with workbook

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ENGLISH FOR TODAY'S WORLD with Workbook

JOAN SASLOW ALLEN ASCH ER

With Top Notch Pop Songs and Karaoke by Rob Morsberger

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Contents

Learning Objectives for 3A and 3B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

UNIT 6 Life Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 UNIT 7 Holiday Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 UNIT 8 Inventions and Discoveries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 UNIT 9 Controversial Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 UNIT 10 Beautiful World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Reference Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Grammar Booster . . . . . . . . . . . . . .

· . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Wri�ing Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Top Notch Pop Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

WORKBOOK UNIT 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W55 UNIT 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W67 UNIT 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W78 UNIT9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W88 UNIT 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W96 About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .last page

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iv

LEARNING OBJECTIVES

Make Small Talk PAGE2

Health Matters PAGE 14

Getting Things Done PAGE 26

Reading for Pleasure PAGE 38

Natural Disasters PAGE 50

COMMUNICATION GOALS VOCABULARY GRAMMAR • Make small talk

• Describe a busy schedule

• Develop your cultural awareness

• Discuss how culture changes over time

• Show concern and offer help

• Make a medical or dental appointment

• Discuss types of treatments

• Talk about medications

• Offer a solution

• Discuss how long a service will take

• Evaluate the quality of service

• Plan an event

• Recommend a book

• Ask about an article

• Describe your reading habits

• Discuss online reading

• Convey a message

• Tell someone about the news

• Describe natural disasters

• Prepare for an emergency

• Asking about proper address

• Intensifiers

• Manners and etiquette

• Dental emergencies

• Describing symptoms

• Medical procedures

• Types of medical treatments

• Medications

• Ways to indicate acceptance

• Services

• Planning and running an event

• Genres of books

• Ways to describe a book

• Some ways to enjoy reading

• Severe weather and other natural disasters

• Reactions to news

• Adjectives of severity

• Emergency preparations and supplies

• Tag questions: use, form, and common errors

• The past perfect: Statements

IM@H;l:t.I@fa • Tag questions: short answers

• Verb usage: present and past: overview

• Drawing conclusions with must

• Will be able to; Modals .!TI.ID'. and might

13¥Hifri;i:i.I.?fo;i • Other ways to draw conclusions: probably and

most likely

• Expressing possibility with maybe

• The causative

• The passive causative

13¥WM;#:i.I.?fo;i • Causative make to indicate obligation

• Let to indicate permission

• Causative have: common errors

• The passive causative: the ID'. phrase

• Noun clauses: usage, form, and common errors

• Noun clauses: Embedded questions

o Form and common errors

ld;[email protected];i:i.I.?ilj;i • Verbs that can be followed by clauses with that

• Adjectives that can be followed by clauses with that

• Embedded questions

o with whether

o usage and common errors

o punctuation

• Indirect speech: Imperatives

• Indirect speech: SID'. and tell-tense changes

13MUlf.i;#:i.i.foJ;i • Direct speech: punctuation rules

• Indirect speech: optional tense changes

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CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING • Talk about the weather to begin a

conversation with someone you don't know

• Use question tags to encourage someone to make small talk

• Ask about how someone wants to be addressed

• Answer a Do you mind question with Absolutely not to indicate agreement

• Say That was nothing! to indicate that something even more surprising happened

• Use Wow! to indicate that you are impressed

• Introduce disappointing information with I'm sorry. but ...

• Show concern with Is there anything wrong? and That must be awful

• Begin a question of possibility with I wonder if .. .

• Use Let's see ... to indicate you are checking for something

• Confirm an appointment with I'll I We'll see you then

• Express emphatic thanks with I really appreciate it

• Use I'm sorry. but ... and an excuse to politely turn down a request

• Indicate acceptance of someone's excuse with No problem.

• Suggest an alternative with Maybe you could ...

• Soften an almost certain no with That might be difficult

-

• Use Actually .... to indicate willingness to reconsider

• Use Actually to show appreciation for someone's interest in a topic

• Soften a question with Could you tell me ... ?

• Indicate disappointment with Too bad

• Use I'm dying to ... to indicate extreme interest

• Say Are you sure? to confirm someone's willingness to do something

• Use I would. but ... to politely turn down an offer

• Say Will do to agree to a request for action

• Use Well to begin providing requested information

• Say What a shame to show empathy for a misfortune

• Introduce reassuring contrasting information with�

• Say Thank goodness for that to indicate relief

Listening Skills • Listen for main ideas

• Listen to summarize

• Confirm the correct paraphrases

Pronunciation • Intonation of tag questions

Listening Skills • Listen to activate vocabulary

• Listen for details

• Auditory discrimination

Pronunciation • Intonation of lists

Listening Skills • Listen to confirm

• Listen for main ideas


Pronunciation • Emphatic stress to express

enthusiasm

Listening Skills • Listen to take notes

• Listen to infer a speaker's point of view and support your opinion

Pronunciation • Sentence stress in short answers

with�



• Paraphrase

• Listen to infer meaning

Pronunciation • Direct and indirect speech: Rhythm

Texts • A business meeting e-mail

and agenda

• An online article about formal dinner etiquette of the past

• A survey about culture change

• A photo story

Skills/Strategies • Apply prior knowledge

• Draw conclusions

• Understand from context

Texts • A travel tips website about

dental emergencies

• A brochure about choices in medical treatments

• A medicine label

• A patient information form

• A photo story

Skills/Strategies • Understand from context

• Relate to personal experience

• Draw conclusions

Texts • A survey about procrastination

• A business article about how to keep customers happy

• A photo story

Skills/Strategies • Infer point of view

• Activate language from a text

Texts • An online bookstore website

• A questionnaire about reading habits

• A magazine article about the Internet's influence on our habits

• A photo story

Skills/Strategies • Recognize point of view

• Understand meaning from context

Texts • News headlines

• A textbook article about earthquakes

• Statistical charts

• A photo story

Skills/Strategies • Paraphrase

• Confirm facts

• Identify cause and effect

• Interpret data from a chart

Task • Write a formal and an

informal e-mail message

l"d'lmi:i-HiH;• • Formal e-mail etiquette

Task • Write an essay comparing two

types of medical treatments

f.ij;ili!fii:i-Hilj;i • Comparisons and contrasts

Task • Write an essay expressing

a point of view about procrastination

tiJ;HMH:i.t.Hh;I Supporting an opinion with personal examples

Task • Write a summary and review

of something you've read

if4;1111f0:J.I.M•i;i • Summarizing

Task • Write a procedure for how to

prepare for an emergency

l"d'''l'i:i.t.H•i;• • Organizing detail statements

by order of importance

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vi

Life Plans PAGE 62

Holidays and Traditions PAGE 74

Inventions and Discoveries PAGE 86

Controversial Issues PAGE 98

Beautiful World PAGE 110

COMMUNICATION GOALS VOCABULARY GRAMMAR • Explain a change of intentions

and plans

• Express regrets about past actions

• Discuss skills, abilities, and qualifications

• Discuss factors that promote success

• Wish someone a good holiday

• Ask about local customs

• Exchange information about holidays

• Explain wedding traditions

• Describe technology

• Take responsibility for a mistake

• Describe new inventions

• Discuss the impact of inventions I discoveries

• Talk about politics

• Discuss controversial issues politely

• Propose solutions to global problems

• Debate the pros and cons of issues

• Describe a geographical location

• Warn about a possible risk

• Describe a natural setting

• Discuss solutions to global warming

• Reasons for changing plans

• Qualifications for work or study

• Types of holidays

• Ways to commemorate a holiday

• Some ways to exchange good wishes on holidays

• Getting married: events and people

• Describing manufactured products

• Descriptive adjectives

• Political terminology

• A continuum of political and social beliefs

• Some controversial issues

• Ways to agree or disagree

• How to debate an issue politely

• Geographical features

• Compass directions

• Ways to recommend or criticize a place

• Ways to describe risks

• Dangerous animals and insects

• Geographic nouns and adjectives

• Describing natural features

• Energy and the environment

Expressing intentions and plans that changed: Was I were going to and would

• Perfect modals

13¥H!H.i;i:i.i.?fo;i • Expressing the future: review

• The future with will and be going to: review

• Regrets about the past:

o � + the past perfect

o Should have and ought to have

• Adjective clauses with subject relative pronouns who and that

o Usage, form, and common errors

• Adjective clauses with object relative pronouns who, whom, and that

o Form and common errors

'3¥H•M;•=t.1@;;1 • Adjective clauses: common errors

• Reflexive pronouns

• fu'. + reflexive pronouns

• Reciprocal pronouns: each other and one another

• Adjective clauses: who and whom in formal English

• The unreal conditional: Review and expansion

• The past unreal conditional

o Usage, form, and common errors

HMUfri;i:i.i.?iiJ;i • Real and unreal conditionals: review

• Clauses after wish

• Unless in conditional sentences

• The unreal conditional: variety of forms

• Non-count nouns that represent abstract ideas

• Verbs followed by objects and infinitives

'MWHM:i·'.foH • Count and non-count nouns: review and extension

• Gerunds and infinitives:

0 form and usage

o usage after certain verbs

• Prepositional phrases of geographical places

• Too + adjective and infinitive

HMi•M;•:i.t.?iiJ;i • Prepositions of place: more usage

• Proper nouns: capitalization

• Proper nouns: use of the

• Infinitives with enough

Reference Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 122

Grammar Booster ......................................................................................................... page 135

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CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING • Say No kidding! to indicate

delight or surprise

• Say How come? to ask for a reason

• Express a regret with I should have ...

• Use You never know ... to reassure someone

• Accept another's reassurance with True

• Show friendliness by wishing someone a good holiday

• Reciprocate good wishes with Thanks! Same to you!

• Preface a potentially sensitive question with Do you mind if I ask

YQ!!_,__,_,_ • Ask about socially appropriate

behavior in order to avoid embarrassment

• Express appreciation with Thanks. That's really helpful

• Congratulate someone for a major new purchase

• Apologize for lateness and provide an explanation

• Indicate regret for a mistake by beginning an explanation with

I'm ashamed to say ...

• Reduce another's self-blame with That can happen to anyone and No harm done

• Ask for permission when bringing up a topic that might be controversial

• Use �to begin a question clarifying someone's statement

• Politely indicate unwillingness with No offense. but ...

• Apologize for refusing with I hope you don't mind

• Use How do you feel about ... to invite someone's opinion

• Offer an explanation for one's opinion.

• Use �to introduce a different point of view

• Show interest in someone's plans by asking follow-up questions

• Indicate possible intention with I've been thinking about it

• Qualify a positive response with Sure. but ...

• Elaborate further information using�

• Express gratitude for a warning

Listening Skills • Listen for details

• Listen to classify information

• Listen to infer a speaker's motives

Pronunciation • Reduction of have in perfect

modals



• Infer information

Pronunciation • "Thought groups"

Listening Skills • Listen to draw conclusions


• Listen to infer meaning

• Infer the correct adjective

Pronunciation • Contractions with Ji in spoken

English

Listening Skills • Infer a speaker's political and

social beliefs

• Infer a speaker's point of view


• Auditory discrimination

Pronunciation • Stress to emphasize meaning




• Infer a speaker's point of view

Pronunciation • Voiced and voiceless 1h

Texts • Career and skills inventories

• A magazine article with tips for effective work habits

• A photo story

Skills/Strategies • Understand from context

• Confirm content

Texts • Factoids on holidays

• A magazine article about holidays around the world

• Proverbs about weddings

• A photo story

Skills/Strategies • Scan for facts

• Compare and contrast

• Relate to personal experience

Texts • Case studies of poor purchasing

decisions

• A book excerpt about antibiotics

• Factoids on famous inventions

• A photo story

Skills/Strategies • Find supporting details


Texts • A self-test of political literacy

• A textbook introduction to global problems

• A photo story

Skills/Strategies • Activate language from a text

• Critical thinking

Texts • Maps

• An online article about ways to curb global warming

• A photo story

Skills/Strategies • Interpret maps


• Critical thinking

• Summarize

Task • Write a short autobiography

Hd•mti:iehili;i • Dividing an essay into topics

Task • Write a detailed description of

two holidays

H;Hmti=M·M;• • Descriptive details

Task • Write an essay about the historical

impact of an important invention or discovery

@;ilildi:!.l@i;i • Summary statements

Task • Write an essay presenting the two

sides of a controversial issue

H;Hmti:i.I.H•i;i • Contrasting ideas

Task • Write a geographic description of

your country, state, or province

1v,q;11111H:l.Hilf ;i • Organizing by spatial relations

Writing Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 150

Top Notch Pop Lyrics ...................................................................................................... page 154

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viii

TO THE TEACHER What is Top Notch? Top Notch is a four-level communicative course that prepares adults and

young adults to interact successfully and confidently with both native and non-native speakers of English.

The goal of Top Notch is to make English unforgettable through: • Multiple exposures to new language • Numerous opportunities to practice it • Deliberate and intensive recycling

The Top Notch course has two beginning levels-Top Notch Fundamentals for true

beginners and Top Notch 1 for false beginners. Top Notch is benchmarked to

the Global Scale of English and is correlated to the Can-do Statements of the

Common European Framework of Reference.

Each full level of Top Notch contains material for 60-90 hours of

classroom instruction.

NEW This third edition of Top Notch includes these new features: Extra

Grammar Exercises, digital full-color Vocabulary Flash Cards, Conversation

Activator videos, and Pronunciation Coach videos.

Award-Winning Instructional Design* Daily confirmation of progress Each easy-to-follow two-page lesson begins with a clearly

stated practical communication goal closely aligned to the Common European Framework's Can-do Statements. All activities are integrated with the goal, giving vocabulary and grammar meaning and purpose. Now You Con activities ensure that students achieve each goo I and confirm their progress in every class session.

Explicit vocabulary and grammar

Clear captioned picture-dictionary illustrations with accompanying audio take the guesswork out of meaning and pronunciation. Grammar presentations containing both rules and examples clarify form, meaning, and use. The unique Recycle this Language feature continually puts known words and grammar in front of students' eyes as they communicate, to make sure language remains active.

High-frequency social language

Twenty memorable conversation models provide appealing natural social language that students can carry "in their

pockets" for use in rea I life. Rigorous controlled and free discussion activities systematically stimulate recycling of social language, ensuring that it's not forgotten.

* Top Notch is the recipient of the Association of Educational Publishers' Distinguished Achievement Award.

Linguistic and cultura I fluency Top Notch equips students to interact with people from different language backgrounds by including authentic accents on the audio. Conversation Models, Photo Stories, and cultural fluency activities prepare students for social interactions in English with people from unfamiliar cultures.

Active listening syllabus All Vocabulary presentations, Pronunciation presentations, Conversation Models, Photo Stories, Listening Comprehension exercises, and Readings are recorded on the audio to help students develop good pronunciation, intonation, and auditory memory. In addition, approximately fifty carefully developed listening tasks at each level of Top Notch develop crucial listening

comprehension skills such as listen for details, listen for main ideas, listen to activate vocabulary, listen to activate grammar, and listen to confirm information.

We wish you and your students enjoyment and success with Top Notch 3. We wrote it for you.

Joan Saslow and Allen Ascher

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COMPONENTS

Active Teach Maximize the impact of your Top Notch lessons. This digital tool provides an interactive

classroom experience that can be used with or without an interactive whiteboard (IWB).

It includes a full array of digital and printable features.

For class presentation . • .

e NEW Conversation

Activator videos: increase students' confidence in oral communication

e NEW Pronunciation Coach videos: facilitate clear and fluent oral expression

0 NEW Extra Grammar Exercises: ensure mastery of grammar

mm

NEW Digital Full-Color Vocabulary Flash Cards: accelerate retention of new vocabulary

¥0CMUl.Mf----·---------

I _______ .. __ .... _ .. __ ; :=:..:..:.= -::. : :=:=: = =

• 0 Clickable Audio: instant access to the complete classroom audio program

• Top Notch Pop Songs and Karaoke: original songs for additiona I language practice

Workbook Lesson-by-lesson

written exercises

to accompany the

Student's Book

Full-Course Placement Tests

. ----·---·-

i�:.�� ...:;..,,.,,._

For planning . • •

• A Methods Handbook for a communicative classroom

• Detailed timed lesson plans for each two-page lesson

• Complete answer keys, audio scripts, and video scripts

For extra support ...

•Hundreds of extra printable activities, with teaching notes

• Top Notch Pop language exercises

For assessment ...

• Ready-made unit and rev iew achievement tests with options to edit, add, or delete items.

Teacher's Edition and Lesson Planner • Detailed interleaved lesson plans, language and culture

notes, answer keys, and more

•Also accessible in digital form in the Active Teach

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U N IT I

Life Pl ans

PREVIEW

What's the best career for you? Take the preference inventory to see which fields might be a good match for you. Check the activities you like (or would like) to do.

Q work on experiments in a science laboratory

Q write songs

Q manage a department of a large business co_rpo

_ra

_t_io

_n-====='

repair furniture

0 be a doctor and care for sick people

Q design the stage scenery for a play ;ii:..:� ·°II;.-

lliil 1', 1,� 11111llf!i1[I]11t1 If!! �:i 1 Expla in a change of intentions or plans. 2 Express regrets about past actions . 3 Discuss sk ills, abi l ities, and qua l ifications. 4 Discuss factors that promote success.

0 teach adults how to read -------------=�::::::::::��==============�======== ��.:;.,_

study a company's sales

restore antique cars

Q teach science to young people �........:....:.._.....:;;;:;;:;;;;;;;;;;;;;;;;;;;;;;;�� Q help families with problems

manage a company's sales representatives

0 make clothes to se_ll _____ __

Q interpret X-rays and other medical tests

Q make paintings and sculptures

0 help couples with their new " . -��1f'�7,1·.�.l .. 'Ii"'!' ··i'!:WJ>'.;,__ •

start my own business

build houses

ff�)!'' " .·iiJ;,.<.·,·'

Write the number of check marks you have by each color.

Field: II BUSINESS II SCIENCE

Ill ARTS

A DISCUSSION Ta l k about the q uestions .

111'.CRAFTS

• Which f ie ld or f ie lds d id you have the most check marks i n ?

• Were you s u rp rised by you r resu lts? Exp la i n .

• What a re some jobs or profess ions i n that f ie ld?

62 UNIT 6 feralan.com


B 3:12 PHOTO STORY Read and l isten to a conversation about a career choice.

Charlotte: Dr. M i l ler, I wonder if I cou ld pick you r bra in .

Dr. Miller: Sure, Charlotte. What's on your mind?

Charlotte: Wel l , I a lways thought I wou ld go to engineering school, but now I 'm not so sure anymore.

Dr. Mil ler: Wel l , it's not so u n usua l for a person you r age to change her mind . . .

Dr. Mil ler: I m u st have changed mine ten t imes before I settled on medici ne! Have you decided on someth ing else?

Charlotte: Wel l , actua l ly, I 've developed an interest in the hea lth field, and since you 're a doctor . . .

Dr. Mil ler: Are you th in king of medici ne?

Charlotte: N ot specifica l ly. Someth ing related that doesn't take that long to study . . .

Charlotte: I know there are some good options, but I 'm having trouble making up my mind.

Dr. Mil ler: Wel l , have you given any thought to becoming a phys ica l therapist? It's a great field . You he lp people, and there's a lways a job ava i lable .

Charlotte: Hmm. Physica l therapy. I shou ld have thought of that. I ' l l keep that i n mind.

C FOCUS ON LANGUAGE F ind the fo l l owi ng exp ress ions i n the Photo Story. Use the context to he l p you match the express ions and thei r mean ings .

. ... . . . . . 1 make u p one's m ind a decide to do someth ing e l se

. . . . . . . . . 2 keep someth ing i n m ind b remember someth i ng

. . . . .. . . . 3 be on one's m ind c th i n k of someth i ng

......... 4 sett le on

. . . . . . . . . 5 change one's m ind

......... 6 pick someone's bra in

SPEAKING

d decide to do someth ing after cons ideri ng confl ict ing choices

e ask someone about someth ing

f make a fi na l deci s ion that won 't change

A Have you ever changed you r m ind before settl i ng on someth ing? Check any a reas i n which you have changed you r m ind .

D a ca reer or job choice D a flat or other p lace to l ive

D a fie ld of study D the choice of a school or col lege

D a marriage D other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B DISCUSSION Su rvey the c lass . How many c lassmates checked each box? Discuss the reasons why peop le changed the i r p lans .

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Jillfilm MORE

EXERCISES

Explain a change of intentions or plans

CONVERSATION MODEL A 3:20 Read and l isten to a conversat ion about a change i n p lans .

A: So what a re you doing these days?

B: Wel l , I 'm in denta l school .

A: No kidd i ng ! I thought you had other p lans .

B: That's r ight. I was going to be an art ist, but I changed my mind .

A: How come?

B: Wel l , it's hard to make a l iv ing as a painter!

8 3:21 RHYTHM AND INTONATION Listen aga in and repeat. Then practice the Conversat ion Model with a partner.

GRAMMAR Expressing intentions and plans that changed: Was I Were going to and would

Express and ask a bout past intentions and plans that changed with was I were going to+ a base form. I was going to get married (but I d idn 't) . They were goi ng to study art (but they d idn 't) . Was she going to take the cou rse? Were you going to study with Dr. Me l lon?

Weren't you going to study law? {Yes, I was. I No, I wasn 't.) Where were they going to work? (In Kuala Lumpur.) Who was going to teach this c lass? (My sister was.)

You can also use would {the past of will)+ a base form to express plans and intentions that changed, but only in a noun clause fol lowi ng verbs such as thought, believed, or said.

She thought she would be a doctor (but she changed her m ind) . We a lways bel ieved they would get married (but they never did). They said they would pay for their daughter's stud ies (but they d idn 't) .

Note: You can also use was I were going to in a noun clause after thought, bel ieved , or sa id.

They said they were going to arrive before noon (but they didn 't) .

GRAMMAR PRACTICE Write what each person sa id he or she was going to do.

'' I'm going to stop smoking. ' '

1. H e s-aid J..ie was- qo_i_n_qt o_. _ . . _______ .,([,

" I'm going to find a husband. "

Be carefu l ! Don't use wou ld+ a base form alone. It must be used in a noun clause. Use was I were going to instead .

She was going to be a doctor. NOT She would be a doctor.

GRAMMAR BOOSTER p. 135 • Expressing the future: review • The future with will and

be going to: review

' ' I'm going to marry Sylvia. ' '



....... .. mt�,� VOCABULARY Reasons for changing plans CARDS

A 3:22 Read and l i sten . Then l i sten aga in and repeat.

I wanted to be a pop sta r, but my tastes changed.

I was going to be an a rt ist, but it's hard to make a living as an a rt ist.

I thought I wou ld be a lawyer, but I didn' t pass the exam.

I wanted to become a f i refighter, but my fam i ly talked me out of it.

I was go ing to marry George, but I changed my mind.

B VOCABULARY I GRAMMAR PRACTICE Comp lete each sentence, us ing wou ld and a reason from the Vocabu la ry. Then com pare reasons with a partner.

1 Lau ra thought I be I a doctor, but . . . 3 We were su re I Bi l l I go I to the loca l u n ivers ity, but . . .

2 I thought I become I an astronaut, but . . . 4 Joe a lways be l i eved I become I a writer, but . . .

C 3:23 LISTEN TO ACTIVATE VOCABU LARY Listen to the conversations . Com p lete each statement about the decis ion each person made. Then l i sten aga i n a nd use the Vocabu la ry to write the reason each person changed his o r her m ind .

1 She wanted to be a . . . . . . . . . . . . . . . . . , but she cha nged her mind because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 He was go ing to . . . . . . . . . . . . . . . . . Jess ica, but he d idn 't because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 He a lways thought she wou ld become a . . . . . . . . . . . . . . . . . , but she d idn 't because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 She was go ing to . . . . . . . . . . . . . . . . . a Romanian na med Andrei, but she d idn 't because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explain a change of intentions or plans

A NOTEPADDING On the notepad, write some i ntent ions or p lans you had i n the past but changed you r m ind about. Write the reasons for the cha nges, us ing the Vocabu lary or other reasons .

. . . · · · · · "erJ�'g B CONVERSATION ACTIVATOR With a pa rtner, change the Conversation Model, us ing the i nformation on you r notepad . Then change ro les .

A: So what a re you doing these days? B: Wel l, . . . . . . . . . . A: No kidd ing ! I thought you had other p lans . B: That's right. I was go ing to . . . . . . . . . , but . . . . . . . . .

A: How come? B: Wel l, . . . . . . . . . .

for my l ife :

for my studies:

for my career:

� ..... ,-� �°"·'-""'��;..,,.;···..c""' �

DON'T STOP! • Ask more questions. • Expla in your choices and decisions. • Discuss the futu re .

C CHANGE PARTNERS Practice the conversat ion again about other i ntentions or p lans from you r notepad .

r'}

1� l,i

'[ :' '! -

UNIT 6 65 feralan.com


. J!l:r!llm MORE

EXERCISES

Express regrets about past actions

GRAMMAR Perfect modals

Use perfect modals to express feelings and bel iefs about past actions and events:

• Regrets or judgments: should have + past partici ple

I should have stud ied med icine. (But unfortunately, I d idn 't.) She shou ldn 't have divorced Sam. (But unfortunate ly, she d id.)

• Possibi l i ty: may have I might have + past participle

I may (OR might) have fai led the final exam. It was real ly hard . He may (OR might) not have been ab le to make a l iv ing as a painter.

• Abil ity (OR possibi l i ty): could have + past participle

He was the driver. He cou ld have prevented the accident. The museum was closed , but she cou ldn't have known that. It's usua l ly

open on Tuesdays.

• Certainty: would have + past participle

You should have gone to Rio. You would have loved it . It's good they d idn't move to Europe. They wouldn' t have been happy there.

• Conclusions: must have + past participle

Beth isn 't here. She must have gone home early. ( I th ink that's what happened .)

They d idn 't buy the house. The price must not have been acceptable . ( I th ink that 's the reason .)

A GRAMMAR PRACTICE Choose the moda l that log ica l ly comp letes each sentence. Write that moda l and the verb in the perfect moda l form .

GRAMMAR BOOSTER p. 136 Regrets about the past: wish + the past perfect; should have and ought to have

1 I don 't know why she took that job. It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the on ly one avai lab le . (m ust O R shou ld) be

2 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a rch itectu re. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . rea l ly good at it. (should OR may) study (must OR wou ld) be

3 Jen na's not study ing Ch inese anymore . I t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . too hard to learn Chi nese (should OR might) be

and Japa nese at the same ti me.

4 We d id n 't know we were going to have five ch i ld ren . We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . such a sma l l house . (cou ld not O R should not) buy

5 E l l a sti l l loves big cities . She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the countryside. (m ust not OR shou ld not) move

6 When I was you ng, everyone thought I was a g reat s inger. But I decided to become a lawyer in stead .

Looki ng back, I th i n k I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on the wrong career. (may OR should) decide

B PAIR WORK Provide th ree poss ib le reasons for each statement. Use may I might have, m ust have, and cou ld have. Fol l ow the exam ple .

Example: j ohn i s late fo r d in ner.

' He m ight have gotten stuck in traffic. ' '

' Or he cou ld have had an i mportant meet ing at work. ' '

1 M y brother never got married .

2 A l l the c lasses were cance led today.

3 M ichael is forty, and he j u st became a doctor.

4 Rachel g rew u p i n New York, but now she l ives i n Sao Pau lo.

5 They had one ch i ld , and then they had th ree more.

6 They had their honeymoon i n the U.S. i n stead of i n France.



· · · · "VrJ£'� PRONUNCIATION Reduction of have in perfect modals COACH

....... J!m:Iil.:B VIDEO

A 3:24 Notice the red uction of have i n pe rfect meda ls . Read and l i sten . Then l isten aga in and repeat.

/Judav/ 1 I shou ld Mave ma rried Marie.

'-.._,../

/martav/ 2 They m ight l;f ave left.

'-.._,../

/natav/ 3 We may not �ave seen it.

/kudav/ 4 She cou ld Mave been on t ime.

'-.._,../

B PAI R WORK Take tu rns read i ng the sentences with perfect meda l s i n Exercise A. Use correct red uction of have.

CONVERSATION MODEL A 3:25 Read and l i sten to a conversation between two people

d iscuss ing a reg ret about the past.

A: I shou ld have married Steven .

B: Why do you th i n k that?

A: Wel l , I m ight have had ch i ldren by now.

B: Cou ld be. But you never know. You might not have been happy.

A: True.

8 3:26 RHYTHM AND INTONATION Listen agai n a nd repeat. Then p ractice the Conversation Model with a partner.

Express regrets about past actions

A NOTEPADDING Write about some regrets you have about past actions . Say how you th i n k th i ngs m ight have been d ifferent i n you r l ife today.

Past action

a job I career choice

Past action

a ·ob I ca reer choice

a field of stud

a marria e I divorce

a choice of house or a artment

a move from one lace to another

Regret How might things have been different?

I didn't take the job at Macro Tech.

Re ret How mi s have been different?

B CONVERSATION ACTIVATOR With a pa rtner, persona l ize the Conversation Mode l . Discuss you r regrets and specu late on how th ings m ight have been d ifferent. Use i nformation from you r notepad and perfect meda ls . Then cha nge roles .

A: I shou ld (OR I shou ldn 't) have . . . . . . . . . . DON'T STOP! B: Why do you th i nk that?

• Ask your partner more quest ions about h is or her regrets.

�ilifdliiii�U!ita'bf!iM Why d id I d idn 't you _? Why don 't you _? A: Wel l , 1 . . . . . . . . . .

B: Cou ld be. But you never know. You might . . . . . . . . . .

A: ......... .

• Specu late about what happened .

• Offer advice.

How about ?

must (not) have _ may I might (not) have _ cou ld have



Discuss skills, abilities, and qualifications

BEFORE YOU LISTEN ....... i•tm'� A 3:27 VOCABULARY • Qualifications for work or study Read and l isten . Then l i sten aga i n and repeat.

CARDS

talents ab i l it ies i n a rt, music, mathematics, etc ., that you a re born with She was born with talents in both mathematics and art.

skills ab i l it ies that you lea rn, such as cooking, spea king a fore ign language, or d rivi ng She has several publishing skills: writing, editing, and illustrating.

experience t ime spent worki ng at a job Martin has a lot of experience in sales. He has worked at three companies.

knowledge u nderstand ing of or fam i l ia rity with a subject ga i ned from experience or study James has extensive knowledge of the history of film. You can ask him which classics to see.

qualifications ta lents, ski l l s, experience, a nd knowledge that make a person a good cand idate for a job I have two qualifications for the English teaching position: I have a teaching certificate, and I have taught English for two years.

B TH I N K AND EXPLAIN Exp la in the fol l owing i n you r own words . Use exam ples from you r l ife.

• the d iffe rence between a ta lent and a ski l l

• the d ifference between experience a n d knowledge

LISTENING COMPREHENSION A 3:28 LISTEN FOR DETAILS Listen to n i ne peop le being interviewed at an

i nternationa l job fa i r. Stop after each interview a nd match the interviewee with his or her q ua l ificat ion fo r a job. Listen aga i n if necessa ry.

I nterviewee

.. h ..... 1 Son ia Esp inoza

. . . . . . . .. 2 S i lvano Lucastro

. ... .. . . . 3 Ivan Marti novic

. . . . . . . . . 4 Ag nes Lu ki ns

. . . . . . . . . 5 E lena Bu rgess

....... .. 6 Ka ren Trent

. . . . . . . . . 7 Ed Snodg rass

..... . . . . 8 Aki ko Uzawa

. . . . . . . . . 9 M ia K im

Qual ificat ions

a a good memory

b artistic ab i l ity

c mathematica l ab i l ity

d log ical th i n ki ng

e com pass ion

f manual dexte rity

g com mon sense

k ath letic ab i l ity

i leadersh ip sk i l l s

B PAI R WORK With a partner, c lass ify each q ua l ification from Exercise A. Do you agree on a l l the c lass ifications? Discuss and exp la in you r op in ions .

atti letic a bi l ity ' I th ink ath letic ab i l ity is a ta lent.

You're born with that. "

'' I don't agree. I th i n k if you tra in and work at i t , you can develop into a g reat ath lete . I th ink it's a ski l l . "



Discuss skills, abilities, and qualifications

A FRAME YOUR I DEAS Take the ski l l s i nventory.

Interests Check the fields that interest you: D business D art D science D manufacturing D education D other __ _

Qualifications Check the qualifications you believe you have:

D manual dexterity D logical thinking D mathematical ability D common sense

D artistic ability D compassion D a good memory D leadership skills

D athletic ability D other (advanced computer skills, for example)

Experience Briefly note information about your experience, skills, and any special knowledge you have.

Experience:---------------------------------Skills:------------------------------------Special knowledge: _________________________ _____ _

B NOTEPADDING On you r notepad, write specific exam ples of you r q ua l ifications Then sha and q ua l

re and d iscuss you r sk i l ls, ab i l ities, ifications with a pa rtner.

Qualificatio n

-

Qual ification rnatJiernatical ability

-

Example

C PAIR WORK Use the i nformation on you r notepad to do one of the fo l l owing activities.

Example I'm 9reat at rwrnber pvzzle>.

• Role-p lay an i nterview for a job. '' Please come i n . I Have a seat. • Role-p lay an interview for ca reer advice.

• Ro le-p lay an i nterview for entry into a profess iona l (o r other k ind of) schoo l .

I have experience in [teach ing]. I don't have much experience, but _. I ' m good at [math] . I have three years of [French] .

'

� Tel l me someth ing about you r [sk i l ls] .

D GROUP WORK Tel l you r c lass what you l earned about you r pa rtner i n the i nterview.

U My partner has a lot of experience i n . . . "

�

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Discuss factors that promote success

BEFORE YOU READ A WARM-UP How im portant do you th i n k the fo l l owi ng factors are to caree r success? N u m ber

the factors in order of im porta nce, mak ing 1 the most im portant and 6 the l east im portant.

D s ki l l s D ta lent D work habits

D prior experience D job knowledge D other

D physica l appearance, d ress, etc.

B DISCUSSION Exp la in the reasons for you r most i m portant and least im portant choices. Use concrete exam ples .

READING •3:2�

The Five Mast Effective Worlf Habits Advice to new worlfers from a CEO If you are new to the working world, you are eager to demonstrate your skills and knowledge. However, in addition to those, some basic work habits may be even more effective in promoting your success. Read the following advice to new workers, written by the head of a company.

0 Volunteer for assignments One of the best ways to signal that you are a keen learner and are not afraid of hard work is to volunteer for assignments. However, before volunteering for a task, be sure you have the skills and knowledge to accomplish it successfully.

@ Be nice to people Be nice to people regardless of their rank or position. When you are nice to people, they go out of their way to help you, and every new worker needs help in order to get ahead.

@).Prioritize your work We all love to start work on things that are close to our hearts. However, these may not be the most urgent and important in our list of tasks to do. Have a list of things to do according to their strategic importance to your company. When you prioritize your work, you are more productive, and that

increases your chances of career success.

8 Stay positive As someone new in the working world, you are not used to office culture. And there may be office politics that complicate things. Try to stay above politics and remain positive in the face of challenges. When you are positive, you stay focused on your goals. You make better decisions and, therefore, get more things done.

0 Highlight a problem but bring solutions Offer a solution each time you highlight a problem to your boss or management. You need to remember that when you bring problems and not solutions, people may think of you as a "complainer."

These five work habits, at first glance, may seem like common sense. However, in actual working environments, people tend to forget the basics. I counsel new workers in our company to internalize this behavior and consistently use it to increase their chances of career success.

Source: Ada pted fro m www.ca reer-success-for-newbies.com.

70 UNIT 6

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. . . . . . . J!lifil1JJ MORE

EXERCISES

A UNDERSTAND FROM CONTEXT F ind and u nder l i ne the words below i n the Read ing . Use context to he l p you write a defin it ion for each. Then com pare defin it ions with a partner.

a hab it

a sol ution

•

prio ritize

B CONFIRM CONTENT Answer the questions, accord ing to what the CEO suggests .

1 Which may be most im po rtant i n determ in ing a new worker 's success: knowledge, work habits, or ski l l s?

2 Why shou ld workers vo l u nteer to do tasks?

3 Why is " be ing n ice" a va l uab le habit to deve lop?

4 What i s the va lue of pr iorit iz ing tasks?

5 How does stay ing posit ive help you be more p roductive?

6 What's wrong with stati ng a problem without propos ing a so l ution?

Discuss factors that promote success

A NOTEPADDING On you r notepad, write some factors that have helped you be successfu l i n you r l ife, stud ies, or work, and some factors that have prevented you from being successfu l . (You ca n choose one, some, or a l l a reas to com ment on . ) Then com pare notepads with a pa rtner.

L Area Factors that helped © _ Factors that hurt ® my pe�onal l ife_ love) patie11�e) common_s-:._11!:._e ! not �irre11i119 to or pa i119 a1te11tio11 to otl-iers-

Area

m ersona l l ife

Factors that hel ed © Facto rs that h u rt ®

m stud ies wo"-'-r_._.k _____________________________ 1

B DISCUSSION Discuss factors that you th i n k p romote success and factors that don 't. Use you r notepad fo r support, but expand on it with specific exam p les from you r l ife to i l l u strate each factor. Ta l k about p lans that changed a nd any regrets you may have.

experience knowledge common sense

Changes in plans I thought I wou ld _, but _. I was go ing to _, but I cha nged

my mind . talked me out of it .

It 's hard to make a l iving as _. My tastes changed .

Regrets I shou ld have I cou l d have I might have _. I would have

Text-mining (optional)

Find and und erl in e th ree words or ph ras es in th e Reading th at were n ew to you. Us e th em in your Disc ussi on .

F or examp le: "p ri ori ti ze your work."



A 3:30 Listen to the conversat ions between peop le ta l king about l ife changes. Write i nformation on the notepad . Listen aga in if necessary.

__ W!Jy did the Rerson change h is o r her m ind? An regret_s_? ___ �

B Exp la in the mean ing of each of the qua l ifications . Then write an occu pation or cou rse of study for a person with each qua l ification .

Qua I ification

1 ath letic ab i l ity

2 a rtistic ab i l ity

3 mathematica l ab i l ity

4 logica l th i nk i ng ab i l ity

5 a good memory

6 leadersh ip ski l l s

C Com plete each statement of bel ief, us ing wou ld .

Defi n ition Occu pation or Study

1 When I was a ch i ld , I thought I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 My parents bel ieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 My teachers were su re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 When I fi n i shed schoo l , I d idn 't know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D Read each sentence. Com plete the statement in parentheses, us ing a perfect moda l .

1 Marie was ve ry u n happy i n h e r ma rriage. (She shou ld . . . )

2 After Sylv ia moved to another cou ntry, she d iscovered she l i ked her own better. (She cou ld . . . )

1. 5Jie S"hou ld Jiave tried to commul) i cate

1--� re LNitJ, lier Jius-bal)d .

3 My parents were sorry they so ld thei r cou ntry house . (They shou ld n 't . . . )

4 I can 't u nderstand how she lea rned to s peak I ta l i an so fast. (She m ight . . . )

5 Look at joh n 's ca r. It's a l l smashed u p . (He must . . . ) For additional language practice . . .

WRITING I n YORK TOP NOTCH • • Lyri cs p. 154

"I Should Have Married Her"

. . . . . . . . . . . . JillfillJJ!I . . . . . . . . . . J!lrfilfil1

Write a short autobiog raphy. I nc l ude i nformation about one or a l l of the topics below. If you have any regrets, express them, us ing perfect moda ls .

