EMI R THE NATURAL WORLD Listening Note Taking Discussion Vorneka Kanaoha Low Intermediate Be 3 | CAMBRIDGE UNIVERSITY PRESS:‘CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi Cambricige University Press 32 Avenue of the Americas, Now York, NY 10013-2473, USA, swwiwcambridge.org Information on this ttle: ww.cambridge.org/9780521716390 '© Cambridge University Press 2009 ‘This publication isin copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, ro reproduction of any part may take place without the written permission of Cambridge University Press. Fist published 2009 Printed in Hong Kong, China, by Golden Cup Printing Company Limited A catalog record fr this book is available from the British Library Library of Congress Cataloging-i- Publication Data Kanaoka, Yoneko. ‘Academic listening encounters: the nat taking, discussion / Yoneko Kanaoka, p.cm.-- (Academic listening encounters series) Includes index. . ‘Low-intermediate." ISBN 978-0.521-71639-0 (Student's bk.) ~ ISBN 978-0-521-71641-3 (Teacher's manval) 1. English language—Textbooks for foreign speakers. 2. English Janguage-Rhetorie-Prablems, exercises ete. 3. Listening-Problems, exercises, etc. 4. Note taking-Problems, exercises, etc.5. Earth sciences-Problems, exercises, otc. 6, Readers (Secondary) I. Title. 1 Series | world : listening, note PE! 128.284 2009 428,24-de22 2008052374 ISBN 978.-0-521-71639-0 Student's Book ISBN 978-0-521-71641-3 Teacher's Manual ‘Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet Web sites referred to in this publication, land does not guarantee that any content on such Web sites is, or will remain, accurate ‘or appropriate. Information regarding prices, travel timetables and other factual Information given in this Work are correct atthe time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereat, Art direction, book design, and photo research: Adventure House, NYC Layout services: Page Designs International, Ine, Fort Lauderdale, FloridaUnit Chapter 1 Chapter 2 Contents Plan of the Book Author's Acknowledgments Introduction To the Instructor To the Student Planet Earth The Physical Earth The Dynamic Earth Unit Water on Earth Chapter 3 Chapter 4 Earth's Water Supply Earth’s Oceans Unit 8 The Air Around Us Chapter 5 Chapter 6 Earth's Atmosphere Weather and Climate, Unit © Life on Earth Chapter 7 Chapter 8 | Chapter 9 Plants and Animals The Human Body Living Longer, Living Better? Evidence for “Considering Related Information” on pages 26-27 ‘Map: The Continents Weights and Measures Credits Task Index xxii 35 36 56 2B 4 105 106 122 139 156 157 158 160 161Plan of the Book uonens! [oqeT 61 SHON NOK auNL2a7 FHL YS S210N AMOK :BUPYEL SION © Suquoddng BupyeL ON © © sx990109 oy Anejnqea0n SUISsINO & aumanas yeuarul sued coms Hed sqreroq Bunoddng 40} SuruaisrT ZUPIEL 210N 0 CD yxo1e, oxy Aremnqeaoy BUISSIND youcid ano anogy uonewio}u, [punosBypeq 2u0 Hed (ueddwep 21597 4a) yea yo aamanns yeusoauy au :34Nd9z7 auynig ue 1 So10N smog 10630 ‘AUNYEL SION © aumoo & seapr urew 10} BuIUDIStT © C3 suNIDT FHL 3YOITE sod v ayo! pup sito soy vt Soin) » as0oy9 stuapmis ‘yoreasay Sunonpuog 6 uoneunoyuy ‘porwjay BuLDpIsuiog © SMIIANILNI FHL WILY re syrensér toy Bun ‘fyneag jeunyeu s,yuea -3NVE GNY ABVD HLM MEIARBLNI nau seapy wry Joy Bu © 025 (21-11 s28ed) SNDIVL 3LON ONY iE SNINaLSI DIWIGVOV © (or 280d) ADIOA NMO ¥NOA NI @ Sava HUM MaIAULLNT aSpoqmoury nox BULIEYS © sureg poy Buxpuerszopun on Buyuarsrt Xango) Supima © aidoy, ay smog SMIAYILNI FHL INOITT Bupqury, pre Burpeay © (or soBed) (ez 9804) SADIOA NVOAINY ©@ Galuvis DNLLGD @ yea jeaiskyd ayL 1 4ardey Hida JaNWId | Hun Plan of the Book wavoys spms © >yeW 01 SBION MOA BUISN » BUNLD37 3HL ULI aSonduvy arydessojay Buys BUPTEL HON © CD Iwo wos Aremqeaoa BuIss=nB © s@0UeD|0A 40 sed, sno4 zomy ded aSonsiuey o1ydesoray ‘Buys ‘BUPEL ION © © e105 wy cremnquD04 BUISsIND « oued|on ® Jo ‘aumpna 2159 ayy :2U0 Hed (eK epined “1a) S@OUBDION :34UNLIIT Uuonionponuy ax tuo Buysns04 ‘BUPGRI, HON « ‘sso ay ‘sdnoi8 ws 2ou9pu09 1 BUPIURL © uoneunioyuy parepo Sumapisioy = SMIIAMIINI FHL WILY prcor 2avH MOK 1eyM SUITE» CD ayenbyyea aqoy su Burning say yum ararasanut soouasayuy Buywead © € sayenbyyea ‘uum Buyny7 zoysOK pue 3227 yum maralequ) suonsong 201049, IY BULONSUY » 3) ‘oue>|on aanoe ue se9u soiey pur ssoueista Areynqea0y ard fo Son Bun 2uos07 yan mojasoauy roge worewz9}Sf pueaipoimowy | of sauzpn rye [eouDuuny 105 UTESITT © punodtyseq Supra © oneULO;Uy doy « Furuqurexg © oydon 39 ogy ‘FYNLIIT FHL FHOIIG pare|ey SuLIapIsuoy e SMIAYILNI IHL IVOITT BUPTUTYL pur Burpesy © (pe-8z soded) SNDIVL 3LON ONY (22-97 saaed) (S2-Iz seed) (Oz-81 sated) SNINSISI DINAGVIV @ 3D10A NMO ¥NOA NI @ SADIOA NYA @ GaLUVIS ONL @ yey s1weudg ay, z saxdey vit Plan of the Bookwoneuoyuy porjay BuLapisuoy « amoy © J9yy SOION nog BuNLIM2A 6 BUNLDTT IHL UBL SO}0N smo, exque8ig 01 siaypeI pu siaqing Su1sq.BubyeL SION » 1321009 sory Kxeynquooy BUSS « Auddns sovemysous sue 03 syeaily zomy ed poo), woy Arejnquoo, BuIss9n5 Ja1@M a2eysns Jo suonoung ue saounos :eu0 wed (jaeaDw eure “sw) Aiddns soyemysoiy Ye :3YNLITT Bursq, BUyEL, HON © CD qusquog 24 -sisvg sop » wo s2y0a4 poureay neHT NOR eH Busy © doy e Sururwexg © SANSIANIINI FHL YILIV uoneusoyty oupadg 10} BuIUarsr 6 eouyy UL sarenn :yBeuoes ypian monserut sdo2u09 xo(duiop purisiapun on deyy euIsn © @ epoquie) ut saieM :pIMeg ue e1e7 yymn majasequ suoqidg 10 Suyuaisey © @ soveis panun au, Uy aeMy :eUID Yan mayAsorU arydeag sUNIDaT IHL uO | >!loI.a1p BurzseuOSIeg © SMEINUIINI THL HOSIG | FUPHUM, puE SIP © (Gs-ap 82d) SNDIVL 3LON ONY (Li-9p soBed) (St-6¢ seed) (ge-9¢ 908 SNINILSN DIN3GVIV © 3DIOA NMO YNOA NI @ SADIOA NYOIANVY @ Galuvis NLD @ Ajddns sayey s,yyez ¢ 1eydey> HidVa NO ¥alWM ZuUn Plan of the Book vitS@ION NOK Woy suonsang 1821, BUD{EW © FUNIOTT FHL UaLAY orsnyau09 ap so Bapsno05 RUPEE ION © SION 248, nox per or nop Sunn upye a1ON » @ aunssoud 112M 9044 Hed SION aE, nog dja ot snopueHt Sst Burge, SHON © xo toy Kroqnqesoa Busan « e220 aun yo siahey ous tomy 2104 SOON EL nog der (poomfey, Key sueang 5.yye3 “341977 ‘spiom jeu usisry SUDEL, punossyoug 2u FUNLIAT FHL TOIT aidoy, 241 anogy sfoaneai BURY « SMIIANTINI FHL YILIY aidoy ay HO BUEN © ‘seapl ue 10) SuquaISTy © spunuipg yum maynsaruy suoiuo9 omp Sunaqpand © word nox suErEYS © SMAIAYILNI FHL THOITT 4s oy Supquryy ple SuIpesy « (ci-p9 seed) ONDIVL LON NV SNINALSI DINIGVIV © (¢9 280d) 3DIOA NMO ¥NOA NI @ (z9-a¢ soiied) SADIOA NVORANY (us-95 soBed) GaLiVis DNL @ suearg s,yuez p serdey Plan of the Bookpouisor ABH NOK Tey BUX © BUNLDIT AHL Wad oy © UL SION AMOK Buy ueBio BUN), BON oC 1409 way K1ejnqusog BUS8905 6 sanew areinojued som ed ‘uypng we wy sao amoK, Burziueai9 Bure), SION 6 xaiti0g way Kxejnqen0n BUSSIND 6 Aaypwwiny U0 wed (ewen ofy ayy) <240UL 1 iy up Ur }324MA 3UNL9T ano “sso ay 01 uodas » uosaud pu uuontdg mmox Sunreys © SMGIAUILNI FHL WILY suonsonp 201049 ada eoNStYy » €) queuonne ‘up pue piu e04>1H1 pure Aye sium moinenuy uoqeunioyuy ‘sytoadg 10y BumaisrT © ¢ Ayjenb atau) iy meus yam uoneunoyyy aypoadg 10 BuUaISrT © aye ayy ut Swueintiod yar yazan mayasozu) doy » Auyuquuexg © aug ur Aaeqnqeooy 25h A1pjngeo0, 2s10N RuyAgapy ‘BUPFEL SON © CD pu a¥papnouyy punoxsyaeg 105 SuruaistT © quaquog au Bunayparg 6 wowsdea, punosdyeg SUPINE © aida], axp moqy BUNIDTT BHA NOI ‘ue Bunanpuoy « SMAINUILNI 3HL 3yOsaa | BuryuMIL pur Super « (eave Sood) ONDIVL LON GNV (es-z8 Bed) (1-92 seed) (Se-pL safed) SNINAISTI DINGY @ 3DI0A NMO ¥NOA Ni @ SADIOA NVIIAINY &@ @ALYVIS ONLLLGD @ asaydsouny syez ¢ saidey> SM GNNOUY Ulv FHL € HUN Plan of the Bookaydoy, au anoqy s(peanHD BULL © FUNDA FHL UY soap pu ase 40} BuIUDISHT UPL BION © rxa09, wioyy K1einqeoan BUISSOND w Sunien leqoip Jo sivajya ‘omy weg suonensnyy sine, we BuIKdon -BuPpRL AION © CD ardoy aun moqy aowny Suipueisiapun © SMIIANIINI FHL YILIY suoruydg 105 AuuarsyT © @ ard juoiiog ayn SuNompard « lwo Arejnquoo, BUIss INS © eee eee poya aian9s ung pus “eheang asnoyuaei5 au :2U0 Hed ‘Aavesog ttm moron (azuay>et Sunue tego uoneunioyuy seco ye aytoads 03 ButaaisrT © ag AOTC uonwunioyuy jeoqiowny {60]010915 aypoadg 104 Bu1UDISE] 6 soy Buco LED FON 6 s200s igen mapas sroquss a8paynowy Synuareg Burpun punouByaeg 3uIpyng © aidoy ay Suyzyreuosiag © ado, 2 JUNOT 3H 34053E SMAIAYZINI THE YOITG | BUEN puL (poI-66 sed) ONDIVL LON ONY DNINILSN DIN3GWV & (86 38ed) 3DI0A NMO UNOA NI @ (26-€6 s980d) SADIOA NYORANV @ (26-06 s980d) GalUVIs ONILLGD @ yeu pue JayeEM 9 JeIdeyD x Plan of the Bookpoureay 2noH OK seyNN BU UND 3H WALA 149 tH SOI0N AMR Buyusig “BUEeL a9ON © yxo1u09 woay A1enquooy BuISsOND « on anpoidey ‘uonainxa ‘uonesdsoy “UORIANN , H1YV3 NO 3417 7 HUN, Plan of the Book xtwonensnyy ue eae or sion anR ISN & SULIT 3HL YALA roy Nop 8 ut SaION Buoye HUDyEL a1ON © CD wxaruey wou Krvjnqeoog Sus89N5 » swiarshs sejnosenoipie> pue Auoyesidsay ay fom] weg roy mor SOION BUNRL BURL BION © xaIU0D SIN ure1shs annse6ig au :2u0 wed COTW "ejnuewucs fuser) Apog uewiny aya 40 swa1ShS 98441 “3¥NLIIT way Axejnqe0, 22p10 ‘uity Jo suorssardg 10} Bustionsyy supyRL, AON © Anemqeoo, pue a8papnouy punowByoug BuIpyingl © 3WNLIIT FHL THOT uomuda snox Sunreys © uoneuntoyuy parwjay BULDpIsUOD © Aoxing » Bunompu0g © SM3IAYTINI FHL YILIY svapy ure 40) BuyUaisrT » argue spent e yo saauatiadxg reeg YUM maynsaquy aidog, oy Surz1peu0siog © SMIIAYILNI THE TOIT suonsang 01 SuruoisrT © @) (GEr-2el sed) ONDIVL 3LON NV SNINILSTI DINIGVIV © (ret o80d) 3DI0A NMO ¥NOA NI @ (o€I-szI seed) SADIOA NYDN @ (ret-221 s08ed) G3LIVILS ONILLID QQ) Apog uewny ays seydey> ill Plan of the Bookwoneuszoyuy porepey Sutepisuoy ° FUNLIT FHL WLI sxaqu0g way Areynqeoo, Buisson queds aj" uewny aur puapg WNG UeD som Hed SUnyeL SION UM AO, Supenyeag SUPpeL aI0N © CD vxat09 oy &reinqea0n BuIssan & VN 51 ey :2u0 eg (owourg-osysoue) 1we|eoyewi s0ssajoid) ueds 9471 uewnH aun pue YN "34937 aSendue aanemnoads, 10} Suyuaisty ‘SUPIEL SION « Aagmngea0y pure a8popnouy punossyoug 3uIprIngt © aidoy, ayn Burzteuosiog & JUNIDTT IHL TOITE ‘dno say010 reer orydeig Bumumuexg SMMJIAYILNI THL YILAY voneuniosu syfoadg 10) BupuMsrT « @ ‘imyny atp 0} piemso} 6Ur4oo) owea/] yum 2n9]A102U) uoneunioyuy oyyoadg 109 BuquaNsry » ueds ayy uewny at Buipusrg, YPHar YIM AaIAeIU 12q 10} Bumrsry » BulBe 40 saBeyuenpesip luy Ya AnBALEDUY uuonidg ox #upmeyg © SMIINYILNI THL THOITE Bupyayeg pue aidoy ey moqy Bupjunyy ple Buypesy (ssT-ab1 SeB0d) SNDIVL 3LON NY DNINALST INGVV @ (apt Bed) 3DIOA NMO ¥NOA NI @ (9pt-zpr sated) SIDIOA NVORANY se s9Red) OND @ Laneg Bunty ‘e6u0] Gust] 6 JaxdeyD Plan of the Book xivAuthor’s Acknowledgments First, I would very much like to thank Cambridge University Press for giving me the opportunity to write this textbook. In particular, I want to thank Senior Development Editor Kathleen O'Reilly for taking a chance and believing in me. From our first inspiring conversation about Academic Encounters five summers ago to the conclusion of this book, the trajectory of events has been a memorable one. Mahalo nui loa ~ Thank you very much! I am also very grateful to Series Editor Bernard Seal and Development Editor Jennifer Wilkin for their wisdom, insight, patience, and support, as well as the tremendous amount of work they invested in every chapter of this book. T would also like to acknowledge and thank the many reviewers who provided direction and guidance in the early stages of the project: Nancy Braiman, Byron-Bergen High School; Susan Lafond, Guilderland High ‘School; Peter Lempert, Hollywood High School; Sarah Lynn, Bridge Program of Harvard University; Kathleen Mahnke, St. Michael's College; ‘Shaun Manning, Hankuk University; Mary Peacock, Richland College; and Pelly Shaw, American University of Sharjah. Additionally, a warm aloha to all the behind-the-scenes folks at Cambridge. Even though we may never have met, your contributions were appreciated at every step in the process: Janet Aitchison, Senior Publishing Manager; Jane Mairs, Senior Commissioning Editor; Joe Chapple, Commissioning Editor; Sylvia Dare, Production Supervisor; Heather McCarron, Production Supervisor; Don Williams, compositor; Richard LePage, audio producer; Robert Litzenberger, fact checker; Jill Ginsburg, copy editor; and Kellie Petruzzelli, Editorial Assistant. ‘A few personal notes: Jenn, I'm so glad you had enough courage for both of us; thank you for sharing the journey with me. Tomoki, you've been there for the best and worst of it - this book is yours, too. Reggie, you're the world’s greatest transcriber! Kyo, thank you for being my very first lecturer, and for your role as unofficial science consultant throughout. And many thanks to all my friends and colleagues who have enthusiastically supported me during this endeavor. Finally, its difficult to express the extent of my gratitude to the interviewees and lecturers who agreed to be recorded for this project, not all of whose participation, unfortunately, appears in the final product. ‘Your voices are the heart and soul of this book. You touched me with your stories and knowledge, your grace and generosity. I can only hope I did justice to your words as I labored lovingly over each page of text. Yoneko KanaokaIntroduction To the Instructor ABOUT THIS BOOK Academie Listening Encounters: The Natural World is based on content taught in Earth science and biology courses in high schools, colleges, and universities in the United States. The high-interest topics have been chosen for their relevance to life today. The listening, note-taking, and discussion tasks that make up the book help students develop the skills they need for study in any academic discipline. ‘The complete audio program, which contains the recorded material for the listening and note-taking tasks, is available on Class Audio CDs. A Student Audio CD of the academic lectures, which are an important part of the audio program, is included in the back of each Student's Book to provide students with additional listening practice. Correlation with Standards Academic Listening Encounters: The Natural World introduces students to topics and skills recognized in U.S. secondary school standards for Earth science and biology. For. more information about the standards, go to www.cambridge.org/us/esl/academicencounters. TOEFL® iBT Skills Like the other Academic Listening Encounters books, Academie Listening Encounters: The Natural World provides tasks that teach the academic skills tested on the TOEFL® iBT test. For a complete list of the tasks taught, see the alphabetical Task Index on page 161. ABOUT THE ACADEMIC ENCOUNTERS SERIES This content-based series is for students who want to improve their academic skills in preparation for further study. The series addresses both reading and listening skills: Academic Encounters books help students improve their reading, study skills, and writing, and Academic Listening Encounters books concentrate on listening, note-taking, and discussion skills. The reading and listening books are published as pairs, and each pair focuses on a subject commonly taught in academic courses. Topics in Earth science and biology © Academic Encounters: The Natural World * Academic Listening Encounters: The Natural World Topics in American history and culture * Academie Encounters: American Studies * Academic Listening Encounters: American StudiesTopics in sociology * Academic Encounters: Life in Society + Academic Listening Encounters: Life in Society Topics in psychology and human communications * Academic Encounters: Human Behavior + Academic Listening Encounters: Human Behavior A reading book and a listening book that share a content focus may be used independently, or they may be used together to teach a complete four- skills course in English for Academic Purposes. ACADEMIC LISTENING ENCOUNTERS LISTENING, NOTE-TAKING, AND DISCUSSION BOOKS The approach Focusing on a particular academic discipline allows students to gain a sustained experience with one field and encounter concepts and terminology that overlap and grow more complex. It provides students with a realistic sense of studying in an academic course. As language and concepts recur and as students’ skills develop, they begin to gain confidence until they feel that they have enough background in the content focus area to take a course in the subject (Earth science or biology, for example) to fulfill part of their general education requirements. The format . * Academic Listening Encounters: The Natural World This book consists of four units, each focused on a different aspect of the discipline. Each of the first three units is divided into two chapters; the fourth unit has three chapters. Other books in the series are: * Academic Listening Encounters: American Studies * Academic Listening Encounters: Life in Society * Academic Listening Encounters: Human Behavior The format of the other books in the series varies slightly from Academic Listening Encounters: The Natural World. Each book is divided into five units, rather than four, and each unit is divided into two chapters. Each chapter in all the listening books has four sections and includes an introductory listening exercise, informal interviews, an opportunity for students to prepare and present a topic-related project, and a two-part academic lecture. A variety of listening, note-taking, and discussion tasks support the listening material, and chapters are structured to maximize students’ comprehension. Concepts and vocabulary are recycled within each chapter, and they recur in later chapters as students move from listening to discussion and from informal talk to academic discourse. A chapter-based Plan of the Book appears in the front of the book, and an alphabetized Task Index is at the back.The audio program The heart of Academic Listening Encounters is the authentic listening material. The audio program for each chapter includes a warm-up listening exercise to introduce the chapter topic, informal interviews that explore different aspects of the topic, and a two-part academic lecture on another aspect. Each listening experience exposes students to a different style of discourse and recycles vocabulary and concepts in a new context. Tasks based on listening to audio material have an earphone icon @ next to the task title. A second symbol indicates the point in the task at which the audio material should be played. The complete audio program is available in a set of three Class Audio CDs. A Student Audio CD containing the academic lectures is included in the back of each Student's Book to provide additional listening practice. The skills The three main skills developed in Academic Listening Encounters books are listening, note taking, and discussion. Listening presents special challenges because, unlike text on a page, spoken words are difficult to review. In addition to the vocabulary and content, students are challenged by different voices, speeds of delivery, and other features of oral discourse. Tasks presented in Academic Listening Encounters guide students in techniques for improving listening comprehension. However, these tasks also develop note-taking skills in a structured format that teaches students to write down what they, hear in ways that make it easier to retrieve the information. After the listening and note-taking practice, students discuss what they have heard, voice their opinions, compare their experiences, and exchange viewpoints with other class members, thus making the material their own. Additionally, each chapter gives students the opportunity to work on a project related to the topic, such as conducting a survey or undertaking research, and teaches them the skills necessary to present their findings. Task commentary boxes When a task type occurs for the first time, it is usually headed by a colored commentary box that explains the skill to be practiced and why it is important. When the task type occurs again, it may be accompanied. by another commentary box, either as a reminder, or to present new information about the skill. In the Task Index at the back of the book, page references in boldface indicate tasks that are headed by commentary boxes. Opportunities for student interaction Many tasks in Academic Listening Encounters are divided into steps, some to be performed by the student working alone, others by students in pairs or in small groups, and still others by the teacher with the whole class. To make the books as engaging as possible, student interaction has been built into most activities. Thus, although the books focus on listening and note-taking skills, discussion is fundamental to each chapter. Students often work collaboratively and compare answers in pairs or small groups. xviiOrder of units In terms of topics, concepts, and vocabulary, the order of the units as presented in the book is considered optimal. Tasks are progressive and increase in complexity. For example, a note-taking task near the middle of the book may draw on information that was part of an earlier unit. However, teachers who want to tailor the material for presentation in a different order ‘can consult the Plan of the Book or the Task Index for guidance. Course length Each chapter of an Academic Listening Encounters book represents from 8-18 hours of classroom material, depending on the level of the students. For a shorter or longer course, a teacher could omit chapters or activities or include guest speakers, debates, movies, and other authentic audio material. The Teacher's Manual includes additional ideas for each unit. CHAPTER FORMAT 1 Getting Started This section contains a short reading task and a listening task that activate students’ prior knowledge about the topic, provide general concepts and vocabulary, and stimulate interest. Comprehension and discussion questions follow the reading, The listening task may require students to complete a chart, do a matching exercise, or listen for specific information. The task is both a listening warm-up activity for the chapter's content and an oppértunity for students to practice skill-building, 2 American Voices This section contains informal audio interviews on issues related to the chapter content, It is divided into three subsections: Before the Interviews This subsection contains a prelistening task that calls on students to predict the content of an interview or share what they already know about a topic from their personal experience. Allow enough time with this task for all students to contribute. The more they invest in the topic at this point, the more they will get out of the interviews Interviews Students listen to interviews related to the chapter topic, Most interviewees are native speakers of English, but voices of immigrants to the United States are included to expose students to the diversity of spoken English. The interviewees are of different ages and ethnic and social backgrounds. To facilitate comprehension, interviews are divided into two or three parts; each part has from one to three interviewees. Each interview segment begins with a boxed vocabulary preview that glosses words and phrases the student may not know. Vocabulary is introduced in the context in which students will hear it, Reading the vocabulary aloud and exploring its meaning in context will facilitate students’ Comprehension.After each vocabulary preview, students scan the upcoming task. Then they listen to the interview and go on to complete the task, which might include listening for main ideas or details, drawing inferences, or taking notes on the material to retell what they have heard. This approach provides a framework for listening, teaches basic listening skills, and allows students to demonstrate their understanding of the interviews. Afier the Interviews In this subsection, students explore the topic more deeply through examining graphic material related to the content of the interviews, thinking critically about what they have heard, or sharing their perspectives. Most of the tasks in this section are for pairs or small groups and allow for informal feedback from each student. 3 In Your Own Voice This section gives students the opportunity to take creative control of the topic at hand by completing specific tasks based on the chapter content. Brief descriptions of the tasks are provided in the Plan of the Book. They may include: + Personalizing the content: Students talk with partners or in small groups, sharing their experiences and supporting their points of view. * Gathering data: Students conduct research projects or surveys in which they interview classmates or people outside the class. « Presenting data: Students organize their data and present it individually or in small groups. 