NATIONAL GEOGRAPHIC LEARNINGREFLECT READING & WRITING KRISTIN SHERMAN NATIONAL GEOGRAPHIC LEARNING ‘Ausvalia Bran» Movi = Singapore» United Kingdom - Unted States National Geographic {Cengage Company © 2022 Cengage Leaning, ne. ALL RIGHTS RESERVED No par of this work covered by the copyright herein may be rapracluces or dstrtad in ny form or by any means ‘except as permitted by US. copyright law, without the prior witten Reflect 2Reading & Writing Permission of the copyright owner ‘Author Kristin Sherman “National Geographic’, National Geographic Society" and the Yellow Border Design are registered traclemrks of the National Geographic Society Publisher Sherrise Roeht @ marcas Registiadas Executive Editor Laura Le Dan ‘Managing Editor: Jenifer Monaghan For permission to use material rom tis text or produc Director of Global Marketing: lan Martin submitallrequests online a eongege.com/permissons Product Marketing Manager: Tracy Bille Further permissions questions can be emailed to Senior Content Project Manager: Mark Rzeszutek Permissionrequesta@cengage.com ‘Media Researcher: Stephanie Eenigenburg Art Director: Brenda Carmichael Student ook ISBN 978-0-557-44840-6 Senioe Designer: Lia Trager * ° student Book with Online Practice: 978-0-357-448557 (Operations Coordinator: Hayley Chwazik: Gee ‘Manufacturing Buyer: Mary Beth Hennebury National Geographic Learning 200 Pier 4 Boulevard Boston, MAQ2210 Composition: MPS Limited ovate your local oce at interationalcengagecom/region Visit National Geographic Learning online at ELTNGLeom Vist our corporate website at www.cengege.com Printed in China Print Number: Print Year:2021READING & VOCABULARY EXPANSION PERRO ARO AG Video: Making Preview a text ya sweaters for elephants. Using a dictionary: Reading 1: Rescuing Example sentences animals Polysemy: Multiple-meaning Reading 2: Community words heroes ae Sl Video: How tomake Understand paragraph. PSYCHOLOGY/SOCIOLOGY friends at school structure Reading 1: Casual friends make a Suffix: ity difference Polysemy: Multiple-meaning Reading 2: Unlikely words friends Video: Playing with —_Identify supporting food sentences and details Reading 1: Learning to the sound of Onomatopoeia: Words that music? make noises Reading 2: New in the Using a dictionary: music world: video Synonyms. game music Me Nang Video: What is citizen Guess meaning from eae science? context Reading 1: Anyone can be a scientist Prefixes: col and com- Reading 2:Teen Base words and affixes discovers a planetWRITING Brainstorm Organize a paragraph Write topic sentences Write supporting sentences Write about steps ina process GRAMMAR Review of the simple present Adjectives and comparative adjectives Count and noncount nouns Quantifiers Simple past CRIMICAL THINKING Understand reasons Support opinions with reasons Analyze information Weigh advantages and disadvantages eee) > Understand emergencies > Think about your responsil community > Discuss ways to help your community > Evaluate community projects > UNITTASK Write a paragraph about a community project ity to your » Relate ideas to your experience > Think about the importance of friends > Consider different kinds of friends > Connect ideas about friendship > UNITTASK Write a descriptive paragraph about a friend you admire > Consider how you learn > Write a song or rhyme to remember words > Consider how different kinds of music make you feel > Analyze a type of music > UNITTASK Write an expository paragraph about a song > Think about how you can get involved > Connect ideas about citizen science > Think about why we explore > Take steps to reach a goal > UNITTASK Write a process paragraph about a citizen science project ‘SCOPE AND SEQUENCEGU a wy Wteleny ATL Eau Teyre=ret act) Vocabulary expansion activities Appendices Index of exam skills and tasks Credits z SCOPE AND SEQUENCE en bE tA page 146 page 154 page 159 page 160 Video: Making food look good Reading 1: What's in aname? Reading 2: Decisions, decisions Video: Ha Long Bay Reading 1: A walk in the woods Reading 2: World heritage sites Video: Facing challenges Reading 1: From failure to success Reading 2: Describe your greatest Video: Phone focus Reading 1: Writing on the Internet Reading 2: What's the best choice? READING & VOCABULARY EXPANSION Identify facts and opinions Word roots: bene, sect, and tract Collocations: Adjective + food Understand the author's Purpose Prefix: re- Suffixes: -ing and -ive Annotate a text Formal and informal language Prefix: pre- Understand pronoun reference Using a dictionary: Idioms Collocations: Send and make + nounWRITING Write concluding sentences Describe data Write coherently Write an email to a teacher GRAMMAR Modals for suggestions and advice Infinitives and gerunds Present perfect Review of the present continuous Review of the future CRITICAL THINKING Evaluate writers’ claims Analyze graphs and charts Compare and contrast Determine appropriate communication > Think about your food buying habits > Understand how food labels affect you > Think critically about food choices > Analyze food labels > UNITTASK Write an opini paragraph about food > Discuss your experiences in nature > Rank the benefits of nature > Identify sites to visit > Investigate World Heritage Sites > UNITTASK Describe a graph or chart about nature > Define success and failure > Explore ideas about success and failure > Consider how to be successful in an interview > Compare responses > UNITTASK Write a narrative paragraph about learning from failure > Analyze communication across generations > Communicate tone in a message > Brainstorm tips for texting > Choose appropriate communication > UNITTASK Write a formal email SCOPE AND SEQUENCE WCONNECT TO IDEAS Reflect Reading & Writing features relevant, global content to engage students while helping them acquire the academic language and skills they need. Specially-designed activities give students the opportunity to reflect on and connect ideas and language to their academic, work, and personal lives. ‘Academic, real-world passages invite students to explore the world while building reading skills and providing ideas for writing, generate pre-reading discussion, PHONE FOCUS vi waukTHousHCONNECT TO ACADEMIC SKILLS Focused reading skills help create confident academic readers. Reflect activities give students the ‘opportunity to think critically about what they are learning and check their understanding. Clear writing models and Analyze the model activities give students a strong framework to improve their writing. A step-by-step approach to the writing process along with relevant grammar helps students complete the final writing task with confidence. WALKTHROUGH WITCONNECT TO ACHIEVEMENT DIGITAL RESOURCES TEACH lively, engaging lessons that get students to participate actively. The Classroom Presentation Tool helps teachers to present the Student's Book pages, play audio and video, and increase participation by providing a central focus for the class. LEARN AND TRACK with Online Practice and Student's eBook For students, the mobile-friendly platform optimizes learning through customized re-teaching and adaptive practice. For instructors, progress-tracking is made easy through the shared gradebook 2 WALKTHROUGH Reflect at the end of the unit is an ‘opportunity for formative assessment. Students review the skills and vocabulary they have gained. ASSESS learner performance and progress with the ExamView® Assessment Suite. For assessment, teachers create and customize tests and quizzes easily using the ExamView® Assessment Suite, available online. MUS eaeACKNOWLEDGMENTS ‘The Authors and Publisher would like to acknowledge the teachers around the world who participated in the development of Reflect. A special thanks to our Advisory Board for their valuable input during the development of this series. ADVISORY BOARD Dr. Mansoor S. Almalki, Taif University, Saudi Arabia; John Duplice, Sophia University, Japan; Heba Elhadary, Gulf University for Science and Technology, Kuwait; Hind Elyas, Niagara College, Saudi Arabia: Cheryl House, |LSC Education Group, Canada; Xiao Luo, BFUS International, China; Daniel L. Paller, Kinjo Gakuin University, Japan; Ray Purdy, ELS Education Services, USA; Sarah Symes, Cambridge Street Upper School, USA GLOBAL REVIEWERS ASIA Michael Crawford, Dokkyo University, Japan; Ronnie Hill, RIVIT University Vietnam, Vietnam; Aaron Nurse, Golden Path Academics, Vietnarn; Simon Park, Zushi Kaisei, Japan; Aunchana Punnarungsee, Majeo University, Thailand LATIN AMERICA ANDTHE CARIBBEAN inFlux, Brazil; Sonia Albertazzi-Osorio, Costa Rica Institute of Technology, Costa Rica: lar, Top Seven Idiomas, Brazil; Natalia Benavides, Universidad de Los Andes, Colombia; James Bonilla, Global Language Training UK, Colombia; Diego Bruekers Deschamp, inglés Express, Brazil; Josiane da Rosa, Hello Idiomas, Brazil; Marcos de Campos Bueno, It's Coo! International, Brazil Sophia De Carvalho, Ingles Express, Brazil; André Luiz dos Santos, |FG, Brazil; Oscar Gomez-Delgado, Universidad de los Andes, Colombia; Ruth Elizabeth Hibas, Inglés Express, Brazil; Rebecca Ashley Hibas, inglés Express, Brazil; Cecibel Juliao, UDELAS University, Panama; Rosa Awilda Lopez Femandez, School of Languages UNAPEC University, Dominican Republic; Isabella Magalhdes, Fluent English Pouso Alegre, Brazil; Gabrielle Marchetti, Teacher's House, Brazil; Sabine Mary, INTEC, Dominican Republic; Miryam Morron, Corporacién Universitaria Americana, Colombia; Mary Ruth Popov, Ingles Express, Ltda., Brazil; Leticia Rodrigues Resende, Brazil; Margaret Simons, English Center, Brazil MIDDLE EAST Abubaker Alhitty, University of Bahrain, Bahrain; Jawaria Iqbal, Saudi Arabia; Rana Khan, Algonquin College, Kuwait; Mick King, Community College of Qater, Qatar; Seema Jaisimha Terry, German University of Technology, Oman. USA AND CANADA Thomas Becskehazy, Arizona State University, AZ; Robert Bushong, University of Delaware, DE; Ashley Fifer, Nassau Community College, NY; Sarah Arva Grosik, University of Pennsylvania, PA: Carolyn Ho, Lone Star College-CyFair, TX; Zachary Johnsrud, Norquest College, Canada; Caitlin (UPUI, IN; Andrea Murau Haraway, Global Launch / Arizona State University, AZ; Bobbi Plante, Manitoba Institute of Trades and Technology, Canada; Michael Schwartz, St. Cloud State University, MN; Pamela Smart-Smith, Virginia Tech, VA; Kelly Smith, English Language Institute, UCSD Extension, CA; Karen Vallejo, University of California, CA ACKNOWLEDGMENTS 121 HELPING YOUR COMMUNITY Community members in Wayne County, Ohio, USA, work together to build a barn.ee Pei) Preece Peta eee acn ate eg eRe) Met ccuTiNG aC rem ig Cora oe ne) Cosa io cas PT Tay cau een’ Coy Eee CO Cg Peed PUN M LL ee Soar) DUT EM a a Pee ord EU CANT Cece DennyUttar Pradesh, India A PREVIEW Look at the video title and the photo. Answer the questions. 