Skillful Second Edition Level 1 Reading and Writing Digital Student's Book [2 ed.] 1380010500, 9781380010506

Citation preview

Second Edition

1

Reading & Writing Student’s Book

Author: David Bohlke Series Consultant: Dorothy E. Zemach

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SCOPE AND SEQUENCE 1 CHARACTER

Video

Reading

Vocabulary

Chimpanzee characters

Preview a text to increase efficiency and comprehension

Change adjectives into nouns to describe people’s character

PAGE 8

Read the texts to find and understand main ideas

Psychology Survey: Are you a natural leader? Business studies Article: Great leaders and their character

2 TIME

Nap hotel

PAGE 26 Advice article: Time-management tips Culture Article: A matter of time 3D printed building

PAGE 44 Magazine article: Designer schools Technology Article: Is technology helping the airport experience? Metro construction

PAGE 62 Urban studies Urban planning Descriptive article: Size doesn’t matter

PAGE 80 Sociology Article and comments: The negative effects of technology

Make predictions about what you’ll read to connect your knowledge to new ideas

Practice and use prepositions of place to talk about where things are located

Practice and use words to describe change

Read texts to find problems and solutions

Essay: Creative solutions

5 CULTURE

Read texts to find main ideas and their supporting details Make inferences when reading to interpret information correctly

Architecture

4 CITIES

Learn about collocations with time

Scan texts to find important information quickly

Personal development

3 BUILDINGS

Skim texts to get a general idea of key contents and organization

Scanning buildings

Read texts to identify facts and opinions Read texts to infer and identify author’s bias

Practice and use words with positive and negative meanings

Culture Essay: Technology making a difference

2

SCOPE AND SEQUENCE

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SCOPE AND SEQUENCE Grammar

Writing

Study skills

Unit outcomes

Use a range of simple present structures to write descriptions

Use correct capitalization and punctuation in your sentences

Introduction: learn about study skills and how they connect to your work

Use previewing techniques when reading

Plan, write, and edit a paragraph describing a leader’s character

Use determiners of quantity (how much, a little, plenty of, etc.)

Write topic sentences for your paragraphs to express your main idea

Write and edit a descriptive paragraph about a leader’s character

Plan your time and choose when to study

Write supporting sentences to help explain your main idea

Compose and edit a paragraph with an effective topic sentence Think about making your learning more active

Prepare, write, and edit a paragraph describing how technology can improve a building

Notice and use the present progressive in descriptions of trends and changes

Practice joining sentences to write about contrasts, choices, or results

Express and justify opinions in your writing Brainstorm, plan, and write a paragraph explaining and justifying your opinion about changes in culture

Read texts to find main ideas and supporting details Make inferences when reading Brainstorm and compose a paragraph using topic and supporting sentences

Choose what to note down to improve your note-taking skills

Make predictions about texts using your knowledge and context Read texts to find problems and solutions

Plan, compose, and share a paragraph describing changes in your city

Use the present perfect tense

Practice skimming in the context of an advice article Scan a text to find important information quickly

Brainstorm, compose, and revise a paragraph explaining how well you manage your time

Use articles (a / an, the, no article) with nouns

Read the text to identify main ideas

Write and edit a paragraph about processes / changes in a city

Think about your own motivation to work and study

Distinguish facts and opinions in reading Read texts to identify bias Prepare and edit an opinion paragraph

SCOPE AND SEQUENCE

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SCOPE AND SEQUENCE 6 FOOD

Video

Reading

Vocabulary

Vegan café

Read charts and graphs in the text to understand visual information better

Learn and practice food collocations

PAGE 98 Sociology

Scan a text for numbers to find information quickly

Interview: Hurry up and slow down! Culinary arts Encyclopedia page: Pistachios

7 EXTREMES

Everest skydive

PAGE 116

Scan text for names to match them to key information

Notice and practice using extreme adjectives

Practice identifying reasons in texts you read

Engineering Comparison article: Earth’s final frontier Geography Place profile: The Empty Quarter

8 VISION

Eyes on your phone

Practice scanning texts to confirm your predictions Organize your notes using charts when reading

PAGE 134 Biology Article: Is seeing really believing?

Practice the difference between look at, watch, and see

Semiotics Essay: Color and flags

9 PROGRESS

Smartphones and health

Identify names and achievements in reading texts Practice summarizing information you find in texts

PAGE 152 Medicine Essay: From medieval to modern Medicine / technology

Learn and use words that show sequence of events

Article: Gaming to feel better

10 WORK PAGE 170 Aviation Article: The clean future of flying? Technology Report: Leave it for the robot!

4

Teaching a robot

Read texts to distinguish facts from opinions

Use collocations related to work

Use pronoun reference when reading to understand how the text is organized

SCOPE AND SEQUENCE

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SCOPE AND SEQUENCE Grammar

Writing

Study skills

Unit outcomes

Use comparative and superlative forms of adjectives to express difference

Practice writing descriptions of information in charts

Interpret pie charts and bar graphs

Read charts and graphs to understand visual information

Practice and use structures to talk about present, past and future ability

Notice and use infinitives of purpose

Plan, write, and edit a comparison paragraph about diets

Practice giving reasons in your writing to support arguments

Scan a text for numbers Brainstorm and compose a comparison paragraph interpreting charts

Use critical questions in your writing

Read texts to identify reasons

Compose, share, and edit a paragraph explaining reasons for exploring extreme places

Combine ideas and fragments into complete sentences

Compose and edit an explanatory paragraph about extreme exploration

Increase your reading speed

Plan, write, and share a paragraph describing a diagram related to vision

Use the simple past tense in active and passive voice to write about past events

Use the simple future and going to in order to write about promises, predictions, and future events

Practise describing a sequence of past events Brainstorm, compose, and revise a descriptive paragraph about a process of discovery

Write effective concluding sentences to improve your paragraphs Plan, write, and edit a paragraph about a future prediction

Scan for names in texts you read

Practice scanning techniques to confirm predictions Use charts to take and complete notes when reading Write and edit a paragraph describing a diagram

Practice and use words and phrases for linking ideas together

Identify names and achievements in texts and paragraphs Summarize texts when reading Plan and compose a descriptive paragraph about a past discovery

Manage your learning with technology

Read to distinguish facts from opinions Read and interpret texts using pronoun reference Write and edit a prediction paragraph about the future of work

SCOPE AND SEQUENCE

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INTRODUCTION

To the student

Academic success requires so much more than memorizing facts. It takes skills. This means that a successful student can both learn and think critically. Skillful gives you: ●

Skills you need to succeed when reading and listening to academic texts

●

Skills you need to succeed when writing for and speaking to different audiences

●

Skills for critically examining the issues presented by a speaker or a writer

●

Study skills for learning and remembering the English language and important information.

To successfully use this book, use these strategies: Come to class prepared to learn. This means that you should show up well fed, well rested, and prepared with the proper materials. Watch the video online and look at the discussion point before starting each new unit.

Review your work. Look over the skills, grammar, and vocabulary from previous units. Study a little bit each day, not just before tests. Be an independent learner, too. Look for opportunities to study and practice English outside of class, such as reading for pleasure and using the Internet in English. Remember that learning skills, like learning a language, takes time and practice. Be patient with yourself, but do not forget to set goals.

Ask questions and interact. Learning a language is not passive. You need to actively participate. Help your classmates, and let them help you. It is easier to learn a language with other people. Practice! Memorize and use new language. Use the Skillful online practice to develop the skills presented in the Student’s Book. Revise vocabulary on the review page.

I hope you enjoy using Skillful! Check your progress and be proud of your success! Dorothy E. Zemach – Series Consultant

Opening page Each unit starts with two opening pages. These pages get you ready to study the topic of the unit. There is a video to watch and activities to do before you start your class. 3 BUILDINGS

UNIT AIMS

READING 1 identifying main idea and supporting details

Unit aims

VOCABULARY Prepositions of place

READING 2 Making inferences

GRAMMAR using articles

STUDY SKILL Active learning

WRITING Writing supporting sentences

A Day in the Life of a

Discussion questions

Smart Building

Discussion point

The offices get cooler or warmer automatically if people are using them

Discuss with a partner. 1 What makes the building “smart”? The building has … 2 What is useful about buildings like this? It’s useful because it allows …

Infographic

3 What might be some problems with smart buildings? Think about privacy, security, cost, etc.

7 a.m. People arrive to work early Sensors turn on outside lights

10 a.m. Managers meet in a conference room Sensors turn on lights

Security system opens doors to building

6 p.m. Lights and heating goes off in empty offices

When the building is empty, all lights are off

1 p.m. In sunny weather, lights go off to save energy

There isn’t much privacy. There are cameras everywhere. 10 p.m. The last person leaves the building Security system locks the building

Glass and steel office building.

Video activities

VIDEO

Before you watch

While you watch

After you watch

1 Complete the sentences with the words in the box.

2 Read the sentences then watch the video. Choose the correct number to complete the sentences.

3 Answer the questions with a partner.

3D printing

CEO headquarters skyscraper

1 The building has one / ten floor(s). 1 They work in the tallest

in the city.

2 We can make a real object from a digital file by using

3D PRINTED BUILDING

44

6

INTRODUCTION

UNIT 3

BuilDings

3 The company has a large the world. 4 The Chief Executive Officer, or the business.

.

as well as smaller offices around

2 It was the first / third useable building to be made with a 3D printer. 3 It took 17 / 20 days to print the parts. 4 It took ten / two days to put the parts together.

, is a great leader for

1 What would you like to print using a 3D printer? I would like to print … 2 Do you think 3D printing will change the world? Yes, it will change … No. I don’t think it will change the world because …

5 By 2030 / 2050, 25% of Dubai’s buildings may be printed.

BuilDings

UNIT 3

45

INTRODUCTION Reading lessons In every unit, there are two reading lessons and they present two different aspects of the unit topic and help you with ideas and language for your writing task Vocabulary to prepare you for the reading activities 1 READING

Designer schools

READING

Every reading section helps you use a new reading skill.

1

A Vocabulary preview 1 Match the words to their definitions. Use a dictionary to help you. 1 bright (adj)

Designer schools

a to make into smaller parts

2 comfortable (adj)

b feeling relaxed or pleasant

3 design (n)

c full of light

Schools are places to learn. But as these schools show, the buildings don’t have to be boring.

4 divide (v)

d a drawing that shows how to make something

Inner-city schools: Evelyn Grace Academy, England

5 encourage (v)

e not involving anything made by people

1 In London, finding space for new buildings is difficult. To answer the problem of space, Evelyn Grace Academy is really four schools in one. Designed by Iraqi-born architect Zaha Hadid, each school in the complex has its own design. Rooms are big and bright with large windows that let in lots of natural light. Teachers can divide the rooms in different ways—as classrooms for teaching, spaces for eating, or even indoor sports.

6 natural (adj)

f the amount of heat in a place

7 roof (n)

g the top covering of a building

8 temperature (n)

h to make someone more likely to do something

2 Use the words from Exercise 1 to complete the sentences.

2 The area is cut in half by a large running track. The four schools share this and other outdoor space, where students can play soccer or other sports. Students can even meet on the roof during breaks. All this shared space is there to encourage communication.

of this building is flat, so it’s easy to climb and

1 The stand on. 2 Two high walls

the living area into smaller spaces.

3 The

inside the classroom is a cool 14°C.

4 The library has soft chairs so it’s a very

Malawi’s Low-Cost Schools

place to study.

5 Teachers at this art school materials. 6

3 Children often work hard in Malawi helping their parents. But Malawi wants every child to have an education. To achieve this goal, new schools need to be inexpensive. One company, Arup, recently designed a school to help meet Malawi’s needs. Each school costs only U.S.$25,000.

their students to use local

sunlight hurts my eyes so I usually need sunglasses.

7 The skylight above the classroom lets in a lot of so no lamps are needed. 8 The architect created a

4 The new schools are bright and comfortable. Large windows let light into the classrooms and local materials keep the temperature cool. The schools do not use electricity. Instead, they use natural light and fresh air to create a comfortable learning space. Outdoor areas help bring schools and families together, to eat or exercise. This encourages parents to send their children to school.

light,

that feels light and open.

B Before you read Preparing to read

The Green School, Indonesia

1 What is important in a school? Rank these from 1 (most important) to 6 (least important). Then compare with a partner. big rooms

bright rooms

natural light

outdoor space

good food

comfortable desks

5 Designers John and Cynthia Hardy wanted a new kind of school. Their school in Bali, Indonesia, includes classrooms, offices, a gym, and cafés. But there are no windows or walls. Students learn in the beautiful buildings as the wind passes through. They can always see the green around them. 6 The Green School is about respecting the environment. The whole school is made from bamboo and runs on clean energy. Students grow food in an outdoor organic garden as part of their learning activities. In fact, they grow 90% of the school’s food. The school’s goal is to develop a new generation of “green” leaders.

2 Which of the things above does your school have? Our school has big rooms, natural light, and comfortable desks.

GLOSSARY

C Global reading

running track (n) a piece of ground used for running and racing

Skim Designer schools. Choose what the text is mainly about. a How to design a smart school

fresh air (n) the air outside which is nice to breathe

c Schools that don’t use electricity

bamboo (n) a tall light brown plant used for making furniture, fences, or buildings

b Schools that teach students design d Schools that have interesting designs 46

UNIT 3

organic (adj) food or drink made without chemicals

BUILDInGS

BUILDInGS

UNIT 3

47

Glossaries help you understand higher level words from the reading text.

Develop your reading skills in each part of the reading lesson.

Writing lessons After your reading lessons, there is a page for you to analyze a model answer to a writing task. This will help you organize your ideas and language and prepare for your final task at the end of the unit. First analyze the model answer. WRITING

Writing model

WRITING

Writing task You are going to answer the question, “How can technology improve a building?”

You are going to learn about using articles and how to write supporting sentences. You are then going to use them to write a paragraph describing your school or campus.

Brainstorm 1 Choose a building or group of buildings that you know well such as your school, campus, store, or mall. Draw a plan of it. Then label it.

A Analyze 1 Look at the word web. A student brainstormed some ideas in response to the question, “What are some features of your campus?”

Brainstorm and plan your final writing task.

2 List three things which make the building (or buildings) useful.

My Campus Plan modern

open

1 Write your topic sentence. Include the three main ideas from Exercise 2 above.

green

My campus Modern

Open

new buildings new computer room and library free wi-fi

study benches between buildings

recycling bins

lots of parking places

campus garden next to café

area of grass across from library

2 Write two possible supporting sentences for each idea. Remember, supporting sentences give additional details by answering What? Who? When? Where? Why? and How? questions.

Green solar panels on roofs

B Model Write

1 Read the student model. Three supporting sentences are missing. Write the letters in the parentheses in the correct places in the paragraph.

Write your descriptive paragraph. Add any additional details to make your paragraph more interesting. Include a concluding sentence.

a For example, most roofs have solar panels on them.

Share

b Inside we have a new computer room and a language lab.

Exchange your paragraph with a partner. Look at the checklist on page 189 and provide feedback.

c There are also benches between buildings where students can relax and study.

Rewrite and edit

The women’s campus of my college is modern, open, and green. It is very new. Many buildings are from the last few years. 1( ) The campus is also very open. There is a large area of grass across from the library. 2( ) The campus is famous for being green. 3( ) And there is an organic garden behind the cafeteria so students can have organic food for lunch. Overall, the campus is a good place to study.

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UNIT 3

BuiLdings

Finally, write your paragraph or essay.

Consider your partner’s comments and rewrite your paragraph. Make sure your supporting sentences give information that helps explain the main idea. Pay attention to the use of articles and prepositions of place.

60

UNIT 3

BuILDIngs

Next, discuss your ideas. INTRODUCTION

7

1 CHARACTER Discussion point Discuss with a partner. 1 What quote do you agree with most? I agree with the quote by … the most. 2 Do you disagree with any of the quotes? I disagree with the quote by … because … 3 Can you name any business or political leaders? Some other leaders are … and …

6 Brilliant leaders “He who cannot be a good follower cannot be a good leader.” Aristotle “If you command wisely, you’ll be obeyed cheerfully.” Thomas Fuller “A leader is a dealer in hope.” Napoleon Bonaparte “A leader is best when people barely know he exists.” Lao Tzu “I will go where there is no path and leave a trail.” Muriel Strode “Reason and judgment are the qualities of a leader.” Tacitus

VIDEO

Before you watch 1 Answer the questions with a partner. 1 Do your friends have similar or different characters to you? My friends have … 2 Do you like to work with people who have similar characters to you? Why? I like to work with people who have …

CHIMPANZEE CHARACTERS

8

UNIT 1

ChArACter

UNIT AIMS

READING 1 Previewing a text

VOCABULARY Personal qualities

READING 2 Identifying main ideas

GRAMMAR Using the simple present tense to talk about regular actions and habits

STUDY SKILL Introduction to study skills

WRITING Writing descriptive sentences about a person

A mountain climber in the Austrian Alps.

While you watch

After you watch

2 Watch the video. Answer the questions.

3 Answer the questions with a partner.

1 The scientists are from Asia / Africa / Europe. 2 The chimpanzees make friends with nobody / chimps with the same characters / chimps who are different. 3 Massen’s team studied 38 / 83 / 48 chimpanzees. 4 The unhappy and stressed chimps wanted to be alone / to be with friends / to be with family.

1 Are people and chimpanzees similar? Yes, they are similar. People and chimpanzees … No, I don’t think they are very similar. People … 2 Is it important to study animals? It is important. When we study animals we … It isn’t very important. It is more important to study …

ChArACter

UNIT 1

9

1 READING

Are you a natural leader? A Vocabulary preview 1 Use the words in the box to complete the sentences. confident honest manage organized perfect push yourself respect succeed

1 No one is

. We all make mistakes.

2 My desk is always neat and

– everything’s in its place.

3 You were relaxed and didn’t look nervous. You looked very . 4 It’s important to be

and never lie.

5 He’s late for everything. It’s not easy for him to

his time.

6 I know the job is not easy. But if you work hard, you will 7 I

.

our new leader. She is trying hard and doing her best.

8 I know you can do it. You just need to

and try harder.

B Before you read 1 Work with a partner. think of a leader. Do these words describe him or her? What other words can you use? bold

calm

confident

friendly honest

intelligent

I think Queen Rania is confident, intelligent, and friendly. She’s also …

Previewing a text

When you preview a text, you look quickly at the title, headings, pictures, captions, and design before you read it. this gives you a general idea of the text. It can help you learn about the type of text you’ll read, and tell you how long you will need to read it. 2 Preview Are you a natural leader? Look at the title, the pictures, and the way the text is designed. read the sentences about the text and circle the correct answer. The text looks short and interesting / long and serious. I can probably find it in a psychology book / a business magazine.

C Global reading read Are you a natural leader? quickly. then write the headings in the correct places in the text opposite. Managing others 10

UNIT 1

ChArACter

Problems and ideas

Working with people

READING

1

Are you a natural leader? read our survey and find out. You get 1 point for every sentence you agree with. A Emotions and stress 1 I like to try new things. 2 I like to push myself. 3 I manage stress well. 4 I feel it’s sometimes OK to lose. 5 I’m not perfect but I know how to improve.

B 6 I’m a very organized person. 7 Clear goals and ideas are important to me. 8 Change doesn’t bother me. 9 I’m able to do several things at the same time. 10 If there’s a problem at work, I try to fix it.

C 11 I like to be in charge during a project. 12 People on my team try to do their best for me. 13 I want everyone to participate in discussions. 14 I want the people around me to succeed. 15 I’m comfortable with my decisions.

D 16 People respect my ideas. 17 I explain my ideas clearly. 18 I’m confident of my public speaking skills. 19 People describe me as a “people person.” 20 It’s important for me to be honest.

Results 11–20 points You are a natural leader. You will succeed in many things! 6–10 points You have some qualities of a natural leader. 0–5 points You are not a natural leader. But you can still develop into a strong leader.

ChArACter

UNIT 1

11

1 READING D Close reading 1 read Are you a natural leader? Check (✓) the sentences that are true for you. Do you agree with what it says about you? I agree / disagree with the results. I think …

Finding information in a text

2 Match these sentences with sentences from the text. Write the number. a “I enjoy new experiences.” b “I find you don’t have to win all the time.” c “I can work on more than one thing at once.” d “I try to fix things I’m working on if I can.” e “I enjoy being around a lot of colleagues.” f

“I never lie.”

3 read these statements. Find statements in the text which mean the opposite. Write the number. a “It’s important to win, win, win!” b “Sometimes I’m not very organized.” c “I can’t say what I think very clearly.” d “I don’t like it when things don’t stay the same.” e “I’m uncomfortable about some things I decide.” f

“I prefer people just to listen when we’re talking in a group.”

E Critical thinking Discuss these questions in a group. 1 Do you know a natural leader? Do the sentences in the text describe them? I think … is a natural leader. The sentences in the text describe / don’t describe him/her because … 2 What are some qualities of bad leaders? Think about the sentences from the survey. I think bad leaders sometimes … Good leaders usually … but bad leaders …

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UNIT 1

ChArACter

Study skills

Study skills include a range of abilities that help you achieve success in your studies. These include the following four categories of skills. This is known as the APT-S model. The S (self-management) skill helps you develop the other three skills.

Self-management skills Academic skills People skills Task management skills

t

S

t

S

E n v iro n in g m d y S k il u l t tuden

en

rn

s

Your past experience – what you learned, how you prefer to learn, what motivated you

L ea

When learning new study skills, think about: ●

STUDY SKILLS

Introduction to study skills

Your current experience – your subjects, courses, and motivation for studying them

●

Your future aims – your ambitions for study and career

●

© Stella Cottrell (2013)

1 Match the skill to an example. 1 Self-management skill 2 Academic skill 3 People skill 4 Task-management skill

a Identifying the time needed to manage things such as reading a text b Involving everyone in your study group in a discussion c Identifying the main ideas of an essay d Being responsible for finishing your own work on time

GLOSSARY develop (v) to improve and use something experience (n) knowledge and skill gained through work or study environment (n) the place in which people live and work

2 think about the skills categories above. Write four skills you have. then write where you think you developed it. Use the ideas in the box or your own ideas. caring for and helping others family friends health hobbies home school sports travel work

Skill

Where I developed it

1 2 3 4 3 Work with a partner. Share a skill you have. talk about where you developed it. I work well with others. I developed that skill at school and through sports. ChArACter

UNIT 1

13

2 READING

Great leaders and their character A Vocabulary preview 1 Use the words in the box to complete the sentences. arrogant boss challenge determined employee positive responsible treat

1 I’m lucky that my is confident and caring. No one wants to work for someone who is unkind or . 2 In our study group, a different person each week is taking notes for the group. This way we group equally.

for everyone in the

3 The new sports coach is to let every player play in every game. He also wants everyone’s experience to be . 4 As the newest

in the company, I’m finding it a big to work with so many people with different working styles.

B Before you read Previewing a text

1 Preview Great leaders and their character. Circle the things you can see in the text. captions headings

a map

pictures quotes a title

2 Choose what the text is mainly about. then underline or highlight the parts of the text that helped you answer. a the world’s top leaders

c great leaders from the past

b qualities of great leaders

d how great leaders change over time

C Global reading Identifying main ideas

to identify the main ideas in a text, first preview it. then quickly look through the text, paying particular attention to any headings. It can be a good idea to read the first line of each section or paragraph—if the main idea isn’t there, keep looking. 1 Look at the headings in the text. Circle the key words. then choose the best summary sentence for the text. a Great leaders are confident, excited, and helpful. b There are nine qualities that every great leader has. c You need just eight qualities to succeed in business. d Anyone can have the qualities of a great leader.

14

UNIT 1

ChArACter

&

Great leaders and their character

READING

2

Great leaders come in all shapes and sizes. They can be anyone from a company CEO to a soccer coach, a small business owner to a group discussion leader. While there are some natural leaders, most great leaders are not born that way. Instead, they learned how to be great over time. So what are these qualities that all great leaders share?

A

They are confident

D

They communicate well

Great leaders are confident in their abilities and actions. They are not afraid of new challenges and stay calm when things get difficult. Once they decide to do something, they do it. While great leaders are confident, they are not arrogant. Confident leaders usually give comfort to those around them; arrogant leaders rarely do.

Good communication skills are important for great leaders. They communicate their ideas clearly, and listen carefully. Many top companies have rules that encourage open communication. The tech company Hewlett-Packard, for example, has an “open-door” rule. Leaders leave their doors open so employees can stop by and speak to them anytime.

B

E

They are excited

No one wants to work with people who are not excited about what they are doing. Great leaders are excited about what they do and want to share that feeling with others. Think about a soccer, baseball, or tennis coach who is not excited about the sport. This kind of person hardly ever gets great results.

C

They are helpful

Great leaders care about other people and want to help them. When people need help, these leaders make a difficult situation less challenging. For example, think about an employee who is having a difficult time finishing some work. A good boss always sees this, and offers support.

They are determined

Great leaders have a goal in mind and do what they need to achieve it. Sony co-founder Akio Morita did not succeed the first time his company tried to sell its first product—a rice cooker. It didn’t cook the rice; it burned it. They sold less than a hundred. But this did not stop Morita as he went on to create a multi-billion-dollar company!

F

They are responsible

Author John Maxwell says, “A good leader is a person who takes a little more than his share of the blame and a little less than his share of the credit.” Indeed, great leaders need to be responsible for the performance for the people around them. When something goes wrong, they look for ways to fix problems quickly. ChArACter

UNIT 1

15

2 READING

“

Great leaders have a goal in mind and do what they need to achieve it.

” staying positive

G

They are honest

Great leaders are honest people. They are honest in all things—not just what they say and do, but in who they are. In fact, the Pew Research Center1 found that being honest is the quality that matters most to people, with 84% of people saying it was “absolutely essential.”

H

They are respectful

There is a rule known in many cultures— treat other people as you want to be treated— that great leaders do not follow. Instead they treat other people as they would like to be treated. Perhaps author Jon Wolfgang von Goethe said it best when he said, “The way you see people is the way you treat them, and the way you treat them is what they become.”

I

They stay positive

Great leaders know that the people around them won’t be happy unless they themselves are positive. When things go wrong, they smile, fix the problem, and move forward. This keeps everyone feeling positive. Being positive makes everyone feel that they are working toward something good.

communicating clearly 16

UNIT 1

ChArACter

READING

2

2 Match the main ideas from the text (1–4) with the text sections (a–e). there is one section in the list which you do not need to match. 1 They do not give up easily.

a They are helpful.

2 No one wants a leader who lies.

b They are excited.

3 They are often quick to offer support.

c They are honest.

4 It’s never helpful to be negative.

d They stay positive. e They are determined.

D Close reading 1 Complete these sentences. Use no more than two words from the text. 1 Great leaders are never 2 A good

of new challenges. is quick to offer employees help when needed.

3 Sony’s success with the rice cooker showed how Akio Morita was. 4 A large number of people say honesty is a quality that’s 5

.

makes everybody feel they are working toward something good.

2 Match the people or company with their idea or opinion. One is extra. 1 Hewlett-Packard

a It’s important to be responsible.

2 John Maxwell

b Honesty is the most important quality.

3 J.W. von Goethe

c Don’t stop until you succeed.

4 Akio Morita

d Respect others and they will respect you.

Scanning for names

e You can speak to leaders anytime.

E Critical thinking 1 Discuss these questions in a group. 1 Which quality from the text do you think is the most important? I think … is the most important quality because … 2 Name a leader with that quality. Can you name one without it? I think … is a leader who … 2 Write short answers to these questions. 1 Do you think you have the qualities of a great leader? 2 What quality of a leader do you want to have? Why?

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17

VOCABULARY

Vocabulary development Changing adjectives into nouns We usually add a word ending (a suffix) to make an adjective into a noun. Different words take different suffixes. Common suffixes include -y, -ity, -ness, -ence, and -ance. Sometimes the spelling of the word changes (see below). Adjective honest stupid able kind happy excellent important

Noun honesty stupidity ability kindness happiness excellence importance

+y + ity - le + ity + ness i + ness - t + ence - t + ance

1 Work with a partner. Circle the correct suffix. then write the noun. Check your answers in a dictionary. 1 selfish

-ity / -ness

2 intelligent

-ity / -ence

3 friendly

-ance / -ness

4 reliable

-ence / -ity

5 lazy

-ness / -ance

6 relevant

-ance / -ity

2 Write the adjective form of these nouns. then read the sentences from the reading texts below. Complete them with the adjectives. A arrogance

D happiness

B calmness

E honesty

C confidence

F responsibility

1 I’m

of my public speaking skills.

2 Great leaders need to be people around them. 3 They are in who they are.

for the performance for the in all things—not just what they say and do, but

4 While great leaders are confident, they are not 5 They are not afraid of new challenges and stay things get difficult. 6 Great leaders know that the people around them won’t be unless they themselves are positive.

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. when

Academic words

VOCABULARY

1 Match the words to their definitions. Use a dictionary to help you. 1 achieve (v)

a the writer of a book, play, etc.

2 author (n)

b praise or approval for something

3 communication (n)

c to succeed in doing something

4 credit (n)

d the act of sharing information with others

5 goal (n)

e an aim or purpose

6 project (n)

f

7 research (v)

g worry caused by a difficult situation

8 stress (n)

h work that is finished over a period of time

a detailed study of something

2 Use the words from exercise 1 to complete the sentences. 1 Mindy’s large company. 2 The my college.

in life is to work as an electrical engineer at a that I’m working on is helping organize a job fair at

3 It is not surprising that levels of during exam periods.

among students rise

4 The company’s 25-year-old leader deserves employees’ happiness.

for his

5 Martin is planning to do next year.

on penguins in Antarctica

6 Stephen Hawking is the

of the book A Brief History of Time.

7 Jesse can’t talk to people easily. Do you think a book on would help? 8 Mark Zuckerberg was able to graduating from college.

amazing things even before

3 Complete sentences with your own ideas. 1 To manage my stress, I

.

2 A goal I want to achieve is to

.

3 I like to read books by the author 4 Good communication between

because

.

is important because .

5 A leader who deserves credit for solving a world problem is

.

6 A project that students sometimes do is

.

7 After college, an area I really want to research is

.

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19

WRITING

Writing model You are going to learn about using the simple present tense and using correct capitalization and punctuation in your sentences. You are then going to use these to write sentences describing the character of a leader.

A Analyze 1 Look at the word web. A student chose a leader and then brainstormed ideas in response to the question, “What qualities make the leader great?” Caring

Talented

Friendly

Helpful

Bono

Works hard

Intelligent

Determined

Communicates well

2 Circle the qualities from exercise 1 that you think are important for a leader.

B Model 1 read the paragraph. Underline the qualities the student mentions. There are many great leaders in the world. Some are in politics or business, but a leader can be anyone. I think the singer Bono from the band U2 is a great leader. There are three qualities that make him great. First, he is very caring. He works to help poor people around the world. Second, he is very determined. He works to raise money and does not stop until he achieves his goal. Third, he has great communication skills. He can talk with anyone, from regular people to world leaders. This is why I believe he’s a great leader. 2 Look at this word web. Circle the ideas you agree with.

