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ON THE COVER
The cypress knees of the bayou Dale Bumpers White River
National Wildlife Refuge, Arkansas, USA
© Rita Szabo
LISTENING & SPEAKING
JONATHAN BYGRAVE

NATIONAL
GEOGRAPHIC
LEARNING

Australia + Brazil + Mexico » Singapore + United Kingdom « United States

National Geographic Learning, © 2022 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
Reflect 2 Listening & Speaking permission of the copyright owner.
Author: Jonathan Bygrave
“National Geographic”, “National Geographic Society” and the Yellow Border
Design are registered trademarks of the National Geographic Society
Publisher: Sherrise Roehr ® Marcas Registradas

Executive Editor: Laura Le Dréan

Managing Editor: Jennifer Monaghan
For permission to use material from this text or product,
Director of Global Marketing: lan Martin submit all requests online at cengage.com/permissions
Product Marketing Manager: Tracy Baillie Further permissions questions can be emailed to
Senior Content Project Manager: Mark Rzeszutek [email protected]

Media Researcher: Stephanie Eenigenburg

Art Director: Brenda Carmichael
Student Book ISBN: 978-0-357-44912-7
Senior Designer: Lisa Trager
Student Book with Online Practice: 978-0-357-44918-9
Operations Coordinator: Hayley Chwazik-Gee
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Locate your local office at international.cengage.com/region

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Visit our corporate website at www.cengage.com

Printed in China
Print Number: 01 Print Year: 2021
 LISTENING &
VOCABULARY EXPANSION

WELCOME TO THE NEIGHBORHOOD page 2 Listening: Why do

you live here?
Take notes—focus on
key information «
SOCIOLOGY
Video: Life in
Longyearbyen Using a dictionary:
Word stress

Phrasal verbs: With up

OLDEST, MIDDLE, YOUNGEST Listening: Birth order

theory
Recognize generalizations
PSYCHOLOGY/SOCIOLOGY

Video: My big Using a dictionary:

brother Synonyms

Phrasal verbs: With get

'MA BIG FAN Video: Why do we

disagree about
Take notes using symbols
| MUSIC
music?
Using a dictionary: Choose
Listening: A global the correct meaning
music listening
survey Prefix: dis-

THE BEAUTY OF SCIENCE

SCIENCE
Listening: Three
science experiments
Understand cause

that changed the

world Polysemy:
Multiple-meaning words
Video: Science you
can do at home Using a dictionary:
Antonyms

SCOPE AND SEQUENCE

EEE
SPEAKING& CRITICAL
PRONUNCIATION GRAMMAR THINKING REFLECT ACTIVITIES

Give opinions Quantifiers Analyze what > Reflect on your neighborhood

you know and » Give reasons for choosing your
Sounds and don’t know neighborhood
syllables
> Imagine life in Longyearbyen
> UNIT TASK Present advantages and
disadvantages of your neighborhood

Ask for and give Comparative Evaluate >» Generate ideas about sibling behavior
advice and information
> Compare yourself to siblings or friends
superlative
The schwa /3/ adjectives > Relate ideas to your experiences
> UNIT TASK Give a presentation about
siblings

Make and Question Recognize > Discuss your experiences with music
respond to forms reliable > Make a playlist
suggestions research
> Evaluate a music survey
Word stress > UNIT TASK Present the results of a
survey

Explain results Simple past Consider more >» Understand steps in research
than one cause >» Discuss a personal experiment
-ed endings
> Describe a home science experiment
> UNIT TASK Present the results of a
science experiment

SCOPE AND SEQUENCE iif

ee
 LISTENING &
VOCABULARY EXPANSION

WHY WE BUY Listening: Spending

more, saving less
Predict lecture content

Video: Eight Prefix: trans-

money-saving tips
Collocations: Waste +
noun and waste + of +
noun

ANIMAL MAGIC Video: The world

through animal eyes
Take general notes—add
details later
ENVIRONMENTAL SCIENCE

Listening: More than

just a long neck Word roots: vis and vid

Base words and affixes

FIND YOUR PATH Video: Follow your

own path
Listen for attitude
CAREER STUDIES
oe

Listening: How to Suffixes: Change word

find the right job forms

Prefixes: in-, im-, and

un-

THE HAPPY BRAIN page 114 Video: Don’t you just

love the brain?
Guess meaning from
context
BEHAVIORAL SCIENCE/CULTURAL STUDIES

Listening: How to be
happy Frayer model

Homophones

Vocabulary expansion activities page 130

Appendices page 138
Index of exam skills and tasks page 143
Credits page 144

iv SCOPE AND SEQUENCE

SPEAKING & CRITICAL
PRONUNCIATION GRAMMAR THINKING REFLECT ACTIVITIES

Give tips Present Analyze and > Consider your spending habits
2
Ervine continuous evaluate advice .
> Discuss :
how social mediaSeah impacts
eircce your spending
> Evaluate your money skills
> UNIT TASK Present a video giving tips

Explain purpose Adjectives Categorize >» Analyze differences between animals

and adverbs information > Relate ideas to your life
Saying structure of manner ae :
words > Categorize information about
adaptation
> UNIT TASK Give a presentation on
how to adapt

Ask follow-up _ . Present Use your >» Consider your future path
questions perfect imagination > Talk about a goal you reached

Connected > Look for reasons behind results

speech > UNITTASK Discover your perfect job

Ask questions Future: Understand > Discuss facts about the brain
to engage your will and graphs >»Ask questions about the brain
gevlence pe gongs > Read a graph about happiness
Intonation in > UNIT TASK Present an experiment on
questions happiness

SCOPE AND SEQUENCE WV

CONNECT TO IDEAS
Reflect Listening & Speaking features relevant, global contentto engage students while helping
them acquire the academic language and skills they need. Specially-designed activities give ‘
students the opportunity to reflect on and connect ideas and language to their academic, work,
and personal lives.

National Geographic photography and content invite students to «

investigate the world and discuss high-interest topics.

IN THIS UNIT
» Analyze differences
between aninials
elate ideas to your
A leat-tailed geeks in is
‘National Park,
» Categorize
Madagascar information about
adaptation
» Give a presentation
on how to adapt

_- SKILLS
‘USTENING
“Jake general,
notes—add details
later,
SPEAKING.
Explain purpose
ERAMMAR
‘Adjectives and’
advarbs of manner

CRITICAL THINKING,
Categorize information

CONNECT TO THE TOPIC

“To Can you tind the:
animal inthis.
photo?
2. Which animats are). |
: ood atliving in
i 5? What have
they-learned to go?

Watch & Speak and Listen & Speak sections center on high-interest .
video and audio that students will want to talk about as they build academic
listening and speaking skills.

LISTEN & SPEAK

MORE THAN sustTA LONG NECK

LISTENING SKILL Take general notes—add details later
When you listen to a talk, there is often not enough time to write detailed notes. Instead, you
should write key words or phrases and use symbols. As soon as possible after
the talk, you should
re-read the key words in your notes to help you remember the content, You can add additional
information to the notes, so they are more detailed.
Original notes: insects’ compound eyes - see all around
More detailed notes: insects” compound eyes = large /have thousands of lenses > allows them to
see all around, but picture not clear

A APPLY Listen to a talk about one type ofgiraffe.

Takenotes on key words and phrases. Then
re-read your notes and make them more detailed. ‘Pui
. ey have very
B MAIN IDEAS How has the giraffe adapted to the African savanna? Use your notes from tealight ligaments in
activity A and check (7) three items. ( AS thelr necks. x
The giraffe’s adaptations allow it to:

1. Ckeep cool
2. Chkeep warm
3. Deat leaves
4. Ostay safe
5 O eat insects

C PHRASES TO KNOW Work witha partner. Complete the sentences with a phrase
frorn
the talk.

hold up look out for get to

1. The giraffe’s long neck allows it to leaves high up in trees

2. The giraffe’s long neck lets it — = danaer
3. The ligaments in the giratfe’s neck allow it to
a! ___ its neck

© DETAILS Listen again and look at the picture of the giraffe. Choose the correct
word to
complete sentences 1-8.

92 uNiTe

Vii WALKTHROUGH
CONNECT TO ACADEMIC SKILLS
Scaffolded activities
D Work with a partner and complete the Animal Adaptations Quiz. Then listen and check
your answers, /Wia build confidence and
provide students —
with a clear path Give a presentation on how to adapt,

to achieving final | You are going to give a presentation about how you adapt your behavior in
the mode world. Use the ideas, vocabulary, and skills from the unit.
t
}

outcomes. ae MODEL Listen to three students talking about how they adapt their
behavior. Check (/) the three things that they talk about.

| Young people adapt their behavior to:

1. Ostay healthy.
} 2. Gearn money,
3. Osstay in touch with friends
4. Ofeel happy.
5, Obe goodcitizens.
1. Some snakes have almost 20 / 200 / 4. Ifa frog eats something bad, it pushes
2,000 bones In their bodies. iits stomach out of its mouth and cleans
itwith its feet / tail / tongue,
S . The female blanket octopus is up to six SPEAKING SKILL Explain purpose
feet (two meters) long. Itis enormous 5. Dolphins don’t sleep like humans. Purpose is the reason for something. To explain the purpose of an action, you can ‘iy
compared to the male, which is about Instead, half of their brain sleeps for
‘one inch / one foot / three feet long. 30 minutes / 4 hours / 1 day, then the use the infinitive with fo,
other half does the same. | take shorter showers to save water,
» Most birds have hollow (empty on the
inside) bones / brains / legs so that they 6. Camels live in difficult conditions in the You can also use help/allow (+ person/thing) + infinitive with to
are light and can fly more easily. desert. They have long ears/hair / lashes The giraffe’s long neck helps it to reach leaves in tall trees
to keep the sand out of their eyes.
| It aiso allows the giraffe to look out for dangsr
You can also use so that + subject + verb
| The giraffe has a long neck so that it can reach leaves in tall trees
CRITICALTHINKING Categorize information
To categorize information means to put it into groups. Categorizing is a good way to deal F APPLY Listen again and complete the sentences. Write one word in each
with a lot of information. For example, animal adaptations can be put into two categories
physical (how they look) and behavioral (how they act)
in touch with friends.
It’s the easiest way.
2. |call her or she calls me every week —___
| You are going to hear more about animal adaptation, With a partner categorize
| the information in activity D into two groups: physical adaptation and behavioral 1 stay in touch.
| adaptation. Think about the two categories as you listen to the next talk.
wo For example, | spend time in nature. That
} ———_——_— feel: happy.
ANIMALMAGIC 911
4. If! don't have much time, | do a short run and |run fast. It _ =
____ get alot of exercise in a short time
5. |usually swim for at least half an hour, and
|swim fast ——_____

Reflect activities give students the = _ | stay healthy.

opportunity to think critically about

what they are learning and check their
Focused academic listening and
un derstanding.
speaking skills help students
communicate with confidence.

2. A;______ with children before?

Discover your perfect job.
B: Yes, ae = i= in a summer camp a few years ago
You are going to interview a partner and help him or her find the perfect job. Your partner will 3. A: ___a job that was inside?
do the same for you. Use the ideas, vocabulary, and skills from the unit.
Bives;ihevesfis = — _a job in an office when | was 19
F MODEL Listen to one student interview another student. Complete the lists. 'T! GRAMMAR Complete the conversations with the present perfect of the verbs. Use
contractions when possible. Then ask and answer the questions with a partner,

1. A: Which countries —____ you ___________ to? (be)

SKILLS | MUST-HAVES
B:/__—______ to most countries in South America. (be)
2A: you ever =, a summer job or a part-time job? (have)
B: No, |__ ree | ee never __ any kind of job. (have)
3. A: What skills —— —— you = in this course? (learn)

B:|_____ how to think more critically. (learn)

PRONUNCIATION Connected speech

When a word ends with a consonant sound and the next word begins with a vowel sound, the final
consonant sound connects to the beginning of the next word. It sounds like the consonant begins the next
What job do you think the interviewer will suggest? [W'= word,
That's a good idea. > That's 9 good jdea.
GRAMMAR Present perfect When a word ends with a consonant sound and the next word begins with the same sound, we
the exact past time Is not connect them. We say the consonant sound just once, but we hold it longer
We use the present perfect to talk about past experiences when
important or not known, A uniform makes getting ready easy. > A uniform makes getting ready easy.
I've been to Rome. (the time is not important or not known)
He's already taken (hat course. PRONUNCIATION Listen and notice how the sounds are connected.
Then listen again
With a definite time in the past, we use the simple past and repeat
J went to Rome last year. 1, That's nota bad jdea
To form the present perfect, use has/have + (not) + past participle That question needs an answer
Has and have are often shortened to Sand ‘ve. My teacher seally likes students to speak in class.
We often use everin questions and never in the negative | think | have correc| jnformation.
BON
Have you ever used that skill in a job?
No. I've never had the chance PRONUNCIATION Listen and write the sentences. Then work with a partner to mark the
linking sounds. Listen again and repeat. lil
H GRAMMABR Listen to excerpts from the conversation in activity F Complete the
sentences 1
with two, three, or four words.
_—————
Sad = tol Eoypte
| _____— there when | was 18. o
B: No, | haven't, but ———_______— __ to Rome.

FIND YOUR PATH 147

110 UNIT?

give students
Clear models, relevant grammar, and step-by-step planning
success fully.
the support they need to complete the final speaking task

WALKTHROUGH wil
 CONNECT TO ACHIEVEMENT
REFLECT
Reflect at the end of the
A Chas tho Ret ~ unit is an opportunity for
See
J relate ideas to y nie = a i formative assessment.
acm
give a presentation on how to adap «nee
categc eae — Students review the skills
Check (/) the vocabulary words from the unit that you know. Circle words you still a a)d VOCa b U la ry th ey h ave
need to practice. Add any other words that you learned.

NOUN | VERB ADJECTIVE | ADVERB & OTHER ga |Nn ed .

bone locus blind clearly ~

brain injure enormous. easily
unfortunately

straight
tiny

C Reflect on the ideas in the unit as you answer these questions

1. How do you think you will you adapt your behavior in the future?

2. What ideas and skills in this unit will be most useful to you in the future?

DIGITAL RESOURCES
Reflect - Listening and Speaking 3 - Demo

TEACH lively, engaging lessons that get students

speaking. The Classroom Presentation Tool helps
teachers to present the Student’s Book pages, : :
play audio and video, and increase participation by Un ening Un ng ni: Factor uni why we
providing a central focus for the class.

AY "
‘ o
8

Unit 5: Explorers Unit 6: The Value nit Unit 8: Is There

of Memory reativ Good in Gaming?

LEARN AND TRACK ASSESS learner performance and progress with the
with Online Practice ExamView® Assessment Suite available online.
and Student's eBook.
For students, the
mobile-friendly
platform optimizes
learning through
customized re-teaching
and adaptive practice.
For instructors,
progress-tracking
is made easy through
the shared gradebook.

Vili WALKTHROUGH
ACKNOWLEDGMENTS
The Authors and Publisher would like to acknowledge the teachers around the world who participated in
the development of Reflect.
A special thanks to our Advisory Board for their valuable input during the development of this series.

ADVISORY BOARD
Dr. Mansoor S. Almalki, Taif University, Saudi Arabia; John Duplice, Sophia University, Japan; Heba
Elhadary, Gulf University for Science and Technology, Kuwait; Hind Elyas, Niagara College, Saudi Arabia;
Cheryl House, |LSC Education Group, Canada; Xiao Luo, BFUS International, China: Daniel L. Paller,
Kinjo Gakuin University, Japan; Ray Purdy, ELS Education Services, USA; Sarah Symes, Cambridge
Street Upper School, USA.

GLOBAL REVIEWERS
ASIA
Michael Crawford, Dokkyo University, Japan; Ronnie Hill, RMIT University Vietnam, Vietnam; Aaron
Nurse, Golden Path Academics, Vietnam; Simon Park, Zushi Kaisei, Jaoan; Aunchana Punnarungsee,
Majeo University, Thailand.

LATIN AMERICA AND THE CARIBBEAN

Leandro Aguiar, inFlux, Brazil; Sonia Albertazzi-Osorio, Costa Rica Institute of Technology, Costa Rica;
Auricea Bacelar, Top Seven Idiomas, Brazil; Natalia Benavides, Universidad de Los Andes, Colombia;
James Bonilla, Global Language Training UK, Colombia; Diego Bruekers Deschamp, Inglés Express,
Brazil; Josiane da Rosa, Hello Idiomas, Brazil; Marcos de Campos Bueno, It’s Cool! International, Brazil;
Sophia De Carvalho, Ingles Express, Brazil; André Luiz dos Santos, |FG, Brazil; Oscar Gomez-Delgado,
Universidad de los Andes, Colombia; Ruth Elizabeth Hibas, Inglés Express, Brazil; Rebecca Ashley
Hibas, Inglés Express, Brazil; Cecibel Juliao, UDELAS University, Panama; Rosa Awilda Lopez Fernandez,
School of Languages UNAPEC University, Dominican Republic; Isabella Magalhaes, Fluent English
Pouso Alegre, Brazil; Gabrielle Marchetti, Teacher’s House, Brazil; Sabine Mary, INTEC, Dominican
Republic; Miryam Morron, Corporacién Universitaria Americana, Colombia; Mary Ruth Popov, Ingles
Express, Ltda., Brazil; Leticia Rodrigues Resende, Brazil: Margaret Simons, English Center, Brazil.

MIDDLE EAST
Abubaker Alhitty, University of Bahrain, Bahrain; Jawaria Iqbal, Saudi Arabia; Rana Khan, Algonquin
College, Kuwait; Mick King, Community College of Qatar, Qatar; Seema Jaisimha Terry, German
University of Technology, Oman.

USA AND CANADA

Thomas Becskehazy, Arizona State University, AZ; Robert Bushong, University of Delaware, DE;
Ashley Fifer, Nassau Community College, NY; Sarah Arva Grosik, University of Pennsylvania, PA;
Carolyn Ho, Lone Star College-CyFair, TX; Zachary Johnsrud, Norquest College, Canada; Caitlin King,
IUPUI, IN: Andrea Murau Haraway, Global! Launch / Arizona State University, AZ; Bobbi Plante,
Manitoba Institute of Trades and Technology, Canada; Michael Schwartz, St. Cloud State University, MN;
Pamela Smart-Smith, Virginia Tech, VA; Kelly Smith, English Language Institute, UCSD Extension, CA;
Karen Vallejo, University of California, CA.

ACKNOWLEDGMENTS 1X
 Yi,
Lite
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 -

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Families enjoy the evening

on the central square in the
town of El Carmen de Bolivar,
Colombia.
PREPARE TO LISTEN
: : aE
A VOCABULARY Listen to the words. Complete the questions with the correct words. (isBE
SS Eee

access (n) cost (n) grow up (v phr) local (ad)) prefer (v)

busy (adj) get around (v phr) join (v) nature (n) variety (n)

1. ls your neighborhood close to ? | mean, is it close to

forests and rivers?

2. Did you and go to school there?

3. How do you : by car, bike, bus, or on foot?

4. Are there alot of places to go? Is there a of shops and restaurants?

5. Is the of renting a house or apartment high?

6. Isita neighborhood? Are there a lot of cars and people?

7. Are the people friendly?

8. Is there easy to a supermarket, or do you need a car?

9. Would you to live in a different neighborhood?

10. Are there any sports clubs that you can ?

COMMUNICATION TIP a
When we answer a questions, we don't always answer with Yes or No. We use phrases like these:
Yeah. Totally. /Absolutely.
! guess so. / Kind of.
Yes and no. / Not really.
No way! / Not at all.

B Listen to people answer questions from activity A. Which question does each person answer?
Which phrase from the CommunicationTip does each one use? |

Te equestion phrase

2. question phrase

3. question phrase

4. question phrase

Sa GUCSUON sean
= Dhrase

4 UNIT1
An interview in the streets
of Tokyo, Japan

C Listen again. Choose the reason that each person gives for their answer. ‘s

1. She wants more sports clubs.

She doesn’t want more sports clubs.
There are a lot of different apartments to rent.
There are a lot of different shops.
SaaS
The shops and restaurants are quite close.
SatThe shops and restaurants are quite far away.
All the local people are friendly.
Some of the local people are friendly.
He thinks the cost of renting is high.
@Goto
He doesn't know if the cost of renting is high.