1. What is surprising or interesting about 2. Why do you think they are making sweaters these women and elephants? for elephants? B Watch the video. Read the sentences. WriteT for True or F for False, [2H 1 ‘The people help the elephants when the weather is hot, 2 The women work together to make sweaters for the elephants, 3. The elephants live free outside the city. © Watch again. Complete the sentences. [ll a7 d. Maya g. legs, back, and neck b.21 e. Uttar Pradesh h. the Elephant Conservation and Care Center 6.23 fabout 9 pounds 1. The elephants are in in India, 5. Ittakes weeks to make a sweater. 2. A group helps the elephants. The name of 6. The sweater covers their the group is 7. The name of one elephant is She 3. Each sweater needs of wool, doesn't want to wear a sweater. 4 women make one sweater. 8. The center now has elephants, 4 uninPREPARE TO READ A VOCABULARY Choose the meanings for the words in bold. 1. Anice area to live is near the park. a. part of town or country b. group of friends c. busy road 2. Be carefull That street is dangerous. There are many car accidents there. a. not busy b. not helpful c. not safe 3. | wash my car when itis dirty. a. very hot b. empty ©. not clean 4, Look! There's a fire truck and a police car. There’s an emergency! a. something new b. something bad ©. something interesting 5. Soccer players sometimes hurt themselves in games because they fal a. score goals b. exercise hard have pain or injury 6. I don't feel well. | need medicine. a. doctors and nurses b. something to stay warm —_c. something you take when you are ill 7. People cannot work when they are sick. a. ill; not feeling well b. poor ©. sorry about something 8. Our house is small. We need more space for our big family. ‘a. room, open place b. fun things to do ©. money 9. Let's stay inside. There's a bad storm today, and I don't want to get wet. a. rain and wind b. sunny weather . cold, dry weather 10. The weather is terrible today. We need to stay inside. a. sunny b. very bad c. great Understand emergencies. You are going to read about what happens in emergencies. Answer the questions. Then discuss with a partner. 1. What are some types of emergencies you know about, such as bad storms? 2. How do emergencies hurt a community? What helps in an emergency? 3. What other things are dangerous to your community? HELPING YOUR COMMUNITY. &~~ This baby hedgehog was rescued or ¢ saved from a flood, He is recovering at a rescue center in Kent, 4 England. READING SKILL Preview a text Before you read, preview the text. When you preview, you look for information that tells you what the text is about. Previewing will help you understand the text better. To preview a text, look at: > photos/visuals > titles > captions > subtitles or headings A PREVIEW Look at the photo and read the . caption, title, and headings. What is the article about? Read and check your answer. ‘ . xREAD RESCUING ANIMALS oi) 1 Every year, there are 400 or more bad storms and other natural disasters! around the world. These disasters kill 90,000 people. They hurt 200 When people know a storm is con leave for shelters? or safer areas. But what happens to the animals? illion othes ing, they Dangers for Animals 2 Storms and other di unnot usually go to animals in differ dogs and cats, Elec winds push birds asters are dangerous for animals. An fe place without help. Storms ean hurt streets and houses c and kill fish, Strong it ways. High water il wires fall in the watei way from t 3 Why don’t people take their animals with them? Some shelters space or don't take pets, Terrible things c 600.000 pets died in New Orle: 1a because their owners left don’t have nals couldn't swim, and they didn’t have food. Ways to Help 4 Many people help Before storms, people During a storm, they look fi ple also help wild animals, such as birds, deer, and even koalas in Australia. They give medical care in emergencies. After the storm, many pets a red and hurt. High water e pets and fa shelters, ranimals and rescue them, Some Is are se imals sick, People give the e. They help the animals feel be d wild an is very dirty and ean make a medic Reasons to Help 5 Becaus mals are part of our communitis clp from people. Of course, most people do hurt, But there are other reasons to help anit First, it's expensive to lose farm animals, Also, dead animals bring disease’, In addition, some people die because they stay with their x a disaster. For these taking care of animals nit. This helps the nimals, and it helps people, too ster (n} a terrible act that hurts or kills people, animals, and buildings *shelter (n) a building that protects people and animals from bad weather disease (n) an illness HELPING YOUR COMMUNITY 7B MAIN IDEAS Read the sentences. WriteT for True, F for False, or NG for Not Given. If there is no information in the reading, the answer is NG. 1, _____ Bad storms and other disasters hurt millions of people every year. 2 Animals usually get away before a bad storm comes, 3. Pet owners don't always take their animals with them. 4, People help pets and animals in the zoo. 5. ‘The article gives three reasons to help animals. CRITICALTHINKING Understand reasons To understand reasons, look for words like reason and because. Reasons answer the question Why? Why should animals get help during emergencies? They should get help during emergencies because they are part of our community. © DETAILS Match the reasons to the statements. Statements Reasons al | __ People don't bring pets with them a. They can’t swim, 2, __, Animals died during Hurricane Katrina, Thev'e scared and hurt. c. There is no space. 3, __,_ Animals need medicine and help. A yee 4, > People should help animals. @. They are not allowed. 4. I'S expensive to lose animals. It stops disease. Ithelps people. i. The water is dirty, ze Think about your responsibility to your community. Answer the questions. Then discuss your ideas in a small group. 1. In addition to animals, what other parts of your community may need your help in an emergency? 2. What can you do to help them? 3. Why is it important to help all parts of your community? 8 undPREPARE TO READ A VOCABULARY Read the defi correct words. ns. Complete the sentences with the basic (ad) simple; important organization (n) a group working believe (v) to think something is true together company (n) a business rice (n) the amount of money you pay to buy something eam (v) to get money by working project (n) a piece of work; an goal (n) a purpose: something to assignment work for sell (v) to get money for somethin hero (n) a person who does great things Mog a ) 1. Thave a{n) dictionary. It has only a small number of important words. 2. We want to____ our car and buy a new one. 3. | work for ain) that helps elephants. We don't make money, but we do important work 4. Microsoft is a computer It's a very successful business. 5. She has one She wants to finish school next year. 6. Responsible people that helping others is important. 7. Heis a(n) in his community. He helps people find work and a place to live. 8. I don’t buy gas there. The ______is very high. | need to save money. 9. Nick and Taylor work for a big company. They a lot of money. 10. Some classes have a final at the end of the year. Discuss ways to help your community. You are going to read about people who helped their communities. Think about your community. Discuss the questions with a partner. 1. What does your community need? 2. How can you help your community? 3. How can companies help your community? HELPING YOUR COMMUNITYA PREVIEW Look at the photo. Read the title, caption, and headings. Check (Y) the things you think the article talks about. Diires Cschools [vacations food Dhomes: movies Damping beaches READING TIP When you read, don't worry if you don't understand every word. Read the first time to get the main points. 40 unr crea na Ieee RUS rie Lo" be normal people. They see let 7 Heroe problem ir community and find a way to help, Here three stories about community heroes. Up in Smoke 1 In.2018, in Northern Califor ‘ge fire destroyed! 