— Meus Reading, Writing, and Study Skills LEVEL 3 Teacher’s Guide ASIC UMN ele Kim etal a, Series Editors: Liz and John SoarsHeadway Academic Skills Reading, Writing, and Study Skills LEVEL 3. Teacher’s Guide Sarah Philpot and Lesley Curnick Series Editors: John and Liz Soars OXFORDOXFORD Great Caren Street, Oxford 082 6D? (Osford University resis a department of the Unversity of Oxford. efter the Unversity objective ofexeenceinreterch, scholarship, and education by publishing worldwide in Oxford New York ‘uckdand Cape Town Dares Salam Hong Kong Karachi Kuala Lumpar Madrid Melbourne Mexico ity Nairobi New Delt Shanghai Taipet Toronto With ices ia ‘Argentina Austia Bazi) Chile Czech Republi France Greece Guatemala Hungary taly Japan Poland Portugal Singapore ‘South Korea Switzrtand Thailand Turkey Ucn Viemam ‘oxronp and orroxp ENGLISH are registred trade marks of ‘Oxford University resin the UKand n certain other counties (© Oxford University Press 2007 “The moral rights of te author have ben asserced Database right Oxford University Press maker) First published 2007 201 o10 2009 2008, [No unauthorized photocopying Allrghts reserved No part ofthis publication maybe reproduced, Store in aretreval system, of tancmlte, in any form oF by any means, ‘thout the prior permission n writing of Oxford University Press, tras exprestly permed by lay, oF under terms agreed with the appropriate ‘eprographic ights organist, Enquiries concerning reproduction ‘outside the cope ofthe above shouldbe sent to the LT Rights Department, (Oxford University Press, atthe address above ‘You must not ireulate this book nany othe binding or cover and you must impose this same condition on any acquirer ‘Any websites referred to inthis publication are in the public domain and {thelr addesses are provided by Oxford University Press for information only. (Oxford University Press disclaims any responsibil for the content 1S0N: 978 0394726635, Printed in China (Common Dusan by: Mati Duin p59INTRODUCTION. p4 1 Education and learning pé READING Good study habits « Education in the UK LANGUAGE FOR WRITING Comparing and contrasting WRITING Education in Japan and England: a comparison VOCABULARY DEVELOPMENT Dictionary work REVIEW 2 Innovations in health and medicine _p2 READING A musical cure # A new vaccine LANGUAGE FOR WRITING Rephrasing WRITING Keeping healthy VOCABULARY DEVELOPMENT Recording vocabulary REVIEW 3 Urban planning pI8 READING A model of good urban planning A capital city RESEARCH Finding information WRITING An international trade fair ‘VOCABULARY DEVELOPMENT Collocations (}) REVIEW 4 Water, food, and energy p24 READING Water, water, everywhere * Food chains LANGUAGE FOR WRITING introductions and conclusions WRITING Sources of energy VOCABULARY DEVELOPMENT Compound nouns and adjectives, REVIEW 5 Free trade and fair trade p30 READING Globalization * |s fair trade’ fair? LANGUAGE FOR WRITING Expressing certainty and uncertainty + Expressing caution WRITING Examples of fair trade VOCABULARY DEVELOPMENT Multiple meanings REVIEW 6 Conserving the past p36 READING The Terracotta Army LANGUAGE FOR WRITING indicating reason or result “Adding information WRITING Museums VOCABULARY DEVELOPMENT Collocatis (2) REVIEW 7 Wonders of the modern world p42 READING Feats of engineoring » Islands inthe sun ‘VOCABULARY DEVELOPMENT Word-building () RESEARCH Crediting sources (1) LANGUAGE FOR WRITING Yerbs for reporting another ‘writer’ ideas WRITING Tunnels and buildings REVIEW 8 Olympic business p49 READING The Olympic Games » Two Olymple bids RESEARCH Crediting sources (2) LANGUAGE FOR WRITING Expressing coctast WRITING A permanent ste for the Olympics VOCABULARY DEVELOPMENT Synonyms and antonyms REVIEW 9 Trends p55 READING Work * Trends in education LANGUAGE FOR WRITING Language for describing graph, charts, and statistics WRITING Population trends VOCABULARY DEVELOPMENT Word-building (2) REVIEW 10 Communication and technology p60 READING Communication technology LANGUAGE FOR SPEAKING Language for presentations WRITING FOR SPEAKING Interpreting and translating ‘VOCABULARY DEVELOPMENT Fortal and informal vocabulary REVIEWIntroduction New Headway Academic Skills s of New Headway Academic Skills ‘A multi-level course aimed at post-secondary students who need English in their academic studies. It comprises a Student's Book and Teacher's Guide for each level. Each level consists of 10 units covering a variety of topics, relevant to students in higher education. Units focus on a wide range of academic reading, writing, research, and/or vocabulary skills. ‘New Headway Academic Skis can be used as a free-standing course, or alongside New Headway and New Headway Plu. Itcan also be used as a complement to any other general English course. 4 Introduction ‘The aims of New Headway Academic Skillsare to help post secondary students become more efficient and effective in their studies by: © developing strategies to improve reading speed, and to improve the ability to comprehend complex academic texts; «developing strategies to produce more coherent writing, and to make clear, appropriate, and relevant notes from academic texts; encouraging them to adopt various approaches for dealing with new or unknown vocabulary by practising effective use of dictionaries, and through making effective vocabulary records; «exploring and evaluating research techniques and resources, and crediting sources of information; «promoting learner independence by encouraging students to return to earlier Study Skills to refresh their memories, see how new skills build on and develop those previously presented. “Although the course primarily focuses on the skills of reading, writing, and research, students are given opportunities to practise their listening and speaking skills through brainstorming sessions, discussing issues, and sharing thoughts. Ultimately, New Headway Academic Skils also aims to develop academic skills by being transferable to all areas of students’ day-to-day academic studies. What's in the Student’s Books? Each unit of New Headway Academic Skil LEVEL3 consists of 7-8 hours of lessons. There are five or six sections in each unit Which include Reading, Language for Writing, Writing, Research, Vocabulary Development, and Review. Each Reading, Writing, Research, and Vocabulary Development section has clear study skill aims presented in Study Skil boxes. These skills are practised through a series of controlled to freer practice exercises. Rules boxes in the Language for Writing section highlight any grammatical areas which students may need as additional support. There is a comprehensive wordlist at the back of the book.READING Each reading section contains one or more texts which students use to develop different study skills. These study skills are clearly detailed in Study Skill boxes and are linked to specific practice exercises. The texts are of various types and styles which students will come across in their academic studies, including reports, articles, reviews and web pages. LANGUAGE FOR WRITING ‘The language for writing section has guided writing practice including phrases and expressions for academic writing, ways of linking ideas, and relevant grammatical structures, WRITING Bach writing section has clear outcomes for the students in terms of the type of text they may be asked to produce in other subjects, including a discursive essay, a summary, and a report using visual information. The skills covered take students through the writing process from brainstorming ideas, making notes, writing a thesis statement, selecting and organizing notes to writing and then checking their essay. VOCABULARY DEVELOPMENT ‘These sections contain skills and strategies which help students develop good vocabulary learning and recording techniques. It encourages them to become more autonomous learners by making them more effective users of dictionaries, helping them to work out meanings of new words, and ‘encouraging them to keep coherent and well-organized vocabulary records, RESEARCH ‘The principle skills addressed in these sections are formulating efficient search plans, and finding and assessing reliable sources of information such as reference books and the Internet. This section also deals with the importance of recording and crediting sources in academic work. REVIEW ‘The review sections give students the opportunity to reflect on skills learnt, to practise and develop them further, and to consider how these could be applied to their academic studies. WORD LISTS ‘A comprehensive list of words with phonetic transcript from cach unit can be found in the back of the Student’s Book. ‘Much of this vocabulary reflects the diverse vocabulary found in academic texts. Tis not expected that students will learn or indeed need to learn these lists of words. IELTS and TOEFL Whilst this course does not deal specifically with the questions which occur in public examinations such as IELTS and TOEFL, many of the skills taught inthis course have a direct application to preparing for these exams. New Headway Academic Skills Teacher's Guide ‘The Teacher's Guide is an easy-to-follow resource for the teacher offering step-by-step guidance to teaching New Headway Academic Skills. As well as step-by-step procedural notes, the Teacher's Guide contains a summary of aims, lead-in tasks, background information, extension activities, and a comprehensive answer key. Why use a Teacher’s Guide? Both the Teacher's Guides and the Student’ Books have been very carefully devised in order to develop specific academic skills. As such, the treatment of materials isoften different from that in a general English course. For example, pre- teaching difficult vocabulary from a text before the students read it may interfere with subsequent skills work on drawing ‘meaning from context, or on extracting only the essential information from a complex text. Teachers are, therefore, strongly encouraged to consult the Teacher's Guide. What's in the Teacher’s Guide? AIMS Each reading, language for writing, writing, vocabulary development, research, and review section has a surnmary of the aims of that section. LEAD IN Lead-in activities are devised to focus students’ attention on the topic and skills of each section, PROCEDURE Class management and step-by-step instructions BACKGROUND INFORMATION ‘These notes give teachers background information to the development of a skill, or the topic. EXTENSION ACTIVITIES Extension activities offer ideas on how to extend skills practice, or give students an opportunity to reflect on their learning. ANSWER KEY For ease of use, the answer key is usually on the same page as the teaching notes for each exercise, but presented separately. ‘The answer key for each exercise is clearly referenced in the procedural notes. For example, exercise 1 key is referenced vr We hope you and your students enjoy working with New Headway Academic Skill. Introduction 51 Education and learning READING SKILLS Effective reading (I), (2) and (3) LANGUAGE FOR WRITING Comparing and contrasting WRITING SKILLS. Checking your writing () VOCABULARY DEVELOPMENT ary (I) and (2) READING Good study habits AIMS ‘The aims of this section are to introduce students to different reading strategies, and to help them develop good learning strategies. Students will be encouraged to reflect on how the skills presented and practised here can be applied to their other studies. 4-5 LEAD IN + Focus students’ attention on the page. Ask students to identify the skill READING, and the topic (Good study habits). Ask: = Can anyonegive us an example ofa good study habit? + Write students’ ideas on the board. PROCEDURE 1 Students read the instructions. Students discuss answers in pairs or small groups. Ask some students to tell the lass their answers. Dt 2 Students read the instructions. Give students 30 seconds to answer the questions. bb 3 Students read the instructions and work individually to complete the task. Elicit the answers from the class. [DPS 4 Students read the instructions and work individually to complete the task. You ‘may wish to seta time limit (of one minute) to encourage students to scan the text for the answers rather than read intensively. Students compare their answers in pairs. Blicit the answers from the class. Do not explain the new vocabulary in bold at this stage. ea 5 Students read the instructions and discuss their answers in pairs or small groups. Ask some students to describe to the class how they read the texts. (BP Students read the Study Skil. Tell students to match the ways of reading in the Study Skill with their answers in exercise 5 6 Students read the instructions and complete the task. Put students into peirs or small groups to discuss their answers. Ask some students to tell the class their answers. D6 7 Students read the instructions and complete the task. Students compare answers in pairs. licit the answers from the cass. [bP 8 Students read the Study Skill. You may want to refer students back tothe Study Skill on pd of the Student's Book to review skimming, Students read the instructions and complete the task. Encourage students to use their own words as far as possible to answer the questions. Ask some students to read their answers tothe class. Compare the answers with the students’ own ideas about good study habits from the LEAD IN. [Be 9 Students read the instructions. Allow students five minutes to think about how they could improve theie own studies. Put students in pairs to discuss their answers. Elicit some ideas from the las. D9 6 Unit] + Education and learning Writing a comparing and contrasting essay i READING Answer key pes br Students own ansner. er i Teta 2 Text 3 Tet >p3 Text Text 16 17 ineluing introduction 22 2 yes 5 the results ine ea 1 a planned target 2 a cup of coffee/tea listening toa favourite piece of music 3 watching aDVD / emails 4 allowing regular revision tie Des Possible answers 1 very quickly jst looked at layoet and tte (sure) 2 more slowly, looked at ies, subtitles, numbering, ‘organization of text (kin), 3. moteslomly,eadingbits ofthe text careful (san) bes ‘Student owa answers. »>7 adjective? adjectne,? « adjective, 9 noun, adjective? Des Fosible answers 1 Youn develop god sty habits by having sersble target pang to do too och stonetine. 2a good de to el your Fen sbau your pan because ‘hey wil ow if yo fa nds wil make you wan to acted 3 youraves smal revard you vlfa good about youre, Sahewitpyarseie 4 Thebest tire to study fe whent equ and you ae able to Cencenate, Alrge lct of work canbe mae easier by besking down ino of smaller tasks. Ifyou keep good notes. east find the voration aan iis berternoo eve resonuntl the lst moment You shoul ty to oraniereqlr etn tine peo student? own answers u 5 jective 4 jective, 10 isEducation in the UK ps LEAD IN ‘* Tell students to look atthe title of this section. Ask: ~ What is the UK? = What do you know about education there? ‘© Put students’ ideas on the board. BACKGROUND INFORMATION 1m 1707 Scotland joined England and Wales to form Great Bri formation of the United Kingdom (UK) took place in 1801 wit Ireland. In 1922 with the creation ofthe Iris Free State (the Republi or Eire) in the south, the UK became the United Kingdom of Great Britain and Northern ireland {At the time of publishing, the legal schoo!-leaving age in the UK wa 16 However in 2007, the UR government announced that t intended forse this age to 18. PROCEDURE 10 Students read the instructions and complete the task individually. necessary, tell students to read the Study Skill on page 4 to remind themselves what ‘skim reading’ is. [Sb TH Students read the Study Sill. Students read the instructions and work individually ‘to complete the task. Students compare their answers in pais. UBM TA Students read the instructions and work in pairs or small groups to complete the task. [Dem TB Students read the instructions and complete the task in pairs. Its important that students have the opportunity to read the text aloud in sense groups as this will help them in their comprehension. Write the paragraph on the board and ask students to mark the sense groups. Discuss their grouping with the class Decide which grouping is best. (=I) BACKGROUND INFORMATION Many students read a sentence word by word. Tis reduces their reading 9 and creates problems with comprehension. Encouraging students to read in Sense groups can help to overcome these problems. A sense group is aunit of words which are related by meaning and/or grammar. When reading aloud theres pause or bed before and afer each ese group. Theres uly no pause within a sense group. sense group can be made up of Pymatile + adjective + houn, eg The brown deer Saverd + adverb, eg. ran quicly = Pepostional pas 6 it thee = A relative clause, eg, which was surrounded by mountains 14 Students read the instructions and complete the task individually. [EM EXTENSION ACTIVITY ‘The number of words in the text is given at the end of the text, To encourage your students to increase their reading speed, tell them to work out what their Average reading speed is. To do this, they should: = choose a tex, either from their area of academic study or from this course = count the number of words ‘time how long it takes ther to read the text ~ divide the number of words by the time taken, ¢.g.900 words in four minutes 225wpm (words per minute) ~ repeat the process ~ average the two results, eg. 1) 225pm 2) 205wpm = average reading speed of, 21pm, Encourage students to time themselves with the texts in this course 1) Theschool yar runs from Septerse to July ands usualy alvide into thee terms of approximately 1B wees each 2 These schools are largely co-educational, that, boys and als attend together. 3 Most stents goto lrgecompreensive schools wich teach Cldten of varying abies pn im 2 middle schol 340% oa Posible answers Bylaw inthe UK / al cldren between 5 and 16 yer of age / rust receive a fulltime education /The vast maori, / over 90's ofthese children / attend stateschoo’s / The education systems in Wales, Northern eland, ad England / are ilar, / hereasthe education system in Scotiand differs /n arumber of ways. / This description wl genenllyreferto / the English state stem: >> ne 2DE 3 Afony the introduction sti tls the reader that Scotland isnot described) Unit + Education and learning 7LANGUAGE FOR WRITING 57 Comparing and contrasting AIMS ‘The aim of ths section is help students to recognize and use fixed phrases and linking words that are commonly used in academic writing. PROCEDURE 1 Students read the instructions and discuss the expressions in pais or small groups. Elicit the answers from the class > 2 Students read the instructions and complete the task individually. Write the Sentences on the board. Ask some students to come to the board and underline the words and phrases that show a similarity or difference. [DD 3 Students read the instructions and complete the task individually. Write the table on the board and ask some students to add the phrases to it. HES Ask: ~ Which words or phrases are followed by a comma? (In the same way ! on the other hand Jin contrast) — Which words or phrases are preceded by a comma? (whereas / on the other hand ‘when they are used inthe second clause of a sentence) 4 Students read the instructions and complete the task indi into pars to compare answers. [PP 5 Students read the instructions and complete the task individually Tell students to complete the sentences, using information about the education system in their own country plus their ovn ideas. Ask some students to read out their answers. 9S! ally, Put students 8 Unit | + Education and learning LANGUAGE FOR WRITING Answerkey or > Whereas shows that things are diferent Tithe same way shows that things are similar. >> 11 The school year inthe UKruns fom September to Jb. In ‘Aistralia,on the otherhand, stuents go to school from late January to December 2 Both Sweden and France havea compulsory national ‘utiulum, 5 Japanese schools ae different fom schools in many other ‘countries inthat they usually ean errance exam. 4 Malaysian schooishave two terms a year. n contrat, ‘Astalian schools have four terms, are diferent from... inthat In contrat are sarin that >a 1 Both isles and ireland include ther own language inthe carticulom. 2. State and private schools are sini students take schoo leaving ex 3 Northern leland and Wales havea sila education system tonland Scotland, on the other and, baits onn system, 4 Inthe UK, education's compulsory for children to the age of 1, whereas in Bail children can leave school at 5 Students in fapanese schools often est school lunches. Inthe ‘same way, students in ance ako often etn schoo. bbs Student? own ansners in thatall therWRITING Education in Japan and England: a comparison. pps-9 ‘AIMS ‘The aim of this section isto guide students through the process of writing a comparing and contrasting essay, using the appropriate expressions from Language for Writing. LEAD IN * Tell students to look at the ttle ofthis section (Education in Japan and England: comparison). Aske ~ Has anyone been to Japan? = What do you know abour education in Japan? “Write students ideas on the board. PROCEDURE 1 Students read the instructions and individually write a ist of three things they remember about the UK education system, Put the students into pairs (or small groups) to compare their lists and to discuss what is similar and what is different about the education system in ther own country. Ask some pairs or s70ups to tell the class their ideas, DP 2 Students read the instructions and work individually to complete the task. Ask some students to tell the class what headings they used. 2 3 Students rad th instructions and complete the tak, Ask some students to ‘rite their questions on the board. The zest of the class compare their own questions with those on the board. [bea 4 Students read the instructions and work in pairs (or small groups) to complete the task Tell students they can use their own questions from exercise 3, or choose the questions on the boar. Students writ thir answers inthe table. Ask some pairs or groups to tell he rest ofthe class about their notes. 5 Students read the Study Skil. Students read the instructions and complete the task individually Write the long sentences on the board. Ask stents to come to the board and show the rest ofthe class how they divided the sentences. Discuss other students answers. PbS 6 Students read the instructions and complete the task individually. Put students in pairs to compare their answers. Ask some students to tell the rest of the cass their answers Students compare these with ther own answers. ®8 7 Students read the instructions and complete the task. Put students in pairs to ‘compare their answers. 7 Writing a comparing and contrasting essay ps 8 Students read the instructions. You may wish to set the essay writing for homework. Tell students to write or type ther essay double spaced (a clean line between each written lin) as this will make correcting errors much easier 9 Students read the instructions and check their essay. You may wish to introduce the idea of peer correction. Explain to students that peer correction isan ‘opportunity to help fellow students to improve their writing and should be helpful rather than critical. Students exchange essays and check their colleague's ‘essay for sentence length, missing words, and the use of linking words and phrases. EXTENSION ACTIVITY ‘Tell students to select an essay that they have written for their academic studies, ‘Tell them to bring the essay to class and exchange essays for peer correction. (Or tll students to re-read theit own essay and to check for sentence length, ‘missing words, and the use of linking words and phrases WRITING Answer key. ye 1 Students’ own answers. >> Possible answers 1 General information 2 School timetable/Schoo year 3 Primary schoat 4 Secondary schol 5 Baamintions information ‘When school compulsory? What percentage of students go tostate schools? Schoo! yest ‘When does the school year start ad rsh? How many termsare there? ‘When does school dy tart and fish? ‘What do schooichlden do for lunch? 