Reflect on your neighborhood.

You are going to listen to interviews about why people live where they do.
Think about your own neighborhood. With a partner, take turns asking and
answering the questions in activity A.

WELCOME TO THE NEIGHBORHOOD 5&

 =e

Gulhane Park in
Istanbul, Turkey

A MAIN IDEAS Listen to three street interviews. Check (W) the correct answers. !

1. Why does she live in that neighborhood? 3. Why does she live in that neighborhood?
L] It’s close to her workplace. L] It’s very quiet.
LJ It's close to a lot of tech companies. L] It has a big variety of shops.
LJ She works for a tech company. L] It has a lot of places to eat out.

2. Why does he live in that neighborhood?

L] He grew up there.
LJ His friends and family live there.
L] It's changing.

B PHRASES TO KNOW Work witha partner. Discuss the meaning of the phrases.
Then practice using the phrases in sentences that are true for you.
1. That is important to me. 3. | just don’t care about it now.
2. This city is home to a lot of them.

6 uUNiT1
C DETAILS Listen to the interviews again and answer the questions.
Which person (the person interviewed in 1, 2, or 3)...

1. ____ lives in a busy neighborhood?

“2, ____ lives close to nature?

3. ____ thinks the area is changing?

4, _______ travels by bike a lot?

5. ______ wants to live in a quieter neighborhood?

6. _—~«+Nas a mother and father who lived in the neighborhood?

LISTENING SKILL Take notes—focus on key information

When taking notes, write only key information. To recognize key information,
listen for words or phrases that the speaker repeats. Listen for words the
speaker says more loudly or slowly. In an interview, listen to the questions. Your
notes should focus on key words but be complete enough to help you remember
the important information.

Q: Why do you live here, in this neighborhood?

A: Why do | live here? Well, let me see. The main reason Is that a few of my
family members and friends are here. Yeah, that’s the main reason.
NOTES: Why live neighborhood = family + friends

D APPLY Look at the notes for the first interview. Which notes (1-6) are key
information? Cross out the ones that are not. Then cross out words that you
don’t need in the notes.
Why live in this neighborhood?

1. She lives in the neighborhood because it’s close to her workplace.

2. The job isin the city not the neighborhood.

3. She can ride to work on a bike.

4. She wanted to be close to her workplace.

5. The city is home to a lot of tech companies.

6. She wanted easy access to nature.

E APPLY Listen to interviews 2 and 3 again and take notes in your notebook.
Focus on key information. Then compare your notes with a partner. fa 5)1.4

WELCOME TO THE NEIGHBORHOOD 7

 Quantifiers tell how much of something we are talking about. Quantifiers sometimes depend on
the noun (count or noncount). Count nouns are nouns that can be singular or plural. Noncount
nouns are usually singular.

COUNT NOUNS NONCOUNT NOUNS 3

A big amount
There are a lot of / many restaurants. There’s a lot of grass and greenery.
An inexact amount
There are some shops. There's some traffic during rush hour.
A small amount
There are a few parks. There’s a little space here.
None
There aren't any shopping malls. There isn't any work here.
Questions and answers
Are there any trees? ls there any noise?
No, there aren't any / many trees. No, there isn't any / much noise.

Note 1: much and any are used in negatives and questions.

Note 2: information, money, time, and weather are common noncount nouns.

F GRAMMAR Read the sentences. Underline the quantifiers.

1. I'm just doing a little research.

2. The main reason is that a few of my family members and friends are here.
3. People have some money now.
4. There are a lot of places to eat out.
5 There aren't any restaurants in her neighborhood.

G GRAMMAR Choose the correct quantifiers. Sometimes more than one is possible.

— There are a few / a little / any good places to eat in my neighborhood.

Are there any / much / many theaters?
People don’t have many / any / a lot of money in this neighborhood.
There are many / a few / some shops.
There isn't any / many / much snow in winter.
There is a lot of / a few / any work for people who speak English.
In summer, there is a little / a few / some traffic in the town center.
There aren't any / many / a lot of cafes here.
~~
ooAre there
FOP
Oo any / a little / many parks in your town?
= Any /A little / A lot of people wear warm jackets in winter.

8 unit1
H GRAMMAR Complete the paragraph with quantifiers. More than one answer is possible.

| live in my neighborhood because | grew up there and because ' of my friends

and family live there. | like it because it's very multicultural and there are 2 different

“people from all over the world. There are 2 restaurants and cafes. Also, there isn’t
4
traffic, so there isn’t ° noise, which is good. There are
6
young people and families in the area, but there aren't ’ elderly

people. ® people live there because they are studying and the cost of rent is low.

Other people live there because they grew up there, or because it's safe.

1 Work with a partner. Look at the infographic and guess the three missing reasons. Listen and
check your answers. What other reasons are there for choosing a neighborhood? [TE

Why Do Local Residents Choose to Live in a Neighborhood?

| grew up in the I'm studyi

neighborhood. Leet
there. al

10% It’s safe.

§ BH
gy ‘thas easy access
The cost of renting to nature.
houses and : It’s easy to get Gr 3
apartments is low. around: 8% :

Give reasons for choosing your neighborhood.

Work in small groups. Tell your group:

> why you live in your neighborhood
> why you like it

Use quantifiers and the example in activity H to help you.

WELCOME TO THE NEIGHBORHOOD 9

PREPARE TO WATCH

A PREDICT Work with a partner. Look at the infographic. Which facts do you think describe the
Arctic region, and which ones describe Antarctica? Write the Arctic or Antarctica below each fact.

The Arctic or Antarctica?

a
1. It’s land 2. It’s frozen sea 3. It’s the coldest
surrounded by sea. surrounded by land. place on earth.

O00

i 6. About 4 million people

4. Penguins live there. 5. Polar bears live there. live there.

63
7. No one lives there. 8. The South Pole is there. 9. The North Pole is there.

CRITICALTHINKING Analyze what you know and don’t know

Sometimes you hear a topic, but you don’t know what it is or what it means. If this happens, don’t
worry. Just ask yourself some basic questions, and then ask others or research the answers online.
What are the differences between the Arctic and Antarctica?

B APPLY What do you want to know about the Arctic or Antarctica? Write three questions to
research. Then go online to find the answers.

10 UNIT1
C Look at the map of Svalbard and complete the information. Arctic Ocean
“North Pole
Svalbard is a group of islands in the
N A
1 acm ap 4 _
Ocean, about ra ie « Nordaustlandlet

650 miles (1,050 kilometers) from the i \ ae

ca \ t
: Pole. Svalbard is part eye
of the country of ° ities
Lx % Edgeoya
\ ; fa 4
‘ Ca)
‘we Ome
> bth
D VOCABULARY Listen to the words. Complete the + Norway
sentences with the correct form of the words. MH)

anyone (pron) average (ad)}) familiar (adj) island (n) resident (n)
around (prep) destroy (v) gun (n) large (adj) trip (n)

1. Svalbard is a group of in the Arctic Ocean.

2. Spitsbergen is . The other islands are small.
3. Over 2,000 live on Svalbard.
4. On Svalbard, you need a because of wild animals.
5. The daytime temperature Is usually below freezing.
5: who visits in winter will not see the sun.
7. Because of climate change, there are more avalanches (a big wall of snow that comes down a

mountain). The avalanches sometimes kill people and houses.

8. The biggest town on Svalbard is Longyearbyen. There Is coal in the hills Long-
yearbyen. In the past, there were coal mines, too.
9. Longyearbyen looks _ like a normal town, but it is not. It is the northernmost
town on Earth.
10. Tourists can visit Longyearbyen and take a on a snowmobile.

Mageaem imagine life in Longyearbyen.

You are going to watch a video about Longyearbyen, a town on Svalbard in the Arctic. Use
your imagination to complete these sentences about Longyearbyen. Then compare with a
partner.
1. In Longyearbyen there is/are a lot of...
2. There areafew...
3. Thereisn'ta...
4 . There aren't any...

WELCOME TO THE NEIGHBORHOOD 11

-WATCH&SPEAK
emiocreaver

412 UNIT1 ~~
A MAIN IDEAS Watch the video and choose the correct answers.

1. a. Longyearbyen is a normal town. 3. a. Itis easy to live here.

b. Longyearbyen is not a normal town. b. It is difficult to live here.
“2. a. Itis closer to the North Pole than any 4. a. There are tourists and students here.
other town. b. There are no tourists or students here.
b. It is closer to the North Pole than most
other towns.

B DETAILS Work with a partner. Complete the sentences with the numbers. Then watch again
and check your answers. |

0 2 10 50 100 800 2,000

1. There are more than permanent residents.

2. There are only kilometers of roads.

3. Recently an avalanche destroyed houses.

4. The avalanche also killed people.

C PHRASES TO KNOW Work with a partner. Discuss the meaning of these phrases from
the video. Then correct the sentences about Longyearbyen.
1. You are required to carry your passport when you leave town.
2. The sun does not rise at all from February to October.
3. The economy is shifting towards coal mining.

D Work with a partner. Make sentences about Longyearbyen. Use the words below.
1. 800 miles — North Pole 3. coal —hills
2. snowmobiles — residents 4. tourists - snowmobiles and dog sleds

The town is &OO miles from the North Fole.

———

F Take notes on
Ask four or five people what they like and don’t like about their neighborhood.
what they say. You can use these ideas for your final presentation.

WELCOME TO THE NEIGHBORHOOD 13

 ps =

3
2 ar
SS :

WNiMrs@ Present advantages and disadvantages of your neighborhood.

You are going to explain the advantages and disadvantages of your neighborhood in a short
talk. Use the ideas, vocabulary, and skills from this unit.

G MODEL Listen to someone talk about the neighborhood of Barranco in Lima, Peru.
Answer the questions. [iil

t: What is Barranco close to?

Who lives there?

What is on every wall?

What good things can you find in Barranco?

What are the local residents like?

What is not a big problem for the speaker?

PRONUNCIATION Sounds and syllables &

Each word in English has one or more syllables. Each syllable has one vowel sound and may have
one or more consonant sounds. In words with more than one syllable, there is one syllable that
gets the main stress. This syllable is said more loudly than the others.
one syllable two syllables three syllables four syllables
cost buesy resetauerant vaerieeety

H PRONUNCIATION Listen and write the number of syllables in each word. Then listen
again and underline the syllable that is stressed. [IE
B
{i access ee
4. houses 7. neighborhood

NO dapaniment. ===" ~5. local» 2a. 8. photography

= familiar ———‘ 6.._ nature 9. tourist

14 UNIT1
 PRONUNCIATION Listen and complete the sentences with the words you hear. Then
work with a partner. How many syllables does each word have? Take turns reading the text
aloud. GAR)

Barranco is on the sea so it has easy access to a variety of ' __. It's home to a lot of

young people and * because it's cheaper than Miraflores.

What is Barranco like? Well, it’s very colorful and there is street art on every wall. There are a lot

of small ° and restaurants, So you can eat many different 4 : _It'sa

great place to take ° , and in my opinion it’s a very cool place to live. There are

also a few ° like MATE, a photography museum, and MAC, a museum of

contemporary art.

What are the advantages? Well, Barranco is easy to get around. There are some ’

but people usually walk. There is a lot to do, and the local ® are very friendly.

SPEAKING SKILL Give opinions

In academic speaking, the difference between fact and opinion is important. A fact is something
that is true or that you can prove. An opinion is a belief about something. When you want to give
your opinion, start with a phrase that shows it’s an opinion and not a fact.
| think (that) the best neighborhood to live in is Barranco.
| don’t think (that) it’s a big problem.
In my opinion, it’s a very cool place to live.
This is also true when you give other people’s opinions.
In his opinion, it is a great place to live.
Bes
J APPLY Work with a partner. Answer the questions with your opinion.

1. Do you think that traffic is a big problem in your neighborhood?

In your opinion, what is the best neighborhood in your town or area?
Do you think that there are a lot of good cafes in your area?
In your opinion, are the local residents friendly?
eee

Q: Do you think that traffic is a big problem in your neighborhood?

A: In my opinion, it’s a very big problem.

WELCOME TO THE NEIGHBORHOOD 15

K PLAN Complete the chart with information about your neighborhood.

Notes on your neighborhood

Name of neighborhood

Description: What is it like? Are there a lot

of places to eat? Are there any parks?

Advantages: Is it easy to get around?

Are the residents nice?

Disadvantages: Is it expensive/busy/
crowded?

Summary: Give your opinion.

L PRACTICE Use your notes from activities F and K to prepare your presentation. Practice
giving your presentation to a partner.

M UNIT TASK Work in small groups and follow the steps:

1. Take turns presenting your neighborhood to your group.
2. As you listen to other students, take notes in the table below.
3. After all the presentations, say which neighborhood you want to move to and why.

Name of
Advantages Disadvantages Speaker's opinion
neighborhood SEN

16 uNiT1
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you can use.
L) reflect on your neighborhood L] take notes—on key information
‘O] give reasons for choosing your neighborhood L] give opinions
L] imagine life in Longyearbyen L] quantifiers
L] present advantages and disadvantages LJ analyze what you know and don't know
of your neighborhood

B Check (VY) the vocabulary words from the unit that you know. Circle words you still need
to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

access | destroy average anyone
cost | get around busy around
gun |grow up | familiar
island |join large
nature prefer local
resident |
trip

variety

C Reflect on the ideas in the unit as you answer these questions.

1. Have your ideas about what makes a neighborhood a nice place to live changed after
working through this unit?

2. What ideas or skills in this unit will be most useful to you in the future?

WELCOME TO THE NEIGHBORHOOD 17

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This family in Abu Dhabi,
United Arab Emirates, spends
every Saturday together
visiting local parks, renting
bikes, or riding the Ferris
wheel.
PREPARE TO LISTEN
A ACTIVATE Think of words for family members and write them down.
Then compare with a partner.

B VOCABULARY Listen to the words. Complete the sentences with the

correct form of the words. [30

careful (adj) consider (v) dangerous (adj) independent (adj) similar (adj)

confident (adj) creative (adj) —_difference (n) in general (phr) smart (adj)

1. My nephew, Kadir, likes doing things. For example, he rides

his motorcycle very fast.

§ , everyone in my family gets along well. We enjoy spending

time together.

3. My grandfather, Wang Shu, is 92, but he's . For example, he

does all his own shopping.

4. My sister, Aiko, is . She doesn't make mistakes at work.

5. My niece, Aisha, is . She always knows the answers in

class.

6. My nephew, Francisco, is . He's always sure that he is right.

7. My aunt, Jovana, is . She writes short stories.

8. My brother, Noburu, is to me. We are both fun and happy.

9. My cousin, Juliana, doesn't make decisions quickly. She

every option first.

10. There are a lot of between my half brother, Mateo, and me.
For example, he's confident but not very independent, and |’m independent
but not very confident.

C PERSONALIZE Work with a partner. Use the words in activity B to talk

about your family members.
My father is creative. He plays the piano, and he paints.

20 UNIT2
D Listen to four people talk about siblings. Match each country with a fact.

Country Fact

, (eee Japan a. Most children live with a sibling. About 50 percent of children
have a stepsibling.

Ta etd (fol b. People don't use the word cousin. All cousins are called
“brother” or “sister.”

oa Uganda c. There is a festival every year to celebrate brothers and sisters.

4 _
ithe United States d. Children use a special name for older and younger siblings.

E Compare your answers in activity D with a partner. Then listen again and check your
answers. |

| You are going to listen to a talk about how siblings behave with each other. What should
| siblings do or not do for each other? Complete the sentences. Then compare with a partner.

Older siblings should

Younger siblings should

_ Siblings
in Bung, Nepal
 3
ay

A PREDICT You will listen to a lecture on birth order theory. Birth order theory tries to explain
differences in sibling behavior based on whether they are the oldest, middle, or youngest. Look
at the infographic with a partner. Choose words to complete the infographic.

careful creative friendly independent popular smart

Birth Order

FINDING 21 of the first 23 American FINDING A study of 2,400 Norwegian men found
astronauts were oldest children. that oldest children had an average IO score of 103,
middle children 100, and youngest children 99.

| S
On
CY
Oldest children are Middle children Youngest children Only children tend to
| usually confident, tend to be are usually funny and be confident and
|
if oF 5. : 6.
and and
Z 4.

22 UNIT2
 CRITICALTHINKING Evaluate information
Before you accept information that you hear or read as fact or truth, ask yourself where it comes
from. Ask what it is based on. If the information comes from a study or observation of only a few
people, it may not be a strong finding.

APPLY Look at the information in activity A. Which of the two findings do you think is
stronger? Explain.

MAIN IDEAS Listen to the lecture and take notes. Write the key facts and main ideas. Then
check your predictions in activity A.

DETAILS Listen again. Answer the questions with two or three words. !

1. How old is birth order theory?

2. What kind of activities will oldest children probably not do?

3. What do middle children have compared to their siblings?

4. What do youngest children get from their family when they are growing up?

5. Whoare only children most similar to?

6. How big are the differences between siblings, according to science?

Ye

LISTENING SKILL Recognize generalizations

Generalizations are statements that are true in many or most situations. For example:
Oldest children are usually one step ahead of their siblings.

These words and phrases signal generalizations:

tend to Oldest children tend to be quite smart.

usually/often Middle children are often independent.

When you hear a generalization, ask yourself: Is there proof that this is true? If you answer “no,” try
to get more information before you decide for yourself if the statement is true.

E APPLY Which generalizations about oldest, middle, youngest, and only children do you
remember from the lecture? Work with a partner and make a list. Which ones do you think are
true?

OLDEST, MIDDLE, YOUNGEST 23

F DETAILS Listen to excerpts from the lecture. Complete COMMUNICATION TIP
them with a word or phrase from the Communication Tip.
Use these phrases to give
examples:
1. ... they usually don’t do dangerous sports At the beginning or in the
middle of a sentence:
motorcycle racing or skydiving.
For example, for instance
Before a noun: a
2. ... they do things that their parents don't like
like, such as :
staying out late. a y

3. This means that they are similar to oldest children.

they are often confident.

4, ...those differences are very small. oldest children tend to

have a higher IQ than their siblings, but only three points higher.

GRAMMAR Comparative and superlative adjectives

We use comparative adjectives to compare one person, thing, or g roup to another. We often
use than after the comparative.
We use superlative adjectives to compare one person or thing to al | the other people or things
in a group. We usually use the word the before the superlative form.
Note the different forms for these adjectives.

Adjectives Comparative Superlative

with one or two syllables /’ve got an older sister. |‘m the oldest of three daughters.
ending in -y She's friendlier than me. I'm the friendliest.
with two, three, or /‘m more independent than My sister is the most
more syllables my brother. independent person in our family.
irregular good — better good — the best
bad — worse bad — the worst

G GRAMMAR Underline the comparative adjectives and circle the superlative adjectives in
these sentences.

1. I'm more creative than my sister, but she was always smarter than me in school.
2. |'m the most confident person in my family, but my brother is friendlier and more popular than
me. He's probably the most popular person | know.

24 UNIT2
H Listen to four people talk about their siblings, and answer the questions.
Then compare your
answers with a partner.

1. Is the speaker the older, younger, or in the middle?

Speaker 1 Speaker 3
Speaker 2 Speaker 4
2. How many siblings does the speaker have?

Speaker 1 Speaker 3
Speaker 2 Speaker 4

| GRAMMAR Listen and complete the conversations with two or three words.
eA: So, let's think about you and your brother. Who's more creative?
B: Oh, my brother, | think. He’s me. He's always taking
interesting photos.
So, think about your sister and your brother for a moment. Who's
?
: Oh, my sister, definitely. She's a doctor. She’s me
and my brother.
So, think about you and your sister. Who's , YOU Or
your sister?
B: Oh, she is, definitely.
A: Really, why?
B: Well, for a start she's me.

J GRAMMAR Use the words to write sentences with a comparative or superlative adjective.

Ria / happy person / in this class.

My mother / confident / my father.
Tim / independent person / in his family.
Jenn / smart / her sister.
WN Who / creative person / that you know?
af

Compare yourself to siblings or friends.