14.000 houses USA. About 50,000 people needed new homes. Woody Faircloth wanted to help, He got an RV? and filled it with food and clot ave the RV toa fi ly that lost their home, After that, he started an organization, It is called RV4CampfireFamily, People give their RVs to the organization o se low price. I fixes the RVs. T pal is to find homes for as them at loth he gives them to families, HisPutting Food on the Table 2 Many families move to Malaysia, but they can have a hard time in the new country. They can't always find work, The children sometimes leave school to help their families earn money for basic things. Three young teachers—Kim Lim, Swe Lin Lee, and Suzanne Ling—wanted to help these children stay in school. So, they countries. Pich J companies, Half of the money goes back to the families. Everybody eats, and the kids stay in school! cook food from the sells the food to universit ats Speaking for Girls 3 Zuriel Oduwole believes education is very important. She is a young filmmaker’, still in her teens. When she was nine, Zuriel worked on a project for school, She went to Ghana in West Africa to make a film. In Ghana, she saw that many children don’t go to school. They need to work. Zuriel’s dreamt is to help children. get an education. She iger sisters have an organization Up. Speak Up, Stand Up. Zuriel hool. She also pout stay talks to presidents and other world leaders, She tells them it is important for girls to stay in school. Zuriel teaches girls how to make movies so they can tell their own stories, As both a speaker and a teacher, Zuriel is helping girl an education. ‘destroy |v) to pull or break down ARV (recreational vehicle} (n} a motor vehicle that people can live in| Sfilmmaker (n) someone who makes movies ‘dream (n) something you hope for HELPING YOUR COMMUNITY 141B MAIN IDEAS Choose the correct answers. 1. What is the main idea of paragraph 1? a. Woody Faircloth gives RVs to people without homes. b. Woody Faircloth fights fires in California. c. RV4CampfireFamily is an organization that buys and sells RVs 2. What is the main idea of paragraph 2? a. It's hard to move to a new country and find a job. b. Cooking food from other countries makes money, c. Helping families make money keeps kids in school 3. What is the main idea of paragraph 3? ‘. Zuriel Oduwole likes to make movies about presidents. b. Zuriel and her sisters have an organization called Dream Up, Speak Up, Stand Up. c. Zuriel Oduwole helps girls get an education. © DETAILS Complete the chart with information from each paragraph. Name of community Name of organization What they do to help heroles) (or How they help) Evaluate community projects. Answer the questions. Then discuss with the class. Explain your answers. 1. Which person or people in the article do you think helps their community the most? 2. Which project do you think is the most difficult? 3. Which projects are interesting to you? 42 unitsTN sette a a Ceca mene TREY Write about a community project You are going to write a short paragraph about a community project. It can be a real program you know about or one you want to start. Use the ideas, vocabulary, and skills from the unit. A MODEL Read the paragraph. Underline the name of the project. The Book Truck The Book Truck is a community project in Los Angeles, CA, USA. Some teenagers don't read very well, and some don't have many books at home. The Book Truck gives books to teens. It also teaches them to read better. People help the organization in different ways. Some people give books. Other people drive the truck to different areas of the city. Others go out with the truck. They tell kids about different books. The truck is always full of books. The kids choose any book that they want. With the Book Truck, more kids enjoy reading. HELPING YOUR COMMUNITY 13:B ANALYZE THE MODEL Complete the sentences from the model. 1. Project: The Book Truck is @ community project in 2. Probler : Some teenagers Ne 3. Project actions: The Book Truck gives lt lg 4. Three ways people help: fs Corn) eee eee Cin ee i They 5. How the project helps: With the Book Truck, GRAMMAR Review of the simple present—be ‘We use the simple present of be to describe the subject and to say where it is from, what itis, and its location. 1 am/‘m YouWe/They are/'re from Ottawa. He/Sheftt is/’s ' am not/‘m not YouWe/They are not/‘re not/aren't American He/She/tt is not/’s not/isn’t 1 am/‘m YouWe/They are/'re in Los Angeles. He/Sheftt is ‘We often use contractions when we speak, but less often when we write. © GRAMMAR Complete the sentences with the simple present of be. 1. The river___strong and fast. 2. The animals scared but safe 31 (not) at a shelter. 44 units4. The organization (not) in Ottawa. 5. We ______ happy to help. 6. Their goals ______ on the website. 7 You (not) a terrible cook. 8. She a young filmmaker. 9. Many young girls (not) in school. 10. It important for children to get an education. GRAMMAR Review of the simple present We use the simple present of other verbs to talk about regular activities or repeated actions in the present, and for general truths or facts With he, she, and it, regular verbs have an -s ending, ‘Some verbs are irregular: have/has, golgoes, do/does. Wou/We/They make food f le He/Sheftt makes food for people. WWou/We/They do not/don’t make food for people. He/She/lt does not/doesn’t make ae We often use the simple present with adverbs of frequency, such as usually or sometimes. Mia sometimes goes to the park on weekends. D GRAMMAR Underline the simple present verbs in the model in activity A. Ottawa River, Ottawa, CanadaE GRAMMAR Complete the paragraph with the simple present of the verbs. endup help =—shurt_ = make = pay stake «= suse = want Helping Beach Communities with Net-Works™ Net-Works™ is @ community project in the Philippines. Fishermen \___ plastic nets to catch fish. There are now many old fishing nets in the ocean. These nets ® the fish and the coral reefs. They also ® ‘on the beaches, People * (not) to go to the beaches. Net Works™ § people money to collect the nets. They°_______ the nets out of the ocean and off the beaches. Then they’_____ carpets from the nets. This program ®_____ the ocean and the people in the community. F GRAMMAR Answer the questions. Use the simple present. 1. Do people in your community help each other? What do they do? 2. Does your community have a hero? What does he/she do? 46 unitsG EDIT Read the paragraph. Find and correct five errors with the simple present. TechWorks Do you believe we should help others? | think it’s very important. | works for an organization called TechWorks. TechWorks help young people learn about science. Some students not are good with computers. TechWorks haves basic classes about computers. Students use computers for their projects. The normal hours is after school, from 3 p.m. to 9 p.m., but sometimes it is open later. Our goal at TechWorks is science education for everyone. PLAN & WRITE WRITING SKILL Brainstorm Before you write, brainstorm ideas. When you brainstorm, you do the following: 1. Think of as many ideas as you can. 2. Write the ideas down. 3. Don’t think about whether an idea is good or bad—just write it for now. 4. Begin to make the list smaller, choosing the best ideals) H_ APPLY Follow the instructions. 1. Think about the video and articles in the unit for ideas. What problems do the people help with? 2. Now list the problems in your community, 3. Which community problem is the most important? Choose one to write about. 4. Make a list of different ways to help with the problem. Then decide which is the most helpful. HELPING YOUR COMMUNITY ”71 PLAN Use the chart to organize your ideas. You can write about a project you know or one you want to start. What is the name of the project? What problem does it help? List three things it does/people do on this project. How does the project help the community? J FIRST DRAFT Use the model in activity A and the information from activity | to write a first draft of your paragraph. K REVISE Use this list as you write your second draft. 1 Do you name the project in the first sentence? a 1 Do you name the problem? Use @ capital letter at 1 Do you list three things the project does? the beginning of each i ? sentence. Use ending (1 Do you use the simple present correctly punetuation, cuch as Do you say how the project helps the community? periods and question marks, at the end of L_ EDIT Use this list as you write your final draft. Sec series. (1 Do you use -s endings with he, she, and it? 11 Do you use correct capitalization? 1 Do you use correct punctuation? M FINAL DRAFT Reread your final draft and correct any errors. Then submit it to your teacher. 48 unitsREFLECT A Check (V) the Reflect activities you can do and the academic skills you can use. CD understand emergencies Ci preview a text [think about your responsibility to your community [brainstorm Li discuss ways to help your community review of the simple present Cevaluate community projects (understand reasons [write about a community project B Check (¥) the vocabulary words from the unit that you know. Circle words you still need to practice. Add any other words that you learned. NOUN VERB ADJECTIVE ADVERB & OTHER area believe basic company earn dangerous emergency hurt dirty goal sell sick hero terrible medicine organization price project space storm Reflect on the ideas in the unit as you answer these questions. 1. What is the most helpful thing you leamed about community in this unit? 3. What ideas or skills in this unit will be most useful to you in the future? HELPING YOUR COMMUNITY 419)a ae a OP : 2 : THE nian fea ai RA eSs: : ay Pate y EC eeu PerceWATCH HOW TO MAKE FRIENDS AT SCHOOL A ACTIVATE What kinds of activities and clubs are there at college? Work with a partner to. make a list. English Club, soccer team B Match the words with their definitions. 