NATIONAL

□ GEOGRAPHIC
LEARNING

THIRD
EDITION

Reading, Writing, and Critical Thinking

MARI VARGO
LAURIE BLASS
KRISTIN SHERMAN
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ON T H E C O V E R
The t . v c p v a n rid s in this artwork by
Rashed AlShashai represent "civilization"
and'com m erce" AlUla, Saudi Arabia
= _5_ ce Se^Pe' Rashed AlShashai
pathway:
Reading, Writing, and Critical Thinking
THIRD
EDITION

MARIVARGO
LAURIE BLASS
KRISTIN SHERMAN

NATIONAL
□ GEOGRAPHIC
LEARNING

Australia ■Brazil • Canada ■Mexico ■Singapore • United Kingdom • United States

 NATIONAL
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 Contents

Scope and Sequence

Welcome to Pathways
Introduction to Spark

THE CHANGING WORKPLACE

CITY CHALLENGES

ART AND BEAUTY

RETHINKING TRANSPORT

WORKING TOGETHER

WHY LANGUAGE MATTERS

RESOURCES AND DEVELOPMENT 145

LIVING LONGER

TRUTH AND DECEPTION

CHANGING THE PLANET

Appendix
Editing Checklist
Grammar Reference
Vocabulary Index
Index of Exam Skills and Tasks
Acknowledgements and Credits
 Scope and Sequence
UnitTitle and Theme

ExploretheTheme
The Evolution of Office Work
Reading
THE CHANGING
The Robot Revolution Has Arrived
WORKPLACE
page 1 Sylvia Earle: A Woman in Science

Career Studies

Explore theTheme
What Is a Good City?

CITY CHALLENGES Reading

page 25 Wild Cities
Turning to Nature
Urban Studies

ExploretheTheme
Artin a New Light
Reading
ART AND BEAUTY
page 49 Making an ImpactThrough Art
KllJfd Photo Contest
Sociology/Art

ExploretheTheme
Going Electric

RETHINKING TRANSPORT Reading

page75 Green AirTravel
A Driverless Future
Global Studies/Business Studies

ExploretheTheme
Collaboration

WORKING TOGETHER Reading

page 99 TheSmart Swarm
i’JI»]J»1 Ant Teamwork
Social Science

_____________________________________________

iv
Reading Critical Thinking Vocabulary Writing

Reading Skill Critical Thinking Skill Vocabulary Extension LanguageforWriting

Understanding Cohesion Recognizing Claims and artificial + Noun; -ize Using Cohesive Devices
Jnderstand the Main Counterdaims and -ization
Writing Skill
dea, Understand Main Predict, Infer Meaning, Organizing an Essay
deas, Understand Details Reflect, Personalize
GOAL
Write an essay describing how an
emerging technology will impact jobs
inthefuture.

Reading Skill Critical Thinking Skill Vocabulary Extension Languagefor Writing

Understanding Understanding How Nouns/Adjectives + Using Appositives
Appositives Information is Organized constrsaint; Words with
Writing Skill
Understand Main Ideas, Predict, Summarize, counter-
Structuring a Problem-Solution
Understand Details Compare, Infer Meaning, Essay
Reflect
GOAL
Write a problem-solution essay about
an urban challenge.

Reading Skill Critical Thinking Skill Vocabulary Extension LanguageforWriting

Using a Concept Map Applying Ideas ambi--, trigger+ Noun Using Relative Clauses
Understand Main Predict, Summarize, Writing Skill
Ideas, Understand Details Infer Meaning, Reflect, Supporting aThesis
Apply
GOAL
Write an essay evaluating an
example of visual art using aesthetic
criteria.

Reading Skill Critical Thinking Skill Vocabulary Extension Languagefor Writing

Recognizing and Understanding BusinessWordsand Writing Sentences with Initial
Evaluating Different Multiword Phrases Antonyms; -ion and -ive Phrases
Viewpoints Predict, Infer Meaning, Writing Skill
Understand Main Ideas, Evaluate, Reflect Organizing a Comparative Essay
Understand Details
GOAL
Write an essay comparing two
companies in the same industry.

Reading Skill Critical Thinking Skill Vocabulary Extension LanguageforWriting

Understanding Complex Evaluating Sources co-, com-, col-; -ate Avoiding Plagiarism (I)— Paraphrasing
Sentences Predict, InferMeaning, and -ion
Writing Skill
Understand Main Ideas, Analyze and Apply, Writing a Summary
Understand Purpose, Use Compare
a Concept Map GOAL
Write a summary of the reading
passage, TheSmartSwarm.
 Scope and Sequence
Unit Title and Theme

ExploretheTheme
Our Words Are Our Reality

WHY LANGUAGE MATTERS Reading

page 123 Is Joy the Same in Every Language?
i'/nmi Discovering a Hidden Language
Anthropology/Sociology

ExploretheTheme
8 Billion People
*

RESOURCES AND Reading

DEVELOPMENT The Shape of Africa
page 145 M kfri Honey and Pepper

Economics

Explore theTheme
Life Expectancy in the Animal Kingdom

LIVING LONGER Reading

page 169 Beyond 100
j'iimo Longevity Village
Health

ExploretheTheme
The Best Policy?

TRUTH AND DECEPTION Reading

J
*-50 page 193 Why We Lie
j ' i Learning to Lie
Psychology

ExploretheTheme
The Human Impact

CHANGING THE PLANET Reading

page217 The Human Age
i'innu Trees of Life
Environmental Studies

vi
 _

: <r3ding Critical Thinking Vocabulary Writing

^cading Skill Critical Thinking Skill Vocabulary Extension Language for Writing
-■ze'standing Figurative Understanding Loaded Words for looking at Adding Information with Verbal Phrases
-erguage Words things; Expressions with
Writing Skill
. 3 ' -nderstand Main Synthesize, Infer horizon
Writing Introductions and Condusions
:e=s Understand Details Meaning, Interpretand
Analyze, Reflect GOAL
Write an essay about the best way to
learn a new language outside of school.

: e=:ing Skill Critical Thinking Skill Vocabulary Extension Language for Writing
-■"otating a Text Analyzing Point ofView Adjective + economy; Avoiding Plagiarism (II)— Referring to
. ■serstand Main Ideas, Predict, Understand distinct+ Noun Sources
- ■“erstand Details Chronology, Infer Writing Skill
Meaning, Evaluate, Infer Doing Research Online
GOAL
Write an opinion essay about how a
country or region has been affected by
its geography and history.

: ;ading Skill Critical Thinking Skill Vocabulary Extension Languagefor Writing

ng Questions as You Interpreting Visual Data Words and phrases with Explaining the Significance of Evidence
■£30 Predict, Infer Meaning, life; out-
Writing Skill
~ , Understand Main Reflect, Synthesize, Planning an Argumentative Research
:eas, Understand Evaluate Paper
I*e:a Is, Understand
I -roorting Examples GOAL
Write an essay about whether
governments should invest in helping
people live beyond 100years.

: r3ding Skill Critical Thinking Skill Vocabulary Extension Language for Writing
-■oerstanding a Evaluating Research -ence and -ance; deceit Introducing Results and Describing
: esearch Summary Predict, Infer Meaning, and deception Data
-'oerstand Main Ideas, Interpret, Interpret Writing Skill
-'oerstand Details Visual Data, Apply Summarizing a Research Study
GOAL
Write an essay summarizing a famous
research study.
: eading Skill Critical Thinking Skill Vocabulary Extension Language for Writing
-"derstanding Synthesizing -logy; dramatic + Noun Using a Variety of Sentence Types
: ~etorical Purpose Information
Writing Skill
-tderstand the Main Predict, Brainstorm, Reviewing Essay Writing
rea. Understand Main Summarize, Interpret
Visual Data, Infer GOAL
1
Meaning, Reflect Write an essay about how the activities
of a charity are having a positive
impact on the environment.

vii
Welcome to Pathways Reading, Writing,
and Critical Thinking, Third Edition
NEW AND UPDATED IN THE THIRD EDITION

Compelling photography and

infographics in ExploretheTheme
draw students into the unit, develop
their visual and information literacy
skills, and get them speaking.

lii
New videos and readings provide academic content with
close connections to students' lives beyond the classroom.

IsJoythe Samein
Every Language?
byJenRospSmith

Academic competency skills like collaboration, READING S K IIL Recognizing and Evaluating Different Viewpoints

Writerssometimes choose not tostate their position on anissuedearly.They instead present

communication, and problem-solving help students important arguments on both sides of the issue andallow readerstoarrive at their own
condusions. Theymaydo this for several reasons: to be thorough, for example, or because they
are unsure about an issue. As a reader, it is important to recognizewhen a writer is not takinga
clear position and why. It is also important to be able to weigh the different sides of the issue.
develop the skills and behaviors needed to succeed For example, in paragraphs A-F ofthe reading passage, the writer goes backand forth,
presenting arguments for and against the discouragement ofairtravel:

in school and their lives. - Assomeonewholovestofly...,lcan'tbegrudgeanyonethejoyofflight.

- Atthe same time, anyjoumey in the skies warms theplanet.
- Allthishasledto... fiygskam,aSwedish termbesttranskatedas flightshame.’
- ’... ifyoutruly acceptthatweareinaclimateemergency,youshouldn't fty."
- However, aviation leaders contend rhat shaming flight is notthe answer—greening it is.
- ‘Aviation is an essentialpart ofthe global economy, so our challengeis reducing emissionsand
decarbonizing aviation, not preventing people who want to travelfrom traveling."
in thiscase, the author acknowledges thevalidityof discouraging air travel, but suggests that
CRITICAL THINKING Interpreting Visual Data there might be another solution. He doesn't directlydefend this position. Instead, he presents
ideas in subsequent sections ofthe articleso that readers can decide forthemselves.

When you interpret visual data, lookfor patterns or correlations (links) between different data
§ RECOGNIZE DIFFERENT VIEWPOINTS Lookat the chart below. Findthe opposing
sets. Considerthe implications of these correlations, and also of the lack of any clear correlation. viewpoints mentioned in the reading passagefor each idea. Notethemin the chart.
Lastly, look for anomalies, or exceptions that stand out. Do they tell you anything significant?

VIII
 Io eachother.Consjde*
xedownexamptesbetow.Oosomeresearchanddecidewhichpairof
r* )ou'dhavethemosttowriteabout

IOCONTRAST Doadditionalresearchon

Bodyparagraph 2: An updated Writing section gives

guided instruction, clear models,
iraph3:(forpoint-Sy-pomtessaysonly)
language-support, and practice to
improve students'writing outcomes.

LANGUAGE FOR WRITING Using Cohesive Devices

As explained in the Reading Skill box earlier in the unit, writers use cohesive devices to emphasize
key concepts they have already mentioned and to avoid repetition. Cohesive devices include
reference words (pronouns and demonstrative adjectives, etc.), synonyms, and different word forms.
Reference Words and Synonyms:
The employees all worked in sm all cubicles. Thev mostly found the tinv workspaces cold
and uninviting.
The writer uses the reference word they to refer to the employees, and tiny workspaces as a synonym
for small cubicles.
DifferentWord Forms:
It used to be difficult to manufacture items, but assembly lines and robots have made
manufacturing much easier.
Here, the writer uses the noun manufacturing instead of repeating the verb manufacture.

^ssessment — ---- ---------------- ------——-----— — _ _ _ _ _ ------------------------------------

- : —,4,ays Reading, Writing, and Critical Thinking supports teachers and learners with various forms
:' assessment, with the goal of helping students achieve real-world success.

A new Review section provides

additional opportunities for formative
assessment and encourages students
to take control of their learning journey
through guided self-assessment.

Opportunities for online assessment on the new Spark platform

include:
• The NGL Online Placement Test, which places students into
the correct level of Pathways
• Interactive Online Practice activities and online tests
from the Assessment Suite, for formative and summative
assessment
• A Course Gradebook that tracks student and class
performance against learning objectives, providing teachers
with actionable insights to support students' progress

IX
spark
Bring the world to the classroom and the classroom
to life with the Spark platform —where you can prepare,
teach and assess your classes all in one place!

Manage your course Track student and class Set up classes and roster students
and teach great d asses with performance on independent quickly and easily on Spark.
integrated digital teaching online practice and assessm ent. S e a m le s s in te g ra tio n o p tio n s and
and learning tools. S p a rk T h e C o u rse G ra d e b o o k h elp s p o in t-o f-u se s u p p o rt h elp s you
b rin g s to g e th e r e v e ry th in g you tu rn in fo rm a tio n into fo cu s on w h a t m a tte rs m o st:
you n eed on an a ll-in -o n e in sig h ts to m ake th e m o st of s tu d e n t su cce ss.
p la tfo rm w ith a sin g le lo g -in . v a lu a b le classro o m tim e .

STUDENT'S
CLASSROOM
PRESENTATION
ggQ j eBOOK
TOOL

TEACHER ONLINE
RESOURCES PRACTICE

ONLINE ASSESSM EN T
PLACEMENT
SUITE

ADMIN
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Visit ELTNGL.com/spark
to learn more

x
S T H IS U N IT , Y O U W IL L : TH IN K AND D IS C U S S :
• : ead an article about working with robots 1. In the photo above, an office worker greets a remotely-
• i'iatch a video about women in the workforce operated "telepresence" robot. Why do you think this
• te about technology and the workplace robot was created?
2. Do you think robots like these will become more
popular? Why or why not?
i
EXPLORE THE THEME
Look at the information on these pages
and answer the questions.
1. Which decade doyou thinkthe photo
is from? Why?
2. Which decade in the timeline do
you think saw the most important
developments? Why?
3. How do you think offices in the future
will be different? Give reasons.
Offices may have existed since the
18th century, but they have changed
dramatically over time.

1950s More women become office workers.

Offices resemble factory floors: employees work
in tight rows while managers watch.

1960s Employees work in cubicles— small

spaces with partitions to minimize distractions.

1970s Dress codes are loosened. Computers

and fax machines begin making their way into
offices, replacing typewriters.

1980s Work-life balance becomes a

buzzword, and corporate culture becomes
a priority. Personal computers become
indispensable.

1990s Job-hopping becomes the norm.

Companies do more to retain their employees.
The internet is born.

2000s Manual work becomes less important.

Companies prioritize social and analytical
skills.

2010s Globalization results in multinational

workforces. Faster internet speeds make
telecommuting practical.

2020s Many offices downsize. Hot-desking

catches on. Employees no longer have fixed
desks: they have shared spaces.

THE CH AN GI N G W O R K P L A C E 3
 Reading
PREPA RIN G TO REA D

BU ILD V O C A B U LA R Y The words in blue are used in the reading passage. Read the text
below. Then write the correct form of each word next to its definition.

Today, moving assembly lines are a staple of production. However, in the early 1900s, the
concept was new— at least in the world of automobile manufacturing. In 1913, Henry Ford,
founder of the Ford Motor Company, became the first car maker to use this method to
manufacture vehicles.

Ford had wanted to accelerate car production

fo ra long time. Traditional carassem bly was
troublesome: each worker was responsible
for an entire section of the vehicle, which
they had to put together manually on a
production floor. This meant that they had to
be both highly skilled and strong, as the heavy
components needed to be dragged across
long distances. On average, it took about
12 hours to assemble a single car this way.

Ford's moving assembly line broke the process

down into 84 distinct steps. Each worker focused on just one small step— a much simpler,
repetitive task that was easier to learn, perform, and master. This greatly reduced production
time: workers could now consistently produce cars at a rate of one every 93 minutes.

Ford's breakthrough had a major influence on the automobile industry. It not only reduced
production times, but also costs. His success spurred other car makers to adopt moving
assembly lines in their own factories to remain competitive and meet growing demands.

1. (adj) difficult and complicated

2. (adj) involvinq the same action beinq done many times

3. (v) to inrrease the speed at w hirh something is done

4. (v) to enrourage someone to take artion

S. (v) to berome highly skilled at something

fi. (nl the proress of building something by putting parts together

7. (nl a person who starts a rom pany or an orqanization

8. (n) the ability to effect change in someone or something

4 UNIT 1
 E . .1 - O C A B U LA R Y Complete the sentences below with the correctform of the words
r : : - ' rf es o blue. Use a dictionary to help you.

;.-:~ s:o n (n ) executive (n) im aginary (adj) incentive (n)

-s e adj) m axim ize (v) re la te to (v )

~ :c a . mbots are a part of our everyday lives, n o tju s t________________________ m achinesthat

- - : : e / in science fiction.

Z f : _ ,vant t o ________________________ your productivity at the office, try going in early for
: —e : J e t time so you can get your work done before everyone else arrives.

5. I-es: teo u rvery differentcultural backgrounds,wefind it really easy to -------------------------

: - : e ~ e n t is offering larger bonuses as a (n )________________________ for hitting our sales

ce-cecs this year.

. - - s s n 'tu p to u s. It'sa d e c isio n fo rth e se n io ra c c o u n t_________________________

- "ectory workers fe a rth a t________________________ will result in machines taking away

- : - -^acturing jobs from people.

--•e ::~ p a n y hired far too many people last year, so this year's job cuts were

| : . I C A 3 U L A R Y Discuss these questions with a partner.

- e: are some of the downsides of having to do the simpler, more repetitive tasks
e c _ e : of assembly-line workers?
I T t t * about the skilled mechanics Ford used to hire. How do you think they would have
-e : eoout the switch to assembly lines? Can you relate to the concerns they may have had?
- -e many people worry that autom ation will result in significant job losses, others argue
- - : : : /. make up for this by creating new types of jobs. Which side of the argument do
:- -< is more convincing and why?

: : : : I C " _ook at the photos in the reading passage. Then read the title of the reading Critical Thinking
: : : e and the first sentence of each paragraph. Answer the questions in your own words.
~- t 'eed :ne passage and checkyouransw ers.

-=: s :h e reading passage about?

. <’■- : : -dustries or sectors do you thinkthe reading passage will cover?

THE C HAN GING W O R K P L A C E 5

=: :ots are no longer a thing of science fiction.
They are already here.

2 T h e word “robot” was coined by the Czech writer Karel Capek in 1920,
- : rlay that set the template for a century's machine dreams and nightmares.
7 : ?bots in that play look and act like people, do all the work of humans—
- - c w:pe out the human race before the curtain falls.
I er since, imaginary robots— from the Terminator, to Astro Boy, to Star
'mars droids—have had a huge influence on the plans of robot-makers. They
- : e Tso shaped the public’s expectations of what robots are and what they
can do.
I met a robot on a bright, windy day last January, near Colorado’s border
~ xansas, in the company of a 31-year-old from San Francisco named Noah
- rady-Campbell. To the south, wind turbines stretched to the horizo'n in
. - : en ranks, like a silent army of shiny three-armed giants. In front of me was
. - : le that would become the foundation for another one.
A Caterpillar 336 excavator was digging that hole— 62 feet (19 meters)
:ce. with walls that sloped up at a 34-degree angle, and a floor 10 feet
- :ters) deep and almost perfectly level. The Cat piled the dug-up earth on a
? :: where it wouldn’t get in the way; it would start a new pile when necessary.
E ery dip, dig, raise, turn, and drop of the 41-ton machine required firm
. nrrol and careful judgment.
The seat in this excavator, though, was empty. The operator lay on the
. : : - roof. It had no hands; three snaky black cables linked it directly to the
: . : ator’s control system. It had no eyes or ears either, since it used lasers,
37 3. v;deo cameras, and gyroscopeMike sensors. Ready-Campbell, co-founder
:: i 5an Francisco company called Built Robotics, walked across the dirt,
. ~med onto the excavator, and lifted the lid of a fancy luggage carrier on the
-: : : Inside was his company’s product— a 200-pound (90-kilogram) device
- - does work that once required a human being.
"This is where the AI runs,” he said, pointing into the collection of circuit
- irds. wires, and metal boxes that made up the machine: Sensors to tell
- where it is, cameras to let it see, controllers to send its commands to the
: :i ator, communication devices that allow humans to monitor it, and the
- • ;essor where its artificial intelligence makes the decisions a human driver
_7d. "These control signals get passed down to the computers that usually
-: :ond to the joysticks2 and pedals in the cab.”

— :<cope is a device used to stabilize machines and keep them level or upright.
- - >r^s^cx :s a lever that people use to electronically control machines.

THE CHANGING W ORKPLACE 7

▲ A robot helps make change dispensers
in a factory in Kazo, Japan.

g When I was a child in the 20th century, hoping to encounter a robot when I
grew up, I expected it would look and act human, like C-3PO from Star Wars.
Instead, the real robots that were being set up in factories were very different.
Today, millions of these industrial machines bolt, weld, paint, and do other
repetitive, assembly-line tasks. Often fenced off to keep the remaining human
workers safe, they are what roboticist Andrea Thomaz at the University of
Texas has called “mute and brute” behemoths.3
h Ready-Campbell’s device isn’t like that. And of course it isn’t like C-3PO,
either. It is, instead, a new kind of robot, far from human but still smart, adept,
and mobile. Once rare, these devices— designed to work with people who have
never met a robot— are moving steadily into daily life.
i Even before the COVID crisis added its impetus, technological trends were
accelerating the creation of robots that could fan out into our lives. Mechanical
parts got lighter, cheaper, and sturdier. Electronics packed more computing
power into smaller packages. Breakthroughs let engineers put powerful data-
crunching tools into robot bodies. Better digital communications let them store
robot “brains” in a computer elsewhere— or connect the minds of hundreds of
robots, letting them share a collective intelligence, like bees in a beehive.

3Behemoth is a term used to describe extremely large creatures or machines.

8 UNIT1
 T: iay, robots take inventory4 and clean supermarket floors. They shelve
- :c s and fetch them for mailing in warehouses. They cut lettuce and pick
srcie-s and even raspberries. They help autistic5 children socialize, and stroke
. ■ - ; regain the use of their arms and legs. Robots now deliver food in
' - n Kevnes, England, tote supplies in a Dallas hospital, and disinfect
■ >c:tal rooms in China and Europe.
- ccording to Daron Acemoglu, an economist at MIT who has studied the
: ~t cts of robots and other automation, there is a particular zeitgeist6 among
—any technologists and managers that humans are troublesome. Robots,
. all, don’t need paid vacations or medical insurance. Furthermore, many
■irons actually encourage automation with tax breaks and other incentives.
I : mpanies thus save money by cutting employees and adding robots.
Back at the wind farm site in Colorado, executives from the Mortenson
I : mpany, a Minneapolis-based construction firm that has hired Built’s robots
ir.ce 2018, told me about a dire7 shortage of skilled workers in their industry.
5 _:it robots dug 21 foundations at the wind farm.

‘ - : ‘_=:<e inventory is to update records of the items available in a store or warehouse.

Tc :e autistic is to have autism, a neurological condition that often affects social and communication skills.
' Zengeist refers to the mood or spirit of a specific period of time.
if i ;:raation is dire, it is extremely urgent.

▼ A driverless harvesting robot uses suction to pick

apples from trees in Washington State, U.S.A.
 "Operators will say things like, Oh, hey, here come the job killers,” said
E'erek Smith, lean innovation8 manager for Mortenson. “But after they see
that the robot takes away a lot of repetitive work and they still have plenty to
d that shifts pretty quickly.”
Once the robot excavator finished the dig we’d watched, a human on a
ruiidozer9 smoothed out the work and made ramps. “On this job, we have 229
:: undations, and every one is basically the same spec,” Smith said. “We want to
:ake away tasks that are repetitive. Then our [human] operators concentrate on
the tasks that involve more art.”
Robots can be programmed or trained to do a well-defined task— dig
a roundation, or harvest lettuce— better or at least more consistently than
humans can. But none can equal the human mind's ability to do a lot of
iiteren t tasks, especially unexpected ones. None has yet mastered common
sense.
Today’s robots can't match human hands either, said Chico Marks, a
manufacturing engineering manager at Subaru's auto plant in Lafayette,
Indiana. “Routing a wiring harness into a vehicle is not something that lends
tself well to automation,” Marks said. “It requires a human brain and tactile
reedback to know it’s in the right place and connected.”
Robot legs aren’t any better. In 1996, Manuela Veloso, an AI roboticist at
Camegie Mellon University in Pittsburgh, was part of a challenge to create
robots that would play soccer better than humans. She was one of a group of
researchers that year who created the RoboCup tournament to spur progress.
Today RoboCup is a well-loved tradition for engineers on several continents,
out no one, including Veloso, expects robots to play soccer better than humans
anytime soon.
“It’s crazy how sophisticated our bodies are as machines,” she said. “We’re
very good at handling gravity, dealing with forces as we walk, being pushed
and keeping our balance. It’s going to be many years before a bipedal10 robot
can walk as well as a person.”
Robots are not going to become artificial people that completely replace
as. However, the workplace of the near future will likely be an ecosystem of
humans and robots working together to maximize efficiency.
According to Veloso, it is an inevitable fact that machines and artificial
creatures will become a significant part of our daily lives. The time, she suggests,
for us to start accepting them around us like a new species and learning to relate
to them—the way we do with pets and other humans— is now.

Adapted from “The Robots Are H ere,” by David Berreby: National Geographic Magazine,
September 2 0 2 0

David Berreby is a science writer whose works have appeared in The New Yorker, The New
York Times Magazine, National Geographic, Nature, and many other publications.

' Lean innovation refers to the process of getting customer feedback early in order to reduce inefficiency.
" A bulldozer is a large machine often used in construction to move dirt and heavy items around.
A bipedal animal or robot is one that generally walks upright on two feet.

THE CHANGING W ORKPLACE 11

 U N D ERSTA N D IN G TH E REA D IN G

A UNDERSTAND THE MAIN IDEA Choose the main idea of the reading passage.

a. Robots are a threat to people's jobs because they can do most things better and more
consistently than people.

b. Robots won't replace humans because they aren't as maneuverable and haven't yet
mastered common sense.

c. Robots will work closely together with human workers, who will continue to remain vital
membersofthe workforce.

B UNDERSTAND MAIN IDEAS Match the paragraphs with their main ideas.

1. Paragraph A a. The robots of today are much better and safer to work with
than older robots.

2. Paragraphs C-E b. Corporations often prefer robots to people.

3. Paragraphs H-J c. Robots are less capable than people in several ways.

4. Paragraphs K-L d. Today, robots exist in the real world and do real jobs.

5. Paragraphs M-N e. The idea of robots has been around for a long time.

6. Paragraphs O-R f. Human workers appreciate the help robots provide.

C UNDERSTAND DETAILS Read the sentences. Choose T for true, F for false, or NG for
not given.

1. The Caterpillar 336 excavator was operated by a person. T F NG

2. "Mute and brute" robots are designed to work closely with people. T F NG
3. Ready-Campbell's robots share a collective intelligence. T F NG
4. According to Derek Smith, workers usually don't mind robots taking T F NG
away repetitive w orkfrom them.

D UNDERSTAND DETAILS Complete the sentences. Use no more than two words from the
reading passage for each answer.

1. The robots of science fictio n ---------------------------- a n d ----------------------------- like

people.

2. Many of the industrial machines used today a re ---------------------------- from humans to

keep w o rkers-----------------------------

3. Newer robots are designed t o .----------------------------people who are unused to them.

4. Improvements in technology have allowed m o re---------------------------- to be packed into

___________________________ spaces.

5. Robots can do simple, repetitive work m o re---------------------------- than humans, but

humans can handle different,---------------------------- tasks better.

 X A . "i !NKlNG Recognizing Claims and Counterdaims
■i i s • - - ; writers usually present a main argument and provide evidence to support
: I t a n es zz-z-z 'iters also anticipate and address counterclaims. Counterclaims are different
. t : : z _ ave on the same issue. By acknowledging counterclaims— and explaining why
fe 9 a e - : - . s d— writers strengthen their argument. As a reader, it is important to be able to
m em r* ; . - :e rcla ms, and understand why the author chose to include them.

WEC.Z : ZE C L A I M S AND CO U N TERCLA IM S Lo o katth e correct main idea in Exercise Critical Thinking
- “ m t : c :ne excerpts below. Do they support the author's main idea, or is the author
«3 - rw -e rc ng a counterclaim? Check the correct column for each excerpt.
Main idea Counter
‘ ~ s e is a particularzeitgeist among many □ □
:-gists and managers that humans are troublesome."
T :-e m ::rs will saythings like, Oh, hey, h erecom ethe □ □
c c «. ers,"...
. :-~e- they see that the robot takes away a lot □ □
■ e :e : : v e w o rk a n d th e y still have plenty to do,
r-ac snifts pretty quickly."
* :-:to ta k e a w a y ta s k s th a ta re re p e titiv e .T h e n □ □
: :e-ators concentrate on the tasks that involve
m cre art.'
: .* - :n e can equal the human mind's ability to do a □ □
• : - : -'erent tasks, especially unexpected ones."

E- E A NI NG Find and underline the following words in the reading passage. Use the j Critical Thinking
zd i dentify their m eanings.Then match each word to its definition.

r- :ia te (p a ra g ra p h A) adept (paragraph H) impetus (paragraph I)

.- .- :ie r paragraph I) tote (paragraph J) tactile (paragraph P)

___________________________very skilled at something

. ___________________________tocarrysom ething

___________________________ relating to the sense of touch

___________________________a force that causes something to happen

:L ___________________________ a model that people refer to or use to do something

: ___________________________ tougher and more durable

G - : - . E C T Discuss the questions below in a group. Critical Thinking

'ia : tasks or jobs not mentioned in the reading passage do you think robots would be
:c o d at, and why?
L ^ccording to the reading passage, the workplace of the near future will "likely be an
e : :s .stem of humans and robots working together to maximize efficiency." Do you agree?
AViy o rw h y not?

THE CHANGING W ORKPLACE 13

D EV E LO P IN G R EA D IN G S K ILLS

READING SKILL Understanding Cohesion

Cohesion refers to the way that ideas are linked in a text. Writers use certain techniques (cohesive
devices) to refer to ideas mentioned elsewhere in the passage. These techniques include using
pronouns (one[s], another, the other, she, it), demonstrative pronouns and adjectives (this, that,
these, those), and synonyms.
In the example from the reading passage below, the writer uses the pronoun they to refer to
imaginary robots in the first sentence:
Eversince, imaainarv robots. . . have had a huge influence on the plans ofrobot-makers.
Thev have also shaped the public's expectations ofwhat robots are and what they can do.
In the next example, the writer uses the demonstrative adjective that with the noun play in the
second sentence to refer to a play mentioned in the first sentence:
The word "robot" was coined by the Czech writer Karel Capek in 1920, in a plav that set the
template for a century's machine dreams and nightmares. The robots in that plav. . .
Note:The referent— the word or idea that is referred to— is not always close to the cohesive
device. It may be in a different sentence or even a different section of the text.