SONG KARAOKE

• you r b i rth

• you r ch i ldhood

• you r stud ies

• other aspects of you r l ife WRITI NG BOOSTER p. 150 • Divid ing an essay into topics • Guidance for this writing exercise

72 UNIT 6

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.. lillfilli!!I GAMES

ORAL REVIEW STORY IN PAI RS Choose one of the characte rs : M ichael or Car lota . Look at the pictu res for each of the th ree dates. Tel l the story of you r character to you r pa rtner. Then change partners and choose a d ifferent character.

Michael Carlota

NOW I CAN D Expla in a change of intentions or p lans . D Express regrets about past actions . D Discuss ski l l s, ab i l ities, and qua l ificat ions . D Discuss factors that promote success.



U N IT

A couple d ressed in the traditional hanbok d u ring the Korean hol iday of Chuseok

H o l idays a nd Traditions

rRIJ �I 1� lll 11 lif!i i [Ill ltil!!! �i 1 Wish someone a good hol iday. 2 Ask about local customs. 3 Exchange information about hol idays . 4 Exp la in wedding traditions .

Performers i n the fantastic costumes of Brazi l 's world-famous yearly celebration of Carnava/

A Look at the photos. Which trad it ions a re you a l ready fa m i l ia r with? Which ones wou ld you l i ke to know more about? Why?

B DISCUSSION Why do people keep traditions a l ive? Do you th i nk it's im portant to lea rn about the customs of other cu ltu res? Exp la in you r reasons .

74 UNIT 7

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ENGLISH FOR TODAY 'S WORLD Understand English speakers from different language backgrounds.

c 4:02 PHOTO STORY Read and l i sten to a conversation about hol iday trad itions .

Basma = Arabic speaker Mi-Cha = Korean speaker

Basma: Wow! That dress you r s ister 's wearing is gorgeous! What was the occasion?

Mi-Cha: Oh, that was for Chuseok. The dress is ca l l ed a hanbok.

Basma: Did you say Chuseok? What's that-a hol iday?

Mi-Cha: That's right. It's a traditiona l Korean ho l iday. It ta kes p lace in September or October each year to celebrate the harvest.

Basma: So does everyone dress up l i ke that?

Mi-Cha: Some people do.

Basma: So what else does everyone do on Chuseok?

Mi-Cha: We get together with our re latives. And we eat a lot!

Basma: Wel l , that sou nds nice.

Mi-Cha: Not on ly that, but we go to our hometowns and visit the graves of o u r ancestors .

Basma: So I su ppose the a i rports and tra in stations are mobbed with people, right?

Mi-Cha: Tota l ly. And the traffic is im possib le . It takes hours to get anywhere.

SPEAKING

Basma: I thi n k every cou ntry's got at least one hol iday l i ke that!

Mi-Cha: What hol iday comes to m ind for you ?

Basma: I t remi nds m e of Eid a l-Adha, a four-day rel ig ious hol iday we celebrate where I come from.

Mi-Cha: I n whpt way?

Basma: Wel l , people put on their best c lothes, and we eat a ton of great food . We a lso travel to be with our relatives and visit the g raves of our loved ones who have d ied .

Mi-Cha: How about that! Sounds j ust l i ke our hol iday.

D PARAPHRASE Find each u nderl i ned expression in the Photo Story. Write each sentence in you r own words. Complete the chart about trad itions in you r cou ntry.

Present you r i nformation to the c lass . 1 "It ��.k.�s. P.1 ?'!=.� i n September or October."

2 "We g�� !99.�t.�� t.� ou r- re lat ives ."

3 "The tra i n stations �.r�. �<?P.�� . �i��. P.��P. 1.�."

4 "The traffic J� Jr:r1 P.9.s� !�I.�"

5 " It rem inds me of Eid a l -Adha ." . . . . . . . . . . . . . . .

E FOCUS ON LANGUAGE Write five sentences about a hol iday or a trad it ion in you r country, us ing the u nder l i ned lang uage from Exercise D.

5011

UNIT 7 75

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Wish someone a good holiday

CONVERSATION MODEL A ....- �:03 Read and l i sten to a conversation about a ho l iday.

A: I heard there's going to be a ho l iday next week .

B: That's right. The Harvest Moon Festiva l .

A: What k ind of ho l iday is it?

B: I t 's a ��!3.S�r]� � ho l iday that takes p lace i n a utu m n . People spend time with the i r fam i l ies and eat moon ca kes .

A: Wel l , have a great Ha rvest Moon Festiva l !

B: Thanks ! Same to you !

B ..., ·04 RHYTH M AND INTONATION Listen aga in and repeat. Then practice the Conversation Model with a partner.

--'�r'l�'� VOCABULARY Ways to commemorate a holiday CARDS

A ..., 4:06 Read and l i sten . Then l i sten aga in and repeat.

....- 4:05 Types of holidays

seasonal h·ist

·o·rica1

religious

a moon ca ke

B PAIR WORK Match the Vocabu la ry with ho l idays and celebrations you know.

'' Everyone wears costu mes on . . . ' '

76 UNIT 7

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C 4:07 LISTEN TO ACTIVATE VOCABU LARY Listen and use the Vocabu lary to comp lete the cha rt.

Mard i G ras (U .S . )

Basti l l e Day ( France)

Tsagaan Sar (Mongol ia)

GRAMMAR Adjective clauses with subject relative pronouns who and that

Adjective clauses identify or describe people or thi n gs . I ntroduce adjective clauses about people with the relative pronouns who or that.

A mariachi singer is someone Carnaval is a great hol iday for people

Fami l ies

who (oR that) s ings traditional Mexican music . who (oR that) l ike parades. who (oR that) want to watch the fi reworks go to the park.

Use that, not who, for adjective clauses that describe th ings.

Be carefu l !

Thanksgiving is a celebration The parade

that takes place in November. that commemorates Basti l le Day is very excit ing.

GRAMMAR BOOSTER p. 136 Don 't use a subject pronoun after the relative pronouns who or that. • Adjective clauses: common errors

Don 't say: Thanksgiving is a celebration that it takes p lace in November.

A UNDERSTAND THE GRAMMAR Underl i ne the adjective c lauses and c i rc le the re lat ive p ronouns . Then d raw an arrow from the re lative pronoun to the noun or p ronoun it describes.

1 Ramadan is a re l ig ious trad iQhaybegins on a d iffe rent day every year.

2 Chuseok is a Korean seasona l ho l iday that celebrates the yea rly ha rvest.

• Reflexive pronouns • fu + reflexive pronouns • Reciprocal pronouns: each other

and one another

3 The woman who designed those amazi ng costu mes for the parade is rea l ly ta lented .

4 The celebrations that take p lace in B razi l d u ring Carnava l are rea l ly w i ld !

5 People who remember Apri l Foo l 's Day every Apr i l pt have a lot of fu n .

6 The Dragon Boat Festiva l i n Ch ina is a hol iday that takes pl ace i n May or J u ne .

B GRAMMAR PRACTICE On a separate sheet of paper, write five

. .l!lrfilm sentences with adjective c lauses to describe some hol idays and EXE�g�� trad itions i n you r cou ntry.

. . . . . . J·�m£� A CONVERSATION ACTIVATOR Use you r chart from page 75 to ro le-p lay the Conversat ion Model with a vis itor to you r cou ntry. Wish each other a good hol iday. Then change ro les.

A: I heard there's going to be a hol iday next . . . . . . . . . . B: That's r ight. . . . . . . . . . . DON'T STOP!

• • • i S" a re l i i ovS" trad iti on that . . . • • • i s- a reat ho l i da for eo le Who . . .

Some ways to exchange good

wishes on holidays . 1

l · / great I happy1 holiday · Have a n ice 1

Enjoy yourself on (Chu�eok1 .

You too! I Same to you .

A: What ki nd of ho l iday i s it? B: It's a . . . . . . . . . ho l iday that takes

Ask and answer more questions. Use the Vocabulary.

place . . . . . . . . . . Peop le . . . . . . . . . A: Wel l , . . . . . . . . . ! B: · · · · · · · · · .

B CHANGE PARTNERS Exchange wishes about other ho l idays .

What e lse do people do? Do people [send cards]? What kinds of [food do you eat I

music do they play]? Where do people [march in parades]?

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Ask about local customs

CONVERSATION MODEL A � 4:08 Read and l isten to a conversation about loca l customs.

A: Do you m i nd if I ask you about so meth ing?

B: Of cou rse not. What's u p?

A: I 'm not su re about the customs here . If someone i nvites you for d i n ner, shou ld you bri ng the host a g ift?

B: Yes . It's a good idea. But the g ift that you bring shou ld be i nexpens ive.

A: Wou ld i t be appropriate to bri ng flowers?

B: Defin ite ly!

A: Thanks . That's rea l ly he lpfu l .

B � 4:02 RHYTHM AND INTONATION Listen aga in and repeat. Then practice the Conversation Model with a partner.

GRAMMAR Adjective clauses with object relative pronouns who, whom, and that

I n some adjective clauses, the relative pronoun is the subject of the clause. In other adjective clauses, the relative pronoun is the object of the clause.

who as subject = (The people are the guests.) who as object = (You invite the people.) The people who are the guests should br ing gifts . The people who you invite should br ing gifts.

When a relative pronoun is an object of a clause, use who, that, or whom for people and that for thi ngs. The relative pronoun is often omitted , especial ly in speaking. (Note: whom is very forma l .)

The people who (OR that I whom) you invite should bring gifts. I The people you invite shou ld bring gifts. The gifts that you bring should be inexpensive. I The gifts you bring should be inexpensive.

Be ca refu l !

When t h e relative pronoun is t h e subject of t h e clause, i t can NOT b e omitted . Don't say: The people are the guests should br ing gifts. GRAMMAR BOOSTER p. 138

Do not use an object pronoun after the verb. Don 't say: The people who you invite them should bri ng gifts.

• Adjective clauses: who and whom

in formal Engl ish

A UNDERSTAND THE GRAMMAR Correct the e rror i n the adjective c lause i n each sentence. Exp la in each correction .

tJ,at 1 Putt ing butter on a ch i ld 's nose is a bi rthday tradit ion w-00 peop le U On ly u se who fo r people. "

observe on the Atlant ic coast of Canada.

2 On the Day of the Dead, Mexicans remember fa m i ly members who they have d ied .

3 The tomatoes that peop le th row them at each other du ri ng La Tomatina i n Buno l , Spa in , make a terrib le mess.

4 The performer sang that traditiona l hol iday song i s world-fa mous .

5 The fi reworks peop le set them off du ri ng the s u m mer festiva ls in J apan are very beautifu l .

78 UNIT 7

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. . . . . . l!ll!li:fil!I MORE

EXERCISES

B GRAMMAR PRACTICE Comp lete the adjective c lause in each sentence, us ing the cues. Om it the re lative pronou n when poss ib le .

h J •

1 The traditiona l Ch inese dress . . . . . . . � . . �. �. �.�.'!.�'.�·� · · · · · · · · · · · i s ca l l ed a cheongsam. She's wea ri ng the dress.

2 The man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p lays i n a mariach i band . You met the m a n yesterday.

3 The you ng people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . were a l l weari ng . . You saw the you ng people in the pa rade.

trad 1t1ona l costu mes.

4 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . shou ld fi nd out the loca l customs. People visit other cou ntries.

5 Anzac Day is a ho l iday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to remember People celebrate the hol iday i n Austra l ia .

the so ld iers who d ied i n wars.

·· · "�rJ£i PRONUNCIATION "Thought groups" COACH

A Chinese woman wea ri ng

a traditiona l cheongsa m

A 4: 1 0 "Thought g rou ps" c la rify the mean ing of sentences . Notice how sentence rhythm i nd icates how thoughts are g rou ped. Read and l i sten . Then l i sten aga in and repeat.

1 The person who comes for d i nner shou ld b ri ng f lowers.

2 The man we i nvited to the pa rty is from Senega l . ...._______,

3 The song that you were l i sten ing to is fado m usic from Portuga l . ...._______,

4 The Cherry B lossom Festiva l is a tradit ion that people obse rve i n Japan every spri ng . -.____:..___...

B Pract ice read ing a loud the sentences you com pleted i n Exercise B above, breaking the sentences i nto thought g roups .

· · · · · · "�(J£'g A CONVERSATION ACTIVATOR With a partner, change the Conversation Mode l . Ro le-p lay a conversat ion i n wh ich you ask about local customs . Use the Ideas from the box. Then change ro les.

A: Do you m ind if I ask you about someth ing? B: . . . . . . . . . . What's u p?

Ideas • Someone invites you out for d inner. • Someone invites you to a party. • Someone gives you a gift. • Someone makes a specia l effort to he lp you . • Your own idea :

A: I 'm not su re about the customs here. If . . . . . . . . . , shou ld . . . . . . . . . ? B: . . . . . . . . . . A: Wou ld it be a ppropriate to . . . . . . . . . ? B: . . . . . . . . . . A: Than ks . That's rea l ly he l pfu l .

DON'T STOP! Ask and answer other questions.

Is it OK if ? Wou l d it be [customary I impo l ite I

offensive] to _ ? Shou ld I ?

B CHANGE PARTNERS Ask about loca l customs i n other s ituations .

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Exchange information about holidays

BEFORE YOU READ �AR�-UP Look at the p�o�os and the names of the hol idays in the Read ing. How would you categorize each hol idayh1stoncal, seasonal , or rel ig ious? Are you fami l iar with any of these hol idays? What do you know about them?

READING .-.. 4: 1 1

Ramadan, the Month of Fasting "May you be well throughout the year" i s the typical greeting during Ramadan, the ninth month of the Islamic calendar, a special occasion for over one billion Muslims throughout the world. According to Islamic tradition, Ramadan marks the time when Muhammad received the word of God through the Koran. Throughout the month, Muslims fast-totally abstaining from food and drink from the break of dawn until the setting of the sun. It is also a time of increased worship and giving to the poor and the community. Ramadan ends with the festival of Eid ul-Fitr-three days of family celebrations-and eating!

Worshippers p ray duri ng Ramadan.

The Chi nese NewYear The Chinese New Year is celebrated by Chinese around the world and marks the beginning of the first month in the Chinese calendar. The celebration usually takes place in February and lasts for fifteen days. Before the holiday begins, families clean out their houses to sweep away bad luck, and they decorate their doors with red paper and big Chinese characters for happiness, wealth, and longevity. The night before, families gather together for a delicious meal. Outside, people set off firecrackers that make loud noises all through the night. I n the morning, children wish

80 UNIT 7

their parents a healthy and happy new year and receive red envelopes with money inside. It is customary for people to give each other small gifts of fruits and sweets and to visit older family members.

On the last day, people have a parade i n the street carrying a large cloth dragon.

Simon Bolivar's Bi rthday Simon Bolivar was born on July 24, 1 783, in Caracas, Venezuela. He is known throughout Latin America as "The Liberator" because he led the fight for independence from Spain. His armies freed Venezuela, Bolivia, Colombia, Ecuador, and Peru. He is memorialized in many ways, but two countries celebrate his birthday every July z4rh_Venezuela and Ecuador. On that day, schools and most general businesses are closed, and there are military parades and government ceremonies. But the malls are open, and people usually use the holiday to go shopping.

Bol ivar led the fight for independence.

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. . . . l!lIBW! MORE

EXERCISES

A SCAN FOR FACTS Comp lete the chart. Check the hol idays on wh ich each trad it ion is observed, accord ing to the i nfo rmation in the Read ing . Exp la in you r answers .

O n t h i s holiday, people . . . Ramadan Chi nese New Year Bol ivar's Birthday

give gifts. 0 0 wear costu mes. 0 0 pray. 0 0 wish each other wel l . 0 0 get together with their fami l ies. 0 0 decorate the i r homes. 0 0 celebrate for several days. 0 0 give away money. 0 0 have parades. 0 0 avoi d eati ng d u ring the day. 0 0

Wh ich holiday is celebrated in more than one country? Q Ramadan Q Chinese New Year Q Simon Bol ivar's Bi rthday

0 0 0 0 0 0 0 0 0 0

B COM PARE AND CONTRAST Which ho l iday or trad it ion from the Read i ng do you fi nd the most i nte resti ng? Why?

C RELATE TO PERSONAL EXPERIENCE Name one ho l iday you know for each trad it ion i n the cha rt.

Exchange information about holidays

A NOTEPADDI NG With a partner, choose th ree ho l idays i n you r country. Discuss the trad it ions of each hol iday a n d write notes about them on you r notepads.

Trad it iona l ly, people _. I t 's customary to _. It's probably best to _.

-,__ - A h i stori ca l hol iday --

�ame of ho l iday

pu rpose -

--

typ ica l food

-

typ ica l m us ic

-- -- - -

- typ ica l c loth i ng

-c- --

other trad itions -

,.,,, ..... �

B GROUP WORK Choose a hol iday from you r notepad a n d present i t to you r c lass . You r c lassmates a s k q uestions .

I

---

A seaso nal hol iday

-- ------- -

-

A re l iq i ous hol iday

Text-mining (optional) l Find and underl ine three words or phrases in the Reading that were new to you . Use them in your Group Work.

For example: "a specia l occasion."

I.'

UNIT 7 81

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Explain wedding traditions

BEFORE YOU LISTEN . . . . . . . •�m'� A : 1 2 VOCABULARY • Getting married Read and l i sten . Then l i sten aga in and repeat.

CARDS

TH E EVENTS

an engagement an agreement to marry someone-get engaged v.

a (marriage) ceremony the set of actions that forma l ly makes two s ing le people become a married cou p le-get married v.

a wedding a formal marriage ceremony, especia l ly one with a rel ig ious service

a reception a large fo rmal pa rty after a weddi ng ceremony

a honeymoon a vacation ta ken by two newlyweds after the i r wedd ing

B D ISCUSSION Read about wedd ing traditions i n many cou ntries .

• THE PEOPLE a f1ance a m an wh · a fiancee a

o is engaged Woman wh .

a bride a w o is engaged oma n at th . gets married e time she a groom a man . married at the time he gets newf1n.u d

· " .... e s the brid im mediately after the and g_room e Weddmg

How are these s im i l a r to or d ifferent from trad itions p racticed i n you r cou ntry?

The bride th rows the bouquet afte r the wedd ing ceremony. The woman who catches it i s bel ieved to be the next to get ma rried .

LISTENING COMPREHENSION

The newlyweds cut the cake together at the wedd ing reception .

The groom ca rries the bride "across the th resho ld ," th rough the doorway to the i r new home. Soon afte r the wedding, they go on thei r honeymoon .

A 4:1 3 LISTEN FOR MAI N IDEAS Li sten to Pa rt 1 of a lectu re about a trad itiona l I nd ian wedding . Wh ich of the statements best s u m marizes the i nformation?

D a An I nd ian cou ple gets engaged long before the weddi ng .

D b There's a l ot of p reparation before an I nd ian wedd ing .

D c An I nd ian wedd ing lasts for days .

B 4: 1 4 LISTEN FOR DETAILS Listen aga in to Pa rt 1 and c irc le the best way to com plete each statement.

1 A trad it iona l H i ndu wedding celebration ca n last for more than (two I five) days .

2 The b ride's and g room's bi rthdates are used to choose the (engagement I wedding) date.

3 Before the wedd ing, mus ic ians vis it the (bride's I g room's) home.

4 The (bride I g room) i s washed with o i l .

5 A n o lder re lative offers the (bride I groom) money.

6 Relatives spend a lot of t ime painti ng the (bride's / g room's) ski n .

82 UNIT 7

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C 4 : 1 5 LISTEN FOR MAIN IDEAS Now l i sten to Pa rt 2 of the l ectu re. What is the i nformation main ly about?

D a the wedd ing ceremony D b the honeymoon D c the reception after the wedd ing

D � 4: 1 6 LISTEN FOR DETAILS Listen aga in to Part 2 and check the statements that are true . Correct the statements that a re fa lse.

D 1 Relat ives wash the bride's and groom's hands .

D 2 The bride i s seated beh ind a c loth so the g room can not see her.

D 3 Re latives th row rice gra ins at the bride and g room.

D 4 The cou ple g ives each other ri ngs made of f lowers .

D 5 The g room pl aces a f lower necklace a round the bride's neck.

Explain wedding traditions

A FRAME YOUR I D EAS With a pa rtner, read each say ing or p roverb about wedd ings and marriage. Discuss what you th i n k each one means .

"Marry off your son when you Wish . Ma rry off

" Marriage is j u st fr iendsh ip if there a re no ch i ld ren ."

South Africa

"The woman

cries before the

wedding and the

man after."

Poland

your da ugh ter when you can ." Ita ly

" Marriages are a \ I

happy. lt's having

breakfast together

that cau ses a \ I the

trouble ."

�dvice to the bride: Wear something old and something new something borrowed and something blue.':

I reland United Kingdom

B DISCUSSION Do you fi nd any of the say ings o r p roverbs offens ive? Why or why not? What say ings or proverbs about weddi ngs do you know in you r own language?

C NOTEPADDING On you r notepad, make a l i st of wedd ing tradit ions i n you r cou ntry. Com pare you r l i sts with those of other g rou ps.

D PAIR WORK Ro le-play a conversation i n which you describe local wedd ing trad it ions to a vis itor to you r country. Ask and answer q uestions about the deta i l s . Use the Vocab u la ry.

[a re l igious] tradit ion [a huge] celebration the br ide I the groom I the newlyweds

take p lace i n spend t ime with [someone]

It's [customary I common I appropriate] to _.

" Wel l , before they get engaged, they have to . . . ' '

� So how does a cou p le get engaged here? '

Before the wedding:

At the wedding ceremony:

After the weddinq :

"• �-

UNIT 7 83

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A 4· 1 7 Listen to each conversation and c i rc le the occas ion or the people they are ta l king about. Then l i sten aga in and ci rc le I if the statement is true or_E if it is fa lse . Correct any fa l se statements. Listen aga in if necessa ry.

1 (an engagement I a reception I a honeymoon) T F The man who is spea k ing is the g room.

2 (an engagement I a reception I a honeymoon) T F The man who is spea k ing wi l l be the g room.

3 ( a bride I a groom I re latives) T F The wo man who is speak ing is the bride.

4 (a bride I a groom I re latives) T F The woman who is speak ing is a guest.

B Comp lete each statement, us ing verbs from the un it Vocabu lary. Then write the name of a hol iday you know for each statement.

1 . . . . . . . . . . . . . . . . . . . . . f i reworks.

2 . . . . . . . . . . . . . . . . . . . . i n parades.

3 . . . . . p icn ics .

4 · · · · · · · · · · · · · · · · . . . . . ti me with thei r fa m i l ies .

5 . . . . . . . . . . . . . . . costu mes .

6 . . . . . . . . . . . . . . . g ifts .

7 . . . . . . . . . . . . . . . . . . . . . . each other wel I .

C Comp lete each sentence with an adjective c lause. F ind the i nformation i n th is u n it, if necessa ry.

1 A groom is a man . . �h.C? . h�?j��:t:.9�1f�n. �.�xr_igd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Eid u l-Fitr is a re l ig ious ho l iday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 A honeymoon is a vacation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 A hanbok is a traditiona l dress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 A wedd ing reception is a party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Chuseok is a ho l iday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D On a separate sheet of paper, com plete each statement about local trad itions i n you r cou ntry.

1 If someone i nvites you to h is or her house for d i nner, you shou ld . . .

2 If someone g ives you an expens ive g ift, you shou ld . . .

3 If you are i nvited to a formal wedd ing, you shou ld wear . . .

4 If a friend or co l l eag ue gets engaged, you shou ld . . .

5 If someone wants to get married, he or she shou ld . . .

WRITING Describe two d ifferent ho l idays that are celebrated i n you r country. I nc l ude as many deta i l s as you can about each .

• What k ind of hol iday is it?

• When is it ce lebrated? WRITI NG BOOSTER • How is it ce lebrated? • Descriptive deta i ls

p. 15 1

• What do peop le do I eat I say I wear, etc .? • Guidance for this writing exercise

84 UNIT 7

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ORAL REVIEW PAIR WORK CHALLENGE For one min ute, look at the Fact Sheet for one of the hol idays . You r pa rtner looks at the other Fact Sheet. Then c lose you r books. Ask and answer q uestions about each other's ho l idays . For exam ple :

Why do peop le ce lebrate Sol)9 kral)?

PAIR WORK Create conversations for the peop le . 1 Ask about one of the ho l idays . Sta rt l i ke th is :

I heard tliere's- 9o in9 to be a Jio l i day. 2 Ask about loca l customs du ring the hol iday. Sta rt l i ke th is :

Do yo v m il)d if I a s-k yo v S'o meth i n9?

GROUP PRESENTATION Choose one o f the hol idays and g ive a presentation to you r g roup or class. Use adjective c lauses.

Sol) 9 kra n i S' a s-eaS'Ol)a l ho l i day tliat . . .

Mexican Jndependence Da.Y Celebrated on September 15 and 16. Commemorates . . . • the beginning of the War of Independence. • Mexico's independence from Spain.

People • . .

• march in parades. • perform traditional music. • decorate with the colors of the Mexican flag

(red, white, and green). • set off fireworks. • eat special dishes (sometimes red, white,

fl!Dll It's customary for people

to shout, "Viva Mexico!" Even if you

are not Mexican, you can join in. and green).

NOW I CAN D Wish someone a good hol iday. D Ask about loca l customs. D Exchange i nfo rmation about hol idays. D Exp la in wedding traditions.

UNIT 7 85

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U N IT

PREVIEW

The wheel

I nventions and D iscoveries

The mosquito net �- The X-ray

Hand des Anatomen Geheimrath von Kolliker Im Ph)11k.d. In 11tut der l Ul\cr�1t;!l \\ ut Lllr

ml\ x#�tn.hltn .1u(g('f'l(lmmen • '" Proressor Dr W. C. R6n1cen.

A DISCUSSION Most of the p ictu res represent i nventions . Do you know wh ich one(s) resu lted from a di scovery? How wou ld you expla i n the d ifference between an i nvention a nd a d iscovery? Provide some exam ples of i nventions and d iscoveries .

86 UNIT 8

[R1I i 1,t, 11111 llf;i i !1l I ltt1f!l '1 Describe tech nology.

2 Take respons ib i l ity fo r a mistake. 3 Describe new inventions . 4 Discuss the impact of inventions I discoveries.

The television

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· o PHOTO STORY Read and l i sten to a conversation about how a n i nvention m ight have hel ped someone.

Leslie: This itch ing i s driving me crazy!

Jody: Look at you r arm! Are those mosq u ito bites?

Leslie: Yeah . Ben and I got eaten a l ive last weekend . We went away for a second honeymoon at th is cute l ittle bed and breakfast in the mountains, but the mosq u itoes were bruta l .

Jody: That doesn't sou nd very romantic. Didn 't they have screens in the windows?

Leslie: Wel l, they did, but ours had a big hole, and we didn't rea l ize it u ntil the m iddle of the n ight. What a nightmare!

Jody: Too bad you didn't bring any insect repel lent. There are tons of mosqu itoes in the mountains th is time of year. Hel lo !

Leslie: We actua l ly did have some, but it just didn't work that wel l . You know how Ben is-everything has to be organic and natural and . . .

Jody: Wel l, with a l l due respect to Ben, you just have to bite the bul let once in a whi le and use the stuff that works. Whether you l i ke it or not, the poison is effective.

Leslie: I agree, but Ben won't hear of it. You know, next time we go away for a romantic weekend, I'm packing one of those mosqu ito nets to hang over the bed .

C PARAPH RASE Say each of the u nder l i ned express ions from the Photo Story i n you r own way.

D TH INK AND EXPLAIN Answer the q uestions, accord ing to the Photo Story.

1 "Ben and I gq� �!3.t�.n. �J ix� last weekend."

2 " . . . the mosqu itoes YY�f�.l?rYt� �·" 3 "There a re �9!1.s. 9� mosq u itoes i n the mou nta ins th is

ti me of yea r."

4 " . . . you j ust have to bite the bu l let once i n a wh i le and use the stuff itiai ·war·k·s·.,; . . . . . .

5 "YY.��r xqy . IJ �� . it .C?� !1.C?�, the poison is effective ."

6 " I ag ree, but Ben yy�.r!'.t. ��.r.<?f J�."

SPEAKING

1 What effect does a mosqu ito bite cause?

2 Where were Les l i e and Ben when they got the mosqu ito bites?

3 How did mosq u itoes get into thei r bedroom?

4 Why wou ld Ben object to "the stuff that works"?

5 What i s another preventive measure again st mosqu itoes?

Read the l i st of i m porta nt i nvent ions and d iscoveries and add another im portant one to the l i st. Then ran k them in order of im portance from 1 (most im portant) to 1 0 ( l east im portant). With a pa rtner co m pare rankings and exp la in you r reasons for ran ki ng one the most i m portant.

Rank Ite m Ran k Item

a i r travel the pri nt ing press

ant ib iotics the I nternet

smart phones vacci nation

i nsect repel lents water pu rificat ion systems

mosq u ito nets other:

UNIT 8 87

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Describe technology

. . . . . . . . . . •�m'� VOCABULARY Describing manufactured products CARDS

A 4:2 1 Read and l i sten . Then l i sten aga in and repeat.

Uses n ew technology Offers h ig h qua l ity Uses new ideas

h i gh-tech OR h i gh-end OR i n novative OR

state-of-the-a rt OR

cutting-edg e

top-of-the- l ine OR

fi rst- rate

revolutionary OR

n ovel

B �:22 LISTEN TO ACTIVATE VOCABU LARY Listen to the ads and choose the co rrect word or phrase.

1 The Strawberry smart phone is (state-of-the-a rt I top-of-the- l i ne) .

2 The B lackstone is a ( revo lutionary I high-end) device.

3 The M icro sca n ner is a (h igh-end I cutt ing-edge) prod uct.

4 The Dig icon Bl X Beta is a (nove l I fi rst- rate) camera .

5 The 1 7-i nch LCD mon itor is ( i nnovative I top-of-the- l i ne) . Contractions

I I you wou ld --7 I 'd I you 'd

GRAMMAR The unreal conditional: Review and expansion he I she wou ld --7 he'd I she'd we I they wou ld --7 we'd I they'd

Remember: Unreal conditional sentences describe unreal conditions-conditions that don't exist. Use the simple past tense or were in the if clause. Use would or cou ld in the result clause.

if clause (unreal action or cond ition) result clause (if it were true) If I wanted a cutt ing-edge phone, I 'd look for one at TechnoWorld . (But I don 't want one.) If you were here , we could study together. (But you are not here.)

The if clause can occur first or last. If the if clause comes fi rst, use a comma. Be carefu l ! I f it weren't so expensive, they would buy it. OR They would buy it if it weren't so expensive. Never use would in an if c lause .

Don't say: If you wouldbe here . . . Questions

If you saw a l ighter laptop , would you buy it? (Yes, I wou ld . I No, I wou ldn 't . ) Where would you go if there were an affordable cru ise? GRAMMAR BOOSTER p. 139 If your car d ied on the h ighway, who would you ca ll ? • Real and unrea l conditionals: review

• Clauses after wish • Unless in conditional sentences

A U N DERSTAND THE G RAM MAR Check the statements that describe u n real cond it ions .

D 1 If they see someth ing fi rst- rate, they buy it.

D 2 If you tu rned off you r phone in the theate r, it wou ldn 't bother the other theate rgoers .

D 3 I ' l l save a lot of money on gas i f I rent the Alva .

D 4 She cou l d show us how to use the Dig icon remote keyboard i f s he were here .

B GRAM MAR PRACTICE Choose the correct forms to comp lete the u n rea l cond itiona l sentences.

1 If the Tekn icon 1 7- inch mon itor (were I wou ld be) on sa le, I (wi l l I wou ld) buy i t r ight away.

2 If they (wou ld i nvent I i nve nted) a safe way to text-message wh i le drivi ng, peop le (wi l l I wou ld) be happy.

3 If she (knew I wou ld know) about the Pictop ia camera watch, she (wi l l I wou ld) use it on her tri p .

4 What (wi l l I wou ld) you do if you r laptop (broke I wou ld break)?

88 UNIT 8

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. . . . . . . . . l!lrfilfilJ MORE

EXERCISES

C Use the p rom pts to create u n rea l cond itiona l sentences.

1 (Most peop le I buy) h igh-end products if (they I have) enough money.

2 If (there I be) an I nte rnet connection in her room, (she I send) her office the report now?

3 ( I I not I get) a Lu netti phone if (I I have) a l l the money in the world . They say it's cutti ng-edge, but I don't th i n k it's fi rst- rate .

4 If (you I go) to Ai rport E lectron ics, (you I pay) a lot less for a top-of-the- l i ne tab let?

D PAI R WORK Comp lete the statements. Then share and exp la in you r statements with you r c lass .

1 If money were not a p roblem, . . .

2 Peop le wou ld stop gett ing infected with d iseases if . . .

3 I wou ld stay u p a l l n ight ton ight if . . .

CONVERSATION MODEL A 4:23 Read and l i sten to a conversation about new technology.

A: I j ust got a new ca r.

B: No kidd ing ! What k ind?

A: The Alva 500. The 500 model is top-of-the-l i ne. I thought I 'd treat myself.

B: Wel l , congratu lat ions ! If I had the money, I 'd get a new ca r myself.

B 4:24 RHYTHM AND INTONATION Listen aga in and repeat. Then practice the Conversation Model with a partner.

Describe tech no logy

A NOTEPADDING Write one product you've recently gotten (OR wou ld l i ke to have) for each category.

Qua lit

Uses new tech nolo

Offers hi h ua l it :

Uses new ideas:

Quality

Uses new technolo

Product name

Product name Ad"ective

J.ia i rd r er / cel l J.ione Ad"ective

. . . . . . . . "tm�� B CONVERSATION ACTIVATOR With a partner, rol e-p lay a new conversat ion, chang ing the Conversation Model with one

DON'T STOP! Discuss another product and use other adjectives. Ask questions about it: of the p roducts and adjectives on you r notepad. Use the u n rea l

cond itiona l . Then change ro les .

A: I j ust got . . . . . . . . . . B: No kidd i ng ! What k ind? A: . . . . . . . . . . It's . . . . . . . . . . I thought I 'd treat myse lf. B: Wel l , congratu lations ! If I . . . . . . . . . , I 'd . . . . . . . . . .

What does it look l i ke? How does it work? How [fast I accurate I powerful ] is it? Does it work we l l ? Is it guaranteed?

C CHANGE PARTNERS Persona l ize the conversation aga in , us ing other p roducts on you r notepad .

UNIT 8 89

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Take responsibility for a mistake

CONVERSATION MODEL A 4:25 Read and l isten to someone tak ing respons ib i l ity for a m ista ke .

A: Sorry I 'm late . I thought the meeti ng was tom orrow.

B: What happened?

A: I 'm ashamed to say I j ust forgot to put it on my ca lendar.

B: Don't worry. That can happen to anyone.

A: Wel l, if I had written it down, I wou ldn 't have forgotten .

B: No harm done. We were j u st getti ng sta rted .

B 4:26 RHYTHM AND INTONATION Listen aga in a nd repeat. Then practice the Conversation Model with a pa rtner.

GRAM MAR The past unreal conditional

The past unreal conditional descri bes past unreal or untrue conditions and results. Use the past perfect in the if clause. Use would have or could have + a past participle in the result clause.

If she had rented a more economica l car, she wouldn't have spent so much money on gas. (But she didn 't rent a more economica l car. )

If Jonas Sa l k hadn 't invented a vaccine to protect people against po l io , many more people wou ld have gotten the disease. (But he did i nvent a vaccine.)

Questions and a nswers

Be carefu l ! Don't use would or could in the !f clause. Don't say: " If Jonas Sa l k wouldn't have i nvented . . . "

Could they have prevented the accident if they had known the ti res were so old? (Yes, they could have. I No, they cou ldn 't have .) GRAMMAR BOOSTER p. 140

What would you have done if you hadn 't had you r phone with you? ( I would have borrowed one.)

• The unreal conditiona l : variety of forms

A UNDERSTAND THE GRAMMAR Choose the mean i ng of each past u n rea l cond itiona l sentence.

1 I wou ldn 't have gone to class if I had known I had the fl u .

a I went to c lass . b I d id n 't go to c lass .

2 If we had used ou r G PS, we wou ld n 't have gotten lost.

a We got lost. b We d id n 't get lost.

3 If they hadn 't p la nted that new va riety of tomatoes, they wou ld have lost th i s yea r 's c rop.

a They lost th is yea r 's c rop. b They d idn 't lose th i s year 's crop .

4 The a i r l i ne wou ldn 't have cance led the f l ight if the weather had been better.

a They canceled the f l ight. b They d idn 't ca nce l the f l ight.

B GRAMMAR PRACTICE Comp lete the sentences i n the past u n rea l cond itiona l . Use wou ld .

1 What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . if you . . . . . . . . . . . . . . . . : . . . . . . . . . . . . . . . . the tra in? do miss

2 We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . th is d ig ita l video conference if an I nternet connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . avai lable . not / have not / be

3 If ou r huge o ld camcorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . th is sma l ler one. not I break not I buy

4 If she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . her smart phone, she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . they cance led her f l ight. not I ta ke not I know

5 If they . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . good weather, they . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i n Alaska th is morn i ng . not I have not I l and

6 If the weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . better, we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the beach. be go

9o UNIT 8 feralan.com


. . . . . � MORE

EXERCISES

C PAIR WORK Read each case study and complete the statements with you r own ideas and the past un real conditional .

1 On Monday you bought a new 131endini sports car because its advertising sa id it was very economica l . However, o n Friday you read this headline in the newspaper: "131endini Company fined for lying about statistics. Car uses more fuel than al l others of its class ."

I f I hod seen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 You forgot to close the windows in your house before a weekend trip . There was a terrible rainstorm . When you got home, some of your furn iture was damaged by the water. Your fami ly blamed you because you were the last to leave the house .

If I hadn't forgotten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

� ...

3 There was a big sole at the Morton Street Mol l . � :::I ;::. ' Everything in every store was ha lf-price . You didn't l.i;now, and you went shopping somewhere else. When you got home, a friend ca l led to tel l you about a l l the bargains she got. ;;... 1.! , If I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : . . . . . . . . . . . . . . . . . . . . . . .

� �

4 You bought some insect repel lent for a trip to the mountains. When you got there , the mosquitoes were brutal . Oefore you sprayed the repel lent on yourself and your chi ldren , you lool.i;ed at the label . It said, "Caution . Not for use on chi ldren under 1 2 . " If I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D APPLY TH E GRAMMAR Reread the Photo Story on page 87. Com plete this statement:

If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , Les l ie and Ben wou ldn 't have gotten eaten a l ive by mosqu itoes .

· . . . .. . . .. �(J�g PRONUNCIATION Contractions with 'd in spoken English

COACH -

A 4:27 Notice the p ronu nciation of the spoken contract ions of had, wou ld, and did. Read and l isten . Then l i sten aga in and repeat.

/wud/ /rt ad/ 1 Where d id you go? --7 Where'd you go? 3 It wou ld be O K. --7 It'd be OK.

/hud/ /wid/ 2 Who d id you see? --7 Who'd you see? 4 If we had had a map, we If we'd had a map, we

wou ldn't have gotten lost. --7 wou ld n 't have gotten lost. Note: Where'd, Who'd, a nd It'd are contracted in speech, but not in writi ng.

B :28 LISTEN I NG COM PREHENSION Write the sentences you hear. Write fu l l , not contracted, forms.

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · . . . . . . . . . . . . . . . . . 6 . . . . . . . .