3 Primary schook Wien do children attend primary schoo? ‘Are boys args taught together! What subject do they study? 4 Secondary school ‘What typeof schools do children goto? ‘Acwhat age do students start and frish secondary school? 5 Eaminations When do stents take exams? What do students need to goto unersiy? Des Possible answers By la, Japanese cilren have to attend schoo from the age of £1015. On the other han, English cidren start cempuleory school atthe age of Sand cmtnue unl they are 6 ‘The Japanese and Enlsh eduction systers are similar in that t fgnecessary to fae an exam to enter rivers. However, pan is diferent fom England because each univers setts own entrance era, whereas all English universities accept students with good A evel resus. pes Possible answers 1 The epanese school year tarts in Api whereas the English school year starts in September 2 Both English and lapanese schools have thee terms, English and Japanese schools are iia in that they have three terms 3 Japanese students eat school lunch wheres many English students take food to schoal fr lunch, >>7 The school systems in Japan and Engard ae similar in that students have to ake exams. However.in Japan each school can ‘et entrance exams In contast, ngltschool donot usualy, hye entrance exams. tthe end of ther time t schoo, students in both countries have to take exams to enter university. There are places for everyone with the right qualifications but very good rades are required to gett the bes universes noth ‘ourties Athough there are a urbe of significant differences between the systems, both countries share a commitment to high quality education for their young people. Unit 1 + Education and learning 9VOCABULARY DEVELOPMENT Dictionary work 10 AIMS ‘The aim ofthis section isto make students aware of how a. jonary can help with their studies in English, especially with the correct use of vocabulary. LEAD IN ‘© Ask students to brainstorm what information an English—English dictionary gives about a word. Put their ideas on the board. [Pp Lead PROCEDURE 1 Students read the Study kill You may with to advise students to buy or borrow a good English~Englsh dictionary and encourage them to bringit to cass. Students read the instructions. Check that students understand what a syllables (aword or part ofa word which contains one vowel sound). Students work individually to complete the task. Put students in prs to compare answers. Ask some students to tell the clas their answers. [BP 2 Students read th instructions and complete the task individually Elicit the answers from the class. [W 3 Tal students to read the Study Skil Tell them that itis important to look atthe example sentences in a dictionary entry to get information on how to use words correctly Students read the instructions and complete the tsk individually Pu students into pairs to compare answers. [BPS 4 Stadents read th instructions and work individually to complete the task. You ‘may wish to tell your students that the mistakes concern the grammar patterns ofthe underlined verbs. Write the sentences on the board. Ask some students to ‘come to the board and correct the mistakes. [D4 EXTENSION ACTIVITY Suadents workin pais or small groups. Bech par or group selects five words fromthe texsinthisnit. : Students use theie dictionaries to write four or five questions (lke those in exercise 1) about their words. ‘Ask each pair or group to write their word and questions om the board. The rest ‘ofthe class use their dictionaries to answer the questions. For example: lecture 1 How many ylables are there inthis word? (2) 2 Which syllable has the main stress? (first) 3 What part of speech iit? (noun and verb) 4 How many meanings does it have! (2) 5 What prepositions are used with it? (on/ebout) 10 Unit» Education and learning VOCABULARY DEVELOPMENT Answerkey p10 PP Lead in Possible answers meaning, pronunciation, example sentences, pat of spech, etc 1 13 2 thefirst 3 anoun 4 dictionaries 52 pp? Y anoun a? 3 onthe fist ylable 4 lean 5 leapog/tearing 6 leant oreaned 7 Neato earned es 1 THismaster’s degree consists ofsik modules. 2 There ae many scholarships avalable to/for oversees students, 3 Education in most counties is funded mainly by te tate. 44 The internet a good source afinformation. 5 if you wish to apply toa university, you should prepare your application careful pea 1 The university lets students to ue dictionaries in thee exans. 2 Students are encouraged joining to join university societies. 3 Students are expected to and nthe work on time 44 Please speak to your tuorifyouhae any problems. 5, Students usually sit on ther exas in juneREVIEW pn AIMS: ‘The aims ofthis section are to give students further practice in the skills earnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English PROCEDURE 1 Students read the instructions. Pat students into pairs or small groups to answer the questions Flicit answers from the cas. I students produce different answers, ask them to give examples to support them. D> 2 Students read the instructions and work individually to complete the task. Ask some students to write ther answers on the board, Discuss these with the class and ask for other possibilities. bb 3 Students read the Study Skill Remind students of the importance of accuracy in ‘written work, Students read the instructions and complete the tak individually Put students in pars or small groups to compare thei answers. Write the paragraph on the board and ask some students to come tothe board and put in the corrections. [Dba 4 Students read the instructions and workindividally to complete the tas. Ask some students to write the answers on the board. The rest of the class compare their answers De 5 Students read th instructions and work individually to complet the task Put students into pais to compare answers. DS EXTENSION ACTIVITY Ask the students to list the skills they have learnt and practised in this unit. For example: how to read effectively (skim, scan, an ~ how to read faster = how to check written work — how to get information from a dictionary courage them to apply these skills to the work they do in hee academic studies, read intensively) REVIEW. Answerkey on >> Possible answers ican 2 skin 3 sand read intensively 4 eadintensely 5 sGanand ead intensively ber Pose answers 1 You wil needto read ait txt several tines 2 anes students got school fe seven hour» dy. 3. Atypical unwversty cous sts three or four years 4 Staerts often use the terete get infomation hs Here to help Ate youa re student? In you fist ew day at nies you will need to repter for your classes and fd ou where ard when they ae held. You wl so meet may ne peopl, students lecturers and other members ofthe ners tat ‘oul certainly be gen ongists f books hat ae required reading for your couse a all 2 st of esa and other ‘ours signet, Al ofthis canbe very daunting andres, But dnt wor, we ere oelp you The Student Advisory Group (SAGs avalible to answer your questions how you around the rivers andthe with anyother problems Gome to our ffce Room 50, 5 foor Cetra Bung er ast any student wearing aSAG bc. And good ik with your Studies! pra hensty Van 2 stresson fis sylabe Baa 4 noua forms an ncountabl noun ably V noun 2 Stes on second sable 3a 4 alis Tae 2 Stressen second ble Bale Ana apply Vet 2 stress on second syllable 3 applied, applied ana tertiry 1 adjective 2 streson fis lable Bae aaa cheese Vive 2 one lable 3 chose chosen ana pps 1 chose/applied 2 compliory 3 ables 4 tertay, 5 applied 6 chemistry Unit | + Education and learning 11READING SKILLS Predicting content » Topic sentences » Avoiding plagiarism (I) LANGUAGE FOR WRITING Rephrasing WRITING SKILLS Developing a paragraph » Writing a paragraph VOCABULARY DEVELOPMENT Recording vocabulary (I, 2), and (3) READING Amusical cure ppn-a AIMS The sms ofthis ection arto give students practice in predicting the content of tents fom pictares and tiles denying and using tpi sentences and understanding how plagiarism can be voided LEAD IN + Focus students’ attention on the page. Ask students to identify the skill READING, and the topic (A musical cure) Ask students to tell you what cures they know for illnesses (drugs, peinkillers, et.) If they don’t know the word cure, help them by saying an aspirin is a cure fora headache, etc PROCEDURE 1 Students read the instructions, Students discuss their answers in pais or small ‘groups for two minutes. Elicit answers from the class. Det 2 Tell students to read the Study Skil Students read the instructions and answer the questions. Students compare their answers in pairs. >? 3 Students focus on the title ofthe text, Ask students to explain healing (making someone healthy again) and therapy (treatment for an illness, sometimes ‘without drugs). Students read the instructions. Students focus on the example given, Students write one question for each question word. Write some students {questions on the board. 3 4 Students read the instructions and complete the task. Get students to work in pairs to compare answers. Go back to students’ questions on the board from exercise 3. Ask: ~ Have your questions been answered? FA 5 Students read the tudy Skill and the instructions. Focus students’ attention on ‘the example given. Elicit why that isthe topic sentence (it gives the subject ofthe paragraph, which i then expanded on). Students complete the task. Students ‘work in pairs to compare answers. [PPS 6 Students read the instructions and complete the task. [bb 7 Students read the instructions and complete the task, answering the questions in exercise 6. Askif students predictions in exercise 2 were correc. DBT 8 Students read the instructions and focus on the example. Blicit the three main points in the topic sentence (‘has long been used ‘treat and diferent problems’) Elicit which highlighted information in paregraph 2 corresponds to those points His long been used ancient Greeks, both world wars, currently treat: healing properties different problems: people ~ trauma, cancer, Alzheimer’s long-term pain, learning disbilties Students complete the task. 8! p13 12 Unit 2 + Innovations in health and medicine READING Answerkey pris Der Postibleanewers Where: at heme, when traveling, at concerts inthe street, et. Wher: tal times of ay and right, when ire, when ling et. Why to entertain, to relax, to study ets, bea 1 newspaper or magazine 2 pallet in hospital listening to aD playr/walkran; 2 rrasielan (harps) playing ia hospital ward Sb general readers bes Possible answers Where is music used asa therapy? How is music used aa therapy? How long has music been used? Hoy does it work? What ist used to treat? Who di the study? pea Where? Mesicusedas a therapy in ancient Greece study cared ‘ut in London How? Patients isten toa performance used snc ancient times, ‘2g dating world wars improves general welL being: maybe clectical messages are sent tothe bain What? Many different diseases, eg cancer, Alzheimer, lng: ‘erm pi leaing disbilties Who? Study was carted outin Chebea and Westrinster ‘hospital in London funded by Wellome Trust Des. 2 Music has long been ued to teat patients suffering fam slfferent problems 3 Theres growing evidence that music can cause physical changes to the body which an improve our helth. 4 These very postive rests are party due to general welding, 5 Music has other effects which hve not yet been understood. 6 Science homeve, demands facsand hard evidence ves 2 Paragraph? 4 Paragraphs 4and 3 Paragaph3 5 Paragraph D7 Possible answers 1 Uptillnow reports hve been based manly on anecdotal ‘evidence. These new tudes could provide tat prof 2 Ieisused for many differen diseases such as cancer, ‘Altbeimer’, orgterm pain, and earring disabilities. 3. Stress levels were reduced recovery times were improved, fewer drugs were needed 4 Theeffecs are partly due toa feeling of wel-being Music increases feelings of oy. Its also suggested that music stimulates the brain to be ativeand ta send electrical ‘messages to muscles and limbs, 5 People fel beter and recver rom dsease more quiAnew vaccine pu LEAD IN * Wiite on the board the title ofthe page: A new vaccine, Ask: = What are vaccines used far? (to protect people from developing diseases) = What are they? (injections ofa mild form of the disease) = What vaccinations have you had? (polio, diptheria, tetanus) When do people have vaccinations (in childhood, or before travelling to certain countries) PROCEDURE 9 Swudents read the instructions. Students discus the answers in pairs or in small groups. Write students’ answers onthe board. >> 10 Students read the instructions, Students work in pairs or small groups and discuss the possible topic ofeach paragraph. Ask some pais or groups to tll the class ther ideas. Write some of these ideas on the board. Do not wotty if they are contradictory at this stage, PP Tl Students read the instructions. Students check if the predictions from exercises 9 and 10 written on the board were right. 12 Students read the instructions. Ask = How do you scan read? lf necessry refer students tothe Study Sil on p, Students discuss the answers in pairs or small groups. PPM TB Students read the instructions. Students discuss the answers in pairs or in small g20ups. >> 1 Students read the study Sill and the instructions Students discuss the answers in pairs or in small groups. Db EXTENSION ACTIVITY Get students to re-read the text and to underline any new vocabulary. Tell students to use an English-English dictionary to look up these words. Do not teach or explain new vocabulary at this stage. Tell students to make a record of these words. be Foragraph : Theres growing evidence that music can cause physical changes tothe body which can improve our heath, Inthe Wellcome Trust study, whch toa place over three yersat the Cheles and Westminster hospital in London, Patients were asked to listento musical performances. Asa rest twas found that tes eels were significantly teed cae ins ere reeves ds were needed Foragraph 4: These very postive results are partly due to general well-big its already accepted that when people ‘el apoy and have a positive approach to if, they are ‘ore lily to fel beter and recover from disease quickly. ‘Music increases this feeling ofjoyand add tothe recovery proces, Fargraph5; However rot al these benefits can be attbuted toanincreasein well-being, Muschas other effects which have not yet been understood. According to Profesor Robertson, a scientist and musician, some effects of music _ae mysterious ad are therefore beng investigated further. thas been sugested thatthe sounds and ryt of music hep stimulate the brain and sen lectrical messages othe ‘muscles and limbs. Paragraph 6: Science, however, demands facts nd hard ‘evidence. Many inthe medical prcfesion hae nt yet ecogized the healing benefits of msc since reports have ben based mainly on anecdotal evidence These new studles ‘could provide proof to medial practitioner that music isa suitable treatment for many condtions. One day doctors may tren prescfbe! musi but that cod be along time nthe future peo Possible answers A study hasbeen done on anew testment for cancer. The results are promising, The article explains the study andthe rests, >rr0 Possible answers Paragraph A: A vaccine has ben developed which as cued lung ence. Paragraph: People invlved nthe tals were inthe early and advanced stages of te disease. The disease didnot spread. Paragraph C The vaccine stimulates the immune sytem to deal withthe harmful cancel, Paragraph D: Further studies wl be carried out. pn 1F 21 3F 4F ST 6T >a ‘The vocabulary and the sentence strictures ae different. The summary isshorter ar gies eny the main points. ou fever than fifty people = forty-three patients their own vaccine =Iis made special foreach patient nhich activated the body's immune stem «it stimulates the body immune system enabled itt ight the cancer = attacks and destroys them other forms of ance canbe cuted ina sil way =i offers ‘reat hope forthe treatment of cancer in general Unit 2 + Innovations in health and medicine 13,LANGUAGE FOR WRITING Rephrasing pis ‘AIMS ‘The aim of this section is to help students to recognize and use fixed phrases and linking words which are commonly used in academic writing. PROCEDURE 1 Students read the instructions. Students work individually and then discuss the answers in pairs or in small groups. (D BACKGROUND INFORMATION A synonym is a word or phrase that has the same meaning as another word or phrase, However, not all synonyms can be used in the same context. A near synonym is word or phrase that has a similar meaning to another word or phrase, A near synonym can be used in fewer contexts than a true synonym, 2. Students read the instructions, Students work individually and then discuss the answers in pars or in small groups. Ask some students to weite their sentences ‘on the board. The rest ofthe lass compares their answers. D2 3 Students read the instructions and the Rules. Students work individually and then discuss their answers in pairs or in small groups. (BPS 4 Students read the instructions. Students work individually and then discuss ‘their answers in pairs or in small groups. (We! 5 Students read the instructions. Students work individually and then discuss their answers in pairs or in small groups. Ask some students to write their sentences on the board. The rest ofthe ciass compares their answers. PS V4 Unit2 + Innovations in health and medicine LANGUAGE FOR WRITING Answerkey pts >I 1 researchersscentists, cared ue conducted trias/tests 2 study/tesearch,reslts/findings promising encouraging 3 disease/iiness, were cured /recoiered pr 2 Although the research was limited to fewer than fifty people, ‘the findings were very encouraging 3. Somecf the pets tan adv tage of thes recovered Des 2 The funding forthe study was provided bythe government. 3 Alternative therapies have ben used fr many year (by doctor). 4 Thel/Scientist theories are usta tested in the laboratory. 5 Ther The researchers findings il be published next month pea 1 a The cauies of Ba asthma attacks are common cold vues, Comenen cold viruses are thelprncpall causes of ve asthma attacks 2 a Scientists use radiation to investigatedetals of finy) structures. b Scientists use radiation to study etal of ery sal Structures. 2 Ash tarmnute wale yan bfbeneTETS ie «ing eine ayn Baneour eat bes Possible answers 1 Evidences needed that the trestment is /drugs ae effective. 2 An enormous medical centre willbe bul son 3 Many illeses are caused by an unhealthy way of life 4 Thetale was anclled beceuse tre spaker/prsenter was ellWRITING Keeping healthy ppi-7 AIMS. ‘The aim ofthis section is to give students practice in paragraph writing, including topic sentences, body sentences, and final sentences, Students will, write 2 paragraph about vaccinations and the prevention of diseases. LEAD IN * Write Keeping Healthy on the board and ask: = What is good for your health? — What is bad for your health? ‘Write students’ ideas on the board, PROCEDURE 1 Students rad the instructions and discuss the questions in pairs or small groups. Elicit answers om the students, Students compare ther answers with the ideas on the board, (DB 2 Students rad the Study Skill Students read the instructions and work individually. Remind students that atopic sentence gives the subject of the Paragraph. Students compare their answers in pairs or small groups, Ask some students to write their sentences on the board Discuss which sentences are best and why. Db 3 Students read the instructions and complete the task individually. Students ‘compare their answers in pars or smal groups. [DP 4 Students read the instructions and complete the task individually. Students ‘compare their answers in pairs or small groups. [Db 5 Students read the instructions and complete the task individually. Students compare their answers in pairs or small groups. [DPS 6 Students rad the instructions and complete the task individually, Students compare their answers in pairs or small groups. Ask some students to write their sentences on the board Discuss which sentences are best and why. Db Writing a paragraph pw 7 Students read the instructions and complete the task individually. (97 EXTENSION ACTIVITY Remind students that checking their work is important. Either tll students to check their own work fr topie sentence, body sentences and final sentence or put students into pars to check each others work for ‘these things WRITING Answer key on e >I Fossble anoners 1 once ayer for acheceup a ony when you sell 21 byeatnga weltalnced det anc taking cere 3 amit ofl types af food, sues as prot, Carbhyartes fire vtamins and minerals 0 too ruc sar or lots fut ard vegetables pp? Possible ansners B It isimportant for everyone ta dik encugh water everyday. CA wol-tlanced diets esertial ts keep heathy. Des 1 Wethoul al et five portions oft and vegetables day, accortng fonutrtionst a thas been proved tat eatirg regular amounts of fresh rut nd egetables reduces the risk of developing serious diseases. diseay to follow these ‘guidelines by having rt uice for breafet and vegetables with your main course at lunch, flowed by apiece of rt for dessert. Ff you then include salad or more vegetables with yar evering meal you wl soon reach the target five portion. 2 Obesitys a growing problem all vr the world b In some ‘developed countries, over S0% ofthe population is ‘overweight This isn part due toan unhealthy diet, but ao tolackof exercise. e Theres also growing concern over the ruber of young people who ser rom weight problems. Dea ‘Model ancwer 1 The esther can affect how people feel. thas been shown that people who lve in countries where the days ae very short nthe winter, with ite sunlight, suffer from ‘epresion. However, those who lien sunny counties are {es licelytohave mental health problems. Generally, sunshine Impeoves our mood. Des Te 2A 38 es Possible answers -AntiboticsItis therefore important that antibiotics are not prestibed unnecesaily. Back paints lvays important hovever, to consulta doctor if yu suffer from lng periods of bak ain, br Students’ own answers. Unit 2 - Innovations in health and medicine 15VOCABULARY DEVELOPMENT Recording vocabulary p18 AIMS ‘The aim of this section isto help students make choices about what new vocabulary to record and how to record it. LEAD IN © Ask: = What words do you record? ~ Do you recard every new word? = Do you write down the sume information about every new word? ‘© Write students’ answers on the board. Explain that not every word is useful to every student. It depends on their needs, For example, an engineering student will need more technical words than a history student. Tell students they should think about whether the words are important for their studies, PROCEDURE 1 Tell students to read the Study Skil. Elicit what key word are (important words or phrases related to the opie), and focus on the fat thatthe words students record should be ones they will nee to use when they write orto search through indexes or electronic sources. Stadents work in pars or small groups to complete the task. [D1 2 Students read the Study Skill. Write a word on the board (eg. write). Elicit the different information about write that islsted in the Study Skill ~ pronunciation /rat! =part of speech: verb ~ irregular forms: wrote, written associated prepositions: to write to someone, about something, to write something down ~ example sentence: 1 wrote an essay last week: ~ definition: to make words on paper using «pen or pencil Students read the instructions. Elicit the meaning of active use (to be used in ‘writing or speaking, not just to be understood). Students eomplete the task individually Students compare their answers with a partner. Compare this with students’ answers from the LEAD IN. [PPI 3 ‘Tall students to read the Study Skill. Aske ~ What methods of recording vocabulary do you use? = Do youknow any other methods? (according to topic, in lists, in a mind map, fon note cards, on a computer) licit why itis beter to record words according to topic than alphabetically listing words from a lesson (words are easier to retrieve and remember if they are organized according to topic). Students read the instructions, Students work in pairs and complete the tas. [PP 4 Students read the instructions. Students work individually and complete the ‘ask. Students compare their answers with a partner. 