1 brave a. almost the same 2 dorm (dormitory) b. causing worry or anxiety 3. nervous ©. a building where students live 4. similar d. not afraid of danger; without fear 5. stressful e. worried about a future event © Watch the video. Put the ideas in the order you hear them. [EAE a Be yourself. d Meet classmates, b Be open e Join in c Be brave, What can you do to make more friends at your school? Discuss with a partner. eet ey CMe as sia ia Ba) Na contePREPARE TO READ A VOCABULARY Read the definitions. Complete the sentences with the correct words. activity (n) a planned event; something introduce (v) to present a person, thing, todo or idea for the first time become (v) to grow into; to be positive (adj) hopeful; helpful casual (ad) informal; not serious research (n} a study of information connect (v) to join stranger (n) a person you don't know improve (v) to make better variety (n) many different kinds of something 1. Social media and email me to my friends in other cities. 2. Students often do in the library or online. It helps them learn more about a topic. 3. We want to our English. We practice new vocabulary words 4. Letme you to my friend Hakim. He is a new student. 5. Tyleris avery person. He likes people and is usually happy. 6. When you start a new class or job, everybody is ain) 7. Kayla wants to a doctor. 8. | enjoy playing tennis. It's a great to do with others. 9. My relationship with my teacher is _______ I call her by her first name. 10. The library has ain) of books about sports. Relate ideas to your experience. Before you read about different kinds of friendship, think about your own experience. Answer the questions. Then discuss with a partner. 11, What activities do you enjoy with friends and family? 2. What is the difference between close friends and casual friends? 3. Do you like to introduce yourself to strangers? Explain THE POWER OF FRIENDSHIP 23READ A PREVIEW Answer the questions. 1. Read the title and the first sentence of each paragraph. What do you think the article is about? a. Ways best friends help us b. Ways to make casual friends c. Ways casual friends help us 2. Look at the photo and read the caption. What does it show? How does it connect to the article? READING SKILL Understand paragraph structure ‘A paragraph is a group of sentences on one topic. The topic of a paragraph is what the paragraph is about, for example, friends or meeting new people The main idea of a paragraph is the most important idea the writer wants to communicate. The sentence that tells the main idea is the topic sentence. It is usually the first or second sentence in the paragraph. The other sentences in a paragraph support, or give more information about, the main idea. The last, or concluding sentence, often says the main idea again. Understanding the structure of a paragraph helps you understand a reading 24 unit?renee aur farmers at a farm stand Tee RCM Ce) Pie nrs casuaL FRIEND MAKE A DIFFERENCE 1 Everyone knows that friendships are important We all need our best friends, Best friends share ood times and bad. We tell our close friends our secrets! But what about easual friends? They are the friends we see only now and then. They are our classmates, the customers at the cafe, or the neighbor walking his dog. When we have a lot of casual friends, it improves our lives in several ways 2. First, casual friends make us happy. We talk to them at the bus stop or the farm stand. We feel like we are part of a community?, Research shows t the more casual friends we have, the we feel, In one study, students felt much happier when they talked to more classmates than usual. These low-key friendships bec very important as we get older. We have the most friends at age 25, but the number goes down after that. As we get older, we have fewer friends! ps and can feel alone. But we feel less lonely when we haye many casual friends 3. Second, casual friends connect us to other groups nat fun activi jobs. In fact, people are 58 percent more likely to get a job through a friends of people. They tell us al: es and possible ral friend than a elose friend. Casual Is. They help movies. Research shows that casual friendships are a good way to spread* all kinds of information. 4 Finally, casual friends introduce us to a jety of new ideas, Our best friends often think like us, al friends may have very different opinions, When we talk to different people, we learn new ways of seeing the world. It makes us kinder and more understanding 5 Tohave a better life, make more casual friends. Talk more to str agers. These people ean become casual friends. Over time, casual friends can hecome close friends. And the more friends you have, the happier you'll be. Casual friends may be the seeret to a happy life ‘secret (n) information ather people do not know (n} 2 group of people with the same interests or low-key (adi) informal; not serious; casual ‘spread (v) to reach a large a or group THE POWER OF FRIENDSHIP 26,B APPLY Underline the main idea in paragraphs 2-4 of the article. Then underline any concluding sentences that say the main idea again. © MAIN IDEAS The article has correct heading. /e paragraphs. Match the paragraph number to the a New ideas 4. ___Abetter life b, Who are casual friends? e. Friends and happiness «. Connecting with others D DETAILS Read the sentences. WriteT for True, F for False, or NG for Not Given. 1 We tell our casual friends our secrets. 2 ‘Someone at the bus stop can be a casual friend. a Casual friends make our lives better. 4, ____ People have the most friends at age 40. 5. Most people have about 15 casual friends. 6. Casual friends introduce us to people and activities. 7 —_ Our casual friends usually think the same way we do. CRITICALTHINKING Support opinions with reasons Opinions are stronger when you give reasons. For example, if you think family relationships are more important than friendships, give reasons for that opinion. One reason might be that your family knows you better than anyone else. Think about the importance of friends. ‘Answer the questions. Then discuss your ideas in a small group. 1. Do you think best friends or casual friends are more important? Give reasons. 2. In what ways do your friends change you, your ideas, and your life in general? 26 unit?PREPARE TO READ A VOCABULARY Complete the sentences with the correct form of the words. afterward (adv) contact (n) find out (vphr)_-happen {v) strange (adi) common (adj) _ decide (v) fit (adi) opinion (n) successful (adi) 1. I don't have too much information about it, but | can 2. My best friend loves pizza with bananas. | think that's 3. Jenna and I have some ___ interests. We both like to read and play tennis. 4. Something exciting always ___________ina good soccer game. 5. My sister exercises five days a week. She's very 6. Many high school students _________ to go to college, but some choose to get a job. 7. They work until 5:00 p.m, __________, they go home and eat dinner. 8. What's your________ of this class? Do you think it's interesting? 9. Jacob doesn't do well on projects. His projects are not usually 10. Idon’thave alot of ________with my childhood friends. We rarely talk. B PERSONALIZE Complete the sentences. Then compare answers with a partner. 1. On most days, I have a lot of contact with 2. Tobe more fit, | 3. | want to find out more about 4 helps me decide my weekend plans. 5. | feel successful when | Consider different kinds of friends. You are going to read about two friends who are very different from each other. Answer the questions. Then discuss with your class. 1. Is it important to have friends with the same opinions, or friends who have different ideas? 2. What can you do when you and a friend don't share the same opinion on something? THE POWER OF FRIENDSHIP. 27READ UNLIKELY FRIENDS 1 An 83-year-old store owner and a 14-year-old high-school student in Singapore may sound like a strange pair, but they are nod friends. Bill Teoh and Kieyron Maldini are part of the Back To School project. Back To School matches an older person with a teet pens. Afterwa the project makes a movie about the pair for 10 weeks to see wh 2 Mr.Teoh and Kieyron are different in many ways. Mr,’Teoh lives with his son and randchildren, but he doesn’t have much PNET Ue PoC ranee nea Lege eee mace Pra Tney contact with them, He is successfull in many other ways, He has a sinall store, is an actor ‘on a TV show, and exereises every day. Mr Teoh is very good at bowling and badminton. He doesn'vhave a good op of most teenagers, He seems unfriendly. Kieyron, on the other hand, seems very friendly. He plays a lot of video games. Kieyron doesn't exercise very much, He is not very fit at all 3 The two find out they have co s. One is comic books. Mr. T tore, including Spider-Man. Kieyron is a fan of Spider-Man, Mr. Teoh and Kieyron talk about superheroes. One day. Kieyron asks Mr. Teoh to come to his house for lunch. They eat chicken curry and play video zames, two things they both enjoy A team of superheroes from a comic book4 Their relationship changes the two new B MAIN IDEAS Underline the main idea of friends. Mr. Teoh decides to help Kieyron. He each paragraph. takes him to his TV show. Mr. Teoh introduces Kieyron to di other actors. Mr. Teoh also helps © MAIN IDEAS The article has four the teen with physical? activities. This helps paragraphs. Match the paragraph number to Kieyron on the school fimess test, AUthe end of the correct heading. the 10 weeks, both Kieyron and Mr. Teoh have : better fitness, and they are both happier, They - ae Let eee een ea coly re unlikely, but good, friends. ‘and Kieyron b. The BackTo School project (nV person who performs in play, television prettiest Sa c Good things their friendship caused physical (adj) related to the body . Things Mr. Teoh and Kieyron have in common D DETAILS Read the list of activities. Who likes to do them? Write MT for Mr. Teoh, K for Kieyron, or B for Both. Share your ideas with a partner. 