Student's Book world English for the ye Century Split Edition A =—_ ©))peaking W | Work in pairs. Read the facts and say which one is most si Se Ae a aa eeu coe in addition to going to school. ( eee oe en an gee ee ae ~ \s + About one-half of teenage girs and one-quarter of teenage Dy LS have tried dieting. + Thirty-one percent of teens report feeling overwhelmed as ind eae ee ere ee a. Do the facts generally represent teen lifestyles in your country? SNA rae | DT oan en Re . 1. Underline the correct options to complete the e-mail Hi Tony! My first e-mail from Seattle—in English! Life is good here, apart from the weather. It 1) is raining/does rain/rains lot here. In fact, it 2) iS raining/does rain/rains right now. There are a lot of differences between here and Bogota, School 3) is starting/start/starts 4) at/in/on 7:15 in the morning—so early! in Colombia, | 5) use/use to/used to get up at that time! Here, we 6) walkea/ walking/ walk to school. | 7) not used to/didn’t used to/didn’t use to walk much back home. Another big difference is that soccer is not as popular. My friends here 8) don't playrnot play/ aren't playingit much. 'm learning to play basketball instead. | 9) did use to/didn’t used to/aiain’t use to lke it, but it’s actually a lot of fun. | better run—my new friends | 10) wait/are waitingyis waiting. See you soon, Diego 2 Work in pairs. Check your answers on page 79.& ae { Project |Reading > Teens and Sleep Using Context to Find Meaning \When reading, find the meaning of unfamilar words by reading the words around them or by reading the headings ofthe paragraphs that contain them, 1 Work in pairs. Discuss the questions. a. What kind of sites do you usually visit online? 'b. What sites do you know that are specifically for teenagers? 2 Look at the website and say what it is about. 3 Read the website and number the points in the order they are mentioned. __ Why we need sleep ___ How teenagers’ brains are different ___ Tips for better sleep 4 Underline the correct answers. ‘a. What is the “good news" in the first paragraph? 1. It doesn’t matter if you don't get enough sleep. 2. There is a scientific explanation for why teenagers sleep later. 3, It's OK to be late for schoo! because you need at least eight hours of sleep. b. Why do teenagers have unique sleep patterns? 1. They fall asleep in class. 2. Their internal clocks stop working. 3. Their brains produce melatonin later. c. Which effect of lack of sleep does the writer not mention? 1. Problems in relationships. 2. Poor sports performance. 3, Risk of accidents. . What happens if you sleep a lot on the weekend but not enough during the week? 1. Itwill be difficult for you to wake up on Monday. 2. Your body stores the extra sleep. 3. You will get tired by the end of the week. €. Why is exercise not a good idea before bed? 1. Showering after you exercise wakes you up. 2. Bxercise slows you down so you can't sleep. 3. Exercise makes you fee! more awake. —?. 5 Use the context to find the meaning of the Underlined words and phrases in the text. Write 4 definition for each word or phrase in your note, 6 Work in groups. Discuss the problems mentioneg inthe Q @ A text to find out which one is the mast common among your group members, Vocabulary > Phrasal Verbs "Ea 1 Work in pairs. Find and underline these verbs in the Q&A text and discuss their meanings. a. get over do without stick to b. stay up wear off catch up . tryout wear out check out 2 Match the verb groups in activity 1 to the phrasal verb types. __No object: | get up early during the week __ Object (separable): | forgot to turn the light oft ___ Object (non-separable): | came across an interesting article in the paper. 3 Complete the tips with the correct form of phrasal verbs from activity 1 “Tips for Better Sleep — 4, Have a schedule. Don't go to bed early one night and try to late the next! 2, Don't drink coffee at night. The effects of. 3. Relax before bed. if you are = take it easy for a few minutes—have a shower, listen to music, or read a book! 4, if you are not comfortable, a "new sleeping environment: move your bed or "change the sheets Ee so many daytime naps. These "can interfere with nighttime sleep! 6. Ifyou do have sleepless nights and can't them, contact your doctor. | caffeine take hoursto__—— | | 4 Use phrasal verbs to write three sleep survey questions. Then conduct a survey of your classmates. Make suggestions for any problems they mention. What do you do to get over sleepiness? | stopped drinking soda.fo your questions! used to love mornings. When | was younger, | woke up for school without an alarm. Nowadays, I can’t wake up at all and my parents get really upset. | can't help it! Is there something wrong with me? —Greg R. A lot of teens get into trouble because they stay up late, oversleep on school days, or fall asleep in class. Well, | have some good news for you! People used to think that teens were lazy, but we now know that adolescent sleep patterns actually differ from those of adults or kids. During the teen years, the body temporarily resets its circadian rhythm. This is a sort of internal biological clock that tells you to fall asleep later and wake up later. This is because teenagers’ brains produce melatonin (the chemical that regulates the sleep-wake cycle) later at night than the brains of kids or adults. The problem is that even if they fall asleep late, teens usually have to wake up early for school, meaning that they probably do not get the recommended eight to nine hours of sleep. A couple hours of missed sleep may not seem like a big deal, but it becomes a problem over time. Have your parents check this website out—they'll empathize with you more. I'm an early riser. Today, | got up at 5 a.m. My parents say | don't sleep long enough, but | don't understand why sleep is so important. Is it really big deal? —Michelle B. A sleep deficit affects so many aspects of your life: your mood, your ability to join in class discussions, and even your interest in trying out new things. One study claims that more than 25 percent of high school students doze off in class, and that means rades suffer. If you are tired, you can’t do your best 1 sports either. Lack of sleep can be dangerous too The government estimates that over 100,000 joa f accidents a year are caused by drowsy drivers, and a lot of those are teenagers. Of course, sleep also helps © keep you healthy by slowing your body systems and re-energizing you for everyday activities. It help: ou to get over illness more quickly t0©. | used to sleep eight hours every night. Now, | sleep five to six hours on weekdays and eleven hours on weekends to catch up. Is that OK? —Damian K. You probably feel great on Mondays, but the effect of all that time in bed will soon wear off. Our bodies. can't store extra sleep to help us function in the days ahead. Trying to do without enough sleep all week will wear you out by Friday. Think about what has changed. Did you use to do your homework earlier in the evening? Do you stay up late messaging friends? Remember the importance of sleep. When I was a kid, | lived in the country. | would go to bed and sleep like a log all night. Now, | live in the city. 1 go to sleep OK, but | wake up during the night. During the day, I'm tired and have to take a nap. How can | sleep better? —Michael. First, try to get at least sixty minutes of exercise each day. Physical exercise helps you to relax, but don't do it too close to bedtime. Exercise can make you feel wide-awake before it slows you down. Also, make your bedroom a tech-free zone. Nothing wakes you up like the buzz of your phone. Finally, decide on a sleep routine and stick to it. Unwind every night by reading, listening to music, writing in your Journal, or doing whatever relaxes you. A routine trains your body to expect sleep, so try one out. << vesemaaraemnn one pore, ee) Units)Gcommer > Past Actions, Routines, 22) and States: Used to, Would, and Past Simple 1. Read the examples from the website. Mark if they refer to an action (A) or a state (S). When | was younger, ! woke up for schoo! without analarm.__ | lived in the country. __ used to sleep eight hours every night._ People used to think that teens were lazy. __ When | was a kid, | would go to bed and sleep like log. __ used to love mornings. _ Today, | got up at Sam, Did you use to do your homework earlier in the evenings? _ Se 2 Refer to the examples and mark (7) which forms we can use with the functions in the table. Past 2 ead Rote se a. repeated past actions or routines, b. past states. ¢c.a past action. 3 Work in pairs. Underline what the sentences in activity 1 refer to. a. Past routines and actions that don’t happen anymore. b. Past routines and actions that happened in the past and still happen now. 4 Underline the correct options to complete the sentences. a. Researchers used to complete/completed @ new study on sleepwalking recently. b. People didn’t use to/would not believe it was safe to wake a sleepwalker. c. He would be/was a sleepwalker when he was achild d. People would/used to think the soul left the body when we slept. e. Isleepwalked/used to sleepwalk last night! =——_i> 5 Complete the text with used to, would, or the past simple and the words in parentheses. In some tases, more than one option may be correct, i'm fifteen now and | sleep very well, but when | was akid, 11) (sleepwalk). My hat | 2) Get up) oor te ‘and walk around the house. They 3 (lock) all the doors and windows in case | tried to 80 outside. Once | “y 0) downstairs, opened the fridge, and made a sandwich! My mom and dad tried everything to help. They 53)__(fead) me bedtime stories and 6) (ive) me hot milk before bed, but it didn’t help. They ” (worry) about me. The strange thing is that when | woke up in the morning, 18) (not remember) anything ‘Then one day, the sleepwalking just 9 (stop). My doctor said lots of children sleepwalked. ‘Speaking > Childhood Habits 1_Use the prompts to write questions about past actions, routines, and states. When you were eight. 4. Sleepwalk at night? b. feel scared of the dark? c. wake up during the night? . have nightmares? 2 Work in pairs. Ask your partner the questions, Renee coca ata ep patternon High School Wellness Center Listening > Life Balance Anticipating Content Before listening. guess what a speaker might say Think about the speaker, the topic, and any visual cues. Then listen to confirm or correct your guesses, 1 Work in pairs. Look at the website. Discuss the questions. ‘a. What do you think a life coach does? b. What do the numbers on the life balance wheel represent? ¢. What issues do you think a life coach for teens might hear about? Tenet NY Life coach 2 Listen ¢2} to the student's conversation with the life coach and check your answers to activity 1 Listen again and circle the scores on the wheel. 3 Listen again and complete the sentences, ‘a. When they finish the scores on the wheel, Simon will . Sherry thinks the reason she feels tired is . To communicate with her old friends, sherry . Sherry’s bedroom at home can be depressing because 4 Work in groups. Mark your own scores on the wheel. Discuss what you should do to improve your situations. Pronunciation > Long and Short Vowel Sounds 8] 3 Worn ears ad tne wor ou are ae 1 Listen (9 to the pronunciation of the long and short vowel Sten i ard shock your anawers, sounds. Repeat the words. a. Short: at, next, is b. Long: make, mean, like 2 Listen 6%, and mark (4) the word in each pair that contains ‘a short vowel sound. met rob meat robe cut cute Kate hug cat huge coat made Tim ten time mad cot teen d.cube__ cup____ 4 Workin pairs. write sentences containing the a.Pete__ pet__ — words in activity 3. Take tums reading your b. snack___ snake _ e.not__ = sentences aloud with another pair. c. site sit__Grammar > Be/Get used to ER] 1 Work in pairs. Read the examples from Track 2 and match the sentence halves, am not used to getting up so early. We started later at my old school Are you used to the schoo now? Not 100 percent. 