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TheneweditionofWorldEnglishusesrich,engrossing Nati0nal W0rldEnglish featuresanexplicitgrammar syllabus, with
Geographic photos,
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students grammar
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People
andPlaces
AbrutthePhoto
This photoshows reindeer bernq
hefded across theSiberian snow
rear0ymyak0n, Russra-the c0ldest
pefmanently nhabited settlemsnt ifi the t .
!v0rld.Where welrveanditsgeography
andclimate drrecty aifecthOw welive,
ho\4rwemake a living,andwhat we
eat. Reindeerhurtlng andhusbandfy :, .:
have always been theifadtionaway !.:: i.
0lllle0llhe n0madic peOple 0lSiberia
because theland there,thetundfa,
carn0tsupp0rt cf0ps 0f0lher animals.
Th€reindeer pr0vide theinhabilants wilh
f00d.cothing, andeven shelter,
astheir
hides areusedt0make theienlsinwhrch
thlrpe0plellve.Thisph0t0 waslakenby
Amerlcan photographer Dean C0nger,
\'/h0worked forNational Ge0graphic Jor
thrriyy€arsb€lore retiringin1989.
. lntroducelhetheme 0ltheunit.Call0n
sluderts
t0telltheclass ab0ut allthe
places
they have lived inlheifllves.
. Directstudents'atlenli0n t0tnepicture.
Ha\/e
sludents descrlbe what they see
' Have students w0rk wltha partner t0
thequesl
ans\eef ons.
. Compare answers withlheclass.
' Asklhese questions oraly orby
wrtingthem 0ntheboard l0rsludents
loanswer jn pais.What aresane
goodthings abautour city?What are
sonebadthings abaut outcity?
' G0over theUnitGoa swiththeclass.
' Foreach goal,eiicitanyw0rds studerts
already
know andwrite th"monlhe
board;
iorexampie, vocabulary lo
descrrbe andplaces,
cities activities n
reas0ns
ciles, {0rI klng aplace, etc.

Pres€nt perfect
tense vs.present
perlectcontinuous tense Interviews whypeople
about
Human beiagshavelive.lon livewhere do
they
these islandsforthousands
otyeats.
So+adjectlve+lnaf
It'sso dryherelhatwater is
brought in antrucks.

2 i l f , l l T! ; P e o p laen dP l a c e s www.frenglish.ru
 www.frenglish.ru
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 Vocabulary
DiscussReasons El Read
thetextand wodsinblue.
roticethe

forLivingWhere Whyd0people move t0 oewplaces? people

Longago,a,rcient wanted to
YouDo jnhabit places
inthesame
withplenty0ff00dandotherfesources.
wayswed0nowrfarming, hunting
These
or herding
gott00d
people
0rtishinq
animals,
Vocabu
lary if theylivednearwater.
Because l0rfood,overcrcwding
0icompetition wasonereas0nearlypeopl€
[l . Have studentslookatthepicture Woman walking
withcaruo
moved. Theysometimes walkedverylongdistances
0r r0de0nanimals,0r
anddescribewhat theysee.Ask, Peru
inlheAndes,
theywould sailacross
theocean.
Doyouthinkthisis aneasy place
people
Nowadays, modern maymove insearchol empl0yment
0rab€tter
tolive?What you
do think people gr0ups
climate. Themigrati0n0tlarge ot people
mayoccurbecause 0l
doherc? Weotlenlse lofandri4cewilh econ0mic problems0ralackofloodoftraterPoliticalproblems
canalso
. Have studentsreadthetext.Tell lie pBsonlperfecl
tohlk aborJt
cause peopleto migrate.
lhem topayspecialattenti0nt0the honlongasituatorhaslasted.
vocabularyinblue. inyournotebook.
B Wrilethe wordsinbluenextlo theirneanings
. Goover lhenewvocabulary. l. lo liveina place
inhabit 6. ajob;workemploynent
g. Have students
work individuatly 2. travelin
a boateail 7. veryolda^cient
towritethewordsnexttotheir 3, catchingfisifiehin6 foranimals
8. caring h€rdir4
meanrngs. 4. moving toll,W!",on g. t0nappen
lromoneplace occur
. Havestudents
compare answers '10. government
politcal
5. killing huniing
anjmalsforf00d relating
t0
witha partner.
. Check answers. perfeci
Present
Grammar: vs.present
perfect
continu0us
tense
Grammar Form tbepres€ntperfect
with:Subject + l|asrave + Seanhasmovedfivelimesiniis lite,andheplans
t0
. Review (not)+ pastparticiple
ola verb. move nexlyear
agarn
thepresent perfecltsnse.
Ask,What have youdonesoIar Usethepresent perlect
lo talkaboutthings that: 1. ProlassfiBromhassD0kan Swahlll hewas
since
week? ll necessaty, 1. beganinthepastandcontinue untilnow. a child.
today/this 2. Wo'vo thisyealand
hadthreebigearthquakes
2. havehappeled severaltimes.
review itsformatron. Gooverthe pasttimeaadare many peoplehavelett.
3. happened atanunspecilied
uses inthechart. connectedwiththepresent. 3. l'vealready
Batan s0l'lljuslhave
breaKast, sorne
. Introduce thepresent perfect colf€e,
olease.
progressive lense.Poinl outthat Formthepresentperfrctcootinlouswith:Subject
+ Lr[n hrsl8er stayln0
withhercolsins
whileher
it isused toshow thatanaction has4nve particlple
+ bun + prcsenI (.irglorm)ofa verb. areinEurooe.
oarents
isnotfinished oristaking a long Usethepresent perfect
continuoust0 emphasize: 1. lhey'vebee.tryingto improve thecjty's
time.Elicit examples fromtheclass 1. thatlhingswhichbeganinthepastar€uflfinished tnnsportalionsystem, get
butit'sstillditficultt0
byasking, Whatprojects have 0rtemp0rary around.
youbeen$/uking onthatarcn'l 2. nowbngsomethino hasbeen inpro0ress. 2. ll'stool nlnlngallday.
finished? \l'vebeen knitting
asweater/painting myrorsd,etc.)
. Point outtheuseoflotandsince
withthepresent perfect intheWord 4 Unil 1
Focus box.

Word
Bank: Grammar: perfect
Present tense
conlinuous
leatures
Geographical Thepresent perfect
continuous
tenseisused t0emphasize
coast moun_lains the0ngoing aspectolanactivity
thatbegan inlhepast
and
deserl rainforest Withcertain
stillc0nlinues. verbs,such as/lveand w0rf,the
presentpertect
tensecanalsobeused withthesame meaning.
(fertile)soilriver (l'vew1*ed hercI1t10yearc.
=I'vebeen w1rking herefor
lorest savannah 10years.)
grass valley Theprssent perfect
progressive
tenseisnotused withstative
taKe uehs. (t've known
been-tffie#ing hin sincet wasylung.J

4 UillT1: Peoole
andPlaces
www.frenglish.ru
 www.frenglish.ru
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Explain
WhyYou
Plan
toSlayor
Leave
Listening
El . Havestudents l00katthepicture
anddescrjbe whatthey see.Ask,
Would youliketoliveherc? Why ol
why not?
. Withtheclass, briefly
reviewthe
reasons studentsga\/eattheendol
theprevious lessonforwhy theylive
where theydo. Listening
. Have Rankthe
reasons place
forlivinginacertaln (1= mostimportant),
and
students readthedirections [@
addonemorcreason.
Share witha partner.
yourrankin0s
andrank thereasons. Tellthemto
' addatleast onemore reasontothe - theclimate - one's livsdthere
ancestors
Iist. - having
family
members
nearby- quality
environmental (clean
air,
. Dividetheclass intopdnandhave water,
etc.)
themcompare theirrankirgs. - employment
opportunities
. Call0nstudent pairs
tofead their
topthree reasonstotheclass. fl!@ to peoptetalkaiolt
Listen where thequesfiofls-
theyljve,andanswer
Discuss simllarities
anddifferences
inanswers-
B . TellSiudents
lheyaregoingt0hear
lourpeople
fromlourplacestalking
about where
theylive.Have
students
readthequesti0nsinthechart.
Tell Hi' ?a?ent1fioved lhere for
them tocomplets
thechartasthey
listen. Tneranchha' beenin her farnity
.Playtherecording. f[
far over 1 OOyearc.

. Have sludents
compare ans'r/ers Hecane to ieach Enqligh.
withapa.tnerPlay therecording
again.
. Check answers.
OB@ Listen Dothsspeakers
aqain. any0llhereasons
mention trom
exercise
A?Whichones?
Gl . Tellstudents
t0listen
again
t0the
fourspeakers
andidentify
which
reasonsfromAarsmentioned. 6 Unh1
. Playtherecording
again.
@
. Check answers.

6 UillT1: People
andPlaces
www.frenglish.ru
 www.frenglish.ru
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 Expansion:
Language Climate
Describe
a O Match withtheplaces
theadjectives
to h€lpyou.
ljseyourdictionaty
theydescribe.

NewPlace pla0es
tropical tiat receive
verylittlerain
Language
Expansion bnper|le places a laroe
tiat receive amount 0frain
. Havestudents lookatthepiclure snowy wilh
llaces seasons
distinci are
that
anddescribe whattheysee. Ask, rainy never
extremelyhotorcold
Whatbthev/eather likein lhis arid places
thatrecoivea largeamount 0fsnow
plclure?
Elicit weatherv0cabulary higid coldplaces
extremely
hot,humid places
nearearthb equator
andwriteit ontheboard.
fl' Have studentsworkindividually
funaftrl6e rcmesoft(inafts Flp)4))r'z2st/tzz)lt,2t4attt.vh2btaJzrtzrb.Drlr.Dclttt/2ro,t
ahas - NewZealand ..
withthedefinitions.
Suggestthat a A hot,drydayinGhana, 1]rdonee a tropicalclimate. {. _ ias a rarnycllmale.
studentsbringagood monolingual Atrica 2, F.encehasatemperale
climate, 5.tlqpqqoiasanaridclimale.
orbilingual
learnersdictionary
to hasa lrigidclimate.
3. - hasa snowy
climate. 0. =-
classevery
day, orhaveaccessto 5\\,LzerUAa breerltand
' online dictionaries.
Recommend
specif
ic,suitable
dictionaries + ffal
So+ adjective
Grammar:
touse. Uses0+adiective tiat:
+ lhalt0ex0lain
. Check answerswilhtheclass. isquiteextreme
(1)a condition and(2)thalit hasa result.

g . Have Condilion Rosslt

studonts witha partner
|,vork
tofrndexamples {oreachclimate. Hewassotired ,hdlhele asleep thepillow
whenhisheadtouched
fheclinateis n dryhere llal watetis btoughtin onlrucks.
. Compare answerswiththeclass,
maklng lists
ontheboard,
thec0oversati0n.
O Conplete Useso+adjective + t al
Grammar Mla: Howwasyourtrip to Ghana?
. Tellstudents, Daniel:Gr€at!ButGhana hasatropicalclimate, soit'shotallthelime.
forexample, / ryas Mia: Really? Howhotwasit when youwer€there?
very,verytircdlaslnight.I wasso Daniel:ltwas{1) eohot th,t I didn'tmindtaking coldshowers
tiedthatI didn'twatch TVI was ev€ry day.lt alsofaineda lotwhileI wasthere.
sotircdthatI went tobedatten I'lia: Howrainywasit?
o'clock.Ask,Whowastiredlast Danlel;lt was{2} 50rajnvthat lcarried myumbrella everywhere
night? Howtircdwerc you?Elicil I werl.Thepeople inGhana wereverylriendly, though, soI didn'l
examples withso- that. mindlheweath€r
Mia: liat's good. Howfriendly werethey?
. Goover theinlormaiion inthe DaIiel:Manyofthemwer€(3) soffieidlvih" theyinvited meto
chart.Pointoutthatso- the;rhomes fordinnerrightallerlheymetme.I atesomewondertul
lral isoltenused lnresponse to home-cooked mealsl
questions withHow. (How coldwas
it?lt wassocoldlhat. . .)

8| . Have
sludents
work individually
t0 I UnllI
complete
theconversation.
. Have
sludents
readthe
witha partner
conversation to
compare
thoir
answers. Word More
Bank: climates
andolaces Grammar:
. Check Australia.
afid:c€ntral theSahara.
SaudiArabia So+adjective
+ thal
answers.
kigid:northern
Sibe.iaithe
SouthP0le(Antarctica) Thisconstruction adegree
iscalled
rainy: Chile,
s0uthsrn llawaii,
lreland complementandcanalsobeused
withadverbs:
HespeaksEnglishso
snowy: theAlps,
theHimalayas,n0rthern
Canada that
wU Wople thinkhe9Anerican.
temperate:oermany,Japan,
Korea,Turkey Ininformal
speechandwriting,
lral
theCong0,
tr0pical: theD0minicanRepublic,
Malaysia,
Tahiti canbeomitted:
I'nsohungry| could
eatanythingghtnow

8 UIiT 1: People
andPlaces
www.frenglish.ru
 www.frenglish.ru
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 Reading
Describe
theGity tothesequestions
ffi Findanswers inthe
Where
YouLive reading.

. Introduce 1. WhendidtheLapita
migration
occur?
thetopicofthereading.
averS.OAOveare aao
Askstudents, Whawerethefirst
peaplein thiscountry?Where did
theycome from?Pointoutthat didthsLapita
2. Where voyages
begin?
thefirstpeople onEarth
livedin ?apuaNew Guinaa
Africa,
andfromthere theyspread
outaround theworld.Ask,
Howdid
peopletravel ofyears
thousands 3. HowlarintothePacitic
didtheLapita
ago?Whydayauthinktheynoved people
travel?at least2,04Onilee
tonewplaces?
4. Whataspect0f Lapitacullurecamefrom
Reading etvleof Zottery
thePhilippines?their
ffi . Havestudents readthearticle
. toanswer thequestions.
Tell decoralion
themtocircleanywords they 5. lnwhichdirection
dolhetrade
winds
don't
understand, Point
outthe blow?eastto west
usually
definitions
inthefootnotes.
. Havestudents compareansltters 6. HowdoesElNiffoaffectthe
trade
witha partner.
reverEeEthe flow
winds?
. Check answers.
. Goover withtheclass,
thearticle
answering anyquestions
fromthe ltter youread,
talktoa partner
about
ffip
studentsabout vocabulary. possibleanswersl0 lhesequeslions.
1. WhydoyouthinktheLapitalefttheir
ffi . niviOe
theclass intopairs
and homes
andsailedto Pacific
lslands?
havethemdiscuss thequestions.
Emphasizethattheanswers are 2. Whatmightarchaeologists
tindin
thatwouldhelpthemto
a cemetsry
unknown,sothey areguessing understand
anancientcullure?
aboutwhatreallyhappened.
havesailed
3. Howmi0httheLapita s0tar
. Compareanswers withtheclass, s0manyislands
andlocated with0ut
moderntechnology?

:ia:::la:ia,i

:i:]ri

10 UillT1: People
andPlaces
www.frenglish.ru
 www.frenglish.ru
tt 0 uossal
i
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V
I}escribe
lheSity
WhereYouLiue
Communication
ffi . Havestudents lookatthepicture
anddescribe whattheysee. Ask,
Whatis lifelikein thisplace?
Would youliketalivehere? Whyor
whynat?
. Havestudents read thedirections.
Goover thetopics inthebox.
. Divide
theclass intopairs.Have
themlisttwoorthree positive Communication
things
about theircityforeach ffip lmagine youliveistryingt0encourage
thalthecitywhere morepeople
to
topic, move lhere.Follow witha partncr.
theinslructions
1. Usethet0picsintheboxtodiscuss oflifeinyourciiy.
thebenetits
Writing topic,listtwoorthreepositive
2. Foreach thatyourcityoflers.
things
ffi . Havestudents readthedirections
andthemodel paragraph.
Writethe Writing
name ofthetown/city youarein.
Ask,What canwewriteaboutthis ffi Wrteapar,agraphaboutoneattractive
aspectoflifeinyourcity.Follow
thesteps.

city?Haue studentshelpyoubegin 1. Choose Aor useyourownidea.

a topiclromexercise
writing
a paragraphontheboard. 2. Writsag00dtopicsentence yourparagraph.
t0 begin Then wrihsupporting
. Individually, thatdescribe
details thegoodthingsab0utyourcilyt0a reader. For
havestudentswrite example,write:
ownparagraph
their using
thenotes
made inCommunication Ce*tarburqhasbeen a culNural centarfaralangrime, andlhereare
they A.
aomanyenicyable cult*?l aetivitiasherelhat it is difficultto ahoosa
Ask,Howdoweorganize agaad otwordsin
Usea variely
parag
raph? Elicit,
foplcsentence, yourwriting:
iart one.?o{}p'g:*1o wantto rafieotonthapast,forexam?le,calenioy
the h:is:tr"arica1
museum" whichhasbeauxitul oldabject.E fromthiEoauntry
suppartingdetails,andcancl
usian, positive attractive andfromaroundthewarld,. Anweekends,the museum affargg?ecial
andwrite them ontheboard.Point good b€leticial
cla*sea.iuatlar children
.. .
outthewords intheWord Focus enioyable pleasant
box.Provide olhervocabularv
as
0escdbethecilywhere youlive
necessary.
Readyourparagraph
aloudt0a smallgrouportothewholeclass.Askyour
classmales
l0 suggesl youcouldaddtoyourparagraph.
otherdetails
ffiEr@
. Divide intogroups
students of
threeorfourandhave themread
theirparagraphstoeachotherin
theirgroups. 12 Unit1
. Have studentsgiveeachother
leedback onwhatotherdetails
they
could intheirparagraph
include
andhowthey couldimproveit.

12 UlllT1: People
andPlacss
www.frenglish.ru
 www.frenglish.ru
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TheMind
thsFhntc
,&bnut
Thisphoto wastaken byScottish wildlife
photographer Graham McGeorge
McGeorge's work hasbeen published
inmany well-recognizedpublications
around theworld, suchasNatranal
Geagraphic, TheNewYorkTimes
Magazine, andBBCWildIileMagazi ne.
McGeorge haswonprizes andawards for
hisphotography. Thispicture,
Master of
Disguise,wonseveral contests.Thephoto
shows anEastern screechowl,oneoflhe
many residentsoJthe0ke{enokee swamp in
southeast Georgia.Thescreech owllikes to
make usually
ltsnestintreecavities created
bywoodpeckers. Ascanbeseen from
thisphoto, these owlsarealso maslers o{
camouflage anduselhlstotheiradvantage.
Atlirstglance,weareunlikelytonotice the
owlsittinginthetree, Camouflage isused
byboth animalsandpeople to"trick" ihe
minds ofthosewhomight bepursuing
them, asitmakes them invisible.
. Direct tothepictute
students'attention
Have students describewhal they see.
. Have students discussthequestions
witha partner.
. Compare answers wilhlheclass.
. Askthese questions orallyorbywtiting
them ontheboard lorstudents 1o
answer inpairs: Seeingtsaneafthe
senses.What aretheothers? What are
other thingsweuseourminds far?
. Goover theUnitGoals withtheclass,
explaining asnecessafy.
. Foreach goal, anywords
elicit
sludents alreadyknow andwrite them
ontheboard: fo,example, adjectives
todescribe smells,tastes,{eelings;
things people areafraidol,etc.

Gerunds andafter
assubiects processes
Thought lorgeneral
Listening
prepositions gations
icinvesti
Scientif andspecilic
understanding
tsimPortant.
LearningEngtish information
'
Welalked studYing
about program
Aradro inout'
ol
condrtion
theunusual
May.might,aadcoutdtor
ta
synestnes
possibility
Wemayseenonkeys inlhe
jungle.

14 lJfftT2: Theftltnd www.frenglish.ru

 www.frenglish.ru
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 Vocabulary
TalkAboutLearning m Read Match
thearticle. thewords inlheb0x.
wiihtheirmeanings
in blue

$lrategies
Vocabulary
. Have lookatthepicture
students
what
anddescribe theysee.
. Introduce
thetopic.Ask,Have you
England
A Taxiin London,
taa largecity?How
evertraveled
didyoulearnwherethe streets
were?

ffi . Have workindividually

students
toread andmatch
thearticle the
wordswiththeirmeanings.
' Checkanswers.
' . questions;
for
Askcomprehension
example,What going
testis Glen
totake?Whatdoeshehave todo b
1. memorize 6. landmark j
inthetest? 2. reacl i 7. portiong
a
3. techniques 8. retainf
ffi . 0iviOetheclassintopairsandhave
them discussthequestions. d
4. visualize 9. cell c
' Compare answerswiththeclass. 5. mentalh 10. recallinge
Ask, easier noredifficult
ls it or
ffip Oiscuss
ttresequestions D0youthinky00would
wilha padner. pass"The
fartaxidriverstolearnthestreets youdot0learn 0fLondon?
test?Wbatwould
Knowledge" allthestreets
here?Why?
. Direclstudents tothe
attention
box.Have themdiscuss
Grammar: andafterpreposition$
assubiects
0erunds
Engage!
lhequestions inpairsorsmall A gerund
is a nounformed
gr0ups. ask+ asking sil + sifing try ) ttying
fromaverb+lng.
. Compare withtheclass,
anstvers Gerundscanbeusedas newvocabulary
Saylng w,rdsisa g00dwayt0
interesting
listing studymethods ofa sentence. renember
ihesubject then.
ontheboard. Which didstudents Laarnlng
English l0r my{uturc.
is impoftant
thinkwere moste{fective? Whatwasthemosldifficillt Gerunds iAbecanlnga taxidtiver.
canbeusedafter I'minterested
examyouhaveevertaken? a preposition. WetalkedAbpUstudyingtogether.
Howdidyoupreparetor it? glUlng onairplanes.
He'safraid
Grammar
. Goover theinformation inthe
chart.lf necessary, reviewspelling
changes forthe -lngform olthe 't6 Unit2
verb{which isalso used inthe
progressive tenses).
. Provide more examples,and
elicitexamples fromsludents; for
example, l'minterestedinlearning
another language. What areyou
interested indaing? Learning
Englisttis...

16 UlllT2: TheMind www.frenglish.ru

 www.frenglish.ru
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 Listening
TalkAboutYsur ffip Oiscuss
'1. What's
thesequestions
witha partner.

$enses yourfavorite Whydoyoulikeit?

song?
youlistent0thesong,doesit make
2. When youthinkofanyoithese
things?

Listening ffilEE Listcn t0a radioprogramaboutanunusualbraincondition

called
ffi . Divide
theclassintopairs
and syftesthesia.
Circletheanswers.
havethemtalkaboutlheouestions 1. When a personhassynesthesia,
twokindsol ( memoriesl€@)
together. worktogether.
. Withtheclass,
talkabout
answers 2. LoriBlackmanis unusual
because sees{(FiEiSl sounds)
shealways
question.
tothesecond indilferent
colors,

ffi . fettsludents
theyaregoingto .| TheScream
byFdvard
heararadioprogramaboutabrain Munch,
whohad
Have
condition. them readlhe synesthesia
staioments.
. Playtherecording
timesl@
oneormore K
. Have students
circle
thecorrecl ffi38 Listen again.
CircleTfortrueandf tor false.
answerstocomplete
thestatements 1. Thewordsyresllesiacomes fromtheGreek words
. Check answers. tor togetherandsenses. e F
2. There aretwodilferent
kinds
ofsynesthesia. t @
$l . fettstudents
tolisten
again
to 3. Lori'sfatherhassynesthesia,
too. t @
theradioprogramandanswer
4. Some andmusicians
artists have
synesthesia O F
truearfalse.
Have themread
the
statements. problemsbecause
5. Lorihasalotof ofsynesthesia. f O
. Playtherecording
oneormore
again
ffifDE Listen andtillintheinlormaiion.
times,l@
. Have students
compare answers lefNer
1. Themostcommonkindiscalled synesthesia.
withapartner. 10
2. LorirealizedshewasunuSualwhenshewas yearsol
. Check ans\,vers. 3. ForLori,thelettsrI islight blue
oneperson
4, About in a hundred hassynesthesia.
ffi . fettstudents
tolisten
onemore
timeandlindtheinformation.
ffiB Oiscuss thequestions
witha partner.
. Playtherecording
oneormore you
1. D0 knowsomeone whohashadexperiences
liksthis?
times.
l@
' Have youliketohave
2. Would synesthesia?
lf so,whatkind?lf not,whynot?
students
compare
anstllers
withapartnei.
. Checkanswers.

ffi . Have
studenls
discussthe 18 Unit2
questions
witha partner.
. Compare
answerswithlheclass.

18 U$l ?: TheMind www.frenglish.ru

 www.frenglish.ru
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TalkAbsulYour
Fears
Language
Expansion
ffi '00 overthemeanings
ofthewords
withtheclass.

ffi . Have studenlsworkindividually

to
completethearticle
withthewords
fromthebox. Language
Ixpansion:
Scientific
studies
. Havestudents compareanswers thewords
ffi Study intheboxabout
science
andtheirmeanings.
witha partner.
. Check answers. ffi Complete
thearticlewiththecorreci10rmoJawordfromthebox.
. Check understandingo{thearticle.
Ask,l{iat wastheoldideaabout
. fear?What didthescientists
discover?

ffi . niviOetheclassintopairsandhave
them thequestions.
discuss
. Compare answers withtheclass.
0ntheboard, writea listoianimals
thatstudents
areafraid oftousein
thenextactivity.

Grammar
. Goover theinformation
inthecharl.
. Referback1othelislofanimals
thatstudents
areafraido{andask, ffi!f, Oiscrss questions
tbese withapartner.
Areyouafraid Why
ofsnakes?
Whyareyaua{raid a{(dogs)? orwhynoi?Areyouafraid
0tanyother yourreasons.
Explain
animals?
Elicitanswers
withmay/migltt/
cauld(They mightbiteme.They Grammar:
May, andcaaldforpossibility
might,
could have
a disease.) Usenay,night,andcould
+ base Wemayfinddangerousanimalsintheiungle.
verbtosaythatsomethingis Monkeysmighll*arnto bealraid0fthings.
possible,
noworintheluture" Peopleconlddevelop a {earofsnakes.
Usenay,might,
andcouldto Scientists (Thascientists
saythatotherfearsarelearned. this.)
aresureabout
exprsss
thatwearenotcompletelyScientists (The
saythatotherfearsmighlbelearned. arenotsure
scienlists
sureaboutsomething. this,butit'spossible.)
about

20 Unit2

20 UillT2: TheMind
www.frenglish.ru
 www.frenglish.ru
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 Reading
0escribe
an ffip Oiscuss questions
these witha partner.
lmslisnal t0theperson
1. Whathappen€d inthe
IxBerience photo?
Whydoeshefeellikethis?
2. What
oiheremolions
arethere?
Reading
ffi . OiviOe
theclassintopairsandhave Tfortrue,Florfalsa,
ffi Circle aqdl{l for
naint,rnati'n(i'fnotinthereading).
themdiscussthequestions.
. Compare L Paul Ekman people's
studied
answers withtheclass. facesindifferentcultures.
Ask,Doyouthinkpeoples Q f Xt
faces
Z. Ekman didresearchin
shawthesame {eelings
inall
several andgot
countries
countries
orcultures? ditterentresults,. f @ nf
. Havestudentsread Tell
thearticle. getangrymore
3. Americans
themtocircle
anywords theydon't oltenthantheForepeople
understand, fromNewGuinea T f @
.
. Goover thearticle
withtheclass, 4. Ekman thinksthatemotions
anyquestions
answering irom arethesame everywhere
becausetheyarea partof
thestudents
aboutvocabulary.
ourbrain. S r nr
Encouragestudentstotrytowork
outthemeaning o{new words {or 5. Twopeople mightfeel
different
emotionsabout
themselves
byidenti{yingwhat part thesame thing. Q r rfl
(verb,
ofspeech noun, etc.)aword
6. Fearisthemostdifficult
isandbyusing thecontext. emotiontochange. f f @
ffi . Havestudentsread
thearticleagain.
. Have ffi Lookbackatthereading
andthinkabout
them readthestatemenlsand themeaningotthewords
inbold.
Circle
the
c*cletrueor/a/se.
lf there
isno answeas.
information
inthereading,they 1. lfyoudosornething
inreverse,you
do
should Nlfornoinformation.
circle itagain(thesameway
l($ffisiG)
. Havestudentscompare answers @)
withapartner. 2, lfsomething
is universal,its{@
. Check answers. SfrQ; oi*eront
) inevsry
coifrif.
3. When youdeal witha problem,
you
ffi . Remind students
thatit isoften t G[e*acrTnl t don'tthink
about
it ].
possible
tofindthemeaning ofan 4. Anemotional lniggermakes anemotion
unknown wordfromitscontext- ([Jqfpe;]l srop].
theolherwordsaround il,Tellthem
totrytoworkoutthemeaning o{
theboldwordsinthereading in
thiswaytocompletethesentences.
. Check anstllers.

22 lltlT 2: TheMind
www.frenglish.ru
 www.frenglish.ru
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0escribs
an
Emolional
lxpariene
e
Communication
ffi . Have lookatthepicture
students
anddescribe
what theysee. Ask,
Howdothese children feel?
. Reviewtheemotions inthebox,
andallowa moment forstudents
tochooseanexperience theyhave
hadwithoneo{these emotions.
. Divide
theclassintopairsandhave
Communication
themaskandanswer thequestions ffip f ninlanodatimewhenyouieltone0fthesmoti0ns intheb0x.Tellyour
partner y0urexperience.
ab0ut Yourpartner
\l/illaskyouform0re details.
giving
' about theirexperiences, as
1. Whathappened?
manydetails
asthey can.
2. Howdidyou{eel?
Writing didyoudo?
3. What
ffi . Haveonestudent
share hisorher 4. Whaldidyoulearn
lromtheexperience?
experience,
orshareanexperience
ofyourown.Thenhave sludents Writing
helpyoubegin a paragraph
writing
ontheboard.Ask.What wouldbea ffi Inyournotebook,writea paragraph
about youdescribed
theexperience in
theCommunicationexercise.
Include
a topicsentence
andinteresting
details.
goodtopicsentence?
elc.Point
out Useand,but,o{ andsotoconneciyourideas.
theverbs
intheWord Focus box. Youcanusea variety
ol verbs
todescrjbe
experiences. yourwriting partner
Strare witha different orwiththeentire Your
class.
ffi . Have studentswriteoneormore ffi$
ob$orve partner willtellyouwhattheyliked
0rclassmates yourparagraph.
about
paragraphsabout theexperience nolico
theydiscussed withtheirpartner. ssllse
Describe
anemolional
experlence
perceive
' Have studentsexchange papers imaging Writeeachemotion Aona smallpieceof paper.
frorntheboxinexercise Mix
wilha partnerorreadtheir beconeavarcof upthepiecesandplace themfacedown.Taketurnschoosinga piece ofpaper
paragraph(s)totheclassiJthe andtalkingaboutatimewhenyouhadthatamolion. Th6tirstpair0f studenis
group isnottoolarge.Askstudents tolinish
talking
about allsixemotiOn$
wins.
toielleachotherwhat theyliked
abouttheirpartnersparagraph.
. li desired,
collectpapersfor
grading.

24 Unit2

. Havestudentsread thedirections.
Assignnewpairs andhave them
write
theemotions fromthebox Teacher Tip:Starting andending groupwork
inCommunication A onpieces
ofpaper.
Remind ihem tosetthem Tomake groupworkgosmoothly, itshelpful touse . Tellstudents thatgroupworkendswhen youclap
facedown. rsignalS:]!or
Cleai begin0!ng,,andr,:endi n griherita$li. yourhands three
times.
:, 1,1'11. il,,: : rir'
r'.':l':1.::
1a"]lil:1.
. Have SOme',irdga$i:'1"' ":r::, . Trainstudents
thatwhentheyseeyouraiseyour
sludentstake turnschoosing .
Write
startingand ending times on the board (Group hand,theyshould raise
also their hands
and
oneofthepapers anddescribing
asituation
when they feltthat work
starts:10:15. Group work ends: 10:25), sloptalking.
Theroomwillfallsilent
ernotion. interrupting.
. When apairfinishes,stopthe
activity
andhave them telltheclass
about partner's
their experiences.

24 UlllTt: TheMind
www.frenglish.ru
 www.frenglish.ru
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Ghanging
Planel
&h*uttlisFh*te:
This photo shows buriedairandgas
from bacteria andalgae bubbling tothe
surface oficeinGreenland. Studies
show thateverywhere on[arthiceis
changing. Thismelting iceaffects the
flowofwater totheoceans, which wiil
eventually have anadverse effeclonthe
entireplanet. This photo
striking o{ice
inGreenland wastaken byAmerican
photographer James Balog. Hisworkhas
been published inmany o1theworld's
topmagazines.
. lntroduce lhelheme oltheunit. Ask
students, Howisaurplanet changing?
Listideas onlheboard.
. Direclstudents'attenticn tothepicture.
Have students describewhat they see,
Write keyvocabulary ontheboard.
. Have students discussthesecond
question, lhinking abouthuman impact
ontheenvironmenl asawhole .
. Compare answers withtheclass,
compiling a listontheboard.
. Askthese questions orally orby
wrilingthem ontheboard forstudents
toanswer inpairs:lnyauropinion,
what is thenostseriaus environnental
problem intheworldtaday? Doyou
have anyideas abouthowtosolvethrs
problem?
. Goover theUnitGoals withtheclass. r d
. Foreach goal, elicil
anywords
students already know andwrite them
ontheboard; forexample,vocabulary
totalkabout thewealher,verb tenses
lortalking about thefuture,etc.

Passive
voice__all verb
lenses Enviranmental changes andlocused
General listening
Thecookies
wereeaten. | :rno nrrmhprq Climate
change
perfect
Pasr tense
8ythetine thesealevelhad
risen10feet. . .

