YILDIZ TECHNICAL UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

DEPARTMENT OF BASIC ENGLISH

B1+ LEVEL PACK

(WEEKS 11-15)
(Main Course / Reading / Listening / Writing)

2023 – 2024
SPRING TERM
Teacher’s Copy
 TABLE OF CONTENTS
MAIN COURSE PACK
UNIT 9 ………………..………………..………………..………………..………………..………………..…………… 1
UNIT 10 ………………..………………..………………..………………..………………..………………..…………… 15
Phrasal Verbs ………………..………………..………………..………………..………………..………………..…… 29
READING PACK

Unit 9A – Extra Comprehension Questions …………………………………………………………………………. 37

Unit 9 – Additional Reading Practice 1 …………………………………………………………………………. 38
Unit 9B – Extra Comprehension Questions …………………………………………………………………………. 40
Unit 9 – Additional Reading Practice 2 …………………………………………………………………………. 41
Unit 9A & 9B – Vocabulary Revision …………………………………………………………………………. 44
Unit 7-8-9 / Vocabulary Revision …………………………………………………………………………. 45

Unit 10A – Extra Comprehension Questions …………………………………………………………………………. 46

Unit 10 – Additional Reading Practice 1 …………………………………………………………………………. 47
Unit 10B – Extra Comprehension Questions …………………………………………………………………………. 49
Unit 10 – Additional Reading Practice 2 …………………………………………………………………………. 50
Unit 10A & 10B – Vocabulary Revision …………………………………………………………………………. 52

Unit 11A – Extra Comprehension Questions …………………………………………………………………………. 54

Unit 11 – Additional Reading Practice 1 …………………………………………………………………………. 55
Unit 11B – Extra Comprehension Questions …………………………………………………………………………. 56
Unit 11 – Additional Reading Practice 2 …………………………………………………………………………. 57
Unit 11A & 11B – Vocabulary Revision …………………………………………………………………………. 59

Unit 12A – Extra Comprehension Questions …………………………………………………………………………. 61

Unit 12 – Additional Reading Practice 1 …………………………………………………………………………. 62
Unit 12B – Extra Comprehension Questions …………………………………………………………………………. 64
Unit 12 – Additional Reading Practice 2 …………………………………………………………………………. 65
Unit 12A & 12B – Vocabulary Revision …………………………………………………………………………. 67
Unit 10-11-12 / Vocabulary Revision …………………………………………………………………………. 69
 LISTENING PACK
Unit 5 – Listening 1 ………………………………………………………………… 73
Unit 5 – Listening 2 ………………………………………………………………… 77
Unit 5 – Vocabulary Practice ………………………………………………………………… 80
Unit 5 – Additional Listening Practice ………………………………………………………………… 81
Unit 5 – Extra Speaking Activity ………………………………………………………………… 86

Unit 6 – Listening 1 ………………………………………………………………… 88

Unit 6 – Listening 2 ………………………………………………………………… 92
Unit 6 – Vocabulary Practice ………………………………………………………………… 95
Unit 6 – Additional Listening Practice ………………………………………………………………… 96
Unit 6 – Extra Speaking Activity ………………………………………………………………… 101
Units 5&6 – Vocabulary Revision ………………………………………………………………… 102

Unit 7– Listening 1 ………………………………………………………………… 103

Unit 7 – Listening 2 ………………………………………………………………… 106
Unit 7 – Vocabulary Practice ………………………………………………………………… 108
Unit 7 – Additional Listening Practice ………………………………………………………………… 109
Unit 7 – Extra Speaking Activity ………………………………………………………………… 114

WRITING PACK
ESSAY WRITING PRACTICE 1: ………………………………………………………………… 117
GENERATION GAP
ESSAY WRITING PRACTICE 2: ………………………………………………………………… 128
POSITIVE EFFECTS OF ART ON PEOPLE
EXTRA CAUSE/EFFECT ESSAY TOPICS FOR ………………………………………………………………… 140
CLASSROOM USE
SELF-EDITING CHECKLIST FOR CAUSE/EFFECT ………………………………………………………………… 141
ESSAYS
SELF-EDITING CHECKLIST FOR OPINION ESSAYS ………………………………………………………………… 142
ESSAY WRITING CRITERIA ………………………………………………………………… 143
 YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES
DEPARTMENT OF BASIC ENGLISH

MAIN COURSE PACK

B1+ LEVEL

2023 – 2024
SPRING TERM
Teacher’s Copy
 UNIT 9
• Causatives
• Whatever / Whoever / Whenever / However / Wherever
• VERB PATTERNS 1: V+ing / Infinitive with ‘to’
• [ASSIGNMENT] Conditionals – Revision (Zero-First-Second-Third Type)
• [ASSIGNMENT] Passives – Revision (All Tenses)

CAUSATIVES

The Causative Form is used when we do not do something ourselves but arrange someone else
(usually an expert) to do it for us. The form is: have/get + object + V3
ü Use this structure when you want to emphasise both the thing that an action happens to and the
person that the thing belongs to.
ü The doer – the person that does the action – is unimportant, unknown or obvious. If you include
the person who does the action, use by.
ü Use have + object + V3 in more formal situations.
Ex. Please have every student's exam checked by an external examiner.
ü You can also use this structure to focus on things that happen to you, often bad, but which you
don't organise or pay for. For this use, use have + object + V3
Ex. I hate having my photo taken.
Ex. He had all his money stolen while he was on holiday.

Ø Affirmative I get my hair cut every month.

I had the house painted last week.
Ø Negative We didn't get it delivered. We collected it ourselves.
We haven't had it fixed yet.
Ø Questions Have you had your hair cut?
Where did you get your nails done?
Some verb forms in the Causative Form
Ø Simple Present He has his car serviced.
Ø Present Continuous Beth is having her car washed.
Ø Past Simple He had three letters typed yesterday.
Ø Present Perfect The girls have had their bicycles repaired.
Ø Past Perfect By the time the plumber arrived, we had already got the leak fixed.
Ø Simple Future We will have the lights installed next week.
You should have the fridge repaired.
Ø Modals You can get the car looked at in the garage.
We had our house broken into while we were away.

Exercise 1: You are a producer. Write the steps of a play using Causative with the tenses in brackets.
0. make / costumes (Simple Past)
I had the costumes made.

1. a venue/find (Present Perfect)

I have had a venue found.

2. a script / write (Present Continuous)

I am having a script written.

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 3. sets / build (should)
I should have the sets built.

4. actors / choose (be going to)

I am going to have the actors chosen.

5. lines / rehearse (will)

I will have the lines rehearsed.

Exercise 2. Complete the blanks with the Causative Form of the words in brackets.
Four months ago, Greg (0) had his mansion painted (his mansion/paint) and he also (1) had extra
rooms added (extra rooms/add). These days, he (2) is having trees planted (trees/plant) around the
mansion. Next month, Greg (3) will have/is going to have a swimming pool built (a swimming pool/build)
in the back garden.
Greg and Grace (4) have already had the wedding reception organized (already/the wedding
reception/organise) by the manager of the White Hotel. They (5) had their honeymoon planned (their
honeymoon/plan) by their private travel agent two weeks ago. However, where they are going is a secret.
Grace (6) has already had her wedding gown made (already/her wedding gown/make) by top
designer. Fred Lancer, and sources say that Greg (7) is having his suit made (his suit/make) by Armando
these days.
Just before the wedding, Grace (8) will have/is going to have her hair done (her hair/do) by
Michael Kent. During the ceremony, the couple (9) will have/is going to have photos taken (photos/take)
by the world famous photographer Katherine Auburn.

Exercise 3. Find the four sentences with a mistake and correct them. If there's no mistake, write
'correct' in the gap.

0. You should get that wound checked by a doctor. It looks bad!

Correct.

1. I need to get my suit to be cleaned. Do you know a good place nearby?

I need to get my suit cleaned. Do you know a good place nearby?

2. We're having a new kitchen fitted at the moment.

Correct

3. I had my car was broken into last night. Luckily, there wasn't much to steal!
I had my car broken into last night. Luckily, there wasn't much to steal!

4. He had his nose broken in a car crash.

Correct.

5. They got built a swimming pool in their back garden last year.
They got a swimming built in their back garden last year.

6. I'm afraid you'll need to have the whole screen replaced.

Correct.

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 WHATEVER / WHOEVER / WHENEVER / HOWEVER / WHEREVER

Use whatever, whoever, whenever, however and wherever when:

§ it doesn't matter what, where, when, etc.
§ you don't have to be specific about the thing, place, time, etc.
§ you don't know the thing, place, time, etc.

• I give up! Whatever I do, you never seem happy about it! (= it doesn't matter what I do)
• You can park wherever you want. It's all free parking on (= you can park anywhere)
Sundays.
• Ask whoever you want. They'll all say the same thing. (= ask anybody)
• Whenever I go and visit her, she always cooks me a huge meal! (= every time I visit her)
• She was always kind to me, however badly I'd behaved! (= it didn't matter how badly I'd
behaved)
• She can eat whatever she wants and never seems to put on any (= she can eat anything and
weight! everything)
• He always phones us every day wherever he is in the world. (= it doesn't matter where he is)

Exercise 1. Complete the sentences with the words below.

however whatever whenever wherever whoever

1. We get on OK whenever we meet, but I wouldn't say we're good friends.

2. Some people are just good at enjoying themselves wherever they are in the world.
3. Feel free to visit whenever you're in the area.
4. Whatever he told you, it's not true.
5. She's from Manningtree, wherever that is.
6. What an amazing photo! Whoever took that is really talented!
7. She has enough money to buy whatever she wants.
8. It's still a big problem however you look at it.

Exercise 2. Complete the second sentence so that it means the same as the first. Use three words.
1. I don't know who said that, but they're wrong!
Whoever said that is wrong!
2. It doesn't matter where she goes. She always manages to make friends.
She makes friends wherever she goes.
3. It doesn't matter what people say about him. I still like him.
People can say whatever they want about him. I still like him.
4. Even if you're really talented, you still have to practise.
You still have to practise, however talented you are.
5. Every time I hear this song, I think of you.
I think of you whenever I hear this song.

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 VERB PATTERNS 1: V+ing / Infinitive with ‘to’

When two verbs are used together, the second verb often takes either the -ing form or the infinitive
with to. The choice of form depends on the first verb. There are no rules for this. You just have to
learn which verbs are followed by which patterns.

• some verbs followed by the -ing form >

avoid consider enjoy finish involve mind miss practise recommend suggest admit
dislike keep risk fancy delay mention detest deny imagine endure postpone

• some verbs followed by the infinitive with to >

agree decide expect fail need offer refuse afford hesitate plan remind demand
hope prepare seem appear deserve learn pretend swear arrange manage
promise tend ask mean threaten beg happen regret volunteer claim want, etc.

• Some verbs can be followed by both the -ing form and the infinitive with to without any real
change in meaning. > e.g. begin continue hate like start
ü When did you begin to feel / feeling like this?
ü I hate to complain / complaining, but sometimes it's necessary.
ü I don't like to ask / asking you, but I have to.
ü When did you start to smoke / smoking?

• A small group of verbs can be followed by both the -ing form and the infinitive with to, but the
different forms affect the meaning. > e.g. try stop remember forget

ü Try drinking lots of water and see if that helps. (= a suggestion)

ü I tried to stand on it, but it was too painful. (= some kind of effort or difficulty)

ü I stopped taking the medicine because it wasn't helping. (= I used to take it, but I don't now.)
ü I stopped to have a little rest. (= This is the reason I stopped doing what I was doing before.)

ü I must remember to get my medicine from the chemist's. (= It's important that I do this.)
ü I don't remember getting the knock on my head. (= It happened, but I have no memory of it.)

ü Don't forget to take your medicine. (= Remember to do it because it's important.)

ü I'll never forget seeing him there. (= It happened and I still remember it.)

GERUNDS are used:

as a noun (subject or object of a verb): Swimming is a very good form of exercise.
I kept coughing for a long time.
after a preposition or verb + preposition: Touch your toes without bending your knees.
after certain expressions: There's no point in telling her the truth now.
• can’t stand & it’s no good/use My grandma has difficulty in walking.
• have difficulty in & it’s worth I can't help feeling nervous before a big
• can’t help & feel like & there’s no point in presentation
I don’t feel like going out tonight.
after verbs or expressions with “to”:
• be used to & look forward to They are looking forward to travelling abroad
• be accustomed to & object to

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 INFINITIVES are used:

as a noun, adjective, or adverb To see her every day is a privilege.

to express purpose: She went to the post office to collect her parcel.

after certain nouns (pleasure, shock etc.) It was a great pleasure to meet you.

after certain adjectives: Jack was happy to hear his son was out of
lucky surprised amazed determined pleased danger.
sad glad shocked willing happy ready sorry,
etc.

after the object of certain verbs: My friend invited me to join them.

force order teach convince permit tell I beg you to forgive me for my thoughtless
ask encourage persuade urge beg actions.
expect invite remind want cause forbid I urge you to consider all the options before
need require warn, etc. making a decision.

It + be + adjective + of It was very kind of her to call.

with too/enough: This shirt is too large for me to wear.

Exercise 1. Choose the correct alternatives. In one sentence, both alternatives are possible.
1. I didn't learn driving / to drive until I was 35.
2. I'd recommend talking / to talk to someone about it if it doesn't get better soon.
3. When did you begin feeling / to feel it was becoming a problem?
4. I didn't expect spending / to spend Christmas in hospital, but it was actually lovely!
5. My job involves dealing / to deal with some very angry people sometimes.
6. It's hard to practise speaking / to speak a language if you don't know other speakers.
7. I promise stopping / to stop smoking this year, but it's not easy.
8. I usually avoid going / to go to the dentist's unless I really have to.
9. I was lucky. The doctor agreed seeing / to see me first thing tomorrow.

Exercise 2. Complete the second sentence so that it means the same as the first. Use the verbs in
brackets.
0. Start with a short walk of a kilometre or two. (suggest)
I suggest starting with a short walk of a kilometre or two.
1. I just get really out of breath all the time. (keep)
I keep getting really out of breath all the time.

2. It'd be best if you stayed in hospital overnight. (need)

I'm afraid you'll need to stay in hospital overnight.

3. I'll send her a card. Can you remind me later? (remember)

I must remember to send her a card.

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 4. They did lots of different tests, but in the end, they couldn't find anything wrong. (fail)
After doing all sorts of tests, they failed to find anything wrong.

5. You should think about becoming a doctor. (consider)

Have you ever considered becoming a doctor?

6. On my way to work, I went in to the doctor's surgery and made an appointment. (stop)
I was walking past the doctor's surgery on my way to work and I stopped to make an
appointment.

7. I wanted something for the pain, but the doctor wouldn't give me anything. (refuse)
The doctor refused to give me anything for the pain.

Exercise 3. Rewrite the sentences using Gerund or Infinitive phrases.

0) It's inappropriate to talk about politics at work or school.
Talking about politics at work or school is inappropriate.
1) Using certain gestures is impolite in some foreign countries.
It is impolite to use certain gestures in some foreign countries.

2) Asking someone's age is often considered rude.

It is often considered rude to ask someone's age.

3) It's not unusual in the U.S. to address a professor by his or her first name.
Addressing a professor by his or her first name is not unusual in the U.S.

4) Hugging friends when you greet them is customary in many cultures.

It is customary in many cultures to hug friends when you greet them.

5) Asking strangers if they're married is inappropriate in some countries.

It is inappropriate in some countries to ask strangers if they're married.

[ASSIGNMENT]
CONDITIONALS – REVISION (ZERO-FIRST-SECOND-THIRD TYPE)

Exercise 1. Match the beginning of each sentence in Column A with the correct ending in Column B.

Column A Column B

1. If I had more time, f a. I can’t fall asleep at night.

2. If I drink coffee in the afternoon, a b. if I leave early today.
3. If I hadn’t wasted time on the weekend, h c. if you took the subway instead of driving.
4. Unless it rains on Saturday, g d. if you hadn’t helped me with it.
5. Will you be able to finish our project b e. I wouldn’t have passed the test.
6. You would save time c f. I’d go to the movies more often.
7. Even if I had studied more, e g. I’m going to go hiking.
8. I wouldn’t have finished the report d h. I would’ve finished all my work.

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Exercise 2. Choose the correct answer to complete each sentence.
1. If the bus is late, I __________ late for school.
a) ’ll be b) ’d be c) was

2. I'll phone Charlie from home later if I __________.

a) remembered b) remember c) ’ll remember

3. If you __________ study for the exam, you fail. True story.
a) don't b) didn’t c) hadn’t

4. If I go to the shops this afternoon, I __________ some chocolate for you.

a) buy b) ’ll buy c) would buy

5. If I __________ enough money, you know I’d lend it to you.

a) have b) would c) had

6. I __________ borrow my parents' car if I had my driving licence.

a) can b) could c) ’ll

7. I __________ tell anyone if you tell me.

a) wouldn’t b) won’t c) did not

8. If there's any cake left, I __________ another piece.

a) had b) would have c) ’ll have

9. If you had three wishes, what __________ you wish for?

a) did b)would c) will

10. You gain weight if you ___________ too much.

a) ate b) eat c) would eat

Exercise 3. Complete each conversation with the correct form of the verb in parentheses.
1. Jesse: Are you happy to be living in the twenty-first century?
Carla: Well, sometimes I wish things moved (move) more slowly.

2. Elena: Why didn’t you mention the new book about time travel in your report?
Eric: I wish someone had told (tell) me about it. I didn’t realize it had been published.

3. Dan: I decided to change my topic. I couldn’t find information about time machines.
Kate: I wish I had known (know). I could’ve helped you do research.

4. Deema: I miss working with you and your team on physics projects.
Antonio: We miss you, too. We wish you were (be) here.

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 5. Matt: I wish Craig would arrive (arrive) on time for our meetings.
Lily: I know. He’s always late.

6. Bill: We missed you in the lab today. We made a lot of progress.

Rosa: I wish I had been able (be able) to come, but I had to go to a meeting.

7. Kitty: What’s the matter? Didn’t you like the movie?

Paul: I wish I hadn’t seen (not see) it. It was terrible!

8. Chris: Are you reading The Time Machine by H. G. Wells?

Zahra: Yes. We have to read it for class. Some of my classmates wish we wouldn’t have to (not
have to) read it. I love science fiction, though, so I’m enjoying it.

Exercise 4. Read the text. Find and correct seven more errors with conditionals and wish.

Some people wish it (0) is were is possible to travel back into the past. If it were possible, they
can go back to any time they wanted. At least, that’s what they think. Actually, this isn’t true, but it’s
easy to get the wrong idea. When you will see movies about time travel, you don’t always get the full
story. In fact, you can only go back to the time when your time machine was created. For example, if
your time machine was created on January 1st, and you travelled in it six months later, then you can’t
travel back in time any earlier than January 1st.
Why is time travel such an attractive idea? We all have done things in the past that we wish we
hadn’t done. We wish things happened differently. For example, if I didn’t go to the store the day of my
car accident, the accident wouldn’t have happened. I wouldn’t have gotten hurt if it didn’t happen. If
time travel allowed us to go back in time, it will be possible to prevent bad experiences. Wouldn’t we
all want to do that if we could? It’s too bad we can’t.
Future time travel, however, is possible. If scientists figure out how to do it, people will be able
to see their lives 20 or 30 years into the future. If you could travel 20 or 30 years into the future, will
you want to do it?

ANSWER KEY:
Some people wish it (0) is were possible to travel back into the past. If it were possible, they (1) can
could go back to any time they wanted. At least, that’s what they think. Actually, this isn’t true, but it’s easy
to get the wrong idea. When you (2) will see movies about time travel, you don’t always get the full story.
In fact, you can only go back to the time when your time machine was created. For example, if your time
machine was created on January 1st, and you travelled in it six months later, then you can’t travel back in
time any earlier than January 1st.
Why is time travel such an attractive idea? We all have done things in the past that we wish we
hadn’t done. We wish things (3) had happened differently. For example, if I (4) didn’t go hadn’t gone to the
store the day of my car accident, the accident wouldn’t have happened. I wouldn’t have gotten hurt if it (5)
didn’t happen hadn’t happened. If time travel allowed us to go back in time, it (6) will would be possible to
prevent bad experiences. Wouldn’t we all want to do that if we could? It’s too bad we can’t.
Future time travel, however, is possible. If scientists figure out how to do it, people will be able to
see their lives 20 or 30 years into the future. If you could travel 20 or 30 years into the future, (7) will would
you want to do it?

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Exercise 4. Read the news article about a difficulty two tourists experienced while traveling to
Toronto. Choose the correct answers.
Imagine that you are unemployed and have a family to support. What (1) ______ you do if you
found a wallet in the street? Would you keep the money if you (2) ______ no one would ever find out?

When Cristina Mendez faced that situation last week, she

brought the wallet to the police, who traced it to Mr. and Mrs. Suzuki,
tourists visiting Toronto from Japan. The Suzukis were pleasantly
surprised to see the wallet - and their money - again. "If we (3) ______
the money back, we would have had no money for the rest of our trip.
It (4) ______ a long time to pay back that debt," beamed Mrs. Suzuki.

The police officer who handled the situation was not surprised, however. "Most people are
honest," commented Sgt. Abdul Amin, of Toronto Police Services. "If they (5) ______, our job would
be even harder than it already is."

Did Mrs. Mendez have a hard time making her decision? "Frankly, yes. We needed the money. I
found Mr. Suzuki's wallet lying next to the curb at the corner of Yonge and Dundas Streets. I wouldn't
have seen the wallet unless I (6) ______ down at just that moment. For a little while, it seemed like fate
had sent it to us. But if I (7) ______ a difficult decision to make as such, I always discuss the problem with
my husband. We both knew what the right decision was in this situation. We always tell our kids if
something (8) ______ to you, return it. Our kids (9) ______ the rules even if we don't obey the rules
ourselves."

The Suzukis have offered Mrs. and Mr. Mendez a reward, and a friendship has sprung up between the
two families. "If the Mendez family ever come to Japan, they (10) ______ our guests," said Mr. and Mrs.
Suzuki.

1. a) do b) did c) will d) would

2. a) will know b) would know c) knew d) had known
3. a) didn’t get b) hadn’t got c) won’t get d) wouldn’t have got
4. a) would have taken b) had taken c) will take d) took
5. a) aren’t b) weren’t c) won’t be d) wouldn’t be
6. a) glance b) glanced c) had glanced d) wouldn’t have glanced
7. a) have b) had had c) had d) will have
8. a) won’t belong b) wouldn’t belong c) doesn’t belong d) didn’t belong
9. a) follow b) followed c) had followed d) would have followed
10. a) would have been b) had been c) were d) will be

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 [ASSIGNMENT]
PASSIVES – REVISION (ALL TENSES)

Exercise 1. Read each sentence and underline the object of the verb. Then rewrite the sentences in
the passive. Do not include the agent of the action. Use the correct form of the verb.

0. We protect about 12 percent of the land on Earth in some way.

About 12 percent of the land on Earth is protected in some way.
1. Local officials are considering new guidelines for beach preservation.
New guidelines are being considered for beach preservation.

2. The mayor has created a nature preserve near the river.

A nature preserve has been created near the river.

3. Were guides giving tours yesterday at the nature preserve?

Were tours being given yesterday at the nature preserve?

4. Villagers have cut down all the trees in that forest.

All the trees have been cut down in that forest.

5. Did swimmers see dolphins near the beach?

Were dolphins seen near the beach?

6. Is the parks department protecting the birds on the island?

Are the birds protected on the island?

7. Volunteers cleaned up the trash on the riverbank.

The trash was cleaned up on the riverbank.

8. Fishermen catch tens of thousands of fish every day.

Tens of thousands of fish are caught every day.

9. Has anyone reported the environmental problems to government officials?

Have the environmental problems been reported to government officials?

Exercise 2. Complete the sentences. Use the modal and the passive form of the verbs in parentheses.

0. Sea turtles must not be disturbed (must / not disturb) during the nesting season.
1. Rules about proper behavior around sea turtles should be followed (should / follow).
2. Information about the turtles can be found (can / find) at nature preserves.
3. New beach rules are going to be posted (be going to / post).
4. In many coastal towns, no street lights will be turned on (will / turn on) when the turtles are
nesting.
5. Photographs should only be taken (should only / take) from far away.
6. The effects of human behavior on sea turtles might be understood (might / understand) more
clearly now.
7. Perhaps more sea turtles will be saved (will / save) in thefuture.

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Exercise 3. Read the sentences. Circle the correct verb form to complete each sentence.
1. The Grand Canyon has shaped / has been shaped by the once powerful Colorado River.
2. Now the great Colorado River is drying up / is being dried up.
3. About seventy percent of the water uses / is used to grow crops.
4. People in far-off cities, for example, Los Angeles, are using / are being used the water.
5. Miles of dried up river beds can see / can be seen now.
6. A lot of animals have not survived / have not been survived the dry conditions.
7. Climate change is also harming / is also being harmed the Colorado River.
8. In the next few decades, the amount of available water may reduce / may be reduced significantly
because of climate change.
9. What could do / could be done to save the river?
10. More water should conserve / should be conserved.
Exercise 4. Complete the article with the words in parentheses. Use the passive and the correct form
of each verb. Add by + agent when necessary.

Nearly one-third of parrot species (1) are threatened

(threaten) in the wild. The World Parrot Trust (2) started (start)
in 1989 to help parrots survive and also to help protect parrots in
captivity. Educational materials (3) are posted (post) on the
World Parrot Trust’s website regularly. They teach the public
about the dangers parrots face around the world. The Cape
Parrot of South Africa (4) is endangered (endanger). This parrot
(5) has to be protected (have to / protect) because of three problems. First, their population (6) was/has
been reduced by diseases (reduce/disease). Now only 1000 to 1500 of these parrots still live in the wild.
Second, the parrots’ natural habitat (7) was/has been damaged by deforestation
(damage/deforestation). The third problem relates to business. Although it is against the law, large
numbers of these birds (8) are caught by wild-parrot traders (catch/wild-parrot traders). Then they (9)
are sold (sell) to people who want them as pets.

Exercise 5. Complete the article about one of the natural wonders of the world with the words in
parentheses. Use the active or passive and the correct form of the verbs. Add by when necessary.

Table Mountain (1) is considered (consider) to be one of the

most amazing places in South Africa. It (2) is (be) in the beautiful city
of Cape Town. The flat top of the mountain measures 2 miles across.
A tall pile of stones (3) is placed (place) on the highest point of the
mountain. The pile of stones (4) is called (call) Maclear’s Beacon.
Table Mountain (5) is visited by (visit) many tourists who like to hike
and bike there. In 1926, Trygve Stromsoe, a Norwegian engineer, (6)
proposed (propose) a plan for a cable car system on the mountain. The cableway (7) was completed
(complete) in 1929. Since the opening of the cableway, over 16 million people (8) have taken (take) the
trip to the top of the mountain. Table Mountain offers visitors an incredible view of Cape Town. The
mountain (9) is also known (also / know) for something else: Mensa, a group of stars. These stars (10) are
named (name) after Table Mountain. (Mensa means “table” in Latin.)

11
Exercise 6. Choose the correct answer to complete the text.

African Manatees

Manatees are often referred to as sea cows due to their

slow-movements and herbivorous diet. In fact, they are large,
aquatic mammals which (1) __________ for their gentle nature.
Manatees (2) __________ into three species: the West Indian
manatee, the Amazonian manatee, and the West African
manatee. African manatees (3) __________ in the rivers and
coastal areas of western Africa. Unfortunately, biologists
(4) __________ that the future of African manatees is uncertain.
There are now fewer than 10,000 of these animals left as they (5) __________ illegaly. In addition, a large
part of their natural habitat (6) __________ by the building of dams.

1. a) have been known b) were known c) are known

2. a) divided b) are divided c) will divide
3. a) must be found b) should be found c) can be found
4. a) predict b) had predicted c) were predicted
5. a) are going to hunt b) are hunted c) have hunted
6. a) destroyed b) has been destroying c) is being destroyed

In Senegal, for example, manatees get stuck in the shallow water which (7) __________ by dams
on the Senegal River. Pollution from boats on the river also (8) __________ their habitat, as does the
clearing of wetlands. Hunting is another problem. Hunting manatees is illegal, but even today their meat
(9) __________ in markets, and their bones (10) __________ to make parts of walking sticks. Because the
laws are not strongly enforced, people who hunt manatees illegally (11) __________. Although all
manatees (12) __________, the African manatees are especially at risk because of the serious problems
they face. Many environmental groups (13) __________ campaigns to save African manatees for the last
few years. They hope that education and better law enforcement (14) __________ these animals.

