2301l (1) Ingles Adultos Unet

Real People • Real Places· Real Language Kristin L. Johannsen / Rebecca Tarver Chase

.

HEINLE

l

CENGAGE Learning ·

~

Australia • Brazil • japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

~1

HEINLE CENGAGE Learning·

World English 2A Real People • Real Places• Real Language Kristin L. johannsen Rebecca Tarver Chase

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CONTENTS

Scope and Sequence ................................................... ................................ .........................................................................................

v

Unit 1 Food from the Earth . .... ................................................................ .... ........................................................................ Video Journal Forbidden Fruit ....................................................................................... ........................................

2 12

Unit 2 Communication.......... ................................................... .................................... ............................. ..... ........................ Video Journal Orangutan Language ............... ................................. ..............................................................

14 24

Unit 3 Cities ................................................................................................................................................ .......................................... Video Journal Fes ....................................................................... ......................................................................................

26 36

Unit 4 The Body........................................................................................... ................. .................................... .............................. 38 Video Journal The Human Body.................................... ................. ....................................... ........................... 48 Unit 5 Challenges...... ............................ ......................................................................................................................... 50 Video Journa l Megatransect Project .................................................................................................................. 60 Unit 6 Transitions. .................................................. .......................................................................................................................... 62 Video Journal Nubian Wedding ............................................................................................................................ 72

Glossary ......................................................................................................................... ................... ......................................................... 74 Skills lndex .................................................................................................................................. ................................................................. 76 Credits ································································································· ...................................... ······························································ 77

Contents

iii

UnitGoals

Grammar 1

• Compare what people usually do with what they are doing now

Verb tense review

Simple present tense vs. present continuous tense • ldentify regional staple foods I eat rice every doy. • Talk about traditional She's cooking fish now family dishes Simple past tense • Understand how a regional (regular and irregular) food becomes an We /earned how to international dish

.

.

L1stenmg

Vocabulary 1 Geographical regio ns Clima te

Focused listening An interview: rice farming

Food staples

1 Speaking

and 1 Reading and pronunc1a . tºion wr1ºtºmg

Comparing different regions: discussing their climate and their food

"A SI ice of History" Responding to an email

Linking sounds: final consonant followed by a vowel

make pizza yesterday.

many countries.

• Make small talk with new peo ple

Signa! words: already,

• Use small talk to break the ice

ever,yet

communication, and gestures Small talk

Conversations: small talk

• Describe your city or town • Explain what makes a good neighborhood • Discuss an action plan • Make predictions about cities in the future

contractions

a giraffe? Future with will City life The city will be cleaner. Maps Will +time clauses

/'// check out the neighborhood before I rentan apartment.

General and focused listening A radio interview: Jardin Nomade in Paris

• Discuss ways to stay healthy • Talk about lifestyles • Suggest helpful natural remedies • Understand how germs affect the body

• Reflect on past accomplishments • Use too and enough to talk about abilities • Describe a personal challenge

equatives

The skin is the body's largest organ.

Writing opinions

Making small talk

Hove or has vs.

Have you ever seen

.... .

Talking about what you have or haven't done

Parts of the body

A doctor's appointment

Everyday ailmems

lnfinitive of purpose

Discussing good and bad elements in a neighborhood

"Megacities" Writing a paragraph

Predicting the future of cities

Talking about food "Tiny lnvaders" and ingredients that Writing an excuse are good for you for a sick child Suggesting easy remedies Linking with comparatives and superlatives

You can drink tea with honey to help a sore throat.

Simple past tense vs. Physical and mental Listening for general challenges past continuous tense understanding We were eating Phrasal verbs An interview: dinner when you cal/ed. Jenny Daltry, Enough, not enough, too herpetologist + adjective He was old enough to

Discussing challenges

"Arctic Dreams and Nightmares"

Talking about abilities

Writing a journal entry

Words that end in

-ed

sailalone.

• Use the simple past tense and past perfect tense to talk about milestones in your life • Talk about the best age to do something in your life • Use how questions to get more information • Describe an important transition in your life

Simple past tense vs. present perfect tense l lived alone in 2005. /'ve lived afane for

five years now. How + adjective or adverb How tal/ is he?

Adjectives for age:

youthful, childish, mature

focused listening A radio program: healthy tips from an Okinawan centenarian

Talking about sorne- "Coming of Age the thing you did ApacheWay" Discussing the best age for life transititons a sound

Writing a paragraph to describe a life transition

1. What words best describe eacli

mountainous hot

dry

coastal region

humid cold

• flat

grassland

'

:.r Compare what people usually do with what they are doing now ldentify regional staple foods Talk about traditional family dishes Understand how a regional food becomes an international dish

1

A

GOAL 1

COMPARE WHAT PEOPLE USUALLY DO WITH WHATTHEY ARE

Vocabulary A. Read part of a travel blog. This is my first visit to Argentina. lt's a wonderful placel The people are friendly and the meals are delicious-from my morning coffee to my dinner in the evening . The staple foods in different parts of the country depend on the

geography and climate. For example, in the northeast, the land is flat and the weather is hot and humid . Farmers there grow a lot of rice, and people in that region eat rice almost every day. Wheat and corn grow well in the moler central part of the country, so while l'm here l'm eating bread and pasta . In the coastal region near the Atlantic Ocean, fish is an everyday food. In the dry grasslands, animals such as cattle and sheep are raised. Farmers in mountainous regions of Argentina work very hard. They grow crops, such as grapes for wine, on small areas of flat land called terraces. Ali of these different reg ions and different foods make Argentina a great choice for travelers. B. Write the words in blue next to the correct meanings. 1. very important foods 2. people who produce food

3. describes an area near the ocean 4. describes an area without mountains 5. plants grown for food 6. the study of the surface of the earth

7.

breakfast, lunch, and dinner

8. describes an area with mountains 9. a large area 10. normal weather patterns 11 . describes air that is moist 12. grassy areas

Grammar: Simple present tense vs. present continuous tense Simple present tense

Present continuous tense

1eat rice

l'm eating rice

She cooks fish They bake bread We have fruit for breakfast

She's cooking fish every day.

They're baking bread We're having mangos for breakfast

*We use the simple present tense to talk about habits and things that are always true. *We use the present continuous tense to talk about things that are happening now.

4

Food From the Earth

now.

A. Complete the paragraph. Use the simple present or presen t continuous form of the verb in parentheses. My name

(be) Celia Rojas, and 1_ _ _ __

(live) in Mexico City. Here in Mexico, corn

(be)

a staple food . Many Mexican people tortillas every day. Right now, 1 kitchen with my mother. We

(eat) corn (work) in the (make) enchiladas

out of tortillas, chicken, and chile sauce. Our main meal of the day _ _ _ _ (be) not in the evening. We usually (eat)

A Enchiladas with green ch ile sauce and rice

at around two thirty or th ree in the afternoon .

al

B. Take turns with a partner doing the following. 1. Tell your partner what you usually eat for breakfast and lunch . (Use the simple present tense.) 2. Tell your partner three things people you know are doing right now. (Use the present continuous tense.)

Conversation

o

Track 1-2

A. Close your book and listen to the conversation. What do Julie's cousins usua lly eat7

Tom: Julie: Tom: Julie: Tom: Julie: Tom: Julie:

al

What are you doing? l'm looking at pictures from my vacation . Oh, can 1see7 Where did you go? 1visited my cousins in the south. lt's very íla t there. No mountains or hills, and it's pretty dry fo r most of the yea r. What about food? What do your cousins usually eat7 Mea Is are very simple there. lt's basically meat and potatoes anda lot of vegeta bles. But t hey grow wheat everywhere, so pasta is becoming popular. That sounds good. Yes, 1really like the food there.

B. Practice the conversation with a part ner. Switch roles and practice it again.

••

Compare what people usually do with what people are doing now

Talk to a partner. What do people usually eat where you live7Then pretend it's a special day or holiday. What are people eating right now?

Lesson A

S

Listening ¡¡

A. Discuss these questions with a partner. 1. Where do farmers grow rice? 2. Why do they grow it there7

o

Á A woman works in a rice paddy

in Taiwan. Word Focus

Farmers raise crops or grow crops.

o

Trackl -3

B. Listen to the interview of a rice farmer. Circle the correct letter. 1. Who is the interviewer talking to? a. a restaurant owner b. a rice farmer c. a news reporter 2. What is happening in the rice paddy today7 a. People are putting rice plants in the ground. b. People are planting seeds in the ground. c. People are letting water into the rice paddy. 3. What kind of climate does rice need7 a. hot and dry b. warm and wet c. cool and humid

C. Listen again and answer the questions. 1. Why doesn't the rice farmer plant seeds like other farmers7 2.

How is the rainfall this year7 _ _ __ _ __ _ _ _ _ __ _ _ _ __

3.

What happens to the water in the rice paddy after the rice plants grow?

4.

What happens to t he rice plants after they're dry7 _ _ _ _ __ _ __

Engage! Do you think farmers and scientists need to find ways to increase food production7 Why7

Á A Welsh fisherman rakes the sand to harvest small shellfish.

6

·ood From the Earth

Communication Talk with a partner about two different regions in your country. Describe the land, the climate, and the food. Region #1

Region #2

land climate staple foods

Pronunciation: Linking words together When a word ends in a consonant sound, and the next word starts with a vowel sound, the words are linked together. We cut the rice plants and clean them. We grow a lot of rice. "--'

o

Track 1-4

"--'

"--'

A. Listen to the sentences. Notice the pronunciation of the underlined words. Listen again and repeat the sentences. 1.

1

usually like a tomato with breakfast.

2.

Sta ple foods are the most important foods.

3.

We're eating dinner now.

4.

Paul and don't like fish very much.

5.

Farmers work on weekends and holidays.

"--'

"--'

"--'

"--'

1

"--'

'"--'"

"--'

6. Ra in falls in all reg io ns of the world. "--' '"--'"

Al

"--'

B. Underline the sounds that link together. Then read the sentences to a part ner. 1. 2. 3. 4. 5.

Ha l enjoys pizza . Wheat bread is very popular. Corn grows well in Mexico. A ham and cheese sandwich is my favorite lunch . My friend is eating sushi.

6.

Dry grasslands are good places to raise an imals.

ldentify regional staple foods Talk to your partner about the staple foods in your region and your country. Give reasons why these foods are staples.

Lesson B

7

e

GOAL 3

TALK ABOUT TRADITIONAL FAMILY DISHES

Language Expansion: Staple food crops A. What do you know about staple food crops? Circle T for true or F for false.

l. 2. 3. 4. 5. 6.

Potatoes are originally from South America. India is one of the world's largest producers of wheat. Lentils are a kind of legume.

T

Soy sauce is made from soybeans. Yucca grows under the ground. China is the world's largest consumer of rice.

T T T

T T

B. Talk to a partner. Which of these staple foods do you eat7 1eat wheat bread almost every day. Sometimes 1eat potatoes.

Grammar: Simple past tense Simple past tense We learned how to make pizza Too much rain fell 1ate sushi for the first time

yesterday. last November. in 2006.

*Sorne verbs are regular in the simple

*Sorne verbs are irregular in the

past tense. They have an -ed ending.

simple past tense. They have many different forms.

8

Food From the Earth

learn - learned

travel - traveled

see- saw

send - sent

arrive - arrived

want - wanted

eat - ate

give - gave

play - played

need - needed

drink - drank

take - took

ask - asked

help - helped

go - went

fall - fell

F F F F F F

A. Complete the conversation. Use the simple past tense of the verbs in parentheses. Mary: Pedro: Mary: Pedro:

Tell me about yourself, Pedro. We ll, 1love to travel. Last year 1 Wowl You Yes, and

(travel) to Greece.

(go) to Greece7 (meet) my friend Vasilys and his family there. They _ _ __

1

(show) me around Athens and

Mary: Pedro:

(introduce) me to many new foods.

That sounds like fun . lt was. 1 (eat) seafood and lamb, and from rice and grape leaves. lt

(try) a dish made

1

(be) deliciousl

B. Complete these sentences about the past. Use your own information .

Real Language

1. Yesterday, ate 2. Last week, 1went _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _

When we say

3. On the first day of this class, 1learned _ _ __ _ _ __ _ _ _ __ 4. Last month, _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ _ _ __ 5. In 2008, _ _ _ _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ __

from ot her t hings, we're talki ng about its ingredien t s.

1

something is made

Conversation

o

Track 1-5

A. Close your book and listen to the conversation . What is Albert eating? What is it made from 7

Albert: Mary: Albert: Mary: Albert: Mary: Albert:

Mary: Albert:

al

You should try thisl My aunt made it. Mm mm ... Deliciousi What is it? lt 's called couscous. lt's made from wheat. And what's this on top of the couscous7 Mostly vegeta bles and sorne kind of sauce. How did your aunt learn to cook it? Her great-uncle married a woman from North Africa . That's where couscous is from. They always ate it on special occasions. What an interesting family historyl Yeah, anda great family recipe.

B. Practice the conversation. Switch roles and practice it again.

_. North African couscous

Talk about traditional family dishes Tell your partner about a dish you know how to make. How did you learn to make it7

Lesson C

9

D

GOAL 4

UNDERSTAND HOW A REGIONAL FOOD BECOMES AN

Reading A. Look at t he timeline and fil l in the blanks. 1.

Many ltal ians moved to the United States during _ _ __

A Slice of History

2. People first baked flat bread during 3. Peopl e in Naples, ltaly, used hot lava to ba ke pizzas in _ __ _ 4. European explorers went to the Ame ri cas during _ _ __ 5. Lo m bardi's pizza restaurant opened in New York in _ _ __ (

1111¡

B. Fi ll in t he blank wit h the correct word. 1.

Stone Age people baked flat bread on hot _ _ __

2. _ _ _ _ were the first people to eat tomatoes. 3. At fi rst, Europea ns didn't eat tomatoes beca use they thought they were 4. In Na pl es, pizza makers used _ _ _ _ to heat rocks for their oven s. 5.

8r.

Naples, Italy

What do you like on your pizza? Cheese? Tomatoes? Pepperoni? People may disagree on their favorite ingredients, but many people agree that pizza is a favorite food . Where and when
brought pizza to the United States.

C. Talk to a part ner. Make a list of foods that are popu lar in your country that people brou g ht from oth er co untries. Where did t hese food s come from 7 People here eat a lot of curry. 1think curry carne from India. Right. There's an lndian restaurant downtown. They have wonderful curry.

7

Communication

Work in a small group. lnvent a new kind of pizza for Lombardi's restaurant. You shou ld all ag ree on the toppings, the sau ce, and t he t ype of crust. 1O

ood From tne tarth

1

_J

~-~-------'

the 1 SOO's

111 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 the Stone

Age

l

1 1 1 1 1 11 1 1 1 1 1 1 1 1 1 1 1 1

l

1 1 1 1 1 1 1 1 1 1 1 1

1830

INTERNATIONAL DISH 1

Writing Read the ernail and write a response. Be su re to answer ali the questions.

that tomatoes were delicious and safe to eat. Cooks in Naples, an Italian city, began putting tomatoes onto baking dough. People in Naples didn't stop there, however. They took another big step in pizza history. The world's first true pizza shop opened in Naples in 1830. Cooking pizza in Naples wasn't as easy as it is today. lt was even a little dangerous. You see, pizza makers didn't use wood, gas, or electric ovens. Instead they used lava from a nearby volcano to heat rocks for baking pizza dough. Despite the danger, pizza was soon a big hit. People ate it for lunch and dinner. They even ate it for breakfast. News of the pizza shop spread quickly, and people traveled to Naples to try the tasty dish. In the late 1800s, many Italians moved to the United States. They brought pizza with them. The first American pizzeria was Lombardi's in New York City. It opened its doors in 1905. Now pizza is one of the top three most popular U.S. foods. Of course, Americans are hardly the only pizza lovers. Humans eat 5 billion pizzas a year. Our choices for toppings vary widely. Brazilians !ove green peas on their pizza. Russians like fish and onions. People in India use lamb and tofu. The Japanese think eel and squid are yummy. Sorne pizzas truly sound strange. Yet ali share two things. Each begins with bread. And each is a slice of history.

From: Ronald Ferguson

To: ___ _ _ Subject: Helpl My students have sorne questions for you. Hi there, How is everything there? 1hope you're doing well, and 1 hope you can answer sorne questions from my students. As you know, our class will visit your country next month, and the students are asking me about the faod. Here are sorne of their questions: What do people usually eat far breakfast there? Do you have pizza and hamburger restaurants? What are sorne traditional dishes we can try7 Is there a staple faod that people eat every day? What are sorne good things to eat far lunch and dinner? Thank you very much! l look farward to our visit next month. Maybe you can join us for a good mea l. Your friend,

Ro na Id

From: _ _ _ __ To: Ronald Ferguson Subject: RE: Help! My students have sorne questions for you.

1905 1 1 1 1 1 1 1 1 1 1 1

l

11 11 1 1 1 1 1 1 1 1 1 1 1 1 1

the late 1800s

l

1 1 1 1 1 1 1 1 1 1 11 1 1 11 1 1

1

the present

Talk with a partner. Is there a food frorn your region or country that is popular in other countries7 Why do you think this food is popular in other countries?

Lesson D

11

Befare Vi u 'atch A. Write each of the following adjectives in the appropriate column. smelly

delicious

fragrant

Positive meaning

disgusting

Negative meaning

Bandai"Seri

uala Lu mpure

M

A

L A

y

S

@-S INGAPO RE

SUMATRA

.......

INDIAN OCEAN

Java Sea J akarta 600

O mi

O km

JA

A

600

NG MAPS

al

B. Discuss the following questions with a partner. 1. What are sorne foods that have a very strong smell7 2. After you prepare food with a strong smell in your home, how can you get rid of the odor?

12

Food From the Earth

While You Watch ...._~,,,!!.11

A. Watch t he video, Forbidden Fruit Match the people to the actions. 1.

Hotel staff

2.

Hotel guests _

3.

Hotel cleaning staff _

a. try to bring durian fruit into hotel room s. b. use a special machine in smelly hotel rooms. c. watch for people bringing in d u ria n fru it.

B. Read the summary of the video and fill in the blanks with words from the box. Then watch the video again and check your answers. vi gil

smuggle

front lines

alert

invasion

war

.6. a f1oating market

Video Summary The video looks at the problem of hotel guests in Malaysian Borneo bri nging smelly durian fruit into their rooms. lt presents the problem in terms of warfare. Far example, durian season is a seasonal _ __ _ . Guests the fruit into their rooms like spies with secret information for a general. The hotels are on the _ _ _ _ of the durian , which mea ns they are the ones doing most of the fighting . The hotel managers ma intain a constant , watching and waiting for anyone with durian fruit in their bags. And when a guest does get durian fruit past the , oran emergency situation . hotel staff, there is a durian

After You Watch Al

Write a gu ide far tourists visiting your country. 1. Describe three foods that are popular in your culture, but that people from other cultures might find disgusting or intolerable. 2. Give reasons why tourists should try those foods.

Communicat1on " " You are a group of hotel owners in Malaysian Borneo. Bra instorm a list of ways to prevent people from bringing durian fruit into their hotel rooms. Video Journal

13

a. gestures b.smile

c. eye contact d. greetings

Communicate with people from different cultures Make small talk with new people Use small talk to break the ice Learn how professionals break the ice

2

,

.

Vocabulary A. Read the article. Every culture around the world has different customs and ways of communicating. When you learn to communicate in a language, you learn a lot of rules. You learn what kind of greetings to use in different situations. For example, in English, we say"Hil" in an informal situation . In a more formal situation, we shake hands and say "How do you do?" 1n China, a traditional greeting is "Ha ve you ea ten today ?" After that, there are rules for making small talk when you meet a new person. People in different cultures also have different ways of using their bodies to communicate. But there's one kind of communication that's the same everywhere. A smile can always connect people.

al

B. Write the words in blue next to the correct meanings. 1. the correct way to do something

5. activities that are usual in a country

2.

bring together

3. very serious and important 4.

people with the same language and way of living

6. the same for a long time without changing 7. conversation about things that aren't important 8. friendly and relaxed

Word Focus

follow + a rule = do something the correct way

make + small talk = talk about

Grammar: Present perfect tense Present perfect tense Subject + has!have + (not) + past participle He has traveled to many countries. He has not been in Korea befare.

things that aren't important

We use the present perfect tense: *to talk about something that started in the past and continues now. *to talk about something that happened severa! times in the past. *to talk about something in the past that is connected with the present.

16

:ommunication

A. Complete the sentences. Use the present perfect form of the verb in parentheses. 1.

(meet) many Canadians, but

(be, not)

1

in Canada. 2.

My husband and

1

(be) married far six years.

3. Mari isn't in the office this week. She

(go) on vacation.

4. Jasan doesn't want to watch videos. He every night this week. 5. Tomorrow is my friend's birthday, but present. forgotl

(watch) videos (buy, not) her a

1

1

6.

¡¡

(finish) ali my homework. Now 1 can go out.