A leader Roles

Qualities

Actions

CEO teacher president

talented caring positive

raises money communicates well respects others

3 Describe a leader of your choice. Use the idea in the word web and your own ideas.

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Grammar

GRAMMAR

the simple present tense Form Affirmative I/You/We/They + verb (base form) He/She/It + verb (base form) + -s Negative I/You/We/They + do not + verb (base form) He/She/It + does not + verb (base form) Irregular verbs: have/has, do/does, go/goes

I agree. She agrees. I do not agree. She does not agree.

Usage the simple present tense is used to describe facts or general truths, and actions that are usual or repeated. these actions can be a hobby, a daily event, or a scheduled event. People describe me as a “people person.” Change doesn’t bother me. It is commonly used for verbs that describe mental states, such as think, know, hope, see, think, understand, and want. Bono hopes to end world hunger. No one wants to work for someone who is unfriendly. When we use an adverb of frequency (always, usually, often, sometimes, never) with the simple present, the adverb comes before the main verb. Confident leaders usually give comfort to those around them. Arrogant leaders don’t usually give comfort to people. 1 Unscramble the words to make sentences. 1 for CNN / as a journalist / Hala Gorani / works 2 appears / in fashion adverts / Cristiano Ronaldo / sometimes 3 the Liberal Party / leads / Justin Trudeau / in Canada 4 people / Turkish singer / helps / Sezen Aksu / through her music 5 works / Facebook’s / very long hours / Mark Zuckerberg / often 6 many world leaders / Sheikh Khalifa / on their tours / and / Sheikha Shamsa / meet

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21

GRAMMAR 2 Complete these sentences. Use the simple present tense of the verbs in the box. have

know

see think want

1 Bono

many important leaders.

2 A great leader

many important qualities.

3 I

help on this essay.

4 I

some leaders are born that way.

5 Our president

the positive side of things.

3 rewrite the sentences from exercise 2 in the negative. 1

.

2

.

3

.

4

.

5

.

4 Choose adverbs from the box. rewrite the sentences to show your opinion. always

usually

often

sometimes

hardly ever rarely

never

1 Good leaders tell the truth. 2 Young people admire their elders. 3 Sports stars make great leaders. 4 Politicians care about the people around them.

5 read the sentences below. each sentence has a mistake. Find the mistake and write correct sentences. 1 Good leaders say when they is wrong. 2 Lazy people don’t helps other people. 3 Women they make better leaders then men. 4 People are choose the best leader for the job.

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Writing skill

WRITING

there are three main types of end punctuation: 1 A period (.) for statements. Great leaders are honest people. 2 A question mark (?) for direct (not indirect) questions. What makes a great leader? 3 An exclamation point (!) to express strong emotion. You can do it! (An exclamation point is not very common in academic writing.) You have to capitalize: ● the first word in a sentence: Don’t give up. ● names: Barack Obama ● titles before names: Professor Kouri ● proper (specific) nouns: Princeton University ● organizations: United Nations ● days of the week, months, holidays (but not seasons): Friday, June, Ramadan ● countries, cities, nationalities, languages: Turkey, Ankara, Turkish ● direction words with the name of a place: South Africa ● main words in titles: A Tale of Two Cities

Using correct capitalization and end punctuation

1 Add the end punctuation to the sentences. 1 a Who is the most famous leader b I have no idea 2 a Quick

Look over there

b Was that the president 3 a

Do you know who the king of Jordan is

b Of course

It’s King Abdullah II

2 Add correct capitalization to the sentences. 1 google’s sergey brin and larry page met at stanford university. 2 on may 10, 1994 nelson mandela became president of south africa. 3 actress julianne moore does work for the organization save the children. 4 is new york city home to the united nations? 5 many people would like to meet professor stephen hawking. 6 richard branson is the leader of the virgin group, which has about 400 companies. 7 there are 24 official languages in the European union, including greek, polish, and dutch. 8 is sheryl sandberg the author of the book lean in: women, work and the will to lead?

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23

WRITING

Writing task You are going to answer the question, “What makes a great leader?”

Brainstorm Who can be a great leader? What character qualities does he or she have? What actions show these qualities?

A leader’s character

Roles

Qualities

Actions

Plan Work with a partner. Choose the most important qualities and actions of a great leader.

Write Write a descriptive paragraph in response to the question. Use these sentences to help you. A leader can be anyone— There are many great leaders in the world, such as … First, a great leader needs to be … Second, a great leader always … Third, it’s important for a great leader to …

Share exchange your writing with a partner. Look at the checklist on page 189 and provide feedback.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. Pay attention to the use of the simple present tense and correct capitalization and punctuation. 24

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Review

REVIEW

Wordlist Vocabulary preview arrogant (adj)*

honest (adj)**

respect (v)***

boss (n)***

manage (v)***

responsible (adj)***

challenge (n)***

organized (adj)*

succeed (v)***

confident (adj)**

perfect (adj)***

treat (v)***

determined (adj)**

positive (adj)***

employee (n)***

push yourself (v)

Vocabulary development arrogance (n)* friendly (adj)***

lazy (adj)**

calmness (n)**

happiness (n)**

relevant (adj)**

capable (adj)***

honesty (n) *

responsibility (n)***

confidence (n)***

intelligent (adj)**

selfish (adj)*

Academic words achieve (v)***

project (n)***

credit (n)***

goal (n)***

communication (n)***

stress (n) ***

author (n)***

research (n) ***

Academic words review Complete the sentences with the correct form of the words in the box. author communication

project stress

1 Some political figures write books and become best-selling 2 Leaders have

.

skills and can talk to different people.

3 He is worried about his business and is under a lot of 4 We need someone to manage the

.

and organize the work.

Unit review Reading 1

I can preview a text to get a general idea about it.

Reading 2

I can identify main ideas in texts.

Study skill

I can understand study skills connected with myself, other people, tasks, and academic subjects.

Vocabulary

I can change adjectives into nouns using word endings (suffixes).

Grammar

I can use the simple present tense.

Writing

I can use correct capitalization and punctuation. ChArACter

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25

2 TIME Other (2.3 hours)

Discussion point 1 Look at the information. What does it show? It shows … 2 How do you compare with the information? What do you spend more or less time doing?

3 What do you think some of the “other” activities are?

Eating and drinking (1 hour)

2

I spend more / less time …

Washing (0.8 hours)

n r i ca me a day e A nds ag s p e

Discuss with a partner.

Going to and from class (1.5 hours)

H ow t h college s e av t u d er en t

Studying (3.3 hours)

Maybe the “other” activities are chores, social media, and …

Sleeping (8.3 hours) Working (3.1 hours)

VIDEO

Leisure and sports (3.7 hours)

Before you watch 1 Work with your partner. Which way of working do you prefer? Why? 1 Working from 7 a.m. to 3 p.m. with a short lunch break 2 Working from 9 a.m. to 5 p.m. with one hour for lunch 3 Working from 9 a.m. to 7 p.m. with a two-hour break in the middle of the day

NAP HOTEL

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UNIT AIMS

READING 1 Skimming

VOCABULARY Collocations with time

READING 2 Scanning

GRAMMAR Using determiners of quantity

STUDY SKILL Choosing when to study

WRITING Writing topic sentences

Watches for sale in a Spanish market.

While you watch

After you watch

2 read the questions and watch the video. Write Y (Yes), or N (No).

3 Answer the questions with a partner.

1 There are more than 6 million people in Santiago. 2 Siesta is a short break in the evening. 3 Siestario Mi Espacio is a normal hotel. 4 A lot of people went to the hotel in the first week. 5 People in Chile spend a lot of time at work.

1 Do people have a siesta in your country? No, in my country we … Yes we have a break like a siesta. We call it … 2 What breaks do people take from work or school in your country? Where we live, we have … 3 Is it important to have breaks from work? Yes it is very important because … No I don’t think it is so important because …

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1 READING

Time-management tips A Vocabulary preview 1 Use the words in the box to complete the sentences. block break clear complete

1 I need a short 2 I can’t

concentrate folder list tip

from studying. Let’s go get some coffee. on these questions anymore. I’m so tired.

3 Mom made a 4 You need to

of chores we need to do. What’s number 1? this form. Remember to sign it at the end.

5 I need a 90-minute

of time to finish this report.

6 These instructions are not 7 Put all your papers into this 8 My teacher gave us a useful study

. Can you explain them? to keep them together. .

B Before you read 1 Do you manage your time well? take this quiz to find out. Yes

No

1 Do you have goals for this school year? 2 Do you do your homework on time? 3 Do you ask for help when you need it? 4 Do you use the time before and after class to study? 5 Do you study more difficult subjects first? 6 Do you turn off or silence your phone when you study?

C Global reading Skimming

Skimming is when you read a text quickly to get a general idea of what it is about. It also helps you see how difficult the text will be and how long it will take to read. You do not read every word. Let your eyes move quickly over the text. 1 Skim Time-management tips. Why would someone read the information? a to learn how to work harder b to learn how to organize their time c to learn how to have more free time

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READING

1

Time-management tips Welcome first-year students! Unlike high school, in college students spend less time in class and more time studying outside of class. Some students have families, many have jobs, and all have busy lives. We in the Student Affairs Office know how important it is to manage your time well. 1 Write it down Write down the things you need to do in a notebook, or use an online tool to create a “to-do” list. then check off things as you do them. this shows what you still need to do, but it also allows you to see what you completed. 2 Stay organized Use different notebooks and folders for each class so you can find them easily. take clear and organized notes. Organize your computer files in a way that works for you. And always keep your desk area neat so you know where every item is. 3 Review at the right time review notes just before class. You might think of a question to ask. It shows your teacher that you are interested. review the notes just after class. We forget the most within 24 hours when we don’t review. 4 Plan study blocks Never study for hours without a break. this wastes time. Look at your schedule and plan for blocks of study time. For a block of 50 minutes, take a 10-minute break. With difficult material, make shorter study blocks. During your break, relax, have a snack, or get some air. 5 Do important things first Do important things first. think of it this way: You want to fit three large rocks, some smaller rocks, and some sand into a jar. If you put in the sand first, and then the smaller rocks, you won’t have room for the big rocks. Put the big rocks in first, then the smaller rocks, and at the end, the sand. 6 Do one thing at a time Do one thing at a time, and do it well. As the Chinese saying goes, “One cannot manage too many affairs. Like pumpkins in the water, one pops up while you try to hold down the other.” 7 Concentrate Sometimes it can be difficult to study because you start to think about something else. Find a quiet place to study and turn off the tV! Let people know your study times and when you have free time. Don’t check every e-mail or text as it comes in. Study time is study time. Check your phone during a break. GLOSSARY affairs (n) things in your personal life pumpkin (n) a large round vegetable with orange skin tIMe

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1 READING D Close reading Finding information in a text

1 read Time-management tips. Complete the sentences with one word or a number from the text. 1 Students should on their “to do” list.

off things after they complete something

2 It is important for students to review their notes because you forget most things in the first hours after you learn them. 3 You should check your

during a break.

4 Let other people know your study times so they know when you have time. 2 Why are these tips important? Match the tips to the reasons. 1 Write a list of things to do 2 Don’t study for long periods of time

a because it’s easier to concentrate on one thing. b because everyone needs to take breaks.

3 Use different folders for each class

c because it shows you are interested in the class.

4 Ask your teacher questions

d because you need to keep papers organized.

5 Don’t do two things at the same time

e because it helps you see what you need to do.

E Critical thinking Discuss these questions in a group. 1 Which tips are helpful? Which are not? Tip number … is helpful / not helpful because … 2 Who in your family manages time well? In what way? My mother manages her time well because she always … 3 The college wants your opinion on one new tip to add. Which would you add? Why? ●

Know your goals

●

Check the time often

●

Learn to say no

●

Don’t try to be perfect

●

Join a study group

●

Have a “no-work” day

●

Keep calls to three minutes

●

Share work with others

●

Start your day early

I would add … because … 30

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Study skills

STUDY SKILLS

Choosing when to study

Remember to study in blocks. Some students study well with 30-minute blocks and five-minute breaks. Others prefer longer blocks and longer breaks. Organize blocks of time that: ●

keep you interested

●

let you get a lot of work done.

It’s also important to choose the right time to study. Some people study well at night and others think more clearly in the afternoon or morning. Choose a time when: ●

you can concentrate

●

others know that you are busy studying. © Stella Cottrell (2013)

1 Discuss these questions with a partner. 1 What type of study blocks work well for you? I like study blocks that are … minutes long. 2 Does the type of study block you choose depend on the type of study you do? When I study alone / with others, I like to study … 3 At what time of day or night are you at your best for reading or for writing? I’m at my best for reading / writing in the morning / afternoon / evening. 2 Write your classes and times for next week into the chart. Make your own study schedule. Choose study blocks that work best for you. then compare with your partner.

Sun

Mon

Tue

Wed

Thur

Fri

Sat

6–9 a.m. 9–12 a.m. 12–3 p.m. 3–6 p.m. 6–9 p.m. 9–12 p.m.

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2 READING

A matter of time A Vocabulary preview 1 Match the words in bold with their definitions. Use a dictionary to help you. 1 culture (n)

a necessary or needed

2 delay (v)

b working well, in an organized way

3 efficient (adj)

c to make something happen later than planned

4 essential (adj)

d the way of life for a group of people

5 flexible (adj)

e being able to change easily

6 hurry (v)

f

7 interrupt (v)

g to do things more quickly than normal

8 nature (n)

h to stop someone from speaking by saying something

all the plants, animals, rocks, etc. in the world

2 Complete the sentences with the words from exercise 1. 1 I’m sorry to

, but do you have the time?

2 Sara is majoring in Arabic language and

.

3 I can meet you before or after your class. I’m very

.

4 Seoul has a very

subway system. It’s almost never late.

5 I love pictures of

, especially the flowers in the desert.

6 We need to

if we’re going to catch our flight.

7 Our professor is sick so he plans to tomorrow.

the exam until

8 Fresh water and clean air are

for life.

B Before you read Work with a partner. When you meet friends, do you usually arrive early, on time, or late? Why? I usually arrive … because …

C Global reading Skimming

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Skim A matter of time. What’s another good title? a The history of time

c Why are Americans always on time?

b How times are changing

d How different cultures see time

A matter of time

READING

2

1 Everyone shares time. But different cultures don’t see time in the same way. Even cultures that are next to each other have different ideas about time. France and Spain are neighbors but see time very differently. Try asking the question, “How long is lunch?” to an American, a Spaniard, and a Japanese person. You will get several different answers.

Linear time 2 Offices and colleges in Washington, London, Ontario, Berlin, Geneva, or Copenhagen see time as a line that moves forward. Information is important, and schedules are even more important. they allow people to plan for the future. As an ad for Swissair says, “time is everything.” 3 People from these cultures like to work on one task, then move on. Doing two things at once wastes time and it is not efficient. As the saying goes, “time is money.” It is better to do one thing, do it well, and then move on to the next thing. It’s sometimes not even polite to do more than one thing, such as checking e-mail during a conference call. 4 In linear time, measuring is important – people focus on minutes, hours, days. they usually plan more for the short-term. Because plans are essential, being late means something didn’t go to plan. Being on time is very important, and people are quick to say they are sorry if they are late.

Flexible time 5 Some cultures see time as more flexible. these include Italy, Greece, Brazil, Mexico, turkey, and Middle eastern countries such as egypt and Saudi Arabia. Cultures who see time this way still have schedules, but don’t wish to measure time. the Spanish may say “manana” (tomorrow) to mean “soon,” for example. 6 People may expect others to be late. Being on time is being early. they understand that feelings and relationships are more important than time. A meeting may be longer or shorter than planned. It doesn’t matter. they take their time. there is no need to look at the clock. It’s better to concentrate on the work and the people, not the time. 7 Flexible-time cultures have no problem doing two things at once. they are happy to work on different things, or to move from one project to another quickly. they expect others to interrupt them and find it’s all part of the day.

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2 READING

Circular time 8 In circular-time cultures, people don’t feel they need to measure and manage every minute. time is not something you can manage, but you can still understand how you work in time. Weather changes, holidays, night and day – they all come, go, and return. People live with nature and they cannot control it. Cultures that see time this way include many in Asia, such as Japan and thailand, and many in Africa. 9 these cultures respect time. they are usually on time, or even early. A Chinese businessperson in Beijing, for example, may come to a meeting 15 minutes early. this is not wasting time. Instead, it is to be polite and show respect for the other’s time. 10 these cultures know it takes time to build strong relationships and develop trust. It’s fine to go back and think about something again. there is plenty of time, so why hurry. time circles back. When it does, something may look the same, but the people around it are now a bit smarter. 11 In short, think of time as a train trip. In linear-time cultures, people get on and off at the exact times. the route is fast and direct. In flexible-time cultures, many of the people may be late but it’s OK. the train will get them there and they might form some relationships along the way. In circular-time cultures, they may get to the station a few minutes early. they leave on time and use the time to form relationships. they might even take the same trip again.

GLOSSARY linear (adj) in a straight line relationship (n) the way people or things are connected

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READING

2

D Close reading Scanning is reading a text quickly in order to find specific information, e.g. figures or names. When you scan a text, try to read quickly and ignore other information.

Scanning

1 read the questions below. Scan the text. try and find the answers quickly. 1 The text talks about one / three / seven types of time in different cultures. 2 The Spanish / Chinese businesspeople are likely to come to a meeting 15 minutes early. 3 The word “manana” is used by the Spanish to mean “as fast as possible” / “soon”. 2 What idea of time do these statements describe? Complete the chart. Linear

Flexible

1 Time manages life.

Circular

Organizing information into a chart

2 People don’t want to measure time. 3 They expect others to interrupt them. 4 It’s not polite to take a call in a meeting. 5 People measure time in small periods. 6 Being on time is being early. 3 Mark the sentences below as T (true) or F (False). 1 Linear-time cultures see schedules as essential.

T/F

2 For flexible-time cultures, meetings and schedules are more important than time.

T/F

3 Linear and flexible-time cultures both have schedules. T / F 4 A Chinese businessperson might go to a meeting early to show respect.

T/F

5 When “time circles back”, it can go more slowly.

T/F

E Critical thinking Discuss these ideas in a group. How does your culture see time? Do you agree with what the text says? My culture sees time in a … way. I agree with the text because …

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VOCABULARY

Vocabulary development Collocations with time A collocation is two or more words that naturally go together. Look at these types of words that often go with time. adjective + time verb + time preposition + time

free time waste time on time

1 Choose the correct definition for each phrase. 1 free time

a lost time

2 on time

a at the right time

b extra time

b at the top of the hour (e.g. 12:00, 1:00, etc.) 3 in time

a just before the time

4 spend time

a to save time on something

b just after the time

b to pass time doing something 5 waste time

a to forget about the time b to do something that’s not a good use of time

6 make time for

a to create time in a busy schedule b to do something more than one time

7 take your time

a to not hurry

8 kill time

a to do something to make time go slow

b to hurry

b to do something to make time go fast 2 Complete the sentences with the collocations from exercise 1. 1 I need to

on my research project this weekend.

2 There is no hurry at all. Please 3 I don’t have any 4 I got to the exam just

. this semester, I’m so busy! . I was one minute early.

5 Dan and Lisa are busy but they always in town.

me when I’m

6 We need to finish this book report. Please don’t

.

7 I have an hour before our study group meets. What can I do to ? 8 Class starts at 1:00. I always arrive at 1:00, exactly 3 Answer the questions. 1 What do you like to do in your free time? 2 What do you like to take your time doing? 3 What do you do when you need to kill time between classes? 36

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.

Academic words

VOCABULARY

1 Match the words in bold to the definitions. Use a dictionary to help you. 1 area (n)

a length of time

2 create (v)

b something that is part of a group

3 item (n)

c a part of a bigger place

4 period (n)

d to make

5 route (n)

e to give your attention to something you’re doing

6 schedule (n)

f

a written message sent by phone

7 concentrate (v) g a way between two places 8 text (n)

h a list of planned activities with time and dates

2 Complete the sentences with the words from exercise 1. 1 It’s a good idea to quiet and comfortable

a study space in your home. Find a in your home.

2 With too many things around you, it’s difficult to on your work. Put every unnecessary in a drawer so it doesn’t take up space. 3 Study for a of time that works for you before you take a break. Only call friends or send a during your breaks. 4 Think of your academic goals as a trip you want to take. What is the most efficient to get there? Don’t fill your with unnecessary activities that will get in your way. 3 Discuss the questions in a group. 1 Do you have a busy schedule? Why / why not? I have / don’t have a busy schedule. I’m taking … classes now. 2 What route do you take to get to class? Why? I usually go … 3 Where do you study at home? Is the area neat and organized? I study at the desk in my room. The area is not very neat because …

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WRITING

Writing model You are going to learn about using determiners of quantity and how to write topic sentences. You are then going to use these to write a paragraph about how well you manage your time.

A Analyze 1 Look at the chart below. A student brainstormed some ideas in response to the question, “Do you have good time-management skills when you have an exam?” Do you have good time-management skills when you have an exam? Before an exam

During an exam

I get 7–8 hours of sleep.

I look over the whole exam.

I study a little bit every day.

I always answer easy questions first.

I study for a few hours the night before.

I check that I answer every question. I hand in my exam as soon as I finish.

I study in blocks of time. 2 Circle the statements above that show good time management. Underline the statements which show bad time management.

B Model 1 read the student paragraph. Improve the paragraph with the reasons below. Match the reason with the blank in the text. I think I have good time-management skills before and during exams. First of all, I do a lot to prepare before an exam 1 . I study a little bit every day and I usually study in one-hour blocks. Also, I study for a few hours the night before. I always get 7–8 hours of sleep 2 . Before I start the exam, I look over the whole exam. I always answer easy questions first. I check that I answer every question 3 . When I finish, I hand in my exam at once. I know that’s not good to do. Overall I think I manage my time well. a because I don’t want to be sleepy during the exam b because I sometimes hurry and forget to answer some c because it gives me confidence 2 Look back at the chart and the paragraph above. Write two sentences that are true for you.

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Grammar

GRAMMAR

Determiners of quantity You use a determiner of quantity before a noun to show how many or how much it is. Form

Example

Plural count nouns How many + plural count nouns

How many classes do you have?

Determiner of quantity + plural count noun

I have some (classes).

I have a lot of (classes). I don’t have many / any (classes). I have several / a few / a couple of / no (classes). I like all / many / most / some of my classes.

Non-count nouns How much + plural non-count noun

How much time do you have?

Determiner of quantity + non-count noun

I have some (time).

I have a lot of (time). I don’t have much / any (time). I have a little / no (time). I study all / much / most / some of the time.

Determiners of quantity before plural count nouns: a couple of, a few, a (large) number of, a lot of, lots of, (not) many, no, not any, plenty of, several, some, three Determiners of quantity before non-count nouns: a great deal of, a little, a lot of, lots of, not much, no, not any, plenty of, some 1 Write the determiners of quantity in the correct column. Some may go in both columns. a couple of a few a great deal of a large number of a little all (not) any plenty of lots of many much no several some

With plural count nouns (e.g. classes)

a lot of

With non-count nouns (e.g. money)

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GRAMMAR 2 Circle the correct words. Students have busy lives. 1 Some / Any students have families and 2 many / much students even have jobs. That’s why time-management tips are a good idea. There are 3 all / a lot of tips you can try, and they don’t take up 4 many / much time. And there isn’t 5 no / any need to do all of them at once. Just do 6 a little / a few at first, and then do 7 some / any more later. 3 Complete the sentences from A matter of time with the words in the box. One word is extra. Check your answers in the text on pages 33–4. a few a little

many of no

1 You’ll get 2

plenty of several some

different answers. (paragraph 1) cultures see time as more flexible. (paragraph 5)

3 There is

need to look at the clock. (paragraph 6)

4 There is

time, so why hurry. (paragraph 10)

5 In flexible-time cultures, OK. (paragraph 11)

the people may be late, but it’s

6 In circular-time cultures, they may get to the station minutes early. (paragraph 11)

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Writing skill A paragraph is a series of sentences that work together to support one main idea. Writers express the main idea in a topic sentence. All the sentences in a paragraph should support the main idea. the topic sentence usually (but not always) comes at or near the beginning of a paragraph. the concluding sentence expresses the main idea in a different way.

WRITING Writing topic sentences

1 read the statements about topic sentences. Write T (true) or F (False). 1 A paragraph is made of sentences that support one idea. 2 Two ideas are expressed in a topic sentence. 3 The sentences in a paragraph support the topic sentence. 4 A topic sentence is always at or near the beginning of a paragraph. 5 A concluding sentence expresses the main idea in a different way. 2 Look again at the model paragraph from page 13. Follow the instructions. 1 Underline the topic sentence and the concluding sentence. 2 Circle the main idea in the topic sentence. 3 Circle the main idea in the concluding sentence. I think I have good time-management skills before and during exams. First of all, I do a lot to prepare before an exam because it gives me confidence. I study a little bit every day and I usually study in one-hour blocks. Also, I study for a few hours the night before. I always get 7–8 hours of sleep because I don’t want to be sleepy during the exam. Before I start the exam, I look over the whole exam. I always answer easy questions first. I check that I answer every question because I sometimes hurry and forget to answer some. When I finish, I hand in my exam at once. I know that’s not good to do. Overall I think I manage my time well.

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WRITING

Writing task You are going to answer the question, “how well do you manage your time?”

Brainstorm Complete the chart with your ideas to organize your paragraph. How well do you manage your time? Before you study

When you study

Idea 1

Idea 1

Idea 2

Idea 2

Plan 1 Unscramble these possible topic sentences. 1 good at / I am / for a number of reasons. / managing my time 2 I manage time well / the time / but / sometimes / I do not. / Most of 3 why I am / bad at / There are / time management. / two main reasons

2 how well do you manage your time? Look at the topic sentences in 1. Choose one of them to begin your paragraph or write your own below.

3 What sentences can support your topic sentence? Use your ideas from the Brainstorm above. Can you add any reasons?

Write Write your descriptive paragraph. Add any additional details or examples to make your paragraph more interesting.

Share exchange your paragraph with a partner. Look at the checklist on page 189 and provide feedback.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. Be sure your topic sentence is clear and pay attention to the use of determiners of quantity.

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Review

REVIEW

Wordlist Vocabulary preview block (n) ***

delay (v) **

interrupt (v) **

break (n) ***

efficient (adj) ***

list (n) ***

clear (adj) ***

essential (adj) ***

nature (n) ***

complete (v) ***

flexible (adj) **

tip (n) **

concentrate (v) ***

folder (n) *

culture (n) ***

hurry (v) **

Vocabulary development free time (phrase) make time for (phrase)

take your time(phrase)

in time (phrase)

on time (phrase)

waste time (phrase)

kill time (phrase)

spend time (phrase)

Academic words area (n) ***

period (n) ***

so (conj) ***

create (v) ***

route (n) ***

text (n) ***

item (n) ***

schedule (n) **

Academic words review Complete the sentences using the words in the box. achieve

area

goal period

1 My

research

route

for this year is to pass my exams.

2 I need to

a high score in all my classes this semester.

3 Most of our professors do 4 My main

of study is English.

5 We have a long 6 The best

as well as teach their subjects. of time to discuss all these issues. to a good grade is through good time management.

Unit review Reading 1 Reading 2

I can skim to get a general idea of the text. I can scan a text for details.

Study skill

I can choose when to study.

Vocabulary

I can use a range of collocations with time.

Grammar

I can use determiners of quantity.

Writing

I can write topic sentences. tIMe

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3 BUILDINGS A Day in the Life of a

Smart Building

Discussion point

The offices get cooler or warmer automatically if people are using them

Discuss with a partner. 1 What makes the building “smart”? The building has … 2 What is useful about buildings like this? It’s useful because it allows … 3 What might be some problems with smart buildings? Think about privacy, security, cost, etc.

7 a.m. People arrive to work early Sensors turn on outside lights

10 a.m. Managers meet in a conference room Sensors turn on lights

Security system opens doors to building

6 p.m. Lights and heating goes off in empty offices

When the building is empty, all lights are off

1 p.m. In sunny weather, lights go off to save energy

There isn’t much privacy. There are cameras everywhere. 10 p.m. The last person leaves the building Security system locks the building

VIDEO

Before you watch 1 Complete the sentences with the words in the box. 3D printing

CeO headquarters

1 They work in the tallest

skyscraper

in the city.

2 We can make a real object from a digital file by using

3D PRINTED BUILDING

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3 The company has a large the world. 4 The Chief Executive Officer, or the business.

.

as well as smaller offices around , is a great leader for

UNIT AIMS

READING 1 Identifying main idea and supporting details

VOCABULARY Prepositions of place

READING 2 Making inferences

GRAMMAR Using articles

STUDY SKILL Active learning

WRITING Writing supporting sentences

Glass and steel office building.

While you watch

After you watch

2 read the sentences and watch the video. Choose the correct number to complete the sentences.

3 Answer the questions with a partner.

1 The building has one / ten floor(s). 2 It was the first / third useable building to be made with a 3D printer. 3 It took 17 / 20 days to print the parts. 4 It took ten / two days to put the parts together.

1 What would you like to print using a 3D printer? I would like to print … 2 Do you think 3D printing will change the world? Yes, it will change … No. I don’t think it will change the world because …

5 By 2030 / 2050, 25% of Dubai’s buildings may be printed.

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1 READING

Designer schools A Vocabulary preview 1 Match the words to their definitions. Use a dictionary to help you. 1 bright (adj)

a to make into smaller parts

2 comfortable (adj)

b feeling relaxed or pleasant

3 design (n)

c full of light

4 divide (v)

d a drawing that shows how to make something

5 encourage (v)

e not involving anything made by people

6 natural (adj)

f the amount of heat in a place

7 roof (n)

g the top covering of a building

8 temperature (n)

h to make someone more likely to do something

2 Use the words from exercise 1 to complete the sentences. 1 The stand on.

of this building is flat, so it’s easy to climb and

2 Two high walls

the living area into smaller spaces.

3 The

inside the classroom is a cool 14°C.

4 The library has soft chairs so it’s a very 5 Teachers at this art school materials. 6

place to study. their students to use local

sunlight hurts my eyes so I usually need sunglasses.

7 The skylight above the classroom lets in a lot of so no lamps are needed. 8 The architect created a

light,

that feels light and open.