4 Academic Listening and Note Taking This section contains a formal, recorded, academic lecture related to the topic of the chapter, It is divided into three subsections: Before the Lecture The first task involves students by asking them to predict the lecture content, explore what they already know about the topic, or build their background knowledge and vocabulary with a task based on a brief reading, syllabus, or other written entry. Next in each chapter is an exercise in an academic note-taking skill, based on the lecture content and sequenced to build on skills studied in previous chapters. The skill is explained in a task commentary box, and the listening task provides the skill practice. The recorded material used for the task is drawn from the lecture. Lecture In this subsection, students hear the lecture itself. To facilitate comprehension, lectures are divided into two parts. Each part begins with a matching or multiple choice vocabulary task that introduces students to the language they will encounter in the lecture and helps them to develop the ability to guess meaning from context. The vocabulary task presents potentially unfamiliar words andphrases in the context in which they are used in the lecture, Reading the items aloud, studying their pronunciation, and exploring their use and meaning helps to prepare students for the lecture. ‘Next students preview a lecture comprehension task that gives them a framework for their listening and note taking. The task may recycle the note-taking skill taught before the lecture or expand on it with a related skill. To complete the comprehension task, students take notes during the lecture and then use their notes to complete the task. Previewing the task enables students to listen more selectively and to answer the questions in a more confident and focused manner. After the Lecture Students answer discussion questions that invite them to share their perspectives and analyze the content more critically. This section may also present additional information or ask students to apply what they have learned. GENERAL TEACHING GUIDELINES 1. Replay recorded excerpts as many times as you think will benefit the majority of students. 2, Encourage students to listen to the chapter lectures on the audio CD in the back of the Student's Book for additional practice. Depending on the level of the class, you may want students to listen either before or after you play the lecture for them in class. 3. Homework assignments can include thinking and writing about discussion questions, doing Internet research, and preparing and rehearsing presentations. 4. If possible, pair students from different cultural and linguistic backgrounds. 5. If you do not want to use all of the activities in After the Interview and After the Lecture, select from among them, depending on your students’ level of interest and time constraints. Use the Plan of the Book and the Task Index for guidance. 6. To some extent, the course material builds upon itself, Skills are recycled (see the Plan of the Book and the Task Index) and the level of exercises increases slightly in difficulty. However, it is not necessary to do the units in order, and you can skip ones that are Jess appropriate for your students, 7. I you prefer to read the script of a lecture to the class yourself, rather than play the recording, try to match the natural pace of the recorded lectures. 8, Refer to the Teacher's Manual for answer keys, additional ideas for each unit, the listening script, and lecture quizzes and answers.To the Student Improving your language skills is a journey of discovery. Academie Listening Encounters: The Natural World can help you along this path. The material in this book is taken from Barth science and biology. The topics have been chosen for their high interest and importance in our lives today. Active involvement is at the heart of any type of learning, so you should use this book to help you understand and learn from your own experience. You may find an idea that surprises you, a concept that catches your attention, or a story that makes you want to share an experience in your own life with your classmates. ‘You will also learn the skills you need to be successful in an academic classroom: + What to listen for in casual situations such as informal interviews ‘© What to listen for in academic lectures * Note-taking techniques + How to use your notes to prepare for tests © Ways to think critically about what you hear * Ways to discuss what you have heard Good luck with your academic studies!Planet Earth ‘n this unit, you are going to learn about some of the natural features that make Earth unique. Chapter 1 looks at Earth’s physical structure. You will hear an interview with a scientist and listen to people talking about unusual landforms in different parts of the world. Then you will hear a lecture that gives you a look inside our planet, from its surface down to its center. Chapter 2 discusses some of the ways in which Earth’s surface is constantly moving and changing. You will hear three people describe their firsthand experiences with Earth's movement. The lecture is about three kinds of volcanoes and how they are formed.The Physical Earth @® etme started In this section, you are going to read about Earth’s unique place in our solar system. You will also listen to directions for creating a simple diagram of the solar system. READING AND THINKING ABOUT THE TOPIC Reading and thinking about a topic before you hear about it makes the discussion much easier to understand. 1| Read the following passage. The solar system is made up of the sun and all the objects moving around it, including the eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. The four planets nearest to the sun are called terrestrial (earth) planets because they are made mostly of rock. The other four planets are called gas giants because they are larger than the first four and are made mostly of gas. Unit 1 Planet Baeth,Earth is the third planet from the sun. Earth has many unique features because of its location in relation to the sun's heat and energy. For example, Earth is the only planet that has liquid water on its surface. In addition, there are large pieces of solid land, called continents, on Earth. Earth is also surrounded by a thick atmosphere. Together, these features allow life to exist on our planet. 2| Answer the following questions according to the information in the passage. 1 Name the four terrestrial planets and the four gas giants. How are the two kinds of planets different? 2 Name one way that Earth is different from all the other planets in the solar system. 3 | Read the following questions and share your answers with a partner. 1 Look at the picture of Earth on page 2. What features do you see? 2 Do you think that life exists on any planets other than Earth? Explain. @ LISTENING TO DIRECTIONS One of the most important skills you need is following directions. Teachers usually give directions orally. Understanding directions will enable you to complete tasks correctly. 1 | Look at the diagram below. Some information is mi information you need to complete the diagram. ing. Think about what kind of 2 O OO sun} Mercury Venus Saturn Uranus Neptune You will need yellow, blue, and red pens or pencils for this activity. Listen and follow the speaker's directions. Compare your diagram with a partner. What new information did you learn from this listening activity? Chapter J The Physical Earth 3DB awerican voices: Brad, Gaby, and Jane In this section, you will hear an earth scientist talk about his work. Then two travelers will describe some of Earth's natural landscapes. BEFORE THE INTERVIEWS BUILDING VOCABULARY: UNDERSTANDING WORD PARTS When you see or hear new vocabulary, one way to guess the meaning is to look at each part of the word. Understanding word parts will help you to increase your vocabulary quickly. 1| In this chapter, you will learn about geology. Guess the meaning of the word by looking at its parts, which come from the Greek language, geo-= earth -ology = study of geology = _ 2|| Write the definitions of the following scientific terms, Use the word parts in the box. meteorology = ‘meteor- = atmosphere biology bio- = life seismology Seismo- = earthquake voleanology volean- = volcano hydrology 3 | Look at this word ending: -ist = a person who believes in or studies something What is the definition of geologist? A person who studies 4 | Discuss the words below with a partner, The stressed syllable is underlined. Pronounce each word out loud. Then guess the meaning of each word using your knowledge of word parts. meteorologist. biologist seismologist volcanologist hydrologist Unit # Planet Earth,SHARING YOUR KNOWLEDGE Sharing your knowledge with your classmates makes you more aware of what you know about a topic. It also helps you learn new information. 1| Work with a partner to complete the sentences. Use the map below to find any answers you do not know. 4 Earth has __ continents and _____ oceans. 2 The largest continent is __, and the smallest continent is 3 The highest mountain on Earth is 4 The lowest point on Earth's surface is 5 The longest river is, 6 The largest desert is 2 | Check your answers to step 1 at the bottom of this page. 3 | Share your knowledge of Earth. Discuss the following questions with your partner. 1 How many continents have you been to? Name them. 2 How many oceans have you seen? Name them, 3 Have you ever climbed a mountain? Which one? How high was it? 4 Name one river and one lake you have been to. 5 Have you ever been to a desert? Talk about your experience. yes a4} 9 SEN 2M § 89S PHC =U sorona TW € TEsISNY "WISY Z LT 21 dvs “aBpojOUY snoA HuLIEUS O1 StOMsUY Chapter J The Physical Earth 56 INTERVIEW WITH BRAD: Geology Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. But it's more complicated than that: difficult; nor simple ‘The study of the composition and dynamics of the Earth: the way something is made and the way its parts fit together / movement; change From its center to its surface: the top layer I was curious: wanting to learn more about something A chronic erosion problem: happening again and again over time They're eroding over time: disappearing or wearing away by the action of wind or water @ LISTENING FOR MAIN IDEAS IN AN INTERVIEW Main ideas are the most important points that a speaker wants to make. In an interview, you can often understand the main ideas by paying close attention to the interviewer's questions. 1| Read the topics below. O The meaning of geology CO The reason Brad decided to become a geologist O The disadvantages of being a geologist O The project Brad is working on now Ci Brad's future goals C1 Brad’s feelings about geology 2|| Now listen to the interview with Brad. Check (V) each topic in step 1 that you hear discussed. = 3| Summarize each main idea in the interview by completing the following sentences. ‘Then compare your answers as a class. Geologists study From a young age, Brad asked many questions about At his job right now, Brad is doing research about Brad thinks that geology is Unit 1 Planet EarthINTERVIEW WITH GABY AND JANE: Earth's natural beauty Here are some words and phrases from the interview with Gaby and Jane printed in bold and given in the context in which you will hear them. They are followed by definitions. Gaby All these cliffs .. . go down into the earth: tall rocks with steep sides It almost looks like a painter came and just painted on a canvas: a piece of cloth on which a picture is painted You can see the light changing on all the different rock formations: shapes or structures Jane Its a massive red sandstone rock: very big /a soft yellow or red rock I's made up of very, very hard minerals, mostly quartz and feldspar: natural substances that are commonly found in the earth We're also . . . the driest inhabited continent: lived on by humans We have a lot of unique and stunning natural landscapes: like anything else / beautiful, impressive Up close, it looks like honeycomb: a structure made by bees with many small holes in which to store honey Chapter 1 The Physical Earth@ LISTENING FOR DETAILS Details explain, describe, or give more information about main ideas. Listening for details will help you improve your listening comprehension. 1| The chart below shows the main ideas and some of the details Gaby and Jane will talk about in their interview. Notice that the notes are not complete sentences. Look | at the photographs, and think about what other kinds of information could go in the chart. Main ideas | Details Grand Canyon Uluru (Ayers Rock) What looks | big. ~ seems to gp on forever be cliffs go con into earth Its colors. veddich-brown, can change depending. on time. to fink, Pople, or ‘The speakers’ | one of the most beavtiful thir thoughts and as seen fH "6 feelings hcky to eweriene it . hl camot create this How it was ls rock Tf om tne tee He 9 fe wv Yocks eroded — Uluru ig rte left 2|| Now listen to the interview with Gaby and Jane. Take notes as you listen. Add as many details as you can to the chart in step I. 3) Work with a partner. Take turns telling each other the similarities and differences between the Grand Canyon and Uluru. For example: The Grand Canyon and Uluru are both very beautiful The Grand Canyon is in the United States, but Uluru is in Australia, Unit | Planet BarthAFTER THE INTERVIEWS CONSIDERING RELATED INFORMATION 1| A landmark is a feature of a landscape. or town that is easily recognized or that is well known, Read the information about each natural landmark below. Which location looks most interesting to you? Explain the reasons for your choice to a partner. NIAGARA FALLS Canada / United States ‘The world’s most popular waterfalls + Located on the border between Canada and the United states + 51 meters high, more than 1,000 meters wide + 24 milion gallons of water flow over the falls every minute + A beautiful and powerful natural wonder 2, Discuss the following questions as a class. Which location in step MT. FUJI, JAPAN Dey iaared etal oriart Coma Mee eae Tee 6 is ieaniiilcesere die sie (of ant poems, and songs Magical, mysterious, limestone mountains Unique and strange shapes sometimes look like animals or people Green, misty landscape appears in many Chinese poems and paintings most attractive? Why? Has anyone been to one of these famous natural landmarks? Tell the class about it. * You can find information about the meric and US. systems of measurement on pages HH-159. Chapter 1 The Physical Earth 910 8 IN YOUR OWN VOICE In this section, you will do research about a natural landmark in your country. Then you will make a handout or poster and present your research to your classmates. CONDUCTING RESEARCH In academic classes, you will often need to conduct research. You can use the library and the Internet to find information, Make sure you copy the information accurately, and always write down the source (the name of the book, magazine, newspaper, or Web site where you found the information). 1| Working alone or in a small group, make a list of famous natural landmarks in your country. Write down the names of well-known mountains, valleys, bodies of water, rock formations, and any other natural landmarks you can think of. 2.| Working alone, choose one natural landmark in step 1 that you would like to research, Using a library and Internet sources, try to find the following information: © measurements (height, depth, width, length) © approximate age © how it was formed © why it is famous 3| Make a handout or poster about your natural landmark. List facts and other | interesting information you learned during your research. 4| Work in a group. Explain your handout or poster to the group members. Use some of the sentences below in your presentation, Td like to tell you about __, a famous natural landmark in. is very big. It is ___ kilometers high/deephvide/long. —— is very old. It was formed ___ years ago by is famous for several reasons. First, ... ‘Second, Do you have any questions about - /Finally, Uni 1 Planet Earth,DBD ACADEMIC LISTENING AND NOTE TAKING: The Internal Structure of Earth In this section, you will hear and take notes on a lecture by Dr. Leslie Tamppari, a scientist who studies planets. In her lecture, “The Internal Structure of Earth,” Dr. ‘Tamppari will first give some general information about our planet. Then she will describe Earth's layers in detail. BEFORE THE LECTURE @ LISTENING FOR MAIN IDEAS IN A LECTURE When you listen to a lecture, the most important step is to identify the main ideas. Good lecturers will use phrases like these to help you notice the main ideas: There are several important points I'l talk about today .. The first point is... Now let's move on to. . Next I would like to discuss... Finally, ‘1| The sentences below are from the lecture. One sentence introduces the topic. Mark that sentence with a 7, The other sentences are main ideas. Decide the order in which you think they will appear. Write J next to the main idea that you think will come first in the lecture, 2 next to the second main idea, and so on, — Now, I'd like to discuss each of the three main sections. First, the crust. The Earth's crust is what we see when we look at Barth's surface. ... There are two kinds of crust, oceanic and continental. But first, T want to give you some background information about our planet. —— Finally, continuing down toward the center of the planet, we come to the core. The Earth's core . . . can be divided into two parts, an outer core and an inner core —_— Today, we'll be discussing the internal structure of Earth —— Moving down from the crust, the next layer of the Earth is called the mantle. Chapter 1 The Physical Earth uw12 2| Work with a partner and compare answers to step 1 3| Listen and check your answers. You will hear the main ideas in the order they appear in the lecture. NOTE TAKING: ORGANIZING YOUR NOTES IN AN OUTLINE Using an outline can be an effective way to organize notes. In an outline, numbers and letters show relationships between main ideas and details. Topics that explain ‘main ideas in more detail are called subtopics and are listed underneath the main ideas. 1 | Look at the outline for the lecture below. Turn back to page 11. Using the sentences in “Listening for Main Ideas in a Lecture,” fill in the blanks below. You do not have to write whole sentences, only topics and ideas. (lecture topic) 1 Backgromd information (main idea) TL, Crust = Barth's cwrface layer - (main idea) A —_— (subtopic) subtopic M1. = net layer down from crust (main idea) WW, of arty (main idea A (subtopic) po (subtopic) With a partner, answer the following questions: How many main ideas are there in the lecture? How many main ideas have subtopics? Unit Planet BarthLECTURE, PART ONE: Background Information About Our Planet GUESSING VOCABULARY FROM CONTEXT When you hear a word you do not know, pay attention to the words and phrases that surround it, also called the context. The context can give you clues that will help you understand the new word. 1 | The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using context clues and your knowledge of related words, take turns trying to guess the meanings of the words in bold. _— 1 The many natural features that you can see: mountains, forests, . —— 2. .. oceans, rivers and lakes, soill and rocks. —— 3 Welll be discussing the internal structure of Earth, and examining cach of three main sections —— 4 Welll be discussing the internal structure of Earth, and examining each of its three main sections . —— 5 If we draw a line directly through the center of the planet, the distance from the north pole to the south pole is almost 13,000 kilometers. —— 6 Lets look at its internal structure more closely to find out what makes it so dense, —— 7 The Earth is made up of three main layers. The outer layer is called the crust. 8 Scientists can guess what each layer is made of by studying seismic waves, or vibrations, that pass through the different layers. 2| Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. Check your answers in a dictionary if necessary. a the center points at the top and bottom of the Earth b parts of the world made by nature, not by humans ¢ the different parts that together make up one thing d caused by an earthquake or movement below the surface of the earth € having a lot of matter crowded together in a small space £ the material on the surface of the ground in which plants grow; earth g a sheet or thickness of something that covers a surface or body h existing inside something Chapter 1 The Physical Earth 1B4 @ NOTE TAKING: LISTENING FOR SUPPORTING DETAILS ‘Supporting details give more information about the main ideas of a lecture. They often consist of facts, definitions, examples, reasons, and explanations. In an outline, supporting details are indented and listed under the main ideas. 1 Copy the lecture outline you completed on page 12 onto a separate piece of paper. Leave several lines of space under each number or letter in the outline. 2, Read the list below of supporting details from Part One (the introduction and section I) of the lecture. Think about where they might go in the first part of your outline, Sth largest planet in solar system distance from north pole to south pole = about 13,000 kilometers Earth’ 3 main layers: crust, mantle, core 46 billion years old 3rd planet from sun only planet with liquid water ~ 71% of surface is covered densest planet seismic waves (vibrations) give information about Earth’s layers 3 | Listen to Part One of the lecture. As you listen, write the supporting details from step 2 under the correct heading (section 1) in your outline, in the order that you hear them. DETUNG ‘andes Mountains: Formed as continental plates clide Great it Valley: Formed 2s coniental lates move aay from each other Unit} Planet Earth,LECTURE, PART TWO: Earth’s Internal Structure GUESSING VOCABULARY FROM CONTEXT 1 ‘The following items contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. 1 The movement of Earth's crust causes earthquakes and the formation of natural land features —— 2. The movement of Earth’s crust causes earthquakes and the formation of natural land features, such as mountains and valleys. —— 3 It's also much denser than the crust, because most of the Earth’s mass is, located in the mantle. —— 4 Continuing down toward the center of the planet, we come to the core. ___. 5 Scientists believe the inner core is made of solid iron and nickel. —— 6 The pressure of the rest of the Earth pushing down on it creates temperatures as high as 4,000°C.* Work with your partner: Match the bold terms in the sentences in step 1 with their definitions below. Check your answers in a dictionary if necessary. a hard, heavy metals that are common on Earth b a firm, regular weight or force against something € the center of something d the total amount of matter in any solid object or in any volume of liquid or gas € areas of low land between two hills or mountains £ the process of making or shaping something © You can find information about the Fahrenheit and Celsius (centigrade) temperature sales on page 159, Chapter 1 The Physical Earth 18,@ NOTE TAKING: LISTENING FOR SUPPORTING DETAILS 1 Look at sections I, III, and IV of your lecture outline on page 12. Then read the list below of supporting details from Part Two of the lecture. Think about where they might go in the second part of your outline, most of Earth’s mass temperatures up to 4,000°C land areas. movement causes earthquakes, mountains, valleys ball of high-pressure material ower — hot and soft much denser than crust thicker than the mantle under water solid iron and nickel much thicker than crust (2,900 kilometers deep) extremely hot ~ rocks and minerals melt 6-11 kilometers thick thicker than oceanic crust (30-40 kilometers) upper cool, solid rock 2 Listen to Part Two of the lecture. As you listen, write the supporting details from step 1 under the correct headings in your outline: sections II (A and B), III, and IV (A and B), NOTE TAKING: CLARIFYING YOUR NOTES WITH A PARTNER ‘A good way to check your notes after a lecture is to review them with a classmate. Explaining your notes helps you review information and understand it better. When you ask your classmate questions about the lecture, you can fill in any information you missed. 1| Work with a partner. Review your notes from Parts One and ‘Two of the lecture. Take turns explaining each section of the outline, and help each other correct or add information. Use some of the following expressions as you review: Theard ... Is that what you heard, too? L think the lecturer said . ‘My information is different. I wrote . I didn't understand the part about 2| Asa class, discuss parts of the lecture that you still do not understand, Unit 1 Planet Barth,AFTER THE LECTURE USING YOUR NOTES TO LABEL AN ILLUSTRATION ‘A good way to apply the information you have learned in a lecture is to make and label an illustration. In this way, you show how well you understood the lecture content. 1| Using your notes from Dr. Tamppari’s lecture, label each part of the illustration below. 2.| Work with a partner and compare your illustrations. Chapter 1 The Physical Barth 718 The Dynamic Earth B® cettine started In this section, you will learn more about Earth's crust and how it is always moving. You will also listen to and record the different rates of movement of parts of the Earth, READING AND THINKING ABOUT THE TOPIC 1| Read the following passage. ‘As you learned in Chapter 1, Earth has three main layers: the core, the mantle, and the crust. The thin crust is made up of hard rock, but it is not one solid piece of rock. Instead, it is broken into many pieces, called plates. These plates lie on top of the much. hotter and softer mantle. There are about 12 very large plates and several smaller plates (see the map on page 21). These plates are moving slowly over the surface of our planet. This movement is called plate tectonics. Univ Planet Barth‘The Earth's plates move in different directions. Sometimes they move away from each other, and sometimes they crash into each other: Two plates may slide against each other, side by side. These movements affect Earth’ surface, sometimes causing volcanoes, earthquakes, and the formation of mountains and valleys. 2| Answer the following questions according to the information in the passage. 1 Describe Barth's crust, 2 Describe three ways that Earth's plates can move. 3. What are some effects of plate tectonics on Earth's surface? 