REFLECTION 1.How can you use rephrasing and restating to help your academic skills? 2.How does what you learned in this unit affect your attitude toward animals? 180 UNIT 9 3.Here are the vocabulary words from the unit. Check () the ones you can use. ahead raise share attack relationship similar AWL avoid require AWL value conflict AWL respect wildlife depend responsibility within hunt save be worth limited scenery LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. HOW WE COMMUNICATE 10 People on the shore of Djibouti City, Djibouti, trying to get a cellular signal ACADEMIC SKILLS THINK AND DISCUSS LISTENING Listening for Repeated Words Using a Chart SPEAKING Checking for Understanding Thought Groups CRITICAL THINKING Drawing Conclusions 1 Look at the photo and read the caption. What are these people doing? Why? 2 How have cell phones and computers changed how we communicate? 3 What kinds of topics do you think you will discuss in this unit? 181 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ExplorE the Theme Look at the map and read the information. Then discuss the questions. 1. What do the colors on the map represent? World Total Approximately 3.77 billion 2. Which areas of the world have the most access? The least? Internet Users 3. How often do you use the Internet? What other kinds of communication tools do you use? HOW WE COMMUNICATE A GLOBAL MAP OF INTERNET ACCESS The Internet is one of the most important technologies in modern life. It helps us connect to each other and spread knowledge across the globe. While it may seem like everyone in the world is connected, there are still many areas that do not yet have widespread Internet use. This map shows the percentage of people who have access to the Internet by country. 182 UNIT 10 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Key Access Rate (% of population that has access to the Internet) 0% 20% 40% 60% 80% 100% H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 183 A Vocabulary A Write each word from the box next to its definition. access (v) according to (adv) MEANING FROM CONTE X T B basic (adj) connect (v) contact (v) inform (v) involve (v) represent (v) speed (n) wide (adj) 1. to include, make part of 2. how fast something moves or happens 3. to join or form a relationship with something or someone 4. to stand for or mean another thing 5. including many people or things; measuring a lot from side to side 6. to tell about something, often in an official way 7. simple or important 8. to communicate with someone by phone, message, or letter 9. to get into or use something 10. as stated or reported by 3.29 Read the sentences. Choose the correct word or phrase. Then listen and check your answers. 1.Speaking and writing are two (basic / wide) communication skills. 2. I’m not feeling well. I need to (contact / connect) my boss and tell her I can’t work. 3. My sister has a (wide / basic) network of friends. They live all over the world. 4. It’s easy to (represent / access) some kinds of information on the Internet. 5. (According to / Connecting) statistics, more people have cell phones than computers. 6. Schools often try to (access / involve) students in activities outside of class. 7. I tried to go online, but I couldn’t (connect / inform) to the Internet. 8. The university will (access / inform) you if you failed a class. 9. For most people, the dollar sign ($) (involves / represents) money. 10. Information travels at a high (access / speed) from one computer to another. eople with cell P phones sitting side by side but not communicating with each other 184 UNIT 10 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Look at the photo on page 184 and read the caption. Then discuss the questions below with a partner. 1. How do you usually contact your close friends? Your family members? 2. What are some things that move at a slow speed? At a high speed? 3. What are the basic features of a smartphone? What do people do with them? 4. What does each of these five symbols represent? a. # b. & c. + d. % e. @ D Read the article. Fill in each blank with a word from the box. There is one extra word. access connect contact inform involve MEET Ken Banks Each year, National Geographic names several Emerging Explorers and gives them each a cash award. The money supports the work of these young people at the beginning of their careers in many fields—biology, engineering, music, and others. Ken Banks is an Explorer. In places where people can’t Internet, his software lets them the 1 1 2 others easily with a basic cellular telephone. They just 3 the phone to a computer. Then they can send information from the computer without using the Internet. Organizations can use this method to 4 members of the community in their activities. software (n): programs used to operate computers 1 V O C A B U L A RY S K I L L Collocations As you learned in Unit 9, you will increase your fluency if you learn words in chunks called collocations. When you look up a word in the dictionary, you will often see a common phrase in bold. Practice using new words in these collocations. go according to plan basic understanding wide range access the Internet connect to/with pick up speed E Work with a partner. Answer the questions. 1. Tell about a time when something did not go according to plan. What happened? 2. How often do you connect with friends? To the Internet? 3. What are ways people can get a basic understanding of a topic? 4. Do you think it’s better to have a wide range of interests or to focus on only a few? H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 185 A Listening A Report about Communication Software BEFORE LISTENING P R O N U N C I AT I O N Thought Groups 3.30 One or more words that form an idea are often said in a “chunk.” These are thought groups. A thought group can be a word (Wow!), a phrase (After dinner, . . . ), a clause (When we finish dinner, . . . ), or a sentence (I forgot my homework.). We usually pause briefly after a thought group. I’ll call you later / or I’ll text you / when I get home. My brother and I / are interested in conservation. A 3.31 Read and listen to part of a news report. Draw a line to separate the thought groups. It’s amazing! All you need is a laptop computer, a cell phone, and a cable, and you have a communication system with a wide reach. With Banks’s software installed on the computer, the cell phone sends text messages to thousands of people at once, without involving the Internet. B 3.32 With a partner, take turns reading the sentences aloud while your partner marks the thought groups. Then listen and check your answers. 1. Professor Jones is the oldest professor at the university. 2. I almost never send a real letter to anyone. 3. Lily has a phone, but she doesn’t have a computer. 4. We had a good conversation about our families. 5. Tom and Marsha are my only friends in the city. 6. The assignment is to read a chapter and write some questions for discussion. C Work with a partner. You are going to listen to a news report about communication software. Discuss the question: How might life be difficult for people who can’t access the Internet? WHILE LISTENING L I S T E N I N G S K I L L Listening for Repeated Words Speakers repeat key words to indicate which ideas are most important. Key words are usually verbs, nouns, or adjectives. Notice which key words are repeated: Most of us rely on the Internet to communicate and to get information. But in many parts of the world, it’s impossible to access the Internet. So Ken Banks invented a text-message-based communication system that people everywhere can use to share information. 186 UNIT 10 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. D 3.33 Listen to the news report. Indicate ( ) each time you hear these key words. Then read the sentences below. Listen again and check () the main idea. access cellular/cell phone communicate/communication computer inform/information software It can be difficult to access the Internet in some parts of the world. The Internet represents many things. Banks invented software that helped people communicate without the Internet. Kruger Park wanted to hear people’s opinions and have meetings. You can make payments with the software. 3.33 Read the statements. Then listen again and choose T for True or F for False. E LISTENING FOR MAIN IDEAS Correct the false statements. 1. The UN says that countries should limit people’s use of the Internet. T F 2. Ken Banks invented software because he saw a need for it. T F 3. Everyone uses Banks’s software in the same way. T F 4. His software can be used where Internet access is difficult. T F LISTENING FOR D E TA I L S AFTER LISTENING F Discuss the questions with a partner. C ritical T hin k ing : E V A L U AT I N G 1. Can you access the Internet easily? Explain. 2. If you can access the Internet, how do you use it in your daily life? Give examples. 3. Rank the following ways people use the Internet from most important (1) to least important (6). chat with friends look up facts and information do banking or pay bills shop for clothes, music, etc. read or hear the news create a business or personal website eople texting in P Uganda H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 187 A A Speaking G R A M M A R f or speaking The Present Perfect We use the present perfect to talk about: • Actions that began in the past and continue until now. We often use for or since. I have worked here since 2014. (since + start time) I’ve had this job for seven years. (for + amount of time) • Actions that have happened one or more times in the past. The actions relate to the present, and the exact time of the action is not important or stated. I haven’t read that book, so I can’t tell you anything about it. Matthew’s seen three movies this week! To form the present perfect, use have/has + the past participle form of a verb*. Affirmative I/You/We/They have started. He/She/It has finished. Negative We haven’t seen the report. He hasn’t left the office yet. Questions Have you seen the news? Has the boss arrived? What has happened? Answers Yes, I have. / No, I haven’t. Yes, she has. / No, she hasn’t. The team has won the competition. *Many verbs have irregular past participles. A Use the words and phrases below to say complete sentences. Use the present perfect of the underlined verbs. 1. The Morgans / travel to Europe / four times. 2. Celine / not visit her family in Romania / since 2009. 3. Randal / cook / a delicious meal. Can you join us for dinner? 4. I / not see / the new action movie. Let’s go see it tonight! 5. He / call me / twice today. 6. They / know each other / for a long time. B Read the conversation. Fill in each blank with for or since. Then practice the conversation with a partner. Switch roles and practice it again. A: Hi! Is that a new smartphone? B: Sort of. I’ve had it A: I’ve only had mine get a new one. March. 1 a year, and it’s already broken. I’m going to 2 B: By the way, have you seen Alice recently? A: No, I haven’t seen her 3 several weeks. B: Me neither. I sent her an email, but it came back. A: She changed her email address. She’s had a new one 188 UNIT 10 4 May. LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Work with your partner. Read the list of important inventions in the history of communication. Then discuss where to put each event on the timeline below. Write your answers. C CRITICAL THINKING: USING A TIMELINE 1824Braille system of printing and reading for people who are blind (Louis Braille) 1892Motion picture projector (to make movies) (Thomas Edison) 1896 Early form of radio (Guglielmo Marconi) 1971Personal computer, the Kenback-1 (John Blankenbaker) 1973 Cellular telephone (Martin Cooper) 1927 Television (Philo Farnsworth) 1876Telephone and microphone (Alexander Graham Bell) 1989 World Wide Web (Tim Berners-Lee) 1800 1850 1900 1950 2000 Present Past Future 1892 Motion picture projector D Complete each exchange below and on page 190. Use information from the timeline in exercise C. Then practice the exchanges with a partner. A: How long has Braille printing been around? B: A long time! It’s 1 around since 2 . A: How long has the telephone existed? B: It has 3 for 4 years. H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 189 A: How old is television? B: It’s pretty old! There 5 been TV 1927. 