'm getting used to it. {can't get used to getting here by school bus. tn Are you getting used to your new teachers? used to walking. a. We use be used to to say. b. We use get used to to say, . We use can’t get used to to say. 4. We follow be/get used to with We are becoming accustomed to something. We are having difficulty becoming accustomed to something _—— a noun or the gerund (ing) form of the verb. We are accustomed to something 2 Match the questions to the answers. a. Are you used to your new schedule? b. Are you getting used to the big city? . Are you used to having a lot of homework? d. Are you getting used to the weather here? __No, I'm not. | didn’t have much at the school | went to before. ____Yes, lam. | have to get up early, but i's OK. __ Not really. I can’t get used to the temperature. t's very cold. ___ Yes. It was confusing at first, but 'm starting to know my way around now. 3 Underline the correct options to complete the leaflet. we welcome them. We run a summer camp where teens 2) are used tofget.used to doing things that are oUtside their comf a9 tents all saan used to/wasnft used to campjng, so it was a shock. At first, couldn’t:4)iget used to/be used to making my own breakfa: to doingso many things| amazed They will have td 4 Inyour notebook, write what the camper says about his experience, Use the prompts. a. Unot be used to/walk everywhere b. W/be used to/hang out with my friends at the mall . Uget used to/hike in the mountains d. V/not be used to/go to bed so early e. ibe used to/stay up late 5 Imagine you are at camp. In your notebook, write two sentences about your activities for each function. ‘© Things you are accustomed to ‘© Things you are becoming accustomed to ‘© Things you are having difficulty becoming accustomed to 6 Use your sentences from activity 5 to write a short e-mail home. © matvox GEG 2 To: parents@xmail.com Hi Mom and Dad, Life at camp is fun, but it's really Gifferent from.Speaking > Then and Now 3 Work in pairs. Read the example and use your notes from activity 2 and the prompts to describe Neymar's life. When he moved, he had to get used to living in a new country. He was already used to. 1 Look at the pictures and say who the person is. Describe how his appearance has changed a. new language =e. new country b. soccer skills f new team c. differentfood g fame d. house/home h. fatherhood 4 Work in groups. Discuss the questions. a. Who in your country has a success story similar to Neymar's? b. Which aspects of the transition do you think were the most challenging for Neymar? Why? . Which would be the most difficult for you? Why? 5 Use the words to make notes about how your life has changed since you were a child. free time appearance relationships interests DEUTER ec ueer auc Drees need Deets e eco iccae Lives: Barcelona, Spain a): SSE Ke Derren cet RCA 6 Work in pairs. Take turns describing what has changed. Toe ge eke ‘Ask your partner for details, he is recognized everywhere he goes, but COA eee cae scr SS Ciera ese ROC iC Men ce Z remember... Back then. Deters ues ec Cues In those days... When I was litle. him to a private school. There, his soccer aa How 0? Really? Beret te ecu ee ea COR ee UL eae Ren cee a eee cou esac Dee Gane ee eeu Crass Coan oa) oper 2 Read the profile and make notes about how Neymar's life has changed. Write notes under the headings Then and Now.{ | Out and Abou Reading > Taxi Radio 1 Work in groups. Discuss the questions. @. What is the longest time you have been away from home? Where did you go? B. How did you keep in touch with people? 2 Read the article to find out how some immigrants in the US stay in touch with their home countries 'n your notebook, write answers to the questions. . How do immigrants usually stay in touch with People back home? b. What does ZenoRadio allow immigrants to do? ¢. What technological development has made ZenoRadio possible? . Why does Boubacar Sanogo particularly appreciate ZenoRadio? ©. What does Baruch Herzfeld mean when he says, “Itisn’t the most exciting content in the world"? 4 Work in groups. Discuss the questions. a. Where are most immigrants to your country from? b. What are some of the:challenges immigrants face? ©. How does the goverriment help immigrants adjust, to life in your country? Staying In Touch . By Joe McNally, New York Herald eae RC cd when traveling abroad. So it comes as no surprise Rie eee ea ass Pee ng eeoe a) Orci kk ae ey Reni eu en eae dn erie acetates Len tag Pte a eae nu eae teste a i a ns Peres Ru iene eu una Retna eect MUU Pete ee Ree Wend ad Peek ns cue Peete eet eg aCe Rel) Cer ema Sa ecu —— Vocabuiary > Compound Nouns RE 4 Underline compound nouns in the article. Write them in the columns according to how they are written. ae paper clip 2. Combine a word from each box to make compound nouns. [usB computer class taxi note hign play CD text voice book port mail program message driver school _room player ground Sof the 3 In your notebook, write definitions for thf ‘compound nouns from activity 2. Work in pairs. Read your definitions and guess the nouns. Se Oa me ete coy Egypt, carries a notebook with a list of countries. SU een aes ae et Egyptian local station, and these are for stations Umm LOCUST meses ett s US hols 7 inne a eect anal St AUDA sel sta home. | used to listen CRUE UME Nan say steListening > On the Phone 1. Work in groups: Discuss the: questions, a. How often do you make telephone calls? b. When do you call instead of Sending a text? ©. What do you do when the person you call doesn't pick up? 2 Listen 6°} and number the calls in order. ___ The caller leaves a voice mail —— he caller leaves a message with a person The taller talks to the person, 3._Listen again-and-match the callers to the purpose oftheircalls; Terry Naheem Christine Ju a a. Invite a person out: % b. Talk about a party. c. Cancel an appointment: with cell phones use combined data COT ate oe AN Coed eg peut eect eg Se eee eR Soe Teeny eres Cm Coa aS cu kOWa uy eee ReGen eS changed his day. “It’s tiring driving a COR eae eR Naa oe a Conersa ac eee ee! CRU eM ee Ceara ean Pte com are ea Cities m Ue Aue eee Pete coke MAD ecient cuns Pickus rel Xe clan Oa tu ee Rn Roe Ur Nee tos for themselves and where they come Cra 4 Complete the telephone conversations with the words and phrases in the box put you through Holdon get back to you | Canileave Take care speaking help you Can speak to _|'m calling about _at the moment Conversation 1 Recepnonst: Good afternoon, Benson High School. Man: Hello. 1) Mr. Barnes, please? Recepnionsr: 2) moment. I'l a_ Me Barnes: Athletics. Mr. Barnes 4) How can 15) Maw: 6) my son, Martin Smith. He's sick today, Ma. Baanes: Oh, that’s too bad. Tell him to get well'soon. Conversation 2 Worn: Helfo! Maaive: Hello. Is Monica home? Won: I’m afraid not. She's out 7) Manna: 8) _ WoviitlSUre thing Masiva:Can you tell Her Marina called? Wowan: Of courseut'm Site she'll 9) message? soon, Manna: appreciate it Wowan: Don't mention it:10) _. Bye 5 Match the phrases in italics from the conversations to the functions. jarsayeno" politely: b. express sympathy: . say “you're welcome”: d. express gratitude €. express willingness: Speaking > Who's calling, please? > Choose a situation and write a telephone conversation. Then act it out in pairs. 15Reading > An Informal Letter “E) 1 Work in groups. Discuss the questions. @. When was the last time you wrote a letter? Who did you write it to? | b. When did you last receive a letter? Who was it from? 2 Work in pairs. Skim the letter and answer the questions. @. Who is the writer and who is the recipient? 'b. What is the relationship between the two people? . What is the purpose of the letter? 235 Blackbied Averwe Seattle, WA 22104 | Jone 14, 2015 +i Pri, | CO) Hew ace things? Jist wring to let ypu know how Tin dong, Life Is very aifferent here, bot Tm getting used to it now. Tim not feeling so homesick anymore: The family Tim staying utth ts ceally frenaly, They O Ree ee a a es aateres Treyee a lot of fun. The city is really interesting, too. Downtown is realiy modem, wtih lots of amazing skuzcrapers. The onky problem is the tecnble afte There are lots of traffic jams, and Tm not used to Joking different buses, 20 Tim always getting lost on ‘tne. way to school really T evertually get there! T really, enjoy school when O The teachers are ceally helpful and kind. I stact at eight. We have lnch at ore. The school food t= prety tasty, We have a lot of fresh salads, and Tim even getting used to eating fish, though it stil ie tina of bland. Not my favortte food at all After lunch, we sometimes go downtown. and ell me about OX, have to go now. Write soon ; O you trip to Costa Rea. Or better yet, why don't come and visit and tell me in person? Lots of love, Cecttia tne! It's PS. The only problem is the lousy wea aways aceaat warm and canny like In California, 3 Inyour notebook, write answers to the questions. ‘a. What does Cecilia enjoy about life in Seattle b. What does she not enjoy? c. How does she start the letter? d. How does she end the letter? ‘4 Match the topics to the paragraphs in the letter in activity 2. a. information about her family and the city b. Reason for writing c. Closing the letter d. Information about the school and food 5 Write the words next to the things Cecilia uses them to describe. modern terrible tasty fun warm fresh _ interesting lousy bland helpful kind sunny friendly favorite _ amazing a. People’ b. Food: c. Place: . Weather. 6 Underline the appropriate word to complete each sentence. a. | had a really horrible/delicious meal last night. | didn’t even finish it. . The people were very talkative/quiet. They kept asking me questions, . The city was really busy/deserted. There was hardly anyone in the streets. ‘The weather was scorching/freezing. | had to wear a thick coat. Sally is very extroverted/shy. she loves going to parties. "'m used to my new room now. I've made it really cozy/uncomfortable. & My best friend is very athletic/studious. She's always playing tennis or basketball . The countryside here is very hilly/fat. i's Very easy for cycling,7. Number the parts of Phil's letter to Cecilia in order Writing > A Letter Home 4 Imagine you are studying in a different eee dong? Sorry I adn't uxtte. before, country and you are going to write a letter to fe Neceehy » a friend or relative about how you are doing. Never & dul moment! Angoay, better late tran reset Sg an ermal Tove net » informal letters use contractions and chatty language: Mi, = how ae you? How’ your family? havent seen them fr ape » To getto te pine quick, use phrases ike: ust thought Iédrop you ine tote you ha..t0ak fou could..to see whet you tink about » ish your leter wth an expression such as: Hope to hear rom you soon ben ouch soon » Sign ff Love Your frend /Al te best Take care OK, T have to do some homework. now. | mise apo, but Tin having a 3 [time back at home. Tim erjouyng Grandma's e ae esl 3 ———_— ee 900 West Arbor Drive” dye f A > Decide where you are and who you are San Diego CA 9208 ee writing to. ~ < Pat > Make notes about the place, the weather, the i food, the people, things that you enjoy, and things that you don’t enjoy much. Costa Rica was 4 and Den eal 3 FA > Organize the information into paragraphs. J orty had classes in the momings, so there une 2 Write a first draft of your letter. Remember to 4tme to explore the city, San Jose was very use a variety of adjectives. lots of beautiful a 2 = _ > Check your draft. Ask yourself the following. architecture. Ge m4 ey ea questions: ‘the Mercado Central. The national + cece oS “foal a. Is the language correct (grammar, mibeun OS ag was vocabulary and spelling)? atthougn they bb. Is the tone of the letter informal? fortress. 3 3 Write a final draft. ee Meee coca 9 { Jone 15, 2015 J [oreo so I ted +o There are some I Gen Jose. I often vent uith other students from; “the school, One. beach had lots of tals that sold food-it was . (There was also a national , Fees yi) cet ae pack where ypu coud Take an ty sui 1h & o waterfall o¢ walk ine Se | Synge Rei ates ea ele wae tre next 624} 3 ee eee 8 Complete the letter with appropriate adjectives from activities Sand 6, There may be more than one correct option.1 Complete the sentences with the correct form of the verbs in parentheses. al never theyona safari My best friend month (go) to South Africa last she just (come) back dl (not see) her yet, but | already (read) her posts online e. She can't stand (sunbathe), so she (not go) to the beach, f. She decided (visit the Kruger National Park. g. She hoped (see) the annual animal migration there. h. I'm looking forward to —_____ (hear) her stories, 2 Work in pairs. Check your answers on page 79Project 7 | paseReading > Animal Activist Inferring Attitude When reading, notice how writers express feelings ‘bout a topic by using positive or negative adjectives ‘and adverbs or by directly expressing opinions 1 Work in pairs with someone who has @ pet at home. Ask him or her the questions. a. Why do you have a pet? b. Who takes care of it? . What does the carer have to do to. take care of the pet properly? 