3 | Read the following questions and share your answers with a partner, 1 Does your area have a lot of tectonic activity, for example: earthquakes and volcanoes? Where and how often do they happen? 2 Name one earthquake and one volcanic eruption that you have heard about. 3 Can you think of any changes to Earth's surface that could be caused by plate tectonics other than earthquakes and volcanoes? Explain @ LISTENING FOR NUMERICAL INFORMATION ABOUT DISTANCES AND RATES Listening for numerical information (numbers) can be difficult in a second language. Here is some information to help you understand distances and rates, 1 centimeter (cm) = 10 millimeters (mm) per year = every year 1 meter (m) = 100m rate = speed; number of times that 1 kilometer (km) = 1,000 m something happens NOTE: Say point for a decimal point in a number. For example: You read: Earth is 4.6 billion years old. You say: Earth is four point six billion years old. 1| Before you listen to information about the movement of the Earth's plates, read | the following sentences. Try to predict if you will hear millimeters, centimeters, or kilometers. 1 The Atlantic Ocean is growing at a rate of about __per year. 2 The Himalaya Mountains are rising at a rate of about per year. 3 The two main plates in California are sliding side by side in opposite directions at a rate of almost _______per year 4 The Hawaiian Islands are moving northwest toward Japan at a rate of about per year, 2| Listen and fill in the numbers in step 1. Compare your answers with a partner. Chapter 2. The Dynamic Earth 19.3| Working with your partner and using the information in step 1, complete the calculations. 1 At its widest point, the Atlantic Ocean is 4,830 kilometers wide. How many years will it take to increase to 4,831 kilometers? q a 2 Mu. Everest, in the Himalayas, is the highest mountain in the world. Its height is currently 8,848 meters. How tall will Mt. Everest be in 400 years? 3 The cities’of San Francisco and Los Angeles, in California, are about 560 kilometers apart. How many years will it take for the two cities to be side by side? ‘San Francisec Los Angel 4 The islands of Hawaii and Japan are about 6,200 kilometers apart, About how many years will it take for them to be 1 kilometer closer to each other? 4| Check your answers to step 3 at the bottom of page 21. Unir 1 Planet BarthAMERICAN VOICES: Loren, Zack, Yoshiko, and Kei In this section, you will hear a man talk about living near an active voleano. Then you will hear three people describe their earthquake experiences. BEFORE THE INTERVIEWS EXAMINING A MAP ‘A map can present a great deal of information efficiently: It is important to be able to read and interpret a map correctly. Look at the map below. It shows the major plates of Earth’s crust. It also shows the location of some of Earth's active volcanoes and recent earthquakes. After studying, the map, look at the questions that follow it and discuss them with a partner. & i Plate ‘Austrian Plate, Antarctic Plate Ly ee BS 1 Find your country on the map. Is there a lot of activity from volcanos or earthquakes in your country? 2 Which continent has had no active volcanoes and few earthquakes in recent years? 3 Where have most of Earth’s volcanoes and earthquakes been located? Why? svat 98z'p1 moge p SHOX YONI ZN E sIOTOUE OSe'S Z SHEE OOO'F T 107 avd uo “¢ days ‘savey pu ssouRIsIq TnogY UORULIOFU YeSUDUIMN 30} SUIUEHsrT O} SIONSUY Chapter 2. The Dynamic Earth = 24INTERVIEW WITH LOREN: Living near an active volcano Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. One of the most seismically active places on Earth: having a lot of movement in the earth, especially because of earthquakes or voleanoes Kilauea has been erupting continuously since 1983: sending smoke, ash, rock, and lava into the sky Vil never forget . . . seeing a fountain of lava: hot, melted rock shooting into the air It was just spectacular / It was awesome: impressive and exciting Lava flows underground: moves in one direction The volcanoes in Hawaii aren't the explosive type: erupting strongly and suddenly @ ANSWERING MULTIPLE CHOICE QUESTIONS Students are often required to answer multiple choice questions on tests. Be sure to read each question and all answer choices carefully before you begin. 1| Read the following questions before you listen to the interview. If you do not understand some of the vocabulary, use your dictionary. 1 Loren lives in ___. a Kilauea b Hawaii © Loihi 2 Loren thinks that living near a volcano is __. a dangerous b tiring © exciting 3 Loren once saw a ___ from the school where he was working. a fountain of lava b fountain of water ¢ plane taking off 4 When a volcano erupts, people want to __ a escape from the lava jump into the ocean _€ go see the lava 5 Because of its volcanoes, the island where Loren lives is a growing b exploding ¢ sinking Now listen to the interview with Loren. As you listen, circle the correct answer to each question in step 1 3| Compare your answers with a partner. Then discuss the following questions: 1 Did you hear any surprising information in the interview? Explain. 2 Would you want to live near an active volcano? Why or why not? 22 Unit 1 Planet EarthINTERVIEW WITH ZACK AND YOSHIKO: Living with earthquakes Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them, They are followed by definitions. ‘Typically you won't even know they've happened: usually; in most cases I was asleep and didn't even notice: become aware of something That just feels like a little shaking: moving quickly up and down or side to side It felt like the floor became liquid: not hard; like water The furniture starts rattling: shaking and making noise It’s no big deal: not serious or important You're not afraid that “the big one” might be coming soon: a powerfiul and destructive earthquake @ DRAWING INFERENCES Drawing inferences means understanding things that speakers do not say directly. You can draw inferences by using your background knowledge, context clues, and other information given by the speaker. ‘1 | Read the statements below. Zack and Yoshiko do not say these things directly, but you can infer whether they are true or false based on what you hear in the interview. —— 1 Zack and Yoshiko have both experienced many earthquakes in their lives. —— 2 Zack and Yoshiko do not usually feel afraid when an earthquake is happening, —— 3 Zack had some emergency earthquake training at work. —— 4 Zack and Yoshiko are well prepared for an earthquake. —— 5 Zack and Yoshiko want to move away from San Francisco. 2 | Listen to the interview. Draw inferences based on what you hear and write T (True) or F (False) next to each statement in step 1. If you do not have enough information to draw an inference, write NS (Not sure) in the blank. Tock and Yestio Chapter 2 The Dynamic Earth = 23,INTERVIEW WITH KEI: Surviving the Kobe earthquake Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. ‘It measured 7.2 on the Richter scale: a system for measuring the strength of earthquakes I didn't lose any friends or family: have someone close to you die We could hear a woman screaming: calling out or yelling in a loud voice She was stuck under a door: unable to move from a particular position or place Everyone must have been panicking: feeling scared and not thinking clearly Twas so grateful for that: thankfiul ‘The memories are still very fresh: recent; clear @ RETELLING WHAT YOU HAVE HEARD One way to make sure you have understood what you have heard is to retell the information to the speaker or to another listener. You do not need to use the same ‘words that the speaker used, 1 | Before listening to the interview with Kei, read the questions below. Think of some possible answers. 1 What did Kei feel during the earthquake? What did she hear? 2 What happened to Kei’s apartment and her neighborhood? 3 What challenges did Kei and her family face after the earthquake? 4 How did Kei feel on the day of the earthquake? How does she feel now? Now listen to the interview with Kei, As you listen, take notes on the answers to the questions in step 1. [TEN 3) With a partner, take turns retelling Kei’s story. Include the answers to the questions in step 1. Use your notes and the words and phrases in the vocabulary box to help you retell the story. 24 = Unit | Planet BarthAFTER THE INTERVIEWS CONSIDERING RELATED INFORMATION 1| Read the voleano emergency plan, Discuss it with your partner. Are there any actions you would add to the | emergency plan? What are they? Volcano Emergency Plan Before an eruption + Make an escape route and emergency meeting place with your family. + Prepare an emergency kit with supplies for your home. During an eruption PEN «<0 1 an emergency shelter i your neighborhood has one. if not, try to move to high ground. [FE |) «Pura wer cloth over your mouth and nose to protect against + Stay away from areas with lava, ash, and smoke, + Protect your eyes, nose, mouth, and skin when you go outside. What are some other kinds of disasters that people should plan for? Brainstorm with your partner and list as many kinds of disasters that you can think of. 3,| Now choose one kind of disaster from step 2 and make an emergency plan. Include ideas about what to do before, during, and after the disaster THINKING CRITICALLY ABOUT THE TOPIC Asa student, you will often need to think critically about a topic. This means you must do more than restate what you hear and read. You must think carefully about the information and analyze it. Discuss the questions below in a small group. Listen to the interviews again if necessary. 1 Are Zack and Kei afraid of earthquakes? Why or why not? 2. What is similar about the way Zack and Kei think about the future? 3 Do you agree with Zack's and Kei’s opinions? Why or why not? Chapter 2. ‘The Dynamic Earth 25B IN YOUR OWN VOICE In this section, you will learn more about plate tectonics. You will gather evidence to support this theory through reading, a hands-on task, interviews, and group and class discussions. CONSIDERING RELATED INFORMATION 1| Read the following passage about plate tectonics. Then discuss the question that follows with a partner. According to the theory of plate tectonics, the plates that make up Earth’ crust are always moving, In fact, scientists believe that 200 million years ago, all of the continental plates were together in one large land mass. In other words, our planet had only one large continent and one large ‘ocean! Over time, the plates slowly moved away from each other to form the continents and ‘oceans we know today. ath, 200 mya (nilion years ago) What kinds of evidence do you think support the theory that all of Earth's continents were once connected? 2| Turn to page 157. Trace the world map onto a piece of white paper. Use scissors to cut out the continents from your piece of paper: ry to fit the separate pieces together into one land mass. Then discuss the following questions with your partner: 1 What do you notice about the shape of Earth's continents? 2 Is it easy or difficult to fit the continents together into one land mass? 3 Does the shape of Earth's continents support the theory of plate tectonics? 3 Work in a small group. Choose one of the following topics for your group: fossils, animals, mountains, or rocks and minerals. Each topic provides evidence that supports the theory of plate tectonics. Unit | Planet Barth‘Turn to page 156 and find the evidence for your group's topic. Practice paraphrasing the information (saying it in your own words). When you are ready, turn back to this page. Do not look at the evidence for the next part of the activity! Using the chart below, interview members of the other groups and take notes. Here is an example of how to get started: Excuse me, are you a member of the continents group? Please tell me how the shape of continents supports the theory of plate tectonics. Theory of plate tectonics Evidence chart Group Notes ‘Shape of continents | When we lok. at the shape: of todoy continents, we can see that they, can fit tageter like pre pieces Fossils ‘Animals ‘Mountains Rocks and minerals Return to your group and review the five kinds of evidence in your chart. Then choose one person to present your group's evidence to the class. Here is an example: My group is the shape of continents group. Today's continents can fit together like puzzle pieces. This is evidence that the continents were all together at one time in the past. After each group has presented its evidence, discuss the following questions as aclass: 1 In your opinion, what is the strongest evidence supporting the theory of plate tectonics? 2 In the future, how could the shape and location of the continents and ‘oceans change? Chapter The Dynamic Earth 27DB ACADEMIC LISTENING AND NOTE TAKING: Volcanoes In this section, you will hear and take notes on a two-part lecture given by Dr. Patricia Fryer, a volcanologist (someone who studies volcanoes), In her lecture, Dr. Fryer will describe the basic structure of a volcano, and then introduce four different types of voleanoes. BEFORE THE LECTURE BUILDING BACKGROUND KNOWLEDGE AND VOCABULARY Learning background information and vocabulary before a lecture can help you understand the content better when you hear it. 1| Read the scientific terms and definitions related to volcanoes. Discuss any words that you do not understand with your classmates or look them up in a dictionary. crust: the top layer of Earth mantle: the layer below the crust magma: melted rock that forms in Earth’s mantle throat: a passageway; magma travels through the throat from the mantle to the crust vent: a hole in Earth's crust; magma erupts through the vent to Earths surface crater: the bowl-shaped opening at the top of a volcano Java: melted rock (magma) that has reached the surface of Barth 2 | Using the terms and definitions in step 1, label each part of the diagram below. 3 | The diagram in step 2 comes from Dr: Fryer’s lecture on voleanoes. Work with a partner. Compare your diagrams, and then predict what you will hear in the lecture. Unit 1 Planet Barth@ NOTE TAKING: FOCUSING ON THE INTRODUCTION Be sure to listen carefully and take notes during the introduction of a lecture. A good lecturer will state the main topic of the lecture and outline the major subtopics in the introduction. You may hear some of the following expressions: Today Vd like to talk to you about Then I will describe... The topic of our lecture today is After that, we'll move on to Tid like to start by explaining... . Finally, well discuss... . 1| Listen to the introduction of Dr. Fryer’s lecture. As you listen, circle the phrases she uses to explain her plan for the lecture. 1 (Today's lecture is going to be about / The topic of our lecture today is) volcanoes. 2 (In the first part of today’s lecture, I will introduce / I'd like to start today’s lecture by introducing) the basic structure of a voleano. 3 (After that, we'll move on to / Then I'll describe) four basic types of volcanoes: shield volcanoes, composite volcanoes, cinder cone volcanoes, and supervolcanoes. 4 (Finally, we'll discuss / In the final part of the lecture, Ill discuss) some of the signs scientists can look for before a volcanic eruption happens. 2.| Compare your answers with a partner. LECTURE, PART ONE: The Basic Structure of a Volcano GUESSING VOCABULARY FROM CONTEXT 1 | The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take ‘turns trying to guess the meanings of the words in bold. _— 1 Well discuss some of the signs scientists can look for before a volcanic eruption happens. 2 Voleanoes form when molten rock, or magma, makes its way up from the Earth’s upper mantle, —— 3 The opening in the rock releases pressure on the gases in the magma. 4 The magma then rises to the surface through a narrow passageway. Chapter 2. The Dynamic Earth 292| Work with your partner. Match the bold terms in the sentences in step | with their definitions below. If necessary, use a dictionary to check your answers. a stops holding or pushing, b so hot that it becomes liquid; melted ¢ a small path or tunnel d signals or events that indicate what might happen in the future @ NOTE TAKING: USING TELEGRAPHIC LANGUAGE When you listen to a lecture, it is not possible to write down everything the lecturer says. Using telegraphic language will help you take notes on the most important information using as few words as possible. Telegraphic language includes key words that carry information. Examples You hear: Seventy-five percent of all rocks on the surface of the Earth are formed by volcanoes, You write: 75% rocks on Earth's surface formed by volcanoes You hear: Every day there are about 20 volcanoes erupting on Earth. You write: Every day 20 volcanoes erupting 1| Look at some sample sentences from Dr. Fryer’s lecture. Underline the key words. Cross out any unnecessary words. 1 Well, volcanoes form when molten rock, ox magma, makes its way up from the- Earth’s upper mantle. 2 The upper mantle is about 80 to 150 kilometers below the Earth's surface, where the temperatures are so high that rocks and minerals start to melt. 3. The melting rocks and minerals form magma, and this magma rises up through the solid mantle, 4 Usually an eruption starts because an earthquake breaks the rock at the top of the mantle, and the opening in the rock releases pressure on the gases in the magma. 5 The magma then rises to the surface through a narrow passageway, or what we call the throat of a volcano, and erupts at an opening in the crust, called a vent. Unit 1 Planet Barth2|| Look at the notes from Part One of Dr. Fryer’s lecture. With a partner, try to figure out what the telegraphic language means. Part One: Structure of a Volcano ___ Earthquake breaks rock, releases pressure on gases in magma __— Magma on Earth's surface = lava __— Magma erupts gently (lava flows on surface) or explosively (ash, rock rise 1,000s meters) —41_ Molten rock (magma) from mantle; 80-150 km under surface, high temperatures __— Magma rises through narrow passage (throat) to surface _—— Magma erupts at opening in crust (vent) 3 | Now listen to Part One of the lecture. As you listen, number the notes in step 2 in the | order that you hear them in the lecture. LECTURE, PART TWO: Four Types of Volcanoes GUESSING VOCABULARY FROM CONTEXT 1 | The sentences below contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, take ‘turns trying to guess the meanings of the words in bold. 1 Lava... flows along the surface of the Earth . . . forming a broad, sloping shape with a circular base. 2 Lava... flows along the surface of the Earth . . . forming a broad, sloping shape with a circular base. 3 Another type of volcano is the composite volcano . . .. These volcanoes have both explosive and gentle eruptions. 4 Then the lava flows out... making a cone that has alternating layers of ash and lava. ____ 5 Layers. . will pile up near the vent . .. . These volcanoes have steeper slopes than shield volcanoes. 6 Lava becomes hard in the air and breaks up into small fragments called cinders. 7 They don't form a cone shape at all; instead, they leave a huge erater in the ground. _____ 8 They cause widespread destruction and can have serious consequences for life on Earth. 9 They cause widespread destruction and can have serious consequences for life on Earth. __ 10 Sometimes glaciers at the tops of voleanoes start to melt. Chapter 2. The Dynamic Barth 312) Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. If necessary, use a dictionary to check your answers. @ pieces that have broken off from something else b rising more sharply © great damage and harm over a lange area d the bottom or supporting part of something € effects; results £ repeating one after the other in a regular pattern & very large pieces of ice hh very wide and rising at an angle a round hole something that is made up of different parts @ NOTE TAKING: USING TELEGRAPHIC LANGUAGE 1) Look at the outline for Part Two of Dr; Fryer’s lecture. Think about the kind of information you need to complete the outline, Part Two: Four Types of Volcanoes 1. Shield volcanoes A, Very big B. Lava flows from vent ~ gentle C, ____ cools, becomes hard forms broad, __ shape, circular base D. Example: Mauna Loa, Big Island, Hawai = largest volcano ~ starts on __, rises to IL. Composite voleanoes A. Smaller — up to 2,500 m B. Both explosive and gentle eruptions 1. Explosive: layers of ____ pile up at 2. Gentle: ava flows cover layers of ash, makes C, ___ slopes, fewer eruptions D. Examples 1. Mt 2. Mt. St, Helens 32 Unit Planet EarthIII. Cinder cone volcanoes ‘A. Smallest ~ less than B, Form when ______in the air and. C. Cinders pile around ___, form cone with bowl-shaped crater D. Form 100s to 1,000s of cones E, Example: Ps 1. 1943 sutin, Mexico 2. Grew to ina IV, Supervoleanoes A, Biggest voleanoes, most eruptions B, Don't form ___— leave huge . Rare but can cause D. Example: Toba 1, _______ years ago in Indonesia, 2. Killed on Barth V. Warning signs before an eruption A B, Ground eracks | ©. Drinking water__ may mean change in groundwater | D. Glaciers Now listen to Part Two of the lecture. Fill in the missing information in the outline using your own telegraphic language. Work with a partner and review your notes. Take turns explaining each section of the outline. Ask your partner about any information from the lecture that you did not understand, Chapter 2 The Dynamic Earth 33AFTER THE LECTURE USING YOUR NOTES TO MAKE A STUDY SHEET A good way to prepare for a test is to make a study sheet. A study sheet will help you to organize and review the lecture content and will focus your attention on the most important points. The study sheet below includes the four main types of volcanoes that Dr. Fryer discussed in her lecture. Using your notes, make a sketch and label each type of volcano, Then add three or four key points about each voleano. Volcano types Key points J \ Voleano type: cinder cone S\N Volcano type: Volcano type: Volcano type: 34 Unit} Planet BarthWater on Earth The single water molec made pot oe atom afomgen and two atoms of bye 20) L this unit, you are going to learn about Earth’s largest ele- ment: water. Chapter 3 focuses on freshwater, with interviews with people who talk about the water supply in different coun- tries around the world. The lecture is about the natural water cycle and some of the problems threatening Earth's water supply today. Chapter 4 examines Earth's vast oceans. Two interviewees talk about their love of the ocean and water sports. The lecture describes some unique features of the ocean. 35Earth's Water Supply 1) GETTING STARTED In this section, you are going to read about Earth's water and the natural cycle it follows. ‘You will begin to think about the different forms water can take and all the places it can be found on our planet. READING AND THINKING ABOUT THE TOPIC 1| Read the following passage. All of Earth's water was formed when the planet was formed, 4.6 billion years ago, Since then, no new water has been added to Earth, and no water has been lost. This means the water you are drinking today is more than 4 billion years old! For billions of years, Earth's water supply has passed through the hydrologic cycle: Water evaporates (changes to a gas) from the bodies of water on Earth and rises into the atmosphere, where it forms clouds. Rain falls from the clouds onto land, where it collects in lakes and rivers. Rivers flow across land and take the water back to the oceans, where the cycle begins again. 36 | Cui? Water on EarthMost of Earth’s water ~ about 97 percent - is in the oceans. All the water in the lakes and rivers, ice, groundwater, the atmosphere, and everywhere else makes up only 3 percent. That amount even includes the water found in plants and in the bodies of humans and animals. Earth's water is constantly moving and changing form, but it never goes away. 2,| Answer the following questions according to the information in the passage: 1 How has the amount of water on Earth changed since the planet was formed 4.6 billion years ago? 2. Name at least six places where water exists on Earth as it passes through the | hydrologic cycle. 3| Read the following questions and share your answers with a partner: 1 Where do you see water every day? Make a list of all the places. 2 Life on Earth could not exist without water. What are some ways that plants, animals, and humans use water? BUILDING BACKGROUND KNOWLEDGE 1| Work with a partner, Read the list of some ways people use water. Which ways do you think are necessary for survival? Write N (necessary) or U (unnecessary) on. the lines. : —— watering a field of vegetable crops watering a field of cotton —— watering a flower garden __— watering a vegetable garden —— drinking clean water filling a bathtub with water for bathing —— filling a poo! with water for swimming filling a pot with water to cook food —— washing hands in a sink washing medical instruments in a hospital —— washing clothes in a washing machine —— washing dishes after a meal —— freezing water for iced drinks —— spraying water for children to play in spraying water to put out a fire 21 Discuss your answers in a small group or as a class. Chapter 3 Barth’s Water Supply 3738 @ PERSONALIZING THE TOPIC Your own experiences can help you relate to new information that you learn about a topic. Remember that what you see, hear, and feel are an important part of your experiences. 