26 {3M8Y Plamet
3: Shanging
www.frenglish.ru
 www.frenglish.ru
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 Vocabulary
$uggest$olulions m Rsad
thearticle
below
fromanenvironmental
magazine.

lo Environmental
Prohlerns
Vocabulary
ffi . Havestudentslookatthepicture
anddescribe
what theysee.Ask,
Whatcausesthiskindo{situation?
Whatef{ects
doesthiskindof roads
a Access fiolds
andterraced
Borneo,
inSarawak, Malaysia
haveontherestofthe
situation
enviranment?
. Havestudentsreadthearticle,
noting
thewords inblue.

ffi . Havestudentswritethewordsfrom
' thereading nexttotheirmeanings.
. Have inyournotebook.
ffi Writeeachwordinbluenextt0 itsdelinition
studentscornpareanswers
1. a thickliouid
usedasafuel S. amounl becomin0 greater
withapartner. oil tncrea5e
. Askquestionsorallyorhave 2. verygreat indegreeorintensily 7. riseinEarth's temoerature
exEreme alobalwarmina'
studentswrite
their
answers,to 3. thecuttino downotforests L iheaverage wat6rlevels
defarestauian 9AA evetS
check forexample,
understanding; 4. 4 perio!.with
muchless rain L Qaqsed, in
resulted
globalwarming? arou6ntr led to
What iscausing 5. proteitingtheenvironment 10, a change inweathsrpatterns
Why isglobalwarning aprablem? aonservation clirr.,ate
change
What isextremeweather?elc.
Alternatively,
have studenls
write passive
Grammar:The
questionsinpairs,
andthenhave
pairs questions. Formthepassive with0e+thepast olten,treesarsrcmovod to make
ioinandexchange participle
ol themainvsrb. roomlorlarming.
. Check answers. Wecanusethepassive withanyvsrb Thousandsofacrssofforesthafe
I8nSe. inrecont
beendaslloyed years.
Grammar Usethepassive: Oilcanbercffned intogasolineand
. Goovertheinlormationinthe 1. when (thedoe$isnot
theagent iuell0rcan,trucks,
diesBl andships.
chart.
Remind touse
students knownornotimoortant. Sixcountrlesintheregionwon
2. t0emphasize
theobjecl
oftheverb. aflecled
bydrought lastyear.
thepassivevoice
insentences
wherethereceiver
ofanaction is Usea ,y phrase
to saywhoorwhat planted
Newtreesarebeing bylocal
themost important
inlormationin doessomething(theagent). childrcn.
thesentence.
Emphasize thatthe
passive
voiceisnolatense;itcan
beused inanvtense.
28 Unlt3

28 UlllT3: Changing
Planat www.frenglish.ru
 www.frenglish.ru
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0issuss
Causes
andElfects
ning
Liste
ffi . Havestudentslookatthepictures
anddescribewhat theysee.
theidea
Introduce ofextteme
weather.Discusstypeso{extreme
weatherthatoccurinstudents'
countries.
. Have rank
studenls thetypesol
extremewealherfrommost (1)to l-istening
least
serious{5). (1)toleastserious
ffiB Rank these
typ€s0fextreme frommostserious
weather
. Have compare
studenls their (5)inyouropinion.
Thencompare witha partner.
yourrankings
rankingswitha partner
and discuss
their
choices. - floods
. Compare rankings andreasons - verycoldweather
withtheclass. - hurricanes/typhoons
- drought
ffi . fettstudentstheyaregoingto
\rar\r hnf \rrAtthot
hear peoplefromfourplacestalk - Y v.t

about severewealherwherethey
ffiffrp t0fourpeople
Listen talkabout
ciimatechange. ofa
thename
Write
live.They shouldwrite
thename of place picture
beloweach ontheleft.
theplace each
thatisexperiencing
kindofweathet thecorrect
under
picture. ffil$g Listen Answer
again. each inyour
question n0teb00k.
. Play toMari,
1. According what tothecaltle?
ishappening dyina,
Ihoy're
therecordingoneormore
times.@ 2. Howmany occurred
deaths inEurope
duringonehsatwave??-O,OAA
. Have studentscompareanswers 0. Whydosome say
scientists global
that warmingisn't the
causing waves?
heat
Ihev cav i".:' alwavg hat, in the crummerLime.
witha partner. E, nccdrOinfr howmany
toJoseph", hurricanes occurred
storms
andtropical
. Check ofteyear?
27
answers.
5. Howdoeswarmoceanwatgrcause storms?
strong
ThestormEqel ene(q\trorr'thewar"nwaT'er.
ffi . fettstudents
tolisten againto 6. Howarerecenl iriJasmine's
floods thaninthepast?
different
country
thelourspeakersandanswer the Manypeoplehavehadto leave Nheirhomes andvillaqee.
Have
ouestions. them readthe
questrons.
. PIaytherecording onoormore
times.f@
. Have students
compare answers
withapartner.
. Check anslvets.
, Ask,Have younoticad anychanges
intheweather?Howhasclinate
change tltiscountry?
affected

Planel
30 Ul{lT3; Changing www.frenglish.ru
 www.frenglish.ru
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 Largenurnbers
Expansion:
Language
Invasiue
TalkAbsut
$pecies startaitheleit,andsaythenumbers
in English,
Tosaylargenumbers

Expansion
Language (and)twenty-four
524) fivehundred
. Have lookatthepicture
students 1,250 twohundred
) onethousand, ti{ty
{and)
what
anddescribe theY Ask,
see. 17,400 (and)
thousand
) sevente€n fourhundred
Hownany penguinsda Yausee?
432,060 thirty-twoth0usand
t fourhundred
. Goover about
theinlormation (and)sixty
large
saying numbersandhave thousand
fourhundred
t twomilli0n,
2,400,900
them.
repeat
students Writeother
numbers
large ontheboard oron
andhave
cards saY
students them.
ffiB Oiscuss witha partner.
thesequestions
ffi . lntroduce
theideaofinvasive a Royal penguins lo
returning 1. Whaiareinvasive
species?Canyouthink0fanexample?
andanimals
species-plants theircolony lsland,
inMacquarie
2. Whyareinvasive a problem?
species
broughtinlromother Australia
" Places
thathaveaharmful onthe
effect ffi neaO lsland.
Macquarie
about which
Guess isconect.
number
environment.
. Divide intopairsandhave Likemany places, Macquarie lsland hasinvasive species-species
theclass plants withn0localnatural controls 0ntheir
ol nonnative andanimals
them thequestions.
discuss populations.Firstcame thocats, which wereused onships tocontrolrats
. Compare answerswiththeclass. Then came therabbits, which werebrought bysealhunters asa source
Whatdo youthink?&0{lo, offood. Thehunters came because Macquarie lsland isvisited byaround
ffi . Have workindividually
students 80,0@,or800000? {s,000150@00,000} elephant sealseach year. N0hunting isallowed
andguess
thearticle
toread the now,however, because theisland isa wildli{e
sanctuary
Macquarie lsland hasalsobeen anaccidental sanctuary foritsinvasive
ARSWETS,
species.Therabbits foundplenty toeat,andtheyateanenormous amounlofthe
. Goover I l think ltt &00o.J
anyproblem
vocabulary ar'.,""..,"."....."'.'"."'# plant
island's liie.In1968, sclentistswanted i0decrease therabbitpopulati0n'
Donotcheck
withtheclass. sotheEuropean rabbit tlea(which carriesaviruscalled myxomatosis)
answersyel. wasintroduced.Bythe1980s, therabbit population haddeclined from
{1,300/13,000@m) toonly (2,000€0f0'0}200,000}, and the on
vesetation
toeat,thecatsbegan to
ffi . Divide theclass intopairs andhave theisland hadbegun
prey0ntheisland's
to recover.Butwithfewer
s0scientists
rabbits
decided tokilltheisland'scats.
them askeach otherabout their seabirds,
Problemsolved? Unlortunately, thevirushadonlvred.uped therabbit
answers. andwiththecatsgone,
population, therabbits' numbers increased Now
again.
. Write thediilerentguesses onthe thats0much 0ftheisland's vegetati0n isgone, therehave been after
landslides
board. Askstudents lheirreasons heavv rains.
One expert estimates thatit willcost($162,000/$1,620'000/
($T5l2IEl0-li-0
tonnally solve theinvasive species problem onMacquarie lsland'
forguessing these numbers.
. Askforashow ofhands ofwho
guessed therightanswers. Ask, ffip taketurnsasking
about inthearticle'
thenumbers
Were yousurprised byanyofthe
numbers? Why?
. Withthesame partner,
have 32 Unit3
students writequestions
about the
forexample,
article; Howwere cats
introduced taMacquarie lsland?
What didthesealhunters bringto ForYour species
lnvasive
Information:
theisland? Areseals hunted onthe Aninvasivespecies canhave negative
severe effects, havehugeeconomic impacts.IntheUnitedStates
islandnow? Worldwide,alone,
way.
if it actsinanaggressive
especially theycost $138 a
billionyear indamage and
. Have pairs exchange questions anestimated 80percent species
ofendangered to
attempts controlthem. Even to
trying controlthem
andanswer eachothersquestions. couldbeharmed Invasive
species.
byinvasive cancausefurtherproblems-for example,using
Callondifferent studentstoread plants
destroy invastve
farmland, killforests,
insects pesticides
tostop invasiveinsectscan harmhuman
a question andcallonanother andinvasive animals suchasratscanydisease, and
health kill
other forms,
li{e
student toanswer. andkillother
eatcrops, Invasive
animals. species

Planet
92 lftllT 3: Changing www.frenglish.ru
 www.frenglish.ru
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0iscuss on
Effects Reading
Ctrecl inthelistthat
(/)theactions
TEDLi"S:#
6E
theFuture canaffect0urfuture.
witha partner.
yourideas
Share Capitalist
John Doerr Venture

Reading - theirowncar,
drives
L lf everyone SALVATION
{At{D pRoFlTl lil
wemight runoutolfuel.
Gl . Rst<,
What doyoudothataf{ects
thefuture? some
Elicit ideas
and - light
2. lf weuseenergy-efficient
write
them ontheboard. PromPt bulbs,wewilluselesselectricity' GREENTECH
asnecessarywithmore questions, -3. lt th€world's keeps
Populaiion JohnDosrtmightnotbeth€fifstpersonyoulhink
Dayoudriveacar?Daes that growing,wemightnothave
ol whenyoumakea listof environmental He
activigts.
How?
thefuture?
atfect DoYouuse enough foodandwaler.
is betterknownas a'?noneyman"in SiliconValley'
elt.
electricity/gas? .--*4. lf weprotect areas'
wilderness whetehe invesledin bigcompanies likeAmazonand
'
. Have wecansavS species.
endangered
read
students thedirections Google.
andcheck theactions. - wemignt
5. lf weusebiofuels, ButDoerris alsopassionale aboutsavingtne
reduceC0,emissions. planet.Heandhisbusinesscolleagues havespenta
. Have compare
students ansttlers He haslearn€d
lol ol time studying "green technology.'
anddiscuss
witha oartner reasons ReaU with
theactions
thetext.Match thatwhenbusinesses andindividuals makeeven6mall
@p
choices.
fortheir Compare
th€results. y0uranswers. changesin thewaylheyuseenergy,il canhavea big
, Discussanswers withtheclass. c 1. Mak€small a. Make decisions impaclon theplanel.Ooerrbeliev€s thatbusanesses'
individuals, andgovernments all needto be involved to
inhow thataregoodfor
changes
B . Have read
students and
theactions weuseenergy thefuture solveenvironmental problems, andthatil willrequire
Point
results. in
outthedefinitions b. Savemoneyon
excitingandradicalinnovations.
Have
thefooinotes. read
students Oneof thebiggestchangeseveryone canmaKe,
andair
lighting
thetextandmatch and
theactions conditioning Doensays,is to switchthelightbulbsin theirhouses
1oenergy-efficienl bulbs,whichareal$ocalled
Remind
results. studentslousethe s. Havea bigimpact 'compacllluorescent bulbs."Theselightbulbsuse
contexttoguess
themeaning of oniheplanet threeto fivetimeslessenergythanregularlightbulbs'
new vocabulary. d. Keep tonsol whichreducesCO,emissions, andtheylastmuch
. Have compars
students answors c02outof longer*somecanlastup to eightyeafs!Theyare
witha oartner. theair moreexpensive thanregularbulbs,buttheenergythey
. Check Completethe sentences. saveovertimemakesupior theditierenc€ in price.
Goover
answers. the @
Doerrrecommends usingmorerenewable
textandansweranyvocabulary 1. JohnDoen's main but
iobisinlinance'
biofuel$ in ourcar$andtrucks.Veryfewvehiclesinthe
questions. heisafsointerestedinsavrngthe Yan?t
urorldrunonthesespecialfuelsrigh now.HoweveI,
2. Acompact lightbulbcan
flu0rescent ale makingit easierior drivetsto use
somecountries
Gl ' Have read
students thesentonces. lastaslong35 erahl Years. ihem.In Brazil,forexample, about40%o{vehicles use
. Havethemreadthetextagain
and 3. b Arar,il , 40%otvehicles biotuels,which keeps millionsof tons ot Cq out of the
thesentences.
comolete usebiofuels ofgasoline.
instead air.Andr€searchers areworkingto developbetterbio'
. Have comPare
students answors 4. According can
companies
to Doerr, luelsallthetime,whichwillsavemoreenergy'keoplhe
bychanging
alsohelptheenvironment aircleaner, andmaketheplanothealthier'
withaoartner.
thewaytheyu$e eneray Companies canmakechangeslhatimpactthe
. Checkanswers, environmenl, too.A largechainot retailstorespainted
the roofsof aboul25"/ooJtheirbuildings whiteand

34 Unit3

Planet
34 UXIT3: Changing TtllTALl($ www.frenglish.ru
 www.frenglish.ru
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Communication
[f . Have students lookatthepicture
anddescribe what theysee. Ask,
Does drinking bottled wateraflect
theenvironnent?
. Have students read thedirsctions.
Remind them about thelistin
Beading { onpage 34.Then have
students make a Iistofactions
thata{fecttheenvironment andthe
future,rankingthem frommost
positivetomost negative.
. Have Eoris gereratod sh8n.
studentsdiscuss theirideas lolllei saleris morsdffom Communicatisn
withapartner. thssource totlreslore.
. Share ltp fnint anoutactionsandtheirenvironmental
impaclthatcanalfecl
ideas withtheclass.
thefuilre. Rankthemfrommostpositive
to mostnegative.
$hare
yourideaswitha partner.
Wniting
!l . Have read
students thesentences Writing
andputtheverbsintheconect
form. [t Comptete withthesimplepaslor pastperfectof
*re sentences
Remind toreler
students to
theverbs.
thegrammarchartonpage 33if
necessary.
Pointoutthattheymay l. dftsy!t/s hadreceived (receive) a hugeelectricbill,we
decided (decided)
to changeatlof ourtightbutbs1o
needtousethepassive. compact fluorescents.
. Havestudents
compare answers !. JshnpsBn hadworked (work)in financeformanyyears
withapartner. b,eforehe b€Crffe {become) concerned withprotecting
. Checkanswers. lheenvironment andpreventingclimatechange.
3. By2002manyvehicles in grol hadchanqed (change) to
f,l ' Have read
students Ask,
thearticle. usingbiofuels.
What happenedyesterday?What
didlhereportsay?etc. El Rewrite lhe newspaper
articlein theboxby changing
theunderlined
. Have lextto thepassive
voicein yournotebook.
students
help youchange the
firstsentence
ofthearticle
tothe !l Writea newsarticleaboutactionswecanlaketo affectthe
passive ina positive
snvironment way.Remember to usethepassive voice.
andwrite
it ontheboard: I
newrepartwasreleased yesterday DiscussEftectson the Future
bythegovernment. Shareyourrankings
of actionsthatafiectthetuture.Brainstorm
lwo
. Have rewrite
students thea{icle morepositive
andnegative actlons.
Whois responsible forthese
using thepassive.
Point outthey actions?Doerrmentions
individuals,
businesses, andgovernments.
willneed tousetheyerbaflectta Whatcouldeachgroupdoabouttheseactions?
make effects
nassive.
. Have students
compare theirarticle 36 Unit3
withaoartners.
. Check answers.
Expansion
sK@ Have students
positive
writea news arlicleabout
with the
actions wecantaketoaffect
following
theenvironment andthefulureina
. Divide intogroups way. Provide students outline below and the verbs: affect,
base, make,
cause,
theclass offour. passive
reduce. Remind them to use the where possible and vocabulary from the unit.
Havestudentsshare
Have themcompare rankings
their
their articles bydisplalying them intheclassroom.
komGommunication A andthen
thinkoftwomorepositive
andtwo Theenvironment(1)-byouractions'Airpo||ution(2)-by
more negative
aclions. (3)-,andwater(4)-difiwhen(5)-'ButthenewSisn't
. Have groups thequestions. a | | b a d . E m i s s i o n s o f C 0 , ( 6 ) - b y ( 7 ) - a n d ( B ) - . G o o d
discuss
decisions (9)- ontheright information.
. Have eachgroup theirideas
share
withtheclass.

36 {lfllT3: Changing
FlanelTE0TALI(S
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 TEDTALKS Paul l{icklen NationalGeographicPhotographer;Biologist
TALE$ OF IGE.BOUXDWO]IDERLAilDS
Talessl lce-Bound
Wsnderlands
Before
YouWatch Yaulitalch
Eefore
t-ookatthepicture
[f . Have lookatthepicture
students filp
questionswitha partner.
the
andanswer
thequeslions
andanswer with
apartner.
. Compare withtheclass.
answers

f,l . Writeontheboard change

climate
andelicitideasfromstudents
about
whatit isandwhat iscausing
it.
Globalwarmingis a ("1) thrett
Writetheirideasontheboard.
lo many animal$.For example,emperof
. Havestudents readthedirections penguinsiiveon Antarcticice. lf the lce melts,
andchoose trueorfalselor
each 1. Whatdo you thinkit wouldbe liketo thiswillimpactthe penguinsand alsothe
statement. growup in a placelikethis? animalsthat eat them.Forexample,leopard
. Havestudents compare answers 2. How would it be differentfrom where sealseat thesepenguins.lf the penguins
you live?
withapartner, disappear,the sealswill not be able to
. Comoare 3. Whattypes of thing$could you learnlrom (2) teed their babies and may
answerswiththeclass. livingin thistype of environment? (3) *__statye " Globalwarming ie a
(f . Have read
students thedirections. How muchdo you know aboutclimate
seriousand complicatedproblem.lt makes
Sp manyPeoPleteel(4) alarmed
Gooverthewords inlheWord change?Markeach item ?ue or False.
Bank. Compareyour answerswith a partner.
BB Vou are goingto watcha TED Talk aboul
. Havestudents
complete the 1. Climatechangeis causedby the sun's Paul Nicklen'sadventuresin Antarctica.
paragraph
withthewords from aclivily,not by humanactivity.. F What do you think you will see in the
theWordBank.Remind them they 2. A changeof onlyone or lwo degreesin video?Discusswith a parlner.
won't
needallofthewords. globalaveragetemperature$ can havea
majoreffecton our lives. j- sl[t watcntheTEDTaik.Putthequoteson
. Checkanswers. Page39 in orderthatyouhearthem.Write
3. A smallrisein sea levelwill havea major thenumber intheboxesptovided.
[f . Nave read
students thedirections impacton animalslikepolarbears. T
thequestion
anddiscuss with 4, A smallrisein sea levelwill havea B[twam tnetalkagain,Pu1theseevenlsin
apaftner. signiiicantimpacton people. f order,
. Compareanswerswiththeclass 5. Meltingpolarice will not atfectme. f' 5 .a. Paulgoesto Antarctica.
andwrite
theirideas
ontheboard. 6. 11is too lateto do anythingaboutclimate 4" b. A leopardsealbringsPaula livepenguin.
change. F 1 c, Paul's famllymoveslo NorthernCanada.
Sf . Have lookatthepictures
students 5 d. Thesealmakesa threatdisplay to another
andread thequotesonpage39. @ Herearesomewordsyouwillhearin theTed sealto proiectPaul.
Tellthern
towatchthelalkand Talk.Completethe paragraphwiththecorrecl
2 e, Paulbecomes in polarareas.
interested
number thequotesinlheorder words.Nolallwordswillbe used.
theyhearthem.Playthetalk.
. Have students
compare answers
witha partner,
. Check andconfirm
anslvers,
predictions
fromBeloteYou
lrvalchB.

ff . Have read
studenls thestalements.
Tellthemtooutlheeventsinorder
asthey watch,
Play thetalkagain.
. Have themcompare answerswith
a Partner.
. Check answers.

38 ?fnTALl(SVideoReuinw
www.frenglish.ru
 www.frenglish.ru
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 TEDTALKS Paul Xioklen NationalGeographic Biologist
Photographer;
TATES OF ICE.BOU}ID UOI{DERIA}IDS
AfterYouWatch
!f . Havestudentsread
statements
and
chooselrueor/alse.
Havethem AflerYsuWatch
correct
thefalse
slatements,
. Have !f MarkeacnstatementTuaor Falsa.Coreotthetalsestatements in your
them compareanswers
with notebook.
a partner. livinawiNhthe lnuit.
1. As a boy,Paullearnedaboutnatu.eiromfV{nd+ssBu{€v* F
. Checkanswers. 2. Paulsayspeopledon'tlikeleopardseals.Hetravelsto Antarctica to
findoutmoreaboutthem. T
fl . Havestudents
complete
the protect
3. Thesecondtimsthesealmadea threatdisplay,shewantedM*e
byputting
sentences theverbs
in Pauf' F
thecorrecl
form, manytimee
4. Thesealsnlytriedto ieedPaulss€e,thengaveup,__f_
. Havethemcompareanswers
with abod
5. Paulhadab.adexperience wilhthepengulns. F
in Antarciica
apartner. 6. In Antarctica,
Paul
learnedthatleopardsealsarsnotvicious
. Checkanslvers. (dangerous);theyaremisundorstood.T

!l . Dividetheclassintopairsandhave ft fi|| in*re blankwiththecorrcctvorbtorm.

' them role-play
aninterviewwith 1.PaulNicklen haswarked (has worked/ had worked)with
PaulNicklen,Pointoutthetwosets polaranimals
foryears.
ofquestionsandtellthem toeach
Z.He wastauehf, (wastaught/ hastaught) abouttheseanimals
take
aturnatbeing theinterviewer.
by theInuitpeoplehe livedwithin Canada.
. Callononeortwonairs to
3. Paulis worriedthatglobalwarming mayhave (mayhaveI has)a
role-play
theinterviewforthe
negative efieclon speciesliketheleopardsealandthepolarbear.
class.
4. lakina (Totake/ Taking)picturesof polaranimalsis hiswayof
puttingiacesto thecrisisof climatechange.
5. Hispictures arapubliahed {arepublished I couldpublish)in
NationalGeographic Magazine.
8. Paulwantspeople to know {knowing / to know)thewonder{ul
animalsthatinhabitthepolarregions.

GIE Witna partner,role'play

an interview
withPaulNicklen.You
wifiswitch
rolesto eachansweras Paul.
STUDENT1 ASKS: $TUDTNT2 ASKS:
t. Paul,canyoulell meaboutwhenyou 1. Whatwasthemostamazingmomeni
movedto NorthernCanada? youhadwilhtheleopardseals?
2, Whydid youbecomeinteresied in to protectthepolar
2. Whyis it important
leooardseals? regions?
3. Whatwereyouthinkingon theboatb€foreyou 3, Whyareyouwoniedaboutice
got in thewaterwitha sealforthefirsttime? ?
disappearing

40 ?tDTALl($
Videofievisrv
www.frenglish.ru
 www.frenglish.ru
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Money
vs.Wealth
About
thePhnta
Thisphoto
shows performing
musicians
onthestreet-acommon sightinmany
countries. These strset perlormances
arefree,butthemusicians hope tobe
given money bypeople whostop to
lislen.Musicians whoperform thisway
arecalled buskers. Formany buskers,
itisthepertorming orthesharing of
theirmusic thatmotivates andsatisfies
them; theydonotexpect tornake a lot
oimoney fromit.Thephoto ofthese
buskers wastaken inPrague, Czech
Republ ic,byphotographer Christer
Fredriksson.
. lntroduce thetheme oitheunit.Point
outthat"wealth' does notnecessarily
re{erto"money." ltcanrefertothings
thatpeople value, such ashealtir,
happiness, family,etc.
. Directstudents'attention tothepicture
Have studenls describe whattheysee.
Wriie keyvocabulary ontheboard.
. Have students workwitha oartnet to
answer thequestions.
. Compare answers withlheclass.
. Askthese questions orally
orby
writingthemontheboard: Doyoulike
listening ta streetmusicians?Arethe
musicians wealtlty?
. 0oover theUnitGoals withiheclass.
. Foreach goal,elicitanywords
students alreadyknow andwritethem
ontheboard; forexample, vocabulary
totalkabout money andwealth, whai
makes youhappy, etc.

|JXIT
6: Money
vs.Weallh
www.frenglish.ru
 www.frenglish.ru
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Describe
Your
Financial
Habits
Vocabulary
ffi . Havestudents
workindividually
to
read
thestatements
anddecideif
they
agreeordisagree
witheach
statement.

ffi . Have students

write
thewords
lromthesurvey
nexttothecorrect
meanings.
. Havestudenls
compareanstllers
witha partner.
. Check answers.

Sf . OiviOetheclassintopairsandhave
them comparetheiranswersinA,
explaining
their
reasons.
. Compare anst,vers
withtheclass.
lf desired, apollwithashow
take
olhands,anddiscuss some ofthe
statementsinmore detail.

Grammar
. Exolainthatwhen weusetwoverbs
together,thesecondverbisin
eitherthegerundorinfinilive
form.
. Goover theinformation
inthe
chart.Pointoutthatthereisnorule
thattellswhichverbsarefollowed
bygerunds andwhich arefollowed
byinfinitives.
Theymust belearned
individually.
. Elicit
lurtherexamplesentences
fromstudents,using verbsfrom
thechart,

There
i l r u r u is
r J ino u r u for
l u trule determining
rut u vtuil|lilililg
whichverbs arefollowed bygerunds
andwhich byinfinitives. Some
verbs canbelollowed byeithet with
littleornochange ofmeaning: I
likewatching W./lliketowatch W.

44 UlllTit: Money
vs"Wsallh
www.frenglish.ru
 www.frenglish.ru
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0iscuss That
Things
Value
People
Listening
ffi . Have lookatthepictures
students
what
anddescribe theysee.Tell
lheyaregoing
students 1oheara
program
radio aboutthehistory
of Listening
money,Havethem readtheideas ffifm toa ndioprogram
Listen ofmoney.
aboulthehistory lhemain
Circle
andcircle
themain ideaofthe ideaoftheprogram.
pr0gram. things
haveusedmanydifferenl asmoney.
Q People
. Play oneormore
therecording 2. People's abouimoney
ideas havebeenthesame ofyears.
forthousands
times.
l@ 3. Money
causesditterent in people's
pr0blems lives.
' Have compare
students with
answers
apanner. ffifm Listen andnumber
again onthemapinth€orderthaiyou
theplaces
hearabout
them.
. Check
answers.

ffi . fettstudents
tolisten
tothe
radioprogramagainandnumber
theplacesintheordertheyare
mentionedintheprogram.Have
them read
thenames.
. Play oneormore
therecording
times.I@
' Have students
comoare wilh
answers
aparlner. ffi tM[ Listenagain. Tfortrueandt lor false.
Circle
. Check answers. 1. CoinsweremadeinTurkeyabout3,000yearsago.
$ f
2. Papermoneyisolderthancoins. t @
S! . retlstudenls
tolisten
againto
program t @
3. ThepeopleinPersialikedt0usepapermoneybecauseit
theradio andcircle
trueorfalse.
Have themreadthe andbillsaretheonlykinds
4. Coins ofmoney. t @
statements. hadaformofmoney. $
inNorthAmerica
5. ThellativeAmericans f
. Play oneormore
therecording
times.
S& ffip Oiscuss ihesequesti0ns
wilha partner.
' Have answers
comoare
students with 1. Whydo people
wanimoney? asyoucan.
asmanyreasons
Talkabout
apartner. 2. Does moremoney
having alwaysmakepeople Explain
happier?
y0uranswer.
. Check
answers.
46 Unit4
ffi . Havestudents withapariner
work
thequestions.
todiscuss
. Compare with
answers theclass. l:l'::l:,]],ill
'::.:i:i
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vs.Weallh
46 Ut{lT4: Money www.frenglish.ru
 www.frenglish.ru
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 Banking
Expansion:
Language
TalkAboulSanking ffi tam tm pictures lromthebox.
withwords

Language
[xpansion
, Inlroduce and
thetopicofbanks
0oyou
Askstudents,
banking.
haveabankaccount?Howoften
dayaugotothebank? DaYauuse
banking?
online

ffi , Cooverthetermsinthebox.Then
have
students to
workindividually
thepiclures.
label 1. dePa'tt .,
, Check
answers.

ffi . OiviOe
theclassintopairsandhave
them their
lalkabout exPeriences
inbanks.
. Compare answerswiththeclass.

Grammar
. Have 6, chsckin\accaunt 7. T,elter
studentsclose theirbooks^
Write ontheboard: Adoyouhaveexperience
with?
ffip Wtricn0fthethingsin exercise
manager
1. Thestore dePasits the
money. Themoney * bY- ofthepassive
Review
Grarnmar: v0ic0
2. Thereceiptwill_ _
ly.(print)
autonatical thepassive
Form with; Themoney bythestoremanager.
deposiled
is usually
accePtedhere? + ,e + pastparticiple
Subiect (+tyagsnl).
3. - credit cards
statement
A{firmalive Thereceiptwill [e 0rinledautomatically.
4. Where - thatcoin-? statemsnl
Negative Banklellersare[0t paidverymuch.
(make) YeslVoqueslions Arecreditcard$ acceBled here?
. Have tellyouhowto
students !fr'questions Where $ar thatcoinmade?
completeeach sentence. Elicit
that Thefocusol thepassive 0ntheresult0f
isusually is grosninBrazil
Coffee {bylarmers).
fheexamplesarepassive voiceand not0nwhodoestheaction
theaction, (theagent). Wewerenottoldaboutthequiz{bytheteacher)'
have tellyouwhen
students it is Usethepassive wilhanyverbtense.Change the Lunch 0ntheterrace.
is beingserved
used. formofia toshowthetense. Goldcoinshavsbe€n$ed fora longtim0.
. Goover theinformation inthe Theagent,or 0yphrase, onlyif that
is included Hamlet (important)
lrisswrlllenbyWilliamShakespeare.
isimp0rtant0r$urprising. Thatmoviewasrnado (surprising)
bytwoteenagers.
chart. informalion

48 Unit4

48 UXITtl: Maney
vs.Weallh www.frenglish.ru
 www.frenglish.ru
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TalkAboulOillerent Reading
ftp wnattlingsdoyouvalue mosl?Check
TEDLX-,3:#
Typesof Wealth your
{/ ) theitemsinthelist.Share
ideas.
Rsbarl Gupta Violinisl,MentalHeallhActivist
Reading - 1. lotsol money MUSIClS MEDlClilE,
Gl . Ask,What dopeapte inyaur -2. being
healthy
countryvalue?Relersiudents -3. a nicehouse
MUSTClS SAl{lrY
backtolessonB if necessary Eventhoughsomepooplebelievethatmoney
- afamily
4. having
loremind them what tovalue makestheworldgoaround,manypeoplewould
somelfing means. - 5. yourpassion
(music,
sporls, choosehealthovefwealth,opinionpollstell us.For
nature,
stc.)
' Have studentsreadthedirections someonelikeviolinistRobertGupta,whowason his
andcheck theitems. -6. helping
others wayto becoming a physician beforojoiningihe Los
AngelesPhilhannonic al age19,music,heallh,and
. Have studentscompare answers
EIA Read
thetext.Circle
thecorrect
option. wealthafeall partof thesamepackage.
witha partneranddiscuss reasons youranswers
Compare witha partner. In additionto music,Guptais deeplyinteresled
fortheirchoices. 1. Robert
Gupta
isa talented in neurobiology. Because of hisdualinterests, hehas
. Discussansttterswiththeclass. (doctorl@). hadthechanceto workwithNathaniel AnthonyAyers,
a talentedmusician whosecareerwassidelined by
Ayers
2. Nathaniel music
studied
Sl . Havestudents read
thetitleofthe
t6mffioll onhisown
).
schirophrenia.AlthoughAyersstudiedmusicat ihe
andpredict
article whattheythink Juitliard $choolin NewYorkCity,hi$menlalillnessgol
isinterested
3. Gupta in in thewayot prolessional success"
thearticle
isabout.
Write their ( moneyl{SienFl}aswellasmusic. Atlerdropping oui of Juilliardandhaving
ideasontheboard.
4. Ayers spentmanyyears living unsucces$ful medicaltreatment torhis$chizophrenia,
. Pointoutthedefinitions
inthe t {onTh€rtrrel I in a hotel). Ayefsmovedlo LosAngeleswhereheendedup
footnotes.
Have studentsreadthe homele$. In 2005,a journali$t ior thelos Angeres
5. A(mfiraifiIl actor)namsdsteve
arlicle
andcomolete ihesenlences. Lopez wroteabout Ayers. firnes namedStev€LopezheardAyersplayingmusic
Remind them touselhecontext in thestreets.Lopezwrotea bookaboutAyersand
toguess themeaningofnew nexttothestatements becamehistriend.Their{riend$hip becamethesubjecl
B WriteTrue
ar False
ol a movie,andbecauseof thebookandthemovie,
vocabulary. below,
. Have Ayershashada chanceto performhi$musicin gome
students comoareanswers T '1. Robert began
Gupta to playwi$t of th€mostfamousconcerthallsin theworld.
withapartner. theLosAngelesPhilharmonic It seemedlikeAyershadfoundhishappyending.
. Cheek when hewas19.
answers.Goover the However, he refusesto takemedication to treathis
arlicle
andanswer anyvocabuiary F 2. Gupta Ayers
metNathaniel onthe schizophfenia. Hesaysil keepshimtrom"headng
questions. of LosAngeles.
streets themusic."Becauseof this,Ayersis stillproneto
F 3. Arnoviewasmade aboutGupta's schizophrenic opisodesandsomelimes leaveshis
@ . Havestudents
readthesentences. life. hometo gobackto thestreets.
. Have T 4. Ayers Guptawasintroduced to AyersafterLopeztook
students
readthearticle
again worksasa professional
musiciannou hisfriendto a pedormance of Beethoven's Firstand
andchoose {oreach
frueorlalse Fourth$ymphoniesn andAyersaskedGuptalor a
sentencs. T 5. Gupta willplaymusic
withAyers violinlesson.Whentheyiirstmet,Ayefswasagitated
. Havestudents
compare answers anylimehecan. andon edge.Guptawasafraidthatif hetaughtthe
withapartner.
. Checkanswers. 50 Unit4

.l i..' ':i.

research
However,
biology.
pasion,thevic
interest
inhi*lth:dnd,
formentalhealttiti$
herapy
inmi
isa
music
mentalhealllt

50 UtlT it: Money

us"Weallh
TEOTAI|(S www.frenglish.ru
 www.frenglish.ru
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eommunication
[t . Havestudenlslookatthepicture
anddescribewhat theysee.
. Divide
lheclass intopairsandhave
themdiscussthequestions. Refer
thembackloReading A onpage
50andtotheCommunication
onpage
exercises 47if necessary.
. Compareansvr,erswiththeclass.
Haveeachpairexplain their
ans\llefs.

Writing Snmmunicaticn
[f . Havestudents
read thesentences
andcomplete
lhem withtheverbin ltp fnl* aOout to youin life.Howmanyof
thethingsthatarevaluable
themcanbeboughtwithmoney?Howmanycannot?
passive
thecorrect form. Remind
togoback
students tothegrammar
onpage
chart 48if necessary. lllriting
. Havestudents
compare answers [t Complete withthepassive
thesentences formof theverbs.
withapartner. 1. NaftanielAyers wa6digco\lereA {discover}playingmusicon the
. Checkanswsrs. slreets.
2. Hisslory w6e-!gil itell)byjournalist
SteveLopcz.
@ . Havestudents completethe 3. A rnovie wasmade {make)aboutNathaniel Ayenin 2009
paragraph
withtheconect {orm
4, GuplaandAyersWete rYttraduced afiera concert
{inkoduce}
oftheverb.Referthem backio in L.A.
Lesson A if necessary,
tocheck
when gerunds u OonO wagformed (form)
5. Aftertheyplayedtogether,
orinfinitives
are
belween AyersandGupNa.
used.
. Havestudenls comoareanst,tlers fil Comptetelheparagraphintheboxwiththegerundortheinfinitive"
witha partner. Sl Writea paragraph
aboutthethingsthatyouvaluein lile.Besurelo
. Check answers. usegerundsandinfinitives.

Talk about different types ol wealth

!l . Have studentswritea paragraph
Share your ideasaboutwhat is valuableto you.Do you valuemusic
about thethings
theyvalueinlife.
in the way thal GuptaandAyersdo? What olher thingsare valuableto
Remind tousegerunds
thern and you, and why? Give reasonsfor your opinions.
lnfinitives.

tr8@
. Dividelheclassintogroupsol 52 Unit4
threeorfour.Havethemanswer
thequestionsanddiscusswhat is
valuabletothem.Remindthemto
explain reasons.
their Tlp:Errors
Teacher inspoken
English
. Have each groupshare
theirideas Giving immediate corrections tostudents during group andpir workis notveryeflective
becausestudent
withtheclass. aretooinvolved intheactivity andwonlretain thecorrect information.
Instead:
. [4ake notes o[ errors {requently headduring the . Note sentenceswitherrors
duringtheactivity
activity, give
and amini-leson a{ter theactivity andwrite them ontheboard.Together,
thedass
contrasting theerror andthecorrect form. identi{ies
theerrorsandcorrectsthem,
. Listen todifferent groups inrotation, write down Forallofthese itsbestNOT
activities, toinclude
the
important errors, andgivethelisttothegroup name ofthestudentwhomade theerror.
Students
:'',tt,,:ll,:,,m9sbgfi,t0::C0fmCt;:',:,:r', r,..::,::,,:
rr,', generally
recognizetheirownsentenceseven
.i::lit.l:li',rl].:,:',r:].lri:i.t..ii,,,,,r.:ilt:,,,:,,,:.:t.i,t.t:t.::t,,:t::t,.]:,::,t,,:,,1:,..,,,.::...,,'.,:t,tt
without
names.

52 UIIIT{: $doney
vs.Wsalth
T8STALK$
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Survival
About
tfieFhots
Thisphoto wastaken byAustralian
naturalhistoryphotographer, animal
scientist,
andenvironmentalist,
Jason Edwards. Edwards hastraveled
extensively photographing thenaturai
world andhasbeen recognized globally
forhiscontributions toscience, the
environment, andthearts. Thisphoto
wastaken inBentota, SriLanka, and
shows anewly hatched green seaturtle
making itsfirstlife-threatening dash
lorlhesea. These tinyhatchlings are
extremely vulnerable astheymake the
journeyfrom ihebeach totheocean.
Predators such ascrabs andflocks
ofseagulls arewaiting tograb them,
making thisshort journey komnest to
sea themost dangerous timeintheir
lives.
Many halchlings willnotsurvive.
. Directstudents'attention tothepicture,
andhave them what
describe theysee,
Wrilekeyvocabulary ontheboard,
. Have students discuss thequestions in
pairsorgroups
. Compare answers withtheclass.
. Askthese questions orally orby
writingthem ontheboard for
students toanswer inpairs: l4lere
youu saneane youknow ever ina
dangerous situation? What didyoudo
tasurvive?
. Goover theUnilGoals withtheclass
. Foreach goal,elicit anywords
students already know andwrite them
ontheboard; forexample, vocabulary
foremergencies (fire,
ambulance, etc.),
anrmal names, etc.

Unreal conditional Frcsenl

!n.,lhe {orgeneral
Listening understandin
inside
tf theyweren't theshetter, Aradioprogram
interviewing
theywoutd quicklydie. survivors
inthepresent
lrilish
I wishI hadbroughtagood
boaktoreadintheshelter

54 tlKlT5: $unvival
www.frenglish.ru
 www.frenglish.ru
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 Vocabulary
TalkAbout ffi fieadpartofa survival
brochure.
Notice
thewordsinblue.

