a GOAL Oiscuss the Benefits of Danger

Reading
i Discuss the questions in small group s.
1. L0(11\ Jt lile pht'lt) íl1d vou ('11JOY doing lhis act,vity
\\ l1t'l1 vou \\t'rt? .1 child'7 Why?

2. Tlw t1t1r l,f t110 rtr t,cle 1s a question . How would

you
JI)$\\ t'f 11:

Í Read the text . Would the author probably agree with

statements i - 5? Write Yes or No if the writer 's view is
obvious or Unsure if it is not clear.
1. ~ The world is less dangerous now than
,t was 50 years ago.
2. "'' Ct1ildren would have fewer allergies
1! they ate more eggs .
3. .;1a'i~' ~.1ost parents these days can be described
as "free range ..
4. :1m Gever Tulley 's book was written for parents,
not for ch,loren.
5. \J () Ar:stotle said, "everything in moderation"
far child ·e'"1 only.

Read the comm ents about the text. Then, complete the
steps .
Are you 1<.100 -ng? Th,s is a terrible post. The police
si'Jould arrest a;, ·free range ·· parents. L
Grea r pos; I ;hmk a ltttle danger is a good thing not just
far 1<.1ds but 10' adults too. _ A_
For most peop le, life today is stll,
'. useo to agree ir.ar too much safety was bad, but having than it was 1,000, 100, or even 10 yeEfS
,,;.1ds char¡ges yo"' No.,.. I feel that nothing's more importan! ago. However, the world still haS sorne
ma,, r-eep1ng yOJ' ch1idren safe .::__
dangers, so most parents spend tím9
1. Pul !he con, rr.ents 1· 0rder from the one you agree and money keeping their chíldren
v, ,th most to me one you agreE: w1th least. as safe as possible. They buy th8fl1
2. F ro a c,assmare wno p 0 t them ,n a dif ferent ord helmets to wear when riding a bike-
er.
Dsct., SS .,. ry ),Ou d1sagree They keep them away trom thíngs _ttiat
could cause injury. They avoid letti09
theír children be in any kind of harrTl•
GOAL CHE CK These actions seem good, but so,ne
1r g· O.., PS 0'1''f: people argue that too much safety ,n3i
• ...e ,..· ', f vt oar gerous ac11vt1 1es that could
t)ep.e, i' - r 01er ,,.., ~e l
.' ~ S actually be bad.
- d u ~, rare you, ac11v111es n,in the
ctass. ª'et- •~º r J, h, ac, rg lrem rngn1 brin b f These people say that childrefl
wr u - i ,,...~ C' • 9 ene 11s
:c.. o. • d • , i f:S r-,¡:tve 'fO'u aor,e? WP•cn 11ould yo Ik cannot le~m how to stay _ safe_rl tneYftl8Y

·{'
u ,e ar~ never 1n dangerous sitUat1on5- ~
th1nk chfldren will not know hoW 10 ~
1)
wtth dangers or problems ~u5 :e
do not have experience d<)tng ~en
122 l>n,1 9 things . They also argue thal chiid

learn when they do dangerous things. For example,
they learn to take responsibílity for themselves and
their actions. They also learn to control things and be
independent. And, as children often have little control
or independence, those can be powerful feelings.
According to the "hygiene theory," keeping
children too safe may also cause health issues.
These days, more and more children have all_ ergies
to foods like nuts or eggs. A possible reason 1s that
People are protecting their children too much. They
do not let their children play with other children who
have an illness , or they stop their children from .
playing outside. As a result , their children's bodies
are not used to germs or dirt. And when these
children eat a toad that is normal, their bodies may
have a dangerously strong reaction .
So, what should parents do? Sorne people
choose to be "free ranga" parents who give their
Children freedom to do things on their own. Far
example, they may let their children walk to a park
and play there alone. They feel th at thi s kind of
treedom will teach their children importan! sk1ll s. But
sorne parents worry that "fre e range" pnrontinn is
too much. For these parents, there are books and
websites that suggest sorne dangerous ac tiviti es
children can do wlth an adult to help th em. One of
the most famous books is by Gever Tull ey. Hls book
is callad 50 Dangerous Thlngs (You Should Let Your
Chíldren Do). Examples of these dangerous thingg
lnclude letting children drlve a car or wnlk horno
trom school alone.
So, is it true that too much sa fety ca n be cfan gerous?
Perhaps the answer comes from Aristotlo. th e
famous Greek writer. He wrote that doino "ovorythin ~¡
in moderatlon" leads to tho best lito.
hyglene keepln g your body, home. or wurkpl ri co clmrn
germs small living thlngs that co n ca uso ém llln ess
moderatlon neither too much nor too litll o of onythint1
Dangor 123
 1 \ L

DJ GOAL Give Clear lnstructions

Complete the text with words trom the box . Sorne words are extra.

We think of our homes as safe places where we can rela x. This s often trt;1_
1
backyard
dining room but it 's also true that accidents can happen at home. For example, fires can Sl;r
garage in the (1) k 1} 01 e. 11 , and people can burn or cut themselves wh ile cooking Ir
kitchen the (2) lt vmj vbº"", children can be injured when jumping on a chair or sota or
living room °'&f ,
if a television set falls on them. In the (3) Q)°'" cars can be dangerous ,

playroo~ _ j
of course, and many people store sharp tools or objects there, too. And outside
in the (4) ~a ct\j o..'< ~ , barbecues or play equipment can harm people if they're
not used correctly.