6 A: How long have we had cellular telephones? B: We have PERSONALIZING 7 cell phones since 8 . E With your partner, look at the items on page 189 that you didn’t discuss in exercise D. Using those exchanges as models, talk about how long we have had each of those communication devices. Take turns asking and answering questions. F Form a group with another pair of students. Discuss the questions. 1. What information from exercise C was interesting or surprising to you? Explain. 2. Which technology for communication is the most important to you? Explain. 3. Which of these forms of technology for communication have you used today? Which will you use before the day ends? 4. Have you made any phone calls today? Have you texted anyone? What makes you choose between these two forms of communication? 5. Which of your friends do you talk to the most? How long have you known this person? Friends use a tablet to have a video chat. 190 UNIT 10 LESSON A Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LESSON TASK Discussing Ways to Communicate A 3.34 Read and listen to the conversation. Notice the verb tenses the speakers use. Then practice the conversation with your partner. Switch roles and practice it again. A: Have you written a letter to anyone recently? B: Yes, I wrote a letter to my grandmother last week. A: A real letter—on paper? B: Yes, my grandma doesn’t use email. A: Oh, I see. B: Have you had any video chats recently? A: Yes, I talked with my brother last night. He’s in Germany. B C Read the list of ways to communicate. Add two of your own ideas. • call someone on the phone • use video chat services • write a letter • use facial expressions • send a text message • have a face-to-face conversation • • With a partner, ask and answer questions about ways to communicate. Add your two ideas from exercise B. Use the conversation from exercise A as a model. Complete the chart. Then work with another pair of students and tell them what you learned about your partner. Ways to communicate Have you done this recently? With/To whom? Call someone on the phone Yes No Use video chat services Yes No Send a text message Yes No Have a face-to-face conversation Yes No Write a letter Yes No Use facial expressions Yes No Yes No Yes No H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 191 Video Caretakers share a laugh with the elephants at a rehabilitation and tourism center in Kalaw, Myanmar. Elephants Communicate While at Play BEFORE VIEWING C ritical T hin k ing : SYNTHESIZINg 192 UNIT 10 A Discuss the questions below in a group. 1. In Lesson A of this unit, you discussed several different situations in which people communicate. Why might animals need to communicate? 2. How do animals communicate? Give examples for several different animals. 3. How are these ways similar to, or different from, the ways that people communicate? VIDEO Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 3.35 Read and listen to the information. Notice the underlined words. These are B words you will hear in the video. Use the context to guess their meanings. M eaning from C ontext MEET JOYCE POOLE She’s a biologist and conservationist who studies elephants. She is interested in the ways elephants communicate. Elephants use several gestures, or movements, to communicate. Sometimes they put their long, pointed tusks into the grass and dirt. They also waggle their heads, which is a side to side and up and down movement. Elephants use some gestures to threaten or try to scare off other elephants. They are solid, sturdy animals, but they have relaxed, floppy movements when at play. In general, older elephants are tolerant of young ones and let the calves play on top of them. WHILE VIEWING 1.19 Read the statements. Then watch the video and choose the correct C U N D E R S TA N D I N G MAIN IDEAS information. 1. One way that male elephants threaten other elephants is by (tusking the ground / waggling their heads). 2. A head waggle is (a warning / an invitation to play). 3. Young elephants rub each other when they are (angry / being social). 4. When calves play together, the older one often (lies on the ground / squirms around) while the other one climbs on top. 5. Mother elephants (are tolerant / get annoyed) when baby elephants climb on them. D 1.19 Watch the video again and choose the correct adjective to describe each noun. One adjective is used twice. 1. Stony, large male a. sturdy 2. Stony’s movements b. tolerant 3. juvenile elephants c. floppy 4. 11-year-old female d. silly 5. baby elephants U N D E R S TA N D I N G D E TA I L S AFTER VIEWING E Discuss the questions below in a group. 1. Does Joyce Poole enjoy her work? How do you think she feels about elephants? 2. What does the video tell you about elephant relationships and communication? 3. What is the role of play in social groups? Why do people and animals do it? 4. What other animals could humans study to learn about social groups and communication? C ritical T hin k ing : MAKING INFERENCES H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 193 B Vocabulary M eaning from context 3.36 Look at the photo and read the caption. Then read and listen to the article. A Notice each word or phrase in blue and think about its meaning. American Sign Language American Sign Language, or ASL, is a language that people who are deaf or hard of hearing use instead of speech to express themselves. ASL uses signs in addition to body positions and facial expressions. ASL signs are different from the gestures most people use. For example, we all wave, shrug our shoulders, and make shapes with our hands to provide information to our listeners. We point at objects so others know what to pay attention to. However, our gestures are very limited compared to the system of signs and grammar of American Sign Language. As with speaking, the importance of culture is evident in sign language. Different cultures have different versions of sign language. American Sign Language is quite different from British Sign Language, for example. In recent years, some experts have encouraged parents of hearing children to teach ASL to their babies. It is a way to support their language development before they are able to speak. B 194 U N I T 10 Brenda Schertz, an American Sign Language instructor at the University of Southern Maine, U.S.A, communicates with visitors to Maine’s Deaf Culture Festival. Write each word or phrase in blue from exercise A next to its definition. 1. (n) people with deep knowledge of a subject 2. (n) an action or other nonspoken way of communicating 3. (v) to convey a thought or feeling, communicate 4. (n) the significance or value of something 5. (v) to encourage and assist 6. (v) to identify something by holding your finger in its direction 7. (adj) past, but not long ago (e.g., yesterday, last week ) 8. (n) the expression of thoughts with spoken words 9. (phr) to observe and listen closely 10. (phr) along with or together with (another person, thing, etc.) LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. C Use your dictionary to find other forms of the vocabulary words. Noun Verb importance X expert X Adjective Adverb X speech support express addition add point D Fill in each blank with the correct form of a word from the chart in exercise C. of early language development. Children need 1.I didn’t recognize the to be exposed to a language by age two to communicate well. 2. My French is limited. I can read it, but I can’t 3. She’s a(n) it. in linguistics. She speaks twelve languages fluently. 4.The language lab on campus all students learning a language. It offers a variety of resources, including computer software and tutoring. 5.The of learning a language is to communicate with people. 6. He sent flowers as a(n) E of thanks after the dinner party. Discuss the questions below with a partner. 1. What do you pay attention to when you are meeting someone for the first time? 2. Do you know any signs in ASL or another sign language? Share them with your partner and explain what the signs mean. 3. In addition to sign language, there have been recent technological developments that can help deaf or hard-of-hearing people express themselves. How do you think these people might use technology to communicate? 4. In some cultures, it’s considered impolite to point at people. Why do you think that is? Is this true for your culture? 5. Do your friends support you? In what ways do you support them? 6. When is it important to get advice or information from an expert? When is it OK to get it from the Internet or other source? C ritical T hin k ing : analyzing H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 195 B Listening A Lecture about Gestures BEFORE LISTENING A Look at the photo. Then discuss the questions below with a partner. 1. Where do you think the men are? What do you think they are saying? 2. Do you use your hands a lot when you talk? Why or why not? 3. Do you think some cultures use gestures more than others? If so, which ones? WHILE LISTENING L istening for M ain I deas 196 U N I T 10 B 3.37 1.20 Read the statements. Then listen to the lecture and choose T for True or F for False. 1. Gestures are only used in some cultures. T F 2. Gestures have a grammar and vocabulary. T F 3. Gestures can help when you don’t speak the language. T F 4. Gestures help you remember information. T F 5. Unfortunately, we can’t use gestures with technology. T F LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. N ote - Taking S kill Using a Chart You can use a chart to take notes with examples. Write the main ideas in the left column. Add examples to the right. If you miss a main idea, taking notes on the examples can help you figure out what main idea the examples support. Main Idea Examples Gestures shaking head counting on fingers C 3.37 Listen again. Complete the chart. Main Idea L istening for D etails Examples Gestures more important in some cultures than others Help listener understand Help speaker remember Animals use gestures Gestures work with technology After Listening D Discuss the questions below in a group. P ersonalizing 1. What gestures are universal, or understood everywhere? 2. What gestures do you use? How do they help you communicate? C r itical T hinking Drawing Conclusions When we draw conclusions, we put together pieces of information and decide what is likely to be true based on that information. For example, if our coworker walks into the office out of breath and wearing wet clothes, we might conclude that it is raining outside, and he or she ran to get inside. E Read the sentence from the lecture below. What conclusion(s) can you draw? Discuss your ideas with a partner. Now we can even use gestures to communicate with technology. CRITICAL THINKING: D R AW I N G CONCLUSIONS H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 197 B Speaking S p e a k i n g S k i l l Checking for Understanding It’s important to check that your listeners understand you, especially when you are explaining something or giving a presentation. Use these phrases to make sure your listeners understand what you said, or to invite them to ask questions if they don’t. Got it? (Do you have) any questions? Do you understand? (Does that) make sense? Is that clear? Do you know what I mean? Are you following me? Are you with me so far? A 3.38 Read and listen to the conversation. Underline the questions used to check for understanding. A: You look confused, Mom. Is that a new phone? B: Yes, and I’m having trouble figuring it out. A: Let me see it. Alright, first let’s set up your contacts. See this square? If you click on it, it will let you add someone’s contact information—name, phone number, whatever. Do you see what I mean? B: OK. I think so. So I just click on that to add each new person? A: Exactly. Now here’s something else you can do—download some useful apps. You probably want one that will give you directions and update you on traffic, right? So go to the app store, here, and search for the apps and download them. Does that make sense? B: Wait, slow down. What do I click on to get to the app store? woman helps A her mother figure out her new smartphone. 