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ENGLISH FOR TODAY?S WORLD

JOAN SASLOW ALLEN ASCHER

Surnmit: English f o r Today's W o r l d

Level 1, Third Edition

Education, inc.

p aofrthis t publication may be reproduced, stored in a retrieval systern, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permissionof tha publisher. All rights reserved. No

Pearson, 221 River Street, Hoboken, Nj. 0 7 0 3 0

Staff credits: The people who made up the Summit team representing

editorial, production, design, manufacturing, and marketing are Pietro Alongj, Rhea Sanker, Peter Benson, Stephanie Bullard, jennifer Castro, Tracey Munz Cataldo, Rosa Chapinal, Aerin Csigay, Dave Dickey, Gina Dilillo, Christopher Leonowicz, Laurie Neaman, Alison Pei, Sherri Pemberton, jennifer Raspiller, Mary Rich, Courtney Steers, Katherine Sullivan, and Paula Van Ells,

Cover credit: Tanis Pan/Shutterstnck

Text composition: emc design Itd Library of Congress Cataloging-In-Publication Data Names: Saslow, j o a n M., author.

|Ascher,

Allen, a u t h o r .

Title: Summit: Englishfor today?s world / Joan Saslow and Allen Ascher. Description: Third Edition, | White Plains, NY : Pearson Education, [2017] Identifiers: LCCN 2016017942} ISBN 9780134096070 (book w/ CD) | ISBN 9780134176888 (book w/ CD) | ISBN 013409607X (book w/ CD) Sublects: LCSH: English language?Textbooksfor foreign speakers, | English language-Rhetoric. | English language-Sound recording for foreign hers.

Clasttication: LC

LCC PE1128 52757 2017

| DDC 428.2/4?dc23

record available at https://Icen loc.gov/2016017942

Photo credits: Original photography by Libby Ballengee/MPS, Page 2 Trevor Clifford/Pearson Education; p. 3 Jenner/Fototla; p. 4 (top left to. right} Ammentorp/Fotolia, FotosS93/Shutterstack, Mark Bowden/Getty Images, Claudia Paulussen/Fotolia, (bottom left to right) Viorel Sima/ Shutterstock, Avava/Fotolia, Dragonimages/Fotolla, Antanioguillem/Fotolia; p. 5 CP Cheah/Mament Open/Getty Images; p. 6 (ti) Tatyana Gladskih/Fotolla, (tr) Asife/Fotolia, (bl) michaet spring/Fotolla, (br) Minerva Studio/Fotolia; p. 10 Kris Yeager/Shutterstock; p. 11 NIk_Merkulov/ Fotolia; p. 14 (tr) Blend Images/KidStock/Getty Images. (mr) Kevin Dodge/Blend Images/Getty images, (br) Brian A Jackson/Shutterstock, (bottom) DJ/AAD/starmaxinc.com/Newscom; p. 16 (t) Philip Date/Fotolia, (r) Monkey Business images/Shutterstock, (bl) nyul/Fotolia, p. 17 V&rP Phato ?Studlo/Fotolia; p. 18 (girl) Deposit Photos/Glow Images, (background) karandaev/Fotolia; p. 19 Astarot/Fotolia; p. 20 (bl) Alexander Tihonov/ Shutterstock; p. 21 (gears) ShpilbergStudios/Fotolla, (1) RSD/APC/ZO] WENN Photos/Newscam, (c) DESRUS BENEDICTE/SIPA/Newscom, (r) Graham Whitby Boot/Allstar/Sportsphoto Ltd./Allstar/Newscom; p. 22 (1) EDHAR/Shutterstock, (tc) rasstock/Fotolla, (tr) aastock/Shutterstock, (bl) Mike Goldwater/Alamy Stock Photo, (br) Tomm.

2GOAL. Express a negative opinion politely

s f t

(]

a s m VOCABULARY

NEGATIVE DESCRIPTIONS OF MUSIC

Read and listen. Then listen again and repeat.

T h e m e l o d y is s o s e n t i m e n t a l . {overly emotonal of romantic)

Her lyrics are way t o o serious. (not fun?or happy)

Their music is s o c o m m e r c i a l . (of littie artistic valve; focused on popular success}

H i s s o u n d is r e a l l y d a t e d . annoying

(not up-to-date; not modern)

boring

Their songs are kind of repetitive.

depressing

{always repeat Ihe same heat, tyrics, of melodies)

loud offensive silly weird

H i( M B 1

L I S T E N TO ACTIVATE V O C A B U L A R Y

Listen t o e a c h conversation. T h e n c o m p l e t e t h e description.

He f i n d s Jackie Evancho?s m u s i c w a y t o o (repetitive / c o m m e r c i a l / s e n t i m e n t a l / serious).

2 She f i n d s M a n a v e r y ( r e p e t i t i v e / c o m m e r c i a l / d a t e d / s e r i o u s ) . 3 H e f i n d s C a e t a n o V e l o s oa l i t t l e t o o ( r e p e t i t i v e / s e n t i m e n t a l / d a t e /d s e r i o u s ) . 4 She t h i n k s r e g g a e m u s i c is r e a l l y ( r e p e t i t i v e / s e n t i m e n t a l / d a t e d / c o m m e r c i a l ) . 5 He t h i n k s A n t h o n y Hopkins?s m u s i c is t o o (repetitive / s e n t i m e n t a l / dated / serious).

| | A P P L Y THE V O C A S U L A R Y

W i t h a partner, describe singers and b a n d s you don't like,

using t h e Vocabulary.

Phifecorety 0comitit i icon n Colc cates o e l veya epee v;

n e EE] GRAMMAR CLEFT S E N T E WITH N C WHAT E S One wayt o emphasizet h eaction In a sentencei s t o use a noun clause w i t hWhatast h e subjecto f t h e sentence + t h e verb be. Make suret h e form o f t h e verb b e agreesw i t h i t s complement. (1 really don?t like traditional music.)

(He doesn't understand jazz.) (Theyrealtyloved t h e lyrics.) (The melody made everyone cry.)

Cleft sentences What| really don't like Is traditional music. ?» What he doesn't understand isjazz ?> W h a t theyr e a l l y lovedwera t h el y r i c s . > What made everyone cry was the melody. |

-Noun clauses: review and

. +

onl

[ B f N o t i c e THE G R A M M A R S p o t l i g h t on p a g e 1 5 . UNIT 2

Find an e x a m p l e o f a c l e f t s e n t e n c e w i t h W h a t i n

expansion Noun clauses as adjective and noun complements

128

G R A M M A R PRACTICE 1

R e w r i t e e a c h s t a t e m e n t a s a c l e f t s e n t e n c e w i t hW h a t .

I can?t s t a n d l o n g c l a s s i c a l m u s i c c o n c e r t s . ... W h a t .

2 I didn?t c a r e f o r Adele's o v e r l y s e n t i m e n t a l lyrics. 3 J e s s i c a doesn?t p a r t i c u l a r l y l i k e B o n o ' s v o i c e .

4 I d r e a l l y e n j o y s e e i n g a l i v e L a d y G a g a p e r f o r m a n c e . .............0.0:ccseesene 5 T h e s o n g ?I G o t t a F e e l i n g ? b y t h e B l a c k E y e d P e a s r e a l l y m a k e s m e w a n t t o d a n c e .

PAIR WORK

Take t u r n s r e a d i n g a s t a t e m e n t a l o u d . Your p a r t n e r r e s t a t e s It a s a

cleft sentence with What. 1

?Jazz a l w a y s p u t s me t o sleep.?

2 ?I c a n ' t s t a n d t h e l o u d b e a t i n t e c h n o - p o p . ? 3 ?A g o o d m e l o d y c a n m a k e e v e n b a d l y r i c s s e e m a c c e p t a b l e . ? 4 ? L i s t e n i n g t o m y b r o t h e r t r y t o s i n g d r i v e s m e crazy.? 5 ?Dancing to the m u s i c o f a great salsa b a n d helps m e unwind.? 6 ?Liove d o w n l o a d i n g songs by u n k n o w n n e w artists.?

y m

CONVERSATION SPOTLIGHT

Read a n d listen. Notice t h e spotlighted conversation strategies.

A : A r e y o u as m u c h o f a M i c h a e l Bublé ~

fan as I a m ? B: Michael Bublé?T o t e l l t h e t r a t h , Pre~-

not crazy about him.

~ ans =

A: How can you not like Michael Bublé? * !

8: T o b e honest, what Idon't like i s h i s . g y n sound, It?s so commercial. But you # 7

know who| r e a l l y like? A: Who?

ona

+ \ d ON

7 .

o m

B: Sting.

A: S t i n gI? h a t e t o say i t , b a t If i n d h i s musica little dated. ?2317 RHYTHM AND INTONATION

Listen againa n d

repeat. Then practice the conversation with

HB NOTEPADDING Write about some of your favorite musical artists and groups. Use cleft sentences with What.

ween

Faciitsir groups

t Black Eyed & S Q

Peas

Whatteke

What great dance Llove

[EE CONVERSATION ACTIVATOR

are their

partner,

What I like

--Attists or grouns, ?

;

beats.

Greate a conversation similar

to the one in Exercise A. Start like this: Are you as mucho f a __ fan as | am? Be sure te change roles and then partners.

OONT STOP! Discuss other artists you like or don?t like. Say as much as you can. = i +

i F

a i s e VOCABULARY DESCRIBING CREATIVE PERSONALITIES Read and listen. Then listen again and repeat.

S B|

Positive q u a l i t i e s gifted

Negative q u a l i t i e s

having a natural ability to do one o r more

eccentric

things extremely well energetic

difficult

never satisfied and hard te please

imaginative able to think of new and interesting ideas.

very active, physically and mentally

moody

becoming quickly and easily annoyed or unhappy

passionate showing a strong liking for something and

e g o t i s t i c a l believing oneself to be better or more important than other peaple

being very dedicated to it

: |

behaving in an unusual way or appearing different from m o s t people

READING WARM-UP

I t is o f t e n s a l d t h a t g i f t e d p e o p l e h a v e e c c e n t r i c , m o o d y , o r d i f f i c u l t

p e r s o n a l i t i e s . Do y o u a g r e e ? Explain.

Senet GM) > 127 READING

Read the short biography. What effect did Beethoven's personality have on his life? stamping his fest. He completely neglected his personal appearance; he had wild hair, and his clothes would get so dirty that his friends would come during the night and replace his cld clothes with new ones. What amazed his friends was that he never noticed the difference,

Beethoven wrote two famous works, Moonlight Sonata and

Fir Elise, for two different women he loved. He was almost

1770iv Bona,Germany, Ludwig van Reethoves started playing the plazo before hewas four years old, Clearly gifted,

Rone fn

always passionately in love, often with a woman who was already married or engaged. Although Beethoven asked several women to marry him, they all rejected him. ?The

most tragic aspect of Beethoven's life was his gradual loss of hearing,

beginning in his late twenties until he became completely deafin his he hadaiready composedhisfirst piece of msde by the tite forties. However, even as his hearing grew worse, Beethoven continued to When was twelve. Beethoven was jast sixteen, he went he to study in View, Austria, theathe center of Europeancultural be energetic and productive; his creative activity remained intense, and audiences were deeply touched by his music, In 1826, Beethoven held his life and home to themost brilliant musiciansand composers the Beethoven a proved to be both gifted pianist aad last publie performance of his famous Ninth Symphony. By this time, the o f period. an imaginative composer.He went on to create his own unique composerwas completely deaf. When he was turned around so he could see the roaring applause that he could not hear, Beethoven began to cry. sound and m e l faved o dbyi millions. e s Beethoven is remembered not only for his great genius, but also for his strong and difficult personality. In une infamous incident, Beethoven became so annoyed with a waiter that he

Beethoven died in Vieruna at age fifty-seven. One out of ten people lived in Viera came to his funeral. Artd millions ofpeople all over the world have heen enjoying his musir ever since. ?who

emptied a plateof food over the man?s head. He could also be ?quite egotistical, saying once, ?There ave and will be thousands of princes. There is only one Beethoven.? During concerts,i f people talked while he was performing, he would stop and walk out. Despite this typeo f behavior, rary in musical and aristocratic circles admired Beethoven, and music lovers were always Beethoven's greatest supporters, This fact did nut prevent him from losing his temper with one or another of them. However, because of his talent, Beethoven's friends always forgave his insults and moody temperament.

In addition to being difficult, Beethoven was also well-known for his eccentric behavior. He had the odd habit ofputting his, head in cold water before he composed any music. He often walked through the streets of Vienna muttering to himself and

INFER I N F O R M A T I O N = I n f e r t h e i n f o r m a t i o n f r o m t h e R e a d i n g . E x p l a i n y o u r a n s w e r s . 1

the year Beethoven moved away f r o m Bonn

2 B e e t h o v e n ' s age w h e n h e gave h i s l a s t p u b l i c p e r f o r m a n c e

UNIT 2

3 the reason he cried

4 the year Beethoven died

IDENTIFY SUPPORTING DETAILS

On a s e p a r a t e s h e e t of paper, w r i t e e x a m p l e s f r o m

t h e R e a d i n g of B e e t h o v e n ' s b e h a v i o r t h a t i l l u s t r a t e e a c h p e r s o n a l i t y t r a i t . Use y o u r o w n w o r d s . Explain y o u r a n s w e r s . 4 t h a t he w a s p a s s i o n a t e

7 that he was moody

2 t h a t he w a s e n e r g e t i c

5 t h a t he w a s e c c e n t r i c

8 that he w a s egotistical

3 t h a t he w a s i m a g i n a t i v e

6 t h a t he w a s d i f f i c u l t

t h a t he w a s g i f t e d

E X P R E S S A N D SUPPORT A N OPINION

Discuss t h e q u e s t i o n s . A c t i v a t e t h e V o c a b u l a r y

t o s u p p o r t your opinion. 1

W h y do you t h i n k every w o m a n that B e e t h o v e n asked to m a r r y h i m rejected h i m ? D o y o u t h i n k they m a d e the right decision?

= cwllee

2 W h y do y o u t h i n k Beethoven was able to w r i t e some o f his m o s t p o p u l a r pieces o f music w h e n h e could n o longer hear?

Describe a creative personality

E l FRAME YOUR IDEAS Do you think you have a creative personality? Rate yourself for the qualities below on a scale from 0 to 3. Compare answers with a partner.

0 = notatall 1= 2=

alittle somewhat

extremely

ae h d 44 )'m not particularly creative, but I'm very passionate. | really important think to love what you do. What about you? ¥? it?s

ote P e r e s rm pa p i a tammomene see. difficult

p e r s o n a l i t i e s , o r w r i t e c o m p l e t e d e s c r i p t i o n s o f o t h e r s you f i n d i n t e r e s t i n g . B e s u r e t o use t h e V o c a b u l a r y a n d p r o v i d e e x a m p l e s . Say a s m u c h a s you can.

Michael Jackson was a g i f t e d singer, songwriter, a n d dancer from t h e U.S. B u t a l o t of p e o p l e f o u n d him e c c e n t r i c . For e x a m p l e , ...

C h r i s t i a n B a l e Is a H o l l y w o o d

a c t o r w h o Is o r i g i n a l l y f r o m t h e U . K . H e is v e r y t a l e n t e d and is k n o w n t o be very passionate about acting. B u t i t is s a l d t h a t h e c a n be egotistical and difficult t o w o r k w i t h . F o r e x a m p l e , ...

Frida K a h i o w a s a f a m o u s Mexican painter. They Say t h a t , a t t i m e s , s h e c o u l d be q u i t e m o o d y . For example, ~ ~

RECYCLE THIS LANGUAGE

W r i t e a biography o f a c r e a t i v e person. P r e s e n t i t t o t h e class.

pain in the neck apeople person

* a

asweetheart

ateam player a tyrant a workaholic

LISTENING W A R M - U P

DISCUSSION

in w h a t ways d o you t h i n k t h e a r t s could b e used

to h e l p c h i l d r e n w h o a r e u n d e r e m o t i o n a l s t r e s s o r t h e e l d e r l y w i t h m e m o r y p r o b l e m s ?

$333

(BD

o n z e USTEN FOR MAIN IDEAS Listen to the radio program for descriptions of how the arts are used as therapy. Write the type of therapy that Is described by each therapist.

(@aRm LISTEN F O R S U P P O R T I N G I N F O R M A T I O N

: |

Listen t o the radio p r o g r a m a g a i n and

c o m p l e t e each s t a t e m e n t . Then explain w h a t the t h e r a p i s t does t o achieve each goal. 1 M a r k B r a n c h uses the arts to help patients w i t h intellectual disabilities improve a@

their schoolwork

b their ability to socialize

2 B r u c e N e l s o n uses t h e a r t s t o h e l p t r o u b l e d t e e n s ... @

talk about their problems more easily

b socialize w i t h o t h e r s m o r e easily

3 C a r l a B u r g e s s uses the a r t s t o h e l p t h e e l d e r l y ...... a tell others about their problems

; |

3 2 3 8 L I S T E N TO TAKE N O T E S

b socialize w i t h others

Listen t o t h e radio p r o g r a m a g a i n . W o r k with a p a r t n e r

t o define these w o r d s and phrases, 1

an intellectual disability:

2 a t r o u b l e d teen: 3 asenior........ u

APPLY I D E A S

R e a d e a c h s i t u a t i o n . W h i c h t h e r a p i e s m e n t i o n e d in t h e r a d i c p r o g r a m w o u l d

you r e c o m m e n d f o r each situation a n d why? C o m p a r e a n d discuss your answers w i t h a partner.

been working with children who were forced become soldiers and fight in focal wars. In many

* normally with others.

2 2

UNIT 2

y a

; fe

ye t a r e ?Breenwood Hospital specializes

in helping patients who have been i h car accidents and sports- or w o r k related accidents. Patients struggle with physical pain. limited mavernent

P="

in a r m s and legs, and depression. They heed emotional

s ae

?The

Watker Institute provides support for

adults who have suddenly found themselves without a jobo r a place to live. As a result, these people feel separated from others socially. Understandably, they feel bad about their current circ*mstances and w o r r y a lot about the future.

samt i

W o r D STUDY

#926; Participlal adjectives Present participle Verb

USING PARTICIPIAL ADJECTIVES

The present and past participial forms of many verbs can function as adjectives.

{annoy}

i i The patient Is depressed {by his ite]. 'm bored [by this movie}. The present participle does not have a passive meaning. tt can usually be restated with an active verb, is

ient

(please) (relax) (soothe) (stimulate)

That book is depressing. [It depresses everyone.] H's so boring. {It bores me.]

W O R D STUDY PRACTICE

amazed

annoyed bored depressed

annoying boring

(bore) depressing (depress) (disappoint) disappointing {entertain) entertaining {excite} exciting {interest) interesting

The past participte has a passive meaning. It can usually be restated with a by phrase.

Past participle

amazing

(amaze)

(surprise) (touch) (trouble)

disappointed entertained excited

interested pleased

pleasing relaxing soothing stimulating surprising

surprised

touching

touched

troubling

troubled

relaxed soothed

stimulated

Circle an a d j e c t i v e t o c o m p l e t e e a c h s e n t e n c e .

1 Music c a n m a k e language students feel (relaxed / relaxing). 2

D r a w i n g p i c t u r e s a b o u t t h e i r problems c a n m a k e patients feel less (depressed / depressing).

3 Some patients find movement therapy to be very (soothed / soothing). 4 F o r p a t i e n t s i n p h y s i c a l p a i n , t h e b e n e f i t s o f m u s i c t h e r a p y c a n b e ( s u r p r i s e d /s u r p r i s i n g ) . 5 Researchers are ( a m a z e d / a m a z i n g ) t h a t the r e s u l t s have b e e n s o p o s i t i v e . 6 Many d o c t o r s r e p o r t they are (pleased / pleasing) w i t h the progress t h e i r patients make. 7 M a n y t e e n p a t i e n t s feel t h a t d r a m a t h e r a p y {s ( e n t e r t a i n e d / e n t e r t a i n i n g ) .

3 ] W O R D STUDY P R A C T I C E

W i t h a p a r t n e r , t a k e turns c h o o s i n g

a p r e s e n t p a r t i c i p i a l a d j e c t i v e f r o m Exercise F a n d u s i n g It In a s e n t e n c e , Your p a r t n e r t h e n c r e a t e s a s e n t e n c e using t h e p a s t

participial form.

_€4 t h i n k | might be disappointed ' : ? b y music therapy. ?*

reriaamesioat

Discuss the benefits of the arts

NOTEPADDING

What are some benefits that music, art, dance, and theater bring to

p e o p l e ' s e v e r y d a y lives? W i t h a p a r t n e r , m a k e a [ist a n d d i s c u s s , Use p a r t i c i p l a l a d j e c t i v e s .

Fpenefts

Examples " | b r r u s i be e soothing, c c a n | Playing music at work relares

Benefits

peopte sothey're more productive.

? ? 4 Examples

H a ~ ? ??--e

croup w o r k

Present yourideastoyour

class o r g r o u p . C o m m e n t on y o u r c l a s s m a t e s " ideas and a s k questions.

7 o e

Sfo

HB w a n e S k i t

study the rules.

W h e n l i s t i n g t w o o r m o r e w o r d s in a s e r i e s , be s u r e t o u s e p a r a l l e l s t r u c t u r e . A l l t h e w o r d s , p h r a s e s , o r c l a u s e s s h o u l d b e in t h e s a m e f o r m . S t u d y t h e e x a m p l e s . |

like d a n c i n g , p a i n t i n g , a n d s i n g i n g . (All a r e g e r u n d s . )

like t o d a n c e , t o p a l n t , a n d t o s i n g . (All are i n f i n i t i v e s . )

The p i c t u r e w a s p a i n t e d , f r a m e d , a n d s o l d . (All a r e p a s s i v e s . ) She's Hf

f r i e n d l y , h e l p f u l , a n d i n t e l l i g e n t h u m a n b e i n g . (All a r e a d j e c t i v e s . )

y o u are l i s t i n g t w o o r m o r e i n f i n i t i v e s , e i t h e r u s e t o w i t h all o f t h e m o r u s e it o n l y w i t h t h e f i r s t o n e . S h e w a n t s t o e a t , t o d r i n k , a n d t o g o t o s i e e p . OR S h e w a n t s t o e a t , d r i n k , a n d g o t o s l e e p .

W i t h a p a i r o r s e r i e s o f n o u n s , e i t h e r u s e t h e a r t i c l e w i t h all o f t h e m , o r u s e it o n l y w i t h t h e f i r s t o n e . I ' m a s t u d e n t , a m u s i c i a n , a n d a m o t h e r . O R |'m a s t u d e n t , m u s i c i a n , a n d m o t h e r . If a n o t h e r w o r d r e f e r s to all of t h e w o r d s in t h e s e r i e s , you can u s e i t w i t h all o f t h e m or o n l y w i t h t h e f i r s t : ( d o n ? t t h i n k I ' m v e r y I n t e r e s t i n g or v e r y s m a r t .

[

don't think i'm v e r y i n t e r e s t i n g or smart.

\ prefer people w h o m a k e m e l a u g h and w h o like o u t d o o r a c t i v i t i e s . OR

prefer people w h o m a k e m e laugh and l i k e o u t d o o r a c t i v i t i e s .

ERROR CORRECTION§ Find and correct the errors,

My personality Some people think am moody, a pessimistic person, and cautious, because | sometimes worry about the future. However, this is very surprising to |

m e . W h a t | t h i n k is t h a t

h a v e always b e e n a passionate, a p a s i t i v e , a n d

optimistic person. T h e fact that

love traveling, t o m e e t n e w people, a n d

l e a r n i n g a b o u t n e w p l a c e s proves t h a t

don?t h a v e a p e s s i m i s t i c o u t l o o k .

M o s t o f m y friends find m e t o be energetic and imaginative.

PRACTICE

O n as e p a r a t e s h e e t o f p a p e r , c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d s In

P a r e n t h e s e s , u s i n g p a r a l l e l s t r u c t u r e . T h e n w r i t e a t least t w o s i m i l a r s e n t e n c e s a b o u t y o u r o w n p e r s o n a l i t y a n d interests. 1 l i k e ( r e a d , l i s t e n t o m u s i c , go t o m o v i e s ) .

2 I've been (teacher, stay-at-home mom, office manager). 3 T e n j o y (hike, s k i , s w i m i n t h e ocean). 4 ( s e e n e w p l a c e s , h a v e n e w e x p e r i e n c e s , m a k e n e w f r i e n d s ) a r e a l l r e a s o n sI

l i k e t o travel,

5 L a s t y e aI r ( j o i n t h e v o l l e y b a l l t e a m , p l a y i n t e n g a m e s , w i n a n a w a r d ) .

6 W h a t energizes and relaxes me is ( p a i n t portraits, cook great meals, play my guitar).

APPLY THE W R I T I N G S K I L L

W r i t e a paragraph describing your interests

a n d personality, Try to i n c l u d e a t l e a s t o n e s e n t e n c e u s i n g t h e p r e s e n t p e r f e c t c o n t i n u o u s a n d o n e u s i n g a c l e f t s e n t e n c e w i t h W h a t . Use t h e Vocabulary from Units 1 a n d 2 .

| 1

Does my paragraph have a tople sentence a n d supporting sentences?

11 Do t have

1 24

UNT2

concluding sentence?

Did | use parailel structure?

2 2 7 : L i s t e n to t h e c o n v e r s a t i o n s a b o u t m u s i c a l p r e f e r e n c e s . C h e c k t h e p e r s o n w h o d o e s n ' t l i k e t h e m u s i c . T h e n l i s t e n a g a i n a n d w r i t e w h a t t h e p e r s o n d o e s n ' t l i k e a b o u t it.

The man 1 One

What he o r she doesn?t like

Direction

2 Vanessa-Mae 3 Josh Groban

4 Lady Gaga 5

Thewoman

]

Antonio Carlos Jobim

C o m p l e t e t h e s t a t e m e n t s w i t h a n a p p r o p r i a t e a d j e c t i v e f r o m t h e box,

eccentric = egotistical 1 S a r a h i s a v e r y ...

energetic

gifted

moody _

passionate

. . musician. She s t a r t e d p l a y i n g the piano w h e n

she w a s three. 2 M y n e i g h b o r h a s t h i r t y cats. Y o u c o u l d s a y he?s a b i t . . . . . . . . . . . . . 3 F r a n c o is an e x t r e m e l y 4 Dalia has been so

see

«1. p e r s o n . He o n l y t h i n k s o f h i m s e l f .

lately. She gets angry at the smallest thing.

5 M y brother is really

. . . He's always doing something productive.

6 M y boss is s o

about the products we sell. She r e a l l y believes i n them.

C h e c k t h e s e n t e n c e s in w h i c h t h e p r e s e n t p e r f e c t c o n t i n u o u s o r p r e s e n t p e r f e c t a r e u s e d c o r r e c t l y . C o r r e c t a n d r e w r i t e t h e I n c o r r e c t s e n t e n c e s on a s e p a r a t e s h e e t of p a p e r . 1

v e already been w r i t i n g t w o reports for my boss this month.

2 K a t e h a s n ' t s e e n t h e m o v i e I n t e r s t e l l a r yet, b u t a l l h e r f r i e n d s h a v e b e e n t e l l i n g h e r h o w g r e a t i t is. 3 They've never been hearing about a r t t h e r a p y before. 4 M o s t l i k e l y , L a n c e s t u d i e d l a t e . H i s b e d r o o m l i g h t is s t i l l o n . 5 We haven't b e e n m a k i n g r e s e r v a t i o n s f o r o u r f l i g h t yet. 6 I'll bet you've done the laundry. I can hear the w a s h i n g machine.

Rewrite each statement as a cleft sentence with What, 1

Life w i t h o u t the arts wouldn?t be much fun,

2 I don't like a b a n d whose music is r e a l l y commercial.

3 The beat made everyone feel like dancing.

4F l i tko el i sisten to m u s i c t h a t has f u n lyrics and a great. melody.

p. 152

[

?Web Project: Benefits of the Arts www.english.com/summitze

_GOMMUNICATION GOALS: 1.

Express buyer's remorse

Talk about financial goals and plans.

Discuss good and bad money management

Explain reasons for charitable giving

PREVIEW |

FRAME YOUR IDEAS

T a k e t h e t e s t to l e a r n a b o u t y o u r p e r s o n a l s p e n d i n g s t y l e .

Circle t h e l e t t e r t h a t b e s t d e s c r i b e s you.

¢}

You hear about t h e latest (expensive!)

eo You a r e invited to a b i r t h d a y p a r t y a n d k n o wa

s m a r t p h o n e with the coolest n e w features. You...

you're s h o r t on cash right now.

You... & spend more on the giff than you can afford anyway. B tryto find a nice gift that?s not too

to the store and stand in line to be one of the first people to have it.

Tun

compare prices online so you can gef the best deal right away,

g i f t is e x p e c t e d , b u t

You discover a hole in y o u r p a n t s . Y o u ... 4 go out and buy new pants. & have the pants repaired.

¢ fix the pants yourself. p other

expensive,

¢ tell yourself that the price always comes down after a while and decide to wait. p other

say you are busy and don't go, so you don't have fo buy a gift.

p other Q

You w o u l d love to have a f a n c y hight e c h e n t e r t a i n m e n t s y s t e m in y o u r

You always split the restaurant bill equally w i t h t w o w o r k

living r o o m , b u t y o u j u s t don?t h a v e the money right now. You...

colleagues w h e n you eat lunch,

buyi t with your credit card and hope you find ihe money fo pay for it tater.

T h i s t i m e you w e r e n ' t h u n g r y a n d a t e v e r y little, Y o u . . .

cut back on other expenses until you've

A pay your usual 1/3 of the dill.

saved enough te buy it. ¢ decide you have mare important spending p r i o r i t i e s than buying an entertainment system.

offer to pay for just the small amount you ate.

other

p other

cod

eae

You are

definitely a big

spender.

L 4

You've got a good nead on your shoulders about

Your moito is:

money. Easy come, sasy go. f f Your motto is: Everything in moderation.

e i

| e e

VOCABULARY

)

You ore thrifty and don?t

waste money. :

Your motto is:

Wastenot, wont not,

DESCRIBING SPENDING STYLES

Listen a n d repeat.

a big spender a person who regularly spends a lot of money thrifty careful not to spend toc much money acheapskate a person who hates to spend money 26

UNTT

e d own answers ( 0 )

questions: How would you

describeyour spendin yourspending style?

DISCUSSION

Do you k n o w a n y o n e

you w o u l d call a b i g spender, thrifty, o r a c h e a p s k a t e ? Give o n e or m o r e e x a m p l e s o f t h a t p e r s o n ' s b e h a v i o r t o s u p p o r t your o p i n i o n .

Read and listen to a conversation between

H l e 2 0 2 SPOTLIGHT

a father and son about spending. Notice the spotlighted language. B r a d : D a d ! C h e c k o u t the s m a r t bikes! A r e

i m p u l s e item. They want you to

t h e y cool, o r what? A n d there's a place for

b u y it w i t h o u t t h i n k i n g . A n d t h e

y o u r s m a r t p h o n e o n t h e handlebars so y o u

h a n d l e b a r s a r e j u s t a g i m m i c k to

c a n g e t t e x t s . Y a u don?t h a v e t o l o o k f o r y o u r phone w h i l e you're riding! D a d : Y o u ' v e g o t t o he k i d d i n g . ? S m a r t b i k e ? ?

f i r s t person to have something

Sounds m o r e l i k e a d u m b bike. D o n ' t tell m e y o u t e x t while you're riding y o u r bike!

cool, y o u k n o w ? Dad:

B r a d : Oops. I s h o u l d n ' t h a v e s a i d t h a t .

Well, i f y o u h a v e y o u r h e a r t

set on this smart bike, then you'll

W h a t I meant is t h a t I could j u s t stop and

h a v e t o s a v e up a n d p a y f o r i t

t a k e a look.

yourself, But I'll need y o u r w o r d

Dad: Look. Even i f this were a great bike,

o f h o n o r you won't text while

w h i c h i t isn?t, it?s w a y o v e r o u r b u d g e t .

you're r i d i n g .

L o o k at t h e p r i c e ? i t ? s a s t r o n o m i c a l ! A n d

B r a d : OK. B u t D a d , b y t h e t i m e I

w h a t ' s so special about it except for t h e

have e n o u g h m o n e y t o b u y a

ridiculous handlebars??which should be

s m a r t bike myself, all my friends

i l l e g a l i n m y o p i n i o n ...

w i l l have already gotten theirs!

B r a d : Well, I c o u l d c h i p i n p a r t o f t h e c o s t . I ' v e s a v e d a pa

Dad: T h a t may be true, but M o m

l i t t l e f o r a r a i n y day, like

you've always t o l d m e to.

and I w o n ' t s h e l l o u t t h a t m u c h m o n e y f o r t h i s bike, e v e n i f

D a d : Hey, I ' m r e a l l y p r o u d o f y o u f o r n o t

| |

Set y o u t o w a n t it. B r a d : B u t f o r o n c e , I'd l i k e t o be t h e

y o u d o chip in. It's a m a t t e r o f

s p e n d i n g a l l y o u r m o n e y . B u t t h i s isn?t a

p r i n c i p l e . You k n o w , m o n e y

r a i n y day. T h e b i k e i s a t o t a l l y u n n e c e s s a r y

doesn?t g r o w o n t r e e s .

UNDERSTAND IDIOMS AND EXPRESSIONS

Match the expressions f r o m Spotlight

with their meaning.

way over o u r budget

b very, v e r y h i g h

.3 chipin

s o e

4 Saved u p a l i t t l e f o r a r a i n y d a y

contribute some o f the cost

6 gimmick

k e p t s o m e m o n e y i n case o f a n e m e r g e n c y

7 have y o u r h e a r t set on

g s o m e t h i n g y o u b u y w i t h o u t t h i n k i n g m u c h a b o u t it

8 w o r d of h o n o r

h s o m e t h i n g that?s r i g h t

9 shell out

avalueless feature

really want

THINK AND EXPLAIN 1

more than we can spend

d pay @

10 m a t t e r o f principle | |

a promise

. 2 astronomical

S u p p o r t y o u r a n s w e r s to t h e q u e s t i o n s w i t h I n f o r m a t i o n f r o mS p o t l i g h t .

In your opinion, w i l l Brad buy the s m a r t bike for himself?

2 D o y o u t h i n k B r a d s e e s h i s d a d a s a b i g s p e n d e r , t h r i f t y , o r a c h e a p s k a t e ? H o w d o e s h i s d a d see h i m ? .

E E G r o u p w o r Discuss some worthless gimmicks and worthwhile features you've seen promoted for the following products. 1

a n e l e c t r o n i c product

2 apersonal-care product, 3 ashoe for a specific sport 4 another product....., 27

| |

i t y

VOCABULARY

EXPRESSING B U Y E R ' S REMORSE

R e a d a n d listen. T h e n l i s t e n a g a i n a n d r e p e a t .

» 9 8 L I S T E N F O R DETAILS

Listen t o conversations a b o u t items people b o u g h t . Write

t h e product they?e discussing.

1. 2. B

2 5 % ) ACTIVATE V O C A S U L A R Y

L i s t e n a g a i n . Pay a t t e n t i o n t o t h e p e o p l e ' s regrets. F r o m

w h a t t h e y say, infer t h e r e a s o n f o r t h e r e g r e t s , using e x p r e s s i o n s f r o m t h e V o c a b u l a r y . Use each Vocabulary expression only o n e time.

H l GRAMMAR "=

wish

EXPRESSING REGRETSABOUT THE PAST

the past perfect

(wish | had bought

a smart bike. And | wish |

hadn't heaght this car!

Oo they wish they had joined a gym Instead of buying that treadmill?

12g The past unreal con

ional;

inverted form

Oon't you wish the store had had the uPhore a month ago? Why does Ann wish she had gotten the more expensive model? ?Shouldhaveo r oughtt o have +pastparticiple

| should have walted to b u ay food processor = | aughtt o have walted to buy a food processor,

Note: American English speakers use should have, not ought to have, in negative statements and in questions. He shouldn't have bought the shoes in size 40. NOT He eught-nette-have-bought the shoes in size 40.

Should you have sold your house? NOT Ought-youte-have-cold your house?

fLonly + the past perfect Expressv e r y strong regretwithI f only +t h e p a s t perfect. YoucanalsouseI f only In @ past unreal conditional statement and include a result clause. If only

had bought an underwater camera! (regret: | wish ! had.) If only we hadn?t bought that car! (regret: We wish we hadn't) tf only | had bought an underwater camera, | would have taken pictures of the coral reef.

a 23

E i notice UNIT 3

THE GRAMMAR

Find one regret about the past In Spotlight on page 27.

U N D E R S T A N D THE G R A M M A R

On a s e p a r a t e s h e e t o f paper, r e w r i t e t h e s t a t e m e n t s

a n d q u e s t i o n s , c h a n g i n g w i s h or i f o n l y + t h e p a s t p e r f e c t t o s h o u l d h a v e o r o u g h t t o have. 1

S h e w i s h e s s h e h a d b o u g h t a n e w car. ( o u g h t t o }

| She ought tahave

baughta

gael

2 D o you wish you had read the owner's m a n u a l before y o u t r i e d t o use the espresso m a k e r ? ( s h o u l d ) 3 W e w i s h w e h a d g o n e t o a d i s c o u n t s t o r e i n s t e a d o f t h i s f a n c y d e p a r t m e n t s t o r e . ( o u g h t to) 4 i f o n l yI h a d n ' t b e e n i n s u c h a h u r r y t o s e l l m y h o u s e ! ( s h o u l d ) 5 D o e s n ' t he w i s h he h a d t a k e n t h e t u t o r i a l f o r h i s n e w c o m p u t e r ? ( s h o u l d ) 6 I w i s h I h a d n ' t b o u g h t these g i m m i c k y basketball shoes! (should)

PAIR W O R K

R e a d e a c h quotation. T h e n t a k e t u r n s a s k i n g e a c h q u e s t i o n . Y o u r p a r t n e r

answers with a s t a t e m e n t using 1

wish

+ t h e past p e r f e c t .

S t e v e n s a i d , ?I s h o u l d h a v e e x c h a n g e d t h o s e

3 M i c h e l l e ? s h u s b a n d s a i d , ?You s h o u l d h a v e

shoes.? W h a t d o e s S t e v e n w i s h ?

b o u g h t a convertible.? W h a t d o e s M i c h e l l e ? s husband wish? 4 C l a r k said, ?My d a d should have r e t u r n e d the d e f e c t i v e t i r e s a s s o o n a s he r e a d a b o u t t h e p r o b l e m i n t h e news.? W h a t d o e s C l a r k w i s h ?

2 K a t e s a i d , ?I s h o u l d n ' t h a v e t r i e d t o r e p a i r t h i s a i r - c o n d i t i o n e r myself.? W h a t d o e s K a t e

wish?

The teacher told Suzanne, ?The kids ought to have taken the school bus this morning.? What does Suzanne?s children?s teacher wish?

Express huyer?s remorse

CONVERSATION SPOTLIGHT Read and tisten. Notice the spotlighted conversation strategies.

A: You know, I wish I hadn't gotten that exercise machine, B: What do you mean?

A; Well, I hate to say i t , but it?s pretty hard to operate. B: That's a ahame. Can youreturn it? away.

A: It?s too late. If only I'd thought about that sooner. 8: Weil, maybe you cans e l l it.

* Give it to someone. * Ponate i t

A : P l l t h i n k about that. Thanks. EB i z e RHYTHM AND INTONATION Listen again and repeat. Then practice the conversation with a partner,

N o r e r a n p w i a Answerthe q u e s t iont o nhse notepad aboutsomethingyou regret buying.

Hm BJ

CONVERSATION ACTIVATOR Create a

= =

c o n v e r s a t i o n e x p r e s s i n g regret. Use t h e V o c a b u l a r y a n d t h e G r a m m a r , S t a r t t k e thls: You k n o w , | w i s h . . . B e s u r e to c h a n g e r o l e s and partners.

What didyou buy?

not, what did you dowith It? W o u l dyou ever b uasimi y

OONTS v e ? !

* Make other suggestions about i what to do with the item. t * Accept or decline the suggestion. , * tf you decline, explain why. * Say as much as you can,

GOAL.

a 8

Talk about financial goals and plans

GRAMMAR SPOTLIGHT

Read the Interview responses. Notice the spotlighted grammar.

Q : T e l l us a b o u t y o u r s h o r t - t e r m a n d l o n g - t e r m f i n a n c i a l goals a n d plans. I've decided t o set a long-term goal 7

for m y s e l f ? t o save enough money t o buy a newc a r . Byt h i s timen e x t year, (Tl have p u t a w a y enough cash f o r a down payment. I'm optimistic that I'll be able to afford the monthly payments after that. My short-term goal is to make a budget f o r my monthly expenses and stick t o it.

| find it helpful to try to picture where | want t o be in the next f e w years. By

n e x t year,i f | p l a y m y c a r d s

right, | figure I'll h a v eg o t t e an good job as a financial consultant. That's a short-term plan, t guess. My long-term goals! They're still a l i t l e up in the air, but my goal is to be financially independent, able to retire if | want to, before i'm fifty.

I'm nota big spender, but my college expenses have been astronomical, and now I?m in debt. My salary from my part-time job helps a bit, but | still had to borrow money from my family, and paying back those loans will take some time. Here's my plan: By this time next year,

Pil have g r a d u a t e d . My immediate goat is to find 2 job and make enough money to be able to put away 10% every month, which I'll use to begin payingo f f the loans. After I've advanced in my career, say after four o r five years, | e x p e c t to. have s t a r t e d earning enough so that 10% o f my salary ( i n k will a m o u nt ot more money. I r e a l l y h o p e t o have paid b a c k all my loans by the time | turn thirty.

[ B i MAKE PERSONAL COMPARISONS 1

Pi}

vise

Discuss the questions.

H o w are you s i m i l a r to o r different f r o m any o f t h e people i n the G r a m m a r Spotlight?

2 D o you cut back on your spending t o buy something you want? A r e you financially independent? Give s p e c i f i c e x a m p l e s f r o m y o u r o w n life.

Hil GRAMMAR ?var

COMPLETED FUTUREACTIONS AND PLANS:THE FUTURE

PERFECT AND PERFECT INFINITIVES

Note:

Use t h e future perfect t o indicate an a c t i o n t h a t will be c o m p l e t e d by a s p e c i f i e d t i m e i n t h e ? future. It's common t o s t a t e t h e particular time somewhere in t h e sentence. Form the future Perfect with will have or won't have + a past participle. You can contract will, By

th These

aresome

expressions t h a t commonly accompany statements i n

the future perfect:

the time Cleo getsher visa, she will have waited for two years,

have finished paying for my car before the end of the year. ?They won't have eaten lunch before 2:00.

by the time [she arrives) in the next [month]

Will she have finished work by 9:007 (Yes, she will. / No, she won't.) Use a perfect infinitive after hope, expect, intend, or plan to indicate that sn action will

or might take place before a specified time in the future. Form the perfect Infinitive with to h a v e + past participle,

Byt h i s timenext year, | pfant o have saved enoughcasht o b u ay car.

G R A M M A R BOOSTER

They Intend to have completed their studies by June 10th. D o y o u expectt o havep a i d backy o u r loansi n t h e nextyear? ( Y e| do. s ,/ No, I don't)

UNIT 3

The

Rle

future continuous The future perfect continuous

m t

H i |

N O T I C E THE G R A M M A R> F i n d a s t a t e m e n t In S p o t l i g h t o n p a g e 2 7 w i t h t h e f u t u r e p e r f e c t . G R A M M A R PRACTICE

On a s e p a r a t e s h e e t of paper, use t h e c u e s to w r i t e s e n t e n c e s

with t h e f u t u r e perfect. 1

B y the end of this m o n t h

/ put h a l f m y paycheck i n t h e bank.

2 B y next s u m m e r /Stan/save enough to make a down payment on an apartment. 3 D o y o u t h i n k y o u / l o w e r / y o u r c r e d i t c a r d d e b t by D e c e m b e r ? 4 W h e n / t h e /y s t a r t / s p e n d i n g l e s s t h a n t h e y e a r n ?

G R A M M A R PRACTICE

C o m p l e t e t h e paragraph, using perfect infinitives.

Ed Compton has been drowning in debt, so he has some emergency short-term goals.

.+. a realistic budget that he can stick to.

By the end of the month, he ...

Asa matter of fact, he ... In addition, he

....

the last payment on his car loan by October 30th.

?S'plan

budget and savings plan, Mr.

... Saving 10% of his paycheck even before that. If he cans t i c kf o his

/ begin? COMBLON

neg e s i

ree sai

all the money he owes within the year,

g g ERROR CORRECTION These sentences all have errors. On a separate sheet of paper, rewrite them correctly. 1 L e x p e c t t o w i l l e a r n e n o u g h m o n e y t e b u y a c a r b y t h e e n d o f t h e year. 2 Before they come b a c k home, they w i l l to have spent a l l the money they

took with them, P s i

3 We hope having completed o u r d r i v e r t r a i n i n g by the end o f the week.

143

Sentence rhythm: thought groups

4 B y the time I'm t h i r t y Iw i l l t o be m a r r i e d f o r five years,

Te completiondates? os

hortterm goals

Tahuyaracingtike

completion dates

f o n g - t e r m goats

by the t i Ym mthirty e

__bythistimenestyeor | buy ahouse

_short-term goals,

D I S C U S S I O N ACTIVATOR

completion dates

_long-term goats

completion dates

Discuss your financial g o a i s w i t h a partner, u s i n g

ideas

i n f o r m a t i o n f r o m y o u r n o t e p a d . M a k e s t a t e m e n t s in t h e f u t u r e p e r f e c t a n d

* be financially independent

s t a t e m e n t s with hope, expect, plan, and

Intend with perfect infinitives. Say as much y o u can. Be sure to change rofes and 8

ree

4A year fromnowllhave a i d backm y foans. #9

t h e n partners.

++ By t h e t i m e t g r a d u a t e ,

h o p e t o have

be o u t o f d e b t

?j«

cut back on spending * create a realistic budget * stick to. a b u d g e t start saving money

saved enough to buy a new car. 99 a1

SSD

(NL

e a

LISTENING WARM-UP

VOCABULARY

GOOD AND SAD MONEY MANAGEMENT

Read and listen. T h e n listen again and repeat. °

Good m o n e y m a n a g e m e n t

| |

VOCABULARY PRACTICE

C o m p l e t e e a c h s t a t e m e n t a b o u t m o n e y m a n a g e m e n t , using t h e Vocabulary.

Use each expression only once. 1

S o m e p e o p l e s a y M r . a n d M r s . S t r o n g a r e t h r i f t y . T h e y don?t s p e n d t o o m u c h , a n d t h e y a l w a y s h a v e m o n e y i n t h e b a n k f o r a r a i n y day. M r . a n d M r s , Strong . . .

eN8 £e9%

2 A n d r e w earns a smalls a l a r y , but

. he?s

v e e

a big spender, so he?sa l w a y so u t . ocf a s h .

Andrew 3 The Wilsons spend e v e r y t h i n g t h e y e a r n and have a l m o s t no savings i n the b a n k . The Wilsons

5 Sam acts as i f he t h i n k s money grows o n trees. He can?t remember where he spent this week's allowance. Sam

6 Every month, Melanie paysa lot o f interest and a late fee on h e r c r e d i t c a r d b i l l . She can't sleep at n i g h t because of all that debt. Melanie 7 M a r t h a a n d B i l l h a v e e v e r y t h i n gt h e y nnee e d a n d n e v esrspend r

m o r e t h a n they earn.

Martha and Bitl 8 S a l l y a l w a y s k n o w s w h e r e h e r m o n e y g o e1s s . E v e r yd a y ss h e w r i t e s d o w n e v e r y t h i n g s h e h a s b o u g h t . S a l l y ...

UNITT3

s a m [ I ] 22898 LISTEN TO CONFIRM CONTENT Listen to three calls to Check one or more suggestions the host gives each caller. Caller

financial adviser,

Calter 2

Caller 3

Save a l l y o u r loose change.

A v o i d i m p u l s e items.

U s e o n l y one or t w o cards.

Take money out o f the ATM.

2 T a l k to y o u r p a r e n t s .

Pay e a c h m o n t h ? s b i l l i n f u l l .

P u t m o n e y i n the b a n k .

4 Stick to a budget. a

a radio

Save s o m e m o n e y .

3 Stop using credit cards.

4 Don?t complain.

2 a N g L I S T E N TO S U M M A R I Z E

(004

Stick to a budget.

L i s t e n a g a i n . On a s e p a r a t e s h e e t o f paper, w r i t e a

s u m m a r y In t w o s e n t e n c e s o f t h e r e a s o n e a c h c a l l e r c a l l e d t h e r a d i o p r o g r a m .

| : |

( 2 2 M L I S T E N TO EVALUATE

C h o o s e o n e of t h e c a l l e r s . E x p l a l n t o a p a r t n e r w h y you t h i n k

M a c k ' s a d v i c e is g o o d o r not. If so, a d d a n o t h e r s u g g e s t i o n . If n o t , o f f e r y o u r o w n advice.

Discuss good and bad money management

i j

F R A M E YOUR IDEAS

A n a l y z e y o u r o w n m o n e y m a n a g e m e n t style.

C h o o s e t h e s t a t e m e n t s on t h e s u r v e y t h a t b e s t apply t o you.

fo-?. P

live within my means,

!keep track of my expenses.

fom

s a v e regularly,

?Tdon't know where the money goes. I

live f r o m paycheck to paycheck

a n d s p e n d i t all. o O !a l w a y s pay m y creditc ard b i l l s

tmd r o w n i n g in debt.

in full.