1

B. Finish writing the following questions. Then ask a partner to answer them. Write sorne questions of your own. Have you ever eaten lnd;an food7

....--------

No, never.

Have you ever ...

l. ea ten food? 2. seen a movie from (country)? 3. goneto ? 7 4. played 7 5. talked to

Track 1-6

A. Clase your book and listen to the conversation . Why is the woman worried7

Annie:

Rick: Annie:

¡¡

We use Guess what in informal conversations to say that we have interesting news.

Conversation

o

Real Language

Guess what? l'm going to spend a month in Mexico City. That's greatl What are you going to do there? l'm going to work in my company's office there. l'm a little worried, though. l've never been to Mexico befare

Rick:

But you've met lots of people from Mexico, and you've taken Spanish lessons.

Annie:

That's true. And 1 guess l've learned something about Mexican customs.

Rick:

lt sounds to me like you're ready to go.

B. Practice the conversation with a partner. ~

aerial view of Mexico City

Communicate with people from different cultures Take turns pretending to be a foreigner coming to your country far a month. Talk to your partner about sorne customs that might surprise you and sorne things that you have done to prepare far the tri p.

Lesson A

17

Listening

o

A. These people are meeting for the first time. Listen to their conversations. Where are the peo ple 7

Trackl -7

Conversation 1 The speakers are in _ a. a hospital

b. a school

Conversation 2 These peo ple are in _ a. a restaurant

o

.

c. an airport

b. an apartment

.

c. an

B. Listen again . What do the people make small talk about7

Track 1-7

Conversation 1 They make smal l talk about _ a. classes

b. weather

a. sports

b. TV shows

.

c. clothes

Conversation 2 They make small talk about _

a.

office building

.

c. the neighborhood

C. What will they talk about next7 Think of two more ideas for each conversation.

Pronunciation: Have or has vs

contraction~

In statements with t he present perfect verb tense, hove and has are sometimes pronounced, but when people speak quickly, contractions are used.

o

A. Listen and repeat.

Track 1-8

Haveorhas 1have you have we have they have she has he has it has

o

Track 1-9

we've they've she's he's it's

B. Listen and circle the sentence you hear. 1. a. 1have never gone skiing. 2. a. He has been to Colombia three times.

b. l've never gone skiing. b. He's been to Colombia three times.

3. a. Linda has taken a scuba d iving class. 4. a. They have already eaten breakfast.

b. Linda's taken a scuba diving class. b. They've already eaten breakfast. b. We've had three tests this week. b. Michael's found a new job.

5. 6. 18

Contraction l've you've

a. We have had three tests this week. a. Michael has found a new job.

Communication

Communication A. Read the information. English-speakers often make small talk when they meet someone new They ask questions to get to know the other person. At school, peo ple often talk about their classes. At work, people talk about their jobs. They don't talk about very personal subjects. For example, "Which department do you work in 7" is a good question, but "How much money do you make7" is too personal.

al

B. Circle the topics that are good for small talk when you meet someone for the first time. Then add two more ideas. school

al

money

family

work

sports

religion

C. Read the situations. Choose a question to ask for each situation. Then practice conversations with a partner.

Situation 1 At work, Min-Hee talks to Judy. lt's Judy's first day at her job. a. How old are you?

b. Are you new in this city?

Situation 2 Andrei is from Russia. He talks to Eduardo at the lnternational Students'Club. lt's Eduardo's first meeting. a. Where are you from7

b. Do you like sports?

Situation 3 Mark lives in apartment 104. He meets Lisa, his new neighbor, in the apartment building. a. Which apartment do you live in?

al

b. Are you married7

D. Which are good questions to ask when you meet someone new7 Circle the letters. a. b.

Which classes are you taking now7 Who is your teacher7

c.

What was your score on the placement test? Have you studied at this school before7 When did you start working here7

d.

e.

f. g.

How much did you pay for that car7 Have you lived here for a long time?

h.

How much money do you earn here7

Make small talk with new people Pretend you are meeting your classroom partner for the first time (on the first day of class, waiting for the bus, or in another situation). Talk for two minutes. Lesson B

19

Real Language

When we break the ice, we sta rt a conversation. This helps people overcome any shyness or embarrassment they might feel

Lanquaqe Exoansion: Starting a conversation A. Read the questions in the box. Think of different ways to answer them. Starting a conversation How do you like this weather? Where do you know Mary from7 (ata party) Are you enjoying yourself? (ata party) Has it been a long week? (at work or school) Did you hear about ? (something that happened in the news) How long have you been waiting? (for the elevator, the bus, the meeting to begin, etc.)

with new people.

B. Choose one of the situations. Start a conversation with a partner. Try to make small talk foras long as you can. Then change partners and practice again with another situation. Engage! Are you shy or outgoing when you meet new people? Do you like to make small talk?

waiting in line in the office cafeteria

walking in the park

ata welcome party for new students

at the airport

Grammar: Signal words: Already, ever, yet Already!ever!yet + the present perfect tense already Has Roberta already left? We have already studied this.

question affirmative statement

*We use already to talk about something that happened in the past. lt is used for emphasis in questions and affirmative statements.

ever/never never!not ever yet!notyet

Have you ever seen a giraffe7 We have never played ten nis in the rain. We haven't ever gone to Ca nada. Have you done the dishes yet7 Melanie hasn't eaten lunch yet.

questions negative statements questions negative statements

*We use ever/never (not ever) in questions or negative statements to talk about something that has or hasn't happened at any time before now. *We use yetlnot yet in questions or negative statements for emphasis.

20

ommunication

A. Read the page from Marcy's journal. What things has she already done in her life? Complete the sentences. 1. She has already _ _ _ __ _ __ _ __ __

2. She has already _ _ _ _ __ _ _ _ __ _ _ 3. She has already _ _ _ _ __ __ _ __ _ _ 4. She has already _ __ __ _ __ _ __ __

B. Read the conversation Marcy has with a classmate. Fill in the blanks. Have you ever traveled to another country7 No, 1have _ _ left this country, but 1want to go to Colombia sorne day. John: Have _ _ ever learned to speak a new language7 Marcy: 1think1 have _ _ to speak English pretty well. John: _ _ you ever eaten any un usual food7 Marcy: Yesl 1have _ _ Japanese miso soup and udon noodles. John: What about sports? Can you play any sports? Marcy: Well, 1learned the rules for Australian rugby last year, but 1 _ _ never played the game.

John: Marcy:

al

C. Take turns. Ask a partner questions about the people below with hove/has and ever. Answer using no, never, and contractions. Mrs.Cooper

Has Mrs. Cooper ever taken a cooking class7

Mr. Muramoto

Tomand Rita

you and 1

your friends

yo u

our English teacher

Ms. Sanchez

1 No, she's never ~ a cooking class.

Conversation

o

A. Close your book and listen to the conversation. What do the

Track 1-1O

speakers decide to do about the homework7 Tom: Rita: Tom: Rita: Tom: Rita: Tom: Rita: Tom:

al

Excuse me. Are you in my history class7 Yes! 1saw you in class yesterday. l'm Rita. Hi, Rita . l'm Tom. Is this your first class with Mr. Olsen7 Yes, it is, but l've heard good things about him. What about you7 l've taken his classes befare, and they've always been good. That's nice. Have you already done the homework for tomorrow7 No, not yet. What about you7 Not yet. Maybe we can call each other if we have any problems with it. That's a great ideal 1'11 give you my number.

B. Practice the conversation. Then practice the conversation with subjects you are studying and teachers from your school.

Use small talk to break the ice

Have you ever taken a class with Ms. Lee before7 Yes, 1 took an art class with her.

Move around the class. Walk up to five classmates and ask them an icebreaker question. Lesson <

21

D

GOAL 4

LEARN HOW PROFESSIONALS BREAK THE ICE

Reading [

al A. Discuss t hese questions with a partner. 1.

Have yo u ever ta ken a picture of peop le yo u did n't know7 How did you do it ?

2. What kinds of photog raphs do you li ke? What rnakes those photographs good ?

¡ - ~ ¡ B. Circle T for true or F fo r false. Then

Around the World

Taking Pictures oft

World

correct

t he false sentences.

1. Belt has never traveled to En gland. 2. Belt has never t raveled to Antarctica . 3. Pet ra is a very old city in Jordan . 4. Belt can only connect with English-speakers. 5. Peopl e ca n co nn ect wi t h each ot her in bad weather. 6. Vo lu nteering is one way to begin a photography career.

T

F

T

F

T

F

T

F

T

F

T

F

_. Annie Griffiths Belt

al C. Tel l a partner about sorne places you have traveled . Then talk abou t sorne places yo u haven't visited yet, but that yo u want to visi t.

22

Communication

Meet Annie Griffiths Belt, a National Geographic photographer. Belt has worked for National Geographic since 1978, and has taken pictures on almost every continent in the world. In fact, Antarctica is the only continent Belt hasn't seen yet. Belt's photographs are well known for their beauty and high quality. They also reflect very different cultures and regions of the world. Belt has photographed the ancient city of Petra, Jordan, as well as the green landscapes of the Lake District in England. Recently, her pictures appeared in a book about undeveloped natural places in North America. Everywhere that Belt goes, she takes pictures of people. Belt has found ways to connect with people of all ages and nationalities even when she
to connect with new people. When people speak the same language, greetings and small talk can make strangers feel more comfortable with each other. When people don't speak the same language, a smile is very helpful. Having something in common can also help break the ice. For example, Belt has traveled with her two children, so when she takes pictures of children or their parents, they all have that family connection in common. Even bad weather can help people to connect when they are experiencing it together. Belt has sorne advice if you are thinking about a career in photography. You can volunteer to take pictures for a local organization that can't afford to hire a professional photographer. You can also take a good, honest look at your best photographs. If you're a real photographer, your photos are good because of your personal and technical skills. Belt also recommends studying and learning from photos taken by professional photographers. Remember, the next time you look at a beautiful photograph, you might be looking at the work of Annie Griffiths Belt. And the next time you meet a new person, don't be afraid to break the ice. The connection you make could be very rewarding.

Writing A. Complete the sen tences wi th your own ideas. 1. Annie Griffiths Belt's work is interesting because~~~~~------

2. Forme, traveling is

because

3.

Forme, connecting with new people is beca use

4.

Belt takes good "people pictures"

because _~-~------5. My own photographs are usually __

6. The next time need to break the ice, 1 will _ _ _ _ _ _ _ _ _ _ __ 1

a. B. Share your sentences with a partner. Talk about your ideas.

Learn how professionals

break the ice _. The ancient city of Petra in Jordan taken by Annie Griffiths Belt

In what professions do people need to break the ice quickly in order to do their jobs? Talk with your partner about different ways they can do this.

Lesson

o

23

Befare You Watch Read about the video and check the meanings of the w ords in bold. Orangutans are large, intelligent primates. At t he National Zoo in Washington, D.C., Rob Shumaker runs the Orangutan Language Project. Of course, orangutans aren't able to speak like humans. They can, however, learn to connect symbols to objects. In human language, words are also symbols for the real objects they represent. Shumaker believes the language program is menta lly stimulating for the orangutans. The program is completely voluntary, so the anima Is can choose to participate or not, and it's part of a zoo exhibit called Think Tank, which helps to educate people about the problems orangutans face in the wild.

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While You Watch "'L....--.....""

A. Watch the video Orangutan Lan9ua9e. Circle each word when you first hear it. exhibit

24

Communication

symbols

voluntary

Center

"' NASA Goddard Space'

Greenbelt Park,,

Wolf Trap National Park for the Performing Arts

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primates

stimulating

Anna¡

.-...~".....

B. Watch the video again and circle the correct answers. 1. In Malay, the word orangutan mea ns "person of the (jungle/forest):' 2. The orangutans in the video are Inda and (Miki/Azie). 3. The orangutans work with symbols on (a computer/paper) . 4. The orangutans are (brother and sister/mother and son). 5. Wild orangutans could beco me extinct in (1 O to 12/8 to 1O) years

C. Watch the video again and answer the questions. 1.

Where do orangutans come from7 _ _ _ _ __ _ _ _ _ _ __

2. What choices does the zoo give the orangutans7 3. How old is Inda, the female orangutan? _ _ __ _ _ _ _ _ __ 4.

Can the orangutans use symbols to make sentences? _ _ __ _ _

5.

What do zoo officials hope exhibits like Think Tank will do? _ _ _ _ Á Shumaker and Inda

perform certain exercises

After You Watch ¡¡

on the computer.

Brainstorm several ways that animals communicate. Do you think animal communication is very different from human communication7

Communication .... Any writing system is a set of symbols. You have the opportunity to create a new way to write English. 1. Think of 1O English words that are difficult to spell. 2. Make a word list with a better way to write the words. 3.

Share your word list with the class. (Can your classmates guess ali the words7)

Video Journ 1 25

best describes each Ricture? a. skyscraper b. neighborhood

c. market d. downtown

l

.r Describe your city or town Explain what makes a good neighborhood Discuss an action plan Make predictions about cities in the future

Vocabulary A. Read the opinions. Which one do you agree with7 Give more reasons. "Urban• life is greatr There is good public transportationb, like trains and buses. And we also have freeways' where cars cango fast. People can nnd good jobs in a factoryd ora shopping center. And after work, there is great nightlifee in restaurants and dance clubs. Cities get bigger every year beca use they are the best place to live:'

"City life is terrible! Cities are so crowdedt, with too many people in a small a rea, and the population 9 grows every year. There is too much traffich, because people want to drive their cars everywhere. lt's always noisy; and never quiet. A lot of people want to live in a rurali a rea, but there aren't many jobs in the country. lt's better to live in a suburbk outside of the city, and commute 1 to a job downtown by car"

B. Match the words in blue in exercise A to the correct meaning. 1. 2.

in the city---ª--a town outside of a city _

7.

3. 4. 5. 6.

roads where cars go fast _

8. 9. 1O. 11. 12.

travel to your job _ trains, buses, and subways _ a place where workers make things _

the number of people who live in a place_ things to do in the evening _ cars moving on a street _ too full too loud in the country _

Grammar: Future with will Word Focus

a.

A. What do you think? Circle Y for yes or N forno. Compare your answers with a partner's answers.

traffic + jam =so many cars in the street that they can't move population + growth = more people living in a place

In the year 2030 . .. 1. My city will be biggerthan it is now. 2.

People will drive cars in the city.

3. Houses will be smaller than they are now. 4. The city will have many parks and green spaces.

Will Statement Negative Yes/no questions Wh- questions

The city will be cleaner. People won't drive cars. Will houses be smaller? Where will people live?

*Use will to make predictions about things you are sure about in the future. *In speaking, use contractions with will: /'//, you'll, he'//, she'I/, we'I/, they'll.

28

Cities

y y y y

N

N N N

B. Complete the sentences with will anda verb from the box. rain

J

ha ve

notgo

take

be

live

not read

1

1. The TV weather report says it _ __ _____ tonight.

aA

2.

In 2030, only a few people

in rural areas.

3. 4. 5.

People newspapers in the future. think we a test next week. In the future, students to school. They _ _ __ _ ___ classes online.

6.

Leila

1

nineteen on her next birthday.

C. Ask a partner three questions about city life in the future. Use wi// in each question. How will people commute

Conversation

o

Tra ck 1-11

A. Clase your book and listen to the conversation. Where did Mimi live when she was a child7

Mark: Mi mi: Mark: Mi mi: Mark: Mi mi:

aA

So, where are you from, Mi mi? 1 live in New York now, but 1 grew up in Seoul. Really7 l've never been to Seoul. What's it like? Well, sorne people think it's too crowded, but it has great restaurants. l've heard that it's very polluted. That's true, but it's changing now. In the future, it will be much cleaner.

B. Practice the conversation with a partner. Switch roles and practice it again.

C. Check the things that are true about your city. Add two more ideas of your own. Bad things about a city lt's

D D D

Good things about a city lt has great_ _ .

noisy dangerous expensive

D D D

boring crowded polluted

D D D

D D neighborhoods D restaurants parks

Reallanguage

To ask about a person's hometown

beaches museums nightlife

or home country, we say Where are

you from?

Describe your city or town Make a new conversation about your city. Then make new conversations about two other cities you know.

Lesson A

29

~

Listening ¡¡

Jardin Nomade in Paris

A. Discuss these questions with a partner. 1. 2.

How often do you go to a park7 What do you do there7

3. Wha t do you t hink about the parks in your city or town?

o

Track 1-12

B. Listen to a radio program about a park in Paris called the Jardin Nomade. Circle the correct letter. 1. The Jardin Nomade is in a. a rural b. an urban

area. c. a suburban

2. The Jardin Nomade is amazing because it's so _ a. big b. small c. old 3.

o

Track 1-12

In the Jardin Nomade, people _ . b. go swimming a. grow food

.

c. enjoy art

C. Listen again. Answer each question. 1. What year did the park start? _ _ _ _ _ _ _ __ 2. How many gardens do people have in the park7 _ __ __ _ _ __

3. What do the neighbors eat there every month7 _ _ _ _ _ _ _ __ 4.

How many people come to the dinners7 _ _ _ _ _ _ _ __

5.

How many parks like this are there in Paris now7 _ _ _ _ _ _ _ __

Pronunciation: Emphatic stress Engage!

o

A. Listen and repeat the exchanges. Notice how the underlined words sound stronger.

Track 1- 13 1. A: Is you r city expensive? What are sorne new

B: Yes, it's ~ expensivei

3. A: Is your neighborhood new or old? B: The houses are ve ry old .

things in your city7

2. A: Do you like living in an apartment7 8: No, l like living in a house much more.

¡¡

B. Read the exchanges in exercise A with a partner. Stress the underlined words.

¡¡

C. Take turns asking and answering three questions about your neighborhood. Stress the important words.

30

.ities

4. A: Can you walk to school? B: No, 1 can't. lt's too far.

Are there any parks in your neighborhood7

Í:: LYes, there are two.

-y-

Conversation

o

A. Close your book and listen to the conversation. What is the problem in Sarah's neighborhood7

Track 1-14

Ben: Sarah:

How do you like living in your neighborhood7 Well, it has a lot of beautiful old buildings, but there are sorne problems.

¡¡

Ben: Sarah:

Like what? lt doesn't have many different stores. There's only one

Ben: Sarah:

supermarket, so food is very expensive. That sounds like a pretty big problem. lt is, but the city is building a new shopping center now. Next year, we'll have more stores.

B. Practice the conversation with a partner. Switch roles and practice again . C. Write these words or phrases in the correct column. Add two more ideas to each column. beautiful buildings

crime

a lot of noise

heavy traffic

public transportation

pollution

trees and green space

many different stores

Good things in a neighborhood

Bad things in a neighborhood

¡¡

D. Make two new conversations. Use your ideas from exercise C.

'-"

E. Join another pair of students. What are the four most important things for a good neighborhood7 Talk about your ideas in exercise C and make a new list together. Give reasons.

Most important things for a good neighborhood

Rea son

l. 2. 3.

4.

Explain what makes a good neighborhood Explain your group's list to the class.

Lesson

31

e

GOAL 3 L~ng

DISCUSS AN ACTION PLAN

age Exoa s

· Using m¡ips

A. Study the map. Write the word from the box in the correct space on the map. North

south

(f:J =library ~ = museum

symbols

' =public sports center ~ = shopping center

® = park

east

1Mile

l Kilometer

key

west sea le

¡¡

B. Take turns asking and answering the questions. 1. 2. 3. 4. 5.

Where's the train lt's in the north

station7 n which pa rts of the city are the 1i bra ries 7 of the city. Where are the public sports centers7 Where wil l the new road be? How many shopping centers does the city have now7 How many will it have in 20207 What do you think this city needs? 1

Grammar: Will +time clauses A. Study the sentences and circle the correct letter. 1will finish my homework before 1go to bed. 1. What will you do first? a. Finish my homework. b. Go to bed. 2. The word befare is with the action that happens _ _ . a. first b. second

1will wash the dishes after 1eat dinner. 1. What will you do first7 a. Wash the dishes. b. Eat dinner. 2. The word after is with the action that happens _ _ . b. second a. first 32

Cities

-Now -

2020

Time clauses 1'11 look at the neighborhood carefully before 1choose a new apartment. Before 1choose a new apartment, 1'11 look at the neighborhood carefully.

1'11 meet my neighbors after 1move into my new apartment. After 1move into my new apartment, 1'11 meet my neighbors. *A time clause tells when something happens. Use befare and after at the beginning of a time clause.

* In a sentence w ith will, use the present tense in the time clause. * The time clause can come first or second in the sentence. lf the time clause is first, it is followed by a comma.

aA

B. Use the information in the note with time clauses to tell your partner their plans.

1. find a place for the meeting/make an invitation (after) 2. make a list of things to talk about/give invitations to all the neighbors (before) 3. make a list of things to talk about/have the meeting (before) 4. have the meeting/ask the city government for a sports center (after) 5. talk to newspaper reporters/ask the city government for a sports center (after)

Conversation ¡¡

A. Practice the conversation. What does Jennie want for her neighborhood? Jennie: This neighborhood really needs a library. Dan: You're absolutely right. But how can we get one? Jennie: 1 think we should have a neighborhood meeting to talk about it. Dan: That's a good idea. And after we have the meeting, we'll write a letter to the newspaper. Jennie: Great! 1'11 help you.

