UniT 5 On THE WiLD SiDE

IN THIS UNIT YOU

learn language to talk about
animals and conservation efforts
READinG
understanding
read a magazine article about the definitions
interdependency of species Sometimes writers give
definitions of words directly
talk about animal protection and
in a text. Why might they
rescue
do this?
listen to a story about an
orangutan
write a letter to a newspaper
editor about an animal welfare /
conservation issue
learn about decision-making styles
watch a video about suburban
beekeeping

SPEAKinG
summarizing
In what situations to
you have to give an oral
summary? What are some
different types of
information you might
summarize?

LIFE understanding decision-making styles

When you are a member of a group,
SKILLS do you prefer to take part in making
decisions, or to have someone else
SELF make them?
& SOCIETY
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 A Draw at least three arrows between the parts of
the ecosystem that you consider to be directly connected in some way.
Then explain to a partner why you have drawn the arrows.
For example:
You could draw an arrow going from the fish to the heron because fish are
a food source for birds.
A: I think … and … are linked because …
B: I’ve drawn this arrow because …

1
2

B Work in groups. Discuss how the things in the pictures can

affect people.
Trees reduce air pollution by taking in carbon dioxide and releasing oxygen.

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 A B
• Read the instructions to the class. Point out that the • Put the students in small groups to discuss how the
students will need to decide and explain exactly what things in the pictures can affect people. Encourage them
connection each of their arrows indicates. Illustrate this to be as specific as possible.
by discussing the first example sentence. Explain that • Ask a volunteer from each group to explain how and
the arrow connecting the mosquito to the blackbird why the things pictured are important to people. Have
shows that insects can be eaten by birds. Then go over them refer to the example given, and accept any
the second sentence in the same way. Point out that the plausible answer. Point out that different species depend
arrow connecting the tree to the blackbird shows that on each other, and that the students will be learning
the trees provide shelter for birds. more about these connections in this unit.
• Have the students look at the sample structures carefully
to help them formulate their own sentences. Then ask Possible answers
the students to work individually to study the pictures
Some kinds of fish are eaten by people. The fish, in turn,
and decide on the connecting arrows they will draw.
eat water plants or other fish, and live in the water.
Remind the students that they should have a logical
People eat some kinds of water plants, or parts of them
reason for drawing the arrows.
(e.g., water lily roots).
• Put the students in pairs to compare their ideas about
Wetlands are important ecosystems that process salt
the relationships between the parts of the ecosystem
water and turn it into fresh water. Both people and
and discuss the reasons for their choices.
animals drink fresh water.
• Check answers with the class. Elicit one connection
Mosquitoes can spread diseases to people.
from each pair in turn and continue until they run out
People use trees for fuel/construction.
of suggestions. Ask different students to give the
answer each time and make sure that they justify their
connections.
Extra: discussion
Possible answers
Ask the students to recall the names of some of the
fish—water plant: Fish fertilize the plants. wild animals that came up in the discussion earlier. Put
mosquito—bird: Some birds eat mosquitoes. the students into small groups and have them make
mosquito—fish: Fish eat mosquito larvae. a list of three or four of these animals. Then have
fish—bird: Birds eat fish. them discuss how these animals could be connected.
fish—water plant: Plants provide shelter/food for fish. Encourage them to provide logical reasons for their
bird—mosquito: Female mosquitoes feed on blood, responses. Circulate and help as needed.
including birds’.
mosquito—lake (background picture): Mosquitoes lay
their eggs in standing water.
tree—lake: Tree roots need water.
lake—bird: Birds drink water.

Culture note
These photographs feature wetlands, areas that are
covered with surface water or groundwater. Wetlands
provide habitats for fish and wildlife. In the United
States there are four types of wetlands: marshes,
swamps, bogs, and fens. The first photograph shows a
swamp with bald cypress trees. This type of wetland is
very common in the southern United States. Swamps
with bald cypress trees protect the coastal areas along
the Gulf of Mexico from dangerous storms. Logging
and draining of coastal wetlands put the coasts at risk.
Engineers in New Orleans drained swamps to allow the
city to expand. The draining of the coastal swamps was
one of the causes of the devastation to New Orleans
by Hurricane Katrina in 2005.

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 • Check answers with the class. Explain that the impersonal
1 Grammar: impersonal passive makes a sentence more formal in tone. Contrast
this with the use of the subject people or everyone in the
passive active construction of the sentences in the table, which
makes it more informal or even colloquial. Then point
Lead-in out that the impersonal passive is less common than the
Ask the students to look at the picture of the bat and active, especially in spoken English, and that we use it
discuss whether it looks more like a bird or a mouse. with reporting and opinion verbs.

B
Encourage them to justify their choice as logically as
possible. C
• Ask the students to read the active sentences and
A rewrite them using the two forms of the impersonal
• First elicit where this article might be found (nature passive. Elicit the answers to the first sentence as an
magazines, newsletters, etc.). Ask the students to read example: In ancient Egypt, it was believed that beetles
the text individually and decide which opinion about were lucky; In ancient Egypt, beetles were believed to
bats is closest to their own. be lucky. Have the students refer to the grammar table
• Take a quick poll by asking which students have a in Ex. B as they work.
negative opinion of bats. Ask these students to give • Check answers by asking individual students to write
their opinions to the class and to explain their reasons. their sentences on the board. Answer any questions that
Then ask the students who have a positive opinion of arise.
bats to explain their viewpoints.
Possible answers
1 In ancient Egypt, it was believed that beetles were
Notice! lucky. / In ancient Egypt, beetles were believed to be
• Direct the students’ attention to the Notice! box. lucky.
• Ask the students to underline all the passive verbs 2 Bulls are thought to represent strength in Greece. / In
they can find in the text and to circle the subjects of Greece, it is thought that bulls represent strength.
those verbs. Then ask them to notice the two ways 3 Deer are often shown in Chinese art because they are
in which these sentences are constructed. said to symbolize prosperity. / Deer are often shown
in Chinese art because it is said that they symbolize
Answer prosperity.
4 Elephants are thought to have a good memory. / It is
One form of the impersonal passive begins with it …
thought that elephants have a good memory.
and has a that clause after the verb. The other form
5 Goldfish are believed to bring good luck to
of the impersonal passive begins with the subject
marriages. / It is believed that goldfish bring good
of the sentence (e.g., Bats) followed by the passive
luck to marriages.
verb and the infinitive.
6 Where I grew up, black cats were thought to be
unlucky. / Where I grew up, it was thought that black
B cats were unlucky.
Form
• Ask the students to read the text in Ex. A again, paying D
attention to the passive forms. • Write the word superstition on the board and elicit the
• Direct the students’ attention to the grammar table. meaning from the class (a belief or custom that is based
Give the students time to read through it individually. on fear instead of knowledge). Give an example of a
Point out that they have already encountered many of superstition involving a kind of animal (black cats are
these impersonal passive constructions in texts that they unlucky, yellow butterflies are lucky, etc.).
have read. • Put the students in small groups and direct their
• Ask the students to refer to the two forms of impersonal attention to the questions. Ask them to discuss animals
passive to guide them as they complete the table with that have positive associations in their culture, as well as
examples from the article in Ex. A. those that are considered unlucky. Ask them to explain
• Check answers with the class. why they think these animals have positive or negative
associations. Encourage them to use the impersonal
Answers passive as they discuss these issues.
• Allow the students enough time to prepare their
1  Bats are thought to be
thoughts before the discussion and to make notes if
2  It is known that
they wish.
3  It is believed that
• Circulate and help as needed. To wrap up, extend the
discussion with the whole class.
Function
• Ask the students to choose the correct option to
complete each of the three sentences.
  Workbook p. 28, Section 1