Communication
0 In pairs, complete the tasks.
1
1. Compare your answers from A. What clues helped you choose each answer
2. Discuss other accidents that could happen in the rooms mentioned in A.
3. Discuss what accidents might happen in the room in the photo below.
4. Decide which room you think is the most dangerous in a typical home.
Explain why.
0 lnterview three students other than your partner in B. Then, share what you
learned with a new partner. Compare answers with your answer to question 4 in B.
-
?
Name In which room did you have your worst accident at home .
- -

__/
 .auNICATION SKIL L: Givin g lnstru ctions
:OMIY• .
ou need to expla1n how to do or use somet hing , you can g1ve
instruc tion s. Here is
,ren Ydvice tor giving c lea r, etfect ive instru ctions :
'.lme a
Giving instruc tions is hke g iving advic e : you can use the impera
tive (base form of the
main verb withou t subJect), such as : Follow these instructions.
The negat ive imper ative
is formed using do not (don 't) : Don't run throug h the hallwa y1
You can also use moda ls
such as must (not) or shoul d (not) .

lf your instructions must be follow ed in a certain order, it is

a good idea to use c lear
sequence words such as first, secon d, third, next, after that, and
so on .
, For very impor tant instru ctions , such as safety instructions, use
basic vocab ulary and
sentences so that no one w ill misun dersta nd . lt may help to imagin A crossw alk 1s a p la ce
e that you are g iving
instructions to a child. w here the road is
m arked w ith black and
Read the instru ctions . Then , in group s, comp lete the tasks w h ite s tri pe s to show
. w here p eop le shou ld
Follow these instru ctions when you want to cross a road c ross .
that does not have a
crosswa\k.@ , find a place to cross where you can see
the traffic in every
direction. Next, wait by the side of the road . You shoul d not
stand too close to
the edge . Then , look in all direct ions and listen. \f you see
or hear any traffic , wait
until it has gone past. Finall y, walk direct ly acros s the road
w ithout stopp ing .
1. Uncterline the imper atives and moda ls. One exam ple has
been done for you.
2· Circle the seque nce
words . One exam ple has been done for you.
3- Discus s wheth
er a child would easily under stand these instru ctions .

Vriting
Write clear instru ctions abou t how to do one of these things
instru t·10 safely . Use the
e ns in D as a mode l.
'Co0 k • Cut wood with a saw
food on a barbe cue
' Ciean • Hike in the moun tains
up broke n glass

~
torn GOAL CH ECK Give Clea r lnstr uctio ns
Plete th
1 e steps.
.
· In Qro .
< Ups, share your instru c t1ons from E an d d iscuss how to 1mprov e them.
. .
· Join a . tructio ns about the same top,c ,n
1::. . D¡ new Qroup with peopl e who wrote _,ns
that you keep the best parts
fr0 scuss how to comb ine your instru ct,ons so
~ rn each .
. Pres
ent Yo ur c ombin ed instru c tions to th8 c\ass .

Dang er 125
 '(o•~
'' J.·
.. ~~.,, ·:·
AN EVERYDAY DANGERf. - ' '. ..
· ...
' 1 1'

.,•;, 1

. . ··•l'.. 'i, ~_;\_; ., ~

■ Read these quotations from the video you are
golng to watch. Then, in groups, predlct who
the speaker Is and what problem the speaker Is
talklng about.
"lt Is not a terminal illness that my ch/Id has, but lt
Is an every day, every second, every moment rlsk."
"A lot of people thlnk that they should be able
to glve thelr klds whatever foods they want ...
What they don't understand Is they're puttfng a
chlld's life at r/slc."
"lmmediately, within fíve minutes, my son was
turnlng blue."
■ WáÍghtti! s~c~p,~,~an of tfie ~~-~,\~ :'"'· ~ ·
. !' :the transcript ~.eh1the WQrdsJ~~t, ~ i~s\~
mother says;~~:~ ~, ......,• ":{\~,., ••.. '~?'
"So e eo le don't believe that food
(1) _ are real at ali. A lotof
people think that they should be able to give
their klds whatever foods the want and send
them off to (2) with as mll:h
peanut butter, as much tree nuts ... What they
don't understand. i~.they're puttin a child's lífe
at risk. He could be on a (3)
and somebod could have a peanut butter and

;,. ■ Watch the flrst part of the video. Then, in pairs,

dlscuss the questions in A. Oíd you correctly
jelly (4) .... This is why his
so
being in sctióol is· crazy, too, because they're
using the same,ke boards they're opening the
lct who the speaker is and the problem she same (5) lt's the unknown
that's really scaryf' ·

'
 •: . ,.-,., ,., ' ;/'"
' '• t ' i,·:'(''• •
~.•.-p.••~
- .r
,¡
~ , ' l • r. :,J;¡<'
.,,,._
t 1~ •e- . • •
' ,. : , - ~~~ '.... .. .
- ...:.I "- •. •.. . ..... ,r¡,·
.:"' _,r·_,.-. . ~- ...
.a Watch tt,e fi~ paJ( Of th~ ~~80. Mati eacli , ·._ - llf~vi~r,'.s mother suggests that becOming an
1

" ...~mern to the person wfio _ ., .J~ "~'• :\- . _ !; . ·. , ~ ~; ,. ,. , , • tnd~pendent perso~ will be dangerou
s_ for
. ( ~ S ,rtQffl)
AnaSWilél -~/ _.:_ . :·,.. - Xaviar. In groups_, d1scuss these quest1ons
a. . related to this point.
Wood 1
,.~. - ·
b. Dr. 1. What dangers might ><aviar experience if he
c. xavw ·· · · decides to travel the wortd?
1.