198 U N I T 10 A: This little icon here. Then you can look through all the apps, or you can type in what you want in this box and search for it. Got it? B: Got it. LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. B Complete the conversation. Then underline the phrases used to check for understanding. Practice the conversation with a partner. Switch roles and practice it again. This time, replace each phrase with another phrase that checks for understanding. A: So you can see on this chart for American Sign Language the signs for each letter of the alphabet. For example, this is how to make an “A.” Does that sense? 1 B: I think so. So people spell words to talk? A: Not really. You can spell words with your fingers by using the signs for letters, but that would take too much time. It’s like if I saw you and spelled H-E-L-L-O! So instead, there’s a sign for the word hello. Do you see what I ? 2 B: I do. How does the grammar work? A: Now that’s interesting! Because you’re using your body, and especially your hands, you can make use of physical space. In ASL, you don’t change the verb to show past tense—you just wave your hand over your shoulder before you make the other signs. That means past or before. Are you me? 3 C Look at the graphic. Work with a partner. Take turns describing different forms of communication. Remember to check for understanding after main points. A: Facial expressions are a form of non-verbal communication. They include smiles and frowns. Are you with me so far? B: Yes, I think so. Communication Verbal Non-Verbal Written Oral D Listening Speaking Silence Appearance Reading Nearness Facial Expressions Writing Gestures Body Language Touch Form a group with another pair of students. Take turns explaining one of the topics below or your own idea. Check for understanding and answer questions. • a favorite app • how to use a smartphone • a language you know well • a video chat service H O W W E C O M M U N I C AT E Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 199 FINAL TASK Presenting a Form of Communication You are going to give a group presentation about the advantages and disadvantages of one form of communication. At the end of your presentation, you will invite and answer questions from the audience. Presentation Skill Inviting and Answering Questions from the Audience At the end of a presentation, there is often time to invite questions from the audience. You can use these questions. Are there any questions? / I have time for a few questions. / Does anyone have a question? An audience member might ask a question that you don’t know the answer to. You should not pretend to know the answer. Instead, you can use these expressions. Great question! I’m not exactly sure of the answer. I’ll need to find out and get back to you. I’m afraid I don’t know the answer to that question. Perhaps someone in the audience knows? A Form a small group and choose a topic from the box below. books radio ORGANIZING IDEAS B email social networks letters telephone calls newspapers television Follow the steps. 1.As a group, brainstorm several advantages and disadvantages of the form of communication you chose. You can use a T-chart to organize your ideas. 2. Discuss your personal experiences and the reasons why you do or don’t use that form of communication. How has this form of communication changed throughout history? Has it become more or less useful? Explain. 3. Assign one part of the presentation to each group member: introduction and advantages; disadvantages; summary and conclusion. 4. Practice your presentation. PRESENTING C Give your presentation to the class. At the end of the presentation, invite and answer questions from the audience. REFLECTION 1.What ways did you learn to check for understanding? 2.What did you learn about communication in this unit? How will you improve your own communication skills as a result of what you’ve learned? 200 U N I T 10 3.Here are the vocabulary words and phrases from the unit. Check () the ones you can use. access AWL importance represent according to in addition to sign basic inform speech connect involve AWL speed contact AWL pay attention to support expert AWL point wide express recent LESSON B Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Independent Student Handbook Table of Contents Listening Skills Note-Taking Skills Organizing Information Speaking: Phrases for Classroom Communication Speaking: Phrases for Presenting Presentation Strategies Presentation Outline Pronunciation Guide Vocabulary Building Strategies page 201 page 203 page 204 page 206 page 208 page 209 page 211 page 212 page 213 Listening Skills Predicting Speakers giving formal talks usually begin by introducing themselves and their topic. Listen carefully to the introduction of the topic so that you can predict what the talk will be about. Strategies: ■■ Use visual information including titles on the board or on presentation slides. ■■ Think about what you already know about the topic. ■■ Ask yourself questions that you think the speaker might answer. ■■ Listen for specific phrases that indicate an introduction (e.g., My topic is…). Listening for Main Ideas It’s important to be able to tell the difference between a speaker’s main ideas and supporting details. It is more common for teachers to test students’ understanding of main ideas than of specific details. Strategies: ■■ Listen carefully to the introduction. Speakers often state the main idea in the introduction. ■■ Listen for rhetorical questions, or questions that the speaker asks, and then answers. Often the answer is the statement of the main idea. ■■ Notice words and phrases that the speaker repeats. Repetition often signals main ideas. Listening for Details (Examples) A speaker often provides examples that support a main idea. A good example can help you understand and remember the main idea better. Strategies: ■■ Listen for specific phrases that introduce examples. ■■ Listen for general statements. Examples often follow general statements. Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 201 Listening for Details (Reasons) Speakers often give reasons or list causes and/or effects to support their ideas. Strategies: ■■ Notice nouns that might signal causes/reasons (e.g., factors, influences, causes, reasons) or effects/results (e.g., effects, results, outcomes, consequences). ■■ Notice verbs that might signal causes/reasons (e.g., contribute to, affect, influence, determine, produce, result in) or effects/results (often these are passive, e.g., is affected by). Understanding the Structure of a Presentation An organized speaker uses expressions to alert the audience to important information that will follow. Recognizing signal words and phrases will help you understand how a presentation is organized and the relationship between ideas. Introduction A good introduction identifies the topic and gives an idea of how the lecture or presentation will be organized. Here are some expressions to introduce a topic: I’ll be talking about . . . My topic is . . . There are basically two groups . . . There are three reasons . . . Body In the body of a lecture, speakers usually expand upon the topic. They often use phrases that signal the order of events or subtopics and their relationship to each other. Here are some expressions to help listeners follow the body of a lecture: The first/next/final point/reason is . . . First/Next/Finally, let’s look at . . . Another reason is . . . However, . . . Conclusion In the conclusion of a lecture, speakers often summarize what they have said. They may also make predictions or suggestions. Sometimes they ask a question in the conclusion to get the audience to think more about the topic. Here are some expressions to give a conclusion: In conclusion, . . . In summary, . . . As you can see. . . To review, + (restatement of main points) Understanding Meaning from Context When you are not familiar with a word that a speaker says, you can sometimes guess the meaning of the word or fill in the gaps using the context or situation itself. Strategies: ■■ Don’t panic. You don’t always understand every word of what a speaker says in your first language, either. ■■ Use context clues to fill in the blanks. What did you understand just before or just after the missing part? What did the speaker probably say? ■■ Listen for words and phrases that signal a definition or explanation (e.g., What that means is…). 202 Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Recognizing a Speaker’s Bias Speakers often have an opinion about the topic they are discussing. It’s important for you to know if they are objective or subjective about the topic. Objective speakers do not express an opinion. Subjective speakers have a bias or a strong feeling about the topic. Strategies: ■■ Notice words like adjectives, adverbs, and modals that the speaker uses (e.g., ideal, horribly, should, shouldn’t). These suggest that the speaker has a bias. ■■ Listen to the speaker’s voice. Does he or she sound excited, angry, or bored? ■■ Notice if the speaker gives more weight or attention to one point of view over another. ■■ Listen for words that signal opinions (e.g., I think…). Note-Taking Skills Taking notes is a personalized skill. It is important to develop a note-taking system that works for you. However, there are some common strategies to improve your note taking. Before You Listen Focus Try to clear your mind before the speaker begins so you can pay attention. If possible, review previous notes or think about what you already know about the topic. Predict If you know the topic of the talk, think about what you might hear. Listen Take Notes by Hand Research suggests that taking notes by hand rather than on a computer is more effective. Taking notes by hand requires you to summarize, rephrase, and synthesize information. This helps you encode the information, or put it into a form that you can understand and remember. Listen for Signal Words and Phrases Speakers often use signal words and phrases (e.g., Today we’re going to talk about…) to organize their ideas and show relationships between them. Listening for signal words and phrases can help you decide what information to write in your notes. Condense (Shorten) Information ■■ As you listen, focus on the most important ideas. The speaker will usually repeat, define, explain, and/or give examples of these ideas. Take notes on these ideas. Speaker: The Itaipu Dam provides about 20% of the electricity used in Brazil, and about 75% of the electricity used in Paraguay. That electricity goes to millions of homes and businesses, so it’s good for the economy of both countries. Notes: Itaipu Dam ➝ electricity: Brazil 20%, Paraguay 75% ■■ Don’t write full sentences. Write only key words (nouns, verbs, adjectives, and adverbs), phrases, or short sentences. Full sentence: Teachers are normally at the top of the list of happiest jobs. Notes: teachers happiest Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 203 ■■ Leave out information that is obvious. Full sentence: Photographer Annie Griffiths is famous for her beautiful photographs. She travels all over the world to take photos. Notes: A. Griffiths travels world ■■ Write numbers and statistics. (9 bil; 35%) ■■ Use abbreviations (e.g., ft., min., yr) and symbols (=, ≠, >, <, %, ➝) ■■ Use indenting. Write main ideas on the left side of the paper. Benefits of eating ugly foods Save $ 10-20% on ugly fruits & vegs. at market ■■ Write details under key terms to help you remember them. ■■ Write the definitions of important new words. After You Listen ■■ Review your notes soon after the lecture or presentation. Add any details you missed. ■■ Clarify anything you don’t understand in your notes with a classmate or teacher. ■■ Add or highlight main ideas. Cross out details that aren’t important or necessary. ■■ Rewrite anything that is hard to read or understand. Rewrite your notes in an outline or other graphic organizer to organize the information more clearly. ■■ Use arrows, boxes, diagrams, or other visual cues to show relationships between ideas. Organizing Information You can use a graphic organizer to take notes while you are listening, or to organize your notes after you listen. Here are some examples of graphic organizers: Flowcharts are used to show processes, or cause/effect relationships. cause cause effect Mind maps show the connection between concepts. The main idea is usually in the center with supporting ideas and details around it. No air and no air pressure Need a spacesuit 2. No atmosphere 3. Zero gravity Space: A Hostile Environment 1. Extreme temperatures 204 4. Rhythms Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Outlines show the relationship between main ideas and details. To use an outline for taking notes, write the main ideas at the left margin of your paper. Below the main ideas, indent and write the supporting ideas and details. You may do this as you listen, or go back and rewrite your notes as an outline later. I. Introduction: How to feed the world II. Steps Step One: Stop deforestation a. stop burning rainforests b. grow crops on land size of South America T-charts compare two topics. Climate Change in Greenland Benefits Drawbacks shorter winters rising sea levels Timelines show a sequence of events. 