PAIR WORK

C o m p a r e y o u r a n s w e r s on t h e survey.

D o you have t h e s a m e m o n e y m a n a g e m e n t s t y l e ? Expiain t h e reasons for your choices a n d give t e a H i f e e x a m p l e s . Use t h e V o c a b u l a r y .

G e a

big spender - a cheapskate + an imputse item 1 Stick to @ budget + save for a rainy doy + chip in + way over my budget +

; |

SME

[BM]

READING WARM-UP

s e e READING

W h a t a r e s o m e r e a s o n s p e o p l e d o n a t e m o n e y to o r v o l u n t e e r f o r c h a r i t l e s ?

Read about some charities. How would you describe what a charity Is? CONTAC US:

alg

popular charities supported by bothphilanthropists andotherg e n epeople r o uover s ripe r i d e r amare meeganirat a n n e onyS l wana e N O S Hcg Beene c e c e ee enn setik contributions, and youcandentateto each ane through its website. I f you areinterested P u Ue C U E i e DE a e R c e e A

DOCTORS WITHOUT BORDERS

CORAL REEF ALLIANCE

This well-known

Pollution, overfishing. and rapid

charitable organization dates from 1971, when 300 doctors, nurses,

¥ *

and other staff, including journafists, officially formed it.

Originaily named (in French) Médecins Sans Frontiéres

medical care should be available to everyone, regardless

but if subjected to current levels of stress, they are in danger

of location. Every year MSF provides emergency care to millions of

of extinction within a few decades. Coral Reef Alliance

peopte caught in crises in some 70 countries around the

volunteers work in partnership with the people and groups who depend on reefs for their survival. They employ a three-

ote

epidemics, malnutrition, or natural disasters overwhelm

pronged approach: reducing threats ?such as overfishing and poor water quality; helping communities benefit

health resources. MSF also assists peopie whe are neglected

by their local health systems or who are otherwise excluded from medical care.

sma

[MM

WORD STUDY

development are threatening coral reefs CORAL reer ALLIANCE around the world. The guiding belief of the Coral Reef Alliance is that since these problems are caused by humans, they can be solved by humans. Corals are resilient to change,

{MSP), it became known internationally in English as Doctors Without Borders. MSF?s founding belief is that

world. it offers assistance when catastrophic events such as armed conflicts,

8 )

socially, culturally, ard economically heathy coral ref weming with from conservation; and working directly MSF

protective

medal

eae

g e r i avid geting Eos

ish

with the tourism industry to decrease its environmental footprint. f f the Coral Reef Alliance is successful, we will be able to enjoy beautiful coral reefs for a long time to come.

Write the noun, adjective, or verb form of each of

PARTS OF SPEECH

t h e s e w o r d s u s e d In t h e R e a d i n g . Use a d i c t i o n a r y if n e c e s s a r y . adjective:

verb: assist.

noun:

verb:

noun: pollution

verb:

verb: v o l u n t e e r

noun:

noun: t h r e a t

verb:

verb: d o n a t e

noun:

noun extinction

adjective:

UNDERSTAND MEANING F R O M CONTEXT

..........

C o m p l e t e t h e s t a t e m e n t s a b o u t I n f o r m a t i o n In t h e R e a d i n g

w i t h a w o r d f r o m Exercise C. 4 P o o r w a t e r q u a l i t y i s a .... 2...

to healthy coral reefs.

.... f r o m t h e C o r a l R e e f A l l i a n c e h e l p c o m m u n i t i e s c o n s e r v e t h e h e a l t h o f t h e i r c o r a l r e e f s .

3 I f w e d o n ' t i m p r o v e t h e e n v i r o n m e n t , c o r a l r e e f s m a y f a c e .... 4 MSF provides emergency medical 5 T o u r i s m h a s c o n t r i b u t e d t o the 6 The

UNIT 3

w i t h i n a f e w years.

when there aren't enough local resources.

o f t h e w a t e r a r o u n d coral reefs.

o f p h i l a n t h r o p i s t s and o t h e r s are w e l c o m e d b y MSF and the Coral Reef Alliance.

DRAW CONCLUSIONS

C o m p l e t e each s t a t e m e n t w i t h the m o s t likely conclusion, based

on t h e R e a d i n g . 1 T h e p u r p o s e o f t h e C h a r i t i e s o f t h e W e e k c o l u m n i s ..

a to tell readers w h i c h charities t h e y s h o u l d volunteer for b t o educate the public each week about some good charities 2 T h e m e d i c a l p e r s o n n e l o f M S F u s u a l l y ......... . a travel to places where they are needed b a s s i s t t h e people m o s t l y in the c o u n t r i e s w h e r e t h e m e d i c a l p e r s o n n e l live 3 T h e p e o p l e h e l p e d b y t h e C o r a l R e e f a l l i a n c e a r e p r o b a b l y .... a people w h o f i s h f o r a l i v i n g near coral reefs

b tourists who v i s i t areas w i t h coral reefs

| |

?_=

EXPRESS AND SUPPORT AN OPINION

W h i c h o f t h e t w o charities does m o r e i m p o r t a n t

w o r k ? Explain y o u r o p i n i o n .

F R A M E YOUR I D E A S

W r i t e a c h e c k m a r k n e x t to p e o p l e o r o r g a n i z a t i o n s you w o u l d c o n t r i b u t e to.

W r i t e an X n e x t to t h e o n e s y o u w o u l d n ' t . T h e n t e l l y o u r p a r t n e r y a u r r e a s o n s .

44 I'd contribute

to an animal protection agency. | think it's our

an organization tha helps the homeless" i

E :

aster relief agency

responsibility

to protect

j l . animal protection agency

. 8

ionageney PAIR WORK

animals,

e e -

First rate the reasons you think

people donate money to charitles from 4 t o 8, w i t h 1 b e i n g t h e b e s t reason. C o m p a r e a n d discuss your ratings with a partner. to change society so people w i l l a d m i r e t h e m

to be a good example so people w i l l t h a n k them f o r religious reasons t o feel g o o d to help athers

.. other

ee E l DISCUSSION Put together the Sige

? a

My motivation for

contributing to charity is mostly to help other people. That's the reason

i n f o r m a t i o n f r o m Exercises A a n d 8. Discuss y o u r g e n e r a l a n d s p e c i f i c reasons. f o r c o n t r i b u t i n g t o t h e c h a r i t i e s you

give money to homeless people and organizations that help the homeless, FF: ? i " T I

c h e c k e d , s a y i n g as m u c h a s you can. Use w o r d s f r o m W o r d S t u d y w h e n possible.

Choose a charity. Write a paragraph explaining why people should donate or volunteer for this cause. Present your ideas t o y o u r class or group.

WRITING Organizing information by degrees of importance

$y WRITING SKILL Study the rules.

fam proud to say that | am financially independent. My friands

W h e n w r i t i n g a p a r a g r a p h , o r g a n i z e y o u r i d e a s a n d s e n t e n c e s logically. U s e w o r d s a n d p h r a s e s t o i n d i c a t e to t h e r e a d e r t h e relative i m p o r t a n c e

? o c c a s i o n aal sl yk me h o w | d i di t and ask me to give them advice. | like tosay, ?You have to be financially

of the ideas. Write the ideas in order of importance, starting with the most important. Notice the commas.

intelligent.? How?F i r s t and most portantly, spend less than you

;

earn. O n e w a y t o d a t h a t is t o c r e a t e

First, in order o f importance,

abudgetandstickt o

it,. SevSecondly, d don't charge things on credit cards;

Most importantly, To begin with,

Secondly, / Thirdly, etc. Following that,

a little money intos e r g e a n t y put jenever you can.

you can't pay for at the endof month, Last but not

After that,

F e

Finally, Last but not least, Least importantly, As a final point,

PRACTICE Complete the paragraph with words and phrases indicating order of Importance. |

try to b e g e n e r o u s t o t h o s e in n e e d and always c o n t r i b u t e a

p o r t i o n o f my i n c o m e to charities t h a t don?t have a j o t o f money,

t h i n k are w o r t h w h i l e . Since

have t o c o n s i d e r w h e r e my money can

do the m o s t g o o d . T h e r e are several i s s u e s| n e e d t o t h i n k a b o u t b e f o r e s e n d i n g money. financially sound; t h a t

w a n t t o k n o w i f t h e charity is

does m o s t of t h e m o n e y it receives actually

is,

g o to t h e p e o p l e in need? O r d o e s i t s p e n d t o o much m o n e y on salaries f o r e m p l o y e e s o f t h e organization?

g e t this i n f o r m a t i o n f r o m

C h a r i t y N a v i g a t o r o n t h e Internet. .....

although nearly as

i m p o r t a n t to me, is does t h e charity address ac r i s i s of s o m e sort, such as an e p i d e m i c ? There are so many w o r t h y charities, b u t t o me, t h e ones t h a t p r o v i d e i m m e d i a t e help t h a t can p r e v e n t death are t h e m o s t important.

, l a l w a y s ask i f t h e charity p r o v i d e s help t o

all p e o p l e , regardless o f w h o t h e y are.

don?t care if t h e p e o p l e

a r e in my c o u n t r y o r some o t h e r country, and

help

don?t care about t h e i r

religion, race, o r nationality.

APPLY THE W R I T I N G S K I L L

Write a one-paragraph

personal s t a t e m e n t for a j a b or university application. D e s c r i b e t h r e e w a y s you m a n a g e y o u r f i n a n c l a l r e s p o n s i b l l i t i e s , Use v o c a b u l a r y f r o m t h i s u n i t a n d o r g a n i z e y o u r i d e a s in o r d e r o f I m p o r t a n c e . P r o v i d e examples to support your claims.

U N I 3T

Did

present my ideas inordero f

importance? [ 1 i d | uset h e words and e

thelr relative

punctuation? oO D i e t use correct c t punctuati

| f ge

BQ) >2 :

Listen to the conversations. Then write the letter of the statement that best

summarizes each conversation. Listen again if necessary. a He should be more thrifty. b He's n o t r e a l l y a big spender. He's j u s t f e e l i n g g e n e r o u s t o d a y . ¢ I f h e ' d k n o w n i t w o u l d b e s o h a r d t o p u t t o g e t h e r , h e n e v e r w o u l d h a v e b o u g h t it,

Conversation1 a

......

C o n v e r s a t i o n 2 .......

Conversation 3 ......

C o m p l e t e the s t a t e m e n t s a b o u t bad m o n e y m a n a g e m e n t , using f o u r d i f f e r e n t phrases f r o m t h e V o c a b u l a r y In L e s s o n 3. 1

Marian Bates receives h e r salary on the l a s t Friday o f every month. B y the end o f the next month, she has no money e f t . She ...

2 P a u l a n d C l a r e O l i v e r n e v e r p a y t h e i r c r e d i t c a r d s in f u l l , a n d e v e r y m o n t h t h e b a l a n c e on t h e i r c a r d is b i g g e r . T h e y ' r e 3 C h e r y l spends m o r e t h a n she earns. She 4 Eleanor?s m o t h e r gives h e r m o n e y e v e r y w e e k f o r t r a n s p o r t a t i o n t o a n d f r o m s c h o o l , b u t b y T h u r s d a y t h e m o n e y ' s gone, E l e a n o r ...

C a m p l e t e e a c h s t a t e m e n t w i t h t r u e i n f o r m a t i o n , u s i n g t h e f u t u r e p e r f e c t or a p e r f e c t infinitive. 1

By this weekend,

2 At the end o f this school year, I intend 3B y t h e t

i Im r e t ier e ........ seteetees

4 B y the year 2020, [hope

........ eseaneeee

5 Before I leave t h i s English program, I expect O n a s e p a r a t e s h e e t of p a p e r , a n s w e r e a c h q u e s t i o n u s i n g w i s h a n d t h e p a s t p e r f e c t o r s h o u l d h a v e a n d a p a s t p a r t i c i p l e to e x p r e s s a t r u e r e g r e t f r o m t h e p a s t . 1 W h a t d o y o u w i s h y o u h a d d o n e d i f f e r e n t l y i n y o u r life?

2 W h a t decision should you have made that

E x p l a i n In y o u r o w n w o r d s t h e m e a n i n g o f t h e f o l l o w i n g w o r d s a n d p h r a s e s . 1

financially independent:

2 a b u d g e t : .. 3 a s h o r t - t e r m g o a l .... 4 along-terim goal 5 astronomical 6 a l o a n .....,

[

?Web P r o j e c t : C h a r i t i e s wew.engiish.com/summit3e

C |o t h i n

a n d

D e s c r i b e clothing d e t a i l s and formality

Talk about changes in clothing customs

Examine questionable cosmetic procedures

4 Discuss appearance and self-esteem

Appearance PREVIEW B

FRAME YOUR IDEAS

M a i c h e a c h q u o t a t i o n w i t h t h e p e r s o n o r p e o p l e y o u t h i n k m o s t l i k e l y s a l d It.

w i m

I don't go for @ trendy took. |preter to wear t i n g s that will still be in style next year. And tlike dlothest h a t aree l e gand a nw et l l made.

preter being comtortable in © my clothes. What | weer m not a beythe most fashionableor stylish,b u t ]i k e .

Clothing should express your Individuality. | don'twant t o dress the ?samea severyoneetse.| prefert o s t a n d ?outi n &crowd,evenI f it'snot t h e most

[MES

attractive look,

I Niket o b af a s h i o nso| a busually l e , liket h eclotheso f theb e s t fashion designers. But |don't like tou colors. |jost don?t liketoattract attention to ceyzelt. 'en a tot morec o m ifn subdued o r tcolors a andclassic b l e | designsthetw i l nevergooutof style.

sass, VOCABULARY

t h a t aref u n k y ? ai t t i e woird toother peopleperhaps, but verystylish end in

;

p e o p l e p e r cyou,$ e i 0 v i te' s i m p t oodressw r t e le l .Also, n | lke t m y clothes to have ad e s i g ntogo e r '20 s

ADJECTIVES TO DESCRIBE FASHION

Listen and repeat.

f a s h i o n a b l e / s t y l i s h representing a style being w o r n b y m a n y people who dress w e l l

funky

m o d e r n and attractive, b u t i n an unconventional w a y

trendy

a temporarily popular style that probably won't last

classic

a n u n c h a n g i n g s t y l e t h a t is a l w a y s f a s h i o n a b l e

elegant

beautiful and o f high quality

subdued

{ o f colors} not too b r i g h t o r too c o l o r f u l

loud

( o f colors) very b r i g h t a n d t o o attention-getting

DISCUSSION

D e s c r i b e t h e o u t f i t of e a c h p e r s o n i n t h e p h o t o s above, u s i n g o n e o r m o r e

of t h e a d j e c t i v e s f r o m t h e Vocabuiary. Explain, u s i n g e x a m p l e s .

UNIT 4

Don?t forget

wild conservative modest appropriate inappropriate casual formal informal

ENGCISH FOR.TODAY'SWORLD|

Understand a variety of accents,

I l

>24a SPOTLIGHT

Read a conversation between two travelers

Karen= American English (standard)

in an a i r p o r t d u t y - f r e e s h o p . N o t i c e t h e s p o t i l g h t e d l a n g u a g e .

Karen:

Roya, c o u l d I g e t y o u r o p i n i o n o n s o m e t h i n g ?

arabic

Roya: B u t t h e y d r a w a t t e n t i o n t o a p a r t o f t h e

R o y a : Sure. W h a t ' s u p ?

b o d y y o u don?t w a n t p e o p l e s t a r i n g at, r i g h t ?

K a r e n ; W h a t d o y o u t h i n k o f these p a n t s ? F o r a teenager, I m e a n . N o t for me.

K a r e n : Well, c o m e t o t h i n k o f it, y o u h a v e a p o i n t . But personaily, | t h i n k the jeans are

R o y a : T h e ones w i t h t h e sequins o n t h e b o t t o m ? A bit

p r e t t y c u t e . I g u e s s c u s t o m s are d i f f e r e n t

f l a s h y , don?t y o u t h i n k ? I t h i n k t h e y ' d a t t r a c t t o o

everywhere. R o y a : It?s n o t t h a t | t h i n k g i r l s a n d w o m e n s h o u l d

m u c h a t t e n t i o n , k n o w w h a t I'm saying? Karen:

Roya

Funny. To m e they're k i n d o f cute, m a y b e a l i t t l e

a l w a y s w e a r frumpy,? b a g g y clothes. B u t people

f u n k y ? b u t n o t o v e r t h e t o p . A t Jeast n o t w h e r e I

c a n be m o d e r n a n d f a s h i o n a b l e a n d s t i l l s h o w

come from.

some self-respect.

R o y a : Weil, i t m a y j u s t be a c u l t u r a l t h i n g , b u t i n m y c o u n t r y , no g i r l f r o m a n i c e f a m i l y w o u l d b e c a u g h t d e a d w e a r i n g s o m e t h i n g a s i m m o d e s t as t h a t . I n f a c t , her parents w o u l d never even let her b u y them. Karen: Interesting . . . But y o u m u s t be right. T h i s has g o t t o b e c u l t u r a l . I n t h e U.S., n o o n e w o u l d e v e n g i v e t h e m a s e c o n d t h o u g h t . I f t h e y had a b u n c h o f holes i n t h e m , I'd a g r e e t h a t t h e y w e r e i n b a d t a s t e ,

frumpy = old-fashioned, loose {only used for women?s clothes}

: |

UNDERSTAND IDIOMS AND EXPRESSIONS

§Paraphrase t h e s e q u o t a t i o n s f r o m S p o t l i g h t .

? t h i n k they'd a t t r a c t too much attention.? 2 ?... but not over the top.?

#4)

t h i n k they might make too many people? Jook at the person wearing t h e m #9 .

3 ? N o g i r l ... w o u l d be c a u g h t d e a d w e a r i n g s o m e t h i n g a s i m m o d e s t a s t h a t . ? 4 ?... n o o n e w o u l d e v e n g i v e t h e m a s e c o n d t h o u g h t . ? 5 ?... y o u h a v e a p o i n t . ?

[BR THINK AND EXPLAIN 1

Discuss these questions.

In w h a t w a y do Karen and Roya?s perspectives on good and bad taste differ?

2 Whose opinion represents the opinion o f a m a j o r i t y of people i n y o u r country?

PAIR WORK

Read the quotations a n d sayings a b o u t t h e significance of clothes. Then w o r k with a

p a r t n e r to p a r a p h r a s e t h e m . Think of sayings in y o u r o w n l a n g u a g e t h a t express s i m i l a r ideas.

edule jaa

DISCUSSION

W h a t , in y o u r o p i n i o n . do o u r c l o t h e s t e l l o t h e r s a b o u t us? 39

SSB Bo e s a ) VOCABULARY Read and listen.

» 3 7 8 } Formal clothes

DESCRIBING CLOTHES

a a

co*cktail dress dress shirt

an evening gown

Adjectives fong-sleeved ?SIEBE

got o n a long-steoved

low-cut Srriped

co*cktail dress. A bit low-cut, but appropriate.

plaid short-sleeved

a n e color? Actually, it?s black-and-whitep r i n t .

solid

tuxedo Don't forget Informal clothes

v-neck crewneck turtleneck sweater polo shirt

w s i i d see niy costume:for the: I'm wearing a nice dress s h i r t "

Jeans

like for the office. But !'m also

wearing s t r i p e d shorts and carrying

bhner cardigan

a p l a i d jacket! Ridiculous a n d in

c b f

Jpribletaste, tut greatom

o u r way to the charity ball,

It's formal, so Pve got o n a s h o r t - s l e e v e d evening g o w n i n a g r e a t s o l i d dark purple colos. Dan's: ;

nee

y s e 2 e e L i s t E N F o r DETAILS Listen to the conversations. Circle the letter of the Illustration that answers each question. 1

Which man are they talking about? b

= .

= w

g ,

€

= oases ? a

;

3 Which dress are they describing? b a : c .

2 Which girl are they discussing?

4 Which shirt will he buy? a b

PAIR WORK Take turns describing the clothes in Exercise B. Your partner says which clothes you are describing. Use the Vocabulary.

T 143

Linking sounds

UNIT4

| 2] APPLY THE VOCABULARY With a partner, discuss your $4 ove the long-sleeved solid black dress. | think it's classic and elegant opinions about these fashions. Use the Vocabulary and other adjectives you know to describe the clothing details, _ _ @ d would f*ck great anywhere. PF

NOW YOUCAN, Describe clothing details and formality B

# 3 2 7 CONVERSATION SPOTLIGHT conversation strategies.

R e a d a n d listen. N o t i c e t h es p o t l i g h t e d

: C a n I a s k y o u a q u e s t i o n a b o u t the r e c e p t i o n t h i s w e e k e n d ? : Sure. W h a t w o u l d y o u l i k e t o k n o w ? A : H o w f o r m a l w i l l i t be?

m e a n , w h a t k i n d o f c l o t h e s a r e w e e x p e c t e d ta w e a r ?

: A c t u a l l y , it'll be pretty formal, I think. A : S o w o u l d a n i c e l o n g - s l e e v e d b l o u s e a n d ap a i r o f b l a c k d r e s s p a n t s be O K ?

Formality

B: I t h i n k t h a t m i g h t b ea l i t t l e u n d e r d r c o c k t a i l dresses.

underdressed overdressed

Most women w i l l probably wear

A: Great! I've got a beautiful c o c k t a i l dress I can wear, 2 3 3 RHYTHM A N D INTONATION

Listen again and repeat. Then practice t h e conversation with a p a r t n e r .

"Ait E l

C O N V E R S A T I O N ACTIVATOR

aan

event. A s k a b o u t s p e c i f i c c l o t h e s , u s i n g c l o t h i n g a n d a d j e c t i v e s f r o m t h e V o c a b u l a r y . S t a r t l i k e this:

Create a similar conversation a b o u t formality a t a different kind o f

SoosTea

C a n | a s k y o u a q u e s t i o n a b o u t . . . ? B e s u r e to c h a n g e r o l e s a n d t h e n p a r t n e r s ,

DONT STGA! * Ask more questions about the event. * Provide details about the clothes.

* Make *

Say as

decision about what to wear. mucha s you can.

+ +

classic elegant

toud subdued

flashy In good

taste

in bad taste

a real or invented event when someone was underdressed (or overdressed). Use the Vocabulary.

T R

ressing u p re &

j ,

A y

TE N

m m

Walk around any urban business district in the U.S., and you'll see a majority of office workers in ?business casual? attire. Only a few will be wearing the

The trend spread to the state of California, which has always had less office formality than the rest of the country. There, people called the trend

More formal suits, skirts, and dresses seen in more conservative locations around the world. Business casual

?casual Friday.? Later, in the 1990s, the concept got more of a boost, again by the clothing industry. It was during that

°.

style d e v e l o p e d in several steps, m o s t ?_ t i m e t h a t a n u m b e r o f companies began

people say, in the U.S, state of Hawaii.

promoting casual khaki pants. Lots of ads

Here?sal i t t l e history:

s h o w e d b o t h m e n and w o m e n w e a r i n g

them with dress shirts and blazers or sweaters. This look quickly became the new office standard.

In 1964, the Hawaiian clothing industry was

trying to sell more Hawaiian, or ?aloha,? shirts, The industry encouraged Hawalian businesses t o l e t their e m p l o y e e s w e a r these colorful p r i n t shirts to the office one day a week, on Fridays. But

Some wish t h e p e n d u l u m w o u l d swing back t o w a r d s a m o r e traditional, e l e g a n t look, b u t p l e n t y o f other p e o p l e say t h i s is unlikely. In fact, m o r e and more companies, particularly in t h e creative a n d technology sectors, now permit jeans and even T-shirts in the office. M a n y y o u n g e r p e o p l e are used to this l o o k and w o u l d resist g o i n g back to m o r e conservative office dress.

the style became so popular t h a t by 1970 it had b e c o m e standard dress all days o f t h e w e e k there.

| |

E X A M I N E CULTURAL EXPECTATIONS 4

Discuss t h e q u e s t i o n s .

Can c l o t h i n g a f f e c t people's w o r k q u a l i t y a n d p r o d u c t i v i t y in o f f i c e s ? H o w ?

2 W h a t s h o u l d t h e l i m i t s o f f o r m a l i t y b e i n o f f i c e d r e s s ? Be s p e c i f i c .

a m ! EM GRAMMAR QUANTIFIERS: REVIEW AND EXPANSION Some quantifiers can only be used with singular count nouns. one shoe

each man

e v e r y friend

Some quantifiers can only be used with plural count nouns. many workers

both stores several men

8 palr of shoes a number of trends

a couple of skirts

at least three

a few sports

majority of tuxedos

Some quantifiers can only be used with non-count nouns.

a little formality legs fun

UNI4 T

much choice not as much formality

Note: The q u a n t i f i eamajortty r of c e n aso be used Hb t h singula ar

than one person. Use a thirda

8 great deal of conflict a great amount of interest

ink

shorts are inappropriate for school. A majority of t h e population prefers casual clothes in the office.

S o m e quantifiers can b e usedw i t h bothc o u n ta n d non-countnouns. Count nouns Non-count newne No people

ne choice

some / any co*cktail dresses al o t of / l o t s o f windbreakers a thirdo f t h e offices plenty of young men

some / any fashion aloto f / totso f style a third of the money

plenty of interest

Quantifiers: af e w and fow; lai t t l e id

most clothes alt young people more evening gowns more and more women

. uaa 8: using of + Quantifiers used without referents + Subjectverb agreement of

m o s criticism t afl fashion more music more and more clothing

| U N D E R S T A N D THE G R A M M A R

????_???-. a c ! . 131

suantifers followed by of

Circle t h e c o r r e c t q u a n t i f i e r . Explain y o u r a n s w e r .

( M o s t / Much) m e n and w o m e n today like having a w i d e choice o f clothes to wear.

2 ( A n u m b e r o f/ A g r e a t deal o f ) s t o r e s i n t h i s m a l l s e l l t r e n d y c l o t h e s , 3 ( A l l / E v e r y ) g u e s t at t h e d i n n e r w o r e f o r m a l c l o t h i n g . 4 A m o r e liberal dress code has r e s u l t e d i n (less / f e w e r ) c h o i c e s in f o r m a l clothing. 5 S e v e n t y - f i v e y e a r s ago, t h e r e w e r e (a l i t t l e / a f e w ) s t o r e s t h a t s o l d w o m e n ? s p a n t s . a

G R A M M A R PRACTICE

Circle t h e l e t t e r s o f a l ! t h e q u a n t i f i e r s t h a t c a n c o m p l e t e e a c h

s e n t e n c e correctly. Exptain y o u r a n s w e r , b a s e d on t h e g r a m m a r c h a r t . 1

I f p e o p l e go t o . . . . . . f o r m a l e v e n t s , t h e y n e e d a p p r o p r i a t e c l o t h e s .

2 @

d agreat deal of alotof b several canumberof children don't think much about what clothes to wear. most b agreai dealof every d amajority of

A giset deato f on-count nouns. PF:

c¢

3 S i n c e t h e i n v i t a t i o n d o e s n ? t s p e c i f y t h e l e v e l o f f o r m a l i t y , it?s c l e a r t h a t . . . . . . p e r s o n n e e d s t o decide o n h i s o r h e r o w n w h a t t o wear.

a some

¢ every

6 each

d most

4 T h e r e a r e . . . . . . t a i l o r s w h o c a n m a k e a n y t h i n g y o u b u y l o o k g r e a t on y o u . @

anumber of

b afew

¢ plenty of

d alittle

5 I w a s s u r p r i s e d t o r e a d t h a t . . . . . . . w o m e n didn?t w e a r p a n t s 5 0 y e a r s a g o . a alotof

b some

c every

d less

Talk aboutchanges i in clothing customs o | |

NOTEPADDING

p e e

Contrast w h a t you I m a g i n e young people w o r e 1 0 0 years a g o w i t h what they w e a r today.

Event

? a w a i k i n t h e park | 1a formal reception orw e d d i n g

100 years ago

Today

_ f |

dinner at a nice restaurant __dinner ata friend?shome

{

@party at school or in the office

_ | _

o e

SUMMARIZE in a group, compare your classmates? I d e a s:.i t a majorityyof theclass ' Use quantifiers to summarize your classmates? ideas. said they thought. . . 9p E T fe bea ti SHE [ f ) OIScUSSION ACTIVATOR How much would you say clothing {4 fewstudents saidid...9 9 trends have changed in your country? Describe how they have

Use the Informationf r o my o u r changed. IL notepad. Say as much as you can.

. \ ? int h e old d d days,_everyone coo wore pretty formalji clothes to dinner in a nice restaurant, but today fewer people d 4

the

READING WARM-UP

A r e t h e r e a n y c o s m e t i c p r o c e d u r e s y o u t h i n k s h o u l d b e i l i e g a l ? Explain.

SEP EB 2 5 READING Read about fish pedicures. In what ways

Questionable

COSMETIC TREATMENTS c e d Deer} ais nda

results,

it safe to let Garra rufa fish, or ?doctor fish,? exfoliate your feet in a fish spa pedicure, eating away quantities of dead skin and leaving your feet looking sandal-ready? Although fish pedicures are popular in many parts of the world, the governments of a number of U.S. states and at least two Canadian provinces have banned the practice, making it illegal to provide this service. Although some experts say there is not much of a serious risk to health, and although no actual illnesses have been caused by this procedure, most bans are based on one or more of the following reasons: Is

this treatment risky?

Chinchin, a species often mislabeled as Garra rufa and used in pedicures, grows teeth and can break the skin, further increasing the risk. Garra rufa, on the other hand, are toothless. According to the U.S. Fish and Wildlife Service, Garra rufa could pose a threat to native plant and animal life if released into the wild in places where it isn't native. Non-native species can reproduce without limit because there may be few natural predators to kill them and control their numbers. And in addition to the harm these pedicures can do to the environment and human health, the fish at a salon ?or spa must be contained in an aquarium with no natural food source and depend on human skin to survive. In order to get the fish to eat the skin on a client's feet, they must be starved, and this could be considered animal cruelty, which is illegal in many places. The preponderance of evidence leads one to believe that fish pedicures are doubtful at best and dangerous at worst. And public opinion seems to be building against them, with city after city making them illegal.

Since the fish remain in the pedicure tubs, it's impossible to clean them between clients. Bacteria and other pathogens can build up in the water, and if a client has a cut or break in the skin, these organisms can enter and cause infection. In fact, New York dermatologist Dr. Riya Prasad says, ?Today there are so many antibiotic-resistant bacteria that advise my patients to walk the other way when they see a salon or spa offering these pedicures. Better safe than sorry!? The fish t h e m s e l v e s c a n n o t b e disinfected o r s a n i t i z e d t o p r e v e n t t h e m f r o m spreading bacteria. D u e t o t h e c o s t o f t h e fish, salon o w n e r s are likely to use t h e s a m e fish m u l t i p l e t i m e s w i t h d i f f e r e n t clients, w h i c h increases t h e risk o f s p r e a d i n g infection.

UNDERSTAND M E A N I N G FROM CONTEXT

4 When someone uses something to ....

..» your feet, he o r she removes dead skin.

bacteria

2 A n o t h e r w a y t o s a y t h a t a g o v e r n m e n t d o e s n ? t p e r m i t s o m e t h i n g i s t o s a y i t .....

o S ac t

3 .

exfoliate

.. a r e p a t h o g e n i c o r g a n i s m s t h a t c a n g r o w i n w a t e r .

4 W h e n y o u ..

s o m e t h i n g , you clean i t to r e m o v e h a r m f u l organisms.

5 W h e n you

6A. 44

C o m p l e t e t h e s t a t e m e n t s w i t h w o r d s f r o m t h e box.

UNIT 4

s o m e t h i n g , it m e a n s t h a t y o u g i v e i t t h e w r o n g name. is

an animal that kills and eats other animals.

vregater

| |

IDENTIFY SUPPORTING DETAILS 1

Choose t h e correct answer and s u p p o r t it with Information f r o m t h e article.

W h e r e can y o u get a f i s h p e d i c u r e ? a I n m a n y c o u n t r i e s a r o u n d the w o r l d .

b I n a l l t h e U.S. s t a t e s a n d C a n a d i a n p r o v i n c e s .

2 W h a t is o n e reason t h a t f i s h p e d i c u r e s a r e n ? p e r m i t t e d in s o m e places?

a T h e y have caused serious illnesses.

b They can cause infection.

3 Where can bacteria enter a client's skin? a In the fish's mouth,

b I n a c u t i n the client's skin.

4 What makes chinchin more dangerous t h a n garrra rufa? a They can reproduce in the wild. b T h e y have t e e t h t h a t c a n b r e a k the client's s k i n , w h i c h c a n cause i n f e c t i o n , t

3 W h a t w o u l d s a l o n o w n e r s h a v e t o d o t o k e e p t h e w a t e r free o f p a t h o g e n s ? a They w o u l d have to wash the t a n k and change t h e fish after each pedicure. b T h e y w o u l d h a v e t o c l e a n e a c h c l i e n t ' s feet. 6 W h y d o some p e o p l e consider t h e t r e a t m e n t o f p e d i c u r e fish cruel? a B e c a u s e i n o r d e r t o g e t t h e m t o e a t s k i n , t h e y h a v e t o be s t a r v e d . b Because k e e p i n g t h e m in a q u a r i u m s is u n s a n i t a r y a n d can cause i n f e c t i o n .

p a t E l EXPRESS AND SUPPORT AN OPINION a fish pedicure? Explain your reasons,

Discuss with a partner. Would you consider getting

Examine questionable cosmetic procedures

B l FRAME Y o u r IDEAS Read the ads and rate them. Discuss your ratings and reasons with a partner.

Ratings. ¢ = Looks good te me.

? = I'd have to know more. X = | w o u l d n ' t t r y It e v e ni f y o u p a i d m e !

- a c e - S l a p p i n g M a s s a g e ... e t e r

]

ejuvenate your aging face with

{Don't knock iti you haven't tried iti Under a doctor's

ancient practice of faceping. Based on scientifically even physical tapping known as. I? potement? and used extensively Swedish massage, both gentle more aggressive slaps with a flat cupped palm improve circulation d reduce the appearance of inkles, resulting in a more youthful

fift

supervision, you simply swallow a small pill. Within days, one or

more tapeworms will absorb all the food you eat, resulting in extra-fast weight loss. Once you have reached your ideal weight, the doctor will administer an anti-parasite pill, killing the tapeworm, which will pass out of your body harmlessly.

?I tried this diet and reached my

ideal weight fast!? * Only for healthy

individuals. The tapeworm express diet can cause abdomnal

complications, meningitis, and dementia.

ieMy: cating

y M y rating.

E f p i s c u s s i o n what specific dangerous or harmful procedures have you seen of heard about? What can or should be done about them?

e e k o r d c +

It's just

matter of time until ... [mean, what are you going to do? a

t i s what itis. Better safa than sorry, Can | ask you a question?

C d

| |

e a m LISTENING W A R M - U P T h e n use

W O R D STUDY: C O M P O U N D WORDS W I T H SELF.

S t u d y the words.

dictionary t o f i n d t w o m o r e n o u n s and t w o m o r e adjectives with t h e prefix self..

s e l f - c o n f i d e n c e the belief t h a t one has the ability to

s e l f - c e n t e r e d interested only in oneself

do things well

C h i l d r e n are n a t u r a l l y self-centered, but they

P a r e n i s c a n b u i l d t h e i r children?s self-confidence

u s u a l l y l e a r n to be m o r e i n t e r e s t e d i n o t h e r s a s

b y h e l p i n g t h e m develop t h e i r talents a n d abilities.

they g r o w up.

s e l f - e s t e e m the attitude o f acceptance and approval o f oneself

s e l f - c o n f i d e n t believing t h a t one has the ability t o fm

H i g h self-esteem can h e l p a p e r s o n succeed, a n d

l o w s e l f - e s t e e m c a n be d a m a g i n g .

Janet is a very self-confident y o u n g w o m a n .

s e l f - i m a g e t h e o p i n i o n o n e h a s a b o u t one?s o w n

S h e ' l l d o w e l l a t the u n i v e r s i t y . §

abilities, appearance, and c h a r a c t e r

d o t h i n g s well; n o t shy or n e r v o u s i n social situations

self-conscious w o r r i e d about what one looks like o r w h a t o t h e r p e o p l e t h i n k o f one?s a p p e a r a n c e

A person's self-image i s often f o r m e d very early

Everyone at the m e e t i n g w a s dressed casually,

i n life.

80 I f e l t s e l f - c o n s c i o u s i n m y s u i t .

s e l f - p i t y the feeling o f being s o r r y f o r oneself

s e l f - c r i t i c a l tending to find fault with oneself

When youfeel that life is u n f a i r a n d that others have t r e a t e d y o u p o o r l y , i t ' s n o t u n u s u a l to f e e l s e l f - p i t y .

g i

W O R D STUDY PRACTICE

Paul i s too self-critical. He a l w a y s focuses o n h i s mistakes rather than his accomplishments.

C o m p l e t e e a c h s t a t e m e n t , u s i n g o n e of t h e

c o m p o u n d w o r d s w i t h self-. 4

Eleanor Ricci entered t h e a u d i t o r i u m w i t h h e r usual and began h e r presentation.

2 E v e n t h o u g h m y b r o t h e r M a r t i n a l w a y s w e a r s g r e a t c l o t h e s , he f e e l s ..

a n d usually asks me to t e l l h i m i f he l o o k s OK.

3 T h e y say t h a t children?s

is built b y receiving

parental praise for their accomplishments. 4 A p o s i t i v e ....

c a n help people t h r o u g h the difficulties o f

life w i t h o u t feeling like failures when things go wrong. 5 P e o p l e w h o s p e n dal o t o f t i m e t a l k i n g a b o u t t h e m s e l v e s a r e

6 Ido

t k n o w why Paul is

He's g r e a t a t e v e r y t h i n g

and more successful than almost everyone else. 7 W e t r i e d t o e n c o u r a g e S y l v i e t o l o o k o n t h e b r i g h t s i d e , b u t a f t e r she l o s t h e r j o b , s h e j u s t c o u l d n ' t s t o p w a l l o w i n ign

p e o p l e d o n ' t j u s t sit a r o u n d w o r r y i n g a b o u t n o t b e i n g a b l e t o d o t h i n g s . T h e y t r y t h e i r b e s t a n d a s s u m e t h e i r b e s ti s g o o d enough.

s e e 9 ) 2 0 0 8 LISTEN FOR MAIN IDEAS Listen to a university lecture. Then read the statements and choose the one that expresses the main Idea of t h e lecture. 1

F e m a l e self-image is h e a v i l y i n f l u e n c e d b y messages i n the m e d i a .

2 Many fashion models today are super-thin.

3 Eighty p e r cent of ten-year-olds are o n diets. 4 A n o r e x i a is a c o m m o n eating disorder. s o t models are deman ?by fashion designers, magazine: * f-edltors, and advertisers

UNIT 4

| |

SS3ME L I S T E N F O R DETAILS

Read t h e following questions. Answer t h e m ,

listening again if necessary, 1

W h a t k i n d o f b o d y is c u r r e n t l y in style?

2 W h a t c h a n g e has taken place i n t h e l o o k o f f a s h i o n m o d e l s o v e r the last f i f t y years? 3 W h a t is o n e s e r i o u s c o n s e q u e n c e o f f e e l i n g l i k e y o u ' r e f a t a l l the time? 4 H o w c a n w o m e n help themselves overcome the negative messages i n the m e d i a ? 5 H o w c a n people help their daughters avoid a negative self-image?

Ed e a e UsTEN To SUMMARIZE Witha partner, write a summary statement about the lecture.

?_otos areatten ateréato Make modats:and actrasses ?Spear thinnerthanthey are

Discuss appearance and self-esteem

F R A M E YOUR IDEAS= Take the survey. T h e n c o m p a r e r a t i n g s w i t h a partner, c

H O W M U C H D O Y O U AGREE W I T H E A C H STATEMENT A B O U T MEN A N D W O M E N IN YOUR C O U N T R Y ?

Most women are self-conscious about their bodies.

2 Most men are self-conscious about their bodies.

3 Most women are self-conscious about their faces.

4 Most men are self-conscious about their faces.

5 M o s t w o m e n w a n t t o l o o k m o r e like w o m e n in t h e m e d i a .

6 Most men want te look more like men in the media,

7 Most women think women need t o be beautiful.

8 Most men think women need t o be beautiful,

9 M o s t w o m e n t h i n k men need t o be handsome.

10 Most men think men need t a be handsome,

PFT

NOTEPADDING

peaummage cleaggante

? euild self-esteem Parental love

SOOPENIEANUOne t n t meray Eheetee

M a k ea l i s t o f p o s i t i v e a n d n e g a t i v e f a c t o r s t h a t a f f e c t s e l f - e s t e e m .

Build self-esteem &

Harm self-esteem

?Messages? in the media

Ml viscussion 1

H o w can the positive factors you listed on y o u r notepad be promoted?

2 Which o f the negative factors on y o u r notepad can be changed or corrected? 3 Do you t h i n k life is easier f o r people w h o are attractive? E x p l a i n y o u r opinion. 4 In an ideal world, what should one's self-esteem be based on? E x p l a i n y o u r opinion. at

WRITING.

Compare and Contrast: Review

H y WRITING SKILL

Study the rules.

Compare Connecting w o r d s t h a t s h o w similarities

f e a r s Connecting words t h a t s h o w differences

unlike

L i k e Sylvia, I w e a r jeans all the time. OR

U n l i k e her sister, Wendy wears great clothes. OR

I w e a r jeans a l l thet i m e , l i k e :S y l v i a .

Wendy wears greatc l o t h e s , u n l i k e h e r sister.

similarly

in c o n t r a s t

grew up paying l i t t l e a t t e n t i o n to fashion. S i m i l a r l y , my b r o t h e r was n o t very interested i n clothes. OR I grew up paying little attention to fashion; s i m i l a r l y , m y b r o t h e r was n o t v e r y interested i n clothes.

T've always liked to w e a r black to evening events.

likewise M y m o t h e r always l i k e d elegant clothes. L i k e w i s e , her t w o sisters did, too. OR M y m o t h e r always l i k e d elegant clothes; l i k e w i s e , her t w o sisters did, too.

I n c o n t r a s t , my sister prefers while. OR Pve always liked to w e a r b l a c k t o evening events; i n c o n t r a s t , my sister prefers white.

however Lily had to w e a r a u n i f o r m when she was in school. H o w e v e r , | was a l l o w e d t o w e a r anything I wanted. OR L i l y had to w e a r a u n i f o r m w h e n she was i n school; h o w e v e r , | was allowed t o w e a r a n y t h i n g I wanted,

as w e l l / n o t e i t h e r

?while

whereas

M a n y people spend t o o m u c h money on clothes. "sam spends a l o t o f money o n c l o t h e s w h i l e Some spend t o o m u c h on shoes as w e l l . O u r parents? generation didn?t w o r r y so m u c h about fashion. T h e i r o w n parents didn?t either.

PRACTICE Read the paragraph, Inserting logical connecting words for comparing and contrasting.

My husband, Jack, generally appreciates fashion,

the attention

my husband also appreciates shopper gets in a small store. ,

sentence for each paragraph.

_talways b y f u n y .t r e n d y o e ack 1s MOTE conservative. it won't be surprising for anyone tolearn that . my husband, | tend to 5, on like loud colors andb o l d p he prefers a more subdued look. self-confident that whatever | wear will Se OK .

UNIT 4

APPLY THE WRITING SKILL Choose a topic below. Write two paragraphs comparing and contrasting ideas. In your first paragraph, write about the differences. In your second paragraph, write about the similarities. Use connecting words and include a topic

but we don't always agree on clathes and what to wear. | like to shop in small boutiques; ...

(or w h e r e a s ) Jeff r a r e l y does. OR W h i l e (or w h e r e a s ) Sam spendsa l o t o f money on clothes, Jeff rarely does.

optes « Compare and contrastyour fashion style and tastes with those of someone you know. * Compare and contrast fashion today with years ago. fashion five, t eo r twenty n ,

lfeel

Jack can be alittle self-conscious

;

anda l w a y s tries to wear non-cantroversial clothes.

Dia

use connecting words for comparing?

But, as they say, ?opposites attract,? and we both

Did

use connecting words far contrasting?

like the way the other person dresses, even if our tastes for ourselves aren?t the same.

D Does each paragraph have a topic sentence?

i w i

Listen t o t h e conversations a b o u t f a s h i o n a n d style. Choose t h e adjective t h a t b e s t

s u m m a r i z e s e a c h s p e a k e r ' s p o i n t o f view, 1

T h e y t h i n k the p u r s e s i n t h e magazinea r e . . . . . . a frumpy

» trendy

¢ flashy

2 He t h i n k s the jacket Carl is w e a r i n gts a funky b subdued

...... . ¢ loud

3T h e y t h i n k t h e g i r l ' sh a i r i s . . . . . . . a elegant b in bad taste

¢ classic

4 The salesperson is suggesting that the dress is ...... a elegant ¢ trendy b funky 5 She t h i n k s t h e b l o u s e h e r f r i e n d i s h o l d i n g i s n ' t . . . . . . a in bad taste

b stylish

c frumpy

C o m p l e t e e a c h s t a t e m e n t w i t h a n a p p r o p r i a t e w o r d or p h r a s e .

1 A p i e c e of c l o t h i n g that's all one c o l o r is ..... 2 A s h i r t with different color lines m a k i n g square patterns i s 3 A piece of clothing w i t h vertical o r horizental lines i n different colors is 4

A v e r y f o r m a l s u i t a m a n m i g h t w e a r t o a w e d d i n g o r a r e c e p t i o n is ...

5 As h o r t , e l e g a n t d r e s s f o r ap a r t y int h e e v e n i ni sg

...

6 A l o n g , very formal dress f o r a w e d d i n g o r a reception is 7 W h e n a p e r s o n is w e a r i n g s o m e t h i n g m u c h t o e i n f o r m a l f o r an o c c a s i o n , he o r

shei s 8 I f a man comes to t h e office i n a tuxedo, people w i l l say that he?s ... 9 M a n y people t h i n k that a dress o r blouse that's .... revealing and i n b a d taste. 10 When it?s cold outside, it?s b e t t e r t o wear a .... a

C r o s s o u t t h e o n e q u a n t i f i e r t h a t c a n n o t b e u s e d In e a c h s e n t e n c e . 1

( E v e r y / A f e w / Most) older people find flashy clothes i n bad taste.

2 The company where I w o r k says t h a t i t w i l l p e r m i t us to come to the office i n jeans (one / a c o u p l e o f / a few) d a y s a m o n t h .

3 (Most / M a n /y Every) young girls aren't w o r r i e d about the way they look. 4 (Much/ A m a j o r i t y o f / A n u m b e r of) parents a r e concerned about the effect t h e m e d i a has on y o u n g boys as well. 5 W h e n m y g r e a t - g r a n d p a r e n t s w e r e young, ( m a n y / m o s t / m u c h ) w o m e n w o r e o n l y dresses. 6 I'd s a y y o u r f r i e n d s c o u l d use ( s o m e

l i t t l e / a few) fashion advice.

7 There are (several / most / many) reasons so many y o u n g w o m e n have eating disorders.

8 A n e w study says t h a t ( m o s/t m a n /y every) children who w a t c h T V f o r more t h a n six hours a d a y m a y h a v e p r o b l e m s w i t h self-esteem as teenagers,

On a separate sheet of paper, write five sentences, each one using one of the quantifiers from the box. several

majority

few

little

more and more

W e b P r o j e c t : Trend S p o t t e r s www.english.com/summit3e

}-COMMUNICATION GOALS... Politely ask someone not to do something

Complain a b o u t public c o n d u c t

Communities

Suggest ways to avoid being a victim of

urban crime

Discuss the meaning of community

PREVIEW | |

FRAME YOUR IDEAS

C o m p l e t e t h e questionnaire a b o u t your Ideal c o m m u n i t y . H o w

c l o s e l y do y o u r a n s w e r s d e s c r i b e w h e r e you live n o w ? In w h a t w a y s are they d i f f e r e n t ?

Whether y o u ' r e p l a n n i n g t o m o v e . s o o n o r Just C e e m C gi mca ( h t e h e l p y o u f o c u s on what?s m o s t i m p o r t a n t t oP r a t l 1. W h a t k i n d of e n v i r o n m e n t w o u l d y o u in? p r e f e r t o live

©)

a densely-populated urban area with skyscrapers

a medium-sized urban area

(@) a suburb, just outsidea city, with convenient

transportation

rural area with

slower pace of life

2. W h i c h o f t h e f o l l o w i n g d e s c r i b e y o u r ideal n e i g h b o r h o o d ?

3. W h i c h n e i g h b o r h o o d amenities would you want easy a c c e s s to?

is peaceful and quiet

public transportation

G ) alarge modern mall

(©) is lively and bustling with activity @

is friendly, with people who say hello to each other

( )

has

Cia)

a variety of small businesses, such as hair salons, dry

cleaners, florists, etc.

mix of apartment buildings and private homes

al a r g e

C ) has mainly private homes

supermarket

has mainly modern high-rise apartment buildings

@ a market where

has lots of well-maintained historical buiidings

is sate, with very little crime

a hospital and clinics

is very secure, with security cameras and guards

parks and fitness centers

you can buy fresh farm produce

©ote:

othe:

[HE 229mm VOCABULARY

TYPES OF LOCATIONS

T h e n , w i t h a p a r t n e r , w r i t e a defi

L i s t e n a n d repeat.

f o r e a c h o f t h e s e location types.

an u r b a n area arural area the suburbs

B i

PAIR WORK

C o m p a r e y o u r a n s w e r s in t h e q u e s t i o n n a i r e t o d e t e r m i n e

i f y o u h a v e t h e s a m e preferences. Discuss a n d e x p l a i n t h e r e a s o n s f o r y o u r cholces, UNIT

?mis02,

|, ENGLISH FOR TODAYSWORLD. ig Understand a variety of accents. SPOTUGHT

R e a d a n d l i s t e n to a c o n v e r s a t i o n b e t w e e n t w o f o r m e r

(uiz = Portuguese

Bill = British Engfish

c o t l e a g u e s . Notice t h e s p o t l i g h t e d l a n g u a g e .