2. -I then y~~ PutJtb!,? in t~e , , .

case "' call 911. · · ··, ,
used to focus on the theories about
'lb/ alergies JlaPPen.
1 - l f we raise a child whQ is confide11t ., · '' tacé if he has !his experience?
•
2•.What dangers might Xaviar experience if
·· -~he decides to go to college?
3. Think of one more common lite
experience. What dangers might >Caviar

4.·

5.
-lt
~~happy with,hif!!sell, hopefuUy he11 beN!!
J.- .

-lt's
'!' ,l l'lr)ldifferenl QíOUps, complete the
Xavj~r's mother says that sorneJ~ ple
·

is very ¡ . • . _ Jo ~ re~ y f~ an, ,,. • . ,. ~think food allergies are not r,.ab Discuss
..: . ..~ ~/ · ; .,.{_~'f> 1', · ~"-~wtwyp~ pt,mightthink~ís:··:
a ~ nation of 11-Jl\'!.-~.~~d~~- < .,~, 2. ,iTh~e days, people often use ~cial
~ -
~~:'r

··. st11ff we·go throlJg~q

1
,\ , •. . - ~~· media to spread a message. Discuss how
- - '• .· · · l ··•· you could use social media to persuade
>l .
6 • -.

· . The . ... · Jh . say. ' ,IJlal•~ur

~ . IS ~ .x,~·~ · ) \,. ., · . ·ti
·/ .t
· e_,· • . . ·' ,that p.eople,that food allergies are real and
they should be more careful. When
11
( · , · ·, .':_ -~f. ·_· .. -·. you have finished discussing, share your
,. "-t- "f .• ft•. '.~ ·♦ I . -.-, · . .
ideas with the class.
;, ,.
~.·...... ·1,--·.\i.+· ~ i' '(•.· ··.'•·
~- .., - .• , .' t'
', . '
:· ,\, 't ..

t- .; ,." ... ; .~~ t,./1·'

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l tJ '\;. '
' ·,
. -~
l
•

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, . l il i , _~
i

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o
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111
Q
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a D
CI
I' CI

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e a ICI 1:11

11
mr;i:irn ffiill l]fiTii}il f'J:iifl
i!Jitt:Wffilll [(J!G~
O \l_¡ljJJ¡¡¡!!lllrni'iat:Jl!l!IW!J!)ffilm!lru
• OOl!I llmlmrnl'll!IZ!I WIS@fi
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Ult)jirmJW

ilO GO~l!S
A. Speculate about a Mystery
B. Oiscuss Why People Study
the Past
c. Talk about Solving Mysteries
o. Oiscuss Theories and the Truth
E. Describe a Physical Object
 GOAL Discuss W hy People Study the Past
Listening
Look at the list of famous people and choose two or three that you are rn
. t· d h ost
1nterested in learning more about. Then , 1n someone
. w o chose difiere n1
people and take turns giving reasons for your eh 01ces .
• Akhenaten , a pharaoh from Egypt • Florence Nightingale, a nurse

• Claudius, an emperor from Rome - . Mozart, a music ian and cornp oser

·• Edgar Allan Poe, a mystery writer • Pericles , a politic ian frorn Greece

Listen to the conversation and choose the two correct answers for each
question . Then , listen again to confirm your answers.
1. What do the speakers say about the book?
a.. lt d iscusses people's deaths.
b. lt has just one chapter.
c. lt was published in Egypt.
d. lt was written by a doctor.
2. What do they say about Akhenaten?
a. He did not look like most people.
b. He had a lot of treasure.
c. His child was also a pharaoh.
d. His family faced many problems.
3. What do they say about Pericles?
a. He died from a well-known disease.
b. He d ied when he was 25 years old.
c. He was a soldier and a politician.

d.1- He was from the city of Athens

01
4. What do they say about the people
Athens?
a. A quarter of them d ied .
b. They had long and unusual heads-
,c. Their disease caused vonnitinQ•
d. They were poisoned :
. 5?
5. What do they say about ClaU d ,u ·
11ack
a. He had a fever and a heart ª bodY
sof118
b. He may have b een killed bY rt. 1 1er
was a
c. He was a doc tor befare he (lle
\ rs of fW
d. He was one of the empero

132 Unit 10
 . the quest1ons in groups .
01scus5
_ would you l1 kc to read thc bool-. thé\t th c• sµcnkcrs dis l' lJS<'t'd ) Wt,.., ,
1
Do you th1nk it is likely t11at fu turo sc1ent1sts will solvo ,1ny uf tllt , 1n! ·<1,, .il
2· ysteries d1sc ussed 1n the book? Why?
111

pRONUNCIATION: lntonation for Lists

Vhen saying a liSI of th ings. sp eakers ofte n say or or and bc forc the last 1tom 1n
~he list 10 show that the list is a bout to fi nish. In these cases. the tirst itcm s in tho
; 51 will have a rising intonation, and the last ítem will have a falling intonatron
- ~- ~ ---- "--j
e.Q. we don't know when he died, wh ere he died, or how he died.