__ 11til'i111iJIJ@MI Take responsibility for a mistake �.-a.. M -� .�_-,.., � - -�-� � M :;'�,.::;;

- j ,.,,,._ � M �

. . . . . . . .t•�rJ�'g A CONVERSATION ACTIVATOR Ro le-p lay a new conversation with a partner, tak ing respons ib i l ity for a d ifferent m istake. Use the Ideas (OR your own ideas) and the past u n real cond itiona l . Then change ro les.

A: Sorry I . . . . . . . . . . B: What happened ? A: I 'm ashamed to say I j u st . . . . . . . . . DON'T STD B: Don't worry. That can happen to anyone. P! A: Wel l , if I . . . . . . . . . , I . . . . . . . . . have . . . . . . . . . . B: No harm done . . . . . . . . . . .

Conti nue the conversation .

B CHANGE PARTN ERS Take respons ib i l ity for a nother m istake.

Ideas �ome mistakes you can make You were fate for someth · • You f t ing.

• 0!"go to do somethin You missed a meeting

g. • You �issed someone '� birthd • You didn 't call someone

ay.

: x��t��rn�rs��e

� someo�e 's call.

Some reasons for a mistake • �ou accidentally deleted an e m ·1 • 'ou forgot t . - a1 . • Yi o write someth ing down

o��

i��te down the wrong date

.

• Yi . ?U Just got too busy, and it slipped your mind • Someone stole yo�r [phone I purse I date book} • Another reason: �

91

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Describe new inventions

BEFORE YOU LISTEN . . ..1�m'� A 4:29 VOCABU LARY • More descriptive adjectives Read and l i sten . Then l i sten aga in a nd repeat.

CARDS

low-tech I high-tech wacky uniq ue efficient I inefficient

B Com p lete the chart with the correct adjective and one prod uct or i nvention you know.

111:...'7.1 -;.-1111 the on ly one of its k ind

pretty s i l ly

doesn 't use modern techno logy

uses modern techno logy

doesn't waste t ime, money, or energy

wastes t ime, money, or energy

LISTENING COMPREHENSION

{Altll:lllll'"I� .... - .. ' llJICIIll• •• I ... ........ ,.. ,u• • ••IJftl

A 4:30 LISTEN TO DRAW CONCLUSIONS Listen and write the number of the conversat ion next to the i nvent ion each person shou ld have had.

TH E R o s o -Tr LLE R

B .,.. 4:31 LISTEN TO SUMMARIZE Listen agai n a nd then write each prob lem in you r own words .

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C DISCUSSION Descri be each of the i nventions . Use one or more of the adject ives from the Vocabu la ry above and from page 88. Listen again if necessa ry.

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

' It's not a novel idea, but the Pet Exit i s both low-tech and effic ient. It doesn't need electron ics or machinery. ' '

92 UNIT 8

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IHil\11'iiJIJif!l/I Describe new inventions

A FRAME YOUR I DEAS Read the checkl ist and check the boxes of at least five categories where you th i n k new inventions a re needed .

D for safety in the car D for read ing faster D for safety at home D for preparing for a natural d isaster D for organizing things at home D for writ ing at the office D for cooking and preparing food D for train ing office staff D for eating or snacking D for commun icating with col leagues D for getting into shape D for learning new Engl ish words D for raising chi ldren and grammar D for taking care of pets D for preparing for tests D for relaxing at home D (your own idea)

B NOTEPADD I NG I magine an i nvention for five s ituations you checked . On the notepad, write a descri ption and benefit of each i nvention .

Descriptions of your inventions Benefits

a wa ke-up a larm it'l tJ.,e car So vo v don1t fa l l asleep wJ.ii le driVi t'la

Descriptions of you r inventions Benefits

1

2 3 4 5

·'"·�""

-

C PROJECT Work in sma l l g roups. Choose one i nvention from someone's cha rt. G ive it a na me, d raw a pictu re of it, and write an advertisement

I'd get the new revol utionary If I were you,

for it . I nc l ude rea l a nd u n real cond itiona l sentences in you r ad . (For fu n , the i nvention can be l ow-tech, h igh-tech, wacky, or even i m poss ib le ! The name can be fu n ny.)

L top-of-the- l ine h igh-tech I low-tech h igh-end state-of-the-art cutt ing-edge fi rst-rate - -----

i n novative wacky un ique effi c ient I ineff icient novel revo l utionary

D GROUP WORK Present you r ads to the class.

" Drive Awake" alarm. You' l l never have to

worry about fal l i ng as leep whi l e drivi n�

your car. Be safe. - �m -Stay awake with

the Drive Awake

If she had bought the state-of-the-art "EAR-RINGS " sh , e would have gotten your phone call . Very practical!

\ I I ' R-r-ring -

/ I I \

UNIT 8 93

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Discuss the impact of inventions I discoveries

BEFORE YOU READ WARM-UP I n you r op in ion, what has been the most i mportant medica l d iscovery i n h istory? Exp la in you r reason(s) .

READING

Antibiotics Today, vaccines can prevent some of the infectious diseases that in the past resulted in serious illness and death. Fortunately, for diseases caused by bacteria (tiny organisms that can only be seen by microscope), vaccines can make the difference between life and death. What are antibiotics? Antibiotics are substances that work in one of two ways. Some antibiotics, such as penicillin, kill disease-causing bacteria. Others, such as tetracycline, stop them from multiplying.

History In 1675, Dutch

scientist Antonie Van Leeuwenhoek, using a microscope, discovered the existence of microorganisms. However, it wasn't known that they could cause disease until French scientist Louis Pasteur confirmed that approximately 200 years later. Finally, in 1928, British scientist Alexander Fleming noticed that a mold, penicillium, growing in one of his petri dishes, was capable of killing bacteria, and the development of antibiotics became possible. Fleming named the active agent in the mold "penicillin" but was unable to create a drug from it.

In 1940, during the Second World War, two scientists working at Oxford University, Ernst Chain and Howard Florey, were able to make an antibacterial powder from penicillin that was safe to use on humans. Penicillin was mass-produced for use on soldiers in the war. If there had been no penicillin, many would have died from bacterial

infections caused by their injuries and wounds. Soon penicillin was used for serious diseases such as pneumonia and tuberculosis, which had always caused many deaths. Fleming, Florey, and Chain received the Nobel Prize in 1945· Antibiotics changed medicine and continue today to enable people to survive conditions that would have killed them before the antibiotic age.

Overuse of antibiotics Since their discovery and widespread use, antibiotics have been considered a wonder drug. Many common diseases, however, are caused by viruses, not bacteria, and antibiotics are not effective against them. Nevertheless, too many people use antibiotics regularly, believing they will cure viral illnesses such as common upper respiratory infections, colds, and sore throats. Why is this a problem?

First, it is a waste of money to use antibiotics to treat viruses. Our body's immune system eventually combats most viruses, and we recover without treatment. But more importantly, bacteria exposed to an antibiotic can become resistant to it, making the antibiotic less effective, or even useless. If antibiotics no longer work against infections and diseases, people will begin to die from them again.

If scientists had recognized that bacteria could develop resistance, perhaps they would have warned doctors not to use antibiotics unless a patient has a bacterial infection. Hopefully, worldwide awareness of this threat to an important class of drugs will convince us to avoid using them for conditions that don't require them.

Some diseases caused by bacteria Tuberculosis

Some diseases caused by viruses

Plague

Pertussis

Streptococcal sore throat

(or "strep throat")

94 UNIT 8

Influenza (or "the flu")

Pol io

AIDS ' The common cold microorganisms. Hepatitis

.,

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EXERCISES

A FIND SUPPORTING DETAILS Answer the questions in you r own words .

B

Exp la in you r answers, based on i nformation i n the Read ing .

1 What i s the benefit of a ntib iotics?

2 Why a re antib iotics not effective aga inst the com mon co ld?

3 Why are ant ib iotics effective agai nst strep th roat?

4 What problem has overuse of ant ibiotics caused?

UNDERSTAND FROM CONTEXT Choose the correct word to comp lete the sentence.

1 (An ant ib iotic I A vacc ine) prevents d i seases 4 (Pen ici l l i um I Pen ici l l i n) i s a d rug that k i l l s bacteria . from occurring .

5 The com mon co ld and i nf luenza are com mon 2 (Bacte ria I Tetracyc l i ne) ca n cause i nfect ious (bacteria l I u pper res pi ratory) i nfections .

d iseases.

3 Bacteria a re sma l l organ i sms that can on ly be seen ( i n a petri dish I with a m icroscope) .

6 Some antib iotics are no longer effective because certa i n bacteria have deve loped (overuse I res istance) to ant ib iotics .

A FRAME YOU R IDEAS Look at some key i nvent ions and d iscoveries and how they changed people's l ives .

1 5th Centu ry: Johan nes Gutenberg invents typecasti ng, resu lting in the printing press, which cou ld print more tha n one copy of a book.

1 91 4 : The modern z ipper permits the open ing and

closing of c lothes without buttons and button holes.

1 940-1 945 : The first e lectronic computers,

1 796: The discovery by Edward Jenner

the size of a large room, enab led users to organize and exa mi ne information . The computer opened a new era of commun ications and research technology.

soil so crops can be p lanted efficiently.

of the process of vaccination made the first successful vaccine possible.

B NOTEPADDING Write you r ideas about how l ife was before and after each i nvention o r d iscovery.

What was l ife l i ke before?

the p low

the p ri nt ing press

vacc inat ion

the z ipper

the computer

� -� ��y��,. ""- �.,,._�c ..,.?'• j"

C GROUP REPORT Present a report about an i nvent ion o r a d iscovery to you r c lass . Describe its i mpact i n h istory. Use the past u n rea l cond itiona l .

c�

What was l ife l i ke after? w \ t

h

:

": Text-mining (optional)

Find and underl ine thre e words or phrases in the Reading that were new to you . Use them in you r Group Report.

For example: " infections."

' ' After the p low was i nvented, farmers cou ld p lant large a reas. If it hadn 't been invented, they cou ldn't have p lanted enough food to sel l . "

UNIT 8 95

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A �:33 Listen to peop le ta l king about new p roducts. Match the name of each prod uct with the best adjective to describe it.

Name of prod uct

1 The U ltraphone

_ 2 Din ner-from-a-d ista nce

_ 3 Kinder-TV

_ 4 Ten Yea rs Off

Adj ective

a top-of-the- l i ne

b u n ique

c efficient

d cutti ng-edge

B Check the statement that is true for each situation .

1 We wou ld n 't have gotten lost if we had remembered to bring ou r portab le G PS device.

D We brought it, and we got lost.

D We brought it, and we d idn 't get lost.

D We d id n 't bri ng it, and we got lost.

D We d idn 't bri ng it, and we d idn 't get lost.

2 If the sa lesc lerk were here, she wou ld exp la in how the Omn i works.

D The sa lesclerk i s here, so she wi l l exp la in how the Omn i works.

D The sa lesclerk i s here, but she won 't exp la in how the Omn i works.

D The sa lesc lerk isn't here, but she w i l l exp la i n how the Omn i works.

D The sa lesc lerk i sn ' t here, so she won 't exp la i n how the Omn i works.

3 If Ron had brought the U ltraphone with h im , he wou ld have a l ready sent those e-ma i l s .

D Ron brought the U ltraphone, and he has a l ready sent those e-ma i l s .

D Ron brought the U ltraphone, but he hasn 't sent those e-ma i ls yet.

D Ron d idn 't bri ng the U ltraphone, but he has a l ready sent those e-ma i l s .

D Ron d idn 't bri ng the U ltraphone, so he hasn 't sent those e-ma i l s yet.

C Com plete each cond it iona l sentence with you r own ideas.

1 If the com puter had n 't been i nvented, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 If I had to decide what the most im portant scientific d iscovery in h i story was, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 If most people ca red about the envi ron ment, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Wou ld new cars be less expensive if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

5 If E l l a had known that being a teacher was so hard, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

WRITING Choose one of the i nventions or d iscoveries on pages 86, 94, or 95, or another invention or d iscovery. Describe the advantages, d i sadvantages, and h istorica l im pact of the invent ion or d iscovery you chose. WRITING BOOSTER p. 152

• Summary statements

For additional language practice . . .

: J:J YORK TOP NOTCH Iii · Ly rics p. 155 "Reinvent the Wheel"

. .Dllfilm SONG

. . . . . .Dllfilm KARAOKE

• Guidance for th is writing exercise 96 UNIT 8

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CD Uses of the WHEEL

�the wagon wheel

ORAL REVIEW CONTEST Look at the p ictu res about the uses of the wheel for one m inute. Then close you r books and try to remember a l l the uses of the whee l in the p ictu res. You get a bonus point for th i n king of another use.

PAIR WORK

1 Choose one use of the wheel . Discuss how it changed h istory and people's l ives . Present you r ideas. For example:

TJ,,e 109 J,, e l ped peop le move J,, eavy objects- over 9 reat d i s-tan ces-. TJ,, ey co vld bv i ld more eas- i ly witJ,, s-tone.

2 The fam i ly i n the p ictu re be low is late. Create a conversation fo r the two women. For examp le :

A: He l lo) Mom. Jlm s-o rry. WeJre 9o i n 9 to be late. If we J,, adn )t . . .

D Describe tech nology. D Take respons ib i l ity for a mistake. D Descri be new inventions . D Discuss the im pact of i nventions I

d iscoveries.

UNIT 8 97

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U N IT

1 Tal k about pol it ics. 2 Discuss controvers ia l issues pol itely. 3 Propose sol utions to g lobal problems. 4 Debate the pros and cons of issues.

Controversia l I ssues

PREVIEW

How pol itica l ly l iterate are you? Test yourself to find out. Choose the correct term for each d efi n it ion. Then look a t the answers t o see h ow you d id .

0 A group of people who govern a cou ntry or state

D a gove rn ment D a constitution

E) The a rt or science of government

or governing

D a constitut ion D po l it ics

E) A set of basic laws a nd pri n ci ples that a

cou ntry is governed by, wh ich ca n not easi ly

be cha nged by the politica l party i n power

D a constitution D a democracy

0 An occasion when people vote to choose

someone for an officia l position

D a govern ment D a n e l ecti on

0 S how, by m a rking a paper or using

a mach i ne, etc. , which person you

want in a govern ment position

D govern D vote

0 Lead or ta ke part in a series of actions intended

to win a n election for a govern ment position

D ca mpaign D vote

0 A system of govern ment in which every citizen in the

country ca n vote to elect its government officia ls

D a monarchy D a democracy

Q A system in which a count ry is ruled by a

ki ng or queen

D a d ictatorsh ip D a monarchy

0 Govern ment by a ruler who has complete power

D a democracy D a d i ctatorsh ip

� A cou nt ry ru led by a k ing or a queen whose

power is l i m ited by a constitution

D a d i ctato rsh ip D a constitutiona l monarchy

A s:o2 VOCABULARY • Political terminology Read and l i sten . Then l i sten aga in a nd repeat.

a govern ment

ca mpa ign

pol itics

a democracy

a constitut ion

a monarchy

an e lection vote

a d ictatorsh ip a constitutiona l mona rchy

B PAIR WORK How m uch do you know about wor ld pol it ics? On the chart, d iscuss and write the name of at l east one cou ntry for each type of govern ment. Then compare cha rts with other c lassmates .

98 UNIT 9

A d e mocracy A monarchy A constituti onal monarchy A d ictators h i p

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Understand Engl ish speakers from different language backgrounds.

c s:o3 PHOTO STORY Read and l i sten to a conversation about d i scuss ing pol it ics. Carlo = Italian speaker

Paul : What a coincidence! I was j ust thinking about ca l l i ng you . It 's been such a long t ime.

Carlo: I t su re has. Let's s it down and catch u p . . . . What are you u p to these days?

Pau l : Busy, busy. The office has been crazy, with the e lection coming u p next month . You c a n i magine.

Carlo: But I ' l l bet working at a TV station is excit ing . . . . Hey, Pau l , do you mind if I ask you a pol itica l q uestion? I hope it's not inappropriate . I 'm not sure it's pol ite to ask about pol itics here in the U .S .

Pau l : That's fu n ny. They a lways say not to ta l k a bout rel ig ion or pol itics, but everyone does. Shoot.

Carlo: OK. Who a re you p lann ing to vote for in the election?

Pau l : Wel l , beca use we're friends, I ' l l answer. B u t I shou ld warn you that it might not be a good idea to ask just anyone that question . Some people might f ind it a l itt le persona l .

Carlo: Oops.

Pau l : No worries. Actu al ly, I haven't made u p my mind. I 'm lean ing towa rd Clancy, though. I th ink he's better tha n the other g uy.

D PARAPHRASE Restate each of the fo l l owi ng sentences from the Photo Story i n you r own words.

1 " Let's s it down a nd catch u p ."

2 "What a re you u p to these days?"

3 "Some peop le m ight fi nd it a l i tt le persona l ."

4 "No worries."

5 "Actua l ly, I haven ' t made u p my mind ."

6 " I 'm lean ing toward Clancy . . . "

E TH INK AND EXPLAIN Answer the q uestions, based on you r u nderstand ing of the Photo Story.

1 Why does Pau l say "What a coincidence ! " when he sees Car lo?

2 What does Pau l mean when he says, "Busy, busy. The office has been crazy."

3 Why does Car lo ask whether Pau l m inds if he asks h i m a po l itica l q uestion?

4 Why does Pau l warn Ca rlo not to ask some peop le about the i r pol it ica l opi n ions?

SPEAKING Discussion topics

1 Do you l i ke to ta l k about pol it ics? Do you th i nk pol itics is a good topic for d iscuss ion with "j ust anybody"? Or is pol itics a lways "a l i tt le too persona l " ? Exp la i n .

2 Review the types of govern ment from page 98. Do you th i n k every cou ntry shou ld have the same form of govern ment? Why don 't a l l cou ntries have the same fo rm of govern ment? I n you r opin ion, is there a "best" fo rm of government? Exp la in .

UNIT 9 99

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. . . . . . . . . .lfilfilml MORE

EXERCISES

Talk about politics

GRAMMAR Non-count nouns that represent abstract ideas

Nouns that represent abstract ideas are a lways non-cou nt nouns.

Education is an important issue. NOT: +Re education is an important issue. NOT: Educations are an important issue.

News about pol itics is always i nteresting. NOT: News about the politics is always interest ing. NOT: News about pol itics are a lways interesting.

Nouns for abstract ideas advice justice progress crime l ife proof education news success hea lth pat ience t ime he lp peace work information pol itics i nvestment poverty

GRAMMAR BOOSTER p. 141 • Count and non-count nouns:

A GRAMMAR PRACTICE Choose the correct form of the nou ns and ve rbs .

1 Our (advice I advices) to you ( is I are) to avoid d iscuss ing po l it ics.

2 (Poverty I The poverty) (was I were) the topic of the i nte rnationa l conference.

review and extension

3 Both cand idates have p rograms for (the hea lth I hea lth) and (ed ucations I education) .

4 Mak ing (peace I the peace) takes a lot of (work I works) and a long t ime.

5 Good news ( is I are) hard to fi nd i n the news paper these days .

B GRAMMAR PRACTICE Correct the errors .

i nformation Here's some pol it ica l informations about the e l ection . The good news are that both ca ndidates

have programs for the education . The l i bera l candidate, B i l l S late, says fi nancia l he lps for the schoo ls

a re a question of the ju stice. The poverty has affected the q ua l ity of the schools , and students from

schoo l s i n poor a reas don't have a success . Joanna C lark, the conservative cand idate, d isag rees . She

bel ieves a progress has been made by i nvest ing i n the teacher ed ucation . Her advices a re to keep

the o ld pol icy. "Creat ing better schoo l s takes the t ime and a patience," she says .

.. •�IJ!�'� VOCABULARY A continuum of political and social beliefs CARDS

1 00

A ..,.. 5 :04 Read and l i sten . Then l i sten aga in and repeat.

radical adj. supporti ng com plete pol itica l o r socia l change -a rad ical n.

liberal adj. supporti ng cha nges i n pol it ica l , socia l , or re l ig ious systems that respect the d ifferent bel iefs, ideas, etc . , of other people -a l i bera l n.

moderate adj. having op in ions or be l iefs, especia l ly about po l it ics, that a re not extreme and that most peop le cons ider reasonab le or sens ib le -a moderate n.

conservative adj. preferri ng to conti n ue to do th i ngs as they have been done in the past rathe r than risk ing changes - a conservative n.

reactionary adj. strong ly opposed to pol itica l or socia l change -a react ionary n.

B s · s LISTEN TO I NFER AND ACTIVATE VOCABULARY Listen to each conversation . Then, with a pa rtne r, com plete the chart. Listen aga in , if necessa ry, to check you r work o r sett le any d isag reements .

moderate

1 0 2 0 3 He's 0 4 She's 0 5 He's 0

UNIT 9

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. . . . . . . . . .rnifillll VIDEO

COACH

CONVERSATION MODEL A 5:06 Read and l isten to a conversation about po l it ics.

A: Do you m ind if I ask you a pol it ica l q uestion?

B: No p roblem . What wou ld you l i ke to know?

A: Wel l , a re you a l i bera l or a conservative?

B: Actual ly, I 'm neither. I l i ke to make up my m ind based on the issue.

A: So, wou ld you say you 're an i ndependent?

B: I g uess you cou ld say that.

If you don't want to a n swer . . .

B: No offense, but I feel a l itt le u ncomfortab le ta l ki ng about that. I hope you don't m ind .

A : Absol ute ly not. It's a good th i ng I asked .

8 5:07 RHYTH M AND I NTONATION Listen aga in and repeat. Then practice the Conversation Model with a pa rtner .

PRONUNCIATION Stress to emphasize meaning

A 5:08 Listen to the d ifferent i ntonations of the same sentence . Then l i sten aga in and repeat.

1 Are you a conservative? (norma l stress-no specia l mean ing)

2 Are you a conSERVative? ( I 'm su rprised that you wou ld have such a bel ief.)

3 Are YOU a conservative? ( I 'm su rpri sed that you, among a l l people, wou ld be a conservative .)

4 ARE you a con servative? ( I th i n k you might be a conservative, and I 'd l i ke to be s u re . )

B PAIR WORK Practice varying the stress i n th i s statement: "Wou ld you say you 're an i ndependent?" D iscuss the d iffe rent mean ings .

A PAIR WORK Which po l it ica l q uestions do you th i n k wou ld be too persona l or controvers ia l to ask?

,�, D What advice would you like to give the president I prime minister I king I queen?

D What do you think about the president / prime minister / king / queen?

m D What do you think about our government's policies?

,,% D Are you liberal or conservative? D Who are you voting for in the election?

- �- - • .,. '-'-��-···

• . . . . . . . "trJ�g B CONVERSATION ACTIVATOR With a partner, change the Conversation Model to bri ng up a topic that m ig ht be controvers ia l . Pa rtner B can answer or dec l i ne to d iscuss the q uestion . Then change rol es .

A: Do you m ind i f I ask you a pol it ical q uestion? B: No prob lem. What wou ld you l i ke to know? A: Wel l , . . . . . . . . . ?

DON'T STOP! B: Actua l ly, . . . . . . . . . .

C CHANGE PARTN ERS Discuss another pol itica l subject.

Ask other pol itical quest ions.

-· �- ....

UNIT 9 1 01

.

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Discuss controversial issues politely

CONVERSATION MODEL A :02 Read a nd l i sten to a pol ite conversation about

a controvers ia l i ssue .

A: How do you fee l about cap ita l pu n i sh ment?

B: I 'm i n favor of it. I bel i eve if you ki l l someone, you deserve to be ki l l ed . What about you?

A: Actua l ly, I 'm aga inst the death pena lty. I th i n k it's wrong to take a l ife, no matte r what.

B: Wel l, � .9 ��?.�� 'H �.a.�� .t�. �g.r��. �<? .9 i.s.�g �� B · 1 RHYTHM AND INTONATION Li sten aga i n

and repeat. Then practice the Conversation Model with a partner.

C DISCUSSION Are you i n favor of cap ita l pun ish ment? Exp la in .

5 : 1 1 Disagreement

l .g.u�� .�� ' !1 .�a.v�. t.o. ��r.e.e. t.o. 9 i.s?�� · Rea l ly? I have to d isagree with you there. Do you think so? I ' m not su re I agree. Wel l , I ' m afra id I don 't agree . No offense, but I just can 't agree .

. . . . . . . . . . •�m'� VOCABULARY Some controversial issues CARDS

censorshi p of books and movies compu lsory mi l itary servi ce

REGISTER TO VOTE You Musr BE MYEARS Q..o 2\

5:12 Agreement I agree with you on that one. I cou ldn ' t agree more. I cou ldn 't have said it better myself. That's exactly what I th ink.

REGISTER HERE FOR A DRIVER'S

LICENSE. YOU MUST BE �

loweri ng the driving age

ra isi ng the voting age prohibiting smoki ng indoors

1 02 UNIT 9

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. . . . . lillfilfilJ MORE

EXERCISES

B 5 : 1 4 LISTEN TO ACTIVATE VOCABULARY Listen to peop le 's opin ions about controvers ia l i ssues. Comp lete the chart with each issue they d iscuss . Use the Vocabu la ry.

1

2

3

4

5

GRAM MAR Verbs followed by objects and infinitives

C 5 : 1 5 LISTEN TO INFER Now l i sten aga in and check For or Aga inst i n the cha rt, accord ing to what the person says .

Verbs fol lowed by an object before an infin itive:

Certain verbs can be followed by infin itives, but some verbs must be fol lowed by an object before an infi nitive.

advise remind u rge a l low request warn cause requ i re

The newspaper reminded al l eighteen-year-olds to vote . We urged them to write letters against the death penalty.

These verbs cannot be fol lowed by an object. However, they can be fol lowed directly by an infinitive. agree can ' t wait hope need pretend appear decide learn offer refuse can 't afford deserve manage plan seem

tel l

GRAMMAR BOOSTER p. 141 Gerunds and infin itives: review of • form and usage • usage after certa i n verbs

A GRAM MAR PRACTICE Comp lete each statement o r question with an object and an i nfi n i tive .

1 The news pa per advised . . . . . A l ! .v.c:>t�.t:�. t:cu.'?.9 !rt�.� - . . . . early for the next e lection . a l l voters I reg ister

2 Did you rem ind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . her voter reg istrat ion ca rd? you r daughter I complete

3 We persuaded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for ou r cand idate . our friends I vote

4 Our teacher a lways encou rages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . every n ight, not j ust the day before the exam . students I study

5 Can 't we convince . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . taxes on property? legis lators I lower

B G RAMMAR PRACTICE Write two sentences us ing verbs that can be fo l lowed d i rectly by an infi n itive and two sentences with verbs that must have an object before an i nfin itive .

Discuss controversial issues politely

· · · · · "�rJ�'� A CONVERSATION ACTIVATOR With a pa rtner, change the Conversation Model , g ivi ng a reason for you r point of view. Use the Vocabu la ry and express ions of Ag reement and D isag reement from page 1 02 . Then change ro les and issues .

A: How do you feel about . . . . . . . . . ? B: . . . . . . . . . . I . . . . . . . . . . What about you? A: Actua l ly, I . . . . . . . . . . I th i n k . . . . . . . . . . B: . . . . . . . . . .

DON'T STOP! Ask you r pa rtner's op in ion of other issues.

8 CHANGE PARTN ERS Discuss another issue, g iv ing reasons to support you r op in ion .

I 'm against _. I 'm i n favo r of I th ink I bel ieve I fee l :

i t ' s wrong. it 's right. it 's wrong, no matter what. it depends.

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Propose solutions to global problems

BEFORE YOU READ EXPLORE YOUR IDEAS What is the d ifference between a problem and a g loba l p rob lem? Do you th ink you r generation faces more serious g loba l p rob lems tha n the generation of you r pa rents or g rand pa rents? Exp la in .

READING

!he following issues were most frequently �enti<>l}:��,, m a global survey about current world proble,.<: ' �� '-'·' ;;,} ,:ilt.'"> i. ��\� � t��.�·�:�·N

CORRUPTION People all over the world complain about the corruption of police, government officials, and business leaders. 1\vo examples of corruption are: • A police officer takes money (a

"bribe") from a driver so he doesn't give the driver a ticket for speeding.

• A company that wants to do business with a government agency offers a public official money or a gift to choose that company for the job.

Some people feel that power promotes corruption and that corruption is unavoidable. But an independent media-for example, non-government-backed newspapers , television stations, and Internet blogs-can also play an important role in exposing corruption.

POVERTY Approximately one-fifth of the world's population, over 1 billion people, earns less than US $1 a day. Each day, over a billion people in the world lack basic food supplies. And according to UNICEF, each day, 25 ,000 children under the age of five die of starvation or preventable infectious disease.

There are many causes of poverty, ranging from catastrophic natural events to bad economic and agricultural policies, so there's no one solution to poverty worldwide. Some people feel that wealthy nations must send aid to poorer nations, while others are concerned that nothing will help unless local corruption is reduced and bad government policies are changed.

TERRORISM Every day, we see or hear about suicide bombings and other violent acts committed against innocent people for religious or political re asons. Many ask why terrorism is on the rise.

Some social scientists believe that television and movies may contribute to growing anger. They claim that some people may feel frustrated and powerless when they measure their lives against the lives of extremely wealthy people they see in the media.

However, views about what causes terrorism can be very controversial, and many people disagree about its causes or possible solutions. While some feel that terrorism can be met with military force, others believe

that people's extreme poverty and powerlessness must be reduced to make a difference.

RACISM AND DISCRIMINATION Racism (the belief that one's own race or ethnic group is superior to others) and racial and ethnic discrimination (treating members of other groups unfairly) exist in many places. These two common problems cause human rights violations all over the world. In some cases a more powerful ethnic or racial group justifies the domination and, horribly, even the complete destruction of ethnic or racial minorities they consider to be inferior. When taken to this extreme, genocides such as the European Holocaust and the massacre in Sudan have threatened to wipe out entire peoples.

Can racism and discrimination be eliminated-or are these simply unfortunate features of human nature ? Many people believe that education can help build tolerance of the "other" and may contribute to creating a more peaceful world.

A U N DERSTAND FROM CONTEXT Match each defi n it ion with a word from the box. a a bribe

1 04 UNIT 9

1 a lack of necessary money to su rvive

2 the atte m pt to destroy a l l members of a rac ia l or eth n ic g roup

3 j udg i ng o r harm ing people because of thei r racia l o r eth n ic heritage

4 money paid or some other reward g iven to a person to perform a d ishonest or u neth ical act or to provide a favor

5 the abuse of power by peop le i n government o r bus i ness

6 the be l ief that other rac ia l or ethn ic g roups are i nfe rior to one's own

b genocide c poverty

d corru ption e discrim ination f racism

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. . . . . . . Elr!lffi1) MORE

EXERCISES

8 ACTIVATE LANGUAGE FROM A TEXT Based on the i nformation in the Read i ng, cross out the one word or phrase in each row that is u n re lated to the others . Exp la in you r reason i ng .

1 people pol itics eth n ic g rou ps races

2 money property i ncome racism

3 br ibe corru ption d iscrim i nation money

4 hu nger sta rvation domination lack of food

5 rac ism bus i ness d iscrim ination p rej ud ice

C CRITICAL TH I N KING Discuss each of the fol l ow ing .

1 Reread the sect ion on corru ption i n the Read ing . What do a l l acts of corru ption have i n com mon? Do you th i n k it is poss ib le to end corru pt ion, or do you fee l that it is a pa rt of hu man natu re? Use specific exam ples in you r d i scuss ion .

2 What are some of the causes of poverty, and what a re its effects?

3 In you r op in ion, why do people engage i n acts of te rrori sm? Is terrori sm an express ion of power or powerlessness and frustrat ion? Provide exa m p les to su pport you r op in ion .

4 What reasons do peop le have to hate other g rou ps? I s hatred of another group ever u nderstandable, appropriate, or ju stified? Exp la in the reasons for you r op in ion .

5 Do you see a s ing l e problem con nect ing a l l fou r issues i n the Read ing? If so, what is it?

Propose solutions to global problems

A FRAME YOU R IDEAS On a sca le of 1 to 6, put the goa l s in o rder of im porta nce and d ifficu lty to accomp l ish (1 = most im portant or most d ifficu lt) .

avoiding war

B NOTEPADDING Write some poss ib le so l utions to g loba l problems.

Problem Poss ib le sol utions

-. ....;; --" _,.

C DISCUSSION Discuss the solut ions to the g lobal problems you p roposed . Do you a l l have the same concerns?


Find and underl ine three words or phrases in the Read ing that were new to you. Use them in your Discussion.

For example : "a bribe."

Ii

UNIT 9 1 05

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Debate the pros and cons of issues

/

. . . . . . . . . . •mi� BEFORE YOU LISTEN CARDS

A : 1 7 VOCABULARY • How to debate an issue politely Read and l i sten . Then l i sten aga in and repeat.

1 2

3

I thi n k smoking is a d i sgusti ng habit. ' '

I th i n k o u r president i s doing an excel lent job. "

' ' That may be true, but if you on ly smoke i n you r own house, you 're not hu rt ing anyone but you rself. "

Well, on the one hand, he's not corru pt. But on the other hand, he hasn't done m uch to improve the cou ntry. ' '

4

" I th i n k more people shou ld be active i n pol itics. That way, we wou ld have better governments . ' '

' ' I see what you mean, but it's not rea l i st ic to expect everyone to care. ' '

I th i n k we shou ld j u st vote against everyone ' ' who's i n office now.

That's one way to look at it, but how do we know inexperienced ca nd idates wi l l be a ny better than what

That's a good way to get change. ' '

we a l ready have? ' '

B PAIR WORK Take tu rns say ing and respond ing to each op in ion . Use the Vocabu la ry above to d isag ree pol itely. O r, if you agree with the op in ion, use the lang uage of agreement from page 1 02 . For exam ple :

1 " In some cou ntries, d ictatorsh i p has he l ped stop corru ption ."

' ' I cou ldn 't agree more. Cou ntries with d ictatorsh ips a re better off. ' ' O R

' That may be true, but no one shou ld have to l ive u nder a d ictatorsh ip. "

2 "There is no rea l democracy. Al l govern ments are contro l l ed by a few powerfu l people ."

3 " I thi n k moderates a re the on ly people you can trust in govern ment."

4 " I 'm not go ing to vote . Al l the candidates a re corru pt."

5 "Terror ism is gett ing worse and worse a l l over the world ."

6 " I don't th i n k it's im portant to vote . Noth i ng ever changes."

106 UNIT 9

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LISTENING COMPREHENSION 5 : 1 8 LISTEN TO SU M MARIZE Listen to th ree conversations about d ictatorsh ip, democracy, and

monarchy. Then l i sten again and, on a separate sheet of paper, take notes about the a rg u ments i n favor of and aga inst each system of govern ment. Then work i n pa i rs . Pa rtner A: Sum marize the a rg u ments in favor. Pa rtner B: S u m marize the a rg u ments aga inst . .

Debate the pros and cons of issues

A GROUP WORK Choose a n issue that you 'd l i ke to debate.

• Ban n i ng text-messag i ng wh i le d riving

• Decrim ina l iz ing the use of i l legal d rugs

• Preventi ng ch i ld ren from going to movie theaters to see extremely violent movies

• Us ing the m i l ita ry to fight terror ism

• Perm itt i ng peop le to say or write anyth i ng as long as it doesn 't cause phys ica l danger

• You r own loca l or pol itica l i ssue:

8 NOTEPADDING On you r notepad, write a rguments i n favor and aga i n st.

I s sue:

Arg u ments in favo r:

Arg u ments aga i nst:

'··

C DEBATE Divide the g roup i nto two teams, with one team in favo r and the other team against. Take tu rns presenti ng you r views . Use the Vocabu la ry from page 1 06. Ta ke tu rns and d isag ree pol ite ly. Then conti nue the d iscu ss ion .

Discuss controversies Are you in favor of _?

Express agreement Express disagreement

I ' m agai nst I in favor of _. I th ink I bel ieve I fee l :

it 's wrong. it's right. it 's wrong, no matter what. it depends.

I agree with you on that one. I cou ldn 't agree more. I cou l dn 't have sa id it better myself. That's exactly what I th ink .

I guess we' l l have to agree to d isagree! I have to d isagree with you there . I 'm not su re I agree. I ' m afra id I don 't agree. No offense, but I can 't agree.

,!

:! 1:, i !: .;

j �·:

! :'

:

"

'"

UNIT 9 1 07

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A Listen to the news report about fou r news stories. Then l isten again and c i rc le the correct word or phrase.

1 Sori nd ians and Ramays a re two (eth n ic g roups I governments) that occu py land a reas next to each other.

2 (Sorind ians I Ramays) want to be ab le to observe thei r d ieta ry laws and trad itiona l c loth ing customs .

3 The prob lem between the Sorind ians and the Ramays i s an exam ple of (corru ption I eth n ic d iscrim i nation) .

4 A package l eft i n the bath room at the centra l post office ra ised fea rs of (te rro rism I corru ption) .

5 Poor peop le a re m igrating i nto the (city from the cou ntrys ide I cou ntrys ide from the city) .

6 Another story i n the news is the reported (corru pt ion I poverty) of a po l ice capta in .

B Comp lete the parag raph about an e lection, us ing ve rbs and cou nt and non-count nouns correctly.

Many . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . run ning for election make . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about 1 candidate I candidates 2 promise / promises

" 3" eciu"c�atfon "/ttie e«j Lication . But · ·4· progress" /ttie .progre·55 · comes slowly, and · 5· fritorrr1ation/intorriiaiions

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hard to get . Voters wou ld l ike to see . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that thei r 6 is I a re 7 proof I proofs

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . being fol lowed . For instance, we are j ust now 8 advice I advices 9 i s I are

receiving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of education statist ics and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . not very good . 1 0 news I the news 1 1 it's I they're

is needed , and is necessary to improve our schools. · · · · · · ; 2 ·Hei"p ·i ft1e ·tie·1 P · · · · · · · · · · · ff itie. ii me i" ii rii e. · · · · ·

C Com plete each sentence.

1 The law doesn 't a l low . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the Constitution .

a the p res ident change b the pres ident to change c change

2 Our friends advised . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . d isappointed about the e lection .

a not to be b us not to be c us to be not

3 The Constitution req u i res . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . office after two terms.

a to l eave b senators to leave c senators l eave

4 The e lection com m ittee permitted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about thei r educationa l po l icies .

a the candidates to speak b the cand idates spea k c to speak

D Disagree pol i te ly with each statement, us ing a d ifferent way to d i sag ree each ti me. Then add a reason why you d isag ree with each statement.

1 Monarch ies a re d ictatorsh ips .

� - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

2 There's no such th i ng as a rea l democracy a nywhere i n the world .

� - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

3 Al l peop le with power a re corru pt.

� - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

WRITING Write at least two pa ragraphs about one of these issues: compu l so ry m i l ita ry service, ca p ita l pun ish ment, o r censorsh ip of books and movies. I nc l ude both the pros a nd cons of the i ssue .

1 08 UNIT 9

For add itional language practice . . .

n YORK TOP NOTCH limJ · Lyrics p. 155 "We Can Agree to Disagree"

. . . . . . . . . . . . � . . . . . . . . . . . � SONG KARAOKE

WRITI NG BOOSTER p. 152 • Contrasting ideas • Guidance for this writing exercise

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. . . . . . . . . . . .lillfilfil1 GAMES

ORAL REVIEW CONTEST Look at the pictu res for one minute. Then close your books and name the three issues depicted in the news.

PAIR WORK Create conversations .

1 Create a conversation between the man and woman i n P ictu re 1 . Conti nue the conversat ion, d iscuss i ng corru ption i n genera l . Sta rt l i ke th is :

Loo k at th i > a rtic le about the j vd9e vvho vva> ta ki " 9 br ibe> i" covrt.