7. a) is created b) will be created c) has created

8. a) has been damaged b) is damaged c) damages
9. a) sell b) is being sold c) has been sold
10. a) are used b) used c) use
11. a) don’t have to be punished b) musn’t be punished c) can’t be punished
12. a) had endangered b) are endangered c) were endangered
13. a) has been making b) has been made c) made
14. a) protected b) were protected c) will protect

12
 UNIT 9 – VOCABULARY REVISION & SPEAKING

Exercise 1. Choose the correct alternatives to complete the questions. Then ask and answer the
questions with a partner.

1. Do you think it is easier to get special offers/sales online?

2. Have you ever had goods/a credit card?
3. Do you always pay for food shopping in cash/exchange?
4. Do you prefer to get things refunded/delivered rather than go to the shop?
5. Do you buy new gadgets as soon as they go on/in sale?
6. Do you think that bigger refunds/goods such as washing machines are cheaper online?
7. Do you like to save/pay up for a special purchase?
8. Do you always pay for purchases in/by credit card?
9. Do you ever waste time looking for a refund/bargain?
10. Have you ever changed your mind about something and cancelled/paid for an order online?
11. Do you regularly exchange/cancel clothes you buy in store?
12. Do you always deliver/keep the receipts for everything you buy?
13. Have you ever got a sale/refund for something you’ve bought?
14. Do you spend time looking around to find a good deal/receipt?
15. Do you always go to the January sales/bargains on the day they start?

Exercise 2. Talk about the famous paintings below. Use the adjectives from the box.

abstract cheerful fascinating original realistic spectacular ugly weird

awful creative old-fashioned powerful silly traditional unoriginal

Example:
o I find this painting ______________ and ________________.
o This style of art is both ______________ and ______________, which is why I don’t like it.
o The artist must be very _______________ because the painting is really ______________.
o I like/don’t like this painting because it’s _______________ and very _______________ .

13
 UNIT 9 – EXTRA SPEAKING ACTIVITY

Exercise 1. Take turns and read the statements below.

Your partner will agree using so + auxilary verb + subject OR neither / auxilary verb + subject.
Ex.
• Student 1: I have been in Istanbul for 2 years.
• Student 2: So have I.

STUDENT 1 STUDENT 2
• I saw a wonderful film. • I had to leave your party so early.
• I will not tell this secret to anyone. • I will take a break.
• I was tired yesterday. • I didn’t deserve that.
• She is not listening to the concert. • He could swim when he was four.
• I get up at 7 every morning. • My granddad doesn't hear well.
• My sister is flying home today. • She didn't feel well yesterday.
• I didn’t win any games last year. • I often read adventure stories.
• I don’t have to work overtime this week. • I have never felt better in my life.
• I will go back to Europe next week. • I must fill out an application form.
• I shouldn't do any more training today. • I will clean up my room.

Exercise 2. Work in pairs. Follow the Instructions.

Student A: Student B:

Read out your sentences. Your partner will Now read out your sentences. Your partner will
change them into the passive. Check their change them into the passive. Check their
answers using the key below. answers using the key below.

1. Soon we will buy all our food online. 1. You can’t pay for purchases with a credit card
2. The department store must improve its in this store.
customer service. 2. A falling tree has injured five people.
3. George Clooney wrote and directed The Ides 3. They will hold the exam in the main hall.
of March. 4. You have to show photo ID at the door.
4. They’ve sold one hundred smartphones this 5. My dad is repairing my bike at the moment.
week. 6. J.J. Abrams directed some of the Star Wars
5. They’re telling people to come back later. films.
6. They couldn’t contact the lottery winner by
phone.
KEY: KEY:
1. Soon all our food will be bought online. 1. Purchases can’t be paid for with a credit card in
2. Customer service must be improved at the this store.
department store. 2. Five people have been injured by a falling tree.
3. The Ides of March was written and directed by 3. The exam will be held in the main hall.
George Clooney. 4. Photo ID has to be shown at the door.
4. One hundred smartphones have been sold this 5. My bike is being repaired by my dad at the
week. People are being told to come back later. moment.
5. The lottery winner couldn’t be contacted by 6. Some of the Star Wars films were directed by J.J.
phone. Abrams.

14
 UNIT 10
• Reported Speech + Reported Questions & Commands & Requests
• Verb Patterns 2: Verbs followed by a clause
• [ASSIGNMENT] Modal Verbs - Revision

REPORTED SPEECH

• Reported speech is when we tell someone what another

person said.
• In Reported (Indirect) Speech, we often use a tense Direct speech:
which is 'further back' in the past than the tense 'I work in a bank,' said Daniel.
originally used. (e.g. work > worked).
• We also may need to change other words that were used, Reported speech (Indirect Speech):
for example pronouns. (e.g. I > he) Daniel said that he worked in a bank.

Tenses Direct Speech Reported (Indirect) Speech

Present Simple “I like ice cream.” She said (that) she liked ice cream.
Present Continuous “I am living in London.” She said (that) she was living in London.
Present Perfect “I haven't seen Julie.” She said (that) she hadn't seen Julie.
Past Simple “I bought a car.” She said (that) she had bought a car
OR She said (that) she bought a car.
Past Perfect “I had taken English lessons She said (that) she had taken English lessons
(no change) before I got the test.” before she got the test.
Simple Future “I will see a doctor.” She said (that) she would see a doctor.
“I am going to see a doctor.” She said (that) she was going to see a doctor.

Modal Verbs Direct Speech Reported (Indirect) Speech

can “I can speak German.” She said (that) she could speak German.
must “I must study at the weekend.” She said (that) she must study at the weekend.
OR She said she had to study at the weekend.
Would “If I studied more, I would pass He said (that) if he studied more, he would
(no change) my test.” pass his test.
should “I should call my mother.” She said (that) she should call her mother.
(no change)
could “I could swim when I was She said (that) she could swim when she was
(no change) four.” four.
might “I might be late.” She said (that) she might be late.
(no change)

15
 BE CAREFUL!

• Pronouns, demonstratives and adverbs of time and place change as follows:

today à that day I à she, he

now à then We à they
this evening à that evening Me à him, her
tomorrow à the next day/ the following day Us à them
yesterday à the day before/ the previous day My à her, his
last week à the week before Our à their
3 days ago à 3 days before Mine à hers, his
next year à the following year Ours à theirs
here à there
this place à that place

“I have an exam today.” à He said (that) he had an exam that day.

“You can put the plates here.” à He said (that) I could put the plates there.

• Say is used when the object isn’t mentioned in She said (that) she was working in cooperation
the sentence. with her team members.
• Tell, on the other hand, requires a personal
object afterwards. She told us (that) she was working in
• Say + to + object is also possible. cooperation with her team members.
• You can omit ‘that’
I said to the driver (that) I wanted to stop.

“I go to the gym next to your house.”

Jenny told me she goes to the gym next to my
• If what the speaker has said is still true or house.
relevant, it's not always necessary to change
the tense. This might happen when the “I've broken my arm!”
speaker: (a) talks about general truth; (b) has She said she's broken her arm, so she won't be
used present tense; or (c) when the reporting at work this week.
verb (say/tell) is in the present tense.
“I love you.”
He says he loves me.

“The sun rises from the East.”

The teacher said (that) the sun rises from the
East.

16
Exercise 1. During your birthday party you have got a message from Josh. Report the message to your
friends.

0) Josh said / told me (that) he wouldn’t be able to come.

1) He said (that) he was going to have a presentation

Josh:
tomorrow.
0) Unfortunately, I won’t
be able to come. L 1) I 2) He said (that) he had worked so hard on the project.
am going to have a
presentation tomorrow. 3) He said (that) he had to work until midnight.
2) I have worked so hard
on this project. And 3) I 4) He said (that) he might join us at night in the club.
have to work until
midnight. But 4) I may 5) He promised (that) he would make up for it.
join you at night in the
club. I promise, 5) I will
make up for it. J

Exercise 2. You attended a lecture on “The role of art in education”. Report the words of your
professor to your friends who missed the class.

0) Art education plays an important role in nurturing creativity and critical thinking.
1) The arts have empowered individuals to explore their imagination. 2)Through
music, visual arts, and theater, students can develop a deeper understanding of the
world. 3) By investing in arts education, we will equip our youth with problem-
solving skills. 4) Therefore, we should recognize the importance of art education in
shaping well-rounded individuals. 5) Those individuals are certainly going to make a
substantial difference.

0) The professor said / told us (that) art played an important role in nurturing creativity and critical
thinking.
1) The professor said (that) arts had empowered individuals to explore their imagination.
2) The professor said (that) through music, visual arts, and theater, students could develop a deeper
understanding of the world.
3) The professor said (that) by investing in arts education, we would equip our youth with problem-
solving skills.
4) The professor said (that) we should recognize the importance of art education in shaping well-
rounded individuals.
5) The professor said (that) those individuals were certainly going to make a substantial difference.

17
 REPORTED QUESTIONS
• Reported questions are usually introduced with the verbs “ask, inquire, wonder, etc.” or the
expression “want to know”.
• We use affirmative word order, and the question mark is omitted.
• The verb tenses, pronouns, and time expressions change as in statements.
• In Yes/No questions, we use if or whether to report the question. If is more common.
Direct Question Reported (Indirect) Question
“What do you do?” She asked me what I did.
“What did you make for dinner yesterday?” He wanted to know what I had made for dinner the
“Are you going to the Helsinki conference?” day before.
“Have you finished the project yet?” He asked me if I was going to the Helsinki conference.
She asked us whether we'd finished the project yet.
REPORTED COMMANDS & REQUESTS
• When reporting a command or an order, the verb used is often changed to a verb such as tell, ask,
or warn.
• The structure (to+V / not to + V) depends on whether the command is affirmative or negative.
"Close the door." He asked me to close the door.
"Don't touch the stove." My mom warned me not to touch the stove.
“Be quiet!” The teacher told us to be quiet

Exercise 1. Complete the sentences below using reported speech.

0. My friend: “Don’t disturb me.”
My friend asked me not to disturb him.
1. My Neighbour: “Turn the music down!”
My neighbor told me to turn the music down.

2. The doctor: Don’t neglect routine check-ups.

The doctor told me not to neglect routine check-ups.

3. The teacher: Have you submitted your assignments?

The teacher asked if I had submitted my assignments.

4. My wife: “What do you want for dinner?”

My wife asked me what I wanted for dinner.

5. The police officer: “Do you have any evidence related to the incident?”
The police officer asked me if I had any evidence related to the incident.

Exercise 2. Rewrite the sentences in reported speech using the verb in brackets.
0. Greg said, 'I got a great deal on my phone.' (say)
Greg said that he'd got a great deal on his phone.
1. 'Has the engine gone?' I asked. (ask)
I asked if the engine had gone.

2. Gina said, 'You should take your tablet back and get a refund.' (tell)
Gina told me that I should take my tablet back and get a refund.

18
 3. The sales assistant said, 'Your guarantee has ended.' (explain)
The sales assistant explained that my guarantee had ended.

4. 'We'll be getting a delivery of new parts soon,' Bob said. (say)

Bob said that they would be getting a delivery of new parts soon.

5. 'It's not your fault it broke,' said the man in the shop. (say)
The man at the store said that it wasn't my fault that it had broken.

VERB PATTERNS 2: Verbs followed by a clause

A lot of verbs are often followed by a clause – especially verbs connected to speech and thought.
agree ask bet claim forget imagine know
realise remember say suppose tell think wonder
You can link the verb and the clause with that, - I forgot (that) you speak Spanish.
but it's more common to use no linking word, - I agree (that) it's not a great idea.
especially in spoken English. - I know (that) you don't agree with me about this.
- I told you (that) I can't remember.
You can also link some of these verbs to the - I don't know if he's married or not to be honest.
clause that follows with if or a question word. - I'm sorry, but I've forgotten what your name is.
- I wonder where she's from.
Notice that when you do this, you don't
change the word order, so what follows looks
like a statement, NOT a question.
When you use if or a question word, it cannot Incorrect: "I don't know he will be there."
be left out like that can. Correct: "I don't know if he will be there."
Questions using these verbs are sometimes Do you know why he can't come to the meeting?
called reported (indirect) questions. In Can you ask if he remembered to send that parcel?
reported questions, use the word order of a Do you think (that) she'll agree to the idea?
statement after these verbs.

Exercise 1. Complete the second sentence so that it means the same as the first.
0. How much did he borrow?
Do you know how much he borrowed?

1. Why have they decided to do that?

I don't know why they have decided to do that.
2. You speak Greek! I didn't know.
I didn't realise you speak Greek.
3. Where's the bank?
Sorry, but could you tell me where the bank is?
4. Why don't they complain about it?
I wonder why they don't complain about it.
5. When's her birthday?
Can you remember when her birthday is?
6. Could you lend me five pounds?
Do you think you could lend me five pounds?

19
Exercise 2. Find the four sentences with a mistake and correct them. If there's no mistake, write
'correct' in the gap.

1. I can't believe how much he does earn.

I can't believe how much he earns.
2. He admitted he'd stolen the watch.
correct
3. I don't know she's coming to class today or not.
I don't know if she's coming to class today or not.
4. She asked me why do I work so much.
She asked me why I work so much.
5. I could see that it wouldn't be easy.
correct
6. I suddenly remembered I had a test the following day.
correct
7. Can you tell me where can I find more information?
Can you tell me where I can find more information.
8. They're complaining that they haven't been treated fairly.
correct

[ASSIGNMENT] MODAL VERBS – REVISION

Exercise 1. Choose the correct answer.

1. You _____ buy a ticket before you get on the train or you might get a fine.
a. must
b. mustn't
c. don't have to
2. You _____ wait outside. You can come in.
a. must
b. mustn't
c. don't have to
3. You can wear your shoes in the house. You _____ take them off.
a. must
b. mustn't
c. needn't
4. If you want access to healthcare, then you _____ register with a doctor.
a. have to
b. needn't
c. can't
5. You _____ use your phone during a film at the cinema because it disturbs other people.
a. don't have to
b. shouldn't
c. needn't
6. We _____ park here. That sign says that parking is for employees only and we don't work here!
a. can
b. can't
c. must

20
 7. You _____ leave the drill there. Someone might trip over it.
a. can
b. may
c. mustn’t
8. We _____ take sandwiches with us. The tour operator will provide lunch.
a. don’t have to
b. must
c. can’t
9. Smoking _____ damage your lungs.
a. might
b. should
c. don’t need to
10. The fireman _____ rescue the frightened kitten from the burning building.
a. could
b. was able to
c. would

Exercise 2. Use needn't / don't have to / don’t need to/ mustn’t / can’t / shouldn’t OR need to / must
/ have to in the following. In some cases there might be more than one answer.
0. The basic requirement is that you must / have to reach a high level of English to study at an
American university.
1. According to the information on the ticket, we have to/must check in two hours before our flight.
2. You don’t have to / don’t need to / needn’t be a member of the tennis club. You can use the courts
by paying a certain amount.
3. Your father and I will let you stay at home by yourself for a few days while we are visiting our
relatives, but you must remember to water the plants and lock tire door behind you.
4. All visitors to the prison have to undergo a security check.
5. On Mondays, you don’t have to / don’t need to / needn’t make an appointment at Headlines
Hairdresser's. Most weeks, Manuel and Pam have plenty of free time on the first day of the week.
6. I have to / must / need to wash my son’s basketball kit today because he is playing in the school
tournament on Friday.
7. My sister is so lucky. She doesn’t need to be / needn’t / doesn’t have to be careful about her diet.
She can eat cakes, chocolate and biscuits without gaining any weight.
8. We mustn’t / can’t leave any boxes of stationery in the corridor as it is a fire exit and must / has to
be kept clear at all times.
9. We mustn’t / can’t miss next week's revision lesson, or we will fail our test.
10. You shouldn’t sit around in those wet things. You will catch a chill.
11. You don’t have to / don’t need to / needn’t eat secretly here. The manager allows food in the
offices.

21
Exercise 3. Use needn't have done or didn't need to/didn’t have to to complete the sentences.
0. You needn’t have travelled (travel) so far to see me. I have a meeting in London next week, and I
was planning to visit you.
1. We were short of time in the meeting, so I didn’t need to/didn’t have to make (make) a full
presentation. Instead, they asked me just to hand out my report and comment briefly on the
plan.
2. I underwent training for Foreign Exchange and then was immediately transferred to the Pensions
Department, a completely unrelated department, so I needn’t have undergone (undergo) the
training after all.
3. You needn’t have stood (stand) at the bus stop in the rain. I would have given you a lift to work
in my car and now you are soaking wet.
4. My friend told me it would take six hours to get to Kütahya, so I left very early this morning, but
it took only four hours, so I needn’t have left (leave) so early.
5. For our last holiday, we paid for full board, including all meals and drinks, in advance, so we
didn’t need to/didn’t have to take (take) much money with us.
6. John and Dave paid ten pounds to enter the exhibition, but I didn’t need to/didn’t have to pay
(pay) anything at all because I'm a member of the International Teddy Bear Collectors' Club.
7. We took insect spray and cream to Egypt, but there were no mosquitoes, so we didn’t need
to/didn’t have to (use) either of them.
8. Sonia brought me home in her car, so I needn’t have bought (buy) a return ticket, but how could
I have known?
9. Luckily, I remembered to return my library books today, so I didn’t have to/didn’t need to pay
(pay) a penalty for late return this time.

Exercise 4. Use should+V, should have + V3, or should be + Ving to complete the sentences.
0. When you go mountain bicycling tomorrow, you should take (take) plenty to drink.
1. Why are you reading the paper in office hours? You should be filing (file) now while you are
waiting for customers. There is always something to do here.
2. The manager has sacked two players because he found out that they were drinking alcohol in a
bar when they should have rested (rest) before a big match.
3. He should have visited (visit) the doctor long ago. He may not have needed such a hard
treatment now.
4. Before you go to Africa, you should have (have) several vaccinations so that you can be assured
of a healthy stay there.
5. You shouldn’t have ridden (not ride) your bicycle so far yesterday. No wonder your legs ache
today.
6. Aren’t those two players from Shrewsbury Football Club over there? They shouldn’t be drinking
(not drink) alcohol the night before a match. They should be sleeping (sleep) at home.
7. Think carefully about the career you want and which company to work for. You shouldn’t leave
(not leave) these things to chance.
8. They should have supported (support) their daughter at university. She had to drop out because
of financial hardship and now she is working in a supermarket.

22
Exercise 5. Choose the correct answer.
1. You _________ an expensive set of books for your English course. We _________ mine together.
A) can’t buy/have used
B) might not buy/must use
C) won’t have bought/should use
D) mustn't buy/had used
E) needn’t buy/can use

2. He was stranded with a broken leg for four days. Luckily, he _________ alive by drinking rain water.
A) was able to stay
B) has had to stay
C) used to stay
D) might be staying
E) should stay

3. It is a bad burn on his left arm, but it _________ completely if he puts plenty of burn cream on it
regularly.
A) might heal
B) has healed
C) could have healed
D) was healing
E) would be healing

4. I put too much salt in my leek and potato soup. It was so salty that I _________ it away.
A) was able to throw
B) used to throw
C) must have thrown
D) had to throw
E) ought to throw

5. Look! Those foreign tourists are smoking in a ‘no smoking' area. They _________ the signs.
A) aren’t supposed to see
B) had better not see
C) must not have seen
D) would rather not have seen
E) needn’t have seen

6. The finance department_________ a new clerk by now, but nobody replied to their advertisement
and they will have to advertise the position again.
A) must have hired
B) should have hired
C) ought to hire
D) will have hired
E) might be hiring

23
7. Would you mind _________ down during the match? I can't see the game!
A) sitting
B) to sit
C) sit
D) sat
E) have sat

8. I _________ Jake put his school uniform on any more. He can do it himself.
A) may not have helped
B) couldn’t help
C) must not have helped
D) didn’t use to help
E) don’t have to help

9. You _________ your bicycle outside the office without a padlock and chain on it. Someone
_________ it.
A) haven’t left/can steal
B) can't leave/should steal
C) may not leave/ought to steal
D) shouldn’t leave/might steal
E) won’t leave/may steal

10. Isabel has grown out of most of her dresses. I _________ her some new ones.
A) must have bought
B) used to buy
C) will have to buy
D) needed to buy

11. The Elms hospital_________ such a good reputation, but the new owners don't run the
establishment very well,
A) had to have
B) must have
C) used to have
D) will have
E) would have

12. Mrs. Jones _________ out at night since she was attacked by two young men. She gets too
frightened in case something happens again.
A) didn’t use to go
B) hasn’t been able to go
C) didn’t have to go
D) won’t have gone
E) needn’t have gone

24
13. I wanted a metallic blue Ford Conger, but I _________ a green one because the car dealer_________
a blue one.
A) have accepted/doesn’t find
B) had to accept/couldn’t find
C) must accept/might not have found
D) used to accept/hasn’t found
E) might have accepted/can’t find

14. The student accommodation was so noisy that the only way he _________ was by using earplugs.
A) ought to sleep
B) could sleep
C) would rather sleep
D) has slept
E) may sleep

15. _________ you watch Sandra for a minute while I go into the dress shop?
A) May
B) Should
C) Will
D) Must
E) Shall

16. You_________ for planning permission from the council before you can build a garage next to your
house.
A) had applied
B) used to apply
C) have to apply
D) may have applied
E) were applying

17. I _________ you that the banks close at 4 p.m. in Whitchurch, but you didn't ask me.
A) could have told
B) might tell
C) can tell
D) had told
E) am going to tell

18. What’s happened? There appears to be a programme about the life of the Queen Mother on TV, and
according to my TV guide, the football match_________ at the moment.
A) must have been showing
B) had better be showing
C) is supposed to be showing
D) used to be showing
E) may have been showing

25
19. I’m going into town to buy the rug that I saw last week. Of course, they_________ it by now.
A) had better sell
B) used to sell
C) are selling
D) may have sold
E) can sell

20. I _________ these shelves. The dust is so thick that I could write my name in it.
A) might have dusted
B) used to dust
C) was dusting
D) must have dusted
E) had better dust

21. Sophie_________ the rest of the cake because there is none left now.
A) must have eaten
B) will have eaten
C) should be eating
D) ought to eat
E) would rather eat

22. Would you mind if I _________ some of the leftover sandwiches home for my family? I hate to
waste good food.
A) to take
B) am taking
C) taking
D) took
E) have taken

23. A: Did you turn the electric water heater on?

B: Yes, an hour ago.
A: Well, it _________ properly because the water is only slightly warm.
A) shouldn't have worked
B) ought not to work
C) needn’t work
D) can’t be working
E) hadn't been working

24. You _________ your child’s clothes. We _________ responsible for unlabelled items.
A) would label/mustn’t be
B) can label/needn’t be
C) may label/had better not be
D) must label/won't be
E) had labelled/would rather not be

26
 UNIT 10 – VOCABULARY REVISION

Exercise 1. Read the quotes below and choose the matching verb from the box below.

avoid advise consider encourage persuade promise refuse suggest warn

1. "You should really consider joining the team; it's a great opportunity!" persuade
2. "Don't give up now! You're doing great and I believe in you." encourage
3. "I think you should save some money for emergencies." advise
4. "Please be cautious while walking near the edge of the cliff; it's dangerous." warn
5. "I will always be there for you when you need me." promise
6. “I’d rather not have any of that cake. I’m on a diet” avoid
7. “Why don’t we try the new restaurant downtown? The food is delicious." suggest
8. "I'm sorry, but I can’t accept your offer.” refuse
9. “These days, I’m thinking of buying a new car.” consider

Exercise 2. Read each sentence carefully and fill in the blanks with the appropriate collocation from
the box. There is one extra phrase you don’t need.

manage a shop give a presentation write a report offer a job do a favor

employ people work in a team arrange an interview set up a meeting do research

1. She needs to arrange an interview with the candidate for the marketing position.
2. Before launching the new product, it's important to do research to gather customer feedback.
3. The company plans to employ people to work on the new project next month.
4. He is preparing to give a presentation to the whole department about the benefits of the new
software.
5. It is difficult to manage a shop as you have to serve customers, handle inventory, and oversee sales
and promotions all at once.
6. We need to set up a meeting with the team to discuss the project requirements.
7. The manager will offer a job to the most suitable candidate after the final interview.
8. If you want to brainstorm ideas and solve problems more efficiently, you should work in a team.
9. After completing the project, the team will write a report detailing the outcomes and
recommendations.

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 UNIT 10 – EXTRA SPEAKING QUESTIONS

Work with a partner and take turns to talk about the prompts below.

Education:

1. Describe a memorable experience you had in school.

2. Talk about a teacher who had a significant impact on your life.
3. Describe the differences between studying online and attending
traditional classes.
4. Discuss the importance of extracurricular activities in education.
5. Describe a subject you enjoyed studying and explain why.

Green Cities:

1. Describe a city you have visited that you consider to be

environmentally friendly.
2. Talk about the benefits of having more green spaces in urban areas.
3. Describe a public transportation system in a city you know and
discuss its advantages.
4. Discuss the importance of recycling and waste management in
creating a green city.
5. Describe ways individuals can contribute to making their city more
eco-friendly.

Work:

1. Describe your ideal job and explain why it appeals to you.

2. Talk about the qualities you believe are important for success in the
workplace.
3. Discuss the importance of work-life balance.
4. Describe a job that you think is underrated and explain why it is
important.
5. Describe the qualities you think make a good leader or manager.

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 PHRASAL VERBS WITH ‘PULL’

Exercise 1: Complete the phrasal verbs with the right particles from the box.

down together up back off

out (x2) in apart through

1. Pull up a chair and join us.

2. I wanted to see the factory where I used to work, but it had been pulled down.
3. It's the dinosaur section of the museum that pulls in the crowds.
4. He is convinced he can pull off a surprise victory.
5. The local community pulled together to deal with the disaster.
6. I had to brake sharply when a car suddenly pulled out in front of me.
7. Relief organizations are pulling back from the border because things are getting too dangerous.
8. All this criticism is pulling the team apart, just when we should be working together.
9. His parents were told that his chances of survival were slim, but he pulled through.
10. She reached the platform just as the train was pulling out, and had to wait for the next one.

Exercise 2: Choose the correct option to complete the sentences.

1. When you pull up a chair, you move the chair nearer to / further from something or someone.
2. If a building was pulled down, it was built / destroyed.
3. If something (e.g. a place) pulls in people, it means that they find it attractive / annoying.
4. When you pull off doing something difficult, you fail at / succeed in doing it.
5. If a group of people pull together, they all fight each other / work hard to achieve something.
6. If a vehicle pulls out, it stops moving / starts moving onto a road.
7. When you pull back from something or somewhere dangerous, you want to get out of it / be a part
of it.
8. If something pulls people apart, their relationship gets better / worse.
9. If someone with a serious illness or someone in a very difficult situation pulls through, they recover /
die.
10. if a train pulls out, it arrives at / leaves a station.

29
 PHRASAL VERBS WITH ‘PUT’

Exercise 1: Choose the correct option to complete the sentences.

1. She doesn't mind if you use her things but please _________ where you found them, or she won't
know where they are.
a) put them back b) put them in c) put them over
2. How much can you afford to _________ each month?
a) put back b) put by c) put in
3. A great many people are involved in _________ a newspaper.
a) putting in b) putting off c) putting out
4. He _________ some interesting ideas but the company didn't seem interested.
a) put at b) put forward c) put out
5. He was an inspirational politician who was good at _________ his ideas.
a) putting across b) putting at c) putting out
6. A riot broke out in the city center but it was quickly _________ by the army.
a) put back b) put down c) put off
7. I am afraid I can't make the meeting today. We will have to _________ a week.
a) put off b) put it down c) put it over
8. Peter didn't have anywhere to stay so Sarah _________ for a few days.
a) put him in b) put him over c) put him up
9. Don't listen to her. She's always criticizing people and _________ .
a) putting them down b) putting them off c) putting them over
10. She doesn't get along with her father and can't _________ him for much longer.
a) put together b) put up c) put up with

Exercise 2: Match these phrasal verbs with their definitions.