!n some cases, the speaker may leave the list unfinished . In these cases. the last
1tem in the list will also have a rising intonation.
-----~ - -4 ______-4
e.g.. We don't know when he died , where he died , how he died ...

(lf'iD Listen to the information about intonation.

JtiD Listen to excerpts from the conversation in B. Circle the phrase that
~ ompletes each list. Then , mark either rising or fallin9, intonation.
1. ... chapt ers about people like Christopher CoTumbus, Beethoven, Mozart /
and Mozart ~
V,.'( ¡~ 1'j... ')...,
2. .. . sorne leaders from the ancient world, including Egypt, Greece, Rome /
and Rome ,,
- '
3. . . . statues of Aknénaten show that he had an un usual tace, body, legs /
and !egs
4- •. . the d isease had many nasty effects , including vomiting , headache, fever /
and fever

- - - - - ---
GOAL CHECK Discuss Why People Study the Past
~-th
s: de end of the conversation, the man says, "I wonder why people spend time
·~ Y1ng the Past." In groups, d iscuss sorne reasons why people do th1s

Mysteries 133
~ GOAL Talk about Solving Mysteries
Language Expansion: Mystery Stories
i Complete the text with the correct singular or plural form of th e words in bold

• A character is a person in a story, • A detective is a person who t

. n~
a movie, or a play. to f1nd clues to solve a crime.

• A clue is a piece of information • An investigation is the act of

that helps salve a mystery. looking into a crime to solve it.

• A crime is an action or activity • Evidence is information that ans

that is against the law. a question or solves a crime. Wers

• A deduction is a specific idea • Proof is information that shows

that is based on logic and evidence. something is definitely true.

In 2013, a mystery story called The Cuckoo 's Calling was published.
This book was apparently the first novel by a man called Robert Galbraith.
Like most mysteries, the main ( 1) - - ~ - - - - in the book was a
(2) - - " - - -- - trying to solve a (3) ' . As part of his
, the detective looked for severa! ( 5) _ _ _ _ __
to explain what had happened. After he found sorne (6) _ _ _ _ __
about where and when the crime took place , he made a correct
(7) ~ about who did it. People liked The Cuckoo 's Calling,
but it did not sell many copies at first. Soon after the book was published,

Lello Bookstore, sorne people said the writer was actually JK Rowling , the author of the Harry
located in Porto,
Portugal, inspired
Potter stories. As soon as there was (8) f 1 o ::, , ., that this theory
JK Rowling's was correct, sales of the book increased by 4
,000 percen t .
writing of the Harry
Potter books.
 n,ar
GrarTl
ctauses
NOlJ "
uses act as nouns in a sen tence. They usually
..¡aun e1a ( . Ttie cfritac:11IW:, darJ nrJ' vr ',11 who did lt t
hiS pattern: wh - word + sub¡ect) + verb + (object)
•ollOW I _ - - -- lhey d 1cJ know when and where lt happencd
NOUíl elauses can act as the subject of the sentence when
me befare the verb. Where it took place 1s a complP.18 rr r:u /
ttieyco
-
- n clauses
NOU
- - - - - - - - --------
can.. act as an object when they come alter a
Why she committed the crime ,,, unl-'nr.,1.n

1 found clues that expla,ned why he dld it

verb ora prepos1t1on.
but I have no ideas about how it happened
-----
ORead th~ information about nou_n cl~uses. _Then, underline the noun clauses in
the text ,n A and the conversat1on in C. Finally, compare your answers in pairs.

conversation
GriD In pairs, discuss which words from A best complete the conversation. rs o aso e 1
Then, listen and check your answers.
To figure oU1
José: Is tha: another book abou~ h_ow famous peopl; died, H,á~n.f someth,ng means
Hanna: No, 1t s one of Agatha Chnst1e's (1) e,
~ r, OV \ tories. to undersrand ,t
0 b y thmk1ng deeply
José: 1 don't know her. Is she famous? <
a bout il
Hanna: Definitely! She's one of the best-selling writers in history. Her most
famous (2) ...'..; ,, ~ -'--- ~ ~:. - is a (3) J .o..Jc c-l -.,C. called
l'
Hercule Poirot, who is great at findi_
n
-
_g (4) ~ P~'- .;J'-c-j,<'----c----- and 1)4f e u :s ;; zs e !$ ce.~

other kinds of evidence. ' ~ ~

We use Me, neíther
10 agíee w1th a
José: Oh , it's a mystery story? 1 don't like those. 1 can never figure out who negarive statement or
did itl the prev1ous speaker

Hanna: Me, neither. And I always wonder how mystery writej s come up with
their ideas. Still, 1 love reading their books. Anyway, do you like any
other kinds of books, José?
I ~~
QComplete the tasks. { ' .
1. In Pairs, take turns practicing each role in the conversation:
2
· Find a different partner. Extend the conversation by adding two new lines
each for both José and Hanna. Then , practice your extended conversat,on
and Present it to a different pair of students.