Bill: Hi, Luiz! Luiz:

Bill? What a surprise!

B i l l : I j u s t w a n t e d t o s e e h o w y o u ' r e d o i n g . How?s y o u r n e w p l a c e ? Y o u a n d L o u r d e s m u s t be a l l s e t t l e d i n b y n o w . Luiz: Pretty rouch. B u t c i t y l i f e sure t a k e s s o m e g e t t i n g In what way? Well, f o r o n e t h i n g , n o t o n l y d o w e h a v e t o d e a l w i t h b u m p e r - t o - b u m p e r t r a f f i c e v e r y day, b u t it?s a l m o s t i m p o s s i b l e to find on-the-street parking.

Bill: Yeah, that i s a pain. Hey, what about y o u r building? How's t h a t worked out? L u i z : P r e t t y w e l l . It?s safe a n d w e l l - m a i n t a i n e d . B u t , t o b e h o n e s t , it's b e e n a m i x e d blessing.

Bill: What's the problem? li

Well, it?s t h e n e i g h b o r s o n o u r f l o o r , W h e n e v e r t h e y h e a r s o m e o n e g e t o f f t h e e l e v a t o r , t h e y l o o k o u t t h e i r d o o r t o c h e c k w h o i t is. I don?t m e a n t o sound: u n f r i e n d l y , b u It w i s h t h e y ' d m i n d t h e i r o w n b u s i n e s s .

B i t : Well, ' m sure they mean well. You should l o o k o n t h e b r i g h t side. It?s g o o d t o be i n a b u i l d i n g w h e r e p e o p l e l o o k o u t f o r e a c h o t h e r .

Luiz: That's true. We're very lucky. And I have to say, I've fallen in love with the neighborhood. Bill: That?s great! L u i z : It?s r e a l l y g o t a l o t t o o f f e r ; w e ' r e n e v e r b o r e d . S o m e t i m e s w e go o u t f o r coffee a n d j u s t people watch. BIN: W e l l , all i n a l l , i t s o u n d s l i k e t h i n g s a r e g o i n g w e l l . Lui

?hey are. Hey, g i v e m y r e g a r d s t o Judy. A n d l e t m e k n o wi f y o u ' r e ever in town.

i f d

Bill: W i l l d o !

| |

UNDERSTAND IDIOMS AND EXPRESSIONS 1

Write a n expression f r o m Spotlight for each definition.

c h o o s e t o h a v e a n o p t i m i s t i c v i e w p o i n t ...

2 t a k e c a r e o f o t h e r p e o p l e .... 3 s o m e t h i n g t h a t h a s b o t h a good a n d b a d side 4 n o t i n t r u d e i n o t h e r p e o p l e ' s l i v e s .... 5 r e q u i r e s t i m e t o get c o m f o r t a b l e w i t h s o m e t h i n g 6 have g o o d intentions . 7 has m a n y advantages

| |

THINK AND EXPLAIN 1

Answer t h e questions, supporting your answers with information f r o m Spotlight.

W h a t d o e s L u i z l i k e a b o u t t h e n e i g h b o r h o o d h e l i v e s i n , a n d w h a t doesn?t he l i k e ?

2 W h a t d o e s L u i z l i k e a b o u t h i s b u i l d i n g , a n d w h a t d o e s n ' t he l i k e ?

Pain w o r k

o n a separate sheet of paper, list the pros and cons af living n a small town,

a big city, and a suburb. Then compare opinions with a partner. Use expressions from Spotlight. B&What| d o n ' t like about living in t h e is t h e bumper-to-humpert r a f f i c . ity

44U f a in

flean

1: a smalltown is.a.mixed quiet. Butt h e n ar tmuch e ' tso . douFT! blessing..?s

and

SRB

YM)

cca

GOAL, Politely ask someone not to do something

WORD STUDY

USING NEGATIVE PREFIXES TO FORM ANTONYMS

Listen and repeat. acceptable

unacceptable

4 proper

2 considerate

-»

inconsiderate

3 polite

impolite

6 responsible

| |

N e g a t i v e prefixes

W O R D STUDY PRACTICE a

respectful

improper

disrespectful

irresponsible

un-

Use a d i c t i o n a r y t o find a n t o n y m s f o r t h e s e w o r d s . T h e n m a k e

l i s t of o t h e r a d j e c t i v e s w i t h n e g a t i v e p r e f i x e s . appropriate

5 honest

6 pleasant

2 courteous 3 excusable

7 rational

4 imaginable |

......

ACTIVATE W O R D STUDY

8 mature W r i t e s e n t e n c e s t h a t d e s c r i b e i n a p p r o p r i a t e p u b l i c behavior,

Use a d j e c t i v e s f r o m Exercises A a n d B. Example:| .

It?s incensiderate

te.play

| |

PAIR WORK

C o m p a r e t h e e x a m p l e s y o u w r o t e in e x e r c i s e C. E x p l a i n w h y

you c o n s i d e r t h e b e h a v i o r I n a p p r o p r i a t e .

S S EE a r a n m a n s i n a possessive c e r u n o s " = " You can use @possessive gerund when you want to Indicate the performer of the action, labject to thelr playing ioud music late at night. Jack's talking during the movie was annoying. Does my daughter's playing video games bother you? ?What bothers me is his not apologizing for texting during class.

I n Informalspoken English, i t Is acceptablet o use a name, anour, o r an object pronoun Instead o f a possessive,but onlyi f the gerund phrasei s thedirect objectI n the sentence. | object to them playing toud music late at night. BUTN e v e ru s e

n a m e , n o u n ,o r a n o b j e c t pronouni f t h e gerundi s t h e s u b j e c t o f t h e s e n t e n c e , U s e a possessive.

T h e l r p l a y i n g m u s i ct a t e a t night is a p r o b l e m . NOT T

mmusicl - pa t e la t nai g h tyi s ai p rno b l g em.

U N D E R S T A N D THE G R A M M A R= W r i t e a c h e c k m a r k next t o t h e s e n t e n c e s t h a t a r e i n c o r r e c t In s p e a k i n g o r w r i t i n g . C o r r e c t t h e m . 1

? D o y o u m i n d m e e a t i n g l u n c h at m y d e s k ? ?

2 ?Your b r o t h e r n o t s a y i n g hello to h e r w a s disrespectful.? 3 ?Kevin n o t agreeing t o r e m o v e h i s shoes i n m y house w a s k i n d o f impolite.? 4

?Isn?t P a u l a h o n k i n g h e r c a r h o r n e a r l y i n t h e m o r n i n g i n e x c u s a b l e ? ?

5 ?I don't like you answering y o u r phone while we're eating dinner.? 52

?UNIT

G R A M M A R PRACTICE

C o m b i n e the t w o s t a t e m e n t s . using a possessive gerund.

T h e y a l l o w s m o k i n g . I ' m n o t i n f a v o r o f it.

ing. smokin: 2 He texted h i s friends during the concert. I didn?t appreciate that.

3 T h e y e a t f a s t f o o d i n t h e car. D o e s y o u r m o t h e r o b j e c t t o

4 She's t a l k i n g on her cell phone. We don?t m i n d it.

a u t E S E

) p. 144

Unstressed syllables: vowel reduction to / 2 /

5 Myb

Politely ask someone not to do something

~ p o ? | |

w k 0 F C O N V E R S A T I O N SPOTLIGHT

R e a d a n d listen.

Notice t h e spotlighted conversation strategies. A : D o y o u m i n d m y s m o k i n g here? B: A c t u a l l y , s m o k i n g k i n d o f b o t h e r s m e . not a problem, A: N o t a t all.

c a n step outside.

B: T h a t ' s v e r y c o n s i d e r a t e o f y o u . T h a n k s for asking.

- 3 R : RHYTHM A N D INTONATION Listen again a n d repeat. Then practice t h e conversation with a partner.

EB NOTEPADDING M a t e a list of situations in which you would probably ask for permission ta do something. I

?Your raing

phe call

while having

_ _

r?SST ie

onthe TVin a doctorswaiting a

list

hope it?s OK /all right. don't mean to inconvenience you.

teem

d i nWith n Soria é t _Your list

CONVERSATION ACTIVATOR Create a conversation similar to the one in Exercise A, using a situation from your notepad. Start like this: Do you mind my ... ? Be sure to change rofes and

* Explain why the behavior bothers you.

then partners,

Express understanding of your

Partner's point of view. Say as much as you can.

?Well, it really bugs me when people cut in line at the theater! They should either arrive early enough for a good seat or wait in line patiently like everyone else does. Who do they think i they are!

Sorina a i

. find one.

Joon Seyedi

Ken Becker

Son Froncisco, USA

Philodelpive, USA

?It really gets on my

?Here's a pet peeve of mine: | hate it when people forget to turn off their phones during a lecture or workshop. N o t only js it distracting to the speaker, b u t it?s also annoying to the audience. They should e i t h e r have the courtesy to turn their phones off o r simply leave them at home. It really

nerves when people spit o n t h e street.

Not only do find |

it disgusting, b u t it?s also unhygienic. It's

Tue

e Rend

hktis

e d R a a t

important to think about pubtic health feelings? and o t h e r people's feelings. te

e t kta k e p a n n e

N a n c yShen

EXPRESS YOUR IDEAS

ticks me off? Paulo Acosta

Shanghoi, China

E l

?I'll tell you what really gets to me. | can n e i t h e r tolerate n o r understand people's littering in public places. Do they really expect others to clean up after them? That's just so inconsiderate. E i t h e r they should throw their garbage ina trash can o r they should hold on to it till they

Salvador,

Broz

W h i c h of t h e e x a m p l e s o f p u b l i c b e h a v i o r d e s c r i b e d i n t h e I n t e r v i e w s

b u g you t h e m o s t ? W i t h a p a r t n e r , c o m p a r e y o u r o p i n i o n s a n d e x p l a i n y o u r r e a s o n s .

r a =

r a r e CONJUNCTIONS You can connect related Ideas with paired conjunctions. f i

arammar

either...

Either people should smoke outside or they shouldn't smoke at alt. Phones should elther be tumed off or left at home.

Be caretul ?When joining t w o subjects with either or

neither, make sure the verbagrees w i t h the Subject nearer to the verb. Either the mayor or tocal businesspeople reedd to decide.

h e l t h e r ... n o r

Either focal businesspeople o r t h e mayor N e e d s t o decide.

{ would allow n e i t h e r spitting n o r littering.

Neither eating nor drinking is allowed in the lab.

aoto n t . but Inert the subject and verb after Not only. Use a comma after the first clause. Not only Is It dangerous to text while driving, but it may be iliegal. Not only did they forget to turn off thelr phones, but they also talked during the concert.

= a

Notice THE GRAMMAR Find an example of paired conjunctions in Spotlight on page 51.

UNITS

p. +

138

Conjunctions with so, 100, ers

| G R A M M A R PRACTICE

n a

s e p a r a t e s h e e t o f paper, c o m b i n e t h e s e n t e n c e s , u s i n g t h e

p a i r e d c o n j u n c t i o n w i t h of, nor, o r b u t (also). 1 P e o p l e s h o u l d s p e a k u p a b o u t w h a t b o t h e r s t h e m . T h e y should j u s t l e a r n t o l i v e w i t h o t h e r people's habits. (either) 2 It?s r u d e w h e n p e o p l e t a l k o n t h e i r p h o n e s i n t h e a t e r s . It?s a l s o r u d e w h e n t h e y t a l k o n t h e m o n buses, ( n o t o n l y } 3 T h a t e the s m e l l o f c i g a r e t t e s m o k e . I w o r r y a b o u t the d a n g e r t o m y h e a l t h . ( n o t only) 4 M y u n c l e isn't w i l l i n g t o give u p s m o k i n g . M y g r a n d p a r e n t s aren't w i l l i n g t o give u p smoking. (neither)

NOTEPADDING

M a k e 5l i s t o f s o m e of y o u r p e t p e e v e s i n p u b l i c p l a c e s . T h e n w r i t e s e n t e n c e s w i t h

p a i r e d c o n j u n c t i o n s t o e x p r e s s y o u r o p i n i o n . Use s o m e o f t h e a d j e c t i v e s w i t h n e g a t i v e p r e f i x e s .

Ideas

Fivtestaurantd: reading esmaill and texting during the N o t o ni fl onroyi y i s

?buti t s alro very impolite, =

em e

e e

In restaurants:

e an

* * * *

cutting in line talking in theaters playing loud music honkinga car horn

«not saying

- - ? _

?Excuse me?

Adjectives with negative prefixes disrespectful immature

impolite inconsiderate inexcusable

Inoffices: .

irresponsible unacceptable unpleasant

In m o v i e theaters:

Other:

BB apecy THE GRAMMAR

Ina group, role play on-the-street interviews, with one student a8

t h e I n t e r v i e w e r . Use y o u r n o t e p a d s a n d t h e G r a m m a r S p o t l i g h t o n p a g e 5 4 a s a g u i d e .

44 What really ticks

me o f f i s ...

64 Here's what real lly gets on m y nerves

461'll tell you what really gets to me

ci)

D I S C U S S I O N ACTIVATOR

In your opinion, h o w should people behave i n p u b l i c places? Do you t h i n k

P E +

+ +

it?s i m p o r t a n t t o s p e a k u p w h e n p e o p l e +

behave i n c o n s i d e r a t e l y in public? 2 Do you ever do things that a n n o y other people? E x p l a i n .

44Do0 you want to know what bugs me? #F

Discuss the

q u e s t i o n s . Say a s m u c h as y o u can. 1

... wy

...

neeuncd

takes getting used to. It?s a mixed blessing. [They] should mind [their] own business. [They] mean well. Look on the bright side. It

)

GOAL, Suggest ways to avoid being

READING WARM-UP

E l »s02 READING

victim of urban crime

W h y d o you t h i n k t o u r i s t s m i g h t m a k e Ideal v i c t i m s f o rc r i m i n a l s ?

Read the interview, Do you agree with Millers advice?

Since the beginning of the century, there has been o steady increase in the number of foreign visitors to the great cities of the world. In this interview, travel writer Hanna Miller suggests ways for visitors to avoid

becoming victims of urban crime.

And what extra precautions should tourists e l C e e Rete M i l l e r : |t goes without saying: Avoid streets that are not well-lit at night. And avoid going out alone, if you can, ?While there's usually safety in numbers, remember t h a t

You cloim that tourists are particularly vulnerable to criminal activities. Why is that?

tourist attractions also attract thieves, Stay aware of w h a t ' s happening around y o u ? a s if you h a d eyes in t h e b a c ko f

Miller: well, for one thing, tourists are more likely

your head, O n the street, avoid using a smart p h o n e or + t a b l e t ? o r fumbling with a m a po r g u i d e b o o?k if you don?t

than local people t o be carrying large s u m s o f m o n e y

need t o , B e w a r y if a stranger asks for directions or starts

o r valuables s u c h as jewelry a n d electronics. They are also out of their comfort zane, being unfamiliar w i t h local

up 4 conversation. Ha or s h e may be sizing you up as & potential victim. B e particularly careful in c r o w d s at festivals or on buses or trains. Be suspicious of any s u d d e n disruption.

gustoms or places that should be avoided. Because they're

enjoying themselves, tourists ara m o r e likely than locals to let their guard down, thinking they are safe w h e n in fact they are not. A n d let?s face it: tourists stand out, Theyl o o k

Thieves are k n o w n to intentionally create a distraction s o you

different and dress differently f r o m t h e residents of the piace

harder for a criminal t o grab, b u t you could be injured if the purse snatcher is on a motorcycle,

they're visiting. Ree e d e u r e R i g

w o n ' t realize w h a t they're actually doing. A n d a warning t o w o m e n : B e careful if y o u w e a r a cross-body purse. It may be

Do people need to worry about leaving

Bead

M i l l e r : All kinds, including violent crime, unfortunately. Tourists, however, are primarily targeted for theft of

oe r

e l

e e

M i l l e r : G o o d point! D o n ' t leave valuables unprotected in

ihe valuables they have on them a n d the information

your room, w h e r e a burglar might break in a n d take them. A s k t h e front desk to k e e p them for you. Better safe than

gained f r o m passports, credit cards, a n d other f orms o f identification. Because o u t - o f - t o w n visitors tend to

sorry! Finally, | s h o u l d mention that, all in all, crime rates are going d o w n worldwide, a n d t h e c h a n c e s you will b e c o m e

congregate at tourist attractions, it's easier for criminals to do their work, N o t only d o e s this provide the opportunity for a pickpocket to take someone's wallet unnoticed, out it also makes it easier for a purse-snatcher t o quickly g r a b something a n d run. A m u g g e r can follow a victim until he o r she Is alone at an ATM machine, for example, w h e r e t h e criminal can d e m a n d the victim's m o n e y and property.

RRL

M i l l e r : Before you leave home, use the Internet to learn about your destination s o you can avoid high-crime neighborhoods. The m o r e you know, t h e better you can protect yourself. P h o t o c o p y your passport a n d m a k e sure you h a v e a list of all your credit card numbers. When you're packing, c h o o s e clothes that don?t m a k e y o u s t a n d out as a tourist. By t h e way, the inside p o c k e t o f a jacket may s e e m like a g o o d place for a wallet or passport, b u t it's a favorite target for pickpockets. You should either bring pants and jackets with zippered o r b u t t o n e d pockets or consider buying a m o n e y belt. And leave unnecessary valuables at h o m e l

crime victim are low, S o d o n ' t let worrying about c r i m e

interfere with your having a great timel

CLASSIFY

L o o k f o r t h e w o r d s p i c k p o c k e t , p u r s e s n a t c h e r , m u g g e r , a n d b u r g l a r in t h e

treading. T h e n c h o o s e t h e k i n d o f c r i m i n a l w h o c o m m i t t e d each c r i m e b e l o w .

1 ? I w a s l o o k i n g f o r s o u v e n i r s a t t h e m a r k e t w h e n t h i s k i d g r a b s m y bag!? apickpocket

a purse snatcher

amugger

aburglar

2 ?Tleft m y l a p t o p in a d r e s s e r d r a w e r u n d e r m y d i r t y c l o t h e s , b u t w h e n I got b a c k t o t h e hotel i t w a s gone!? apickpocket

a purse snatcher

amugger

aburglar

3 ?I was w a t c h i n g the parade when all o f a s u d d eIn realized someone had taken my passport!?

a pickpocket

a purse snatcher

a mugger

aburglar

4 ?We w e r e w a l k i n g o n t h e b e a c h , a n d t h r e e b i g g u y s s u r r o u n d e d u s a n d d e m a n d e d o u r w a l l e t s ! ? pickpockets

H i

p u r s e snatchers.

UNDERSTAND M E A N I N G FROM CONTEXT

muggers

burglars

Read each statement f r o m t h e Interview.

M a t c h each u n d e r l i n e d expression w i t h i t s meaning. sevens pentene

T h e y are a l s o o u t o f t h e i r c o m f o r t zone.

a n o t be c a r e f u l

2 Tourists are m o r e likely t h a n locals t o

b be m o r e n o t i c e a b l e t h a n o t h e r s

let their guard d o w n .

- + + 3 Tourists stand out. 4 ... there's usually

safety

checking to see i f you might be a good v i c t i m

d less r i s k b y d o i n g t h i n g s w i t h o t h e r s

i n numbers.

e doing w h a t they're n o t accustomedt o d o i n g

5 H e o r she m a y be s i z i n g y o u up.

| |

CRITICAL THINKING 1

i ©

Discuss t h e questions. Support your i d e a s with examples,

W h a t are s o m e ways t h a t t o u r i s t s m i g h t let their g u a r d d o w n w h e n traveling?

2 What shoulda visitor to your country do to not ?look like do to not look like one when you travel?

tourist?? What would you

Suggest ways to avoid becoming a victim of urban crime

EB NoTEPADOING With apartner, discussw a y s ta avoid becoming a crime victim In your own t

gupta

ur e e r ? _ _ _ _ _ 4

ridin

while riding i n a.car_ ___

town or city for e a c h situation o n the notepad.

S u m m a r i z e your ideas.

- _ ? _ _ _ _ _ _ }

while using public transportation ?__

? BB r o t e p i a y

? :

I m a g i n et h a t y o u a r e a t o u r i s t

v i s i t i n g a n e w city, a n d y o u r p a r t n e r is a local.

Tell y o u r p a r t n e r a b o u t w h a t you've b e e n d o i n g

d u r i n g y o u r visit. Y o u r p a r t n e r m a k e s s u g g e s t i o n s f o r h o w t o a v o i d c r i m e . S u m m a r i z e y o u r i d e a s on

the notepad.

M R

aon w

sorts icotor

visitors to your city. Suggest how to stay safe and avold becoming a crime victim.

o ---- ?

? _ whilegetting cash at anATM machine

e ?_

. GOAL. Oiscuss the meaning of community

S232 (Bl pewe LISTENING WARM-UP VOCABULARY: COMMUNITY SERVICE ACTIVITIES Read and listen. Then listen again and repeat.

UY D E R BEAUTIFY

CLEAN UP Ss

LITTER W

YOUR TOWN Plant f l o w e r s o r trees ?

Pick up trash f r o m parks, playgrounds. o r the street.

w h e r e there a r e n ' t any.

DONATE

VOLUNTEER Work without pay in the fire department. a hospital. or a school.

| |

COMMUNITY!

Cif

VOCABULARY PRACTICE

Bho ee Give the gift of life to someone who's very sick or has heen in a serious accident.

W o u l d you ever c o n s i d e r

doing any c o m m u n i t y service activities? With a p a r t n e r , e x p l a i n w h a t you w o u l d , o r w o u l d never, do.

3 2

[ B o r a LISTEN T o SUMMARIZE Listen to the report about the ice Bucket Challenge. What was it? Describe the idea in your own words. | |

LISTEN FOR DETAILS

R e a d t h e questions. Then listen

again a n d a n s w e r t h e m . 1

H o w m u c h m o n e y d i d the Ice B u c k e t Challenge suggest d o n a t i n g i f someone didn't t a k e the challenge?

2 H o w m u c h m o n e y w a s d o n a t e d in j u s t one m o n t h ? 3 What percentage o f the videos posted on F a c e b o o k a c t u a l l y led to donations?

calls. knack on doors. or set up a table to raise money for a charity or cause.

| |

2 3 0 8 LISTEN TO C O N F I R M C O N T E N T

T h e r e p o r t m e n t i o n s t h a t s o m e p e o p l e criticized

t h e Ice B u c k e t C h a l l e n g e . R e a d t h e t i s t o f c r i t i c i s m s . T h e n l i s t e n a g a i n a n d c h e c k t h e ones t h a t a r e actually m e n t i o n e d in t h e report. 1

It made people feel bad i f t h e y chose not to p a r t i c i p a t e i n the challenge.

2 There are m o r e serious problems f o r w h i c h people c o u l d have d o n a t e d money. 3 People should have p a i d m o r e a t t e n t i o n t o t h e cause r a t h e r t h a n o n h a v i n g fun. 4 T h e challenge didn't raise a lot of m o n e y f o r research. CL]

5 D u m p i n g ice w a t e r o n y o u r h e a d c o u l d be d a n g e r o u s .

6 Some celebrities t o o k the challenge j u s t to call attention to themselves. @

EXPRESS AND SUPPORT AN OPINION

Discuss t h e q u e s t i o n s , u s i n g i n f o r m a t i o n f r o m

t h e r e p o r t and y o u r o w n ideas. 1

D o y o u t h i n k t h e I c e B u c k e t C h a l l e n g e w a s a g o o d idea? D o y o u a g r e e w i t h t h e c r i t i c s o r the supporters? Why?

2 W h y d o you t h i n k people o n s o c i a l m e d i a r e s p o n d e d so s t r o n g l y t a t h e Ice B u c k e t Challenge?

Discuss the meaning of community ? i j F R A M E Y O U RI D E A S W i t h

o apartner,

c o n s i d e r e a c h s i t u a t i o n a n dd i s c u s s w h a t y o u might d o .

B a s e d on y o u r a n s w e r s , h o w w o u l d y o u d e f i n e t h e m e a n i n g o f ? c o m m u n i t y ? ?

d& My first responsibility is to my

o _ _ = =2 There has beenat e r r i b l e storm, and many homes have been destroyed. You're asked to let a family live with you until their home is fixed. R c e e a.

a a

o g

your relatives?

Wb. your neighbors? €. your colleague's family? d. complete strangers?

family. | can't imagine doing this for a total stranger. #9 There has heen a natural disaster with casualties, and someone needs a blood transfusion to survive. You have the same blood type and can donate your blood to save that persan?s life.

4 6Of

course I'd help a stranger! it?s the right thing t o di

b. your neighbor?

Developers plan to destroy a historic tourist attraction so they can build a new office building. You're asked to donate your time to write letters

¢. your classmate?

a n d t a l k to y o u r f r i e n d s a n d

e e

t t L a )

[eeieeidhakabled a.

afamily

member?

complete stranger?

c o l l e a g u e s t o h e i p save it.

S a m e

s a n aa

N e de

IA y o u r N e i g h b o r h o o d ?

b. in another part of the city? ¢. in another city in your country? d, in another country?

| |

PAIR WORK

M a k ea l i s t of I d e a s f o r c o m m u n i t y p r o j e c t s i n w h i c h y o u a n d y o u r c l a s s m a t e s could p o s s i b l y

p a r t i c i p a t e . S h a r e y o u r list w i t h t h e c l a s s a n d e x p l a i n w h y y o u t h i n k y o u r i d e a s w o u l d be w o r t h w h i l e .

WRITING. Formal letters: Review

EE] WRITING

SKILL Study the rules. ata

P thie

When writing to a friend orr e l a t i v e ,i

isa c c e p t a b l er p use an

your address ?

{

{ June 30, 2018

date

i n f o r m a l t o n e , casual language, and abbreviations. However, when writing to the head of a company, a boss, or someone you don?t know, standard formal language should be used, and regular spelling and punctuation rules apply. Formal letters are

Red Maple Café 706 West Pine Street

usually typed, not handwritten. The following salutations and

Philadelphia,

closings are appropriate for formal letters:

Dear Sir or Madam: ]

Formal salutations If you know the name:

4719 McPherson Avenue Philadelphia, PA 19102

Formal closings Dear Ms. Krum: Dear Mr, Paz:

Sincerely, Respectfully,

Dear Professor Lee: Dear Dr. Smith:

Best regards , Cordially,

recipient

PA 19102

salutation

I ive a few blocks from your restaurant. For the past several months, | have noticed that in the evenings there is a lot of trash on the side of your building. Cats in the neighborhood turn aver the

garbage cans, and the trash goes everywhere. Sl is is not ont i t t o ooo sheath h e e n b u titis also look

If you don?t know the = Dear Sir or Madam:

Could you please make sure that when the trash is put out, the garbage cans are closed?

name:

Your helping keep our neighborhood clean and

;

To w h o m i t m a y concem:

beautiful would be greatly appreciated.

Respectfully, } Letters of Complaint When writing a formal letter of complaint, first state the

hee A r u a

r e a s o n you are w r i t i n g a n d d e s c r i b e t h e p r o b l e m . T h e n i n f o r m

closing

}

?signature

Olivia Krum,

w h o m e v e r you are w r i t i n g w h a t you w o u l d like h i m o r her to do a b o u t it, or w h a t y o u p l a n t o d o . The l a n g u a g e a n c t o n e in y o u r m e s s a g e s h o u l d be f o r m a l a n d p o l i t e .

PRACTICE 1

Write a salutation appropriate for a formal letter to each of these people.

a t e a c h e r at 2 u n i v e r s i t y whose f a m i l y name is Smith

....

2 a c o m p a n y m a n a g e r w h o s e n a m e y o u don?t k n o w ... 3 a f e m a l e c o m p a n y m a n a g e r w h o s e f a m i l y n a m e i s C o s t a ...

4 a m a l e bank manager whose f a m i l y name is Takata ... 5 a p h y s i c i a n w h o m a n a g e sa

i [BE APPLY THE WRITING SKILL

c l i n i c a n d w h o s e f a m i l y n a m e is G r i m o n d

On a separate sheet

of paper,

w r i t e a l e t t e r of c o m p l a i n t a b o u t a p r o b l e m i n y o u r city o r t o w n , S t a t e w h a t y o u w o u l d l i k e to s e e d o n e t o f i x t h e p r o b l e m .

(D Dia

R e m e m b e r t o be p o l i t e a n d a p p r o p r i a t e l y f o r m a l .

C1 Are the tone and tanguage in my letter

use the proper salutation and closing?

appropriate for the intended reader? Exchange letters with a p a r t n e d

W r i t e an a p p r o p r i a t e r e s p o n s e to y o u r partner?s _ w e r e t h e p e r s o n to w h o m i t w a s a d d r e s s e d .

UNIT 5

a s i t .w h y

? 7 Did | use regular spelling and punctuation and avoid abbreviations?

hae [ a a e 2 4 4 L i s t e n c a r e f u l l y to e a c h story. I n f e r t h e t y p e o f c r i m i n a l b e l n g d e s c r i b e d a n d complete the s t a t e m e n t s with the details of the crime.

took his . stole

while he was riding on a

f r o m h e r w h i l e she w a s w a l k i n g w i t h a

r u n n i n g d o w n the street w i t ha girl?s .... broke into h e r B

and t o o k h e r husband's

R e s p o n d t o e a c h s t a t e m e n t o r q u e s t i o n i n y o u r o w n way. 1

? Y o u r t e x t i n g d u r i n g t h e m o v i e k i n d o f b o t h e r s me.? You:

You:

M a k e e a c h s e n t e n c e l o g i c a l b y a t t a c h i n g & n e g a t i v e prefix t o t h e a d j e c t i v e . U s e a d i c t i o n a r y

if necessary. 1.

Smoking on public buses and trains is really

excuseble inexcusable

6 Ishould warn you that the

2 Ibelieve littering and spitting on the street

are both respensibie.

3 People who play loud music without consideration for the people a r o u n d t h e m are exhibiting really b or.

When a salesperson is rude,I find it not only respeetful but also annoying.

air pollution

downtown is really pleasant. I think it?s honest to sell souvenirs to tourists at higher prices than people usually pay.

8 I t d o e s n ' t hel help w h e n p e o p l e a r e e o u r t e a u s t o each other.

4 I t h i n k it?s e p p r e p r i a t e f o r p e o p l e t o t e x t their friends during movies,

Combine the sentences, using paired conjunctions. 1

R e s t a u r a n t s s h o u l d n ' t a l l o w s m o k i n g . T h e a t e r s s h o u l d n ' t a l l o w s m o k i n g . ( n e i t h e r. . . n o r )

2 S m o k i n g s h o u l d b e b a n n e d . I t s h o u l d b e r e s t r i c t e d . ( e i t h e r ... or)

Project: Urban Communities sowncengish.com/surmitSe ?Web

9.155

COMMUNICATION GO Exchange opinions about the treatment of animais

Discuss the pros and cons of certain p e t s

Animals

Compare animal and human behavior Debate t h e value o f animal conservation

PREVIEW u

F R A M E YOUR IDEAS

C o m p l e t e t h e activity. W i t h a partner, e x p l a i n your cholces.

W h i c h c a t e g o r i e s o f a n i m a l s i n v i t e t h e m o s t n e g a t i v e or p o s i t i v e r e s p o n s e s ?

o o r D o g e

ay,

l i n n? r:

Write o n eo r m R e B e

< > Ceca e

C u e

o o rf t he e .

simi Tice

ADJECTIVES

M C

a a

Poe

e e k

sealed h i c Be

e t

VOCABULARY

i e bocca) e d BeeC s me CATEGORIES OF A N I M A L S

L o o k a t t h e c a t e g o r i e s a n d p h o t o s in Exercise A.

Listen a n d r e p e a t .

Discussion 1

Discuss t h e questions.

W o u l d y o u r responses have been d i f f e r e n t i f any o f the a n i m a l s h a d been babies instead of adults? H o w ?

2 D i d any o t h e r p h y s i c a l f a c t o r s a f f e c t y o u r choices, s u c h as c o l o r o r size? I n w h a t ways? 3 Did any experiences you've had w i t h a n y o f these a n i m a l s affect y o u r choices? H o w ? 62

UNIT 6

3 4 4 8 SPOTLIGHT

ENGLISH

FORTODAY'S WORLD;

R e a d a n d l i s t e n to a c o n v e r s a t i o n over lunch

a t a n i n t e r n a t i o n a l m e e t i n g . Notice t h e s p o t l i g h t e d l a n g u a g e . P a m : N i c e p i c t u r e . Hey, a r e t h o s e y o u r cats? K a r i n a : Yeah, t h e y ' r e m y b a b i e s . We've h a d t h e g r a y o n e a l o n g t i m e . She?s a l m o s t s e v e n t e e n n o w . P a m : N o w a y ! She s t i l l l o o k s s o h e a l t h y . W h a t a b o u t t h e w h i t e one? K a r i n a : W e t h i n k he?s p r e t t y y o u n g . A c t u a l l y , he w a s h a n g i n g a r o u n d o u t s i d e o u r h o u s e a l l s u m m e r , a n d i t didn?t s e e m l i k e a n y o n e w a s t a k i n g c a r e o f h i m . W e f e l t s o r r y f o r h i m , s o w e t o o k h i m i n . P a m : L u c k y cat! H e l o o k s l i k e a m e m b e r o f t h e f a m i l y n o w . B u t I ' l l b e t t h e o l d e r one wasn't too crazy about h a v i n g a n e w cat around. K a r i n a : Well, he t h i n k s he?s s t i l l a k i t t e n ; he j u s t w a n t s t o p l a y all t h e t i m e . B u t I'd s a y s h e p u t s u p w i t h h i m p r e t t y w e l l . She's r e a l l y p a t i e n t . P a m : F r o m t h e p i c t u r e , i t l o o k s l i k e she?s t h e o n e i n c h a r g e . K a r i n a : D e f i n i t e l y . She doesn?t f o o l a r o u n d . I f he gets t o o r o u g h , s h e k n o w s h o w t o p u t h i m i n h i s p l a c e . Hey, do y o u h a v e a n y pets? P a m : N o , w e don?t. W h e n w e f e e l l i k e b e i n g a r o u n d a n i m a l s , w e go to the zoo. K a r i n a : A c t u a l l y , I ' m n o t t o o c r a z y a b o u t zoos. I j u s t d o n ' t t h i n k a n i m a l s s h o u l d b e c o o p e d u p i n s m a l l cages. P a m : N o r m a l l y !?d agree w i t h y o u . B u t o u r l o c a l z o o i s n ' t Hike t h a t a t all. T h e l a r g e r m a m m a l s h a v e p l e n t y o f o u t d o o r s p a c e . I ' s pretty humane, I think. K a r i n a : Well, that?s g o o d . I g u e s s w e s h o u l d n ' t j u s t a s s u m e t h a t animals i n captivity aren't treated well.

UNDERSTAND IDIOMS AND EXPRESSIONS§

Find e a c h e x p r e s s i o n in S p o t l i g h t . T h e n

complete the statements. 1

When K a r i n a says they ?felt s o r r y for? the younger cat, she means they ...., him. a apologized to

b were concerned about

¢ were annoyed w i t h

2 W h e n she says t h e o l d e r c a t ? p u t s u p w i t h ? t h e y o u n g e r one, s h e m e a n s t h e o l d e r cat. a is annoyed w i t h him

b accepts his behavior

¢ is concerned a b o u t h i m

3 W h e n she says t h e g r a y c a t i s t h e o n e ?in c h a r g e , ? s h e m e a n s t h e g r a y c a t . . . . . a obeys the white one

b is o b e y e d b y t h e w h i t e o n e

_?_¢

?is

older than the white one

4 W h e n s h e says t h e g r a y c a t p u t t h e w h i t e o n e ?in h i s place,? s h e m e a n s t h e g r a y o n e . . . . . @

is t h e boss

b isn?t t h e b o s s

¢ is his friend

5 W h e n s h e r e f e r s t o a n i m a l s b e i n g ? c o o p e d u p in? c a g e s , she m e a n s t h e y . . . . . a are made comfortable

PAIR WORK

d o n ' t g e t t o go o u t s i d e

c often go outdoors

C h o o s e o n e or m o r e o f t h e s e t o p i c s . Tell y o u r p a r t n e r a b o u t :

* a t i m e w h e n y o u o r s o m e o n e y o u k n o w f e l t s o r r y f o r a n a n i m a l a n d t o o k it in. * a t i m e w h e n someone's pet had t o p u t up w i t h another animal. * a h o m e w h e r e t h e p e t w a s t h e o n e in charge.

H E R E 1

GRove w o r k

Discuss the questions.

D o you care i f a n a n i m a l is cooped up in a cage? Why o r w h y not? A r e there times when an animal should be?

2 W h i c h animals on page 62 d o you t h i n k need lots o f o u t d o o r space? Why?

June JO: Seattle, USA

David Suchet I

really feel sorry for animals that are mistreated, Does anyone else g e t as fed up as

do about their inhumane treatment? In my opinion, animais s h o u l d never be k i l l e d

just for sport or entertainment. Hunting, bullfighting, and any o t h e r ?sport? that involves the killing of defenseless animats s h o u l d be completely b a n n e d . A n d the idea that monkeyso r dogs h a v e t o b e u s e d in medical research seems ridiculous t o me, W h a t do you all think? ls inhumane t r e a t m e n t of animals ever justified?

WwW

Reike Yamamoto

tere

July Ut Atami, Japan

Maybe you're right about killing animals for sport, but don't you think the needs of people should sometimes be considered? For example, it seems clear to me that small mammals like mice or rabbits have to be used for medical research to make sure new medications are safe. Itjust can't be avoided. Otherwise, new medical treatments might not be discovered. We can?t foo! around when it comes to medicine.

Marie Colbert

July

/ Lyon, France

lagree with Reiko?people first. But that doesn't mean animals s h o u l d b e t r e a t e d inhumanely. I'm sure research methods c o u l d be i m p r o v e d . A n d recently | was reading aboutf a c t o r y farms that raise chickens o r beef cattle, and | was shocked at h o w crowded and filthy the conditions were. | know animals h a v e t o be s l a u g h t e r e d for food, b u t I'm sure they c o u l d be r a i s e d more humanely.

EVALUATE I D E A S

D o you a g r e e w i t h a n y o f t h e o p i n i o n s e x p r e s s e d

In t h e p o s t s ? W h y o r w h y n o t ? C W E

P. 1 3 4

Modais and modatlike expressions: summary

Remember: We use the passive voice to focus on t h e recelver of an a c t i o n father than t h e person o r t h i n g t h a t performs t h e action. Form passive modals with a modat + be a n d a past participie.

Conditions for cattle on factory farms could

be improved.

Alternatives to using mice for research might be found. The hunting of bears should be prohibited. Traditions like bullfighting have te* be preserved. ?Yes

/ so questions

and

lnformation questions

Should chickens be cooped up in cages? Can't factory chicken farms be shut down?

Why shouldn't reptiles or amphibians be used for research?

BUT De large mammals have to be kept in zo0s?

How might people's attitudes be changed?

*Note:Have t o i s a modat-like expression, n o t a true modal, i t has twopresent forms:h a v ea n dp a s ht ses go or Does ie c e s t i o n s a nd don't doesnt in ?

UNIT 6

Why must all animais? lives be respected?

Remember: h a v e to = obligatory i don?t have t o = not obligatory P e m uOR s t must not = obligatory

See

Find one passive modal in Spotlight on page 63.

MM NOTICE THE GRAMMAR | |

U N D E R S T A N D THE G R A M M A R = W i t h a p a r t n e r , d e c i d e w h o t h e p e r f o r m e r of t h e a c t i o n is. T h e n c h o o s e t h e a c t i v e o r p a s s i v e v o i c e t o c o m p l e t e e a c h s t a t e m e n t . 1

People (should t r e a/t should be t r e a t e d ) animals humanely.

2 L a r g e m a m m a l s l i k e l i o n s ( G h o u l d n ' t k e e p / s h o u l d n ' t be k e p t ) i n zoos. 3 In order to help people w i t h disabilities, dogs (have to t r a i n / h a v e t o be t r a i n e d ) w h e n t h e y a r e y o u n g . 4 T h e y say people (can teach / c a n b e taught) bears t o d o t r i c k s l i k e d a n c i n g o r s t a n d i n g u p o n c o m m a n d . 5 H o r s e s ( s h o u l d n ' t f o r c e / s h o u l d n ? t be f o r c e d ) t o r u n i n r a c e s . 6 S o m e t i m e s , i n o r d e r t o p r o t e c t people, a g g r e s s i v e dogs t h a t l i v e o n t h e s t r e e t ( h a v e t o k i l l /have t o be k i l l e d ) . a

G R A M M A R PRACTICE 1

Write sentences, using passive madais,

P e o p l e / s h o u l d n ' /t a l l o w t o h u n t e l e p h a n t s ,

2 N e w m e d i c i n e s / m i g h /t d i s c o v e r t h r o u g h a n i m a l r e s e a r c h .

3 Monkeys / s h o u l d n ' /t keep as pets.

......

4 A l o t / could / do to improve conditions f o r cattle on f a c t o r y farms.

5 T h e t r e a t m e n t o f r e s e a r c h a n i m a l /s m u s t / i m p r o v e . ....

6 Can't / z o o s / use f o r p e r f o r m i n g scientific research to p r o t e c t animals?

7 Why/ chickens/ have t o /r a i s e i n such crowded conditions? ........

Exchange opinions about the treatment of animals

SSB GM o i s c u s s i o n a c t i v a t o r

use the Ideas to exchange

idess * using animals in medical research * slaughtering animals for food * keeping animals in zoos * raising animals for sports, such as facing or fighting © killing animals for their hides and fur

opinions with a partner about the ways anlmals are used or treated. Ask and answer questions, using passive modais, Say as much as you can. 66 Do you think animals have t o be used for medical research? | do. We can?t ent on humans, can we? PP 46 Actually,

don?t think animals should b e t r e a t e d that way. (think it?s morally wrong. 97 ~ 7

fur coat

Express an opinion + think [it?s morally wrong).

[feel {it?s wrong no matter what).

I'm infavor o f . + m opposed to +

H B s u m m a r i THe z e orscussion

Compare your classmates? opinions ¥ about the treatment of animals. gy. g a t ? Does the majority o f the class share the s a m e opinions?

* ,

Disagres

| See what you mean, but ?__. That's one way to look at it, but ? _

On the o n e hand ? _

,b u t on the o t h e r

h a n d . +

+ +

Lcompietely disagree. Tooulda?t agrae with you more, | completely agree.

You're so right.

Taine:

b a i ? VOCABULARY

DESCRIBING PETS

R e a d a n d listen.

T h e n listen a g a i n a n d r e p e a t .

playful

active and fun-loving

affectionate

friendly and loving

Puppies are great for kids because they'te affectionate and playful. ~

However, they?re also high-maintenance.

gentle / good-natured . easygoing; good w i t h kids and other pets low-maintenance l o y a l / devoted

easy t o care for and inexpensive to keep attentive to its owner, reliable

owner from

dange

high-strung / excitable nervous; easily frightened expensive to buy and to take care of costly "harmful to furniture and other things destructive

filthy

?unclean; makes a mess

high-maintenance

t i m e - c o n s u m i n g to take care of

aggressive

h a r d to control; possibly dangerous

e 3 E I e L I S T E N TO ACTIVATE V O C A B U L A R Y

L i s t e n to e a c h c o n v e r s a t i o n

a n d c o m p l e t e t h e c h a r t w i t h t h e p e t a n d its p r o s a n d cons, Use t h e V o c a b u l a r y . L i s t e n a g a i n i f necessary. i e d

| |

Possible pros

Possibie cons

EXPRESS AND SUPPORT AN OPINION Discuss the questions. 1 I n what waysc a n ana n i m a ! b e a g o o d

companion to a child? A n adult? A n older person? 2 D o y o u k n o wa n y o n e w h o i s t o o a t t a c h e d t o his o r her pet? W h y d o y o u t h i n k some people get emotionally

close to their animats? E l a x o u r w o r k Use the vocabulary to tell your classmates about your past or present p e t so f aboutt h o s e ofp e o p l e y o uk n o w .

c o )

\ tl

UNITS.

?te. =~

s i t C O N V E R S A T I O N S P O T L I G H T R e a d a n d listen. Notice t h e spotlighted conversation strategies,

A : Do y o u t h i n k a p o o d l e w o u l d m a k e a g o o d pet? B: A c t u a l l y , I ' m n o t s o s u r e . I ' v e h e a r d t h e y ' r e really high-maintenance. A: In w h a t way? B: W e l l , f o r o n e t h i n g , t h e y n e e d a l o t o f a t t e n t i o n . Td c o n s i d e r getting a guinea p i g instead. Why a guinea pig? : Well, t h e y ' r e v e r y l o w - m a i n t e n a n c e . A n d b e s i d e s , they're r e a l l y gentle. : B u t w h a ti f y o u w e r e l o o k i n g f o r s o m e t h i n g a bit m o r e a f f e c t i o n a t e t h a n a g u i n e a pig? B: T h e n I ' d g e t a c a t . T h e y ' r e a f f e c t i o n a t e a n d they're low-maintenance.

[By 93208 RHYTHM AND INTONATION Listen again and repeat. Then practice the conversation with a partner, a

NOTEPADDING

W i t h 2 partner, c o m p l e t e the c h a r t w i t h animals t h a t m a k e good

a n d b a d p e t s . E x p l a i n why, u s i n g t h e V o c a b u l a r y . C h o o s e a n i m a t s f r o m p a g e 6 2 o r o t h e r s you k n o w .

Animals that make exceptionally g o o d pets

" i m ! M l CONVERSATION ACTIVATOR i e B G e Create ac o n v e r s a t i o n similar to t h e one In Exercise A, using the information on your notepad. Start like this: Do you think a __ would m a k e a good pet? Be sure to change roles and then partners.

oor

svar

* Make more suggestions. * Describe the pros and cons of other pets. * Say as much as you can, aan

G i s e l e e e s + +

attractive

cute dangerous

disgusting energetic ?fascinating frightening

* +

funny intelligent, noisy

patient quiet ugly

eisWn LISTENING WARM-UP VOCABULARY: ANIMAL SOCIAL GROUPS AND PROTECTIVE PHYSICAL FEATURES Read and listen. Then listen again and repeat.

S232|

och of bras

Seam

MO?

eovES

APPLY NEW VOCABULARY

E S E

( a u i i g u l a r . a Hoof) 2

C o m p l e t e the c h a r t with a partner.

edhe c h a d

Birds w i t h p o w e r f u l beaks

e a n

hed

Cec}

ead URESLAbED

Animals that gather in herds

SEE BE e a t USTEN To DEFINE TERMS Listen to Part 4 of the lecture to answer this question: What is the difference between an animal that Is a predator and one that is prey? | |

( H E LISTEN FOR E X A M P L E S

L i s t e n t o P a r t 1 of t h e l e c t u r e a g a i n . W i t h a p a r t n e r , f i n d

a n e x a m p l e f r o m t h e l i s t e n i n g t o e x p l a i n e a c h of t h e f o l l o w i n g : 1

a b e n e f i t o f a social group for a n i m a l s o f p r e y

2 a b e n e f i t o f a s o c i a l g r o u p f o r p r e d a t o r s .... 3 t h e role o f a d o m i n a n t a n i m a l in a s o c i a l g r o u p 4 the m e a n i n g of ?fight o r flight?

UNIT &

?@HEM L I S T E N F O R D E T A I L S

N o w listen t o Part 2 o f t h e lecture and answer the questions,

W h a t is the difference between learned b e h a v i o r and instinct?

2 W h a t are t w o examples o f learned b e h a v i o r f r o m the lecture? a

THINK AND EXPLAIN

W h i c h o f t h e s e s i t u a t i o n s d o you t h i n k i l l u s t r a t e l e a r n e d b e h a v i o r

&$ Opposed to i n s t i n c t ? E x p l a i n y o u r r e a s o n s , b a s e d on i n f o r m a t i o n f r o m t h e l e c t u r e .

Hungry baby birds open their = = =

Baby rabbits quickly follow

Young cats respond to

beaks wide so that en adult will put a worm inside,

their mother away from a potential predator.

perceived danger by getting ready to run awayo r t o fight.

Hy APPLY IDEAS

Discuss the questions.

1 L o o k at t h e a n i m a l s i n P r e v i e w o n p a g e 62. W h i c h a r e p r e d a t o r s a n d w h i c h a r e p r e y ? W h i c h are both? 2 W h a t a r e s o m e w a y s i n w h i c h y o u t h i n k h u m a n s b e h a v e : a) l i k e h e r d a n i m a l s o r f l o c k s o r b) like a n i m a l s w h o socialize i n packs? P r o v i d e examples.

Compare animal and human behavior

NOTEPADDING

In w h a t w a y s do y o u t h i n k h u m a n s a r e t h e s a m e as o t h e r a n i m a l s ?