Phrasal verbs Definitions

1. _h_ put sth. back a. to propose or suggest ideas, plans, or arguments

2. _c_ put by b. to tolerate someone or something unpleasant.

3. _f_ put out c. to save or set aside money for future use

4. _a_ put forward d. to reschedule or postpone an event or meeting

5. _j_ put across e. to criticize someone, making them feel inferior.

6. _g_ put down f. to produce or publish something, like a newspaper

7. _d_ put off g. to stop something forcefully, often a rebellion or disturbance

8. _i_ put sb. up h. to return something to its original place.

9. _e_ put sb. down i. to provide accommodation or lodging for someone.

10. _b_ put up with j. to convey or communicate ideas or information effectively

30
 PHRASAL VERBS WITH ‘RUN’

Exercise 1: Complete the phrasal verbs with the right particles from the box.

up off to through away

past over around out into

1. Our dog was run over by a truck.

2. Has your son ever run away from home before?
3. We were still no nearer to a decision, and time was running out.
4. She just kept spending and ran up huge debts.
5. The report ran to 98 pages.
6. Could you run me off 50 copies of our price list?
7. I ran the idea past Greg, and he liked it.
8. I'll just run through the program for the weekend, so you know what's planned.
9. I'm glad I've run into you - there was something I wanted to ask you.
10. He seemed content to let his mother run around after him.

Exercise 2: Choose the correct option to complete the sentences.

1. If a vehicle or its driver runs a person or animal over, it ___________________.

a) knocks them down or drives over them b) goes fast to arrive somewhere
2. You run away from something because you want to _______________.
a) be close to it b) escape from it
3. If you ran out of something, you _____________.
a) don't have it anymore b) you still have it
4. If you run up a debt, you do things that cause you to ________________.
a) have a lot of money b) owe a lot of money
5. If something runs to a particular amount or size, it is ________________.
a) that amount or size b) less than that amount or size
6. If you run off copies of something like a book, you_________________.
a) rewrite it b) print it
7. You run something past somebody because you want _____________.
a) to learn their opinion b) meet them
8. When you run through something, especially a plan or schedule, you quickly _____________.
a) review or explain it b) create and follow it
9. If you run into someone, it means that you _______________
a) planned to meet them b) you met them unexpectedly.
10. If you run around after someone, you ____________________
a) you do a lot of things for them b) they help you with your work

31
 PHRASAL VERBS WITH ‘STAND’

Exercise 1: Choose the correct option to complete the sentences.

1. He decided to _________ after twenty years in the job, saying it was time someone else took over.
a) stand by b) stand down c) stand out
2. What does PC _________? I think it means 'personal computer', but I'm not sure.
a) stand for b) stand in c) stand up for
3. When the drummer was taken ill, the band got someone to _________ for him until he got better.
a) stand around b) stand down c) stand in
4. You can't miss him. That haircut makes him _________ in a crowd.
a) stand out b) stand over c) stand up
5. We are determined to _________ terrorism.
a) stand against b) stand for c) stand over
6. It makes me nervous when the teacher _________ me while I'm writing.
a) stands against b) stands for c) stands over
7. Even when he was sent to prison, his mother _________ him.
a) stood against b) stood by c) stood for
8. It is time we _________ the bullies and made it clear that bullying is unacceptable.
a) stood up b) stood up for c) stood up to
9. James _________ me and told them that I didn't do it.
a) stood up b) stood up for c) stood up to
10. I was _________ last night! We arranged to meet at 7 p.m. but she never showed up.
a) stood up b) stood up for c) stood up to

Exercise 2: Choose the correct option to complete the sentences.

1. If you stand by someone, it means that you support / dislike them.
2. Something or someone stands out, so they are difficult / easy to notice.
3. If you stand against something, you agree / disagree with it.
4. If a letter or symbol stands for a word or idea, it represents / summarizes it.
5. When you stand in for someone, you do their job temporarily / permanently.
6. You stand up for someone because you want to approach / defend them.
7. Someone stood you up. It means that you had a plan, but they didn’t meet / call you.
8. Someone stands over you when you’re doing something in order to talk to you / watch you closely.
9. When you stand down, you walk down the stairs / leave your position.
10. We stand up to someone because their treatment of us is unfair / polite.

32
 PHRASAL VERBS WITH ‘TAKE’

Exercise 1: Fill in the blanks with the correct form of the phrasal verbs in the box.

take to take sb. back take apart take sb. out take in

take over take off (x2) take after take on

1. The curious child loved to take apart toys to see how they worked.
2. The startup's innovative product caused it to take off in the market, quickly gaining popularity and
success.
3. We decided to take our friends out to a fancy restaurant for their anniversary.
4. At first, she was shy, but over time, she started to take to her new colleagues and became friends with
them.
5. The young artist seems to take after her grandmother, who was also a talented painter.
6. The ambitious entrepreneur aimed to take over the market with their innovative product.
7. After losing weight, she had to take in her favorite dress to make it fit properly.
8. The comedian had the audience in stitches as he tried to take off famous celebrities with his hilarious
impressions.
9. The company decided to take on new employees to handle the increased workload.
10. In the heat of the argument, he said hurtful things, but later he apologized and took them back.

Exercise 2: Read the definitions and choose the right particle to complete the phrasal verbs.

Definitions Phrasal verbs

1. to take someone as your guest to a restaurant, cinema, club etc. to take someone out

2. to make a piece of clothing fit you by making it narrower to take something in

3. to separate something into all its different pieces to take something apart

4. to look or behave like an older relative to take after someone

5. to admit that you were wrong to say something to take something back

6. to start to employ someone to take someone on

7. to take control of something to take over

to take to someone or
8. to start to like someone or something
something

9. to copy the way someone speaks or behaves, in order to

to take someone off
entertain people

10. to suddenly start being successful to take off

33
 PHRASAL VERBS WITH ‘TURN’

Exercise 1: Fill in the blanks with the correct form of the phrasal verbs in the box.

turn in turn away turn down turn up turn to

turn over turn around turn on turn off turn out

1. It was getting dark, so he got up and turned on the light.

2. These feelings of fear and helplessness may turn to anger.
3. You must be tired. Why don't you turn in now?
4. The case was turned over to another officer.
5. She parked outside the garage and turned off the engine.
6. They tried to board a ferry but were turned away by the captain.

7. After a bad period, the company is finally starting to turn around.

8. 'Did you accept their offer?' 'Yes, it was too good to turn down.'
9. If I had not gone to visit her, things would have turned out differently.

10. We don't know how much food to prepare because we're not sure how many people will turn up.

Exercise 2: Now match the phrasal verbs above with their definitions.

Definition Phrasal verb

1. to go to bed or go to sleep turn in

2. to activate or switch on a device, often a light or electrical appliance turn on

3. to refuse to let someone enter a place turn away

4. to start to be successful (especially for businesses) turn around

5. to make someone responsible for dealing with something turn over

6. to become a different quality, attitude, form of a substance etc. turn to

7. to result in a particular way; to unfold or develop turn out

8. to arrive or appear, especially at an event or gathering turn up

9. to stop the operation or functioning of a machine, typically by switching it off turn off

10. to reject or refuse an offer or invitation turn down

34
 YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES
DEPARTMENT OF BASIC ENGLISH

Reading Explorer 2
READING PACK

B1+ LEVEL

2023 – 2024
SPRING TERM
Teacher’s Copy
 UNIT 9A – EXTRA COMPREHENSION QUESTIONS

The Teenage Brain

Choose the best answer for each question.

GIST
1. What would be the best alternative title for the reading?
a. New Brain Imaging Techniques
b. How the Adolescent Brain Grows Up
c. The Foolishness of Youth

REFERENCE
2. The word they in paragraph B, line 4 refers to ______.
a. brains
b. adolescents
c. changes

VOCABULARY
3. In paragraph B, line 10, the word impulses is closest in meaning to ______.
a. desires
b. directions
c. sensations

INFERENCE
4. The author mentions computer upgrades in paragraph B because ______.
a. computers are used to track brain development
b. computers can be used to stimulate brain development
c. brain development is similar to computer upgrades

COHERENCE
5. In which position—[1], [2], or [3]—should this sentence be added to this section of paragraph E?

For this reason, teens believe that building relationships with other teens can be more important than
listening to their parents.

Research into the structure of the teen brain also found that it makes social connections seem especially
rewarding. [1] As such, teens have an intense need to meet new people. [2] Scientists suggest this is
because as teens, we begin to realize that our peers may one day control the world we live in. [3] Because it
is still developing, a teen brain can change to deal with new situations. It therefore connects social rewards
with even more pleasure. In this way, the brain encourages teens to have a wide circle of friends, which is
believed to make us more successful in life.

a. [1]
b. [2]
c. [3]

37
 UNIT 9 – ADDITIONAL READING PRACTICE 1

Read the passage and choose the correct answer for each question.

Sun Plus Nanotechnology: Can Solar Energy Get Bigger by Thinking Small?

A More than 60 years after researchers first demonstrated a way to convert sunlight into energy, science
is still grappling with a critical limitation of the solar photovoltaic cell. It just is not that efficient at turning the
tremendous power of the sun into electricity. It has not been sufficient to push fossil fuel from its preeminent
place in the world energy mix.

B But now, alternative energy researchers think that something really small––nanotechnology, the
engineering of structures a fraction of the width of a human hair––could give a gigantic boost to solar energy.
Matt Beard, a senior scientist for the U.S. Department of Energy, says, “In fact, nanotechnology is already
having dramatic effects on the science of solar cells.”

C The power output of the sun that reaches the Earth could provide as much as 10,000 times more
energy than the combined output of all the commercial power plants on the planet, according to the National
Academy of Engineering. The problem is how to harvest that energy. Today‘s commercial solar cells, usually
fashioned from silicon, are still relatively expensive to produce, and they generally manage to capture only
10 to 20 percent of the sunlight that strikes them. This contributes to the high cost of solar-generated
electricity compared to power generated by the conventional method of burning fossil fuels.

D Nanotechnology may provide an answer to the efficiency

problem, by increasing solar power cells’ ability to convert sunlight
into power, and by freeing the industry to use less expensive
materials. Scientists caution that there is still a lot of work ahead to
overcome technical challenges and make these inventions ready for
prime time. For example, more research is needed on the
environmental, health, and safety aspects of nano-materials.

E But Luke Henley, a chemistry professor at the University of Illinois

at Chicago, predicts there will be major nanotechnology advances
over the next five to ten years. “It‘s potentially a game changer,” he
says. Here are five intriguing recent nanotechnology innovations that
could help to boost solar power.

Billions of Tiny Holes

F To reduce the amount of sunlight that is reflected away from silicon solar cells and wasted,
manufacturers usually add one or more layers of anti-reflective material, which significantly boosts the cost.
But recently, scientists announced a breakthrough in the use of nanotechnology to reduce the amount of
light that silicon cells reflect and therefore waste. It involves using a liquid process to put billions of nano-
sized holes in each square inch of a solar cell‘s surface. Since the holes are smaller than the light wavelengths
hitting them, the light is absorbed rather than reflected.

38
The “Nano Sandwich”

G Organic solar cells, made from elements that are found in living things, would be cheaper and easier
to make than current silicon-based solar cells. The tradeoff, until now, is that they have not been as efficient.
But a team of Princeton University researchers, led by electrical engineer Stephen Chou, has been able to
nearly triple the efficiency of solar cells by devising a “nano sandwich” of metal and plastic. It consists of a
thin strip of plastic sandwiched between a top layer made from an incredibly fine metal mesh and a bottom
layer of the metal film used in conventional solar cells.

H All aspects of the solar cell‘s structure––from its thickness to the spacing of the mesh and diameter of
the holes––are smaller than the wavelength of the light that it collects. As a result, the device absorbs most
of the light in that frequency rather than reflecting it. “It’s like a black hole for light,” Chou explained. “It traps
it.”

Mimicking Evolution

I One of the big difficulties in coming up with more energy-efficient solar cells is the limitations of the
researchers’ own imaginations. But a team of Northwestern University mechanical engineers introduced a
method that might be superior to human brainstorming. They took dozens of design elements based on
natural biological evolution and then “mated,” or paired, them over a series of 20 generations. The result: an
evolution-inspired organic solar cell––that is, one that uses carbon-based materials rather than silicon
crystals––that should absorb light more efficiently.

Tiny Antennas

J We are used to thinking of solar energy as something that we

collect with panels. But even the latest-generation silicon panels can
take in light from only a relatively narrow range of frequencies,
amounting to about 20 percent of the available energy in the sun‘s
rays. The panels then require separate equipment to convert the
stored energy to useable electricity. But researchers are working on
tiny, nanoscale antennas, which would take in a wider range of
frequencies and collect about 70 percent of the available energy in
sunlight. Additionally, the antennas themselves could convert that
energy to direct current, without the need for additional gear.

Solar-Collecting Paint

K No matter what sort of solar energy collecting technology you use, there is still the problem of building
a bunch of the devices and hooking them up in places with sun exposure. But University of Southern California
chemistry researchers have devised a technology that could turn a whole building into a solar collector.

L They have created a stable, electricity-conducting liquid filled with solar-collecting nanocrystals, which
can be painted or printed like an ink onto surfaces such as window glass or plastic roof panels. The
nanocrystals are about four nanometers in size––about 250 billion of them could fit on the head of a pin––
so they are capable of floating in a liquid solution. It is another innovative technology that someday may
make solar power competitive with fossil fuels.

(This story is part of “The Great Energy Challenge,” a National Geographic series that explores energy issues.)

39
 1. In the second sentence of paragraph C, what does that energy refer to?
a. output of commercial power plants
b. energy from commercial solar cells
c. power from the sun that reaches Earth
d. production from 10,000 power plants

2. In paragraph E, what does Henley mean by a game changer?

a. a computer game in which one person controls all the action
b. a new idea that completely alters the usual way of doing things
c. a scientist who changes their research interests frequently
d. advances in chemistry over the last decade

3. What is the purpose of paragraph F?

a. to compute the cost of anti-reflective material
b. to measure the number of holes in a square inch of a solar cell
c. to explain how billions of tiny holes can absorb light
d. to argue for an increase in reflection from silicon cells

4. Where would you most likely find the passage? In a ____.

a. popular science magazine
b. building contractor‘s notebook
c. sales brochure for solar panels
d. cookbook with sandwich recipes

5. Which approach do the engineers from Northwestern University prefer?

a. using “nano sandwiches” to collect more light
b. painting buildings with solar-collecting nanocrystals
c. creating solar cells based on biological evolution
d. building tiny antennas to collect solar energy

UNIT 9B – EXTRA COMPREHENSION QUESTIONS

Seeing Double
Choose the best answer for each question.

REFERENCE
1. The word them in paragraph A, line 3 refers to ______.
a. twins
b. differences
c. similarities

INFERENCE
2. Why were both twins named Jim?
a. In some places, it is the custom to give twins the same name.
b. They were both coincidentally given the same name by different parents.
c. They changed their names to Jim when they became adults.

40
 MAIN IDEA
3. The main idea of paragraph C is to ______.
a. explain why the Jim twins divorced their wives
b. explain why both Jim twins had dogs named Toy
c. show that the Jim twins had non-physical similarities

INFERENCE
4. Which of the following would weaken the conclusion mentioned in paragraph D?
a. Both twins wear size 11 shoes.
b. One twin learned how to dance, the other didn’t.
c. One twin has a much higher IQ than the other.

INFERENCE
5. The surprising conclusion mentioned in paragraph D is that ______.
a. genetics controls intelligence
b. training is more important than DNA
c. family and education determine intelligence

UNIT 9 – ADDITIONAL READING PRACTICE 2

Read the passage and choose the correct answer for each question.

Preventing Ebola: Miracle or Mission?

A Ebola, a dangerous and deadly disease, is spreading throughout West Africa. Doctors and scientists
hope to understand more about the illness and how it spreads so that they can stop the epidemic, a rapidly
spreading occurrence of disease.

B The Ebola virus infects bats and other animals, including primates such as monkeys and chimpanzees.
Ebola is transmitted through contact with body fluids such as blood or saliva. In some rural areas in Africa,
people eat bats or monkeys, food known as “bush meat” because it is caught in the wild instead of raised on
farms like sheep or goats. When people butcher the animals, they come in contact with the animal‘s infected
blood and the virus is spread to people. Cooking kills the virus, but if people eat raw meat, they are at risk.

C People who are exposed to Ebola may go for a week or 10 days before they exhibit signs of the disease.
At first, they may seem to have the flu with a fever, sore throat, or headache. Sometimes the first symptoms
are similar to malaria, a common disease in West Africa. However, soon Ebola patients become very ill and
start to hemorrhage or bleed severely. More than half of Ebola patients die from the disease. According to
the World Health Organization, sometimes 90 percent of victims die.

D There currently is no medicine that can cure the disease nor is there a vaccine that can prevent it. At
the start of the present Ebola outbreak, National Geographic spoke with Ian Lipkin, a professor of
Epidemiology at Columbia University‘s School of Public Health in New York City.
How does Ebola move from person to person?

41
E It‘s not easily transmitted. But there‘s this ritual behavior, where families wash dead bodies by hand
to prepare for burial––a loving way of sending the spirit into the next world. This kind of behavior brings
people into very close contact with body fluids that are infected, and that‘s how people become infected.
In this case, the virus seems to be moving––from rural regions into Guinea’s capital, and across borders.

F That‘s a little bit unusual and suggests a human carrier. These outbreaks typically occur in jungles or
rural areas where people come in contact with bush meat. When an individual dies in a given area, if his
relatives take care of him or her in that location, it doesn‘t spread any further. If somebody who lives in the
city goes out to the country and takes care of someone, and then returns to the city, they may bring the
infection with them.

G [In fact, epidemiologists who study the developments of epidemics now know that the current
outbreak started in December 2013 when a two-year old boy died of Ebola in a town on the border of Guinea,
Sierra Leone, and Liberia. When people returned home from the boy’s funeral, many of them fell ill with it and
spread the disease.]

Can the disease be treated?

H We don‘t really have any good drugs. People are working on this.

Would a vaccine work?

I The thing about vaccines is you don‘t generally vaccinate people for something that doesn‘t occur
commonly. Even if you have a vaccine that is effective, there‘s always a potential risk associated with using
vaccines. Drug companies have successfully experimented with animal vaccines, but a human vaccine for
Ebola is still in the future.

Will this new outbreak be contained at some point?

J What normally happens is that international groups like Médecins Sans Frontières (Doctors Without
Borders) come in and block off the area to quarantine people. The doctors use a variety of diagnostic tests to
exclude the worried well from the truly sick. They also try to convince people to change their funeral
practices. Eventually, the episode dies out.

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K Epidemiologists like Dr. Lipkin point out that simple protective measures can save lives and prevent
the virus from spreading. For example, wearing protective clothing and being very careful about exposure to
body fluids from infected people can help enormously. However, some of the countries where Ebola has
infected many people lack health care systems and cannot afford protective uniforms for health care workers
such as doctors and nurses.

L Isolation of infected individuals is very important, but many hospitals and clinics have no rooms to
keep patients separate. In Liberia, closing schools and restricting the movement of people has been effective.
The World Health Organization also recommends community awareness programs to promote the use of
soap and disinfectant chemicals such as bleach.

M Although the 2014 outbreak of Ebola is worse than any that has happened in the past, doctors are
hopeful that it will eventually be contained and that medical science will have learned enough from it to
prevent future occurrences.

1. What would be a good alternative title for the passage?

a. A Hopeless Disease
b. A Miracle Vaccine
c. Learning to Control Ebola
d. Trouble in East Africa

2. In paragraph A, the word epidemic could be replaced by _____.

a. explosion
b. outbreak
c. conflict
d. emergency

3. At the end of which paragraph would the sentence Something as simple as rubber gloves can
prevent spreading the disease, but many health workers cannot afford them best fit?
a. paragraph I
b. paragraph J
c. paragraph K
d. paragraph L

4. At the time the passage was written, what was the best way to deal with Ebola?
a. using new medicines and vaccines
b. wearing protective clothing and isolating patients
c. getting more Doctors Without Borders
d. continuing cultural traditions and a bush meat diet

5. Which program did the World Health Organization support during the 2014 outbreak?
a. public education about using cleaning products
b. getting doctors and nurses to wear face masks
c. closing all schools until the end of the outbreak
d. treating malaria patients in different hospitals

43
 UNIT 9A & 9B – VOCABULARY REVISION

Exercise 1. Complete the sentences with the correct words from the table given and make the necessary
changes. There are two extra words.

severe upgrade tell apart adopt admit

pleasure divorce reward deal with realize

1. After a long day at work, Sarah felt a sense of pleasure as she watched her favourite movie. She shared
that happy moment with her husband.
2. It's important to admit when you are wrong in order to learn and grow. Confessing the truth requires
courage.
3. The rate of women that divorce their husbands increase every year. The main reason is that women
have more the economic freedom these days compared to past.
4. Julia had to deal with a lot of challenges when she moved to a new country. Fortunately, she is a strong
girl who doesn’t give up and can overcome difficulties.
5. The doctor warned about the severe pain that might follow the surgery and prescribed a painkiller to
get rid of the unbearable pain.
6. It was so satisfying to get a reward for her hard work. She was given a cheque for 5000 dollars.
7. She started to feel lonely after her mother’s death so she decided to adopt a dog from animal shelter.
8. The company decided to upgrade its software to include more advanced features.

Exercise 2. Match each word with its definition.

1. go through d a. very strong

2. intense a b. relating to parts of cells you get from your parents that determine how you look,
grow, and develop
3. coincidence e c. serious and worrying
4. genetic b d. to endure; to experience
5. critical c e. when something happens at the same time or place, or to the same people
6. host g f. a discussion of an issue with other people
7. debate f g. to provide the facilities for an event

44
Exercise 3. Fill in the chart with the correct word forms. Use a dictionary if necessary. An X indicates there
is no form in that category or it is not asked.
NOUN VERB ADJECTIVE ADVERB
conclusion conclude concluding X
excitement excite exciting excitedly
intensity intensify intense intensely
pleasure X pleasant X
realization realize X X
reward reward rewarding X
risk risk risky X
admission admit X admittedly
adoption adopt adoptive X
coincidence coincide coincidental coincidentally
genetics X genetic genetically

Exercise 4. Complete the sentences with the correct form of the word from the chart in Exercise 3.
1. The weather forecast predicted that the storm would intensify (verb) in the evening. Authorities
warned citizens not to leave home due to increasingly harsh weather conditions.
2. After hours of debate, the committee finally concluded (verb) that new measures had to be taken
for the safety of students and announced the final report to everyone in the school.
3. Walking through the park on a warm, sunny day was a pleasant (noun) experience for her. It
definitely helped to improve her mood.
4. Her realization (noun) and awareness of the importance of time management came after missing
several deadlines.
5. Helping others in need can be a truly rewarding (adjective) experience. It makes you feel like a
better person.
6. Investing all your savings into one stock can be quite risky (adjective). You may lose all your
investment all of a sudden.
7. The student's honest admission (noun) of their mistakes impressed the teacher. She said that that
accepting their faults would improve their personality.
8. Jane and Jaime told themselves that adoption (noun) of a new puppy from animal shelter was the
best decision they had ever made.
9. The timing of the concert seemed to coincide (verb) perfectly with their vacation plans. They hit two
birds with one stone.

UNIT 7-8-9 / VOCABULARY REVISION

Go to the link below or scan the QR code for

Reading Explorer 2 Units 7-8-9 Vocabulary Review:

https://create.kahoot.it/share/re2-vocab-review-units-7-9/937ec44e-94db-43cf-9fb4-
2e733035502f

45
 UNIT 10A – EXTRA COMPREHENSION QUESTIONS

The Big Thaw

Choose the best answer for each question.

GIST
1. What would be the best alternative title for the passage?
a. The Myth of Global Warming
b. Climate Change: What’s Next?
c. The Ice Sheets of Greenland

PURPOSE
2. The purpose of paragraph A is to ______.
a. give an example of the main point of the passage
b. explain why the ski industry is in decline
c. propose ways to slow temperature increases

RFERENCE
3. In paragraph B, line 8, the word it refers to ______.
a. the Arctic Ocean
b. the loss of ice
c. human activity

DETAIL
4. How many meters is sea level likely to rise in the next few hundred years?
a. one
b. two
c. three

INFERENCE
5. Which of these statements would Leonardo DiCaprio probably NOT agree with?
a. We need leaders who recognize climate change.
b. Everyone needs to join the fight against global warming.
c. Most people can’t do anything about climate change.

46
 UNIT 10 – ADDITIONAL READING PRACTICE 1

Read the passage and choose the correct answer for each question.

Mind-Mapping

A When we read articles about researchers pinpointing exactly where things happen in our brains, we
do not always stop to think about the technology they use and the issues that are involved in interpreting the
data. We also fail to appreciate that neuroimaging—being able to visualize what is happening as the brain
functions––is a young and relatively recent field. It was only in the early 1980s that some of the major pieces
of equipment such as CAT (computerized axial tomography) and MRI (magnetic resonance imagery) were
developed. And it was not that long ago that Nobel Prizes were first awarded for these developments.

B Make no mistake, brain imaging is big business in the

scientific community. Some 22,000 studies have been done with
functional magnetic resonance imaging (fMRI). In the United States,
the federal government promised $40 million for the Human
Connectome Project, which aims to map all of the human brain‘s
connections. Brain imaging will no doubt play a big part in the
president‘s $4.5-billion BRAIN Initiative.

C So why are some publications raising concerns about neuroimaging and the results from research? As
in any of the sciences, all it takes are a few highly-publicized bad studies to make people skeptical (having
doubts or reservations). For example, in 2009, Dartmouth researchers put a dead salmon in a scanner,
showed it a bunch of photos of people, and then asked the salmon to determine what emotion the people in
the photos were feeling. Thanks to disturbances in the data, a small region in the fish‘s brain seemed to
“activate” when it was “thinking” about others‘ emotions. Such flawed studies were reported in the media
and the public took them to be representative.

D In one article, neuroscientist Martha Farah makes two compelling counterpoints. One is that brain
imaging methods have improved a great deal since the technology‘s inception, or beginning. The second is
that its drawbacks––statistical pitfalls, inappropriate interpretations, and the like––are not much different
from those of other scientific fields.

E First, let‘s consider the improvements. At the beginning of the development of brain imaging, Farah
notes, researchers were concerned largely with mapping which parts of the brain light up during specific
tasks, such as reading words or seeing colors. This attracted criticism from many who said that imaging was
just a flashy, expensive, modern phrenology. Phrenology, a way of measuring the skull to look for particular
locations that control human functions, went out of style by 1900.

F But the purpose of those early localization experiments, according to Farah, was mostly to validate
the new technology––to make sure that the areas that were preferentially activated in the scanner during,
say, reading were the same regions that older methods (such as lesion studies) had identified as being
important for reading. Once validated, researchers moved on to more interesting questions.

G Moreover, researchers have developed new ways of analyzing imaging data that does not have
anything to do with matching specific regions to specific behaviors. Researchers using brain scanners visualize
not the activity of a single region, but rather the coordinated synchrony––the simultaneous action––of many
regions across the entire brain. This research has shown that there is a network of regions that are most

47
active when we are daydreaming, or introspecting, not engaged in anything in particular. So, even when
people are not actively involved in some pursuit, their brains are busy.

H A second area of concern is bad use of statistical data. However, Farah notes, the same could be said
for lots of other fields. To make this point, she cites a 2006 study published in a medical journal that compared
the astrological signs and hospital diagnoses for all 10.7 million adult residents of Ontario, Canada. It found
that “residents born under the sign of Leo had a higher probability of stomach hemorrhage, while Sagittarians
had a higher probability of upper arm fracture!” It is a reminder of Darrell Huff‘s 1954 book How to Lie with
Statistics, which attempted to show how faulty interpretation of statistics could lead to incorrect conclusions.

I Author Virginia Hughes says that perhaps the stickiest criticism

lodged against brain imaging is the idea that it is more “seductive”
to the public than other forms of scientific data. One 2008 study
reported that people are more likely to find news articles about
cognitive neuroscience convincing if the text appears next to brain
scans, as opposed to other images or no images. The brain images
themselves seem to fascinate people and make them less likely to
think critically about the actual research.