~ - ---
GOAL CHECK Talk about Solving Mysteries
~ ~~ d .
e, ,v a mystery story you have rea or a mystery mov,e
Ps , take turns talking ~ bout
,,h 8 Show You have seen Explain what happened and how !l happened, ~ho d 1d 11.
iO olved ·'
the mystery, how they solved it, and so on ·

Mysteries 13S
 GOAL Discuss Theories and
Reading
the Truth
\ Before reading , discuss these questians in
1 1
groups. Then, read tt1e first paragraph af the
text and check your answers.
1. How far is the moon from Earth?
t ?
2 . In what year did the first huma1 1 step on the
moon?
3 . In what year did humans last visit the moon?
4. In total , how many l1urnans have visited the
moon?
Read the text. Then, write T far true F far false ar
NG it the infarmatian is not given.
_ _ _ 1. One q uarter of people in the warld
think the moon landings were real .
- ~ )"- 2. Sorne people believe that winds
blow on the surface of the moon.
3 . The flag seems to be moving because
- -- of a probl em with the equipment.
-r
4. Astronauts on the moon could see
--- stars , but their cameras could not.
5 . Believing in conspiracy theories
- -- gives sorne peopl e positive feelings.
In groups, discuss what mast interested yau abaut
the text, and why.
GOAL CHECK
In g roups, read the statements and discuss whether
they describe a theory or the truth.
• Humans have landed on the moon severa! times.
• Aliens have already visited Earth .
• Human activity has changed Earth's climate.
• Technology companies spy on their customers.
136 Unit 10
Ba~ :..
to the
,.;11oon.
t\t.
on July 16, 1969, the Apollo 11 rocket
was launched into space. Sittíng inside
were Neil Armstrong, Buzz Aldrin, and
Michael Collins. After a journey of around
238,855 miles and almost 110 hours,
Armstrong and Aldrin became the first
hurnans to step onto the rnoon and on the
surface of another world. Over the next three
years and five months, five more rockets
traveled to the moon, and another 10 men
stood on its surface. Or at least, this is what
most people think.
Sorne people, however, have a different
idea. Their belief is that humans never
traveled to the moon. They feel that all of
the evidence for the moon landings is fake.
How rnany people believe this conspiracy
theory? Sorne people may not want to admit
they believe it, so the true number is in doubt.
However, research suggests that up to one
quarter of people in sorne countries think thª 1
hurnans have never visitad the moon.
These people mentían details that support
their opinion. For example, they mention two
points about videos and photographs from
the moon's surface. First they say these
. ' . 1
pictures show flags moving in the wind, bU
there is no wind on the rnoon. As a result,
they argue that these pictures must have
b~en taken on Earth. They also say that ¡t,e
pictures show no stars in the sky, so th ªy
could not have been taken by astronauts
standing on the surface of the moon.
 hese P-oints ~ffi:fm the moon[Í~iid1ngs
oo t F?~en? iíhe- E:JiT§\!~'efi ,s no. iTtie piece of
~ n~~:~¡ng the to~ of tne flag ~tsfaamaged.
ioe18 not ?traight, so tne H_a¡_cp.ul~i'n~t ~ang
5
• ~ t,t dolfi"· As a ~s~!t, 1_1tilooks hke ,t 1s moving.
s!f81~ 0 stars .?-fJ'i:~e1seen ~n the photographs
~od use the sun·1s very bright on the moon.
~o bright, in fact, that alt~ough there were
~ASA, tho Na1ionat Aeronautics end Space
Adminlttratlon, has ..lct II wUt 1tnd numans to
tha moon eg:ain. Tho cumml plan is thal th1s wlU
happen within tho next 10 years. Oopending on
~hat you thínk, the next trip to thG moon will be
81ther the saventh or u,e v"ry tiraL
conaplracy theory • bellet Umt on ovont Cid no1 nappon
1h8 way most people tt\ink

~:res.
ft stars in the sky, they d1d not show up in the
so, there is no doubt about the moon
rndings: they did happen.
astron■ut a person who traveis tn&o tpoco 11'1 e roctel

ttowever, why so many people believe

oonspiracy theories is much more of a
rrr¡stery. Aesearch suggests there
might be several reasons. First,
~fe in our modem world can be
difficult, and people may feel
their lives are uncertain. This
leeling can make people very
uncomfortable. Conspiracy
theories can give people a
feeling1of certainty, which is
attractive. In addition, people
who'believe conspiracy theories
may feel they have secret
knowledge that other people
do not 1have. This is also an
attractive feeling.