Think about your siblings. If you are an only child, think about one or two friends. Which
adjectives from this unit describe you? Which adjectives describe your siblings or friends?
Work with a partner. Use comparative and superlative adjectives.
A: Do you have any brothers or sisters?
B: Yes, | do. | have an older brother.
A: Who is friendlier, you or your brother?

OLDEST, MIDDLE, YOUNGEST 25

PREPARE TO WATCH
A VOCABULARY Listen to the words. Complete the sentences with the correct form of the
words

angry (adj) argument (n) be born (v phr) everywhere (adv) share (v)

argue (v) attention (n) chore (n) get along (v phr) wonder (v)

1. If | have a(n) with a friend, | feel bad and | don't like it. That’s why I’m always
nice to my friends.

Zee my things with my friends. If my friend wants to use my car or my bike, for
example, that’s fine.

3. When | was younger, | wanted my parents’ . |wanted them to talk to me and

ask me questions.

4. Asachild, | had small jobs to do in the house. For example, | put the dishes in the dishwasher
after every meal. | always did my as fast as possible.

5. My best friend and | go together. We are almost never apart.

6. | never with my sister. We're very similar and we're always friendly to each
other.

Tage what it’s like to have a lot of brothers and sisters. | don't know, but | think it’s
probably fun.

8. | sometimes get with my brother. He asks me a lot of questions about my

private life, and | don't like that.

So) in June. It's my favorite month because we celebrate my birthday.

10. Some of my friends don't with their brothers or sisters. They don't like each
other, and they fight a lot.

B Work with a partner. Say which sentences in activity A are true for you. Change the other
sentences to make them true for you.
If |have an argument with a friend, | don’t really mind. It's normal to have arguments with friends.

26 UNIT2
C What do you know about sibling competition or rivalry? Work with a partner to complete
the quiz.

Sibling Rivalry Quiz

@ Sibling rivalry is normal. ~ | @ Sibling rivalry happens in € Sibling rivalry is normal, but
Siblings often get angry and animals, too. When do baby it’s betterto be friends. If you
have arguments. What are sand sharks try to eat each get along with your brother or
most arguments about? other? sister, how much longer do you

a. Watching TV a. Before they are born es

b. Sharing toys b. A few hours after they are a. About 2 years longer
c. Food born b. About 5 years longer
c. A few days after they are c. About 7.5 years longer
born

D Listen and check your answers to the quiz in activity C. Then work with a partner. Discuss which fact
is most surprising to you and why. “i2e

Relate ideas to your experiences.

You are going to watch a video about a boy's relationship with his brother. Think about your
own childhood. Work with a partner and discuss these questions.
1. Who did you argue with the most when you were a child?
2. What did you argue about?
3. How did you solve your arguments?

OLDEST, MIDDLE, YOUNGEST 27

 WATCH & SPEAK

MY BIG BROTHER
A PREDICT Look at the image. How do you think the boy feels about his big brother?
*.

B MAIN IDEAS Watch the video. WriteT for True or F for False.

t The boy has a special brother.

2 It's always fun to have a brother like that.

Sh Overall, he’s happy that he has a special brother.

C PHRASES TO KNOW Complete the sentences with a phrase from the video. Then
discuss with a partner. Which sentences are true for you?

get lost in hand-me-downs my style

1. When | was growing up, | wore from my older siblings and cousins.

2. | didn’t like formal clothes. | usually wore sports clothes. They were more

3. |often my imagination and forget to do my chores.

D DETAILS Watch the video again. Complete each sentence with one word. (aul
This is my big brother.
When he was | the doctor said it was a miracle.

My mom said, “You'd better believe it”!

| wonder what it would be like growing up with a 2 brother.

The hand-me-downs might be more of my °
Games would be a little easier, and for once | could be 4 than him at
something.
Mom says | should be happy | ° have a brother to play with, but
sometimes, he’s too much brother.

He does get the °® done fast.

And he gives me rides everywhere.
Sometimes, | feel like | get lost in his shadow.
But life with a normal brother would 7 be so much smaller.

28 OUNIT2
- =
E DETAILS Discuss the questions with a partner.
1. What does the boy think about the hand-me-downs from his big brother?
2. Who is always better at games, the boy or his brother?
3. What are two advantages of having this big brother?

Think about famous siblings or siblings in stories. Do the siblings get along with each other?
Tell your partner about the siblings.

This boy’s big brother

is especially big.

OLDEST, MIDDLE, YOUNGEST 29

 Give a presentation about siblings.

You will .
You are going to give a short presentation about two siblings that you know.
from the unit.
describe both siblings and compare them. Use the ideas, vocabulary, and skills

G MODEL Listen to two people talk about siblings. Complete the chart. ''! a

Names Rosamie and Jasmine Stefan and Francisco

Similarities

Differences

Problems

H Work with a partner and compare your answers in activity G. Then listen again and check. (7)

PRONUNCIATION The schwa /oa/

The schwa /2/ is an unstressed vowel sound. It can be the sound of any vowel in an unstressed
syllable or word. You don’t open your mouth much to say the schwa sound. It is the most common
sound in English.
The underlined sound or sounds in these words is a schwa.

/a/ /2/ /a/ /a/

a-tten-tion pro-blem a-gain

| PRONUNCIATION Listen to the words and underline the syllables with the
schwa. Circle the syllable with the stress. Then listen again and repeat the words. |/
1. ad-vice 3. care-ful 5. con-fi-dent
2. e-ven 4. un-derstand 6. a-long

J PRONUNCIATION Listen to this excerpt from the model and write the missing words.
The missing words all have a schwa sound. (2.7

Hello. I'm Stefan and I’m going to talk ' my stepbrother, Francisco.
Francisco is 19 years old, so he’s one year younger 2 me. We get
very well. Francisco grew up in * country, but now
he lives here. Like me, he’s ® , friendly, © he loves sports.

30 UNIT2
 SPEAKING SKILL Ask for and give advice
To ask for advice, use these questions.
What's your advice?
' What do you think | should do?
Do you have any advice?

Use these phrases to give advice.

| think he should say sorry.

! don't think you should be angry with him.
Perhaps/Maybe they should talk to each other more.
Why don’t you give her more attention?

K APPLY Use the words and phrases to write sentences, asking for and
giving advice.

1. think /he / be more independent.

|think he should be more independent.

2. perhaps / you / listen to her more.

3. not think / she / take her clothes without asking.

4. Why /you/ help him?

5. What /think/|/say?

6. maybe / they / stop fighting / talk more.

L. Work with a partner. What is your advice to these people?

Rosamie: My sister comes into my bedroom and takes my clothes without asking.
What do you think | should do?

Stefan: My brother wants to be a professional soccer player, but he’s not good
enough. He’s smart, but he doesn't study because he’s always playing soccer.
What's your advice?

OLDEST, MIDDLE, YOUNGEST 31

 s can be you). Complete
M PLAN Think about two siblings that you know (one of the sibling
You will use these notes to give your
the chart with information about the two siblings.
presentation.

You/Sibling 1 Sibling 2

Details: What are their names? How

do you know them?

Similarities: In what ways are they

similar?

Differences: In what ways are

they different?

Fights and Problems: What do they

argue about? Are there any problems
between them?

N PRACTICE Work in groups of three or four. Practice your presentations. Use the chart in
activity M to help you.

O UNIT TASK Give your presentation to the class. As you listen to other students, take notes
in the chart.

Similarities Differences
Details of siblings
between them Latsent Tee Fights and problems

32 UNIT2
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you Can use.
LI generate ideas about sibling behavior L] recognize generalizations
‘Ol compare yourself to siblings or friends L] ask for and give advice
L] relate ideas to your experiences L] comparative and superlative adjectives
LI give a presentation about siblings L] evaluate information

B Check (/) the vocabulary words from the unit that you know. Circle words you still need
to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

argument argue angry everywhere
attention be born careful in general
chore consider confident
difference get along creative
share dangerous
wonder independent
similar
smart

C Reflect on the ideas in the unit as you answer these questions.

1. What do you think are the advantages and disadvantages of having siblings?

2. What ideas or skills in this unit will be most useful to you in the future?

OLDEST, MIDDLE, YOUNGEST 33

 ee ee

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5 sin NI hte Wate Ho PE”

Morocco’s Tingh If Province.

Friends play music together in
 PREPARE TO WATCH
A ACTIVATE How many types of music do you know? Make a list and then
compare with a partner.

traditional,
pop

B Listen to two people talk about music. Choose the correct answers. t
1. Clio likes / doesn’t like traditional Greek music.
2. Glen likes / doesn’t like classical music.
3. Clio likes / doesn’t like classical music.
4. Glen likes / doesn’t like jazz.

C Listen again and complete the sentences.

Glen: What sort of music do you like, Clio?

Clio: Well, | ' traditional Greek music.

Glen: Traditional Greek music?

Clio: Yeah, my mother’s from Greece. What about you, Glen?
Glen: I'm a big ? of classical music. | listen to it every day.

Clio: Really? |? it. Sorry, but | find it so boring!

Glen: You don’t know what you're missing! Do you like jazz?
Clio: STO con t2 it. What about you?
Glen: It's my least favorite kind of music. | can’t ° it.

D Listen and match the music excerpts to the words. Compare your COMMUNICATION TIP
answers with a partner
When we say that
we like or don't like
aoc rere hip-hop something, we often
pop rock use words such as:
jazz
love, be a fan of
| love traditional
1
2 Japanese MUSIC.
I'm a big fan of
D
: classical music.
6. can't stand, hate
oS
! can't stand jazz.
|
E Read the CommunicationTip. Then work with a partner. Which types | hate pop music.
| of music do you like? Which don’t you like? it’s OK, don’t mind
! don’t mind hip-hop.

36 UNIT3
= VOCABULARY Listen to the words in bold. Match the sentences with similar
meaning. SS
We I'm alone. a. | remember you when | see or hear it.

2. I'm annoyed. b. It’s not modern in style.

oe | feel connected to you. c. They are things that we like to remember.

4. | disagree. d. It’s a big place to watch sports or music.

5: | play an instrument. e. I'm unhappy.

6. It's loud. tf. | feel close to you because we share so much.

de They are happy memories. h. It's not quiet.

8. It's old-fashioned. g. | have a different opinion.

9. ____—siIt reminds me of you. i. |make music with something, for example, a guitar.

10. ___ It's a stadium. j. There aren't any people with me.

G Choose the correct form of a word in bold from activity F to complete each question.

1. Have you ever been to a big concert in a 2

2. Can you play a musical , like the guitar or the piano?

3. Which song has happy for you?

4. Do any of your neighbors play music? Is it a problem for you?

5. What is your favorite song? What does it you of?

6. Who is your favorite singer? Do your friends agree or with you?

7, What music do you listen to when you are at home?

8. Do you get when you hear the same song over and over?

9. Do you have any CDs, or are they technology from the past?

10. Whois your favorite singer? Do you feel to other fans of that singer?

Discuss your experiences with music.

You are going to watch a video about music. Think about your own experiences. Ask and
answer the questions in activity G with a partner.

'MABIG FAN 37
WATCH & SPEAK

WHY00We DISAGREE ABOUT MUSIC?

music.
A PREDICT In this video, you will learn why we have different opinions about
“
What three reasons do you think you will hear?
We disagree about music because ...
a. we hear different sounds from the same music.
b. we are different ages.
we have different memories.
we like disagreeing.
music gives us an identity (an idea of who we are).

People dance at a silent

disco at the Open’er Festival
in Gdynia, Poland.
B MAIN IDEAS Watch the video. Complete the summary with one word in each sentence.

Music is universal. We play it at the most ‘ times In our lives, but we also disagree

about music a lot. One reason is age: The music we like when we are a 2 is
our favorite music for life. Another reason is that music brings back different ° for

different people. A final reason is that music is important for our identity. It helps us feel

4 to some people and different from others.

C PHRASES TO KNOW Complete the sentences with phrases from the video. Then tell
a partner which sentences you agree with.

brings back is not as good as makes me happy

1. Music from recent years music from before.

2. Dance music always

3. Listening to music often memories.

D DETAILS Watch again and complete each sentence with two words. |

1. Every society has music and

2. We listen to music when we , and when loved ones die.

3. We listen to music when we are alone, and when we are in

4. Some people think that music came

5. On average, people first hear their favorite song when they are -

old.

6. For most people, music from is not as good as older music.

7. Music brings back memories from our teenage years and our

8. Many people like a song because it reminds them of a

E Work with a partner. Who do you talk to about music? Do the people you talk to agree or
disagree with you about music? Explain.
| talk to my friend Esther about music. We usually agree, but sometimes we disagree because...

'MABIGFAN 39
 PRONUNCIATION Word stress &
A stressed syllable is louder,
To say a word correctly, you need to know which syllable is stressed.
longer, and clearer than the other syllables in the word.

> Most two-syllable nouns and adjectives have stress on the first syllable.
concert neighbors normal
> Most two-syllable verbs have stress on the second syllable.
arrive invite begin

F PRONUNCIATION Listen and notice the stress. Then listen again and repeat.

1. singer 4. enjoy 7. prefer

2. connect 5. recent 8. reason

3. boring 6. angry 9. compare

G PRONUNCIATION Work with a partner. Underline the stressed syllable in the bold
words. Then listen and check your answers. Repeat the sentences. 313.6
1. Every country and every culture has music.
2. Some people believe that music came before language.
| 3. Many people like a song if it reminds them of their teenage years.

H Listen to two friends discuss music for an end-of-semester karaoke party. Which two songs do
they choose? f\=hz

| Singer/band Song title

Shakira and Rihanna i

| Girls’ Generation 23

Friends sing karaoke

in Tokyo, Japan.

40 UNIT3
 SPEAKING SKILL Make and respond to suggestions
Make Suggestions Respond - Agree Respond - Disagree
Let's choose some songs to sing. Good idea. I'd prefer not to.
~ Should we sing some pop music? Sure. | don't know.
What about that song by Beyoncé? OK. I'm not sure.
Why don't we sing a Shakira song? Why not? | don't think that’s a good idea.
How about singing Memories?

1 Listen again. Complete each sentence with one or two words. Mie

A: that song by Shakira and Rihanna? What's it called?

B: Oh, Can’t Remember to Forget You?

A: That's right. Can’t Remember to Forget You.

B: Yes, great song.

A: And? singing Macarena?

B: Um, I’m not sure. It's a great song, but it’s a little old now.

A: Yeah, | guess you're right.

B: Some K-pop songs are in English. ° we sing one of those?

A: Good idea. | love K-pop.

= The Boys by Girls’ Generation? That's mostly in English.

A: What was that again?

B: The Boys by Girls’ Generation.

Pome OK add it to the list.

B-° invite some friends now?

A: Good idea.

|REFLECT | Make a playlist.

Work with a partner and make a playlist for a karaoke party. Decide on songs that you
would both enjoy singing. Use the language in the Speaking Skill box.
A: Let's start with a song by Shakira.
B: Good idea.

'MABIGFAN 41
A VOCABULARY Listen to the words and phrases. Complete the questions.

convenient (ad}) digital (adj) last (adj) spend (v) surprising (adj)
crazy about (adj phr) global (adj) percent (n) streaming (adj) well-known (adj)

When was the time you listened to music? What did you listen to?

How much time do you listening to music every day?

How important is music to you? Are you it, or do you find It unimportant?

Do you listen to a music service? If so, which one?

Is all your music , or do you still own CDs and records?

Who do you think is the most singer in your country?

What of people in your country use their smartphone to listen to music?

What is easier and more : downloading music or streaming music? Why?

What do you think is the most exciting trend or current style in music?

What was the most hit song of last year? Why is it strange that it was a hit?

42 UNIT3
B Work with a partner and compare your answers in activity A. Then ask each
other the questions.

C Read the information about the average music listener. Which facts are true
.for you? Discuss with a partner.

According to the Music Listening Survey by IFPI", the average music

listener . .

> listens to about 2% hours of music a day.

> listens to a digital streaming service for about 4 hours a week.
» spends 5.4 hours a week listening to the radio.

"IFPI stands for International Federation of the Phonographic Industry. It is an organization that
represents the recorded music industry worldwide.

CRITICALTHINKING Recognize reliable research

To be reliable, a research survey must ask questions to a lot of different people.
When you see research results from a survey, ask yourself these questions:
How many people took part in the survey?
What were the ages of the participants?
Where were the participants from?
ae
ee ee ee

D APPLY Choose the most likely numbers to complete the sentences about
the survey that IFPI did. Then listen and check your answers. )

Music Survey by IFPI

134 / 34,000 / 34 million people took part in the survey.

The people were between 76 and 16 / 16 and 24 / 16 and 64.

The people came from °2 / 21 / 210 different countries.

}REFLECT (meENEN a music survey.

You are going to listen to the results of IFPI’s survey. Work with a partner
and discuss the questions.
1. What do you think of the IFPI research survey?
2. How could it be made more reliable?

'MABIGFAN 43
LISTEN & SPEAK

A PREDICT Look at the infographics and predict the missing information from the
IFPI survey. Compare your predictions with a partner.

1. Spent money on music in the last month 2. Crazy about music

Si ? ££ FH BH
UK Sweden US Mexico Canada Global

3. Devices* used to listen to music 4. Favorite type of music

3% 6%
Smart speaker | Other ?
4% |
27%
Portable Bluetooth speaker—a 4. am
v
oo
Record player —— A% \ @ My $
8% Other Ya eee
mobile :
? ates South Korea Mexico India:
29% ?
ren H Rock Bollywood
19%
Computer

*device = a thing or machine, such as a cell phone or tablet, that helps you do something

44 UNIT3
B MAIN IDEAS
Listen to ae survey results. Check your predictions in activity A. Then
complete the sentences. {7 il!

1. People in spend more money on music than any other nation.

.2. More than of the world say that they are crazy about music.

3. We spend more time listening to music on a than on a smartphone.

4. The most popular kind of music in South Korea is

C PHRASES TO KNOW Match the numbers in the box to the words in bold.

1/3 1/2 3/4

So, more than half of the world is crazy about music.

2, _____ Almost one-third, or 29%, of music listening time is on a radio.

Three-quarters of South Africans are crazy about music.

LISTENING SKILL Take notes using symbols

When taking notes, use symbols to help you write more quickly. These are common symbols.
% — percent hrs — hours = — equals, is, are
& > and k — thousand w/ = with
e.g. — for example Vv. > very + — more than
The survey is from an organization called IFPI, and more than 34,000 people took part.
survey = from IFPI & S4k+ people took part

D APPLY Listen again and take notes using symbols and numbers. |

E DETAILS Use your notes to correct these sentences. Check your answers with a partner.

1. 44% of all people spent money on music in the last month.

2. 54% of all people said that music was not important to them.

3. Around the world about half of music listening time is on a radio.

A. The most popular type of music around the world is Bollywood.

'MABIG FAN 45
 Present the results of a survey.

the results to your

You are going to survey or ask people about music. You will present
classmates. Use the ideas, vocabulary, and skills from the unit.

GRAMMAR Question forms

Yes/No questions
> If the main verb is be, put it before the subject.
Are you a music lover?
> For the simple present, use the auxiliaries do/does before the subject. For the simple past, use did.
Do you like music? Did she buy new headphones?

Wh- questions
> Put the question word (+ noun) before the auxiliary verb.
What do you listen to? Which concert did you go to?
> Howis often followed by many, much, often, far, or long.
How much music do they buy?

> When the question word is the subject of the sentence, do not use an auxiliary verb.
What happened next? Who likes your band?

F GRAMMAR Write yes/no questions using the words given.

1. A: | don't go to stadium concerts.

B: (you / go / smaller concerts?) Do you go to smaller concerts?

2. A:| don't listen to pop music while studying.

B: (you / listen / classical music?)

3. A: | didn't listen to her new album.

B: (you / listen
/ first album?)

4. A: Two of my friends are in a band.

B: (be / their band / popular?)

5. A: My brother has a musical ear.

B: (he / play / a musical / instrument?)

46 UNIT3
G GRAMMAR Write Wh- questions for the missing information.

1. My favorite singer is 2 _ Who is your favorite singer?

2. The type of music that | like best is?

3. When | was younger, | listened to __?

4. 2
My favorite song to sing along to is _£

5. The radio station | listen to the most is

6. My least favorite type of music is 2_ !

H MODEL Listen to a student presenting the results of his survey. Complete each question
with two words.