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 1 GRAmmAR: impersonal passive
A LANGUAGE IN CONTEXT Read the article. Which
opinion about bats is closest to your own?

nOTiCE!
Bats about
Bats
Underline the passive verbs.
Circle the subjects. What two
It is said that beauty is in the eye of the different verb forms do you
beholder, meaning that what’s beautiful to one notice?
person might look unappealing to another.
Not only is beauty individual, it is also cultural. One fascinating example
of this is the bat. In Western Europe and North America, bats are thought
to be scary or even dangerous. People think of the legends of vampires,
or of diseases that can be spread by bats. Even in areas where it is known
that bats pollinate plants and eat harmful insects such as mosquitoes,
most people would say they find bats ugly. In China, on the other hand,
it is believed that bats bring luck. The word for “bat” in Chinese sounds
the same as the word for happiness, and bats have therefore come
to represent happiness and good fortune. Because bats have a long
lifespan, they can also symbolize longevity. Bat images can frequently
be found in Chinese art. So whether a particular animal is considered
friend or foe might just depend on where you live!

B ANALYZE Read the article in Exercise A again.

Form Complete the table with examples from the article.

Active Impersonal passive 1: Impersonal passive 2:
It + passive + that clause subject + passive + infinitive
People say that beauty is in the eye of It is said that beauty is in the eye Beauty is said to be in the eye of
the beholder. of the beholder. the beholder.
People think that bats are scary. It is thought that bats are scary. (1) scary.
People know that bats pollinate plants. (2) bats Bats are known to pollinate plants.
pollinate plants.
People believe that bats bring luck. (3) bats bring Bats are believed to bring luck.
luck.
Common verbs used with the impersonal passive include assume, believe, claim, consider, estimate, know,
recommend, report, say, think, and understand.

Function Choose the correct option to complete each sentence.

1 The impersonal passive is more formal / informal than the active.
2 The impersonal passive is more / less common than the active.
3 We use the impersonal passive with active verbs / reporting and opinion verbs.

C PRACTICE Rewrite the sentences in two different ways using the impersonal passive.
1 In ancient Egypt, people believed that beetles were lucky.
2 People in Greece think that bulls represent strength.
3 Deer are often shown in Chinese art because people say they symbolize prosperity.
4 Many people think that elephants have a good memory.
5 Some cultures believe that goldfish bring good luck to marriages.
6 Where I grew up, many people thought that black cats were unlucky.

D NOW YOU DO IT Work in groups. Discuss the questions.

Talk about common beliefs in your culture. What animals have the most positive
associations? What animals are generally considered unlucky or dangerous?

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 2 lISTENING: to a story
A Read the synopsis from a radio show guide.
What do you think probably happens in the story?

DECEMBER 8, 9:00 A.M.

THE ANImAl HOUR

Writer Margaret Nelson reads a short story
called Lena, from her collection of stories about
animals. Nelson is active in several animal rescue
programs, and last year she traveled to the island
of Borneo to visit an orangutan sanctuary. This
story is based on the life of an orangutan named
Lena. This is not just another feel-good animal
story with a happy ending; Nelson hopes that
people will listen not only to the story, but also to
the messages within it.

B VOCABULARY: ANIMAL RESCUE Read sentences (a–f) from the story Lena.
Write the words in bold next to their definitions (1–6).
a) Lena’s natural habitat, the Indonesian rainforest, is being destroyed at a frightening speed,
and over half of the rainforest has already been destroyed.
b) Humans helped the young apes learn essential orangutan skills that they would have
learned from their mothers if they had not been raised in captivity.
c) In the wild, young orangutans stay with their mothers for eight years.
d) Today, orangutans are an endangered species.
e) On the day of their release, they were taken deep into the forest.
f) Smugglers sell the young apes to people who don’t care that these animals are not meant
to be pets.
1 : a situation in which wild animals are kept by people
2 : a place where humans do not live
3 : a type of animal or plant that may soon become extinct
4 : the act of letting an animal leave the place where you have been
keeping it
5 : people who take things into or out of a country illegally to earn money
6 : a specific environment where a species typically originates from

C 1.23 VOCABULARY: ANIMAL RESCUE Listen to the story. Take notes to

help you remember the important points. Then use the words in Exercise B to
help you summarize the story with a partner.

D Work in pairs. Discuss the questions. Use information from the story
and your own ideas.
1 Why are orangutans becoming an endangered species?
2 Why do you think it often takes several years before orangutans can be released back to
their natural habitat?
3 In your opinion, does it really matter if an animal becomes extinct? Why or why not?

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 B
2 Listening: to a story • Have the students read the sentences and match the
words and phrases in bold to the definitions. Encourage
Lead-in them to consider the context as they think about the
Direct the students’ attention to the picture of the meaning of each sentence. To check the answers, invite
orangutan and elicit what they know about this animal. individual students to share their responses with the
class.

Culture note Answers

Orangutans are the only great apes found exclusively 1  in captivity 4 release
in Asia. They are an endangered species native to 2  the wild 5 smugglers
Malaysia and Indonesia. They are extremely intelligent 3  endangered species 6  natural habitat
and spend a lot of their time in trees. Their name
comes from the Malay language and means man of
C 1.23
the forest: orang = man; hutan = forest.
• See p. T168 for the audio script.
Borneo is in Asia, near other Indonesian islands like
• Ask the students to take notes while listening to the
Java and Sumatra, and off the north coast of Australia.
story. Play the audio once and then check progress. If
Borneo is the third largest island in the world and the
necessary, play the audio again.
largest in Asia. The island belongs to three different
• Give the students time to prepare their summaries from
countries: the north part to Malaysia and Brunei, and
the notes they have made. Encourage them to use the
the south part to Indonesia.
words in Ex. B in their summaries.
• Put the students in pairs to retell different parts of the
A story to each other.
• Have the students read the synopsis from the radio
show guide and guess what the story is about.
D
• Ask them to say what they think happens in the story, • Direct the students’ attention to the three questions.
and why. Elicit reasons why orangutans might need Give them time to think about their responses before
a sanctuary (they are an endangered species, for the discussion. Ask the students to work individually
protection from poachers, loss of habitat, etc.). first, writing key words for their answers to each
• Have the students predict whether the story has a happy question. Encourage them to use the vocabulary from
ending, and explain why they think so using evidence Ex. B in their notes. Remind them to use their own ideas
from the synopsis. (The text says “this is not just another and knowledge in addition to the information from the
feel-good animal story with a happy ending …” which story.
means there is a happy ending to the story.) Point out • Put the students in pairs to discuss the questions. Give
that the phrase not just here implies that while the story them time for discussion and then invite different pairs
ends happily, there are important messages in it to think to share their ideas with the class.
about.

Possible answer Extra: reading

It is a story about rescuing an orangutan that has a Ask the students to look for an article about an animal
happy ending. that was rescued. It can be any type of animal from a
local cat to a beached whale. Ask the students to write
the key points of the story. Put them into small groups
of four to tell their stories. Have the groups vote on
the best story and present it to the class.