Emergeney
$iluations
Vocabulary
ffi . Have studentslookatthepicture
anddescribe whattheysee.
. Have studentsreadthebrochure,
paying special
attention
tothe
vocabularyinblue.
. Withtheclass, gooverthe
disaster
natural
meanings ofthewords inblue.
Askstudents togiveexamplesof
anenergency/a natural
disaster/
supp uipmenffromthe
Iies/eq
'
brochure.
theseque$tionswitha partner.
ffi . Dividetheclassintopairsandhave ffi$ OScuss
them discussthequestions,
using 1. Whatkindsol natural
disasters
canhappen youlive?
whsre
Toeopexi$ a situation
vocabularyfromthebrochure. 2. Whatequipment dopeople
andsupplies t0survive
need natural
djsastets?
means
to dealwith it
Pointoutthemeaning oftocape successfully. 3. Whaikindof emergency
sitilation inyourlife?
youexperienced
have
ulf intheWord Focus box,
4- Whathappenswhenpeoplepanicinemergency
situati0ns?
' Compare answers withtheclass,
i. Whatkindofpreparation
lelpspeopl€t0beready theirh0mes?
toevacuate

Grammar 6. What's
thebestwayt0copewithansmergency
s[chasa heartattack?
. Introducethestructure.Ask
students,lf theschoolwere on
Gramrnar:
Unreal inlhenresenl
conditional
fire,whatwouldwedo?Would we Useth€present unreaisonditional
totalk ll youwereinanemergsncy situation,youryouldtnw whattod0.
evacuate? Wtto would allthefire about thatisnotlruenow.
a sitration (Y0u're notinanemergency situati0nattle moment,)
departnent? Would youpanic? sentencss
Conditional hav€t!v0classss:
thg Condilion: f+ subiect+pastt€nse verb
Elicit
senlences fromtheclass condition
clauseandtheresuit
dause. ffesull:subiect+ would +laseformofverb
withll lheschoal wereon{ire, Thecondiiion
clausecanbeatthebeginning I wouldlring a lotofwarmclothes il I wcreyou.
lwould ,.. orendofthesentence. lf I uereyou,i wonldtring a loto{warrnclothes.
. Goover theinformation inthe Whenlheverbtr isinthecondition
clause,
we ll thebuilding
wers0r tir€,wewoulrlevacuate.
chart.Explain thatweusethe always
usswere.(Wasis onlyusedin{armally,}@tsr
unreal conditionaltolalkabout when
ll0l0:Useac0mma thec0nditi0n isaltheleginning
clause 0laserlence
things thatarenotreal,or
hypothetical situations
56 Unit5

WordEank:D
avalanChcr:.:tr:.,
:llizard,.::'',.r,.'t:,

'o*uorit:]l
1].].,.
;earlhQu!1re,,,,
li i:ldlii0l
',CIies!,.tirq.r...l
lli:l
lflobd,,,,,llil,.,'il

56 llillT 5: $urviyal
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 www.frenglish.ru
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Evaluate
$urviual
Methods
Listening
. Have lookatthepicture
students
anddescribe
whattheysee.
. Askstudents
iftheyever
listen
to a Studentspracticing
radio
call-in
shows. martial
arts Listening
Listent0 a radiocall-inshow.Whatsiiuations
didthecallcrssurvive?
ffi . fettstudents
ffil@
theyaregoingtohear
aradio showaboutemergencies. 91.an artack in a parkinqlat
XV11g, Callet#g: ? car Apcidtent
Tellthem towrite
down thesituation Caller#2'.a heaft aLtack
thateach persontalks
about.
. Play therecording
oneormore ffitM Listen
again.
Circle
theanswers.
times. l@ 1. When wasCaller
#1inanemergency
situation?
Didthecallersontheradio
.. Have students
compareanswerswith showdotherightthing?ls a. laslweek @ lastmonth c. lastyear
apafiner. therea*ythingyouwoulddo 2. Where
wasCaller
#2when
hisemergency
occurred?
. Check answers. intho$e
ditferenily situations?
$at home b. atwork o, atschool
ffi . fettstudents
tolisten
again to 3. WhatwastheresultoJCaller
#3'semergency?
answer thequestions. Qcutsandbruises b. seriousinjuries e. alargepayment
. Playtherecordingoneormore
times.!@ Pronunciation:
Reduced
spesch:
?'yaand
didja
. Have students
compare answerswith ffil@ usten
andrepeat.
apartnBr.
When people
speakquickly,
. Check answen. theysometimes
shorten
or
. Direct 1. Doyouknowtheanswer? 1. D'yaknowtheanswer?
students'attention
tothe reducewords.
Forexample:
2. Didyougelthemessage? 2. Didiagetlhemessage?
Engage! box.Ingroups orpairs, Dayat)+0'ya
3. Doyouhave a plan? 3. 0'yahave aplan?
have }idy}ut oidja
studentsdiscuss
what the 4. Oidyoutakeanaspirin? 4. 0id1atakeanaspirin?
threecallers
didandwhat they
would dodifferently.
. Compare
ffigm Listen thequesfons theformyouhear.
andcircle
answerswiththeclass. 1. full @ {. @ reducsd

Pronunciation 2. @ reduced 5. @ reduced

. Hemind
students
thatincasual
3. full @ 6. full @
speaking,
manywords are twoquestiors
Write withD0ynu. .. ?andtwowithAidylu . . . ?
pronounced ffip
withareducedlorm. askapanner
Then yourquesiions
usingreduced
speech.
. Goover pronunciations
thereduced
olDoyouandDidyou. 58 Unit5

ffi . fettstudents
tolisten
tothefull
andreduced
forms. Playthe
recording
oneormore times.
@
. Have practice
students reading
the
pairs toapartner.
ofsentences
ffi . fettstudents
tolisten
andcircle
thepronunciation
theyhear.
Play
therecording
oneormoretimes.
t@
. Checkanswers.

58 UtlT 5: $urvival
www.frenglish.ru
 www.frenglish.ru
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0escribe
How
Animals
$urvive
Language
[xpansion
ffi . Have students lookatthepicture
anddescribe what theysee.
Inlroducetheidea ofanimal
bylocusing
survival onspecies
olanimals thatareexperiencing
conditions thatcouldcausetheir
Tellstudents
extinction. toread the
paying
article, specialattention
to
thevocabulary inblue.
. Askquestions tocheck
understanding; lorexample,l,f/iaf
. hasNrlw lealand danetaprotect
itsoceanspecies?, Howdidpeopte
feelabout this?eE.
, Check anslvers,

ffi . Havestudents workindividually

to
compleiethesentences.
. Havestudents compare ansi{ers
witha partner.
. Check answers.
. Direct
students'attenlion
tothe
Engagelbox.Discuss thequestions
aboutanimal survival
andnature
preservation
inpairs,groups,or
asawhole class.Listideaslor
preserving
speciesontheboard,

Grammar
. Goover
thechartwiththeclass.
more
GivelEticit examples.

Animal
WordBank: survival present
,&rammar::,.M'*sjn,.ihe .,'.1.,,',,
delorestationmigration Sentences Ikaboutunrealsituati
al,i6,,la
rwith,,,wjsh] ons.fui:rbe,
overfishing
desertification ali,subjecli'
use,,were,,{jn'informal
speech, studentsmayl}rear,
native
speakers sayI wish in
I W. . ., butthisisnotcorrect
extinct pdllution
formalwritten
English.)
foodsupply urban sprawl
habitat

60 Ul{lTS:$urvival www.frenglish.ru
 www.frenglish.ru
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Wrilea Brochure
Reading
ffi . Have studentslookatthepicture
anddescribe whattheY see. Ask,
Doyauthinkttrisisa hardPlace
tasurvive in?WhY? lntroduce
theidea ofasurvival school. Ask
students, What doyouthinkPeoPle
cauldlearnthere?
. Have studentswork witha Parlner
tolistthree lhin0s think
they they
willteadabout.
' Have students readthearticle
tocheck theirguesses. Tell
. lhem tocircleanY words theY
don't Point
understand. outthe
inlhe{ootnotes.
definitions
. Talk aboultheguesses that
students made be{orereading.
Which ofthem were inthearticle?
. Goover thearticlewiththeclass,
answering anyquestions {rom the
students about vocabularY.

ffi . Have workindividually

students
toanswerthequestions,
re{ening
back asneeded.
tolhearticle
. Have compare
sludents ansltters
witha partner.
. Check answers.

$ffi. Witntheclass,
discussreasons
whypeople wouldenjoya
likeB0SS.
challenge
. Divide intopairs.
theclass Have
them challengeshave
discuss theY
faced thaihave
andexPeriences
increased conlidence.
their
. Comoare withtheclass.
anslveis

B0SS
Inlormation:
ForYour
area number
There schools
ofsurvival intheUnited theytearn include fishwiththeirhands
catching and
andB0SSisconsidered
States, themost physically a
killing sheepwith
a In
kni{e. 2007,therewasa
Participants
demanding. water
carryonlya knife, controversywhenoneB0SSparticipantdiedofthir$
'12 people'
and
blanket,
cup, poncho. Theyaretoldthatthey duringa field
courseinUtahwith other
lose
could asmuch as20pounds (Bkilograms)oi Theirguides emergency
werecarrying waterbuldid
bodyweight Some
theircourse.
during of theskills noto{ferhim any.

62 tlXlT5: $urvival www.frenglish.ru

 www.frenglish.ru
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Writea Brochure
Communication
ffi . Have
studentsworkwiththesame
partner ideas
tobrainstorm fora
survival
schoolintheir
country.
They
shouldthinko{andlist
thatpeople
experiences could only
have
inthatenvironment.

ffi . Combine pairs toformgroupsoi

fourandhave themcompareand
discusslheirideas.Togethel
they
shouldtrytochoose onelocation
forasurvivalschool. Csmmunicatirn
ffifp fnint ofa placeinyourcountrywherea survival schoolwouldworkwsll,
Make a lisloi severalreasonswhyit wouldbea goodplacefora survival
Writing school. Then listthingsthestudsntswguldlearnandexperience.
ffi . tolntouttheinformationabout
compound Elicit
sentences. pair0fstudents
withanother
ffiS! eettogether andcompare yourlists.
Tryt0
example sentencesabout their agree would
location
onwhich bethebestfora survival
scrlool.
survival
schools usingand,or,but,
so.Write themontheboard. Writing
. Elicit
howtoorganize each below.
thedirections
Connect clausesandshow m Follow
paragraph usingatopicsentence relationships
bstween ideas youdiscussed
intheCommunicati0nexsrcise
1. Choose one0tthelocations
andsupporting Have
details. withand,or.but,andso. andwritetwoparagraphs brochure.
loranadvertising
studentshelpyouwritean Students nustsuruive theplace whyit'sa g00dlocation.
2. Inthefirstparagraph,
describs andexplain
example forthefirst
topicsentence alanein thefarest,butthey
paragraph paragraph,
3. Inthesecond describe
thethingsstud8nts atthe
d0andiearn
ontheboardandthen haveall thesuppliesthey
need,satheywi$besafe. Usecompound
school. il possible.
sentences
oneortwosupporting details.
. Have studentsworkindividually brochures witha partner
andanswer thequestions.
0oesthe
ffifp txchange
towritetwoparagraphs about a inthefirstparagraph
inlormation theplace?
helpyouio imagine Doesthe
survivalschoolfortheircountry, inthesecond
information paragraph
make theschool
sound interesting?
usingideas theygenerated in Doesyourpariner
usecompound senlencest0sh0wre'ationships
theCommunicalisn activilies. ideas?
between
Remind them tousecomoound
senlences.
youlikethemost.
whichpartso1hisorherbrochure
Tellyourpartner
ffi . t'tave papers
exchange
students Suggest yourpartner
othsrdetails couldadd.
witha partner. themread
Have each
brochures
olher's andthen
answer
thequestions.
. Askstudentstoma*corrections
forimprovements
andsuggestions
ontheirpartner's
paper.
groups
Tip:Helping
Teacher finish time
atthesame
Acommon ingroup
situation work a group
isthatonegroup With thatfinishes
tooslowly:
the
completes long
task the
be{ore others-orlong . toomitparts
Tellthem ofthetask.
. Withthesame partner,
have studenls voucan witha
take . Take briefry
over toherp
reader
asdiscussion ihem
giveeach otherfeedbackonthe il::I-:t:ilT::i311:,i'"T:
gr0up t00qulcKly:
tnatllnrsnes move
along.
brochures, each
telling other ' check thetask
understood . seratimetimit.
what theylikeandwhat
could be T l9^:yl1i9v-have Tenthen, fo(ytur ansnl,;rs
t'u ask
and parts
completed.all correctly. iiWiiir:,itui
improved. . Give questions.
them additional
. lf desired,
have rewrite
students . Havethegroupplepare report
awritten oftheir
theirbrochurestobecollected
etc.
answers,
ideas,
forgrading.
64 UillT5: Survival www.frenglish.ru
 www.frenglish.ru
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Art
ttl* Fhct*
Abnut
This photo shows theGuggenheim
Museum Bilbao inSpain andits
enormous Maman spidersculplure.The
sculpture by Louise Bourgeois stands at
over I meters (30 high
feet) and nearly
I meters wide. The Guggenheim Bilbao
museum itself,designed byarchitect
Frank Gehry, isconsidered bysome
tobeanamazing pieceofarchitectural
design, while othersquestion itsartistic
value. Thephoto wastaken bystreet
photographer Robert Herman. lt re{lects
hisinterest intheuseoflightandcolorin
hisphotography. Theindustrial, metallic
design ofthebuilding isemphasized
through thecontrast otthelighlreflecting
onitandthedarkening nightskybehind it.
. Direct students'attention 1othe picture.
Have students describe what theysee.
Writekeyvocabulary ontheboard.
. Have students work witha partnsr to
discuss the questions.
. Compare answers withtheclass. Take
apollwithashow ofhands.
. Askthese questions orallyorbY
writingthemontheboard forstudents
toanswer tnpairs: DoyouenioY
lookingatart?Why, arwhynot?What
kindofartdoyoulikethemost?
. Goover theUnitGoals withlheclass,
explaining asnecessary,
. Foreach goal, anywords
elicit
students already know andwrite them
ontheboard; forexample, names ol
artists/pieces oiartwork,tenses used
toreport speech, etc.

Statements Artterminology
speech:
Reported forgeneral
Listening underslanding
She
said she andher
tired
was Artmaterials ina museum
Conversations
head
hurt.
clauses
adiective
Subiect
Anartistwhowark wilhclaY
hasstronghands

66 ljX*Y&:&st www.frenglish.ru
 www.frenglish.ru
L9
]rv3llqnd sdnoj0
ru0nou
I
Erput
l0 selP-l s./trl Ebut,1PS :u0!le!cunuold
:3lqder0oe3 nnrtdrrrqan ;clqderIoa,g su0rlsal0s
nar tplan D al{ I lll
Ieuoltstil lsuo!lsN 0urssncsrg
lPuosJad
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puP suOrl3?ar uMO raqlssardx0 0l
urp0l oslB /{eql'}runaulinoq0nolul
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pu? uPl0spur}l snOlJeA ssn3slp
{aq1'slsrpe lnoqu Xlpl
sluapnls 'llun leuorssalo;d
srLll
ul 0utlearo
UulBnsrn
areeldoad 1oa0uer teptm e'{epo1 .
'{}neeq :ra$dqsreqlo
s^0rx pu?uaqlaseald slsOlqo
leql
0ur1eu uaeq oneq aldoad 'auJtl uMEp
l0
sqlaours 'o0esrBaI
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]J? lsope0rq
near^ieA0
at,iau:irL!n
RepnrtWhal
Psrson
Anolher
$aid
Vocabulary
ffi . Have lookatthepicture
students
what
anddescribe theysee.
theideaofpublic
lntroduce art.
Thenhavestudentsreadthearticle,
paying tothewords
attention
inblue.

ffi . Havestudenisworkindividually
to
matchthevocabulary inthe
items
readingwiththeirmeanings.
. . Have studenlscompare answers
witha partner.
. Check answers.

Granrmar
' Goover inthe
thein{ormation
chart.
Explainthatwhenweuse
reported wearetelling
speech,
someone what person
another said
tous.
. Elicit
more Asksludents,
examples.
WhatdidI aryaurfriendssayto
youyesterday?andhelpthemas
needed toformconectsentences.

68 {ftlT S:Arl
www.frenglish.ru
 www.frenglish.ru
69 UUllsss'l
'8 U0!l9SI0,iUo3
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'oS :e!f,
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'qoeads
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Peloda:
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peagf,f
 Listening
Express
Your Palnting A is abstract, ffip toot<
Describe
them
paintings.
atttrese
toapartner.
Ahottt
0pinions but I think it represents
t€ellng3.
a Piece
ofArt
Listening
ffi . Divide
theclassintopairsandhave
themwork todescribe
together
eachofthepaintings.
Pointoutthe
exampleinthespeechbubble.
. Compare anslvers
withtheclass.

ffi . fettstudents
theyaregoingtohear
peopletalking
about
threeofthe
paintings.
They should
listen
to
each conversation
andidentify
the
painting
beingdiscussed.
. Playtherecording
oneormore
times.l@
. Check answers.

ffi. fettstudents
tolisten
againto
and{indthe
theconversations
ans\Jvets. ffifffil Youaregoingt0hearconversationsina museumabouithreeolthese
. Play paintings. ihepeople
Writetheletterofthepainting aretalking
about.
therecording
oneormore Whichof thepaintings
doyou
times.f@ likethemost?Why? 1: e
Conversation 2r :
Conversalion 3: c
Conversation
. Checkanswers.
ffilffi Listen
t0theconversations Whatdidthepeople
again. sayabout
ffi . Have workwitha partner
studenls thepaintings? thecorrecl
Circle answer.
togive opinions.
their
Themansaidthepainting
was
. Directstudents'attenlion
tothe Thewomansaidthepainting
was
Engagel box. groups,
Inpairs, or
3. Themansaidthepainting
was
withthewhole class,
havestudents {. Thewoman wasjusl
saidthepainting
talkabouttheir paintings
favorite
Themansaidthescene
inthe
fromLislening Aandexplain Thewomansaidthepainting
was
theirreasons.
ffiS Ooyouagreewiththeman'sideasaboutthepaintings? your
Explain
toa partner.
answers

70 Unit6

Paintings
ForYourInlormalion:
paintings
The above are:
a. Title:Honage Artist:
to Matisse,1954; Mark Rothko(1903-1970,
American)
b. Title:Sous LaPtuie(tntheRain),1912;
Artist:Franz
Marc(1880-1916,German)
o,:'Tille'.
Summer Artist:Todd
Garden,2007; (b.20thcentury,
Muskopi American)
{. Title:0n theDoggerBan(1846: Artist:Clarkson
Frederick (1793-1867,
Stanfield English)
Sfri/Life
9., Title: olFruit,l886;
Artist:
Giuseppe (1843-1918,
Falchetti ltalian)

7A UillT6: Ad
www.frenglish.ru
 www.frenglish.ru
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Describe
Your
Fauorile
Artists
andTheirArl
Language
Expansion
ffi . t-tave lookatthepicture
students
anddescribewhattheysee. Center Vallay Arls
. 0oover theadvertisement
inthe andCrafls Fair :
box,pointing
outthedifferent Don:l'm!ii.your,ifraneeio
itemsandthematerials
thev?e nuydireetlv,fil{r,welf,' ,
made from, klolvnartlstilYot,tjng:
1!
Jrulel
ryr_:$iltefoiirinss,
ffi . t-tave
students
workindividually
to and
bracerers $ Language
toryourserr [xpansion:Art materials
match thewords
fromA withtheir orforgifts [ ffi neaOtheadvertissmentandnolicelhewordsinblue.
definitions, - Cups,
Pottery I
. Check answers. containers,
andQther $ ffi Write
each
wordinbluenextt0itsdefinition, 1ohelpyou.
Useadictionary
itqms
made,kdmiclay'', '1. wood
ffi . OiviOe
lheclass intopairsand
Scrlpts{.3 -,Setilitu|
semi-hard
materialfrom
trses
have
them talkabout traditional ::"lil':::::",:"1,1 , * 2. 6ta*s maleriat
madearhish
remperatures
frguresmade lromwood, H
crafts
andthematerials used 3. teY.tils anykindofwoven
clolh
shne,orbronze F
inmakingthem, 4. silver expensive,
light-c'l,red
- Colorful,
ArtGlass $ metal
. Compareanswers withtheclass, clay
items
decorative I f. softmaterial
made{rom
earth
andwater
andwrite
a listontheboard. lromglass
handmade leather
$ e. material
madefromanimal
skin
andEags
Cfothing - brofze
Grammar ve.st;,
Scarves, and
f l. dark-colored,
brownmetal
t. srons hard
materiat intheground
f0und
. lntroduce thestructure. Tell purses
made
.. I
tromtextilesF
students, I have a friend.Hemakes
ill':1ntt f ffiBwtrataresometraditionatcraitsftomyourcountry?wha
sculptures, I have afriend who
nakessculptures. Write onthe
board: I have afriend. Hemakes 0rammar:
$ublect elauses
adlective
sculptures. --+I have a friendwlto
makes sculptures. Tellstudents,
/ Youcanmeet (They
people. make crafts.) j Youcanmeet
traditional pe0plewhomatBlraditionalcralls.
have You'll (Thev
findEfesents, forallyourfriends")
areperfecl I You'll lhalalepefeclforallyou kiends.
findpreselts
acausin, Shenakesnature hands.
videos. I have acousin whamakes Anartisthasstrong fttgworks
hands. withclay.) I Anartistwhowotkswithslayhas8tr0n0
- Anadjective (glves
modilies
clause moreinf0rmati0nab0ui)anoun.ll comos
afler
ihenoun.
nature videos. Write ontheboard: . Usewh,inadiective aboutpeople,
la rcplace
he,she,atlhey.
clauses
I ltaveacousin. Shemakes nalure " Uselralinadjective
clau$es things,
ab0ut t0.eplaceit atthey.Wecanusewhichinstead
olltafinmote
folma,
sentence$.
videos. --+| have acousin who
makes nature videos. Askstudenls,
Doyauhave anyfiendswho
do someth ing interesting?Elicil 72 Unit6
examples, andwrite them onthe
board,
, Goover theinformation inthebox
Point outthedifference belween WordBank: l Grammar:
Subject clauses
adjective
whoandthat. Materials Anadjective
clausegivesmoreinformation
aboutanoun.Inasubject
adjective
plastic.,
cardboard clause, pronoun
a relative replaces
thesubiect clause,
ofthesubordinate
concreteshell'' a man.
I met (Ilg-nanmakes woodenshoes.) a manwhomakes
I met
c0pper wooden shoes.
, Subiect
adjectiveclausescanappear positions.
indifferent

ifi
cotton
oold i Themanis veryold.(IigmL makes wooden shox.)Themanwhomaka
woodenshoes rsveryold.
lr0n
Theyarecalled subject clauses
adiective becausethepronoun the
replaces
nlfm:i intheadjective
subject clause.

72 Ul{lT6: Art www.frenglish.ru

 www.frenglish.ru
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TalkAbsut
PublicArl
Reading
ffi . Divide
theclassintopairsandhave
them andlistplaces
talkabout to
seeart,Encourage
them tothink
notonlyofmuseums, butalsoart
inparks,public
buildings,shops,
galleries,
andsoforth.
. Compare answerswiththeclass.
. Have lookatthepicture
students
anddescribe
what theysee.Have
predict
them what aregoing
they to
read about.
' . Have students
readthearticle.
Iellthern
tocircle
anywordsthey
donlunderstand.Point
outthe
inthe{ootnotes.
definitions
. Goover withtheclass,
thearticle
answeringanyquestions
lromthe
studentsaboutvocabulary.

ffi . Have workindividually

students to
matchthecolumns.
. Havestudents
compareanstrors
withapartner.
. Checkanswers.

ffi . Assign
newpairs
an{havethem
thequestions.
discuss
. Compare withtheclass.
ansvlers

74 UXIT6: Arl
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 www.frenglish.ru
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TalkAhout
PuhlicArt
Communication
ffi . Have studenls lookatthepicture
anddescribe theworkofart.Wriie
theirideasontheboard.
. Divide theclassintogroups.Assign
roles(leadeisecretary,
reporter,
recorder).Reviewtheidea ofpublic
a{,andtellstudents thatthey
are
going todesign awork ofpublic
art
fortheircity. Comrnunication
ffi . Have eachgroup drawapicture
oi ffi$t t*ugin,yourgroupis incharge
of planning
a newpiece0tpubtic
anfor
theirpieceofart. We waht a sculptute that theareaneary0urschool.0iscussthequestions^
' . will representthe <hlldren 1, Whatkind0tartwillyouhave:
a mural,
sculpture, glasswindow,
stained
Have thereporter
{romeachgroup of this community. orsomething
else?
explainthegroups plan
tothe
classandshow theirdrawing, 2. Where andwhyis it a g00dlocation
willthearlbelocated, tortheart?
. lfdesired,
takeaclassvoteonlhe ffi$l nrawa picture
0fthepublic
artpiece
yourgroup
imagined
inexercise
A.
bestworkofart. yourgroup's
Pressnt ideas
t0theclass,
using
adjective
clauses
to
describe
theartandlocation.
Writing
ffi . Havestudents helpyoustart Writing
writinga paragraph ontheboard. ffi Writeone0rtwoparagraphs abouta workol publicartthatyOulike.Describ€
Ask,fViatwauld beagoodtopic whaltheartlookslike,whatit represents,
andexplain whyyoulikeit.
sentence?Y*ile prompts onthe
board asnecessary; forexample, ffip yourwritingwitha partner.
fxcnange yourparhefswritingcaretully.
Read
What isit?Where isit?Whacreated
it?What daesit represent?Etc.
. Havestudents choose afavorite Usereported
speecb pair0fstudents
totellanother whaty0urpartner
wrote
worko{public artandwrite about Provideplenty
of details
to inhisorherparagraph.
about
it.Remind them toincludeatopic helpthereaderimaginotho
thingyou'redescribing. My parlner wrote about the mural on iiain Str€et. She 3aid it i3 in
sentence andsupporting details
in a reallstlc style, and thrt lt r€prer€nted the hbtory of exploration.
eachparagraph.

ffi . Havestudents papers

exchange
witha partner
andread
each
other's
workcareiully,

ffis@
. Havepairsformgroups offoul
andhave students
taketurnstelling Teacher ingroup
Tip:Roles work
thegroupwhatpiece ofarttheir Itcanbehelpful
toassignroles
tostudentsineachgroup. possibilities:
partner Some
talked
about inhisorher
paragraph.
Poinlouttheexanple. Leader-asksquestions
andkeepsthe discussion
ontopic
Encouragestudentstoaskeach notesonthesroupb ideas,
questions
other tofindoutmore :**,:r ,,1lesgroup's
Reporter-tells
the answerstotheclass
about
theworkofarteach person Recorder-records
thenumber group
oftimes each memberspeaks
andtells
described. eachmember howoften
theyspokewhen theactivity
ends
Besuretorotate
theseroles
olten.

76 lllNlT6: Arl
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 www.frenglish.ru
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 GroupMarketing
Anit Sood Head,GoogleArt Project;
"fXNTALKS Google
Managerlor
BUrLDll{GA mUSEUrtOF Mu$gults
a Museurn
Suilding Otil T]lE WEB

on
sf Museum$
theWeh YcuWatch
Belore
YouWatch
Sefore
[l . Divide
theclassintopairs
andhave
themlookallhePicture answer
and worldto gettheirart online.TheGoogleArt
questions.
the Projeclallowsyouto viewart evencloser
. Compareanswers withtheclass. thanyoucan in realllfe*you canseeihe
artistb(4) brushstrokeg andthe
f,f . Havestudentsreadthedirections
Uot at the piclureandanswerthe (5) - crackE thathavedeveloped
andthewords inthebox.Then [B
questionswitha Partnsr. years.Even is
moreinteresting
afiermany
havethem comPletetheParagraPh. (6) artr'otaie lhe
"t.Whereis thisperson? Whatis he doing? theabilityto
Rernindthemtothinkaboutlhe
go to museums? imageswithyourownideasandshareit with
tensetheyneedlorverbsand 2. Whydo PeoPle
yourfriends.lt'sa completely newwayo{
whethernouns needtobesingular 3"Whenwasthe la$ttimeyouwenito a
lookingat art.
orplural. Whatdid Youseelhere?
museum?
. Have compare
sludents anslvers a very @ Lookat the pictureson the nexl
page'
$l tn nisteo talk, Amitsooddescribes (/) you predict
withapafiner. unusualmuseum. Herearesomewordsyouwill Check the that
information
theparagraph youwill hearin lhe TED Talk.
. Check answers, hearin hisTEDTalk.Complete
withthecorrectword.Notallwordswillbe used^ to createthe
_-_ 1. lt wasveryexpensive
(l . Have lookatthepictures
students GoogleArt Project.
onpage 79andPredict whattheY { 2.1n"rearemanyimageson the
willhear
about inthetalk. Art ProiectWebsite.
. Compare anslverswiththeclass, { g.lf you havea computer,Youhave
WritetheirideasaboulwhattheY collections
acces$to museum
willhearaboutintheTED Talkon theworld.
theboard,
WhileYsuWalch
YouWateh
While ffpt watcntheTEDTalk'circlethemain
$lhen Amit Sood was growingup in India'
[t . Havestudents readthedirections
acceos to ior peopleto seeas mucn
1, lt is important
andthethree optionsforthe he didnl have{1)
as possible.
idea
main ofthetalk.Tellthemto museums.Now, he works at Google,where
he has ju$l 12\ launched a Proiect 2. AmitSooddidn'tgo to manymuseums
thefirsttimaand
watch focuson whenhe wasgrowinguPin India.
themain
understanding idea
onlY. thal will bring museumsio peopleeverywhere"
theGoogieArtProiectto
Remindthem thattheYdon'tneed Sood has been in {3) nsggtiatione with @SooOdeveloped
makead accessibls throughtechnology'
tounderstandeverything. some of the most importantmuseum$in the
. Playthetaik.
. Have studeniscompare their
wilha Partner.
answer
. Checkanswer andcon{irm
students'
Predictions{romEefore
YouWatch C.

VidecRsuisw
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 TEDtrALKS GroupMarketing
Amit Sood Head,GoogleArt Project;
Managerfor Google
B.UILDINGA ilUSEUifi OF
AfterYouWatch ON THE WEB
[l . Have sludentsreadihesummary
andcomplete itwiththewordsfrom
thebox.Remind students
tothink
aboutthetense theyneedforverbs.
. Playthetalkagainasnscsssary.
. Have studentscompare answers
witha oartner. Tourol Clinesearl
. Check answers. erhibition

$f . Have match
students thephrases
to AflerYouWalch
comolete
theideasfromthetalk.
[f Completethbsummarywilhthewordsin the box.
. Playparts
ofthetalkagain
as
'artwork
necessary. computnrgohl negotialestudy
. Havesludents
compare anstitlers
withapartner. TheGoogleArtProjecthasa unique() taal to sharethe
. Check world'sgreatesl(2) artwark on the Iniernet.Amit Sood and
answers. negatiak*
his team 8) with impoftantmuseumsin orderto gain
(l . Havestudents
read
thesentences accessto theirworks.ll you havea t4) cam?rr'er , you can move
andcircle thalparaphrase
theones aroundin a museum,(5) el udy the art, and save the paintings
Soodsideas. and sculpturesyou like best.
. Havethem compare
answers
with
f,l wtatcnlhe phrasesto completesentencesfrom the T€D Talk.
apartner.
Cause Effect
. Checkanswers.
1. d The GoogleArt Projectwas developed a, as manyas 10 billionpixels.
t. ( The projectbegan with b. you can save it or share il.
-17
3. e Youcan look at the images c. mu$oumsin g countries.
4. a Someimagescan contain d. in 18 months.
5. b Whenyou find an imageyou like, e. at normalsize or close up.

Qf ReaCthestalementsbelow.Circletheoneslhat paraphrase
AmitSood's
ideas.
lor manypeopleto seetheart in these
Q I wantedto makeit possible
museums.
2. lt is necessary thatit wasditficult
for usersto understand andexpensive
io createtheGoogleArtPrQject.
@One of myfavorilepartsof theprojectis seeinglhedetailsof thepaintings,
@ne mostimportant thingabouttheeoogleArtProject is theartists
themselves.Thetechnology is amazing,butnotas amazingas thearl itselt

80

80 TIIITAIKSVideofreuiew www.frenglish.ru
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Ah*utt|t*Flhnt*
Ihisphoto, taken byphotographer
Shingo Morinaka, shows a highspeed
train,known asa bulletlrain.The lirst
high-speed railsystem began operaling
inJapan in1964, Today, highspeed rail
systems connect major citiesinBelgium,
Eritain,China, France,Germany, ltaly,
Japan, Portugal, South Korea, Spain,
Switzerland, Turkey,andtheUnited
States. Bullettrainslikethisonetn
Japan cantravel atupto320kilometers
perhout.
. Direct students'altentionlothepicture.
Have students describewhat they see
Writekeyvocabulary ontheboard.
. Have students workwithapartner to
discuss thequestrons.
. Compare answers withtheclass.
. Askthese questionsorally orby
writingthem ontheboard {orstudenls
toanswer inpairs: What kindaf
transportatiandoyauusenost
often? What areitsadvantages and
disadvantages?
. 0oover theUnitGoals withtheclass,
explaining asnecessary,
. Foreach goal, anywords
elicit
students alreadyknow andwrite them :*f;ry
..d#
ontheboard; forexample, vocabulary
lortransportationandlravel,
directions,etc.

'1,t..

withpresenl
volce
Passive Moderntransportalion Focused
lisiening
andpresent
continuous Perfect Public
transportation systems
Subway
Adiscussion:
Thenewplaneis beingtested
havebeen
now./Conpulers
usedlarnorelhan50yurs.
questions
Indrrect
0o yauknawwhere lhebus
stonis?

?: Se{{i*6&relurld
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Talk
Absut
Xew
0evelopmenls
Vocabulary
ffi . Have lookatthepicture
students
anddescribe
what theysee. Elicit
vocabulary
relatedtoairtravel,
lor
pilot,passenger,
example, fly,etc.
. Divide
theclass intopairsandhave
themreadthearticletogether.
. Have telltheirpartners
students
whichnewideas sound good and
whichdonot.
. Compareanswers withtheclass,

ffi . Have students

workindividually
lomatchthewordswiththeir
definitions.
. Havestudents
compareanswers
witha parlner.
" Check ansu,ers.

Grammar
. Briellyreview thepassivevoice.
Remind studentsthatthepassive
voice isused when thereceiver
ofanaction isthemost important
thinginlhesentence, Pointoutthat
thepassive voice isnota tense-it
canbeused withanytense. Explain
thatinthislesson, studentswill
practiceusing thepassive voice
wilhtwomore tenses.
. Goover theinformationinthechart.

r'i r. ,tr I r,..t:,:t:'r::::t:I , t:.i.urri:i:::ta::ti:tu

lvordBa1!i I Grammar:
Passive withpresent
voice
rransp0nailon : continuous
andpresent
perfect
tenses
0rcycre Thepassive voice canbeused incombination withanyverb
bUS tense. lt is used with the presentcontinuoustense t0talkabout
developments thatarecurrently underway; My hause isbeing
t.t..,t,',,l.....r.
l*ptsryul..,.1..;..,..],. painted today. lt isused with
the presentperfecttense totalk
rerr\/ about things thathappened atanunspecified timeinthepast
nef lei..1..,,..i:.1,,.',:',,.,,;,"''.,;,;':'','',t,';
,ieof orthings inthepast withpresentimpacl: Myhouse hasbeen
hoaseidnw..n
$r90n,,...1.,1....., painted three times in thelast
tenyears.t hope thispaint wilt
lasttonger!
m0nrirlt,]i::,::]]i]irtrr::t
:].:''.:i:,,]]::t:.]:i]

84 UlllT7: ffeltingAround
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Discuss
Choices
in
Transporlaticn
Listening
. Have sludentslookatthepicture
anddescribe whattheysee.
. lf students
arenotfamiliar
with
subways, introduce
theideaol
urban railways
under theground.
Invitestudents
totellabout
any
experiencesthey've
hadwith
subways.
Listening
ffi . niviOe
theclassintopairsandhave
thesequestions
witha partner.
them thequestions.
discuss ffi@ Oiscuss Whataresome famous with
cities
subways?Haveyoueveruseda subway?Whataresomeadvantages and
. Compareanswers withtheclass. disadvantage$
ofsubways?'1. Lonrlon,
lriowYork,ln4axcct-itv,Mosco
2..Advanta4es:fae1"andromtortable: carryalat of Veopie u,ery
q,
ffi ' fettstudents
theyaregoingtohear ffimDitr.1i,Ytrt8ff,"3oi6fi?ifixft tfifJffi?ftflf,H
infff?rlin##ffr "'
a radioprogramaboutthingsthat while
building
subways.
Listen
andwritethename ciiyandthe
0feach
have beenfoundduring subway discovery
thatwasmade
there.
construction.
Tellthemtolisten
andcomplete thecorrecisections City: Vex co Ciry City: l.osAneeieE City: NewYork
ofthechart. ulsc0very:
^, ,-.)@i
vJ a';'tu
)
Discovery: a n i m a lf o g t i l ! , Discovery: i-ane wall
. Playtherecordrng oneormore oidiscovery: 1367
Year ilte 199an
Yearof discovery: Yearofdiscovery'. 1997
iimes.
308 They b' kee?Ehe
decided Theydecided 1t Aq tic foqsttqup TheYdecidedto:Pr'5,rveonlY
. Have
students
compare
answers
with pyramid
aba ?art 'fthe :a ret ullv/ phctroaratshand a pa* af r"hewall
apartner,
gtAttOn npqer ls" rht, Pnqrr:q
. Check
answers.

ffi - fettstudents
tolisten
again to
ffil$$l Listen
again
andilll intheresloftheinformation
inihechart.
fheradioprogramandfillinthe
information. questi0ns
witha partner.
ffis| Oiscussthese
. Playtherecording
oneormore '1.0oyouthinkit'simportantpresorve
t0 archaeological when
discoveries
timesl@ roads
andsubways arebeingbuilt?
Fxplain,
. Check answers. 2. What
aresomeotherways thec0nstruction
0ttransportati0n
systems
might
impact
a city0ra neighb0rh00d?
ffi . 0iviOe
theclassintopairsandhave
them thequestions,
discuss
. Compareanswers withtheclass.
86 Unit 7

ForYourInformalion:
Famous
subway
systems
. TheMoscow subway system
hasthebiggest TheParisMetro islamous foritsbeautiful
ridership
inthe_world-more than3.2billion andpassengers
stations, neverhave towalkvery
passengersaygar travel
on12 linesto172 far.Every
buildinginthecityiswithin500meters
stations.
lt'salso thefastestsystem,
withspeeds (1,600feet)
ofa Metro station.
ofupto120kph(75mph). TheBeiiingSubway isoneofthenewest inthe
. TheLondon Underground, whichopened in1863, worldandwasgreatly expandedforthe2008
istheoldestsubway intheworld.Alsoknown OlympicGames. lt isverycheaptorideandeasy
astheTube, itslinesconnect
tomany otherrail touse,evenforpeople whodon'tspeak Chinese.
services-passengers caneventransfer
tothe
Eurostar
train toParis!
86 UillT?: SellingArolnd
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UsoEnglish
to
0elArsund
Language
[xpansion
ffi . Havestudentslookatthepicture
anddescribewhattheysee.Then
havethem readthearticle.
Teli
tnemtopayattention
tothewords
inblueandtrytoguess their
meaning.
. Gooverthearticle
withlheclass.
Confirmthemeaningoflhewords
inblue. Language
Ixpansion:
Fublic
transportation
ffi . Divide
theclassintopairsandhave ffi Read
thearticle
andnotice
thewords
inblue.

