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Third Edition 2020

Author: Lisa Victoria Broomhead

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 MY AVATAR

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

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

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

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

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

change 3
Content Cognition Communication
Unit
Subject Learning Outcomes Vocabulary Structure

Unit 1

Students will be able to: Weather conditions

- define how a weather cycle occurs World climate zones
- evaluates the effect of weather cycles Adverbial phrases
Weather Language of weather
Science of time, place and
Cycles on daily life forecasts
frequency
- analyze the shape of homes built Natural disasters
specifically for a climate Types of homes

Pages 1-16

Unit 2
Students will be able to:
- describe different types of stories and Types of traditional
Legends what makes them unique stories
Elements of a legend
Across Literature - interpret legends from around the Reported speech
Adjectives to describe
Time world heroes
- consider the typical characteristics of Stages of a story
a legend hero
Pages 17-32

Unit 3
Students will be able to:
- define what a wonder is and whether Human and physical
Wonders it is physical or human wonders
Social
of the - Compare wonders in terms of age, Characteristics of Passive (past)
Studies natural wonders
World location and touristic value
- Evaluate the importance of history in Effects of tourism
the present and in the future
Pages 33-48

Unit 4
Students will be able to:
Types of illnesses,
- demonstrate an understanding of accidents and treatments
medical situations Present simple tense
Medical equipment
Present continuous
First Aid Science - interpret the day to day work of Systems of the human
tense
medical personnel body
Stative verbs
- assess the contribution of medical Adjectives of
personality
aid organizations
Pages 49-64

Unit 5

Students will be able to: Parts of the animal

Social - classify types of fossils body
Continents Past simple tense
Dinosaurs Studies - interpret a timeline
Vocabulary to describe Used to
(History) - analyze various theories explaining diet (carnivore, etc.)
the extinction of the dinosaurs Types of fossils

Pages 65-80
 Communication Culture Project /
Functions Skills Awareness Blog

R: reading for details; identifying topic

sentences

L: listening for specific information; listening

Describing where, when and how Empathy for To prepare
for cause and effect
often something happens people less and present a
Describing a process fortunate than weather event
W: identifying supporting details; completing
Explaining cause and effect ourselves report
a table; creating a poster

S: brainstorming; discussion; describing a

process, giving a presentation

R: reading for details; reading for global

understanding
Telling someone else what we or
L: listening to infer feeling and mood; listening
another person said before now Appreciating To tell a story
for detail
Retelling a story the influence using effective
Describing the characters, setting and of heroes, past storytelling
W: writing a story; identifying supporting
problem in a story and present techniques
details; summarizing
Sequencing events in a story
S: discussion; brainstorming; retelling a story;
giving an opinion

R: reading for specific information; reading to

compare and contrast
Active
Talking about the person or object L: listening and giving an opinion; listening citizenship –
Devising a
that experienced an action, rather for detail creating
national 7
than the person solutions to
wonders
Comparing and contrasting W: making a list; note taking; labeling; writing negative
list Change 3
Asking for and giving opinions a paragraph describing predictions effects of
tourism
S: discussion; asking for and giving an
opinion; debate

R: identifying information; predicting

statistics; responding with an opinion
Describing habits and routines
Talking about what people are doing L: listening for sequence; listening for specific
Appreciation
at the moment information To create a
for social
Identifying states that last a long time first aid video
action
Explaining necessary personality W: rewriting a story; summarizing a text
characteristics
S: describing pictures; discussing mature
behavior; predicting illnesses

R: locate information in a text; summarize

paragraphs with a heading
Describing habits or repeated actions
L: listening to complete an info-graph; To produce
in the past
listening for sequence Critical fossil molds
Explaining states in the past which are
thinking skills from natural
no longer true
W: writing an argument, explaining a theory; objects
Giving an opinion about a theory
a paragraph giving an opinion

S: creating a theory; pronunciation

 Content Cognition Communication
Unit
Subject Learning Outcomes Vocabulary Structure

Unit 6
Students will be able to:
- identify the basic principles of Vocabulary to describe
architecture architecture Present perfect tense
Adjectives to describe Present perfect tense
Architecture Math - sequence the stages of making stained
building materials vs. past simple tense
glass Types of bridges and Since, for
- compare and contrast different tunnels
building materials
Pages 81-96

Unit 7

Students will be able to: Natural pollutants

- describe the results of an experiment Human-made
- interpret a poster Present perfect tense
pollutants
Pollution Science with just, yet, and
- estimate decomposition times of Types of pollution
already
various items Types of ozone
- identify causes of pollution Slogans about pollution

Pages 97-112

Unit 8

Students will be able to:

- describe the importance of English in Languages
English English speaking
Language different fields around the world Relative clauses
Around countries
Arts - summarize a text into a timeline (defining)
the World Terms to describe
- demonstrate an understanding of the language
origin of English words

Pages 113-128
 Communication Culture Project /
Functions Skills Awareness Blog

R: reading and sequencing; evaluating

different methods
Defining an action during a time
L: listening to label a diagram; listening to
before now Appreciation To participate
complete a process; checking predictions
Describing past events or actions for in a tower
which have no connection to the architectural making
W: describing climates and architecture;
present creativity challenge
completing a table
Describing a process
S: discussing previous knowledge; considering
pros and cons

R: reading for specific information;

identifying causes and effects in an essay
Classifying vocabulary
L: listening to check predictions; listening to
Defining vocabulary (types of Social and To create art
complete a table with statistics
pollution) economic from recycled
Completing a table with statistics justice plastic bags
W: making a list; defining types of pollution;
Creating slogans
making comparisons; giving an opinion

S: discussion; problem solving

R: interpreting a graph; sequencing events;

reading to interpret opinions
Analyzing our understanding of the
English language L: checking predictions; analyzing an
Summarizing a text interview Appreciation To create a
Considering what things have in of cultural story from our
common W: completing a table; describing a picture; identity favorite words
Adding essential information to a making a list
sentence using defining relative clauses
S: discussing common factors; discussion;
problem solving; debate
 create

evaluate

analyze

apply

understand

remember
 WEATHER CYCLES
Unit 1
1 2 3

5 6 7

THINK QUESTION
How does the weather affect people,
their lifestyles, and where they live?

1
 remember
OBJECTIVES A weather cycle is any feature of the weather that happens more than
Remember once. The difference between ‘weather’ and ‘climate’ is the amount of time.
To recall weather conditions in Weather is how the atmosphere behaves over a short period of time, and
order to label photographs climate is how the atmosphere behaves over a long period of time.
To describe why weather is
important to people Track 02
Understand 1 Listen and locate the weather conditions. Number and
To indicate in which climate label the photographs.
zone named countries are located
To identify relevant details of the
main climate zones in the world

Understand More
To paraphrase a text and a
diagram about the water cycle
To interpret a common daily
weather forecast

Apply
To identify questions and A .......... ............................................ B .......... ............................................
answers in a text about
thunderstorms
To apply information from a text
in order to complete a diagram

Apply More
To demonstrate an understanding
of natural disasters caused by
weather
To classify safety tips according
to relevant natural disasters

Analyze
To examine the function of C .......... ............................................ D .......... ............................................
weather measuring tools
To analyze the shape and structure
of homes built specifically for a
climate

Evaluate
To appraise and empathize with
people living with drought
To evaluate a story and complete
a graphic organizer

Create
To produce and present a study of E .......... ............................................ F .......... ............................................
a weather event and its impact on
humans

G .......... ............................................ H .......... ............................................

2
 2 What comes to your mind when you think about the weather? Complete the brainstorm
diagram with all the words you think of, and add your feelings for each word.

hurricane
scary, frightening,
unsure, unsafe

3 Read the three profiles below. Describe why you think the weather is important to them.
Then complete your profile.

John is a farmer. He grows Tina is a snowboarder. Jeff works as a computer You are a student. Think
a lot of crops. He uses She is a professional, so programmer. He works about how the weather
wind energy on his farm; she needs to spend a lot of in an office but he likes to affects your life at school,
power made from wind. In her time in the mountains. cycle to work and back. at home, during the week,
his free time he likes to go Her hobbies are sunbathing His hobby is kite flying. at the weekends, and on
trekking. and reading. vacation.

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

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

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

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

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

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

3
 understand
World Climate zones
1 Complete the table.

A place in the world that is: Describe!

hotter than where you live now!
colder than where you live now!
wetter than where you live now!
drier than where you live now!
A climate zone is an area of the Earth that has its own climate. Each climate has its own type of wildlife, plants, and
even homes, as animals and vegetation adapt to their unique weather patterns.

2 Look at the five main climate zones on the world map. Do you know any countries in these
zones? What is the climate like there?

POLAR
TEMPERATE
ARID
TROPICAL
MEDITERRANEAN

3 Indicate in which climate zone the countries below are. Write their names in the chart.
Use an atlas if you need one.

Polar Temperate Arid Tropical Mediterranean

Alaska Austria Brazil Canada Central Australia

Egypt Greece Greenland Italy Madagascar
Mexico New Zealand Northern Australia Russia Saudi Arabia
Spain Thailand Turkey United Kingdom United States
4
 4 Match the pictures of the climate zones with the descriptions.

350 35
A This is the climate zone that has four 300 30

Precipitation (mm)
x x x x x x x x x x x x

Temperature (°C)
clear seasons: spring, summer, fall and 250 25
winter. There are no extreme climates, 200 20
and there is rain throughout the year. 150 15
Seasons have varied weather in them 100 10
with rain, fog and low temperatures 50 5
even in summer. 0 0
Polar 1 J F MAM J J A S OND
350 35
B These zones are covered by ice and 300 30

Precipitation (mm)

Temperature (°C)
snow all through the year. 250 25
Temperatures usually remain below 200 x 20
x x x x x
freezing, and can be as cold as – 60°C 150 x x x 15
during the winter months. There are 100 x x x 10
no warm summers. 50 5
Arid 0 0
2 J F MAM J J A S OND
350 35
C This word means ‘dry’. The air is dry, 300 30

Precipitation (mm)

Temperature (°C)
the ground is dry, and this zone has 250 25
very little or no rain. It is usually a 200 20
x x
desert. Most life forms, animal or 150 x x 15
plant, cannot survive in this climate. x x
100 x 10
It can be up to 45°C in summer and x x
50 x x x 5
winters are cooler. 0 0
Tropical 3 J F MAM J J A S OND
350 x x 35
D This climate has a rich variety of 300 x 30
x
Precipitation (mm)

Temperature (°C)
animal and plant life. It is warm and 250 x x 25
humid, and has average temperatures 200 x 20
x x
of around 27°C all year round. x
150 x x 15
Humidity is usually between 77 – 88% 100 10
and average yearly rainfall is around 50 5
2600 mm. 0 0
Mediterranean 4 J F MAM J J A S OND
350 35
300 25
Precipitation (mm)

Temperature (°C)

E Hot, dry summers and cool, wet 250 15

winters are a characteristic of this 200 x x 5
climate. The zones are often on the x x
150 x -5
x
west side of the continents. It is the sea 100 x -15
x
which keeps the weather mild. 50 x x x x -25

Temperate 0 -35
5 J F MAM J J A S OND

5 Complete the table by matching climate

6 Discuss these questions in pairs.
zones, descriptions and graphs.
Climate Description Graph 1 Which climate do you think is the best to live in?
Polar 2 Which climate do you think is the best for a vacation?
Arid 3 Which climate do you most want to experience?
Tropical 4 Which climate do you think has the best animals?
Mediterranean 5 Describe the climates in your country.
Temperate 5
 understand more
The water cycle
Track 03
1 Listen and read the text. Label the diagram with the underlined words in bold.

The water cycle is the movement of water between oceans, rivers and lakes, the atmosphere, and land. As the water
goes through the cycle, it changes state between a liquid (water), solid (ice and snow), and a gas (water vapor).
The Sun’s heat warms up the Earth’s surface. This makes the temperature of water in oceans, rivers and lakes rise. This
causes evaporation; some of the water evaporates into the air, turning into water vapor. When the water vapor rises
higher into the sky, it starts to cool and turn back into a liquid. This is called condensation. The cooling vapor creates
clouds, and the wind high in the sky blows these clouds around the world. The condensed water makes the clouds too
big and heavy to stay in the air, so the water droplets fall back down to Earth. We call this precipitation. Depending
on the temperature, precipitation can occur as rain, sleet, snow or hail.
Some of the water that falls will land directly back into bodies of water, such as oceans, rivers and lakes. The rest of the
water will fall on land. Some of this will run across the ground to a body of water. This is called surface runoff; it runs
off the surface of the land. The rest will be groundwater. This soaks into the ground, where it will move slowly under
the surface until it reaches a body of water. Then the cycle starts again.

2 Cover the text and describe the water cycle using only the diagram.

6
 3 Interpret the weather forecast and answer the questions below.

8 12 10 9 23 15 14
Sunrise : 05:34 Sunrise : 05:35 Sunrise : 05:35 Sunrise : 05:36 Sunrise : 05:37 Sunrise : 05:37 Sunrise : 05:37
Sunset : 21:56 Sunset : 21:55 Sunset : 21:55 Sunset : 21:54 Sunset : 21:53 Sunset : 21:53 Sunset : 21:52

Track 04 1 Describe the weather on Monday.

4 Listen to the weather forecast for
Paris.Indicate whether the days
are T (true) or F (false).
...........................................................................................................
2 How is the weather on Saturday different from Sunday?
...........................................................................................................
3 Which day has the best weather of the week? Why?
...........................................................................................................
4 Which day has the worst weather of the week? Why?
...........................................................................................................
5 Which day has the highest humidity?
...........................................................................................................
6 Which day has the strongest wind? In which direction is it
blowing?
...........................................................................................................

5 Transform the weather forecast in Activity 3

into a radio or TV production. Use the phrases
below to help you.

Welcome to the weather report.

My name is ...........................................................................................
Today the weather is unusually ..........................................................
The forecast for tomorrow will be .....................................................
Humidity is ...........................................................................................
The wind speed and direction is ........................................................
Later in the week we can expect to see .............................................
By the end of the week ............... / At the weekend ..........................
Thanks for watching / listening and see you ....................................

7
 apply
Thunderstorms
1 Take one minute to brainstorm what words come to mind when you think ‘thunderstorm.’
After one minute, join a small group and compare your words. Create a list of five things
you already know about thunderstorms.

Track 05
2 Identify the question that matches each text. Write in the space. Then listen and check.
1 ............................................................ A thunderstorm is a storm with thunder and lightning. There is also usually
heavy wind, heavy rain and sometimes hail. Thunderstorms are amazing weather events! They can happen almost
anywhere at anytime and can be the beginning of much more dangerous storms like hurricanes and tornadoes.

2 ............................................................ They can occur all year round and at any time, but they happen more often in the
spring and summer months, and during the afternoon, evening, and night. This is because thunderstorms happen
when the air is quite warm and can rise quite quickly. They seldom happen early in the morning when the air is cool.

3 ............................................................ It is a bright flash of electricity. All thunderstorms create lightning and can be
very dangerous. Inside a thundercloud, high in the sky, frozen raindrops bump into each other and create electrical
charges. When many frozen rain drops hit each other, the whole cloud fills with electrical charges. The positive
charges form at the top of the cloud and the negative charges form at the bottom of the cloud. Opposites attract,
so positive charges build up on the ground underneath the cloud, and focus on anything that sticks up, such as a
person, a tree, or a building. The charge from these points connect with the charge coming down from the clouds
and - bang – lightning strikes.

4 ............................................................ Lightning causes

thunder. When lightning travels from the cloud to the
ground, it makes a channel, or tube, through the air.
Afterwards, when the lightning is gone, the channel
collapses and creates a sound wave. This sound is thunder.
5 ............................................................ Because light travels
faster than sound! We can see lightning bolts as far away
as 160 kilometers. When we compare thunder with
lightning, it has a much shorter range. We can usually
hear it less than 25 km away in the countryside and under
6 km away in a noisy city center.
What is a thunderstorm?
Why do we see lightning before we hear thunder?
When do thunderstorms usually happen?
What is lightning and what causes it?
What is thunder and what causes it?
3 Read the text again. Circle the adverbial
phrases of frequency in red, time in blue, behind, top, bottom, high, low, upstairs, abroad
and place in green.
8
LANGUAGE BOX
Adverbial phrases of frequency, time
and place
We use adverbial phrases to describe where, when
and how often something happens.
We use adverbial phrases of frequency to describe
how often something happens.
often, sometimes, usually, never, seldom, daily, again,
generally, every day/week/month/Saturday, once/twice
a day/week, all the time
We use adverbial phrases of time to talk about when
something happens.
yesterday, today, tomorrow, now, late, then, early,
again, soon, first of all, beforehand, afterwards
We use adverbial phrases of place to talk about where
something happens.
near, here, there, somewhere, inside, outside, ahead,
 4 Apply the information from the text to label the diagram. Demonstrate your understanding
of how lightning forms.

5 In pairs, do the experiment below and make your own lightning!

You need:

plastic/wood
rubber gloves plastic fork aluminum foil styrofoam plate balloon head of hair
chopping board
Instructions:
1 Wrap the aluminum foil around the prongs of the fork so it looks like a cooking spatula. Make it as flat as possible
with no sharp edges. Make the room as dark as possible.
2 Blow up the balloon and tie it. Put on the rubber glove. Using your gloved hand, rub the balloon on your hair.
3 Place the balloon on your chopping board. Again using your gloved hand, pick up your aluminum foil spatula and
place the foil part on the balloon. Touch the foil with your other hand.
What happened? Can you explain?
...........................................................................................................................................................................................................
4 Take the spatula from the balloon and touch it again.
What happened? Can you explain?
...........................................................................................................................................................................................................
5 Try the experiment again with the Styrofoam plate. Rub the plate on your hair and follow the instructions in Step 3.
What happened? Can you explain?
...........................................................................................................................................................................................................
You experimented with static electricity. The movement of electrons causes it. Electrons carry a negative electrical
charge; they are attracted to protons (positive electrical charge) and repelled from other electrons.
Lightning occurs when there’s a charge difference between the clouds and the ground. Lightning is a bigger version of
the sparks you made!
9
 apply more
Natural disasters caused by weather
1 In pairs, discuss how you think these natural disasters occur. Write your ideas down in your
notebook.

drought avalanche wildfire

flood tropical hurricane, cyclone, typhoon landslide

Track 06
2 Look at the questions. Identify the correct answers. Then listen and check. How many
correct answers do you have.
1 What causes a drought? 5 How are cyclones, hurricanes and typhoons the same?
....... A Too much rainfall. ....... A They are all the same type of strong, rotating
storm system and all from over warm ocean
....... B Not enough rainfall.
water.
....... C Not enough sunshine.
....... B They all happen near the North Pole.
....... C They all move in an anti-clockwise direction.
2 What causes an avalanche?
....... A The weight of too much snow. 6 Where do hurricanes occur?
....... A In the Southern Hemisphere.
....... B Too much rainfall.
....... B In the Northern Hemisphere.
....... C Not enough snow.
....... C Anywhere in the world.

3 What causes a fire to turn into a wildfire? 7 What causes a landslide?

....... A The Sun. ....... A Hailstorms.
....... B Rain. ....... B Wildfires.
....... C Wind. ....... C Heavy rainfall or an earthquake.

8 Which of these natural disasters caused by weather

4 How does a lot of rainfall cause floods? affect the most people in the world?
....... A The rainfall causes rives and lakes to overflow. ....... A Drought.
....... B The rain causes baths to overflow. ....... B Floods.
....... C The rain causes people to use umbrellas. ....... C Wildfires.
10
 3 Diagnose which of these safety tips are relevant to which natural disaster. Write next to the
picture.

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

...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... Stock food, supplies, ...................... ......................
Protect your home Follow the news
...................... and medicine ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... Keep close to your ...................... Plan evacuation ...................... Keep a list of
...................... family ...................... route ...................... important contacts
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... Stay away from ...................... ......................
Do not lean on walls Unplug appliances
...................... windows ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... ...................... ......................
...................... Crouch down and ...................... ......................
Avoid high areas Do not swim
...................... cover your head ...................... ......................

4 Illustrate a safety poster for one of the natural disasters highlighted in this lesson.

In case of a natural disaster.....

‘safety’ with care &

what you
attention
are doing

11
 analyze
The weather is always all around us. It affects a big part of our lives, including where we live, what we wear, what
we do and what and where we eat. The experts who study the weather are called meteorologists, and the people who
predict the weather are called forecasters. Forecasters base their predictions on a lot of scientific information. There are
satellites in orbit that measure the amount of heat from the Sun. We see pictures from these satellites on TV when we
watch the weather forecast. To predict the weather, there are a number of elements that experts measure and record
hourly or daily.

1 Choose the correct element from the list to complete the table, then match with the
measuring tool.

precipitation humidity temperature sunshine pressure wind

Definition Measuring Tool

1 ................................................. The measure of how cold or hot somewhere The liquid inside an air thermometer
is. It is usually higher during the day than at night. It is usually cooler in (alcohol or mercury) goes up when it’s
the countryside than in the city because buildings keep the heat. warm and down when it’s cool.

2 ................................................. This is moving air. A breeze is slow moving The cups of an anemometer revolves
air. Sometimes it moves strongly and fast. We can’t see it, but we can see when it blows, turning a dial, showing
kites or trees moving. how fast the cups are revolving.

A sunshine recorder is a glass sphere

3 ................................................. There is a lot when there are no clouds in the
with a record card underneath. The
sky. In deserts, there are more than ten hours a day.
Sun’s rays leave burn marks on the card.

4 ................................................. The air is like a sponge, it stores water from

A hygrometer measures the water vapor
oceans, lakes and rivers. Experts measure how much water vapor is in the
content of the air.
air.

A barometer measures the weight of the

5 ................................................. This shows how heavy the air is. It is low in
atmosphere. It rises in dry conditions
the mountains and high at sea level.
and falls in stormy and wet conditions.

6 ................................................. This is the release of water to the Earth. It can A rain gauge measures the amount of
be a solid or a liquid. It includes rain, snow, hail, sleet and dew. water that falls to the Earth.

A B C

D E F

12
 Homes and climate
2 Analyze the shape, the location and climate, and the building materials of these homes.
Complete the table with your ideas.

Shape Materials
Home Name and Location Climate
Why? Why?