2 Create a conversation between the two women in Pictu re 2 . Sta rt l i ke th i s and contin ue the conversat ion, d iscuss ing terror ism in genera l :

A Look ! A"other terrori>t bom b i"9 · B : Terri b l e ! What d o yov th i l)k ca v>e> th i>?

3 Create a conversation between the two men d iscuss i ng the e lection i n Senega l in Pictu re 3 . Sta rt l i ke th i s and conti nue the conversation :

Do yov m i l)d if I a>k yo v a qve>tio" a bout the e l ectio"> i " Sene9a l?

7 o O

NOW I CAN D Tal k about pol itics. D Discuss controversia l issues pol itely. D Propose sol utions to g lobal problems. D Debate the pros and cons of i ssues .

UNIT 9 1 09

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U N I T

I Beautifu I World

1 Describe a geographica l location . 2 Warn about a possible ri sk . 3 Describe a natu ra l sett ing. 4 Discuss sol ut ions to g lobal warm ing .

A rena l Volcano

. I _.. • La Fortuna �

C O S T A R I C A �

Pa c ific O ce a n

Mountain Ranges 1 Guanacaste Range 2 Central Volcanic Range 3 Ta lamanca Range

_. = Volcano e = City

*= Capital City

A ..,_ s· VOCAB U LARY • Geographical features Read and l i sten . Then l i sten again and repeat. F i nd these featu res on the map .

50

31

B Use the map to answer the q uestions about Costa Rica.

National Parks 4 Santa Rosa 5 Braulio Carrillo 6 Tortuguero 7 Chirrip6 8 La Amistad 9 Corcovado

100 kilometers

62 miles

a g u lf

a bay

a l ake

an ocean

a sea

a vo lcano

a mou nta in ra nge

a nat ional park

1 What two cou ntries share a border with Costa Rica? 4 What is Costa Rica's l a rgest l ake?

2 I n what mountain range is Costa Rica's capita l located? 5 Approximate ly how fa r is Puntarenas from San Jose?

3 What is Costa Rica's l a rgest nationa l pa rk? 6 What bodies of water a re on Costa Rica's two coasts?

1 1 0 UNIT 1 0

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.. • -. ..-� -»- ' - J �� · �1· .-... ,,.;-: "" ...... _ _,.._ -� ' .., ';- - ' 1 - - �- .:::· � •

� � - : ,..--'7 ' .,. "�r ""'::\ � "-"'<=-• � . ..,

� • � � ' � " •• >- • - "'� "'�

ENGLISH FOR TODAY 'S WORLD Understand English speakers from different language backgrounds.

c Read and l i sten to two to u rists ta l k ing about Costa Rica . Max = Italian speaker Frank = Chinese speaker

Max: Have you fol ks been here long?

Frank: A l ittle over a week. Unfortunately, we've only got two days left. You?

Max: We just got here yesterday, actual ly.

Max: Hey, you wou ldn 't happen to know anyth ing about the La Fortu na waterfal l , wou ld you? We plan on driving u p there this weekend.

Frank: But be sure to take it s low on the path down to the bottom of the fa l ls . It ca n get pretty wet and s l ippery.

Frank: I 'm Fra n k, by the way. Fra n k Lew. From Hong Kong.

Max: Max Bel l i . From Labro, Ita ly. Have you heard of it?

Frank: Actua l ly, we just got back from there yesterday.

Max: What a coincidence ! Was it worth see ing?

Max: Than ks for the warn ing. What i f we want to get a look at the Arena l Volcano, too? Do you th ink that's doable in two days?

Frank: I can 't say I have.

Max: I t's a very sma l l town about 20 ki lometers north of Rome.

Frank: Spectacu lar. You don't want to m iss it.

Fra n k: No p roblem. The volca no's on ly about twenty min utes west of La Fortu na by ca r. So I 'm sure you cou ld hand le them both .

D FOCUS ON LANGUAG E Write each of the fo l lowing statements from the Photo Story i n you r own way. U se the context of the story to he lp you restate each one.

1 " I can 't say I have." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 "What a coincidence ! " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 "Was it worth see i ng?" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 "You don't want to m iss it." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 " . . . be su re to take it s low." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 " Do you th i n k that's doable i n two days?" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 " . . . I 'm s u re you cou ld hand le them both ."

SPEAKING A PAI R WORK Bra insto rm a nd write the names of p l aces you know for each of the fo l l owing

geograph ical featu res .

an ocean o r sea

a bay or g u lf

a mou nta in o r vo lcano

a mounta in range

B GUESSING GAME Describe a geograph ica l featu re of you r cou ntry. You r c lassmates g uess what p l ace it i s .

a nationa l park

a lake

a waterfa l l

. . . .

U It's a beautifu l lake. It's between . . . "

' ' It's a volcano. It's near . . . ' ' UNIT 1 0 1 1 1

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Describe a geographica l location

GRAM MAR Prepositional phrases of geographical place

Look at the map and study the examples.

Mexico is north of (OR to the north of) Guatemala. Honduras and El Salvador are located to the south.

Tikal is i n the north . Guatemala City is in the south . Coban is located in the centra l part of Guatemala.

El Rancho is located on the Motagua River. Champerico is on the west coast of Guatemala. Flores is on the south shore of Lake Peten ltza .

A GRAMMAR PRACTICE Com plete the sentences with the correct p reposit ions .

1 Vlad ivostok i s located . . . . . . . . . the eastern coast . . . . . . . . . Russ ia .

2 Barranq u i l l a i s . . . . . . . . . the northern part . . . . . . . . . Colombia .

3 Haikou is . . . . . . . . . the northern coast . . . . . . . . . Ha inan I s land i n China.

4 Machu Picchu is located about 1 00 ki lometers northwest . . . . . . . . . Cuzco .

5 Vietnam is located south . . . . . . . . . Ch ina .

6 Kota Ki naba l u is . . . . . . . . . the north coast of Borneo, a part of Ma lays ia .

7 Manaus is located . . . . . . . . . the Amazon Rive r i n Brazi l .

8 Ca nada i s . . . . . . . . . the north . . . . . . . . . the Un ited States .

B PAIR WORK With a partner, choose five p laces you know i n or

. . . . . . . .l!mlim near you r cou ntry. Then describe and write where they are, EXER�g�§ us ing prepos iti ona l ph rases of geog raph ical location .

· · · · · · "�rJ�'g PRONUNCIATION Voiced and voiceless th COACH

-

A � 5:25 Read and l i sten . Then l i sten aga in and repeat.

Voiced th Voicel ess th

1 there thanks

2 th is th i n k

3 northern north

4 southern south

5 the west southwest

GRAMMAR BOOSTER p. 143 • Prepositions of p lace: more usage • Proper nouns: capita l ization • Proper nouns: use of the

� 5:24 Co . . mpass di rections �� north NE = northeast = south NW = northwest �-=_east SE = southeast - west SW = southwest Note: the east co t (OR Also: the [norther�s/ sout

�aste/rn coast)

ern western] coast

B PAIR WORK Take tu rns read i ng the sentences you wrote i n Exercise B above, paying attent ion to voiced and vo iceless th sou nds .

1 1 2 UNIT 10

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CONVERSATION MODEL A 5:26 Read and l i sten to someone describ ing

a geog raph ica l locat ion .

A: Where exactly is the temp le located?

B: About 1 5 k i lometers north of Kyoto. Are you p l ann i ng to go there?

A: I 've been th i n ki ng about it .

B: � r? .� .f!l.��-.s�.� · Be su re to take p ictu res !

� 5 ·28 R ecommendations It 's a must-see You ·dan··i want. to miss it.

,... 5:29 Criticisms

It' s overrated . It' s a waste of time .

8 5:2 7 RHYTHM AND INTONATION Listen aga i n and repeat. Then practice the Conversation Model with a partner.

Describe a geographical location

. . . . . . . . . . . "trJ�� A CONVERSATION ACTIVATOR With a partne r, change the Conversation Model to ta l k about the location of an in terest ing p lace. Use the map and the p ictu res or a map of you r own cou ntry. Then change ro les .

A: Where exactly . . . . . . . . . located? B: . . . . . . . . . . Are you p lann ing to go there? A: I 've been th i n ki ng about it. B: . . . . . . . . . .

DON'T STOP! • Ask more questions about the place.

[Is it I Are they] worth seei ng? Is [it I the trip] doable in [one day] ?

• Ask about other places.

8 CHANGE PARTNERS Descri be other p laces .

G R EAT SAND Y DESERT

A U S T R A •Alice Springs Ayers Rock •

G REAT VIC TO R IA DESERT

Great

UNIT 10 1 1 3 feralan.com


Warn about a possible risk

. . . . . . . . •�m'� VOCABULARY Describe risks CARDS � 5:31 Some places

a path

.��·

a cave

It can be qu ite dangerous. It can be very rocky. It ca n be extremely steep.

I t ca n be so sli ppery. I t can be pretty dark. It can be terribly exhausting . It can be rea l ly foggy.

5 :32 Dangerous an ima l s and i nsects

I

' ' Watch out for [snakes] . "

" Keep an eye out fo r [bea rs] . "

��.· ... . �� ..

• "J.. .ii " i;."R.I f"t; '' a snake

a jel lyfish

a scorpion

a shark

a bear

a mosquito

1 1 4 UNIT 1 0

B 5 :1 LISTEN TO I N FER Listen to the conversations . Check i f the speaker th i n ks the p lace i s risky o r not.

ri sky not ris ky

1 He th inks h ik ing around the wate rfa l l i s . . . D D

2 She th i nks c l imbing the mou nta in is . . . D D

3 She th i nks swi m m i ng i n the bay is . . . D D

4 He th inks wa l king on the c l iffs is . . . D D

C s: 4 LISTEN TO ACTIVATE VOCABULARY Listen aga in . Com plete each statement with the risks .

1 He warns that the path i s sometimes . . . . . . . . . . . . . . . . . . . . . . . . . and

the re may be . . . . . . . . . . . . . . . . . . . . . . . . . .

2 She wa rns that there may be . . . . . . . . . . . . . . . . . . . . . . . . . and that the

path can be . . . . . . . . . . . . . . . . . . . . . . . . . .

3 He's worried that there wi l l be a lot of . . . . . . . . . . . . . . . . . . . . . . . . . and

there may be . . . . . . . . . . . . . . . . . . . . . . . . . .

4 He warns that the c l iffs are . . . . . . . . . . . . . . . . . . . . . . . . . and there may

be . . . . . . . . . . . . . . . . . . . . . . . . . .

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GRAMMAR Too + adjective and infinitive

Use too + an adjective and an infin itive to give a warn ing or an explanation.

It's too dark to go h iking now. = Don 't go h iking now because it 's dark. Those cl iffs are too steep to cl imb. = You shou ldn 't c l imb those cl iffs because they're very steep.

Use a for phrase to fu rther clarify a warn ing or explanation.

It's too dangerous for chi ldren to go swimming there . (On ly adu lts should swim there.) GRAM MAR BOOSTER p. 145 • I nfin itives with enough

. . . . . . JillfilliJJ MORE

EXERCISES

GRAMMAR PRACTICE Com plete the sentences, us ing too + an adjective and a fo r ph rase + an i nfi n itive .

1 I t's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to that neighborhood a lone. dangerous I you I go

2 The pyram id at Teotihuacan is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . steep I older tourists I c l imb

3 I t's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the last tra in to the capita l . late I you r fr iends I catch

4 The path is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . safely. rocky I your ch i ldren I wal k on

5 I t's rea l ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h i ki ng to the waterfa l l today. hot / us I go

6 Don't you th i n k th is map is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? confusing I them I understa nd

CONVERSATION MODEL A s: Read and l isten to someone wa rn ing about a risk .

A: Excuse me. Can you te l l me the way to the beach?

B: That way. It's not very fa r.

A: Thanks . Is it safe to go swi m mi ng there?

B: Su re, but be ca refu l . There's someti mes a n u ndertow.

A: Rea l ly?

B: Wel l , it's too da ngerous for ch i ldren to go swim ming there. But I 'm su re you ' l l be fi ne.

A: Thanks for the wa rn ing .

B 5:36 RHYTHM AND INTONATION Listen aga in and repeat. Then practice the Conversation Model with a partner.

Warn about a possible risk

. . . . . . . ••trJ�g A CONVERSATION ACTIVATOR With a partner, change the Conversat ion Mode l . Ask for d i rections to another pl ace. Warn about poss ib le risks . Then change ro les .

Places to go a waterfa l l a path a cave

A: Excuse me. Can you tel l me the way to . . . . . . . . . ? a beach cliffs

B: . . . . . . . . . . A: Thanks . Is it safe to . . . . . . . . . there? B: · · · · · · · · · .

B CHANGE PARTN ERS Warn about another p lace.

DON'T STOP! a volcano a national park

• Ask for more information. Do I need to watch out for Lie l lyf ish I sharks]? Are there a lot of [snakes I bears] ? Is the path very [steep I rocky I s l i ppery)? [ Is it I Are they] worth seei ng?

• Warn about other risks. Watch out for [scorpions] . It's t oo [da ngerous I da rk] [for _ ] to _ there .

Things to do go swimming go h iking go cl imbing go biking go skiing

UNIT 1 0 1 1 5 feralan.com


Describe a natural setting

BEFORE YOU LISTEN · 'Fr.!�'� A 5 :37 VOCABULARY • Describing natural features Read and l i sten .

5:38 Strong positive adjectives The s�enery was breathtakin CARDS Then l i sten aga i n and repeat. The v!ews were spectacular g.

The sights we re extraordina�y.

Geographic nouns

a forest a j u ngle a va l ley

Geographic adjectives

mou ntainous hil ly

B PAIR WORK Ta l k about p laces you know, us ing the nouns and adjectives from the Vocabu lary.

a canyon a n island a glacier

flat dry I a rid lush I g reen

' The north of this cou ntry is pretty flat and a rid, but i n the south it's rea l ly mounta inous . The green va l l eys and forests a re spectacu lar. ' '

LISTENING COMPREHENSION A ..,_ 5:39 LISTEN FOR MAIN IDEAS Read the questions . Li sten to a descri ption

of a memorable tri p and answer the questions .

1 What country d id Mr. Yamagich i vis it?

a the U .S . b Austra l ia c Canada d the U . K.

2 What ki nd of p lace d id he vis it?

a a park b a beach c an i s l and d a j u ng le

3 What activity d id he and h i s wife do the most?

a go sk i ing b go swi m ming c go h i ki ng d go hang g l id ing

4 What geog raph ica l adjective best describes th is pl ace?

a flat b a rid c h i l ly d mou nta inous

Mitsuh iko Ya magichi

1 1 6 UNIT 10 feralan.com


B s· LISTEN FOR DETAILS Listen aga in and pay attent ion to how M r. Yamagich i describes what he saw on h is trip . Com plete each phrase with a word from the box.

1 amazi ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 fantastic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 breathtaki ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 fresh, c lean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 extraord i nary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 s l i ppery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 fa mous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 s pectacu la r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C PAI R WORK With a partner, s u m marize M r. Yamagich i 's trip i n you r own words by restati ng key deta i l s . Listen aga in i f necessa ry.

Describe a natural setting

A FRAME YOU R IDEAS Choose a photo. Describe the p lace and what a person cou ld do there. You r pa rtner guesses which p lace you chose.

B NOTEPADDING On you r notepad, write about a s pectacu l a r p lace you know or a p lace you 'd l i ke to visit. What does it look l i ke? What can you do the re?

Name of lace: Thin s ou can do there:

Descri t ion :

air canyon c l iffs forests g l acier hote l

l ake mou nta ins path views water waterfa l l s

C PAI R WORK Tel l you r pa rtner about the p lace you wrote about on you r notepad . Use the Vocabu lary.

I t 's in the [north] I on the [coast] . It 's located on the [Orinoco River] . It 's located on the [shore I east coast]

of [Lake Victoria] . It 's south of It 's in the centra l pa rt of _. It's a must-see .

You don 't want to miss it. [Bash Bish Fa l ls] is overrated , but

[N iagara Fa l ls] is breathtaki ng. [Saw Va l ley] is a waste of time, but

[Pi ne Va l ley] is extraord inary. It 's very [rocky I steep I s l ippery] .

UNIT 1 0 1 1 7

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Discuss solutions to global warming

BEFORE YOU READ . '�CI�'� A 5:41 VOCABULARY • Energy and the environment Read and l isten . Then l i sten again a nd repeat.

CARDS

the environment n. the a i r, water, and land i n wh ich peop le, an ima l s, and p la nts l ive

pollution n. the act of caus ing a i r, water, or l and to become d i rty and u nhealthy for people, an ima ls , a nd p lants

..,. 5:42 Stress in verbs and nouns increase v. to become larger i n amount

an increase in [temperatu re] n.

climate change n. a long-term change i n the Ea rth 's tem peratu res a nd weather patterns

decrease v. to become smal ler i n amount a decrease i n [po l l ution] n.

power n. e lectricity or other force that can be used to make mach i nes, ca rs , etc. , work

renewable energy n. power from natu ra l resou rces, such as wind power or so lar power (from the su n), that is conti n ua l ly ava i lab le for h u man use

energy-efficient adj. us ing as l ittle power as poss ib le

B DISCUSSION What do you a l ready know about g loba l warm ing? What causes i t? What effect i s i t having on the envi ron ment?

READING 5:43

Choose Clean Energy and Help Curb Global Warming

Compact fluorescent light bulbs use less electricity.

Fossil fuels such as oil, coal, and natural gas provide energy for our cars and homes, but increase the amount of carbon dioxide (C02) in the air, contributing to climate change in the form of global warming. However, there are choices we can make that can lessen their negative impact on the environment. Get moving-Take good care of your car and keep your tires properly inflated with air. You will use less gasoline and save money. Better yet, skip the drive and walk, take public transportation, or ride a bicycle when you can.

Upgrade-Replace your old refrigerator or air conditioner with a new energy-efficient model. Not only will you save money on your electric bill, but you'll contribute to cutting back on the pollution that causes global warming.

See the light-Use new energysaving compact fluorescent light bulbs. They produce the same amount of light as older incandescent bulbs, but they use 75% less electricity and last much longer.

Cut back-Try to reduce the amount of water you use for showers, laundry, and washing dishes. And turn the

temperature on your hot water heater down.

Recycle-Use products that are recycled from old paper, glass, and metal to reduce energy waste and pollution by 70 to 90%. And before you toss things in the garbage, think about what you can reuse.

Think local-Shipping foods over long distances is a waste of energy and adds to pollution. In addition, the pesticides and chemicals used to grow them are bad for the environment. So buy locally grown fruits and vegetables instead.

Speak out-Talk to lawmakers about your interest in curbing global warming. Support their attempts to improve standards for fuel efficiency, to fund renewable and clean energy solutions, such as wind and solar power, and to protect forests.

The effects of g lobal warm ing

• An increase in floods, droughts, tornadoes, and other extreme weather conditions

• A rise in sea levels, causing flooding in coastal areas

• Higher sea surface temperatures, endangering sea life

• The shrinking of glaciers, leading to a decrease in fresh water for rivers and less energy production

• A loss of tropical forests, an i ncrease in arid lands, more forest fires, and a loss of animal and plant species

• A decrease in agricultural yields, leading to famine

\

1 1 8 UNIT 1 0 feralan.com


A UNDERSTAND FROM CONTEXT F ind and u nderl i ne each of the fo l l owi ng words o r ph rases in the Read i ng . Then use you r u nderstand ing of the wo rds to write defi n it ions .

1 foss i l fue ls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 g loba l warm ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 i nflated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B CRITICAL TH I NKING Discuss the q uestions .

4 reduce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 curb ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 a rise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 The artic le mentions foss i l fue ls as a major sou rce of energy. What two other sou rces of energy are mentioned? How a re they d ifferent from foss i l fue l s?

2 Look at the l ist of the effects of g loba l wa rm i ng i n the Read ing . What im pact cou ld they have on these aspects of your cou ntry 's economy: tou ri sm, food production, hous i ng, and d isaster re l ief?

. . . . . . . . . moom C SUMMARIZE Review the Read ing aga in . Then c lose you r book. With a partner, d iscuss and make a l i st of the EXER�g� ways the Read ing suggests you can hel p cu rb g loba l warm ing .

A

Discuss solutions to global warming

NOTEPADDING What do you do i n you r da i ly l ife that m ight contribute to the energy waste and po l l ution that causes g loba l wa rm ing? Make a l i st on you r notepad.

at home: r1 lei �:; cl'.' ;, at work: h

1·. LI. 1::

a t schoo l :

I!, 1r ll:

i n tra n sportation :

other: p

Ir I' n

.;.�· - "'' ·�

B PAIR WORK Com pare notepads with a partner. Discuss what you th i n k each of you cou ld do to hel p cut down on energy waste and pol l ut ion .

' I don 't real ly recycle everyth ing I ca n right now, but I 'd l i ke to. I thi n k it wou ld be better for the envi ron ment if I did . ' '

' I want to buy energy-efficient l ight bu lbs, but they're more expensive than the reg u l ar k ind.

C DISCUSSION Do you agree with the suggestions i n the Read i ng? Discuss the va lue of tryi ng to take persona l actions to hel p cu rb g loba l warm ing . Ta l k about:

• what you a re doing now. • what you 'd l i ke to do in the futu re. • what you th i n k is not worth do ing .

I I I L

Are you in favor of _? I th ink I don't th ink it's a good idea to _. I 'm aga i nst _. That's true, but _. I see what you mean , but _. Wel l , on the one hand , _. But, on the

other hand, _. That's one way to look at i t , but _. That depends. We' l l have to agree to d isagree.


Find and underl ine three words or phrases in the Reading that were new to you. Use them in your Discussion.

For example: "a waste of energy."

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A 5:44 Listen to the conversat ions. Write the type of p lace each person is ta l ki ng about, choos ing words from the box. Then check whether o r not the person recom mends go ing there.

Type of place Recom mended?

a canyon

a cave

a desert

a g lacier

Type of place

an i s l and

a va l ley

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D yes D no

D yes D no

3 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

4 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

B Look at the p ictu res. Com plete the warn ings about each danger, us ing too.

1 2 3

1 That road . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to r ide on if you 're not ca refu l .

2 Those steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . c l imb safe ly after a ra i n .

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go i n the cave without a f lash l ight.

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go swi m m ing in the bay.

C Com plete the locations, us ing the map.

1 The town of Sa i nt-P ierre i s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the

shore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the i s l and of Sai nt-Pie rre .

2 G rand Barachois Bay . . . . . . . . . . . . . . . . . . . . . . the v i l l age of M ique lon .

3 The i s land of Sa int-P ierre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lang lade.

4 The vi l lage of M iq ue lon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from the town of Sa i nt-P ierre .

5 The beaches . . . . . . . . . . . . . . . . . . . . . . . . . the . . . . . . . . . . . . . . . . . . . . . . . . . . . . coast.

WRITING

�� W'QIYE s

St. Lawrence Gulf

Langlade

4

Write a descript ion of you r cou ntry, state, o r p rovince . I ncl ude the locat ion and descri ption of major cities, geog ra ph ica l featu res, nationa l pa rks, and other points of i nterest. Use adjectives to provide deta i l s that he l p the reader see a nd fee l what the p laces a re l i ke.

North Atlantic Ocean 10 kilometers

1 0 miles

qu iet I noisy hum id I foggy spectacu lar

p. 153 • Organizing by spatial relations • Guidance for this writing exercise

crowded dry I ar id breathtak ing

hot I warm lush I green extraord inary

cold I cool steep I rocky beautifu l

WRIT ING BOOSTE R

mounta i nous

a vo lcano

a waterfa l l

Recommended?

D yes D no

D yes D no

Miquelon

Island of Saint-Pierre

h igh I low

flat I h i l ly green I b lue

gorgeous

un ique rs·lf l.dhifiifii.!&Qj.!@111-n TOP NOTCH • • Lyrics p. 155

" It's a Beautifu l World "

�- - -- - - - -.Ji:J: I 1 20 UNIT 1 0

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ORAL REVIEW GAME Using the map and the pictu res, describe a location or natural featu res . You r classmates guess the place. For example:

It1s- located s-outh of Dena l i Nationa l Pa rk. OR It haS' s-pectacu lar 9 lac iers-.

PAI R WORK Use the map and the " Exp lore Alaska ! " chart to create conversations fo r the man a nd the woman . Start l i ke th is :

Where exa ctly i s- _? OR Excus-e me. Co uld you te l l me the way to _?

Explore Alaska!

0

N Arctic Ocea n

W f(ldE w s

Beri ng Sea

I I O 300 kilometers

N A · A

Glacier Bay National

Park

G u lf of Alaska

D Describe a geographica l l ocation. D Warn about a possible risk. D Describe a natu ra l setting . D Discuss sol utions to g lobal warming.

· - ·

UNIT 1 0 1 21 feralan.com


Reference Cha rts PRO N U NCIATION TABLE

Vowels Consonants

Symbol Key Words Symbol Key Words Symbol Key Words

beat, feed p pack, happy z zip, please, goes bit, did b back, rubber J ship, machi ne, station,

er date, paid t tie special, discussion f.. bet, bed d die 3 measure, vision

� bat, bad k came, key, quick h hot, who a box, odd, father g game, guest m men ) bought, dog tJ church, nature, watch n sun, know, pneumon ia

OU boat, road d3 judge, genera l, major rJ sung, ringing u book, good f fan, photograph w wet, white u boot, food, flu v va n I light, long " but, mud, mother 9 thing, breath right, wrong a ba nana, among 0 the n, breathe y yes

� shi rt, murder s sip, city, psychology ar bite, cry, buy, eye ! butter, bottle au about, how t1 button )I voice, boy Ir deer u ba re or bar Jr door ur tour

I RREG U LAR VERBS I base form sim ple past past participle base form simple past past participle be was I were been lend lent lent become became become let let let begin began begun lose lost lost bite bit bit I bitten make made made bleed bled bled mean meant meant break broke broken meet met met bring brought brought pay paid paid build built built put put put burn burned I burnt burned I burnt quit quit quit buy bought bought read /rid/ read /rrd/ read /rrd/ catch caught caught ride rode ridden choose chose chosen ring rang rung come came come rise rose risen cost cost cost run ran run cut cut cut say said said do did done see saw seen draw drew drawn sel l sold sold dream dreamed I dreamt dreamed I dreamt send sent sent drink drank drunk sew sewed sewn drive drove driven shake shook shaken eat ate eaten sing sang sung fall fel l fallen sit sat sat feed fed fed sleep slept slept feel felt felt speak spoke spoken fight fought fought spend spent spent find found found spread spread spread fit fit fit stand stood stood flee fled fled steal stole stolen fly flew flown stick stuck stuck forbid forbade forbidden sting stung stung forget forgot forgotten strike struck struck get got gotten swim swam swum give gave given take took taken go went gone teach taught taught grow grew grown tel l told told have had had think thought thought hear heard heard throw threw thrown hit hit hit understand understood understood hold held held wake up woke up woken up hurt hurt hurt wear wore worn keep kept kept win won won know knew known write wrote written leave left left

122 REFERENCES feralan.com


VERB TENSE REVI EW: PRESENT, PAST, AN D FUTU RE

1 THE PRESENT OF BE Statements I am I am not

You

We are I aren't

They late.

He

She is I isn't

It

2 TH E S IMPLE PRESENT TENSE Statements I

You speak I don't speak

We

They

He speaks I doesn 't speak

She

Yes I no questions I

Do I Don 't you

know them? we

they

Does I he eat meat?

Doesn 't she

Short answers I

you do.

we

Yes, they No,

he

she does.

it

Information questions I

What do you

need? we

they

he

When does she start?

it

Who does she l ike?

wants

Who needs this book?

l ikes

English.

Eng l ish.

I

you

we

they

he

she

it

don't.

doesn 't.

3 THE PRESENT CONTIN UOUS Statements I am watching TV. You

We are studying English.

They

He

She is arriving now.

It

Yes I no questions Am I

you

Are we

they going too fast?

he

Is she

it

Short answers I am . I 'm not.

you are. you aren't I you 're not.

he he isn 't I he's not.

Yes, she is. No, she isn't I she's not.

it it isn't I it's not.

you are.

we

you aren't I you 're not.

we aren 't I we're not.

they they aren't I they're not.

Information questions you

What are we doing?

they

he

When is she leaving?

it

Where am I staying tonight?

Who is driving?

4 TH E PAST CONTINUOUS Statements

I was I wasn't singing that song.

You

We were I weren't playing the piano.

They

He

She was /wasn't leaving from Central Station.

It


Was he she it

landing in Sydney when the storm began? we

Were you they

REFERENCES 1 23

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(The past continuous-continued) Short answers

I he

was. she it

Yes, we you were. they


When was he she

we Where were you

they

Who was

S TH E PAST OF BE Statements

I

He was late. She

It

We

You were early.

They


Was he

on time? she

it

we

No,

speeding?

going?

arriving?

Were you in the same class?

they

Short answers I I

he he

she was.

she

Yes, it No, it

we we

you were. you

they they

I nformation questions we?

Where were you?

they?

he

When was she here?

it

Who were they?

he?

Who was she?

it ?

1 24 REFERENCES

I he

wasn't. she it

we you weren't. they

wasn't.

weren 't.

6 THE SIM PLE PAST TENSE Many verbs are i rregular in the simple past tense. See the l ist of i rregular verbs on page 1 22. Statements I

You

He

She stopped I working .

It didn't stop

We

They


you

he

Did she make a good dinner?

we

they

Short answers I

you

he

� she did.

No, it didn't we

they

Information questions I you

When did he

read that? she we they

Who did they see?

Who cal led?

7 THE FUTURE WITH WILL Affirmative and negative statements

I

You

He

She wi l l / stop at five a-clock. won't

It

We

They

Yes I no questions I you he

Wi l l she It we they

be on time?

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(The future with will-continued) Affirmative and negative short answers

I

Yes , you wi l l .

he ,_______ she

it No,

we won 't

they


you

he

What wil l she do? it

we

they

Who wil l be there?

8 THE FUTURE WITH BE GOI NG TO Statements I 'm

You ' re

He's going to I

She's be here soon. not going to

It's

We're

They're

Yes I no questions you

Are we going to they

Am I going to

he Is she going to

it

Short answers I am.

you are.

he

Yes she is.

it

you

we are.

they

Information questions you

What are we going to they

When is he going to

she

it

Where am I going to

Who i s going to

want coffee?

be late?

arrive on time?

I'm not.

you aren't I you're not.

he isn't I he's not.

No, she isn 't I she's not.

it isn't I it's not.

you aren't I you're not

we aren't I we're not.

they aren't I they're not.

see?

stop?

stay tomorrow?

call?

9 THE PRESENT PERFECT Affirmative and negative short answers

I

You have I We haven't They

He

She has I hasn't

It


left.

Have you said enough? we

they

he

Has she already started? it

Affirmative and negative short answers

Yes, I

have. you

we No, they haven 't.

Yes, he has.

she No, it hasn 't.


Where have you

seen the book? we

they

he

How has she been?

it

Who has read it?

1 0 THE PASSIVE VO ICE Form the passive voice with a form of be and

the past participle of the verb

ACTIVE VOICE PASSIVE VOICE simple Art collectors buy Famous paintings are present famous paintings bought by art collectors.

present The Cineplex is That fi lm is being shown continous showing that fi lm. by the Cineplex.

present All the critic have That book has been perfect reviewed that book. reviewed by all the critics.

simple past Vera Wang designed This dress was designed this d ress. by Vera Wang.

past Last year, World Air Last year, tours to the

continous was sti l l sell ing tours Ivory Coast were sti l l to the Ivory Coast. being sold.

future The children will return The books will be with wi l l the books tomorrow. returned tomorrow.

be going to Bar's Garage is going My car is going to be to repair my car th is repaired by Bart's

afternoon. Garage this afternoon .

REFERENCES 1 25

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GERU N DS AN D I N FI N ITIVES

Verbs fol lowed b_x a gerund

acknowledge delay escape keep propose risk admit deny explain mention quit suggest advise detest feel like mind recall support appreciate discontinue finish miss recommend tolerate avoid discuss forgive postpone report understand can't help dislike give up practice resent celebrate endure imagine prevent resist consider enjoy justify prohibit

Verbs fol lowed di rectl_x b_x a n i nfi nitive

afford choose hesitate need promise volunteer agree consent hope neglect refuse wait appear decide hurry offer request want arrange deserve intend pay seem wish ask expect learn plan struggle would like attempt fail manage prepare swear yearn can't wait grow mean pretend

Verbs fol lowed b_x a n object before an i nfin itive *

advise convince get* order remind urge allow enable help* pay request warn ask* encourage hire permit require want* cause expect* invite persuade teach wish* challenge forbid need* promise* tell would like* choose* force

* In the active voice, these verbs can also be followed by the infinitive without an object (example: want to speak or want someone to speak) .

Verbs fol lowed b_x either a gerund or a n i nfinitive

.begin hate remember* can't stand like start continue forget*

love prefer regret

stop* try*

* There is a complete difference in meaning when these verbs are followed by a gerund or an infinitive.

I forgot closing the window. (= I forgot that I did it.)

I forgot to close the window. (= I didn't do it because I forgot.)

I remembered locking the door. (= I have a memory of having locked it.)

I remembered to lock the door. (= I didn't forget to lock it.)

I stopped smoking. (= I stopped the habit.)

I stopped to smoke. (= I stopped what I was doing in order to smoke.)

Adjectives fol lowed b_x a n i nfinitive *

afraid curious disturbed alarmed delighted eager amazed depressed easy angry determined embarrassed anxious disappointed encouraged ashamed distressed excited

* EXAM PLE: I 'm will ing to accept that.

1 26 REFERENCES

fortunate glad happy hesitant likely lucky

pleased shocked proud sorry ready surprised relieved touched reluctant upset sad willing

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G ra m ma r Booster

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llm Lesson l

A

Expressing the future: review

These forms can express or imply the future:

The present continuous

My tooth has been ki l l ing me al l week. I 'm cal l ing the dentist tomorrow.

What are you doing this afternoon? I 'm going to the beach .

The simple present tense

The office is usual ly open until 9:00, but it closes at 6:00 tomorrow.

Although should, could, ought to, may, might, can, and have to are not future forms, they often imply a future action.

You could catch the next bus. We should cal l her next week.

Read each sentence. Check the sentences that have futu re mean ing .

D Hannah is studyi ng Eng l ish this month. D 6 I 'm taking my daughter out for d inner ton ight.

D 2 Nancy studies Engl ish i n the evening. D 7 I 'm eating d inner with my daughter. Can I ca l l

D 3 You shou ld ca l l me tomorrow. you back?

D 4 He might have t ime to see you later. D 8 The class a lways sta rts at 2:00 and fin ishes at 4:00. D 5 My parents are arrivi ng at 1 0 :00. D 9 We may stay another week in Paris.

The future with will and �: review

Use wi l l or be going to to make a pred iction or to indicate that something in the future wil l be true. There is no difference in meaning.

Getting a new car wil l cost a lot of money. = Getting a new car is going to cost a lot of money.

Use be going to to express a plan .

My tooth has been k i l l i ng me a l l week. I 'm going to cal l a dentist. NOT J-wiH-eaH a dentist.

Be carefu l ! Will is also used for wil l ingness. This use of wi l l doesn't have a future meaning. Be going to cannot be used for wil l ingness.

A: Is it true that you won't go to the dentist?

B: I ' l l go to the dentist, but I don't l ike f i l l ings. NOT I 'm goiAg to go to the dentist, but . . .

B Com plete the conversations, us ing wi l l or be going to .

A: Wou ld you l i ke to go ru n n i ng i n the park? I . . . . . . . . . . . . . . . . . . . . . . . . . i n about half an hour. 8: That sounds great. I . . . . . . . . . . . . . . . . . . . . . . . . . you there. leave

meet 2 A: It's midn ight. Why are you sti l l reading?

8: We . . . . . . . . . . . . . . . . . . . . . . . . . a test tomorrow. have

3 A: Do you have p lans for tomorrow? 8: Yes. I . . . . . . . . . . . . . . . . . . . . . . . . . a ch i ropractor for the fi rst t ime.

see 4 A: I hope you can come tomorrow night. We'd rea l ly l i ke you to be there.

8: OK. I . . . . . . . . . . . . . . . . . . . . . . . . . . come

5 A: I 'm th i n king about getting a new laptop. 8: Rea l ly? Wel l , I . . . . . . . . . . . . . . . . . . . . . . . . . you m ine. I love it.

show

1 35 GRAMMAR BOOSTER

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Lesson 2

Regrets about the past: wish + the past perfect; should have and �

Wish + the past perfect

I wish I had married later in l ife. And I wish I hadn't married Cel ine!

Do you wish you had bought that car when it was avai lable?

Should have and ought to have + past participle

Ought to have has the same meaning as should have.

I should have married later in l ife. = I ought to have married later in l ife.

I shouldn't have married Cel ine. = I ought not to have married Cel ine.

Note: American English speakers commonly use should have instead of ought to have in negative statements and in questions.

A On a separate sheet of paper, rewrite the statements and questions, cha nging wish + the past perfect to shou ld have or ought to have.

She wishes she had had ch i ldren. (ought to)

5Jie ov9M to Jiave Jiad cJi i ld ren .

1 Do you wish you had studied Swahi l i ? (shou ld)

2 I wish I had gone to New Zea land i nstead of Austra l ia . (ought to)

3 Do you wish you had ta ken the job at the embassy? (shou ld)

4 I wish I hadn 't studied law. (shou ld)

B Answer each question with a statement us ing wish + the past perfect.

1 Steven said, "I should have stopped smoking." What does Steven wish? -�- � . . �i.�� .�� .�.�.4. ?.t9.PP.�� . . ��.�.�.i.09 � . . . . . . . . . . . . 2 Lau ren said, "I shou ldn't have bought this ca r." What does Lau ren wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Ca rl 's wife said, "You shou ld have bought a convertib le." What does Carl 's wife wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Ms. Baker said, "The students should have stud ied more for the exam." What does Ms. Baker wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. Lesson l

Adjective clauses: common errors

Remember:

Use the relative pronouns who or that for adjective clauses that describe people. Use that for adjective clauses that describe things.

Don 't say: Feijoada is a dish whe is famous in Brazi l .

Don't use a subject pronoun after the relative pronoun.

Don't say: Feijoada is a d ish that it is famous in Braz i l .

A On a sepa rate sheet of paper, combine the two sentences into one, making the second sentence an adjective c lause. Use who whenever poss ib le . When it isn't possib le, use that. Fo l low the example.

The hote l c lerk was very he lpfu l . I He recom mended the restau rant.

The Ji ote l c lerk wJ,o recommended tJie res-ta v ra nt WaS' very Jie lpfvl . 1 M y cous in l ives in New Zealand. I She ca l led today.

2 We have a meeting every morn ing. I It beg ins at 9: 30.

3 The ce lebration is exciti ng . I I t takes p lace in spring .

4 The teacher is not very forma l . I She teaches the gra m mar class.

5 Patients m ight prefer homeopathy. I They want to avoid strong medications.

6 The copy shop is c losed on weekends. I I t offers express service.

7 The hote l is very expensive. I I t has three swim ming pools .

8 Do you l i ke the teacher? I He teaches advanced Engl i sh .

GRAMMAR BOOSTER 1 36

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Reflexive pronouns

A reflexive pronoun should a lways agree with the subject of the verb.

People real ly enjoy themselves at Brazi l 's Carnaval celebrations.

My sister made herself sick from eating so much.

Common expressions with reflexive pronouns

believe in oneself If you believe in yourself, you can do anything.

enjoy oneself We enjoyed ourselves on our vacation.

feel sorry for oneself Don 't sit around feel ing sorry for yourself.

help oneself (to somethi ng) Please help yourselves to dessert.

hurt oneself Pau l hurt himself when he tried to move the fridge.

give oneself (someth ing) I wanted to give myself a gift, so I got a facia l .

