MY AVATAR

Name : .................................................................

Surname : .................................................................

School : .................................................................

Class : .................................................................

English Teacher : .................................................................

change 5
Content Cognition Communication
Unit
Theme Learning Outcomes Vocabulary Vocabulary

Students will be able to:

Unit 1 - identify how our community
contributes to how we think Types of communities
Identities ‘To be’ review – main
Human rights tenses
Communities and - compare nomadic and
Relationships sedentary communities Vocabulary of online Question tags
communities
Pages 1-12
- assess how communities
change over time

Students will be able to:

Unit 2 - list ideas about who migrates Concept of migration,
and why immigration, emigration
Revision of simple
Orientation tenses
Push / pull factors
Migration in Space and - analyze common reasons for
Time migration Comparatives and
Animal migration
superlatives
Pages 13-24
- compare the migration of Refugee migration
humans and animals

Students will be able to:

Unit 3 - distinguish between natural Natural and artificial
and artificial sound sounds
Personal and Passive voice
The Influence Human emotions
Cultural - interpret the influence of
of Sound Question words
Expression sound on society Pronunciation/intonation
Pages 25-36
- assess what should be defined Noise pollution
as noise pollution

Students will be able to:

- categorize apps according to
Unit 4 Functions of apps
function
Scientific Adjectives to describe Continuous tenses
Our Life in and - interpret graphical data different apps
Apps Technical Common phrasal
Innovation - analyze the influence of memes Vocabulary of memes verbs
Pages 37-48
App development
- develop an appropriate app to
solve a problem
 Communication
Functions
Imparting and seeking
factual information
Expressing agreement and
disagreement politely
Asking for confirmation or
understanding
Giving reasons for a course
of action
Expressing and finding out
attitudes
Introducing a theme
Expressing an opinion
Interpreting statistical
information
Asking for repetition of
sentence
Comparing different points
of view
Contrasting two ideas
Enquiring as to necessity
Inferring unstated
information
Imparting and seeking
information
Expressing degrees of
probability
Describing a process
Enquiring about agreement
and disagreement
Summarizing key
information
Culture Project /
Skills National Awareness Blog
R: identify the main idea of a paragraph;
read a poem for inference; take notes
L: listen for specific information; To design,
summarize a description develop, and
The whistling village of
maintain a
Kuşköy
W: write a definition; create a bio poem; virtual
write a letter or email community
S: describe a painting; four-corners
discussion; brainstorm
R: read for inference; complete a chart;
interpret statistics
To compile and
L: listen and classify; take notes
present a
The Turkic Migration personal
W: list ideas; complete a Venn diagram;
migration
write an opinion essay
history
S: express an opinion; express empathy;
give an oral presentation
R: read for specific information; read and
respond
L: listen and categorize; pronunciation To create and
and intonation produce an ad
Noise pollution in
with
Istanbul
W: summarize; complete sentences; make background
a list music
S: brainstorm; ask for opinions; discuss
movies
R: identify key information from statistics;
apply information; sequence process
L: listen and identify problems and
To develop an
solutions
appropriate
Apps created in Turkey
app to solve a
W: describe probability of change; prepare
problem
a leaflet; describe a process
S: discuss advantages and disadvantages;
carry out a survey; retell an event
 Content Cognition Communication
Unit
Theme Learning Outcomes Vocabulary Vocabulary

Students will be able to:

- describe the purpose of an Non Governmental
NGO Organizations
Unit 5 Perfect tenses and
time expressions
Globalization - interpret the word ‘peace’ Inter-Governmental
International Organizations
and Linking words for
Organizations cause and effect,
Sustainability - explain the functions of Branches of the United
government organizations and comparing and
Nations
Pages 49-60 contrasting
- summarize the functions of the Vocabulary of JMUN
united nations

Students will be able to:

- define animal rights Animal habitats
Unit 6
- interpret diets related to animal Human rights and animal
cruelty rights Modal verbs
Fairness and
Animal Rights
Development Types of diet related to Adverbs of degree:
- categorize the pros and cons of animal cruelty very, too, enough
animal testing
Pages 61-72
Medical and scientific
- consider who the responsibility research
for street animals belongs to

Students will be able to:

- describe the importance of Natural disasters
Unit 7 English in different fields Unreal and
around the world Adjectives to describe hypothetical
Natural Natural natural disasters situations (type 2
and type 3
Disasters World - summarize a text into a Climate change conditionals)
timeline
Pages 73-84 Short and long term More phrasal verbs
- demonstrate an understanding effects of natural disasters
of the origin of English words

Students will be able to:

- explain the usefulness of math
Math, discovery,
in everyday life
Unit 8 invention, innovation

- identify math in nature and art Reported speech

People in Systems and Math in art
Math Development Intensifiers and
- interpret the contribution to Math in nature
mitigators
math of key figures in history
Pages 85-96 Component of a
biography
- connect key events in the plot
of a movie
 Communication Culture Project /
Functions Skills National Awareness Blog

R: read and interpret; read for details;

Addressing an audience
read and summarize
Responding to ideas and
L: listen and categorize; listen for specific To participate
suggestions
information The Red Crescent in a micro class
Movement JMUN
Using language of
W: make a list; give an opinion; describe a conference
persuasion
picture; create a flyer
Making recommendations
S: discuss meaning of concepts; debate

R: read and compare; complete a table

Advising someone to do
something L: listen and take notes; listen and
compare
To prepare a
Expressing obligation
Responsibility for street support
W: complete a Venn diagram; make a list;
animals campaign for an
Requesting someone to do complete an essay
animal shelter
something
S: brainstorm; decide on a course of
Asking someone’s opinion action; ask opinions; discuss
obligations

R: read and match; check predictions;

Identifying common
read and respond
characteristics
L: listen to locate on a map; complete a
Describing events in To produce a
table; listen for specific information
sequential order public services
The Van Erciş Earthquake
film for a
W: complete a table; make a list; compose
Deciding on courses of natural disaster
a script; diary entry; explanatory essay
action
S: debate; discuss the best course of
Making predictions
action; discuss to persuade

R: analyze date; read and apply; connect

Reporting what has been
key events; identify paragraph headings
said
L: summarize; check predictions; analyze
Paraphrasing
structure To present the
Profile of Turkish
profile of a key
Summarizing key events mathematician Ali Nesin
W: brainstorm and list; note taking; mathematician
prepare slides
Reframing key information
S: describe feelings; discussion; give
Describing a hypothesis
opinions; give a presentation
 create

evaluate

analyze

apply

understand

remember
 IDENTITIES AND RELATIONSHIPS
Unit 1 Communities
1 2

4 5

THINK QUESTION
BH26H
What does it mean to be a
member of a community?

1
 remember
OBJECTIVES What is a Community?
Remember
To define what a community is 1 Examine the cave painting with a partner. Discuss the
and how it is different from a questions below.
group
To recognize why we need to be
members of communities

Understand
To identify how our community
contributes to how we think
To interpret the writer’s purpose
in a text

Apply
To compare nomadic and
sedentary communities
To use key information in order
to complete a chart
Prehistoric cave painting around 4000 years old, found in
Khao Chan Ngam, Nakhon Ratchasima, Thailand
Analyze
To differentiate between 1 Are the people in the painting together or alone?
personal needs and those of the
community 2 Why do you think there are so many people in the painting?
To explain why equality and 3 Do you think the people have anything in common? What?
human rights are important to
everyone in the community

2 Read the text below. What exists in a community that does

Evaluate
To assess how communities
change over time
To defend the need for
community identity
Create
To design a virtual community in People in communities also have a sense of belonging.
a group with assigned roles
To develop and maintain the
virtual community over time
not exist in a group?
Any collection of people can be called a group, but not all groups can be called
communities. A community is a small or large social unit. The people belonging
to a community have something in common. This could be a shared religion,
values, identity or interests. Communities often share a sense of place in terms
of geography or virtual space.
Throughout history, people have joined together to form communities in order
to increase their chances of survival. A shared goal, for example, has been to
provide food for their families through hunting or farming. Another reason for
people in the past to form a community was to protect themselves from other
groups that wanted their resources, such as animals or land.

3 Write your own definition of ‘community’.

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................

..........................................................................................................................................................
2
 4 Discuss as a whole class.

1 Do you think your class is a group?

Why or why not?

2 Do you think your class is a community?

Why or why not?

3 What do members of the class have in common?

Track 02
5 Listen to five statements about communities. After each statement, discuss in groups of four.

Strongly
Agree
agree
A four corners discussion is a strategy that helps you express
your opinions.

Explain your opinion.

Four corners
discussion Question your classmates’ ideas.

Remember - there is no right or wrong answer.

Agree politely to disagree if necessary.

Strongly
Disagree
disagree

6 According to your own definition, write a list of the communities to which you belong. What
do you have in common with other members of the communities?

Community Things in common

3
 understand
Types of Community
1 Communities are classified by the purpose that brings them together. Identify the five
different types of community. Use the words on the left to label each type.

1 ....................................................
The members of this community are interested in the same topic, which could be anything from a
soap opera to a historical event. They form communities to share their interest and knowledge about
the topic. Members may be anywhere, so these are often virtual communities.
Action
2 ....................................................
People who share a job or craft join this type of community. They come together to share experiences
and ideas. They want to improve professionally. MOOCs (Massive Open Online Courses) are
Place
interesting examples of virtual communities of this type.

3 ....................................................
Interest Members of this type of community want to bring change in the world. If the community is big
enough, it may be divided into many sub-communities. Online forums are often used to coordinate
activities as well as report on the successes of the community.
Circumstance
4 ....................................................
This is a community of people brought together by geographical location. A neighborhood is a good
Practice example of this type of community. Members will probably know each other offline as they are in the
same location.

5 ....................................................
Members of this type of community are brought together through external events or situations to
share experiences in common. These could be health issues, surviving a natural disaster, or struggling
with Internet addiction, for example.

2 Consider each type of community. Discuss.

1 What do you need to become a member?

2 Which of the five types of community are you a member of?
3 How does being a member of one of these communities affect the ways in which you see people who are not in the
community?

Track 03
3 Read and listen to the poem ‘We and They’ by Rudyard Kipling. According to the
author, what is the difference between ‘We’ and ‘They’?

We and They
Rudyard Kipling
Father, Mother, and Me,
Sister and Auntie say,
All the people like us are We,
And every one else is They.
And They live over the sea,
While We live over the way,
But – would you believe it? – They look upon We
Rudyard Kipling As only a sort of They!
(1865 – 1936)
4
 Community and Identity

4 Brainstorm with a partner a list of categories people use to help define themselves.

1 ................................................. 5 .................................................

2 ................................................. 6 .................................................

Identity

3 ................................................. 7 .................................................

4 ................................................. 8 .................................................

5 Circle the categories above that define you. Present your completed identity chart to your
partner. Which characteristics are similar? Which are different? Complete the chart.

Me My partner LANGUAGE FOCUS

I am in many communities.
She isn’t a student in my class.
We are in the same basketball team.

I wasn’t in the gymnastics club in kindergarten.

You were naughty children.
He was at home yesterday.

same I will be at university in eight years time.

The weather will be cold tomorrow.
different different They won’t be in Istanbul next weekend.

6 Read the bio poem below. Which communities does Lydia belong to? Write your own
bio poem.

A bio poem highlights how communities shape identities. ...................................................................................................(1)

It is an 11-line poem that describes a person.
Lydia
Who is tall, athletic, fun, and untidy
Who is a friend to Eliz, Nil, Alisa, and Ada
Who is the daughter of Lisa and Murat
Who is the owner of dog, Henry
Who is a lover of cartwheels, ice-cream and making lists
Who is a hater of flying bugs, knives and anything new
Who was a swimmer by the age of eight
Who will be at the 2024 Olympics
Who is a resident of Antalya
Turkey
...................................................................................................(2)
...................................................................................................(3)
...................................................................................................(4)
...................................................................................................(5)
...................................................................................................(6)
...................................................................................................(7)
...................................................................................................(8)
...................................................................................................(9)
.................................................................................................(10)
.................................................................................................(11)
5
 apply
The Earliest Communities
1 Find the words in the Vocabulary Box in the text below. Guess the meaning from context and
match with the correct definition. Then listen and check.

VOCABULARY BOX
Track 04

1 nomadic (adjective): A living in the same place throughout life; not migratory or nomadic. 1
2 sedentary (adjective): B in a way that lasts or remains unchanged indefinitely; for all time. 2
3 periodically (adverb): C living a wandering life; not staying in the same place. 3
4 permanently (adverb): D from time to time; occasionally. 4

2 Read the text again. How did life change in Çatalhöyük? How was life in Çatalhöyük
different from our lives today? Take notes in your notebook.
The first communities were nomadic. They lived in small groups, and traveled from one place to another looking for
food. They slept in caves or made simple shelters, and gathered plants, seeds, and berries to eat. Groups of wild animals
moved in search of food, and people followed them. People who do not live continually in the same place but move
periodically are called nomads. People who hunt wild animals and collect plants, seeds, and berries are called
hunter-gatherers.
The Earth’s climate became warmer over thousands of years, and grains began to grow. People began to eat the grains
and, about ten thousand years ago, understood how to plant the seeds to grow food. To take care of the crops, they built
shelters near to the food. Historians see this as the beginning of farming.
As time went on, farming became the way of life in many places. People completely changed the land to make it better
for farming. They cleared large areas and dug channels around to bring water to the crops. They began to raise animals
such as pigs, sheep, and goats. As a result, they began to build more permanent shelters, and because they were able to
stay permanently in one place, communities gradually began to grow. So began a sedentary lifestyle.

One of these first sedentary communities is Çatalhöyük (forked hill) in southern Anatolia,
in central Turkey. Experts believe the site is a major turning point from nomadic life to
permanent communities, and dates from around 7500 B.C.E. It is described as the earliest
city in the world, although it is more like a large village. Çatalhöyük is made up entirely
of housing with no obvious public buildings. Historians think there were populations of
between 5,000 and 8,000.

Findings show that the people of Çatalhöyük lived quite fair, equal lives with no social
classes. There were no houses which were bigger or more detailed than any others. Experts
also believe that there was no differences between men and women; they both had the
same nutrition, and equal social status. The people grew wheat and lentils, peas and root
vegetables. They kept sheep and goats, although hunting continued to be the main source
of meat for the community.

Çatalhöyük’s earliest community were spiritual people. They believed that, before they could tame the wild plants and
animals around them, they first had to tame their own nature.

LANGUAGE FOCUS
People who do not live continually in the same place but move periodically are called nomads.
People completely changed the land to make it better for farming.
Because they were able to stay permanently in one place, communities gradually began to grow.
Findings show that the people of Çatalhöyük lived quite similar lives with no social class.

6
 Nomadic Communities Today
We all love the comfort of our homes and schools, don’t we? But imagine if we lived in a completely different way,
moving from one place to another. There are still millions of people all around the world who live as nomads. Some are
hunter-gatherers, some herd animals to fresh grass, and others are crafts people, selling their products.

3 Look at the homes in the photographs below. Can you guess where they are? Discuss with
your partner how these homes are similar or different to your homes.
Nukak Maku
Location:
Why they don’t eat deer:
What happened in 1988:

Bedouin
Location and population:
Meaning of ‘Bedouin’:
Interesting fact about language:

Irish travelers
Time spent in Ireland:
Language:
Income from:

Qashqai
Location and origin:
Population and language:
Famous for:

Khoisan
Khoi and San:
Location:
Response to modern world:

Track 05 LANGUAGE FOCUS

4 Listen to students talking about nomadic
communities today. Complete the chart
with the relevant information.
5 Apply the information you have learned to
compare nomadic and sedentary
communities. Take notes in your notebook.
You like this assignment on nomadic communities,
don’t you?
We think everyone lives like us, don’t we?
That’s interesting, isn’t it?
They are a fascinating group of people, aren’t they?
They don’t like to be called this though, do they?
7
 analyze
Rights and Equality in Communities
1 In pairs, appraise the photographs below. What do they all have in common?

2 Read the sixteen human rights below. Circle the ✓or✗ according to whether you have those
rights or not.

✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗

The right to express your The right to enjoy your

The right to life. The right to a fair trial.
✓ ✗ ✓ ✗
The right not be
The right to be treated punished if what you did
fairly and kindly. was not against the law.
✓ ✗ ✓ ✗
The right to respect for
The right to not be your private life, your
treated as a slave or family, your letters,
forced to work. emails and phone calls.
✓ ✗ ✓ ✗
The right to have your
The right to freedom and own thoughts, beliefs,
protection. and religion.
views and opinions. own belongings.
✓ ✗ ✓ ✗
The right to get together
with people in a peaceful
way. The right to an education.
✓ ✗ ✓ ✗
The right to vote in
The right to marry and elections when you are
have a family. old enough.
✓ ✗ ✓ ✗
The right to be treated
fairly, whatever your age,
gender, race, religion, The right not to be put to
disability or other. death for any crime.

3 Classify the rights into Most important, Important, and Not important.
Color the squares on the right.

4 Compare your classifications in groups of three or four. Agree or disagree politely, using the
expressions below, and give reasons for your choices.