Warm days and cool Round – one room, Mud, twigs and
nights all year round. everyone lives together leaves – poor
Masai tribal home
Heavy rainfall in April, Sloping roof – for rain population
Kenya
May and August Cow dung on roof to
make waterproof

Chalet
Swiss Alps

Tree house
Rainforest
South America

Traditional
Japanese home
Japan

Yurt
Mongolia

Desert home
Sahara Desert
Morocco

Igloo
Greenland

Villa
Mediterranean

13
 evaluate
Living with drought
1 Read the definition of drought on the right. Can areas of your country experience drought?
Explain your answer.

VOCABULARY BOX
A drought is a period of time when an area lacks water, which can last months or even years. Generally, this is because of
a reduction in the amount of rainfall.

The region of eastern Africa is called the Horn of Africa. The region is home to the countries of Somalia, South Sudan,
Kenya, Ethiopia, Eritrea and Djibouti. These countries suffer from long term drought that can last for years. In many
developing countries, it is often women and girls who suffer most.

2 Assess why and how women and girls suffer more than men and boys in a drought.
Discuss with your partner. Now read the information below.

Food Access to water

1 When there is a drought, there is not 7 Women and girls walk a long way to
much food. It is normal in this area for fetch water. This can be up to 20 km
women and girls to eat last. per day
2 In drought, animals get sick. Sick
animals don’t give milk.

Nutrition Protection
3 Pregnant and feeding mothers don’t 8 Women and girls fetch water at night
Education
have enough food. or early morning when it is cool.
5 Many children stop going to
school because of drought. Most 9 In drought, men travel looking for
of them are girls. work. Women and children are alone
at home.
Health 6 Women and girls collect wood,
4 Women and girls take care of sick prepare food and fetch water.
family members. This means less time This means less time for work
for work and school. and school.

3 Evaluate the photograph below. What makes this photograph different from a photograph
of you and a friend? Use the questions below to help you write a paragraph in your notebook.

What do you notice most about the photograph?

Where are the girls?
What are they doing?
What are they wearing?
What expressions do they have on their faces?
What are they thinking / feeling?
Can you imagine how you would feel in that situation?
What message do you think the photograph is trying to give?
Two Ethiopian girls going for water
14
 The amazing survival of Lik Simelum
Track 07
4 Evaluate Lik Simelum’s story of survival. Complete the graphic organizer with the natural
disasters he faced in the order they happened.

The life and natural

VOCABULARY BOX disasters of Lik Simelum
previous: (adjective) existing before.
at risk: (phrase) near to harm or danger.
well: (noun) a hole dug in the ground to take water.
escape: (verb) get free from danger.
remaining: (adjective) still existing, present, or in
use; surviving.
hit: (verb) cause harm or distress to.
destroy: (verb) cause something to end or no longer
exist.
damage: (verb) cause physical harm to something
that lowers its value, usefulness, or normal function.

Vanuatu’s previous name was the New Hebrides. It has 83 islands and is in the
southwest Pacific Ocean, north of New Zealand. It is a beautiful place, full of sandy
beaches and clear blue seas. It is also the most at-risk country in the world for natural
disasters.

Thousands of people survive natural disasters every year. Lik Simelum, now
seventy-nine years old, experienced and survived more natural disasters than anyone
else we know about. Listen to his amazing story.

5 With your partner, think of three questions you would like to ask Lim Simelum. Predict his
answers.

1 Q: .....................................................................................................................................................................................................
A: .....................................................................................................................................................................................................
2 Q: .....................................................................................................................................................................................................
A: .....................................................................................................................................................................................................
3 Q: .....................................................................................................................................................................................................
A: .....................................................................................................................................................................................................
15
 create
A weather presentation
This is your chance to be a meteorologist and report a weather event. You will create, together with a partner, a
PowerPoint presentation that shows how a weather event happens, and how it impacts people.

1 Together with your teacher, complete the

planning card.

My partner is ............................................

Our weather event is .......................

The due date is ........................

2 Work together with your partner to produce the following PowerPoint slides.

A title slide Information slides

Slide This will be your introductory slide. Slide Two slides. These will give information
1 It will include the topic name, the two 2&3 about the weather event. How does
students’ names, the lesson name and it occur? Where in the world? Can it
the name of the teacher. occur anytime or is it seasonal.

Illustration slides
At least two slides. These can be
Slide diagrams, photographs or illustrations.
4&5 Each should include a caption or
explanation with additional information
about your weather event.

Impact on humans slide Citation of sources slide

At least two slides. These will give
Slide information about how the weather event Slide One slide which will include all the
6&7 affects people. You will also provide 8 websites and books in which you found
information on how long this weather is your information.
going to last and how people can stay safe.

3 Present your slides with your partner. Make sure it

is equally divided between the two of you.

4 Upload either your PowerPoint presentation or a

video recording of your student presentation.
16
 LEGENDS ACROSS TIME
Unit 2
1 2 3

5 6 7

THINK QUESTION
Where do legends come from and
what do they teach us?

17
 remember
OBJECTIVES
Remember
To select the correct definitions
of the key vocabulary
To name different types of
stories, their aims and their
audiences
Understand
To describe what makes fables,
myths, legends, folktales and
fairytales similar and different to
each other
To interpret through a game how
stories change when they are told
and retold
A legend is a story coming down from the past. They usually have some
truth in the story, but this truth can not be proved. The stories usually involve
a hero fighting evil and being helped by someone or something. People told
legends in every culture, to try and explain why things were the way they were,
especially in that culture. Before science, people needed to answer questions
about the world. They tried to answer questions by using stories that made
sense to them.
For every legend, there is a reason; something that needs explaining. For example,
a reason not to do something, or to explain why something is the way it is.
1 There are some key words often used when we read or
listen to legends. Select the correct definition for each of
the key words.

Understand More
To identfy what information
needs to be given at the
beginning of a story
To summarize a story and create
a relevant ending

Apply
To interpret the legends of
........ 1 dragon ........ 2 hero
William Tell and Robin Hood
To compare and contrast two
similar legends from different
cultures

Apply More
To demonstrate an
understanding of the different
elements of a legend
To construct the details of the
main elements of our own legend

Analyze
To diagram the seven main ........ 3 kingdom ........ 4 old world
stages of a legend
To modify our own legend to fit
the seven stages of a story board

Evaluate
To judge the actions of a typical
hero in legends across cultures
To evaluate the validity of
information in urban legends

Create
To devise an effective
storytelling presentation to
maximize dramatic effect ........ 5 demon ........ 6 underworld

A Belonging to a time long before now

B A fictional place, under the Earth
C A person who is admired for their courage, achievements and qualities
D Someone or something evil, always causing trouble or harm
E A fictional monster, looks like a giant reptile, usually breathes fire
F A place, fictional or real, which is ruled by a king or queen
18
2 There is a saying, “Every picture tells a story”. Look at each of the pictures below and
discuss the scene and the story.
1 2

3 4

5 6

7 8

3 You have a new task. Ask your parents or grandparents to tell you a story that they were
told as a young child. Listen carefully, because you will have to remember it, and tell it to
the class in the next lesson.
19
 understand
1 In pairs, describe what makes these kinds of stories different from each other. Use the
illustrations to help you.

The Hare & Pegasus Robin Hood Jack & the Beanstalk Cinderella
the Tortoise Fable Myth Legend Folktale Fairytale

VOCABULARY BOX
Fiction: literature that describes imaginary events or people
Nonfiction: literature that is informative or factual, rather than fictional
Generation: all of the people living at about the same time
Moral: a lesson about right and wrong
Superhuman: having abilities more than possible for a human

2 Read the texts and discuss the questions.

All the types of stories in Activity 1 are similar, and sometimes it is difficult to tell them apart. Let’s look at them one by
one.

Legends
Stories in the past
Involve a hero
Passed down through generations
Originally not written down
Explain something
Solve a problem
Hercules Robin Hood Based on the truth
1 Which of these two characters do you think was a real person?

Historians believe that they were both actual men. As with most legends, the stories become exaggerated. This exaggeration
changed the stories and the heroes became almost superhuman. A perfect example of this is Count Dracula. He is based on
a real character, Vlad III, Prince of Wallachia, in Hungary, and is known as one of the first terrorists, with a thirst for blood.
This is an excellent illustration of how a story becomes a legend. First, there was a real man who did terrible things. As
people told his story, it was exaggerated, and he became a monster, and, like Count Dracula, a vampire.

Myths
Involve gods or goddesses
Started with the Ancient Greeks
Aim at explaining the mysteries of the world
Were told before science developed
Often involve supernatural power

King Midas Neptune – God of the Sea

2 What do you think is the “Midas touch”?
20
 Fables
Stories short and to the point
Often in verse (like poetry)
Teaches a moral or a practical lesson
One character usually plays tricks on another
The Ant & the Grasshopper The Hare & the Tortoise Usually includes animals
The most famous fables are Aesop’s fables. Aesop was an ancient Greek slave who wrote his stories down. All of his
stories have a moral, a lesson for us to learn. For example in the ‘Ant and the Grasshopper’, the moral is “There’s a time
for work and a time for play.”
3 What do you think the moral is in ‘The Hare and the Tortoise’?
Folktales
Passed down through generations
Share a moral or life lesson
Originally passed on through telling
Nobody knows whose story it is (unknown author)
Little Red Riding Hood Goldilocks & the Three Bears Usually includes animals
4 Why are stories passed down from generation to generation?
Fairytales
Imaginative writing
An invented world where nothing is as it should be
Often includes witches, dragons and fairies
Usually has kings, queens, princes and princesses
Snow White & the Seven Dwarfs Beauty and the Beast Always has some element of magic
5 Think of a fairytale from your own culture. Spend a few minutes remembering the details, then be ready to share
it with the class.

3 Follow the instructions to play telephone tag.

1 As a class, divide into two teams. The members of each team will line up, one behind the other, one meter apart, in
the classroom or in the corridor.
2 Your teacher will quietly tell the first student in the team a short story. The first student will turn and whisper the
story to the second student. The second student will turn and whisper the story to the third student. The story
continues to the end of the line.
3 Everyone sits down. The students at the end of the line from each team take turns to retell the story aloud to the
class.

4 Answer these questions about Activity 3.

1 Where were you in your team’s line? ...........................................................................................................................................

2 Was the last story exactly the same as the story you heard and whispered to the student behind you? How had it
changed? ..........................................................................................................................................................................................
...........................................................................................................................................................................................................
3 What happens to a story which is passed on orally from person to person over time? .......................................................
...........................................................................................................................................................................................................
Legends are stories which people have told for hundreds of years. Over the years, storytellers have changed or added
parts to the story. We don’t know how similar or different the story now is to the original story, but we do know that
legends give us an idea about the lives, cultures and landscapes of people long ago.
21
 understand more
Whoever so pulleth out this sword from this
stone, is right wise King born of all England.

1 This is written in old English. Can you ‘translate’

it into modern English that is easy to understand?

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

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

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

2 Read the story and answer the questions.

Sticking out the stone was a magic sword. Merlin put it there with a spell. He made a plan to make Arthur King of
England. Many men used all their strength to pull the sword out of the stone, but they all failed. Arthur was skinny and
weak, and nobody believed he could pull the sword from the stone, but as he pulled, Merlin’s magic released the sword
and it came out of the stone in Arthur’s hand. The crowd fell silent.

1 Was the story set long ago? How do you know? ........................................................................................................................

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

2 Why did the crowd fall silent? ......................................................................................................................................................

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

3 Was there something magic in the story? What was it? ...........................................................................................................

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

3 Discuss, in pairs, what information you expect to

find at the beginning of a story. Write in the boxes.

Track 08
4 Listen to the story with your books closed.
Did you find the information you expected?

VOCABULARY BOX
Knight: a soldier on a horse working for a king in the old days
Rule: to control or direct; exercise dominating power
Enchanted: something magical
Celts: an old European cultural group
Pearl: a small round bead found in a shell
22
 5 Summarize the story you heard.

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

Track 08
6 Listen to the story again and answer the questions.
1 When did this story take place? ...................................................................................................................................................
2 Who are the main characters? What are they like? ...................................................................................................................
...........................................................................................................................................................................................................
3 What is the problem? .....................................................................................................................................................................
...........................................................................................................................................................................................................
4 What is the proposed (planned) action? .....................................................................................................................................
...........................................................................................................................................................................................................

7 Circle the name of the correct person.

1 He said that the Celts were hiding something that had secret powers. Arthur Edmund
2 He asked what it was and what he could do. Arthur Edmund
3 He said that, in the wrong hands, the pearls could destroy the world. Arthur Edmund
4 He explained that those who tried to find the pearls were disappeared. Arthur Edmund
5 He thought that someone was watching him. Arthur Edmund

8 In pairs, write the end of the legend. What is it that jumped out in front of Edmund? Does
he find the pearls? Share you story ending with the class.

LANGUAGE BOX
Reported speech
We use reported speech when we tell somebody else what we or another person said before now.
We use reported speech instead of direct speech. We often have to change the pronoun.
She says “I like reading legends”. (Direct speech) She says that she likes reading legends. (Reported speech)
When the sentence starts in the present, the reported speech doesn’t change, but when the sentence starts in the past,
it does change.
He says “I write stories in my free time.” He says that he writes stories in his free time.
He said “I write stories in my free time.” He said that he wrote stories in his free time.
When we are reporting speech, we can report statements, questions, requests, thoughts and commands.
He said that the Celts were hiding something that had secret powers.
He asked what it was and what he could do.
He explained that those who tried to find the pearls were disappeared.
He thought that someone was watching him.
23
 apply
History is full of legends that have entertained people down through generations for hundreds and hundreds of years.
Every culture around the world has its own legends, they are at the heart of tradition. Some of these legends are used to
teach a lesson, others are just for amusement, but they all have one thing in common. They all have a hero.

VOCABULARY BOX
1
Match the vocabulary with the correct meaning.
2
1 entertain: (verb) A give pain or suffering for doing something wrong.
3
2 peaceful: (adjective) B have power over (an area and its people).
3 rule: (verb) C a weapon shot from a bow. 4
4 order: (verb) D provide someone with amusement or enjoyment. 5
5 punish: (verb) E very angry. 6
6 cruel: (adjective) F ability that comes from training and practice. 7
7 furious: (adjective) G ready to hurt others; without human feeling. 8
8 fail: (verb) H free from disturbance; not involving war or violence.
9
9 arrow: (noun) I to be unsuccessful.
10
10 skill: (noun) J command to do something.

1 Read the legend of William Tell and answer the questions.

William Tell was a real man who lived
in Switzerland in the 1300s. In the
1800s, the composer Giochino Rossini
composed an opera about William Tell.
In the opera there is a piece called the
William Tell Overture, which is very
famous today.
24
William Tell
The people of Switzerland did not always live in a happy peaceful country.
Hundreds of years ago a man called Gessler ruled over them. He was a
proud, mean man who made the people’s lives miserable. One day Gessler
went to the town square, and put his hat on top of a pole. He ordered the
people to bow down to his hat as they passed. The people were afraid, and
they did as he ordered. But there was one man, William Tell, who would
not. He stood in front of the hat on the pole, folded his arms and laughed.
When Gessler heard about this he was furious. He was also afraid that, if
other men learned what William Tell did, they would do the same, and he
would lose control of the lands. Gessler decided to punish William Tell.
William Tell lived in the mountains with his young son, and he was famous
as a hunter. Nobody could shoot a bow and arrow as well as he could.
Gessler knew this, so he came up with a cruel plan. He made Tell’s son
stand up in the town square with an apple on his head. He told Tell to shoot
the apple with one of his arrows.
“Will you make me kill my boy?” Tell asked Gessler. “What if he moves?
What if my hand shakes?”
“Do it!” ordered Gessler. You must hit the apple with your arrow. If you fail,
my soldier will kill your boy in front of your eyes.”
Without another word, William Tell fitted the arrow into his bow. His son
was not afraid. He believed in his father’s skill. Tell aimed and fired. The
arrow hit the apple right in the center, and carried it away. The crowds
cheered, and the boy ran to his father. As he hugged him, another arrow
fell from William Tell’s coat, that he hid there when he took the first arrow.
Gessler saw the arrow on the ground.
“What is this?” he asked. “What are you doing with a second arrow?”
“This arrow was for your heart if I hurt my child,” answered William Tell.
1 Who is the hero of the legend? What is he like? ........................................................................................................................
...........................................................................................................................................................................................................
2 Who is the demon of the legend? What is he like? ...................................................................................................................
...........................................................................................................................................................................................................
3 What was the problem in the legend? .........................................................................................................................................
...........................................................................................................................................................................................................
4 How would the story be different if William Tell didn’t shoot the apple? ..............................................................................
...........................................................................................................................................................................................................

Track 09
2 Listen to the legend of Robin Hood and answer the
questions.
1 Who is the hero of the legend? What is he like?
................................................................................................................................
................................................................................................................................
................................................................................................................................
2 Who is the demon of the legend? What is he like?
................................................................................................................................
................................................................................................................................
................................................................................................................................
3 What was the problem in the legend?
................................................................................................................................
................................................................................................................................
................................................................................................................................

3 Compare and contrast the legends of Robin Hood and William Tell. Complete the Venn
diagram.
Robin Hood William Tell
used a bow and an arrow
lived in England lived in Switzerland

25
 apply more
1 Illustrate one more card in each set.

Hero Cards

knight old lady slave princess

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

Demon Cards

ogre dragon witch snake

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

Problem Cards

find treasure save a princess save the world collect a scroll

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

Setting Cards

castle mountain swamp maze ....................................................

26
 Travel Cards

magic carpet unicorn hot air balloon eagle

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

Question Cards
How did they get
Who is there? Where are they? What can they see? ...................................
here?
..................................?

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

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

2 Choose one card from each set, and using the cards, complete all the question cards with
answers. Then begin to add more details by completing the information below.

1 Describe your main character. (Strange features, sounds, actions, powers, etc.)
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Describe the setting. (Sights, sounds, smells, feelings, etc.)
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
3 Describe the problem / quest / challenge in detail.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
4 Write the first paragraph of your legend. Include the setting. Where? When? Who lived there? What does it look
like? Town or countryside. Include as many details as you can. Do not describe the hero or the problem at this stage.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
27
 analyze
There are seven clear stages to a traditional legend, moving from
the beginning, through the middle, to the end. A good example of
this structure is the Polish legend, ‘The Wawel Dragon’. The first
stage of any legend is describing the setting, the time and place the
story takes place. Wawel Hill is next to the Vistula River in Poland,
near the old Polish capital of Krakow. It has a medieval castle and its
history goes back to the 7th century.
Stage 1 of ‘The Wawel Dragon’ looks like this:

Stage 1: The setting

A village at the bottom of a hill, next to a river. The people were
farmers. It was a peaceful place.
Everyone got on well and sat around in the evenings by the fire
telling each other stories from the past. The king and the princess
lived in the castle at the top of the hill.

Track 10
1 Listen to the legend ‘The Wawel Dragon’ and
diagram the stages of the story by completing
the details in each box.
Stage 2: The problem
A dragon moved into the cave on the hill.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

Stage 3: Failure to solve the problem

Knights and brave men came to drive the dragon away, but they all failed.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

Stage 4: The hero appears

A handsome shoemaker asked the king if he can try to drive the dragon away.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

Stage 5: The hero comes up with a plan

The shoemaker invented a liquid to put out fires.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

Stage 6: The solution is found and it works!

The dragon drinks the liquid and it put out the fire in its stomach.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

Stage 7: The very happy ending!

The shoemaker married the princess.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
28
 2 In Understand More, you created the skeleton (outline) of your legend, and wrote the first
paragraph. Now complete the story board below with your own legend, adding the details to
make it complete.

Stage 1: The setting

Stage 2: The problem Stage 3: Failure to solve the problem

Stage 4: The hero appears Stage 5: The hero comes up with a plan

Stage 6: The solution is found, and it works! Stage 7: The very happy ending!

29
 evaluate
Legends are important to us today for a number of reasons. They are important as literature, and they give us an idea
about other times and places. They also help us to see how humankind hasn’t changed over time.
Every culture has its own legends, which tell something about that culture. This includes geography, values and
history. For example, Japan is an island nation. Its oceans and its creatures play an important part in its legends. Native
American legends show us a lot about the history of the people who were hunters and gatherers. Legends should not be
ignored as too basic or outdated or unimportant.
The themes of legends are the same as most good literature. These themes include man versus man, man versus nature,
man versus beast, etc. All legends have an element of good versus evil. Beowulf is a perfect example of the struggle
between good and evil.

1 Read the summary of the legend of Beowulf and

judge his actions. Was he a hero?
Beowulf (pronounced bey-uh-woolf) is the longest poem ever in old
English. It has 3,000 lines! Old English is different from the language
we speak today. It started around the year 400 when Germanic people
settled in England.
The hero of the poem is Beowulf, a prince who ruled over the people of
Geats, near Denmark. An evil monster, Grendel, attacked the people of
Denmark. He killed soldiers in Denmark for twelve years before Beowulf
went and killed Grendel. The people of Denmark celebrated. Before long,
Grendel’s mother came for revenge. Beowulf again saved the people, who
sent him home with many gifts.
Fifty years went by and Beowulf became the king of the Geats. He grew
old and enjoyed the peace in his lands. But then a dragon attacked
Beowulf ’s kingdom. The dragon was much more fierce than Grendel or
his mother, but Beowulf fought and killed the dragon. He died himself in
the battle.
2 Is Beowulf an ideal hero? Begin by describing a hero, giving examples of who your own
heroes are, then describe Beowulf and other heroes of legends you know, assessing their
characteristics. Include the physical characteristics of a legendary hero. Do heroes change
across cultures?
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
30
Urban legends are modern stories. They are passed from person to person, that they claim to be true. The stories seem
to have a life of their own. With the increasing popularity of the Internet, urban legends spread far quicker than tradi-
tional legends. With every telling of an urban legend, the story becomes more exaggerated and colorful. As we saw with
Telephone Tag, by the time the story passes through a number of people, it is often difficult to know the original story.
Urban legends are often scary, but the teller will insist that the story is true. There is usually some humor, humiliation,
fear or superstition involved. However, it always happens to someone other than the story teller! There is often a moral
message. The message is usually ‘Be careful, or the same horrible / embarrassing thing might happen to you!’

3 Evaluate these urban legends. Decide what, if any, is the element of truth, and what the
message or lesson is to be learned from it.