B. Make new conversations to talk about these neighborhood places.

_. bicycle paths

Discuss an action plan What does your city or neighborhood need? How can you get it? _. a playground Lesson

< 33

Sao Paulo, Brazil

Reading A. Guess the answers. Then read the article to check your guesses. 1. The first cities started _ a. 1000 b. 5000

2.

years ago. c. 10,000

Every week, _ people in the world move from rural areas to cit ies. a. 400,000

b. 800,000

c. 1 m iIlion

3. The world's largest city is _ . a. Tokyo

1-!l

b. Mexico City

c. New York

B. Find t he informat ion in the article. All of t he answers are numbers. 1. The percentage of people living in cities in 2030 2. Th e nu m ber of megacit ies in 1995 3. Th e number of megacities in 2015 4. Th e popu lat ion of Sao Paulo 5. The nu mber of people traveli ng by car in Sao Pau lo _ _ _ _ _ _ _ _ __ 6. When ll son da Silva carne to Sao Paulo 7. The number of rooms his house had then _ _ __ _ _ _ _ _ _ __ 8. Th e num ber of rooms his house has now _ _ _ _ _ _ _ _ _ _ __ 34

1t1es

Sorne people !ove cities, and other people hate them. But everybody wants to live in one. The first cities started about 5000 years ago. Since then, cities have always been the centers of everything important. The government, businesses, and the university were always in the city. Around the world more than 1 million people every week move from rural areas to a city. In the year 2030, 60 percent of the world's people will live in cities. These cities will be bigger than ever. A megacity is a city with a population of over 10 million people. In 1995, the world had 14 megacities. In 2015, there will be 21 megacities. And the ranking will change. Today, the world's five largest cities are l. Tokyo, 2. Mexico City, 3. Sao Paulo, 4. New York, and 5. Mumbai (Bombay). In 2015, they will probably be l. Tokyo, 2. Dhaka, 3. Mumbai, 4. Sao Paulo, and 5. Delhi. Megacities around the world face the same problems: traffic and housing. Sao Paulo, Brazil, is a good example. "There are 30 million daily trips in Sao Paulo;' says Jorge Wilheim, a city official. "One-third is public transport, one-third is prívate cars, and one-third is walking. Sixty to seventy percent should be on public transportation:' The city is building a new freeway and adding to the subway system, but it's slow work. Every
al C. Discuss these questions with your part ner. apartments are very expensive there. So workers live in cheaper places far away from their jobs and commute for many hours. And many new residents can't find any housing for their families , so they live in slums. People find empty land and build small huts. Ilson da Silva is one man who has done this. When he carne to the city six years ago, he didn't have a job. He built a one-room hut next to a garbage dump. Now he works as a janitor, and his house has three rooms and a flower garden. The government has brought in running water and electricity, and the slum is becoming a real neighborhood. Por Ilson, and for millions of other people, megacities mean hope for a better future.

1. Why do people move from rural areas to ci ti es7 2. What is better about city life? What is better about rural life?

Communication al How will your city be different in 2030? Work with a partner and complete the chart with your ideas.

2030

population

housing

t rans portat ion

the enviro nment

other thi ngs

Writing What will your city be like in 20307 Wr ite a paragraph using your ideas from t he cha rt.

Make predictions about cities in the future Read your paragraph to the class.

Lesson C

35

Bef re You Watch

-fi

Read about the video and check the meanings of the words in bold .

~a Enlarged

.,/

f

M::d r;/ SPA.IN ._

AFRICA

The Bouananiya Medersa in Fes, Morocco, is a masterpiece of art. lt's in very bad condition now, but people are working to restare its walls and fountains. Sorne old buildings in Fes are in danger beca use wealthy peo ple buy and take away pieces of them. Now, private organizations are trying to preserve these bu ildings for the future. They hope all people can enjoy Morocco's heritage.

t

Morenª

S i e r r • 'Córto'b a ANDALUS

'------~ Sevill~·

t'

A

Granada Málª ga

0

/a del So/ Algeciras .. (.O Strait ofG

Utar_,.

Tangier•

•G IBRALTAR U.K Ceuta Sp

ATLANTIC OCEAN Rabat

I

Fes

Casab lanca.

200

While You Watch ....._.-....... A. Watch the video, Restoring Fes. Circle the correct answer. 1. The medina is the (oldest/newest) part of Fes. 2.

(Rich/poor) people live in the medina.

______. B. Watch the video again. Circle T for true or F for false. 1. In the past, the Bouananiya Medersa was a palace. 2. Restorers are taking old paint off the walls of the Medersa. 3. The government isn't interested in restoring historie buildings in Fes. 4. There is a problem because wealthy people want to live in the old houses in Fes. 5. The people in Fes don't want to lose their heritage. 36

Cities

T

F

T

F

T

F

T T

F F

C. Watch the video again. Circle the correct answer. 1. The city of Fes was founded in the (ninth/eleventh) century. 2. By the 1300s, Fes was a center for (art/science) and learning. 3. (One or two/five or six) families live in each house in the medina. 4.

In the 18th-century palace, the first part that people bought was a (wall/fountain).

5.

In the future, the Medersa will be a (museum/school) .

After You Watch A¡

What are sorne important buildings and places in your city's heritage? Make a list and then share the information with your partner.

Communication Wr ite a guide for foreign visitors to a historie place in your city. Answer these questions in your guide. 1. Why should visitors go there? 2. What happened there7 3. What can visitors see and do there? 4.

.. a group oftourists visit the Pyramids at Giza

How much does it cost to visit? What hours is it open? How can visitors get there? Video Journal

37

best describes eacli a. getting regular exercise b. eating plant foods c. maintaining social connections d. getting enough sleep

e; r r' _..l Discuss ways to stay healthy Talk about lifestyles Suggest helpful natural remedies Understand how germs affect the body

4

A

GOAL 1

DISCUSS WAYS TO STAY HEALTHY

1

Vocabulary A. Look at the picture. Then fill in the blanks below with the vocabulary words. 1. 2. 3. 4. 5. 6. 7. 8.

artery

liver

This pushes your blood through your body: _ _ __ These carry blood around your body: _ _ __ These bring air into your body : _ _ __ This covers the outside of your body: _ _ __ This makes your body move: _ _ __ This lets you think and remember: _ _ __ This does many different thing s: 1 ve These digest food: _ _ _ _ _ __ _

9. This supports your body: _ _ __

stomach

o

B. Listen and check(.../) the words you hear.

Tra ck 1- 15

large intestine small intestine

O brain O large intestine O heart O artery O lungs

O small intestine

O vein

O skin

O stomach O bone O liver O muscle

--skin

Word Focus

blood = the red liquid pumped by the heart through the body

Grammar: Review of comparatives, superlatives, and equatives Comparatives

Superlatives

Equatives

The small intestine is longer than the large intestine.

The skin is the body's largest organ .

Your heart is as

*Comparative sentenc-

*Superlative sentences

*Equative sentences are used when people

large as your fist.

es express similarities

express extremes

or differences between

among three or more

or things are equal to

two people or things.

people or things.

each other.

*Form comparative

*Form superlative sen-

*Form equative

-er + than or more/less than.

tences with

the + -est or the most/least.

adjective + as

sentences with

sentences with

human heart

as +

human fist

40

The Body

A. Complete the sentences. Use comparatives, superlatives, equatives, and the words in parentheses. In sorne sentences, more than one answer is possible.

1. Walking for exercise is _ _ _ _ (good) than running. (bad) thing you can do to your lungs. 3. Drinking alcohol is hdrmful) to your liver than eating junk food. 4. Green vegeta bles are the (nutritious) kind of food for your brain. 5. Swimming is not the (quick) way to build up your arm muscles. 6. Sorne elderly people are (healthy) as sorne young people. 2. Smoking is the

¡¡

B. Do you agree or disagree with the statements above? Use comparatives, superlatives, and equatives.

1agree. Running is bad for your knees . . . - - - - - - - - - But it's harder work, so maybe it's better for you r hea rt.

Conversation

o

Track 1-16

A. Close your book and listen to the conversation . Which body parts do the speakers mention?

Ron: What are you eating? lt looks good. Valerie: lt's fish stew, and it is goodt Did you know that eating fish is good for your brain? Rea lly7 Is it good for anything else7

Ron: Valerie: Well, it's very low in fat, so it's good for your arteries, too.

Ron:

And it's high in protein, right7 So it could help you build muscles. Valerie: Yes, 1think you're right.

Ron: Hmmm. 1just have a boring cheese sandwich. Valerie: But cheese is full of calcium. That's good for your bones.

B. Practice the conversation with a partner. Switch roles and practice it again. Then make a new conversation using foods you know about.

Word Focus

Foods and drinks that are high in X or low in X, have a large or small amount of X. A food that's low in calories,

Discuss ways to stay healthy Talk w ith your partner about things you do to stay healthy.

for example, has a small number of ca lories.

1try to avoid eating sugar. Good idea. 1lift weights three 1 times a w eek.

Lesson A

41

B

GOAL 2

TALK ABOUT LIFESTYLES

Listen·ng ¡¡

A. Discuss these questions with a partner. Wha t determines how healthy you are7 Are your genes or your lifestyle more important7

o

Track 1-17

Speaker _ ___ __

Word Focus

B. Listen to three people talk about their health. Match the speaker to the correct picture.

Speaker _ _ __ _ _ _ _ _ __

o

Track 1-17

genes = part of a ce ll that determines a person's physical characteristics (eye color, hair, intelligence, etc.) lifestyle = the manner in which we live

Speaker _ _ _ _ _ _ _ _ _ __

C. Listen again and answer the questions. Speaker A: 1. What kind of exercise does Speaker A get7 _ __ _ _ _ _ _ __ _ 2. Which family members does Speaker A mention7

Speaker B: 3. What kind of exercise does Speaker B get7 _ _ _ _ _ __ __ _ __ 4. How often does Speaker B get sick?

Speaker C: 5. Why did Speaker C change her diet when she got older7 _ _ _ _ __ 6. What do sorne people think about Speaker C's diet?

¡¡

D. Work with a partner. lnterview each other. Then tell the class about your partner's lifestyle. Find out about: Exercise: What kind7 How often? Diet: What do you usually eat? Family History: Parents, grandparents, aunts, uncles, siblings. Stress: How much and what kind? Ask other questions about lifestyle that you think are important.

42

íhe Body

)ronunciation: Linking with omparatives and superlatives Li nking with comparatives and superlatives

Engage!

When we use the comparative -er or more, and the next word starts with an /r/ sound, the words are linked together.

Is your generation

When we use the superlative -est or most, and the next word starts with a /t/ sound, the words are linked together. She'I/ run in a longer roce next month.

Track 1-18

generation?

We had the best time of our lives.

--..l

o

healthier or less healthy than your parents'

--..l

A. Listen to the sentences. Notice how the sounds are linked. Listen again and repeat the sentences. 1.

lt's a stricter religion than my religion . --..l

2. This is the best tea for your stomach. --..l

3.

My grandfather is a faster runner than am. 1

--..l

4.

Which exercise is the most tiring7

5.

You'll need a better reason than that.

--..l

¡¡

B. Underline the sounds that link together. Then read the sentences aloud to a partner. 1. This is the longest text message l've ever seen . 2. Today's news was more reassuring than yesterday's news. 3. What's the best time of the day for you to study? 4. Flower experts are trying to develop a redder rose. 5. He took the softest towel in the house.

Comrnun cat1 ¡¡

What are the ingredients for an unhealthy lifestyle? Make a list with a partner of the worst things for your health. Then compare your list with the list of another pair of students. Not getting any exercise is the worst thing far your health.

A nd worry1ng . too mue h .] That 's really unhealthy.

Talk about lifestyles Talk to a partner. Who are the healthiest people you know? Compare their lifestyles with the lifestyles of the people from the listening section. Les son

43

Language Expansion: Everyday ailments For every common health problem, there's a product you can't live without. At least, that's what the advertisers want you to believe. For teenagers with acne or other skin problems, there's a miracle cream . A new shampoo will take care of the dandruff in your ha ir, and good old-fashioned aspirin will take ca re of your headache or sore throat. Are you suffering from insomnia?There's a pill to help you fallas lee p. Did you eat the wrong kind of food, and now you have indigestion ?There's a pill to end the burning feeling in your stomach. And if food won't stay in your stomach at ali, take sorne medicine to take ca re of the nausea . Or maybe you ate too fast, and now you have the hiccups?Well, you won't find anything at the pharmacy for hiccups, but you can bet there's a company working on a new product right now.

¿. (

A. Write the word in blue next to its definition. l . _ _ __ nota ble to sleep 2. _ _ _ _ a skin condition of red spots, especially on the face 3. _ _ __ a sharp sound you make in your throat 4.

_ _ _ _ a feeling like you are going to vomit

5. 6. 7. 8.

_ _ _ _ dry skin that forms on the head and drops in little white pieces _ _ _ _ pain in the stomach beca use of something one has eaten _ _ _ _ a pain in your head _ _ _ _ a general feeling of pain in the throat

B. Read the article about natural remedies. A Natural Solution Garlic for a cold? Chamomile tea for bad breath?These days, more and more people are turning to their grandparents'

.~

remedies to cure the minar illnesses and problems of everyday life. And why not?These natural remedies are usually safe,

chamomile ?i~!t<..~m>\

•

inexpensive, and, best of all, they workt (At least for sorne of the peo ple, sorne of the time.) So the next time you're looking

garlic

for a cure, skip the pharmacy and head to the grocery store for:

lemons to stop the hiccups (Bite into a thick si ice.) ginger to end nausea (Grind it and add hot water to make a tea.) olive oil to cure dandruff (Rub it into the scalp befare shampooing .) cucumbers to reduce acne (Eat them often.) ginger onion

44

íhe Body

onions to relieve a headache (Put si ices on your forehead, clase your eyes, and relax.)

Grammar: lnfinitive of purpose lnfinitive of purpose You can drink tea with honey to help a sore throat. 1always use lotion with sunscreen to protect my skin. *The infinitive of purpose gives a reason far doing something. *lt is formed with to + the base form of a verb.

8'

o

Track 1-19

C. Match the actions with the reasons. 1. Get plenty of sleep at night _ 2. Eat fruits and vegetables _ 3. Take a nap _

b. to find out the best remedy for your problem.

4. Give children warm milk

d. to make your muscles stronger.

5. Ask your doctor question s _ 6. Lift weights _

e. to get enough vitamins in your diet.

a. to help them fall asleep.

c. to increase your concentration during the day.

f. to cure a headache.

Conversation

Real Language

A. Close your book and listen to the conversation. What remedies for tiredness

We say That's new

do the speakers talk about7

Olivia: Hi, Ashley. Are you drinking coffee?That's new. AsMey: Hi, Olivia. You're right. 1 usually don't drink coffee, but 1 need it today to wake up. Olivia: You do look ti red . Did you get enough sleep last night7 Ashley: No, was worr ied about today's test, so it was hard to fall asleep. Olivia: Come on . Let's go for a walk. Ashley: Go for a wa lk? Why? Olivia: To wake you up and to get sorne oxygen to your brain befare the test.

when we notice something different or unusual .

1

Ashley: That's a good idea. Where do you want to go?

8'

B. Practice the conversation with a partner. Switch roles and practice it again.

8'

C. Imagine that you or your partner has a health problem . Make a new conversation using your own ideas. Then role-play the conversation for the class.

Talk to a partner. What do you usually do to cure these common problems: a headache, bad breath, sore feet, and hiccups? Lesson

45

D

GOAL 4

UNDERSTAND HOW GERMS AFFECTTHE BODY

Reading al

A. Talk to a partner. Which of these can make you sick7 • · • • • •

shaking hands with someone being outside in cold weather eating food riding a crowded bus touching your eye playing a computer game

f !'IJ B. Circle T for true or F for false. 1. Viruses can only live inside people or animals. 2. All bacteria cause illnesses. 3. Washing your skin can prevent sorne illnesses. 4. Germs can enter the body through the eyes. 5. After they kili germs, antibodies stay in the body. 6. Vaccines kili germs in the body.

T T

F F

T

F

T

F

T

F

T

F

¡¡ C. Tell a partner about the last time you got sick. How did you feel? Do you think your illness was caused by bacteria ora virus? ~

Communication ._,. Work in a small group. Make a list of serious illnesses that people in different parts of the world can get. How do peo ple get those il lnesses7

46

fhe Body

Legionella bacteria

The human body is truly amazing. It allows us to sense the world around us, to do work and have fun, and to move from place to place. In fact, the human body
Howcan you stop these tiny invaders from making you sick? Your skin is the first defense against gerrns. You can prevent sorne illnesses Á HIV/AIDs virus simply by washing with soap and water. But germs can still enter the body through small cuts in the skin or through the rnouth, eyes, and nose. Once germs are inside your body, your imrnune systern tries to protect you. It looks for and destroys germs. How
Writing Imagine you are a parent. Your chi ld is sick and cannot go to school. Write a letter to your child 's teacher to explain the situation.

(date) Dear (Mr./Ms.) _ _ _ _ _ _ __

Sincerely,

Á E-coli

Talk to a partner. What happens when vi ruses or bacteria enter the body?

Lesson D

47

Before You Watch ¡¡

A. Brainstorm nve things your body lets you do every day.

l. ~------------------~ 2. ~------------------~ 3. ~------------------~ 4. ~------------------~ 5.~------------------~

B. Number the following 1 to 4, from smallest to largest. _ _ organ

_ _ cell

_ _ organ system

tissue

While You Watch -......--.... ....... A. Watch the video, The Human Body. Match the body's systems to the parts of the body or the cells they produce. 1. the circulatory system 2. the respiratory system

a. the brain, spinal cord, and nerves b. the heart

3.

the digestive system

c. egg cells and sperm cells

4. 5.

the nervous system the reproductive system

d. the stomach and intestines e. the lungs

B. Watch the video again. Circle T for true or F for false. l. The heart is the body's strongest muscle. 2. Most nutrients enter the blood from the small intestine. 3. The brain is about the size of an orange. 4. Another word for nerve cells is neurons. 5. The human body begins as a single cell that divides.

48

he Body

T

F

T T T

F F F

T

F

"""--~""'c.:1

C. Watch the video again. Write the numbers you hear. 1. Our hearts pump _ _ gallons of blood each day. 2. Each of the _ _ majar organ systems in the human machi ne performs a special job. 3. The lungs pul l in air, delivering oxygen as the air travels through _ _ m iles of airways. 4. Liquefied food travels into the small intestine, which can be over _ _ feet long . 5. Neurons send signals rocketing through the brain at over mi les an hour.

After You Watch ¡¡

What information from the video surprised you t he most ? What are sorne things you can do to take ca re of your body's systems?

Comrnun·cation .!..!..!

. _ You are in charge of designing a training program for an Olympic athlete. What will he or she eat every day? What kinds of exercise will he or she do, and how often? What else wi ll help to get your at hlete into top physical cond ition7

Video Journa

49

a. crossing the ocean in a sailboat b. walking in extreme heat or cold

c. climbing a mountain d. learning a new skill

lJ Jf [jr J ~ Talk about facing challenges Reflect on past accomplishments Use

too and enough to talk about abilities

Desribe a personal challenge

5

Vocabulary Word Focus

To face a challenge mea ns to decide to do something new an d diffiCL

o

Track 1-20

A. Listen to part of a realityTV show and circle each word when you hear it. challenge

climb

cross

extreme

mental

physical

skill

B. Read the paragraph . Fill in the blanks wi th the words in blue. To me, learning to play a musical instrument is an adventure. You might feel afraid to try it, but it's as exciting as traveling to a new place, and the only equipment you need is a violin, a guitar, or in my case-a koto. When 1started, my

goal was to learn to play this amazing instrument well enough to play far my family. Now, l'm making good progress with the help of my mu sic teacher. She thinks l'm getting better every weekl 1can probably achieve my goal soon, and then 1'11 play the koto at my fath er's birthday party. 1. Wh en 'O,J rave ar _ _ >uu do something unusual and exciting. 2. A _ _ is sornethrng you hope to be able to do through your efforts f' o ver 3. Whe r ~'11 something you succeed in making it happen. 4. Theth 1 vou need far a particular activity are called _ _ _ _ . 5. _m ea ns very surprising and wonderful.

Grammar: Simple past tense vs. past continuous ene; Simple past tense Word Focus

1called you last night.

1was studying at the library last night. We were eating dinner when you cal!ed.

To make progress means to improve or get nearer to a goal over time.

Past continuous tense

*We use the simple past tense to talk about completed actions in the past. *We use the past continuous tense to talk about things in progress ata specific time in the past. *The specific time in the past is sometimes expressed with a time clause.

52

Challenges

Simple past tense with past continuous tense We were practicing our lines for the play when the lights went out.