1 | Look at the pictures of the different forms that water can take in nature. Work with a partner. Write the correct word under each picture: river, lake, waterfall, ocean, ice. re) 2 | Listen to the following sounds. As you listen, write the form of water in step 1 that makes each sound 3| Compare your answers in step 2 with your partner. Then discuss the following questions: 1 Have you seen places like those pictured in step 1? Where did you see them? Tell your partner about your experience in each place. 2 In addition to the places pictured in step 1, where else can you see water in nature? Unis 2. Water on EarthDB AMERICAN VOICES: Gina, Lara, David, and Se6énagh In this section, you are going to hear four people talk about access to water in three different countries: the United States, Cambodia, and Cameroon. BEFORE THE INTERVIEWS EXAMINING GRAPHIC MATERIAL Scientific data is often presented in graphic form, so it is important to practice reading and understanding graphs and charts. 1| The graph below shows how many liters of water people in different countries use each year, Work with a partner, Look at the graph, and then discuss the questions that follow it. Water Usage Around the World 1150 1.500 1250 1,000 150 so 250 Liters per person per year ° a United "Canada" Egypt "India." China" United "Ethiopia wots oul one States Kingdom 1 Which country uses the most water? Which country uses the least water? 2 What are some possible reasons for the great difference in water usage around the world? 3 Does any information in the graph surprise you? Why or why not? 2 | As you learned in step 1, the United States uses more water per person than any: other country. How are Americans using all that water? Look at the three main categories of water use below and guess the percentage of water used for each, 1 ____ Domestic (water used by people for daily tasks at home) a 46% 2 ___. Agricultural (water used for farming and animals) b 42% 3 Industrial (water used by factories) © 12% 3| Check your answers to step 2 at the bottom of page 40. Discuss them with your partner: Chapter 3 Bacth’s Water Supply 3940 INTERVIEW WITH GINA: Water in the United States Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. We don't have to worry about access to water: ability to use or get something ‘You can't drink the water coming out of the tap: handle for controlling the flow of water out of a pipe What a luxury, just to turn on the tap: something desirable that is not a necessity ‘There are a lot of people who are concerned about pollutants or other contaminants: things that make air or water dirty and possibly dangerous Somebody is monitoring your water supply: carefully watching and checking You're not a big consumer of bottled water: « person who buys or uses something Because of its packaging: the wrapping or container in which something is sold It would be a relief for our landfills that are quickly reaching capacity: places where a lot of garbage is buried / becoming full @ LISTENING FOR OPINIONS Speakers often present their opinions by using expressions like the ones below. Listening for the following expressions can help you understand a speaker's opinion about a topic? I think I believe In my opinion... 1 feel (like) It seems to me The way I see it is 1| Before you listen to the interview with Gina, read the statements below. I Drinking from the tap in the United States can make you sick _— 2 The people in charge of the water supply in the United States make sure the water is safe. 3 The water where Gina lives is clean and safe to drink. 4 Tap water is not as good as bottled water. _— 5 Bottled water is bad for the environment. 6 If we use fewer plastic bottles for water, it will help our environment. Now listen to the interview. Pay attention to the expressions Gina uses when she states her opinions. Check (¥) all the statements in step 1 that Gina agrees with. veqzor 16f aed uo *z days “puiorew rydeap ZuruUIENG oF SIAMSUY Unit 2. Water on Barth3 | Work with a partner. Compare answers to step 2, and then discuss the following Pe > questions. Use some of the expressions in the box on page 40 in your discussion. 1 Does the drinking water where you live taste good? 2 Do you prefer drinking tap water, filtered water, or bottled water? Why? 3 Is bottled water bad for our environment? Explain. INTERVIEW WITH LARA AND DAVID: Water in Cambodia Here are some words and phrases from the interview with Lara and David printed) in bold and given in the context in which you will hear them. They are followed by definitions, There's no infrastructure: basic sysiems that a country needs 1o work About 8,000 children die from water-borne illnesses: carried by or grown in water People drink mostly surface water: water found above the ground, such as in lakes, ponds, and rivers So they would just drink surface water and get diarrhea: an illness in which a person's solid waste is watery and is eliminated frequently The surface water contains feces: solid waste from the bodies of animals or humans So this is just something that you dealt with the entire time: accepted something unpleasant A lining that helps kill the.baeteria in the water: material that covers the inner surface of something / very small living things that can cause illness @ USING A MAP TO UNDERSTAND COMPLEX CONCEPTS ‘One way to understand difficult ideas is to use a method called mapping. In mapping, you draw lines to connect related points. Looking at the map gives you a visual way to understand complex information. 1| Work with a partner. The map below represents what Lara and David are going to say about the water situation in Cambodia's capital city. Explain the map to your partner, People are too poor to pay for water systems. People buy water from trucks and collect rainwater. No running water in homes No infrastructure Chapter 3 Earth's Water Supply 42| Now look at the incomplete map below. It represents what Lara and David say about the drinking water situation in Cambodia's countryside. Working with your partner, try to fill in the map, using the information in the box. People drink surface water. v People drink surface water: v People don’t have money or wood. People wash animals in ponds. People don't boil water. Surface water is dirty. People get sick from the water People don't have money or wood. 3 | Listen to the interview with Lara and David. As you listen, check your answers to steps 1 and 2. 4| At the end of the interview, Lara and David mentioned one way they helped improve the water supply in Cambodia. Complete the sentence below with the information you heard. Lara and David introduced a___to help clean the water. 5 | Compare your answers to steps 3 and 4 with another pair of partners. a2 Unit 2. Water on EarthINTERVIEW WITH SEONAGH: Water in Africa Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. That's what made sense to me: was a good idea; showed good judgment It was heartbreaking: very sad and upsetting We assume that everyone has all of these things: accept something to be true without question or proof Are people less wasteful of resources like water: something found in nature that can be used by people, for example, water, land, or trees What privilege I have: a special advantage; something that someone is lucky to have ‘That has an impact on how I use water: strong effect or influence that something has ‘on someone Water is... a metaphor: words that are used to represent something else @ LISTENING FOR SPECIFIC INFORMATION Sometimes textbooks or teachers provide questions to help you focus on specific information in a listening passage or lecture. Preview the questions before you listen, so that you know what information to listen for: Seénagh 1| Read the questions below before you listen to the interview with Seonagh. Then listen and take notes on the answers. 1 How long did Seénagh live in Cameroon? 2 What did she do to make sure she did not get sick from the water? 3 Why do some people in Cameroon have to travel very far to get water? 4 What is Se6nagh’s opinion about the people in Africa? 5 How did she change after living in Africa? Chapter 3 Barth's Water Supply 4344 2 | A simile is a way of describing something by comparing it to something else (for example, the Earth's crust is like skin), A metaphor is a way of describing something by saying it represents something else (for example, the crust is Earth's skin). Listen again to the last part of the interview with Seénagh, Circle the correct words in the simile and metaphor she uses to describe water. Water comes from the (sky / Earth) and flows across the Earth. Its like (blood / food), In some cultures, water is seen as the (blood / child) of the Earth. I think of it that way. I think of (the world / nature) as being interconnected and all people being interconnected, all (countries / continents), and all of our lives. So I think of water as sort of a metaphor for that. 3| Work with a partner. Compare your answers in steps 1 and 2. Then think of your own similes and metaphors for water. Share them with the class. AFTER THE INTERVIEWS EXAMINING A MAP Look at the map below. It shows areas of the world that are experiencing water stress (demand for water is high compared to the supply). Discuss the questions that follow in a small group. Water stress: Withdrawal to availability ratio No Stress Low Stress Mid Stress High Stress__Very High Stress eee Scarce Wn ater Cone 1 Why do some areas of the world not have enough water? Think about what you heard in the interviews with Gina, Lara, David, and Seénagh, and brainstorm possible causes of water stress. 2 Have you ever traveled to a country that was experiencing water stress? Describe your experience. Unit 2. Water on EarthAPPLYING WHAT YOU HAVE LEARNED Finding ways to apply what you have learned is a good way to deepen your understanding of a topic. 1| Work in a small group. Choose one of the situations below and imagine how you would respond. What would you say to the person or people? What would you do? Make notes. Use the expressions below to help you. I don't think you should have because I think you were right to because In this situation, I would have Maybe you should think about because .. Ifyou , then swill happen. Situation 1 Your friend is thirsty and buys a bottle of water. She drinks half of the water. She does not want to carry the bottle with her, so she throws the bottle and the remaining water in the trash. Situation 2 ‘Aman is traveling in Africa, and a local family invites him to their home. The family offers him some water to drink. The man notices the water is brown in color: Although he is very thirsty, he politely refuses the water, Situation 3 You are cating dinner with a friend at a restaurant. Your friend likes the taste of the water and asks the server what brand of bottled water it is. When she finds ‘out that it is tap water, she becomes angry and complains to the manager. Notes 2 | Share your group's ideas about the situation you chose with the class. Chapter 3. Barth’s Water Supply46 B® n your own voice In this section, you are going to consider your own water usage habits by keeping track of all the water you use in one day. Afterward, you will share your results with the class and make a class water usage report. Finally, you will discuss water usage in a small group and brainstorm ways to conserve (save) water. PERSONALIZING THE TOPIC 1| Look at this list of common activities that use water. Work with a partner. Guess how much water, on average, is used for each. Match the activity on the left with the number of liters (1) on the right. a75l busi © 43.51 a7 © 1891 1 Flushing the toilet 2 Showering 3 Brushing teeth 4 Washing dishes 5 Doing one load of laundry __ (Wate usage values are forthe United States) 2| Check your answers to step 1 on the bottom of page 47. 3) Make a water usage journal like the one on the next page. For one day, write down every activity you do that requires water: If possible, include the approximate amount of water you use Unit 2. Water on Barth> Water Usage, Jourval Share your water usage journal with the class. Create a daily water usage list for your class, like the one on the right. Include every activity from each member's journal and the total number of times it occurred in one day. Ina small group, discuss the following questions: 1 In your water usage journal, which activity used the most water? 2 In the class total, which activity was ‘most common? |@ TASK nomes © Moning. | flished trilet | vcilly leave, the mater on - brushed teeth while I'm brushing. my teeth, 11 washed face | could uve less water if | 4 drank coffee (2 capt) turned off the: tap. ‘Afternoon = Eoeting Class Daily Wister Usage Flushing. toilet — 120 fishes Showering. = 27 shonsers Brishing teeth — 45 times Drinking. water — abovt 20 liters Washing. hares — 82. tines Giving water to pet — abort 1 liter 3 What surprised you the most about what you found? 4 Brainstorm three or four simple ways to use less water on a daily basis asopeepzar i9¢ fed uo “| days ‘ado tp Surzyuosieg 01 siaMsuy Chapter 3. Barth's Water Supply 47DB ACADEMIC LISTENING AND NOTE TAKING: Earth's Freshwater Supply In this section, you are going to hear and take notes on a two-part lecture by Martha McDaniel, the director of a nature preserve. In her lecture, “Earth’s Freshwater Supply,” Ms. McDaniel will introduce the sources and functions of surface water. Then she will discuss some current threats to Earth's freshwater supply. BEFORE THE LECTURE PREDICTING THE CONTENT ‘Thinking about the topic and trying to predict what you are going to hear will help your listening comprehension. 1 | In the lecture, Ms. McDaniel explains how freshwater gets on the surface of Earth. Think about what you already know about the water cycle, and then number the pictures in order from 1 to 4. TET dys ge wes Ocean 2| Ms. McDaniel will also talk about where Earth's freshwater is located. Predict what percentage of the freshwater supply can be found in each of the following locations: 1 ___ on Earths surface (in lakes, rivers, ete.) a 73.9% 2 ____ under Earth’s surface (groundwater) b 25.7% 3 ____ in the atmosphere © 0.36% 4 ___ frozen as ice d 0.04% 3) Compare your answers to steps 1 and 2 with a partner, Then check your answers on the bottom of page 50. Were your predictions correct? Unis 2 Water on Earth@ NOTE TAKING: USING SYMBOLS AND ABBREVIATIONS To take notes during a lecture, you have to write a lot of information very quickly. (One way to save time is to use symbols and abbreviations instead of writing out each word. Symbols are pictures or marks that represent words. Here are some common symbols: +or& and > leads to, causes % percent . ditto (same as above) S therefore * number = equals, is tv increase, decrease “ not, not the same as >,< more than, less than Abbreviations are short forms of a word. Ways to make abbreviations include: * Writing only the first syllable (sometimes with the first letter of the next syllable) © Writing only the first one or two letters of each syllable (sometimes with a slash) © Writing the word without vowels ex example ppl ___ people ble because ye year wh with esp _ especially wio without usu usually imp important ~ smts sometimes 1| Study the symbols and abbreviations. Then match them with the words on the right. Think about how each abbreviation was created. meen IDE eae) TLL) a surface £ people ——2suf 7 b fresh g Earth |—3w 8+ © animals h is, is called | 4% 9 ppl d with i percent, percentage (is fr —— 10 anim e and,aswellas j_ water 2| Listen to excerpts from the introduction to the lecture. As you listen, take notes, using symbols and abbreviations. Remember also to use telegraphic language. 1 Most of E's surf caw in HO 2 salt ___ fr #0 3 Ofall fresh 1,0: rly seseeeermeemerueret _ = drinking surf H20; = ground H20 3 | Compare your notes with a partner, What new information about water did you learn in the introduction? Chaprer 3. Barth's Water Supply 49LECTURE, PART ONE: Sources and Functions of Surface Water GUESSING VOCABULARY FROM CONTEXT 1 | The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns guessing the meanings of the words in bold. —— I Today I will talk about this amazing, precious resource. —— 2 Much of the water sinks into the ground and becomes groundwater: _— 3 Itcuts a path, or channel, into the land, Over time, the channel becomes deeper —— 4 Over time . .. if the flow of water becomes permanent, it's called a stream. —— 5 During the time that freshwater is on the surface of the Earth . .. it serves many important functions. —— 6 Rivers carry nutrients and minerals and spread them over the land. 7 Surface water is used in industry. —— 8 Surface water is used . .. for transportation. 2, Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. If necessary, use a dictionary to check your answers. a a passage for water to flow along goes dawn below the surface the business of making products, especially in factories d a system for carrying people or goods from one place to another lasting for a long time or forever f£ substances that help plants and animals to live and grow g very important; very valuable h purposes; jobs ee peazorg Te yr on yp Now duOweg Zp ABU On Y>I M04 dor ‘gp 980d woz pur | sdars ‘uonuoy ayp Suoxpoid 0} SIO NSUY 50 Unit 2 Water on Earth@ NOTE TAKING: USING SYMBOLS AND ABBREVIATIONS 1| One way to prepare for a lecture is to make your own symbols and abbreviations for key terms related to the topic. Before listening to the lecture, make abbreviations for the words in the box. Look up any words you don't know in a dictionary. Word Abbreviation. Word Abbreviation ground irrigation stream environment river quality natural pollution 2| Look at the outline below. Think about what kind of information you need to fill in the blanks. | Where docs fresh HzO come from? AL Rain * cnn fll > sinks into If gerd ic fill of HzO, then stays on = B. Swall flaw of perm water = If combine, become bigger = C. Moy form pord/lake, or flav te ocean IL. Functions of fresh Ht AL Rivers cary mtvients + minerals <. nearty lind rich * fertile In drier areas, HO cared from _______ cowrees, to farm (this proc called ) 8. Daily tasks, cx washing. dishes + bles, cleaning. + bathing. . Industry D. Transportation E. Playing. * cajoument F + most = clean HzO for humans + to dik. Who swf H20, life on could not exit 3 | Listen to Part One of the lecture. As you listen to the introduction, refer back to your notes in step 2 on page 49. Then complete the notes for the rest of Part One above using symbols and abbreviations. 4| Work with a partner, Compare your answers. Your symbols and abbreviations do not have to be exactly the same, as long as you understand your own notes. Chapter 3 Barth’s Water Supply 3182 LECTURE, PART TWO: Threats to Earth’s Freshwater Supply GUESSING VOCABULARY FROM CONTEXT 1| The following items contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, take ‘turns guessing the meanings of the words in bold. 1 Freshwater is eritical to life on Earth, 2 Unfortunately, there are many problems threatening Earth’s freshwater supply today. Land that once held water is covered with concrete instead. Pollution also affects water quality. 3 4 5 Factories, human waste, pesticides, and fertilizers are just a few examples. 6 Humans must learn to use water more efficiently. 7 Countries around the world need to cooperate in order to. .. manage water resources, 8 Countries around the world need to cooperate in order to. . . guarantee access to fresh, clean water 2| Work with your partner, Match the bold terms in the sentences in step 1 with their definitions below. If necessary, use a dictionary to check your answers. a necessary b make certain that something happens ¢ chemicals that kill harmful insects and help plants to grow d chemicals or other substances that make water or air dangerously dirty € ina good way that does not cause waste f a hard, rock-like substance used for building g work together h hurting; causing an unpleasant or harmful result Unit 2 Water on Barth@ NOTE TAKING: USING BULLETS AND BRACKETS TO ORGANIZE YOUR NOTES Bulleted lists and brackets can help in organizing your notes. Bulleted lists can be used to organize topics or details. Brackets can be used to summarize group items ina list or draw a conclusion. 1| Look at the sample notes from Part Two of the lecture, Use the notes to explain the first threat to Earth's freshwater supply to a partner, Threats to E' fresh H20 svply 1. Less of rat envir due to. construction + Bldgs, reac, ping. ots Affect qal of + land co/d wf concrete fr tho | + bee of trees + plants impacts H20, sol ntrionts 2 | Now listen to Part Two of the lecture. As you listen, complete the notes using bullets and brackets. Pee + many Sources, ex factories, hum waste, pest * fert SPO ais a le te enters HO spy + trash enters stem or viv 3. Overwse. by, humans + HyO camot 7%, but pop T every or cae Seme HzO tro + millions more. ppl > 225 tet enoigh need for more — more Farming. > nore ___ for + Hx wed by ppl doubling. every 20 yrs CONCLUSION = new tech for 120 wasted = ppl wake. small changes in dbl practs + all coutries coop to prev + manage 420 D less Hunan mgt learn to we HO better 3) Compare your notes with a partner, Chapter 3 Barth’s Water Supply 33AFTER THE LECTURE REWRITING YOUR NOTES AFTER A LECTURE Rewriting your notes after a lecture helps you to understand and remember the content better. You should do this within 24 hours of the lecture, while the information is still fresh in your mind. 1| Rewrite your notes from the lecture “Earth's Freshwater Supply.” As you rewrite, check (V) each item in the list below. Checklist for rewriting notes Reorganize notes so that the main ideas and important supporting details are clear. Write notes neatly so that you can read all the information, ‘Add information you did not have time to write down during the lecture, Change abbreviations and symbols back into words, especially if you think you might forget their meaning. If you notice that information is missing from your notes, choose a strategy in step 2 below to help you. 2 | If you did not understand some information in a lecture, use one of the following strategies: © Guess from context: Look at the information before and after what you did not understand and make a logical guess. © Use your textbook: If the lecture refers to a reading assignment in a textbook, look for the missing information in your book. © Ask your classmate: “What did you hear about X?” or “I missed the part | about X. Did you get it?” © Ask the lecturer: “Excuse me, can you tell me what you said about X?" or “I'm | Sor, missed the part about X. Would you please repeat it” 54 Unit 2 Water on EarthCONSIDERING RELATED INFORMATION 1 Read the following passage about Earth’s water supply. Discuss the meaning of the reading as a class. There is enough freshwater to meet the needs of Earth’s people. However, one in six people cannot get enough water every day: The United Nations has set a goal for the year 2015: to cut this number in half. To achieve this goal, people everywhere must learn to conserve water at an individual, local, national, and global level. Choose one question below. Write all the answers you can think of. To get more information, talk to people outside of your class or do research on the Internet. 1 Individual action: What can an individual do to conserve water? 2 Local action: What can a local community do to conserve water? 3 National action: What can a country do to conserve water? 4 Global action: What can an international group do to encourage people all over the world to conserve water? bedded HESS Ce Form a group with the people in your class who chose the same question you did Share your ideas with the group members, Chapter 3 Barth's Water Supply 35.Earth's Oceans ee BD cettine started In this section, you are going to read about features of the world's oceans and the important roles they play on Earth. You will also listen to a piece of music about the ocean and talk about how it makes you feel. READING AND THINKING ABOUT THE TOPIC 1| Read the following passage. Earth has four main oceans: the Pacific, the Atlantic, the Indian, and the Arctic. Many scientists count a fifth ocean, called the Southern Ocean. In addition, Earth has seas, bays, and gulfs, which are smaller bodies of saltwater partly surrounded by land, Although these bodies of water are in different areas of the world, water mixes and flows constantly from one area into the next, forming one “world ocean.” Unis 2. Water on Barth‘As you can see in the map below, there is much more ocean than land on our planet. The oceans cover 71 percent of Earth’s surface. They also provide a huge living space for plants and animals. In fact, oceans make up 99 percent of Earth's total livable space. The oceans affect weather and climate and are an important source of food, energy, commerce, transportation, and recreation. The world ocean is so big and deep that scientists have explored only 5 percent of it. Who knows what we will find under the water in the future? Norther hemisphere 61 percent acean Southern hemisphere 80 parent ocean 2| Answer the following questions according to the information in the passage. 1 What is the difference between an ocean and a sea, bay, or gulf? 2. Why is “world ocean” a good name for all of Earth’s oceans, seas, bays, and gulfs? 3 What do each of the following percentages from the passage represent? 5 percent, 71 percent, 99 percent? 3 | Read the following questions and share your answers with a partner. 1 Have you ever been to the ocean? If so, what did you do there? If not, are you interested in visiting the ocean someday? Why? 2 Is there an ocean near your hometown? If so, how does it affect life there (for example: the weather, people's hobbies, jobs, etc.)