B Before you read Preparing to read

1 What is important in a school? rank these from 1 (most important) to 6 (least important). then compare with a partner. big rooms

bright rooms

natural light

outdoor space

good food

comfortable desks

2 Which of the things above does your school have? Our school has big rooms, natural light, and comfortable desks.

C Global reading Skim Designer schools. Choose what the text is mainly about. a How to design a smart school

c Schools that don’t use electricity

b Schools that teach students design d Schools that have interesting designs 46

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READING

1

Designer schools Schools are places to learn. But as these schools show, the buildings don’t have to be boring. Inner-city schools: Evelyn Grace Academy, England 1 In London, finding space for new buildings is difficult. to answer the problem of space, evelyn Grace Academy is really four schools in one. Designed by Iraqi-born architect Zaha hadid, each school in the complex has its own design. rooms are big and bright with large windows that let in lots of natural light. teachers can divide the rooms in different ways—as classrooms for teaching, spaces for eating, or even indoor sports. 2 the area is cut in half by a large running track. the four schools share this and other outdoor space, where students can play soccer or other sports. Students can even meet on the roof during breaks. All this shared space is there to encourage communication. Malawi’s Low-Cost Schools 3 Children often work hard in Malawi helping their parents. But Malawi wants every child to have an education. to achieve this goal, new schools need to be inexpensive. One company, Arup, recently designed a school to help meet Malawi’s needs. each school costs only U.S.$25,000. 4 the new schools are bright and comfortable. Large windows let light into the classrooms and local materials keep the temperature cool. the schools do not use electricity. Instead, they use natural light and fresh air to create a comfortable learning space. Outdoor areas help bring schools and families together, to eat or exercise. this encourages parents to send their children to school. The Green School, Indonesia 5 Designers John and Cynthia hardy wanted a new kind of school. their school in Bali, Indonesia, includes classrooms, offices, a gym, and cafés. But there are no windows or walls. Students learn in the beautiful buildings as the wind passes through. they can always see the green around them. 6 the Green School is about respecting the environment. the whole school is made from bamboo and runs on clean energy. Students grow food in an outdoor organic garden as part of their learning activities. In fact, they grow 90% of the school’s food. the school’s goal is to develop a new generation of “green” leaders. GLOSSARY running track (n) a piece of ground used for running and racing fresh air (n) the air outside which is nice to breathe bamboo (n) a tall light brown plant used for making furniture, fences, or buildings organic (adj) food or drink made without chemicals BUILDINGS

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1 READING D Close reading Identifying the main idea and supporting details

the main idea of a paragraph is the most important idea. It is located in the topic sentence. Other sentences support the main idea. Finding them can help you understand the main idea. 1 Decide which is the main idea and supporting detail in these paragraphs. Write M (Main idea) or S (Supporting detail). Paragraph 2

a Students can even meet on the roof during breaks. b All of this shared space is meant to encourage communication.

Paragraph 3

a Malawi wants every child to have an education. b One company recently designed a school to help meet Malawi’s needs.

Paragraph 6

a The school is about being “green” and respecting the environment. b The school is made from bamboo and runs on clean energy.

2 Write T (true) or F (False). 1 There is a running track in the middle of the Evelyn Grace Academy. 2 The Evelyn Grace Academy is in London. 3 Malawi’s Low-Cost Schools use electricity created by wind power. 4 Malawi’s Low-Cost Schools need a lot of electricity. 5 The roof of The Green School is made of bamboo. 6 The Green School teaches pupils how to grow food.

E Critical thinking Discuss these questions in a group. 1 How are these schools different from your schools or campuses? My school has / doesn’t have … 2 Do you think these schools help students learn better? Why or why not? I think / don’t think these schools help student learn better because …

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Study skills

STUDY SKILLS

Active learning

Active learning gets students involved in the learning process. Learners engage more fully with the materials. It’s important to develop good active learning habits early. © Stella Cottrell (2013)

1 the habits on the left are not active. Match each one to an active habit on the right. Not active

Active

1 You don’t ask questions when you don’t understand something.

a You look for ways to connect to topics that you don’t think are important.

2 You copy sentences into your notebook without thinking about them.

b You study a text as many times as necessary until you understand it.

3 You read a text once or twice.

c You look for ways to be involved in your learning by asking questions.

4 You wait for teachers to remind you when they expect homework. 5 You find many topics are unimportant or you don’t relate to them in any way.

d You write important sentences in your notebook in your own words. e You know when every teacher expects your homework. You are responsible for your own learning.

2 Look at these examples of active learning habits. Check (✓) the ones you used in this class so far. then compare with a partner. Ask questions in class. Brainstorm ideas. Discuss your opinions and ideas with others. Think if you agree with a reading’s ideas. Organize information in a way that makes sense. Take notes in and around a reading. Link ideas, for example, between two readings. Plan, write, and rewrite your work. Get feedback from others on your work. 3 read the lists again. think of the active learning habits you don’t often do. Which ones are you going to try? I don’t write information in my own words. I’m going to try that.

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2 READING

Is technology helping the airport experience? A Vocabulary preview 1 Use the words in the box to complete the sentences. almost balance experience increase passenger provide robot technology

1 It’s hard to find the right 2 That

between work and school.

looks like a real person and can speak ten languages.

3 There was only one other 4 Does this café

on the train with me. free wi-fi?

5 This machine runs at the speed of 10 miles per hour— as fast as humans! 6 Flying is not a very nice 7 The airline wants to to five.

these days. the number of flights from three

8 I don’t understand the

in this phone. I’m just glad it works!

B Before you read Imagine you are at the airport. Circle the top three things you would like a robot or other technology to do for you. say hello and greet me

answer questions

give me directions

carry my bag

suggest a restaurant

get me to the gate quickly

keep me safe

make lines go faster

wake me up from a nap

C Global reading 1 read the title of the text and then skim the text. Which sentence best answers the title’s question? Underline the key words that helped you answer. a Yes, for the most part technology is helping the airport experience. b Yes and no. Technology is helping and hurting the airport experience in equal ways. c No, technology is making the airport experience worse.

Scanning

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2 Scan the text. What are robots doing at these airports? Match 1–4 with a–d. 1 Geneva

a A robot provides visas.

2 Tokyo

b A robot checks in bags.

3 Dubai

c A robot car transports passengers.

4 London (Heathrow)

d A robot answers questions.

Is technology helping the airport experience?

READING

2

1 Airports are a way of life for many people these days. Seats may be smaller and ticket prices higher, but airports are busier than ever. Many airports are trying to give passengers a better airport experience. Technology is helping. Is all technology at airports really helpful to passengers?

Serving customers 2 Checking in bags at the airport is often a stressful part of traveling. Passengers at Geneva International Airport are getting help from a robot named Leo. Leo can weigh a bag, check it in, and print a boarding pass. Passengers at Tokyo International Airport get help from a robot named Nao. Nao speaks three languages – Japanese, English, and Chinese. It meets and greets passengers and answers questions. The Amer robot at Dubai International Airport does even more. After it greets passengers, it provides a visa to anyone who doesn’t have one. 3 As airports grow, people find it harder to get to their flights. Robots are also helping passengers get to the airport quickly. At London’s Heathrow Airport a robot car is available that quickly transports passengers from the parking lot to the airport. It takes three minutes, non-stop, and wait times are less than a minute. Right now it’s only for business passengers.

Getting through security 4 Most airports already use technology to get passengers through security and keep them safe. Many are now trying new things to make things go even faster. For example, Gatwick Airport in London uses eye-scanning technology. The airport scans the passengers’ eyes when they check in, and again when they get to their gates. Gatwick also uses cameras to follow passengers to see how long it takes them to get through security— and when or why things can slow down. 5 Other technology includes face recognition and fingerprinting. Washington, D.C.’s Dulles Airport uses face recognition to stop people from using another person’s passport. Other airports are using this technology, but not for security reasons. Baltimore-Washington International Airport, for example, is using it to make check-in faster. BUILDINGS

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2 READING

Eye-scanning technology, face recognition technology, and fingerprinting are more and more common at airports today.

Moving bags 6 No one likes losing a bag. Now airports like Hong Kong International Airport are using new technology to find lost bags. The idea is that tags in the bags use wireless technology to give passengers information about their location. Heathrow Airport in London has robots that quickly sort and move bags, so passengers get them even faster. They can move thousands of bags an hour, increasing the number by almost 50%.

Keeping travel enjoyable

GLOSSARY boarding pass (n) a card which you need before getting on a plane or a ship

7 Airports are also trying to make the airport a more enjoyable place to be. Most now have computers to show stores and restaurants, and other places to relax. Others send information directly to your phone, such as directions and time needed to get to a gate. Some are offering passengers a quiet place for a quick nap. Moscow’s Sheremetyevo International Airport, for example, has something called Sleepbox. It is a room big enough for three people traveling in a group. Dubai’s Snoozecube are small rooms where passengers can sleep and charge their electronic devices.

visa (n) an official document which lets you come into a country

Helping everyone?

passport (n) an official document with your picture that shows which country you are from

8 There are many useful things in today’s airports, but some problems remain. Batteries die. Robots break. Planes are late. For many people, perhaps the biggest problem is privacy. Eye scans, fingerprinting, cameras, and X-rays all make it hard to enjoy a private travel experience. Right now, the question is still how to balance the benefits and problems of airport technology.

privacy (n) being free to do something without other people watching or knowing about it 52

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READING

2

D Close reading 1 read the text. Complete the summaries of these paragraphs. Use words from the text. You only need one word for each blank. 1

are helping serve passengers at several airports around the world. They help with 2 , meet and greet passengers, answer questions, provide visas, and give rides. Technology is also helping passengers get through 3 more quickly. Technology is also helping airlines locate, sort, and move 4 faster. Some airports are now offering places to relax or even 5 Passengers can get a small 6 so they can take a quick 7 . However, there are some problems with technology. For many people, the biggest problem is perhaps 8 .

Writers do not always state everything directly. Sometimes you need to infer meaning. this means you think “outside” a text to interpret information and draw conclusions. We make inferences every day. For example, if someone enters a room shaking a wet umbrella, we can infer that it is raining outside.

.

Making inferences

2 Choose the correct way to finish each answer. 1 Paragraph 3 infers that riding in a robot car is faster than walking because a the robot car can take only one person at a time. b anyone is free to ride the robot car. c it doesn’t stop anywhere, takes less time, and people don’t need to wait long. 2 Paragraph 6 infers that robots move bags faster than people because a robots have tags in them to help them work faster. b Hong Kong and London have the most lost bags in the world. c London Heathrow’s robots sort thousands of bags per hour – which is an almost 50% increase.

E Critical thinking think about the ideas from both texts. Discuss these questions in a group. 1 How are the schools and airports mentioned in the texts similar? The schools and airports all have / use … 2 Can the technology described be used in other buildings? If so, how? You can use robots to sort and move boxes in a supermarket. BUILDINGS

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VOCABULARY

Vocabulary development Prepositions of place We can use prepositions of place to describe the location of something.

on

in

at

between

next to

in front of

behind

1 Add the phrases to the chart under the correct preposition. a garden

on (on a surface)

the bus stop

the desk

the entrance

in (inside)

the roof

a taxi

at (at a point or location)

on the wall

in a building

at the airport

on the stairs

in an elevator

at the college

on the first floor

in the parking lot

at the information desk

2 Look at the map. Complete the sentences. 1 Some children are the toy store. 2 Two women are the top of the escalator. 3 A bookstore is toy store and the café.

the

4 There is a supermarket the second floor. 5 The information desk is the clock. 6 A man is 7 There is no one the information desk. 8 A clothing store is the café.

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the clock.

Academic words

VOCABULARY

1 Circle the correct words to complete the sentences. 1 We need to protect the generation / environment for our kids. 2 This home saves money because it uses wind security / energy. 3 The location / transport from the airport to the city is great. 4 Do you know if this app is called / available for free? 5 The architect wants a nice location / transport for her new home. 6 Why exactly is this called / available a smart TV? 7 Do you feel this current generation / environment is smarter than their parents? 8 The security / energy at the airport keeps us safe. 2 Match the words to their definitions. Use a dictionary to help you. 1 available (adj)

a power from something, e.g. oil or electricity

2 called (v)

b is named or known as

3 energy (n)

c the air, land, and water around us

4 environment (n) d able to be bought or used 5 generation (n)

e a place or position

6 location (n)

f

7 security (n)

g movement of people or goods

8 transport (n)

h all the people of about the same age

protection of a person or place

3 Discuss these questions in a group. 1 What kind of transport do you use? I take the bus / subway / train and … 2 What is your generation doing to protect the environment? We are helping to … 3 What’s your favorite building? Where is its location? My favorite building is called … It’s on / near …

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WRITING

Writing model You are going to learn about using articles and how to write supporting sentences. You are then going to use them to write a paragraph describing your school or campus.

A Analyze 1 Look at the word web. A student brainstormed some ideas in response to the question, “What are some features of your campus?”

My Campus modern

open

green

My campus Modern

Open

new buildings new computer room and library free wi-fi

Green

study benches between buildings

recycling bins

lots of parking places

campus garden next to café

area of grass across from library

solar panels on roofs

B Model 1 read the student model. three supporting sentences are missing. Write the letters in the parentheses in the correct places in the paragraph. a For example, most roofs have solar panels on them. b Inside we have a new computer room and a language lab. c There are also benches between buildings where students can relax and study. The women’s campus of my college is modern, open, and green. It is very new. Many buildings are from the last few years. 1( ) The campus is also very open. There is a large area of grass across from the library. 2( ) The campus is famous for being green. 3( ) And there is an organic garden behind the cafeteria so students can have organic food for lunch. Overall, the campus is a good place to study.

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Grammar

GRAMMAR

Articles a, an, the 1 Use a / an before a singular count noun for non-specific things. A smart building saves money. 2 Do not use an article before a non-count noun. Technology is helping airports. 3 Use a before a consonant sound and an before a vowel sound. Leo can print a boarding pass. Every child can have an education. 4 Use the before something specific (singular or plural things). The café across from the library is great. The men at the information desk are angry. 5 Use the before something already mentioned. There is an outdoor area. The area is cut in half by a running track. 6 Use the before things that we consider unique—or there is only one of. The Green School is in Bali. The Amer robot does even more. 7 Use the with superlative adjectives. Perhaps the biggest problem is privacy. 8 Do not use an article when you are talking about things in general. Batteries die. Robots break. 9 Do not use an article before breakfast, lunch, or dinner (unless it’s specific). Let’s have lunch. What do you usually have for dinner? 10 Do not use an article before bed, work, school, and home (unless it’s specific). I go to school five days a week. I go to bed shortly after I get home. 1 each sentence has a mistake with articles. Correct them. (each number below matches the same numbered rule above.) The Berlin is a nice city to live in. A city is famous for its modern design. 1 Every city needs airport. 2 Passengers needs a privacy. 3 My father is a engineer. 4 A design of this building is interesting. 5 I’d love a smart home. A smart home that Bill Gates lives in is amazing. 6 An airport in my town is very small. 7 What is most beautiful building in Bogotá? 8 Robots help the people all over the world every day. 9 It’s 9 o’clock already—let’s get the breakfast. 10 My mother goes to the work six days a week. BUILDINGS

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GRAMMAR 2 Circle the correct words. the symbol Ø means “no article.” then check your answers on page 56. 1

The / Ø women’s campus of my college is modern, open, and green. It is very new. Many buildings are from the last few years. Inside we have 2 a / the new computer room and 3 a / an language lab. 4 A / The campus is also very open. There is 5 a / Ø large area of grass across from 6 the / Ø library. There are also 7 the / Ø benches between buildings where students can relax and study. 8 A / The campus is famous for being green. For example, most 9 the / Ø roofs have solar panels on them. And there is 10 a / an organic garden behind 11 the / Ø cafeteria so students can have organic food for 12 the / Ø lunch. Overall, the campus is 13 a / Ø good place to study. 3 Complete the paragraphs with a, an, the, or Ø (no article). then check your answers on page 47. Designers John and Cynthia Hardy wanted 1 new kind of school. Their school in Bali, Indonesia, includes classrooms, 2 offices, 3 gym, and cafés. But there are no windows or 4 walls. Students learn in the beautiful buildings as 5 wind passes through. They can always see the green around them. 6

Green School is about respecting 7 environment. whole school is made from 9 bamboo and runs on clean energy. Students grow food in 10 outdoor organic garden as part of their learning activities. In fact, they grow 90% of 11 school’s food. 12 school’s goal is to 13 develop new generation of “green” leaders. 8

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Writing skill

WRITING

Supporting sentences give information that helps explain the main idea of a paragraph. they give additional details by answering What? Who? When? Where? Why? and How? It’s useful to think of these questions when you write sentences to support your topic sentence.

Writing supporting sentences

1 Match each topic sentence to a supporting sentence. Topic sentence

Supporting sentence

1 My college campus is going to become “greener.”

a The library is small and many students cannot even find chairs.

2 Our school needs more places for students to study.

b Computers on the tables give students information about healthy food choices.

3 The language lab is too old and needs better technology.

c There are now plans to use more wind energy.

4 The technology in the new cafeteria is very smart.

d The equipment is not modern and often breaks.

2 read each topic sentence. Write a question you think a supporting sentence should answer. My college is a great place to study engineering. Why is your college a great place to study engineering? 1 The cafeteria is the best place to study on campus. ? 2 My college uses technology in interesting ways. ? 3 There are three ways to improve the design of the lecture room. ? 3 Circle the words in each topic sentence to match your opinion. then write two possible supporting sentences. 1 The library is / is not a good place to study.

2 My college campus is / is not very green.

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WRITING

Writing task You are going to answer the question, “how can technology improve a building?”

Brainstorm 1 Choose a building or group of buildings that you know well such as your school, campus, store, or mall. Draw a plan of it. then label it. 2 List three things which make the building (or buildings) useful.

Plan 1 Write your topic sentence. Include the three main ideas from exercise 2 above.

2 Write two possible supporting sentences for each idea. remember, supporting sentences give additional details by answering What? Who? When? Where? Why? and How? questions.

Write Write your descriptive paragraph. Add any additional details to make your paragraph more interesting. Include a concluding sentence.

Share exchange your paragraph with a partner. Look at the checklist on page 189 and provide feedback.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. Make sure your supporting sentences give information that helps explain the main idea. Pay attention to the use of articles and prepositions of place.

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Review

REVIEW

Wordlist Vocabulary preview bright (adj)***

encourage (v)***

almost (adv)***

passenger (n)***

comfortable (adj)***

natural (adj)***

balance (n)***

provide (v)***

design (n)***

roof (n)***

experience (n)***

robot (n)*

divide (v)***

temperature (n)***

increase (v)***

technology (n)***

Vocabulary development at the airport in a building

on the first floor

at the information desk

in an elevator

on the stairs

at the college

in the parking lot

on the wall

Academic words available (adj)***

environment (n)***

security (n)***

called (v)***

generation (n)***

transport (n)***

energy (n)***

location (n)***

Academic words review Complete the sentences using the words in the box. called energy location

research schedule

1 Some people like to 2 We are ahead of

and learn about historic buildings. and we hope to complete the new hotel soon.

3 The house is in a great the beach.

. It has beautiful views and it is close to

4 Turn the lights off to use less electricity and save 5 The Chang Building in Bangkok is often because it looks like an elephant.

. the Elephant Building

Unit review Reading 1

I can identify supporting details.

Reading 2

I can make inferences.

Study skill

I can actively learn.

Vocabulary

I can use prepositions of place.

Grammar

I can use articles.

Writing

I can write supporting sentences.

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4 CITIES Public Transportation Discussion point Discuss with a partner. 1 How do most people in your city travel?

More and more people are using public transportation3. The benefits are clear. You save money. You save time. And it’s good for the environment.

4% light rail

21% commuter rail 5% other

Most people in my city travel by … 2 What are some advantages of public transportation? With public transportation, you can …

39% bus

3 Are more people using public transportation where you live?

GLOSSARY rail (n) the system of traveling by train

VIDEO

31% Subway / Metro

Before you watch 1 tell your partner about your journey to class. Which of the items below did you see or use?

METRO CONSTRUCTION

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a bridge a metro system a motorway an overground station public transportation a traffic jam a subway station

UNIT AIMS

READING 1 Predicting

VOCABULARY Words describing change

READING 2 Identifying problems and solutions

GRAMMAR Using the present progressive tense

STUDY SKILL Selective note-taking

WRITING Writing compound sentences; linking clauses

Fifth Avenue, New York City.

While you watch

After you watch

2 read the sentences and watch the video. Write Y (Yes), or N (No).

3 Answer the questions with a partner.

1 The Riyadh Metro doesn’t have any underground stations. 2 There are more than 800,000 cars on the city’s roads. 3 People hope there won’t be as many traffic jams. 4 4,000 workers are building the metro. 5 The last driver gets to work at six o’clock.

1 How do you prefer to travel around your town or city? I like going by … 2 What do you think of public transport in your town or city? I think it’s quite good. We’ve got … It isn’t very good. We haven’t got … 3 What do you think of traveling by car? I enjoy it because … I don’t like it because … CItIeS

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1 READING

Creative solutions A Vocabulary preview 1 Use the words in the box to complete the sentences. crowded exchange pedestrian pollution popular resident solution traffic

1 The drive faster.

is bad between 5:00 and 7:00. Let’s go after that; we’ll

2 I hear we have a new

in Apartment 3C.

3 You can

this ticket for one hour of free parking.

4 The air

in this city is terrible. It’s hard to breathe!

5 We all know finding parking is a problem. But what is the 6 The sidewalks are full of shoppers. It’s so to walk!

? that it’s hard

7 Making the downtown area more – friendly is a very idea for cities with traffic problems.

B Before you read Predicting

Before you read, you can use the title, pictures, headings, and your knowledge or experience to make predictions about the text. It is an important skill because it allows you to connect the new information with what you already know. 1 Look at the title and pictures from the text. the text describes three different solutions to a problem. Circle the main problem you think the text is about. city noise finding a job

high prices

pollution

stress

traffic

2 read the first line of the text to check your prediction.

C Global reading 1 Skim Creative solutions and write the headings in the correct place. One heading is extra. exchange your cars

highlighting

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high in the sky

Putting pedestrians first Solar-powered cars

2 Scan the text. Underline all types of transportation mentioned.

READING

1

Creative solutions Many cities have traffic problems, but not at all solutions are the same. 1 Over 40 years ago, one city in Brazil made one quick and important decision to reduce the number of cars. In just 72 hours, Curitiba turned its main business street into a pedestrian street. At first the project was not popular, but over time people saw it as positive. the city later made 52 other roads pedestrian-only. People are using these areas for outdoor markets, concerts, and other events. the city has 16 parks and over a thousand green spaces. In 1970, each person had one square meter of green space, but today they have 52. It is clear the city is working hard to save its natural environment and Curitiba is a great example of pedestrian-friendly city planning. 2 In Murcia, a city in Spain, you can give your car to the city government if you don’t want to use it. the idea is to get more public transportation in the city, and less car traffic. the city wants people to use its new, greener trams. When they exchange their car, they get a free lifetime pass to use on any tram. Murcia is using its old cars in art projects around the city. the city wants to show the bad side of cars and the challenges of parking. Sometimes the art pieces they display show cars on top of each other. 3 La Paz, Bolivia, is one of the highest cities in the world, and it has some of the worst traffic. there are not enough vans to move passengers and the buses are often full. For the people who travel downtown from el Alto, a neighborhood up on a mountain, the trip is long, crowded, and tiring. But a new cable car is making the trip easier. It is cutting travel time to just minutes while it saves many people over an hour of travel time each day. People go to and from downtown, high above the traffic. there is hope that the new cable car will reduce the number of cars on the road as well as reduce air pollution. GLOSSARY square meter (n) the area of a square whose sides are exactly one meter long turn in (v) to give something to someone who officially asks for it cable car (n) a small cabin that moves on a cable, used for taking people up and down mountains

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1 READING D Close reading Organizing information into a chart

1 read Creative solutions. Which city does each statement describe? Check (✓). a Curitiba

b Murcia

c La Paz

1 Its buses are often full. 2 Drivers cannot drive on 52 roads. 3 People ride trams for free if they give up their cars. 4 People hope the solution reduces air pollution. 5 It has more than 1,000 green spaces. 2 read Creative solutions again. Write T (true) or F (False). 1 Curitiba made its main business street into one only for pedestrians. 2 People cannot drive cars in Curitiba’s streets anymore. 3 People in Murcia can turn in any car if it is paid for. 4 Murcia sends the old cars to other cities in Spain. 5 El Alto is located in downtown La Paz. 6 The cable car helps people of La Paz get downtown faster. 3 Complete each sentence with one or two words from the text. 1 People in Curitiba saw the pedestrian-only street as 2 Curitiba is working hard to save its 3 Murcia

.

.

its old cars in art projects around the city.

4 Murcia wants to show the 5 La Paz hopes its cable car will help

of cars through the art projects. the number of cars.

E Critical thinking Discuss these questions in a group. 1 Can any of the three solutions from the text work in your town or city? I think a car exchange / cable car can work in our city because … 2 What’s another way we can reduce the number of cars on our streets? To reduce the number of cars on our streets, I think cities need to …

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Study skills

STUDY SKILLS

Selective note-taking

When you take notes, be selective. This means you make choices, and write down only what you need. Ask yourself: What is the most important information? Do I really need this information? What questions do I want to answer with this information? © Stella Cottrell (2013)

1 Imagine you’re going to write a report of traffic solutions in cities. read the excerpt from Creative solutions. Check (✓) the text that has the most useful information underlined. 1 to reduce the number of cars, the city of Murcia, Spain asked people to turn them in. Car owners can give any car—new or old—but it must be paid for. the city wants people to use its new, greener trams. they exchange their car, and in return get a free lifetime pass to use on any tram. 2 to reduce the number of cars, the city of Murcia, Spain asked people to turn them in. Car owners can give any car—new or old—but it must be paid for. the city wants people to use its new, greener trams. they exchange their car, and in return get a free lifetime pass to use on any tram.

2 Imagine you underlined these important parts in this excerpt from Creative solutions. Now complete the notes below. But a new cable car is cutting travel time to just minutes. this is saving many people over an hour of travel time each day. People go to and from downtown, high above the traffic. there is hope that the new cable car will reduce the number of cars on the road as well as reduce air pollution.

new

cutting an

time (minutes) every day

to / from hope it

number of

and

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2 READING

Size doesn’t matter A Vocabulary preview 1 Use the words in the box to complete the sentences. affordable engineer government high-rise housing land plentiful population

1 I don’t want to live in a 2 The per year.

apartment. I’m afraid of heights.

of my country is growing by about 100,000 people

3 This neighborhood is nice but it’s not very live here. 4 A single 5

. It costs a lot to

designed this bridge. Her name was Sarah Guppy.

costs are going up again. I need to find a home in a cheaper neighborhood.

6 My brother plans to buy a small piece of home on. 7 The 8 Parking spaces are to park your car.

to build a

is planning to increase the number of parks in the city. around here. It’s easy to find a place

B Before you read 1 think about the characteristics that can help make a country successful. Which of these do you think are the most important? Why? Discuss with a partner. a single language a large population a lot of land plentiful transportation a pleasant climate natural resources affordable housing educated people

I think the most important characteristics are … because …

Predicting

2 What do you know about Singapore? Which of the characteristics from exercise 1 do you think describe the country today?

C Global reading 1 Skim Size doesn’t matter. Check your predictions. Circle the characteristics mentioned in the text. 2 Scan the text again. Look at the list from above. Write the paragraph numbers next to the characteristics mentioned in them.

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Size doesn’t matter

READING

2

1 The island country of Singapore is home to almost five million people in an area of only 700 square kilometers. Hot and often humid, it was once an enormous swamp with an uncertain future. How did such a small island, now one of the richest countries in the world, manage to get so much right?

People and resources 2 Singapore has few natural resources. It has little fresh water, so the country gets most of the water from its neighbors. The same is true for the food it needs. The government knew very early that it needed to concentrate on its most important resource—its people. Its residents are among the best educated in the world and the country is working toward being a leader in information technology. When companies want to do business in Asia, they often open an office in Singapore. It is an important center for business in Asia.

Size: 719.1 square kilometers Population: 5,530,000 Languages: English, Chinese, Malay, Tamil Literacy: 95.9% Jobless rate: 1.9%

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2 READING

Housing for all

Transportation

3 Like any large city, Singapore faces a growing

5 There are not enough roads or parking spaces to allow

population. This means there is a need for more and more affordable housing. In 1960, the government created the Housing Development Board (HDB). Within a decade, the city built 50,000 new homes. About 85% of the population is now living in high-rise public housing units. These are divided into neighborhoods of about 24,000 people. Each neighborhood has schools, stores, and many other businesses to support the local population.

New land 4 Singapore has very little land. The government is working hard to increase the amount of land. Little by little it is creating new land by taking sand from the ocean floor. Engineers are finding places to make this new land while they protect the environment. There are already 100 square kilometers of new land and the government is planning at least that much more in the future. In fact, Singapore’s famous Changi Airport is on land that once did not exist. The country gets larger and larger each year.

every resident to have a car. When someone wants to own a car, they need to buy an expensive license first. This keeps the number of cars low. At the same time, the country is putting more and more money into public transportation. A train line links the country to Malaysia to the north. Most people get around by bus or subway. Ticket prices are low and it’s easy to move between different types of transportation. Bus stations are often built over train stations which allows easy access between different types of transportation. Taxis are plentiful. You can quickly get a cab through any number of apps.

6 Despite the challenges it faces, Singapore is continuing to do an excellent job of planning and designing its future, and it is paying off. It has a growth rate of about 8% per year. Personal savings are high. Nearly everyone has a job. Singapore’s future looks very bright indeed. GLOSSARY humid (adj) hot and wet in a way that makes you uncomfortable swamp (n) an area of land covered by water where trees and plants grow literacy (n) the ability to read and write

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READING

2

D Close reading 1 read the text. Complete these sentences with numbers from the text. 1 A neighborhood in Singapore has about

people.

2 The country is planning at least land in the future. 3 About

square kilometers of new

% of people in Singapore live in public housing.

4 Singapore has a jobless rate of about

%.

Many academic texts discuss one or more problems as well as the solutions to those problems. It can be helpful to organize these into a t chart.