4 EXTENSION ACTIVITY ‘Tell students to look at the vocabulary they recorded for the extension activity con p13 of the Teacher's Guide. Tell them to go through the vocabulary and choose a maximum of ten words they would lke te record for active use. Students use a dictionary to find the information they need about each word, Students choose an appropriate method to record the words. 16 Unit2 Innovations in health and medicine VOCABULARY DEVELOPMENT Answerkey >I 1 aliteratre student: nove author 2 amc student heal, therapy imnune, vaccine, disease 3 all students: curiculu, dita, analyse, grading, deine, couse, lecture be? 1 active we: suffer cut 2 understanding only: pesiiou.intake bes 1 aecoring to top 2 mind map 3. group of words with ilar meaning >a Scientists geneticists, phys, logit, chemists (asa mind map o according to opi) fear proteins fats, minerals sugars, carbohydrates (a2 mind imap or accardingto topic) encouraging, ferourble, promising, postive (as a group of ‘words with similar meanings)REVIEW pw AIMS: ‘The aims ofthis section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English. PROCEDURE 1 Students read the instructions, Students work in pairs or small groups and complete the task. DDB BACKGROUND INFORMATION There are some sayings in English about certain food being good fo you. For example art lp you sein the dark (rdtonaly sed to encourage chien at Anapple. day keeps the doctor vray 2 students read the instructions and complete the task. [PB 3 Students read the instructions and complete the task individually Stadents compare answers with partner. Pea 4 Students read the instructions. Remind students to change the vocabulary and the grammar inthe sentences. Students complete the task individually Ask some students to write their answers on the board Discuss which are best and why. me 5 Elicit from students the different types of sentences found in a paragraph (topic, ‘body, and final). Students read the instructions and complet the task. (Db 6 Ask students to recall how to choose which words to record and the methods of recording vocabulary: ~ words that wil be useful to them ~ asmind maps, in topic lists, words with similar meanings Students work alone to make their vocabulary records. D6 EXTENSION ACTIVITY Ath dens i thesis hey av eat and practi inthis uni For Srpredictng the content of texts Fecognizing and writing topic sentences rephrasing to avoid plagianism organizing a paragraph = recording voedbulary Put students into small groups to discuss how they could apply these skills to ther other academic stu ‘Tal students to select vocabulary from texts they are reading in ther other academic studies and to record them using one or more of the methods practised inthis unit You could ack stadents to present these vocabulary groups t the lass. “This activity could be set as homework. VIEW Answerkey pis 1 1) afenspaper or magaine 2 probaly the general eader 3 vegetables (carrots, peas, broccol anda woman having her eyes eramined/testod 4_Garots improve your eyesight or help you see at night. er 1B 2c 34 Des 1 older people 2 Ie veduces the chances, 3 Itcauses los of clear, sharp vison 4 The consumption of coloured vgeabls was monitored ina up of women between the ages of SD and 7. The study Took 15 yea, pea Posible answers 1 Therik of developing the illness can be reduced by increasing the intake ofthese vegetables. 2 Astudy group was headed by Dr Suzan Moelle 3 They recorded the women’ intake of coloured vegetables over 5 years. 4 An nceased consumption ofthese vegetables lowered the tisk of developing the disease in women under 75. pps Student own answers >>s Student own anowers, Unit 2 - Innovations in health and medicine 173 Urban planning READING SKILLS Paragraph purpose + Text cohesion RESEARCH Using reference matetial » Searching the Internet efficiently (1) and (2) WRITING SKILLS Selecting information » Prioritizing + Brainstorming * Writing a persuasive article : VOCABULARY DEVELOPMENT Collocations(}) READING A model of good urban planning 20-01 AIMS. "The aims ofthis section are to show students how to identify the purpose of paragraphs within a text, and to recognize how ideas are connected from one paragraph to another. LEAD IN + Focus students attention on the page. Ask students to identify the skill READING, and the topic (A model of god urban planning). Ask: = Who is responsible fr organizing and planning towns and cities? = What sort of things are involved in town planning? (roads, water supply, et.) + Pur students ideas on the board. PROCEDURE 1 Students read the instructions and discuss the questions in pairs. Ask some students to tell the est ofthe class their answers. [DE 2 Students read the instructions and complete the task. If necessary, remind students what survey means or tell them to re-read the Study Sill on page 4. Setting a time limit, eg. 30 seconds, may encourage students to survey more efficiently. [bP 3 Students read the instructions and skim the text. Students compare their answers in pairs. 9-3! 4 Students rad the instructions and complete the task. Elicit the answers from the class. (be) 5 Students read the Study skill and the instructions. Students work individually to complete the task and then compare their answers in pairs or small groups. Des 6 Tell students to read the Study Skil. Allow students some time to ead sbout the different ways of showing continuity of ideas. Clarify that ‘maintaining the ‘grammatical subject’ does not mean the same as keeping the same topic. Students read the instructions. Put students in pairs to complete the task If possible, prepare the text so that it can be projected on the board. Elicit the answers from the class or ask some students to come up and mark the connecting language on the OHT. D6 7 Students read the instructions. Tell them to look a the language which was underlined and to match it with a method in the second column, Students work: in pairs to complete the task. Elicit the answers from the class. (DPT 8 Students read the instructions and complete the task individually. Tell students to make notes for their answers. D8! p19 18 Unit3 + Urban planning READING Answerkey pp20-22 DPT Seudenty oun answers P21 a professional journal 2 a view of the city / public transport 3 Curitiba DPS 1 yes(toscertsinexten) 200.3 yes(toacertain cere) 4 yes >4 1 insouthern Braz 2 inche1940s 3 almost milion Ayes DPS TH IGDEF 3G 48 5A bes A Thisreview wll argue the typeof urban planing found in Gritbals more impoctant than eet. 1 Asstated inthe introduction, Cuba isa fine example of ‘haw urban planning can work. dow, then, dé Curtibs adios these robles? By the 190s, Conseuenty, they employed French planner and architect, Alred Ageche, to find an overall. Solution Agache studied all aspects ofthe problem, The res ‘descved below was that his scheme only served Curitiba for ‘another 2 yeas By the 1960s, tis clear thatthe Curtiba Master Pan was ‘one ofthe fist attempts ta interate al aspects of city planing. F This integrated approach to urban desig was mantained However, good transportation rained central othe ple : 6 Geo epatation emacs poy butts cy bifilar sSutaiste eee Does cron nai penlenie ices thechalengesfr urn planer 30 ow > Sarg 28) 2bacvand ferences edn te eee) » pursosphe8-on EXTENSION ACTIVITY ‘Tellstudents to read the text again and to select between five and ten items of| vocabulary that may be useful to thern Remind them of the importance of recording such vocabulary: so that they can find it again easly with the information (irregular forms, pronunciation, etc.) they will need to use it correctly in their writing or speaking, mos Possible answers (note form) 1 physical econeic and socal development 2 groning apy overcronding pollution groing demand for services, transport, and housng 3 inmiation fromfapan, Syria and Lebanon ~ workers for agricuture andindustry 4 Agiche looked a al aspects ofthe problem ~ not ust one 5 twas completed 6 added wide fast rads reduced oty growth, reduced tac reserved histor centre integrated approach 7 environmental concerns 50a reecingprogamme introduce, parks but, ree’ spaces protected 8 the encouragement of small businesses to help provide obs 9 very good scheme because it put people fist shouldbe a model fo othe cites >>s Fist pratah Pargraph 1 Péstars) 2 Kae 3 lamba >>10 ENDNA Ctr E Thsshor ati describes the bacground tthe choice and developent of ilmabad a the modem cpt of Pastn ‘When the ew sate of alstan was funded in Karat acted she capt city However twas fic for Karach {oremainin ths role de toa runber of deanbacks chs theclinate ard the state ofthe etn buts, (repexting ey wore) Rather than to overcame these races the goverment decided to ceate anew capital yn 859 a commision at established toimestigat te porble locations of tis new Sty. The sor appantedto the conmation was Dr Deal fanour architect and ty planner. (epeating ey wore) ‘-DeDoniads and i coleaguesacked tthe varios locations. they then prodiced report suggesting two possible ras one ast ouside Kec andthe other tothe tart of Revlpnd Both locations had advantages a el as disadvantages. Which ste wa Be? (question) C The choice betneen thse to options was made ater ‘onsdertion of many factors ach transportation the aval of wate, economic factors an actors of ations iter aly the sterrth ofan vas cose and onthe 960 the nen atl was en theme Fama and armas plan ws dean up. Tismster flan ded he reno tive dere sectors larabod itself, neighbouring Rawalpindi, and the national park, (contig the top) Each ofthese hee sctons had aeen role. amabad oul acts the ations capita sid would serves eminsrative ad cultal needs whereas Rvalpndl would femal the gional cence with nusty and commerce. The th piece ofthe pan, the ation park nas planned fo provide space for ecation recraton 2a grt F Today tlamabad a thing city about one ralon people Itefes ahelty climate a polation fee mosphere plenty of water and any seen paces I as ‘id, teetned ret elegant ple buldings and wel ‘aizedbaaars and shopping certs. The ew apa s Sper example of pod wan plnig >on 1 The country of Falistan was rested in 14 2 DrDoxics was made an aéisor othe commision, 3, Theil eport described two pices wich oud be wed forthenew etal 4 Themaser planspit the ne arena tee scons. 5, Rawabi aso mairtan ts roles the repoal ete 6 The capital is still doing well. Unit3 ~ Urban planning 19RESEARCH Finding information px AIMS, ‘The aim of this section is to help students find information in reference books and on the Internet more efficiently by using different words to search by, and by choosing the most appropriate and reliable search engi LEAD IN “Write the word jobs on the board. Aske = Can you give me a synonyia for jobs? Employmentiwork/professions/careers/posts/positions) + You may wish to explain the idea of ‘near synonyms’ (words that have the same general meaning but may not be completely interchangeable depending on the context) PROCEDURE 1 Tall students to read the Study Skill and the instructions, Students complete the tasks individually. Put students in pairs to compare their answers. We 2 Students read the instructions and complete the task individually. Write the table on the board and ask some students to write in their answers. The est of the lass compare their answers. BB? 3 Tell students to read the Study Skil. You may wish to explain to students that subject directory is alist of sources usually provided by universities on an academic subject Students would have to scan the list and choose the sources that they thought would be usefl Students read the instructions and complete the tak individually. Put studen in pairs to compare their answers. Ask some students to tll the class their ide ‘There may be more than one possible answer, o if students have different ideas, ask them to explain their answers tothe class. [PPS 4 Tell students to read the Study Skill. Some time should be spent on clarifying the symbols used. Students read the instructions and work in pairs to complete the task, Ask some students to write their answers onthe board, The rest of the class compare their answers. [bb BACKGROUND INFORMATION ‘You may wish to remind students that some information from website is not reliable, and that itis advisable to check the information on two or more ste. Point out to students that the purpose ofa site may indicate its reliability. Suggest that students ask themselves: Who is this website fo? (professionals, students, anyone) ‘he produced ths web? Look atthe end of the URL (adres of WORLD is wil tell you the type of source itis, .g..com isa Comercial ompanyorindvigeal,goviva ste produced bys governaent agency etc Why has this site been created? (to advertise, educate, make money, et) Isthis site ‘open’ (anyone can add, delete, or edit the content) or ‘sed (visitars to the ste cannot alter if? (Closed sites ae likely to be more reliable than sites which are open, EXTENSION ACTIVITY ‘Tell students to visi the following sites and find out if they are“open’or‘closed” sites http:/fen.wikipedia.org/wiki/@Qin_Dynasty (open) htp://www.britannica.com/ebclartile-9376232 (closed) hntp://encarta.msn.com/encyclopedia_76157261 1/Qianlong,htm! (closed) 20 Unit3 + Urban planning RESEARCH Answer key p23 Dri H 3d t Se oh te & ber infastructre: bridges roads sanitation Scientists: biologist, pyc, chenist Public buildings: hospital, museum, post office education: ciloma, seminar, curclum bps 1 asearh engine, 2g Google 2 asearch engine ast where youcan type a direct question, eg ttp://kakecom subject directory Googe or online encyclopaedia Google or other search engine; ra subject rectory ad then sean or relevant sources, pea Possible answers 2 Canberra vdesien/ design Canberra “early eles +AWRITING An international trade fair pp2s-2s ‘AIMS ‘The aim of this section is to focus students’ attention on the importance of selecting relevant information and prioritizing it correctly. Students will also practise the skil of brainstorming for ideas, and will write a persuasive article, LEAD IN ‘Ask: What isa trade fie? Has anyone been toa trade fir? I yes ask — Where was it? ~ What area(s) of trade/industry were represented? = What did you think of? PROCEDURE 1 students read the instructions and workin pairs or small groups to complete the task Copy the table onto the board. Ask some students to complet the table, The rest of the class compares answers. Db 2 students read the instructions and complete the task, They discus the answers in pairs. Accept diferent answers if students can justify and explain their decison, ‘Tell students to read the Study Skil. >> 3 Students read the instructions and work individually to complete the task, Put students in pairs or small groups to compare their answers Ask some stents to explain their choices to the class. Almost any two are acceptable asthe most important, as ong as students can justify them. Tell students to read the Study Suill b> 4 Students read the instructions. Students in pais or small groups put the information from each eategory inthe order of importance. Ak some groups to tel the clas the order they pu the information in, and to explain why. Db 5 Student read the instructions. Tell students to read the example paragraph, Ask ~ What linking words are uscd? (because, wen, Furthermore) Students work individually to write «paragraph about =location ~facilities " — weather —trade and industry exercise ould be set for homework. [bbs 6 students read the instructions. Ad: ~ What does the introduction tll us? (the purpose ofthe article and the order the information will be presented in) Students may change the order ofthe topic in the introduction to match the order of importance they decided on in exercise 4 Tell students to go back tothe Study Skll on 20 to remind themselves how to make links berween one paragraph and another. Db Writing a persuasive article pas 7 Tl students to read the Study Skil, Emphasize that in order to brainstorm well itis important not tobe critical of ideas and reject them, Every suggestion or idea should be noted dovn at this tage. Students rea the instructions and workin pars to complet the task Write the heading onthe board and ask some students to come up and write down thet ideas Ak the rest ofthe clas toad othe ideas to each category. Do not discuss ‘which are important and which are net at this stage. Db 8 Students rad the instructions. Students work n pits and decide which event they wish old. Ask some student to explain the reasons fr their choice. Students continue working in their pairs and decide which information from the table in exercise 7 is elevat tothe type of even they wish to hold You may wish o take one event as an example and go through the information in the table from exercise 7 to discuss which information is relevant, and which no Tell students to choose 2 oF3 pieces of information from each category PP 9 Students read the instructions and work individually to complete the tsk Remind students to prioritize the information they chose in exercise 8, and to use words and phrases to lnk their ideas from sentence to sentence, an from paragraph to paragraph. The writing could beset as homework WRITING Answerkey pp24-25 ber ‘transportation 1 aninternationl airport 20k anay 2 agood network of rad to other pats ofthe country TI anecellnt public transport sytem 15 many private cars location only 30 mints aay from capt ty 8 amountainrange about Sm away 1B only 10km rom two international borders B onthe coast facilities 3, several top-quality restaurants T a20bectare site ready forre-devlopment 9 hotel accommodation fr 20,006 vistors 20 aunvesiy ‘weather 4 does usualy ann the summer 6 average uenmer temperatures 20°C 11.2 yer low lve far polation because of coastal winds 16 snows heavily inthe winter ‘rade and industry 10 the centre for gold marketing ae jewellery making 1a word famous computer manuficturer based in the cty 7 annous forts boat-bullng industry 18 lets of shops per Posible answers ttansportation ~ many private cars (itor to far wont need these) locaton ~ mountain age Sm aay oes once vitor heteasthe res shew how acessble Urbana) ‘acts aunivesty frelon tage a) eather ~ snows heavy in winter fart be hel in surener) ‘tad and industry os of shops (ade fas are about age Scale sales of products and mens of production and pris, not about shoppe) pes Possible answers transportation gett vistors to the rade far seen locaton ame reser starsporate ~vtorsned to know where Urbana) Des Pouible answers location (nly 3 mints ava rom capt city £2) ont fen ro wo internatonalbades 6) onthecoas faites {) 2 20ectare site ead forredevlopment {hotel accommodation fo 2,000 istors 6) several top-qualy estaurants ‘weather {overage summer temperature is 2¢ (2) Goes usually an insurer 15) every ow eve ofa pallsin because of onal winds trade and industry (1 world famous computer manuactrer based inthe ty (2) thecentre fr gid martetingandjenelery making (3) famous er its boat-buding indy PS students’ own answers. 6 students’ own answers. PPT students own answers. PB students own answers. Unit’3 + Urban planning 21VOCABULARY DEVELOPMENT Collocations (1) p26 AIMS: ‘The aim of this section is to make students aware of collocations (groups of ‘words that frequently appear together). Recognizing and using common collocations will help students to read more quickly and to produce more ‘atural-sounding written work. LEAD IN «"Wiite cath on the board. Ask: = What nouns go with (cllocte with) this verb? on = Whatcan you catch? (a cold disease a plane, a train, a ball te.) * Tell students that these are examples of collocation. PROCEDURE 1 Tell students to ea the Study Skil. Emphasize the importance of recording collocations as one piece of vocabulary, Pont out that some combinations ae ‘wrong, but for nological reason, Colocation is based on usage, not on grammar Drlogic. Students red the instructions and complete the tak individually. ‘Write the sentences on the board and ask some students to come up and. underline the collocations. ‘This exercise focuses on adjective + noun collocations, but accept the verb + noun collocation in sentence 3. PP 2 Students reed the instructions and work individually o complete the task ‘Remind students ofthe importance of looking atthe example sentences in a dictionary enty (see Study Skill on p10) to find collocations. Put students in pairs to discuss heir answers. [Bb 3 Students ead the instructions and complete the tak individually. Ask some students to tell the rest of the class thei answers. D3 4 Students read the instructions and complete the task Students compare their answers in pairs. Be EXTENSION ACTIVITY ‘Tel student to re-read a tex from their own fld of study to identity common collocations. ‘Remind students to record these appropriately. 2 Unit3 + Urban planning VOCABULARY DEVELOPMENT Answer key p26 1 1 Gaitiba isa model of good urbar planning 2 Good transportation i 3 high party. 5, The government has announced att wil invest more ‘money in public services 4 Thenew highway wll reduce tfc congestion around the city. 5, Before developing the city centre, the planners had to considera the economic 6 tin everyone's best interests if planers consider the social effects of thet schemes. pa la x bes 1 Gita faced the same problems other cities 2. They drew up radical new planto improve traffic low nthe 2 Gana sues cheat toe prin ina laboratory 4 itis usefl to brainstorm ideas before writing an ey. 5, The university staff hold a plannirg meeting before each academic year commences, 6 There’srot enough rom nthe niversy brary forthe students. Thelibarycomttee gently need tofind 2 solution to ths problem >a 1 problem 2 survey, ecommencations 3 etrutions 4 notes, progress 5 reportREVIEW p27 AIMS ‘The aims ofthis section are to give students further practic in the skis learnt in this unit, and to give them the opportunity to review the work they have done. A farther aim is to encourage students to apply what they have learnt to their academic studies in English PROCEDURE 1 Students read the instructions. Ask: What ways are used to show continuity between paragraphs? If students find it dificult to recall tell them to re-read the Study kil on p20. Students complete the task individually and compare their answers in pais. 1 2 Stucents read the instructions and complet the task individually. Ask some students to tell the rest of the class their answers. [DB 3 Students read the instructions. If there are not enough dictionaries for the students to use in class this exercise could be set for homework. [PE3 4 Students read the instructions and complete the ask. You may wish to tell students o find other information that i directly relevant to thelr studies. > BACKGROUND INFORMATION ‘The terms BCE (Before Common Era) and CE (Common Era) are being used ‘more and more frequently instead of BC (Before Christ) and AD (Anno Domini) in scientific, academic, and professional journals and books. REVIEW Answer key p27 >I iD 2c 3A 4B pp? 1 ald 2 held 3 addressing 4 address 5 make 5 make 7 do 8 doing bes Posible answers address people /an envelope dos research / business /hemework/ an exam / test hole: an event /a party / someone mcustody ‘ake: a speech / anos / an appentment / phone al boa 1 Bain urban planer was Lico Costa, Oscar Niemeyer was ‘te chief architect of most ofthe public buldngs and Roberto Bul Marr was the landiape designer 2 over 2m (2006), 3 Tokyo Mexico City ane Séo Paulo (ee below] 1 Tokyo, lapan =~ 28,025,000 2 Merico iy, Metico ~ 1831000, 3 Mumbai nda ~1882,000 44 Sto Paulo, Brel - 7, 711000 5 New York city UsA~ 16626000 6 Shanghal china - 1473000 7 Lagos, Nigeria ~ 1,488,000 8 Los Angeles, USA 13729000 9 Caleuts india ~12900,000 TO Buenos Aes, Argenta ~ 124,000 http.