A UNDERSTAND COHESION Read the sentences. Circle the word or idea that the underlined
words or phrases refer to.

1. The Cat piled the dug-up earth on a spot where it wouldn't get in the way; it would start
a new pile when necessary. Every dip, dig, raise, turn, and drop of the 41-ton machine
required firm control and careful judgm ent.

2. The seat in this excavator, though, was empty. The operator lay on the cab's roof. ]t had no
hands; three snaky black cables linked jt directly to the excavator's control system.

B UNDERSTAND COHESION Find the following excerpts in the reading passage. Write the words
or ideas that each underlined word or phrase refers to.

1. Paragraph D : . .. w h ere jt wouldn't get in the way ... ________________________

2. Paraaraph G:Todav. millions of these industrial machines b o lt .... ________________________

3. Paragraph H: Ready-Campbell's device isn't like that. ________________________

4. Paraqraph M: But a fte rthev see t h a t ... ________________________

5. Paragraph 0 : . . . especially unexpected ones. ________________________

C UNDERSTAND COHESION Read the sentences. What do you think the underlined words refer
to, and why? Discuss with a partner.

The workers disliked the robots because thev were slower and less precise than them .
Thev were cheaper, though, so the factory owner loved them .
C C A z _ _ ARY EX TEN SIO N

H F' S ERS artificial + Noun

: : r ~ieans human-made, or not naturally occurring. Here are some nouns that
t ~:ial. Check any phrases you don't know in a dictionary.

gence artificial turf artificial light

-: artificial sweetener artificial heart

sentence using the correctform of a noun from the box above.

;- r;o ;e who can't eat sugar use artificial_____________________ in their drinks.

- ~ =" a r t i f i c i a l _____________________ ,th e su n 's rays reduce stress, improve our moods,
: t - erate vitamin D in our bodies.

ne learned how to perform the task on its own using artificial_____________________

e ; aying the match on artificial_____________________ , not on real grass.

: : : _ er arm in an accident, so she's getting an artificial______________________

- e~ e cases, doctors are able to temporarily implant an artificial_____________________

; =: ent while waiting for the real organ to arrive.

=o rms -ize and -ization

teu. 3 r :o certain nouns and adjectives to make verbs. For example, maximize means
: - - - : ~ _ ~! use of something, while socialize means to be social, or friendly, with people.
h n =zz -ation to -ize verbs to make nouns. For example, maximization means the
• ~ zing something. Socialization refers to the process of socializing.

- : each sentence using the correctform of a word from the chart below.

%o_- Adjective custom familiar general visual

Vabwith -ize customize familiarize generalize visualize

%•;>_- *ith -ation customization familiarization generalization visualization

_ n moved in, so he hasn't___________________________ himself with the area yet.

- S r e r - -ks all of us like the same things, but that's just a broad ____________________________

lro.% r's hard to imagine, but you have to try t o ___________________________ it.

- product allows for greater___________________________ to suit individual preferences.

THE CHANGING W ORKPLACE 15

 1 QPgKW *
* *

i
Sylvia Earle:
A Woman in Science
Sylvia Earle is a world-renowned marine biologist and a National Geographic Explorer. She has
led more than 100 marine expeditions, logged over 7,000 hours underwater, and authored
more than 190 publications. In this video, she talks about the struggles she faced as a young
woman working in science and the biases that still exist in modern workplaces.

CriticalThinking A PREVIEW Read the paragraph above. In general, do you think it is more difficult for women to
find work or gain recognition for their work than men? Why or why not? Discuss with a partner.

B MAIN ID EA S Q Watch the video. Which of the following are main ideas of the talk?
Check {/ ) the three correct answers.

□ 1. Ea rle'sp aren tsw e ren o tsu p p o rtive o fh e rcaree rch o ice .

□ 2. In the past, women were not allowed or encouraged to work in certain fields.
□ 3. The people who hired Earle were looking forfem ale researchers.

□ 4. Today, women are not recognized or rewarded as much as men are for their work.

□ 5. More opportunities exist today for women to pursue careers in scientific fields.

C D ETA ILS □ Watch the video again. Choose T for true or F for false.

1. Earle's mother often encouraged her to do work usually reserved for men. T F
2. The job listing Earle responded to specified they were hiring only men. T F
3. Earle has served orrthe boards of companies. T F
4. Earle feels that some women are hired only to give the impression of diversity. T F

CriticalThinking D PERSONALIZE Do gender expectations affect your life decisions? If so, how? Discuss with
a partner.

16 UNIT1
 Writing
RING W RITTEN EN G LISH

I E -ead the pairs of sentences. Underline the words and phrases that are different in

: _ --e ndividual parts are made separately by different departments. Then, the individual
: e r s are brought together and assembled here.
: e ndividual parts are made separately by different departments. Then, they are
: :_g h tto g e th e ra n d assembled here.
_ - e -ternet began as a military application, but it didn't take long for the internet to
~ ■=•e its way into people's homes and offices.
“ -■5 nternet began as a military application, but it didn't take long for the innovation to
~a<e its way into people's homes and offices.

U i : - 4GE FOR WRITING Using Cohesive Devices*

a c : e : - :n e Reading Skill box earlier in the unit, writers use cohesive devices to emphasize
r ; -; ; -e y have already mentioned and to avoid repetition. Cohesive devices include
**- - - w z'zs pronouns and demonstrative adjectives, etc.), synonyms, and differentwordforms.
-ds and Synonyms:
” « e - - o y e e s all worked in small cubicles. Theymostlv found the tinv workspaces cold
: - : . ' nviting.
• -~t _; e: :ne reference word they to refer to the employees, and tiny workspaces as a synonym
~ - 1cut- ces.
:.z 'z Forms:
-- oe difficult to manufacture items, but assembly lines and robots have made
- : ' . 'ccturing much easier.
~e :er uses the noun manufacturing instead of repeating the verb manufacture.

* : : - f Jse cohesive devices to refer to the underlined words in the following sentences.
- 7 ~ay be several possible answers for each item.

v . oeople worry that robots will take their jobs. In reality,___________________________ will
: : : aoly make work a lot easier for humans instead.

I:~ o u te rs drastically changed the way work was d o n e.T h e se___________________________

= : "ed us to calculate quicker, transmit data more easily, and store huge amounts of
'-^brmation.

1 : : : 'educed the time needed to manufacture a car by over 10 hours. This

___________________________resulted in lower prices for consumers.

THE CHANGING W ORKPLACE 17

WRITING SKILL Organizing an Essay
An essay is a piece of writing on a specific topic that includes an introduction, a body, and a
condusion.
• The introduction presents general information on the topic and includes a thesis statement.
The thesis statement presents the main idea of the essay and refers to the main points
supporting this idea.
• The body paragraphs support the thesis with facts, details, explanations, and other
information. Transitions between paragraphs help the reader follow the essay.
• The condusion restates the thesis and leaves the reader with a final thought on the topic.
You usually write an essay in response to an essay prompt. The prompt might be an instruction
(.Describe/Explain . . .), or it might be a question (Why ...?T o what extent. . . ? H ow ... ?). When you
respond to a prompt, think about your position on the topic (which will become your thesis
statement) and ways to support or explain your position (which may become the topic sentences
of your body paragraphs).

C Read the following essay prompt. Then choose the best thesis statement for it. Why is it the
best? Discuss your answer with a partner.

What are some ways in which job seekers can make themselves more attractive to employers?
a. Job seekers should make sure that they are attractive to employers.
b. When employers are trying to fill open positions, they usually get dozens, sometimes
hundreds, of applications, so it is important to submit an impressive resume.
c. Job seekers can make themselves more attractive to employers by having a professional
online presence, writing a good resume, and making a good first impression.

D Check (/ ) the three topic sentences that correspond with the correct thesis statement in
Exercise C. Then complete the three topic sentences using the transition words in the box.

Finally First In addition

□ 1. _____________________ , making a good impression from the onset is crucial if you want
an employer to consider you for a job.

□ 2. _____________________ , applying for as m anyjobs as possible will increase the likelihood

that an employer will notice you.

□ 3. _____________________ , writing a good resume is key if you want employers to view your
application favorably.

□ 4. _____________________ , use colorful language to make sure the achievements you list seem
impressive.

□ 5. _____________________ , ensure that any information you share about yourself online paints
you in a positive light.
E Think of details to support the three topic sentences in Exercise D in your body paragraphs.
1. _____________________________________________________________________________________________________

2.

3.

=: ork with a partner. Discuss the following essay prompt. Think of an appropriate thesis
;:atem ent, three ideas to support it, and details for each body paragraph.

How can employers improve employee morale in the workplace?

t Z Z- B ULARY FOR WRITING The following words can be useful when writing about
t : d ogy and the workplace. Find the words in the reading passage and use the context to
- nei r m eanings.Then use the words to complete the definitions.

. : g -e n t (paragraph D) operator (paragraph E) monitor (paragraph F)

: - :entrate (paragraph N) efficiency (paragraph S)

_____is the person who drives or runs a machine or a piece of

e : . : —e~t.

* e _ •: _ _ ____________, you focus on one particular thing.

is the ability to make good use of the time and resources available.

is the ability to understand a situation and make good decisions.

.cu. ____________something, you watch it or regularly check on it.

THE CHANGING W ORKPLACE 19

I
W RITIN G TA SK

GO AL You are going to write an essay on the following topic:

Describe how an em erging technology w ill im pact job s in the future.

A RESEARCH Research different emerging technologies (other than robots) that you think will
have an impact on jobs in the future. Write notes below.

B SELECT YOUR IDEA Note your best ideas from Exercise A below. Summarize the ways in
which each technology will impact jobs. Then choose the technology you think you'll have the
most to write about.

Technology Positive im pacts Negative im pacts

C WRITE A THESIS STATEMENT Decide how you want to coverthe technology: positively or
negatively. Then draft a thesis statement summarizing your position.

20 UNIT 1
D PLA N Use your information in Exercises B-C to complete an outline for your essay. Include
general information about the topic in your introduction, before the thesis statement.

O U T L IN E

Notes for introduction:____________________________________________________________________

Thesis statement:

Body paragraph 1:

Topic sentence:____

Details:

Body paragraph 2:

Topic sentence:____

Details:

Body paragraph 3:

Topic sentence:____

Details:

Notes for conclusion:

E : !RST DRAFT Use the information in your outline to write a first draft of your essay.
: emember to make use of cohesive devices to refer to things you have already mentioned, and
:o avoid repetition.

THE CH AN GING W O R K P L A C E 21
 F REVISING PRACTICE The essay below is similar to the one you are writing. Follow the steps
to create a better second draft.

1. Add the sentences (a-c) in the most suitable spaces.

a. Pre-installed games and multimedia programs added an element of fun to computers,
and the internet gave users access to a wealth of information.
b. These amazing machines have served us well in the past, and will no doubt be
indispensable to our futures.
c. One fear people had was that they would not be able to adapt to computers quickly
enough.
2. Now fix the following problems (a-c) with the essay.
a. Use a cohesive device to replace the bold words in paragraph B.
b. Use a cohesive device to replace the bold word in paragraph D.
c. Cross out one unnecessary sentence from the conclusion in paragraph E.

A It's hard to imagine a world without computers. These amazing devices enable
countless aspects of modern life and allow us to accomplish incredible things.
However, when computers first entered the workplace, many people were afraid
of the changes they would bring. History has fortunately proven these fears
unfounded: computers have been easier to adapt to than many expected, they have
not made work overly repetitive, and they have not replaced human workers.
B ______Many people feared getting left behind, particularly as more young people
who grew up around computers started entering the workforce. However, what
many people failed to realize was that using a computer wasn't as difficult as they
had thought. The commands were more intuitive than many had expected, and this
intuitiveness would only increase as computers developed and became even easier
to operate.
C In addition, people feared that computers would make work repetitive and
mechanical. The machines of the tim e— with their basic functions and interfaces—
were seen by many as uninteresting, and people began to worry that their jobs
would become boring. These fears were cast aside as computer interfaces improved
and computers became more versatile_______As computers got better, it quickly
became clear just how immersive they could be.
D Finally, perhaps the biggest fear people had of computers was that they'd simply
be replaced by computers. It was unclear how much computers could do, and this
made people wonder if the skills and experience they had would soon be made
irrelevant. Today, we know that computers free us up from having to do repetitive
tasks or difficult calculations. They provide frameworks and templates that make our
jobs easier, allowing us to focus on the parts of our work that matter most.
E The fear people once had of computers is understandable: they were, after all,
powerful machines capable of doing thingsthat humans couldn't. When you think
about it, this is interesting— almost funny— because the computers then weren't
even very powerful. However, there was no real basis for many of the fears people
had_______

22 UNIT 1
G REVISED DRAFT Now use the questions below to revise your essay.

□ Does your introduction provide relevant background information on the topic?

□ Does yourthesis state or refer to the main points of your essay?

□ Do your body paragraphs include enough details to fully explain your ideas?

□ Do you use cohesive devices to avoid repetition?

□ Do all your sentences relate to the main idea?
□ Does your concluding paragraph restate the thesis and include a final thought?

H EDITING PRACTICE Read the information below.Then find and correct mistakes with
cohesive devices in each sentence (1-3).

When using cohesive devices, remember to:

• use pronouns that match the referent in gender and number.
• choose the correct synonym when using a dictionary or thesaurus.

1. One advantage of robots is that it can work non-stop without rest.

2. Automation may help you cut costs, but they may result in a drop in quality.
3. She joined the company in 2016. Since then, the society has hired many other women.

I FINAL DRAFT Follow these steps to write a final draft.

1. Check your revised draft for mistakes with cohesive devices.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final essay. Give feedback on each other's writing.
 Review
SELF-ASSESS Consider the language and skills you learned in this unit.

1need
How well can you . . . ? Very well Pretty well improvement
use the key vocabulary from this unit □ □ □
recognize claims and counterclaims □ □ □
understand cohesion □ □ □
use cohesive devices □ □ □
organize an essay □ □ □

A VOCABULARY Do you remember the meanings of these words and phrases? Look back at
the unit and review the ones you don't know.

accelerateca assembly e j automation ca executive founderEta

imaginary incentive in e v ita b le E l influence master

maximize na relate to repetitive spur troublesome

B VOCABULARY EXTENSION Complete these tasks with a partner.

1. Take turns making sentences using the words and phrases in the box.

artificial artificial intelligence artificial limb

2. Make sentences using both the -ize and -ization forms of two words from the chart in
Exercise B on page 15.

C READING SKILL Read the sentences below. Circle what the underlined words refer to.

1. Ford's breakthrough had a major influence on the automobile industry. Jt not only reduced
production times, but also costs.

2. Today, moving assembly lines are a staple of production. However, in the early 1900s, the
concept was n e w . . .

D LANGUAGE FOR WRITING Write one or two sentences about robots in the workplace.
Use at least one cohesive device. Underline the cohesive device and circle the word or idea that
it refers to. Then share your sentences with a partner.

SELF-ASSESS Look back at the chart above. Did you assess your skills correctly?
What skills or language do you still need help with?

24 UNIT 1
-ain Street in Hanoi,
etnam, isa popular
estination for tourists
-d photographers.
,» r * ;

N THIS UNIT, YOU W ILL: THINK AND DISCUSS:

• Read an article about urban wildlife 1. Hanoi is a modern, thriving city, but the people who
■ .Vatch a video about a self-cooling building live on Train Street have to face unique challenges.
Should this street be preserved? Why or why not?
• Write about a solution to an urban challenge
2. Would you enjoy visiting Hanoi's train Street? What
about working or living there? Why or why not?
25
EXPLORE THE THEME
Look at the information on these
pages and answer the questions.
1. Which o fth e s ix categories do you
think is most important? Why?
2. Are there any categories you would
add, remove, or modify?
3. Rate a city or town you're familiar with
using the six categories.

W hat Is a Good City?

 Cities are the busiest places on Earth, so keeping them running smoothly is not easy.
Historically, many of the world's most famous cities were not just centers of commerce
and prosperity; they were also hubs for crime and disease.

Over the decades, these problems have lessened, allowing many cities to mature into major
cultural attractions. But what lessons do established cities have to offer newer ones? How
should emerging cities strive to improve, and what ideals should they aim for?

Every year, many organizations rate cities around the world using different criteria.
One such organization is Resonance Consultancy, which uses six categories to rank cities.
Categories like these aren't just tools of assessment: they also offer city planners insight
into what makes a city good.

METHODOLOGY TO P 10 CITIES
Cities are rated based on the six metrics below. Highlighted rankings (2023)

$ PLACE The quality of a city's natural and built 1. LONDON

environment, including the sub-categories of ^ Promotion
^ People
Weather, Safety, Neighborhoods & Landmarks,
and Outdoors.
2. PARIS
Promotion Product
^ PRODUCT A city's key institutions,
attractions, and infrastructure, including 3. NEWYORK
the sub-categories of Airport Connectivity,
^ Promotion ^ Programming
Attractions, Museums, University Rankings,
Convention Centers, and Pro Sports Teams.
4. TOKYO
Programming 10 Product
^ PROGRAMMING The arts and entertainment
/II

scene in a city, including the sub-categories of 5. DUBAI

Shopping, Culture, Restaurants, and Nightlife.
jjj|j Place ^ Promotion

fj| l PEOPLE The immigration rate and diversity 6. BARCELONA

of a city, including the sub-categories of
^ Product ^ Place
Foreign-Born and Educational Attainment.
7. ROME
$ PROSPERITY Acity'sem ploym entrateand Place ^ Programming
its number of corporate head offices, including
the sub-categories of Fortune 500 Companies, 8. MADRID
Household Income, and Income Equality.
^ Programming Place

PROMOTION The quantity of stories, 9. SINGAPORE

references, and recommendations shared ^ Prosperity ^ Promotion
online about a city, including the sub-
categories of Google Search Results, 10. AMSTERDAM
Instagram Hashtags, Facebook Check-ins,
and TripAdvisor Reviews. Q Product People

CITY CH ALLEN GES 27

PREPA RIN G TO REA D

BUILD V O C A B U LA R Y The words in blue are used in the reading passage. Read the text
below. Then write the correct form of each word next to its definition.
Around the world, the pigeon has become synonymous with city life. Derived from the
rock dove— a similar bird that builds its nest high up on rocky cliffs— it is no wonder pigeons
have adapted so well to urban life. Tall buildings with high ledges and small open spaces make
an ideal habitat for these resourceful birds. The food humans leave behind provides them with a
rich and constantly replenishing source of nourishment. And the relative lack of predators— like
hawks and eagles— means the species is able to thrive and reproduce freely.

Experts who track pigeon populations estimate that there are up to 400 million pigeons living in
cities worldwide. Unfortunately, these birds are usually perceived as troublesome pests because
of the waste they leave behind and the diseases they spread. In order to minimize pigeon
population growth, some cities like Venice, Bangkok, and Singapore have imposed fines for
feeding pigeons. Obviously, this alone won't be enough to completely eradicate the problem.
In all likelihood, pigeons are here to stay. The best thing we humans could probably do would be
to embrace them, and adapt to living with them the same way they have adapted to living with us.

. (v) to reduce the extent of something

. (v) to accept something enthusiastically

. (v) to put an end to something

. (v) to think of something a certain way

. (adj) closely associated with or connected to something

. (n) an animal that hunts other animals for food

. (n) the natural home of a plant or animal species

B BUILD VOCABULARY Complete the sentences below with the correct form of the words
and phrases in blue. Use a dictionary to help you.

boundary(n) consistently (adv) constraint (n) counterpart (n)

hypothesis (n) reliance (n) reversal (n) stem from (v)

1. Her idea about the changing migration patterns of some of the birds in this city has yet to
be proven. For now, it's just a (n )_________________________

2. Together, the river and the mountain range form a clear and natural_____ __________________
that separates the two countries from each other.

3. Many of the locals feel that most of the city's problem s________________________ corrupt
government officials.

4. In a stunning________________________ , the city council announced its decision,not to go

ahead with the renewal project.

5. Some people regard the pigeon as the flyin g ________________________ of the rat. They both
thrive in cities and live on trash.

z To improve traffic in the city, we need to reduce o u r------------------------- on cars by

developing an efficient and comfortable public transportation system.

‘ Kyoto is ________________________ ranked as one of the best cities to visit in Japan.

8. To grow, the city needs to overcome some natural------------------------- , like limited space
and fresh water.

cj USE VOCABULARY Discuss these questions with a partner.

' . What are some animals that are commonly found in cities? What makes cities such great
habitats for these animals?
2. How are the animals that live in your town or city perceived? Are they well liked or thought
of as pests?
3. How can the problem of pests in a city be minimized? Is it possible to eradicate pests
completely? Why or why not?
4. Are there any wild predators that live in your town or city? How much of a threat are they
to the people who live there?

T PREDICT Look at the photos in the reading passage and read the first sentence of each Critical Thinking
paragraph. Then answer the questions. Check your answers as you read the passage.

1. What urban challenge does the reading passage discuss?

2. How do you think this issue affects people living in cities?
3. What solution(s) to the challenge do you think the reading passage offers?

CITY CH ALLEN GES 29

By Christine Dell'Amore

/uv
A coyote crosses a bridge
in Chicago, U.S.A.
Coyotes, bears, raccoons, and o th er an im a ls are ad ap ting
to urban life, resulting in increased co ntact w ith h u m an s.

A D At first glance, it’s a scene that plays out daily in cities across America. A
U.S. Postal Service carrier steps out of his mail truck and strides across the street,
letters in hand. That much is unremarkable. But this postman either doesn’t
notice or doesn't seem to care that a hefty American black bear, likely a young
male, is sitting a few yards away, vigorously scratching his shedding winter coat.
b Immediately to the left, Interstate 240 roars behind a chain-link fence,
apparently just white noise to the bear, which eventually wanders down the
sidewalk deeper into this neighborhood barely a half mile from downtown
Asheville, North Carolina.
c Along the highway, a team of researchers with the North Carolina Urban/
Suburban Bear Study is captivated by another discovery: a deep hollow inside a
gnarled silver maple tree. Bear N 209, a radio-collared female that’s among more
than a hundred bears being tracked in a study, hibernated1 there over the winter,
despite the constant rush of vehicles mere feet away.
d “These bears still surprise me,” Colleen Olfenbuttel, the state’s black bear
biologist, shouts over the din of traffic. She holds a ladder steady as a colleague
scrambles inside the tree and measures the den. It’s the biggest tree den
Olfenbuttel has seen in her 23 years of studying black bears. “They’re so much
more adaptable than we give them credit for.”
e Indeed, it’s hard to imagine that black bears would take so well to living in
Asheville. In this city of about 95,000, nestled in the Blue Ridge Mountains, bears
shuffle down residential streets in broad daylight and climb onto people’s decks and
front porches. Some Asheville residents have embraced their furry neighbors, and
nearly every person you talk with has a video of their most recent bear encounter.
f The advent of the city bear in Asheville and elsewhere stems from a
combination of trends, including changes in land use and the tempting buffets2
available when living near people. These factors have boosted North America’s
black bear population to nearly 800,000. At the same time, sprawling cities
and suburbs have swallowed up large areas of bear habitat, leaving the animals
little choice but to adapt to living with human neighbors.
g It’s a phenomenon happening in urban areas around the world, and it’s
not unique to black bears. Many mammals that eat a wide variety of foods are
moving in and changing their behaviors as they learn urban survival skills.
h Unfortunately, humans and bears don’t always live in harmony— even in
open-minded Asheville, where bears have killed pets and injured at least one
person in recent years. In 2020, a mother bear defending her cubs attacked
Valerie Patenotte’s dog, which later died. “We understand everyone has to
coexist,” says Patenotte as we stand on her back deck overlooking the distant
mountains. “We just want more space from bears.”

- If an animal hibernates, it sleeps through winter to make it through the cold season.
; A buffet is a large spread of food. People pay a predetermined amount to eat as much of the food as they want.

CITY CH ALLEN GES 31

 A dumpster-diving bear rummages
for food in South Lake Tahoe.

i While black bears have reclaimed about half their former range and now
live in some 40 states, coyotes have taken the U.S. by storm in recent decades.
They now can be found in every state except Hawaii, and in most major cities.
The metropolis most synonymous with the urban coyote is Chicago, home to as
many as 4,000 of the animals.
J Stan Gehrt, a wildlife ecologist with Ohio State University and the M ax
McGraw Wildlife Foundation, began studying Chicago's coyotes in 2000, not
long after the animals started showing up there. Back then, Gehrt thought
his project would last a year. More than two decades later, he’s still at it. “We
consistently underestimate this animal and its ability to adjust and adapt,”
Gehrt says. “They push the boundaries of what we perceive to be constraints.”
k At the beginning of Gehrt’s research, he thought coyotes would be
restricted to parks and green spaces, but he was wrong. “Now we have coyotes
everywhere— every neighborhood, every suburban city, and downtown.”
l Indeed, coyotes have succeeded despite our best efforts to eradicate them. At
least 400,000 are killed each year, about 80,000 by a federal predator control.
Vehicle strikes are the main cause of death for Chicago’s coyotes, but the
animals have learned to avoid cars and can even read stoplights.
m Adding to their adaptability is their flexible diet. Coyotes will eat just about
anything, from shoe leather to fruit (they can climb fruit trees). According to
Gehrt, “Variability3 is the primary pattern.”
n Christopher Schell, an urban ecologist at the University of California,
Berkeley, and Julie Young, a wildlife biologist with the U.S. Department of
Agriculture, are studying how various diets given to captive coyotes could
change the animals’ behavior. Their hypothesis is that the coyotes eating human
food will become bolder around people, which is supported by some anecdotal
evidence.4 Schell and Young theorize that a coyote that eats processed cereal,

3Variability refers to a lack of consistency or predictable patterns.

4 Anecdotal evidence is evidence that is based on just a few examples or anecdotes (things people say).
It is not based on science or data.

32 UNIT 2
for instance, will be hungrier and look for food much more frequently than one
that eats a nutrition-dense rabbit for breakfast. Though Gehrt has not noticed
such a connection in Chicago coyotes, he notes that a reliance on human food
does bring coyotes closer to restaurants and homes, which in turn leads to more
contact and conflict with people and their pets.

When zoologist Sarah Benson-Amram first started looking into raccoon

behavior and cognition5 about a decade ago, she figured such a common species
would have been studied thoroughly. After all, the bushy-tailed omnivores6 are
pop culture icons, jokingly dubbed trash pandas. Instead, Benson-Amram was
shocked to find almost nothing in the scientific literature. A few researchers in
the early 1900s had tried to study the clever animals, but gave up when their
subjects kept breaking out of their cages.
So far, she says, her research has confirmed the raccoon’s crafty reputation.
In an experiment called reversal learning, she presented raccoons with a box
equipped with a button or foot pedal that, when pressed, released food. After the
animals figured out how to get the food, the researchers would switch the buttons
and pedals, forcing them to tweak their strategy. Most of the raccoons were able
to solve the problem on the first night. To put that into perspective, only one of
sLx coyotes engaged with the box— and not until the 44th night of testing.

Cognition refers to how people or animals think and process information in their brains.
‘ Omnivores are animals that eat a variety of plant- and animal-based foods.
q According to Benson-Amram, now at the University of British Columbia
in Vancouver, raccoons have a different survival strategy from coyotes: they’re
successful by exploiting humans, not avoiding them.
r Like coyotes and bears, raccoons are expanding throughout North
American cities. In Washington, D.C., wildlife researchers Kate Ritzel and
Travis Gallo wanted to find out whether raccoons living in the city are bolder
and more willing to take risks than those in rural areas. They measured this by
observing a raccoon's readiness to investigate an unfamiliar object— in this case,
bait7 buried inside a square of wooden stakes.
s The researchers installed more than a hundred automatic cameras
throughout the city and rural areas of neighboring Virginia. On a muggy
September morning at Fort Totten, Gallo placed the smelly bait— “dead animals
in a jar,” he called it—while Ritzel strapped a camera to a nearby tree. She
would check the videos every two weeks to see which animals had passed
through. Her favorite video? A feisty8 raccoon chasing off a fox.

7Bait is something (typically food) used to lure animals into a trap.

8A feisty person or animal is one that is small, fiery, and full of energy.
 Months later, RitzePs data indicated that urban raccoons are more
exploratory than their country cousins, taking more time to investigate unusual
objects. City raccoons are also more social, traveling in pairs more often than
their rural, more territorial counterparts— suggesting that urban raccoons are
adapting their behavior to city life.

Until recently, urban wildlife was mostly ignored in scientific research. This
:s partly because such species are considered pests unworthy of our attention—
: r not wildlife at all. However, according to Seth Magle— director of the Urban
k'ildlife Institute at Chicago's Lincoln Park Zoo— we live on a planet that’s
rapidly urbanizing. It would therefore be unwise to ignore animals that move
:nto urban landscapes. Magle adds that while much of urban ecology focuses
: r. how to minimize conflicts with these animals, we forget that many of our
rrcounters with wildlife are delightful. For Magle, “Another part of coexisting
v::h animals has to do with celebrating these moments.”

.-jp ted from “Why Cities Are Going Wild,” by Christine DelVAmore: National
Ceographic Magazine, July 2022

I-'istine Dell'Amore isa writer,journalist,and natural history expert. She isalsoa co-founderof the
:.C. Science Writers Association's Newsbrief Award, which recognizes excellence in sciencejournalism.
 U N D ERSTA N D IN G TH E R EA D IN G

A UNDERSTAND MAIN IDEAS Choose the correct answers to the questions below.

1. Which of the following is a reason more bears are moving into cities?
a. There are fewer predators in the city.
b. Cities are encroaching into bear territory.

2. Why are urban coyotes a problem?

a. They regularly encounter people as they look for food.
b. They prefer human food to food available in the wild.
3. How are urban raccoons different from urban coyotes?
a. Raccoons survive by limiting close contact with humans.
b. Raccoons survive by staying in close contact with humans.

B UNDERSTAND DETAILS Read the sentences. Choose T for true, F for false, or NG for not
given.
1. Olfenbuttel has studied bears for more than two decades. T F NG
2. The bear that attacked Valerie Patenotte's dog died. T F NG
3. The coyote population in Chicago is around 40,000. T F NG
4. More coyotes are killed by vehicles than by federal predator control. T F NG
5. Coyotes are bigger than most dogs, but smaller than wolves. T F NG
6. Raccoons are better than coyotes at solving problems. T F NG
7. Rural raccoons are more social and exploratory than urban raccoons. T F NG

Critical Thinking I C SUMMARIZE Complete the chart with information from the passage.