Identifying problems and solutions

2 Complete these notes with words from the text. Problems

Solutions

few natural

brings in all the water and it needs focuses on most important resource—

a growing

people live in housing units are organized into with schools, stores, etc.

little

is creating new land by bringing up from the ocean floor is more new land in the future

not enough or

keeps car numbers making it has excellent

spaces

public

by to own one

E Critical thinking Discuss the ideas from both reading texts in a group. Which city’s traffic solution is the most creative? Which would work best? Why? I think Curitiba’s / Murcia’s / La Paz’ / Singapore’s solution is the most creative because …

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VOCABULARY

Vocabulary development Vocabulary for describing change We can describe change in different ways. We can use verbs: (e.g. reduce), adjectives and adverbs: (e.g. slow, slowly) and phrases: (e.g. over time). 1 Choose the correct definition for each word or phrase. 1 decrease

a to become less

b to become more

2 enlarge

a to make louder

b to make larger

3 grow

a to become smaller

b to become bigger

4 improve

a to make better

b to make worse

5 little by little a by small degrees

b by large degrees

6 sudden

a slow

b fast; quick

7 turn into

a to become the same

b to become something different

8 get worse

a to become less good b to become better

2 Circle the correct word. 1 Traffic continues to improve / get worse. How can we reduce it? 2 Don’t make any little by little / sudden turns on this road. The cars are going so fast! 3 My town continues to turn into / grow. Our population is up 4%. 4 How can we improve / enlarge the air quality in our city? 5 When did that old parking lot grow / turn into a playground? 6 Sudden / Little by little I think our city is getting safer. 7 Our streets are not wide enough. The city should decrease / enlarge them. 8 The roads are full of cars. We need to find a way to enlarge / decrease their numbers. 3 Write the words in the correct column. Use a dictionary to help you. decrease enlarge expand fall improve increase quickly reduce suddenly step by step

A Make or become bigger / better

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B Make or become smaller / worse

C Describe type or speed of change

Academic words

VOCABULARY

1 Match the words to their definitions. Use a dictionary to help you. 1 access (n)

a very large

2 despite (adv)

b to show

3 display (v)

c a way of entering a place

4 enormous (adj) d even though 5 license (n)

e a paper showing permission to do or own something

6 link (v)

f

7 percent (n)

g to join or connect

8 vehicle (n)

h a rate per hundred (the symbol is %)

a thing used to move people or things, e.g. a car

2 Use the words from exercise 1 to complete the sentences. 1 Nearly 100

of Singapore’s residents speak English.

2 Everyone needs a 3 I need to rent a

to drive a car. to move my things to my new apartment.

4 A new train line will 5 If you want 6

New York and Philadelphia. to this room, you need to ask for a key.

its small size, Singapore is a big success.

7 You need to park here.

this piece of paper in your window if you

8 The city of Mumbai is

. Over 20 million people live there.

3 Discuss these questions in a group. 1 About what percentage of the people in your city drive? Take a guess. I think about 10 / 30 / 50 / 90 % of the people in my class drive. 2 What do people in your country need a license to do? People need a license to drive / fish / get married / build a … 3 Imagine you can have any vehicle. What would you want? Why? I would want a car / truck / motorcycle / plane because …

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WRITING

Writing model You are going to learn about joining sentences and using the present progressive tense to describe a trend. You are then going to use these to write a paragraph describing how your neighborhood is changing.

A Analyze 1 Look at the chart. A student brainstormed some ideas in response to the question, “how is your neighborhood changing?” Positive changes

Negative changes

new stores and cafés

new buildings going up

public transportation use up

crowded sidewalks

fewer people driving

not enough parks

building a new subway station

prices going up

2 Mark the changes in the box: ✓ (positive), ✗ (negative). many empty buildings

more noise more people no new parks

riding bicycles

B Model 1 read the text. Underline the positive changes. Circle the negative changes. My neighborhood is changing a lot. Many are positive changes, but some are negative. Fewer people are driving, so the number of cars is decreasing. More people are using public transportation and riding their bicycles. This is all good for the city. Many new buildings are going up as well, but this is not good. It is creating a lot of noise, and many buildings are empty. More families with children are moving in, but no one is building new parks. Overall, I think there are more positive than negative changes in the neighborhood. 2 Look back at the chart. Circle the things the student chose to describe. 3 Are any sentences in the model true for where you live? Write them below.

4 Write one positive and one negative sentence that describes a recent trend in your neighborhood.

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Grammar

GRAMMAR

the present progressive tense the present progressive tense is used to talk about actions happening now. It is also used to talk about longer actions that are happening around now and will continue in the future. Form subject + am/is/are + present participle (-ing) Curitiba is working hard to save its natural environment. People are using these areas for outdoor markets, concerts, and other events. to form the present participle, add -ing to the base form of the verb (work > working). When the base verb ends in -e drop the e before adding -ing (use > using). When the base verb ends in a vowel + consonant, double the consonant (plan > planning). Usage I am waiting for you outside the train station. (right now) Murcia is using its old cars in art projects around the city. (around now) Engineers in Singapore are finding new places to make new land. (around now) Is Murcia planning for its future? Yes, it is. / No, it isn’t. Are more people moving to Curitiba? Yes, they are. / No, they aren’t. What kind of companies are opening offices in Singapore? Tech companies. 1 Complete the sentences. Use the present progressive form of the verbs in the box. buy

change

make

pay

shop spend start

1 I love my neighborhood, and it 2 More and more young people 3 They rent prices. 4 I

really fast right now. older homes.

a lot of money to repair them, but that increases about $800 in rent now. I think that’s enough.

5 Some interesting cafés and stores

to open.

6 It the sidewalks more crowded, but there are some positive things about this. 7 Also, more people

in our neighborhood stores.

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GRAMMAR 2 reorder the words to make questions about the city of Portsville. 1 in Portsville / people / how many / are / living / now? 2 increasing or decreasing / apartment rents / are? 3 is / the / number / drivers / increasing / of? 4 growing / the / of / use / public transportation / is? 5 in public housing / people / more / are / now / living?

3 Look at this information about Portsville in 2011 and now. read the questions in exercise 2 and answer them below. 2011 Population

1.8 million

2 million

Cost of apartment per month

$900

$1,200

Number of drivers

550,000

500,000

Public transportation use per day

800,000

930,000

Percentage of people in public housing

40%

32%

1 2 3 4 5 4 Answer these questions about your town or city. 1 Is your city’s population increasing or decreasing? 2 What is the government doing to improve your city? 3 Are more people using public transportation?

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Now

Writing skill You can often connect sentences with a comma and a joining word. the word and links two similar ideas, but states a contrast, or states a choice, and so states a result.

WRITING Joining sentences

There are not enough vans, and the buses are often full. The project was not popular, but over time people saw it as positive. In Singapore you can get around by subway, or you can take a taxi. Curitiba needed to reduce the number of vehicles, so it took a bold step. You can also use when and while to join ideas. We usually use when when one action idea follows another, and while when both actions happen at the same time. When companies want to do business in Asia, they often open an office in Singapore. While they sat in the cable car, they enjoyed the view of the city below. 1 Circle the correct words to complete the sentences. 1 When / While people travel to Tokyo, they often get around the city by subway. 2 The subway system is easy to use, and / but tickets are not very expensive. 3 You can buy a ticket for each trip, or / while you can get an all-day pass. 4 The subways run late, so / but they don’t run all night. 5 Some subway lines are above ground, or / so you can see the city. 6 And / While you look out the window, you can see some of Tokyo’s most famous sites. 2 Join the sentences with the word in parentheses. Decide which sentence goes first. 1 My city is changing. Many of the changes are good for my neighborhood. (and) 2 Fewer people are driving. More people are taking public transportation. (while) 3 The city wants to remove all its trams. Some residents are fighting to keep them. (but) 4 Kids will have a place to play. The city is turning an old parking lot into a playground. (so) 5 The city finishes enlarging the streets. They’re going to create a bike path. (when)

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WRITING

Writing task You are going to answer the question, “how is traffic changing our cities?”

Brainstorm 1 Complete the brainstorm. think about traffic, as well as transportation such as buses, subways, trains, and bicycles.

TRAFFIC IN MY CITY

2 Look back at page 76. Can you use any of the ideas listed in exercises 3 or 4?

Plan 1 Plan a paragraph describing how your neighborhood is changing. Look back at your brainstorm and write a topic sentence. Topic sentence:

2 Write at least three trends. Use the present progressive here if you can.

3 Decide how you want to organize your paragraph. For example, do you want to write about positive changes, negative changes, or both?

Write Write your descriptive paragraph. Join some sentences with and, but, or, so, when, or while. Pay attention to your use of the present progressive tense and any vocabulary that describes change.

Share exchange paragraphs with a partner. read the checklist on page 189 and provide feedback to your partner.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. 78

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Review

REVIEW

Wordlist Vocabulary preview affordable (adj)

housing (n)***

population (n)***

crowded (adj)*

land (n)***

resident (n)***

engineer (n)***

pedestrian (n)*

solution (n)***

exchange (v)***

plentiful (adj)

traffic (n) ***

government (n)***

pollution (n)***

high-rise (adj)

popular (adj)***

Vocabulary development decrease (v)** grow (v)***

sudden (adj)***

enlarge(v)*

improve (v)***

turn into (v)

get worse (v)

little by little (v)

Academic words access (n)***

enormous (adj)***

percent (n)***

despite (adv)***

license (n)*

vehicle (n)***

display (v)***

link (v)***

Academic words review Complete the sentences with the correct form of the words in the box. create enormous so

1 Rooftop gardens

transport

vehicle

more green spaces.

2 Cape Town has good weather and is close to nature, popular with tourists. 3 The best way to travel is to use public 4 The Dubai Mall is in the world.

it is .

and is one of the biggest shopping spaces

5 We are cutting pollution by reducing the number of

on the road.

Unit review Reading 1

I can make predictions about a text.

Reading 2

I can identify problems and solutions.

Study skill

I can do selective note-taking.

Vocabulary

I can use words to describe change.

Grammar

I can use the present progressive tense.

Writing

I can write compound sentences and link clauses. CItIeS

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5 CULTURE Millennials – people born between 1980 and 2000 – have grown up during a time of technological change. This has made them different from other generations.

Discussion point

How millennials use technology

Discuss with a partner. 1 Is the information true for the millennials you know? Why or why not? I think / don’t think it’s true that millennials are … 2 What are some other ways millennials use technology? Some millennials I know like to …

Communicating by texting and social media, not through phone calls

NEWS

3 What are some ways you used technology yesterday? I used my phone to get directions. I also used my phone to …

VIDEO

Getting their news from social media rather than tV, newspapers, or magazines

Using more streaming services that provide music, movies, and other goods

@ Getting faster and better information online about new products

Before you watch 1 Answer the questions with a partner. 1 What buildings and places do people like to visit in your country? In my country, please like to visit the … The place I find interesting is … 2 What buildings and places in other countries do you want to see?

SCANNING BUILDINGS

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I’d like to visit the … I want to go to …

UNIT AIMS

READING 1 Distinguishing facts from opinions

VOCABULARY Words with positive and negative meanings

READING 2 Inferring bias

GRAMMAR Using the present perfect tense

STUDY SKILL Finding your motivation

WRITING expressing and justifying opinions

Testing a VR device in Barcelona.

While you watch

After you watch

2 Look at the places and buildings below. Which ones do you know? Watch the video and select the places that are mentioned.

3 Answer the questions with a partner. 1 Look at the places mentioned in the video. Which ones do you want to visit?

1 Eiffel Tower, France

I’d like to visit …

2 The Grand Canyon, USA

I want to see … because …

3 Machu Picchu, Peru 4 Mount Rushmore, USA

2 Why is it important to protect cultural places, like The Parthenon and Mount Rushmore?

5 The Parthenon, Greece

We need to protect cultural places because …

6 South Lanarkshire, Scotland

The Parthenon and Mount Rushmore are important because …

7 Sydney Opera House, Australia

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81

1 READING

The negative effects of technology A Vocabulary preview 1 Use the words in the box to complete the sentences. attention span

blame

effect

1 Try not to

jealous

lonely

pain screen

worry

about tomorrow’s test. I think it will be easy.

2 The

on your computer is so dirty! Can you even read it?

3 What

does playing computer games have on children?

4 Of course you have for hours without moving!

in your neck. You’ve played that game

5 Did you see Jo’s new phone? I’m kind of one for a long time.

. I’ve wanted that

6 I my little brother for deleting my files. I saw him playing with my laptop. 7 My grandmother gets Now she calls us when she wants!

, so I taught her how to video-chat.

8 My sister has a short . She gets bored after just a few minutes and always wants to do something else.

B Before you read read the title and headings. Check (✓) the ideas you think are mentioned in the text. 1

People use technology to find healthy food.

2

Playing computer games can cause pain.

3

Computer games help people concentrate.

4

You can become jealous by comparing yourself to others.

5

Social media has made real communication less common.

C Global reading 1 Scan The negative effects of technology to check your guesses above.

Identifying text types

2 Circle the correct answers. 1 The article is from a print / an online source. 2 The author discusses one side / two sides of an issue. 3 The comments section is mainly facts / opinions.

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The negative effects of technology

READING

1

1 technology is a big part of our lives. We work, play, and communicate with the world online. technology has made life easier in many ways, but it has also had a number of negative effects.

Health

Relationships

2 technology has had an effect on people’s health 4 Social media use has also been linked to in negative ways. People exercise less. they don’t depression in a recent study. People look at sleep well: it is thought that using computers too the online information shared by other users. late can lead to teens getting less than five hours When you do this, you compare your life to the of sleep per night. With every hour spent playing carefully presented lives you see online. this computer games, people are more likely to feel can make you feel jealous. Other studies have pain in their fingers and wrists. A study published found that comparing yourself to others in this in the Journal of Physical Therapy Science4 says way was linked to feeling lonely. that using smartphones too often leads to problems with body position, and with breathing. Social skills Some believe the new generation of technology 5 Because we use social media so much, even speaking face to face has become a problem. users will have worse hearing and eyesight. this worries many psychologists working Attention with young children. Speaking and handling 3 With so much technology, people find it hard problems in the real world is something people to concentrate for long periods of time. A study need to practice. According to experts, if a published in the BMJ Open Journal in 20135 found child works with screens too much, it’s harder that teen students can’t study for much longer for them to learn face to face communication than six minutes without checking their phones or skills. this means that in adult life, people might social media websites. As a result their test grades become good with technology, but they face became worse. For adults, the problem can be problems when they need to discuss things in even more serious. We check our phones while person. working, or when watching tV. Some researchers think that human attention span is now just eight seconds – even small fish can manage nine! Comments AlanB: I’ve just read a report about a large number of teenagers who now have hearing loss from games and music, which is another problem. Caitlin123: Why blame technology for people getting less sleep? I think it’s because we work too much. Smartboy: Research has found that the light from screens decreases melatonin in the brain. This causes people to sleep less. MiaLong: Attention span of eight seconds? It’s more like two seconds. People where I live have the worst attention spans. JaredJones: I just don’t believe people get jealous from looking at other people’s information. tech88: Right! In my opinion adults worry far too much!

GLOSSARY handle (v) to take action so you can deal with a difficult situation depression (n) a feeling of being very unhappy

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1 READING D Close reading 1 read The negative effects of technology. Complete the sentences with words from the text. Use one or two words. 1 The writer believes technology has made life in many ways. 2 Technology can cause people to experience more 3 Technology can make it hard to 4 People can’t handle happen through technology.

Distinguishing facts from opinions

.

for long periods of time. face to face because so many things

A text may contain both facts and opinions. A fact expresses a truth. We can prove it. Facts are often based on research and studies. An opinion expresses a belief, feeling, or judgment. Opinions sometimes include language such as think and believe. they also include words that express judgment such as too, best, greatest, and worst. 2 Check (✓) the statements that are facts, according to the reading. Which paragraphs mention them? Write the number. 1

People who use smartphones too much have problems with body position. Paragraph

2

The new generation of tech users will have worse hearing and eyesight. Paragraph

3

Students found it hard to concentrate for more than 6 minutes when using social media. Paragraph

4

The average attention span is now just eight seconds. Paragraph

3 Mark each person’s comment as F (Fact) or O (Opinion). 1 AlanB:

3 Smartboy:

5 JaredJones:

2 Caitlin123:

4 Mialong:

6 Tech88:

E Critical thinking Discuss these questions in a group. 1 What other negative effects of technology can you think of? I think some technology can cause you to waste time. 2 Do you think people get jealous from looking at other users’ information online? Why or why not? I think / don’t think people get jealous because ….

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Study skills

STUDY SKILLS

Motivation

Your level of motivation can have an effect on your success. Even if you love your subject and want to finish college, sometimes you don’t want to study or you think about doing something else. When this happens, you need strong motivation to keep going. © Stella Cottrell (2013)

1 Mark the sentences below about your own motivation. Be as honest as you can. How strong is your motivation? 1 I know my reasons for studying.

1 2 3 4 5

2 I set myself targets for completing tasks.

1 2 3 4 5

3 I can start work quickly when I sit down to study.

1 2 3 4 5

4 I stay focused once I sit down to study.

1 2 3 4 5

5 I can find the time I need to complete tasks well.

1 2 3 4 5

6 I take pleasure in achieving goals or completing tasks.

1 2 3 4 5

7 I keep going even when things get difficult.

1 2 3 4 5

8 I find ways of making my study time feel nice.

1 2 3 4 5

9 I avoid anything that might harm or damage my study.

1 2 3 4 5

10 When I get criticized, I use this to do better work.

1 2 3 4 5

total score out of 50 2 Write down two things you can do to help your motivation get stronger.

3 Discuss your ideas with a partner.

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2 READING

Technology making a difference A Vocabulary preview 1 Use the words in the box to complete the sentences. climate disease especially forecast knowledge organization save village

1 I do research in a small share their 2 The change.

. The people who live there gladly with me.

I work for is creating new models of

3 If we can teach people how this healthy, we can many lives. 4 Listening to the weather in the winter.

spreads and how to stay

is a good idea,

B Before you read Work with a partner. Look at the title and headings. how can technology make a difference in these areas? Make your prediction. 1 People are dealing with climate change by improving weather forecasts / filming climate change events. 2 People are saving cultural sites by finding them from airplanes / turning them into 3D images. 3 People are saving endangered languages by using radio to listen and speak the language / recording languages that have no alphabet.

C Global reading 1 Skim Technology making a difference. Check your predictions above.

Scanning

2 Scan the text quickly. Look for these things in the numbered paragraphs. 1 Paragraph 2: Which country is mentioned? T 2 Paragraph 3: Who is mentioned in the text? G L 3 Paragraph 5: What are some organizations trying to save?

4 Paragraph 6: Which three technological tools are mentioned? 5 Paragraph 8: Which organization says 75% of homes have radios? 6 Paragraph 9: Which Internet company is mentioned here?

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READING

2

TE CHNOLOGY making a difference 1

Some of us have experienced the negative effects of technology. But surely there are more positive benefits to technology. People are using technology in different and creative ways to solve problems.

Living with climate change

Saving cultural sites

2 The residents of Tuvalu, an island country in the South Pacific, are feeling the effects of climate change. A new project is using traditional knowledge with simple technologies to help residents live with the effects of climate change. The project’s leaders are talking to residents to understand what they do now when bad weather comes. They hope this information will help them provide better weather forecasts6.

5 The world has recently lost many important cultural sites. Once an object or a building is lost, it’s lost forever. Some organizations want to change that. They work to help save cultural sites for future generations. With the help of technology, their goal can be achieved.

3 George Latu is a village leader in Teone, a town of 540 people. He has lived there since the late 1970s. In recent years he has seen more erosion and higher tides. He says there is information available through signs and radio, but not everyone understands the weather terms or listens to the radio. Latu believes using simpler language for weather forecasts will help. Project leaders agree. 4 Latu has also noticed an increase in skin diseases. Project leaders studied how residents manage their water to see if they can find out why. This has helped them understand how certain diseases spread. The project leaders have started to share ideas for how to store water and keep the areas around water clean.

6 Computers, lasers, and 3D scanners can help capture the shape of objects. This technology was first used on things like tools or small sculptures. Now organizations use the technology on cultural sites. The equipment helps researchers capture the shape of a building. After they create a system of points which a computer can “read”, researchers turn it into a 3D image. This can sometimes become a video that can take you all around and inside the building. 7 This kind of work pays off in many ways. First, it helps scientists learn more about the sites they’ve mapped. Some 3D maps have so much detail that researchers have discovered hidden rooms in buildings. What’s more, this technology means that archaeologists can save the culture. Climate changes, fires, and earthquakes can destroy or damage important sites. But if a 3D image of a cultural site exists, work can begin on rebuilding the site. Without the technology, the sites would definitely be lost.

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2 READING Saving endangered languages

GLOSSARY endangered (adj) in a situation where it can be harmed or damaged erosion (n) the process where land or rock disappears because it is damaged by water or wind

88

8 Technology has helped people keep their language alive for a long time, but the type of technology is changing. High-tech is almost always better at solving problems. But sometimes low-tech gets better results. For example, radio allows people to listen and talk in their own languages. According to UNESCO7, 75% of homes in developing countries have radios. Movies also reach a lot of people. Another good use of technology for saving languages is making films. By recording, watching, and listening to films in other languages, speakers can enjoy their culture more.

laser (n) a piece of equipment that gives a strong, narrow line of light

9 The Internet has changed how people get access to information about endangered languages. More and more endangered language-learning programs are available online. People who speak endangered languages are connecting through video-chat. More people need to start doing this if they want to save their language. Google continues to expand its choice of languages through its home pages and e-mail service. And finally, those who are trying to save endangered languages are sharing ideas and creating more blogs, podcasts, and apps.

tide (n) the way the ocean rises and falls regularly during the day and night

10 Technology alone cannot save a language. People—especially the young people who are to carry the language into the future—need to use the language as part of their daily life. The future of their language depends on them.

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READING

2

D Close reading Good writing gives both sides of an issue. An author may take one side, but should show respect for the other side. When a writer does not do this, they can show bias. An author may show bias in different ways, such as by not stating key information, not giving a balanced view, and by making a claim that is not entirely based on fact.

Inferring bias

1 Find these sentences in the text. Choose the one in each pair that shows author bias. 1 Paragraph 1 a Some of us have experienced the negative effects of technology. b But surely there are more positive benefits to technology. 2 Paragraph 7 a This kind of work pays off in many ways. b Without the technology, the sites would definitely be lost. 3 Paragraph 8 a High-tech is almost always better at solving problems. b For example, radio allows people to listen and talk in their own languages. 4 Paragraph 9 a More people need to start doing this if they want to save their language. b Google continues to expand its choice of languages through its home pages and e-mail service. 2 rewrite the biased sentences to make them more balanced. 1 Teens are always more comfortable with new technology than adults. 2 With 52% saying they would pay more for faster Internet, people strongly feel they want information faster. 3 The smartphone is the greatest invention of the 21st century.

E Critical thinking Discuss the question in a group. Describe a time that technology helped / didn’t help you do something. I once had to write a paper for a class. I went online to ….

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VOCABULARY

Vocabulary development Words with positive and negative meanings Some words have a more positive meaning while others have a negative meaning. For example, hope, benefits, and save are used in more positive situations, and jealous, worry, and pain are used in more negative sentences. You can often tell if a word is more positive or negative in meaning from its context. 1 Look at these words from previous units. Circle the words with a more positive meaning. Underline the words with a more negative meaning. arrogant

benefit

blame

comfortable

crowded

expert

interrupt

lonely

organized

plentiful

pollution

perfect

respect

responsible stress

succeed

2 Check from the context if each bold word has a more positive or negative meaning. then complete the chart below. Don’t worry if you don’t understand each word’s exact meaning. 1 One advantage to voice-texting is you can keep your hands free. 2 I’m having trouble with my laptop. The screen is not clear. 3 I fell asleep during my exam today. I’m so embarrassed! 4 Optimistic people like to see the good in every situation. 5 There’s some sort of barrier ahead. We cannot drive any further. 6 When countries fight against each other, no one wins. 7 The climate is very pleasant here. People eat meals outside all year. 8 I feel sick because this road is so rough. Try to drive more slowly. 9 The math problem is complicated. It’s almost impossible to solve. 10 I made a mistake. I called the number 6565 9921, not 6565 9912. Positive meaning

Negative meaning

3 Check the meaning in a dictionary of any words from exercise 2 you put in the wrong column. 90

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Academic words

VOCABULARY

1 Match the words to their definitions in each set. Use a dictionary to help you. 1 benefit (n)

a certain

2 comment (n)

b relating to habits, traditions, and beliefs

3 convinced (adj) c a good or helpful effect 4 cultural (adj)

d something you say or write that expresses your opinion

5 equipment (n)

e not positive

6 negative (adj)

f

7 site (n)

g a place where something is or will be built

not modern

8 traditional (adj) h the set of tools for a particular purpose 2 Use the words from exercise 1 to complete the sentences. 1 If you like this product, you can post your in this section. 2 The modern ways.

about it online

way of building a home is often better than more

3 Some people are is positive.

that everything about technology

4 When you travel overseas you can expect to experience some differences. 5 The town plans to build a statue on this its leader. 6 What are some of the video games?

to celebrate

effects of letting children play

7 The of buying things online is you don’t have to leave your home to shop. 8 They need to get all the performance can begin.

on the concert stage before the

3 Complete the sentences with your own ideas. 1 I’m convinced that technology is

.

2 One benefit of a laptop over a desktop computer is

.

3 A site in my country I think we should protect is

.

4 You need a lot of equipment if you want to

.

5 The traditional way to greet someone in my country is to

.

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WRITING

Writing model You are going to learn about using the present perfect and how to express and justify opinions. You are then going to use these to write a paragraph describing how technology has changed your culture.

A Analyze 1 Look at the word web. A student brainstormed some ideas in response to the question, “how has technology changed your culture?” Circle all of the ideas that you agree with.

How has technology changed your culture? Positive effects

Negative effects

Has made it easier to communicate

Not everyone has access to technology

Has made learning more fun

Social media has made some people lose social skills

Has given us better entertainment choices

Internet has made people lazy

B Model 1 read the student model. Find and underline the topic sentence. I believe that technology has had a negative effect on culture in three important ways. First, not everyone has access to technology, especially in schools. 1 . I feel that technology should be available for everyone. Second, many people have lost their social skills. 2 . No one talks to each other. They only text or chat. This kind of communication is horrible for everyone. Third, the Internet has made people lazy. People don’t have to think anymore. I think that anyone can find anything online with a quick search. 3 . I feel that people need to learn how to research information in a library. In short, technology has not been good for our culture. 2 these sentences help support the author’s three main points. Mark them F (Fact) or O (Opinion). then write them in the correct place in the paragraph. a

I believe this is because of social media.

b

There are 40,000 Google searches each second.

c

I don’t think this is fair.

3 Circle the sentence in the model that shows the strongest author bias.

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Grammar

GRAMMAR

the present perfect tense Form Affirmative I/You/We/They + have + past participle Computers have gotten much faster.

Negative I/You/We/They + have not + past participle Computers haven’t become much smaller.

He/She/It + has + past participle Technology has helped many people.

He/She/It + has not + past participle Technology hasn’t hurt many people.

Questions Have + I/you/we/they + past participle Have you seen my laptop? Yes, I have. / No, I haven’t. Has + he/she/it + past participle

Has technology made life easier? Yes, it has. No, it hasn’t.

to form the past participle, add -(e)d to the base form (save > saved, help > helped). there are many irregular past participles (get > gotten, be > been). Usage the present perfect tense is used to talk about something that happened at an unspecified time in the past. the exact time is unknown or unimportant to the speaker. Social media has made real communication less common. to talk about an action that happened at a specific time in the past, use the simple past. Social media became popular in 2010. the present perfect is also used to talk about an experience. here it is not used to describe a specific event. It is important that we have done it or not. It’s not important when. I’ve tried that popular new computer game. For and since are commonly used with the present perfect. they often answer How long …? questions. Use for + a length of time and since + a point in time. George Latu has lived in teone for 40 years. George Latu has lived in teone since the late 1970s. 1 Complete each sentence with the present perfect form of the verb in parentheses. 1 I

to download this file twice, but it’s not working. (try)

2 Technology 3 This computer game 4 Many children (experience) 5 You 6 Social media sites

many endangered languages. (save) very well. (not sell) wrist pain from playing video games. less social since you got your smartphone. (become) it hard for people to study. (make)

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GRAMMAR 2 Complete each sentence with the present perfect form of the verb in parentheses. Use the affirmative or negative, according to your opinion. 1 I think texting

people’s spelling worse. (make)

2 I believe technology others. (cause)

many teens to become jealous of

3 In my opinion, social media sites communication. (improve)

people’s

4 I think that many people’s social skills 5 In my opinion, teens (become) 6 I feel that the Internet

(get) worse.

lazy because of video games. me improve my English. (help)

3 Circle the correct word. 1 You have been on the phone for / since two hours! 2 My friends have used this online language program for / since last year. 3 A weather alert has been in effect for / since 7:30. 4 Computers have collected language data for / since many years. 5 The laser has scanned the building for / since 30 minutes. 6 People have used e-mail for / since the 1990s. 4 Mark with an x any sentence with a verb tense mistake. then correct it.

1

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have been My cousin and I were friends online since 2015. X The Internet has become a great resource for ideas.

2

I didn’t use a desktop computer since 2012.

3

We watched six animal videos last night.

4

I have downloaded that app last year. I love it!

5

My brother has worked at a tech company for eight months.

6

In 2011 I graduated with a degree in Information Services.

7

He has played the same video game for three hours.

8

My organization saved many endangered languages since 2005.

Writing skill

WRITING

You can express your opinion in a variety of ways, such as: I (don’t) think (that) … In my opinion, …

I (don’t) believe (that) …

expressing and justifying opinions

I feel (that) …

It’s important to justify an opinion. this might convince others to agree with you. You can do this by giving a reason or providing additional information to help support your idea. 1 Underline all the expressions that show an opinion in the model paragraph. I believe that technology has had a negative effect on culture in three important ways. First, not everyone has access to technology, especially in schools. I don’t think this is fair. I feel that technology should be available for everyone. Second, many people have lost their social skills. I believe this is because of social media. No one talks to each other. They only text or chat. This kind of communication is not good for anyone. Third, the Internet has made people lazy. People don’t have to think anymore. I think that anyone can find anything online with a quick search. There are 40,000 Google searches each second. I feel that people need to learn how to research information in a library. In short, technology has not been good for our culture. 2 Choose and underline one of these opinions. then write three supporting sentences that help justify it. I believe that technology has made learning easier. I don’t think it’s good for people to take so many selfies. In my opinion, no one should have a cell phone until they turn 13. I feel that school should provide a free laptop to each student. Justifications: . . .

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95

WRITING

Writing task You are going to answer the question, “has technology changed your culture?”

Brainstorm 1 Look back at the brainstorm on page 92. What positive effects did you agree with and circle? Add them to the brainstorm. then add more positive ways that technology has changed your culture.

POSITIVE CHANGES ON CULTURE

2 Compare your brainstorm with a partner. Do you want to add any additional ideas?

Plan 1 Write your topic sentence in the form of an opinion. Use the expressions from page 95.