1 act 4. play badminton exercise 5. go bowling read comic 6. play video books games va UT vn ee HUIE DETAILS Complete the information with one word or phrase. You may use words more than once, actor eighties fit grandchildren store owner —video games badminton exercise friendly happier teens Bill Teoh Kieyron Maldini 1. Age isin his is in his 2. Living situation lives with his son and lives with his family 3. Adjectives seems unfriendly seems 4. Jobis) is ain) is a student isin) on aTV show 5. Fitness/Exercise exercises every day doesn't lke to is very isn't 6. Interests likes bowling, likes comics, comics, and and superheroes superheroes 7 Changes because is more is more of project is is GER Connect ideas about friendship. scuss the questions experience. a partner. Use ideas from the two articles and your own 1. What are some ways to make friends with people who are different from you? 2. After reading the articles, are you more likely to try to meet people who are different from you? ‘American playwright Tennessee Williams wrote: “Life is partly what we make it, and partly what it is made by the friends we choose.” Do you agree? Eos iWRITE Write a paragraph about a friend you admire. You are going to write a paragraph to describe a friend you admire (or have a good opinion of). You will write about your friend's appearance, personality, and actions. Use the ideas, vocabulary, and skills from the unit. sentence. A MODEL Read the paragraph. Underline the topi My Friend Hananah | admire my friend Hananah very much. She is tall and strong. She has a nice smile. More importantly, she is smart, kind, and funny. She is a better student than | am and helps me study. When | am sad or lonely, she is there for me. With Hananah, | feel more positive. | enjoy spending time with her because she makes: me laugh. My life is happier because Hananah is my friend. WRITING SKILL Organize a paragraph You learned that a paragraph is a group of sentences. A paragraph has three parts: » The topie sentence tells the reader the writer's main idea, It is a one-sentence summary of the paragraph. » The supporting sentences explain and give more information about the main idea presented in the topic sentence. > The concluding sentence is the last sentence. It often states the main idea again in different words. Plan these three parts before you write. This will help you organize your paragraph. B ANALYZE THE MODEL Complete the outline of the model paragraph. 1. Topic sentence: | admire 2. Supporting sentences: a. Physical appearance (what friend looks like} b. Personality (type of person friend is): c. Actions (what friend does}: 3. Concluding sentence: My life is THE POWER OF FRIENDSHIP 341© APPLY Read the sentences from a paragraph. WriteT for Topic sentence, S for Supporting sentence, or C for Concluding sentence. Then write the sentences as a paragraph. A Great Soccer Player He helps his teammates onand 4. off the field, He practices every day. 5, For these reasons, | think Hiro 2. Hiro |s very strong and fast is an excellent soccer player. | admire my friend Hiro because he is @ great soccer player. Hiro also goes to the gym. WRITING SKILL Write topic sentences A topic sentence has two parts > the topic (what the paragraph is about) > the controlling idea ‘The controlling idea guides the topic in one direction. topic __controing idea First, casual friends make us happy. From this sentence, we know that the paragraph is about casual friends. Specifically, it is about how they make us happy. controlling idea__ topic admire my friend Hananah very much. ‘The paragraph is about Hananah. Specifically, it is about how the writer admires her. D APPLY Read the topic sentences. Circle the topic. Underline the controlling idea. 1. My friend Maya is @ very good student. 3. Friendship teaches us many things. 2. Agood friend helps you in many ways. 4. A.good friend is not hard to find. E APPLY Choose a topic sentence from activity D for the paragraph. Compare ideas with a partner. A Good Friend First, she listens to your problems. She also makes you feel better when you are sad. A good friend introduces you to other people. Also, she laughs at your bad jokes. A good friend makes your life better. 32 unit?GRAMMAR Adjectives We use adjectives to describe nouns (people, places, things). Adjectives come before nouns. adj.+noun — adj. + noun ‘She has good ideas! A good fiendistens well. Adjectives can also follow be. be + adj 1am sad. Adjectives are never plural They are olds friends. GRAMMAR Underline the noun and circle the adjective in the first sentence. Then complete the second sentence with adjective + noun. 1. The woman is friendly. She is a_fenaly woman 2. This story is interesting, Itis an 3. My parents are great. | have 4. Some friends are caring. Miko and Hari are 5. Some clothes are colorful. My friend Ana wears 6. Some people are lonely. need more casual friends, GRAMMAR Comparative adjectives We use comparative adjectives to show the difference between two people or things. For one-syllable adjectives, we add -er. If the adjective ends in y, change it to /and add -er. Wade is smarter than Jessica, Wade is funny, but Jessica is funnier. Note: We use than if the second item is included in the comparison. For most adjectives with two or more syllables, we use more + adjective. caring more caring _important+ more important ‘Some adjectives have irregular comparative forms. good better bad worse THE POWER OF FRIENDSHIP 33.G GRAMMAR Complete the sentences with the comparative form of the adjectives. Use than if needed. 1. Mr. Teoh is (old) Kieyron. 2. Kieyron and Mr. Teoh are (happy) now. 3. Mysister’s hair is (red) my hair. 4. Adam is (successful) his brother Jason. 5. Some of my friends are (good) students than others. 6. Madison is (nice) Olivia, but they are both funny. H GRAMMAR Complete the sentences with your ideas. Use adjectives, including comparative adjectives. 1. A.good friend is always 2. Mybest friend has 3. admire people who are than other people. 4. Friends can have problems if one friend is than the other. | EDIT Find and correct four errors with adjectives and comparative adjectives. My Friend Artun | admire my friend Artun very much. He is a teacher excellent and always helps his students, He has excitings ideas about teaching, His classes are interestinger than most. ‘A teacher has a difficult job, but it seems easy for Artun. He is more good at it than other teachers. Artun is a great teacher and wonderful person.PLAN & WRITE J BRAINSTORM Write the names of three friends you admire in the chart. Take notes to describe each. Use the adjectives below for ideas. Use a dictionary or brave intelligent, thesaurus to find attractive clever interesting synonyms, of words that 5 5 3 have the same or almost . friendly oe the same meaning. For healthy funny patient example, caring slike powerful helpful cate helpful or kind. Synonyms make your writing more strong hard-working successful interesting, Who can you write the most about? Choose one friend. K OUTLINE Complete the outline. 1. Topic sentence: | admire my friend 2. Supporting sentences: fs Eityelcal appesianice: eee wees sense ss reeee reese Oho ——————————— c. Action 1; d. Action 2; THE POWER OF FRIENDSHIP 3BL_ FIRST DRAFT Use the model in activity A and your outline to write a ‘st draft of your paragraph. M REVISE Use this list as you write your second draft 1 Does your topic sentence introduce the main idea of your paragraph? 1 Do you describe your friend's physical appearance? 1 Do you describe your friend's personality? 1 Do you give examples of your friend’s actions? 1 Does the paragraph have a concluding sentence? N_ EDIT Use this list as you write your final draft. 1 Do you use adjectives and comparative adjectives correctly? 1 Do your subjects and verbs agree? 1 Do you spell all the words correctly? 1 Do you use correct capitalization and punctuation? © FINAL DRAFT Reread your final draft and correct any errors. Then submit it to your teacher. 36 unit?REFLECT A Check (V) the Reflect activities you can do and the academic skills you can use. Ui relate ideas to your experience i think about the importance of friends Ci consider different kinds of friends Ci connect ideas about friendship CO write a paragraph about a friend you admire Dunderstand paragraph structure Corganize a paragraph (write topic sentences Dadjectives and comparative adjectives Ti support opinions with reasons Check (/) the vocabulary words from the unit that you know. Circle words you still need to practice. Add any other words that you learned. NOUN VERB ADJECTIVE ADVERB & OTHER activity become contact connect, opinion decide research find out stranger happen variety improve introduce casual afterward ‘common fit positive strange successful C Reflect on the ideas in the unit as you answer these questions. 1. What will you do to develop more casual relationships? 2. What ideas or skills in this unit will be most useful to you in the future? THE POWER OF FRIENDSHIP_ 37ie i rman Oil |\ cca POR a ecm ca ania ea) Rens CORR Rr een Crean reer SON es Eee ee Fay READING Identify supporting Pees ne Ei Puy Peet il Peed CO ce Rat ig peti Quantifiers UU TNC COTM Tac CAC Ie rT iets A street musician plays the saxophone along the East ea) Side Gallery wall in Berlin, Germany. About 100 artists Sore nated from all over the world painted this section of the wall. EyA PREVIEW Look at the photo. Answer the questions. 