Reflexive pronouns

myself itself you rself ourselves h imself you rselves herse lf themselves

,..

introduce oneself Why don 't you introduce yourselves to your new neighbors?

be proud of oneself She was proud of herself for getting the job.

take care of oneself You should take better care of yourself.

talk to oneself I sometimes talk to myself when I feel nervous.

teach oneself (to do somethi ng) N ick taught himself to use a computer.

tel l oneself (something) I always tel l myself I ' m not going to eat dessert, but I do.

work for oneself Oscar left the company and now he works for himself.

B Com plete the sentences with reflexive pronou ns.

1 My brother and h is wife rea l ly enjoyed . . . . . . . . . . . . . . . . . . . . . . . . . on thei r vacation .

2 My u ncle has been teach ing . . . . . . . . . . . . . . . . . . . . . . . . . how to cook.

3 The food was so terrific that I hel ped . . . . . . . . . . . . . . . . . . . . . . . . . to some more.

4 I nstead of staying at home and fee l ing sorry for . . . . . . . . . . . . . . . . . . . . . . . . . after the accident, I stayed in touch with al l my friends.

5 I hope you r s ister 's been taking good care of . . . . . . . . . . . . . . . . . . . . . . . . . .

6 I was too shy to introduce . . . . . . . . . . . . . . . . . . . . . . . . . to anyone at the party.

7 M r. Yu h u rt . . . . . . . . . . . . . . . . . . . . . . . . . whi le l ighting f irecrackers for the Chinese New Yea r.

C Com plete each sentence with one of the com mon express ions with reflexive pronou ns. Then add two more sentences of you r own .

1 When did you r brother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . how to play the gu ita r?

2 You'd better tel l you r daughter to stop playing near the stove or she' l l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 I real ly hope you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when you 're on vacation .

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

� + reflexive pronouns

Use � with a reflexive pronoun to mean "alone."

You cannot put on a kimono by yourself. You need help .

Students cannot learn to speak Engl ish by themselves . They need practice with others in Engl ish.

D Com plete each sentence with � and a reflexive pronoun .

1 Very you ng chi ld ren shou ldn 't be a l lowed to play outside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Did you r father go to the store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

3 How old were you when you learned to make breakfast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

4 We got t i red of waiti ng for a table at the restau rant, so we fou nd one . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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Reciprocal pronouns: each other and one another Be carefu l !

Each other and one another have the same meaning, but one another is more formal . Reciprocal pronouns don't have the same meaning as reflexive pronouns.

People give each other (or one another) gifts.

Friends send each other (or one another) cards. They looked at themselves. (Each person

looked in a m i rror or at a photo . ) They looked at each other. (Each person

looked at the other person . ) E On a separate sheet of paper, rewrite each u nderl i ned phrase, us ing a

reciproca l pronou n . Then add one sentence of you r own . Fo l low the example .

On Christmas, in many places i n the world, people give and receive presents .

On CJiris-tmaS", i n many places- i n tlie Wo rld, peop le 9 ive eacJ, otlier pres-ents-. On New Year's Eve in New York City, people wait in Times Sq uare for midn ight to come so they can kiss other people and wish other people a happy new year.

2 During the Thai hol iday Songkran, people throw water at other people on the street.

3 During the Tomato Festiva l in Bu nal , Spain, people have a lot of fun throwing tomatoes at other people for about two hours .

4 After a day of fasti ng du ring Ramadan, M us l ims aro u nd the wor ld i nvite other people home to have something to eat that even ing .

5 (Your own sentence)

IJm Lesson 2 Adjective clauses: who and whom in formal English

In formal written or spoken Engl ish, use who for subject relative pronouns and whom for object relative pronouns.

subject

The singer was terrible. + He sang in the restaurant.

The singer who sang in the restaurant was terri ble.

object

The si nger was terrible . + We heard him last n ight.

The si nger whom we heard last n ight was terri ble.

Com plete each formal sentence with who or whom.

The front des k clerk . . . . . . . . . . . . . works at that hote l i s very hel pfu l .

2 The man . . . . . . . . . . . . . I met on the plane has invited us to l u nch.

3 The manager . . . . . . . . . . . . . l ives i n S ingapore may apply for the job.

4 I 'm very satisfied with the dentist . . . . . . . . . . . . . you recom mended .

5 The guests . . . . . . . . . . . . . we invited to the d inner were an hour late .

Remember: An object relative pronoun can be omitted.

The si nger we heard last n ight was terrib le . r

6 The sa les representative . . . . . . . . . . . . . you are going to ca l l speaks Eng l ish .

7 The s inger . . . . . . . . . . . . . you to ld me about is performing tonight.

8 My friend . . . . . . . . . . . . . works at the ba n k ca n he l p you .

9 I s you r co l l eague someone . . . . . . . . . . . . . I can ask to he lp me?

GRAMMAR BOOSTER 1 38 feralan.com


- Lesson l Real and unreal conditionals: review

• Real (or "factua l ") conditionals express the present or future results of real conditions.

Present or everlasting results: Use the present of be or the simple present tense in both clauses.

If I speak slowly, people understand me.

If the temperature of water rises above 100 degrees Celsius, it turns to steam .

Future results: Use the present of be or the simple present tense in the i f clause. Use a future form (future with wil l or present continuous for the future) in the result clause.

If I 'm late, I ' l l d isturb the others at the meeti ng.

• Unreal conditionals express the results of cond itions that don't exist. Use the simple past tense or were in the if clause. Use would + a base form in the result clause. The order of the clauses can be reversed.

- --If I bought a more economical car, I wouldn't worry so much about the price of gasol ine.

If he were here, he would tel l us about his tri p.

Remember: The order of the clauses in conditional sentences can be reversed . It's customary to use a comma after the if clause when it comes fi rst.

If you buy a food processor, you won't need to buy a blender.

You won 't need to buy a blender if you buy a food processor.

Remember: Conditional sentences have two clauses: an jf clause and a result clause.

• Don't use a futu re form in an if clause. Don't say: If I wffi-be late, I ' l l d isturb the others at the meet ing.

• Don't use would in an if clause. Don't say: If he wettffr-be here, he would tel l us about his trip.

A Correct the errors in the conditional sentences. More than one correct answer may be possible.

1 If you wi l l take a good pictu re, it can preserve memories of times you might forget.

2 If I was you, I wou ld send them an e-mai l r ight away.

3 If you wou ld go out today, you ' l l need an u mbrel la .

4 Most people wou ld eat healthy food i f they understand the consequences of eating too much junk food .

5 These spea kers wi l l be OK if you used them i n a smal ler room.

6 If the weather wi l l be better, I 'd go for a swi m .

7 If I wou ld have a chance, I wou ld work shorter hou rs .

8 Wi l l you ride a bicycle to work i f you r car broke down?

9 What wou ld you do i f I wou ld ask you to make d in ner?

10 He won't eat at that restau rant if they wou ld te l l h im he had to wear formal c lothes.

Clauses after wish

Use were or the simple past tense after wish to express a regret about something that's not true now.

I wish my laptop were top-of-the-l ine. (But it's not top-of-the-l i ne.)

I wish I had a Brew Rite d igita l coffeemaker. (But I don't have one.)

Remember: Use the past perfect after wish to express a regret about someth ing that was not true in the past.

--Sean wishes he hadn 't sold his car. (But he d id sel l it.)

Sean wished he hadn't sold his car. (But he d id . )

Use the conditiona l (would + a base form) after wish to express a desire in the present that something wil l occur in the future or on an ongoing basis.

I wish it would rain . (a desire for a future occurrence)

I wish it would ra in more often. (a desire for someth ing to occur on an ongoing basis)

Use would and a base form after wished to express a wish one had in the past for a future occurrence.

Yesterday I wished it would rain , but it d idn 't. (a past wish for a future occu rrence)

B Com plete each statement or question with the correct form of the verb.

I wish my favorite author . . . . . . . . . . . . .. . . . . . . . . . . . . a new book. I 've read a l l her old books so many ti mes. write

2 Pat wished she more t ime test-driv ing cars before she bought that SUV. · · · · · · · · ·si>en'd · · · · · · · · ·


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3 Most people wish they . . . . . . . . . . . . . . . . . . . . . . . . . rich. be

4 I w ish it . . . . . . . . . . . . . . . . . . . . . . . . . possible for me to get a better camera when I bought this one. be

5 They wished they . . . . . . . . . . . . . . . . . . . . . . . . . sooner that thei r com puter was a lemon . know

6 When I was a chi ld, my parents wished I . . . . . . . . . . . . . . . . . . . . . . . . . a doctor. become

7 Do you wish you . . . . . . . . . . . . . . . . . . . . . . . . . a more comfortable car for the trip tomorrow? have

8 Marie and her friend are going to Germany tomorrow. Does she wish her friend . . . . . . . . . . . . . . . . . . . . . . . . . German? study

9 I wish you . . . . . . . . . . . . . . . . . . . . . . . . . to bed earl ier when you have to get up for work. go

Unless in conditional sentences

You can use u nless instead of if + not.

Unless they buy a freezer, they'l l have to go shopping every day. (= If they don't buy a freezer, . . . )

She wouldn't go for a long drive unless she had a phone with her. (= . . . if she didn't have a phone with her.)

Martin doesn 't buy electron ics unl ess they're state-of-the-art. (= . . . if they're not state-of-the-art.)

C On a separate sheet of paper, rewrite the sentences, cha nging if + not statements to u n less and making any necessary changes. Fol low the example.

I f you don't buy the Brew Rite coffeemaker, you ' l l have to spend a lot more money on another brand.

Ul) leH you b uy tl-,e f3revv Rite coffeemaker, you' l l J-,ave to S'pel)d a lot more mol)ey O f) al)otl-,er bral)d . 1 I f you a ren't in a hu rry, you should wa l k.

2 If you don't care about s pecia l features, you shou ldn't consider gett ing the top-of-the- l ine model .

3 She won't go ru n ning. in the park i f her friends don ' t go with her.

4 Cla ire won't buy a car if it doesn 't have a high-tech sou nd system.

IJm Lesson 2 The unreal conditional: variety of forms

Unreal conditional sentences can have a variety of active and passive forms in either clause.

If she had worn a seat belt, she wouldn't have been hurt.

If the car had been badly damaged, he wou ld have bought a new one.

If the automobile hadn't been invented , we would sti l l be using horses.

If horses were sti l l being used, our h igh-speed h ighway system would never have been created.

If Marie Claire were getting married today, she wouldn't marry Joe.

If El l ie had married Tom, she would have chi ldren today.

On a sepa rate sheet of paper, complete the u n rea l condit ional sentences in you r own way, us ing active and passive forms.

Refer to the presentation above for some possibi l ities.

1 If I were e lected ru ler of a cou ntry, . . .

2 The car wou ld have been invented earl ier if . . .

3 If I were looking for a high-tech smart phone, . . .

4 If this laptop had been avai lable when I was looking for one, . . .

5 . . . , I wou ldn't be studying Engl ish now.

6 If I were going to take a commercial space fl ight today, . . .


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Lesson 1

Count and non-count nouns: review and extension

Count nouns name things that can be counted ind ividual ly. They have singular and plural forms.

a president I presidents a l iberal I l iberals a cand idate I cand idates

a government I governments an election I elections a monarchy I monarch ies

Non-count nouns name things that are not counted individua l ly. They don't have singu lar or plural forms and they are not preceded by � or an. To express a specific quantity of a non-count noun, use unit expressions.

a piece of news a cup of tea 2 kilos of rice a t ime of peace an act of justice

Many nouns can be used as count or non-count nouns, but the meaning is d ifferent.

She studied government at the university. (= an academic subject)

That country has had fou r governments in ten years. (= a group of people who rule the country)

Democracy is the best form of government. (= a type of government)

After the revolution , the country became a democracy. (= a country with a democratic system)

I love ch icken. (the food , in general)

I bought a chicken . (one actual bird)

She has blond hair. (in general = all of her hair)

She got a ha ir in her eye. (= one individual strand of ha ir)

Com plete each sentence with the correct fo rm of each nou n .

The govern ment has made . . . . . . . . . . . . . . . . . . . . . . . . . with the economic situation . progress

2 They've g iven a lot of . . . . . ·.· . . . . . . . . . . . . . . . . . . to making the ban ks stable.

importa nce 3 U nfortu nately, . . . . . . . . . . . . . . . . . . . . . . . . . changed the law.

rad ical 4 . . . . . . . . . . . . . . . . . . . . . . . . . can on ly come if people stop making war.

peace 5 don't favor extreme cha nge. · · · · · · ·n;0C:teraie. · · · · · ·

6 He's . . . . . . . . . . . ·.· . . . . . . . . . . . . who would l i ke to outlaw freedom of speech .

reactionary 7 If I cou ld give you one piece of . . . . . . . . . . . . . .. . . . . . . . . . . . , it wou ld be to vote.

advice 8 If more people don't fi nd . . . . . . . . . . . . . . . . . . . . . . . . . , people wi l l e lect a d ifferent pres ident.

work 9 Some . . . . . . . . . . . . . . . . . . . . . . . . . are more l ibera l tha n others.

government 1 0 I t's im possible to end all . . . . . . . . . . . . . . . . . . . . . . . . . .

poverty

Lesson 2

Gerunds and infinitives: review of form and usage

Form

Gerunds: A gerund is a noun formed from a verb. All gerunds end in -!!!g. To form a gerund, add -!!!g

to the base form of a verb.

discuss ---7 d iscussing

If the base form ends in a si lent -�. drop the -� and add -!!!g.

vote ---7 voting

In verbs of one syl lable, if the last three letters are a consonant-vowel-consonant* (CVC) sequence, double the last consonant and then add -!!!g to the base form. ..------------.......__ __ __,

c v c * Vowels = a, e, i, o, u

s i t ---7 sitting

BUT: If the base form of the verb ends in -'!!_, -�. or -y, don't double the final consonant.

blow ---7 blowing fix ---7 fixing say ---7 saying


* Consonants = b, c, d, f, g, h , j , k , I , m , n , p , q , r, s, t , v, w, x, y, z

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If a base form has more than one syl lable and ends in a consonant-vowel-consonant sequence, double the last consonant only if the spoken stress is on the last syl lable .

• • • • perm it -7 permitting BUT order -7 ordering

Infinitives: An infinitive is a lso a verbal noun. It is formed with !Q + the base form of a verb.

elect -7 to elect persuade -7 to persuade

Usage

Gerunds can be subjects, objects, and subject complements within sentences.

Discussing pol itics is my favorite activity. (subject)

I love read ing about government. (d i rect object of verb love)

I read a book about voti ng. (object of preposition about)

My favorite pastime is watching TV news. (subject complement after �

Infin itives function as subjects, d i rect objects, and subject complements.

To hang out all day d iscussing pol itics would be my favorite weekend activity. (subject)

I love to guess who's go ing to win elections. (d i rect object of verb �

My greatest dream for the future is to work in the government. (subject complement after �

A Using the sentences i n the g rammar presentation above as a model , write pairs of sentences on a separate sheet of paper, us ing the geru nds and infin itives i n the two ways shown .

voti ng 4 to permit

a (as the su bject of a sentence) a (as the subject of a sentence)

b (as a d i rect object) b (as a d irect object)

2 smoking 5 to lower

a (as a d i rect object) a (as a d irect object)

b (as an object of the preposition !Q) b (as the su bject of a sentence)

3 censoring

a (as the object of the preposition Qf)

b (as a su bject com plement)

Gerunds and infinitives: review of usage after certain verbs

Certa in verbs are fol lowed by gerunds:

avoid, can 't stand, d iscuss, d isl ike, enjoy, feel l i ke, (don 't) mind , practice, qu it, sick of, suggest

Other verbs are fol lowed by infi n itives:

agree, choose, decide, expect, hope, learn, need , plan, seem , want, wish, would l ike

Other verbs can be fol lowed by either a gerund or an infinitive:

begi n, conti nue, hate, l i ke, love , prefer

For a review of gerunds and inf in itives, see the Reference Charts on page 126 .

B Com plete the parag ra ph with gerunds or i nfin itives . When either a geru nd or an infinitive wou ld be correct, fi l l in the b lan k with both forms.

I hope . . . . . . . . . . . . . . . . . . . . . . . . . some positive changes in my l ife, and I wou ld l i ke . . . . . . . . . . . . . . . . . . . . . . . . . right away. I have 1 make 2 start

observed that a lot of people enjoy . . . . . . . . . . . . . . . . . . . . . . . . . about the pol itica l situation, but they don't l i ke 3 complain

. . . . . . . . . . . . . . . . . . . . . . . . . anyth i ng about it. They love . . . . . . . . . . . . . . . . . . . . . . . . . the news and . . . . . . . . . . . . . . . . . . . . . . . . . they ca re about a l l 4 do 5 watch 6 say

the poor people who don't have enough to eat, but they don't fee l l i ke . . . . . . . . . . . . . . . . . . . . . . . . . anyth ing to change the 7 do

situation . They worry about poverty, but they don't mind . . . . . . . . . . . . . . . . . . . . . . . . . money on stu pid th ings they don 't need 8 waste

. . . . . . . . . . . . . . . . . . . . . . . . . . Wel l , I 'm sick of . . . . . . . . . . . . . . . . . . . . . . . . . about how people a re sufferi ng, and I 've agreed 9 have 1 0 read

. . . . . . . . . . ·. · . .. . . . . . . . . . . . a pol itica l action g roup. I s im ply hate . . . . . . . . . . . . . . . . . . . . . . . . . anyth ing ! 1 1 JOln 1 2 not do


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Lesson 1

Prepositions of place: more usage

Cheju Province. the N icoya Peninsula. Easter Island.

It 's in

the Rocky Mountains. the Central Valley. the Sahara Desert. the Atlantic Ocean. the state of Jal isco.

the H udson River. It's on Coronado Bay.

the coast. Lake Placid .

It's in the central part It's southwest of Madrid. It's about 50 kilometers north

the Gulf of Aqaba.

A Write the correct prepositions of p lace, us ing in, QI1 or of.

1 Pisco is . . . . . . . . . . . . . the Pac ific coast of Peru.

2 Tianj i n, i n China, is . . . . . . . . . . . . . Hebei Province.

3 Desaguadero is . . . . . . . . . . . . . Lake Titicaca i n Bol ivia .

4 The is land of Bahra in is . . . . . . . . . . . . . the Persian Gu lf.

5 Ca bi mas is . . . . . . . . . . . . . Lake Maraca ibo in Venezuela .

6 Sapporo is . . . . . . . . . . . . . Hokkaido Is land i n Japan .

7 Riobamba is . . . . . . . . . . . . . the Pastaza River in Ecuador.

8 Taiwan's Jade Mou nta in National Park is east . . . . . . . . . . . . . the city of Al ishan .

Proper nouns: capitalization

Capitalize names of:

places Bol ivia, the United Kingdom, Kyoto

French, Korean, Arabic

9 Fengkang is . . . . . . . . . . . . . the southern part . . . . . . . . . . . . . Taiwan .

10 The city of Budapest, Hu ngary, is . . . . . . . . . . . . . the Danube River.

11 Den mark is north . . . . . . . . . . . . . Germany.

12 The capita l of Chi le, Santiago, is located . . . . . . . . . . . . . the Centra l Val ley.

languages I nationalities

buildings and public places

organizations

the Paramount Theater, the Tower of London, the Golden Gate Bridge

the U . N . , the World Bank, the European Union

names and titles Mary, Mary Smith, Dr. Mary Sm ith

days I months I holidays

religions

Monday, January, the Moon Festival

Islam, Buddhism, Christianity

historic times or events the Cold War, the Middle Ages, the Edo Period

When a proper noun has more than one word, each word is capitalized, except for articles � and

prepositions (Qf).

Panama City the G ulf of Aqaba Mount Fuji

the University of Buenos Aires N iagara Falls the Bay of Biscayne

Capitalize all the words of a title, except for articles and prepositions that have fewer than four letters.

If an article or a preposition is the first word of a title, capitalize it.

The Story of English Looking Back on My Life The Financial Times I Know Why the Caged Bird Sings

B On a separate sheet of paper, rewrite each sentence with correct capita l ization . Fol low the exa mple.

i 'm reading one hundred years of solitude. I'm rea d i n9 One tlvndred Year> of Solitude.

1 my cous ins are studying trench.

2 the lean ing tower of pisa is i n northern ita ly.

3 it's on the southern coast of austra l ia .

4 i visit the city museu m of art every saturday.

5 my u nc le jack works for the u n ited nations.

6 the cha n nel tun ne l between england and tra nce was completed in 1 994.

143 GRAMMAR BOOSTER

7 she g raduated from the u n iversity of washi ngton .

8 we l i ked the movie about the g reat wa l l o f china.

9 my son is i n the col lege of sciences .

10 his father speaks korean and japanese fl uently.

11 their grandson was born last march.

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Proper nouns: use of the

When a proper noun includes the word .Qf, use the.

with the without the

the Republic of Korea

the Gulf of Mexico

the Kingdom of Thailand

Korea

Mexico City

Thai land

When a proper noun uses a political word such as republic, empire, or kingdom, use the.

the United Kingdom the British Empire the Malagasy Republ ic

When a proper noun is plural, use the.

the Phi l ippines the United States

the Netherlands the Andes Mountains

When a proper noun includes a geographical word such as ocean, desert, or river, use the. BUT do not use the with these geographical words: lake, �' mountain, island, or park.


the Atlantic Ocean Crystal Lake

the Atacama Desert Hudson Bay

the Persian Gulf Yellow Mountain

the Yangtze River

the Iberian Peni nsula

Hainan Island

Ueno Park

When words l ike east or southwest are used as the name of a geographical area, use the. Do not use the when they are used as adjectives.


the M iddle East Western Europe

the Far East East Timor

the West Northern Ireland

When a proper noun includes a word that is a kind of organization or educational group, use the. Do not use the with a university or col lege (un less the name uses .Q!).


the I nternational Language Institute Columbia College

the United Nations Chubu University

the World Health Organization

the University of Adelaide

Do not use the with acronyms.

U.C.L.A. {the University of California, Los Angeles)

NATO {the North Atlantic Treaty Organization)

OPEC {the Organization of Petroleum Exporting Countries)

C Correct the errors i n the sentences. Expla in you r answers.

1 When she went to the Malaysia, she brought her husband with her.

2 A lot of people from United States teach Engl ish here.

3 The Haiti is the closest neighbor to Domin ican Republ ic .

4 When we arrived i n the Berl in , I was very excited.

5 The Jorda n is a cou ntry i n Middle East.

6 I introduced our visitors to University of Riyadh.

7 I l ived i n Peop le's Repub l ic of China for about two years.

8 M r. Yan is a student at Col lege of Arts and Sciences .

9 She is the d i rector of Engl ish Language Institute.

10 She's the most famous actress i n Netherlands.

11 He's i nterested i n cu ltu res i n Far East.

12 The Poland was one of the f irst countries in the Eastern Europe to change to democracy.

GRAMMAR BOOSTER 144

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Lesson 2

Infinitives with �

You can use an infin itive after an adjective + enough to give a n explanation.

She's old enough to vote. He's not busy enough to compla in .

Be carefu l ! Too comes before an adjective, but enough comes after an adjective .

It's too far to walk.

It isn 't close enough to walk. NOT It isn 't mwugh close to wa lk.

A On a separate sheet of paper, complete each statement in your own way, us ing an i nfi n itive .

He's ta l l enough . . . 4 She isn't hungry enough . . .

2 He isn 't strong enough . . . 5 The movie was interesting enough . . .

3 She's thi rsty enough . . . 6 The movie wasn't excit ing enough . . .

B On a separate sheet of paper, write ten sentences, us ing you r choice of adjectives from the box. Write five using too and an i nfin it ive and five us ing enough and an infin it ive .

early

expens ive

145 GRAMMAR BOOSTER

heavy

h igh

i m porta nt

loud

old

s ick

you ng

scary

long

short

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Writing Booster

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U N I T Divid i n g a n essay i nto top ics

Look at the picture in the Oral Review on page 73. The picture tells the story of the lives of Michael and

Carlota. It is divided into three topics, each with a date and a topic heading. The headings help the viewer

see at a glance how the story will be organized .

Similarly, if a piece of writing contains more than one section or topic, it is sometimes helpful to include

topic headings each time a new section begins. Each topic heading signals the topic of the paragraph or

section i n the way a table of contents in a book tel ls a reader what the sections wi l l be about.

A Read the short biography of famous Dutch painter Vincent Van Gogh. Write you r own topic headi ngs to d ivide the biogra phy into sections.

i Early Life

Vincent Van Gogh was born in a small village in Holland on March 30, 1 853. He was an introverted child, and he didn't have many friends. But his younger brother, Theo, was one of them. As he grew up, Vincent became interested in drawing-and he was very good at it.

In 1 886, Vincent Van Gogh moved to Paris to live with Theo, who collected and sold paintings. In Paris, he met other artists and was influenced by their work. He also became interested in Japanese art and collected woodblock prints.

In 1 888, he moved to Arles, a town in southern France. The artist Paul Gauguin moved there, too, and they became good friends. But they didn't have much money. Van Gogh often became sad and could not paint.

After a while, Van Gogh recovered and began to paint again. He sent some paintings to Paris, but he could not sell them. Then, in 1 890, early on a Sunday evening, Van Gogh went out to the countryside with his paints. He took out a gun and shot himself in the chest. In his short, sad life, Van Gogh painted 200 paintings. He sold only one of them.

B Guidance for the Writing Exercise (on page 72) Use headings l i ke these to organ ize you r autobiogra phy by topic. Under each head ing, write notes of facts that belong in that section . Then refer to those notes as you write your autobiogra phy.

U N I T Descri ptive d eta i ls

To describe an event, be sure to provide descriptive details that express these

four senses:

sight The fireworks are l ike beautiful red and yel low flowers in the sky.

There is a huge parade with thousands of people, and everyone is smil ing.

sound As you walk down the street, you can hear music and people singing.

The fireworks are as loud as thunder, and you have to cover your ears.

smell You can smell the meat gril l ing on the street.

Everyth ing smells del icious, and you can 't wait to eat!

taste The pastries are as sweet as honey, and you can't stop eating them.

The d ish has the sour taste of lemon.

1 50 WRITING BOOSTER

Some headings: My parents My birth My childhood My studies (other)

Try using these tt . your details. pa erns '" some of

like This traditional d beautiful white c/

��rt looks like a as . . . as

When it is in seaso th . as sweet as su n, is local fruit is gar.

so · · . that The decorations i th so colorful that

n e str�et are seeing them for t

yh

ouf.fee/ .like a child e 1rst time.

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A On a separate sheet of paper, write a sentence that expresses one of the fou r senses for each of the topics. Try to use � as . . . � and so . . . that in some of you r sentences.

1 Describe a sme l l i n someone's kitchen . 5 Describe something you see early in the morning.

2 Describe a sou nd i n you r c lassroom. 6 Describe something you hear at a park.

3 Describe the taste of you r favorite food. 7 Describe something you see at a park.

4 Describe the taste of someth ing you l i ked as a chi ld .

B Guidance for the Writing Exercise (on page 84) Write the names of the two hol idays you chose. Then, under the name of each hol iday, make a l ist of sights, sounds, sme l ls, and tastes associated with it. Use these deta i l s in your writing.

U N I T S u m mary state ments

When a piece of writing contains several

paragraphs, the ideas are often summarized

in a paragraph at the end. Including a final

summary statement reminds the reader of

the main ideas that were presented. Read the

short essay to the right. Notice the summary

statement at the end.

After a probl em or a breakdown, many drivers say, "If I had only had

a spare t i re, I wou ld have been able to fix it and be on my way in a few

m i n utes." Here are the th i ngs respons ib le drivers should never forget. F i rst,

a flas h l ight with work ing batteries can help you repa i r you r car in the

dark. Second, a spa re ti re can save you hours of waiti ng for help. You can't

change that t i re without a jack. If your car breaks down at n ight, flares ca n

warn oncom i ng traffic that you are stopped . And if your battery d ies, j umper

cables can help you start the car aga i n .

No matter how high-tech a car you have, breakdowns can happen a t a

moment's notice. However, we can plan ahead and be equipped with some

simple technology to prevent a problem from becoming worse.

A Read the paragraphs and u nderl ine the main ideas. Then write you r own summary statement.

There ore a number of excel lent presentation graphics technologies avai lable today. Two wel l -known ones ore Microsoft Office's PowerPoint™ and Macintosh's Keynote™. No matter which technology you use, here ore some do's and don'ts that will make your presentation more successful .

First, the do's: Keep your slides concise. Keep the amount of text to a minimum because it's hard for the audience to focus on your main points if there's too much text. Use large letters (from 1 8 to 48 points) and simple, easy-to-read fonts. Use bullets to separate items in a list. Use just a few colors and keep that color scheme consistent throughout the presentation. If you project your slides in a bright room, light-colored text on dark backgrounds wil l be easiest to read.

What should a presenter ovoid? Don't use all capitol letters. They ore hard to read. Never use dork letters on a dark background. The presentation will be hard to see. Don't use sound effects that ore unrelated to the meaning of your presentation and ovoid distracting transitions.

When presenting from a PowerPoint or Keynote presentation, look at your computer screen or handheld notes, not the screen the audience is looking at-to do that you would hove to turn away from your audience and you would lose contact with the people you ore presenting to.

Your summary statement:

B Guidance for the Writing Exercise (on page 96) After you have completed writ ing a bout the advantages, disadva ntages, and h istorica l i mpact of you r invention or discovery, c i rcle the main ideas in each paragraph. Use the main ideas to write a sum mary statement for you r fina l paragraph.

WRITING BOOSTER 1 51

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U N I T Contrast ing i deas

The fol lowing language helps organize informatio

It signals to the reader that a contrasting idea wi

n by contrasting it.

in contrast

on the one hand I on the other hand

however

nevertheless

even though

A technique to help organize contrasting ideas i

pros (arguments in favor) and cons (arguments

II follow.

s to make two l ists:

against).

To the right are handwritten notes a student made

essay that presents arguments for and against the

a motorcycle helmet. The actual essay can be orga

to prepare an

mandatory use of

nized in two ways:

Prof i njuries wi l l be l e» serious i n case of acc ident> l ives w i l l be saved med ica l c osts wi l l be lo wer i n case of acc ident> people don 't J...ave qood ·1 udqment so tJ...e qovernment J...as to make decision> for tJ...em looks coo l

Con > - it l im its a person '>

freedom - peop le sJ... o uld d rive

c areful ly to p revent most acc ident>

- if people tJ... i nk tJ...ey are protected and safe from in .1ury WJ...en tJ...ey use a J...e lmet tJ...ey miqht not d rive carefully

- tJ,e qove rnment >J... ou ldn 't i nterfere in tJ... e d ecisi on > of adults

- me»e> up your J...a i r 1 the pros and cons are presented together i n

2 as two paragraphs with the ideas in favor i n

.� contrasting sentences in each paragraph, or

one paragraph and the ideas against in another. '� T �·

A The essay is organ ized into two paragraphs. Read the essay and write the main idea of each paragraph.

Should motorcycle drivers be required to wear helmets? Main idea:

Many cities and countries have laws requiring motorcycle drivers to wear a helmet. In some ways, these

laws are good and effective. For example, it is well known that motorcycle driving is very dangerous. If a

motorcycle collides with another vehicle, the driver of the motorcycle has no protection and is often injured or killed . Most fatal injuries are caused by the driver's head hitting the pave ment. On the one hand, such

injuries are often not survivable. But on the other hand, if a driver is wearing a helmet, the chance of fatal

head injury is reduced. Unfortunately, even though drivers know that helmet use could save their lives ,

many think an accident won't happen to them. However, i f there is a law requiring drivers to wear helmets,

a lack of judgment won 't matter. Drivers will have no choice but to wear the helmet.

I Main idea:

Nevertheless, there are arguments against compulsory helmet-use laws. Some people feel that wearing

a helmet causes drivers to have a false sense of security. In other words, drivers may feel that when they

are wearing a helmet, they don't have to drive carefully. With a helmet, they feel they have a justification

for reckless driving. In contrast, other people object to helmet laws because they feel that the government

shouldn't interfere with the decisions of adults. They argue that if they get hurt, it's their own responsibility,

and if they die, it doesn't hurt anyone but themselves . People who have this opinion often complain about

government intrusion in personal freedom.

B Gu idance for the Writing Exercise (on page 108) Write the issue you chose and make a l ist of pros and cons. Use you r notes t o o rgan ize and write your essay.

1 52 WRITING BOOSTER

!{ I'"'

[,i'

I: I\, lo 1.•·.

�·

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U N I T O rga n iz ing b y spatia l re lations

A

B

To describe a place, organize detai ls according to spatial relations. Choose a starting point (for example, the capita l city or the largest city) . Describe its location.

Lima is the capital of Peru. It is located on the west coast, on the Pacific Ocean .

The largest city i n Ch ina is Shanghai . It i s located in the southeast, along the East China Sea.

Describe where things are located in relation to that point. Choose a logical order to fol low, such as

north to south or west to east, so it is easy for the reader to understand.

• To the [north] of • Along the [coast I river]

To the north of Sao Paulo is the city of Campinas. Along the coast, and west of the capita l , are the

• In the [south] of

In the south of the island is the city of Kaosiung.

• [East] of

East of Tokyo is the city of Chiba.

cities of Va lparaiso and Vina del Mar.

• At the start of

At the start of the Pan-American Highway is the

city of Fai rbanks, Alaska .

• At the end of • Next to

Next to Washington, D.C. , is the city of Baltimore. At the end of the Volga

River is the Caspian Sea .

Here are three possible ways to organize details

by spacial relations. • In the middle I center of

In the center of the country is the city of Madrid.

On a separate sheet of paper, write a description for each of these places, us ing the language above. (Use the map on the page shown.)

1 Coban (page 1 1 2) 2 Denal i Nationa l Park (page 1 21 ) 3 Syd ney (page 1 1 3)

4 Mexico (page 1 1 2) 5 Al ice Springs (page 1 1 3) 6 Ju neau (page 1 21 )

Guidance for the Writing Exercise (on page 120) Draw a s imple map of the p lace you chose. Write n u m bers on you r map for at least two i mportant places, beg inn ing with 1 for the location you wi l l sta rt from, 2 for the next location, and so on . Then use your map to he l p you write you r descri ptions, us ing the lang uage of spatia l relations.

-- -----··---- --.. ,/ \

""· 2 .I . ____ __)

WRITING BOOSTER 1 53

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��.? Top Notch Pop Lyrics -.-1..&L..,;JILl...l..X.I I'll Get Back to You [Unit 31

Your camera isn't working right.

It needs a few repairs.

You make me ship it overnight.

Nothing else compares.

You had to lengthen your new skirt,

and now you want to get

someone to wash your fancy shirts

and dry them when they're wet.

Come a l ittle closer-

let me whisper in your ear.

Is my message getting across

to you loud and clear?

(CHORUS) You're always making plans. I'll tell you what I' l l do: let me think it over and I ' l l get back to you.

You want to get your suit dry-cleaned.

You want to get someone

to shorten your new pair of jeans

and call you when they're done.

I guess I ' l l have them print a sign

and hang it on your shelf,

with four small words in one big l ine:

"Just do it yourself."

Let me tell you what this song

is really all about.

I'm getting t ired of waiting while you

figure it out.

I 've heard all your demands,

but I have a life, too.

Let me think it over and

I ' l l get back to you.

I ' m really reliable,

incredibly fast,

extremely helpful

from first to last.

Let me see what I can do.

Day after day,

everybody knows

I always do what I say.

(CHORUS)

The story of our l ives

is a real page-turner,

and we both know

what it's all about.

It's a fast read,

but I ' m a slow learner,

and I want to see

how it all turns out.

(CHORUS) It's a true life story. I can't put it down. If you want to know who's in it, just look around.

The story of our lives

is a real cl iffhanger.

It's hard to follow,

1 54 Top Notch Pop Lyrics

[Unit 4]

but boy, does it pack a thri l l

a rollercoaster ride

of love and anger,

and if you don't write it,

baby, then I wil l .

(CHORUS) You can't judge a book by its cover.

I wonder what you 're going to d iscover.

When you read between the l ines,

you never know what you might find.

It's not a poem or a romance novel.

It's not a memoir or a self-help book.

If that's what you l ike, baby, please

don't bother.

If you want the truth, take another look.

(CHORUS)

(CHORUS) Thank you for helping me to survive. I'm really lucky to be al ive.

When I was caught in a freezing snowstorm,

you taug ht me how to stay warm.

When I was running from a landslide

with no place to hide,

you protected me from injury.

Even the world's biggest tsunami

has got nothing on me,

because you can go faster.

You keep me safe from disaster.

You're l ike some kind of hero

you 're the best friend that I know.

(CHORUS) When the big flood came with the

pouring rain,

they were sayi ng that a natural

disaster loomed.

You just opened your umbrella.

You were the only fellow who kept calm

and prepared.

You found us shelter.

I never felt l ike anybody cared

the way that you did when you said,

" I wil l always be there -

you can bet your life on it ."

And when the cyclone turned the day

into night,

you held a flashl ight and showed me the safe

way home.

You cal led for help on your cell phone.

You said you'd never leave me.

You said, "Believe me,

in times of trouble you will never be alone."

They said it wasn't such a bad situation.

It was beyond imagination .

I ' m just glad to be al ive -

and that is no exaggeration.

(CHORUS)

3:31 - :3 I Should Have Married Her [Unit 6]

She was born with talents

in both l iterature and art.

It must have been her love of books

that first captured my heart.

We both had experience

with unhappiness before.

I thought we would be together

for rich or for poor.

(CHORUS) I should have married her. She was the love of my life, but now she's someone else's wife. I thought we would be happy. I thought our love was so strong. I must have got it all wrong.

It's hard to make a l iving

when you're l iving in the past.

I wish we could have worked it out,

but some things just don't last.

I wonder what she's doing

or if she thinks of me.

One day she just changed her mind.

The rest is h istory.

(CHORUS) It's too late for regrets.

She's gone forever now.

We make our plans,

but people change,

and l ife goes on somehow.

(CHORUS)

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_.,...... __ :._,,,3"""5 Reinvent the Wheel [Unit 8]

You 've got your digi-camera with

the Powershot,

Four mega pixels and a memory slot.

You've got your e-mail and your Internet.

You send me pictures of you r digi-pet.

I got the digi-dog and the digi-cat,

the "digi" this and the "digi" that.

I hate to be the one to break the news,

but you ' re giving me the "digi" blues,

(CHORUS) And you don't know the way I really feel. Why'd you have to go and reinvent the wheel?

You 've got your cordless phone and

your microwave,

and your Reflex Plus for the perfect shave.

It's super special, top of the l i ne,

with the latest new, cutting-edge design.

You 've got your SLR and your LC D,

your PS2 and your USB.

I 've seen the future and it's pretty grim:

They've used up al l the acronyms.

(CHORUS) I keep waiting for a breakthrough innovation:

Something to help our poor communication.

Hey, where'd you get all of that high-tech taste?

Your faith in progress is such a waste.

Your life may be state of the art,

but you don't u nderstand the human heart.

(CHORUS)

[Unit 9]

I bel ieve that dogs should be

al lowed to wander free.

That may be true, but don't you think

that people have rights, too?

I believe that time has come

for true dog l iberty.

I see what you mean, but I don't

share your point of view.

(CHORUS) We can agree to disagree about what's wrong and right. It wouldn't be cool for you and me to fight when we don't see eye to eye.