Animal Traits Problems this might cause

bears

coyotes

raccoons

36 UNIT2
D COMPARE Note answers to the questions below. Then discuss with a partner. Critical Thinking

1. In what ways are the three animals similar?

2. In what ways are the animals different?

CRITICAL THINKING Understanding How Information Is Organized

Writers tend to organize their texts in specific ways in order to reveal certain information at
specific times. Identifying and understanding the organizational structure of a text can help with
reading com prehension.The organizational structure can also reveal a writer's purpose and point
of view, and help the reader anticipate what kind of information might be coming next.

E UNDERSTAND HOW INFORMATION IS ORGANIZED How does the writer organize the | Critical Thinking
article? Number the ideas in the order they appear in the reading passage.

a. ______ problems posed by bears

b. ------ how the coyote's flexible diet might lead to more conflict with people
c. ______where coyotes can be found
d. ______ raccoon intelligence and problem-solving
•1
e. ___1__ scene with mail carrier and nearby bear
f. ______ reasons bears live near cities
g. ______ description of the coyote's adaptability
h. ______ the differences between city raccoons and rural raccoons

F INFER MEANING Find and underline the following words in the reading passage. Use the Critical Thinking
context to identify their meanings. Then match each word to its definition.

1. Paragraph C: hollow a. cleverand quick-witted

2. Paragraph J: underestimate b. protective of the space one lives in

3. Paragraph N: nutrition c. an empty space inside of something

4. Paragraph P: crafty d. to take advantage of

5. Paragraph Q: exploit e. food or nourishment

6. Paragraph R: readiness f. the state of being prepared for something

7. Paragraph T: territorial g- to rate too lowly one's ability or worth

G REFLECT Can having wildlife in a city be a good thing? Why or why not? Discuss with a Critical Thinking
partner.

CITY CH ALLEN GES 37

 D EV ELO P IN G R EA D IN G S K ILLS

READING SKSLL Understanding Appositives

An appositive is a noun or a noun phrase that explains, defines, or gives more information
about another noun or noun phrase that is close to it. Writers use commas, dashes, or colons to
separate appositives from the nouns they describe.
For example, the double-underlined phrases in the sentences below are appositives.The single-
underlined words are the nouns or noun phrases that they describe.
But this postman either doesn't notice or doesn't seem to care that a hefty American black bear,
likely a younq male, is sitting a fewyards away...
Along the highway, a team ofresearchers with the North Carolina Urban/Suburban BearStudy
is captivated bv another discoverv: a deep hollow inside a qnarled silver maple tree.
"These bears still surprise me,"Colleen Olfenbuttel. the state's bla'ck bear bioloqist, shouts over
the din oftraffic.

A UNDERSTAND APPOSITIVES Read the sentences from the reading passage. Underline the
appositives and circle the nouns or noun phrases that the appositives refer to. There can be
more than one pair in each sentence.

1. The metropolis most synonymous with the urban coyote is Chicago, home to as many as
4,000 of the animals.

2. Stan Gehrt, a wildlife ecologist with Ohio State University and the Max McGraw Wildlife
Foundation, began studying Chicago's coyotes in 2000 . . .

3. Christopher Schell, an urban ecologist at the University of California, Berkeley, and

Julie Young, a wildlife biologist with the U.S. Department of Agriculture, are studying how
various diets given to captive coyotes could change the animals' behavior.

B UNDERSTAND APPOSITIVES Read the sentences. Choose the one that contains an
appositive in each pair.

1. a. Coyotes— close relatives of wolves— can be found all over the U.S.

b. Coyotes— which can be found all over the U.S— are close relatives of wolves.

2. a. The cave was actually a den: bears were hibernating there for winter.

b. The cave was actually a den: a winter home for hibernating bears.

3. a. Raccoons had gotten into their home, an apartment on thefifth floor.

b. Raccoons had gotten into their home, despite all their precautions.

4. a. Blackbears— solitary and reclusive animals— tend to avoid people.

b. Black bears— which tend to avoid people— usually live solitary lives.

5. a. Zooiogist Benson-Amram believes that raccoons thrive by exploiting humans.

b. Benson-Amram, a zoologist, believes that raccoons thrive by exploiting humans.

38 UNIT 2
V O C A B U LA R Y EX TEN SIO N

WORD PARTNERS Nouns/Adjectives + constraint

The noun constraint refers to limitations or restrictions. Here are some common coliocations with
constraint:
Noun + c o n s tr a in t Adjective + c o n s t r a in t
time constraint financial constraint
space constraint ethical constraint
resource constraint legal constraint
size constraint practical constraint

A Complete the sentences using the most suitable noun or adjective from the box above.

'. The city won't be able to fund the parade this year due t o ---------------------- constraints.

2. They aren't allowed to do business here anymore because of th e ----------------------

constraints placed on them by the court.

3 Due to rapid growth, the country is fa cin g _____________________ constraints. The trade deal it
recently signed, however, should provide it with urgently needed water and fuel.

- 'h e event planners faced m an y_____________________ constraints, such as the need for
parking access and shelter in the event of rain.

1 TRD PARTNERS Words with counter-

t : r ■counter- can mean against or opposite. It can also mean complementary. Here are some
- : ~ : es of words with the prefix counter
- : ainst/Opposite Complementary
: : -'terattack counterpart
zc-~-teract counterbalance
: : .-teroffer countersign

i : : ~ : ete the sentences using the correct form of the words from the box above.

:~ o-ght the terms they presented were unreasonable, so I made a ---------------------- that
:e eved was fair for everyone.

1 ~~ s solution w ill_____________________ the poison, but you need to take it within two hours.

- v : ; the contract with the CEO's signature. Once you h a ve _____________________ , the deal
• refinalized.

~- e . ~ake a great team. She's energetic and quick to act, but his cautiousness serves as a

“■=='—> launched a immediately after their enemy's initial strike.

CITY CH ALLEN GES 39

 In cities everywhere, the amount of energy used to regulate the temperature inside buildings is
staggering. This is not just an expensive problem— it is also an environmental one. Could nature
teach us a better, more efficient way to keep buildings cool?

Critical Thinking PREVIEW Read the paragraph above. Biomimicry refers to imitating nature to solve human
problems. Can you think of examples of biomimicry? Discuss with a partner.

B MAIN IDEAS Q Watch the video. Match the features of the Eastgate Centre with their
functions.

1. Fligh thermal mass material a. draws in cool air during the night
2. Prickly exterior b. releases hot air during the day
3. Low-power fan c. reduces heat gain during the day
4. Chimney d. does not change temperature much

C DETAILS Q Watch the video again. Write the missing numbers to complete the sentences.

1. Termite nests are a b o u t_________________ t o __________________ degrees Fahrenheit

underground.
2. The Eastgate Centre is ab o u t_________________ degrees Fahrenheit during the day.
3. It is ab o u t__________ _______ degrees Fahrenheit during the night.
4. It is ab o u t_________________ percent more energy efficient than similar buildings in
Zimbabwe.
5. Its climate control system is _________________ percent natural.

Critical Thinking D REFLECT Discuss these questions with a partner.

1. Do you know of any other green buildings like the Eastgate Centre?
2. Would a design like this work where you live? Why or why not?
3. Can you think of other energy-efficient ways to keep buildings cool?

40 UNIT 2
 Writing
EXPLO RIN G W RITTEN EN G LISH

. ANGUAGE FOR WRITING Using Appositives

-5 you learned in the Reading Skill earlier in this unit, appositives are nouns or noun phrases that
: /e more information about another noun or noun phrase. They help writers avoid unnecessary
f oetition.They also help reduce the number of short sentences in an essay.
iVith an appositive:
~~ese bears still surprise me," Colleen Olfenbuttel, the state's black bear biologist, shouts over the din
z-'traffic.
iVithout an appositive:
~~ese bears still surprise me,"Colleen Olfenbuttelshouts over the din oftraffic. Olfenbuttel is the
: e's black bear biologist.
- z positives are often separated from the rest of the sentence using commas, dashes, or colons.
- e commas and dashes are often interchangeable, dashes are more disruptive than commas,
- d are generally better when you want information to stand out and be noticed.

«| NOTICE Read the text. Underline five appositives. Circle the nouns they refer to.

As a schoolboy in Puducherry, a city on India's southeastern coast, Aurofilio Schiavina loved

combing the beach, with its nine kilometers of golden sand. In 1991, Schiavina left the city for
higher studies in the United Kingdom. However, when he returned in 1999— the year he
completed his master's degree in coastal management— the beach had vanished.

Some 30 years ago, Puducherry's sandy shore began to disappear after the construction of
an ill-conceived port. The city, an enclave of Tamil Nadu state, soon became a local curiosity:
the coastal town without a beach. Today, visitors no longer get to stroll on golden sand. They
nstead huddle around a long seawall— a stony embankment of concrete and jagged rocks.

Large rocks protect what

remains of Puducherry's
damaged coast.
 B APPLY Use appositives to combine the pairs of sentences below. There may be more than
one way to combine each pair of sentences.

1. Rosemary Mosco is the author of A Pocket Guide to Pigeon Watching. "Pigeons are biological
m arvels/'says Mosco.

2. Some cities use reverse osmosis to create clean drinking water. Reverse osmosis is a
process that filters out impurities from water.

3. The entire beach is covered by breakwaters. These are permanent stone structures that
*
protect the coastline from the ocean.

4. The High Line is an elevated pedestrian park in New York City. It is an example of how
abandoned infrastructure can be turned into green spaces.

WRITING SKILL Structuring a Problem-Solution Essay

A problem-solution essay describes a problem and then offers one or more solutions to it. Here
are two ways to structure a problem-solution essay:
Structure 1
Introduction: Provide context and describe the problem.
Thesis: Include reference to multiple solutions.
Body paragraph 1: Solution 1
Body paragraph 2: Solution 2
Body paragraph 3: Solution 3
Conclusion: Evaluate the solutions and make a comment.
Structure 2
Introduction: Provide context and describe the problem.
Thesis: State your proposed solution and your reasons.
Body paragraph 1: Reason 1
Body paragraph 2: Reason 2
Body paragraph 3: Reason 3
Conclusion: Summarize the reasons that support the solution.
Choose the structure you prefer for your essay, then write a suitable thesis statement. Remember,
a good thesis has the following characteristics:
Reviewthis j
Writing Skill • It presentsthe main idea clearly.
in U n itl. 1 • It refers to your main supporting points.

42 UNIT 2
 Read the following pairs of thesis statements. Check K ) the better thesis statement in each
pair. Then discuss your answers with a partner.

1. □ a. Green spaces, including parks and gardens, have been shown to improve the lives of
city residents.
□ b. Increasing the number of green spaces in a city can improve the mental, physical,
and social health of residents.
2. □ a. We can combat food insecurity in cities by offering tax credits to supermarkets,
organizing mobile farmers' markets, and creating neighborhood gardens.
□ b. Many cities dwellers face food insecurity because they live far away from
supermarkets, and thus have inadequate access to healthy and affordable food.

D Look at the correct answers in Exercise C. Which type of problem-solution essay from the
Writing Skill box does each thesis statement introduce: structure 1 or structure 2?

Thesis 1: Structure______ Thesis 2: Structure______

E Read the sentences from an essay about community service projects. Label the sentences
I (introduction), T (thesis), B (body paragraph), or C (conclusion). Discuss with a partner how you
thinkthe body paragraphs should be ordered.

1. ______Community service projects include members of the community who are struggling
or have been left behind, and offer them a path to reintegrate with their communities.

2. ______Community service projects lead to actual improvements in quality of life, so

residents will be motivated to participate.

3. ___ __ Community service projects don't just address practical problems; they help people
in need and build meaningful bonds that foster a sense of togetherness.

4. ______In modern, crowded cities, residents are often distant and uncommunicative.

5. ______Community service projects require teamwork and communication, so participants

will bond and get to know each other as they carry out the work.

6. ______Community service projects are a great way to create a sense of community

in cities as they lead to actual improvements, require teamwork, and
inciude members of the com munity who are struggling.

- 70CA BU LARY FOR WRITING The following words and phrases can be useful when writing
about problems and solutions. Write the words and phrases next to their synonyms.

alleviate causeforconcern implication inadequate

opt put into practice strategy viable

a. approach, method p. decide, choose

b. ease, relieve f. apply, implement

r. consequence, significance q. feasible, workable

d. problem, issue h. insufficient, flawed

CITY CHALLENGES 43
 W RITIN G TA SK

G O A L You are going to write a problem-solution essay on the following topic:

Propose one or more solutions to an urban challenge.

A BRAINSTORM Read each category in the chart below. Write one possible problem for each
category. Then note down one to three possible solutions to each problem.

Category Problem Possible solutions

animal-related

health/well-being

environmental

safety

SELECT YOUR IDEA Review your notes in Exercise A and choose the topicyou want to write
about. Select the topic with the most compelling solution or solutions.

Reviewthis I C WRITE A THESIS STATEMENT Lookat the two thesis statements below. Choose the format
Writing Skill that fits your essay structure. Then write your own thesis statement.
in Unit 1
Structure l:T h e s is statement includes three possible solutions
Although Canada's goose population is a challenge, itcan be controlled byaltering their
habitats, disturbing theireggs, orsimplychasing them away.
Structure 2:Thesis statement includes one solution and three reasons
The best solution for the goose problem in Canada is to simply harass them or chase them away, as
it is humane, relatively inexpensive, and usually effective.

Your thesis statement:

44 UNIT2
OUTLINE Use your information in Exercises A-C to complete an outline for your essay.
Include supporting details and a conclusion.

O U T L IN E

Introductory paragraph: What is the problem?

Thesis statement:

Body paragraph 1: What is the first solution/reason?

Topic sentence:___________________________________________

Supporting details, explanations, examples:

Body paragraph 2: What is the second solution/reason?

Topic sentence:_______________________________________________

Supporting details, explanations, examples:

Body paragraph 3: What is the third solution/reason?

Topic sentence:____________________________________________

Supporting details, explanations, examples:

Concluding paragraph: Review your main points and restate your thesis.

FIRST DRAFT Use the information in your outline to write a first draft of your essay.
=emember to use appositives to provide extra information about nouns and noun phrases,
and to use different words and phrases to talk about problems and solutions.

CITY CH ALLEN GES 45

REVISING PRACTICE The essay below is similar to the one you are writing. Follow the steps
to create a better second draft.

1. Add the sentences (a-c) in the most suitable spaces.

a. If the geese can't see or access these areas, they are unlikely to stay.
b. These resident geese are a challenge for some citles.
c. Loud noises frighten geese, making them less likely to stay and build nests.
2. Now fix the following problems (a-b) with the essay.
a. Use an appositive to combine two sentences in paragraph A.
b. Use an appositive to combine two sentences in paragraph C.

A Canada geese were once endangered but are now thriving, with as many as
7 million living in North America. Canada geese are distinctive birds with black
heads and white cheeks. They are usually migratory, meaning they travel to warmer
climates during cold weather. However, some Canada geese have stopped making
these long journeys, deciding instead to stay through w inter_______While they
can be aggressive, the foremost cause for concern is their droppings, which ruin
grassy areas and pollute rivers and lakes. To alleviate this problem, cities have
several options: they can alter geese habitats, disturb their eggs, or simply chase
them away.

B One way to deter geese is through habitat modification— making areas less
attractive as long-term homes. Geese are attracted to shorelines with a direct view
onto open grassy areas_______Planting tall grasses and vegetation can therefore
discourage them from nesting. Some communities have also managed to keep
geese away by setting up barriers around the grassy areas. These barriers can be as
simple as wires suspended about 18 inches above the ground.
C Addling is another effective way to lower goose populations. Addling is the process
of preventing eggs from hatching. The eggs are coated with corn oil, or they are
removed from their nests and replaced with dummy eggs. While addling is effective,
it does raise ethical concerns for some. In addition, it is labor intensive, requiring
three to five trained personnel to find the nest, treat or remove the eggs, and deal
with the protective parents.
D Perhaps the best solution to the goose problem is harrassment, which typicallly
involves making noise and chasing the geese away_______Common noisemakers
include lawnmowers and leaf blowers. However, since the geese can get used to
hearing just one sound, it is good practice to switch between a variety of noises.
Geese don't like being chased either. Communities can drive them off with golf carts
and dogs, which are especially effective.
E Migrating Canada geese— flying in their telltale V-formation— often bring
pleasure to people on the ground. However, resident geese can pose a multitude
of problems. Fortunately, communities aren't helpless. They can effectively deter
geese through habitat modification, addling, and harassment.
G REVISED DRAFT Now use the questions below to revise your essay.

□ Does your introduction provide relevant background information on the topic?

□ Does yourthesis state the main points of the essay?

□ Do you structure your problem-solution essay in a clear, organized way?
□ Do your body paragraphs include enough details to fully explain your ideas?

□ Do all your sentences relate to the main idea?

□ Does your concluding paragraph review the main points of the essay?

Hl EDITING PRACTICE Read the information below. Then find and correct mistakes with
appositives in each sentence (1-3).

When using appositives, remember:

*
• In general, separate appositives from their corresponding nouns or noun phrases using
commas, dashes, or colons.
• Add a comma after the appositive if the sentence has not ended.
• Do not use colons to introduce appositives that appear in the middle of sentences.

1. If you lookfor it, you'll find lots of wildlife here otters, snakes, and even crocodiles.
2. The apartment block a massive structure with large clear windows— is a danger to birds.
3. Geese, large birds known for their aggressive nature are a bit of a problem here.

I FINAL DRAFT Follow these steps to write a final draft.

' . Check your revised draft for mistakes with appositives.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final essay. Give feedback on each other's writing.
 Review
SELF-flSSESS Consider the language and skills you learned in this unit.

1need
How well can you . . . ? Very well Pretty well improvement
use the key vocabulary from this unit □ □ □
understand how information is □ □ □
organized
understand appositives □ □ □
use appositives □ □ □
structure a problem-solution essay □ P □

A VOCABULARY Doyou rem em berthe meanings of these words and phrases? Look backat
the unit and review the ones you don't know.

boundary consistentlyca co n stra in tE l counterpart embrace

eradicate habitat c a hypothesisua m in im iz e ^ perceive ESl
p re d a to r^ re lia n c e ^ reversal e u stem from synonymous

B VOCABULARY EXTENSION Complete these tasks with a partner.

1. What collocations do you remember with constraint? Take turns making sentences
with them.
2. Take turns making sentences with the words below.

counterpart counteract counterattack counterbalance

C READING SKILL Work with a partner. Exchange essays and identify two appositives in your
partner's essay.

D LANGUAGE FOR WRITING Work with a partner. Write two related sentences for your
partner to combine using appositives.

SELF-flSSESS Look back at the chart above. Did you assess your skills correctly?
What skills or language do you still need help with?

48 U N IT 2
T HIS UNIT, YOU W ILL: TH IN K AND D IS C U S S :
: e=d an article about art forthree different causes 1. Reuben Wu used drones to create the cirde of light in
''.'atch a video about a photo contest the photo above. In what ways does his unusual use of
artificial light change the photo?
' te about a piece of visual art
2. How would you define art? What criteria need to be
met for something to be considered art?
49
 EXPLORE THE THEME
Look at the information on these
pages and answer the questions.
1. Why does the author choose the title
"Art in a New Light"?
2. How does the use of light transform
the landscape? How does the
photograph make you feel?
3. What are some unconventional art
forms that you've seen or read about?

ART in a
NEW LIGHT
When we think of art, we often
think of great painters and their
masterpieces, sculptures carefully
chiseled out of stone, or even
perfectly composed photographs.
For many years, these have been—
and perhaps still are— the forms of
visual art people are most familiar
with. However, they are certainly
not the only forms that exist.

Artists are constantly experimenting

with new and unusual mediums,
and ways to create their w orks— for
example, by using light to transform
landscapes and create stunning
\
photographs. The boundaries of art
stretch as far as the human mind
will allow. As long as artists keep
imagining, art will continue evolving
in new and magical ways.

50 UNIT3
 Photographer Reuben Wu uses bright lights
and dark shadows to profoundly transform
this landscape in Milos Island, Greece.

v v 9
 Reading
PREPA RIN G TO REA D

A BUILD V O C A B U LA R Y The words in blue are used in the reading passage. Read the text
below. Then write the correct form of each word next to its definition.

Many of the photos of Dutch artist Berndnaut Smilde are of clouds. However, these aren't normal
clouds: they're clouds he made himself, inside of buildings. They don't last very long— some
disappearafter only 10 seconds— but they're definitely not fake: they're made of water vapor in
the same way actual clouds are.

Smilde's work is part of an ongoing art series called Nimbus. To create each of his pieces, he
first has to find a dramatic architectural environment. He then fills the space with water vapor
using a simple spray bottle before using a smoke machine to release tiny particles into the
moisture-rich air. These particles trigger the formation of small clouds by providing the water
vapor with airborne surfaces on which to condense. Once a cloud starts to form, he quickly sculpts
it into shape. And when it is finally the right shape and size— usually about six feet tall and
ten feet wide— he photographs it in the few seconds it exists, before it dissipates into the air.
The end result is exquisite— a magical shot of a perfect cloud in a beautiful, seemingly
impossible indoor setting.

Smilde's work provides us with an intimate look at something that is typically only visible from a
long distance away. He likes that his photos elicit strange and ambiguous feelings. However, the
impression he most wants to evoke in his viewers is not the simple wonder of clouds appearing
in unusual locations, but a feeling of transience— that his wispy creations exist only for a few
seconds before they're gone. "I'm not interested in trying to create something that lasts forever,"
he says. The art that Smilde makes disappears almost as soon as it is created, rooting each of his
pieces not just in a place, but in a specific moment in time.

1. (v) to cause a process to begin

2. (adj) vague or unclear

3. (adj) not real, although it appears to be

4. (adj) still happening

5. (adj) extremely beautiful or appealing to the senses, in a way that

is carefully crafted or delicate

6. (adj) close, or deeply personal

7. (n) a feeling one has that remains after meeting or encountering a

person orthing

52 u N IT 3
B B U IL D V O C A B U L A R Y Complete the sentences below with the correct form of the words
in blue. Use a dictionary to help you.

analytical (adj) conservation (n) envision (v) exhibit (n)

foremost (adj) imply(v) interpretation (n) theoretically (adv)

1. He didn't say he was angry directly, but he strongly________________________ it.

2. The museum is full o f________________________ from all over the world.

3. The meaning o fth e movie isn'tclear. It's open t o _________________________

4. Samuel doesn't make decisions based on how he feels. He prefers to take a more
approach.

5. It hasn't been proven experimentally, b u t________________________ , it's possible.

6. Sasha is an active supporter of several w ild life________________________ projects.

7. Their work styles are so different. I can 't________________________ them working well together.

8. The guest of honor today is the w o rld's________________________ authority on microbiology.

C U SE V O C A B U L A R Y Discuss these questions with a partner.

1. Have you ever been to an art gallery or display? Which exhibits stood out to you? Why?
2. What are some works of art that have left a strong impression on you? How did they make
you feel ?
3. Are some interpretations of art more valid than others? Why or why not? Whose
interpretations should matter most?

D P R E D IC T Read the title of the reading passage. Then look at the photos. How do you think i CriticalThinking
the art discussed in the passage makes an impact? Check your ideas as you read the passage.
Art has the power to inspire and effect change,
as evidenced by these three examples.

ART FOR CONSERVATION

a d Stare into the eyes of The Watcher, British artist Sophie Green’s portrait
of an African wild dog, and you’ll see there’s something reflected. A triangular
outline of a distant mountain perhaps, or maybe a termite mound on the
savanna.1 Something the animal is looking at, in any case, that draws and locks
your own gaze. And by the time it does, you realize that the animal is actually
now looking at you.
b The effect is striking: a strangely intimate moment with one of the planet’s
most beleaguered2 mammals emerging from the shadows. But of course, it’s
not really an animal; just a very realistic painting of one.
c “That’s always been my aim,” says Green. “ I want my artwork to be a
window into another ecosystem. So people can feel they’re face to face with
the animal, rather than looking through a lens or at just another picture. Most
people don’t get that experience unless they go on a safari or an expedition.
I kind of want my artwork to be that experience for them.”
d Green's 14-piece exhibition— entitled Impermanence: The Art o f
Conservation— was initially envisioned to feature only polar animals, but
Green says she quickly realized she was painting herself into a corner—
conservation issues, human encroachment, and climate change affect animals
all over the world, so she started to branch out. Hence images of balletic
humpbacks, a great white shark, penguins, an African lion— and that African
wild dog, amongst others.
e Green claims her art is not rooted in creativity. ‘T m quite detail-focused, it’s
just my personality type. I would say I’m more analytical. I prefer something to
be exact and precise.”
f She says she paints in acrylic and adds that it’s an unusual medium in
hyper-realism. “It dries very quickly, but weirdly I prefer that,” she says.
“The way I build depth is with layer after layer after layer, and I do it
quickly. It creates more of a depth perception.”
g This lends itself to the hyper-real quality of her exhibits. “In watercolor, you
work light to dark; you work dark to light in oil and acrylic. It’s less a physical
thing, more of a light perception. Light value on top of dark values kind of
gives the impression of being in three dimensions.”

1Savanna refers to large grassy plains in the African continent.

2If something is beleaguered, it is in a very difficult situation.

ART AND BE AU TY 55
h Green adds that hope is an embedded theme in her collections and is also
the source of her collection's ambiguous title.
i “The name impermanence is open to interpretation— it kind of implies the
impermanence of certain species and ecosystems,” she says. “But it could also
represent the impermanence of our problems. There’s a dark side, but there can
also be a light side.”

Adapted from “This artisfs animal paintings bridge a gap between photography and
reality,” by Simon Ingram: National Geographic, October 2022

Simon Ingram isa writerfor N a tio n a l G e o g ra p h ic a r\ d other well-known publications. He isalso

an editorand a photojournalist.
A R T A S ACTIVISM
It started as a countercultural
art movement in 2001. After
years studying at the Academy
of Fine Arts, Kinshasa—
following teachers’ advice on
creating work with “proper”
materials, such as resin and
plaster of Paris— some students
in the Democratic Republic of
the Congo (DRC) decided to
do something different. They
created art with what was in
their immediate environment,
including tires, exhaust pipes,
foam, plastic bottles, antennas,
tins that had held milk or paint,
feathers, CDs, rubber slippers,
and other discarded items.
This work, the artists
believed, felt familiar to a
Congolese audience and spoke to
a particularly egregious3 aspect
of Congolese life: waste. Waste
generated locally by citizens.
Waste dumped in the country by
hyper-consumerist nations. Waste
triggered by the endless extraction
of resources from the DRC’s
earth, or the rapacious4 collection A Robot Annonce, a wearable sculpture by Jared Kalenga made
using old radio parts
of the same above land.
In Kinshasa, gutters are brimming with nonrecyclable plastic bottles.
Markets are awash with second- and third-hand goods, castoffs from
high-income countries. In areas where international companies mine for
cobalt— a precious component of smartphone batteries— frequent discharges
contaminate river systems and surrounding life. By repurposing waste to
create sculpture and performance art, the artists wanted to dial up the
public’s acuity5 toward an ongoing emergency. Waste also provided the
artists with an opening to comment on other fraught6 sociopolitical issues.

; If an action is egregious, it is wrong and offensive.

' Someone who is rapacious is very greedy.
Acuity refers to the sharpness of one's thoughts, vision, or hearing.
■If something is fraught, it is stressful or causes anxiety.

ART AND BE A U T Y 57
 Robot Annonce, for example,
is a wearable sculpture by Jared
Kalenga made of broken radio
parts. It seeks to raise awareness
about the ever-spreading reach of
fake news. Precy Numbi’s figure
made out of automobile parts is
a way of protesting the millions
of “garbage cars” imported into
Africa every year— secondhand
vehicles that discourage the
growth of the continent’s own auto
industry. And Femme Electrique,
Falonne Mambu’s creation made
of electric wires, is double-edged.
It speaks to the paucity of electric
power service in the DRC and,
simultaneously, what goes on in
the dark: assaults and kidnappings.
Mambu’s inspiration for the work
was drawn from periods in her life
when she was homeless.
These socially conscious creators
who turn refuse into protest art “are
out here pushing limits,” says Yvon
Edoumou, founder of the Galerie
Malabo in Kinshasa. “We don’t see
▲ A figure made from automobile parts by Precy Numbi a lot of that.”

Adapted from “Transforming Trash Into Protest Art,” by Ayodeji Rotinwa: National
Geographic Magazine, June 2022

Ayodeji Rotinwa is a writer, editor, and journalist whose work has appeared in N a tio n a l
G e o g r a p h ic M a g a z in e and other well-known publications.

ART FOR SCIEN CE

o The art of origami has existed in Japan since at least the 17th century.
Initially, origami models were simple and used largely for ceremonial purposes.
But in the mid-20th century, origami master Akira Yoshizawa helped elevate
paper folding to a fine art, breathing life and personality into each creature
he designed.

58 UNIT 3
 In the late 1950s, Yoshizawa's delicate forms inspired Tomoko Fuse, now
one of the foremost origami artists in Japan. Her father gave her Yoshizawa’s
second origami book when she was recovering from diphtheria7 as a child.
Fuse methodically crafted every model, and she’s been entranced with origami
ever since. “It’s like magic,” she says. “Just one flat paper becomes something
wonderful.”
Among her many achievements, Fuse is famous for her advances in
modular8 origami, which uses interlocking units to create models with greater
flexibility and potential complexity. But she thinks of her work as less about
creation than about discovering something that’s already there. She describes
her process as if she’s watching from afar, following wherever the paper leads
her. “Suddenly, beautiful patterns come out.”
Indeed, origami taps into patterns that echo throughout the universe,
seen in natural forms such as leaves emerging from a bud, or insects tucking
their wings. For these exquisite folds to become scientifically useful, however,
researchers must not only discover the patterns but also understand how they
work. And that requires math.
Putting numbers to origamfls intriguing patterns has long driven the work
of Thomas Hull, a mathematician at Western New England University in
Springfield, Massachusetts. Hull still remembers unfolding a paper crane at age
10 and marveling at the ordered creases9 in the flat sheet. There are rules at play
that allow this to work, he recalls thinking. Hull and others have spent decades
working to understand the mathematics governing the world of origami.

Diphtheria is a serious health condition that affects breathing and swallowing.