Susier,btue blOOd full moon over water

■.;;;.--~--.!!l!s~te!~ries 137
boAL Des crib e a Physical Object

Communicati on
D Read the two descriptions and look at the photos. Then, in pairs, discuss Which
text describes which photo.

that have hales

1. This objec t looks a little bit like a ?all. lt has ~bout twelve sides
lt seem s to be made of
in them and many small round th1ngs that st1ck out.
ximately in the
a golde n metal. lt is about 1.6~4.3 inches . lt was made appro
second or third century ~q in Europe. There is doubt about why and how
people used it.
that looks like
2. This objec t looks similar to an airplane. lt has some thing
back. lt seems
eyes on the front, wings at the sides, and a tail at the
in South
to be made of gold. lt is roughly 2.3 inche s long. lt was made
what it is and why it
Ameri ca almost 1,000 years ago . People are uncer tain
wasm ade. +vi.J· •1

IJ In different groups, read the statements and discuss how likely each one is.
Then, come up with other ideas.
< lt might have been a type of
• lt could have been a children 's toy. ,,,1 •

1 • lt may have been a piece of mone y.

jewelry.

Roman Dodecahedron Ouimbaya Artifac t

138 Unit 10
 ••••UNICATION SKILL: Describing an Ob
~~ ' ' J~
ou describe an obJect , your goal ,s to hel
, nenY . d P other peopi ,
,1 dS T o do th1s, you nee to describe deta,ls su h ,e QE;t a p,ct ¡re vi 1t r 'r ''I'
•• n . . 1. , d f e as the ob e
.,or. th e rnateria
. ,t s ma e rom , and so on
· 11 e ob1ect ha l et s shape · s1ze
th .
· ',
, AirJrt
·:J
\,
should describe !hose as well. s spec,al or unusudl teatures

are not certain about specific details or not

; you . . sure how to d 'b
:ague 1anguage 1n your descnption : eser, e a teature, use

lt's about as big as a baseball. / lt weighs roughly 1

wo pounds.
11 seems to be made of metal. / lt's a sort of redd'ish-go Id color.
11 has something that looks like eyes on the front· ¡ 11has 1'-111e round th,ngs
.
that
stick out.

0Read the information in the box. Then , reread the texts in A and complete
statements 3-6 with your own words.
1. The first sentences of both paragraphs give a descri17tion of what t he ob·ects 1001<: i<:e
2. The second sentences give speciflc details about the object s
3. The third sentences _,," 2 ',- ~ · ~- ' ·~' ,, .) ,- • : -, <:. < ')
1
4. Thefourth sentences ?iv.f. 1<',¡ 0 , Y't\O.JI_Ov) =" oO'..J ... · ·• 1 -r pi( ,i.:.e,:.C

\.>\" ~ o '~,. ¡1'}-( r 'rr :)- r , "r' - ,.J:J j.)

5. The fifth sentences
,,
.'.'\\ v¿' 1 '1 -- _,, . ~
)

6. The final sentences _,

Writing
[:J In pairs, choose an object in your classroom and write_a description,_ but do not
write the name of the object. Share your description w1th another patr of students.
Can they recognize the object you described?

--
~ -- - - -- -~~~~cal Object
~ GOAL eHECK oescn . f It that does not mentían ils
n,nk ¡
narn o an object you know well. Write a
description H many of
'thout usinQyour notes. ow
°
~e/ ·Present your description to the class
th
w1 u described?
Classrnates recognized the object ªt yo

Mysteries 139
 In grou ps , discu ss what you know abou t ancient a. carne up with the first system of writing
,
, b.. created the first democracy known to history
Mes opot amia , Egyp t, Gree ce, and Rom e. Then
dísc uss whic h cultu re is repre sente d in the c. deve loped three different kinds of colurnns
mus eum in the phot ogra ph .
d. had a big impa ct on the vocabulary of
l In the sam e grou ps, pred ict whic h two statements English
f rom a-h desc ribe whic h ancie nt socie ty. nd th e
e. had a majo r influe nce on astronomy ª
n and law
1. Egyp t ~

nd
1:-., and <- f • influe nced langu ages like Spanish ª
2. Gree ce Portu gues e
f and
3. Rom e ~
\ and g. intro duce d the 24-h our day and 365-daY
4 . Mes opot amia year
. to fieldS
h.~invented usefu l ways to bring water __

I
 Watch the first part of the vide o.
Check your answ ers in B .
' Watch the seco nd part of the vide o. Com plete
each sentence with the word the spea ker says .
In groups, disG1:1ss these ques tions . Supp ort your
1. lt was locat ed betw een two maio r ideas with reasons and exam ples.
' \n. ~< : the Tigri s and the Euph rates .
1. "The story of writing, astro nom y, and law ...
2· lt was a
good plac e for farm ing beca use of its the story of civilization itself begi ns in one
.
el1mate and lots of fresh r ._¡ 0 ---\ e ✓ · place ." Wha t does this quot e mea n? How is it
3 Pe 1 ..,,--...o'.} L~-.. - relatad to the video?
· op e there sta rted living in -2.:...!.'._::__
arounct 6 ,000 year s ago. 2. Wha t rnystery do you think the vide o
\ i
4. The . covered?
ernp1re had man y 1 ) .., but its
' '
Peop\e also built pala ces and temp les . 3 Why do you think peop le still stud y thes e
· societies and learn their lang uage s?
5. ' he society deve lope d an adva nced
- - - - - - of math ema tics and a st ronorny. MV WOR LD Wha t ancient socie ties exist ed in
6. The ""'o t . the area where you were born? In what ways have
.
el ·'' s 1mpo rtant innov at1on th·1s socie ty those societies influenced the mod ern world ?
eve\oped was prob ably \ ', -·
 . ._r

Elementary se hcibl
· stude
...---=-- ·· · .
rovince, China,1a , •1 ..... -
leear · m•
' . fÍ,

irtual reality
 .
~~ji• ...
. e tioto ani1 ■ hiow iijterested are you tn ■ Do you think VR techOOW(1Y can
Lºº ·ons: wirit~Jreality (VR)? Why?
" .· . help people learn?
aos .¡ ',• ..