//wordatascom/itypopshtm 4 leas chosen asa compromise t sop the rivaly between Melbourne and Sycney. Units + Urban planning 234 Water, food, and energy Writing to describe and explain VOCABULARY DEVELOPMENT Comy READING Water, water, everywhere pp2s-29 AIMS ‘The aim of this section is to give students practice in finding and comparing information from more than one source, and in vecognizing angusge for rephrasing, explaining, and giving examples. LEAD IN «Ifyou think your students would be interested in the poem, write the verse in the Background Information box on the board. Explain that itis taken from a poem. Aske The writers surrounded by water. Where do you think he is? (on a boatship atsea) — What could the ‘boards’ be? (the deck of the boat) — If there is water everywhere, why can’t he drink it? (because it’s sea water/salt water) BACKGROUND INFORMATION ‘The title for this section comes from a vers in the poem “The Rime of the ‘Ancient Mariner’ by Sarnuel Coleridge. Water, water, every where, ‘And all the boards did shrink; ‘Water, water, every where, Nor any drop to drink. * Ifyou don't think they would be interested in the poems, focus students) attention on the page. Ask students to identify the skill READING, and the topic (Water, water everywhere). Ask: = What do you understand bythe tite? ~ lewater everywhere? (no!) ~ Where is there a lot of water? (in the seas and oceans) = Isthere enowgh water in your country? PROCEDURE 1 Students read the instructions and discuss the statements in pairs or small sroups. Ask some students to give the class their ideas. DE 2 Students read the instructions. Ask for their ideas. bP 3 Students ead the instruction and complete the task. Get students to work in pairs to compare answers. [pba 4 Students read the Study Skill and the instructions. Students read Text A and complete the tak 5 students read the instructions and Text Band complete the task 66 Scadents read the instructions and complete the task individually Students ‘compare their answers with e partner. |b®6) 24 Unit 4 » Water, food, and energy READING SKILLS Finding information rom more tan one source + Identifying anguage or rephrasing an ving examples LANGUAGE FOR WRITING Introductions and conclusions » Rephrasing and giving examples WRITING SKILLS Introductions » Developing a thesis statement * Concli ions + Checking your itn) pound nouns * Compound adjectives READING Answerkey pp2t-30 > Students own answers, >> The aries come from amagaine nd they are fora general reader, es 0 The surface ofthe Earth whichis water 98% The percentage ofthis water wich salt wate 1972 The date the United Arab Emintes sale the st desalination plans according to er A a0 lion ives) The amount of sainated water produced analy by one plant in Sau Anbia 259 Percentage cf the wr desinated water produced by Saudi Nbls/ The percentage ofthe word population who line within klonetes ofthese. 22,00 filometies) The lrth of he cosstine in Cina 2Fbilion ites) The amount of fresh water which willbe requred day intheUAEin208. 10 (ites) The aerage aly contmpion of water er person. pos 1 Aprocesto convert salt nate tfrsh wate (Tea) 2 sat and contaminants (Tests) trating proces are fitration methods (Ter A) UAE, Saui Aria, Chis (Tere) 19M (Tet) 1988 (Te) ty combining the plant wits power station (Text 8) ‘Bra (Tew) 1960 Tere} 8 leakages nd ls of water, increase in water consumption (ete 9 iit consumption roa pipes Tex 8) 10 ew technclog to ower costs of desalnatin Tee 4) ‘Water companies wil have ower fice and public villearnateis precious reseuce (Tex)Food chains p30 LEAD IN = Where doesour food come ome (supermarkets, shops, plants and animals, et.) ~ What do we depend on for our food? (other living things) PROCEDURE 7 Students look at the tile (Food chains) and read the instructions. Students work i pairs or small groups to answer the questions. Elicit students answers and ‘write them on the board, Do not correct at this tage. 8 Students read the instructions and complete the tsk. Students compare the ansivers with those on the board. [DB 9 Students read the instructions and workin pairs or small groups to complete the task, Remind students to mark the stress, the part of speech, end any other information which is useful. DPS 10 Students rad the instructions and complete the tas individually, Stadents compare their answers with a partner. [BBO Tell students to read the Study Skil. Students complete the tesk in pairs or small groups. There are two examples with suchas. JP ‘2 Students read the instructions and complete the task individually. [PE ves ie ta 3b bes ec (= ving things thatreak down o destroy ead anil using rata chemical poceses potospnthess the proces by uhh gee plants make loess nd carbon detde teres (n= animals which ony et rasan plants ire (n= animals which eat eeryting pants and other “animals/meat Emirs] = animals which et oly meat poo 1 photosynthesis 2 herbivores 5 carrivres 4 omnivores 5 decomposes ben Grerplantsareanexarple of producer. The uephotesithess tat the process of ‘These organic compeurds re foundin arcu parts ofthe plant suchas the ees. amples ofthis are sheep eating prs, Ferinstance when humans et vegeable, they are primary [nother words they re drecty eatnga product of ff ess. When the inal consumer desis bodys broken down into simple molecules by decomposes such as bacteria and ung. >>n 1 pices, consumers, and decor posers 2 producer plants ‘consumers: animals and humans decomposes bacteria and fungi 4 ledepends what teats feats vgetables plants) itis consuming the direct product of photosynthesis, and, theft is priary/contmer Fitetsmeat is secondary consumer. 4 They are broken down (decompesed) nto simple molecules hich go back into the sol tobe esed by plants Unit 4 + Water food, and energy 25LANGUAGE FOR WRITING px: Introductions and conclusions AIMS ‘The aim of this section is help students to recognize and use fixed phrases and linking words that are commonly used in academic writing PROCEDURE 1 Students read the instructions and complete the task. Students compare their answers witha partner. Write the sentences onthe board and ask some students to underline the phrases. The rest ofthe class compares answers. [DB 2 Students read the instructions and complete the task individually. Students compare thir answers with partner. [DE 3 Students read the instructions and complete the task individually. Students compare their answers with a partner. Write the table on the board, Ask some students to come up and complete it. [BB Rephrasing and giving examples px 4 Students read the instructions and complete the task individually. Students fonpure tbl exer vate partons 5 Students read the instructions and complete the task individually. Ask some students to read out their sentences, The rest ofthe class listens and compares their answers. BS 6 Students read the instructions and complete the task in pairs or small groups. ‘Ask some pars or groups to read out their answers. [D6 26 Unit 4 » Water, food, and energy LANGUAGE FOR WRITING Answerkey pn co 1 Ths esay wil describe the three ype of organisms which rm food chains and explain hon each organism acts as 2 ood source forthe ner one i the chin 2 Tosurnmatiz, food cain shows that every organism is “dependent on anther frit ouceof energy and in turn, cts 2 food source forthe nextorgankim inthe chan. Der 1 Thireport wil outine the probes caused by water ‘Shortages: 2. Inconcluson ther are two mainslutions to ths problem. 5 Inbria iis essential to reduce the pollution of the oceans. 4 Two aspects of energy conservation wil be cused in this arice 5 Asthisreporthas shown, new developments in technology are essential 6 Inthis paper the problems wil beeramined in deal and Some solution willbe proposed bps Introductions Sammaraing and concluding This essay will describe Tosummarize, Thisreport will outine - Inconcusion, willbe discussed. Inbrif inthispaper.. willbe examined. As this report has shown, Dra Consumers ae cased depending an thelr place inthe chain. For stance, when humans eat vegetables, they ae primary consumes. nother mors, they ate directly eating a product of photosynthesis When they eat meat they are secondary Des TE Photosynthesis that isthe proces by which plants make food requires sunlight, 2b Primary consumers for example cons, feed on plants. 3a Afydio-electric plan, nother word a power station using ‘ater to make electricity wil bs bul on the coat 40 Microrganisns, suchas bacteria and fang are the ial stepin the food chain, es Possible answers 1 pasta/poratoes/ice 2 the inability to sleep 4. process by which ving thing produce energy from food 4 eocodles/nakesWRITING Sources of energy pp32-33 AIMS ‘The aim of ths section isto give students practice in writing introductions (including thesis statements) and conclusions. LEAD IN © Write Sources energy on the board. Elicit different sources (coal, ol, the sun, food, etc). Aske ~ What energy problems does the world face? Wy? PROCEDURE 1 Tell students to read the Study Skil, Students read the instructions and complete the task individually. Students compare their answers with a partner. PB 2 Students read the instructions and complete the task individually. Stadents compare their answers with a partner. pba 3 Students read the instructions and complete the task individually. Stadents compare their answers with a partner. Ask students what is wrong with the other possible answers (too detailed or too vague). D>3: 4 ‘Tel students to read the Study Skill. Students read the instructions and complete the task individually. Students compare their answers with a partner, Ask some students to read their answers aloud. Choose two or three and write them on the board. Ask the class to vote on which one is best Ifthe students disagree, ask them to explain why. 4 5. Students read the instructions and discuss their answers with a partner. Elicit the answers from the students, Tell students to read the Study Skil. bs 6 Students read the instructions and complete the task individually. Stadents ‘compare their answers with a partner. >6 Writing to describe and explain pss 7 Students read the instructions and complete the task with a partner. (DST 8 Students read the instructions. Ask students to recall what must come in the diferent paragraphs (direct them to the Study Skill on p24). Students do the task with a partner 9 Students read the instructions and do the task individually. Students compare their answers with a partner (direct students to the Study Skill on p32). 10 Students read the instructions and write their esa. TI Tall students to read the Study Skill and complete the task You can encourage students to read each other’ essays and comment on the content and organization of each paragraph, See‘Writing a comparing and contrasting essay’ on p9 of the Teacher's Guide for ‘peer correction. EXTENSION ACTIVITY ‘When students have finished writing, tell them to check their work for errors of Dutton fl tps commas wh aking word cpia eters. and Spelling). Students may refer to the Study Skill on p11 Put students into pars to chek each others work for mistakes that were missed. bi WRITING Answer key ppx-1 cI ‘fad chain shows therelationshipbetween organisms which ‘eed on each ther. Thi essay wil describe the tee types of a ich form food chains and explain how each ‘organism acts a3 food source for he next on inthe chain, pe? a2 $3 1 bs Te 2b dbs Model answer Solr power is energy fom the sun hich used for heating, ooking, and peviing light. This say wil describe the advantages and disadvantages ofthe alternative source of every bps Ieincldes a concluding ear sc Language for Writing, page 3, Ithasa summary ofthe main pints Teinludes the writer’ opinion (hops forthe future brs Model answer In conclusion, solr poner is an imprtant source of enery, specially n sunny counties. Although thee are disadvantages, ‘these are outnumbered by the advarages. ts hoped that solar power wl be further developed inthe future >> Possible answers Energy conservation: ol css, shortage of fori fuels, pollution, global warming Reduce pollution: use public transport more switch off ‘appliances when nt in use tur down heating/ait conditioning, mor recycling Unit 4 + Water, food, and energy 27VOCABULARY DEVELOPMENT Compound nouns and adjectives p34 AIMS. ‘The aims ofthis section are to make students aware that vocabulary items often consist of more than one word, and to help them recognize this compound vocabulary LEAD IN ‘Dictate afew compound nouns to the students, e.g. postofice, armchair, notebook, tablecloth. Ask: = What do you notice about these words? (they ate formed from two nouns) PROCEDURE 1 Tell students to read the Study Skil, Students read the instructions and complete the task individually. Students compare answers with a partner. Elicit the answers. [DPA 2 Students read the instructions and complet the task individually. Remind students that compound words can be written in different ways, that i, as one ‘word, or two words with or without a hyphen. Encourage them to use a dictionary to check. Students compare their answers with a partner. Elicit the answers. PP 3 Students read the instructions and complete the task in pairs or small groups. Blicit the answers. D3 4 Tell students to read the Stuy Skill. Ask: — What isa present participle? (ing form) ~ What isa past paticiplet (the third form ofthe verb, e.. know, knev, known). Students read the instructions. Tl students to look at the example answer. Elicit how the compound adjective was formed. Students complete the task individually and compare their answers with a partner. Elicit the answers. Remind students that these adjectives are hyphenated. [>> BACKGROUND INFORMATION Compound adjectives are usually hyphenated. However, if they come after the noun they modify they are usually not hyphenated. For example: ‘The densely- populated inner city areas are being redeveloped. ‘The inner city areas are densely populated and are being redeveloped, EXTENSION ACTIVITY ‘Ask students to find other compound nouns and adjectives from theie field of study and present them to the clas. 28 Unit 4 + Water, food, and energy VOCABULARY DEVELOPMENT Answerkey ps4 I 1 Thee are several tips for succeeing in your studies. Keep 00d vocabulary ecords in your notebook. Do your Fomewock regularly Make sre at your handwriting is easy toread 2 The Antarctic food cain isa simple example. Plankton, that stn plants tat ve sa water, are the produces in his Chain Using carbon dioxide and sunlight, they produce food through photosynthesis and are fed on yk Kil are sal animals, he primary consumers inthis hain Thy, in tur, ae eaten by whales. The whales are the secondary consumers andthe next stp inthe chain 3 Music as long been used to tre: patients sein from many diferent conditions thas been shown that patients suffering from baclache recovered more quik) ithey listened to music every momirg A fest eatbet can also be slowed down by music mp2 1b guidelines 2 d fos fuels 3 e labcoat 4-3 shyscraper 5. miner mater 6 c briefease es 1 guidelines 2 kbeoa 3 Skyscrapers 4 fosilfuels 5; mineral water 6 briefcase pos ‘man-made fast-goning well-written Iie thveatering ‘apidyinceasing 2 3 4 5 6 7 wellbult| 8 9 10 boatbuildingREVIEW p35 AIMS ‘The aims ofthis section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English, PROCEDURE 1 Students read the instructions. Students work individually and compare their answers with 2 partner. Flicit one or two answers and write them on the board. ‘Ask which one they prefer and why. [DB 2 Students read the instructions. Ask the students to recall the main contents of a ‘conclusion, Students complete the task individually and compare their answers with a partner. ba. 3 Students read the instructions. Explain that more than one answer is possible, Students do the taskin pairs or small groups. (PbS) 4 Students read the instructions and complete the task. [bP 5 Students read the instructions. Elicit how compound adjectives are formed, Students complete the task. [DBS EXTENSION ACTIVITY ‘Ask the students to ist the sls they have learnt and practised inthis unit. For example: comparing information from more than one source ow to rephrase difficult or new words, and how to give examples baw 0 we inodtons indding atheist, and Pow to write Put students into small groups to discuss how they could apply these skills to their academic stad, * This activity could be set as homework REVIEW Answerkey 92s >> Medel answers 1 Ths essay wll explain the phenomenon of lobal warming and describe several posse causes of it 2 Polluton'sa major problem in many countries in the world ‘oda The importance of educeg pollution willbe cscssed inthis essay 3. Awell-balanced dts important to keep healthy Ths ezay wil outline the consequences of poor det on our heath, >> Model answer In conclusion the wind ia free souce of energy whichis particularly useful im windy countries. Asti essay has shown, It is inenpensive to produce and its akeay nus n some cours, bps 1 thatis/in other words 2 sxchas 3 suchas /for ample 4 that s/n other words dpa 1 notebooks 2 well-organized 3 lunchtime 4 rgish speaking 5, comprehensive school 6 fossil fusl T stomachache 8 rainwater 9 newspaper bes 1 dietelted 2 watersarng 3 well-managed 4 decsion-making 5 poorly-maintained Unit 4 + Water, food, and energy 29LANGUAGE FOR WRITING Expressing certainty, uncertainty, and caution WRITING SKILLS Supporting a point of view « Presenting arguments (I) and (2) » Writing an opinion essay VOCABULARY DEVELOPMENT Using a dictionary (3) READING Globalization ppss-17 AIMS. ‘The aim of this section is to improve students’ ability to assess a text by distinguishing what is expressed as fact, speculation, or an opinion, and then to identify a point of view. LEAD IN + Tell students to reed the unit heading Free trade and fair trade. Aske = What do you think the diference is berween ‘ee trade’ and Yair trade”? * Pat studentsidcas on the board. Focus students’ attention on the page. Ask students to identify the skill READING, and the topic ( Globalization). PROCEDURE 1 Students read the instructions and discuss the answer students to tll the class their ideas. [DB 2 Students read the instructions and the ttle ofthe article, and then decide if they think globalization is good thing or bad thing. You may wish to havea show of hhands inthe las to see how many students think itis good, and how many think itisbad. Ask some students to tell the lass why they think tis either good or bad. 3 Students ead the instructions and complete the task individually. Set time limit of 30 seconds. Elicit the answers from the class. [PP 4 ‘Students read the instructions and complet the task individually. Students ‘compare their answers in pais. Ask some pai to tell the rest of the clas their answers. Dba 5 Students read the Study Skill and the instructions. Students complete the task ‘working individually, and then compare their answers in pars. You may wish to seta time limit for this activity (three minutes) to encourege students to scan the article rather than read it intensively. [PbS 6 Students read the instructions and complete the tsk individually. Students compare answers in small groups. ‘You may wish to get students to time this reading, using the method described in the extension activity on p7 of the Teacher's Guide. Go through the answers with the whole class. [BB] p31 T ‘Students read the instructions, Students complet the task and compare answers in pars. Write the words on the board and ask some students to come up and. ‘write in the missing words. (WT! p31 '8 Students read the instructions and complete the task individually, Ask some students to read out their sentences, The rest of the class compare their answers. D8) p31 BACKGROUND INFORMATION ‘The GDP (gross domestic product is the total value of all goods and services produced by a country in one year. ‘The GNP (gross national product) is the total value ofall goods and services produced by a country in one year, including the total income from foreign countries. irs. Ask some 30 Unit S + Free trade and fair trade READING SKILLS. Distinguishing between facts, speculation, and reported opinions + Identifying a point of view READING Answer key pp PPT students! owe ansners. mes TFA er tve te contig pangaphsconered a cerunteseton) 2 Thee 3 Tree 4 The wert clea ether fees ablation tis ‘balanced ut hy Elev there needs tobe afer Talc beeen ee an far tae >a for slbalaation Eyeyne lesa ets moe more from heaton rade Busnes develops between vo costes. Freetade cous develo expert nanindsy and geta ‘ier marke Again fobaliation: Cala moyet ore mney, mex peopl dot Farmesare ocd tal te pode stlow pesand by rien ook at gh prs Developing a experi nen ro inde forces counirestoimportallote coe. Des Gbazations dened in many ns. One simpleton that es the apd increase nero rea, imestent and tecnologia exchange ago that this (err ade..-sone people ello st is pow has tly benefitted etn cui, an at ohershare steed are icharent cree? improved income? Angers naour of lbliaten etht the bene of arcane ch open he doors to wold nfo become nether However ths srs of fiures got be pga tre pete Bartinpers more exars Sipporsof fee nade pat out ratthere arate det Iirefttobe ned Ronan Fetes nitration trade Cee EPR, poo cies wich ath itisporer countries wi eae ete eters ne there cous wich col he prc of once ond therefore faersapbe forced tel the produce at alow Fics We oy utr Ceurd pot et nko rc. fds deve Fal otalznon ote encores a cout tofouson indies eh ae aed scentl ‘ot obliterans agent forthe pecliaton finds, Cusco fon tne tho mann are re Tolar oho “These porte goods ae equ over ped and ese unt therefore aaa aturate age debe Tis dette vl indie conte for some tine Hone, Iwould seam that that better balance between free trade and iF ade isthe answer t the problems of labaliationIs ‘fair trade’ fair? pss 9 Students read the instructions. Give students 60 seconds maximum to complete the task. Check the answers with the whole class. ell students to read the Study Sli. (DB) 10 Students read the instructions and work in pairs to complete the task. Draw the 1 table on the board and ask some students to complete the missing information. ‘The rest of the class compares their answers. [BPI ‘Students read the instructions and complete the task individually, Elicit answers, from the clas. (pb EXTENSION ACTIVITY Get students to go through the texts in this unit making a note of any new vocabulary that was not dealt with. Encourage students to be selective about the vocabulary they record. They should only choose words that will be useful to them. ‘Tell students to record the new vocabulary, using an appropriate method, re 1 (5) Itisarued tha this intematoal wade has been one of ‘the main cases of world economic growth over the pst hattcentuy 2. (Although there isle doubt thatthe glabal econany has grown enormously thet 50 years, 3 (f) Anezanpecf this China, where per capita income ose ftom about $400 in 1980 to aver 4000 by 2000. 