? 3. Most of the ocean has never been explored. What do you think scientists might find in the ocean in the future? @ SHARING YOUR OPINION Sharing your opinion is a good way to review what you already know and deepen your understanding of a topic. 1| Listen to the recording and follow the speaker's directions. 2| Write a few notes to describe what you imagined while you were listening to the music. 3 | Share your answer with a partner. Did you like the music you heard? Why or why not? Chapter 4 Earth's Oceans 87B AMERICAN VOICES: Edmund and Tomoki In this section, you are going to hear two people talk about their favorite ocean activities: diving and surfing, BEFORE THE INTERVIEWS SHARING YOUR OPINION 1| In the interviews, the speakers use the adjectives below to describe the ocean. Read through the list of words with your partner: If there are words you do not know, look them up ina dictionary. amazing exciting peaceful scary Deautiful fun powerful terrifying calm interesting relaxing _threatening 2 | In your opinion, which three adjectives in step 1 best describe the ocean? Circle them, Then add two more adjectives of your own that describe the ocean. 3| Share your answers in step 2 in a small group. For each word that you circle, explain your choice by using this expression: I think the ocean is ______ because . . 4| In your group, vote on the three words that best describe the ocean. Write your answers here: Unit 2 Water on EarthPREDICTING THE CONTENT 1 | In the next section, you are going to hear interviews with Edmund, a diver, and ‘Tomoki, a surfer. Read the following excerpts from the interviews with your partner. ‘Try to predict which speaker will say each statement in step 1. Write E (Edmund) or T (Tomoki) next to each statement. —— 1 Ii feels like you're sliding over the wave... like you're flying through the water. —_— 2 To me, it's very peaceful, its calm and you can just sit there and look at the fish. — 3 Toten see something or find something interesting, I've had brief moments of fear —— 5 You really feel the power of nature, the power of the waves in your whole body. * 2| After you have listened to both interviews, return to this task and check your predictions, Were they correct? INTERVIEW WITH EDMUND: Diving Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. I was just paddling wrong and going nowhere: moving your body through the water using your hands got certified in scuba diving later, when I was in high school: received an official document as proof of training Since then, I've been diving consistently: regularly and often Its so tranquil: calm, quiet, and peaceful Tt never feels threatening at all: dangerous; scary T guess you get over it: stop feeling a certain way Tlooked and saw something gray slithering around my chest: moving by twisting or sliding, like a snake Llooked up and saw two huge fins: thin, wing-shaped parts of fish that help them to swim Especially when the currents push you around: movements of water in one direction You have to yield to the ocean: let yourself be controlled by something Edmund Chapter 4 Earth’s Oceans 59@ RETELLING WHAT YOU HAVE HEARD 1 | Look at the pictures below. With a partner, discuss what you see and what you think is happening in each picture. 2 | Listen to the interview with Edmund. Take notes as Edmund talks about each situation shown in step 1 3| Work in a small group. Take turns retelling Edmund's stories about what he found and saw when he was scuba diving. Use your notes and the pictures in step 1 to tell each story. INTERVIEW WITH TOMOKI: Surfing Here are some words and phrases from the interview printed in bold and given in the context in which you will hear them. They are followed by definitions. Td always been fascinated by the sport: strongly interested in I just thought I'd give it a shot: try something I think physically, you need to be fit: related to the body / healthy and strong You need to have good balance and coordination: a state in which the body is steady / skillful movement of different parts of the body at the same time People describe waves as waist-high: coming up to the middle of your body Unit 2. Water on Earth@ LISTENING FOR MAIN IDEAS 1 ‘The following questions are about the main ideas in the interview with Tomoki. Read the questions before you listen 1 Why did Tomoki start surfing? _— He has always been interested in the sport. —— Hlis friend gave him a surfboard. _— His father taught him how to surf, 2. Why does Tomoki love surfing? — He loves being in the water, __ He loves being in the sun. —— Surfing is challenging. —— Surfing is easy. ‘The ocean is beautiful Surfing is unique. 3 According to Tomoki, what does a person need to surf well? ___ physical fitness ____ very big waves —— g00d balance __— strong wind —— a good surfboard —— aclean ocean surface Listen to the interview with Tomoki. Check (¥) all of his responses to the questions in step 1. EEXENA | Work with a partner and compare answers. @ THINKING CRITICALLY ABOUT THE TOPIC 1 Read the statement below: Circle the word that you think best completes the sentence. Edmund and Tomoki think that humans (can / cannot) control the ocean. Listen to the last part of the interviews with Edmund and Tomoki again. Check your answer in step 1. Explain your answer using information from the interviews, Now complete the sentence with your own opinion. Explain your opinion to a partner. I think that humans (can / cannot) control the ocean, Chapier4 Earth's Oceans 61AFTER THE INTERVIEWS THINKING CREATIVELY ABOUT THE TOPIC Using your imagination to think about a topic can give you new ideas and insights Thinking creatively is also a good way to practice new vocabulary and demonstrate your understanding of the topic. 1| Read the two diary entries below. Which one was written by Edmund? Which one was written by Tomoki? Write E or T. 1____ Today the conditions weren't 2, ht Be morting. | sae a whitetip very good. The waves were flat, 60 | 2 shark: just ovtside of the: tay, Hb wasr't © spent: most of the time waiting, | = foo big, probably stl a aby. | followed caught one good wave at the end. It it for abovt 5O meters before | lost < was stil a great day and |felt totally | = tt The light mas So good today! | relaxed afterwards, as usual. wish | hed taken my camera with me. 2|| Imagine that you are Tomoki or Edmund after a day of surfing or diving, Write a diary entry. Describe what you saw and how you felt in the ocean. Use the expressions.below to help you. Today I spent .. . hours in the ocean. The conditions were .../The waves were... /The wind was .. . /The water was Tsaw ... It was amazing/scary/fascinating/boring/ . . 1 felt relaxed/scared/happy! 3| Read your diary entry to a partner. Unit 2 Water on EarthB® ww your own voice In this section, you and your classmates are going to share experiences and opinions about Earth's oceans. PERSONALIZING THE TOPIC 1 | Walk around the classroom and ask your classmates the questions below. Write the name of the person who answers the question in the box and take notes on the answer, Try to have a different person answer each question. Please tell me about a | Describe a movie you __| What do you think is the good experience you have seen that is related | biggest threat to Earth's have had at the ocean. _| to the ocean. ‘oceans today? Describe a story you In your opinion, what | Describe the most have heard about a __| are the most important _| beautiful beach you have mythical (not real) resources that humans | been to. creature that lives in the | get from the ocean? ‘ocean or sea. In your opinion, what | Please tell me about your | Please tell me about a is the most interesting | favorite water sport. scary experience you animal that lives in the have had at the ocean. ocean? What makes it interesting? 2| Work in a small group. Take turns explaining some of the answers you got. Then choose the most interesting answer in your group and share it with the class. Chapter 4 Earth’s Oceans64 DBD ACADEMIC LISTENING AND NOTE TAKING: Earth’s Oceans In this section, you are going to hear and take notes on a three-part lecture by Dr Geoffrey Haywood, a professor of oceanography and marine biology. In his lecture, Dr Haywood will introduce Earth’ oceans. He will then describe two features of the ocean: its layered structure and its levels of water pressure. BEFORE THE LECTURE BUILDING BACKGROUND KNOWLEDGE 1| Im this task, you are going to learn some facts about Earth's five oceans. Work with a partner: ‘Student A, look ONLY at box A and fill in the missing information. Student B, look ONLY at box B and fill in the missing information. 2) Take turns checking your answers with your partner, Your partner will tell you if you are right or wrong. Here are some examples: A [ think the Pacific Ocean is the largest ocean. B That's correct. OK, I think the Indian Ocean is the smallest ocean, A Sony, that’s not right. The Arctic Ocean is the smallest Box A Fill in each blank with the correct ocean: Pacific, Atlantic, Indian, Arctic, or Southern. 1 The _____ Ocean is almost completely surrounded by land. 2 The Marianas Trench, the world’s deepest place, is located in the Pacific Ocean, 3 The currents in the _ Ocean change direction during the year, which causes monsoons (strong winds and heavy rains). 4 The Atlantic Ocean is the least salty ocean because many rivers run into it, 5 The ____ Ocean is sometimes called the Antarctic Ocean, 6 The Southern Ocean surrounds the coldest, windiest place on Earth, 7 The _______ Ocean has more water than all of the other oceans combined. 8 The Atlantic Ocean is slowly growing larger because of plate tectonics. Unit 2. Water on BarthBox B Fill in each blank with the correct ocean: Pacific, Atlantic, Indian, Arctic, or Southern, 1 The Arctic Ocean is almost completely surrounded by land. 2 The Marianas Trench, the world’s deepest place, is located in the Ocean. 3 The currents in the Indian Ocean change direction during the year, which causes monsoons (strong winds and heavy rains) 4 The Ocean is the least salty ocean because many rivers run into it 5 The Southern Ocean is sometimes called the Antarctic Ocean, 6 The Ocean surrounds the coldest, windiest place on Earth. 7 The Pacific Ocean has more water than all of the other oceans combined. 8 The Ocean is slowly growing larger because of plate tectonics, 3 | Discuss with your partner any answers you got wrong and talk about any additional information you know about Earth's oceans @ NOTE TAKING: LISTENING FOR SIGNAL WORDS Good lecturers use signal words to help listeners follow and understand a lecture. In Chapter 1 and Chapter 2, you learned signal words that explain the organization ofa lecture. Signal words also give information about the relationships among, ideas in a lecture. Introducing an example for instanceffor example Emphasizing in factlof course/clearty Introducing a cause because/sinceldue 10 Introducing an effect as a resulticonsequently/therefore Comparing (just) like/similarly/in the same way Contrasting howeverlin contrast/on the other hand Referring to background information as you (already) know Referring to information mentioned earlier as I said/as you'll recall Introducing additional information by the way/incidentally Signaling an incomplete list et ceteraland so on Chapter.4 Barth’s Oceans 6866 1 The signal words below are used by Dr. Haywood in the lecture. Find each word in the box on page 65 and write down its function. and so on 7: as I just said as you know consequently _ for example incidentally in fact 2| Work with a partner: Read the following sentences from the lecture and try to predict which signal word from step 1 completes each sentence. 1 Of course, all of our oceans are also connected to many smaller seas, like the Mediterranean, the Aegean, the China Sea, (and so on / in fact). 2 (And so on / As you know), warm water is less dense than cold water, so this warmer water stays at the surface of the ocean while the colder water sinks. 3 (Consequently / As I just said), the surface layer is relatively warm, with an average temperature of 15 degrees Celsius. 4 And because sunlight quickly fades below the sunlit zone, no plants can grow, (Consequently / As you know), most of the animals living in the middle layer have to swim up to the surface layer to find food. 5 The animals that live here have special adaptations to live in these conditions. (incidentally | For example), many fish in the midnight zone do not have eyes. 6 (And so on / Incidentally), the pressure at the bottom of the ocean is very, very high. Before I finish this lecture, Jet me talk a little about water pressure, 7 Now, once we go in the ocean, the water, because it is much denser than air, puts far greater pressure on us. (In fact / As I just said), for every 10 meters that we go down in the ocean, we increase that pressure on us by another kilogram per square centimeter. 3} Listen and circle the signal words you hear. Then compare your answers with your partner. Unit 2 Water on EarthLECTURE, PART ONE: The World Ocean GUESSING VOCABULARY FROM CONTEXT 1| The items below contain important vocabulary from Part One of the lecture. Work with a partner: Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. _— 1 Eighty percent of the southern hemisphere is ocean. 2 We can think of it as a world ocean, which is divided into four main ocean basins. —— 3 These are the Atlantic Ocean . . . which stretches between Europe and the American continent 4 These are... the Indian Ocean, which surrounds India. __ 5 In the northern polar regions of our planet, we also have the Arctic Ocean. —— 6 The Arctic Ocean... is the smallest and shallowest ocean. 2| Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. If necessary, use a dictionary to check your answers. areas of land that are lower in the center than at the edges b areas that are near Earth's northernmost point (the North Pole) or southernmost point (the South Pole) ¢ to be all around something d spreads out over a large area € the least deep; having the least distance from surface to bottom £ one half of Earth, either the northern half or the southern half @ NOTE TAKING: USING HANDOUTS TO HELP YOU TAKE NOTES Sometimes a lecturer will give you a handout to help you understand the lecture better: When a lecturer refers to a handout, you can do any of the following: * Highlight or circle parts that the lecturer discusses, ‘* Mark information that you do not understand or want to ask questions about. © Write down additional information that you hear. 1| The handouts on pages 68, 70, and 71 accompany Dr. Haywood’s lecture. Work with a partner. Look at the handouts and try to predict the lectures three main topics. Chapter 4 Barth's Oceans 672 | Listen to Part One of the lecture. As you listen, follow along, using the handouts. Notice the additional notes a student added to the handout. Write a question mark next to anything you do not understand. Earth's Oceans N hemi Log ocean ff Southem Ocean pronase | em 4 amain basins: Atlantic. ~ b/t Ear + Ammer Pacific. ~ Asi; largest + deepest bt Amer Indian — around India Arctic ~ smallest + challonest; N polar regions + Southern — curounde Ant All Os comect to mony seas, for et, Mediterranean, Aegean, China, ete All Os comected, all water mix > 1 world ocean 3 | Ask a partner any questions you have about the handout or the information you heard in the first part of the lecture. Unit 2 Water on EarthLECTURE, PART TWO: The Layers of the Ocean GUESSING VOCABULARY FROM CONTEXT 1 The following items contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. 1 This layer is sometimes called the “sunlit zone” because the sun penetrates this layer. —— 2 This warmer water stays at the surface of the ocean while the colder water sinks, ‘Most of the ocean's fish and other marine life live in the surface layer They can find a lot of algae and other plants to eat ‘The most notable feature here is a rapid drop in temperature. ‘The most notable feature here is a rapid drop in temperature. ‘The surface layer is relatively warm, with an average temperature of 15 degrees Celsius. —— 8 Because sunlight quickly fades below the sunlit zone, no plants can grow. —— 9 Since no sunlight can penetrate this deep, the water here is pitch black. —— 10 The animals that live here have special adaptations to live in these conditions. Youaew Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. If necessary, use a dictionary to check your answers. ‘a becomes more difficult to see; begins to disappear b completely dark © enters d relating to the sea € changes that help something live in a particular environment £ very fast; quick g in comparison with other things ha simple plant that lives in or near water i become lower in height or depth J) significant; deserving attention Chaprer+ Barth's Oceans 69.@ NOTE TAKING: USING HANDOUTS TO HELP YOU TAKE NOTES 1| Look at the handout below. As you listen to the second part of the lecture, fill in the missing information. Ocean Layers Increasing temperature (C) —> oO # +— sunlit zone 1.500 Increasing ‘depth 2,000 m + 3s |— widhisht 20ne ag. ocean depth = interesting. featwe = layered poe bfe of diff densities 1) Surface: ~ top to Warm HzO les¢ —__ 60 stays at surface; cold Hx Most fish + marine fife live heve ble — m m 2) Midalle ~ goes to Rapid drop in temp, fron 'C at owface to ___‘C at 1,000 m Little olightt = no parts, animals hove fe 3) Bottom — below t No cwlight, aluoct frecaing. temps Arial have. spec. adaptations, for ex 4, — 2. give off own light Scienticts till don’t fenow much 2| Compare your notes with a partner. 10 Unit 2 Water on Earth,LECTURE, PART THREE: Water Pressure @ NOTE TAKING: USING HANDOUTS TO HELP YOU TAKE NOTES ‘The handout below is for the third part of the lecture. As you listen, take as many notes as you can on the information you hear. Seawater Pressure PRESSURE amosphere | ai" presswe = 1 en ee m aes) 2 atmospheres 21 Compare your notes with a partner, Chapler 4 Earth's Oceans anD @ NOTE TAKIN FOCUSING ON THE CONCLUSION When the lecturer seems ready to conclude the lecture, do not stop paying attention. A lecturer will often summarize or emphasize the main points during the conclusion. This is a good opportunity to check your notes. You will know that a lecturer is about to conclude when you hear expressions like the following: Inconclusion In short To review Let me summarize In closing Lets review To summarize Let me conclude by saying 1| Listen to the conclusion of the lecture. As Dr. Haywood reviews the main topics, check your notes to make sure you have written down information about each topic. 2 | Compare your notes with a partner. AFTER THE LECTURE MAKING TEST QUESTIONS FROM YOUR NOTES Making questions from your lecture notes is a good way to review and prepare for a test. In addition to the “Five Ws" (who, what, where, when, why), you can use the following words: name define describe explain compare 1 | The following questions were written by a student in Dr. Haywood’ class. Work with a partner and use your lecture notes to answer each question. 1 Name the three main layers of the ocean. 2 Why is the bottom layer sometimes called the “midnight zone"? 3. Compare water temperature in the surface layer with the temperature in the bottom layer: 4 If you go down 20 meters into the ocean, what is the water pressure? ‘Make four or five questions from your notes. Use a different question word for each question. 3 || Take turns asking and answering questions with your partner. Unit 2 Water on EarthThe Air Around Us T is unit explores Earth’s atmosphere, or the air that surrounds us. In Chapter 5, you are going to listen to people explain the causes and effects of changes in air quality. You will learn about some things you can find in the air around you and where those things come from. Chapter 6 focuses on important aspects of our atmosphere: weather and climate. You will hear an interview with a weather expert, and stories from people who have experienced severe weather. The lecture considers the issue of global warming and its effects on our planet. cry™ B® cetmne started In this section, you are going to think about how and why air quality varies in different parts of the world. You will hear people describing the air quality in different places. READING AND THINKING ABOUT THE TOPIC 1 | Read the following passage. ‘The air on Earth is made of clear gases, including nitrogen, oxygen, and 10 other gases. Although air everywhere is made of the same gases, air quality can vary from place to place. For example, the quality of the air in a crowded, industrial city feels and smells different from the air at a beach. The air at the top of a mountain does not feel the same as the air in a rainforest, or in a desert Many factors affect air quality. One is humidity, or how much water is in the air, Another is the amount of particulates, which are small pieces of dirt, dust, and other ‘matter. Finally, air pressure (how strongly the air presses around us on Earth's surface) also affects air quality. Unit 3 ‘The Air Around UsAnswer the following questions according to the information in the passage. 1 Is all air on Earth the same? Explain. 2 What are three factors that alfect air quality? Define each factor. Read the following questions and share your answers with a partner: 1 Describe the air quality in the place where you live now. Does it feel clean or dirty? Humid or dry? Do you feel comfortable breathing the air where you live? 2. Have you ever been to a big city, a beach, a mountain, a rainforest, or a desert? If 80, describe how the air smells and feels in those places. @ LISTENING FOR BACKGROUND NOISE When you listen, you can sometimes get useful information by listening to background noise as well as to what people are saying. Look at the people in the pictures below. Work with a partner and describe what they are doing, how they are feeling, and why. Use the following verbs to help you. sneezing — what you do when something irritates your nose coughing — what you do when something irritates your lungs or throat sweating ~ what you do when you are hot gasping - what you do when you are having trouble breathing a \ a Z Now listen to the people and decide where they are, Write a,b, c, or d. in the countryside at the top of a mountain in the city _—— ina rain forest 3 | Now listen again as the people say why they are having problems. Match the person. with what is causing his or her problem. Write a, b, ¢, or d. The air is thin, —— There's pollen in the air —— Itis very humid. ___ It's smoggy. 4) Work with a partner. Take turns describing the person in each picture, using the language below. in the countiyside sneezing the air is thin. in the city ‘coughing it is very humid, This person is andis scause — fe ina rain forest sweating | there's pollen in the air l al the top of a mountain gasping, its soggy: Chapter $ Barth’s Atmosphere 7516 DB american voices: Jeff, Shari, Kelley, and Michael In this section, you are going to hear four people talk about some factors that influence air quality: particulates, smog, humidity, and dryness. They will also describe how these factors affect people. BEFORE THE INTERVIEWS BUILDING BACKGROUND KNOWLEDGE AND VOCABULARY When people talk about scientific topics, they often use technical vocabulary that is specific to the topic. If you learn some of these words before listening to a lecture or conversation, it will help your comprehension. 1 | Look at the pictures below. Each picture shows a source of particulates, very small pieces of matter that float around in the air: Most particulate matter is so small that we cannot see it. It comes from both natural and man-made sources. 2| Fill in the chart using the words in step 1. Sources of particulate matter Natural sources ‘Man-made sources 3 || Add one more source of particulate matter in each column of the chart in step 2. Compare your answers with a partner. Unit 3. The Air Around UsEXAMINING A MAP 1| Look at the map above and answer the questions below. 1 Are there more dry areas or more humid areas in the world? 2 Which continent has the most dry areas? 3 Where are the most humid areas of the world located? 2 Locate the area where you live on the map. Discuss the questions below with a partner, 1 Is the area where you live dry or humid? 2 Think about how you feel when the air is very dry or very humid. Does it affect your breathing? your skin? your body temperature? In what other ways does it affect you? 3. Do you prefer living in a dry area or a humid area? Why? Chapter $ Barth's Atmosphere. 7778 INTERVIEW WITH JEFF: Pollutants in the air Here are some words and phrases from the interview with Jeff printed in bold and given in the context in which you will hear them. They are followed by definitions. ‘The most common man-made pollution . . . comes from burning fossil fuels: oi, coal, or natural gas Tiny pieces of matter that are small enough to float in the air: move in the air without falling to the ground If you're in a really industrial area: an area with many factories You might see a coating on cars: a layer of something that covers a surface ‘They measure particulate matter in microns: millionths of a meter; if you divide one meter into a million equal parts, each part would be one micron They can cause damage to our lungs: physical harm @ LISTENING FOR SPECIFIC INFORMATION 1| Read the summary of the interview with Jeff below. Think about what kind of information might go in the blanks. Jeff is the director of an environmental group. He is concerned about oe and its effects on _ and - In this interview, Jeff talks about in the air, activity and sources, 2 | Listen to the beginning of the interview with Jeff. Then complete the sentences in step 1, Compare your answers with a partner. 