  Workbook p. 29, Section 2

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 C
3 Grammar: passive modals • Direct the students’ attention to the instructions. Elicit
from the students the best way to approach an exercise
Lead-in like this, and why (e.g., read through the whole text first
Ask the students to suggest reasons why we might keep to get a better idea of the context).
animals in zoos (for educational purposes, to protect • Have them read the paragraph individually first.
endangered species by providing them with a safe place • Complete item 1 as a class (ought to visit). Ask the
to live and breed, etc.) and why people might be against students who is performing the action (supporters of
zoos (some zoos may not treat the animals well or provide zoos), what the object of the verb is (zoos), and whether
them with a mate, it is cruel to deprive wild animals of their the sentence is active or passive (active). Remind them
freedom and to keep them in cages for display, etc.). to do this kind of questioning when deciding if a verb
should be active or passive.
A 1.24 • Have the students complete the exercise individually.
• See the Student’s Book page for the audio script. Check answers as a class.
• Explain that the students will hear two people talking
about a zoo. Ask them to listen and make notes about
D
what the speakers agree and disagree about. Play the • Put the students in groups to discuss the ideas in Ex. C.
audio and have the students listen without looking at Give them time to decide if they agree or disagree
the conversation. with the ideas and to make notes. Encourage them to
• After eliciting the answers from the class, ask the support their opinions with examples.
students whom they agree with most: Larissa or Lee. • Circulate and help as needed.
Ask them to explain why and to provide further ideas of • When the groups finish, invite volunteers to give their
their own. opinions to the class and elicit opposing opinions.
Explain that the reasons for opposition can differ as long
as they take a clear stand on the issue.
Answers
• To wrap up, take a vote to see how many people are
They agree that animals’ habitats shouldn’t be destroyed. in favor of zoos and how many disapprove of them.
They disagree about whether animals should be kept Take another vote to see how many think governments
in zoos. should take more action to protect the well-being of the
planet and how many disagree.

Notice! Alternative
• Direct the students’ attention to the Notice! box.
To give the students more support for their discussion,
• Ask them to look at the underlined phrases in the
build up a table of prompts on the board as follows:
conversation and answer the question.

Supporters Governments Wild animals

Answer of zoos
the past participle
ought to … shouldn’t/should should/shouldn’t
… be …
B need to be …

Form & Function

• Ask the students to read the conversation, paying • Have the students decide individually if they agree
attention to the verb forms with past participles. or disagree with the different statements in Ex. C,
• Direct the students’ attention to the grammar table and and why. Then ask them to discuss their opinions in
give them time to read it individually. Point out that groups. Remind them of ways of agreeing and politely
they have encountered all of these modals in previous disagreeing if necessary.
exercises. Explain any terms if necessary. Then have
them look back at the conversation in Ex. A and identify
more sentences with modal verbs.   Workbook p. 29, Section 3
• Ask the students to complete the table with examples
from the conversation. Remind them to carefully review
the information about how to use passive modals and to
focus on using the tense correctly.
• Check answers with the class.
• Direct the students’ attention to the Watch out! box.
Point out that, in this example, the passive form is
the correct form to use because the habitats are not
performing the action; they are receivers of the action.
Remind the students to use the correct tense.

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 3 GRAmmAR: passive modals
A 1.24 LANGUAGE IN CONTEXT Listen to the conversation. What do
Lee and Larissa agree about? What do they disagree about?
lee: We can take a walk by the lake. I think the zoo has been closed for repairs.
larissa: No, wait—the gates are open, so it can’t have been closed yet. Let’s go in!
lee: Actually, I’d rather not. I don’t like zoos because wild animals shouldn’t be kept in
captivity. In fact, I think zoos ought to be banned.
larissa: Really? I disagree. A lot of good things can be done at zoos. For example, some
species may have been saved from extinction because of zoo breeding programs.
lee: Well, endangered species could be bred anyway and then released into their
natural habitats.
larissa: But their natural habitat may have been destroyed. Where would
they be released? nOTiCE!
lee: True. People shouldn’t have been allowed to destroy those habitats. Look at the underlined
We need stronger laws to stop that from happening. phrases. What form of the
verb follows the word be?
B ANALYZE Read the conversation in Exercise A again.

Form & Function Complete the table with examples from the conversation.
Modal Form Function Examples

Endangered species
(1) could be bred anyway.
We use these forms to talk
can, could,
modal verb + be about present and past I disagree. A lot of good things
may, might, can be done
+ past participle ability or future possibility (2) at zoos.
will, would
in the passive. Where (3) would they
be released ?
… wild animals
must, We use these forms to shouldn’t be kept in captivity.
modal verb + be (4)
ought to, talk about necessity and
+ past participle In fact, I think zoos
should advisability in the passive. ought to be banned
(5) .

We use these forms to The gates are open so it

could, can’t modal verb + can’t have been closed yet.
talk about deduction and (6)
may, might, be / have been + may have been saved
speculation in the present Some species (7)
must past participle
or past. from extinction.
modal verb + We use this form to give
People (8) shouldn’t have been allowed to
should have been + criticism of something that
destroy those habitats.
past participle happened in the past.

C PRACTICE Complete the paragraph from a wildlife conservation WATCH OUT!

blog. Use active or passive forms of the verbs in parentheses. Their habitats shouldn’t
Supporters of zoos ought to (1) visit (visit) zoos more often. have destroyed.
If they spent more time observing zoo animals, they might Their habitats shouldn’t
realize have been destroyed.
(2) (realize) that wild animals shouldn’t
(3) be kept (keep) in captivity. Zoo proponents argue
that animals bred in zoos can (4) be used (use) to increase wild populations and that
these breeding programs can (5) save (save) species from extinction. However, the
responsibility for the survival of wildlife cannot (6) be given (give) to zoos. Governments must
(7) be held (hold) responsible for the well-being of the planet. Too often, politicians promise
that the environment will (8) be protected (protect), but this does not happen. Many species that
are now extinct could (9) have been saved (save) if governments had acted responsibly at the time.
The public must (10) demand (demand) action from their elected officials. Act now!

D NOW YOU DO IT Work in groups. Discuss whether you agree or disagree with the
ideas in Exercise C.

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 4 PRONUNCIATION: final consonant clusters
A 1.25 Listen to the words and notice the sounds in the consonant
clusters in bold. Then listen again and practice the words.
Two final consonant sounds: hives, paths, pest, expect, width, length, watched
Three final consonant sounds: absorbed, urged, swarmed, warned, involved, tastes,
masks, risks

B 1.26 Listen to the text. Work in pairs and practice reading it,
paying attention to the consonant clusters.
We were absorbed as we watched the men in safety masks approach the bee hives.
The bees swarmed the length of the paths to the hives as their instincts urged them to
attack. We were warned of the risks involved in watching, but we wanted to find out
what fresh honey tastes like!

5 SPEAKING: summarizing
To give an oral summary of a text, identify the main ideas, select a few key words,
decide on the clearest order for presenting them to your listener, and then explain
the main ideas in your own words.

A Work in pairs. Read the question. Student A, read Jake509’s

answer. Student B, read Diane_Flint’s answer. Decide whether each
writer is for or against the sale of wild species as pets.

Animal Issues Home Account Login

Do you think pet stores should be allowed to sell wild species as pets?
Jake509: If pet stores are not allowed to sell wild species, wild animals will be bought from smugglers
or other illegal sources. However, if people buy animals in pet stores, and if pet stores buy from
authorized breeders, the illegal capture and sale of wild animals can be stopped, or at least reduced.
It is also a fact that some pet stores help educate people about animals, both domestic and wild.
Anyone who buys an animal at a good store will be given detailed instructions for taking care of it.
When people have some contact with wild animals, they are much more likely to support efforts to
preserve habitats and save endangered species.