In w h a t w a y s d o y o u t h i n k w e ' e c o m p l e t e l y d i f f e r e n t ? W r i t e s o m e i d e a s .

"Pow we'rethe semeo f similar ? | Howwe're very different Groups provide safety and soctal interaction.

;

, |

Homans are mareable torespond

to donger uting their intelligence.

How we're the same or similar

How we'revery d i f f e r e n t _

ListesCle adhd e t e

D I S C U S S I O N S h a r e y o u r ideas w i t h y o u r c l a s s m a t e s . D o y o u t h i n k w e h a v e m o r e similarities t o or differences f r o m o t h e r a n i m a l s ? Use the e x a m p i e s f r o m your notepad.

aggressive dangerous devoted

inenarge Inteltigent

patient

protective useful

READING WARM-UP

W h a t are s o m e e n d a n g e r e d a n i m a l s you c a n t h i n k o f ?

W h a t are s o m e t h r e a t s t o t h e i r s u r v i v a l ? @ W E R E A D I N G R e a d t h e s t o r i e s . W h a t d o you t h i n k e n s u r e d t h e s u r v i v a l of t h e b u f f a l o in t h e U.S.?

vi i l

W e live ona planet that is rich in biodiversity?there are milhons of different species of animals and plants across the globe. Yet many species are disappearing at an alarming rate as the habitats in which plants. i

and animals live together are reduced year after year. Currently, 11,000 species of plants and animals?including over 180 m a m m a l s ? a r e at risk o f becoming extinct because of this loss of habitat. Once gone, theirdisappearance Is

irreversible?they cannot be brought back. In its fast development as

a nation over the last three hundred years, che United States has

experienced some dramatic shifts in animal populations. Here is the story of a dismal failure and a remarkable success story.

+ h e; s ? s

amt

America told amazing stories about huge

Before European settlers came to North America, there were more { t h a n 50 million buffalo roaming in huge herds across the continent's i central flatiands, which are today known as the Great Plains. These : strange-looking, magnificent creatures?with their furry heads and

flocks o f passenger

Early European visitors to North

important resource for food, clothing,

B u fhides f awere l o

the sky for hours

and shelter for Native Americans living on the piains. And they played an enormous part in the plains ecosystem, sustaining other animals and plants. Weaker buffalo provided food for predators like bears and wolves. Herds attracted birds that picked at buffalo fur for insects. Thousands of hooves walking over the landscape prevented aggressive plants from taking over,

they flew south f o r winter. They were easy targets f o r bunters, delicious to eat, and useful f o r e e making feather beds. Estimates put their total population at about five billion?the same number as the population o f all birds combined in the U.S. today. By the mid-1800s, the hunting o f passenger pigeons had becomea large-scale commercial enterprise, supplying east coast cities with a

steady supply of birds. Around 300,000 a year were sent to N e w York City alone. A t the same time, their habitat and food sources were shrinking as forests were cut down for farming and construction. In addition, approximately 250.000 birds were killed simply for sport each year. Making matters worse, a female passenger pigeon laid only one egg each year. By the t u m o f t h e twentieth century, any attempts to save t h e passenger pigeon were t o o late. Thel a s t surviving pigeon died in the Cincinnati Zoo in 191 4 a species lost forever.

shoulders and distinctive h o r n s ? w e r e

pigeons that darkened

UNITS

importa

including forshetter.

Inthe 1800s, as new settlers moved

from the E a stotsettle the

?West, whole herds were slaughtered, often just for sport. Buffalo were considered an obstacle to the settlers? desire to grow crops

and raise cattle. The resource that sustained Native Americans for

centuries b e t ogdisappear. a n few as 750 buffalo remaining,

Bytheendof

t h e 1800s,therewere

Many people were shocked that the buffalo, long considered y m o f tbh e o West, l had been allowed to comes o close t o extinction. Fortunately, efforts to save them were begun in 1905. ?The remaining herds were gathered together and protected. Their number steadily increased to today?s population of about 350,000. as

Wiiat conctusio : tan we draw

these stories!

In the caseo f t h e passenger pigeon, extinction was occurring so fast that, even with efforts to save them, it was too late to act However, we a nseet h a t w i t ht h e American buffalo, conservatione f f o r t s can make a differencei f they are begun early enough.

| |

UNDERSTAND M E A N I N G F R O M CONTEXT

Choose t h e c o r r e c t m e a n i n g f o r e a c h w o r d .

biodiversity

4 conservation

a the place w h e r e a n i m a l s live

a the p r o t e c t i o n o f a n i m a l s f r o m e x t i n c t i o n

b the v a r i e t y o f l i v i n g t h i n g s

b a danger to animals

¢ the disappearance of a species

¢ asource of food

2 ahabitat

5 an ecosystem

a t h e f o o d a n i m a i s eat

a a danger to animals

b the p l a c e a n i m a l s live

b the p r o t e c t i o n of a species

¢ the n u m b e r of species

¢ a c o m m u n i t y of living things

3 extinction a the p r o t e c t i o n of a species b the hunting o f a species ¢ the disappearance o f a species | |

R E C O G N I Z E C A U S E A N D EFFECT

DERE

Discuss these questions with a partner.

W h a t are f o u r reasons t h e passenger pigeon b e c a m e e x t i n c t ? W h y d i d c o n s e r v a t i o n e f f o r t s fail?

2 W h y d i d s e t t l e r s h u n t t h e b u f f a l o ? H o w d i d t h e b u f f a l o c o m e s o c l o s e to e x t i n c t i o n ?

Dehate the value of animal conservation

F R A M E YOUR I D E A S

W i t h a p a r t n e r , r e a d a n d d i s c u s s t h e a r g u m e n t s for a n d a g a i n s t a n i m a l c o n s e r v a t i o n .

W h i c h a r g u m e n t s are t h e s t r o n g e s t f o r e a c h s i d e o f t h e a n i m a l c o n s e r v a t i o n d e b a t e ? W h i c h a r e t h e w e a k e s t ?

e e

For

Against

* H u m a n b e i n g s have a r e s p o n s i b i l i t y t o p r o t e c t a l l

+ € x t i n c t i o n s are s i m p l y p a r t o f t h e n a t u r a l p r o c e s s ~ i t ? s t h e

living things.

principle o f ?survival of t h e fittest.?

Species should be preserved for future generations.

Natural parks that protect witdlife are big tourist attractions |

t h a t generate jobs and income for local economies. * Species extinction

happening at such

B 5

ho significant impact on the environment?it?s no big deal. «

Conservatian limits land available to farmers, who

?eally need it for their livelihood.

to make new discoveries?for example, new medicines.

Do we really need 2,000 species of mice?

Your own ideas: .....

Your own ideas:

DEBATE

Form t w o grou

n e for a n d o n e a g a i n s t ps?o} t h i s s t a t e m e n t : it's i m p o r t a n t t o p r o t e c t a i l s p e c i e s o f a n i m a l s f r o m e x t i n c t i o n . Take t u r n s p r e s e n t i n g a n d s u p p o r t i n g y o u r views w i t h reasons a n d examples.

It?s ?2

luxury? for countries that have more serious problems.

fast rate we'd

For every species fost to extinction, humans miss the chance

Environmental protection costs a lot of money.

* Millions of species have already become extinct w i t h

be foolish not to act quickly. *

441 don?t see w h y w e s h o u l d w o r r y a b o u t c o n s e r v i n g . s r e m a n y S t e e ni i r d e t h a tr se t r o t e n d a n g e r e d 9 9 ° L

thea,

coe

+4 But t h e e x t i n c t i o n o f o n e t y p e o f f r o g c o u l d a f f e c t m a m m a l s a n d reptiles t h a t m a y d e p e n d on t h a t species f o r food. #*

Write at least two paragraphs about the reasons some animals become endangered. Describe the threats to their survival and what can be done to save them.

44 Come to think of it, you have a point! ¥¥ oe creme Sst nencamnas

5 «|

. >

* +

amphibians birds

fish invertebrates mammals reptiles

WRITING Supporting a point of view

B f WRITING SKILL Study the rules.

State your point of view in the Then provide examples, facts, support your point of view. Another effective technique is ?i of opposing arguments. Summarize your main point in

Many people question whether it?s

mane to keep animals in 00s. However, today's zoos can play an important role in

To p e r s u a d e r e a d e r s t o a g r e e w i t h y o u r p o i n t o f v i e w in an e s s a y :

animal conservation, They ean do this ina u m b e r of ways. For one thing, studies suggest Shat anieal conservation research and

introduction to your essay. or experts? opinions that to demonstrate the weakness

a concluding sentence.

| |

Offer experts? opinions [Smith] states t h a t ... 7

According to [Rivera}, ... Studies suggest that .,,

Furthermore, Refute opposing arguments

Conclude your argument

It can be argued that ...

{n conclusion,

[Some people] think It [may be] true that ...

PRACTICE

the Parkland Zoo,b i o l o g i s t ,a e o n s at . er states that zoos can protect the young of endangered species until they are old e be a Sh 22 be released into the wid. t e a fre rgued that all animals should beanimale and that itis unethical to keap in zon. However, thesurvivalo fthese a Species in the wild may actually depend on the results of the scientific studies man 200s provide, ¥ Pi

heh e r r e a e r e clgcovered, Furthermore,

Pay attention to correct punctuation when needed.

Support your point of view For one thing, - ?or example, For instance,

jer

species

Use expressions like these to support your point of view. ?

may

easily in zoos. Th thatw a w i e nthe for ensuring thesurvival o f c r i m e w e

any

I _

}

conclusion, | believe endangered

animals should be kept in zoos in order

} However, | In summary, To sum up,

Support conservation efforts. tt's one way that we can help ensure their survival,

C o m p l e t e t h e a r g u m e n t s t o s u p p o r t t h e p o i n t o f view.

Zoos can play an increasingly important role in animal conservation. (For one thing, / However,) a zoo is a good environment for scientists to observe the behavior of endangered animals. Information from this research 1

can be used to ensure their survival. 2 (Many people t h i n /k For example,) animals are simply cooped up in cages at 200s. 3 (Furthermore, / However,) today?s modern zaos try to imitate their natural habitats by providinghealthy food and lots of space for exercise and play. Without this intervention, many species would not survive in the wild. 4 (According to / To sum up) Dutch scientist Frans de Wall, z008 also serve an important educational purpose. S (Furthermore, / For example.) by visiting zoos with their families or school classes, children learn about endangered animals and grow up appreciating the importance of protecting them. 6 (To sum up, / It may be true that} there are good reasons for keeping endangered animals in zoos.

H l ie

A P P L Y THE W R I T I N G S K I L L

W r i t e a s h o r t essay i n w h i c h y o u e x p r e s s y o u r

o p i n i o n on t h e t r e a t m e n t of a n i m a l s on f a r m s o r i n r e s e a r c h . Use p e r s u a s i o n t o g e t t h e r e a d e r to a g r e e w i t h y o u r p o i n t o f view. S t a t e your p o i n t of v i e w in t h e i n t r o d u c t i o n . S u p p o r t i t w i t h e x a m p l e s , f a c t s , o r experts? o p i n i o n s . R e f u t e o p p o s i n g a r g u m e n t s . C o n c l u d e by r e s t a t i n g y o u r m a i n point.

Exchange p a r a g r a p h s w i t h a partner.

[5 Bid| state

s h o r t r e s p o n s e , e x p l a l n i n g why. S t a r t l i k e this: | [ a g r e e /

disagree}

| provide examples, facts, or experts? opinions ta support my pointof view?

LD Did

discuss opposing arguments?

did

include

(71

UNIT 6

in the

C1 Did

w i t h y o u r a r g u m e n t because ...

my point of view clearly

introduction?

D o you a g r e e o r d i s a g r e e w i t h y o u r p a r t n e r ' s p o i n t o f v i e w ? W r i t e a

concluding sentence?

't f

2 : 2 8 L i s t e n t o P a r t 1 o f a r a d i o p r o g r a m . Choose t h e p h r a s e t h a t b e s t c o m p l e t e s e a c h statement, according to the program. 1

C a p u c h i n m o n k e y s c a n be .,.... a used for medical research

b loyal friends t o h u m a n s _ c t r a i n e d t o help people w i t h disabilities

2 T h e s e m o n k e y s are u s e f u l t o h u m a n s b e c a u s e a c a n d os i m p l e j o b s

3 # F

t h e y ......

b can push a wheelchair

¢ can w a s h dishes

N o w listen t o Part 2 a n d c h o o s e the phrase t h a t best c o m p l e t e s each s t a t e m e n t .

1 D o l p h i n - a s s i s t e d t h e r a p y h a d ap o s i t i v e e f f e c t o n c h i l d r e n ? s . . . . . . . @

m o r a l o r ethical development

b speech development

physical development

2 Children respond to d o l p h i n s because d o l p h i n s are ...... . @

good swimmers

b intelligent

¢ playful

3 M a n y o f these c h i l d r e n respond better to p e o p l e after ...... a a year o f treatment

b a few treatments

¢ afew weeks of treatment

Change the adjective in each statement so It makes sense. 1 A r e l a x e d p e t t h a t is g o o dw i t h k i d s i s d e s t r u c t i v e-.

sessereeeaees

2 A c a t t h a t o f t e n s c r a t e h e s p e o p l e w i t h i t s c l a w si s a f f e c t i o n a t e .

3 Ap e t t h a t ts loving a n d f r i e n d l y is aggressive. ..... 4 Ad o g t h a t damages f u r n i t u r e i s p l a y f u l . ..... SA n a n i m a l t h a t i s easy t o care f o r i s f i l t h y .

6 A dog t h a t is easily frightened is preteetive. 7 A p e t t h a t is expensive to buy and take care o f is geed-natured.

8 A p a r r o t t h a t has f u n holdingab a l l in its beak is Jeyel. a

Complete each statement with vocabulary f r o m the unit. 1

Passenger pigeons used t o f l y t o g e t h e r i n v e r y large

2 A

ci s a m a amm t a l , a n d af

r io s ag n

3 D o g s t h a t d o n o t h a v e o w n e r s s o m e t i m e s h a n g o u tt o g e t h e r i n 4 L i o n s use their teeth and

5 6

to k i l l t h e i r prey.

Buffalo have a pair of A

. . on their furry heads.

ni s aekindeo f f ils h , and a c r o c o d i l eis akind of

7 D o m i n a n t m a l e s h e e p f i g h t w i t h t h e i r h o r n s t o c h o o s e w h o w i l l b et h e oo n e i n c h a r g e o f t h .e

8 Humans have feet, and horses have § A

b may i usei r dt s

to p r o t e c t i t s e l f f r o m a p r e d a t o r .

E l choose four of the topics. Use passive modals to state your own opinion about each topic.

Topics

n eheat research hunting

dogfighting extinction

pets z00$

Example:

W e b P r o j e c t : T r e a t m e n t of A n i m a l s wwwenglish.com/summit3e

COMMUNICATION.GOA 1 Evaluate ways and places to

Advertising and

ee oh

4 Persuade someone to buy a product

Consumers PREVIEW F R A M E YOUR I D E A S

w e r

{

Read four e x a m p l e s o f shopping behavior and rate t h e m .

When I'm feeling Blu shopping snd spfurge on?a.fe

v this may have'gona.a But i y s t can?t pass up a good sale, even if don?t egg anything a t h e moment,

ic 3

N i

;

a e

a e|

respect? 7 endorsgg]a product, than know ws gp0d Whi n l sa@ Bfamous person

DISCUSSION

In y o u r o p i n i o n , w h a t c a u s e s p e o p l e t o b e h a v e i n t h e w a y s t h e p e o p l e i n

t h e p i c t u r e s d o ? I n w h a t w a y Is t h e i r b e h a v i o r s i m i l a r ? D o y o u k n o w a n y o n e l i k e t h e s e people? Explain.

rey

UNTT

tim

ENGLISH FOR TODAY-S:WORLD | Understand a variety of accents.

E l &ace SPOTLIGHT Read and listen to Notice the spotlighted language.

conversation between twa colleagues.

age

aaa ?_

A l d o : Oh, no! I c o u l d k i c k m y s e l f !

About what?

Sofia:

Aldo: T

Sofia:

You k n o w h o w m u c h I ' v e b e e n w a n t i n g t o l e a r n S p a n i s h , r i g h t ? L o o k a t t h i s g r e a t s y s t e m

c o u l d h a v e g o t t e n f o r h a l f p r i c e . Well, u n t i l y e s t e r d a y , t h a t is.

Oh, come on. Don?t f a l l f o r t h a t . You can't learn a language while you sleep.

A l d o : I d o n ' t k n o w . T h e y s a y it?s b a s e d o n b r a i n science. A n d it?s r i s k - f r e e . Y o u g e t y o u r m o n e y b a c k i f y o u d o n ' t learn. So it m u s t b e true. S o f i a : Oh, A l d o . T h a t ' s j u s t w i s h f u l t h i n k i n g . T h i n k a b o u t h o w l o n g i t

took you to learn English. A l d o : But y o u ' r e c o m p a r i n g apples a n d oranges. Learning Spanish is a whole lot easier than learning English f o r I t a l i a n speakers like me. Sofia: That?s d e b a t a b l e . N o t everyone w o u l d agree w i t h that. But whatever. Any new language takes plenty o f study and practice. Aldo: I know. But I hate being forced to learn grammar. In t h i s method I don't

t h i n k you have to. i Soffa: Sorry. T h e r e a r e no t w o w a y s about i t . L e a ra nl a ni g n u a g e takes! work . . . . T e l l y o u w h a t . I'll teach you Spanish myself! Between now t h ee n d of the year, we'll have dinner together a couple of evenings a

ang

week. We'll converse i n Spanish. You'll learn fast. Aldo: You really mean it? I'd be w i l l i n g to pay you f o r the lessons. a Sofia: No way. Just make me a nice Italian dinner o n

M i r a c l e method

those nights, and w e ' l l c a l l i t even. It'll be fun! Aldo: Dinner? No problem! P'd be making t h a t

BetluentinSpanish

anyway... Sofia, this is really generous of you. Sofia: Well, you've done me a bunch of favors at

?while you sleep.

in6 weeks. Just listen

e e wyoucen"

work. I figure I owe y o u one!

UNDERSTAND IDIOMS AND EXPRESSIONS

Your

t y Decora 3

W r i t e an e x p r e s s i o n f r o m S p o t l i g h t w i t h a s i m i l a r

m e a n i n g to e a c h s e n t e n c e below. 1

I ' m g o i n g t o suggest. s o m e t h i n g t o y o u .

5 Iregret something I d i d . 6 There's o n l y one c o r r e c t o p i n i o n a b o u t that.

2 You w o n ' t owe m e anything. 7 Don?t b e l i e v e w h a t t h e y say. 8 Y o u a r e h o p i n g t h a t it's t r u e , b u t i t isn?t.

9 I r 's my t u r n to d o something n i c e f o r you.

THINK AND EXPLAIN

W i t h a partner, a n s w e r e a c h question. Support your a n s w e r s w i t h

specific i n f o r m a t i o n from Spotlight. 1

W h a t is i t about the ad t h a t makes Aldo want to k i c k himself?

2 What does Sofia t h i n k o f t h e Miracle Method? 3 What do you t h i n k Aldo hates about traditional language courses? E x p l a i n why. PAIR W O R K

Discuss w h e t h e r you t h i n k a n y of t h e p e o p l e in t h e p i c t u r e s o n

p a g e 7 4 h a v e a n y t h i n g In c o m m o n w i t h A l d o . E x p l a i n y o u r r e a s o n s .

SB)

V o c a B u L a r y VERSES FOR SHOPPING ACTIVITIES people are saying. Then listen and repeat,

[BE i t a

Read and listen to what the

withoutgoing insideor intending tobuy them Hare's the, mason to comparison fore buying!

Everyone guid shop around before

a7 i

BLAND

This p l ais ac little e "t BYCPOKIUTL pricey. Buti t cost to anything :

APPLEANCES

yMaking a decision.

a g a L I S T E N TO ACTIVATE V O C A B U L A R Y

Listen t o the conversations about shopping.

Infer w h a t t h e p e o p i e are d o i n g , C o m p l e t e e a c h s t a t e m e n t w i t h t h e c o r r e c t v e r b phrase. 1

The shoppers are ( b r o w s i n/g bargain hunting).

2 The people are (comparison shopping / w i n d o w shopping). 3 T h e m e n a r e ( w i n d o w s h o p p i n /g c o m p a r i s o n s h o p p i n g ) . 4 The w o m a n is ( w i n d o w shopping / browsing).

UNIT?

PAIR WORK

First, c o m p l e t e t h e c h a r t . T h e n c o m p a r e I n f o r m a t i o n w i t h a p a r t n e r .

Pvaaaisg

browsing

bargain hunting window shopping : comparison shopping

fge

window she

E k e spenatng monayc

Evaluate ways and places to shop

e i t ! CONVERSATION SPOTLIGHT Read and listen. Notice the spotlighted conversation strategies. A : Q u i c k question. Where would you go if y o u needed some n e w furniture?

8: Well, I f i n d Morton's a good place to go bargain hunting. A : M o r t o n ' s ? T h e y c a n b ea

littie pricey, can't they?

8: But when t h e i r things go o n sale t h e i r prices a r e rock bottom, A : That?s g o o d t o k n o w , B: W h y d o n ? t y o u c h e c k o u t M o r t o n ' s o n l i n e ? M a y b e y o u ' l l get lucky.

b3#88! R H Y T H M A N D I N T O N A T I O N

Listen again a n d repeat.

Then practice the conversation with a partner.

E l l NoTEPADDING

Make a list of four places to shop, the best items

to buy in each place, and the best shopping activities there.

~ itemsto buythera

handieraftsand gifts

ane

ways?to shopthere

bargain buat

= 1

wayst o shop there

; 4

BONT STOP.

a G l CONVERSATION AcTIVATOR Create a conversation similar to the one c o in Ex. A, using information from your hail notepad, Start like this: Quick question. Where ... Be sure to change roles and then partners.

__items to buy there

e e

* Discuss other places for bargains. * Ask for recommendations for places to buy other things. * Suggest shopping together. © Say as much as you can. fe tee m e n e

RECYCLE THIS LANGUAGE +

expensive cheap

save money

cost an arm

- affordable *

a bargain

and 2 leg

pricey +

rock

bottom

P C R P L

What's the most annoying commercial FOR

That would be the toothpaste ad they keep playing on my favorite music station. It's loud and obnoxious, and It totally gets on my nerves. | hate t e be forcedtolistentoa dumb ad over and over, It just drives me crazy.

S O U U ce R T

T e i

It blows m e away.

2 I t gets o n m y n e r v e s .

MTmATY

;

LTE

What's the most touching EP Ce

L C s e

UNDERSTAND M E A N I N G F R O M CONTEXT 1

Gent

if.

There's this one really funny TV commercial for a language school. This cat sticks its claw into a goldfish bowl. Suddenly, the goldfish starts barking like an angry dog and the terrifled cat runs away, The words ?It never hurts to know another language? appear on the screen. Itjust cracks me up every time I see it. | enjoy being entertained like that.

An ad | saw yesterday really blew me away. There's this company that produces sports drinks. Their ad presents actual statistics of how the drink enhances athletic performance. it was so convincing | totally forgot it was an ad! Like most people, | resent simply being sold to and really appreciate being informed about a product's benefits. Ads like that can really buitd y go goodwill for a ptproduct,

E n P e

| |

Actually, there's a billboard for a tablet that | see on my way to work, It shows this elderly woman having a video chat with her daughter and brand-new granddaughter. The tablet and the video chat are obviously

something really new for the grandma. I'm not an emotional guy, but this ad just hits me in the heart and chokes me up. | know it?s just an ad, but once In a while It : doesn?t hurt t o be r e m i n d e d about the 4 important things in life. ;

Match t h e expressions w i t h their m e a n i n g .

a It makes me feel like crying. b i t a n n o y s me.

Fhemember:

s e e 3 I t cracks m e up.

« It amazes me.

s e e 4 I t c h o k e s m e up.

d I t m a k e s m e w a n t t o laugh.

[Bl GRAMMAR

' «

PASSIVE FORMS OF GERUNDS AND INFINITIVES

* Certain adjectives are often followed by infinitives. © Certain expressions are

Use t h e passive f o r m of a gerund (being + a past participle) or an Infinitive ( t ob e + a p a s tp a r t i c i p t e ) t o f o c u so n a n a c t i o n i n s t e a do f onw h o p e r f o r m e d t h e a c t i o n .

Some verbs are f o l l o w e d b y gerunds, some by infinitives, and some by either.

f o l l o w e d by gerunds. S e e p a g e s 123-124 f o r a compl a

Gerunds: a f f i r m a t i v e a n d negative I

don?t (ike b e i n g f o r c e d t o watch commercials.

Questions ?Do you enjoy b e l u g e n t e r t a i n e d by commercials on TV?

?Susan hates n o t b e i n g t o l d t h e truth.

Don't you resent being r e q u i r e d to watch ads in movie

Infinitives: affirmative and negative

Doesn't your sister want to he called by her first name?

We would like t o be c a l l e d when i t g o e s on sale.

Who likes b e i n g s h o w n c o m m e r c i a l s every f e w minutes?

theaters?

T h e y were a n g n ort tyo b e t o l d about t h e meeting.

Where do you like b e i n g s e a t e d in a restaurant?

0.136 ?The

U N I7T

passive volce: review and expansion

b o

: |

G R A M M A R PRACTICE

C o m p l e t e t h e c o n v e r s a t i o n s w i t h p a s s i v e g e r u n d s o r infinitives.

1 A : It h i n k people enjoy ( i n f o r m e d )

.-. about new products.

B: T r u e , b u t] don?t w a n t ( t r e a t ) .

.- a s i f [don't k n o w a n y t h i n g . A d v e r t i s e r s

s o m e t i m e s m a k e m e f e e l t h a t way. 2 A : I d o n ' t l i k e ( s h o w ) .........

p i c t u r e s o f suffering a n i m a l s i n ads f o r a n i m a l

charities, They're j u s t t o o upsetting. B:

agree. I ' m h a p p y ( a s k )

I don?t n e e d ( s h o w )

... t o c o n t r i b u t e j u s b a s e d o n t h e f a c t s . pictures.

3 A : T h i s m i d n i g h t s a l e is g o i n g t o b e g r e a t . Don?t y o u l o v e ( g i v e ) a c h a n c e t o g e t e v e r y t h i n g at h a l f - p r i c e ? B: A c t u a l l y , I ' m a n n o y e d a t ( f o r c e )

e v e n i n g j u s t t o get in.

4 A: When I read a n ad in a magazine, I w o u l d like (tell) .... the whole truth, n o t half-truths, 8:

k n o w h o w y o u feel. I e x p e c t ( t r e a t ) ..

5 A: C o m p a n i e s w a n t t h e i r p r o d u c t s ( a d v e r t i s e ) .... on T V d u r i n g p r i m e t i m e ? w h e n the most people are watching.

B: Maybe that?s w h y advertisers complain about (charge)

8 0 m u c h f o r every m i n u t e they buy. They say that? 's w h y the products a r e so expensive.

y .

..-

Vowel sounds

G R A M M A R PRACTICE

p. 146

/i/ and /r

Rewrite each sentence, using a passive g e r u n d or

I n f i n i t i v e t o r e p l a c e t h e u n d e r l i n e d w o r d s . Don?t use a b y phrase. Example:

I don?t m i n d w h e n a d v e r t i s e r s i n f o r m m e a b o u t n e w p r o d u c t s .

I can?t s t a n d a d v e r t i s e r s ? f o r c i n g m e t o w a t c h a d s o v e r a n d o v e r a g a i n .

Iresent one company?s telling me that I shouldn't buy another company's product.

3 We

can't tolerate telemarketers? calling us while we're eating dinner.

ofads ?e

TV commercials

* pop-up ads on websites * radio ads D i s c u s s your reactions toa t s = poet

+ magazine or newspaper ads

* billboards on highways and buildings

(Bi Frame Y o u r wEAS

Complete the chart with ads you are familiar with,

i p *other online ads

An ad that?s interesting An ad that cracks me up An a d t h a t g e t s o n my nerves

An ad that blows me away An ad t h a t c h o k e s m e up

An ad that drives me crazy

[Ml DIscuSsiON ACTIVATOR Describe and compare the ads on your chart. Use passive forms of gerunds and infinitives. S a y as much as ucan. ye 1

dd There's a TV commercial for shampoo I?m sick of that really gets on my nerves. being forced to watch it over and over! 9F S e m i n a r teens

Describing h o w y o u feel ' +t ollie... d o n ' t ike... | appreciate. . . «I don'tstand appreciate ©lcan't ... . . . ,ellove... ol dislike ...

' rioy ? : Vhate ...

*! prefer

...

etneed... re

Research has s h o w n

that compulive shopping, like other addictions, causes the physical effect

of n ?high,? whenbeain chemicals such asendorphins and dopamine arer

e l e This a scauses e dthe . adic

{eal plocsuroblesensations.Thesesensationsmokeshopping bordfo resist, ond thusthe habit hardto kide. h o tere theworningsigns of @ shopping addiction, o¢ as i t s sometimes colled, ?shopaholism??

First, just as alcoholics tend tohide theirbattles, ?hind, shopahotic, likemary people, purchaseHeres om impulse. Butunlike normal peoplewho sometimes splurge shopohaties commonlyhidetheirpurchases. Shopaholics often li topeoplein theirFamilies ?end pick up on impulse itera like asweater they don't need, s h o p cmight h o buy l i cten. s abouthowmuchmoney they've spent, Second, the problem is long-lived,

Fourth,

or ?chronk,?

with any addiction,

o problem exists when

meaning thot the behavior doesn?t occur just

the behavior has obvious consequences: going into debt,

or twice a year. Rather, it?s « continuous problem that repeuts itself over and over.

going shopping instecd of taking core of Family ot work responsibilities, or uncontrollable spending that may daprive

?once

?others

?What con

in the fomily of money needed for othes things.

tre shopehalics deto get help? Far some, self-helpond group

hha effoctive,For

programscon

thers, whese addiction cosets from underlyingdepression,soning «

psychotherapistor « physicionvon help,reducingthe need to shep compulsively. __Thonkfully, meny people areable

splurge orbuy thingsonimpulsefromtienebothee

without being addicts, Howaves,i f youorecomrorned youmay be acompulsiveshopper, here are some tips that eon PY

hetp.

Shop with alst. 1 heaps you focused on

S Pe P

e e rc E e e c

;

} -

k o e

tte ?thinking

rime? rule: Don't huy

nev.onthespot, Makeyourself

onything

A r

o c

Se e Bete

r a

t e e l d You

Led

i t

r e y

4 hard to k i c k

7 splurge

2 get s o m e t h i n g u n d e r c o n t r o l

5 ashopaholic

8 go overboard

3 ahigh

6 chronic

9 o n t h e spot

UNIT?

F a d s Pe

Find e a c h o f t h e s e w o r d s a n d p h r a s e s in t h e

article. With a partner, discuss w h a t they m e a n and write a sentence using each one. anaddiction

c Le aL

c n

E i ] UNDERSTAND M E A N I N G FROM CONTEXT

I D E N T I F Y S U P P O R T I N G DETAILS

A n s w e r t h e questions, providing details from t h e

a r t i c l e to s u p p o r t y o u r a n s w e r . 1

I n w h a t w a y s is c o m p u l s i v e s h o p p i n g l i k e o t h e r a d d i c t i o n s ? B e s p e c i f i c .

2 W h y are addictions s o hard t o overcome? 3 W h a t are some consequences o f shopaholism?

4 W h a t is one possible cause for compulsive shopping in some people? 5 In what way is going overboard occasionally different f r o m a t r u e shopping addiction?

o t t

Discuss problem shopping behavior

E y FRAME YouR IDEAS

Check the statements that are true for you.

e e nara TOTAL THE NUMBER OF BOXES YOU CHECKED. IF YOUR TOTAL IS:

G-3 G r e a t !

4 - 5 N o t t o o bad!

Keep up t h e g o o d

Congratulations for

habits!

}

C.!

admitting you're not perfect!

can?t pass up a g o o d sale, Even i f! don't needa n y t h i n g , just have to indulge myself and buy something.

m e e e cr ge c r e e | sometimes lie to peaple about how much my purchases cost.

6-7 Uh-oh!

get more pleasure out of spending money than saving money.

i :

. ?

don?t have the patience to wait a d a y before buying s o m e t h i n g . I f Iw a n t i t , | b u y i t ont h e s p o t . |

e p a y Hy wiscussion

c h o o s e o n e o f t h e t o p i c s a n d m e e t In s m a l lg r o u p s

with other classmates who have chosen the same toplc. Share your conclusions with the class. 1 Do you t h i n k m o s t people tend t o goa little overboard w i t h t h e i r *

shopping? E x p l a i n .

8-9 Red alert! Sounds like trouble __ It?s time to take the may be around the bull by the horns and change some of comer! the ways you shop and spend money.

+ +

RECYCLE THIS LANGUAGE

That's debatable,

You're comparing apples and aranges,

There are no two ways about it.

YYou e nreally s t wisn ereking mean Whatever,

2 D o you t h i n k people should spend money o n l y on things they need and never on things they don't need? Is i t O K to buy on i m p u l s e sometimes?

W r i t e a b r o c h u r e o f f e r i n g h e l p o r a d v i c e for p e o p l e w i t h p r o b l e m s h o p p i n g behavior. I n c l u d ea

list o f tips.

LISTENING WARM-UP FAIR W O R K Read a b o u t e i g h t a d v e r t i s i n g techniques used t o p e r s u a d e p e o p l e t o buy p r o d u c t s . W i t h a p a r t n e r , d i s c u s s t h e t e c h n i q u e s a n d w r i t e t h e l e t t e r of t h e e x a m p l e t h a t i l l u s t r a t e s e a c h t e c h n i q u e .

Examples a A professional soccer player

e iR Eight , e etechniques c e N aused t by g

recommends a particular brand o f shirts.

b A hotel chain shows a businesswoman i n her room, calling home to t a l k t o her children.

PROVIDE FACTS AND FIGURES P r o v e t h e s u p e r i o r i t y of a p r o d u c t w i t h

s t a t i s t i c s a n d objective, f a c t u a l i n f o r m a t i o n ,

young people having a great time

CONVINCE PEOPLE TO ?JUMP ON THE BANDWAGON"

Imply that everyone is using a product, a f d that o t h e r s?Shouldt o o .i n order tob e b a r t of the groUP._ PLAYo

N PEOPLE'S HIDDEN

d r i n k i n g i t s p r o d u c t at t h e b e a c h . d A c a r m a n u f a c t u r e r states h o w

100 k i l o m e t e r s p e r h o u r .

FEARS @

Acoffee manufacturer shows people d r e s s e d in f o r m a l a t t i r e

s o m e d a n g e r o r an u n c o m f o r t a b i e situation.

d r i n k i n g i t s b r a n d o f c o f f e e at a n art exhibition.

PLAY ON PEOPLE'S PATRIOTISM

Impty that buying one's country,

product shows love of

PROVIDE ?SNOB APPEAL?

f A c r e d i t card company claims that its card is used by more people t h a n any other card. g Aclothing manufacturer promotes

Imply that use of a product makes the

its clothes by saying they are made

c u s t o m e r p a r t of an eliteg r o u p .

b y a n d for people i n this country.

1G ASSOCIATE POSITIVE QUALITIES WITH A PRODUCT }

h A n educational toy company

Promote a product with words and ideas having |b ositive meanings andassociations.

suggests that o t h e r c h i l d r e n w i l l do better in school than yours w i l l if y o u d o n ' t b u y its t o y t o d a y .

PROVIDE TESTIMONIALS Use a f a m o u s p e r s o n o r an ?average c o n s u m e r ? t o e n d o r s e a p r o d u c t s o t h e c o n s u m e r w a n t s it too.

MANIPULATE PEOPLE'S EMOTIONS

Use images to appeal to customers? feelings. Such as love. angers, or sympathy.

S R N VOCABULARY

WAYS TO PERSUADE

endorse promote imply prove

L i s t e n a n d r e p e a t . T h e n , b a s e d on t h e

w a y they a r e u s e d in Exercise A, w r i t e t h e c o r r e c t w o r d f o r e a c h d e f i n i t i o n .

1 personally recommend a product i n exchange f o r payment: 2 s h o w t h a t s o m e t h i n g is d e f i n i t e l y t r u e , e s p e c i a l l y b y p r o v i d i n g f a c t s , i n f o r m a t i o n , ete. 3 s u g g e s t t h a t s o m e t h i n g is t r u e , w i t h o u t s a y i n g o r s h o w i n g i t d i r e c t l y : . . . . . . . . . . . 4 m a k e s u r e p e o p l e k n o w a b o u t a n e w p r o d u c t i n o r d e r t o p e r s u a d e t h e m t o b u y it:

UNIT 7

q u i c k l y i t s c a r c a n g o f r o m 0 to

I m p l y that a product w i l l protect the user f r o m

A s o f t drink manufacturer shows

soe

f a e

E l

L I S T E N YO I N F E R

Listen t o each ad. W r i t e

t w o t e c h n i q u e s f r o m Exercise A t h a t t h e a d v e r t i s e r u s e s i n t h e ad. T h e n l i s t e n a g a i n a n d t a k e notes. of w h a t t h e a d says to s u p p o r t y o u r c h o i c e of techniques.

Techniques used

B y a p p t y IDEAS Witha partner, discuss some ads you know and decide which techniques they use.

Persuade someone to buy a product

NOTEPADDING In a group, choose a product and create magazine, newspaper, Internet pop-up, or radio advertisem*nt for it. Use one or more advertising techniques to persuade your classmates to buy the product. Make notes.

Ideas

sacar * anairline + adrink * asmart phone * a language school * a brand of toothpaste * your own idea: _ _

Plan y o u r ad Type of product: }

Name of product:

;

Type of ad:

{ Technique(s):

Gy Presentarion

Present your ad to your class. Show it, read

it, or act i out. Analyze your classmates? ads and discuss which techniques were used. As a class, assign awards f o r these categories:

the funniest ad the most annoying ad * the most persuasive ad «the most interesting ad «the most touching ad * #

Summarize and paraphrase someone's point of view

H l WRITING SKILL

Study the rules.

A s u m m a r y is a s h o r t e n e d e x p l a n a t i o n o f t h e m a i n i d e a s o f ana r t i c l e ,

When writing a summary, include only t h e author's main points, not your o w n r e a c t i o n s o r o p i n i o n s . In y o u r s u m m a r y , b e s u r e to p a r a p h r a s e w h a t

| !

the author said, putting the main idea into your own words. '

U s ea

variety o f reporting verbs to paraphrase the writer's ideas:

The report argues that ...

Doctors belleve that ... Experts explain that ...

The original t e x t : ?For somep e o p l e , is a shopping harmleses s favorite pastime and m o n e yt oi a N o t h t h e y have the For others, onfortunetel uechases. can spiral outo f contratand becorde 88 serious as other destructive addictions like aleoholism, drug ling.? abuse, and :

The writer polnts out that ...

compulsive gambling, Your summary and paraphrase:

The journalist reports that ... The author concludes that ...

The gither Points aut that shopping canbe harmless for some buta serious addiction for others.

The article s t a t e s t h a t ... S o m e o t h e r c o m m o n e x p r e s s i o n s f o r reporting a n o t h e r person's ideas:

A c c o r d i tn og [ S m i t h ] , . . .

A s [the article explains}, ...

In [ t h e w r i t e r ' s ] o p i n i o n , ...

F r o m [Garcia's] p o i n t o f view, ...

PRACTICE

P a r a p h r a s e t h e s e s e n t e n c e s f r o m t h e a r t i c l e on p a g e 8 0 .

?Research h a s s h o w n that compulsive shopping, like o t h e r addictions, causes

t h e p h y s i c a l e f f e c t s o f a ?high,? w h e n b r a i n c h e m i c a l s , s u c h a s e n d o r p h i n s a n d %

d o p a m i n e , a r e released,?

2 ? F o r o t h e r s , u n f o r t u n a t e l y , s h o p p i n g c a n s p i r a l o u t o f c o n t r o l a n d b e c o m e as s e r i o u s a s o t h e r d e s t r u c t i v e a d d i c t i o n s l i k e a l c o h o l i s m , drug abuse, a n d c o m p u l s i v e gambling.?

| I

| |

PRACTICE R e r e a d t h e p a r a g r a p h s t h a t b e g i n w i t h First, S e c o n d , Third, a n d F o u r t h in t h e a r t i c l e on p a g e 8 0 . Then, in y o u r o w n w o r d s , s t a t e t h e m a i n idea of e a c h p a r a g r a p h , u s i n g r e p o r t i n g v e r b s a n d e x p r e s s i o n s s u g g e s t e d in Exercise A W r i t i n g S k i l l . First

Second

Third

Fourth

[Bl APPLY THE WRITING SKILL

Write

summary of the article on page 80

by combining the main ideas from your notepad. Be sure to paraphrase what the author says, using your own words. Your summary should be no more than four to six sentences long.

Write a short article in which you suggest h o w t o avoid c o m p u l s i v e s h o p p i n g .

UNIT?

Does the summary include only the author's main ideas? Did ( paraphrase the author's ideas?

[1] Wes | carefut not to include my ?opinion in the summery?

1 t :

t i

{

a i g 1

Listen t o each s t a t e m e n t or question. Choose a n appropriate response.

a T h e r e a r e no t w o w a y s a b o u t i t . b T h e y ' r e c o m p a r i n g apples a n d oranges.

2 a T h a n k s ! I o w e y o u one. b That's just w i s h f u l thinking. 3 a Don't w o r r y . We'll c a i l i t even. b That?s d e b a t a b l e . 4 a D o n ' t fall for that. T h e r e a r e j u s t no t w o w a y s a b o u t i t ,

I know. ] could kick myself! b Tell you what.

S a

O n a s e p a r a t e s h e e t of p a p e r , a n s w e r t h e q u e s t i o n s . 1 W h a t a l w a y s cracks y o u u p a b o u t y o u r favorite T V c o m e d y o r movie? 2 W h o s e m u s i c blows y o u away? 3 W h a t s o n g s c h o k e y o u up? 4 W h a t gets o n y o u r nerves a b o u t p u b l i c transportation?

C o m p i e t e t h e s t a t e m e n t s w i t h passive f o r m s o f gerunds or infinitives. 4

Idon't recall .. M o r e t i m e f o r t h e p r o j e c t .

3 She a r r a n g e d

.. t o t h e a i r p o r t .

4 I was disappointed

5H er i s k e d . . .

the news,

... f r o mh i s job.

6 We w e r e d e l i g h t e d

O n a s e p a r a t e s h e e t o f paper, a n s w e r t h e q u e s t i o n s i n y o u r o w nw a y . 1

W h a t k i n d s o f t h i n g s d o you l i k e t o splurge on?

2 H a v e y o u e v e r g o n ea l i t t l e o v e r b o a r d w h e n y o u w e r e s h o p p i n g ? E x p l a i n . 3 W h a t c a n ' t y o u r e s i s t t h e t e m p t a t i o n t o do? W h y ?

Complete each statement with the correct form of one of t h e verbs. promote

endorse

prove

imply

1 I ' m s u r e S h i n y T e e t h t o o t h p a s t e i s t h e b e s t . A f t e r all, it?s b e i n g . . . t h a t B r i t i s h a c t o r w i t h t h e g o r g e o u s teeth. W h a t ' s h i s n a m e again? 2 T h i s m o n t h B a n a n a c o m p u t e r s is

a n e w laptop. It's s m a l l e r t h a n a

t a b l e t a n d b i g g e r t h a n a s m a r t p h o n e , b u t i t h a s f u l l c o m p u t e rf u n c t i o n a t i t y . 3 W e l l , t h e y d o n ' t h a v e t h e s t a t i s t i c s t o ... hair, but all the p i c t u r e s and t e s t i m o n i a l s

p. 157

that their shampoo grows . that it probably will.

Web Project: Advertising Techniques

Describe family trends Discuss parent-teen issues

3 Compare generations

4 Discuss caring for the elderly

PREVIEW F R A M E YOUR IDEAS

Heke 1I¥

Fill o u t t h e o p i n i o n s u r v e y of y o u r a t t i t u d e s a b o u t p a r e n t - t e e n r e l a t i o n s h i p s .

yyilien

HINT

teens should have tohelparoundthe house,

IWthetpst h them e m develop a sense of responsibility.

Jeans shouldn't havet o helparoundthe house.T h e y a l r e a d y have enought o d owith theirschoolwork.

a ifthey can't go out with their friends, they'll stop ?Afmisbehaving and won't become troublemakers, >

w h odon't oheyt h e rules should b e .

?Teens

?asecond chantebeforebeing

B i Barsite snouabuy ings incon a jan

in order to ?keep the peace

a }

HB Barents shouldcontrol what their teenagi children do on the Internet. It's their job

Teensshouldn't always g e tevar

yprotect their children from danger,

i t a k for: t t would.b e a b a d

?Teonagers have a right to privacy. and

rents ought to respect it. What teens d o s

GB (Parents should'selcurfews. Teens who

Sper

cut late are likely to get in trouble, ? J e e n a g e r s s h o u l d n ' t havec u r f e w s .Thay s h o u l d b e a b l e t o decide w h a t timet o c o m e home.

Parents should make ulesforteen ;

? d e h a v isoor teens learn?right f r o m wrong. " wee onan

2 «~

Teens need to learn by making

> {

hownemistakes, i r

44 Parents don''t have the right t o k n o w everything thely, ?kids do?on the Internet. It isn?t possible, anyway, Because kids can delete their online history if they ?don?t want their parents to see what they're doing.# 9 86

UNIT

;

s a x : SPOTLIGHT

R e a d a n d listen t o a c o n v e r s a t i o n a b o u t r e l a t i o n s h i p s .

Notice t h e s p o t l i g h t e d l a n g u a g e .

G r a c e : D i d y o u h e a r t h e g o o d news? E m m a a n d M a x p a t c h e d t h i n g s u p ! M a r g o t : T h e y g o t b a c k t o g e t h e r ? I didn?t e v e n k n o w t h e y ' d s p l i t u p ! Shows you h o w o u t o f t o u c h I am. W h a t happened? G r a c e : Well, f r o m w h a t I u n d e r s t a n d , f i r s t t h e y h a d a f a l l i n g o u t a b o u t m o n e y , a n d t h e n o n e t h i n g led t o a n o t h e r , a n d t h e m a r r i a g e s t a r t e d g o i n g d o w n h i l l . M a r g o t : W h a t a s h a m e . It's i n c r e d i b l e h o w l i t t l e t h i n g s c a n s n o w b a l l . . . . You k n o w w h a t , t h o u g h ? T h e r e ' s u s u a l l y s o m e b i g g e r u n d e r l y i n g i s s u e w h e n a m a r r i a g e gets i n t o t r o u b l e . Grace: Actually, I t h i n k you've h i t t h e n a i l o n t h e h e a d , E m m a ' s b e e n m a k i n g m o r e m o n e y t h a nM a x f o r t h e l a s t c o u p l e o f y e a r s , a n d t h e n a b o u t s i x m o n t h s a g o he l o s t h i s j o b . So t h e y f i g u r e d i t w o u l d be e c o n o m i c a l f o r h i m b e a s t a y - a t - h o m e dad. I m e a n , w h y pay a babysitter?

M a r g o t : Makes sense. G r a c e : B u t that?s j u s t a b o u t t h e t i m e t h i n g s b e g a n t o f a l l a p a r t , a n d they started arguing about w h o should m a k e financial decisions. A n d t h e n t h e m o r e t h e y fought, the w o r s e t h i n g s got. Apparently, t h e c o n s t a n t c o n f l i c t a f f e c t e d t h e kids? b e h a v i o r . T h e y j u s t s t o p p e d o b e y i n g f a m i l y rules a n d s t a r t e d t e x t i n g friends and playing o n t h e i r p h o n e s d u r i n g d i n n e r ? y o u k n o w w h a t k i d s do t h e s e d a y s . . . M a r g o t : Y o u k n o w , I?m f e e l i n g s o r t o f l i k e a g o s s i p t a l k i n g a b o u t t h e m b e h i n d t h e i r b a c k s . Let?s j u s t b e t h a n k f u l they?re b a c k together now.

UNDERSTAND IDIOMS AND EXPRESSIONS 1

C h o o s e t h e w o r d o r p h r a s e w i t h t h e s a m em e a n i n g .

It's hard to patch things u p after a breakup. a repair a relationship b have financial problems ¢ get a divorce

2 [ d i d n ' t realize they'ds p l i t u p .

a separated b gotten back together ¢ gotten out o f t o u c h 3 Lyn and Ed hadaf a l l i n g out about the children. a argued

5 A n n e h i t the nail on the head when she figured o u t the underlying problem. @ realized w h a t the real reason w a s b became violent ¢ made a l o t of money 6 A husband and wife should discuss t h e i r

problems before things s t a r t t o f a l l apart. a get bad b get interesting ¢ get better 7 When you t a l k about people behind their backs,

b agreed not to t a l k c made s t r i c t rules

you are a gossip.

4 O u r relationship started going d o w n h i l l l a s t year. a improving b getting worse

so they k n o w what you t h i n k about t h e m b so they don?t k n o w what you say about t h e m ¢ so they're t h a n k f u l @

€ getting back together | |

THINK AND EXPLAIN 1

A n s w e r t h e q u e s t i o n s w i t h a p a r t n e r . T h e n d i s c u s s w i t h t h e class.

W h a t is y o u r o p i n i o n o f t h e d e c i s i o n t o h a v e M a x s t a y h o m e t o c a r e f o r t h e k i d s ?