2 Decide on the three most important ways that technology has changed your culture in a positive way. then write three supporting sentences that help justify the opinion in your topic sentence.

Write Write your opinion paragraph. Add additional details to help support your ideas.

Share exchange your paragraph with a partner. Look at the checklist on page 189 and provide feedback.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. Be sure your topic sentence contains an opinion and justify that opinion. Pay attention to the use of the present prefect.

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Review

REVIEW

Wordlist Vocabulary preview attention span (v)

screen (n)***

knowledge (n)***

blame (v)***

worry (v)***

organization (n)***

effect (n)***

climate (n)**

save (v)***

jealous (adj)*

disease (n)***

village (n)***

lonely (adj)**

especially (adv)***

pain (n)***

forecast (n)**

Vocabulary development advantage (n)*** barrier (n)**

complicated (adj)**

trouble (n)***

fight (v)***

mistake (n)***

embarrassed (adj)*

pleasant (adj)**

optimistic (adj)**

rough (adj)***

Academic words benefit (n)***

cultural (adj)***

site (n)**

comment (n)***

equipment (n)

traditional (adj)**

convinced (adj)*

negative (adj)***

Academic words review Complete the sentences with the correct form of the words in the box. benefit

display

generation

security

text

1 Today, people read educational 2 This

online, instead of in books.

has grown up with technology their parents didn’t have.

3 It is important to teach children about Internet 4 We

.

our lives for people to see on social media.

5 Technology has many

that I enjoy, such as video calls.

Unit review Reading 1 Reading 2

I can distinguish facts from opinions. I can infer bias in a text.

Study skill

I know how my motivation works.

Vocabulary

I can use words with positive and negative meanings.

Grammar

I can use the present perfect tense.

Writing

I can express and justify my opinions. CULtUre

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97

6 FOOD You are what you eat: Discussion point

calories and sugar in popular meals and drinks

Discuss with a partner.

673

calories

1 Which of the food items on the right do you normally eat or drink? How often?

sugar (g)

I normally eat / drink … 2 Do you think you have a healthy, balanced diet? Why or why not? I think / don’t think I have a healthy diet because I eat … 3 How have people’s eating habits in your country changed in the last few years? People these days eat a lot more / less …

211 105

7 Black coffee

VIDEO

220

191

18

14

0 Ice cream

54

40

Cake

Banana

0 Fried chicken

Soft drink

Before you watch 1 Work with your partner. Which of the statements are true for you? 1 I often eat fruit and vegetables. 2 I eat too much sugary food like biscuits, chocolate, and cake. 3 My family always uses fresh food and ingredients in the meals we make.

VEGAN CAFÉ

98

UNIT 6

FOOD

UNIT AIMS

READING 1 Understanding charts and graphs

VOCABULARY Food collocations

READING 2 Scanning for numbers

GRAMMAR Using comparative and superlative forms of adjectives

STUDY SKILL Pie charts and bar graphs

WRITING Describing information in charts

Fresh fruit and vegetables.

While you watch

After you watch

2 Look at the items below. then watch the video and number the items in the order they appear.

3 Answer the questions with a partner.

the café co-owner

1 Do you have a favourite cafe? What do you like to eat there?

a chef preparing vine leaves

Yes, I do. My favourite cafe is …

customers eating in the café ginger

I don’t really have a favourite cafe, but when I got to one I like to eat …

onions

2 What is your favorite food from your country?

vegan burgers

My favorite food from my country is … 3 Imagine that you are going to open your own café. What food would you serve? I’d like to serve … FOOD

UNIT 6

99

1 READING

Hurry up and slow down! A Vocabulary preview 1 Use the words in the box to complete the sentences. aim danger

destroy local

member protect

speed typical

1 They put chemicals on the fruit to help 2 My 3 A best deals.

it from insects.

is to eat better and lead a healthier life. shopper is one who compares prices and looks for the

4 I think it’s best to buy it’s fresher.

food where you live because

5 My little brother didn’t understand the in the hot sun. 6 The company needs to because they’re unsafe to eat.

of leaving milk out thousands of cans of soup

7 The farm workers were able to pick the fruit at a very fast 8 I am a new based diet.

.

of a group that tries to eat only a vegetable-

B Before you read Complete these sentences so they are true for you. then compare with a partner. 1 Some people say I

quickly.

2 When I hurry, I don’t usually have time to 3 In my opinion, more people should 4 I try to always

Skimming

slowly because

. more slowly. .

C Global reading Skim Hurry up and slow down! Write these questions in the correct place in the interview. What does The Slow Movement believe? What are the movement’s other aims? What is a typical member like? When did the movement start? How long have you been a member?

100

UNIT 6

FOOD

Hurry up and slow down!

How a Typical Worker Spends His or Her Day

READING

1

Roberto Perez belongs to The Slow Movement. He and people like him enjoy doing things slowly. He talks to Living Life magazine. 1

What does The Slow Movement believe?

We feel that it’s best to live your life slowly. right now people see the word “slow” as negative as in “slow Internet.” We think it needs to be more positive. 2

E-mail Going to and from work Sleeping

Eating Socializing Other

I’ve been a member since 2006. On the morning of my daughter’s graduation, I went to the office to do some work. When I left I got stuck in traffic. I was late for her graduation, and felt terrible. After that I knew I wanted a slower and simpler life. 3 I’m not sure anyone is typical. I can say we always give the same reasons why we want to go slow. We work longer hours. We travel farther to get to work. You know, people spend more than an hour and a half just going to and from work. that’s more time than we spend eating. the need for speed is the worst thing in people’s lives. It destroys our health. It destroys our families. People spend less than an hour socializing. that’s not right. A famous leader Gandhi once said, “there is more to life than increasing its speed.” 4 It all began with food. In 1986, a journalist named Carlo Petrini was at the opening of an American fast-food restaurant in rome. he was afraid that people, especially young people, would eat cheap, unhealthy food. he created the Slow Food Movement to protect the city’s local food against the dangers of fast-food culture. It later became part of the Slow Movement. the movement now has 100,000 members in more than 150 countries. 5 We want people to eat local food and enjoy it. We also want people to read labels to understand what’s in the food they eat. We have other aims too—we want people to understand the negative effects of large farms and the dangers of pesticides. GLOSSARY movement (n) a group of people who share the same goal and work together to achieve it graduation (n) the act of getting a diploma after finishing study at a high school, college, or university label (n) a piece of paper or material that gives information about something pesticides (n) chemicals used for killing insects, especially if they damage food on farms

FOOD

UNIT 6

101

1 READING D Close reading 1 Complete the sentences with words from the text. 1 Roberto Perez believes people should do things

.

2 He became a member of the Slow Movement after he was for his daughter’s graduation. 3 He believes the people’s lives.

for

4 He doesn’t think there is a

is the worst thing in member of the movement.

5 Carlo Petrini created The Slow Food Movement to protect the city’s food against the dangers of culture. 6 The movement has several understand what’s in their 120

, one of which is for people to .

Minutes it takes to burn calories by running

100 80 60 40 20 0

Understanding charts and graphs

Pizza

Burger

Cappuccino

Cookie

Hot dog

Charts and graphs show information in a visual way. they often contain key information that is not discussed in detail in a text. Pie charts contain percentages. Bar graphs (see above) show comparisons or changes. 2 Look at the bar graph in the box above. Answer the questions. 1 How long do you need to run to burn calories from a burger? 2 Which food’s calories would you burn off by running for 30 minutes? 3 How long do you need to run to burn off two cookies?

E Critical thinking Discuss the questions in a group. 1 Do you think doing things more slowly makes life more or less stressful? I think doing things more slowly makes life more / less stressful because … 2 Why do you think fast food is so popular? It’s popular because it’s … 102

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Study skills

STUDY SKILLS

Pie charts and bar graphs

We can use graphs and charts to show information. A good chart or graph makes it easier to see how information is connected or related, and to compare information. Bar charts show information in a way that makes it easier to read than tables. Pie charts are useful in showing how different parts of the data make one whole. University students’ lunch choices

University students’ lunch choices

40 35 17%

30

25%

25 26% 15

32%

10 5 0

Campus supermarket Uni cafeteria Restaurants in town No preference

Campus Uni Restaurants supermarket cafeteria in town

© Stella Cottrell (2013)

Favorite ice-cream flavors in Mr. Zoubair’s class

1 read these tips for better understanding the details of a chart or graph. then label the parts of the chart below with the words in bold. 1 Read the heading. Be sure you know exactly what the chart represents. 2 If the chart uses color, shading, or symbols, look for the key that explains them.

10%

25%

6% 8%

3 Look at each percentage. They tell you the amounts that are compared. 13%

1 The information in the pie chart shows

.

2 The most popular ice cream flavor is 3 Vanilla is as popular as 4

14%

10%

2 Complete the sentences.

14%

. .

percent of the class likes cherry ice cream the most.

Chocolate Coffee Vanilla Strawberry Pistachio Cherry Cookies and cream Other FOOD

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2 READING

Pistachios A Vocabulary preview 1 Match the words and phrases to their definitions. Use a dictionary to help you. 1 actually (adv)

a without any doubt

2 contain (v)

b in fact

3 definitely (adv) c having a very good taste 4 delicious (adj)

d to have or hold something within

5 dessert (n)

e not cooked

6 produce (v)

f

7 raw (adj)

g food eaten between meals

8 snack (n)

h sweet food eaten after a meal

to make something

2 Use the words from exercise 1 to complete the sentences. 1 I often have a quick 2 Oranges 3 I prefer to eat them.

between lunch and dinner. a lot of vitamin C. carrots. You lose vitamins when you cook

4 I don’t like sweet things so I don’t usually have meal. 5 You should 6 China and India

wash those grapes before you eat them. the most peanuts in the world.

7 This almond milk is 8 I didn’t

after a

. It has a nutty, sweet taste. taste the cake. I just smelled it.

B Before you read Preparing to read

Work with a partner. What do you know about pistachios? take this quiz. True 1 People have eaten pistachios for thousands of years. 2 A pistachio is smaller than a peanut. 3 China is the largest producer of pistachios. 4 Pistachios are not very good for you. 5 It’s OK to eat a pistachio with an unopened shell. 6 The most famous dish with pistachios is baklava.

C Global reading Skim Pistachios. Check your answers to the quiz above. 104

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False

Pistachios 1

READING

2

Is there a better snack than a handful of pistachios? They’re delicious, good for you and fun to eat. What is it about this little green nut that makes it so popular?

st

e th f o

3% rld o w

6%

2 the pistachio has a long history. It is one of the oldest nuts in the world. researchers in turkey have found that humans ate them over 9,000 years ago. Pistachios quickly became a favorite food for common people as well as their leaders. According to legend, the Queen of Sheba said that only kings and queens could eat them—common people were not allowed to enjoy them. the Babylonian leader Nebuchadnezzar had pistachio trees in his hanging gardens.

Re

History

Source: US Food and Agricultural Organization

ey rk u T

10%

China 8%

Syr ia

% n 52 Ira

Top Pistachio Producing countries

Characteristics 3 Inside the pistachio’s brown shell is a light green nut, which is bigger than a peanut but smaller than an almond. the best temperatures for growing pistachio trees are above 38°C during the day, but they can live within a temperature range of −10°C in the winter and 48°C in the summer. It takes a tree a minimum of seven years to produce nuts, and they produce the most nuts after about 20 years. In the past farmers picked the nuts by hand, but these days farmers often use machines to shake the trees back and forth, causing the nuts to fall. they then dry the nuts, often in the sun, and then sort them. they may roast the nuts, or leave them raw.

the U. S. 2 1

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%

2 READING

Production 4 Iran has produced pistachios for 1,500 years and is the largest producer in the world. In 2013 they produced 478,600 metric tons, a figure that equals more than half the world’s total. the U.S. is the second largest producer, at 196,930 tons. together these two countries produce between 70% – 80% of the world’s pistachios. Other producers include turkey, China, Greece, and Afghanistan. the largest consumer is China, at 80,000 tons a year.

Heath benefits 5 Pistachios are very good for you. they are high in protein and have more fiber than bread. they are similar to olive oil in that they contain the fat that helps lower cholesterol and the possibility of heart disease. Pistachio oil is one of the healthiest cooking oils. Plus, of all the nuts, pistachios have the fewest calories, at just four calories per nut, so are excellent for people who are trying to lose weight. In short, experts on health and nutrition say that pistachios are one of the best foods you can eat to stay healthy.

Uses in cooking 6 Pistachios have a nutty, sweet taste. People typically buy them with the shells partly open. the shell actually opens during the growth process. As the pistachio nut grows, it expands until it opens the shell. If a pistachio shell is not open, it means the nut inside is not ready. they are a popular nut in many foods. there are pistachios in ice cream, cookies, and cakes, but the most famous food with pistachios is definitely baklava. Where this sweet, sticky dessert first came from is unclear, but many believe its beginnings lie in the topkapi Palace in Istanbul. the dessert has many layers of a very thin dough called filo, with pistachios in between. After baking, honey is poured over the top. People often eat it with strong coffee or tea. there are different types across the Middle east, and not every region uses pistachios. In Azerbaijan, for example, almonds or walnuts take the place of pistachios. 7 So the next time you want a quick snack, skip the chips or cookies. Consider going for some light, healthy pistachios instead. GLOSSARY legend (n) an old story about famous people and events in the past consumer (n) someone who buys and uses goods or services fiber (n) parts of fruit / vegetables that help food pass through your body cholesterol (n) a substance in the blood and body which can lead to heart diseases nutrition (n) food and drink, especially when thinking about what makes you healthy 106

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READING

2

D Close reading 1 Circle the correct words to compete each sentence. 1 Farmers often use machines to dry pistachios / shake pistachios from trees. 2 Pistachios are high in protein and have more fiber than bread / olive oil. 3 Pistachios contain the fat / protein that helps lower cholesterol. 4 Before / After baking baklava, honey is poured over the top. When you scan a text for numbers, look quickly for both cardinal numbers (one, two, etc.) and ordinal numbers (first, second, etc.). In addition, look for numerals (8, 21, etc.) as well as numbers that are spelled out (eight, twenty-one, etc.).

Scanning for numbers

2 Complete the sentences with numbers from the text. 1 Pistachios can live in temperatures up to

°C in the summer.

2 Pistachio trees begin to produce nuts after

years.

3 Pistachio trees produce the most nuts after about 4 Iran has produced pistachios for 5 The U.S. is the

years.

years.

largest producer of pistachios.

3 Look at the pie chart in the text. Answer the questions. 1 What percentage of the world’s pistachios does Iran produce? 2 Which country produces two times as many pistachios as Turkey? 3 Does Turkey produce more or fewer pistachios than China? 4 Which country is the fifth largest producer of pistachios?

E Critical thinking think about the ideas from the two texts and discuss the question. What are the good and bad sides of having the following meals: a quick handful of pistachios between classes a long dinner with friends a baklava and coffee for breakfast? Having a quick handful of pistachios is good because it’s fast and gives you energy. It’s not good because …

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VOCABULARY

Vocabulary development Food collocations A collocation is two or more words that naturally go together. there are many food collocations. For example, we say balanced meal but not balanced food. Using collocations makes your writing sound more natural. 1 Add the words in the box to the correct collocation below. Use a dictionary to look up any word you don’t know. a quick snack

balanced calories fast

high in

heart disease ingredients

fresh

have

protein

fruit

breakfast

fat

vegetables

lunch

fiber

meat

dinner

sugar

seafood

a big meal increased risk of

food

a(n)

diet

fresh

high-fiber

obesity

processed

vegetarian

diabetes

junk

unhealthy

cancer

delicious

low-calorie

weight gain

2 Work with a partner. Look at these additional collocations. Circle the correct word.

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1 heavy / strong coffee

5 raw fish / bread

2 taste soft / delicious

6 light / strong snack

3 healthy / fit meal

7 empty / hungry stomach

4 instant fruit / soup

8 find / lose your appetite

Academic words

VOCABULARY

1 Match the words and phrases to their definitions. 1 equal (v)

a a number

2 expert (n)

b the smallest amount possible

3 figure (n)

c to have the same value or amount as something else

4 minimum (adj) d a person with a high level of knowledge in a particular area 5 plus (conj)

e the amount of number between an upper and lower limit

6 range (n)

f

7 region (n)

g being almost but not exactly the same

8 similar (adv)

h a particular part of the world

and also

2 Circle the correct word to complete the sentences. Use a dictionary to help you. 1 Let’s keep the number of guests for our wedding dinner to a plus / minimum. 2 The southern figure / region of Morocco is famous for dates and oranges. 3 The number of bags of groceries they delivered does not expert / equal what is on this paper. 4 Is the food in Lebanon similar / range to the food in Turkey? 5 There will be three adults having dinner with us, minimum / plus five children. 6 My aunt is an equal / expert on cooking using traditional ingredients. 7 Fast-food places are popular with families and with people in the 13–24 age range / similar. 8 The figure / region you gave me for your work is a little bit high. 3 Discuss these questions with a partner. 1 What region of your country produces the best fruit? The … region produces the best fruit. You can find excellent … 2 Is your country’s food similar to that of any other country? I think my country’s food is similar to … We both have … 3 What would a nutrition expert want you to eat more of? A nutrition expert would want me to eat more …

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WRITING

Writing model You are going to learn about using comparative and superlative forms of adjectives, and comparing information in charts. You are then going to use these to write a paragraph making comparisons.

A Analyze 1 What makes a healthy diet? Brainstorm things to eat or drink more or less of.

A healthy diet Things to eat/drink more of

Things to eat/drink less of

2 Look at the charts below. According to recent research, people who eat a Mediterranean diet may live up to 15 years longer than those who eat a fastfood diet. Why do you think that is? Fast-food diet

Mediterranean diet

4% 11% 30%

55%

Ready made Food Meat and Dairy Salt or sugar Fresh vegetables

11% 3%

10%

30% 46%

Whole grains Fruit and Vegetables Sugar and beverages Meat and Dairy Olive oil

B Model 1 Complete the student model with words in the box. half healthier healthiest

high largest

low

unhealthy

The charts show two diets which are popular around the world: the fast-food diet and the Mediterranean diet. I believe that the Mediterranean diet is much healthier than a fast-food diet for several reasons. First, at 55% the 1 percentage of the fast-food diet is ready made food, but only 4% is fresh vegetables. This makes the fast-food diet very 2 . Almost 3 of the Mediterranean diet is fruits and vegetables. Second, at 30% the Mediterranean diet is very 4 in whole grains. The fast-food diet is 5 in whole grains. Third, the fast-food diet is high in meat and dairy. The Mediterranean diet is much lower. Finally, the Mediterranean diet is high in olive oil. This oil is 6 than other oils. All of these things make the Mediterranean diet one of the 7 . 2 the topic sentence contains an opinion. Find and underline it. 110

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Grammar

GRAMMAR

Comparative and superlative forms of adjectives Form

Examples

the comparative form uses -er or more with the adjective + than.

higher than, more balanced than

the superlative form uses the most or -est and the adjective.

the highest, the most balanced fresh fresher freshest

For one-syllable adjectives, add -er or -est. When the adjective ends in a vowel followed by a consonant, double the final consonant.

big bigger biggest

With two-syllable adjectives ending in -y, change the y to i and add -er or -est.

healthy healthier healthiest

For adjectives of two or more syllables not ending in -y, put more or the most before the adjective.

famous more famous the most famous

Some adjectives are irregular.

good better best bad worse worst far farther farthest

Usage

Examples

Use the comparative to compare two things.

A pistachio is bigger than a peanut.

Use the superlative to compare three or more things.

Iran is the largest pistachio producer in the world.

A common structure is one of + the superlative. It takes a plural noun.

Pistachio oil is one of the healthiest cooking oils.

1 Complete the sentences with the correct form of the comparative adjective in parentheses. 1 Espresso is usually

(strong) than regular coffee.

2 I think my soup is 3 Chicken is

(delicious) than yours. (good) for you than beef.

4 Red tomatoes are 5 These small red peppers are 6 My friend Jared is a much 7 Do you think fatty foods are foods? 8 I think dark chocolate is

(common) than yellow tomatoes. (spicy) than the large ones. (slow) eater than I am. (bad) for you than sweet (tasty) than white chocolate. FOOD

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111

GRAMMAR 2 Write sentences to compare the two things. Use the comparative form of the adjectives. 1 peanuts / pistachios / cheap 2 restaurants / food markets / expensive 3 fast food / homemade food / unhealthy 4 vegetables / desserts / healthy 5 fresh fruit / canned fruit / good 6 a chocolate bar / an apple / high in calories 3 read the sentences below. Check (✓) the correct sentences. Correct the sentences with errors. 1

The most convenient place to get lunch is at the cafeteria.

2

This soup is most saltiest thing I’ve ever tasted!

3

The best place to get fresh fish is at the outdoor market.

4

The most fresh vegetables are at the farmer’s market.

5

One of the most healthiest snacks you can eat is an apple.

6

It looks like seafood is the most expensiver thing on the menu.

4 Answer these questions with your own ideas. 1 What restaurant has the best pizza? 2 What is the cheapest fruit to buy? 3 What’s the healthiest thing to eat for breakfast? 4 What is the most popular lunch dish among students? 5 When is the worst time to eat? 6 What is one of the most expensive restaurants in town?

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Writing skill

WRITING

1 Look at these phrases used to describe charts. Add them to the chart. each part represents … half / one-third / a quarter … … is bigger / smaller than … the chart highlights …

Stating what it is

Stating how it’s organized

the chart shows the percentage of … It is divided into … parts. Describing a part

Comparing

percent of the … are …

is the same as …

Describing information in charts

2 Look at the chart below. Complete the sentences with words in the box. there is one word you do not need to use. bigger divided

half

percentage represents

same smaller

World coffee exports

19% 40% 4% 5% 6% 7% 7%

12%

1 The chart shows the 2 The chart is 3 Each part 4 Over

Brazil Vietnam Peru Colombia India Uganda Guatemala Rest of the world

of world coffee exports by country. into eight parts. a different country’s percentage of coffee exports. the world’s exports come from Brazil and Vietnam.

5 The amount of coffee exported from Colombia is the as the amount from Peru. 6 The amount that India exports is Uganda exports.

than the amount that

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WRITING

Writing task You are going to answer the question, “Why is it important to manage what we eat?”

Brainstorm

Why students choose healthy / organic food

Work with a partner. Look at the graph. What kind of information does it show? What conclusions can you make? Discuss and take notes.

60%

Healthy eating No chemicals on food

40%

Caring for nature and environment

20%

Organic food tastes better

Plan 1 Based on your notes from the brainstorm, complete these opinions.

0% Source: Survey of 100 college students

I think it’s important that people manage what they eat because . In my opinion, it’s very important to eat healthy food because . The food we eat has a big effect on our health, so I feel . 2 Choose one of the sentences in exercise 1 for your topic sentence. think of two supporting details to support your opinion. Use the data from the graph above to help you.

3 Write your concluding sentence. You can use of these ideas or think of your own. That’s why I believe …

In short, I think … To conclude, I …

Write Write your paragraph describing the information in the chart. Pay attention to your use of comparative and superlatives, and any food collocations.

Share exchange paragraphs with a partner. read the checklist on page 189 and provide feedback to your partner.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. 114

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Review

REVIEW

Wordlist Vocabulary preview actually (adv)***

dessert (n)*

raw (adj)**

aim (n)***

destroy (v)***

snack (n)*

contain (v)***

local (adj)***

speed (n)***

danger (n)***

member (n)***

typical (adj)***

definitely (adv)**

produce (v)***

delicious (adj)*

protect (v)***

Vocabulary development a quick snack (v) calories (n)*

heart disease (n)*

balanced (adj)*

fast (adj)***

ingredients (n)*

Academic words equal (adj)***

minimum (adj)**

region (n)***

expert (n)***

range (n)***

similar (adv)***

figure (n)***

plus (conj)***

Academic words review Complete the sentences with the correct form of the words in the box. item license percent region traditional

1 Are there any you don’t like?

on the menu that you cannot eat, or anything

2 We get one hundred

of our food from local farmers.

3 In some areas, you need a

to go fishing.

4 This dish is from the mountain 5 It is a

of the country.

dish that we have cooked for generations.

Unit review Reading 1

I can understand charts and graphs.

Reading 2

I can scan a text for numbers.

Study skill

I can use graphs and charts to show information.

Vocabulary

I can use food collocations.

Grammar

I can use comparative and superlative forms of adjectives.

Writing

I can describe the information in charts.

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7 EXTREMES 30,000 ft

Mount Everest 29,029 ft

25,000 ft High clouds (Cirrus)

Discussion point Discuss with a partner. 1 What is the highest point in your country? How high is it? The highest point is … Mountain. It’s about … meters high. 2 What is the hottest and the coldest place you can think of? The hottest / coldest place I can think of is …

15,000 ft

10,000 ft

5,000 ft

Death Zone Above 26,000 ft, there is not enough oxygen in the air to support human life

0 ft Scuba diving record 5,000 ft

10,000 ft whale (Physeter macrocephalus) 15,000 ft

20,000 ft

25,000 ft

Fangtooths are amongst the deepest diving fish

30,000 ft

35,000 ft

VIDEO

Mariana Trench Deepest recorded ocean depth 35,814 ft

Before you watch 1 Match the words to the correct definitions. 1 cost (v) 2 instructor (n) 3 reach (v) 4 skydive (n)

EVEREST SKYDIVE

a to get to somewhere b someone who teaches a skill or a sport c the money you need to pay in to order to do or get something d the sport of jumping out of a plane, falling, then landing with a parachute

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extreMeS

UNIT AIMS

READING 1 Scanning for names and numbers

VOCABULARY extreme adjectives

READING 2 Identifying reasons

GRAMMAR expressing ability with can and be able to

STUDY SKILL Critical questions

WRITING Giving reasons

Exploring a crevasse in Antarctica.

While you watch

After you watch

2 read the questions and watch the video. Answer the questions.

3 Answer the questions with a partner.

1 The Everest Skydive started in 2007 / 2008 / 2009. 2 People pay over 2,000 / 20,000 / 200,000 dollars to do the jump. 3 It takes five / fifteen / twenty minutes to get to the landing area. 4 Wendy Smith finds Skydiving in the Himalayas exciting because it’s the highest drop-zone in the world / she likes to take risks / she can see very far.

1 Why do you think people want to go skydiving? I think some people want to … Some people enjoy … 2 Would you like to do the Everest Skydive? Yes, I would. I think … No, I wouldn’t. I prefer … 3 The Everest Skydive is expensive. What activity would you pay a lot of money to do? I think I would pay a lot of money to …

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117

1 READING

Earth’s final frontier A Vocabulary preview 1 Use the words in the box to complete the sentences. allow depth develop dive explore extraordinary pilot reach

1 The submarine is able to water’s surface.

to 40 meters below the

2 Our new boat is able to per hour. 3 Someone needs to pictures underwater. 4 There are many

a speed of 110 kilometers a phone which lets you take animals living in the deep ocean.

5 If you know how to use all this equipment, it will to breathe underwater. 6 The boat’s boats easily. 7 I swam to a from the boat.

you

was able to move it between the two larger of ten meters to get the wallet I dropped

8 The boat dropped us off so we could an hour.

the island for

B Before you read Predicting

Work with a partner. Look at the picture of a submarine. then look at the picture of a submersible on page 119. What differences do you see? Which do you think dives deeper?

C Global reading read the first paragraph to check your answer. then skim the rest of the text. Match each paragraph number to its topic.

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Paragraph 2

a a submersible that can dive to 12,000 meters

Paragraph 3

b how big Jiaolong is and how long it can dive

Paragraph 4

c how big Alvin and Shinkai 6500 are and how long they can dive

Paragraph 5

d how deep Alvin and Shinkai 6500 can dive

Earth’s final frontier

READING

1

1 Over the years, engineers have developed submersible technologies to explore the extreme ocean depths. Submersibles are similar to submarines, but a mother ship at the surface is required. they are also smaller, so they can dive much deeper. three of the most extraordinary are the United States’ Alvin, Japan’s Shinkai 6500, and China’s Jiaolong.

2 Alvin was the first deep-sea submersible, and today engineers continue to rebuild it with the latest technologies. In 1986, it made 12 dives to the ocean floor to photograph the famous ship Titanic. Alvin’s first dive in 1964 was to 11 meters, but these days it can dive up to 4,500 meters. Shinkai 6500, which means “deep sea” in Japanese, made its first dive in 1990. As its name suggests, Shinkai 6500 can dive to 6,500 meters. 3 Both submersibles are very small. Alvin is seven meters long and weighs over 15,000 kilograms, while Shinkai 6500 is 9.5 meters long and weighs over 24,000 kilograms. Alvin can dive for nine hours, while Shinkai 6500 is able to dive for eight. Alvin can hold one pilot and two passengers, while Shinkai 6500 can hold two pilots and one passenger. Both have two robot arms so they can easily pick up material from the ocean floor for further study. 4 One of the newest submersibles is China’s Jiaolong. It is eight meters long and weighs almost 20,000 kilograms. In 2010, it was able to reach a depth of over 3,500 meters. In 2011, it was able to reach 5,000 meters. In 2012 it reached 7,062 meters. Jiaolong’s design allows it to reach depths of over 7,000 meters, so it can reach 99.8% of the ocean floor. 5 What does the future hold for deep-water submersibles? right now Japan is developing a submersible that will be able to reach to 12,000 meters—deeper even than the lowest point on the ocean floor. this is far deeper than Shinkai’s 6,500 meters or Jiaolong’s 7,000 meters. the submersible, called Shinkai 12000, will be completed in the late 2020s.

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1 READING D Close reading Scanning for names

We often scan for numbers (Unit 6) as well as names. When looking for a name, look for capital letters, trademark signs (such as ©,™,®), or quotation marks (“”). 1 Scan Earth’s final frontier. Complete the chart. Submersible

Country

Length (m)

Weight (kg)

United States Shinkai 6500

Depth (m) 4,500

24,000 20,000

2 read Earth’s final frontier again. Write T (true), F (False), or NG (Not given). 1 Submersibles require a mother ship. 2 Alvin’s first dive was in 1986. 3 Alvin discovered Titanic in 1986. 4 Alvin can dive longer than Shinkai 6500. 5 Both Alvin and Shinkai 6500 can hold three people. 6 In 2012 Jiaolong reached a depth of 5,000 meters. 7 Jiaolong has two robot arms. 8 Shinkai 12000 will be able to dive to 12,000 meters.

E Critical thinking Discuss these questions in a group. 1 Is exploring the ocean floor a good way of spending money? Why / why not? Exploring the ocean floor is / isn’t a good way to spend money because … 2 Which are some possible dangerous effects of being an underwater explorer? There are many dangerous animals in the oceans. 3 Would you ever go down in a submersible? Why / why not? I would / wouldn’t go down in a submersible because …

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Study skills

STUDY SKILLS

Critical questions

In general, when working in a critical way you will be asking questions such as those below. Why?