Answer
Diane_Flint: I know that most of the wild animals sold in pet stores are bred in captivity, and
in most cases these animals could never be released into the wild, but that does not mean
that they make good pets. Many people buy cute baby animals and then do not know what
to do with them when they grow up and begin to exhibit behaviors like biting or scratching.
Furthermore, many animals are still caught in the wild, which damages wild populations
and causes trauma and suffering for the animals that are caught. These factors should be
considered by anyone who is thinking of buying a wild animal as a pet.

B Prepare to summarize the answer you read in Exercise A. Underline the main ideas in
the answer you read in Exercise A. Then answer the questions.
1 What is the writer’s thesis, or most important point?
2 Can you state the main ideas you underlined in your own words?
3 Should any details or examples be included in your summary?
4 Choose 3–5 key words to use in your summary.

C Work in pairs. Give your partner a summary of the answer you read. Then discuss
which point of view you agree with.

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 B
4 Pronunciation: final • Ask the students to read their text again and underline
consonant clusters the main ideas. Direct the students’ attention to the
questions. Have them work individually to use the
four questions as a guide in preparing their summary.
A 1.25 Circulate and help as needed while they are working.
• See the Student’s Book page for the audio script. Encourage them to make brief notes, and have just 3–5
• Refer the students to the two sets of words. Point out key words as prompts.
that the first set contains words with two consonant
sounds at the end, and the second set contains words Answers
with three consonant sounds at the end. Point out Jake:509: That pet stores should be allowed to sell wild
that groups of consonant sounds together are called species to benefit both animals and people.
consonant clusters. Diane_Flint: That wild animals should not be sold in pet
• Play the audio and have the students notice the final stores because people can’t adequately care for them.
sounds. Then play the audio again, pausing after each
word for the students to repeat it. Finally, give them
time to practice saying the words individually.
Alternative
B 1.26 Put two Students A and two Students B from Ex. A
• See the Student’s Book page for the audio script. together to work through the questions. Have them
• Ask the students to look at the text and think about how discuss the text and prepare their summary. This
to pronounce the words they have practiced. Play the will enable them to help each other and develop
audio and ask them to listen carefully. Put the students confidence by practicing before presenting their
in pairs and have them read the text to each other, summary to a new partner in Ex C.
taking care to pronounce the words with final consonant
clusters correctly.
• Remind the students that there should be no unnatural C
pauses or overemphasis on words ending in consonant • Ask the students to close their books. Put them in pairs
clusters when saying the complete sentences. The with the partners they had in Ex. A, and have them
sentences should sound as smooth and fluent as present their summary to their partner. Allow them to
possible. use their brief notes and key words on note cards, but
not their books.
• When the pairs finish, invite them to discuss both

5 Speaking: summarizing viewpoints and decide which one they agree with.
Take a class vote to see if anyone has changed their
mind because of something they learned during their
Lead-in discussion.
Ask the students to read the information in the skills panel.
Point out that by now they have read many texts, and
in doing so, have had a lot of practice in identifying the Extra: homework
main idea. Ask the students what summarizing is (giving a
Ask the students to find an online article that interests
brief and accurate statement of the main points of a text,
them and prepare a brief oral summary of it. Remind
presentation, report, etc.) and elicit when they might do
them to read the article carefully, make notes of the key
this orally (at a meeting, at work, in some study situations,
points, and then decide on the best order to present
etc.). Ask the students if they can use their own ideas in a
the points. Encourage them to write a few brief notes or
summary (No, but they can express the given ideas in their
key words on note cards to prompt them as they deliver
own words, i.e., paraphrase).
their summaries.
A In the next class, put the students in groups of four or
• Direct the students’ attention to the text and elicit five and have them present their oral summaries to
where they would probably find a text like this (on an their classmates. If the students wish, they can bring a
internet forum). printout of the original article to class, without the title,
and have the listeners match the corresponding articles
• Ask the class to read the forum question. Put the
to each summary after listening to each presentation in
students in pairs, and have them decide on their
their group.
roles: Student A and Student B. Have Student A read
Jake509’s response and Student B read Diane_Flint’s
response. Allow enough time for reading. Then ask the
class which writer is for the sale of wild species as pets   Workbook p. 30, Section 4
and which writer is against it.

Answer
Jake is for; Diane is against.

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 C
6 Writing: a letter to a • Write the following sentences on the board and ask the
newspaper editor students to complete theme by filling in the blanks with
the words in parentheses:
1 The job is __ paid (well/badly/poorly).
Lead-in 2 The meat was ___done (over/well).
Explain that a letter to the editor is a short piece of writing • Ask the students to name the part of speech of the
that expresses an individual’s strong feelings about an words in parentheses in item 1 (adverbs). Explain
issue. Letters to the editor are written to convince readers these adverbs can go before the word paid to form
of a specific viewpoint and to encourage discussion about adverb-adjective collocations. Highlight that in item 2,
the issue. overdone uses a prefix (over-), and well done uses an
adverb (well).
A • Ask the students to work individually to match the
• Ask the students to read the questions. Write the word adverbs with the adjectives they are commonly used
deer on the board, and divide the space into two with. Point out that there is no particular rule governing
columns labeled for and against. why they go together; English language collocations
• Elicit reasons for protecting deer and for getting rid of must be learned through practice.
them and write them on the board. Then discuss with • Put the students in pairs to compare answers, and then
the class which section has a stronger argument. Repeat check answers with the class.
the process for mosquitoes and wolves.
D
Possible answers • Ask the students to review the letter in Ex. B and decide
which collocations go with each concept.
1 Deer: Protect—The local ecosystem would be
• Check answers with the whole class. Point out that
disrupted without them. They provide food for
when a phrasal adjective follows a verb, it is usually not
animals higher up in the food chain. Get rid of—They
hyphenated, but when it comes before a verb, it usually
get into people’s yards and destroy plants. They carry
is hyphenated (e.g., A well-trained athlete works hard
diseases.
vs. That athlete is well trained ).
2 Mosquitoes: Protect—They are important in the
aquatic food chain since algae eat their larvae. Get rid
E
of—They can carry deadly diseases.
3 Wolves: Protect—Wolves are predators, and without • Direct the students’ attention to the instructions, and
them, the relationship of animals below them in the ask them to read the guidelines carefully. Clarify if
food chain would change. Get rid of—They can be a necessary. Then put the students in pairs to select one
danger to people. of the topics and write a letter to the editor.
• Point out that while each pair can divide the writing task
in whatever way they prefer, they must first reach an
B agreement about the content of the argument. Encourage
• Ask the students to read the letter to the editor of a them to write both the topic sentence and the concluding
newspaper individually. Ask them to think about how to sentence together. Circulate and help as needed.
summarize the main argument in one sentence. • Ask the students to display their letters to the editor on
• Ask the students what the letter is about (suburban the classroom walls. Have them circulate and read their
deer) and what the writer wants to happen (a well- classmates’ letters on the same topic. Invite them to say
organized effort from the people and the government to which letter has the most effective argument, and why.
address the overpopulation of deer).
• Point out the conventions of a letter to the editor, which
has a formal tone and begins Dear Editor … Direct the Alternative
students’ attention to the structure of the letter: how Ask each pair of students to pass their letter to a pair
the letter begins (by stating the reason for the letter), near them. They should write comments on the letter
how it presents the argument (by explaining (1) the and then pass it to a third pair, who should add their
background and cause of the problem; (2) what threats own comments to it. Finally, ask the original writers
suburban deer pose to people; (3) why current measures to retrieve their letter and discuss the comments their
to control the deer population are ineffective), and letter received, as well as any suggested changes.
how the letter ends (with the writer’s opinion on how to Circulate and help as needed during this process.
address the problem effectively).
• Ask the students to summarize the main argument of
the letter in one sentence. Then check the answer with
the class. Extra: homework
Have the students write another letter to the editor for
Possible answer homework on another of the topics in Ex. E.
The City Council needs to help find ways to control the
suburban deer population, as it poses health and safety
issues for the citizens of our community.   Workbook p. 30, Section 5

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 6 WRITING: a letter to a newspaper editor
A What are some reasons for protecting these creatures? What are
some reasons for getting rid of them?
1 deer 2 mosquitoes 3 wolves

B Read the letter at the bottom of the page. Summarize the main
argument in one sentence.