'
themdiscusslhequestions.
. Compare Eusss lortheFuture
ansr,tlers
withtheclass,
TheBusRapid Transitsystem ofCuritiba,
Brazilisfamous foritsconvenience
anddesign. Busesforupto300people travelallaroundthecity.Passengers
0rammar board thebusesfromcomfortable glasstubestati}ns.
lf theydon'thavea
. Talkbriefly
about differencesinthe pass theypaytheirfareinthestation,
0ra ticket, soeveryone getsonthe
waywespeak people,
todifferent busquickly whenit arrives.
Theycantransfert0 another routewithoutpaying
andpoint outthatthese difierences again.Where busroutes
different connect,therearecomlortable terminals
exist
inalllanguages, including withsmall shopsandrestrooms. Thesystem andit'sverypopular
isetficient,
English.Ask,Who dowespeak withthepeopleofCuritiba.
norepolitelyto?(older people,
peaplewedon'tknow, peaple in
ffiB Oiscussttrequestions
witha parlner,
Usethewordsin bluefromexercise
A.
autharity)Wha dawespeak more
infornally
to?(friendsandfanily 1. What
arethreewaysto pay
youlfareontheBusRapid Transit
system?
a P a A 1 . A t t L K ? D .a t p 2 : i t . n e r a f e J L L ? e s L i t t a n
menbers, yaung peaple) 2. Wherecanoeople waitwhenthevtransler
fromoneroule
toanother?
at comlonableterminals wi\hanallshane andrcstrcoms
. Explain questions
thatindirect are 3. llgwd.qpeopleinCuritiba
feelabout
thebussy'stem?
Thevlikeit.
usedinpolitespeech when we're 4. Howdoyoufeelabout thepublic
transportation
whereyoulive?
talking
losomeone wedon't know. Answerg willvary.
Goover theinformationinthechart, 0rammar:
Indireet
ouestions
questions
Indirect areinside
statements
0rother Doyouknow if lhebusslopshere?
questions. queslions
Useindirecl tobemofepollte. youplease
Could lellmehowmuch lhelicketscosl?
Usestatement questions.
wordorderwithindirect youtellmshowlongit laksst0 gstdowntown?
Could
r inindiectyes/no
Useif or whethe questions. Doyouknowiilwhether lhekainwill beontime?

WordBank:
Trains,
buses, G r a m m a r : I n d i r e c t Q: u. 'e' s t i n n g
andsubways lndirectquestions
areusedinasking,and,
answelin0l'regues
train:
station,
schedule, forinformationtomakethem,more ,,,,'
pOlite.r,ln'anl:indirrect,
ticket
window,commuterline, question, theword
orderislikethatofastatement (subject
long-distance
line followed Doyouknow
byverb): wheretheticketcounter is?
bus:driver,
transfer,
farebox,seat, Themost commonerrormade bystudentsisinverting subject
cord andverb inquestion
order:
Bo,,y|iiiw' :ihi:',,titlCi',,'
platf
counter?
subway:conductor, orm,track,
turnstile,
car

88 UilT ?; Getling
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 Reading
Make Oiscuss questions
these witha partner.
fiesomrnendalions ffip'1.Whatkindsoftransportation
didyour
Norlmprouing cityhave50yearsago?

Transportation 2. Arethosekinds
usedtoday?
0ttransportation
Whyorwhynot?
still

Reading Foreaih
skimthearticle.
ffi Ouicrly
ffi . Have studentslookatthepictures paragraph writePif it contains
below,
anddescribe what theysee. posltrva
ideasaboutthetopicorNif it
Introduce
thetopic ofthereading. negaliva
contains ideas,
Askstudenls, What kindot a. 7 Paragraph
2
isinthepicture?
transportation b. r Paragraph
3
(ailckshaw)ln what parlsofthe c. N Paragraph
4
warldarerickshaws used?(Asia)
Asksludents what, ifanything, ? forfrueand? torfalse.
Correct
the
ffi Circte
theyknow about thecityofKolkata talsestatements inyournotebook.
' (spelled
Calcutta inthepast). 1. R'ckshawsars
a tladitional
. Dividetheclass intopairsandhave inKolkata.
formoftransportation Q F
them discussthequestions. 2. Themenwhopulltherickshaws
. Compare answers withtheclass. earn*Joto{money. T0
vervlittte
3. Rickshawscanbeusedinpartsof
ffi . Have studentsreadthedirections. S f
thecitywherebusescan'tdrive.
Tellthentoread thearticlequickly 4. Rickshaws
aremostly
used
anddecide whethertheparagraphs byw*althy.people. f €)
Indicatedexpresspositiveor 'coorandmiddle"clasE
5. Rickshawsareaoroblem
in
negativeideas.Remind them that heavytraffic. @ f
skimming isa usefulstrategy{or
6. Thegovernment
istryingto
understandingthemain ideasof is€+easethe
numberof riikshaws.
I O
atext. reduce
pr€oram$now
7. There
are tohelo
. Check answers. ricksllffi#633t
new
the Pns.r O
ffi . Havestudentsreadthearticleagain
inmoredetail.Tell
them tocircle
anywords theydon'tunderstand,
Point
outthedefinitionsinthe
Word Focus box.
' 0oover thearlicle
withtheclass,
answeringanyquestions fromthe
studentsaboutvocabulary,
. HavestudentsworkIndividuallyto
maikthestatementstrueorfalse,
changingthefalsestatementsto
makethem true.
. Checkanswers.
andliterature
intheBengali Now
culture. the
cityhasamanufacturing
economyandproduces
cars,railway
coaches, juteproducts,
chemicals,
electronics,
anda hugevariety
ofothergoods.
Kolkatahasatropical andreceives
climate mostof
itsrainduring
themonsoonseasoninAugust.

90 lllllT ?: Getting
Around
www.frenglish.ru
 www.frenglish.ru
t6 0 !r0$$al
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Make
Hecsnrnendations
for lmproving
Transporlatisn
Communication
ffi . Havestudentsreadthedirections
andtheactivities
inthebox.
Divide
theclassintopairs
and
havethemtelleachother
aboutthe
transportation
they, {amily,
ortheir
useforeach
activity.
Cornmunicaiion
ffi . Copy thecharlontotheboard,
and ffiS fettyourpartner
about youoryourlamily
theform0ttranspofation
havestudentshelpyoucompleteit members usefortheactivities
inthebox.
foroneformoftransport.
ffi![} Wmyourpartner,
make a chartandlistsomeoftheposilive
andnegatif
. Havepairsconplete thechart
for yormentioned
0fthetormsoftransportation
aspects A.
inexercise
theformsoltransportation
they
talked inA.
about
' Compare ideaswiththeclass,
and
complete ontheboard.
thechart

Writing
ffi . 0oovertheideaofa lettertothe
editor-letterstoa newspaperor Writing
magazine inwhich readersgive
ffi Howwouldyouimprove thetransportation in yourcity?Wriiea letF
system
theiropinionsonimportant issues. t0theeditor
ofa newspaper yourideas.
explaining Eeginyourletter
"Dear
Tellstudentstheyaregoing towrite Endit with"Sincerely,"
Editor,". andsignycurname.
a letter
withideasforimproving
transportation
intheircity.Have letierswithy0urpartner.
ffi!fil txchange Askeachotherquestions your
about
ideas,
andmake suggestions
forchanges
andimprovements.
lhemread thedireclionsandwrite
theirletter. yourletter
ffi Revise onyourpartner's
based suggestions.

ffi . Have studenls

exchange papers
witha partner.
Have themaskeach lransportation
otherquestions
lofindoutmore yourletteraloudl0 theclass,
Read anyquestions
andanswer yourclassmaB
abouttheir
ideasforimproving have
aboutyourideas.
thetransportation
system.
Ask
students
lomark corrections
and
suggestions
{orimprovementson
partners
their paper.

ffi . Have
students
rewrite
theirletters
based
ontheir
nartnersfeedback. Teacher
Tip:Checking
answers
Therearemany waystocheckstudents'answers allwithadvantages
toactivities, anddisadvantages.
1. Teacherreads outloud,
theansrvers students 4. Volunteers eachwrite
theanswertoonequestion
checktheitwotk: thefastest
way;'butleaSt ontheboard-gives theclassanopportunity
. Callonstudsnts
toreadtheir toworkwithcommon
studentinvolvement. butusesa lotof
errors,
letters
totheclassortoasmall classtime.
group, 2. Teacher togivetheir
callsonsludents answers-
Havethemaskeachother
questions
abouttheir
ideas. ,'alsoiasllbufmay,makestudents'feel
anxiOus. 5. Teacher conectsoutsideofclass-an
3. Studentscorrect
eachotherswork-gives opportunity
for feedback,
detailed butrequires
' studen[sBoreresponsibi,lil],
buftheynrxll161 a loto{workfromtheteacher.
correct
allmistakes.

UillT7: 0stlingilround www.frenglish.ru

 www.frenglish.ru
86 3ili{r8gSU8$SA]
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Gompetition
theFhoto
Absut
Thisphoto shows acompetitor ina
bullraceinWest Sumaita, lndonesia.
Thelookontheriders face re{lects
the
exhilarationolcompeting inasport.
Bullracing inWest Sumatra isa unique
itlakes
sport; place inwet,muddy, rice
paddy fields,where therider slands
onaplough between twobulls, The
photowastaken byMalaysian freelance
photographer andpracticing famiiy
physician Dr.WeiSeng Chen.
. Have students lookatthepicture and
describewhat they see.
' Have studentsworkwithapartner to
answer thequestions.
. Compare answers withtheclass.
. Askthese questionsorally orby
writingthemontheboard {orstudents
toanswer inpairs:Doyouliketo
watch competitions? Whyorwhy
not?Doyouenioy participatingin
competitions? Whyorwhynot?
. GoovertheUnitGoals withtheclass.
. Foreach goal, anywords
eliclt
students alreadyknow andwriiethem
ontheboard; forexample, sports
vocabulary, expressing likes and
dislikes,etc.

Negativequeslions
lsn'tthaldangerous?
0bject adjective
clauses
lhat she
It'sa canpetition
ottenwins.

94 UlllT8: Comretition www.frenglish.ru

 www.frenglish.ru
96
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TalkAbout$ports
Vocabulary
ffi . Have lookatthepicture
students
what
anddescribe theysee.
. Have workindividually
students
toread paying
thearticle, special
attention words
tolhevocabulary
inblue.
Goover anyunfamiliar
wordswiththem.

ffi . Havesludentsworkindividually
tomatchthewordsfromA totheir
synonyms ordefinitions.
. Havestudentscompareanswers
witha partner.
' .
Check answers.
. Point inthe
outtheinformation
Word Focusbox.

Gramrnar
. Goover theinformation
inthe
chart.Point outthatsoeakersuse
negative questions
toshow thsil
belief Doyouhave
orattitude: a
testtanarrow? (You don'texpect
anyparticularanswer.)Don'tyau
have a testtonorow? (You think
theanswer isyes-soyourfriend
should bestudying now.)

diving - racquetball
skating ' snowboarding
figure
squash
football(American)
gymnastics
handball
horseracing

96 UfflT8: Campelition
www.frenglish.ru
 www.frenglish.ru
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Explain
Which
!sBesN
$port
fsrYsu
ListnninS
ffi . Have studentslookallhepicture
anddescribe what theysee.
. Have studenlswork witha partner
tolistthesportsinthecorrect
categoriesintheVenn diagram.
. Check answers.

ffi . Have workwiththesame

students ning
Liste
partner thequestions.
todiscuss ffip Writeeachsportinthecorrectplaceinthediagram.
Workwitha partner.
. Compareanswers
withlheclass.

ffi . fettstudents
theyaregoing to
hearthreepeopletalkingabout
theirexperiences
withsporls.
They shouldlisten
andchoose
thespoilthatbestfitseach
ofthe
personalities
ontherecording.
. Play oneofmore
therecording
times.@
. Donotcheck answers yet.
ffi$E oiscuss
these witha partner.
questions Give fotyouranswerE.
reasons
ffi . feltstudentstolistenagaintothe
Whattype0fperson playing
enjoys individual Whattype0f
sports?
conversationsandmake noleson person playing
enjoys lsamsports?
theirreasonsforthechoices they
made inC. people Decide
talking. sportintheboxwould
which be
ffifEE Listen
i0threg
. Play therecordingoneormore person,
bestforeach
times. tM probably
1. Ritashould play: probab-ly
should
3. Susan signupfor:
. Divide lheclassintogroups oi t,olletrtalllba.'xevbatl narLialarLslqalllafiarathan
probably
2. ChrisShould trainfor'. the eocoerteam
three orlourandhave them try.to youcountonsofieone,
When
agree onthebest sport{oreach youdepend
onthem10do ffi6|ED8 Howdidyoumake
youtchoices C?Listen
inexercise andtakc
again
person. lhatbimportant
somelhing brief
nolesonwhat sayinyour
lhespeakers Then
notebook. share
. Comnare ansi,vers
withtheclass. t0you. reas0ns.
v0ur

98 Unil I

sPor{$
trffsrdSank,exil'eme,
racingmountain
adventure biking
jumpingmountain
bungee climbing
running ultramarathon
free
ralting
heliskiing whitewater

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 Language
Expansion:
Spsrts
TalkAbsutPositive ffi Writeeachwordfr0mtheillustrati0n
belownextt0 itscorrectmeaning.
andf{egaliue 1 . a fargesignthatshows
thescoreata sp0rtsevenl acoreboard
Aspects
of 2. some0ne a pers0n
whotrains 0ra sp0rts
team 6oaoh

Competilisn 3. a prize
given
tothewinner
0fpoints
4. thetotalnumber
ola competition
received
ina sports
event
tropny
scord
Language
[xpansion 5. thenumbers
thatareadded t0givethesc0re
t0gether pointe
ffi . Havestudentslookatthepictures 6. a metaldiskgivenasa prizeina sport$event ftledal

anddescribewhattheysee.
. Havestudentsmatchthewords ffiB fafeturns. Askandanswer thssequesti0ns theillustration.
aboul
fromtheillustration
totheir 'f. Whatwasthsfinalscore game?
olthechampionship 6-3 {eixtothrae)
meaning. points
2. Howmany didthewinning
teamhave?6
. Checkanswers. 3. Whatisthecoachpresentingt0theteam?
atra?hy

ffi . Divide
theclassiniopairsandhave ryplayer
4. Whatiseve wearing hisneck? a medal
around
themaskandanswer thequestions,
' usingvocabularyfromA.
. Checkanswers.

Gral"nmar
. Briefly
reviewsubject
adjective
clauses,
which learned
students
aboutinUnit6,Explain
thatwecan
alsouseadjective togive
clauses
more information
about
nounsin
parts
other ofthesentence.
. Goover theinformation
inthe
chaft.

Adjective
Grammar: withobjectpr0n0uns
clausss
Anadjective canmodifya nounthatisthe
clause lt wasmadeof gold.
Hewona medal.
ofa verbora preposition.
object lhathewonwasmadeof gold.
Themedal
pronoun
Usetheobject inaf0rwilcf inadlective I'mona team.lt wasformedla$tyedf.
clauses things.
about Theteamwlich I'n onwasformedlastvear,
pr0n0un
Usetheobject f/Elorwha(uwhaninwritingWemetawoman. Sheplaysbasketball.
0ff0rmal inadjeclive
speaking) clauses people. Thew0man
about thallwho(m) wemelplaysbasketball.

100 Unit8

lltsid.i.:8rn|ra..:,l Grammar:
0bject clauses
adjective
isp0]rl$]ivsrb$ Anadjective givesinlormation
clause about a noun.Inanobject
adjective
bou|r00.....:..pqss.,.;',llclause, pronoun
therelative replaces
theobject clause:
intheadlective
0ateh t tikedthegame.
..111,.,,'.,,.1i40..,.,,.., (Wesaw thegane.)I tikedtheganethatwesaw.
0bject
Oiive,.,.r'.,,1,.,,'Se1ve,.,. clauses
adjective appearindifferentpositions:
.'.li,...i.lfe;l.',..
fal!, Trygam..q.was (Wesawthegame)The
exciting. ganethatwesaw
l..r wasexciting.
*i'0,:....,,t..,.'.....**!....
They
arecalled
object
adiective
clauses thepronoun
because replaces
the
object
intheadjective
clause.

100 lllllT 8: Campelilion

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ffi
0iscuss Reading
Usea dictionary
to lookupthe
Competilive ffip
meaningsofthewords inblue.
Aduantages Youmaythinkthatinsp0rts,
isalwaysabout strength, speed,
winning
andother
Reading athletic butlw0anthr0p0i0gists
abilities,
i0 knowwhether the
fromEngland wanted
ffi . Have lookatthepictures
students clolfingcanaltecithe
colorofathletes'
anddescribe
whattheysee.Ask, finalscores
oJsporting eventsl
Whatdoyouthinkthearticle
is Thescientisisalroady knew that
gaingtobeabout? animalsrespond l0 lhe0010r red.Having
redontheirbodies helps some to
animals
. Havestudents
workindividually anddominant male animals
a male,
attract
toreadlhesummaryandcheck sometimes have moreredontheirbodies
themeaningso{unknownterms thannon-dominant males. tsit possible
intheir Have
dictionaries. them thathuman beings respond toredina
discussthemeanings
witha similarway?
partner.
ffi Rsyoureadthearticle,takenot€s0nthe
ffi . Havestudentsreadthearticle, scientific
research,
andtake notesonthescientific . th€namssand ofthescientists
university
research.
Have themread thefour whodidiheresearchinAthensKueeellHill
andKabertbaraanal the Universif"v o?Ourham
Tellthem
aspects. tocircleany . whatthosescientistswanledt0findout
if coloraffectathe out;come of 9pa*9 rnatches
wordsinthereadingthattheydon't r themethod theyused (How didmeyd0
understand, ey lookedatthe
theirresearch?|'h
thatthe wirlnerIwore"
. Goover thearticle
withtheclass, .o theresults
oftheirresearchWhen.. ..
.,ArnOeItl,ArSwefematcneAtn rtt.ne5,AndaKt'l,
answeringanyquestionsfromthe the aljiet'as waarinqred weremore likelyta win.
studentsaboutvocabularv. ffi Read thestat6ments. T{orrruaf
Circle
. Check tor{alse, (iflhe
or{l tornoinformatlon
theinformalion, isnotinthereading),
iniormation
ffi . Have gobackthrough
students the 1. HillandBanon
alebothinteresled
article
tomark
thestatements
lrue, inprimates. T f @
false,
arnoinformation. 2. Female useredcolotation
mandrills
. Have loattractamale. f$ xl
studenls
compareanswers
witha partner. 3. Redwasnotanadvantaqe
torzebra
-r@
iinches. nl
. Check answers.
4. Theredplasticrings
wereleftonthe
{inchespermanentiy. I F@
5. HillandBarlonbelieve inred
athletes
arsmore towin. Q r xl
likely
6. HillandBarton
thinksome
0lympic
athletescheated.I F @
102 UnitI

fi2 UXIT8: Somp*tilion

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 www.frenglish.ru
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0iscus*
Cnmpelitive
Aduantages
0omrnunicatian
ffi . Have read
students thedirections
andthewords
inthebox.
. Havestudents
discussihetopics
withapartner.
Remindthem toadd
more topics.
ffi . Have jointogether
pairs tomake
groups
offour. Communication
. Have a competitive
advantage
issomothing
thatmakes youmorelikelyto
oairs
sharetheirideas
from
A ffip
win0rsucceed.
Besides
wearing
lhec0l0rred,whatother give
things
with
their
nelvgroup. anathlete
a competitive Discuss
advantags? inihebgxwitha
thelopics
'.
Comoare
ideas with
theclass. partner
andaddsomeofyourownideas.

Writing pair0l students

ffi$! loinanother yourideas
andshare iromexercise
A.

ffi . goovertheconcept ofcompetitive

advantageandelicitmore
examples Writing
fromtheclass. ffi Inyournotebook,make a bullst-p0int
listol advice togiveto
fora coach
. Introduce point, athleles.Usephrasessrchas:
thetermbullet
usingthelistofphrases
asan . lt'sa 0oodidea
to ... r Besure to ...
example.Have students
work . lt'sabsolutely
necessary
to , .. . 0on'1 to ...
lorget
individually
towrite
lislsofadvice. . Youshouidalways...

ffi . Dividetheclass intogroupsof neaO yourlistt0 yourgroupandexplain

howyouradvicewouldgivean
threeorfour.Have students
read ffi$!
athlete
a c0mpetitive Asky0!rclassmates
advantage. t0c0mment 0n
listo{advice
their totheir
new yourideas.
group.Have them explainhow
thisadvicewillgive analhlete
a 0irc[sscompetilive
advanlages
compotitive
advantage. I iave a friend who manages Withyour
group,
discuss
whatgivespeople advantage
a c0mpetitive outside
. Have therestofthegroup give hls time well.Tbat's <ertainly forexample:
ofsports;
feedbackoneach personsideas. an advantageat rchool.
. Compare advice andreasons with
theclass.

ffis@ 104 Unit8

. Inthesame groups,
small have
discuss gives
students what people
acompetitive
advantage
inother
arsas,
notsports. Teacher
Tip:Giving more
students responsibility
. Compareideas
wilhtheclass. Givingstudents foreveryday
responsibility classroom
tasks canlighten
theteachers butit also
workload,
allowsstudentstofeelmoreinvolved.
Here
aresometasks your
that students
maybe able
toperform:
. handingback homewqrk . seitingupequipment
. 0tstilDutrng
papers . checking (with
attendance yoursupervision)
. calling
theclass atthebeginning
lo order . erasing/washing attheendofclass
theboard

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 www.frenglish.ru
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/ u3lB/iA rsllv
'su0lssalox0
ll3l30uc'
'osptr
aql {eld .
'uaqltueql{aq1se
suorssardxe ls:ll
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LI313AA
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apl^0.ld
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aqi1os0utueau aq1dn1oo1 Puu
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0anger
thePhoto
About
Thisphoto wastaken byNational
Geographic photographer Mark
Thiessen. Thiessen became acerlilied
wildland firefightersothathecould
photograph wildiires witha better
understanding ofthem andthepeople
wholightthem. Inrecenl years, wildfires
have caused severe destruction and
thelosso{many homes inparts ol
thewestern United States. such as
California.Montana. andldaho, This
photo wastaken frominside afirefighter
supervisors truck asitdrove through
flames thathadreached theroad.
. Introduce thetheme oftheunit.Call
onstudents toname things thatare
dangerous. Write a listontheboard.
. Direclstudents'attention tothepiciure.
Havestudents describe what theysee,
Writekeyvocabulary ontheboard.
. Have students work witha partner to
answer the questions.
. Compare ansvvers withtheclass.
. Askthese questions orallyorby
writingthemontheboard forstudents
t0ansvrrerinpairs: What arethenast
comman dangers thatpeople facein
thiscountry? Arethere thingsinour
hauses which aredangerous?
. G0over theUnitGoals withtheclass.
. Foreach goal, elicitanywords
students already know andwrite them
ontheboard; lorexample, vocabulary
foremergencies andnatural disasters,
dangerous jobs, dangerous animals,etc.

106 lltlT 9: 0anger

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 www.frenglish.ru
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0iscuss
Ways
lo
$lay$afe
Vocabulary
ffi . Have lookatthepicture
students
anddescribewhat theysee.Ask,/s
thisa dangerausanimal?
. Dividetheclassintopairs
andhave
lhemratetheitems intheboxbv
their
degreeoldanger,
. Compare answers withtheclass,
andaskpairstogivelheirreasons.

ffi . Havestudentsreadtheinformation
inthebox.
. . Withtheclass,discusstheratings
lheygaveinA andwhich ones
shouldbechanged. (lfnecessary,
thatmosquitoes
explain are
dangerousbecauseinsome parts
oftheworldtheycause malaria,
a
disease
which cankillchildren
and
people.)
elderly

ffi . Have studenis

workindividually
to
write
thevocabulary
itemsnext
to
theirmeanings,
. Have students
compare answers
withapartner.
. Check answsrs.

Grarnmar
. lntroduce
thestructure. Tell
We've
students, beenstudying
together
for{twononths) now.
We'vegotlen taknow a lotabout
eachather.Letsseehowmuch
I remember youplay
. . . Fstela,
tennis, you?
don't Yong-Jun, you're
abusinessnan, you?Wrile
aren't
several
examples ontheboard,and
thetagquestions.
underline
. Goovertheinlormation inthechart.
WordBank:
Animals
alligator i
cobra
,.'
iiocoaiii,,::,]i,:
,..,:]i',
grizlybear
lion
lizard

108 Ut{lT9: Danger

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TalkAboul
Wsrk
llangerous
Listening
ffi' Have lookatthepictures
students
anddescribewhattheYsee.
. Tellstudents
theyaregoingtohear
aradio programaboutanunusual
anddangerous job.Havethemread
thestatemenis.
' Play oneormore
therecording
times.@
. Have comPare
studenls answers
withapartner.
. . Check answers,

ffi . Tellstudents to
again
tolisten
theprogram the
andcomPlete
summary.
. Play oneormore
therecording
times.l@
. Have compare
sludents answefs
witha partner.
. Check answers,

ffi . Have workwitha partner

students
thequestions.
toanswer
. Compare wittrtheclass,
answers

Pronunciation
ffi . Remindstudentsthatweusetag
questions reasons:
lorlwodifferent
toaskforagreementandtocheck
sure
thaiwearen't
information
in
thatadifference
of.Explain
intonation
shows thereasonlorthe
tagquestion. tolisten
Tellstudents
andrepeat
tothedi{ference the
sentences.
. Playtherecordingonsormore
times.f@

110 UlllT9: Danger www.frenglish.ru

 www.frenglish.ru
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 Language [xpressions
Expansion: foremergencies
0iscuss
Personal yousay?Writsthec0rrect
ffi Wtratsnoutd toreachpicturs.
ssnlencB

Imergencies
Language
[xpansion
ffi . Witntheclass,
talkabout
thatpeople
emergencies

ffi
sometimesexperiencewhen they
inother
aretraveling countries.
l{yourstudentshave
traveled
overseas,
askthem totelltheclass
aboutanyseriousproblems they
iorfriendslrelatives)
have had.
2. Where'af,ha * Whera'ethe
Have lookatthepictures
students
andsay whatishappeninglhas
happenedineach one.
. Have students
matchthesentences
tothesituations.
. Check answers.
lf your child swallows
ffi . Witfrtheclass,talkaboutthekinds something toxic, you
4. Callanambulancel 6. Callthefire
departmenbl
olsituationsinwhich youwould rhould ask,"Wherc's
need a pharmacy,anambulance, the nealcrt hoepit.lf
ffip fninfotonemore
situation
foreach inexercise
olthesentences A.
andsoon.
. Then have studentsworkwitha
partner
Grarnmar:
Adverbialclauses
0ftime
tothink ofanothersituation
inwhich people would useeach Adverbial
clauses givemore Theyranoutof thehouseuten they
sentence.Point outtheexamole. information
about themainverb sawthefire.
. Compare answers withtheclass ofthesentence. Theambulance assoonas
willcome
anddiscuss anydifierencesof Anadverbial
clause 0f timeanswerg it cangelhere.
theouestion:
l,l/rst? Kimalways belorsshe
looksaround
opinion.{For example,when do
getsoutofhercar.
people needtoseeadoctor, and
when shouldtheyiustgotoa Theadverbialclause cancomebefore AfterJackbrokehisarm,hewasmore
pharmacf) orafterthemainclause. careful.
lf theadverbial
clausscom0s the Whileyou?einthehospital
before wailing
mainclause. bva comma. room,youcanreadrnagazines.
it isfollowed
0rammar
. Remindstudents
thalanadverb
(gives
modi{ies morein{ormalion
about)
averb.Anadverbialclause
gives
more information
about the
verb
inthemainclause. 112 Unit9
. Goovertheinlormation
inthe
chart.

112 UtlT 9: Dangcr www.frenglish.ru

 www.frenglish.ru
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 Dangerous
Discuss Reading
Qp Wtricrr d0youthinkarethe
situations
TEDS,a:#
$itualions mostdangerous?Rank
Share
thelistbelow.
theitemsin
yourideas
with
Ric Elias Enlrepreneur,CEO of RedVentures

Reading a partner.
THREE THINCS I
[l . Have tead
students thedirections. -- ortidingina car
1, driving
LEARXED I'VHILE 1{IY
Gothrough tocheck
thesituations - 2. exploring
a cave
understanding. - 3. llyinginanairplane PLAIE CRASHED
. Have rank
students thesituations - atnightina cityYou
4. walking OnJanuary15,2009,USAirwaysflight1549
frommostto leastdangerous. don'tknow crash-landed on the HudsonRiverin NewYorkCity.
. Have students
compare and - ina mine
5. working A flockol largegeesehadflowninto\tsengines and
discuss their
rankingswitha causedbothof themto tail.Dueto a combinalion
partner. them
Encourage tosay thecorrecloption.
thetext.Circle
neaO of pilotskillandpureluck,everyotleon the plane
ftB
whytheythink each is
situation youranswers
Compare witha partner. survivedthe accident.Andit's sateto guessthatmost,
if notall ot them,changedthe waytheythinkabout
dangerous ornot, 1. U.S,Airways 1549
Flight crashed
theirlivesas a result.
( o n t a nld@ )
. . Compare rankings
asaclass.Write Allhoughit is an experionce thathehopesno one
a listontheboard. 2. RicEliasisa( pilolt|!@@6li,}l elsehaslo have,passengerRicEliaslearneda lot
onel(fi-rq)
3. Eliaslearned( thalday.He saysthatthreeimportant lessons came
ff . Havestudentsreadihesentences. lessons
important becauseofthe oul of thatteniiyingmoment.Thefirstis thatin a life-
. Havestudentsreadthearticle crash. or-deathsituation,"everything changesin an inslant"'
andchoose thecorrect io
option hewanted
4. Heunderstood t0 bea better He rea'izedthai it wasimportantto do the thing$ho
(@l wantedto do withoutpostponing ihem.Whetherit is
comolete Remind
thesentences, bader).
lixinga lriendshipthathasproblemsor goingon an
themtousethecontextiohelP Elias
5. In2012, stafia
helPed
adventurous vacation,Eliassayswe shouldn'twait.
guess
them themeaning ofnew ( university tor
lGn6rarsrtiiJl As theplanewentdown,lhe secondlesson
words. tothsU.8.
immigrants
Eliaslearnedwasthatit wasimportanlto eliminale
. Havestudentscompare ansttlers negativeenergyfromhis lite.He sawthathe had
[f WriteTrue nextt0 thestatements
or False andteeling
witha oartner. below.
spenltoo muchlimeon winningarguments
. Check important.Now,he says,"l no longertry to be right;I
answers. r 1. ManY PeoPlewerekilledwhen chooseto be happy."
. 0oover andanswer
thearticle any 1549crashed.
Flight Thelinalimportant lessonEliasleamedwasthat
vocabularyquestions. "f decidedto spend m0Ietime althoughit wasn'ttrightening to lookdeathin the eye'
2. Elias
withpeopleheloves. it wassad.He realizedlhe onlythingh€ wantedwasto
Q' Have students read
ihestatements F 3. Eliasbelievesthatitismore seehis childrengrowup.He underslood lhal "theonly
andchoose trueorfalse.Have to berighlthanhaPPY.
important thingthatmatlersin my liteis beinga greatdad."He
sludentsread again
thearticle to encourages otherparentsto bethebestmothersand
1 4. RicEliaswantsto helpother
confirmtheiranswers, peoPlesucceed.
fatherstheycan be,aboveall else.
Sinceihen,Eliashaslivedlhoselesgons. Even
. Havestudents comPareanswers T 5. Elias hewasluckY
believes to thoughhe is theCEOof a growing company, he
witha partner. thePlane
survive crash. hasalsotakentimeto do goodworks.ln 2012,he
. Check ansv{ers. contributed $1 milliontowardthefounding ot Golden

114 Unatg

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Writing
!t . Havestudentslookatthepicture
anddescribewhat see.
they Elicit
when youmight needtoevacuale
aplace andwhat youshould
do
you
when have (stay
toevacuate
calm,notrun,etc.).
. Havestudentscompletethe
withtagquestions.
sentences
. Havestudentscompare answers
witha partner.
. Check answers.
Writing )
f! . Have students thearticle
complete !f IOOtagquestions
to the sentences.
withtheadverbial
expressions
in
thebox. 1. FlickEliaslearnedimportant
lessons,
. Have students answers
compare 2. li3 a miraclethatnoonewasinjuredinthecrash, i;n'l ft ?
witha partner.
. Check 3. Weshouldallthinkaboutwhatneedsto changein our
answers. ')
lirraq Ehottldn't""ve

Communication 4. Everything
changes
in a life-or-death
situation, iL
doeEn't t
[f . Havestudentsreadthedirections
5. €veryonecantaketimeto do goodtliingsfor
andwrite
a listofideas
onhowto
make less 615sys, 63n'ithey 9
dangeroussituations
dangerous.
. Have @ Completethearticlein the marginaboutpreparing
for emergencies,
studentssharetheirideas usingtheadverbial
expressions below.Thenwritea paragraphabout
withapartner. emergencypreparation.

aftqr assoonas be.forewhQn

. whenever
. Joinpairstoformgroups oflour.
Havethemshare theirideasfrom Csmmunicalion
Communicalion A anddiscuss SB trink aUoutdangerous peopleface.Howcouldtheybe
situations
theouestions. madesafer?Shareyourideaswitha partner^
. Shareideas withtheclass. Discussdangeroussituallons
Shareyour ideasaboutdangerous Canwe preparefor
situations.
everypossibledangerin life?ls it possibleto betoocareful?Give
reasonsforyouropinions.

116 Unit9

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 TEPTALKS Itark Beeos Headoi Development,
Volunieer
Firefighter
RobinHood;

A LITE LESSOil FROiI A VOLUNTEER

A LifeLesson F!NTFIGHTER
FromAUslunteer
tirelighler YsuYrateh
Hefors
Before
YouWatch
[l . Have lookatthepicture
students
areburningthroughthewallsof a building,
thequestions
anddiscuss witha
volunteer lirefighters
ignoretheheavy
partner.
(4) ?aytoad on theirbacksandrun
. Compareanswerswiththeclass, in to savethe (5)__ISegg!v!$e_, tneir
andwrite
theirideas
ontheboard. lamily,andeventheirpels.

@ . Have studentsreadthedirections. Ql Lookat thepictures

onthen&i page.Check(/)
Goover thewordsinthebox.Have theinformationthatyoupredictyouwillhearin
students lheparagraph
complete theTEDTalk.
flp Loot al the pictureandanswerthe
usingthewords. Remindthemto questions witha partner. 1 1. Thereafe manyvolunteerfireiighters
. change thelormofthewordswhen aroundthe world.
necessary. 1. Whereis thisperson?
2. Whatis he doing? -2, Being a volunteerfireiighteris very
. Havesludentscompare answers importanlto me.
witha partner, 3. Howdo youthinkhe is feeling?
3, My colleaguewas assignedto rescue
-
. Check answers. the homeownef'sdoo.
f,l Likethemanin thepicture,MarkBezosis a
firefighter.
Hedescribed thisdangerous
and
@ . Have studentsreadthedirections excitingwo* in a talkat IED. Herearesome
andlook atthepictureson wordsyouwillhearin hisTEDTalk.Complete WhileYouWatch
page 11L Have lhem checkthe theparagraph withlheconectwords.Notall
WarcfrtheTEDTalk.Circlethe mainidea.
wordswillbe used. [l[t
in{ormationtheythinktheywill
1. li youareinterested
in volunteefing,
there
hearintheTED Talk. aremanywaysto helpin yourcommunity.
. Have studentscompare anstvers
Qsometimesthesmallthingswe do for
witha oartner. othersaromoreimportanithanwe lhink
. Compare anslvers
withtheciass. theyare.
Writetheirideasaboutwhat they 3. Eventhoughit canbe dangerous, it i$very
willhearintheTED Talk onthe rewarding
to be a volunteer
firefighter
board.