UNIT 11 GOALS
. li hnology and Learning
A. D1scuss ec
e. Talk about Learning
. Educational Choices
c. D1scuss
ut the Value of Play
D. Talk abO .
. P blems and Solut1ons
E. oescnbe ro _ , . ,
f GOAL Discuss Technology and Learning
Vocabulary
. . h
In pa1rs d1scuss w eth er yo u need to add -a' an,
-e
or nothing to complete the
- - .
definiti~ns. Then, compare your answers with another pa1r.
1. Something academic is connected to 1
education or studying.
2. To achieve something means to reach ~ goal after a lot of work.
3. To attend a school , a college, or ,,, f' event means to go there.
4. To concentrate on "V\ idea means to think about it very deeply.
5. Confidence is a feeling of nñ ·~ trust in somebody or something.
6. A curriculum is ali of the tapies studied as ,-,cr @' , part of a course.
7. A degree is o. qualification you can get after studying at college.
8. An expert is a person with a lot of __._;__ _ _ knowledge about one tapie.
9. Motivation is a strong feeling of _ _ _ _ interest in doing something.
1O. 1\ ¡ ◊~ '-" ,-,) j training is teaching or learning skills that are useful far life or work.
--,: ,r(' .. ,~
O In pairs, expand your vocabulary by learning the verb form of ¼ oti~ation and
training, the noun form of academJc, achieve, attend, and concentrate, and the
adjective form of confidence. '
~ - .
'- '
'\
\ .. --
./0 (\\ "\.:.
.:_, ..)~ \ • . ' " "\ " ( 1 '
0 In new pair_
s, complete the text with words from A or B. Ch eck ~our ans: ers with
another pa1r.

A digital native is a Technology is now part of m t

person who has used
technology from a
very early age .
d . Ed os aspects of our daily lives including
e ucation . ucators are using com t ,
technology more and T pu ~rs, apps , and othér kinds of
more. he reason is th t d
are digital natives. Sorne of the . . a many students these ays
when learning from a screen thm may f1nd ,t easier to (1) _ ' _ ·_ _ __
(2) -rthat th an from ª book. They may also feel more
. ey can trust wh t th .
th1ngs can help them (3) "' " a ey are learn1ng. These two
outside the classroom . --.:::.._ _ _ _ greater success both inside and
Tec_hnology brings another bi . . \ ' ~
educat1on and high-qualit (4) g benef1t: ,t helps more people get a good
money to (5) JY "'" ~ . lt takes a lot of time and
institution. But with te h college or another (6) ,
(7) e nology, People _;.:_¡_ _ _ __
. . ·'- '- when it is co _can st udy online for a college
pnce. And in fact , technology nvenient for them and for a much lower
free. Sorne · .. makes it p · . for
univers1t1es have u I oss1ble to get a great educat1on
sorne programs to the inte p oaded the entire (8) far
can study th rnet. So Peo 1
.d e material on their o , Pe Who are highly (9) ~
w1 e range of subjects frorn A :;and become an (10) t:- - in a

144 Unit 11
 uld Have
Have , Should Have, an d Wo
could sa y
uld have + pa st pa rti cip le to 1 should hav8 d one a dc grc c onl1nu
.
ng wa s a 1nstead of attend .ing a colleg e ,n ano thH
. use shº (or not do ing ) so me thi · •
¡hat do1n 9 state.
---- -1
ood idea. - - - - - - - w1 ·th --- - -- - -- - could ha-ve
1
/
rtic ipl e to say that motiva tion, he

j
~ uld hE ve + pa st pa mo re
use co . cess . /
_-1- _ª_c_hle_v_ed_ ~ '?~~f-~uc
sorn ethin_g_ w_a_s _p_o_s_s1_b_le_._ _ _ _ _ _
m~
to say I think Tim would have beco
use would have + pa st pa rtic ipl e _os_e_t_º_ - -
ly to ha pp en or an expert in math, but h_e_c_h
t sornet hin g wa s like concentrate on his tory. _
eth ing .
:O~ebody was likely to do som

on. Then , circle examp les of cou/d have should

1:J Read the grammar informati '
sentences below.
have, and would have in the
ha ve sa ve d
us ed my ph on e to fin d a discount code . 1 co uld
1. 1 should ha ve
money.
't have hurt my leg.
uld n 't ha ve go ne ru nn ing this morning. 1 wo uld n
2. 1 sho
en a good artist , too .
my pa ren ts we re gre at at art, so I co uld have be
3. Both of
I wa s going to be late.
l'm sor ry tha t I did n't .
ha ve tex ted yo u tha t
4. 1 should
ed the test easily.
ha ve stu die d ha rd er in class. 1 wo uld have pass
5. 1 should
bo ld ph ras es in yo ur
k, co py the se nte nc es fro m D, bu t rewrite the
[J In your no teb oo
ntences in pairs.
own words. Then, share your se