3 | Now listen to the entire interview with Jeff. Check (V) the sources of particulate matter that he mentions. Compare answers with your partner. CO cars O airplanes C factories 0 volcanoes Clirees Owindstorms CO wildfires Unit 3. The Air Around UsINTERVIEW WITH SHARI: Air quality Here are some words and phrases from the interview with Shari printed in, bold and given in the context in which you will hear them. They are followed by definitions. Telooked hazy . .. it was like fog: not clear /clouds in the air close to the ground that make it dificult to see They used to have smog level advisories: news reports warning people that the air is highly polluted When we went to PE: physical education; and exercise class in which students play sports @ LISTENING FOR SPECIFIC INFORMATION 1| Look at the list of effects that poor air quality can have on people and the environment, As you listen to Shari talk about living in a city with poor air quality, number the effects from 1 to 5 in the order that you hear them. Effects of poor air quality —— You get bad headaches. —— You can't see very well or very far Its dangerous to exercise outside. __ Its difficult to breathe, —— The air looks brown and cloudy. Shas 2 | Listen again to part of the interview with Shari. Circle the underlined words that complete the sentence below. If you hear on the news that today’s smog level advisory is “4,” it means that the air is (clear / smoggy) and it is (safe / dangerous) to exercise outside. 3| Compare your answers for steps 1 and 2 with a partner: Chapter $ Barth's Atmosphere 79INTERVIEW WITH KELLEY AND MICHAEL: Humid and dry environments Here are some words and phrases from the interview with Kelley and Michael printed in bold and given in the context in which you will hear them. They are followed by definitions. Kelley I know that you're a very athletic person: good at sports or playing sports frequently If there's more moisture in the air it can be very uncomfortable: water, wetness The sweat would evaporate and cool your skin: change from a liquid to.a gas; disappear It's harder to cool your body down: reiurn to a normal temperature after being hot Michael The average high temperature is about 112° Fahrenheit: a measurement of temperature used in the United States; 32° Fahrenheit = 0° Celsius* It was so hot, it was unbearable: extremely uncomfortable To make sure I didn't get dehydrated: noi having enough water in your body A gallon of sports drinks a day: beverages that help resupply the body with fluids @ ANSWERING MULTIPLE CHOICE QUESTIONS 1| Read the following questions before you listen to the interview. Circle the answer that you think is correct. 1 According to Kelley, the most important factor for athletes is the __. a temperature of the air b humidity of the air 2 Sweating helps take ___ out of our bodies. a heat b fat 3. When the air is humid, itis harder for the body to. a cool down b warm up 4 When the air is humid, you may feel more —__ than usual. Kelley a tired b hungry 5 While living in the desert, Michael experienced a dust storm b thunderstorm 6 In the desert, Michael noticed that he a lot more than usual. a slept b drank © You can find information about the Fahrenheit and Celsius (centigrade) temperature scales on page 139. Unit 3. The Air Around Us7 Some physical effects of dry air are __. a headaches and b dry lips and skin sore throat 8 Michael thinks it is not a good idea to exercise in the desert because ____. a the hot, dry air b there is a lot of hurts your lungs particulate matter in the air 2, Listen to the interview with Kelley and Michael. Check your answers to the questions in step 1. 3| Compare your answers with a partner. AFTER THE INTERVIEWS SHARING YOUR OPINION In a small group, discuss places you have been where the air has been very clean, polluted, very humid, or very dry. Talk about how the air made you feel in each of those places. Did you notice any other effects? Fill in the chart with notes from the group discussion Air quality | Places © Effects Clean air Polluted air Humid air Dry air Chapter $ Earth's Atmosphere 8182 B® Nn your own voice In this section, you are going to conduct an experiment to measure the particulate matter in the air. You will also compare the air quality at two different locations. Finally, you will present your research findings to the class. CONDUCTING AN EXPERIMENT A good way to understand scientific information you have learned is to apply it by conducting your own hands-on experiment. Materials needed | | ay, SS ‘Two index Clear Scissors Optional: cards (or other packing tape magnifying glass stiff paper) or microscope Procedure * 1 Cut a 3.x 5 cm rectangle out of the center of one index card. Place a large piece of clear tape over the hole on one side of the card. Be careful to keep the sticky side of the hole clean, Sticky 2 Using the string, hang your card outside. Choose a place where the card will not be touched by people or anything else for at least one day. This is your first location. 3 Take notes on the following conditions: © Approximately how high did you hang your card? © How windy is it? © What are the other weather conditions (for example, the temperature, the humidity, etc)? Unit 3. ‘The Air Around Us| 4 Repeat steps 1 through 3 with the second index card. This time, hang the card at your second location. 5 Wait at least 24 hours. Collect both cards and examine the particulate matter stuck to the tape. If possible, study the particulate matter with a magnifying glass or microscope. Then record answers to the following questions: © Count the number of particles in the 3 x 5 cm rectangle. © Are all the particles the same, or are there different types of particles? © Can you identify any of them? ‘© What do you think the sources of the particulate matter are? ‘© Which location had more particulate matter in the air? Are there any other differences in the particulate matter at the two locations? © Did the weather or any other factors influence the results of your experiment? Presenting your results Prepare a short oral report about your experiment. Use the note cards below to help you. Remember to practice your report a few times before presenting it in front of the class. Good moring. [Good 2fferten. | | 1 conceded an caper to investigate air qalty in te locations. | | ove location was =. The teeend beatin was ——$ | inthe frst keaton hang. om care. (deserte leation | | height, an dation). In the, second lecaton | hung. my | cava | Daring. my experiment, the wind and weather conditions | Here are the results of my experiment. At the first location — | | E foone | | At the second lbeation, | foal | think. some of the sources of the particuste matter are | The amount of particulate matter in the. air ig more/lese thon | expected. | Something. | learned from conducting. this experiment is Chapter 3 Barth’s Atmosphere 8384 DBD ACADEMIC LISTENING AND NOTE TAKING: What Is in the Air Out There? In this section, you are going to hear and take notes on a two-part lecture, “What Is in the Air Out There?” by Kyo Narita, an Earth science teacher. Mr. Narita will discuss three things that can be found in the air: gases, water, and particulate matter. BEFORE THE LECTURE PREDICTING THE CONTENT 1| The answers to the questions below can be found in this chapter, on the pages you have already read. Work with a partner and try to answer the questions without Joking back. Then compare answers as a class, 1 How many gases are in the ait? What are two important gases that can be found in the air? What word describes the air when there is a lot of moisture in it? What word describes the air when there is not much moisture in it? What is the name for solid matter that is floating in the air? What word describes the air when it has a lot of solid matter in it? What are two natural sources of the solid matter? What are.two man-made sources of the solid matter? What physical problems do people suffer from when there is a lot of solid matter in the air? eCedauron 2, In the lecture, Mr; Narita talks about the level of humidity in the air. Which level do you think is the most comfortable for most people? Put a check (¥) next to your prediction —— 10 percent —— 50 percent —— 80 percent 3, In the lecture, Mr. Narita also talks about how moisture gets into the air. What do you think are some major sources of humidity? 4 | After you have listened to the lecture, return to this task and check your predictions in steps 2 and 3. Were they correct? Unit 3. The Air Around Us@ NOTE TAKING: IDENTIFYING KEY VOCABULARY IN THE LECTURE When a lecturer defines a word, it usually means that it is an important word to learn and remember. Notice when a lecturer gives a definition, and write the word and definition in your notes. This is also a good technique for learning new vocabulary. Here are some examples of phrases a lecturer may use to define key vocabulary: Xcan be defined as... X; in other words, This is called X. 2X that is, ... Se eacia This is known as X. 1| Listen to several excerpts from the lecture. As you hear the words or phrases below, match them to their definitions — 1! watervapor a too much of certain substances that make the 2 humidity level air dirty 3 particulate matter. tiny pieces of solid matter floating in the air ___ 4 pollen © water in gas form __ 5 pollution da powder made by flowers € the amount of water vapor in the air 2, Listen again. Match the words or phrases with the language in the definitions you hear. [ETON _—— 1 water vapor a X can be defined as 2 humidity level b When. . ., it's called X. 3 particulate matter. e ...X,or..., _— 4 pollen d ....,and this is what we know as X. —— 5 pollution ©... that is, X,. 3 Compare your answers with a partner. Chapter 5 Barth's Atmosphere86 LECTURE, PART ONE: Humidity GUESSING VOCABULARY FROM CONTEXT 1| The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold, —— 1 Nitrogen and oxygen, for example, are the two main gases that air is composed of. —— 2 When water changes from a liquid to a gas, its called water vapor. _ 3 Ifyou hear on the news that today’s humidity is 80 percent —— 4 Deserts and other arid places can have a humidity level of only 10 percent. —— 5 The most obvious source is precipitation, which can change from liquid to ‘vapor as it falls from the clouds. 2| Work with your partner. Match the bold terms in the sentences in step'1 with their definitions below. If necessary, use a dictionary to check your answers. a rain or snow falling to the ground b extremely dry ¢ water in its gas form; moisture visible in the air d made by combining together € reports on television or radio about information of interest to most people @ NOTE TAKING: ORGANIZING YOUR NOTES IN AN OUTLINE You may not have enough time to organize your notes into an outline while you are actually listening to a lecture, but do try to do it as soon as possible afterward. Putting your notes into an outline or other organized format while they are still fresh will help you remember what you learned. 1| Look at the partial outline of Part One of the lecture on the next page. Think about the kind of information you might need to complete the outline. Unit 3. The Air Around Us3 The Air We Breathe | Graces | AL Nitrogen makes wp . 6. makes vp 2490 ie © Ako —___ ther gates “IL Water | A. Most water in air isin form (called | © 8. Amount of water in air ic called 5 1 x a high level ots of water in air 8 probably feel case 2, 50% 5. most people feel — fi Ce oeenen | if a i + other arid places 5. not mich water in air 2 a Pee humidity shows how auch of total of water isin air = & Sowees of water - ies Wor ave Pek Aree ‘ US a Listen to Part One of the lecture. As you listen, fill in the missing information in the outline. Pay attention to key vocabulary words that are defined in the lecture. Compare your outline with a partner. Chapter $ Barth’s Atmosphere 87LECTURE, PART TWO: Particulate Matter GUESSING VOCABULARY FROM CONTEXT | The following items contain important vocabulary from Part Two of the lecture Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. 1 aun We've talked about gases and water vapor in the air. Have you ever thought about the idea of solids in the air? When a voleano erupts, it shoots smoke and ash into the air, A forest fire fills up the air with smoke and soot. When the ocean waves crash against the shore, salt and sand escape. Dirt and dust . .. fly into our eyes and make them red and itehy. There are naturally occurring viruses, molds, even bacteria, that are found in the air. 2.| Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. If necessary, use a dictionary to check your answers. to hit hard against something b tiny living things that you cannot see but that can cause disease © uncomfortable; making you want to rub or scratch your body with your fingers powder that erupts from a volcano in a gas cloud © nota liquid or gas; a substance that keeps its shape £ a black powder that is created when wood, coal, or oil is burned @ NOTE TAKING: ORGANIZING YOUR NOTES IN A CHART Using a chart is a good way to organize your notes if a lecturer gives a lot of examples and supporting details. Charts are also a good way to review the lecture content before a test. Look at the chart made from notes on Part Two of the lecture on the next page. Think about the kind of information you might need to complete the chart. Unit 3. The Air Around Us‘Types of particulate matter ‘Natural Man-made Source Particles Action Result smoke, ach swore, perticalte. wnatter added to air forest fire ocean waves gros ad water polen, vatwal matter carried by, wind : mere pte, | vwses, wold, watter added 4 air (naturally ocevwring) | yIe5. 2 | Listen to Part Two of the lecture, As you listen, fill in the missing information in the chart. PENG 3 | Compare your chart with a partner. AFTER THE LECTURE APPLYING WHAT YOU HAVE LEARNED. Work in a small group. Look at these pictures and discuss what the quality of the air might be like in each place. Take notes. Be prepared to explain your answers using details and vocabulary from the chapter. Chapter 5 Barth's AtmosphereWeather and Climate ee @ cettine started In this section, you are going to learn the difference between weather and climate. You ‘will also hear some weather reports and practice using weather symbols. READING AND THINKING ABOUT THE TOPIC 1| Read the following passage. ‘Weather is the state of the atmosphere at a certain time and place. When you look out the window, you can check the weather outside: Is it warm and sunny, windy and rainy, or cold and snowy? Nearly all weather forms in the troposphere, the layer of the atmosphere closest to Earths surface, Weather can change quickly from one day to the next, or even within the same day. Unit 3. The Air Around UsJn contrast, climate changes very slowly. Climate is the usual weather in an area over ‘many years. Scientists look at weather over a period of 20 or more years to find weather patterns. Then they use the patterns to determine whether the area's climate is dry, tropical, mild, variable, or polar: 2 | Answer the following questions according to the information in the passage. 1 Define the following words: weather, climate, troposphere. 2 Ifyou say, “Ilive in a dry area,” are you talking about the weather or the climate? Explain, 3 Name five different types of climates. 3 | Read the following questions and share your answers with a partner. 1 Describe the climate in the place where you grew up. What is the weather usually like at this time of year? 2 What is your favorite kind of weather? Why? UNDERSTANDING SCIENTIFIC SYMBOLS People often use symbols to represent scientific concepts. As you study science, you will learn to understand and use symbols. 1| Meteorologists (scientists who study the weather) use symbols to describe the weather. Look at this chart of weather symbols O dear ® drizzle V7 shower >K snow © doudy @ ain {lightning A tail heavy rain & thunderstorm — Sp sandstorm fog 2|| Now use the chart to write out each type of weather represented. e tv *, OK 7 Chapter.6 Weather and Climate 94@ LISTENING FOR SPECIFIC INFORMATION 1| Read the four weather reports. Think about what kinds of information might go in the blanks. 1 The sky is__and there are no ‘Temperatures are 2 The sky is __and The is strong. In about one hour, a will start. 3 The temperature is getting The has changed to 4 The heavy have ended, but there is still a lot of drizzle and 2 | Now listen to the weather reports and use the words below to fill in the missing information in step 1 clear rain clouds showers cloudy snow colder thunderstorm dark warm fog . wind 3 | Which symbols would meteorologists use to describe the current conditions for each ‘weather report in step 1? Fill in each box with the correct symbols. 92 Unit 3. The Air Around UsDB AMERICAN VOICES: Sara, Dorothy, Yukiya, and Evylynn In this section, you are going to hear a meteorology student talk about weather in our atmosphere. Then three people will talk about their experiences in severe weather. Finally, all four people will give their opinions about global warming. BEFORE THE INTERVIEWS PERSONALIZING THE TOPIC 1| Work ina small group. Read the weather events and their definitions below. hurricane: a storm that begins over the ocean with heavy rain and very strong winds blizzard: a winter storm with a lot of snow and strong winds flood: a large amount of water that covers a land area that is usually dry heat wave: a period of unusually hot weather 2 | In your group, discuss whether anyone has experienced the weather events in step 1 If someone answers Yes, write his or her name in the chart below. | Have you ever experienced a... Hurricane Blizzard Flood “Heat wave 3 | Choose one weather event you have experienced from the chart, and describe it to your group. Give the details, including answers to the following questions: ‘° When did it happen? © How did you feel? ‘© What did you see? © What were the effects? Chapter 6 Weather and Climate 93INTERVIEW WITH SARA: Meteorology Here are some words and phrases from the interview with Sara printed in bold and given in the context in which you will hear them. They are followed by definitions. Right now I'm a graduate student: someone studying for a degree afier completing a four-year college degree I'm in the first year of my Ph.D.: Doctor of Philosophy; an advanced university degree I guess I was influenced by him: ro be affected by someone or something ve always had a fascination with the sky: a strong interest I would stare at the sky: to look at for a long time, usually with great concentration The Earth is like a big aquarium: a clear glass container for fish to live in @ LISTENING FOR SPECIFIC INFORMATION 1 | Read the profile of Sara below. Think about what kind of information might go in the blanks. Name: Sara Country of origin: Education: She defines meteorology as a way of and trying to______ what happens. the She decided to study meteorology because: 1 2 2 | Now listen to the interview with Sara, Listen for the information that you need to complete the sentences in step 1, and write it in the blanks. 3 | A simile is a way of describing something by comparing it to something else. Listen to the last part of the interview again. What simile does Sara use to describe Earth? The Earth is like Humans are like ‘Our atmosphere is like Unit 3. The Air Around UsINTERVIEW WITH DOROTHY, YUKIYA, AND EVYLYNN: Severe weather Here are some words and phrases from the interview with Dorothy, Yukiya, and Evylynn printed in bold and given in the context in which you will hear them. They are followed by definitions. Dorothy It really was a freak storm: very unusual The weight of the snow brought down a lot of tree limbs: caused to fall / branches The tree limbs brought down the power lines: large wires that carry electricity Yukiya T saw all this water pouring into the parking lot: moving quickly and in large amounts Tactually saw one car floating: moving on the surface of water There was . . . all kinds of debris: pieces of things that have been broken Twas soaking wet: completely wet Evylynn Hurricane Iniki was a Category 4 hurricane: the strength of a powerful hurricane (Category 1 is the weakest and Category 5 is the strongest) Houses... were torn apart: broken into pieces ‘Trees were uprooted: pulled completely out of the ground ‘The houses that were destroyed: completely broken; no longer able to be used @ PREDICTING THE CONTENT 1| Review the four kinds of severe weather you studied in “Before the Interviews,” on page 93. Now review the information in the vocabulary box above. Can you predict which kind of severe weather each interviewee experienced? Write your guesses below. Dorothy was in a ‘Yukiya got caught ina 2 | Now listen to excerpts from the terview. Check your guesses in step 1. Chapter 6 Weather and Climate 953 Read each statement below. Guess if it is spoken by Dorothy, Yukiya, or Evylynn. 1 =) —3 ‘Trees and lamp posts were flying everywhere. The area where the storm hit lost 50 percent of its trees. Once you experience something like that, you remember it for the rest of your life. Houses right across the street from me were torn apart. T actually saw one car floating! ‘The weight of the snow brought down a lot of tree limbs . .. . The tree limbs brought down the power lines, and so many people were left without electricity. Iwas like, “This is definitely going to be on the news!” 4,| Now listen to the whole interview. Write D (Dorothy), ¥ (Yukiya), or E (Evylynn) next wu @ LISTENING weather: their opi to each statement in step 3. UTE Compare your answers for steps 1 and 4 with a partner FOR OPINIONS In this section, the interviewer is going to ask Sara, Dorothy, Yukiya, and Evylynn about global warming, She asks if they think global warming is affecting Earth’s Global warming is the increase in temperature of the Earth's atmosphere and oceans. Circle each interviewee’s answer. Take notes on the reasons they give for inions. Do you think that global ‘Reasons for opinion warming is affecting the weather on Earth? Sara YES / NO J DONT KNOW Dorothy YES / NO / DON'T KNOW Yukiya YES / NO / DON'T KNOW Exylynn YES / NO / DON'T KNOW Unit 3 ‘The Air Around UsAFTER THE INTERVIEWS UNDERSTANDING HUMOR ABOUT THE TOPIC If you can understand and appreciate humor, such as cartoons or jokes, about the topic of an interview, you have probably understood the main points. Work in a small group. Look at the cartoons and discuss the following questions. 1 According to the cartoons, what are some changes that global warming will cause to Earth? 2. Who is the man sitting at the desk in cartoon 3? What is the artist saying about the role of the United States in global warming? Do you think the cartoons are funny? Why or why not? What do you think Sara, Dorothy, Yukiya, and Evylyan would think about the cartoons? —— O ao Barbecue Circa 2050 "You know the day may be approsching when we need to ares climate change” Chapter 6 Weather and Climate98 Bn Your own voice In this section, you are going to conduct a survey to find out what other people think about global warming. Then you will share the results of your survey in a group discussion. CONDUCTING A SURVEY Conducting a survey is a good way to get ideas about a topic from other people. The new ideas will help you think and talk about the topic with greater understanding. 1| The average surface temperature of Earth has increased over the past 150 years. People have different opinions about the causes and effects of this global warming. Interview three people outside your class about this topic. Remember to ask each person politely if they will participate in your survey: Excuse me, Lam doing a survey for a class project. Do you have a few minutes to answer some questions about global warming? ‘Ask the questions in the chart below, and take notes on each person's answers. What do you think | What are some What can people is causing global _| effects of global do to slow global warming? warming? warming? Interviewee “1 Interviewee 2 Interviewee 8 2, At the end of the interview, be sure to thank the person for his or her time: Thank you for answering my questions. 3 | Now share your results in a small group. Use some of the following expressions: According to my survey, people think global warming is caused by . My interviewees said that some effects of global warming are . Some suggestions for slowing global warming are . . Lagreeldisagree with some of my interviewees' opinions. For example, Unit 3. ‘The Air Around UsBD ACADEMIC LISTENING AND NOTE TAKING: Global Warming In this section, you are going to hear and take notes on a two-part lecture given by Dr. Fred Mackenzie, a researcher and author on climate change. In his lecture “Global Warming," Dr. Mackenzie will first explain the greenhouse effect. Then he will discuss the effects of global warming. BEFORE THE LECTURE BUILDING BACKGROUND KNOWLEDGE In Dr. Mackenzie's lecture, you are going to hear about the greenhouse effect in Earth's atmosphere. Look at the picture of a real greenhouse below. If you understand how a real greenhouse works, you will understand the lecture better, 1| Work with a partner: Look at the picture and discuss what you know about greenhouses. 