4 (6) Couries which produce and export cofee import the paclagigfert 5 (F) a two-way trade which enables commerce to develop ia ‘ho counties at the same tine. 6 (6) farmers maybe forced ol ha pod at alow price 7 (3) these countries, therefore havea tendency to accumulate hige debts DT 1 interational trade 2 the glob! economy’ 3 world rade, wordimaret 4 asubstantal increase 5 thevastmajtiy 6 aslghtimpovemert 7 adectberefit 8 manufactured goods 9 aniftedprce 10 asercusfiow vrs 1 Aeducton nthe cost offing led toa substantial increase i intrratioal xis. 2 India an China shar ofthe global economy / world makati expected to increas rer the nest fen ears 4 The experimert had tobe repested because there was + Serius flaw inthe eustion 4 Voidaypackagesare often sold aan inflated price Gung peak seasons suchas school holiys. pes Letter kis mote negative. Letter Bis more objective, Letter Cismore postive. pero Letter A (negative points) 1 high prices forthe goods 2 profitrot passed onto produces Letter 8 (postive points) 1 consumers more ava of ow fod produced 2 farmers and traders in por courts banefit Letter 8 (negative points) 1 increase nai transpert = plltion 2 decrease in food production for own country Letter C (positive points) 1 Improvement fr small farmers and producer in developing counties 2. profit goes to people who produced food 3 an et a higher pice and biege profit margin 4 high-quality ood for consumers pent Ta le 34 4f 5c 6b Unit 5 ~ Free trade and fair rade 31LANGUAGE FOR WRITING Expressing certainty and uncertainty 3s AIMS: The aim of this section is help students to recognize and use fixed phrases and linking words that are commonly used in academic writing PROCEDURE 1 Students read the instructions and underline the modal verbs. (PB 2 Students read instructions and complete the task individually Ask three ‘students to write the sentences on the board. The rest of the class check their answers. [DB ‘Remind students that modal verbs are followed by the base infinitive (the infinitive without to) 3 Students read the instructions, Students work individually and then compare answers with a partner. [BBS 4 Students read the instructions and complete the sentences. Students compare their answers in pairs or small groups. Elicit some answers and put these on the board. Where there isa difference of opinion, ask students to explain their point of view. [Dba Expressing caution p39 5 Students read the instructions and identify the verb phrases which express caution ora generalization. (Ds 6 Students rad the instuctions and complete the task individually. Students compare their answers in pairs. ASka student to read the text aloud, The rest of ‘he cass compare their answers. PBS 32. Unit 5 + Free trade and fair trade LANGUAGE FOR WRITING Answerkey p39 >I 17 iia could be one of the major economic powers of this century 2 Sorall companies might also benefit from the increase in ‘word trade 43 More globalization environment 2 1 Buying moe far trade fod may ad to an increase inthe se of planes. 2 Globalization could have an eect on local culture and traditions 3 -Anincrease in exports might lado an increase inthe umber of obs ave anagatve impact onthe a adjective adverb certain certainly deat dleaty probable probably lite ie possible possibly viel = Dea Possible answers 1 Ote possible result of Chin gretr economic power that the Chinese language wll be augt in schol al over the orl. However it unlikely ta tis il happen inthe rear ftw. An reased demand for fresh ner will probaly est in the greater ue of desalination plats. tia likely that the est of tp water wil goup. 2 Riser thatthe wr popdatenisincesng An nrexing epulation wil eran leat nea demand food bes thee fas ben tendency (gneraliation) It would seer (caution) >> TitWould appear 2 believe 3 could/may 4 itstkly 5 may/couldWRITING Examples of fair trade ppso-1 AIMS. ‘The aim of this section is to develop the students’ ability o express arguments and to present support for those arguments in an opinion essay. LEAD IN Ask: What is fir trade? (a system whereby producers are pai fairly for their produce and are helped to develop their own businesse, and to help their focal communities) * Ifstudents cannot remember, tll them to re-read Letter C on p38, PROCEDURE 1 Students read the instructions and scan the paragraph for the answers. licit answers from the class, [DE Tel student to read the Study Skill. Explain that in academic writing, arguments or opinions should always be supported by evidence and examples. 2 Students read the instructions and complete the task individually. Remind students ofthe importance ofa topic sentence (see Study kill on p12). DB Consumerism ppao-a 3 Students read the instructions and discus the ttle in pairs ox small groups. Ask some students to explain tothe class what they understand by consumerism bes 4 Students read the instructions and complete the task individually. Elicit answers from the clas. 5 Students read the instructions and brainstorm (see Study Skill on p25) the topics in pais or small groups. [PES 6 Tell students to read the Study kill. Explain that neither method is better than the other. The important thing is to be consistent, that is use the same method throughout the essay. Students read the instructions and complete the task. Students discuss theit answers in pairs. Elicit the answers from the class. [bb 7 ‘students read the instructions and complete the task. Put students in smal groups to discuss their answers. Elicit the answers from the class. Ask students to justify their answers. (W-T 8 Students read the instructions and discuss the answers in pairs. Elicit the answers from the class. Tell students to read the Study Skil. bb's Writing an opinion essay pa ‘9 students read the instructions and discuss the best approach in pairs or small ‘roups. You may wish to point out that arguments forand against ae similar for ars tourism and clothes, sit would be more sensible to organize ideas by viewpoint, ie. arguments for in one paragraph, arguments against in another. at students into small groups to discuss whether they are for, against, ot neutral about globalization. Explain that the essay does not necessarily have to represent their tue opinion. Students put their arguments in order. Remind them that they should put what they believe tobe the strongest argument first (or last). Students write ther thesis statement (see Study kill on p32), You can ask some students to read out their thesis statements to the clas. 10 Students write the esay. This could beset for homework. [PP EXTENSION ACTIVITY Students should exchange their essays from exercise 10 with partner, Tell students to look for and mark error in: spelling linking words “Tel students to go through the esay again to look at sentence length, Students should highlight any sentences which they think ae too long or too short. WRITING Answerkey ppsc-0 1 a sentence())_b sentence (2) c sentence (3) and (4) >> Model answer Fairtradeise movement which encourages the development of local communities and, atthe same tne, helps to edie damage to the ewronment. Many produces of ar ade goods Ue thes financial and technical experts in their own ‘communities Anllstration of ths isthe coffe co-operative in Nesico which tarted a public bus sic in thee village. Fait trae producers are encouraged to ue syetems which allow the sollte recover raturly without chile Fr example, 2 .sr0up of produces oferanic rice in Thalan use tractional techniques which do nt use chemicals or exhaust the soll DPS Possible answer The ele that is good for a soci or an ncvidual person to buy and use large quatiy of goods and services >a legate positive ¢ negative negative © posite F negative g postive bes more pollution, more illnesses lite asthma, more traffic Jams more acidents {4} more jobs, more freedom to travel ‘ours: (+) more pollution from planes ec, more development of unspoilt areas, more paces ooking the same (+) people find out more about the places, more money in the local and national economies clothes (+ mare people working n poor conditions to produce clothes, more packaging and vaste (+) more jos, more choice for consumers >ré ‘by topic food, then transport, then tourism and then clothing) B by viewpoint (disadvantages then advantages) >>7 VesayB 2 esayD 3 esayA 4 essay ves Fistboy paragraph: esi 8 sete 2 (Thema argent) tssiyAtertence nthe fis pace Second body paagph es 8 ertnce | (Aather song "rgunen 3 Asentence} [he second pot.) >m0 Seudeté own anover Unit'5 + Freetrade and fairtrade 33,VOCABULARY DEVELOPMENT Multiple meanings pa AIMS. ‘The aim of this section is to make students aware that some words have more than one meaning, and that a dictionary can help them to locate the correct definition LEAD IN * Ask = What information does dictionary entry give? (meaning, promunciation, part of speech, ircegular plurals or past forms, example sentences, et.) PROCEDURE 1 Tall students to read the Study Skill. Emphasize that they should ahrays read the cxample sentence to make sure they have chosen the correct definition Students read the instructions and complet the task individually Check the answvers with the whole class. FFT 2 Students read the instructions and work in pairs to complete the task. Elicit the answers from the las. [pba 3 Students read the instructions and work individually to complete the task. Students compare their answers in pairs. DPS 4 Students read the instructions and complete the tas individually. Remind students that the pronunciation of lead led/ forthe metal and lead lid for the verb are different. heck the answers with the whole clas. [B@ 34° Unit S + Free trade and fair trade VOCABULARY DEVELOPMENT. Answer key cs 21M 312) 4115) 520) 610) 71%) >> 1 anoun bacverd 2 anoun ber 3 adjective braun 4 noun badverb 5 verb brow es 2b hie 2 work stoppage 3 a not inuenced by your own persona feelings ain 4a ashorttine b after the Fst 5-2 become smaller a written legal agreement Dea 1 Lead is aheavy metal 2 Astronomers chart the movemert of stars an planets. 5 After the heavy ran the ground vas very mud. 4 The chaiman will lead the dscusions. 5, Coffee bears are roasted and then ground into sal particles. 6 The earthquake claimed mary Ines T The airtrade movement i proving quick, '8 The research eam dlalmedto have ound new cute for malaria.REVIEW pas AIMS: ‘The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. further aim is to encourage students to apply what they have learnt to their academic studies in English PROCEDURE 1 Students zead the instructions and complete the task in pars. Check the answers with the dass. D> 2 Students read the instructions and complete the task, Students compare their answers in pairs or small groups. [bP 3 Students read the instructions. Remind students that a paragraph requires a topic sentence, and that they should use phrases from Language for Writing on 3I, to show examples, PP 4 Students ead the instructions and discuss the words in pars. Elicit answers fiom the class. D4 5 Students ead the instructions and complete the tas individually. Students compare their answers in pairs. Check the answers withthe whole clas. Aske ~ What helped you decide the part of poch? [DBS 6 Students read the instructions and complete the task individually. Check the answers withthe whole clas. D6 REVIEW Answer key p42 >t 1 negative 2 agent in fy (sing ene chemicals probably better forthe envienent) 5 argent gat ot poten ciently ha the {cod selfs eter fo the corse ogni fod smc ‘more expesive the overall benefit tothe environments lel f be nsigniant as peopl il contin to buy cocina food) 2 the mainargument 1 suppor forthe agave: 2,5 exompes 34 bes Model answer In todays worl, good ifonation echaogy (kil are absolutely eset oth or educaton and fo work. Stones have to rds get deal of infrmaton forthe studies Honeer tis not alvays es or stuent to fir the most recent books ojoural ad ths an example of why being able tose 3 important Good sels ore abo recited in the wotiplace An example ofthis ithe etal ade, where rest goods are now electrnially coded and contd sing Computer tecnolgy Dos 1 verb pastsinple) 2 active 3 noun 4 verb oresertsiple) “5 adectve bes 1 noun preceded bythe aries) 2 ver ater wil and lo there sj examine ane object (pes but no main ver 3 noun preceded bythe deft sil) 4 noun bjt ofthe verb tok) 5 adjctive font of oun) ros Trmargin 2 conect 3 rose 4 charge 5 remote Unit + Freetrade and fair trade 356 Conserving the past READING SKILLS Dealing with longer texts (I) and (2) LANGUAGE FOR WRITING Indicating reason or result » Adding information WRITING SKILLS Checking your writing (4) + Writing an evaluation essay VOCABULARY DEVELOPMENT Collocations (2) READING The Terracotta Army ppas-as AIMS ‘The aim of this section is to help students develop techniques for dealing with, longer texts more effectively. LEAD IN Focus students’ attention on the page. Ask students to identify the skill READING, and the topic ofthe unit (Conserving the past). © Ade = What does conserving the pas’ mean? (protecting ancient sites and ‘monuments repairing and maintaining ancient artefacts) = Who is responsble for doing this? (Ministry of Calture/Edveation, museums, archaeologists) PROCEDURE 1 Students read the instructions. Students discuss their answers in pars Elicit students’ ideas and write them on the board. Ask: ~ Who has been to any ofthese places? ‘Ask students who have visited the places to give a brief description othe rest of the cass. (PET 2 Students read the instructions and complete the task individually. Seta time limit of 30 seconds. Students compare their answers in pir, Students then read the Study Skill. > 3 Students read the instructions and complete the task lic answers from the class, Ask students to explain their answers. DB 4 Students read the instructions and complete the tsk individually Students compare their questions witha partner. Elicit the questions from the class and ‘ite them on the board. bb 5 Students read the instructions and complete the task. Seta time limit of seconds to encourage students to skim the text rather than read it intensively. ms 66 Students read the instructions. Set atime limit of two minutes. Tell students to use the information from exercises 4 and 5 to find the answers tothe questions as quickly as possible. You could make this a class raceby asking: Who can find theanswers the quickest? D6 36 Unit 6 + Conserving the past READING Answer! >>I Students ovn anes ya Tce hn erat ry 2s 5 fret: tract gues fed sssder fe: ahaa chariot it soter fires tenoon/nerdng fre someone vg the Teracta Amy > Emperor 2 archer 3 seracata 4 Ginse 5 cart bs Posie anor: 2 Where was the ary found? 3 ier wath ay ut? 4 Wb the sry? 5 How many ect Freer fond they Fd? 6 How many people the ste! ves 1 Pong 2 Paragraph A 3 Paragraph B +4 Paragraph B 5 fash A 6 Fang ms Tino 2 Qh province China 5 ttneSegning of herent CE 4 the Ener Qh Hag 5 vers 6 nearly twomillion @ year. plt-467 Students read the instructions and complete the task individually. (PT 8 Students read the instructions and complete the task. Encourage students to use a consistent method to write out their notes. pbs 9 Students read the instructions and complete the task. Remind students that thinking about what they have read is an essential part of the academic reading process. Db 10 Students read the instructions and complete the task Students then read the Study Skill. Emphasize the importance of checking that they have noted the information correctly. >> TI Students ead the instructions and complete the task. Students then compare their choice of words and phrases in pairs and explain the vocabulary where they can, Remind students ofthe importance of recording vocabulary appropriately (see Study Skil on p18), >> EXTENSION ACTIVITY ‘Tell students to choose a longer text (600-1000 words) from their own field of study, Students should use the SQAR system to: “read the text highlight the important information make notes Students could present their notes to the rest of the class asa bref class talk. br 1 Emperor Qin achievements: became the frst emperor of united China. One of is ijetest achievers was the bung of the rt Great Wall ‘of China to protect China from its enemies. Not all of his achievements were military howe, ashe also introduced a enon form of ring trughou te county, Nevertheless, ‘sige China he smest famous for teracots army. 2 Ancient hnese ble about the ue’ Ax that tere the ancient chinese Bebered hath fe was vty similar to ha if on earth Conequer, when they edad were bre, objets which wou be uel to then ‘tenet life wer buried with them, 3. The wa he Chinese cafsnen voce inancient Chea, however they vada completely diferent ithe Auge prodotion ine wavered o make the {ens of thourands of nda Furn an anal tats which Enperor Qin demande Althe diferent parts ofthe body uch ase ams and heads were made eparetely and then Assemble. the sae process nas alo used footer pieces ‘uch as ears beards and armour When the whol ure wa ‘completed vas bated na ki or aren 4 How the statues ot damaged: It is believed that an invading army robbed the emperor's tomb and then set fire to it. The roofs of the buildings collapsed and fellont the solders and hones 5, Preserving the statues Shlled workers serch methodical trough hunches of ‘thousands of agents to el height lee complete each figure. They are lucky if they find one matching piece a day. Because ts each statue takes severe months tobe repaired Furthermore when hes states wee exposed to the aor thefist te in over two touand eas, the aint on them Started pelng oo turing lack Mer extensive research to Ary and ind ays to prevert hs pclem,sclertitsnow ue 2 feria olution to pote the plo va 1 Emperor Qs achievements 1 frst enpeor uted china 12 bull Great Wall Cina 1} introduced common fom of wing 14 Teraota Ary 2 Anclent Cer beefs bout the afer 21 believed fe wat sar ter Sth, 22 took ejects they would need 3 The may ancient Chinese craftmen worked 30 hge profction ine 32 afferent parts mace epratel then pu together +33 whole figure baked in oven How the states got damaged 41 invading arm robbed the rob 42 fre destoyedbuling 43 buldig clipe onto statue 5: Preserving tests 5 seach for matching pices 52 several months torepareach tatve 53 chemical solution to stop par peding of cing Back >>9,10, 11 Student own answers. Unit 6 + Conserving the past 37LANGUAGE FOR WRITING Indicating reason or result pav AIMS: ‘The aim of this section is help students to recognize and use fixed phrases and linking words that are commonly used in academic writing, 1 Students read the instructions and work in pairs or small groups to discus the {question Elicit the answers from the lass, [DET 2 stadents rad the instructions and complete the task. Draw the table onthe board and ask some students to add the words in the correct place, (Answers afer exercise 3) You may wish to point out to students that soand so that can be easily confused. So indicates result and so that indicates reason. 3 Students read the instructions and workin pairs to complete the task. Ask some students to add the words and phrases tothe table on the board The rest of the lass compare their enswers. BBN 4 Stadents read the Rules, Draw their attention tothe structure that follows the words and phrases showing reason or result, Students read the instructions and Complete the task Students compare their sentences in pairs. Ask some students to wiite their sentences on the board. The rest ofthe class compares their answers, Da Adding information pss PROCEDURE 5 Students read the instructions and work individually. Students compare answers in pairs. [bbs 6 Students read instructions and complete the task Blicit the answers from the class, Draw students’ attention to the use ofa comma after: Inaddition, Furthermore, What is more, Moreover, Note that as well sis followed by a noun or gerund. (96 7 Students read the instructions and complete the tak individually Put students in pairs to compare how they have combined the sentences, Remind students about the correct use of commas. Ask some students to write the sentences on the board. The rest ofthe class compare answers. WET 38 Unit 6 + Conserving the past LANGUAGE FOR WRITING Answerkey_ppar > 1 Consequetiy=tesult 2 sothar= reason 3 Asa result rst ppras Showing reason: ‘Showing result: Sothst Consequently, because of) Rear, inorder to) resulted in) sioce|4) s0(8) 3516) Therefore, (7) >b4 1 Carge numbers of peopefromall over the world vist Petra Infordan because of its beauty. 2 a: Children are encouraged vitmseums because tis Important for them tolarn about the history oftheir country. 3 e istorianare often requred to ear lrguages such satin. in order to read ancient manus nd iseptions. 4 Some cts like Rome have been inhabited for thousands of years so the ancient buldings re hidcen below modem bugs 4:1n79CE Pompei was covered bya thick layer of volcanic ‘sh from Mourt Vesuvius. As result, the city was particularly well preserved bes 1 One of his greatest achievements as the building ofthe fst Great Wall of Chinato protect Cina from ts enemies Nt all of his achieverents were military however, ashe also Introduced a common form of wring throughout te cout. 2 More than 700,000 workes and cftsmen took 38 years to ‘complete the huge imperil palace, offices and hall all surcunded by aval. addition the Emperor ordered an ‘army tobe bits that his place would be protected. bos 1 Maseums are important centres for research, Moreover, many have laboratories for preserving ancient objects 2 Petra is of major historic significance as wells belnga place of great beauty 3. Studying history helps us to understand the past. Furthermore, tan help our understanding of the present 4 Aechaeoogieal exaationsoftentake along time to complete Whats more they car be very expensive. ber 1 Museums need extensive funding for research and preserving objets. Furthermore, money is required to eahibit the ‘objects properly and safely. ‘Museums ned extensive funding for research ae preserving objects. Moreover, money isrequreé to exhibit the objects, propely and safely Machu Picchu is Pers most important ancient monument It Isalso one ofthe new seven wonder ofthe weld. ‘Machu Picchu is Pers most important ancient monument as elas beng one of the new seven wonders ofthe world “The Hermitage Museum in St Petersburg has over three nilion objects which visitors anamire What more, the collection can be seenion the museums website. “The Hermitage Museum in St. Petersburg has over three milion objects which vistors canadmi. In addtion the collection an be seen on the museums webst.WRITING Museums ppas-9 AIMS ‘The aim ofthis section is to help students to improve their academic writing by checking their work for content and logical organization. LEAD IN + Ase = What isthe topic ofthis section? (museums) ~ What museums have you been to? + Pat the names of some museums onthe board, ¢, the Louvre (Paris) the Hermitage (St.Petersburg), the British Museum (London), the Egyptian Museum (Cairo). # Ask = Do you know these museums? ~ Has anyone visited them? «+ Ifany students have been, ask them to desribe what they saw and wht they thought about the museum. PROCEDURE 1 Tall students to read the Study Skill, Explain that in academic waiting (and particularly for exam essay) itis important fr students to ensue that they have included all the necessary points and that the points are organized and linked in 8 logical manner. Students read the instructions and complete the task. Elicit the answers from the class. 2 Students read the instructions and complete the task individually. Put students in pairs or small groups to compare their answers. Elicit the answers from the clas. [Pb 3 Students read the instructions and work in pairs to decide on th irrelevant sentence, Hlcit answers from the class. If students have different ideas, ask them to explain why they think their choice of sentence i correct. D> Writing an evaluation essay pas 4 Put students into pairs or small groups to brainstorm ideas for the essay The role ot historic sites. Blicit ideas and write them on the boaed. Students read the instructions. Tell them to decide what the purpose of the essay is (to evaluate). Ask students what thesis statement should contain (see Study Skill p32) Students write the introductory paragraph. This could beset for homework. [nba 5 Students read the instructions. Students discuss the information in pars. licit answers from the class. [>> 6 Students rea the instructions and complete the task individually. If necessary, brainstorm with the whole class for examples. Students write the two paregraphs 7 Students read the instructions and complete the task individually. Remind students to write ther essays double-spaced to make correction easier. 