I think my cat deserves to eat

a treat, no matter what.

Wel l , on the one hand, yes,

but on the other hand , wel l , no.

Don't you feel that every meal

should be shared with a pet?

That's one way to look at it,

but I don't think so.

(CHORUS) You can be a radical.

You can be conservative.

My dog doesn't care, and he won't ask you

to leave.

You can be a moderate.

You can be a l iberal.

You can bel ieve what you want to bel ieve.

I urge you to think it over

before you decide.

That your dog is very nice,

I couldn't agree more.

I believe that you and I

should be the best of friends.

That's exactly what I think.

Why weren't we friends before?

(CHORUS)

The path is located

half an hour west of here.

I heard it's a must-see,

and that it goes pretty near

to a breathtaki ng beach

a l ittle farther up the coast.

That's the one that everybody

seems to l ike the most.

(CHORUS) It's a beautiful world. Be careful as you go. The road is dark and dangerous. Be sure to take it slow. Yes, it's a beautiful world, from the mountains to the seas. Through life's lonesome valleys, won't you come with me?

Are you planning on going

to see the waterfal l?

I 've been thinking about it,

and I want to do it al l !

Would you happen to know

anything about Rocky Cave?

How do you get there?

Can you show me the way?

(CHORUS) I can't wait.

I don't want to miss it.

There isn't a place worth seeing

that I don't want to visit.

(CHORUS)

Top Notch Pop Lyrics 1 55

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WORKBOOK

JOAN SASLOW ALLEN ASCH ER

w i t h Wendy Pratt Long a n d Pe nny La porte

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U N I T 6 Life Pla ns

1 Complete the word webs. Write the profess ions on the l i nes .

bu i lder business owner- furn itu re m a ker dentist

doctor family therapist manager marriage cou n selor

scientist song writer ta i lor teacher

8--G�-

2 WHAT ABOUT YOU?

designer

pai nter

a . On a scale of 1 -5, how i mporta nt are the fo l l owi ng qual ities for you i n a job? A 5 i nd icates that the qual ity is ve ry i m portant to you . A 1 i n d icates that the q ua l ity i s not i mportant to you at a l l .

__ make a lot of money

__ trave l

__ work outs ide

__ work with peop le

__ work i n a big com pany __ be ab le to work anywhere (from home, when �rave l i ng, etc.)

__ have a f lex ib le schedu le __ have a lot of ti me to spend with my fam i ly

__ be creative __ have a job that people th i nk is important

b. Look at one of the q ua l ities you g ave a 5. Why is this qua l ity i mporta nt to you?

3 WHAT ABOUT YO U? An swer the qu estions with you r own information .

1 . �hich f ie ld do you work i n I p lan to work i n?��

2 . �hy did you choose th is f ie ld?��

W55

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4 Read each se ntence. Then c ircle the letter of the sentence that has a s i m i la r mea n i n g .

1 . I made my decision . a . I made u p my mind . b. I t 's on my mind .

2. I ' l l th i n k about you r ideas. a . I ' l l keep them in m ind . b. I ' l l change my mind .

3 . What can I do for you? a. Have you made up you r mind? b. What's on you r mind?

4. I 've been th in k ing about someth i ng a lot late ly. a. I t's been on my mind lately. b. I 've changed my mind l ate ly.

5. He was th i nki ng about trave l i ng, but he's go ing to work instead. a . He' l l keep trave l i ng in mind. b. He's changed h is m ind about trave l i ng .

L ESS O N

5 Put the conversation i n order. Write the n u m ber on the l i ne.

__ No kidd ing ! I thought you wanted to be a pol ice officer.

__ Rea l ly? Why?

__ Wel l , I 'm a lawyer now.

__ We l l , my tastes changed. __ What are you doing these days?

__ That's r ight. I was go ing to, but then I changed my mind .

Life is what happens to you I While you' re busy making other plans

-John Lennon, British composer and musician; from the song "Beautiful Boy," which he wrote for his son Sean

6 Comp lete each sentence with was goi ng to or we re goi ng to .

1 . We (not) vis it Robert, but then we changed our m inds .

2. Everyone

3 . They

________ f ind out the truth, sooner or later.

________ (not) see that movie, but it was the on ly one at 9 :00.

4 .

5 .

6 . 7.

8.

9.

1 0.

________ she ________ move to an apartment i n the city?

Who ________ watch the ch i ld ren this even ing?

________ make the annou ncement at today's meeti ng. M r. Nan

________ (not) Char l ie and K im ________ get married last month?

You ________ ta l k to you r boss a bout getti ng a ra ise, weren't you?

I thought I ________ (not) l i ke the book, but I rea l ly enjoyed it.

________ sta rt comp la i n i ng if someth ing wasn 't done soon . Peop le

W56 UNIT 6

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7 Use the cues to make statements with wou l d .

1 . I n 201 0 Sam thought I be I a lawyer, but he cha nged h is m ind . In 2 0 10 Sam tJ.,ou9J.,t J.,e Wo u ld be a la wyer, b ut J.,e cJ.,a n9ed J., i s- m i n d .

2 . When I was you ng, I bel ieved I study Ch inese, b u t I never d id .

3 . We were sure I R ick I become I a doctor, but he d idn 't.

4. We d idn't know I we I have so many ch i ld ren , but now we have s ix!

5 . I never thought I I I get th is job, but I d id .

6. When he was a ch i ld , J i m thought I be I a f i refighter, but he became a teacher in stead .

8 Circle the lette r of the a n swe r that correctly completes each sentence.

1 . Did you th i n k you __ fee l this way about the news? a. wou ld b. were go ing c. weren't go ing

2. I thought we __ to eat d i nner i ns ide s ince it's gett ing cold . a . aren't go ing b. wou l dn't c. were go ing

3 . No one knew that the product __ such a success . a . wou ld b . was go ing to be c. wasn't go ing to

4. Bob and G lenn __ going to wa it for us, were they? a. were b. wou l d c. weren't

5. They a lways thought they __ move someplace warmer, but they d idn 't. a. wou ldn 't b. weren 't goi ng to c. wou ld

9 WHAT ABOUT YOU? What l ife changes have you made? Complete each sentence i n you r own way.

1 . I was go ing to __________ , but _________ _

2. I never thought I wou ld __________ , but _________ _

3. A few years ago, I thought I wou ld __________ because _________ _

4. Five yea rs ago, I thought I wou ld a t my age.

10 Match the sentences that have s i m i la r mea n i ngs . D raw a l i ne.

1 . I changed my mind . a . I don't l i ke the same th ings anymore.

2. My tastes changed. b. I convinced her not to do it.

3. I ta l ked her out of it. c. I decided to do someth ing e l se.

4. I t 's hard to make a l iv i ng . d . I d id n 't meet the req u i rements .

5 . I d idn 't pass the exam . e . I can 't make a lot of money.

Life Plans W57

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L ESS O N

1 1 Read the conve rsat ion. Answer the q uestions .

Nathan : I shou ld have conti nued p lay i ng the gu itar.

Joshua: Why do you say that?

Nathan : I love music. It makes me so happy. I m ight have been famous!

I �ould. Y'�:tke:( Y'l8Y'et -tke -tki�s -tkA-t l Mlle Ao� -tkA� -tke -tW�s -tkA-t I MlJe Mi: .

-Lucil le Ball, American comedienne

Joshua: Maybe. But you never know. You m ight not have l i ked the l ifesty le of a music ian .

1 . Does Nathan sti l l p lay the gu ita r? ___ _

2 . Does he reg ret h i s decis ion? ___ _

3 . Is Nathan famous? ___ _

4. Does Nathan have the l ifesty le of a mus ician? ___ _

12 Com plete Stacy's thoughts. C i rcle t h e correct word .

I ca n 't bel ieve what I d id! Everyone ( 1 . ) may I must have laughed so

hard when they heard about it-I 'm sure of it. I (2.) should I m u st

have taken Jason 's good advice. If I had l istened to him, I (3 . ) would I

wou ld n't have made such a fool of myself! And I (4.) shou ldn't I m u st

have left im med iate ly, either. I (5 . ) m i g ht I m u st have made the situation

better by stayi ng there for a l i tt le whi le. I (6.) m ust not I should not have

been th i n king clearly. But I just had to leave. Everyone (7.) should I m u st

have ta l ked about it afterward . I 'm so embarrassed !

13 Read t h e com pleted paragraph i n Exe rcise 1 2 . Then check the box that answe rs each q uestion .

1 . Did Stacy take Jason's advice? D yes D no D maybe

2. Did Stacy make a m istake? D yes D no D probably

3. Did Stacy leave im mediate ly? D yes D maybe D probably

4 . Did Stacy's l eavi ng make the situation worse? D yes D no D maybe

5 . Did everyone ta l k about it afterward? D yes D no D probably

W58 UNIT 6

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14 Read each sentence and questio n . Then check the box that answers the question .

1 . "Someone might have heard us ta l k ing on the phone."

Did anyone hear them ta l k i ng? D yes O no � maybe

2 . "Jen , you cou ld have gone with Steve."

Did Jen go with Steve? D yes O no D probably

3 . "We shou ld have invited Rita to come to d i n ner with us ."

Did they invite R ita? D yes O no D maybe

4. " I m ust have left my keys at home."

Did she leave her keys at home? D yes O no D p robably

5 . "The k ids shou ld n't have watched that sca ry movie."

D id the kids watch a sca ry movie? D yes O no D maybe

6. "Peter might not have ta l ked to J i l l yet."

Did Peter ta l k to J i l l yet? D yes O no D maybe

15 CHALLENGE. Complete the sentences with a perfect modal and the verb i n pa rentheses. In some cases, more than one answe r i s poss ib le .

1 . I S''1o v ld n' t J... ave left ( leave) before I f in i shed my work, but I did .

2 . J ames ________ (ta ke) the job offer, but he d idn 't.

3.

4.

5.

Bethany _______ (ta l k) to Dave. I haven't ta l ked to her yet, but she' l l te l l us ton ight.

________ (get) stuck i n t raff ic. I can't th ink of another reason fo r her to be late.

________ (se l l ) you r ca r, but u nfortu nate ly, you d id .

Ke l ly

You

6 . Harry ________ (get) home a l ready, but I doubt it.

7. We ________ (do) anyth ing d ifferent ly, cou ld we?

Nobody on his deathbed ever said, 'I wish I had spent more time at the office. ' -Paul Tsongas, United States senator and former presidential candidate

L ESSO N

1 6 Com plete each se ntence with a wo rd i n the box.

1 .

2 .

3 .

4.

5 .

experience knowledge a sk i l l a talent

______ is an ab i l ity that you a re born with .

______ is an ab i l ity that you l ea rn .

qual ifications

______ refers to the time a pe rson has spent working at a job in the past.

______ refe rs to the understand ing of a certa in subject.

______ are a l l the th ings that make you good for a job.

Life Plans W59

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17 Read each person's statement. Deci de i f t h e person is ta lk ing about a ta lent, a sk i l l , expe rience, o r knowledge. Write your answers on t h e l i nes.

I 've been a teacher for five years. I a l so worked as a teacher's assistant when I was in co l lege.

I love to create new dishes, and everyone says I 'm an excel lent cook.

I have a good ear fo r music. I can play any song on the piano after heari ng it j ust once.

I 'm very fami l iar with the history of the French Revol ution . In fact, I wrote a few articles about it.

18 Read the conversatio n . Check the sk i l l , ab i l ity, or expe rience that each person has in the chart below.

Ms . Pitts: So, we're looking at th ree ca nd idates for this job: S imon Cla rk, C layton Boyer, and Ch risti na Ne l son . Let's ta l k about the ir q ua l ifications .

Ms. K ing: Wel l, I was impressed with Christi na's leadersh ip sk i l l s . She has a lot of leadersh ip experience.

M r. Wa rton: That's true, but she doesn't have knowledge of sa les .

Ms. Pitts: But she seems to have com mon sense. She must be ab le to learn q u ickly.

M r. Warton: Wel l , if we're looki ng for knowledge of sa les, S imon C lark is the best choice. He's been a sa les representative for twe lve yea rs .

Ms. K ing : But what about other sk i l l s? C layton speaks Span ish, F rench, and Portug uese.

M r. Warton: Yes, and he is very artistic, too.

Ms. K ing : But the ab i l ity to th i nk log ica l ly is more i m portant than artistic ab i l ity for th is job . And S imon can def in ite ly th i nk logica l ly.

Ms. P itts: Okay, l et's look at Simon . . .

1 . good leadersh ip sk i l l s

2 . com mon sense

3 . experience in sa les

4. good lang uage sk i l l s

5 . a rtistic ab i l ity

6. log ica l th i n ki ng ab i l ity

W60 UNIT 6

Simon Clark

Clayto n Boyer

Ch rist ina Ne lson

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19 Read the ci rcled j o b advertisement. Check the qual ities that a re i m porta nt for the job.

D artistic ta lent

D management sk i l l s

D good com m u n ication ski l l s

D experience i n a s im i la r posit ion

D organ izationa l ab i l ity

D com puter sk i l l s

D mathematica l ab i l ity

D com pass ion

D com mon sense

D manua l dexte rity

· ;tant President of ds someone -yday tasks. n Excel, Good uired. fu l.

- 55 5-6390.

.tant to nancial ng group. must have and 3 years

e required. 10, ext . 3232.

This is an exciting opportunity for a talented individual. The successful candidate wil l work with high-level individuals in the company. Responsibil ities include managing the director's calendar and commitments, managing special projects, serving as the director's representative to other offices and inruviduals and supervising the administrative staff. This position requires 5+ years in a senior-level executive/administrative position. Experience and strong knowledge in a variety of computer software appl ications is also required. The successful candidate wil l be quick-thinking, flexible, and have common sense. He/She wil l have strong organizational skil l s and attention to detail . He/She should also have excellent oral and written communication problem-solving, and project-management skil ls. Apply onl ine at http://www.jobs.sanbellcorp.com, Job #0009838.

Ae1m1111:."1 Ful l-tum small cor to assist Must be Word, Pc phone et Good me Fax resu r

Administ Marketin

mall, bt seeks mo support � Successfi excellent people sk administ1

20 WHAT ABOUT YO U? Answer the q uestions in your own way.

1 . What is one of you r ta lents? ___________________________ �

2. What is one of you r ski l l s?----------------------------

3 . What do you have exper ience with? _______________________ �

4. What do you know a lot about? ________________________ �

LESS O N

21 Read the article The Five Most Effective Work Habits on page 70 in the Student's Book aga i n . C i rcle t h e o n e item that does n o t complete t h e sentence correctly .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . co�ng�is� 1 . The five basic habits in the workplace -- · 5. When you stay positive, you -- · a . a re com mon sense a . face cha l lenges better b. he l p you succeed b. stay focused on you r work c. shou ld be cons istent c. succeed in office pol it ics

2 . Vo l u nteer for an ass ig nment on ly when you -- · a . want to learn about it b. have the ski l l s for it c. have the knowledge for it

3. Always be n ice to --· a . everyone b. on ly you r manager c . people at l eve l s above you and below you

4. Make a to-do l i st --· a. to pr ioritize you r wo rk b. of th ings you want to accomp l ish c. of urgent tasks for you r com pany

6. If you see a prob lem, --· a . don't mention it to ma nagement b. th i nk about so l ut ions c. present the prob lem and

solutions to you r boss

Life Plans W61

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22 Read the article and check a l l the statements that are true. Then co rrect the fa lse state ments.

Creating Your Life Pla n I f you h ave goa ls i n yo u r l ife, but no

plan to com plete them, you wi l l not be

s uccessfu l . That's why in ord e r to h ave

s uccess in schoo l , bus i ness, and you r

person a l l ife, you n eed a l ife p l a n . A p l a n

wi l l he l p yo u tu rn yo u r d reams i nto rea l ity.

To create you r l ife p lan , ask you rse l f two

q u esti ons: Where am I going? How will I get there?

Where a m I go i ng? To a n swer th i s q u estion , fol low these

ste ps:

• Create a l ife m a p-not an ord i n a ry

m a p, but a m a p of where yo u have

"A goa l without a p lan is j ust a wish." - Anto ine de Sa i nt-Exupery

been in yo u r l ife and where those experi ences ca n ta ke yo u . Write down the i m porta nt events i n yo u r l i fe over the

past few yea rs. You dec ide what is i m porta nt. I t is d i ffe rent for everyo ne. For exa m ple, d id you get a new job last yea r

that yo u l ove? D id you pass a n exa m? D id you lea rn someth i n g i nte resti ng? D id you get marr ied? To see you r l ife i n

the futu re, you shou ld fi rst look i nto yo u r past.

• N ext, look ca refu l ly at you r l i st. Do you h ave reg rets? H ave you r tastes changed ove r ti m e? P la n n i ng fo r the futu re

means m a ki ng decis ions that m a ke yo u happy a nd match you r i nterests a n d ta lents. Use yo u r past experiences to set

you r goa ls for the futu re. You r l i fe m a p ca n h e l p you avoid m a ki ng the sa m e m ista kes or havi ng reg rets.

• Fi n a l ly, set you r goa ls to ach ieve over the next weeks, m onths, a n d yea rs.

H ow a m I g o i ng to get there? Once you 've d ecided on you r l ife d esti nat ion, you ca n sta rt fo l lowi n g you r p lan. Here a re some ti ps to help yo u :

• Brea k yo u r l a rge goa ls i nto sma l le r o n es. Al most a ny goa l , no matter how d iffi cu lt, wi l l be easier to ach ieve if you

b rea k it d own i nto seve ra l sma l l er goa ls.

• Focus on yo u r goals and don 't g et d i stracted by u n i m po rta nt th i ngs.

• Don't g ive u p . You won 't be successfu l at everyth ing r ig ht away, so you sho u l d a lways try a g a i n .

• Make friends. It's d ifficu lt t o succeed if yo u ' re a lo n e, s o s u p port fro m good friends is very i m po rta nt.

Once you have created you r l ife p lan , go forwa rd with it, but a l so go back to it. Tastes change. Ci rcumsta nces change .

Don 't be afra id to ta i lo r you r l ife to cha n ges i n you r l ife.

D 1 . A l ife p lan can he l p you p lan you r career choices.

D 2 . A l ife map is a l i st of you r da i ly goa l s .

D 3 . Don't use a l ife map i f you don't have reg rets.

D 4. I t's he l pfu l to ana lyze you r past experiences when you plan for the futu re.

D 5 . One of the fi rst steps i n l ife p l ann ing is to determine what makes you happy.

D 6. I t's better to have a few big goa l s than many sma l l goals .

D 7. Making a l ife p lan he lps you l i sten to others .

D 8. Once you make a l ife p lan, you shou ld not change it .

W62 UNIT 6

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23 WHAT ABOUT YO U? Answer the q uestions in you r own way.

1 . What are th ree i mporta nt experiences you wou ld put on you r l ife map? Why do you th ink they are i m portant?��-

2. What goa ls wou ld you l i ke to ach ieve th is yea r, next yea r, and i n the next f ive yea rs? How are you going to comp lete them? Complete the l i st.

My goals for . . . H ow am I going to complete them?

th is yea r

next yea r

the next five yea rs

24 Write a paragraph about a d ifficult work or l ife decis ion you have made. Inc lude i nformation about you r past p lans, how your p lans changed, and you r regrets .

- - - -.

25 C i rcle the lette r of the best response to each sentence.

1 . " I shou ld have gone to school i n stead of tak ing th is job." a. "You must have changed you r m ind ." b. "Wel l , you 're sti l l you ng ."

2 . "Why d id you change you r p lans?" a . "My fr iends ta l ked me out of it ." b. "You never know."

3. "I shou ld have moved to another city when I had the chance." a. "Maybe it's not too late ." b. "You m ust have moved ."

4. " I shou ld have been an artist." a. "Wel l , it's hard to make a l iv ing that way." b. " I t cou ld happen to anyone."

�- --�- �-

5 . " I shou ld n 't have spent money on that sweate r I bought last week. I reg ret my decis ion ." a . "Maybe you wou ld have hated it." b. "Maybe it's not too late to take it back."

Life Plans W63

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G RAM MAR BOOSTER

A Answer each q uestion with you r own i nfo rmatio n . Use the correct fo rm or tense for express ing the futu re . Write complete sentences .

1 . What wi l l t he weather be l i ke tomorrow?

� ��

2. What a re you going to do th is weekend?

� ��

3 . When a re you go ing on vacation?

� ��

4. What wi l l p robab ly be you r b iggest expense next yea r?

� ��

5 . What t ime a re you leaving you r house tomorrow?

� ��

6. What t ime can we meet on Fr iday?

� ��

7. When shou ld I sta rt d i n ner?

� ��

B Read the conversations. Cross out the i ncorrect choice.

1 . A: Do you want to go to the pa rk later?

B: Wel l , they say it is go ing to ra i n I wil l ra i n I raim this afternoon .

2 . A: My car broke down! How wi l l I get to work? I guess I cou ld take I have to take I may ta ke the bus .

B: Don't wo rry. I a m goi ng to ta ke I wi l l ta ke I m i g ht take you . Let's go.

3 . A: Do you want to go to the movies tomorrow n ight?

B: I can't. I am seeing I wi l l see I am going to see a play. You could come I should co me I are going to come with me.

4. A: Let's go to B loomfie ld 's th is weekend . I need a new pa i r of shoes.

B: I don't know . . . B loomfie ld's is havi ng I can have I wil l have the i r big sa le tomorrow. There are I wi l l be I might be too many people there !

5 . A: The cab le's out aga in ! That's i t ! I am ca l l i ng I ca l l I a m going to ca l l a repa irman !

B: Go ahead, but it wi l l ta ke I takes I i s tak ing hou rs for h im to get here on the weekend .

6 . A: We need 1 00 copies of th is report by the end of the week. Wi l l you make I Can you m a ke I Do you make them tomorrow, Frank?

B: I 'm sorry. I wi l l be I a m I can be busy a l l day tomorrow.

W64 UNIT 6

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C Read the sentences . Are they a bout futu re p lans or pred ictions? Check the correct box.

future plan prediction

1 . I 'm going to see the doctor tomorrow. D D

2 . He' l l be a good doctor. D D

3 . My s iste r is go ing to study Span ish in Mexico. D D

4. I 'm going to buy a new ca r next yea r. D D

5 . She's go ing to b e very successfu l . D D

6 . The a i rport wi l l be crowded . D D

D Read the fi rst sentence i n each item. C ircle the letter of the sente nce that is closest i n mea n i ng.

1 . I shou ldn't have ta l ked to h im . a . I ta l ked to h im, bu t it was a m i stake. b. I d idn 't ta l k to h im, and it was a m istake.

2. We ought to have moved to Ch icago. a . We a re go ing to move, but we don't know when . b. I t was a good idea to move, but we d id n 't do it .

3 . I wish I had to ld them what I thought. a . I d idn 't te l l them, and now I reg ret it. b. I to ld them, and that was a big m istake.

4. They shou ld have warned us about the traffic. a . They d id n 't know, so they cou ldn 't te l l us. b. They knew, but they d idn 't te l l us.

5 . Mark wishes he hadn't taken the job in To kyo. a . He took the job, but it was a bad idea. b. He d id n 't take the job, and now he reg rets it .

E Rewrite each sentence express i ng reg ret a bout the past. Use the word i n parentheses.

1 . I d id n 't go to co l l ege, and I reg ret that decis ion . (wish)

I wisJ, I Jiad 9o n e to co l l e9e .

2. I ordered ch icken, but now I 'm sorry that I d id . (shou ld)

3 . Steve borrowed on ly two books from the l ib ra ry, but a few more wou ld have been better. (ought to)

4. Ch rist ina and Mark went sk i ing for their vacat ion, but it was a bad choice. (wish)

5 . Katie ate so many cookies that now she fee l s s ick. (shou ld)

6. Dan ie l stud ied law i n co l l ege, but he'd prefer to be a doctor. (ought to)

Life Plans W65

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WRITI NG BOOSTER

A Read the fol lowi ng short biography of the famous aviator, Amelia Earhart. Choose the correct head i ngs and write them in the spaces below to divide the biography into sections. You wi ll not use all the head i ngs.

Head i ngs:

Amel ia 's Education

Amel ia's Myste r ious Disappearance

Amel ia's Fami ly Life

Ame l ia 's Ch i ldhood Years

Amelia Earhart

Amel ia's Marriage

Amel ia's Flying Records

Amel ia 's Love of F lyi ng

Amel ia Mary Earhart was born on J u ly 24, 1 897, i n Atch ison, Kansas . At th ree yea rs o ld she went to l ive with her g rand parents who l ived fifty m i les away. Ame l ia was a tomboy, and loved snow

1 s l edd ing and c l i m bing trees. She l ived with her grandparents unti l she was ten . At ten she moved back with her parents and her you nger s i ster, M u rie l .

Amel ia saw her f i rst a i rp lane at the 1 908 Iowa State Fa i r. At th is fa i r, there was a stu nt-flyi ng exhibit ion, and i t fasc inated Amel ia . I t was here, as she watched these p lanes twi rl i ng and swoosh ing, that Ame l ia fe l l i n love with the idea of fly ing . Amel ia actua l ly had to wa i t th i rteen yea rs to take her f i rst r ide in a p lane, and j ust s ix months after that, she bought her fi rst p lane. It was b right ye l l ow and she ca l led it Canary.

Amel ia was ve ry com petitive, and ente red many flyi ng contests over the next severa l yea rs . She conti nua l ly broke the records of other aviators . To mention just a few:

I n J u ne of 1 928, she became the fi rst woman to fly across the At lantic.

In May of 1 932, she became the second person to fly solo across the Atl antic.

From August 24 to 25, 1 932, she f lew a solo nonstop f l ight from the west coast of the Un ited States to the east coast, maki ng her the f i rst woman to do that.

From Apri l 24 to 25, 1 935, she was the f i rst person to fly solo from Hawa i i to Ca l iforn ia .

At the age of forty, i n 1 937, Ame l ia Ea rhart wanted to be the f i rst wo man to fly around the wo r ld . She and her navigator took off from Oakla nd, Ca l ifornia, and f lew to M iam i, then through the Car ibbean to Brazi l and through Africa to I nd ia . After I nd ia, they f lew to Bangkok, I ndonesia, Austra l ia, and then Papua New Gu inea . F rom Papua New Gu inea, they f lew toward Howard I s land, 2,200 mi les away. They never arrived, and desp ite extens ive sea rches, they were never fou nd .

No one knows for sure what happened to Amel ia and her navigator, but the wor ld knows that Amel ia i s one of the most im portant and i nf l uent ia l aviators in h i story.

B O n a separate sheet of paper, write a short biogra phy of someone you know or someone fa mous. I n c lude i nfo rmation on th is person's ch i ld hood, fam i ly, ed ucation, ach ievements, regrets, or any other i nformation you wou l d l i ke to add. Divide the biogra phy i nto sections. I nclude a heading for each secti o n .

W66 UNIT 6

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U N IT 7 Ho l idays and Traditions

1 Read the newspaper ad for an event. Check true or false.

- - - � - - - - - - - � - � - - � - - � � - � � - - � � � - - - - - - - ,

Join us at the 1 1rn:u4 I : t!JG I on . l I : December 31 to welcome the New Year! ! Here's just some of what you ' ll enjoy:

• beginning at 7 :00, a five-course dinner planned and ,,,,. _ t prepared by world-famous chef Pierre Raynaud I

• live dinner music performed by pianist Oscar Herman I • at 9 :00, a two-hour concert starring the Sassies, one of the hottest new bands in the city I • at 1 1 :00, popular hits and all your favorite songs played by DJ "Raging" Robin Collins I

from radio station WROC I • hats and horns passed out at 1 1 : 3 0 · 1 • a countdown to midnight by DJ " Raging" Robin I • a perfect view of the fireworks over the Charlton River I

- - � � - � � - � - - - - � � � � � � � - - � � � � - - - - � � � - - - '

true false

1 . The ticket i nc l udes d in ner. D D 2 . Oscar Herman i s a rad io DJ . D D 3. The Sassies w i l l perform u nti l 1 1 :00. D D 4. You need to bring you r own hats and horns to this event. D D 5 . You can v iew the f i reworks on a l a rge TV screen . D D

2 Choose an i m porta nt hol i day i n your cou ntry. Us ing the ad a bove as a model, write an ad fo r a pa rty that would be i n the loca l newspaper. In clude the same type of i nformation as the ad a bove.

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W67

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3 Co m plete the conversation . Use the words from the box.

get together with it's i m possi ble mobbed takes p lace

A: Wow, the a i rport is . Why are there so many peop le here? 1 .

B : I t 's because it's a l most Thanksgivi ng . It's an i m portant ho l iday here i n the U .S .

A: Rea l ly? What's the ho l iday for?

rem i nds m e

B: I t started as a harvest ce lebration . It ________ every yea r on the fou rth Thu rsday of November. 2 .

A: How do you ce lebrate it?

B: Peop le usua l ly ________ thei r fa mi l ies . That's why ________ to get a rou nd . 3 . 4 .

Oh, and the food is great! This ho l iday is about fam i l ies . . . and eati ng !

A: I t ________ of one of ou r trad itiona l ho l idays . 5 .

L ESS O N

4 WHAT ABOUT YO U? Co mplete the conversati on i n you r own way.

Vis itor: Te l l me about a ho l iday that you celebrate in you r cou ntry.

� Wel l , one ho l iday is _______ _

Vis itor: What k ind of ho l iday is it?

� I t 's a(n) ________ ho l iday that takes p lace i n _______ _

Vis itor: How do you celebrate it?

� Wel l, in my fam i ly we usua l ly ____________________ _

Vis itor: That sounds g reat!

5 Com p lete each se ntence with h i storical, re l igious, o r seasonal .

1 . A hol iday i s a ce lebration of a pa rticu la r t ime of yea r.

2 . On ho l idays, peop le celebrate someth i ng that happened i n the past.

3 . A harvest festiva l i s an example of a ho l iday.

4. A ho l iday is re lated to people's bel iefs .

W68 UNIT 7

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6 Match each wo rd with the correct defi n it ion. Use the words from the box.

1 .

2 .

3 .

4 .

5 .

6 . 7.

8.

9.

a card

fireworks

a picn ic

a costume the dead

a parade a g ift

pray wish each other wel l

someth i ng that you g ive someone, especia l ly to thank h im or her, or on a specia l occas ion

a pu bl ic ce lebration when musica l bands, br ightly decorated veh ic les, etc. , move down the street

c lothes worn by someone to make h im or her look l i ke a d ifferent person, an an imal , etc.

to speak to God i n order to ask for he lp or g ive thanks

co lorfu l exp losives that people burn when ce lebrati ng a specia l day

peop le who have d ied

a mea l that is prepared at home and then taken outs ide to be eaten

a written g reeting , often with a pictu re on the front, that you send to peop le on specia l occas ions

to say that you hope someone wi l l have good luck, a happy l ife, etc .

7 C i rcle the word(s) that correctly comp letes the sentence. I n some sentences, both choices a re co rrect.

1 . Anyone who I that tries th is desse rt loves it.

2. The pa rties that I who take p lace on New Year's Eve are a lways so much fu n .

3. The New Fire Ceremony was an Ancient Aztec ce lebration that i t I that was celebrated every 52 years .

4. An emcee, or maste r of ce remon ies, is a person who I he acts as the host at a formal occasion .

5 . The f lowers that I w h o arrived yesterday were absolute ly gorgeous.

6. A host is someone that I who i nv ites a person to h i s or her home.

8 Write the adjective c lause that co rrectly com pletes each sentence. Use the clauses i n the box.

that i s celebrated in Lati n America

who i s i nvited to someone's home

that come by e-mai l

who enjoy being outside

that a re celebrated with the whole fam i ly

who ta lked a bout David

1 . This is a great hol iday for peop le ________________________ �

2. I love ho l idays-------------------------------

3 . I t's a ho l iday _______________________________ _

4. A person---------------------------- is ca l l ed a guest.

5. I 'm su rp rised by the n u m ber of greeti ng cards ___________________ �

6. She's the woman-------------------------------

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L ESS O N

9 Com plete the conversatio n . C i rcle the best response to each question or statement.

M itch : D o you m i n d i f I ask you so meth i ng?

Va nessa: Yes, of course. I Of cou rse not.

M itch : I 'm not su re about the appropriate behavior here. When you go to someone's house fo r d i nner, what shou ld you br ing?

Va nessa: Yo u should bri ng a smal l g ift. I Yo u s hould br ing the host.

M itch : Defi n ite ly. I Tha nks . I t's a good th ing I asked .

Gift-giving Etiquette • In Japan, China, and Vietnam, it is not customary to open a gift in front of the

person who gave it to you. The gift is set aside and opened later in private.

• In Russia, gifts for children are usually opened in private, while gifts for adults are usually opened in the presence of others.

• In Germany, you should avoid giving large or expensive gifts in private. The larger the gift, the more public the gift-giving should be.

10 Read each sentence. I f the re lative pronoun ca n be omitted, cross i t out. I f it can't be omitted, ci rcle it.

1 . The dress -tfl.a.t I wore to the pa rty is in my c loset.

2. Anyone�trave l s on that ho l iday shou ld p l an for de lays.

3 . The woman that you were ta l ki ng with is a profess iona l pa rty p lanner.

4. The coup le whom we saw at the movies last n ight used to l ive in ou r bu i l d i ng .

5 . E l l a is someone who a lways makes peop le fee l good about themse lves.

6. On Thanksgiv ing I th ink about the th ings that I am gratefu l for.

7. I t's g reat to meet someone who goes out of h i s way to he lp you .

8. What shou ld a person who's i nv ited to d i n ner take?

1 1 Com bine the two se ntences i nto one, us ing the re lative pronou n i n parentheses. Omit the re lative p ronoun where poss ib le .

1 . The ho l iday takes p lace i n J u ly. I to ld you about the ho l iday. (that)

n,e Jio l i day (tJi at) I to ld yo v abovt ta ke5 place in Jv ly.

2 . The person shou ld br ing f lowers . The person comes for d i nner. (who)

3 . Hanbok is a d ress . Women in Korea wear it fo r Ch useok. (that)

4. People enjoy Ha l l oween . Peop le l i ke wea ring costu mes. (who)

5 . The ce lebrations are a lot of fu n . The celebrations ta ke p lace du r i ng Mard i G ras. (that)

W70 UNIT 7

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6. The food was amazing. I ate the food duri ng E id a l -Ad ha. (that)

7. The fr iend went to Tha i l and fo r h i s vacation . I to ld you about the friend . (whom)

8. My fr iends spent New Year 's Eve with me. They came from Germa ny. (who)

12 Correct t h e error i n t h e adjective cla use i n e a c h sentence.

1 . The package who we rece ived came from Hong Kong .

2. We rea l ly l i ked the restau rant the book recom mended it.

3. Chi ldren 's Day is a ho l iday is ce lebrated i n many cou ntries.

4. That ho l iday is fun for anyone whom loves to ce lebrate.

5. The costu mes that Carnava l performers wea r them a re gorgeous.

LESSO N

13 Read the a rticle Holidays Around the World on page 80 i n the Student's Book agai n . Answer the �-Iii;;� q u estions .

c�n�lS� 1 . When is Ramadan celebrated?

2 . Why do M us l ims ce lebrate Ramadan?

3. When is the Ch inese New Year ce lebration?

4. H ow do people p repa re fo r the Ch inese New Year?

5 . Which two cou ntries ce lebrate S imon Bol iva r's b i rthday on J u ly 24th?

6. Why is S imon Bo l ivar ca l led "the Liberator"?

Hol idays and Traditions W71

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14 Read a bout how o n e hol iday i s ce lebrated in d ifferent cou ntries. T h e n answe r t h e q uestions.

0-nLDREN�o DAY

ln 19$4-, The United :Nation.s General Assembly suggested that all countries set aside a special day for children. The idea behind Children's Day v.ras to encourage all nations to focus on the nee.dz, rights, and v.rell-being of children everyv.rhere. Since then, and in some places even before then, Children's Day has been celebrated in many countries, on J �ifferent days, and in different v.rays. _} Chi ldren's Day in Japan used to be celebrated separately for girls (on March 3) and for boys (on May 5), but today it's a hol iday for a l l chi ldren on May 5. On Chi ldren's Day, fami l ies w ith boys often hang carp decorations, since a carp is a fish that symbolizes strength and success. They also display figures that look l ike

I warriors, or fighters. People eat rice cakes fi l led with bean paste and covered with leaves. There are many sporting and art events l for chi ldren a l l over Japan on that day.

-- �

(11.i!&C �

I Celebrated on May 5, Chi ldren's Day is a national holiday in Korea. Many parents don't work and spend the day with their chi ldren. Fami l ies often visit parks, zoos, and movie theaters because they're free for

/ldflR ( Jawaharlal Nehru, the first prime minister of India, 1 deeply loved chi ldren. H is birthday, November 14,

ch i ldren on this day. Parents traditionally give thei r j chi ldren gifts and money. __,/

( became Children's Day in India. Schools celebrate by

f having cu ltural programs and handing out treats and 1 · snacks. There are competitions and games of al l kinds. }

- . - _/

Mustafa Kemal AtatOrk, founder of the Turkish Republ ic, establ ished Apri l 23 as Chi ldren's Day in this country. People enjoy festivals and performances by chi ldren. Chi ldren replace the president, prime

min ister, members of the Grand National Assembly, and other officials � one day. They address ch i ldren's and educational issues .

I I

Lotu-Tam iati, or Chi ldren's Day, is celebrated in Samoa on White Sunday, the second Sunday in October. It is both a rel igious and national holiday in Samoa. Chi ldren dress a l l in white and parade in l ine from tallest to shortest into church. They perform songs and religious plays for their parents and relatives. Then they return home for a celebration meal. They are honored by their parents by being served first and receiv ing gifts. ,

__)

1 . I n which two cou ntries do ch i ld ren rece ive g ifts on Ch i ld ren 's Day?

2 . I n which cou ntry was Chi ld ren's Day trad it iona l ly ce lebrated separate ly fo r boys and g i r l s?

3 . I n which cou ntry do ch i ld ren partic i pate i n government on Ch i ldren 's Day?

W72 UNIT 7

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4. I n wh ich two cou ntries was Ch i ld ren 's Day sta rted by a famous pol it ica l leader?

5. I n which two cou ntries is Ch i ld ren 's Day ce lebrated on the same date?

6. I n which cou ntry is Ch i ldren 's Day both a seasona l hol iday and a re l ig ious ho l iday?

15 WHAT ABOUT YOU? Write a paragraph a bout yo u r favorite hol iday. When i s it? How do you ce lebrate it i n you r fa m i ly? What trad it ions (such as special foods or cloth i n g) are pa rt of th is ho l iday? I s it rel ig ious, seasonal , or h istorical?

L ESS O N

1 6 Put the events below i n the order i n which they normally occur.

an engagement

a reception

a honeymoon

a wedd ing

17 Co mplete each sentence with the correct word(s) from the box.

bride ceremony engagement g ot engaged

honeymoon newlyweds rece ption wedding

g room

Nei l and Ca rrie knew each other for th ree yea rs before they ------ · They were both so excited, 1 .

and they announced the i r ______ im mediate ly. They wanted everyone to know they were 2.

go ing to get married !

Today is the ______ which w i l l have two parts. F i rst is the ______ which is the formal 3 . 4 .

se rvice that wi l l make them lega l ly married . Then comes the rea l ce lebration: At the _____ _ 5 .

everyone wi l l eat and s ing for hours .


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Right now Ca rrie, the ______ is putti ng on her dress . She is so excited ! Ne i l , the 6.

______ is p retty excited, too, but he's a l so rea l ly nervous . 7.

Tomorrow morn i ng the ______ a re go ing to Tah iti for a seven-day ------ · Afte r a l l 8 . 9.

the stress and excitement of the weddi ng, they ' l l need a vacation !