She looked at the stars every night

When the reporters arrived, M r. Ch en

While Roger was climbing the mountain,

was resting on a bench.

he dropped his water bottle.

while she was crossing the ocean.

*To talk about an event in progress in the past that was interrupted, we can use a simple past time clause with when anda main clause in the past continuous tense. *To talk about an event that was happening at the same time another event was in progress in the past, we can use a past continuous time clause with while anda main clause in the simple past tense. *A comma is used when the time clause comes first in the sentence.

A. Complete the sentences. Use the past continuous form of the verb in parentheses. 1. William 2. At three thirty

(do) his homework when arrived. (come) home on the bus. 1

1

3. The mountain climbers 4. 5.

(rest) when the storm began.

We practiced saying new vocabulary words while we (walk). You and your friends (sit) in the coffee shop yesterday morning.

B. Fill in the blank with when or while. 1. We were walking hom e

it started to rain.

2.

Aki was playing her favorite song

3. 4.

he was walkina Rao th ought about his plans for the future c;'°'ver;:i l buses went by Mike and Laurie were sitting in the park.

5.

her father walked in.

_ she got to the party, people were talking and láughing .

Conversation

o

Trackl-21

1called you last night, but you didn't answer your phone.

A. Close your book and listen to the conversation. What was Helen's biggest challenge last year7

He len: Paul: He len: Paul: Helen: Paul:

What was the most difficult thing you did last year7 Do you mean the worst thing7

1was studying at the library last night, so my phone was off.

No, mean your biggest challenge. 1

Well, getting used to a new school when my family moved was difficult Forme, it was learning to play the saxophone. l'm still working on thatl And you're making a lot of progressl

B. Practice the conversation with a partner. Switch roles and practice it again.

Talk about facing challenges Talk with a partner. What challenges did you face last year? Use your own ideas.

Lesson A

53

B

GOAL 2

REFLECT ON PAST ACCOMPLISHMENTS

L·sterino A. Wh ich an imals are endangered ?Check ( ./) the boxes. Word Focus

endangered = lf an animal is endangered its population is so small that it may die out.

_. Madagascar giant jumping rat

_. giant panda

_. Siamese crocodile

_. Antiguan racer (snake)

_. African penguin

D

_. polar bear

_. Jenny Daltry, herpetologist and explorer

o

B. Listen to the interview of Jenny Daltry. Circle the correct letter. 1.

Track 1-22

What amazing thing did Jenny Daltry do? a. She discovered a group of Siamese crocodiles. b. She found a new kind of bird in Cambodia.

c. She helped 2.

scientists protect panda bears.

What was her biggest challenge? a. Walking through marshes. b. Avoiding dangerous snakes.

c. Educating 3.

people about crocodiles.

How did she achieve her goal? a. She explained that crocodiles are important to the marshes. b. She explained that crocodiles are not rea lly dangerous.

c. She explained that crocodiles are extinct. _. marsh

o

C. Listen again. Answer the questions. 1.

How many crocodiles are in the largest group?

2.

How many acres are now protected by the government? _ __ __

snakes? Is it important to protect unpopular

3

How do most people feel about crocodiles?

endangered animals7

4.

What was Daltry doing when she found out about the Antiguan racer sna ke7

1

Engage! How do you feel

Track 1-22

about crocodiles and

54 Challenges

Pronunciation: Words that end in -ed

o

A. Listen to these words that end in -ed. The -ed is pronounced in three different ways.

Track 1-23

/t/ help

o

Track 1-24

helped

listened

sta rt

sta rted

B. Listen, repeat, and check the column of the sound you hear. Present tense

Simple past tense

-ed ending sound /ti /d/ /Id/

walk protect

walked protected

---

cross discover climb start need

crossed discovered climbed started needed closed

---

clase

al

/ Id/

/ d/ listen

---

---

~-

-----

-

-

C. Saya word in the present tense. Ask your partner to say it in the past tense. Switch roles and practice it again.

Communication al

A. Work with a partner. Make a list of challenges people your age face.

al

B. Get together with another pair of students and compare your lists. Try to agree on the two or three most difficu lt challenges for people your age.

Reflect on past accomplishments Tell a partner about someone famous or someone you know. What challenges did he or she face7 How did this person achieve his or her goal?

Word Focus

To achieve a goal mea ns to succeed in doing something you hoped to do.

Les son

55

e

GOAL 3

USE TOO ANO ENOUGH TO TALK ABOUT ABILITIES

Language Expansion: Phrasal verbs A. Read the article.

_. Subaru Takahashi, the youngest person to sail alone across the Pacific Ocean

Subaru Takahashi was only 14 years old when he set out on an amazing adventure. His goal was to sail from Tokyo to San Francisco-alone. Subaru grew up near the sea, and loved sailing. His parents thought he was old enough to sail alone, and they helped him buy a boat. He left on July 22. At füst, the trip was easy. Then after three weeks, his engine died, so he didn't have any lights. He had to watch out for big ships at night, beca use his boat was too dark to see. Five days later, his radio stopped working. Subaru was really alone then, but he didn't give up. His progress was very slow, but he kept on sailing. He almost ran out of food, and he was not fast enough to catch fish. He put up with hot sun and strong wind. On September 13, Subaru sailed into San Francisco. He was the youngest person ever to sail alone across the Pacific Ocean.

B. Match each phrasal verb from the article with its meaning. Phrasal verbs

Phrasal verbs are two- or three-word combinations that have a special meaning. set + out = leave on a trip

l. set out 2. give up_ 3. watch ou t 4. grow up_ 5. keep on _ 6. run out of 7. put up with _

a. accept something bad without being upset b. grow from a child toan adult c. finish the amount of something that you have d. leave on a trip e. be very careful f. stop trying g. continue trying

Grammar: Enough, not enough, too + adjective Engage!

What do you think about Subaru's parents7 Was he really old enough to set out aIon e?

56

.ommunication

A. Read these sentences from the article and the questions that follow. Circle Y for yes and N for no. l. He was old enough to sail alone. Could he sail alone7

y

N

2. He was not fast enough to catch nsh. Did he catch fish 7

y

N

3. His boat was too dark to see. Could people see his boat?

y

N

Enough, not enough, too+ adjective He was old enough to sail alone.

adjective + enough = You have the amount that you want.

He was not fast enough to catch fish.

not + adjective + enough = You don't have the amount that you want. too+ adjective = lt's more than the amount you want.

His boat was too dark to see.

B. Complete the sentences. Use enough, not enough, or too and the adjective in parentheses.

l . Thi s boat is _ _ _ _ _ (big) for one person. 2. lt's _ _ _ _ _ _ (expensive) forme to buy beca use don't have much money. _ _ _ _ _ (strong) to sail in a lake. 3. lt's 4. lt's _ _ _ _ _ _ (safe) to sail in the oceanl 5. lt's _ _ __ _ _ (l arge) for a whole family. 6. Sailing is - - ' - - - - - - - (hard) forme to learn. 7. l'm _ _ _ _ _ _ _ _ (afraid) to cross the ocean alone because can't swim. 1

1

Conversation

o

A. Close your book and listen to the conversation. What does Lisa need to do before she can climb the mountain7

Track 1-25

Lisa: Mari: Lisa: Mari: Lisa:

Mari:

aa

want to climb Black Mountain next summer. Are you serious? Black Mountain is too hard to climb. Don't you need special equipment7 already asked about it. just need good boots. And you're not strong enough to climb a mountainl You're right, 1can't do it now But 1'11 go hiking every weekend. Next summer, 1'11 be lit enough to climb the mountain . Well, 1 like hiking. 1'11 go with you sometime! 1

1

1

B. Practice the conversation with a partner. Switch roles and practice it again.

Use too and enough to talk about abilities Make new conversations about these things or amazing things you have done. take a 100-mile bicycle trip swim across Green Lake

Lesson

57

D

GOAL 4

DESCRIBE A PERSONAL CHALLENGE

Arctic Circle

:

cticD

m

- andNightmares Re

.

~

P19

¡ '!'! \ A. Wha t do you know abou t t he Arctic? Ci rcle th e answe rs. Th en read the article to check. 1. In the win ter in the Arctic, it's dark _ hours every day. a. 12

b. 20

c. 24 2. The North Pole is on a. land b. water c. ice 3. In the Arctic, you can see _ . a. polar bears b. pengui ns c. polar bears and penguins

~ B. Answe r the following questions. lf necessary, look back at th e article.

~

1. What was Boerge and Mike's idea7

In the darkness of the Arctic night, a helicopter landed on the north coast of Russia. Boerge Ousland and Mike Horn were beginning one of the most amazing expeditions in history. It was January 22, and they planned to walk 600 miles (965 kilometers) to the North Pole-in winter. There is no land at the North Pole, only ice that floats and moves. It's always a dangerous place, but winter is the worst. The sun doesn't come up for three months, and the temperature can be -40ºF. But Boerge grew up in Norway, and he started skiing and climbing mountains as a boy. Mike Horn was a champion athlete from South Africa. They were ready for the challenge.

2. What ha ppened to t heir food7 3.

How did Boerge and Mike travel7

4. How fa r did they go every day7

5. What happened when they were

clase to the Pole7 6.

58

When did they get to the Pole?

Challenges

Ousland and Horn at North Pole

al

C. Tell a partner about the expedition. What did they do? What problems did they have7

The two explorers wanted to set out right away, but the ice was moving too fast. They were waiting in their tent when Boerge heard a strange noise. "Mike, is that you?" Boerge asked. Suddenly, the tent ripped open. It was a polar bear! While they were looking for their gun, the bear grabbed sorne of their food. They didn't sleep very well that night. The next
In your opinion, what was the most amazi ng th i ng about the exped ition 7

Writinq A. Complete the paragraph with the simple pastor past continuous form of the verb in pa rentheses. Last year, 1 (decide) to run in the "Race for Life:' lt's a five-kilometer race that earns money for the city hospital. (train) for the race, When 1 (get up) early every day. (run) for The first day, only t wo minutes, but 1

1

1

_ _ _ _ __

(go) a little further every day. On the (feel) day of the race, 1 (be) clase to the greatl end of the race when 1 ______

1 _ _ _ __

(fall) and

1 _ __ _ _

leg. So 1 last kilometer. When

_

(1njure) my

(walk) for the 1_

_ __ __

(come) to the fini sh line, ali my friends _ _ _ _ _ _ (wai t) for me there. (feel) very proud of meeting this challenge.

B. Write about your biggest challenge. Use another piece of paper. When did you face this challenge? What did you do? How did you feel after it?

headlamp

-->"z.::::r-

..

--

.:; - - ~~-~ ---.... ~

0

Describe a personal challenge

. •

-

emergency kit

o•

Tell a partner about your biggest personal challenge. Talk about the time, the place, what you did, and why it was difficult.

Lesson D

59

Befare You Watch A. Read about the video. Check the meanings of the words in bold . Dr. Michael Fay is a scientist with the Wildlife Conservation Society. He studies the wildlife of Africa, such as elephants and gorillas. He is beginning an expedition across the jungle of the Congo Basin. His goal is to count and record all of the animals in the rainforest before they disappear. He will face many challenges: crossing rivers, cl imbing mountains, and traveling through an area w ith no paths. Will he succeed7

aa B. List three things that you think Dr. Fay wi ll do in

,., A

N

IO'

G

á

the video.

L 20 'E

1 .~~~~~~~~~~~~~~~~~-

2. ~~~~~~~~~~~~~~~~~3 .~~~~~~~~~~~~~~~~~-

While Yo J Watch - - - · A. Watch the video, Megatransect Project. Number the places in th e order that you see them.

ocean

60

Challenges

waterfalls

rainforest

river

hills

...._...---,. __. B. Watch the video again. Circle T for true or F for false. 1. The Congo Basin has half of ali kinds of the plants 2.

and animals in Africa. Fay wanted to collect animals for a zoo.

3. The expedition used boats to cross the waterfalls. 4. There are no other people in this part of Africa . 5. The expedition ended in a city.

T T T T T

F F F

F F

C. Watch the video again. Write the numbers you hear. 1. how far they will walk: almost _ _ __ 2. the size of the rainforest: over 3.

how much of the world's rainforest is in the Congo Basin: one-_ _ _ __ __

4.

how far they can see on the hil l: _ _ _ or _ _ _ _ kilometers

5.

how much time they walked:

AfterYou ¡¡

kilometers square kilometers

months

atch

What do you think Dr. Fay's most difficult challenges were? Why?

Communication

ar.

A. You are going on an expedition to the African rainforest. Make a list of the 1O most important things to take with you.

'-" B. Get together with another pair of students. Put your lists from exercise A together and choose 1O items that your group will take.

C. Share your list with the class.

Video Journa

61

Rictures? When? a. get married b. graduate

c. have a child d. move

transitions in

Use the simple past tense and past perfect tense to talk about milestones in your life Talk about the best age to do something in your life Use how questions to get more information Describe an important transition in your life

6

Vocabulary A. Complete the photo captions with a phrase from the box. an adult

lnfancy

Adolescence

He's

He's

a baby

Chi ldhood She's _ _ _ _ __

a senior citizen

a teenager

Adulthood She's _ _ _ _ __

a child

Old Age He's

B. What do you think? At what age do people make these transitions7 1. 2. 3. 4. A baby can't w alk or talk.

¡¡

A child.

from from from from

infancy to ch ildhood childhood to adolescence adolescence to adulthood adulthood to old age

C. Compare your answers in exercise B with a partner's answers. What changes take place in these transitions7

Grammar: Simple past tense vs. present perfect tense Present perfect tense

Simple past tense

We use the present perfect tense:

We use the simple past tense:

*to talk about th ings that happened in the past-the specific time is not important.

*to talk about things that happened ata specific time in the past.

I graduated.in 2005.

/'ve a!ready graduated from co!/ege.

*to talk about things that.started and ended in the past.

*to talk about th ings that started in the past and continue now.

I lived afane far five years; Naw l live with my wife and child.

!'ve lived afane far five years-naw. *to talk about things that happened severa! times in the past-the specific time is not important.

!'ve seen that mavie three times.

64

Transitions

TALK ABOUT MILESTONES IN YOUR LIFE

A. Complete the sentences. Use the present perfect or simple past form of the verb in parentheses. 1. I _ _ _ _ _ _ __ (live) in this apartment for five years. Befare that, _ _ __ _ _ _ _ (live) with my parents. 2. The weather _ _ _ _ _ ___ (be) rainy yesterday. lt _ _ _ _ _ _ _ _ (be) rainy every day for a long time l 3. Nora _ _ _ _ _ _ _ _ (be, not) to South America, but she _ _ _ _ _ _ _ _ (travel) in Mexico last year. 4. We _ _ __ _ _ _ _ (start) this course two months ago. So far, we

(finish) five units.

B. Which of these things have you done? When did you do them for the füst t ime 7 Write sentences with the present perfect tense or simple past tense. 1. vote

l've voted. 1 voted far the flrst t1r11e in 2003 OR

al

2.

buy something very expensive

3.

move out of your parents' house

4.

find a gray ha ir on your head

5.

get a drivers' license

1

haven't voted.

C. Compare your answers in exercise B with a partner's answers. At what stage of life do people usually do these things? At what age?

Conversation

o

A. Close your book and listen to the conversation. Where did Jason go? Rick: Have you ever traveled alone? Track 1-26 Jason: Yes, have. lt was funl Rick: Really? Where did you go? Jason: went to Los Angeles far a week last summer. Rick: Did you stay in a hotel? Jason: No, visited my cousins. We hada great time. 1

1

1

al

B. Practice the conversation with a partner. Switc h roles and practice it again .

Use the simple past tense and past perfect tense to talk about milestones in your life Work with a partner. Take turns asking and answering questions about important moments in your life: during your infancy, your childhood, your adolescence, and your adulthood. Lesson f

65

Listening A. Discuss these questions. 1. Who is the oldest person you know? How old is he or she? 2. What does this person usually do every day?

o

B. Listen to a radio program about Ushi Okushima, a woman from Okinawa, Ja pan . Answer the questions.

Track 1-27

o

1.

Where does Ushi work? _ _ _ _ _ _ _ __

2.

Why is Ushi unusual? _ _ _ _ _ _ _ __

C. Listen aga in and find t he information needed below.

Track 1-27

1. More than 700 people in Okinawa _ _ _ _ _ _ _ _ _ _ __ 2. Three reasons for this:

_t\S ,

. ¡'

a. - -- - - - -- - -

Okinawa

b. - - - - - - -- - -

~ -R•

(.

3.

__________

Ushi's advice: a. - - - -- - - - - -

b. _ _ _ _ _ _ _ __ _ c. _ _ _ _ _ _ _ _ __

Pronunciation: a sound for unstressed vowels

o

Track 1-28

A. Listen to the words. Notice the vowel sound of the unstressed syllables in blue. / ;;/is the symbol for this sound. adult

Engage!

o

Track 1-29

Would you like to live to be 1007 Explain your rea so ns.

66

Transitions

childre n

mill io n

B. Listen and repeat the words. Circle the unstressed syllables with the /;;/ sound. alone paper

license

person

banana

challenge

language

national

parents chicken

Conversation

o

Track 1-30

aa aa

A. Close your book and listen to the conversation. How old is Katie? Andrea: Did you hear the big news7 Katie is getting married. Kim: Seriously? But she's 171 That's much too young to get married. Andrea: Oh, 1don't know about that. She's known her boyfriend for a long time. And her family really likes him. Kim: That 's true . .. but 1think she should wa it a few years. Andrea: Really? Well, what do you think is the best age to get married? Kim : 1think people should get married after they've finished col lege.

Real Language

You can say Oh,

I don't know about thatto disagree politely with someone.

B. Practice the conversation with a partner. Switch roles and practice it again. C. Complete the chart with a partner. Use your own ideas. Then make new conversat ions about Jorge and Melissa using the conversation in exercise A asan example.

"Jorge is too old to change jobs:'

"Melissa is too young to get her own apartment:'

Age :

Age:

Reasons w hy it's OK:

Reasons why it's OK:

The best age for this is _ _ _ _ _ _ __

The best age far this is _ _ _ _ _ _ __

D. Read the opinions. How old do you think each person is? 1. 2. 3. 4.

"He's too old to play soccer:' "He's too young to travel alone:' "She's too old to dance." "She's too young to drive a car."

Age Age: Age: Age:

5.

"She's too old to learn a new language:'

Age: _ __

6. "He's too old to get married:'

_ __ _ __ _ __ _ __

Age: _ __

Talk about the best age to do something in your life Compare your answers from exercise O with a partner's answers and explain your opinions. What is the best age for each of these things? Do you know someone who does these things atan un usual age7

Lesson B

67

Language Expansion: Adjectives for age A¡ A. Do you

know someone who fits any of these descriptions? Who is it7

youthful childish elderly mature middle-aged in his/ her twenties retired

older, but with the energy of a young person (good) older, but acting like a child (bad) looking and acting old old enough to be responsible and make good decisions not young or old (about 40-60) between 20 and 29 (also in his teens, thirties, forties, etc.) stopped working (often after 65)

A¡ B. Talk about these people with a partner. How old are they? Describe them with adjectives from the box.

Word Focus

1.

2.

3.

4.

s.

6.

age + limit = the oldest or youngest age that you can do something

come + of + age

=

become an adult

1think she's in her teens, but she looks very mature.

Grammar: How + adjective or adverb Questions with Adjectives Adverbs

how + adjective or adverb

He's very tal!. She drives fast.

How tall is he? How fast does she drive?

About six feet. Eighty miles an hour!

* Use how to ask questions about descriptions with adverbs and adjectives.

A. Unscramble the questions. 1.

68

Transitions

English how do speak well you _ _

H_o_w_w _ e_ ll _ d_ o~ y_ o_ u _s_,_p_ e_ a_ k_ E_ n~ g_ lis_h_ _ 7

2. you how are old 3. can fast you how type

?

4. you how tallare

?

5.

how do carefully write you

7

6.

how was hard exercise this

7

?

al

B. Take turns with a partner asking the questions in exercise A. C. Complete the conversations. Write questions using how. 1. A: 1think Rita is too old to go out dancing. B: Oh, 1don't know about that. ? 2. A: My brother failed his driver's license test six times beca use he drives so badly. B: Wowl 7 3. A: 1can't go to the movie with you tonight, beca use my first class is very early tomorrow. B: That's too bad. ? 4.

A: 1don't want to get my own apartment. lt's much too expensive.

B: Really?

5.

o

Track 1-31

? A: 1haven't finished reading the assignment for tomorrow. 1guess1 read too slowly. B: That's a problem. 7

Conversa ion A. Close your book and listen to the conversation. What did Erik get7 Mrs. Ryan: Mrs. Chen: Mrs. Ryan: Mrs. Chen:

My son Erikjust got his first credit card. Do you think that's a good idea 7 He's justa college studentl That's true, but he has always been very careful with money. Really? How careful is he?

Mrs. Ryan: Well, in high school he hada part-time job. He saved enough money to buy a computer. Mrs. Chen: Then maybe he is ready to get a credit card.