Question 1: Where do you to music?

Question 2: What do you usually to listen to music?

Question 3: How often do you when you listen to music?

1 Match the beginning and ending of each question.

1. __4 Where do you usually listen a. study?

2. _
What music do-you b. you want to meet?

S: Does listening to music help you c. type of music?

4. ____ What was the last Ga tO MmuUSIC?

5, _—
Which singer do e. listen to when you are sad?

6. What is your least favorite f. concert that you went to or watched on TV?

J PLAN Choose atopic. Write three questions connected to that topic.

Live music Music habits Music and emotions

Music stars Music genres Advantages and disadvantages of music

'MABIGFAN 47
 5 people. Take notes on their
K Before the next class, ask your questions from activity J to at least
describe the results.
answers and complete the chart. Use percentages and numbers to

Information about the participants

(How many? How old? Where from?)

Question 1 & results

Question 2 & results

Question 3 & results

What did you find surprising about

the results?

L PRACTICE Work in groups of three or four. Practice giving the results of your survey.

M UNIT TASK Present the results of your survey to another group. As you listen to your
classmates, take notes in the chart. What do you think were the most interesting results?

The participants |Question 1 & results |Question 2 & results |Question 3 & results |What was surprising?
4

48 UNIT3
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you can use.
LI discuss your experiences with music LI take notes using symbols
‘OO make a playlist L] make and respond to suggestions
LI evaluate a music survey L) question forms
LI present the results of a survey L] recognize reliable research

B Check (VY) the vocabulary words from the unit that you know. Circle words you still
need to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

instrument disagree alone
memory remind annoyed
percent spend connected
stadium convenient
crazy about
digital
global
last
loud
old-fashioned
streaming
surprising
well-known

C Reflect on the ideas in the unit as you answer these questions.

1. What is the most interesting thing you learned about music in this unit?

2. What ideas or skills in this unit will be most useful to you in the future?

'MABIG FAN 49
 TH BEAR
UNIT

~ OF SCIENCES,"
“ae
The front foot of an insect
(a beetle), is colored
with different dyes and
photographed through -—
a microscope. Le
PREPARE TO LISTEN
A VOCABULARY Listen to the words. Match the words with the
definitions. |

disease (n) fall (v) heavy (adj) light (n) prove (v)

experiment (n) gravity (n) hit (v) medicine (n) scientist (n)

1. move or drop to the ground

Zz a person who studies or works in science

oF opposite of light in weight

4. something that you take when you are ill or sick

5: to touch someone or something quickly and with

force

6. an illness

if something that allows us to see things

8. the force that pulls things toward each other and

to the ground

9, to show that something Is true

10. a test to learn something new

B VOCABULARY Work with a partner. Read the sentences. Which ones do

you think are true, and which ones are false? WriteT for True or F for False.

Science Fact or Science Fiction?

ib If a penny falls from a very tall building and hits someone on the
ground, it can kill them.

2. ______ Gravity makes heavy things fall faster than light things.

3: It takes 8 minutes for light from the sun to reach Earth.

4, _____ Malaria has killed more people than any other disease in history.

ey Before Albert Einstein became a brilliant scientist, he was a very bad

student at school.

C Listen to five conversations and check your answers in activity B.

52 uUNiT4
 sroom
e experiment

your partner. |

1. The penny might hurt you, but it wouldn't you.

2. Gravity heavier things fall faster than lighter things.

3. The sun is 93 from Earth.

4. Malaria has killed more people than any other _in history.

5. Einstein was always a good student, but he didn't like the way of

E Discuss the questions with a partner.

1. Which science facts surprised you? Explain.
2. What problems need more scientific research at the moment? Explain.

You are going to learn about three science experiments. Work with a partner. These are the
stages of scientific research. Put them in the correct order (1-4). Explain your choices.

Experiment Question/Problem
Do an experiment to test your idea. Record Think of a question or a problem that needs
| the data. an answer.

| Conclusion ae Idea fa
Does the experiment prove that your idea Think of an idea that might answer the
is right? question or solve the problem.

THE BEAUTY OF SCIENCE 53

 $f 2 ee

THREESSCIENCE EXPERIMENTS
THAT CHANGED JHE WORLD

Camera obscura means “dark chamber.” When light enters a dark space through a small hole, the
light makes an upside-down image of what is outside the space. This room is a camera obscura.
The trees from outside in Central Park, NY, USA, are upside down and shown on the walls.
EE Sar aa

A Listen to the lecture and take notes. Focus on the main ideas and use symbols. 1"

B MAIN IDEAS Use your notes and choose the correct answer.
1. What did Alhazen's experiment show?
a. We see when light enters our eyes.
b. We see because we have light in our eyes.
c. We need lamps to see.
What did Galileo's experiment show?
a. Heavy things fall faster than light things.
b. Heavy things fall at the same speed as light things.
c. Heavy things fall slower than light things.

54 UNIT4
 3. What did Tu Youyou's experiment show?
a. Artemisinin comes from the plant Artemisia annua.
b. Artemisinin can help people with malaria.
c. Artemisinin is not safe for people with malaria.

C DETAILS Listen again. WriteT for True or F for False. Then correct the false statements. (a
Alhazen
fk Alhazen was born 1,000 years ago in Egypt.

2 There were two lamps outside the room and a small hole in the wall.

3. —_____The two lamps made one spot of light on the wall.

Galileo
4. Galileo dropped two similar balls from the Leaning Tower of Pisa.

OD: The two balls hit the ground at the same time.

6. On the moon, the hammer hit the ground before the feather.

Tu Youyou
7. Tu and her team wanted to find a new medicine for malaria.

8. Tu made a medicine called artemisinin from a plant.

9. ___—~Nobody dies from malaria anymore.

D PHRASES TO KNOW Work with a partner. Discuss the meaning of these phrases from
the listening. Then use the phrases to say something about Alhazen and Tu Youyou.
1. Galileo was interested in gravity.
2. He carried out an experiment with two balls.

LISTENING SKILL Understand cause

To explain the cause of an event, we often use because followed by a clause (subject + verb).
They believed this because it seemed natural.

We can also use because of and due to followed by a noun, noun phrase, or pronoun.
They believed we can see because of a light in our eyes.
Due to her interest in plants, Tu Youyou began studying traditional plant medicines.

E Listen to a description of another experiment. What was the disease, and what was the
“medicine”? Micza

THE BEAUTY OF SCIENCE 55

 Doctor James Lind cares:
sailors who are ill with Scuinyv

F APPLY Listen again. Then complete each sentence with one or two words.

1. Many of the sailors died the disease.

: 2. We now know that sailors got scurvy they didn’t have enough vitamin C.

| 3. The two sailors got better the vitamin C in the oranges and limes.

| 4. British sailors took limes on long trips and this, they got the name “limeys.”

G NOTICE THE GRAMMAR Underline the regular simple past verb forms. Circle the
irregular past verb forms.
In 1747, a Scottish doctor, James Lind, wanted to find a cure for scurvy. He believed that poor diet
was the cause of the disease. He decided to carry out an experiment. He found some sailors with
scurvy. He gave oranges and limes to two of the sailors. Those two sailors got better quickly. The
others didn’t get better.

GRAMMAR _ Simple past

We use the simple past to talk about completed actions and events in the past.
He wanted to find a cure for scurvy. He gave oranges to sailors.
Regular verbs end in -d or -ed in the simple past.
believe —» believed want—» wanted
Many common verbs are irregular.
be —» was/were do—»did go—»went think —»thought have —» had
We use didn’t + the base form of the verb in negatives.
The others didn’t get better.
We use (Question word +) Did + subject + base form in questions.
Did he find a cure? Why did they get better?

56 UNIT4
H GRAMMAR Complete the sentences with the simple past form of the verbs.
Problem: This ' (happen) to me a few months ago. | 2 (notice)
that something was wrong. When | 3 _(go) to bed, | couldn't sleep because |
4
(not feel) tired.
Idea: | ° (decide) to try an experiment with coffee.
Experiment: Before the experiment, | ° (drink) four cups of coffee every day. For the
experiment, | 7 (stop) drinking coffee for two weeks. It ® (not be) easy!
Conclusion: When | stopped drinking coffee, | ° (not have) sleeping problems.
After two weeks, | '° (start) drinking coffee again, and the sleeping problems
11
(come) back. My experiment "2 _ (prove) that coffee was the
cause of the problem.

PRONUNCIATION -ed endings ®28

>» Remember to pronounce an additional syllable only when -ed is added after a verb
ending in a -tor -d.
list-en (2 syllables) —» list-ened (2 syllables; no additional syllable)
re-port (2 syllables) —» re-port-ed (3 syllables; additional syllable)

>» Remember that the -ed can sound like /t/, /d/, or /id/.

i PRONUNCIATION Write the number of syllables of each past tense verb. Circle the
pronunciation of -ed. Then listen and repeat each word. @E

1. watched bes /t/ /d/ /id/

2. noticed ss /t/ /d/ /id/

3. wanted F eren /t/ /d/ /\d/

4. happened ae. /t/ /d/ /id/

5. talked ae /t/ /d/ /\d/

6. needed ese /t/ /d/ /\d/

J Listen to the experiment from activity H. Then work with a partner. Take turns reading the
experiment aloud to each other. 4.7

Discuss a personal experiment.

Think of a time when you carried out a personal experiment to solve a problem or answer a
question (for example, feeling tired, having headaches, not meeting enough new people). Tell
your partner about your experiment. Use activity H to help you.

THE BEAUTY OF SCIENCE BZ

A VOCABULARY Listen to the words. Match the words with the definitions.

explode (v) light (v) pour (v) push (v) rise (v)

mix (v) pull (v) react (Vv) toward (prep)

go out (v phr)

al to stop burning

2 in the direction of someone or something

3: to move up

4. to move closer

oF to change; to respond to something

Gr to break up into pieces, usually with noise

7. to move away

8. to move a liquid from one place to another

oO: to put two or more things together

le) to make something start burning

B Work with a partner and take the quiz. Then listen and check your answers. How many did you
i

Science Quiz

Did you pay attention when you studied science at school? Take our quiz and find out.

1, Hydrogen (H) is the most common element in the universe. Helium (He) is the second most
common. What happens when you mix them?
a. They explode.
b. They don’t react.

2. Itis a gas, like air, but you can pour it like water. If you pour it on a candle, the candle goes out.
Which one is it?
a. Carbon dioxide (CO,)
b. Hydrogen (H)

3. Which one will explode when you light it with a match?

a. A balloon filled with hydrogen (H)
b. A balloon filled with helium (He)

‘4, Every magnet has two poles, a north and a south. What happens when you place the north pole
of one magnet next to the south pole of a different magnet?
a. They push apart.
b. They pull together.

5. What happens when you mix oil and water together?

a. The oil rises to the top.
b. The water rises to the top.

C Discuss the questions with a partner. COMMUNICATION TIP

1. Are you good at science?
When explaining step-by-step
2. Imagine you are a scientist. What would you prefer to study? processes, use First,... Next, /
Why? Then /And then... Finally, ...
Y! to order the steps.
a. the oceans b. space c. diseases First, you take a bottle of
diet soda. Then you take
some mint candies...

Describe a home science experiment.

You are going to watch some home science experiments. Work with a partner. Look at the list
of home science experiments. Check (/) the ones you have done. Add any others. Tell your
partner what happened.

O collect and identify leaves L] make giant bubbles

1 make a parachute for an egg CL] collect insects
O puta tennis ball on a football and drop them 1 put an egg in a cup of vinegar
O blow across the open top of a bottle 1 put different things in the freezer

THE BEAUTY OF SCIENCE 59

 you think
A PREDICT Look at the names of the experiments you will watch. What do
will happen in each experiment? Tell a partner.
— Milk, food coloring, and soap
2. Aballoon and water
3. Acandle, water, anda glass
4 Mint candies in diet soda

B MAIN IDEAS Watch the video and take notes. Check your predictions in activity A.
: Then use your notes and match the number of the experiment to the result. m41

a. It explodes out of the bottle. c. _____ The water rises up.

b. It looks like a firework. d. __It makes a kind of electricity.

ee
ieee
2es%

Fritz Grobe
and Stephen
Voltz perform me

the “mint Ke
ape
*.
~*
me
Wie

candies in
diet soda
experiment”
in NewYork,
NY, USA. They
used 646 mint
candies and ._~;" ja
122 bottles of => 7
diet soda to mo
create these
fountains of
soda.
 C DETAILS Watch again. There are two mistakes in the steps for each experiment.
Correct the mistakes.

A. Pour a little milk into a cup. 1. Take a glass with vinegar.

2. Drop some food coloring in the center 2. Puta candle on top.

of the milk.
3. Light the candle.
3. Drop a little water into the food coloring.
4. Puta bottle over the candle.

1. Take a balloon and fill it with water. 1. Take a bottle of diet soda and drink It.

2. Rub the balloon on your sweater. 2. Take some mint candies.

3. Turn on the tap. 3. Drop the candies into the bottle.

4. Move the balloon away from the water. 4. Step forward.

D Work with a partner and answer the questions.

1. Which experiment did you like the most?
2. Have you ever done any of these experiments? If so, what happened?
3. Which experiment do you think was the easiest to do?

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UNITTASK| Present the results of a science experiment.

You are going to watch or do a science experiment and then present the
results. Choose one of the options for the experiment. Use the ideas,
vocabulary, and skills from the unit.
1. Doan experiment from this unit at home.
2. Watch a science experiment online.
3. Find a new experiment and do it at home.

E MODEL Listen to a student report back on an experiment. Complete the

chart. Then work with a partner and check your answers. “10!

Question/Problem

Idea

Experiment: What was the experiment

and what were the steps to test the idea?
Conclusion: What happened? Why
did it happen?

SPEAKING SKILL Explain results

To explain the result of an event or an action, we often use and so or and as a
result. They join the cause to the result.

The boat wasn’t very strong, and so it also sank after a few seconds.
It sank as soon as he got in, and as a result, he fel! in the water.

Tin foil is strong enough

to make a boat for coins.

62 uNIT4
F APPLY Match an event to a result and join the two clauses with and so or and as a result.
Events:

1. | poured carbon dioxide onto a candle, and as a result, it went out.

“2. | lit a match next to a balloon filled with hydrogen,

3. | dropped a watermelon and an orange at the same time,

4. | put the north pole of one magnet next to the north pole of another magnet,

5. The sailors with scurvy ate oranges and limes,

Results:
a . It exploded.
b . They got better.
c. It went out.
d. They hit the ground together.
e . They pushed apart.

CRITICAL TFHINKING Consider more than one cause

In a science experiment, it’s easy to come to the wrong conclusion. People often think that
something is a cause when really it’s not. It’s important to consider other possible explanations for
the cause of an event. For example, you make a cake, and it doesn’t taste good. You think you did
not follow the directions. But maybe one of the ingredients was bad.

G Read this conclusion. Work with a partner to answer the questions.

Amy went into town on a hot day and noticed that a lot of people wore sunglasses. She also
noticed that a lot of those people ate ice cream. A few days later, Amy went into town on a cold
day. She noticed that not many people wore sunglasses and not many people ate ice cream. She
concluded that wearing sunglasses makes people eat more ice cream.

1. What did Amy notice on a hot day? On a cold day?

2. \What was her conclusion?

3. Why was her conclusion wrong?

THE BEAUTY OF SCIENCE 63

H PLAN Complete the chart with notes about the experiment that you carried
You will use these notes to report back to the class.
out or watched.

Question/Problem

Idea

Experiment

Conclusion

1 PRACTICE Work in groups of three or four. Use your notes in activity H to

practice reporting your experiment.

J UNIT TASK Present the results of your experiment to the class. As you
listen to other students, take notes in the chart. Which experiment did you
find the most interesting?

Question/Problem

Idea

Experiment

Conclusion

64 uUNIT4
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you Can use.
L] understand steps in research L] understand cause
“LJ discuss a personal experiment L] explain results
LI describe a home science experiment L] simple past
LI present the results of a science experiment L] consider more than one cause

B Check (V) the vocabulary words from the unit that you know. Circle words you still
need to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

disease explode heavy toward
experiment fall
gravity go out
light hit
medicine light
scientist | mix
| pour
| prove
pull

push
react
rise

C Reflect on the ideas in the unit as you answer these questions.

1. Which science experiment from this unit did you find the most interesting?

2. What ideas or skills in this unit will be most useful to you in the future?

THE BEAUTY OF SCIENCE 65

 Tourists shop for local crafts and
souvenirs at the famous Khan
_ el-Khalili market in Cairo, Egypt.
 Work with
A ACTIVATE How many words related to money and buying things do you know?
a partner and write them down.

B Work with a partner and guess the correct answer for each COMMUNICATION TIP
eck your answers.
| statement. Then listen and ch
When you answer the question
The average American: “How often ...?,” you can use
these phrases.
| - eats out twice or three times 'a week / a month / a year. F
once/twice a month
| goes to the movies five times “per week / per month / per year. fWwice/lhree Broes avveek

- orders takeout once °a week / a month / a year. three/four/five times an

hour
| - goes shopping for clothes once every “tw eeks /t
| g See ae etic : ee hi st You can also say per hour/day/
months / two years. week, etc.
- shops online several times °a week / a month / a year.

C Discuss with a partner: How often do you do the activities in activity B?

| eat out about once every two weeks.

Moviegoers enjoy popco r

AS

Pk
=

o ra ff
.
D VOCABULARY Listen to the words. Complete the sentences with the
correct form of the words. &

another (det) bill (n) can afford (v phr) — credit card (n) make (v)
_ bank account (n) — borrow (v) collect (v) fee (n) post (v)

1. | already have two pairs of sneakers, but | still want pair.

en to eat out only once a month, but no more because it's so

expensive.

3. Some of my friends things like shoes or Star Wars toys. | don't

because it's an expensive hobby.

4. When | eat out, | often a photo of my food to social media.

5. Every month, the money that goes out of my is more than the
money that goes in. It's a problem.

6. | never money from friends. It can cause problems, especially

if | can't pay it back quickly.

7. \|think people should spend less money than they . If they

spend more, they will have problems.

8. | never carry cash. | use a(n) to pay for everything.

9. Sometimes, my monthly cell phone is really high.

10. With some credit cards, you pay a yearly . That's why | don't

have any credit cards.

Consider your spending habits.

You are going to hear a lecture about spending trends. Think about your habits.
Tell your partner which statements in activity D are true for you. Change the
others to make them true for you.
A: | already have five pairs of sneakers, but | still want another pair.
B: Really? Why is that?
A: | just love sneakers. | can never have too many!

WHY WE BUY 69
SPENDING MORE, SAVING LESS
LISTENING SKILL Predict lecture content i :

When you predict the content of a lecture, you can use information that you
already know, such as the topic and the title of the lecture, to guess the
information that will come. Predicting is useful before and during a lecture.
BE ORE THEsEECTURE
Read the title of the lecture and think about the topic. Use this information to
predict what you will hear.
DURING TRE EECTURE
Listen actively. Check your predictions and make new ones.

A APPLY You are going to listen to an economics lecture. It is titled “Modern

Spending Habits.” Predict what you will hear.
Compared to the past, most people are
a. spending more money. b. saving more money.

B Listen to part 1 of the lecture and check your prediction in activity A.

C Listen again and answer the questions. “

1. How much of their money did Canadians save 40 years ago?

2. How much of their money do Canadians save now?

4
 MAIN IDEAS Part 2 of the lecture is two interviews with shoppers. Listen and answer the
questions
1. What is the woman buying, and why?

2. What is the man buying, and why?

E DETAILS Listen again and complete the sentences with two or three words. {a

Interview 1

1. She buys a new purse

2. She is going to pay with her credit card because her is empty.

Interview 2

3. All his friends buy

4. He doesn't save any money because he doesn't enough.

F Inthe final part of the lecture, we hear why people spend more money than they save. With
a partner, discuss why this may be true. Then listen and check your ideas. What is the main
reason people spend more money now? |:

G Discuss the questions in a small group.