FUNCTION BOX
I agree with you 100%. I totally disagree.
I couldn’t agree with you more. I don’t think so.
Agreeing Disagreeing
You’re absolutely right. I’d say the exact opposite.
politely politely
That’s exactly how I feel. That’s not always the case.
I suppose so. / I guess so. No, I’m not so sure about that.
8
 Track 06
5 Listen to Ella talking about her social studies project. Complete the tasks below.

1 Briefly summarize to a partner the events as Ella describes them.

2 Which of the rights on the opposite page does Ella’s story include?

3 Differentiate between Ella’s rights and the rights of the community.

Are they the same?

4 Is Ella’s story relevant to your own life? Why or why not?

6 On the post-it notes, write down why equality and human rights are important to your own
life and everyone in your community.

7 In group of three or four, create a slogan describing why equality and human rights matter
in a community.

.........................................................................................................................................................................................
.........................................................................................................................................................................................
.........................................................................................................................................................................................
9
 evaluate
Community Language
Track 07
1 Listen and read about an unusual community. Do any of the communities you belong
to have their own language or terminology that other people don’t understand?

A community language is a language spoken by members In 2017, the United Nations Cultural Agency (UNESCO)
of a community within a major language community, named the bird language as an endangered part of world
much like the language we use for texting with the culture in need of protection. UNESCO says that the
English language community. Several communities increased use of mobile phones is its biggest threat. Since
around the world, including in Mexico, Greece, and the 1997, there has been a Bird Language Festival in Kuşköy
Canary Islands, have developed forms of whistling to help keep the language alive. Also, the language has
language, but the richest and most varied is that in been taught at primary school level since 2014.
Turkey’s Black Sea mountains. About 10,000 people,
mostly shepherds in the mountains of Giresun Province, For some residents around the area, the high-pitched
use a ‘bird language’ to communicate across long whistles are an irritating nuisance these days, but before
distances. The bird language is still used in Kuşköy (bird the mobile phone, it was often the best way to
village), but until 50 years ago it was widely used across communicate across the mountains. The distance between
the Black Sea region. The language itself dates back more villages is not great, but to walk between them takes
than 500 years, and has over 400 words and phrases, hours. The human voice can travel up to 500 meters in
more than any other whistled language. normal conditions, but the whistled language can
travel up to 30 kilometers in good weather conditions.

2 After reading the text again, consider the two questions below. Discuss in pairs and take
notes in the space provided.
1 How do communities change over time? Is it possible for communities to stay the same?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Why do communities need an identity?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
10
 3 Read the email and choose the correct answer below.

Kuşköy Bird Language Society

Bird Language Festival

To whom it may concern,

I read an article recently about the bird language of Kuşköy and became very interested in it. I am writing to you
because I would like to know more.
Every summer, I travel to a new location to learn more about the culture and geography of the area, and this year I
would like to visit Kuşköy and the surrounding areas, and hopefully hear the bird language in its natural environment.
I would really like to attend the Bird Language Festival.
Firstly, I would like to know the date of this year’s festival. Hopefully it will be some time in the summer.
Secondly, could you give me some information about the festival, such as where exactly it will be located, how many
days it lasts, and if there is any cost for admission?
Thirdly, would you also mind informing me of how to get to Kuşköy from the nearest airport? I will be using public
transport as much as possible. I would also appreciate it if you could send me some tourist brochures of other
interesting things to see in the area whilst I am there.
Thank you in advance for your assistance and I look forward to hearing from you at your earliest convenience.
Yours faithfully,
Lara Simmons

1 Lara has written an email ................. .

A thanking someone for their kindness
B asking for information
2 She wants to know more about ................. .
A the Bird Language Festival
B teaching bird language in primary school
3 The first thing she wants to know is ................. .
A when the event takes place
B where the event takes place
4 Another thing she wants to know is ................. .
A how many people will attend
B how long it lasts
5 Lara expects the reader to ................. .
A attend the Bird Festival as well
B reply as soon as they can

4 Write a letter or email, asking for more information about how the bird language is taught
in primary schools. Use the strategies on page 8 of the Language Study Book to help you.
11
 create
Design a Virtual Community
1 In groups of four, read and discuss the
definition of a virtual community.

A virtual community is a group of people who share

similar interests, ideas and feelings over the Internet.
Nobody knows exactly who invented the phrase, but
many believe it was Howard Rheingold, who created
‘The Well’, one of the first major Internet communities.
Rheingold also wrote a book, ‘The Virtual Community’,
and in it he defines virtual communities as ‘social groups
of people that emerge from the Internet when enough
people discuss something long enough to form webs of
personal relationships’.

2 Follow the procedure below to create an effective virtual community in your group.

Firstly, organize the roles within your group. Who will take responsibility for what? There is research to do, setting up
the virtual community, and developing and maintaining the community throughout the school year.

Secondly, decide who your community is for. Look back at the five different types of community on page 4. What type
of community will yours be? Be specific. Identify real people you want in it. Then try to work out what they really care
about. What do they do in their spare time? What do they talk about online?

Thirdly, talk to these people. Try to contact at least ten people about an idea for an awesome community. Ask them
what their dream community would be like.

Next, visit as many virtual communities as you can to see what people are sharing and how they do it. Do members
contribute regularly? Are there new topics for discussion on a regular basis? Which aspects of the virtual communities
could you use effectively in your own community?

Now, in your group, discuss and decide what type of online community it will be. How soon can you launch? Who is
going to build the interface and when?

When you’re ready, launch it. Send personal messages to the people you spoke to at the beginning. Ask them to invite
other people to visit the community. Introduce content and topics to give new members something to chat about.

12
 ORIENTATION IN SPACE AND TIME
Unit 2 Migration
1

2 3 4

5 6

THINK QUESTION
BH27V

Are we all immigrants?

13
 remember
OBJECTIVES What is Migration?
Remember
To describe what migration 1 Look at the three pictures below. For each, write two good
means to you things about each place and two bad things.
To list ideas about who migrates
and why
1 Urban area
Understand
To identify common reasons for
migration
To summarize why featured
individuals have migrated

Apply
To complete a chart with
statistics about The Great
Migration Good things Bad things
To apply information to compare
animal and human migration 1 ............................................................. 1 .............................................................
2 ............................................................. 2 .............................................................
Analyze
To infer reasons for migration
statistics through discussion
To analyze significant refugee 2 Rural area
emigration and hosting countries

Evaluate
To summarize the Turkic
migration over five centuries
To assess whether migration
from one country to another is a
problem

Good things Bad things

Create
To compile a personal migration 1 ............................................................. 1 .............................................................
history
To prepare a short presentation 2 ............................................................. 2 .............................................................
using relevant tools

3 Industrial area

Good things Bad things

1 ............................................................. 1 .............................................................
2 ............................................................. 2 .............................................................

14
 2 Using your answers from Activity 1,
discuss the questions below in groups
of four.
1 Have you, or anyone you know, ever moved house? Why?

2 List two good things and two bad things about your hometown.
Does everyone in your group agree?

3 If you could move anywhere in the world, where would it be?

Why? Does anyone else in the group want to move to the same
place?

VOCABULARY BOX
Track 08

migration: (noun) movement from one place to another and often back again. People who migrate are called
migrants.
emigration: (noun) the act of leaving one’s own country to settle permanently in another; moving overseas. People
who emigrate are called emigrants.
immigration: (noun) the act of coming to live permanently in a foreign country. People who immigrate are called
immigrants.
integration: (noun) the action of bringing people or groups into equal participation in or membership of a social
group or institution.

Migration is the movement of people from one place to another. The movement may be a few streets away to a better
house. It may be from one part of the country to another, to be nearer family or for a better career, or it may be to a
different country, which is called international migration. Moving out of an area is called emigration, and moving into
an area is called immigration.

2 Why might people move? With a partner, list ideas about who migrates and why.

15
 understand
Reasons for Migration

There are many reasons why people migrate, but these can be
broadly split into two categories: push factors and pull factors.

A push factor is a reason for migration related to the place a

person comes from – something that pushes them out of the area.
A push factor could be, for example, war.

A pull factor is a reason for migration related to the place a person

goes to – something that pulls or attracts them to the area. A pull
factor could be, for example, job opportunities.

Track 09
1 Listen to a teacher talking about why people migrate. Classify the reasons into the table.

Push factors Pull factors

..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................

What does the speaker mean by

“The grass is greener on the other side.” ?

VOCABULARY BOX
2 Match the types of migration with the correct definition.

1 permanent (adjective): A only for while. 1

2 temporary (adjective): B no choice; they are made to. 2
3 voluntary (adjective): C from one country to another. 3
4 forced (adjective): D do not move back. 4
5 international (adjective): E within the same country. 5

6 national (adjective): F because they want to. 6

16
 3 Read the comments in the magazine article. Discuss with your partner what motivated each
person to migrate, and how they feel about it. Are the reasons push or pull factors?

October 6 TODAY’S ISSUES

EXPERIENCES OF MIGRATION

In our last issue, we featured some of the reasons why people migrate. Since that issue hit the
stands, we have been bombarded with readers writing in, wanting to share their own experiences
of migration, and you can read some of them here. If you have a migration experience, share it
here, in Today’s Issues.

I am Irish, and in ten years I will retire. Five years ago,
my wife and I bought a villa in Marmaris, southern
Turkey. Right now, we go and stay in our villa for two
weeks in the summer and one week in the winter. When
I retire, we will live there permanently. The climate in
Marmaris is so much nicer than Ireland. We will live in
a warm sunny place with views of both the mountains
and the ocean. I am so fed up with the rain in Ireland!
I am Egyptian, and two years ago I moved with my
friend from a small village outside Alexandria to Cairo.
My uncle works in Cairo and he told me that there are
lots of jobs in tourism. There were no jobs in my village,
and I need to take care of my family. Now I work as a
kitchen assistant in a hotel in Cairo, and every month I
send money back to my mother and my sisters. One day
I will move to the United States, the land of opportunity.

James, 55, Ireland Said, 17, Egypt

I migrated with my family to Florida six months ago,
from Big Island, in Hawaii. My father worked as a park
ranger in Hawaii Volcanoes National Park, but after the
volcanic eruption and the collapse of Kilauea Volcano’s
summit crater, tourism fell. My father couldn’t find
another job, and so we moved to Florida. I miss the
beauty and peace of Hawaii, but I am getting used to the
place, and slowly making friends at my new school. If I
had the chance, I would go back.
I was born in Syria, but my country has had a civil war
since 2011. My father died in the war, and we lost our
family home. My brother stayed to fight, and my mother,
my sister and I migrated to Sweden in 2016, where we
are classed as refugees. Life is hard here, there are many
people who don’t want us. Sweden is a very clean,
peaceful country, and I would like to make a good life
for myself here. I am trying to learn Swedish and to fit
into the community.

Pua, 14, U.S.A. Abia, 16, Sweden

LANGUAGE FOCUS
Find and underline these sentences in the texts above.
Future reference
I am Irish, and in ten years I will retire.
One day, I will move to the United States, the land of opportunity.
Present reference
Now I work as a kitchen assistant in a hotel in Cairo, and every month I send money back to my mother.
I miss the beauty and peace of Hawaii, but I am getting used to the place, and slowly making friends.
Past reference
I migrated with my family to Florida six months ago, from Big Island, in Hawaii.
My father died in the war, and we lost our family home.
17
 apply
The Great Migration

1 In groups, discuss these questions.

1 Which animals do you know of that migrate?

2 Why do they migrate?

3 What do humans do that can interfere with migration?

2 Read about the Great Migration and complete the chart with the relevant information.

Many animals are nomadic. They travel great distances at certain times of year in search of food, water, or a better
climate. The Great Migration is the largest overland migration in the world. It refers to the annual movement of huge
numbers of wildebeest, zebras and antelopes between Tanzania and Kenya. The animals are in search of food and water.
There is a wet season and a dry season on the African plains, and all year long, wildebeest move across the plains of
Tanzania and Kenya looking for fresher grass. Almost 2 million wildebeest, and 200,000 zebras and antelopes travel
cross country.

The animals follow the rain, so their movements change every year. Their journey takes them in a big circle from the
Masai Mara National Park in the north, down to the Serengeti National Park in the south. This cycle is around 3,000
kilometers. The Serengeti National Park ecosystem is the oldest on the planet. The variety of plants and animals here
cannot be found anywhere else in the world. The Serengeti grass is much better in the wet season, and the wildebeest
have their young here. Between January and March is the calving season for wildebeest, and around half a million
calves are born each year in the Serengeti. February has the highest calving rate, with around 8,000 wildebeest born
every day.
Around 250,000 wildebeest and 30,000 zebras die every year during the migration season. There are many dangers for
the migrating animals. Predators such as lions, leopards, and crocodiles take advantage of the large number of
migrating animals to attack and kill. If the rains have been especially heavy, the rivers the herds need to cross are far
more dangerous, and animals can get swept away and drown. Humans also contribute to the danger. People are using
more and more land, leaving less grass for the herds to eat. Roads, power lines and wind turbines confuse the herds and
many lose their way.
The Great Migration is thought by many to be one of the ‘New Seven Wonders of the World’.

LANGUAGE FOCUS
The Great Migration is the largest overland migration in the world.
The Serengeti National Park eco-system is the oldest on the planet.
February has the highest calving rate, with around 8,000 wildebeest born every day.
All year long, wildebeest move across the plains of Tanzania and Kenya looking for fresher grass.
The Serengeti grass is much better in the wet season, and the wildebeest have their young here.
If the rains have been especially heavy, the rivers the herds need to cross are far more dangerous, and animals can get
swept away and drown.
18
 No. of migrating wildebeests: Dangers for migrating animals:

No. of migrating zebras and

antelopes: 1

Distance of migrating cycle:

2
No. of wildebeest calves born
each year:
No. of wildebeest which die 3
during migration season:
No. of zebras who die during
migration season:

3 Interpret the text and compare the migration of animals and humans. Complete the Venn
diagram with similarities and differences.
Animals Humans

4 Apply the information from this lesson to make a poster about the Great Migration.

Guidelines:
A creative name or slogan for the migration
(e.g. Heading south for better grass)
A short description of the migration route
A short description of the reasons for
migration
A list of dangers along the way

Present your poster to the class.

Vote for the best poster.
19
 analyze
Migrant or Refugee?
Track 10
1 Listen to two students talking about the difference between
a migrant and a refugee. Complete the Vocabulary Box.

VOCABULARY BOX
migrant (noun): .............................................................................................................
...........................................................................................................................................
refugee (noun): ..............................................................................................................
...........................................................................................................................................

Track 10
2 Listen again and take notes on the rights of migrants and refugees in the host country.

Migrants

Refugees

3 In pairs, analyze what you think are the reasons for the statistics below.

According to the United Nations, more than 250 million people live outside the country of their birth. This includes
more than 20 million refugees, over half of whom are under 18 years of age. Since 2000, the total number of
international migrants has increased by almost 50%. In Europe, Asia, Northern America, and Oceania, international
migrants make up at least 10% of the total population. However, in Africa, Latin America, and the Caribbean, less than
2% of the population are international immigrants. 87% of Africa’s international immigrants originated from another
country in the same region.
1 Of the 250 million people living outside the country of their birth, more than 20 million are refugees.
...........................................................................................................................................................................................................
2 Less than 2% of the population of Africa, Latin America, and the Caribbean are international immigrants, compared
to at least 10% in Europe, Asia, Northern America and Oceania.
...........................................................................................................................................................................................................
3 Most of Africa’s migrants remain in the same area.
...........................................................................................................................................................................................................

55% of refugees came from

Top six hosting countries of refugees:
three countries:

Syria 5.5 million Turkey 3.5 million Islamic Republic of Iran 979,400

Afghanistan 2.5 million Pakistan 1.4 million Uganda 940,800

South Sudan 1.4 million Lebanon 1.0 million Ethiopia 791,600

20
 4 Use the statistics at the bottom of page 20 to label the map below. What do you find
surprising?
Turkey
Host to 3.5 million refugees

5 Imagine that you arrive home from school and your parents tell you that the whole family
will emigrate to Germany next week. Write some notes in the boxes below.

In my suitcase I will put:

Things I will miss about my country:

How I am feeling:

What I am looking forward to:

What I am worried about:

6 Compare and contrast your ideas about emigration with a partner.

21
 evaluate
Turkic Migration

1 Look at the map with a partner. How many places do you recognize?

Modern Turkey, the country historians refer as Asia

Minor (Anatolia),  is a complicated mix of cultures,
civilizations and nations. There were the Hittites,
Phrygians, and Luwians in this area before the Turks.
Anatolia remained Greek until the 11th century. The
Turkic people at this time lived in the Altai mountains
in what is now Kazakhstan. They originally came from
Mongolia, North China, and Siberia. They began
moving towards Central Asia in the second half of the
first millennium. These nomadic people formed the
Seljuk Empire in Northeast Iran. Their sultan was
Alparslan. Because the land they controlled was very
big, it was very difficult for Alparslan to control.
Many Turkic tribes in the Seljuk Empire were
neighbors to the Byzantines. The capital of the
Byzantine Empire was Constantinople (modern-day
Istanbul) and the Emperor was Diogenes. The Seljuk
people organized small attacks on the Byzantines, but
in 1071, the Byzantines sent a very large army to stop
the Turkic attacks.
When the Seljuks saw a large army at their gates, they immediately organized their defense. The two armies met in
Malazgirt in the east of Anatolia and the Turks won against the Byzantine troops and captured Emperor Diogenes.
The Seljuks settled in Anatolia starting in the 11th century, eventually leading to a permanent settlement there.