2 Skim the article quickly. Identify who Lou Wegner is and what he does. 3 Read the article and write notes about why the periods and events were significant in Lou's life. a. When Lou was three b. When Lou was fourteen c. In2010 d. In 2013 . The CNN interview 4 Work in pairs. Compare ideas. 5 Mark the sentences T (true), F (false), or NS (not stated). Underline the information in the text that supports your answers. a. When he worked at the shelter, Lou felt sad when he saw how people treated their pets._ b. Animal shelters kill animals because the animals cause disease._ . Kids Against Animal Cruetty has just ‘one aim: to save animals. _ d, Lou took two shelter dogs to his senior prom. __ e. Lou was happy about what happened after his appearance on CNN. __ £ The writer has a positive attitude toward Lou and his organization. _ ‘Actor Lou Wegner founded Kids Against Animal Cruetty to educate responsibilty we eee ee egal cout what really happens to unwanted pets at shelters. While volunteering at Baldwin Park Animal Shelter in Los Angeles, he was saddened that so many people saw their pets as disposable—and that the only way to escape death in th ‘overcrowded shelter system was through rescue or adoption. Instead of letting it go, the intrepid teen decided to do something. 4 “| wanted to let my generation know that these animals had feelin. cried, were sad, and felt abandoned and alone,” Wegner says. 6 Refer to the article and find the words that match the definitions. a started or created (paragraph 1) b. intended to be used for a short time and then thrown away (paragraph 2) c prizes (paragraph 5) a place for criminals who are sentenced to death (paragraph 10) e : very many (paragraph 13) f oo difficult to deal with (paragraph 13) 7 Work in groups. Discuss the questions. a. Should animal shelters be allowed to kill unwanted pets? Why? Why not? 'b. What should authorities do with animals that do not have homes?Lou's deste to educate his peers about and shelter adoptions led him tof geet ina Cruelty (KAAC) in 2010, Using social mecia, Wegner began to spread the message to other young people that "these animals depended on them for theirlives.” Wegner has been working as a national youth ambassador for the American Humane Association for several iene 7 He has received numerous awards for his work. Since formation, membership of KAAC has been growing fast. It has already recruited more than 50,000 members and has saved thousands of pets’ lives, | ‘According to Weghter, the organization promotes “kindness to each other, thé animals, and our planet through our positive work with animal shelters, animal contro, rescues, and shelter volunteers.” They spread educational messages bout pet responsibilty via social media, ad they regularly speak at school. “believe that we should all be taught to be kind at the youngest age possible," Wegner says. Wegner learned about kindness and the importance of animal rescue from is parents. When he was tre, he attended Jack Hanna's Summer r Youth Zoo ‘Camp—and he went back every year for eight. Wegner then spent ~ two summers at the Ohio Widlf about endangered anir Vocabulery > Adjective Suttixes Ea) + Complete the table with words from the article. In 2013, Wegner found a creative way to bring his message to the masses. He attended senior prom with his friend Emily Capehart, an actress. The couple decided to “double date" with a pair of shelter dogs—lanice, who was con death row in Los Angeles, and Oli, who was facing the gas chamber in West Virginia, “{ made badges with photos of Janice and Ollie, and we wore them to the prom,” Wegner says. Wegner was imited to be a guest on CNN, where he discussed federal legislation to end gassing in shelters. The result of the attention absolutely delighted him. Because of the CNN segment, Janice and Olie have found homes, and the Raleigh Humane Society in West Virginia has ust decided not to.se the gas chamber, Unfortunately, Wegner knows that he cannot save al of the animals. Despite this, KAAC has managed to find happy homes for countless animals scheduled to die. This is what keeps Wegner going when times get tough. When it comes to animal rescue, he has learned that where there's a wil there's a ‘way—and that even when a problem seems overahelming, every single person's efforts help. “1 have learned that one person can make a difference,” Wegner says, “Nothing is set in stone. Follow your passions, and your dreams; anything and everything is possible. Kids Against Animal Cruelty have not finished their work yet.” Acpted from ht. dogsteccom rn, Huston? 2 Use the correct suffixes to write the adjective forms, Some words may have more than one form. nh oy a. friend — d. use = b. beauty — e act— . self- f. imagine — 3 Write sentences to describe Lou Wegner and his ideas, using nouns and adjectives from activities 2 and 3. Use the prompts to help you. ‘His personality * His beliefs ‘+ How he follows his beliefs * The results of his actions 4 Work in pairs. Share your descriptions.Grammar > Present Perfect Simple 2) ‘nd Continuous 1 Read the examples from the article and underline the verb forms. He has received numerous awards, __ KAAC has managed to find happy homes for countless animals, Wegner has been working as a national youth ambassador for the American Humane Association Dseveral years. —_ GincBits formation, membership of KAAC has been Srowing fast. Ithas @leadrecruited more than 50,000 members. —— Kids Against Animal Cruelty have not fished their work(eo)_ West Virginia has(uS decided not to use the gas chamber. 2 Refer to the examples again and mark them R (emphasizing a result or completed action) or D (emphasizing duration or unfinished actions). 3 Read the examples in activity 1 again. Complete the sentences with the circled words. a. indicates when an event started indicates a duration of time, indicates something that occurred very recently, a. indicates something that has not occurred up to now. e indicates something that occurred before expected. 4 Complete the sentences with the correct form of the verbs in parentheses. a, Lou ust/adopt) a family of dogs. b. The mother (justvhave) puppies. . She (never/nave) puppies before. d. Lou (look for) a new home for them for the past few days. fe. He (already/find) a home for one | of them, f. The new owners (try) to find a new dog since their last one died. 5 Write questions for the statements in activity 4. Then work in pairs to ask and answer the questions. —_ar> 6 Look at the pictures. Write about what each person has been doing. Use the prompts. ve been painting the. 7 Work in pairs. Take turns role-playing the people in activity 6. Ask about what they have been doing or have done. What have you been doing? ‘have been painting the shelter. {I've already painted the dog's rooms. Speaking > At the Animal Shelter > Work in pairs. Role-play a conversation, ‘Student A: Turn to page 70. ‘Student B:Turn to page 71, Ry a] Cee] arcsListening > Animal Behavior Taking Notes \When listening, don't try to write down everything. Listen for the main points and write words and short phrases. Then review your notes and add details. 1. Work in pairs. Look at the picture and discuss the questions, a. In what ways are porcupines similar to humans? 4 Work in groups. Discuss the questions. Can you think of other animals that are similar to humans a. What wild animals do you know that eat in Gifferent ways? Which and how? human food? 2 Listen §7} to a biologist talking to a class. Underline the b. Are they dangerous to humans? If so, how? best answers, . Would you Ike to study animals in the jungle? a. Melanie has been working in the. Why or why not? eee 2 ngs. Sone Pronunciation > Voiced and Unvoiced b. A porcupine visited their camp because it. Consonants J.wanted food. 2. was curious. 3. liked people. €. The reededto ged ofthe prin because 1 Usten Gand nae te aerence between itwas. 1. dirty. 2. aggressive, 3. dangerous. [a Z d. After the biologists caught the porcupine, they. Wize 1.letit go. 2.ate it, 3. sold it. AW Voiced . The porcupine was able to find the camp because it. 1, walked slowly. 2. smelled it. 3. heard it a 3 Listen again and write notes about three ways the porcupine’s behavior is similar to human behavior. HISS —— Unvoiced 2 Listen §° to the pairs of words and concentrate on the consonants in bold, Underline the voiced consonants. a. pig big b.goat coat c. wolf wolves 4. bat bad @. 200 sue 3 Practice the tongue twisters. Then listen 6, and check, a. Big black bugs. b. Friendly fleas and firefies. c. Zero zebras zig-zagged into the zoo.Srommar > Gerunds and Infinitives 2) 1 Read the examples from Track 7 and ad underlined verbs to the table, ene This enormous porcupine started visiting us. It started to get quite naughty, We had a tent where finished eating. We risked losing everything. We decided to get rid of the porcupine. We managed to catch it, ee et cn ‘oth plan intend underlined phrases. a, | tried eating snake, but | didn’t like it,_ | tried to leam the language, but it was too difficult. 1. Make a serious effort to do something 2. Experiment with something b. Remember to hide the food. _ | remember hiding the food. __ 1, Have a memory of something 2. To keep something in mind Ee we kept our food after we EERE TEE co ee 2 Work in pairs. Match the sentences to the pictures, Then discuss the difference in meaning. . We stopped to drink some water. b. We stopped drinking water. 3 Read the sentences. Match the meanings to the 4 Underline the correct options to complete the sentences. a. Before leaving camp, the hikers didn’t remember to tell/telling everyone where they were going. b. It was so hot that they soon ‘stopped to talk/talking and just concentrated on walking. ¢. They stopped fo restiresting because they were very tired, 4d. They didn’t have any food, so they tried to eat/ eating insects. They were delicious! e. Alocal man remembered to see/seeing them on the trail and told rescuers where to find them, 5 Complete the brochure with the correct form of the verbs in parentheses. Here at Forest Training, we run jungle survival | courses for people who are planning 1)____ (work) in a tropical forest. Participants learn that most animals try 2) (avoid) contact with humans. However, they become dangerous if they need 3) (protect) their young. Some tips you will Learn include: # It’s a good idea to make lots of noise when you walk. If you don’t, you risk 4) (surprise) an animal that does not hear you. © Ifa tiger sees you, remember 5) (start) singing. This confuses the animal. © Ifyou think a tiger intends 6) (attack), be as aggressive and loud as you can. ® If you're considering 7) (spend) time in a tropical forest, contact us. We hope 8) courses! (see) you soon on one of ourI Speaking > A Nature Documentary 1 Work in pairs. Discuss the questions, a, Have you ever watched a wildlife documentary? b. What animals did the documentary show? . Was it interesting? why? why not? 2 Work in pairs. Read about a TV program and ask and answer questions using the Prompts. a. What/the program about? b. How long/Ken Stokes/working as a naturalist? c. How many documentaries/made? d. What/this episode/show? Nature Documentary Episode 3: The Secretive World of the Snow Leopard Ken Stokes has been working as ‘a naturalist for fifteen years and has made hundreds of wife documentaries during that time. One ofthe rarest animals he has ever flmed is the snow leopard. Ken and hs crew tried fiming it for months without success. This episode shows how they managed to get the fist pictures of the snow leopard and how the ‘animal has managed to survive in extremely hostle conditions. 3 Use the prompts to write a paragraph about the snow leopard in your notebook. a. Illegal hunting/reduce the number of snow leopards to less than 4,000 b. They/disappear from some parts of Nepal . Snow leopards manage/survive by living in remote areas d. Conservation agencies/trying protect the species €. Local people have stopped/hunt snow leopards f. Zoos have decided/breed snow leopards in captivity 4 Work in pairs. Share your information, 5 Work in pairs. Look at the DVD covers and choose one of the documentaries. Choose a different documentary than your partner. lions safe? 6 Write notes to answer the following questions about the documentary you chose. ‘a. How does the animal manage to survive in the wild? . What is the animal at risk from? . How long has it been in danger? d. How are people trying to protect it? 7 Work in pairs. Discuss the animal you chose. Talk for about three minutes. €. Say why your animal would be interesting to lear about, b. Decide on which documentary would be best for your class to watch. a sy CO ean) Cog Unit 225Care E Norell 4 Make a list of important things you have learned from your parents. Work in pairs. Compare Reading > Working Together your lists. 