1. How often do you and your friends post photos of things you buy?
2. How often do you and your friends post photos of restaurant meals?
3. Do you think that you spend more because of social media?

vit
> AeA shops -
08: in Hefei,
 Rhythm is the pattern of stressed and unstressed syllables in a sentence. The
at the
rhythm of English sentences comes from the stress on certain words. Look
rhythm of this sentence.
It gets a lot of attention.
>The main stress is usually on the content words, such as verbs, nouns, and
adjectives. If a content word has more than two syllables, only stress the syllable
with the main stress.
>The unstressed words are usually structure words, such as pronouns, auxiliary
verbs, and articles. They are pronounced less loud and less clear.

H PRONUNCIATION Listen and underline the stressed words. EWA

1. When we buy a new purse, we post a photo.

2. When we buy a new pair of sneakers, we post a photo.

3. We want to tell everybody, and we want our friends to see.

| PRONUNCIATION Underline the syllables that you think will be

stressed. Then listen, check, and repeat. |

1. Why are you buying another one?

2. We're spending more money and saving less money.

3. | don't make a lot of money.

4. Do you also save money for a rainy day?

5. We think it’s normal, and so we want to do it.

J NOTICE THE GRAMMAR Choose the correct verbs. Discuss your

answers with a partner. Can you make a rule for the two forms? Then work
with a partner to practice the conversation.

A: So, | see ' you look / you're looking at a new purse. Why ? do you want /

are you wanting it?

I'm crazy about purses! ° | have / I’m having more than 10.

So why * do you buy / are you buying another one?

Why not? All my friends ° buy / are buying a lot of purses.

How often ° do you buy / are you buying a new purse?

Mee |’ buy / am buying a new one every six months.

pk
Ae
Bee
eA

72 UNITS
 GRAMMAR Present continuous
We use the present continuous to talk about:
1. Actions that are happening now, at the moment of speaking.
You‘re buying new sneakers. Why are you buying them?
2. Actions that are happening around this time.
We're saving less and spending more these days.
We often use phrases such as now, at the moment, and these days with the present continuous.

Affirmative: subj + be + verb + -ing Negative: subj + be + not + verb + -ing

You're buying a new purse. We're not/We aren't saving a lot of money.

Yes/No questions: be + subj + verb + -ing Wh- questions: question word + be + subj + verb + -ing
Are you saving money at the moment? Why are you buying another one?
wie

Verbs of emotion, thought, and sense are not normally used in the continuous. These are called
nonaction verbs. Examples include: like, love, believe, want, see. Use the simple present instead.
Are-yottktrgtt? Do you like it?

K GRAMMAR Use the simple present or present continuous of the verbs to complete
the sentences.

1. She a new purse because she really wants It. She

a new purse every two months. (buy)

2. The lecturer economics at a university. Today, she

a class about spending and saving. (teach)

when he’s not well. Today, he has the flu so he

. (not work)

my mother because It’s her birthday. | usually

her at least twice a week. (text)

5. They're not here at the moment. | think they . They

every Friday evening. (eat out)

Discuss how social media impacts your spending.

Discuss the questions with a partner. Explain your answers.

1. When you see a product posted on social media, do you want to buy it?
2. When your friends post their shopping on social media, do you want to shop, too? Do you shop
even if you can't afford it?

WHY
WE BUY 73
PREPARE TO WATCH
A Answer two questions about listen and check your answers. 95.9)
money. Then
or get one-third more coffee for
if Your local cafe has a special: Pay one-third less for your coffee,
the normal price. Which choice is better?
a. pay one-third less
b. get one-third more
c. They are the same.
pen. How much
You buy a notepad and a pen for $1.10. The notepad costs $1.00 more than the
does the pen cost?
Gm oucents
b. 10 cents
c. 15 cents

B VOCABULARY Listen to the words. Match the words with the definitions. fa915.10)

discount (n) instead of (prep) likely (adj) rent (n) transfer (v)

extra (adj) lend (v) on sale (phr) skip (Vv) waste (v)

if to use too much or use badly

2s the money you pay to live in a house or apartment when it’s not yours

3: more than usual

4. to move from one place to another

to not do something that you usually do

in place of someone or something

an amount of money less than the normal price

describes something that will probably happen

to give something to someone for a short time, not forever

at a lower price for a short period of time

74 UNITS
C PERSONALIZE Choose the responses to make the sentences true for
you. Then share your answers with a partner.
1. | often borrow / don't often borrow something from a friend instead of
buying it.
| often lend / don't often lend books and clothes to friends.
If |want to buy something, | wait / don’t wait until it is on sale.
| sometimes / never waste money on clothes.
OT
ae| think / don’t think it's important to transfer money to a savings account every
month.
6 | think / don’t think that rents are too high in this town.
7. | am likely / not likely to eat at expensive restaurants.
8. | sometimes / never ask for a discount when | buy something at a market.
9. | often/ hardly ever skip my daily exercise.
0) | think / don't think it's helpful to have extra money put away in case of an
emergency.

D Look at the infographic.Tell a partner which information is true for you.

Do you think the information is true for most people your age?

_ Do You Have Good Money Skills? __

According to recent surveys.,...

61% | 42%
of teens of teens
|

didn’t learn don’t have _ don’t know how | don't ask,

money skills basic money |= muchmoneythey “Can | afford it?”
in school. skills. _ havetospend before they buy
every month. | something.

Gia Evaluate your money skills.

You are going to watch a video about ways to save money. Work with a
partner and complete the tasks below.
1. Choose the sentence that best describes you. Explain your answer.
> | have good money skills.
> | have average money skills.
> | have poor money skills.
2. Explain what money skills you need to learn.
| need to learn to save some money every month.

WHY WE BUY 75
 | MRUITIONSE

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A PREDICT Look at the tips. Work with a partner and guess the missing
word(s) in each.

1. Turn off the an hour before you go to bed.

2. Don't go shopping. Spend some time in

3. Don't always buy books. Go to the instead.

4. Open a(n) at the bank.

5. Have a(n) before you go shopping.

6. Cut your own

7. Don't buy your daily . Make it at home.

8. Learn to say “| can't (Ge

B MAIN IDEAS EMO Matevideo. Check your predictions in activityA and

write the correct words. | a

C PHRASES TO KNOW Work with a partner. Discuss the meaning of

these phrases from the video. Then take turns answering the questions.

1. What can keep you from making good choices at the supermarket?
2. Have you checked out your local library recently?
3. Where do you often see tons of people?

D DETAILS pateine video again. Match a tip in activity A with a reason or

method below. =)

a. You save between two and three pounds every day.

b. It's cheaper than buying books.

é You don’t need the heat when you are in bed.

d. Even if the salesperson offers you a discount.

e. You won't spend money on food you don't need.

it It's also a great way to get extra exercise.

g. You can learn how to do it online.

h. You can transfer some money each month, so you don’t spend it.

WHY WE BUY 77
 CRITICALTHINKING Analyze and evaluate advice
yourself if it is good advice.
When you hear a tip or someone suggesting you do something, ask
Use logic and experience to decide if the tip will work.
money.
For example, you hear: “Make your own clothes! It's a great way to save
It’s only a good tip if
Stop and evaluate the advice. Is making your own clothes possible for you?
you have the right skills and enough time.

E APPLY Look again at the tips in activity A. Evaluate each tip and choose:

> two tips that you think will work and will save you money.
> two tips that you think won't work and won't save you money.
Explain your choices to a partner.
| think that borrowing books from a library will work because .. .

Present a video giving tips.

You are going to make a “top tips” video. Use the ideas, vocabulary, and skills from the unit.

th a
CEE ompare answers wi
partner. e th e ch art. Then c
t
ps. Comple
a s p e a k e r giving ti
EL Listen to
F MOD(problem)
Topic

a
 SPEAKING SKILL Give tips
There are a variety of ways to give tips. The most common is the imperative form.
Don’t buy coffee. Make it instead.
You can use never and always with the imperative.

Never buy books. Always borrow them instead.

The imperative can sound very direct. These sentences are less direct.
> Try to have a snack before you go.
> If it’s winter, turn off the heat.
» Maybe you can open a savings account.
People respond more positively to a tip if you explain the benefits.
It’s a great way to keep from spending money.
It will help you to spend less.
This means that you can save a ton of money.

G APPLY Listen and complete the tips with three or four words.

1. Just walk up those stairs. It’s get in shape.

2. These exercises get stronger without joining a gym.

3. Learn to cook fresh food. you'll eat less sugar and less salt.

H APPLY Discuss with a partner. Complete the sentences with your own tips and benefits.

1; ._ It will help save you a ton of money.

iS If you hate exercising alone,

3. Make a to-do list. It's a great way to

= Spend a few minutes alone every day. This means that

3) . It's a great way to learn English.

 video (or
| PLAN Work in small groups. Choose one of these topics for your
choose your own). Then complete the chart.
> How to take a good photo
> How to get a lot of online followers
>» How to be successful at school or at work

Topic

ae Benefit

Tip 2 | Benefit

Tip 3 Benefit

J PRACTICE Practice giving your tips and benefits in your group. Make
sure that everyone presents at least one tip and benefit.

K UNIT TASK Use a smartphone to make a video of your group giving its
“top tips.” You can edit it to include music and special effects. Present your
video to the class. As you watch the other videos, take notes in the chart.
Which videos have tips you can use?

Topic Tips Benefits

Video 1

Video 2

Video 3

8O UNITS
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you can use.
consider your spending habits predict lecture content
|_| discuss how social media impacts your spending give tips
evaluate your money skills _] present continuous
present a video giving tips analyze and evaluate advice

B Check (VY) the vocabulary words from the unit that you know. Circle words you still
need to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

bank account borrow extra another
bill can afford likely instead of
credit card collect on sale
discount lend
fee |make
rent post
| skip
transfer
waste

C Reflect on the ideas in the unit as you answer these questions.

1. What did you learn about your spending habits while studying this unit?

2. What ideas and skills in this unit will be most useful to you in the future?

WHY WE BUY 81
 IN THIS UNIT
>
> Analyzedifferences

A leaf-tailed geckoin |
Andasibe-Mantadia
_ National Park,
Madagascar
 PREPARE TO WATCH
a list. Then
A ACTIVATE How many parts of an animal’s body can you name? Make
compare your list with a partner.

B VOCABULARY Listen to the words. Then choose a word to complete the

questions.

blind (adj) degrees (n) focus (v) scared (adj) unfortunately (adv)
clearly (adv) easily (adv) notice (v) tiny (adj) vision (n)

1. When you read on your phone, do you need glasses to see ?

2. \s your long-distance good without glasses?

3. Do you always if a friend has a new haircut?

4. How many of vision do you think a human has (a full circle

is 360)?

Sm Gah you remember people if you have seen their face

before, or is it difficult for you?

6. When they are tired, some people find it difficult to on the

words in a book or magazine.
The words are hard to see. Is this true for you?

7. Some people are afraid of the dark. Do you sometimes get

when you can't see in the dark?

| 8. Do you know anyone who is completely and can't see at all?

g. , some people have red and itchy eyes in summer. Do you

sometimes experience this?

| 10. With a microscope you can see things, for example,

bacteria, very clearly and easily. Have you ever used a microscope?

C PERSONALIZE Work with a partner. Check your answers to activity B. Then take
turns asking and answering the questions.

| 84 UNITG6
D Read the statements.Then use the phrases in the
Communication Tip to tell a partner which ones you
COMMUNICATION TIP
think are facts and which ones are myths (things that Use these phrases to say how
many people believe, but that are not true). ed tM ewes
I'm certain that it’s true.
HUMAN VISION: FACTS AND MYTHS I'm fairly sure that it's true.
1. Humans have better vision and see more clearly than all MM SIRE SOE DEI Lae!
other animals. | doubt that it’s true.

2 Your eyes are the same size now as they were when you were born.
S Only men can be colorblind.
4. \|t’s dangerous to look straight at the sun.
5. Reading in a dark room will hurt your eyes.
6 Eating carrots will help you see more easily and clearly at night.

E Listen and check your answers to activity D.

You are going to watch a video about how animals see. Look at the photos
and discuss the questions with a partner.
| 1. What is the main difference between the wolf's eyes and the sheep's eyes?
2. What are some differences in how the two animals live?
3. What might be a reason for the difference in their eyes?
A PREDICT Work with a partner. Look at the title of the video, the photo, and
the caption. In what ways do you think animals, such as horses and birds, and
insects, such as bees and flies, see differently from humans?

B Watch the video. In your notebook, take notes on the key ideas. Then check
your predictions in activity A. |

8G UNITG6
C MAIN IDEAS Read the sentences and writeT for True or F for False.

13 Cows see the world in the same way as humans.

2 Horses and cows both have a blind spot.

3: Humans have better vision than birds.

4. Insect eyes are very different from human eyes.

oy Fish all have the same kind of eyes and vision.

D PHRASES TO KNOW Complete the sentences with a phrase from the

video. Compare your answers with a partner.

in general the advantage of find it difficult

1. Cows to focus because their eyes are far apart.

De, compound eyes Is that they allow insects to see

all around.

o. _, deep-sea fish are good at seeing in low light.

E Work with a partner. Take turns asking and answering the questions.

1. In general, do you prefer to learn about people or animals?

2. What is the advantage of having four legs?
3. Do you find it difficult to take notes while you watch a video?

F DETAILS Watch the video again. Check (“) the sentences that are true.
Then compare your answers with a partner. [S10L

Cows see the world in red and orange.

1 Cows have 120 degrees of vision.
You shouldn't stand behind a horse.

CL] Horses have the best vision of all animals.

1 Birds can see ultraviolet light.
[] Eagles can see much farther than humans.
Most insects can see all around.

ae
ee
ON ey Deep-sea fish can’t see in low light.
OOO”

ANIMAL MAGIC 87
 THE GRAMMAR Look at the words in bold. Which word describes a thing
G NOTICE
| and which describes an action?
| Most birds have very good vision. They see the world clearly.

GRAMMAR Adjectives and adverbs of manner

Adjectives |Adverbs of manner “

> describe nouns (things and |» describe verbs (actions). They tell us how something
people) and usually come before | happens.
a noun. A horse might kick you hard.

insects can see bright colors. |> usually come after a verb or the object of the verb.
> can come after the verb be. | Birds fly fast.
The insect is small. | Birds see the world clearly.
> do aes have a ellie! form. > are often formed with adjective + -ly.
Their eyes are tiny. | happy- happily slow- slowly quick — quickly
|Notice these irregular adverbs:
| good — well She plays soccer well.
| hard — hard We all work hard.
| fast - fast He speaks fast.

H GRAMMAR Listen and complete the sentences with one word. Then compare your
answers with a partner. Is each word an adjective or an adverb?
Many people think bats are | . In fact, most bats have

2 vision and they can see ° . But because bats fly

a and at night, they also need to use their ears. Some bats have

ears, and they can hear very °

It is acommon
myth that bats
are blind.
| GRAMMAR Complete the sentences. Use the correct adjective and
adverb form of the words.

1. Did you know that elephants are swimmers? Humans have

to learn to swim, but elephants don't. They swim . (natural)

2. Lyrebirds are really actors. They can copy the sounds of

other birds very . (good)

3. Emperor penguins work to look after their babies. They walk

30 miles to the sea to get fish for them. That's work for an
animal with short legs! (hard)

4. Squirrels are learners. They watch each other, and they learn
new ways to get food. They learn - . (quick)

5. Different animals can be good friends and live together sole

example, some birds live with crocodiles and often go inside the crocodile’s
mouth. Both animals are with this situation. (happy)

6. Sloths are very animals. They sleep for 15 hours a day

and, when awake, they move very through the trees. On
average, they travel just 123 feet (875 meters) per day. (slow)

7. Cats often bring mice home for their owners because they think that humans

are hunters and need help. This is true, of course. Compared

to cats, we hunt mice very . (pad)

8. For polar bears, swimming Is very . They can

swim for several hours without stopping, and scientists
have recorded one polar bear swimming for nine days without stopping. (easy)

Relate ideas to your life.

Think about the animals from the video, bats, and other animals you know.
Work with a partner. Take turns asking and answering the questions.
1. Which animal's vision do you want?
2. Which animal's vision do you not want?

ANIMAL MAGIC 89
PREPARE TO LISTEN
A ACTIVATE How many different kinds of animals do you know? Make a
list. Then compare your list with a partner.

B VOCABULARY Listen to the words. Match the words to the definitions.

Use a dictionary if necessary.

bone (n) conditions (n) female (adj) keep (v) stomach (n)

brain (n) enormous (ad)j) injure (v) male (adj) straight (adj)

le very big

De relating to women

3. the part of your body where food goes first after you eat it

4. relating to men

Se a part of your body that receives, organizes, and sends

information to other parts of your body

G6; the physical situation that someone or something is in

7. with no bends or curves

8. to cause harm to a person or animal

g: to stay; to remain; to make stay or remain

10. a part of your body that supports you and gives you shape

C Read the paragraph on animal adaptation.

Work with a partner. What kind
of animal adaptation is white fur? What is another example of animal
adaptation? Write your example below.

Animal adaptations are changes to animals that help them to

survive where they live. Some adaptations can be in how animals live
or behave. Some adaptations can be in how they look. For example,
animals that live in the Arctic often have white fur. The white fur helps
them hide and be safe.

90 UNIT6
D Work with a partner and complete the Animal Adaptations Quiz. Then listen and check
your answers, Se

1. Some snakes have almost 20 / 200 / 4. |f a frog eats something bad, it pushes
2,000 bones in their bodies. its stomach out of its mouth and cleans
we it with its feet / tail / tongue.
2. The female blanket octopus is up to six
feet (two meters) long. It is enormous 5. Dolphins don’t sleep like humans.
compared to the male, which is about Instead, half of their brain sleeps for
one inch / one foot / three feet long. 30 minutes / 4 hours / 1 day, then the
other half does the same.
3. Most birds have hollow (empty on the
inside) bones / brains / legs so that they 6. Camels live in difficult conditions in the
are light and can fly more easily. desert. They have long ears / hair / lashes
to keep the sand out of their eyes.

CRITICALTHINKING Categorize information

To categorize information means to put it into groups. Categorizing is a good way to deal
with a lot of information. For example, animal adaptations can be put into two categories:
physical (how they look) and behavioral (how they act).

Categorize information about adaptation.

You are going to hear more about animal adaptation. With a partner categorize
the information in activity D into two groups: physical adaptation and behavioral
adaptation. Think about the two categories as you listen to the next talk.

ANIMAL MAGIC 91
LISTEN & SPEAK

MORE THAN JUST A

LISTENING SKILL Take general notes—add details later 2

you
When you listen to a talk, there is often not enough time to write detailed notes. Instead,
you should
should write key words or phrases and use symbols. As soon as possible after the talk,
re-read the key words in your notes to help you remember the content. You can add additional
information to the notes, so they are more detailed.
Original notes: insects’ compound eyes - see all around
More detailed notes: insects’ compound eyes = large / have thousands oflenses > allows them to
see all around, but picture not clear

A APPLY Listen to a talk about one type of giraffe. Take notes on key words and phrases. Then
re-read your notes and make them more detailed. © |

B MAIN IDEAS How has the giraffe adapted to the African savanna? Use your notes from
activity A and check (/) three items.
The giraffe’s adaptations allow it to:
1. keep cool.
2 keep warm.
3 eat leaves.

AN. stay safe.

5) L] eat insects.

C PHRASES TO KNOW Work with a partner. Complete the sentences with a phrase from
the talk.

hold up look out for get to

1. The giraffe’s long neck allows it to leaves high up in trees.

2. The giraffe’s long neck lets it danger.

3. The ligaments in the giraffe’s neck allow it to its neck.

D DETAILS Listen again and look at the picture of the giraffe. Choose the correct word to
complete sentences 1-8.

92 UNIT6
 They have long tongues
which are black /purple at
the end. |

3. They have thin / thick

bones in their head.

4. They have long necks which

they use for one purpose/
several purposes.

5. They have very strong /

straight ligaments in
their necks.

6. They have hearts that

weigh 11 / 24 pounds.

—They weigh more than 2,600 pounds

—They are up to 18 feet tall
—They live about 25 years \ 7 Their %
‘stomachs gs;
4 have o.
two
/four
parts.