J Hughes concludes, “Brain imaging isn't a perfect scientific tool; nothing is. But there are many good
reasons why it has revolutionized neuroscience over the past few decades. We—the media, the public,
scientists themselves––should always be skeptical of neuroimaging data and be quick to acknowledge shoddy
statistics and hype, just as we should for data of any kind.”

1. What is the passage mainly about?

a. the invention of CAT scans
b. brain studies of Ontario patients
c. issues in brain imaging
d. government funding for large projects

2. Why is the salmon study mentioned in paragraph C?

a. as an example of brain research that does not make sense
b. to point out that the Dartmouth scientists liked working with salmon
c. to show that fish have emotions too
d. to illustrate what happens when a scanner does not work

3. What does Farah mean by localization experiments?

a. older methods of doing research that are still popular
b. experiments that are carried out in only one location of the world
c. analysis of the brain when processing GPS data about location
d. research that focuses only on certain areas of the brain

4. What is the main idea of paragraph H?

a. If you were born in August, take good care of your stomach.
b. A huge study with 10.7 million subjects can still be useless.
c. The patients were not asked if they believed in astrology.
d. The study was done more than 50 years after Huff‘s book was published.

48
5. Which summary would Hughes probably agree with?
a. In a few years, brain imaging will be more accurate with newer technology.
b. People are more likely to believe pictures rather than text articles.
c. Neuroimaging is an amazing scientific tool, but we should always think critically about any
research.
d. Statistical problems are only common to brain imaging, not to other research.

UNIT 10B – EXTRA COMPREHENSION QUESTIONS

Life on the Edge

Choose the best answer for each question.

GIST
1. What would be the best alternative title for the reading?
a. Greenland, Going Through Changes
b. The Effects of Losing Population
c. Uummannaq: Island or Peninsula?

DETAIL
2. Malik Løvstrøm is currently ______.
a. working on a cruise ship
b. taking care of his grandmother
c. playing in a rock band

DETAIL
3. There are currently ______ people living in Niaqornat.
a. 20
b. 50
c. 1,000

VOCABULARY
4. The word instability (paragraph B, line 4) is closest in meaning to ______.
a. poverty
b. calmness
c. unsteadiness

DETAIL
5. The man who moved to Nuuk (paragraph D) wants to ______.
a. live a more modern life
b. hunt and fish
c. work in a museum

49
 UNIT 10 – ADDITIONAL READING PRACTICE 2

Read the passage and choose the correct answer for each question.

Winged Engineers

A In recent years, studies of tool making among chimpanzees and other

non-human primates have become well known. However, Alex Kacelnik, a
behavioral ecologist at Oxford University, is interested in how birds make and
use tools. Kacelnik and his colleagues are studying one of these smart species,
the New Caledonian crow, which lives in the forests of that Pacific island.

B New Caledonian crows are among the most skilled of tool-making and
tool-using birds, forming probes and hooks from sticks and leaf stems to poke
into the crowns of the palm trees, where fat grubs hide. Since these birds, like
chimpanzees, make and use tools, researchers can look for similarities in the
evolutionary processes that shaped their brains. Something about the
environments of both species favored the evolution of tool-making neural
powers.

C But is their use of tools rigid and limited, or can they be inventive? Do they have what researchers call
mental flexibility? Chimpanzees certainly do. In the wild, a chimpanzee may use four sticks of different sizes
to extract the honey from a bee‘s nest. And in captivity, they can figure out how to position several boxes so
they can retrieve a banana hanging from a rope.

D Answering that question for New Caledonian crows––extremely shy birds––was not easy. Even after
years of observing them in the wild, researchers could not determine if the birds‘ ability was innate, or if they
learned to make and use their tools by watching one another. If it was a genetically inherited skill, could they,
like the chimps, use their talent in different, creative ways?

E To find out, Kacelnik and his students brought 23 crows of varying ages (all but one caught in the wild)
to the aviary in his Oxford lab and let them mate. Four hatchlings were raised in captivity, and all were
carefully kept away from the adults, so they had no opportunity to be taught about tools. Yet soon after they
fledged, all picked up sticks to probe busily into cracks and shaped different materials into tools. “So we know
that at least the bases of tool use are inherited,” Kacelnik said. “And now the question is: What else can they
do with tools?”

F The answer is plenty. In his office, Kacelnik played a video of a test he had done with one of the wild-
caught crows, Betty, who had died recently from an infection. In the film, Betty flies into a room. She is a
glossy-black bird with a crow‘s bright, inquisitive eyes, and she immediately spies the test before her: a glass
tube with a tiny basket lodged in its center. The basket holds a bit of meat. The scientists had placed two
pieces of wire in the room. One was bent into a hook, the other was straight. They figured Betty would choose
the hook to lift the basket by its handle.

G But experiments do not always go according to plan. Another crow had stolen the hook before Betty
could find it. Betty is undeterred. She looks at the meat in the basket, then spots the straight piece of wire.
She picks it up with her beak, pushes one end into a crack in the floor, and uses her beak to bend the other
end into a hook. Thus armed, she lifts the basket out of the tube.

50
H “This was the first time Betty had ever seen a piece of wire like this”, Kacelnik said. “But she knew she
could use it to make a hook and exactly where she needed to bend it to make the size she needed.”

I They gave Betty other tests, each requiring a slightly different solution, such as making a hook out of
a flat piece of aluminum rather than a wire. Each time, Betty invented a new tool and solved the problem. “It
means she had a mental representation of what it was she wanted to make. Now that is a major kind of
cognitive sophistication”, Kacelnik said.

J This is the larger lesson of animal cognition research: It humbles us. We are not alone in our ability to
invent or plan or to contemplate ourselves.

1. What was Kacelnik trying to find out in his crow research?

a. Are crows’ tool-making skills inherited, and can they use them creatively?
b. Why do chimpanzees use so many sticks to get honey from a bee‘s nest?
c. Do mother crows teach their babies how to fly and hunt?
d. Is it possible to raise shy animals in captivity?

2. Why does the writer compare crows and chimpanzees in paragraphs B and C?
a. to point out that crows eat grubs, but chimps eat bananas
b. to figure out how to capture crows to study them
c. to look at how the environment shapes their use of tools
d. to explain what the animals can do with sticks and boxes

3. In paragraph D, what is the meaning of the word innate?

a. taught
b. inborn
c. unusual
d. individual

4. What would be the best summary of paragraphs F through I?

a. Betty was annoyed because another crow stole her hook.
b. Betty was always able to invent a new tool to solve a problem.
c. Betty was able to perform tasks before she got sick.
d. Betty was confused by a flat piece of metal she had not seen before.

5. What does the final paragraph mean?

a. A humble person has a high view of their own importance.
b. We do not really understand animal cognition research yet.
c. Humans are not unique in being able to plan or create things.
d. People who contemplate themselves are self-aware.

51
 UNIT 10A & 10B – VOCABULARY REVISION

Exercise 1. Complete the sentences with the correct words from the table given and make the necessary
changes. There are two extra words.

crack (n) exceed debate (n) critical slide give up

unexpected consequence shift (n) encourage terrifying

1. One of the possible consequences of not wearing a seatbelt in a car accident is serious injury. It may
really have serious results.
2. He tried to fix the window crack before the rain started pouring in.
3. It's always important to receive critical feedback to improve your work.
4. Her grades this semester exceeded her own expectations, and she was thrilled. They were far beyond
what she anticipated.
5. The car started to slide down the icy hill, causing panic among the passengers. Luckily, no one was
injured.
6. It was a terrifying experience for her to speak in front of such a large audience since he has had a stage
phobia.
7. The sudden and unexpected news of her promotion left her speechless. It was a great shock and a
lovely surprise for her.
8. There was a lively debate about the benefits of recycling in the community.
9. Going vegan was a big shift from her usual meat-heavy diet. What caused this change was her
deteriorating health condition.

Exercise 2. Match each word with its definition.

1. absorb e a. serious and worrying

2. appeal c b. to hand over to someone else; to let go of
3. economic d c. a quality that makes people like or be attracted to something
4. exception f d. relating to trade, industry, and the management of money
5. gathering g e. to take something in
6. give up b f. something that does not follow a stated rule or pattern
7. critical a g. a meeting with a group of people

52
Exercise 3. Fill in the chart with the correct word forms. Use a dictionary if necessary. An X indicates there
is no form in that category or it is not asked.

NOUN VERB ADJECTIVE ADVERB

absorption absorb absorbent X
consequence X consequential consequently
criticism criticize critical critically
excess exceed excessive excessively
host host X X
terror terrify terrifying terrifyingly
expectation expect unexpected unexpectedly
appeal appeal appealing X
debate debate debatable X
economy economize economic economically
encouragement encourage encouraging encouragingly
exception except exceptional exceptionally
gathering gather X X
management manage manageable X

Exercise 4. Complete the sentences with the correct form of the word from the chart in Exercise 3.

1. She looked at the situation critically (adverb), checked every detail and realized the importance of
the decision.
2. Eating excessive (adjective) amounts of sugar can lead to health problems. All kinds of nutrients
must be taken in moderate quantities.
3. The horror movie was so frightening, it managed to terrify (verb) even the bravest of viewers.
4. We didn't expect (verb) the heavy traffic on the road. It was much more crowded than anticipated.
5. The new art exhibit was so appealing (adjective) that it attracted visitors from all over the city.
6. The company had to make some tough financial decisions to stay balanced economically (adverb).
7. She performed exceptionally (adverb) well on the exam which surprised everyone.
8. The task seemed challenging at first, but with a plan, it became quite manageable (adjective).
9. Friends and family will gather (verb) at their house for Thanksgiving dinner. They all see it as a
chance to meet and catch-up in their busy schedules.
10. His coach's words of encouragement (noun) and support motivated him to train harder.
11. Whether or not the new policy will work is debatable (adjective) and questionable among the team.
They decided to have a meeting to discuss about its pros and cons.

53
 UNIT 11A – EXTRA COMPREHENSION QUESTIONS

The Knowledge Illusion

Choose the best answer for each question.

DETAIL
1. Many people answer the question about the bat and ball incorrectly for all of the following reasons
EXCEPT ______.
a. The solution to the problem seems simple.
b. They give an answer based on their intuition.
c. They lack the math skills needed to answer.

VOCABULARY
2. The word colleague in paragraph D, line 1 is closest in meaning to ______.
a. student
b. co-worker
c. volunteer

DETAIL
3. What does the author indicate about “helium rain”?
a. It doesn’t actually exist.
b. It was only recently discovered.
c. It was the subject of recent experiments.

INFERENCE
4. How were the two parts of the experiment described in paragraphs D and E different?
a. In one of them, researchers did not mention helium rain.
b. In one of them, researchers said scientists could explain helium rain.
c. Steven Sloman was involved with only one experiment.

REFERENCE
5. The word these in paragraph I, line 3, refers to ______.
a. headlines and stories
b. online communities
c. social media

54
 UNIT 11 – ADDITIONAL READING PRACTICE 1

Read the passage and choose the correct answer for each question.

Painting with Music

A Put on a Bach concerto and close your eyes. Now picture a color.
What color do you see? If it is a fast Bach concerto in a major key, it
is likely you will picture a color that is more saturated and brighter,
like a red or a yellow. And if it is a slower Bach piece, you will likely
see something darker and bluer in your head.

B “We can predict with 95 percent accuracy how happy or sad the
colors people pick will be, based on how happy or sad the music is
that they‘re listening to,” said Stephen Palmer, a vision scientist at
the University of California, Berkeley.

C Palmer and a team of researchers at Berkeley asked nearly 100 people to listen to 18 pieces of classical
music that varied in key and tempo. The participants––half from San Francisco and half from Guadalajara,
Mexico––were then asked to choose five colors that they most associated with each piece, selecting from a
37-color palette or range of colors.

D The results, published in the Proceedings of the National Academy of Sciences, found that people in
both countries picked bright, warmer colors when they heard faster, more upbeat music and darker, cooler
colors for pieces in minor keys. Those connections, Palmer says, are largely based on emotional connections
our brains make. In other words, if a classical music piece is happy and lively, people are more likely to pick
colors that are also happy and lively because they feel happy and lively when listening to the music. This
might seem obvious, but now the idea is backed up by Palmer‘s research.

E “We saw that the brain will use emotion as the basis for a musical-color match,” says Palmer. “The
music activates some representation of emotion in whatever part of the brain is coding emotion. The colors
also have associations with emotions.”

F Palmer‘s team has recreated the experiment with more than 34 different genres of music––from hip-
hop to the blues to heavy metal––all with the same results. The findings may be useful for advertising and
creative non-drug-based therapies. They also may help researchers better understand people who have a
condition called synesthesia, said Palmer.

G “People with synesthesia see colors or taste sounds,” he said. “We‘re planning to replicate the
experiment with them in the future and ask them to pick the colors they‘re experiencing that most closely
represent the color on the wheel.”

1. What would be the best alternative title for the passage?

a. Warm Colors in Mexico
b. Hip-hop Is Yellow
c. The Music of Bach
d. Music, Emotion, and Color

55
2. What did Palmer‘s research discover?
a. The participants picked different colors for the same music.
b. Fast classical music makes people see blue or purple.
c. Emotion is the link between music and color.
d. The results vary when popular music is played.

3. Which of these is the research NOT useful for?

a. publishing music in color
b. advertising
c. non-drug therapies
d. understanding synesthesia

4. At the end of which paragraph would the sentence Only about five percent of people in the study chose
different colors for the musical pieces best fit?
a. paragraph A
b. paragraph B
c. paragraph C
d. paragraph D

5. According to Palmer, the brains of people with synesthesia ____.

a. keep repeating the same sounds over and over
b. can differentiate between 37 colors on a wheel
c. link one sense, like taste or hearing, with another
d. associate the color gray with heavy metal music

UNIT 11B – EXTRA COMPREHENSION QUESTIONS

The Limits of Lying

Choose the best answer for each question.

MAIN IDEA
1. The main idea of this passage is to explain ______.
a. how dishonest people are willing to be
b. why some people are willing to cheat themselves
c. how people learn how to cheat on tests

INFERENCE
2. The author says “not surprisingly, he scored very well” because Ariely ______.
a. had taken the test before
b. looked at the answers before answering each question
c. looked at someone else's magazine

56
COHERENCE
3. In which position—[1], [2], or [3]—should this sentence be added to this section of paragraph A?

In fact, Ariely, a professor of psychology at Duke University, is considered one of the foremost experts on
lying.
“When I finished, I thought—I cheated myself,” he says. So why did he do it? [1] “Presumably, I
wanted to know how smart I am, but I also wanted to prove I’m this smart to myself.” [2] The
experience led Ariely to develop a lifelong interest in the study of lying and other forms of
dishonesty. [3]
a. [1]
b. [2]
c. [3]

DETAIL
4. How were the two versions of the experiments described in the passage different?
a. In one version, the volunteers received money, but in the other they didn’t.
b. The volunteers answered more questions correctly in one version.
c. The volunteers were offered more money for each correct answer in one version.

INFERENCE
5. Which of the following shows the limits of people’s dishonesty as explained in paragraph E?
a. Someone will take home a notebook from their office but won’t take a computer.
b. Someone borrows five dollars from a friend and forgets to return it.
c. Someone takes a friend’s bicycle without asking but returns it the next day.

UNIT 11 – ADDITIONAL READING PRACTICE 2

Read the passage and choose the correct answer for each question.

Van Gogh the Paradox

A Vincent van Gogh was the ultimate paradox. Often depicted as aimless and shiftless as he moved from
one job or profession to another, once set on art, he was incredibly prolific, producing over 2,100 artworks
in a decade. Described as a loner and lonely, he sustained a remarkable relationship with his brother Theo
and communicated with others in letters that show great sensibility. Reputed to have only sold one painting
during his lifetime, a century later one of his paintings commanded the highest price ever paid for a painting.
His works were regarded as eccentric by the art establishment, but they are now among the most appreciated
and accessible art in the world. What is the source of these apparent contradictions?

B A typical biography of van Gogh starts with his birth near the border between the Netherlands and
Belgium to a Dutch clergyman and his wife who wanted their son to pursue a practical career. What often is
not mentioned is that the pastor had three brothers who were art dealers, far from a conventional
occupation. When van Gogh was 16, his uncle facilitated his apprenticeship to another dealer, so for six years
he worked in the art sales business, first in The Hague, and then in London. At Goupil & Cie, young van Gogh
was exposed to the popular art styles of the day, art that “sold” and supported the businesses.

57
 C In the usual biography, we do not hear much about van Gogh‘s siblings
during his childhood, especially his brother Theo who was to play such a
significant role in his adult life. Theo was four years younger than Vincent,
and at age 16, he too joined the Parisian art dealers Goupil & Cie at one of
their Dutch branches. Unlike Vincent who was fired from the company at
age 23, Theo worked for them for much of his successful career as an art
dealer. It was Theo‘s job that made possible the money that he sent to
support his older brother. In return, he received most––but not all––of
Vincent‘s artwork once he settled on a career as an artist. From the
voluminous exchange of letters, it seems that the brothers considered this
a fair exchange, Theo seeing future value in his brother‘s work. Moreover,
Theo provided steadfast emotional support for Vincent throughout his life.

D Much of what is actually known about van Gogh‘s life is based on a large collection of letters, more
than 600 of which he wrote to his brother Theo. It appears that while Theo kept Vincent‘s letters, the reverse
is not true since only about 40 from Theo were found after Vincent‘s death. Vincent also wrote to his sister
Willemina and to other artists such as Émile Bernard. The content in the letters ranged from descriptions of
places where Vincent stayed, to theories about art and the changing art scene, to comments about Vincent‘s
recent work. There is a gap in the letters during the period 1886–1888 when Vincent was in Paris near Theo.
It was at this time that Vincent became acquainted with some of the innovative artists who broke with
tradition in their painting styles and techniques.

E Much of the fascination with the van Gogh paradox focuses on his health and how it impacted his
artistry. In more than a century since his death, many doctors have sought clues from Vincent‘s letters and
behaviors and have diagnosed a range of illnesses, some physical, others mental. There seems to be some
consensus that both factors were at play, with underlying physical problems made worse by mental illness
and alcoholic consumption. Using the letters and van Gogh‘s works to create a timeline, it appears that some
of his illnesses were episodic, descending on him suddenly and severely, followed by periods of remission
when he seemed better. According to letters to Theo, Vincent did not even have confidence in Dr. Gachet,
the subject of a portrait that was sold at auction for 82.5 million dollars in 1990. But in 1890, physicians like
Gachet were not sure how to cure “melancholy” and did not regard it as seriously as depression is viewed
today. Author Joel Swerdlow––who read van Gogh‘s letters and visited important sites as part of his
background research––asked what would have happened if the artist had been effectively treated. Would he
have still produced great art?

F In the end, it is the great art that people find so appealing today. Certainly the landscapes of wheat
fields, sunflowers, cypress trees, and starry nights are universal scenes. The portraits and self-portraits convey
mood and thought as well as what a person looked like. But it is van Gogh‘s striking use of color that is truly
distinctive. Seen as radical during van Gogh‘s lifetime, today it is his depth and placement of colors that make
his paintings vibrant. In his letters, van Gogh compared painting to performing music. He wrote, “Whether I
really sang a lullaby in colors, I leave to the critics.” Modern critics would say his paintings truly sing.

1. What is the main idea of the title and paragraph A?

a. Many aspects of van Gogh‘s life seem opposite, but they are all true.
b. It took a while for van Gogh to find a career, but he was very successful.
c. If van Gogh had not charged high prices, he would have sold more paintings.
d. The art establishment was very backward in failing to appreciate van Gogh.

58
2. What is the purpose of paragraph B?
a. to explain why van Gogh‘s family did not like art
b. to give information about van Gogh‘s birthplace
c. to point out van Gogh‘s family connections to the art world
d. to tell why van Gogh could not afford to go to university

3. What does a fair exchange refer to in paragraph C?

a. Vincent sent Theo money he earned from selling his paintings.
b. Theo gave Vincent money and encouragement and got his artworks in return.
c. Vincent and Theo only exchanged letters because there was no telephone.
d. Vincent worked as an art dealer so Theo could go to school.

4. Which statement is NOT true about the letters?

a. Vincent carefully kept all the letters Theo sent him.
b. Some of Vincent‘s letters were to his sister Willemina.
c. In some letters, Vincent mentioned paintings he had just finished.
d. There is a gap in the letters while Vincent lived in Paris.

5. Which idea would Swerdlow most likely agree with?

a. There may be a connection between mental illness and great art.
b. If van Gogh had been happier, he would have used brighter colors.
c. Van Gogh was constantly ill for years before he died.
d. Dr. Gachet thought van Gogh‘s sadness would disappear.

UNIT 11A & 11B – VOCABULARY REVISION

Exercise 1. Complete the sentences with the correct words from the table given and make the necessary
changes.

sum concept encounter rely on presumably

media participate norm justify researcher

1. Women are portrayed in a biased and stereotyped manner in the media.

2. We encountered quite a few problems at the beginning, but we managed to solve all of them.
3. One child per family is fast becoming the norm in some countries.
4. We rely on our team to help us finish our projects on time.
5. My grandfather was a medical researcher who pioneered the development of antibiotics.
6. Everyone should participate in team meetings to share their ideas.
7. Her mother will presumably stay with them until she's made a full recovery.
8. We need to justify why we need more time to finish our project, or they won’t believe us.
9. Ethics is a difficult concept to understand because we often confuse it with law and morality.
10. A large sum of money is spent on national defense every year.

59
Exercise 2. Match each word/phrase with its definition.

1. on average e a. a reason that you give to explain why you did something wrong
2. excuse a b. to say or write something that is not true in order to deceive someone
3. honest d c. to get points in a game or test
4. score c d. sincere and telling the truth
5. lie b e. based on a calculation about how many times something usually happens

Exercise 3. Fill in the chart with the correct word forms. Some categories can have more than one form.
Use a dictionary if necessary. An X indicates there is no form in that category, or it is not asked.

NOUN VERB ADJECTIVE ADVERB

average average average averagely
cheater cheat X X
concept,
conceptualize conceptual conceptually
conceptualization
encounter encounter X X
excuse excuse excusable, inexcusably inexcusably
experiment,
experiment experimental experimentally
experimentation
honesty X honest honestly
individual, individuality individualize individual, individualized individually
justifiable, unjustifiable
justification justify justifiably, unjustifiably
justified, unjustified
lie, liar lie lying X
media, medium X X X
normal, abnormal,
norm X normally, abnormally
normless
participation participate participatory participatorily
presumable
presumption presume presumably
presumptuous
reliance rely reliable, unreliable reliably
report, reporter, reportable,
report reportedly
reportage unreported
researcher, research research researchable X
score, scorer score, outscore scoreless X
sum sum sumless X
voluntary, voluntarily,
volunteer volunteer
involuntary involuntarily

Exercise 4. Put the words in the right order to create meaningful sentences.

1. our students / treat / try to / individuals. / we / as /

We try to treat our students as individuals.

2. in the exam / by / the boy in front / she / copying from / cheated

She cheated in the exam by copying from the boy in front.

60
3. reported / dramatically / she/ the situation / that / had changed
She reported that the situation had changed dramatically.

4. immediately / experiments / be / animals / banned / should / on

Experiments on animals should be banned immediately.

5. these / volunteers / any / move / are / help / there / me / to / books

Are there any volunteers to help me move these books?

UNIT 12A – EXTRA COMPREHENSION QUESTIONS

The Dream of Flight

Choose the best answer for each question.

GIST
1. What would be the best alternative title for the passage?
a. Wishing for Wings
b. The Myth of Icarus
c. Extreme Sports

COHERENCE
2. In which position—[1], [2], or [3]—should this sentence be added to this section of paragraph A?

They didn’t realize that they could never flap their homemade wings hard or fast enough to stay in the air.

The ancient Greeks told the legend of Icarus, a boy who flies so high that the sun melts his man-made wings
and he crashes down to Earth. [1] Across history, many more people have died after jumping from a tower
or cliff with wings that didn’t quite work. [2] Flying, for humans, seemed an impossibility. [3]
a. [1]
b. [2]
c. [3]

INFERENCE
3. The author implies that Leonardo da Vinci ______.
a. designed and built the first hang glider
b. jumped from a tower with homemade wings
c. based his design on the wings of birds

DETAIL
4. A BASE jumper would NOT jump ______.
a. off a mountain
b. out of an airplane
c. off a high bridge

61
INFERENCE
5. Which of the following would probably NOT be used to describe Yves Rossy’s attitude about flying?
a. enthusiastic
b. optimistic
c. apprehensive

UNIT 12 – ADDITIONAL READING PRACTICE 1

Read the passage and choose the correct answer for each question.

Walking in Space

A In late December of 2013, tensions were high as the astronauts aboard the International Space Station
(ISS) prepared to conduct a series of emergency spacewalks. The purpose of the walks was to correct a critical
cooling system failure.

B Acting much like a car‘s radiator, the cooling

pump prevents overheating of electronics and
science experiments aboard the ISS. With one of two
cooling pumps shut down, NASA decided that a series
of six-and-a-half-hour spacewalks must be
performed to replace the faulty pump with a spare.

C Although astronauts constantly train for

various emergency scenarios that may crop up during
walks outside the ISS, there are real risks involved in
spacewalks. Here are five of the main problems that
can occur.

Suit Punctures

D Micro-meteors or tiny shards of metal––even ones the size of a grain of sand––could cause a puncture
and create a catastrophic leak in the spacesuit. Spacewalkers conduct regular examinations of their gloves
and suits for leaks while on spacewalks. People tend to think of space as empty, but actually there are lots of
objects flying around, including “space junk.”

Decompression Sickness or “the bends”

E Divers are familiar with the decompression sickness (DCS) that happens when you suddenly go from
the pressure of deep water to more shallow water with different pressure. Tiny gas bubbles form and float
around your body, causing anything from joint pain––the “bends”––to death. To prevent DCS, divers use
tables that show the length of time a person needs to gradually come up to the surface. On Earth, divers with
DCS can be treated in decompression chambers.

62
F Unfortunately, DCS also occurs in space if an astronaut moves too quickly from one pressure
environment to another. For example, if an astronaut puts on a spacesuit too quickly and then heads outside
the station, they may get DCS. To prevent the sickness, astronauts undergo a “denitrogenation” process prior
to all spacewalks because the ambient pressure in their spacesuits is much lower than inside the space
station. Without it, rapid change in air pressure would cause nitrogen gas bubbles to expand in their blood
vessels, causing severe pain, cramping, and even paralysis or death.

Exhaustion and Loss of Consciousness

G Despite having their own heating and cooling

systems, spacesuits can get really hot, especially when
astronauts are conducting physically demanding walks
that go on for many hours. Ground controllers
therefore monitor the astronauts‘ vital signs like
temperature, pulse, and respiration to make sure they
are breathing regularly and do not overheat and pass
out.

Accidental Detachment from Spaceship

H Astronauts go through countless hours of training for spacewalks to familiarize themselves with the
exact route they will take after leaving the airlock. Spacesuits are directly tethered to the ISS. However, if a
spacesuit does somehow detach, there is a way back in––NASA spacesuits all have mini jet packs that allow
the spacewalker to float back to the station.

Leaking Water in Spacesuit

I This frightening situation actually happened when Italian astronaut Luca Parmitano‘s helmet
unexpectedly began filling with water. Ground controllers immediately stopped the spacewalk and the crew
assisted Parmitano back to the airlock. Later, Parmitano wrote about the incident on his blog and shared his
idea for one scary solution that thankfully he did not have to try. “The only idea I could think of was to open
the safety valve by my left ear.” That would have let some water out until it started to freeze, but making a
hole in the spacesuit would have caused other problems with pressurization.

J Fortunately, NASA solved the problem with the leaking spacesuit. The agency tries hard to foresee
what can go wrong when astronauts spacewalk and to learn from bad experiences.