There is an urban legend about a sister of a friend of a friend, whose tooth fell out.
She put her tooth in a glass of Cola overnight and by morning, the tooth dissolved
and disappeared.
I don’t think the tooth dissolved, but I do think that Cola is bad for your teeth.
...................................................................................................................................................
I think the message is not to drink too much if you want to take care of your teeth.
...................................................................................................................................................

There is an urban legend that the meat used in fried chicken is not actually chicken.
Websites claimed that the genetically modified birds had no beaks, feet or feathers.

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

A couple of years ago, a story went viral about a 14 year old hamburger that didn’t
rot because of all the chemicals in them. Manufactures said that hamburgers will rot
if kept under certain conditions.
...................................................................................................................................................
...................................................................................................................................................

Police arrested a man who made and sold hotdogs made of dog meat on the streets
of New York. Traces of dog meat were found in the hotdogs when a customer
thought that it tasted strange.
...................................................................................................................................................
...................................................................................................................................................

4 In pairs, write your own urban legend. It should include an element of truth, be exaggerated,
and recommend doing or not doing something. Share your urban legends with the class.
Which is the most humorous / humiliating / scary / superstitious?
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
31
 create
Storytelling Success
You have created your own legend. Now you are going to tell your story to the class, using storytelling techniques to
make it as dramatic and suspenseful as possible.

1 In pairs, choose one of your legends. Discuss which one would be most effective in story
telling.

We chose .....................................................’s legend because ............................................................................................................

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

2 Work together with your partner to practice telling the story. Decide how you will present it.
Will one of you be the hero and one the villain? Will one be the narrator and the other the
‘voices’? Use these tips to help you.
Visual techniques Audio techniques
Use facial expressions and body Sound effects and pauses
language Varying pitch of voice to show
Storytelling actions match characters emotions
actions Making it sound exciting
Eye movement all the time Speaking slower or faster for
Squinting when something strange dramatic effect
happens Making the audience want to hear
Mirroring emotions of character another story

3 Present your legend to the class, using all your dramatic talent. Complete the peer
assessment forms for your classmates. Write constructive notes under each heading.

Pair Techniques ........./10 Pair Techniques ........./10

4 Upload either your legend or a video recording of your presentation onto your blog.
32
 WONDERS OF THE WORLD
Unit 3
1 2 3

4 5

6 7

THINK QUESTION
What, to you, is the most amazing
wonder of the world? Why?

33
 remember
OBJECTIVES There are many categories of wonders, including:
Remember The Seven Wonders of the Natural World
To define what a wonder is and The Seven Wonders of the Ancient World
name some of the Wonders of the The Seven Wonders of the Modern World
World The Seven Wonders of the Engineering World
To identify whether a wonder is
human or physical
1 In pairs, name as many World Wonders as you know.
Understand
To locate the Ancient Wonders ..................................................................... .....................................................................
on a map of the world
To explain the history behind the ..................................................................... .....................................................................
Ancient Wonders ..................................................................... .....................................................................
Understand More ..................................................................... .....................................................................
To indicate which of the finalists
for the New 7 Wonders of Nature 2 Using your list from Activity 1, with your partner define
are familiar to us what a ‘wonder’ is.
To explain the reasons why the 7
Wonders of Nature were chosen 3 There are seven wonders in every official list because
seven is an important number in many areas of life.
Apply Identify the answer to these questions.
To appraise the finalists of the
New 7 Wonders of the World
To identify and promote the
unique features of the World’s
Wonders

Apply More
To contrast the New 7 Wonders
of the World according to
specific criteria 1 How many colors make up white 2 How many bones do most
To classify the New 7 Wonders light? (The same number as colors mammals have in their necks?
according to age, number of in the rainbow.)
visitors, and price of entry

Analyze
To compare two tourist
information leaflets
To examine wonders in order to
decide which deserve funding

Evaluate
To judge the effects of tourism 3 How many traditional seas are 4 How many stellar objects in the
on national parks around the there in most cultures? solar system are seen with the
world naked eye?
To evaluate the importance of
history in the present and in the
future

Create
To devise a list of the seven most
significant national wonders

5 How many external holes are 6 How many rows of elements are
there in the human head? their in the periodic table in
chemistry?
A wonder is a feeling of surprise and admiration, caused by something
beautiful and unexpected.

34
 4 Label the Wonders from the list below. Then identify whether the Wonders are human (H)
or physical (P).

H 1 ................................................
........ Taj Mahal ........ 2 ................................................ ........ 3 ................................................

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

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

........ 10 ................................................ ........ 11 ................................................ ........ 12 ................................................

Paricutin Volcano Aurora Borealis Taj Mahal

Golden Gate Bridge Chichen Itza Victoria Falls
Grand Canyon Great Wall of China Table Mountain
Itaipu Dam Mount Everest Panama Canal

5 In groups of 3 or 4, discuss which of the Wonders above you think is the most amazing?
Are physical or human Wonders more incredible? Why?
35
 understand
1 Look again at the unit opening page. Can you name the Seven Wonders of the Ancient World?

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

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

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

4 ................................................................................................
All seven Wonders of the Ancient World are located near the Mediterranean Sea. This is because those who wrote about
them had traveled around these areas. Most of them don’t exist anymore.

Track 11
2 Listen and identify the Ancient Wonders. Complete the information.
1 Name of Wonder: 2 Name of Wonder: 3 Name of Wonder:
Statue of Zeus
.............................................................. .............................................................. ..............................................................
Location and date: Location and date: Location and date:
5th Century BC, Greece
.............................................................. .............................................................. ..............................................................
Description: Description: Description:
12 m tall statue, likeness of
.............................................................. .............................................................. ..............................................................
Zeus, king of Greek gods
.............................................................. .............................................................. ..............................................................

4 Name of Wonder:
..............................................
Location and date:
..............................................
Description:
..............................................
..............................................

7 Name of Wonder: 6 Name of Wonder: 5 Name of Wonder:

..............................................................
Location and date:
..............................................................
Description:
..............................................................
..............................................................
36
..............................................................
Location and date:
..............................................................
Description:
..............................................................
..............................................................
..............................................................
Location and date:
..............................................................
Description:
..............................................................
..............................................................
 3 Explain the answers to the questions below about the Seven Wonders of the Ancient World.

In the second century B.C. there was a Greek poet called Antipater of Sidon. He wrote a travel guide about the
Mediterranean area. In his guide, he listed the best places he saw on his travels.
“I have looked at the walls of Babylon where chariots race. I have seen Zeus and the hanging gardens. I have visited
Colossus of the Helios, and the great human-made mountains of the pyramids. I saw the enormous tomb of Mausolus.
But when I saw the house of Artemis, as high as the clouds, the others moved into the shade. The Sun himself has never
looked at a greater place.” (Antipater)

1 Why do you think Antipater made a list of the Seven Wonders of the World? Do you think he knew that there were
other wonders in places he didn’t travel to?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 How do you think Antipater chose the places he included on the list? What criteria did he use?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
3 Why do you think a lighthouse was chosen as one of the Seven Wonders?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
4 Which of the Seven Wonders of the World do you think was most wonderful? Give reasons for your answer?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
5 Two of the Wonders are statues. Whose statue would you place in your town to honor them? Why?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
37
 understand more
In 2011, the New 7 Wonders of Nature were voted for from 28 Finalists. Around 500 million votes from all over the
world were cast to select these Wonders. Voters chose the natural wonders that they thought were the most unique,
un-touched, ecologically significant and historically important natural features on the planet.

1 Look at the list of 28 Finalists for the New 7 Wonders of Nature. Indicate which ones you
have heard of by ticking the boxes, and circle the ones you think may have won the most votes.

Galapagos, Masuria, Bu Tinah, Yushan,

Ecuador Poland United Arab Emirates Taiwan

Grand Canyon, Black Forest, Jeita Grotto, PP Underground River,

U.S.A. Germany Lebanon Philippines

Bay of Fundy, Matterhorn, Sunderbans, Komodo,

Canada & U.S.A. Switzerland & Italy Bangladesh Indonesia

El Yunque, Vesuvius, Maledives, Great Barrier Reef,

U.S.A. Italy Maldives Australia

Angel Falls, Iguaza Falls, Kilimanjaro, Uluru,

Venezuela Argentina & Brazil Tanzania Australia

Amazon, Dead Sea, Jeju Island, Milford Sound,

Peru, Colombia & Brazil Jordan, Israel & Palestine South Korea New Zealand

Cliffs of Moher, Gobustan Mud Volcanoes, Ha Long Bay, Table Mountain,

Ireland Azerbaijan Vietnam South Africa

Track 12
2 Listen and label the New 7 Wonders of Nature, voted for by the people of the world.

6
1 ................................
5
2 ................................ 1
3 ................................ 4

4 ................................ 2

5 ................................ 3

6 ................................
7 ................................
38
 Track 13
3 Listen to information about the New 7
Wonders of Nature and take notes.
Explain why you think each one was ..................................................
chosen.
Ha Long Bay ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
Amazon River ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
Puerto Princess
Underground River ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
LANGUAGE BOX
Past passive voice
We use the past passive voice to show interest in the person or object that experienced the action, rather than the
person or object that performed the action. This means that the most important person or thing becomes the subject
of the sentence. Something was done by someone at sometime in the past.
Compare with the present passive voice:
The Iguaza Falls are found on the Iguaza River.
The desert was flooded by a huge volcanic eruption.
The Iguaza Falls were formed 20,000 years ago.
Iguazu Falls ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
Jeju Island ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
Komodo Island ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
Table Mountain ..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
..................................................
39
 apply
Twenty-one finalists were chosen for the New Seven Wonders of the World in 2007. Over 50 million people around the
world voted by phone, text or email. The New 7 Wonders Foundation believed that the global public should elect the
seven modern wonders of modern construction. The result was declared in Portugal on July 7th 2007, or 07/07/07.

1 Appraise 15 of the finalists. Discuss with your partner what makes each one a ‘Wonder’.

1 Chichen Itza, Mexico 2 Moai Statues, Chile 3 Christ the Redeemer, Brazil

4 Statue of Liberty, U.S.A. 5 Machu Picchu, Peru 6 Eiffel Tower, France

7 Colosseum, Italy 8 Kremlin & Red Square, Russia 9 Acropolis of Athens, Greece

10 Giza Pyramids, Egypt 11 Petra, Jordan 12 Hagia Sofia, Turkey

13 Taj Mahal, India 14 Great Wall of China 15 Kiyomizu-Dera, Japan

40
 Our Class New Seven World Wonders
2 Choose one of the finalists from Activity 1. Prepare a two minute presentation about
your wonder. Include:
why the wonder is important
what is interesting about it
information about its location, city or country
why it would be fascinating for tourists

3 Present your findings to the class and try to win their votes.

TOURNAMENT PRIORITIZER

Round 1 Semi-Final Final

2 → →

5 → →

8 → →

10

11 → →

12

13

14 → →

15

41
 apply more
1 Compare and contrast the New 7 Wonders of the World. Complete the information. Why do
you think these seven were chosen by the global population?

Wonder Location and date built Importance Tourism & Price of Entry

Receives more than 10 million

From Kansu to the Largest human-made
visitors every year to walk
Yellow Sea structure in the world
some of its length and learn
about its history
......................................... Approximately 8,850 km
From 771 – 206 B.C. long
$50.00
Great Wall of China

Receives between seven and

Agra eight million visitors every
Considered to be an
year
outstanding example of
.........................................
Indian architecture
Building started in 1631
$15.00
Taj Mahal

Receives around half a million

Nobody knew about the
Ma’an visitors every year
site until 200 years ago
.........................................
It was found by a Swiss
312 B.C.
explorer
$70.00
Petra

Receives around 1.2 million

One of the largest Mayan
Yucatan visitors every year
civilizations
.........................................
Holds clues about the way
Around 600
the Mayans lived
$13.00
Chichen Itza

Receives more than 2.82

Almost 40 meters tall
Rio de Janeiro million international tourists
a year
Located at the top of the
.........................................
700 meter high Corcovado
Between 1922 – 1931
Mountain
$22.00
Christ the Redeemer

Receives close to one million

Near Cusco Still in very good condition visitors every year

......................................... Holds clues to the mysteries

Around 1450 of how the people lived
$53.00
Machu Pichu

Receives around 4 million

Rome tourists a year
Considered one of the
greatest pieces of Roman
.........................................
architecture
Completed in 80 AD
$14.00
The Colosseum
42
 2 Calculate the order of these classifications.

Chronological order Number of visitors Price of ticket

(from oldest to newest) (from most to least) (from most expensive to cheapest)

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

2 ........................................................
3 ........................................................
4 ........................................................
5 ........................................................
6 ........................................................
7 ........................................................
2 ........................................................
3 ........................................................
4 ........................................................
5 ........................................................
6 ........................................................
7 ........................................................
2 ........................................................
3 ........................................................
4 ........................................................
5 ........................................................
6 ........................................................
7 ........................................................

3 Demonstrate your understanding of the New 7 Wonders of the World by answering these
questions.

1 Considering the winners, what do you now think is a wonder?

...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Only one of the Ancient Wonders remains standing today? Do you think the same will happen to the New Wonders
in the future?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
3 How important do you think it is to know something about each of the Wonders?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
4 What kind of countries build Wonders? Is it relevant how rich the country is?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
5 Is there a specific kind of person who visits a Wonder?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................

43
 analyze
Track 14
1 Compare the two tourist information leaflets below and answer the questions.

The Colosseum Chichen Itza

Rome is one of the most historic cities in the world, The Mayan people were a civilization who lived in
and has millions of visitors every year. It is the third parts of South America before they were invaded by
most visited city in Europe after London and Paris. Europeans, and Chichen Itza was one of the largest
Most of the tourists who visit Rome take in the sights Mayan cities. The Mayans were a sophisticated people,
of the Colosseum. Hundreds of thousands of visitors they had the only written language in South America at
pay to enter the ruins every year. What amazes them this time, and they studied the stars in order to
the most is how a structure so old is still standing understand the universe.
today. Around 1.2 million people visit Chichen Itza every year,
The Colosseum was constructed as an arena. It was especially at the time of the Spring Equinox, when the
designed to hold 50,000 spectators, who would watch sun casts amazing shadows over the buildings.
shows and sporting events. Underneath the arena were Most tourists who visit Chichen Itza do so from
passageways where animals and gladiators would wait Cancun, a popular beach resort in Mexico, as it is only
for their turn to appear in the arena. a short bus journey away. It can be very crowded as
Besides the Colosseum, there are many other places to there is no limit to how many tourists are allowed in
visit whilst in Rome, such as the Trevi Fountain and at one time. Other places to visit around are Ik kil, an
the Roman Forum. Most places can be visited in a long archaeological site, and the Sacred Cenote cave.
weekend, and there are many hotels in Rome for any Entrance costs 237 pesos ($13) for foreigners and 159
budget. pesos for Mexican nationals. Children under 13 years
Entrance costs €12 ($14) for an adult, €7.50 for a are free, and Mexican nationals are free on
European Union teacher and free for people under Sundays. There is a light show which costs 446 pesos
18. For an extra €2 booking fee, you can skip the long per person from Tuesday to Saturday.
queues.

1 Which of the two Wonders would you rather see? Why?

...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Which area around the Wonders do you think would be a better place to stay at for a three or four-day trip? Why?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
3 If you pay an extra €2 at the Colosseum, you can skip the queues. Is this a good thing to do? What about all the
people waiting in the queues?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
4 There is a different (cheaper) price for Mexican nationals to enter Chichen Itza. Should the people from the country
of the Wonder pay a cheaper price? Should they pay at all? Express your opinion, giving reasons.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
44
 2 Analyze the New 7 Wonders of the World to complete the task.

The World Bank has just announced that they will donate $10 billion to the ‘top three’ Wonders. Consider all the New
Wonders and choose your own top three. Think about reasons for your choice (location, attraction, significance) and
why the money would be better spent there than in the other four places. You have five minutes.
Wonder Reason
1 ................................................................... ...................................................................................................................................
2 ................................................................... ...................................................................................................................................
3 ................................................................... ...................................................................................................................................
Work in pairs. You have five minutes to agree on the three top Wonders for the money. Try to persuade your partner that
your choices are the best.
1 ................................................................... ...................................................................................................................................
2 ................................................................... ...................................................................................................................................
3 ................................................................... ...................................................................................................................................
Work in groups of four. You have five minutes to agree on the three top Wonders for the money. Try to persuade your
group that your choices are the best.
1 ................................................................... ...................................................................................................................................
2 ................................................................... ...................................................................................................................................
3 ................................................................... ...................................................................................................................................
Work in groups of eight. You have five minutes to agree on the three top Wonders for the money. Try to persuade your
group that your choices are the best.
1 ................................................................... ...................................................................................................................................
2 ................................................................... ...................................................................................................................................
3 ................................................................... ...................................................................................................................................
Work as a class. You have five minutes to agree on the three top Wonders for the money. Try to persuade the class that
your choices are the best.
1 ................................................................... ...................................................................................................................................
2 ................................................................... ...................................................................................................................................
3 ................................................................... ...................................................................................................................................

45
 evaluate
1 In pairs, brainstorm what you think some of A national park is an area of countryside,
the effects of tourism are on the Wonders of the ocean or fresh water, which is protected by the
World. government for the enjoyment of the general
public or the preservation of wildlife.

2 Look at the national parks below. What do they offer the general public and wildlife?
What are they in danger from?

Serengeti National Park Göreme National Park Great Barrier Reef Hawai’i Volcanoes
Tanzania, Africa Cappadocia, Turkey Australia National Park

Track 15
3 Listen to some possible effects of tourism on national parks. List the positive and negative
effects. Add at least one more of your own.
Positive effects of tourism Negative effects of tourism

4 In small groups, recommend a solution to this problem:

What is the best way to protect national parks without increasing the cost of entry?

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
46
It was in the year 2000 that Bernard Weber began the New 7 Wonders of the World
project. The Ancient Wonders belonged to the past, and only one remained in
existence. He believed it was time to celebrate the last 2000 years of what humans
have achieved. With the Internet came the only democratic way of sharing
information, because it is free to everyone who has access to a computer and a
telephone network. Weber asked the world’s citizens to vote, not for a national
treasure, but for a global treasure. The New 7 Wonders Foundation was founded in
1999 in Switzerland. As well as the New 7 Wonders, the foundation has also
organized voting for the Seven Wonders of the Natural World and the New 7
Wonders Cities. There is a new campaign to nominate and vote for 7 Symbols of
Peace. 7 Wonders Day is celebrated on the 7th July (07.07).

5 In groups of four, discuss these questions.

Why do you think humankind

If you could design a wonder
let six of the Seven Ancient Which people could be
of the world, what would you
Wonders of the World wonders of the world?
design?
disappear?

The opposite of a ‘wonder’ is an

Why should history be In what ways are you a wonder
‘abomination’. List the 7
important to us? of the world?
abominations of the World.

6 Qualify the meaning of these two quotes. Do you agree?

“If we want to save something, we first need to truly appreciate it.” (Bernard Weber)
............................................................................................................................................................................................................
............................................................................................................................................................................................................
............................................................................................................................................................................................................

“One can live the ‘good life’, meaning to strive for pleasure, but one can also dedicate some of our limited presence on
Earth to create something of lasting value.” (Bernard Weber)
............................................................................................................................................................................................................
............................................................................................................................................................................................................
............................................................................................................................................................................................................
47
 create
Your country’s 7 wonders
This is your chance to get your own country’s amazing places onto the map by creating your own list of 7 wonders.

1 In pairs or small groups, discuss, and make a list of your country’s:

amazing natural wonders (mountains, rivers, lakes, waterfalls, caves, islands, etc.)

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

amazing ancient wonders (buildings, gardens, statues, temples, etc.)

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

amazing modern wonders (places of worship, attractions, human-made islands, etc.)

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

amazing engineering wonders (bridges, tunnels, towers, canals, etc.)

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

other amazing wonders (transportation, science, astronomy, etc.)

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

2 Research the wonders on your list, and choose your list of seven. Prepare a poster or
booklet, with a country map, explaining why you chose your seven wonders and what they
show about your country.

3 Upload an electronic copy of your booklet or a photograph of your poster onto your blog.
Search for other projects from the same country. Do they have the same list?
48
 FIRST AID
Unit 4
1 2 3

4 5 6

7 8 9

THINK QUESTION
Why do we bleed when we cut
ourselves and why does the
bleeding stop?
49
 remember
OBJECTIVES
Remember
To select an appropriate title for
a text about the human body
To identify the relevant system
from texts and info-graphs
Understand
To summarize a text about what
happens when we cut ourselves
To indicate the meaning of key
vocabulary through matching
with definitions
Understand More
To discuss the correct
procedure in an emergency
situation
To compare the language we use
for habits and routines, and the
language we use for actions in
progress
Apply
To demonstrate an understanding
of what to do when we have a
sprain
To diagnose the correct
treatment for specific health
symptoms
Apply More
To interpret the day to day
responsibilities of a paramedic
To contrast the responsibilities
of a first aider, a paramedic, and
an emergency room doctor
Analyze
To examine the contents of a
standard first-aid bag and their
uses
To modify the contents of a
first-aid bag for specific
situations
Evaluate
To assess the contribution of
6 This is the age when our bones stop growing.
the Red Cross and Red Crescent
societies in helping the wounded 7 It takes fewer seconds than this for the heart to pump blood
To evaluate the potential need
for first aid in a restaurant
Create
To design, and produce a first
aid video
To invent an acronym for a first
aid procedure
50
1 In pairs, talk about what
you already know about
how the human body
works.
2 Read about the systems in
the human body. Suggest
a title for the text.
..........................................................................
The human body has a lot of systems.
Each system does a different job, but
they all work together to keep our bodies
healthy. No part of our body works alone.
When one part stops working, it affects
the whole body. Do you know that in one
24 hour day:
Our heart beats 103,689 times
Our blood travels more than 270 million kilometers
Our digestive system processes 3.5 kilograms of waste
Our lungs breathe in 12.5 cubic meters of air
There are 200 different kinds of cells in our bodies. Altogether, we have about 5
trillion (5,000,000,000,000) cells.
VOCABULARY BOX
A system: a collection of parts that work together. No single part can do the
job alone. Any problem with one part and the system breaks down.
3 Read these statements about the human body and select
which you think is the correct number from the box below.
1 This is the number of times we breathe in and out in a minute. ..........................
2 This is how many bones a baby has in the body. ..........................
3 This is how many meters our food travels through our body. ..........................
4 This number of lymph nodes clean our body of toxins. ..........................
5 This number of nerve cells join together to make nerves,
sending messages between the brain and the body. ..........................
..........................
all around the body. ..........................
8 This is how many muscles we have in our bodies. ..........................
9 This is the number of bones in an adult human body. ..........................
9 15 - 25 60
206 300 600
650 billions 25
 Track 16
4 Read and identify the system. Listen and check.
1 .......................................
System
This system breaks our
food down for us to use as
energy. It also gives us the
vitamins and minerals we
need. This system is 9
meters long. It takes 24
hours for our food to travel
all the way through the
system.
Muscular System
Nervous System
5 .......................................
System
This system helps us to
breathe. It includes the
lungs, airways and blood
vessels. Muscles are
attached to them so they
can work together. Using
this system, we breathe in
and out between 15 and 25
times per minute.
2 .......................................
System
This system pumps blood
through the heart and all
around the body. It takes
less than 60 seconds to
pump blood from the
heart to every cell in the
body.
Digestive System
Respiratory System
6 .......................................
System
This system has 206 in an
adult body, and 300 bones
in a baby body. The bones
give the body its shape,
help us to move, and
protect our internal organs.
Our bones stop growing
when we are around 25
years old.
3 .......................................
System
This system helps us to
move. Many of the things
in this system work with-
out us thinking, for ex-
ample, our heart beating.
There are 650 of them in
the human body. They are
under our skin, and they
cover our bones.
Urinary System
Skeletal System
7 .......................................
System
This system helps to keep
our bodies healthy by
cleaning out waste and
unhealthy materials. Our
bodies have around 600
lymph nodes. These lymph
nodes filter the unhealthy
materials out of bodies.
4 .......................................
System
This system helps us clean
our body of liquid waste.
The system travels from
the kidneys to the bladder.
When the bladder is full,
it’s time to go to the
bathroom!
Circulatory System
Lymphatic System
8 .......................................
System
This system is a messenger
between the brain and
every other part of our
body. The messengers are
called nerves, and they tell
us when something in our
body hurts, and where the
pain is.
51
 understand
1 In pairs, brainstorm why we need blood.