How reliable is this source?

How far?

What could be going on below the surface?

How much?

What do we not know about this?

How often?

Which is preferable?

To what extent?

For what reasons?

How do we know it’s true? © Stella Cottrell (2013)

1 Work with a partner. Look back at Earth’s final frontier. Write three questions that the text answers. 1

?

2

?

3

?

2 Join another pair and share your questions. Answer the other pair’s questions. 1

.

2

.

3

.

3 Discuss these questions as a group. 1 Which question was the most difficult to answer? Why? Question 1 / 2 / 3 was the most difficult to answer because … 2 Did the questions give you a deeper understanding of the text? Why or why not? I think / don’t think the questions gave me a deeper understanding of the text because … 3 Write three questions you still have about the text (that the text does not answer). How could you find the answers? 1

?

2

?

3

?

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121

2 READING

The Empty Quarter A Vocabulary preview 1 Match the words and phrases to their definitions. Use a dictionary to help you. 1 conditions (n)

a twelve

2 dozen (n)

b but not

3 edge (n)

c the outer point of something

4 except (adv)

d the physical state that something is in

5 huge (adj)

e to show an idea without saying it directly

6 lie (v)

f

7 lack (n)

g to be in a particular place

8 suggest (v)

h the state of being without something

very large

2 Use the words from exercise 1 to complete the sentences. 1 The tree and plant traces here very green.

that this area was once

2 My professor has been to the Arctic more than a 3 Salar de Uyuni is a

times.

salt flat located in Bolivia.

4 The pleasant weather

allowed the plants to grow tall.

5 There has been a complete 6 Polar bears hunt at the sometimes running.

of rain here for six weeks. of the ice—sometimes swimming,

7 Death Valley and Joshua Tree Park California. 8 My uncle has traveled to all the continents

in a very dry area of Antarctica.

B Before you read 1 Work with a partner. Look at the title, map, and pictures on pages 123–4. What would be challenging about living in the empty Quarter? I think it would be very challenging to … 2 Which of these statements about the empty Quarter do you think are true? a It is one of the hottest places in the world. b The area is rich in plant and animal life. c No people live in the Empty Quarter. d Huge amounts of water lie under the sand.

C Global reading reading for gist 122

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Skim The Empty Quarter to check your guesses.

The Empty Quarter

READING

2

There are few places like the Rub al Khali, or the Empty Quarter—a desert area that is one of the most extreme places on Earth.

Land 1 the empty Quarter is enormous. It takes up almost a quarter of the Arabian Peninsula. It is about 1,200 kilometers long and 650 kilometers wide. At 650,000 square kilometers it is the world’s largest sand sea. About 80% lies in Saudi Arabia, but there are also parts in the United Arab emirates, Oman, and Yemen. the area is larger than France, Belgium, and the Netherlands. the Sahara Desert may be a bigger desert—15 times bigger in fact—but it includes rocky plains and low mountains. the empty Quarter is sand, sand, and more sand. 2 the desert is covered with sand dunes with heights up to 300 meters. the wind plays a big role in forming and shaping these dunes. Because of the wind, the dunes are often moving. Some of the dunes are so large that there are smaller dunes on top of them.

Climate 3 the daily maximum temperature averages 47 °C, but can reach as high as 51 °C. the entire region has a scorching desert climate typical of the larger Arabian Desert around it. the area is very dry, annual rainfall is less than three centimeters. It is normal for years to go by with only a few short rain showers. Some years there is no rain at all.

Water 4 the empty Quarter has many ancient water sources. these sources are relatively plentiful in the northern and eastern parts of the area due to the nearness of water under the surface. Between 6,000 and 2,000 years ago there were huge lakes in the desert. these lakes were once home to a variety of plants and animals.

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2 READING

Plant and animal life 5 the name suggests the area is empty, but that is not exactly accurate. there is not much, but there is life. there are very few plants today, but some grasses and bushes can grow. In the past the empty Quarter was much greener. this allowed the conditions for a number of large animals, such as ostriches, tigers, and the Arabian Oryx, to live in the area. Saudi Arabia is working to bring back and protect many of these animals. It has created a 12,000-square-kilometer park in the southwestern edge of the empty Quarter, at Uruq Bani Ma’arid. the park is meant to be a place where animals that once lived in the area can live freely.

People 6 Despite the extreme heat and lack of rain, a dozen or so Bedouin tribes live along the empty Quarter’s edges. they have lived in the area for thousands of years. Because of the climate, no one lives in the middle of the desert. the Bedouin do, however, cross it from time to time.

Importance of this region 7 It is extremely challenging to enter or cross the empty Quarter, so very few have done it except for a handful of early explorers accompanied by their Bedouin guides in the early 20th century. these guides, with their experience and knowledge of climate, water, and natural resources, were essential. Around this time, local people also began to study and research the area. they soon discovered oil under the sand dunes formed millions of years ago. Ghawar, the largest oil field in the world, lies in the northern part of the empty Quarter.

GLOSSARY tribe (n) a large group of related families who live in the same place and share languages, religion, or customs plain (n) a large flat area of land quarter (n) an area of land plentiful (adj) present or available in large numbers source (n) a place, person, or thing that provides something you need or want

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READING

2

D Close reading A text may contain reasons why an event occurs. Identifying why things happen helps you understand the text. Words that signal reasons include because and so. In these sentences, the reason is underlined.

Identifying reasons

No one lives in the middle of the desert because of the extreme climate. It is challenging to cross the Empty Quarter, so very few have done it. 1 Join the sentences with so or because. Sometimes you need to change the order of the sentences. 1 The wind is always blowing. The dunes are always changing. 2 Not many plants grow in the Empty Quarter. There is so little rain. 3 Few people have crossed the Empty Quarter. It’s a dangerous place.

2 A reason is not always signaled by because or so. Answer these questions. Use because in your answers. 1 Why don’t many plants grow in the Empty Quarter? 2 Why is the Empty Quarter an important place? 3 read The Empty Quarter. Find and underline these sentences. then write M (Main idea) or S (Supporting detail). Paragraph 1: The Empty Quarter is enormous. Paragraph 3: The entire region has a scorching desert climate typical of the larger Arabian Desert around it. Paragraph 5: There are very few plants today, but some grasses and bushes grow. Paragraph 7: These guides, with their experience and knowledge of climate, water, and natural resources, were essential.

E Critical thinking rank these activities from 1 (most extreme) to 4 (least extreme). then join a group. try to agree on the ranking. diving under the Arctic ice

driving across the country

hiking in the Sahara Desert

photographing sharks

I think diving under the Arctic is more extreme than photographing sharks.

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VOCABULARY

Vocabulary development extreme adjectives extreme adjectives are words that mean “extremely + adjective.” For example, enormous means “extremely big.” We don’t usually use adverbs before extreme adjectives. We can’t say “very enormous” because enormous already means “extremely big.” We also don’t usually use comparative and superlative forms of these adjectives. 1 Match each adjective to their “extreme” adjective. Use a dictionary to help you. 1 bad

a wonderful

2 big

b gorgeous

3 cold

c tiny

4 crowded

d terrible

5 good

e exhausted

6 pretty

f

7 small

g freezing

8 tired

h packed

huge

2 Circle the correct adjectives. 1 Put on a coat. It’s packed / freezing outside. 2 The scratch on your car door is huge / tiny. You can’t even see it. 3 The movie theater is packed / wonderful. There is nowhere to sit. 4 This soup is gorgeous / terrible. I think you put too much salt in it. 5 I’m freezing / exhausted. I’ve been awake since 1:00 this morning. 6 Your vacation pictures are huge / gorgeous. You have a real talent.

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Academic words

VOCABULARY

1 Match the words to their definitions. Use a dictionary to help you. 1 accompanied (adj)

a last

2 accurate (adj)

b happening once a year

3 annual (adj)

c correct without mistakes

4 final (adj)

d going along with, in company with

5 maximum (adj)

e someone’s purpose in a situation

6 normal (adj)

f

7 required (adj)

g ordinary and usual

8 role (n)

h the largest amount possible

needed

2 Use the words from exercise 1 to complete the sentences. 1 The

stop on our cruise to the Arctic is Nome, Alaska.

2 The thermometer says it’s 23°C but that can’t be It’s much hotter. 3 Special permission is the desert. 4 It’s

.

if you want to camp overnight in

to drink 4–6 liters of water a day in the desert.

5 Tourists to the Galapagos Islands usually need to be by a guide. 6 What

did you play in setting up this new national park?

7 The

number of visitors to Antarctica is about 30,000.

8 The

number of people in most submersibles is three.

3 Discuss these questions in a group. 1 What is required to pass this class? We need to … 2 How accurate are weather forecasts? I think weather forecast are extremely / pretty / somewhat accurate. 3 Is the temperature outside normal for this time of year? I think / don’t think it’s normal because it …

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WRITING

Writing model You are going to learn about giving reasons and expressing ability with can and be able to. You are then going to write a paragraph explaining why people live and work in extreme places.

A Analyze 1 Look at the chart. A student brainstormed some ideas in response to the question, “Why do people explore extreme places?”

Why do people explore extreme places?

extremely beautiful

deserts, mountains, oceans, etc. people like to see them people like to see pictures / videos of them

exciting for people who like to push themselves

easy to get to extreme places

mountain climbers

don’t seem far away

deep-sea divers sailors

stay connected with wifi

polar explorers

people feel safe

cheaper, faster flights

astronauts

2 Work with a partner. Do you agree with this student’s three reasons?

B Model 1 read the student model. Underline the topic sentence. then write these three supporting sentences in the correct place. ● ● ●

A mountain climber, for example, wants to go higher and higher. You can get to any place in the world in a day or two, so you never feel far away. People enjoy looking at pictures, videos, and tV shows of deserts, oceans, and mountains.

Our world is full of extreme places, and many people want to explore them. I believe there are three main reasons why people explore extreme places. First, extreme places can be gorgeous. 1 . Second, I think extreme places are exciting places for many people who want to push themselves to do more, to go farther. 2 . Lastly, I feel people go to extreme places since it’s easy to travel anywhere these days. 3 . You can get wi-fi in some very extreme places these days. Therefore, people feel safe, even in extreme environments. These are the reasons why I feel people explore extreme places. 128

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Grammar

GRAMMAR

expressing ability with can and be able to We can express ability using can / could and be able to. Form

Examples

Present ability subject + can + base form of verb subject + cannot + base form of verb subject + be able to + base form of verb subject + be not able to + base form of verb Past ability subject + could + base form of verb subject + could not + base form of verb subject + was / were able to + base form of verb subject + was not / were not able to + base form of verb Future ability subject + will be able to + base form of verb subject + will not be able to + base form of verb

Alvin can dive to 4,500 meters. Alvin cannot dive to 5,000 meters. Alvin is able to hold three people. Alvin is not able to hold four people. They could go around the desert. They couldn’t cross the desert. They were able to go around the desert. They were not able to cross the desert. It will be able to reach 12,000 meters. It will not be able to reach 12,000 meters.

1 Complete the text with can or cannot and the words in the box. afford

experience

hold make

stay

Tourists 1 the underwater world in the Mark V, one of the most high-tech submarines today. It 2 up to 3 65 passengers and 20 dives each day. Because of its excellent battery life, the Mark V 4 underwater for longer periods of time. It costs over a million dollars, so most people 5 to buy their own submarine. They will need to travel to select locations to experience the sub.

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GRAMMAR 2 Circle the correct words. 1 I can / could hold my breath for one minute. Watch! 2 Early explorers cannot / could not find their ways across the oceans easily. 3 Are / Were you able to swim? I really need someone to teach me how. 4 Is / Will Frankie able to go climbing with us? 5 I can’t / couldn’t go scuba diving without a diving partner. Do you want to be mine? 6 Someday tourists were / will be able to travel in space. 3 Correct the mistake in each sentence. 1 I was not able join my friends on their camping trip. 2 You can seeing the Empty Quarter’s dunes from the plane. 3 Camels can goes for a month without water. 4 You can able to see many stars at night in the desert. 5 Horses do not able to walk well in sand. 6 They could not saw the lost city because it was covered in sand. 7 Early Bedouins are able to find sources in the desert. 8 Will we be able to joining your desert trip next month? 4 rewrite each sentence a different way. 1 I’m able to carry 50 kg on my back. . 2 As a child, Kamal could travel into the desert by himself. . 3 Ben could not make it to the top of the mountain. . 4 You are not able to camp in this area of the national park. . 5 I cannot remember the name of this desert plant. . 5 Complete the sentences with your own ideas. 1 People in my country can 2 I cannot 3 As I child I could not 4 I’m able to

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very well. at all. by myself. , but my friends aren’t.

5 At my school students are not able to

.

6 Someday I hope people will be able to

.

Writing skill

WRITING

Giving details about actions adds weight to an argument. One way to do this is to give reasons so it’s clear why something happens. the reason is underlined in these sentences.

Giving reasons

Submersibles can dive much deeper than submarines because they are smaller. Submersibles are smaller than submarines, so they can dive much deeper. Other words can also signal reasons (since, as) or results (therefore, as a result). they used a submersible since / as they wanted to study the ocean floor. they wanted to study the ocean floor. therefore, / As a result, they used a submersible. 1 Circle the correct words to complete the text. The Marathon of the Sands, a six-day, 251-km foot race through the Sahara, may be the most difficult foot race in the world. Why do people do it? Some people do it 1 because / so they love to compete. Others do it 2 since / therefore it’s an extreme physical test. The race is extremely difficult 3 as a result / so runners need to be in great shape. They also need to carry everything on their backs, 4 as / so there is no support along the way. One goal of the race organizers is to give back. 5 Since / As a result, the race has helped many local people. 2 Imagine you’re organizing or running in the Marathon of the Sands. Complete the sentences with your own ideas. 1 The race takes six days. As a result,

.

2 The race attracts a variety of people because

.

3 It’s good to give back to the region since

.

4 It’s not easy to run in sand. Therefore,

.

5 Running in the desert is dangerous, as

.

6 Desert weather can change quickly, so

.

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WRITING

Writing task You are going to answer the question, “Why do people live and work in extreme places?”

Brainstorm 1 Work with a partner. Look at these extreme places and discuss these questions. 1 In which places can people live? 2 Why do people go to these places for work? in the desert in a volcano on top of a high-rise building on an island on top of a mountain at the bottom of the ocean in a submarine in the middle of a rainforest in space

2 Choose one of the extreme places above and complete the brainstorm. List reasons why people live and/or work there.

what it’s like

why people go there

Plan 1 Plan your paragraph. Look back at your brainstorm and write a topic sentence.

2 Write at least three reasons.

Write Write your opinion paragraph. Write clear reasons to support your topic sentence. Pay attention to how to express ability and any extreme adjectives you use.

Share exchange drafts with a partner. read the checklist on page 189 and provide feedback to your partner.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph.

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Review

REVIEW

Wordlist Vocabulary preview allow (v)***

explore (v)***

conditions (n)***

huge (adj)***

depth (n)***

extraordinary (adj)**

dozen (n)*

lie (v)***

develop (v)***

pilot (n)***

edge (n)***

lack (n)***

dive (v)**

reach (v)***

except (adv)***

suggest (v)***

Vocabulary development bad (adj)*** exhausted (adj)*

huge (adj)***

terrible (adj)***

big (adj)***

freezing (adj)*

packed (adj)*

tiny (adj)***

cold (adj)***

good (adj)***

pretty (adv)***

tired (adj)***

crowded (adj)*

gorgeous (adj)*

small (adj)***

wonderful (adj)***

Academic words accompanied (adj)

annual (adj)***

maximum (adj)**

required (adj)***

accurate (adj)**

final (adj)***

normal (adj)***

role (n)***

Academic words review Complete the sentences using the words in the box. access

accompanied

available

environment

equipment

1 People say Antarctica has the most difficult in the world because of the ice, cold winds and the large empty spaces. 2 When you go sailing, you need to take special clothes and to use on the boat. 3 We have been 4 There is no phone signal

by a local guide, who knows the area. and you cannot contact anyone.

5 The animals live on an island that is far away and difficult to

.

Unit review Reading 1

I can scan for names and numbers.

Reading 2

I can identify reasons for why something happens.

Study skill

I can use critical questions in my study.

Vocabulary

I can recognize extreme adjectives.

Grammar

I can express ability with can and be able to.

Writing

I can give reasons for why something happens.

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8 VISION The Incredible Eye Discussion point

The muscles that control your eyes are the most active in your body.

Discuss with a partner. 1 Which fact surprises you the most? I’m surprised that …

An eye is made up of more than 2 million working parts.

2 What else do you know about the human eye?

It’s impossible to sneeze with your eyes open.

I think the most common eye color is … 3 Do you know any good or bad things to do when taking care of your eyes?

You blink about 12 every minute.

times

I think you should … I think … is a bad idea.

VIDEO

Your eyes stay the same size from birth to death.

Before you watch 1 Work with a partner. Which of the three sentences are true for you? Why? 1 I am happy with the smartphone I have got. 2 I like buying the latest smartphone. 3 I’ve got a smartphone, but I don’t like it very much.

EYES ON YOUR PHONE

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UNIT AIMS

READING 1 Scanning to confirm predictions

VOCABULARY look at, watch, see

READING 2 Using a chart to organize notes

GRAMMAR Infinitives of purpose

STUDY SKILL Increasing your reading speed

WRITING Describing a diagram

Eurasian Sparrowhawk.

While you watch

After you watch

2 read the sentences, then watch the video. Choose the correct word or number to complete each sentence.

3 Answer the questions with a partner.

1 The first woman is looking at her phone in a car / on the street. 2 There are four / five cups on the table in the office. 3 Kohei Oko uses his eye / voice to unlock the phone. 4 Shunsuke Muraki can / can’t unlock the phone. 5 At the end, the time on the phone is 14:26 / 16:24.

1 What do you think of iris-recognition technology? I think it’s great because … I’m not sure. I don’t think it’s … 2 Would you like to have this technology on your phone? Yes, I’d love it. This technology is … I don’t think I need it because… 3 How do you think smartphones will change over the next ten years? I think they’ll … VISION

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1 READING

Is seeing really believing? A Vocabulary preview 1 Match the words and phrases to their definitions. Use a dictionary to help you. 1 according to (prep)

a to be; to be real

2 behave (v)

b as stated by; consistent with

3 exactly (adv)

c to act in a particular way

4 exist (v)

d used to stress something is correct

5 instead (adj)

e a thing you can see and touch

6 mind (n)

f

7 object (n)

g a view that looks like a picture

8 scene (n)

h in place of something else

the part of someone that thinks and feels

2 Use the words from exercise 1 to complete the sentences. 1 The sun is going to set at

7:04 tonight.

2 Bianca needs glasses, but chooses to wear contact lenses 3 That child didn’t

while he was waiting to see the eye doctor.

4 I painted a pretty

of a forest and a lake.

5 Our teacher is holding an unusual 6

.

in her hand.

this website, 80% of what we learn is through our eyes.

7 Smartphones didn’t

20 years ago.

8 It’s important for older people to keep their

active.

B Before you read Scanning to confirm predictions

You can use what you already know about a topic as well as your own personal experience to make predictions about a text. to confirm your predictions, scan the text. Look for key words to help you find the information quickly. You will read a text about how we see things such as color and objects. Predict if these statements are T (true) or F (False). 1 Color exists.

T/F

2 Our eyes are the most important part of seeing.

T/F

3 Your brain may think colors have a different meaning from what you see. T / F 4 The way we see colors depends only on the things we see in the present. T / F

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5 Colors may appear different as the brain includes the recent history of what you saw.

T/F

6 What one person sees is always what other people can see.

T/F

READING

Is seeing really believing?

1

1

1 tomatoes are red, the sky is blue, and bananas are yellow, right? Well, not exactly—color does not really exist. What exists is light. Light is real, but color is not. It is our brain that creates color. We know this because colors can look different in our minds. 2 We’re told to trust our eyes, but our eyes have little to do with vision. We see much more with our brains, and it’s easy to trick the brain. We see these differences because the brain doesn’t really want to see an object. Instead, it wants to make sense of the object. the brain does this by looking at what’s around the object.

2

3 You sometimes see different colors because your brain thinks they have a different meaning. here is an example. Look at the two tiles in picture 1. they are the same color. Now look at what happens when we change what’s around the tiles in picture 2. the horizontal and vertical lines look the same, but the colors now look different. 4 Color is created according to our past experiences. When you see something as an optical illusion, it is because your brain behaves as if what you see is real, in the same way as objects you have seen previously. 5 the reason the colors can appear different is because your brain includes the recent history of what you saw, at least for a brief time. Look at the scenes in picture 3. they have the same color composition of blues and yellows. Now look closely at the dot in picture 4 for one minute. Now look at the scenes in picture 3 again. Your brain now makes the colors on the scenes look different.

3

6 this raises the question: Do you see what I see? the answer, in short, is no. Our past and present experiences are different. None of us even sees the world as it really is, but as a meaning that comes from our own experiences. It’s clear that seeing is not always believing.

4

GLOSSARY trick (v) to make someone believe something that is not true make sense of (phrase) to understand something that is complicated or unusual horizontal (adj) straight and parallel to the ground vertical (adj) standing, pointing, or moving straight up optical illusion (n) something that looks very different from what it really is, usually because of light or the way it’s drawn VISION

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1 READING C Global reading Scan the first 1 or 2 sentences of each paragraph to check your prediction. Confirm or correct your predictions.

D Close reading 1 read Is seeing really believing? Complete the summary with words in the box. appear behave brain color different eyes instead real recent vision

Our 1 don’t have much to do with vision. 2 , 3 it’s our that makes sense of what we see. In the text, the color of the tiles in picture 1 is the same, but in picture 2 they 4 different. This is because our brain acts as if what it sees is 5 , in the same way as things you have seen before. If you look at picture 3, and then look at the dot in picture 4, and then look at picture 3 again, the colors look 6 . Your brain creates the color based on the 7 experience of seeing picture 4.

Making inferences

2 Check (✓) the statements you can infer to be true. 1 We need light to create color. 2 The eyes and brain work together to see. 3 Optical illusions with blue and yellow are the most common. 4 Your brain remembers the first time you see a new color. 5 Two people can see the same thing differently.

E Critical thinking Discuss these questions in a group. 1 Did the optical illusions work for you? Which was more interesting? Both / Neither worked for me. The first / second one was more interesting. 2 Describe a situation where you “couldn’t believe your eyes.” I couldn’t believe my eyes when I saw … 3 Can you think of an example of where you have seen an optical illusion? Think about art, videos, architecture, advertising, entertainment, etc. There is an optical illusion in …

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Study skills

Increasing your reading speed

STUDY SKILLS

Sometimes we need to read a text slowly, such as when we read detailed instructions, when we need to analyze a text, or when we read scientific or other texts with a lot of detail. At other times, reading quickly is a better idea. Understanding is the most important part of reading, but it is useful to know how to read more quickly. Try these tips to increase your reading speed. 1 Track with your finger Move your finger down the page, directly from top to bottom, to train your eye to move quickly down the text. 2 Know when to read aloud Some people read aloud from habit, or because they can understand a text better if they hear the words. Reading silently can speed up reading. 3 Read larger chunks Allow your eyes to take in larger chunks of text as you read. Try holding the text farther away from your eyes so you can take in more at once. 4 Build up to more difficult texts If a text on a topic looks too hard, try reading something simple on the topic, or reading the easiest parts first. Return to the more difficult parts later. © Stella Cottrell (2013)

1 Go back to Is seeing really believing? to try these tips. For paragraphs 1 and 2, try tracking your finger down the text. Time your speed. For paragraphs 3 and 4, try reading silently (without reading out the words). Time your speed. For paragraphs 5 and 6, try reading bigger chunks of text at once. Time your speed. 2 Work with a partner. Discuss these questions. 1 How long did it take you to read the text? 2 Which of the tips did you find most difficult? 3 Which tip did you find most useful? 4 Are you likely to use these tips for the next text you read? Why / why not?

VISION

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2 READING

Colors and flags A Vocabulary preview Complete the definitions with the words in the box. background blood conditions decorate opposite represent warn wave

1 The red liquid that runs through our body is

1

2 The

are all the things that influence an environment.

3 When you side to side.

something, (e.g. a flag) you move it from

4 When you danger ahead.

someone, you show or tell them there is

5 If two things are e.g. day and night.

2

, they are completely different,

6 When you more attractive.

something, you add things to it to make it

7 The or things.

of something is what you see behind the main people

8 If things (e.g. colors) or symbol of it.

3

something else, they serve as a sign

B Before you read Work with a partner. Discuss these questions. 1 What color is most used on country flags? The most used color is … 4

2 Why do you think this color is so popular? I think it’s because the color means … 3 What colors are on your country’s flag? My country’s flag is … and …

C Global reading

5

Scan the text. Write the country or organization of these flags.

Scanning

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VISION

.

Colombia France

Mali russia

the United Arab emirates

READING

1 They decorate, communicate, and warn, but the most common use of flags is to show the unity of a country. The colors on flags very often have important meaning. Black often represents strength. White can represent peace. Blue can mean freedom. Red might represent blood. Green can be the color of plants. Yellow or gold often represent the sun and money. Of course, with so many countries in the world, individual colors may have different meanings, and may depend on historical or cultural reasons, or even how we see certain colors.

2

2 Groups of colors can also have meaning. The most common three colors—red, white, and blue—represent freedom. These colors are on flags from the U.S., the U.K., Chile, Australia, Cuba, and many others. France’s flag has three vertical stripes of blue, white, and red, while Russia’s has the same colors but with three horizontal stripes. Green, gold, and red are also popular, representing African unity. Mali’s flag has three vertical stripes of these colors. Many other African countries also use these three colors, such as Cameroon, Guinea, and Senegal.

Colors and

flags VISION

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2 READING 3 There are other groupings of colors. For example, Colombia’s flag has three horizontal stripes. At the top, yellow represents the metal gold. In the middle blue represents the ocean. At the bottom, red represents blood. These colors can also be found on the flags of Venezuela and Ecuador, Colombia’s neighbors. And then there are the colors that represent Arab unity: black, white, green, and red. Each of these colors represents a different Arab period in history. The flag of the United Arab Emirates has a red vertical stripe on the left side, with a series of three horizontal stripes of green, white, and black. These four colors can be seen on many other flags in the region. 4 Since 1947, the flag of the United Nations has been a light blue background with a white world map in the center section. The U.N. chose blue because it is “the opposite of red,” which sometimes can represent blood. The Olympic flag was designed in 1914 and it first flew in 1920. It has five rings of blue, yellow, black, green, and red on a white background. The designers selected these five colors in order to match at least one color on every country’s flag in the world at that time. 5 Flags are also used in many sports to communicate. In Australia, yellow and red flags on the beach show swimming conditions. In car racing a green flag generally means to start, a yellow flag means to be careful, a red flag means to stop, and a black and white checked flag means that the race is finished. American football uses a yellow flag to send a message that someone broke a rule, while Canadian football uses an orange flag. Many professional sports teams also have their own flags. Fans wave them so as to show support for their favorite team. GLOSSARY unity (n) a situation in which people, groups, or countries join together or agree about something peace (n) a situation in which there is no war between countries or groups freedom (n) the right to do what you want, make your own decisions, and express your own opinions

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VISION

READING

2

D Close reading One way to organize the notes you take is to put certain information in charts. this can be especially useful when you are comparing or contrasting information. One of the easiest ways is to organize your notes in columns.

Using a chart to organize notes

1 read the text and make notes to complete the chart about the meanings of colors on flags. Meaning Black White Blue Red Green Yellow Red, white, and blue Green, gold, and red Black, white, green, and red 2 Complete these sentences using no more than three words from the text. 1 The most common uses of flags are to decorate, and to warn. 2 Blue was chosen for the U.N. flag because it is the

, .

3 In car racing a black and white checked flag means the race . 4 When someone breaks a rule in Canadian football, an is used.

E Critical thinking Discuss these questions in a group. 1 What do the colors on your country’s flag mean or represent? The color … means … 2 Does any animal, flower, or object also represent your country? Our national animal is the … VISION

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VOCABULARY

Vocabulary development look at, watch, see We use look at when we are trying to see what something is. We are paying attention. We look at something for a reason and with intention. Please look at this paint color and tell me if you like it. We use watch when we look at something carefully, usually for longer actions that are moving or developing. Let’s get up early and watch the sunrise. We use see to say that something comes into our sight. We don’t need to be paying attention to see something. We can see something even when we don’t want to. I see three red balloons in the sky. 1 Circle the correct word. 1 Look at / Watch this picture. Do you like it? 2 I can’t see / watch anything. The sun is in my eyes. 3 Do you want to look at / watch TV later? 4 If you see / watch that peacock for long enough, it will open its feathers. 5 Do you see / look at Matt over there? He’s waving at you. 6 Can you look at / watch your phone and tell me the time? 7 I looked at / watched most of the soccer game yesterday. 8 I saw / looked at you at the mall yesterday. Why weren’t you at work? 2 Complete the sentences with look at, watch, or see. 1

that fish over there. It’s called a parrot fish.

2 I didn’t him with my car. 3

the bicyclist. I almost hit

this video to the end. It’s about three minutes long.

4

the time! We need to hurry or we’ll be late.

5 I can

a ship in the distance.

6 Would you give me your opinion?

at this painting and

7 The police plan to my house overnight to see if the robber returns. 8 Do you very strange. 144

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VISION

that man? He seems

Academic words

VOCABULARY

1 Match the words to their definitions. Use a dictionary to help you. 1 brief (adj)

a before the present time

2 individual (adj)

b lasting only a short time

3 previously (adv)

c considered separately from other things in a group

4 professional (adj)

d done as a job, not a hobby

5 section (n)

e to choose

6 select (v)

f

7 series (n)

g people who do something together as a group

8 team (n)

h a number of similar or related things

one of the parts something is divided into

2 Use the words from exercise 1 to complete the sentences. 1 The professor gave a of design.

of seven talks on the history

2 My favorite baseball

has won ten games in a row.

3 In this

of the flag there is an image of a lion.

4 I saw the shooting star for only a 5 My aunt is a 6 Each

moment.

photographer. dress is made by hand.

7 It’s not easy to them all.

a new color for my bedroom walls. I like

8 My country’s flag

had seven stars. Now it has nine.

3 Discuss these questions in a group. 1 Who is your favorite professional sports team? My favorite professional sports team is … 2 In what section of the class do you usually sit? I usually sit … 3 If you could paint the classroom any color, what color would you select? I would select …

VISION

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145

WRITING

Writing model You are going to learn about describing a diagram using infinitives of purpose. You are then going to write a paragraph describing how something works.