2 W h y d o you t h i n k some couples get b a c k t o g e t h e r a f t e r b r e a k i n g up?

H E R E

croup w o r k

tell your classmates about a time you or someone you know...

* had a difference o f opinion w i t h a parent o r child * had a falling out w i t h a friend, relative, o r colleague P r o v i d e s p e c i f i c e x a m p l e s a n d use l a n g u a g e f r o m S p o t l i g h t a n d P r e v i e w i fp o s s i b l e .

J | 2 4 4 3 G R A M M A R SPOTLIGHT

R e a d t h e i n f o r m a t i o n in t h e a r t i c l e . Notice t h e

spotlighted grammar.

jurrent trends show the size of families is ?changing, impacting societies worldwide. Women are marrying later, and couples are waiting longer to have children. And the tonger couples w a i t to have children, t h e f e w e r c h i l d r e n they have.

key factors that impact family size are the education and the employment of women, Studies show that the more education women get, the smaller families they have. Moreover, the Jonger women stay in school, the better their opportunities for employment. Working women are Jess likely to marry young and have large familles. ?Two

, .

TH P a i r w o r k 1

In addition t o the falling birthrate, there is a r i s i n g life expectancy. W i t h people living l o n g e r a n d longer, families are going to have to face the challenges posed by an aging population. The l o n g e r people live, t h e m o r e care they require. Traditionally, c h i l d r e n have cared f o r their elderly parents at home, However, t h e m o r e the b i r t h r a t e falls, t h e h a r d e r the future may be f o r the elderly. With fewer children, families may f i r d i t m o r e a n d m o r e d i f f i c u l t to care f o r t h e i r older members.

Discuss the questions.

A c c o r d i n g t o the a r t i c l e , w h a t f a c t o r s e x p l a i n w h y m o r e c o u p l e s are h a v i n g f e w e r c h i l d r e n ?

2 W h y d o y o u t h i n k p o p u l a t i o n s a r e l i v i n g l o n g e r ? W h a t p r o b l e m s c a n be c a u s e d b y a larger elderly population?

{Hi G r a m m a r

REPEATED COMPARATIVES AND DOUBLE COMPARATIVES

Repeated c o m p a r a t i v e s Use repeated comparatives to deseribs continuing Increases and decreases, The birthrate is getting lower and lower, By the end of the twentieth century, couples were waiting longer and longer to marry.

9.137 +

Making comparisons: review and expansion Other uses of comparatives, superlatives, and comparisons wit

Changes are occurring f a s t e r a n d faster. ?User e p e a t e dc o m p a r a t i v e s w i t h moreo r l e s s to m o d i f y adjectiveso r adverbs t h a t d o n ' t u s e

a n - @ f comparativef o r m . Whent h e a d j e c t i v e?ora

vIs understood,i e r b t may beo m i t t e d .

It?s b e c o m i n g m o r e and m o r e d i f f i c u l t to predict I f e expectancy.

It's less a n d t e s s possible to raise birthrates in m o d e m societies. That's happening m o r e and m o r a (often) these days.

U s erepeated comparativesw i t h more, less, andfewert o comparen o u n s . Whent h e noun Js understocd, it may be omitted. More and more people are marrying later. Fewer a n d f e w e r (people) are having children before they are thirty.

Double comparatives Use double comparatives to describe a cause-and-effect process.

The more education women get, the later they marry. [Women are getting more education, so they're marrying later] ?The less children studied, the mere slowly they leamed. [Children studied less, so they leamed more stowly.] Theo l d e r one gets, theharder i t can be to find a husbando r wife. Note: When be Is used In double comparatives, Iti s sometimes omitted. ?Theb e t t e r t h e quality of health care {Is}, thehigherthe life expectancy (is).

UNTS

Be carefull Oon?t use the present oF past continuous in either clause of a double comparative statement. Use the simple present or the simple past tense instead. The longer couples w a l t t o have children, t h e f e w e r children they h a v e .

NOT The longer couples ereweiting to have children,

the fewer they're-having.

a a er

sentence using a double comparative in Spotlight on page 87.

Notice THE GRAMMAR Find

e a t L I S T E N TO ACTIVATE G R A M M A R

L i s t e n to t h r e e people t a l k i n g a b o u t t r e n d s in m a r i a g e and f a m i l y life.

Then listen a g a i n a n d c o m p l e t e e a c h s t a t e m e n t , a c c o r d i n g t o w h a t t h e s p e a k e r i m p l i e s , using d o u b l e c o m p a r a t i v e s . 1..

G i

... e d u c a t i o n m o t h e r s get, ..

m e d i c a l c a r e they receive.

2 .

c o u p l e s date,

. . they marry.

3 .

c h i l d r e n s t a y in school,

G R A M M A R PAIR WORK

First c o m p l e t e t h e s t a t e m e n t s logically, u s i n g t h e c u e s a n d d o u b l ec o m p a r a t i v e s .

. . their life expectancy.

Then, w i t h a p a r t n e r , d i s c u s s w h e t h e r y o u a g r e e or d i s a g r e e w i t h e a c h s t a t e m e n t . S u p p o r t y o u r o p i n i o n . .

people are w h e n they marry,

the life expectancy,

p e o p l e w o r k , .....

w w . C h i l d r e n t h e y have. t h e e l d e r l y p o p u l a t i o n is.

...

. they are,

wee, the death rate,

they are t o get a higher education. i

G R A M M A R PRACTICE 1

On a s e p a r a t e s h e e t of paper, r e w r i t e t h e s e n t e n c e s , using r e p e a t e d c o m p a r a t i v e f o r m s .

( A n i n c r e a s i n g n u m b e r o f ) c o u p l e s a r e h a v i n g (a d e c r e a s i n g n u m b e r o f ) c h i l d r e n .

2 Divorces are t a k i n g place (with decreasing frequency). 3 People say t h a t c h i l d r e n are g r o w i n g u p ( w i t h i n c r e a s i n g speed).

G R A M M A R PRACTICE 1

Correct t h e e r r o r s in t h e sentences.

The m o r e I'm eating, the later I'm sleeping.

2 T h e f e w e r g r a m m a r m i s t a k e s I?m m a k i n g w h e n I s p e a k E n g l i s h , t h e b e t t e r Iam c o m m u n i c a t i n g .

PAIR WORK With a partner, take turns making statements with repeated and double comparatives about the way familles are changing in your country. EW

44 Families have beeng e t t i n g _ S m a l l e r and smaller. 99

s u m m a r i z e on a separate sheet of paper, write a paragraph developing one of the statements you made in Exercise A. Add detalis. Inthe

lost fewdecodes, family sizeh i i declined. Fewer

and fewer people ore having big families, s0Their standard

of living is higher, The h i gthehstandard e r of living is, the "

|) h e

a the l population t h i ve i l lrbe.

oar -

ime 2

[ R e [ a j DISCUSSION ACTIVATOR In small groups, discuss family trends in yOur- . country. Talk about how changing trends will impact the families of the future. Include the ideas below in your discussion, Say as much as youc a n e . na . 6 Tee Ideas f > Ad itseems like more and more © birthrate * health * employment opportunities people are having fewer and 1 « tife expectancy * generational differences * education fewer children, This coutd be a : problem later because. . . 9 © income * age at marriage ?

}

SSR [EL egmm VOCABULARY

DESCRIBING PARENT AND TEEN BEHAVIOR

R e a d a n d listen. T h e n listen a g a i n a n d r e p e a t .

E caveenormmeniammmet ene

AE e m

Parents can sometimes be ...

{to9) strict

They set

lot of restrictions and expect

kids to obey rules.

?They

let thelr kids haveo r do anything

?they

want.

They worry too much about their kids.

Teenagers can s o m e t i m e s be rebellious 5

spoiled

They refuse ta obey family rules and just

?They

expect to have or get whatever

do whatever they want,

?they

want.

VOCABULARY PRACTICE

They are rude and often talk back to adults.

C o m p l e t e e a c h s t a t e m e n t w i t h o n e o f t h e a d j e c t i v e s . Use t o o

with t h e adjective if t h a t represents y o u r opinion. P a r e n t s w h o a l w a y s a l l o w t h e i r t e e n a g e c h i l d r e n t o s t a y o u t l a t e a r e ....

;

2 Teenagers w h o d e m a n d t h a t t h e i r parents b u y everything they ask for are 3 W h e n p a r e n t s never l e t t h e i r c h i l d r e n d o t h i n g s b e c a u s e t h e y are a f r a i d t h e y ' l l get s i c k o r h u r t , they are being

4 I f a father tells his teenage son n o t to get a t a t t o o and he disobeys and gets one anyway, we say he is

5 Parents w h o make their teenage c h i l d r e n clean t h e i r rooms every day are 6 Teens w h o a c t u n i n t e r e s t e d in c l a s s are

UNIT 8

?R3ME L I S T E N TO ACTIVATE V O C A B U L A R Y

L i s t e n to t h e c o n v e r s a t i o n s about.

p a r e n t a n d t e e n behavior. T h e n l i s t e n a g a i n a n d d e t e r m i n e w h i c h a d j e c t i v e f r o m t h e Vocabulary b e s t c o m p l e t e s each s t a t e m e n t . 1

| |

She t h i n k s he?s

2 She t h i n k s he?s acting ..

4 He's angry because she's being .... see 5 He t h i n k s she?s

3 He t h i n k s she's ...

6 She criticizes him for being

MAKE PERSONAL COMPARISONS

....

A r e you o r a n y o n e you k n o w like any o f t h e s p e a k e r s i n t h e

c o n v e r s a t i o n s i n Exercise C? Explain.

PROVIDE E X A M P L E S

W i t h a partner, describe people you know w h o exhibit the following kinds o f

behavior. Explain, p r o v i d i n g real d e t a i l s . 1

a p a r e n t w h o is t o o s t r i c t

4 a t e e n a g e r w h o is r e b e l l i o u s

2 a p a r e n t w h o is t o o lenient.

5 a t e e n a g e r w h o is s p o i l e d

3 a p a r e n t w h o is o v e r p r o t e c t i v e

6 a t e e n a g e r w h o is d i s r e s p e c t f u l

D i s c u s sp a r e n t - t e e nissues

+ m : c o n v e r s a t i o n sporuGHT Read and listen. Notice the spotlighted conversation strategies. A: What do you t h i n k parents should do i f their teenage kids

start smoking? 'msorry to. say

B: Well,

Thate

tosay it, but

To tell you the

there's n o t m u c h they

Unfortunately,

c a n do.

The sad fact is

A : Why's that?

truth,

worsens

B: Well, t e e n a g e r s a r e o u t o f t h e h o u s e m o s t o f t h e day, s o p a r e n t s c a n ' t c o n t r o l e v e r y t h i n g they do.

A : I s u p p o s e . B u t t h e y can g r o u n d t h e m i f t h e y don?t s h a p e up.

y o e a r s R u v t a m a n INTONATION Listen again and repeat. Then practice the conversation with a partner.

uns

CONVERSATION ACTIVATOR Create a similar conversation. Use the Vocabulary, examples of bad behavior from the list, and Janguage from Preview ?on page &6. Start like this: What do you think parents f o r teenagers} should do it...? Be sure to change roles and then

DONT STOP! * Give examples of your own experiences. * Discuss other parent-teen issues. * Say asmuch asyou can.

}

{

Examples of bad behavior «acti hoot acting up at schoo! staying out late without permission * being rude or disrespectful becoming a troublemaker ? » another example:.. ®

* ;

} g £

{

partners. BISCUSSION !f you could give parents one plece of advice, what would it be? if you could give teenagers one piece of advice, what would It be? Provide Feasons. gt

202888 L I S T E N I N G W A R M - U P Listen and repeat.

DUD a

W O R D STUDY

-ation -tion -ssion

-ment

T R A N S F O R M I N G VERBS A N D ADJECTIVES INTO NOUNS

Ory expect explain frustrate permit

expectation explanation frustration permission

develop involve

development involvement

ness

-ity vy

courteous = difficult -

responsible reliable capable dependable disabled

WORD STUDY PRACTICE

courtesy difficulty

? responstbility ? reliability -> capability > dependability

vance vence

Circie a l l t h e w o r d s t h a t are nouns.

depend

dependence

2 confidence

confident

confide

3 consider

consideration

considerate

considerately

4 different

difference

differentiate

differentiation

5 attraction

attract

attractive

6 impatient

impatience

impatientiy

7 unfair

unfairness

unfairly

8 closeness

closely

9 happily

happy

happiness

dependency

S2E A

dependent confidently

attractiveness

o s m LisTen FoR SUPPORTING INFORMATION Listen to Part 1 of a man?s description of the g e n e r a t i o n g a p in his f a m i l y . T h e n a n s w e r t h e q u e s t i o n s . 1

H o w d i d R i m a s g r o w u p d i f f e r e n t l y f r o m his p a r e n t s ?

2 W h y d o e s Rimas?s f a t h e r t h i n k t e e n a g e r s n o w a d a y s h a v e m o r e p r o b l e m s t h a n w h e n he w a s g r o w i n g u p ?

i f

2 2 0 9 8 L I S T E N F O R DETAILS

Listen t o P a r t 1

again. T h e n c a m p l e t e e a c h s t a t e m e n t . 4

Rimas g r e w up i n ..........

b u t his

p a r e n t s g r e w u p i n ... 2 Rimas?s e x t e n d e d f a m i l y i n c l u d e s a u n t s a n d u n c l e s o n h i s m o t h e r ' s side. 3 W h e n Rimas?s m o t h e r w a s g r o w i n g .

up, e v e r y e v e n i n g s h e a t e d i n n e r However, when Rimas and his sister w e r e kids, they sometimes had to eat

fairness

rebellious selfish

? ?

rebellionsness selfishness

strict

strictness

generous ? mature ?

generosity maturity

mobile secure

-+ ?

mobility security

productive

productivity

important

importance

significant + ; independent + 5 lenient ? obedient

disability

C h e c k a d i c t i o n a r y i f y o u are n o t sure a b o u t t h e m e a n i n g of a w o r d . 1

L L fair

significance _ independence lenience obedience

D C L ) Ces

p. 147

Stress placement: prefixes and suffixes

( a a a L I S T E N TO C O M P A R E A N D C O N T R A S T

N o w listen t o P a r t 2. T h e n l i s t e n a g a i n a n d c o m p i e t e t h e

c h a r t by describing t h e differences b e t w e e n t h e t w o generations. C o m p a r e charts with a partner.

H o w are t h e y Rimas?s parents? g e n e r a t i o n

different? Rimas?s g e n e r a t i o n

career choices mobility ?influences f r o m other cultures age at marriage and childbearing

work experience

closeness o f family

E l RELATE T o PERSONAL EXPERIENCE 1

Discuss the questions.

Rimas's parents w o r r y about h i m and t h e i r o w n future. F r o m y o u r experience, w h y do y o u t h i n k parents w o r r y about their children and the future?

2 In w h a t w a y s i s t h e V i l k a s f a m i l y ' s s t o r y s t o r y s i m i l a r t o o r d i f f e r e n t f r o m y o u r s ?

Compare generations

NOTEPADDING

C o m p a r e y o u r parents? g e n e r a t i o n w i t h y o u r g e n e r a t i o n . W r i t e y o u r

ideas. Discuss t h e m with a partner,

Coe music

style of clothes hairstyles / facialh a i r

;

attitude towardelders f a m i l y responsibility

5 "

values and beliefs

use o f t e c h n o l o g y other: |

DISCUSSION

Discuss t h e s e q u e s t i o n s w i t h y o u r c l a s s m a t e s .

Use I n f o r m a t i o n f r o m y o u r n o t e p a d s f o r e x a m p l e s . 1

I n w h a t w a y s is y o u r g e n e r a t i o n t h e m o s t d i f f e r e n t f r o m y o u r parents? generation? W h a t d o y o u l i k e b e s t o r r e s p e c t t h e m o s t a b o u t y o u r parents? g e n e r a t i o n ?

2 What contributions d o you think y o u r generation w i l l make to t h e next generation? H o w do you t h i n k t h e next generation w i l l differ from yours?

)

Surnmarize your discussion in writing,

___My g e n e r a t i o n

l a n g u a g e (idioms, slang) m a r r i a g e andc h i l d b e a r i n g

M y parents? g e n e r a t i o n : _

ES:|

READING WARM-UP

37989 READING

In y o u r c o u n t r y , h o w a r e o l d e r f a m i l y m e m b e r s t r a d i t i o n a l l y cared f o r ?

R e a d t h e r e p o r t o n t h e i n c r e a s e in t h e g l o b a l p o p u l a t i o n o f o f d e r

p e o p l e . W h a t w i l l s o m e c o n s e q u e n c e s of t h i s d e m o g r a p h i c s h i f t b e ?

Neh

he world is facing a huge demographic shift without precedent. For the first time in history, we soon will have more elderly people than children, and more extremely old people than ever before. As the

population of older people gets larger and larger, key questions arise: will aging be accompanied by a longer period of good heaith, social engagement, and productivity, or will itbe assoclated with more ittness, disability, and dependency?

What we do know Is that the more elderly people there are in the population, the more cases of age-related diseases such as heart disease, stroke, diabetes, and cancer there will be. Societies will have

tofind ways to address this growing need. And the older people get, the higher the prevalenceof dementia, especially Alzheimer's disease; an estimated 25-30 percent of people aged 85 or older have dementia and lose their ability to remember, have difficulty reasoning, and undergo some personality changes. Unless new and more effective ways to treat or prevent Alzheimer?s disease are found, cases are expected to rise dramatically with the increased aging of the population worldwide.

And because most dementia patients eventually need constant care and help with the most basic activities of dally fiving, more institutions will need to be built for their care, more medications provided for their treatment, and more caregivers trained to aid them in their daily life. What are some of the other social and economic consequences of this demographic shift? Even if they don?t have dementia,

| |

longer take care of herself. .

She is nowliving i n a group

£.

home for elderly peaple,

manyofthe oldest-old tose their ability to live independently, and many require some form of long-term care, which can include nursing homes, assisted living facilities, in-home cate, and specialized hospitals. The significant costs associated with providing this support may need to be borne by families and society. And as fewer and fewer adult children are able or want to stay home to care for otder relatives, the shift to institutional care for elders will represent an immense social change, especially in those cultures where older generations have traditionally lived with younger ?ones, And the more residents of developing countries seek jobs in cities or other areas far from where they grew up, the less access to informal family care their older relatlves back home will have.

Y O U N G E R A N D O L D E R PEOPLE A S A PERCENT O F W O R L D W I D E P O P U L A T I O N BY D E C A D E

isin rehabilitation toleart, walkafter #stroke.In the coming decades?

more and more elderly patients like Mr. Quart: will requilra costly rehabilitation, ?at

SUMMARIZE

1950 1960 1970 1980 1990 2080 2010

In your o w n words, s u m m a r i z e t h e changes described in t h e article.

[Bf UNDERSTAND MEANING FROM CONTEXT

Paraphrase the statements, based on your

u n d e r s t a n d i n g o f the underlined w o r d s a n d phrases. 1

T h e w o r l d is facing a huge demographic shift.

2 These changes are w i t h o u t precedent.

3 We soon w i l l have m o r c elderly people t h a n children. 4 A n d the older people get, the higher the prevalence o f dementia. 5 Many of the oldest o f t h e elderly p o p u l a t i o n lose t h e i r ability to live independently, 6 M a n y r e q u i r e s o m e f o r m o f l o n g - t e r m care. 7 I n s t i t u t i o n a l care f o r the elderly w i l l r e p r e s e n t a n i m m e n s e s o c i a l change. 94

UNITS

lived an Herown until last year, when her daughter found her in the kitchen cooking what she thought was soup, but which was actually just a pot of boiling water, It became obvious that she could no

2020 2030 2040 2050

Choose t h e best a n s w e r about t h e future, based on i n f o r m a t l o n In t h e report.

CRITICAL THINKING

W h o w i l l pay for long-term care o f people w h o can no longer live independently?

Stay-at-home adults.

b F a m i l i e s a n d society. «

Older people themselves.

2 W h y w i l l fewer old people be able to get i n f o r m a l home care? a Because their younger relatives m a y have moved elsewhere. b Because there w i l l be more institutional care available f o r them. c Because they w i l l seek work.

D R A W C O N C L U S I O N S § B a s e d o n i n f o r m a t i o n in t h e r e p o r t , w h a t c h a l l e n g e s d o you t h i n k y o u w i l l f a c e a s t h e p e o p l e in y o u r i m m e d i a t e or e x t e n d e d f a m i l y a g e ?

Discuss caring for the elderly i e r B

mecca

ne gimersice

F R A M E Y O U R I D E A S = W i t h a p a r t n e r , d i s c u s s t h e s e s t a t e m e n t s a n d c h e c k t h o s e you t h i n k a r e t r u e a b o u t c a r e for t h e e l d e r l y i n y o u r c o u n t r y .

O Most elderly people are adequately cared for. O1

The way the elderly are cared f o r has been

changing.

The government makes sure the elderly have affordable care.

0 Younger people accept care for elderly relatives as their responsibility.

L The elderly usually live with younger family members. C] The elderly usually live in their own homes o r apartments.

Older people generally prefer not to sociatize with younger people. DD

Other: o

eeeeeeee

C] T h e elderly usually live i n special n u r s i n g homes.

| PAIR W O R K

W i t h a partner, discuss t h e c h a l l e n g e s e a c h p e r s o n Is f a c i n g a n d

Tecommend solutions.

ste is divorced and has three young

Peter's parents, w h o live in

daughters. Her mother d i e d years ago,

another city, are in their

and her seventy-five-year-old father can

nineties. They continue

no longer take care of himself. He often

to have af u l l social

forgets things. She worries that he might get hurt.

life, and they still

enjoy traveling with organized tours. But

Oavid and his wife have two children and live in a small two-bedroom apartment. ?"

They both work long hours to make ends meet. David's mother just tumed eighty

they are not as strong as they used to be and need help with cooking and cleaning.

and lives alone. David is concemed about his mother?s well-being,

ein

f ao m n

DISCUSSION

H o w do you t h i n k t h e e l d e r l y w i l l b e c a r e d f o r by t h e t i m e y o u a r e o l d ?

H o w w o u l d y o u l i k e to be c a r e d f o r ? Use F r a m e Your Ideas f o r s u p p o r t .

9 5

G y WRITING SKILL

Study the rules.

Note two c o m m o n errors that writers often m a k e when joining two sentences: Run-on s e n t e n c e s (connecting s e n t e n c e s or independent clauses w i t h o u t using punctuation) INCORRECT: M y g r a n d m o t h e r w a s s t r i c t w i t h m y m o m h o w e v e r , m y m o m isn?t at all s t r i c t with m e . C o m m a splices (connecting two sentences o r independent clauses with a c o m m a and no conjunction) INCORRECT: M y d a d a n d

u s e d t o h a v e l o t s o f a r g u m e n t s , n o w we g e t a l o n g g r e a t .

To c o r r e c t a r u n - o n s e n t e n c e or a c o m m a s p l i c e , c h o o s e o n e o f t h e f o l l o w i n g t e c h n i q u e s : * Use a period, and capitalize t h e following word,

M y g r a n d m o t h e r w a s s t r i c t w i t h m y m o m i f J o w e v e r , m y m o m isn?t a t alf s t r i c t with m e . My d a d a n d

* Use a semicolon.

u s e d to h a v e l o t s of a r g u m e n t s i g j o w w e g e t a l o n g g r e a t .

M y g r a n d m o t h e r w a s s t r i c t w i t h m y m o m ; m y m o m i s n ' t a t all s t r i c t w i t h m e . My dad and

« U s e a comma and a coordinating conjunction.

u s e d to h a v e l o t s o f a r g u m e n t s ; n o w we g e t a l o n g g r e a t .

My grandmother was strict with my momygsat my mom isn't at all strict with me. My dad and | used to have iots of a r g u m e n St tse now we get along great.

Coordinating conjunctions _?yet and for or so but nor IRACTICE

A l l t h e s e n t e n c e s h a v e e r r o r s . Label e a c h s e n t e n c e R( f o r r u n - o n ) or

€ (for c o m m a splice). T h e n , on a s e p a r a t e s h e e t of paper, c o r r e c t e a c h s e n t e n c e , using one o f t h e techniques. sass. 1 O l d e r p e o p l e w i l l u s e a l o t o f s o c i e t a l r e s o u r c e s i n t h e f u t u r e , t h e y w i l l r e q u i r e caregivers and special institutions. seeseee

2 I n t h e f u t u r e , t h e r e w i l l be m a n y m o r e p e o p l e i n t h e o l d e s t d e m o g r a p h i c h o w e v e r , w e expect t o have m o r e treatments f o r some of t h e i r most c o m m o n ailments.

serene 3 I w o r r y a l o t a b o u t m y g r a n d p a r e n t s t h e y b o t h h a v e h a d d i a b e t e s f o r m a n y y e a r s . wee

4 It's very difficult f o r m y mother to stay home t o care f o r m y great-grandfather, he needs care because he has Alzheimer's disease.

HB PRACTICE Ona separate sheet of paper, rewrite the paragraph, correcting any run-on sentences or comma splices.

Bey APPLY THE WRITING SKILL

Write a blog post with advice f o r p a r e n t s a n d t e e n s w h o don?t h a v e a good r e l a t i o n s h i p . Use

My husband a n d | don?t k n o w w h a t t o d o w i t h o u r t e e n a g e daught er , Beth. Beth has always b e e n a b i t rebellious however, lately h e r behavior has really b e e n g o i n g downhill. Yesterday, Beth?s t e a c h e r t o l d us t h a t she was disrespectful in class she hadn?t d o n e h e r h o m e w o r k . We're at o u r wits? e n d w i t h her. At h o m e Beth has d e v e l o p e d a s p o i l e d a t t i t u d e , she isn?t willing t o help a t all. She used t o make h e r b e d and clean up h e r room, recently she has b e e n leaving h e r t h i n g s e v e r y w h e r e . M y h u s b a n d a n d I may have b e e n t o o lenient w i t h Beth as she was g r o w i n g up, n o w t h a t she?s a t e e n a g e r w e have t o g e t h e r t o s h a p e up.

UNIT a

t h e v o c a b u l a r y and expressions

from this unit, Write at least three paragraphs, each one with a topic

sentence stating its main idea.

| 1 dis avoid run-on sentences and comme splices? LZ Do all the sentences support the topic sentence?

(7 dia use the vocabulary and expressions Hearned in this unit?

e i d : L i s t e n t o t h e c o n v e r s a t i o n s a b o u t g e n e r a t i o n a l i s s u e s . T h e n l i s t e n to e a c h conversation again a n d c o m p l e t e the s t a t e m e n t with the correct comparative. 1

Jordan h a s been s p e n d i n g ...... t i m e o n the Internet.

a m o r e and more

b less and less

2 . . . . . . , the more h e r m o t h e r worries. a T h e l a t e r S a n d i stays o u t

b The older Sandi gets

3 T h e s t r i c t e r J i l l ' s f a t h e r gets, . . . . . . she b e c o m e s .

a the more rebellious

b the more spoiled

4 T h e o l d e r t h e s i s t e r s get,

a the smarter they become

b the m o r e they appreciate their p a r e n t s

? a

W r i t e t h e a d j e c t i v e t h a t b e s t d e s c r i b e s t h e b e h a v i o r In e a c h s t a t e m e n t . 1 M a r k ' s p a r e n t s don?t a l l o w h i m t o w a t c h m o r e t h a n t w o h o u r s o f T V a day, b u t m o s t o f h i s f r i e n d s c a n w a t c h as m u c h a s t h e y w a n t . H e f e e l s t h a t h i a p a r e n t s a r e

2 Karen has a closet f u l l of expensive clothes, y e t she always c o m p l a i n s about not h a v i n g a n y t h i n g to wear. H e r parents usually b u y h e r w h a t e v e r she wants. A l o t o f p e o p l e t h i n k K a r e n i s .... 3 E v e n t h o u g h she h a s h a d h e r d r i v e r ' s l i c e n s e f o r a y e a r a n d a h a l f , M a r i s s a ? s p a r e n t s w o r r y a b o u t h e r d r i v i n g a t n i g h t . T h e y s a y t h a t it's t o o d a n g e r o u s , b u t M a r i s s a t h i n k s they're just being

4 When Clyde's grandfather asked him to t u r n down the v o l u m e o f his music, he ignored him. Clyde's grandfather thought this was very 5 R o d n e y a n d C a r o l y n b e l i e v e p a r e n t s don?t n e e d t o b e s o c o n c e r n e d a b o u t t h e i r c h i l d r e n . T h e y r a r e l y s e t r u l e s f o r t h e i r k i d s . C a r o l y n ' s s i s t e r t h i n k s t h i s is a b a d i d e a . S h e f e e l s t h e y ' r e ... 6 D e a n n a w e a r s c l o t h i n g t h a t her p a r e n t s f i n d s h o c k i n g . She also has f r i e n d s t h a t h e r p a r e n t s d o n ' t a p p r o v e of. H e r m o t h e r w i s h e s she weren't so

R e a d t h e s e n t e n c e s . If t h e u n d e r l i n e d w o r d is i n t h e i n c o r r e c t p a r t o f S p e e c h , c o r r e c t It. 1 Teenagers were given a lot more responsibility w h e n I was young.

2 I t h i n k teenagers today lack the m a t u r e to make decisions f o r themselves. 3 T h e m a i n reason young people are rebellious today is selfishness.

4 I f kids today were taught about. courteous, they w o u l d be better behaved. 5 There's no question that teenagers today demand more independent than they did

f i f t y years ago. 6 It?s i m p o r t a n t f o r parents to be involved in t h e i r children?sd e v e l o p m e n t . 7 Y o u n g p e o p l e h a v e a l o t m o r e m o b i l e t h a n t h e y d i d s e v e r a l g e n e r a t i o n sa g o .

8 It seems like there's a lot more rebellious among teenagers today.

ose

Web Project: Eker Care com

s c o n g surmni3e i s h a7

Facts, Theories,

Speculate about everyday situations

eHHO n easton t

4 Evaluate the trustworthiness of news sources

and Hoaxes

f h e Canary Islands in t h e Atlantic Oceanargiaamied after which animal? 1 j e w Tong dld'the,Hundred Years! 7 f a r i tWestern E u r o p e !last? C SO years A 100 years D- 200 years -B 1 1 6years

A?thec a n a r y B the cat

r !

a ?

géthat was King Gearge Viof ngland?s f i r s t name?,

Where do-Panama, hatgcome'from? fA Panama ,C Ecuador = 5B The Philippines :D: italy

A ?George B ?Charles

BD.

B pinkish-red

= ?catgutf o t violin stelngs? ?A cats G, shark's sheep

Joseph Albert

8 e n t s ec o l o r : is amate surplef i n c h ? A darkp u r p l e C ?sky blue

3 (From which antiials do we get:

C the'dog D the camel

D dogs

white

W h a t c o u n t r y do C h i n e s e q o o s e b e r r i e s

"tome from? The former U;S.5.R. osed.to celebrate the

jctobier Revotution In which Math? ?A

October

B: November

Sweden D' New Zealand:

?A-China Japan

"December D?

10 jHow long did the Thirty Years? W a r n Central |E urope fast?

June

A 30 years B 40years

5 W h a t s a.?camel hair palatbrush made of? ?A camelhaie '€ cath =?

a fsauireelh a i r

c 20-Years D100 yeats

human hair

(G94 01 19] 044) jasino2 Jo ?s1eaA gE y

nmc ... doesn?t make sense to me. +

They're barking up the wrong tree. They

reywent

SRIREGEMTETIEEE

out

went

out

on on

a a

nt limb.

delievable

questionable

reliable

troubling

c a r / ecareless f u l d i s a p p/ disappointing ointed

write about a news source

y o u t r u s t , o r o n e you d o n ' t t r u s t . E x p l a i n y o u r r e a s o n s .

107

WRITING. Avoiding sentence fragments

[By WRITING SKILL

Remember. ?An independent clause ... * contains a subject and a verb. + expresses a complete thought. A complete sentence ... « starts with a capital letter.

Study the rules.

A sentence fragment is a group of words that does not express a c o m p l e t e t h o u g h t . H e r e are t w o c o m m o n f r a g m e n t s . A dependent clause

| |

nds with a period. expresses a complete thought.

A d e p e n d e n t c l a u s e is a g r o u p of w o r d s t h a t c o n t a i n s b o t h a S u b j e c t a n d a verb b u t b e g i n s w i t h a s u b o r d i n a t i n g c o n j u n c t i o n ,

it ? needs atNeast oneilindependent

m a k i n g i t an i n c o m p l e t e t h o u g h t .

FRAGMENT:Beeause-the-mititaryh a d e ? t e l d t h e t r u t h : FRAGMENT:Ahf tiesr - m e t h e r - a d m te i t ttyei ndg :

lai

clause.

?Subordinating conjunctions that ' begin a dependent clause

A phrase A phrase is a group of words that is not a complete sentence.

after as soon as

because before eventhough if

Common phrases are prepositional phrases, verb phrases, embedded questions, infinitive phrases, relative clauses, ete. FRAGMENT: F h e - p e o p l e - w h e - w e r e - a t - t h e - a i r p e r t -

since unless

untit when whenever while

FRAGMENT: A t - t h oef -t h e - yne adr : FRAGMENT: A r e - v e r y - r e l i a b l e : FRAGMENT: W h e r e - t h e - b a t e o r t a n d e d : FRAGMENT:T o - s e l v e - t h e m y s t e r y : To c o r r e c t a s e n t e n c e f r a g m e n t , do o n e of t h e f o l l o w i n g : ©

A t t a c h a d e p e n d e n t c l a u s e t o an i n d e p e n d e n t c l a u s e t o c o m p l e t e t h e t h o u g h t . People believed t h e c o n s p i r a c y theories because the military hadn't told the truth. A f t e r his m o t h e r a d m i t t e d t o lying, e v e r y o n e k n e w t h e s t o r y w a s a h o a x .

C o m p l e t e t h e t h o u g h t b y a d d i n g m i s s i n g i n f o r m a t i o n t o a p h r a s e s o it?s a c o m p l e t e s e n t e n c e . The p e o p l e w h o w e r e at t h e a i r p o r t c o u l d n ' t b o a r d t h e i r p l a n e s . T h e y w e r e f r e e d f r o m p r i s o n a t t h e e n d o f t h e year. M o s t n e w s p a p e r s a r e very r e l i a b l e . T h a t ' s where t h e balloon landed. To s o l v e t h e m y s t e r y , t h e y I n t e r v i e w e d all t h e w i t n e s s e s .

t h i s p a r a g r a p h . T h e n , on a s e p a r a t e s h e e t o f paper,

PRACTICE

U n d e r l i n e t h e s e n t e n c e f r a g m e n t s In

wag

APPLY THE W R I T I N G S K I L L On a s e p a r a t e s h e e t o f paper, w r i t e a s h o r t

r e w r i t e t h e p a r a g r a p h correctly.

news article about one of these topics: a Areal or imaginary mysterious event, such as a U F O sighting, a

W h e n J o h n Tyler d i d n o t a p p e a r at h i s w e d d i n g . His b r i d e a n d t h e w e d d i n g guests w e r e w o r r i e d .

disappearance, or the discovery of a

T h e y called t h e police f o r help. The police u s e d helicopters. To search f o r John?s car, A n h o u r later, J o h n c a l l e d his b r i d e

previously u n k n o w n place b A r e a l or i m a g i n a r y s t o r y i n w h i c h the

b y phone. She w a s shocked, Because John t o l d h e r t h a t he

m e d i a s u c c e e d e d a t t e l l i n g , o r f a i l e d to.

h a d b e e n carjacked. A c c o r d i n g t o his story. The carjackers.

tell, the t r u t h

h a d l o c k e d h i m i n t h e t r u n k o f h i s car. M e a n w h i l e , t h e p o l i c e h a d f o u n d John?s car. I n t h e p a r k i n g l o t of a hotel. F u r t h e r m o r e , John w a s f o u n d i n a h o t e l r o o m . S p e a k i n g w i t h his w i f e on t h e phone. A p p a r e n t l y , h e h a d b e e n h a v i n g doubts about g e t t i n g m a r r i e d a n d h a d m a d e up t h e w h o l e s t o r y about t h e c a r j a c k i n g . J o h n h a d t o r e p a y t h e t o w n t h e $3,000 spent t r y i n g to rescue h i m d u r i n g his c a r j a c k i n g h o a x . He a n d his b r i d e w e r e m a r r i e d t w o weeks later.

108

UNITS

( D o all my sentences express comptete thoughts? LD

Did

avoid sentence fragments?

Did

avoid run-on sentences?

?egeav? L i s t e n t o t h e c o n v e r s a t i o n s . T h e n l i s t e n t o e a c h c o n v e r s a t i o n a g a i n a n d c h o o s e t h e

s t a t e m e n t t h a t Is c l o s e r in m e a n i n g to w h a t e a c h p e r s o n s a l d . 4 T h e w o m a n s a y s ....... . a it?s p o s s i b l e B i l l o v e r s l e p t b Bill couldn't possibly have overslept 2 T h e w o m a n says .......

a it?s possible the wallet is Gina?s

bi t ' s a l m o s t certain that the w a l l e t is Gina?s 3 The m a n t h i n k s ........ a t h e president m a y have been i n v o l v e d i n the scandal bb

the president had clearly been involved in the scandal

~~ oY

4T h eman thinks ........ a t h e s t o r y c o u l d p o s s i b l y be a h o a x

b the s t o r y couldn't possibly be t r u e

B y Rewrite each statement in the passive volce. 1

The m i l i t a r y must have moved the aliens? bodies to a secret place.

4 They couldn't have moved the stones w i t h o u t lots o f

6 The islanders might n o t have used the stone figures f o r religious purposes.

On a s e p a r a t e s h e e t o f paper, w r l t e y o u r o w n r e s p o n s e t o e a c hq u e s t i o n , using varying d e g r e e s o f certainty. Explain your theories. 1

Doe y o u t h i n k it?s p o s s i b l e t h a t t h e r e c o u l d r e a l l y be a

h u m a n - l i k e creature i n the H i m a l a y a s c a l l e d a yeti?

itt p e s ibut i bTredlly l e , dontbelieve it becavic ..

2 D o you t h i n k t h e c o n s p i r a c y t h e o r y a b o u t the R o s w e l l i n c i d e n t c o u l d b e true? 3 D o e s i t m a k e sense t o y o u t h a t t h e B e r m u d a T r i a n g l e m i g h t c a u s e s h i p s a n d p l a n e s t o d i s a p p e a r ? 4 D o y o u t h i n k it?s p o s s i b l e t h a t t h e N a z c a L i n e s w e r e d e s i g n e d b y a l i e n s ?

TEST TAKING SKILLS SOOSTER

JPME

Web Project: Mysteries www.english.com/summit3e 109

"COMMUNICATION GOALS 1

Suggest ways to reduce stress

2 Describe how you got interested in a hobby

Your Free Time

acu

owmon

dees

PREVIEW FRAME YOUR IDEAS

Complete t h e survey a b o u t your free t i m e .

spending time with my family

hanging out with my friends spending time alone relaxing and doing nothing immersing myself in my work or studies seeking excitement

engaging in quiet activities at home p a r t i c i p a t i n g in s p o r t s

working out to stay in shape rooting for my favorite teams

@YTWOYT:.

attending cultural events

O u r

enjoying my hobbies and other interests

| |

PAIR WORK

C o m p a r e your survey responses. Ask q u e s t i o n s about your partner's free t i m e .

a i a VOCABULARY §WAYS TO DESCRIBE PEOPLE Listen and repeat. Then use the words and the survey to deserlbe your partner,

{4 My partner is really sodiables* She likes to Spend time with

* sociable: likes being around other people

or hanging out with close friends or family * active: enjoys doing lots of activities, has lots of interests « sedentary: somewhat inactive physically

«a loner: prefers being alone

laxed, easygoing

110

UNIT 10

a t e s

her family and hang o u t w i t h

( h e r friends.

ENGLISH FOR-TODAYS: WORLD: Understand a

| |

2 x 8 SPOTLIGHT

Read and listen to a conversation between

Erin= American

t w o friends after work. Notice the spotlighted language.

o f accents.

Ava = A r a b i c English

(standard)

Ava: [ p h o n e r i n g s ] Don't you need t o t a k e that? E r i n : N a h . It?s m y n e w boss. I t c a n w a i t t i l l t o m o r r o w . A v a : R e a l l y ? W h a t i f it?s u r g e n t ? E r i n : She n e e d s t o k n o w I?m n o t a l w a y s o n c a l l , A n d b e s i d e s , m y w o r k d a y e n d e d o v e r t w o h o u r s a g o . . . I h a v eal i f e ! A v a : Well, y o u ' r e a l o t m o r e l a i d b a c k t h a n Ia m . ' v e g o t a l o t o n m y p l a t e at w o r k t h e s e days. I ' d w o r r y m y b o s s m i g h t t h i n k J w a s s l a c k i n g o f f . E r i n : B u t he k n o w s that?s n o t t r u e ! Y o u w o r k r e a l l y h a r d . A v a : I do, B u It feel l i k e I n e e d t o t a k e m y w o r k h o m e w i t h m e . O r I ' l l n e v e r b e able t o k e e p u p . Eri

W e l l , m y p r e v i o u s b o s s w a s a l w a y s c a l l i n g m e on t h e w e e k e n d , F i n a l l y , T h a d t o p u t a s t o p t o i t . I j u s t d e c i d e d I w o u l d n ' t t a k ea n y m o r e calls after hours. You just have t o d r a w t h e l i n e somewhere, r i g h t ?

A v a : I s u p p o s e so. B u t i fI d i d t h a t , I ' d be a n e r v o u s w r e c k t h a t Jm i g h t lose m y job. :

M e , I can?t l i v e l i k e t h a t . W h e n I ' m a t w o r k , I g i v e i t m y a l l .

B u t m y f r e e t i m e i s m i n e . . . { p h o n e r i n g s ] I s t h a ty o u r s ? A v a : I g u e s s s o ... O h n o ... I f o r g o It w a s s u p p o s e d t o c a l l m y b o s s at 7:00. E x c u s e m e f o r a m i n u t e ...

i¢j i?

C o m e o n ! Don?t t e l l m e y o u ' r e g o i n g t o t a k e t h a t ! Stop that! Shhh!

: |

UNDERSTAND IDIOMS AND EXPRESSIONS

F i n d t h e s e e x p r e s s i o n s in S p o t l i g h t .

M a t c h e a c h w i t h its c o r r e c t m e a n i n g .

sees 1 b e o n c a l l went

2 have

o t o n one's p l a t e

n o t w o r k a s h a r d a s one s h o u l d

b f i n i s h e v e r y t h i n g that n e e d s t o get d o n e

3 slack o f f

¢ m a k e i t c l e a r t h a t s o m e t h i n g is u n a c c e p t a b l e

4 keep up

be a n x i o u s o r w o r r i e d a b o u t s o m e t h i n g

make oneself available f o r someone to contact any t i m e

5 draw the line

senses

6 be a nervous w r e c k

f do something w i t h maximum effort

teense

7 give something one?s all

9 have lots o f things that need to get done

DISCUSSION

W h o s e philosophy a b o u t t a k i n g w o r k calls after hours m a k e s t h e m o s t

s e n s e t o you ?

Ava?s o r Erin's? E x p l a i n y o u r r e a s o n s .

PAIR WORK Complete the chart. Then tell your partner about the people, Use the Vocabulary from page 110. a

t e a t

LETT

766 Unfortunately, Chris isa little sedentary because he?s always immersed inh i s studles. ___

Relationship to you

is a l w a y s i m m e r s e d i n h i s o r h e r w o r k o r s t u d i e s

has a l o t on his o r h e r plate right now is good at drawing the line between work and Private time

maintains a very active life slacks o f fa little too often Sives everything his or her all ad

; |

?weissVOCABULARY

W A Y S TO R E D U C E S T R E S S

R e a d a n d listen to t h e s u g g e s t i o n s

for r e d u c i n g t h e s t r e s s of w o r k . T h e n l i s t e n a g a i n a n d r e p e a t .

TAKE A BREATHER

DET ASIDE

Stop what you're

doing from time to

time. Toke a rest or get some exercise.

INGS OFF. 7 7

SLOW DOWN.

Don't do everything so fast, Take time to think

about whatyou're doing andd oi t right.

PR TO L A U G H

Learn to draw the line and say no to others? demands on

your private time.

?BD

for yous o you can focus on relaxing.

LEE N U T S .

SOME

O W N HME Schedule time that?s just

TAKE UP A H O B B Y . ?

Stop taking things so seriously. Remember to see [ I E the humor in everything.

Start doing something you'd enjoy in your free time, such as making, collecting, fixing, or faking care of things.

e m s L I S T E N TO ACTIVATE V O C A B U L A R Y R e a d t h e s u g g e s t i o n s . T h e n l i s t e n t o s i x People's c o m p l a i n t s . W r i t e t h e n u m b e r of a s p e a k e r in t h e box n e x t to t h e s u g g e s t i o n you'd g i v e h i m o r her.

? I fI were you, I'd take a breather every f e w hours.? ?You should set aside some d o w n t i m e each week.?

?Slow down ab i t so y o u can do the j o b right.? ? I fI w e r e y o u , I'd t r y t o s e t s o m e l i m i t s . ? ?Why don't y o u t r y t o l a u g h t h i n g s o f f a t work.? [Gi ?I t h i n k y o u s h o u l d t a k e u p a hobby.?

r WITH TO ST BR]GRAMMAR EXPRESSING AN E X P E C TBE A SUPPOSED T I O N

to: Besupposed

Useb e supposedt o + abase form t o expressexpectation. Use a presentform o f bef o r presento r futureexpectation, Use apast formo f befor anexpectationI n thepast.

We're supposed to arrive on time today. (Someone expects it.) Marcy is suppesed to bring snacks tomorrow. (Someone will expect it) You were supposed to come yesterday. (Someone expected it}

expai

Note:Then e g a t iform ve o f be suj tocanalso ?express a prohibition. We're not supposed to text during class.

Negative statements They aren't supposed to know about the party. She wasn?t supposed to 5:00, IPP stay past ves Yes

/ no questions Is Pau! supposed ts give his presentation tomorow?

Was the school supposed to pay you 8 refund? Information questions When were we supposed to buy the tickets?

Don?t use auxiliary verbs or modals with be supposed to, Don't say: Marcyw i l e supposed to bring the snacks.

Don't confuse be supposed to with the verb suppose. { s u p pI oshould s e call her. (= | assume t should.) You w h a t suppose is wrong (« What do you guess

Who's supposed te cali us today?

| |

U N D E R S T A N D THE G R A M M A R 1

S p e c u l a t e a b o u t w h o m i g h t h a v e an e x p e c t a t i o n .

J e f f i s s u p p o s e d t o c a l l h o m e b e f o r e he l e a v e s t h e o f f i c e .

2 O u r t e a c h e r is s u p p o s e d t o tell us o u r f i n a l grades today. 3 C u s t o m e r s a r e s u p p o s e d t o l e a v e a 15% t i p a f t e r t h e i r m e a l . 112

UNIT 1 0

AE His w i f e m i g h t e x p e c ti t . PF |

: |

ERROR CORRECTION 1

On a s e p a r a t e s h e e t o f paper, r e w r i t e t h e s e s e n t e n c e sc o r r e c t l y .

You don't suppose to s m o k e cigarettes i n s i d e the office.

2 Wasn't everyone s u p p o s e t o t u r n o f f t h e i r p h o n e s d u r i n g t h e talk? 3 Lena and G i l d i d n ' t supposed to f i n i s h t h e i r report before the m e e t i n g yesterday. 4 W h e n w i l l he be s u p p o s e d t o l e t h i s b o s s k n o w he's t a k i n g t i m e o f f ? 5 W h a t w e s u p p o s e t o d o f o r t o m o r r o w ' s class?

| |

GRAMMAR PRACTICE

Rewrite each Instruction to express an expectation,

Vowel sounds

using be supposed to. Make any other necessary changes,

p. 150 fev /e/, fa, and faf

?Please b r i n g y o u r homework w i t h you tomorrow.? (we / bring) 2 ?Please tell Sara t oc a l l hher mother after c l a s e 1

(Sara/call) w o e s 3 ?Please i n f o r m W a l t e r that hen e o d s to pay h i s b i l l by Friday.? (Walter / p a y. ). 4 ? D o n ' t t e l l a n y o n e a b o u t T o m ' s s u r p r i s e b i r t h d a y p a r t y o n Sunday. vee / tell) 5 ? D o n ' t t i p p e o p l e f o r t h e i r s e r v i c e w h e n y o u ' r e t r a v e l i n gi n Japan? ( y o u/ t i p ) 6 ?All o f o u r s t o r e c l e r k s s h o u l d b e f r i e n d l y ,h e l p f e l , a n d c o u r t e o u s . ? ( O u r store clerks / be}

S u g g e s t ways te reduce stress se

e e e

SEES CONVERSATION SPOTLIGHT

eet, p m R e a d a n d listen.

Notice the spottighted conversation strategies.

A: Uh-oh. I really messed up. 8: Why? W h a t did you do? A: I j u s t r e a l i z e d w e w e r e s u p p o s e d t o t u m i n our reports this morning. It completely slipped my mind.

8: W e l l , f r a n k l y , I ' m not surprised. A: W h a t d o you mean? 8: It?s j u s t t h a t you?ve been w o r k i n g so hard lately. Let?s face i t ... you need a break, A: Y o u ' r e p r o b a b l y r i g h t . P've g o t w a y t o o m u c h o n m y plate.