Track 11
2 Read and listen to how the Turkic people migrated to Anatolia. Discuss what else you
know about the migration. Take notes in the space below.
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................

3 Share your discussion with the rest of the class.

22
 Adapting to a New Life
4 Read the opinion essay below, written by a student. Does the student agree or disagree with
the statement? How do you know?
It is easy for immigrants to adapt to their new country. Do you agree?

There are millions of immigrants all over the world; people who have left their country in search of a better or safer life.
I disagree that it is easy for these people to adapt to the new country, leaving everything familiar behind. It must be very
difficult to move countries and try to fit in, learning a new language and culture.
First of all, I think that one of the problems immigrants face is that of identity. For example, someone from Mexico
emigrates to the United States. Is that person Mexican or American? Consequently, immigrants have begun to use
hyphens to identify themselves, such as Mexican-American, Vietnamese-Australian, or Turkish-German.
Secondly, adapting to the new culture can also be very hard, especially if the culture of the new country is very
different to the original. The original language can be lost, and replaced by the language of the new country. I believe
body language and facial expressions can have completely different meanings in different cultures.
In addition, perhaps one of the most difficult challenges immigrants face, especially younger generations, is the
difference in values at home within the family, and those in the new culture. Older immigrants want to keep their own
values and speak their own language at home. However, younger immigrants want to adapt and fit into their new
country as quickly as possible. They see their parents’ values as old-fashioned and restrictive.
To sum up, I have friends who are immigrants, and I know how difficult they found the adaptation. I have lived in my
town for my whole life. I can’t imagine how difficult it must be moving town, never mind moving country or continent.
In my opinion, it is not easy.

5 Kabir Patel immigrated with his family to the United States from India in 2018. Which of the
problems mentioned in the essay above do you think he faced? Which problems do you think
he still faces? Discuss in groups.

KABIR PATEL
KABIR PATEL

6 Choose one of the titles below to write your own opinion essay. Use the strategies on page 16
of the Language Study Book to help you.

Immigration makes places more interesting, and helps people become more accepting of others. Do you agree?

Everybody should be able to live where they choose. Freedom of movement is a human right. Do you agree?

There should be more help for immigrants to adapt to their new country. Do you agree?

23
 create
We are all Immigrants

1 Draw your family tree in the space below.

Include as many of your ancestors as VOCABULARY BOX
possible. Ask your parents/grandparents for ancestors : (noun): members of a family who came
help. before: parents, grandparents, great grandparents,
etc.
ancestral language (noun): the language spoken
by ancestors or family before immigrating to a new
country.

1 Were you born where you live now? If not, where

were you born?

2 Where did your parents come from?

3 Why did you/your family immigrate to this town?

4 Do you speak your ancestral language (if it is

different from the language you speak now)?
me Do/Did your parents? Your grandparents?

2 Interview as many of your ancestors as you can. Use the questions above to help you. Ask
your parents/grandparents what they know about their ancestors

3 Use a blank outline map of your country (or a world map if

you have international immigrants in your family). Create a
color key to show immigration patterns for your family
members.

4 Prepare and present your family history of migration using a poster or PowerPoint. Include:

1 how many generations of your family you can trace.

2 the reasons for migration.

where your ancestors immigrated from (with visual representation such as a map, photographs,
3
timelines, etc.)

4 Which ancestral languages were used and whether they are still spoken.

24
PERSONAL AND CULTURAL EXPRESSION
Unit 3 The Influence of Sound
1 2

4 5

6 7 8

THINK QUESTION
BH32S
When does sound become
noise pollution?

25
 remember
OBJECTIVES Sounds
Remember
To identify sounds as natural or
artificial 1 With a partner, brainstorm sounds you hear every day.
To express opinions and attitudes
using a range of expressions

Understand
To describe how sound is made
and what a sound is
To interpret a chart and add
relevant sounds

Apply
To consider the connection
between sound and emotion
To apply personal experiences of
sound to a text

Analyze
To distinguish between different
pronunciation to portray
meaning
To infer meaning from
intonation

Evaluate
To assess what should be
classified as noise pollution and
support an idea
To evaluate whether noise 2 List the sounds from Activity 1 in the table below.
pollution is the same for
everyone
VOCABULARY BOX
natural sound : (noun) sound made by natural sources in their normal
Create
To compose sound/music/ soundscapes, such as rain, thunder, animals, etc.
rhythm to support a campaign artificial sound : (noun) sound made by a human source, rather than
To produce and present a happening naturally, such as a telephone, a hairdryer, an airplane, etc.
campaign with accompanying
sound
Natural sounds Artificial sounds

26
 Track 12
3 Listen to ten different sounds. Identify each sound and write below. Add the sounds to your
list in Activity 2.

1 ................................................................................................ 6 ................................................................................................
2 ................................................................................................ 7 ................................................................................................
3 ................................................................................................ 8 ................................................................................................
4 ................................................................................................ 9 ................................................................................................
5 ................................................................................................ 10 ................................................................................................

4 Choose one natural and one artificial sound you like, and one natural and one artificial
sound you hate, and write them in the top of the boxes below. Write your own opinion of
the sounds, then ask three friends their opinions.

Sound 1: Sound 2: Sound 3: Sound 4:

.......................................... .......................................... .......................................... ..........................................

My opinion: ...................... My opinion: ...................... My opinion: ...................... My opinion: ......................

.............................................
Friend 1: ............................
.............................................
Friend 2: ............................
.............................................
Friend 3: ............................
.............................................
.............................................
Friend 1: ............................
.............................................
Friend 2: ............................
.............................................
Friend 3: ............................
.............................................
.............................................
Friend 1: ............................
.............................................
Friend 2: ............................
.............................................
Friend 3: ............................
.............................................
.............................................
Friend 1: ............................
.............................................
Friend 2: ............................
.............................................
Friend 3: ............................
.............................................

5 In groups, discuss the results of Activity 4, and write statements describing your findings.

Everybody ........................................................................................................................................................................................
.................................................................................................................................................................................................................
Most people ......................................................................................................................................................................................
.................................................................................................................................................................................................................
Some people .....................................................................................................................................................................................
.................................................................................................................................................................................................................
Nobody .............................................................................................................................................................................................
.................................................................................................................................................................................................................
27
 understand
What is Sound?

1 Read the short text about what sound is, and consider the questions below.

Sound is made with vibrations. When an object vibrates, air particles are pushed against each
other in wave-like motions. These vibrations are called sound waves. Sound waves ripple until
they run out of energy. Our ear drums vibrate in a similar way to the source of the sound,
and this is how we can hear many different sounds. Sound can travel
through water, air, or solids. In space there are no air particles; it is a vacuum
which means there is no sound.

The decibel (dB) is a unit of sound, and is used to measure the intensity of a sound. On the decibel scale, the smallest
audible sound is 0dB (near total silence). A sound 10 times more powerful than silence is 10dB, and a sound 100 times
more powerful than silence is measured at 20 dB. Any sound above 70 dB is seen by experts as a risk to our hearing.
Hearing loss is related to the intensity of the sound, the distance our ears are to the source of the sound, and the sound’s
duration: how long it lasts.

1 What are sound waves?

LANGUAGE FOCUS
........................................................................................................ Describing processes or experiments
2 What happens to sound in space? Sound is made with vibrations.
........................................................................................................ Air particles are pushed against each other.
These vibrations are called sound waves.
3 Why do fireworks not sound as loud as a police siren?
A decibel is used to measure the intensity of a sound.
........................................................................................................ A sound above 85 dB is seen as a risk to our hearing.
Hearing loss is related to the intensity of the sound.
........................................................................................................

Track 13
2 In pairs, interpret the decibels chart opposite. Add these sounds to where you think they
belong on the chart. Then listen and check.

A movie theater A rocket launch A sports stadium A screaming baby

What about ............

A lawn mower? A rock concert? A car horn? A vacuum cleaner?

28
29
 apply
Sound and Emotion
1 Complete these sentences, then share with a partner.
Imagine what the decibel level of these emotions
would be.
1 Happiness sounds like ................................................................. .
It has a decibel level of around ................................................... .
2 Anger sounds like ........................................................................ .
It has a decibel level of around ................................................... .
3 Sadness sounds like ..................................................................... .
It has a decibel level of around ................................................... . Your turn

4 Excitement sounds like ............................................................... . ................................... sound like .................................. .

It has a decibel level of around ................................................... . It has a decibel level of ................................................. .

Track 14
2 Listen to the recording. As you listen, decide which of the three illustrations below best
represents the sound to you.
A B C

Track 15
3 Listen to a conversation with a teacher about the Shepard tone and complete the sentences.

1 The Shepard tone made the girl feel ..................................................... . LANGUAGE FOCUS
2 The girl thought illustration B represented the tone because What was that sound?
..................................................................................................................... Which of the illustrations did you think best
represented the sound?
..................................................................................................................... How does the Shepard tone work?
3 An aural illusion is ................................................................................... Why would anyone listen to the Shepard tone?
Who was Shepard?
.....................................................................................................................
4 The Shepard tone is used in movies and soundtracks because ................................................................................................
5 Cognitive science is the study of ..................................................................................................................................................

4 In pairs, think of movie scenes where the Shepard tone could be used.

Night time in a dark and creepy forest.

1 ................................................................................................ 3 ................................................................................................

2 ................................................................................................ 4 ................................................................................................
30
 5 In groups of four, discuss these questions.

1 Which sounds do you think are necessary for safety?

2 Which sounds do you think are unnecessary or annoying?

6 Read the magazine article and complete the related activities.

The psychology of sound

There are powerful connections between sound and emotion, and research shows
that our own personal experiences influence the way we respond to various sounds.
For example, some people find a thunderstorm relaxing, whilst other people find the
same thunderstorm worrying. Scientists have not yet solved the mystery of why
people react differently to sounds, but research at Lund University in Sweden offers
new insights. Researchers have come up with a list of five psychological processes
which may cause sounds to connect to emotions.
1 Brain-stem reflex
You are sitting quietly in your classroom when you suddenly hear a loud crash. How do you react?
.............................................................................................................................................................................................................
Most people want to know what the sound was. This is because our brain is hard-wired to save us from danger.
2 Circumstance emotions
Think of your favorite song. Now think back to the first time you heard it. Where were you? Who were you with?
.............................................................................................................................................................................................................
Many people link sounds with specific emotions dependent on the emotions they felt the first time they heard them.
3 Contagious emotions
When someone yawns or starts laughing, what do you do?
.............................................................................................................................................................................................................
Some sounds activate “mirror neurons” in the brain, which are activated when you see someone doing something and
can’t stop yourself doing the same thing.
4 Visual imagery
When you listen to the sound of waves in the ocean and close your eyes what do you see?
.............................................................................................................................................................................................................
It is very difficult to listen to sounds from the natural environment and not imagine that environment.
5 Emotion memory
Close your eyes and think back to a memory which has the sound of a lot of people laughing. Describe the memory.
.............................................................................................................................................................................................................
Sounds can activate powerful emotional memories. These can be either positive or negative. Thunder, for example,
can remind soldiers of fighting in a war.

VOCABULARY BOX
insight (noun): the ability to gain a deep understanding of someone or something we didn’t know much about
previously.
circumstance (noun): a fact or condition connected with or relevant to an event or action.
contagious (adjective): (of an emotion, feeling, or attitude) likely to spread to and affect others.
activate (verb): make (something) active or operative.
31
 analyze
The Voice as Sound
1 In pairs, practice saying these sounds. Analyze how we make the three sounds.

big dig gig

Track 16
2 Listen to a girl saying these words. Differentiate between the sounds, and number them in
the order you hear them.

b big bet buy bait

d dig debt die date

g gig get guy gate

3 Explain how we make the three different sounds by completing the text below.

B D G

baby | big dad | dinner gift | game

/b/, /d/, and /g/ are called plosives. This means that they are produced by blocking airflow in the (1) ………......……..,
building up pressure, and then letting it go. The /b/ sound is made when the (2) …………………… close and stop the
airflow. The /d/ sound is made when the tip of the (3) …………………. touches the top of the mouth just behind the
upper (4) ……………….. . The /g/ sound is made when the back of the (5) ………………… touches the back of the
(6) …………......…… . All three sounds are voiced, which means that the vocal chords vibrate and make a sound.

4 Close your book and watch the video. Now close your eyes and listen again. What happens?
Can you explain?

The McGurk effect is another example of an auditory illusion. It was first described in an experiment which was done
by psychologists Harry McGurk and John MacDonald. It shows that the visual information we receive by watching
someone’s mouth move can change what we think we are hearing.
32
 5 In pairs, think about how the way we say words (stress) changes the meaning. Can you say
‘Oh!’ to show surprise, anger, excitement, disappointment, etc.?

Track 17
6 Listen to one sentence, spoken four times, each time with different stress. Infer the meaning
in each example.
The speaker is shocked by exactly what the person wants (his credit card).
1 ...........................................................................................................................................................................................................
2 ...........................................................................................................................................................................................................
3 ...........................................................................................................................................................................................................
4 ...........................................................................................................................................................................................................

7 In pairs, practice and memorize the dialogue on the right. Use word stress and intonation to
perform the dialogue using one of the situations below. The class tries to guess the situation.

A: Hi, how are you?

1 Two old friends who haven’t seen each other for a long time. B: Fine, thanks. You?
A: Great. What are you up to these days?
2 A student meets a deaf old neighbor at the market.
B: This and that. I’ve been busy.
3 Two students who had an argument and haven’t seen each A: Well, got to go. Good to see you.
other since.
B: You too. See you soon.

4 Two spies meeting in a park in the middle of the night. A: Yes. Well, bye.
B: Goodbye.

VOCABULARY BOX
onomatopoeia: (noun): a word formed from a sound connected with what is named. They create a powerful auditory
experience.

8 Identify the onomatopoeia words in the sentences on the left. Then complete the sentences
on the right with an appropriate onomatopoeia word.

1 I heard the low rumble of thunder in the distance. 6 The snake ...................... at me from the grass.

2 It was hard to move through the squishy mud. 7 During the storm, the ocean waves ...............................
into the rocks.
3 It was scary to hear the owl screech in the dark.
8 Why do children love to ...................... in puddles?
4 I dropped my heavy backpack to the floor with a thud.
9 ‘..................................’, sneezed the girl.
5 The boy kicked the ball and it crashed through the
greenhouse window. 10 The race car ............................... past at high speed.
33
 evaluate
Noise Pollution
There are more than 15 million residents living in Istanbul, Turkey. It is the fourth most crowded city in the world.
Whilst Istanbul has a very large area – 1,539 square kilometers, it has a population density of 2,523 people per square
kilometer. This is incredibly high, compared with Turkey’s overall population density of 102 people per square
kilometer.

1 Knowing the population density of Istanbul, predict the main causes of noise pollution in the
city. Brainstorm ideas in pairs.

2 Evaluate the information in the text to prepare a poster aimed at the residents of Istanbul to
take care of their hearing.

Residents in many areas of Istanbul live with noise levels far above 70 decibels, the maximum level of sound without
risk of permanent damage to our hearing. In fifteen districts of Istanbul, including highly populated areas such as
Bakırköy, Şişli, and Kadıköy, residents are victims of high levels of noise pollution. Noise in these areas often reaches
75 – 85 dB, and reaches 90 – 100 dB at least every three minutes. The noise pollution is caused by traffic, vehicle horns,
music, and other daily activities. The shipyards of Tuzla, on the Marmara Sea often produce sound levels as high as 115
dB, and similar levels are heard around Atatürk Airport and the E-5 highway. The noise level in the residential area of
Sefaköy, five kilometers away from the airport, often reach 100dB during the takeoff and landing of airplanes.
Hearing loss from noise pollution is estimated to be around 3% worldwide, but experts believe that it is nearer 10% in
Istanbul. As well as hearing loss, there are other negative effects of excessive noise. These include stress, tiredness, and
poor quality sleep.

TAKE CARE OF YOUR HEARING

1 Turn the volume down

10

34
 Track 18
3 Listen to the dialogue and complete the sentences below with Harry or Kelly.

1 ...................................... thinks noise pollution is any noise that is too loud and uncomfortable.
2 ...................................... thinks noise pollution is any noise that is harmful to the people who hear it.
3 ...................................... believes noise pollution is not as dangerous as other kinds of pollution.
4 ...................................... doesn’t agree that noise pollution is not a danger to life.
5 ...................................... points out a number of ways people are affected by noise pollution.
6 ...................................... agrees that noise pollution is more dangerous than first thought.

4 In groups of four, discuss the topic below. Use the strategies on page 26 of the Language
Study Book to help you.

Noise pollution is subjective

Rules:

✓ Make eye contact whilst speaking.

✓ Listen actively (look interested and ask relevant questions)

✓ Disagree respectfully

✓ Take turns

35
 create
Composing Sound for a 60 Second Commercial
1 In pairs, discuss commercials you have seen or heard recently. What makes them
memorable?

Track 19
2 Listen to part of a lecture. According to the speaker, what is a commercial and what is its
purpose? Take notes in the space below.

...........................................................................
...........................................................................
...........................................................................
........................................................................... 4
...........................................................................
...........................................................................
...........................................................................
Place your
...........................................................................
...........................................................................
AD
...........................................................................
...........................................................................
........................................................................... Here

...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................