A Analyze 1 Work with a partner. the diagram below shows how we see objects. try to match the parts of the eye in the box on the left to the diagram. a b c d e f

the pupil the cornea the lens the optic nerve the iris the retina

1

2

3

6 4 5

2 Now read the definitions. Make any corrections to your labels from exercise 1. The cornea covers the front of the eye. The iris controls the amount of light that enters the eye. The lens focuses light on the retina. The optic nerve sends the image on to the brain. The pupil is the hole in the iris that lets light into the eye. The retina shows the image you see, but upside down.

B Model 1 read the student text describing how we see objects. Circle the parts of the eye. The diagram shows the main parts of the eye that help create the process of vision. When we look at an object, light passes through the cornea, the layer that covers the front of the eye. 1 . The iris is the colored part of the eye. 2 . Behind the pupil is the lens. This focuses the light onto the retina in the back of the eye. 3 . The retina converts the light into electrical signals. These signals then travel from the retina through the optic nerve to the brain. 4 . You now “see” the object. 2 Add these sentences to the correct place in the model. a The cornea bends the light. b Finally, the brain turns the object right side up. c Next, an image appears on the retina, but it is upside down. d It controls the amount of light that comes in through the pupil at first. 146

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Grammar

GRAMMAR

Infinitives of purpose We can use an infinitive (to + verb) to express a purpose. We use flags in sports to communicate. To send a warning, you need to use a yellow flag. We can also use in order to + verb and so as to + verb. They selected these colors in order to match one color on every country’s flag. Fans wave flags so as to show support for their favorite team. 1 Match the beginnings and endings to form sentences. 1 Claudia went to the electronics store

a to buy a new dress.

2 Hakim is going to the library

c to wish him a happy Father’s Day.

3 Michael stopped by his teacher’s office

d to see tigers.

4 Amanda called her father 5 Sylvia went to the clothing store 6 Pablo plans to go to China

b to really practice his Chinese.

e to buy a new computer. f

to visit her sick aunt.

g to ask about his B- grade. h to study for tomorrow’s test.

7 Justin traveled to India 8 Rachel is stopping by the hospital 2 Complete the sentences using words in the box. exchange explore

1 To

increase protect succeed warn

in life, you need to have a goal.

2 Our government just passed a law so as to this area.

birds in

3 The policeman waved his arms in order to ahead.

of danger

4 Paul pushed down on the pedal to 5 Tom and his team went into the submarine so as to ocean floor. 6 My sister went to the department store in order to sweater she got.

the speed of the car. the the

VISION

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147

GRAMMAR 3 Correct the mistake in each sentence. 1 The blue in the Finnish flag is used order to represent their many lakes. 2 People often raise flags so to as show respect for their country. 3 Red can make you feel hungry, so advertisers use it to makes you buy more. 4 Pink relaxes people, so officials often paint prison walls pink in order keep people calm. 5 The Czech Republic and Poland once had identical flags so the Czech Republic added a blue triangle so as make theirs different. 4 Combine the sentences using the infinitive of purpose in parentheses. Example: The eye doctor asked me to read the chart on the wall. She wanted to check my vision. (to) The eye doctor asked me to read the chart on the wall to check my vision. 1 We went outside at 7:15. We wanted to see the sunset. (to) . 2 Food companies add colors to food. They want to make it more attractive. (in order to) . 3 Some people travel to the Arctic. They want to see the Northern Lights. (so as to) . 4 I went to the store. I wanted to buy some coloring books for my neighbor’s children. (to) . 5 They are waving a white flag. They want to show they want peace. (so as to) . 5 Answer these questions using an infinitive of purpose. 1 Why do people work? . 2 Why did you come to class today? . 3 Why do some people dye their hair a different color? .

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Writing skill

WRITING

Some texts may contain a diagram that helps explain a process, or how something works. Much like pie charts (Unit 6) it’s important to be able to describe this type of visual information in writing. When you see a diagram:

Describing a diagram

Look up any unknown vocabulary. Determine the main parts of the diagram. Look at the relationship between the parts. Be sure you understand the order of the parts so you can describe the process. GLOSSARY mirage (n) an optical effect in a desert or on the ocean in which you see something that is not really there.

1 Unscramble the words to make sentences. 1 illusion / a type of / a mirage / is / optical . 2 line / in a straight / normally comes from / light / the sun . 3 different air temperatures / at / travels / different speeds / light / through . 2 Look at the diagram. Number the steps in the process from 1–7. Light bends when it moves through cool air into hot air. Our brain thinks the light traveled in a straight line from the ground. 7 Our brain doesn’t recognize this, so we imagine it as blue water. 1 Mirages happen when the ground is hot and the air is cool. This is why we “see” the bent light from the sky on the ground. The hot ground warms a layer of air just above it. The layer of hot air bends the light to make a U shape. VISION

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WRITING

Writing task You are going to answer the question, “how do people choose new glasses?”

Brainstorm 1 Work with a partner. Do you (or anyone you know) wear glasses or contact lenses? how do you / they choose and buy them? 2 Study the diagram. Make notes. then circle the correct words in the sentences. Eye test Check if eyes are healthy Write prescription for glasses Wearing and testing glasses Get used to new glasses (takes time) Check if eyes work better (each year)

Making lenses and frames Fit the right lens to the frame size Help each client with their eye problem

Measuring face and eyes Choose the best style of glasses Get the sizes and data needed to make glasses

Choosing lenses and frames Decide what looks best Compare colors, quality, prices

1 The first / last thing to do if you want to get new glasses is to have an eye test. 2 Before / After your glasses are made, someone measures your face to get the necessary sizes. 3 You look at the lenses and frames in the store in order to check your eyesight / choose your style. 4 The lenses and frames are made after that, because each eye has different problems / colors. 5 You need to test your lenses before / after you get them to see if they work for you. 6 It is a good idea to get your eyes tested each year / every week to check if you can now see better.

Plan Using the notes from the brainstorm, write a topic sentence. Be sure to state what the diagram shows. Decide how you want to organize your paragraph.

Write Write your paragraph describing the process in the diagram. Pay attention to your use of infinitive of purpose.

Share exchange paragraphs with a partner. read the checklist on page 189 and provide feedback to your partner.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph.

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Review

REVIEW

Wordlist Vocabulary preview according to (prep)***

object (n)***

opposite (adj)***

behave (v)**

scene (n)***

represent (v)***

exactly (adv)***

background (n)***

warn (v)***

exist (v)***

blood (n)***

wave (v)***

instead (adj)***

conditions (n)***

mind (n)***

decorate (v)**

Vocabulary development look at (v) see (v)***

watch (v)**

Academic words brief (adj)***

professional (adj)***

series (n)***

individual (adj)***

section (n)***

team (n)***

previously (adv)***

select (v)***

Academic words review Complete the sentences using the words in the box. accurate cultural negative

1 The ocean has a almost black. 2 How

range

team

of colors, from bright green to dark blue and is your vision? Can you see everything clearly?

3 Fans are wearing the same color as the support.

in order to show their

4 Colors and symbols on flags usually have ideas that are important to countries. 5 Some people think red is a believe it is a positive, lucky color.

meaning and show color that shows danger. Others

Unit review Reading 1

I can scan to confirm predictions.

Reading 2

I can use a chart to organize notes.

Study skill

I can increase my reading speed.

Vocabulary

I can look at, watch, and see.

Grammar

I can use infinitives of purpose.

Writing

I can describe a diagram. VISION

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151

9 PROGRESS Medicine by the numbers

Discussion point

Discuss with a partner. 1 Which of these statistics were you most surprised by? I was most surprised by … because … 2 Do you think taking care of your health was easier or more difficult in the past?

£2,350

I think it was easier / more difficult because … The yearly UK spending on health per person (2013)9

64%

of EU citizens think their health is good or very good8

VIDEO

61 years The number of healthy years a European person can expect10

Before you watch 1 Work with your partner. Which of the sentences is true for you? Why? 1 I probably use my smartphone too much. 2 I don’t own a smartphone. 3 I never use my smartphone late at night.

SMARTPHONES AND HEALTH

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UNIT AIMS

READING 1 Identifying names and achievements

VOCABULARY Words that indicate sequence

READING 2 Summarizing information

GRAMMAR Using the simple past in active and passive forms

STUDY SKILL Linking ideas together

WRITING Describing a sequence of past events

A scientist working in a laboratory.

While you watch

After you watch

2 read the sentences, then watch the video. Complete the sentences with one word or number.

3 Answer the questions with a partner.

1 The team at the university have developed a new . 2 The researchers were interested in questions. 3 The team installed the app on the phones of students. 4 People looked at their phones every minutes. 5 People didn’t spend much time making on their smartphones.

1 Do you know anyone who uses their smartphone too much? Yes, I do! My … No, I don’t think so. Most of my friends … 2 What is the most helpful smartphone app you use? The most helpful app I use is … 3 What is the worst thing about smartphones? I think the worst thing is …

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1 READING

From medieval to modern A Vocabulary preview 1 Match the words and phrases to their definitions. Use a dictionary. 1 anatomy (n)

a something used as medicine

2 drug (n)

b a person who is cared for by a doctor

3 medieval (adj) 4 patient (n)

c related to the period of history between 600 CE – 1500 CE

5 physician (n)

d the study of the body and how its parts are arranged

6 process (n)

e a medical doctor

7 question (v)

f

8 staff (n)

g to express doubt about the truth of something

a group of people who work for an organization

h a series of actions to take to achieve a result 2 Use the words from exercise 1 to complete the sentences. 1 Each member of our human 2 If a

is required to take two classes in .

you were provided is not working, it’s important to your doctor about it.

3 A doctor in Europe often treated a according to earlier Greek beliefs. 4 The many years.

of studying to become a

can take

B Before you read Identifying text types

read the title and look at the pictures. What is the text likely to be about? Where are you most likely to find the text? a in a medical journal for experienced doctors b in a textbook on the history of medicine c on a blog written by a medicine student

C Global reading Skim the text. Choose the correct answer to complete the sentences. 1 Medieval medicine was … a similar to modern medicine.

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2 The medieval Islamic doctors often …

b influenced by doctors from the Arab World.

a questioned earlier ideas.

c wrong about many things.

c became famous much later.

b copied other doctors’ work.

From medieval to modern

READING

1

1 Modern medicine seems to be changing almost daily. New drugs are introduced. New methods of diagnosing patients are discovered. however, the process of improving the way doctors and hospitals work started a long time ago. And in the Middle Ages, doctors who made the greatest improvements often worked in the Arab World. 2 Bimaristans (meaning “house of the sick”) were early medieval hospitals. the first bimaristan was built by Al-Walid ibn Abd al-Malik in 707 Ce they were a place for all sick people. Patients stayed as long as necessary, and left when well again. Bimaristans were also medical schools. Students were trained in medical methods, and their task was to keep written patient records, a medical first. 3 For many medieval doctors, it was important to think about how they work and learn. Ishāq ibn ʻAlī al-ruhāwī was one such doctor. his Ethics of the Physician was published in the 9th century. In it, al-ruhāwī describes how one doctor’s notes were looked at by his colleagues. Afterward, if the doctors gave negative reviews after reading the notes, the patients could take the careless physician to court. this was the first description of a peer review. 4 Islamic doctors often made new discoveries in human anatomy. Ibn al-Nafis (born in 1213, died in 1288) is known for his study of how blood flows in and out of the heart. It was previously believed that there were some channels through which blood moves in the heart which we could not see. Ibn al-Nafis thought that the blood had to move via the lungs. his idea was later re-discovered in 1924. Another important book on anatomy was written by Ibn al-haytham between 1011 and 1021. Kitab al-Manazir (Book of Optics) was the first study of the eye as an optical instrument. Before that, doctors spoke of light coming from the eye to help us see. 5 What did these discoveries have in common? For many of these doctors and hospital staff, progress meant finding new ways of helping patients. they learned new things, questioned old ideas, and made records of what they saw. Next, they compared this with what other physicians thought, and in the end decided on the best course of action. In this one respect, good medicine didn’t really change at all.

GLOSSARY diagnose (v) to find out what physical or mental problem someone has by examining them ethics (n) a set of principles that people use to decide what is right and what is wrong peer review (n) checking and judging scientific, academic, or professional work by other people who work in the same field lungs (n) two organs in your chest that fill with air when you breathe optics (n) the study of sight and light PrOGreSS

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1 READING D Close reading Identifying names and achievements

texts that describe historical events often contain the names of people and their findings, discoveries, and other achievements. Scan for the names of people as well as dates so you can better understand the sequence of these achievements. 1 Match the person to the achievement. 1

Al-Walid ibn Abd al-Malik

a wrote a book about the eye

2

Ishāq ibn ʻAlī al-Ruhāwī

b discovered the connection between heart and lungs

3

Ibn al-Nafis

c described the process of a peer review

4

Ibn al-Haytham

d built the first hospital for sick people

700

800

900

1000

2 Add the events from exercise 1 above to the timeline. 3 Choose the correct answer. 1 Which statement is NOT true about bimaristans? a They were medieval hospitals. b They were only for short-term stays. 2 What did early doctors look at as part of a peer review? a a doctor’s colleagues b a doctor’s notes 3 Whose idea was discovered again at a later date? a Ibn al-Nafis’s b Ibn al-Haytham’s

E Critical thinking Discuss these questions in a group. 1 Whose achievement do you think is the most important? Why? I think …’s achievement is the most important because … 2 Who uses peer reviews today? Why are they useful? I guess … use peer reviews. They’re important because they help …

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1100

Study skills

STUDY SKILLS

Linking ideas together

Some words are used to link ideas and to show the reader where your writing is going. For example, you can signal how important something is, or you can introduce a different point of view. Below is a selection of words used to link ideas, depending on the kind of argument you’re making in your writing. Adding another point ●

also; moreover; then; in addition; too

Writing in lists ●

●

first(ly); second(ly); third(ly)

Introducing examples ●

that is to say; for example

●

especially; mainly

Introducing a different point of view ● ●

in addition; another; finally; lastly

on the one hand … on the other hand by contrast; another possibility is; in comparison

Showing the results of something Putting the same idea in a different way ●

●

therefore; as a result; the consequence is

●

because of this; for this reason

in other words; or; to put it (more) simply

© Stella Cottrell (2013)

1 Work with a partner. read the phrases in the box above. Check the meaning of any difficult phrases in a dictionary. 2 Can you think of more phrases to add to the box? Check with your partner or a dictionary. 3 read the notes and ideas about progress in medicine in the box below. With a partner, try to link those ideas. Write sentences. there are more patients doctors are much busier big companies pay for medical research many new drugs are introduced many old drugs stop working hospitals are generally cleaner patients can expect more good news working in hospitals is stressful people care about being healthy there is too much information about health

There are more patients. As a result, doctors are much busier.

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2 READING

Gaming to feel better A Vocabulary preview 1 Match the words and phrases to their definitions. Use a dictionary to help you. 1 client (n)

a unable to think clearly or to understand something

2 confused (adj)

b to order or rule something, or someone’s behavior

3 control (v)

c unhappy and without hope

4 depressed (adj) d a customer or someone who receives services 5 injury (n)

e a task or job someone is given to do

6 mission (n)

f

7 reality (n)

g any sign, feeling of illness caused by a disease

8 symptom (n)

h harm done to someone’s by an accident or attack

how things are, not how they are imagined

2 Use the words from exercise 1 to complete the sentences. 1 Many people who feel sad and certain parts of their life.

feel that they cannot

2 I told the doctor that one I’m experiencing is that I get easily and can’t think clearly. 3 Our is to inform each of the best care available so they can make informed decisions for their loved ones. 4 The of my situation is that I have a foot and I won’t be able to do things I normally do.

B Before you read 1 Discuss these questions with a partner. 1 Do you like to play games? If so, what kinds? 2 What are some benefits of playing games?

Previewing

2 read the title of the article. What do you think the article is about?

C Global reading Skim the text. Choose the statement that best describes Jane McGonigal. a She’s a doctor who suggests people play more games to feel better. b She’s a game designer who created a game that helps depressed people. c She’s a teacher who says gaming is for both children and adults. d She’s a professional gamer who wants to share her love of games with others.

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READING

2

Gaming to feel better 1 In 2009, Jane McGonigal fell in her office and hit her head. Her doctors

told her that she was suffering from a concussion. She had the usual symptoms—feeling confused and depressed. For several weeks, the symptoms didn’t go away. Jane felt much worse, and the concussion made her very sad, passive, and worried about her life. But then, she decided to help herself by doing something new: she designed a game to feel better. 2 Game design was already something Jane knew well. her first games appeared in 2004, and they were popular with her clients. She often created games which showed a different reality of the world people lived in—for example, a world without oil. these were called Alternate reality Games. Jane became one of the most successful new game designers. She earned her Ph.D. in 2006 and afterward spoke about her ideas to college students. But this time, the challenge felt much more important, and much more personal. 3 thirty-four days after her concussion, Jane was ready to test her game. her first partners in the game were her twin sister and her husband. the instructions were simple: Jane was sent a set of “missions” to complete every day. By doing these simple things—like getting out of her house for a short walk, or spending time with her dog—she was trying to beat the “bad guys”: her depression, and worrying thoughts. It worked—once she played the game with her family and friends, Jane didn’t feel as worried about her injury. She was still in pain, but she felt much more relaxed.

Jane McGonigal PrOGreSS

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2 READING

4 the next step for Jane was to share what she found. She wrote some blog posts and put some videos online, explaining how to play her new game. Soon, people around the world started to write her back. they were explaining how playing Jane’s game helped them kill time in hospitals, or get back to normal life after their illness. they said that completing “missions” helped them fill their day with little things they could control more often. the game helped many people, and their stories were similar to Jane’s. 5 this meant that Jane’s idea could help many more people. Jane began work on the app version of the game. It went on sale in 2012 and was called SuperBetter. It was downloaded over 100,000 times. Jane also wrote a book about her experiences. It was published in 2015. SuperBetter is now her best-known game, and she spent her time since 2012 talking to people about the ideas behind it.

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6 But can Jane’s game really help patients in hospitals, or people who deal with everyday problems? Some scientists decided to test this idea. the study was made by the University of Pennsylvania and published in 2015. the research showed that depressed people who played the game felt that it helped them with some of the symptoms11. 7 the success of SuperBetter does not mean that people can now be healed by games instead of drugs. And much more research is needed before doctors start seriously using these games. But Jane McGonigal is happy with the progress so far: she believes that game designers should start aiming for Nobel Prizes next!

READING

2

D Close reading 1 read Gaming to feel better. Write T (true), F (False), or NG (Not given). 1 Confusion and depression are typical symptoms of a concussion. 2 When McGonigal first started designing games, they were unpopular with clients. 3 People responded positively when McGonigal shared what she found with them. 4 The name of the app McGonigal created is called SuperBetter. 5 Depressed people who played the game felt that it helped them. 6 McGonigal is working on a new game to help people. When we summarize a text, we reduce it to its key points. Writing a summary helps you determine essential ideas and understand important details. Study these tips for writing effective summaries: ● Identify the main ideas and key details. Ignore irrelevant information. ● Use your own words. Do not copy or just change a couple of words. ● try to keep the same order as the original information.

Summarizing information

2 Complete these summary sentences. 1 In 2009, Jane McGonigal decided to deal with her concussion symptoms by . 2 McGonigal was already a successful game designer, but this game was more for her. 3 McGonigal tested her game by completing , which she found helped her relax. 4 After McGonigal shared what she was doing, other people wrote to her to say the game . 5 When McGonigal’s game was tested, people found it helped with some symptoms. 6 Although the game was a success, it does not , so drugs may still be needed.

E Critical thinking Discuss these questions in a group. 1 Can you think of any other medical conditions that games might help with? I think games could help people who … 2 The author writes, “she believes that game designers should start aiming for Nobel Prizes next!” What is meant by this? I think it means that … PrOGreSS

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VOCABULARY

Vocabulary development Words that indicate sequence Words that indicate sequence help readers follow steps or events in your writing more easily. Use words such as first, next, then, later, afterward, and in the end to order events. 1 Circle the correct word. 1 She wrote some blog posts and put some videos online, explaining how to play her new game. Lastly, / Soon, people around the world started to write her back. 2 At first, / Then the concussion made Jane very sad, passive, and worried about her life. But first / then she decided to help herself by doing something new. 3 Doctors questioned old ideas and made records. To conclude, / Next, they compared this with what other physicians thought, and firstly / in the end decided on the best course of action. 4 Lastly, / First, a doctor takes a drop of blood and mixes it with a chemical. This mixture is at last / then placed into the machine. After 20 minutes the results appear on screen. At first, / Finally, the doctor records the bar codes on a smart phone or tablet. 2 Add the words in bold from exercise 1 to the best place in the chart. Beginning

Middle

End

3 read the sentences. then match the words below to their definitions. 1 Kitab al-Manazir (Book of Optics) was the first study of the eye as an optical instrument. Before that, doctors spoke of light coming from the eye to help us see. 2 Ibn al-Nafis thought that the blood had to move via the lungs. His idea was later re-discovered in 1924. 3 Once she played the game with her family and friends, Jane didn’t feel as worried about her injury. 4 Jane wrote a book about her experiences. Meanwhile, her game app continued to be used and enjoyed by people all over the world.

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1 before that

a after that

2 later

b as soon as

3 once

c earlier in time

4 meanwhile

d at the same time but in a different place

Academic words

VOCABULARY

1 Match the words to their definitions. Use a dictionary to help you. 1 channel (n) 2 colleague (n) 3 instructions (n) 4 method (m) 5 passive (adj) 6 publish (v) 7 relaxed (adj) 8 via (prep)

a someone who works in the same company / organization b a long narrow area through which things pass; also a TV station c a way of doing something, especially if it’s planned d words or documents which explain how to do something e going through one place on the way to another place f

calm and not worried

g to produce something that people want to read, watch, or play h accepting what happens, without trying to change it 2 Use the words from exercise 1 to complete the sentences. 1 Dr. Nadiya is kind to her patients—they look after seeing her.

and smiling

2 Young doctors can learn a lot from an older with them.

who works

3 The plan was to go from New York to Delhi 4 The nurses were given

not to leave the hospital.

5 If you want to stop disease, a vaccine is still the best 6 Watching TV is a very nothing else. 7 She decided to people loved it.

Frankfurt. .

thing—you just have to sit there, her book in 2012—it sold really well, and

8 He changed the

to a news show.

3 Discuss these questions in a group. 1 Do you have your own method for staying healthy / for studying before exams? 2 What do you think students in your country can do to become more relaxed? 3 What kind of character should you look for in a good colleague?

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WRITING

Writing model You are going to learn about using the active and passive forms of the past tense and how to describing a sequence of past events. You are then going to use these to write a paragraph describing an important discovery.

A Analyze 1 Look at the word web. A student brainstormed some ideas about the use and discovery of x-rays.

X-rays Use

Discovery

(1) use them to take pictures show damage to teeth (2)

were studied in 1895 by William Röntgen (3) were accidentally discovered covered tubes with paper, turned off light, saw paper lit by light (4)

2 Add these missing notes to the best place in the brainstorm. a show broken bones b were seen by others before Röntgen c later took picture of wife’s hand d used by people in medical profession röntgen discovered x-rays when studying vacuum tubes

B Model 1 read the student model. Add these words to the correct blanks. before

first

later

once then

X-rays are very useful for people in the medical profession. Doctors use them to take pictures of teeth and bones. They can easily and safely show if there is damage to a tooth or a broken bone. X-rays were first studied in 1895 by William Röntgen, a German scientist. They were seen by others 1 this, but were not studied. Röntgen found them by accident. He was doing an experiment with vacuum tubes. 2 , he covered the tubes with black paper and 3 turned off the light. 4 he did this, he noticed that the light appeared on paper, even in the dark. He did more experiments and 5 realized that many things could be seen by these rays, including his own hand. 164

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Grammar

GRAMMAR

the simple past tense Form Affirmative Subject + base form of verb +-ed

designed

Negative Subject + did not (didn’t) + base form of verb

didn’t design

Spelling regular verbs not ending in -e, -y, or vowel + consonant

verb + -ed

regular verbs ending in -e

verb + -d

Verbs ending in -y Verbs ending in vowel + consonant

verb -y + -ed verb + double consonant + -ed

Irregular verbs do not follow a pattern. You have to memorize them.

work ➞ worked create ➞ created try ➞ tried stop ➞ stopped fall ➞ fell

Use 1 A specific, completed past action: I tried a new game last night. 2 A series of completed past actions: Swhe wrote a blog. Then she posted it. 3 Past actions over a period of time: She worked on the game for a month. 4 habits or repeated past actions: She sometimes felt confused. Active vs. passive Use the active form when the “doer” of the action is important. (see above) Use the passive form (past of be + past participle) when the doer is not important or known. The app was downloaded over 100,000 times. Her games were called Alternate Reality Games.

1 Complete these sentences about medical firsts. Use the simple past form of the verb in parentheses. 1 In 1816, René Laennec 2 In 1840, the U.K. the poor. 3 In 1881, Clara Barton 4 In 1922, doctors time.

(invent) the stethoscope. (provide) the first free vaccinations for (establish) the American Red Cross. (use) insulin to treat diabetes for the first

5 In 1952, Jonas Salk

(develop) the first polio vaccine.

6 In 2015, Youyou Tu malaria drug.

(win) a Nobel Prize for her new

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GRAMMAR 2 Complete the summary of From medieval to modern. Use the simple past forms of the words in the box. become build come make

publish

question stay study

Many of the medical improvements that we know today 1 to us from the Arab World. For example, Al-Walid ibn Abd al-Malik 2 the first bimaristan in 707 A.D. These were places where sick 3 people in order to get well. There were many famous doctors from this region. Ishāq ibn ʻAlī al-Ruhāwī 4 the important book th 5 Ethics of the Physician in the 9 century. Ibn al-Nafis blood flow in the heart, and Ibn al-Haytham 6 the first person to view the eye as an optical instrument. All of these doctors 7 old ideas and 8 important contributions to the field of medicine. 3 Unscramble these words to make passive sentences. Change each be + verb to the correct passive form. for sick people / the first bimaristan / be + build The first bimaristan was built for sick people. 1 Jane’s first games / be + call / Alternate Reality Games 2 a set of “missions” / be + send / Jane 3 be + publish / in 2015 / Jane’s book 4 her best-selling game / be + create / in a month 5 the University of Pennsylvania / by / be + make / a study 6 Jane’s game / many people / be + help / by

4 Correct the mistake in each sentence. 1 He didn’t performed surgery last week. 2 The vaccine for yellow fever was develop in 1935. 3 I didn’t knew that you wanted to be a doctor. 4 They tryed to find the reason for his headaches. 5 These articles was published in 2014. 6 Our town build its first hospital in 1975. 7 The long wait at the hospital maked me angry. 8 That game downloaded 50,000 times last year. 166

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Writing skill

WRITING

When we describe a series of past events, we usually (but not always) put the events in the order they happened. Using words that indicate sequence (see Vocabulary) helps readers follow events more easily.

Describing a sequence of past events

1 Circle the correct words. I had a medical checkup yesterday. 1 Meanwhile / First, the nurse weighed me and checked my height. 2 Prior / Then she took my temperature. 3 Once / Next that was done, she took my blood pressure, asked me some questions about my allergies, and filled in a form. 4 Then / Once I was told to wait. 5 Soon / Before the doctor came in. She listened to my heart and lungs. 6 Before / Finally, the doctor gave me some medicine to help with my allergies. 2 rewrite the two sentences using the word in parentheses. Decide which sentence goes first. 1 I began to feel better. I took the medicine. (once) 2 The last case of smallpox was in 1978. It caused many deaths. (before that) 3 She sent the blood sample to the lab. She took a sample of my blood. (then) 4 The results came in. We waited patiently for the results of my medical test. (soon) 5 Some doctors were trying to find a cure. Other doctors were focusing on relieving the symptoms. (meanwhile) 6 The scientists made an important discovery. They were awarded the Nobel Prize in Medicine. (later)

3 Complete these sentences with your own ideas. 1 Once I got home yesterday I

.

2 I’m studying at this school. Before that I

.

3 I traveled to class today. Meanwhile,

.

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WRITING

Writing task You are going to write about the use and discovery of penicillin.

Brainstorm 1 Complete the word web with the missing notes about penicillin. Small portions produced in Oxford in 1939

Penicillin Use

Antibiotic – means that it kills bacteria If you use too often, it stops working (penicillin resistance)

is used as an antibiotic fights infections

Discovery was discovered in 1928 was accidentally discovered

In June 1942, first 10 patients healed

2 Compare with a partner. Add anything else you know about antibiotics to the brainstorm.

Plan 1 Write a topic sentence.

2 Decide what information from your brainstorm to include in your paragraph. Write any sentences that you can put in order later. 3 Is any sentence above (or in the notes) better as an active or a passive sentence? rewrite any sentences as necessary. 4 Add any words that can indicate sequence to the sentences. afterward before finally first in the end last later meanwhile next once soon then

5 Write your concluding sentence.

Write Write your descriptive paragraph. Pay attention to your use of past tense active and passive sentences, and words for sequencing.

Share

Penicillin

exchange paragraphs with a partner. read the checklist on page 189 and provide feedback to your partner.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. 168

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Review

REVIEW

Wordlist Vocabulary preview anatomy (n)

depressed (adj)**

mission (n)**

question (n)***

client (n)***

drug (n)***

patient (n)***

reality (n)***

confused (adj)**

injury (n)***

physician (n)

staff (n)***

control (n)***

medieval (adj)*

process (n)***

symptom (n)**

Vocabulary development afterward (adv)*** in the end (v)

next (adj, adv)***

to conclude (v)

before that (v)

lastly (adv)*

once (adv, n)***

finally (adv)***

later (adv)***

soon (adv)***

first (adv, n)***

meanwhile (adv)***

then (adj, adv)***

Academic words channel (n)***

instructions (n)***

passive (adj)**

relaxed (adj)*

colleague (n)***

method (n)***

publish (v)***

via (prep)***

Academic words review Complete the sentences using the words in the box. expert link previously

relaxed required

1 There is a 2

between what we eat and how we feel.

, people didn’t talk about mental health but now we are starting to discuss it.

3 When I am

and not worrying, I get more work done.

4 I think you should see an 5 The scientist his study.

who knows a lot about the subject. a lot of time and special equipment to complete

Unit review Reading 1 Reading 2

I can identify names and achievements. I can summarize information.

Study skill

I can link ideas together.

Vocabulary

I can use words to indicate sequence.

Grammar

I can use the simple past in active and passive forms.

Writing

I can describe a sequence of past events.

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10 WORK What will the world be like in 30 years? Discussion point

A few predictions …

Discuss with a partner. 1 Which predictions do you agree with? disagree with? I agree / disagree that … will … 2 What do you think will happen in the future? Make a prediction.