B: You k n o w w h a t ? It?s time to slow d o w na l i t t l e . |

{

RHYTHM A N D INTONATION

Listen a g a i n a n d

repeat. Then practice t h e conversation w i t h a partner,

a t

Create a similar

EM CONVERSATION ACTIVATOR

c o n v e r s a t i o n in w h i c h o n e of y o u is s t r e s s e d o u t a b o u t f o r g e t t i n g t o do s o m e t h i n g , S t a r t l i k e this: Uh-oh. { r e a l l y m e s s e d u p . . . Be s u r e t o c h a n g e r o l e s a n d t h e n p a r t n e r s .

Giseenien a * Suggest and discuss o t h e r ways to reduce stress, .

Say

as much as you can.

?,_* ,

| *

be oncail beanervous wreck ? can't keep up:

give it one?s all draw the line

wnt Some ideas You were supposed to ... * get someone a b i r t h d a y gift, * pick someone up at the alrport. * finish your homework. *b e at a meeting at worko r school. © prepare a presentation for an event.

-¥20) G R A M M A R S P O T L I G H T

Read a b o u t h o w these people g o t interested in their

hobbies. N o t i c e t h e s p o t l i g h t e d g r a m m a r .

When f wasa kid, | was crazy about airplanes. My dad did s a lot of traveling for his job, so he w o u l d b r i n g me back

model kits from different airlines. I'd assemble them and [paint them, and it was fun, My dad was always s h o w i n g

off my work to his friends, so | decided to get serious and , Make i t a real hobby. N o w

build my own models with

" e n g i n e s that can really fly. QUILTING When | was young, my mom was a l w a y s c o l l e c t i n g oid pieces of colorful cloth. Ac some point, she w o u l d s e w t h e r together into shapes, and then she w o u l d c o m b i n e the shapes together to make a huge bed cover. f used to t h i n ikt was embarrassing t o have my friends come over and see all those pieces of cloth lying around. But today I'm really proud of the quilts my mam made.

?When |was abouteight, myfriendswerea l l fearning, m a r t i a l a r t s . They'd wallepast my housei n t h e i r ?uniforms on t h e i rway t o karateclass, and really

_ t

{

w a n t e dt o j o i n them.So 1 t o l d m y mom,a n ds h e a g rt oe l eet me. d I'vebeenp r a c tnow i cf oi r more n g t h a nt e ny e a r s . It's helpedm et o feel really confident physically.

PAIR W O R K

W i t h a p a r t n e r , d i s c u s s w h i c h h o b b y i n Exercise A is t h e m o s t a p p e a l i n g

to you. E x p l a i n y o u r reasons.

0.139 +

Wouc review ment of adverbs

[Bf GRAMMAR DESCRIBING PAST REPEATED OR HABITUAL ACTIONS You canuse would + a base form to describe past repeated or habitual actions. When | was a kid, my mom would sew pieces of cloth together t o make quilts. Every weekend, | would walk around the neighborhood and take photos.

of manner

You can also use the past continuous with the frequency adverb always to describe a past habitual action.

Our grandfather was always fixing things in his garage. !

?We

w e r e always t a k i n g care of other people's pets.

Remember: You can atso use used to + a base form to describe past habitual actions that are no longertrue. My m o m used to m a k e quilts. [But she doesn?t anymore.] Lused t o love assembling model cars, [But | don't have t h e time now.)

UNET

Be c a r e f u l !

With non-action verbs that don?t describe repeated actions, useusedt o , not would. We used to be interested in martial arts. T We NOT

weistel-be

i jal i n t e r e s t e d in martial arts ii

[By NoTIcE THE GRAMMAR. Find an example of the past continuous with always In Spotlight on page 114. Restate the sentence, using used to. |

G R A M M A R PRACTICE

Write an X next to the statements that cannot be rewritten using

w o u l d f o r p a s t r e p e a t e d or h a b i t u a l a c t i o n s . Explain y o u r d e c i s i o n f o r e a c h i t e m . 1

N i c k used t o like everything about going t o school.

?Sidd

2 My brother used to collect soda cans when we were kids,

Infitem 1, like is a?nor-action ver Mou c a n t i s e w o u l df o r renee

3 We used to v i s i t antique stores to l o o k f o r beautiful old things. 4 The prices of the model cars I liked the best used to be astronomical. 5 My f a m i l y used to live next door to a karate school.

W h e n J a n first s t a r t e d her n e w job, she used to i m m e r s e herself i n her work,

W h e n I w a s a teenager, J u s e d t o s e e k e x c i t e m e n t by t a k i n g r i s k s ,

G R A M M A R PRACTICE

O n a s e p a r a t e s h e e t of paper, r e w r i t e e a c h s t a t e m e n t f r o m

Exercise E t h a t can be r e w r i t t e n w i t h w o u l d .

Efe @

G R A M M A R PRACTICE s t a t e m e n t f r o m Exercise

W i t h a partner, t a k e turns restating each F,

using t h e past continuous with always.

Describe how you got interested in a hobby

What is your hobby? ?How did you first get interestedi n 7 ~~ e s ??? > T O ?

HHI NoTePapoina Using the Grammar Spotiight as a gulde, write statements about one of your hobbies. Use would or the past continuous for past

repeated or habitual actions when

D I S C U S S I O N ACTIVATOR

Using y o u r

notepad, discuss y o u r hobby with a

partner. Find out a b o u t your p a r t n e r ' s

hobby. S a y as m u c h a s you can.

G l PRESENTATION

)

w i t h your partner,

tell your class about how you each got interested in your hobbies.

Write a b o u t .

how your partner got interested in his o r her hobby,

{

w o h ?

READING WARM-UP

Do you t h i n k t e c h n o l o g y i n c r e a s e s o r r e d u c e s s t r e s s i n y o u rl i f e ?

Provide e x a m p l e s .

e m READING

SSH

Read the article. How would you summarize the author's main points

about technology today?

Next time you're in a public place, look around. Odds are you'll see a large percentage of people on their phones or tablets texting, chatting, checking messages, or surfing the net. We're more connected to our mobile devices than ever before, which provides us 24/7 contact with our work, social media, and the Internet. The devices even foilow us into our bedrooms, where we use technology as a means t o unwind at the end of a long day. According to a recent poli, a majority of respondents said they use their devices right before going to bed. Most also reported that using their devices keeps them up at night and that they don?t get enough sleep. Zack Panatera, a student at Stanford University, complained, ?I'll take a quick look at something interesting, and the next thing I know, I've spent a few hours online.? According to psychiatrist Kyla Greenham, ?The light from our devices throws off our normal sleep cycle and actually reduces production oft h e sleep hormone melatonin.? She advises, ?Switch off any kind of technology at least an hour before going to bed.? Lack of sleep may not seem so important, but it can have a huge effect on one?s performance the next day, making it harder t o pay attention or remember things.

time off. When we leave the office, we continue to stay connected. We are inviting our work world into our private lives in ways that never would have been imaginable in the past. We're constantly ?on call,? and our time is never entirely our own. We just don?t know how to ?switch off? our work when we get home. In our leisure time, technology? appears to be reducing the face-toface human interaction that we've traditionally enjoyed. For example, the trend has been away from the shared experiences of going out to the movies or shopping at the mall, toward the more private acts of watching movies at home or shopping online. Common leisure activities of the past, such as participating in clubs, took place in the community and provided extended time to communicate with others and develop relationships. In contrast, today?s online posts and tweets with family, friends, and colleagues are shorter, more superficial, and less satisfying. Recent research has in fact suggested that face-to-face family time is decreasing in homes with Internet connections.

At work, technology is in fact a contributing factor in a growing trend toward longer hours and less

{ i

UNDERSTAND M E A N I N G FROM CONTEXT

No one wishes to turn back the clock on what technology can do. However, switching off our devices from time to time may be one of the most important decisions we can make to ensure that we are living full, satisfying lives.

W i t h a p a r t n e r , find t h e s e w o r d s a n d p h r a s e s

in t h e a r t i c l e . M a t c h e a c h o n e w i t h its c o r r e c t m e a n i n g . @

a w a y to relax

b all day and night seeeeee

3 a m e a n s to u n w i n d

seteee 4 keeps [someone] upa t n i g h t

416

UNIT 10

¢ insufficient amount o r quantity

d prevents f r o m sleeping

5 lack of

e b y t a l k i n g to someone directly, in person

6 throws off

f t u r off

7 face-to-face

g makes something n o t w o r k right

( D E N T I F Y S U P P O R T I N G DETAILS

A n s w e r t h e q u e s t i o n s . a c c o r d i n g to t h e a r t i c l e .

Find e x a m p l e s or i n f o r m a t i o n in t h e a r t i c l e t o s u p p o r t y o u r a n s w e r s , 1

W h a t i s w r o n g w i t h a l w a y s b e i n g ?on c a i l ? f o r a n e m p l o y e r ?

2 W h a t a r e t h e c o n s e q u e n c e s o f c h e c k i n g o n e ' s d e v i c e s b e f o r e g o i n g t o sleep? 3 W h y is i t a p r o b l e m to rely on t e c h n o l o g y f o r social interaction?

I N F E R P O I N T OF V I E W 1

A n s w e r t h e f o l l o w i n g questions. Explain your reasons,

W h a t kinds of leisure activities do you t h i n k t h e author w o u l d recommend?

2 D o y o u t h i n k the author's o p i n i o n o f electronic devices is m o r e positive o r negative? E x p l a i n .

Discuss how mobile devices affect us

FRAME YOUR IDEAS @

C o m p l e t e t h e survey. T h e n c o m p a r e a n s w e r s w i t h

p a r t n e r . D e s c r i b e y o u r h a b i t s a n d e x p l a i n w h y you do w h a t you do.

4 HOW CONN |

ARE YOU?

text to connect with other people.

9 | stoy what

tot y a k e s i

?oO o @ 8 2 2 . 9 . 9 . . 9

Tm doing to respond to callsor soon

Q \ i n i n y m n e i n g e r g e i e n

O .

I swich

Tmtchotmydevceestnighs

S T O

seeeteerernee off my devices coring the d y .

S U G

Q 6

?oO. S

B A S E D O N Y O U R S U R V E Y RESPONSES, W H I C H S T A T E M E N T B E L O W BEST DESCRIBES Y O U ?

HB v i s c u s s i 0 n

Discuss the following questions in small

groups. Then share your ideas with the class. 1

In y o u r opinion, d o technological advances save us t i m e or waste moreo f o u r t i m e ? How?

2 W h a t a r e y o u r r e c o m m e n df o a rt t ih o e bn e ss t w a y s t o u s e o u r d e v i c e s a t w o r ko r s c h o o l ? I n p u b l i c

Places? A t home? 3 Do you t h i n k technology adds t o o r interferes w i t h y o u r letsure time? E x p l a i n how.

44 Texting keeps me in touch with more of my friends and makes it easier to get together. | I don?t ; t i m e a t think a l l . 9 Fit interferes with my leisure

1 7

USTENING WARM-UP DISCUSSION W h i c h of t h e f o l l o w i n g r i s k s w o u l d you find t h e easiest t o t a k e ? W h i c h w o u l d you find t h e m o s t difficult? Explain y o u r reasons.

& >

S E

C T e

~ .

[BE e e e L i s t e n F o r MAIN IDEAS

Listen to the interview with a psychologist. Then listen again and write a description for each of the t w o personality types the psychologist describes, W h a t is a ?big T? p e r s o n a l i t y ?

c r n

iia

o k e e

[Hy emma U s t e n F o r SUPPORTING DETAILS Read each summary of some of Franklin's main paints. Listen again, and complete each explanation by providing detalls from the interview. a C UCM) 1.

Franklinnotes thot ona conncl stmply classify people's personalities os either 100% ?big T? ot ?small.?

2 Sho darifies that having a ?bigT?personokty isn't ohways

positive trait.

3. She arguesthateveni f youore w ?coaster, \

i to l ride l ionn a roller g you don?t necessarily have a ?big? personatity.

[Es e o s LISTEN To UNDERSTAND MEANING FROM CONTEXT

Listen to each of the

following c o m m e n t s f r o m the interview and complete the statements. 1

I f y o u are ?faint o f heart? a n d ? w o u l d n ' t dare? t o d o c e r t a i n things, y o u have m o r e o f a

(big T / s m a i l t) personality. 2 A p e r s o n w h o ? t a k e s c h a n c e s ? a n d c h o o s e s t o ? l i v e o n t h e edge? h a s m o r e o f a ( b i g T / s m a l l t) p e r s o n a l i t y . 3 I f y o u f e e l an ? a d r e n a l i n e r u s h ? w h e n y o u g o ? r i g h t u p t o t h e edge,? y o u h a v e m o r e o f a (big T / small } personality.

118

UNIT 10

| |

R E L A T E TO P E R S O N A L E X P E R I E N C E D o you h a v e m o r e o f a ?big T

W h e r e do y o u f i t on t h e r i s k - t a k i n g c o n t i n u u m ?

or ? s m a l l t? p e r s o n a l l t y ? Explain y o u r r e a s o n s .

?_? Sam E l seen w o r p stupy

ADVERBS OF MANNER

Usage note Use an adverb of manner to modify a verb or adjective.

Most adverbs of manner are formed by adding -ly

to an adjective. Listen and repeat. Adjective confident Mysterious

Adverb

quick

uiet q f

verb:

- » ? confidently - » ? mysteriously = ?

quickly

> >

4 ey

[modifies the adjective: describes how they are dangerous} Some adverbs such as luckily, fortunately, unfortunately, and sadly express the speaker"? attitude T haree y generally used at the beginning or end of a sentence. Luckily, no one was hurt. | was really frightened,

safe safely Exceptions:If an adjective ends

you]

Um afraid of activities that are physically dangerous.

Risk-taking affects you physically. describes how it affects [modifies the

in ...

unfortunately.

change to -ily. (noisy ?> noisily) add -ly. (careful > carefully) -ble, change to -bly. (comfortable ?> comfortably) | |

WORD STUDY PRACTICE 1

C o m p l e t e e a c h s t a t e m e n t , u s i n g an a d v e r b of m a n n e r .

(dangerous) M a n y people w h o seek excitement like t o live

2 ( f o r t u n a t e ) M y n i e c e c l i m b e da 3

live volcano. Nothing terrible happened,

(easy) I d o n ' t l i k e t a k i n g r i s k s w h e n I drive. S o m e o n e c o u l d

4 (nervous) He

get hurt.

+ + , c h e c k e d h i s p a r a c h u t e b e f o r e he j u m p e d o u t o f t h e p l a n e .

5 ( s a d ) ...

he w a s b a d l y i n j u r e d w h e n he j u m p e d o f f t h e c l i f f .

6 (extreme) The h i k e t h r o u g h the desert is 7 (beautiful) T h e stories about h e r adventures are 8 ( @ c c i d e n t a l ) She

challenging, we Written.

. w a l k e d into a high-crime neighborhood.

9 (mysterious) O u r teacher was

.., absent over the last week.

Compare attitudes about taking risks

interview a partner about the

E l NoTEPADDING

Hsklest thing he or she has ever done. Take notes on your notepad. Use adverbs of manner if you can. E n

DISCUSSION

In s m a l l g r o u p s , c o m p a r e y o u r

Partners? e x p e r i e n c e s . T h e n d e c i d e w h o is t h e b i g g e s t risk-taker,

Write a paragraph about why you think a person becomes a risk-taker o r a risk-avolder.

Description of what happened:

WRITING.

Presenting and supporting opinions clearly

E l writing s k i t Study the

rules.

When you write to critique or comment on ancther person's ideas, it is important to present and support your own opinions clearly. Use connecting words and

the Chingt h e writer's words wrt

ing

p h r a s e s t o p r e s e n t y o u r i d e a s logically, a n d s u p p o r t y o u r i d e a s w i t h r e a s o n s .

a cements.

For e x a m p l e :

Murphy says, ? I t may

Present your ideas logically

be one of the most i m p o r t a n t decisionsw e

First of all, | agree with Alison Murphy's main point. {n addition, she makes a good point about modern technology. Furthermore, she?s right abaut its effect on sleep. Finally,

For longer statements, use indirect speech

believe we need to decide what we want technology to do for us.

to paraphrase what Murphy says. For example: Murphy argues that

Support your ideas with reasons Since they are able to work from home, people have more free time.

technology is interfering, $I wi sleep.our

Because of the Internet, people are working more efficiently. Actually, new technology increases leisure time. That is why 1 t hi,i n k the author

mie

is wrong. D u e t o n e w t e c h n o l o g i c a l a d v a n c e s , p e o p l e a r e m o r e c o n n e c t e d t h a n ever.

| |

PRACTICE

W r i t e statements using the connecting words,

4 S m a r t p h o n e s are s o c o n v e n i e n t . I t s e e m s l i k e e v e r y o n e n e e d s t o h a v e one. ( s i n c e )

4 T h e l i g h t f r o m t h e i r d e v i c e s i s t h e r e a s o n p e o p l e a r e n ' t g e t t i n g e n o u g h sleep. ( d u e t o )

| |

PRACTICE

O n a s e p a r a t e s h e e t of paper, r e w r i t e t h i s p a r a g r a p h b y a d d i n g c o n n e c t i n g

w o r d s a n d p h r a s e s , Use a c o m m a w h e r e n e c e s s a r y . 1

. I c o m p l e t e l y a g r e e w i t h M u r p h y w h e n she suggests w e s w i t c h o f f o u r

d e v i c e s m o r e o f t e n . It?s j u s t c o m m o n sense. 2 t h a t o u r d e v i c e s are k e e p i n g u s up at n i g h t . 3

l a g r e e w i t h her argument L a l w a y s c h e c k m y messages

b e f o r e g o i n g to bed, I k n o w e x a c t l y w h a t she means. 4

....... she m a k e s a g o o d

p o i n t w h e n she says t h a t people are i n t e r a c t i n g face-to-face less a n d less. M y

f a m i l y is t r y i n g to change that by setting aside f a m i l y time. 5 ....... I t h i n k she's right when she says, ?Switching off our devices may be one of the most important decisions we can make. "6 ....... I've decided to switch off my phone every evening at 7:00 RM.

[By APPLY THE WRITING SKILL

Write a critique of the article ?Always

C o n n e c t e d ? ? on p a g e 1 1 6 . B e g i n b y s t a t i n g y o u r o p i n i o n . To c o m m e n t

f 1

on t h e a r t i c l e ' s p o i n t o f view, a n d t o s u p p o r t y o u r s , use q u o t e s o r p a r a p h r a s e w h a t t h e w r i t e r says. W r i t e a t least t w o p a r a g r a p h s .

the writer?s own words?

i d e a : f i r s t , u n d e r l i n e s e n t e n c e s In t h e a r t i c l e you w a n t to c o m m e n t on. L 120

UNIT 10

| Did | use connecting words and phrases. to present and support my opinions? Did | use quotation marks when citing Did | paraphrase the writer's words when I

didn?t use direct speech?

2] ?4a Listen to the conversations. Complete each statement with the correct idiom or expression. 1

He hasdecidedt o a slack o f f

2 She's ....... a slacking o f f

....... . b d r a w the line

¢ b e o n call

6 gotalotonherplate

¢ giving it her a l l

3 He?s managing t o ....... . a keep up bb e o n c a l l

¢ slack o f f

4 Her boss might t h i n k she w a s ....... . b g i v i n g i t her all a keeping up

¢ slacking o f f

U s e t h e p r o m p t s t o w r i t e q u e s t i o n s u s i n g be s u p p o s e d t o . 1

(we / r e a d / the article before class t o m o r r o w )

2 (why / 1 / contact / the authorities t o m o r r o w morning)

3 ( w h a t/

they / b r i n g / t o the p a r t y later tonight)

4 ( w h a t time / we / c a / lt hle o f f i c e

R e s p o n d t o e a c h s t a t e m e n t In y o u r o w n w o r d s , u s i n g e x p r e s s i o n s f r o m P r e v i e w

or Lesson 1.

1 ; &dUh-oh. I really messed i up. 99 s n e e mete

éal'mso sorry | fargot to call you! It completely slipped m y m i n d . 97 m s -?? You:

ééLet?s face it. You're working too hard. FF -

You:

Write a n adverb f o r m for each adjective. 1

angry

6 preferable

2 busy

7 respectful

3 responsible

8 honest

4 appropriate

9 polite

5 happy

Web Project: Extreme Sports

wwi.english.com/summitae wai

Reference Charts ee These are the p r o n u n c i a t i o n s y m b o l s u s e d i n S u m m i t 1. Vowels Symbol

Key Word

Censonants

Symbol

Key Word

Symbol

beat, f e e d bit, d i d date, p a i d

2 a ai

banana, a m o n g shirt, m u r d e r bite, cry, b u y , e y e

p b t

Pack, h a p p y back, rubber tie

bet, b e d

about, h o w

dia

bat, b a d box, odd, f a t h e r

voice, b e y beer

k g

a ou

bought, dog boat, road

u u A

book, good boot, food, student = but, mud, mother

Ir e r a r or ur

bare bar

door tour

base form

be beat become begin bend

Zip, please, goes: ship, m a c h i n e , station, s p e c i a l ,

a 8

thing, breath then, breathe sip, city, psychology

3 bh

m u Q

w 1

Measure, vision hot, w h o men, some sun, k n o w , Pneumonia sung, ringing wet, white light, Fong

right, w r o n g yes, use, m u s i c

t t

butter, b o t t l e button

past participle

base f o r m

simple past

past participle

was / were beat became began bent

been beaten become begun bent bet bitten bled blown

forget forgive freeze

forgot forgave froze

get give go grow hang have hear hide hit hold hurt keep know lay lead

got gave went

forgotten forgiven frozen gotten given gone grown

bet

bit

bleed blow

bled blew

break breed bring build burn

broke bred brought built b u r n e d / burnt

burst buy catch chooses come

burst bought caught chose came

cost

creep

crept

cut deal dig do

cut dealt dug did

draw dream drink drive

drew dreamed / dreamt drank drove

eat fall feed

ate felt fed

feet

felt

fit fly forbid

Key Word

simple past

bite

fight find

c h u r c h , nature, watch

discussion

c a m e , key, q u i c k game, g u e s t

j u d g e , general, major fan, p h o t o g r a p h van

122

Key Word

fought found fit flew forbade

REFERENCE CHARTS.

?broken,

burned / burnt burst bought caught chosen come cost crept cut dealt dug done drawn dreamed / d r e a m t drunk driven eaten fallen fed felt fought found fit

flown forbidden

leap learn leave lend let

lie light lose make mean meet mistake pay put quit read fridi ride ring rise run

grew hung had heard hid hit held hurt kept knew laid ted leaped / leapt learned / learnt left fent tet lay fit jost made meant met Tistook paid put

quit read fred/ rode rang tose fan

hung.

had heard hidden hit held burt kept known laid led leaped / leapt learned / l e a r n t left

simple past

past participle

say

sald

see

saw

sell

sold

said seen sold

send

sent

base form

set

shook

shed

shone

shoot

shot

show shrink

showed shrank

shut

sing

sang

sung

sink

sank

sunk

sit

sat

sleep

slept

slid

smelt speak speed spell spend

smelted / s m e l t spoke sped / speeded spelled / spelt spent

spill spin

Spilled / spilt spun

Spit / spat

spoiled / spoilt spread

Spoiled / spoilt

spit spoil spread

sprung stood stolen stuck stung

stung stank / stunk struck strung swore swept swam swung took taught tore told thought threw understood upset woke / waked wore wove wept won wound wrote

shrunk

slid smelled / smelt spoken sped / speeded spelled / spelt spent

slide

sprang / sprung

stuck

shaken shed shone shot shown

shine

past participle

stole.

sent set

set

shake

simple past

spread

stunk struck / stricken strung sworn

swept swum swung taken taught

torn told thought

thrown understood upset woken / waked worn woven wept

won wound written

amaze

appear"

dislike

appreciate astonish be? believe belong care consist of contain cost

doubt envy equal exist fear teal? forget hate have"

hear imagine incfude* know lke look like look* love matter

need

owe own please Possess prefer realize recognize remember? resemble see"

mean mind

*These verbs also have action meanings, Example: I seea tree. (non-action}

endure enjoy

acknowledge admit advise appreciate

consider delay deny detest

avoid can?t help celebrate complete

discontinue discuss dislike don't mind

be be be be be

excited about w o r r i e d about responsible f o r interested In accused o f

be capable o f

be tired o f be a c c u s t o m e d to be c o m m i t t e d to

escape expiain feel like finish forgive give up

be opposed to be u s e d to c o m p l a i n about dream a b o u t / of talk about/ o f think about / of apologize for make an excuse for

seem smell* sound suppose surprise taste" think" understand want" weigh?

mt seeing her tomorrow. (action)

imagine justify keep mention mind miss postpone Practice

believe in participate in s u c c e e d in take advantage o f take care of

insist on look forward to

prevent prohibit Propose quit recall recommend report

resent fesist sisk

suggest support tolerate understand

blame [someone or something] for forgive [someone or something] for t h a n k [someone o r something} for k e e p [someone or something} from prevent [ s o m e o n e or s o m e t h i n g } from stop [someone o r something] f r o m

have a reason for REFERENCE CHARTS =

123.

afford agree appear arrange ask attempt can't wait care

advise allow ask* beg cause challenge

choose claim consent decide demand deserve expect fail

grow hesitate

choose? convince enable encourage expect? forbid

force

hope hurry, intend learn manage

get? help* hire instruct invite

mean need neglect

offer pay plan prepare

need* order pay permit persuade promise?

pretend promise refuse request seem struggle swear

threaten volunteer wait want wish would like yearn

remind request require teach tell

urge

want" warn wish" would like*

In the active

voice, these verbs can be followed by the infinitive without an object (example: want fe speok or want someone to speak).

afraid alarmed amazed angry anxfous ashamed certain

content curious delighted depressed determined disappointed distressed

disturbed eager easy embarrassed encouraged excited fortunate

glad happy hesitant likely lucky pleased prepared

proud ready

sorry surprised

relieved reluctant sad shocked

touched upset willing

*Example: 'm willing to accept thot,

with

without a change in meaning

change in meaning =

forget (+ gerund} {+ infinitive) regret (+ gerund) (+ infinitive)

forget s o m e t h i n g that h a p p e n e d forget s o m e t h i n g that n e e d s to be d o n e regret a past a c t i o n regret h a v i n g to inform s o m e o n e a b o u t an action

r e m e m b e r (+ gerund} ( infinitive)

remember something t h a t needs to be done s t o p a continuous action s t o p in o r d e r to do something

alarming

alarmed

amazing amusing annoying astonishing boring comforting confusing

~ ? ? =

amazed amused annoyed astonished bored comforted confused

depressing disappointing disgusting distressing

124

love prefer start try

remember something that happened

stop {+ gerund) {+ infinitive)

begin can't stand continue hate like

depressed disappointed disgusted distressed

REFERENCE CHARTS

disturbing embarrassing entertaining exciting exhausting fascinating frightening horrifying inspiring interesting imitating moving

disturbed embarrassed entertained excited exhausted fascinated frightened horrified inspired interested irritated moved

paralyzing pleasing relaxing satisfying shocking scathing startling stimulating surprising terrifying tiring touching

~ = ? = =

paralyzed pleased relaxed satisfied shocked soothed startled stimulated surprised terrified tired touched

Grammar Booster The G r a m m a r B o o s t e r is o p t i o n a l . It offers m o r e i n f o r m a t i o n a n d e x t r a p r a c t i c e , a s w e l l a s G r a m m a r f o r W r i t i n g . S o m e t i m e s i t f u r t h e r e x p l a l n s o r e x p a n d s t h e u n i t g r a m m a r a n d p o i n t s o u t c o m m o n e r r o r s . In o t h e r cases, i t reviews a n d p r a c t i c e s p r e v i o u s l y l e a r n e d g r a m m a r t h a t w o u l d be h e l p f u l w h e n l e a r n i n g n e w g r a m m a r concepts. i f y o u use t h e G r a m m a r Booster, you w i l t find extra e x e r c i s e s in t h e W o r k b o o k in a s e p a r a t e section l a b e l e d G r a m m a r Booster, T h e G r a m m a r Booster content is not tested on any S u m m i t tests.

enean

Statements Using an infinitive as the subject of a sentence sounds extremely f o r m a l in speaking. There are two ways to. express the same idea: (1) Make the i n f i n i t i v e a s u b j e c t c o m p t e m e n t , or (2) use an i m p e r s o n a l it. 1

mother is my greatest wish.

My greatest wish is to b e a mother.

2 it?s my greatest wish to be a mother. When m a k i n g a s t a t e m e n t w i t h a n impersonal I t a n d a n i n f i n i t i v e a b o u t a s p e c i f i c p e r s o n ?or

people, u s e a p h r a s e with f a r + a noun or a pronoun to n a m e t h a t p e r s o n o r p e o p l e . It isn't hard f o r me to fearn new languages. It usually takes t i m e f o r n e w s t u d e n t s to get to know each other. It's too tate f o r Ella and Paul to go o u t for dinner naw.

Be careful! You can't use an adjective of feeling ?or emotion in statements with It's + adjective and infinitive. You have to use an actual subject.

My sister is happy to graduate. NOT t's happy to graduate.

?With c a u s a t i v e g e t

Use an Infinitive, not a base f o r m , with c a u s a t i v e g e t .

S o m e adjectives o f feeling o r emotion:

We got everyone to f i l l a u t the survey. The teacher g o t me to c o m p a r e my personality with my mother?s personality.

afraid amazed

ashamed

angry In Indirect speech

anxious

depressed disappointed embarrassed

excited

giad

sad shocked

happy

sorry

pleased

~?_upset

Use an infinitive to replace an imperative In indlrect speech. The managersaid, ?Be

att h e meeting at 2:15 sharp? ? >

She told us, ?Don't call before dinner?

| |

The manager said to be at the meeting at 2:15 sharp, She told us not to call before dinner,

On a s e p a r a t e s h e e t o f paper, r e w r i t e e a c h s e n t e n c e , c h a n g i n g t h e s u b j e c t I n f i n i t i v e t o a s u b j e c t c o m p l e m e n t . 1

T o b e s u c c e s s f u l i s e v e r y n e w graduate?s w i s h .

2 T o c o o k d i n n e r is m y c h o r e f o r t h e e v e n i n g . 3 T o w i n t h egame i s e v e r y p l a y e r ' s d r e a m .

responsibility o f the p a r k police. 3 T o w i n t h e e l e c t i o ni s e v e r y c a n d i d a t ae s' ks .

Rewrite e a c h sentence, b e g i n n i n g w i t h a n I m p e r s o n a l It. 1

To be disciplined a b o u t an exercise program is difficult f o r an easygoing person.

2 T o get te w o r k on time is a good idea. 3 T o be outgoing in new situations is helpful. 4 T o a c t f r i e n d l y is a l w a y s w o r t h w h i l e .

5 T o be too talkative can sometimes be a problem.

4T o rescueh i k e r s l o s ti n t h e woodsi s t h e

6T o p a s s t h e e x a m i n a t i o n i s n o t t h e e a s i e s t t h i n g i n the world. 7 T o l i i vn aen E n g l i s h - c o s u pn t rey m a i gk h ti b ne ag n exciting experience.

8 T o k n o w when t o u s e a ni n f i n i t i v e a n d whent o u s e a gerund is p r e t t y confusing.

i n s e r t a p h r a s e w i t h f o r In e a c h o f t h e f o l l o w i n g s e n t e n c e s . 1

for new drivers drive inal o t of traffic.

It?s hard,to

2 It's i m p o r t a n t t o r e m e m b e r t h a t s o m e d i f f i c u l t t h i n g sa r e j u s t a p a r t o f l i f e .

3 It's sma rt t o realize that it?s better to be safe than sorry.

4I t ' s t o o l a t e t o m a k et h e e a r l y s h o w ,

5 It?s essential to use msect repellent when you c a m p

i n the woods. 6 It?s g o o d t o a v o i d b e i n g t o o o u t g o i n g w h e n y o u ' r e starting a n e w job. ?GRAMMAR BOOSTER = 125

O n a s e p a r a t e s h e e t o f paper, r e w r l t e e a c h s t a t e m e n t i n i n d i r e c t s p e e c h . 1

C e l i n e said, ? D o n ' t b e late f o r t h e m e e t i n g . ?

3 M y s i s t e r said, ? D o n ' t c a l l m e b e f o r e 7:00 a.m.?

2 Last n i g h t t h e y t o l d me, ?Always take care w h e n y o u

4 T h e t o u r g u i d e t o l d t h e m , ?Just r o l l w i t h t h e

g o o u t i n the evening.?

punches.?

@ Grammar f o r W r i t i n g : parallelism w i t h g e r u n d s a n d i n t i n i t i v e s A commion error in formal written English is mixing gerunds and infinitives when listing items in a series. Al

i s t of items shoutd be either all gerunds or all lafinitives. When

take time off from work, | prefer relaxing at home, spending time withm y family, and getting

?things done around the house. NOT §prefer |

relaxing at home, spending time with my family, and ta-get things done around the house.

can?t stand getting up {ate and missing the bus. NOT

can?t stand getting up late and te-miss the bus,

I n a series, either use t g with a l l the infinitives or use it onty with the f i r s t one. | take time off from work, | prefer to relax at home, s p e n d t i m e with my family, and g e t things d o n e around the house. NOT When | take t i m e off from wark, | prefer to relax at home, spend time with my

When

family, a n d te get things done around the house.

On a s e p a r a t e s h e e t o f paper, c o r r e c t t h e e r r o r s In p a r a l i e f i s m i n t h e f o l l o w i n g s e n t e n c e s . 1 A f t e r s h e a r r i v e d i n L o n d o n , she b e g a n t o w r i t e l o n g l e t t e r s h o m e a n d c a l l i n g h e r p a r e n t s a t ali h o u r s o f t h e night. 2 T h e r e aret w o t h i n g s Ir e a l l y c a n ' t s t a n d d o i n g : s p e a k i n g i n f r o n to f l a r g e a u d i e n c e s a n d c h a t w i t h p e o p l e I don?t k n o w a t p a r t i e s . 3 R i g h t b e f o r e m i d n i g h t , e v e r y o n e b e g a n t a sing, dance, a n d t o w e l c o m e i n t h e n e w year. 4 T h e r e ' s n o q u e s t i o n I p r e f e r u s i n g all m y v a c a t i o n t i m e a n d t a k e 2 l o n g v a c a t i o n .

C o m p l e t e t h e f o l l o w i n g s e n t e n c e s , u s i n g a p p r o p r i a t e g e r u n d o r I n f i n i t i v e f o r m s . R e f e r t o p a g e s 1 2 2 - 1 2 4 in t h e

R e f e r e n c e C h a r t s If n e c e s s a r y . 1 I w o u l d s u g g e s t ...

o u t t h e f o r m i m m e d i a t e l y a n d ..

2 Did you remember

O f f t h e StOVE, oo... c e e dose

d o o r before you left?

3 It's obvious f r o m h e r e-mails that she really loves

5 Treallywouldntmind

...

.. t h e m o u t t o d i n n oe fr take

m e to. 6He q

p r o m i s e d .... u

saanaeeaest

h e r e p o r t h o m e , .....

take sb y tt h ie noe x nt d sa y .

........... how ,

kttunicekecurerucies

Use the s i m p l e p a s t t e n s e o r t h e p a s t ofb e f o r a n a c t i o n f i n i s h e d at a specified t i m e i n t h e past. They w a t c h e d some movies yesterday.

They've w a t c h e d t h a t movie three times.

thema

+ i t c a r e f u l l y ,a n d v read

Finished actions

Use the present perfect for an actian finished

+».

at an unspecified time in the past.

oi f uy o un' d l idk e

c e respond.

BO ANY

Use the past perfect for an action that was finished before another action in the past. ?When! a r r i v e d , they had already w a t c h e d the movie.

Note: A l t h o u g h t h e c o n t i n u o u s a s p e c t fs used f o r a c t i o n s in p r o g r e s s , the present p e r f e c t c o n t i n u o u s Is sometimes. used f o r very recently c o m p l e t e d a c t i o n s , especially to emphasize d u r a t i o n , ?They'va been w a t c h i n g movies a l l afternoon, butt h e y ' r e d o n e now.

Unfinished actions Use the past continuous for unfinished actions that continued for a periodo f t i m e or during a specific time in the past. 1

was relaxing at home all morning.

At noon, | was watching

movie.

Use the present perfect OR the present perfect continuous for unfinished actions that began In the past and may continue into the future. Use the present perfact continuous to further emphasize that the action is continuous.

She's listened to R&B for years. [And she may continue.] OR She's heen tlstening to R&B for years. [And she may continue.)

C o m p l e t e t h e a r t i c l e , u s i n g t h e s i m p l e p a s t t e n s e , t h e p a s t o f be, o r t h e p r e s e n t p e r f e c t .

World Music is not really a true genre o f m u s i c ? i t is a combination of musical genres from around t h e world. More recently recording companies

.. the term to describe the music of artists w h o fuse they felt could appeal to new audiences across cultures. The concept of World Music ....

2be created after U.S. s i n/ songwriter g e r Paul Simon ......................... his hugely successful Graceland album 3

in 1986, At that time, he

record

South Africa's male choir Ladysmith Black Mambazo and rock it

group Savuka to accompanyh i m?on: the recording. Both groups later the world. This exciting collaboration immediately

........... 6

audiences, who were attracted to this different sound. S i n c e t h a t t i m e , a s m o r e a r t i s t s ....

- - With him around

5 tour .... t o E u r o p e a n a n d N o r t h A m e r i c a n

appeal

+. t o reach n e w a u d i e n c e s , t h e r e . . . .

Pty Bbe increased amount of ?crossover??that is, musicians influencing each other across cuttures, Enthusiasm for music from other cuttures ...

steadily. Artists such as Angélique Kidjo and Carlos Vives, who 9

rise

were well-known within spacificr e g i o n s such as Africa or Latin America,

seseeneeeeseeeeeseseneass

stars, and mainstream music « 0 . . . 11

c e e incorporate

international

become

many of t h e features of these artists.

R e a d e a c h s t a t e m e n t , T h e n d e c i d e w h i c h d e s c r i p t i o n is c l e s e r In m e a n i n g . 1

B y the time I heard about it, the concert had sold out. @

First [ heard about t h e concert, Then i t sold out.

b First t h e concert sold out. Then I heard about it. 2 A f t e r he?d w o n t h e a w a r d , h e g o t a b i g r e c o r d i n g c o n t r a c t , a F i r s t h e g o t t h e r e c o r d i n g c o n t r a c t . T h e n he w o n t h e a w a r d . b F i r s t h e w o n t h e a w a r d . T h e n he g o t t h e r e c o r d i n g c o n t r a c t . 3 W e w a n t e d t o go t o h i s p e r f o r m a n c e b e c a u s e w e ' d h e a r d h i s n e w a l b u m . @

First w e heard his album. Then w e wanted to go to his performance.

b F i r s t w e w a n t e d t o g o t o h i s p e r f o r m a n c e . ?Then w e h e a r d h i s a l b u m . 4 He'd p l a y e d a t a l o t o f d i f f e r e n t halls before h e p e r f o r m e d a t C a m e g i e Hall. a F i r s t h e p e r f o r m e d a t C a r n e g i e H a l l . T h e n h e p l a y e d at a l o to f d i f f e r e n t h a l l s . b F i r e t h e p l a y e d a t a l o to f d i f f e r e n t h a l l s . T h e n h e p e r f o r m e d a t C a m e g i e H a l l .

GRAMMAR BOOSTER = 127

Remember: A noun c l a u s e functions as a noun a n d is o f t e n introduced with t h a t .

Be careful! Don't use question word order in noun clauses that are embedded questions.

When a noun c l a u s e is a d i r a c t o b j e c t , use o f t h a t is o p t i o n a l . {didn?t realize ( t h a t ) a r t therapy c o u l d b e so h e l p f u l .

Introduce

noun clause with if or whether when i t is an embedded yes / no question.

Does he understand what t h e lyrics mean? NOT Does he understand what-de-thetyries mean?

Use a question word when it is an embedded information question.

(Does she come fram the U.S.?) Do you know If she comes from the U,S.?

Use a period with a n e m b e d d e d question w i t h i n a statement, Use a question m a r k with an e m b e d d e d question w i t h i n 2 q u e s t i o n .

(When does the concert begin?) I'm not sure when the concert begins.

Anoun clause can also function as the subject of a sentence. A noun clause introduced with a question word can also function as a subject complement.

I don?t know who is singingt Do you know who is singing?

What he sald was very interesting. (subject) That she?s

don?t know where t h e band is performing. NOT I don?t know where+s-the-band performing.

therapist surprises me, (subject)

Teaching children is what

love. (subject complement}

E i Compicte each noun clause with that, If (or whether), of a question word. (Some have more than one possible answer.) 1 She t h i n k s

c l a smusic s i i sc boring, a l ... [ s p e n d S a t u r d a y m o r n i n g s .

2C a t c h i n g up w i t h f r i e n d s o n s o c i a l mediai s ... 3 Idon?t remember .... 4...

b a n d s wes a w i n c o n c e r tl a s t y e a r .

... l i k e m

5D i d a n y toe l nl you e

i os e l es c t r ot n i c p o p .

s e e Pms h o w i n gm y p a i n t i n g s a t the Henderson g a l l e r y ?

....

6R o b e r t a s k e d m e

. [ h a d b o u g h t t i c k e t sf o r t h e b a l l e t yet.

7 I can?t i m a g i n e . .

. l i f e w o u l d b e l i k e w i t h o u t t h ea r t a .

8 I don?t really k n o w

9 New York is 10 I wonder

t o cook very well.

the Empire State Building is located.

....

.... t h econcert begins.

C o m p l e t e e a c h s t a t e m e n t , u s i n g a n o u n c l a u s e b a s e d on t h e q u e s t i o n In p a r e n t h e s e s , ...

1 ( W h e r e d i d M o z a r t l i v e ? ) I don?t k n o w

2 (What t y p e o f m u s i c does o u r teacher like?) I have no idea

...

3 ( W h e n d i d t h e B l a c k E y e d P e a s r e c e n t l y p e r f o r m i n C h i c a g o ? ) S h e a s k e d me 4

( A r e b a l l e t t i c k e t s r e a l l y e x p e n s i v e ? ) I don?t k n o w . . . .

5 ( H o w l o n g is t h e m u s i c a l A n n i e ? ) [ ' m n o t s u r e .... & ( W i l l t h e m o v i e e n d b e f o r e 6:00?) H e ' s a s k i n g ..

P A C U Catia i

va r

a t e erie

a c t e r

As adjective complements To more formally make a point, use Ht + be or another linking verb + an adjective with a

noun clause beginning with that. That is optional.

Some adjectives used in expressions with It + b e or another IInking verb:

i t is clear ( t h a t ) Hensley has done a fot of research.

It seems obvious (that)

the band needs

ft was surprising (that) they

new lead singer.

never performed together again.

A$ noun complements

a e s

Wi be

essential

couldbe

To more f o r m a l t y focus on a n issue o r t o p i c , c o m p l e t e t h e m e a n i n g of a n o u n p h r a s e

unacceptable surprising interesting

that}

with a noun clause. That t s necessary.

The fact that her songs were extremely popular made her very wealthy. ?The

128

belief that vaccines might be harmful ted some people to refuse them.

GRAMMARBOOSTER

?Some noun

phrases used to introduce noun clauses: The idea that The news that

The announcement that The argument that The belief that The chance that

The possibility that The proposal that

The c l a i m t h a t

The r e c o m m e n d a t i o n that

The d e m a n d t h a t The f a c t t h a t

?The r e p o r t t h a t

The s u g g e s t i o n t h a t

s e p a r a t e s h e e t o f paper, r e w r i t e e a c h s e n t e n c e , u s i n g I t + b e ( o ar l i n k i n g v e r b ) + a n a d j e c t i v e a n d a n o u n

Clause a s a n a d j e c t i v e c o m p l e m e n t . 1

That. d e v e l o p i n g c o u n t r i e s a d d r e s s t h e p r o b l e m s c a u s e d b y g l o b a l w a n n i n g i s e x t r e m e l yi m p o r t a n t .

2 T h a t t h ep r e s i d e n t p l a n s o n r e s i g n i n g a p p e a r s o b v i o u s t o e v e r y o n e . 3 T h a t n o t p r o v i d i n g d i s a s t e r r e l i e f w i l l o n l y w o r s e n t h e s i t u a t i o n s e e m s q u i t e clear, 4T h a t ac u r ef o r c a n c e rw i l l b e d i s c o v e r e d i n t h e n e x t t w e n t y y e a r s i s c e r t a i n l yp o s s i b l e . 5 T h a t t h e g o v e r n m e n t s o f A r g e n t i n a a n d C h i l e w i l l r e a c h a n a g r e e m e n t l o o k s v e r yl i k e l y . & T

hM a x B a i a ntc h i w o n ' t b e p a r t i c i p a t i n g i n t h e O l y m p i c s n e x t year I s n o t i m p o r t a n t .

R e a d e a c h q u o t e f r o m a r a d i o n e w s p r o g r a m . T h e n , o n a s e p a r a t e s h e e t o f paper, c o m p l e t e

each statement, using t h e noun clause as a noun c o m p l e m e n t . € x a m p l e : ?Volkswagen announced t h a t t h e y w o u l d u n v e i l a n e w c a r d e s i g n e a r l y n e x t y e a r . T h i s is c a u s i n g a l o t o f e x c i t e m e n t i n t h e a u t o i n d u s t r y . ? ( T h e a n n o u n c e m e n t . . . ]

F T h e ' a n n d u n c e nt iheantt Volkswagent o v l d unveil a P] earlynext year is causing a lot of excitement in the

new aute

cordesign industry.

?The Health Ministry announced t h a t t h e y w i l l b e g i n v a c c i n a t i n g a l l i n f a n t s f o r measles. T h i s w a s g r e e t e d w i t h c r i t i c i s m f r o m t h e o p p o s i t i o n party.? [ T h e a n n o u n c e m e n t aa]

2 ?The p r e s i d e n t s a i d i t w a s p o s s i b l e t h a t h e w o u l d r e s i g n b y t h e e n d o f t h i s y e a r . This has t a k e n e v e r y o n e b y surprise, i n c l u d i n g t h e news media.? [ T h e p o s s i b i l i t y ...] 43

?The London Sun reports t h a t Dr. R e g i n a B l a i r o f t h e G l a s g o w M e d i c a l C e n t e r has d i s c o v e r e d a n e w p r o t e i n . This is attracting m u c h interest i n the world o f science.? (The report ...]

4 ?The A u c k l a n d Times c l a i m e d t h a t a n i n e t y - f l v e - y e a r - o l d N e w Z e a l a n d m a n h a d b r o k e n t h e w o r l d r e c o r d f o r g r o w i n g t h e l o n g e s t b e a r d . T h i s has triggered similar c l a i m s across t h r e e continents.? [The c l a i m ...]

e n e m a s

The c o n d i t i o n a l c l a u s e of past unreat c o n d i t i o n a t sentences can be s t a t e d w i t h o u t if by simply i n v e r t i n g a d and the subject of the clause. Clauses using inverted w o r d order are more format than

carefull Don't contract not with had in inverted negative clauses. Be

Had they not been there, they wouldn't have known the truth. NOT Hade?t they been there, they

t h o s e using usual (non-inverted) word order.

inverted word order

Usual word order >

Had [ known it would take up so much

(might have gotten another brand i f I had realized it would be so hard to operate.

-»

wouldn't have bought it, might have gotten another brand had it would be so hard te operate.

\f we hadn't bean so busy, we could have shopped around.

-»

Had we not bean so busy, we could haveshopped around,

If she had told me this thing wouldn't operate without batteries, | would never have considered getting it.

Had she told me this thing woutdn't operate without batteries, | would never have considered getting it.

had known it would take up so much room, ?wouldn't have bought it.

room,

wouldn't have known the truth.

realized

On a s e p a r a t e s h e e t o f paper, r e w r i t e t h e f o l l o w i n g p a s t u n r e a l c o n d i t i o n a l ?sentences, u s i n g t h e i n v e r t e d f o r m , 1

T h e y w o u l d h a v e l e n t h e r t h e i r c a ri f s h e h a d a s k e d .

2I f [ h a d n ' t s p e n t s o m u c h m o n e y o n m y v a c a t i o n , I w o u l d h a v e c o n s i d e r e d b u y i n g as t a t i o n a r y b i c y c l e . 3 I f t h eC a r s o n s h a d n ' t m o v e di n t o s u c h a s m a l l a p a r t m e n t , t h e y w o u l d h a v e b o u g h t

at r e a d m i l l ,

4C o u l d you h a v e g o t t e n t h e c a r i f t h e y h a d n ? t r a i s e dt h e p r i c e ?

GRAMMARBOOSTER

129

O n a s e p a r a t e s h e e t o f paper, c o m p l e t e t h e s t a t e m e n t s of b u y e r ' s r e m o r s e , u s i n g t h e Inverted f o r m a n d the Vocabulary f r o m page 28. 4+

... I w o u l d n e v e r h a v e g o t t e n t h a t e s p r e s s o m a k e r .

... W e n e v e r w o u l d h a v e b o u g h t s u c h a l a r g e s o f a .

.. [ c o u l d h a v e g o f t e n a n e n t e r t a i n m e n t c e n t e r w i t h f e w e r p i e c e s .

5 ...

w e p r o b a b l y w o u l d h a v e b o u g h t a m o r e e c o n o m i c a l car. |

w o u l d have gotten a DVR w i t h simpler directions.