11 GO A L C H E C K Oiscuss
In groups , co mp let e the tas
Technology and Learning
l<:s.
A yo un g stu de nt
uld have do ne five ye ars
tur ns sa yin g wh at yo ur sch oo l co uld ~ave or sho tes ts ide as at
1. Take
olo gy mo re effect,vely. a ne w rob oti cs
ago in ord er to us e tec hn d lea rni ng . ce nte r in Kie v,
ive an d ne ga tiv e ex pe rie nc es of tec hn olo gy an
2. Share yo ur po sit the future . Uk rai ne .
s ho w yo u thi nk tec hn olo gy will aff ec t learning in
Discus
1 m] GO AL Talk about Learning
Listening
nd how much you agree
In groups, discuss what each saying or quotation mean s ª
with it.
• Practice makes perfect. (traditional saying)
• Play is our brain 's favorite way of learning. (Oiane Acker man)
. (Henr y Ford)
• Anyone who stops learning is old, wheth er at twent y or eighty
e the world. (Mala/a
• One child, one teacher, one book, and one pen can chang
Yousafzai)
to fall. (traditional
• lt is not enough to learn how to ride; you must also learn how
saying)
learning that you
0 MY WOR LD In pairs, discuss any sayings about educa tion or
know or ones that you may have in your country.

[:1111 Listen to part of a talk. Take notes. Then circle the correct option.
1. The speaker is probably a ...
, former educator. b. univer sity student.
2. The best title for this talk is ...
a. Research into Learning. b. Effective Skills for Teachers.

A student takes 3. The speaker suggests that learning styles ...

a break from a. are something that few people b. may or may not be something
studying for an know about. peopl e have.
exam in Anhui,
China.
 eaker explains that getting enough sleep ...
fhB sP
4, n help people exercise more b impro h
11 • ca
· ves ow well people
often. remember.
~e Sp eaker suggests that language learners ...
~ arn more ·t, they repeat what 6l· may benef1-11rom 1earn,ng
.
a. le while
th8Y hear. working out.
_ According to the speaker, effective practice ...
6
a. can be done i~st once or twice b. should be done frequently but
but for a long t,me. for short periods.

pRONUNCIATION: Enunciation

Enunciation is the act of speaking clearly. Listen to this sentence twice: once
spoken normally, and once enunciated clearly.
They should have spent more time studying far their exams.
Notice how the words were clearer the second time because the speaker:
1

• said the beginning and end of each word clearly.

¡ • paused slightly after each thought group.
1
When you enunciate well, people will understand what you are saying more easily.
Research suggests they may better remember what you said, too. Learning
how to enunciate can help you communicate more effectively in English and / or
achieve a higher score on a speaking test.

l:JlliJ Read and listen to the information in the box.

QIIJ Listen to the sentences. Check (✓) the ones that the speaker enunciates
Well. Then, in pairs, take turns enunciating ali of the sentences.
1. He was planning to attend a training course next week. _/ __
2• 1would have done better if I had felt more confident. - - -

3· She could have gotten a degree from a great school. - - -

4· They were going to talk to an expert about the tapie. - - -
S. We should have concentrated harder in grammar class. - - -

,~
~
Qroups
AL CHEC K Talk about Learning
.
· discuss these questions.
1· Wh ·18 · that the speaker in C
d' at the most interesting thing about learn,ng
iscussed? Why?
2 d arn after listening to the talk? lf yes, what
· 1/vilJ You h
v../ e ange how you stu y or Ie . h ?
,11 You change, and how an d why will you change ,t? lf no, w Y.

learning 147
~ GOAL Discuss Educational Choices
Language Expansion. Educational Cho 1ce s
Read the text. Then , complete the definitions w1th a I:' 1
word or phrase.

During their lives, people make many choices about U1e1r educat1on
Mosl young children at tend the closest public school, but parents who can
pay tor prívate school may choose to send their chil dren to one. lf it is a
boarding school, the child wi ll live there, too. Sorne other parents may feeJ
that homeschooling is the best option far their children . Between the ages of
16 and 18, most students start thinking about going to college and gett1ng
a degree. They must decide whether to go, where to go, and when to go
These days, taking a gap year is popular because students feel they will
have life experiences that will help them in the fu ture. When students enroll at
a college, they choose which subject to majar in: business and economics
are popular majors these days. Students also need to choose whether to
live on campus or not. Finally, continuing edu cation is growing more popular
because people want to learn useful new skills; so, even adults in their thirties
or older may need to make educational choices.

1. _______ education available far adults

2. - - - - - - - when parents teach their children at home
3. traveling and working befare college
4. a school run by a prívate company or organization
5. a place where students live and study
6. buildings and land that are part of a school
7. to specialize in a subject at college
8. to start a program of study at a school

Boys from Eton College in the UK taking part in a traditional event