If something is modular, it is made of components that can be easily attached or detached.
Creases are the lines created by folding something.
 t In his office are an array of models that are folded in intriguing shapes
or move in unexpected ways. One is an impossible-looking sheet folded with
ridges of concentric10 squares, which cause the paper to twist in an elegant
swoop known as a hyperbolic paraboloid. Another is a sheet folded in a series
of mountains and valleys called the Miura-ori pattern, which collapses or opens
with a single tug. Dreamed up by astrophysicist Koryo Miura in the 1970s, the
pattern was used to compact the solar panels of Japan’s Space Flyer Unit, which
launched in 1995. 10

10Concentric shapes surround each other, and increase in size the further out they get.

60 UNIT3
 Origami is now pushing the limits of what scientists think is possible,
particularly at the tiniest of scales. At the University of Pennsylvania’s Singh
Center for Nanotechnology, Marc Miskin, an electrical engineer, has been
crafting an army of robots, each no bigger than a speck of dust. Such small
bots require big creativity. At tiny scales, forces like friction are enormous:
gears don’t turn, wheels don’t spin, and belts don’t run. That’s where origami
comes in. Fold patterns will bend and move the same way at any size, at least
rheoretically.
Miskin sees a world of possible ways these tiny bots could be used,
from manufacturing to medicine. And the venerable11 art form of origami
has provided him and other innovators with a new tool kit to ignite the
imagination and create technologies once thought impossible.

Adapted from “The Future Is Folded,” by Maya Wei-Haas: National Geographic Magazine,
February 2023 *

Maya Wei-Haas is an award-winning science writer with a particular interest in rocks and
'eactions. She holds a Ph.D. in Earth Science from the Ohio State University, and is a staff writer
•'or N a tio n a l G e o g r a p h ic M a g a z in e .

If something is venerable, it is highiy revered or respected.

ART AND BE AU TY 61
 U N D ERSTA N D IN G TH E REA D IN G

A U N D ER S T A N D M AIN ID E A S How do the art forms in the reading passage make an impact?
Choose the correct answers.

1. Sophie Green's hyper-realistic paintings______

a. promote conservation by allowing people to connect with animals
b. educate people about animals by highlighting their amazing traits

2. The art made from waste material in the D RC ______

a. raises the international profile of the country
b. raises awareness of urgent issues

3. The art of origam i______

a. teaches scientists how plants and animals move in nature
b. provides scientists with a new way to design products

B U N D ER S T A N D D E T A IL S Match the parts to complete the descriptions.

1. The Watcher a. highlights the spread of misinformation in the media.

2. Impermanence b. was made use of in a space vehicle.

3. Robot Annonce c. has eyes that attract the viewer's gaze.

4. Femme Electrique d. draws attention to a country's unreliable power supply.

5. The Miura-ori pattern e. is a collection of 14 paintings of animals.

C U N D ER S T A N D D E T A IL S Read the sentences. Choose T for true, F for false, or NG for not
given.
1. Sophie Green prides herself on her creativity. T F NG

2. Green prefers paints that dry quickly. T F NG

3. Most of the waste products in the DRC are from other nations. T F NG
4. Precy Numbi wants his country's auto industry to slow the rate of T F NG
manufacturing.

5. At large scales, gears and wheels work better than fold patterns. T F NG

Critical Thinking D SUM M A R IZ E Write down briefly what each person does or did. Paraphrase your answers.

1. Jared Kalenga_________________________________________________________________________ __________

2. Yvon Edoum ou________________________________________________________________________ _________

3. Akira Yoshizaw a__________________________________________________________________________________

4. Tomoko F u se _______________________________________________________________________ _____________

5. T h o m a sH u ll_____________________________________________________________________________________

6. KoryoM iura______________________________________________________________________________________

7. M arcM iskin______________________________________________________________________ ________________

62 UNIT 3
E INFER MEANING Find and undertine the italicized words in the reading passage. Use the Critical Thinking
context to identify their meanings. Then choose the correct words to complete the definitions.

1. Paragraph D: An encroachment is when someone gradually gives up / takes over land or

space.

2. Paragraph G: If something lends itself to a process or task, it is suitable / inappropriate for

that process ortask.

3. Paragraph I: The word impermanence refers to how everything will eventually change /
always stay the same.

4. Paragraph K: When you make an extraction, you add / remove something.

5. Paragraph M: When we experience paucity, we have too little / too much of something.

6. Paragraph M: If you do two things simultaneously, you do them one afterthe other /
atthesam etim e.

7. Paragraph P: If you're entranced, you are introduced to/ fascinated by something.

CRITICAL THINKING Applying Ideas*•

"aking ideas from a reading passage and applying them to other contexts can help you better
evaluate the information you read. For example, you can apply an author's or artist's opinion to
•our own experiences in order to help you better understand the opinion, or decide how much
. ou agree or disagree with it.

F APPLY IDEAS Think about your own experiences and discuss the questions with a partner. Critical Thinking

1. The reading passage states, "Art has the power to inspire and effect change." Do you agree
with this statement?
2. Go online and look for examples of art that have effected change in the world. Explain how
the art has impacted people or inspired them to action.
3. What are some commonly found waste items in your town or city? How could they be used
to create art?
4. If you had to highlight a social issue using art, what issue would it be? What art form would
you choose?

3 REFLECT Look at the photos in the reading passage again. Discuss with a partner. Critical Thinking

1. Which work of art do you find the most beautiful or impressive? Why?
2. Which work of art do you find the most thought-provoking? Why?
3. Which has the most power to effect change: Green's hyper-realistic paintings, the
sculptures from the DRC, or the origami art form? Why?

ART AND BE A U T Y 63
D EV E LO P IN G REA D IN G S K ILLS

READING SKILL Using a Concept Map

A concept map is a type of graphic organizer. It helps you see how main ideas and details in a
reading passage relate to each other. Taking notes in a concept map can help you remember
information from a passage and understand better how the information is connected, so you
can use it later in a discussion, writing assignment, or test.
When creating a concept map, start with the title or a description of your overall focus in the
center box.Then place your main ideas in separate boxes branching off from the center.
Sub-points should branch off from main ideas in separate boxes, and so on. Each box should
contain just one idea. Be concise, use abbreviations, and leave out unimportant information.

A USE A CONCEPT MAP Complete the concept map with information from the reading
passage.

Goal A rtist Techniq ue

Art for
conservation Art for
Art as science
activism
MAKINGAN
O rigins o f origam i
IMPACT
C o un try
THROUGH ART

Goal
20th cen tu ry
d evelo p m ents

M aterials

A dvan tages
A pp lications

B USE A CONCEPT MAP Now look back at the reading passage in Unit 2. Create a concept map
to summarize the key ideas relating to wildlife in cities.
V O C A B U LA R Y EX TEN SIO N

WORDUNK ambi-
The prefix am bi- usually means b oth or tw o, though it can also imply several or m any. However,
not all words with the prefix have as clear a link to these meanings. Here are some examples of
words starting with a m b i-:
a m b ig u o u s : having more than one interpretation

a m bid extrou s: being able to use both hands equally well

am bivert: a person who is equally introverted and extroverted

am bivalent: having two very different feelings about something

a m bience: the mood and feel of one's surroundings

A Complete each sentence with the correct word from the box above.

1. Both options have strong benefits and drawbacks, so l'm _____________________ about the best
way forward.

2. Keiko's broken arm isn't as much of a problem for her as it would be for other people
because she's com pletely______________________

3. The restaurant is cozy and always plays good music. I really love th e ______________________

4. The author wanted to keep readers guessing, so she opted for a deliberately
_____________________ ending to her novel.

5. Farhad doesn't mind parties, but he loves being alone, too. He's a n ______________________

.VORD PARTNERS trigger + Noun

-ere are some words and phrases that commonly partner with the verb trigger:
lllnesses: a sth m a , aliergies, h e a rt atta ck
Events: investigation, attack, explosion
Feelings: m em o ry, need, th o u g h t
Reactions: reaction, resp onse, backlash

= Complete each sentence with the correct form of a word from the box above. More than one
answer may be possible.

'. Old songs often trigger___________________________ of people and places from long ago.

2. Small particles make my skin itch, so a day in a dusty city will definitely trigger my

3. The chemical reaction triggered a (n )___________________________ that destroyed several

vehicles in the area.

4 The mayor's unpopular decision triggered a (n )___________________________ from protesters.

ART AND BE AU TY 65
 v \

Photo Contest
Each year, National Geographic invites amateur photographers to enter their photos into a
competition.Thousands are submitted every year, but only a handful of winners are chosen,
including Brian Yen, whose grand prize-winning photo you see above.

CriticalThinking A PREVIEW Lookat the photo above. Is there anything you like or dislike about it? Does it tell
you a story, or leave you with any strong feelings? Discuss with a partner.

B M AIN IDEAS □ Watch the video. What aspects did the judges consider when assessing the
photos? Check {/ ) the five correct answers.

□ a. It focuses on one main element. □ e. It looks natural.

□ b. It touches the viewer emotionally. □ f. It shows something in a new way.
□ c. It is good technically. □ g. It makes good use of color and light.
□ d. It has good composition. □ h. It captures something rare.

DETAILS □ Watch the video again. Match the photos with the statements.

1. basketball court a.

2. swimming pool b.

3. owl c.

4. wildebeests d.

5. train e.

Critical Thinking APPLY Consider the qualities of a good photo mentioned by the judges. Which photo in the
video do you think is best? Discuss your choice with a partner.

66 UNIT3
 Writing
EXPLO RIN G W RITTEN EN G LISH

.ANGUAGE FOR WRITING Using RelativeClauses

r e =:ive clauses give more information about nouns.They are a good way to add details and vary
: -- sentence types. In addition to who, which, and that, you can also introduce relative clauses
^g when, where, and whose.There are two types of relative clauses:
: €strictive relative clauses give essential information about a noun. If you take away the clause,
■- sentence doesn't fulfill its main function as essential details are lost. For example:
Mambu's inspiration for the work was drawn from periods in her life when she was homeless.
Nonrestrictive relative clauses give nonessential or additional information. Even if you remove
" -e clause, the sentence still works. For example:
Dreamed up by astrophysicist Koryo Miura in the 1970s, the pattern was used to compact the
solarpanels ofJapan's Space Flyer Unit, which launched in 1995.
: t a:ive clauses can appear in the middle or at the end of sentences:
The person who took the photo above was Brian Yen.
Brian Yen, whose photo vou see above, was one ofthe winners.
One ofthe winners was Brian Yen, whose photo vou see above.
IfVhen using nonrestrictive relative clauses, remember:
Seethe
• Use a comma before nonrestrictive relative clauses at the end of sentences. Grammar
• Use commas before and after nonrestrictive relative clauses in the middle of a sentence. Reference on
• Use which ratherthan fhafw hen referring to objects in nonrestrictive clauses. page 249

a| N O TIC E Read the sentences (a-d) beiow. Then answer the questions (1-3).

a. Japan is the land where oriaami first oriainated.

b. Fuse was influenced by Yoshizawa, whose work elevated oriaami to a fine art.
c. The Miura-ori pattern was put to scientific use in 1995, when Japan's Space Flver Unit was
launched.
d. Robots that make use of fold patterns can theoretically work at tiny scales.

1. What noun does each underlined clause describe?

2. What words are used to introduce the underlined clauses?
3. Which sentences still fulfill their main functions even with the underlined clauses removed?
Why?

3; A P P L Y Combine each pair of sentences using restrictive or non-restrictive relative clauses.

More than one answer may be possible.

1. Sophie Green prefers to use acrylic paint. Her paintings are hyper-realistic.

ART AND BE A U T Y 67
 2. Berndnaut Smilde photographs indoor clouds. He creates them using water vapor and a
smoke machine.

3. The impact of waste is felt strongly by the Congolese artists. Their work brings attention to
the issue.

4. Vincent van Gogh was strongly influenced by Japanese art. He made copies of several
Japanese prints and paintings.

C R E F L E C T Think of three artists, art forms, or works of art. Write sentences about how they
make you feel, or what you find interesting or admirable about them. Use a relative clause in
each sentence.

1. _______________________________________________________________________________________________________

2.

3.

WRITING SKILL Supporting aThesis

Review this
As you read in Units 1 and 2, a thesis statement expresses the main idea of an entire essay. Each
Writing Skill
body paragraph in an essay then provides details for and explanations of this main idea. To
in Units 1
and 2
effectively support a thesis statement, do the following:
• Describe one key point of yourthesis in the topic sentence of each body paragraph.
• Order your body paragraphs to match the order of ideas in your thesis statement.
• Provide enough details (facts and examples) to develop the idea of each topic sentence.

D Read this excerpt from an introduction to an essay on Frank Lloyd Wright's famous building
Fallingwater. Underline the key concepts in the thesis statement.

The term organic architecture, which was coined by the American architect Frank Lloyd
Wright, applies to structures that create a sense of harmony with the natural world.
Thesis Fallingwater, a house designed by Wright in 1935, is a perfect example of organic architecture
Statement due to the way it fits with its natural surroundings and its use of natural building materials.

68 UNIT3
E Check (/ ) the two best topic sentences for the body paragraphs of the essay.

□ a. The w ay Fallingwater is assimilated into its natural environment is an example of organic

architecture.

□ b. Located in the Laurel Highlands in southwest Pennsylvania, Fallingwater is surrounded

by trees, streams, and waterfalls.

□ c. Fallingwater was built by local craftspeople who collected sandstone and other
materials native to the area.

□ d. The organic approach is also evident in the way Wright used natural materials to build
Fallingwater.

F Read the notes below. Which of the two correct topic sentences in Exercise E does each note
best support? Write the correct letter (a-d).

1. ______exterior color matches color of surrounding rocks

2. ______built from stones found in local area

3. ______living room fireplace incorporates boulders from a nearby building site

4. ______house is built around a tree

G VOCABULARY FOR WRITING The following words and expressions can be useful when
writing about visual art forms. Match each word to its definition. Use a dictionary to help you.

1. balance a. the quality of being delicate, or not immediately obvious

2. composition b. an idea that recurs and extends through a piece of art

3. theme c. the material of artistic expression, such as paint or clay

4. medium d. the even distribution of elements throughout a piece of art

5. striking e. noticeable; impressive

6. subtlety f. the framing and arrangement of the elements in a piece of art

ART AND BE A U T Y 69
 W RITIN G TA SK

G O A L You are going to write an essay on the following topic:

Evaluate a piece of visual art (e.g., a painting, photograph, or sculpture) using different
criteria.

A BRAINSTORM Choose a piece of visual art. Evaluate the piece of art using the two criteria below,
as well as three more criteria of your own choosing. Select your criteria from the Video section or
elsewhere in this unit, or research aesthetic criteria forevaluating art online.

Name of piece of art:

Type of visual art:

Medium: ■

Theme:

Aesthetic Criteria Details

1. Skill and Technique

2. Composition

3.

4.

5.

Reviewthis B ORGANIZE IDEAS Lookat your chart in Exercise A. Circle the three criteria you havethe
Writing Skill most to write about. Then list them below in the order you will write about them in your essay.
in U n itl
1.
2. __________________________________________________________________________________________

3.

C WRITE A THESIS STATEMENT Write a thesis statement foryour essay. Include in yourthesis
your three criteria in Exercise B.

70 UNIT 3
D PLAN Use your information in Exercises A -C to complete an outline for your essay. Remember
that each topic sentence should support a reason, example, or argument made in your thesis
statement.

O U T L IN E

Notes for introduction:_______________________________________________________________ _____

Thesis statement:

Body paragraph 1:

Topic sentence:____

Details:

Body paragraph 2:

Topic sentence:____

D etails:______________

Body paragraph 3:

Topic sentence:____

Details:

Notes for condusion:

E FIRST DRAFT Use the information in your outline to write a first draft of your essay.
Remember to use restrictive and nonrestrictive relative clauses to vary your sentence types
and make your essay more interesting.

ART AND B E A U T Y 71
 F REVISING PRACTICE The essay below is similar to the one you are writing. It uses a set of
criteria to evaluate a building. Follow the steps to create a better second draft.

1. Add the sentences (a-c) in the most suitable spaces.

a. The entire library is on one level, and it has an open design— there are no interior walls
or dividers.
b. The large windows are framed in copper, which contrasts interestingly against the light
gray color of the granite structure.
c. It is known to be resistant to the effects of both the environment and pollution.

2. Now fix the following problems (a-c) with the essay.

a. Fix a problem with a nonrestrictive relative clause in paragraph B.
b. Fix a problem with a nonrestrictive relative clause in paragraph D.
c. Delete an unrelated idea in paragraph D.

*
A What makes a building great? For many, aesthetics are most important. However,
according to architect Marcus Vitruvius Pollio of ancient Rome, there are two more
principles to consider: durability (how strong and long-lasting a structure is) and
function (how well the structure serves its purpose). In my city, one building stands
out for the way it satisfies all three criteria. The Rostonville Library is an example of
great architecture because it is durable, functional, and aesthetically pleasing.

B The Rostonville Library is extremely durable because it is built primarily of granite, that
is an extremely strong material_______Granite structures are stable and resistant to
vibrations too, so the Rostonville Library will likely be able to withstand earthquakes
and other disasters. Because of the sturdy materials used to build the library, there is little
doubt that the building will be able to stand the test of time.
C The Rostonville Library is also great at fulfilling its main function, which is to
provide free access for members of the community to a variety of print and digital
information. The library is designed to be easily accessible to all_______In addition,
large windows around the facility let in plenty of natural light, which makes reading
and locating different sections within the library easy.
D Finally, the Rostonville Library is beautiful. Aesthetically pleasing details make it
attractive, both inside and out_______An array of plants which are all native to the
area and allowed to grow freely, cascade down the sides of the building from a
rooftop garden. These features soften the structure's lines and help it blend into its
surroundings. The library was built next to the city park, which is also home to many
native plants.
E Because of its durability, functionality, and beauty, the Rostonville Library is a great
structure. By adhering to Vitruvius's principles, the building helps make its urban
surroundings pleasant. It provides peace, comfort, and joy to the people who use it,
and it will continue to do so for many years to come.

72 UNIT 3
G REVISED DRAFT Now use the questions below to revise your essay.

□ Does your introduction provide relevant background information on the topic?

□ Does your thesis state the main points of the essay?

□ Do your body paragraphs have clear and concise topic sentences?
□ Do your body paragraphs include enough details to fully explain your ideas?

□ Do you use restrictive and nonrestrictive relative clauses correctly?

□ Do all your sentences relate to the main idea?

□ Does your concluding paragraph have a summary statement and a final thought?

H EDITING PRACTICE Read the information below. Then find and correct mistakes with
nonrestrictive relative clauses in each sentence (1-3).

When using nonrestrictive relative clauses, remember to:

• use one comma before a nonrestrictive relative clause that appears at the end of a
sentence.
• use two commas, one before and one after, when the nonrestrictive relative clause
appears in the middle of a sentence.
• use which (not that) for objects in nonrestrictive relative clauses.

1 . This is an excellent example of good composition which is the way elements are arranged in
a piece ofvisual art.
2. The importing of old second-hand vehicles, that is a big problem throughout the African
continent, discourages the growth of the DRC's own auto industry.
3. Origami, which is an artform involving the folding of paper to make models originated in
Japan in the 17th century.

FINAL DRAFT Follow these steps to write a final draft.

1. Check your revised draft for mistakes with relative clauses.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final essay. Give feedback on each other's writing.

- 1 architect working on
•-ie blueprints ofabuilding
 Review
SELF-ASSESS Consider the language a n d skills y ou learned in this unit.

1need
How well can you . . . ? Very well Pretty well improvement
use the vocabulary from this unit □ □ □
apply ideas □ □ □
use a concept map □ □ □
use relative clauses □ □ □
support a thesis □ »□ □

A VOCABULARY Do you remember the meanings of these words? Look back at the unit and
review the ones you don't know.

am biguous^ analytical E3 conservation c a envision exhibitca

exquisite fake foremost im p ly ^ impression
interpretation c a intimate ongoingESl theoretically E3 triggerca

B VOCABULARY EXTENSION Complete these tasks with a partner.

1. Take turns making sentences with the words in the box.

ambidextrous ambience ambiguous ambivalent

2. What are some collocations with the verb triggerl Take turns making sentences with them.

C READING SKILL Make a concept map of your essay on a separate piece of paper. Share it
with a partner.

D LANGUAGE FOR WRITING Write two sentences about a piece of art from this unit. In your
first sentence, use a restrictive relative clause. In your second sentence, use a nonrestrictive
relative clause.

1.

2.

SELF-ASSESS Loo k back at the chart above. Did you assess your skills correctly?
W h a t skills or language d o y o u still n e e d help with?

74 UNIT 3
 m‘ W!
** #
I rfrmtww

THIS UNIT, YOU W ILL: THINK AND DISCUSS:

Read an article about the business of air travel 1. The photo above shows a suspension railway in
Watch a video about driverless transportation Wuppertal, Germany. What advantages do suspension
railways have over traditional trains or trams?
Write about two companies from the same industry
2. What changes to public and private transportation
would you like to see in your town or city?
75
EXPLORE THE THEME
Look at the information on these
pages and answer the questions. Going Electric
1. In what ways are electric cars better T h e automobile industry is o n the verge of change.
than gas-powered cars?
T h e internal combustion engine that drives m o s t
2. What factors are leading to the increase
in demand of electric cars? vehicles has allowed us to transform the world, but its
3. Would you choose an EV over a toxic by-products have left a heavy m a r k o n the health
gas-powered car? Why or why not? of the planet.

CHARGING AHEAD Total global

ln 2021, EVs accounted for just 4 percent of vehicle sales
global car sales. This will change with increased in millions 79.8

government support, improvements in battery Global sales 79.4

cost and technology, more public and private of internal
combustion
charging ports, and new electric versions of engine (ICE)
popular car and truck models. vehicles

118,264
M O R E CHARGING PORTS Electric-vehide
charging ports
More charging stations are being in th e U.S., p u b lic
built. Ports are being added to a n d p riva te
existing gas stations.
5,070

2011 2021

# MONT. MINN.
iP o rtla n d

IDAHO
S.D . <M in n e a p o lis' M A SS.

° *• o ; M lC t f
' w W vV
iPetrpra s R .I.
N EBR. CONN.

tenaHcisgo'j 'OHIO,
Ely, N e v .— O W a sh ih g to n *
isolated •Denver? r W . '_: -D .C .
station
< K a n s a s jC it '
O
hUTAHj KA N S.

;NashvilIe^

JBBoenbc

OO
TEXAS
^ V tlanta

•Houstor

21-40
iM iam u
Morethan 100
None
) 41-100
2-20
Charging station density
Each hexagon shows the number of charging Global sales
stations per 780 square miles (2,020 square km). of EVs 0.4

2015 2020
76 UNIT 4
Fortunately, a promising alternative has arrived. While m o r e needs to be d o n e to m a k e battery
Electric vehicles (EVs) produce n o emissions manufacturing cleaner, the advantages of EVs
and offer greater fuel efficiency than their are hard to d e n y — so expect to see a surge in E V
gas-powered predecessors. In addition, EVs sales in the years to come.
are able to use energy generated from greener
renewable sources. i ' 97 Total
31 Internal combustion
J7 engine vehicles
J

LOWER PRICES, LONGER DISTANCES

Battery prices have decreased 97 percent since 1991 and are
expected to fall even further as production scales up. In 2020, the
Tesla Model S Long Range Plus was the first all-electric vehicle
to reach a maximum range of more than 400 miles (644 km).

7,523 Average price Rangeof EVs

402 maximum
of lithium-ion in m iles
batteries
259 median
in do lla rs p e r
k ilo w a tt-h o u r
66 EVs
182
1991 2018 2011 2020

Rest of world

India

U.S.

Rest of Europe

Italy
France
United Kingdom
Germany

China

2030 2040

RETHINKING TRANSPORT 77
 Reading
PREPA RIN G TO REA D

A BUILD VOCABULARY The words in blue are used in the reading passage. Read the text
below. Then write the correct form of each word next to its definition.

Nobody likes a traffic jam. They lead to delays,

disruptions, pollution, and stress. Unfortunately,
congestion is a problem in most cities— the places
with not just the most people, but the most people
able to afford their own vehicles. Many cities don't
have the capacity to handle all this traffic. Luckily,
the solution is already at hand: People need to
swap their cars for public transportation.

Advocates of public transportation cite several

benefits. It is more efficient than cars, requiring
much less fuel per passenger. It reduces the number
of cars in a city, which lowers air, noise, and even light pollution levels. Furthermore, it lowers
stress levels— fighting for parking spaces, for example, becomes a thing of the past. Plus, it
reduces the cost of living in cities.

Clearly, though, most people still prefer driving over taking the bus or train. So what can we do
to urge more people to embrace public transportation? The answer is simple: make it better.
The sad reality is that public transportation is often underfunded and poorly planned. Vehicles
are sometimes old and under-maintained. They don't run regularly enough, which results
in excessive waiting times. And their routes often don't cover enough of the city to make
them viable. It's important that public transportation officials work alongside city planners
and invest sufficiently in solving these problems. It's worth noting that because public
transportation is also a source of revenue, a good system ends up paying for itself.

1. (adj) too much

7. (nl the maximum something ran rnntain or do

3. (prepl togpther with

4. (nl a person who publicly supports a rausp or an idpa

5. (nf thp disturhing nr intprruption nf a prnrpss

6. (v) to pxrhangp onp thing for another

7. (v) to encourage someone to do something

78 UNIT 4
B B U IL D V O C A B U L A R Y Complete the sentences below with the correct form of the words
in blue. Use a dictionary to help you.

aviation (n) campaign (n) catch on (phr) committee (n)

competitive (adj) conversion (n) dilemma (n) elite (adj)

1. Members of th e ________________________ class in this city are unlikely to switch from cars to
buses and trains, no matter how much public transportation improves.

2. Pilots and airport staff are just some of the people working in th e ________________________
industry.

3. Car makers who sell only gas-powered vehicles will struggle to rem ain_________________________

4. If prices continue to fall at this rate, it won't take long for EVs t o ________________________ in
this city.

5. They've assembled a (n )________________________ to replan bus routes in the city.

6. The mayor launched a (n )________________________ aimed at getting people to drive less.

7. T h e ________________________ of grain into biofuels such as ethanol is a relatively simple process.

8. Biofuels present us with a (n )________________________ : should we be turning food into fuel?

C U SE V O C A B U L A R Y Note answers to the questions below. Then discuss with a partner.

1. Are there any committees you can join in your school or workplace? What are their goals?

2. How often do disruptions to public transportation occur in your town or city?

3. In a world that's becoming increasingly environmentally conscious, what are some things car
makers could do to remain competitive?

3 P R E D IC T Work with a partner. What are some things the aviation industry can do to make Critical Thinking
flying greener? Checkyour ideas as you read the passage.

RETHINKING TRANSPORT 79
Green Air Travel
By Sam Howe Verhovek

1
t

A model of a Flying-V airplane

undergoes wind tunnel testing at
the Delft University of Technology
in the Netherlands.

UNIT 4
- m As someone who loves to fly and never tires o f looking at landmarks
below, clouds alongside, or stars above, I can’t begrudge anyone the joy
of flight. At the same time, any journey in the skies warms the planet.
Some experts peg air travel as the source of up to 5 percent of the human
contribution to global warming today.
b That figure will likely climb as passenger and freight1 air traffic grows,
and as other activities like land transportation and construction become more
energy efficient. All this has led to a movement urging people not to fly or at
least to fly a lot less, a campaign with a name that has caught on in Europe and
is becoming familiar elsewhere: flygskam, a Swedish term best translated as
“flight shame.”
c “Hour for hour, there is just about nothing you as an individual can do that’s
worse for the health of the planet than to sit on an airplane,” says Peter Kalmus,
an astrophysicist turned NASA climate scientist who hasn't flown since 2012.
“The hard fact that most people haven’t accepted yet is that we don’t need to fly,
and if you truly accept that we are in a climate emergency, you shouldn’t fly.”
d In July, France adopted a ban on all domestic air trips that can be made
by train in less than two and a half hours. In the United Kingdom, the official
Committee on Climate Change jolted the elite world of the most active fliers
by proposing “a ban on air miles and frequent flyer loyalty schemes that
incentivize excessive flying.”
e However, aviation leaders contend that shaming flight is not the answer—
greening it is.
f “Aviation is an essential part of the global economy, so our challenge is
reducing emissions and decarbonizing aviation, not preventing people who
want to travel from traveling,” says Sean Newsum, the director of aviation
sustainability strategy for Boeing. “That’s really our foundational belief as an
industry at this point.”
g Among the potential paths to green salvation for air travel, the quickest
might be down a gravel road deep in the woods of central Georgia, leading
to a hulking complex called the Freedom Pines Biorefinery. There I meet Curt
Studebaker, a lanky, friendly young chemical engineer who is in the business of
turning waste— all kinds of waste— into sustainable aviation fuel (SAF).
h “The amazing thing is, once you get it right, it’s really a better fuel even
than Jet A,” the standard kerosene fuel in U.S. aviation, Studebaker tells me.
“It’s actually cleaner.”
i For now, SAFs are still blended with standard fuel. But they are cast as the
giant first step toward shrinking aviation's carbon footprint.2 The challenges?
First, it’s very expensive. This alternative fuel costs two to six times more than

1Freight refers to cargo that is transported in bulk by land, air, or sea.

2Carbon footprint refers to the amount of greenhouse gases a person,
group, or industry releases into the atmosphere.

RETHINKING TRANSPORT 81
 I T

kerosene, and although more flights are using SAFs, it all adds up to little more
than a drop in the bucket—well under 0.1 percent of the 95 billion gallons of
fuel the industry used in 2019. Second, the industry can’t rely on the easiest,
cheapest sources for conversion: crops. If fuel producers were to gobble up land
and water more urgently needed for food, air travel would simply trade one
environmental black eye for another.
J Proponents contend that if SAF production were built to the scale needed
to serve the bulk of aviation needs, the price would drop precipitously,3
becoming competitive with kerosene. But getting to scale is a classic
chicken-or-egg dilemma. Unless there's demand, supply won’t grow; but
because the current supply is so small and costly, it’s hard to stimulate
demand. That's where the problem becomes political: the solution could be a
carbon tax on kerosene or a requirement that SAFs account for a percentage
of all aviation fuel.
k “Basically, there has to be a humongous ramp-up to SAFs,” says Paul Stein,
chief technology officer of Rolls-Royce, the British manufacturer whose next-
generation UltraFan, the biggest and one of the most efficient jet engines ever,
is designed to use the alternative fuel. “But industry is generally behind a SAF
mandate.4 And certainly our position as a company is, yes! We need more SAFs.
It would be a huge contribution to the planet.”

3If something drops precipitously, it drops quickly and by a large amount.