3 In groups of four, create a commercial for TV or radio. Follow the procedure below.

Rules:
1 Work in small groups to decide what you want to advertise. This
could be a product, a charity, or an event, club, or team. Whilst
brainstorming, consider how you will be able to use your commercial
to influence people in a positive way.
2 Write the copy for your commercial, paying attention to persuasive
language. With only 60 seconds, every word and action matters and
must be chosen carefully.
3 Create background music and an ending jingle for your commercial.
Look at some examples of jingles and consider what makes them
effective. Decide together how you will produce your music and
jingle: instruments or digital?
4 Present your commercial to the class. Modify the sound / music /
rhythm according to discussion and feedback.
36
 SCIENTIFIC AND TECHNICAL INNOVATION
Unit 4 Our Life in Apps
1

2 3

THINK QUESTION
BH34N
How have smartphone apps changed
the way we live?

37
 remember
OBJECTIVES Advantages of Apps
Remember
To list the advantages of VOCABULARY BOX
smartphone apps app: (noun): an abbreviation for application. In the context of mobile devices,
To identify graphs from an app is a type of software that can be downloaded on a smartphone or
tabulated data
tablet. One of the benefits of owning a smartphone or tablet is that you have
access to many apps, which provide useful solutions for everyday experiences.
Understand
To tabulate the results of a class There are more than one million apps in the leading app stores, although
survey the majority of app installations are of the most popular ones. According to
To describe a favorite app in the research, the average smartphone user has between 25 and 30 apps on their
form of a poster phone at a given time. However, the number of apps they frequently use is as
few as three.
Apply So what makes the top apps so popular, compared to the rest? The answer is
To relate safe and responsible simple. A successful mobile app meets the needs of the users in a way that is
usage to using apps
quick and effective.
To apply suggestions on curbing
app addiction
1 In pairs, discuss the advantages of smartphone apps.
Analyze List the advantages below.
To analyze the influence of
memes
To infer human behavior
through a meme of our own

Evaluate
To appraise apps created in
Turkey
To measure the effectiveness of
apps aimed at immigrants/expats

Create
To develop an appropriate app to
solve a problem
To combine knowledge of apps
with ICT

38
 2 Look at the statistics in the table and identify the correct function/app. Label the graph.

Internet browser 31% 33% 22% 9% 5%

Camera 19% 33% 35% 11% 2%
Music 23% 24% 20% 14% 19%
Navigation (maps) 19% 23% 32% 17% 9%
Messages 48% 33% 14% 3% 2%
News/weather 18% 33% 31% 12% 6%
Phone 40% 33% 20% 6% 1%
Photo apps 21% 22% 20% 12% 25%
very often regularly occasionally seldom never

Messages
1 ..................................

2 ..................................

3 ..................................

4 ..................................

5 ..................................

6 ..................................

7 ..................................

8 ..................................

3 The statistics show the smartphone functions and apps used most frequently by users of all
ages. In pairs, describe the probability that the statistics would change if all the users were
teenagers.

.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
39
 understand
Top Apps Worldwide
Track 20
1 Listen to a group of students talking about one of the world’s most popular apps. Answer
the questions
1 What are they talking about? ............................................................................................................................................................
2 Are they all happy with the app? ......................................................................................................................................................
3 Name two more advantages and two more disadvantages of the app. .......................................................................................
................................................................................................................................................................................................................

LANGUAGE BOX
I’m checking my social media!
We use the continuous tense to talk about an action that is, was, or will be in progress at a certain time.
The present continuous tense can be used to show an action which is happening at the time of speaking.
I am checking my Facebook page.
The past continuous tense can be used to show an action which was happening in the past. Remember that the past
continuous is most commonly used to show an action which was happening when another action, which is usually
shorter, happened at the same time, stopped the continuous action, or started after the continuous action.
I was messaging last night while we were having dinner, and my dad got really mad.
The future continuous tense can be used to show an action which will be happening at a time in the future.
I will be having exams next week and I have to pass all of them.

2 Below are eight of the world’s most popular apps. In groups of four, discuss each app in
turn. Take notes in the space provided. Use these questions to help you.

What is the function of the app? What are the advantages of the app?

Who is it for? What are the disadvantages of the app?

Do you use it? How often? What do you know about the app’s history?

................................................................................................................................
1
................................................................................................................................

................................................................................................................................
2
................................................................................................................................

................................................................................................................................
3
................................................................................................................................

................................................................................................................................
4
................................................................................................................................

................................................................................................................................
5
................................................................................................................................

40
 ................................................................................................................................
6
................................................................................................................................

................................................................................................................................
7
................................................................................................................................

................................................................................................................................
8
................................................................................................................................

3 In pairs, choose one app that you use that is popular with your age-group.
Ask every student in the class how often they use it, and the reasons why.
Complete the tally chart.
App very often regularly occasionally seldom never

Total: ....................... Total: ....................... Total: ....................... Total: ....................... Total: .......................
Reasons: .................................. .................................. .................................. .................................. ..................................
.................................. .................................. .................................. .................................. .................................. ..................................
.................................. .................................. .................................. .................................. .................................. ..................................
.................................. .................................. .................................. .................................. .................................. ..................................

4 Convert the statistics from the tally chart into a graph, similar to those on page 39. Describe
the results of your survey to the class.

App:
........................................
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
very often regularly occasionally seldom never

5 With your partner, prepare a poster advertising your

app.

Include:

the icon for the app

the reasons why people should use it

why it is better than other, similar apps

the reasons why people should use it

41
 apply
App Addiction

1 Complete the questionnaire by answering the questions below.

1 Do you often use your apps longer than you planned to?
Yes No
2 Do you think a lot about when you can get back to your apps?
Yes No
3 Do you prefer in-app activities to going out and doing something?
Yes No
4 Are you always honest about what you do when you are on your apps?
Yes No
5 Do you avoid studying or other activities to spend more time on your apps?
Yes No
6 Do you often get annoyed when someone bothers you while you are on your apps?
Yes No
7 Do you prefer to spend time with people on messaging apps rather than face to face?
Yes No
8 Do you argue with your family about the amount of time you spend on your apps?
Yes No

2 Compare your answers with your partner. Does your partner think you have a problem
with how you use your apps.

Track 21
3 Listen to two teenagers calling a helpline. Explain the problems and solutions.

Problem 1: ............................ Problem 1: ............................

................................................ ................................................
................................................ ................................................
Problem 2: ............................ Problem 2: ............................

Polly ................................................ Paul ................................................

Solution 1: ................................................................................. Solution 1: .................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
Solution 2: ................................................................................. Solution 2: .................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................
..................................................................................................... .....................................................................................................

4 In pairs, choose one character each, and retell the main points of the conversation with
Sandra.
42
 LANGUAGE FOCUS
Listen again to the conversations in Activity 3. Who said what? Write the name (Polly, Sandra, or Paul) next to
each sentences.

1 ................................ Tell me what’s going on. ....... A get information

2 ................................ I don’t want to go out. ....... B stop having or doing
3 ................................ I pick up my phone and message my friends. ....... C o be responsible for
4 ................................ Let’s come up with a plan. ....... D think about until you understand
5 ................................ Go and find out right now. ....... E get something or someone from a place
6 ................................ Do you want to take on the problem? ....... F happening
7 ................................ I have given up everything except my apps. ....... G go to a place or event
8 ................................ I can figure this out. ....... H produce an idea
Now match the phrasal verbs in sentences 1 – 8 with their definitions A – H.

5 Prepare a leaflet with tips for app addiction. Include five relevant tips.

Are you addicted to your apps?

Follow these tips to change your habits!
HELP
1

6 Read the functions of the three apps below. Apply the information to choose an appropriate
name for each app.

This app is a great way to make a friendly challenge more exciting and motivating. You can
App 1 create a challenge with your friends or family, such as taking part in a sporting event or
........................................ losing weight. The loser has to pay an agreed sum to a foundation such as Animal Rescue
or Cancer Research.

UNHCR (The Office of the United Nations High Commissioner for Refugees) created this
App 2 app. In the time it takes to download the app, eight people around the world will have
........................................ become refugees. The aim of the app is to increase awareness of the difficulties refugees
face as they try to escape from danger.

This app helps you to make small changes to your daily routine to save money. It suggests
App 3 ideas such as making your own coffee instead of buying it, or downloading a movie rather
........................................ than buying a movie ticket. The idea is that you give the money you save to projects such
as Water is Basic, an organization solving water problems in Africa.

43
 analyze
The Influence of Memes
1 In pairs, explain the message in the meme below. Is it funny? Would you forward it to your
friends? Why or why not? Take notes in the space provided.

VOCABULARY BOX
meme: (noun): (pronounced ‘meem’) an image,
video, piece of text, etc., typically humorous
in nature, that is copied and spread rapidly by
Internet users, often with slight variations.

.......................................................................................
.......................................................................................
.......................................................................................
.......................................................................................
.......................................................................................
.......................................................................................
.......................................................................................

2 Read the short text below about memes. Answer this question in the space below.
What is a meme and why is it a good way to communicate a message?
Memes make fun of current events, pop culture, and the seriousness of the world. But did you know the word ‘meme’ is
more than 40 years old?
The term ‘Meme’ was first used by Richard Dawkins in 1976 in his book ‘The Selfish Gene’ in 1976. According to
Dawkins memes are ideas that spread from brain to brain, like genes. Just like genes, memes reproduce (go viral).
Nowadays, memes are another way for Internet users to communicate. We know them as pictures with an amusing text
that go viral on social media. We use them to make jokes or comments. They are created quickly, shared widely, and
received humorously. A ‘Memes’ Facebook page has over 15 million online likers. Memes are everywhere. They can
encourage you to better yourself, or let you know it’s OK to be exactly who you are. American universities now offer
Meme Studies courses.
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................

3 Analyze these three memes. What message does each infer?

1 2 3

44
 .......................................................................................................................................................................................
Meme 1 .......................................................................................................................................................................................
.......................................................................................................................................................................................

.......................................................................................................................................................................................
Meme 2 .......................................................................................................................................................................................
.......................................................................................................................................................................................

.......................................................................................................................................................................................
Meme 3 .......................................................................................................................................................................................
.......................................................................................................................................................................................

4 Play the team meme game.

1 In groups of four, analyze the photo above in relation to the focus of the unit ‘Our life in apps’. Create a meme for the
photo. All four members of the group must agree.
2 Present your meme to the class, explaining why you chose it.
3 Give points out of ten for each of the memes presented. Consider each meme in terms of its humor and the strength
of the message it gives.
4 The group with the most points wins the team meme game.

45
 evaluate
Apps Created in Turkey
1 Evaluate the text below. In pairs, write your own slogans for the TURKEY: HOME
campaign. Support your ideas with reasons.

Turkey is the sixth most popular tourist destination in the world. In 2014, the Turkish
Ministry of Culture and Tourism began a campaign to raise awareness around the world
of the rich cultural history of the country. The campaign included print, outdoor, and
digital media, in 77 countries. In order to include locals as well as tourists in the
campaign, an app was developed called TURKEY: HOME. With this app, anyone could
take a photograph, add a slogan which started with “Turkey, home of . . . “, and share
their poster on social media. Within months of launching the app, hundreds of
thousands of “Turkey, home of . . .” posters were created and shared.

1 Turkey, home of ........................................................................................................................

Reason ........................................................................................................................................
2 Turkey, home of ........................................................................................................................
Reason ........................................................................................................................................
3 Turkey, home of ........................................................................................................................
Reason ........................................................................................................................................

2 Read about other apps created for both locals and tourists in Turkey. Assess who each app
would appeal to?

Provinces in Turkey – locations on the Turkish map. This is an opportunity to learn all
81 provinces of Turkey, including their names and where they are on the map. The app is
available in four languages, including English and Turkish.

Welcome Turkey – an app for visitors to Turkey. The app is available in English,
Russian, and Arabic. It includes a weather forecast, exchange rates, places to visit, hotel
reservations and how to say useful phrases in Turkish.

Grand Bazaar – an app which includes an up to date map and a store directory. The
Grand Bazaar is the historical trade center of Istanbul, with thousands of different shops
in many twisting streets. The app also helps you find the bathrooms, nearest exits,
currency exchange offices and cashpoint machines.

Yemeksepeti – the first and biggest online food ordering app in Turkey. Choose from
more than 10 thousand restaurants in 65 cities. There are so many cuisines to choose
from, you can plan to order a pizza and end up ordering sushi!

3 Imagine traveling abroad for a month in the summer vacation. What kind of apps would
you look for before traveling? Why?

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
46
 4 Yemeksepeti is the most popular food-ordering app in Turkey. Read the instructions on how
to order food with the app, and answer the questions which follow.

Yemeksepeti was founded in 2000 by Nevzat Aydın, Melih Ödemiş, Cem Nufusi and Gökhan Akan. It is an online
food delivery network based in Istanbul and operating in 8 countries across East Europe and the Middle East. In May
2015, Yemeksepeti was sold to the German-based online food-delivery company Delivery Hero for $589 million.
Ordering food with Yemeksepeti is easy, but of course to do this, you need to download the app, which is free. The
first thing to do once you have downloaded the app is to select your area to order; choose your city, district, and
neighborhood. There are still a number of areas where the service is not available, but check the list to see if online
ordering is possible in your area.
Secondly, you need to create an account. You can do this through Facebook if you have a profile, or you can complete
the form, which takes some time. However, once it is complete, you can just sign in with your email address and
password. You must agree to the terms and conditions, but you can choose whether you want to receive notice of
special offers and promotions.
Having registered and created an account, the third and most important task is to choose the restaurant you want to
order your food from. There are a number of ways you can do this. You can choose from the special offers at the top
of the page, you can browse the restaurants offering the service in your area, or you can choose from your previous
orders. New to Yemeksepeti are a range of Fit and Light menus, as well as Campus Opportunities for university
students.
Next, once you have chosen where you want to order food from, choose the actual food. Add your orders to the
basket until you have chosen everything you want.
The final step is to click on your basket, add any drinks or side orders, confirm your order and choose your payment
method. You can save time by paying online, or you can pay cash or by credit card on delivery.

1 What interesting information did you learn about the Yemeksepeti company?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Is the service available all over the country? How can you find out if it’s available in your area?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
3 What is the next step in the process after choosing the city, district and neighborhood?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
4 What new features are there on Yemeksepeti? Would you use these new features?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
5 How many different ways can food be paid for? What are they?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
6 Evaluate how difficult the process of downloading and setting up the app is. Could it be easier?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

5 Write a short essay like the model above, describing the steps in setting up and using your
favorite app. Use the strategies on page 34 of the Language Study Book to help you.
47
 create
App Design for Good
1 In groups of four, discuss apps you have seen recently designed for
social good. What was the aim of the app? Who did it help and
how was it designed to do so?

............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................

2 Brainstorm which problem your group would like to create an app for. What kinds of people
would benefit from the app? What will the app be designed to do?

Problem:
..............................
.........................

3 Follow the procedure below to design your app.

Procedure:
1 Present your brainstorm ideas to the class and modify your ideas according to the feedback you receive.
2 Search for apps in your chosen topic. Every student is expected to find at least one app for the group to analyze.
3 Work together as a group to look at each app. Decide what you like and don’t like about the app and how this will
influence your own app design.
4 Work together on your wireframe templates before working together producing the app. Complete it before the
deadline. Present your app to the class and modify according to feedback.

48
GLOBALIZATION AND SUSTAINABILITY
Unit 5 International Organizations
1 2

3 4 5

6 7

THINK QUESTION
BH34U
Do international organizations make
the world a better place?

49
 remember
OBJECTIVES International NGOs
Remember
To define what a 1 In pairs, discuss anything you know about these
non-governmental organization organizations.
is
To describe the purpose of an Purpose:
NGO

Founded:
Understand 1
No. of members:
To interpret the word ‘peace’
To summarize the influence of Based in:
key pioneers of peace Funding from:

Apply
To demonstrate an
understanding of the functions of Purpose:
government organizations
To apply knowledge of IGOs to
consider their contribution to Founded:
world 2
No. of members:
Based in:
Analyze Funding from:
To compare the functions of the
six major branches of the UN
To explain the functions of the
UN specialized agencies
Purpose:

Evaluate
To summarize the contribution Founded:
3
of the Red Crescent to national No. of members:
and international aid
To evaluate the role of the Red Based in:
Crescent in the international Funding from:
movement

Create
To prepare for a micro JMUN Purpose:
conference
To develop relevant speeches as a
JMUN delegate Founded:
4
No. of members:
Based in:
Funding from:

Purpose:

Founded:
5
No. of members:
Based in:
Funding from:

50
 VOCABULARY BOX
Track 22

found (verb): establish or start (an organization)

campaign (verb): work in an organized and active way towards a particular goal
abuse (noun): cruel and violent treatment of a person or animal
funding (noun): money provided for a specific purpose
donation (noun): something that is given to a charity, especially a sum of money
nonprofit (adjective): not making a profit
diversity (noun): a range of different things

2 Read the text below and complete the table opposite with information about the first three
organizations.
Amnesty International was founded in 1961, in London, in the United Kingdom, and the head office remains there.
Their purpose is to campaign for a world where human rights are enjoyed by all, and investigate human rights abuses
whenever and wherever they happen. The organization has seven million members worldwide. Amnesty International
refuses to accept any funds from governments or political parties. They receive funding from individuals and businesses
which have been checked for human rights policies.
One in three people live in poverty. The purpose of Oxfam is to achieve a fair and just world without poverty. They
work around the world to find practical ways for people to lift themselves out of poverty. The organization was found-
ed in 1942, in Oxford, in the United Kingdom, and the head office remains there. Oxfam now has 20 independent
non-governmental organizations, although the overall number of members is unknown. Oxfam receives funding from
donations as well as sales of products and 7% from the UK government.
Médecins Sans Frontières/Doctors without Borders is a private international organization made up mostly of doctors
and health-care workers whose purpose is to provide lifesaving medical care to those most in need. They give help to
populations in distress, as well as to victims of natural human-made disasters, and to victims of war. It was founded in
1971, in Paris, France, and their head office is now located in Geneva, Switzerland. There are now more than 42,000
working members. MSF does not take money from governments; 100 percent of donations come from private donors.