1. What kinds of ins uments do you think these are 2. Why do you think people make and play these “instruments”? B Watch the video. Then read the sentences. WriteT for True or F for False. 1 The musicians want the music tobe 4 There are six types of instruments. funny, . 5 per is ready to play. 2 The first instrument was the tomato. 6 It takes two to three hours to make 3 The orchestra is very new. the instruments. © Watch again. Answer the questions. 1. What instruments ai 2 easy to make? 2.W of the instruments? iat do they do to make som 3. What do they do with the vegetables they don't u 40 unitsPREPARE TO READ A VOCABULARY Read the sentences. Write the words in bold next to their definitions. a b. People think | play the piano, but actually | play the guitar Many restaurants play music in the background | don't like all music. | only like certain kinds of music, such as pop. This article is very difficult. | need to concentrate to understand it. My grandfather's memory isn't very good anymore, but he can remember some things. It's very noisy outside. | hear cars, music, and people talking. You have to be quiet in the library, It’s hard to study when people talk Listen to the sentences on the audio. Then repeat the sentences you hear. People usually think hard when they solve problems. What's that sound? Is it music? (n) something you can hear (n) something you can see or hear behind something else (adv) really; in truth (n) the ability to remember (W)to say again (adj) with little noise or sound (Vv) to find an answer to something (V) to focus attention; to think hard about something (adj) some; a limited amount (adj) full of sound; not quiet Consider how you learn. You are going to read about music and learning. Consider your own learning. Then compare ideas with a partner. 1, Read the sentences. Rate yourself from 1 to 3 (1 = disagree, 2 = not sure, 3 = agree). | solve problems well Ineed a quiet place to concentrate Ihave a good memory. | work better with background sounds. | usually have a study plan. | am a creative thinker. Do you want to improve how you study? If so, how? MUSICTOTHEEARS 44READ - LEARNING TO THE SOUND OF MUSiC? = British artist Stephen Wiltshire listens to music as he works on a picture of NewYork, NY, USA. He draws entirely from memory. y Pi A PREDICT Read the title and look at the photo and caption. 1, How do you think the photo connects to the blog post? 2. Check (V) the ideas you think the blog post talks about. Then read and check your answers. RS Clearing vocabulary —_Cihelping classmates C solving problems CU background music (writing paragraphs songs and rhymes Clearing the alphabet using no music at allPEM 1 What's the best way to study for a big test? And what’s the best way to ren formation? | hi nportant test next week and want to try something new, maybe music, The research on music and memory is interesting. Music ean help you learn and. remember in certait aber ways. Listening to background music 2 Music in the background may help learning, but it depends on the person and the ic. One C dy shows that students with good met pulary words better when they listen Students with poor memories do worse. The kind of music is also important. It should be soft and gentle, Even people with good memories learn and remember less if they listen to noisy. angry music 3 Another study in the U.K. and Sweden looks at music and solving problems. In the study, they ask people to solve a problem and think creatively. If there is any background music at all, people do worse on the task. But when people work with background conversation, it does not hurt their problem solving. If you have to concentrate, background noise may be OK. but musie hurts rather than helps Using rhymes and songs 4 Certain kinds of musie actually help us remember information. Songs and rhymes are very good at this, In a study at the University of Edinburgh, students learned words in Hungarian much more quickly when they put s. [t's not the music itself; is the is repeat both sounds and he end of each line in a song ofte ne. The rhyme helps your struc ki the same sound, or rhy memory. Do you know the alphabet song that begins: AB CDEFG,HIJK, LMN OP? The beats and the rhyming of G and P help ehildren to remember the lewers. test? ult is the best plan to study for m I think a quiet pl help me information, and Pll make a song to help me earn my new vocabulary words, What study plan do you think is best for you ‘structure (n) the way parts are put together ‘beat (n) the regular, stressed sound in music B MAIN IDEAS Match the two sentence parts to complete the main ideas. 1. Quiet background music might help 2. Don't listen to background music 3. You can remember information like the alphabet a. with rhymes and songs. b. you learn vocabulary. cc. when you want to solve problems. © MAIN IDEAS The blog post has five paragraphs. Match the paragraph number to the correct topic. a How different kinds of music help or hurt vocabulary learning b How the writer plans to study c The reason the writer is talking about music d Solving problems and listening to music e Why songs help us remember information MUSICTOTHEEARS 43READING SKILL Identify supporting sentences and details The topic sentence of a paragraph gives the main idea. Other sentences help, or support, the main idea. They give more information. These supporting sentences are often reasons, examples, or other details. Main idea: Music can change the way you feel. Supporting sentenc Quiet music can relax you because your heart follows the beat of the music. (reason) For example, parents often sing quiet songs to babies to help them sleep. (example) Quiet music makes some people sad, but it gives most people a positive feeling. (other detail) D DETAILS The biog post has five paragraphs. Match the paragraph number with each detail. You can write a paragraph number more than once. Background conversation and solving problems: En a. b. ____The alphabet song as an example Try to identity how ¢. ___The write’ plan for vocabulary Yinen you know d. The University of Edinburgh study of learning Hungarian sdeonaroe e. The reason the writer is writing the blog post con eon for {. ____Astudy in the U.K. and Sweden on music and thinking 9 Students with good memories he Gentle vs. angry music E Answer the questions. Then discuss with a partner. 1. Do you listen to music when you study? Explain, 2. What rhymes or songs do you know about that help with memory? Write a song or rhyme to remember words. Work in a small group. Write a new song or rhyme, or use one you know, such as “Happy Birthday’ to help you remember four or five of the vocabulary words. Take turns practicing your songs or rhymes. 44 unitsPREPARE TO READ A VOCABULARY Complete the sentences with the correct words. click (n) culture (n) however (adv) popular (adj) useful (adi) communicate (v) experience (n}_ modern (adj) —_type (n) volume (n) 1. Do you like older kinds of music or more _______ music? 2. Music, food, and art are part of a country’s 3. When I close the door, | listen for a soft 4. That music is very loud. Please turn the _______ down, 5. Many people like K-pop. It's a(n) __________kind of music from South Korea 6. Mytrip to New Zealand was a great__________. Iremember it very well 7. Jazzisone ________ of music, but there are many other kinds. 8. I don't listen to music when I study. __________, I listen to music when I exercise. 9. Speaking English is ______. You can do many things if you know the language. 10. Most colleges ______with students by email. Some also send text messages, B PERSONALIZE Answer the questions. Then compare answers with a partner. 1. What types of music are popular in your culture? Are they modern? 2. Tell about one experience you remember when you hear a certain song, 3. How do you communicate with your friends? Do you call, email, or text? Consider how different kinds of music make you feel. You are going to read about a special kind of music. Discuss the questions with a partner. 1. What kinds of music do you listen 10? 2. Do you listen to different kinds of music for different activities? Explain 3. Can you suggest a kind of music for studying? For doing exercise? MUSICTOTHEEARS 45READ NEW IN THE.MUSIC WORLD: Te Lan es he. A PREVIEW Scan the article and answer the questions, kind of music is the cl What do yo about this type of music? 