4A mandate is an official ruling or order passed on from a high authority.

82 UNIT 4
l At Airbus headquarters in the south of France, there is a flying machine
made of composite materials5 resembling no airliner that has ever taken to the
skies, at least outside of science fiction movies or UFO6 sightings. The plane,
known as Maveric, is a model aircraft with a 3.2-meter wingspan. For Airbus,
Maveric's design could hold the answer to this intriguing question: Is there a
more efficient— greener— way to design an airliner?
m For all kinds of reasons, the modern aircraft manufacturing industry does
not easily lend itself to the disruption that can so suddenly upend conventional
thinking in other industries. A true game changer of an airliner will take many,
many years to develop and more years to weather the gauntlet of safety tests
involved in certification for commercial service.
n Yet the so-called blended wing body design employed by Maveric—
although with major technical challenges to overcome— could yield as much as
a 40 percent reduction in carbon emissions compared with today’s planes. The
main advantage of the streamlined design is that the entire aircraft functions
much like a wing, reducing drag7 and making it much easier to generate lift.
In the Netherlands, researchers at the Delft University of Technology used
similar principles in designing Flying-V, an aircraft that looks very much like a
boomerang.8

' Composite materials are made by combining materials with different properties.
- UFO stands for “unidentified flying object.” The term refers to aircraft that are
unrecognizable or thought to be from outer space.
'Drag is the wind resistance that airplanes and other vehicles experience when moving at speed.
- Boomerangs are small V-shaped objects from Australia that return when thrown correctly.

A model of Airbus's Maveric,

with its blended wing design

RETHINKING TRANSPORT 83
 o In 2020, Airbus went a step further and created a major stir in the
industry by announcing it was working on a line of aircraft with a stunning
capability: zero-emission flight. A Maveric variant and two smaller tube-and-
wing airliners, it said, would operate on hydrogen fuel. The main by-product?
Water vapor.
p As is true with electric automobiles, zero emission doesn’t necessarily mean
zero pollution. Just as it matters where the electricity comes from to charge the
car’s battery, Airbus’s approach begs the question of how to create and store
hydrogen fuel.
q Most hydrogen used today comes from fossil fuels. But so-called green
hydrogen, in which clean electricity is used to separate water into hydrogen and
oxygen, is the holy grail. Advocates say that technological progress and scaling
up will bring green hydrogen its day in the sky.
r In the central California farm town of Hollister, a stubby banana-yellow
aerial vehicle with 13 rotors whirls around. It has no pilot.
s The self-flying electric plane may be an oddity today, but its inventors
expect it to be a commonplace feature of tomorrow—the aerial taxi. As more
than one evangelist for the urban air mobility industry puts it, “Think: Uber
meets Tesla in the sky.”
t Their company, called Wisk, is just one of many aspiring entrants, although
with major chops: It has financial backing from Boeing and Kitty Hawk, the
aviation start-up founded by Google’s Larry Page. Its vision is a world in which
taking a flying taxi will be as easy and affordable as an automobile ride is
today— and safer to boot.
u “This is not the Wild West,” Gary Gysin, Wisk’s chief executive, tells me
when I visit the company's hangar.9 “We will absolutely meet the incredibly
stringent safety standards already set for the aviation industry. We have to—
nobody's flying anywhere until the FAA (the Federal Aviation Administration)
says so.”
v Just when this particular industry might take off is, well, up in the air.
Gysin says the industry likely will start by shuttling people among airports
and “vertiports,” which might be a landing pad atop a Manhattan apartment
building, or a parking lot in a Los Angeles suburb.
w Just how strong a public backlash to the idea of air taxis there might be is
hard to say. But electric-powered flight, while still severely limited by battery
weight and capacity, is happening on another front. One intriguing approach
is in British Columbia, Canada, where a commuter seaplane operator is
retrofitting10 its workhorse fleet of 60-year-old de Havilland Beavers and Otters,
swapping out gas-fired piston engines for electric motors.

9A hangar is a place where airpjanes are kept.

10Retrofitting is the act of customizing a finished product by installing new parts,
in a way not intended by the manufacturer.

84 UNIT4
x Greg McDougall, Harbour Air’s founder and chief executive, piloted the
December 2019 initial test run on the first such plane. “We're proud to be
the first airline in the world to offer completely clean electric flight, fueled by
our province’s sustainable hydropower,” McDougall tells me. “But I’m not
doing this just because I’m some wild-eyed environmentalist hippie. I am a
businessman. This is going to lower my costs, which is going to lower the cost
of everyone’s tickets.”

Adapted from “Hotv Green, How Soon?” by Sam Howe Verhovek: National Geographic
Magazine, October 2021

Sam Howe Verhovek is a writer whose artides have appeared in many major publications. He is
also a journalist, a professor, and the author of the book JetAge: The Comet, the 707, and the Race
to Shrink the World.

RETHINKING TRANSPORT 85
 UNDERSTANDING THE READING

A UNDERSTAND MAIN IDEAS Choose the correct heading for each section in the reading
passage. *

1. Paragraphs A-F a. Electric Flights

2. Paragraphs G -K b. Using Greener Energy

3. Paragraphs L - 0 c. AirTravel and the Environment

4. Paragraphs R-X d. Designing Better Planes

B UNDERSTAND DETAILS Complete the sentences. Use no more than two words from the
reading passage for each answer.

1. Freedom Pines Biorefinery uses___________________________ to create sustainable aviation fuel.

2. Rolls-Royce produced a large a n d ___________________________ jet engine that is designed to

run on alternative fuel.

3. Airbus is designing airplanes that experience le ss___________________________ and more

4. Wisk wants its planes to function a s ___________________________ that fly.

5. The FAA ensures that airplanes m eet____________________________

6. Harbour Air uses clean electricity that is generated u sin g -------------------------------------

C UNDERSTAND DETAILS Note answers to the questions below. Then discuss with a partner.

1. What is the strategy of the flygskam campaign?

2. Why do you think some countries have proposed a ban on frequent flyer loyalty schemes?

3. How can government intervention make SAFs more viable?

4. What has to happen for hydrogen to be considered green?

5. Why might there be a public backlash against air taxis?

86 UNIT4
D IN F E R M EA N IN G Find and underline the following words in the reading passage. Use the Critical Thinking
context to identify their meanings. Then match each word to its definition.

1. begrudge (paragraph A) a. a slightly different version of something

2. incentivize (paragraph D) b. extremely large

3. proponent (paragraph J) c. to offer some sort of reward for doing something

4. humongous (paragraph K) d. to give or allow something reluctantly

5. variant (paragraph 0) e. eager to take on a role or accomplish something

6. aspiring (paragraphT) f. someone who supports a cause or an idea

CRITICALTHINKING Understanding Multiword Phrases

Some words are commonly grouped together to make multiword units or phrases. In these phrases,
words often have different meanings than they do when they are used individually. It is important to
learn these words as units and to use context to help you understand what they mean.

E UNDERSTAND MULTIWORD PHRASES Find and underline the following multiword Critical Thinking
phrases in the reading passage. Then choose the best meaning for each phrase.

1. If something is a drop in the bucket, it has a v e ry ______impact on something. (paragraph I)

a. large
b. small

2. A chicken-or-egg situation is one in w h ic h _______(paragraph J)

a. two things can happen, but not at the same time
b. neither thing can happen unless the other thing happens first

3. If something is a game changer, i t ______ (paragraph M)

a. changes the way that something has been done for a long time
b. changes the rules and makes a game impossible to play anymore

4. Begs the question m eans______ (paragraph P)

a. to beg someone to ask a question for you
b. to raise an obvious question

5. T o b o o tm e a n s ______ (paragraphT)
a. asw ell, orinaddition
b. because of, or as a result of

F EVALUATE Think about the new ideas mentioned in the reading passage. Which do you Critical Thinking
think is the best? Consider the environmental impact, cost, ease of use and implementation,
practicality, and safety of each solution. Discuss your ideas in a group.

RETHINKING TRANSPORT 87
 D EV ELO P IN G REA D IN G S K IL L S

READING SKILL Recognizing and Evaluating Different Viewpoints

Writers sometimes choose not to state their position on an issue clearly. They instead present
important arguments on both sides of the issue and allow readers to arrive at their own
conclusions. They may do this for several reasons: to be thorough, for example, or because they
are unsure about an issue. As a reader, it is important to recognize when a writer is not taking a
clear position and why. It is also important to be able to weigh the different sides of the issue.
For example, in paragraphs A -F of the reading passage, the writer goes back and forth,
presenting arguments for and against the discouragement of air travel:
- Assomeone who loves to fly ...,lc a n 't begrudgeanyone thejoy offlight.
- Atthe same time, anyjourney in the skies warms the planet.
- All this has led t o ... flygskam, a Swedish term best translatedas "flightshame."
- "... ifyou truly accept that weare in a climate emergency,you shouldn't fly."
- However, aviation leaders contend that shaming flight is not the answer— greening it is.
- "Aviation is an essential part ofthe global economy, so our challenge is reducing emissions and
decarbonizing aviation, notpreventing peopie who want to travel from traveling."
In this case, the author acknowledges the validity of discouraging air travel, but suggests that
there might be another solution. He doesn't directly defend this position. Instead, he presents
ideas in subsequent sections of the article so that readers can decide for themselves.

A RECOGNIZE DIFFERENT VIEWPOINTS Look at the chart below. Find the opposing
viewpoints mentioned in the reading passage for each idea. Note them in the chart.

Idea Argumentsforthis idea Arguments against this idea

SAFs

Hydrogen fuel

Battery power

B EVALUATE DIFFERENT VIEWPOINTS Look at your notes in Exercise A. For each idea, which
side is stronger: arguments for, or arguments against? Why? Note down your answers below.
Then discuss with a partner.

88 UNIT 4
V O C A B U LA R Y EX TEN SIO N

WORDWEB BusinessWordsand Antonyms

Demand and supply are commonly used antonyms in the world of business. Below are other
business words that have the opposite, or near opposite, meanings:
profit— /oss shortage—surplus
employer— employee lend— borrow
revenue— expenditure partner— competitor

A Choose the correct word to complete each sentence.

1. He can't pay for the house in cash, so he's going to have to lend / borrow some money
from the bank.
2. Their marketing campaign was a huge success. Demand / Supply for their product tripled
in just a month.
3. Many companies reinvest their profits / losses to help the business grow.

4. We expect our expenditure / revenue to decrease over the next year, so we've decided to
reduce our expenditure / revenue slightly.
5. The lack of rain resulted in a surplus / shortage of rice and other crops in the region.

WORD FORMS -ion and -ive

Many nouns ending in -ion can be made into adjectives using the suffix -/Ve.The suffix -ive means
having the quality of. For example, competitive means having the quality ofcompetition. Here are
some examples:
action — active competition — competitive
correction — corrective decision — decisive
destruction — destructive instruction — instructive

B Complete each sentence with the correct noun or adjective from the box above.

1. The company is facing s t if f ___________________________ from its closest rival.

2. Her presentation on investment strategies was extrem ely-----------------------------

3. The manufacture of biofuels can be v e ry ___________________________ to the environment if it is

not carefully regulated.

4. The company was faced with a real dilemma, but its response was quick and

5. During the 2008 financial crisis, many governments took prom pt___________________________
to stabilize the financial markets.

6. The accident left him injured and in need o f___________________________ surgery.

RETHINKING TRANSPORT 89
 In recent years, numerous vehicle manufacturers and software companies have strived to create
vehicles smart enough to operate autonomously. Huge progress has already been made, thanks to
cities and towns like Trikala, Greece, that were willing to use their streets as testing grounds.

CriticalThinking A PREVIEW Read the paragraph above. What do you think are some of the pros and cons of
autonomous vehicles? Discuss with a partner.

B MAIN IDEA Q Watch the video. Which of the following statements better describes the
video?
a. After testing autonomous buses, the city of Trikala has decided the vehicles are not yet
suitablefor public use.
b. Despite concern about their safety, the autonomous buses in the city of Trikala have proven
to be safe.

C DETAILS Q Watch the video again. Answer the questions.

1. According to the mayor, why is Trikala a good place to test the autonomous buses?

2. In the event of an emergency, what safeguards are in place?

3. According to the CEO, was the public's concern about safety justified? Why or why not?

CriticalThinking D REFLECT Work with a partner. A nsw erthe questions.

1. Why did the mayor of Trikala compare the autonomous buses to the internet?
2. Think about your own town or city. Do you think it is a good place for testing autonomous
vehicles? Why or w hy not?
3. What are some of the challenges of implementing an autonomous vehicle program?

90 UNIT4
 Writing
EX PLO R IN G W RITTEN EN G LISH

LANGUAGE FOR WRITING Writing Sentences with Initial Phrases

Initial phrases appear at the beginning of sentences. They can be used to avoid short sentences,
vary sentence styles, show the relationship between ideas more clearly, and change the
emphasis in a sentence. There are three types of initial phrases:
Verbal phrases:
Samsung was founded by Lee Byung-chul. It was originally a trading company.
Founded byLee Byung-chul, Samsung was originally a trading company.
(In this example, the initial phrase is used to avoid short sentences.)
Time phrases:
Ortega changed his store's name to Zara when he discovered that the name Zorba was taken.
When he discovered that the name Zorba was taken, Ortega changed his store's name to Zara.
(In this example, the initial phrase is used to better show the relationship between ideas.)
Prepositional phrases:
Steve Jobs might not have succeeded in creating Apple without Steve Wozniak's help.
WithoutSteve Wozniak's help, Steve Jobs mightnot have succeeded in creating Apple. See the
(In this example, the initial phrase is used to change the emphasis of a sentence.) Grammar
Reference on
Remember to separate the initial phrase from the main clause using a comma. page 249

A NOTICE Read the passage below. Note down the initial phrases in the chart. Then write
whether they are prepositional, time, or verbal phrases.

Wilbur Wright was born in Ohio, U,S.A., in 1867. Four years later, his brother Orville was born.
The two would eventually go on to become pioneers in aviation. Raised in a supportive
environment, the Wright brothers were encouraged from a young age to pursue their
intellectual interests. This made them both confident and curious. Despite never having
attended college, the brothers grew up to be technically gifted. This allowed them to run a
successful printing shop, and later a bicycle repair shop— the proceeds of which funded their
aviation experiments. Working tirelessly, the pair eventually changed history. They became the
first people ever to achieve heavier-than-air flight in a powered vehicle.

Initial phrase Type of initial phrase

RETHINKING TRANSPORT 91
B APPLY Rewrite each sentence or combine the sentence pairs using initial verbal,
prepositional, or time phrases. More than one answer may be possible.

1. Tesla released its first car, the Tesla Roadster, in 2008.

2. Japan's bullet train is safe and comfortable despite its extremely high speed.

3. The car was able to park itself autonomously. It relied on cameras and sensors.

4. The Concorde was the fastest passenger aircraft ever. It was developed in the 1960s.

WRITING SKILL Organizing a Comparative Essay

There are two main ways to organize a comparative essay:

Block method Point-by-point method
Introduction +Thesis statement Introduction +Thesis statement
Body paragraph 1: Subject A Body paragraph 1: Point 1
Point 1 Subject A
Point 2 Subject B
Point 3 Body paragraph 2: Point 2
Body paragraph 2: Subject B Subject A
Point 1 Subject B
Point 2 Body paragraph 3: Point 3
Point 3 Subject A
Conclusion Subject B
Conclusion
With the block method, you discuss all the points of comparison about one subject, and then
discuss those same points about the next subject. With the point-by-point method, you discuss
each subject in terms of the points of comparison you've chosen.

C Look at the notes for a comparative essay on two companies. Use the notes to complete the
outline on the next page for a block method comparative essay.

Boeing Airbus
U.S. company founded in 1916. European company founded in
Specializes in commercial aircraft, 1970. Specializes in commercial
Background
but also military planes and space aircraft, but produces military
flight. aircraft, too.
Automation is a useful tool, but pilot Automation leads the way. Computers
Automation holds ultimate responsibility and and sensors are capable of overriding
makes the final decision. pilotdecisions.
More manual, customized controls. More automated, standardized "fly-by-
Controls Pilots feel more engaged, but wire" controls. Reduces pilot workload
demands on them are higher. but provides less sensory feedback.
 Organization M ethod:_______ P l0^!5_______

Introduction:
Boeing and Airbus are both highly successful aircraft manufacturers.______________

Thesis statement:
However, the two companies difFer in terms of their attitudes toward automation and

their pilot controls.___________________________________________________________

Body paragraph 1:

Topic sentence:___________________________________________________________________________________

D etails:_____________________________________________________________________________________________

Body paragraph 2:

Topic sentence:____

Details:______________

Condusion:
While Poeing and Airbus m a y appear similar on the surface, differing attitudes

regardlng automation and pilot involvement separate the two companies.

D V O C A B U L A R Y FO R W R IT IN G The following words and phrases can be useful for showing

similarities and differences. Put each word in the correct category.

although however conversely in the same way (that)

instead(of) likewise equally on the other hand

similarly unlike whereas the same istru efo r

Similarities Differences

RET H IN KIN G TRAN PORT 93

 W RITIN G TA SK I

GO AL You are going to write a comparative essay on the following topic:

Compare two companies in the same industry. Consider different aspects such as their
history, location, product types, and business practices.

A B R A I N S T O R M Think of major companies that you think are similar to each other. Consider
different industries and note down examples below. Do some research and decide which pair of
companies you think you'd have the most to write about.

Industry Company 1 Company 2

B COMPARE AND CONTRAST Do additional research on the two companies you selected
in Exercise A. Complete the Venn diagram with at least three similarities and/or differences
between them.

Industry:_______________________
Company _________ Company2:

■ W R I T E A THESIS S T A T E M E N T Decide on three aspects to focus on in your essay from your

Venn diagram in Exercise B. Draft your thesis statement accordingly.
E

94 UNIT 4
 PLAN Choose an organization method for your essay (block or point-by-point). Then use your
information in Exercises B-C to complete an outline for your essay.

OUTLINE
Organization method:
Introduction:

Thesis statement:

Body paragraph 1:
Topic sentence:____

Details:

Body paragraph 2:
Topic sentence:____

Details:

Body paragraph 3: (for point-by-point essays only)

Topic sentence:_________________________________________

Details:

Conclusion:

E FIRST DRAFT Use the information in your outline to write a first draft of your essay. Remember
to use initial phrases, and to vary the words you use to show similarities and differences.

RETHINKING TRANSPORT 95
F REVISING PRACTICE The essay below is similar to the one you are writing. Follow the steps
to create a better second draft.

1. Add the sentences (a-c) in the most suitable spaces.

a. There are advantages and disadvantages to each approach.
b. While both companies specialize mainly in passenger aircraft and compete directly for
clients, they are not exactly alike.
c. If the aircraft deems a pilot's maneuver unsafe, it can override the pilot's decision.

2. Now fix the following problems (a-b) with the essay.

a. Fix a problem with a comparison word in paragraph B.
b. Fix a problem with a comparison word in paragraph C.

A The airplane manufacturing industry is worth over US$400 billion, and two
companies consistently lead the way in the sector. Boeing is an American company
that was founded in 1916, while its European counterpart Airbus was founded in
1970 to compete with Boeing_______They differ in terms of their attitudes toward
automation, and in terms of how their airplane controls are designed to reflect these
different attitudes.
B Both companies have very different attitudes toward automation. Airbus has long
believed that automation should play a key role in piloting planes. However— as
technology has progressed— Airbus's reliance on automation has increased so
much that pilots today are actually limited by their planes' operating systems_______
Whether this is good or bad is the subject of debate. Boeing believes that any final
decision should rest in the hands of the pilot, not the plane. Likewise Boeing also
exploits automation to a significant degree, it ultimately values human judgm ent
over digital calculations— however sophisticated the chips and processors doing the
math may be.
C Boeing's and Airbus's attitudes toward automation directly affect how their planes'
controls are designed. While Boeing opts for a more traditional "yoke" (a steering
wheel that can also be pulled and pushed to change altitude), Airbus prefers a
simpler sidestick controller (similar to a video game joystick)_______Boeing's more
manual controls require greater pilot engagement, while Airbus's controls are
simpler and more automated. Although, while Airbus's "fly-by-wire" system reduces
pilot workload, many pilots actually prefer Boeing's controls as they allow more
sensory feedback as the plane moves through the air.

D While these differences between Airbus and Boeing may seem striking, it is hard
to tell the two companies apart in terms of the statistics that matter most. Both
companies have similar safety records and fuel consumption rates, for example, and
they're both similarly spacious and comfortable for passengers. Most importantly,
both companies are steadfastly committed to innovation and development. As the
industry continues to change and face new challenges, this can only be good for the
healthy, ongoing competition that exists between these two firms, and that spurs
them on to greater heights.
 G REVISED D R A F T Now use the questions below to revise your essay.

□ Does your introduction provide relevant background information on the topic?

□ Does your thesis state the main points of comparison in tbe essay?
□ Do you use the block method or the point-by-point method to organize your essay?

□ Do your body paragraphs include enough details to fully explain your ideas?
□ Do you use initial phrases correctly?
□ Does your concluding paragraph include a final thought?

H E D I TING P R A C T I C E
Read the information below.Then find and correct mistakes with initial
phrases in the sentences below (1-3).

In sentences with initial phrases, remember to use:

• a comma to separate the initial phrase from the main clause.
• a prepositional, time, or verbal phrase as the initial phrase.

1. In 1975 Steve Wozniak, and Steve Jobs built the first Apple computer.
2. It was founded in 1949, Adidas is now one of the world's leading sports brands.
3. Offering innovative tech products Samsung is one of the most successful businesses
in Korea.

I F IN A L D R A F T Follow these steps to write a final draft.

1. Check your revised draft for mistakes with initial phrases.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final essay. Give feedback on each other's writing.

A Boeing cockpit An Airbus cockpit

RETHINKING TRANSPORT 97
 Review
SELF-ASSESS Consider the language and skills you learned in this unit.

1need
H o w well can you ... ? Very well Pretty well improvement
use the key vocabulary from this unit □ □ □
understand multiword phrases □ □ □
recognize and evaluate different □ □ □
viewpoints
write sentences with initial phrases □ □ □
organize a comparative essay □ □

A VOCABULARY Do you remember the meanings of these words and phrases? Look back at
the unit and review the ones you don't know.

a d v o c a te E l alongside aviation campaign c a p a c ity ^

catch on committee competitive conversion EE9 dilemma E3

disruption e lit e ^ excessive sw ap ^ urge

B V O C A B U L A R Y E X TENSION Complete these tasks with a partner.

1. Take turns making sentences using the words in the box.

profit loss shortage surplus demand supply

2. Make sentences using both the -ion and -ive forms of two words from the Word Forms box
on page 89.

C R E A D I N G SKILL
Lo o katth e Unit 1 reading passage. Find one example of opposing
viewpoints presented in the passage. Why do you think the author presents these opposing
viewpoints, and which do you find more convincing? Discuss with a partner.

D L A N G U A G E FOR WRITING Rewrite two sentences from this unit's reading passage using
initial phrases.

SELF-flSSESS Look back at the chart above. Did you assess your skills correctly?
What skills or language do you still need help with?

98 UNIT 4
 ..

'

Musicians performing in
the Bo-Kaap district of Cape
Town, South Africa

IN THIS UNIT, Y O U WILL: T H I N K A N D DISCUSS:

• Read an article about swarm behavior 1. In the photo above, the South African band Street
• Watch a video about ants cooperating Kings performs against a colorful backdrop. How
important is teamwork to a band like this? Why?
• Write a summary of an article about swarm behavior
2. What are some activities you do that involve
teamwork?
99
EXPLORE THE THEME
Look at the information on these pages
and answer the questions.
1. In what ways do the people in the
photo need to collaborate to complete
their task?
2. Why do you think collaboration was key
to the survival of early humans?
3. Have you ever used technology to
collaborate? How?

Collaboration
For early humans, collaboration w a s
a survival strategy. Today, it is a key
feature of the c o m p l e x organizational
structures o n which society is built.
Collaboration has e m p o w e r e d us
by allowing us to m a k e use of each
other's skills in order to advance ideas

4(*
a nd solve c o m p l e x problems.

,r
But w h a t drives us to collaborate?
After studying the brain activity
of people working together,
anthropologist J a m e s K. Rilling found
that the urge to cooperate m a y be
innate. H u m a n beings are a social
species, seemingly hard-wired to
c o m m u n i c a t e a n d w o r k together.

In recent decades, the w a y w e

collaborate has c h a n g e d dramatically.
T h e internet allows people to w o r k
together remotely, around the clock
a n d from any location. Crowdsourcing
allows people, businesses, a n d even
scientists to tap into global pools of
data. Thanks to technology, w e are
collaborating n o w m o r e than ever.

100 UNIT S
 j ' '\ % ».
A team attem pts to build a
human tower in the Concurs
de Castells competition in
Tarragona, Spain.
 Reading
- c

PREPA RIN G TO R EA D ,

A BUILD V O C A B U LA R Y The words in blue are used in the reading passage. Read the text 1.
below. Then write the correct form of each word next to its definition.
2.
Scientists around the world are studying insect behavior in order to create tiny robots with
the capabilities of these amazing creatures. Many insects, for example, are able to land on and
3.
take off from tiny surfaces. This could have many applications: military robots, for instance,
could enter enemy territory without being seen, while emergency robots could access areas
humans and other robots can't. 4

To better imitate insect flight, some

engineers are developing ornithopters—
small aircraft which get most of their lift
from flapping wings. This technology
offers several advantages: ornithopters
can move in ways regular drones can't,
plus they more realistically mimic birds
and insects— a feature that could be
useful to both the military and wildlife
researchers.

Engineers are also exploring ways for their flying robots to master synchronized flight. This
would allow the robots to operate in swarms, the way locusts and other insects do. While the
applications for this aren't as obvious, it is hypothesized that in some situations, many small
robots working together could collectively do much more than one large but solitary robot.

The complexity of insect and swarm behavior is not to be underestimated— it is the result
of thousands of years of evolution— but if we can master it, the benefits would no doubt be
im m ense.

1. (v^ to ro p y or m im ir

2. (n) a skill or quality

3. (n) ? large group of small anim als (usually insprts)

4 . (n) how ro m p lirate d som pthing is

S. (adv) in ? w ay that is bplipvahlp

6. (adj) singlp; lonp

7. (adj) happening at the sam e tim e in a w ell-orchestrated w ay

102 UNIT 5
B B U IL D V O C A B U L A R Y Complete the sentences below with the correct form of the words
in blue. Use a dictionary to help you.

accomplish (v) anonymous (adj) coordinate (v) detect (v)

phenomenon (n) shrewd (adj) simulation (n) uncertainty (n)

1. We might both end up doing the same tasks if we d o n 't___________________________ our efforts.

2. In order to determine whether or not the robots would be able to handle a real emergency,
the engineers first ran them through a series o f____________________________

3. They could h ave___________________________ their goal if they had worked more closely
together as a team.

4. The researchers would not have noticed the gas leak if the sensors in the laboratory hadn't
it.

5. You have to be careful when doing business with her. She's a really___________________________
negotiator.

6. They're guilty of groupthink, a (n )___________________________ that occurs when members of

a group simply agree with each other without critically assessing their decisions or other
alternatives.

7. Even though she donated the most money to the cause, she chose to remain

8. It was hard to make a sound decision at the time. There was a lot o f---------------------------
surrounding the issue.

C U SE V O C A B U L A R Y Discuss these questions with a partner.

1. Think of a team you're on. What are the strengths and capabilities of its various members?
Do you feel the team is well balanced?
2. What are some of the complexities of working with others in teams?
3. What are some tasks that you could not have accomplished without the help of a team?
Why couldn't you do the tasks alone?
4. What happens when you fail to coordinate with others properly on a project?

D P R E D iC T You are going to read about swarm behavior. Look at the photos and captions in Critical Thinking
the reading passage. Then read the first and last paragraphs (A and V). Discuss the questions
below with a partner.

1. What animals might the passage discuss?

2. What aspects of their behavior might the passage discuss?
3. What human activities or inventions might the passage discuss?
4. What do you think is the main purpose of the article?

Check your answers as you read the passage.

WORKING TOGETHER 103

By Peter Miller
The study of swarms is providing insights that can help
humans manage complex systems.

a ([U How do the simple actions of boids. The result, when set in motion
individuals add up to the complex on a computer screen, was a convincing
behavior of a group? How do hundreds simulation of flocking,1 including lifelike
of honeybees make a critical decision and unpredictable movements.
about their hive if many of them disagree? e At the time, Reynolds was looking
What enables a school of herring to for ways to depict animals realistically in
coordinate its movements so precisely it TV shows and movies. (Batman Returns
can change direction in a flash— like a in 1992 was the first movie to use his
single, silvery organism? The answer has approach, portraying a swarm of bats and
to do with a remarkable phenomenon I an army of penguins.) He later went on to
call the smart swarm. work at Sony, doing research for games,
b A smart swarm is a group of individuals such as for an algorithm2 that simulated
who respond to one another and to their in real time as many as 15,000 interacting
environment in ways that give them the birds, fish, or people.
power, as a group, to cope with uncertainty, f By demonstrating the power of self-
complexity, and change. Take birds, for organizing models to mimic swarm
example. There's a small park near the behavior, Reynolds was also blazing the
White House in Washington, D.C., where trail for robotics engineers. A team of
I like to watch flocks of pigeons swirl over robots that could coordinate its actions
the traffic and trees. Sooner or later, the like a flock of birds could offer significant
birds come to rest on ledges of buildings advantages over a solitary robot. Spread
surrounding the park. Then something out over a large area, a group could
disrupts them, and they’re off again in function as a powerful mobile sensor
synchronized flight. net, gathering information about what’s
c The birds don’t have a leader. No out there. If the group encountered
pigeon is telling the others what to do. something unexpected, it could adjust and
Instead, they’re each paying close attention respond quickly, even if the robots in the
to the pigeons next to them, each bird group weren’t very sophisticated— just
following simple rules as they wheel across as ants are able to come up with various
the sky. These rules add up to a kind of options by trial and error. If one member
swarm intelligence— one that has to do of the group were to break down,
with precisely coordinating movement. others could take its place. And, most
d Craig Reynolds, a computer graphics important, control of the group could be
researcher, was curious about what these decentralized, not dependent on a leader.
rules might be. So, in 1986, he created a g “In biology, if you look at groups
deceptively simple steering program called with large numbers, there are very few
boids. In this simulation, generic birdlike examples where you have a central
objects, or boids, were each given three agent,” says Vijay Kumar, a professor of
instructions: (1) avoid crowding nearby mechanical engineering at the University
boids, (2) fly in the average direction of of Pennsylvania. “Everything is very
nearby boids, and (3) stay close to nearby distributed: They don’t all talk to each

1When animals (usually birds) flock, they congregate and do things as a large group.
2An algorithm is a mathematical or logical rule which determines how a program or process operates.
WORKING TO GETHER 105
 other. They act on local information. And objects, and “eyebots” to fly around,
they’re all anonymous. I don’t care who providing information to the other
moves the chair, as long as somebody units.
moves the chair. To go from one robot J The military is eager to acquire
to multiple robots, you need all three of similar capabilities. In one experiment,
those ideas.” researchers released a swarm of 66 pint-
h In the future, Kumar hopes to put a size robots into an empty office building
networked team of robotic vehicles in at Fort A. P. Hill, a training center near
the field. One purpose might be as first Fredericksburg, Virginia. The mission:
responders. “Let’s say there’s a 911 call,” Find targets hidden in the building.
he says. “The fire alarm goes off. You k Zipping down the main hallway,
don’t want humans to respond. You want the 30-centimeter-long (one foot) red
machines to respond, to tell you what’s robots pivoted this way and that on
happening. Before you send firemen into their three wheels, resembling a group of
a burning building, why not send in a large insects. Eight sonars3 on each unit
group of robots?” helped them avoid collisions with walls
i Taking this idea one step further, and other robots. As they spread out,
computer scientist M arco Dorigo’s entering one room after another, each
group in Brussels is leading a European robot searched for objects of interest
effort to create a “swarmanoid,” a with a small camera. When one robot
group of cooperating robots with encountered another, it used wireless
complementary abilities: “foot-bots” to network gear to exchange information.
transport things on the ground, “hand- (“Hey, I’ve already explored that part of
bots” to climb walls and manipulate the building. Look somewhere else.”)