While
YouWatch Volunteertiretighters
arc{1} remarkable
!l . t-tave
students
readthethree people.
Although theyhaveotherjobs,they
possiblemainideas.Tell
them to alsofeela strong(2) vocaLian to
circle
themain ideaasthevwatch helpolhers.Evenwhen(3) flane.;
thetalk.
. Playthetalk.
. Have students
comoare their
answerwitha partner
. Check answer.
Viewing
Tip
Remind students
thatreadingthetitle,lookingatpicturesand
andpredicting
captions, contentbe{ore watchingatalkwill
helpthembemoreprepared forwhattheyaregoingt0hear, as
theywillhave
activated
knowledge theyalready haveabout the l
topic.
Thiswillhelp
them tounderstand newideasbyrelating ;
themtotheinformationtheyalready know.Also,theywillhave
activated inEnglish
vocabulary relatedtothetopicandsowill
bsml0te livE't0$thevhear . . ,:i,,,,,:.':l

118 ?gllTALl(S
UideoReview
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 www.frenglish.ru
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 TEDTALKS llark Eeros fleadof Oerrelopment,
Volunteer
Firefighter
RobinHood;

A LIFE LESSOil TROil A VOLU}ITEER

AfterYouWatch FIRSFIGHTER
[t . t'tave
studentsread
thesummary
and completeitwiththswords
in
thebox. Remindthem tocheck
whether they
needtochangethe
form ofanywolds b
{possessive
needed forhomeowner).
. Have them compareanswers
with
aoartner.
. Check answers.
@ . Have studentsmatchthesentence AflerYsuWatch
halves given
totheinformalion in
thetalk. [f Complete thesummary withthewordsinthebox.
. Have MarkSezosis nota ('l) profeeeional fireiightelbuthe'svery
them compareanswers
with (2) camnitted - to thefirecompanyheworkswith.As a
apartner.
' . {3) valunieer , he receives
assignments fromthefirecaptain.
Checkanswers. Sometimes, hegetsan(4) exciiinq as$ignment, butothel
Sl . Havestudentsread
thestatements timestheydon'tseemthatway.At hisfirstfire,thecaptainaskedBezos
andcircle
theoneswhichexDress to gel the(5) homeowner'sshoesiroma burninghouse , Even
ideas
from thetalk. thoughit seemed likea smallthing,Bezoslaterlearned thaiit rnadea big
. Have (6) ditrerenca to her.Helearnedthatdaythatit'simportant to take
them compareanswers
with
apartner. everyopportunity to helpothers,nomaiterhowsmallit mayseem.
. Checkanswers. p n{atctr
thephrasesto complete
sentences
fromtheTEDTalk.
Cause Efiect
1. c MarkBezosisthe a.cleaning up ourlocalpark.
2. e Bezosbelieves weshouldall b, servet00dat a soupkitchen.
3. b Onewaywe canhelpothersis to c. Headof Development fora non-profit
4, a Wecanalsohelpby company thathelpspoorpeople.
5. d lt'snothardto makea d. difierence
in ourcommunity.
e. lookforwaysto helpothers.

O Readthestatements
belowCircletheoneslhatparapnrase
MarkBezos'ideas.
1. Everyone
shouldtryto volunteer
as a firefighter
@You don'talwaysgetto do whatyouwanlto do.
@tf youcanhelpanother
person,don'twait.
@We canfindwaysto contribute
to societyeveryday.

120 Tf0TALl($Uideo
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 www.frenglish.ru
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Mysleries
Abaut
thePhoto
Thispholoshows thehugemoar, human
ligures carved fromstone, onEaster
lsland inChile. Thestatues were carved
bytheRapa Nuipeople betueen AD1250
and1500. How thesehuge statues (on
average, 4 meters tallandweighing
'14
tons)were transportedandwhythey
were created issomething ofa mystery,
although theyarethought tohave been
builttohonor anceslors,chiefs,and
other important people.Thephoto
wastaken byNational Geographics
expedition photographer Stephen Alvarez.
. Introduce thetheme oftheunit.Talk
about amystery thatisinthenews at
lhemoment {forexample, anunsolved
crime ora new archaeological
discovery).
. Direct siudents'attention tothepicture,
Have students describewhat theysee.
Ask,What isthemystery here?
. Have students workwithapartner to
discuss thequestions.
. Compare answers withtheclass.
. Askthese questions orally orby
writing themontheboard forstudents
toanswer inpairs:Doyoueverread
nystery stnries? Whydapeaple eniay
talkingandthinking about mysteries?
. Goover theUnitGoals withtheclass.
. Foreach goal, anywords
elicii
students already know andwritethem
ontheboard; forexample, vocabulary
lortalking about plans,names of
mysterious places,etc.

www.frenglish.ru
 www.frenglish.ru
87|-
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 Voeabulary
Aboul
$peculate rc Fead
theinformation.
Notice
thewordsinblue.

Mysleries s Easter
Chile lsland wastirstseen byanoutsidetDutch explorerJacob
Roggeveen, in1722. Since thattime,peoplehavebeentryingh tigure out
Vocabulary themysteries ofthelarge stone statues Moai.
called Even today, wewonder
howpeople withn0modem technology
managed tocarve thestone,andwe
ffi . Have studentsworkindividually
to speculaleabout howtheymoved themassiveslatues.
readtheinformationandexplain Theftiloai
weremade between 900and1500CE,sothey?e notprehistoric,
themeaning ofthewords inblue. butthenative peopleofEaster lsland
haven0writlen
history 0fhowtheshtues
. Askquestions weremade oroltlreirpurpose. Scientitic
investigations
have revealedthatthe
tocheck island
wasonce covered intrees andpalms,whichcoulilhave beenused to
understanding;forexample,l4&al make ropes formoving thestatues. Theremainsofdolphinq inearlygarbage
happened in 1722? What's
the dumps arefurther evidence forthepresenceoftrees,
which musthave been
name ofthestatues onEaster usedformaking canoes t0carryfishermen outt0sea.Mqch about Easter
t'
lsland?etc. lsland,
however, isstilla mystery.

ffi . Have workindividually

students A Monumenttoancestofs
onEaster
lsland,
Chile
towritethewordsnext totheir ffi Writeeachwordin blucnextt0thecorrect
meaning.
meanings. 1. a?eoutats make guesses
aboutsomething
. Have students
compare anslvers inveeNiqaiiano
2. projects,
research studies
witha partner. Twoverb+ preposition
youshould
combinations 3, evidence clues
orsigns
thats0methingistrue
. Check answers. knowaresearchlor,and 4. remains partsof something
thatareleftaftermostofit isgon
. PointouttheverbsintheWord aboul,
speculale
5. fiQureout tryt0findoutwhathappened
orwhatistrue
Focus box.
6. reveaba showed
something; people
made aware
ofsomethin
. Askstudents,
Doyaueverread
mystery Doyouwatctt
novels? 7. carve shape wood,orotherhardmaterials
sione, using
programs sharp
objects
detective onTV?What
usuallyhappensin thesestories? A, maseive verylarge andheaVy
Flicit
answersusing thetarget g. prehiatoric describes
people
0rthingsthatexisted
before
vocabulary. intormation
waswrittendown

Grammar Modals
Grammar: forspeculating thepast
about
. Goover theinformation inthe
chart.
. Talk Usethemodals may,nlght,andcould Thepeople
ofEasler
lsland overlogs.
mayhaverolledthestalues
aboutamystery orunknown t0spsculats,
ormake guesses,
ab0utthepast. Theymighliaveusedfishoilto maketheslatuBs t0 move.
sasier
thatiscurrently
situalion in Afterthemodal,usetavr+thepast TheMoaicouldhaverepfosenled kings.
thenews, andelicitstudents' participle
ofa verb.
speculations
about what happened When
wearealm0st
certain
about
our Theym[9 law hada wayt0 travel0nthe0cean.
(Saneane whowarks inthebank orgusss,
sp€culation w9usernusf.
couldhave stolenthenoney, elc.).
. Have studentsspeculateaboutthe
statues
onEaster lsland. 124 Unit10

Mystery
WordBank: novels Grammar:
Modals
for
alfestr:r .,. ,' ,6916gt, thepast
,brl;lim;it t,.,,. ',fobbeiY Modal (can/must/shou/d,
verbs etc.)servemany different
'
:'
functions,
depending
onthetense andcontext. Theyareused
fody,,,.1r1
,, ' $!$p,QQl
'r::' withthepresent
perfect
tensetospeculateabout thepast
,1g6:r' :.',,l,,viitim,
,l',. causesofacurrent
situation
0rresult,withdifferent
degrees
cii;1*r' , :.,witnsSs of.,,iertaiii&r
d;ieirite

124 lltlT t0: Mysteries www.frenglish.ru

 www.frenglish.ru
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 Types
0iscuss of
Mysteries
Lislening
. Havestudentslookatthepicture
anddescribewhattheysee.Ask,
Dayauthinkthissea aninalis
real?Iell
studentstheyaregoingto
hear
storiesaboutseamonsters.
ffi . Havestudentsdiscussthe
questions
witha partner,
' Compare withtheclass.
Listening ,,
anslllers
ffip oiscuss
these witha partner.
questions
ffi . feltstudents
tolistentothelecture '1. Doyouknowanysiories seamonsters?
about
andwritethenames ofthethree 2. Doyouthinkseamoflsters
might exist?
teally
. places, andthemonster associated
3. Doyouknowwhatfossi/sare?
witheach place,
intheirnotebooks.
. Playtherecordingoneormore toanexpert
Listen talking Writethename
seamonsters.
about ol a
ffitm
times.!@ place
andthemonsterinyournotebook. Scorland
Neasie:
. Have NcrthAmerica Chinaae
lJnktehila: dra4ons:LurkinqOra4onHill
compare
students an$wers
again
Listen andchosse answer
thecorrect toeachquestion'
witha partner. ffifW
. Check answers, atonetime,seam0nsierst
1. Aceordingtotheexperi,
exisl
a.didn't existed c,didexist
b.mighlhavs
ffi 'Tellstudentstolisten and
again
2. When scientists near
fossils
found LochNess,people that
speculated
choose thecorrect Have
answers.
Nessiemightbe ,
themread thestatements. c.a Iock
b.a dinosaur
a.a skeleton
. Play oneormore
therecording c
3. Accordingt0legends,theUnktehilaweredestroysdby
times.t@ a. snakss Amerieans c.Thunder
b,Nalive Beings
. Have comoare
students answers 0fyeafs
ag0, b lived America'
inNorth
4. Millions
witha partner. a,alligators b.mosasaurs c.crocodiles
. Check answers. S. Some Chinsse replesented
dragons goodluckbecause
they
could ,
ffi . Tellstudents
tolistentotheexpert rain
a. bring b,findfossils s, sailinboats
athirdtime.Have them read
the
questions. Then withapaltner.
thequestions
discuss
ffitrfff$ Listen again.
. Playtherecording :@ Whydopeopleenioy was
lhe most toyou?
interesting
1. Which seamonstsr story
. Have discuss
students the mysteries?
whatquestions
wouldyouask?
2. lf youcguld
talkt0theexperi,
questionsinpairs.
. Compare answerswiththeclass. 126 Unit10
. Direct tothe
sludents'attention
Engagel box.Discuss thequestion
inpairs orasaclass.

126 UtlT 10:Myslerias www.frenglish.ru

 www.frenglish.ru
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TalkAbsutPlans
YouUsedls rlave
Language
[xpansion
ffi . Have sludenlslookatthepicture
andaskthem totellyouwhat,
itanything,
theyknow about
Stonehenge. fxpansion;
Language tosurprises
Reacting
. Tellstudents
theyaregoing to t0atourguide talkabout asyoulisten.
Fillintle blanks
Slonehenge.
ffilDm Listen
hearaconversation withsome Toutguide:YoucansgethatStonehenge isveryold.Intaht,peoplestarted
facts
surprising aboutStonehenge. building Stonehenge nearly 5.OOO years ago,
They should andfillinthe
listen Tourist; Wow! ,t'
missingnumbers. Tourguide:That's right.
Andwhile noonereallyknows whyStonshenge
. Play wasbuilt, therearesome thingswedoknow. Thelargest
oneormore
therecording sl0nes youseearethesetrilith'ns-tw}hugeuprighi st0nes
times.
lW withathirdstone laidontop.0navsrage, thssestonesare
' Check
answcrs, 6 metefshigh.
Tourisl: That's amazingl
ffi . fetlstudents
tolisten andfind
again Tourguide: I agree.What's€venm0reamazing isthatprehistoric people
thatthetourists
theexpressions transporlsd thesestones 30 And
kilometers.
usetoshow surpriseandunderline thatwaswith0ut anymodern machinery.
Tourist: Really?!
them. youbelieve from
Iourguidc:Andwould thatthesesmaller bluest0nescame
. Play therecording.
3@ a siteinWales, around 4o0 away!
kilometers
. Check answers. Tourisl: You?e kidding!
Tourguide;I'mnot!Andthebuilders of Stonehenge musthaveknown a lot
ffi . nivioetheclassintopairsand about lransp0rtationbecause 0fthese
each "smaller"
stones
havethem taketurnstalking
about weighs around 4'0O0 kilosl
Tourisl; Remarkablel
mysterious responding
things,
withtheexpressionsfromthe
ffilm andnotice
again
Listen therivay
thqlouists theirsurprise.
express ,,
inA,
conversaiion Vlcwt lnaL s arnazinq! Keaily?t.Yau'r e k'udinqt Rertarkabiel
. Callonstudentstotelltheclass youknow
things about.
Your willuse
classmates
ffipt fattanout
myslerious
aboutonesurprisingthingthey expressions Atoshow
fromexercise surprise.
heardfromtheirpartner.
inthepasi
Thefuture
0rammar:
Grammar
. Goover Usesubiect + gaingt0* verblo talkaboul Hsila$going
+ was/were t0visitStonehenge ashecould.
ass00n
theinformalion inthechart.
futursplans ata pasttime.
thatwerernade
' Elicit
more examples fromthe Thisstructufe
s0metimesmeans lhattheplansdidn0t Wew8rag0ingt0takethetrainfromL0ndon,
butwe
class.Tellthem (forexample) lfiad happen.
actually drovelhereinstead.
bigplansfor weekend.
last I was
goingtagetupearlyevery day. . .
128 Unil10
butI sleptlate.I wasgaingtoclean
ny house. . . butI wenttoanovie
instead.What aboutyou?What
were yourplanslastweekend? inthepast
Future
to
Reacting
Word.Bank: Grammar:
Didvaufallowthem?
surpilses Goingtoisused inpresent
timetotalkaboutfutureplans:
Awesome!(teenage slang) I amgoing to send ane-nailtaday.
Joe
I can't it!
believe ' Totalkabout{uture inpasttime,thebeverb
plans isusedin
Thatcan't
bel ior.T'
the,past
.
Thatsincrediblel I wasgoingtosendJoeane-nail tastweek.
You're ismostcommonly
Thisstructure usedtotalkabout plans
that
iokingl
have changed.
!wasgoing to send ane-maillastweek,
Joe buthealledme.

128 lllllT 10:Mysleri*s www.frenglish.ru

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lxplain
a
Mysterious
lmage
Reading
ffi . Divide theclassinpairsandhave
them discuss thequeslions.
. Compare anst,vers withtheclass.
. Have studenls lookatthepictures
anddescribe what theysee.Ask
what,ifanything, theyknow aboul
Borneo. What istheclimate like?
What isthelandlike?ls it easyta
travelthere?
. Have students read thearticle.
Tell
them thatthey willdoanexercise
withthewords inbold,andthey
should circle
anyother words they
don'tunderstand.

ffi . Remindstudentsthattheycan
sometimesguess themeaning of
anunknown word bylooking at
thewordsandsentences around it.
Havestudentsworkindividuallyor
inpairs
totrytofindthemeaning
ofthewordsinbold{rom their
context.
0onotallow them touse
dictionaries.
. Checkansv{ers.
. Goovsrthearticlewiththeclass,
anyquestions
answering fromthe
students
aboutvocabulary.

ffi . Havestudents
workindividually
tothinkofquestions
thatthe
might
scienlists have hadabout
the
cavepaintings.

ffi. niviOe theclassintopairs.

Have
themshare questions
their and
thenspeculate
about theanswers,
usinglanguagefrom theunit,
. Askstudent pairs
topresentone
oftheirquestions
totheclass,
and
havetheclassspeculatefurther
ahoutanswefs.

130 UlllT10:Mysleries
www.frenglish.ru
 www.frenglish.ru
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lmago
Cornmunication
B . Goovertheinformation.
Then
divide inpairs
theclass andhave
fiemdiscusswhich
imageisreal
andufrich (The
isn't. photo
iceberg
isnotreal.)

Writing
f! - Elicit
vocabularyfordescribing '''
erchpictureandwrite it onthe Communication
board.Tellstudentstheyaregoing lmazingpholographs
areeasytotind0ntheInternet,
butsinceimages
ffip
towritea paragraphaboui each canbechangedwithcompltersoftwareprograms,
youcan'talways
pidure.Ask,Hawdayouneed ta whatyousee.
believe t0a partner
Talk about twopictures.
these Tryt0
organizeyour paragraph?Elicit agr00
onwhichimage isrealandwhichisanexample
of fauxtography-
icpicsentence andsupporting a photograph
that'sdesigned
t0deceive
theviewer.
Mails.
- Have studentswriteabout thetwo
Writing
picturesandspeculale about how ffi Writea paragraph
about
eachpicture.
Briefly theimage,
describe and
thenspeculate howthepholograph
about wastaken t0 getthe
orchanged
theywere takenormade. sffeetyousee.

- Have students
readtheir
pangraphstoapartner
andlhen
trytoagree
ontheexplanations
fol
$n innges.
. Aslstudents
tomark corrections
a+dsuggestions
forimprovemenls
:n heirpartners
paper.
. f desired,
havestudents
rewrite
Seirpapers,
tobecollected
lor
;:'ading.

Take
turns.Beadyourparagraphs
t0a partner.
Trytoagree
onthebest
explanation
foreachimage.

Tip:"Fillers"
Teacher
Here aresome to"{illin"afewextra
activities minutes
attheendofa lesson:
. TheBlackboard Game (ifyouhavefilled
theboard students'
recentwork.Havestudentsworkwith
withvocabulary
andothernotes) Have sit a partner
avolunteer tocorrectasmany astheycaninfive
withhisorherback totheboard. Studentstake
turns minutes.
When thetimeisup,asktheclassfor
giving ofwords
definitions ontheboard. Whenthe corrections andrewritethesentences
onthe
volunteer theconect
says word, youstep upanderase board,
it,Ihegameends when allthewordsareerased. . $pellingpractice Dictate10tol5 wordsthat
. Eror0uiz0ntheboard, write10incorrect linddifficult.
students Letthemcompare ansvvers
sentencesthatyouhave heard orseen inthe withapartnerbeforegiving
thecorrect
answers.

132 UIIT 10:Mysteries

www.frenglish.ru
 www.frenglish.ru
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Learn
ing
li:ili

Ai:cut
thsFh*t*
Thisphoto shows students learning
kung fuattheInternational Shaolin
Temple Traditional Wushu lnslitute
in
China. lt isoneofthefewinstitutes
inChina where authentic,traditional
Shaolin kung fuistaughl through
methods thathave beenhanded down
overthecenturies from master to
student. Learning amartial artsuch
askung {urequires a lotofdiscipline
anddedication lrom thestudents. The
photo wastaken byNational Geographic
photographer FritzHof{man, whois
based inChina
. lntroduce thetheme oftheunit.Ask
students totelltheclass about dillerent
schools they've attended andwhatihey
studied tiere
. Have students lookatthepicture and
descrrbe what they see.
. Have students workwrthapartner to
answer thequestions.
. Compare answers withtheclass.
. Askthese queslions orally orby
writing themontheboard {orstudsnts
toanswer inpairs: What aresome
atlterways tolearn? Doyauthinkall
people learninthesaneway?
. Goover theUnitGoals wilhtheclass.
. Foreach goal, elicit
anywords
students already know andwritethem
ontheboard; forexample, vocabulary
fortalking aboul school subjects,
expressing likes anddislikes,etc.

Shauldhava,could
have, [ducation iorgeneral
Lislening
wouldhave maiors
University understanding
lora
I shauldbaveapplied Personal
experiences
scholarship.
Noun clauses
Whatyou saidwasvery
interesting.

?"8:$-sarni*c
134 &3S$?
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 www.frenglish.ru
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 Vocabulary
TalkAhoul thearticle.
m Read thewords
Write inbluenextt0theirrneanings.

Educalional
Choicss Sludy Programs:
Abroad SEA$emester
Vocabulary Forstudents
whowantt0spend a semester
away lromtheiicampus,theSEA Semester isa
wonder{ul0pp0rtunity.
Thirty{ivestudents
spend sixweeksinMassachusetts,
USA, taking
ffi . Havestudentsworkindividually
to coursesaboutbiology
andthesea-andthenusewhaltheylearn tripona small
ona six-week
read
thearlicleandfindthewords sailing
6hip,
doing withprofessional
research scientists.
Each year,SEA Semestershipstravel
match
that themeanings. aroundtheAtlantic
andthePacific.Students
fr0mcolleges inmany
anduniversities countries
. Checkanswers. intheprogram.
enroll Thetuitionisnotcheap-about $25,000-but areavajlable.
scholarships
Youdon'thavstohavsa sciencemajor,andsailingexperience Youdohave
isnota requirement.
. Askouestionstocheck prosram
to.titt.veitraihith$gr:flltideda1in;..ii,si,minltii,otldid,tre
sraris.
understanding;
forexample,
How ..
longistheprogram? Whatdotfie 1. moneygiven
to goodstudents
t0 paylortheirstudies
students
doinMassachuseffs?etc. =1c!g&3!.E9*
thatyouarestudying mapr
2. mainsubject
ffi . Havestudents withapartner
work 3. a series
oflgssons
0rlectures
ab0ut
a subiect courge
toanswer
thequestions. 4. thelastdayt0dosomething deadline
. . Comoareanswers
with theclass. 5, t0lillouta formt0askforsomething applv
Writo
lists
ofadvantages
and youpaytostudy tuiiion
6. money
disadvantages
ontheboard.Call
onstudenis why
toexplain they ?. anareaol landwithcollege buildings camPus
oruniversity
would rcquirement
{orwould
not)liketotake 8. somethingthatisnecessary
part
inthisprogram. L toioina school ora class
- enroll

10. halfofa schoolyear samagter

Grammar
. G0ovsrtheinformation inthechart ffiB Discuss
thesequestions
witha partner.
Whataretheg00dpointsandbad
aboutperlect Elicit
modals. more points
ofthisprogram?
Wouldyouliket0participate
inthisprogram?
Why
examples fromstudents. Tellthem, Yet but rix weeksi3 a
orwhynot?
Jackisaterrible student.Hegat long time on a small ship!
ttave,Would have
40percent onhislastmathtest
Grammar:
Shauld havs,
a:ndCauld
because henever went ta class. Usemodals wilhhave+ a paslparticipls
t0 Lanyshouldhaveapplied
t0ra scholarship.
What sftould hehave done? {He imagine past.Theyareoftenusedt0
a diiterent {Hedidn't
apply.)
shauldhave studied
hardelasked talkabout orpossibilities.
lostopportunities MaryGouldr'l
haveenrolled
sooner.
theteacher lorhelp/goneto class, (She ass00naspossible.)
enrolled
etc.)Ielllhen,I lorgotmynather's Useshouldhaveitsomething
wasadvisable, We$h0uldn't
haremissedthedeadline.
andnowshesreally
birthday, ora goodidea. it.Thatwasnla goodidea.)
(Wemissed
upsetwithne.I always forget waspossible.
Usecouldhaveilsomsthing I couldhavereadtheinformation
morecarefully.
birthdays. What cauldI havedone? (l didnlreadit carefully.)
(Youcouldhavewrilten anoteto Usewauldhaveits0meone waswillingto do Theywuld haregivenyoumoney.
yourself,
etc.) waslikelyto happen. (They
0r if something
something were butyoudidn't
willing, ask.i

136 Unit11

WordBank: life
Campus Grammar:
Shauld
have, have,
Cauld
advisor library Wouldhave
Perfect
ca{eteria officeforinternational modals
areused totalkabout inthepast
actions that
departmentstudents weren't
completed
or realized.
Theformstaughtinthis
unit
ahoconvey olrcorct..
anattitude
dormitorY Prolessor ...
register
for
classes Theperfect mayhave,
nodals mighthave,andnusthave,
faculty intheprevious
taught unit,areusedtospeculate
about
laboratorystudent
health
service past
events.
hall sludent
lecture union

139 UtllTtl: Learnirg

www.frenglish.ru
 www.frenglish.ru
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Siseuss
Your
Learning
$tyle
Listening
ffi 'Havestudents lookatthepicture.
Ask,What isthispersan
learning
todo?Hawishear shelearning?
Tellstudentstheyaregoingto
hear peopletalking
abouttheir A potlerteaching
someone
experienceswithlearning to'work
with
ctai Listening
different
things. ffi Read
theinformation
inthechart
below
. Have them readthearticle
about ' , ::'
Leaning$lyles i
learningstyles,
Eoover any
Whatisthebestwayt0 learnnewinformation? thateachperson
Onetheorysuggests hasa learning
stylethey
unfamiliarvocabulary. prefer.
lt propos€s
thatiherer,are
lourdilferent
kindsoflearners.
ffi . Tellstudents
tolistentothethree Audilory leamels Visual l€arnets Ninestheti8
leatnefs Reading/Williryleatnets
speakers andwrite
down the pre{erto getinformation liketotakeinnew things'best unde
understand r:stand
new'information
subjecteachpersonstudied. Theyliketo InTOrmaIr0n
bylistening: 0yseerng. ihrough experience
and b€slwhen theyread'orwrite
. Play learnthrough lectures, Photos, charts,
drawings,practice,
Theyliketo words.Usingatexthook and
therecording
oneormore
group and anddiagrams
discussions, helpthem make things
anduse readingarticles
areactivjties
times. t@ conversations, to understand
newideas. theirbodies. theyproJer.
. Have students
compare answerswilh
apanner.
ffif,ffi Listen
tothree
speakers
talkabout
theiflearning What
experiences.
. Check ansvvers. dideachperson
intheboxstudy?1. drivint
2. more11
andbankin4 {ecanr:mics)3. enjayinggrealmusic
ffi . Tellstudentstolistenagain
tothe Listen
tothespeakers
again.
What
iseach person's
learning
style?
ffimfa
threespeakers andwritedowntheir
learning $peaker
1: auditory visual G@ reading/writing
styles.
. Play $peaker2: auditory @ kinesthetic reading/writing
therecordingoneormore
times. Spealet
3: tt.9i-,90 visual kinesthetic readingiwriting
f@
. Have studentscomoare answers
withapartner. Pronuneiation:
$firrld havs,Cauld have
have.andWould
. Check answers. ffil$Xl Listen
lo thesentences.
Notice
howthewordhave to
canbereduced
soundlikelalorl#.
. Ask, Haveyouever hadan
1. I should paidmytuition
have 0niime.
experiencelikethesepeaplewith
a classthatwasverygoodorvery 2. Marly
shouldn't
have ascience
chosen major.
badforyou? 3. Wecould juststayed
have home.
4. I would preferred
have tolearn
thisbydoing
it.
Fronune
iation
ffff . Remindstudentsthatininformal 138 Unit 11
speaking,
some words havea
reducedpronunciation.
Goover \
thein{ormation
andtellstudents
tothepronunciation
tolisten ForYourInformation:
Learning
styles
atshouldhave,couldhave, There
area number ofdif{erent
classifications prefer
theprinted
word,andkinesthetic
learners
wouldhave. oflearning
styles-ore study toundmorethan prefer asawaytotakeinandprocess
experience
. Playtherecording. 70dif{erent
theorieslJheonepresented
here, newinformation.
Some psychologists
feelthat
l@
sometimes
calledtheVARK model,wasdeveloped theVARKmodelhasnobasisrnthewaythebrain
NeilFleming.
byresearcher Heclaimsthatvisual butithasproven
lunctions,
actually interesting
learners
havea preferenceforseeing,
auditory anduseful
forbothstudents inthe
andteachers
prefer
learners listening, learners
reading/writing classroom.

138 IJ${IT
1tr:Learning
www.frenglish.ru
 www.frenglish.ru
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 Language
FxBansion:
University
majors
TalkAbsutShoosing m University
students
arstalking
andwritethemajor
about
theirmajors
below. whattheysay,
Read
lromthebox.
a Uniuersity
Major
1. l'mstudying
whysome
companies Maior bucineqg
aresosuccessful.
Language
[xpansion 2. Ourprofessor
talked whypeople
about have problems.
legal
ffi . fieview
theideaofamajor-the Majon law
mainsubjectastudent
studies
ata
3. l'mlearning
about
howmoney work.Major:acortafflcc:
syslems
college
oruniversity.
. Goover 4. Ourclass
today
wasabout petroleum
where isfound
intheearth.
thevocabulary
inthebox,
. Have Maior QeolcqY
studentsworkindividually
to
write
each person's
major. 5. Inclass,
wetalkabout
whysome learn
children q[owly.
more
. Check e'Arcalion
Maior'.
answers.
6. Westudy
howwe Maiol:eqlialwork
canhelppoorpeople.
ffi . Divide theclassintopairsandhave 7. I hada lecture
about
where growwellinourcountry.
crops
them discussthequestions. adriculiure
lllaior:
. Callonsludents totelltheclass
howI canhelppeople
8. I learn lilalor.psvcholoq
pr0blems.
withmental
about theirmajorandwhat they
studiedlarestudying/will
study. 9. Wearestudying
hownewchemicals
aremade
ina laboratory.
Discuss withtheclasswhetherit is Maior;themistry
best
tostudy something youenjoy 10.l'velearned
whysome
roads
andbridges
lastfora
longtime.
orsomething thatwiltgetyoua t{laior:enEineerina
good iob.
ffi$ niscuss thequestionswitha pa*ner.
Grammar 1. Whatisyourmajor?(0rWhatwillyosrmaiorbe?lWhat
wasyourmajor?)
. Review theidea ofaclause-a 2. What
aresome thatpeople
things learn theystudy
when thatmajor?
sentence partthathasa subject
andaverb. 3. Doyouthinkit'sbetter t0choose
a maior youenioy
because it orbecause
it willhelpyoutogeta goodiob?
. G0over theinformation inthechart.
Point outthatanoun clauseworks
likea noun inthesentence. Write
Grammar:
Nounclauses
thefirstsentence ontheboard: lm cantaketheplaceo{a noun
A nounclause Doyouremember
thereason?
interestedinhowchildren lurn. ina sentence. Doyouremember
whyshacalled?
Have studenls findlurtherexamples Makenounclauseswitha r,yi-word, I don'tknow
whsnlhedaadline is.
inthesentences inLanguage a subject,
anda verb. l'mintsrested
in[0n ciildren
leam.
Expansion A (eachsentence in Noun clauses
canbeused parls Subiect
indifferent Whatyousaidwasveryinteresting.
oosilion:
itconlains a nounclause).then olthesentence. 0bjectposition:I liked whatyousaid.
elicitmore examples lromtheclass. Altefa prepgsition: whalyousaid.
l'llthinkabout
Ask,What areyoulearning about/
interestedin?
140 Unit11

(
Sf6rd..,e,a.nk.,M,ni*..,Mai0rs,.,.,,.
Grammar: Noun
clauses
arl...,......,l:.,,......''........,.1..l..,nuisin0
Aclause isasentence part!ha!,,conta,ins,.atnOUn,tattd
bi0togy.,.:i'',. phil0s0ptll.
.,i,,,',,
..',, So far,students have studiedtwotypesofclauses: adjective
. ' ' i..,,.,rr,ri; clauses, whichmodify a noun(f/reboolrwhich I read)
and
h.iit0tr,..,1.,,,r,,,
,,,.'.''.,;.,.:t,fhls|cs.l,,'.'.:..,',...,.,.,,,.
adverb clauses oftime,whichmodify a verb{t watchedN
science political
library science afterI atedinneA.
;;reli,gizu.studjeSAnounclause
li!gtatul*, ;,.1,'.., a nouninanypartofasentence.
canreplace
meolilne ..i'
socioloov I WhatFredwrote (f@dS_ilgywas
wasveryinteresting. very
r,.i:"il

mUSiQ'.,'i zootogy intwxting.)

Wetalkedabout
whatFredwrote.

140 UtlT11:Learning
www.frenglish.ru
 www.frenglish.ru
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 a New
Propose Reading
wtratarethebestwaYstoteach
YKmS',3:#
fl!i|
to
Approach list.
Check
children? inthe
(l) theitems &ever ?blley Tinkerer;Founderof the
Teaching books
---* 1. reading
TinkeringSchool

Reading - 0ntheboard
information
2. writing srv€ pAX&SRAUS
[t . Havestudentsreadthedirections - oniheInternet
3. doingresearch TKTNGS{YOU
HawdidYoulearn
andthelist.Ask,
Writetheirideas
*- themhowto dothings
4. showing S}.IOULPL€T YO['R
cxltoREhl pQ,l
bestasa child? -5. themPlaYand
having do
ontheboard. Havethem check the experiments
itemstheythinkarethebest waYs Gever Tulley is a man with a mission" He
toieachchildren. $t Read thenumbers
thetext.Match withthe thinksthat thingslike governmentlafetyregulations
. Havestudentsdiscuss their information.
correct encoilrage modern parentsto overprotectchildren'
choiceswitha partner. a '1.30 a. TulleYfounded and lhat il is atfecling their ability to learn and think-
School
Tinkering He wantskids to do dangerousthings.In lact. he
. Compare ideaswiththeclass, a 2. 2AA6
b, number
target even wrole a book called Fifty Oatgeraus Things (yoa
andhave explain
sludents their s a 1q
&st 'L Should Let Your Children Do) to encourage parents lo
at
ofstudents
reas0ns. h 4. 80 for
Brightworks allow their childten to experim€nl*safely-wilh iire,
2016 pocket knives, and power tools. He thinks they Should
fl . Have sludentsreadthetitleofthe c i. ZA11
lick nine-voltballeties and take appliances aparl,
Ask,What
article. doyouthink c. TulleYfounded
School
Brightworks among many other activitiesthat might seern a little
youaregaingtoreadaboutinthe dangerous,at least to their parenls.
Write
article? students'ideason grade
d. highest at This mightsoundcrazy,but Tulleyi$ seriors.
School
Srightworks
theboard. He argues thai children who experimenl and explore
. Poinl e. number ofsludents theirworldlearnabout naturalphenomena,develop
outthedelinitionsinthe inits
atBrightworks attention and concentralionskill$, and undersland
Have
lootnotes. students skim the firstYear how complicaled syslems work" He thinks that
tolindthenumbers
article and
aclivitieslike throwinga spearcan even help children's
thesentenc€s.
B Complete
match them totheinlormation. brainsdevslopmore lully and improvetheirskillsin
background
1. GeverTulley's isin
visualizationand prediction.Most importanlly,Tulley
(l . Havestudentsread
thearticle c r s m ? u i c rt r . i e n c e
says, his goals behind encouragingkids to take risks is
thistimeinmore
again, detail, 2. Bydoing kidscan
things,
dangerous promoiing "saj€ty and [. . .] simple things that we can do
andcomplete Tell
thesentences. learnhowi0ls safe
to raise our kids to be creative,conlident and in control
themtocircleanywords
theYdon'l founded
3. Tulley theTinkering t0
School oi the envifonmentaround them: Tulley wanls palenls
understand. bY
letkidsfearn astnq and kids to do these activilies logether but with kids
. Havestudents answers
compare 4. Students do
atBrightworks takingthe lead.
qraa? projectsthat Gever Tulley knows a lot aboul taking risks.
witha pa(ner.
skills
andsocial
buildacademic Althoughhrsbackground is in computerscience,he
. Check answers. has developedprogram$to help ohildren hav€ the
taking
whoarecomfortable
5. People
. Answer anyquestions
about kind of expefienceshe advocates in his book' First' in
vocabulary. intheworld.
dilference 2006, he staned the Tinkering School,a summercamp

142 Unit11

Infotmation:
ForYour TulleY
Gever
Gever isacomputer
Tullev software and
engineer need andlearn
toexperience, potentially
tocontrol,
paragliding
acertified Butinaddition
instructor, to elements
dangerous such asfire,
and they needto
that,heisfounderbftheTinkering camp
School and learn
tounderstandhow thingsworkand to solve
BrightworksSchoolinSanFrancisco andauthoro{ problems.
Thisunderstandingmay involvetaking
thebookFiftyDangerousThings (You ShouldLet a
apart household or
appliance a
building bridgeusing
YourChitdrenDol.Tulley thatchildren
firmlybelieves power thatallowing
tools.Hebelieves these
children
arebecoming tooprotectedbysafety regulations willleadtothembecoming
experiences more creative
andconsequentlyarenotlearning howtobesaie, andresponsible something
adults, which theworld
norhow Heargues
tobecreative. thatchildren needsforpositive
changestooccur

T[llfAtl(S
142 UlllT11:Learning www.frenglish.ru
 www.frenglish.ru
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 a New
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Appnoach
lo
Teaching
Cnrnmunicatinn
!t . Have read
students thedirections
inthebox.Have
andthesubjects
themdecidewhichisthebeslway
each
toteach subject.[ncourage
themtothinkofotherways
o{
aswell.
teaching
. Havestudents
share witha
ideas
panner.
. Thenhavepairsshareideas
with
theclass.