2 | Read the explanation of how a greenhouse works below. Work with your partner and label each box with the number of the correct sentence. 1 Energy comes from the sun. 2 Energy from the sun enters the greenhouse as light. 3 Inside the greenhouse, the light energy changes into heat energy. 4 The glass windows hold the heat energy inside the greenhouse. 5 The greenhouse stays warm, and the plants grow. 3 | Im the lecture, Dr. Mackenzie is going to explain the natural greenhouse effect of Earth's atmosphere. What do you think this is? Discuss your ideas with your partner. Chapter 6 Weather and Climate@ NOTE TAKING: LISTENING FOR NUMERICAL INFORMATION Listening for numerical information is an important skill to practice because scientists often use this type of information to support their ideas. Scientific lectures often include years, percentages, temperatures, and other numbers representing scientific data. 1| Read the descriptions below. They indicate some types of numerical information about Earth that you are going to hear in the lecture, Look at the box in step 2. Try to fill in the following blanks by choosing numerical information from the box. 1 the age of Earth 2 the percentage of the sun's energy that comes through the atmosphere to Earth's surface _____ 3 the increase in Earth's temperature due to global warming 4 the length of time that scientists believe the sea level has been rising due to global warming 5 the percentage of energy used on Earth that comes from burning fossil fuels 2| Now listen to the excerpts from the lecture. Check your answers to step | and correct them if necessary. Then compare your answers with a partner. SO years 4.6 million years. 45% 100 years 6 billion years 90% LECTURE, PART ONE: The Greenhouse Effect GUESSING VOCABULARY FROM CONTEXT 11| The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take ‘turns trying to guess the meanings of the words in bold. ___ 1 There has been a mixture of gases surrounding the Earth. ___ 2 They cause the lower atmosphere to warm up because they absorb heat radiation. ___. 3 This energy is radiated back to space from the Earth's surface. ___ 4 We've always had a natural greenhouse effect on this planet. But what has happened in the past century or so is that human activities have added ‘gases to the atmosphere. ___ 5 While there has been a lot of debate, I think people have realized that the problem of global warming is due to the increased greenhouse effect. 100° Unit 3. The Air Around Us2 Work with your partner. Match the vocabulary terms with their definitions by writing the letter of each definition below in the blank next to the sentence containing the correct term in step 1. Check your answers in a dictionary if necessary. a 100 years b take something in so that it becomes part of something else ¢ light or energy is sent out occupying the space all around something |e argument; disagreement, discussion @ NOTE TAKING: COPYING A LECTURER’S ILLUSTRATIONS When a lecturer draws an illustration on the board during a lecture, you should copy it into your notes. You can add extra information to the illustration as the lecturer speaks. 1| Look at the illustration that Dr. Mackenzie put on the board during Part One of his lecture. It explains the natural greenhouse effect on Earth. Think about what kind of information you need to label the illustration, 2 | As you listen to Part One of the lecture, take notes on a separate piece of paper. Then Jabel the illustration with the letter of the correct information below. a energy escapes back to space © energy from Earth radiated back to space b energy trapped by greenhouse gases energy from the sun 3 Compare your illustration with a partner. As you look at the notes you made, try to explain Earth’s greenhouse effect to your partner, Chapter 6 Weather and Climate 101LECTURE, PART TWO: Effects of Global Warming GUESSING VOCABULARY FROM CONTEXT 1| The following items contain important vocabulary from Part Two of the lecture. Work with a partner: Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. ___ 1 What are the consequences of this increase in Earth's temperature? There are many. Today I'd like to focus on two effects of global warming. As the oceans warm, they expand and the sea level rises. Mountain glaciers and snow cover are melting, Some scientists also believe that the Greenland ice eap is melting. Some areas will become drier: Already many countries around the world are experiencing more and longer periods of drought. _ 6 There are many other consequences of global warming, including melting of the polar ice caps, extinction of some plant and animal species __. 7 It's difficult to predict the future. 8 It is not simply a scientific or political issue, it’s also an ethical issue, particularly how we deal with it as individuals. won 2 | Work with your partner. Read the definitions below and match them with the sentences in step 1. Write the letter of the definition in the blank next to the correct sentence. Check your answers in a dictionary if necessary. a become bigger b a long period when there is not enough rain to grow crops or replenish ‘water supplies ¢ relating to what is right and wrong d large masses of ice that spread across an area of land over a period of time to guess something before it happens £ results; effects the death of all members of a species h amass of ice and snow that permanently covers a large area of land 102 Unit. 3 The Air Around Us@ NOTE TAKING: LISTENING FOR CAUSE AND EFFECT Lecturers often explain scientific concepts in terms of their causes and effects. You should listen for words that signal cause-and-effect relationships so that you can, note this important information. Here are some examples of expressions that signal cause and effect: One cause of this is Consequently, This is due to Asa result,.../... resulting in. If [cause], then [effect] One effect of this is... 1| Read the excerpts from the lecture. Circle the cause in each excerpt. Underline the effect(s). 1 “Some of this rise is due to the heating of the ocean surface: As the oceans warm, they expand and the sea level rises.” 2 “The melt water is entering the ocean and resulting in a rise in sea level.” 3 “A second consequence of global warming is changes in the weather itself.” 4 “Hurricanes develop over warm oceans, and so the rise in ocean temperatures may cause more and perhaps stronger hurricanes.” 2 | Now rewrite the excerpts in step 1 in note form by shortening them to key words only. Put the cause first, followed by an arrow and then the effect(s). Use abbreviations, symbols, and telegraphic language where possible. | Example: “People have realized that the problem of global warming is due to the (increased greenhouse effec)...” Te gthause ff > peters glob weg 3 | Listen to Part Two of the lecture. Take notes on a separate piece of paper. Remember to listen for the expressions that signal cause and effect. 4\ Compare your notes with a partner. Chapter 6 Weather and Climate 103,104 AFTER THE LECTURE THINKING CRITICALLY ABOUT THE TOPIC ‘You will not always agree with what you read or hear. Make it a habit to evaluate what other people say and compare it with your own knowledge and experiences. 1 | In the lecture, you heard that some scientists think global warming is causing more and stronger hurricanes. Read the following passage about both sides of the debate. {As the temperature of Earth’s atmosphere rises, ocean temperatures also increase. Some scientists point out that warm oceans cause hurricanes and say that we should expect more and stronger hurricanes. Here is what those scientists say about hurricanes: + The average wind speed of hurricanes has increased. + Powerful humicanes last much longer than they used to. + In 2005 there were 13 hurricanes in the North Atlantic, the greatest number in recorded history. However, other scientists point out the following facts: + The number of hurricanes around the world has not increased since the 1970s, even though global temperatures are increa + Today's hurricane activity may be a natural change in Earth's ‘weather patterns. + The history of hurricanes is billions of years old, but scientists could not collect information about them until recently. 2 | Discuss the following questions in a small group: 1 Which arguments in the passage support the idea that global warming is causing hurricanes? 2 Which arguments provide information that does not support this idea? 3 Do you think that global warming is causing changes in Earth's weather patterns? Explain your opinion. Unit 3 ‘The Air Around UsLife on Earth ‘his unit is about Earth’s biosphere, that is, living organisms and their environments. In Chapter 7, you are going to learn basic information about plants and animals and hear interviews with people who work with them, The lecture explains the seven processes that all living things have in common. Chapter 8 focuses on one form of life in the biosphere: human beings. In the inter- views, two people talk about the human body and how to keep it healthy. The lecture examines the human body more closely. In the Chapter 9 interviews, people of different ages give their opin- ions about getting older. The subject of the final lecture is human DNA and how it can influence the length of a person's life. 105106 ® cetmne started In this section, you are going to read about the different forms of life on Earth and some of the things that all living things have in common, You will also listen to information about some unusual plants and animals that live on our planet. READING AND THINKING ABOUT THE TOPIC 1| Read the following passage. Many different kinds of organisms, or living things, live in Earth’s biosphere. Scientists, have not been able to count all of them, but so fat; they have identified more than 2 million species (types) of living things. This number includes more than 300,000 species of plants and more than 1.8 million species of animals. ‘When you think about the plants and animals on Earth - for example, trees, flowers, grasses, insects, fish, birds, and mammals - it may seem at first that they have nothing in common. However, all plants and animals share some characteristics: They move, Unit 4 Life on Earththey grow, and they use food and water to make energy. All plants and animals react, to their environment, and they can all reproduce themselves. Finally, all organisms are interconnected. This means that they need each other to continue living. The loss of even. ‘one species of plant or animal affects the balance of life on Earth, 2|| Answer the following questions according to the information in the passage. 1 Have scientists identified more kinds of plants or more kinds of animals on Earth? How many more? 2. Name six ways that plants and animals are similar. 3 | Read the following questions and share your answers with a partner. 1 Describe the plants that live in the area where you grew up. 2 Describe the animals in the area where you grew up. @ LISTENING FOR SPECIFIC INFORMATION 1 Look at the pictures below. Write the name of each plant or animal under the correct picture. bamboo, blue whale, Giant Sequoia tree, Goliath beetle, platypus, Venus flytrap 2|| With a partner, discuss what you know about each plant and animal in step 1. Chapter 7 Plants and Animals 1073 | Look at the chart below. Using the information provided, fill in the first column with the name of the correct organism from step 1. (Organism Habitat (where Interesting facts it lives) 1 * largest species of tree on Earth 2 deep oceans : 3 . * fastest growing plant on Barth 4 ‘Australia . + lays eggs instead of giving birth to babies 5 * carnivorous (eats meat) 6 ‘beetles live everywhere | * 95% animal species = insects on Earth, except ocean and polar regions a 4| Listen and check your answers to step 3. Add any other interesting facts you hear about each organism. 108 Unis 4 Life on EarthDB american VOICES: Frank, Vickie, and Reggie In this section, you are going to hear an interview with two people, Frank and Vicki who love plants and gardening. Then you will listen to Reggie, a wildlife volunteer, discuss his efforts to protect the natural environment and the animals that live there. BEFORE THE INTERVIEWS PERSONALIZING THE TOPIC 1| Interview a classmate and ask the questions below. Take notes on your partner's answers. 1 Have you ever had a pet? If so, describe your favorite pet. 2 What is your favorite wild animal? Why do you like it? 3 Does anyone in your family grow plants? If so, describe the plants. 4 Describe two ways that you use plants, 2\| Work in small groups. Take turns telling the group your partner's answers. BUILDING BACKGROUND KNOWLEDGE 1| A symbiotic relationship is a close relationship between two things. Many organisms form symbiotic relationships in nature. In a symbiotic relationship, the two living things benefit from each other in some way. Here are some examples: Pover and eocdie 2| Work with a partner and discuss the photos in step 1. Guess how each organism benefits from the symbiotic relationship. Check your answers at the bottom of page 110. 3 | Think of another example of a symbiotic relationship between two plants, two animals, or an animal and a plant. Explain your example to your partner, Chapier 7 Plants and Animals 109110 INTERVIEW WITH FRANK AND VICKIE: A green thumb Here are some words and phrases from the interview with Frank and Vickie printed in bold and given in the context in whieh you will hear them. They are followed by definitions. Frank You're an avid gardener: eager and interested Tenjoy collecting and growing local native plants: living naturally in a particular area Llike to get off the trail: a path through the woods or countryside where people walk If we don't... try to preserve them, they won't exist: protect; keep from harm Their pollinators would be affected: animals or insects that help plants reproduce by carrying their pollen from one plant to another Their pollinators have evolved along with the plants themselves: changed Vickie I just kind of had a knack for it: ax ability 10 do something easily and well Thad an apartment with a patio: an outside area with a solid floor next to a house Now what I do is mostly perennials: plants that live for three or more years Annuals are the ones that die in the winter: plants that grow and die within one year That really appeals to me: is attractive and interesting what we call a “green thumb”: a natural ability to grow plants well Ls vee 4 @ LISTENING FOR SPECIFIC INFORMATION 1 Look at the chart on the next page, and notice the information you need to listen for in the interview with Frank and Vickie. spfuop yo 10yp0 two ure pure soyro8o jane Koy, 3yB'saKe 1ood yng “FuysEaH pu [US Jo BUDS HUa|O~2 say migae ‘Ruyivay pur [awss Jo asuas Zood nq "3yRIsaK9 1UD]FOX9 Sey Y>ERSO P “YHIAr Ut Poo} Seo 1DKOHd "I0=3 ‘Sal{pooar> tua poo} suvayp iaxojg 9 “SseMe YsyUNOLD TBHP Ysy SED aLOLIOUE ‘siOyEpald oxy pardevoud st pure auoulaue wi Spay ySyUMo[y q Sonposdas Ue> 1oMO4 Os uoyod speauds “iaNOG e JO 1e}90U AYN Ske eq “601 aed wo 'z dais ‘38p9|mouyx punotsy>eq SuIpring ov sioMsuy Unit 4 Life on BarthFrank Vickie Howhe or | In the 1930s and 1940s, everybody | Im the 1970s, everyone was trying to she became | hag ns coenes interested in gardening She was good at it and enjoyed it. Favorite kind | He likes to grow She likes to grow . ofplantto | pants which are plants that come back ® year after year What he or | He likes the challenge of finding and | It helps her to forget she likes about plants and gardening err He likes makes her feel plants with other people most of all. | to the Earth. 2) Listen to the interview and complete the chart with the information you hear. 3| Work with a partner and compare your answers. INTERVIEW WITH REGGIE: The Galapagos Islands Here are some words and phrases from the interview with Reggie printed in bold and given in the context in which you will hear them. They are followed by definitions. I was there for five weeks doing conservation work: protection of plants, animals, and natural areas ‘The diversity of the wildlife: variety; a range of different kinds There are two ocean currents that come together at the Galapagos: masses of ocean water flowing in one direction ‘There used to be thirteen subspecies . . . and now two are extinet: no longer existing A third is on the brink of extinction: the point right before something happens Any ecosystem is so tightly bound together: tie relationships among all the plants and animals in an area, and the environment they live in / interconnected Even one small thing can change the balance: the working together of various elements over time ‘There's a tree that a particular bird relies on: depends on someone or something Plants that could have medicinal benefits: having properties that could treat illness Chapter 7 Plants and Animals 111STENING FOR EXAMPLES Speakers often use examples to help explain points or ideas. An example might bea story, a statistic, or a supporting detail. Understanding the example will help you understand the speaker’s main idea, Some common phrases that introduce examples are: forexample, for instance, like such as In his interview, Reggie gives an example to explain each of the statements below. As you listen, circle the phrase he uses to introduce each example. 1 You don't have to go far before you see wildlife. (For example, / For instance,) ____ 2 Tgot to see a lot of animals. Many different kinds of birds, (such as / like) 3 There's been a lot of environmental damage already, so the idea that it's an untouched environment is wrong, (Let me give you an example: / For example,) 4 Any ecosjstem is so tightly bound together that even one small thing can change the balance and destroy the system. (For example, / For instance,) Listen to the interview again. This time, listen for the examples that complete each statement in step 1. Write the letter of the example in the correct blank in step 1. a blue-footed boobies, red-footed boobies, albatross . .. also pelicans, flamingos, the Galapagos penguins like I said. b there used to be 13 subspecies of Galapagos giant tortoises, and now two are extinct. © there's a tree that a particular bird relies on for food and shelter. If you destroy the tree, you lose the bird, and so on. don the day I arrived . .. T saw Galapagos sea lions right away. I'd been there only 20 minutes and I saw sea lions. Compare your answers to steps 1 and 2 with a partner. ‘lve feoted booby Unit 4 Life on EarthAFTER THE INTERVIEWS EXAMINING GRAPHIC MATERIAL 1 Look at the chart below. It shows the numbers of threatened (in danger of extinction) species on Earth in 2000 and 2007. Group of | Number of Number of Number of threatened organisms | threatened threatened species in 2007, as % species in 2000 | species in 2007 | of total species ‘Mammals 1,130 1,094 20% Birds 41,183 1217 12% Reptiles 296 a2 5% Amphibians 146 1,808 29% Fish 752 1.201 1% Insects 355 623 0.07% Plants 511 8487 3% Scarce: Unf Cone ature nd hal escues 2 | Discuss the following questions with a partner. Base your answers on the information in the chart as well as your own ideas. 1 Which group of organisms had the most threatened species in 2000? Which group had the highest percentage of threatened species in 2007? 2 Which group had the greatest increase of threatened species between 2000 and 2007? Did any groups become less threatened by 2007? What do you think are some of the reasons for these changes? What changes do you predict you will see in this chart in the future? Explain. 4 What information in the chart surprises you most? Why? THINKING CRITICALLY ABOUT THE TOPIC Work in a small group. Choose two of the following statements to discuss. Explain why you agree or disagree with each statement. 1 All people should be vegetarians (people who do not eat meat or fish). 2 Itis acceptable to use animals for human medical research. 3. Space for humans to live is more important than space for plants to live. 4 Protecting Earth’s biosphere should be the number one priority of the government right now. Chapter 7 Plants and Animals 113,44 B® wn your own voice In this section, you are going to interview someone to learn more about the plants that grow in the area where you live, Begin by writing interview questions about the topic and making an appointment with your interviewee. After the interview, you will present your information to the class. CONDUCTING AN INTERVIEW An interview is a meeting with someone who has personal or expert knowledge about a topic. The person asking questions is the interviewer; the person answering the questions is the interviewee. Conducting interviews is a useful way for you to gather information about a topic. 1| The purpose of this project is to learn about the plants growing in your local area. Work with a partner to develop questions about the subjects listed below. ‘You want to know about .. . So you could ask... ‘The interviewees background When did you become interested in Whip are you interested in plants? How ale you learn abovt plants? plonts? Plants that grow in your local area Plants in your local area that are native plants Pollinators of local plants Problems or dangers faced by local plants ‘Your own ideas: Unit 4 Life on EarthMake an appointment with your interviewee. Your inter knowledgeable about plants, for example: ewe can be anyone who is © someone who works at a farm, plant nursery, park, nature preserve, ete. © an environmentalist © a teacher who knows about plant life, selecting plants, or the natural environment © someone whose hobby is gardening or collecting plants Introduce yourself to your interviewee, and explain the purpose of the interview, Be sure to ask politely for an appointment. You can use this model: Hello. My name is « few questions? and I'm doing research about local plants. May I ask you If the person agrees to be interviewed, you can say, The interview will take about 15 minutes. When is a convenient time for you? Conduct your interview. Take good notes on your interviewee’ answers. Be sure to thank him or her after the interview: Thank you for your time. Organize your interview results and present them to the class. Remember to use signal words each time you introduce a new main idea. For example: Today I'm going to présent the results of my interview about local plants. First, let me tell you about my interviewee. His/Her name is... Next, I'll talk about some native plants that grow in our area Another topic I discussed with (name of interviewee) is pollinators Unfortunately, local plants face some dangers Finally, L asked (name of interviewee) about Do you have any questions? Chapter 7 Plants and Animals 115,116 BD ACADEMIC LISTENING AND NOTE TAKING: What Is a Living Thing? In this section, you are going to hear and take notes on a two-part lecture by Dr John Norris, a biologist. In his lecture, “What Is a Living Thing?” Dr. Norris will explain the seven processes that an organism must perform to be considered a living thing. He will also compare how plants and animals carry out these processes. BEFORE THE LECTURE PREVIEWING THE TOPIC ‘One way to preview a lecture topic is to study key vocabulary before you listen. This will increase your knowledge of the topic and will help you understand the lecture. 1 In the lecture, you will hear about the seven life processes. With a partner, discuss the processes, which are listed below. Tell your partner what you think each word means. Circle any words you do not know. excretion reproduction growth respiration movemefit sensitivity nutrition 2 | Now study the roots and prefixes (word parts) below. Use this information to guess the meaning of the processes you do not know. | | sense to feel re- again excrete to separate spire- to breathe nuiri- to feed produce to make 3 | Use a dictionary to check the definitions of all seven life processes. Were your | P ys guesses correct? Unit 4 Life on Barth@ NOTE TAKING: LISTENING FOR EXPRESSIONS OF CONTRAST Lecturers often explain ideas by showing how one thing is different from another, Listen for signal words that indicate contrast, because they will help you to. understand the differences. The following signal words and expressions are often used to indicate how things are different from each other. 1 2 although different from in contrast unlike but however on the other hand whereas Look at the incomplete sentences from the lecture below. Underline the expressions of contrast in each set of sentences. 1 Plants, for example, grow taller and wider throughout their lives. Animals start growing as soon as they are born, but unlike plants, 2 I'm sure you can think of many examples of different kinds of animal movement... . Plants move, too, but 3 Animals take in information about their environment by using their senses . Although plants do not have as many senses as animals, they do 4 Plants have a very special way of getting food ~ they make it themselves Animals, on the other hand, 5 Respiration is a way of changing food into energy by using oxygen. Animals take in oxygen by breathing in air, whereas plants 6 During reproduction, plants and animals make more of their own kind. Animals have babies or lay eggs. In contrast, most plants Discuss the sentences in step 1 with a partner. Predict what the lecturer may say to complete each sentence. Listen to the excerpts from Dr. Norris's lecture. As you listen, take notes on the lines above about the contrasting information he presents about plants and animals. Then. compare your answers with your partner, EETUNZ Chapter 7 Plants and Animals u7LECTURE, PART ONE: Growth, Movement, and Sensitivity GUESSING VOCABULARY FROM CONTEXT 1| The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. | Different kinds of animal movement: walking, running, flying, swimming, crawling . . 