3Sonar is equipment that can detect the position of objects using sound waves.

106 UNIT 5
 rr

r+ /Sfr .

-r Am b.

A huge herd of wildebeest surge across

the flooded Mara River in Serengeti
National Park, Tanzania.

l In the back of one room, a robot time, this was the largest swarm of robots
spotted something suspicious: a pink ever tested.
ball in an open closet (the swarm had “When we started Centibots, we
been trained to look for anything pink). were all thinking, this is a crazy idea, it’s
The robot froze, sending an image to its impossible to do,” says Regis Vincent, a
human supervisor. Soon, several more researcher at SRI International in Menlo
robots arrived to form a perimeter around Park, California. “Now we’re looking
the pink intruder. Within half an hour, the to see if we can do it with a thousand
mission had been accomplished— all six robots.”
of the hidden objects had been found. The
In nature, of course, animals travel
research team conducting the experiment
in even larger numbers. That’s because,
declared the run a success. Then they
as members of a big group, whether
started a new test.
it’s a flock, school, or herd, individuals
m The demonstration was part of the increase their chances of detecting
Centibots project, an investigation to see predators, finding food, locating a mate,
if as many as a hundred robots could or following a migration route. For these
collaborate on a mission. If they could, animals, coordinating their movements
teams of robots might someday be sent with one another can be a matter of life
into a hostile village to flush out terrorists or death.
or locate prisoners; into an earthquake-
“It’s much harder for a predator to
damaged building to find victims;
avoid being spotted by a thousand fish
onto chemical-spill sites to examine
than it is to avoid being spotted by one,”
hazardous waste; or along borders to
says Daniel Grunbaum, a biologist at the
watch for intruders. Military agencies
University of Washington. “News that a
such as DARPA (Defense Advanced
predator is approaching spreads quickly
Research Projects Agency) have funded
through a school because fish sense
a number of robotics programs using
from their neighbors that something's
collaborative flocks of helicopters and
going on.”
fixed-wing aircraft, schools of torpedo-
When a predator strikes a school of
shaped underwater gliders, and herds of
fish, the group is capable of scattering in
unmanned ground vehicles. But, at the

WORKING TO GETHER 107

 patterns that make it almost impossible more votes are listed higher in the search
to track any individual. It might explode results. In this way, Google says, it “uses
in a flash, create a kind of moving bubble the collective intelligence of the Web to
around the predator, or fracture into determine a page’s importance.”
multiple blobs,4 before coming back u Wikipedia, a free collaborative
together and swimming away. encyclopedia, has also proved to be a
R That’s the wonderful appeal of swarm big success, with millions of articles
intelligence. Whether we’re talking in more than 200 languages about
about ants, bees, pigeons, or caribou, the everything under the sun, each of which
ingredients of smart group behavior— can be contributed by anyone or edited
decentralized control, response to local by anyone. “It’s now possible for huge
cues, simple rules of thumb— add up to a numbers of people to think together in
shrewd strategy to cope with complexity. ways we never imagined a few decades
s “We don’t even know yet what else we ago,” says Thomas Malone of MIT’s
can do with this,” says Eric Bonabeau, a Center for Collective Intelligence. “No
complexity theorist and the chief scientist single person knows everything that’s
at Icosystem Corporation in Cambridge, needed to deal with problems we face as
Massachusetts. “We’re not used to solving a society, such as health care or climate
decentralized problems in a decentralized change, but collectively we know far
way. We can’t control an emergent more than we’ve been able to tap so far.”
phenomenon like traffic by putting stop v Such thoughts underline an important
signs and lights everywhere. But the idea truth about collective intelligence:
of shaping traffic as a self-organizing crowds tend to be wise only if individual
system, that’s very exciting.” members act responsibly and make their
t The internet is already using a form own decisions. A group won’t be smart if
of swarm intelligence. Consider the way its members imitate one another, slavishly
Google uses group smarts to find what follow fads, or wait for someone to tell
you're looking for. When you type in a them what to do. When a group is being
search query, Google surveys billions of intelligent, whether it’s made up of ants
Web pages on its index servers5 to identify or attorneys, it relies on its members to
the most relevant ones. One of the ways it do their own part. For those of us who
ranks the search results is by the number sometimes wonder if it’s really worth
of pages that link to them, counting recycling that extra bottle to lighten
links as votes (the most popular sites get our impact on the planet, the bottom line
weighted6 votes since they’re more likely is that our actions matter, even if we don’t
to be reliable). The pages that receive see how.

Adapted from “Swarm Theory,” by Peter Miller: National Geographic Magazine, July 2 0 0 7

Peter Miller has worked as a reporter for Life magazine and as a senior editor at National Geographic.
He is the author of the best-selling book The Smart Swarm: How to Work Efftcientiy, Communicate
Effectively, and Make Better Decisions Using the Secrets ofFlocks, Schools, and Colonies.

4A blob is an indistinct or shapeless form or object.

5A server is a program or device that does a task for other computers on a network,
such as store information or run a program.
6If something is weighted, it is given more value because it is seen as more important.

108 UNIT5
U N D ERSTA N D IN G TH E R EA D IN G

A U N D ER S T A N D M AIN ID E A S Note answers to the questions below. Write the paragraph(s)

that contain the answers (A-V).

1. What is a "smart swarm"? Explain it in your own words.

Paragraph(s)

2. What are the three key aspects of swarm intelligence?

Paragraph(s)

3. How does being part of a large group help animals?

_______________________________________________________________________________ Paragraph(s)____

4. How do search engines and online encyclopedias make use of collective intelligence?

Paragraph(s)

B U N D E R S T A N D P U R P O S E Match the paragraphs to their purpose.

1. Paragraph B a. show(s) how we already use swarm intelligence

2. Paragraph G b. describe(s) potential uses of smart swarm robots

3. Paragraphs H-N c. explain(s) why individual behavior matters

4. Paragraphs O-Q d. explain(s) why animals move in swarms

5. ParagraphsT-U e. list(s) three key features of smart swarms

6. Paragraph V f. give(s) a general definition of a smart swarm

C IN F E R M EA N IN G Find and underline the following phrases in the reading passage. Use ! CriticalThinking
the context to identify their meanings. Then write the correct form of each phrase next to
its definition.

Review
add up to (paragraph A) set in motion (paragraph D) blazing the trail (paragraph F)
this Critical
trial and error (paragraph F) flush out (paragraph M) the bottom line (paragraph V) Thinking
Skill in
1. __________________________________________ to force a person or animal out of hiding Unit 4

2. __________________________________________ the essential idea

3. to initiate something

4. to equal, or result in

5. to be the first to do something

6. trying different methods until something works

WORKING TOGETHER 109
 Reviewthis D U SE A C O N C EP T M AP Read paragraphs G-N of the reading passage again. Then complete
ReadingSkill
the concept map using words from the passage.
in Unit 3

Swarm members act

3

Swarm members don't Swarm members are

Have no 1________

SWARMS

Swarm tech applications

Could serve as
5______________________________ Swarmanoid tech:
The 7_____________________
groups of robots with
--------------------- - /
6 is eager to acquire such
forexam ple, to help capabilities.
firefighters do jobs that _________________________
are dangerous.

Possible future applications: Centibots project: a test to see if

9 8

110 UNIT 5
CRITICAL THINKING Evaluating Sources

Writers often quote experts to support their main ideas. It is important to evaluate the source of
each quote. When you read a quote, ask yourself: What are the credentials of the person being
quoted? What is their background or affiliation? How is their experience or expertise relevant to
the topic?Then ask yourself how the quotes support the writer's main ideas.

E EVALUATE SOURCES Find quotes by the following people in the reading passage. Write Critical Thinking
down their credentials, and summarize the claim they make briefly in a sentence.
1. Vijay Kumar (paragraph G)

Credentials:________________________________________________________________________________________

C laim :_______________________________________________________________________________________________

2. Daniel Grunbaum (paragraph P)

Credentiais:________________________________________________________________________________________

C laim :_______________________________________________________________________________________________

3. Thomas Malone (paragraph U)

Credentials:________________________________________________________________________________________

C laim :_______________________________________________________________________________________________

F EVALUATE SOURCES Look at your information in Exercise E. Discuss the questions below | Critical Thinking
with a partner.

1. How well do the people's credentials match what they are being quoted on?
2. What main ideas do the quotes support? Match the quotes (1 -3) with the ideas (a-c).
a. ______Swarm behavior is a survival strategy.
b. ______Swarm intelligence has online applications.
c. ______Decentralization is a key aspect of swarm intelligence.

G ANALYZE AND APPLY Note answers to the questions below. Then discuss with a partner. j Critical Thinking

1. In what ways do humans exhibit swarm behavior in day-to-day life?

2. When is it a bad idea for humans to adopt swarm-like behavior?

WORKING GETHER 111

 D EV E LO P IN G R EA D IN G S K ILLS

READING SKILL Understanding Compiex Sentences

It is important for overall reading comprehension to be able to understand complex sentences.
One way to do this is to break down complex sentences into smaller parts. Follow these steps:
1. Identify the main clause and any dependent clauses in the sentence.
main clause A team o fro b o ts ...
dependent clause th a t c o u ld coo rd in a te its a ctio n s iike a flock o fb ird s ...
main clause co u ld offer significant ad va n ta g es over a solitary robot.

2. Identify the subject, verb, and object in the main clause.

subject A team o fro b o ts ...

verb c o u ld offer ...

object significant a d va n ta g es o ver a solitary robot.

3. Look back at the dependent clause for any extra information to help you understand the full
sentence.

A UNDERSTAND COMPLEX SENTENCES Use the steps above to break down the following
complex sentences. Then answer the questions.

1. A team of robots that could coordinate its actions like a flock of birds could offer significant
advantages over a solitary robot.
a. How could the team of robots coordinate its actions?_______________________________________

b. What could the team of robots offer?__________________________________________________________

2. There's a small park near the White House in Washington, D.C., where I like to watch flocks
of pigeons swirl over the traffic and trees.
a. What is near the White H ouse?_________________________________________________________________

b. What does the writer like to do th ere ?_________________________________________________________

3. He later went on to work at Sony, doing research for games, such as for an algorithm that
simulated in real time as many as 15,000 interacting birds, fish, or people.
a. What did he do at Sony?__ ______________________________________________________________________

b. What did the algorithm d o ?_____________________________________________________________________

4. Whether we're talking about ants, bees, pigeons, or caribou, the ingredients of smart group
behavior— decentralized control, response to local cues, simple rules of thum b— add up to
a shrewd strategy to cope with complexity.
a. What are the ingredients of smart group behavior?__________________________________________

b. What is the purpose of smart group behavior?

UNDERSTAND COMPLEX SENTENCES Scan paragraphs K, M, U, and V of the reading passage

to find examples of complex sentences. Underline the subjects and circle the main verbs.

112 UNIT 5
V O C A B U LA R Y EX TEN SIO N

WORDLINK co-, com-, col-

The prefixes co-, com -, and col- usualiy mean with or together. For example, co o p era te means to
w ork (or operate) together.

A Match the words in bold (1 -5) with the correct definitions (a-e).

1. ______I was wearing the exact same T-shirt as another guy at the party. What a coincidence!

2. ______To make pancakes, combine eggs, flour, milk, and butter.Then heatthe mixture in a pan.

3. ______Politicians and business leaders should coordinate to improve conditions for workers.

4. ______There was heavy traffic yesterday following a collision between two vehicles.

5. ______The best meals have flavors, textures, and colors that complement each other.

a. to puttog etherto m akea whole

b. to g o w e llto g e th e r
c. to organize and work together in a systematic way
d. a situation where two connected events occur at the same time by chance
e. a situation in which two or more objects crash into each other

WORD FORMS -ate and -ion

Many verbs ending in -ate can be made into nouns by deleting the -e and adding the suffix -ion.
The suffix -ion means an act or process.
Here are some examples:
activate — activation collaborate — collaboration
evaluate — evaluation m a nip u late — m anipulation
im itate — im itation co o rd in a te — coord ina tion
co m m u n ica te — co m m u n ica tio n sim ulate — sim ulation

B Complete each sentence with a noun from the box above.

1. The researchers conducted a (n )_____________________ of the robots' performance.

2. Playing the drums requires g o o d _____________________ of your hands and feet.

3. Many people are tired of his mind games a n d ______________________

4. This video game is basically a (n )_____________________ of a military operation— it's very

realistic!

5. You'll have to wait three more days for th e _____________________ of your new credit card.

6. That's not an actual Van Gogh painting— it's just a (n )______________________

WORKING TOGETHER 113

 Ants are known for their strength, their industrious nature, and also their ability to operate
seamlessly as a unit. Dr. Nigel Franks is interested to know how they do this. To find out, he
conducts an experiment, mapping the behavior of individual ants within a nest.

Critical Thinking A PREVIEW What types of group behavior have you seen ants display? Discuss with a partner.

B MAIN IDEAS Q Watch the video. Choose the correct option to complete each sentence.
1. The purpose of the experiment is to find out how a n ts______
a. learn from each other b. make decisions

2. In the experiment, the ants need t o ______a new nest.

a. locate b. build

C DETAILS Q Watch the video again. Note answers to the question below.

1. Why were microchips attached to the ants?

2. How do ants communicate their findings to each other?

3. What does Dr. Franks say tandem running is a unique example of?

Critical Thinking D COMPARE Imagine a large group of people have to decide where to go for an event. How
would their decision-making process compare with the ants' process? Discuss with a partner.

114 UNIT 5
 Writing
EX PLO R IN G W RITTEN EN G LISH

LANGUAGE FOR WRITING Avoiding Plagiarism (I)— Paraphrasing

When writing a summary, it is important to paraphrase sentences from the original text. You can
do this by replacing words with synonyms and changing sentence structures.
Synonyms:
Where possible, use synonyms for words that are in the original text.
group organize its behavior
A team o fro b o ts th a t cou td co o rd in a te its-a ctio n s like a ftock o fb ird s

function better than single

cou td offer significant a d va n ta g es over a sotitary robot.

It's important to make sure the synonym you choose matches the context of your sentence. For
example, squ a d and bunch are both synonyms for team, but group works better in the context above.
Sentence structure and parts of speech:
In addition to using synonyms, you should also change sentence structures and use different
parts of speech. For example, the sentence above could be restructured accordingly: See the
Grammar
A single ro b o t m ig h t n o t fun ction as well as a g ro u p o fro b o ts ca p a b le o fo rg a n iz in g its b eh a vio r
Reference
like a flo c k o fb ir d s .
on page 250

A APPLY Choose the best synonym for each underlined word.

1. If any of the robots were to break down. others would take their place and the mission
would continue uninterrupted.
a. explain b. stopworking c. destroy
2. When faced with an unfamiliar object, the robots would freeze and send an image to a
human operator.
a. stop b. suspend c. solidify
3. The military robots scanned the room for objects of interest using small cameras.
a. curiosity b. appeal c. note

B APPLY Find synonyms for other words or phrases in the sentences in Exercise A. Then rewrite
each sentence, changing the sentence structure and using different parts of speech.

1. __________________________________________________________________________________________

2.

3.

WORKING TOGETHER 115

 C REFLECT Look back at the reading passage. Find three sentences with ideas you think are
especially interesting. Then paraphrase each sentence. Use synonyms and different parts of
speech, and change the sentence structure.

1. ________________________________________________________________ 1_______________________________________________________________________

2.

3.

WRITING SKILL Writing a Summary

Summary writing can be very useful. It can improve your own understanding of an article,
demonstrate your understanding to someone else, or provide you with a condensed version of
an article. Summaries are also useful for relaying the gist of a long message to someone quickly.
When writing a summary, report— in your own words— only the most important information
from a passage in the same order that it is originally given. A summary should be shorter than
the original passage, and should not include any of your own opinions.
Follow these steps to summarize successfully.
1. Read the passage once. Underline the important information in the passage.
2. Without looking at the passage, write down the main ideas to include in your summary.
Add any important details that you can remember.
3. Compare your notes against the passage to check your understanding. Correct any incorrect
notes and add any important details that are missing.
4. Prepare an introductory statement. Remember that the introductory statement in a
summary is not the same as the thesis statement in an essay. It is more like a restatement of
the original author's main idea.
5. Compare your summary with the original passage. Make sure it expresses the same meaning
as the original but uses synonyms and different sentence structures.

D Read the two summaries of paragraph B of The SmartSworm. Then read the statements in
the chart on the next page. For each statement, rate each summary on a scale of 1 (poor) to
10 (excellent). Then decide which summary you think is better and discuss with a partner.
A According to Peter Miller, smart swarms are groups of individuals that react to their
surroundings and each other, and work together in order to make collective decisions.
Fle explains that a group of birds is one example of a smart swarm. They fly to a location
in a group, then fly away again in a coordinated manner.
B According to Peter Miller, a smart swarm is a group of individuals who respond to one
another and to their environment in ways that give them the power, as a group, to cope
with uncertainty, complexity, and change. He gives birds as an example of this. He watches
flocks of pigeons in a park in Washington, D.C., and notices the way that they move
together as a group. They fly over cars and trees together and land at the same time on
the ledges of buildings around the park. Then something disturbs them, and they take off
again in a synchronized manner.

116 UNIT 5
 A B

1. The summary expresses the same meaning as the original.

2. The summary includes only important information.

3. The summary replaces words in the original with synonyms.

4. The summary uses different sentence structures from the original.

5. The summary is shorter than the original.

E Write a summary of the passage about insect-like robots on page 102. Keep your summary
under 100 words.

F V O C A B U LA R Y FOR W RITING The words in the box can be used to introduce an author's
ideas when writing a summary. Read the sentences below. Then choose the correct word to
complete each sentence. Use a dictionary to help you.

Thetopic Facts Opinions Requests Questions

analyzes reports argues urges asks
explores provides claims callsfor questions
examines explains believes suggests wonders
discusses states disputes recommends speculates

1. The writer suggests / urges his readers to take immediate action.

2. Kolbert discusses / calls for the causes of deforestation in great depth.
3. The author argues / disputes some of the ideas put forward by other historians.
4. She questions / recommends whether their actions have made any difference.
5. The writer daims / provides ample evidence to support her views on the topic.

WORKING TOGETHER 117

 W RITIN G TA SK

GO AL You are going to write a summary on the following topic:

Writea summary of The Sm artSw arm .

A ID EN TIFY MAIN ID EA S Skim the reading passage on pages 104-108. Underline the
information you think is most important.

B O RG A N IZE ID EA S Look at the questions below. Without looking back at the reading
passage, write notes in the chart. Then compare your notes with the information you
underlined in Exercise A. Make any necessary corrections.

What is a smart swarm? How could

humans make use of swarm intelligence?

How does swarm intelligence help

animals?

How do humans already use swarm

intelligence?

What do individuals in human swarms

have to do?

C W RITE AN IN TRO D U CTO RY STATEM ENT Look at the four questions in the chart above
that help outline The SmartSwarm. Write an introductory statement that sums up the overall
main idea of the passage.

D W RITE A CO N CLU SIO N Paraphrase Peter Miller's ideas for what he believes individuals in
human swarms need to do.

118 UNIT 5
E PLAN Use your information in Exercises A-D to complete an outline for your summary.

O U T L IN E

Introductory statement:

Body paragraph 1: What is a smart swarm?

Topic sentence:________________________________

Details:

Body paragraph 2: How does swarm intelligence help animals?

Topic sentence:________________________________________________________

Details:

Body paragraph 3: How do humans already use swarm intelligence?

Topic sentence:______________________________________________________________

Details:

Notes for conclusion:

F FIRST DRAFT Use the information in your outline to write a first draft of your summary.
Remember to paraphrase the information in the original passage. Use synonyms, change
sentence structures, and use different parts of speech as much as possible. In addition, use
different words to introduce the author's ideas.

WORKING TOGETHER 119

 G R E V I S I N G P R A C T I C E The draft below is a summary that you can use as a model. It
summarizes the reading passage "The Robot Revolution Has Arrived" from Unit 1. Follow the
steps to create a better second draft.

1. Add the sentences (a-c) in the most suitable spaces.

a. It is therefore vital that humans adapt and learn to accept having robots everywhere
around us.
b. However, with the aid of sensors and cameras, the robot was able to perform the task
autonomously.
c. They will instead simply take away tasks that are repetitive, freeing humans to do work
that is more challenging and creative.

2. Now fix the following problems (a-c) with the summary.

a. Paraphrase the underlined sentence in paragraph B.
b. Paraphrase the underlined sentence in paragraph C.
c. Paraphrase the underlined words in paragraph D.

A The reading passage "The Robot Revolution Has Arrived" describes how robots are
becoming a common feature in many workplaces.
B The author starts by describing an excavator that was being operated by a robot
to dig a large hole that would become the foundation for a wind turbine— a job
usually done by hum ans_______The robot operating the excavator was small, adept,
and mobile— very different from the large "mute and brute" robots usually used for
repetitive, assembly-line work, which are often kept away from people for safety
reasons. Once rare, devices like this— desianed to work with people who have
never met a robot— are moving steadilv into dailv life.
C This larger trend has been powered mainly by recent technological advances.
Mechanical parts, for example, have gotten lighter, cheaper, and stronger.
Devices are able to pack more computing power into smaller spaces. And better
diaital communications let them store robot "brains" in a computer elsewhere—
or connect the minds of hundreds of robots, lettina them share a collective
intelliaence. like bees in a beehive. As a result of these advances, robots have
become common in many places of work such as supermarkets, farms, warehouses,
and hospitals.

D The increased presence of robots in places of work raises some concerns. Many
managers today prefer robots to human employees because they don't need paid
vacations or medical insurance. As a result, many workers are concerned about
their jobs. However, some managers feel that robots will not replace humans_______
According to robotics experts, humans are still much better than robots at walking,
performing delicate tasks, and handling a wide range of unexpected jobs, and this
is not expected to change for a long time.
E According to the article, there is no doubt that machines and robots will become a
significant part of our daily lives_______

120 UNIT 5
H REVISED D R A F T Now use the questions below to revise your summary.

□ Does your summary begin with an introductory statement?

□ Do you include only important details?

□ Does information appear in the same order as the original passage?

□ Do you use synonyms to replace words from the original passage?

□ Do you use different sentence structures and parts of speech?

□ Does your summary restate the author's original conclusion?

I E D I TING P R A C T I C E Read the information below. Then find and correct one mistake with
the underlined synonyms in each of the paraphrased sentences below.

When you use synonym s, rem em ber to make sure your synonym :
• has the same meaning as the original word.
• fits the context of the sentence.

1. Original: What enables a school of herring to coordinate its movements so preciselv

it can change direction in a flash?

Paraphrased: What supports a aroup of herring to coordinate its movements so

accuratelv it can change direction in a flash?

2. Original: Zipping down the main hallway, the 30-centimeter-long red robots pivoted
this way and that on their three wheels, resemblina a group of large insects.

Paraphrased: Speedina down the main hallway, the 30-centimeter-long red robots
turned this way and that on their three wheels, approaching a group of
large insects.

3. Original: When a predator strikes a school offish, the group is capable of scatterina
in patterns that make it almost impossible to track any individual.

Paraphrased: When a predator attacks a school of fish, the group is capable of throwina
in patterns that make it almost impossible to follow any individual.

J FINAL D R A F T Follow these steps to write a final draft.

1. Check your revised draft for mistakes with paraphrasing.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final summary. Give feedback on each other's writing.

WORKING TOGETHER 121

 Review
SELF-ASSESS Consider the language and skills you learned in this unit.

I need
H o w well can you ... ? Very well Pretty well improvement
use the key vocabulary from this unit □ □ □
evaluate sources □ □ □
understand complex sentences □ □ □
avoid plagiarism by paraphrasing □ □ □
write a summary □ □ □

VOCABULARY Do you remember the meanings of these words? Look back at the unit and
review the ones you don't know.

accomplish anonymous capability E3 complexity E 3 coordinateESl

detect E a imitate phenomenon E3 realistically shrewd
simulation E 3 solitary swarm synchronized uncertainty

V O C A B U L A R Y EXTENSION Complete these tasks with a partner.

1. T h in ko f words with co-, col-, orcom-. Take turns making sentences with them.
2. Make sentences using the -ion form of these words. Take turns.

collaborate evaluate manipulate simulate

C R E A O I N G SKILL Work with a partner. Circle the subject of the main clause in each sentence
below. Underline the verb of the main clause and the object if there is one.

1. When you type in a search query, Google surveys billions of Web pages on its index servers
to identify the most relevant ones.
2. To better imitate insect flight, some engineers are developing ornithopters— small aircraft
which get most of their lift from flapping wings.

L A N G U A G E FOR WRITING Work with a partner. Paraphrase the sentence.

By demonstrating the power of self-organizing models to mimic swarm behavior, Reynolds

was also blazing the trail for robotics engineers.

SELF-ASSESS Look back at the chart above. Did you assess your skills correctly?
What skills or language do you still need help with?

122 UNIT 5
N THIS UNIT, Y O U WILL: T H I N K A N D DISC U S S :
• Read an article about words around the world 1. In the photo above, Boubacar Sadeck— one of Mali's last
■Watch a video about the discovery of a new language copyists— reproduces an old document using traditional
techniques. Why do you think he does this?
• Write about how best to pick up a new language
2. What are some things that language could reveal about
a culture?
123
EXPLORE THE THEME
Look at the information on these
pages and answer the questions.
1. Which of the six words best describes
the photograph?
2. Do you think you've experienced any
of the feelings described by the six
words? Give examples.
3. Do you know any other non-English
words that can't be quickly or easily
translated to English?

Our Words
Are Our Reality
H o w d o w e m a k e sense of the world,
a nd everything within it? Without
words, this w o u l d be impossible.

However, w o r d s can also be a

constraint. Take English, a language
of European heritage that has
bee n shaped largely by the culture,
Words with No
practices, a n d needs of that region.
C a n its wo r d s really express all the English Equivalent
thoughts, feelings, a n d realities of
W hile w ords and phrases like these
people around the world? can be defined in English, there
aren't any convenient words
English has b e c o m e m u c h m o r e of a
or phrases that mean the
global language in recent years, but— sam eth in g .
like any other language— it is only
o n e small w i n d o w through which w e
can interpret the world. There will Gigil Resfeber
(Tagalog) (Swedish)
always be thoughts a n d ideas for
A strong desire to squeeze The mixture of anxiety
which its words are inadequate.
or pinch something that's and excitement one gets
extremely cute. before a long journey.

124 UNIT 6
Ya'aburnee A spaldiko Yoko m eshi Saud ad e
(Arabic) (Basque) (Japanese) (Portuguese)
An expression of hope Joy that stem sfrom Stress triggered by A sad, hopeless longing
that someone you care meeting a long-lost having to speak a for something that is
about will outlive you. friend. foreign language. impossible to obtain.
 Reading
PREPA RIN G TO READ

A BUILD VOCABULARY The words in blue are used in the reading passage. Read the text
below. Then write the correct form of each word next to its definition.

While it would be easy to assume that most languages have a lot in common, the rules are
a lot more different than we might assume. By applying a little bit of scrutiny to the English
language, for example, we can identify many features that aren't the same in other languages.

The use of tense is an obvious example. English uses different verb forms to indicate when
something happened, happens, or will happen. However, not ajl languages have those verb
forms. In fact, many use just one verb form with different time expressions— such as yesterday,
today, or next week— to provide context.

And what about pronouns? English uses gendered

pronouns when referring to people in the third
person. Again, this is a distinction that doesn't
always exist in languages. In some languages, just
one word is used for both he and she, or her and
him. Other languages have pronouns that don't
even have English equivalents. Such languages
could, for example, have two forms of we: one
that refers to me, my friends, and the person l'm A In Maori, taua means you andI, tatou
speaking to; and another that includes me and my means all ofus, and matou means / and
them, butnotyou.
friends, but notthe person being addressed.To
speakers of these languages, the English version ofw e could be seen as a limitation.

Peer into the inner workings of any two random languages and you'll inevitably find many
other differences like these— differences that could affect the way people string together
thoughts and conceive new ideas. A new language is therefore not just a collection of new
words: it's a new paradigm for interpreting life in general.

1. (v) to look at something closely

?. (adji nnt planned; left tn rhanre

T (nl a shnrtrnming, nr a wpaknp^

4. fni an equal, nr a rnunterpart

S. (vi tn imagine nr think nf snmething

fi. (ni rlnse inspertinn

7. (n) a model or an example one uses to understand a concept

126 U IT 6
B BUILD VOCABULARY Complete the sentences below with the correct form of the words in
blue. Use a dictionary to help you.

abstract (adj) coherent (adj) dread (n) „ glimpse (n)

horizon (n) hospitality (n) stereotype (n) texture (n)

1. Traveling can helpyou learn new things and expand yo u r-----------------------

2. The thought of speaking to people in a new language fills many language learners with

3. His movie explores several themes that a re ---------------------- and difficult to define.

4. Her use of different languages and dialects in the script gave it a rich -----------------------

5. You don't have to use impressive words in your presentation. You just have to be

6. Documentaries can only give you a(n)_____________________ of what life is like in other countries.

7. I was grateful for th e _____________________ they showed me when I visited them last year.

8. They think teenagers are all lazy and irresponsible, but that's just a b ad -----------------------

C USE VOCABULARY Discuss these questions with a partner.