8. They have
straight / ‘f
Be
: | round, thick y
bonesin .
their legs. 7 Z b,:

q '
Ogee §
ANIMAL MAGI 93
/ yl 4 4
es PS nee.
 Give a presentation on how to adapt.

behavior in
You are going to give a presentation about how you adapt your
the unit.
the modern world. Use the ideas, vocabulary, and skills from

E MODEL Listen to three students talking about how they adapt their
behavior. Check (/) the three things that they talk about. "7

Young people adapt their behavior to:

ik stay healthy.
2. earn money.
2 stay in touch with friends.
4. feel happy.
5 be good citizens.

SPEAKING SKILL Explain purpose

Purpose is the reason for something.To explain the purpose of an action, you can
use the infinitive with to.
| take shorter showers to save water.
You can also use help/allow(+ person/thing) + infinitive with to.
The giraffe’s long neck helps it to reach leaves in tall trees.
It also allows the giraffe to look out for danger.
You can also use so that + subject + verb.
The giraffe has a long neck so that it can reach leaves in tall trees.

F APPLY Listen again and complete the sentences. Write one word in each
blank.

1. | use social media in touch with friends.

It's the easiest way.

2. |call her or she calls me every week

stay in touch.

3. For example, | spend time in nature. That

feel happy.

4. \f | don't have much time, | do a short run and | run fast. It

get a lot of exercise in a short time.

5. | usually swim for at least half an hour, and | swim fast

| stay healthy.

94 UNIT6
G Complete the sentences with a purpose.

1. | go to the gym

2. | listen to music

WO. | eat out in restaurants

= I'm studying English

5. | use my computer

o | go to the doctor

7. | call my parents

8. | email my teacher

PRONUNCIATION Saying structure words MiG

itions) often become shorter or change.

Structure words (such as pronouns, articles, and prepos
>» Vowel sounds often change to the short sounds /a/ or /1/
a boy = /e/ boy, night and day = night fan/ day or night /n/ day
>» Sometimes a vowel or consonant sound is omitted
can = /kan/ or /kn/, want to = /wan ta/ or /WA ne/
Notice the stressed content words and reduced structure words.

| use social media to stay in touch with friends.

H PRONUNCIATION Listen and underline the structure words that are reduced. Then listen
again and repeat.

1. | go to the dentist to keep my teeth in good condition.

2. | want to learn to speak confidently so that | can give presentations.

3. | check in on my elderly neighbor to make sure he’s OK.

4. | take my own shopping bag to avoid using plastic bags.

| PRONUNCIATION Read the sentences aloud with a partner. Underline the structure
words that are reduced. Listen and check. Then repeat. © 16.

1. What do you do to be a good citizen?

2. | try to walk 10,000 steps a day to stay healthy.

3. | work as a taxi driver in the evenings to earn money.

4. My phone allows me to stay in touch with friends.

ANIMAL MAGIC 95
J PLAN Think about how and why you adapt in the modern world. Use the chart to help you.

Adaptto... | How |Why

T

stay healthy

Stay in touch with friends |

feel happy

be a good citizen

other

K UNIT TASK Inasmall group, discuss how you adapt your behavior. As you listen, take
notes. How similar are your reasons and your partners’?

Adaptto... You: | Name: | Name:

stay healthy

stay In touch with

friends

feel happy

be a good citizen |

other

96 UNITG6
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you Can use.
|] analyze differences between animals take general notes—add details later
relate ideas to your life explain purpose
categorize information about adaptation adjectives and adverbs of manner
_] give a presentation on how to adapt fat
categorize information

B Check (/) the vocabulary words from the unit that you know. Circle words you still
need to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

bone focus blind clearly
brain injure enormous easily
conditions keep female unfortunately
degrees notice male
stomach scared
vision straight
tiny

C Reflect on the ideas in the unit as you answer these questions.

1. How do you think you will you adapt your behavior in the future?

2. What ideas and skills in this unit will be most useful to you in the future?

ANIMAL MAGIC 97
 A landscape artist
‘maintains the
many paths at the
Great Garden of ’
the Herrenhausen..”
Palace'in Hanover, —
Germany.
PREPARE TO WATCH
A ACTIVATE How many words do you know for jobs? Make a list. Then
compare your list with a partner.

B VOCABULARY Listen to the words. Complete the sentences with the

correct form of the words. |

ancient (adj) apply (v) dream (n) experience (n) reach (v)

application (n) complete (v) expect (v) goal (n) step (n)

1. Young children often have a(n) of becoming a teacher,

athlete, or doctor when they grow up. What did you hope to become when

you were younger?

What is the best way to find a job: to ask friends and family for help, or to

for a job in writing?

Not many people the top level in a company. Do you think

you will get to that level one day?

Short term like finishing an assignment can keep you

motivated. Do you have any?

Most people hate to forms. Do you hate to fill out forms, too?

The average person can to change careers five to seven

times in their lifetime. Do you think this is a lot?

Do you know what you need to take to become a doctor?

In the past, job were read by a person. Now a computer

often reads them. Do you think this is good or bad?

An archaeologist tries to understand the past by studying

old ruins. Would you like this job?

You often need to get a job. However, the only way to learn
about the Job is to actually do it. Is there a solution to this problem?

100 UNIT7
C Listen to two short conversations. Check (VY) the questions you hear answered. !%

Conversation 1:

a. Do you prefer to work on a project or stay at home?

“ey Do you prefer to work alone or on a team?

& Do you prefer talking to one person or talking to a team?

Conversation 2:

a. Would you prefer to be an archaeologist?

le); Would you prefer to be an astronaut?

laa Would you prefer to be an architect?

SS
SPEAKING SKILL Ask follow-up questions
When you ask a question and get an answer, don’t let the conversation stop. Ask a
follow-up question. A follow-up question is another question about the answer to the first
question. Follow-up questions make the conversation more interesting and help you get
more information.
A: Did you apply for the job?
B: No.
A: Why not?

D Listen to the conversations in activity C again. Write the follow-up question used in
each conversation.

Conversation 1:
A: When you're working on a project, do you prefer to work alone or on a team?
B: Oh, ona team, definitely.

A: Really?
B: | hate working alone. | get bored. | like to talk to other people.

Conversation 2:
A: But would you prefer a different job? Would you prefer to be an architect, for example?
B Hmm... No, | don’t think so.

A:

B I'm not very good at drawing.

Consider your future path.

You are going to watch a video about someone who found her path or direction. Think
about your own path. With a partner, choose three questions from activity B. Take
turns asking and answering the questions. Remember to ask follow-up questions.
I

FIND YOUR PATH 101

 FOLLOW
your owN PATH

ao ee oS
he: <

a... |; National Geographic 3

SS SS TEs * Explorer and archaeologist
Soe : - : ~*. Nora Shawki studies ancient
oe Se < : sites to learn about our past. ~

102 uNT?. = :
A PREDICT Look at the photo and read the caption. Discuss the questions with a
partner.
>» What kind of person becomes an archaeologist?
» What skills do you need to be good at this job?

B MAIN IDEAS Watch the video. Then choose the correct answers. (auan
1. When did Nora decide to become an archaeologist?
a. When she was nine years old
b. When she went to London to study
c. When she went back to Egypt

2. Why did Nora study a lot?

a. Because she wanted to study in London
b. Because she wanted to be an archaeologist
c. Because she wanted to go back to her home country
3. Why did Nora go back to Egypt?
a. To apply for grants and internships
b. To get married and have children
c. To study Egyptian archaeology

4. Which application was successful?

a. The first one
b. The last one
c. None of them

C PHRASES TO KNOW Work with a partner. Discuss the meaning of these

phrases from the video. Then take turns answering the questions.

1. When she returned to Egypt, how did Nora move forward?

2. How many of Nora's applications were turned down?
3. Why did Nora keep trying to reach her goal?

D DETAILS Watch the video again. Check (/) the things that Nora says.

Tt Egyptology is the study of ancient Egypt.

She studied to be an archaeologist in two different countries.

[Some people told her that she should get married and have children.
Each application took two weeks to complete.

She expected the final application to be successful.

FWON
Oa She thinks that if you follow your dream, it will be easy.

FIND YOUR PATH 103

 E With a partner write three words or phrases to describe Nora. Then share your ideas with the
class. Explain the reasons you chose them.

| F Listen to a person talk about reaching his goal. Complete the sentences with one, two, er three
| words.
1. A: What is Ron's job?
B: He's a wildlife photographer. He takes pictures of animals

2. A: When did he realize he wanted this job?

B: At an when he got a camera for his birthday.

| 3. A: What was his first step to reach this goal?

i B: He a lot. He took his camera with him everywhere.

| 4. A: What was his next step?

i B: He went to college and studied

| 5. A: What problem did he have?

| B: When he left college, it was impossible

6. A: How did he move forward toward his goal?

] B: He worked part-time in and took photographs in his free time.

A nature photographer
gets especially close
- to an alpine marmot in
_Grossglockner, Austria.
 LISTENING SKILL Listen for attitude
Speakers often use exaggeration to show their attitude about something.
Exaggeration is when you describe something as much bigger than it really is.
For example, Ron says:
It was a long and painful couple of years.
In reality, those couple of years were not longer than normal years. They also
didn't really hurt. Ron is exaggerating. When you hear someone exaggerate, you
often get an idea of their attitude. We can tell that Ron hated those years.

G APPLY Work with a partner. Listen again and answer the questions. [Muza
1. What is Ron's attitude toward the camera he got for his birthday?
a. Positive
b. Neutral
c. Negative
2. What is Ron's attitude toward his college studies?
a. Positive
b. Neutral
c. Negative
3. What is Ron's attitude toward life right after college?
a. Positive
b. Neutral
c. Negative

H APPLY Circle the words that Ron uses to show exaggeration.

1. I've still got the camera, but it’s ancient now.
2. | took my camera with me everywhere.
3. | took millions of photos.
4 It was impossible to get work.

Gaal about a goal you reached.

Work with a partner. Think of a goal you reached in your school or work life.
Take turns asking and answering the questions. Ask follow-up questions if
possible.
What was your goal?
When did you realize that you wanted to reach it?
What steps did you take to reach it?
What problems did you have?
How did you solve the problems?
How did you feel when you reached your goal?

FIND YOUR PATH 105

 PREPARE TO LISTEN
A VOCABULARY Listen to the words. Complete the sentences with the
correct form of the words. |

contact (n) interest (n) opportunity (n) salary (n) | unemployed (adj)

indoors (adv) match (v) respect (n) Skill (rn) uniform (n)

1. If you are in a building—for example, a house or an office—you are

2. Things that you want to learn about are your

| 3. A(n) is special clothes that you have to wear for work.

4. When you don't have a job, you are

5. The fixed, regular money you earn from a job is your

6. You feel for someone when they are good at their job, or they
are a good person.

7. lf your work what you love to do, you are happy.

8. The chance to do something that you want to do Is a(n)

| 9. The people that you know who can help you are your

10. The things that you can do well are your

B PERSONALIZE Choose the words that are true for you. Then compare
your answers with a partner.
| would prefer a job where | work indoors / outside.
It's very / not very important to me to have a good salary.
It’s important / not important to me that my job matches my interests.
As a child, | wanted / didn't want a job with a uniform.
In my life, | have had / haven't had a lot of opportunities to learn new things.
| think | have / don't have the right skills to be a teacher.
It's harder to find a new job when you are working / unemployed.
| think / don't think it’s important to get respect from my boss.
WN
PF
Oa | have / don't have a lot of contacts in the world of business.
oman

— © Working on a computer matches / doesn’t match my personality.

106 UNIT7
C Work with a partner. Look at the infographic. Decide where you think these
ideas should go on the infographiThen c. listen and check your answers. [1
a. the people we work with show us respect
b. we are happy with our salary
~ c. we feel we are learning a lot

a |

we feel we don’t we have welike

— Bezie important fear enough the sae
being free people
unemployed time we work
with

CRITICALTHINKING Use your imagination

Knowledge is important, but So is imagination. Imagination helps us to connect
ideas and think of new possibilities. When you read or hear the results of
research or a survey, try to imagine possible reasons for the results.

|REFLECT | Look for reasons behind results.

You are going to hear an interview about finding the right job. Look at the
information in activity C. With a partner discuss possible reasons for these
results. For example, why does learning new things make us happy at
work? Why is respect more important than money?

A: Why is learning at work so important?

B: Maybe it’s because people hate being bored.
A: Maybe. Or it mightbe because...

FIND YOUR PATH 107

LISTEN & SPEAK

HOW TO FIND THE

RIGHT JOB
& Listen to an interview with a job coach (someone who helps you ula a job) and take
notes. Remember to write key words and add more detail later. “o"59

MAIN IDEAS Work with a partner and compare your notes. Then complete the three
steps to find the right job.
Step 1: Make three Step 2: Do some Step 3: Find

DETAILS Listen to the interview again. Choose a word or phrase to complete the
summary. li

does that job experience help interests must-haves online skills

Step 1: COMMUNICATION TIP

1. In list 1, write your Use these phrases to ask for
2. In list 2, write your : clarification when:
- you don’t understand.
3. In list 3, write your
y What do you mean?
Look for jobs that match the words on your list. - you want examples.

Step 2: ings?
What sort of things:
- you want to know how to do
4. Dosome research. something.
5. Talk to someone who How do you do that?

Step 3:
6. Write to companies and ask for their

Read the CommunicationTip.

Then listen and complete the conversations. {Wf
il
Tamara: Your must-haves ?
Mahmoud: Yes, the things that you must have in a job.
Tamara:

Mahmoud: For example, do you want to work indoors or outside?

108 UNIT7
 2;
Mahmoud: The third step is to find opportunities.
Tamara: Find opportunities?

oon
Mahmoud: | mean don't wait for the right job to arrive. Go out and find it.
Tamara:
Mahmoud: Write to some companies and ask for their help.

E What do you think of Mahmoud’s advice? Does he have good ideas? Will his
ideas work for you? Discuss with a partner.

Shelton Johnson works

as a park ranger at
Yosemite National Park
in California, USA. For
this job, he wears a
uniform and is outside
most of the time.

FIND YOUR PATH 1Q

he
 Discover your perfect job.

You are going to interview a partner and help him or her find the perfect job. Your partner will
do the same for you. Use the ideas, vocabulary, and skills from the unit.

F MODEL Listen to one student interview another student. Complete the lists.
“7.

INTERESTS SKILLS MUST-HAVES

G Compare your answers in activity F with a partner. Then listen again and check your answers.
What job do you think the interviewer will suggest? (0)

GRAMMAR Present perfect

We use the present perfect to talk about past experiences when the exact past time is not
important or not known.
l've been to Rome. (the time is not important or not known)
He's already taken that course.
With a definite time in the past, we use the simple past.
| went to Rome last year.
To form the present perfect, use has/have + (not) + past participle.
Has and have are often shortened to Sand ‘ve.
We often use everin questions and never in the negative.
Have you ever used that skill in a job?
No. I’ve never had the chance.

H GRAMMAR Listen to excerpts from the conversation in activity F Complete the sentences
with two, three, or four words. {8A
1. A: to Egypt?

B: No, | haven't, but to Rome. | there when | was 18.

110 UNIT7
 Ze BAS with children before?

B: Yes, | in a summer camp a few years ago.

oo AS a job that was inside?

B: Yes, | have. | a job in an office when | was 19.

| GRAMMAR Complete the conversations with the present perfect of the verbs. Use
contractions when possible. Then ask and answer the questions with a partner.

1. A: Which countries you to? (be)

B: | to most countries in South America. (be)

2. BA: you ever a summer job or a part-time job? (have)

B: No, | ral never any kind of job. (have)

3. A: What skills you in this course? (learn)

B: | how to think more critically. (learn)

PRONUNCIATION Connected speech ii

When a word ends with a consonant sound and the next word begins with a vowel sound, the final
consonant sound connects to the beginning of the next word. It sounds like the consonant begins the next
word.
That's a good idea That $a good dea
When a word ends with a consonant sound and the next word begins with the same sound, we
connect them. We say the consonant sound just once, but we hold it longer.
A uniform makes getting ready easy. >A uniform makes getting ready easy.

J PRONUNCIATION Then listen again

Listen and notice how the sounds are connected.
and repeat. Mail
1. That's not a bad idea.
AZ) y

va Vat question needs an answer.

3. My teacher really likes students to speak in class.
4. | think | have correct information.
YU U

K PRONUNCIATION Listen and write the sentences. Then work with a partner to mark the
linking sounds. Listen again and repeat. (MAY

FIND YOUR PATH 111

 or
L UNIT TASK Interview your partner and complete the lists. Write at least two words
the
phrases for each category. Ask follow-up questions. Then use the information to suggest
perfect job for your partner.

INTERESTS SKILLS MUST-HAVES

Perfect job:

Mi Report back to the class on your interview. Listen to other students and complete the chart. Do
you agree with the job suggestion for each person? What job would you recommend?

Person's name

Interests

Skills

Must-haves

Perfect job

Artist Katherine Bernhar

works in her studio in
Brooklyn, NY, USA. .
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you Can use.
| consider your future path |} listen for attitude
‘OH talk about a goal you reached ask follow-up questions
look for reasons behind results present perfect
discover your perfect job [_] use your imagination

B Check (/) the vocabulary words from the unit that you know. Circle words you still
need to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE ADVERB & OTHER

application apply ancient indoors
contact complete unemployed
dream expect
experience match
goal reach
interest
opportunity
respect
salary
Skill
step
uniform

C Reflect on the ideas in the unit as you answer the questions.

1. What have you learned about finding your perfect job?

2. What ideas and skills in this unit will be most useful to you in the future?

FIND YOUR PATH 113

es
Ch ildren laughing,
Mongol la
 PREPARE TO WATCH
|

A ACTIVATE How many verbs related to the brain and what we do with the
brain can you think of? Make a list and then compare your list with a partner.

B VOCABULARY Listen to the words. Complete the sentences with the

correct form of the words. ©

basic (adj) | challenge (n) diet (n) look like (v phr) — produce (v)

cell (n) deal with (v phr) human (adj) major (adj) technique (n)

1. The average adult brain has 100 billion . Each one can

connect to tens of thousands of others.

A neurologist is a special doctor who problems with the

brain.

A good for improving your vocabulary is keeping

vocabulary note cards.

The brain is 2 percent of a person's body weight, but It

uses 25 percent of a person’s energy.

There are many different parts to the brain and they are all necessary, but the
three main or parts are the cerebrum, the cerebellum,

and the brain stem.

The size of your brain doesn't make a difference to intelligence. From photos
taken in 1955, it Albert Einstein's brain was a bit smaller

than average, but he was much more intelligent than average.

The cerebellum is important for activities like walking and

moving.

As we get older, our brains get smaller. Eating good food is important. A good

can help slow down the changes in our brain.

Your brain enough electricity to make a light bulb light up.

It's important to give your brain different , such as learning

a language. Working the brain keeps it strong.

116 UNIT8
 The Human Brain

Cerebrum

COMMUNICATION TIP
When you hear or read
about facts, you can
respond to the information
in different ways.
/ already knew/didn't
Cerebellum —— know that we have
about 100 billion brain
cells.
| was surprised to hear
that the brain has three
basic parts.

Brain stem

Spinal cord

C Look at the figure of the human brain. Then listen and match two facts to each
part of the brain. Compare your answers with a partner

si, the cerebrum

Ds the cerebellum

oF the brain stem

a. It deals with basic activities, such as breathing and your heart rate.
b. It deals with moving activities, such as walking and standing.
G, It deals with thinking activities, such as remembering and planning.
d. It is about 4 percent of your brain.
3) It is 11 percent of your brain, but it has 50 percent of the cells in your brain.
if It is about 85 percent of your brain.

Discuss facts about the brain.

You are going to watch a video about the brain. Work with a partner. Read the
CommunicationTip. Then talk about the facts in activity B. What facts did you
already know? What facts surprised you? Explain.