B. Practice the conversation in exercise A with a partner. Switch roles and practice again.

C. Look at these people and fill in ideas. Then make new conversations. Elizabeth, in her 60s started on a trip around the world independent reasons: _ _ _ _ __ _

Keisha, 19 got her own apartment mature reasons: _ _ _ _ _ __

Use how questions to get more information Take turns with a partner giving a description of yourself or how you do something. Ask questions with how to get as much information as possible.

Lesson C

69

[

Southwestern United States

Coming of Age

the Apache Way eagle feather

""'

pendant

(

~

medicine man -.__

Reading al A. Discuss these questions with a partner.

L..!l

l. At what age do people become adults7 2. How do you know when someone is an adult? B. Read the article and answer the questi ons. l. Where is t he home of the Apache peo ple 7

2. What transition is the Apache Sunrise Dance about? 3.

How long does the Sunrise Dance last?

4.

How old was Nita when she had her Sunrise Dance?

5. Who helped her in the Sunrise Dance7 6. What did she wear7 7. How did she feel after the Sunrise Dance7 70

Transitions

gmund-up/ stones

The Apache Indians live in the southwestern region of the United States, and many of them still keep their traditional customs. A young Apache woman named Nita Quintero described one important custom: The Sunrise Dance lasts for four days. It's the biggest ceremony of the Apache people-when a girl passes from childhood to womanhood. When my time carne at 14, I didn't want to do it, because I felt shy. But my parents wanted it. My mother explained, "Then you will live strong to an old age." Older relatives and a medicine man helped us choose my sponsors, an older couple not related to us. I call them Godmother and Godfather.

C. Numberthe parts ofthe Sunrise Dance.

The ceremony started on Friday evening. Godmother dressed me and put an eagle feather on my head and a shell pendant on my forehead. The dress is very special. It is made of soft leather, with 200 tiny bells. My mother and my aunt made it for me. For the rest of my life, I will wear this dress for special days. The most important thing that Godmother did in the ceremony was to massage my whole body, to give me all her knowledge. Then I danced around the tire for many hours. On Saturday, I danced again, facing the sun at dawn. The medicine man sang to me in our Apache language. Even though it's my first language, I didn't understand all his words. After that, I ran for a long time so that bad people will never catch me. It started raining and my dress got very heavy, but I didn't feel tired. The next day, Godfather painted my dress and my skin with paint made from corn and four colors of ground-up stones. After the painting, my father poured corn and small candies over me, so that I will never be hungry in my life. Then he passed out many kinds of food to all the people to wish that they will always have lots of food. On Monday, the last day, there were more blessings and visiting with our family and friends. We gave everyone presents. I'm really glad I had a Sunrise Dance. It makes me understand how much my parents care about me and want me to grow up right. Now my childhood is finished, and people know that I am a woman. If I have a daughter sorne day, I want her to have a .A Nita Quintero dances for hours Sunrise Dance, too. during the Sunrise Dance

j_ The family chooses a godfather and godmother. _

The girl dances early in the morning.

_

Her mother and aunt make a dress for the girl.

_

The girl runs.

_

The girl visits with her family and friends.

_

Her godmother puts the dress on the girl.

_

Her godmother massages the girl.

_

Her family gives people food.

_

Her godfather paints the girl .

Writing Write a paragraph about a life t rans ition . Be sure to include all of the following . yourage what happened how you fel t befare how you felt after why t his transition was important in yo ur li fe

Ta lk to a partner about the important transition in your life that you wrote about above.

Lesson O

71

Befare You Watch

LEBANO N

SYRIA

ar.

Jerusalem* NILE DELTA

'' '' ' ,' ''

''

LOWER EGYPT

\ISRA EL

the bride

'

1

.

'

1 1

1 1

'

1

"/.

B. You are going to watch a video about a wedding in a Nubian village. Circle the word in each pair that you think will describe the wedding .

\,,\~'G Y PT '\.....

short/long

....~ .................... . ~

.,,

/:!J,~~~f.. !:;.;:HIGH DAM

,

cheap/expensive

,/:' happy/sad

,' '' 1

1

.,' .:

N U B /A N CfE SER T

.. '. \ (=n '' ''. •

.

~

Catamct

•

constn.oction)

1

1

.-............~ A. Watch the video, Nubian Wedding. Circle the things you see .

'

UPPER

1 1

NUBIA

SUDAN'

While You Watch

•

4thCataruct_.

, ... MEROWE OAM Napa.. •• \under

EC'(PT

1 1 1

~::'..~"

1

SUDAN

modern/traditional

LOWER NUBIA

AFRICA :

AFRICA

the party

SAUDI ARABIA

1

:. Ruin - - fatent of Ku.shite (Nubian) empireduring25thdynasty {ca 770-6568.C.) Kushitc heartland ·••• Traditional boundary between Egypt and Nubia

the ceremony

How were the two weddings similar or different7

AS/ A

UPPER EGYPT

'

thegroom

S I NIA I

1

' '1

JO RDAN

1

,'

*Cake

A. Talk with a partner about weddings that each of you has seen. Tell each other about these things:

&thCatan:id

white dress

'

1

,'

wedding rings wedding cake dancing wedding photos ~...,. -~

B. Watch the video again. Number the parts of the wedding in arder. _

Everyone eats a special dinner.

_1_ The bride and groom sign special legal papers.

72

ransitions

_

The groom puts a ring on the bride's finger.

_

The bride's skin is painted.

_

The groom leaves his parents'house.

,.___..,.,... C. Watch the video again . Answer the questions. 1. When did Sheriff meet Abir? _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 2. 3. 4. 5. 6.

How many days does the wedding last? _ _ _ __ _ _ _ _ _ __ When does the party start each day7 _ _ _ _ _ __ _ _ _ _ __ When did life change for the Nubians7 _ _ __ _ _ _ _ _ _ __ _ What do people eat at the wedding7 _ _ _ _ __ _ _ _ _ _ __ Who kisses the groom7 _ __ _ __ _ _ __ _ _ __ __ __

After You Watch ál

What surprised you the most about the Nubian wedding7 How is it different from weddings in your country7

Communication ' - " Choose one of these life transitions and talk about gifts for a person who is celebrating it. With your group, make a gift guide with pictures and descriptions of five gift ideas for the person. Share your work with another group. getting your first job having your first child getting your first apartment getting your driver's license your own idea: _ _ __

Video Journal

73

GLOSSARY

Unit 1

Unit3

climate: normal weather patterns

commute: travel to your job

coastal: describes an area near the ocean

crowded: too full

crop: a kind of plant grown for food

downtown: the center of a city

farmer: person who produces food flat: describes an area without mountains

east: the direction where the sun comes up-usually at the right of a map

geography: the study of the surface of the earth

factory: a place where workers make things

grassland: grassy area

freeway: a road where cars go fast

humid: describes air that is moist

key: (on a map) the section of a map that explains the meaning of the symbols

meals: breakfast, lunch, and dinner mountainous: describes an area with mountains region: a large area

neighborhood: one area in a city

staple food: very important food · grains: corn oats millet

market: a place where people buy and sell things outdoors

wheat

· legumes: soybeans · roots: potatoes

rice lentils

yams

yucca

Unit 2 connect: bring together culture: people with the same language and way of living

custom: an activity that is usual in a country

nightlife: things to do in the evening noisy: too loud north: the direction that's usually at the top of a map population: the number of people who live in a place public transportation: trains, buses, and subways

bone: a hard, white part of the body that makes up its frame (the skeleton) brain: the organ in the head used for thinking and feeling dandruff: dry skin that forms on the head and drops in little white pieces headache: a pain in your head heart: the organ in the chest that pumps blood through the body hiccup: a sharp sound you make in your throat indigestion: pain in the stomach because of something you have eaten insomnia: nota ble to sleep large intestine: the lower part of the tu be in the body that carries food away from the stomach liver: the organ in the body that helps in making sugar for energy and in cleaning the blood lung: one of two breathing organs in the chest that supply oxygen to the blood

rural: in the country

muscle: a part of the body that connects the bones and makes the body move

scale: (on a map) the section of a map that explains the distances

nausea: a feeling like you are going to vomit

skyscraper: a very tall office building

skin: the outer covering of the body

eye contact: a look directly at the eyes of another person

south: the direction that's usually at the bottom of a map

formal: very serious and important

suburb: a town outside of a city

small intestine: the upper part of the tu be in the body that carries food away from the stomach

gesture: a body movement to show something (a feeling, an idea, etc.)

symbol: a picture that represents another thing

greeting: the first words or actions used upon meeting someone

traffic: cars moving on a street

informal: friendly and relaxed

urban: in the city

sore throat: a general feeling of pain in the throat stomach: the interna! body part where food goes after being swallowed vein: any of the tu bes that bring blood to the heart and lungs

rule: the correct way to do something

west: the direction where the sun goes down-usually at the left of a map

small talk: conversation about things that aren't important

Unit4

UnitS

smile: turn one's lips up at the corners, usually to show good feelings

acne: a skin condition of red spots, especially on the face

achieve: succeed in making something happen

traditional: the same for a long time without changing

artery: one of the large blood vessels going from the heart

adventure: do something unusual and exciting

74

Glossary

amazing: very surprising and wonderful

have a child: give birth to a baby

challenge: something that is new and difficult to do climb: go up

in his/her twenties: describes a person who is between 20 and 29 (also in his teens, thirties, forties, etc.)

cross: go from one side of something to the other side

infancy: the part of life when you are a baby

equipment: things you need for a particular purpose

mature: describes a person who is old enough to be responsible and make good decisions

extreme: very great give up: stop trying goal: something you hope to be able to do through your efforts over time grow up: grow from a child toan adult

middle-aged: describes a person who is not young or old (about 40-60) move: go to live in a different place old age: the part of life when you are old

keep on: continue trying

retired: describes a person who has stopped working in old age

put up with: accept something bad without being upset

senior citizen: an old person (polite term)

run out of: finish the amount of something that you have set out: leave on a trip

teenager: a person aged 13-19 youthful: describes a person who is older, but with the energy of a young person (good)

skill: an activity that needs special knowledge and practice watch out: be very careful

Unit6 adolescence: the part of life when you are becoming an adult adult: a person aged 20 or over adulthood: the part of life when you are an adult baby: a person aged O- 1 child: a person aged 2-12 childhood: the part of life when you are a child childish: describes a person who is older, but acting like a child (bad) elderly: describes a person who looks and acts old get married: become husband and wife graduate: complete your studies at a school

Glossary

75

SKILLS INDEX Grammar as+ adjective +as, 40-41 adjectives for age, 68 comparatives, 40-41 equatives, 40-41 with how, 68-69 superlatives, 40-41 adverbs already!ever!yet, 20-21

enough!not enough!too + adjective, 56-5 7 with how, 68-69 equatives, 40-41 how + adjective or adverb, 68-69 infinitives of purpose, 45 signal words, 20-21 verbs phrasal verbs, 56 present perfect tense, 16-17, 20- 21 simple past tense, 8-9 simple past vs. past continuous tense, 52-53 simple past vs. present perfect tense, 64-65 simple present vs. present continuous tense, 4-5 will +time clauses, 32-33

Listening conversations, 18, 29, 31, 45, 67, 69 discussions, 6, 30, 42, 66 interviews, 6, 42, 54 radio programs, 30, 66

Pronunciation -ed endings, 55 emphatic stress, 30 hove/has contractions, 18 linking sounds comparatives and superlatives, 43 final consonant followed by vowel, 7 schwa (a), 66

Reading skills, 1o,

22, 34, 46, 58-59, 70

Readings Arctic Dreams and Nightmares, 58-59 Coming of Age the Apache Way, 70-71 Megacities, 34-35 A Slice of History, 10-11 Taking Pictures of the World, 22-23 Tiny lnvaders, 46-47

Speaking asking and answering questions, 5, 9, 17, 41, 53 comparing, 4-5 conversations, 5, 7, 9, 17, 19, 21, 29, 31, 33, 41, 45, 53, 57, 65, 67,69

76

kills lndex

describing, 9, 37 discussing, 11, 17 explaining, 30-31 ice breakers, 20-21 making plans, 32-33 role playing, 45 small talk, 18-21 suggesting, 45

Test-taking Skills circling answers, 6, 18, 19, 25, 28, 30, 32, 36, 37, 54, 56, 66 definitions, 4, 16, 44 filling in blanks, 4, 5, 9, 1O, 21, 34, 40, 49, 52, 53, 59 matching, 13, 28, 45, 48, 56 multiple choice, 34, 58 sentence completion, 9, 18, 21, 23, 29, 41, 53, 57, 65 true or false, 8, 22, 36, 46, 48, 61

To pies Cities and urban living, 26-37 Communication, 14-25 Facing challenges, 50-61 Food staples, 2-13 Human body, 38-49 Life transitions, 62-73

Video Journals Fes, 36-37 Forbidden Fruit, 12-1 3 The Human Body, 48-49 Megatransect Project, 60-61 Nubian Wedding, 72-73 Orangutan Language, 24-25

Vocabulary ailments, 44 body parts, 40 communication: culture and gestures, 16 food staples, 4, 8 geographical locations, 32 ice breakers, 20 life stages, 64, 68 maps, 32 urban life, 28

Writing answers to questions, 59 email, 11 letters, 47 opinions, 23 paragraphs, 35 predictions, 35

CREDITS

TEXT

ILLUSTRATION

PHOTO

10-11 Adapted from "A SI ice of History;· by Su san

8: Keith Neely/illustrationünline.com; 10-11: (1

2-3: (1 to r) Robert Sisson/National Geographic

E. Goodman: National Geographic Explorer

to r) Phil Howe/illustrationünline.com(3), Ted

lmage Collection, Zhinong Xi/Minden Pictures/

Magazine, May 2005, 22-23 Adapted from

Hammod/illustrationünline.com, Phil Howe/

National Geographic lmage Collection,

"Connect With Anybody, Anywhere;· from

illustrationünline.com, Steve McCracken; 12,

Volkmar K. Wentzel/National Geographic

National Geographic Uve, Tuesday, December

24: National Geographic Maps; 32: Bill Wood/

lmage Collection, Andrew H. Brown/ National

11, 2007 at 7:30 pm., 34-35 Adapted from

illustrationünline.com; 34: (1) Ralph Voltz/

Geographic lmage Collection; 4: Jonas

"Megacities:" by Erla Zwingle, National

illustrationünline.com, ( r) National Geographic

Tufvesson/AGE Fotostock; 5: Michael S. Lewis/

Geographic Magazine, November 2002, 46-47

Maps; 35, 36: National Geographic Maps; 40:

National Geographic lmage Collection; 6: (t)

Adapted from "Tiny lnvaders;' by Kirsten Weir:

(all) Sharon&Joel Harris/illustrationünline.com;

Frank & Helen Schreider/ National Geographic

National Geographic Explorer Public Website,

44, 54, 59: Keith Neely/illustrationünline.com;

lmage Collection, (b) Farrell Grehan/National

November-December 2006, 54 Adapted from

60, 66: National Geographic Maps; 70: Keith

Geographic lmage Collection; 7: Andresr/

"Jenny Daltry, Herpetologist, Emerging Explorer;·

Neely/illustrationünline.com; 72: National

Shutterstock; 9: PhotoDisc/Photolibrary;

National Geographic News Public Website, 56

Geographic Maps.

Adapted from "Alone Against the Sea;· by Walter

12-13: (1 to r) Tim Laman/National Geographic lmage Collection, eyedear/Shutterstock,

Roessing National Geographic World Magazine,

Justin Guariglia/ National Geographic lmage

April 1997, 58-59 Adapted from "Arctic Dreams

Collection, Tim Laman/National Geographic

and Nightmares,"by Marguerite del Giudice:

lmage Collection, Maria Stenzel/National

National Geographic Magazine, January 2007, 66

Geographic lmage Collection, Tim Laman/

Listening text Adapted from "Quest for Longevity

National Geographic lmage Collection, Maria

Okinawa, Ja pan;· National Geographic lnteractive

Stenzel/National Geographic lmage Collection,

Edition, October 31, 2005, 70-71 "Coming of

Justin Guariglia/National Geographic lmage

Age the Apache Way;· by Nita Quintero: National

Collection; 13: (m) A.S. Zain/ Shutterstock,

Geographic Magazine, February 1980.

(b) Paul Chesley/National Geographic lmage Collection; 14-15: (1 to r) Anne Griffiths Belt/ National Geographic lmage Collection, Dean Conger/National Geographic lmage Collection (2), Gary Conner/PhotoEdit; 16: Alaska Stock lmages/ National Geographic lmage Collection;

17: (t) Pankaj & lnsy Shah/Getty lmages, (b) Stephanie Maze/National Geographic lmage Collection; 18: Blend Ímages/SuperStock;

19: Bruce Dale/National Geographic lmage Collection; 20: Chris Ware/The lmage Works; 21: Manfred Rutz/Getty lmages; 22: (b): Catherine Karnow/National Geographic lmage Collection, (t) William Allen/National Geographic lmage Collection; 23: (both) Anne Griffiths Belt/ National Geographic lmage Collection; 23-24: (1 to r) Rodney Brindamour/National Geographic lmage Collection, Michael Nilchols/National Geographic lmage Collection (2), Steve Pope/ AP lmages, Mary Schwalm/AP lmages, Steve Pope/AP lmages, Vincent J. Musi/National Geographic lmage Collection, Michael Nichols/ National Geographic lmage Collection; 25: (m) Michael Nlichols/National Geographic lmage Collection, (b) Vincent J. Musi/National Geographic lmage Collection; 26-27: (1 to r) David Alan Harvey/National Geographic lmage

Credits

77

Collection, Winfield Parks/National Geographic

Researchers; 47: (t) Manfred Kage/Peter Arnold;

Geographic lmage Collection, Volkmar K.

1mage Collection, Robert Madden/National

(b) Howard Sochurek/The Medical File/Peter

Wentzel/National Geographic lmage Collection,

Geographic lmage Collection, John Stanmeyer/

Arnold; 48-49: (1 to r) Robert Clark/National

Michael Nichols/National Geographic lmage

National Geographic lmage Collection; 28: (t)

Geographic lmage Collection, Bernhard Lelle/

Collection (2), Paul Nicklen/National Geographic

Justin Guariglia/National Geographic lmage

Shutterstock, Sarah Leen/National Geographic

lmage Collection; 61 : (b) Michael Nichols/

Collection, (b) Jodi Cobb/National Geographic

lmage Collection, Sebastian Kaulitzki/

National Geographic lmage Collection; 62-63:

lmage Collection; 29: David Young Wolff/

Shutterstock, Sebastian Kaulitzki/ Shutterstock,

(1 to r) Digital Vision/SuperStock, Dennis O'Clair/

PhotoEdit; AmyToensing/Nationa l Geographic

Medical RF/Photo Researchers, Bernhard Lelle/

lmage Collection; 31: Catherine Karnow/ National Geographic lmage Collection; 33:

Shutterstock, Sebastian Kaulitzki/Shutterstock; 48: (m) Shooting Gallery Photography/Corbis,

Getty lmages, Ken Wramton/Getty lmages, Robin Laurance/AGE Fotostock; 64: (t) John

(t) ChepeNicoli/istockphoto, (b) Ariel Skelley/

(b) Sebastian Kaulitzki/Shutterstock; 49: (b) Tara

Pixels/Shutterstock, Yuri Arcurs/Shutterstock,

AGE Fotostock; 34: Stuart Franklin/National

Moore/Getty lmages; 50-51 : (1 to r) W.E. Garrett/

Justin Guariglia/National Geographic

Geographic lmage Collection; 36-37: (1 to

National Geographic lmage Collection, Emory

lmage Collection, Fritz Hoffmann/National

r) Franc & Jean Shor/National Geographic

Kristof/National Geographic lmage Collection,

Geographic lmage Collection, Winfield Parks/

lmage Collection, Alexandra Boulat/National

George F. Mobley/National Geographic lmage

National Geographic lmage Collection; 65:

Geographic lmage Collection, W Robert

Collection, Gordon Wiltsie/National Geographic

Peter Hvizdak/The lmage Works; 66: (both)

Moore/National Geographic lmage Collection,

lmage Collection; 52: (t) WE. Garrett/National

Gianluca Colla/National Geographic lmage

James L. Stanfield/National Geographic lmage

Geographic lmage Collection, (b) George

Collection; 68: (t): Lisa F. Young/Shutterstock,

Collection, Jenny Barnard and Jonathan Green of www.fesrestoration.com, Thomas

F. Mobley/National Geographic lmage Collection; 53 : Tim Pannell/Corbis; 54: (top 1

(1 to 6) John Birdsall/The lmage Works, Zsolt Nyulaszi/Shutterstock, Jon Burbank/The lmage

J Abercrombie/National Geographic lmage

to r) Malcolm Schuyl/Alamy, Fritz Hoffmann/

Works, Elena Ray/Shutterstock, Yuri Arcurs/

Collection, James L. Stanfield/National

National Geographic lmage Collection, W

Shutterstock, Frenk and Daniel le Kaufmann/

Geographic lmage Collection, Alexandra

Perry Conway/Corbis, (bottom 1to r) Kevin

Shutterstock; 69: (1) Digital Vision/Getty lmages,

Birdsall/The lmage Works, (bottom 1to r) Vivid

Boulat/National Geographic lmage Collection;

Krug/National Geographic lmage Collection,

(r) ML Harris/Getty lmages; 70, 71 : Bill E. Hess/

36: (m) Jerónimo Alba/AGE Fotostock, (b)

Nick Norman/Getty lmages, John Cancalosi/

National Geographic lmage Collection; 72-73 :

Jenny Barnard and Jonathan Green of www.