C VOCABULARY: ADVERB-ADJECTIVE COLLOCATIONS Match the

adverbs with the words that they are commonly used with.
1 over/under a) organized/effective/successful
2 highly b) populated/estimated/utilized
3 well/badly/poorly c) organized/done/thought-out

D VOCABULARY: ADVERB-ADJECTIVE COLLOCATIONS Write the correct

collocations from Exercise C next to the concepts from the letter below.
1 bow hunting (not) highly successful
2 effort needed from both people and the government well-organized
3 the area overpopulated

The Morning Gazette

E Work in pairs. Use the guidelines
Monday, April 16
and example to write a letter to the editor
stating your opinion. Include at least one Dear Environment Editor,
phrase from each group in Exercise C. I am writing in the hope that I can motivate other people in
our city to pressure the City Council to do something about
1 Choose one of these topics:
our suburban deer. Although they are a native species,
• Animals in captivity in zoos
when humans settled in this area, they removed the wolves
• The sale of wild animals as pets and other predators, without considering the effect that
• The control of “suburban wildlife” such this would have on large mammals such as deer. With no
as deer or squirrels animals to kill them off, the area is now overpopulated
2 State your opinion in a topic sentence. with deer, which poses a real threat to people. In some
ways, they are just a nuisance—they eat the flowers out
3 Briefly explain the background to the problem.
of our yards and trample our plants. But they also carry
4 State your arguments/opinions. diseases that can be spread to humans through fleas and
5 Write a concluding sentence which re-states ticks. The most dangerous of these is Lyme disease, which
your topic sentence in different words. can be fatal. Deer are also a significant problem on our
roads. Did you know that last year, deer were blamed for
1.2 million car accidents in the U.S.A.? And they’re not
easy to get rid of. Some communities have turned to bow
hunting to cope with their deer, but this method hasn’t
been highly successful, and it isn’t safe for people. It will
take a well-organized effort from both private citizens and
the city government to combat the suburban deer.
Scott Stewart, Cool Springs

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 7 READING: understanding definitions
Being able to recognize definitions helps you to understand both concepts and
specific words in a text. Definitions may be given directly, signaled by punctuation,
or implied by a list of examples.

A Work in pairs. Discuss the questions.

1 When is the last time you saw a bee? Where did you see it, and what was it doing?
2 How do you think bees can have an effect on our lives?
3 Skim the article. Where do you think you might see an article like this?

B Read the article and discuss the questions in groups.

1 What problem does the article discuss? Why is it an important problem?
2 What causes of the problem are mentioned? Can you think of any others?
3 What solutions does the article propose? Can you think of any other solutions?

The 1
If the price of food is higher next year, don’t blame your supermarket—blame

Buzzabout
the death of millions of beehives, a phenomenon known as colony collapse
disorder, or ccD. In fact, ccD has destroyed more than 10 million beehives since
2007 just in north america. each colony, or community, of honeybees, contains
around 30,000–50,000 insects, so the number of insect fatalities is enormous.

Bees
there are known to be around 20,000 different species of bees, which live
2

on all continents except antarctica. Bees of all types are pollinators—that is, by
spreading pollen when they fly from flower to flower, they fertilize plants, which
causes fruits or vegetables to grow. Many north american crops, including
apples, apricots, blackberries, carrots, almonds, broccoli, onions, watermelon,
and more, cannot be fertilized except by bees. Fewer bees, therefore, means
fewer (and more expensive) apples; no bees means no apples.
It is now understood that ccD has more than one cause. Originally, it was
3

thought that pesticides—chemicals sprayed on crops to kill insects—were

responsible for killing the bees. however, ccD was observed among bees in the
wild who fed from wildflowers as well as those which pollinated commercial
crops. In the 1980s, varroa mites, which are parasites that suck blood from both
adult and developing honeybees, were introduced into the southern United
states. and they have spread from there. Loss of habitat is another problem for
bees. human development has resulted in a loss of plants that produce food for
bees and a loss of space for them to build their hives in peace. It is even thought
that climate change is stressing bee health.
4
the real cause of the bees’ decline is probably a combination of all these
factors. It has been shown that pesticides and fungicides, used to kill funguses on
food crops, don’t necessarily kill bees, but they do weaken them—which leaves
them more vulnerable to diseases and mites.
5
While there are products such as apistan, which can kill varroa mites, they
are not highly effective. a better solution must be found, including protection of
bees’ natural habitat and a reduction or elimination of agricultural chemicals that
weaken and kill bees. For both ecological and economic reasons, we simply can’t
afford to lose our honeybees.

C Read the article again. Match the term being defined (1–6), the method of definition
(a–f), and the definition (i–vi). The first one is done for you.
1 colony collapse disorder a) that is i. chemicals that kill insects
2 colony b) a list of examples ii. community
3 pollinators c) which + explanation iii. the death of millions of beehives
4 crops d) or iv. plants grown for food
5 pesticides e) definition between dashes [ — ] v. something that fertilizes plants by
6 varroa mites f) known as spreading pollen
vi. parasites

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 7 Reading: understanding Extra: using definitions
definitions • Write the following on the board:
1 Africanized bees spread to North America around
1990. (known as) (aggressive variety of honeybee)
Lead-in
2 An Africanized queen bee can take over the
Ask the students to read the information in the skills panel.
colony of different species of honeybee. (or)
Explain that a text may often include definitions of key
(leader of a colony)
terms to make it easier for readers to understand the main
3 In the southwestern part of the U.S.A.,
idea or the basic argument of the text without interrupting
Africanized bees are considered to be an invasive
the reading process to consult a dictionary. These
species. (that is) (they are a non-native species
definitions can be given either directly or indirectly in the
that harms the local population)
text. Examples of direct definitions include explanations
4 Killer bees are more aggressive than domestic
of what the term means, signaled by punctuation (e.g., in
honeybees. (explanation between dashes) (more
parentheses or separated by dashes) or by explicit phrases
likely to attack and pursue for longer distances)
such as which means. Examples of indirect definitions
5 In some Latin American countries, Africanized
include examples and/or implications suggested by the
bees are the most common variety used in
information in the text.
beekeeping. (such as) (Brazil, Argentina)
• Ask the students to work individually to rewrite
A
each sentence so that it includes a definition for
• Put the students in pairs. Ask them to read the questions the underlined expression. Remind them to use the
and discuss them together. expressions in parentheses.
• Have each pair share their responses to items 1 and 2 • When the students finish, put them in pairs to
with the whole class, and encourage them to explain the compare answers. To wrap up, discuss the answers
reasons behind their answers. Elicit the answer to item 3 with the whole class. Provide explanations as
(in a current affairs magazine). necessary, and demonstrate how to insert the
definitions into the sentences on the board if
B required.
• Focus the students’ attention on the article and have
them read it individually. Then put the students into Answers
small groups and have them answer the questions.
1 Africanized bees, known as an aggressive variety
• Give the students time for the group discussion.
of honeybee, spread to North America around
Circulate and help as needed.
1990.
• Check answers with the class.
2 An Africanized queen bee, or leader of a colony,
can take over the colony of different species of
Answers honeybee.
1 The article discusses the death of millions of bees 3 In the southwestern part of the U.S.A., Africanized
through colony collapse disorder. It’s an important bees are considered to be an invasive species;
problem because bees are needed to pollinate plants that is, they are a non-native species that harms
that provide food. the local population.
2 The article mentions pesticides, mites, loss of habitat, 4 Killer bees are more aggressive—more likely to
and climate change as causes of CCD. attack and to pursue for longer distances—than
3 The article suggests protecting bees’ habitats and domestic honeybees.
reducing or eliminating the use of chemicals that kill 5 In some Latin American countries, such as Brazil
or weaken bees. and Argentina, Africanized bees are the most
common variety used in beekeeping.