2 Read the text and label the diagram.

We need blood to be healthy. Blood carries fuel and energy ......................

around the body. It also carries waste out of the body. Blood
keeps us warm, cools us down and fights infections.

The heart pumps the blood around the body through tubes
called blood vessels. There are two types of blood vessels,
called arteries and veins.

Arteries take oxygen from the lungs into the blood, and the ...................... ......................
heart pumps it around the body. Veins do the opposite job,
taking the blood back to the heart to take on more oxygen. The
blood is passed between arteries and veins through smaller
tubes called capillaries. ......................

We also have three types of blood cells:

1 Red blood cells give the blood its red color. They give out oxygen around the body.
2 White blood cells fight infection and protect the body.
3 Platelets help the bleeding to stop when we cut ourselves.
When we cut ourselves, we cut blood vessels, and blood leaks out. Our heart is pumping the blood, so it pumps through
the cut. When this happens, our white blood cells stop dirt entering our bodies through the cut. Our platelets help the
blood to stop. When blood meets the air, it begins to thicken, and after some time it dries.

When large blood vessels are cut, the heart pumps a lot of blood out. The body has difficulty stopping the bleeding by
itself. In this case, we need a doctor to use stitches to help stop the bleeding.

3 Read the text again and choose the best title from below.

Why are my arteries blocked?

Why do we bleed when we cut ourselves?
How does blood work to keep us healthy?
52
A boy was rushed to the hospital emergency room. The ER doctor
saw the boy and said, “I cannot operate on this boy. He is my son.”
But the doctor was not the boy’s father. How could that be?
 4 Look at the words in bold in Activity 2. Guess the meaning of the words from the context,
and match with the definitions.

VOCABULARY BOX 1 C
1 blood vessels A a network of blood vessels connecting arteries and veins
2
2 arteries B stopping blood from flowing easily
3
3 veins C tubes carrying blood
4 capillaries D tubes carrying blood without oxygen back to the heart 4
5 platelets E found in blood; help clotting 5
6 clotting F tubes carrying oxygenated blood 6

5 Use the text below to find the acronym about what to do when someone cuts themselves.

S .....................................................
VOCABULARY BOX
E ..................................................... Acronym: A new word made from
the first letters of other words.
E ..................................................... They are used a lot in texting, eg.
LOL: laugh out loud.
P .....................................................

First aid is medical help. It is given to sick or injured people. Sometimes, if the sickness or injury is very serious, first
aid is given until the person can get to hospital and have full medical treatment. Usually, first aid is given to smaller
injuries, for example, a cut or a scrape. Here’s what to do if a cut is bleeding slowly (called ‘seeping’). Firstly, ask the
person who has the cut to sit down. This is just in case they feel dizzy or faint. Secondly, examine the wound (cut) and
look for dirt or other objects which shouldn’t be there. Thirdly, elevate (lift) the wound above the heart, and finally, put
pressure (press hard) on the wound to stop the bleeding.

If the cut is bleeding a lot, or you can’t get the bleeding to stop, call the emergency services or take the person to the
nearest hospital so a medical expert can take over.

6 Describe the pictures below. Use the SEEP acronym to explain what they are doing wrong.

Picture 1 Picture 2 Picture 3

53
 understand more
1 Discuss with your partner what you should do when
someone is unconscious.

VOCABULARY BOX
Unconscious: Not awake or aware of anything around oneself. Cannot be
woken up.
Pulse: Rhythmic pumping of blood through arteries. Can be felt usually in
the wrist or neck.

Track 17
2 Listen to the conversation between the emergency services operator and the caller.
What’s the problem?

Airway Response Breathing Circulation Danger

Check that nothing in Touch and talk to Check that the patient Put two fingers (not a Check that nobody is
the person’s mouth is the person. Are they is breathing. Put your thumb) on their wrist in danger. That
stopping them from aware of where they ear close to their or neck and check for includes you. Make
breathing. If there is are? Do they respond mouth and listen for a pulse. This is a sign sure you are not in a
something, remove it to your touch or breath. Is their chest that their blood is place where a driver
to clear the airway. voice? Keep talking. moving? circulating. might not see you.

Track 17
3 Listen again to the conversation. Organize the steps above into the correct order.
Now transform them into the acronym.

1 ................................ 2 ................................ 3 ................................ 4 ................................ 5 ................................

Do you know.....
December 1st is Worldwide Emergency Services Day. The aim is to educate
people about the serious work these men and women do, and to encourage
people to use the emergency services responsibly.
The first ambulances date back to the 11th century, in Europe. They carried
wounded soldiers from the battlefields to a safe place.

4 Discuss with your partner how someone could use the emergency services irresponsibly.
Do you know anyone who has done this?

LANGUAGE BOX
Simple present and present continuous tenses
We use the present simple tense when we want to talk about fixed habits or routines, or scientific facts. In other words,
the present simple tense is used for describing things that don’t change.
We use the present continuous tense to talk about actions which are happening at the present moment (actions in
progress), but will soon finish.
Compare: We breathe in and out between fifteen and twenty-five times a minute.
A: Is he breathing? B: Yes, he is.
What’s the difference?
54
 5 Complete the dialogue between the emergency services operator and the caller. Practice the
completed dialogue with your partner. Ask another friend to be the patient and act it out.
(Operator): Emergency services. Which service do you (1)……………..?
(Caller): I (2)………… an ambulance, please.
(Operator): What is your emergency?
(Caller): My friend is unconscious. I can’t (3)…………….. him.
(Operator): Firstly, are you or your friend in any danger? Check around you.
(Caller): No, we are in the garden at my house.
(Operator): Can you tell me your address?
(Caller): Yes, it’s 11, Melton Road. We are in the back garden but there is no danger.
(Operator): OK, I will (4)…………….. an ambulance to that address. (5)…………….. on the line, please.
(Caller): How long is the ambulance going to be? What should I (6)…………….. ?
(Operator): The ambulance will be with you in a few minutes. Now I am going to ask you a few questions. I need you
to stay calm.
(Caller): OK, I am listening.
(Operator): Now, is your friend moving? Is he responding to your voice? Does he respond when you touch him? Is he
aware of where he is?
(Caller): No, he’s not moving, and he can’t (7)…………….. me. He isn’t aware of anything around him.
(Operator): OK. Next, check whether his airway is clear. Is there anything in his mouth that is stopping him from breathing?
(Caller): No, his airway is clear, he doesn’t have anything in his mouth.
(Operator): Can you (8)…………….. whether he is breathing? Put your ear close to his mouth and listen for breath.
(Caller): Wait. (pause) Yes, he is breathing.
(Operator): Good. Now check for a pulse. Put two fingers on his wrist or neck. Don’t use your thumb. Can you
(9)…………….. his pulse? This is a sign that his blood is circulating.
(Caller): Yes, I can feel his pulse. Oh, what is wrong with him?
(Sound of ambulance siren)
(Caller): Oh, thank goodness! The ambulance is here!
(Operator): Good. The paramedics will (10)…………….. you now. You did a great job.
(Caller): Thank you for your help.

LANGUAGE BOX
Stative verbs
We use stative verbs to describe states that last for some time, and which are not changing or likely to change. These
verbs are not used in the continuous tenses, and are often connected with thinking and opinions, feelings and
emotions, and senses.
I’m sorry, I don’t understand. (NOT I’m not understanding.)
I like this movie. It’s very exciting.
It smells like you have burnt the dinner.
We often call dynamic verbs actions verbs, and these are not stative. They usually describe actions we can take or
things that happen.
Note: The verbs to be, to think, to have, and to see are both stative and dynamic verbs.

6 Look at the words you used to complete the dialogue in Activity 5. Indicate below whether
they are stative verbs or dynamic verbs.
1 check ............................................................................... 6 move ...............................................................................
2 do ............................................................................... 7 need ...............................................................................
3 feel ............................................................................... 8 require ...............................................................................
4 hear ............................................................................... 9 send ...............................................................................
5 help ............................................................................... 10 stay ...............................................................................
55
 apply
1 Read the text and diagnose how a sprain occurs. Write two or three sentences about what
happens when we have a severe sprain.

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

We have 206 bones in our bodies which all join together. We call this the skeleton. The joint is the place where two
bones meet. Examples of joints are elbows, knees and ankles. Can you feel the two bones in each joint? Joints let us
bend and move around. The bones in our joints are held together with ligaments. Ligaments are like strong elastic
bands. When a ligament is stretched too far, it hurts. This is called a mild sprain. If the ligament stretches so far it tears,
it hurts a lot. This is called a severe sprain.

A sprain hurts immediately. It swells up and looks bruised. You may think you have a broken bone because it hurts so
much! It will give you pain every time you move it. Many sprains happen because of injury, especially while playing
sports. Make sure you warm up before doing any kind of sport.

2 The text below describes what to do when you have a severe sprain. Identify the order of the
illustrations and one key word for each. Then identify the acronym.
If you do have a sprain, the most important thing to do is STOP! Rest that part of your body. Ice it; if you don’t have
ice cubes then use a packet of frozen vegetables covered with a cloth. Ice will stop more cell damage. Compress (wrap
tightly) with an elastic bandage. Elevate it to stop too much blood flowing. This will slow down swelling.

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

Acronym
...... .................................
...... .................................
...... .................................
...... .................................

Track 18
3 Listen to what happens when someone has a stroke and construct the acronym that
diagnoses a stroke.

VOCABULARY BOX
Paralysis: The loss of the ability to move (and sometimes to feel anything) in
part or most of the body, typically as a result of illness, poison, or injury.
Aphasia: Inability (or reduced ability) to understand or produce speech, as a
result of brain damage.

Acronym
...... .................................

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

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

...... .................................
56
 4 Match the key vocabulary from Activity 5 with the correct definitions.

VOCABULARY BOX 1 C
1 Frostbite A The area of skin affected by the stinger of a bee; can produce an allergic reaction.
2
2 Numb B To have severe difficulty in breathing because of something blocking the airway.
3
3 Bee sting C Injury to any part of the body after excessive exposure to extreme cold.
4
4 Blood sugar D Not having the normal amount of water in the body, thus feeling ill or weak.
5 Choke E Inability to feel with a part of the body, usually temporarily, often because of cold. 5
6 Dehydrated F The concentration of glucose in the blood. 6

5 These six people don’t feel well. By looking at their treatments, guess what is wrong with
them.

Symptoms: ............................................. Symptoms: .............................................

.................................................................. ..................................................................
.................................................................. ..................................................................
Treatment: Treatment:
Remove any wet clothing from the The most important thing to do is to
patient and cover with dry blankets find out what, when and how much
and clothing. Keep the patient warm was drunk. Give the patient sips of
until he or she can see a doctor. water or milk to drink and get them
David Simon
to the hospital as soon as possible.

Symptoms: ............................................. Symptoms: .............................................

..................................................................
..................................................................
Treatment:
Try to find the stinger in the middle
of the reddened area. It looks like a
small black dot. Scrape it off with a
fingernail or credit card. Wash the
Tracey
area with soap and water then apply
an ice pack for 15 minutes.
..................................................................
..................................................................
Treatment:
If possible, get the patient to lie down.
This allows the blood to circulate to
the brain. If it’s not possible to lie
down, get the patient to sit down with
Jenny
their head lowered forward between
their knees.

Symptoms: ............................................. Symptoms: .............................................

..................................................................
..................................................................
Treatment:
Firstly, encourage the patient to
cough, in the hope of releasing the
object from the airway. If this doesn’t
work, hit the patient on the back five
Jacob
times with the heel of your hand (the
bottom of your palm).
..................................................................
..................................................................
Treatment:
Make sure the patient has lots of rest
and drinks lots of water. Lower the
room temperature. Encourage the
patient to have a warm shower, and
Sharon
then wear loose comfortable clothes.

Track 19
6 Listen to the diagnoses and check your guesses. Take notes of their symptoms. In pairs,
choose one, create a dialogue and act it out.
57
 apply more
1 Brainstorm with your partner what you know about the work paramedics do and the
equipment they use.
Track 20
2 Now read the text and identify the equipment illustrated.
Talk about why they use each one.
The work of a paramedic
Many smaller injuries can be taken care of by someone
who is trained in first-aid. But for more serious injuries
and illnesses, we need to call the emergency services and
this is when the paramedics come to our rescue.
Paramedics give life-saving medical treatment to people
who are seriously injured or ill, and then transport them
to the hospital in an ambulance. In places like Australia,
there are long distances between towns. Here, paramedics
work with doctors in an air ambulance.
Paramedics are part of the emergency services, together
with the police, fire service and coastguard. They respond
to emergency calls 24 hours a day and speed across the
country.
A paramedic’s job is different every day. They may deliver a newborn baby in the morning,
and then rush to a car accident. They may use a defibrillator to restart a heart that has
stopped, or put an oxygen mask onto someone who is having difficulty breathing. They carry
the patient on a stretcher to and from the ambulance to stop them from moving. Anyone
who gives medical treatment must wear medical gloves.
Paramedics wear a uniform so it is easy for people to identify them. People who have had
an accident or are feeling unwell need to be able to trust the person who has come to help
them. They also wear a waterproof jacket because they work in all kinds of weather. The
jacket has reflective strips on it so the paramedic can be seen at night.
Paramedics have to work hard at school, get good exam results, and train in medicine for
around two years.

3 Answer the questions related to the text above.

1 Where and when do paramedics work? ......................................................................................

............................................................................................................................................................
2 Can anyone become a paramedic? ...............................................................................................
............................................................................................................................................................
3 Why do paramedics wear a uniform? ..........................................................................................
............................................................................................................................................................
4 Which other emergency service personnel wear a uniform? ...................................................
............................................................................................................................................................
5 Would being a paramedic be a job you might enjoy doing in the future? Why or why not?
............................................................................................................................................................
............................................................................................................................................................
58
 4 Demonstrate your understanding of what a paramedic does by classifying these characteristics
into those they need and those they don’t.

brave attractive adaptable creative skilled energetic

idealistic reliable popular relaxed selfish adventurous

intelligent casual glamorous home-loving calming solitary

5 Compare and contrast what a first-aider, a paramedic and an emergency room doctor do.
Discuss in groups of four and complete the Venn diagram.

A fi r st- a i d e r A p ara m e dic

n
or

ct
A

em
er ge n do
c y ro o m

59
 analyze
1 Below are items which should be in a first-aid bag. The First-Aid manual
Talk with your partner and identify what each one should be used for. will help us to decide
what to do.

First
Aid

first aid manual sharp scissors tweezers safety pins thermometer

extra batteries blanket medical gloves adhesive tape prescription medicine

elastic bandage gauze pads antiseptic wipes soap antiseptic solution

flashlight adhesive bandages sling splints instant cold pack

2 Look at the situations below. Predict what needs to be in the first-aid bag.

Camping in the Cycling in the Mountain A week on a

countryside park climbing desert island

60
3 Look back to Activity 4 on page 9. Figure out what first aid equipment is needed for each
situation and complete the diagram below.

Do you know...
Around 16% of emergency room visits are for general symptoms like pain and fever.
Around 14% of emergency room visits are for broken bones.
Patients spend an average 3.2 hours on an emergency room visit.
12.5% of patients who visit the emergency room are admitted to hospital.

61
 evaluate
1 Look at the symbols below. Do you know what they mean? Talk to your partner.

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

2 Read the text and label the symbols above.

In 1859, a young Swiss man called Henri Dumant was in Solferino, Italy. He saw an awful battle (fight in a war) with
40,000 men. Many men died in the battle. Many other men died later because they were badly injured and there was no
medical help. Henri Dumant was horrified. He asked the people who lived in Solferino to help.

Donant returned to Switzerland, but he could not forget what he saw in Italy. In 1863, he set up the International
Committee for Relief to the Wounded with four other Swiss men. The committee later became the International
Committee of the Red Cross. Its symbol was a red cross on a white background.

The International Federation of Red Cross and Red Crescent Societies (IFRC) began in 1919. This was the end of
World War I. The IFRC wanted to help the people who fought in the war. Their nationality was not important.
The IFRC had five members in the beginning: Britain, France, Italy, Japan, and the United States. There are now 190
members, in nearly every country in the world.

Unfortunately, when soldiers from the Ottoman Empire (modern-day Turkey) saw the red cross, they remembered the
battles from the Middle Ages. As a result, in 1876, they began to use a Red Crescent instead.

The Red Cross and Red Crescent are symbols. They mean protection and neutrality (not being on any side of a war).
It is illegal in national and international law to use them for any other reason. The International Organization for
Standardization (ISO) has a standard for first aid kits to be green with a white cross instead of red and white. Their aim
is to make the green and white first aid box easy to find by anyone around the world who needs medical attention.

3 Assess Henri Dunant’s contribution to our world today by answering these questions.
Support your answers with examples. When finished, discuss with your classmates and
defend your answers.

1 How do you think Henri Dunant felt when he was in Solferino?

..........................................................................................................................................................................................................
2 How did Dunant help the soldiers in Solferino?
..........................................................................................................................................................................................................
3 What kind of person was Henri Dunant?
..........................................................................................................................................................................................................
4 Can one person change the world? What did Dunant change for those soldiers? What change can the Red Cross
and Red Crescent make today?
..........................................................................................................................................................................................................
..........................................................................................................................................................................................................
62
 Frankie and his fainting grandfather
4 Look at the picture and talk to your partner. Judge what first aid help could be needed.

The family is having dinner in a restaurant; Mom, Dad, two grandparents, a brother, and a sister. Towards the end of
dinner, there is a need for some first aid. What could possibly go wrong?

Track 21
5 Listen to the story and evaluate what happened. Were you right? Write a short summary
with your partner.

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

6 Complete the writing activities below.

1 Frankie was ready to help a man who might cut his finger, and a woman who might choke on a fish bone. What
could he do to help them?
..........................................................................................................................................................................................................
..........................................................................................................................................................................................................
2 Support Grandpa with his side of the story. Rewrite the story from a different point of view.
..........................................................................................................................................................................................................
..........................................................................................................................................................................................................
..........................................................................................................................................................................................................
..........................................................................................................................................................................................................
63
 create
A first aid video
For this unit’s project, you will create and produce a first aid video, along with
your own first aid acronym.

1 Follow the steps below to produce your video.

Get into groups of four or five with your classmates.

Plan who will do what. You need:
Step
A director
1
A cameraman/woman
Two or three actors

Create your script. Your video should last between four and six
minutes in total. Choose one of the first aid situations you have read
Step about in this unit, or choose your own. Your acronym should be
2 original. Look back at the other acronyms in the unit. They are
short and memorable. Create something similar but not the same.
The video should last 6 – 8 minutes in total.

Prepare the props you need for your video. Decide who will collect
Step what. You may need, for example, bandages, plasters, cotton wool,
3 or antiseptic ointment. If you need fake blood
(something red that looks like blood but is not!) what can you use?

Practice your script with your props until you all know your lines.
Step Memorize your lines so you don’t need to read the script on
4 camera. Try to be as natural and professional as possible. Make sure
you speak clearly so people watching can understand and learn.

Shoot your film. Use your mobile phone or a video camera. Watch
Step the film and decide how you can make it better. Shoot it a second
5 time, and if necessary, a third time. Make it as good as you can. It is
the director’s job to make sure the quality of the video is good.

Watch all the videos together as a class. Which were the most
Step believable? Which were the most useful and gave the best
6 information? Do any of them need to be shot again, to make them
better? Give positive but useful feedback to each group.

If you have time, prepare a poster to show your first aid acronym,
Step
and create a display in the school to help other students know what
7
to do.

2 Upload an electronic copy of your video onto your blog.

Search for other first aid videos both from your classmates
and from around the world.
64
 DINOSAURS
Unit 5
1 2

4 5 6

THINK QUESTION
How do we know so much
about dinosaurs?