Track 23
3 Listen to information about the last two organizations and complete the table.

4 In groups of four, identify the similarities between the five organizations. They are all
examples of NGOs (Non Governmental Organizations). In your group, create a definition of
an NGO.

Similarities Definition of NGO

→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................
→ ................................................................................................. .....................................................................................................

51
 understand
What is Peace?

1 In small groups, look at the symbols below and discuss the questions.

1 What does each of these signs mean to you?

...........................................................................................................................................................................................................
2 Which of these signs best represents peace?
...........................................................................................................................................................................................................
3 Which of these definitions of peace do you think is most accurate?
1 freedom from trouble or worry
2 a feeling of mental or emotional calm
3 a time where there is no war or a war has ended
...........................................................................................................................................................................................................
4 Look at this statement from the Universal Declaration of Human Rights. What does it mean?
Recognizing the dignity and equal rights of all members of the human family is the foundation of freedom, justice, and
peace in the world.
...........................................................................................................................................................................................................
5 How would you describe peace?
...........................................................................................................................................................................................................

VOCABULARY BOX
conflict (noun): a serious disagreement or argument between people. The disagreement may be physical such as a
fight or a war, or it can be conflicting ideas.
cooperation (noun): the action or process of working together to the same end; the process of working with another
company, organization, or country in order to achieve something.
1 Five countries have started a program together to deal with the famine that is spreading across their region. Is this
conflict or cooperation?
2 One country says that it will no longer buy any products made in another country. Is this conflict or cooperation?
3 A large, powerful country is supporting a small, weak country in a war. Is this conflict or cooperation?
4 Two countries are fighting over the rights to a river that runs across their border. Is this conflict or cooperation?

2 Read the text below and answer the question: How does Locke’s social contract theory help
create and maintain peace?

John Locke was a philosopher who lived in England from 1632 – 1704. He believed that people were
basically good and wanted to help others, and they should be able to do what they wanted, as long
as it didn’t conflict with someone else’s rights. Life, liberty (freedom) and property are given to us by
nature and shouldn’t be taken away. Our responsibilities in exchange for these rights are to respect the
same rights of others, to avoid conflict, and to live in a society of cooperation.

52
Locke’s social contract theory states that people form governments in order to protect these rights. The government has
the responsibility to protect the land from enemies, protect the lives of their people, and give their people as much
freedom as possible without allowing one person to conflict with another. For this to happen, the people have to allow
the government to protect their rights, including allowing the government to decide what happens when there is a
conflict.
But what happens if the government doesn’t do what the people expect them to do? According to Locke, the people
then have the right to stop following the laws, remove the government, and start again.

Share examples of conflict and cooperation that you recognize in your own life with your partner.

Track 24
3 Listen to two students talking about these two amazing people. Summarize how they
influenced peace.
Nelson Mandela
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

Malala Yousafzai
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

4 With your partner, discuss other pioneers of peace you know about. Who do you think
influenced world peace the most?

LANGUAGE FOCUS
That’s perfect!
South Africa was mostly black, but they had been under the control of the British Empire since 1815, and the government
was all white.
He had heard of Mahatma Ghandi and his peaceful protests in India and he wanted to do the same in South Africa.
By March 2013, she had already had many operations, but she did not suffer any major brain damage.
Since 1994, South African people have lived together in peace.
Since childhood, she has been a spokesperson for girls’ education.
I really wonder what she will have achieved by the time I finished university.

53
 apply
Intergovernmental Organizations (IGOs)
An intergovernmental organization is a group, created by agreement, involving two or more nations. The aim is to work
together on issues of common interest with an element of trust. The main areas of interest are global peace and security,
as well as economic and social issues. The difference between IGOs and NGOs is that IGOs are formed by nations with
all the financial and political support of their member governments. NGOs are formed by individuals, independent of
governments, and receive financial support from individuals.

1 Read the text clues to match with the correct Intergovernmental Organization.

......................................................................... 1 This organization was founded in Washington, in 1949. The foreign

ministers of twelve countries first signed a defense treaty that promised to help each other if there was an attack. Due
to its ongoing success, there are now 29 country members and the headquarters are located in Belgium.

......................................................................... 2 Set up in 1944, this organization now has 184 member countries with its
head offices in Washington, D.C. It’s main purpose is to improve the financial conditions of its member countries, and
as a result strengthen the countries’ standing in the world.

......................................................................... 3 This organization is based in Switzerland and sets up agreements

between countries to encourage international trade. It has 153 member countries and is consequently responsible for
more than 97% of the world’s international business.

......................................................................... 4 This is a political and economic union of 28 member countries.

Nineteen of these countries use the euro as their official currency. It was first established by 12 countries in 1993
because of a need to develop the ‘four freedoms’: the movement of goods, services, people, and money.

......................................................................... 5 Founded in 1923, this intergovernmental organization’s full name is the

International Criminal Police Organization, and is based in France. It has 194 country members and therefore has a
wide information-sharing network, allowing national police forces to fight international crimes such as human
trafficking, terrorism, and money laundering.

International Monetary Fund World Trade Organization

North Atlantic Treaty Organization INTERPOL European Union

54
 2 With a partner, compare these two emblems. How do they symbolize the intergovernmental
organizations they represent?

2 5

6
3

4
7
International Criminal Police Organization International Criminal Court

Track 25
3 Listen to a description of Interpol’s emblem and label it. Then apply this information to
describe the International Criminal Court’s emblem.
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................

LANGUAGE FOCUS
Due to its ongoing success, there are now 29 country members and the headquarters are located in Belgium.
It’s main purpose is to improve the financial conditions of its member countries, and as a result strengthen the countries’
standing in the world.
It has 153 member countries and is consequently responsible for more than 97% of the world’s international business.
It was first established by 12 countries in 1993 because of a need to develop the ‘four freedoms’.
It has 194 country members and therefore has a wide information-sharing network.
The olive branches on either side of the globe symbolize peace, although the vertical sword behind the globe represents the
force of police action.
In the same way the olive branches symbolize peace, the scales below the olive branches symbolize justice.

4 Demonstrate your knowledge of intergovernmental organizations by describing how they

contribute to world peace. Write a short paragraph.

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
55
 analyze
The United Nations
1 In pairs, analyze the emblem of the United Nations. Explain what you think the values of the
organization are.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

2 Read about the main purposes of the UN. Complete the tasks.

The UN is an international organization that was formed in 1945 at the end of World War II. It was originally formed
by 51 countries with the aim of encouraging cooperation between nations and creating solutions to conflicts as an
alternative to war. There are now 193 member countries, including most of the countries around the world. These
countries financially support the work of the UN and govern its activities. The Charter of United Nations (UN Charter)
is the governing document. Article I of the Charter specifies its four main purposes.
The four main purposes are:
A. Maintaining worldwide peace and security
B. Developing relations among nations
C. Developing cooperation between nations in order to solve
economic, social, cultural, or humanitarian international
problems
D. Providing an opportunity to bring countries together to meet
the UN’s purposes and goals
E. ................................................................................................................
................................................................................................................
Why do you think UN peacekeeping troops
Suggest a fifth purpose which you think should be included. wear blue helmets rather than normal military
colors?

3 The United Nations operates through six major branches. After reading each information
box, summarize with just ONE sentence the main role of each branch.

The General Assembly The Security Council

is made up of all the member nations who meet annually
at UN headquarters in New York City. They can discuss
any subject included in the charter. Responsibilities
include election of the members of the specialized
agencies, and approving the UN budget.
In decision-making, every member country has one vote.
is made up of five permanent member nations (the U.S.,
the Russian Federation, the U.K., France, and China) and
ten nonpermanent members who serve two-year terms.
Each year the General Assembly elects five new nations
from all over the world. The Security Council’s main
function is to maintain international peace and security.
Each council nation must have a permanent
representative at the headquarters in New York.

Sum it up: ................................................................................. Sum it up: .................................................................................

..................................................................................................... .....................................................................................................
56
 The Economic and Social Council The Trusteeship Council
works under the general control of the General Assembly. meets only when needed, and is made up of the five
There are 54 member nations serving 3-year terms (18 permanent members of the Security Council. Nations
are elected each year). Nations with economic strength who used to be colonies of other nations are helped to
(such as the U.S. and the Russian Federation) are usually become independent. The Trusteeship Council was
re-elected. The council deals with economic and social originally set up to supervise the guiding control of these
issues. These include economic development, land reform, dependent nations. All the nations who have been placed
and control of narcotics. They coordinate the policies under the trusteeship of the United Nations are now
and activities of the United Nations and the specialized independent.
agencies.
Sum it up: ................................................................................. Sum it up: .................................................................................
..................................................................................................... .....................................................................................................

The International Court of Justice The Secretariat

is the major branch of justice in the United Nations. It is
made up of 15 judges, each elected to 9-year terms by the
General Assembly and the Security Council. No nation may
have more than one judge elected, and the judges are chosen
because of their qualifications rather than their nationalities.
Meeting at The Hague in the Netherlands, the International
court settles disputes presented by nations for a final
decision.
is the administration branch of the UN, and at the head is
the secretary-general. The secretary-general chooses the
staff of the Secretariat. Each one of the member nations
must be included. The secretary-general brings issues to
the Security Council which may endanger international
peace. Other branches of the UN may give the
secretary-general special assignments to perform.

Sum it up: ................................................................................. Sum it up: .................................................................................

..................................................................................................... .....................................................................................................

4 The UN family consists of programs and specialized agencies, which have their own
membership, leadership and funding. Analyze the programs and agencies below.

The World Bank works in over 100

The United National Development
countries, aiming to reduce poverty
Program (UNDP) plays a major role in
through low-interest loans for health,
helping nations become independent of
education, and infrastructure.
aid and able to support themselves. It
works in almost 170 nations, helping to
The UN Educational, Scientific and
wipe out poverty, reduce inequality, and
Cultural Organization works to improve
build inner strength for the nation to
education, and protect important
develop by itself.
historical and cultural sites worldwide.

The World Health Organization (WHO) The UN International Children’s

aims to bring every person on Earth to Emergency Fund (UNICEF) saves and
a state of complete physical, mental and defends children’s lives and rights and
social well-being. helps them reach their full potential.

The World Food Program (WFP) is the The UN High Commissioner for Refugees
largest humanitarian agency. It aims to (UNHCR) protects refugees around the
wipe out hunger and malnutrition, and world, returning them home or safely
feeds almost 80 million people a year. resettling them somewhere else.

57
 evaluate
The Turkish Red Crescent
The International Red Cross and Red Crescent Movement is an international humanitarian
NGO with approximately 97 million volunteers, members and staff worldwide. The
organization ‘was born of a desire to bring assistance without discrimination to the
wounded on the battlefield’. The Turkish Red Crescent Association was founded on 11th
June 1868. It’s original name was ‘Society for Aiding the Wounded and Ailing Ottoman
Soldiers’. The name changed over the years until it became the ‘Turkish Red Crescent
Society’ in 1947. It was the great pioneer of peace, Atatürk, who gave the name KIZILAY
(Turkish for Red Crescent) to the organization. The Red Crescent Society shares the same
principles as the Red Cross and Red Crescent Movement, which are humanity, impartiality,
neutrality, independence, volunteer service, unity, and universality.

Track 26 VOCABULARY BOX

Match the definitions below with the words in italics in the text above. The listen and check.
1 ..................................... (noun): not supporting or helping either side in a conflict or disagreement.
2 ..................................... (noun): being united or joined as a whole; only one organization in any one nation.
3 ..................................... (noun): freedom from outside (governmental) control; not subject to another’s authority.
4 ..................................... (noun): being humane; protecting life and health, respecting and understanding.
5 ..................................... (noun): involving or being shared by all people in the world.
6 ..................................... (noun): done, given, or maintained by one’s own free will, without payment.
7 ..................................... (noun): fair treatment, without discrimination as to race, religion, class or political

1 In pairs, summarize the contribution of the Red Crescent Society towards world peace. Use
the notes below to help you, giving you an idea of what they do.

Disaster Management – The 8 regional and 25 local
disaster response and disaster logistics centers of the
Turkish Red Crescent have proved to be some of the best
in the world. Everything from food and shelter to
blankets, heating and kitchen equipment meet the needs
of every emergency.
International Services – In the last ten years alone, the
Turkish Red Crescent has lent a hand in natural and
human related disaster operations in 78 different
countries. It has also met shelter, food, and basic needs
of victims in 137 countries from its foundation to the
present.
Immigration and Refugee Services – The Turkish Red
Crescent provides services to the refugees who take
shelter in Turkey in times of emergency. The Society
assists the government authorities in meeting the needs
of refugees in terms of shelter, nourishment, health,
education and other needs.
Blood services – The aim of the Turkish Red Crescent is
to meet the blood needs of the whole country with safe
and continuing donations from the 17 Regional Blood
Centers, 65 Blood Donation Centers, and more than 150
mobile blood donation vehicles. The donated blood is
tested before distributed to those in need.
First Aid – The Turkish Red Crescent works towards
increasing awareness of first aid in the community with
education in its 33 First Aid Centers. The Society has
given first aid education to more than 100,000 people
so far, and has developed projects to develop first aid
awareness nation wide.
Mineral Water – In October 1926, Mustafa Kemal
Atatürk donated the Kızılay Mineral Water company to
the Turkish Red Crescent to provide income for social
aid and disaster operations. The extra income from the
annual production of 1 billion bottles of mineral water
makes a great contribution to the work of the Society.

2 Support the Red Crescent by creating a flyer/leaflet asking for a donation that:

✓ is clear and easy to understand ✓ summarizes who they are

✓ is eye catching and motivates donations ✓ clearly explains their principles
✓ explains how the money will be spent ✓ gives examples of the work they do
58
 Junior Model United Nations
JMUN (Junior Model United Nations) is an academic simulation of the United Nations.
The aim is to educate participants about current world events, topics in international
relations, diplomacy, and the United Nations agenda.
Participants in a JMUN conference role-play as diplomats representing a nation in a
simulated session of a branch of the United Nations such as the General Assembly or the
Security Council. Beforehand, the participants research a nation and investigate
international issues. They then take on the roles of diplomats and debate, deliberate,
consult, and then develop solutions to world problems.

Track 27
3 Listen to a teacher talking to a class about JMUN. Discuss the questions below with your
partner. Then listen and complete the answers.
1 What is a debate? ............................................................................................................................................................................
...........................................................................................................................................................................................................
2 Why are debates so formal? ..........................................................................................................................................................
...........................................................................................................................................................................................................
3 What are the accepted rules of procedure?
A .......................................................................................................................................................................................................
...........................................................................................................................................................................................................
B .......................................................................................................................................................................................................
...........................................................................................................................................................................................................
C .......................................................................................................................................................................................................
...........................................................................................................................................................................................................
4 What do we need to remember when we are speaking? ...........................................................................................................
...........................................................................................................................................................................................................

4 The terms we use when debating are quite complex. Match the debating terms below with
their correct meaning.
A To have the floor B The motion C A point of order D The House E To yield the floor
F The Proposer (or Submitter) G A point of information H The Chair (Chairperson) I A resolution
.......... 1 The person whose job is to conduct the debate and maintain order, whilst remaining completely impartial.
.......... 2 All participants, except the Chair.
.......... 3 The person who is proposing the motion for debate.
.......... 4 The proposal for debate which will eventually be voted on.
.......... 5 A long, complex motion, or series of motions for debate. After it has been voted on and accepted, it becomes
the decision and policy.
.......... 6 A question asked either to the speaker who has the floor, or to the Chair, by a member of the house who has
been duly recognized by the Chair.
.......... 7 A question asked to the Chair by a member of the house who feels that a mistake has been made in the order
of debate or who requires clarification of the rules of procedure.
.......... 8 To have been given the right to speak in debate.
.......... 9 To give up the right to the floor, either completely or temporarily for a point of information to be asked.

5 Look together with your partner at the Order of Debate on page 44 of the Language Study
Book. Complete the task.
59
 create
Micro class JMUN Conference
Track 27
1 Who says what and when at a JMUN conference? Listen and decide whether members of the
house (H) or the Chairperson (C) would say the phrase and when.

H/C ........ A When asking for permission to speak. H/C ........ F When recognizing someone to speak.