C
• Ask the students to look at the first sentence of the text
and identify the term being defined (colony collapse
  Workbook p. 31, Section 6
disorder). Then ask them to identify the definition
(the death of millions of bees), and decide whether
the definition is given directly or indirectly (directly).
Point out that the definition here is an explanation that
actually comes before the term itself is introduced.
• Ask the students to look at the example in Ex. C. Point
out the term (colony collapse disorder), the method of
definition used in the article (known as), and the actual
definition (the death of millions of bees), all connected
by arrows.
• Ask the students to read the article again to find the six
terms and how they are defined. Have them complete
the exercise individually before comparing their answers
with a partner.
• Check answers with the class.
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 B
lifeSkills: understanding • Explain to the students that they are going to learn
decision-making styles about four methods for reaching a group decision.
Focus the students’ attention on the four different
Step 1: Understand the advantages and disadvantages of decision-making styles in the box, and have them work
different decision-making styles. (Ex. A, Ex. B) individually to match them to the descriptions. Then
Step 2: Determine which decision-making style is most check answers with the class.
appropriate for a given situation. (Ex. C ) • Ask the students to suggest situations where each of
Step 3: Carry out the decision-making process and reflect these decision-making methods is used (in a school
on whether it went well. (Ex. D, Ex. E) context, authoritarian: when the principal tells the
students they will visit a museum; committee: when a
Lead-in group of student class representatives meet to discuss
Read the target skill aloud and invite the students to tell and decide where to visit; majority rule: the whole class
you what they think understanding decision-making styles votes on two choices for an outing; consensus: the class
means. Ask the students about the last decision they made discusses and eventually agrees on an outing).
in a group and how they made it. Start with an example of
your own (e.g., After some discussion, my family decided C
to go to Hawaii instead of Florida for a short holiday). • First, have the students work individually to complete
Ask whether the students think group decisions are made the table by checking the appropriate columns. Make
differently in different situations (at home, in sports, in sure they understand that several columns can be
courtrooms, by governments, etc.). Ask in what ways they checked for each style.
think the processes are different (decisions are made by • When they finish, put the students in pairs or small
different numbers of people; some decisions take into groups to compare ideas and discuss any differences.
account a mixture of rules and/or opinions; there may be • While checking answers with the class, invite the
a hierarchy when it comes to certain decisions, etc.). Then students to share with the class any interesting ideas
highlight the three-step strategy to develop the skill of that came up in their discussion.
understanding decision-making styles.

A
• Put the students in pairs. Ask them to read the questions
Extra: discussion
and give them time to think about their responses Put the students in groups and encourage them to
individually before discussing them with their partners. share their experiences and involvement in different
• Allow time for pair discussion and then discuss as a decision-making styles. Ask them to consider school,
class. Elicit key differences when making decisions as extracurricular activities, workplaces, clubs and
part of a group instead of individually. Have the students associations, community groups, etc.
think about the positive and negative aspects of each
difference (decisions can be easier to make on your
own because you don’t have to consider other points of
view; group decisions can be better decisions because
different people can contribute different viewpoints on
the same issue; some problems can be foreseen before
they occur; etc.).
• Next, ask the students to consider the kinds of
difficulties that can arise from making decisions as part
of a group. Elicit answers from the whole group and
write them down on the board (it can be very time-
consuming to decide something in a group; it may be
difficult to channel input from many different people
into one course of action; some group members
may not feel as if their opinions are valued as much
as others; some group members may not want to
compromise to reach a decision; some group members
may want to make decisions more actively than others;
people may not be able to agree on a decision, etc.).

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 lifeSkills
UnDERSTAnDinG DECiSiOn-MAKinG STYLES
• Understand the advantages and disadvantages of different decision-making styles.
• Determine which decision-making style is most appropriate for a given situation.
• Carry out the decision-making process, and reflect on whether it went well.

A Work in pairs and discuss the questions.

1 Do you find it easier to make decisions on your own, or as part of
a group?
2 What kind of problems can arise when making decisions as a group?

B Write a word or phrase from the box next to each

description of a decision-making style.

authoritarian committee consensus majority rule

1 majority rule : The decision is made by holding a vote on two

or more options. Each person gets one vote, and the option that
receives the most votes wins.
2 committee : In a large organization or group, people choose
a smaller group of people to make the decision. The large group
agrees to accept the decision made by the smaller group.
3 authoritarian : One person makes the decision for the whole
group.
4 consensus : The aim is that everyone in the group should
agree on the final decision. If there are different opinions, people
talk and compromise until disagreements are resolved.

C Check the statements that you think apply to each

decision-making style. (In some cases, you can check more
than one statement.) Discuss your answers with a partner.
Authoritarian Committee Consensus Majority rule

a) It’s a slower method.  

b) It’s a faster method. 
c) Everyone’s opinion is heard.  
d) It’s fair to everyone. 
e) Power is not equal.  
f) It’s a good way of making decisions
about how a country is run.


g) It’s a good way of making decisions

in a small organization. 

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 Self and Society
Work and Career
Study and Learning
D Work in pairs. Discuss which decision-making style
you would recommend in each situation. Explain why.
1 A family—parents and two children—are discussing whether to get
a pet.
2 The family has decided to get a pet and they are deciding what kind
of pet to get.
3 A zoo needs to hire a new veterinarian.
4 There is a proposal to turn a large city park into an open-air arts and
crafts market.

E Work in groups of five (or another odd number).

Read the biology assignment. Then follow the steps below.

BIO 101 • Due: TuesDay, aprIl 7 a) Get the school to join an international organization that works
for the protection of endangered species and habitats in many
As we have discussed, we would like to different countries. Decide how money could be raised in your
motivate the school to get involved in animal school and/or town to donate to the organization.
welfare or environmental conservation. You b) Start a campaign to educate students about ecology issues
have brainstormed ideas, and now a proposal in your country. Encourage students to join reputable ecology
has to be made to the school. Your group will groups in your country, either branches of international
evaluate the suggestions that have been made organizations or country-specific ones.
and will decide on one idea to present to the c) Start a responsible pet owner movement. Local vets can
school. Each group will then explain to the class usually be persuaded to go to a school to talk about how to
which idea they have chosen and why. The final care for pets. Ask for volunteers to help in animal shelters and
decision on which idea to work up as a proposal in finding homes for abandoned animals.
will be decided on by class vote.