1800 1850 1900 2000 Present 1950 Past Future 1892 Motion picture projector Venn diagrams compare and contrast two or more topics. The overlapping areas show similarities. Dolphins mammals Sharks live in ocean, have fins fish Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 205 Speaking: Phrases for Classroom Communication Phrases for Expressing Yourself 206 Expressing Opinions I think… I believe… I’m sure… In my opinion/view… If you ask me,… Personally,… To me,… Expressing Likes and Dislikes I like… I prefer… I love… I can’t stand… I hate… I really don’t like… I don’t care for… Giving Facts There is evidence/proof… Experts claim/argue… Studies show… Researchers found… The record shows… Giving Tips or Suggestions Imperatives (e.g., Try to get more sleep.) You/We should/shouldn’t… You/We ought to… It’s (not) a good idea to… I suggest (that)… Let’s… How about… + (noun/gerund) What about… + (noun/gerund) Why don’t we/you… You/We could… Agreeing I agree. True. Good point. Exactly. Absolutely. I was just about to say that. Definitely. Right! Disagreeing I disagree. I’m not so sure about that. I don’t know. That’s a good point, but I don’t agree. I see what you mean, but I think that… Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Phrases for Interacting with Others Clarifying/Checking Your Understanding So are you saying that…? So what you mean is…? What do you mean? How’s that? How so? I’m not sure I understand/follow. Do you mean…? I’m not sure what you mean. Asking for Clarification/Confirming Understanding Sorry, I didn’t catch that. Could you repeat it? I’m not sure I understand the question. I’m not sure I understand what you mean. Sorry, I’m not following you. Are you saying that…? If I understand correctly, you’re saying that… Oh, now I get it. You’re talking about…, right? Checking Others’ Understanding Does that make sense? Do you understand? Do you see what I mean? Is that clear? Are you following/with me? Do you have any questions? Asking for Opinions What do you think? We haven’t heard from you in a while. Do you have anything to add? What are your thoughts? How do you feel? What’s your opinion? Taking Turns Can/May I say something? Could I add something? Can I just say…? May I continue? Can I finish what I was saying? Did you finish your thought? Let me finish. Let’s get back to… Interrupting Politely Excuse me. Pardon me. Forgive me for interrupting… I hate to interrupt but… Can I stop you for a second? Asking for Repetition Could you say that again? I’m sorry? I didn’t catch what you said. I’m sorry. I missed that. What did you say? Could you repeat that please? Showing Interest I see. Good for you. Really? Seriously? Um-hmm. No kidding! Wow. And? (Then what?) That’s funny / amazing / incredible / awful! Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 207 Speaking: Phrases for Presenting Introduction Introducing a Topic I’m going to talk about… My topic is… I’m going to present… I plan to discuss… Let’s start with… Today we’re going to talk about… So we’re going to show you… Now/Right/So/Well, (pause), let’s look at… There are three groups/reasons/effects/ factors… There are four steps in this process. Body 208 Listing or Sequencing First/First of all/The first (noun)/To start/To begin,… Second/Secondly/The second/Next/Another/ Also/Then/In addition,… Last/The last/Finally,… There are many/several/three types/kinds of/ ways… Signaling Problems/Solutions One problem/issue/challenge is… One solution/answer/response is… Giving Reasons or Causes Because + (clause): Because the climate is changing… Because of + (noun phrase): Because of climate change… Due to + (noun phrase)… Since + (clause) The reason that I like hip-hop is… One reason that people listen to music is… One factor is + (noun phrase) The main reason that… Giving Results or Effects …so + (clause): so I went to the symphony Therefore, + (sentence): Therefore, I went to the symphony. As a result, + (sentence). Consequently, + (sentence). …causes + (noun phrase) …leads to + (noun phrase) …had an impact/effect on + (noun phrase) If…then… Giving Examples The first example is… Here’s an example of what I mean… For instance,… For example,… Let me give you an example… …such as… …like… Repeating and Rephrasing What you need to know is… I’ll say this again… So again, let me repeat… The most important point is… I n d epe n d e n t st u d e n t h a n d b o o k Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Signaling Additional Examples or Ideas Not only…but Besides… Not only do…, but also Signaling to Stop Taking Notes You don’t need this for the test. This information is in your books/on your handout/on the website. You don’t have to write all this down. Identifying a Side Track This is off-topic,… On a different subject,… As an aside, … That reminds me… Returning to a Previous Topic Getting back to our previous discussion,… To return to our earlier topic… OK, getting back on topic… So to return to what we were saying,… Signaling a Definition Which means… What that means is… Or… In other words,… Another way to say that is… That is… That is to say… Talking about Visuals This graph/infographic/diagram shows/explains… The line/box/image represents… The main point of this visual is… You can see… From this we can see… Conclusion Concluding Well/So, that’s how I see it. In conclusion, In summary, To sum up, As you can see,… At the end,… To review, (+ restatement of main points) PResentation Strategies You will often have to give individual or group presentations in your class. The strategies below will help you to prepare, present, and reflect on your presentations. Prepare As you prepare your presentation: Consider Your Topic ■■ Choose a topic you feel passionate about. If you are passionate about your topic, your audience will be more interested and excited about your topic, too. Focus on one major idea that you can bring to life. The best ideas are the ones your audience wants to experience. I ndependent st u dent h and b o o k Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 209 Consider Your Purpose ■■ Have a strong start. Use an effective hook, such as a quote, an interesting example, a rhetorical question, or a powerful image to get your audience’s attention. Include one sentence that explains what you will do in your presentation and why. ■■ Stay focused. Make sure your details and examples support your main points. Avoid sidetracks or unnecessary information that takes you away from your topic. ■■ Use visuals that relate to your ideas. Drawings, photos, video clips, infographics, charts, maps, slides, and physical objects can get your audience’s attention and explain ideas effectively. For example, a photo or map of a location you mention can help your audience picture a place they have never been. Slides with only key words and phrases can help emphasize your main points. Visuals should be bright, clear, and simple. ■■ Have a strong conclusion. A strong conclusion should serve the same purpose as a strong start—to get your audience’s attention and make them think. Good conclusions often refer back to the introduction, or beginning of the presentation. For example, if you ask a question in the beginning, you can answer it in the conclusion. Remember to restate your main points, and add a conclusion device such as a question, a call to action, or a quote. Consider your Audience ■■ Use familiar concepts. Think about the people in your audience. Ask yourself these questions: Where are they from? How old are they? What is their background? What do they already know about my topic? What information do I need to explain? Use language and concepts they will understand. ■■ Share a personal story. Consider presenting information that will get an emotional reaction; for example, information that will make your audience feel surprised, curious, worried, or upset. This will help your audience relate to you and your topic. ■■ Be authentic (be yourself!). Write your presentation yourself. Use words that you know and are comfortable using. Rehearse ■■ Make an outline to help you organize your ideas. ■■ Write notes on notecards. Do not write full sentences, just key words and phrases to help you remember important ideas. Mark the words you should stress and places to pause. ■■ Review pronunciation. Check the pronunciation of words you are uncertain about with a classmate, a teacher, or in a dictionary. Note and practice the pronunciation of difficult words. ■■ Memorize the introduction and conclusion. Rehearse your presentation several times. Practice saying it out loud to yourself (perhaps in front of a mirror or video recorder) and in front of others. ■■ Ask for feedback. Note and revise information that doesn’t flow smoothly based on feedback and on your own performance in rehearsal. If specific words or phrases are still a problem, rephrase them. Present As you present: ■■ Pay attention to your pacing (how fast or slow you speak). Remember to speak slowly and clearly. Pause to allow your audience to process information. ■■ Speak at a volume loud enough to be heard by everyone in the audience, but not too loud. Ask the audience if your volume is OK at the beginning of your talk. 210 Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ■■ Vary your intonation. Don’t speak in the same tone throughout the talk. Your audience will be more interested if your voice rises and falls, speeds up and slows down to match the ideas you are talking about. ■■ Be friendly and relaxed with your audience—remember to smile! ■■ Show enthusiasm for your topic. Use humor if appropriate. ■■ Have a relaxed body posture. Don’t stand with your arms folded, or look down at your notes. Use gestures when helpful to emphasize your points. ■■ Don’t read directly from your notes. Use them to help you remember ideas. ■■ Don’t look at or read from your visuals too much. Use them to support your ideas. ■■ Make frequent eye contact with the entire audience. Reflect As you reflect on your presentation: ■■ Consider what you think went well during your presentation and what areas you can improve upon. ■■ Get feedback from your classmates and teacher. How do their comments relate to your own thoughts about your presentation? Did