G When asking a speaker to conclude his/

H/C ........ B When wishing to ask a question. H/C ........
her speech.

H/C ........ C When pausing to answer questions. H/C ........ H When concluding debate time.

H/C ........ D When giving up the right to speak. H/C ........ I When extending debate time.

J When concluding debate and moving to

H/C ........ E When asking the house to be quiet. H/C ........
the vote.

2 Plan a micro class JMUN conference.

This is a full practice version of the kind of debate you will be involved
in during a JMUN conference. Some of the stages involved in this
formal debate include:

→ researching the topic, the policy of the country you are

representing, and developing a draft resolution.

→ informally discussing the draft resolution and amending in the

lobbying process.

→ debating the draft resolution in a committee stage as well as in a

plenary assembly.

Role-playing simulation
The resolution is debated as a simulation exercise, in which the participants play the role of Member States of the
United Nations.

Taking on roles
In a class, there are not enough students to represent every United Nations Member State. Therefore, take on the
Member State assigned to you by your teacher according to the state’s relevance to the resolution.
60
 FAIRNESS AND DEVELOPMENT
Unit 6 Animal Rights
1 2 3

4 5 6

7 8 9

10 11 12

THINK QUESTION
BH37W

What rights do animals have?

61
 remember
OBJECTIVES 1 In small groups, brainstorm how humans use animals.
Remember
To define the term ‘animal rights’
To recognize the conditions of
animals in captivity

Understand
To differentiate between animals
at work and those in sport
To discuss how to stop animal
cruelty in sport and work

Apply
To demonstrate an
understanding of the welfare of
animals in factory farming
To interpret the motivation
behind diets related to animal
cruelty

Analyze
To analyze statistics related to
animal testing
To categorize the pros and cons
of animal testing

Evaluate 2 Do animals have rights? Identify how human rights and

To evaluate the street animal animal rights are similar by completing the Venn diagram.
situation in major cities around
the country
To recommend a course of Human Rights
action to help street animals

Create
To plan a support campaign for a
local animal shelter
To compile a list of action points

Animal Rights

Define what you understand by ‘animal rights’.

...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
62
 Track 29
3 Listen to students talking about their experiences with animals. Define each situation. After
you listen, use your own knowledge of each to discuss the advantages and disadvantages
with your partner and take notes.
A pet is ...........................................................................................................................................
Advantages include ......................................................................................................................
.........................................................................................................................................................
Disadvantages include .................................................................................................................
.........................................................................................................................................................
A petting zoo is ............................................................................................................................
Advantages include ......................................................................................................................
.........................................................................................................................................................
Disadvantages include .................................................................................................................
.........................................................................................................................................................
A zoo is ..........................................................................................................................................
Advantages include ......................................................................................................................
.........................................................................................................................................................
Disadvantages include .................................................................................................................
.........................................................................................................................................................
A safari park is .............................................................................................................................
Advantages include ......................................................................................................................
.........................................................................................................................................................
Disadvantages include .................................................................................................................
.........................................................................................................................................................
A aquarium is ...............................................................................................................................
Advantages include ......................................................................................................................
.........................................................................................................................................................
Disadvantages include .................................................................................................................
.........................................................................................................................................................

4 List six responsibilities every pet owner has.

1 ....................................................................................................................................................
2 ....................................................................................................................................................
3 ....................................................................................................................................................
4 ....................................................................................................................................................
5 ....................................................................................................................................................
6 ....................................................................................................................................................
63
 understand
Animals in Work, Sport, and Entertainment
1 Discuss with your partner what these animals have in common. What other roles do they
have?

2 Read the text below. Compare the lives of pets with the lives of working animals. How are
they similar? How are they different?

What is a working animal?

A working animal is an animal that is kept by humans and trained to perform specific tasks.
They may be emotionally close to humans, such as a guide dog, or they may be used only
for the task, such as an elephant pushing or carrying logs. Even animals which give milk can
be defined as working animals, as they are trained by humans to cooperate. Dogs, whilst we
keep them as pets, are used for work in many situations, including supporting sight-impaired
humans, pulling sleds in snow, herding farm animals, bomb and drug sniffing, guarding
property, and providing emotional assistance.
The history of working animals predates records. However, there is a concern that using animals for work is an animal
rights violation, and by some it is considered animal slavery.

The most common working animals

The best known working animals are, of course, those used in agriculture. The most common working animals are
from the Bovidae family, which are hoofed mammals and include antelope, sheep, goats, cattle, buffalo and bison.
How they are trained and worked often depends on the country they are being used in. Cattle, for example, are used
to plough a field in some countries, and trained to pull carts filled with people or goods. In most countries around the
world, they are trained to be milked.
Horses, donkeys, and mules are members of the Equidae family and are also important working animals. They
transport people either on their backs or pull them on carts. They are also used as pack animals, carrying heavy loads
on their bodies. Horses are still used in hunting in some countries, and many police forces use them for patrol and
crowd control.

Less common working animals

Elephants and camels, whilst not well known as working animals in the West, have been used for hundreds of years in
Africa and the Middle East as pack animals and transport, as have llamas in South America. Even rats work
sometimes! The African giant pouched rat, which is nearly one meter in length, is specially trained to sniff out
landmines and explosives.

VOCABULARY BOX
predate (verb): exist or occur at a date earlier than (something).
violation (noun): the action of breaking or failing to follow (a rule or formal agreement).
animal slavery (noun): the act of treating animals as legal property and forcing them to work without proper care.
agriculture (noun): the practice of farming, including the cultivation of the soil for crops and breeding animals for
food, wool, and other products.
landmine (noun): a bomb placed on or just under the surface of the ground which explodes when stepped on.
64
 3 Compare the photographs of these animals with those on the previous page. What are the
similarities and differences? Which are the better situations?

Track 30
VOCABULARY BOX
4 Listen to two students debating the use of distressing (adjective): causing anxiety, sorrow or
animals in sport and entertainment. Consider pain; upsetting.
the questions below. ban (verb): officially or legally prohibit (something).

1 Why must bull fighting not be allowed to continue? ................................................................................................................

...........................................................................................................................................................................................................
2 Why should using animals in racing be banned? ......................................................................................................................
...........................................................................................................................................................................................................
3 ‘People who race animals must be heartless’. What does it mean? ..........................................................................................
...........................................................................................................................................................................................................
4 How do you think a circus could be a place to show children the positive relationships between humans and animals?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

LANGUAGE BOX
May . . . Might . . . Must!
Bull fighting mustn’t be allowed to continue.
Animals should not be treated like that.
People really ought to find something better to do with their time.
Using animals in sport should be banned.
Some people believe that circuses could be a place to show the positive relationships between humans and animals.

5 In groups of four, discuss the questions below. Prepare a summary of your discussion to
present to your classmates.

Do you think that using animals in work, sport, and In my opinion, it’s ok to use animals for work, as
entertainment is acceptable today? long as they are not treated badly.

I disagree. Animals shouldn’t work. It is cruel.

I definitely believe that animals should not be used

in entertainment such as in a circus.

I agree with you. There should be laws in every

country, banning the use of animals in circuses.
Would improved laws make it acceptable?
65
 apply
Farming Animals for Food
1 With your partner, interpret the poster below. What does ‘happy hens’ mean? How could
eggs not be ‘100% natural’?

2 Now discuss the photograph on the right.

Do you think they are ‘happy hens’?
Why or why not?

Track 31
3 Listen to a boy talking about his visit to a
chicken farm. Complete the tasks below.
1 Why does Warren say, ‘The whole environment was very
disturbing’?
....................................................................................................
.................................................................................................... LANGUAGE BOX
2 What’s the difference between a hen and a chicken? The whole environment was very disturbing.
They were in a very bad situation.
....................................................................................................
The cages are too small and there are too many hens in
.................................................................................................... them.
3 In what condition did Warren find the hens living? They are given enough antibiotics to keep them alive.
.................................................................................................... Without enough food and water they die.
....................................................................................................
4 Why are the hens given ‘enough antibiotics’? 4 Give Warren some advice on what he
.................................................................................................... can do about the situation.
....................................................................................................
✓ ..........................................................................................
5 What happens when the hens are too heavy?
..........................................................................................
....................................................................................................
....................................................................................................
✓ ..........................................................................................
..........................................................................................
6 What kind of life do hens live on a local farm?
.................................................................................................... ✓ ..........................................................................................
.................................................................................................... ..........................................................................................
66
 Alternative Diets
5 Compare the four diets below and complete the table.
Hi, I’m Kevin, and I’m a vegan.
I don’t eat anything that comes
from animals, which includes
meat, eggs, and dairy products. I
also do not eat any foods that are
processed using animal products,
such as refined white sugar.
I do eat honey, although some vegans do not. I am a
vegan for moral reasons because I do not believe any
animal should be bred or killed for food. I also do not
wear any animal products such as wool or leather.
My name is Gillian and I am a
flexitarian. ‘Flexitarian’ is a
combination of the words
‘flexible’ and ‘vegetarian’. I have
given up red meat out of support
for animals rights, but I do
occasionally eat free-range or
organic animal products for my health. I would never eat
processed meats such as sausages or salami as they have
very little nutritional value. When I do eat meat, it must
be good quality with little or no fat.
Processed meats Processed meats Processed meats Processed meats Processed meats
Vegans don’t eat ... X
Vegetarians don’t eat ...
Flexitarians don’t eat ...
Pescetarians don’t eat ...
6 In pairs, discuss the reasons why people choose an alternative diet related to animal welfare.
Produce a poster advocating an animal-friendly diet.
Hello. My name is Fiona, and I’m
a vegetarian. This means that I
don’t eat any kind of meat, fish,
shellfish, or insects. Although
I do not eat any kind of animal
flesh, I do eat free-range eggs and
animal- friendly dairy products,
and I drink milk. I am a vegetarian because I care about
animal rights and the environment. I eat eggs and dairy
products because I believe no animal has been harmed
or mistreated in the process.
Hi. My name is Neil and I am a
pescetarian. The word is a
combination of the Italian word
‘pesce’ for fish, and the word
‘vegetarian’. I mostly follow a
vegetarian diet in that I don’t eat
meat, but I do eat fish and
seafood. I also do eat dairy products and eggs. I follow a
pescetarian diet for environmental reasons. Producing
fish and sea food has a much lower carbon footprint than
producing meat and chicken.
67
 analyze
Animals in Medical and Scientific Research

1 In pairs, brainstorm things that come to mind when you hear the term ‘animal testing’.

The aim of medical and scientific research is to understand physiology

(how our body functions) and pathology (how diseases affect us). To
do this, scientists must study living systems and the effect that diseases
have on these systems. This involves research that would not be ethical
(morally right) to carry out on humans, so animals are used. Even though
humans and most animals have very different appearances, they are
anatomically (biologically) very similar. For example, humans and mice
are 99% genetically similar.

2 Analyze the pie chart. Predict which percentage applies to which animals?

74% ...................................................... fish

12% ...................................................... rats

7% ........................................................ birds

4% ........................................................ mice

2,5% ..................................................... reptilians/amphibians

0,5% ..................................................... other mammals

Track 32
3 Listen to a teacher talking about the 3 R’s of animal welfare in medical and scientific
research. Take notes in the space provided.

Finding ways to use non-animal .............................................................................................................

alternatives wherever they exist. .............................................................................................................
Replacement This could include using alternative
techniques, lower species, or .............................................................................................................
avoiding animal use altogether. .............................................................................................................

Finding ways of making animals’ .............................................................................................................

lives better in laboratories. This .............................................................................................................
Refinement could include toys for animals or
better training for technicians. .............................................................................................................
.............................................................................................................

Finding ways of reducing the .............................................................................................................

number of animals to obtain the .............................................................................................................
Reduction same, or even more, research
information. .............................................................................................................
.............................................................................................................

68
 Class Debate
Track 34
4 Listen to a moderator opening a debate. Complete the tasks below.
1 Listen to the language the moderator uses. Is it formal
or informal? List the clues.
.................................................................................................
.................................................................................................
2 What is the topic being debated?
.................................................................................................
.................................................................................................
3 How many sides are there and how many people will
speak for each side?
.................................................................................................
.................................................................................................
4 Summarize the four stages of the debate.
A ................................................................................................. B .................................................................................................
................................................................................................. .................................................................................................
C ................................................................................................. D .................................................................................................
................................................................................................. .................................................................................................

5 Read the arguments below. Categorize them into For (F) and Against (A) the debate topic
‘Should animals be used for scientific or medical research?’

....... 1 Many life-saving cures to illnesses have been found because of animal testing.

....... 2 There is no alternative to testing on a living system. A test-tube does not give the same results.

....... 3 Animal testing is cruel. Experiments include force feeding, or having no food, water or sleep.

Experiments now exist without the need for animals. Human skin can be grown in test tubes, and computer
....... 4
programs can show the effect of new treatments.
Animals do not have rights. It is acceptable to experiment on them. As long as humans eat meat, research on
....... 5
animals should be legal.
The Animal Welfare Act does not protect rats, mice, fish, or birds. These are the most common animals used
....... 6
in research.
Most of the world’s religions teach us to be kind to animals. We should not cause them pain and suffering by
....... 7
experimenting on them.
Most experiments involving animals fail. especially in the beginning. A large number of animal lives are
....... 8
wasted.

....... 9 National laws often require testing products on animals before they can be sold.

...... 10 Animal research is controlled by laws protecting animals. Vets have to check that the animals are treated well.

6 Using the four stages of debate and the arguments above, debate the topic.

69
 evaluate
1 In small groups discuss the street animals in your town or city. Are there a lot of strays? Are
they mostly cats or dogs? Who takes care of them?

Track 34
2 Listen to a student’s presentation about
street animals in Turkey. Complete the
tasks below in pairs.
1 How do many street animals survive in Istanbul?
.................................................................................................
.................................................................................................
.................................................................................................

2 Compare the life of a street animal with the life of a pet.

.................................................................................................
.................................................................................................
.................................................................................................

3 Who was Mark Twain and what did he say about the
street dogs of Istanbul?
.................................................................................................
.................................................................................................
.................................................................................................
4 Evaluate how the Ottomans felt about street animals.
.................................................................................................
.................................................................................................
.................................................................................................
5 Why were the dogs brought back from Sivriada?
.................................................................................................
.................................................................................................
.................................................................................................
6 Judge the success of the CNVR program in reducing
the number of street animals.
.................................................................................................
.................................................................................................
.................................................................................................

VOCABULARY BOX
neuter (verb): to remove the reproductive organs of an animal so that it can’t create babies.
chip (verb): to insert a microchip under an animal’s skin, using a needle, to identify the animal.
tag (verb): to attach a small strip to an animal’s ear for immediate identification.
abandon (verb): to stop supporting or looking after (someone or something).

3 After completing the tasks, evaluate who is responsible for taking care of street animals.

.................................................................................................................................................................................................................
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.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
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70
 4 Complete the discursive text below by writing the contrasting paragraph and conclusion.
Use the strategies on page 52 of the Language Study Book to help you.

Street dogs – a part of the community or a public nuisance?

(Introduction)
Street dogs are a problem all over the world. There are estimated to be around 500 million dogs around the globe. Believe
it or not, 80% of these are stray or unwanted. Some of them were left by their owners, and others were born and grew up
on the streets. Wherever they came from, communities are divided in their attitude towards street dogs. Some people find
them a nuisance, even dangerous, and others take care of them as best they can as valuable members of the
neighborhood.

(First paragraph)
On the one hand, many people in our society consider street dogs as a dirty inconvenience. They believe the street dogs are
responsible for dirtying the streets and scaring people. Furthermore, sometimes they bite people, and on rare occasions,
this bite can lead to rabies. Indeed, sometimes these dogs are dangerous. Wild dogs instinctively travel in packs, and have
their own territory. The aim of the pack is to chase away the enemy. Street dogs return to their primary instincts, and the
local community park may become their territory. It is understandable why some people may have concerns.

(Contrasting paragraph)

However, ............................................................................................................................................................................................
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(Conclusion) .....................................................................................................................................................................................
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71
 create
Support a Local Animal Shelter
1 In groups of four, begin by choosing an animal shelter you
would like to support. Check the websites of animal shelters
in your area and, if possible, visit at least one.

2 Evaluate these ideas to support your animal shelter. What

potential do they have to raise money or awareness? Add
one idea of your own.

1 Organize a dog-washing event at the animal shelter. People from the

community could bring their dogs and get a wash for a donation. This would
not only raise money for the shelter, but would also raise awareness of the
work the shelter is doing.
Potential? ...........................................................................................................................

2 Create a social media campaign to raise awareness of the animal shelter. This
could raise money or even encourage people in the community to volunteer
their time, or even to adopt a pet.
Potential? ...........................................................................................................................

3 Ask the shelter if they would be interested in an animal painting event. Raise
money at school (through a bake sale, for example) for animal-friendly paint
and canvases. Ask talented school friends to paint the adoptable pets in the
shelter. The paintings could then be sold or auctioned as a fundraiser.
Potential? ...........................................................................................................................

4 Plan a community information evening to inform 5 Write a letter to the editor of a local newspaper asking
people of the valuable work at the shelter. them to write an article focusing on the shelter.
Potential? ................................................................................. Potential? .................................................................................
................................................................................................... ...................................................................................................