1. What would be the best alternative title for the passage?

a. All Alone in Space
b. A Hole in a Spacesuit
c. The Dangers Spacewalkers Face
d. Preventing Decompression Sickness

2. According to paragraph B, what does the cooling system protect?

a. electronics and science experiments
b. the crew‘s kitchen
c. the spaceship‘s radiator
d. communications with ground control

63
 3. What is NOT mentioned as a symptom of decompression sickness?
a. the “bends” from joint pain
b. cramping
c. severe headaches
d. paralysis

4. In paragraph H, what would be a good substitute for the word tethered?

a. tied to
b. detached from
c. monitored by
d. independent of

5. At the end of which paragraph would the sentence Luckily, Parmitano did not have to try the plan he
thought of best fit?
a. paragraph F
b. paragraph G
c. paragraph H
d. paragraph I

UNIT 12B – EXTRA COMPREHENSION QUESTIONS

Dark Descent

Choose the best answer for each question.

COHERENCE
1. In which position—[1], [2], or [3]—should this sentence be added to paragraph A?

Indeed, it is only one of two known caves deeper than 2,000 meters.

It’s August 2004. [1] Caver Sergio García-Dils de la Vega kisses his girlfriend good-bye at the entrance of
Krubera Cave. [2] Krubera, in the western Caucasus Mountains, is the deepest known cave in the world. [3]
It will be weeks before he sees her again.

a. [1]
b. [2]
c. [3]

DETAIL
2. In paragraph B, how does the author describe the expedition?
a. By comparing it to other dangerous tasks.
b. By explaining what other cavers thought of it.
c. By giving statistics that show how dangerous it was.

64
DETAIL
3. Which of these questions is NOT answered in the passage?
a. Did the García-Dils expedition achieve its goal?
b. How much did the team’s equipment and supplies cost?
c. About how long did the García-Dils expedition last?

DETAIL
4. The author does NOT indicate that ______ part of the team’s equipment.
a. a lot of rope was
b. tents for camping were
c. a phone was

VOCABULARY
5. A ______ is a kind of underground lake.
a. squeeze
b. cascade
c. sump

UNIT 12 – ADDITIONAL READING PRACTICE 2

Read the passage and choose the correct answer for each question.
Using Asteroids
A Encouraged by new space technologies, a growing fleet of commercial rockets, and the vast potential
to generate riches, a group of entrepreneurs recently announced that they plan to mine the thousands of
near-Earth asteroids in the coming decades. About 700 to 800 near-Earth asteroids are easier to reach and
land on than the moon.
B The new company, Deep Space Industries (DSI), is not the first in the field, nor is it the best financed.
But with their ambition to become the first asteroid prospectors, and ultimately miners and manufacturers,
they are aggressively going after what Mark Sonter, an Australian mining consultant and asteroid specialist,
called “the main resource opportunity of the 21st century.”
C So, the big question is “Why mine asteroids?” The answers are complex and have to do with the
geologic history of Earth and the asteroids around it. After the Earth formed, a rain of asteroids hit the surface
and supplied the metals and minerals that we have come to take for granted. However, the supply of key
elements that sustain modern industry––such as copper, gold, silver, zinc, tin, and lead––is running out and
may be depleted in five or six decades. Thus, asteroids are a replacement source for metals on Earth as well
as a supply of elements needed to sustain space exploration and colonization.
D There are some 9,000 asteroids described as “near-Earth,” and they contain several classes of
resources that entrepreneurs are now eyeing as economically valuable. Elements such as gold and platinum
can be found on some asteroids. But water, silicon, nickel, and iron are the elements expected to become

65
central to a space “economy” should it ever develop. Water can be “mined” for its hydrogen (a fuel) and
oxygen (needed for humans in space), while silicon can be used for solar power systems, and the ubiquitous
nickel and iron for potential space manufacturing.
E It all sounds like science fiction, but the Chief Executive Officer of
DSI David Gump said that the technology is evolving so quickly that a
space economy can soon become a reality. Providing resources from
beyond Earth to power spacecraft and keep space travelers alive is the
logical way to go.
F That is because the most expensive and resource-intensive
aspect of space travel is pushing through the Earth‘s atmosphere.
Some 90 percent of the weight lifted by a rocket sending a capsule to
Mars is fuel. Speaking during a press conference at the Santa Monica
Museum of Flying in California, Gump said that Mars exploration
would be much cheaper, and more efficient, if some of the fuel could
be picked up en route.
G DSI‘s prospecting spacecraft, called FireFlies, will hitchhike on rockets carrying up communication
satellites or scientific instruments, but they will be designed so that they also have their own propulsion
systems. The larger mining spacecraft to follow have been named “DragonFlies.”
H While these potential space entrepreneurs are confident they can physically lay claim to resources
beyond Earth, there remain untested legal issues. The United Nations Space Treaty of 1967 expressly forbids
ownership of other celestial bodies by governments on Earth. But American administrations have long argued
that the same is not true of private companies and potential mining rights.
I Moon rocks brought back to Earth during the Apollo program are considered to belong to the United
States, and the Russian space agency has sold some moon samples it has returned to Earth––sales seen by
some as setting a precedent.
J Despite the potential for future legal issues, DSI‘s Gump said his group recently met with top NASA
officials to discuss issues regarding technology and capital, and came away optimistic. “There‘s a great hunger
for the idea of getting space missions done with smaller, cheaper technology and for increased private sector
involvement.”

1. What is the passage mainly about?

a. mining precious metals like gold and platinum on Earth
b. the coming shortage of industrial materials
c. getting fuel and water for the exploration of Mars
d. collecting minerals and metals from asteroids

2. What is NOT mentioned as a reason to mine asteroids?

a. they contain valuable minerals and metals that we need
b. asteroids are a convenient stopping place en route to Mars
c. Earth‘s supply of elements essential for manufacturing is running out
d. asteroids could supply hydrogen and oxygen for space travelers

66
 3. What is the most expensive part of space travel?
a. buying fuel at market prices
b. getting through Earth‘s atmosphere
c. the materials used to build spaceships
d. training astronauts to spacewalk

4. How will DSI take advantage of existing space programs

a. Prospecting spacecraft will “hitchhike” on rockets used for other purposes.
b. Prospecting spacecraft will have their own propulsion systems.
c. The larger mining spacecraft will be called “DragonFlies.”
d. Their mining spacecraft will refuel on an asteroid.

5. What issue is still unresolved?

a. what to do with moon rocks
b. whether governments can own asteroids
c. the legal ownership of space materials
d. updating the United Nations Treaty

UNIT 12A & 12B – VOCABULARY REVISION

Exercise 1. Complete the sentences with the correct words from the table given and make the necessary
changes.

motivate courage relatively unlike tightly

block depth disappointed ease out of time

1. I was disappointed when my favorite team lost the game.

2. I want to motivate my friend to learn a new language with me.
3. The depth of the shelves is about 35 cm.
4. I'd like to continue this discussion but we're all out of time.
5. A big truck blocked the road, so we had to find another way.
6. Learning English is relatively easy compared to some other languages.
7. Unlike dogs, cats are known for their independence.
8. It takes courage to speak in front of a big group of people.
9. The lid was tightly closed on the jar.
10. These pills should ease the pain.

67
Exercise 2. Circle the correct option.

1. It's a __________ to have food and water to survive.

a) necessity b) ease c) courage d) thrill

2. Make sure to bring all the necessary _________ for the camping trip.
a) wings b) supplies c) depths d) blocks

3. That movie was ________; I enjoyed it a lot!

a) fantastic b) disappointing c) average d) tight

4. Flowers ________ from the ground in spring.

a) conquer b) ease c) emerge d) motivate

5. My car's been having ________ trouble recently.

a) supply b) courage c) thrill d) engine

Exercise 4. Fill in the chart with the correct word forms. Some categories can have more than one form.
Use a dictionary if necessary. An X indicates there is no form in that category, or it is not asked.

NOUN VERB ADJECTIVE ADVERB

block, unblock, block, blockage,
blocked, unblocked X
blockade blockade
conquest, conqueror conquer conquering X
courage encourage courageous courageously
depth deepen deep deeply
disappointed,
disappointment disappoint disappointingly
disappointing
ease ease easy easily
emergence emerge emergent, emerging X
engine X X X
fantasy fantasize fantastic fantastically
motivated, motivating,
motive, motivation motivate X
motiveless
necessarily,
necessity necessitate necessary, unnecessary
unnecessarily
relation, relationship relate relative, related, unrelated relatively
steer steer X X
supply, supplier supply X X
thrill thrill thrilling, thrilled thrillingly
tightness tighten tight, tightened tight, tightly
wing wing X X

68
Exercise 3. Match each word with its definition.

1. cliff c a. to get control of a country by fighting

2. steer e b. the long flat parts sticking out of the side of a plane to which support it while flying
3. wing b c. a high area of land with a very steep side
4. conquer a d. a sudden strong feeling of excitement and pleasure
5. thrill d e. to control the direction in which a boat, car, etc. moves

UNIT 10-11-12 / VOCABULARY REVISION

Go to the link below or scan the QR code for

Reading Explorer 2 Units 10-11-12 Vocabulary Review:

https://create.kahoot.it/share/re2-vocab-review-units-10-12/eee9a9c0-05d1-4651-a5c3-
8334e1cb6e0b

69
 YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES
DEPARTMENT OF BASIC ENGLISH

Q SKILLS Listening & Speaking 3

LISTENING PACK

B1+ LEVEL

2023 – 2024
SPRING TERM
Teacher’s Copy
 UNIT 5 – LISTENING 1
“A Lifetime of Risks”

NOTE TAKING SHEET

Listen to a podcast about risk-taking at different stages of life and take notes below. You will answer the
questions using these notes. You will listen TWICE.

A Lifetime of Risks

Children

Risks:

Outcomes:

Teenagers:

Risks:

Outcomes:

Young Adults

Risks:

Outcomes:

Older adults in some countries

Risks:

Outcomes:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 107-109 AND ANSWER THE FOLLOWING EXTRA COMPREHENSION QUESTIONS.

73
 EXTRA COMPREHENSION QUESTIONS

1. What is the definition of taking risks according to Hannah?

a) a way to explore the world
b) a way to solve problems
c) a way to express ourselves

2. According to the podcast what does ‘’impulsive risk’’ mean?

a) taking too many risks
b) acting without thinking
c) thinking risks are unnecessary

3. Which of the positive risks below did Hanna NOT mention?

a) playing a sport
b) meeting new people
c) spending money

4. What do teenagers have to do in order to help their brains develop?

a) they have to take some risks
b) they have to be more careful
c) they have to stop taking risks

5. According to a research which of the information below is NOT true?

a) risk-taking declines with age, especially taking financial risks.
b) older people are much less likely to take risks with their money.
c) short people took more risks than tall people.

6. Why do people in countries such as Pakistan and Mali take more risks than other people?
a) because they are not responsible
b) because their lives are difficult
c) because they enjoy taking risks

74
 UNIT 5 – LISTENING 1 – TRANSCRIPT
A Lifetime of Risks
Jake: Hey there. Welcome to It’s on Our Minds, a podcast about psychology and neuroscience1.
I’m Jake.
Hannah: And I’m Hannah.
Jake: And we’re both graduate students interested in all things related to our brains and our
behavior.
Hannah: Today, we’re talking about risk-taking over your lifetime2, including some pretty
interesting recent research that sheds some light on who takes more risks.
Jake: Hannah, your area of expertise is developmental psychology. What can you tell our
listeners about the risks we take as children and teenagers?
Hannah: Well, we usually think of adolescence3 as the time when people have the tendency to
take the most risks. However, even little children take risks. Taking risks is a way we
explore the world and discover what we can do. We’d never learn to walk if we didn’t risk
falling down. Younger children also take impulsive4 risks. This means they act without
thinking. For example, they might run into the street to get a ball, risking an accident.
As children become adolescents, they are less likely to take those impulsive risks, but
they are even more likely to want to discover what they can do.
When we’re teenagers, we look for experiences that are new to us—we’re basically
exploring the world of adulthood. Taking risks at this time prepares us to face challenges
as adults. We’re preparing to leave the safety of our home and family, which is a risk in
itself. Positive risk-taking, like playing a sport or meeting new people, has clear benefits
because we develop skills and friendships.
Jake: And brain research suggests that our adolescent brains are changing in a way that makes
taking risks more likely. Teenaged brains are more sensitive to interactions with peers or
other teenagers. When friends exclude5 us, our brains have a strong negative reaction.
This means we will do almost anything to be accepted. Also, a part of the brain called the
prefrontal cortex is still developing. This is the part of the brain that controls behavior,
that helps us use good judgment. This is why so many teenagers drive so fast. Their
brains have trouble judging the danger, and they get the excitement they want.
Hannah: And another factor is survival bias. I read somewhere that if we see the survival of people
who have done something risky, like driving fast, we think nothing bad will happen to us
either.

1
neuroscience: noun science that deals with the nervous system and the brain
2
lifetime: noun the period of time someone is alive
3
adolescence: noun the period of a person’s life between being a child and becoming an adult, between
the ages of about 13 and 17
4
impulsive: adjective likely to act suddenly and without thinking, done without careful thought
5
exclude: verb to leave someone or something out

75
Jake: Teen brains are going through a lot of growth, but their hormones and emotional
development take over in some situations. And some of the risks they take to feel
something exciting or explore something new actually encourages their brains to form
more connections.
Hannah: So, in a way, they have to take some risks in order to help their brains develop, and once
developed, they’ll know enough to stop taking those risks.
Jake: Poor teenagers! It’s an endless cycle. Like when I exercise to lose weight but then need to
eat more.
Hannah: OK, so once these kids are young adults, what happens to their risk-taking? Researchers
have long thought that risk-taking declines with age, especially taking financial risks. One
study at the University of Bonn of 20,000 people found that older people are much less
likely to take risks with their money. In the same study, men took more risks than
women, and tall people took more risks than short ones. And a second study looked at
528 participants aged 18 to 93. It found that overall risk-taking decreases as we get older,
but it differs depending on the type of risk. For example, men become much less likely to
take financial risks as they enter old age, while women are less likely to take social risks.
And risk-taking in recreation, like skydiving 6or bungee jumping, declines sharply as
people move from young adulthood into middle age.
Jake: Which leads us to a third study conducted recently by researchers in Basel and Berlin.
They looked at information from 77 countries, a total of almost 150,000 people aged 15
to 99, 52 percent of whom were women. And it found the pattern you describe in most
countries, including Germany, the US, and Russia, but something different in other
countries.
Hannah: Right. In countries such as Pakistan, Mali, and Nigeria, both men and women generally
take more risks than people in countries like Germany and Russia, and they continue to
take risks throughout their lifetimes. In places where there are more challenges, including
economic difficulties, people are more willing to take risks. For example, they might
decide to move to a new city or country to find a better life.
Jake: So if our lives are difficult, we may take risks that other people wouldn’t?
Hannah: Exactly. No matter what our age, taking risks can offer new opportunities and help us
grow.

6
skydiving: noun a sport in which you jump from a plane and fall through the air before opening your
parachute

76
 UNIT 5 – LISTENING 2
“Science on the Edge”

NOTE TAKING SHEET

Listen to a report on scientists with risky jobs and take notes below. You will answer the questions using
these notes. You will listen TWICE.

Science on the Edge

Paul Flaherty

Occupation:

Risk Taken:

Outcomes:

Tina Neal

Occupation:

Risk Taken:

Outcomes:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 112 AND ANSWER THE FOLLOWING EXTRA COMPREHENSION QUESTIONS.

77
 Extra Comprehension Questions

1. According to the audio what CANNOT be said about scientists?

a. they solve problems
b. they work so many hours
c. they explore mysteries

2. Which of the natural dangers below is NOT mentioned in the audio?

a. hurricanes
b. extreme climate
c. landslides

3. What do Paul Flaherty and his crew do in order to lower the level of risk?
a. they do not go on a mission
b. they ignore the risks
c. they identify the risks and rate them

4. Why do Tina Neal and her crew make the maps?

a. to mark the places they have been to
b. to locate areas where they can go
c. to warn the crew about dangerous places

5. Which transportation do they use to get to the volcanoes in Alaska?

a. helicopters, small airplanes and boats
b. helicopters, drones and ships
c. helicopters, sailing boats and lorries

6. According to Neal what can be said about volcanology?

a. volcanology does not have any risks
b. volcanology has more risks than other types of science
c. volcanology has the same amount of risks with other types of sciences

78
 UNIT 5 – LISTENING 2 – TRANSCRIPT
Science on the Edge
Reporter:
Scientists often have a reputation for being intelligent, but not necessarily brave. You may picture
them in white coats in a lab somewhere, looking through microscopes or doing experiments with beakers
and tubes. But science, by its very nature, is about taking risks. Scientists solve problems, explore
mysteries, and investigate the world around us. While this sometimes takes them into a laboratory, it
often takes them out into the world, to the very edge of what is known. As a result, they often put
themselves at risk.
Think about the dangers the natural world poses—terrible storms like hurricanes and tornadoes,
extreme climate and terrain 7found in deserts or at the Arctic Circle, the shifting of the earth itself causing
earthquakes and erupting volcanoes. The more scientists can learn about these phenomena8, the better
they can make predictions and protect us.
Paul Flaherty is a flight meteorologist 9with the National Oceanic and Atmospheric
Administration’s Aircraft Operations Center at MacDill Air Force Base in Tampa, Florida. He often flies
aircrafts through a hurricane’s center, or eye wall. According to Flaherty, everyone on his crew
understands the risks that come with this job, but they know the information they are able to collect and
get to forecasters, researchers, and the public far outweighs 10the risks. As a meteorologist, he’s
fascinated with all types of weather, but fascination alone isn’t enough to allow you to keep taking risks.
On a previous trip in 2005, he and his crew tracked Hurricane Katrina for five nights before she made
landfall11. After seeing the damage Katrina caused firsthand, and after knowing his crew’s efforts played
a big role in getting over one million people out of harm’s way, he never again questioned why he takes
these risks. Every time he flies, the data collected helps researchers better understand these storms. He
says if he and his crew didn’t accept any risks in the air, the public would have more risks on the ground.
One way hurricane hunters lower their level of risk is by identifying risks, and rating them according to
how serious they are and how likely they are to happen. If a mission is too risky, they find another way to
get the information. One new invention that may help is the drone. A drone is a plane that flies itself. It
can fly longer than planes with crews, and this can help in studying storms.
Another scientist used to taking risks is Tina Neal, a volcanologist 12with the US Geological Survey
who is based in Alaska. Most people assume that the greatest risk to volcanologists is in working around
active volcanoes. Neal says that while that is dangerous at times, she has always erred on the side of
caution13. They spend a lot of time thinking about their safety working around an active volcano, even
making maps that locate areas where they can go and where they can land the helicopter. She thinks the
greater risks have to do with the environment and their mode of transportation. Especially in Alaska, they
face difficult and dangerous weather and bears, and they use helicopters, small airplanes, and sometimes
boats to get to the volcanoes. On a trip-by-trip basis, these are greater risks.

7
terrain: noun a type of land
8
phenomena: noun (pl.) things that happen or exist, often unusual
9
meteorologist: noun a person who studies the weather
10
outweigh: verb to be more important than something else
11
landfall: noun the place where a hurricane comes onto land from the ocean
12
volcanologist: noun a person who studies volcanos
13
err on the side of caution: verb phrase to be too careful rather than not careful enough

79
 According to Neal, volcanology, especially the field part of the science, has more risks than other
types of science that are done in office or most lab settings. Taking risks is essential at times to getting the
job done. Her career in volcanology has been very rewarding. She thinks any job that allows her to
discover, travel, and help make the world a safer place is worth doing.
So science and risk-taking often go hand in hand. Many scientists continue to do research even
after they retire, often taking on new challenges. So even as they get older, scientists prove they can still
take risks.

UNIT 5 – VOCABULARY PRACTICE

Exercise 1. Replace the underlined words with words from the word bank that have the same
meaning. There are three words that you don’t need.

development discovery encouragement invention

investigation judgment reputation survival

1. Because of humans, the continuing life of many animal species is in doubt. survival
2. More research is required to ensure the growth of new medicines. development
3. We use our common sense to consider risks every day. judgment
4. Her creation is an app that helps workers in dangerous environments. invention
5. We all knew Ayman’s name as a skilled skateboarder. reputation

Exercise 2. Complete the sentences. Choose A, B, or C.

1. Successful risk-taking behavior __________ other people to try new things.
A. discovers
B. encourages
C. explores

2. Most professional road cyclists __________ from competition in their thirties.

A. retire
B. decline
C. prove

3. Drones can __________ hikers in trouble in difficult terrain.

A. solve
B. investigate
C. locate

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4. People have a __________ to assume that all teenagers like taking risks.
A. mystery
B. reputation
C. tendency

5. During her __________ attempt to win an Olympic medal, Tori injured her right leg.
A. previous
B. great
C. financial

Exercise 3. Complete the sentences with the correct form of the words in parentheses.
1. It is a proven fact that seat belts in vehicles save lives. (prove)
2. The robot went on a six-hour exploratory mission to the bottom of the ocean. (explore)
3. Marius wants to be a software developer and make new products for large companies. (develop)
4. Programming is a financially and mentally rewarding profession. (finance)

UNIT 5 – ADDITIONAL LISTENING PRACTICE

(You can find the audio on Student’s and Teacher’s Moodle)

Exercise 1. (AUDIO 5.1) In this section you will hear a lecture about risk and behavior. You will hear
the talk twice. Choose the correct answer.
1. According to the lecturer, teenagers __________.
A. do not take more risks than adults
B. are often seen as dangerous drivers
C. are more likely to take risks than adults

2. Most teenage deaths in the United States __________.

A. are due to illness
B. are linked to risky behaviours
C. are the result of driving

3. When humans are six years old __________.

A. our brains are almost the same size as an adult brain
B. our brains grow rapidly
C. 90% of brain development is complete

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4. The reward for risky behaviour is greater for teenagers because they __________.
A. are trying out new experiences
B. have more of a specific chemical in their brains
C. have fewer responsibilities in life

5. The players in the computer-game balloon study __________.

A. were aged 13 to 17
B. were given around 60 balloons
C. received 10 points for each balloon that exploded

6. The players who did not learn from their mistakes __________.
A. scored the fewest points
B. used their balloons very quickly
C. had different brain activity than the other players

7. The lecturer is certain that __________.

A. neuroscience is not the only explanation for teenagers’ behaviour.
B. the influence of friends is stronger than the influence of chemicals in the brain.
C. neuroscience explains risky behaviour.

8. Unlike the balloon study, the driving game study __________.

A. was very realistic
B. focused on teamwork
C. compared teenagers and adults at the same task

9. In the driving game study, when their friends were in the room __________.
A. only the younger teenagers changed their behaviour
B. the teenagers took more risks
C. all the groups behaved differently

10. The lecturer concludes that __________.

A. teenagers must be allowed to take risks
B. adults can learn from these studies to keep teenagers safe
C. adults and teenagers need to understand their differences

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Exercise 2. (AUDIO 5.2). Note-taking skill: Separating risks and outcomes
Listen to four people talking about cycling to work. Match each speaker to the correct risk or positive
outcome. There are four letters that you don’t need.

A. not fun in bad weather

B. risk of injury
1. Speaker 1 __G__ C. good exercise
2. Speaker 2 __H__ D. change clothes at work
3. Speaker 3 __E__ E. shorter journey time
4. Speaker 4 __B__ F. saves money
G. breathing pollution
H. too much exercise before work

Exercise 3. Listening Skill: Listening for different kinds of numbers

Listen to an excerpt from a lecture about cycling today. You will hear the excerpt twice. Complete the
paragraph with the numbers below. Four of them are extra.

1% nine out of 10 2015 half 80% of 60 three quarters 500

Denmark is a very bike-friendly country. In fact, (1) nine out of 10 Danish people own a bike. That’s much
more than the number of people who own a car. And nearly (2) half of all children in Denmark cycle to
school. In other parts of the world, cycling is far less common. For example, in the United States it is
estimated that less than (3) 1% of commuters cycle to work. However, a bike share scheme in Philadelphia
shows that change is possible. The scheme has (4) 500 bikes around the city. Since it was introduced,
commuting by bike in Philadelphia has increased quite significantly.

Exercise 4. Pronunciation Skill: Contraction of had

Listen to the sentences. Which contraction of had do you hear?

1. 3.
A. ’d A. ’d
B. hadn’t B. hadn’t
C. no contraction C. no contraction

2. 4.
A. ’d A. ’d
B. hadn’t B. hadn’t
C. no contraction C. no contraction

83
 UNIT 5 – ADDITIONAL LISTENING PRACTICE / TRANSCRIPT
Exercise 1. (AUDIO 5.1)
Lecturer: Why do people take risks? For most people, there is a careful balance between the risk and
its outcome. However, for some people, that balance is different. For example, the stereotypical view that
teenagers take more risks than adults is in fact true. Humans really do have a tendency to try new and
risky behaviors at this time. A study by the National Center for Health Statistics found that around 70% of
teenage deaths in the United States were due to risk-related causes such as motor vehicle crashes and
accidental injuries.
Neuroscience—the study of the brain—teaches us that teenagers’ brains are still developing. Although
the human brain has reached 90% of its adult size by the age of six, the inside of the brain continues to
develop. It seems that some of these developments may explain risky behavior.
For example, when we do something exciting, our brains release a chemical called dopamine. This is the
chemical that makes you feel happy after a good meal, or when your favorite sports team wins. Several
studies have found that teenagers get more dopamine when they are involved in an exciting activity, such
as playing a video game. It is easy to see how this might cause an increase in risky behavior like driving
fast—it literally feels better when you are young. For some, this positive chemical outcome far outweighs
any sense of risk or responsibility.
Neuroscience also suggests that some teenagers do not learn from their mistakes. One study used a
simple video game involving balloons. 58 teenagers, aged 13 to 17, took part. On their screen, each player
saw a balloon, which got bigger as they pressed a key on the keyboard. As the balloon got bigger, the
player received points. But if the balloon got too big, it exploded and all the points were lost. The players
could store their points at any time and start again with a new balloon. They had 24 balloons in total. The
scientists wanted to know if the teenagers would learn from their mistakes. For example, would they press
the key fewer times after the balloon exploded? Or would they continue to risk all of their points? The
answer is that most players did change their behavior. However, some of the players continued to aim for
a high number of points, even if their balloons exploded. Most interestingly, teenagers who didn’t change
had a similar pattern of activity in their brains. They showed less activity in the pre-frontal cortex—the
part of the brain that controls how we make decisions.
So, our brains affect the amount of risk we take. But is this the whole story? Of course not. For example,
there are plenty of social reasons why teenagers take more risks than adults. Perhaps adults can see the
value of storing the points in the balloon study, because it is similar to the value of storing food or money
for a long-term goal. But a teenager values other things more highly, for example the opinion of their
friends.
In another computer game study, young teenagers, older teenagers, and adults were all given a simple
driving game to play. When they played it alone, all the groups showed very similar behavior. But the
results were very different when the game was played with two friends in the room. The younger
teenagers were much more likely to take driving risks in the game when their friends were watching. The
older teenagers also took more risks, although the results were less strong. The adults did not change
their behavior when their friends were in the room.

So, what can we learn from this in terms of keeping our teenagers safe? Perhaps adults can educate risk-
taking teens to think carefully about their past behavior before they act? Another approach is to allow
some risk-taking activity in a carefully controlled environment. Supervised climbing is a good example of

84
a risk-controlled hobby which allows young people to test their bodies while staying safe. Finally, parents
may want to provide family rules for some friendship activities, in particular the number of teenagers in
a car when a young person is driving.

Exercise 2. (AUDIO 5.2)

Speaker 1: Many people think that cycling on busy roads is bad for your health because you breathe
in dirty air. In actual fact, the risk from air pollution is greater for car drivers.
Speaker 2: There is one person in my office who cycles to work. But he’s really fit. There are lots of
hills in this city and I don’t want to work so hard before I reach my desk.
Speaker 3: I cycle to work most days. It’s so much faster than taking the bus or driving, and that far
outweighs the problems.
Speaker 4: There aren’t many bike commuters in this city. One danger of this is that drivers are not
used to watching out for cyclists. You must wear a helmet, and cycle with care.

Exercise 3. (AUDIO 5.3)

Denmark has a very high level of participation in cycling. In fact, although four out of ten people own a
car, nine out of ten people own a bike. And nearly half of all children in Denmark cycle to school. Cycling
is far less common in the United States. For example, one recent survey stated that the number of
commuters cycling to work was less than one percent. Fears about safety are often given as a reason to
stay off a bike in American cities. However, there are ways to increase cycling participation. The city of
Philadelphia introduced a bike share scheme in 2015. The system has 500 bikes at around 60 bike stations
around the city. Since the bike share scheme began, commuting by bike has increased to around two and
a half percent.