1 Individually, decide which idea you like best.

2 Then, tell your group which idea you like best.
3 As a group, choose a decision-making style that will best help you all agree on the same idea.

F Tell the class about your decision-making process.

• Which idea did your group choose?
• Which decision-making style did your group choose? Why?
• What was easy about that decision-making style? What was challenging?
• If you had to do it again, would you choose the same decision-making process? Why or why not?

Reflect … How can the skill of

HOW TO SAy IT understanding decision-making styles be useful to
Some of us wanted to use the … method, but most you in Work & Career and Study & learning?
wanted to use the … method, so we did.
The most/least popular/effective idea was …
We thought this method was highly / wasn’t very
RESEARCH …
effective because …
We probably overestimated/underestimated the Research the way laws are passed in your
difficulty of / time needed for this method. community, city, or country. (You may choose
a specific example of a law, to narrow your
The decision could have been made more easily
focus.) Take notes on the process, and decide
using …
whether the process is mostly authoritarian,
by committee, by consensus, majority rule, or
a combination of styles. Report back to the
G Discuss the questions. class on the law-making process.
1 What have you learned about decision-making styles?
2 Which decision-making styles are you most likely to
use for group decisions in the near future?

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 D G
• Have the students read the instructions and the list • Direct the students’ attention to the questions. Give the
of situations. Allow time for the students to prepare students time to think about the skill of understanding
their thoughts for the discussion, making notes if decision-making styles they learned in this lesson and how
they wish. Put the students in pairs and have them it can be useful to them in the domain of Self & Society.
discuss their ideas for each situation. Point out that • Ask the students to work in small groups to discuss the
there may be more than one suitable answer for each two questions. Ask the groups to exchange ideas on
situation. Remind them that they will need to provide a the decision-making style that they think works best
reasonable explanation for their answers. for doing group assignments, choosing class activities,
• Give the pairs enough time for the discussion, and then and organizing club activities. Encourage them to give
check the answers with the class. Ask the students to say reasons for their choices. Have each group share their
why they have chosen a certain decision-making style responses to item 2 with the whole class.
for each situation. Ask the rest of the class if they agree
or disagree, and elicit viable alternatives.
Extra: feedback
E
When monitoring the students’ discussions, make
• Put the students into groups of three, five, or seven (an notes of some examples of good language they
uneven number is necessary for the group decision- use and common errors they make. At the end of
making to be authentic). Give them time to read the the class, write examples of these on the board. Put
biology assignment and the three ideas proposed. the students into pairs and have them decide which
• Make sure the students understand the task. Then refer sentences are correct and which are incorrect. Invite
them to the three steps of the process and have them different students to make the corrections on the
start work. board. Encourage the students to copy examples of
• Circulate and help as needed. good language use into their notebooks.

F
• Have the students remain in the same groups. Direct the
students’ attention to the questions. Ask them to discuss Reflect
their decision-making process and share their answers • Ask the students to read the Reflect question.
with the class. • Give them some time to think about different situations
• Direct the students’ attention to the examples in the in the domains of Work & Career and Study &
How to say it box and encourage them to use the Learning where the skill of understanding decision-
expressions in their discussion. making styles would be useful.
• Give the groups enough time to discuss the questions. • Elicit the following ideas: selecting a team leader for
Circulate and help as needed. a project, making budget decisions, deciding how to
• To wrap up, ask each group in turn to share their approach a group project, discussing possible solutions
experiences. Remind them to use the phrases in the for a problem, assigning various tasks to different
How to say it box. people, etc.

Extra: discussion Research

Elicit a basic difference between decisions made by • Explain the task and make sure that the students
an authority and decisions made by consensus or understand what they have to do.
committee. (Consensus or committee decisions often • Suggest sources of information on community groups
involve communities—such as families or groups of and law-making bodies, such as newspapers and local
local people—and can take a long time. Authoritarian news websites and interview programs. Also suggest
decisions can be made in urgent situations where there that the students attend a meeting of local community
is less time for discussion, such as who to evacuate first organization or governing body, or view one on the
in a fire, etc.) Encourage the students to tell you how internet, if possible.
and where they think they can apply the strategies they • Invite the students to present the results of their
have learned or practiced during this section. research to the class, including reactions to any
decision-making experiences they observed firsthand.
Then have them explain what decision-making style(s)
they think were in operation.
• Encourage the class to ask questions and make
comments after each presentation.

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 • You can also use the Language wrap-up to review the
Language wrap-up material in the unit with the class and work on the
exercises together as a class activity. In this case, you
There are several approaches that you can use for the can ask the students, for example, to look back at the
Language wrap-up exercises: appropriate Grammar section in the unit and review the
• in class as a test main points to clarify any misunderstandings before they
• in class as a review begin an exercise. Similarly, you can ask the students
• as homework to first work in pairs to check the meanings of words to
be used in fill-in-the-blanks exercises in the Vocabulary
Class test
section.
• Ask the students to do the exercises in test conditions • Note that the more assistance you give the students, the
and give a time limit (e.g., 20 minutes). higher the score you should expect them to get when
• Check answers with the class and deal with typical errors they do the exercises.
or problems.
Class review 1 Vocabulary
• If you decide to do the exercises in class, you can • Ask the students to read the whole letter for general
approach the Language wrap-up as a two-step review. understanding and to gain an idea of the context before
First, ask the students to do the Vocabulary section filling in the blanks with the words or phrases from the
individually. When they finish, ask them to check their box. Remind them that each blank is worth one point.
answers carefully, and then put them in pairs to compare • When checking answers with the class, point out that
answers and discuss any differences. the must be used before wild when it is used as a noun
• You can then apply the same procedure to the Grammar (e.g., animals in the wild), and so wild must be the
section. correct answer for item 5, rather than natural habitat,
• Self- and peer-correction are two excellent ways of which is used with the article a or a possessive adjective
developing learner independence and creating a such as their). Also, draw the students’ attention to the
cooperative learning environment. two adverb-adjective collocations: under-utilized and
underestimated.
Homework
• If you give the exercises for homework, you can ask Answers
the students to do them in test conditions, i.e., without
1  under 6  in captivity
referring to the language they covered in the unit, their
2  thought-out 7  natural habitat
notes, the Grammar reference section, dictionaries, etc.
3  effective 8  endangered species
• Give them a time limit (e.g., 20 minutes).
4  released 9  highly
• Check answers with the class in the next lesson and deal
5  the wild 10  underestimated
with typical errors or problems.
• The scoring system has been designed to give the
students an idea of the progress they are making. Each 2 Grammar
section has a total score of 10 or 12, depending on the
• Make sure the students understand the question.
complexity of the language covered and the nature
Point out that they will be filling in the blanks with the
of the exercises. Whichever approach you take to the
correct form of the impersonal passive and the verb (in
Language wrap-up, after checking the answers to each
parentheses), whereas they will be circling the correct
section, ask the students to write their score. If they
modals.
have a score lower than 8 (out of 10) or 10 (out of 12),
• Ask the students to read the whole letter first before
direct them to the appropriate sections of the unit and
completing the exercise. Encourage them to say each
encourage them to read them again for homework.
sentence silently to themselves before deciding on their
After that, ask the students to complete the exercise(s)
answers.
again at home.
• Check answers with the class and explain any items as
Alternatives necessary.
• With any of the approaches above, you can give help by
looking at the exercises with the students before they Answers
start and discussing how they should go about them. 1  is said to be 6  ought to
For example, if they have to fill in the blanks in a text, 2  shouldn’t be 7  is believed to disturb
encourage them to read through the whole text first to 3  are thought to live 8  mustn’t
get an idea of the general meaning of it. If they have 4  might have been 9  is said
to choose the correct option to complete a sentence, 5  is said to have 10  must
encourage them to make sure they read the whole
sentence first to understand the context.