L L C Leeks a e c oed Use the f u t u r e continuous f o r actions t h a t w i l l b e i n progress at a s p e c i f i c t i m e or over a period of t i m e in the future. To f o r m t h e f u t u r e continuous, use w i l l + b e + a p r e s e n t p a r t i c i p l e OR b e going to + b e + a p r e s e n t p a r t i c i p l e .

Atthis time next week,

e Iying { mI be

on a beach in Hawaii. {speet {specific time] |

ane}

English in the United States a

{tas weas a t i n ganswe]

for about two

years.

(ps [period

time |

Sometimes sentences tn the simple future and the future continuous have almost the same meaning. Choose the future continuous to emphasize a continuous or uninterrupted activity. Next year, I'll study English in the United States. Next year, I'll be studying English in the United States.

Remember: Don't use a continuous form with a stative verb, Stative verbs are

?Questions and short answers

Will you be working at home? Yes, | w i l l /. No,

?non-action? verbs such as be, have, know, remember, like, seem, appreciate, etc.

wan't.

Are you going to be working at home? Yes, | a m/. No, I'm nok Use the future continuous and a time clause with while or when to describe a continuous activity

that will occur at the same time as another activity. Do not use a future form in the time clause. Vil be looking for a job white my wife continues her studies. NOT f'll be looking for a job while my wife wit-be-eentinuing her studies,

Do not use the continuous with stative verbs. DON'T SAY By next manth, HHbe-heving anew car, For a complete list of stative verbs, see page 123 in the Reference Charts.

When the teacher is speaking, we'll be listening carefully, NOT When the teacherwb iet- s p e a k i n g , we'll be listening carefully.

O n a s e p a r a t e s h e e t of paper, c o r r e c t t h e e r r o r s In t h e f o l l o w i n g s e n t e n c e s . 1

She'll be staying at the N e w t o n Hotel w h e n she's going to beattending t h e meeting.

2 We w o n ' t be spending m u c h time sightseeing while w e ' l l be visiting London. 3 When he?s going i o stay i n town, he's going to be meeting w i t h some friends. 4 She'll be correcting h o m e w o r k while the students w i l l take the test. 5 W h i l e M i c h e l l e w i l l b e s e r v i n g d e s s e r t , Randyw i l l a l r e a d y be w a s h i n g t h e d i s h e s . 6 W o n ' t t h e y b e g o i n g t o s l e e p i n N e w Y o r k w h e n y o u ' l l be g

tu pt i ni T ani p eg i ?

C o m p t e t e t h e following sentences, using the f u t u r e c o n t i n u o u s with w i l l w h e n possible. If t h e f u t u r e c o n t i n u o u s Is n o t p o s s i b i e , u s e t h e s i m p l e f u t u r e w i t h will.

2 She ....

ceseseseseeree s o m e s

L O a j oKb . look .... h i s t o r i e s i t e s w h i l e s h i ne T u' r k se y .

1 A f t e r P?'ve c o m p l e t e d m y s t u d i e s ,

photograph 3I n a f e w y e a rt hse y, .....

.-. ali t h e p r o b l e m s t h e y h a d .

not / remember

severe ME.

5 [ m s u r e she

......... n /osleep t

130 GRAMMAR BOOSTER

ateeeeev e r y

long between f l i g h t s ?

The future perfect continuous Use t h e f u t u r e p e r f e c t continuous to emphasize the c o n t i n u o u s q u a l i t y o f an a c t i o n t h a t began b e f o r e as p e c i f i c t i m e i n the f u t u r e . To f o r m t h e f u t u r e p e r f e c t continuous, use w i l l (or won't) + have been and a p r e s e n t p a r t i c i p l e . By next year, I ' l l have b e a n s t u d y i n g English for five years.

[Describes a n action t h a t began before ?next year? and

may still continue.]

Combine a statement using the future perfect continuous with a time clause to show the. relationship between two future actions. Use the simple present tense in the time clause. By t h e t i m e

a r r i v e in New York, I'll have b e e n s i t t i n g in a plane fos over ten hours.

NOT By thet i m eH a r v e

| . |

in New York, I'll have been sitting in a plane for over t e n hours.

C o m p l e t e t h e postcard, using t h e f u t u r e continuous or t h e future perfact continuous.

Dear Ida,

Venice was great, but finally on to Paris! By tomorrow afternoon, I. . . .

see 1

the Champs Elysées and .... Ta

the evening

I...

in the beautiful sights of that great city.

2 take ++

down,

stroll

an opera byB i z e t i n the city where he was born.

2 enjoy

Just think, by Saturday,

-+-

1...

delicious French food for a whole week!

eat .. m y F r e n c h w i t h real n a t i v e speakers. Then, a f t e r Paris, it?s o f f t o 4

Plos1 . $ practice the Riviera, where I

.. around

6 lounge

for a week. By thattime, 1... 7

travel

the beaches of Nice and Saint-Tropex

for three weeks, and it will almost be time

fo come home?a long trip f o ra homebady like me! See you soon!

Pavel

U sae few with plural count nouns and a little with aon-count nouns to mean ?some.? Use few with plural count nouns and little with aon-count nouns to mean ?not many? or ?not much.?

Afew / few ?A

Quantifiers used without referents

few companies are allowing thelr employees to dress casually on Fridays. [= somecompanies] Few companies are allowing their employees to dress casually on Fridays. [= not many companies)

Allttle / l i t t l e Employees are showinga tittle interest

this new dress code. (= some interest]

Employees are showing little interest in this new dress code. [= not much interest)

Quantifiers can be used without the noun they describe, as long as the context has been made clear earlier, Most people don't think we'll find life on other planets in our lifetime, but a f e w do. Several workers in our office t h i n k people. s h o u l d dress d o w n every day, but m o s t

don't.

HB change the underlined quantifiers toaf e w , few,al i t t l e ,or l i t t l e . 4

Would youl i k e t o listen t o s i s

2W ea

music?

t e aut a l am o sl tn ol m eya t .

3 T h e r e were s e v e r a l new s t u d e n t si n m yc l a s s t o d a y .

4 I'veseen h a r d l y a n y movies i n t h e l a s t m o n t h . 5

Lenjoyv i s i t i n g

Ames, b u tthere?s n o t much t o d o t h e r e .

6I f youl o o k i n t h e f r i d g e , t h e r e s h o u l d b e somee g g s .

131

Renner n t h Useo f when

Rie

esac a c c u

noun is preceded b a y possessive adjective,

possessive noun. a demonstrative adjective,o r t h e

article the. any friends

More specific any of her friends

adjectives = my, her, their, etc, cossessive nouns = John?s, the doctor's

some students

some of his students

d e m o n s t r a t i v e a d j e c t i v e s = this, that, these, those

More general

cat

?one

one af my cats

all employees. mast co-workers

all of our employees most of Jack's co-workers

s e v e r a l companies:

several o f these c o m p a n i e s

many books

many of those books

a few choices

a few of the choices

a l i t t l e cake

a {ttleoft h e cake

Using of after all or both is optional, with no change in meaning. ef employees

all of our employees

all our employees

NOT

all

hath of those choices

both those choices

NOT

both 9f choices

One and e a c h are used w i t h s i n g u l a r nouns only. B u to n e o f a n d each o f are used with plural nouns only. However, the m e a n i n g of both e x p r e s s i o n s is still singular. ?One

student

Each class

One o f the students

Each of the classes

Be careful! In the superlative, do not use of after most. DON'T SAY Tokyo is the city with the most af people in Japan. Qf must be included when using an object pronoun. : botho f them NOT beththem

Some quantifiers must Includeo f when they modify a noun or noun phrase.

majority of

alot of

lots of

plenty of

couple of

number of

a great deal of

bit of

Only one o f each pair o f sentences Is correct. C h e c k t h e correct sentence a n d correct t h e m i s t a k e in t h e other one.

t a b( ]

She went with several o f h e r classmates.

Several p f classmates went out f o r coffee.

2 a ( ] M o s t o f companies i n the w o r l d are fairly formal. b 3a b aa b 5a b 6a

Most o f the companies in the U n i t e d States have dress-down days. All o f h o t appetizers were delicious. Everyone tried all o f the c o l d appetizers. A l o t of m y friends have traveled to exotic places. T h e r ea r e a Jot p l a c Ie' ds l

i t os k eee .

Tread a f e w of Steinbeck?s novels last year. A few o f novels by Steinbeck take place in Mexico. Several managers were interviewed, and many t h e m liked the new policy.

b ( ] Many of the employees we spoke w i t h liked the new policy.

7 Grammar for Writing: subject-verb agreement of quantifiers lotlowed by of In quantifiers with of, the verb must agree with the noun that comes after of.

Some of the movie is in English. = ?

Some of the movies are in English.

Alot of the music was jazz.

Alotof the musicians were young.

formal written English, noneo f is tradittonally followed by a singular verb. However, in spoken English it is almast always used with a plural verb. The plural verb is acceptable and correct. Jn

Formal: None of the students was late for class.

Informal: None of the students were late for class.

132

GRAMMARSODSTER

Be carefull The quantifiers one of, gachof, andeveryoneo f are always followed by a plural noun, but they always take a singular verb. One of the students likes rap music.

Choose t h e verb t h e t agrees with e a c h subject. 1 E v e r y o n e o f these c h o i c e s ( s o u n d / s o u n d s ) terrific! 2O n e o f t h e t

c( wha se/ wr e rse ) g o i n g t o s t a y a f t e r c l a s s .

3 A l o t o f the p r o b l e m (is / a r e ) t h a t n o o n e w a n t s t o w o r k so hard. 4E a c ho f t h e e 5H a l f of

l (o w a yn t /e wea n tss ) t o w o r k o v e r t i m e .

t h e city ( w a s / w e r e ) f l o o d e d in the s t o r m .

6 N o n e o f the players (is c o m i n g / are c o m i n g ) to the game. 7 O n l y 8 p e r c e n t o f t h e i r w o r k e r s p r e f e r s h o r t e r w o r k w e e k s , w h i l e a t l e a s t 9 0 p e r c e n t ( d o n ' /td o e s n ? t ) .

Yu Notice t h e subject-verb order.

.. and so is Fittering, Use and so or and

tao to join affirmative statements that are similar.

...

Spitting on the street is offensive, and so is littering. OR ... Playing loud music bothers me, and so does smoking.

and littering is, too.

... ,and smoking does, too,

++ and fittering is, too.

... and neither does Rttering. +. and littering doesn?t either.

Use and neithero r a n d ... not either to join negattve statements that are simitar.

Playing loud music isn't polite, and neither is smoking. OR . . . and smoking isn?t either. itting and netth on the street titering. OR ... and littering e doesn?t ®elther. | d e s r other me, e-and Spitting neftner does e

If the first clause uses the verb be, an auxiliary verb, or a modal, use the same

Structure in the second clause. Tokyo fs a huge city, and so ls $40 Paulo, New York doesn't have a lot of industry, and neither does London, Mexico City has grown a ot, and so has Los Angeies.

Nancy can't tolerate loud music, and neither can Tom, {haven't beent o Tokyo, and neither have you,

i t h e first clause is an affirmative statement in the simple present or simple past tense, use do, does,o r d i d in the second clause. John thinks graffiti is a big problem, and so does Helen, 4

My wife enjayed visiting Paris, and so did |.

Be carefull Use a negative verb, auxiliary verb, or modal with either and an affirmative with neither. ».. and littering doesn't either. NOT .. a r o litteringdees either. »- and neither does littering, NOT OT littering. . ... . . and neitherdees H

w e5 0 and a i r , trevere(ora u x t a r y verb or modal] goes before subject. the

Tokyo is

huge city, and so is Sao

Paulo. NOT ... and so Ste-Pauie-s, Nancycan't s t a n d loud music, and

neither can NOT

...

Tom,

neither

Find a n d u n d e r l i n e t h e n i n e errors. O n a s e p a r a t e s h e e t of p a p e r , w r i t e e a c h s e n t e n c ec o r r e c t l y .

New York is one of the most famous cities in the world, and so does Landon. While these t w o cities differ in m a n y ways, they also share a number of characteristics. Here's a q u i c k comparison: « If y o u ' r e t o o k i n g f o r p e a c e a n d q u i e t , N e w Y o r k is n o t t h e p l a c e t o b e , a n d n e i t h e r L o n d o n is. T h a y a r e b o t h e x c i t i n g a n d n o i s y p l a c e s . If y o u ' r e n o t u s e d t o it, N e w York?s t r a f f i c c a n b e d e a f e n i n g a t t i m e s , a n d so d o e s L o n d o n ' s .

* The best way to get around in both cities is the s u b w a y (or t h e Tube in London). New York?s s u b w a y system is quite old and elaborate, and is London's, too. © Hf

you're looking f o r first-rate entertainment, N e w York is filled with theaters, and so London does.

* Hungry? London's restaurants feature exciting dishes from around the world, a n d New Yark?s are, too. * Both cities offer a h u g e choice of m u s e u m s fo visit. The museums in New York can?t possibly be seen

in a day, and either London's can't. * New York offers s o m e of t h e world?s most famous tourist s i t e s ? f o r example, the Statue of Liberty and

the Empire State B u i l d i n g ? a n d so is London, with Buckingham Palace a n d t h e Millennium Wheel. it?s clear t h a t N e w York shouldn't be missed, and neither London shouldn't!

GRAMMAR BOOSTER

133

On a s e p a r a t e sheet o f paper, rewrite each statement, using t h e word i n parentheses.

Make any necessary changes In verbs or possessive adjectives. Example: B o t h Quito and Cuenca have large h i s t o r i c sections. ( s o ) B o t h B a n g k o k and Sao Paulo face many problems caused by

a |;

ores e e e i n e Quito hes a large historic section,

fand so dees Cuenca.

too m u c h traffic. (80) 2 B o t h B e i j i n g a n d L o n d o n have h o s t e d t h e O l y m p i c Games in t h e past. ( t o o )

3 Vancouver and Taipei don?t ever get very cold. (neither) 4 Seoul and Jakarta w o n ' t experience a decrease i n t h e i r populations a n y t i m e soon. ( n o t either) 5 B o t h H o n g K o n g a n d R i o d e J a n e i r o are f a m o u s f o r t h e i r p h y s i c a l b e a u t y . ( s 0 )

6 Prague and K r a k o w attract people whe like old h i s t o r i c architecture. (too) 7 T h e P r a d o M u s e u m i n M a d r i d a n d t h e L o u v r e i n P a r i s s h o u l d n ' t be m i s s e d . ( n e i t h e r ) 8 T o k y o a n d M e x i c o C i t y h a v e n ' t l o s t t h e i r p l a c e s a m o n g t h e w o r l d ' s l a r g e s t c i t i e s yet. ( n o t e i t h e r )

pier cole}

P e e

Use so, too, neither, orn o t elther in shart responses to express agreement. A

(

A i can't stand smoking. B : | can?t either. OR N e i t h e r

hate littering.

B : Sodo

Ido, too.

|. OR

NOTS o d o

hate. /

do hete, too.

NOT

. can

can't standeither, / Neither can | staré,

I t s common to express agreement withM e , t o o or Me nelther. Ar hate tittering. A I can't stand smoking. 8: Mie, too.

Me neither.

Agree with each statement three ways, using short responses with so, too, nelther, or( n o t )e l t h e r . 5 ?I'm getting really tired.?

?Eve never been t o Ulan Bator.?

? L to u travel s emore. d Yow $ . .

7 ?Til call h e r tomorrow.? {

4 ?

8 ?Tm n o t goingt o t e l l her she's l a

L tho gae t vsome e cash.?

:a¥ o e

tees ee e

my son have just one more cookie?

?Would you please

hold this fora second?

(with you only) have a cup of coffee? (formal, with

?May

i Y o u|

e e A L ELe

Make polite requests Could| get your phone number? ?Can

only)

Give or ask for permission You ean open the windowi

Can| leave this here? You may leave earlyi f you need to. (formal) May | leave my coat here? (formal, with | or

wauld like to see that movie. like to go running? a

movie.

would rather have left earlier,

Can you write well in English? ?We couldn't finish the report yesterday. Conldn?t you find the restaurant? My grandmother Isn't able to walk any more. Is she able to take care of herself?

She was able to do a lot more when she was younger, 134

better see

doctor right

away.

You had

better not forget about your

appointment.

better have called this moming.

better nat have hurt any animals en they made that movie.

Teyb a

He can complete the job for you in an hour.

?Would you

I'd eather not see

warning

Your mother had

He had

we only) "

Give a

f you want.

Expross abilityo r lack of ability

Express preferences

You:

soe

O P P e t mintsenn

Y o u ?:

GRAMMARBOOSTER

Note: Hadbetter

generaily not used

in questions. In spoken English, the

contraction?d better

almost always used.

XCM

MLe CML n e

Express posstbillty

e e

Give suggestions

Express lack of necessity

tt may rain this afternoon,

They really should

He may nat be able to come this maming.

He shouldn't have waited to make

may not have remembered.

it m i g h t be noisy a t that restaurant.

You shouldn't stay at that hotel.

She might not want to eat anything.

They really ought to think about staying longer.

He m i g h t have gone home already.

aught to have called first,

He might not have paid yet,

They

ft c o u l d rain tomorrow.

Should we have calted first?

Your father m u s t be very smart.

Express necessity ?We have to take the test tomorrow, We've got to arrive on time. [informal,

He m u s t not f a v e sent i t

New employees c a n n o t (OR s h e u l d n ' t } park ?thelr cars in the garage. New empioyees m u s t nat park t h e i r cars in ?the garage. [ f o r m a l ]

the garage. {farmal]

?She m u s t n a t t h i n k it?s important.

They must have been exhausted when they got home,

to have a passport. didn't have to pay a late fee.

New employees may not park their cars in

Note: Oughtt o is not usually used in negative statements or questions. Use shouldn't or should instead.

Oraw conclusions

She

Express prohibition o r deny permission

They should have calied first.

We c o u l d have paid less.

You don?t have

feservation.

She may have forgotten to lock the door, ?She

think about staying longer,

N o t e : In questions, h a y et o is g e n e r a l l y used. Questions with m u s t are very f o r m a l a n d not very c o m m o n . Past necessity is expressed with h a d t o .

Does everyone have to take the test? Must everyone take the test? All students had to take the test.

spoken] Suggest alternatives

All students must take the test. [formal]

You could take the next train.

C r o s s o u t t h e o n e m o d a l t h a t c a n n o t b e u s e d in e a c h s e n t e n c e o r q u e s t i o n . 1

( M a /y C a n / C o u l d ) y o u r m o t h e r p l e a s e c a l l m e t o n i g h t ?

2 I (wasn't able t o / c o u l d n ' t / shouldn't) g e t there o n t i m e because t h e t r a f f i c w a s so bad.

3 She ( m a y / had better / can) be able to completet h e j o b b y tomorrow. 4 (Can/ S h o u l d / O u g h t t o ) m y s t u d e n t s l i s t e n i n w h i l e y o u p r a c t i c e ? 3 S h o p p e r s ( m a y / have t o / m u s t ) n o t p a r k t h e i r cars i n f r o n t o f the m a i n entrance. 6 T h a n k g o o d n e s s she (doesn?t h a v e t o / m u s t n o t / w a s a b l e t o ) r e n e w h e r p a s s p o r t f o r a n o t h e r f i v e years.

7 You ( c o u l d / had better / should) l e t t h e m k n o w you w o n ' t be able t o make i t on time, o r you m a y not get t h e job. 8 Thisrestauranti s s o good w e (oughtt o / m i g h t / w o u l d r a t h e r } come here more o f t e n . E i Circie the one modal that best completes each conversation. 1 A: Why didn?t you c o m e t o the p a r t y last night?

B: I(had t o / have t o / m u s t /have g o t t o ) study f o r at e s t . 2 A: You really (can't / should / mustn't / are able t o )

call more often.

8 : Yeah. B u t I ( m u s t h a v e / ? d r a t h e r h a v e / s h o u l d n o t h a v e / w o u l d have) s t a y e d at h o m e .

6 A: Unfortunately, the doctor (shouldn?t / has to / w o n ' t b e a b l e t o / h a d b e t t e r } see y o u u n t i l

tomorrow.

B: You're right. I ' m sorry. 3 A: She (?d better nothave / shouldhave /hadt o have /

must have) forgotten the tickets! B: U h - o h . [hate t o t e l l

5 A:D i d y o u g e t t o go to t h e movies?

you

t h i s , but It

B: That?s OK. No problem. 7 A: What do y o u t h i n k happened to Judy?

si h n e d ki d .

4 A: Do you t h i In ('ma k b l e t o / must / would / could) get y o u r phone number?

8: She (mustn o t h a v e /shouldn?thave /i s n ' t a b l e t o / d i d n ' t have t o ) known w e weres t a r t i n g s oe a r l y .

6: Sure.

GRAMMAR BOOSTER

RG L a n i

Verbs can be transitive or intransitive. A transitive verh can have a direct object. An intransitive verb cannot have a direct object. With an intransitive verb, there can't be a ?recelver? of an action.

Common intransitive verbs rain arrive

?Transitive: We b o u g hat car. (a c a=r a direct object)

come

intransitive: We slept well. (The verb sleep can?t have an object.} Remember: In the active vaice, the subject of a sentence performs the action of the verb. In the passive voice, the subject of the sentence is the receivero f t h e action of a verb. Form the passive voice with a form of be and a p a s t p a r t i e l p l e , or with a m o d a i + a f o r m o f b e a n d a p a s t p a r t i c l p i e .

die

seem sit

fall

sleep

go happen laugh

stand stay walk

live

Statements The p a s t c o n t i n u o u s

The simple present tense The ad Is seen by at least a million people a day.

Before we had regulations, dangerous p r o d u c t s w e r e b e l n g t a s t e d ?on

The simple past tense At the meeting, people were calted by their first names.

The present continuaus Every house Is belng painted white.

The present perfect ?We've been helped ai o t by ?The

ourfriends.

past perfect

The aloha shirt had been worn only on Fridays for a couple of years

The future withbge o i n tgo

Maurizio's new fashions are going to be shovm on

small animals.

before people started wearing them every day.

tonight.

The future perfect

I ft weart h i s dress before the event, it will have been seen by

Modals Sometimes the truth can?t be easily seen,

everyone and it won't seem new,

My teacher said my essay s h o u l d be r e w r i t t e n to make it clearer.

Note: The passive voice of the future continuous a n d the present perfect continuous are rarely used, so they aren't included in t h i s list, ?Questions I n v e r t t h e s u b j e c t and the a u x i l i a r y verb (the form of b eo r h a v e ) or the m o d a l .

have you been called by?

Is Russian spoken by many people in Chicago?

?Who

Has your uncle bean hired by an advertising company?

Where should we be married?

When will she be given a new office?

How

can

this house be palnted in

only two days?

Write a check m a r k next to the three sentences that have an intransitive verb. (2 1 [11

4 The o w n e r o f the boutique lived i n an apartment above the shop.

Valentino's new line o f women?s purses arrives i n stores next week.

2M o d e l sa r e wearing v e r ys h o r t dressest h i s season.

( 3 M y p a r e n t s a r e opening a new r e s t a u r a n t downtown.

( 1 5 People speak French i n Quebec. ( 1 6 It rainedr e a l l y h a r dl a s t night. ( 7

Advertisers never tell the c o m p l e t e story a b o u t defective products.

aseparates h e e t

o f p a p e r , r e w r i t ei n t h a p a s s i v e v o i c e t h e f o u r s e n t e n c e s f r o m E x e r c i s e At h a t heave t r a n s i t i v e v e r b s .

O n a s e p a r a t e s h e e t of paper, r e w r i t e e a c h s t a t e m e n t i n t h e p a s s i v e v o i c e . 1

Joan Saslow and Allen Ascher w r o t e this book.

2S t u d e n t s p r a c t i c e E n g l i s h o n l i n e i n m o s tl a n g u a g e s c h o o l st o d a y .

4 Some ads have manipulated people's emotions. 5 M y friend was driving the car w h e n the accident occurred.

3 A d s c a n p e r s u a d ep e o p l e t o b u y p r o d u c t s .

O n a s e p a r a t es h e e t o f paper, r e w r i t e t h e s e n t e n c e s y o u w r o t e f o r E x e r c i s e

s y e s / n o questions.

On a s e p a r a t e s h e e t o f paper, w r i t e I n f o r m a t i o n q u e s t i o n s , u s i n g t h e q u e s t i o n w o r d s a n d p h r a s e s In p a r e n t h e s e s . 1 T h a t n e w s h a m p o o w a s e n d o r s e d b y L a r i s s a L a Rue. ( w h e n )

4 The winner o f the election will be known. (what time)

2 T h o s e b e a u t y p r o d u c t s are b e i n g m a n u f a c t u r e d . ( w h e r e )

5 The n e w school was being built. (in w h a t year)

3 T h e c a r c a n b e b o u g h t at t h e s a l e p r i c e . ( f o r h o w l o n g )

136

GRAMMAR BOOSTER

Making comparisons: review and expansion Comparative forms of adjectives and adverbs show how two things ave different. John is

C o m p a r with i s o 28 n s as showbowteg Tunes ave athe. Jom Spst as tall as Geecze (5) Shestil sings as beautifully asshe dit whesShe acs rang,

taller than Rob (is).

This movie was Jess interesting

My sister types a lot faster than

than the last one (was). |

My nephew now weighs as

(do).

Supertative forms of adjectives and adverbs show how one thing is different from everything else. She was t h e n i c e s t person

Use as ... as with almost, about, andnot quite to show how two things are similar, but not equal,

ever met!

My nephew weighs almost as much as

That was the feast entertaining movie | ever saw.

?The

Gfa l i the actors, she sang the m o s t b e a u t i f u l l y .

weigh a bit more.|

movie is about as tong as his last ong. [But

it?s 8

bit shorter.

My new computer is ten thmes as fast as my old one. Note: In informal spoken English, it is more common to say?... as,tall as me" instead the more formal... as tall as | (am)?

want to be healthy, so | eat fewer sweets than most people.

Few people went to see Horror City, but last night had the fewest people in the audience.

trregular forms is

adjective good bad far

2 tall WAOnWaterst a h t entacaer auest

4 Linkus sedan is about twice as expensive as a Matsu,

There is less corruption in the government than there used to be.

hich

do.

Use as ... ag with twice, three tlmes, etc., to show that things are not equal at all.

Use the determiners more, the most, less, least, little, the least, fewer, andt h e fewest with nouns to compare quantities and amounts.

Be careful! Use the with a superlative form, However, you can omit the if the superlative not followed by a noun.

This coat isn?t quite as expensive as it looks, {It's actually cheaper.)

Among my friends, Ned and Stacey definitely have the most money. Of all the cars we looked at, the Linkus costs the most.

much as | do,

?have as much money in the bank as | did last year.

the

adverb

well badly far

comparative better (than) worse {than} farther / f u r t h e r (than)

superlative the best the worst the farthest / furthest

R e a d e a c h q u o t e d s t a t e m e n t . T h e n c o m p l e t e e a c h s e n t e n c e u s i n g a c o m p a r a t i v e ,s u p e r i a t i v e , o r c o m p a r i s o n w i t h a s ... as. 1

?The t e x t b o o k w e are using now is very good. The t e x t b o o k we were using last year was also veryg o o d , ? .. t h e one w e w e r e u

The t e x t b o o kw e ' r e u s i n g now is

s l ia s nt year. g

2 ?Star shampooc o s t s about $6.00.R a v e l s h a m p o oc o s t s about 8 7 . 0 0S a n a b e l shampoo c o s t s about $5.00.?

Among the three shampoos, S a n a b e lis .....

3 ?We p a i d f o u r h u n d r e d e u r o s e a c h f o r o u r t i c k e t s . T h e y p a i d t h r e e h u n d r e d e u r o s , ?

W e p a i d ....

..+ t h e y d i d .

4 ?Matt has o n l y a little experience w o r k i n g with children. Nancy has a lot o f experience.? Matthas. .

. Nancy.

5 ?John?si a p t o p weighs 2 kilos.G e n y ? s laptop weighs 2.1 kilos.?

dohn?slaptop isn't .

Gerry's i s .

6 ?Mark k n o w s o n lay little Japanese. Jonah knowsa ict.? M a r k knows

....

Jonah does.

7 ?Bart ate a l o t f o r lunch. Susan ate a l o t f o r lunch, too.? Susana t e

.. B a r t d i d f o r lunch.

...

C U R a Ree

ie t

For emphasis The Nile River is

more than 5,500 kilometers long. [emphasizes that the river is very long]

The Dickens School row has fewer than 900 students. [emphasizes that this is a relatively small number]

That was the worst movie ever. [emphasizes that this was a bad movie] This meal was the best of all time) [emphasizes that this was a great meal]

GRAMMARBOGSTER = 137

A n e w b o m Asian e l e p h a n t can weigh as much a s 4 5 0 kilos, [emphasizes t h a t this & fairly heavy] ?As

many as 200 of these animals are killed every year. [emphases that this is a high number]

Milton Academy is ene of the best schools in the city. Preet Gupta is among the most Intelligent commentators on a nTV y news program today. The lions in the Central Zoo are some of the finest examples of African wildlife you can see without going to Afica. To show progression

My son is getting taller every day. [He's growing.! The economy is stranger now. {It's improving] ?To

show tendencles or preferences We eat out more t h a n in. (We tend t o eat out.) Sara likes being alone more t h a n socializing, [She prefers t o spend t i m e alone.]

To clarify

He's a lot friendlier than you would think. [You may think he's not friendly, but in fact he is.| She's more of a singer than a dancer. [People may think she's mainly a dancer, but in fact she?s mainly

singet.]

than scary. {You may think this movie will be scary, but in fact It?s just annoying,] snow {tlooks more like than rain. [You may think it's going to rain, but in fact it looks like it's going to snow.)

The movie's more annaying

U s e a c o m p a r a t i v e , a s u p e r l a t i v e , o r 2 c o m p a r i s o n w i t h a s . . . a 5 t o c o m p l e t e e a c h s t a t e m e n t s o It h a s a s i m i l a r m e a n i n g t o t h e I n f o r m a t i o n In q u o t e s . 1 ?Our m e a l l a s t n i g h t w a sr e a l l y i n e x p e n sI ti ov nel y. c

o4 8 se u rt o sf o r t h e t w o o f u s . ?

...

O u r m e a l l a s t n i g h t cost . . 50 euros, 2 ? O u r r e a d i n g c l u b m e e t i n g s a r e g e t t i n g p r e t t y b i g . O n s o m en i g h t s t h e r e a r et h i r t ys t u d e n t s . ? O u r r e a d i n g c l u b m e e t i n g s s o m e t ih m a v ee . s. .

. . students,

3? I t h i n k o u r t e a ci s hr eea l lry great!? O u r teacher i s . . .. e v e r ! 4« T h e garden you plantedl a s t monthh a s become Your g a r d e nis getting

beautifull

every day!

5 ?You m i g h t t h i n k snails wouldt a s t e strange, butt h e y actually t a s t e q u i t e good.? Snailst a s t e .

YOuMayt h i n k ,

sence

6 ? Y o u m a yt h i n k K a t e is s h y , b u t she?sa c t u a l l y v e r y t a l k a t i v e . ? Katei 8

oo. e

u e ,

... t h a n youm i g h t t h i n k .

7 ?There were al o t of great new moviest h i s y e a r . Cool Water waso n e o f them.?

C o o l Water was ...

uted

newm o v t hi i seyear. s

e t e r cue

C o m p a r e short responses with p e r f e c t m o d a l s in the active voice and passive voice.

Passive voice

Active voice

camefi fromSiSweden1?

wonder if the stone was moved |

Do you think the first inhabitants of the island

?They enight have". ?They

must have!

?They had ?They

have?

couldn't have?

by someone

?It might have been? have been?

?tt must ?tt had

have been?

?it couldn't have

been

Be careful! in a short response to a question (or statement) with a past form of the verb be, always include been. ?A: Was the story of the yeti just a joke? B: It must have been. NOT It must-have.

1 3 8 GRAMMAR BOOSTER

Respond to each statement or question with a short response, using a perfect modal. 1

A; Is i t most l i k e l y the Nazca Lines were created by humans? B

+ {must}

2 A: I wonderi f t h ed i n o s a u r s werek i l l e d b y a meteor,t o o . |

(may)

3 A: Did Europeans eat potatoes before the discovery o f America? B:

.. (couldn't)

4 A: I guess people didn?t realize that the carrier pigeon w o u l d become extinct. B:

+. ( m us t n o t )

tee

5 A:T h e s e t t l e r s i n t h e western p a r t o f t h e U.S. must h a v ek n o w n t h e buffalow e r ei n danger. B:

(had to)

6 A:I t must not h a v e been e a s y to move t h o s e huges t o n e s , 8 ...

+»

(can't)

Yau can also use b e s u p p o s e d ta t o express a broadly h e l d o p i n i o n . It is s i m i l at or ?Everyone says ... Green tea ice cream is s u p p o s e d to taste really good. Their new album w a s n ' t s u p p o s e d to b e very good, b u t

loved it,

John was s u p p o s e d t o have been rude during the dinner, b u t | j u s t d o n ' t believe it.

On a s e p a r a t e s h e e t o f paper, r e w r i t e e a c h s t a t e m e n t , u s i n gb e s u p p o s e dt o . € x a m p l e : T h e y say t h e n e w F e r n a n d o M e i r e l l e s m o v i e i s v e r y v i o l e n t . 1 E v e r y o n et

h i n k s o u r new manageri s r e a l l y n i c e .

2 M a n y p e o p l e b e l i e v e a c u p u n c t u r e i s an e f f e c t i v e t r e a t m e n t f o rp a i n , 3 I haven't h e a r d Ashley M o r g a n sing, but t h e y say she has a beautiful 4 I ' v e n e v e r h a d E t h i o p i a n f o o d , b u t e v e r y o n e says it's d e l i c i o u s . 5 T h e y s a y P a u l o Coelho?s l a t e s t n o v e l is h i s b e s t y e t . 6 E v e r y o n e says M y a n m a r is a fascinating place to visit. 7 I t ' s s a i d t h a t c o r r u p t i o n is o n e o f t h e b i g g e s t p r o b l e m s i n o u r c i t y r i g h t n o w .

RCNe

R e m e m b e r : The m o d a l w o u l d can be used to t a l k about t h e p r e s e n t | ?or

future,

For pollte requests in the present or future Would you piease close the door? Would you plck up some milk onyour way home? To express a present or future result of an unreal condition She wouldn't be so tired if she took a nap.

(would go see them in concent if the ticket prices weren't so astronomical.

The m o d a l w o u l d can also be used in t h e f o l l o w i n g ways t o t a l k

about the past. To express

past repeated or habituat actions

As chitdren, we

would play in the park every Saturday,

As the past form ofthe future with wil He said he would get here before noon. (He said, *I'It get there

before noon?) promised she wouldn't forget. (She said, ?I promise won't, forget?)

?She

To express past Intentions or plans that changed

{thought | would marry Harty, but | changed my mind. We

didn't think we would enjoy eating alligator, but

was delicious.

GRAMMAR BOOSTER

139

| : | W r i t e a c h e c k m a r k next t o e a c h s e n t e n c e t h a t e x p r e s s e s a p a s t r e p e a t e d o r h a b i t u a l a c t i o n . 1 E t h o u g h t w e w o u l d g o s k i i n g in Chile, b u t w e didn't. 2 I n t h e s u m m e r , t h e y w o u l d s i t o u t s i d e a n d r e a d b o o k so r j u s t t a k e naps.

3 Thadagreedt h a t I would make breakfast that morning.

4 Every night, he w o u l d lie awake f o r hours t h i n k i n g about her. 5 She warned them that Jake w o u l d forget to bring the keys, and she was right. 6 W h e n K y l e w a s s t i l l l i v i n g w i t h h i s p a r e n t s , he w o u l d w o r k o n w e e k d a y s a n d s t u d y o n w e e k e n d s . 7 L e i l a d i d n ' t t h i n k E n g l i s h w o u l d b e u s e f u l o n h e r t r i p t o M o s c o w , b u t she w a s w r o n g . 8 As a s t u d e n t , I w o u l d stay u p late every n i g h t s t u d y i n g f o r exams. (1

9 She asked m e i f I w o u l d h e l p h e r w i t h her h o m e w o r k that afternoon. 4 0 She w o u l d n ' t have s u c h a h a r d t i m e d o i n g h e r h o m e w o r k i f she s t u d i e d harder. 11. W h e n I w a s y o u n g e r , m y d a d w o u l d a l w a y s h e l p m e w i t h m y h o m e w o r k .

1 2 I w o u l d n ' t go see t h a t n e w T o m C r u i s e m o v i e i f I w e r e y o u . 1 3 W o u l d y o u b u y a n e l e c t r i c c a ri f i t w e r e a f f o r d a b l e ?

C] 14 My brother thought he w o u l d be late.

4 Grammar for Writing: placement of adverbs of manner Be c a r e f u l ! D o n ' t place a d v e r b s of m a n n e r w i t h o u t -ly

Adverbs af manner modify adjectives or verbs. When they modify adjectives, they go befare the adjective. The path c a n be dangerously slippery.

before a main verb. He drives fast. NOT He fast-drives. She can sing really w el l . NOT She canr e a l y w e l - s i n g .

The architecture is IncredIbty beautiful.

When they modify transitive verbs, adverbs of manner ending in -Iy often go before the main verb. They can also go after a verb and its direct object. She slowly opened the door. OR She opened the door stowly. She should slowly open the door. OR She should open the

Don?t place an a d v e r b of m a n n e r b e t w e e n a transitive verb a n d its direct o b j e c t .

He drank his tea quickly. OR He quickly drank his tea. NOT He drank gutelly his tea.

door slowly.

When they modify i n t r a n s i t i v e verbs, adverbs o f m a n n e r ending in -ly o f t e n go after

the main verb. They can also go after a verb and

angrily

an indirect object.

He spoke angrily about corruption. OR He spake about corruption angrily.

Write a check m a r k if the adverb Is correctly placed. Then, on a separate sheet o f paper, r e w r i t e t h e s e n t e n c e s t h a t y o u d i d n ' t c h e c k . 1

W h e n t h e g a m e w a s o v e r , he l e f t q u i c k l y t h e c o u r t .

2 As she-drove into town, she sang t o herself softly. 3 T h e meeting was suddenly postponed after the C E O arrived. []

4 T h e y washed noisily the dishes after dinner.

5 Tom replied angrily to the text message. 6 T h e y e n t e r e d quietly t h e r o o m and sat i n t h e corner.

o f

s e p a r a t e s h e e t o f paper, r e w r i t e e a c h s e n t e n c e w i t h o n e o r m o r e a d v e r b s o f m a n n e r .

C h o o s e f r o m t h e list a b o v e a n d on p a g e 1 1 9 . 1

I watched the snake until i t moved.

2W e chattedu n t i l t h e s u n cameu p t h e n e x t m o r n i n g . 3.

S h e s p e a k s I t a l i a n , b u t she d o e s n ? t r e a l l y u n d e r s t a n d i t .

4 H e w r o t e a b o u t h i s e x p e r i e n c e s l i v i n g in C a m b o d i a .

5 A c o w walked onto the road, and the bus stopped,

149

GRAMMAR BOOSTER

Other adverbs of manner

tar, happily hard

nicely noisily

Pronunciation Booster ?The P r o n u n c i a t i o n B o o s t e r is o p t i o n a l . It p r o v i d e s a p r o n u n c i a t i o n tesson a n d p r a c t i c e to s u p p o r t s p e a k i n g In e a c h u n i t ,

m a k i n g students? s p e e c h m o r e c o m p r e h e n s i b l e .

Content words nvoeur n b ss

boss, Julie, call happiness find, meet,

adjectives. talkative, small, green adverbs quietly, again, very possessive pronouns mine, yours, his demonstrative pronouns this, those, that

Content words and function words

in English, content words are generally stressed.

reflexive pronouns ourselves, herself Interrogative pronouns what, who, where

Function words are generally unstressed. My BOSS is a PAIN in the NECK! He's REALLY a TERRIFIC BOSS.

MARK is SUCH

Function words

SMART GUY.

i'm SURE she'll be

a GREAT

prepositions of, from, at conjunctions and, but, or determiners a, the, some

MANAGER.

Stress In compound nouns Many compound nouns are made upof two nouns, with the first one modifying

Personal pronouns he, she, they

the second one. In these compounds, stress usually falls on the first noun. However when a noun is modified by an adjective,stress ts equal on both words. pout + noun adjective + nun \

grink APPLE juice.

She's a PEOPLE person.

Its an

APARTMENT building.

Theyte EXERCISE machines.

BUT

{like RED APPLES.

BUT

She's a NICE PERSON.

BUT

It's a TALL BUILDING.

BUT

Theyre NEW MACHINES.

possessive 3

iectves Me

participle]

be + (present participle] Be carefull When an auxiliary verb is negative or used in short answers, it is generally stressed. He WON'T LIKE it. |GAN'T GO. No, they DON'T.

Yes,

HAVE.

23288 L i s t e n a n d p r a c t i c e . 1 M y B O S S is a P A I N i n t h e N E C K . 2 He's R E A L L Y a T E R R I F I C B O S S . 3 M A R K is S U C H a S M A R T G U Y . 4 T m S U R E she'll b e a G R E A T M A N A G E R .

I l

Circle the content words. 1

Leam to live i n the present.

2 He reminded me to call my mother.

3 He asked m e t o w o r k faster.

4 I prefer to s t i c k closer to home.

? e R N o w practice reading each sentence a l o u d a n d listen t o c o m p a r e . * (Note t h a t your choices m a y differ f r o m w h a t y o u h e a r on t h e a u d i o . )

W M E Listen and practice. 1 I drink A P P L E juice. I like R E D A P P L E S . 2 S h e ' s a P E O P L E p e r s o n . She?s a N I C E P E R S O N . 3 It?s a n A P A R T M E N T b u i l d i n g . It?s a T A L L B U I L D I N G . 4 They're E X E R C I S E machines, They're N E W M A C H I N E S .

EE] e a m Practice reading each compound noun aloud and then listen to check.* 1

eam ws

global w a r m i n g

2 tennis courts 3 a r e l i a b l e person

4 a telephone d i r e c t o r y 5 office managers 6 the bullet train

?Note: Whenever you s e ea listening activity w i t h an asterisk (*}, say each word, phrase, or sentence i n t h e pause after you hear each number, Then jisten f o r c o n f i r m a t i o n .

PRONUNCIATION BOOSTER

142

R e e e c c d In s t a t e m e n t s , c o m m a n d s , a n d i n f o r m a t i o n questions, lower pitchafter t h e stressed syllable in the last s t r e s s e d word. If the l a s t syllable in t h e sentence is s t r e s s e d , lower p i t c h on the vowel by l e n g t h e n i n g it.

1 haven't been going ta many concerts lately.

a Don't forgett o watch them on YouTube tonight.

? How long have you beanlisteningt o that song?

? She's been practicing for several months.

Raise p i t c h a f t e r t h e s t r e s s e d syllable In the last stressed word in yes / h o questions and requests. I f t h e last syllable in t h e sentence Is s t r e s s e d , raise p i t c h on the vowel by l e n g t h e n i n g it.

a Have you been listening to Christina Perri lately?

? T I _ Could you pick up the tickets for me?

? Do you t h i n k she has a nice voice?

? Has he been checking online?

E l a a a Listen and practice. 1

h a v e n ' t been going to many concerts lately.

2 Don't forget to watch them on YouTube tonight. 3 H o w long have you been listening to that song?

4 She's been practicing f o r several months. 5 Have y o u been listening i o Christina Perri lately? §&

Could you pick u p the tickets f o r me?

7 Do you t h i n k she has an i c e voice? 8 Has he been checking online?

| |

C i r c l e t h e l a s t s t r e s s e d c o n t e n t w o r d In e a c h o f t h e f o l l o w i n g s e n t e n c e s . If t h a t w o r d has m o r e t h a n o n es y l l a b l e , underline t h e stressed syllable. 1 T h a t s o n g h a s a great, b e a t y o u c a n d a n c e t o . 2 H e r c a t c h y l y r i c s m a k e y o u w a n t t o s i n g along.

3 Didn 't y o u like t h a t song's melody? 4 What time do you t h i n k the concert w i l l be finished? 5 H o w long has she been dancing to that song? @ H I N o w p r a c t i c e r e a d i n g e a c h s e n t e n c e a l o u d , u s i n g t h e I n t o n a t i o n p a t t e r n s you h a v e l e a r n e d . L i s t e n t o c h e c k . *

142

PRONUNCIATION BOOSTER

e e e

Longer sentences are usually divided by rhythm into smaller ?thought groups"? Groups of words that naturally or logically go together. Exactly how statements may be divided into thought groups will vary among speakers, My short-term goal / is to start living / within my means. NoT satay

[don?t plan / to be financially dependent /for the rest of my life. By next

year / | hope

to have gotten

/ good job / as @

Examples of thought groups subject + verb | don?t know noun phrases my short-term goal prepositional phrases by the end of the month predicates is drowning in debt noun clauses where the money goes adjective clauses that | paid off last year adverbial clauses when I've finished my report

financial consultant.

Pitch In longer sentences (n longer sentences, pitch may fall~or rise?after the last stressed syllable in each thought group, with no change in meaning. ? 1

o m

Once he tries keeping / a realistic b u d g e/ t he'll find it easy / ta save money. OR ?

Once he tries k e e p i n/g a realistic b u d g e/t he'll find it easy / to save money.

23BEB L i s t e n a n d p r a c t i c e . 1

M y s h o r t - t e r m g o a l is t o s t a r t l i v i n g w i t h i n m y m e a n s .

2 I d o n ' t p l a n t o be f i n a n c i a l l y d e p e n d e n t f o r t h e r e s t o f m y life. 3 B y n e x t year, I h o p e t o h a v e g o t t e n a g o o d j o b a s a f i n a n c i a l c o n s u l t a n t .

4 a Once he tries keeping a realistic budget, he'll find i t easy to save money. 4 b Once he tries keeping a realistic budget, he'll find i t easy to save money.

Read t h e f o l l o w i n g s e n t e n c e s . Decide h o w you m i g h t break e a c h s e n t e n c e i n t e t h o u g h t groups. 1

B y t h e e n d o f this m o n t h , I h o p e t o h a v e f i n i s h e d p a y i n g o f f m y s t u d e n t loans.

2 I n t w o m o n i h s , w h e n we've finally p a i d o f f o u r house, we're g o i n g to have a big party to celebrate. 3 T o b e p e r f e c t l y h o n e s t , I c o u l d n ' t t e l l y o u w h e r e t h e m o n e y goes. 4 B y n e x t year, I w i l l h a v e c o m p l e t e d m y s t u d i e s , b u t I don?t t h i n k I w i l l h a v e g o t t e n m a r r i e d . E E ?wm

- Q B M N o w practice reading e a c h s e n t e n c e aloud, p a y i n g a t t e n t i o n t o pitch. Listen f o c o m p a r e . * ( N o t e t h a t your c h o i c e s m a y d i f f e r f r o m w h a t you h e a r on t h e a u d i o . )

Linking sounds Unking with vowels When the final consonant sound of It?si n style now,

word is followed by a vowel sound, link the sounds together.

She bought him_an_elegant tie. Ne_already bought_a new suit.

Linking Identical consonants Wher the final consonant sound of a word is followed by the same sound, link the sounds together as one sound. The blouse is_striped. They preferred_dark suits,

What an attractiyg_yest!

PRONUNCIATION BOOSTER

143

B y e a e Listen and practice. 1 I t s i n style now.

2 She bought h i m an elegant tie. 3 [ v e already bought a new suit. 4 The blouse is striped. 5 They preferred dark suits.

6 What an attractive vest!

U n c e r i i n e all t h e p l a c e s w h e r e y o u t h i n k t h e s o u n d s s h o u l d b e l i n k e d . 4 She w a n t s S u s a n t o d r e s s u p n e x t t i m e . 2 It's f a s h i o n a b l e a n d e l e g a n t . 3 It?s o u t o f style. 4 | wish she preferred dressing d o w n . 5 T h a t b l o u s e isn?t t r e n d y e n o u g h f o r m y taste. 6 I t h i n k K y l e has s t y l i s h taste.

e I

Now practice reading each sentence afoud and listen to check.*

SUC

Soe

A A R A

O e

conversation, the vowels in unstressed syllables are often reduced to the sound /a/. The vowel sound /a/ occurs more often \n English than any other vowel sound and contributes to maintaining the rhythm of English. ac cept

ble

irre sponsible = ?

/1ra'spansabel/

po tite

fpo'lant/

i dise'bidiant/

re spect ful

fra'spektfal/

/mak'skyuzabal/

fi dic u fous

fak'septebal/

con sid er ate

fkan'sidorot/

dis

be dient

in ex cus a ble

in'dikyales/

7RRE Listen and practice.

1 acceptable

4 inexcusable

7 respectful

2 considerate

5 irresponsible

8 ridiculous

3 disobedient

6 polite

@IREE

4 un pleas a n t

7u n i m a g i n a b l e

2i n c o n s i d e r a t e

5i r r a t i o n a l

8 d i s r e s p e cf ut l

3 i m po l i t e

6i m m a t u r e

9i n a p p r o p r i a t e

144

Listen to each word and circle the unstressed syllables t h a t have the sound /s/.

unaccepta ble

Now practice reading each word aloud a n d listen again t o check.*

PRONUNCIATION BOOSTER

R e s t a ) in everyday speech, s o u n d s in unstressed words are often ?reduced?; t h a t is, vowels change to / a / o r / a /

or consonants ate dropped,

Vowel reduction The / u / sound in the function word to is often reduced to /a/.