1 Work in pairs. Look at the picture and discuss ith & the relationship between the dolphins and the Vocabulary > Phrasal Verbs with fishermen, Multiple Meanings 2 Read the article and check your conclusions. 4 Underline the meaning of the verbs in the article. 3 Answer the questions, a. pass on (paragraph 4): to move forwardi/to transmit a. How is the behavior of the dolphins beneficial information to humans? b. bring up (paragraph 4): fo raise a child/to mention =o . carry on (paragraph 5): to continue/to behave in a b. How many of the dolphins help humans? srw . In what way is the behavior of the dolphins similar to that of humans? . Why is it important to conserve this tradition? err pr Peters Work Together2 Match the underlined verbs to their meanings. a. The dolphins took off when the shark arrived, b. The fishermen took off their shoes, C. 1t00k up fishing when | was young. d. Fishing takes up a lot of time, e The fishermen couldn't get by without the dolphins, f. Another boat was entering the harbor, so there wasn't enough room for us to get by, 8, Talking about insects put me off my food. fh. We had to put off our trip because of the bad weather, ___ to postpone __ to make someone dislike something __to depart quickly __toremove ___ to move past __ to survive __to start ___ to occupy Listening > Giving Instructions a. Unusual d. Entertaining b. Dangerous e. Dirty c. Easy to take care of boa constrictor praying mantis 1 Work in pairs. Look at the pictures and talk about which characteristics suit which pets and why (there may be more than one characteristic per animal). tarantula 2 Listen §} to the teenager and say which pet he is talking about. 3 Listen again and mark the actions the boy's friend should do (v) or not do). a. Let small children touch him. __ b. Worry about cleaning the tank._ ©. Give him fresh lettuce leaves.__ 4. Change the water occasionally, __ e. Put the tank in the sun.__ 4 Underline the expressions the teenager uses. ‘Then match them to the responses. a. You shouldn't. ____ Don't worry. b. You don't need to. __ Sure thing . Make sure you _Really? OK. d. Remember to. —— OK, got it. @. Don't forget to __No. Whatever you do, 5 Work in pairs. Use the prompts to give and reply to instructions. Match them to the pets in the pictures a. Make sure/give her a mouse once a week b. Don't forget/get its nails cut regularly c. Whatever you do/not/try to keep it inside the house 4. Don't need/give ita lot of food. Just a few insects are enough, Speaking > Petsitting 1 You are going away on vacation. Choose a pet and write four instructions to give a friend about taking care of it. 2 Work in pairs. Act out the conversation. Can you take care of my ... while 'm on vacation? Sure, What do | have to do? Dean 0 ee ec crarw Reading > A Formal Letter @E) 1 Work in Pairs. Look at the advertisements and pictures and discuss the questions. : ‘Which job looks the most interesting? Why? ‘Which one would be best for you? Why? Volunteers wanted to work for Save the Whale, ” Must be able to travel. SOCORRO eet Dog walker wanted — evenings only. ‘Must be good with large dogs. 2. Mark (V) the information you would include in a letter of application. a. Relevant experience and interests _ b. Dislikes__ . Personal information _ d. Music preferences _ e. How much money you want to earn _ 3 Work in groups. Discuss your answers. 4 Read the letters and decide which applicant you would hire. Work in pairs. Explain your choice. Orangerile, 1B Hi Pat, T saw your jpb ad yesterday when I wos hanging out with friends. I need some extra cash For summer vacation and your store is really close to home, so it's perfect for me. T délver newspapers in the area, but T'm getting bored with that. I also have +0 get vp very early. What time does the work start in the pet store? I've never worked with animals, but my sister has a dog. I sometimes take it for a walk, It's cook T don't like spiders though! T work hard, love music, and am good at sports. That's about it! Let me know. Thorks, Jake260 Tallahassee Drive Kellysville, Florida duly 22, 2016 5 Complete the chart with scores 0-3 for each letter (0 = poor, 3 = excellent). Piston tas | Content (Cer ie) ete cette ‘umber of paragraphs) eer (Care ee) ee acun Pe 6 Work in pairs. Explain your scores. 7 Read the questions and mark them F (formal) oF I (informal). a. Is the work in the morning or afternoon? _ b. | would like to know what the pay is._ . Could you please tell me about the work schedule’ 4. That's about it!_ e. | am writing to apply for the job._ f Letme know.__ 8 Rewrite the questions in a more formal style. a. Are you open on Sunday? b. What kind of animals do you sell? ¢. Can | wear normal clothes? d. How long is the job for? ‘Writing > Letter of Application Using Formal Style >Use appropriate greetings: Mr/Ms./irs.+ last name (or Dear Sir or Madam (f you do not know the person's name), » Organize your letter into clear paragraphs and avoid contractions and conversational language. » Use a closing phrase: 00k forward to hearing from you./ Thank you in advance. >Use appropriate sign off: Sincerely or Respectfully 1 Write a letter of application for one of the advertisements shown in activity 1. Use the prompts to plan your letter. > Identify your reason for wanting to do the job. > Make notes of relevant experience and Interests to include in the letter. List questions you want to ask. 2 write a first draft of your letter. > Check your draft. Use the questions to Buide you. a. Is the letter clear? Is it interesting? b. Is the language correct (grammar, vocabulary, and spelling)? . Is the tone of the letter appropriately formal? 3 write a final draft.Reading and Use of English Practice Your Exam Skills 1 > You are going to read an article about privileged teens in the US. For questions 1-6, underline the answer (A, B,C, or D) which you think best fits according to the text. The Price of Affluence Many of today’s unhappiest teens probably made the Honor roll last semester and plan to attend prestigious universities, according to research by psychologist Suniya Luthar, PhO, of Columbia University's Teachers College. na series of studies, Luthar found that adolescents from suburban homes with an average family income of $120,000 report higher rates of Cepression, anxiety, and drug abuse than any other Socioeconomic group of young Americans today, Some 10 say these problems may be due to an increasingly Narcissistic society—as is evidenced by fame-hungry reality TV stars and self-obsessed websites. For psychologist Susan E. Linn, EdD, our culture's “cult Of celebrity” is a major problem, She fears that today's fascination with wealthy celebrities and reality shows Such as MTV's My Super Sweet 16—where a teen plans a million-dollar birthday party—contribute to Rormalizing self-indulgent behavior, Kids immersed in this kind of mecia giz feel unfuffiled or even like failures 20 because they are not fabulously rich or famous, she Notes. According to her, “a constant barrage of images of wealth and narcissism promote unhealthy values and false expectations of what life should be like.” Other researchers say the trouble may stem from parents who put too much emphasis on grades and performance, as opposed to a child's personal character. While such parents certainly mean well, this may take a toll on their children, San Francisco clinical psychologist Madeline Levine, PhD, believes 20 that what's actually driving upper-middle-class teens’ mental health troubles is a fear of failure. ‘Adapted from http.//www.2pa.org/monitor/2009/01/teens.aspx 11 Which of the statements is the best summary of ‘uniya Luthar's research? ‘A. Teenagers who go to prestigious universities want to become famous. B Teenagers who have problems of depression are often very intelligent. ‘Teenagers who come from higher-income families are often unhappier than poorer teens. Reality TV stars make society increasingly narcissistic. EES | Parents, she says, worry that their children won't ‘make it in an increasingly competitive world, leading to an obsession over standardized test scores and getting their kids into the right schools. “Parents are worried that if their children don't get into Harvard, they're going to be standing with a tin cup on a corer somewhere,” she says. On top of perfectionism, teens often can't deal with situations that don't go their way, perhaps because their parents protected them from disappointments earlier in life, Levine says. in fact, teens who indicated that their parents overemphasized their accomplishments were most likely to be depressed or anxious. Harvard University’s Dan Kindlon, PhD, makes a related Point. He says that because families have shrunk, kids are now seen as more precious. “It was kind of hard to think that the world revolved around you when you had eight brothers and sisters," says Kindlon, author of Too Much of a Good Thing: Raising Children in an Indulgent Age (Hyperion, 2001) ‘So, what can parents do? Levine and Kindlon recommend that they give their children clear responsibilities to help out around the house and that families take part in community service activities together. Turning off the TV at least one night a week and monitoring internet use are also important, and ‘such actions teach children the Values that can lead to ‘© greater lfe satisfaction. Levine urges parents to stop obsessing about perfect grades and focus more on helping their children enjoy learning for its own sake. “0 0 2 Why, according to Susan Linn, a problem? A is the “cult of celebrity" Because itis wrong for kids to spend a milion dollars on a birthday party 8 Because kids compare their own lives to those Of the people they see on Ty, C Because all celebrities are 5 Narcissistic Because celebrities h; about life. elf-indulgent and ‘ave false expectations3. What does “this” refer to in line 287 A. The fact that parents are well-meaning, B The fact that parents have a lot of trouble in their lives. The fact that parents put too much emphasis on getting good grades. D The fact that the world is very competitive. 4 What can we deduce about Madeline Levine's attitude toward upper-middle-class parents? ‘A They are right to worry about their children B Worrying about their children is normal, © They shouldn't worry about their children, D_ They worry about the wrong things. 5 What does Dan Kindlon say is one of the effects of coming from a large family? Ait makes kids less selfish. B it makes kids more precious, C itmakes kids tough. D tis not good for kids. 6 Which of these recommendations does the article not make to parents? A Make sure children do chores at home. B Take at least one family vacation a year. C Have one TV-free night each week. D Help children to enjoy learning. Listening 63 > You will hear four short extracts in which people are talking about their visit to a zoo. For numbers 1-4, choose from the list (A-G) What each speaker thought about his or her Visit. There are three extra letters that you do not need to use. ‘A. The shows were great for the children. B. itwas sad to see the animals in cages. C The animals seemed to like interacting with people. D The Tshirts were good. ‘The monkeys were very funny. The people working at the zoo were very helpful. The enclosures were well designed. Speaker 1__ Speaker 2___ Speaker 3__ Speaker 4 Ra wNnNso Writing > Complete one of these tasks (1 or 2) in this part. Write 120-180 words in an appropriate style. 1 You have received an e-mail from an English-speaking friend. Hil How are you? Sorry for not writing sooner. My dad got ‘a new job and we'll be moving to live in your town. I'm really excited, but also a bit worried. Can you tell me ‘what it's like living there and give me any advice before ‘the move? ‘Thanks and really looking forward to seeing you! Love, Jane ‘+ write your letter. 