Writing
El . Havestudents
readthedirections
andtheconversation.
. Have complete
studenis the
conversation,
. Checkanstlers.

@ . Have read
students lhedirections
andtheparagraph
inthebox.
. Have complete
studenls the
paragraph.
. Checkanswers.

O . fettsludenls
they aregoing towrite
anopinionparagraph about new
approachestoteaching,
. Inpairs,
havelhem brainstormideas
andvocabularytheycould use.
. Have themputtheirideas inorder,
Remind studentslo usewould
have, have,
could shauldhave,and
noun clauseswhen possible.Then
have themwritetheirparagraphs
individually.
. Have share
sludents theirparagraphs i
witha partner
and give
feedback.
Teacher Tips:FunwithEnglish outside of class
activities enloy
rofindlansuase that
they practice
tosetmore o{class.
outside
5lr,,iJl3::J,rrents
. Assign
newpairs, andhave
' sing
along songs
withEilglish canbefound . readanEnglish
(lyrics comicbookoramaguine ona
onWeb sites) topicthatiswell-known language
native
inone's
studenls
discussthebestways
. speakinEnglish outside
withafriendorclassmate (forexample, or
soccer fashion)
toteach Tsllthern
andlearn. to
theirreas0ns
explain forwhythese ofclasstime . talktoyourself
inEnglishl
would
approaches besuccesslul. . watch movies
English-language withnative-language
. Havepairs
share theirideas
with subtitles
giving
theclass, theirreasons.

TIBTALI(S
144 Ulll?11:Lear*ing www.frenglish.ru
 www.frenglish.ru
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Abcut
thePhst*
Thissatelliteimage shows thesmoking
SakurajimaVolcano inKyushu, Japan.
Sakuralima isoneofthemosl active
volcanoesintheworld andisclosely
monitoredduetoitsexplosive potential
anditsproximity tothecityofKagoshima.
Theabilitytotakedigitalphotography
iromspace using satellites0pens upa
wholeworld ofinformalion about our
planet.
Among other aspects, satellite
images allow environmental situations,
suchasvolcanic activity,
tobemonitored
orglobaleconomic activitytobe
measured through themovements at
portsandairporis around theworld,
. Have students lookatthepicture and
describewhat they see.
. Have students workwitha partner to
answerthe questions.
. Compare answers withtheclass,
. Withlheclass, discuss recent news
stories
about space andspace
exploration.
. Askthese questions orally orby
writing
themontheboard {orstudents
toanswer inpairs: Why dopeople
wanttoexplore space? What aresone
anazing things thatpeople havedone
inspace?
. Goover theUnit0oals withtheclass.
. Foreach goal, anywords
elicit
studentsalready know andwritethem
ontheboard; forexample, tensesfor
talking
about theluture, future time
expressions,sequencin gwords, etc.

Future withwillandbe
tenses exploration
Space General
andfocused
going present
to,simple iense, Future
timeexpressions listening. l
present tense
continuous Aninterviewwithan
Future modals
modals: for aslrsnaut
modals
speculating, o{ability
andnecessity

146 llillT 12: $ga** www.frenglish.ru

 www.frenglish.ru
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TalkAboutthe
Future
Vocabulary
ffi . Have lookatthepicture
students
anddescribewhatthey see.
. Have students
workindividuallyto
readthearticle,
notingthewords
inblue.Askquestionstocheck
understanding,
orhave students
askeach questions;
other ior
example,VlhatwasSputnik?Have
therebeenmanned nissions ta
Mars?elc.

ffi . Havestudenls
writethewords
fromA next
totheirmeanino.
. Checkanswsrs.

Grammar
. Remind theclassthattheyhave
studied several
differentwaysol
talkingabout eventsinthefuture.
Elicit
some examples. Prompt with
questions such as,What areyou
goingtodoafteryougraduate?
What timedoesthebusta_
leave?Areyouhaving lunchat
school today? elc.
. Goover thechartwiththeclass.
Give/Elicit
more examples. Ask,
What areyourplansfarnext
weekend?and elicit
answerswith
goingto.Ask,What willschools/
houses belikeinthefuture?
Howwilltheybedifferent?Elicil
answers withu/l Ask,What are
sanedefinite futureplansfar
lhrbc/ass?Elicitanswers withthe
present continuoustense.{14/e?e
having aquiztamarrow. We're
takingthefinaltestnextweek)
Ask,What timedoesclass end
today? What timedaesclassstart
tomorrow?Elicit answers withthe
simple present.

148 llillT 12:$pace www.frenglish.ru

 www.frenglish.ru
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TalkAboul
Lile
in$pace
Listening
ffi . Have studentslookatthepicture
anddescribe what theysee.Ask
studentswhat they knowabouthow
astronautsliveandworkinsoace,
Wrilesome oftheirideasonthe
board.
. Tellstudentsthey aregoing
to
hearaninterview withanastronaul
talking
about lifeinspace.Have
them readthelist.
. Playtherecording oneormore
times.f@
. Have studenlscompare answers
withapartner.
. Check answers.

ffi . lettstudents
tolisten
again
and
lindtheinformation
tocomolele
thechart.
. Playtherecordingoneormore
times.@
. Have students
compare answers
witha partner.
. Check answers.

ffi . OiviOe
theclassintopairsandhave
themdiscusslhequestions.
. Callonpairs
toshare lheir
opinions
withtheclass.
. Direct
students'attention
tothe
Engagelbox.Havestudents
thequestions
discuss inpairsor
smallgroups.Compare ideaswith
theclass.

\
ForYour TheInternational
Information: SpaceStation
TheInternational
Space (lSS)
Station isa research beseen without lt makes
atelescope. anaverage
'1998 perday.
facility Earth.
thatorbits Work onitbegan in of15.7 orbits The touse
firstastronauts
andwillcontinue Theproject
until?016. isbeing theISSanived inNovember2000,andthespace
outbythespaci
carried agenciesoftheUnited stationhasbeen used ever
continuously since.
Russia,
States, Japan,Canada,andtenEuropean Crews ofthree
scientists
atatime work
there.
So
orbits
Thestation
countries. 220miles
approximately far,thestation
hasbeen lrom
usedbyastronauts
(350kilometers)
aboveEarth's
surfaceandcan 16countries,aswellassixpaying"space
tourists.'

150 UlllT1?:$paca
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 www.frenglish.ru
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$peculaie
Ahsul
theFulurn
Language
[xpansion
ffi . Have lookatthepictures
students
anddescribewhat theysee.
. Tellstudents
tolistentothetwo
speakersandunderline thetime
expressions
listedwhen they
hearthem.Goover thetime
expressions.
. Playtherecordingoneormore '.
times.@ Language
Expansi*n:
Future
timeexpressions
ffif,ffi Listen professors.
t0lwouniversity Underline
thetimeexpressions
on
ffi . Tellstudents
to listenagain
tothe youhear
theleftwhen them.
firstspeaker
andmark theevents
onthetimeline. ffiEm Listen
againtoSpeaker
A,andmake
a simple
timeline.
Whichevent
. Play therecordingoneormore happensthesoonest?
Whichhappens
inthemoredistant
future?
l-Jrrr,a-necl ntt"',crt *:anncd .nib'iifl taSLc-
g c a c e a h : o + L n a , . f . fa v ? l
times. f@ \in'., \):arfuLure DistanNtur,ure
' Have students
comoare answers ffiEDE'[iiten asarn tospir'a"k;i'bliviiiin
twoevents isiniTpeaker tess cerrain
.. about?Which event isshe.more
certain
about? How do vou know?
witha nartner. l.(5i 1oJatAhLVe trlL"-oan'/)L eMoan Ycil11d\/a',!2o,eJbletbc\aetter,(oo, 1,ak
space flight.lWe knor she'talee* cerLain*ecauee"sheuses these mtjdals.)
. Check answers. #gfuylxf11trdffi 11{dr*F.ff*€,B1!rdr$35
$'$?fd v'i'h""ri)
aFrddic'ion
ffi . fetlstudents
tolisten
again
to totalkabcut
thefuture
thesecondspeakerandfindtwo Usethemodals
nay,might,and I Shemayteachpart"time
nextyear.
thingssheislesscertain
aboutand could
+ avsrbto
express
a I Thelaunchmightnolbedelayed
onethingsheiscertain
about. possibility
future ort0speculate i thistime.
. Playtherecordingoneormore aboutthefuture. I Allo{thiscouldhapoenwithrnour
times, liletime
S@
. Have phrases
Usemodallike t0express | | amnotgoing l0 beablelo callyou
students
sompareanswers abilityornecessityintheiuture.
I tomonow
withapartner. I Scientists
$ill havelo solve
this
. Check answers. problemsomeday soon.
D0notusesingle-word
modals
with I Peoplewill{ean) beablst0 livs0n
Grammar willotbegoing
to. I Marssomeday.
. Goover Shenyis goingto(must) ha{et0take
theinformation
inthe Physics
322sooner orlater.
chartandaskstudents
tomake
speculalions
about
thingsthat
wemay/night/coulddoinspace
oneday,suchas,Wemaybeable
totravel planets.
taother People
couldtakevautians
onthemoon.
d
Word.,Sank, pknsts
?he,, Grammar:
Future
modals
Earth Neptune May,night,andcould possibility
areusedtoexpress inthe
Jupiter Saturn future
andsoareusedforspeculation.
Mars Uranu\ Wiil/going
to+beableloisused loexpress inthe
ability
ruture.
Mercury Venus
Will/going
to+ have
to/need
to areused
toexpresnecessity
inthefuture.

152 lflllT12:8pace www.frenglish.ru

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 Reading
a
$ummarize fi$ Howquicklycanyoufindtheanswers
in
sfEvents
Sequence thearticle?

Reading 1. WhyisEarth's a problem

atmosphere lor
. Have li irNer-fereorvilh
look
students atthepictures aStrOnOmerS?
-hei' ;L;l'lf T) :41 'rL3 aCA.:C.
anddescribe whattheysee. 2. What didLyman probose?
Spitzer
. Introduce Askstudents, tnorbiLaratsnd
out;alaraetelegcaps
thetopic.
f.;rfh
What doweusetelescopes t'or? wasShoemaker-
kindofobject
3. What
What canpeopleseethrough a Levy9?
telescope? Havesludentsreadthe
4. WhenwasthefinalHubble
service
titleandlindoutwhat,ifanything,
they know abouttheHubble completed? 21ag
mission
telesc0pe.
T lortrue,ftorfalse,
*1 Circte orlll 1orno
,',:. Tell toread
students quicklyand (filneanswer
inf\rnati1n isnotinthe
tothequestions.
findtheanswers reading),
Tell
them nottostopi{they
come 1. Thebesttelescopes
on
toaword theydon't but
understand arenotaffected
Earth
bytheatmosphere. r Q Xl
tocircle
itandcontinue for
looking
theanswers. 2. Lyman wasRussian.
Spitzer T f @
. Have studenls
compare anstuers thought
3. Spitzer theorbiting
would
telescope mainlyadd
withapartner. idsas
tothescientific that
. Check answers. alreadyexisled. f S Xl

Nole:NASAlaunchedanother 4. Hubblehasconfirmed that

black really
holes exist. S r ril
onMay1'1,
mission
service 2009.
Thespace lllanllsbrought
shuttle a 5. Theuniverseisexpanding ^
more qrickly
thanit usedto.lu tr ill
part
replacement forthetelescope.
. Goover with
thearticle theclass, passage
iiSP ftr reading in
isorganized
answering
any questions
fromthe chronological Withapartner,
order. discuss
students
aboutvocabulary.
Point
oul whatthearticie
saysabouttelescopes
in
present,
thepast, andluture.
words
the intheWordFocusbox.
{l} . Have readthearticle
students again
inmore detail
andanswerfrue, = addlo
supplement
false,
arnoinformation. = change
modity
. Have e$aoding* bscoming
larg€I:
compare
students answers
outward
moving
witha partner. - moving
accelelation faster
. Check answers.
154 Unit12
,ff . niviOe intopairs
theclass and
have
them what
discuss thea(icle
says inthepast,
telescopes
about
n r voucu o, , nr ' f r n d { r r t r r r p
P'
ForYourInformation: Telescope
TheHubble
. Have pairs
several sharelheil some
TheHubble SpaceTelescope(HST) wascarried into importance,
itsscientilic theHST hastaken
withtheclass.
anslvers Complete Drscoveryin
shrittle 1990. lts pictures
beautilul
amazingly thathave the
captured
spacebythespace
athree-column ontheboard
table launch planned
wasoriginally for1983,butthere publics
imagination,
althoughverylittle isspent
time
withinformation each
about time: r1yere
many problems,
technical andwhenit finally forpurely
pictures
taking purposes.
aesthetic ln2001,
Past, Future.
Present, themainmirrordidn'tworkcorrectly. anInternet
surueywasconducted asking images
what
didlaunch,
wasrepaired
thetelescope
Finally, inspaceand peoplewouldmost likethetelescope and
tocapture,
began clearimages.
totakeextremely Apartfrom chosen
thesubiect wastheHorsehead Nebula.

154 lJl{lT13: $pa*e www.frenglish.ru

 991 0 u0sssl
www.frenglish.ru
$ummarize
a
$equence
sf Evenls
Communication
ffi . Have studenls
write
notesabout
which kinds
oltechnology
would
helpthem orsomeonetheyknow^
. Divide intopairs
theclass andhave
them discuss
thedifferent
types o{
technology.
. Have pairs
several sharetheirideas
withtheciass. t
Communication
ffi . Havestudents writea list. Technologydeveloped by
nead
theinformation
inthebox.Discuss
spacepr0grams: ffip which
kinds
0ftechnology
could
. Divide
theclass intopairs andhave youorsomeone
benefit youknow.
. artilicial pumps
heart
themshare theirlists.
. weather satellites
. Havestudents share ideas,and ttl.lriquio.iooiadot* ffi Rsyouknow,spaceexploration
isextremely Make
expensive. a listofother
write
a listontheboard with ofprograms
kinds governmentscould
spendmoney 0ninorder t0helppeople.
' iotreatiniurieir '
theclass. .'v6Xstiq
6n116asg1$,1n
I surgerlesr, :r .' ',.,. Writing
.':r1' 1...
Writing :,' Write
a three-paragraph
.r gloual,Positioning ffi anda conclusion,
composition a bodyparagraph
withanintroduction,
Inyourcomposilion, questions:
ffi . Have students
brainstorm .'' .' answer
the following
the ' tystOrns,{GP3}'
benefits
andcostsofspace . technoloqv
forcleanino . Inwhatwaysdoesspaceexploration human
benefit beings?
exploration,
Encouragethemto pottuteO
tandorwater r Dothosebenefits
outweigh
thecostsofspaceexploration?
' rprotective
usea graphicorganizer
tohelp : rnahrial.foi
:i'r'
them organize
theirideas.
Show an bridggsi' I i'
metal' ffiB Exctrange
compositions.
Read yourparlner's
composition and
carelully,
example ontheboard,andelicit tothequestions.
writeanswers
oneortwoideas togetstudents 't. Introduction:Ooe$itgivebackgroundintormationaboutsp
started. 2. Thesis
statemenl
Doesit make a claim
andexpfessa clearpointofview?
. Havethem comparetheirideas Athesisstatementisoftenat 3. Thesis 00esit givethereader
statement: a preview
ol thewritefsmain
witha partner. theendoftheintrcduction. points?
. Goover theinformation
inthe Yourthesisstatementmust:
4. Bodyparagraph:
Doesit giveenougb
reasons
andexamples tfie
t0 support
. Make a claim
lhatsomeone
WritingStrategy
box. corlddisagree
with.
thesis
statement?
. Havestudentswrite
their . Pfovidea previsw
ofyour
compositions. ideas. ffip fa* wittryourpartner youranswers
about t0thequestions
above.

ffi . 0ooverthequestions.
. Divide
theclass
intooairs
andhave
thern
readeach paragraphs
otheis 156 Unit 12
andanswertheouestions.

Teacher
Tip:Selfevaluation
'Have give
students partner
their Itsuseful tohave
students reflectontheprogress theylemade andtheirgoalsforfuture
learning.
One
feedback
ontheir
compositions
by waytodothisis byhaving themfill ina questionnaire
andtfrenhavinga briefmeetingwitheach
stude to
student
explaining
their
answers. discuss hisorheranswers. Here aresome possiblequestions
youcould use:
. Havestudents
reworktheir Hownuchhave youimproved inthese Write Ho*rrn youimprove
areas? yourE
Englishoutside
ol class?
compositions
basedontheir 'A lot,"'Same,' ^A
partners or tittte.' What areyour goals
for usingEngtish?
feedback.
. lfdesired, Which oltheseactivities
in class helped you Illhatwillyaudoi inyournertclns?
collect
thecompositions themost? ng/Listening/V/r iting/Read
Speaki ing/
1orgrading.
Vocabulary/Grammar

156 lfl{lTl2: $pace

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 andExplorer
Bill Stone Engineer
TEDTALKS I'm COltlC TO THE MOO}I'
wt{ons wlTH llE?
totheMoon.
I'mGoing
With
Who's Me?
YouWatch YouWalch
Before
Before
[f . Have lookatthepicture
students
thequestions
andanswer witha
partner.
. Compare withtheclass.
answers campbelowgroundin placesthatarewet,
cold,andnot(3) illurninaftd at all.
E . Gooverthewords inthebox.Have Nowhe wanlsto explorethb moon.Hesays
studenls theParagraPh
complete thatouroldwaysof thinkingabouttravelto tte
usingthewords.Remindthemto moonare{4\ ovgobte ' De$Pite its
change thelormofwordswhen (5) r.emotenees, $tonebelievesthatit
necessary. is possiblefor peopleto liveon the moonand
. Havestudenlscompareansrvers llp t-oo*at lhe pictureandanswerthe
questions witha Partner. to accessits lesources.
witha partner.
. Check answers.
l, WherearethesePeople? @ LooXat lhe pictureson the nextpage.Check
thatyoupredictyouwill
{/} theinformation
2. Whataretheydoing?
hearin theTEDlalk.
@ . ttavestudentsreadthedirections in a placelike
3. Wouldyoube comfortable
andlookatthepictureson this?WhYor whYnof - 1, Whenyouexplorea cave'youoften
page 159,Have them the
check findunderground water.
Sl engineerBillStonehasexploreddeepcaves
inlormation they
theythink will - forhumanbeingsto iive
2. lt is possible
likethisone.Herearesomewordslou willhear
hearintheTED Talk. in hisTEDTalk.Compleietheparagraph with andworkonthemoon'
. Have studentscompare anstlters Notallwordswillbe used.
theconect\ivords. - 3. Wesiilldon'tknowmuchaboutsps
withapartner. travel.
. Compare answers withtheclass.
WritetheirideasaboulwhattheY WhileYnuWatch
willhearintheTFD Talk
onthe
[l[f watctr the TED Talk. Circlethe main idea
board.
$tt *" are going to exploreunderground'
underwater,and in $pace, we need to lea}G
YouWatch
While old ideas behind.

[l . Havestudentsreadthethree 2, lt is very dangerousto be an extreme

possible
main ideas.
Tellthem to Bil'Slonehasledmany(1\ ex?edittons explorerbecauseof undergroundwaler
astheYwatcf in caves.
themain
circle idea to someof thedeepestcave$on earth'
thetalk. ln orderto go downinioa deep 3' We need to explorethe moonand outer
space morethanwe alreadYhave
. Playthetalk. 12) a\Yea new
, he hasdeveloPed
. Have devicesandtechnology. He andhisleams
comPare
students their
answerwitha partner.
. Check answer.

UideoReview
158 TE0TALilS www.frenglish.ru
 www.frenglish.ru
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 gill Stone Engineer
andExplorer
TFNTALKS I'm GOING TO THF llooil.
lilHo'g wl?H ME?
AfterYouWatch
[| . Havestudents the
complete
summary withthewordslromthe
box.Remindthem tothinkabout
whether need
they singulrorplural
forms,
. Havestudentscompareanswers
witha partner.
. Check answers.

f,l . Havestudents thephrases

match
tocompletetheideas
fromlhe
TEO Talk. AfterYsutlUatch
. Havestudentscompareanswers withthewordsin thebox'
thesummary
[l Complete
witha partner. BillStonehas gone intosomeof the world'sdeepest(1) 6avee ,
about ihe world below,he has developed
. . Check answers. and in orderto learnmore
121 devicee * thal can map hugechambersin complete
(l . Havestudents theslatements
read 1g1 dar*nes* . Now he has turnedhis (4) ira4tn'a''on 1o15"
theones
andcircle thatexpress moon stonewantsto see private(5) iarnpanies buildsettlements
ideas{romtheTEDTalk. on the moonso theycan look{or mineralsand olherresources'
. Havestudents anslvers
comDare
fl Uatcn the phrasesto completesentencesfrom the TED Talk.
witha pafiner.
Cause Etfect
. Check answers. 't, ,
- Stone'scavo explofationteams have had a. at 200 metersunder water
2. A A spacevehicle'sfuel can equal b. 16 milesthick.
3. 6 NASAwouldliketo relurnto the moonby c. a$ manyas 150members
4. a One of Stone'sdevicescan help an d.90o/oof its weight.
explorerbreathe e.the yaat 2024.
5. b Furopa,one of Jupiter'smoons,has ice
that is

[f Readthe statementsbelsw.Circlethe ones that paraphraseBill Stone'sideas.

@tt ir no* possibleto exploredeep undergroundwithouttoo manyproblems.

go underwater'you need to
@Wtren you are designingnew equipmentto
thinkaboul possibledangers.
3. Goingto the moonin the sameway as belorewill help us learnnewthings
aboutspace.
privatecompaniesexplor€lhe moon
@tr is a good ideato let

160 TE0TIU(SVidsoRevie$, www.frenglish.ru

 www.frenglish.ru
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 UNIT
3
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LE$$ON
Mari:Hi,I'mMarifromArgentina. Here,we've years.
hadverylittleraininrecent Argentinaisan
agricultural
c0untry,andthisdrought iscausing alotofproblems. Cropscan'tbeplanted because thesoil
istoodry.Cattlearedyingbecause theydon'thave grass
enough toeatandthewater fromwellsisgetting
concentratedandsalty. Maybe nextyearwillbebetter.
Marcel: I'mMarcel. Here inFrance,we've hadrecord-breaking heatwaves.Howhothasit been? One
summer, wehad20,000 deaths inEuropefromtheheat. Some scientists
don'tagree thatglobal is
ryarming
lhecause.They sayit'salways hotinthesummertime, Butinrecent years,
we've hadmore daysrlfextreme
heatthanweused to.ltfeels likeglobalwarming tomel l
Joseph: Mynames Joseph*from New 0rleans.InthispartoltheU.S., everyone istalkingabout
hurricanes.
Maybe you've heard ofHunicane Katrina,
butthatsame year,
wehadarecord number of
hurricanesandmajor tropicalstorms.Twenty-seven inall!They saythestorms aresostrong because the
oceanwatsr iswarmer. Thestorms getenergylromthewarm water,andwegethit.
Jasmina: I'mJasmine. I liveinNew Delhi,
thecapitalolIndia. Ourbiggestclimate problem inrecent
yearshasbeen flooding. ltstrue,gettingaloto{rainisnotunusual here.Wehave amonsoon season, and
duringthattime,rivers canoverflow, andthat'susuallygoodnews forfarmers.
Lately,however, thewater
hasbeen sodeep thatmany people have hadtoleave theirhomes andvillages.
Andeven though theres
watereverywhere, it'snotclean, sodiseases areanotherconcern when youhave flooding,

Lf$$0NS,PR0l{lJlilSlATl0N
1. Climatechangehasbeen inthenewslaiely.
2. We'vereceived
dozens ofletters.
3. Willthis
rainneKlrg.nd?
4. Theheattakesatollonthehuman body.
5. Thegovernorisworriedaboutfoodshortages.
6. lsthatagoodwaytosave energy?

UNIT
4
@ Lr$$0N
B,il$Tr}|tHS
Radio$howHosLRight now,youprobably havesome formolmoney inyourpocket0rpurse. Andyou
probablydon'tknow howoldthisinvention is-or where itfirstcame{rom.
Some oftheoldeslcoinswere used inTurkeyalmost years
3,000 ago.Theywere madefromamixture olgold
andtheyhadapicture
andsilver, ofaliononthem, asymboloftheking'spower. were
Coins firstmadefor
people pay
to taxes io government,
the butsoon theywereused tobuy andsell
things
as well.
Beforecoins,
peopleusedpiecesofgoldandsilver tobuythings, buttheyhadtoweigh themetal.
Coinswere much easier
to
use,
because youcancount them.
Papermoney wasmade much later.Thelirstbillsweremade inChina about
1,000yearsago.Howevel some
peopledidntlikethisnewinvention. InPersia,thekingordered tousepaper
everyone money intheyear
1294,butpeople refusedtouseit because theydidn't
thinkthebillswerevaluable.
Merchants closedtheir

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 0aller#3:Alitle,I hadafewcutsandbruises,
butI wasnt injured
seriously because
I was myseat
wearing belt.I wouldn't
drive
without
myseat il youpaidmeto
belteven
do it.
Radio HostYes,I cansee why.
That
seatbeltmay
have your
saved life.

3@ Lrssoila,PRoNUNclATl0ll
1. assignment
Aidjadothe yeP
2. Doyouhavefood andothersupplies
readf
3. what
D'yaknow tododuring anearthquake?
4. Didyoustudy
forthetest?
5. Doyouhavealirstaidkit?
6. itwillraintoday?
DTalhink

UNIT
6
r@ B,LISTENII'IO
LE$SON
Conversation1
Woman: I can't howrealistic
believe thatpainting
is!Look,youcanseeevery
littledetail
onthegrapes.
Man:Yeah, thats ButI think
true, it'skindofboring,
Woman: Really?Tome, peacelul.
it'svery I could
look one
atthat allday.
Man:That maybe,buttheartist
doesn'treally anyfeelings.
express howcanyou
I mean,
getexcited
aboulapileoffruit?

Conversalion 2
Man:I reallylikethatbigpaintingover
there.
ltssodramatic,
andtheartist
really
saysa
lotinit.
Woman: Butallil isisjustthree
colored
shapes!
Man:No,notreally. Lookatitclosely.
Youcanseealotofother
colors inthere^
| think
it'slikeawindow--* window inlosomestrange plaee.
new
Woman: Hmm. I thinkyouhave amuch imagination
better thanI do!

Conversation3
Man:Didyouseethatpainting inthecorner? | really
want togetaposterolitforour
bedroorn.
Woman: Yeah, rsanice
that painting. . . butwhy doyouwant aposlef
Man:ltssuch ahappy scgne.lt reminds meofwhen I wasalittleboyplaying
inmy
grandlatherb
garden.
Woman: I don't
knowil thebedroom istherightplace The
forit,though, colorsareso
butitisntvery
ltbbeautiful,
bright. relaxing.

T-172 Audio$cripls
www.frenglish.ru
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 $peakerB:Myname isChris, andI lovetorun!I enjoy sportslikesoccer whereyoudoalolofrunning.
I alsoliketorunbymysell, Theproblem is,il I runsoloandI winarace, share
I can't with
thevictory
anyone. Theresnothing more lunthan celebratingwitha group ol people you
alter win!
Speaker C:I'mSusan. I want tosignupforasport atmyschool. I guess doing
I enjoy
l'manintrovert,
things bymysell.I'malso fairlytall,
s0 some of my think
lriends I shouldsign uplor I'm
basketball. kind
l'll practice
ofaperfectionist. something again andagain get
untilI it right.Andl'mvery When
focused, l'm
doing something I love,I don'tnotice anything else.

g
UNIT
:@ B,LI$TTNING
LT$SON
Presenler: lnthepast, beingakingwasnotaneasy iob.Kings hadtoworry about wars anddif{icult
family members. Butformany kings,thebiggest wastheir
fear food.Atinybitof poison intheirdinner
could killthem injustafewminutes. Toprotect themselvesfrompoison, royal around
families theworld
employed people called Their
loodtasters. iobwastotasle allthe dishesina meal before they weregiven
totheking. dieofpoisoning,
didn't
ll thetaster thenthemeal wassafelorthekingtoeat.
Formany years, aman named MathuraPrasad wastheofficialloodtasterforthelordofCastle Mandawa
inIndia.Heremembers hiswork inthekitchen'
Mathura Prasad: were
Alltheingredients kept lockedup.Before enteringthekitchen,thecook would
takeabath andchange clothes.
intodif{erent Guards would look inthecooks pocketslo make surehe
wasn't hiding When
anything, thefoodwasready, some oleach dishwasfedtoadog.Next, it.
I tasted
Then thefoodwent tothetable. thelordandhisguest
Finally, foodfromeach
atealittle othefs plates.
Just
incase.
Presenter: Food tastershavealonghistory.TheRoman emperor Neroused totryedible
tasters and
poisonous mushrooms, KingLouis XIVolFrance used to
soldiers carry
food from the kitchen tohistable.
Andwhen Christopher Columbus made hissecond triptoAmerica, hebrought alongdogs totestthefood
thatnativePeoPle gavehim.
Buttoday, there many
aren't iobopportunities forfoodtasters.InEngland, noonedoes food tastingat
Buckingham Palaceanymora-instead, allthecooks arechecked Theemperor
verycarefully. ofJapan
doesn'thave foodlasters though
either, the president ofthe UnitedStatessometimes uses volunteer
lorthisjob.AndinThailand,
soldiers allofthekings foodistasted notbypeople, butbyhundreds of
white micel

t@ tr$s0NB,PHol'luNclATloN
1. Ihatplant poisonous,
isn't isit?lnotsure]
2. Heknows he?
it,doesn't
allabout lsure]
3. That
bridge look
doesn't safe, it?lsure]
does
4. Youwerehereyesterday,
weren'tyou? lnotsure]
5. Hisname isn't
isDavid, it?lnotsure]
6. This waS
exercise easy,wasn'tit?lsure]

T-174Audio$eripls www.frenglish.ru
 www.frenglish.ru
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 Tourisl2:That3
amazingl
TourGuide:I agree.
Whatsevenmore isthatprehistoric
amazing peopletransported stones
these 30
Andthatwaswithoutanv
kilometers. modern machinerv.
Tourist1:Reallyl
TourGuide:Andwould youbelieve
thatthese
smallerbluestones
camefromasiteinWales, 400
around
kilometers
away!
Tourisl kiddingl
2:You're
I'mnot!Andthebuilders
TourCIuide: musthave
o{Sionehenge known alotabout becaus
transportation
each "smaller"
ofthese weighs
stones around4,000kilosl
Tourisl1:Remarkable!

11
ututT
@ Lg$$nN
I, Ll$TfNlf'16
$peaker 1: Youwant toknow about mydriving class? lt wasawful!tirsl, theymade usread awhole
longuseless book aboutdriving laws andmemorize thenames ofevery partofthecar. Wehadtons
ofhomework andawritten testevery week. Howisthatsupposed tomake youagooddriver? | never
undersland anything untilI tryit myself! When theyfinallylet usdrive,it wasgreat-bytheendofthefirst
down
hour,I wasdriving bigstreets with no problems atall.Theother studentswere scared todeath, but
notme.AndI passed mydriving testthefirsttime.Asfarasl'mconcerned, thatdriving school wasabig
waste. I should have saved mymoney andjustpracticed driving withmydad.
2: ltookaclass lastsemester called 'Money andBanking," intheeconomics department. There
Speaker
were twodifferent prolessors whotaught theclass, andtheywere sodilferent! Prolessor Stern justtalked and
talked, andI forgot everything assoon asI heard just
it.ltwas impossible tofollow! | triedtowriteeverythin
down inmynotebook, soI could gohome andlookatit later. Professor Chang wasa/olbetter. Hewasalway
drawing onthe blackboard.He made lots ol little chartsand illustrations, I really
so could understand. I didn't
learn anything fromlheother professor. 0nthedays helectured, I could have jusistayed home andsleptlate.
$peaker 3: I hadacourse called"[njoying Great Music." Thewhole thing wasonCDsl I listened tothem
inmycaronthewaytowork.I would have bought something likethatalongtimeago,if l'dknown about
il-it actually made meenjaydriving tawork! Ihefeclures were recarded ontheC0,andthenthere were
examples olmusic tolisten to.ltwasreally a lotoffun.First, theinstructor talkedabout tfmhistory of
music forafewminutes, thenheplayed themusic-Beethoven 0rMozart, something likq{hat-and then
heexplained what we justheard. That was greatl I thinkl'm going lo listento one
another ofthose audio
courses s00n. Theres oneabout world history thatsounds interesting.