65
 remember
OBJECTIVES 1 In pairs, talk about what you already know about
Remember dinosaurs.
To identify the correct number
to complete facts about The word dinosaur comes from a Greek word which means terrible lizard.
dinosaurs Whilst we usually use the word ‘terrible’ to describe something awful or
To locate information in a text frightening, it also means something that is extreme, so in describing
in order to identify species of dinosaurs, it is actually referring to the enormous size of many dinosaurs.
dinosaur

Understand
To indicate where in the world
dinosaur remains have been
found
To explain the meaning of
dinosaur names and create our
own

Understand More
To summarize paragraphs in a
text with an appropriate heading
To compare the diets of different
dinosaurs and label carnivores
and herbivores

Apply
To classify types of fossils to
complete a chart
To apply information in a
recording to complete an info -
graph

Apply More Track 22

To interpret a timeline for
specific information
To demonstrate the complexity
of a paleontologist’s work
Analyze
To analyze the various theories
explaining the extinction of the
dinosaurs
To survey the evidence for and
against theories of extinction
Evaluate
To assess the reasons why some
animals survived the event
that led to the extinction of the
dinosaurs
To evaluate who fossils should
belong to
Create
To construct our own mold and
cast fossils
2 Complete these facts about dinosaurs using the
numbers below. Listen and check.
1 2
Dinosaurs disappeared around Dinosaurs lived on and dominated
………. million years ago. the Earth for more than …………
million years.
3 4
Some dinosaurs were as tall as The heaviest dinosaurs were as
……… meters, and others were as heavy as ……… African elephants.
small as chickens.
5 6
Experts believe that there were Scientists think that some
around ……….. species of dinosaurs lived for up to ……..
dinosaurs. years.

1,850 18 200

17 160 65
66
 Track 23
3 Listen, read, and identify the dinosaurs. Label them.
Millions of years ago, long before there were any people on the Earth, there were dinosaurs. Dinosaurs hatched from
eggs, like reptiles do. Nobody knows for sure what sound dinosaurs made, or what color they were.
Can you imagine why?

Stegosaurus
The Stegosaurus had a very small head. Its brain was the
size of a walnut! It had large, triangular plates along its neck,
back and tail. These plates were made of hollow bone and
were around 75cm in height and length. It may have used
the spikes on the end of its tail to protect itself from attack.
Different species of Stegosaurus had different numbers of
spikes of their tails.

It walked on four legs, with its hind (back) legs longer than
its front legs. It was between 8 and 9 meters long, 2.75
meters tall and weighed about 3 tons. The Stegosaurus lived
about 156 – 140 million years ago in what is now North
America, western Europe, southern India, China, and
southern Africa. It only ate short plants because it could not 1 ..........................................................................................
reach upwards.

Diplodocus
The Diplodocus was a giant dinosaur. Its neck was as long
as 8 meters and its tail as long as 14 meters. Its total length
was about 27 meters. It weighed about 12 tons – as much as
a large truck. It was one of the longest land animals ever. It
may have used its incredibly long tail to protect itself from
attack.

2 ..........................................................................................
On the other hand, the tail may have balanced the long neck.
It could not stand up without this balance. The tail had 80
vertebrae to support its length, and the bones were in two
rows for extra strength. The Diplodocus had a tiny head and
a tiny brain. Interestingly, its nostrils were on top of its head
and it only had teeth at the front of its jaw. The Diplodocus
has only ever been found in North America.

Iguanodon
The Iguanodon had a spike on each thumb. It probably used
this spike to protect itself, as well as to help it find food. It
could run on two legs or walk on four legs. It had no teeth
at the front of its mouth but tightly packed teeth at the sides,
in its cheeks. Its legs were much larger and stronger than its
arms.

Hundreds of Iguanodon fossils have been found around the

world, in parts of Europe, Africa and North America. The
Iguanodon was around 14 meters long, nearly 5 meters tall
and weighed around 5 tons.
Are these photographs of real dinosaurs? 3 ..........................................................................................
How do we know?
67
 understand
1 In pairs, look at the map of the world where dinosaur remains have been found. What do
you notice?

Track 24
2 Listen to the students talking about dinosaurs. Tick the correct continents.

Europe Europe
✓ North America North America
1 South America 5 South America
Africa Africa
Asia Asia
Allosaurus Australia & Antarctica Iguanodon Australia & Antarctica
Europe Europe
North America North America
2 South America 6 South America
Africa Africa
Asia Asia
Diplodocus Australia & Antarctica Triceratops Australia & Antarctica
Europe Europe
North America North America
3 South America 7 South America
Africa Africa
Asia Asia
Velociraptor Australia & Antarctica Stegosaurus Australia & Antarctica
Europe Europe
North America North America
4 South America 8 South America
Africa Africa
Asia Asia
Tyrannosaurus Rex Australia & Antarctica Pteranodon Australia & Antarctica
68
 3 Consider with your partner how the same species of dinosaur were found on different
continents. Look at the maps of the world over time below. Can you explain?

Triassic period Jurassic period Cretaceous period

250 million years ago to 200 million years ago to 145 million years ago to
200 million years ago 145 million years ago 66 million years ago

4 Practice saying the names of these dinosaurs and complete the meanings.

Dinosaur name Pronunciation Meaning

Allo means other, and saurus means lizard, so Allosaurus means other
Allosaurus AL - oh - SAW - russ
lizard.

Diplo means double, and docus means beam, so Diplodocus means double
Diplodocus DI - plo - DOH - kuss
beam (because of the two rows of bones in its tail).

Veloc means quick, and raptor means thief, so Velociraptor means quick
Velociraptor ve - LOSS - ee - RAP - tor
thief.

Tyrannosaurus tie - RAN - oh - saw - russ Tyran means tyrant (someone cruel), and saurus means (1) ............................
Rex reks and Rex means king, so Tyrannosaurus Rex means king of the tyrant lizards.
Iguan comes from iguana and don comes from dont, meaning tooth so
Iguanodon ig - WAN - oh - don
Iguanodon means (2) ............................................................... .
Triceratos means three-horned, and ops means face so Triceratops means
Triceratops tri - SER - ra - tops
(3) ............................................................... .
Steg means roof, and saurus means (4) ................................., so Stegosaurus
Stegosaurus STEG - oh - SAW - russ
means (5) .......................................... (because its back looks like roof tiles).
Pteron means wing, an means without, and dont means (6) ..........................,
Pteranodon te - RAN - oh - don
so Pteranodon means winged and toothless.

5 Describe the pictures below. Create names for these new dinosaur discoveries.

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

69
 understand more
1 One of these dinosaurs is the Tyrannosaurus
Rex and the other is the Allosaurus. Do you
know which one is which? Label them.
The Tyrannosaurus Rex, or T. Rex for short, is the most famous
dinosaur of all, appearing in many films. But it was the
Allosaurus which was the biggest, scariest dinosaur of all time.

VOCABULARY BOX
Mesozoic period: Related to the combined Triassic, Jurassic
and Cretaceous periods. Also known as The Age of the
Dinosaurs. A ....................................... B .......................................

2 Illustrate your understanding of the paragraphs below by adding a suitable title to each.

1 ................................................................................................
It was the late 19th century when the first remains of the Allosaurus were found. This dinosaur used to be called
Antrodemus. In the mid 1970s, it became known as Allosaurus.

2 ................................................................................................
Experts spent many years studying the Allosaurus. Allosaurus was always losing and replacing its teeth. Its biggest teeth
were up to 10cm long. It only had 32 teeth. So many Allosaurus teeth have been found that you can buy one for only a
few hundred dollars.

3 ................................................................................................
Experts believe the Allosaurus grew to full size by the age of fifteen. By then was big enough and brave enough to hunt
for itself. Until fifteen, it used to stay near its mother and siblings. After fifteen, it lived for another ten years. It didn’t
use to hunt in packs, but it attacked animals smaller and weaker than itself.

4 ................................................................................................
A near complete fossil was found in 1991, in Wyoming, U.S.A. The remains are called Big Al. Experts learned a lot of
information from these remains.
What did they learn about Big Al? Big Al did not have a happy life. Experts found broken bones as well as disease.
They believe he died as a teenager. Big Al is now on display at the Museum of the Rockies. Five years later, in 1996, the
remains of an even more complete Allosaurus was found in the same area. It was named Big Al Two.

5 ................................................................................................
The Allosaurus used to be a famous movie star. It had the lead in the first full-length dinosaur movie, The Lost World,
in 1925. The Pteranodon was a guest star in the same movie. In the 1933 hit movie, King Kong, Tyrannosaurus Rex
pushed Allosaurus out and became the movie star. In Jurassic Park in 1997, Allosaurus was forgotten and T-Rex
became the most famous dinosaur movie star.

LANGUAGE BOX
used to
We use used to + infinitive to talk about habits or repeated actions in the past
which we don’t do in the present.
Experts used to find single bones or teeth, but here they had a near complete
fossil to study.
We also use used to to talk about states in the past which are no longer true.
The Allosaurus used to be a famous movie star.
With the negative and the question forms it’s use and not used
It didn’t use to hunt in packs, but attacked animals smaller and weaker than
itself.
70
There were many different kinds of dinosaurs living on Earth many millions of years ago, but how do we know that
there were many different kinds and not just one kind? The reason we know is because the remains that have been
found are of different shapes and sizes. From this, experts can make the conclusion that the dinosaurs were different.
Experts have also found evidence of different plant remains, so we know that there were lots of different kinds of plants.

3 Look at the definitions of different types of dinosaurs according to their diets. Now study the
four dinosaurs below. Label them ‘carnivore’ or ‘herbivore’. Discuss why you think so.

VOCABULARY BOX
Carnivore: An animal that feeds on other animals.
Herbivore: An animal that feeds on plants.
Omnivore: An animal or person that eats a variety of food of both plant and animal origin.
Scavenger: An animal that feeds on meat that they did not kill themselves.

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

Track 25
4 Listen to a teacher talking about three kinds of dinosaur diet.
Complete the sentences below with one of the dinosaurs from Activity 5.

1 Carnivorous dinosaurs included Allosaurus, Velociraptor, and ............................................................................................ .

2 Herbivorous dinosaurs included Iguanodon, Triceratops, and ............................................................................................. .

Track 25
5 Listen to the recording again. As you listen, take notes about the physical appearance of
these two dinosaurs.

Tyrannosaurus Rex
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
Stegosaurus
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
71
 apply
Track 26
1 Apply the information in the text to complete the chart below.

We now know that there were animals that lived millions of years ago. The most fascinating of these are the dinosaurs.
People have found fossils for thousands of years, but it is only in the last two hundred years that we have begun to study
them. We now understand what they really are, how old they are, how they grew, and what they can tell us about the past.

The ancient Greeks found fossils of marine animals. They realized from these that some land used to be under water.
In ancient China, many fossils were found, but people thought they were dragon bones! Fossils even used to be used in
medicines.

Fossils are the preserved remains of plants or animals. To be called fossils, scientists decided that the remains must be at
least 10,000 years old. There are two main types of fossils, body fossils and trace fossils. Trace fossils are evidence of an
animal’s activity, such as track ways and footprints, and coprolites, which is fossilized animal dung! Trace fossils can give
a lot of information about the animals which left them. From track ways, experts can understand how fast the animal
traveled, and coprolites can give clues to what kind of things the animal ate.

Body fossils are the remains of animals or plants. There are four different types of body fossils. Mold fossils are the
impression (mold) the animal or plant left in the surface where it fell. Cast fossils are when mud or another matter filled
in the mold and recreated the shape of the fallen animal or plant. A replacement fossil is when an organism’s hard parts
have dissolved and are replaced by other minerals. A whole body fossil is the fossil of the actual animal or animal part.
Body fossils tell us a lot about the physical appearance of the animal.

Trace fossils

Fossilized head of T-Rex

............................................. Types of fossils

The remains of .............................................

animals or plants .............................................

Mold ...................... Replacement ...................... Footprints and ......................

fossils ...................... fossils ...................... track ways ......................

LANGUAGE BOX
Past habits using used to and past simple
When we talk about things that happened in the past but don’t happen anymore, we can do it in different ways. We
use used to to talk about past states, or we can use it to talk about repeated past actions. We can’t use used to to talk
about things that still happen now.
People in ancient China used to think that dinosaur bones were dragon bones!
We can use the past simple in the same way as used to, to talk about past states and repeated actions. If something
only happened once we can’t use used to – we must use the past simple.
Fossils were / used to be used in medicines.
The ancient Greeks found fossils of marine animals.

72
 2 With your partner, discuss the picture.

1 Where is the man?

..............................................................................................
2 What is he doing?
..............................................................................................
3 Why is he doing it?
..............................................................................................
4 How is he doing it?
..............................................................................................

Track 27
3 Listen to ‘How to Discover a Dinosaur’. Apply what you hear to complete the steps.

How to Discover a Dinosaur

Step 1 Figure out where you might find a dinosaur

Firstly, look at a geological map to .......................................................................................................
Secondly, look at a topographical map to ............................................................................................
Thirdly, check scientific journals to ......................................................................................................

Step 2 Pack what you need for the trip

Necessities for finding fossils: ...............................................................................................................
....................................................................................................................................................................
Necessities for personal use: ..................................................................................................................
....................................................................................................................................................................

Step 3 Get there and look for clues

Figure out where to start by ..................................................................................................................
Clues include ...........................................................................................................................................
Be systematic because ............................................................................................................................
Be patient because ..................................................................................................................................

Step 4 Find them and get them home

When you find individual bones ..........................................................................................................
When you find a whole dinosaur .........................................................................................................
....................................................................................................................................................................

Step 5 Clean them up and share your good luck

Clean up the fossils .................................................................................................................................
Document them by .................................................................................................................................
If you want to be professional ...............................................................................................................

73
 apply more
1 Study the history of paleontology below. Identify the names you recognize.
Ancient

6th Century The Greek philosopher Xenophanes finds fossil shells. He understands that parts of the world’s
World

BC continents used to be under water.

1027 Persian philosopher Ibn Sina writes Book of Healing. He explains how liquid could change into
something like stone (petrifying fluids)
Middle
Ages

1031 – 1095 Chinese astronomer and mathematician Shen Kuo studies fossils. He understands that coastlines
move and that the climate changes over time.
1320 – 1390 Albert of Saxony, develops Ibn Sina’s theory of petrifying fluids.

1565 Many natural philosophers from around Europe have fossil collections. Swiss physician and
Century
16th

naturalist Conrad Gesner writes a description of a collection. Most people don’t know about the
origin of fossils.

1665 English physicist Robert Hooke publishes a book called Micrographia. He writes about fossils
Century

through a microscope. He describes how wood can change into something like stone (petrifying).
17th

1669 Danish naturalist Nicolaus Stino explains how rock forms, and things in the rock become fossils.
Century

1770 Mosasaurus, the remains of a large animal, found near Maastricht, Netherlands.
18th

1796 French zoologist Georges Cuvier notices the extinction of species; blames it on natural disasters.

1811 – 1821 English fossil collector Mary Anning discovers remains in Lyme Regis over ten years.
1822 The word ‘paleontology’ used in a French science magazine; describes the study of extinction.
1824 – 1825 Megalosaurus is described by English geologist and paleontologist William Buckland, Iguanodon
is described by English physician, geologist and paleontologist Gideon Mantell (and his wife).
Century

Both are described as four-legged and short-necked.

19th

1841 British anatomist & paleontologist Richard Owen names new classification of reptiles Dinosauria.
1859 English naturalist Charles Darwin explains evolution in On the Origin of Species.
1861 Richard Owen finds remains of a reptile-bird in Bavaria; calls is Archaeopterix (first wing).
1877 – 1892 North American paleontologists Charles Marsh and Edward Cope compete to find fossils.

1909 North American paleontologist Charles Walcott finds fossils in British Columbia, Canada.
1912 German polar researcher & geophysicist Alfred Wegener suggests Continental Drifts.
1947 North American physical chemist, Willard Libby finds way to date fossils.
Century

1953 North American geologist Stanley Tyler finds microfossils in Minnesota, U.S.A.
20th

1974 North American paleontologist Donald Johanson finds Lucy, one of the most complete skeletons
of the Australopithecus afarensis in Ethiopia.
1980 Scientists establish the Alvarez theory; an asteroid caused the extinction of the dinosaurs at the
end of the Cretaceous Period.
Century

Since 2000, there have been amazing discoveries such as the Austroraptor, the Masiakasaurus, the
21st

Rajasaurus, the Skorpiovenator, the Turiasaurus, the Europasaurus, and the Licaceratops.

2 Look again at the timeline with your partner. Can you construct any patterns? (Clues:
nationality, continents, centuries, etc.)
74
 3 Interpret how important these people’s contributions were to paleontology. Take notes.

Ibn Sina Georges Cuvier Charles Darwin Alfred Wegener

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

4 Appraise how difficult it is to dig up fossils by carrying out this experiment.

You need:

Toothpicks A nail file

A chocolate chip cookie A paper plate Tweezers A small paint brush

Before the experiment:
1 What is a fossil? ..............................................................................................................................................................................
2 What tools do you think a paleontologist uses when finding a fossil? ...................................................................................
...........................................................................................................................................................................................................
3 Put your chocolate chip cookie on the paper plate. Estimate how many chocolate chips there are in the cookie. ...............
The experiment:
1 The aim of the experiment is to extract as many chocolate chips out of the cookie as possible without breaking them.
2 Use your ‘tools’ to break away the cookie dough from the chocolate chips. Remove all traces of cookie dough.
3 Place the perfect chocolate chips in one pile, and the broken chocolate chips in another pile.
4 Experiment with different tools to identify which work best.
Statistics:
Estimated number of Actual number of Total number of full Total number of broken
chocolate chips chocolate chips chocolate chips found chocolate chips found

After the experiment:

1 What does the cookie represent? .................................................................................................................................................
2 What do the chocolate chips represent? ..................................................................................................................................
3 Which tools worked best and why? .............................................................................................................................................
...........................................................................................................................................................................................................
4 Why is it important for paleontologists to remove fossils carefully and what did you learn about paleontology and
fossils from doing this activity? ....................................................................................................................................................
...........................................................................................................................................................................................................
75
 analyze
Paleontologists and other experts understood that dinosaurs and other life forms on the planet suddenly disappeared
about 66 million years ago. They began to study the reason why. Some of the most ridiculous ideas include huge dinosaur
wars resulting in thousands of deaths, other mammals eating all the dinosaur eggs, death from alien invasion, and
dinosaurs simply being tired of being around so long, and just dying out!
1 Examine these four theories of dinosaur extinction. In each, underline evidence supporting
the theory in red and evidence against the theory in green.

Asteroid Responsible for Dinosaur Extinction

Findings in the town of Chicxulub in
Mexico: a 10-km wide asteroid hit the
Earth 66 million years ago, killing all
the dinosaurs.
Experts now believe that this asteroid hit the Earth at a speed of around 60
km a second. The impact made a crater almost 200 km wide. Lots of debris
(rubbish) was thrown out of the crater into the air. The debris then rained
back down to Earth. It set woods and forests on fire. The dust in the air
blocked the Sun, and without the Sun, plants and animals died. Iridium is
found in asteroids, but not on Earth. In fossils from 66 million years ago,
there is Iridium.

It has taken so long to discover the crater because, at 200-km wide, it is

very difficult to see; it can only be seen from space. Experts still need to
explain why dinosaurs died over a long time, many before 66 million years
ago.

A Series of Enormous Volcanic Eruptions Wiped out the Dinosaurs

Scientists have found ancient lava flows in India that are 65,000 km2. This
Experts now believe it was volcanic is the same size as France. These flows are 66 million years old, exactly
eruptions that caused the extinction the same age as the extinction of the dinosaurs. Other, smaller, volcanoes
of the dinosaurs. have been found from the same time.

Volcanoes produce sulfur dioxide gas. This made the Earth cold, just like
winter. This cold killed many plants and animals, including dinosaurs.
They became extinct.

Scientists know that other volcanoes in history have caused extinction.

Experts who do not believe the theory have questions. They do agree
that soot (black dust from burning) was found in rocks dated 66 millions
years ago all over the world. The question is: how did the fires caused by
the lava, travel across oceans and seas?

Extinction of Dinosaurs caused by Supernova

An exploding star destroyed the
Earth’s atmosphere 66 million years
ago, killing all the dinosaurs.
A supernova is a star that suddenly explodes into tiny pieces. This caused
the extinction of the dinosaurs.
The supernova produced radiation, which burnt through the Earth’s
atmosphere. It fried most of the plants and animals living on the planet.
Those animals that did survive were later killed by radiation sickness or
cancer.

Dinosaur fossils from 66 million years ago all show high levels of radiation.
Also, fossils found from this time are in very good condition, because the
radiation killed harmful bacteria. Scientists are still looking for evidence
to show that the radiation actually came from space.

76
 Ice Age created Conditions unsuitable for Dinosaurs
66 million years ago, the Earth fell into a freezing cold winter that went on,
Dinosaurs died off during a winter not for a season, but for years. It is called the Ice Age, but nobody knows
that lasted for years, experts say. why it happened. The winter blocked the Sun for years. As a result, plants
could not grow and this killed off many of the world’s species, including
the whole dinosaur population.

Experts found fossils in Holland, which 66 million years ago, would have
been a warm sea near Africa. These show a sudden drop in temperature.

There is a problem with the theory. Scientists cannot explain why the
temperature dropped suddenly.

2 Analyze the texts again from Activity 1 to complete the table below.

Cause What happened Evidence for Evidence against

Asteroid 1 A 10km wide asteroid struck the Earth - -
Impact at great speed. The blast and aftermath
1 killed everything in its path.
2
-
3

Volcano 1 - Scientists have found -

Impact ancient lava flows in
India the size of France
2 2 -

Radiation 1 - - No evidence of
Impact exploded star or
radiation coming
2 from space
3 -

Ice Age 1 - -
Impact

4 2 -

3 In your notebook, write an ‘argument’, explaining which theory you support, using evidence
to explain why.
77
 evaluate
1 Evaluate this picture with your partner.
Can you find anything wrong with it?

.............................................................................................................
.............................................................................................................
.............................................................................................................
Do you know of any animals that have been living on Earth
since the time of the dinosaurs?

2 Read the information and, with a partner, evaluate the questions.

Crocodiles, frogs, turtles, birds, small mammals, some snakes and other lizards survived the mass extinction of the
dinosaurs. Many scientists who study dinosaurs (vertebrate paleontologists) now think that birds descend directly from
one line of carnivorous dinosaurs. Some experts believe that they are modern living dinosaurs. Not everybody accepts
this theory because there is still much we don’t know about dinosaurs. These species survived because they could either
go underground or high in the air at the time of the ‘event’. They stayed safe from fire, heat, cold, tsunamis and raining
debris. Four of these species are:

Coelanths are fish that date up to 410 million years ago. Only one out of 120 species survived
whatever killed the dinosaurs. This one species was small, ate squid, eels, baby shark and
other fish, and blended in with the ocean environment.