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 Language wrap-up
1 VOCABUlARy
Complete the letter with the words and phrases from the box. (10 points)

effective endangered species in captivity highly natural habitat

under released the wild thought-out underestimated

Dear Editor,
I believe that the Coldwater Wilderness Area, which is located not far from our
city, is (1) under -utilized and could be used in a number of different
positive ways if the city had a well (2) thought-out plan for it. We have a highly
(3) effective wildlife rescue program, and many of those rescued animals
could be (4) released into (5) the wild in Coldwater instead of
being given to zoos and kept (6) in captivity all their lives. Coldwater is a
(7) natural habitat for a number of (8) endangered species , and the area could be used
to help educate the public about environmental issues as well as provide recreation.
I know that there is a (9) highly successful program at the zoo on local plants
and animals, and maybe a trip to Coldwater could be included in their program. I feel
strongly that the importance of educating people about our local resources cannot be
(10) underestimated . Why can’t people have fun and learn at the same time?

Frederick Missen

8–10 correct: I can use words related to animal rescue, and adverb-adjective collocations.
0–7 correct: Look again at Sections 2 and 6 on pages 59 and 62. SCORE: /10

2 GRAmmAR
Complete the letter. Use the impersonal passive form of the verbs in
parentheses and choose the correct modal structures. (10 points)
Dear Editor,
The Coldwater Wilderness Area (1) (said / be) our most beautiful
natural park. For this reason, I am against the proposal to open up the lake to
motorboats and the trails to snowmobiles in the winter. People (2) should / shouldn’t be
allowed to upset the natural environment for sports.
Currently, more than 15 species of fish (3) (think / live) in the lake.
Those fish (4) might be / might have been killed if motorboats hadn’t been banned. Let’s
not forget that this lake (5) (say / have) the best fishing in the state!
That’s another reason that motorboats (6) ought to / might be forbidden. The same goes
for snowmobiles.
Did you know that the noise from snowmobiles (7) (believe / disturb)
hibernating animals? For this reason alone, snowmobiles (8) must / mustn’t be permitted.
It (9) (say) that deer and other animals can be so frightened by the
noise of snowmobiles that they injure themselves.
For these reasons, the Coldwater Wilderness Area (10) must / might be preserved as an
area safe for both animals and people.
August Philips

8–10 correct: I can use the impersonal passive and passive modals.
0–7 correct: Look again at Sections 1 and 3 on pages 58 and 60. SCORE: /10

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 Writing a formal
Writing Workshop email request

A Read the email asking the public for financial donations. What is the
money needed for?

Dear community supporter,

the Glenwood raptor center was created in 1987 to serve the needs of our area’s wild birds of
prey—eagles, owls, falcons, and more. each year, we help rescue dozens of sick and injured birds. Our
trained volunteer staff works to rehabilitate these birds so that they can be released back into the wild.
We also conduct educational outreach programs to inform the public about the place these beautiful
birds have in our environment, and how we can all work together to protect their habitat.
I’m writing to ask for a donation to our annual fund. your gift helps pay for food and shelter for the
birds, their medical expenses, our educational outreach programs in schools and community centers,
and our nature center. a donation of just $50 includes an annual membership for the Glenwood
raptor center, good for discounts on our gift shop items and free admission to any of our programs.
For $100, you can sponsor an individual bird, for which you’ll receive a photo of the bird, an adoption
certificate, and regular updates about your sponsored bird’s progress.
click here to donate $50 or any amount of your choosing.
thank you for your generosity.
sincerely,
Judy McLaughlin
Community Outreach Director
Glenwood Raptor Center

B Check the features that the email mentions.

the receiver’s name how much money the organization currently has
 the sender’s name how much money the organization needs
 the pronoun you  what the organization will spend money on
 the pronouns I or we  a recommended amount to give
 what the organization does

C Look at the email again. Underline any phrases that could be used in
any fundraising letter or email.

D Now write a formal campaign email asking for money for Greenvale
Animal Shelter. Write at least two paragraphs, using the structure of the
model in Exercise A. Write about 250 words.

Greenvale Animal Shelter: cares for stray cats, dogs,

rabbits, and other small animals. Finds homes for strays
HOW ARE yOU DOING?
in the community. Reunites pet owners with lost pets. I explained what the organization does.
Educates public on how to care for pets. Needs money I directly asked for what my organization
for food, blankets and bedding, veterinary care, pet wants.
supplies such as bowls and leashes, general office
I used a formal email format.
supplies, and educational programs. All workers are
volunteers.

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 C
Writing workshop: writing a • Ask the students to read the email again and work
formal email request individually to underline all the phrases that could be
used in any fund-raising letter.
• Put the students in pairs to discuss their answers. Then
Lead-in check answers with the class and write them on the
Explain to the students that in this workshop they are board.
going to practice writing a formal email as part of a fund-
raising campaign. D
• Ask the students to read the instructions, and explain
A the task as needed. Then have the students look at the
• Direct the students’ attention to the email and elicit the notes provided. Ask them to use the notes to write a
name of the organization that has sent it (Glenwood formal email with a request for money for the shelter.
Raptor Center ). Explain that this is a formal email that Encourage them to supplement those notes with
asks the public for financial donations as part of a their own ideas to make their emails interesting and
campaign to raise money for a charitable organization. informative.
• Ask them to read the email quickly on their own to find • Encourage the students to use the phrases they
the answer to the question. identified in Ex. C to help them draft their emails. Refer
• Put the students in pairs to discuss their answers. Then them to the structure of the sample email in Ex. A and
check the answer with the class. encourage them to follow it. Circulate and help as
needed.
Answer • When the students finish writing, put them in small
The money is needed for taking care of the birds, groups to review each other’s work and offer tips on
providing educational programs, and for the nature revision. Have them check their group members’ emails
center. to make sure that they all include a direct request for
what their organization wants, that they are right length
(about 250 words), and that they are in the correct
B format.
• Ask the students to read the email again, paying • Remind each group to offer guidance on the quality
attention to what information the email contains and of the points and the structure of the email by writing
how each paragraph is structured. corrections, comments, and suggestions on each page.
• Have them work individually to read the list of features Then ask the students to rewrite their emails based on
and identify them in the email where possible. the peer feedback they received and display their final
• Put the students in pairs to compare answers and emails on the classroom walls or on a notice board.
discuss any differences. How are you doing?
• Point out that the email identifies the receiver (or
• Ask the students to read the statements and check the
recipient) of the email as a “Community Supporter.”
ones they believe are true.
Although this is not technically a name, it identifies
• Ask them to discuss their email with a member of their
the receiver as a member of a community who helps
group and identify things they could improve on next
support it, probably by giving money. Ask the students
time.
to think about the psychological effect of the pronouns
you, I, and we on the receiver and what role these
pronouns play in the email. (It creates a sense of   Workbook p. 32, skillsStudio
community and makes a request for money seem more
personal.)
• Ask the students to look at the email and discuss
whether the explanation of what each donation
of $50 or $100 gives each donor functions as a
recommendation. (Yes, it is an indirect recommendation
because people are more likely to donate $50 or
$100 since they know they will get something specific
in return. / No, it is only a suggested amount; the
letter says that donors can give “any amount of their
choosing.”)

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