Exercise 4. (AUDIO 5.4)

1. They hadn’t checked the weather forecast.

2. Had she missed the train?
3. After class I’d gone to the library.
4. They’d always hoped to return to Italy.

85
 UNIT 5 – EXTRA SPEAKING ACTIVITY

Exercise 1. Speaking Skill: Giving a short presentation

One of the sentences is incorrect. Identify the incorrect sentence and write it correctly.
1.
I want to talk about underwater exploration.
My topic is underwater exploration.
This presentation is of underwater exploration.
Third sentence: This presentation is on ... / about ...

2.
I researched my options so then I knew the best choice.
Before I graduated, I’d decided this was the best option for me.
First, I did lots of career research.
First sentence: so that / so

3.
After then, I moved to Costa Rica to begin a new job.
Then, I got a new job and moved to Costa Rica.
By the time I moved to Costa Rica, I was ready for a new challenge.
First sentence: After that ...

4.
The move was necessary so that I could become a team leader.
I moved in order that lead my own team.
The reason I took this risk was to become a team leader.
Second sentence: ... in order to ... (“in order that” is correct English but requires different
surrounding grammar)

Exercise 2. Work with a partner. Compare the risks in these jobs. Number them in order of risk, from
most risky (1) to least risky (5):

• financial trader
• gymnast
• doctor
• soccer player
• business owner

Talk about the types of risk involved (i.e. social, physical, financial) and the possible positive and
negative outcomes. Make notes to prepare for the discussion. The discussion will last for 3–4
minutes.

86
Exercise 3. Ask and answer the questions below with a partner or in groups of 3-4.

1. Do you think taking risks is important for personal growth? Why or why not?
2. Can you share an example of a risk you've taken in the past? What was the outcome?
3. How do you decide when it's worth taking a risk?
4. What are some common risks people take in their careers? Do you think these risks are
necessary for success?
5. Are there any risks you regret not taking? What held you back?
6. Do you believe that taking risks can lead to both positive and negative outcomes? Can you give
examples?
7. How do cultural or societal expectations influence people's willingness to take risks?
8. Do you think age plays a role in how willing people are to take risks? Why or why not?
9. What advice would you give to someone who is hesitant about taking a risk?
10. In what areas of life do you think it's most important to take risks? Why?
11. How do you prepare yourself mentally and emotionally before taking a risk?
12. Can taking too many risks be a bad thing? Why or why not?
13. How do you handle failure or setbacks that result from taking a risk?
14. Do you think technology and social media encourage people to take more risks? Why or why
not?
15. What role does courage play in taking risks? Can it be developed or learned?

87
 UNIT 6 – LISTENING 1
“What Kind of ‘Smart’ Is AI?”

NOTE TAKING SHEET

Listen to a radio interview with two experts in artificial intelligence and take notes below. You will
answer the questions using these notes. You will listen TWICE.

Concerns about Using Robots

VanDyke:

Ngoma:

Some jobs artificial intelligence might take over soon:

Why?

AI Trucks:

Two layers of information for AI trucks:

AI Hacking:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 130 AND ANSWER THE FOLLOWING EXTRA COMPREHENSION QUESTIONS.

88
 Extra Comprehension Questions

1. What example does Dr. Ngoma give to prove that machines aren’t wise?

a. machines don’t know what to do in certain cases

b. machines can’t reject any inappropriate uses of certain things
c. machines can’t work without people’s order

2. Why does Dr. VanDyke think AI will take over a lot of jobs?

a. because AI is more smarter than humans

b. because most jobs are largely routine
c. because there is no risk when AI does the job

3. What are the problems with driving truck on highways?

a. first and last miles

b. dangerous roads
c. speed limit

4. Why can’t AI systems drive the first and last mile?

a. It is impossible for AI systems to memorize the highways.

b. Trucks are too big for AI systems to control.
c. Too many unpredictable things happen on city streets.

5. Why are sensors the problem for AI systems?

a. They often cannot see the objects around them

b. They detect too many unfamiliar things in their environment
c. They stop working when they face a dangerous situation

6. What is the thing that most people are afraid of?

a. AI systems can be smarter than humans

b. AI systems can take over people’s jobs
c. hackers can take over AI systems

89
 UNIT 6 – LISTENING 1 – TRANSCRIPT
What Kind of “Smart” is AI?
Bob Chesney: Welcome to The Bob Chesney Show. I’m Bob Chesney, and today we have two amazing
guests who follow the fast-changing world of artificial intelligence. Dr. Anna VanDyke is executive director
of the Center for Machine–Mind Studies in Brussels, Belgium. Dr. VanDyke, welcome.
Dr. Anna Vandyke: Thanks, Bob. Glad to be here.
Chesney: And Dr. Joseph Ngoma is senior research fellow in cybernetics at Craymount University in
Canada. Dr. Ngoma?
Dr. Joseph Ngoma: Hello, Bob. Nice to be back.
Chesney: Let me start with you, Anna. So, are machines now as smart as we are?
Dr. Vandyke: That’s not fair, Bob! A tough question right at the start. But I’m going to go out on a limb
14
and say . . . yes, in some ways, but no in other ways. It all depends on what we mean by “smart,” doesn’t
it?
Dr. Ngoma: It certainly does. In the old days, non-scientists used to be amazed that machines could
figure out moon landings and store gazillions 15of phone numbers. But that doesn’t seem like being smart
anymore.
Bob Chesney: Why not? I can’t do it.
Dr. Ngoma: Neither can I. But is a gym locker smart? Is a calculator? You and I can choose how to use
those equations or phone numbers wisely. We can reject any inappropriate uses of such things. Machines
aren’t wise.
Chesney: Point taken16, but let me bring up some survey findings that surprised me. Apparently, a
survey asked experts in AI to predict how soon machines could do certain jobs better and more cheaply
than humans. Here are some examples. Driving a truck—10 years. So these people think truck driving will
be taken over by machines really soon. Writing a best-selling novel, 30 years. Performing surgery, 40
years. Really? Risky medical procedures done by machines?
Dr. Vandyke: My team in Brussels is very familiar with those predictions, Bob. But let’s remember who
the predictions came from. They were experts in AI who were at conferences with other experts in AI.
There was probably a lot of bias in favor of AI in that crowd. But it is pretty obvious that AI will take over
a lot of jobs. Most jobs are largely routine17. You have a certain set of tasks and certain procedures for
performing them.
Chesney: But writing a novel? Surgery?
Dr. Vandyke: You’d be surprised at how routine even those tasks can be. Remember that most laser eye
surgery now is automated. When those surgeries first appeared 30 years ago, people thought, “What?
Risk my eyes in automated surgery? No way.” Well, here we are. Of course, very powerful machines with
enough information can do things that even seem creative to us. Those automated novels of the future

14
go out on a limb: verb phrase do something that could be dangerous
15
gazillions: noun an unspecified very large number
16
point taken: noun phrase an expression that means I understand what you mean
17
routine: adjective made up of actions that are done over and over in a regular way

90
may not be just boring, predictable junk. Still, I know what you mean about surgeries. Some are full of
surprises and a human will probably have to be standing by. It can be high-risk, of course.
Chesney: Well, what about having highways full of automated trucks? Talk about risk.
Dr. Ngoma: I have to tell you, Bob, I am a very careful person. But I think AI is completely smart enough
for driving trucks—or it soon will be. Ninety percent of truck driving is on long, predictable highways. It’s
the first mile and the last one that are the problems. Humans still have to do those bits.
Chesney: Why? Aren’t the AI systems clever enough for the first and last mile?
Dr. Ngoma: Well, not yet anyway. Too many unpredictable things happen on city streets.
Chesney: Anna, I thought AI learned really fast. Why can’t it learn to drive a truck for one or two
difficult miles, as Joseph brought up?
Dr. Vandyke: Well, let’s remember how a robot 18like an AI truck knows where to go. It uses two main
layers of information. The first layer comes from a GPS system—a set of stored maps and a signal that
locates the vehicle on those maps. The second layer comes from a set of sensors—little devices kind of
like cameras that “read” the details of its environment. Problems mostly involve the sensors. They pick
up too many unfamiliar things in their environment. They can get confused by weird lighting and shadows,
coatings of ice, blowing dust, or people or animals behaving in unexpected ways—countless other things.
Humans are still way better at responding to messy surroundings.
Chesney Switching topics a bit, I think a lot of people are afraid that hackers 19can take over AI
systems. And not just that someone might take over a truck’s controls. Think of everything else that is
under AI control—our electric power system, the city water systems, the banking system, air traffic—
wow!
Dr. Ngoma: I won’t say those worries are silly, Bob. If bad guys did take over one of those systems, we
could have serious trouble. But the good news is that many very smart AI experts specialize in security,
and they are dedicated professionals.
Chesney: Again, it comes down to having smart humans, doesn’t it?

18
robot: noun a machine that can do some of the tasks humans usually do
19
hacker: noun a person who uses a computer to look at and/or change information on another
computer without permission

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 UNIT 6 – LISTENING 2
“Asking the Right Questions about AI”

Listen to an excerpt from a college class discussion and take notes below. You will answer the questions
using these notes. You will listen TWICE.

Asking the Right Questions about AI

Review of last week:

Picture 1:

Picture 2:

Comparison of two objects:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 135-136.

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 UNIT 6 – LISTENING 2 – TRANSCRIPT
Asking the Right Questions about AI
Teacher : So, today let’s go further into last week’s topic, “Asking the Right Questions about Artificial
Intelligence—AI.” Can anyone summarize? Din?
Male 1: Mostly, we shouldn’t really ask whether AI is smarter than humans. The answer is always
going to be “in some ways, yes, and other ways, no.”
Teacher: Right. It’s kind of like asking, “Which tool is better, a hammer or a screwdriver?” It depends.
Better for what—or smarter at what?
Female 2: And we started discussing, “Why do people always want to compare robots—or AI or
whatever—to humans?”
Teacher: Yes, and that’s a good place to start today. Let me show you two pictures. Here’s the first
one. What do you see?
Female 2: Uh . . . it’s obviously meant to look like a woman, but it has metal “hair.” Is she on a talk
show?
Teacher: Yes. This is a robot called Sophia, built by a Hong Kong company, Hanson Robotics. She . . .
um, it . . . is a celebrity and has been interviewed on late-night talk shows. It is the first AI to be declared
a citizen of a real country. Saudi Arabia granted her . . . it . . . citizenship in 2017.
Male 1: It is really hard to say “it” instead of “she,” isn’t it?
Female 2: What does . . . it do?
Teacher: Sophia mostly does publicity tours. Its maker, David Hanson, says it is a prototype20 of a
“social robot.” They’re designed to be companions for sick or elderly people—eventually. They might also
do simple service jobs, like checking people out at stores, or even crowd control at concerts and political
events.
Female 2: So the goal is for them to seem human, and be pleasant, for a short time.
Teacher: True. The AI-to-human comparison is important in this case. OK, next picture.
Male 2: One of those robots that explore Mars. A rover.
Teacher: Yes, this is the Mars rover called “Curiosity.” It is exploring a rocky landscape on Mars. It
looks like a metal insect of some type. No one has tried to make this one look human.
Male 2: There’s no reason for it to look human. It never deals with humans. It collects samples all
alone on Mars and sends data to computers on Earth.
Teacher: So, which is smarter, Curiosity or Sophia?
Male 1: I thought we weren’t supposed to ask that!
Male 2: Well, Sophia is just for show. She, or it, or whatever, just smiles and talks. The rover can do
more real work.
Female 2: But Sophia has conversations, right? It’s hard to program a robot to do that.

20
prototype: noun an early model of a machine that shows what later models could do

93
Teacher: I’m not taking sides here. Just a few facts. Curiosity landed on Mars in 2012. NASA scientists
said that it had less computing power than the average cell phone of that year. So they don’t consider it
a genius—no super-smart, chess-playing computer—but to them that’s OK. To NASA, Curiosity needs
toughness more than smarts. It traveled 350 million miles, landed on Mars, and has spent years out in the
open, through extreme temperatures and space radiation and sandstorms, collecting samples and
analyzing them.
Male 2: What about Sophia? I’m assuming she’s smarter than a cell phone.
Teacher: Yes. Katya was right. Conversation requires a lot of intelligence. The voice feature on your
phone, something like Siri or Alexa, only has to handle speech. A totally successful social robot would have
to keep up with a fast stream of complicated information—speech, facial expressions, gestures—even
just to make small talk21. It’s not surprising that Sophia makes a lot of mistakes.
Male1: Oh, yeah. I heard she said she wants to destroy humans.
Teacher: Yes. Her maker, David Hanson, was joking around in an interview and asked, “Do you want
to destroy humans? Please say no,” but before he could finish, Sophia said, “OK. I will destroy humans.”
Female 2: So Sophia hasn’t been trained well enough, or can’t learn fast enough, or something. But
maybe future versions will be smarter. That is getting close to one kind of human intelligence.
Male 2: A couple of weeks ago, we talked about the Turing Test. Could Sophia pass the Turing Test?
Teacher: It’s important to remember that the Turing Test was developed because Alan Turing
considered it impossible to answer the question “Can machines think?” Like us in this class, he found the
question too muddled up by different definitions of words. So he developed more narrow criteria: Can an
AI device convince a human communicating with it that it is human? The human can’t see it or hear it.
They communicate by written messages. Unless Sophia goes through an actual Turing Test, we cannot
know whether it would pass. But what are your guesses?
Female 2: No.
Male1: No.
Male 2: No. They tried to make Sophia look and sound sort of human, but that doesn’t matter in a
Turing Test. It’s all about the content of communication. It sounds like she gets the content messed up.
Oops, I said “she.”
Teacher: I agree with you guys. No for Sophia. And Curiosity doesn’t communicate at all, except in
digital code. But it’s interesting to note what question Turing chose to ask about intelligence: Does the
machine seem human? Hmmm. Something to think about.

21
make small talk: verb phrase to have a short conversation about unimportant topics

94
 UNIT 6 – VOCABULARY PRACTICE

Exercise 1. Complete the sentences with the correct words from the word bank. There are two words
that you don’t need.

celebrity companion criteria genius landscape layer survey

1. We have lots of security measures to prevent burglary. The first layer is a simple locked door.
2. You don’t need to be a genius to program simple computer code. It’s quite easy!
3. I think many people would reject the idea of a robot as a companion.
4. A drone can search a flooded or burning landscape far faster than a human.
5. What criteria should we use to decide whether or not to buy a driverless car?
Exercise 2. Match each sentence beginning with the correct ending. Write the letters. There are two
endings that you don’t need.

A. up with local news and weather reports.

1. Our helpful customer service robots
B. supposed to make life simpler.
are standing __E___
2. Robots don’t take __D___ C. over and safely drive you to your destination.
3. On the main road, our software will
take __C___ D. sides—they simply follow instructions.
4. This social robot keeps __A___ E. by to take your call.
5. The chess robot figured __F___
F. out how to win quite quickly.
G. the idea of driverless cars.

Exercise 3. Match each underlined word to the correct dictionary definition. There are four definitions
that you don’t need.
1. All the customers charged towards the ticket counters. _H_
2. That’s a nasty burn on your arm. _D_
3. Ibrahim was burning with curiosity. What was the secret? _A_
4. How much charge has your phone got left? _F_

burn
A. (verb) to feel strong emotion
B. (verb) to go very fast
C. (verb) to spoil due to heat
D. (noun) an injury caused by fire

charge
E. (noun) an amount of money required for a product or service
F. (noun) the amount of electricity in a device
G. (verb) to formally accuse someone of a crime
H. (verb) to rush forward or attack

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 UNIT 6 – ADDITIONAL LISTENING PRACTICE
(You can find the audio on Student’s and Teacher’s Moodle)

Exercise 1. (AUDIO 6.1). In this section you will hear an excerpt from a radio program about AI. You
will hear the excerpt twice. Choose the correct answer.
1. At the beginning of the program, the presenter infers that __________.
A. the experts on today’s program are against AI
B. AI is everywhere
C. planes with no human pilot are a scary idea

2. According to Professor Yamamoto, robotic arms in medical surgery __________.

A. move just like a human surgeon’s arm
B. give better results than a human hand
C. can still make mistakes because they are controlled by a human surgeon

3. Professor Yamamoto rejects the idea of __________.

A. AI software looking at personal medical information
B. robot porters taking supplies around the hospital
C. fully automated robots completing complex surgery

4. Regina describes a cleaning robot that __________.

A. can clean well enough even for a hospital
B. can clean a school but not a hospital
C. can clean floors and furniture

5. According to Regina, the swimming robots will be popular with __________.

A. schools, airports, and hospitals
B. water companies and the public
C. some people with boring or dangerous jobs

6. The presenter seems worried that robots __________.

A. will take jobs away from people
B. might be hacked
C. are very expensive to buy

7. According to Regina, AI can improve traffic problems today by __________.

A. suggesting routes that avoid traffic jams
B. powering driverless cars
C. controlling traffic lights

8. The listener, Gupta, feels __________.

A. angry about driverless cars
B. nervous about driverless cars
C. excited about driverless cars

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9. According to Regina, working from home __________.
A. may continue to increase with driverless cars
B. has failed to improve traffic problems
C. will eventually enable high speed, driverless trucks

10. Overall, Regina argues that __________.

A. driverless trucks will be more helpful than driverless cars.
B. bikes and buses cannot solve the problem.
C. driverless transport cannot be the only solution.

Exercise 2. (AUDIO 6.2) Note-taking skill: Building an outline

Listen to part of a class discussion about AI. You will hear the discussion twice. Complete the outline
with notes A–G. Write the letters in the order of the discussion. There are three letters that you don’t
need.

Topic: Do we need AI? A. AI benefits companies more than the user.

Main point:(1) _C_ B. Bad when there is no problem to solve.
Supporting idea: AI tests vehicles better than humans C. AI makes our lives safer.
Opinion: (2) _E_ D. Who makes AI?
Main point: AI needs to get to know you E. People do not realize how helpful AI is.
Opinion: Good for personalized services F. Search engine results improve over time.
Supporting idea: (3) _F_ G. Medical research is faster with AI.
Opinion: (4) _B_

Exercise 3. (AUDIO 6.3) Listening Skill: Inferring a speaker’s attitude

Listen to each speaker. What is their attitude? Choose A, B or C.
1. Why don’t you call a taxi if you want to leave now?
A. uninterested
B. angry
C. nervous

2. If Turing thought it was a good idea, then it’s a good idea.

A. uninterested
B. angry
C. nervous

3. The trains on this route don’t have drivers.

A. uninterested
B. excited
C. nervous

4. I don’t think this translation software knows any Welsh at all.

A. uninterested
B. excited
C. nervous

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Exercise 4. (AUDIO 6.4) Pronunciation Skill: Stress on important words
Listen to the intonation of these sentences. Which words are stressed? Choose A or B.

1.
A. I’m not sure I would let a robot drive my children around.
B. I’m not sure I would let a robot drive my children around.

2.
A. Alan Turing was a mathematical genius, and he truly believed that robots would be far more
intelligent by now.
B. Alan Turing was a mathematical genius, and he truly believed that robots would be far more
intelligent by now.

3.
A. Driverless cars won’t solve our problems because we need fewer vehicles on the road: more trains,
not more cars.
B. Driverless cars won’t solve our problems because we need fewer vehicles on the road: more trains,
not more cars.

4.
A. It is certainly possible that the smart technology in our homes could be hacked, but the possibility
is remote.
B. It is certainly possible that the smart technology in our homes could be hacked, but the possibility is
remote.

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 UNIT 6 – ADDITIONAL LISTENING PRACTICE / TRANSCRIPT
Exercise 1. (AUDIO 6.1)
Host: Today on Futurely we’re continuing our discussion about artificial intelligence, or AI. As we know,
AI software keeps junk mail away from our email inboxes. When we shop online, AI software predicts
what we want and shows us suitable products. And AI has been flying our planes for years. According to
The New York Times, some flights have only five minutes or so when they are flown by a human pilot.
Scary? … or super? Let’s ask our AI experts: Regina De Roma, head of development at one of Europe’s
leading driverless car companies. Hello.
Regina: Good morning.
Host: And Professor Ryo Yamamoto, an expert in the use of medical robotics.
Professor: Thanks for having me on the program.
Host: You’re very welcome. Professor, robots are already widely used in hospitals, aren’t they?
Professor: Yes. Robot-assisted surgery is common. The human surgeon uses a computer to guide
robotic arms. The robots can hold tools which cut, or hold, or move with far more accuracy than a human
hand. And they never shake. Robot “hands” can also move in ways that a human hand cannot move, which
increases what can be achieved. In a very real sense it is super-human—it is better than a surgeon’s hand.
Host: Do you think fully automated robots will replace surgeons one day?
Professor: For complex surgery, no I don’t think so—mostly because the cost is too high. The robots
we currently use in surgery do not learn, and they already cost millions of dollars. However, there are
many potential uses of AI in hospitals. AI software can analyze patient data. Simple driving robots can
carry supplies around the hospital, like a hospital porter. And I’m sure Regina could make me a cleaning
“bot”.
Regina: Oh yes. Driving robots that learn about their environment and clean, for example a school
or an airport, are already possible.
Host: Even a hospital?
Regina: Yes, a wheeled vehicle, with the right AI, can clean a floor to the standards that we need in
a hospital. Cleaning a bed though … does need a human at the moment. But the current technology can
be applied in so many ways. For example, a swimming vehicle, with the right AI, can find damaged water
pipes. Soon they’ll be able to repair the pipes too. That will mean enormous savings for water companies,
and there will be fewer roadworks—a huge benefit for the public.
Host: Sure but … on the other hand … you can see why people worry … about robots taking their jobs.
Regina: People are generally positive about the use of AI to remove boring or dangerous human
jobs. And you could say that AI already allows people to do their jobs more efficiently. For example,
research has shown that we lose several days per year sitting in traffic jams on the way to work. AI
software can already help people to reduce their journey times by showing where the congestion is and
suggesting routes to avoid it. In the future, of course, driverless vehicles will allow people to do other
things while they journey to work.
Host: Ah yes, we have a caller on the line with a concern about driverless cars. Yes… Gupta…? You’re
speaking to Regina.
Gupta: Hi … yes … Driverless cars obviously sound exciting, but they won’t help. We need to use alternative
methods of transport—more bikes and buses, not more cars—and we need to work from home!
Host: How do you respond, Regina?

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Regina: Well, firstly I must point out that all the driverless cars in development around the world
are electric. Secondly, driverless technology is not only about cars. For example, if we take away human
drivers, speed limits on highways could be higher and trucks could be larger, more like delivery trains than
today’s trucks. Meanwhile, the technology for home working has been around for many years with very
little impact on pollution and traffic generally. Perhaps people just need to work together. Perhaps
working from home simply isn’t possible in many industries. Finally, driverless cars will also mean
increased freedom for the elderly, and other people who find walking or cycling difficult. We need a range
of solutions, and I believe driverless transport is one of them.
Exercise 2. (AUDIO 6.2)
Teacher: So today we’re exploring the impact of AI in our daily lives. Do we really need it? Or are
companies selling us AI products with no real benefits? Coco, what do you think?

Coco: Well, AI makes our lives safer. For example, AI tests cars and planes far better than human systems.
I think people don’t always know how much AI is helping them. If they had more information, they’d be
more positive.

Teacher: Do you agree, Nick?

Nick: Partly. AI needs a lot of information to be more effective than a human. That’s OK when it’s
processing information about cars and planes. But, in our daily lives, AI devices need to get to know us,
personally.

Coco: Yes, but that’s what allows AI devices to give us personalized services, and information that’s really
important to us. For example, if you use a search engine for academic research, gradually the information
you see on page 1 becomes more and more relevant to you. It learns what you’re interested in. I think it’s
great.

Teacher: Do you have anything to add, Nick?

Nick: I agree that the positives are valuable. But I find AI problematic when it is trying to solve problems
that don’t really exist. Do I need a smart toaster? No, I do not.

Exercise 3. (AUDIO 6.3)

1. Why don’t you call a taxi if you want to leave now?
2. If Turing thought it was a good idea, then it’s a good idea.
3. The trains on this route don’t have drivers!
4. I … err … I don’t think this translation software knows any Welsh … at all.
Exercise 4. (AUDIO 6.4)
1. I’m not sure I would let a robot drive my children around.
2. Alan Turing was a mathematical genius, and he truly believed that robots would be far more intelligent
by now.
3. Driverless cars won’t solve our problems because we need fewer vehicles on the road: more trains,
not more cars.
4. It is certainly possible that the smart technology in our homes could be hacked, but the possibility is
remote.

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 UNIT 6 – EXTRA SPEAKING ACTIVITY

Exercise 1. Speaking Skill: Leading a group discussion

Complete the conversation. Write one word only in each gap.
Ciara: Our (1) topic today is the use of AI in education. Who wants to get us started?
Charles: Yes, I’ve been listing the uses that exist already, and it’s a lot. The most obvious are AI
features in search engines and online translators. But some are more controversial, like the use of so-
called “robo-readers” to mark exams.
Ciara: Are they controversial? What’s your (2) opinion , Nico?
Nico: I don’t know. Can they only mark simple questions? Or do they mark essays too?
Charles: Oh, has anyone started our business studies essay on the history of advertising? I don’t
know where to start.
Ciara: Talk about it later, please … let’s get (3) back on topic. I think they can only mark simple
questions for now. Do you have (4) something/anything to add, Jen?
Jen: Yes, I’d like to cover the use of AI to create personalized lessons for different students. In the
future that might be possible.

Exercise 2. Work in pairs.

Speaker A. Argue for the following statement.
Speaker B. Argue against the following statement.
“We do not need to develop more AI.”
Make notes to prepare for the discussion. The discussion will last for 3–4 minutes.

Exercise 3. Ask and answer the questions below with a partner or in groups of 3-4.
1. What is your understanding of artificial intelligence?
2. How do you think AI is currently being used in our daily lives?
3. Do you think AI will have a big impact on jobs in the future? Why or why not?
4. Are you concerned about the ethical implications of AI, such as privacy issues or bias? Why or why
not?
5. How do you feel about self-driving cars and other autonomous vehicles? Would you feel safe using
them?
6. Do you think AI will ever be able to think and feel like humans? Why or why not?
7. What are some potential benefits of using AI in healthcare, education, or other industries?
8. Are there any risks or dangers associated with relying too much on AI technology?
9. How do you think AI could help address environmental or global challenges?
10. Do you think everyone should learn about AI and its implications, or is it more important for certain
people or professions?

101
 UNITS 5 & 6 – VOCABULARY REVISION

Fill in the blanks with the correct form of the words in parentheses. Be careful about spelling.
1. The population is growing quickly in developing countries due to a high number of annual births.
(growth)
2. Price fluctuations led to a financial crisis, preventing citizens from purchasing essential items.
(finance)
3. If you're interested in exploring the forest, give me a call, and we can discover some uncharted
paths together. (exploration)
4. Amanda tends to view everything negatively because she is depressed. (tendency)
5. My father's survival was surprising because the doctors thought he would die. (survive)
6. Selin seldom discussed her problems with her father because he was overly critical and
judgmental. (judge)
7. Worried about her baby's development, the mother took him to the doctor to inquire about his
growth. (develop)
8. Can you please locate this place on the map for me? I don't want to get lost. (location)
9. I think you can solve all your problems by obtaining more money. (solution)
10. She invented a new website for blind people because she wanted to be the first to help those in
need. (invention)
11. A survey of retired individuals shows that most of them are independent and enjoying life after
the age of 65. (retirement)
12. Many women reject the traditional roles of wife and mother, believing that women should work
rather than stay at home to care for their children. (rejection)
13. He is quite predictable because I knew he would apologize for what he did to me. (predict)
14. Automated robots on the third floor of the factory handle the packaging of products instead of
humans. (automate)

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 UNIT 7 – LISTENING 1
“Sudden Wealth”

Listen to a presentation on how people can change when they suddenly become rich and take notes
below. You will answer the questions using these notes. You will listen TWICE.

Sudden Wealth

Posiqve Effects:

Negaqve Effects:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 153-154 AND ANSWER THE FOLLOWING EXTRA COMPREHENSION QUESTIONS.