1. What are some stereotypes that exist about people from your country?
2. How do you show hospitality to others in your culture?
3. Do you think that learning a new language expands your horizons? If so, how?

D SCAN The reading passage expands on the topic of words with no English equivalent. Search
the reading passage for non-English words and write them down in the chart below. Then,
search for their meanings and write them in the chart, too.

W o r d s with no English equivalent English translation

E SYNTHESIZE Look at your answers to question 3 on page 124. Add the words you thought of CriticalThinking
and their meanings to the chart above.

WHY LA N G U A G E MATTER S 127

Is Joy the Same in
Every Language?
byJen Rose Smith

The Arabic term tarab can be used to

describe the intense emotions felt by
this dervish dancer in Dubai, U.A.E.

128 UNIT 6
"The lexico n 1 of a foreign lan g u ag e is like a m ap of a
co u n try you've never been to/'says p sy ch o lo g istT im
Lom as, a lecturer at th e U niversity of East London.

a m While travelers tend to think that seeing the world is central to

understanding it, some language experts shift the paradigm: to them, it is
actually words that shape our perspectives on the world. Studying words
therefore offers a window into the human experience.
b To these researchers, dictionaries are like maps. They help define the
topography2 and textures of our world, and they can lead the way to
discoveries. Next to traveling, learning new words— or an entire language—
may be the most mind-expanding journey of all.
c As a word collector, Tim Lomas makes an excellent tour guide. He studies
the words we use for our emotions, dreams, and desires— words that vary
widely across the world's 7,117 spoken languages. His research constitutes a
global glossary of feelings.

A WORLD OF EMOTIONS

d Languages from Aleut to Zulu contain unique terms for our internal lives,
and Lomas has gathered thousands of them into an interactive lexicography.
The searchable index of words is sorted by language and theme, and drawn
from every part of the globe.
e His collection, featuring categories such as “revelry”3 and “longing,” brims
with treasures: Roll your tongue around the German word zielschmerz, for
example, to imagine the thrilling dread of finally chasing a long-held dream. Or
crank up your stereo and channel the Arabic tarab, a state of enchantment4 or
ecstasy that only music can induce.
f Some such words are a journey in themselves. The Wolof term teraanga is
a spirit of hospitality, generosity, and sharing that permeates life in Senegal,
where travelers enjoy a warm welcome traditionally extended to guests.
g And Lomas’s own lexicon is inspired, in part, by travel. More than two
decades ago, a teenaged Lomas spent six months roaming around China— a trip
that introduced him to far-ranging cultures and belief systems. “China had such
detailed theories about the mind, well-being, and emotional states,” he says. “I
could definitely appreciate that lots of this fell outside my conceptual horizon.”
h “There are real l i m i t a t i o n s if we only view our emotional lives through
the prism of English,” he says. It’s a belief that he brings to his psychological
research. If you want to understand the human mind, Lomas suggests, you have
to look beyond your own culture.

1Lexicon refers to the entire collection of words in a language or field.

2Topography is a geological term that describes the features of an area of land.
3Revelry refers to celebration and having fun.
4A person feels enchantment when experiencing something extremely beautiful or magical.

WHY LA N G U A G E MATTERS 129

 ARETHERE UNTRANSLATABLE WORDS?

i You may recognize some of the words in Lomas’s collection from the lists
of “untranslatable” words that have taken the internet by storm in recent years.
They include terms such as hygge, the Scandi-inflected pleasure of cozy comfort,
and sisu, a kind of stoic5 grit celebrated in Finiand.
j Many language experts are skeptical of such lists. “Often, they hew
suspiciously close to stereotypes about the culture in question,” writes David
Shariatmadari in his myth-busting linguistics6 book D on’t Believe a Word: The
Surprising Truth About Language.
k The very idea of words being “untranslatable” doesn’t stand up to much
scrutiny, either, Shariatmadari explains. After all, such lists of words invariably
go on to include perfectly good translations. Instead of “untranslatable,” it’s
more accurate to say they lack a one-word, English-language equivalent.
l Fiere’s the real surprise: This is the case not just for ultra-specific words like
hygge and sisu. When it comes to feelings, one-to-one exact translations are
less common than you might think. Even terms such as happiness, sadness, and
anger— which seem basic to English speakers—-are not universal and don’t exist
in every language.
m Take “happy,” for instance. Flip through a Polish-English
dictionary, and you’ll find the term szcz^sliwy offered as a
direct translation. But the Polish word is actually different,
y® 8
said the late Polish poet Stanislaw Baranczak, who translated
emotion-rich works by authors including William Shakespeare
and Emily Dickinson into his native language.
n While happiness can be casual, szczgsliwy is set aside for “rare
states of profound bliss, or total satisfaction with serious things
such as love, family, the meaning of life,” Baranczak wrote in the
book Emotion and Cause: Linguistic Theory and Computational
Implementation. The emotional contours of szczesliwy are
different from that of happiness. What first appears to be an easy The Polish word szczesliwy
translation is anything but. describes rare states of bliss
that come from serious things
WHYWORDS MATTER such as love and family.

o When learning a new language, students have been known to paste tiny
vocabulary stickers all over the house, turning furniture into memory-jogging
flash cards. But if words are just labels, why does it matter how we refer to
emotions?
p Some researchers believe that words can subtly shape the way we see the
world. One such researcher is neuroscientist7 Kristen Lindquist at the University
of North Carolina, who has found that the words we use play an important role
in turning experiences into recognizable emotions. She described the process as a
kind of categorization, like slipping an experience into a mental filing cabinet.

5A stoic person shows little or no feeling even through difficult or bad times.
6Linguistics is the study of how languages function.
7A neuroscientist studies how human brains work.

130 UNIT 6
 “The brain automatically and implicitly engages in categorization all the
time,” Lindquist says. As an example, she describes the desktop display on her
computer, which has a photo of a mountain on it. Tiny pixels of light beam
out at her from the screen, and her brain uses categories acquired through
experience— she’s seen plenty of mountains—to interpret the image. Without
such categories, which rely on language, the display would be just a random
smattering of color.
“That’s the process by which any emotional experience is coming into
being,” she says. “The concepts that we know, especially for categories such
as emotion, which are really abstract categories, are supported in large part
by the language that we speak.”
Language learners don't just
Using a theory called psychological constructionism, Lindquist explains learn new words, but a new
how an emotion, such as joy, might arise. First comes a constellation8 of way to make sense of the
world.
thoughts, sights, smells, and other experiences. Your brain uses existing
categories, she says, to sort those incoming sensations into something you
can make sense of.
Peer inside each of those categories, and you’ll find impressive variety, Lindquist
says. Feelings can be fuzzy, free-floating, and hard to define, but words help group
them into something more coherent. “Language serves as the glue,” she says.

THE POWER OF LANGUAGE LEARNING

Learning a new language might start to make that glue more flexible.
“There are all sorts of differences in terms of how finely you break down your
categories,” says Aneta Pavlenko, a linguist at the University of Oslo. Pavlenko
argues that becoming bilingual or multilingual can restructure those categories,
expanding the ways we conceive of emotions.
“Maybe you see things as a single type of anger, but now you need to see
them as three or four different varieties,” she says. The same goes for joy,
delight, or even love.
Pavlenko warns that simply picking up some flash cards won’t reshuffle your
brain’s emotional categories. To do that, you need to put the new vocabulary to
use, preferably in a situation where you’re sure to talk about feelings.
But even if you're not making cross-cultural small talk in Tagalog or Urdu,
language study can still be a mind-expanding experience, says Lomas. While
poring over a map isn’t the same as actually exploring the nooks and crannies
of an unfamiliar landscape, it does hint at the shape of things— just as learning
new words gives a glimpse of just how expansive the world of emotions can be.
“It’s trying to appreciate how people live and experience life,” Lomas says.
“And I think words can do that.”

Adapted from “Is joy the same in every language?” by ]en Rose Smith: National
Geographic, January 2021

Jen Rose Smith is a Vermont-based travel writer with a B.A. in linguistics from the University of
California at Berkeley. She speaks French, Spanish, Portuguese, and Latin.
_____________________ -

A constellation is a collection of stars.

WHY L A N G U A G E M A T T E R S 131
 U N D ERSTA N D IN G TH E R EA D IN G

A UNDERSTAND MAIN IDEAS Match the paragraphs to their main ideas.

1. Paragraphs A-B a. To explore how humans think, Lomas put together a collection
of words from different languages that describe emotions.

2. Paragraphs C-H b. Even simple, everyday words often don't have one-to-one
equivalents in other languages.

3. Paragraphs l-K c. The words we know determine the way our brains classify
and define objects and concepts.

4. Paragraphs L-N d. Words from different languages give us insight into different
countries and cultures.

5. Paragraphs O-T e. Learning a new language allows us to form more precise

descriptions of the world.

6. Paragraphs U-Y f. It is important not to read too much into lists of highly
specific words with no English equivalent.

B UNDERSTAND DETAILS Read the statements. Choose T fortrue, F forfalse, or NGfor not given.

1. Lomas's index focuses on words for emotions because such words

are usually different across cultures. T F NG
2. lnEnglish,w ordsforem otionstendtobelessspecificthaninotherlanguages. T F NG
3. Szczqsliwy describes a casual state of general happiness. T F NG
4. According to Lindquist, words are a way to categorize, and therefore
define, abstract concepts. T F NG
5. Learning a new language helps us improve our proficiency in our
first language. T F NG

CriticalThinking C INFER MEANING Find and underline the following words and phrases in the reading
passage. Use the context to identify their meanings. Then write the correct form of each word
or phrase next to its definition.

permeates (paragraph F) skeptical (paragraph J) invariably (paragraph K)

smattering (paragraph Q) nooks and crannies (paragraph X) expansive (paragraph X)

1. expressing a distrust of certain information

2. small, hiddpn spaces

3. wide in terms of size or scope

4. to spread through something completely

S. a small qroup of thinqs randomly spread around

6. always; without fail

132 UNIT 6
CRITICAL THINKING Understanding Loaded Words

Writers often try to sound neutral when discussing a topic. However, they sometimes infuse their
writing with subtle emotions in order to achieve their objectives. As a reader, it helps to spot
such emotionally loaded language and understand the intentions behind it. For example, when
describing the word tarab, the author uses language that is noticeably more descriptive: "Or
crankupyourstereo andchannel the Arabictarab, a state ofenchantment or ecstasy thatonly music
caninduce." The phrase crank upyourstereo is playful and informal, while the words enchantment
and ecstasy are loaded with emotion. When an author chooses language like this, they want you
to feel a certain way. It's important to try to infer why.

D UNDERSTAND LOADED WORDS Work with a partner. Read the three excerpts from the Critical Thinking
reading passage and note answers to the questions below.

"Roll your tongue around the German word zielschmerz, for example, to imagine tbe thrilling
dread of finally chasing a long-held dream."

1. What informal phrase and descriptive adjectives does the author use?

2. How do you think the author wants you to feel about words like zielschmerzl

"Without such categories, which rely on language, the display would be just a random
smattering of color."

3. The words "random smattering" are more emotionally loaded than the other words in the
sentence. Why do you think the author uses them?

"First comes a constellation of thoughts, sights, smells, and other experiences. Your brain uses
existing categories... to sort those incoming sensations into something you can make sense of."

4. What imagery does the word "constellation" evoke? Why do you think the author uses the
word?

E INTERPRET AND ANALYZE Discuss the questions below with a partner. Critical Thinking

1. In the reading passage, David Shariatmadari suggests that lists of "untranslateable" words
often "hew suspiciously close to ste re o ty p e s...." What does he mean by this?
2. How do the ideas described by Aneta Pavlenko in paragraphs U and V differ from what
Shariatmadari warns about?

WHY LA N G U A G E MATTERS 133

 D EV E LO P IN G REA D IN G S K IL L S

READING SKILL Understanding Figurative Language

Abstract concepts can be difficult to explain. That's where figurative language can come in
handy. It makes unfamiliar things more relatable by likening them to everyday experiences.
Similes
Similes use the words as or like to compare one thing to another. For example:
The lexicon ofa foreign language is like a map ofa countryyou've never been to.
Learning a language can feel asdifficult asclimbing a mountain.
Metaphors
Metaphors compare two things without using like or as. For example:
Some such words are a iournev in themselves.
Analogies
Analogies use simple processes to explain more complex ones. For example:
Kristen Lindquist... found that the words we use play an important role in turning experiences
into recognizable emotions. She described the process as a kind of categorization, like slippina
an experience into a mental filina cabinet.

A UNDERSTAND FIGURATIVE LANGUAGE Read the quotes from the reading passage.
Choosethe simile.

a. . . . students have been known to paste tiny vocabulary stickers all over the house, turning
furniture into memory-jogging flash cards.
b. To these researchers, dictionaries are like maps.
c. First comes a constellation of thoughts, sights, smells, and other experiences.

B UNDERSTAND FIGURATIVE LANGUAGE Read the two metaphors you didn't choose in
Exercise A. Find them in the reading passage, and use the context to explain why you think the
author used them.

1.

2.

C UNDERSTAND FIGURATIVE LANGUAGE Read the analogies below. What do you think
they mean? Discuss with a partner.

1. "Feelings can be fuzzy, free-floating, and hard to define, but words help group them
into something more coherent. 'Language serves as the glue,' she says." (from the
reading passage)
2. "People are like stained glass windows. They sparkle and shine when the sun is out, but
when the darkness sets in, their true beauty is revealed only if there is a light from within."
(a quote by Elisabeth Kubler-Ross)
3. "Humor can be dissected, as a frog can, but the thing dies in the process and the innards
are discouraging to any but the purely scientific mind." (a quote by Elwyn Brooks White)

134 UNIT 6
V O C A B U L A R Y EX TEN SIO N

WORDWEB Wordsfor Looking atThings

There are many verbs we can use to describe the way people look at or observe things. Here are
a few examples:
glimpse peer scrutinize gaze
stare peek glance glare

A Write the words from the box above in the correct column of the chart.

A brief or partial A long or careful

lookat something lookat something >

B Choose the correct word to complete the sentences below.

1. I didn't want him to notice me, so I gazed / glanced quickly over my shoulder.

2. The police officer carefully glimpsed / scrutinized my driver's license.

3. You're not allowed to look, so close your eyes and don't peek / peer.

4. When he finally showed up an hour late, she gazed / glared at him furiously.

WORD PARTNERS Expressions with horizon

The word horizon literally refers to the line we see in the distance that separates the land or sea
from the sky. However, it is often used figuratively to refer to the unknowable future, or the limits
of one's knowledge. Here are a few expressions with the word horizon:
beyond the horizon broaden your horizons
on the horizon a dark cloud on the horizon

C Complete each sentence with words from the box above.

1. The news is worrying. I se e _________________________________ horizon.

2. The future is bright. We see plenty of opportunities---------------- _________horizon.

3. With so many changes, I can't say what lie s-------------------------- horizon.

4. Reading is a great way t o _________________________________ horizons.

WHY LA N G U A G E MATTERS 135

 National Geographic
Explorer David Harrison
interviews Abamu and
Anthony Degio in an
Indian village.

Around the world, language researchers are on a quest to document rare and disappearing
languages. Sometimes, they discover languages that are completely new to them, like the
Koro language, spoken by only a few people in Northeast India.

Critical Thinking A PREVIEW Why do you think linguists believe that preserving rare and disappearing
languages is important? Discuss with a partner.

MAIN IDEAS □ Watch the video. Answer the questions below.

1. What was Harrison and Anderson's original reason for going to the village?

2. Why are Harrison and Anderson recording the Koro language?

3. Why does Harrison think recording the language is important?

C DETAILS D Watch the video again. Choose T for true or F for false.

1. Harrison and his team were the first researchers to record Koro. T F
2. K o ro b elo n g sto a fa m ilyo fa b o u t4 0 0 la n g u ag e s. T F
3. Most of the young people in the village speak Koro. T F
4. About 7,000 o fth e world's languages are endangered. T F

CriticalThinking D REFLECT Work with a partner. Answer the questions.

1. In the video, Harrison says th a t"... if they switch to another language, much of [their]
knowledge will simply be lost." Do you agree? Why or why not?
2. Do you think it is possible to prevent endangered languages like Koro from dying?
Why or why not?

136 UNIT 6
 Writing
EX PLO R IN G W RITTEN EN G LISH

LANGUAGE FOR WRITING Adding Information with Verbal Phrases

Verbal phrases begin with verbs, but function as different parts of speech (nouns or adjectives).
They allow you to add extra information to sentences or combine two sentences that have the
same subject. You can create verbal phrases using:
Participles (-ing or - e d verbs) that are used as adjectives:
She spoke slowly. She gave me directions to the train station.
Speaking slowly, she gave me directions to the train station.
To Kill a Mockingbird was published in 1960. It was HarperLee's firstnovel.
Publishedin 1960,To Kill a Mockingbird was Harper Lee's first novel.
Gerunds (-ing verbs) used as nouns:
Zamora read literature. It gave her a deeper understanding ofEnglish.
Reading literature gave Zamora a deeper understanding ofEnglish.
Infinitives (fo + base forms of verbs):
I wanted to learn Japanese quickly. I didn't allow myselfto speak English for a month.
To learn Japanese quickly, I didn't allow myselfto speak English for a month.
Verbal phrases can be used at the start, middle, or end of sentences. Notice how commas are
used to set them apart from the rest of the sentence:
Jack apologized to his sister, feeling terrible about what he'd done.
Jack, feeling terrible about what he'd done, apologized to his sister.
Feeling terrible about what he'd done, Jack apologized to his sister.

A NOTICE Underline the verbal phrase in each excerpt. What type of verbal phrase is it?
Write P for participle, G for gerund, or I for infinitive.

1. Wiping the tears from his face, he apologized to his sister. ____________

2. She collapsed to the ground, exhausted from the long walk. ____________

3. To celebrate their results, they went to a restaurant. ____________

4. Lost in thought, her eyes looked straight ahead, unblinking. ____________

5. Moving to the city taught me independence. ____________

B APPLY Choose the correct word to complete each sentence.

1. Memorized / Memorizing vocabulary words can help you learn a new language.
2. Felt / Feeling a little unwell, he decided to take the day off.
3. He stopped talking, interrupted / interrupting by the noise in the other room.
4. Excited / Exciting to see her, the young boy ran quickly to his mother.
5. To pay / Paying for her new car, Selena got a second job.

WHY LA N G U A G E MATTERS 137

 C APPLY Combine the following pairs of sentences using the verbal phrases provided.

1. Many students rely solely on online self-study language programs. They miss out on
opportunities to interact with others.

missing out o n _______________________________________________________________________________________

2. Second-year language students have to study complex grammar. This can make them feel
very frustrated.

Studying______________________________________________________________________________________________

3. Many teachers want to motivate their students. They make it a point to provide lots of
positive feedback.

To m otivate______________________________________________________________________________________

D REFLECT Work with a partner. Write down tips for picking up a new language. Use verbal
phrases in yourtips.

-| To pick upa new language, it’s important th a ty o u speak it regularly.

2.

3. ____________________________________________________________________________________________________

4. ____________________________________________________________________________________________________

WRITiNG SKILL Writing Introductions and Condusions

Thefirst paragraph of an essay— the introductory paragraph— includes general information
about the essay topic as well as the thesis statement.To grab the reader's attention, try starting
your introduction with a hook such as a surprising statement, an interesting question, a
quotation, or a brief story related to the topic.
The final, or concluding, paragraph of an essay should give the reader a sense of completeness.
The conclusion usually includes a restatement of the thesis, a summary of the main supporting
points made in the paper, and perhaps a final thought about the topic. The final thought can
take the form of a provocative statement or question.

138 UNIT 6
E Identify the features (a-e) in the following introduction and conclusion. Write the correct letter
next to each feature. Discuss your answers with a partner.

a. summary of the main supporting points d. thesis statement

b. interesting quoteto introduce the topic e. finalthought
c. restatement of thesis

Essay topic:
The main benefit of learning a new language is the ability to communicate with
speakers of that language.To what extent do you agree with this statement?

Introduction:
[Nelson Mandela said,"lf you talkto a man in a language he
understands, thatgoes to his head. Ify o u ta lk to him in his
own language, that goes to his heart." In other words, you
can only communicate intimately with someone if you speak
their language.] [However, while being able to communicate
with speakers of other languages is a great benefit of
language learning, I believe there are other equally
important benefits: learning a new language helps us
understand our own language better, improves our
problem-solving skills and memory, and makes us better thinkers.]

Condusion:
[There are, therefore, several benefits to language learning that
are just as important as being able to communicate with -----
people who speak that language.] [Studying a second language
improves our reading and listening skills in our own language.
It improves our memories and our problem-solving --------
capabilities. Finally, it can actually change our brain's shape
in a way that helps us become better thinkers.] [It is arguable,
too, that learning a new language fosters intercultural ------
awareness and open-mindedness. It is perhaps good then
that there are several compelling reasons why more of us
should learn a new language.]

F VOCABULARY FOR WRITING People frequently use phrases such as I think, I believe, and
In my opinion to introduce their opinions. The phrases below can also be used to introduce
personal and general opinions. Write each phrase in the correct column in the chart.

According to most people, From my perspective, In my experience,

It is generally accepted that Many suggest/claim Personally, I believe

Personal Opinions General Opinions

WHY L A N G U A G E MATTERS 139

 W RITIN G TA SK

G O A L You are going to write an opinion essay on the following topic:

What is the best way to learn a new language outside of school?

A BRAIIMSTORM Consider the methods of learning a second/foreign language below. How

effective are they? Discuss the pros and cons of each method with a partner and take notes.

reading books watching movies traveling language iearning apps

Your own idea:__________________________________________

B EVALUATE Which method has the most pros and fewest cons? Choose your preferred
method and list the three strongest reasons for it.

M ethod:_________________________________________________________________________________________________

Reason 1 :________________________________________________________________________________________________

Reason 2 :________________________________________________________________________________________________

Reason 3 :________________________________________________________________________________________________

Review this
C WRITE A THESIS STATEMENT Discuss the thesis statement below with a partner. What is
Writing Skill
the writer's position? What are the three supporting ideas? Then look at your information in
in Unit 1
Exercise B and prepare your own thesis statement for your essay.

For reading aloud to be truly beneficial to children, the stories must be interesting,
relatable, and challenging.

D PREPARE AN INTRODUCTION Think about how to start your essay. You could use an
anecdote, for example, a quote, or the results of a study. Write notes below.

140 UNIT 6
 Reviewthis
E PLAN Use your information in Exercises B-D to complete an outline of your opinion essay.
Writing Skill
Make sure your topic sentences are about the supporting ideas in your thesis statement.
in Unit 3
Include examples of personal experiences where possible.

O U T L IN E

Introduction:

Thesis statement:

Body paragraph 1:

Topic sentence:____

D etails:______________

Body paragraph 2:

Topic sentence:____

Details:______________

Body paragraph 3:

Topic sentence:___ _

D etails:______________

Conclusion:

Final thought:

F FIRST DRAFT Use the information in your outline to write a first draft of your essay. Remember
to include interesting information in your introduction, and use verbal phrases to explain your
opinions. Conclude by restating your thesis, summarizing your supporting ideas, and including
a final thought.

WHY LA N G U A G E MATTERS 141

 G REVISING PRACTICE The essay below is similar to the one you are writing. Follow the steps
to create a better second draft.
1. Add the sentences (a-c) in the most suitable spaces.
a. Giving young children a strong reading foundation can therefore only benefit them in
thefuture.
b. Finally, reading skills are developed further when children are challenged.
c. Author Emilie Buchwald once said, "Children are made readers on the laps of their
parents." I agree with her statement.

2. Now fix the following problems (a-c) with the essay.

a. Fix an error with a verbal phrase in paragraph B.
b. Delete an unrelated idea in paragraph C.
c. Fix an error with a verbal phrase in paragraph D.

A ______It is true that some children easily begin reading on their own because they
were read to by their parents. Flowever, I also believe that the choice of books is
highly important. For reading aloud to be truly beneficial to children, the stories must
be interesting, relatable, and challenging.

B Teaching children that reading can be fun, parents should select books that their
children will find interesting. Children will pay attention to the stories their parents read
to them when the events in them are fun. This will in turn help improve their reading
comprehension skills. When the children later begin reading on their own, having books
that they actually enjoy will encourage them to stay engaged and try to understand
what they're reading.

C Children also find books that relate to their own lives engaging. Very young children
struggle with abstract concepts, like those often explored in fantasy novels. One
popular fantasy novel series, for instance, explores the differences between good
and evil, loyalty and betrayal, courage and fear, and tradition and change. Stories
about everyday experiences with relatable characters are much easier for children to
understand. They also give children something to discuss, and they teach things that
are practical and useful in everyday life.

D ______Children need to encounter words they don't know in order to increase their
vocabulary. Confused by these unfamiliar words children will naturally push themselves
to try to understand. Parents would be shrewd not to explain what they mean. Instead,
they should encourage their children to re-read the surrounding sentences and guess
the words' meanings.

E Reading aloud to children is important, but so is selecting the right books.

Interesting, relatable, and challenging stories build in children a strong desire to
read.This aids in the acquisition of reading skills, which in the age of the internet and
social media are more im portantthan ever_______

142 UNIT 6
H REVISED DRAFT Now use the questions below to revise your essay.

□ Does your introduction provide relevant background information on the topic?

□ Does your thesis state the main points of the essay?

□ Do your body paragraphs include enough details to fully explain your ideas?
□ Do you use verbal phrases correctly?

□ Do all your sentences relate to the main idea?

□ Does your concluding paragraph have a summary statement and a final thought?

I EDITING PRACTICE Read the information below. Find and correct one mistake with verbal
phrases in each sentence (1-6). Then match each sentence with the type of mistake it contains.

When you use verbal phrases, remember:

• that verbal phrases modify nouns, pronouns, or whole clauses.
• to separate verbal phrases from clauses with commas.
• you don't need a comma if an infinitive verbal phrase comes at the end of a sentence.

Types of mistakes:

а. missing noun or pronoun b. unnecessary comma c. missing comma

1. ______Taking classes every night, learned a lot quickly.

2. ______You can take private lessons, to learn a new language.

3. ______Living in a bilingual household I learned Spanish easily.

4. ______To improve your pronunciation you have to practice.

5. ______Watching TV in English, learned a lot of natural language.

б. ______Using flashcards, is a great way to learn new words.

J FINAL DRAFT Follow these steps to write a final draft.

1. Check your revised draft for mistakes with verbal phrases.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final essay. Give feedback on each other's writing.
 Review
SELF-ASSESS Consider the language and skills you learned in this unit.

I need
How well can you . . . ? Very well Pretty well improvement
use the key vocabulary from this unit □ □ □
understand loaded words □ □ □
understand figurative language □ □ □
add information with verbal phrases □ □ □
write introductions and conclusions □ □ □

VOCABULARY Doyou rem em berthe meanings of these words? Look back at the unitand
review the ones you don't know.

a b s tra c tE l coherentca conceiveoza dread equivalentEa

glimpse horizonca hospitality limitation paradigm EU
peer random Ea scrutiny stereotype ESl texture

B VOCABULARY EXTENSION Complete these tasks with a partner.

1. Make sentences using four words for looking at things from the Word Web box on
page 135.
2. Make two sentences using expressions with the word horizon.

C READING SKILL Work with a partner. Use figurative language to describe the following.

1. a simile to describe what your native language sounds like

2. a metaphor to describe what learning a new language is like
3. an analogy to describe a concept of your own choosing

D LANGUAGE FOR WRITING Work with a partner. Combine the sentences using verbal
phrases.

1. He wanted to improve his Korean. He started watching a lot of Korean dramas.

2. I was looking for a challenge. I decided to learn Arabic.
3. I learned Japanese. It helped me understand Japanese culture much better.

SELF-ASSESS Look back at the chart above. Did you assess your skills correctly?
What skills or language do you still need help with?

144 UNIT 6
 RESOURCESAND
DEVELOPMENT
Modern skyscrapers tower
over more traditional low-rise
buildings in Frankfurt, Germany.
iaas

II il II »:i
HII „ g
INI11» 5

tiii *««!*[*•!

IN TH IS UNIT, YOU W ILL: TH IN K AND D IS C U S S :

• Read an article about Africa's geography 1. The photo above shows modern high-rise buildings in
Frankfurt, Germany. Do you think such development is
• Watch a video about two unique Cameroonian exports
good for places like this? Why or why not?
• Write about how a country is affected by its history
2. Which part of the city above would you enjoy living in
and geography
more? What about visiting or working in? Why?
145
EXPLORETHETHEME
Look at the information on these
pages and answer the questions.
1. What are some factors that have led to
population growth?
2. Which parts of the world have the most
people?
3. Is the population in your country
rising? Why or why not?
 In 2023, the world's human population reached 8 billion. It
was 7 billion just 12 years prior. So why the sharp increase?

The rapid rise is in no small part due to economic

development. Increased standards of living have resulted
in better health care, cleaner water, and improvements in
sanitation. Fertilizers and irrigation have boosted crop yields,
allowing us to sustain larger populations. And greater access
to healthcare means more children are born healthy.

1ss LI>.;1 j Btfj ; 1

Our population is projected to grow even more over the next
'taar m m i ij
m t ij few decades, but how will countries cope with the strain
m m i;
I W l l l i ?« * i i
•i-ym 'i *Bfti i j this will place on resources and infrastructure? Economic
iav i ! ■*1 i
i a « i i ' U t l siiat . I
i a « ; i |i-.!® ! S ffli l development brings great benefits, but left unchecked, it
ii-^i 11 ‘ffi. M \ « '■1 l
itn•. i ! jji lil ; tBlfis-
! fn!;rgjj TW'l i
- ii ii |iijfriT
liSBm could also be the cause of many new problems.
i\

j 1 ---------- | ------------------------- ------------------------------

1800 1850 1900 1950 2000 2050 2100

RESOU RCES AND D E V E L O P M E N T 147

 Reading
PREPARIN G TO REA D

A B U I L D V O C A B U L A R Y The words in blue are used in the reading passage. Match each word
to its definition. Use a dictionary to heip you.