Alamy, Steve McCurry/National Geographic

(1 to r) Richard Passmore/Getty lmages, James

fesrestoration.com; 37: (b) HenrykT Kaiser/AGE Fotostock; 38-39: (1 to r) Syracuse Newspapers/

lmage Collection; 56: James A. Sugar/National Geographic lmage Collection; 57 : (t) photos.

Strachan/Getty lmages, Kevin O'Hara/AGE Fotostock, Reuters/Noor Khamis/Landov,

Tim Reese/The lmage Works, John Burcham/ National Geographic lmage Collection, Richard

com, (b) Stephen Matera/Aurora Photos/Corbis; 58: (1) Joel Sartore/National Geographic lmage

Photos/Alamy, Janet Wishnetsky/Photolibrary,

lmagestate Media Partners Limited - lmpact

Olenius/ National Geographic lmage Collection,

Collection, (r) Mike Horn/National Geographic

James Strachan/Getty lmages, lmagestate

Wojtek Buss/AGE Fotos rock; 41 : James Marsha ll/

lmage Collection; 60-61: (1 to r) Michael

Media Partners Limited - lmpact Photos/Alamy;

The lmage Works; 42: (1) Bob Daemmrich/The

Nichols/National Geographic lmage Collection

73 : (b) Reuters/Noor Khamis/Landov; 74-75:

lmage Works, (m) FoodPix/ Jupiterlmages, ( r)

(4), Randy Olson/National Geographic lmage

(1 to r) Marco Andras/AGE Fotostock, Ton

Michael Prince/Corbis; 43 : Monkey Business

Collection, Dr. Gilbert H. Grosvenor/National

Kinsbergen/Photo Researchers, Mira/Alamy, Schlegelmilch/Corbis, Andrew Lichtenstein/The

lmages/Shutterstock; 44: Photononstop/

Geographic lmage Collection, Michael Nichols/

SuperStock; 45: Ghislain &Marie David de

National Geographic lmage Collection (2);

lmage Works; 77: (t) Photodisc/Photolibrary, (b)

Lossy/Getty lmages; 46: Eye of Science/Photo

60: (bottom 1ro r) Beverly Joubert/National

Jeff Greenberg/The lmage Works.

78

Credits

Workbook

Real People ·Real Places· Real Language Kristin L. Johannsen

#~

HEINLE CENGAGE Learning

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

HEINLE CENGAGE LearningWorld English 2A Workbook

© 2010 Heinle, Cengage Learning

Rea l People •Real Places• Real Language Kr isti n L. johannsen

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein

Publisher: Sherrise Roehr Managing Editor: Berta de Llano Senior Development Editor: Margarita Matte

may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, exceptas permitted under Section 107or108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

Development Editor: Michael Poor For permission to use material from this text or product, submit all requests online at cengage.com/perm issi ons Further permissions questions can be emailed to [email protected]

Technology Development Manager: Debie Mirtle Director of Global Marketing: lan Martin Director of US Marketing: jim McDonough Product Marketing Manager: Katie Kelley Marketing Assistant: Jide lruka Senior Content Project Manager/Art Direction: Dawn Marie Elwell Senior Print Buyer: Betsy Donaghey Cover Designer: Page

2

LLC

Cover Photo: Ted Spiegel/National Geographic lmage Collection

World English 2A Workbook ISBN 13: 978-1-4240-5012-3 World English 2A Workbook ISBN 10: 1-4240-5012-X

Heinle

20 Channel Center Street Boston, MA 02210 USA

Compositor: Nesbitt Graphics, lnc. Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and japan. Locate your local office at: international.cengage.com/region

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

Visit Heinle online at elt.heinle.com Visit our corporate website at www.cengage.com

Printed in the United States of America 45671312

CONTENTS

Scope and Sequence................................................................................................... ............................................................................ 5 Credits ......................................................................................................................................................................................................... 6 Unit 1

Food from the Earth ..........................................................................................................................................................

7

Unit 2

Communication ...................................................................................................................... ..........................................

13

Unit 3

Cities.............................................................. ................................................................................ ..........................................

19

Unit 4

The Body.................................................. ...............................................................................................................................

25

Unit 5

Challenges...............................................................................................................................................................................

31

Unit 6

Transitions ..................................................................................................... .

............................................................ 37

Vocabulary lndex.......................................................................... ...................................... ......................................................................

43

Contents

3

SCOPE ANO SEQUENCE

.

FoodfromtheEart h page7

1-

. . eommumcatlon

Voca b u1ary

Grammar Verb tense review: Simple present tense vs. present continuous tense

1

.

• ··: ""•

,,

'"''

~·

·'

Geographical regions

Simple past tense (regular and irregular)

Food staples

Present perfect tense

Culture, communication, and gestures

t=

z

M

z

U")

t=

z

::::>

·

.

',\iHL >tc0l!f~~~J.ik-~.'2•

~,,,

• ''

't~~~~-2''·.·

Describing land, climate and food

.

'.

"Sweet History" Describing a favorite food

Making small talk: first day of class

"Drinking Tea, Breaking the Ice"

Signal words: yet, already,

ever, never

Small talk

Future with will

City life

Will +time clauses

Maps

Review of comparatives, superlatives, and equatives

Human organs

Describing one's health

Parts of the body

ldentifying linking sounds

lnfinitive of purpose

Everyday ailments

Simple past tense vs. past continuous tense

Physical and mental challenges

Describing an achievement

Enough, not enough, too+

Phrasal verbs

ldentifying -ed sounds

Stages of life

Discussing a friend's life transition

t= ::::>

~0"ac.'

Reading an d Wri.t.mg

ldentifying linking sounds

::::>

::::>

1

Climate

z

N

~.

''''""'·''',;'"·"'"~.vt·_L

1

Meeting a new person Describing neighborhoods

"Forests for Cities" Describing a beautiful urban site "In the Death Zone of Mount Everest" Writing about a favorite sport and its effects on the players "How do you spell Writing about an admired person

adjective Simple past tense vs. present perfect tense

'° t= z

::::>

Adjectives for age:

How + adjective or adverb

youthful, childish, mature

ldentifying

a sounds

"Celebrating Transitions" Writing a paragraph to describe a life transition

Scope and Sequence

5

CREDITS lllustration

Photo

7, 8: (all) Keith Neely/lllustrationünline.com; 11: National Geographic

9: photos.com; 1O: (t) Howard Sandler/Shutterstock, (m) Ca rol Gering/

Maps; 13: (ali) Ralph Voltz/lllustrationünline.com; 1 S: Keith Neely/

iStockphoto, (b) Ronald Sumners/Shutterstock; 12: Susan Seubert/

lllustrationünline.com; 16: National Geographic Maps; 25: Sharon&Joel

National Geographic lmage Collection; 14: Monkey Business lmages/

Harris/lllustrationünline.com; 27: (t, 1to r) Justin Horrocks/iStockphoto,

Shutterstock; 16: (both) 1mage courtesy Greg Mortenson, Central Asia

Jitloac/Shutterstock, Suzanne Tucker/Shutterstock, Gene Chutka/

lnstitute; 18: Brad Killer/iStockphoto; 19: lija Masík/ Shutterstock;

iStockphoto, (b, ali) Mark Collins/lllustrationünline.com; 31: (ali) Ralph

20: (1 to r) Arpad Benedek/iStockphoto, Carole Gomez/iStockphoto,

Voltz/lllustrationünline.com; 33: Mark Collins/lllustrationünline.com

RTimages/Shutterstock, Terry W Ryder/Shutterstock, Péter Gudella/ Shutterstock; 21: Ja mi Garrison/iStockphoto; 22: (t) Ja pan National Tourism Organization, (b) Courtesy ofThe Forestry Commission;

24: lija Masík/Shutterstock; 26: photostogo; 28: (both) Barry Bishop/ National Geographic lmage Collection; 30: iStockphoto; 32: Brand X Pictures/Jupiterlmages; 34: (both) Alex Wong/Getty lmages; 36: Kevin Krug/National Geographic lmage Collection; 37: (t) David Grossman/ Alamy (b, 1to r) Martin Novak/ Shutterstock, Anyka/Shutterstock, Michael Krinke/iStockphoto, Vincent Yu/AP lmages, Monkey Business lmages/ Shutterstock; 38: Monkey Business lmages/ Shutterstock; 39: Andresr/ Shutterstock; 40: (t) Gerd Ludwig/National Geographic lmage Collection, (m) Norbert Michalke/age fotostock, (b) Tibor Bognar/Alamy; 42: Kevin Russ/iStockphoto

6

Credits

FOOD FROM THE EARTH

UNIT

1

Lesson A A. Comp lete the sentences with words from the box. meal

staple food

geography

climate

flat

hum id

farmer

region

coastal

grasslands

mountainous

crop

1. Most people in China eat rice every day. lt's t heir _ _ _ _ _ _ _ __ 2. Tranh is a

in Vietnam. He grows fruits and vegeta bles.

3. Lunch is the biggest 4.

of t he day in Mexico. People eat it at about two o'clock.

In my count ry, summer is very rainy and _ _ _ _ _ _ _ _ _ . The air feels wet all the time.

5. The land in Holland is very

. There aren't any mountains there.

6. Many parts of Aust ralia have a hot, sunny

. The usual weat her there is very nice.

7. Switzerla nd is a _ _ _ _ _ _ _ _ _ country. Many tourists go there to see t he Alps and to go climb ing . 8.

Argent ina produces very good beef beca use cattle live on the _ _ _ _ _ _ _ __ there.

9.

Coffee is a famous

in Brazil.

1O. The nort h of Ca nada is very col d. Not many peo ple live in that _ _ _ _ _ _ _ __ 11. The

of a country is its land and climate.

12. In t he

part of my co unt ry, people eat a lot of fish, beca use t hey are near the ocean .

B. Look at th e pict ures. Use t he phrases to write sentences in t he simple present an d present contin uous tenses. 1.

have din ner/at home/in a restaurant a. Usually, Claudia has dinner at home. b. Ton ight, she is having dinner in a restaurant.

2. ea t fi sh and rice/p izza and salad

a. ------------------------~

b. ------------------------~ 3. dri nk water/cola

a.

------------------------~

b. ------------------------~ 4. wear a t-sh irt/a nice dress

a. ------------------------~

b. ------------------------~ 5. wa tch TV/talk to her friends

a. ------------------------~

b. ------------------------~

"- tonight 1- ood

from the Earth

7

Lesson B A. Read about food in China. Complete the text with words from the box. staple food

climate

regions

land

mountainous

China is a very large country with several important very cold. The

. In the northeast, the

is flat. People there eat a lot of wheat bread. The south of China is hot and hum id. Sorne

parts are _ _ __ _ _ _ . Rice is the _ __ _ _ __

there.

B. Write sentences about the land, climate, and food in two parts of India.

•

North India: wheat bread

•

South India: rice

1. (land) _ _ _ _ _ _ _ _ _ __ __ __

1. (land) _ _ _ _ _ _ _ _ __ _ _ __ _

2. (climate) _ _ __ _ _ _ _ _ _ _ _ _ __

2. (climate) _ _ _ _ _ __ _ _ _ _ _ _ _ __

3. (food) _ _ __ __ _ _ _ __ _ __

3. (food). _ _ _ _ _ _ _ _ __ _ _ _ _ __

C. When a word ends in a consonant sound and the next word starts with a vowel sound, the words are linked together. Read each sentence out loud. Mark two places where the words are linked together.

1. He ha~ brotheLi.o Tokyo. 2.

1

always eat a sandwich for lunch.

3. We never take a vacation in winter.

4.

Rice is the staple food in Korea.

5.

My English teacher is from Australia.

6.

Most of the students live in the city.

7. We work in that office together. 8. Do you have any brothers or sisters7

8

Un1t 1

is

FOOD FROM THE EARTH

UNIT 1

Lesson C A. Unscramble the na mes of these staple foods. Circle the foods you sometimes eat. 7. nosysabe

1. ecri

. 8.

2. tosa

9. soopatet

3. bcalk sneba 4.

llisnte

10. smay

ncro

5. thewa

11. caucy

6. t ilmel

12. dre naebs

B. Complete t he chart with the simple past tense form of each verb. Use your dictionary if necessary. Present tense

Pasttense

Present tense

1. go

9. send

2. say

10. write

3.buy

11. find

4. know

12. get

5. f1y

13. eat

6. take

14. drink

7. see

15. fall

8. tell

16. give

Pasttense

C. Answer the questions. Write complete sentences in the simple past tense. 1. What did you eat for dinner last night?

2.

What did you do during your summer vacation last year7

3. What did you do last week7 (three things)

4. Where did you go last weekend?

D. Complete the email. Use your own information.

H·1l. You asked me about a traditional dish in my family. I really like _ _ _ _ _ _ _ _ _ _ . lt's made from _ _ _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ _ _ . We eat it on special days like _ __ _ _ _ _ _ __ In my fami ly, _ _ _ _ _ _ _ _ __ usually cooks this dish. I hope you can try it sometimel Your fr iend, _ _ _ _ _ __ _ __

Food from the Earth

9

Lesson D

Sweet History C

hocolate is a new food, but a very old drink. About 3000 years ago, the

Maya people in Honduras began growing cacao trees. They used the seeds to make a bitter, spicy drink. They mixed the seeds, called "cocoa beans;' with chile peppers and water and put spices in the drink. They drank chocolate on special days. lt was also a medicine for stomach problems. In Mexico, the people liked chocolate so much that they used cocoa beans for money. In the early 1500s, Spanish explorers went to Mexico. They brought chocolate back to Euro pe on their ships. lt beca me a very popular drink for rich people in Spain. The Spanish didn't mix the cocoa beans with chiles. They put in other ingredients like sugar and vanilla to make it sweet. Later, the English added milk to the drink. In London, there were "chocolate houses." People could sit there and enjoya cup of hot chocolate with their friends. The first chocolate candy was made in the 1700s. lnventors in Switzerland made a machine to produce hard chocolate. But people made the candy by hand, so it was very expensive. Candy didn't become cheap until there were machines to make it. Factories in England made the first modern chocolate bars in 1847. In 1868, a company called Cadbury started selling boxes of chocolate candi es. Today, chocolate is popular in nearly every country in the world. Every year, we eat almost 6 million tons of it! lt is one of the world's favorite foods.

1O

Un it 1

'

FOOD FROM THE EARTH

UNIT 1

A. How did chocolate move around the world7 Write numbers 1-5 on the places on the map.

/

) !

')

/

1

) J

( NGMAPS

~

B. Read the article again . Circle T for true or F for false. 1. The first chocolate was a drink.

T

F

2. The Maya people's chocolate had the same taste as chocolate today.

T

F

3.

T

F

4. People went to chocolate houses in England to drink chocolate.

T

F

5. The first chocolate candy was very cheap.

T

F

6.

T

F

People in Switzerland made the first sweet chocolate.

Machines made the first chocolate bars in 1868.

C. Answer the questions. 1.

How often do you eat chocolate? _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __

2. Is chocolate popular in your country7 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 3.

Do you think chocolate is good for your body? Why, or why not? _ _ _ _ _ _ _ _ _ __

D. Write about one of your favorite foods. Where do people make it or grow it7 When do you eat it7 Why do you like it?

Food from the Earth

11

Review Complete the crossword puzzle using vocabulary and grammar from this unit.

" - "'.iS~

4. people use this food to make bread 7. the usual weather in a place 10. a plant that people grow on farms 11. simple past tense of write 12.

simple past tense of 90

13. a part of a country 15. near the ocean 17. simple past tense of tell 18. simple past tense of buy [!

1. simple past tense of know 2.

simple past tense of get

3.

breakfast, lunch, or dinner

5. something that people eat every day (2 words)

6. the staple food in China 7. the staple food in Mexico 8.

simple past tense of see

9. simple past tense of nnd 14. with no mountains 16. simple past tense of soy 17. simple past tense of take

12

Unit 1

•• • ••• ••••• • • • ••••••• • •• •• ••••• ••••• •• • • •••• •••••• •• •• ••••••• • •• •• •••• • •••••• •

COMMUNICATION

UNIT

2

Lesson A A. Circle t he word that completes t he sentence. 1. When make small talk with my neighbor, we talk abou t (mon ey/the weat her) . 1

2. People usually talk to their (boss/friends) in a formal way. 3. A culture is a group of peo ple with (different/the same) ways of living . 4.

A traditional food is very (old/new).

5.

An informal greeting in English is ("Good afternoon "/"Hi:')

6.

A custom is a way to do things that is (usual/unusual) in a country.

7.

When two people connect, they (understand/don't understand) each ot her.

8.

A rule tells you the (right/wrong) way to do something.

B. Complete the chart with the present perfect form of each verb. Present perfect tense Present tense

Present tense 1. see

I hove seen

2. take

I

Present perfect tense

9. bring 10. come

3. read

11. make

4.go

12. eat

5. be

13. give

6. cook

14. hear

7. write

15. do

8. send

16.buy

C. Look at the pict ures and write questions and answers in the present perfect tense. 1.

(be, to Ja pan)

Have you ever been to Ja pan?

(yes, Kyot o) Yes, l've been to Kyoto. 2. (eat Japanese food) _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ __ (yes, sushi) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ 3.

(go shopping in a Japanese department store) _ _ _ _ _ _ _ _ _ __ (yes, Sakura Depart ment Store) _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

4.

(visita Japanese temple) _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ __ (yes, Toji Temple) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __

Communication

13

Lesson B A. Number the sentences to write a conversation . _1_ Hi, my name is Julio Perez. _ Real ly? Which class7 _ lt's nice to meet you . l'm Su-Mi Park. _ No, not this term . l'm studying art. _ l'm taking the drawing class. The teacher's name is Ms. Walker. 1haven't met her, though. _ Drawing sounds interest ing. _ Well, this term l'm taking Advanced English Conversat ion . _ Nice to meet you too, Su-M i. So ... are you studying English here? _ What about you7 What are you studying? _ Wow, that sounds interest ing too'

B. Write a new conversation . lt's the first day of the school term . You're talking to anot her student and making small talk. Use information about your school. You: Hi, my _ _ __ _ _ _ _ _ __ _ __ _ __ __

Otherstudent: _ _______ __ __ _____

C. Answer the questions.

1.

Do you like to make small talk? Why, or why not7 _ _ _ _ _ _ _ __

2. What are sorne good topics for small talk with a. a neighbor? _ _ _ _ _ _ __ _ _ __ _ _ _ _ _ _ _ __ b. a classmate in your school? _ __ __ _ __ _ _ _ __ _ _

14

Unit2

COMMUNICATION

UNIT2

Lesson C A. Look at the picture and complete the conversation with the words from the box. You can use the same word more than once. 1

yet

never

haven't

we've

already

have 1

Mother: Have you eaten dinner _ _ _ _ _ _ _ _ ? Son:

Yes, we have. We've _ _ _ _ _ _ _ __ washed the dishes, and _ _ _ _ _ _ __ cleaned the kitchen. Can we watch a video now?

Mother: Hmmm ... _ _ _ _ _ _ _ _ you done your homework7 Son:

We've _ _ _ _ _ _ _ _ done sorne of it. But we

finished it

Mother: Well, finish it nowl You told me about your big math test tomorrow. Son:

Don't worry. We've _ _ _ _ _ _ _ _ gotten a bad grade on a math testl

B. Put the words in the correct arder to write a question. 1. 1ike/how/weather/you/th is/do 2. you/where/from/ Angela/do/know 3. you/yourself/enjoying/are 4.

has/long/been/week/a/it

5.

hear/did/you the accident/about

6. waiting/how/you/long/been/have

C. Use one of the questions from exercise B to write a conversation.

Com'llun1cat1on

1S

A n American named Greg Mortenson has written a very popular book with a very un usual title. lt's called Three Cups ofTea. In it, Mortenson talks about his experiences building schools for poor children in Pakistan and Afghanistan. Why did he do this? And how did the book get its t:tle? In 1993, Mortenson wanted to climb a mountain in Pakistan called K2 . lt's 28,251 feet (8611 meters) high. He stayed on the mountain for 70 days, but he couldn't reach the top. After he turned to go down, he beca me very sick and weak. Two local men took him to a small village called Korphe. There, the Balti people took ca re of him for seven weeks until he got stronger. To thank the people of the village for their kindness, he decided to build a school ·n Korphe Mortenson worked hard for years to get the money for his first school. Since then, he has built more than 70 schools, and more than 25,000 boys and girls have studied in them. His work was sometimes very difficult, beca use he was a foreigner and his customs were different. Sorne men ·n the villages were very angry with him, because they didn't want schools for g1rls. But Mortenson learned about the local cultures, and he found a good way to break the ice: by drinking tea with people. That's where the title of his book comes from. The Balti peo ple have a saying: "The first time you drink tea with a Balti, you are a stranger. The second time you have tea, you are an honored guest. The third time you share a cup of tea, you become familY:' By drinking three cups of tea with the people in the mountainous regions of Pakistan and Afghanistan, he could connect with them and learn about their villages and their problems. His schools have brought a better future for the children of the area .