103
 Extra Comprehension Questions

1. There is an immediate effect on the brain when someone is given money and this effect is
comparable with the way that the brain would respond to ____________________.

a. problem or difficulty
b. food or medication
c. stress and pressure
d. purchase or vacation

2. The feeling that our brain recognizes once we receive money is ____________________.
a. challenge
b. mission
c. luxury
d. pleasure

3. Which one is the effect of moving because of changing circumstances?

a. You won’t have your usual sources of support.
b. Too many other people want something from you.
c. People will get a lot of pleasure from being with you.
d. You will buy an expensive house on a private island.

4. Which negative emotion do people feel when they acquire a large amount of money?
a. anger
b. sadness
c. guilt
d. ignorance

5. For most people, sudden wealth ______________________.

a. is always welcome
b. never makes you happy
c. is often more trouble than it’s worth
d. encourages you to visit your relatives

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 UNIT 7 – LISTENING 1 – TRANSCRIPT
Sudden Wealth
Speaker: Have you ever dreamed of earning a large amount of money, or being given millions? Me,
I don’t really care where the money comes from, as long as it comes, because the money will solve all my
problems, right?
The reality is that people who acquire a sudden fortune22, whether they earn it or are given it,
experience a lot of stress. I know. It doesn’t make sense. Who would believe that an enormous amount
of cash would be hard to handle23? But sudden money is not always a good thing. It’s easy to forget that
a large quantity of money can have several destructive effects on our lives.
First, it affects how our brains work, at least for a while. Sure, if you give someone money, there
will be an immediate effect on his brain, similar to the way his brain would respond to food or medication.
But that pleasure goes away quickly. Similarly, people think they will enjoy something they buy much
longer than they actually do. The problem is that our brains get used to positive experiences. In the
beginning, when we get the money, our brain identifies it as pleasure. Then that feeling wears off. The
same thing happens when we spend the money on something we think we really want. And to get the
same amount of pleasure the next time, we need to buy something even bigger and better. It’s not a
surprise that many people who acquire a lot of money they didn’t expect lose it all within a few years.
Second, sudden wealth can also affect our social relationships. Interestingly, sudden wealth and
the sudden loss of money can have quite similar effects. It’s the dramatic change in circumstances that
causes the problems. In the case of sudden wealth, too many other people want something from their
newly rich friend or relative. And they may not understand the stress the rich person is experiencing,
thinking, “Oh, too bad. I wish I had your problems.” Most people get a lot of pleasure from being with
other people, but a sudden change in your financial picture can make you feel alone. If you move because
of changing circumstances, you won’t have your usual sources of support. That expensive house on a
private island somewhere may not be quite as wonderful as it sounds if no one is with you.
A third effect of sudden wealth is emotional. People who acquire huge amounts of cash very
quickly can experience many negative emotions, such as fear, shame24, guilt25, and anxiety. These feelings
can lead to making bad decisions. How you get the money can also contribute 26to negative feelings. If
someone dies and leaves you a fortune, the relationship you had with that person can make things more
complicated. If you loved him, you may feel sadness. If you never visited her, you may feel guilt. If you
didn’t get along, you may feel uncomfortable. And none of these feelings will make you happy.
So if sudden wealth buys just as much stress as it does happiness, what good is it? Probably not
much, unless you are very sick and it buys you needed health care. Or you are very poor and it provides
you with food and shelter27. For most of the rest of us, people who are getting along OK without it, sudden
wealth is often more trouble than it’s worth.

22
fortune: noun a very large amount of money
23
handle: verb to deal with or to control someone or something
24
shame: noun the strong feeling of embarrassment or worthlessness when you think that you have
done something wrong
25
guilt: noun the feeling that you have when you know that you have done something wrong
26
contribute: verb to be one of the causes of something
27
shelter: noun protection from danger or bad weather

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 UNIT 7 – LISTENING 2
“Happiness Breeds Success… and Money!”

Listen to an interview with Sonja Lyubomirsky and take notes below. You will answer the questions
using these notes. You will listen TWICE.

Happiness

Topic:

Things that make people happy

- In the past:

- After the experiment:

Reasons:

Effects:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND
ANSWER THE COMPREHENSION QUESTIONS ON PAGES 160-161.

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 UNIT 7 – LISTENING 2 – TRANSCRIPT
Happiness Breeds Success . . . and Money!
Host: Welcome back. You’re listening to Pause for Thought with Brian Thompson. Today’s subject is
money, money, money, and in this next part of the show, I’m going to be talking to Sonja Lyubomirsky, an
experimental28 social psychologist who has been studying the causes of happiness for almost 20 years.
It’s wonderful to have you in the studio, Sonja.
Sonja Lyubomirsky: Thanks, Brian, it’s a pleasure to be here.
Host: Now, Sonja, let me ask you the obvious question first: What have you discovered in all those years
of research? What is it that makes people happy. Could it be money?
SL: Well, Brian, not money exactly, but I’ll get to that in a minute. Until a few years ago, if you had
asked me what makes people happy, my answer would have been, “It’s relationships, stupid.” That is, I
always responded that our personal relationships—the strength of our friendships, family, and other close
connections—have the greatest influence on happiness.
So, I was very surprised when two other researchers and I conducted an analysis of 225 studies of
happiness. I wholly expected to discover that social relationships, more than anything else, would be both
causes and consequences of being happy. However, what I found was something rather different. There
is something much more important than relationships—work.
Host: Work makes us happy? That is surprising. How?
SL: The evidence, for example, demonstrates29 that people who have jobs with independence and
some variety—and who show creativity and productivity30—are significantly happier than those who
don’t. And, of course, the income that a job provides is also associated with happiness. However, we all
know that money has more of an impact when we don’t have very much.
Host: OK, so work—at least some kinds of work—can make us happy. Why?
SL: Because work provides us a sense of identity, structure to our days, and important goals in life.
Perhaps even more importantly, it provides us with close colleagues, friends, and even marriage partners.
But that’s not all. Studies reveal that the relationship between happiness and work goes both ways.
Not only do creativity and productivity at work make people happy, but happier people are better
workers. And they are less likely to take sick days, to quit, or to burn out.
The most persuasive data regarding the effects of happiness on positive work outcomes come
from scientific studies that follow the same people over a long period of time. These studies are great.
For example, people who report that they are happy at age 18 have better jobs by age 26. And the happier
a person is, the more likely she will get a job offer, keep her job, and get a new job if she ever loses it. The
same people who are happy at age 18 have more financial independence later in life also.
Host: Could you tell us more about the financial side of happiness?
SL: Well, not only does greater wealth make people somewhat happy, but happy people appear more
likely to acquire greater wealth in life. For example, research has demonstrated that the happier a person

28
experimental: adjective connected with experiments or new ideas
29
demonstrate: verb to show clearly that something exists or is true
30
productivity: noun the rate at which a worker, a company, or a country produces goods

107
is at one point in his life, the higher income he will earn at a later point. In one of my favorite studies,
researchers showed that those who were happy at age 21 had higher incomes 16 years later, when they
were about 37! But before we find yet another reason to wish we were very happy, consider what the
research on happiness and work suggests. The more successful we are at our jobs, the higher income we
make, and the better work environment we have, the happier we will be. This increased happiness will
contribute to greater success, more money, and an improved work environment, which will lead to
greater happiness, and so on, and so on.

Host: So what you’re saying, Sonja, is that if we are happy, we are more likely to get a job we like, and if
we have a job we like, we are likely to make more money. I wonder if our listeners find that to be true in
their own lives? Let’s go to our first caller this evening and find out: Joanna in Chicago. Joanna, welcome
to Pause for Thought.

UNIT 7 – VOCABULARY PRACTICE

Exercise 1. Complete the sentences with one word.

1. Green space is associated with happiness in urban areas.
2. Milo never got used to his sudden wealth.
3. In this career, people often burn out after a few years.
4. Do you think their happiness will wear off ?

Exercise 2. Complete the sentences. Choose A, B, or C.

1. What was the __________ of your conversation with Professor Major?
A. independence
B. pleasure
C. outcome

2. We __________ a survey of 10,000 married couples.

A. conducted
B. demonstrated
C. affected

3. The survey results were __________ and unexpected.

A. dramatic
B. destructive
C. experimental

4. The essay was well-researched but __________ uninspiring.

A. immediately
B. somewhat
C. suddenly

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 5. You will all __________ lots of new skills on this course.
A. acquire
B. earn
C. wear

6. As a business owner, I value the __________ of working for myself.

A. analysis
B. fortune
C. independence

Exercise 3. Complete the idiom in each sentence with a body part from the word bank. There are
three words that you don’t need.

arms chest ears eye head heart tongue

1. Hold your tongue, Filipe! We don’t need your opinion.

2. Thanks for listening, Veronique. I really needed to get that off my chest.
3. It was a fascinating lecture and the students were all ears.
4. Off the top of my head, it was called “Memory and Happiness”. But I’m not sure.

UNIT 7 – ADDITIONAL LISTENING PRACTICE

(You can find the audio on Student’s and Teacher’s Moodle)

Exercise 1. (AUDIO 7.1)

In this section you will hear a lecture about happiness economics. You will hear the lecture twice.
Choose the correct answer.
1. According to the lecturer, what is surprising about the teachings of economist Adam Smith?
A. Smith said the most important job of a government is to make its people happy.
B. Smith wrote about the processes involved in buying happiness.
C. Smith said that if governments focus on financial wealth, people will create other types of
wealth.

2. What is happening in a country where the GDP is going down?

A. The people in the country are less happy.
B. The economy is not doing well.
C. There is less poverty.

3. According to the lecturer, which of these is a positive reason for using GDP?
A. GDP has been working since the 1930s.
B. GDP is quick and easy to work out.
C. GDP makes it easy to compare countries.

109
4. Which of the following is the best summary of Daniel Gilbert’s opinion?
A. Wealth does lead to happiness if you are very poor.
B. Social relationships lead to more happiness than money.
C. Most people are 75% happy most of the time.

5. What did the government of Bhutan do in 2008?

A. It started to measure happiness instead of GDP.
B. It focused on education to increase happiness.
C. It spoke about happiness at the United Nations.

6. What sort of data is in the World Happiness Report?

A. health statistics
B. interview results
C. questionnaire results

7. What similarity is given for Denmark, Switzerland, Norway, and Finland?

A. They are in a similar part of the world.
B. Their governments focus on policies that promote happiness and well-being.
C. Their citizens are keen to say how happy they are.

8. Which of the following may be a problem with the World Happiness Report?
A. People from different countries may answer in different ways.
B. It is too difficult for countries to improve.
C. People may lie in their answers.

9. Luxembourg is an example of what problem?

A. Different happiness reports give completely different results.
B. It’s very hard to compare large countries and small countries.
C. People from other countries reduce its happiness score.

10. What is the main difference between the World Happiness Report and the Happy Planet Index?
A. The Happy Planet Index surveys fewer countries.
B. The Happy Planet Index does not include life expectancy.
C. The Happy Planet Index gives importance to environmental issues.

Exercise 2. (AUDIO 7.2) Note-taking: Classifying notes from a discussion

Listen to Fay and Will discussing yoga and money. Mark the sentences F (Fay’s opinion), W (Will’s
opinion), or B (both Fay and Will agree).

1. _F_ There is too much focus on money in the world of yoga.

2. _B_ Yoga is good for your mental health.
3. _F_ Doctors should offer yoga to some patients.
4. _B_ The online course is a bad idea.

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Exercise 3. (AUDIO 7.3) Listening Skill: Listening for signposts
Listen to Maria talking about her experience as a yoga teacher. You will hear the talk twice.
Complete the sentences with the signposts you hear. There are four signposts that you don’t need.

After At first, Before In conclusion, In summary, In the beginning, Next, Second,

1. After I found yoga, everything was different.

2. At first, I loved my new freedom.
3. Next, I taught classes in local schools and even in parks.
4. In conclusion, yoga is great as a hobby, but extremely challenging as a profession.

Exercise 4. (AUDIO 7.4) Pronunciation Skill: Intonation in different types of sentences

Listen to the intonation of these sentences. Choose the correct type of sentence, A, B, or C.

1.
A. declarative
B. yes/no question
C. exclamatory

2.
A. wh- question
B. imperative
C. declarative

3.
A. exclamatory
B. wh- question
C. yes/no question

4.
A. exclamatory
B. declarative
C. imperative

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 UNIT 7 – ADDITIONAL LISTENING PRACTICE / TRANSCRIPT
Exercise 1. (AUDIO 7.1)
Lecturer: Here are two very complicated questions: “How wealthy is your country?” and … “How
happy is your country?” In the past, economists thought these questions were closely connected. For
example, consider the words of Adam Smith, one of the most famous economists of all time. In the 1700s,
Smith wrote his most famous book, called The Wealth of Nations, and it’s all about the processes of
making money. However, Smith was also concerned with making happiness. Surprisingly, he actually
thought happiness was the more important of the two. He wrote that governments should, and I quote,
“promote the happiness of those who live under them. This is their sole end and use.”
Gradually, this softer side of economics seemed to get lost. Governments became content to measure the
progress of their countries by financial figures alone. For example, since the 1930s governments have paid
close attention to something called Gross Domestic Product. Gross Domestic Product, or GDP for short,
basically says how much money a country is making. If the GDP goes up, the economy is growing.
GDP is popular with governments for good reasons. For instance, although it takes a lot of time and effort
to gather all the information required, GDP is easy to measure, mathematically speaking. It’s also an easy
way to compare different countries.
However, people are generally much richer than they were in the 1930s. Does this mean they are happier?
Daniel Gilbert, psychology professor at Harvard University, and happiness expert, says no. According to
Gilbert, unless people are very poor, a lot more money doesn’t lead to a lot more happiness.
So, is it possible for a government to measure happiness? As early as 2008, the tiny mountain country of
Bhutan replaced GDP with Gross National Happiness. Bhutan’s government measures success via data on,
among other things, education levels, life expectancy, well-being, and environmental diversity. Bhutan
may have only 800,000 inhabitants, but gradually these ideas have gained popularity around the world.
The United Nations published its first World Happiness Report in 2012. The UN’s ambition in these reports
is huge. It collects data in over 150 countries and asks large numbers of people to complete a
questionnaire. The participants answer questions using a so-called Cantril ladder, where zero is the
answer for the worst possible life and ten is the answer for the best possible life.
Over time, the UN’s World Happiness Reports make very interesting reading. Four countries—Denmark,
Switzerland, Norway, and Finland—have been in the top 10 for the last five reports. Commentators have
suggested this is because these countries have high taxes and governments very focused on delivering
well-being to their citizens.
But wait a minute. Are questionnaires a good way to measure happiness? Some critics point out that the
questions in the survey may be culturally biased, meaning that people of different nationalities do not
answer in the same way. For example, in Japan and other Asian countries, it is not polite to say that you
are doing very well—this is seen as boasting. So if people around the world feel differently about
happiness, how can we compare the results?
Indeed, different happiness reports tend to have widely different results. In the UN’s 2019 report,
Luxembourg in Europe does very well—it comes 14th out of 159 countries. Now consider the Happy Planet
Index, which uses similar measures to the UN but adds in one key element: environmental impact.
Remember, this was a feature of Bhutan’s original idea for measuring happiness. Like Bhutan, Luxembourg
is a comparatively small country. But unlike most countries, Luxembourg has cheap gas. Not only does
this lead to one of the highest rates of car usage in the world, it has also created something called fuel-
tourism. People drive into Luxembourg from other countries in order to buy gas … and then they drive

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out again. The Happy Planet Index places Luxembourg 139th out of 140 countries, arguing that its failure
in the environmental category outranks its good scores elsewhere.
In conclusion, although happiness reports are still relatively new they have many problems. I wonder how
Adam Smith would solve these issues?

Exercise 2. (AUDIO 7.2)

Fay: I hate what’s happened to the world of yoga in recent years. It’s all about the money now, don’t
you think, Will? It’s about what you wear. Or the photos of your amazing yoga holiday.
Will: Oh, I don’t have a problem with all that, Fay. Yoga brings huge benefits for physical and mental
health.
Fay: Oh, I totally agree. Do you remember that research from the States where they took brain scans
of people, some who did yoga and some who didn’t? The yoga guys experienced less stress and even less
pain than the other participants. I think, in some cases, doctors could prescribe yoga classes instead of
pills.
Will: I’m not so sure about that. People do make some incredible claims for yoga. Have you heard of a
book called Get Rich with Yoga by Mason Magid? In it, Magid claims that by using the principles of yoga
in your finances, you can become rich. He runs an online course called “The Bank of Yoga”.
Fay: No way! That sounds like a dangerous idea.
Will: That’s exactly what I think.

Exercise 3. (AUDIO 7.3)

I used to work in the highly competitive world of finance. I worked long hours, and I earned a high salary.
My idea of relaxation was a party—or perhaps a game of tennis. After I found yoga, everything was
different. I found it truly relaxing. Within months I knew I wanted to leave my old job. I stayed until I had
completed my teacher exams. Then I quit! At first, I loved my new freedom. I taught classes every day,
either in a studio or for private clients. But then reality hit me. I wasn’t earning nearly enough. I tried to
find more clients, but that didn’t help. Next, I taught classes in local schools and even in parks. But I soon
became tired and stressed. This is not what yoga is about, you know? Finally, I decided to try running yoga
holidays with a friend of mine who lives in a beautiful, rural part of the country. That wasn’t the success
we hoped for. Bookings could be high one month and then zero the next. So … in conclusion, yoga is great
as a hobby, but extremely challenging as a profession.

Exercise 4. (AUDIO 7.4)

1. Wednesdays are incredibly busy for me.
2. Don’t check your phone in class.
3. Have you chosen what to wear?
4. Family vacations are stressful!

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 UNIT 7 – EXTRA SPEAKING ACTIVITY

Exercise 1. Speaking Skill: Agreeing and disagreeing

Read the conversation. Replace the underlined informal phrases with formal equivalents. You cannot
use the same phrase more than once.
Teacher: Here is your discussion topic: “Your group has $1 million. You must agree what to do with
it.”
Martinique: I think we should give the whole one million to charity.
Dan: No way! (1) ____________________. I want to give the money to our families.
Nisha: Absolutely! (2) ____________________. My brother has student debt. And I can help my
parents, too.
Parker: Oh, come on! (3) ____________________. It’s only one million, and there are four of us.
Can’t we spend the money having fun?
Dan: Well, maybe we should divide the money in half. Half for fun and family, and half for
charity.
Nisha: That could work. But really that’s three ideas and we’re only allowed one. Perhaps we
could invest the money. You know, buy an apartment.
Parker: Yeah! (4) ____________________. We could turn our one million into even more.
ANSWER KEY:
Accept any four correct formal replacements.

• 1 and 3: I disagree, I don’t agree, That’s not my opinion, I don’t feel the same way.
(Accept variations such as “I disagree completely”.)
• 2 and 4: I agree, That’s exactly what I think, That’s a good point, I think so too.
(Accept variations such as “I agree with you”.)

Exercise 2. Speaking
Your group has $1 million. If you want to create the most happiness in the world, what will you do
with the money?

• Suggest one idea to the group.

• Listen to the other ideas.
• Discuss each idea. Say why you agree or disagree.
• Finally, take a group vote on the ideas. You must agree on one idea only.

Make notes to prepare for the discussion. The discussion will last for around five minutes.

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 YILDIZ TECHNICAL UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES
DEPARTMENT OF BASIC ENGLISH

WRITING PACK

B1+ LEVEL

2023 – 2024
SPRING TERM
Teacher’s Copy
 ESSAY WRITING PRACTICE 1: GENERATION GAP

STEP 1: WARM-UP

Discuss the following topics in-class.

§ What is the generation gap?

§ Have you ever felt a generation gap with your parents / grandparents?
§ Do you feel your parents don't understand you because of the generation gap?
§ On which topics do members of different generations disagree?

Generation gap occurs when there is a difference of age between one generation and the other. For
example, conflict between parents and children. It may be a difference in political views and the general
attitude towards life, among other things. There could also be a huge difference between the thinking of
two generations. (Adapted from: https://tribune.com.pk/story/1802638/6-generation-gap/AbdulWadood Published in
The Express Tribune, September 14th, 2018.)

GROUP ACTIVITY

1. In groups/pairs, discuss the views of YOUNG and OLD generation upon different/various topics
below. Make a list of your ideas with your friends. Share it with the other groups at the end.

YOUNG VERSUS OLD

Differences between… YOUNG GENERATION OLDER GENERATION

Views on…
social media and (new)
technology
face-to-face communication

beliefs and spirituality

importance of education

importance of work/money

health & lifestyle

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 2. What similarities/differences have you found? Write them down in the columns below.

Similarities Differences
e.g. e.g.
respect for others? choice of communication (text vs. phone call)

STEP 2: WATCHING A VIDEO ABOUT THE TOPIC

Video Activity 1

a. Watch the video about the basic definition of “Generation Gap” and note
down the unknown words.

The video is titled “Understanding Generation Gap” (Duration: 02.50)

Go to: https://www.youtube.com/watch?v=PAJytr0OZQU

b. Choose the correct option for the meaning of the underlined words in the transcript of the whole
video.

Transcript

What is the generation gap?

Generation gap is the difference in (1) attitude and behavior between people of different generations.
1. a) the way you think and feel b) the things you believe c) the things you agree with

For example, the old generation would (2) accuse the new of being (3) disobedient and lacking in values.
2. a) to forgive someone b) to claim someone being guilty c) to argue with someone
3. a) refusing to follow the rules b) complaining about the rules c) accepting the rules

While the new generation would accuse the old for being too (4) rigid and (5) outdated.
4. a) strict b) gentle c) introverted
5. a) contemporary b) current c) old-fashioned

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Generation gap did not exist in medieval society when there was little social mobility. A son (6) was bound
to choose the profession of his father and live the same life which his father had lived.
6. a) being patient about sth b) being forced to do sth c) being asked to do sth

Father, being the experienced person, would understand the needs and (7) dilemmas of his son, as he had
faced the same in his own life.
7. a) difficult(ies) b) solution(s) c) benefit(s)

There was no generation gap then. It all started post industrial revolution when the society started changing.
But the significance was realized only in the 20th century, when mass media led to (8) massive changes in
the social environment.
8. a) limited in size or quantity b) huge in size or extent c) common in numbers

Dress, food, music and dance all would change every 20 years. Even ideologies would change. Father and
son were (9) separated by different lifestyles. Son would (10) face different choices and dilemmas; his father
would have no answers to. Son would look elsewhere for the answers, but his father would want him to
listen.
9. a) being distant b) being related c) being attached
10. a) to deal with something unpleasant
b) to avoid something difficult
c) to hold something

Result is a conflict. That is a generation gap. Today the (11) pace of change has only increased. So, the
generation gap is expected to be increasing, too.
11. a) strength b) speed c) rhythm

This (12) poses a challenge to the new parents.

12. a) to create a problem b) to cause an argument c) to make things harmful

They are expected to be (13) adaptable, understanding and (14) tolerant to avoid intergenerational
conflicts. Find some of the best examples of generation gap.
13. a) easy to carry b) easy to change c) easy to explain
14. a) able to approve differences b) able to show similarities c) able to disapprove changes

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 VIDEO ACTIVITY 2 (GROUP ACTIVITY)

Watch the video about millennials and their reactions right “before” and “after” they see the “real old”
people.

In groups, note down the reactions with your friends. Share it with the other groups at the end.

The video is titled “Millennials Show Us What ‘Old’ Looks Like.”

Go to https://youtu.be/lYdNjrUs4NM?si=w4rTeynYQ4SCaH11

What age do you consider to be old? We posed that question to

millennials and asked them to show us what “old” looks like. Then we
introduced them to some real “old” people. Watch what happens when folks let go of their
outdated beliefs and embrace the idea that aging is not about decline – it’s about growth.

Fill in the chart that summarizes the reactions of millennials before and after being introduced with “real
old”.

BEFORE AFTER

Supposed old age: 40s-50s. Supposed old age: 80s-100.

Old people crossing street: Shocked/surprised (and happy) to

difficulty in moving and standing see that “old people” can look
upright-slow movements, barely quite healthy, younger than
walking… expected, and can actually do
exercises and many things that
Old person sending text message: young people do.
difficulty in seeing small
images/numbers clearly, poor
eyesight.

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STEP 3: READING ABOUT THE TOPIC

1. Pre-reading Vocabulary

a. Match the words with their meanings.

to integrate (v.) (6) 1. to deal with a problem and control it successfully

demanding (adj.) (7) 2. sometimes, but not very often; from time to time
to overcome (v.) (1) 3. unable to communicate in an effective way
to neglect (v.) (8) 4. a difficult task or action that requires great effort
on occasion (phr.) (2) 5. a specific situation that people or groups strongly disagree
about
conflict (n.) (5) 6. to combine two or more things so that they can become parts
of a whole idea or system
miscommunication (n.) 7. (of a person) expecting a lot of things; not easily satisfied
(3)
challenge (n.) (4) 8. to fail to give enough attention to somebody or something

b. Complete the sentences. Make sure there is enough detail to show your understanding of the word
written in bold and highlighted. Answers may vary.

1. If a new technology is integrated into someone’s life, this means that it becomes a part of daily life.

2. It is generally believed that younger siblings are more demanding than older ones because they are
hard/difficult to please.

3. It takes a while to overcome the exam stress and people do not expect you to manage /deal with it in
a short time.

4. She has neglected her health for such a long time that the doctor immediately warns her to take care
of her diet/lifestyle/health to keep herself in good condition.

5. The system gives errors on occasion, so it would not be a (frequent) problem (all the time).

6. When there is a conflict between a teenager and an adult, it is clear that they strongly disagree on an
issue.

7. Miscommunication generally happens when people have difficulty in understanding each other
properly.

8. This is a great challenge for her to accept because it is difficult and complex /because of its difficulty
and complexity.

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 c. Rewrite the sentences by using the words in brackets. Answers may vary.

1. Since she was a great leader, she had a crucial role in building the future of this country. (because of
+ shape v)

Because of her great leadership, she had an important role in shaping the future of this country.

2. This movie focuses especially on the enthusiasm of the children despite their poverty. (in spite of +
particularly)
This movie focuses particularly on the enthusiasm of the children in spite of their poor life.

3. While he looks quite the opposite, he is a very determined scholar in his field. (although + ambitious)

He is a very ambitious scholar in his field although he does not look like/appear to be one.

4. No matter what you buy for her birthday, she will not be happy with your choice. (whatever +
satisfied)

Whatever you buy for her birthday, she will not be satisfied with your choice.

5. You should respect others’ opinion so that they will not describe you as a rude colleague. (label v)

You should respect others’ opinion so that you are not labelled as a rude colleague.
6. It is almost impossible to keep the harmony between work and social life during this pandemic.
(balance n)

It is almost impossible to keep the balance between work and social life during this
pandemic.
7. As the number of people who suffer from it is increasing, depression has been called the disease of
modernity. (termed as)

Because the number of people who suffer from it is increasing, depression has been termed as
the disease of modernity.

8. The artist could not demonstrate his mastery of the instrument due to technical difficulties. (because
of + skill)

Because of the technical difficulties, the artist could not show his skills on the instrument.

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2. Read the article about the characteristics of generation X, Y, Z.

From the baby boomer to the post-millennial generations: 50 years of change

The photographer Robert Capa came up with the term 'Generation X' to refer to people born after the
60s. In not even half a century, this generation has existed side by side with three others: The Baby
Boomer, Y and Z. Find out what the characteristics of each generation are.

Generation X includes those born between 1965 and 1981, during the reconstruction of Europe after the
war. Their life has not been easy, since, after a period of outbreak*, finding a job was a great challenge.
To work and produce was their philosophy of life, and idealism was not even acceptable for them.
Individualism, ambition and an addiction to work — or being a workaholic — are the values with which
they grew up.

The parents of this generation had the worst part: they lived through the postwar period. They are the
Baby boomers — born between 1945 and 1964 — and they are called this because they were born during
the baby boom, the period in which the birth rate increased in a number of Anglo-Saxon countries, above
all, the United States, Canada and New Zealand, after the end of the Second World War.

They went through the entire period of technological evolution and the rise and development of the
media, as well as enjoying balance in terms of both work and family and being active both physically and
mentally. In spite of the fact that they have adapted to a digital world, they are less dependent on
smartphones than the next generations.