The word honeymoon comes from an old Irish tradition. Newlyweds drank a drink made from honey for the first month (or moon) after being married. They believed that by doing this, they would have a son within the first year of marriage.

18 Read the a rti c le. Then ci rcle the letter of the word or phrase that best co mpletes each sentence.

1 .

2 .

3 .

4 .

1� l-OevVAi� 1<.i� A t weddings in many parts of the

world, brides and grooms give one another wedding rings. These rings

remind them of the commitment they made to one another when they got married. They are also a sign to others that they are married.

No one knows for sure how this tradition started, but there is evidence that it began long ago, in ancient Egypt. Coins at that time had a hole in the center. An Egyptian groom used to place a coin on his bride's finger to show that he would take care of her.

R ings a re trad it iona l ly g iven --·

In many ancient cultures, the circle is a symbol of eternity. The wedding ring has come to symbolize endless love and commitment.

Wedding rings have almost always been worn on the fourth finger, but the hand it's worn on depends on where you live. In some cultures, people wear their rings on the left hand, and in others, they wear them on the right.

a . o n ly in Egypt b. duri ng wedd i ngs c. j ust to br ides

Ancient Egyptian g rooms gave thei r br ides --· a . money to buy a r i ng b. money s haped l i ke a r ing c. a ri ng for every f inger

A wedd ing ri ng is a sym bo l of --· a . a c i rc le b. etern ity c. l ove without end

Most peop le wear the i r wedd ing r ings --· a . on both hands b. on the fou rth f i nger c. on ly on the left hand

W74 UNIT 7

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G RAM MAR BOOSTER

A Read each sentence. If the sentence is correct, write _C. If the sentence is incorrect, write 1 and correct it.

1 . Babootie i s a trad it iona l food from South Africa who is orig i na l ly from Ma laysia . __

2 . Japan is a cou ntry that has a lot of festiva l s . __

3. The most expens ive tr ip I took was the one that it went to Anta rctica. __

4. My best fr iend is a woman that l ives in Brazi l . __

5 . The G rand H ote l i s a seas ide hote l that everyone l i kes . __

B Rewrite each item as one sentence with a rec iprocal pronou n .

1 . Adam sees Barb and Li nus every day. Barb sees Li n us every day, too.

Ad am, B a rb a n d L i nuS' s-ee o n e a notl-,er every day.

2. Ms . He id ie waved at Ms . Cook and Ms. Cook waved back at her.

3. Gerry meets Tr ish for l u nch every day.

4. J ames, Ba rb, and Jess ie were lost. Al l of them tr ied to f ind the others.

5 . The emp loyees i n my office buy g ifts fo r the other peop le i n the office.

c Choose the phrase that correctly co mpletes each sentence.

1 . Don't ta l k to --· a. you b. herself c.

2. Did he h u rt __ ? a . herself b. h imse l f c .

3 . You shou ld be rea l ly proud of -- · a . her b. herself c.

4. She's fee l i ng rea l ly so rry for __ right now. a. one another b. myself c.

5. I th i n k he shou ld be l ieve i n __ more. a . myself b. h imse l f c .

6. They a lways see __ on weekends . a. themselves b. they c.

you rse l f

each other

you

herself

each other

one another

Holidays and Traditions W75

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D Com p lete each sentence with a p h rase fro m the box.

by herself by h i mself by ourselves by themselves by you rself

1 . Nobody went with Kate to the movies. She decided to go _____ _

2 . You can't p lay chess . You need a partner.

3 . You ng ch i ld ren often want to do th ings , even if it's d ifficu l t for them.

4. The p layers wished good l uck before the game.

5 . M rs. Jackson often works very late, so her husband eats d i nner _____ _

6. We decided to do the work ______ i n stead of pay ing someone to do it.

E C i rcle who or whom and complete the sentences i n your own way.

each other

1 . M r�. Re i l ly is my neig hbor§/ whom moved i n tJ.i ree years ago.

2 . Peop le who I whom ta l k a lot can be ve ry _______ _

3 . My friend who I whom l ives i n ________ is a rea l ly ________ person.

4. The people who I whom I met when I was i n were rea l ly _______ _

5 . i s a fam i ly friend w h o I whom I have known for a long ti me.

6. My friend ________ is someone who I whom I ta l k to a l most every day.

WRITI NG BOOSTER

A Read the sentences. Write the u nderl i ned wo rds i n the correct col u m n i n the chart. Th i n k of other words and add them to the chart.

1 . The trad itiona l sweet and sa lty candy fe lt so good on my tongue that I c losed my eyes i n happiness.

2 . My ears were fi l led with the sweet sound of ch i ld ren laugh ing.

3 . The fragrant odor perfu med the a i r.

4. The women looked l i ke a ra i nbow i n their many-co lored trad itiona l robes.

5 . The food was very mky and r ich , and I was rem inded of the f lavors of Morocco.

6. The banging of the d ru ms i n the parade made a sound as loud as thu nder.

W76 UNIT 7

Sight Sound Taste

�weet

Smell

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8 A s imi le is a way of descri b ing someth ing by comparing it to someth ing else. Th i n k about your happiest hol iday as a ch i ld . Then complete the s i m i les below with your own informatio n .

Exa m ples: On Ch i l d ren 's Day, I was a s happy as a clown . The food was so good I ate l i ke a horse.

1 . On ______ , l was . . . 2 . On that day, . . . I ____ _

as happy as _____ _ l i ke a ------ · I _____ _

as excited as _____ _ l i ke a ______ ______ _

l i ke ______ _

C Look at the photog ra phs . Write a sentence with i nterest ing deta i l s a bout the sounds, s ig hts, smel ls, and tastes.

Song kran celebrations-Tha i l and I ndependence Day barbeque-Canada

Sight: _____________ _ Smel l : _______________ _

Sou nd: _______________ _ Taste: _______________ _

Carnava l parade-Brazi l Thanksg ivi ng d i nner-Un ited States

Sig ht: _____________ _ Smel l : ______________ _

Sou n d : _______________ _ Taste : _______________ _

D Choose one photograph from exercise C. On a separate sheet of paper, write a paragraph describing the event. Use i nteresting detai ls to describe what thi ngs look l ike, smel l l ike, sound l ike, or taste l ike.


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U N IT 8 I nventi ons a nd D i scover ies

W78

1 WHAT ABOUT YO U? Th i n k about products that use electronic technology. Co mplete the chart with some prod ucts that you use.

-·

Outside (for enterta i nment At home At school or work

or tran sportation) f:

2 N ow l i st the top five prod ucts from the chart above, in order of i m portance to you . ( 1 i s the most i m portant.)

1 .

�!, I}

2 .

3 .

4 .

5 .

I n 1 898, an executive a t the U.S. Patent* Office said that the office should be closed because everything had already been invented. (*A patent is a legal document that gives you the right to make or sell a new invention that no one else is al lowed to copy.)

3 Look at the prod uct you l isted as most i m porta nt. Answer the questions about it.

1 . Was th is p roduct i nvented before you were born? __________________ _

2 . When d id you beg in us ing it? _________________________ �

3. How wou ld you r l tte be d ttferent wlthout it? ____________________ �

4. H ow cou ld this product be bettefl ________________________ _

4 Choose the best response. C i rcle the letter.

1 . "The dr ive home was bruta l ." a . " I know. The traff ic was awfu l ."

2 . "D id the bugs bother you?" a . "No, I bit the bu l l et."

3. "There were tons of people at the ma l l ."

b. " I know. The scenery was beautifu l ."

b. "Yes, I got eaten a l ive ! "

a . "What a n ightmare !" b. "What fu n ! "

4. "Let's go cam ping th i s weekend ." a . "Sure. My mom won 't hea r of it." b. " I can't . My mom won't hear of it."

5. "I need to get my ca r fixed, but it's go ing to cost so much !" a . "We l l , you ' l l have to bite the b. "Wel l , you ' l l have to bite the

bu l let and pay for it ." bu l let and not pay for it ."

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LESSO N

5 Cross out the word or phrase that has a different meaning from the others.

1 . h igh-tech us ing new techno logy ·fast rate

2. offeri ng h i gh qua l ity nove l top-of-the- l i ne

3. i n novative h igh-end revo l ut ionary

4. state-of-the-art cutt ing-edge h igh-end

5. top-of-the- l i ne h igh-end fast

6. nove l revo lut ionary h igh-tech

7. i nnovative fi rst- rate h igh -end

6 Look at the p ictu re. Then check the box that a nswers each q uestion .

Sylvan Go ldman , the owner of a grocery store, invented the shopping cart in 1937 when he real ized he should make it easier for h is customers to buy more things.

I wouldn't l i ke it if it

yes no maybe

1 . I s the stereo l ess than $500?

2 . Does Sa l ly have enough money?

3 . Wi l l Sa l ly buy it today?

4. Wi l l Derr ick buy it?

5. Does {-�ve a new job?

6 . Does Tanya l i ke it?

7. Does R ick l i ke it?

8. I s R ick going to buy it?

D D D D D D D D D D D D D D D D

D D D D D D D D

Inventions and Discoveries W79

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7 Circle the word or ph rase that correctly comp letes each conditional sentence.

1 . Th is o ld car wo uld be I is I wi l l be worth more if it were i n good cond it ion .

2 . H eather wou ldn 't trust Nathan if they aren't I weren't I woul dn't be such good friends .

3 . Peop le wil l have I had I would have a great t ime if they re lax a l itt le bit .

4. I f you exercise every day, you ' I I lose I would lose I lost weig ht.

5. You have to be respons ib le if you wi l l get I get I got a pet.

6. I wou ldn't pay so much for this phone if I don't th ink I didn't th i n k I wouldn't th ink it was worth it.

7. If the car cost I wo uld cost I costs less, more people wou ld buy it.

8. If you don't lower you r price, people don't b uy I would n't buy I wo n't buy your product.

8 Co mp lete the conditional sentences with the correct fo rm of the ve rbs. Use the words in parentheses .

1 . If you don't look hard enough, you (not I fi nd) it.

2 . There are a lways people at the park if the weather (be) n ice.

3. It's good to fo l low the d i rections if you (not I want) to get lost.

4. I f I were you, I (not I do) it.

5. They wou ldn't try it if they (know) a l l the r isks.

6. If Andrea buys a new ca r, she (not I have) enough money for other th ings.

7. If you rea l ly (want) to do it, you ' l l make it happen.

8 . If we (not I be) i n such a hu rry, we wou ld stop and take pictu res .

L ESSO N

9 Use the sentences from the box to complete the conversation.

No harm done.

If I had re membered to take my G PS, we wou ld have been on t ime.

Sorry we're late .

I t ca n ha ppen to anyone.

I 'm ashamed to say we got lost.

A:

B: What happened?

A:

B: That's OK .----------------------------

A:

B: ___________________________ Let's get started .

W80 UNIT 8

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10 Read the statements. Then c i rcle Yes or No.

"We wou ldn 't have gotten lost if you had asked for d i rections."

1 . Did they get lost? Yes No

2 . D id she a s k fo r d i rections? Yes No

" If I 'd known we were go ing out to l u nch, I wou ldn 't have b rought l u nch with me."

3. Are they go ing out to l unch? Yes No

4. Did the woman know about the l u nch p la ns?

5. Did she bring l u nch with her?

Yes

Yes

No

No

" If we had n't bought tickets ear ly, we wou ld n't have been able to see Alien Invasion."

6. Did they buy t ickets ea rly? Yes No

7. Were they able to see Alien Invasion? Yes No

"They wou ldn 't have been on t ime if they had ta ken the 8 o'clock tra in ."

8. Were they on ti me? Yes No

9. Did they take the 8 o'c lock tra in? Yes No

11 C i rcle the p h rase that correctly compl etes each sentence.

1 . I f te levis ion hadn't been I wou ldn't have been i nvented, I wou ld have read more when I was g rowi ng u p.

2 . You would have had I had had more money at the end of the month if you had been more carefu l about you r spend ing .

3 . If people had known more about the product, many of them wouldn't have bought / hadn't bought it .

4. I f we had rea l ly thoug ht about our travel p lans, we wou ldn't go I wouldn't have gone to the dese rt in the summer.

5. We wou ld have bought more food if we hadn't known I had known that so many peop le were go ing to come over fo r the pa rty.

6. If they had tra i ned I wou l d have tra i ned the puppy better, she wou ldn 't have destroyed the i r home.

12 Complete t h e sentences. U s e t h e phrases i n t h e box. You wi l l not use a l l o f t h e phrases.

had been had eate n

wou l d have been would have chosen

had made

wou l d have had

had n't ta l ked to

wou l dn't have eaten

1 . If I a m istake, I wou Id have accepted respons ib i l ity.

2. Tom wou ldn't have heard the news yet if he Eddie last n ight.

3 . I f there had been anothe r option, we it.

4. They more t ime for the i r ch i ld ren if they hadn't worked so m uch .

5. I f I 'd known what was i n it, I that dessert.

I nventions and Discoveries W81

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13 W H AT ABOUT YOU? Complete the se ntences i n you r own way.

1 . If I had forgotten about an appointment, ___________ _

2 . I wou ld have done th ings d ifferently ___________ _

3 . If I had n 't , I wou ld n't have ___________ _

L ESS O N

14 Write the letter of the definition that matches each word. You wi ll use some definitions more than once.

a . i s s i l ly i n an exciti ng o r d. doesn't u se t ime, money, g . uses new ideas am us ing way energy, etc. , in the best way

b. works wel l without wast ing e. doesn't u se the most modern h . i s the on ly one of its ki nd

mach ines or methods in t ime, money, or energy

bus i ness or i ndustry

c. uses new techno logy f. offers h igh qua l ity

1 . __ cutti ng-edge 6. __ i neffic ient 1 1 . __ state-of-the-a rt

2 . __ eff ic ient 7. __ i n novative 1 2 . __ top-of-the- l i ne

3 . __ f i rst- rate 8. __ l ow-tech 1 3 . __ u n ique

4. __ h igh-end 9. __ nove l 14 . __ wacky

5 . __ h igh-tech 1 0. __ revo l utionary

15 Look at the ads . Check the word that best descri bes each prod uct. Exp la in you r choice.

TIRED OF RU IN ING YOU R BOOKS BY FOLD I N G THE PAG ES?

1 . D l ow-tech D nove l D u n ique

W82 UNIT 8

How much time do you waste writing your

return address? Never write

you r return address again !

2 . D eff ic ient D wacky D cutti ng-edge

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Now you can hear,

see, and sme// you r

favorite programs!

This will change

cooking shows

forever!

3 . D h igh-tech D low-tech D effic ient

EVERY KI D'S DREAM COM E S

TRU E . J ust type i n

the assi g n ment, a nd o ut

comes yo u r ho mework !

5. D i n novative D i neff ic ient D wacky

L ESS O N

-WHO

NEEDS BAND MEMBERS

WHEN YOU 'VE GOT ONE

MAN BAND? -

4. D wacky D state-of-the-a rt D cutti ng-edge

DON'T LET RAINY DAYS SLOW YOU DOWN!

6. D i neffic ient D low-tech D top-of-the- l i ne

16 Read the article Antibiotics on page 94 i n the Student's Book aga i n . Match the terms i n the f irst ..ll•Sa� col u m n with thei r defi n it ions. Write the letters on the l i nes.

EXTRA READING 1 . __ tetracyc l i ne COMPREHENSION

2 . __ penic i l l i n

3 . __ v i ra l i l l ness

4. __ ant ib iotic- res ista nt bacter ia

a .

b .

c .

d .

ant i-bacter ia l powder that was made from mold

bacte ria that don't respond to antib iotics

d rug that stops the g rowth of bacteria

s ickness that does not need ant ib iotics

I nventions and Discoveries W83

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17 Read t h e article. Check true, fa lse, or no i nfo rmation . Co rrect the false statements.

· · · RU BE GO L D B E R G · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · Of a l l the wacky i nventions people have designed,

none ca n com pa re to the i n n ovative creations of

an awa rd-winn ing ca rtoon ist R ube Goldberg . R u be

Gold berg wa s born in San Fra ncisco in 1 883 . H e

ea rned a degree i n eng i neeri ng , but he was n 't

inte rested i n it . H e preferred d rawing ca rtoons that

made fun of the changes that were happen ing i n the

ea rly twe ntieth century.

In the ea rly 1 900s, people we re busy creati ng new

machi nes to he lp ma ke l ife ea sier and get th i ngs done

fa ster . The U . S . Patent Office was f looded every

yea r with new i nventions for absol utely eve ryt h i n g .

R u be Goldberg saw t h e h u mor and dan gers i n

the new i nve ntions that were cha ng ing t h e l ives

of ord i n a ry people. And so, for ove r f ifty years, he

drew ca rtoons that made fun of the n ew mach ines.

H e d rew " i nventions" that used s imple everyday

items-b uckets , cups, ba l ls , sticks, etc .-con nected

to each other in funny ways to get the s i m plest tas k

d o n e in many compl icated steps. R u be Goldberg

took the s im plest task and, us ing the most low-tech

tech nology, made it the most compl icated task

with h i gh-tech desig n . H is invention s beca me so

fa mous that his name has been inc l uded as a noun in

Webster 's Dictionary.

O n e i nve nt ion, for exa m ple, was the " Se lf-O perati n g

N a p k i n , " which a utomatica l ly wi pes a person ' s ch i n .

H ere' s how i t works : A person l ifts a soup spoon to

h i s/her mouth . The spoon p u l ls a stri ng, which ma kes

a larger spoon th row a cracker to a pa rrot . The pa rrot

Rube Goldberg (n.) a comica l ly i nvolved, com p l icated invention, l aboriously contrived to perform a s im p le operation

j u mps to catch the cracker. The stand, on which the

parrot was sitt ing, fa l ls over and ma kes bird seeds

fa l l i nto a bucket. The extra weight i n the bucket p u l l s

a stri ng , w h i c h l ig hts a l ighter. T h e l ighter sets off a

f i re cracker that ca uses a kn ife to cut another stri ng .

A pe n d u l u m that was attached to the stri ng swi ngs

back and forth . It has a napki n attached to it , so when

it swings, it wipes the person's ch i n . Th i rteen steps

make the ch in clea n , j ust by l ifti ng a spoon !

Today, i n memory of R u be Goldberg , The Nationa l

R u be Goldberg Mach ine Contest is he ld each yea r .

Tea m s compete to create machines to do the

s i m p lest tasks i n no less than twe nty steps . Recent

w i n n i n g i nventions have i n c luded a mach i n e to

s q ueeze orange j u ice, a mach ine to toa st b read, and

a mach i ne to turn off a n a la rm clock .

true fa lse no i nformation

1 . I n the early twentieth centu ry there were a lot of dangerous inventions .

2 . Rube Goldberg des ig ned wacky i nventions .

3. He wanted to have h is i nventions patented .

4 . H is des ig ns used new technology.

5 . The "Se lf-Operati ng Napkin" was an effic ient tool .

6. Rube Go ldberg was ser ious about h i s inventions .

7. H igh-tech i nventions that a re too comp l icated are ca l l ed Rube Goldberg.

8. The inventions sent to The Nationa l Rube Gold berg Mach ine Contest shou ldn't ta ke more than twenty steps to com plete a task .

W84 U N IT 8

D D D D D D D D D D D D D D D D D D

D D D

D D D

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18 Th i n k o f an i nvention that you use. I n what ways i s i t usefu l t o you? How wou l d l ife b e different without it? What do you th i n k people wou ld use or do if that i nvention had never been created?

19 C HALLE N G E . Create a Rube Gold berg mach ine that com pletes a s im ple tas k in many com pl icated steps. Descri be the mach ine on a separate sheet of paper. You can a lso d raw a p ictu re of it.

G RAM MAR BOOSTER

A Complete the se ntences with .if or u n less.

1 . She's not going to go to B rown Un iversity they offer her a b ig scho larsh ip .

2 . I wou ldn't say that I d id n't have the docu ments to prove it.

3. ______ I d id n 't need the item now, I 'd order it on l i ne. It's m uch cheaper.

4. J an doesn't wear boots ______ they're from this store.

5 . M r. Winston a lways eats l u nch in the park it's not ra in i ng or co ld .

6. they offer her a rea l ly h igh sa lary, she's not go ing to take the job.

B Read each pa i r of se nten ces. Complete the second sentence i n each pa i r with wish + the co rrect clause so that it has the same mea n i n g as the fi rst sentence.

1 . Yesterday, I wanted it to snow.

Yesterday, I wis-J.1 ed it wov ld s-n ow

2 . I want to a rrive ea r ly tomorrow.

________________ ear ly tomorrow.

3 . I shou ld have i nvented the com puter.

________________ the computer.

4. Kevin Moran wa nts to have a driver's l icense.

Kev in Moran ________________ a driver's l icense.

5 . The doctor wants the patient to start eati ng more fru its and vegetables .

The doctor ________________ more fru its and vegetab les.

6. I shou ld n 't have eaten so many cookies last n ight!

________________ so many cookies last n ight!


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C Com plete the past u n rea l co nd it ional se ntences, us ing active or passive forms.

1 . Mark is a g reat student who was chosen to represent the school . If he weren't such

a good student, he llVov ldo' t J,, ave been cJ,, 05eo

2. The house wasn't damaged by the hu rricane, so we d id n 't get any in surance money.

But if the house ________________ , we wou ld have gotten some money.

3 . The g uests a ren 't cheerfu l because the DJ left. If the DJ had n't left,

the guests _______________ _

4. Peop le a ren 't looking for the treasu re anymore because it's a l ready been d iscovered .

If it hadn 't yet been d i scovered, people it.

5. They're sti l l th i n ki ng of a name fo r the baby, because she hasn't been g iven one yet.

I f the baby ________________ a name, they wou ld n't be th i n ki ng of one.

6. Marcia i sn 't worki ng for H unter Corporation because she moved out of the cou ntry. If she hadn't

moved out of the cou ntry, she ________________ for H u nter Corporation .

WRITI NG BOOSTER

A Read the article. Write the main idea of each paragraph on the l i ne .

How to Become an I nventor

Many people th i nk that becoming an i nventor is a s im ple process of th ree steps: having a bright idea, resea rch ing the market for the idea, and then se l l i ng that idea to a large company. It 's not that s im p le, however, and can often be a t i me-consum ing, d ifficu lt p rocess . So let's take a look at what you need to do to become an i nventor.

M a i n idea : _________________________________ _

Every i nvention sta rts with an idea. B ra instorm you r ideas with co l l eagues, fr iends, and fam i ly. For any idea they l i ke, do resea rch to check that you r idea is or ig ina l . Decide if you want to protect or patent you r idea from being copied. Th ink carefu l ly a bout this , as you do not want to be an i nventor who says, "He wou ld n't have been ab le to stea l my idea if I had patented it."

M a i n idea: _________________________________ _

So now you have the idea, what's next? Once you sett le on the idea fo r you r i nvention, study the market you want to se l l it to. Get to know as much as you can about the customers who wi l l buy you r product. Make su re it wi l l be profitab le .

Main idea : _________________________________ _

Once you have identif ied the market for you r i nvention, write a bus i ness p lan , poss ib ly create a sam ple of you r product, and then go out and try to se l l it. Th is is a cha l leng ing stage because you cou ld meet with a lot of rejection . Keep go ing and don't g ive u p. Do not lose s ight of you r goa l-see ing you r product used and enjoyed by m i l l ions .

M a i n idea: _________________________________ _

W86 UNIT S

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B Read the two summary paragraphs for the a rticle i n Exerc ise A. Check the one that best s u m marizes the a rticle.

D Summa ry 1 : Becoming an i nventor is not as easy as it seems. I t i s a com plex process that i nvo lves many steps a nd takes a lot of time and energy. However, success w i l l more l i ke ly come to those i nventors who keep positive a nd never g ive u p.

D S u mmary 2: It is a long and ti me-consu m ing process to become an i nventor. It i nvo lves a lot of steps: bra instorm i ng ideas, checki ng com petit ion, apply ing for patents, study ing the market, writi ng bus i ness p lans, and then go ing out and se l l i ng the idea . The latter can be d iscou rag ing at times, but i nventors need to stay positive and not g ive u p.

C Read the a rticle. Write the mai n idea of each pa ragraph o n the l i ne . Then write you r own s u m ma ry paragraph at the end of the a rticle.

G lobal Pos ition ing Syste ms

I f you've ever sa id, " I wish I knew where I was going" or " If on ly there were some way to f ind th is address" then it may be t ime to cons ider buying you rself a G loba l Pos ition ing System, or G PS.

Main i dea =��

Let's look at some of the uses of a G PS device. Maybe you travel a l ot by ca r and can not look at a paper map to f ind you r way around . There is a G PS for ca rs that speaks to you and te l l s you exactly how to get to you r desti nation . Maybe you 're a go lfer who has lost his go lf ba l l and you need to f ind it on the f ie ld . There's a GPS fo r th is . How about you 're a ru n ner and want to track your speed, d istance, and the cou rses you run . Wel l , there's a GPS for th is, too.

M a i n idea=��

What k inds of G PS devices a re there? Wel l , G PS devices come i n a l l k inds of shapes and s izes, and are ava i lab le in a va riety of prices . Some are sma l l and can fit i nto a pocket, and others are waterproof. And for peop le who don't l i ke to ca rry anyth i ng extra with them, G PS systems are a l so ava i lab le on smart phones .

Main idea:��


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U N IT 9 Controvers i a l I ssu es

W88

1 Com plete the crossword puzzle . Use the c lues below to help you .

2

4

5

7

Across

1 . In a __ , one person ho lds a l l the po l it ical power.

Denmark is the oldest monarchy

in the world, going back more than 1 , 000 years .

3 . A democracy, a d ictatorsh ip, and a monarchy are th ree types of --·

5. A __ establ ishes the basic laws of a democratic cou ntry.

7. An __ is he ld so that peop le can choose someone for an off ic ia l posit ion .

Down

1 . In a __ , peop le in the govern ment a re e lected by citizens .

2 . The activities i nvolved with ga in i ng powe r in a cou ntry's govern ment are ca l led __ .

4. A k ing or queen is the head of govern ment i n a -- ·

6. Citizens i n a democracy __ to choose their l eaders.

2 Read each pai r of se ntences. Write " = " if the sentences have the same o r s i m i lar meani ngs. Write 11"1;11 if the mean i ngs are d ifferent.

1 . Shoot.

2 . What are you u p to these days?

3 . I 'm lean ing towa rd Smith .

4. No worries.

5. Let's catch u p.

Ask you r question.

What a re you do ing tomorrow?

I may vote for Sm ith .

It wou ldn 't be a good idea.

I often ta l k a lot.

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3 WHAT ABOUT YO U? An swer the questions i n yo u r own way.

1 . Which k ind of pol it ics i nte rests you most: loca l , nationa l , or i nte rnationa l? Why?

2 . H ow do you learn about pol it ics?

D books D newspapers D te levis ion D d iscuss ions D other: _______ _

LESSO N

4 O rgan ize the words i n the box. Write them on the l i nes, i n order. Beg in on the left with the word that descri bes a person most su pportive of change, and f in ish on the right with the word that descri bes a person least su pportive of change.

conservative l ibera l moderate rad ical reactionary

5 Write each wo rd fro m the box i n Exercise 4 next to its defi n ition below.

______ hav ing reasonab le, not extreme pol itica l views

______ wanting to avoid a l l po l it ica l or socia l changes

1 .

2 .

3 .

4 .

5 .

______ wanting pol it ica l and soc ia l changes that g ive peop le more freedom

______ wanting extreme po l it ica l and socia l changes

______ preferri ng not to r isk po l it ica l or socia l changes

6 Put the conversation i n order. Write the n u m ber on the l i ne .

__ I hope it's not inappropriate to ask, but are you a bit reactiona ry?

_1_ Wou ld you m ind if I a sked you a question?

__ That's a good question ! But I fee l a l itt le u ncomfortab le d iscuss ing pol it ics these days.

__ I g uess you cou ld say that.

__ Not at a l l . What do you want to know?

__ I u nderstand . I t's k ind of a controvers ia l subject.

7 Circle the wo rd or ph rase that correctly com pletes each sentence.

1 . We can ask the teacher fo r advice I a dvices.

2 . Progress have I has been made on th is issue.

3 . We need to submit our project soon . The ti me I Time i s runn ing out.

4. Even when he's ve ry busy, he won't ask for help I a help .

5 . Crime has I have been on the r i se in ou r c ity for the past two yea rs .

Controversial Issues W89

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8 Read each sentence. If the sentence i s correct, write �- If the sentence i s i ncorrect, write l and correct it .

1 . She loves to d i scuss work. _C_

2 . A career cou nse lor can g ive you a lot of he lpfu l advices-: _I_

3 . There a re a lot of news to te l l you about! __

4. Do you have times to he l p us? __

5 . He has made a lot of progress with th is issue. __

6. Good i nformations are hard to f ind . __

7. Govern ment offic ia ls from both s ides are meeting to d iscuss a peace. __

8. They organ ized a conference on ch i ld ren 's hea lth and education . __

9. Money is co l lected to he lp fam i l ies l iv ing i n the poverty. __

1 0. Without proofs, the pol ice can't a rrest h im . __

LESSO N

9 Match each word or phrase with the correct defi n it ion.

__ l . i n favor of a . have a d iffe rent op i n ion

__ 2. agai nst b. opposed to, not su pporti ng

__ 3 . agree c. not r ight

__ 4. d isagree d. have the same op i n ion

__ 5. wrong e. supporti ng, th i n ki n g someth ing i s a good idea

10 Read each sentence. Write True or Fa lse.

1 . A controvers ia l issue often causes d isagreement among peop le . ___ _

2 . If an action is proh ibited, then it is a l lowed or perm itted . ___ _

3 . If you lower someth ing, then you reduce it o r make i t sma l le r. ___ _

4. If someth ing is compu lsory, it is optiona l . ___ _

5 . When someth ing is censored, it is not perm itted because it is cons idered by some people to be offens ive, mora l ly ha rmful, or pol it ica l ly dangerous . ___ _

6. To ra ise someth ing is to move it to a d ifferent, but equa l l eve l . ___ _

The minimum driving age refers to the youngest age at which a person can legally obtain a driver's license. Here are some minimum driving ages around the world. (Note that the ages shown here are minimums in a country, and in some cases, certain states or provinces may have higher minimum ages.)

Niger Cura�ao

Venezuela Poland

Canada U.S.A

Ethiopia 14 1 5 16 17 18 19 20 21 22 23

1 1 Read each pa i r of sentences. C ircle the letter of the correct answer i n each pa i r.

1 . a . Management req u i res a l l emp loyees to attend the meeti ng.

b. Management req u i res to attend the meeti ng .

W90 UNIT 9

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2. a . The organ ization encou rages to vote i n the u pcoming e lection .

b. The organ izat ion encou rages everyone to vote i n the u pcoming e lection .

3 . a . I can 't affo rd to buy anyth ing extra right now.

b. I ca n't afford me to buy anyth ing extra r ight now.

4. a. The city proh ib its everyone overn ight pa rki ng on a l l major streets .

b. The city proh ib its overn ight park i ng on a l l major streets.

5 . a . They invited a ba nd to p lay at thei r pa rty.

b. They i nvited to p lay at the i r pa rty.

6. a. The ch i ld ren can 't wait to open presents .

b. The ch i ld ren can 't wait the fam i ly to open p resents.

12 Com p lete the se ntences with an appropriate object. Write X if an object isn't necessary.

1 . She decided X to vote for the l ibe ra l cand idate.

2 .

3 .

4 .

5 .

6. 7 .

8 .

9.

1 0.

The managers perm itted tJ... e wo rkeH to leave ea r ly on the ho l iday.

H e i nvited to go to the pa rty.

Experts encou rage ______ to read to ch i ld ren .

The pol ice were warn ing ______ to stay away from the area .

______ to buy a lot of l uxu ries .

______ to eat peas and ca rrots.

Most students can 't afford

The baby refuses

Wi l l you p lease rem ind ______ to g ive me the money tomorrow?

______ to partici pate i n the study?

______ to kn it?

Did you agree

Where can I learn

13 WHAT ABOUT YOU? Complete the sente n ces i n your own way. Use verbs fo l lowed by an i nfi n itive or an o bject and an i nfin itive .

1 . When I was a ch i ld , I pretended ________________________ _

2. My school a l l ows-----------------------------

3 . � I were having a pa rt� I 'd invite ________________________ �

4. I n my op in ion, everyone deserves ________________________ �

L ESS O N

14 Read the a rticle on page 1 04 i n the Student's Book aga i n . Co mplete the sentences . C ircle the lette r of the co rrect answer.

EXTRA READING COMPREHENSION 1 . Corruption is -- ·

a . peop le ta ki ng br ibes b. power c . racia l d iscri m i nation

2 . Poverty causes --· a. peop le to earn $ 1 .00 a day b. ch i ld ren to d ie c . b a d govern ment po l ic ies

3 . Acts of te rror ism are i ncreas ing because some people __ . a . are poor b. use m i l ita ry force c . watch too much TV


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4. Racism is --·

a. natu ra l

5 . Discrim ination leads to a. rac ia l m inorit ies

b. i ntol e rance of others

b. ethn ic g roups

c. g e n oc i d e

c . u nfa i r n es s tow a rd s o t he rs

6. One item not mentioned i n the art ic le as a sol ution to cu rrent world prob lems is __ . a. better education and b. reduct ion of poverty and c. cross-cu ltu ra l student

understand ing of others expos ing corruption exchanges

1 5 Read the b log. Then answer the q uesti ons.

, MY BLOG-YOUR BLOG

Today's topic: Globa l warmi ng Every day l i g ht fro m the s u n wa rms the ea rth, ca us i n g it to release h eat. Gases i n the ea rth's atmospherem ostly carbon d ioxide (CO)-stop some of the heat f ro m esca p ing into s pace so that the ea rth is kept warm. For the past 1 0,000 yea rs, this h eat has kept the ea rth at regu l a r tem peratu res. H owever, ove r the past 1 00 years, scientists have n oticed h i g he r l evels of COr M o re C02 means m ore h eat, which m eans h igher tem pe ratu res on earth . We've a l ready seen some con seq u e nces of g l obal wa rm i n g . N i n e of the ten warmest years in h istory have occu rred in the last fifteen yea rs . G ro u nd that has been frozen s ince the l ast Ice Age i s melti n g . The re are m o re h u rrica nes a n d catastroph ic storms t h a n ever before.

So, what do YOU th i n k is ca u s i n g g l obal warm ing? What, if a nythi n g , s h o u l d we do about it?

Post you r com ment

Com ments

G loria yesterday, 9:00 A . M .

What's the b i g dea l? The ea rth is wa rmer b y on ly 1 deg ree Fah re nheit. Ta l k to m e when it's 7 deg rees wa rmer.

Brad yesterday, 9:20 A. M .

Look at the facts . H igher tem peratu res have a l ready made the ice i n Antarctica melt faster, ca usi ng higher sea levels . By 2 1 00, when the te mperatures are 7 degrees higher, many coasta l areas wi l l be flooded .

Skeptical-i n-Seattle yesterday, 1 0:30 A. M .

Cli mate has cha nged many times i n the h istory o f o u r p lanet. I t i s on ly natu ra l . Let's not lose sl eep over it, a l rig ht?

Kris yesterday, 1 2:07 P. M .

I tota l ly d isag ree! C l imate change � natu ra l , but what i s happening today is not! G lobal warming is the fau lt of everyone who drives a car, fl ies on a p lane, bu i lds factories, and cuts trees. Al l of that creates more C02• We m u st stop damag i n g our p lanet for future generations. We m u st u rge our govern ment l eaders to control industries that harm the a ir.

Reactionary yesterday, 1 : 1 3 P. M .

This whole debate i s useless. Peo ple who say we need to change the way we l ive are radica ls . The earth is a lways warm ing and cool ing . We j u st need to accept it and learn how to l ive i n a natu ra l ly changing c l imate. We co uld, fo r exam ple, bu i ld homes farther away from the water to avoid hig her sea levels .

Win ston yesterday, 2: 1 7 P. M .

The Intergovern mental Panel o n C l imate Change ( IPCC) reported after reviewi ng the scientific research that it is more than 90% certa in that h u mans are caus ing global warm i n g . Gases from cars and factories are caus ing temperatu res to rise. We need to do something before it's too l ate!

Linda yesterday, 2:33 P. M .

HA! 90% certain leaves 1 0% u nce rta in . The I PCC report has l ots of errors and is exaggerated . I t isn't on ly the cars and factories that are caus ing g l oba l wa rming. What about the changes in the s u n 's brightness d u ring its 1 1 -year solar cycle? It causes te m peratu res to i ncrease. Eru pti ng volcanoes can prod uce lots of C02 too.

W92 UNIT 9

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1 . What is g loba l warming? ___________________________ _

2 . What a re the effects of g loba l warm ing? _____________________ _

3 . What d id the I PCC� report say? ________________________ _

4. How much has the tem peratu re of the ea rth increased? ________________ _

5 . What are two poss ib le human causes of g lobal warm ing? _______________ _

6. What are two poss ib le natu ra l causes of g loba l warming? _______________ _

16 Read each statement. Wou ld the blogger agree or d isag ree with t h e statement? C ircle agree or d isagree. Exp la in you r answer.

1 . Glor ia wou ld agree I d isagree with th is statement: "Global warm ing is not a prob lem." _________________ _

2 . Winston wou ld agree I d i sagree with th is statement: "Globa l warm ing is a natu ra l event." ______________ _

3 . Skeptica l - i n -Seatt le wou ld agree I d isagree with this statement: "Changes m ust be made to address g loba l wa rm ing ." ____________________ _

4. Kris wou ld agree I d i sagree with th is statement: "Global warming is caused by peop le." _____________ _

5. L inda wou ld agree I d i sagree with th is statement: " I PCC is a re l iab le source for i nformation about g lobal warm i ng ." __________________ _

LESS O N

April 22nd i s Earth Day. It

was first establ ished in 1970. The purpose of this global

hol iday is to ra ise awareness of

environmental problems and

issues and to promote a hea lthy

environment for all people,

plants, and animals. Each year

on this day people rededicate

themselves to ta king care of

the Earth.

17 Write you r own response to each statement. Ag ree or d isagree and expla i n you r op in ion .

1 . Everyone i n a democracy shou ld vote. It 's the i r respons ib i l ity.

� That1 S' one I.Nay to l ook at it, but I th i nk it1 S' each per>on1 S' Choice l.Nhether to vote or not. OR

I agree 1.Nith you on that one. A democracy doe>n1 t I.Nork if people don1 t pa rtic ipate.

2. Someti mes cap ita l pun i shment is necessa ry.

� ---------------------------------

3 . A l l students shou ld be requ i red to wear u n iforms to schoo l .

� ---------------------------------

4. The wor ld wou ld be a better p lace if a l l countries were democracies.

� ----------------------------------�


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18 Write a l ette r to you r newspaper ed itor presenti ng you r views on one of the i ssues below.

• censorsh ip of video games

• proh ib iti ng smoking i n pub l ic p laces

• ra i s ing the d riv i ng age to 21

• another i mportant issue i n th is country

G RAMMAR BOOSTER

W94

A Com pl ete each p h rase with the co rrect u n it express ion from the box.

I act bowl p iece pot s l ice year

1 . a(n) of news 4. a(n) of peace

2 . a (n) of tea 5 . a(n) of app le p ie

3 . a (n) of r ice 6. a(n) of v io lence

B C i rcle the word or p h rase that correctly completes each sentence.

1 . Sandra Jensen wanted to work in the government to make sure that justices a re I j ustice i s served .