Crocodiles have lived on the Earth for more than 200 million years. They have always adapted
to their environment with few physical changes. They eat all kinds of food and are very
versatile. They can also survive serious injuries.

Horseshoe crabs have lived on the Earth for more than 250 million years and have hardly
changed at all during that time. Their soft bodies are protected by a hard, curved shell. They
can adapt to severe temperature changes and areas of ocean where the salt is too much for
other sea creatures. The horseshoe crab can live for a full year without eating.

Evidence of cockroach fossils shows that they have lived on Earth for 350 million years and
have hardly changed over that time. Whatever the climate, hot and dry desert, warm and wet
tropical forests, or cold and dry mountain temperatures, cockroaches can survive anywhere in
the world. They are one of the most adaptable creatures and can eat just about anything.

1 Describe some of the characteristics that may allow an animal species to survive during a time when many other
species were becoming extinct. ....................................................................................................................................................
...........................................................................................................................................................................................................
2 Name some animals we often see in crowded cities. How do you think these animals are able to survive in that
environment? ..................................................................................................................................................................................
...........................................................................................................................................................................................................
3 Assess how these two scenarios would affect life on Earth as we know it; a catastrophe such as an asteroid, and a
gradual change in climate. ............................................................................................................................................................
...........................................................................................................................................................................................................
78
 A woman in paleontology
Track 28
3 Listen to the recording about Mary Anning, the first female paleontologist. Evaluate the
significance of the two photographs below.

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

4 Complete the writing activity below.

If dinosaurs hadn’t died out, the world would be a very different place. Would humans still have evolved alongside
them? Evaluate the question: What if the dinosaurs had survived?

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
79
 create
Construct your own fossils
Mold fossils are the most common fossils. They are created when living things leave an impression in the Earth. The
organism itself gradually dissolves and disappears so only the mold of its shape is left.

1 Follow the steps below to make your own fossils.

Step 1 Step 2 Step 3

Collect the materials you need
for the project. These are:
Objects of nature such as: twigs,
leaves, shells, bugs
1 cup of flour
1 cup used coffee grounds
½ cup of cold coffee
½ cup salt
1 sheet of waxed (baking) paper
Mix the flour, salt, coffee and
coffee grounds in a bowl and,
using your hand, knead them
together until they make a
dough. Cut around ¼ of the
dough off and put in a plastic
bag to stop it from going dry.
Divide the remaining dough
into four equal pieces and then
roll each one into a ball. Place
the dough balls onto the waxed
paper and flatten each one with
the palm of your hand.

Step 4 Step 5 Step 6

Press one nature object into one
of the flatten circles of dough.
Carefully remove the object and
take a look at the mold that it
made.
Repeat the process with the
other nature objects and
flattened circles of dough.
Leave the molds for a few hours
to dry.
When the molds are dry, take
out the ¼ dough from the
plastic bag and divide into four
small balls. Press one ball into
one of the molds. Gently pull it
out and take a look at the cast
you have made. Compare it
with the original object. How
closely do they resemble each
other?
Repeat Step 5 with the remaining
soft dough. Compare each one
with its original object.
Take photographs of your work.
Each photograph should include:
The original object
The mold
The cast

2 Upload your photographs onto your blog. Write a few sentences about what you have
learned about fossils in the unit, and what the project shows about them.
80
 ARCHITECTURE
Unit 6
1 2 3

4 5 6

7 8 9

10 11 12

13 14 15

THINK QUESTION
What is your favorite architectural
structure in the world and why?

81
 remember
OBJECTIVES 1 In pairs talk about what you already know about
Remember architecture.
To define the word architecture
and describe the purpose of Architecture means the profession of designing and constructing a structure.
different types of architecture The word architecture comes from the Latin word architectura, and the Greek
To identify the basic principles word arkhitekton. Since the beginning of time, architects have designed
in the design of architecture buildings for a specific purpose. Some were built to make the Gods of Greece
happy. Some were built for kings and queens. Today, buildings are designed and
Understand
To arrange a series of buildings built for everyone to use.
in order of age
To describe the specific features 2 Brainstorm with your partner what the purpose of this
of different architectural periods building is. Take notes.
Understand More
To organize the stages of
making stained glass into the
correct order and to illustrate
our own stained glass
To compare the advantages and
disadvantages of different
building materials

Apply
To identify the four main types
of bridge
To describe the features of the
world’s most famous bridges
Apply More
To construct a timeline of the
history of skyscrapers
To interpret statistics in order to ............................................................................................................................................
complete a line graph
Analyze
To diagnose the three main
stages of building a tunnel
To examine the different
methods of tunnel digging
Evaluate
To appraise the pros and cons of
making a home from a shipping
container
To predict what went wrong
with specific architectural
designs
Create
To design and assemble the
tallest tower from only spaghetti
and marshmallows
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
3 Look at these places. What can you understand about the
people who live there? What is the weather like? What
kind of work could the people do? What materials are
available to build the homes?
...................................................................................................
...................................................................................................
1
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
2
...................................................................................................
...................................................................................................

...................................................................................................
...................................................................................................
3
...................................................................................................
...................................................................................................
82
Architects work by accepting commissions, a job given by someone to design or produce something. The architect
needs to ask the person giving the commission lots of questions before they begin their design, to ensure they design
something the person likes. There are many basic principles in their designs, six of which we explore below.

4 Read and complete the tasks.

Balance: In architecture, balance promotes a feeling of Movement: Movement in a structure makes the person
stability. The opposite is imbalance, which promotes a looking at it move their eyes to look at its different parts,
feeling of excitement. from one place to another.

The archways on the left are balanced. They are stable. Look at this picture of pyramids. Do your eyes wander
The archways on the right are imbalanced. around the pyramids from the bottom to the top?
Do you prefer balanced or imbalanced? Why? .................. Can you name any other structures that have movement?
................................................................................................... ...................................................................................................

Emphasis: A structure has emphasis when one part of it Contrast: When one part of the structure is different
stands out more than the rest of it. This is the part that or contrasting to the other parts. It can be different in
has emphasis. shape, color, or size.

The minaret of a mosque is a good example of emphasis. This home is full of contrast.
How could you add emphasis to a house? Describe what you like and don’t like about it.
Write one sentence describing why. ..................................... ...................................................................................................
................................................................................................... ...................................................................................................

Unity: The use of the same texture, material, and color Rhythm: Structures often have rhythm, like music, in
in a structure is known as unity. the form of patterns or shapes. This makes the structure
more interesting to look at.

This office building shows unity in its design.

Do you prefer unity or contrast? Why?
................................................................................................... Create a rhythm on this house to make people want to
................................................................................................... look at it.
83
 understand
1 In pairs, look at the examples of architecture below. Can you put them in order? Write 1 for
the oldest and 12 for the newest. Discuss which ones you like and which you don’t.

....... A Canterbury Cathedral, UK ....... B Geisel Library, U.SA. ....... C Parthenon, Greece
................................................................ ................................................................ ................................................................

....... D San Cataldo Cemetery, Italy ....... E Gobeklitepe, Turkey ....... F Glasgow School of Art, UK
................................................................ ................................................................ ................................................................

....... G Rosenborg Castle, Denmark ....... H Cathedral of Learning, U.SA. ....... I Leuven Town Hall, Belgium
................................................................ ................................................................ ................................................................

....... J Pyramids of Giza, Egypt ....... K Palace of Versailles, France ....... L Hagia Sofia, Turkey
................................................................ ................................................................ ................................................................
84
 2 Read the timeline of architecture below. Check your sequencing of the structures in Activity 1.
Add the name of the architectural period and the date.

Before recorded history, humans built mounds, stone circles, and structures. Many of
them puzzle archaeologists. Prehistoric architecture includes Stonehenge in the UK, and
Prehistoric Times
cliff dwellings in North America. The oldest structure that has been found is the world’s
11,600 B.C. to 3,500 B.C.
first temple, Gobeklitepe, in Southeastern Turkey, built around 10,000 B.C. It is a number
of circular and oval-shaped structures on the top of a hill.
During this time, powerful pharaohs in Ancient Egypt built amazing pyramids and
Ancient Egypt temples. We would expect basic architecture from this time. Instead, we have found
3,050 B.C. to 900 B.C. enormous structures, such as the Pyramids of Giza, one of the Ancient Wonders of the
World. Nobody knows how they were built.

This period was from the beginning of Ancient Greece until the fall of the Roman
Classical
Empire. These buildings had very clear rules. We know them by their columns and
850 B.C. to 476 A.D.
detailed designs. The best example is the Parthenon in Athens, Greece.

In 330 A.D. Emperor Constantine moved the capital of the Roman empire to Byzantium
Byzantine
(now called Istanbul). Structures used bricks instead of stone. There were domed roofs and
527 A.D. to 565 A.D.
beautiful mosaics. The Hagia Sofia in Istanbul, Turkey is a wonderful example.

Romanesque Canterbury Cathedral is a perfect example of Romanesque architecture. It is heavy and

800 A.D. to 1200 A.D. decorated, with thick walls and lots of detail.

Gothic Leuven Town Hall in Belgium has all the details of gothic architecture: pointed arches,
1100 A.D. to 1450 A.D. beautiful detail, and height.

Renaissance The Renaissance period went back to the classical period of ancient Greece and Rome.
1400 A.D. – 1600 A.D. Beautiful buildings were produced, like the Rosenborg Castle in Copenhagen, Denmark.

Baroque The Palace of Versailles is a perfect example of Baroque architecture. It was all about
1600 A.D. to 1830 A.D. luxury and beauty.

Art Nouveau Art Nouveau began with the design of fabric and furniture and moved to architecture. It is
1890 A.D. to 1914 A.D. based on asymmetry with curved surfaces, as in the Glasgow School of Art in Scotland.

Neo-Gothic The early twentieth century went back to the Gothic style, on a much taller scale, as in the
1905 A.D. to 1930 A.D. Cathedral of Learning at the University of Pittsburgh in the U.S.A.

Modernist The 20th and 21st centuries means the more eye-catching the better, as in the Geisel
1900 A.D. to present Library, at the University of California in honor of Dr. Seuss, Theodor Geisel.

Post modernism Post modernism goes back to historical details. The San Cataldo Cemetery Building in
1972 A.D. to present Modena, Italy, is an example.

3 Describe which of the periods you like best and why.

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
85
 understand more
Stained glass windows became popular in Gothic architecture. These were pieces of colored glass
which were joined together with strips of the metal lead. When the sun shone through the
windows, they made beautiful shadows.

Experts believe the ancient Egyptians invented stained glass, but in the Middle Ages, making
stained-glass windows became a form of art. The artist began by drawing a design the same size
as the window on a large white board. He numbered each piece according to color. Over the
drawing, he placed pieces of the correct colored glass. He followed the outline and cut the glass
into the correct shape using a hot iron. Finally, the artist cut strips of lead to fit between the
pieces of glass to hold the pieces together.

1 Complete the graphic organizer with the stages of making stained glass.

2 Illustrate these gothic windows by coloring them and then create your own design.

86
 3 Organize the information below into the correct box related to materials architects choose to
use when designing a structure.

Material Cost and Weight Advantages Disadvantages Applications

Cost: 2.2 / 10 Foot bridges, homes,

Cheap, lightweight,
two to three story
moderately strong
Weight: 1 / 10 buildings
Wood

Cost: 10 / 10 Temporary structures,

Very expensive domes, inflatable roofs
Weight: 1.5 / 10 over sport arenas
.................................

Cost: 10 / 10
Doesn’t rust, strong,
Very expensive
lightweight
Weight: 2 / 10
Aluminum

Cost: 2.2 / 10
Heavy, weak when Tunnels, domes, short
stretched structures
Weight: 5 / 10
Brick

Cost: 2.1 / 10 Cheap, fireproof,

Early arch bridges,
weatherproof, can be
domes
Weight: 6 / 10 molded to any shape
Concrete

Cost: 5.5 / 10 Bridges, dams, domes,

Can crack as it cools
beams, columns in
and hardens
Weight: 7 / 10 skyscrapers
.................................

Can be molded to any

Arch bridges, historic
shape, strong when
domes
squashed
Cast iron

Cost: 7.8 / 10 Loses strength in

extremely high
Weight: 10 / 10 temperatures
Steel

The strongest material used Cost: 7.8 / 10 Can break without warning,
in construction, strong Plastic weaker than steel when
when squashed or stretched Weight: 9.5 / 10 stretched

Reasonable cost, fireproof, Roller coasters, cables in

Lightweight, flexible, long
can be molded to any shape, suspension bridges, beams Reinforced Concrete
lasting, strong
weatherproof, strong and columns in skyscrapers

Rots in heat and damp, Cracks with quick

Skyscraper exteriors, Cheap, strong when
swells when wet, burns temperature changes,
airplane wings, boats, cars squashed
easily weak when stretched
87
 apply
1 Think about your journey to and from school. How many bridges do you cross? Where are
they and what do they go over?
A bridge is a structure that makes a way over obstacles such as valleys, rough ground, or water. The bridge crosses these
obstacles with natural or human-made materials. Bridges have been used since ancient times, and are improved all the
time with new technology, new materials and new understanding.
The first bridges were very simple, built from materials that were easy to find, such as wood, stone and dirt. They could
not cover a long distance, and didn’t last long. Weather conditions wore them away. The first developments in bridge
building came in Ancient Rome. The Ancient Romans learned that volcanic rock powder made an excellent material to
stick the bridge together. After the fall of the Roman Empire, bridge building did not improve until the 18th century.
Nowadays, modern bridges are usually made of a combination of concrete, iron and cables. They are built from very
small to incredible lengths. They can now cross entire mountains, rough landscapes, lakes and seas. There are millions
of bridges all around the world. We use them every day to go from one place to another.

Track 35
2 Listen to the lecture and label the four types of bridges.

VOCABULARY BOX
Beam Arch Beam: A hard horizontal structure supporting something else.
Pier: A vertical supporting structure, for example, a pillar or column.
Truss Suspension Span: The distance a bridge extends between two supports.
Rigid: The ability to withstand a heavy load without changing shape.

A ....................................... Bridge

1 How long can this bridge be? ............................................................................................

2 How does it resist bending and twisting? ........................................................................
................................................................................................................................................

B ....................................... Bridge

1 Since when have we used these bridges? .........................................................................

2 What did they use to be made of and what are they made of now? .............................
................................................................................................................................................

C ....................................... Bridge

1 What shape do the straight bars make? ...........................................................................

2 Where do the steel arms come from and where do they run? ......................................
................................................................................................................................................

D ....................................... Bridge

1 What is the horizontal beam supported by? ....................................................................

2 Why can it not be more than 75 meters long? ................................................................
................................................................................................................................................

Track 35
3 Listen to the lecture again and answer the questions.
88
 4 Look at these two photographs of Tower Bridge, in London. What’s the difference?

Everyone who visits London also visits Tower Bridge. This is very exciting when it opens to let a ship through. When
it was built over the River Thames in 1894, it was the only way to cross the river. It is one of the most famous bridges in
the world and you have probably seen it in many British movies. The bridge now opens an average of three times a day.
You can only pass when you have booked a bridge lift a minimum of 24 hours in advance. The central part of the bridge
is split into two, and can be lifted. Each side is 82 meters in length. The piers are 65 meters tall. The bridge is lifted by
hydraulic pumps. They were powered by coal in the beginning but have used electricity and oil since 1976.

LANGUAGE BOX
Present perfect
We use the present perfect tense to define an action during a period of time before now.
You have probably seen it in British movies.
We use the present perfect tense with for to identify a period of time.
The bridge has opened an average of three times a day for the past few years.
We use the present perfect tense with since to identify its starting point by stating a point in time.
The bridge has stood over the River Thames since 1894.

5 Identify the world’s other most famous bridges from the list. Describe each bridge.

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

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

Millau Viaduct Sydney Harbor Bridge Ponte Vecchio Bridge

Golden Gate Bridge Bosphorus Bridge Pont du Gard Aqueduct
89
 apply more
Track 36
1 Read the brief history of skyscrapers below. Construct the timeline.

1853
.............................
.............................
.............................
.............................
1857
.............................
.............................
.............................
.............................
1885
.............................
.............................
.............................
.............................
1972
.............................
.............................
.............................
.............................
Middle Ages
.............................
............................. Horizontal: Parallel to the plane of the horizon; at right angles to the vertical.
.............................
.............................
1856
.............................
.............................
.............................
.............................
1880s
.............................
.............................
.............................
.............................
1931
.............................
.............................
.............................
.............................
1998
.............................
.............................
.............................
.............................
VOCABULARY BOX
Story: The floor of a skyscraper.
Steel: A metal combining iron and carbon that is hard, strong, and flexible.
Vertical: In a direction that the top is directly above the bottom.
The term ‘skyscraper’ has been used since the 1880s. The first building to be
called a skyscraper was the Chicago Home Insurance Building, built in 1885.
It was 10 stories or 55 meters high. It has a steel skeleton of vertical columns
and horizontal beams.
The production of steel made skyscrapers possible. In 1856, Henry Bessemer,
from England, invented a way to make steel cheaper than ever before. The
steel made today for skyscrapers still uses technology based on Bessemer’s
invention. It became possible to build taller and taller buildings.
Since the Middle Ages, architects have built tall towers. They were made of
heavy stone with thick walls. Too many windows made the structure weak, so
these towers were very dark.
Of course, nobody wants to walk up too many flights of stairs. Fortunately,
Elisha Otis invented the safety elevator in 1853. The first one was installed in
1857. With elevators, building structures more than four or five stories high
have become practical.
For the past century, architects, cities and countries have raced to build the
highest buildings. The United States were the first leaders, beginning in New
York and moving across the country. The Empire State Building was the highest
building in the world for 41 years at 77 stories, or 318 meters. In 1972, the
World Trade Center was completed at 110 stories or 417 meters.
In 1998, the tallest skyscraper was built outside the US. It was in Malaysia.
Since then, the race has continued around the world to build the tallest
structure.

LANGUAGE BOX
Present perfect and past simple
We use the past simple tense when we want to talk about past events or actions which have no connection to the
present.
Otis invented the safety elevator in 1853.
We use the present perfect tense to talk about actions which started in the past and are still happening now, or for
finished actions which have a connection to the present.
Compare: The world raced to build the tallest building.
Since 1972, people have raced to build the tallest building.
What’s the difference?
90
 Track 37
2 Listen to the statistics and complete the information about the tallest skyscrapers.
The world’s next tallest building, the Jeddah Tower, in Saudi Arabia, is scheduled to be completed by 2020 in Saudi
Arabia. This tower will be exactly one kilometer high, 172 meters taller than Dubai’s Burj Khalifa. Since 1969 the Council
on Tall Buildings and Urban Habitat (CTBUH) has measured the height of skyscrapers. The organization has created
and published the rules for measuring height. It then applies these rules to measure individual buildings. According
to the CTBUH there are three definitions of skyscrapers: tall: a building over 50 meters, supertall: a building over 300
meters, and megatall: a building over 600 meters.

The Petronas Towers, Kuala Makkah Royal Clock Tower International Commerce Lotte World Tower, Seoul,
Lumpur, Malaysia Mecca, Saudi Arabia Center, Hong Kong South Korea

452 meters
Height: .................................. Height: .................................. Height: .................................. Height: ..................................
88
Stories: .................................. Stories: .................................. Stories: .................................. Stories: ..................................

Taipei 101 Tower, Taiwan Willis (Sears) Tower, Burj Khalifa, Dubai, U.A.E. Shanghai World Financial
Chicago, U.S.A. Center, China

Height: .................................. Height: .................................. Height: .................................. Height: ..................................

Stories: .................................. Stories: .................................. Stories: .................................. Stories: ..................................

3 Complete the line graph below from the information about the height of the skyscrapers.

1000

900

800
Height in meters

700
600
500
(442 m)
400

300

200
100
0
...................... ...................... ...................... ...................... ...................... ...................... ...................... Willis (Sears)
......................
Tower
...................... ...................... ...................... ...................... ...................... ...................... ...................... ......................
91
 analyze
Life and transportation above the ground get more and more crowded. As a result, there are millions of kilometers of
tunnels all around the world. Tunnels are human-made passages under the ground. They are under mountains, roads,
or water. They are used for cars and trains, water and sewage, and power and communication lines.

The Romans built the first tunnels. They were called aqueducts, and they carried water from the mountains to the
villages and cities. The tunnels also carried waste water out of the villages and cities. In the 17th century, tunnels were
built for canals. Canals became the best way to carry a lot of things over a long distance. To get from one place to
another, canals needed to go through mountains, so tunnels were needed. In the late 19th century, tunnels were built
for railways and road transport.

Track 38
1 There are three steps to building a good tunnel. Can you guess what they are? Now listen
and check.

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

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

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

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

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

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

2 Read and identify the three main types of tunnels.

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

Soft-ground tunnels
These tunnels are usually built for water supplies and waste water systems. They are not very far below the ground. The
ground is soft here, so a support structure is needed. This is called a tunnel shield, and is used so the tunnel doesn’t fall in.

Rock tunnels
These tunnels are usually built for railways or roadways through mountains. The rock is hard, so the tunnel does not
need any support. The first rock tunnels used explosives to blast through the rocks. Now, there are enormous tunnel
boring machines which break up the rock as they go.

Underwater tunnels
These tunnels are the newest of the three tunnel types. They are the most difficult to build because of the water. Many
of these tunnels are built above the ground (prefabricated) and then floated into place. They are then lowered into the
water, and joined to other prefabricated sections.

92
Digging a tunnel is dangerous work. Since tunnel building began in ancient times, tunnel diggers have used different
ways of digging through mountains and mud.

3 Examine the different methods of tunnel digging. Predict the two best methods for the
situations below, considering the advantages and disadvantages of each.

Fire Setting
The tunnel walls are heated with fire until they get very hot. Water is then sprayed on the walls to
cool them down quickly. The quick change in temperatures makes the wall break into chunks and
fall away. Fire setting was first used around 2000 B.C. and was the normal way to dig a tunnel for
over 2000 years. It was dangerous, and many people died.