2 Plants move their roots down into the earth. __ 3 Living things are sensitive to their environment. Animals take in information . . . by using their senses. 4 Animals use this information to react to their environment appropriately. Animals use this information to react to their environment appropriately, 6 Although plants do not have as many senses as animals, they do react to stimuli like water and light. 2) Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. Check your answers in a dictionary if necessary. the part of a plant that grows under the ground things that cause growth, movement, or another action moving slowly with the body close to the ground in the correct way for a particular situation to act in a particular way as a direct result of something else aware of small changes in light, temperature, sound, and so on menos @ NOTE TAKING: CHECKING YOUR NOTES After a lecture, review your notes as soon as possible and check for incomplete information. If you find any errors, correct your notes. 1| Look at a student's notes from Part One of Dr: Norris's lecture on the next page. ‘Some of the information is incorrect. Circle the information you think is wrong. Unit Life on BarthLife process Plants Aina Groot grow tbller * wider tort | start at birth — stop ize Y) life toring. when they die Movement = move roots «L into E, ex walk, rm, fly, swim, stems + Ws to sky | eran, ete. = flaws open + close = faster than anim mova bath Pb move to get food, : pice te live, 5c. From danger Sensitivity = more. senses than aim | ~ senses: see, hear, srell (sensitive 40 cwwir) | — yeact to stim, ex tty0, | taste, take light = Ve to get info * react . = sarflvr fll moon te enir y = V. flefrap — reacts when ro touched 2 | Now listen to Part One of the lecture. Cross out or correct any inaccurate information in step 1. DIES 3 | Compare your corrections with a partner: LECTURE, PART TWO: Nutrition, Respiration, Excretion, and Reproduction GUESSING VOCABULARY FROM CONTEXT 1| The items below contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bol. —— 1 This food is stored inside the plant and used when the plant needs energy. —— 2 Animals move waste out of their bodies in their breath, sweat, urine, and feces. —— 3 It must show, or have the capability to show, evidence of all seven life processes. ___ 4 Under most circumstances, we can easily identify something as living, but remember it must perform all seven life processes. Chapter 7 Plants and Animals 119120 2| Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. Check your answers in a dictionary if necessary. a ability, skill b put or held somewhere for use in the future © liquid waste passed out of the bodies of humans and animals usually; most of the time @ NOTE TAKING: ORGANIZING YOUR NOTES IN A CHART 1| Copy the following chart and partial notes from Part Two of Dr. Norris's lecture ‘onto your own paper. Leave spaces for taking more notes. Think about what kind of information is missing from the chart. Life process Plants Avimal Netvtion eo (getting. food) = photosimthese CO, + = | — tO + smlight = food S Resivation - = Ca eee Exerction = breath, sweat, wine, (remove. waste) = feces Reproduction = zi © (Wake more of onm © kind, nec to cont species) 2 | Now listen to Part Two of the lecture and complete the chart in step 1. 3 | Review your notes. Correct any mistakes, and then compare your notes with a partner. Unit 4 Life on BarthAFTER THE LECTURE APPLYING WHAT YOU HAVE LEARNED 1| An organism must perform all seven life processes to be a living thing. Work with a partner and complete the checklist below for sunflower and fire 1 Automobile | 2 Sunflower 3 Fire 4 Movement v Growth x Sensitivity v Nutvtion v Respiration ¥ Excretion v Reproduction x Living? Y® YIN YIN YIN 2| For column 4, think of your own idea and write it in the blank. Then fill in the checklist. Is it living or nonliving? 3 | Now read the list of actions below. Which life process(es) are going on in each one? Write down all possible answers. 1 A single-celled bacterium divides and becomes two separate, identical bacteria. 2 Ahermit crab becomes too big for its shell. It leaves and moves into a larger one. 3 Aplant in a dry climate sends roots deep into the soil, looking for water. When it finds a water source, it draws the water up through its roots. 4 During a marathon, a runner begins to breathe hard. He also sweats a lot. 5 At night, a cat’s eyes open wide so it can see better in the dark. It catches a mouse and eats it, 4| Compare your answers to steps 1, 2, and 3 with another group. Discuss any differences you find in your answers. Chapter 7 Plants and Animals 124The Human Body ® cetmne started In this section, you are going to read and talk about the human body. You will also perform some simple physical tasks to help you learn more about your own body. READING AND THINKING ABOUT THE TOPIC 1| Read the following passage. Of all the organisms in Earth’s biosphere, the one you probably know best is the one you see in the mirror every day. Humans are just one of Earth's millions of species. Like all living things, we are made of cells. We need food, water, and energy to survive, and we move, grow, reproduce, and perform all the other processes of life. ‘The human body has different systems to carry out its life processes. Each system has a separate function. For example, one system heips us eat, another helps us breathe, and. a third helps us move. At the same time, the systems depend on each other, and if even one system stops working, the others fail, too. It is important for us to take care of our ‘bodies so that all our systems stay strong and healthy. 422 | Unit-4 Life on BarthQusi Answer the following questions according to the information in the passage. 1 Which three life processes are mentioned in the passage? Do you know any other life processes? (You can review all seven life processes on page 116.) 2 Look at the two pictures of the human body on page 122. What systems do you see? What role do they play in the human body? Read the following questions and share your answers with a partner. 1 Tell your partner about a health problem you have had, for example, a broken bone or a time you were sick. What caused the problem? What did you do to get healthy again? 2 Think of the healthiest person you know. What does that person do to stay healthy? Describe him or her to your partner, TENING TO DIRECTIONS Listen and follow the speaker's directions. Task 1 ——~ ——S How did your arm muscles change when you pushed down against the desk? How did they change when you pushed up? Circle your answer, a First, the front arm muscles flexed (became hard), and then the back arm muscles flexed, b First, the back arm muscles flexed, and then the front arm muscles flexed. © The front and back arm muscles flexed in the same way both times. Task 2 ‘Number of breaths in 10 seconds Multiply by 6 = ___per minute (average breathing rate) Chapter 8 The Human Body 123124 Number of beats in 10 seconds Multiply by 6 = (average heartbeat rate) per minute ‘Was your hand in the correct spot? ‘Yes / No (circle one) 2| Compare your answers to the tasks in step 1 with a partner: 3 | Read the descriptions below of four body systems. Work with your partner and decide which body system you observed in each task in step 1. Write the number on the line to the left of each picture. 1 The cardiovascular system is made up of blood, blood vessels, and the heart. Its main job is to bring nutrients and oxygen to all parts of the body. 2 The digestive system includes the mouth, stomach, and intestines. Its main job is to break down food so that your body can use it, 3. The muscular system includes all the muscles of the ody. Its main job is to work with the bones to control the body’s movements. 4 The respiratory system is made up of the body's air passages and lungs. Its main job is to take oxygen into the body and move carbon dioxide out of the body. Unit 4 Life on Earth,B® american voices: Becca and Louise In this section, you are going to hear two people talk about how to. keep our bodies healthy. First, Becca will talk about the benefits of different kinds of exercise. Then Louise will explain the importance of good nuttition, BEFORE THE INTERVIEWS PERSONALIZING THE TOPIC 1| Read each statement in the checklist below. Then check (¥) the box that shows how often you do each healthy action, Healthy habits | Everyday | 4-5times | 2-3times | Less than checklist a week a week ‘once a week Teat breakfast in the morning. sleep for seven hours or more, Texercise for 30 Tfloss my teeth, Teat fruits and vegetables. Teat a variety of foods. T drink at least eight glasses of water. Total points 2 | Record your healthy habits in each column: Column 1 — 3 points for each box you checked Column 2 — 2 points for each box you checked Column 3— 1 point for each box you checked Column 4— 0 points for each box you checked Add up your total points and write your score here: 3 | Compare your answers to steps 1 and 2 with a partner. What can you do to improve your score? Do you have any other healthy habits? Chapter 8 The Human Body126 BUILDING BACKGROUND KNOWLEDGE 1| In her interview, Becca talks about two types of exercise: aerobic and anaerobic Aerobic exercise works your heart, lungs, and blood vessels. It makes your heart ‘and lungs stronger: If you do aerobic exercise, you will have a lot of energy. Anaerobic exercise works your muscles. It makes your muscles bigger and stronger. If you do anaerobic exercise, you will look and feel stronger. 2| Work with a partner. Look at the different exercises below and decide if they are aerobic (AE) or anaerobic (AN). Write AE or AN next to each exercise. swimming weight training 53, bicycling __ % push-ups jogging 3 | Now discuss the following questions with your partner: 1 Which exercise in step 2 do you like best? Why do you like it? 2 Is there a physical activity that you do regularly? Is it aerobic or anaerobic? Unit 4 Life on EarthINTERVIEW WITH BECCA: Experiences of a track athlete Here are some words and phrases from the interview with Becca printed in bold and given in the context in which you will hear them. They are followed by definitions. I competed in track and field: participated in a sports activity and tried to win; a group of sports that involves running, jumping, and throwing objects Breathing, yes, but also strengthening your heart: making something stronger After that, we did drills: repetition of an activity to practice and improve skills Then, of course, there were the track workouts as well: physical exercises Then go right back into sprinting for another minute: running very fast for a short distance Their bones are significantly more dense: to a large extent or degree ‘You put more stress on them: force; pressure @ LISTENING FOR MAIN IDEAS 1| In her interview, Becca talks about her training as a college athlete. Read the list of topics below. O11 weightlifting O14 drills O07 marathons C2 cardiovascular training C1 5 sprinting (18 bone stress O13 jumping 0 6 fast breathing 2| Now listen to the interview. Check (V) the topics in step 1 that Becca discusses as part of her training. 3 | Look at the list below of the physical benefits of exercise that Becca talks about. Match them with the actions you checked in step 1. Write the number of the action on the line next to the benefit. NOTE: Some actions have more than one benefit. brings in more oxygen for the muscles _— helps the body remember the best positions for running __. makes bones stronger —— builds anaerobic power ____ builds up the lungs and strengthens the heart __— builds muscle strength __. makes the cardiovascular system work more efficiently 4| Compare your answers to steps 2 and 3 with a partner. Chapter 8 The Human Body 127128 INTERVIEW WITH LOUISE: Eat to live; don’t live to eat Here are some words and phrases from the interview with Louise printed in bold and given in the context in which you will hear them. They are followed by definitions. You're a registered dietitian: a professional in the field of nutrition Don't overindulge: have or eat too much of something Fiber can help lower your cholesterol: a substance in the body that may cause heart disease Cholesterol is what clogs our blood vessels: blocks; fills You need proteins . .. to build body tissue: group of related cells with similar functions ‘Those go hand in hand: work cogether; cooperate; are closely related That's empowering: giving someone the confidence to do something Louise @ LISTENING FOR SPECIFIC INFORMATION 1| Read the title of Louise's interview. What do you think this expression means? Discuss your ideas with a partner. 2 | Louise talks about six nutrients in her interview. Work with your partner and discuss how each nutrient helps the body. Then match each benefit in the box on page 129 with the correct nutrient in the pictures below. Re > Carbohydrates —__ 3, dm ner — Calcium —___ Vitamin D___ Unit 4 Life on BarthBenefits a helps body to absorb (take in) calcium. b main source of energy for the body ¢ lowers the amount of cholesterol in the body d protects the organs and provides energy € builds strong bones f helps body grow and builds muscles and new body tissue 3 | Listen to the interview with Louise. Check your answers to steps 1 and 2. AFTER THE INTERVIEWS CONDUCTING A SURVEY 1| Survey the members of your class and ask them if they have ever been on a sports Useful expressions: team. If they answer Yes, ask what kind of training the team did. Take notes as shown in the chart below. ‘Ty to find at least five different sports in your class. Have you ever been on a sports team? What kind of training do youldid you do with that team? Sport Kinds of training Soccer Liaggings Sprinting, stretching, pasting + shooting. dri, ball control 2.| Work in a small group. Compare the results of your survey. Which sports are | anaerobic training? most popular in your class? Have your classmates done more aerobic or more Chapier 8 The Human Body 129130 CONSIDERING RELATED INFORMATION Nutritionists have created a set of recommendations called a food pyramid to help people eat a healthy, balanced diet. All food groups in the pyramid are important for good nutrition; however, people should eat more of some food groups than others. a Look at the food pyramid below. Answer the questions that follow with a partner. ots ‘to at se fry mand vege os Shatter centcone Vegetables [NFAUIRSNNN Milk eatlamdbean eee ijecist diem pers! Etevany efi. Eatiew at tt—Eat h bagts ‘moadbewbae gins vepeatls cal Uintanutl ee clyerebcs Ethan mata 1 Which three food groups make up the biggest sections in the pyramid? Why are these food groups important? 2 Which food group is the smallest in the pyramid? Why do you think we should not eat a lot of these foods? 3 There is a person climbing stairs on the pyramid. Why is this part of the food pyramid? 4 Does any information in this food pyramid surprise you? Why? Make a list of all the foods you ate yesterday, including drinks and snacks. Now compare your list with the recommendations in the food pyramid. Discuss the following questions with your partner. 1 Did you eat foods from all six food groups? 2. Did you eat enough of each kind of food? 3 Did you eat too much of any kind of food? 4 What changes could you make to your diet to help you meet the recommendations of this food pyramid? Unit 4 Life on BarthIN YOUR OWN VOICE In this section you are going to read about a typical day in the life of a college student. You will identify unhealthy habits in his routine and give advice for improving his lifestyle. ‘SHARING YOUR OPINION 1| Read the following information about Jim, a 19-year-old college student. Jim enjoys his college life. He is a good student; he attends all of his classes and does his homework. He also has a lot of friends and a busy social life, so in the evenings he goes ‘out to parties or campus events. Recently, however, Jim has been feeling tired a lot. He hhas trouble staying awake in his classes, and he has gained 10 pounds. 2 | Look at the schedule below. It shows a typical day in Jim's life. Jie's typical ay Hurries to get to first class on time. 12:50 | Bugs Ich, Usally gets the ctiolent speciak hamburger, Soda, are chips 1:50 | Canes to class. Feck sleepy, So drinks coffee during. class 3:00 | Crocs te liorary to chic, TB Keep his energy vp, oats 2 candy bar 500 Eats another candy bar and a soda 7:50 | Has dimer. Usally 2 hot meal, like chicken, rice, and broccoli with a sods. 8:50 | Meets friends. Goes to party, chb, campus event, ote. 12:00 | Comes home. Has 2 stack, such a¢ potato chipc and a soda, Uses. computer for checking. e-mail, messaging, bogging, ct. 2:00 | Goes to bed. 3 | Jim wants to feel more energetic and lose weight. What advice would you give him? With a partner, think of at least five changes Jim could make to improve his health. Then share your advice with the class. Use the expressions below to help you I think Jim should Jim doesn't eatfdrink enough Jim eats too much/too many . Jim needs to... in order to. 4| Are any of your daily habits similar to Jim's? How can you improve your own daily habits? Tell your partner. Chapter 8 The Human Body 131BD ACADEMIC LISTENING AND NOTE TAKING: Three Systems of the Human Body In this section, you are going to hear and take notes on a two-part lecture by Larry Fontanilla, M.D. In his lecture, Dr. Fontanilla will describe three systems of the human body: the digestive system, the respiratory system, and the cardiovascular system. BEFORE THE LECTURE BUILDING BACKGROUND KNOWLEDGE AND VOCABULARY 1 | Work with a partner. Can you identify the organs of the human body in this illustration? Use the words in the box to label each organ. Look up any words you do not know in your dictionary. esophagus heart large intestine lungs mouth nose small intestine stomach trachea veins and arteries 132 Unit 4 Life on Earth2|| Answer the following questions with a partner: 1. What do you think is the main function of each organ shown in step 1? 2 Each organ in step 1 is part of the respiratory system, the digestive system, or the cardiovascular system. Which organs belong to which system? (You can review the | systems on page 124.) @ NOTE TAKING: LISTENING FOR EXPRESSIONS OF TIME ORDER A lecturer often uses signal words to introduce steps in a process or a sequence of events. Noticing these expressions of time order will help you follow all of the steps and take accurate notes. Some common words and expressions of time order: first next after -ing, second then when X is over, third after that finally 1| The following sentences are from the lecture, Predict which words the lecturer will say. Use words from the box above and your own ideas to help you. 1 This phase can last for several hours, and it’s over, the food has become a thick soup. 2 From the stomach, the food _____ moves into the small intestine, where something very important happens. 3 , the remaining dry waste, or feces, moves out of the large intestine and out of the body. 4 When we breathe, air enters our body through our mouth and nose. —. it travels through an airway called the trachea into the lungs, 5 ____entering our blood, oxygen is transported to every part of the | body, where our cells use it to carry out life functions. the oxygenated blood returns to the heart, ready to begin the cycle again. Listen to the excerpts from the lecture and fill in the words you hear. Then work with a partner and compare answers. Chapter 8 The Human Body 133134 LECTURE, PART ONE: The Digestive System GUESSING VOCABULARY FROM CONTEXT 1 | The following items contain important vocabulary from Part One of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. 1 The human body . . . is made up of cells. Cells form tissues, and tissues form organs. ___ 2 These three systems deliver life-giving oxygen and nutrients to every part of the body. _— 3 As your mouth moves and chews the food, it becomes softer. ____. 4 When the pieces of food are small and soft enough to swallow, they travel down a pipe, ‘The stomach’s powerful muscles squeeze and mix the food, _— 6 This phase can last for several hours, and when it's over, the food has become a thick soup. ___ 7 After the small intestine takes out all the nutrients, the leftover food moves into the large intestine. 2.| Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below. Check your answers in a dictionary if necessary. a take t0 a particular place b remaining after the rest of something has been used ¢ use muscles in your throat to move food or liquid from your mouth to your stomach d one period or stage in a series of events € breaks food into smaller pieces with the teeth £ press together strongly g the smallest independently functioning units in an organism Unit 4 Life on Barth@ NOTE TAKING: TAKING NOTES IN A FLOW CHART A flow chart clearly shows the steps in a process. Organizing your notes in a flow chart will help you understand and remember the process better, 1 | Look at the partial notes from Part One of Dr: Fontanilla’s lecture. Think about what kind of information is missing from the flow chart. Pigestve system + body uses energu in food | + proc of bag. dow food, releasing. nr info body, = algestion nse syecee + win wf chem > thick. sop (can lact bs) SMALL INTESTINE. — Bg ae from the absorbs most of the into the 2 | Listen to Part One of the lecture. Fill in the missing information in step 1. 3 Work with a partner and compare flow charts. Chapter 8 The Human Body 135136 LECTURE, PART TWO: The Respiratory and Cardiovascular Systems GUESSING VOCABULARY FROM CONTEXT 1| The following items contain important vocabulary from Part Two of the lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold. —— 1 When we breathe . .. the air that enters our lungs is rich with oxygen. —— 2 An important gas exchange takes place: Oxygen in the air passes into our blood, and . . . carbon dioxide . . . passes into our lungs. —— 3 That carbon dioxide travels back out of our lungs . .. to be exhaled, —— 4 After entering our blood, oxygen is transported to every part of the body. —— 5 The heart is the source of power in the cardiovascular system: With every beat, the heart pushes blood on its cycle around the body. _— 6 With every beat, the heart pushes blood on its eyele around the body. —— 7 When the oxygen in our blood has been used up, the veins carry it back to the heart. —— 8 When blood enters the heart, it is immediately pumped into the lungs to | get fresh oxygen. —— 9 Finally, the oxygenated blood returns to the heart, ready to begin the cycle again 2 | Work with your partner. Match the bold terms in the sentences in step 1 with their definitions below, Check your answers in a dictionary if necessary. a completely consumed, finished b breathed out ¢ forced to flow in a particular direction d full of oxygen © hasa lot of £ the place where something comes from g taken from one place to another h process of giving something and receiving something else in return i. sequence of events that is repeated again and again Unit 4 Life on Earth@ NOTE TAKING: TAKING NOTES IN A FLOW CHART 1| Below is a flow chart from Part Two of the lecture. Using the information in the flow chart, explain what happens in the body's respiratory system to a partner, 2| Look at the notes below; which are from another section of the lecture. The note taker has listed information without making a flow chart. Think about the best way to organize this information in a flow chart. Cardioasestar Sustem = bleed, ©, Wd vessels Wd leaves D> lots of Oz arteries carry bla to small int swall int (dig sgt) — WA picks op nvbr Bld takes mtr + Op to body — ako picks vp naste. prod veins carry bld back: to O © paps ld to Ings — picks wp On Wd returns to O — excle (20 sec) begins again we Utne 3 | Now listen to Part Two of the lecture. Listen to the explanation of the flow chart in step 1. Then use what you learned to make a flow chart using the notes in step 2. 1 4| Work with a partner, and compare your flow charts. Chapter 8 ‘The Human Body 137AFTER THE LECTURE USING YOUR NOTES TO LABEL AN ILLUSTRATION 1 | Using your notes from Dr. Fontanilla’s lecture, label each part of the illustrations below. Draw arrows to show the movement of food, air, and blood through the systems, The Digestive System The Respiratory System The Cardiovascular System 2 | Compare your illustrations with a partner. Review the lecture by explaining to each other what happens in each part of the three systems. 138 Unit Life on EarthLiving Longer, Living Better? @D cettne started In this section, you are going to read about how people today are living longer than ever before. You will learn about factors that influence how long we live, and you will also calculate your own life expectancy (the number of years a person is expected to live). READING AND THINKING ABOUT THE TOPIC 1 | Read the following passage. Average life expectancy has increased rapidly in the past century. In 1900, the average world life expectancy was 30 years. Since then, life expectancy has increased by about 3 years every 10 years, so that the world average is now 67 years. The maximum. ‘human life span ~ that is, the longest number of years a person has lived ~ has also Chapter 9 Living Longer, Living Better? 139