2. You see this ad in the local newspaper. City Zoo We are looking for young enthusiastic volunteers to help out with animals on Saturday mornings, If you are interested, please write giving details of your experience and saying why you think you are right for the job. © Write your letter. Speaking > You are on a school trip. You are sitting next to another student who just moved to your country from the US. Introduce yourself and get to know the other student. Use the prompts to ask him or her questions. * Name, age, etc. + Likes and dislikes © What life was like in the US ‘+ Media (types of TV they like, which social media sites they use, etc.) © Other '* Have a conversation for three minutes. 1 GEESE Te| Very Mysterious ve role See et ek kena as Be Ca ai ‘Complete the extract from a newspaper article with the correct form of the words in parentheses. Chunks of Ice Fall from the Sky On September 4, 2013, chunks of ice apparently Dy {fall) from the sky on an eighty-degree day in Brooklyn. The question is, where 2) they __ _ (come) from? Terry Blasi and Louie Vitale 3) Git) on Blas’s porch when something the size of a softball 4) _ (crash) through the trees. The pair5)___——___ (un) to the street and 6)____——___ffind) a chunk of ice. More chunks were around the street. They 7) (appear) from nowhere. Experts say a plane is the most likely suspect asthe ice 8)___(land) on East 36th street, near John F Kennedy International Airport. The Federal ‘Aviation Administration is investigating Source: np newyork cbslocal com Work in pairs. Check your answers on page 79,Unit3 33| Reading > An American Ghost Story Predicting While Reading when reading story use the setting characters, ‘and events to predict what will happen next. 1 Work in groups. Discuss the questions. . What ghost stories do you know? b. Do you like ghost stories? why? Why not? “S part l S lavery used to be legal in the US during the ghastly business, more than anything else in the world. However. j farming was not very profitable, so Bale caught runaway slaves as they were escaping to freedom through Indiana. He would chain the ex-slaves up in his bam cellar until he could collect the reward ( for them. W! If Bale could not find slaves, he captured free men ‘and sold them into slavery. He was an extremely cruel and greedy man. eighteenth and nineteenth centuries, and there are many stories that tell of the cruelty of this One of these is the story of an evil farmer and { slave trader called Old Man Bale. Bale loved money men they were recaptured, the runaway \ slaves were often savagely beaten and then hanged. —_ > Read Part 1 of the ghost story and make notes about the story elements. * Time and setting * Main characters * Main events Prediction for Part 2 Read Part 2 and check your prediction. 4. Work in pairs. Predict the ending of the story. Then read Part 3 to check. ‘When slavery was abolished after the American Civil War, it was a disaster for the wicked Bale, ‘who no longer had a profitable source of income to ‘supplement his farm work. He kept his last slaves to work on the farm. Overworked and starved, all but Cone died: alittle girl named Mary. Bale completely neglected her, dressing her in old clothes, making her do all the farm chores, beating and half-starving her. She slept in the bam. Despite the old man’s: Cruelty, Mary grew into a sweet gil Bale made Mary work harder and harder. She never complained and this made Bale hate her even more. He treated her more and more cruelly. One morning, after Mary had not come to the house to ‘make his breakfast, Bale went to the barn to look for her. She was dead. Bale took the body and buried it in the cellar of the barn, - Two nights later. when Bale came back from doing his nightly chores, Mary v pares kitchen. fry was standirig in the5 Answer the questions, 6 Find and underline words that have a similar a. in what ways does Old Man Bale show himself to be evil? meaning and help create a mood in the story. a. Paragraph 1: shocking, horrible ee b. Why was the American Civil War bad for old Man Bale? b. Paragraph 2: money-1oving c. Paragraph 3: morally bad ide a Gora en =e . Paragraph 6: horrendous, awful c. How does Bale know that something has happened to e, Paragraph 9: shining, warm in color Mary before he finds her dead? 7 Work in groups. Discuss the questions. SS 4. Why isthe barn an important place in the story? ‘a, What is the moral of the story? b. Do you think Old Man Bale got what he deserved? Why or why not? e. Why do you think Old Man Bale obeyed mary at the end ofthe story? Vocabuiary > Adverbs of Manner Ea) and Degree " 1 Read the examples and match the adverb P. ‘art 2 \ types to the functions. ‘A pool of blood lay beneath the gir!’ feet. a, Adverbs of manner: “The baaamn. ..” she hissed softly, Old Man Bale was } ‘The siaves were savagely beaten. absolutely terrified. He screamed and ran out of the She hissed soft kitchen door. When he glanced over his shoulder, the horrific apparition had gone. Aweek later, while Old Man Bale wes reading the newspaper, he heard a strange noise. He looked up and saw Mary. She was sitting in the chair across from him, her dress hanging in shreds over rotting flesh. Old Man Bale fled from the house when he saw her. He slept in the woods for several days, afraid to go near his house. But after he had been sleeping ‘outside for a week, he decided to return. “The spirit must be gone by now,” he thought. The wind was blowing loudly while Old Man Bale was making his way home. Old Man Bale hurried into the kitchen, eager to wash after sleeping so many nights outside. He picked up a bar of soap to start washing, but when he looked in the mirror, Bale saw the glowing red eyes of Mary. “The baaamn....” she hissed. Bale screamed and ran out of the house towards the barn. Someone had opened the barn door..." = b. Adverbs of degree: He was an extremely cruel and greedy man. Bale completely neglected her. __ They modify the intensity of an action or quality. __ They describe how an action is done. 2 Underline the correct options. 4. |really/badly love stories about vampires. bi. Some of them are happilyrextremely scary. . One of my favorites is Dracula. it’s about an awful/incredibly sinister Romanian nobleman. d. The original Dracula was a man named Viad Tepes, who fought fiercely/totally in war, . He was known for treating his prisoners Pp xt 3 ce cruel/cruelly. a : f. Nowadays, he's a loudly/very popular This time the voice had followed him. “The Romanian folk hero. 3 Work in groups. Give examples of the things baaarn...” it hissed softly a few paces to his right. Old Man Bale screamed and turned around. Mary was } smiling at him. Behind her were the ghostly faces of the described. slaves he had captured and who had been hanged. Mary a. A really terrifying horror film Sointed above her head, and Old Man Bale saw a noose ». Something that must be done very carefully hanging from the rafters with a ladder underneath. The "ope was swaying from side to side. It looked inviting. Chediently, Old Man Bale placed his hands on the first ‘ung of the ladder and started to climb. Story adapted from hitp://americanfokoreney c. An extremely mysterious place to visit d. A totally enjoyable local event e. An incredibly scary dream you had |Grammar > Narrative Tenses ©E@) 1 Read the examples from the story. Match the descriptions to the underlined phrases. The wind was blowing loudly while Old Man Bale was ‘making his way home._ While Old Man Bale was reading the newspaper, he heard a ‘Strange noise.__ Old Man Bale fled from the house when he saw her. After he had been sleeping outside for a week, he decided to return, _ The rope was swaying from side to side. _ a. Two completed actions, one after the other b. A continuous action that is interrupted ¢. Two continuous past actions happening at the same time 4. A continuous background action . Acompleted action that happened before another action in the past 2 Work in pairs. Discuss the questions. a. How do we use the connectors when, while, and after when describing past actions? b. When do we use commas with the connectors? 3 Underline the correct form of the words to complete the story. Itwas a dark nij the radio while | 2) was driving/drove home. 13) had been working/worked hard all day, so Iwas a little sleepy. | 4) was thinking/thought about dinner when |) was seeing/saw a boy sitting on the road ahead. | 6) was stopping/ ‘4. complete second part of the story with the correc, of the verbs in parentheses. form | went to bed early when | 1) (get) home. In the middle of the night, 5 _—— (wake) up. | thought | (hear) a noise. ee doiwnstairs and a) that someone stan) at the back door, (call) out, he Be hen 7) (turn) around. It was the boywho9)___———_(sit) on the road! “My name is Jim,” he said. At that moment, | allthe lights 10) (g0) out, When they 11) (come) ~ back on, | looked at the place where the (stand), but he (disappear) aga 5 Join the sentences using the connectors in parentheses. Use commas as necessary. a. | was driving home. | saw a boy in the road. (while) b. | heard a noise during the night. | got up. (after) cc. | went into the kitchen. The boy was standing at the back door. (when) d. He told me his name was Jim, He disappeared again. (after) e. Iwas working in the yard the next day. | found an ‘old gravestone. (while) f. looked at the name. | saw it said, “lim Crawford. Died 1886.” (when) Speaking > What a fright! > Work in pairs. Tell each other scary stories. ‘Student A: Turn to page 70, Student B: Turn to page 71 Ree Ma ad account of witcheratListening > A Mysterious Explosion Listening for Questions ‘when listening to an interview listen forthe question words: who, what, when et. This wil help you to predict and understand the answers better, 1 Work in pairs. Look at pictures and discuss what probably happened and how the people felt. 2 Listen §} to the news bulletin and mark () which event the report is about. 3 Listen again and complete the sentences with appropriate words or phrases. a. When the meteorite exploded, Andrei was b. According to Andrei, the first thing he saw was c. Andrei’ first reaction after the meteorite was to 4, Andreis girfriend thought that someone @. People learned about the cause of the explosions from 4 Underline the correct options to complete the news article. ‘Armeteorite exploded yesterday over a town in Northern 1) Russia/Canada. The meteorite was traveling at a speed of 30 kilometers per 2) second/hour and its trail could be seen 3) 50/200 kilometers away. Scientists say that the meteorite weighed about 4) 10/20 metric tons and that it was probably made of iron. It exploded about 5) 4/40 kilometers above the surface of the Earth and released energy equivalent to a small atomic weapon. OO eT 5 Work in groups. Discuss the questions. ‘a. What extreme natural events have occurred in your area or in your country? , What should people do when these types of events occur? Pronunciation > Question intonation “EZ 1 Listen 63 and mark the questions (1) or (1), according to the intonation at the end. a. What was it? b. Who saw it?__ c. What did they say about it?___ 4. Did they run away? e. Did many people die? __ f. Did rescue workers go to the area?_ 2 Use yes/no or wh- to complete the rules. a. Intonation rises at the end of b. Intonation falls at the end of questions. questions. 3. Work in pairs. Think of an event that happened in your vicinity and practice asking and answering the questions about it.Scammer > Subject and Object Questions El 1 Read the examples from Track 13 and match the responses to them, Who saw the explosion? What did you see? What did you do? Who arrived on the scene first? The police? __ See Grammar Rete @. We started to run. b. A strange light in the sky, ©. Idid, d. Yes. 2 Work in pairs. Answer the questions. . Which questions ask about the subject of the verbs in each question? b. Which questions ask about the object? ©. When are auxiliary verbs necessary in questions? 