Hand Tools
Hand tools have been used since 2000 B.C. to dig out tunnels. It was a long and slow job, and it took
years to build a tunnel. Hand tools are still used in small or unstable areas.

Explosives
Explosives include gunpowder and dynamite. Explosives have been used since 1679 to build tunnels.
This became the fastest way to dig a tunnel through a mountain. It was, and still is, very dangerous.

Compressed Air Drill

The compressed air drill makes a terrible sound, but can dig through rocks easily. The first tunnel
using the compressed air drill was completed in 1870. The drill was safe and three times more
effective than gunpowder. Air blew out of the end of the drill so the person holding it had some fresh
air.

Tunnel Boring Machine

The tunnel boring machine was first used in 1957, in Toronto, Canada. It weighs around 200 tons
and has teeth to chew through rock. It can cut through up to 75 meters of rock a day. The problem is,
if it stops, it cannot be restarted again.

Tunnel Frame
A tunnel frame is an archway which holds up loose earth in a tunnel while digging. The first time it
was used was in 1825, in London, England. Marc Brunel invented the tunnel frame.

Method 1 ........................................................ Method 2 ........................................................

Advantages Disadvantages Advantages Disadvantages

Through a mountain
(road tunnel)

Under a city
(Rail tunnel)

Under water
(Rail and road tunnel)
93
 evaluate
There are thousands of empty, unused shipping containers
around the world, sitting on shipping docks, taking up
space. They are too expensive for shipping companies to
take back to the country of origin so they leave them as it’s
cheaper to buy new ones.
In 1987, Phillip C. Clark filed for a patent in the US for ‘A
method of converting one or more steel shipping containers
into a habitable building at a building site and the product
thereof.’ In other words, he came up with a process of
turning shipping containers into homes. In 2006, architect
Peter DeMaria designed the first two-story shipping
container home in the United States.

1 Appraise the pros and cons of making a home from a shipping container.

2 Evaluate the space inside and outside a shipping container to design a living space.
Consider the measurements and estimate the size of your furniture.

2.9 m

12.2 m

2.5 m

94
 3 Look at the architectural designs below, and with your partner, predict what went wrong.

1 Aon Building, Chicago, 2 Ryugyong Hotel, North

U.S.A Korea
1 It was completed in ......... . 1 It was started in .......... .
2 Things started to go 2 Things started to go
wrong one year later when wrong immediately when
.................................................... ....................................................
.................................................... ....................................................
.................................................... ....................................................
3 The reason is because 3 The reason is because
.................................................... ....................................................
.................................................... ....................................................
.................................................... ....................................................

3 Leaning Tower of Pisa, 4 Walt Disney Concert

Italy Hall, U.S.A
1 It was completed in ......... . 1 It was completed in ......... .
2 Things started to go 2 Things started to go
wrong immediately when wrong immediately when
.................................................... ....................................................
.................................................... ....................................................
.................................................... ....................................................
3 The reason is because 3 The reason is because
.................................................... ....................................................
.................................................... ....................................................
.................................................... ....................................................

Track 39
4 Listen and check your predictions. Complete the sentences.

5 Complete the writing activities below.

1 Which of the architectural disasters do you think is the worst? Why?

...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Assess what an architect has to think about whilst designing a structure.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
95
 create
The spaghetti and marshmallow challenge
For this unit’s project, in a group, you will create a tower using only spaghetti and marshmallows. The group with the
tallest tower is the winner.

1 Follow the rules below to produce your tower.

Materials:
One packet of raw spaghetti
One packet of marshmallows
One measuring tape
Rules of the challenge:

The challenge is to build the tallest structure that stands

independently of any support, using only the listed materials, i.e.
the spaghetti and the marshmallows.

The winning team will be the one that has built the tallest tower,
measured from the table top to the top of the tower.
An independent judge (for example, the teacher) will measure
the towers.

Each team’s tower must stand on its own to be measured. Any

team touching or supporting their tower will be disqualified
from the challenge.

Teams can use as much or as little of the spaghetti as they require.

The spaghetti can be cut into smaller pieces.
Marshmallows can also be cut. Only one packet of each can be
used.

One complete marshmallow should balance on the top of the

tower without extra support.

2 Upload photographs of the stages of your project and

your completed tower. Write notes on how you decided
on your design and how tall your completed tower is.
96
 POLLUTION
Unit 7
1 2 3

4 5 6

7 8 9

THINK QUESTION
How much can we do to reduce the
pollution of air, water, and land?

97
 remember
OBJECTIVES Pollution is the introduction of harmful materials into the environment. We call
Remember
To list pollutants according to these harmful materials pollutants. Pollutants are either natural or caused by
natural and human-activity human activity. Natural pollutants include such materials as volcanic ash, and
causes human-created pollutants include such things as smoke from factories.
To define different types of Pollutants damage the whole environment: the air we breathe, the water we
pollution drink, and the land we grow our food on.
Understand 1 In pairs, list all the pollutants you can think of. Arrange
To interpret a text in order to
answer content-related questions them into natural and human-activity pollutants.
To describe the results of an
experiment related to cleaning
contaminated water

Understand More
To discuss what happens to our
garbage after we throw it out
To compare the size and weight
of items with and without
packaging

Apply Natural
To estimate the time it takes for Pollutants
various items to decompose
To interpret a poster about
recycling and create one of our
own

Apply More
To identify the causes of
ground-level ozone
To compare continents in
relation to air pollution

Analyze
To analyze suggestions about
how we can reduce pollution in
order to create slogans
To sketch an icon related to
reducing pollution and write our
own tips

Evaluate
To appraise punishments given
for environmental violations and
to consider whether the
punishment fits the crime
To predict the future of the
world’s most efficient garbage Human-activity
disposal system Pollutants

Create
To design, and create a piece of
art from used plastic bags

98
 2 Write one sentence to define each of these types of pollution.

1 Visual Pollution 5 Noise Pollution

........................................................
........................................................
........................................................
2 Air Pollution
........................................................
........................................................
........................................................
3 Land Pollution
........................................................
........................................................
........................................................
4 Water Pollution
........................................................
........................................................
........................................................
........................................................
........................................................
........................................................
6 Thermal Pollution
........................................................
........................................................
........................................................
7 Radioactive Pollution
........................................................
........................................................
........................................................
8 Light Pollution
........................................................
........................................................
........................................................

A ......................... Pollution: Dirty water from chemicals or bacteria that damage the quality of the water. It can happen
in rivers, oceans, lakes, and water supplies. Because water from different places comes together, the pollution spreads
quickly.

B ......................... Pollution: Unpleasant levels of sound which disturb the standard of living in the area. This can be
long term, such as an airport, or temporary, such as a concert.

C ......................... Pollution: Happens when things that are not normally there are added to the air. One of the most
common causes is when people burn fuels, such as coal. This type of pollution looks like soot, containing millions of
tiny black particles, floating around.

D ......................... Pollution: A lot of heat, that creates an unpleasant effect over long periods of time. The Earth has
a natural temperature cycle, but this is being disturbed and will probably have terrible long term effects. It can be
caused by human activity, but also by other forms of pollutions, especially air pollution.

E ......................... Pollution: This type of pollution can be caused by other types of pollution, or by power lines or
construction, for example. It is something ugly to look at which lowers the quality of life and personal enjoyment. It
could even lower property values.

F ......................... Pollution: The poisoning of the soil, which stops natural growth and balance. This can be harmful for
plants, humans and animals. Some of this type of pollution, such as landfills, is on purpose, although much more is
accidental and can have terrible effects.

G ......................... Pollution: This pollution is rare but very dangerous. It is almost impossible to turn back.
Governments have very strict laws to control poisonous chemicals. This type of pollution is usually accidental rather
than on purpose.

H ......................... Pollution: If we can’t see the stars and moon clearly at night, because there is something else
brightening up the sky, then this type of pollution is happening. Most cities have brightly lit streets until a specific
time at night, and then they are switched off.
99
 understand

75% of all life on Earth is found in the oceans. The oceans This has an effect on other creatures living in the depths
make more than half of the oxygen, and affect the weather of the ocean. Over-fishing of some species means that
systems. Millions of people all over the world get food from there are not enough left for other animals to eat, and this
the oceans. However, millions more people pollute the upsets the food chain. The consequence of this has long-
waterways that flow into the oceans. Introducing foreign term effects on other species, which in turn affects the
species into new areas, the changing global climate, and long term balance of the oceans.
overfishing all have a negative effect on the oceans.
Offshore drilling for oil also causes a lot of problems. Fish
Humans are destroying the oceans.
and other ocean life are at risk of oil spills all the time. The
The impact of global warming has serious effects on all drilling destroys reefs and coastal wetlands. However, the
living things, both on land and in the oceans. There are two effect of pollutants from oil spills is quite small compared
reasons. Firstly, global warming causes an increase in the to the pollutants from other places. These pollutants
temperature of the ocean water. Secondly, a rise in sea include, amongst many others, domestic waste, industrial
levels and changes in ocean currents are a result of melting and agricultural waste dumped into streams, rivers and
ice caps. There is a risk that, if the water temperature lakes, and radioactive waste from nuclear power plants.
increases too much, whole species of marine animals Garbage, most of which is plastic, is another huge problem.
and fish could become extinct. Many may not survive Because of the swirl of ocean currents, most of the garbage
the difference in conditions. In recent years, many corals collects in the North Pacific Ocean, where the largest
have been found which have turned white because of the collection of garbage is floating around.
increased water temperature.
Global warming, overfishing, sea-bed pulling, and
Huge fishing ships go out into the oceans to catch fish pollution are some of the major reasons why the oceans
using massive nets. These nets use weights to pull along are being destroyed. Life in the oceans is sensitive, it
the sea bed to catch fish and other sea creatures which needs a stable water quality and temperature. The damage
they will be able to sell. Unfortunately, this pulling breaks to these habitats will very probably lead to the extinction
corals and sponges and pulls them up from the sea floor. of many species. Life on Earth depends on healthy oceans,
Life on the sea bed is disturbed, and takes a long time to and without healthy oceans, life for humans will become
settle and rebuild itself. precarious.

100
 1 Read the text opposite and consider the questions below.

1 How much of life is found in the oceans? 7 How does the author compare the pollutants from oil
spills and the pollutants from other sources?
................................................................................................
................................................................................................
................................................................................................
2 Which factors are mentioned by the author as negatively ................................................................................................
affecting the oceans? 8 How does most garbage end up floating in the North
Pacific Ocean?
................................................................................................
................................................................................................
................................................................................................
3 Why are sea levels rising? ................................................................................................
9 What will the probable effect be to marine species
................................................................................................
from the damage to ocean habitats?
................................................................................................
................................................................................................
4 What is causing the whitening of the corals?
................................................................................................
................................................................................................
10 ‘Without healthy oceans, life for humans will become
................................................................................................ precarious.’ What does the author mean by ‘precarious’?
5 How are fishing ships affecting the ocean floors?
................................................................................................
................................................................................................
................................................................................................
................................................................................................
2 Read the text again and choose the best
6 What is the result of over fishing?
title from below.
................................................................................................
Is ocean pollution a problem?
................................................................................................
The origin of offshore drilling for oil
Are humans killing life in the oceans?

3 Do the experiment below and then answer the questions.

You need:
3 clear glasses (can be plastic)
Dirt (pencil shavings, garbage, soils, sand, detergent, vinegar, etc.)
Filtering material (clean coffee filter, thin soft cloth, etc.)
Enough water to fill two glasses
Procedure:
1 Pour water into two or three glasses. Set aside one glass.
2 Add ‘pollutants’ to one of the glasses of water. Use what you have that will make
it dirty.
3 Put your filtering material on the top of the contaminated water glass and filter
the water into the empty glass.
1 Discuss the results of the experiment. Feel the filtered water. Smell it. Taste it. Is it ‘clean’?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Describe the importance of clean water for daily use.
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
101
 understand more
1 In groups of four, discuss these questions.

1 What happens to our garbage?

2 Why do people throw garbage on the ground?
3 Does your family recycle what they can? How?
4 What effect does garbage have on the environment?
5 How can we bring about change?

2 Test your general knowledge of pollution by choosing the correct answer below.

1 Every year, more than .............................. kilograms of garbage are dumped into the oceans around the world. Most
of it is plastic.

A 1.5 billion B 3 billion C 4.5 billion D 6 billion

2 Landfills are areas where waste material is disposed of by burying it. They are one of the biggest factors in land
pollution. About .............................. of the garbage buried in landfills could be recycled.

A 40% B 60% C 80% D 100%

3 Drivers around the planet have already registered .............................. cars. Only cars! This doesn’t include trucks,
buses or any other form of transport.

A 1 million A 10 million C 100 million D 1 billion

4 The number of cars which will be on the road by 2025 is estimated to be .............................. , which means the
pollution caused by cars will double in five years.

A 100 million B 1 billion C 2 billion D 5 billion

5 We hear about terrible oil spill accidents from oil tankers or drilling rigs. However, for every million tons of oil
shipped on a day-to-day basis, there is always .............................. of oil spilled, without any accident!

A 1/2 ton B 50 liters C 100 liters D 1 ton

LANGUAGE BOX
Present perfect tense and past simple tense
We often use the words just, yet and already with the present perfect tense.
We usually use just only with the present perfect tense and it means ‘a short time ago’. It usually comes between ‘have’
and the past participle.
The WHO has just named China as a country with one of the highest levels of air pollution on the planet.
We use yet to talk about something which is expected to happen. It means ‘at any time up to now’. It usually comes at
the end of the sentence.
We haven’t found other ways to reduce the amount of our waste yet.
We use already to say something that has happened early, or earlier than it might have happened. It usually comes
between ‘have’ and the past participle.
Drivers around the planet have already registered 1 billion cars on the roads.

102
 6 The only relatively clean and unpolluted place on Earth is .............................. . No military activity, mining, nuclear
explosion testing or nuclear waste disposal has yet been allowed. This is because the continent is protected by law.

A Antarctica B Australia C Africa D Asia

7 The WHO (World Health Organization) has just named China as a country with one of the highest levels of air
pollution on the planet. In the capital Beijing, breathing the air has the same risk of lung cancer as smoking
.............................. cigarettes a day.
A 11 B 16 C 18 D 21

8 Lake Karachay, in western .............................. , is the most polluted place on Earth, because it used to be a
radioactive dumping site. Nobody could survive more than one hour in the lake.

A China B Russia C India D Japan

9 Our obsession with buying electronic devices has already led to increasing problems of electronic waste. It is
estimated that each year, people produce .............................. tons of electronic waste globally.

A 100 million B 50 million C 500 million D 5 billion

10 Recycling prevents .............................. tons of materials from being dumped in landfills every year. However,
humans produce tens of billions of tons of garbage every year, so our recycling is far from enough. We haven’t
found other ways to reduce the amount of our waste yet.
A 55 million B 85 million C 5 billion D 85 billion

Track 40
3 Listen and check your answers. How many did you guess correctly?

4 Do the experiment below and then answer the questions.

You need:
2 items in their original packaging
Kitchen weighing scales
Ruler
Procedure:
1 Bring two packaged items from home, as you bought them from
the store, including any bags.
2 Measure and weigh the items along with their packaging.
3 Remove all packaging from the item. Now measure and weigh
the item by itself. Record your statistics in your notebook.

1 Compare the size and weight of the items with and without packaging. How much packaging is necessary to prevent
damage?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 How much packaging is too much packaging?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
103
 apply
1 Estimate the amount of time each of these items VOCABULARY BOX
takes to decompose in landfill. Decompose: Make or become rotten; decay
or cause to decay.

plastic bottle cup fishing line plywood

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

glass bottle banana skin plastic bag orange peel

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

aluminium can cigarette butt newspaper wool socks

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

VOCABULARY BOX
Compost: Decayed organic material used as
about a thousand
about 450 years a fertilizer for growing plants.
years

about 4 – 5 years about 1 month

millions of years about 500 years

about 2 – 5 months about 600 years

about 10 years about 6 months

about 80 – 100
never decomposes
years
104
 2 Construct a graph of the items in Activity 1 according to the duration of composition.
Duration of Composition

Never decomposes
Polystyrene
Foam Cup
Item

3 Interpret the poster below. What is it

about? Illustrate your own mini poster
about one of the items in Activity 1.

105
 apply more
1 Identify the answers to the questions below in VOCABULARY BOX
the text about ozone. Stratosphere: The layer of the Earth’s atmosphere,
extending to about 50 km above the Earth’s surface.

Ozone is a gas which has three oxygen atoms. Ozone can be either good or bad.
We find the ‘good’ ozone occurring naturally in the stratosphere, between 20
and 50 kilometers above the Earth’s surface. This layer protects living things on
Earth from too many of the Sun’s harmful ultraviolet rays.
‘Ground-level’ ’ ozone occurs in the Earth’s lower atmosphere. This ozone is
bad, because it pollutes the air. It can cause people to have breathing problems.
Remember it this way:
‘Good up high; Bad nearby.’
Ground-level ozone usually comes from cars and trucks, and factories and power plants. The chemicals from these
places heat up in the sunlight. This causes a chemical reaction which makes ozone pollution. More ground-level ozone
is made in summer than in winter because there is more heat and sunlight. Also, strong wind can blow ozone to other
areas far from where it was first formed, and pollute those areas.
1 Do people contribute to ground-level ozone pollutions when they drive or ride in cars? ..................................................
When they ride bicycles? ........................................................... When they walk? ...................................................................

2 In which parts of a country do you think ozone pollution might be the worst? Why?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
3 Breathing polluted air is unhealthy, but it is not always possible to tell whether the air is polluted by how it looks. Do
you think the air pollution in the area you live could be high enough to affect people’s health? What might some of
the sources of pollution be in your area?

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

Track 41
2 Listen and complete the table by identifying the correct statistics.
The Pollution Index is an estimation of the overall pollution in a city. This is based on data from the World Health
Organization. In 2018, the worst ten cities for pollution are listed below on the left. The cleanest ten cities are listed on
the right.

Ten most polluted cities Ten cleanest cities

City Pollution Index City Pollution Index
1 Ghaziabad, India 1 Wellington, New Zealand
2 Tetova, Macedonia 2 Helsinki, Finland
3 Ahwaz, Iran 3 Canberra, Australia
4 Faridabad, India 4 Reykjavik, Iceland
5 Kathmandu, Nepal 5 Ottawa, Canada
6 Dhaka, Bangladesh 6 Cork, Ireland
7 Cairo, Egypt 7 Victoria, Canada
8 Ho Chi Minh City, Vietnam 8 Zurich, Switzerland
9 Kabul, Afghanistan 9 Malmo, Sweden
10 Kanpur, India 10 10 Stockholm, Sweden
106
 3 Apply your knowledge of the world to mark the map with the countries from Activity 2.
Use the key and draw lines. There is one example.

Most polluted cities Cleanest cities

4 In pairs discuss these questions, and take notes.

1 Which continent has the largest number of high pollution cities? Why do you think this is?

...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
2 Compare the countries where clean air is found and the countries where pollution is a big problem. Why do you
think this is?

...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
Burning tires releases a toxic combination of pollutants. Young children and
the elderly are especially at risk. Hundreds of different toxic pollutants are
created by burning tires as well as a huge number of small harmful particles
which settle deep in the lungs and can lead to long term lung disease.
Old tires can be recycled and used for many different purposes. For example:
▷In landscaping and gardening they can be used to support plants and raised
flower beds.
▷They can be shredded and made into carpet lining. They can also be used
for athletic tracks.

5 In groups of four, make a list of five ways you could recycle old tires. Choose one and
develop your idea. Present it to the class. Who has the best idea?
107
 analyze
1 Analyze each of the suggestions about how we can reduce pollution. Examine each
one and create a slogan. There is one example.
1
Although stopping deforestation is better than replanting in reducing global
warming, planting trees is certainly better than nothing. Planting trees can reduce
air pollution by 1%, and is becoming popular in urban areas around the world.

Plant it. Plan it.

Planet.
2
Many people in the world live with only 10 liters of water a day, which includes
drinking, washing, and cooking. In the west, an older toilet uses the same
amount of water (10 liters) to flush once. Use less water by running a washing
machine or dishwasher only when it’s full. A shower uses half the amount of
water as a bath. Have a short shower and you will use even less. Turn off the tap
while brushing your teeth.

3 Ask your parents to change their car. Hybrid vehicles use both electricity and
gas. They cut the amount of gas used by about half. Or what about a solar
powered car? They have been on the road since 2014, and run up to 800
kilometers on a single charge. They are made for zipping around town on a
daily basis rather than inter-city trips. They can help reduce air pollution. Or
you can just walk.

108
 4 Look for ways you can save energy at home, such as turning off the lights and
electronics when you are not using them. Unplugging can lead to even more
energy savings. Using energy efficient light bulbs can save up to 75% of the
energy you use with normal light bulbs. Air dry clothes by hanging them out
rather than using the electric dryer, and open the dishwasher door to air dry
dishes, rather than running the dry cycle.

5
Almost everything we buy can be recycled, especially if we avoid products that
do not have a recycle symbol on the package. As well as recycling, we can also
purchase items that have been made from recycled materials. Doing this will help
to reduce the amount of new materials that need to be produced.

2 Combine the ideas above to write your own tips. Create your slogan and sketch your icon.

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

109
 evaluate
Does the punishment fit the crime?
1 Appraise the crimes and punishments of the companies below. Does the punishment fit the
crime? Recommend a fair punishment.

The Deepwater Horizon Disaster was an oil spill in the Gulf of Mexico in 2010. Eleven workers
died in the disaster. Millions of barrels of oil spilt into the Gulf, and caused terrible damage to
ocean wildlife. BP was the company responsible for the disaster. The federal judge found them
guilty of negligence, and BP paid $13.8 billion dollars in fines, as well as compensation. As well
as the fine, the value of BP’s stock dropped by $5 billion on the stock market.
Crime: .....................................................................................................................................................................................
Punishment: .....................................................................................................................................................................................
My opinion: .....................................................................................................................................................................................

Alpha Natural Resources Inc. is a huge coal producing company. It had to pay $27.5 million in fines,
as well as a further $200 million to reduce the level of toxic discharge from their operations. Believe
it or not, the company passed acceptable water pollution limits more than 6000 times in a seven
year period between 2006 and 2013. This is still a world record. The company released heavy metals
and contaminants into rivers across five Appalachian states through a series of 800 outfall pipes.
Crime: .....................................................................................................................................................................................
Punishment: .....................................................................................................................................................................................
My opinion: .....................................................................................................................................................................................