2. Look at the photo. Do you want to go to this concert? PREDICT Read the sentences. Do you agree? WriteY for Yes, N for No, or NS for Not Sure.Then read the article. Are your opinions still the same? Video games are pos Playing vid use of time. good reasons, o games is a bad Music is 2 very important part of the game experience. Video game music is different from other types of Video games are a positive part of culture. repeats, or loops, for these times, However, the music has to stay interesting while looping. so 1 Music is universal, but it ehang time along with culture, For example, people enjoyed jazz and quiet love songs 50 or 60 years ago. But now, modern. ic, such as hip-hop, are popular. One pe of music comes from video games. ruments may join in, Also, players make noises as they play—beeps, ¢licks, and bloops. These noises become part of the soundtrack? itself ads of rock. electronic Te ee ee 3 Second, video game music is an important 2 First, video me music (or VGM) works in a different, more interaetiv ay. VGM follows: me, In exciting parts, the music gets faster. During quieter parts, it becomes slower. | the play of the difficult parts of the game, p! sometimes take a long time. The music ofte 46 units part of the music business, Many people play video games. They like hearing VGM. Players want to listen to it outside of the makes VGM popular, Many m and play video game music. This creates* jobs. In fact, VGM was worth about $140 billion in 2018. ians now write= i . ; ri ha f ; * Pn Cn ae 5 . eR eeu nd eee ae cutee aoe 4 Finally, research shows that video game music helps us do some things better. The goal of VM is to push people through the game It uses music and sounds, not words, to move players forward. However, the volume stays about the same. So you can listen and still concentrate. Th outside of video Research shows that workers often do more work when they listen to VCM. And video game music may help people to exercise longer 0} This es us new experiences, It ate in new ways. VOM is interactive, adds jobs in music, and helps people work or exercise, This makes it an important new part of the musie world. If you don’t know this musie yet, you should try it. It might change your life for the better ‘universal (ad) related to everyone in the world teractive (ad) having two-way communication, fore ile, between @ computer and a user ‘soundtrack (n) the sounds, especially the m a movie, TV show, or video game ‘create (v) to make; uc © MAIN IDEAS Underline the main ide in paragraphs 2-4.D MAIN IDEAS The article has five paragraphs. Match the paragraph number to the correct heading. 2, _____ Improved work and exercise d. ____Anew type of music b. A big part of the music business e Try it! You might like it ‘ How video game music is different E DETAILS Match the details to the main ideas. Main Ideas. 1. Itis interactive. Details ‘a, musicians write and play VGM b. follows the play of the game . workers do more 2. Itis a big part of the music business. 4d. worth $140 billion in 2018 3. Ithelps the listener. ©. often repeats f. improves exercise 9. players listen outside the game h. uses players’ noises i. moves players forward CRITICALTHINKING Analyze information When you analyze something, you break it into parts. For example, you could think about these different parts of music: volume, speed, and feeling. Analyzing helps you better understand a topic. loud —quiet_—_ fast noisy soft. medium slow Analyze a type of music. Go online and listen to three examples of popular video game music. Take notes about each. Use the words and phrases below. Then discuss the questions in a small group. Volume Speed Feeling angry happy relaxing calm high energy sad exciting pleasant scary 11. What is the same in all three VGM examples? 2. What is different between the VGM examples and other popular music? ‘3. What is your opinion of video game music based on these examples? 48 unitsTREE Write a paragraph about a song. You are going to find a song you like and write a paragraph about it. You will describe the music and explain how it makes you feel. Use the ideas, vocabulary, and skills from the unit. A MODEL Read the paragraph. Underline the topic sentence. México, lindo y querido México, lindo y querido is a wonderful mariachi song. Vicente Femnandez sings it. The title means “Mexico, Beautiful and Beloved” in English. Mariachi music is from Mexico. Mariachi bands play at a lot of weddings and parties. They use instruments like the guitar, the violin, the accordion, and the trumpet. | love the trumpets. The song is fast and has a lot of energy. It makes me feel happy. | listen to it when I clean the house. It helps me work harder. If you want to hear some fun, happy mariachi music, listen to Mexico, lindo y querido. WRITING SKILL Write supporting sentences Every paragraph needs supporting sentences. These sentences give more information about the topic and main idea. As you write, use wh- questions to help you think of supporting sentences. > What? What is the name of the song? What kind of music is it? » Who? Who is the writer, singer, or band? > Where? Where is it from? Where is it popular? » When? When do you listen to it? When do people play it? » How? How does it make you feel? » Why? Why do you listen to it? Why is it popular? MUSICTOTHEEARS 49,B ANALYZE THE MODEL Complete the outline of the model paragraph. 1. Topic sentence: 2. Supporting sentences: a. Who sings it? b. Where from? c. What instruments do they use? d. What words describe it? e. How does it make you feel? £. When do you listen to it? 3. Concluding sentence: If you want to GRAMMAR Count and noncount nouns Count nouns are nouns we can count. They can be singular (one) or plural (more than one). We use articles (a, an, or the) before singular count nouns. Plural count nouns don't need articles if we are talking about them in general Singular: student, an instrument, one book, the song Plural: students, instruments, books, the songs Noncount nouns are nouns that we cannot count. They are often ideas, food, or liquids. Noncount nouns are usually singular. Do not use a or an with them. Sugar is sweet. love music. Water is important. Use the with specific count or noncount nouns, or when there is only one. the sun, the information in the book, the songs on my phone ‘Some common noncount nouns are: air energy information milk bread gas love salt © GRAMMAR Underline the count nouns and circle the noncount nouns in the model paragraph in activity A. BO unitsD GRAMMAR Look at the bold words. Write C for Count or NC for Noncount. 1 Students often use their phones to look up information. 2 Sometimes a bad movie actually has a great soundtrack 3. uiet music helps some people concentrate. 4. Time passes more slowly when you are young. 5, Video games are popular with my friends, 6. Rain makes certain people feel sad 7. ____The concert starts at 8 p.m. tonight, GRAMMAR Quantifiers Quantifiers tell how much of something there is. We use quantifiers with nouns, With count nouns: A few people in the study listen to background music. ‘Some songs are more modern than other songs. I don't like a lot of/many popular sonas. With noncount nouns: There’s a little information about VGM in this article. have some music on my phone. There isn’t a lot of work to do. We don't have much time. How much money do you need? E GRAMMAR Choose the correct quantifier or article to complete the paragraph. Choose @ if the noun does not need a quantifier or article. A Bad Song The song Axe! Fis 'a / ® bad electronic song. *A / Some Swedish computer character, Crazy Frog, sings it. 9 / The music is fast and fun, but it repeats over and over. | have “a few / a little problems with it. It doesn’t have “much / many words, but it has ‘a lot of / much noises, such as beeps and dings. There isn't "@ / a story really. It’s like a video game. It bothers me when | hear it because it repeats so much However, itis probably good for Sthe / @ background music when you exercise. ‘Axel F may be popular, but overall, it is not a good song, MUSICTOTHEEARS 61F Complete the sentences with your ideas. 1. My favorite music has some 2. Music from my culture uses a lot of 3. Agood song has many 4. Vlike a singer with ain) Musicians need a lot of 6. Ilisten to music when | have ain) G EDIT Find and correct six errors with nouns, articles, or quantifiers. Running to Music ay [ike to listen to musics when I run. | usually wear the earphones ‘A good title usually G says something | play music with a words, and I sing along. Songs make me happy about the topic, has key words from the and give me many energy. | run faster when song is fast! An exercise paragraph, and is interesting to the is always better with music. | never run without headphones. reader. Itis also not to long or too short : Ge 52 uNITePLAN & WRITE H BRAINSTORM Complete the chart for two types of music that you Ii Share your ideas in a group. Then add two more types. Type of music mariachi Details (instruments, feeling, events, etc.) ses guitars, accordions, trumpets; sounds happy; big bands: plays at weddings Choose one type of music. Go online and look up information about it. Then choose a song and listen to it. OUTLINE Complete the outline for your paragraph about a song. mW 1. Topic sentence (give song name, type of music, and main idea): 2. Supporting sentences: a. Who sings/plays/wrote it? b. Where is it from? c. What instruments does it use? d. What words describe it? fe. How does it make you feel? 4. When is @ good time to listen to it? 3. Concluding sentenc MUSICTOTHEEARS BS.J FIRST DRAFT Use the model in activity A and your outline to write a first draft of your paragraph. K_ REVISE Use this list as you write your second draft 1 Does your topic sentence introduce the main idea of your paragraph? 1 Do your supporting sentences give more information about the topic? 1 Does the paragraph have a concluding sentence? 1 Is there any information that doesn't belon L_ EDIT Use this list as you write your final draft. (Do you use count/noncount nouns, articles, and quantifiers correctly? 1 Do your subjects and verbs agree? 1 Do you spell all the words correctly? 1 Do you use correct capitalization and punctuation? M FINAL DRAFT Reread your final draft and correct any errors. Then submit it to your teacher. eeu Roms ReaREFLECT A. Check (V) the Reflect activities you can do and the academic skills you can use. Consider how you learn Ciidentify supporting sentences and details (write a song or rhyme to remember words Cl write supporting sentences Ci consider how different kinds of music count and noncount nouns make you feel Cquantifiers Canalyze a type of music D analyze information (write a paragraph about a song Check (¥) the vocabulary words from the unit that you know. Circle words you still need to practice. Add any other words that you learned. NOUN VERB ADJECTIVE ADVERB & OTHER background communicate certain actually click concentrate modern however culture repeat noisy experience solve popular memory quiet sound useful type volume C Reflect on the ideas in the unit as you answer these questions. 