6 Organize a collection. Ask school families to donate 7 Bake dog and cat treats, or make pet toys, and take
pet food for the shelter. them to the shelter.
Potential? ................................................................................. Potential? .................................................................................
................................................................................................... ...................................................................................................

Our own idea:

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................

3 Develop one of the ideas into a full campaign. Compile a list of action points and present the
campaign to your classmates.
72
 NATURAL WORLD
Unit 7 Natural Disasters
1 2

3 4 5

6 7

THINK QUESTION
BH39D
Can we be prepared for a natural disaster
and avoid the destruction?

73
 remember
OBJECTIVES Identifying Natural Disasters
Remember 1 In groups of four, brainstorm specific examples of natural
To name and define types of
natural disasters disasters.
To identify common
characteristics of natural
disasters

Understand
To explain the effects of climate
change on natural disasters
To indicate the possible
frequency of natural disasters in
the future

Apply
To interpret the magnitude of
the tsunami in Japan
To apply learned information to
natural disasters in general

Analyze
To prioritize the stages of
preparing for a natural disaster
To analyze the most important
items needed to survive a disaster

Evaluate
To appraise what happened
through evaluating photographs
To summarize the personal
impact of a natural disaster
VOCABULARY BOX
2 Match the definitions of the ten most common natural
disasters with the correct name.

Create
To compose a script for an
infomercial film
To produce a short natural
disasters infomercial
A ..................................................
A mountain or hill having a crater or vent through which lava, rock fragments,
hot vapor, and gas are or have been erupted from the Earth’s crust.
B ..................................................
A tropical cyclone with winds of 119 km an hour or more that occurs especially
in the western Atlantic, usually accompanied by rain, thunder, and lightning.

C ..................................................
A violent destructive whirling wind accompanied by a funnel-shaped cloud
that progresses in a narrow path over the land.

D ..................................................
A period of dryness, especially when prolonged, specifically one that causes
extensive damage to crops or prevents their successful growth.

E ..................................................
A rising and overflowing of a body of water, especially onto normally dry
land.

F ..................................................
A sudden violent shaking of the ground, typically causing great destruction
as a result of movement within the Earth’s crust or volcanic action.

74
 G ..................................................
1 A long, high, sea wave caused by an earthquake or other disturbance.
.......
H ..................................................
A collapse of a mass of earth or rock from a mountain or cliff.

I ..................................................
2 A large destructive fire that spreads quickly over woodland or brush.
.......
J ..................................................
A mass of snow, ice, and rocks falling rapidly down a mountainside.

3 4 5 6
....... ....... ....... .......

7 8 9 10
....... ....... ....... .......

3 Label the photographs with the natural disasters from Activity 2.

Track 03
4 Listen and locate the worst natural disasters of the 21st century on the world map.

75
 understand
Climate Change and Natural Disasters
1 In pairs, agree on a working definition of the term ‘natural disaster’. Which of the natural
disasters you know about are related to weather?
2 Before you read, predict where on the planet you think will suffer most from climate
change. Give reasons for your ideas. Read and check. What is predicted for the continent
you live on?

NEWSPAPER

WORLD NEWS
Where we hold those people accountable for the damage they cause to our planet.
By people who care about the future.

It’s agreed! Climate

change is to blame
Whilst a variety of factors
contribute to natural disasters,
scientists now agree that climate
change is and will continue to lead
to more weather-related disasters.

Scientists are increasingly looking

at the role climate change has
played, and continues to play, in
specific disaster events.

They agree that if we had taken better care of our planet, we would have experienced fewer natural
disasters since the turn of the century. A decrease in sea ice and an increase in thawing is predicted,
together with an increase in heat waves and heavy rain. Semi-arid regions will suffer from decreased
water resources.

Impact of climate change predicted around the globe

North America will see lower Increased tourism and reduced

snowfall, increased rain, and
increased intensity and duration
of heat waves in cities that
experience them now.
In South America there is a serious
risk of species extinction in many
tropical areas as well as a reduction
in the amount of drinkable water
around the continent.
Europe will see an increase in
inland flash floods as well as more
frequent coast flooding, leading to
increased erosion from storms and
sea level rises.
crop production also increases the
risk of natural disasters in Europe.
By 2025, between 75 and 200
million people in Africa are
predicted to face water shortages,
and crops relying on rain will be
reduced by up to 50%. Access to
food will therefore be severely
compromised.
In Asia, there will be a serious
freshwater shortage by 2050.
Coastal areas will be at even more
risk from flooding.

76
 3 Read the message board and answer these questions in small groups.

1 Do you think there are more natural disasters than in the past?
2 Do you think we are prepared to deal with the disasters?

Jack a minute ago

It’s frightening to hear about so many natural disasters these days. There seem to be many more than
there were in the past. If I checked the news more, I would constantly see places that are flooded or
countries suffering from drought. I’m absolutely sure it’s all connected to climate change and global
warming.
79 REPLY

Jenny 23 seconds ago

I see so many natural disasters on the news these days, I don’t even think about them any more. I don’t
mean to be unkind, but they are so far away, and what can I do to help those poor people anyway? If they
had been better prepared, some of the devastation would have been avoided.

5 REPLY

Ricky 4 months ago

The hurricanes and earthquakes we are constantly hearing about prove how unprepared we are. If we
used technology for something other than social media, we would be able to predict a natural disaster.
Governments need to spend more money on research and warning systems.

148 REPLY

Rachel 5 days ago

If we knew when a natural disaster was going to happen, we would prepare for it, but we don’t. It’s
mother nature’s way of reminding us that we should respect the Earth. If we had taken better care of it
before now, the natural disasters would not be so bad. Let’s learn a lesson.

315 REPLY

Who do you agree with? Who do you disagree with? Why?

How would you answer questions 1 and 2? Write your message to the message board here.

LANGUAGE FOCUS
Unreal and hypothetical situations
If I checked the news more, I would constantly see places that are flooded or countries suffering from drought.
If they had been better prepared, some of the devastation would have been avoided.
If we used technology for something other than social media, we would be able to predict a natural disaster.
If we knew when a natural disaster was going to happen, we would prepare for it, but we don’t.
If we had taken better care of it before now, the natural disasters would not be so bad.

77
 apply
Tohuku Earthquake and Tsunami, Japan
1 With your partner, look at the map and photograph below. What do you think has
happened?

Track 36
2 Listen to a teacher talking about the Tohuku earthquake and tsunami, and complete the
tasks.
1 Listen to the recording and match the vocabulary with the correct definition, using the context to help you.

VOCABULARY BOX 1
1 disturbance (noun): A remove (someone) from a place of danger to a safer place. 2
2 devastation (noun): B scattered pieces of rubbish or remains. 3
3 evacuate (verb): C influenced or touched by an external factor.
4
4 affected (adjective): D the interruption of a settled and peaceful condition.
5
5 debris (noun): E roughly calculate or judge the value, number, quantity, or extent of.
6 estimate (verb): F great destruction or damage. 6

2 Listen again and complete the tables with the correct statistics.

Magnitude of earthquake: Number of injured:

Distance of earthquake from Tokyo: People still missing six months later:

Distance of earthquake under ocean: Percentage of fatalities aged over 60:

Height of tsunami waves: Tons of debris swept into ocean:

Number of people evacuated from nuclear

Number of homes completely destroyed:
explosions:

Number of fatalities: Financial cost of material damage:

78
3 Apply what you have learned to consider the following questions.
1 What was the series of events which caused the nuclear
power plant disaster?
.................................................................................................
.................................................................................................
.................................................................................................
2 Which age group of the population suffered the most
fatalities? Why do you think this was so? Do you think
this would be similar for all natural disasters?
.................................................................................................
.................................................................................................
.................................................................................................
3 What do you think would be the long term impact of
five million tons of debris being swept into the ocean?
.................................................................................................
.................................................................................................
.................................................................................................
4 Material damage is estimated at around $300 billion.
What other financial costs could there be?
.................................................................................................
.................................................................................................
.................................................................................................

LANGUAGE FOCUS
Today we will talk about the Tohuku earthquake and tsunami.
We will focus on the long-term effects.
The waves flooded both cities and villages, sweeping away homes and other buildings.
What happens if you are exposed to radiation?
The people of Japan had to get over the loss of family and friends.

3 In groups of four, prepare for the debate question below. Two students are ‘for’ the motion,
and two students are ‘against’ the motion.

Debate Question: Humans could, to some extent, prevent the devastation caused by natural disasters.

Your pair’s position: For / Against (circle)

Your opening statement:

Argument 1 (with evidence):

Argument 2 (with evidence):

Argument 3 (with evidence):

Conclusion:

79
 analyze
Preparing for a Natural Disaster
1 In groups of four, complete the tasks below.

1 Describe the photograph on the right. What long-lasting effects will this
natural disaster cause?
2 Look back at the activities in the ‘Remember’ section. Identify common
characteristics of natural disasters.
3 What other long-lasting effects do natural disasters cause? Aftermath of a tornado

2 Analyze whether the natural disaster recovery elements below are positive or negative.
Circle ‘thumbs up’ or ‘thumbs down’.

Immediate recovery (0 – 4 weeks) Mid-term recovery (0 – 2 years) Long-term recovery (2 – 25 years)

Power and water services are
re-connected as emergency
services clean up the area.
Excessive media focus leads to
post-disaster stigma (negative
stereotype of the ‘victims’).
Donations of goods reduces
demand for local businesses.
The job market shrinks and
people move away for work
Disaster-relief helps to fund
the rebuilding of essential
services and infrastructure.
Reconstruction takes focus
away from preparing for
future
natural disasters.
Population moves back into
improved accommodation.
People suffer mental health
issues from loss of loved ones
and belongings.
Investment in community
gives opportunities for
renewal and re-planning.
Things being to look ‘normal’
again – investment reduces
and withdraws.
Communities need to adapt
to the ‘new normal’.
With the end of construction,
the job market shrinks, and
businesses struggle to survive.

Track 37
3 Listen to a public services announcement about how to prepare for a natural disaster. Write
headings for the ten tips mentioned.

10

80
 4 In the same groups as Activity 1, discuss the best way to present a natural disaster guide.
What would be the best format and what should be included?

5 Continuing in the same groups, follow the tasks to play the survivor game.

Following a natural disaster in your

home town, you have been evacuated
to temporary housing in relief tents. In
the relief camp store are the items on the
right. You are allowed to take only ten
items. In your group, discuss which ten
items you will take.

1 ..................................................................
2 ..................................................................
3 ..................................................................
4 ..................................................................
5 ..................................................................
6 ..................................................................
7 ..................................................................
8 ..................................................................
9 ..................................................................
10 ..................................................................

As you are leaving the store with your ten items, hundreds more evacuated people arrive at the relief camp. Because
there are now more people to take care of, you are asked to put back five of your items and take only five. Complete the
table with the five items you decide to take with you.

Item Why we chose the item

6 Write a diary entry in your notebook, describing a day at the relief camp.

81
 evaluate
Van Ercis, Earthquake
1 All these photographs were taken around Van, Turkey, between October 2011 and January
2012. Describe the photographs and the conditions. Can you understand what happened?

Track 38
2 Listen to Metin’s account of the Erciş-Van Earthquake. Summarize and evaluate his
experiences. How did he recover? How would you recover from such a disaster?

.................................................................................................................................................................................................................
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82
 2 Read the explanatory essay about Super-storm Sandy below. Do you think the world will be
prepared for the next super-storm?

Super-storm Sandy
More than 250 people were killed in Super-storm Sandy, which affected parts of the Caribbean, Mid Atlantic, and
Northeastern United States in late October 2012, becoming the largest ever Atlantic hurricane in diameter. It was also
one of the most damaging hurricanes to create a landslide in the U.S. From beginning to end it left devastation in its
wake.
A super-storm is a huge, severe, and powerful storm which causes devastation over an extensive geographical area.
The term ‘super-storm’ was first used by the United States Weather Service in 1993 to describe gigantic destructive
storms. It was introduced after the Braer Storm which took place in the same year, the strength of which caused
gale-force winds to cover most of the Atlantic Ocean. The result of the winds led to a blizzard which covered most of
Scotland. The blizzard in turn led to the destruction of an oil tanker, the MV Braer, from which the storm takes its
name.
Super-storm Sandy began was a tropical wave in the western Caribbean Sea on October 22nd. It quickly grew bigger
and stronger and was upgraded to a tropical storm. It moved slowly northward, growing even stronger. By October
24th, Sandy created a landslide in Jamaica and soon after, a second landslide in Cuba, after which it was upgraded to
a Category 3 hurricane. The next day, October 25th, Sandy got weaker as it continued to travel north, and became a
Category 1 hurricane, and then calmed down to a tropical storm. October 26th saw Sandy increase again to a
Category 1 hurricane, and the mayor of Washington D.C. declared a state of emergency. Sandy finally died on
October 29th, after more than a week of raging devastation.
Official statistics confirm that 253 people were killed in the disaster, across the United States, the Caribbean, Canada,
and the Bahamas. The infrastructure of major cities was seriously damaged including transport systems and electrical
power plants. Thousands of homes and buildings were damaged, not only by wind and flood, but also by fire, which
firefighters were unable to reach. The financial cost is estimated to be around $70 billion, one of the costliest storms in
history.
Although Super-storm Sandy is seen by many as a freak of nature, unlikely to be repeated, for many others it was a
wake-up call. The disaster proved how vulnerable many parts of the planet are to extreme weather events, especially at
a time when scientists claim that climate change is causing rises in sea levels as well as temperature. Affected regions
have revised their disaster plans and assure their populations they are ready for the next time. The question is whether
they really are ready, and whether other areas of the world are also prepared.

4 Research a natural disaster which occurred in your country and write your own explanatory
essay. Use the strategies on page 62 of the Language Study Book to help you.
83
 create
A Public Service Film
A public service film is a short film which aims at educating
the viewers about a product or a course of action. In groups
of three, you are going to develop a public service film about
how to prepare for a natural disaster. Two of you will be in
front of the camera, and one of you will be behind.
The film should be between two and three minutes long and
should ‘sell’ the plan you are proposing.

1 Follow the instructions in the checklist below.

Checklist

In your group, decide on a specific disaster.

Research what to do to prepare for your disaster.

Compile a list of instructions of how to prepare for the disaster.

Compose a script for the film. Who will say what?

Plan out what props will be needed and who will bring them.

Plan out when you will shoot the film and where.

Record the film.

Watch the film together in your group and decide if anything needs changing.

Present your film to the class. Complete the peer evaluation form below.

Public Service Film Peer Evaluation

Group names: ...........................................................................................................

1 Interest - did the film hold your interest?
5 4 3 2 1
2 Plan - did you feel following the plan would help you in a disaster?
5 4 3 2 1
3 Presentation - were the presenters professional and convincing?
5 4 3 2 1
4 Production - did the film look like something you would see on TV?
5 4 3 2 1
5 Overall rating - what did you think?
5 4 3 2 1

84
 SYSTEMS AND DEVELOPMENT
Unit 8 People in Math
1 2 3

4 5 6

7 8 9

10 11

THINK QUESTION
BH39H
How do we use math actively
in our lives?

85
 remember
OBJECTIVES What is math and what is the point of learning it?
Remember 1 Describe how the girl is feeling in the photograph? How
To describe what studying math
means to you do you feel whilst studying math?
To list ways in which we use
math in everyday life

Understand
To interpret the contribution to
math of key figures in history
To demonstrate an
understanding of key concepts
by paraphrasing

Apply
To discover the use of
mathematical patterns in nature
To apply information to express
an opinion

Analyze
To explain the contribution to
math of key female figures
To connect key events given in 2 Choose three everyday areas of life from the list below.
a film review about women in List five ways math is used in each area.
math
sports food technology transport

Evaluate architecture weather music medicine

To summarize the contribution
to math in Turkey of a renowned finance art graphic design electronics
Turkish mathematician
To evaluate a presentation about
a key mathematician in history Area 1 ....................................................................

Create
To compile a profile of a key
mathematician
To prepare a short presentation
for classmates focusing on
presentation skills
Area 2 ....................................................................

Area 3 ....................................................................

86
 3 Try to think of one job that doesn’t use any math. If you find one, share it with your partner.
Can they think of a way your job does use math?
There are two general areas of mathematics: pure math and applied math. Pure math is math for its own sake, much
like what we study in the math lesson. The aim is to solve questions based on the attractiveness of those questions. At
the heart of pure math is number theory. Applied math has a very clear connection to physical real-world problems.
A problem is ‘applied’ if it is phrased in terms of physical phenomena. Applied math is also based on number theory.
Number theory deals with the properties and relationships of numbers, and as well as numbers includes quantity, data,
shape, space and relationship.

4 The table shows examples of pure math problems. Read the applied math problems below.
Identify in which area they belong.

Quantity Numbers Numbers Quantity

€35.50, 74kg, 26°, 162cm, 3,300 ÷ 3, ⅓ + ¾,

5m3, 130 km/h -2.3 × 212 Problem 1
............................................... ...............................................

Data Data

average, frequency, range,

percentage Pure Applied ...............................................
mathematics mathematics
Shape Shape

triangle, sphere, rhombus,

rotation ...............................................

Space Relationship Relationship Space

angle, length, volume, area = length × height,

circumference, parallel a + b = 7, sequence ............................................... ...............................................