16

Unit 2

OMAN

UNIT2

COMMUNICATION

A. Put the events in the correct order.

_1_ Mortenson tried to climb K2. Mortenson wanted to build one school. Mortenson had to come back down. Mortenson went back and built 70 schools. Mortenson wrote a book about h1s work. _Village people took care of Mortenson. _

Mortenson tried to get money for his first school.

_

Mortenson got sick.

B. Match and complete the sentences in the first column with the correct reason in the second column. 1. Mortenson wanted to build a school

_a. beca use he wanted to connect with them.

2. Mortenson tried to get money

_

3. Sorne people didn't like him

_c. because he wanted to build a school.

4. Mortenson's work wasn't easy

_d. because he built schools for girls.

5. Mortenson drank tea with people

_ e . beca use he was from another country.

b. beca use the people in Korphe helped him.

C. Look at these sentences from the reading. What do the underlined words refer to7 Paragraph 1: Why did he do this7 this=~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Paragraph 2: There, the Balti peo ple took ca re of him for seven weeks until he got stronger. There=~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~­

Paragraph 3: Sorne men in the villages were very angry at him, because they didn't want schools for girls. him=~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

D. Write about a time when you meta new person. How did you break the ice? What did you talk about7

Communication

17

Review Solve the crossword puzzle with vocabulary and grammar from this unit.

•• •••• • ••• • • • • • • •••• •• • •• •• •••••• •••••• • • •• •• •• • •• •• •• •• •• •• •••••••••• • •••••• •• • • ••••• rr

2. past participle of 90

l. a group of peo ple with the same way of living

3.

past participle of be

2. past participle of give

5.

1haven't cleaned my room.

3.

past participle of buy

9.

past participle of see

4.

past participle of do

10. past participle of eat

6. saying helio

13. lf you look at someone's eyes, you

7.

not formal

8.

put two people or things together

make

(2 words)

14. past participle of take

9. conversation about things that aren't important (2 words)

11. l've

finished all my homework today.

12. past participle of write

18

Unit2

Lesson A A. Complete the sentences with words from the box. Use the correct form. urban

freeway

factory

nightlife

crowded

population

traffic

noisy

rural

suburb

commute

public transportation

1. My city doesn't have mu c h - - - - - - - - · There aren't many clubs or restaurants here. 2. Jason 3.

to work every day by bus. lt takes 45 minutes.

Many people like to live in

areas because there are lots

of jobs there. 4. 1live near the airport, so it's very _ _ _ _ _ __

. We can hear planes

ali night. 5.

Kayla always drives on the

6. The 7.

of Mexico City is more than 20 million people.

My grandparents live on a farm in a/an _ _ _ _ _ _ _ area. lt's very quiet there.

8. This classroom is too 9. Young-Mi lives in a

1O.

1

We have 40 students in a small room.

about 15 miles from downtown Seoul, Korea .

My city has a big problem with

11. Paris has very good 12.

beca use it's much faster than the small streets.

, beca use many people have bought cars for the first time. . There are buses, tra ins, and the subway.

Eric works in a - - - - - - - · lt makes computers.

B. Write questions about the future with will. Then write your predictions. 1. how/people/commute How will people commute?

2. most people/live in the city or in the suburbs Will

3.

cities/be quiet or noisy

4. where/people/go shopping

5.

young people/live in rural areas

CitiE:S

19

Lesson B A. Unscramble the sentences to make a conversation . (you/how/do/neig hborhood/like/in/ living/your) Tim: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ?

(has g reat night li fe/wel l/some problems/it/but/there/are)

(li ke/what) Tim:

?

(it/ transportat ion/have/doesn't/good)

Jesse: ________________________________~ (problem/like/sounds/a/that/pretty big) Tim: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ _ _ _ _ _ _ _ _~

(t he city/bu t/is build ing/now/a subway) (better/we' l l/next ye ar/tra nsportation/have)

B. Label t he pictures wit h these expressions about neighborhoods. a lot of noise

1. _ _ _ _ _ _ _ _ 2. _ _ _ _ _ _ _ _ 3. _ _ _ _ _ _ _ _ 4. _ _ _ _ _ _ _ _

s. _ _______

C. Write a new conversation like the one in exercise A. Use expressions from exercise B and your own ideas.

You: _________________________ ________~ Yourfriend: _ __________________ _________ __ _ You: ______________ ___________________

~

Yourfriend: _ _ __ __ __ ___________ __________ _ _ You: ________________ _________ ________~ Yourfriend: ____ ________________________ __ _

20

Unit 3

CITIES

UNIT3

Lesson C A. Circle the correct word to complete each sentence. 1. On sorne maps, H is a (key/symbol/north) for a hospital. 2.

You go to the (museum/library/playground) to get books.

3.

Government offices are in the (city hall/museum/post office).

4. On a map, the (sca le/symbol/north) shows how big things are. 5. NewYork is in the (east/west/south) of the United States. 6. We take our old newspapers to the (playground/recycling center/freeway) every month . 7.

Look at the (scale/key/direction) to nnd the meanings of the symbols on the map.

8. My soccer team practices at the (playground/museum/sports center) every week.

B. Draw a map of your neighborhood. Use four symbols to show where things are, and make a key for their meanings.

My neighborhood

Symbol Meaning

1

l. _ _ _ _ _ __ 2. _ _ _ _ _ __ 3. _ _ _ _ _ __ 4. _ _ _ _ _ __

C. Circle befare or after to complete the sentence. Then rewrite the sentence using the other word. 1.

1'11

fin ish my homework~after) 1go to bed. 1fl nish my homework, 1'11 go to bed.

A~er

2.

We'll invite our neighbors to the meeting (before/after) we choose the date.

3. The reporter will write an article (before/after) she talks to people in the neighborhood .

4.

1

will look at the map carefully (before/after) drive downtown. 1

5. The students wil l take a practice test (before/after) they have their big exam.

6. We'll go to city hall (before/after) we write a letter about the problem.

Cíties

21

Á Kasugayama Forest

ne

Y

ou arL startllrQ ¡r d becJut1tul fore-,t ir1 Japar. ar clean dild Sí"lE 11, 111 E' ' ntc 1r j ,)W'rs. f 'l'íE 1IE' 1 '5 diffPrer't k no-, o• •rE:e', el ld FO~ 1 1ds o• ti rdc. '1vt' ht r '. But you art' r1ot in ..., ;I 1r, a. You cJ "c:lt,wr town r ~r '< tv if Nard , pJri, "' \J'">Jqava T' hr< t, J c' L· ;. t J'b,m cirE",t in the worU lt Vvd, st r• 'd tY"irt t-1d ' ~¡.... iu-,, t•d yE .. • rs c1nd todcJy t" Vt: ·v p J(lL IJ WI 1 •J...,r1c, , d id rtic.t '· ¡,

((es arOV' ' thé' Wt rj 1 J ,' .;vrir r CJ to ¡:m._ t~ '- t t"•'I' dar forests. Sc11t.. L r ),,r •t,r, -t' lrt' ~'c..r ,c. ind sor rt:· strePh Vv th a lo el tr t''>. BJt e" 1L ro.in •c." te havP rí' iriv .:J-..iüd ,' ft'' ) e' r, L l'lli•t, íf'E: t. T1 t'E:" h ¡:,c) IJ•ro 'ou~ r:if he ú Th y d 'l•J ~to~ tr 't 01 ,(' frurr> ht '.Y t ' fr~ FV t'VE'I rí Jk;.> +¡...., W" 't l>'I bE tt l '( d,,'-, t '1'\¡ r'°lrl'
c..,. n

Jrban •ort'S s Jlt r P'O~ E. Th'Y m_;ike t'l ', ity rrorE. b.'d 1t1 J 1r 2 c. cvvdrd cJ"'a P°"'Y :iivP peopie el pla1.. t.' to rt.>id'>I irid <;~ 'íld + í"lt' r r•atur '. 1I r ot COUntr1es, urbcl ' hrE"/, e"'' lOI p1 JC E S l '.¡ • k "''--' · r j o•her' cJ t•1y E~1·rc ,1 r orne Ct)U t , "

'() , E d ' tJ',I

l
Je,

e~·'>. fl

Lrigland, therc re lC'\lv l.~ r1 1 ,ir1 t t'E.S r dr urba 1fores• ca leo 1amE:" l l'JSt' t' l't t i: Lo id, r. t 'tJ ted n Cl'-'O, a'ld it ho, ;irow 'VE.'V fJ'~. Wa ki in ,11d L' ve l,Jlic, u)e the forest, and t lt'rt· <1r, p t J"rl'T''> ft)1 < • lrJ'' 'clllll J-• <'>. n 20~3, :, wil le\/( S r1 1 lí1 t t'r, 1

22

Jn1t 3

""ª

Á Thames Chase Forest

,ildt'í eitit') ~on't r ''-'e ' ), (_E_ trir a b1g urban forest, but f:' Jrlt1nq +r E'S -ir ÜIE strE ts n1a 1 E'S the Cty bf'ttn Se 'íltÍ'~' t lL r ci t iat, ir1'1', tE rs f2PI r1ore r,' axed when they car -..:e ~re•''-. TrPec, are e" 'tl CJOOd for bus ness. People ,pt'nrJ rv ort' :1 í' .+ s '(,Dp 1 'n• , thd~ 'c•v ' t t'E. s. n thf' •uturE· Ulbd 1 forec,t \,', 1 ''COlí'f nver1 rnore Mpürtant u, O •./ r +E CJ ' " 'ilCJ<' ' . 1 t ,, 'T 1 1C itit'> ¡f t ,>r'IC' TOVv, pec.1 plt /v 1 nE'L '' 'llOIE CJIPt 'na e.E to ve el COmfortable ifE.. F' el ltl'10 tn: " tr'd, V Vv 1 T k, 01 J' 1 Vf , ), 'tf'r· in t'le •.... tu re ')()re

CITIES

UNIT3

A. Find the good effects of urban forests in the article. Complete the chart Good effects on the environment:

l . take~~~~~~~~~~~~~~~~~~~~~~~~2. 3.

b. ~~~~~~~~~~~~~~~~~~~~~~~~~

Good effects for people:

4.

5. 6.

B. Read the article again. Which urban forest do these sentences describe? A sentence can have two correct answers. Kasugayama

Thames Chase

1. lt's very old. 2. People are planting trees there now. 3. Artists go there. 4. People use it for exercise. 5. lt has many kinds of birds. 6. lt's in the center of the city.

C. Write about a beautiful place in your city or town. What can you see there? Who goes there? What do you like to do there?

Cities

23

Ac oss 1. a place with many stores (2 words)

1. a very tall building

8.

all the cars in a street

2. the number of people who live in a place

9.

a very poor part of a city

3. things to do at night

11. road where cars go fast

4.

travel to work to another place

12. an adjective for "in the city"

5.

one small part of a city

14. We'll study hard _

6. an adjective for "in the country"

we take the test.

15. with too many people in one place 17. lf something is _

, everyone can use it.

7.

In the year 2030, more people _

1O.

a picture with a specia l meaning

13.

1'11

wash the dishes

16. California is in the

24

Unit 3

live in cities.

we eat dinner. of the United States.

THE BODY

UNIT

4

Lesson A A. La bel the parts of the body with the words from the box. artery heart mu sel e large intestine

bon e liver small intestine vein

brain lungs stomach

2.

s. 4.

6.

8. 9.

I ll

lf( 10. B. Write sentences with the comparative form of each adjective. Give your opin ions.

11. _ __ _ __

1. friendly: emails/phone cal Is Phone calls are fríendlíer than ema íls. 2.

nice: cats/dogs

3.

bad for you: eating junk food/smoking

4.

exciting: basketball/soccer

5.

hea lthy : meat/vegetables

6.

(adject ive: your own idea)

C. Write your opinion with the superlative form of each adjective. 1. big/problem in the world 1thínk pollutíon is the bíggest problem in the world .

2. great/athlete today 3.

healthy/food to eat every day

4. beautiful/place in our country

5.

enjoyable/way to exercise

6.

(adjective/your own idea)

The Body

25

Lesson B A. Answer the questions.

How Is Your Health? 1. What kinds of exercise do you do? How often?

2.

Do you have a lot of stress in your life? What causes it7

3.

Do you think you eat a healthy diet7 How could your diet be healthier7

4.

Are the other people in your family healthy, particularly your parents and grandparents?

5.

1

think my lifestyle is:

_ very healthy

_ OK

_ not so healthy

6. How could you make your lifestyle healthier?

B. Underline the sounds that are linked together. Then read the sentences out loud .

-er or more starts with an /r/ sound, the words are linked together. lf the word after -estor most starts with a /t/ sound, the words are linked together. lf the word after

1. That's the besuomato l've ever tasted.

26

2.

My hardest test was in mathematics.

3.

Swimming is more relaxing than running.

4.

We need a bigger rug in the living room.

5.

He's the newest teacher in our school.

6.

We're looking far a better restaurant.

Jnit 4

1

_ very unhealthy

THE BODY

UNIT4

Lesson C A. Label the pict ures w ith words from the box.

1. _ _ _ _ _ _ __

2. _ _ __ _ __ _

3. _ _ __ _ _ __

4. _ _ _ _ _ __ _

s. ________

6. _ _ _ _ _ _ __

7. _ __ _ _ _ __

8. _ _ _ _ _ _ __

B. What do you do far these problems7 Write sentences with reasons using infinitives of purpose. Write your own ideas. 1. indigestion (help) 1usually go for a walk to help indigestion. 2.

headache (stop)

3.

hiccups (cure)

4. insomnia (help)

5. nausea (end)

6.

sore t hroat (cure)

7.

(you r own idea)

The Body

27

\.

\ ...

.

.

-

Lesson D

In the ofMount

M

\

ountain climbers call the part of a mounta1n ovu

7000 meters the Death Zone. The humar oody can t ive for verv long at th1~ i'e ..jht, because the a r is to1 i th1n and trere sn't enouqh oxyger. Mount tverest, thP world's highest mountain, is 8,848 meters h qh. What happens to the bodies of people who

e

mb 1t7

The1r lunqc, have to vvo"k wry hard. l\J ir T' il y, pelw , breathe aboJt JO times cv_,ry •r1nute wl1P11 they J't' 0

rest1ng. On top of Everest, el mbers n•u-,t breathe lü times a minute to get

Sr)

er- ough oxyqen. h<' heart n'J'>t

beat faster to move tlw t ood trrouqr1 t'\. v,' rs ard

B t , t •", tor o• FVCT'- t

arteries. Otrer parts of tl1E' be 1Y vv.'lr~ H'ry , ow y, te ">c:l'v ,

to h

energy. For cxamp e, the sto r;:ich ~tL)f'" r:liqeqinq tood.

t 1e e irr bE rs díl t th r k '/vt'I, r E.y <,1,rretimes make bad dec 'ilCr., ard q t r't1 ;J1 l dE rts

As they get closer to thE top of the moJ 'tcl 1', clirr bE '" f 't.I worse and wor-,e. They havP rsorrnia, t 1ey alwcv'> E'l

"º

t red. They get very bad 1eadaches. ThE'

s Jr

burns t )f'I' ,kin

th1ough the thin air, and the brigrit l1grt frorn the snow

Hl

•r . , d

'-"' 1wt'1

1 .¡¡

1

J

'

l

r

I mbt>r'- ha ve to th r¡ k a lonq ~i 'W'

rrj t 1t'V ttr>r

llfiL Jt,

'l'

r'11'

kt: rn s

J~es. 8vcau')e

t'dr2'100peopE

1clV" 't J h. d ~r' •r'O , t f\ ~ iu 11' V'' t.'q. Scier t1sb nave fou11d way- t

1 '-

've e, "'E o" thei' problems. Now, almost

hurts their eyes. Because they have nausea a"d rd .;ie t ,1",

a'_

they don't want to eat, arid t'lat makec, tlwr1 we, kc . Ir¡ t"e dry air, they feel th rsty all •i· • t me

COl'1'T'L 1ril - te Vv t' r:'t'O ' ' l "r bott1''1'\ tr .:y Cdíl get ,Jcl\¡ et' i t "Y 't'" it t' r k " ( F di 'y fr - re c.m r·wd Cl·leS to i'E: p t~Wr-'1 w1tr· "C'ad 'r hf s l ·~e' uriq pmb!em 0

Climbing on Everest also affects the bra1n. Ycur bra r thinks very slowly, because it doesn't haw íll'uqh c>
•31 e tf-i;:in rvm,

who is shorter7" This is probably verv E:asy Far you toan wer.

28

Unit 4

1n Gt'r<.. breJtr, tr1)tf' oxvqf'íl ta

'K,

They use radios to

"º

f:3Jt '\/11, 1c·t Ewr t I' ' el fficJ 1t anrl ddr'yE'rOU'envt'Or Mf'rl' 011, ¿r r A rY CJ<;'. 1) pt ~ple rdV(' d1ed try1r O to e r rll

t

1

·1i•h ~

t l/li '1' Jít'

ov r1q VPry ye& On y the

stror l ,t boci e e a ' ~ ur'v v.__ L p t 1ere n the OE:ath Zone

UNIT4

THE BODY

A. Read the article again. Circle T for true or F for false. l. The Oeath Zone is at the bottom of a mountain .

T

F

2. Problems in people's bodies on high mountains come from not having enough oxygen.

T

F

3. Climbing Mount Everest affects many parts of a climber's body.

T

F

4. On Mount Everest, people breathe very slowly beca use the air is so thin.

T

F

5. Only a few people have climbed Mount Everest.

T F

6. New inventions have helped solve sorne health problems on Everest.

T

F

7.

T

F

Climbers don't die on Mount Everest nowadays.

B. What happens to these parts of the body in the Oeath Zone? Match the columns. l. heart

a. gets red

2. arteries

b. hurts a lot

3. stomach

c.

4. brain

d. carry blood faster

5. skin

e. stops working

6. he ad

f. beats very quickly

works very slowly

C. Answer the questions. 1. Why do you think people want to climb Mount Everest7

2.

What's the highest mountain in your country? Would you like to climb it? Why, or why not?

D. Think about your favorite sport. What happens to people's bodies when they play it7 Is it good for their bodies or harmful7

The Body

29

Review Salve the crossword puzzle with grammar and vocabulary from this unit.

Do· 2.

the hard parts that support your body

l.

5.

the red liquid in your body

2. the part of your body that thinks

9. comparative form of interesting (2 words) 11.

3.

red spots on your face

nota ble to sleep

Fruit is

calories. lt doesn't have many ca lories.

(2 words)

12. it covers your body

4.

they make your body move

13. comparative form of good

5.

superlative form of big

14. the organ that moves your blood

6.

it carries the blood from your heart

15 . your food goes in here

7.

pain in your head

17.

8. the way you live

you take in air with them

10. a bad feeling in your stomach 14. Cheese is

30

Unit 4

fat. lt has a lot of fat. (2 words)

16. superlative form of bad

CHALLENGES

UNIT

5

Lesson A A. Match the words with their meanings. 1. challenge _

a. go up

2. climb _

b. things you need for a particular purpose

3. cross _

c. very surprising and wonderful

4 . extreme_

d. related to yqur body

5. mental _

e. related to thinking and your mind

6. physical _

f. something un usual and exciting to do

7. skill_

g. go from one side of something to the other side

8. adventure _

h. succeed in making something happen

9. equipment_

i. very great in degree

10. goal _

j. something that is new and difficult to do

11. amazing _

k. activity that needs special knowledge and practice

12. achieve_

l. something you hope to do after sorne time and effort

B. Write sentences about two events using the simple past tense and past continuous tense. 1.

1/take a bath/l/hear the doorbell. 1was taking a bath when 1heard the doorbell.

2.

while/we/play tennis/it/start raining

3.

l/see an accident/while/1/wait for the bus

4. she/walk to school/when/she/meet her friend

5. our boss/talk on the phone/when/we/go into his office

6.

¿Javier

my brother/come home/while/l/watch a movie

C. Write sentences about these people using the simple past tense and past continuous tense. 1.

2.

¿Mimi

Challenges

31

Lesson B A. Think about your biggest achievement, and fill in Column 1. Then think about a fri end or family member with an important achievemen t, and fill in Column 2.