3 Mark the questions $ (subject of the verb) or (object of the verb), according to what they ask about. a. What happened? __ b. What did you do? __ . Who is attacking us? _ . What did they say? __ ©. What caused the explosion? _ f. How large was the meteorite? __ 4 Use the words in parentheses to write questions for the responses. '5 Use the verbs in the box, the underlined words ang ticle, and the words hrases in the newspaper article, Fr parentheses to write the questions the reporter asked a police officer. see have disappear walk call arrive try be he Mercury Lights out! ‘Terry Gillingham, from Orlando, was walking in the woods near his home when he saw a ‘range light. He hada camera in his backpack, 50 he decided to take a picture. The light was shining above the trees, but then it disappeared and then there was a loud explosion. He called the police. Three police officers arrived shortly afterwards, Mr. Gillingham tried to show them the picture, but the camera hadn't worked. The image was blank! The strange light i stil a mystery. a 7 A meteorite exploded. (What) b. 2 It exploded above Chelyabinsk. (Where) c ? Andrei and his girlfriend saw it. (Who) 7 b —— a u (whan c Dozens of police cars and ambulances went to the scene. (How many) ‘They arrived soon after the explosions. (When) Russian scientists appeared on TV. (Who) E> = T,!_ what a = T_______ where) e ft = T_____ (who)speaking > Investigating the News 1 Work in pairs, Read the headlines and guess what event they refer to, A hole in one! 2. Read the news report and check your prediction. ‘Then number the pictures in a logical order. The Mercury Mr Brian Evans of New Valley, Virginia, got a shock when he arrived home from work last night. At first, it was like any other evening: he parked in his driveway at about 7:30 p.m. and went into his house. “Ihad had a busy day,” he told a Mercury reporter, “and I was feeling very sleepy. So I had dinner quickly and fell asleep in front of the TV” However, he was soon woken up by aloud noise. “My house was shaking,” Mr. Evans continued. “I thought there had been an earthquake.” He ran outside and could not believe his eyes. “My carhad disappeared, and there was an enormous hole in my driveway.” The police and fire services arrived very quickly and inspected the hole. They think that burst water pipes underground made the soil very soft and this caused the hole to open up. Now, Mr. Evans feels relieved. “I’m just glad my house didn't disappear too!” he exclaimed. 3 Answer the reporter’s questions for Mr. Evans. 4. What happened exactly? , What did you do? ©. What did you see? 4. What happened in the end? ®. What did the police do? f. What caused the hole? ee Mystery hole eats car’ } 4 Work in pairs. Take turns acting out an interview. Student A: You are a neighbor of Mr. Evans. Make Notes about what you were doing, what you saw, and ‘hat you did when you heard the noise. Student B: You are a reporter. Write questions to ask Mr. Evans’ neighbor. 5 Work in pairs. Discuss an event that has happened recently in your town or country. Write questions to interview each other about the event. Ten What happened exactly? When did...? Who was...? Why weren't...? Just one more question. Anything else you'd like to say? 6 Role-play your interview. Reta} eae| eV Ee W Netety Reading > The Lost Colony ‘1 Work in pairs. Look at the website and discuss the questions. a. What is the website for? 'b. What specific attraction is the web Page about? . What do you think life was like on board the ship and then in the lost colony? 2 Read the text and check your answers. 3 Answer the questions. ‘a. What was the problem with the food on the ship? . How did passengers pass the time on the journey? c. What two problems did the colonists have on Roanoke? | d. Who left the colony? co Featured Sa rerntn nC itcaLcucuse at UCLLS Bete Reece} the Pavers. i Prrsuaue ened first English settlement Features En ‘American Indian Town, Settlement Site Adventure Museum. Elizabeth II 16th Century Representative Ship Board and explore Elizabeth I 2 replica ship from the first Roanoke | voyage. Help costumed 16th century sailors set the sails, plot a course, and clean the decks. Marvel atthe lines and riggingthat allow the ship to sal, and enjoy the view of the water from the {quarterdeck. Read on to find out more about life for the colonists Life on Board Living conditions on the ship were terrible. The passengers’ living area was dark and crowded, with little space for personal possessions, It was also extremely noisy. There was no privacy to change clothes, so many passengers wore the same filthy clothing for the entire crossing. In violent storms, the movement of the ship would wreck the cots and people would be thrown on top of one another. Terrified animals lived alongside the people. Vinegar was used as a disinfectant. Meals were eaten on deck in good weather, but often the freezing cold and torrential rain forced passengers, and crew to eat below decks, A seaman’s rations were usually less than he needed. More than half of the calories came from sea biscuits, which were often full of worms. To pass the time, some passengers danced on the quarterdeck and sang, while the crew played cards, chess, or dice. At the end of the crossing, everyone was delighted to see land! e. Why didn’t he return immediately? f. What did he find when he returned? | 4 Work in groups. Discuss the questions. a. What do you think happened? b. Do you think the mystery will ever be solved? Why? Why not? Vocabulary > Strong Adjectives &ERl 11 Match adjectives that have a similar meaning. Normal adjectives Strong adjectives a. angry, — Starving b. big — enormous ©. cold — terrified d. dirty — exhausted e. frightened — furious f. great — delighted 8. happy — fascinating h hungry — freezing i. interesting — terrific j. tired — filthy 2 imagine You had been on the journey to the colony, Use strong Hectives to tell another student about your experiences2 Listen ¢%} to the conversation and write what the people in the pictures think they have discovered. 3 Listen again and mark the speakers’ reactions as D (disbelief) or A (amazement. a. You're joking! _ b. That's bit of a tall story! _ c. Noway!__ 4. You're pulling my leg._ e ft A ee |) [find that hard to believe. That's amazing. __ 4 Work in pairs. Read out the sentences and react to them. a. The Mars rover has found a piece of cheese on Mars. The Lost Colony The Roanoke Colony was one of the first English colonies in North Be vecouonier 1 Eethedos hes taba America, Ithad 115 settlers, who arrived on the island in 1587. Life @ picture of a mermaid. was very hard for the colonists. Although they made gardens and ¢. Anew species of monkey has been planted crops, they didn’t have much food and were often almost found living in New York. starving, Some of the local indians, the Croatoans, were quite friendly, d. Drawings of alien spacecraft have been but other tribes were not After one of their group was killed by found in Mayan pyramids. indians, the exhausted colonists decided to send their leader, a rman named John White, back to England to ask for help. He left his wife and daughter and his baby granddaughter behind on Roanoke. England was at war with Spain, so there were no ships to take White 1 Work in pairs. Prepare a conversation. back to the colony. Eventually, he found a ship and arrived back at Student A: Tell your partner you have seen Roanoke on August 18, 1590. However, there was nobody there. The an incredible story on the internet. Colonists had disappeared. All the log cabins were gone, although Student 8: Ask what the story is. there were no signs of a battle. The only clue was the word *Croatoan” Student A: Tell our partner ghosts have carved into the post of a fence near the settlement been seen on the main street of your ‘Speaking > Incredible Stories town, t > Reacting to a Story ‘Student B: Express disbelief, ® | Work in groups. Look at the pictures and discuss the questions. Student A: Give evidence (eg., people have taken photographs), Student B: Express disbelief and ask for more information (eg., when? Who? where?), Student A: Answer your partner's questions. Student B: Say if you believe the story or not. @. What is happening in the pictures? . Why do you think the pictures appeared in a magazine? 2 Act out your conversation.UUUUUUUUUUUUUUuuuuuuuUuUuUuUUUU "20ing > A Narrative Ea) Read the first sentence of the ghost story. imagine ‘What the rest of the story is about and use the Questions to make predictions. @. Who is the giri2 b. Where is she? ©. What is the noise? . What does the girl do? ©. How does the story end? Read the story and check your guesses. tee le As Amelia cautiously opened the door, the noise got louder and louder. She felt a cold chill as she entered. Someone or something had lef+ the window open. The wind was making a mooning sound. A shiver of fear ran through her. ‘She had arranged +o go out with Friends. I+_ was Halloween, but they had canceled at the last minute. She had been wo: ‘ching television when the lights went out. While she was looking for a flashlight in the garage, the banging started. As she walked slowly towards the open window, 2 gust of wind blew one of +the curtains back and revealed a grostly figure. Hts hands were deathly white and seemed +o float in the air. Le “Sisss...” tt hissed, its black lips twisting into on evil smile She turned and ran, When she got to the Front door, she stopped ond tumed. The figure was standirg at the top of the stairs. “Sisss...” it hissed, more loudly this time, TY Amelia. screamed ond ron avtside, She recopized a group of her Friends, dressed up in Halloween costumes. Her younger brother come aut of +he door behind her, dressed as a vampire, his hands deathly white. “Hi Sis,” he smiled, “You did't +hirk we'd leave you alone on Halloween, did you?™ 3 Number the events in the story in order. she opened the door. Her friends canceled she sawa figure behind the curtain She started to watch television. ___The lights went out. __ The banging started. he ran to the front door. “she recognized her friends and her brother “she arranged to go out with her friends, “she looked fora flashlight 4 Underline the appropriate connectors in the sentences. ‘a. She had intended to spend the evening with friends as/until they canceled. b, Before/As soon as she entered the room, she saw that the window was open, ©. The wind was making a moaning sound as/until she moved towards the window. . She ran from the room after/before the ghost hissed at her. ©. When/While she turned, she saw a figure at the top of the stairs She didn't realize it was a trick after/until she recognized her brother. 5 Find and undertine descriptive words and phrases that the writer uses to create atmosphere in the Story. Write them in the chart. er6 Look at the pictures and make notes in the chart for a short ghost story. Work in groups to describe your ideas. Discuss the questions. @. Did you find your ideas scary? Why? Why not? ®. How would you imorove the story in terms of the elements: events, order, atmosphere, or ending? ‘Writing > A Ghost Story Woting Effective Narrative » Say where and when the story i taking place. Make a story map. » Keep the action simple » Use time connectors to join events inthe story. » Use descriptive words and phrases to create atmosphere. 1 Read the sentence and use it to write a ghost story of 120-180 words. |1was riding my bike home past the cemetery on a cold and windy night. > Make notes about the characters, events, setting, and ending of your story. Then organize your notes into paragraphs. > Use a variety of narrative tenses and descriptive language. 2 Write the first draft of your story, > Work in pairs. Exchange stories and use the ‘questions as a guide to give your partner feedback. a, Ate the events of the story clear? b. isthe story interesting? . Can you make the story more vivid? d. Is the language correct (grammar, vocabulary, and spelling)? 3 Write a final draft of your story. eae)Value conservation - Names ae c iA RI Cd Na eee ad ©. What can people do to reduce the amount of garbage they throw away? 1 Number the parts of and daughter in the correct order. you take out the the moment. 2 work in pairs. Check your answers on page 79. Identify e to the future cree LaeProject A Local Recycling Proposal BS) Eran te tee ec Pd Tec + Find out how garbage is collected, where itis. EU Mesos OMe ret eT Lb oe Comma Srl eet ecm eer cu kal Persad ce eeu Ser) DP enn Recta kee at ena eer erase ioc ed ene MCR cas enon taken and how it will be recycled. ae ee ete mee Re uukCr a) Eres Sede cc} ere Rome cocoons tee oat een ese oy Pros tenes Sree Toes anus (lg Peco React eee eek ee) Emer teas ee eee Moe aes OP ea eng Saccy Reading > Space Debris ‘entitying How information is Organizeo when eng Rotice how a writer organizes different Pee Of the topic. Me main ea ofeach paragraph can teen ts frst sentence. Each paragraph then develops IS aspect and introduces new information, 11 Work in groups. Discuss the questions. &. What objects are launched into space and why? b. What are the dangers? 