8 Students rea the instructions. Students check their work for purpose, content, and organization, 8) EXTENSION ACTIVITY Students should exchange their sys wih partner Tl students took for and mark errors in = verb tenses | = prepositions = missing words Students work in pairs and explain the errors they have found to their partners Youmay want to askstadents to writea second daft ofthe esa incorporating the corrections. 2 Yes, but accept an! answer if student an justi ber Paragraph: 1 yes 2 yes 3 yes ParagaphC yes Dyes 3 yes Des Possible answers Paragaph Thenumber of gold objects foundinthe tomb nas extremely inpresv Pargrph There shoul bea tent describing enh eject and is orgs. bea Model answer This say wl describe terol of historic sites in todeys sect twill describe the beefs hese sts bing through cucation and tourism bes 114 fan day out forte fay 2.23 visitors take many photographs to show ther frends ps Model answer Historie ste have an important oein teaching us how ancient people both worked and lived. For example, by visting Baalbeke InJordan, one can see what a Romancity centre looked ike Furthermore, other historic sites show us how ancient technologies were used to make too pottery and jewelery. t {simuch easier for children to understand their country's story if they can se the stesrther hans read about them. n some places replicashave been bul for example, pottery ks, So tat children can make pots for temselves using the ancient ‘technology. Whats more, wecan sti lear alt from these sites and technologies. For example, nobody has completely Solved the engineering mystery of how the ancien Eyptians builthe pyramids. This is something we still have to learn, The second major beeftofhstoristes isthe fac that they encourage tourism. For example, mre than 500,00 people vist Machu Picchu every year Morecer, these visitors ring ‘over S4Gm nto the county every yer. The money i generated because visitors ned to spend on accommodation transport, and fod, Consequently the econo ofthe area around an Historic site benefits from increased employment, series, and ‘Sales, as does the national economy. further benefits that thes visitors leave knowing more about the country’ history and with a greater understanding of cute. Inconceson tis clear that hstricstes have an important role ‘oplay ina county interms of eduating that country own Population, as wells teaching vistors about its story and ‘ture. These sites havean equally important rele in improving thelocal and national economy a sult f tout spending, Unit 6 * Conserving the past 39VOCABULARY DEVELOPMENT Collocations (2) pso AIMS. ‘The aim of this section is to make students aware of collocations, that is, those ‘groups of words that frequently appear together. Recognizing and using ‘common collocetions will help stadents to read more quickly and to produce more natural-sounding written work. LEAD IN * Ask: = What sa collocation? (See Teachers Guide p22) — How are collocations formed? (See Teacher's Guide p22) PROCEDURE T Students read the Study lil and the instructions. Stadents work in pairs to identity the collocations. licit answers from the class. [PP 2 Stadents read the instructions and complete the tas, working individually. Put students into pairs to compare answers. PP 3 Students read the instructions and complete the task individually. Remind students that they should always read the example sentences of words they are looking up ina dictionary. These aften show collocations. Students compare their answers in pars or small groups. Check answers with the whole cas. > 4 Students read the instructions and complete the task Blicit the answers from the dass. DA Tal students to use thir dictionaries to find out how collocations ate written Some are two separate words and some are hyphenated. 5 Students read th instructions and complet the task working individually. Check the answers with the whole class. PS 40 Unit 6 + Conserving the past VOCABULARY DEVELOPMENT Answer key ps0 i damaged extensively destroyed completely, search methodically >> 1 The students listened attentivelyto De Potter’ lecture onthe excavations at eptis Magna. 2 Durknowiedge of how acient prope lived has improved enormously withthe use of new technology suchas Global Positioning Systems GPS) 3 Tpefrenterseum send idan cased exersve image 4 Thisessay wil concentrate mainly on the events of August 170. 5, The scientific methods wed in archaeology today contrast sharply with the methods uid the I9th century. > 1 fettstrongy 2 renember correctly 3 expanded significantly 4 dicovered by chance 5 benefitenoimously 6 describe precisely boa ications ae often carrie out by ihly-ulfid tears of archaeologists helped by local volurteesor workers. Although the ‘work soften painstakingly sion, ian produce fascinating rests. bps 1 cautiously optimistic 2 clearly iustrated 3 fully-equipped 4 actively encouraged 5 widely salable 6 farther complicatedREVIEW ps AIMS ‘The aims ofthis section are to give students further practice inthe skils learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English PROCEDURE 1 Students read the instructions and complete the task Pu students into pais to discuss the answers. Check the answers with the whole clas, PB 2 Students read the instructions and complete the task working in pairs. Copy the table onto the board. Asksome students to come up and write in the collocations from the text. [Db2 3 Students rad the instructions and complete the task, working in pairs. Discuss theanswers with the whole class. DB 4 Students ead the instructions and complete the task. You may wish o set this caercise for homework. Pb REVIEW Answerkey br ‘The majestic ruins ofthe ancient city of Sabratha le about ‘0len west ofTpol the capitl of bya, They are the high point of any vst to that country. Ieisthought thatthe orignal settlement started inthe ath century BCE However, by the second century BCE, Sabratha was a thriving cy ts success was based on trade north across the Mediterranean and south into Africafor animals and iar. Inthe ist century CE: there was violent earthquake. (a) Asa result, many buildings wer destroyed and the city had tobe rebuilt nthe 200 yeas which followed thecity expanded steal and became nceasrly wecly() Whats more, it became an important reponal centre. Howver, when sufered another earthquake n 363 C, the bultings smplycallapzed (b) “This was because they had baen bul of very soft sandstone Tistime the city never really recovered It was occupied by ‘aris armies uti twas abandoned in the Bth century CE it as discovered in the 20th century CEby archaeologist. ince ‘then some ofthe maorbullgs such asthe theatre have been reconstructed and many pieces of arwork have been Uncovered, (4) These include magnificent mosaics and statues. These canbe Seen inthe eitby museum. pe adjective + nour: majestic ruins, ancient cy, crignal Settiement,teving ty volent ethquate, major buildings adverb + adjective increasingly melt verb adverb: expanded steady Des 1 to givea (brief) description of Mach Pichu /to describe Machu Pech 2 n0=no reference to 3.2 relgius/ltual~ possible? 3 yes 4 notall >a “This ey wl give a brief description ofthe Inca city of Machu Picchu im modern day Peru. It wil argue that this ancent city ‘one ofthe most important archaeological sts in South America, “Machu Plechu isa ct located high up inthe Andes mountains in Peru. elon dneredily beseiatlcstion (2) It as built between 1460 and 1470 CE by an rca. HRisunitely that tad any military or comercial functions because twas built o high up and ina arly inaccessible place ‘What s more, theres no archaeclogeal or writen evidence ‘hate as an admiisvatve cote. Ri, therefore, more likely ‘that ithad some religious or cultul function.) ‘There are about 200 buildings at Micha Picchu, includ houses, storage structures, temples, and ather public buildings. (3) tis clear that they wer planned and constructed ith great cre and precision. The blings ae made ofan extremely hard stone, yet they ft ontop of one anther Brey. nia they spare tt rsimpasbleta pt a tin kif blade between the tones. Ths feat of construction has ed archaolegss to speculate about the typeof tools hich could have been used to cut te stone so perfectly Unit 6 + Conserving the past 417 Wonders of the modern world READING SKILLS. How to make reading easier (I), (2), and (3) VOCABULARY DEVELOPMENT Suffixes RESEARCH Avoiding plagiarism (2) LANGUAGE FOR WRITING Verbs for reporting another writer's ideas WRITING SKILLS. Summarizing + Writing a summary READING Feats of engineering ppsz-53 AIMS The sim of this section isto make reading easier for students by helping them to deal with unknown words, complex sentences, and referents. LEAD IN ‘+ Focus students attention on the page. Ask students to identify the skill READING, and the topic (Feats of engineering. Blicit the meaning ofthe title (something, that demands great engineering skis) by drawing students'attention to the pictures. PROCEDURE 1 Students iead the instructions. Give students two minutes to discuss the answers in pairs or small groups. Elicit answers from the cass. Det 2 Students read the instructions, Give students 30 seconds to complet the task. Flicit the answers. [bP 3 Students read the instructions. Give the students three minutes to complete the task. Students compare answers in pairs. Elicit the answers. PPS 4 Students read the instructions and complete the task. Students compare answers in pairs. [ha 5 Students read the study Skill, Students read the instructions and complete the task individually Stadents compare answers in pairs Elicit the answers. eS 6 Students read the Study Skil Students read the instructions and complete the tack individually Students compare answers in pairs. Ask some students to tll the class their answers. 6 7 Students read the instructions and complet the task individually, Students compare answers in paits. Get three students to write the answers on the board, DPT pas 42 Unit7 + Wonders of the modem world READING Answer key pps:-s4 1 students’ own answers. D2 towers, abrdge a dam >p3 1 inthe city of Kuala Lumpur in Milas _2-4S2metres 32001 4 TROyeare 5 Parana 6 SOmllon tone bea 1 They have 1800 square metres of office space on eer floor, shopping centre, concer all double-decker lis, glass and tel sushades, ‘The Muslim culture of Malaysia {yas bul to releve the ct’ congestion problems, Itisthe workshighest bridge, over 340m, and breathtakingly beautiful Its supported by seven concrete ad steel pillars which ise into seven graceful ples which can withstand extreme esc and meteorological conditions. In1985it produced 78% of the energy neds of Paraguay and 28% of Bails needs, breaking previous records for energy production, 6 Theamountof iron and steel ued was equivalent to over 300 Eifel Tones the volume of concrete needed was equal to 210 football tadums, the curse ofthe seventh biggest river ‘nthe world was changed, and 50 milion tos of earth and rock were removed. Des Inaugurated: verb (ast participle). opened slender: adjective thin joint: adjective shared or owned y two or more people course: noun, rete or direction pes 1 Itisanimpossble taskto select the most amazing wonders ‘ofthe modern wold snc every year more wonderful. Constructions appeu. 2 The Petronas Towers wae the tales buildings inthe world iwhen they were inaugurated in 959. Constructed of high-strength concrete, the bulding provides around 1800 square metres of ofc space on eet lor, and includes shopping centre and a concert hall atthe base. 4 Described as one ofthe most breathtakingly beautiful bridges Inthe wold twas bul to relive the ty’ congestion problems caused by traffic passing from Paris enroute to Barcelona, in Spin. 5 Thebridgei concrete and stel pilars ‘which ie into seven graceful pons 6 1n1995it produced 7% of Paraguay’ and 25% of Bani ene needs breaking previous records ir energy producto.Islands in the sun ps4 LEAD IN © Write the title ofthe page (Islands in the sun) on the board. Ask: — What is an island? (land surrounded by water) — What islands have you visited? PROCEDURE 8 Students ead the instructions. Students discuss the answers in pars or in small groups. Elicit the answers. bb 9 Students read the instructions. Give students two minutes to complet the task. Elicit the answers. D3 10 Students read the instructions and complete the task individually. Elicit the answers and ask students to corzect the false statements. P10 TH Students read the Study Sil Students complete the task in pairs or in small groups. Ask some students to tell the class their answers. (bb >>7 1 itis an imposible aso select the most amazing wonders ‘ofthe mace word incelevery year more wonderful ‘constructions appear 21 The bridge is supported by seven concrete and stet pilars {whicH rise into seven graceful pylens. 4 Bese bythe Btn seitet Norman Foster and ‘constructed by a French company twas bul to withstand ‘he most extreme seismic and meteorlogical conditions and is guranteed for 120 years! pps Possible answers 1 oli ightouses, sea walls 2 ta search for olla, to war shi of coastline rocks, to protect the coast rom erosion >>o 1 the Palm lands, the Worl lands 2 building of artifical stands 3, Dobai inthe United Arab Eirates (UAE) >>10 1 The 2 False the wateris not very deep) aN 4 Tue SNS 6 False (tlle larger than the cy of aris) >on They 3): the Palm sands Ths [line 16 the age crescent shape, mide from rocks and ‘and which protects the ands Ie(ine 2k the fat that al the use: were sold within thre dys ‘tine 30) the construction of Palm Deira These ine 3) the feces ~ aris, shopping malls spots facies and cubs Unit 7 * Wonders of the modern world 43VOCABULARY DEVELOPMENT Word-building (1) pss AIMS ‘The aim of this section is to make students aware of common suffixes. ‘Recognizing suffixes will help students to read more quickly and will increase their vocabulary. LEAD IN * Dictate these words to the students: describe, description, descriptive, descriptively * Elicit what these words are (diferent parts of speech of the same word — verb, noun, adjective, and adverb). Elicit how the words differ from each other (Cifferent suffixes or endings) PROCEDURE 1 students read the Study Sil Stadents read the instructions and complete the task individually. Ask some students to write the answers on the boar. Ask students to identify the suffix. [DPA 2 Students read the instructions and complete the tsk individually. Stents compare answers with a painer. Point out to the tadents that in some cases there i more than one possible answer for one prt of speech. Ask some students to write the answers on the board with the word tes. Make sure the students pronounce the word with the corec stress = von aleve wer Trahee nase saa anataly Inayet (nent Cnicontset | injontet decide deen tae Gnd decsnoess ‘eheoica | echo cca ‘contri ectnomy ‘econdmic it inition ine intl inte indie invent ine as odie product prodve prodtly prodfction prdduce +i st (elses Cilsighcant | (npg there tiny theta thecal théorist 3 Students read the instructions and complete the task individually. Students ‘compare answers in pairs. Elicit the answers. [PE 4 Students read the instrctions and complete the tsk individually Students compare answers in pairs Eli the answers. Db EXTENSION ACTIVITY Students choose five words from their field of study and find the parts of speech. They mark the stress and then present them to the class, 44 Unit7 + Wonders of the modem world VOCABULARY DEVELOPMENT Answer key pss br addition noun impressive adjective archaeologist noun innovative adjective artificial adjective remariable adjective breathtakingly adver> residential adjective conclusion noun Seismic adjective efficiently adverd ‘expensively adverb ‘experiment noun bes sucessfully adverb unnecessary adverb 1 alysis 2 consistently 3 decision 4 economics 8 (esgnificanty 9 theory pea 1 inaugurated 2 innovative 5 installed 4 length 5. exceptionally 6 impresiveRESEARCH Crediting sources (1) pss AIMS ‘The aims ofthis section are to raise students’ awareness of th crediting sources. LEAD IN Ask = Where do you find the information you need for your studies? (in books, encyclopaedias, journals, on the Internet) ~ IF you use information from such sources, what must you do to avoid plagiarism? (credit the source/acknowledge the source) PROCEDURE ‘Tell students to read the Study Skill Students read the instructions and complete the task individually. Students compare answers in pairs. Give the students plenty of time to check their answers. Ask a student to write the answers on the board. (pb BACKGROUND INFORMATION ‘The APA (American Psychological Association) style has been used throughout this book for crediting sources as itis the preferred style in many universities for social sciences. However, itis only one example style and you may wish to ask. students to do the task in their department’ style. Whichever style is used, students must pay great attention to detail including the order and punctuation, and if they are writing their work electronically, spacing and the use of italics. RESEARCH Answerkey >>I ‘Matache, A. (2005) uling i Challenging Environments, Canberra: Wesford University res. ‘Shen | 2004), The cost of contruction. The Jounal of General Structural Engineering, 4,456. ‘Smallridge, J Araifical ands Retrieved September 4, 2006, from http//ww/lidmanacs/slandmanagerent/ Unit7 » Wonders of the modern world 45LANGUAGE FOR WRITING Verbs for reporting another writer's ideas ss AIMS ‘The aim of this section is help students to recognize and use fixed phrases and linking words that are commonly used in academic writing LEAD IN. Aslestadentsto think of some verbs which are weed in reported speech, apart from say and tell Write thes verbs on the board and check tat students understand their diferencs in meaning. PROCEDURE 1 Stents read the instructions. Students work indivully and compare answers wvith a partner D1 2. Students read the Rules and the instructions. Tell students that more then one answer may be possible. Stadents work individually and then discuss their answers in pars or in small groups lic he diferent possible answers. De 46 Unit7 + Wonders of the modem world LANGUAGE FOR WRITING Answer key ps6 cS Intact om he west wonderoftheworldcom the rte resents thee diferent stctures ht earns should Be coneed wonder ofthe roder world. These ee Structures tae Beenbltn feet ares of the wor or ‘er aire purpose, bral ire are aig forte inovtve ein enya se Te ator tess theetonsTovers n Malaysia Tse in towers were the Iighestnthe worl when they wee ult, dainting te cy of le ump The secon corsucton chosen the Mia genre. Tew exes hat ths bridge masbitto redic thera robles inthe oy bu bee ct taut ths become tart attacton al The td onstriction the fp Oo naga. Ts huge dam vas builtonthe river between Pargusy and ran ands sed to ‘provide water for an enormous hycroelectric power plant. be? The st wonders isn atic hich) describes the fil lads nth UAE. Teen for he webte onesofteword on (2) eges/lime tt the am tlds eon of he nonders Fhe mse ver The wer 3) describes/explains how these islands were constructed and Why ty wert Terese threads bing contrite inthesenfom sand and el, Exc one wl hve ost traction ss nels nse scommodtion The shor (Wclaima/btieves/agues tat tsetse ro esto edereureeieWRITING Tunnels and buildings pps7-ss AIMS ‘The aim of this section isto give students practice in suramaiaing, from ‘complex sentences to simple ones, from paragraphs to one or two sentences, and from texts to short summaries. LEAD IN * Dictate or write the following sentence on the board: ‘The climatic conditions in the United Kingdom are the objec ofa great deal of discussion and are commonly the most talked about subject when people, who may ‘or may not know each other, meet. * Ase ~ Can you simplify this sentence into one main idea? (People in the UK talk about the weather.) PROCEDURE 1 Students rad the instructions and complete the task individually, Stadents compare answers in pairs. Elicit the answers. Ask why the other answers are incorrect (they omit important information). 1 2 Tal students to read the Study Skill. Students read the instructions and complete the task individually. Remind students to only underline the essential information. Students compare answers with a partner. Elicit the answers. [BB 3 Students read the instructions and complete the task individually Ask some students to read their answers aloud, Choose two or three and write them on the board. Ask the class to vote on which one is best. If they disagree, ask them to explain why. D> 4 Students read the instructions and complete the task i answers. Da 5 Students read the instructions and organize the ideas. Encourage students to compare their answers. Students write their sentences individually and compate ther answers Ask some student to read their answers aloud. Choase two oF thee and write them on the board. Ask the clas to vote on which one is bes. If they disagree, ak them to explain why. [DS 6 Students read the instructions and complete the task. Encourage the students to underline the main ideas inthe text. 6 lividually Plict the Writing a summary ps8 7 Students read the instructions and complete the task individually (97 EXTENSION ACTIVITY ‘Ask the students to write a summary of a text from their own field of study. Remind them to use words and phrases from the Language for Weiting section, WRITING Answer key ppst-sa >>1 ib 2a 3b per Possible answers ‘8 Many counties nthe weld hae growing population, andin Some counties the population is eeasing by ss much 500 et cent every decade Ths population expansion results nan ‘cease inthe demand for housing and cuss overcrowding, 8 One ofthe ost notetle enone many of ns large capt ties thee inreasrl efficient public transport systems These encourage people oleae thee paivatly-owned vehicles at home. Hiss buleings re ow coneninoubigcties These slycaprs ae seen sa solution the shortage aatoble land because by but vertically her tan frzotaly, more commen canbe obtained ra the ae sac ae. pes Medel answers {The nrasing population in many counties inthe world Causes risen demand fr accomadation and cases overronding B Anetfctve public transport network results in decreased use of private cars mary capita cities C Sloscrapers can solve the probiemofa shortage of land fc howing rea Possible answers Duetoan merase in tfc betwee te varius lands which Tak up joa, and predictions ofa cortning growth train travel ara funa as Blt to connethe sands of Honshu and Holdaida The San Tannin Japan stoday the longest tay tumelinthe word witha lego aes $4hm Wen te tue vas opened in 988, .Howeve newer apeese lt rains ave never sed he tum because ofthe ct ofextecing the igh speed ine trough. Ths combined with fallin the cast of fling, tunel isn wed es muchas forecasted predicted PPS Model answer The longest alway tunnel inthe word lnk the sands of Honshu and Holdado in apan. This Stk tunel was inaugurated in 1988 to deal ith the predicted increase inal traffic However the fallin the cost olin and the fat that, highspeed trains cannot use the tune have reuted inthe ‘tunnel being es widely wed than expected D>6 possible answers The Sydney Opera House is one ofthe most fous architectural wonders of the modern werl Instant recognizable both forts roof sels and is impressive location n Syne, Harbour, thi age performing arts centre was started in 1959 and {Completed in197.. The Opera House includes five theatres ive rehearsal studios, two mai alls four restaurants, st bars, an sever shops. =Itwas enpectedto cost $7 milo, bt in fat, the final cost was $102 milion was incuguated by Queen Elzabethl on 2th October. D> Model answer The Sydney Opera House, which has ben described as one of the wonders ofthe moder word is ocated in Sydney, Australia. Designed the Oanish architec, Jom ito, this large performing arts centr with numerous theatres, restaurants, and other ‘aclites tock fourteen years to build: cos of over S100 milion dollars ts cared tha the high cost of construction was due to acvese eather concitions dificult encountered with ‘the desig, and problems with the conract. Expected to have been competed by 1963 twas nally naugurated by Queen Elizabeth lin 273 ata ceremony which wastelevsed to milions of viewers, (106 wor) Unit7 + Wonders of the modern world 47REVIEW ps9 AIMS ‘The aims ofthis section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English, PROCEDURE 1 Students reed the instructions and complete the task individually. Students compare answers in pair. Elicit the answers. [DB 2 students read the instructions You may wish to refer students bac tothe Study Skill on p53. Ask some ofthe students to write their answers on the board. Encourage students to mark the word stress. Check that they know that debrisis an uncountable noun, (pea 3 Students read the instructions and complete the task. Elicit the answer. [DB 4 Students read the instructions. They complete the task individually and then compare answers in pairs. DB 5 Students read the instructions. Remind students to identify the main ideas, to organize thes logical and to use their own words, Students complete the task individually, Ask one o two students to read out their summaries. Write some on the board and ask the class to vote on the best one, [DBs 6 Elicit from students some suffixes for the parts of speech (see Study Skill p55). Students read the instructions and complet the tak. Remind students to mark the stress. DFS EXTENSION ACTIVITY Auk th dents ti thes hey ave ear and practised in his nt For example calng with unknown words complex sentences and referents word balding sullxes = treiting sours Feporting another writer’ words Sina Put students int small groups to discuss how they cull apply these sil to their academic studies. ore 7 aa 48. Unit7 ~ Wonders of the modern world REVIEW Answerkey cs 1 apace station built to show tat people could spend long periods of time in space and to observe the solar system 2 from 19731019753 missions 5 sustained severe damage but thi was repaired 4 medial experiments investigations int graitational eects, andsolarobserations 5 aospheric changes caused itt rash-landin1979, inet jeans fe ene ey ee ete |eomendntntes reo [Sopee sera ee fie (seto ons in Rees oaiens | gravitational | adjective connected to gravity. }d2bris ——|noun pieces of something that has eee ves 1 Helped by ground control, the cw managed to rep this damage curing spaceval, andthe mission continued. 