1 I have 40 gummy bears and 6 friends to share them with, including myself. How many will each person get?
2 If I eat twice as much as I eat now, how much weight will I gain in one month?
3 Keith is a wonderful soccer player. What is his goal scoring average?
4 Helen is going to Paris. Has she exceeded her airline luggage allowance?
5 How many armchairs can I fit into my living room?
6 How can I draw a building in perspective?
Math Puzzle
5 In pairs, create your own working definition of
math. Then listen and compare your answer to a
dictionary definition. How close were you?

VOCABULARY BOX
Track 39

mathematics : (noun)
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................

87
 understand
The History of Mathematics
Track 40
1 How did a shepherd know how many sheep he had before the ‘invention’ of counting?
Listen to the recording and describe what the shepherd did. Describe one-to-one
correspondence.

....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................

2 What do you know about the civilizations defined below? Can you link them to math?

The Sumerians: People of the southernmost region of ancient Mesopotamia (modern-day Iraq and Kuwait) which is
generally considered the foundation of civilization. The name ‘Sumer’ means ‘the land of the civilized kings.’
The Babylonians: A people based in Babylon, an ancient Akkadian speaking state and cultural area based in central
southern Mesopotamia. It was the most powerful state in the ancient world after the fall of the Assyrian Empire in
612 BCE.
The Mayans: The Mayan peoples made their home in an area known as Mesoamerica (modern day Mexico and
central America). They shared a common culture and religion, but never came together in a single empire.
The Greek Empire: The civilization of Ancient Greece became a part of world history in the 8th century BCE until it
fell to the Romans in 146 BCE. It formed a legacy of political, philosophical, artistic and scientific achievements with
an incredible influence on Western civilization.
Since the beginning of human history, mathematics has played a key role in every civilized society, the more complex
the society, the more complex the need for math. Many ancient civilizations contributed to math as we know it today.
The Sumerians were the first people to develop a counting system, as well as arithmetic, which includes basic
operations, multiplication, fractions and square roots. The Sumerians’ system developed as it passed through the
Akkadian Empire to the Babylonians around 300 BCE. The Mayans, 600 years later, developed complex calendar
systems through their advanced astronomy skills. It was about this time that the concept of zero was developed.
It was these developments which formed the foundations for the math of the Greek Empire, who developed the concept
of abstract math through geometry. It was this work of the Greeks which became the model of mathematic achievement
until modern times.

Track 41
3 Listen to the math podcast, Where did it all start? Complete the sentences.
1 Jack said that they were going to talk about the numeral zero, and .............................
................................................................................................................................................
2 Lily asked how people did simple calculations in that time ..........................................
................................................................................................................................................
3 Peter Gobets told Jack that the numerical zero is globally recognized as ...................
................................................................................................................................................
4 The Zero Project said that the mathematical zero developed from a ...........................
................................................................................................................................................
88
 The Fathers of Modern Math

LANGUAGE FOCUS
He said, she said
Peter Gobets told Jack that the numerical zero is globally recognized as one of the greatest innovations in human history.
Jack said that the Zero Project hypothesized that the mathematical zero had developed from a philosophy of emptiness.
Lily said that she had learned something new that day, and that was all they had time for.

4 Read the profiles of five significant figures in math. Discuss these questions in pairs.

1 Look at the names of the five men. Which of them have you heard about before? What do you remember about
them?
2 Four of the five men have Greek origins. Why do you think this is so?
3 Which of the five men do you think made the biggest contribution to modern-day math? Explain your reasons.
4 Look at the quote from each of them? Which do you like best? Give reasons.
5 One of these men is known as ‘the father of mathematics’? Which one is it? Why do you think so?

Pythagoras Euclid Archimedes

Dates:
c.570 – c.495 BCE
Nationality:
Greek
Famous for:
Expansion of geometry, square and
triangular numbers, Pythagoras’
theorem: in a triangle, the square
of the hypotenuse (the side
opposite the right angle) is equal to
the sum of the squares of the other
two sides.
‘There is geometry in the humming
of the strings, there is music in the
spacing of the spheres.’
Dates:
c.365 – c.275 BCE
Nationality:
Greek
Famous for:
Father of geometry, writer of
earliest known ‘math book’ called
Elements which taught geometry
and mathematics, a system now
known as Euclidean geometry.
‘The laws of nature are but the math-
ematical thoughts of God.’
Dates:
c.287 – c.212 BCE
Nationality:
Greek
Famous for:
Provided principles and methods
used in mathematics today,
discovered the exact numerical
value of pi, developed a system for
large numbers to be expressed.
‘Mathematics reveals its secrets only
to those who approach it with pure
love, for its own beauty.’

Ptolemy Muhammad Al-Khwarizmi

Dates:
c.90 – c.168 CE
Nationality:
Greco-Roman
Famous for:
His book, Almagest, or The
Mathematical Compilation,
provided mathematical theories
related to the solar system.
‘The heaven is spherical in shape,
and moves as a sphere; the Earth too
is sensibly spherical in shape, when
taken as a whole.’
Dates: Math Puzzle
780 – 850 CE
Nationality:
Persian
Famous for:
Introduced numerals 1 - 9 into
Islamic world, father of algebra,
‘algorithm’ named after him
(al-khwarizmi), developed methods
for multiplying and dividing
numbers.
‘That fondness for science has
encouraged me to compose a short
work on calculating by al-jabr what is
easiest and most useful in arithmetic.’

89
 apply
Math in Nature
1 Read about some of the amazing examples of math in nature. Apply the information to
complete the tasks.
Mathematics is everywhere in the universe. Some say that mathematics was developed for the purpose of understanding
the world we live in. We rarely notice it, even when we are enjoying nature. Here are a few of the mathematical
properties that we could see in nature, if we stopped to look.

Symmetry is everywhere we look in nature. Researchers struggle to explain why

symmetry exists in plant life and in the animal kingdom. There are two kinds of
symmetry, bilateral and radial. A butterfly is an extremely good example of bilateral
symmetry, in which an object has two sides that are mirror images of each other.
1 List six things in nature which have bilateral symmetry.

1 ........................................... 2 ........................................... 3 ...........................................

4 ........................................... 5 ........................................... 6 ...........................................

Snowflakes form when water freezes and the water molecules arrange themselves when
they completely solidify. They have distinct hexagonal shapes. No two snowflakes are
alike, but they are all examples of radial symmetry, which is where there is a center
point, and numerous lines of symmetry could be drawn. Each arm of the snowflake is
identical.
2 Draw two more examples of radial symmetry in nature.
1 2

Sunflowers not only have radial symmetry, but they also have a type of numerical
symmetry known as the Fibonacci sequence, for example, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55,
and so on. Scientists have counted the seed spirals in a sunflower and found that the
amount of spirals always add up to a Fibonacci number. In fact, many plants produce
leaves, petals, and seeds in the Fibonacci sequence.
3 Can you figure out the pattern in the Fibonacci sequence? Complete the numbers.
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, ......., ......., .......

The Romanesco broccoli may look like another 4 Draw your own fractal pattern.
one of those vegetables you really don’t want to eat,
but it is in fact a work of mathematical art. It looks
like it has been genetically modified but it is totally
natural. It is an example of fractal symmetry. In
geometry, fractals are complex patterns where each
individual component has the same pattern as the
whole object. The florets of the romanesco broccoli
are all miniature versions of the whole head’s
logarithm. The entire vegetable is one big spiral,
made up of smaller mini spirals.

90
 Did you know that bees are exceptionally good at 5 Draw your own wallpaper
geometry? For centuries, scientists have been symmetry.
trying to solve the mystery of the incredibly
regular hexagonal patterns in honeycombs. Bees
instinctively create it. Humans need a compass and
ruler to reproduce the regular shape!
Honeycombs are an example of wallpaper
symmetry. This is a pattern which is repeated until
it covers a plane. Mosaics and tiled floors are
human-made examples of wallpaper symmetry.

Are crop circles the result of some string, a board and the cover of night and a couple
of people who enjoy having some fun? Or are they complex messages created by aliens
from outer space? Whether they come from aliens or a very talented gardening service,
they are seriously nice to look at, because they are so geometrically awe inspiring. A
study reveals that somewhere in the world, a new crop circle is created every night, and
most designs demonstrate a wide variety of symmetry and mathematical patterns.
6 Think of a circle in nature, and one that is human made. What’s the difference?
7 Find something circular somewhere around the school or gardens. Use a piece of
string to measure the circumference. Then measure the object’s diameter. Divide
the circumference by the diameter. What answer do you get?

2 After completing the activities, discuss the question below in small groups.

What would math be like these days if nobody

had found any connections in nature?

Did math develop to explain patterns in nature? Math Puzzle

Or did developments in math help to explain patterns in nature?

LANGUAGE FOCUS
A butterfly is an extremely good example of bilateral symmetry.
Snowflakes form when water freezes and the water molecules arrange
themselves when they completely solidify.
It looks like it has been genetically modified but it is totally natural.
Did you know that bees are exceptionally good at geometry?
Crop circles are seriously nice to look at, because they are so
geometrically awe inspiring.

91
 analyze
Women in Math
1 Released in 1992, the first talking Barbie said “Math class is
tough!”. What message does this give to young girls?

Most of us have not heard about many famous female mathematicians. One reason
for this is that, until recently, it wasn’t easy for women to go to university, let alone
have any kind of career, especially one in science or math.
Another reason is that, also until quite recently, women were not respected in these fields. Despite this, there have been
women throughout history who, have made great contributions to the math we use today. Women have been
discouraged from applying their ‘fragile’ minds to mathematics, but a few persevered. The contributions of these
women include making hospitals safer, building the foundations of the modern computer, and advancing space flight.

Track 42
2 Listen to two students talking about these four female mathematicians. Take notes on each
woman’s contribution to what we now know about math.

Hypatia of Alexandria Sophie Germain Ada Lovelace Florence Nightingale

335 – 415 C.E. 1776 - 1831 1815 - 1852 1820 - 1910
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
.................................................. .................................................. .................................................. ..................................................
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 3 Analyze the film review and answer the questions below.

Hidden Figures takes us back to the NASA (National Aeronautics and Space
Administration) of 1961, where racial and gender segregation (separation) were
accepted as a normal part of work life. The film is based on the true story of three
African-American women working at NASA headquarters in Hampton, Virginia.
They are given data entry jobs and denied either recognition or promotion. All
three, however, go on to play vital roles in the American space program.
Katherine Goble (later Johnson), played by Taraji P. Henson, was born in 1918. She
wanted to study math, but her hometown offered no schooling for black students
past eighth grade. With the support of her whole family, she moved with her mother
to a town 200km away where she graduated early. After teaching for a while, she
began working for NACA (before it became NASA) as one of the mathematicians
known as ‘computers who wore skirts’. She worked on the all-male flight research
team, helping to calculate statistics needed for trips into space. ‘I went to work every
day for 33 years happy’, she said.
Mary Jackson, (Janelle Monae) graduated with a bachelor’s degree in mathematics
and physical science. She was hired as a research mathematician at NACA and was
Hidden Figures eventually promoted to aerospace engineer, specializing in aerodynamics. After
Director Theodore Melfi three decades with NASA she decided to focus on helping women and minorities
advance their careers.
Writers Allison Schroeder
Theodore Melfi Dorothy Vaughan (played by Octavia Spencer) took a job at NACA in 1943, after
Stars Taraji P. Henson working as a math teacher. In 1949, she was promoted to lead the segregated work
Octavia Spencer group West Area Computers, which was entirely made up of African-American
Janelle Monae female mathematicians. She became an expert in coding languages such as
Kevin Costner FORTRAN, which is now a popular language for high-performance computers.
Kirsten Dunst The contributions of these three women are highlighted in Hidden Figures, based
on Margot Lee Shetterly’s book of the same title. It is a well told story, with a clear
Rating PG
moral, and a satisfyingly emotional message. The movie focuses on quiet drama that
Running Time 2h 7m moves history forward, and introduces you to people you may wish you had known
Genre Drama about before now. Well worth a watch.

1 What kind of segregation did the three ‘Hidden Figures’ have to

face at work?
Math Puzzle
......................................................................................................................
......................................................................................................................
2 What do you understand by ‘computers who wore skirts’?
......................................................................................................................
......................................................................................................................
3 Does the writer recommend watching the movie? How do you
know?
......................................................................................................................
......................................................................................................................
4 Are you interested in watching the movie after reading the
review? Give reasons for your answer.
......................................................................................................................
......................................................................................................................
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 evaluate
1 As you read the article about Ali Nesin, summarize his contribution to math in Turkey by
thinking of five adjectives to describe him. Read again, and match the paragraphs with the
correct headings.
1 ....................................................................................
Ali Nesin was born in 1956, in Istanbul, Turkey. He is the son of the writer,
comedian, and humorist Aziz Nesin and story writer Meral Çelen. After primary
school, he went to St. Joseph High School in Istanbul, and from there to Lausanne,
Switzerland. From 1977 to 1981, he studied mathematics at Paris Diderot
University. He completed his doctorate in mathematical logic and algebra at Yale
University.
2 ....................................................................................
Nesin was working as a math professor at the University of California when his
father asked him to take over the Nesin Foundation. Aziz Nesin set up the
non-profit organization to provide children at social and economic risk with A Why Nesin writes books
housing and education until they complete university. Ali Nesin returned to Turkey B The Nesin Foundation
and took up a position in the math department of Bilgi University in Istanbul in C Recognizing his commitment
1995, as well as the running of the Nesin Foundation. D Mathematics Village
3 .................................................................................... E Who is Ali Nesin?
Ali Nesin has written many books in an attempt to show people that mathematics is not as serious and academic as it
shown to be in schools, but it can be, in fact, fun. He has written about many branches such as the theory of games,
geometry and algebra, but in a language that everyone can understand. His aim was to encourage the reader, who
may be afraid of math, to realize that there is nothing to be afraid of, and they can actually enjoy the process.
4 ....................................................................................
Before long, Ali realized that the Nesin Foundation could add something more to its contributions. Noticing students’
difficulties adapting to university-level math, he decided to offer summer courses for young students. By 2007, he had
set up the Village of Mathematics near the town of Şirince, near Izmir. The demand for the Village of Mathematics
quickly grew, and is now open to any young person enthralled by math, from primary school to PhD level. Around
1,000 students attend the courses every year, taught by volunteer teachers from all around the world.
5 ....................................................................................
In August 2018, Nesin became the third person ever to be awarded the Leelavati Prize at the International Congress
of Mathematicians. The award is given to recognize outstanding contributions to math education, and honors Nesin’s
math village. The International Mathematics Union (IMU) believes that the Nesin Village of Mathematics represents
a milestone in engaging public interest in math and described it as ‘an exceptional, peaceful place for education’. In
the award ceremony is was said.

“Ali Nesin has been awarded with the Leelavati Prize 2018 in recognition of his
outstanding contributions and great achievements towards increasing public
awareness of mathematics in Turkey.”
The guiding principles of Ali Nesin’s model of mathematics are a lesson to us all:
empowerment – independence – rigor.

VOCABULARY BOX
empowerment (noun): the process of becoming stronger and more confident, especially in controlling one’s own life
and rights.
independence (noun): the state of being free from outside control; not depending on another for support.
rigor (noun): the quality of being extremely thorough and careful.
94
 Track 43
2 Listen to Lydia’s presentation about Fibonacci. Summarize what you know now that you
didn’t know before.

Fibonacci Fibonacci
Leonardo Books:
Fibonacci
Liber abaci (1202)
Practica geometriae (1220)
Flos (1225)
Lydia
Butterfield Liber quadratorum (1225)

Fibonacci Fibonacci Fibonacci

Contribution to math:
Using the numbers 0-9 in calculations ‘filius Bonacii’ – Fibonacci
Operations using whole numbers (Son of Bonacci)
and fractions
Calculating the root of something Thank you!
Fibonacci: How to apply this math to Any questions?
1, 1, 2, 3, 5, 8, 13, 21, ..... transactions (such as shopping)

Track 43
3 Listen again, this time focusing on the structure of the presentation itself. Consider the
questions below.
1 How does Lydia begin her presentation?
.................................................................................................................................................................................................................
2 What does she include in her six slides?
...................................................................................................................... Math Puzzle
......................................................................................................................
3 Why does she not include more information about Fibonacci’s
life in her slides?
......................................................................................................................
......................................................................................................................
4 How do we know Lydia has finished her presentation?
......................................................................................................................
......................................................................................................................
5 Would Lydia’s presentation be more interesting if we could see her?
Why or why not?
......................................................................................................................
......................................................................................................................
......................................................................................................................

4 Complete the presentation skills activities on page 70 of the Language Study Book.

95
 create
Presentation of a Mathematician

1 With a partner, brainstorm what a biography is and what areas of a person’s life is in it.

2 Choose a mathematician and do some research. Categorize the information into the slide
outlines below.
Slide 1 Slide 2 Slide 3

Slide 4 Slide 5 Slide 6

Procedure:
1 Create a slide presentation for your mathematician. Use your notes from Activity 2 to help you. You can use a
maximum of six slides, including the title slide.
2 Practice presenting your slides in front of the mirror, using the tips on the previous page and the Language Study
Book.
3 Present your mathematician to the class. Speak calmly and confidently.
4 Listen carefully to your classmates’ presentations. Try to ask each presenter a relevant question.
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