2 Read the article and number the topics in the order the writer mentions them. ‘A Swiss plan to clean up space The number of pieces of space junk and how they are created The risks of space junk to people on Earth ‘An Australian plan to clean up space ‘The dangers of space junk 3 Underline the correct options to complete the sentences. a. Scientists estimate that by the year 2050, the amount of debris in space will have increased. 1. three hundred times. 2. one thousand times. 3. more than ten times. b. Space debris is dangerous because 1. it moves very fast. 2. itis caused by explosions. 3. spacecraft have to land with shielding technology. ‘The reason that space debris has not caused any human casualties is... 1. itis made up of tiny screws. 2. debris burns up before it hits Earth. 3, only a small area of Earth is affected | The aim of the Swiss Space Center project isto. 1. destroy aging satellites. 2. clean up all the debris in space. 3, show other nations how to clean up debris. e. Laser technology will be safe because. 1. Itis the latest and most expensive technology. 2. it does not have any effect on satelltes. 3. it is very accurate. ite, 4 Read the definitions and underline words ang expressions in the text with a similar meaning a. Forcing people to take shelter (line 9) b. Pieces of debris (line 11) . Hit each other (line 11) d. Pieces (line 24) . Quickly take and hold (ine 54) . Cause it to burn (line 55) g, Shooting (line 68) 5 Work in pairs. Read the statement and discuss your opinion. The money spent on space exploration could be better spent on other things. Vocabulary > Waste and Debris “Ea 1. Match the items to the recycling bins. a. newspapers __ 8 foil__ b. plastic bottles. drink cartons_ . cardboard boxes. glassjars__ d.rubber gloves j. wire__ e.cans___ k. cooking oil _ f. rubber bands ___ I. leaves__ mY ae Cray) on 2 Work in groups. Make a list of other items you put in each of the bins at home. 3 Choose one of the bins, Conduct a survey to find Out what other groups put in the bins. What do you have in the green bin? 0 you have any tires in the yellow bin? 4 Discuss the questions in your groups. . Which bin has the most items? . Which bin has the least? ©. What are the most common items?1 Since humans began launching things beyond the stratosphere sixty years ago, we have littered the area around our planet with spent rockets and non-working satellites. At this very moment, about 22,000 large pieces of trash are circling the globe at thousands of miles per hour, posing a serious threat to functioning satellites and spacecraft and occasionally sending the astronaut inhabitants of the International Space Station running for cover. 40 Now and then—once every five years on average hunks of junk smash into each other. When an abandoned Russian spacecraft hit the US satellite Iridiumn-33 in 2009, the explosion created at least 4,000 new pieces of space junk, Scientists predict that by 2050 over 300,000 pieces of space junk will be orbiting our planet, each of them posing a real threat to satellites According to the experts, the debris around Earth is made up of everything from tiny screws 20 and bolts to large parts of rockets, fuel waste, broken fragments of satellites, and batteries, Most of this debris moves in low orbits at speeds of up +0 50,000 kilometers per hour. At speeds like these, even debris such as flakes of paint can cause serious, harm to spacecraft. Space shuttle windscreens have been damaged by particles of paint as small 3s 0.3 mm, Nowadays, spacecraft have shielding technology that detects debris that Is about to collide with the craft and can initiate avoidance 20 maneuvers, However, another concerns that lager pieces of debris may not burn Up in Earths atmosphere when they eventually fal. Instead, they “ney come down in populated areas. According to _SCentists' observations, about 100 tons of debrisis +o fall from the sky this year alone. Luckily, sO have been no known instances of people ‘injured by space debris: Space junk will eventually fall into Earth’s ‘atmosphere,” says Dr. Rune Floberghagen of the 40 European Space Agency. “But its pretty hard to predict where it will impact on the surface. The chances that a chunk of space debris will injure anyone are tiny, but not zero.” According to Dr. Floberghagen, an average piece of debris endangers about fifteen to twenty square yards of Earth’s surface. “IF you compare that to the surface of the planet, it a very small number,” he explains. No nation yet has a concrete plan for an orbital cleanup. But some scientists are beginning to 50 think seriously about what it would take. The ‘Swiss Space Center at the Ecole Polytechnique Fédérale de Lausanne (EPFL), for example, recently, announced that within the next five years it plans to launch ajanitor satellite into space to grab an aging satellite and pull it to a fiery death in Earth’s atmosphere. ‘We are not going to solve the problem of orbital debris by picking up one piece of debris,” ‘says Volker Gass, who helped to design the new CleanSpace One device. “But if you clean up a soda 60 can from your yard, you're setting an example. ‘What will your neighbors do if they see you? They might start doing the same—that's what we hope!" Though it sounds like a plan taken straight from science fiction, researchers at the Australian National University (ANU) have been given a very teal grant of $20 milion. They will be developing a laser capable of shooting debris out of the sky. ‘Speaking of the risks involved in zapping chunks of debris so that they burn up harmlessly in the upper 70 atmosphere, a spokesperson said, “There's no risk of. missing and hitting a working satellite. We will be targeting the debris very precisely. We really don't ever miss.” ‘Souroes: wawxindependent couk and wawscitechdally.comGrommer > Predictions and the ER) Future Continuous 7 Read the examples from the article. Match the Gescriptions to the underlined phrases, 8y 2050 over 300,000 pieces of space junk will be orbiting our planet. ‘Spacecraft have shielding technology that detects Gebris that is about to collide with the craft. They may come down in populated areas. __ According to scientists’ observations, about 100 tons Of debris is going to fall from the sky this year. __ ‘Space junk will eventually fall into Earth's atmosphere. They might start doing the same. _ SSE @. A prediction based on present evidence b. A prediction we are certain about . A prediction we are uncertain about (x2) 4. Something certain to happen immediately €. A continuous action taking place around a certain time in the future 2 Unscramble and write the questions. Then match them to the responses. . in 2050/still/be/the international space Station Will operating 2 'b, might/if we don 't/happer/What/space debris/clean up 2 . spacecraft/is/the/What/about/to do d. the Swiss project/space debris/Is/solve the problem/going to/of 2 e. eliminate/willthe/How/space debris/Australian project 2 No, it's only going to try to destroy one satelite, tt about to crash into space debris ___Itwil fie a laser atthe debris. ~~ No. by then humans will be living on the moon, Debris might damage the international Space Station. 3 Underline the correct forms to complete the radia broadcast transcript. [1 The space station 1) is about to/will reach the end of its life, The giant space station, which is as big as six school buses, 2) goes to/will reenter Earth's atmosphere tomorrow night. Scientists say their observations indicate that the station 3) is going to/won't come down in the Pacific Ocean. However, there is a small chance that parts of the craft 4) may fall/will be falling on land. Everyone at the control center 5) might watch/will be watching the operation nervously. ME? 7 2 ise 4 Use the prompts to write questions about the Information from the radio broadcast. &. What/about to happen to the space station? b. When/the station/reenter the atmosphere? ©. Where/it/come down? @. parts of the craft/fall on land? ©. What/everyone at th 'e Control center/do/during the operation? 5 Work in pairs. ask and answer the questions. Speaking > In the Future 11 Work in groups. Make predictions about space travel and exploration in the future. Discuss what People will be doing at the different times, * By the end of next year * In 2050 In two centuries In the year 3000 2 Compare idea: Say which py Most certai and why, 's with another group. redictions you are in about on Cerne go pee |Listening > The Great Pacific Garbage Patch ‘Summarizing ‘To summarize what a person says, first make a list ofthe main Points they mention. Then state these points in your own words. Do not include minor details, 1 Work in pairs. Look at the picture and discuss the questions. a. What problems do plastics cause? b. Why is garbage in the ocean a problem? 2 Listen §} to a demonstrator talking to a citizen and number the points in the order mentioned. __ Why plastic in the ocean is dangerous ___ What the Great Pacific Garbage Patch is ___ What governments are doing about the Great Pacific Garbage Patch __ The size of the Great Pacific Garbage Patch __ How garbage patches in the ocean are formed 3 Listen again and complete the summary with words and phrases. ‘The Great Pacific Garbage Patch Is in the ocean between 1) and 2) where there are millions of 3) inthe water. The plastic comes from 4) and 5) Garbage patches form in places. where the currents 6) The Pacific ____ It's dangerous patch is bigger than 7) for fish because they eat the plastic and it blocks their 8) and they die. It's bad for people because some of the plastic is 9) Governments don't do anything because the patch is in 10) 4 Work in groups. Discuss the questions. ‘a. What items of plastic do you use every day? . What do you do with the items when you have finished with them? . How can you reduce the amount of plastic you use? Pronunciation > Chunking “@Ea) 1 Listen §} and mark (/) where the speaker pauses. a. Look, if you're interested, why don’t you talk today? b. The problem with plastic is that it doesn’t biodegrade, soit ust stays in the water ‘moving with the currents. ¢. Fish eat it, and then it blocks their digestive systems and they die. 2 Match the sentence halves. More than one combination may be correct. a. We often pause. b. We don’t usually pause. __at places where we use commas and periods in writing ___ between prepositions or articles and nouns. _— after a group of words that communicate a complete message. 3 Mark (/) the sentences with the correct pauses. ‘Then listen 9, and check your answers. a. 1, It's an area in the [pause] ocean between Hawaii and California. 2, it an area in the ocean [pause] between Hawaii and California, b. 1. When the plastic gets there it stays and [pause] forms these enormous garbage patches. 2. When the plastic gets there [pause] it stays and forms these enormous garbage patches, ©. 1. So [pause] i’s bad for marine life [pause] and bad for people too. _ 2. So it’s bad [pause] for marine life and pause] bad for people too.__ 4 Work in pairs. Practice saying the sentences from activity 3 aloud. TVETGrammar > Future Perfect EQ) + Read the examples from Track 16 and underline the Correct options to complete the rules, He'll have finished in a couple of minutes. ‘twill have doubled in size by the year 2025 We'll have collected over a thousand signatures before the end of the day. See Grammar Reference, page 78. @. We use the future perfect to talk about an action that will be. 7. completed before a particular time in the futur. 