they notice things you didn’t? How can you use their feedback in your next presentation? Presentation Outline When you are planning a presentation, you may find it helpful to use an outline. If it is a group presentation, the outline can provide an easy way to divide the content. For example, one student can do the introduction, another student the first idea in the body, and so on. 1. Introduction Topic: Hook: Statement of main idea: 2. Body First step/example/reason: Supporting details: Second step/example/reason: Supporting details: Third step/example/reason: Supporting details: 3. Conclusion Main points to summarize: Suggestions/Predictions: Closing comments/summary: Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 211 PRONUNCIATION GUIDE Sounds and Symbols Vowels Consonants Symbol Key Words Symbol Key Word Symbol Key Word /ɑ/ /æ/ /aɪ/ /i/ /ɪ/ /eɪ/ /ɛ/ /ʌ/ /ə/ /u/ /ʊ/ /oʊ/ /ɔ/ /aʊ/ /ɔɪ/ hot, stop cat, ran fine, nice eat, need sit, him name, say get, bed cup, what about, lesson boot, new book, could go, road law, walk house, now toy, coin /b/ /d/ /dʒ/ /f/ /g/ /h/ /k/ /l/ /m/ /n/ /ŋ/ /p/ /r/ /s/ /t/ /tʃ/ /v/ /w/ /y/ /z/ tea cheap vote we yes zoo /ð/ /θ/ /ʃ/ /ʒ/ they think shoe measure boy day job, bridge face go hat key, car love my nine sing pen right see Source: The Newbury House Dictionary plus Grammar Reference, Fifth Edition, National Geographic Learning/ Cengage Learning, 2014. Rhythm The rhythm of English involves stress and pausing. Stress • English words are based on syllables—units of sound that include one vowel sound. • In every word in English, one syllable has the primary stress. • In English, speakers group words that go together based on the meaning and context of the sentence. These groups of words are called thought groups. In each thought group, one word is stressed more than the others—the stress is placed on the syllable with the primary stress in this word. • In general, new ideas and information are stressed. Pausing • Pauses in English can be divided into two groups: long and short pauses. • English speakers use long pauses to mark the conclusion of a thought, items in a list, or choices given. • Short pauses are used in between thought groups to break up the ideas in sentences into smaller, more manageable chunks of information. 212 Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Intonation English speakers use intonation, or pitch (the rise and fall of their voice), to help express meaning. For example, speakers usually use a rising intonation at the end of yes/no questions, and a falling intonation at the end of wh- questions and statements. Vocabulary Building Strategies Vocabulary learning is an on-going process. The strategies below will help you learn and remember new vocabulary words. Guessing Meaning from Context You can often guess the meaning of an unfamiliar word by looking at or listening to the words and sentences around it. Speakers usually know when a word is unfamiliar to the audience, or is essential to understanding the main ideas, and often provide clues to its meaning. ■■ Repetition: A speaker may use the same key word or phrase, or use another form of the same word. ■■ Restatement or synonym: A speaker may give a synonym to explain the meaning of a word, using phrases such as, in other words, also called, or…, also known as. ■■ Antonyms: A speaker may define a word by explaining what it is NOT. The speaker may say Unlike A/In contrast to A, B is… ■■ Definition: Listen for signals such as which means or is defined as. Definitions can also be signaled by a pause. ■■ Examples: A speaker may provide examples that can help you figure out what something is. For example, Mascots are a very popular marketing tool. You’ve seen them on commercials and in ads on social media – cute, brightly colored creatures that help sell a product. Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 213 Understanding Word Families: Stems, Prefixes, and Suffixes Use your understanding of stems, prefixes, and suffixes to recognize unfamiliar words and to expand your vocabulary. The stem is the root part of the word, which provides the main meaning. A prefix comes before the stem and usually modifies meaning (e.g., adding re- to a word means “again” or “back”). A suffix comes after the stem and usually changes the part of speech (e.g., adding -ion, -tion, or -ation to a verb changes it to a noun). Words that share the same stem or root belong to the same word family (e.g., event, eventful, uneventful, uneventfully). 214 Word Stem ann, enn chron(o) flex, flect graph lab mob, mot, mov port sect Meaning year time bend draw, write work move carry cut Example anniversary, millennium chronological, synchronize flexible, reflection graphics, paragraph labor, collaborate automobile, motivate, mover transport, import sector, bisect Prefix disin-, im-, il-, ir- Meaning not, opposite of not intermispreretransun- between bad, badly, incorrectly before again; back across, beyond not Example disappear, disadvantages inconsistent, immature, illegal, irresponsible Internet, international misunderstand, misjudge prehistoric, preheat repeat; return transfer, translate uncooked, unfair Suffix -able, -ible -en -er, -or -ful -ify, -fy -ion, -tion, -ation -ize -ly -ment -ness Meaning worth, ability to cause to become; made of one who full of to make or become condition, action cause in the manner of condition or result state of being Example believable, impossible lengthen, strengthen; golden teacher, director beautiful, successful simplify, satisfy occasion, education, foundation modernize, summarize carefully, happily assignment, statement happiness, sadness Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Using a Dictionary Here are some tips for using a dictionary: ■■ When you see or hear a new word, try to guess its part of speech (noun, verb, adjective, etc.) and meaning, then look it up in a dictionary. ■■ Some words have multiple meanings. Look up a new word in the dictionary and try choose the correct meaning for the context. Then see if it makes sense within the context. ■■ When you look up a word, look at all the definitions to see if there is a basic core meaning. This will help you understand the word when it is used in a different context. Also look at all the related words, or words in the same family. This can help you expand your vocabulary. For example, the core meaning of structure involves something built or put together. Source: The Newbury House Dictionary plus Grammar Reference, Fifth Edition, National Geographic Learning/Cengage Learning, 2014 Multi-Word Units You can improve your fluency if you learn and use vocabulary as multi-word units: idioms (go the extra mile), collocations (wide range), and fixed expressions (in other words). Some multiword units can only be understood as a chunk – the individual words do not add up to the same overall meaning. Keep track of multi-word units in a notebook or on notecards. Vocabulary Note Cards You can expand your vocabulary by using vocabulary note cards or a vocabulary building app. Write the word, expression, or sentence that you want to learn on one side. On the other, draw a four-square grid and write the following information in the squares: definition; translation (in your first language); sample sentence; synonyms. Choose words that are high frequency or on the academic word list. If you have looked a word up a few times, you should make a card for it. definition: first language translation: sample sentence: synonyms: Organize the cards in review sets so you can practice them. Don’t put words that are similar in spelling or meaning in the same review set as you may get them mixed up. Go through the cards and test yourself on the words or expressions. You can also practice with a partner. Independent student handbook Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 215 VOCABULARY INDEX Word Page CEFR† Level Word Page CEFR† Level Word Page CEFR† Level access* according to achieve* adapt* adventure advertise afford ahead aim although among amount amusing appeal architect area* attack attract average avoid award (n) basic be worth belong to benefit (n)* brain build challenge* (n) character coast (n) comedy comfortable common communicate* completely complicated condition conflict* (n) connect conscious of constantly* contact* copy (n) creative* crime crop 184 184 54 124 4 44 154 164 44 14 134 64 24 154 104 94 174 54 74 174 154 184 174 114 34 84 114 124 44 74 24 104 34 4 134 54 124 174 184 144 144 184 144 4 34 94 customer damage (n) dangerous deal with definitely* depend desert (n) design* (n) destroy disadvantage discover display* (v) drought effect encourage energy* enjoy environment* especially exercise (n) exist expect experience (n) expert* explore exposed* express favorite / favourite feed figure out flooding (n) forecast (n) forever fortunately free time grow happiness healthy heat (n) hunt impact* (n) importance in addition to in charge of inform 44 114 4 104 124 164 114 54 64 34 134 144 64 14 44 54 34 94 114 34 74 84 4 194 4 124 194 4 B2 B1 A2 B1 B1 B2 A2 B1 B1 B1 B1 B1 C2 B1 B1 B1 A1 B1 A2 A2 B1 B1 B1 B1 B1 B2 B2 A1 14 74 154 134 184 124 54 24 94 94 24 24 174 154 114 104 14 64 74 84 124 134 84 84 134 104 4 4 14 C1 A2 B2 B1 B1 B1 B1 B1 B1 off list B2 B1 B1 B1 B1 B1 A2 B2 B2 B1 B1 B1 B1 C1 B2 B1 B1 B1 B2 94 54 64 64 144 124 34 74 24 34 74 164 104 194 194 14 184 B1 B2 B1 B1 B2 B1 off list A2 B1 A2 B1 B1 B2 B1 B1 B1 B1 initiative* instead interpret* invent involve* issue* join joke (n) land (n) large-scale laughter lead limited lively location* mainly manager measure melt memory method* necessary nervous nutrition observe obvious* opportunity ordinary organized / organised original outdoors pattern pay attention to percent* perform period* physical* point (v) pollution popular population predict* presentation product property 154 34 74 194 94 154 124 14 194 14 44 114 64 14 44 114 B1 B1 B1 B1 B1 B1 B1 B2 B1 B1 A2 B2 B1 B1 B1 B2 216 B1 B1 B1 B2 A2 B1 B1 B1 B2 B1 B1 B1 B1 B2 B1 A2 B1 B1 B1 B1 B2 B1 B1 B1 B1 A2 A2 B1 B1 B1 B1 A2 B1 B1 B1 B1 B1 B2 B1 B2 B2 A2 B1 B1 B1 B1 V O C ABU L A R Y I NDE X Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Word Page CEFR† Level Word Page CEFR† Level Word Page CEFR† Level public quality rainfall raise rapid reach recent recognize / recognise record (v) reflect relationship relax* remove* repeat (v) represent require* researcher* resident* respect (n) responsibility result (n) 144 44 64 164 114 134 194 44 B2 B1 off list B2 B2 B2 B1 B1 24 134 164 34 104 144 184 174 24 104 164 164 54 B2 B2 B1 B1 B1 A2 B2 B1 B2 B2 B1 B2 B1 rise save scenery sculpture search section* sense (n) share sign (n) significant* similar* simple situation size skill slightly smell (n) solid solution sound speech speed 74 174 174 144 14 44 84 164 194 94 174 154 24 134 4 74 84 144 94 24 194 184 stand out storm stressful* support (v) survival* taste (n) technology* temperature temporary* texture tourist traditional* typical value (v) view (v) visual* (n) waste (v) wide wildlife within zone 54 64 124 194 94 84 104 64 144 84 114 154 154 164 134 54 84 184 174 164 104 B1 B1 B1 B1 B1 B1 B2 A2 B1 B2 B1 B1 B1 A2 B1 B2 B1 B2 B1 A2 B1 B1 B2 A2 B1 B1 B2 B1 B1 A2 B1 C1 A2 B1 B1 B2 C2 B1 B1 A2 B1 B2 B1 †The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language proficiency. Pathways Level 1 is intended for students at CEFR levels A2-B1. The target vocabulary is at the following CEFR levels: A1: 1%; A2: 12%; B1: 63%; B2: 20%; C1: 1.5%; C2: 1%; off list: 1.5%. *These words are on the Academic Word List (AWL). The AWL is a list of the 570 highest-frequency academic word families that regularly appear in academic texts. The AWL was compiled by researcher Averil Coxhead based on her analysis of a 3.5-million-word corpus (Coxhead, 2000). V O C ABU L A R Y I NDE X Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 217 Rubrics Unit 1 Lesson B Final Task Check (P) if the presenter did the following: Name 1. introduced herself or himself 2. gave