UN*T
12
l@ Lr$$$NI, LtSTrNlN0
Dsfostu
)Admnelolbeshotu
lpleninyef:WtlclaWpllhCanadanastonaalllllafosla
Thank
lslronaut: you.I'mhappy
tobehere.
endupontheInternational
tromCanada
Tellus,howdidabotanist
Interyiewen Station?
Space

T-176Audio
Scripls www.frenglish.ru
 www.frenglish.ru
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 maintains intraditional
identity
itscultural SanFrancisco Many
style.
UNIT1 {eelthatTheMission
artists neighborhood
isasuccess{ul new
where
vr0E0 $r,urnlffct$t0'$
JounNAL immigrantsarewelcome.
A$Tn$T
Mt88t0N MlSSl0llDISTRICT ARTISIPeople see notsodifferent
thatthey're
{rom Theres
other.
each a lotofthings bind
that them culture
through
Each
IIARRAT0R: thesounds
Sunday, Dolores
oltheMission Basilica
andtradition.
inSanFrancisco.
areheard
IIARRAT0R: Peters
Saint Church place
isanother thatunderstands
These bring
sounds memories oltheSpanish in
whobuiltthischurch
culture
between
thecloseness Mission
andtradition. wasthe
Dolores
1791 didn'tknow
. They kind
it atthetime,butit waslhestafiofaspecial
ofTheMission,
loundation isanother
butSaintPeters strong
base inthe
theMission
ofneighborhood: District.
DanMc0uire
Father istheleader
ofSaint .
Peters.
area.
Some members
communily theneighborhood
describe part
asacentral
FATHER 0AHMCCIUIRE, $AlllTPFTER'S GHURCH: Andthe
ofthecity.
Why? parish,
beautyofthisparticular islhatthedifferent
culftresfromLatin
Eecauseit'swhere thecitybegan longago.They feelthatunderstanding America . . . thedifferentcountriesofLatinAmerica come togetherhere
themany levelsofhistoryhereisimpofiant. They alsofeelthatit'sabig andtheyreally form acommon unity.
partofunderstanding whaiit means tobearealSanFranciscan.
I{AHRAT0R: Thepeople whocome herearelromalloverLatin
0vertheyears, immigrants havecome here from lreland,
Germany and places
America; likeMexico,Salvadot Peru.
El and
Italy,
Butthemost recentimmigrants aremainly from Mexico, Central
MCGUIBE: Andthey bringwiththem thebest owncountry:
o{their
andSouth America.lt'seasytoseethestyle thatthese recent additions
particularly
their intheirfamilies,
interest intheirtraditions.
theirinterests
givetotheneighborhood. Youcanseeit onwalls, tasteit inthefood,
AndwhatI seegoing onhereinaveryverypositive wayisanintegration
andhear it inthemusic! cullure.
ofthebest ofLatin American culture
now, withAmerican
Juan Pedro grew
Gaffney upintheMission District.Heslhedirector
ilARRAT0R: lntheMission District,
immigrantsareoften ableto{it
oftheSpanish ChoirofSanFrancisco. Inthepast, thegroup has
hereisso
intoa new society veryeasily.
Whf Because theenvironment
perlormed toraisemoney forpeople aliernaturaldisasters inCentral
comfortable. lt maybethiscomlortable feelingthatmakes thismulti-
America.Many peopleherehave {riendsandrelatives inLatin America.
area
cultural such avery specialkindofneighborhoodl
Juan Pedro saysthatthelocalcommunity herefeels asense ofcommon
involvement. Theyreallycarewhen aneighboring nation isinpain.
Ingood times andbad, themusic ofTheMission deeply affects 2
UNIT
everyone.Juan Pedro explains thatit'salways beenabasic partof
VIDEO JOURT'IAL MEMANY MAN
identity
cultural here. lively,
lt'scolorful, and-according toJuan Pedro
-absolutely "jumping"! Butit isntjustthemusic , . , theartofthe I{ARRIT0R: Gianni Golfera buthecanstillshow
isblindlolded, these
Mission isfulloflifeaswell. people something amazing.
that's Theyoungltalianman callsit fle ad
ol memory.
Thelocal artcommunily stays
here close totheareas cultureand
Alocalarts
tradition. thepeople
First, randomly choose six$numbers. Afterthat,ahelper
reads thenumbers toGianni' Then, repeats
Oianni thenumbers inthe
organization leads people onwalks through thedistrict. Theyvisitstreets Fiistintheorder heheard them. Then, he
correct Jrom
order memory.
likeBalmy Alley, which isfamous loritsmurals. does itagain-backwards!
RAYPATLAII, ARnSnWhat happens is,themurals begin toreflect ",:
0lAl{}llG0LFEFA: lisakindofmemory thatisconnected towhat I
thecommunity itself. see.lt means
that everyidea I learn, I
everything read,becomes a pariof
NARRATOR: In1984, ArtistRay Patlan paint
helped aseries ofmurals me. Normally,a person who doesnt havethisoiftandwho hasn't studid
withthetheme, Peace inCentral America. Butwhile thedistrict remains memory tendstojustforget things. Evenanentirebook. Notme.
mainlyLalino, itsnolonger 1984. Politics andtheworld have changed; hasavery kindofmemory. Hehas
NARRAT0R: Gianni special
theartoftheMission haschanged aswell.Patlan says thattheart Healsouysthathecanremember
memorized more lhan250books.
isapartofthestreets, butalsoareflection ofthecomnunity. Asthe
every detail
ofevery dayofthislife-fromthetimewhen hewasless
community changes, themurals change, too. Themural messages are
thanoneyearold!Memory isverydilficult
tounderstand, andscientists
alwayschanging, butthey're stillverypowerful. don'treally
know howitworks, Jamily
TheGolfera genes mayhold
AI{DREA, BALMY ALLEY RESIDENT: lt'sgreatl
lt'slikecoming importantinformation about Gianni'smemory. NeurobiologistDt.
home toa piece ofartevery dayyouknow? timewedrive
Every upit's Antonio plans
Malgaroli tocompare theGollera genes
family's withthe
iustvery. . . uh. , . youknow, sorto{vibrant. genes ofmoreforgetlulfamilies.
I{ARRAT0R: Theartists
herehavestrong about
feelings thework
they DR.ANT0ill0MALCAR0LI, llEUR0Bl0L0Gl$T:Thecrucial
do.One artist o{TheMission
thattheartists
explains lor
arefighting question which
istounderstand {rom
isthecontribution and
heredity,
fairness
inthecommuni$. They're tohelp
alsofighting thatcomes
isthecontribution
theenvironment. which fromtheenvironment.
Intheindustrial oftheMission
area thisgroup
District, ofattists
T-'178Video$cripts www.frenglish.ru
 www.frenglish.ru
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 PAUL
iIICXLEN:
TALES
0FlCr-80Uil]} 8uthewasright.Hescolded meoutandsaid,"Thisiswhywe?e here.
Youproposed thisstupid storytoNational Geographic andnowyou've
WOilOTRLANO$ gottodeliver, Andyoucan't publish excuses." I hadsuch dry-mouth,
Paull{icklen: Myjourney tobecome apolar specialisl, photographing, probably not as a bad as right now, but I had such dry-mouth andmy
specializing inthePolar Regions, began when I wasfour-yeats old, legs were just trembling, I couldn't feel my legs. I put my flippers on,I
when my{amily moved fromsouthern Canada tonorthern Baffin lsland, could barely part my lips;I put my snorkel in my mouth and I rolled over
upbyGreenland. There welivedwiththeInuitinatinyInuitcommunity ' theside of the zodiac and into the water. And this was the{irst thing she
of200Inuit people. Wewere oneoJthree non-lnuit families. Andin did.Shecame racing uplo meandengulfed mywhole camera, andher
teethare up here and down here, but Godan, before I had gotten inthe
thiscommunity wedidnthave television, wedidn't have computers, 'llfyougetscared,
water,had given me amzing advice. He said, you
obviously, radio;we didnteven have atelephone. Allofmytime was
close your eyes, ya,andshe'llgoaway.' So thatb all I had to work withat
spent outside, withtheInuit, playing. Thesnow andtheicewere my
thatpointandI iuststarted toshoot these pictures. Soshedidthisthreat
sandbox andtheInuitwere myteachers. Andthats where I became truly
display fora{ewminutes andthenthemostamazing thigO happened.
obsessed withthispolar realm, andI knew someday thatI wasgoing to'
Shetotally relaxed. Shewentof{,shegota penguin, she'stopped about
dosomething thathadtowithtrying toshare news andprotect it.
tenfeetaway frommeandshesatthere withthispenguin. Thepenguin
We?e inundated withnews alllhetimethatiheseaiceisdisappearing isllapping andsheletsitgo.Thepenguin swims towards me,takes
andit'satitslowest level,but,infact, scientists were originally saying off,and she grabs another one. She does,this overand over, andthenit
seaicewasgoing iodisappear inthenexthundred years, then they dawned on me that she's trying to feed me apenguin. Why else would
saidthenext {iftyyears. Now they're saying theseaiceinthearctic, she release these penguins at me?
thesummer timeextent, isgoing tobegone inthenext lourtotenyears. Andaftershedidthisabout {ourorfivetimes, sheswam bymewiththis
Andwhatdoes thatmean? A{ter awhileoireading thisinthenews, it just deiected lookonherface. Youdontwanttobetooanthropomorphic,
becomes news;you sortolglaze over withit.Sowhat I'mtrying todo butI swore thatshelooked atmelike"Thisuseless predator isgoingto
withmyworkisputfaces tothis.AndI wanlpeople tounderstand and slarve innyocean." So,realizing I couldn't catch swimming penguins,
gettheconcept thatifweloseicewestand lo lose anentire ecosystem. shewould getthese other penguins andbringthemslowly towards me,
Proiections arethatwecould losepolar bears, theycould become bobbing likethis, andshewould letthem go.Thisdidn't work. I was
extinct,inthenext fiftytoonehundred years laughing sohard, andil waslsoemotional, ihatmymask wasflooding
because I was crying underwater justbecause it was so amazing. Sothat
That'swhere I gotastoryidea. I want togotoAntarctica, getinthe
gelanother penguin
didn'twork, sothenshe'd andtrythisballet-like
waterwithasmany leopard seals asI possibly can, andgivethem a thisiceberg likethisandshewould sortofbring
just display, sliding down
fairshake, seeiftheyactually arethese vicious animals ori{they?e themovertomeandofferthemtome.Thiswentonforlourdays, this
misunderslood. didntjusthappen acouple oftimes. Andthensherealized I justcouldn't
Sothisisthalstory. [Shows picture olleopard seal eating penguinl catch liveones s0shebrought medead penguins. NowI'vegot{ouror
0h,andtheyalsohappen toeatHappy Feet. Asaspecies, ashumans, fivepenguins floating about myhead just
and sitting there shooing
weliketosay, "0hpenguins arereally cute. Leopard seals eatthem, them away.
thereforeleopard seals areuglyandbad.'ltdoesnl workthatway. The Andshewould often stopandhave thisdejecled lookonherface, like
penguin doesnl know it'scute and leopard seal doesnl know it'sbig and "Areyouforreal?" because shecanlbelieve thatI can'teatthispenguin.
monstrous; thisisjustthefood chain unfolding. Andthenthatwasn't enough, soshestarted toilippenguins 0nt0my
They're head, she was trying to force feed me, she was pushing nie around,
alsobiglThey're notlikethese littleharbor seals; theyaretwelve
pounds, tryingtoforce feedmycamera, which isevery photograBlier's dream.
feetlong, athousand andthey're alsocuriously aggressive.
Andshewould getfrustratod. Shewould blowbubbles inmyface, tolet
Soafter fivedays ofpassing theDrake Passage, we,isnlthatbeautilul meknow I wasgoing tostarve, butyetshewouldnt stop,shewould not
(inreference tothecrowd s reaction tothepicture), wehadfinally anived stoptrying tofeedmepenguins. Andonthelastdaywiththisfemale,
atAntarctica. l'mwithmySwedish assistant andguide. Hisname is when I thought I hadpushed hertoofar,I golnervous because shecame
0odan Elma, fromSweden, Goran, andhe's hada lotolexperience with uptome,sherolled over onherback andshedidthisdeep, guttural
leopard seals. I hadnever seen one.Sotllecome around thecove in sound, this[impersonates sound], I thought, "She's aboul tobite, she's
ourlittlezodiac boat andthereb thismonstrous leopard seal,andeven about toletmeknow she's toofrustrated withme."What hadhappened
inhisvoice (the guide's voice) hegoes, "Thats a bloody bigseal, ya?" wasihatanother sealhadsnuck inbehind meandshedidthatthreat
Andthisseal istaking a penguin bythehead andit'sflipping it back and display, she chased that big sealaway, went andgothispenguin, and
forth.
What it'strying todoisturnthatpenguin inside outsoitcaneat brought it to me.
themeat of{thebones andthenit goes oflandgets another one. Andso Thatwasn't theonlysealI gotinthewater with.I gotinthewater with
thisleopard sealgrabs another penguin, came under theboat andstarted thirtyotherleopard seals andI never oncehadascary encounter. They?e
hittingthehulloftheboat. We're trying tonotfallinthewater, sowesit themostremarkable animals l'veever worked with,thesame withpolar
down andthatswhen Godan saidtome,"This isagood seal, ya.lt's bears. Andjustlikethepolar bears, these animals depend onanicy
timeforyoutogetinthewater," AndI looked atGodan andsaid, environment. And. . . I getemotional, sorry. ltsastorythatlivesdeep
"Forget that." inmyheart andI'mproud toshare thiswithyouandl'msopassionate
T-180 llideo$cripls www.frenglish.ru
 www.frenglish.ru
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 I{ARRAT0R: Farming
haslongbeen inChinchero.
atradition Many $tevoMc0urry: likegoing
lt'sreally toanother planet.
Thelandsupe,
farmers
here
continue
thetraditions
oftheIncapeople
wholived in thewaypeople
dress, thetraditions,
thereligion,
themusic,
thefood.
theAndes
forcenturies.
However,
farmingnolonger inenough
brings Almost
everythingabout iskindofstrangeandalso verywonderlul.
moneytosupport
awholefamily
here.So,withthechangesinthe Thepeople
areverygentle andhospitable,
soI feelverycomfortable
in
economy,
traditional
ideasarechanging,
too. Raiasthan.
I leelathome.
Until
nowitsalways
been themen whohavefarmed
andthewomen Nanalor:Oncethebigexcitement
olSteve's
visitdiesdown
abit,heis
havecookedandcared forthechildren.
Theyhave woolfrom
alsolaken , abletowalk
through
thestreets
andmeetthevillagers.
thesheep
andwoven it intocloth.
lt3thisweaving nowbecoming
that's Thepeople
SteveMc0urry: here
areveryinteresting
andveryvisual.
moreandmoreimportant.
Some ofthenomads areentertainers,
snakecharmers,theytellstories,
Nilda
says
thatthese
women trvcavers
arebecoming themain
economic they're
lortune tellers,
butnowthey'rehavingtofindnewways tomake
supporters
ofthe{amily.
Asanexample, shetellsofonewoman whose ashyperson
aliving.I thinkI'mnaturally andmyfirstisnotreally togo
husband
hasstarted
helping
withthesheep.
She explains
thatthiswasnl upandconfront peopleandtalktopeople andaskpeopfr iJI cantake
very
common inthepast.
Menonlyfarmed theland anddidn't
helpwith picture.
their ButitssomethingthatI havetodoandonce I kindofget
weavtng. warmed up,once kindofthewheelsstarttomove, thenit becomes very
CAYAilUPA: Buttoday, thisgroup youknow,
oftheladies canmake
... natural
andl'mveryhappy andveryinterestedinmeeting people and
' talking
tovillagers.
nola lotolmoney. , . butareasonable
amountofmoney.
NARRAT0R: Now inChinchero,
weaving isntjustatradition.
lt'saway SteveMc0urry (Talking
aboutonevillager): lwant
himtocome
tomake moneyandlivewell.Weavinghasalsobecome more important toNew York.
I could
behisagent.Hetellsfortunes,
hedoesmagic
fortheculture
ofChinchero.
lt hasbecome awaytomake thelextile tricks,
heisasnake charmer.
I thinkwecould together].
lwork
tradition
stronger
andtokeep apartofthepast
alive. I thinkit'sthewholeface lt'snotjusttheeyes
thattellsastory. orthe
GUADALUPE, WEAVEH: I learned
when I wasinthethirdgrade otherfeatures,I thinkit'sthementalityofthewhole look.Somehow it all
ofschool
withverybasic
weaving. Today,
I weave blankets,
shawls, works together totellastory. lls notoneparticular
leature;
it'sallolthem
ponchos,
andprepare
myownyarn. working together.

ITIARRAT{IR:Olderwomennowteach theyoungergirls.
Thegoalis
tobringbackthestrength
ofthetextile olthepast.
tradition They
want
Al1lllT
$000:BUIL0INC
A MUSEUM
0F
tokeep thePeruvian
weaving
traditions Astheyoung
alive. women of MU$TUM$ O}ITHTWEB
Chincherolearn
toweave,
theyalsolearntobeself-suf{icient.
They can Amit$ood:Myname isAmit.And18months ago,I hadanother jobat
selitheblankets
andclothes
thattheymake intheir
free
time. andI pitched
Google, thisidea ofdoing
something
withmuseums and
R0S|TA,WEAVER:
I domyweaving
inmyhouse,
intheafternoons arttomybosswho'sactually
hers, andsheallowed
metodoit.Andit
andearly
morning.
AndhereonMondayandSaturday,
too, took18months.Alotoffun,negotiations I cantellyou,with
andstories,
17veryinteresting
museums Butl'mgoing
fromninecountries. tofocus
NAHHAT0R: Weaving groupsliketheChinchero aregiving
cooperative onthedemo,Therearea lotofstories
aboutwhywedidthis.
new lifetothetextile
tradition.
Intheend, their
cooperativeprove
may
thatmany threads
togetherarestrongerthanonealone. mypersonal
I think story isexplained verysimply ontheslide,
and
AndI grew
it'saccess. upinlndia. I hadagreateducation-l'mnol
complaining*but I didn't have accesstoa lotoftheserpseums and
UNIT
6 theseartworks.Andsowhen I started andgoing
traveling tothese
museums, I started
learning a lot.Andwhileworking atGoogle,I triedto
ut0[0JouRilAL
fi{rrsar wgtf putthisdesiretomake it more accessible
withtechnology together.
So
SteveMc0urry: Myname isSteve I'maphotographer.
Mc0urry; I weformed ateam, agreat team ofpeople,
andwestarted doingthis.
myphotography
started career
incollege.
When I gotoutofschool I'mgoing toprobablygetinlothedemo andthen tellyouacoupleol
thefirstjobthatcamealongwasworking0nanewspaper, butmyreal theinteresting we've
things hadsince launch.So,simple: youcome
ambition wastofindaprofessioninphotographythatwould meto
allow toGoogleArtProiect.com.
Youlookaround atallthese museums here.
travel
andsee theworld.SoI'vebeenworking
almost continuously
with You'vegoltheUffizi,
you'vegottheMoMA, theHermitage,theRiiks,
National Geographic years.
lorthirty theVanGogh. l'mgoing
toactually gettooneofmyfavorites, the
noplace
There's intheworld
lhathasthedepth Metropolitan
Museum ofArtinNew York^
Two ways ofgoingin-very
ofculture
likeIndia.
simple.
Click and, youte
bang, inthismuseum. ltdoesn't where
matter
Narrator:
ForNational
Geographicphotographer
SteveMc0urry
lndia youare-Bonbay, Mexico,itdoesn't really
matter,
Youmove around,
isoneo{hisfavorite
subjects.
Fullofcolor including
andculture, some youhave lun,Youwanttonavigate around themuseum? 0pentheplan
rernote
viilages,
Rajasthan
isa large
Indian
state
north
ofMumbaionthe up,and,inoneclick,jump.You're inthere,youwant togototheendof
Pakistan
border
home tosome nomadicshepherds. theconidor.Keep going.
Have fun.Explore.

7482 Uideo
Sgipls
www.frenglish.ru
 www.frenglish.ru
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 UNIT8 Inasporlwhere
aneveryday
brokenbones,
occurrence,
ruptured
DeDee
organsandtrampled
prideinbeing
takes
bodies
are
a member
ofasmall
VIOEO
JCIURNAL
WAME$'
'N TI.'tr
ROI}r$ group
bulelite ofintrepid
women.
ilARRAT0R:Therodeo
istrulyanAmerican
original.
Cowboys
in DEDEICBAWFORII, BULIRIDEH: See,a tot0ttimesI tiketoshow
Stetson andjeans
hats ridingbulls
androping
steers. upwhen theguysarelike"There
ain'tnowayshe's gonnaride." I liketo
Because
o{thedangerinvolved,
it'susually
thought
ofasaman
ssport. gooutthereanddomybestandshow themI canridebecause theythink
Butlhat's
nottrue:
there
arecowgirls going
andlhey're head{o-head I ban'i. gottokeep
You've yourhead
upandsay"l'mjustasg00d asyou
withcowboysinsomeofthemost
dangerous competitions. allare."
NATS0T:Theraccoons
have
been
inthehay. . . I{ARRA?OR: 100pounds,
Barely DeDee hasbeen
Craw{ord ridingbuils
iIARHAT0H:
lt'straditionally since 5 years
shewas old.
thought
ofasaman's
world.
Buttruthbetold, . , cowgirls
have CRAWF0R0: When younodyourhead, gonna
they're gate.
opfflthat
been
inthesaddle
since
theWest
t,vas
l'v0n. Andthatanimal
isoutandwhateverhappens you
thenisupto andthat
youknow.
animal, lfthewhistle youstep
blows, ollandhopehedon't
l{ATS0T:Hoah,
cattle
hoah you.Butif hedoes,
runover hedoes, pailofthegame.
lhat's
}IARRATIIR;
MeetDebbie andpamMidek.
Ganison Thepremise
I{ARRAT0H: youholdonto
issimple: thebullwithone
They're
modern
cowgirls
canying
ontheways
oftheWildWest. hand
forBseconds.
ilATS0T:Hoah
cattte. llseems
likeaneternity.
DEBBIE CARRIS0I{, C0WGIRL: Asyoulookatthehistory ofthe CRAWF0fiD:
Ready
toridethissuckef
pioneers
oftheAmericanWest, I thinkthewomen were thehardest
workers I love
it.Theres
nothing
more
intheworld
thatI don't
love
anymore.
ltb
ontheranch.
A lot0ftimes thehusband wasoffdoing things justrodeo,
thathehadtodoandthewomen were leftathomewiththekidsandtake
careofeverything
there.
Butthere wasalsostock andwomen hadtoget It'sfixin'to youandkickyou,
runover you,
andstomp butyouknow
if
outandiJacalfwassickoracowyr,as down orwhatever.
I meanil was youlove il youlove
it.Doit.
uptothewifetogooulandthekidstogooutandtake care ofthatwhile
thehusbandwasgone.
iIAHHAT0R:Pam andDebbie
were
riding
before
they
could
walk.
Their
g
uI\Nr
careers
tookoffwhentheywere
crowned
MissRodeo pamin
America: vt0E0
.fOun
NAL
orsm0ffirs
1973andDebbiein1979.
lt isn'lyourtypical
ilARRATOB: workplace.
Today
they're
stillrunning
down
sleers.
Employees toperform
areasked avariety
oftasks.
Team
roping
isoneofthefewevents
inprofessional
rodeowhere
women
compeie
head-to-head
withmen. KEITHM0WRY:Under
certain
conditions
we'll
alsoshooi
a .22oistol
andashotgun.
PAM[IlllE[: I canswing justasfast,
arope andI candeliver
itwith
juslasmuch,
I guess fierceness
asaman can. llARftAT0R: ofthepeople
Many whowork
here
arehightyjained
justseconds engineers.
IIAFRATOR:
With totiehorns
andlegs,
team
roping
is
about precision
speed, andstrength. Butinstead
ofmaking
things,
they
trytodestroy
them.
Sometimes
thats
adangerous
combination. AreyoureadfAllright.
TTSTER:
GARRI$0}I: Within thefirsttwoyears
thatI roped,
I cuta{inger
of{.My l{AffRATOR:
Theorganization
thatcauses
allthese
accidents
isa
husbandpickedit up,I gotoffmyhorse,
putmyfinger abovemyheadso companycalled
Underwriters
Laboratories.
ltwasstarted
in1Bg4
totest
itwouldn't
bleedtoobad. They tookmetothehospitalandseven
hours thesafe$ producls.
ofeveryday
later
lheyreatlached
my{inger. ,
Thetests
take
avariety
offorms,
I{ARRAT0R:Welcome
toFortWorth,
Texas
where
therodeo
isatrue
original. year,
Each thousandsofhome appliances
aretested.
lrons,
toasters,
blenders,
andhairdryers
arehit,dropped,
crushedandbroken.
Thisisto
Bullriding popular
isthemost event. make
them forpeople
safe whodontusethem carefully.
Itwasconsidered
toobrutal inthepast. . . bultimes
forwomen are TE$TES: Mychildren,whenI gohome
and,youknow,tatkabout
work,
changing.
theythinkthatsreally
neat goes
thatDaddy offtoworkandgetstobreak
DeDee
0rawford
wasthe2001
world
champion
female
bullrider. tubesandbreak TVsanddrooradios.
T-184Vides$misis
www.frenglish.ru
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snot:as
 oficeismissing
circle from abodyofwater
while
thearea it
around BUTLER yousome
4: CanI bring rekeshments,
sir?
remainsfrozen.
ForPresley,
aconnection these
between mysterious
3: I'myourbutler.
BUTLER
circles
almost certainly buttoayoung
exists, Englishman
named
Matthew, notallthatmysterious.
they're BUTLER
5:Good
evening,
sir.
MAITHEW CH0P GIRCLE MAKER: a lotofcircles
Yeah, havebeen TAXIDRIUER:
Butlers?
| haven't
seen foralongtime.
abutler
appearing
inthisarea.
lt'sa lovely
landscape, arejustvery
andtheiields IIARRAT0R: Seven$ years
ago,there
were 30,000
anestimated
clean
andopenlikeacanvas. Today
butlers. there
arelewer hasanything
than200.Butif lvorSpencer
IIARRATOR:
Inthearea
near
Matthew's
home,manycropcircles touy about going
it,that's tochange!
have
recently While
appeared. hewillnotadmit
tomaking anyofthese, lt'sapleasure,
BUTLEH$: sirl
Matthew
hasoflered
todemonstrate
exactly aremade.
howcr0pcircles
Noproblem,
$PEIICER: sirl
MATTHEW: ifthere
Well, arealiens
outthere it,they're
doing using
stomperboards littlemarkers.
andthese Because,
I mean, things
theres Noproblem,
BUTLER$: sir! l
there,
likecombing
elfects,
which arepeople
going
around andaround $PEI{CER: it immediately,
l'llfetch sir.
andaroundlhesame flattenino
area. itdown.
That
wouldn'tbethere
with
aliens
I'msure, BUTLER$:
l'llfetch
itimmediately,
sir.
iIARRAT0R: Infact,Matthew
thinks
aliens more
would likely
usea $PENGER:Goodmorning,
everybody.
Welcome tothelvorSpencer
faster,
instantaneous
technique;
something realtoeveryone--
obviously School.
Weknowyou've fromallovertheworldandweappreciate
come
evenhim.Matthew's
neverseen Theonlycrop
thiskindofevidence. youbeing
here.
circles
he's
seen
areundoubtedly
made byhumans. BUTLERS: your
0oodmorning Excellency.
AsMathew andhisteam begin taskofmaking
thelongevening acrop IIARHAT0B: Future butlersmustlearnhowtousetheconect titlesto
circle,
hetalksaboutsome regarding
o{thebeliels them,Heexplains refer
toambassadors, kings,queens,
andlords! 0verthenextfiveweeks,
howpeopleimagine seeing
extratenestrials, balls
strange oflight,
or 13international
students willhave
86lessons intheartofbeing abutler.
UF0s whentheyseeacropcircle.Matthew,however,
claimsthatcrop theymayworkforabusinessman,
lltheysucceed, animportant leadet
circle
designisactually
acreativeartdonebyhumanbeings.Healso 0reven tograduate.
aking.But,first,theyhave Mr.Spencersays thal
explains
thatteamssometimeschallengeeach toamaze
other thepublic some peoplecan't
even lastlonger
thanthefirstfewdays.
byshowingwhat theycandoinanevening,
$PEilCER: 0nevery course
there twopeople
areabout thatdon'tmake
MAITHEW: lt isabitlikeamilitary You've
operation. gollogetin,do itpastthefirsttwodays.
thejob,getoui,notgetcaught, youknow,lt'sSAS Wfo
I suppose.
dareswins.l'm a littlebitwonied
about
some I hear
ofthebeliels NARRAT0R:
Thismaycome inthenewgroup,
trueforonestudent
goingaround.Some ofthestuffisabitapocalyptic. David
Marceau.

NAHRAT0R: Attimes,Matthewisdisturbedbysome ofthebeliefs DAUIO BUTLEF

MARCEAU, STUDENT:
Good theLee
morning,
aboutcropcircles.
Hethinks
thatsome people areusingthecircles
to residence.
pushtheir
ownunusual Inhisyears
theories. ofmakingcropcircles, MARCEAU: Practice perfect
makes witha loto{practice,
sohopefully,
Matthew's
nevcrseenanyevidence thataliens
made them. Inhis l'llbejustasgood butler
asanyother outthere.
opinion,
crop aredefinitely
circles notsigns lifeinouter
ofintelligent
DAVID SUTER, I lusthopeI'mgoing
BUTLIRSTUDEIIT: toberight
space;butperhaps likeMatthew's
opinions areasignofonekindof
I candoit.
fortheiobandhope
intelligent
lif*-intelligent
liteonEarthl
Noproblem,
$PENCER: sir.
uiltT11 Noproblem,
BUTLERS: sir.

VIOEO SUTLFB
JOURNAL SCHOAL lt'sapleasure,
SUTLIRS: sir.

NARRAT0R: Long Englandwas houses, Noproblem,

$PENGER: sit.
ago, a landofcountry
palaces,
gardens,
andafternoon
tea.Every realgentlemanhadservanh, Noproblem,
BUTLERS: sir.
especially Just70years
abutler. ago,there weretenso{thousa$sof
BUTTER
1:Good sir.
evening,
butlers
inEngland,
nowthereareonlyafewSowhere doesonefinda
goodbutler
nowadays?ThelvorSpencer lnternational
SchoolforButler BUTLEB
2: Good sir.
evening,
Administrators-of
coursel
SUTER:
Good
evening,
sir.
BUTLER
1:Good
evening,
sir,Myname l'myourbutlet
isMichael.
I{ABRAT0R:
Bythethirdweek, starttolindoutiftheyreally
students
EUTIER isJose.
2: Myname canbecome
butlers
ornot.
3: l'myourbutler.
EUTLER I'myourbutler.
BUTLER:
T-180 Video$cripls www.frenglish.ru
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 obsolete
anddangerous.
Wewould
notdothistoday
unless lvere
vve What I'mgoingtoshow younextareacouple ofcontroversialideas.
itforfilm.(Laughte|
doing you'll
AndI hope bear withmeandhave some faiththattheres credibility
behind whatwe're going tosayhere. There arethree underpinnings
Alongthatsame line,I havetotellyouthatwiththespate
ofHollywood
o{working inspace privately,One ofthem istherequirement for
moviesthatcame outlaslyear,
vve haveneverseen monsters
economical earth{o-space transport.
TheBertRutans andRichard
underground-at leastthekindthateatyou.lfthereisamonster
psychological Bransons ofthisworldhave gotthisintheirsightsandI salute them.Go,
underground,
it isthecrushing remotenessthatbegins
to
hitevery
member oftheteam once youcrossabout three
daysinbound 90,90.
fromthenearest entrance. Thenextthingweneed areplaces tostayonorbit.0rbitalhotels tostart
with,butworkshops forthereslofuslateron,Thefinalmissing pieco,
if youkeep
Eventually, going down inthese probability
things, saysthat
you're
goingtorunintoa place likethis.lt'saplace therealparadigm-buster, isthis:a gasstationonorbit.lt'snotgoingto
where afold
theres
inthegeologic looklikethat^
lf it existed,itwould changealllulurespacecraftdesign
stratum thatcollects
water andfillslotheroof.Andwhen
youused andspace mission planning
tofindthese things,theywould puta label0namapthalsaid
terminal
siphon. NowI remember thattermreally wellfortworeasons. Now, togiveyouachance tounderstand
whythere ispowJiintnat
Numberone, it'slhename ofmyrockband, andsecond, isbecause slatement, I'vegottogiveyouthebasics of$pace 101. Andthefirst
theconfrontationofthesethingslorcedmetobecome aninventor. thingiseverything youdoinspace youpaybythekilogram. Anybody
Andwe'vesince gone ontodevelop many generationsolgadgets
for drinkoneofthese here thisweek? pay'10,000
You'd forthat
dollars
places
exploring likelhis. inorbit.Thal's more thanyoupayiorTED, if Google droppedtheir
sponsorship. (Laughte0 Thesecond
ismore than 90percentofthe
Thisissome life-supportequipment Andyoucanusethat
closed-cycle.
nowtogolormany kilometers
weight ofavehicle is inpropellant.
Thus,every timeyou'd wanltodo
horizontally
underwater
andtodepths
anything inspace, youareliterally
blowingaway enormoussumsol
of200meters straighldown underwater"
Whenyoudothiskindofstu{l
it'slikedoingEVA.lt'slikedoingextra-vehicular money every timeyouhittheaccelerator.
Noteven theguysatTesla can
activity
inspace,butat
much greater greater
physical
peril.Soit makes fightthatphysics.
distances, andatmuch
youthinkabout howtodesign yourequipmeni
forlongrange,
away from going
lf we're togetthat,andmakethatgasstationpossible,
wehav€
asafe haven. tofigureoutways tomove large
volumesofpayload throughspace.We
Thisis Europa. Porco canldothatrightnow.Thewayyounormally buildasystem rightnow
Carolyn mentioned
another
onecalledEnceladus
theother day.Thisisoneoftheplaces planetary isyouhave atubestackthathastobelaunched fromtheground,and
where scientists
believe probability resist
allkindsolaerodynamicforces.
Wehave tobeat that.Wecandoit
thereisahighest ofthedetection
ofthefirstlifeof
earthintheocean because inspacethere
arenoaerodynamics.
thatexists
below Forthose
there. whohave never seen
thisstory,
JimCameron produced
areally
wonderful
IMAX movie couple We'relivinginoneofthemost exciling
timesinhistory,
We?e ata
ofyears ago,called"Aliens
oftheDeep."Therevvas
abrief
clip- magicalconfluencewhereprivate
wealth
andimaginationaredriving
Narralor: Amisiontoexplore under theiceofEuropa wouldbethe
thedemand foraccest0spaco. Theorbital
refueling
stationsI'vejust
describedcouldcreate newindustry
anentirely andprovidethefinal
ultirnate
roboticchallenge.Europaissofaraway thaleven atthespeed
ollight,itwould takemore thananhourlorthecommand justtoreach keyforopening spacetothegeneral Tobustthepandigm
exploration.
thevehicle.lt hastobesmart enough loavoid lerrainhaards andtofind
aradically
different
approach Wecandoit byjump-starting
isneeded.
agoodlanding withanindustrial
Lewis andClark
expedition
toShackletoncrater, to
siteontheice.Nowwehave togetthrough theice.You
minethemoon {orresources,
anddemonstrate
theycanformthebasis
need ameltprobe. ltsbasically
anuclear-heated torpedo. Theicecould
beanywhere foraprofitable
businessonorbit.
fromthree to16milesdeep. Week afterweek, themelt
probe willsinkofitsownweight through theancient ice,untilfinally- Talk
about space alwaysseems tobehung onambiguities o'tpurpose
Now, whatareyougoing todowhen youreach thesurface olthatocean? andtiming.I wouldliketocloseherebyputtingastake inthesandat
Youneed anAUVanautonomous underwater vehicle. lt needs lobeone TFD.I intendtoleadthatexpedition.
iApplause)lt canbedoneinseven
smartpuppy, abletonavigateandmake decisions onitsowninanalien yearswiththerightbacking.Thosewhojoinmeinmaking it happen
will
ocean. become apartofhistoryandjoinotherboldindividuals
{romtimepast
who,hadtheybeen here today,
wouldhave heartilyapproved.
Eill $tone:What thenofmanned space Thegovernment
exploration?
recentlyannounced plans
toreturntothemoon by2A24.The successful Therewasonce atimewhen people didboldthings
toopen lhefrontier.
conclusionofthatmissionwillresult
ininfrequent
visilation
oflhemoon Wehave collectively
forgotten
thatlesson^Nowweteatalimewhen
byasmallnumber ofgovernment andpilots.
scientists lt willleave irs isrequired
boldness lomove forward. Onehundred years
afterSirErnest
nofurtheralonginthegeneralexpansionofhumanityintospace than Shackleton
wrotelhesewords, toplantanindustrial
I intend flagonthe
wewere 50yearsago.Something lundamental
hastochange if weareto moon andcompletethefinalpiece thatwillopen
thespacefrontier,
in
seecommon access tospaceinourlifetime. forallofus.Thank
outiime, you.

T-188Video
$criBls www.frenglish.ru
 www.frenglish.ru
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1.Thefirstcoinsweremade inTurkey 3,000yearsago.2.Many flowersforperfume country. 4.Moharnmed saidhecan't g0t0lhemovie becauseheisdoing his
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A .1 .T 2 T
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. 4 . 7N. l8 .F
C.Answers willvary.
B.1.Sweden 2.England 3.Australia 4.China5.Holland
6.Sweden 7.theUnitedStates
Lesson B
G.Answers willvary. A. Answers willvary.
. '
Review B.Answers willvary.
A.Actoss 5.savingsaccount 9.expenses 10.lend12.budget13.AIM15.teller
Lesson G
16.withdraw
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thetableismine. 4.I reada book thatwas writtenby a
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thalhave a lotol
adoctor
bright colors.
UNIT
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Lesson A
Les$on D
A.1.12.i 3.c4.h5.b6.e7.d B.g9.i 10.a
A.1.{2.d3.b4.a5.c6.e
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C.Answers willvary. Review
Lesson B A. Across1.glass 5.represent 7.paintings 10.technique 12.abstract 13.depict 14.
'l7. who.l9. style
divsrse'18.
Answers willvary. '11.
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Lesson C
15.silver 16.that
2 .h 3 c. 4 ,g5 .b 6 e
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B,1.that2, 3.depicts 4.represents 5.techniques 6.abstracl
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tohisschool. 8.leather 9.silver
lotolfriends. 5.I wishI werelyingonthebeach now6.Shewishes spenla
shehadn't
lotoimoney
G.Answers
lastweek.
willvary.
have
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A.l. earlhquake, hunicane, flood B.2.Newkindsoffuelfronrplants havsbsentested. 3.Fasterpublictransportation
ll. [. Stock up0nemergency supplies1.soup, 2.dryfoods3.candy
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nuts4.1gallon or4 liters 5.Cars thatusehydrogen have been invented.
8. additional equipment G.Incase youneed lo evacuate yourhome a. where
decide to C. isbeing buili, lsbeing started, afs being used, arebeing made,isbeing improved
gob.plan awaytocontact otherfamily
members lssson g
lll. A.People don'tliketothinkabout naturaldisasters,8. Preparingcang0alongway B.Answers willvary.
8. Answers willvary. Build anexpressway - Advantages: citycould expand andbelesscrowded
Review Lendmoney -
lorcars Advantages: goodfortheeconomy, cardealers willsellalold
A.Across 5.First aidi. emergency 10.would g012.panic 13.equipmenl cars,goodlorsludents whowillhave thefreedorn tocome andg0tlthenever they
14.restore 17.preservation 18.evacuale Build asubway - Advantages: subways arelastandcomionable
0own1.species 2.disaster 3.supplies4.pfeparation 6.didn'lhave8.couldspeak -
StartabussystemAdvantages: notexpensive, buses saveenergy,studenls cando
9.were 11.ecosystem 15.banned 16.cope lheirhomework on the bus.
B.1.were 2.natural disaster 3.wouldn'tbeable to4.pre0aration 5.were6.situation C.Answers willvary.
7.cope B.firstaid 9.supplies'10. panic
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theNazca linesareagiantmapoliheunderground water inthearea. Other are B. b.young
scientists people 2.b.larmers 3.c.elephanls 4.d.students 5.a.students
nowsearching forevidencetoprove this. C.Answers willvary.
8 . 1 . a c23. .b4 .c Revie$
C.Answers willvary. A.Across 1.campus 3.course 5.law6.might have 7.psychologyL geology
Review 11. requirement 13. major 17,shouldn't have
A. Across1.prehistoric 6.revealed 7.specuiate 10.ligure12,wasgoing lo 13.could 0own1.could have 2.semesler 4.scholarship 9.agriculture10.engineering
'14. going -l9. . 12.economics 14.luition 15.enroll 16.what
were to16.amazing lB.remainscarve
'1. 5.where 6.campus 7.app
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15.evidence 1Zmust B.deadline 9.enroll i0.scholarshios'1 1.tuition
B,1.prehistoric 2.speculate 3.couldhave 4,musthave been 6.ligure
5.invesiigations
out7.massive L remains 9.mav have
'10.
been evidence uNtT12$pACr
lsssonA
UNIT11LTARNIN& A. 1.colonizing 2.manned 3.unmanned 4.orbii5.solar sytm 6.planets
Lesson A 7.mission B.satellites g.space station 10.spacectalt
A. semester, campus, c0urses, enroll,requirement,cost, deadline,
scholarships, B.Answers wiilvary.
8.1.Youshould gotobed.2.I couldhave lentyoumoney, 3.Youshould havecalled me. C."1.willsnow, isgoing tosnow 2.l'll go,amgoing togo,amgoing3.willstart,isg
4.Youshould haveeaten less.5.Youshould have donevourhomework. 6.Youshould t0start, starts, isstarting4.willtake, aregoing t0lake
have asked forhelp. Les$on B
G.Answers willvary. A. Answers willvary.
Losson B B.Answers willvary,
A. 1.visual 2,reading/writing 3.kinesthetic4.auditory C.1,spacecraft 2.follow-up 3.backpack 4.space station5.lifesaver
6.check-in
B.1.reading/ writing2.kinesthetic 7.hardware 8.space walk 9.bedroorn 10.fruitjuice
G.Auditory: attending aleclure, listeningtoanauthor reading hispoems Lesson C
Visual: looking aipainlings
using amap olAlrica 4 . 1 . d 2.e3.f4.a5.c6.e
Reading/ Writing: reading
aWeb site,
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practicing Astronauts might find livingthings onother planels. may
Scieniists liveperman
Kinesthetic: adance, making acake, doing ascience experimenl
inspace. New planels might befound faraway intheuniverse.
Lesson C
8. 2.willbeabletoplay3.willbeabletosee4.willhave tobuy5.willneed tobring
A.1,h2.d3.b4.j 5.g6.c7.a8.f9.i 10.e 6.willbeable totake
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moment. 3.I'mnotsurewhatkindofjobshehas.4.I don'tknow whoherfriends are.
5.Shedidn'l tellmewhen shewould move in. Lesson 0
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F 2 .T 3 N. 4 l .F5 .T 6 . T 7F.8 .F
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, , 4 , 7,5
explain whyI likehimsomuch. C.Answers willvary.
Lesson D Review
A.1.Zimbabwe andBotswana 2.RaleighInternational3.1984 4.More than 30,000 A. lcross 2.planels 6,might9.solarsystem 11.thesedays 14.in15
12.colonizing
students 5.Mavuradonna Wilderness Area: Thefirstproiect washelping{armers to soon16.spacecrafl
buildelectric lencestokeep elephants lrorndesttoying Inthesecond
theircrops, proiect
Down1.one3.laler4.space slation 5.beableto7.whiie8.aregoing 9.satellite
group alsoconstructed small coltagesfortouriststostayin,builtinthelocalslyle,The
problems 10. will 13. starls
third projecl's groupcanied outasurvey 0thealth villages,
inseveral and
taught children goodheallh
aboul habits,Inthefourth projectthegroup alsoworked to B,1.satellitos 2,space stalion3.these 4.ableto5.solar systern6.mightZ one
buildfoottrailsthrough theforest, Thefifth proiecthelped tobuildaclinicanda meeting
hallinasmall village.0.
elephants andfire7.boat trips andAlrican dances

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Answer
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 ln-Glass Discussion
Discussion
isanimportant
waytostimulate anO
thinking generate
tof'etpstudents ideastheycanuse
intheirownwriting.
When anactivity
containsapreliminary
matching
orlisiing iorexample,
aclivity,
askstudents toshareandexplain
theiranswers. questions
Askspecilic about thewritingmodels
in
ordertocheck comprehension
andtoelicitopinions
about
thetopics,
Andbesure totakeadvantage
olopportunities
forstudents
todiscusstheirwriting
withyouand their
classmates.
Homework
MostoftheWriting
Activities
areappropriate
{orseltstudy
aslongasfollow-up
discussion
and
areprovided
feedback laler.
Vocabutary
Practice
ManyoftheWriting
Activities targel
contain vocabularyfromthecorresponding
unitintheStudent
Book.
Askstudents
tolocate
vocabulary
fromtheunitinthewriting
models,
orcheck
comprehension
byasking
students
toexplainvocabulary
wordsinthecontextoitheworksheet.
Grammar Reinlorcsment
ManyoftheWriting
Activities theuseofgrammar
require points
foundintheStudent
Book
units,
and
using
thegrammarincontext real
supports language
acquisition.
Pronunciation Praclice
Although oralskills
arenotthefocus
oftheWriting youcandochoral
Activities, repetition
oftheword
listsintheworksheets orusethewriting
models topractice
pronunciation
points
fromtheStudent
Book. Studentscanalsodoread-alouds oftheirfinished
writinginpairs
orsmallgroupswhile
the
teachermonitorslheirpronunciation.