1. adaptation (n) a. to look similar to something else

2. arise (v) b. the people employed in an organization or place

3. distinct (adj) c. bad luck

4. dominant (adj) d. to start to develop or exist

5. misfortune (n) e. the act of changing in order to survive in a particular environment

6. resemble (v) f. more powerful than other groups

7. workforce (n) g. noticeable or different

B BUILD VOCABULARY Complete the sentences below with the correct form of the words
in blue. Use a dictionary to help you.

associate (v) burden (n) corruption (n) mining (n)

radically (adv) sole (adj) thrive (v) undergo (v)

1. The country_____________________ a transformation in the 1970s, after it signed the trade deal.

2. They grew up there, so th e y _____________________ that place with their youth.

3. After she announced the bad news, the mood in the room changed______________________

4. There are a lot of minerals in the ground, s o _____________________ is a big industry here.

5. Creating more jobs for the unemployed is th e _____________________ purpose of this proposal.

6. Her ambition is to work hard a n d _____________________ in the city.

7. The cost of housing is a h u g e_____________________ for people living in the city.

8. If we w ant to reduce crime, we need to f ix _____________________ in the police force.

C USE VOCABULARY Discuss these questions with a partner.

1. What are some changes your country has undergone in the last 20 years?
2. What do people usually associate your country or region with?

Critical Thinking D PREDICT Read the first two paragraphs of the reading passage. How do you think Africa's
shape affects life on the continent? Discuss with a partner.

148 UNIT7
D EV ELO P IN G R EA D IN G S K IL L S

READING SKILL Annotating aText

Annotating— or marking up— a text while you read it helps you to stay focused on what you are
reading. It also helps you remember and find important information later. Here are some ways to
annotate a text:
• Highlight important ideas. Use one color for main ideas and another for supporting information.
• Circle new vocabulary to check later.
• Underline and put a question mark next to parts you don't understand, to re-read later.
• Break the text into sections by sub-topic and label each section in the margins.
Here is an example of a paragraph with annotations:

For people in developing nations, solar-powered devices can offer several

distinct advantages. The availability of low-cost solar lamps, for example, means
longer working hours and better security at night. One organization in Uganda—
Solar Sister— is using solar power to turn local women into solarcgntrepreneur^).
It employs them to sell its solar-powered products.The women don't require
qualifications or experience to start because Solar Sister provides them with
traininq. Furthermore, Solar Sister empowers these women to start businesses o
of their own bv providina them with products to sell at no initial financial cost. •
In the paragraph above, a reader has highlighted the main idea in pink and supporting ideas in
blue. An unfamiliar word, entrepreneurs, is circled. A question mark indicates that the student is
unsure about the last underlined sentence and plans to re-read it.

A ANNOTATE A TEXT The paragraphs below are from the reading passage. Annotate them
using the methods in the Reading Skill box above.

Ask someone to tell you quickly what they associate with Africa
and the answers you'll get will probably range from "cradle of
humankind" and "big animals" to "poverty" and "tribalism." How
did one continent come to embody such extremes?

Geography and history go a long way toward providing the

explanations. Geographically, Africa resembles a bulging
sandwich. The sole continent to span both the north and south
temperate zones, it has a thick tropical core lying between one
thin temperate zone in the north and another in the south. That
simple geographic reality explains a great deal about Africa today.

B DISCUSS W orkwith a partner. Compare your annotations. Are there any other ways you
could annotate these paragraphs? Discuss your ideas.

C ANNOTATE A TEXT Read the entire reading passage. Annotate as you read.

R E S O U R C E S AND D E V E L O P M E N T 149
 THE SHAPE OF
AFRICA
By Jared Diamond

150 UNIT 7
The hope for Africa's future lies with its abundant human
and natural resources.

a m Ask someone to tell you quickly something else, such as a change in brain
what they associate with Africa and the wiring, we aren’t sure. Whatever it was,
answers you’ll get will probably range it transformed those early Homo sapiens
from “cradle of humankind” and “big into what paleoanthropologists3 call
animals” to “poverty” and “tribalism.” “behaviorally modern” Homo sapiens.
How did one continent come to embody Those people, probably with brains
such extremes? similar to our own, expanded again
b Geography and history go a long into Europe and Asia. Once there, they
way toward providing the explanations. exterminated or replaced or interbred
Geographically, Africa resembles a with Neanderthals and Asia’s hominins4
bulging sandwich. The sole continent to and became the dominant human species
span both the north and south temperate throughout the world.
zones,1 it has a thick tropical core lying In effect, Africans enjoyed not just
between one thin temperate zone in the one but three huge head starts over
north and another in the south. That humans on other continents. That
simple geographic reality explains a great makes Africa’s economic struggles today,
deal about Africa today. compared with the successes of other
c As to its human history, this is the continents, particularly puzzling. It’s the
place where— some seven million years opposite of what one would expect from
ago— the evolutionary lines of apes and the runner first off the block. Here again,
protohumans2 diverged. It remained the geography and history give us answers.
only continent our ancestors inhabited It turns out that the rules of the
until around two million years ago, when competitive race among the world’s
Homo erectus expanded out of Africa humans changed radically about 10,000
into Europe and Asia. Over the next years ago, with the origins of agriculture.
1.5 million years, the populations of The domestication of wild plants and
those three continents followed such animals meant our ancestors could grow
different evolutionary courses that they their own food instead of having to hunt
became distinct species. Europe's became or gather it in the wild. That allowed
the Neanderthals, Asia’s remained Homo people to settle in permanent villages,
erectus, but Africa's evolved into our to increase their populations, and to
own species, Homo sapiens. Sometime feed specialists— inventors, soldiers, and
between 100,000 and 50,000 years ago, kings— who did not produce food. With
our African ancestors underwent some domestication came other advances,
further profound change. Whether it was including the first metal tools, writing,
the development of complex speech or and state societies.

1Temperate zones are areas between the tropics and the polar circle.
2A protohuman is an early ancestor of modern humans.
3Paleoanthropologists are scientists who study human fossils.
4Hominins are the early forms of humans that descended from primates.

R E S O U R C E S AND D E V E L O P M E N T 151
 f The problem is that only a tiny geography kept oil palm, yams, and other
minority of wild plants and animals crops of equatorial Africa from spreading
lend themselves to domestication, and into southern Africa’s temperate zone.
those few are concentrated in about half While South Africa today boasts5 the
a dozen parts of the world. As every continent’s richest agricultural lands, the
schoolchild learns, the world’s earliest crops grown there are mostly northern
and most productive farming arose in temperate crops, such as wheat and
the Fertile Crescent of southwestern grapes, brought directly on ships by
Asia, where wheat, barley, sheep, cattle, European colonists. Those same crops
and goats were domesticated. While never succeeded in spreading south
those plants and animals spread east through the thick tropical core of Africa.
and west in Eurasia, in Africa they were g The domesticated sheep and cattle of
stopped by the continent's north-south Fertile Crescent origins took about 5,000
orientation. Crops and livestock tend to years to spread from the Mediterranean
spread much more slowly from north down to the southern tip of Africa. The
to south than from east to west because continent's own native animals— with the
different latitudes require adaptation exception of guinea fowl and possibly
to different climates, seasonalities, day donkeys and one breed of cattle— proved
lengths, and diseases. Africa's own native impossible to domesticate. History might
plant species— sorghum, oil palm, coffee, have turned out differently if African
millets, and yams— weren’t domesticated armies, fed by barnyard-giraffe meat and
until thousands of years after Asia and backed by waves of cavalry6 mounted on
Europe had agriculture. And Africa’s huge rhinos, had swept into Europe to

5To boast something is to possess a feature that is a source of pride.

6A cavalry is a group of soldiers who ride horses.
152 UN IT 7
 overrun its mutton-fed soldiers mounted disappeared soon after humans
on puny horses. That this didn’t happen arrived. Entire species may have been
was no fault of the Africans; it was exterminated before they had time to
because of the kinds of wild animals learn to be wary of hunters.
available to them. i Unfortunately, the long human
h Ironically, the long human presence presence in Africa also encouraged
in Africa is probably the reason the something else to thrive— diseases. The
continent’s species of big animals continent has a well-deserved reputation
survive today. African animals coevolved for having spawned some of our nastiest
with humans for millions of years, ones: malaria, yellow fever, East African
as human hunting prowess gradually sleeping sickness, and AIDS. These and
progressed from the basic skills of our many other human illnesses arose when
early ancestors. That gave the animals microbes causing disease in animals
time to learn a healthy fear of man and, crossed species lines to evolve into a
with it, a healthy avoidance of human human disease. For a microbe already
hunters. In contrast, North and South adapted to one species, to adapt to
America and Australia were settled by another can be difficult and require a lot
humans only within the last tens of of evolutionary time. Much more time
thousands of years. To the misfortune has been available in Africa, cradle of
of the big animals of those continents, humankind, than in any other part of the
the first humans they encountered planet. That’s half the answer to Africa’s
were already fully modern people, with disease burden; the other half is that the
modern brains and hunting skills. Most animal species most closely related to
of those animals— woolly mammoths, humans— those whose microbes required
saber-toothed cats, and, in Australia, the least adaptation to jump species— are
marsupials7 as big as rhinoceroses— the African great apes and monkeys.

7Marsupials are animals such as kangaroos. Female marsupials carry their babies in
pouches on their bellies.

Like this oryx antelope, much

of Africa's wildlife can't easily
be domesticated.

R E S O U R C E S AND D E V E L O P M E N T
j Africa continues to be shaped in big tropical core, doomed eternally to
other ways by its long history and its wars, poverty, and devastating diseases?”
geography. Of mainland Africa’s ten I’d answer, “Absolutely not.” On my
richest countries, eight lie partly or own visits to Africa, I’ve been struck by
entirely within its temperate zones: how harmoniously ethnic groups live
Egypt, Libya, Tunisia, and Algeria in together in many countries— far better
the north; and Angola, South Africa, than they do in many other parts of the
Botswana, and Namibia in the south. globe. Tensions arise in Africa, as they
Gabon and Equatorial Guinea are do elsewhere, when people see no other
Africa’s only tropicai countries to make way out of poverty except to fight their
the list. In addition, nearly a third of neighbors for dwindling resources. But
the countries of mainland Africa (15 many areas of Africa have an abundance
out of 47) are landlocked, and the only of resources: The rivers of central Africa
African river navigable from the ocean are great generators of hydroelectric
for long distances inland is the Nile. Since power; the big animals are a major source
waterways provide the cheapest way to of ecotourism revenue in eastern and
transport cumbersome8 goods, geography southern Africa; and the forests in the
again thwarts Africa’s progress.
k All these factors can lead to the 8If something is cumbersome, it is large and heavy and
question: “Is the continent, or at least its therefore difficult to carry or handle.
 wetter regions, if managed and logged realized that protecting the health of
sustainably, would be renewable and their workers was an excellent business
lucrative9 sources of income. investment for them.
l As for Africa’s health problems, M What’s the best case for Africa’s
they can be greatly alleviated with the future? If the continent can overcome its
right planning and funding. Within health problems and the corruption that
the past half century, several formerly plagues many of its governments and
poor countries in Asia recognized that institutions, then it could take advantage
tropical diseases were a major drain on of today’s globalized, technological
their economies. By investing in public world in much the same way that China
health measures, they have successfully and India are now doing. Technology
curbed those diseases, and the increased could give Africa the connections that
health of their people has led to far its geography, particularly its rivers,
healthier economies. Within Africa long denied it. Nearly half of all African
itself, some international mining and oil countries are English speak'ing— an
companies have been funding successful advantage in trade relations— and an
public health programs throughout educated, English-speaking workforce
their concession areas10 because they could well attract service jobs to many
African countries.
N If Africa is to head into a bright
future, outside investment will continue
to be needed, at least for a time. The
cost of perpetual aid to or military
intervention in Africa is thousands
of times more expensive than solving
its health problems and supporting
local development, thereby heading
off11 conflicts. The entire world will be
healthier and safer if Africa’s nations
increasingly take their places as peaceful
and prospering members of the world
community.

Adapted from “Tbe Shape ofA frica,” by Jared

Diamond: National Geograpbic Magazine,
September 2005

Jared Diamond is an American ecologist,

geographer, and anthropologist. His book Guns,
Germs, andSteel: The Fates ofHuman Societies
won the Pulitzer Prize.

9A lucrative activity, job, or business is one that’s

very profitable.
10A concession area is a place where someone is given the
right to sell a product or run a business.
11If you head off an event, you prevent it from happening.

R E S O U R C E S AND D E V E L O P M E N T 155
 U N D ERSTA N D IN G TH E REA D IN G

A UNDERSTAND MAIN IDEAS Match paragraphs B-H to their main ideas.

1. Paragraph B a. African animals are resilient because they evolved alongside

humans.

2. Paragraph C b. Humans have been in Africa for a very long time.

3. Paragraph D c. Africa's geographical orientation restricted the spread of agriculture.

4. Paragraph E d. Despite Africa's long human history, much of the continent has
not thrived.

5. Paragraph F e. Africa's geography explains the extremes that exist on the continent.

6. Paragraph G f. The development of agriculture impacts a culture.

7. Paragraph H g- Most of the animals in Africa were unsuitable for domestication.

Review
B UNDERSTAND MAIN IDEAS Write the main ideas of the paragraphs below.
Paraphrasing
in Unit 5 1. Paragraph I: The long human presence in Africa led t o ________________________

2. Paragraph K: Africa has hope because

3. Paragraph L:

4. Paragraph M:

Critical Thinking C UNDERSTAND CHRONOLOGY Lookagain at paragraph C. Putthe events (a-f) in the
correct order in the timeline.

a. "Behaviorally modern" Homo sapiens appears in Africa.

b. Protohumans remain as Homo erectus in Asia, but evolve into Neanderthals in Europe and
Homo sapiens in Africa.
c. Apes and protohumans split.
d. Homo erectus moves to Europe and Asia.
e. Homo sapiens becomes the dominant species as other forms of humans die out.
f. Homo sapiens moves into Europe and Asia.

Seven million Approx. 100-50

years ago thousand years ago

156 UNIT7
D INFER MEANING Find and underline the following words and phrases in the reading Critical Thinking
passage. Use the context to identify their meanings. Then match each word or phrase to its
definition (a-h).

1. go a long way toward (paragraph B) a. a heavy use of something such as resources

2. head starts (paragraph D) b. caused to happen

3. lend themselves to (paragraph F) c. without access to the ocean or sea

4. spawned (paragraph 1) d. contribute greatly to

5. landlocked (paragraph J) e. advantages in a competition

6. struck (paragraph K) f. continually causes problems

7. a (major) drain on (paragraph L) g- surprised or greatly affected

8. plagues (paragraph M) h. are suitable for, or adapt easily to

E UNDERSTAND DETAILS Note answers to the questions below.Then discuss with a partner.

1. What were some effects of the development of agriculture?

2. What blocked the spread of agriculture in Africa, and why?

3. Why is the proximity to great apes and monkeys a problem in Africa?

4. How does the lack of access to waterways affect many African countries?

F UNDERSTAND DETAILS Read paragraphs M-N of the reading passage and complete the
summary. Use no more than two words from the reading passage for each answer.

For Africa to thrive, it has to overcome its 1_2_______________________ and stamp out

2_________________________ Then, it can make use o f3_________________________ to tap into global

markets. A significant advantage Africa enjoys is that a substantial portion of its workforce

is educated and 4_5________________________ This could help African countries attract many

5_________________________ W h ile 6_________________________ will still be necessary at least for a while,

the continent will have to stop relying on foreign aid and military intervention. It will need to

eventually solve its health issues and fund its own 7_________________________

R E S O U R C E S AND D E V E L O P M E N T 157
 CRITICAL THINKING Analyzing Point ofView
It is often necessary to identify a writer's attitude toward the topic to evaluate their content
effectively. Look for clues in how the writer uses ianguage. Point of view can be indicated
indirectly through word choices— for example, the use of words and expressions with positive or
negative connotations.

Critical Thinking G ANALYZE POINT OF VIEW Read the statements below. How strongly do you think
the author would agree or disagree with each one? Rate each statement from 1 (strongly
disagree) to 5 (strongly agree). Note down words or phrases from the passage that helped you
understand the author's point of view. Discuss your ideas with a partner.

1. Many large animal species remain in Africa today because humans have lived there for so
long. (paragraph H)

1 2 3 4 ' 5

key words/phrases:___________________________________________________ _____________________________

2. Africa is "doomed eternally to wars, poverty, and devastating diseases." (paragraph K)

1 2 3 4 5

key words/phrases:____________________________________________________________________________

3. In Africa, many ethnic groups Iive together happily. (paragraph K)

1 2 3 4 5

key words/phrases:___________________________________________ __________

4. Many areas of Africa have adequate naturai resources. (paragraph K)

1 2 3 4 5

key words/phrases:_________________________________________________ _______

5. It will take a lot of w o rkto ensure that Africa has a bright future. (paragraph M)

1 2 3 4 5

key words/phrases:________________________________________________ ___________________

Critical Thinking H EVALUATE Look at the statements in Exercise G. Do you feel differently about them from the
author? Why or why not? Discuss with a partner.

158 UNIT7
V O C A B U LA R Y EX TEN SIO N

WORDPARTNERS Adjective + economy

Here are some adjectives that collocate with the noun economy:
booming economy developing economy global economy
service-based economy weak economy

A Complete each sentence with the correct form of an expression from the box above.

1. Tourism and retail are major elements o f-----------------------------

2. Unemployment is expected to rise because of th e ____________________________

3. In 2009, many countries faced significant drops in their GDPs, causing the
......... ....................................... .. to suffer.

4. Many companies are experiencing sharp growth thanks to th e ------------------------

5. Countries with slower growth and lower levels of personal income are regarded as

WORD PARTNERS distinct + Noun

The adjective distinct can mean two different things: distinguishable or noticeable. Here are
some nouns that collocate with the adjective distinct:
distinct advantage distinct possibility distinct groups
distinct difference distinct pattern distinct smell

B Complete the paragraph with words from the box above.

Immigration is a complex issue. Many people welcome it, while others want to limit or control

it. But what do economists think? Most experts agree: immigration is— in general— a good

thing. First, countries with large immigrant populations have a d istin ct1_____________________

in terms of entrepreneurship and innovation. Furthermore, global trade and living standards

increase with immigration. Still, many worry about its adverse effects and see a distinct

2_____________________ between legal and illegal immigration. Globally, immigration is on the rise,

and there is a d istin ct3_____________________ that more countries will start implementing policies

to slow it down. However, we should always remember that many nations are already home

to large, d istin ct4_____________________ whose ancestors chose to leave their lands a long time

ago in search of brighter futures elsewhere. Immigration has gone on for centuries, and will

continue for centuries more. To expect it to suddenly stop would probably be naive.

R E S O U R C E S AND D E V E L O P M E N T 159
 Around the world, there are certain foods that can only emerge from specific regions because
of the unique properties of those places. Such foods are often assigned geographical
indications, or G.I. labels, by the European Commission. These labels protect regional foods by
preventing similar foods grown elsewhere from using their names.

Critical Thinking A PREVIEW Read the paragraph above. Can you th in ko f any regional foods or drinks that are
protected? In what ways are they protected? Discuss with a partner.

B MAIN IDEA Q Watch the video. What is it mainly about?

a. two Cameroonian food products that hope to receive G.I. labels in the future
b. why it is often harder for African food products to receive G.I. labels
c. two Cameroonian food products that have already received G.I. labels

C DETAILS Q Watch the video again. Complete the Venn diagram. Write the letters a-e.

a. It sells for up to 35 dollars per 100 grams. Oku White Honey Penja Pepper
b. Its unique properties come from volcanic soil.
c. Its unique properties come from a plant that
grows in the area.
d. Its price rose after receiving the G.I. label.
e. It is popular with chefs in Europe.

Critical Thinking I INFER Why do you think obtaining a G.I. label

often leads to a rise in the price of a product?
Discuss with a partner.
 Writing
EX PLO R IN G W RITTEN EN G LISH

LANGUAGE FOR WRITING Avoiding Plagiarism (II)— Referring toSources

Review
When using other people's ideas in your writing, you can either quote them directly or Paraphrasing
paraphrase. Try to paraphrase as much as possible, but use direct quotations when the original in Unit 5
words are particularly effective. Here are some ways to refer to sources:
According to Diamond, "The long human presence in Africa is probabiy the reason the
continent's species ofbig animals survive today."
As Diamond says, "The long human presence in Africa is probably the reason the continent's
species ofbig animals survive today."
Diamond says that "the long human presence in Africa is probably the reason the continent's
species ofbig animals survive today."
Diamond says that the fact that humans have been in Africa for a very long time probably
explains why many large animal species still exist on the continent today.
In academic writing, it is common to use that after reporting verbs. When using that, make sure
the quote fits grammatically into the sentence.
Vary your style by using different reporting verbs. For example: says, states, claims, believes,
explains, points out, suggests, reports, concludes, argues.
Choose a reporting verb that matches your intention. For example: if you are using a study to
make a point, you might say,"X concludes t h a t i f you wish to contradict someone's idea,
you might say,"X argues t h a t ..."; and if you are reporting someone's opinion, you might say,
"X thinks/believes/feels t h a t ..."

A NOTICE Read the sentence below that refers to an argument made by Jared Diamond in the
reading passage. Then answer the questions.

As Jared Diamond says, "Unfortunately, the long human presence in Africa also encouraged
something else to thrive— diseases."

1. Which two words from the box below can be used to replace the word says?

feels informs suggests states tells

2. What other words could replace the word says? Note some ideas below. Then compare
your answers with a partner.

R E S O U R C E S AND D E V E L O P M E N T 161
 B APPLY Answer the questions below by quoting information from the reading passage.

1. Directly quote author Jared Diamond: What may have happened to the large animals that
disappeared in Australia and North and South America? (paragraph H)

2. Paraphrase Diamond's opinion: How well do people get along with each other in Africa?
(paragraph K)

3. Use a reporting verb: What is the main point Diamond makes in paragraph L?

4. Use a reporting verb: What is the main point Diamond makes in paragraph M?

WRITING SKILL Doing Research Online

When doing research online, it helps to be able to evaluate sources quickly and effectively. Use
these tips to help you:
• Limit search results by using precise key words within quotation marks.
• Scan your search results to quickly eliminate sites that are irrelevant.
• Avoid using encyclopedia sites as your main source. Use original sources instead.The
references at the end of encyclopedia articles can be a good place to find original sources.
• Be alert to signs that a site and its contents may be unreliable. Ask yourself: Is the site
trustworthy? Is the information accurate? Is it current?
While researching, it helps to take notes. In your notes, consider including the following:
• Useful information: you could label information you wish to paraphrase with a P and
information you wish to quote directly with a Q.
• Information about your sources: e.g., the names of the people you're quoting, the publications
you're quoting from, and the URLs of articles you're using.

C Work with a partner. Read thefollow ing research questions (1-3). For each question, answerthe
following: What key words could you use for an online search? What types of websites would
give you the best information?

1. What are some ways to improve agricultural production in Africa?

2. What languages are most spoken in Africa?
3. What can landlocked nations in Africa do to boost trade?

162 UNIT 7
D Research a country or region that interests you. Take notes on the following points.

1. Background: What is the country or region like today?

2. Geography: What are two or three features affecting its current situation?
3. History: What two or three events shaped its current situation?

Country or Region:

Background Source Information

Geography Source inform ation

History Source Information

E Look at your notes in Exercise D. Write P next to the points you would like to paraphrase, and Q
next to the points you would like to quote directly.

F VOCABULARY FOR WRITING The following words can be useful when writing about
geography and history. Find the words in the reading passage and use the context to guess
their meanings. Then write each word next to its definition.

span (paragraph B) temperate (paragraph B) tropical (paragraph B)

concentrated (paragraph F) native (paragraph F) mainland (paragraph J)

1. naturally occurring in a particular place

2 to extend over a large area or length of time

3. lorated in one place; not spread out

4. having a rlim ate that is never very hot or cold

3. lorated nearthe Earth's Equator

6. related to the main part of a country or continent, excluding its islands

RESOU RCES AND D E V E L O P M E N T 163

 W RITIN G TA SK

GO AL You are going to write an opinion essay on the following topic:

Explain how a country or region has been affected by its geography and history.

SELECT YOUR IDEAS Look at your answers in Exercise D on page 163. Choose the three
geographical or historical factors that most affect how the country or region is today.

1.

2.

3.

ORGANIZE YOUR IDEAS Use your answers in Exercise A to to complete the chart below.

Country or Region:

Factor 1 How it affects the country/region

Factor 2 How it affects the country/region

Factor 3 How it affects the country/region

C WRITE A THESIS STATEMENT Use your answers in Exercise B to prepare a thesis statem er:
foryour essay. Mention the three geographical and historical factors you identified.

164 UNIT 7
D PLAN Use your information in Exercises B-C to complete an outline for your essay.

O U T L IN E

Introduction: Review
Writing
Introductions
and
Condusions
Thesis statement:
in Unit 6

Body paragraph 1:

Topic sentence:____

Explanation and examples:

Body paragraph 2:

Topic sentence:____

Explanation and examples:

Body paragraph 3:

Topic sentence:____

Explanation and examples:

Conclusion:

E FIRST DRAFT Use the information in your outline to write a first draft of your essay.
Remember to paraphrase information unless you are quoting directly from a source, and to use
different reporting verbs to vary your sentences.

R E S O U R C E S AND D E V E L O P M E N T 165
 F REVISING PRACTICE The essay below is similar to the one you are writing. Follow the steps
to create a better second draft.

1. Add the sentences (a-c) in the most suitable spaces.

a. As with many countries, Singapore has been shaped by its geography and history.
b. Its geographical location, lack of natural resources, and recent immigration history have
ali played a significant part in shaping this small nation.
c. As a result, the Port of Singapore is one of the busiest ports in the world.

2. Now fix the following problems (a-b) with the essay.

a. Fix a problem with referring to a source in paragraph C.
b. Fix a problem with referring to a source in paragraph D.

A Singapore is a small island-nation in Southeast Asia. Most of its population is

concentrated on the mainland, a diamond-shaped island 49 k'ilometers wide and
25 kilometers long. Singapore is a financial powerhouse, a center for international
trade, and a leader in scientific research and innovation. How did Singapore become
the country it is today?______

B Thanks to its geographical location, trade has become a pillar of Singapore's

economy. The country's position at the south of Malaysia makes it a key stop-off
point for ships traveling between Asia and Europe_______Singapore's strategic
position has helped the small country become one of the largest importers and
exporters worldwide today.

C Singapore's lack of natural resources has also forced the country to be innovative.
Take, for example, the country's lack of fresh water. Singapore receives over 90 inches
of rainfall a year, but has little land to retain that water. It has therefore had to import
drinking water from nearby countries. However, the country has also built cutting-
edge facilities that transform wastewater into drinking water, and that remove salt
from seawater. According to Singapore's Public Utilities Board (PUB) current and
planned plants will meet up to 55 percent of the country's fresh water needs by 2060.

D Singapore's recent immigration history has also contributed to its strong economy. For
many years, Singapore's birthrate has been in decline. The country has therefore had
to have liberal immigration policies. In 2010, about 40 percent of its population was
born outside Singapore. While there was opposition to this, many experts believed that
immigration was necessary for Singapore to remain competitive. In a Forbes magazine
interview, investor and Singapore resident Jim Rogers argued that, if Singapore didn't
get enough labor through immigration, its economy would suffer. According to Rogers,
"Every country in history that has a backlash against foreigners is going to go into
decline."

E ______Since gaining independence in 1965, it has grown from a poor trading port
to one of the wealthiest states in the world. Despite its size, Singapore's location,
innovativeness, and policies make it the global landmark it is today.

166 UNIT 7
G REVISED DRAFT Now use the questions below to revise your essay.

□ Does your introduction provide relevant background information on the topic?

□ D o esyo u rth e sissta teth e m a in points of the essay?
□ Do your body paragraphs include enough details to explain your ideas?
□ Does your information come from a variety of reliable and trustworthy sources?

□ Do you quote material and refer to sources correctly?

□ Do all your sentences relate to the main idea?

EDITING PRACTICE Read the information below.Then find and correct one mistake with
quotes or paraphrases in each sentence (1-4).

When you refer to sources, remember:

• When quoting directly, use quotation marks (and a comma if necessary) to

separate a person's exact words from the rest of the sentence.

• Use a comma after a phrase that includes According to.

• Do not use a comma when using the word that with a reporting verb.

• Make sure that sentences referring to sources are gram m atical. For exam ple, do
not use that with "As X says t h a t ..."

• In American English, commas and periods should go inside the end quotation
marks. For exam ple:

“With time running out," says Alexander, "tough priorities mustbe set."

x "With time running out", says Alexander, "tough priorities must be set".

1. "Whether we like it or not", says Magle, "we live with wildlife."

2. According to Green hope is an embedded theme in her collections.

3. As Vijay Kumar says that, "They act on local information."

4. Diamond asks, What's the best case for Africa's future?"

I F IN A L D R A F T Follow these steps to write a final draft.

1. Check your revised draft for mistakes with referring to sources.

2. Now use the checklist on page 248 to write a final draft. Make any other necessary changes.
3. Work in pairs and read your partner's final essay. Give feedback on each other's writing.

R E S O U R C E S AND D EV EL O P M ENT 167

 Review
SELF-ASSESS Consider the language a n d skills y o u learned in this unit.

1need
How well can you . . . ? Very well Pretty well improvement
use the key vocabulary from this unit □ □ □
annotate a text □ □ □
analyze point of view □ □ □
avoid plagiarism by referring to sources □ □ □
do research online □ □ □

A VOCABULARY Do you remember the meanings of these words? Look back at the unit and
review the ones you don't know.

adaptationca arise associate burden corruption E3

distinctnn dom inantEa mining misfortune radicallyca

resem blefEi so leEa thrive undergo workforce

B VOCABULARY EXTENSION Complete these tasks with a partner.

1. Think of expressions with the word economy. Take turns making sentences with them.
2. Choose a word from the box below and make a sentence with distinct. Take turns.

advantage possibility groups difference pattern smell

C READING SKILL List four ways to annotate a text. Which ones do you use? Tell a partner.

1. __________________________________________ 3.

2. __________________________________________ 4.

D LANGUAGE FOR WRITING Choose a quote from the reading passage. Write two sentences.
referring to the quote in two different ways.

SELF-ASSESS Loo k back at the chart above. Did y o u assess your skills correctly?
W h a t skills or language d o you still n e e d help with?

168 UNIT 7