1. Which part of the unit did you enjoy the most? Explain. 2. What ideas or skills in this unit will be most useful to you in the future? MUSICTOTHE EARS _ BBa COT HNIASTASE a) ae ene une cs CCUM ec Maca a a NEC a 3IN THIS UNIT ae an Cr ain) eae ECEE Is Cnr ieeaed ea a red aC ir) roo eC Petcare cu project cE READING eee Re tes Puy Weta ty Stores TD Sens CRITICAL THINKING Pee ed Cees OT EMR Tata Se RC CO aa) ea Ra coral? PSR TRS Sethe Pees ro)Citizen scientists eres Ror nas Wee A These words will help you understand the video. Match the words with their definitions. Note that some of the words are similar in meaning 1 naturalist a. a member of a country, state, or city 2 citizen b. a person who works but doesn't get money 3. conservationist _c. a person who works to help plants and animals 4. volunteer d.a variety of plants and animals 5. biodiversity e. a person who studies plants and animals B. Watch the video. Put the ideas in the order you hear them. a. ____Volunteers get some training, such as ID guides or workshops. b. Citizen science helps people learn and become excited about nature. c In the spring, flowers and insects come out. d citizen science saves money. e. Citizen scientists are volunteers who collect data, or information. f ‘Some citizen scientists may teach at a university, but others have experience. 88 UNiITsPREPARE TO READ A VOCABULARY Read the sentences. Write the words in bold next to their definitions. a. You don't have to buy the book. It is available in the library and online. ‘Teachers usually collect their students’ homework. They look at it after class. Mia has a jary. She tries to write a few sentences every day, I'm very short. That is a Most people can’t work for free. They need money to pay for things. isadvantage when | play basketball ove to be out in nature. | feel better when I'm outside with trees and grass. My uncle is @ professional botanist. His job is to study plants. ze Did someone take your bag? You should report it to the police. This task is very simple. Anyone can do it. j._ The movie looks really good. Unfortunately, we're busy tonight and can't go. 1, ______h) something that gets in the way; a problem 2 ___ Wi to bring together 3, _____ ad) without cost or payment 4, _____ Wi to describe or tell about something 5, ____ (adi able to use; ready to get 6. _____{n) the world not made by humans; plants and animals 7 ________ nla small job; a chore 8, _____ adi) relating to work that needs special training 9. ____ adv) sadly; without luck 10. (0) personal writing about daily activities or events. Think about how you can get involved. You are going to read more about citizen science. Answer the questions, and then discuss with a group. 1. What area of science interests you? 2. What skills do you have that might make you a good citizen scientist? 3. How can you learn more about citizen science projects in the area that interests you? CITIZEN SCIENCE 59READ A PREDICT As you learned from the video, a citizen scientist is a person who helps with scientific work. In what ways do you think they can help? Check your ideas after you read B MAIN IDEAS Read the sentences. WriteT for True, F for False, or NG for Not Given. 1 Citizen science uses mostly professional scientists. 2 Using volunteers has good Points and bad points, 3. ‘The idea of normal people doing research is new, 4 Most citizen science projects count animals. 5. Researchers follow certain steps in each project © MAIN IDEAS The article has six paragraphs. Match the paragraph number to each topic. a Steps in a citizen science project b Citizen science in the past ‘ Types of citizen science projects now d. ____The Great Backyard Bird Count e Concluding ideas about citizen science £ Advantages and disadvantages of citizen science 60 units Veet tl i nll ee Nera EA oss] 1 On one weekend every Febrna people from around the world help cl don't need to be 160,000 the Great jinutes, an interest in birds, and a notebook, In a bird count, people write down the numbe of birds they see. This is an example of a popul form of research: citizen science. science uses a lot of volunteers. Citizens, or normal people, collect information for research. Ci -e has some important advantages. Thousands of people from all over the world help. Volunteers work for free, so it is not expensive, And the volunteers learn new skills. There are also some disadvantages. Unfortunately, volunteers ike mistakessometimes, Or a project can miss information because there aren't enough volunteers, 3. The term “citizen science” is new, but this kind of r wrote about events in mat arch is very old. Long ago, people e. like storms. For example, 2.000 years ago, Chinese farmers had ts, The farmers had a problem with locusts. large flying crops, so th took notes on the years with locusts. This helped them plan better: insects destroyed the no food, The farme 4 Now, there are different kinds of citizen science projects. Many projects are available online. Volunteers doa lot of the work at home For example, people can play ga Is. Or volunteers ean iype up notes from the diaries of famous artists. Other projects are in the field. For nes on their phones to identify anini Cee urea Ey Enea Platte River, Nebraska, USA. instance, people can go outside with others and identify flowers or count insects. There are several steps in a citizen science project. First, researchers decide on a problem (Why a identify their goals. Next, they decide on tasks ve there fewer birds?). Then they for volunteers. Researchers make the work mple and clear (Count the birds in each photo.). After that, th the project, volunteers collect information, The find volunteers. During ¢ on the project 6 Citizen science has come a long way in a few thousand years. It began wit rs who kept ords of important events in nature, Today researchers With ¢ to get help on their projects en science, anyone can be a scientist CITIZEN SCIENCE 64READING SKILL Guess meaning from context You can guess the meaning of an unfamiliar, or new, word from the context. Read the words and sentences around the unfamiliar word to understand what it means. people write down the number of birds they see. The word count probably means “a total number.” Ina bird count ‘Sometimes the definition is in the sentence, between commas, parentheses, or dashes. Citizens, or normal people, collect information for research The word citizens in this context probably means “normal people.” D APPLY Use the context to guess the meaning of the underlined words in the article. 1. In paragraph 3, a locustis a kind of a. insect b. food c. farmer 2. In paragraph 3, the word crop means a. lot of rain b.anarea of land —_c. plants grown for food 3. In paragraph 5, the word clear could be changed to a. easy to understand b. light c. hard to understand E DETAILS Match the two sentence parts. 1, _____One advantage of citizen science is a. deciding on a problem. 2 One disadvantage is b. destroy crops. 3. ____ Locusts hurt farmers because they ¢. researchers report on the project. 4, In some projects, volunteers identity d. animals or flowers. 5. The first step in a project is @. simple and clear. 6. The work in a project needs to be £. it's not expensive. 7 In the last step of a project, 9. people make mistakes. Connect ideas about citizen science. Think about the video and the article. Discuss the questions with a partner. 1. What ideas are in both the video and the article? 2. Is the research of citizen scientists as good as the work of trained scientists? Explain. 3. Citizen science helps researchers. How can it help volunteers? 62 unitsPREPARE TO READ A VOCABULARY Read the sentences. Choose the definitions for the words in bold. a. short (adj) c. to make sure something is correct or OK (v) b. opinion about what to do (n) d. people you work with (n) Here's some advice for students: Study hard and do your homework. 2 We need to write a brief description—only a few sentences. 2 Students should check their homework before they give it to their teacher. 4 My colleagues in the office usually arrive early, e. definitely; completely (adv) Q. to find; to learn about (v) 4. things needed for work {n) 5 How do you discover great new restaurants? Do you ask friends? 6. Scientists use equipment such as telescopes and special cameras. 7 How many birds did you see exactly? Did you see 42, or 43? h. repeated things, such as shapes or colors (n)__j. to become a member of (v) i. almost (adv) 8, ____| want to join a hiking club 9. ____The meeting is neatly over. Can you wait a few more minutes? 10. _____ She studies the pattems in nature and uses them in her art. B PERSONALIZE Think about the questions. Then share your thoughts with a partner. 1. You are meeting some new colleagues at work. Give a brief description of yourself. 2. What advice can you give to someone who wants to learn English? 3. Are you amember of a club? If so, what exactly do you do in the club? Think about why we explore. You are going to read about the discovery of a planet. Why do scientists want to explore and what equipment do they use? Discuss your ideas in a group. Take notes below. Reasons to explore Equipment scientists use cmzen science 63.