THE HAPPY BRAIN 117

WATCH & SPEAK

A PREDICT Look at the photo and read the caption. What do you think it means to have a love
affair with the brain? Why do you think she feels that way? “

B MAIN IDEAS Watch the video and check your predictions in activity A. Then read these
statements. Check (/) the statements that are true. =)
1. 1 Marian Diamond thinks the human brain is amazing.
_1 She has enjoyed studying the brain.
_] She is a student at the University of Berkeley.
She is interested in hats.
She is interested in how to improve your brain.
Ce

with the bra

118 vuNITs
Cc an, RASES TO KNOW Complete the sentences with a phrase from the
video. One phrase is used twice in one sentence.

There’s no doubt Nothing can compare with it Take away

reee a a eee

1. A full human brain that you can hold in one hand.

7 the brain and you

the person.

3. . If there’s an opportunity to improve your brain,

you want to be there.

D Which statement in activity C do you agree with most strongly? Tell a partner.

E DETAILS Watch the video again. Choose the correct answers.

1. How long has Marian Diamond spent studying the brain?
a. 50 years
b. 56 years
c. More'than 60 years
2. How popular is she on YouTube?
a. She is the most popular college professor in the world.
b. She is the second most popular college professor in the world.
c. She is the least popular college professor in the world.
3. What did she publish a study about?
a. The brain of Albert Einstein
b. The life of Albert Einstein
c. The thoughts of Albert Einstein
4. How many of the students have seen a human brain before?
a. A lot of them
b. About half of them
c. Not many of them
5. What are the five items that are important to improve your brain?
a. Diet, exercise, challenge, happiness, love
b. Diet, friendship, change, newness, love
c. Diet, exercise, challenge, newness, love

THE HAPPY BRAIN 119

 SPEAKING SKILL Ask questions to engage your audience
When you give a talk or a presentation, you can ask questions to keep your
audience interested. Questions can be very helpful during the introduction to
your talk. They get people to think about the topic and their experiences.
How many of you have studied the brain?

F APPLY Marian Diamond asked five questions in the introduction to her

talk. Match the pea ML of her questions to the end. Then listen and check
your answers. Ss

1. How many of you have a. this is what you hope you

look like inside?

2. __ How many have studied b. about a cerebellum?

3. How many have seen a c. studied brains?

4. Did you know that d. human brains?

OF How many of you have heard e. human brain?

G APPLY Listen to the introduction to a talk. Complete eaed pb with

two or three words. Then compare answers with a partner. ©

Welcome. Today we are going to talk about challenge. '

challenge? Challenge is learning to do something that is new or difficult.

2 of you have challenges in your life right now? Almost

everyone. Another question: ° of you find those

challenges difficult? Again, almost everyone. 4 that

our brains need challenge? It's strange, but it’s true. Our brains need challenge

to improve. ° that? It's because challenge actually

changes our brain. “Use it or lose it.” © of that phrase?

Without challenge, we don't use our brain and it doesn’t improve.

120 UNIT8
 PRONUNCIATION Intonation in questions
Intonation is the rise and fall of your voice.
The voice often rises at the end of a Yes/No question.

Have you heard of that phrase?

The voice often falls at the end of a Wh- question.

Ppa
Why is that?

H PRONUNCIATION Listen to the questions. Check (/) the intonation you hear at
the end of each question.

Rising Falling
—_— Who here has heard of Marian Diamond?
Do you know why sleep is essential?
How does the brain produce ideas?
Is a good diet essential for a good brain?
Which university does she work for?
Do you want to improve your brain?
Can you draw a diagram of the brain?
ce
What do you think is in this box?

| PRONUNCIATION Listen again and repeat the questions. !

Ask questions about the brain.

1. Work with a partner and choose a topic.

> love and the brain >» newness and the brain
> exercise and the brain > diet and the brain
2. Write three questions to ask in the introduction to a presentation on that topic.

3. Ask your questions to another pair. Remember to use the correct intonation. Listen to
their questions and try to answer them.

THE HAPPY BRAIN 121

PREPARE TO LISTEN
A ACTIVATE When you think of happiness, what activities do you think of? Work with a
partner and make a list.

B VOCABULARY Listen to the words. Complete the definitions with the correct form of the
-
words. Mead
a
achieve (v) concentrate (v) depend on (v phr) grateful (adj) object (n)

calm (adj) control (v) explain (v) luck (n) work (v)

1. A(n) is a thing. 6. When you feel , YOU

are happy and feel thanks for something.
2. When you are , YOU
don't show strong feelings or emotions. 7, When you , YOU
give information about something so that
3. When you
someone can understand.
something, you have power over It and you
can tell it what to do. 8. is when good things

: happen by chance and not by hard work.

4. When an idea _ it
means the idea is a good one. 9. When you on
something,g, Y you g give all y your attention to It.
you 2 goal,
5. When

you reach it after a lot of work. 10. When you

something or someone, you need them.

C Complete the sentences with the correct form of the words in activity B. Sometimes a word is
used twice in a sentence. Then tell a partner if you agree with the statements.

1. | believe that the more | in my life and the more successful | am, the happier
| will be.

2. To be happy in life, you need good . If you have bad .

things will go wrong and you won't be happy.

3. It's better to soend money on events, like a vacation, than on like a new car.

4, | try not to other people. They can disappoint you. |

myself.

5. When things go wrong, it helps if | stay and don't get upset or angry.

6. It isn't possible to what happiness is. You can only feel it.

122 UNIT8
 7 You can't turn happiness on and off. You can’t
it like that. It just happens.

8. If! feel sad, | don’t try to make myself happy. That doesn't
for me. | just
accept that I'm sad.

‘9. | listen to music when I'm Studying. It helos me to

on my work.

10. | feel for my friends. They make me happy.

CRITICALTHINKING Understand graphs

To understand the information in a graph, follow these steps.
1. Read the title of the graph.
2. Read the labels on the x-axis (the horizontal line across the bottom) and the y-axis (the vertical
line at the left side).
3. Look at the line going up and/or down in the graph.
4. Try to summarize what the graph is showing.

Read a graph about happiness.

You are going to hear a talk about happiness. Look at the graph and follow the steps in the
Critical Thinking box. Then discuss the questions with a partner.
1. What is the graph about?
What is on the xaxis? What is on the y-axis?
What does the graph show? When are people happier? When are they less happy?
ee
=a What reason can you give for this?

Happiness and Age .

of
Level
happiness

16 20 26 34 A? 50 98 66 74 82 90 98

THE HAPPY BRAIN 123

 This man in Tokyo, Japan,
is happy at work.

A You are going to listen to a talk about three views on happiness. Listen and
take notes. Remember to write key facts and use symbols. You can add details
after the talk.

B MAIN IDEAS Use your notes to write a name from the box next to a
statement. One statement is not needed.

Sonja The Stoics Matt

T believed that you can only be happy if you are good.

2 created an app to study happiness.

|
So) believed that you can't teach happiness.

4. wrote a book with 12 ways to become happy.

124 UNIT8
C DETAILS Listen again. Answer each question with two to four words. !®
Sonja
1. What has scientific research proved about waiting for happiness?

2. If we want to be happy, which people should we give more attention to?

The Stoics
3. When did Stoicism begin?

4. What should you try to control?

Matt
5. What is the first question that Matt's app asks?

6. How often are we thinking about other things?

LISTENING SKILL Guess meaning from context

When you listen, you will often hear words that you don’t know. Don't worry! Try
to guess the meaning of the words from the context (the words and sentences
that come before and after).
Scientific research proves that a promotion at work or a shiny, new object
won't make us happy for long.
The context tells us that promotion is a nice thing. It also tells us that a
promotion is something that happens at work. With this information, we can
guess that a promotion is getting a better job.

D APPLY Work with a partner. Listen to the sentences and guess the meaning
of the words from the context. Write a definition. Se

1. technique

2. content

3. wandering

E Work with a partner and discuss the questions.

1. Who do you most agree with: Sonja, The Stoics, or Matt?
2. Inher book, Sonja gives 12 techniques to achieve happiness. What do you
think some of the other techniques are?

THE HAPPY BRAIN 125

aS Present an experiment on happiness.

You are going to do a happiness experimentYou . will try one of Sonja Lyubomirsky’s
techniques to achieve happiness. Then you will give a short presentation about your
experiment. Use the ideas, vocabulary, and skills from the unit.

F Read three of Sonja’s techniques to achieve happiness. Choose one for your happiness’
experiment. Do the experiment over the coming week.
1. Practice being grateful—every day for one week.
Write three things that you are grateful for. Choose things that happened to you that day. For
example, write how you felt when someone smiled at you or when you ate good food.
Practice being optimistic (hopeful about the future) —five minutes every day for one week.
Imagine a time in the future (e.g., five years from now). Imagine that you are very happy and you
have achieved your goals. Write about the details (e.g., what you do in your free time).
Practice being kind—twice a day for one week.
Do something nice for someone else. For example, tell someone why you like them or send
someone a card.

G MODEL Listen to Alberto describe his experiment. Answer the questions.

if Which technique did Alberto choose?

Dh, Why did he choose this technique?

3: Does he think the technique works?

What did he think about in his future?

How often is he going to use the technique in the future?

What other technique will he try?

1 26 UNIT 8
H NOTICE THE GRAMMAR What two ways do Alberto and his classmate use to talk
about the future? Underline the two future forms.
Classmate: Are you going to try the other techniques?
Alberto: | think I'll practice being grateful.

GRAMMAR Future: will and be going to

To talk about the future, you can use be going to + verb or will + verb.
Use be going to + verb to talk about a plan for the future that you have already made.
I'm going to try the other techniques, too.
Use will/won't + verb to talk about a plan you make while speaking. Willis often shortened to ‘//
! think I'll do it twice a week.
You also use will for promises and offers.
lI help you!
To make a prediction about the future, you can use either will or be going to.
You're going to enjoy it. |t'll be fun!

| GRAMMAR Complete the conversations with wil// or be going to and the verb. Use
contractions when possible. Then ask and answer the questions with a partner.

1. A:What after this lesson? (do)

B: | a friend in a cafe. What about you? (meet)

2: A:What online courses in the future? (take)

B: |'m not sure. | think | an online photography course. (do)

Sa_A: a vacation in the next six months? (take)

B:Yes, | my grandparents in Canada. (visit)

4. A:What are your plans for the next 12 months?

B: | my studies and then look for a job. (finish)

5. A: Do you think that a new language in the future? (learn)

B: Yes, absolutely, but | learning this year. I'm too busy! (not start)

6. A:What books in the near future? (read)

B: | think | Sonja Lyubomirsky’'s book. It sounds interesting. (read)

THE HAPPY BRAIN 127

J Complete the chart with information about your experiment.

TECHNIQUE
Which technique did you choose? Why?

DETAILS
What did you do?

RESULTS
Did it work? How did you feel?

PLANS FOR THE FUTURE

Will you use this technique in the future?
Will you try another technique?

K PLAN Use your notes in activity J to prepare your presentation. Include questions to engage
your audience.

L PRACTICE Work in groups of three or four and practice giving your presentation. Use your
notes to help you.

M UNIT TASK Present the results of your experiment to another group. As you listen to your
classmates, write notes in the chart. At the end, ask questions about their future plans.

NAME

TECHNIQUE

DETAILS

RESULTS

PLANS FOR THE FUTURE

128 UNIT8
REFLECT
A Check (/) the Reflect activities you can do and the academic skills you can use.
|] discuss facts about the brain guess meaning from context
ask questions about the brain ask questions to engage your audience
|] read a graph about happiness future: will and be going to
J present an experiment on happiness understand graphs

B Check (/) the vocabulary words from the unit that you know. Circle words you still
need to practice. Add any other words that you learned.

NOUN VERB ADJECTIVE | ADVERB & OTHER

cell achieve basic
challenge concentrate calm
diet control grateful
luck deal with human
object depend on major
technique explain
look like
produce
work

C Reflect on the ideas in the unit as you answer the questions.

1. What activity did you enjoy the most in this unit?

2. What ideas or skills in this unit will be most useful to you in the future?

THE HAPPY BRAIN 129

 VOCABULARY EXPANSION ACTIVITIES
SS
Using a dictionary Word stress

A dictionary tells you what syllable to stress (or emphasize) in a word. Most dictionaries show how
many syllables there are in a word by using a dash (-) or a dot (¢). They show the stress using a stress
mark /'/ as part of the pronunciation guide for the word. *

In the word nature, for example, there are two syllables. We stress the first syllable.

na-ture /‘nettfar/ n.

A Use a dictionary. Complete the chart with the words in the box.

access destroy disadvantage familiar resident variety

Stress on the first syllable Stress on the second syllable Stress on the third syllable

Phrasal verbs With up

A phrasal verb is a two- or three-word verb phrase. It always contains one verb and at least one other
small word called a “particle.” The meaning of some phrasal verbs is easy to guess—for example,
get up means “to get out of bed.” The meaning of other phrasal verbs is less obvious—for example,
show up means “to arrive where someone is waiting.” It's a good idea to learn these phrases the
way you learn individual words.

B Choose the best meaning of the phrasal verb in bold. Use context clues to help you.

1. | forgot the meaning of the word that | just looked up in the dictionary!

a. moved one's eyes upwards b. searched for information

2. Neighborhood meetings can sometimes take up a whole evening.

a. fill or use time b. lift higher

| 3. The class was difficult, but | studied hard and didn’t give up.

a. share something with someone b. stop trying

4. Mountains make up a big part of the country.

a. Combine to form something b. pretend something is true

5. He's very good at what he does. I’m glad he moved up in the company.

| a. get a more advanced job b. go forward or higher

130 VOCABULARY EXPANSION ACTIVITIES

 VOCABULARY EXPANSION ACTIVITIES
ee
Using a dictionary Synonyms
Synonyms are words that are similar in meaning. The words large and big are
synonyms. A dictionary
may include synonyms in a box labeled Thesaurus or marked with the abbreviat
ion SYN. You can also
look for synonyms in a thesaurus.

THESAURUS
trash rn. garbage, junk, rubbish, litter

A Use a dictionary. Match each word with the correct synonym.

1. argument (n) a. usually

2. smart-(adj) xe. b. fight

3. in general (phr) c. intelligent

4. dangerous (adj) d. job

5. careful (adj) e. risky

Ga tore (i) 22 = f. cautious

Phrasal verbs With get

Remember: A phrasal verb is a two- or three-word verb phrase. It always contains one verb and at
least one other small word called a “particle.” It's useful to learn phrasal verbs in the same way as
other new vocabulary. Here are some common phrasal verbs with get.

get ahead: to advance in a job; make more money

get away: to go on a trip
get along with: to be friendly with someone
get around: to move freely; go from place to place
get back: to return
get by: to have just enough of something, usually money

B Underline the phrasal verbs in these examples. Then complete the sentences with your own
ideas.

1. To get along with someone, try to

2. To get ahead at work, people need to

3. When | get back home from school, | usually

4. | think is a great place to get away to.

5. | usually to get around town.

VOCABULARY EXPANSION ACTIVITIES 131

 VOCABULARY EXPANSION ACTIVITIES
I
Using a dictionary Choose the correct meaning

Many words have more than one meaning. In a dictionary, each word entry uses a numbered list to
show the different definitions. For example, there are two main meanings for the noun fan. In Unit 3,
I‘m a big fan, the first definition is used. ©.

fan /feen/ n. 1 an admirer or person with a strong interest in a particular person or thing 2 a handheld
or mechanical device that creates a current of air in order to cool

A Use a dictionary. For each word, find the best definition related to the topic of “music.” Write
the definition.

1. band (n)

2. note (n)

3. score (n)

4. gig (n)

5. staff (n)

Prefix dis-
A prefix is a group of letters that comes at the beginning of a word. You can add a prefix to a word
to change its meaning. The prefix dis- can be added to some verbs, nouns, and adjectives to create
words with opposite or negative meanings.

dis- + organized = disorganized, meaning “not organized, messy”

B Choose the best word to complete each sentence. Check your answers in a dictionary.

1. The sound of hip-hop music and classical is dissimilar / disinterested in many ways.

2. Some people disconnect / dislike rock music. They think it is too loud.

3. People often disagree / dislike about which kind of music is the best.

4. | think that not learning a musical instrument is a disagreement / disadvantage.

5. My phone is disconnected / disliked from the Internet. | can’t stream music.

132 VOCABULARY EXPANSION ACTIVITIES

 VOCABULARY EXPANSION ACTIVITIES
(SE a a a ee a
Polysemy Multiple-meaning words

Polysemy refers to a word that has two or more different meanings. Sometimes the meanings are
similar but not exactly the same.

The noun head, for example, can mean “a person in charge” or “the body part above your neck.”
Sometimes one word can also be different parts of speech. The word head can also be a verb
meaning to lead. Use context clues—the words before and after a word—to help you decide which is
the correct meaning.

A Choose the best meaning of the words in bold. Check your answers in a dictionary.
1. Traffic on the highway was very light, so | got here fast!

a. not weighing much b. not having a great amount

2. The U.S. dollar and Japanese yen both fell to two-year lows on Friday.

a. went down in value b. moved to the ground

3. The movie was a hit—millions of people loved it!

a. a success b. a strike with your hand

4. The key to success |s hard work.

a. apiece of metal that opens alock b. an important point

5. | joined a new book club. We meet every Wednesday evening.

a. became a member b. put something together

Using a dictionary Antonyms

Antonyms are words that are opposite in meaning. For example, an antonym of pull is push. The
words tal/ and short are also antonyms.
Use a dictionary to find antonyms. Antonyms are often labeled ANTor OPP, meaning “opposite.” They
may be listed after a definition or in a Thesaurus box. You can also look for antonyms in a thesaurus.
THESAURUS
pull v. 1 to draw, tug, yank, jerk ANT to push

B Use a dictionary. Match each word with the correct antonym.

1. angry (ad)) a. different

2. rise (v) b. heavy

3. light (adj) c. new

4. similar (adj) d. fall

5. old-fashioned (adj) e. calm

6. loud (adj) f. quiet

VOCABULARY EXPANSION ACTIVITIES 133

 VOCABULARY EXPANSION ACTIVITIES
a aaa a

Prefix trans-

The prefix trans- can mean “across.” To transfer something means “to move it from one place to
another” Trans- can also mean “to change completely.” For example, translate means “to change
from one language to another.’ *.

When you see a new word beginning with trans-, you have a clue to help you understand the meaning.

A Complete each sentence with the correct form of a word from the box. Use a dictionary if
necessary.

transfer (v) transition (Vv) translate (Vv) transparent (ad)) transport (Vv)

1. I’m going to from my low-paying job to a better one.

2. Many companies their products to stores using trucks.

3. When you “Abu Dhabi” from Arabic, it means “Father of the Gazelle.”

4. You can see through a window because glass is

5. | usually money from my savings to my checking account to pay my bills.

Collocations VVaste + noun and waste + of + noun

Collocations are two or more words that often go together. It’s useful to learn collocations the way
you learn an individual word. Here are some common collocations with the word waste.

waste (v) waste (n)

waste money waste of money
waste energy waste of energy
waste time waste of time
waste resources waste of resources

B Underline the collocations in these examples. Then complete the sentences with your own ideas.
1. Buying new clothes Is a waste of money.

Buying is a waste of money.

2. Playing video games is a waste of time.

iS a waste of time.
3. It's a waste of resources to brush your teeth with the water running.

It's a waste of resources to

4. | try not to waste energy, so | turn off the lights when | leave a room.

| try not to waste energy, so

5. Sometimes | waste time by playing games on my phone.

Sometimes | waste time by

134 VOCABULARY EXPANSION ACTIVITIES

 VOCABULARY EXPANSION ACTIVITIES
a
Word roots vis and vid

-Many words in English come from Latin word roots. Knowing the meaning of Latin word roots
can
help you understand the meaning of unfamiliar vocabulary. The word roots vis and vid mean
“seeing”
and appear in many English words, for example: video and visit.

A Complete each sentence with the correct form of a word from the box. One word is extra.
Check your answers in a dictionary.

revise (v) television (n) video games (n) visitor (n) vision (n) visuals (n)

1. Hundreds of came to the opening of the new zoo.

2. After talking to her instructor, she her essay. The second draft was much
better.

3. Nature shows about animals are very popular on

4. Myson is always playing with his friends. Sometimes we don't see him
for hours!

5. Sloths have very poor . They can't see very well at all.

Base words and affixes

A base word is a word that can’t be broken into smaller words. For example, fortune is a base word.
You can sometimes add affixes—suffixes or prefixes—to a base word to change its meaning or form.

fortune + ate = fortunate mis+ fortune = misfortune un+ fortunate+ ly = unfortunately

A dictionary will often list common affixes that you can add to a base word.