GENERATION Y OR THE MILLENNIALS: DIGITAL NATIVES

The revolution was shaped by the Millennials or Generation Y. Also known as digital natives, Millennials
are those born between 1982 and 1994 and technology is part of their everyday lives: all their activities
are mediated* by a screen. The concept of on occasion is completely integrated into their lives. However,
they were not born into it; they migrated to the digital world from the analogue one in which they were
living.

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Unlike previous generations, because of the economic crisis, the world requires them to be better trained
to get a job, as competition is increasing. Unlike their parents, particularly Generation X, digital natives
are not satisfied with the world around them and are ambitious and want to achieve their goals.

However, the millennial generation is labelled as being lazy, narcissistic and spoiled*. In fact, in 2014,
Time magazine labelled them as the “me-me-me generation”.

CHARACTERISTICS OF THE Z OR CENTENNIAL GENERATION

Aged between eight and 23 years old, Generation Z or the post-millennial generation will take the lead
in a few decades. Also labelled as Centennials, for having been born into the world at the turn of the
century — the oldest were born in 1995 and the youngest in 2010 — they arrived with a tablet and a
smartphone under their arms.

But what is Generation Z? It is a group of people that is marked by the Internet. It is part of their DNA: it
suddenly enters into their homes, their education and their way of socializing. And if Generation Y has
difficulty finding a job, the situation for post-millennials is even worse.

Their mastery of technologies may make them neglect their interpersonal relationships to a greater
extent, but they are the ones who give more of a voice to social causes on the Internet. They like to get
everything they want immediately. That's due to the digital world in which they are immersed*, and
their lifestyle is also influenced by You Tubers.

They multitask, but their attention span is limited. They are independent and demanding consumers and
will have jobs that do not exist in today's world.

What about the current generation?

As for the current generation, those born after 2010, they have been termed the Alpha generation.
What will their behavior be like? In a couple of years, we will see if we notice the generation gap!
(Adapted from https://www.iberdrola.com/top-stories/lifestyle/generation-x-y-z, January 17, 2019)

3. Understanding & Responding to the Text

Answer the following questions and discuss your answers with a partner.

1. What major changes of society and culture are highlighted in the text?
Economic crisis, difficulty in finding jobs, development of media, technological evolution and the Internet
etc.

2. According to the article, what are the qualities that make Millennials (Generation Y) stand out when
compared with other generations?
better trained and ambitious, self-centered

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3. Which of the terms from the text fit your generation? If none, what do you think a better term would
be?
Answers may vary

4. In your opinion, what characterizes each generation in the following areas?

GENERATION X GENERATION Y GENERATION Z

Communication styles less dependent dependent totally dependent

and personality? on smartphones, on on smartphones,
hard-working and smartphones multitask
individualist , ambitious
Means of self- being physically competitive totally independent
expression? and mentally and demanding
active
Openness to change? not open-minded quite open to acting with rage
change
about adaptation
or change
Outlook on life stable and consistent narcissistic (self demanding,
centered), mindful about
determined, not social causes
satisfied (Internet-based)

STEP 4: WRITING AN ESSAY

You have brainstormed for ideas about generations in general, read a text about characteristics of
different generations, shared ideas with your class, studied some topic-related words, watched videos
about the millennials and their changing reaction for the “old”. Now, you are going to write an essay
answering ONE of the questions below.

Ø How can generation gap cause problems in the workplace? (Effect essay)
Ø How does generation gap affect interaction between two people? (Effect essay)
Ø What are the causes of generation gap? (Cause essay)

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Sample for Outline & Essay:

In groups of 3-4,

Ø prepare an outline for your essay,

Ø write your ideas in short notes in your outline,
Ø write your essay in the space provided,
Ø get feedback from your instructor & other groups.

GROUP
MEMBERS

OUTLINE
Thesis statement

Cause / Effect 1 & Write your ideas in short notes.

supporting ideas

Cause / Effect 2 & Write your ideas in short notes.

supporting ideas

Conclusion Write your ideas in short notes.

126
WRITE YOUR ESSAY HERE.

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 ESSAY WRITING PRACTICE 2: POSITIVE EFFECTS OF ART ON PEOPLE

STEP 1: Warm-up

Some forms of Visual Arts

v Are you interested in any of these visual arts?

▪ ceramics ▪ Applied art (embroidery, book illustrations,

▪ calligraphy industrial design, fashion design, internal
▪ collage design, architecture, decorative arts, pottery,
▪ drawing etc.)
▪ graffiti
▪ Crafts (textile, papercraft, woodcraft, pottery,
▪ installation
▪ painting glass, jewelry, etc.)
▪ performance art
▪ photography
▪ sculpture

v Think about the activities you do to relieve your anxiety or stress and explain how
“art washes away the dust of your everyday life".

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 STEP 2: READING 1

Exercise 1: You will see a dialogue between two college students, Anna and Nikki. Look at the questions
below and put them into the correct places in the dialogue.

Note to the Teacher: The students are expected to read this dialogue before coming to the
lesson. In case they haven’t read it, you can assign 2 or more students to read the dialogue aloud
in the lesson.

a. How often do you visit art galleries?

b. Are you good at art?
c. Do you think art classes are necessary? How do they affect children’s development?
d. What benefits can you get from painting as a hobby?
e. What kind of paintings do people like?
f. Do you like art?
g. Is it easy to learn how to draw?
h. What kinds of things do you like to draw?

Anna: (1) …… Do you like art?......

Nikki: I have had a lifelong passion for art since I was a child. Besides the official art class in school, I also
joined a drawing class in The Children’s House. It contributed a lot to my drawings. That drawing class is
the main reason for my passion for art. It also affected me in different ways. As well as boosting my
drawing skills, my capacity of memory, concentration and attention also increased.

Anna: (2) …… Are you good at art?......

Nikki: I am not one of those people who can make some masterpieces, but I would say I am pretty fine
at it. My teachers at school were very pleased with my drawings, so I participated in some drawing
competitions. I was also an active member of an art club during my high school days. Because of my busy
work schedule, I cannot draw as often as I used to.

Anna: (3) …… Do you think art classes are necessary? How do they affect children’s development?......

Nikki: Yes, definitely. Learning arts, especially at a young age, is good for children. It helps stimulate
children’s cognitive development and encourage them to think outside the box. Because they’re still
little, their ideas are very fresh and lovely. Creating art trains them to concentrate on details and pay more
attention to their environment. Art also helps improve the quality of their life by enhancing
communication, brain function, social interaction and sensory stimulation.

Anna: (4) …… What kind of paintings do people like?......

Nikki: In my opinion, people love hanging landscape paintings at home. The beauty of mother nature
eases people’s mind after a long day at work. Another style of drawing that most people like is portrait.
It could be portraits of someone important to them or even their lovely pets.
Anna: (5) …… What benefits can you get from painting as a hobby?......

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Nikki: I think stress relieving effect comes first. Colors, in some ways, reflect our thoughts and emotions
very well. Thus, they somehow stimulate our body to defend itself against our negativity. For me, the
most interesting thing about painting is that you never have an idea about the harmony of the colors until
you actually try.

Anna: (6) …… How often do you visit art galleries?......

Nikki: To tell you the truth, not very often. I have been to some art galleries in different countries. Of all
those art galleries, the Digital Museum in Tokyo is my favorite because it is futuristic, extraordinary,
creative and dreamy.

Anna: (7) …… What kinds of things do you like to draw?......

Nikki: My main inspiration is Japanese manga. One possible reason for that is manga seems more suitable
for my level. I have a big collection at home and as I sometimes go through it, I can see how much I’ve
improved.

Anna: (8) ……Is it easy to learn how to draw?......

Nikki: I think it's challenging for a lot of people. In order to succeed in drawing or arts in general, one must
have talent. Then the long-term commitment to arts comes. It requires extreme practice and high
patience.
Exercise 2:

a. Look at the words in bold in the dialogue. Guess their meaning and match them to their
definitions.

1. __c_ to have a passion for sth. (v) (a) a work of outstanding artistic skill
2. a_masterpiece (n) (b) scenery, a large area of land
3. __e_ to participate in (v) (c) to be enthusiastic about sth
4. __h_ to stimulate (v) (d) to think creatively
5. __i_ cognitive development (n) (e) to join
6. __d_ to think outside the box (idiom) (f) to make someone feel less worried about
something
7. __b_ landscape (n) (g) the hard work and loyalty that someone
gives to an organization, activity etc
8. __f_ to ease so’s mind (h) to raise levels of physiological or
nervous activity in (the body or any
biological system)
9. __g__commitment (n) (i) the construction of thought processes, including
remembering, problem-solving, and decision-
making, etc.

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b. Now, re-write the given sentences about art using one of the VERBS in Exercise a.

1. People who are very interested in drawing can learn to draw if they practice enough.
People who have a passion for drawing can learn to draw if they practice enough.

2. You start to think creatively while trying a variety of drawing techniques in our studio.
You can start to think outside the box while trying a variety of drawing techniques in our studio.

3. The atmosphere at our Arts Studio will definitely help you to get away from your worries.
The atmosphere at our studio will definitely ease your mind.

4. Looking at beautiful paintings enhances communication between various parts of your brain.
Looking at beautiful paintings stimulates communication between various parts of your brain.

Exercise 3:

a. Highlight the expressions/verbs expressing cause and effect in the dialogue and write them into the
table below.

so help thus

because affect….in many ways contribute to

because of the main reason for one possible reason for that is…

b. Fill in the blanks by using 5 of the expressions/verbs that you highlighted in Ex. a.

1. Art can boost a person’s self-confidence because it gives them a sense of success.
2. Doing something productive contributes to people’s health and well-being.
3. Creating art helps you learn to “see” by concentrating on detail and paying more attention to your
environment.
4. Painting, sculpting, drawing, and photography are relaxing hobbies that can lower your stress
levels, so creating art can take your mind off life’s many stresses, at least momentarily.
5. Art affects culture and society in many ways. It promotes communication between cultures,
preserves history and changes people’s opinions.

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Exercise 4: Rewrite the following sentences using the words/phrases in the box. Make the necessary
changes without changing the meaning of the sentence.

influence so that have a positive impact on

therefore may lead to in addition to

1. Because of my busy work schedule, I cannot draw as often as I used to do.

I have a busy work schedule; therefore, I cannot draw as often as I used to do.

2. Learning arts, especially at a young age, is good for children.

Learning arts, especially at a young age, has a positive impact on children.

3. As well as improving my drawing skills, my capacity of memory, concentration and attention also
increased.
In addition to my drawing skills, my memory, concentration and attention span also improved.

4. Art also helps improve the quality of their life.

Art may also lead to improvement in the quality of their life.

5. The art classes that I attended during my childhood years affected me in different ways.
The art classes that I attended during my childhood years influenced me in different ways.

6. In order to succeed in drawing or arts, one must have talent.

One must have talent so that they could succeed in drawing or arts.

Exercise 5 (OPTIONAL): Now have a group discussion on the question below and complete the sentences
with your own ideas.

“Do you think art classes are necessary?”

1. Yes, definitely. .

No. Not necessarily. .

2. so that .

3. .

“How do art classes affect children’s development?”

1. They can contribute to .

2. They may lead to .

3. .

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 STEP 3: READING 2

Read the article about the benefits of art on people’s physical and psychological health.

The Positive Power of Art on Our Health

Posted by Ms. Margaret Weisbrod Morris, Feb 14, 2018

You might be surprised to know that the arts and health have over 100 years of partnership. Visual art,
music, dance, drama, creative writing, and theater have been used for decades to enhance individual
experiences in hospitals, mental health treatment centers, senior care facilities, emergency rooms, and
more. Wherever people are in crisis—health or otherwise—creative activities are found.

In 2010, the American Journal of Public Health published a review called “The Connection Between Art,
Healing, and Public Health.” It overviews the impact of art on our emotional and physical *well-being.

In general, studies in this review found that creative activity:

§ has a positive impact on our sense of hope, self-worth, and well-being
§ improves our sense of connectedness and widens our social networks
§ decreases depression and anxiety and reduces stress
Its benefits to our physical health are extraordinary as well. Creative activity:
§ improves cell function
§ boosts brain function and memory
§ boosts the release of the neurotransmitter dopamine
§ decreases the need for medications and treatment in hospitals
§ decreases length of hospital stays / speeds overall recovery time
§ is associated with longevity

The most surprising benefit is that creative activity has a direct impact on our brain. It promotes the
growth of neurons and boosts the release of the neurotransmitter dopamine. Dopamine is the
neurotransmitter known as your body’s natural antidepressant, and is associated with feelings of
happiness and well-being. Neurons, the cells that build the nervous system and transmit information
throughout the body, absorb dopamine. Apparently, creative activity doubles your potential to feel
happiness and a sense of well-being, leading to a greater overall health and individual health outcomes.
For people who practice an art form regularly, and know what this feels like, this might be a bit obvious.
However, we now have research that explains how and why we feel so great when we make art.

For these reasons, authorities must take action. Arts organizations, school art programs, concerts,
festivals, museums, and libraries must be everywhere. Everyone should have access to creative activities,
arts education, and arts experiences. The more people that have access to these benefits, the better—
and healthier—we all are.
* well-being: the state of being comfortable, healthy, or happy

Reference: Weisbrod Morris, Margaret. "The Positive Power Of Art". ARTS Blog, 2019,
https://blog.americansforthearts.org/2018/02/14/the-positive-power-of-art. Accessed 17 Jan 2019.

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Exercise 1: Examine the table showing 5 important words & phrases from the text. Then check an
English- English dictionary for each word/phrase and find one more example sentence for each. Write
your sentences in the space provided.

have a direct impact on Creative activity has a positive impact on our sense of hope, self-
worth, and well-being.
+ noun/noun phrase
Creative activity has a direct impact on our brain.

Your example sentence: ……………………………………………

boost + noun Creativity boosts brain function and memory.

Creativity boosts the release of the neurotransmitter dopamine.

Your example sentence: ……………………………………………

to be associated with + Dopamine is associated with feelings of happiness and well-being.

noun Your example sentence: ……………………………………………

double your potential Creative activity doubles your potential to feel happiness and a
to + verb sense of well-being.

Your example sentence: ……………………………………………

It promotes the growth of neurons.

promote + noun
Your example sentence: ……………………………………………

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Exercise 2: Fill in the chart that summarizes the physical and psychological effects of art on people and
the author’s final message about the use of art in health.

improves our sense of

connectedness

Widens our social

networks
decreases
improves our depression and
sense of hope anxiety
self-worth
reduces stress

Positive
impacts of art
on our
psychological
health

decreases the
need for decreases length
medications and of hospital stays
treatment in speeds overall
recovery time is
boosts brain hospitals
associated
function with
and longevity
memory

boosts the
improves Positive release of the
cell neurotransmitter
function
impacts of
dopamine
art on our
physical
health

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Author’s final message

Ø Arts organizations, school art programs, concerts, festivals, museums, and libraries must be
everywhere.

Ø Everyone should have access to creative activities, arts education, and arts experiences.

Ø The more people that have access to t7h3ese benefits, the better—and healthier—we all are.

STEP 4: WATCHING A VIDEO

Note to the Teacher: The students are expected to watch this video before coming to the
lesson. In case they haven’t watched it, you can play it in the lesson.

Exercise 1: Philosopher Alain de Botton gives his top five reasons why art is so important for
humanity. Watch the video and write down his top five reasons and notes for each reason in the
table.

What is art for? Alain de Botton's animated guide

Philosopher Alain de Botton gives his top five reasons why art is such a
vital force for humanity. (Duration: 5.53)

Go to: https://www.youtube.com/watch?v=ZVlQOytFCRI

Top 5 reasons of Alain de Botton How he explains these reasons

Example: Sample Answer:

1. Art keeps us hopeful. Art shows pretty things and prettiness is an emblem of
hope.

Art reassures us of the normality of pain. Art can give us

the welcome feeling that pain is part of the human
2. Art makes us less lonely. condition.

Art fights the false optimism of commercial society.

Therefore, we shouldn’t aggravate sadness.

It counterbalances us. Art helps us feel more rounded,

more balanced and saner.
3. Art rebalances us.

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 Art tells us what is glamorous and important. It highlights
what is genuinely worth appreciating and returns
4. Art helps us to appreciate stuff.
glamour to its rightful place.

It motivates and energizes you for a cause. Only it is a

propaganda on behalf of some of the most important and
5. Art is propaganda for what really
matters. nicest emotions and attitudes in the world.

OPTIONAL VIDEO ACTIVITIES

For more thoughts on the benefits of art and the importance of art education, watch the videos on the
following links. Make sure you take notes while watching.

How art can help you analyze - Amy E. Herman

Can art save lives? Not exactly, but our most prized professionals (doctors, nurses,
police officers) can learn real world skills through art analysis. Studying art like René
Magritte's Time Transfixed can enhance communication and analytical skills, with an
emphasis on both the seen and unseen. Amy E. Herman explains why art historical
training can prepare you for real world investigation. (Duration: 4.49)
Go to: https://www.youtube.com/watch?v=ubEadhXWwV4

Why Study Art? | TateShots

Leading artists, actors, filmmakers, architects and choreographers state why art
should be on the curriculum. Watch their responses. (Duration: 3.54)
Go to: https://www.youtube.com/watch?v=vKjkx6PzajE

Art Speaks

Various experts talking about the importance of art education (Duration: 4.31)
Go to: https://www.youtube.com/watch?v=wBymeUm52pU

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STEP 5: WRITING A CAUSE/EFFECT ESSAY (GROUP WRITING ACTIVITY)

You have brainstormed for ideas about art in general, read texts about positive effects of art on our health,
shared ideas with your class and watched videos about the benefits of art and the importance of art
education. Now, you are going to write an essay of at least 250 words answering ONE of the questions
below. Make groups of 3-4 and choose ONE of the topics below.

Ø What are the positive effects of art on people? (Effect Essay)

Ø Why is it necessary to teach art in primary schools? (Cause essay)
Ø What are the consequences of studying fine arts at university? (Effect essay)
Ø How do art classes affect children’s development? (Effect Essay)

Sample for Outline & Essay:

In groups of 3-4,
Ø prepare an outline for your essay,
Ø write your ideas in short notes in your outline,
Ø write your essay in the space provided,
Ø get feedback from your instructor & other groups.

GROUP 1 MEMBERS

OUTLINE

Thesis statement

Cause / Effect 1 & Write your ideas in short notes.

supporting ideas

Cause / Effect 2 & Write your ideas in short notes.

supporting ideas

Conclusion Write your ideas in short notes.

138
WRITE YOUR ESSAY HERE.

139
 EXTRA CAUSE/EFFECT ESSAY TOPICS FOR CLASSROOM USE

CAUSE ESSAY

1. What are the causes of stress in a person’s life?

2. What are the causes of sibling rivalry?
3. What causes a video game to be popular?
4. What causes poverty in Turkey?
5. What causes Google to be the most popular search engine?
6. What are the causes of telling lies?
7. What are the causes of global warming?
8. What causes racism?
9. Why do people immigrate to other countries?

EFFECT ESSAY
1. What are the effects of sibling rivalry?
2. What effects does stress have on health?
3. What are the social effects of everyone on the planet having cell phones?
4. What are the effects of home-schooling on children?
5. What effect does exercise have on the body?
6. What effect does cell phone use have on teenagers?
7. What effects does increased use of technology have on health?
8. What are the effects of telling lies?
9. What are the effects of bullying on children?
10. What are the effects of global warming?
11. What are the effects of overpopulation?

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 SELF-EDITING CHECKLIST FOR CAUSE/EFFECT ESSAYS

CONTENT √ or X

• My essay’s introduction goes from general to specific.

• My essay contains detailed and relevant reasons and supporting ideas.
• My supporting ideas and further details explain or prove my thesis statement.
• I have examples to expand my ideas.
• All sentences are about the topic. There aren’t any irrelevant sentences in my
essay.
• My essay meets the word limit.

ORGANISATION √ or X

• My thesis statement expresses my opinion.

• My second paragraph is about my first cause/effect.
• My third paragraph is about my second cause/effect.
• My fourth paragraph, if there is one, is about my third cause/effect.
• I supported my ideas with relevant justifications.
• I summarize my points and give final comments in my concluding paragraph.
• I use appropriate connectors (firstly, secondly, however, in addition,
therefore...etc.).
• The ideas are connected.
• My sentences are in a logical order.

GRAMMAR & PUNCTUATION & SPELLING √ or X

• I use newly learnt grammar structures.

• I use newly learnt grammar structures accurately.
• I use punctuation marks appropriately.
• I have no run-on sentences or sentence fragments.
• I spell words correctly.

LEXIS √ or X

• I use newly learnt words, phrases and collocations.

• I use newly learnt words and collocations accurately.

Things I did well in this essay:

Things I will improve in my second draft:

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 SELF-EDITING CHECKLIST FOR OPINION ESSAYS

CONTENT √ or X

• My essay’s introduction goes from general to specific.

• My essay contains detailed and relevant reasons and supporting ideas.
• My supporting ideas and further details explain or prove my thesis statement.
• I have examples to expand my ideas.
• All sentences are about the topic. There aren’t any irrelevant sentences in my
essay.
• My essay meets the word limit.

ORGANISATION √ or X

• My thesis statement expresses my opinion.

• My second paragraph is about my first reason.
• My third paragraph is about my second reason.
• I supported my reasons with relevant justifications.
• My fourth paragraph includes the opposing views with my refutation.
• I summarize my points and give final comments in my concluding paragraph.
• I use appropriate connectors (firstly, secondly, however, in addition,
therefore...etc.).
• The ideas are connected.
• My sentences are in a logical order.

GRAMMAR & PUNCTUATION & SPELLING √ or X

• I use newly learnt grammar structures.

• I use newly learnt grammar structures accurately.
• I use punctuation marks appropriately.
• I have no run-on sentences or sentence fragments.
• I spell words correctly.

LEXIS √ or X

• I use newly learnt words, phrases and collocations.

• I use newly learnt words and collocations accurately.

Things I did well in this essay:

Things I will improve in my second draft:

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 ESSAY WRITING CRITERIA

ORGANIZATION CONTENT
The text demonstrates solid organization as The text responds to the prompt thoroughly and achieves a
• text shows strong knowledge of expected essay conventions. completely desired impression on the target reader as
Organizational features of essay (thesis statement, topic sentences, • ideas are well-focused and fully relate to the topic.
introduction, body,conclusion, etc.) are clear and easily discernible • ideas give enough room for expansion, and are thoroughly

6 -7
6

at all times. developed and explained with relevant supporting ideas.

• ideas are well-organized; progression of ideas is easily followed by • ideas are originally created and justified. There are no
the reader without any hindrance. generic phrases or formulaic expressions.
• a wide range of linkers/cohesive devices are consistently used
accurately and effectively, some rare minor errors may exist.
The text demonstrates mostly efficient organization as The text responds to the prompt and achieves a good
• text shows good knowledge of expected essay conventions. impression on the target reader as
Organizational features of essay are mostly clear; no discernible • ideas are mostly focused and relate to the topic.
major problems. • ideas give enough room for expansion and are developed

5
• ideas are mostly well-organized; the majority of ideas show clear despite some minor missing explanations in places.
5

progression with occasional hindrance to the reader. • most of the text contains original sentences created by the
• a range of linkers/cohesive devices are mostly used accurately and writer himself/herself.
effectively. There may be cases of under/overuse or unnatural
usage which do not overly detract from the flow of the essay.
The text demonstrates average organization as The text responds to the prompt and achieves a somewhat
• text shows average knowledge of expected essay conventions. favorable impression on the target reader as
Organizational features of essay may appear unclear or difficult to • ideas are mostly focused and relate to the topic.
discern in places. • ideas give some room for expansion and are partially
• ideas are somewhat organized; progression of ideas may become developed; some parts are not explained OR ideas are
4

difficult to follow in places. repetitive in places.

• linkers/cohesive devices are somewhat used accurately and • the writer attempts to provide justifications of his/her
effectively. There may be cases of under/overuse or unnatural own although there are some memorized sentences or
usage which detracts from the flow of the essay. generic phrases.

The text demonstrates limited knowledge of organizational The text gives a limited response to the prompt and leaves
structure as an unsatisfactory impression on the target reader as
• text shows limited knowledge of expected essay conventions. • ideas lose focus and weakly relate to the topic.
Organizational features may be missing or mostly unclear. • ideas are inadequately developed and basic; most parts
• the progression of ideas appears disconnected and difficult to are not explained OR ideas are mostly repetitive.
3

follow for the majority of the essay. • it contains a lot of formulaic language and memorized
• linkers/cohesive devices are not used accurately or effectively for generic phrases.
the majority of the essay OR a noticeable lack of linkers. • the writer presents so few original sentences that belong
Inappropriate use of linkers leads to difficulty in understanding the to him/her.
flow/logic of the essay.
3

The text demonstrates incompetent organization structure as The text gives a very limited response to the prompt and
• text does not meet expected essay conventions. Organizational leaves a bad impression on the target reader as
features are not included in the essay. • ideas do not retain focus and are significantly irrelevant.
• the progression of ideas is disconnected and difficult to follow • ideas are not developed and explained throughout; there
2

throughout. is major repetition.

• linkers/cohesive devices are seldom (if ever) used OR linkers are • the writer presents only memorized sentences and
nearly always used incorrectly. Lack/inappropriacy of linkers creates phrases that do not add meaning to the context.
fundamental problems in understanding the organization of the
essay.
• does not attend/ does not attempt the task • does not attend /does not attempt the task
OR OR
0-1

• not enough of a sample to grade • not enough of a sample to grade

0-1
0

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 ESSAY WRITING CRITERIA

GRAMMAR LEXIS

• Uses a wide range of grammatical structures for level • Uses a wide range of lexical items for level in a natural way
in a natural way throughout; throughout;
• Uses grammatical structures almost always accurately • Uses lexical items almost always accurately with rare minor
with rare minor errors that do not affect errors that do not affect understanding;
6

6
understanding; • Uses lexical items that are appropriate for task throughout.
• Has a strong control of punctuation with rare minor
errors.

• Uses a good range of grammatical structures for level; • Uses a good range of lexical items for level despite occasional
• Uses grammatical structures mostly accurately with repetitions;
occasional errors that do not affect understanding; • Uses lexical items mostly accurately with occasional errors
5

• Has a good control of punctuation with occasional that do not affect understanding;

5
punctuation errors. • Uses lexical items that are appropriate for task.

5
• Uses an average range of grammatical structures for • Uses an average range of lexical items for level, some
level; repetitions are evident;
• Uses grammatical structures with some inaccuracies • Uses lexical items with some inaccuracies that may affect
that may affect understanding/distort meaning in 4 understanding in places;
4

places; • Lexical choice not appropriate for task in places.

• Makes punctuation errors that may affect
understanding in places.

• Uses a limited range of grammatical structures for • Uses a limited range of lexical items for level, mostly
level; repetitive word choice;
• Uses grammatical structures mostly inaccurately, • Uses lexical items mostly inaccurately, which may impede
which may impede understanding/distort meaning; understanding;
3
3

• Makes frequent punctuation errors which impede • Lexical choice not appropriate for task in places.
understanding/distorts meaning.

• Range falls significantly short for level, repetitive • Range falls significantly short for level; repetitive word
grammatical structures throughout; choice throughout ;
• Uses grammatical structures inaccurately throughout, • Uses lexical items inaccurately throughout, which seriously
which seriously impedes understanding/distorts impedes understanding;
2
2

meaning; • Lexical choice not appropriate for task.

• Makes punctuation errors throughout, which
impedes/distorts meaning.
• does not attend/ does not attempt the task • does not attend /does not attempt the task
OR OR
0-1
0-1

• not enough of a sample to grade • not enough of a sample to grade

Essays which contain formulaic language and memorized generic phrases have several problems. These
generic expressions and memorized sentences automatically lower the score for the CONTENT and
ORGANISATION of the essay. In these essays,
§ there are overgeneralized introduction and conclusion paragraphs with no relevance to the topic.
§ there are made-up statistics or expert ideas with no real reference.
§ some grammatical errors arise as the student tries to fill in the blanks in the formulaic expressions
with his/her own words or the given prompts.
§ these generic phrases take up so much space in the essay that the essay looks quite smart and
shiny. Yet, there are so few original sentences that belong to the writer.
§ some sentences do not even make sense although they look grammatically perfect.

144