Be careful! Function words that occur at the end of a sentence are never reduced,

Fit be going to the airport after dinner. /ta/

Its tent o two. /ta/ The /2e/ sound

in many one-syllable function words

Looka t that. J

What a beautiful bird you are! / o r / is

What are you looking at? fav? What are you waiting for? /for/ Who's she talking to? /tu/

often reduced to /o/.

/at/ /an/

saw an eagle.

That's more than

need, /Gan/

The / a r / and /or/ sounds in function words are often reduced to /av.

Pets are no trouble. / a / Is it black er white? / a /

Where's your parrot? / y a / He's been gone for days. / f a /

function word and is oftenreducedt o /an/ when i t accurs between two subjects, objects, modifiers, verbs, or phrases.

?The

Be careful! The vowel sound / z / in and is generally not reduced when it occurs at the beginning o fa clause, but the consonant sound /d/ may still be dropped. He wore a black suit, and she wore a green dress. /aen/

They have long arms and legs, /an/ ?She ?We

laughed and cried when she heard the news, /on/

stayed out late and went dancing, /an/

The Initial

/ / sound is usually dropped in function words,

What doesHe mean? /dazi/

BA e M 1

Listen and practice.

T l be going to the airport after dinner.

9 He's been gone f o r days.

2 It?s ten to two.

10 They have long arms and legs.

3 Leok at that.

11 She laughed and cried w h e n she heard the news.

4 I saw an eagle.

12 We stayed out late and went dancing.

5 That's more than I need.

13 He wore a black suit, and she wore a green dress.

6 Pets are no trouble.

14 What does he mean?

7 I s i t black o r white?

15 It?s i n his bag.

8 Where's y o u r parrot?

'n the following sentences, circle the words you think will be reduced. 1 Allernatives can be found f o r medical research on animals,

2 A l o t can be done to make conditions better on factory farms. 3 Some animals are raised t o be used f o r medical research. 4 Do w e have to ban hunting and bullfighting?

?GHB Now practice reading each sentence aloud and listen to check.*

PRONUNCIATION BOOSTER = 145

P c s RAUL The sound

/i/ is

ASA

Sabai

longer and is formed by tensing the tongue.

The vowel sounds /i/ and /a/

The sound /1/ is shorter and formed with the tongue relaxed.

are represented in speiling in a

leave

live

team

Tim

feel

fill

steal

still

feet

fit

steal steep peeple handy believe receive boutique key

The vowel s o u n d /1/ also a p p e a r s f r e q u e n t l y in unstressed syllables.

places

market

minute

women

S I M E Listen and practice. 1 leave

live

4 steal

still

2 team

Tim

5 feet

fit

3 feel

E f S a m Listen and practica. 1

places

2 market

3 minute

4 women

? e i n ! Listen to each pair of words. Circle if they are the s a m e or different. 1same

different

5 same

different

2same

different

6 same

different

3same

different

7 same

different

4same

different

8 same

different

?mail Listen and check which sound you hear in the stressed syllable. Ww

2 0 0 3 0 0

9DO0 ©

s5OO

B O O

0200

W G Now listen again and practice.

246

PRONUNCIATION BOOSTER

number of ways.

Stress p l a c e m e n t d o e s not change when m o s t prefixes and suffixes are

added to a word, rnporta

snimpartant

importance

obetience

disobedience

obediently

hapniness

happily

unhappy

importantly

However, adding the suffixes -ion, -ic, -fty, -ical, and -ian generally shifts stress to the syllable before the suffix.

educate

photograph

education

photographic

dependable

dependabitity

politics

political

music.

musician

?Some nouns a n d verbs have t h e same spelling. When t h e word is a noun, the stress 4s

o n the f i r s t syllable, When t h e word is a verb, the stress is o n t h e s e c o n d syllable.

nouns

verhs

rebel

tebal

Other words in this category

a e

protest

= . present

-?-

object

protest present

object

conduct conflict contrast

convert permit record survey suspect

2 2 0 M Listen and Practice.

1 important

unimportant

importance

importantly

2 obedient

obedience

disobedience

obediently

3 happy

unhappy

happiness

happily

®6@& Listen and practice. 1

educate

education

2 photograph

photographic

3 dependable

dependability

4 politics

political

5 music

musician

PRONUNCIATION BOOSTER

147

eo] L o o k a t t h e s t r e s s e d s y l l a b l e o f e a c h w o r d i n C o l u m n A. A c c o r d i n g to t h e r u l e s g i v e n In t h e c h a r t on p a g e 1 4 7 , m a r k t h e s t r e s s e d s y l i a b l e of e a c h w o r d tn C o l u m n B. B

A fa mil iar

2.e mot i o n a l ul a t e

3r e g 4

ap pre cia tive

sympa thy

6 hy

p o esize t h

b e a ty u

f a m

i ia r i l t y

emot

a o i nl y

r e g ul a t i o n

a p p r e c i a t i v l ey

sym p a t h e i tc

h y p o t h ei tc a . l

beaut i fy

8h i s t o r y

his t

9 ma

ma.t e r i a t i s t i c

t e r ial ist

10 pol i tics

oi cr a l

pol i ti cian

B G M Now practice reading each word aloud a n d listen t o c h e c k . *

£5] 8 0 8 Listen and practice. Nouns

Verbs

Nouns

1 rebel

rebel

8 contrast

2 protest

protest.

9 convert

3 present

present

10 permit

4 object

object

41 record

5 progress

progress

12 survey

6 conduct

conduct

7 conflict

conflict

13 suspect

Circle t h e s y l l a b l e y o u t h i n k will b e s t r e s s e d in e a c h b l u e w o r d . 1

A s u m m e r fishing p e r m i t p e r m i t s y o u t o fish ali y o u want.

2 The p r o t e s t w a s organized t o p r o t e s t government spending. 3 A l l the e m p l o y e e s w e r e s u r v e y e d so t h e results o f t h e s u r v e y w o u l d b e useful. 4 T h e c o n t r a s t between t h e m n o w is n o t great compared to h o w m u c h they c o n t r a s t a t o t h e r t i m e s o f t h e year.

5 We strongly o b j e c t to the decision to sell a r t o b j e c t s outside the museum.

3185; Now practice reading each sentence aloud, paying attention to words that are both nouns and verbs. ?wi ~~ Listen to check.*

148

PRONUNCIATION BOOSTER

C e C e

R a t o a

k e t e n e

in perfect modals in the passive voice, the modai and the auxiliary verbs have been are said together as one unit. Note that stress falls on the modal and the main verb. In everyday speech, the /h/ sound in the auxiliary have is dropped and / 2 / Is reduced to /o/.

Pkodavbini They COULD have been KILLED.

#maitavbin/ They MIGHT have been LOST. /mastavbin/ ?They MUST have heen MOVED.

Pmeiyavbin! ?They

MAY have boon DISCOVERED.

Withhadt o , stress had and the main verb, Sayhadt o andh a v ebeen as one unit. fhetuavbin/ They HAD to have been STOLEN,

In negative perfect modals, stress falls on the modal, the word not, and the main verb. In everyday speech, not and the auxifiary verbshavebeen are generally sald as one unit. /natavbiné They MIGHT NOT have been LOST. They MUST NOT have been MOVED.

T E racer a

Listen a n d practice.

T h e y could have been killed,

a r e

2 T h e y m i g h t h a v e b e e n lost.

3 T h e y must have been moved.

4 They may have been discovered. 5 They had to have been stolen. & T h e y m i g h t n o t have b e e n lost.

7 They must not have been moved.

U n d e r l i n e w h e r e y o u t h i n k t h e w o r d s s h o u l d be l i n k e d a n d w h i c h s o u n d s s h o u l d be r e d u c e d . 1

The damage m a y have been caused b y a storm,

2 T h e b u i l d i n g c o u l d h a v e b e e n d e s t r o y e d b yaf i r e . 3 T h e g o l d f i g u r e s couldn?t have been stolen, 4 The stone siatues m u s t have been m o v e d using animals. 5 T h e d r a w i n g s m u s t n o t h a v e b e e n d i s c o v e r e d u n t i l Jater. 6 T h e i s l a n d s h a d to h a v e b e e n i n h a b i t e d b y P o l y n e s i a n s . 7 T h e s e c r e t s o f R a p a N u i m i g h t n o t h a v e b e e n lost.

= =

Now practice reading each sentence aloud, paying attention to reductions. Listen to check.*

PRONUNCIATION BOOSTER

149

nu V

e e

une Mouth

The sound /el/ is longer and is formed by tensing the tongue with the lips spread. The sounds /e/, ae, and /a/ are shorter and are farmed with the tongue relaxed. Say /cv/ and /e/ with the lips spread wide, Say /2/ with the lips spread slightly and the mouth slightly open, Say /A/ with the tongue and jaw completely relaxed.

lew!

eel

ial

pan Dan

pun

mat

mutt but

pain Dane

pen den

met

mate

batt

bet

B A e m a Listen and practice. pain

pen

pan

pun

2 Dane

den

Dan

done

3 mate

met

4 bait

bet

Mat

mutt

bat

but

jump

says

watt taking

said

half

friend

guarantee

great

Buess

relax

any

just

can't

banned

some

debt

faint

love

enough

edge chance

face text

flashy nothing

great h e a l t h trait

g a l l Now practice reading each word aloud a n d listen again t o check.*

Listen t o e a c h s e n t e n c e a n d circte t h e w o r d you hear. 1 Give the m o n e y t o t h e ( m e n / m a n ) . 2 [ t h i n k it?s (

D / dao n ne ) .

3 W h a t i s t h a t (rag / r u g ) m a d e o f ? 4 Do you need this (pen/p a n ) ? 5 He's a p e r f e c t ( m u t t / mate). & M y ( d a t e / d e b t ) is c a u s i n g m e t r o u b l e . 7 Could y o u take that ( b u g / bag) o f f the c o u n t e r ? 8 P l e a s e p u t a b a n d a g e o n t h e ( c u /t cat). N o w practice reading the sentences both ways. wir

160

have laugh

?sweat

shape

? v e a l L i s t e n t o e a c h w o r d a n d p l a c e i t in t h e c o r r e c t c o l u m n . age

PRONUNCIATION BOOSTER

vowel

?The vowel sounds /er/, /e/, /e/, and /a/ may f e representedb y?thesespelings i l feu ei nay we reat rocks

weigh

for

jaw relaxed

done

bat

gositions

positionsfor vowe:s tongue tensed (long) /ex/ tongue relaxed (short) fel, fee, inl lips spread yet! fel, feel fouth

way

some

touch does

Test-Taking Skills Booster T h e Test-Taking Skilis Booster is optional. It provides practice in a p p l y i n g s o m e key logicat t h i n k i n g a n d c o m p r e h e n s i o n skills t y p i c a l l y i n c l u d e d in reading a n d l i s t e n i n g t a s k s on s t a n d a r d i z e d proficiency tests. Each unit c o n t a i n s o n e R e a d i n g C o m p l e t i o n a c t i v i t y a n d o n e or m o r e Listening C o m p l e t i o n activities. The r e a d i n g selections in t h e Booster are either a d a p t a t i o n s o f those f r o m t h e S u m m i t

units or new r e a d i n g selections a b o u t a

related topic. Listening C o m p l e t i o n exercises are based on t h e listening passages t h a t can be f o u n d on t h e audio f r o m t h e S u m m i t units. None of t h e Reading Completion o r Listening Completion tasks d u p l i c a t e w h a t students have already done in t h e unit. ?Note t h a t t h e p r a c t i c e activities in the B o o s t e r are not intended to t e s t s t u d e n t achievernent after each unit. C o m p l e t e A c h i e v e m e n t Tests f o r S u r n m i t can b e found in the S u m m i t ActiveTeach.

READING COMPLETION R e a d t h e s e l e c t i o n . Choose t h e w o r d o r p h r a s e t h a t best c o m p l e t e s e a c h s t a t e m e n t ,

The Lost Ring Last weekend,

. . . . . . . . . . . . . . . s h e w a s s h o p p i n g f o r a n e w car, L a u r a M i l l s f o u n d a r i n g o n t h e f l o o r o f o n e o f

t h e c a r s s h e w a s t e s t - d r i v i n g . S h e p i c k e d i t u p a n d p u t it in h e r p u r s e , i n t e n d i n g t o a s k t h e c a r s a l a s m a n i f a

customer had ...

.-.

lost ring. However, by the time she arrived back at the car dealership, she had

forgotten about the ring and headed t o w a r d home, thinking about ............... she should buy o n e o f the cars 3

she had test-driven. Once home, she opened h e r purse to put in her keys and discovered t h e ring. ?I felt sort o f like a thief, b u t

certainly hadn't

... t o s t e a l t h e ring. | w o n d e r e d w h a t

should do.?

4 .

... driving back to the c a r dealership immediately, she t o o k the time to examine the ring for any

identifying information and found this inscription engraved inside: To my love o n o u r marriage. B T to LS 2005. In a b u r s t of c r e a t i v e t h i n k i n g , M i l l s t h o u g h t o n e o f h e r f r i e n d sm i g h t

photo of it on Facebook but w a s this message: ?Have you lost this ring?

++. t h e ring, s o s h e p o s t e d t h e

not to s h o w the inscription. She urged her friends t o share it, with I

found it at Spotiess Car Dealership on the floor of a car. o o . . . i t 8

is yours, identify it with the information on t h e inscription inside.? To her surprise, she g o t a message from the o w n e r just t w o hours later.

1 A

except

2 A

reported

during

D because

B said

wanted

D stolen

while

A since

B no maiter

C whether

D after

A meant

B decided

C believed

D included

A Because o f

B I n s p i t e of

¢R a t h e r t h a n

D Dueto

A relate

B recognize

C resemble

D resurrect

A afraid

B satisfied

C needless

D careful

A Whether

B N o matter

€ Suppose

Dif

LISTENING COMPLETION 2

You w i l l h e a r a c o n v e r s a t i o n . Read t h e p a r a g r a p h b e l o w , T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t

w i t h t h e w o r d o r s h o r t p h r a s e you h e a r In t h e c o n v e r s a t i o n . L i s t e n a s e c o n d t i m e t o c h e c k y o u r w o r k . T h e w o m a n t h i n k s t h a t c r i m e i s o u to f ( 1 ) ....

++.

S h e s a y s t h a t t h e ( 2 ) ...

is full o f crime

stories, T h e m a n agrees, a n d h e t h i n k s c r i m e r e p r e s e n t s t h e w h o l e b r e a k d o w n in. @ ) h o p e l e s s a b o u t t h e s i t u a t i o n , b u t t h e m a n t h i n k s t h e r e ' s s o m e t h i n g w e c a n (4) t h e l o c a l ( 6 ) ... a

l o t o f j e w e l r y o n t h e street.

The w o m a n feels

a b o u t . c r i m e . F i r s t , h e says

n e e d m o r e m o n e y t o f i g h t c r i m e . H i s s e c o n d s u g g e s t i o n is n o t t o (6) .... TEST-TAKING SKILLS BOOSTER

154

READING COMPLETION Read the selection. Choose the w o r d or phrase t h a t best c o m p l e t e s each s t a t e m e n t .

Ludwig van Beethoven

The gifted young Ludwig van Beethoven had already c o m p o s e d his first piece of music by t h e time he w a s twelve. ...............

at the age of sixteen, he went to study in Vienna, Austria, the ..

o f European

cultural life at the time and home t o the most brilliant musicians and composers of t h e period. Beethoven proved to be an imaginative composer. ..... B e e t h o v e n r e m e m b e r e d f o r h i s g r e a t g e n i u s , b u t a l s o f o r his s t r o n g a n d d i f f i c u l t p e r s o n a l i t y . In o n ei n f a m o u s i n c i d e n t , B e e t h o v e n b e c a m e s o a n n o y e d w i t h a w a i t e r t h a t h e b e h a v e d r u d e l y , e m p t y i n g a p l a t e o f f o o d o v e r t h a man?s h e a d . . . . . . . . . . . . . . . - , he c o u l d b e q u i t e e g o t i s t i c a l , s a y i n g o n c e , ? T h e r e a r e a n d w i l l b e t h o u s a n d s o f p r i n c e s . T h e r e is o n l yo n e B e e t h o v e n . ? . . . . . . . . . . . . . a n y o n e in t h e a u d i e n c e t a l k e d d u r i n g a c o n c e r t , he w o u l d s t o p i m m e d i a t e l y a n d w a l k o u t . M a n y in m u s i c a l a n d a r i s t o c r a t i c c i r c l e s a d m i r e d B e e t h o v e n

his difficult behavior, and they k n e w he might Jose his .............- at any time. They always forgave 7 h i s i n s u l t s a n d m o o d y t e m p e r a m e n t . B e e t h o v e n w a s a l s o w e l l - k n o w n f o r his ... 6

... a n d e c c e n t r i c

behavior. H e often walked through the streets of Vienna muttering t o himself, and he completely neglected his personal appearance. Because he w o u l d always let his clothes get dirty, his friends would

during

the night a n d replace t h e m with new ones. Se eer ens remeron 1 A Likewise

era

r T

B Then

C Since

DNowt h a t

A heart

6 importance

AN e i t h e ri s

B Evenif

A Incontrast

BI n a d d i t i o n

C While

DA s a r e s u l t

A F o r instance

B While

c i

D Because

B during

¢evens o

D evenif

A music

mind

temper

D personality

A charming

B strange

amusing

D likeable

B relax

C worry

despite

A visit

well-known

D beginning

N o to n l y i s

D However

D leave

LISTENING COMPLETION Y|

9 3 8 2 8 You will h e a r

c o n v e r s a t i o n . R e a d t h e p a r a g r a p h below, T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t

w i t h t h e w o r d or s h o r t p h r a s e y o u h e a r In t h e c o n v e r s a t i o n . L i s t e n a s e c o n d t i m e t o c h e c k y o u r w o r k . T h e m a n m e n t i o n s t h a t t h e a c t o r A n t h o n y H o p k i n s a l s o ( 1 ) ....

t o knowi f t h e manh a s a c t u a l l y (2)

wees

i n w h ian( c h 4)

. The w o m a n is surprised and wants

t h e a c t o r ' s m u s i c b e f o r e . He s a y s t h a t he w a t c h e d a v i d e o o n

. p l a y e d o n e o f h i s p i e c e s . H o w e v e r , he f o u n d t h e m u s i ca l i t t l e

5) B

You w i l l h e a r a c o n v e r s a t i o n . R e a d t h e p a r a g r a p h b e l o w . T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e

w o r d o r s h o r t p h r a s e y o u h e a r i n t h e c o n v e r s a t i o n . L i s t e n a s e c o n d t i m e to c h e c k y o u r w o r k . T h e w o m a n w o n d e r s i f t h e m a n tikes (6) i t always m a k e s h i m (8) a l w a y s h a s t h e s a m e (10) (12)

152

However, she finds i t (9) a n d e v e r y s o n g (11) ...

a n d l i s t e n t o s o m e t h i n g else.

TEST-TAKING SKILLS BOOSTER

.-. m u s i c a n d he says he's ( 7 ) .... ... l i s t e n t o b e c a u s e she t h i n k s i t .

W h e n e v e r s h e h e a r s it, s h e w a n t s t o

READING COMPLETION Read the selection. Choose t h e word or phrase t h a t b e s t c

pe al c hes t at t e em e sn t .

Charitable Giving

Before deciding to fraud. ..

m o n e y t o 4 charity, it?s i m p o r t a n t t o i o o k i n t o t h e c h a r i t y t o b e s u r e it?s n o t a like t o t h i n k t h a t c h a r i t a b l e o r g a n i z a t i o n s m i g h t b e d i s h o n e s t o r t a k e a d v a n t a g e o f

we don't

o u rg e n e r o s i t y , some c h a r i t i e s ? e v e n ones with honest-sounding n a m e s ? a r e not o n the level. Charities use the phone, face-to-face contact, e-mail, social networking sites, a n d mobile devices both to solicit and «0.0.0.0... donations. Scammers use the same methods to take advantage of your goodwill. .. o f howt h e y reach you, you s h o u l d . .. any charity that refuses to . detailed 6

information about its identity or how your money will be used. Be especially careful of a charity that uses a n a m e t h a t c l o s e l y r e s e m b l e s t h a t o f a b e t t e r - k n o w n , ...

.. o r g a n i z a t i o n . A n o t h e r r e d f l a g is u s i n g h i g h -

Pressure tactics like trying to get you t o donate immediately without giving you time to think about it or d o fesearch. Be ....

o f c h a r i t i e s t h a t s p r i n g u p t o o s u d d e n l y in r e s p o n s e t o c u r r e n t e v e n t s a n d n a t u r a l

disasters. ...

they are legitimate, they p r o b a b l y d o n ' t have t h e infrastructure t o get t h e d o n a t i o n s

t o the affected area o r people. ...

all t h e p o t e n t i a l pitfails, don?t . . . . . . . . . . . . . . - t o d o n a t e t o l e g i t i m a t e

charities. C h a r i t a b l e d o n a t i o n s are o n e w a y o f e x p r e s s i n g y o u r c a r e f o r others a n d t h e e n v i r o n m e n t .

A accept

B receive

C donate

D pay

Because

B Although

C Nevertheless

D Since

askfor

B return

C spend

D accept

A Because

B Regardless

¢ Since

D Otherwise

A avoid

Bd o n a t e t o

€ select

D choose

A hide

B provide

donate

D invest

A dishonest

B n o t o n t h e level

C reputable

D illegal

A trusting

B wary

C shameful

D satisfied

A Evenif

B E s p e c i a l il yf

C Whether

D Because

A Although

B Inspite of

€

D Similar to

11°

6 think

C hesitate

stop

Incase

D remember

LISTENING COMPLETION | |

? G M You w i l l h e a r a c o n v e r s a t i o n . R e a d t h e p a r a g r a p h below. T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d o r s h o r t p h r a s e you h e a r in t h e c o n v e r s a t i o n . L i s t e n a s e c o n d t i m e t o c h e c k y o u r w o r k .

The man is asking the w o m a ni f she wants ( 1 .). -

f o r dinner. A t first, she declines because she?s

But hei n s i s t s , sayingt h a t h e justg o t ab i g raise,a n d h esuggests t h a t they( 8 ) . . . .

Again, she says no because she doesn?t (4) 6

Fight now, butt h e man o f f e tr os (5) .....

| | ? S 8 H You w i l l h e a r a c o n v e r s a t i o n . R e a d t h e P a r a g r a p h b e l o w , Then l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d o r s h o r t p h r a s e y o u h e a r In t h e c o n v e r s a t i o n . L i s t e n a s e c o n d t i m e ta c h e c k y o u r w o r k .

Amani s v i s i ta womana i n g n d a d m i r ihnegr (6)

...

. He imagines t h a t i t m u s t have b e e n (8). f o r i t . S h e s a y s t h a t she ( 9 ) .....

putting a w a y (10)

f u r n i t u r e , H e t h i n k s t h e s o f a is .

and asks h e r h o w she m a n a g e d t o p a y

v e r y month. The m a n is envious and

wishes he could do the same thing. He feels bad because all his money is gone by a y the fact that he makes (12)

, hej u s t doesn't k n o w where all (13)

. I n s p i t e of

goes. TESF-TAKING SKILLS BOOSTER = 153

READING COMPLETION Read the selection. Choose t h e word or phrase t h a t best c o m p l e t e s each s t a t e m e n t .

The M e d i a a n d Women?s S e l f - e s t e e m It has been reported that 75 percent of w o m e n in the United States think they ara ?too fat.? W h a t is the cause of this?

.... some people, media such as television, movies, and magazines actually define a 1

w o m a n ' s ?beauty? for us by providing images that represent the ideal.

... t h e i d e a l t o d a y is tall a n d

thin, w o m e n want to be tall a n d thin, too, ............... for the majority, this goal isu n a t t a i n a b l e ,

hair

a c o l o r o r w e i g h t , w h i c h a r e s o m e w h a t u n d e r o u r c o n t r o l , h e i g h t a n d b o d y t y p e are l a r g e l y d e t e r m i n e d b y g e n e t i c s a n d . . . . . . . 0 0 0 are n o t c o n t r o l l a b l e . . . . . . . . . . - . .

Since t h e a v e r a g e f a s h i o n m o d e l is 5 feet, 11

inches (1.83 meters) tall and w e i g h s 117 p o u n d s (53 kilograms), ...

the average w o m a n is only 5 feet,

4 inches (1.65 meters) tall and weighs approximately 140 pounds (63.5 kilograms), very few w o m e n could fall into the ?ideal? range. . . . . . . . . 0 . . +

Many w o m e n are left feeling either fat or unattractive.

Perhaps more important Is the fact that constantly viewing images of models and actresses causes even very young girls to grow up with a negative self-image and .....

.. Self-esteem.

. . . it w o u l d b e

...

impractical to try to change the images being presented in the media, w e can make an effort to help young people understand that they are being targeted as a consumer group so advertisers can convince them to buy products. 1 A

B Asaconsequence o f |

€ A c c o r d i nt o g

D Therefore

A Due t o t h e fact that

Because

B Asaresult

¢ Although

D Consequently

A because

B even though

C asaconsequence

D likewise

A Unlike

B Like

C I n s i m i l a r fashion

D Whereas

A noteither

B therefore

¢ however

Da s w e l l

A Because

B In contrast

C Furthermore

D Although

B even t h o u g h

¢ similarly

D unlike

A However

B Incontrast

C F o r instance

D Asaresult D low DA f t e r t h a t

whereas

A excellent

8 high

C happy

B F o l l o w i n gt h a t

C Before

Although?

LISTENING COMPLETION J

2 8 8 % You w i l t h e a r a c o n v e r s a t i o n . R e a d t h e p a r a g r a p h below. T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t with t h e w o r d or short phrase you h e a r in the conversation. Listen a second t i m e t o c h e c k y o u r w o r k . T h e f i r s t w o m a n i s l o o k i n g a t a ( 1 ) ........

a n d w o u l d l i k e t h e o t h e r w o m a n ? s o p i n i o n o f it. S h e i s

t h i n k i n g o f w e a r i n g i t f o r h e r p r e s e n t a t i o n a t t h e (2) a .

... . She asks the other w o m a n i f i t m i g h t b e

T h e s e c o n d w o m a n t h i n k s t h e dress m i g h t b e b e t t e r o n a y o u n g e r w o m a n . She t h i n k s clothes

f o r w o m e n t h e i r a g e s h o u l d b e m o r e ( 4 ) ....

| |

? V N B You w i l l h e a r a c o n v e r s a t i o n . R e a d t h e p a r a g r a p h below. T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d o r s h o r t p h r a s e y o u h e a r in t h e c o n v e r s a t i o n . Listen a s e c o n d t i m e to c h e c k y o u r w o r k . T h e c u s t o m e r is s h o p p i n g f o r a s h i r t f o r ( 5 ) (6) ....

seo

COLor, p e r h a p s i n a ( 7 )

looking f o r a (8)

. . o r a (9)

...

a n d t h e c l e r k o f f e r s t o s h o w h i m s o m e (10)

154

TEST-TAKING SKILLS BOOSTER

sersseeaee

He?s thinking he'd like something i n a

o r green. The salesman asks w h e t h e r the c u s t o m e r i s s h i r t . T h e c u s t o m e r says t h a t he?d l i k e a l o n g - s l e e v e o n e , o n e sf o r h i m (11) ...

from.

READING COMPLETION Read t h e selection. Choose t h e word o r phrase t h a t best c o m p l e t e s each s t a t e m e n t ,

Avoiding Urban Crime steneeseneease

the 21st century, there has been a s t e a d yincrease in t h e n u m b e r of foreign visitors to t h e great

c i t i e so f the world. Unfortunately,

.. tourists t o those places are particularly vulnerable to criminal 2

activities. Yet, there are precautions you can take t o ............... that you don?t become a crime victim. 3

To begin with, avoid going out alone if ....

There's usually safety in numbers, but don?t

4 .

that tourist attractions also attract thieves. Stay aware of what's happening around y o u ? a s

if y o u

had eyes in the back o f your head. On the street, 0 0 . 0 . 0 . . . using a smartphone or tablet nor fumbling with a 6

m a p or guidebook is a good i d e a ? u n l e s s of course you need to. Be particularly careful in crowds at festivals or on buses and trains. A n d a warning t o w o m e n : b e careful if you carry a cross-body purse. Although wearing o n e may

it harder for a criminal t o grab it from you, you could be Injured if the purse-snatcher is on

a motorcycle. leaving valuables unprotected in your room, where a burglar might break in a n d 3 take them. A s k the front desk to keep t h e m f o r you. Better safe than sorry! Keep in mind that, all in all, crime A t the hotel,

rates are going down worldwide, and the chances you will become a crime victim are low. So don't let worrying about crime ...

«A

2 =A

++,

you from having a great time!

Since

Bin

N o w that

DA s a r e s u l t o f

part-time

B resident

C foreign

D friendly

¢C

know

D attract

possible

D afraid

A ensure

B avoid

unfamiliar

expensive

€

A remember

forget

C realize

D worry

B neither

C either

D both

A make

B ensure

C take

D require

A remember

B forget

C avoid

D never

A confuse

B interfere

C encourage

D keep

notonly

LISTENING COMPLETION ? S 3 5 You w i l l h e a r p a r t of a r e p o r t . R e a d t h e p a r a g r a p h below. T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d o r s h o r t p h r a s e y o u h e a rin t h e r e p o r t . L i s t e n a s e c o n d t i m e t o c h e c k y o u r w o r k . P e t e F r a t e s w a s d i a g n o s e d w i t h a r a r e disease c a l l e d A L S t h a t w m . came u p w i t h a big i d e a i n order t o (2) Q3) ....

.. t o f i n d i n g a c u r e , A l l p e o p l e h a d t o d o w a s ( 4 )

w a t e r o v e r t h e i r h e a d s a n d c h a l l e n g e ( 5 ) ..

times. Everyone (8)

i n w h i c h t h e y d u m p a b u c k e t o f icy

t o e i t h e r d o t h e same o r d o n a t e a h u n d r e d dollars. I n social

media, people all a v e r t h e w o r l d p o s t e d v i d e o s o f (6) @ (8)

the nervous system. He

- . awareness o f this terrible disease a n d to e n c o u r a g e p e o p l e to

.. O n F a c e b o o k , t h e s e v i d e o s w e r e v i e w e d

a b o u t the Ice B u c k e t Challenge. E v e n f a m o u s w e r et a k i n g t h e c h a l l e n g e a n d p o s t i n g v i d e o s . ..--

TEST-TAKING SKILLS BOOSTER

155

READING COMPLETION R e a d the selection. Choose t h e word o f phrase t h a t best c o m p l e t e s each s t a t e m e n t .

Saving the American Buffalo O n e r e m a r k a b l e c o n s e r v a t i o n s t o r y is t h e s u s t a i n e d e f f o r t t o s a v e t h e A m e r i c a n b u f f a l o ,

was.

s u c c e s s f u l l y b r o u g h t b a c k f r o m n e a r e x t i n c t i o n . . . . . . . . . . . . . . . t h e a r r i v a l o f E u r o p e a n s e t t l e r s in N o r t h A m e r i c a ,

there were more than 50 million buffalo reaming in huge herds across the continent?s central flatlands,w h i c h are t o d a y known as the Great Plains. For Native Americans fiving on the plains, these magnificent creatures .. f o o d as well as clothing and shelter. The buffalo played an enormously important

inthe

3 ecosystem, sustaining other animals and plants on the plains. For example, weaker buffalo plains ?provided

f o o d for predators such as bears and wolves. Buffalo attracted birds that picked at their f u r for insects. And .. control,

thousands of hooves walking over the landscape kept aggressive plants ... 5 ,

as new settlers moved from the East to settle the West, w h o l e herds were slaughtered, often

j u s tf o r sport. B u f f a l o w e r e c o n s i d e r e d an o b s t a c l e t o t h e s e t t l e r s ? d e s i r e t o g r o w c r o p s a n d r a i s e c a t t l e . settererseeeee

the resource that had sustained Native Americans for centuries began to disappear. B y the

e n do f t h e 1 8 0 0 s , t h e r e w e r e a s f e w a s 7 5 0 b u f f a l o r e m a i n i n g , M a n y p e o p l e w e r e s h o c k e d t h a t t h e b u f f a l o , long considered a s y m b o l of the West, had been allowed to c o m e s o close to extinction. Fortunately, aeeceseeenreeee

efforts t o sava t h e m w e r e b e g u n in 1 9 0 8 . T h e r e m a i n i n g h e r d s w e r e g a t h e r e d t o g e t h e r a n d

protacted. A s a result, steady. .

was made, increasing their numbers to today?s population of about

3 5 0 , 0 0 0 . W h a t c o n c l u s i o n c a n w ed r a w f r o m t h i s s t o r y ? It i l l u s t r a t e s t h a t c o n s e r v a t i o n e f f o r t s c a n m a k e a

difference if thay are begun early enough. 1

S C R ER R REVS A which

SE N S

NET,

B even though

N I T A C now that

Ds o t h a t

A While

B Because

C Before

DI n f a c t

A provided

B took

C made

D sold

A species

C role

D place

Aas

B over

C out o f

D under

A Tosumup

B Secondly

C Insummary

D Unfortunately

A Incontrast

B Consequently

C Similarly

D sill

A environment

B ecology

C habitat

D conservation

A progress

B reduction

C conservation

D distance

character

LISTENING COMPLETION ( 3 2 8 8 You w i l l h e a r p a r t o f a l e c t u r e . R e a t t h e p a r a g r a p h b e l o w . T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d or s h o r t p h r a s e y o u h e a r in t h e l e c t u r e . L i s t e n a s e c o n d t i m e to c h e c k y o u r w o r k . T h e l e c t u r e r says t h a t m o s t s p e c i e s c a n be p l a c e d i n t o o n e o f t w o ( 1 ) ...... she p o i n t s o u t t h a t m a n y a n i m a l s p l a y ( 2 ) . animals t h a t are prey rely on (3)

p r e d a t o r o r prey. H o w e v e r ,

i n n a t u r e , a s p r e d a t o r a n d prey. S h e f u r t h e r e x p l a i n s t h a t i n o r d e r t o p r o t e c t t h e m s e l v e s f r o m p r e d a t o r s . A s an e x a m p l e , s h e

points out that fish s w i m in huge (4) i n w h i c h t h e y m o v e as i f t h e g r o u p w e r e o n e( 5 ) . . T h i s b e h a v i o r ( 6 ) .. p r e d a t o r s , c a u s i n g t h e m t o o n l y e a t t h e f i s h t h a t a r e o u t s i d e t h e g r o u p . T h e l ele c t u r e r f u r t h e r p o i n t s o u t t h a i p r e d a t o r s a l s o o f t e n t r a v e li n g r o u p s c a l l e d ( 7 .) t h e i r p r e y and ensure t h e i r o w n (8) kill (10)

156

animals.

TEST-TAKING SKILLS BOOSTER

. She n o t e s t h a t ( 9 )

in o r d e r t o m a k e it e a s i e r t o h u n t i n a g r o u p makes i t possible to

READING COMPLETION R e a d t h e s e l e c t i o n . C h o o s e t h e w o r d or p h r a s e t h a t b e s tc o m p t e t e s c o c ks t a t e n e m t .

Compulsive Shopping: the Problem amd the Solution

In t h e l a s t h u n d r e d y e a r s , t h e w a y in w h i c h w e c o n s u m e m a t e r i a lg o o d s h a s c h a n g e d r a d i c a l l y . s e r e n e for our g r a n d p a r e n t s , s h o p p i n g w a s f o r b u y i n g t h i n g s t h a t w e r e N e c e s s a r y t o s a t i s f y p h y s i c a l needs. Today, .

, although wa continue t o b u y necessities, w e n o w

a d d i t i o n a l l y t o i n d u l g e o u r s e l v e s in +

l u x u r i e s , s u c h a s e x p e n s i v e g y m s h o e s o r t h e l a t e s t e l e c t r o n i c a n d d i g i t a l t e c h n o l o g y . ....

Shopping

i t s e l f h a s f o r m a n y o f us b e c o m e e n t e r t a i n m e n t . W h i l e t h e r e is n o h a r m i n b e i n g e n t e r t a i n e d , s o m e p e o p l e

.. for most people an occasional indulgence may

have unfortunately g o n e entirely overboard. cause t h e m to c o m e upa

bit short at the end o f the month, for others spending becomes a catastrophe

with extremely troubling consequences. Such people cannot resist temptation, and they often buy merely to acquire. T h e .n.

d o they find t h e m s e l v e sin considerable debt, b u t they sink intop s y c h o l o g i c a l . R e c e n t studies suggest that extreme impulse b u y i n gis o n t h e increase, affecting an

estimated 5 to 10 percent of the adult p o p u l a t i o nin many countries. ........0...... . what can o r should be d o n e about this growing worldwide problem? Some say t h a t ...............c o m p u l s i v e shoppers shop to avoid o r hide 9

their feelings of anxiety o r loneliness, t h e only way to c o m b a t the problem is with psychological counseling and self-awareness. ............... experts, problem shoppers need to learn that ?you can?t b u y happiness.? 10 1

A Likewise

B To begin w i t h

€ Secondly

D Similarly

whereas

B furthermore

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Df o l l o w i n g t h a t

entertain

B travel

work

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A Third

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A since

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D Not only

while

A c c o r d i nt go

Least i m p o r t a n t l C y Secondly

D Even though

When

¢ Finally

D Whereas

LISTENING COMPLETION ?@388F You will h e a r t w o c o n v e r s a t i o n s . R e a d e a c h P a r a g r a p h . T h e n IIsten a n d c o m p l e t e e a c h s t a t e m e n t

w i t h t h e w o r d o r s h o r t p h r a s e y o u hear. L i s t e n a s e c o n d t i m e to c h e c k y o u r w o r k , N i n a g r e e t s R o s s i n t h e s t o r e a n d he a s k s h e r w h a t she?s q l ) (2)

for her (3)

because her o l d one is (4)

t h e s t o r e h a s s o m e r e a l l y (5) ..... (6)

. .

She tells h i m t h a t she n e e d s -

S h e h a s b e e n t o l d that,

o n e s .I f she c a n f i n d o n e w i t h a g o o d p r i c e s h e m i g h t b u y o n e f o r h e r

t o o b e c a u s e t h e i r a i r c o n d i t i o n e r is r e a l l y old. T h e w o m a n sees a ( 7 ) .

w o n d e r s i f it?s ( 9 )

t h a t s h e r e a l l y likes. H e r h u s b a n d a g r e e s t h a t it's ( 8 ) ..

;

but he

?since i t h a s n o p r i c e t a g o n it. T h e w i f e g u e s s e s t h a t t h e s t o r e p u r p o s e l y d o e s n ' t p u t

t h e p r i c e o n i t e m s i n t h e w i n d o w s o c u s t o m e r s h a v e t o ( 1 0 ) ...

-. a n d a s k , T h e h u s b a n d says s t o r e s l i k e i t

?when c u s t o m e r s d o t h a t b e c a u s e t h e n i f y o u don?t b u y t h e i t e m , t h e y m i g h t be a b l e t o t a l k y o u i n t o ( 1 1 ) .., They're happy they (12)

one.

TEST-TAKING SKILLS BOOSTER

157

READING COMPLETION Read the selection. Choose t h e w o r d or p h r a s e t h a t b e s t c o m p l e t e s each s t a t e m e n t ,

The Gonsequences o f an Aging Population eo p e o p l e t h a n c h i l d r e n . H o w e v e r , e v e n m o r e

For the first time in history, w e soon will have more

important than t h e ratio o f old to y o u n g people is the increase in their actual numbers ..

.. the population o f older people gets larger, there will be more cases of age-

in life expactancy. ..

related conditions andd i s e a s e s beeeesettees equipment.

.....

an increase

, there will b e increased needs for medications and

o m e of them o s t elderly patients will eventually need constant care and assistance

with their m o s t basic activities of daily living, ... caregivers will have to be trained. ...

.. More nursing homes will need to be buift and more

.. governmental resources may not be abie to cover costs, m u c h

institutions,

of the expense will need to ba borne by families and

., the economic consequences of the g r o w t h in the elderly population, there will be significant in the past it was c o m m o n for aduit children to stay

c u l t u r a l a n d s o c i a l c o n s e q u e n c e s a s w e l l. ,.

h o m e t o c a r e f o r o l d e r r e l a t i v e s , f e w e r a d u l t s are a b l e o r w i l l i n g t o t a k e o n t h a t r o l e t o d a y . .............-+ , t h e s h i f t t o i n s t i t u t i o n a l r a t h e r t h a n h o m e c a r e w i l l r e p r e s e n t an i m m e n s e s o c i a l c h a n g e , e s p e c i a l l yi nc u l t u r e sw h e r e

older and younger generations have traditionally lived together. B young

€ married

D unhappy

B dueto

¢ until

D nevertheless

A Inconclusion

B Whereas

D For example

A aswell

B either

C yet

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A Because

B Since

C While

D Consequently

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B Nevertheless

€ First of all

D Furthermore

B so

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B Because

CA l l t h e same,

D Therefore

A educational

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C technical

D charitable

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CI n a d d i t i ot no

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Whenever

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Asaresult

BE v e n t h o u g h

C F i r s to f a l l

DI t ' s possible

"A elderly

3 4 5 6 7 8

because

f o r instance

LISTENING COMPLETION ?@i84z: Y o u w i l l h e a r a c o n v e r s a t i o n . R e a d t h e p a r a g r a p h b e l o w . T h e n listen a n d c o m p l e t e e a c h s t a t e m e n t

w i t h t h e w o r d o r s h o r t p h r a s e you h e a r in t h e c o n v e r s a t i o n . L i s t e n a s e c o n d t i m e t o c h e c k y o u r w o r k , A f a t h e r a n d his daughter are discussing h e r (1)

T h e f a t h e r doesn?t l i k e t h e b o y because h e

thinks he?s (2) . He explains b y saying that the boyfriend is always (8) complains t h a t h e r fatherd o e s n ? 'thave any (4) ....cceeeseeersee f o r h e r (6) because her (7)

158

he?s

(6)

The daughter S h et e l l s h i m that j u s t vou

... doesn't mean he k n o w s everything. The father ects angry at h e r tone o f voice and tells . N o w she w o n ' t be able t o see any movies o r make any (8)

?TEST-TAKING SKILLS BOOSTER

f o r t w o weeks!

READING COMPLETION Read t h e selection. Choose t h e word or phrase t h a t best c o m p l e t e s each s t a t e m e n t .

The R o s w e l l I n c i d e n t .. p i l o t K e n n e t h A r n o l d w a s f l y i n g a p i a n e in t h e n o r t h w e s t of t h e U.S. o n J u n e 25%, 1 9 4 7 , h e s a w s o m e t h i n g s t r a n g e : o b j e c t s t h a t l o o k e d like p l a t e s , o r s a u c e r s , f l y i n g a c r o s s t h e s k y l i k e a s m a l l f l o c k o f b i r d s . H i s s t a r y led t o n u m e r o u s o t h e r n e w s s t o r i e sin w h i c h p e o p l e c l a i m e d t o h a v e s e e n s i m i l a r u n i d e n t i f i e df l y i n g o b j e c t s ( U F O s ) ? o r ?flying s a u c e r s . ? S h o r t l y after, o n J u l y 8 t h , a s e c r e t m i l i t a r y b a l l o o n c r a s h e d n e a r R o s w e l l ,

New Mexico, in the southwest. Nevertheless, t h e focal newspaper reported ...

.. that a flying saucer

h a d c r a s h e d , a n d t h e n e w s m e d i a f r o m all o v e r d e m a n d e d m o r e i n f o r m a t i o n . H o w e v e r , b e c a u s e t h e b a l l o o n w a s a secret, the military

...

- a n o f f i c i a l s t a r y : t h a t t h e o b j e c t t h a t h a d c r a s h e d w a s j u s t a no r d i n a r y

weather balloon. N o one questioned that story for more than thirty years. Then, in 1978, UFO tecturer Stanton Friedman interviewed a man who .... of t h e 1947 crash. ,

detail:

...

he had seen something stranger than a weather balloon in thew r e c k a g e .. the story of a flying s a u c e r was reborn. Even though versions of that story

most people who believe there w a s a military conspiracy to hide the truth agree on this basic

flying saucer crashed near Roswell in 1947.

.. t h e military didn?t want anyone t o k n o w the

truth, it kept the incident t o p secret and continues to dos o today. Because many details have been added t o the story over the years, many still ............... there w a s a military cover-up. .... becomea

the story has

part of popular culture, andR o s w e l l conspiracy fans meet at annual conferences to debate the

various versions. 1

A ?

B Because

C While

D Whenever

A instead

B likewise

C also

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A turmnedon

B began

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D invented

A insisted

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€

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c r

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6 Ad i f f e r e n t

A Since

vary

A forget

8 remember

A Despite that

Similarly

Asaresult

Evenif

LISTENING COMPLETION Q R H You w i l l h e a r a d e s c r i p t i o n . R e a d t h e P a r a g r a p h b e l o w . T h e n listen a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d o r s h o r t p h r a s e you heard. L i s t e n a s e c o n d t i m e to c h e c k y o u r w o r k , I t i s b e l i e v e d t h a t t h e p e o p l e o f E a s t e r I s l a n d m a y h a v e u s e d t h e s t o n e f i g u r e s t o (1) . . . p o l i t i c a l (2)

and ( 3 )

T h e y m a y have (5) *

wens

I n t o t a l , 540 f i g u r e s w e r e m o v e d @ . .

t h e f i g u r e s t o t h e i r f i n a l d e s t i n a t i o n b y u s i n g( 6 ) . .

.. r e l i g i o u s a n d t h e island. to r o c k the

f i g u r e s b a c k a n d f o r t h . I t ' s a l s e p o s s i b l e t h a t t h e y w e r e l a i d d o w n f l a t a n d r o l l e d o nl o g s?. H o w e v e r , m o v i n g t h e f i g u r e s e i t h e r w a y c o u l d n ' t h a v e b e e n ( 7 ) ..... i s l a n d m i g h t h a v e b e e n ( 8 ) ..... @)

w i t h f e w e r t h a n 70 p e o p l e . E x p l o r e r T h o r H e y e r d a h l b e l i e v e d t h e - . b y South Americans. H e sailed a raft called the Kon-Tiki i n order to

t h a t h i s t h e o r y w a s p o s s i b l e . U l t i m a t e l y , D N A e v i d e n c e (10).

t h a t the o r i g i n a l

i n h a b i t a n t s m u s t have c o m e f r o m Polynesia. TEST-TAKING SKILLS BOOSTER

159

READING COMPLETION R e a d t h e s e l e c t i o n . C h o o s e t h e w o r d or p h r a s e t h a t b e s t c o m p l e t e s e a c h s t a t e m e n t .

W h e n Y o u N e v e r S w i t c h Off In the next f e w days, . . . . . . . . . . . + you find yourself in a public place, look around. O d d s are you'll see a large 1

percentage of people on their phones or tablets texting, chatting, checking messages, or surfing t h e net. We're more connected t o o u r mobile devices

.. w e have ever been before.

Our devices even follow us into o u r bedrooms,

.. We use all this t e c h n o l o g y as 4 means to unwind 3

at t h e e n d of a long day. According to a recent poll, a majority of respondents said they use their devices right before going t o sleep. M o s t also reported that using their d e v i c e s

keeps t h e m up at night

but prevents t h e m from getting enough sleep. Z a c k Panatera, a student at Stanford University, complained, ?I'l take a quick look at something interesting and, the next thing

know, !'ve spent a f e w hours online.?

.. s o m e experts, the light from an electronic device can throw off our normal sleep cycle. Therefore, peseeteeetenens

people t o switch off any kind of technology at least an hour before going to bed.

While lack of sleep may not seem so important, the ............... can be huge: one?s performance the next day may be affected and it may be harder to pay attention o r remember things. ........

t e c h n o l o g y is a

contributing factor in a growing trend toward longer hours at work and less time off.E v e n though w e have left the office, w e continue to stay connected. We are ...

.. o u r work world to enter our private l i v e sin ways

that never would have been imaginable in the past.

A whereas

where

Bit

B and

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C that

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evenif

Difonly

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4°

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¢€

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Dueto

recommend

LISTENING COMPLETION ( @ 8 E You w i l l h e a r a s p e a k e r . R e a d t h e p a r a g r a p h below. T h e n l i s t e n a n d c o m p l e t e e a c h s t a t e m e n t w i t h t h e w o r d o r s h o r t p h r a s e you hear. L i s t e n a s e c o n d t i m e t o c h e c k y o u r w o r k . ?The s p e a k e r p o i n t s o u t a ( 1 ) .....

... t h e i r w o r k w o r l d i n t o t h e i r ( 3 )

E v e n i n people?s ( 5 ) ....... .. t i m e , t e c h n o l o g y h a s r e d u c e d f a c e - t o - f a c e h u m a n( 6 ) . . . . we g o i n g o u t w i t h o t h e r s , p e o p l e are ( 7 ) a t h o m e a n d (8) online. A n d c o m m u n i c a t i o n w i t h family, friends, a n d c o l l e a g u e s ? n o w m a i n l y o n l i n e ? i s s h o r t e r and m o r e ( 9 ) t h e end, t h e l e c t u r e r a l s o c l a i m s t h a t f a c e - t o - f a c e f a m i l y t i m e is ( 1 0 )

160

TEST-TAKING SKILLS BOGSTER

t h a n i t w a s i n t h e past. A t

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