B Add the correct prefix or suffix from the box to each base word. Use a dictionary if necessary.
Make sure any change is spelled correctly. Then write a brief explanation of each new word.
bia ce ¥
-ably -en -ly

1. brain brainy Brainy means smart.

2. straight

Si WgeLiels

4. blind

SuEKeeD

Gn mcase
VOCABULARY EXPANSION ACTIVITIES 135
 VOCABULARY EXPANSION ACTIVITIES
eee
ener
Suffixes Change word forms

A suffix is a group of letters that comes at the end of a word. A suffix changes the form of a word.
Some suffixes can change nouns or verbs into adjectives.
*.
Common suffixes for adjectives are: -able, -ed, -ful, -ic, -ing, -ish, -less, and -y.

Words that end in -ing and -ed can be adjectives or verb forms. Use the context to decide if the word
is an adjective or verb.

A Choose the correct adjective form(s) for each noun or verb. Use a dictionary if necessary.

1. interest a. interesting b. interestless c. interestful

2. employ a. employable b. employed c. employful

3. help a. helpful b. helpy c. helpless

4. respect a. respectic b. respected c. respectable

5. style a. styleable b. stylish c. styleful

6. ease a. easish b. easy c. easeful

7a COnirort a. comforty b. comforting c. comfortable

8. hero a. heroful b. heroing c. heroic

Prefixes in-, im-, and un-

The prefixes in-, im-, and un- mean “not.” You can add them to some adjectives to form new words
with the opposite meaning. For example, inexpensive means “not expensive.” Look in a dictionary to
check for the correct spelling.

B Complete the sentences. Write in-, im-, or un- before each adjective. Use a dictionary if
necessary.

1. His job application included some correct information.

2. The company would like to increase your salary, but it's possible. We don’t have the.
budget.

3. She lost her job two months ago and has been employed since.

4. | like my colleagues, but the work is interesting.

5. Sorry, a 12:30 meeting is convenient for me. Can we change it to 2:30?

136 VOCABULARY EXPANSION ACTIVITIES

 VOCABULARY EXPANSION ACTIVITIES
EEEee eee
Frayer model

You can better learn new words and phrases by using a Frayer model. A Frayer model is a graphic
organizer that helps you describe a word in more detail than just a definition.
<
Defintion Important Characteristics
A diet is a weight loss program. Avoid eating foods that cause weight gain
Usually focused on avoiding fats and sugars
Usually iasts for a few months or longer

a diet

Examples Non-examples
The Paleo diet, vegan diet, vegetaran diet, Fatty foods, fast foods, candy, sodas
low-fat diet

A |n your notebook, complete a Frayer model for the word /uck.

Homophones

Homophones are words that sound the same but have different spellings and meanings. For
example, meat and meet sound the same, but meat refers to food and meet means “to join
someone at a given location.”

When you are listening to someone speak, use context to understand which meaning is correct.
When you are reading, both the context and the spelling can help you.

B Choose the correct word to complete each sentence. Use a dictionary if necessary.

1. Drug companies sell / cell medicines.

2. Boys and men are males / mails.

People throw away a lot of food. There's so much waste / waist!

ay
ec | usually poor / pour a little milk in my tea.

5. If you don’t eat enough during the day, you may feel week / weak.

VOCABULARY EXPANSION ACTIVITIES 137

 VOCABULARY INDEX
Unit 1 Page CEFR Unit 3 Page CEFR

access* 4 B1 alone ou A2
anyone 11 A2 annoyed oF B1
around 11 A2 connected oT Bl
average 11 B1 convenient 42 B1
busy 4 A2 crazy about 42 A2
cost 4 A2 digital 42 A2
destroy 11 B1 disagree SF BI
familiar 11 B1 global* 42 B2
get around 4 A2 instrument oe A2
grow up 4 A2 last 42 B1
gun 11 B1 loud Si A2
island 11 A2 memory 37 BI
join 4 A2 old-fashioned ay off
large 11 A2 percent* 42 B1
local 4 B1 remind OF B1
nature 4 A2 spend 42 A2
preter 4 A2 stadium* nF A2
resident* 11 B2 streaming A2 off
trip 11 A2 surprising A2 B1
variety 4 A2 well-known 42 B2

Unit 2 Page CEFR Unit 4 Page CEFR

angry 26 A2 disease 52 B1
argue 26 B1 experiment 52 B1
argument 26 B1 explode 58 BI
attention 26 B1 Tall 52 A2
be born 26 A2 go out 58 B1
careful 20 A2 gravity* 52 off
chore 26 Gil heavy a2 A2
confident 20 BI hit 52 A2
consider 20 B1 light (n) 52 A2
creative* 20 BI light (v) 58 B1
dangerous 20 A2 medicine a2 A2
difference 20 A2 mix 58 A2
everywhere 26 A2 pour 58 B1
get along 26 A2 prove 52 B1
independent 20 B1 pull 58 A2
in general 20 B1 push 58 A2
share 26 A2 react* 58 B2
similar* 20 B1 rise 58 B1
smart 20 B1 scientist av BI
wonder 26 B1 toward 58 B1

*Academic words

138 APPENDICES
 VOCABULARY INDEX
Unit 5 Page CEFR Unit 7 Page CEFR
another 69 A2 ancient 100 B1
bank account 69 B1 application 100 B1
bill 69 A2 apply 100 B1
borrow 69 A2 complete 100 A2
can afford 69 B1 contact* 106 A2
collect 69 B1 dream 100 Bl
credit card 69 Al expect 100 B1
discount 74 A2 experience 100 Bl
extra 74 A2 goal* 100 B1
fee* 69 B1 indoors 106 B1
instead of 74 A2 interest 106 B1
lend 74 A2 match 106 A2
likely 74 B1 opportunity 106 B1
make 69 Al reach 100 B2
on sale 74 A2 respect 106 B1
post 69 A2 salary 106 B1
rent 74 A2 Skill 106 B1
skip* 74 B2 step 100 B1
transter* 74 B1 unemployed 106 B1
waste 74 B1 uniform* 106 A2

Unit 6 Page CEFR Unit 8 Page CEFR

blind 84 BI achieve* ZZ B1
bone 90 B1 basic 116 B1
brain 90 A2 calm 122 B1
clearly 84 A2 cell 116 B2
conditions 90 B1 challenge* 116 B1
degree 84 A2 concentrate* 122 B1
easily 34 A2 control 22 B1
enormous* 90 B1 deal with 116 B1
female 90 B1 depend on 122 Bi
focus* 84 B2 diet 116 B1
injure* 90 B1 explain 122 A2
keep 90 A2 grateful 122 B1
male 90 B1 human 116 B1
notice 84 B1 look like 116 B1
scared 84 B1 luck ZZ A2
stomach 90 A2 major* 116 B2
straight 90 A2 object 122 B1
tiny 84 B1 produce 116 B1
unfortunately 84 A2 technique” 116 B1
vision* 84 B2 work 122 A2

APPENDICES 139
 IRREGULAR VERB FORMS
Base form Simple past Past participle Base form Simple past Past participle

be was, were been lay laid laid

beat beat beaten lead led led
become became become leave left left 7
begin began begun lend lent lent
bend bent bent let let let
bite bit bitten lie lay lain
blow blew blown light lit/lighted lit/lighted
break broke broken lose lost lost
bring brought brought make made made
build built built mean meant meant
buy bought bought meet met met
catch caught caught pay paid paid
choose chose chosen prove proved proved/proven
come came come put put put
cost cost cost quit quit quit
cut Cult cut read read read
dig dug dug ride rode ridden
dive dived/dove dived ring rang rung
do did done rise rose risen
draw drew drawn run ran run
drink drank drunk say said said
drive drove driven sit sat sat
eat ate eaten sleep slept slept
fall fell fallen slide slid slid
teed fed fed speak spoke spoken
feel felt felt spend spent spent
fight fought fought spread spread spread
find found found stand stood stood
fit fit fit/fitted steal stole stolen
fly flew flown stick stuck stuck
forget forgot forgotten strike struck struck
forgive forgave forgiven Swear swore sworn
freeze froze frozen sweep swept swept
get got got/gotten swim swam swum
give gave given take took taken
go went gone teach taught taught
grow grew grown tear tore torn
hang hung hung tell told told
have had had think thought thought
hear heard heard throw threw thrown
hide hid hidden understand understood understood
hit hit hit upset upset upset
hold held held wake woke woken
hurt hurt hurt wear wore worn
keep kept kept WIN won won
know knew known write wrote written
140 APPENDICES
 PRONUNCIATION GUIDE
SOUNDS & SYMBOLS
Vowel sounds Consonant sounds
1. eat, sleep /\/ 1. pen /p/ 17, me /m/
2. it, sip /1/ 2. bag /b/ 18. not /n/
3. late, rain /e”/ 19. ring /n/
4. wet, pen /e/ 3. time /t/
5. cat, fan /e/ 4. dog /d/ 20. lose /I/
6. bird, turn /3r/ 21. read, write /r/
7. cut, sun /A/ z ee ‘ , ;
about, before /a/ (schwa) ea ss. etyou ie
8. not, top /a/ 7. feel /f/ 24 ana
9. too, few /u”/ 8. very /v/ sa
10. good, should /u/
11. toe, no /o”/ 9. thin /8/
12. saw, walk />/ 10. the /d/
Eaeionas 11. sale /s/
iSctine:- tice fay! 12. easy, cause /z/
14. out, now /aw/ o ae M ie
fe ber iin fov/ . treasure /Z
Ea ad 15. chicken /tf/
16. join /d3/

COMMON TERMS
syllable: a unit of sound; one or more syllables make a word. A syllable in English has one vowel
sound and 1-3 consonant sounds at the beginning or end.
book, re-flect, a-ca-de-mic

word stress: the syllable in a word that is said more loudly and strongly
book, re-flect, a-ca-de-mic

sentence stress: the words in a sentence that are said more loudly and strongly, usually content
words (nouns, verbs, adjectives, adverbs)
| study academic English with Reflect.

focus word: the most important word in a phrase or sentence; it usually provides new information
and has the most stress. It is often the last word in a phrase or sentence.
| study English. | use a book called Reflect.

intonation: the rise and fall of the voice (or pitch). Often our voice falls at the end of a sentence.

| study academic English with Reflect.\>

APPENDICES 141
 USEFUL PHRASES FOR CLASSROOM COMMUNICATION
EXPRESS YOURSELF
Express opinions Express likes and dislikes
/ think... In my opinion/view... / like... | hate... r
! believe... Personally,... / prefer... | really don’t like...
I’m. (not) sure... To mé,... | love... | don't care for...

Give facts Give tips or suggestions

Studies show... You/We should/shouldn’t/could...
Researchers found... You/We ought to... [t's (not) a good idea to...
The record shows... Let’... Why don’t we/you...

Agree with someone Disagree with someone

| agree. Absolutely. | disagree.
True. Definitely I'm not so sure about that.
Good point. Right! | don’t know.
Exactly. That's a good point, but | don’t agree.

PARTICIPATE IN CLASSROOM DISCUSSIONS

Check your understanding Ask for repetition
So are you saying that... ? Could you say that again?
So what you mean is...? I’m sorry?
What do you mean? | didn't catch what you said.
Do you mean... ? I'm sorry. | missed that. What did you say?
I’m not sure what you mean. Could you repeat that please?

Check others’ understanding Ask for opinions

Does that make sense? What do you think?
Do you understand? Do you have any thoughts?
ls that clear? What are your thoughts?
Do you have any questions? What's your opinion?

Take turns Interrupt politely

Can/May | say something? Excuse me.
Could | add something? Pardon me.
Your turn. Forgive me for interrupting, but...
You go ahead. | hate to interrupt, but...

Make small talk Show interest

What do you do? (job) | see. Good for you.
Can you believe this weather? Really? Seriously?
How about this weather? Um-hmm. No kidding!
What do you do in your free time? Wow. And? (Then what?)
What do you do for fun? That's funny / amazing / incredible / awful!

142 APPENDICES
 INDEX OF EXAM SKILLS & TASKS
Reflect IS designed to provide practice for standardized exams, such as IELTS
and TOEEL. This book has
many activities that focus on and practice skills and question types that are needed
for test success.

LISTENING ¢ Key Skills IELTS TOEFL Page(s)

Guess meaning from context | x Xx 125
Listen for a speaker's attitude x x 105 |
Listen for gist or main ideas x x 6) 13; 287 4554; 60771) 7787.92, 103 108 .11ead24
Listen for key details or examples * nx i; 18, 23, 25, 23, 4S, 52, 215, Bil, 6S, V7, SS, 1108, Hs
Listen for numbers or time words x x 13, 43, 45, 68
Predict what you might hear x x NO), PZ, Bey Be}, Al (50). 13}, 70), 1/7, Ha, 1106, Wis
Take notes x Xx 7, 23, 45, 54, 60, 86, 92, 108, 124
Understand causes and results x x | 55, 56, 107

LISTENING * Common Question Types IELTS TOEFL Page(s)

Check all the information that you hear . x 6, 87, 92, 101, 103, 118
Complete a paragraph or summary i x Id, 2s}, BO, SS).-cisy, Ol, Is}, 10S), 1/20
Complete a table, chart, notes, or diagram x x Dl 30), OZ, Ths}, SZ, 08, Wi,
Complete sentences x S25, Sa, Ay ANIL esx 15k6), W/L, WS) (S37 S44 11044, (NO), 1125

Match information to a category or person x x AL I, AA, 88, 37, GO, 77, Sl, Wl, WZ
Multiple choice x x S, WS, MOS, TS
Multiple response x x 92794
Short answer x 14, 23, 45, WO, 711, WE

SPEAKING ¢ Key Skills IELTS | TOEFL Page(s)

Describe people or things x x D5
Express opinions about a topic x“ x Wey, Ail, AASy Srey (hil 215), SS), 7, 10S), WS) 2S
Give advice or suggestions x x Sil, 4, WS, 7S, 30), WIZ
Stress words and syllables x Xx 40, 72,
Use questions x x 120, 121

SPEAKING * Common Topics IELTS TOEFL Page(s)

Goals and future plans Xx x 101, 105
Money and spending x Ge), Wl, 7S,

Music and other kinds of entertainment x 37, 39) 4, 43; 48

Personal behavior and feelings x Xx Sie}, 28}, Is

Science and nature x x 57, 59) 64,85, 89) 121 |

Shopping and other hobbies x WA, WS

Work, jobs, and skills x x 112

Yourself, your family, or friends x XO), 25, 2S, 2, 2), 32, 0

Countries, cities, and neighborhoods x Xx 5, ©), 1S, Sy, KS

INDEX OF EXAM SKILLS & TASKS 143

 CREDITS |
Illustration: All illustrations are owned by © Cengage.
Cover Andy Vu/Adobe Stock; 2-3 (spread) © Juan Arredondo; 5 recep-bg/E+/Getty Images; 6 Atlantide
Phototravel/The Image Bank Unreleased/Getty Images; 10 (tl) (tc) sansak/iStock/Getty Images, (tr)
Peacefully7/iStock/Getty Images, (cl1) (c1) artisticco/iStock/Getty Images, (cr1) (cl2) VICTOR/DigjtalVision
Vectors/Getty Images, (c2) (cr2) Yutthaphan/iStock/Getty Images; 12 ansonmiao/E+/Getty Images;
14 RayR/Alamy Stock Photo; 18-19 (spread) © Annie Griffiths; 21 Leonid Plotkin/Alamy Stock Photo;
22 (t) Guy Levy/Bafta/Shutterstock.com, (bl) (bc1) (br) mayrum/iStock/Getty Images, (bc2) bsd555/iStock/
Getty Images; 27 Brent Barnes/Shutterstock.com; 28-29 (spread) © “My Big Brother” 2014. USA.
Directed by Jason Rayner; 34-35 (spread) © Allal Fadili; 38 Matej Leskovsek/Reuters; 40 Mark Bassett/
Alamy Stock Photo; 42 Adam Hester/Tetra images/Getty Images; 44 Chad Batka/The New York Times/Redux;
50-51 (spread) © Igor Siwanowicz; 53 Hill Street Studios/Tetra images/Getty Images; 54 © Abelardo
Morell, Courtesy the artist and Edwynn Houk Gallery, New York; 56 US National Library of Medicine/
Pfizer; 58 Fairuz Mustaffa/Shutterstock.com; 60-61 (spread) CBS Photo Archive/CBS/Getty Images;
62 Kbailous/Shutterstock.com; 66-67 (spread) Eyevine Meng Tao Xinhua/Redux; 68 RgStudio/E+/Getty
Images; 70-71 (spread) Stringer/Reuters; 76 © Jessica Wright; 78-79 (spread) fcafotodigital/E+/Getty
Images; 82-83 (spread) Thomas Marent/Minden Pictures; 85 (bl) Jean-Louis Klein & Marie-Luce Hubert/
Science Source, (br) RMfotografie/iStock/Getty Images; 86 © Remus Tiplea; 88 Joel Sartore/National
Geographic Photo Ark/National Geographic Image Collection; 91 Stephen Frink/Stockbyte/Getty
Images; 93 Fernando G. Baptista/National Geographic Image Collection; 96 track5/E+/Getty Images;
98-99 (spread) Julian Stratenschulte/DPA/Getty Images; 102 © Nora Shawki; 104 FotoFealing/Getty
Images; 108-109 (spread) Max Whittaker/The New York Times/Redux; 112 Dina Litovsky/Redux;
114-115 (spread) © Mark Lehn; 118 © Luna Productions, “My Love Affair with the Brain”; 124 © Brian
Doben; 126 Jacqueline Veissid/Getty Images.

144 _ CREDITS
REFLECT
LISTENING & SPEAKING

LEVEL 1
Student's Book with Online Practice and Student's eBook 978-0-357-44917-2
Student's Book 978-0-357-44911-0
Online Practice and Student's eBook 978-0-357-44935-6
Teacher's Book 978-0-357-44943-1
Classroom Presentation Tool 978-0-357-44953-0

LEVEL 2
Student's Book with Online Practice and Student's eBook 978-0-357-44918-9
Student's Book 978-0-357-44912-7
Online Practice and Student's eBook 978-0-357-44936-3
Teacher's Book 978-0-357-44944-8
Classroom Presentation Tool 978-0-357-44955-4

LEVEL 3
Student's Book with Online Practice and Student’s eBook 978-0-357-44919-6
Student's Book 978-0-357-44913-4
Online Practice and Student's eBook 978-0-357-44937-0
Teacher's Book 978-0-357-44946-2
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Student's Book with Online Practice and Student’s eBook 978-0-357-44920-2
Student's Book 978-0-357-44914-1
Online Practice and Student's eBook 978-0-357-44938-7
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Classroom Presentation Tool 978-0-357-44960-8

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Student's Book with Online Practice and Student's eBook 978-0-357-44921-9
Student's Book 978-0-357-44915-8
Online Practice and Student’s eBook 978-0-357-44939-4
Teacher's Book 978-0-357-44949-3
Classroom Presentation Tool 978-0-357-44961-5

LEVEL 6
Student's Book with Online Practice and Student's eBook 978-0-357-44922-6
Student's Book 978-0-357-44916-5
Online Practice and Student's eBook 978-0-357-44941-7
Teacher’s Book 978-0-357-44951-6
Classroom Presentation Tool 978-0-357-44962-2
 S T E N&S
I N
P E AGK I N G
‘ Relatable, student-centered content combined with essential
~ academic-skill instruction makes the new sixlevel Reflect series
unique. As students interact with the engaging content, they not only
master English but also navigate their place in the world. Reflect
_ builds students’ confidence and helps them achieve their academic,
| : professional, and personal goals. .

an “1DEAS- Routwodd content from National Gucorephic

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_ ACHIEVEMENT - Clear models and vinisiatelrone planning |

help. Seae reach their goals. .

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