information about where she/he is from 3. gave information about what she/he is studying 4. gave information about the job she/he has or hopes to have 5. included reason(s) for choosing this job OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 1 2 3 4 5 Unit 2 Lesson B Final Task Check (P) if the presenter did the following: Name 1. included an introduction, which explained his or her topic 2. included supporting details 3. included a conclusion 4. spoke loudly, slowly, and clearly 5. answered the audience’s questions OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 218 1 2 3 4 5 1 2 3 4 R u b ric s Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Unit 3 Lesson B Final Task Check (P) if the presenters did the following: Name 1. presented a clear marketing plan with one or more elements 2. described the product or service well 3. included good visuals 4. included a strong conclusion that summarized the main ideas of the plan and sold the product OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 1 2 3 4 5 Unit 4 Lesson B Final Task Check (P) if the presenter did the following: Name 1. used information from the diagram to explain the process 2. explained reasons for ranking items 3. made eye contact while speaking 4. successfully defended ideas OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 R u b ric s Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 219 Unit 5 Lesson B Final Task Check (P) if the presenter did the following: Name 1. started with an effective hook 2. chose good solutions based on the information 3. presented his or her personal plan clearly 4. included two or three steps to prevent food waste OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 1 2 3 4 5 Unit 6 Lesson B Final Task Check (P) if the presenters did the following: Name 1. prioritized their options and chose the most important items 2. asked good questions when acting as agents 3. gave plenty of details when acting as clients 4. played their part while role-playing OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 220 1 2 3 4 5 1 2 3 4 R u b ric s Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Unit 7 Lesson B Final Task Check (P) if the presenters did the following: Name 1. organized their ideas and their presentation so everyone spoke 2. gave reasons for their decision 3. explained how they will travel 4. explained what they will do at the site 5. used signal words to help the audience follow OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 1 2 3 4 5 Unit 8 Lesson B Final Task Check (P) if the presenters did the following: Name 1. presented a convincing argument for keeping art and music education 2. listed several benefits of art and music education 3. took turns speaking 4. spoke at an appropriate speed OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 R u b ric s Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 221 Unit 9 Lesson B Final Task Check (P) if the presenter did the following: Name 1. chose an interesting topic 2. gave three or four main ideas to support the topic 3. gave a few details to support each main idea 4. gave a strong conclusion that restated important ideas and made the audience care about the topic OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 1 2 3 4 5 Unit 10 Lesson B Final Task Check (P) if the presenters did the following: Name 1. gave an introduction 2. stated the advantages 3. stated the disadvantages 4. gave a summary and a conclusion 5. invited and answered questions from the audience OVERALL RATING Note: 1 = lowest; 5 = highest Notes: 222 1 2 3 4 5 1 2 3 4 R u b ric s Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Acknowledgements The Authors and Publisher would like to acknowledge the teachers around the world who participated in the development of the second edition of Pathways. A special thanks to our Advisory Board for their valuable input during the development of this series. ADVISORY BOARD Mahmoud Al Hosni, Modern College of Business and Science, Muscat; Safaa Al-Salim, Kuwait University, Kuwait City; Laila AlQadhi, Kuwait University, Kuwait City; Julie Bird, RMIT University Vietnam, Ho Chi Minh City; Elizabeth Bowles, Virginia Tech Language and Culture Institute, Blacksburg, VA; Rachel Bricker, Arizona State University, Tempe, AZ; James Broadbridge, J.F. Oberlin University, Tokyo; Marina Broeder, Mission College, Santa Clara, CA; Shawn Campbell, Hangzhou High School, Hangzhou; Trevor Carty, James Cook University, Singapore; Jindarat De Vleeschauwer, Chiang Mai University, Chiang Mai; Wai-Si El Hassan, Prince Mohammad Bin Fahd University, Dhahran; Jennifer Farnell, University of Bridgeport, Bridgeport, CT; Rasha Gazzaz, King Abdulaziz University, Jeddah; Keith Graziadei, Santa Monica College, Santa Monica, CA; Janet Harclerode, Santa Monica Community College, Santa Monica, CA; Anna Hasper, TeacherTrain, Dubai; Phoebe Kamel Yacob Hindi, Abu Dhabi Vocational Education and Training Institute, Abu Dhabi; Kuei-ping Hsu, National Tsing Hua University, Hsinchu; Greg Jewell, Drexel University, Philadelphia, PA; Adisra Katib, Chulalongkorn University Language Institute, Bangkok; Wayne Kennedy, LaGuardia Community College, Long Island City, NY; Beth Koo, Central Piedmont Community College, Charlotte, NC; Denise Kray, Bridge School, Denver, CO; Chantal Kruger, ILA Vietnam, Ho Chi Minh City; William P. Kyzner, Fuyang AP Center, Fuyang; Becky Lawrence, Massachusetts International Academy, Marlborough, MA; Deborah McGraw, Syracuse University, Syracuse, NY; Mary Moore, University of Puerto Rico, San Juan; Raymond Purdy, ELS Language Centers, Princeton, NJ; Anouchka Rachelson, Miami Dade College, Miami, FL; Fathimah Razman, Universiti Utara Malaysia, Sintok; Phil Rice, University of Delaware ELI, Newark, DE; Scott Rousseau, American University of Sharjah, Sharjah; Verna Santos-Nafrada, King Saud University, Riyadh; Eugene Sidwell, American Intercon Institute, Phnom Penh; Gemma Thorp, Monash University English Language Centre, Melbourne; Matt Thurston, University of Central Lancashire, Preston; Christine Tierney, Houston Community College, Houston, TX; Jet Robredillo Tonogbanua, FPT University, Hanoi. GLOBAL REVIEWERS ASIA Antonia Cavcic, Asia University, Tokyo; Soyhan Egitim, Tokyo University of Science, Tokyo; Caroline Handley, Asia University, Tokyo; Patrizia Hayashi, Meikai University, Urayasu; Greg Holloway, University of Kitakyushu, Kitakyushu; Anne C. Ihata, Musashino University, Tokyo; Kathryn Mabe, Asia University, Tokyo; Frederick Navarro Bacala, Yokohama City University, Yokohama; Tyson Rode, Meikai University, Urayasu; Scott Shelton-Strong, Asia University, Tokyo; Brooks Slaybaugh, Yokohama City University, Yokohama; Susanto Sugiharto, Sutomo Senior High School, Medan; Andrew Zitzmann, University of Kitakyushu, Kitakyushu LATIN AMERICA AND THE CARIBBEAN Raul Bilini, ProLingua, Dominican Republic; Alejandro Garcia, Collegio Marcelina, Mexico; Humberto Guevara, Tec de Monterrey, Campus Monterrey, Mexico; Romina Olga Planas, Centro Cultural Paraguayo Americano, Paraguay; Carlos Rico-Troncoso, Pontificia Universidad Javeriana, Colombia; Ialê Schetty, Enjoy English, Brazil; Aline Simoes, Way To Go Private English, Brazil; Paulo Cezar Lira Torres, APenglish, Brazil; Rosa Enilda Vasquez, Swisher Dominicana, Dominican Republic; Terry Whitty, LDN Language School, Brazil. MIDDLE EAST AND NORTH AFRICA Susan Daniels, Kuwait University, Kuwait; Mahmoud Mohammadi Khomeini, Sokhane Ashna Language School, Iran; Müge Lenbet, Koç University, Turkey; Robert Anthony Lowman, Prince Mohammad bin Fahd University, Saudi Arabia; Simon Mackay, Prince Mohammad bin Fahd University, Saudi Arabia. USA AND CANADA Frank Abbot, Houston Community College, Houston, TX; Hossein Aksari, Bilingual Education Institute and Houston Community College, Houston, TX; Sudie Allen-Henn, North Seattle College, Seattle, WA; Sharon Allie, Santa Monica Community College, Santa Monica, CA; Jerry Archer, Oregon State University, Corvallis, OR; Nicole Ashton, Central Piedmont Community College, Charlotte, NC; Barbara Barrett, University of Miami, Coral Gables, FL; Maria Bazan-Myrick, Houston Community College, Houston, TX; Rebecca Beal, Colleges of Marin, Kentfield, CA; Marlene Beck, Eastern Michigan University, Ypsilanti, MI; Michelle Bell, University of Southern California, Los Angeles, CA; Linda Bolet, Houston Community College, Houston, TX; Jenna Bollinger, Eastern Michigan University, Ypsilanti, MI; Monica Boney, Houston Community College, Houston, TX; Nanette Bouvier, Rutgers University – Newark, Newark, NJ; Nancy Boyer, Golden West College, Huntington Beach, CA; Lia Brenneman, University of Florida English Language Institute, Gainesville, FL; Colleen Brice, Grand Valley State University, Allendale, MI; Kristen Brown, Massachusetts International Academy, Marlborough, MA; Philip Brown, Houston Community A C KNO W L ED G E M ENTS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 223 College, Houston, TX; Dongmei Cao, San Jose City College, San Jose, CA; Molly Cheney, University of Washington, Seattle, WA; Emily Clark, The University of Kansas, Lawrence, KS; Luke Coffelt, International English Center, Boulder, CO; William C Cole-French, MCPHS University, Boston, MA; Charles Colson, English Language Institute at Sam Houston State University, Huntsville, TX; Lucy Condon, Bilingual Education Institute, Houston, TX; Janice Crouch, Internexus Indiana, Indianapolis, IN; Charlene Dandrow, Virginia Tech Language and Culture Institute, Blacksburg, VA; Loretta Davis, Coastline Community College, Westminster, CA; Marta Dmytrenko-Ahrabian, Wayne State University, Detroit, MI; Bonnie Duhart, Houston Community College, Houston, TX; Karen Eichhorn, International English Center, Boulder, CO; Tracey Ellis, Santa Monica Community College, Santa Monica, CA; Jennifer Evans, University of Washington, Seattle, WA; Marla Ewart, Bilingual Education Institute, Houston, TX; Rhoda Fagerland, St. Cloud State University, St. Cloud, MN; Kelly Montijo Fink, Kirkwood Community College, Cedar Rapids, IA; Celeste Flowers, University of Central Arkansas, Conway, AR; Kurtis Foster, Missouri State University, Springfield, MO; Rachel Garcia, Bilingual Education Institute, Houston, TX; Thomas Germain, University of Colorado Boulder, Boulder, CO; Claire Gimble, Virginia International University, Fairfax, VA; Marilyn Glazer-Weisner, Middlesex Community College, Lowell, MA; Amber Goodall, South Piedmont Community College, Charlotte, NC; Katya Goussakova, Seminole State College of Florida, Sanford, FL; Jane Granado, Texas State University, San Marcos, TX; Therea Hampton, Mercer County Community College, West Windsor Township, NJ; Jane Hanson, University of Nebraska – Lincoln, Lincoln, NE; Lauren Heather, University of Texas at San Antonio, San Antonio, TX; Jannette Hermina, Saginaw Valley State University, Saginaw, MI; Gail Hernandez, College of Staten Island, Staten Island, NY; Beverly Hobbs, Clark University, Worcester, MA; Kristin Homuth, Language Center International, Southfield, MI; Tim Hooker, Campbellsville University, Campbellsville, KY; Raylene Houck, Idaho State University, Pocatello, ID; Karen L. Howling, University of Bridgeport, Bridgeport, CT; Sharon Jaffe, Santa Monica Community College, Santa Monica, CA; Andrea Kahn, Santa Monica Community College, Santa Monica, CA; Eden Bradshaw Kaiser, Massachusetts International Academy, Marlborough, MA; Mandy Kama, Georgetown University, Washington, D.C.; Andrea Kaminski, University of Michigan – Dearborn, Dearborn, MI; Phoebe Kang, Brock University, Ontario; Eileen Kramer, Boston University CELOP, Brookline, MA; Rachel Lachance, University of New Hampshire, Durham, NH; Janet Langon, Glendale Community College, Glendale, CA; Frances Le Grand, University of Houston, Houston, TX; Esther Lee, California State University, Fullerton, CA; Helen S. Mays Lefal, American Learning Institute, Dallas, TX; Oranit Limmaneeprasert, American River College, Sacramento, CA; Dhammika