2 Intotal there wore tree Skylab missions between 1973 and 1975, during which time many sentfic studies were cared out 3 ltcrash-anded in Austrlia in 979, spreading its debris over a large area Dea Tele 2. Skylab which (ne). observations i line) Skylab These (line scientific statis its (ine): Slabs Drs Model answer ‘Skylab wasa space station which vas launched in 197 to enable ‘Scientists to carry out exprimentsinspace After tree mission, Skylab was left obiting in space, but icresed onto ‘theEarthin 973 bes verb eompltte iter obit prbot poven = = eclanea ic | scenically aucedad | sucetss sueetsful —[secBsfully8 Olympic business READING SKILLS Making notes RESEARCH Avoiding plagiarism (3) and (4) LANGUAGE FOR WRITING Expressing contrast WRITING SKILLS Process writing * Writing a discursive essay VOCABULARY DEVELOPMENT Synonyms and antonyms READING The Olympic Games ppso-61 AIMS ‘The aims ofthis section are to make students aware of different ways of making notes, and to give them practice in using these different ways. LEAD IN © Focus students’ attention om the page. Ask students to identify the skill READING, ‘and the topic (The Olympic Games). Ask: = Which cities heve held the Olympic Games recently? (Sydney, Athens) = Where will the next Games be held? PROCEDURE T students read the instructions. Students discuss answers in pairs or small groups for three minutes. Elicit answers from the cass. DB 2 Students read the instructions. Give students two minutes to complete the task, li the answers. P32 3 Students read the instructions and compare answers in pairs. D3 4 Students read the instructions Give the students three minutes to complete the task Students compare their answers in pairs. Elicit the answers. Db 5. Stacents read the instructions and complete the tsk individually. Students compare answers in pis. Copy the diagram onto the board and ask some students to complete the diagram. DS 6 Students read the instructions and complete the task individually Students compare answers in pais lice the answers. Students then rea the Study Sil Encourage dscusion of the diferent ways of making notes. D6 Two Olympic bids ps2 7 Stacients rad the instructions and complete the task individually. Give students ‘wo minutes. Students compare answers in pairs licit the answers. [PPT 8 Students read the instructions. Students do the task individually and compate answers in pars. Draw the tabie onthe board, Ask one or to students to complete the table Rochtey Woodville overall budget 35 billion 32 capital costs 0m 700m. operating oss 1sbilion 14billon ‘wanspor upgrade 700m. 00m ‘overheads & unexpected costs 650m 500m, goverment funding 16 bilien 200m regional funding 360m 200m ty funding ‘wom 800m TV rights 750m 900m ticet sles 180m 300m sponsership 00m 100 9 Students ead the instructions. Students discuss their answers in pairs or small, ‘groups. Elicit the answers. [Db 9) READING Answerkey pp60-1 ca 1 Therings represent the five continents inthe world. 2-4 Students own answers. br 16 2F 3A 4cD.e 5B bps Tie 3a 4h Sb 6d 7) 8k 9c 1g UF pea 1 tourists and students 2 sponsors averting eur and T/boasing if 3 Ther lives could be disrupted because of the large numbers of visitors and increased tans. bps ‘Advantages: wrld>7 They at all mals giving financial information about abi for hosting the Winter Olympic Games. Deo Possible answers 1 Wocehile predicts lower overheads and operating costs. It vl have less funding from the goverment and region, but ‘much more from the city. talso expects more money from ‘TV rights and ticket sales, and much ess fom sponsorship. 2 Rockey bid seems more rai t would be beter fo have more funding from the goverment and frm Sponsorship rather than rom the cy. Woodville’ ticket ales seem rather optimistic. Unit 8 » Olympic business 49RESEARCH Crediting sources (2) pes AIMS ‘The aim ofthis section is to give students practice in acknowledging/crediting sources and in using direct and indirect quotations. LEAD IN # Aske = Whats plagiarism? (see Study Skill on p14) — How can you avoid plagiarism? (by rephrasing, or crediting sources) PROCEDURE 1 Students read the Study kil. IFyour university has ase style for references, this section may be omitted and work on the department's own style ean replace it Students read the instructions and complete the task individwally. Stadents compare answers in pairs. Elicit the answers. (DB 2 Students read the instructions and complete the task individually. Students compare answers in pairs. Blicit the answers. D2 3 ‘Tal students to read the Study Sill. Students read the instructions and complete the task individually. Students compare answers in pairs. Ask students to write the answers on the board, BB 50 Unit 8 + Olympic business RESEARCH Answerkey 6s >I (atache, 2005 (Sinden, 2004.47 por 1 Viaggeg 2 (006) 3 52) >ps 2 Kill 200) cans, “hosing lage ever wl eves the hasty with geil (6. 3 ASLI Chung wrote (999), "the epportnty fr development ‘s considerable (7), 4 Neal (200) si transport upgades ae inevitable (268)LANGUAGE FOR WRITING Expressing contrast pss AIMS ‘The aim of this section i to help students to recognize and use fixed phrases and linking words that are commonly used in academic writing. PROCEDURE ‘Students read the instructions. Students work individually and compare answers in pairs. (Pb Students read the Rules. [NB Tell the students that some of the words and phrases of contrast (despite, in spiteof although, even though) can come in the middle of the sentence, Students read the instructions and complete the task. Blicit the answers from the clas. [DD ‘Students read the instructions and complete the task individually. Students ‘compare answers in pairs, Blicit answers and draw students’ attention to the punctuation. [ba LANGUAGE FOR WRITING Answerkey pss >I 1 Howerr there are csadvantagest oldng the Games 2 although thre re adreeagesto ling the Olympic Gare ts geal agreed that thehost cy gins evel interns of mrovemens nalts nd atucure v2 Td 2 3a 4b Ds 1 ito it costs huge amount of mney to fund the amex may eis compete to ol them 2 espe the Olyple Organi Contes ang alarge eur of mone ound the are hig debs eae fer the Games 4, Themajry ofthe popaltion wei fvourofestng the vet Nevertieles here wos ppaton ete tax 4 Insite of aling considerable sur of money trough adyertiag the football ub did not have suffice finds to fanstict new stam 5 The team fad not played together ovr lang However, they won the game Even though the event wa broadest on national lesion, tenper eto he popultion were unaware twas taling place Unit 8 - Olympic business stWRITING A permanent site for the Olympics pss AIMS ‘The aim of this section isto give students practice in writing from notes, including quotations in their writing, and following the whole process of writing as covered in Units ~7. LEAD IN © Aske ~ Where were the frst Olympics held? (Greece) Where are they held now? (diferent countries in the world) PROCEDURE 1 Students read the instructions. Refer students to the Study kills on p25 and p61 Elicit or give one example (e.g, impossible to choose one city) and write ton the board. Students do the task in pairs or small groups. Elicit the answers. Write the suggestions on the board in no particular order. Ask students to recall what a thesis statement is (see Study Sill on 32). Students do the task in pairs or small groups. Ask some students to read their answers aloud. Choose two or three and write them on the board. Ask the class to vote on which one is best. If they disagree, ask them to explain why. Refer the students to their suggestions on the board. Blict how the notes could be organized (arguments for and against). Refer students to the Study Skill on pA, Students do the task in pairs or small groups. Elicit answers 2 Students read the instructions and do the task individually. Ask some students ‘quotations they have chosen, Writing a discursive essay pss 3 Students read the instructions. Ask students to recall what goes into an introduction, body paregraphs, and the conclasion. Refer them tothe Study ‘kills on p32, p16, and p33. Students do the task individually. p> 4 Stacents read the instructions. Refer them to the Study Skills on pages 33,48, 9, and 11 if necessary. Students do the tsk individually, or as peer correction (see ‘Teacher's Guide p2). (64! 5 Students read the instructions and do the tak individually Students read the Study Skill. 52 Unit 8 » Olympic business WRITING Answerkey pss vias >> Possible ideas Financia: costs less money to havea permanent steno expensive bidding process ever four years Facies: can be constantly improved on Unfair pressure onthe inhabitants ofthe place where the ‘Games are permanently held Unf inancial advantages to one city Impossible to choose one city Important to have Games in diferent countries and continents sothat variety of places share prestige Signiicence ‘Model thesis statements ‘The Olympic Games are helé ever four years ina diferent host iy. This esay wil put forward arguments why the Games should hav a permanent sit The Olympic Games are held eer four years na diferent hast ty. Thisesay wil explain why it's important that efferent ‘counties should host the Games each time Possible arguments For. cost ess money tohave permanent sit, no expensive bidding process every four yea, acti can be constantly improved on, ‘Agint:unflr pressure onthe inhabitant of oe city, unit financial advantages for one cit, impossble to choose one ity variety of places share significance and prestige. br Students own answers. Des Student? own answers. Dea Students own answers, bs ‘Student’ own answersVOCABULARY DEVELOPMENT Synonyms pes AIMS ‘The aim of this section is to make students aware of synonyms and antonyms and the different contexts in which they can or cannot be used. LEAD IN ‘© Write these sentences on the board. Ask: ~ Are the underlined words correct in these sentences? If no, why not? a The department is planning to have a meeting on Monday. bb The department is planning to hold a meeting on Monday. © The students have exams at the end of each term. dd The students hold exams at the end of each term. ‘Elicit from the students that d is not correct asthe context is wrong. PROCEDURE 1 Students read the Study Skill. Students read the instructions and complete the task individually. Elicit the answers. (D1 2 Students read the instructions and complete the task individually. Students compare answers in pairs. Elicit the answers. [P= Antonyms 6 LEAD IN * Dictate these words tothe students: light old hard Ask the students to write the opposites of the words light 4 datksheavy ald # new/erodern shard # easyhstt * Ask = Whar do you notice about these opposite words (sometimes a word has more than one opposite) 3 Students read the Study Sil, Students read the instructions and complet the task individually. Students compare answers in pais. Elicit the answers. DP 4 Students read the instructions and complete the task individually, Students compare answers in pats. lit the answers. Pe EXTENSION ACTIVITY Askstudents to find ynonyms and antonyms fom the eld of study and present them to the class. VOCABULARY DEVELOPMENT Answer key ss cI 14 The footballer gained over one milion eurs lst yar. 2 The student borrowed the Finaneeto fund his studies, 3b The winner inereesed his arm to saute the spectators. pr 1 sponsor 2 raised 3 gin 4 increased / sen 5 eam 6 supported Dp Trormal Deven Seok 4 alght boa blurt’ 2dull 3Compulsory 4pid Sloud Ghard Unit 8 » Olympic business 3REVIEW per AIMS. ‘The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English REVIEW Answerkey po 1 Possible answers, VIL Diferert country each ime 12 Inpast in urope and Ames 13-2010 wilbeeld in Aca 2 [Winners of te World Cup PROCEDURE 1 Students read the instructions. Ask students to reall differen ways of making notes (mind map, linear notes, able). Students then complete the task individually Students compare answers in pars Elicit the answers. PP 2 Students read the instructions and complete the task individually. Refer students back to the Study hil on ps if necessary. You may wish to give the students some page numbers to add to their direct quotations as this would be the correct APA style, For example; Foster ~ p42, FIFA~ p81, Brown ~ pl. mr 3 Stucents read the insructions and complet the task individually. Aska student to write the answers on the bosrd, Students can rewrite the sources in their department’ style if preferced. (pba 4 Students read the instructions. Remind students to refer to the Rules on p64. Students do the task individually. Students compare answers in pars. Elicit the ‘answers. Remind the students about the punctuation. bb4 5 Students read the insructions. Students complete the task individually, Students ‘compare answers in pairs. lit the answers. PPS EXTENSION ACTIVITY Askthe students tit the sil they hav leant an practised inthis unit For = different ways of making notes = crediting sources writing from notes = ways of expressing contrast = Synonyms and antonyms Pat students into small groups to discuss how they could apply these skills to their academic studies 54 Unit 8 » Olympic business [country | Numberof times winner Bran ily Semany Argentina Uuguy [englae 31 First broadest n 195 3.2 Most popue sos event nV (more popu than the Olynpie Gamer) 33 s0bilion people watched the 2002 Worl up 34 Lbilion people watched the 2002 Word Cup fal 35 A100 hous of football trosdast on Tn 2002 bor The World Cup was ist broadcast on television ia 954 ends rom the most popular televised sporting event in the world. It has been reperted ta more spcators wath the even than he Obpic ‘Games’ (Foster, 197, p42), Theacience of the 2002 Word Cup Irlcin Korea Japan was estimated tobe alos bon. ‘According to FIFA (2006), the interrational governing body of football bill prple atcha fins match of ts tounarant (pl eoadeating ths vert eadtedin #100 fours of fotallon TV acroshe vord ley the Wold Gp matches tract huge audiences, bi even the dvs, which decide the drt of texmsinto outs ae wey veyed The 2006 Wel Cup dan wasas Brown 205} repated sen by 300 million people” (p."). > 22002 AFA Wel Cup TV Coverage Rete Nay, 2005, from wivuffacom/en/marketng oncept/ondex b Smale, £.C Hosting the Ol mpi What rma? Retired jana 2 206 fom hep /wvithejouraleFceontscom Faster 11M. (97), Watching sport events. furl of Teleised Evert, 232-48, d Brown, N. (2006) Football and television. International Review of Meta, 52-34 ES Pose answers 1 Despite vigoly met on onccasion the committee oganaed the evet very wel 2 Although the weather was very ha, the athlete broke the worirecerd 3 The ict forthe match were ery experiv Hweve they ver ailzld within few hou 4 inspect nese firth te cy vat not chose, 5 The chalman was appinted fo four ees, Nevertheless he reigned after simon bps 1a fine hosting 2a employ —_b rented 33 map b arrangements 42 complete busy9 Trends VOCABULARY DEVELOPMENT Prefixes READING Work ppss-69 AIMS ‘The aims ofthis section are to give stadents practice in interpreting visual information. LEAD IN + Focus students’ attention on the page. Ask students to identify the skill READING, and the topic (Wark) PROCEDURE 1 Students read the instructions. licit what is meant by sears (different types of ‘business activities). Students discuss the answers in pairs or small groups lor three minutes. Elicit answers from the class. D> BACKGROUND INFORMATION ‘The term ‘graphic’ has been used in this unit to include line graphs, bar chart, pie charts, and tables. Bar charts can also be referred to as bar graphs. 2 Students read the Study Skill. Then they read the instructions and complete the task individually Give students 30 seconds to complete the task. Elicit the answers. 2 3 Students read the instructions. Give the students three minutes to complete the task Students compare answers in pairs. Flicit the answers. (DPS) 4 students read the instructions, Encourage students to use their own words, not simply reed from the text Students complete the task individually and compare answers in pairs. [DP 5 Students read the instructions and complete the task individually. Students compare answers in pairs. licit the answers. DPS: Trends in education p70 6 Students read the instructions and complete the task individually. Give the Sudents one minute, Students compare answers in pir, Elicit the answers. vs BACKGROUND INFORMATION ‘The arts are subjects you study at school or university which are not scientific, such as language, literature, and history. 7 Students read the Study Skill. Students read the instructions and complete the task individually. Stucents compare answers with a partner. Elicit the answers. EXTENSION ACTIVITY For homework, ask the students to esearch on the Internet (see Study Skill on 23) asics about employment sectors inthe country. Students presen this {Information as a graph and write a description of it, READING SKILLS Understanding visual information: graphics + Interpreting data LANGUAGE FOR WRITING Language for describing graphs, charts, and statistics WRITING SKILLS Using graphs to present data + Writing a report using visual information READING Answer key pp60-10 pr Possible answers 1 education, industry health, services 204 Students own answers. per Figure3. 2 Figue2 3 Fgure1 bbs 1 Fig: the percentage of the global workforce inthe major secors in 2005 Fig 2: the sectors of lobal employment between 1995 and 2005 Fig. the percentage of Ibs inte serie sector between 1980 and 2002 2 They are diferent types of graphs and give diferent types of ata. 3. Thepercentage is almost the same. 4 Theseriees sector 5 thas sen tend but there mas sight fal in 196 doa 1 Wore machines were uses fewe people were needed 2 General the ruber of peopl enploedn indy as fan bu in some counties hasrsen sight. 3 Thelaest decease inthe rasnberof employees in ‘agree happened in South-East Asia creased by Lor og aeindelnten aed tenet ‘employment 4 Tresesteodiy uni the mines, when there nas sight drop deo arecsion ad the itontiued tore 5 Compute technology has changed way work done. Means of production distribution nd communication have allbeen altered. Des. 1 notinealy asmany 2 slight 3 considerably 4 Fivepercent 5 adecrease Dos Fer women: arts inboth years Former: infermatio technology in 2000-7001 and medicine & dentistry in 2006-2007 7 1 nesty/ustunder 2 twiceaemary 3 thesame 4 three-quarters 5 justover 6 just under/nearly Unit 9 » Trends 55LANGUAGE FOR WRITING Language for describing graphs, charts, and statistics ppr-n AIMS The aim of this section is help students recognize and use fixed phrases and linking words that are commonly used in academic writing. PROCEDURE 1 Students read instructions Refer students back tothe Study kil on pf to help them. Students work individually and compare answers in pairs. DP 2 Students read the instructions and complete the task individually. Students ‘compare answers in pairs. Ask one or two students to write the answers on the ‘board. You might wish to point out to students that plummet and plunge mean to fall suddenly and quickly from a high postion, and recket means to increase very suddenly and quickly. Da 3 Students read the instructions and complete the task individually. Students ‘compare answers in pairs. licit answers and ask stadents to note that tae word stress changes on decrease and increase depending on whether they are verbs ot nouns: toincrfase, an Fncreas, to decrtase, a déerease (Dea 4 Stadents read the instructions and complete the task individually. You may wish to ell students that a dramatic rise/fall is often a large change, bar the words ‘dramatic or dramatically also iexply an unexpected or sudden change. D4 5 Students read the instructions and complete the task in pairs or small groups. lcit the answers. [DS 6 Remind students that approximations are frequently used to interpret data in academic writing. Refer students back to the Study Skill on p70 ofthe Student's Book. Students read the instructions and do the task in pats or small groups. Blict the answers. [D6 7 Students read the instructions and complete the tak in pairs or small groups. Ask one or two students to waite the answers on the board. bb 8 Students read the instructions and complete the task individually. Students compare answers in pairs. Blicit the answers. Db 56 Unit 9 + Trends 1b Thebbar chart shows/ilusrate the numberof praduates ‘no werk in Fin diferent countries ofthe world. 2 Thelin grophshows/ilustrates the numberof students in ‘New Zealand between1990 and 2005, 3 The ple chart compares the pecentage of graduates ‘otkngin different sector. bea rise go up, soar increase, rocket, grow fall. plummet, deine go down, plunge, decrease stay thesame: level out, stabilize charge frequently: fluctuate peak reacha peak es substantial all aconsdereble increase slight drop. ‘noticeable decrease ‘amarial growth steady decline bea Alarge change raratialy/ramatic consderbly/considerble noticeably noticeable bes 2 Prices fell ubstantilly and then Ptented levelled out. 3. After el substantel/onsiderable rise there was a steady decine. 