The Chinese government reports that around 70% of China’s lakes and rivers are polluted as a result
of the growing population. To deal with this problem, China has recently closed all its power plants.
Six companies were fined a total of $26 million in December 2014, for polluting rivers in an eastern
province of China. Judges ruled that the companies allowed 25,000 tons of toxic waste into the water
system. These were the biggest fines ever in China’s history. Also, fourteen people went to jail.
Crime: .....................................................................................................................................................................................
Punishment: .....................................................................................................................................................................................
My opinion: .....................................................................................................................................................................................

3 The animals below are all victims of pollution. Consider how they feel, their rights, and
their quality of life. Predict what they would say if they could talk.

Fish swimming around polluted A pelican being cleaned after an Sea turtle covered in tumors
ocean floor oil spill caused by pesticides and pollution

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

................................................................... ................................................................... ...................................................................
................................................................... ................................................................... ...................................................................
................................................................... ................................................................... ...................................................................
................................................................... ................................................................... ...................................................................
110
 The Zaballeen
4 Here are three photographs taken in the same city, Cairo, Egypt. Evaluate how one city can
have three such different scenes.

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

Track 42
5 Evaluate the information to complete the tasks.
1 Use adjectives to describe the Zaballeen.
....................................................................................................................................
....................................................................................................................................
2 Why do you think the cleaning corporations were not successful?
....................................................................................................................................
....................................................................................................................................
3 Predict the future of the Zaballeen?
....................................................................................................................................
....................................................................................................................................

6 Qualify the meaning of these two quotes. Do you agree?

“In my experience, poor people are the world’s greatest entrepreneurs.” (Muhammad Yunus, Social Entrepreneur)
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................

“They (Zaballeen) are actually saving our Earth from out of the trash. They lifted themselves out of poverty and
have a solution for the world’s most pressing crisis.” (Mai Iskander, Filmmaker)
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
111
 create
Plastic bag art
This unusual sculpture sits on the King’s Quay in Helsingor, eastern
Denmark. The artists call it ‘Ecology Meets Art’, but is locally known as
‘The Garbage Fish’. It was created in 2014 by Japanese artist Hideaki
Shibata, who is also known as Yodogawa Technique. Yodo-Tech has
constructed many sculptures like this one. He makes them from
whatever garbage and other floating objects have drifted to shore or
onto riverbanks. His aim is to raise awareness of water pollution.

1 Look at the photograph below and answer the questions.

1 Where is the model? ................................................................................................................................

2 What is the model’s dress made from? .................................................................................................
3 What other items of clothing could you make from plastic bags? ....................................................
.....................................................................................................................................................................
4 How else could you recycle plastic bags?
.....................................................................................................................................................................
.....................................................................................................................................................................

2 Make a sculpture from recycled plastic bags.

Step 1
Collect as many different colors of plastic
bags as you can find. The only rule: they
must be recycled.

Step 2
Lay the plastic bags flat on a table or
smooth surface one by one.

Step 3
Using a sharp pair of scissors, cut the
plastic bags into long thin strips. Be very
careful with the scissors.

Step 4
Wind and twist, roll and tie, plait and
knot. Create your sculpture. Use sticks or
straws for strength and structure.

Step 5
Set up a display of your sculptures.

3 Upload photographs of your plastic bag art onto your blog. Include the answers to the
questions in Activity 1.
112
 ENGLISH AROUND THE WORLD
Unit 8
1 2 3

5 6

THINK QUESTION
How important is it for us to be
able to speak English?

113
 remember
OBJECTIVES
Remember
To identify the number of native
speakers languages have
To name the official language of
the United Nations
Understand
To describe the importance of
English in different fields around
the world
To indicate in which countries
English is a native language, a
second language and a learned
foreign language
VOCABULARY BOX
Internationally: Between or among different countries.
Native language: Also known as ‘mother tongue’. The language a child learns
at home, usually from their parents.
Background: A person’s education, experience and social situation.
Culture: The ideas, customs, and social behavior of a specific society.
A global language is a language that is learned and spoken internationally. It is
spoken by native and second language speakers. It is spoken around the world
geographically, and it is used in international business and politics. A global
language is also called a ‘lingua franca’, a common language that people from
different backgrounds and cultures can use to communicate equally with each
other.

Understand More
To illustrate on a map the 1 In pairs, identify the number of native speakers the
original movement of the languages below have.
English language
To summarize a text about the Native speakers in millions
history of English into a timeline
100 200 300 400 500 600 700 800 900
Apply
To construct a world map
................................
demonstrating the percentages of
English speakers
To diagnose how difficult it is to Spanish
................................
classify a ‘speaker’ of English

Apply More ................................

To demonstrate an understanding
of the origin of words in English
To identify words in other ................................
languages borrowed from
English
................................
Analyze
To solve word problems related ................................
to the English language
To analyze our own
understanding of the English ................................
language

Evaluate ................................
To evaluate opinions about
English being recognized as a
global language ................................
To predict the meaning of Old
English phrases
English Portuguese Hindi
Create
To compose a story using our Russian Mandarin Chinese Japanese
five favorite words and an
understanding of their form
Arabic Spanish Bengali

Track 46
2 Now listen and check. Do any of the statistics surprise you?
114
 3 The United Nations (UN) is the nearest thing ever to a global community. It currently uses
six official languages. Can you guess what they are?
UN English Language Day, which aims to increase understanding and respect for the language, is celebrated on April
23rd each year. This day is also celebrated as the birthday and date of death of William Shakespeare.

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

3 ............................................. 4 .............................................

5 ............................................. 6 .............................................

4 Guess the answers to these questions about the English language.

1 Which letter is used most in the English language? .........................................................

2 What is the shortest grammatically correct sentence in English? .........................................................

3 What are the two most common words in English? .........................................................

4 What is the most common adjective in English? .........................................................

5 What is the most common noun in English? .........................................................

6 What is the oldest English word still in use? .........................................................

7 If you were to write out every number as words in English (one, two, three), which

number would you reach before you use the letter ‘b’? .........................................................

8 Which word looks the same when you turn it upside down? .........................................................

9 In written English, we use the letter Q once in every how many letters? .........................................................

10 What is the longest English word that can be spelled without repeating any letters? .........................................................

Track 47
5 Now listen and check.
115
 understand
1 What do all these things have in common? Talk to your partner. Add two more to the diagram.

Business Transportation Science

Entertainment Education

Computing Politics

................................ Academics ................................

116
 2 Identify these six nations from their maps.

English is the native mother-tongue of these six nations:

1 2 3 4 5 6

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

Besides the nations above, there are only a few small Caribbean countries in which English is the native mother-tongue.
In 57 countries, English is spoken as a second language, or is the official language of government, business and education.
These countries include South Africa, India, Singapore, Nigeria, Kenya, Gibraltar, and Malta.

In over 100 countries, English is the most popular foreign language to be taught in schools. It is estimated that there are
over 1 billion people around the globe currently learning English, from China to Israel, to Russia, Germany, Egypt,
Turkey, Brazil, etc.

3 Complete ‘The Three Circles of English’ with six example countries in each circle. Write
your name in the correct circle.

Expanding Circle
(learned as foreign language)

Outer Circle
(second language)

Inner Circle
(native language)

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

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

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

117
 understand more

North
Sea
AIN

JUTES
BRIT

ANGLES
SAXONS

Invaders Celtic Speakers

The history of English started in the 5th century AD. Three tribes invaded Britain. These were the Angles, the Saxons, and
the Jutes. They crossed the North Sea from what is today Denmark and northern Germany. Before this, the people who
lived in Britain spoke a language called Celtic. The invaders pushed these people west and north, into what is now Wales,
Scotland and Ireland. The Angles who invaded came from a place called Englaland and their language was called Englisc.
The words England and English came from these words.

1 On the map above, draw the movement of the invaders, and the movements of the Celtic
speakers in the 5th century.

The invading tribes spoke similar languages, which in Britain
developed into what we now call Old English. It was very different
from the English we speak today. Even native English speakers who
understand most English dialects would have a lot of difficulty
understanding Old English, which was spoken until around 1100.
VOCABULARY BOX
Invade: To enter a country or region with the
aim of taking power.
Dialect: A specific form of a language which is
unique to a specific region or social group.
Root: The origin or beginning of something.

LANGUAGE BOX
Defining relative clauses
We use relative clauses to add information to a sentence by defining a noun. They are divided into two types – defining
relative clauses and non-defining relative clauses.
We use defining relative clauses to add extra information to a sentence. The sentence has a different meaning without
the clause.
Compare: Dogs are very unusual.
Dogs that like cats are very unusual.
‘that like cats’ is a defining relative clause. It determines which dogs are unusual. Not all dogs are very unusual, only
the ones that like cats.
We use relative pronouns with relative clauses, such as who, which, and that. When, where and whose are also possible.
The books which are on the table are all about English around the world.

118
 2 Use the text to complete the time line about the history of English.

Britain invaded by Angles, Saxons and In 1066 William the Conqueror, who was the Duke of
th
5 Century AD Jutes. Brought a form of English with Normandy in part of modern France, invaded England and
them. took power. French became the language that should be
spoken. During this time, rich people spoke French, and
1066 poor people spoke Old English. In the 14th century, English
became the main language again, but with many French
1100 – 1300 words added. This is called Middle English. It would still be
difficult to understand. In 1475, the first book was printed.
14th Century This meant that there was a common language in print.
Books became cheaper, and more people learned to read.
1475
In the 1500s, there was a sudden change in pronunciation
1500s with words pronounced shorter and shorter. In the 1600s,
British people began to travel and have contact with people
1600s from all around the world. In 1604, the first English
dictionary was published. Also around this time, from 1607,
1604 the English colonized North America. This meant that the
English settled and took power over the native people of the
area. The result of this was a specific American variety of
From 1607
English.

3 Describe the illustration. What do you think it

is showing?

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

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

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

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

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

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

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

Track 48
4 Now listen to the interview and answer the questions.

1 What was ‘The Recuyell of the Historyes of Troye’? When was it published? .......................................................................

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

2 Who was William Caxton? Why did he begin to print books in English? .............................................................................

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

3 What were the problems Caxton faced as an early printer and how did he overcome them? .............................................
...........................................................................................................................................................................................................

4 Why are Chaucer’s ‘The Canterbury Tales’ so interesting? .......................................................................................................

...........................................................................................................................................................................................................
119
 apply
1 Look at the countries on the world map. What percentage of the population of each do you
think speak English.

0 – 14 %

15 – 29 %

30 – 44 %

45 – 59 %

60 – 70 %

71 – 89 %

90 – 100 %

2 Using the statistics and the color key, complete the map by coloring the countries the
correct color.
Algeria 7%
Argentina 6.52%
Australia 97%
Austria 73%
Brazil 9%
Bulgaria 25%
Canada 85.63%
China 1%
Denmark 91%
Egypt 35%
120
Finland 70% Madagascar 18% Poland 37%
France 36% Malaysia 62.57% Russia 5.48%
Germany 70% Mexico 12.9% South Africa 31%
Greece 51% Morocco 14% Spain 22%
India 12.1% Nepal 46.49% Sri Lanka 47.8%
Ireland 98.37% Netherlands 90% Thailand 27.16%
Israel 84.97% New Zealand 97.82% Turkey 17%
Italy 40% Nigeria 53.34% U.S.A. 95.81%
Jordan 45% Pakistan 49% UK 97.74%
Kenya 18.83% Philippines 92.58% Zimbabwe 41.58%
 3 Consider the questions below.

The influence that any language has on the world is a combination of three VOCABULARY BOX
factors: Unreliable: Not good in quality or
1 The number of countries using it as their mother tongue. performance; not able to be trusted.
2 The number of countries using it as their official language. Pronunciation: The way in which a
3 The number of countries teaching it as a foreign language in school. word is spoken.
Statistics on the number of people around the world who ‘speak’ a language are very difficult to collect and can be
unreliable. Who decides whether a person can ‘speak’ a language? How well do they speak? How good is their
pronunciation, vocabulary and grammar? How easily can a native speaker understand them?
1 Are you a ‘speaker’ of English? Explain why this is a difficult question to answer.

...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
121
 apply more
1 With your partner, look at these words we use in English. What do they all have in common?

to s
i o o sop es
tu
lip bazaar qu fjord mp ran igloo ttr
os s ha o
m
a
m

du ca
ng n a l ra
ki ar yak eri algebra ka va

ta
s l c
ee ka ba
l ja n

es
s

si
English belongs to a group of Indo-European languages called West Germanic. Many English words are Germanic, with
a strong influence from Latin and French. English has also borrowed many loanwords from other language, all over the
world. A loanword is a word that has been borrowed from another language.

2 Match the words in Activity 1 with the definitions below. Then decide which language the
words come from. There are two words from each of the languages in the box.

Spanish Italian Norwegian Eskimo

Arabic Turkish Persian Hindi

Word Definition Language of Origin

Igloo A dome-shaped house, typically built from blocks of solid snow. Eskimo
A liquid preparation for washing the hair.
A long-legged fly. The bite of the female can transmit serious diseases.
A spring-flowering plant with boldly colored cup-shaped flowers.
A fabric case filled with soft, firm or springy material, used for sleeping on.
A singing voice; the highest of the range; typically an adult female or a boy.
A long, narrow inlet of the sea between high cliffs; typically formed by ice.
A market in a Middle Eastern country; a sale of goods.
An afternoon rest or nap, especially during the hottest hours of the day.
The part of math in which letters and symbols are used to represent numbers.
A type of canoe made of a light frame with a small opening in the top to sit in.
To travel over snow on long, narrow pieces of material fastened to the feet.
A vehicle equipped for living in, with the purpose of travel, pulled by a car.
A thin, long-legged, wild dog which hunts in packs.
A female dancer with light, graceful movements and who uses of pointed shoes.
A garment of trousers with a bib held up with straps over the shoulders.
122
There are a huge number of words that have been imported into English from other languages, over hundreds of years.
Many English words, however, have been exported into other languages. These words in other languages are called
Anglicisms, or reverse loanwords, and include the words stop, sport, tennis, weekend, airport, hotel, etc.

There are many foreign words which come from English but are difficult to recognize because the spelling is different.
When a word is written in the way it sounds (phonetic), it can look very different from the original English word.

For example, ‘herkot’ in Ukrainian means ‘haircut’, and ‘ajskrym’ in Polish means ‘ice-cream’.

Japanese has over 200,000 Anglicisms, but you have to say the words out loud to understand them.

3 Read these Japanese Anglicisms out loud and decide which English word they come from.
Match with the pictures.

A B C D
apputodeito erebata esukareta nekutai

E F G H
isukrimu remon mai-kaa shyanpu

1 2 3 4

Japanese: Japanese: Japanese: Japanese:

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

English: English: English: English:

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

5 6 7 8

Japanese: Japanese: Japanese: Japanese:

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

English: English: English: English:

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

4 Make a list of words in your language that are loanwords from English.

.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................................................................................................................................
123
 analyze
1 Examine these amazing facts about English and complete the tasks.

1 The most common noun in English is ‘time’. There are hundreds of idioms about time. Look at the list and
discuss what each one means. Then add three of your own.
1 Time flies. 6 Just in time.

2 Turn back the hands of time. 7 As time goes by.

3 Behind the times. 8 .....................................................................

4 The big time. 9 .....................................................................

5 Ahead of time. 10 .....................................................................

2 The word ‘set’ has the highest number of definitions, with 464 in the Oxford English dictionary. Add one
definition each to the verbs, nouns and adjectives.
set (verb): to put, lay, or stand something in a specific place or position.
Please set the table for dinner, Kevin. We will eat in five minutes.
.............................................................................................................................................
.............................................................................................................................................
set (noun): a group or collection of things that belong together.
Have you seen my chess set? Helen is coming for a game this evening.
.............................................................................................................................................
.............................................................................................................................................
set (adjective): fixed or arranged in advance.
My mom tries to feed my baby sister at set times during the day.
.............................................................................................................................................
.............................................................................................................................................

3 The letters ‘ough’ can be pronounced in 9 different ways. Underline the letters in this sentence and try
reading it aloud:
A rough-coated, dough-faced, thoughtful ploughman strode through the streets of
Scarborough; after falling into a slough, he coughed and hiccoughed.

On the other hand, the following sentence contains seven different spellings of
the sound ‘ee’. Read this one aloud and underline the seven different spellings:

He believed Caesar could see people seizing the seas.

4 More English words begin with the letter ‘S’ than any other letter of the alphabet. In pairs, play the game.
Take turns to say a word beginning with ‘S’ but you can’t repeat and you can’t stop. The winner is the
one who keeps going the longest.
A: skip
B: stone
A: sledge
B: snow

124
5 This sentence is called a ‘pangram’. Can you work out what is special about it?

The quick brown fox jumps over the lazy dog.

.............................................................................................................................................
.............................................................................................................................................
Can you make your own pangram?

6 The longest word in English has 45 letters:

pneumonoultramicroscopicsilicovolcanoconiosis
It is a type of lung disease caused by inhaling ash. What’s the longest word you
know in English?

.............................................................................................................................................
Queueing is the only word with five vowels one after the other (only in British English).
How many vowels can you use together in one English word?

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

7 The most difficult tongue twister in the English language is:

The sixth sick sheik’s sixth sheep’s sick.

Have a competition to see who can say it the best!

Try these:

Thirty-three thirsty, thundering thoroughbreds, thumped Mr. Thurber on Thursday.

Imagine an imaginary menagerie manager managing an imaginary menagerie.

Can you can a canned can into an un-canned can like a canner can can a canned
can into an un-canned can?

8 The most mispronounced word in the English language is:

Pronunciation!
List the words you have trouble pronouncing.

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9 Month, orange, silver, and purple do not rhyme with any other word in
English. Try!
List the words you can think of that rhyme with ‘night’.

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 evaluate
English – a global language?
VOCABULARY BOX
Minority language: A language that is not official in the country, and
one that is spoken by less people than the majority.
Freedom of speech: The right to express an opinion without fear.
Multiculturalism: Several cultural or ethnic groups together in a society.
Cosmopolitan: Comfortable in many different countries and cultures.

1 Evaluate the statements below. Color those in favor of English as a global language in blue,
and those against English as a global language in green.
1 The world’s largest dictionary is the 1989 Revised Oxford
Dictionary, with 615,000 words in 20 volumes. Technical 2 A global language leads to a weakening of minority
and scientific words are not included, otherwise the languages. There are 6,000 living languages in the world.
dictionary would have more than one million words. Experts predict that 80% of them will die out within the
Experts believe that about 200,000 English words are used next one hundred years as a result of a global language.
on a daily basis, more than any other language.

4 English grammar is generally easier to understand and

3 Native speakers of the global language may have an
learn than many other languages. There are no genders
educational or career advantage over those people who
(male and female) for nouns, and no differences between
are speaking it as a second or even third language.
formal and informal greetings.

5 A global language is seen by some people as a risk to 6 English has a ‘cosmopolitan’ feel, because it has adopted
the right of freedom of speech. Many people find it hard thousands of words from other languages. Learners often
to express their opinions in a foreign language. People see the similarities of words between English and their
must also not forget the importance of multiculturalism. native language as familiar and welcoming.

7 English (and American) literature is the most famous 8 English as a global language may lead to native speakers
in the world. People also think that it is some of the best. becoming lazy and arrogant, and not willing to learn
This gives the English language a sense of culture and other languages. Some people say that this is already seen
class. It is seen as serious and solid. in Britons and North Americans.

2 Debate the statement “English should be recognized as a global language.” Follow the steps
below and answer the question at the end.
1 Prepare your argument – for or against. Your teacher will assign roles.
2 Follow the debate structure:
‘For’ position presents debate points (5 minutes)
Question time (3 minutes)
‘Against’ position presents debate points (5 minutes)
Question time (3 minutes)
‘For’ position sums up position (2 minutes)
‘Against’ position sums up position (2 minutes)
Class votes
Which side won the argument and why?

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 The most famous English writer ever
3 Appraise the titles of these books.
Tick the ones you have heard of.

4 Judge who the text below is about.

Underline all the clues you find.

He is the most famous English writer in the whole world. He lived over 400
years ago, but visitors from all over the globe go to England to see where he was
born. Visitors can see where he went to school and the church he was buried in.
They can also watch actors perform one of his famous plays.

At the age of 18, he fell in love and got married to Anne Hathaway. They had
three children and all lived together with his parents.

He became so famous that he built his own theater in London. It was called The
Globe. People traveled far and wide to see one of his 37 plays. They paid one
penny each to watch a play at The Globe, which had no roof and no seats! He
wrote both tragedies and comedies, and he was good at both.

At the age of 50, he returned to his hometown, where he died two years later.
He was famous in his own time, and he is still famous today.

5 Predict the meaning of these Shakespearean phrases. Match them with their modern
equivalent. Practice saying them to each other!

1 Get thee hence! A What did you say? 1

2 Fie, for shame! B What does this mean? 2

3 Bridle thy tongue! C Have a good day. 3

4 I cry you mercy! D What’s your name? 4

5 Be of good cheer. E What have you done? 5

6 I care not a groat. F How’s it going? 6

7 What meanst this? G What time is it? 7

8 What say ye? H Cheer up! 8

9 What hast thou done? I Get away / Clear off! 9

10 What o’clock ist? J I don’t care at all. 10

11 Whither go ye? K You should be ashamed! 11

12 How do men call you? L Be quiet! 12

13 How is it with ye? M I beg you. 13

14 Good day to thee. N Where are you going? 14

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 create
My favorite words

1 Think about your favorite words in English. You may like them because of the sound they
make, the picture you have in your head, or the meaning. Write down your five favorite
English words.

2 Produce a small sketch which includes 3 Compose a story outline based on your
all five of your favorite words. sketch, which includes all five words.

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4 Research your words to complete the table.

Word 1 Word 2 Word 3 Word 4 Word 5

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Origin of word
(where it came from)
Definition
(dictionary meaning)
Any synonyms
(words with similar
meaning)
Any antonyms
(words with
opposite meaning)

5 Develop your story from the outline, adding stages and descriptive adjectives to make it
more interesting.
6 Present your five favorite words to your classmates, along with the details of the words and
your story.
7 Upload the project onto your blog. Include the sketch and story outline as well as the table
from Activity 4.
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