Column 1: You

Column 2: Na me:

1. What was the ach ievement?

2. What were the steps in achieving this goal?

3. What was the most difficult pa rt of the achievement?

B. Look at the achievements in exercise A and answer the questions. 1.

Which achievement was more important7 Why7 _ _ _ _ _ _ _ _ _ __ _

2.

How do you feel about your achievement now? _ _ _ _ _ _ _ _ __ _ _

3.

Did your achievement change your life7 Explain your answer. _ _ _ _ _ __

C. Say each word out loud . Then check the column of the sound you hear. l. learned 2. talked 3. discussed 4. helped 5. wanted 6. used

7. decided 8. stopped

32

Unit 5

UNIT 5

CHALLENGES

Lesson C A. Com plete the sentences with a phrasal verb from the box. Be su re to use the correct tense. set out

give up

watch out

1. We sometimes

grow up

run out of

put up with

keep on

coffee at home beca use we drink a lot of it and we forget to buy more. in the country, and we always played outdoors all day when was a ch ild.

2.

1

3. lf you ride a bicycle in t he street, you always have to 4.

Eric doesn't play the drums very well, but he

for cars. practicing beca use he rea lly wants to play in a

band sorne day. 5.

lt's only 100 meters to the top of this mountain. You can do itl Don't _ __ _ _ _ __ _ nowl

6.

My apa rtment is very cheap, sol _ __ _ _ _ _ _ _ all the noise from the busy street outside.

7. Subaru Takahashi

from Ja pan to cross the Pacific Ocean.

B. Write sen tences with too, enough, or not enough. 1. Alex can't get a driver's license this year. (he/old) _H _ e_is_n_'t_o_ld _ e_ no_u""""g' -h_. _ _ _ _ _ _ _ _ _ _ _ __ 2.

1

decided not to get a new computer. (it/expensive) _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ _ __

3.

1

can't hear the sound on t he TV. (it/loud) _ _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ __ _

4. We're going to the beach to go swimming today. (the water/warm) _ _ __ _ _ _ _ _ _ _ _ __

5.

My litt le sister can cook spaghetti for dinner. (the recipe/easy) _ _ _ _ _ _ _ _ _ _ __ _ _ __

6.

1

need someth ing bigger to carry my books. (this backpack/big) _ __ _ _ _ _ _ _ _ _ __ _ _

7. Diana isn't going to eat lunch today. (she/busy) _ _ _ _ _ __ __ _ __ __ _ _ _ _ _ __ 8.

1

never wa lk to school. (it/far from my house) _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ __ _

C. Oliver wants to walk across the Sahara Desert. Do you think he can do it? Write sentences with too, enough,ornotenough. 1. (old) He's

to walk across the desert.

2. (strong) 3.

(heavy)

4. (rich) 5.

(your own idea)

A.Oliver

Challenges

33

fo1 r M'-E' f. fr1rtee'1-year LJ'(j 'iJ í' 'Pí 11/'ic; H l vv,m+ 'd +l vvho1•' C,)LJr r•y ind '·V r JE NJtlt.'" 1 )r't'l 1iq tk e

l'é.'( ()

rt' t t' . _) ''t P•' 1»r i ) ~~

l'

A spPllirlC.J bee is a spel líl(j ( OíltE ,t for t'l('fYl•'rl ry C¡ r lUI ,+ JC Entc, in tr'e L nited '..,t Jtec In a ~pellinq bee, stude.ns '>ta·· d 1 a 1nt' J1'd ,pe 1vvo1d, tr a· tl·E +eac.her pror oL.nces. lf they rmke el mistake 1 e y !Lht Srt dOWll. fhe 1cl t ,t, ·vnt vvr O e ,tarcJ¡nq S trlE Wlílílt'í rvery ye.1r, there líE' biq '>r'r'l 11q I'+'•·, ore t x l 1d c;t •t<'<... r" 'vV1r0ers qr' •0 tre Nati0'1cil Spell1riq Bee r· WJ'r inqton :k. ~h '>

Y"Jr, 288 c;tl rJE rt tr0 í COLJ itr (' ertPrcd thc l\Jcit'

itdtF ;, l r ldc an.J c~I E r •r ¡ ' ) ·,¡ f'rJK r 1 c..,,,, 1' J JE- r r¡ t 1<' < irt<'S~ <..tUdt'r t k'v '.' tC' Sp<'I Vf'rV

11f 1 J)

r

tf'

lor J d ffcult, el id un__,,L.Jr wo t,, •rur 1 ""Y rq•' l'lc t10' ry 'i'u 't'-.., '''nd r-10 1 tric, oryL-ars,preparing.Sarr,'U'>Pt'rt i ,J t•r,urr lLrcEv vJ1y ,,•r1 ',"'r,I/' word,.r'' ,+..,,Jlt"l<':r'iqeso'thedict1onary ead' cJay, ,ncJ his s ster helped hrí' prxtru' The fmal niqht of the Natoral Sperli 1t, 8( ,, vV'JS on V. fi''L '> ,rJ• rtc s¡:,er ed ¿4 uf the f r,t L' wc,rjs correctly, 1ncluding word' l1ke brankursine, UV/1t.Ánthrr1 J j(j errir)l((f'(),l, )f'll tl1E'Y ,tar','d 1 ld• ng r-1 ')tdk '" Fi 1a lv, ther• wer·e only two ..,+udents 1n the cor 1te'1t. SarrPPr 1nd, boy 'arv1E char•r t ha "::J. c., dha ~r í' 'E J M 'tdK,' ·n t 1< ' rd ¡¡rr1luDopoe1a. o vv n, ScimE.'P' iad~o,perl0nE.rí'Or, worcJct)l.t tv:;1trtlnr 'r"lE, corE,ty-,m lt"l )L.ot"'J'Jt cJ,i• clld.Jecaíl"'ethPt:k'St speller in AmeriCJ. \ v'Vhat do(' t}U ,,,¡, ','1 rY)E 'r ) A rr•WJ ''l r

rE l 10pE''> 'e bE 1 •"Te HJc,c ,lí ~ ~ , l'd"y Ot ler '1terests besides spellmg. He plays tne v1011ri dn, En JV"> V''(, 1 r"IE-S. f-< ¡e pdrt'I te, arE frrw1 r lía dr..1 Ü'ev 1r \,' 'ry pre .id of him "I tord my mom 1was going to do the bet> 'Srirí'PE r •J 'And • 1w1, ge r :i t,, do t, wJ~ go1 ig to vV1n to 't' dav:'

)arr eer WOíl $40,000 to pay tor ' '> .Jil vr>rqv E"lUL ._¡t ,>r

"ª

34

Unit 5

CHALLENGES

UNIT 5

A. Fill in the missing words to make a summary of the article. A spelling bee is a contest for _ _ _ _ _ _ _ _ _ students who speak English. They have to _ _ _ __ _ difficult words. All the students stand up. The teacher says a - - - - - - - - - · The first student has to _ _ __ _ _ _ _ _ it. lf the student spells the word wrong, he or she

. At the end of the

spelling bee, the winner is the _ __ _ _ _ _ _ student who is stand ing. There are spelling bees for schools, _ _ _ _ _ _ _ , and states. Every year, there is a big national spelling bee in the city of _ _ _ _ _ __ This year, the _ _ _ _ _ _ _ _ was Sameer Mishra . He st udied the dictionary for _ _ _ _ _ _ _ _ _ hours every day!

B. Read the article again. Circle T for true or F for false. 1. Sameer didn't make any mistakes in the spelling bee.

T

F

2. The words in a spelling bee are words that we use every day.

T

F

3. You can see a spelling bee on television.

T

F

4.

Students prepare for a long time before the National Spelling Bee.

T

F

5.

Sameer's family helped him before the spelling bee.

T

F

6.

Sameer won a violin and computer games in the National Spelling Bee.

T

F

C. Answer the questions. 1.

How do you remember the spellings of English words7 _ __ __ _ __ __ _ __

2.

How many new words can you learn in one day7 _ _ __ _ _ _ __ _ _ _ _ __

3. Do you think you could win a spelling bee? Why, or why not? _ __ _ _ _ __ _ __

D. Write about a person you admire. What challenges did this person face7 What did he or she achieve 7 Why do you admire this person7

Challenges

35

Review Solve the crossword puzzle with vocabulary and grammar from this unit.

_. Jenny Daltry andan Antiguan racer

Across 1. 1live in New York now, but 1_ _ in Hong Kong .

2. Jenny Daltry _ _ _ _ insects and hot weather in

(2 words) 4.

her work. (3 words)

You should

for dangerous animals in the

jungle. (2 words) 7. 1want to 8.

White Mountain.

l'm 16, so l'm not old _

something that is new and difficult to do

15.

1can't drink that coffee. lt's

18.

1always month. (3 words)

Running in a marathon is a _ challenge.

5.

succeed in doing something difficult

6.

1

to drive.

11.

16. You need a lot of

3.

hot.

to sail a small boat. money at the end of each

learning more English words every day. 1

never stop. (2 words) 9.

something that you hope to do

1O.

Preparing for a big exam is a _ challenge.

11.

Subaru Takahashi

12. surprising and wonderful 13.

You need a lot of

14.

Learning to ski is difficult, but 1won't _ _ . (2 words)

17. Two men winter. (2 words)

36

Unit 5

the Pacific Ocean.

to travel to the North Pole.

to walk to the North Pole in

TRANSITIONS

UNIT

6

Lesson A A. Match the stage of life to the description. 1. 2.

infancy _ old age _

a. an adult b. a baby

3.

adulthood _

c.

4. 5.

adolescence _ childhood _

d. a child e. a senior citizen

a teenager

B. When do most people do these things7 Write the stage of life. 1. learn to talk ~in~fa~n.!!:c'.,L__ _ _ __ _ _ _ _ _ _ __ _ _ _ _ __ 2.

get married _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ __ _

3.

stop working _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ __

4. have their first boyfriend or girlfriend _ _ _ _ __ _ _ _ __ __ 5.

learn toread _ _ _ _ __ __ _ _ _ _ _ _ _ __ _ _ _ __

6.

finish their education _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __ _

C. Circle the correct form of each verb-simple past tense or present perfect tense. 1.

1

don't want to eat at Pizza Palace tonight. 1 (ate/have eaten) there twice this week.

2. Jessica (knew/has known) her best friend since they (were/have been) six years old. 3.

1

(worked/have worked) far this company since 1998, and l like it very much.

4.

Marina (had/has had) a baby last month.

5.

1

6.

We (saw/have seen) that video befare. lt (was/has been) terrible!

(finished/have finished) my homework, so cango out tonight. 1

D. Have you done these things? lf so, when did you do them far the first time? Write sentences with the present perfect tense and simple past tense.

1.

l've ridden a horse. 1rode one in 2005. OR l've never ridden a horse.

2. 3. 4. 5.

Transitions

37

Lesson B A. Unscramble the sente nces to make a conversation. (hear/you/the big news/did) (to drive/is/Mark/learning)

Beth:

? _ _ _ _ _ _ _ _ _ _ _ __

(but/16/he's) (to/that's/too/young/drive) Julia: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ (about/oh/l/know/that/don't) (careful/very/he's) (teaching/and/his father/is/him)

Beth: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ (a few years/think/true/that's/but/1/he/wait/should) Julia: _ _ _ _ _ _ _ _ __ _ _ _ _ _ __ _ __ __ _ _ _ __ (the best age/we ll/to drive/what/do you think/is/to learn)

Beth: ___ __ _ _ __ _ _ _ _______________ ? (graduated high school/I think/people/should/their driver's license/after/get/ they've) Julia: _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ _ __

B. Melissa is 15. She just gota job. Write a new conversation like the one in exercise A. Yourfriend: _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ _ _ __ __ You: _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ __ _ __ _ __ _ Yourfriend: _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _ _ You: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Yourfriend: _ __ __ _ _ _ _ _ __ _ _ __ _ _ _ _ _ _ __ You: _ _ _ _ _ _ __ _ _ _ __ _ _ __ _ _ _ __ _ _ _ __ C. Say these words out loud. Circle the unstressed syllables with the a sound.

1. important 2. travel

38

Unit 6

3. pizza 4. apartment

5. animal 6. woman

7. listen 8. transition

TRANSITIONS

UNIT6

Lesson C A. Read th e mean ings and unscramble the expressions. 1. stopped wo rking: (dertrie) _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 2.

wi th th e ene rgy of a younger person: (flotuuyh) _ _ _ _ _ _ _ _ __

3. bet ween 30 and 39: (nirhetthrsiise) _ _ _ _ _ _ _ _ _ _ _ _ __ 4. acting like a child: (i lshidhc) _ _ _ _ _ _ _ _ _ _ _ _ _ __ 5. old enough to make good decisions: (tremau) _ _ _ _ _ _ _ _ __ 6.

looking and acting old : (yeellrd) _ _ _ _ _ _ _ _ _ _ _ _ __

7.

between 40 and 60: (eilmdd-dega) _ _ _ _ _ _ _ _ _ _ _ __

B. Read t he sentences. Use how to ask questions about the underlined words. 1. My friend Lana is very 1ª.ll. How tall is she?

2. My brother sings really badly.

3.

1

4.

1

just found out that Mr. Sloan is very wealthy.

love to eat at Janie's house because she cooks so well.

5. The test was really difficult, and now l'm worried.

C. Katie has a new boyfriend, and her parents are asking a lot of questions about him. Fill in their questions with how.

,l_ _ _ __ r;-_ _ __ d '-:s:::

He's 19 years old.

'-:s:::

He speaks English very well. He's spoken it all his life!

l- -d '-:s::: 2

He studies very hard.

·- --d '-:s:::

3 '

He's very mature.

,4_ __ __ _==.J

'-:s:::

He drives very carefully. He's never had an accident.

Transitions

39

E very country has spec1cJI celt:brat ir.) to mark :r,mc:1 onc. ir' 1 f 'iue are •flré'-' examples of important days for yOL ru Pec'ple "d ff~' llt C0L r trJr>
•

rt 'lll'lllber YOuí fir,t --:Jay líl oChC\_, l f\;' ir V l n¡ 'rE'" (: ( '~ .... t 1rJ Gt>r !'di y, tnt' Klds el"' vr-rv 'X-.lt r' TI E r h.,. day 1'<;r h il, -vi E r ~r y ,J ) .)1 is el b _::¡ t t'leb 3t cir e ,1, d iu ,,, ,nt ri ~·A ! ~ _ hJ ' v rt vv ( it ·< nrl t"erpart'ílt,qve•rercJL'C~ r• t't '11q,u r 1 ( r 'fLI t' '" ltiycJ"lS'i prespn•-,, Parents take p 't ,r ;(o• t lt 11 ( 'lo 11<' . iq •r 1 lJ( ¡,>r•t t t• n +r ''y n1eE.t their r1ew teachers :md r Id Nnaté '>, d" 't' ey e r ,¡ ,) 1q) d" ~) dV 'l·l'l'e< te celebra te. There is al so el party GI ti ( fllH te ¡f r' C¡ r Jl)I witl 1 ift t 1 el'"' 1 ~ '. [)o YOU

( r, r \!\t>xic•; a id C' 1 .. ( c..,rt ÍE', r t 11 ÁtT »r ,d el ' h v
T

n, nd t

'E'ít

4no,.

\,t'r¡. 1 PXPE r ,jv» tJIE'SS tl1elt (' e; . t ' t' t iKt' e Wt·cld r CJ rt '>). ,, ) + ' ) r'lüfíllílq ot r'"' 01rthdoy, ti~, CWI 'l0t"i to ChUIC l V1 t l I· 0'T 1'y' d ',l d 1 lf "t:r 'r f 1",C. ") tllP P\/t'ílinq, therP 1) a huqe party 111 1estau an, '/ t'l ,l biq '-rl t' r· ~I E sarr: co C•r'- ,is th 1 qrr dress. People enjoy music cimJ -Jan• inq L 11 1' t r·v latE a i yr1 ,r,t t'

H:.' l í

q '

1

e "•' l 1•1• J el vj

f 01 V ll nq peop l rd ' ", r tVvt'rl f t l b r rdav ic. VE ry in portelnt, becaL Se that '> when trev bt 'Jme a,'c. h. 1 'í(: 'ú ldtlv" 1r JI .JJly' JI E' <.. ií"l J [ f AJE Day to celebreltE. tt· je, ' ' •r ''>E C ir ,j l ·1dc
40

Unit 6

UNIT6

TRANSITIONS

A. Complete the chart w it h information from the reading. Transition

Schulanfang

Quince Años

Coming-of-Age Day

Country Age of people celebrating When Where What do peo ple do?

B. Answe r the questions. 1. Which of these celebrations sounds like the most fun? Why? _ _ _ _ _ _ _ _ _ _ _ _ __

2. Which birthdays are the most important in your country? Why? _ _ _ _ __ __ _ _ _ _ _

C. Write about a ce lebration of a life transition such as a birthday party ora wedding. Who was the party for? What was the person celebrating? Why was it important? What did you do at the party?

Transitions

41

Review Salve the crossword puzzle with vocabulary and grammar from this unit.

111111rm111111 111 11 11 11 11 m1111111111 11 m11111111111111 11 11 11 11 1111111111111111 11 11 11 11 111111111111111 11 11 11 11 m a1111111111m111111111111 11 11 11 11 11 11 11 m11111111m1111 11 11 11 11 11 11 11 11 m11111111111111 11 m111111111111 11 11 11 11 11 11111111111111111 Across

Down

1.

being a baby

2.

being an adult

5.

Old enough to make good decisions

3.

become husband and wife (2 words)

6.

1

4.

He's 20-29 years old. (3 words)

7.

finish your education

5. 40-60 years old

8.

stopped working

9.

(see) _

that movie three times. 1 love itl (2 words)

My brother _

married last year.

1O.

elderly person (2 words)

11. acting like a child

13.

13-19 years old

12.

14.

1

(do) _

all my homework, so cango out tonight. 1

(2 words) 15.

looking and acting old

16.

having the energy of a young person

42

Unit 6

get a different house or apartment

14. My sister _

a child two years ago.

VOCABULARY INDEX

1

ach ieve ............................................... US acne ..................................................... U4 adolescence .................................... U6 adult ..................................................... U6 adulthood ........................................ U6 adventure ......................................... US amazing ............................................. US artery ................................................... U4 baby .............................................. ... U6 bone .................................................. U4 brain ..................................................... U4 challenge .......................................... US child ..................................................... U6 childhood ......................................... U6 childish ............................................... U6 climate ........................... Ul climb ................................................... US coastal .......................................... .... Ul commute .......................................... U3 connect ............................................. U2 crop ...................................................... Ul cross ..................................................... US crowded .......................................... U3 culture ................................................ U2 custom ............................................... U2 dandruff ............................................ U4 downtown ....................................... U3 east ....................................................... U3 elderly ................................................. U6 equipment ....................................... US extreme ............................................. US eye contact ..................................... U2 factory ................................................ U3 farmer ................................................. U1 ílat ......................................................... U 1 formal .................................................. U2

freeway .................... ............ U3 geography ....................................... Ul ge~u~ ............................................... U2 get married ..................................... U6 give up ............................................... US goal ...................................................... US graduate ............................................ U6 grassland ........................................... Ul greeting ............................................. U2 grow up ............................................. US have a child ................................... U6 headache .......................................... U4 heart .................................................. U4 hiccup ................................................. U4 humid ................................................. Ul in his/ her twenties ..................... U6 indigestion ....................................... U4 infancy ................................................ U6 informal ...................... ..................... U2 insomnia ........................................... U4 keep on ............................................ US key ........................................................ U3 large intestine ................................ U4 liver ....................................................... U4 lung ................................................ .... U4 market ............................................... U3 mature .............................................. U6 mea Is ................................................... Ul middle-aged ................................... U6 mountainous ................................. U1 move ..... ..................... U6 muscle ....................... ................... U4 nausea ........................... ................... U4 neighborhood ............................... U3 nightlife ............................................. U3 noisy .................................................... U3

north ................................................... U3 old age ............................................... U6 polite ................................................... U2 population ....................................... U3 progress ............................................. US public transportation ................ U3 put up with ..................................... US region ................................................. Ul retired ................................................. U6 rule ........................................................ U2 run out of ........................................ US rural ...................................................... U3 sea le ..................................................... U3 senior citizen ................................ U6 set out ................................................ US shopping center .......................... U3 skill ........................................................ US skin ................. ................................... U4 skyscraper ........................................ U3 small intestine ............................... U4 small talk ........................................... U2 smile .................................................... U2 sore throat ....................................... U4 south ................................................... U3 staple food ....................................... U 1 stomach ................................. U4 suburb ................................................ U3 symbol .......... .................................... U3 teenager ............................................ U6 traditional ..................................... U2 traffic ... ............................................. U3 urban ................................................... U3 vein ....................................................... U4 watch out ......................................... US west ..................................................... U3 youthfu U6 1

................. . ....... ..... .............

Voc.ibulary lnde

43

CEF: A2-B1

•

;,,

ISBN-13: 978-1-4240-5108-3 ISBN-10: 1-4240-5108-8

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