Liyanage, Bilingual Education Institute, Houston, TX; Emily Lodmer, Santa Monica Community College, Santa Monica Community College, CA; Ari Lopez, American Learning Institute Dallas, TX; Nichole Lukas, University of Dayton, Dayton, OH; Undarmaa Maamuujav, California State University, Los Angeles, CA; Diane Mahin, University of Miami, Coral Gables, FL; Melanie Majeski, Naugatuck Valley Community College, Waterbury, CT; Judy Marasco, Santa Monica Community College, Santa Monica, CA; Murray McMahan, University of Alberta, Alberta; Deirdre McMurtry, University of Nebraska Omaha, Omaha, NE; Suzanne Meyer, University of Pittsburgh, Pittsburgh, PA; Cynthia Miller, Richland College, Dallas, TX; Sara Miller, Houston Community College, Houston, TX; Gwendolyn Miraglia, Houston Community College, Houston, TX; Katie Mitchell, International English Center, Boulder, CO; Ruth Williams Moore, University of Colorado Boulder, Boulder, CO; Kathy Najafi, Houston Community College, Houston, TX; Sandra Navarro, Glendale Community College, Glendale, CA; Stephanie Ngom, Boston University, Boston MA; Barbara Niemczyk, University of Bridgeport, Bridgeport, CT; Melody Nightingale, Santa Monica Community College, Santa Monica, CA; Alissa Olgun, California Language Academy, Los Angeles, CA; Kimberly Oliver, Austin Community College, Austin, TX; Steven Olson, International English Center, Boulder, CO; Fernanda Ortiz, University of Arizona, Tucson, AZ; Joel Ozretich, University of Washington, Seattle, WA; Erin Pak, Schoolcraft College, Livonia, MI; Geri Pappas, University of Michigan – Dearborn, Dearborn, MI; Eleanor Paterson, Erie Community College, Buffalo, NY; Sumeeta Patnaik, Marshall University, Huntington, WV; Mary Peacock, Richland College, Dallas, TX; Kathryn Porter, University of Houston, Houston, TX; Eileen Prince, Prince Language Associates, Newton Highlands, MA; Marina Ramirez, Houston Community College, Houston, TX; Laura Ramm, Michigan State University, East Lansing, MI; Chi Rehg, University of South Florida, Tampa, FL; Cyndy Reimer, Douglas College, New Westminster, British Columbia; Sydney Rice, Imperial Valley College, Imperial, CA; Lynnette Robson, Mercer University, Macon, GA; Helen E. Roland, Miami Dade College, Miami, FL; Maria Paula Carreira Rolim, Southeast Missouri State University, Cape Girardeau, MO; Jill Rolston-Yates, Texas State University, San Marcos, TX; David Ross, Houston Community College, Houston, TX; Rachel Scheiner, Seattle Central College, Seattle, WA; John Schmidt, Texas Intensive English Program, Austin, TX; Mariah Schueman, University of Miami, Coral Gables, FL; Erika Shadburne, Austin Community College, Austin, TX; Mahdi Shamsi, Houston Community College, Houston, TX; Osha Sky, Highline College, Des Moines, WA; William Slade, University of Texas, Austin, TX; Takako Smith, University of Nebraska – Lincoln, Lincoln, NE; Barbara Smith-Palinkas, Hillsborough Community College, Tampa, FL; Paula Snyder, University of Missouri, Columbia, MO; Mary; Evelyn Sorrell, Bilingual Education Institute, Houston TX; Kristen Stauffer, International English Center, Boulder, CO; Christina Stefanik, The Language Company, Toledo, OH; Cory Stewart, University of Houston, Houston, TX; Laurie Stusser-McNeill, Highline College, Des Moines, WA; Tom Sugawara, University of Washington, Seattle, WA; Sara Sulko, University of Missouri, Columbia, MO; Mark Sullivan, University of Colorado Boulder, Boulder, CO; Olivia Szabo, Boston University, Boston, MA; Amber Tallent, University of Nebraska Omaha, Omaha, NE; Amy Tate, Rice University, Houston, USA; Aya C. Tiacoh, Bilingual Education Institute, Houston, TX; Troy Tucker, Florida SouthWestern State College, Fort Myers, FL; Anne Tyoan, Savannah College of Art and Design, Savannah, GA; Michael Vallee, International English Center, Boulder, CO; Andrea Vasquez, University of Southern Maine, Portland, ME; Jose Vasquez, University of Texas Rio Grande Valley, Edinburgh, TX; Maureen Vendeville, Savannah Technical College, Savannah, GA; Melissa Vervinck, Oakland University, Rochester, MI; Adriana Villarreal, Universided Nacional Autonoma de Mexico, San Antonio, TX; Summer Webb, International English Center, Boulder, CO; Mercedes WilsonEverett, Houston Community College, Houston, TX; Lora Yasen, Tokyo International University of America, Salem, OR; Dennis Yommer, Youngstown State University, Youngstown, OH; Melojeane (Jolene) Zawilinski, University of Michigan – Flint, Flint, MI. 224 A C KNO W L ED G E M ENTS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Credits Photos Cover KiskaMedia/Getty Images iii NASA Photo/Alamy Stock Photo, iv ©Christopher Anderson/Magnum Photos, iv ©Michael Kane, iv Zhong Zhi/Getty Images, iv CPRESS PHOTO LIMITED / Alamy Stock Photo, iv ©Carolyn Drake/Magnum Photos, vi AP Images/Solent News/REX Shutterstock, vi ©NASA, vi The Asahi Shimbun/Getty Images, vi ©Carsten Peter/ National Geographic Creative, vi JOHN STANMEYER/National Geographic Creative, viii scorton / Alamy Stock Photo, viii ©Daniel Maher Stained Glass, 001 (c) ©Christopher Anderson/Magnum Photos, 002 (c) Thomas Barwick/Getty Images, 004 (cl) BEVERLY JOUBERT/National Geographic Creative, 005 (br) WILLIAM ALLEN/National Geographic Creative, 006 (t) ANNIE GRIFFITHS/National Geographic Creative, 007 (b) ANNIE GRIFFITHS/National Geographic, 009 (t) View Pictures/ Getty Images, 012 (t) Taylor Weidman/Getty Images, 014 (b) Mel Melcon/Getty Images, 017 (c) TYRONE TURNER/National Geographic Creative, 019 (t) Cengage Learning, Inc., 021 (c) ©Michael Kane, 022-023 (c) Cengage Learning, Inc., 024 (cl) wekeli/Getty Images, 027 (bc) ©Greg Ruffing/Redux, 028 (bc) ©Chris Noble/ Aurora Photos, 031 (bc) DIANE COOK, LEN JENSHEL/National Geographic Creative, 032 (t) Hindustan Times/Getty Images, 034 (bc) MOHAMED ABDIWAHAB/Getty Images, 036 (tc) MICHAEL S. 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SIOEN/Getty Images, 178 (cl) hallam creations/ Shutterstock.com, 178 (cr) Frans Lanting/National Geographic Creative, 187 (bc) Ken Banks, 181 (c) JOHN STANMEYER/National Geographic Creative, 184 (bc) EnVogue_Photo / Alamy Stock Photo, 185 (cr) BEDFORD, JAMES/National Geographic Stock, 189 (tr) Pictorial Press Ltd / Alamy Stock Photo, 190 (bc) dramalens / Alamy Stock photo, 192 (t) ©Molly Ferrill/National Geographic Creative, 194 (cr) Portland Press Herald/Getty Images, 196 Martin Thomas Photography/Alamy Stock Photo, 198 (bc) CHARAN RATTANASUPPHASIRI/Shutterstock.com, 201 The Asahi Shimbun/Getty Images. MAPS 75 National Geographic Magazine Maps; 115 National Geographic Magazine Maps; 116 National Geographic Magazine Maps; 164 National Geographic Magazine Maps; 164 National Geographic Magazine Maps; 165 National Geographic Magazine Maps ILLUSTRATIONS/INFOGRAPHICS 19 Adapted from “Mapping Ocean Wealth/Fish Production and Tourism”, http://oceanwealth.org/mapping-ocean-wealth-infographics/; 22–23 Adapted from “The Happy Planet Index,” http://happyplanetindex.org; 43 Created by 5W, adapted from “The On-Demand Economy” Sachs Insights: http://www.sachsinsights .com/The-On-Demand-Economy; 55 Adapted from “Seven Ingredients for a Successful Content Marketing Strategy” http://theorganicagency.com.au/wp-content /uploads/2015/07/Infographic-7-Ingredients-for-a-Successful-Content-Marketing-Strategy.jpg; 58 Created by 5W, adapted from “Why Your Brain Craves Infographics” http://neomam.com/interactive/13reasons/, “Why do Infographics Make Great Marketing Tools” http://neomam.com/blog/infographics-make-great-marketing -tools/, “Visual Marketing: A Picture’s Worth 60,000 Words” http://www.business2community.com/digital-marketing/visual-marketing-pictures-worth-60000-words -01126256#6KSAtH2DhJyGT80M.97; 82–83 Created by 5W, adapted from “Arcadis Sustainable Cities Index”, http://downtoearth.danone.com/2015/02/23/50-of-the -worlds-largest-cities-ranked-by-people-planet-profit/, https://www.arcadis.com/en/global/our-perspectives/sustainable-cities-index-2016/; 122–123 Created by 5W, adapted from “Cosmic Journeys”, http://cosmicdiary.org/fmarchis/files/2014/05/50-years-of-exploration.jpg; 182–183 Created by 5W, adapted from “A Map of the Internet”, https://www.informationisbeautifulawards.com/showcase/1653-a-map-of-the-internet. C R ED I TS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 225 LISTENING AND TEXT SOURCES 3 Source: Forbes, Statista, Millennial Careers: 2020 Vision; 17 Sources: “Interview With Sylvia Earle” from National Geographic Kids, “Saving the World’s Oceans Is This Marine Biologist’s Life Pursuit” by Gary Strauss, National Geographic, September 28, 2016; 24 Source: “Funny Business,” by David George Gordon: National Geographic World, April 1999; 26–27 Source: “Apes Laugh, Tickle Study Finds” by Brian Handwerk, National Geographic News, June 4, 2009; 35 Source: “City Parks: Space for the Soul,” by Jennifer Ackerman: National Geographic Magazine, October 2006; 36–37 Source: “This is Your Brain on Nature” by Florence Williams: National Geographic Magazine, January; 46–47 Sources: “How to Market Your Company Mascot on a Budget” by Ann Smarty, Entrepreneur, March 24, 2017; “How Mascots Work, and How to Pick a Memorable One” by Ira Kalb, Business Insider, January 15, 2012; “America’s Most-Loved Spokespersons” by Lacey Rose, Forbes, July 8, 2008; “Mascots most effective in boosting conservation by threatening disapproval” University of Delaware, ScienceDaily, 21 September, 2015; “Mascots: Can a humanlike figure actually harm a company?” Science Daily, July 7, 2015; 51 Sources: https://www.frostedflakes.com/en_US/tony-the-tiger.html; “Tony the Tiger”, AdvertisingAge, March 29, 1999; “Tony the Tiger: Mascot of Kellogg’s Frosted Flakes”, Planet Retro, June 19, 2008; “A Tiger at 60: How Kellogg’s Tony Is Changing for a New Age” by E.J. Schultz, AdvertisingAge, August 29, 2011; “Then and Now: The Evolution of Cereal Mascots”, Design Shack: https://designshack.net/articles/graphics/then-and-now-the-evolution-of-cerealmascots/; 63 Sources: “The World’s Most Extreme Weather Records” by Michael Kuhne, Accuweather, April 8, 2015; “16 of the Craziest Weather Events We’ve Seen So Far in 2016” by Chris Dolce, Weather.com, June 26, 2016; “Weirdo Weather: 7 Rare Weather Events” by Live Science Staff, March 2, 2011; “Top 10 Worst Weather Disasters” by DNEWS, December 12, 2012; “Extreme Weather”: http://nca2014.globalchange.gov/highlights/report-findings/extreme-weather, “Major weather events cited in the World Meteorological Organisation study”: https://s-media-cache-ak0.pinimg.com/originals/c7/6b/e6/c76be6768e398f2df072af29466a8e6d.jpg; 64, 66–67 Sources: “5 Weather Events Happening Right Now That Shouldn’t Be” by Jon Erdman, The Weather Channel, January 8, 2016; “Climate change fingerprints seen on 24 weird weather cases, study says” by AP/CBS News, December 15, 2016; “World’s Strangest Weather Phenomena” by Jon Erdman, The Weather Channel, April 7, 2014; “Outlook: Extreme—Changing Rains” by Elizabeth Kolbert, National Geographic Magazine, April 2009; 75 Source: “Viking Weather,” by Tim Folger: National Geographic Magazine, June 2010; 76 Source: “Greenland reaps benefits of global warming” by Mathew di Salvo, Independent, March 31, 2013; 87 Sources: “Waste Not, Want Not” by Elizabeth Royte and Brian Finke, National Geographic Magazine, March 2016; “The 5 senses of flavor: How colour and sound can make your dinner taste better” by Ann Hui, The Globe and Mail, March 19, 2013; 96–97 Source: “A Five Step Plan to Feed the World” by Jonathan Foley, George Steinmetz, and Jim Richardson, National Geographic Magazine, May 2014; 106–107 Sources: “Coastal Cities Need to Radically Rethink How They Deal with Rising Waters” by Whitney Pipkin, Smithsonian.com, April 7, 2016; “Inhabitat Interview: Koen Olthuis of WaterStudio.nl Talks About Design for a Water World” by Jill Fehrenbacher, Inhabitat, February 7, 2016; “Meet the man who builds things on water, from slum school to $14 million villas” by Siraj Datoo, Quartz, August 29, 2013; 116–117 Source: “Egypt ‘Greens’ Deserts to Stem Housing, Food Shortages,” by Steven Stanek: National Geographic News, January 2008; 118 Source: “Straw Houses: No Need to Fear the Big, Bad Wolf,” by Catherine Clarke Fox: National Geographic Kids; 124 Source: “Astronomers discover 7 Earth-sized planets orbiting nearby star” by Ashley Strickland, CNN, February 22, 2017; 126–127 Source: “The Human Body in Space” NASA: https://www.nasa.gov/hrp/bodyinspace; 129 Source: “Elon Musk: A Million Humans Could Live on Mars by the 2060s” by Nadia Drake, National Geographic News, September 27, 2016; 134 Source: “Cosmic Vision,” by Timothy Ferris: National Geographic Magazine, July 2009; 135 Source: “Quiz: How Well Do You Know Our Solar System?” by Space.com staff, August 2, 2011; 136–137 Source: “How do telescopes let us see so far into space?” by BBC Science, June 18, 2014; 142 Sources: “The Benefits of Music Education” by Laura Lewis Brown, PBS.org; “How Integrating Arts into Other Subjects Makes Learning Come Alive” by Katrina Schwartz, KQED, January 15, 2013; “P21 Framework Definitions” from Partnership for 21st Century Learning: http://www.p21.org/storage/documents/docs /P21_Framework_Definitions_New_Logo_2015.pdf; 145 Sources: “Museo Atlantico” from Jason deCaires Taylor: http://uwsculpture.staging.wpengine.com/projects /museo-atlantico/, “Pictures: ‘Bodies’ Fill Underwater Sculpture Park,” with reporting by Fritz Faerber, National Geographic News, January 7, 2011; 146–147 Sources: “A Sidewalk Artist’s 3-D Works” by CBS News, March 2, 2008; “Jim Denevan’s Sand Art is Strictly for Art’s Sake” by Green Diary: http://www.greendiary.com/entry /jimdenevans-sand-art-is-strictly-for-arts-sake/; 149 Source: “Painting Elephants Get Online Gallery,” by Hillary Mayell, National Geographic News, June 26, 2002; “Profile: Ramona” Bali Adventure Tours: http://www.baliadventuretours.com; 156–157 Source: “Jake Shimabukuro’s ‘Nashville Sessions’ an Adventurous, Dazzling Album” Associated Press: http://www.jakeshimabukuro.com/home/2016/10/07/jake-shimabukuros-nashville-sessions-an-adventurous-dazzling-album-associated-press/; 161 Source: “Conquering an Infinite Cave” by Mark Jenkins, National Geographic Magazine, January 2011; 162–163 Sources: Asher Jay: http://www.asherjay.com/; “Asher Jay, Explorers Bio” by National Geographic: http://www.nationalgeographic.com/explorers/bios/asher-jay/; 164-165 Source: “Amazing World Cultures and the Animals in Their Lives,” by Sean McCollum: National Geographic Kids, September 2004; 165 Source: “How to name Aboriginal people?” by Creative Spirits: https://www. creativespirits.info/aboriginalculture/people/how-to-name-aboriginal-people; 166–167 Sources: “Inuit hunters’ please to the EU: lift ban seal cull or our lifestyle will be doomed” by Malcom Brabant, The Guardian, May 16, 2016; “Inuit Seal Hunting: Commercial vs. Indigenous Rights: A Fight for Survival” by Sarah Lowenberg, History Corps; 169 Source: “Black Bear Research: Two Places and Two Methods,” http://www.bear.org/website/introduction-from-dr-lynn-rogers.html and http://www.state. nj.us/dep/fgw/bearfacts_resandmgt.html; 175 Sources: African Wildlife Foundation: http://www.awf.org/; World Wildlife Fund: https://www.worldwildlife.org/species /mountain-gorilla; Animal Fact Guide: http://www.animalfactguide.com/animal-facts/mountain-gorilla/; 176–177 Source: Journal of Sustainable Development in Africa (Volume 9, No.2, 2007) ISSN: 1520-5509 Svotwa, E., J. Ngwenya O. T. Manyanhaire and J Jiyane, Fayetteville State University, Fayetteville, North Carolina http:// www.jsd-africa.com/Jsda/V9N2-Summer2007/ARC_ResidentsPerception.pdf; 178 Source: “Incredible Animal Friends: Caracal Guides Blind Bobcat,” by Amanda Sandlin: National Geographic Kids, April 2011; 179 Source: New England Aquarium: www.neaq.org; 185–187 Sources: “Ken Banks, Explorers Bio” by National Geographic: http:// www.nationalgeographic.com/explorers/bios/ken-banks/, “Leapfrogging the Internet” by Keith Bellows, National Geographic Traveler, August/September 2016; “Report of the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression, Frank La Rue” from the United Nations: http://ap.ohchr. org/documents/dpage_e.aspx?si=A/HRC/17/27; 189 Sources: “Braille Writing System” by Encycloaedia Britannica: https://www.britannica.com/topic/Braille-writing -system, “The Invention of Braille” from US National Library of Medicine, National Institutes of Health: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3036681/, “A Very Short History of the Transition from Silent to Sound Movies” by Emily Thompson: http://www.wonderstruckthebook.com/essay_silent-to-sound.htm, “The Lumiere Brothers, Pioneers of Cinema” by Sarah Pruitt: http://www.history.com/news/the-lumiere-brothers-pioneers-of-cinema, “The History of Mobile Phones From 1973 To 2008: The Handsets That Made It ALL Happen” from Nokia: http://www.knowyourmobile.com/nokia/nokia-3310/19848/history-mobile-phones-1973-2008-handsets -made-it-all-happen, “What was the first PC?” from Computer History Museum: http://www.computerhistory.org/revolution/personal-computers/17/297, “Sir Tim Berners Lee” from World Wide Web Foundation: https://webfoundation.org/about/sir-tim-berners-lee/; 193 Source: “A Voice for Elephants” by Christy Ullrich Barcus of National Geographic, April 24, 2013; 196–197 Sources: “Italy: land of 250 hand gestures: Nation now uses that many in everyday conversation” by Hannah Roberts, Daily Mail, July 1, 2013; “When Italians Chat, Hands and Fingers do the Talking” by Rachel Donadio, New York Times, June 30, 2013; “Hand Gestures Linked to Better Speaking” Science Daily, May 11, 2005; “Teachers’ gestures boost math learning” Science Daily, March 29, 2013; “Gestures fulfill a big role in language” Science Daily, May 8, 2012; “Look at that! Ravens gesture with their beaks to point out objects to each other” Science Daily, November 29, 2011; and “Gestures improve communication, even with robots” Science Daily, April 4, 2016. 226 CREDITS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. INDEX OF EXAM SKILLS AND TASKS Pathways Listening, Speaking, and Critical Thinking 2nd Edition, is designed to provide practice for standardized exams, such as IELTS and TOEFL. Many activities in this book practice or focus on key exam skills needed for test success. Here is an index of activities in Level 1 that are similar to common questions types found in these tests. Listening Key Exam Skills IELTS TOEFL Page(s) / Exercise(s) Listening for main ideas X X 6 LS, 6 B, 17 E, 27 D, 56 C, 66 C, 87 C, 106 B, 176 B, 187 D Listening for causes and effects X X 146 LS Listening for key details X X 27 E, 37 C, 47 D, 87 C, 107 C, 176 C, 186 LS, 187 D, 187 E Listening for people’s opinions X X 167 LS, 167 D Listening for supporting examples X X 47 LS, 47 C, 197 C Listening for supporting reasons X X 87 LS Making inferences X X 7 D, 127 LS, 127 D, 197 CT Organizing the notes you take X X 36 NT, 76 NT, 77 D, 197 NT, 197 C Taking notes X X 79 A Taking notes on key words and phrases X X 7 NT, 7 C Understanding vocabulary from context X X 14 A, 66 LS, 106 LS, 106 A, 107 D, 134 A Using abbreviations when taking notes X X 46 NT, 47 B Using symbols in your notes X X 146 NT Common Question Types IELTS Critical Thinking Everyday Language Grammar for Speaking Listening Skill Note-Taking Skill Pronunciation Presentation Skill Speaking Skill TOEFL Page(s) / Exercise(s) Gist-content X 6B Gist-purpose X 26 B, 156 B X 7 D, 127 D Making inferences Key CT EL GFS LS NT PRON PS SS Matching X 67 D Multiple choice X X 37 C, 56 C, 106 B, 116 B, 137 D Multiple response X X 126 B Note completion X 107 C, 146 B, 156 C Sentence completion X 27 E, 36 B, 137 E Short answer X 76 C I NDE X O F E X A M SK I L L S AND TASKS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 227 INDEX OF EXAM SKILLS AND TASKS Speaking Key Exam Skills IELTS TOEFL Page(s) / Exercise(s) Activating prior knowledge X Asking for repetition X Chunking X X 186 PRON, 186 B Comparing and contrasting X X 168 GFS, 171 C, 178 A, 179 E X 17 H Expressing agreement or disagreement X 66 CT 29 EL Expressing opinions X X 7 E, 35 D, 59 D, 73 D, 97 D, 113 F, 129 C, 160 E, 167 F, 185 E Expressing possibility or probability X X 148 GFS, 150 D Expressing reasons for an opinion X X 32 A Having a strong conclusion X X 60 PS Hedging X X 149 SS, 150 E Linking X X 157 PRON, 157 F, 157 H Making predictions X Pronouncing the ends of words clearly X X 56 PRON, 56 A Reduced forms X X 67 PRON, 67 F X X 27 F, 77 F, 87 D, 100 D, 133 E, 146 A, 153 G, 165 C, 172 A, 180 E, 190 F, 197 D, 200 C Speaking about a familiar topic X X 40 C Speaking about habits X X 8 GFS, 8 A Speaking about likes and dislikes X X 30 I, 65 D, 78 SS, 78 C, 79 D, 84 C, 171 A Speaking about pros and cons X X 13 E, 132 A, 139 CT, 139 D Speaking about the future X Speaking about the past X X 50 GFS Speaking about the weather X X 73 C Speaking about where you live X Speaking about abstract concepts 128 PRON, 128 GFS, 129 C, 130 G, 131 D 111 C, 119 G X Understanding a speaker’s purpose X X 26 LS Using correct stress X X 16 PRON, 16 A, 16 C, 90 PRON, 90 F, 90 G, 117 PRON, 177 PRON, 177 F Using descriptive language X X 89 GFS Using time markers X X 88 SS, 98 A, 131 D, 131 PS 228 CEFR C1 B2 B1–B2 A2–B1 A1–A2 Critical Thinking Everyday Language Grammar for Speaking Listening Skill Note-Taking Skill Pronunciation Presentation Skill Speaking Skill 26 CT, 26 A Speaking about your life or job Pathways Level 4 Level 3 Level 2 Level 1 Foundations Key CT EL GFS LS NT PRON PS SS 20 C, 31 B IELTS Band 6.5–7.0 5.5–6.0 4.5–5.0 TOEFL Score 81–100 51–80 31–50 0–4.0 0–30 I NDE X O F E X A M SK I L L S AND TASKS Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Pathways S E CO N D EDITION Listening, Speaking, and Critical Thinking Foundations Level Student Book with Online Workbook Student Book Student Book/DVD and Audio CD Package Teacher’s Guide Classroom DVD/Audio CD Package Classroom Presentation Tool USB Assessment CD-ROM with ExamView® 978-1-337-56250-8 978-1-337-40770-0 978-1-337-88924-7 978-1-337-56245-4 978-1-337-68990-8 978-1-337-56273-7 978-1-337-56268-3 Level 1 Student Book with Online Workbook Student Book Split Edition A/Online Workbook Package Split Edition B/Online Workbook Package Student Book/DVD and Audio CD Package Teacher’s Guide Classroom DVD/Audio CD Package Classroom Presentation Tool USB Assessment CD-ROM with ExamView® 978-1-337-56251-5 978-1-337-40771-7 978-1-337-56255-3 978-1-337-56256-0 978-1-337-88925-4 978-1-337-56246-1 978-1-337-68992-2 978-1-337-56274-4 978-1-337-56269-0 Level 2 Student Book with Online Workbook Student Book Split Edition A/Online Workbook Package Split Edition B/Online Workbook Package Student Book/DVD and Audio CD Package Teacher’s Guide Classroom DVD/Audio CD Package Classroom Presentation Tool USB Assessment CD-ROM with ExamView® 978-1-337-56252-2 978-1-337-40772-4 978-1-337-56257-7 978-1-337-56258-4 978-1-337-88926-1 978-1-337-56247-8 978-1-337-68993-9 978-1-337-56275-1 978-1-337-56270-6 Level 3 Student Book with Online Workbook Student Book Split Edition A/Online Workbook Package Split Edition B/Online Workbook Package Student Book/DVD and Audio CD Package Teacher’s Guide Classroom DVD/Audio CD Package Classroom Presentation Tool USB Assessment CD-ROM with ExamView® 978-1-337-56253-9 978-1-337-40773-1 978-1-337-56259-1 978-1-337-56260-7 978-1-337-88927-8 978-1-337-56248-5 978-1-337-68994-6 978-1-337-56276-8 978-1-337-56271-3 Level 4 Student Book with Online Workbook Student Book Split Edition A/Online Workbook Package Split Edition B/Online Workbook Package Student Book/DVD and Audio CD Package Teacher’s Guide Classroom DVD/Audio CD Package Classroom Presentation Tool USB Assessment CD-ROM with ExamView® 978-1-337-56254-6 978-1-337-40774-8 978-1-337-56261-4 978-1-337-56262-1 978-1-337-88928-5 978-1-337-56249-2 978-1-337-68996-0 978-1-337-56277-5 978-1-337-56272-0 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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