4 The value dropped and then levelled off for awhile before oar luctuting. pes LTOKot 2 Aquarter 3 90% of 4 Nearly two-thirds 347% Asmall slightly ight ‘marginally/marginl steadiy/tendy v7 Theda 2006-207 tava aren nas det gee oe 0 rs pel nese ‘jal tc unter of meng ree ionT08 9 2000 {GGustover On 2005, and rubs tucying Taw rose over ahead foe The am areas Te ntba otnensoeyreede deny Arpond{ 910 an ert subjng econ Hest elep snore bee Tate 30 4 Sty 6 fon 7%WRITING Population trends ppn-7 ‘AIMS ‘The aim of this section is to give students practice in describing non-textual information, LEAD IN 4 Weite the following words on the board: Ibyiood —middleage childhood adulthood ald age adolescence * Ask the students to put the words in order of age, Ask students which isthe biggest group in their country PROCEDURE 1 Students ead the instructions and complete the task in pairs or smal groups. Elicit the answers. (DB 2 Students read the instructions. Ask students to zeal the main types of graph and what they are used for (see Study Skill p68). Students do the task in pairs or ‘small groups, Elicit the answers. (b> 3 Students read the instructions and complete the tsk in pairs or small groups. Blt the answers. DB 4 Stadents read the Study Skil, Students read the instructions and complete the task individually Students compare their answers in pairs. D4 5 Students read the instructions and complete the task in pairs or small groups. Encourage the students to discuss each others’ graphs Elicit thelr answers, [DB Writing a report using visual information pn 6 Students read the instructions and complete the task individually. 7 students write ther report. Encourage the students to check their work for mistakes, or ask students to peer correct. EXTENSION ACTIVITY ‘Ask students to research the answers to exercise 1 ofthis section on the Internet (see Study Skill p23). Students write a report of the information they have found, presenting some of the data graphically. wri >>1 Students own answers >> Talinegoph apie chart Ba barchart >p3 ‘Students might want to choos from Tables 1-3, but the information Table 4s irelevan. IG Answerkey pon: pea Possible answers Table: abar chart showing al the dta/two pe chats for 2002 and 2025 Table/3: aba chart showing al the data /three pe charts by age group/four pe charts by region ‘Aline graphs not appropriate for any ofthis daa bes Student own answers, Unit 9 + Trends 37VOCABULARY DEVELOPMENT Word-building (2) ps | VOCABULARY DEVELOPMENT Answerkey 7 ESI AIMS Number ‘The aim of this section isto make students aware of common prefixes. Pere eeeee et rani ey. robangit ecogniaing how words ere formed wil help student fo ead moe quick and. | Maggies ts ga will icrease their vocabulary Sire iit et nici ico merooraisns LEADIN Ho-ep elmer «Dictate these word to the students: ee i ed sages ct react action reaction reactive reactivate feveg read ees preview © Ade Place ~ What do these word haven common: (all have the same stem or 0) subse subtitles ‘ner eg.nteratonal = How do they difer? (different prefixes and sufixes) ina eg itanet Sabstance PROCEDURE hydro-e4 hyhodlectic —_No- eg bechemistry 1 Students read the Study Sil. Students read the instructions and complete the piace martes task individually. Tel students there are no negative prefixes in this exercise >? Elicit the answers. [DI Negatives BACKGROUND INFORMATION pene es sd Prefixes canbe categorized under diferent general headings, This wll help 5 un eg unsuitable 6 trepilegble scudents understand and remember the meanings ofthe prefixes os 2 students read the instructions and complete the task individually. Students 1 nanosecond ‘compare answers with a partner Elicit the answer. [DB 2 sbnarne 3 Students reed the instructions and complete the task individually. Stadents 3 btelae campareentwere with £ facince Ect ec ease. BE 4 eho 6 bing EXTENSION ACTIVITY | Ask students to write dovn the meanings ofthe prefixes in exercise 1. For examples poly. = many/much pano-= one billionth 58 Unit 9 > TrendsREVIEW p75 AIMS ‘The aims ofthis section are to give students farther practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their academic studies in English, PROCEDURE 1 Students read the instructions. Encourage students to Jook atthe Language for Writing on pp71-72. Stadents complete the task individually. Students compare answers with a partner. Ask one or two students who have drawn different. fraphs to draw their graph on the board. “This exercise could be set for homework and the students could present their graphs on PowerPoint if this is available. EI 2 Students read the instructions. Encourage the students to look back at the ‘Language for Writing on pp7172. Students do the task individually and compare answers with a Partner. Ask one or two students to read out their answers tothe class. Students discuss which answer thy like best. DP 3 Students read the instructions and complete the task individually. Students ‘compare answers in pairs. Elicit the answers. [D3 4 Students read the Study Skill andthe instructions. Explain chat sometimes when a suffix is added to the stem, a letter (vowel) maybe lost, for example, taste: tasty Stadents complete the task individually. Students compere anowers in pairs Elicit answers and ask the students what part of speech the word is. (They should recognize this from the sux.) [Ba 5 Students read the instructions and complete the task individually. Focus students’ ttention on the example which uses the stem word, Not al the answers can use the sem word inthe definition. Encourage the students to use a dictionary if necessary. Blct the answers. (BBS EXTENSION ACTIVITY ‘Ask the students to ist the skis they ave learnt and practised inthis unit. For example “Snerpreting non-texua information sein go information Tor Patties in small groups to dscss how they could apply theses o their acsdemie studies. REVIEW Answerkey 7s >I ‘Model answer A#YG “ables: Graduate employment destinations from Woodie Univesity in 998 and 2004 in percentages >> del rover br chart shows the sectors of employment chosen by from Woodvle Uiversty Seen 1958 and 200.The gest decreases were nthe sectors fea here numbers ‘topped by around 50% The argstnaesse was in edcaton and research, which 2004 employed one in fur ofall aduaes. ‘Gthersectors which saa ise in popuity were heath and socal ‘wot the media and IT One inten of he graduates 12004 went into pubicservices Howeve there wasa substantial decrease n ‘the numbers employed in banking and insurance andi etal, and the percentage of gaduntes who worked manufacturing and contltancydedined sight. 3 preset 2 bilogam 3 illegal 4 retake 5 monolingual Dea 1 uncomfortable adjective 2 inaccurately adverb 3 reappearance noun 4 indistinguishable adjective 5 intercsciplinary adjective bes 2 wrongly interpreted 5 sranlated and written athe Bottom of the screen 4 elated to each other 5 constructed again 6 ery sal processor Unit9 + Trends 59READING SKILLS Dealing with longer texts (3) and (4) LANGUAGE FOR SPEAKING Language for presentations WRITING FOR SPEAKING How to be a good presenter » Preparing notes fora presentation » Giving a presentation VOCABULARY DEVELOPMENT Formal and informal vocabulary READING Communication technology pp7s-78 AIMS ‘The aim of this section is to help students deal with longer texts more effectively bby being decisive and selective about what and how to read. LEAD IN * Focus students’ attention on the page. Ask students to identify the skill READING, and the topic (Communication technology) # Ask: ~ What ways do you use tocommunicate with people? (telephone, mabe, SMS, ‘email ct.) * Put students’ideas on the board. PROCEDURE Students read the instructions. Pt students into pais to discuss the questions. ‘Ask the students for thir ideas. Put these on the board, Students compare their answers from the lead in with their answers to question number 2. bb 2 ‘Students read the Study kil, Emphasize the importance of reading a text with a purpose, thats, knowing what is required fom the text and then selecting ‘those parts of the text that are important. Students read the instructions and complete the task. Students compare their answers in pairs. Write the lst onthe board and check the answers with the whole class f there is disagreement, ask students to explain their answers. 2 3 students read the instructions and skim the text. Set Students check their predictions on the board. bs 4 students read the instructions and complete the task individually Students compare answers in pairs. DPA 5 Students read the Study kil and the instructions. Students work in pairs to complete the task individually. Write the partial notes on the board and ask students to complete them. The rest of the class compares their answers. PPS 6 Students read the instructions and complete the task individually. Remind students that they should go directly tothe relevant paragraph (E) and not read ‘ther paragraphs. Write the notes on the board. Ask some students to come up and correct them: The res of the class compares their answers. 6 7 students read the instructions and highlight the information they need to complete the notes. Students compare ther selection in pars. Students work individually to complete the notes. Aska student to write their notes on the board. The rest of the class compares their answers. DT 8 Students read the instructions. Remind students of the importance of thinking about and recalling what they have rea. You may wish to ask students to shut their books. Write the questions on the board and ask students to answer the ‘questions in pairs. Write their answers on the board. Students check their answers from the text and their notes. DP limit of 60 seconds, EXTENSION ACTIVITY “Tel students to read the text on pp76-77 again and to highlight new words and phases. Stents work in smal groups and go through the text together, Eaplenng tr clegus words an pr they know them, Stadents should use dictionary to look them up, and then record ary remaining new vocabulary. 60 Unit 10 + Communication and technology 10 Communication and technology READING Answerkey 9916-76 ES Possible answers 1 telegraph, pigeos, runners ete 2 telephone, mobil phone, SMS, emails letters, videoconferencng et. +5 Students! own ideas. pr Students! onn answers As thsis a prediction tsk, there sno ight’ or wrong! answer at this stage, Dp 4 carrier pigeons radio” b computers 7 eelerah 7 flags semaphore] x telephones. dd mitorsx Itderision newspapers X i Dpewriters x PPA IC 26 3)KL 47 bes 1 rigs of electronic communication 1 vention of telegophy 150 12 fist practical teleaph 1538 13 Historic examples of se Tai Kelaten 883 ll sng of Trane ot Dos 2 Thetelephove 21 Speech rs transite 36175 22 Developments ove50 100 years 121 microphone added 22:1 bellatached 212i telephone bole numbers created 12 amplifies added 23 Ftlong stance phone cls 20s >>T 3 Nati phones 31 Fist eration (1) 9805 32 Second generation (26) 9505 32 dita transmis 32 SW added 43 Second anda half generation (2.56) BA WAP added 33 GPRSadded i aces to websites 3. colored sreens anc eameras 34 Third generation (26) 2000 34; ew protecobied ic highspeed connections ves 119805 2 They had dita ranmision and sms. 3 Tey could accsssore websites. 4 2000 5 They led to hehspeed connectonsLANGUAGE FOR SPEAKING Language for presentations p79 AIMS: ‘The aim of this section is help students to recognize and use fixed phrases and words that are commonly used in academic presentations. PROCEDURE 1 Tall students to look at the photograph, Ask: ~ What is happening? (A lectarer is giving a presentation) ~ Where is it happening? (In a lecture theatee or seminar room) Students read the instructions and complet the tsk, Students compare their answers in pais. Write the headings on the board. Ask some students to come up and write in the sentences and phrases, The rest of the lass check their answers. DPT 2 Students rad the instructions and complete the task individually Aska student to read the introduction aloud. The rest of the class listens and checks their answers, DP 3 Students look at the prompt card. Ask: ~ What is the presentation about? (computer telephony) ~ How many parts sit divided into? (four) Students read the instructions and prepare the introduction tothe presentation. Itisbetterif students do not write fll sentences; they should make notes with phrases to prompt them (see answers), D> 4 Students read the instructions and practise giving the introduction to their presentation to their partner. Encotrage them fo listen attentively to their partner and to help withthe corect use ofthe sentences and phases, Ask some students fo give the introduction to the whole class. LANGUAGE FOR SPEAKING Answer key >rr Introduction im going totale about.- My lt/lecure/paper is about. The subject of my tlk/lecture/paperis Structure This alk will be divided nto pats. The Mrst/second next ast part Nest/Fist/Secondly/Ther/Finaly we wil ook atc. Claifying/rephrasng Inother words, a thatis toy, ‘Toputit another way, Summarizing Torecap So,wehave discussed. Tosummarze, Changing suber Now, lets turn to Moving on, Let turn out attention to. Concluding ‘So, wehave looked at. In conduson, Toconclude, ben Possible answers 1am going to talk about 2 Thistalcisdvided 3 Fist wil 4 Next wil describe 5 thatistosay, 6 Final, Des Possible answer Good morning my talk bout computer telephony. Itis divide inte four pars Fastly a description Secondly «the Benefits to users Net effectson land phone network providers And finaly. effects on mobilephone netwerk providers Unit 10» Communication and technology 61WRITING FOR SPEAKING Interpreting and translating pps0-s1 AIMS ‘The aims of ths section are to make students aware ofthe differences between a written and a spoken presentation, and to give them practice in the making of notes fora presentation. PROCEDURE 1 Students read the Study Skil. You may wish to discuss other aspects of giving a presentation eg maldngeye-contact with the audience, speaking at the right volume, et, Students ead the instructions and complete the task. Students should work in pais or small groups. Check the answers with the whole las. Ask students what features of the sentences allowed them to decide if they were more likely to be spoken or written English (use ofthe subject pronoun J asking direct questions, repetition, et. are all signs of spoken English). [bt 2 students read the Study Sil, Ask: ~ Why is presenting fom notes generally beter than reading aloud? (reading aloud can sound monotonous: fa text is writen, there is no recapping, rephrasing, etc, 30 it isharder for the audience to follow) Students read the instructions and complete the task individually [BB o not explain ad-hoc interpreting a this stage. Ii explained in exercise 5 3. Students read the instructions and complete the task. Put students into pairs or small groups to presen their introductions. Encourage students 1o give feedback to thelr partners. [BS 4 Students read the instructions and complete the task. Write the incomplete notes on the board. Ask some students to complete the notes. The rst ofthe class compare their answers. Da 5 Students read the instructions and complete the task Tel students to highlight the relevant information before making ther notes. Stadents compare their prompt cards in pairs or small groups. PS Giving a presentation p 6 This exercise could beset for homework. Students read the instructions. Tell students to think ofa topic relating to thei field of study on which they could give a short presentation (5-10 minutes). ‘Ask students to recall the difference between the language of spoken presentations and written language. (See Studen’s Book p80). This is especially {important if student are preparing a presentation based on an essay If you have the facilites, students could give a PowerPoint presentation. Rather than spend a whole class wit the students giving thei presentations, ou ‘may wish to drav up 2 timetable of when each student gives ther presentation. ‘To exploit these presentations as much as possible, ask the rest ofthe class to ask. the presenter questions, and to give the speaker some feedback atthe end of the presentation on the way the presentation was given. For example: Was the speaker loud enough/slow enoughiclear enough? Did he or she rephrase/recap? Was the structure ofthe talk clear? EXTENSION ACTIVITY If your students have access to a voice recorder or a ViaVoice computer program, tell hem to record their presentation from exercise 6. Tell students to listen critically to their presentation: Was it the right length? = Was it organized logically? = Did they speak slowly and clearly enough? = Did they cover all the main points? 62 Unit 10 + Communication and technology IG FOR SPEAKING Answer key pp#0-81 1 Goud morning everyone. 2 would ite to talk about university education in Singapore. s 3 Thisesay wil explore the ferences between dialects and accents. 4 First shall describe the developrent of video “conferencing inthe 990s S 5 Lot's turn our attention to why some countries donot teach a forcign language util secorday school. S 6 -Aswllbecome clear below other languages are now becoming much more commenly used on the internet. W 7 Iseveryone with meso fr? 8 Therefore to summarize the main arguments in farour of aly language education are follows. 9 Arethere any questicns? S 10 Let meput that another way 5 1 In other words, English as become the main language of international trade and commerce. B 12 Let me recep the main pointsso far S >a 1 interpreting 2 five main sections (ntroduton qualifications, types of interpreting stations forinterpreting, conclusion) 4 simultaneous, consecutive, corference,aé-hoc pps Students own answers >a 2 What qualification ar need? 21 Edicsbon 1 dere nnterpetng it dexreeiniguages postgraduate 22 Languages | mastery ofat least foreign language ji know county’ institution, culture, attitudes and practices 23 General knowledge | bread ‘i upto date Ds Possible answers 3 Types of interpreting 1” Simultaneous interpreting 315 from foreign nto mcther tongue Ii from bootivsmall oom directly or whispering ‘ransation directly 32 Consecutive interpreting 321. speaker pauses fr iterprter 3.2 interpreter takes notes 4 Situations for interpreting AV Conference interpreting 411 very common 441i national/interational 41 meeting/informal gatering 442 Ad-hoc interpreting 421 aservice fr people who cari speck the language ‘ofthe county they rein 421 forhealth legal, or education servicesVOCABULARY DEVELOPMENT Formal and informal vocabulary ps2 ‘AIMS ‘The alms of ths section are to make students aware of the diferent levels of formality inherent in vocabulary, and to help them recognize and choose the correct level of formality for their written and spoken work. LEAD IN ‘+ Write these pairs of words and phrases on the board. apologize say-sorry investigate oak into visit drop in * Ask ~ Whats the diference between the words on the lft and those on the right? (the words on the lft are just one word, the ones on the right are phrasal vocabulary) « tfyou cannot elicit the terms formal and informal from the students, leave this until after exercise 1. PROCEDURE T Students read the Study Skil Tell students to look at the words on the board and again. Ask = Which verbs are more formal? (verbs on the left) Students read the instruetions and complete the task individually. Students compare their answers in pairs. Check the answers with the whole class Ask: ~ Which sentences are more formal/more informal? = What language helped you choose the word? BE 2 Students read the instructions. Tell students to first read the whole paragraph. Ask: — When did the history of sign languages start? (16° century CE) ~The gestures only represent words True or False? (Fate, they also represent ideas) ~ Allsign languages are the same. True or flse? (False, they vary from country to country, region to region) ‘Students complete the task, working individually, and then compare answers in pairs. Ask a student to read out their paragraph, The rest of the class listen and ‘compare their answers. [DB 3 Students read the instructions. Put students into pairs or small groups to discuss ‘ach sentence and to identify the more informal word or phrase. ‘Check the answers with the whole class. DFS 4 Students read the instructions and complet the task individually Stadents compare their answers in pairs. Ask some stadents to read out the sentences using the more formal words and phrases. The rest of the clas listen and check their answers. [DPE VOCABULARY DEVELOPMENT Answerkey 2 Dor estimates the contert is formal) 2eok ik the contents infermal anc other worn the seer ar nformal eg ones ust do, 603) Sansa he contests fara and other woes nthe Sentence are formal eg examination) 4 widespread he cote forma) 5 see te conte isin an other word nthe sertence are informal egos ‘decreas the contents formal and other words inthe Sentenceare femal eg, amouned op) per ow can you) communicate your ies to people you (2) re otal to speak perhaps because youare del weal 9) be ‘ery time conuringto wit down everyting youreeded to (jemi: Ore olutonis tase sn anguge The recorded Histor of sien angags (tat tay, rguge sing one’s tans bepanin the siteeth century. The gestures sed by Siterscn(¢) represen complete den naditonto sre words (7 he same wa spoken angie sire languages ay fem country ro ceutry ae from rex torepon (8 As3 rast thre ia wide varity of signed ngage ne aoind the war ves 1 fre fran neues Cnmniaton Techrlogygtin touch with r Wilamsin the Depertment of forrtion Tecnology. 2 From 950 02000 there were ver big development inthe fii of compute tednlogy 3 Please et the director know f there re any problems 4 Stunts who mis clases rest of nes are equred to produce amedealcertste 5 The tector ofthe department wil et area pm this sftereen 6 Allboks mus be breught backto tela by Mondsy 2st ne Drs B gether getintouc with eegitbade {toon very big Unit 10 + Communication and technology 63REVIEW pas AIMS: ‘The aims of this section ae to give students further practice inthe sills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim isto encourage students to epply what they have learnt to their academic studies in English, PROCEDURE 1 Students read the instructions and complete the task. Ask a student to write the noes on the hoard. The rest ofthe class check their answers. (DB 2 ‘This exercise can beset for homework. Students read the instructions. Remind them to prepaze prompt cords and to use phrases from the Language for Speakingon p79, Students may prefer todo a PowerPoint presentation. Students can present their talks tothe elas, o in small groups. (bP 3 Seudents read the instructions and complete the task individually. Encourage them to make notes on any other vocabulary inthe text whichis new, of which they think willbe useful. Remind them to record it appropriately. ‘Ask some students to read out their answers The rest of the cass check their answers. [Dba 4 Seudents read the instructions and complete the task individually. Students compare their answers in pairs. (D> 64 Unit 10 + Communication and technology REVIEW Answer key 1 1 Whaticie? 1D” Lec ares network LAN) 12 high-frequency rac signals data ovr short distances (66m) 22 computer adapter translates data int radio signals 23 radi signals transmitted vi anten 24 wireless router receves/decodes signal 25 sent tothe Internet 3 Advantages 31 move data can be ent 312. multiple devices cn use connection a the same time 4 Developments 41 hotsptsinainports, shops, braies, hotels, ee. 42 cities can provide low-cost Internet access ber Students’ own answers, Ds RAM Random Access Memory PC Personal Computer 1G Fist generation SMS Short Mesage Service WAP Wireless Application Protocol 36 Thrdgenerston Mb megabits POA Personal gal Asistant os en Gs CoulPtony Sten Dos 1 The new uiversty hl cn tin accommeodte 500 people 2 Vial stents pic (collet ther say fom the seretarsffice™ 3 Ther mesg abe puto spe) ut next 4 Weare plesedto announce hat Or Sith as got rer (covered on) recent les and wl be eturing ‘he niversty next ek 5 Alle toens must filin complete) te Ubrary rmenbersipFormsby the endo this we Unit 10 + Communication and technologyESE EI] New Headway Academic Skills Level 3 Teacher's Guide New Headway Academic Skills isa multi-level series aimed at students in higher ‘education who need English for their acader se focuses on reading. (or independently 2 2 z Notes on each unit include p procedural t management answer key round information t 11 the topic or skill ECUPe A eae) 199 979-0-19-¢71 Mh OXFORD © rhe sree ote ! Naas eo