Robots everywhere Billions and billions of robots will do most of our heavy, routine work.

Mechanical people Body sensors will monitor our health and send the data to a cloud-based storage system.

Smart homes We will live in smart homes where the software will take care of most of our needs.

3D printing Cheap 3D printers will create what we need, from everyday items to building materials.

No more computers Smart devices and other gadgets will replace today’s computers.

No to technology Not all will be a part of this brave, new world. Some won’t welcome new technology.

I predict that … will / won’t … 3 In general, are you optimistic about the future? Why or why not? I’m (not) optimistic about the future because I think …

VIDEO

Before you watch 1 Work with a partner and discuss. how can robots / computers help you do these things? a speak a language better b write better essays c organize your study

TEACHING A ROBOT

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d save more time

UNIT AIMS

READING 1 Distinguishing facts from opinions

VOCABULARY Collocations related to work

READING 2 Using pronoun reference

GRAMMAR Using the simple future tense

STUDY SKILL Organizing my study with technology

WRITING Writing concluding sentences

Robots building cars in a Japanese factory.

While you watch

After you watch

2 read the questions, then watch the video. Answer the questions.

3 Answer the questions with a partner.

1 The researchers are from Sweden / Switzerland. 2 The children can work with the team’s robot by teaching the robot / learning from the robot. 3 The children help the robot to say a word / spell a word. 4 The researcher says the robot is the best writer / the worst writer.

1 What do you think of the CoWrite project? I think it’s really interesting because … 2 What would you like to see robots do in classrooms? Teachers can use robots to … 3 Do you think robots will ever replace teachers? I think it’s possible because … No, I don’t. Robots are only …

5 The researcher says that robots will / won’t replace teachers in the classroom. WOrK

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1 READING

The clean future of flying? A Vocabulary preview Use the words in the box to complete the sentences. battery charge fail

land on board pattern

1 I need to

the

2 The project could new work

run out

figure sth out

on the phone. It’s at 5%. because no one was able to learn the

.

3 The pilots need to of fuel.

the plane before they

4 Someone had to a small plane.

how to take an extra pilot

B Before you read Work with a partner. Compare the two pictures in The clean future of flying? and answer these questions. 1 Which plane is safer? cheaper? more comfortable? faster? better for the environment? I think the first plane is … than the second one. 2 What do you think the pilot’s job would be on each plane? I think the pilot would need to … on the first / second plane. 3 Do you feel we will see more or fewer of each type of plane in the future? I think we will see more / fewer of the … plane because ….

C Global reading Skimming

Skim The clean future of flying? Match these headings to the paragraphs. (there is one extra heading). Paragraph 1

a Finding new ways of working with solar airplanes

Paragraph 2

b Passengers on a solar airplane

Paragraph 3

c The history and achievements of Solar Impulse

Paragraph 4

d Problems with the first solar-powered flights

Paragraph 5

e Why will modern planes have to change in the future? f

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Is solar flight ready to replace standard planes?

The clean future of flying?

READING

1

1 What will your job look like without planes and airports? Will your colleagues still be able to get their work done? I believe we should treat these questions more seriously. every day, there are almost 80,000 passenger planes in the air. they use a lot of fuel, which will run out one day. they also play a big part in climate change. As scientists, pilots, and engineers look to the future of flying, they will begin to work with new ideas and promote exciting new projects. 2 Solar Impulse is, for me, the most exciting project of recent years. On July 26, 2016, Solar Impulse 2 landed in Abu Dhabi and completed the first around-the-world flight by a solar-powered airplane. the team started work on their solar planes in 2009. they didn’t just want to build and fly an airplane. they wanted to change people’s attitudes toward flying by showing that another way of building a plane was possible. 3 A solar-powered plane can only take one person on board, so the project team had to find new work patterns for their pilots. In addition, a plane’s solar panels don’t work at night. Solar Impulse 2 had to climb higher during the day, when its batteries were charging—and slowly come down during the night. this meant the pilot needed to work around the clock to make sure the flight cycle repeated every 24 hours. Personally, I believe this was the team’s greatest achievement—figuring out how to use their technology and skills to make this flight possible. 4 this doesn’t mean that solar-powered flights will now always be a success. the team failed sometimes, too. the plane’s batteries broke down on its way from Japan to hawaii, and took months to repair. On the last part of the journey, the plane flew into turbulence. the heavy shaking of the plane meant more hard work for the pilot. Finally, when the team ran out of money, they had to contact their sponsors again and ask for more. I find it amazing that they didn’t give up. 5 So does the success of Solar Impulse 2 mean that the future of flight will now change? I think it is still too early to predict that. the Solar Impulse team will now continue their work on clean technology. We will see more clean planes in the future. But they will still be small, light, and slow when compared with big passenger planes. their biggest achievement will perhaps be changing people’s minds about flying. GLOSSARY solar (adj) relating to, or coming from the Sun solar panel (n) a piece of equipment that uses energy from the Sun to create power descend (v) to come closer to the ground turbulence (n) sudden strong movement of air or water sponsor (n) a person or business that pays money to help an event or project WOrK

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1 READING D Close reading Distinguishing facts from opinions

A text may contain both facts and opinions. A fact expresses a truth. An opinion expresses a belief, feeling, or judgment. It may be based on facts, but it cannot be proven. read carefully to determine if someone is expressing a fact or opinion. 1 read The clean future of flying? Underline the author’s opinions. 2 these sentences relate to each paragraph of the text. Write Y (Yes) if the statement supports that paragraph’s opinion. Write N (No) if it does not. Paragraph 1 We will run out of fuel someday. Paragraph 2 Solar Impulse 2 completed an around-the-world flight. Paragraph 3 The pilots need to find a way to use the solar panels at night. Paragraph 4 They failed a number of times during the flight. Paragraph 5 The future of flight will be very different.

Finding information in a text

3 Match the sentence parts. 1 The team had problems getting to Hawaii 2 Solar Impulse 2 completed the first around-the-world flight by a solar-powered airplane 3 The team wanted to change people’s attitudes toward flying 4 A solar-powered plane can only take one person on board 5 There was turbulence on the last part of the journey

a after it landed in Abu Dhabi. b so the pilot had to work even harder. c so the team had to find new work patterns for their pilots. d when they ran out of money. e because the plane’s batteries stopped working. f

when they first started working on the solar plane.

6 The team contacted their sponsors again

E Critical thinking Discuss these questions in a group. 1 Do you agree with the author’s opinions? I agree that … but disagree that … 2 Write an opinion on the future of solar-powered airplanes. Write about a topic such as safety, cost, or effect on environment. Then compare with a partner.

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Study skills

Optimal learning with technology

STUDY SKILLS

Combine technologies to suit you. ●

●

Experiment with paper-based learning and with technology to find the combination that is the most effective for you in practice. Combine technologies with each other to find the best choice for what you’re doing.

Find the format that suits you. ●

●

Rewrite, draw, act, record, photograph, video, or sculpt new information so that it is easier to learn—whatever suits you best. Experiment with different colors, fonts, organization, etc.

Organize your information. ●

File and organize information so that it is easier for your brain to structure it. © Stella Cottrell (2013)

1 Make a list of possible ways to combine technology for your learning. Why is this effective? Discuss this with your partner. I take notes on paper and then photograph them, because I can look at them on my phone.

2 Write down formats with which you like working and studying. Compare with your partner. Discuss reasons. I like recording lectures and listening to them, because I can review when I’m on the train.

3 Work with your partner. List possible ways of organizing your study with technology. Calendar apps—they can remind me when to study for exams.

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2 READING

Leave it for the robot! A Vocabulary preview Circle the correct words to complete the sentences. 1 My friends avoid the library in the afternoon. They say it’s too noisy and they can’t study. If you avoid something, you go toward / stay away from it. 2 This robot will certainly save me time since I don’t have to clean the floors anymore. You can use certainly to mean probably / definitely. 3 I work at a hotel at night. The job is pretty dull. Nothing much happens. When something is dull, it’s not safe / interesting. 4 This robot pet cat acts and looks like a real cat. Something that is a robot is operated by hand / a machine. 5 Companies need people who can program computers. When you program something, you write a set of instructions / helpful tips. 6 I found myself in a bad situation when I realized I didn’t have enough cash. A situation refers to things happening now / you never predicted. 7 Our airport robot can provide information on the local area. If you provide something, you give / take something that people need. 8 My boss only gives me simple jobs at work. If you have a job, you have some work to do / new ideas to think about.

B Before you read 1 Work with a partner. What are some things that robots can do? Brainstorm and make a list of tasks. 2 Compare your list with another pair.

C Global reading Summarizing information

Skim the text. Write a one-sentence description of what the text is about.

D Close reading 1 Scan Leave it for the robot! Underline all the tasks that robots can do. how many were on your list above?

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READING

L E AV E I T F O R

2

THE ROBOT! 1 Dirty, dangerous, and dull. These are three words that you do

not want to describe your job. While many jobs are a little dirty, dangerous, or dull, some are so much so that it is better not to have humans doing them at all. 2 Would you want to be the first person to go into a building with a fire? What if a robot could document what is happening and even fix the situation? This is already happening all around the world. There are millions of robots at work today. Japan leads the way, followed by Singapore, South Korea, and Germany (see Figure 1).

GLOSSARY crop (n) a plant grown for food, usually on a farm surface (n) the top layer or outside part of something drill (v) to make a hole using a special tool or machine

3 The most common type of robot is a robot arm. This is often used in factories. These arms move in many directions, and perform jobs that are repeated and require great care. But robots these days can do much more. A robot named Demeter works on a farm. It can move around a field of crops, planting and collecting by using GPS and a number of sensors. 4 Some robots are programmed to do certain jobs, but others are remotely operated vehicles (ROVs). ROVs can have cameras and sensors that provide hard-to-get information. The U.S. space agency NASA has used ROVs to explore the surface of the moon and Mars. ROVs are also used in underwater environments. They can work long hours, fixing oil drilling platforms and exploring the ocean floors. They are also used to get information on changes in volcanoes.

What jobs would you like robots to do? I would not like robots to do this

80%

I would like robots to do this

60% 40%

Figure 2

20%

Ironing

Moving heavy things

Floor cleaning

Window cleaning

Vacuum cleaning

0%

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2 READING

5 What do regular people want from robots? As seen in Figure 2, people would like robots to perform jobs around the house. One home robot on the market now is Roomba, a turtle-shaped robot that slowly vacuums its way around the room. It senses walls, and turns to avoid stairs and objects on the floor. A robot that washes the windows and does the dishes could make someone a lot of money. 6 Robots will play a more important role in the future. They will certainly continue to explore the ocean, explore the surface of planets, and build our cars and computers. But what else? Will more robots drive our cars for us? Will they write our e-mails and file our reports? Will they meet our clients? Perhaps. When someone invents a robot that goes to meetings and doesn’t ask for a raise, they will be rewarded by a grateful population.

Top eight countries by robot density (Industrial robots per 10,000 manufacturing workers) GLOSSARY

Japan

vacuum (v) to clean a room using a vacuum cleaner

Singapore

reward (v) to give someone something because of their good work or success

South Korea

164

Germany

163

295 169

Sweden

126

Figure 1

Belgium

89

U.S.

86

Spain

84

What jobs would you like robots to do? I would not like robots to do this

80%

I would like robots to do this

60%

20%

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Sports partner

Dish washing

Laundry

Bathroom cleaning

0% Dusting

Figure 2

40%

READING

2

2 Complete each blank with one word from the text. 1 Robots are good for dirty, dangerous, and 2 There are

jobs.

of robots at work around the world.

3 The most common type of robot is a 4 ROVs can explore the surface of the

arm. and Mars.

5 The Roomba is a type of home robot that

floors.

We use pronouns to avoid repeating a noun. It is important to understand what pronouns refer to in order to fully understand a text. these are some of the most commonly used pronouns: People: he, she, they, him, her, them

Using pronoun reference

things: this, these, those, that, it, them

3 Find and underline these pronouns in the text. then write what they refer to. 1 them (paragraph 1) 2 this (paragraph 3) 3 it (paragraph 3) 4 they (paragraph 4) 5 it (paragraph 5) 4 Look at the two charts in the text. Answer these questions. 1 Which country has a slightly lower robot density than the U.S.?

Understanding charts and graphs

2 Which country is South Korea closest to in terms of robot density? 3 What task would almost 70% of people like robots to do? 4 What percentage of people would like robots to move heavy things?

E Critical thinking Discuss these questions in a group. 1 What are some advantages and disadvantages of robots doing work for humans? 2 What tasks do you think robots will and will not do in the future? Think about tasks at home and work, tasks that save money or time, and tasks that improve our lives. In the future, I think robots will … I don’t think they’ll …

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VOCABULARY

Vocabulary development Collocations related to work Some verbs and nouns naturally go together. there are verb / noun collocations that are related to work, such as solve a problem, earn money, and schedule a meeting. 1 Complete the sentences below with the correct words. earn money go to a meeting meet a client schedule a meeting send an e-mail wear a uniform

1 I’m going to

at lunchtime. Her name is Helen Parker.

2 Can you

for 4:00? I need to give the team some news.

3 A nurse has to

. It is usually white and made of cotton.

4 I have to

in room 101A now. It’s my turn to take notes.

5 I need to

to Matt Dodson. Do you have his address?

6 We work because we need to

, but we like our jobs.

2 Strike out the word that doesn’t form a collocation. 1 ask for

time off

fired

a raise

2 get

a meeting

paid

promoted

3 make

a phone call a colleague money

4 take

a day off

notes

a meeting

5 work

overtime

from home

boss

6 write

a vacation

a report

an e-mail

3 Use the collocations from exercise 2 to complete the sentences. 1 If you feel like you’re not being paid enough, you should 2 I 3 I need to outside line. 4 When you out by hand? 5 I

.

twice a month. It goes directly into my bank account. but I don’t know which button gets me an in a meeting, do you type them or write them twice a week. The other days I come into the office.

6 Can you for me that summarizes the project so far? Then just place it on my desk. 4 Work with a partner. Discuss these sentences. 1 If someone works overtime, should they make more money? 2 Which would be more stressful, asking for raise or for a promotion?

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Academic words

VOCABULARY

1 Match the words to their definitions. Use a dictionary to help you. 1 attitude (n)

a someone who works for the same company as you

2 contact (v)

b a series of events that happen again and again

3 colleague (n)

c someone’s opinions or feelings about something

4 cycle (n)

d to write to someone or talk to them on the phone

5 document (v)

e to support or tell people good things about something

6 file (v)

f

7 predict (v)

g to record something in writing or on film

8 promote (v)

h to put a document in a place with other documents

to say what you think will happen in the future

2 Use the words from exercise 1 to complete the sentences. 1 Business leaders all here next year.

that 5,000 new jobs will be created

2 Engineers and pilots will the flight.

each other twice a day during

3 When the battery is low, the robot comes back for energy. Then the work repeats. 4 This college tries to their schedules.

new ways of study—it lets students set

5 If the plane is more than three hours late, my the conference in time. 6 Zaineb’s latest report will 7 Johann’s now he’s always angry.

won’t get to

the effects of climate change. really changed—he was so happy last year, but

8 They wrote a new app—it helps them alphabetical order.

their essays in

3 Discuss these questions in a group. 1 What kind of attitude is helpful when preparing for big projects? 2 Is it easy to predict how work and jobs will change in your country in the next 20 years? 3 Can you think of a good idea which your country, school, or college is trying to promote?

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WRITING

Writing model You are going to learn about using the future simple tense and writing concluding sentences. You are then going to use these to write a paragraph describing a future prediction.

A Analyze 1 Look at the t-chart. A student brainstormed some ideas to respond to the question, “Will smart devices and other gadgets replace today’s computers?” Arguments for

Arguments against

not many people will have desktop computers at home desktops computers are heavy many people have laptops today

2 Add these missing notes to the best place in the brainstorm. people want lighter devices some business will continue to provide employees with desktop computers need to open laptops and use keyboard

B Model 1 read the student model below. Add these words and phrases. and

but

however in addition

I believe that smart devices and other gadgets will mostly replace today’s computers. There are two main reasons why I believe this. In the future, I believe that some companies and businesses will continue to have desktop computers for their employees. 1 , I think that people will rarely have these at home. Desktop computers are heavy and difficult to move, 2 people want light devices that they can have with them at 3 all times. , while many people have laptops today that are lighter and thinner, people still need to open them and use a keyboard. In my opinion, manufacturers will stop making laptops, and will instead only produce tablets or some other device. This may be like today’s smartphone, 4 it could even be something we have not imagined yet. In conclusion, while there will still be computers in the future, most people won’t use them and will instead use smaller and smarter devices. 2 Underline the arguments for. Double underline the arguments against.

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Grammar

GRAMMAR

Describing the future The simple future tense

Going to

Form

Form

Affirmative

Affirmative

Subject + will + base verb It will happen.

Subject + be + going to + base form of verb They are going to move to New Zealand in 2025.

Negative

Negative

Subject + will not (won’t) + base verb It won’t happen.

Subject + be + not + going to + base form of verb It isn’t going to rain.

Use

Use

Use the simple future tense in these situations:

Use going to in these situations:

1 to express a promise I will call you tomorrow.

1 to talk about future plans and intentions I am going to spend three weeks in Mexico.

2 to make a prediction Desktop computers will replace laptops.

2 to make a prediction because of what we see These numbers are clear: The robot isn’t going to work for 12 hours.

3 to state a spontaneous decision Your flight is delayed? I’ll wait with you. 4 to state a possible future plan (with think) I think I will get a robot next year. Time expressions tomorrow (morning / afternoon / evening)

I won’t be here tomorrow.

next week / month / year

I will go to college next year.

on Monday / December 31, 2099

Will we have class on Friday?

in 2045 [on the exact date]

I’ll be 50 on May 3, 2048.

by 2045 [any time before the date]

Computer will disappear by 2050.

soon / someday / (sometime) in the future

All of us will have body sensors someday.

1 Match the uses to the sentences. Write the letters. a To express a promise

c To state a spontaneous decision

b To make a prediction

d To state a possible future plan

1 I think I will go to the Future Tech convention next month. Want to go? 2 I will do whatever I can to make your first fight an enjoyable experience. 3 Not everyone will enjoy life in the future. Some people will actually fear it. 4 The home robot in this ad looks interesting. I’ll check the website to see what exactly it does. WOrK

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GRAMMAR 2 read the sentences. Choose and circle the best form. 1 My ticket and hotel are booked. I (will / am going to) enjoy my vacation! 2 It’s difficult to predict, but I feel that robots (won’t / aren’t going to) cost less next year. 3 Joanna is really excited about this movie and says she (will / is going to) see it tonight. 4 Look at the screen. The engine just broke down. This plane (won’t / isn’t going to) fly. 5 Go and ask our boss for a raise. We promise we (will / are going to) support your idea. 3 Complete these sentences in the affirmative or negative. Use the simple future tense of the verbs in the box. get

land

make run out schedule

1 Please take a seat. Our plane 2 I think Wendy amazing job recently. 3 You for it. 4 I think I 5 I it today. 6 We

send

take

work

in 15 minutes. promoted next month. She’s done an

money if you sell your car for $2,000. You paid $2,200 overtime so I can finish this report tonight. an e-mail to our client tomorrow. I’m too tired to do a day off next week. We are too busy.

7 My boss a meeting to discuss our complaints. He says he will explain everything in an email. 8 Please hurry or your time this exercise.

and you won’t be able to finish

4 Complete these predictions with your own ideas. then compare and discuss with a partner. Give reasons. 1 Robots will

someday.

2 People will

by 2050.

3 Jobs will 4 People won’t

184

UNIT 10

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in the future. .

Writing skill

WRITING

A concluding sentence provides a strong finish to a paragraph. It restates the main idea using new words, and in some cases summarizes the ideas found in the rest of the paragraph. Do not introduce new ideas in a concluding sentence. two common ways to introduce a concluding sentence are To conclude and In conclusion.

Writing concluding sentences

1 Unscramble the possible concluding sentences. 1 will need / jobs / to be more flexible / I believe that / in the future / in conclusion 2 to conclude / many jobs we have today / will disappear / by 2030 / I feel that 3 will help in the classroom / will not replace teachers / they / in short / although robots 2 Choose the best concluding sentence for each topic sentence. Topic sentence

Concluding sentence

1 I believe real-life skills will be essential for success in the 21st century.

a In conclusion, I feel it will be necessary to have these skills if you are to be successful.

2 Learning how to program computers is, in my opinion, something we all should learn.

a To conclude, learning how to program a computer will help you get a good job.

3 I feel that people with no Internet access will not get ahead in this world.

a In short, those without Internet access will be left behind.

b In conclusion, I think it will be important to have a skill, such as handling money.

b To conclude, I feel these are good reasons for learning how to program computers. b In short, a computer is all you need to go forward in life.

3 the concluding sentence of a paragraph that explores both sides of an argument may mention both sides of that argument. Write a possible concluding sentence for this topic sentence. Topic sentence: I think most people will live in smart homes by 2040. Concluding sentence: Although

, I believe that

.

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UNIT 10

185

WRITING

Writing task You are going to write about a future prediction.

Brainstorm 1 Check (✓) the future predictions you agree with. There will be more jobs related to clean energy. Robots will do most of the work in factories. People will work fewer hours each week. Students will study from home, not from schools. 2 Choose one prediction from exercise 1, or another from the unit. Add a time expression.

3 Brainstorm arguments for and against your prediction. Arguments for

Arguments against

Plan Plan your paragraph. to give a balanced view list your arguments for your opinion while also mentioning arguments against.

Write Write your opinion paragraph. Include your opinion in your topic sentence. Pay attention to your use of the future simple tense. Be sure your concluding sentence restates your main idea using new words.

Share exchange paragraphs with a partner. read the checklist on page 189 and provide feedback to your partner.

Rewrite and edit Consider your partner’s comments and rewrite your paragraph. 186

UNIT 10

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Review

REVIEW

Wordlist Vocabulary preview battery (n) **

land (v) ***

avoid (v) ***

program (v) **

charge (v) ***

pattern (n) ***

certainly (adv) ***

situation (n) ***

on board (phrase)

run out (v)

dull (adj) **

provide (v) ***

fail (v) ***

work sth out (v)

robot (n) *

job (n) ***

Vocabulary development earn money wear a uniform

make a phone call

work from home

schedule a meeting

ask for time off

make money

write a report

go to a meeting

ask for a raise

take a day off

write an e-mail

send an e-mail

get paid

take notes

meet a client

get promoted

work overtime

Academic words attitude (n) ***

colleague (n) ***

document (v) *

predict (v) ***

contact (v) ***

cycle (n) **

file (v) **

promote (v) ***

Academic words review Complete the sentences using the words in the box. environment

negative

predict promote publish

1 Reports now

that we will live longer than our parents.

2 We got a lot of Everyone was unhappy. 3 Thinking about the a greener life.

responses to the e-mail we sent last week. isn’t just for scientists—everyone can live

4 You can read more about our work in the essays we will year. 5 Office robots are not an easy thing to idea at all.

next

—people don’t like the

Unit review Reading 1

I can distinguish facts from opinions when reading.

Reading 2

I can use pronoun reference to understand what I read.

Study skill

I can use technology to organize and improve my study.

Vocabulary

I can use words and collocations related to work.

Grammar

I can use the simple future and going to.

Writing

I can write concluding sentences for my texts.

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UNIT 10

187

FUNCTIONAL LANGUAGE

Functional language phrase bank The phrases below give common ways of expressing useful functions. Use them to help you as you’re completing the Discussion points and Developing critical thinking activities. Asking for clarification Sorry, can you explain that some more? Could you say that another way? When you say … do you mean …? Sorry, I don’t follow that. What do you mean?

What do you think about …? How about you, Jennifer? What do you think? What about you? Does anyone have any other ideas? Do you have any thoughts on this?

Asking for repetition Could you repeat that, please? I’m sorry, I didn’t catch that. Could you say that again?

Asking for more information In what way? Why do you think that? Can you give an example?

When you don’t know the word for something What does … mean? Sorry, I’m not sure what … means.

Not giving a strong preference It doesn’t matter to me. I don’t really have a strong preference. I’ve never really thought about that. Either is fine.

Working with a partner Would you like to start? Shall I go first? Shall we do this one first? Where do you want to begin? Giving opinions I think that … It seems to me that … In my opinion … As I see it … Agreeing and disagreeing I know what you mean. That’s true. You have a point there. Yes. I see what you’re saying, but … I understand your point, but … I don’t think that’s true. Asking for opinions Do you think …? Do you feel …?

188

FUNCTIONAL LANGUAGE

Expressing interest I’d like to hear more about that. That sounds interesting. How interesting! Tell me more about that. Giving reasons This is … because … This has to be … because … I think … because … Checking understanding Do you know what I mean? Do you see what I’m saying? Are you following me? Putting things in order This needs to come first because … I think this is the most/least important because … For me, this is the most/least relevant because …

Writing task peer review checklist

PEER REVIEW CHECKLIST

Use the checklist below as you read over your partner’s work. 1 Does the paragraph have these things: name class the date a title 2 Could you follow the main idea of the paragraph? Is it a good response to the writing assignment? 3 Does every sentence begin and end with correct punctuation? Is every paragraph indented? 4 What is your favorite sentence or point from the paragraph? 5 Did you notice any target vocabulary from the unit? Write it here: 6 Highlight any target grammar from the unit. 7 Underline the topic sentence or sentences. 8 Write one question about the paragraph for the writer.

PEER REVIEW CHECKLIST

189

ACADEMIC WORDS

Academic words revision Units 1–5 Complete the sentences using the words in the box. comment convinced despite energy figure location project role site text

1 Can you make your screen brighter? I can’t see the the screen. 2 That’s the wrong

on

. We spend $1,500 each year, not $2,500.

3 Our new campus library is much greener now. We only use wind and solar . 4 Their hotel is popular because of its

next to the beach.

5 They are planning to finish their

on time.

6 I know Ahmed will do well in his new

as manager.

7 Thank you for posting your 8 Her team is

on my online article. they can finish the job on time.

9 We all went running

the rain because we needed the exercise.

10 There is so much activity on this building

.

Units 6–10 Complete the sentences using the words in the box. attitude brief channel contact equal individual instructions normal similar

final

1 Kasia is always happy to help. Her very positive.

to work and colleagues is

2 An optical illusion normally works only for a 3 A narrow

moment.

separates the islands from the rest of the country.

4 My spending on food is almost for both every month.

to my rent. I pay about $500

5 We don’t want to make any more changes to our essay. This is the version. 6 Matthew works with each

student so everybody learns well.

7 Before turning on the computer, make sure you read the 8 This machine makes a loud noise. Don’t worry, this is 9 Mamoru and Elias are very twin brothers!

. .

People sometimes ask if they are

10 You can your professors by sending them an email. But they rarely answer the telephone. 190

ACADEMIC WORDS

Citations 1

Page 16 – Source: Pew Research Center survey ‘Which Leadership Traits Matter Most?’ Nov 12-21 2014 (N=1835)

2 Page 26 – Source: Bureau of Labor Statistics, ‘Time use on an average weekday for full-time university and college students’ https://www.bls.gov/tus/charts/ students. htm 3

Page 62 – Source: American Public Transport Association, ‘Public Transportation Fact Book’, April 2011, 62nd Edition.

4

Page 83 – Sang In Jung, MS, PT; Na Kyung Lee, PhD, PT; Kyung Woo Kang, PhD, PT; Kyoung Kim, PhD, PT & Do Young Lee, MSc, PT, ‘The effect of smartphone usage time on posture and respiratory function’, Journal of Physical Therapy Science, Jan 2016, 28(1): 186-189

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Page 83 – Hysing M, Pallesen S, Morten Stormark K, Jakobsen R, Lundervold AJ & Sivertsen B, ‘Sleep and use of electronic devices in adolescence: results from a large population-based study’, 2013, British Medical Journal (BMJ): Open, Volume 5 Issue 1

Macmillan Education 4 Crinan Street London N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-1-786-32356-9 Text, design and illustration © Macmillan Publishers Limited 2018 Written by David Bohlke Series Consultant Dorothy E. Zemach The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. This edition published 2018 First edition entitled “Skillful” published 2012 by Macmillan Publishers Limited All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by emc design ltd Illustrated by Carl Morris (Beehive Illustration) pp54, 56, 124 & 149; and emc design ltd Cover design by emc design ltd Cover picture by Sam Parij (Eye Candy Illustration)/Getty Images/Moment Open/ Alicia Llop Picture research by Emily Taylor Author’s acknowledgements As a materials writer I am indebted to the many professionals I have worked with over the years. I am especially grateful to the following for their professional mentoring and the high standards they have instilled in me: Jack C. Richards, Mary Vaughn, Deborah Goldblatt, Amy McCormick, Arlen Gargagliano, Donna Brinton, and Tom Wharton. I would also like to thank series consultant Dorothy Zemach, as well as the entire Macmillan Education team for their ongoing guidance, support, and patience through the development of this course. The publishers would like to thank the following for their thoughtful insights and perceptive comments during the development of the material: Dalal Al Hitty, University of Bahrain, Bahrain; Karin Heuert Galvão, i-Study Interactive Learning, São Paulo, Brazil; Ohanes Sakris, Australian College of Kuwait, Kuwait; Eoin Jordan, Xi’an Jiaotong-Liverpool University, Suzhou, China; Aaron Rotsinger, Xi’an Jiaotong-Liverpool University, Suzhou, China; Dr. Osman Z. Barnawi, Royal Commission Yanbu Colleges & Institutes, Yanbu, Saudi Arabia; Andrew Lasher, SUNY Korea, Incheon, South Korea; Fatos¸ Uğur Eskiçırak, Bahçeşehir University, Istanbul, Turkey; Dr. Asmaa Awad, University of Sharjah, Sharjah, United Arab Emirates; Amy Holtby, The Petroleum Institute, Abu Dhabi, United Arab Emirates; Dr. Christina Gitsaki, Zayed University, Dubai, United Arab Emirates. The author and publishers would like to thank the following for permission to reproduce their images RF123/Alexandr Bognat p184, 123RF/zsirosistvan p30; Alamy/Age footstock p65(cr), Alamy/Arcaid Images p47(tr), Alamy/blickwinkel p26–27, Alamy/BSIP SA p160, Alamy/Bill Cheyrou p163, Alamy/Andrea De Martin p83, Alamy/Lev Dolgachov p49, Alamy/epa european pressphoto agency p173(tr), Alamy/Paul Gapper p155(background), Alamy/Hero Images Inc p180, Alamy/Fares Al Husseni p87, Alamy/Matej Kastelic p152–153, Alamy/Geraint Lewis p159,

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