2, taking place around a particular time in the future. b. We use will/won’t have +... to form the future perfect, 1. the continuous form of the verb. 2. the past participle. ¢. By, before, and in refer to the time in the future when an action 1. will begin 2. will be completed 2 Read the leaflet and underline the correct verb forms, ST cue aC he ial [ee eee Lik coed Plastics are a major problem for i ane By the time you finish reading this pe factories worldwide 4) will per peat oe be pedo erenco, ne 2) lave Woke il Pend sige ‘to reduce our consumption of a ios. Speakers 3) will have talked/will be talking i lodegradeble ‘alternatives, as well as ways to oian up eiting potion the conference, we hope that we ing/ ill have obtained at least one ‘on our Clean Up Plastics Now the conference 5) will have By the end of 4) will be obtain! million signatures i if we do that, 4 Rewrite the predictions with the correct form of 3 Look at the agenda of one of the conference speakers and write examples of what she wil or won't hat ve done by the different times. Meet two environmental groups Lunch with the US president Visit a plastics recycing plant Petts Give tok at the mniversity Attend conference closing ceremony - a. Before the end of the week b, By Tuesday afternoon . Before having lunch with the president d. By the time she attends the closing ceremony @. Before the closing ceremony the verbs in parentheses. ‘8. We won't be using oil by the end of the century Scientists (discover) an alternative to oil by the end of the century. ». There won't be any more gasoline-powered cars in 2050. Gasoline-powered cars — (disappear by 2050. ©. Governments will ban plastic bags before 2025. People (stop) using Plastic bags by 2025, d. The demonstrators will be in the main square at nine. The demonstrators (arrived) at the main square by nine.Sosseng > Views of the Future * Look 2 Te Dcures and decide which vision of 2 Write the phrases in the table according to how likely you think they are to be reality by 2200. live in Caves live on other planets live longer ie younger destroy other species on our planet find new species invent better robots unt animals find alien life forms eer ees wa 6 Use the table to make notes about what you will be doing and what you will have done at different Points in the future. 3 Add two more ideas to the table. 4 Conduct a class survey to find people who have a similar view of the future. 5 Mark the conclusion that best reflects your class's view of the future. ‘a. Most people are optimistic about the future, _ b, Most people are pessimistic about the future. _ . People don't agree about the future. _ ter] 7 Work in pairs. Talk about what you will be doing in. the future and what you will have achieved. ree Do you think that...? Where exactly will you...? Yes, absolutely! No way! 1'm sure that. Really! Do you think so? Unit 451.questions. at is the b at is proj h another pair. closely, and you will see that what you thought actually made from two big jelly cans. PRM eT us a thumping drum set are repurposed X-ray films, Th aluminum salad bow! with strings that are tuned 'A chamber orchestra of twenty young people in aE es paneer eee cs cal al Pere nrce dei Rn Be ‘The teens ofthe Orchestra of Instruments Recycled From ¢ ere erty Pen eco SMO Brea EL Peta ea ay flute, which is made from tin cans. Reece ca Uk ouds ; Mien kee Aa te aad Pree eka Muay : ane A eT Men uy kai Fa teaching trash-pickers how to protect themselves, Chavez opened a tiny music school at the landfil hoping to keep youngsters out of trouble, But he had just five instruments to share and at Pose ale} 4 misbehaved or kept disappearing. Chavez overcame the problem by Nera | ele Scena Al anne Tren ce ce there, The garbage that people throw away is giving young people in this PereaVocabulary > Prefixes CE) 1 Refer to the article and write the prefixes next to the gr0UpS of verbs. fe un dis- over under out mis- ) Se OE ie under out ‘Purpose, use, build ——Obey, appear, agree work, come, eat -fasten, pack, tie estimate, perform ~behave, treat, spell more aose —live, run, shine 2 Complete the sentences with appropriate prefix + verb combinations from activity 1 a. Favio Chavez. all the initial difficulties that he encountered. b. At first, some of the parents with the project, but they ‘soon changed their minds. . With the money from the orchestra, many of the people in the area have been able to their houses. d. Some of the youngsters are very talented. They can even ‘rained classical musicians. e. Some of the students because they were bored, f. One lesson from the projectis that you should never people. Listening > Giving Opinions 1 Work in pairs, Look at the sign and answer the questions. €. Where would you see this sign? b. What kinds of things would you expect to see at the exhibition? 2 Listen 6% to two teens and check your ideas. 3 Listen again and complete the table with the speakers’ opinions about the pieces (¥ = positive, (0 = neutral, X = negative). Pern for) cay 4 Write ¢ (Chrissie) or J (Joe) and P (painting), S (sculpture), or H (hat), according to who said each phrase and which piece they were talking about. a.itsamazing!_—— b. Icean't make up my mind, ___ . It's OK, | suppose, but nothing special.__ d. Inmy opinion, it’s really interesting. _ . This one’s not bad,__ £ I mof two minds about that one, _ 8 It’snotreally my style___ ‘5. Work in pairs. Discuss which phrases from activity 4 are positive, negative, or neutral. Speaking > My Kind of Thing > Work in pairs. Look at the museum pieces and give your opinions about them. Give positive, negative, and neutral opinions.os 2 Work in groups. Discuss the title of the essay. rita notes in the table. Writing > An Opinion Essay ER) ‘1 Work in pairs. Look at the cartoon and answer the questions. @. What is a litterbug? . Why do the bugs say that they love litterbugs? . Are litterbugs a problem in your area? What do ‘ eople do with their trash? 3 Read the essay ancl say what the writer's oplron Should littterbugs be given heavy fines on the spot? Litter dropped by people in public places is becoming more and more of a problem, |) In my opinion, getting litterbugs to pay a heavy Fine will solve the problem, 2) My main reason is the cost. 3) It is a fact that local authorities pick up tons of litter from our streets each year and this costs local tax payers millions of dollars. 4) As a result, less money is spent on other important things such as education and health. 5) Lt seems to me that if people are Fined For dropping litter, the money can be used to help pay for these important services: 6) Another good reason is the impact on the environment. 7) Host people agree that litter makes a place very unattractive to live in, 8) Furthermore, it not only looks untidy, but it can be a health hazard, Litter often attracts rats and other pests, 9) Inconclusion, I believe that people will think twice before dropping their trash in the streets if there is a heavy fine to pay. Our towns and cities will be cleaner and, importantly, this will also save publ money.4 Mark (1) the reasons the writer gives to support his oF her opinion, @. Civic education is impor D. Its good to make people fee! gui ©. Reducing litter saves money, 4. Services like education and health are important.__ ©. Litter makes places look ugly,__ £ Litter is dangerous for heath, & Itis important to punish people _ 5 Write the facts the writer uses to support his or her points. a. Cost 1 2 b. impact on the environment 1 2 6 Match the underlined expressions in the essay to the functions. More than one answer is possible. a. Expressing an opinion U believe thet...) b. Stating facts (tis true that...)_ C. Referring to other people's ideas (Many people believe that...)__ d. Giving reasons (One important reason is...)_ e. Addition Un adaition...)_ £ Concluding (To sum up...)__ 7 Discuss the questions. a. What happens to litterbugs in your town? b. Do you think a fine would stop people from littering where you live? Weting > Conservation Essay 1 Look at the pictures on these pages and choose ‘one of the topics to write an essay. a. Should plastic bags be banned in stores? b. is pollution the biggest probie world today? c. Whose responsibilty is it to protect the environment? ‘Organizing an Opinion Essay » Use four aeeganrs in en opinion essay. ‘cotton ine fst paregrann.n the secons 200 ire paragrepts, gye reasons hat anon Or opinion. Concuce ne lat paren » Don't forget to gie smoe fecsand earpies to sucnor your opinion > Consider your opinion about the topic. Brainstorm ldeas that support your opinion. > Organize your ideas into paragraphs. Provide facts ‘and examples that support your ideas. ea Paragraph 4 2 Write a first draft. > Check your draft. Use the questions as a guide. a. Is the essay organized into appropriate paragraphs? b. Are the ideas and the conclusion clear? C. Is the language correct (grammar, punctuation, and spelling)? 3 Write a final draft.Reading and Use of English > For numbers 1-8, read the text and decide which o (A,B, C, or D) best fits each gap. Lonnie Zamora’s Exciting Day On April 24, 1964, various (1) in Socorro, New Mexico, reported secing a UFO. For one man, police officer Lonnie Zamora, the encounter was so (2) that tracted him from a high-speed car chase. What grabbed Officer Zamora’s (3) ‘was a gigantic cone of blue light rising thousands of feet into the air. He went in the direction of what he thought was an explosion. When he arrived, he saw a most unusual (4) —two small humanoid creatures were climbing into an extremely large metallic object standing on girder-like legs at the bottom of gully. (5) ‘a bluish flame shot out of the bottom, of the vehicle and it disappeared into the distance. The officer got on his radio to (6) what he had just seen. AQ), of the area later found evidence of the incident —angular indentations in the (8) where the UFO had been standing and burned foliage from its take off. "Adapted from: http/istverse.com/2013/09/25/10-strange-and-plausible ufo-sightings/ ‘A audience —B spectators C witnesses D viewers 1 2 A astonishing B surprised C ordinary D excited 3 A mind B brain C attention D thoughts 4 A view B panorama C landscape D sight 5 A Suddenly B Rapidly C After D Now 6 A tell B announce C declare —D report 7 A survey B monitor C check-up D control 8 Aterritory 8 ground —C habitat ~~ country a '56 Practice Your Exam Skils 2d Practice Your Exam Skills 2 mmbers 9-16, read the text and think oes est fits each Sap. Use only of the word that b one word in each gaP- UFO Caught on Camera igust 15, 1950, minor league On the night of Aus baseball manager Nick Mariana became ° first person to capture {film footage of a UFO. It happened as he (10) inspecting the diamond before a game in Great Falls, Montana, which ay since become a hotbed of UFO sightings, and is close (12)___ a US Air Force base Mariana filmed two bright dots streaking across the sky with his 16 mm movie camera, which he says he (13) to keep in his car. He sent the film to be developed and then began to contact local newspapers. After a4) he wrote a letter to the Air Force and was interviewed at Malmstrom Air Force Base. After examining the film, the Air Force concluded that it was a “possible aircraft” and dropped their investigation. While {wo fighters were landing at Malmstrom at around the time of the sighting, Mariana insisted that he (15) seen those, t00— in a different part of the sky. He also claimed that (16) he got his film back. Several frames that showed the spinning discs ‘more clearly were missing —presumably cut bY the Air Force. ‘Adapted from htto/ristverse.con/2013/09/25/10-Sra0S? -end-plausible-utosightingsyListening 6 Speaking > You will hear a man called Philip Green, who works for an > Work in pairs. Look at the pictures and say environmental organization, talk about what we can do to what is happening, recycle more of our waste. For numbers 1-10, complete ‘sentenc if the Imagine you are one of the people in one o the: Ices with a word or short phrase. pictures. Say what you told a TV reporter about your experience. Philip Says that a lot of things we throw away, like (@________ waste, will eventually biodegrade Safely. A lot of stuff needs to ‘de kept out of @ He says that @___ can easiy be recycle. He ‘Suggests giving old computers and printers toa @ He reminds the audience they can find (5) for batteries at the entrance to Most stores. Philip also says that an incredibly large quantity of medical Supplies are thrown away in the (6) ‘A-company called Giobal Links accepts these items and shares them with (7) ‘and clinics in developing countries. Philip goes on to talk about another place we keep all sorts of things: our (8) He mentions toxic waste you might find there, ike (9) and weed Killer He thinks there is more awareness nowadays, especially amongst the (10) this will pay dividends in the future. and that. Writing > Complete the task. Write 120-150 words in an appropriate style. * In your English class you have been talking about the environment. Now your English teacher has asked you to write an essay. ‘© Write an essay using all the notes and giving reasons for, your point of view. The biggest problem facing humankind is the damage _ people ing to the environment. What can people do to remedy the sifuation® Notes ee Write a —— The changing climate 1 The destruction of natural habitats (forests 3.(your own idea) EX Practice Your Exam Skils 57