2 . People who want to be lawyers study l aws I law i n schoo l .

3 . I got m y ha irs I h a i r c u t a t a new sa lon last week.

4. You shou ldn't eat too m uch sugar I many sugars if you 're try ing to lose weight.

5 . The U n ited Nations works for peaces I peace in cou ntries a l l over the wor ld .

6. Over time, the l ight I l ig hts from the sun can change the co lor of fabr ics .

7 . Medic ine is I Med ici nes are a very i nteresti ng but d ifficu l t f ie ld .

8. I n some pa rts of the world, coffee i s I coffees a re more popu la r than tea I teas.

C Com plete each sentence with a geru nd o r a n i nf in itive. When either a geru nd or a n i nfi n itive i s correct, fi l l i n the b lank with both forms .

1 .

2 .

3 .

4.

5 .

6.

O n weekends, I enjoy __________ l ate. s leep

Some peop le don't l i ke __________ about pol it ics. ta l k

__________ h is father's advice. Je rome decided take

Watch movies is one of my favorite activ it ies.

You shou ld avoid __________ on the phone when you d rive. ta l k

I wou ld l i ke work __________ for the government when I f i n i sh col lege.

UNIT 9

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__________ is i m portant if you want to make a d iffe rence. Vote

7.

8 . Nate wi l l conti n ue __________ med ic ine next yea r. study

9. Tom expects __________ home by eight. be

D WHAT ABOUT YOU ? Com plete each sentence i n you r own way. Use a geru n d o r a n i nfin itive.

1 . I don 't m ind even though a lot o f peop le don't l i ke it.

2. Sometime in my l ife I wou ld l i ke _________ _

3 . I genera l ly try to avoid _________ _

4. When I 'm on vacation, I usua l ly fee l l i ke _________ _

5. I n the futu re, I hope _________ _

6. For many peop le, it's very d ifficu l t to q u it _________ _

7 . If I decided , I wou ld have to th i nk about it a lot f i rst.

8. I rea l ly hate ________ _

WRITI NG BOOSTER

A Read the words and express ions . C i rcle the ones that i ntrod u ce contrasti ng ideas .

1 . as . . . as

5 . on the other hand

9. on the one hand

2 . i n my op in ion

6. neverthe less

1 0. to me,

3 . i n contrast

7. for i nstance

1 1 . in favor of

4. even though

8. however

1 2 . no matter what

B Read the issues l i sted below. Choose one i ssue and underl i ne it. Then, i n the chart, write three a rg u ments i n favor of it (pros) and th ree a rg u ments agai nst it (cons).

I ssues:

• Prohi b it i ng students to use ce l l phones in c lass

• Ban n ing certa i n books from school l i b rar ies

• Censorsh ip of v io lent movies

Pros Cons

C On a separate sheet of paper, write at least two paragraphs a bout the issue you chose in Exercise B . I nc lude both the pros and the cons of the i ssue. Use the expressions for i ntroducing contrasti ng ideas you identified in Exerc ise A.


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W96

U N IT 10 Beaut ifu I Worl d

1 Co mp lete the map of South America. Use the i nformati on under the map to label the places. Write the letter on the l i ne.

1 .

Pacific Ocean ECUADOR

1 6.

N

I ndex • = mountain range

- = country border • = city * = ca pita l city - r

a . Ca racas i s the cap ita l c ity of Venezuela .

b. Rio de Jane i ro is a city i n Brazi l .

c. Bras i l i a is the cap ita l of B razi l .

d . Lake Titicaca i s on the border of Bol ivia and Peru .

e. Bogota is the capita l of Co lombia .

f . The Atlantic Ocean i s east of South America.

2 Look at the map aga i n and answer the qu estions .

1 . Name the cap ita l of Ecuador. _______ _

3.

4.

600 mi

5.

2. Pa ramari bo is the cap ita l of which South American cou ntry? _______ _

3. Name a city i n Bol ivia that is not the ca pita l c ity. _______ _

4. What is the ca pita l of U ruguay? _______ _

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5 . I n which mou nta in ra nge is Sa ntiago located? _______ _

6. Buenos A i res is the capita l city of which cou ntry? _______ _

7. Which two South American cou ntries do not share a border with an ocean or sea?

________ and _______ _

3 WHAT ABOUT YO U? Name the fo l lowi ng geographical featu res of yo u r cou ntry.

1 . capita l city ________________________________ _

2 . another city ________________________________ _

3 . border cou ntries _______________________________ _

4. a body of wate r ______________________________ _

5 . another geograph ical featu re __________________________ _

4 C i rcle the best response to each question .

1 . " I s i t worth seeing?" a. "Yes, you shou ld defin ite ly go." b. "No, you don't want to miss it."

2. "Shou ld we drive up to see N u nobik i Waterfa l l in Kiwa Town?" a . "No, it's worth see ing ." b. "Yes, it's spectacu lar !"

3 . "Have you ever seen the vo lcanoes on Reu n ion I s land?" a. " I can 't say I have." b. "What a coi nc idence !"

4. "Get a look at the mou nta ins wh i le you 're there." a. "Thanks, we' l l take it s low." b. "Than ks fo r the suggestion ."

5 . " I s that schedu le doable in one week?" a. " I t' l l be busy, but you ca n hand le it."

LESSO N

5 Co mplete the read ing with i n, on, o r of.

P O R T U G A L

b. "Yes, it's worth see ing ."

Portuga l is a nation ______ southwestern Europe, and is ______ the 1 . 2 .

western coast the I ber ian Pen insu la . Spa in i s both north and west 3 .

______ Portuga l , which is on the At lantic Ocean . 4 .

There a re many mou nta ins ranges ______ the north, but the largest and hig hest 5 .

mou nta in range i n the cou ntry, Serra da Estre la, is located ______ the centra l region 6.

of the cou ntry.

The capita l city, L isbon, is the west coast ______ Po rtuga l . It is a l so � 8 .

located ______ the Tajo River, which is the longest rive r i n Portuga l . 9.

The city of Porto is located ______ the Dou ro River, which is ______ the north. 1 0. 1 1 .

Beautiful World W97

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6 Look at the m a p . Co mplete the sentences i n you r own way.

FRANCE AUSTRIA

1 .

2 .

3 .

4.

5 .

6.

i s/a re in

is/a re southwest of

is on

is/a re located on

is/a re north of

is/a re located to

· Switzerland has a popu lation of approximately eight mi l l ion people?

• Switzerland has four official languages (German, French, Ita l ian, and Romansh)? - · The Swiss flag is square, not rectangular? -

• Many mounta ins in the Swiss Alps are over 4000 meters h igh?

ITALY

7 WHAT ABOUT YO U? Describe the location of your city or town in re lation to some other p laces. Use p repos it ions of geographica l p lace.

1 . ��-

2 . ��-

3 . ��-

W98 UNIT 1 0

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8 Read each co nversation . Answer the q uestion. Check Yes or No.

1 . Jeremy: What d id you th i n k of the trip to the waterfa l l s?

Eri n : I thoug ht it was a waste of t i me.

Shou ld Jeremy go on the tri p?

2 . Betha ny: We m ig ht go to Wo nder Wo r ld . Do yo u th i n k we shou ld g o?

Car l : Oh, yo u don 't wa nt to m iss it.

Does Ca rl th i n k Bethany shou ld go to Wonder World?

3 . Ada m : What do y o u th i n k o f that n e w scie nce fictio n m ov ie?

M a rk: I t 's a m u st-see.

Did Mark l i ke the movie?

4. Chad: Have you heard anyth i ng about the newest Las Vegas hote l?

Va lerie: I hear it's overrated .

Does Va lerie th i n k the hote l is g reat?

D Yes D N o

D Yes D N o

D Yes D No

D Yes D N o

5. Sara h : I 'm thi nk ing of tak ing the tra in to Pi newood. Have you ever been there?

Jen n ifer: Yes . Be su re to see it.

Does J enn ifer th i n k Sarah shou ld go to P inewood?

9 Com plete the conversations i n your own way.

D Yes D N o

1 . Your friend: I 'm th ink i ng about go i ng on vacation . Do you have any recom mendations?

� Yes ! Don't m iss----------------------------

Your friend: Why's that?

� ----------------------------------�

2. �ur friend: What do you th i n k about _____________________ �?

� Wel l, I th i nk it's overrated.

Your friend: Rea l ly? Why do you say that?

� -------------------------------�

LESSO N

10 Com plete the s ign with the correct words from the box. You wi l l not use a l l of the words .

(ii) Attention All Hikers: Hiking is great exercise, and it can be a lot of fun. cave cl iff dangerous dark exhausting

foggy path rocky s l ippery steep

� But hiking can also be dan9erous . Follow these rules to stay safe.

• Take plenty of food and water. This is a long hike, and it con

be . You'l l need food to give you energy.

• Don't ever go into a . Ani mals might be

l iving there, and they' l l fight to protect their territory.

• Be carefu l i f you h ike early in the morning. Sometimes

it's , and it con be di fficult to see.

• If you h ike in the evening, take a flashl ight. If you' re

not back before it gets , you' l l

need i t to fi nd your way back.

• Be careful in the winter. The paths can get icy, and

then they're rea l ly ------

Beautiful World W99

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1 1 Look a t the p ictu res. Check the sentence that matches each pictu re.

D The path can be very s l i ppery.

D Wow! This is steep!

D It 's rea l ly da rk.

D I t can be qu ite foggy.

D Th is path is exhausti ng .

D The c l iff is extremely h igh .

D The path i s rea l ly rocky.

D I t's rea l ly dark.

12 Look at the pictu res and answer the questions . Use too + an adjective and an i nfi n itive.

1 . Why doesn't he want to go

swi m m i ng? _____ _

4. Why don't they see Shark

Attack? _______ _

W 1 00 UNIT 1 0

2 . Why ca n't he read th i s whole 3 . Why i sn 't she going to wear

book today? th is d ress? _____ _

5 . Why isn 't he s l eeping?

wa l ki ng? ______ _

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13 Com p lete the se ntences, us ing too + an adjective and an i nfi n itive . Add a for phrase where necessa ry.

1 . This bag is_��heavy I me I ca rry 2 . The monu ments you want to see a ren1 ______________________ _

steep I c l imb 3 . J ess ica is---------------------------------

young I vote 4. The tri p to France is _____________________________ �

expensive I my friends I afford 5. This concert is go ing to be---------------------------

good I us I miss 6. I was-------------------------- my homework last n ight.

s leepy I f in ish

14 Rewrite each pa i r o f se ntences u s i n g too + an i nfi n itive and a for phrase.

1 . The path is very s l i ppery. Don't wa lk on it .

TJ,,e pat/,, i s- too s-l ippery fo r you to I.Na i k o n .

2 . That sweater i s q u ite expens ive. S h e shou ldn 't buy it.

3. It's not ve ry late . You can ca l l Matt now.

4. I t's so hot. I cou ldn 't poss ib ly d ri n k coffee !

5. That movie is ve ry v io lent. Beverly can 't see it.

6. I t's 9:00, and the movie is at 9 :1 5 . We won't get to the theate r on ti me.

1 5 Circle the word or ph rase that best com p letes each conversation .

1 . A: Can you te l l me the way to the beach?

B: Not at a l l . I Yes, it's that way.

2 . A: Be ca refu l at the beach . The wate r ca n be I i sn't rea l ly da ngerous .

B: OK, thanks .

3 . A: The u ndertow is dangerous I too col d .

B: I ' l l be carefu l .

4 . A : You need to b e ca refu l .

B: Thanks for the ri sk I warn i n g .

Beautiful World W101

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L ESSO N

16 Label t h e drawing with the wo rd s i n t h e box . Write t h e correct nouns on t h e sol id l i nes . Write the correct adjectives on the Q.Q�t�.d. l i nes.

17

flat forest h i l ly

1 . . . . . . . . . . . . . . . . . . . . . . . . .. . 2. ___ _

i s land m o u nta i nous va l ley

3 . . . . . . . . .. . . . . . . . . . . . . . . . . . 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 5. ___ _ 6. ___ _

Match each word to the correct defi n it ion or descri ptio n .

1 . a rid a . an area of lower land between two mou nta ins or h i l l s

2 . a canyon b. a p iece of land that is com plete ly su rrou nded by water

3 . flat c. very d ry, receivi ng very l itt le ra i n

4 . a forest d . a thick forest with many large p lants and ta l l trees growi ng very

5 . an is land close together, usua l ly i n an area that receives a lot of ra i n

6 . a j u ng le e. hav ing a lot of hea lthy p lants

7. l ush f. smooth and level, without h igher or lower a reas

8. a va l l ey g . very i m press ive

9. spectacu lar h. a deep va l l ey with ve ry steep s ides of rock that usua l ly has a rive r

ru n n i ng th rough it

i . a l a rge area of l and that is covered with trees

18 WHAT ABOUT YOU? Write the names o f places you know for each of the fol lowing natural settings.

1 . a spectacu la r p lace :

2 . a mou nta i nous p lace:

3 . a canyon :

4. an i s land :

5. an arid p lace:

W 1 02 UNIT 1 0

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LESSO N

19 Match each pe rson to the sentence that best descri bes him or her.

1 . " I 'd l i ke to l e a rn m o re a bout the re lat ionsh i ps between pla nts, a n i ma ls, a n d the con d it ions they l i ve i n . " __

2. " I h e l p peo ple f ind a lternative ways to heat the i r homes. " __

3. " I wa nt to m a ke s u re that h u ma ns don't ru i n the ea rt h 's c lean a i r a nd wate r. " __

4. " I h ave a bus iness that sel l s envi ro n menta l ly-fr i e n d ly refri g erators a n d a i r co nd it ioners . " __

a . Th is person is interested i n the env iron ment.

b. Th is person i s interested in preventi ng pol l ut ion .

c. This person is i nterested i n renewable energy.

d . Th is person is interested i n energy eff ic iency.

20 Read the article Choose Clean Energy and Help Curb Global Warming on page 1 1 8 in the Student's Book aga i n . Check true, fa lse, or no i nformation .

EXTRA READING COMPREHENSION

1 . Oi l , coal , and natu ra l gas a re exam ples of foss i l fue ls that i ncrease g loba l warm ing .

2. Taking care of your ca r ti res can he lp the env i ron ment a nd you r budget.

3. I ncandescent l ight bu lbs use less e lectricity than f luorescent bu l bs .

4. Foods with pesticides are bad for you r health.

5. G loba l warming is respons ib le for extrem e changes in the weather.

6. Wind and solar power a re renewable energy a l te rnatives to foss i l fue ls .

true

D

D

D D

D

D

fa l se no i nformation

D

D

D D

D

D

D

D

D D

D

D


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21 Match the beg i n n i ng of each sentence on the left with the best end ing on the rig ht. Use the i nformation i n the Reading on page 1 1 8 i n the Student's Book.

EXTRA READING COMPREHENSION 1 . An i ncrease i n COr . .

2 . Energy-eff ic ient app l iances . . .

3 . Com pact f luorescent bu lbs . . .

4. Recyc l ing . . .

5 . Rise i n sea level s . . .

6. People ca n . . .

a . causes f lood i ng .

b. reduces po l l ut ion by 70 to 90%.

c. contributes to g loba l warm i ng .

d. take steps to curb g lobal warm ing .

e. save e lectric ity.

f. cut down el ectricity use by 25%.

22 Read a bout the Rai nforest Flyway Company. Then c ircle the lette r of the answe r that best co mpletes each sentence.

W104

Located in Cairns, Australia, Rai nforest Flyway is a world leader in ecotou rism. We take our guests on a breathtaking "fl ight" over rai nforest trees and straight i nto the heart of the rainforest for an unforgettable experience.

UNIT 1 0

On the Flyway, you'l l experience over 7.5 kilometers of

living rainforest while learn ing about this spectacular place.

Did you know that Austral ia's rainforests are home to over

3,000 different plant species? And some of the trees here are

more than 3,000 years old! After this visit you'l l u nderstand

why it's so im portant to preserve the rainforests. And you'l l

see that environmentally responsible travel can be fun ,

educational, a n d breathtaking.

Even if you're a world traveler, you've never experienced

a nything l ike the Rainforest Flyway. You'll start your unique

journey above the rai nforest, as you "fly" in a comfortable

gondola only a few meters above the trees. Sit back and

enjoy the extraordinary scenery. You will be amazed at the

breathtakingly rich and lush fol iage. And rest assured, there

was no damage done to the rai nforest ecology during the

construction of your gondola. That's why the development of

the Flyway took over 40 months to complete !

Your gondola will bring you down i nto the rainforest itself,

where you follow a path to see, hear, and smell the rainforest

environment from the ground. Free tours are available several

times a day. Tour guides can point out some u nusual plants,

provide you with interesting facts about rainforest ecology,

and answer your q uestions.

Your Rainforest Flyway experience lasts 90 minutes

and ends in the small town of Kuranda , just 25 ki lometers

northwest of Cairns. Here, you can continue your eco-tour

with a visit to the protected areas that 2,000 tropical butterfl ies

call home. You can also buy original arts and crafts made

by the people of Kuranda. And if that isn't enough , you can

continue on to the wildl ife reserves located a short

9 ki lometers west of Kuranda to see animals from all parts

of the world .

Rainforest Flyway has won numerous awards, includi ng

Travel Planet magazi ne's "Best Ecotourism Destination." Call

or visit us online to make you r reservations.

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1 . On th i s tri p, you ca n learn about --· a . some g reat ecotour ism desti nations b. tou r gu ides c . the eco logy of Austra l ia's ra i nforests

2 . A gondo la is -- · a. a ra i nforest an i mal b. a person who leads the tou r c. a type of transportation

3 . On th is tr i p, g uests __ i nto the ra inforest. a. don't go b. are l owered c. are ra ised

4. Ra i nforest F lyway encou rages guests to -- · a . fo l l ow a path to exp lore the ra inforest b. make a new path in the ra i nforest c. take a souven i r from the ra inforest

5. Tour g u ides can --· a . give you souven i rs b. make rese rvat ions for you c. teach you about the ra i nfo rest

6. The ra i nforest has --· a. many types of a rts and crafts b. 3,000 d iffe rent types of p lants c. 2,000 d iffe rent types of tropica l butterf l ies

23 Read the article agai n and answer the q uesti ons.

1 . How long is the Ra i nforest F lyway tou r? ___________ _

2. Who can answer q uestions about the ra i nforest? ___________ _

3. How ca n you make p lans to vis it the Rai nforest F lyway? ___________ _

4. Where is the wi ld l ife rese rve? ___________ _

G RAM MAR BOOSTER

A Co rrect the capita l izati on. T U . N . . N Y C.

1 . -the headquarte rs of the ttn ited -flat1ons a re located i n -t=tew -yo rk i:1ty.

2. the nove l dracula, by i rish author bram stoker, was f i rst pub l ished in great br ita in in 1 897.

3 . i n canada, thanksg ivi ng is ce lebrated on the second monday i n october. but i n the u n ited states, the

ho l iday is ce lebrated on the fou rth thu rsday of november.

4. the beg i nn ing of the m idd le ages is often cal l ed the da rk ages. by th is t ime the g reat c iv i l izations of

greece and rome had fa l len, and l ife in eu rope was very hard .

5. city of god i s a braz i l ian movie about l ife i n one pa rt of rio de jane i ro. The movie is i n portuguese.


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W 1 06

B Complete the sentences . Write the if it's necessary or X if it isn't.

1 . Severa l i nte rnationa l organ izations, such as t'1e World Hea lth Organ ization, and __

I nte rnationa l Com mittee of the Red Cross have their headquarters i n __ Geneva . Th is c ity is i n the

western part of __ Switzer land on __ Lake Geneva .

2. __ Roman Empi re reached its most powerfu l poi nt i n the yea r 1 1 6 . At th is time, much of __

Europe, __ Asia, and pa rts of __ Africa were under Rome's contro l .

3 . __ Caspian Sea is the largest l ake i n the_ wor ld . It is a sa ltwate r lake that is su rrounded by __

Kaza khstan, __ Tu rkmen istan, __ I ran , __ Azerba ijan, and __ Russ ia . The l a rgest fresh

water l ake is __ Lake Su perior, wh ich is located on the border between __ Canada and __

Un ited States .

4. The exp lore r Marco Po lo is often credited with i ntroduc ing pasta from __ China to h is native

cou ntry __ Ita ly. Although this fact is debatab le, it is known that Marco Polo d id trave l to __ Fa r

East and is respons ib le for some of the fi rst i ntroductions of easte rn cu ltu re to __ West.

5. Can you name the ta l l est mou nta in in the wo rld? You 've probab ly learned that it's __ Mou nt

Eve rest (8,850 meters ta l l) in __ H ima laya Mounta i ns . The top of th is mou nta in is the h ighest

poi nt on ea rth . But d id you know that there is a nother mou nta in that i s actua l ly ta l le r? Its name is

__ Mauna Kea, and it's l ocated in __ Pacific Ocean . This mou nta in is 9, 750 meters ta l l from its

bottom to its top. But s i nce the bottom of this mou nta in is on the ocean f loor, it doesn 't reach as

h igh as __ Mount Everest.

6. __ G u lf of Aqaba i s i n __ M idd le East. I t separates __ S ina i Pen i nsu la, wh ich is pa rt of __

Egypt, from __ Kingdom of Saud i Arab ia .

C C i rcle the correct preposition of place .

1 . Bangkok is on I i n I of the cou ntry of Tha i l and .

2 . Hono lu l u i s on I i n I of the i s l and of Oah u on I i n I o f the state of Hawai i .

3 . Which cou ntry is north on I i n I of Namibia?

4. The Phi l i pp i nes are i s lands on I i n I of the Pacific Ocean, to the north on I i n I of Malays ia .

5. Senegal is on I in I of the west coast of Africa .

6. F in l and is east on I i n I of Sweden and Norway.

D Complete the sentences i n you r own way. Use a n i nfi n itive o r an adj ective + an i nfi n itive.

1 . You r health i s too impo rtant to i9nore 2. five o'c lock i n the even ing i sn 't late enough ________________ _

3 . Designer c lothes a re too----------------------------

4. i s a movie that's not good enough _______________ _

5 . Chi ldren at fou rteen are too---------------------------

6. These shoes a re too _____________________________ _

7.

8 .

________ i sn 't b ig enough ______________________ _

________ is p retty enough ______________________ _

UNIT 1 0

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E Co mplete the se ntences, us ing too or enough and the adjective and an i nfi n itive.

1 . The path to the vo lcano is if you 're not wear ing good shoes. rocky I wa l k on

2. The wate r i sn 't because of the sharks . safe I swi m

3 . The waterfa l l is ___________ _

spectacu lar I miss 4. Tom's daughter is _____________ h ik i ng with us .

old I go 5 . I t's ____________ on the path because it's very s l i ppery.

dangerous I run 6 . The waterfa l l i s ____________ to from the beach .

close I wa l k 7. That c l iff i s ___________ _

steep I c l imb 8. The waves are _____________ , but the u ndertow is dangerous .

big I surf

WRITI NG BOOSTER

A Look at the map of South Africa . Co mplete the sentences with the phrases from the box . You wi l l not use a l l the phrases.

ATLANTIC OCEAN

Cape Town

along the coast

i n the center of

a long the river

south of

ort St. Johns

INDIAN OCEAN

at the end of

to the north of

1 . Johan nesburg is l ocated ________ the ca pita l city of Pretor ia .

2 . The I nd ian Ocea n is the Orange River, the longest r iver in South Africa .

3 . South Africa i s the cou ntry of Namibia .

4. B loemfonte in i s a l most the cou ntry.

5 . are Cape of Good H ope and Cape Agu l has .


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B Look at these pi ctu res of South Africa . Write th ree sentences to describe each place.

W1 08

Use geographic nouns and adjectives and preposit ions of pl ace to provide deta i l s .

Cape Town Kruger Nationa l Pa rk

1 . 1 .

2 . 2 .

3 . 3 .

Drakensberg Mou nta ins Durban

1 . 1 .

2 . 2 .

3 . 3 .

C I ma g i ne yo u are on vacation i n South Africa and you a re writi ng a letter about the places you 've seen . Choose two places from Exercise B and descri be them on a sepa rate sheet of pa per. In clude the location, descri ptions of geog raphical featu res, and what a person cou l d do there. Use the map i n Exercise A and you r sentences in Exercise B. Here is also some additional i nfo rmation a bout each place you can use.

[ ' ' Ca pe Town is often very windy. ' ' J

UNIT 10

' ' It can be foggy a n d s l i p pe ry in the Dra kensberg Mou nta ins . ' '

' ' Kruger Nationa l Pa rk i s f lat in some p l aces and h i l ly and m o u nta i n o u s i n m ost pa rts . , '

' ' It tends to be extremely h u m id i n D u rba n . ' '

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Student Book

Photo Cred its : Orig inal photography by Sharon Hoogstraten, David Mager and Libby Ballengee/TS! Graphics. Page 62 (tr) Tau rus/Shutterstock, (mr) Africa Studio/Shutterstock, (mr) Just2shutter/Fotolia, (mr) Lucadp/Shutterstock, (br) Les Cunl iffe/Fotolia; p. 63 (b) Antonioguil lem/Fotolia; p. 64 (bl)Vitmark/Fotolia, (bm) paulaphoto/iStock/Thinkstock/Getty Images, (bm) Kaz Chiba/Photographer's Choice/Getty Images, (br) WaveBreakMedia Ltd/Th in kstock/Getty Images; p. 68 Ambrophoto/Shutterstock; p. 69 And rey Popov/Shutterstock; p. 74 Qapan) Kate Noble/Noblelmages/Ala my, (Korea) Harry Choi/Tong Ro lmages/Alamy, (Mexico) Jeremy Woodhouse/Blend Images/Getty Images, (Brazil) Florian Kopp/lmageBroker/Alamy; p. 76 (moon cake) Psstockfoto/Fotolia, (ti) Carlos Santa Maria/Fotolia, (tm) Patrick Batchelder/Alamy, (ml) Partha Pal/Stockbyte/Getty Images, (mr) Monkey Business lmages/Shutterstock, (bm) M ichael H/Photodisc/Getty Images, (br) VanderWolf lmages/Fotolia; p. 77 Keren Su/China Span/Alamy; p. 79 (t) ZenShui/James Hardy/PhotoAlto Agency RF Col lections/Getty Images, (b) Maridav/Fotolia; p. 80 (tr) Erika Kusuma Wardani/Shutterstock, (ml) Hikrcn/Fotolia, (br) Veronica Thompson/Paul Thompson lmages/Alamy; p. 85 (ml) Alexander Kyriacou/Ala my, (bm) Media Minds/Alamy; p. 86 (wheel) Yio/Fotolia, (Penci i l l in) Eye35. pix/Alamy, (3-D printer) Alen Gurovic/Alamy, (x-ray) Everett Collection Historical/Alamy, (television) Katrina Brown/ Fotolia; p. 89 Alan Bailey/Fotolia; p. 94 (bg) Sebastian Kaulitzki/Hamera/Thinkstock/Getty Images, (I) Bettman n/Corbis, (r) Les Cunl iffe/Fotolia; p. 95 (I) Boyer/Roger Viollet/Getty Images, (I) North Wind Picture Archives/Alamy, (m) AZP Worldwide/Shutterstock, (r) Ivan Chudakov/Shutterstock, (r) Everett Collection/Shutterstock; p. 97 (bg) Adimas/Fotolia, (tm) Andranik7/ Fotolia, (ti) Dorling Kindersly, Ltd, (chariot) DeAgostini/Superstock, (potter wheel) Sergey Goruppa/Fotolia, (wheeled cart) Tmax/Fotolia, (m) Sergio Martfnez/Fotolia; p. 1 01 (t) Image Source/Getty Images, (b) Andromina/Fotolia; p. 1 03 Radius lmages/Alamy; p. 1 04 Mahesh Patil/Shutterstock; p. 1 05 Cobalt88/Shutterstock; p . 1 07 Burlingham/Shutterstock; p. 1 09 Phil Boorman/Digital Vision/Getty Images; p. 1 1 0 (bg) Jarno Gonzalez Zarraonandia/Sh utterstock, (ti) Tony Northrup/Shutterstock; p. 1 1 3 (ml) Wendy White/Ala my, (bl) Debra James/ Shu tterstock, (bm) EcoView/Fotol ia, (br) Bradarn/ Moment/Getty Images; p. 1 1 4 (snake) Tom Reichner/Shutterstock, (shark) Andrea lzzott/Fotol ia, (jellyfish) Ann/Fotolia, (bear) Mariusz Prusaczyk/Fotolia, (scorpion) Efendy/Shutterstock, (mosquito) Claffra/Shutterstock; p. 1 1 6 (forest) EpicStockMedia/Shutterstock, (j ungle) Les Cunl iffe/Fotolia, (valley) Ann Taylor-Hughes/ Vetta/Getty Images, (canyon) Kojihirano/Shutterstock, (island) Chris Sattlberger/Blend Images/Getty Images, (glacier) Dmitry Pichugin/Fotolia, (mountainous) Vaclav Volrab/Shutterstock, (hi l ly) Mitch Diamond/ Digital Vision/Getty Images, (flat) Wi l liam Davies/E+/Getty Images, (arid) Eduardo Rivero/Fotolia, (lush) Banana Republic/Foto l ia, (br) lmagewerks/Getty Images; p. 1 1 7 (Galapagos islands) Manfred Gottschalk/ Ala my, {Tah iti) Fl on l ine digitale Bildagentur GmbH/Alamy, (yellow mountain) Jerry Kobalenko/Alamy, (Alaska) Kevin Mi l ler/Photodisc/Getty Images, (lguazu fal ls) Maxsaf/Fotolia; p. 1 1 8 (I) Arsgera/Fotolia, (r) Majeczka/Shutterstock; p. 1 2 1 (t) Mark Herreid/Fotolia, (m) Paul Souders/Photodisc/Getty Images.

I l l ustration Cred its: Steve Attoe, pp. 92, 1 14, 1 1 5; Sue Carlson, pp. 1 1 0, 1 1 2, 1 1 3, 1 20, 1 2 1 ; Mark Coll ins, p. 92; Andy Meyer, pp. 65, 1 02; Tom Newsom, pp. 73, 1 09; Dusan Petricic, p. 1 20.

Text Credit: Page 70: The Five Effective Work Habits courtesy of Yun Siang Long. Reprinted by permission.

Workbook

Photo cred its: Original photography by David Mager. Page W51 Tim Ridley/Dorling Kindersley; p. W67 lily/Fotolia; p. W70 l i ly/Fotolia; p. W73 (right) George Doyle/Stockbyte/ Getty Images; p. W77 (top left) Richard Powers/Corbis, (bottom left) amskad/Fotolia, (bottom right) Tony Freeman/PhotoEdit, I nc; p. W84 Jeffrey Coolidge/Getty Images; p. W88 laguna35/ Fotolia; p. W98 pavalena/Shutterstock; p. W1 04 Michael DeFreitasN&W/The Image Works; p . W1 08 (top left) michaeljung/Fotolia, (top right) Karel Gal las/Shutterstock, (bottom left) AfriPics.com/Alamy, (bottom right) Ariane Citron/Fotolia.

I l l u stration cred its: Stephen Attoe: pages W82, W83, W1 00 (top); Leanne Franson: page W72 (bottom); Brian Hughes: pages W72 (top), W1 02; Stephen Hutchings: pages W74, W79 (bottom); Suzanne Mogensen: pages W58, W100 (bottom); Dusan Petrii;ic: pages W62, W79 (top).

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ABO UT THE AUTHO RS Joa n Sa slow J oan Saslow has taught in a variety of programs in South America and the United States. She is author or coauthor

of a number of widely used courses, some of which are Ready to Go, Work place Plus, L iteracy Plus, and Summit. She

is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series director

of True Colors and True Voices. She has participated in the English Language Specialist Program in the

U.S. Department of State's Bureau of Educational and Cultural Affairs.

A l len Ascher Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director

of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible

for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman TOEFL

Preparation Series, and the L ongman Academic Writing Series. He is coauthor of Summit, and he wrote the "Teaching

Speak ing" module of Teacher Development Interactive, an online multimedia teacher-training program.

Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring courses

for teens, adults, and young adults since 2002.

AUTHORS' ACKNOWLEDGMENTS The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for

York Top Notch, as well as the hundreds of teachers who completed surveys and participated in focus groups.

Manuel Wilson Alvarado Miles, Quito, Ecuador •

Shirley Ando, Otemoe University, Hyogo, Japan •

Vanessa de Andrade, CCBEU Inter Americono,

Curitiba, Brazil • Miguel Arrazola, CBA, Santo

Cruz, Bolivia • Mark Barta, Proficiency School

of English, Sao Paulo, Brazil • Edwin Bel lo, PROULEX, Guodolojora, Mexico • Mary Blum, CBA, Cochabamba, Bolivia • Maria El izabeth Boccia, Proficiency School of English, Sao Paulo,

Brazil • Pamela Cristi na Borja Balton, Quito,

Ecuador • Eliana Anabel L. Buccia, AMICANA,

Mendoza, Argentina • Jose Humberto Calderon Diaz, CALUSAC, Guatemala City, Guatemala •

Maria Teresa Calienes Csirke, ldiomas Cat61ica,

Lima, Peru • Esther Maria Carbo Mora les, Quito,

Ecuador • Jorge Washington Cardenas Castil lo, Quito, Ecuador • Erendira Yadira Carrera Garcia, UVM Chapultepec, Mexico City, Mexico • Viviene de Cassia Santos Carlini, Spectrum Line, Pouso

Alegre, Brazil • Centro Colombo Americano, Bogota, Colombia • Guven Ciftci, Fatih University,

Istanbul, Turkey • Diego Cisneros, CBA, Tarija,

Bolivia • Paul Crook, Meisei University, Tokyo,

Japan • Aleiandra Diaz Loo, El Cultural, Arequipa,

Peru • Jesus G. Diaz Os fo, Florido National

College, Miami, USA • Maria Eid Ceneviva, CBA,

Bolivia • Ama lia Elvira Rodriguez Espinoza De Los Monteros, Guayaquil, Ecuador • Maria Argelia Estrada Vasquez, CALUSAC, Guatemala

City, Guatemala • John Fieldeldy, College of

Engineering, Nihon University, Aizuwakamatsu-shi,

Japan • Marleni Humbelina Flores Urizar, CALUSAC, Guatemala City, Guatemala • Gonzalo Fortune, CBA, Sucre, Bolivia • Andrea Fredricks, Embassy CES, San Francisco, USA • Irma Gallegos Pelaez, UVM Tlalpan, Mexico Oty, Mexico •

Alberto Gamarra, CBA, Santa Cruz, Bolivia •

Maria Amparo Garcia Pena, ICPNA Cusco,

Peru • Amanda Gil l is-Furutaka, Kyoto Sangyo

University, Kyoto, Japan • Martha Angelina

Gonza lez Parraga, Guayaquil, Ecuador • Octavio Garduno Ruiz, Business Training Consultant, Mexico City, Mexico • Ralph Grayson, ldiomas Cat61ico,

Lima, Peru • Murat Gulteki n, Fatih University,

Istanbul, Turkey • Oswaldo Gutierrez, PROULEX,

Guadalatara, Mexico • Ayaka Hashinishi, Otemae University, Hyogo, Japan • Alma Lorena Hernandez de Armas, CALUSAC, Guatemala

City, Guatemala • Kent Hill, Seigokuin University,

Soitama-ken, Japan • Kayoko Hirao, Nichii

Gakkan Company, COCO Juku, Japan • Jesse Huang, Notional Central University, Taoyuan,

T aiwon • Eric Charles Jones, Seoul University

of Technology, Seoul, South Korea • Jun-Chen Kuo, Tajen University, Pingtung , Taiwan • Susan Krieger, Embassy CES, San Francisco, USA • Ana Maria de la Torre Ugarte, ICPNA Chicloyo, Peru

• Erin Lemaistre, Chung-Ang University, Seoul,

South Korea • Eleanor S. Leu, Soochow University,

Taipei, Taiwan • Yihui Li (Stella Li), Fooyin

University, Kaohsiung, Taiwan • Chin-Fan Lin, Shih

Hsin University, Taipei, Taiwan • Linda Lin, Tatung

Institute of Technology, Taiwan • Kristen Lindblom, Embassy CES, San Francisco, USA • Patricio David Lopez Logacho, Quito, Ecuador • Diego Lopez Tasara, ldiomas Cat61ica, Lima, Peru • Neil Macleod, Kansai Gaidai University, Osaka, Japan

• Adriana Marces, ldlomas Cat61ica, Lima, Peru •

Robyn McMurray, Pusan National University, Busan,

South Korea • Paula Medina, London Language

Institute, London, Canada • Juan Carlos Munoz, American School Way, Bogota, Colombia • Noriko Mori, Otemae University, Hyogo, Japan • Adrian Esteban Narvaez Pacheco, Cuenca, Ecuador

• Tim Newfields, Tokyo University Faculty of

Economics, Tokyo, Japan • Ana Cristina Ochoa, CCBEU Inter Americano, Curitiba, Brazil • Tania Elizabeth Ortega Santacruz, Cuenca, Ecuador •

Martha Patricia Paez, Quito, Ecuador • Maria de Lourdes Perez Valdespino, Universidad del Va lle

de Mexico, Mexico • Wahrena El izabeth Pfeister, University of Suwon, Gyeonggi-Do, South Korea •

Wayne Allen Pfeister, University of Suwon,

Gyeonggi-Do, South Korea • Andrea Rebonato, CCBEU Inter Americono, Curitiba, Brazil • Thomas Robb, Kyoto Songyo University, Kyoto, Japan •

Mehran Sabet, Seigokuin University, Soitama-

ken, Japan • Maiid Safadaran Mosazadeh, ICPNA Chicloyo, Peru • Timothy Samuelson, BridgeEnglish, Denver, USA • Hedor Sanchez, PROULEX, Guodolojoro, Mexico • Monica Alexandra Sanchez Escalante, Quito, Ecuador •

Jorge Mauricio Sanchez Montalvan, Quito,

Universidod Politecnico Solesiona (UPS), Ecuador •

Leticia Santos, ICBEU lbi6, Brazil • Elena Sapp, INTO Oregon State University, Corvall is, USA •

Robert Sheridan, Otemoe University, Hyogo,

Japan • John Eric Sherman, Hong lk University,

Seoul, South Korea • Brooks Slaybaugh, Asia

University, Tokyo, Japan • Joao Vitor Soares, NACC, Sao Paulo, Brazil • Silvia Solares, CBA,

Sucre, Bolivia • Chayawan Sonchaeng, Delaware

County Community College, Media, PA • Maria Julia Suarez, CBA, Cochabamba, Bolivia • Elena Sudakova, English Language Center, Kiev, Ukraine •

Richard Swingle, Kansai Goidoi College, Osako,

Japan • Blanca Luz Terrazas Zamora, ICPNA

Cusco, Peru • Sandrine Ting, St. John's University,

New Taipei City, Taiwan • Christian Juan Torres Medina, Guayaquil, Ecuador • Raquel Torrico, CBA, Sucre, Bolivia • Jessica Ueno, Otemoe

University, Hyogo, Japan • Ximena Vacaflor C., CBA, Torija, Bolivia • Rene Valdivia Pereira, CBA,

Santa Cruz, Bolivia • Solange Lopes Vinagre Costa, SENAC, Sao Paulo, Brazil • Magno Alejandro Vivar Hurtado, Cuenca, Ecuador •

Dr. Wen-hsien Yang, Notional Kaohsiung

Hospitality College, Kaohsiung, Taiwan • Juan Zarate, El Cultural, Arequipa, Peru

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ISBN: 978-600-31 6-606-6

I 9 786003 1 66066

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with workbook

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