Personalizalion
When students
complete
unlinished paragraphs,
sentences, andessays,orwhenthey
doless
controlled
original
writing,
they
bring personal
their and
thoughts experiences
intotheclassroom
andtake
ownership
ofthewriting
taskaswell
asthelanguage arelearning.
they
RealCommunicalion
Since purpose
thereal-world ofwriting
istocommunicate,
besure
torespond
notonlytolinguistic
and
technical
aspectsolstudent
writing,
butalsotostudents'
ideas.
Make andaskquestions
comments that
showgenuine
interest, inclass
either orwhen youcollect
andgive
written
feedback
ontheworksheets.

T-194 WrilingProgram
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 UNIT1 PEOPLE
ANDPLACES
THEPARAORAPH
[l Rgood paragraph parts:
haslwomain
'1.atopic
sentence
thatgives
themainidea
2. supporting
sentences give
that details
paragraph.
,/ Readthe Underline
thetopic
sentence
and
take
notes
onthesupporting
details.

Cityhashadapublic
Capital library 1993,
since butinrecent years, people
lewer have been
usingthe
library.
Some peopledrive
tonearbyBensonville
because thelibrary
there
hasalargerselection
ofbooks
andperiodicals.
0thers
saythey arebuying
more books online thesedays.
Perhaps themost
important
reason
lorthedecline
isthelimited
numberolcomputers attheCapital
Citylibrary. aresofewpublic
There
computers, thatpeople
inlact, often
have
towaitinlineil theywanttouseoneofthem.
Detail#1:
Detail
#2:
Detail
#3:

,/ Wnatkind
ofinformation
dothesupporting provide?
details

@ nead
some
recent
statistics
about
thecityofMartindale.

t/ Wrrteaparagraph
withagoodtopicsentence
andsupporting
sentences
thatexplains people
whysome have
leftMartindale
andmoved places.
toother Useyourimagination
give
to details.

59percenl
Limited
employment
opportunities
23percent:
Coldclimate
14percent
Dissatislaction
withrecreation
inthearea
4percenl:
0ther
reasons

Photocopiable
@20'15
National
Geographic
Learning,
Cengage
Learning
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www.frenglish.ru
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 PLANET
UNIT3 CHANGING
P1'ilCTU*TION
thefollowing
[l Punctuate inanyconectway,
sentences fromtheboxbelow.
Useinlormation
1. Arescientists
sure thereiswaleronMars
2. I don't
knowil I canhelp try
himbutI willdelinitely
3. Theysaythatthebest inlifearefree
things
4. After
weeatlunch weregoingtowork onlhechemislryproject
5. Thetestincludes reading andgrammar
vocabulary sections,
6. Brucewentrunning down thehugeratwasjusttoomuch
thestreet forhim

Sentenceendings: Mostsentences endwithaperiod,

sosavequestion
marksforquestions,
(.|periad anduseexclarnationmarksonlyoccasionally
loexpress
strongemotions
(?)question suchassurprise oranger.
mark
(l\ exclamation
point hedidthat!
I can'tbelieve

punctuation:
Mid-sentence Useasemi-colon
when twosentences
areclosely
related.
(;)semi-colon It wasn't it wasahuge
amouse; rat.
(-)dash Useadashtoshow inasentence
aninterruption inlormation.
ortoaddextra
i,)comma beinNwrYork-atlast-inanhour.
We'll
Shegotwhatshehadalways
wanted-acarner
affice.
Some ways
touseacomma:
f. incompoundsenlences
Their
oldest is working,
daugttter isgaingtoschool.
andtheiryaungest
2. toseparate
equivalent
elements inaseries
you
Wauld likecaffee,tea,ormilk?
phrase
anintroductory
3. toseparate orclauselromtherestofasentence
thepartywasover,
When lwalked hame.
4. togroup
largenumbersintothousands
There people
are1,673,400 onthelist.

thepunctuation
ff Correct andaddpunctuation
mistakes wherenecessary.
1. TogettoBurlin$ton;
youhave takethetrainand,getataxi.
todrivetothetrainstation
2. Doyouknow where puttheenvelopes.
Maggie
3. Weneed toprint2000newsletters
thisweek*even m0re thanlastweek*
4. Wow.
5. Randy attheground
looked andsighed,itwasallhEcould do,
6. The leaves
lrain butyouneed
inanhour tobuyaticketfirst!

ofthisworksheet,
O Ontheback toafriend
writealetter about youhave
amovie orabookyouhave
seen read
Trytouseallthepunctuation
recently. typesfrom
thechart
above.

@2015National
Photocopiable Learning,
Oeographic Learning
Cengage
T-198 WrilingActivily
3
www.frenglish.ru
 www.frenglish.ru
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 UNIT5 SURUIVAL
s0mplrx
$ENTrNsr$
[f WfratS
therelationship thetriuo
between ineach
clauses ofthese
sentences?
1. lfwehadafirstaidkit,wewould
beable yourcut.
totreal
2. Theyrenotgoingrock climbing
becausethey have
don't theright
equipment.
3. Although
theteslwasdifficult,
most gotahighscore.
ofthestudents

Likecompound
senlences
{seeUnit2Writing
Worksheet),
complex
sentences
letwrilers
show
relationships
ideas.
between Here
aresomecommon words
connecting andphrases:

@ fitt ineach
blank
withanyappropriate wordorphrase.
connecting

although because
eventhough since
despite
thefactthat duetothelactthat

1 . l'll helpyoustudytonight youhelpmesetupmyWebsitetomorrow.

2. wasprotected,
theirecosystem thefishbegan torepopulatethearea.
3 . Simon couldn't
altend
themeetinq hewasill.
4. wegotverycoldinthetent.
wehadablanket,
5. youseePierre,
please
tellhimthepartystarts ateighto'clock.
0 . I gota lowscore onthetest I studiedveryhard.

WritingTips
1. lfaconnecting orphrase
word begins
acomplexsenlence,
acommaseparates
theclauses.
2. Nocomma isneeded word
iftheconnecting orphrase
isbetween
thetwoclauses.
3. Thetwosentences
above areexamples rulesl
ofthese

[| Onthebacko{thisworksheet,writetwocomplexsentences
oneach topic.Usebothpossible
sentence
patterns.
Erample: Topic:
theweather
Duetothe{actthatitscaldoutside,
I would
rather
takeataxithanwalk.
I wauld
rather
takeatui thanwalkduetothefactthatitscoldoutside.

1. Topic:
theenvironment {. Topic:clothing
2. Topic:
emergency
situations 5. Topic:the
economy
3. Iopic:
leisure
time 6. Toph:celebrities

Photocopiable
@2015National
Geographic
Learning,
Cengd!9e
ryrn;6g
T-200 Writing
Aclivig5
www.frenglish.ru
 www.frenglish.ru
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 UNIT7 GETTING
AROUND
YMK sffiffipss8Y'&w
Y$*mKg-p&m,e&m&p$*
[l nead
thecomposition thequestions
andthenanswer below
Itseasytoimagine. You'ie standing andwaiting
inlinealtheairport to.gothtough Thelineis
security.
long,andyou're geltingngrvous becauseyoutllightleaves
in20rninutes. youdomake
Luckily, il ontothe
plane,You'regetting inyourseatwhen
settted thebaby theaislefromyorjbegins
across tociy.Thecrying
getslouderwhen theplanetakesofl,andit stops during
onlyoccasionatly theseven-hourflight.But
thecryingisn'ttheonlythingthatprevents youfromsleeping.Yourthrcat
isdry,andthesweater you're
wearingismuch toowarm fortheplane.
Bynow, you're "Does
wondering, airtravel really
havetobeso
diflicult?"
Fortunately,
there steps
areseveral youcantaketomake morepleasant.
airtravel Thefirststepisto
giveyoursell
plenty oftimealtheairport.
Then, you
evenif linesarelong, wont'haye toworry.Next;since
airplanes
arenoisy, bringearplugsoraportablestereo ontotheplanaThatiway,
you'llbeabletosleep
oratleastrelaxandenjoy some musicduring theflight.Youshouldalsoremember thatairtravel
canbe
verydehydrating,sobringabottleolwateronboard orasktheflightattendanf
fordrinkingwater.You'll
feelbetter
when yougetloyourdestinalionif youkeep yourselfhydrated.
Finally,
dress inseverallayers
ol
lf theplane
lightclothing, iscold,you're
prepared,butif yougetloowarm, you'llbeabletoremove alayer
ortwo.
Airtravel butif youtakesteps
canbeuncomtortable, toprevent some youwillhave
ofthediscom{ort,
abetler
experience
. Byaniving
attheairport packing
alittleearliet afewlhingstomake theflightmore
enjoyable,
andwearing thatgiveyousome
clothes you'llbeoneofthose
flexibility, whoarrive
travelers at
their
destination
withasmile
ontheirlace.

purpose?
1 . Whatisthewriter's
7. Underline senlence
thetopic paragraph.
inthesecond
3. Howmany
travel paragraph?
tipsdoesthewritergiveinlhesecond
4. Inthefirstparagraph,
howdoesthewriterprepare
thereader
lorthose
travel
tips?

5 . Underiine
someofthecompound
andcomplex intheessay.
sentences
6. Howdoesthethirdparagraph paragraphs?
fromthe{irslandsecond
refertoinlormalion

El Onthebackofthisworksheel,
writeathree-paragraph thatgives
composition advice soneother
about iormol
transporlation,
forexample,
cartravel
ortaking
abus, ortaxi.
train,

Writing
Tips
1. Inlhefirstparagraph,
mention
some problemswiththatform
oftransportation,
2. Inthesecond paragraph,
give
advice withthose
fordealing problems.
3. Inthethirdparagraph,
remind ofthefirsttwoparagraphs.
thereader

@2015National
Photocopiabie Learning,
Geographic Cengage
Learning
T-202 WriiingAetivity
7
www.frenglish.ru
 www.frenglish.ru
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 UNIT9 OANOER
.?r tF h*.tFrt,
I NT FUUY

[l tnathree-paragraph thesecond
composition, isthebodyparagraph.
paragraph
Read bodyparagraph
the{ollowing composition
fromastudents lhequestions
andthenanswef below.

Themanmygrandnrolher hadwarned meabout appearedtobehomeless. Hswasthinandlookedlikehe

neededabath. Hewasusually sittingquietly somewhere alongtheroute mygrandmothet's
between house
anolneslore,anor unoerstood theproblem-ifhewasin{actamadman, wasnowaytogetvetylar
there
lromhim;thefences andwallsononesideandthecanal ontheother formedonlyanarrowwalkwayThe
highway,however, seemed more dangerous tome,soI walkedbythemanwithout making A
eyecontact.
fewdaysbefore I leftlhailand,I decided tolookattheman.Hesmiled andnodded,soI smiled
andnodded
'good " back.
back.Thenextday,I said,"good morning," by.Hesaid,
asI walked morning 0nmylastday
inThailand,
I brought "themadman" agift.lt wasacolor{ul
cloththatThaimenuseinseveralways-as
atowel,asakindo{skirt, andmaybe even asapillowif theysleep Hegave
outside. measmileandsaid,
"thankyou."Hecontinued sitting,liketheholymenintheThaimonasteries, onrnyway,
andI continued
never
0nce byanymadrnen.
atlacked

inthebodyparagraph?
1 . Whatisthetopicofthefirstsentence

2 . What
details
doeslhewriterciveabout theplace,
theman, andtheevents?

3. Does inthebodyparagraph
ihelastsentence liketheendofthest0ry?
seem

doyouthinkthenextparagraph
What Talkwithapartner
willbeabout? whatmightbeinthethird
about
paragraph
ofthiscomposition.

paragraph
@ n noOy parts:
hasthefollowing
usually
Atopic reminds
I This readers
about otmain
thetopic idea
ofthecomposition.
sentence - -
- T ' - - -
t T '
Supporting1These information
aretheimportant
details inthecomposition,
details i
Anending I Abodyparagraph which
endswithamini-conclusion,
often lheparagraph
makes seem
finished
andcomplete.
youfindallthree
Can parts
inlhestudent's
body paragraph
inexercise
A?

@ Loot<
again youwrole
atlheintroduction writeagoodbodyparagraph
lorUnitB.0nthebacko{thisworksheet,
{oryour
composilion,

O 2015National
Photocopiable Learning,
Geographic Learning
Cengage
T-204 &Xfriti*g
&e{ivilyS www.frenglish.ru
 www.frenglish.ru
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 UNIT11LEARNING stayfit
r ' ' \
PLANNIt'l$ 0l'l
A C0MP0$lTl worktogethei bereliable
a
Y
[l Onewaytogetideas foracomposition
/ ' \
team
s0ccer
ismapping-making toshow
adiagrarn canymuch
don't bepersistent
between
relationships ideas. withageneral
Start
ideasuch "lile
as lessons," thendraw smaller lits
tothefirstcircle.
bylines travel lessons
circles
Keep
connected
goinguntilyouhavemany ideas tochoose
lesons {ano
from. new thinos byexample
learn
r! ' \
myfriends
Thiswriter to{ocus
decided on /' -<
bY
hehadlearned
lifelessons don't
oossi0 have
lun
__ / t
sholl'
concern
\

beingonasoccerteam. \- -./

fl Another
waytogetideas
{oracomposition which
lreewriting,
iscalled writing
means lorfiveorten
lreely
andkeeping
minutes, yourhand andwriting
moving thewhole Don't
time, tomake
stop When
corrections.
you're youcanread
finished, andcirclegoodideas.
whatyouwrote
t'm go'rng to wt"fto ^ oom?osition abort lifa lasSons lifa lassonS what
'ft's
nva i laXgnoa in rnv lifa? a qood quastion ouz' f havon't dono
rnanv thinas Wt tXoW aLt somo"tninqL. f oould wQtto aaort my Piano
lass-o.,s b"oo^uso t didn't lit<athar'r ,i tig-l+'-,o fun bfi f 3ot 6ottoe-t
didn't Siva u?. f loznadto .vo ,?"?:*rfl Or- f n1;y t" *:f
:*t"g
lifa lssson wns tQ-o* my dou'oL
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loQ-^.S anYor
and didn't c,all anjono
ma and,
and rt,:1s b.g that-a3arin will bo maQ-s*|',i,)?-
" 7?rrrll.or.."o,n't',ao
rn iho frrtulr..+da' t alwayswant,to bo in-good shapo plysicztly fit
v1a?^1,4p. r*'.
boc,^vso il,'s I^r.l-f,,|
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^i"t.e,Q rav-trl in lifa.'O*'Inat's
impoelail' in
and ivnooLtotn* lifa.'OLtnat'j doo'
3ood.

yguhavesome ideas{oryourcomposition, aplanfororganizing

youneed them. the
shows
Anoutline
@ Once
totheleftandthesupporting
ideas
main totheright.
details
l. lntroduclion
ll. BodyParagraph
physically
A. Staying fit
youplaysoccer
1. helps better
2. keepsyou
hnlthy lrte
lordaily
B. Being person
areliable
'1.learned
thistesson
bymissingagame
G.Working together
withothers
1. onateam, player
every isimportant
2. helping
ateam member more
important
than being
astar
3. sharing
successafter
winning
isthebest
feeling
lll. Conclusion
Photocopiable
@2015National
Geographic
Learning, Learning
Cengage
T-206 Writing Aetivity
11 www.frenglish.ru
 www.frenglish.ru
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 1
UNIT . Interview
apartner
People
andPlaces . Askandanswer questions
abouton-going
inthePast
thatbegan
activities
u]::]l:]:l'lt:
. Retell
aparlnersin{ormation l

UNIT2 I
Describephysical andemotions
sensations
TheMind t Useoralinlormalion apicture
toidentify
a Explain
athought process
3
UNIT . Write
ageneral quiz
in{ormation
Planet
Changing . Askandanswergeneral questions
iniormalion
. Givequiz
scores
4
UNIT . Write
ashoppingguide
Money
vs.Wealth . Givepersonal about
opinions toshopforcertain
where things
. Exchange
personal
opinions

UNIT5 personal
Talkabout responses siluations
todillicult ui,^i#,'
)*o
ilil)li| u,
d
a

Survival a Explain foryourresponses

yourreasons
UNIT6 . Askandanswer
questions
forbackground
Art in{ormation
. Repofi responses
students
onanother
. Giverecommendations
onwhatpieceofarllobuy
UNIT7 . Askandanswer orpolitequestions
indilect about public
taking l
Around
Getting transoortation .?

8
UNIT . Discuss sports
0lympic
Competition . Askforandgivepersonal about
opinions 0lympicsporls
. Give {oryouropinions
reasons
UNIT9
Danger
a Givepersonal
a Supportyour
opinion
andriskysituations
dangerous
about
opinions
,!,f:,f,,,,*,,
ut{tr10 a Speculale behind
thereasons
about lacts
cettain
Mysteries a Offer foramystery
anexplanation

UNIT11 a Discussyoureducational
experiences
Learning a Tellclassmates apartner's
about comments

. Make situalion
inasimulated
decisions
UNIT12
Qneno . Come
toasharedconclusion future
about needs Y,f
,Y,i.i!il'rii'J,,;

T-208 GommunisationActivity 0 2015 l{alional

Pholncopiable
www.frenglish.ru fengagr
Learning,
Getgraphir Learning
 www.frenglish.ru
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 EE Getintogroups
offour. thenumbers
Write slipsolpaper
1,2,3,and4onsmall andfold
them. apaper.
Choose

2
Picture 4
Picture

withyournumber.
f,lLookatthepicture youareinthatplace^
lmagine canyousee,
What hear,
smell,
areyouremotions?
What
andfeel?
taste, Complete wilhsentences.
thechart
Senses Emotions
/ see- I feel

[lE totheother
Listen talkabout
students andguess
theirpictures, picture
which they're about.
talking
Don't
talkabout
the yet!
answers
correct
name:
Student #
Picture
name:
Student #
Picture
Student
name: #
Picture

UE Now your
check How
answers. didyoufindtheanswers?

T-210 CommunicationActivily 0 2015 Nalional

Pholocopiable
www.frenglish.ru Learning,
Geogtaphic Learning
Cengage
 www.frenglish.ru
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EB onethingthatpeople
Choose shoplor,suchasfood,clothes,
music,
eleclronics, andmake
orbooks, guide
ashopping
foryourcity.Choose
three andgiveinlomation
stores
different each
about one.

for
Shopping tn
#'l:
Store #2:
Store #3:
Store

Selection: Selection: Selection:

Prices: Prices: Prices:

Service: Service: Service:

Other whyit'sagoodorbad
reasons whyit'sagoodorbad
0therreasons Other whyit'sagoodorbad
reasons
place
toshop: place
toshop: place
toshop:

trE Exchange guides

shopping withanother Doyouagree
group. withtheiropinions?

Communication
Activity Geogtaphic
O 2015National
Photocopiable
www.frenglish.ru Leaning,
Cengage
Learning
 www.frenglish.ru
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 t*l*tT6 A*T
]ln You tohelpapartner
aregoing choose piece
anew ofarltodecorale
hisorherliving
room.
Askyourpartner
questions
aboutthese things
andtakenotes
about
theanswers.
1. Doyoualready artinyourlivingroom?
have didyoubuyit?
Whatisit?Where

2 . Doyouhave inyourlivingroom?
a lotolspace

3 . Whatkindofcolorsdoyoulike?

yourfavorite
4. Whats kindolart?

5 . Arethethingsinyourhouse
mostly
modern,
ormostly
traditional?

doyouwantinyourlivingroom?
0. Whatkindoffeeling (forexample,
peacefull

7 . (your
ownquestion)

8 . (your
ownquestion)

He saidhe didn't trA Changepartners.

Take
turnstalking
about theanswersyougotinexercise what
A andthendecide
havea lot of space. person
kindolarteach shouldgetandfillouttheinformation.
Kind
ofart:{circle
one)
apainting adrawing asculpture aphotograph
other:

Materials:
Colors:
Subject:
0thernotes:

filtr toyourfirstpartner
Goback yourrecommendations.
andtellhimorherabout

Wethink you shouldget

a photograph of flowers
in bright colorsand ...

T-214 Communication
Activity O 20.15
Pholocopiable Nalional Learning,
Geo0raphic Cengage
Learning
www.frenglish.ru
 www.frenglish.ru
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[l How
many
0lympic canyoulistinthree
sports minutes?
Write
them
here,

trE Gettogether
withtwoorthree
other
students yourlistsfromexercise
andcompare A.Add
more your
to list
sports

!|EI Discuss questions.

these
1. What's themostexciting0lympic sport?
2. Whats themostbeautilul 0lympicsport?
3. What's themosldiflicult
0lympic sport?
4. Whai's themostboring 0lympic sport?
5. lf youcouldcompete inany0lympic sport,
whichonewouldyouchoose? Why?
6. Where were
thetast0lympic Gamesheld? willthenextonesbe?Doyouthink
Where
these aregoodplaces forthe0lympics?
7. Doyouthinkyourcity(oryourcountry) hoslthe
should 0lympicsinthefuture?
How
would yourcitychange il the0lympics
wereheld
there?
8. Some peoplesaythatthe0lympics havebecome
toocompeiitive
and0lympic athletes
areforgetting
aboutgood sportsmanship.
Whatbyouropinion?

T-216 CommunicalionActivity Pholocopiable

Q 2015National
www.frenglish.ruGeographic
Learning, L*arning
Cengage
 www.frenglish.ru
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 *X*T*E MYSTSR]KS
trE Read
thefacts
about
JimThompson.
After
each
setoflacts, withapartner
speculate about
thereasons
forthese
factsandmake
notes.
Usemayhave/might
have/coutd
have/nust
have.
TheMysterious
LifeolJimThompson:
ATrue$tory
1. JimThompsonrlvas
anAmerican.
Heworked States ..
asaspyfortheUnited
government
during
World
Warll.After
thewarended,
hemovedtoThailano
andlived for22years.
there
HemusthavelovedThailand.He. . .
A JimThompsonb
houx l

2. InThailand,
fhompsonstarted
asilkbusiness.
Heworkedwithtraditional
Thaisilk,
andheworkedtohelp whoproduced
artists traditional
Thaicrafts.

3. Hebecame verysuccesslul.
Hebuiltahuge
house inBangkokinthetraditional
Thai
style.Init,hehadanextremely
valuable
collection
ofrareThaiart.Today,
itsoneof
themost interesting
museumsinBangkok.

4. In1967,
whenhewas61years
old,Thompson
wentonvacation
inarainforest
area
inMalaysia
called
theCameron
Highlands.
OneSunday hewentoutfora
afternoon,
walk-anddisappeared.
Hewasneverseen
again.

5. Thompson
wasaheavy buthewasingoodhealth.
smoker, When
he
heleft
disappeared,hiscigarettes
andlighter
behind.

6 . Ihepolice
searched
lorseveral
weeks,buttheynever
found hisbody
orany
ofhispossessions.
Thesearch
wasverydifficult
because
it wasadense
forest
withno
roads.
Wildanimals
suchastigers
lived
there.

7 . Sixmonths
afterThompsondisappeared,
hissister
wasmurdered
inherhome
Thepolice
inChicago, saidthecrime
wascommittedbyburglars.

8. Tothisday,nooneknows
whathappened
toJimThompson.

trE Gettogether pairolstudents

withanother yourideas.
andcompare Trytoagree
onan
lorthismystery.
explanation

T-218 CommunicalionAclivily Piroiocopiable

O 2015National
0eographlc
Learning,
Cengage
Learning
www.frenglish.ru
 www.frenglish.ru
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 u$f 12 $PA0E
[lE aregoing
You towork
ontheInternational
Space fortwomonths.
Station Because andweight
ofsize
limits,youwillonlybeallowed
tobringafewlhings, onyourchoices
Agree forthese
things.
1. Fourkindsoffoodthatyou can'tlivewithout

2. Four youofyourhome
toremind
things country

3. Four inyourfreetime
todotogether
things

4. Four
DVDs
towatch

touseinanemergency
5. Fourthings

fl$ withanother
Gettogether whoarealsogoing
pairofstudents towork
ontheSpace Tryto
Station.
0nfivethings
agree foryourcombined list.
1. Fivekindsofloodthatvoucan'tlivewithout

2. Five youofyourhome
toremind
things country

3. Five
things inyour
todotogether freetime

{. Five towatch
DVDs

5. Five touseinanemergency
things

lilE your
Share ideas
with
theclass.

T-220 Comnunicalion
Aclirily Learning,
Geognphic
O 2015National
Photocopiable
www.frenglish.ru Learning
Cengage
 www.frenglish.ru
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 Lessan
C
ffi Complete {rom
anadiective
thesentence.
Use +tfaf,
theboxandso+adjective

is
desert
1 . TheAtacama il isthedriesldesert.
2. Theclassr00m
was class.
I woremycoatduring
3. Thisafternoon
it was ontheairconditioner
I turned
4. Theweather
was wenever
went during
tothebeach ourvacation.
5. Itis iscanceled
school todav.

ffi tvtatcfr andaresult.

acondition
1 . Nina that
issoexcited - lostherhat.
a. myrnother
wassocoldthat-
2. Thewater b. thestudents itquickly,
finished
3. Thewindblew that-
sohard can't
c. she sitstill.
4. Thetestwassoeasy
that d. we're togothere
going again.
5. Brazil that
wassobeautiful inthepool.
went
e. nobody

thesentence.
ffi Unscramble
i thatI wasI goodI fourpieces
1 . I ate/ Thepizza / so
2 . so/ thepassengers / ThebusI wasi slowI that/ gotoffandwalked
3 . bad/ was/so/ that/ ThetrafficI wasanhourlate/ myiather
4. hot/ that/ Thecoffee lwas/ mymouth
/so / | burned
5 . tiredI Juan/ so/ onthecouch I wasI that/ hefellasleep

withso+adjective
theconversation
ffi Complete +fhaf.
Use adjective.
theunderlined
!. A:Arecellphones
u$lul?
B:Cellphones
are almost hasone
everyone
2. A: lsthegrocery
slore
elglg?
B:Thegrocery
storeis wecanwalklo it.
3. A:lstheweather
tice?
is
B:Theweather thestudents lunch
areeating outside.
gqbP
4. A: Wastheocean
was
B:Theocean was
noone swimming.
5 . A:Was
the{oodiltgl:?
B:Thefoodwas Iamara threeglasses
drank olwater

T-222GrammarAclivilies www.frenglish.ru
 www.frenglish.ru
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Lesson
C
ffi Completeeach wilhmay,
sentence oneanswer
nigltt,orcould.lrliorethan maybeconect.
t . Laura have tostudy
theopportunity intheU.S. year.
next
2. Theschool il it doesnotreceive
beclosed more
funding.
3. Theresults
oftheexoeriment prove incorrect.
thetheory
4. Becareful!
Thatrock fall!
5. Alexsaidhisflight belate.

thesentence
ffi Complete phrase
night,orcouldanda
wilhmay, from
lhebox.

1 . Danworries ridinghisbikeinthecitybecause
about
2. Rose todrivebecause
isafraid
3. I never
watchhonormoviesbecause
4. Mystudents tnglishbecause
tospeak
arealraid
5. Lisaisa{raid
tospeak onthephone
English theotherperson
because

ffi neaO
thesentence, may,
it using
Rewrite might,ar it uncertain.
cauldlamake
1. Some whocanplayamusical
saythatpeople learners,
language
arebetter

islow.
2. Hesaidthebattery

islost
3. Martina

oftherace.
4. Yuriisthewinner

ofsnakes.
areafraid
5. Monkeys

ffi Complete wilhnay,might,or

thesentence could.
1 . Nooneishome. awav0nvacaltOn.
2. Carla herphone.
didn'tanswer She beinclass.
3. Theyarelateforwork.There bealotoltraffic.
4. Thetest beverydifficult.
5. Yourdaughter shegrows
when
beadoctor up.

www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
ffi neaC what
andunderline
ihesentence lirst.
happens
lhedancing
before
hadfinished
1. Dinner began.
lor{iveyears
English
hadstudied
2. Yukiko belore toChicago'
shemoved
after
offtheheadlights
3. Bertturned thecarinthegarage.
hehadparked
4. Themeat hadcookedsooner thepotatoes.
than
hadcompleted
5. Thestudents beiore
theirhomework gave
theteacher themalest.

ffi neaO lheverbinthepastperlect

andcircle
thesentence tense.
1. When arrived
Krystal thetrainhadleftalready.
atthestaiion
knew
2. Marcos aboutthepartybecauseI hadtoldhimaboutit aweek
ago'
thebook
hadread
3. Sarah shesawthemovie.
before
4. Dr.Dowd
hadbeenateacher adoctor.
shebecame
belore
hadnever
5. Jasmine sushi
eaten visiting
before Japan,

theprompt
ffi Use inthepast
asentence
towrite perfect.
studentl
I beI agood
1 . Andres
and/ do/ hishomework
i inclass
2 . He/ listen
olrecommendation
/ writeI letters
3 . Histeachers
I apply
4. Andres i intheUS
i tosixcolleges
I helindout/ hebeaccepted
5. 0nThursday I tofourofthem

withthepastperfect
thesentence
ffi Complete inparenthesis.
formoftheverb
1 . Jessica ataranch.
toridehorses {learn)
2 . Conservation tothecompany.
important (never,
be)
afterthecollege
increased
3 . Enrollment (sPend)
onnewcompulers.
money
4, Profesor
0rtiz lor30years
literature heretired
belore (teach)
in2014.
5 . Jackie theassignment it wasdue.ifinish)
thedaybefore

ffi Comptete sentence

each thepastperfect
withneverand olbeorhave.
1 . Before 0mar
hewenttocollege aroommate.
2. We toanother untilwewenttoEgypt.
country
3. They acaruntiltheymoved
toCalifornia.
4. Lydia fromhome
away shewenttocollege.
before
5. freshcoconut I wenttoSrazil^
milkbefore

T-226GrammarActivities www.frenglish.ru
 www.frenglish.ru
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 Lessan
C
thepassive
flf neaO voice
sentence thefocus.
andunderline
1. Millions evgry
arespent
oldollars shoppers.
daybyonline
2. Mistakes
were inthereport.
made
3. Thedishes
were bymysonanddaughter.
washed
ataspeed
4. Thecarwasdriven perhour.
of85miles
lestsaretaken
5. Allovertheworldstandardized bvstudents.

thepassive
ffi Complete voice
sentence lormoffeandtheverbinparentheses.
withtheconect
1 . Yourpaycheck
will intoyourbank
directly account.
?..Themissing --
cash never (found).
3. Thiscredit
card (accept)
athotels
allovertheworld.
4. Thecheck (send)to
thebankmore
thanaweek
ago.
5. Don't Thebillwill
worrv, before
Friday.

ffi Usetheword inparentheses

orwords towrite tothequestion
aresponse inthepassive
voice.
wasyour
1. 0:Where wallet (classroomi
{ound?
R:
2. 0:Howmuchmoney toyourcredit
wascharged ($550.)
card?
R:
(l don'tknow)
3. 0:Whywasyourcreditcarddeclined?
R:
s& ..,,. ..
ffi Writethemissing inthepassive
question voice.
1. 0:
arepaidbythehour.
R:Yes,theemployees
2. 0:
forATMuseatNHDBank,
R:Noleesarecharged
3. 0: How
willbemade
R:Payments bybank
iransfer.

ffi Completethepassive
voice
sentenca.with formoltheverbbe.
thecorrect
1 . Thebread
isintheoven.
lt baked.
2. Many years
agoAvenue Pasteur
Louis Jorafamous
named scientist.
3. Ihisisimportant:The
test givenonFriday
at11o'clock.
4. By8 o'clock thevotes
tonight counted.
T-2280rammarAclivities
www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
ffi neaO Then
thewish. thereality.
write

toworktom0rrow
1. I wishI didn'thave
2. Kareem hereadtheassignment.
wishes
raining.
wishil weren't
3. They
4. Wewishourfavorlte
restaurant
weren't
soexpensive.
5. Shewishes
sheknew
theansw0r
tothesuestion.

ffi Circte formoltheverb.

thecorrect
1. I hate
being lwishl{ teltI feelf better.
sick.
2. Carol she{ has I had} more
wishes time theproject.
to{inish
3. Wewishwei haveI had) more freetimeontheweekend.
thelibrary
wish
4. Thestudents { is I was} open midnight.
until
5. Theteachers
wishtheir
students } English
{ speakI spoke ofclass.
outside
r n s r h. . . . - _.
ffi Write formoftheverbinparenthesis.
thecorrect
1 . I wish| (understand) more
about history.
thiscountry's
2. Deena she(be)
wishes fromherfamily
notsofaraway andfriends.
he(have)
3. Jorgewishes asmartphone,
4. MyparentswishI ispend) more
timeathome,
(call)
5 . Wewishourchildren usmoreoften.

ffi Write auxiiiary

thecorrect verb.
wishit (will)
1 . Theskiers SNOW.

2. I wishthebus{will) I'vebeen
come. wailing
fot20minules!
he(can)
3. Hewishes buthehasotherplans.
gothetoparty,
4. Shewishes
she{can) playtennis
better.
5. They (will)
wishlheirneighbors somuch
stopmaking noise.

ffi nead
thereality write'a
andthen wish.
1. I have homework
somuch todotonight.

2. Mauricio game
can'tgotothesoccer tonight,

T-230GrammarActivities
www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
thewish.
ffi neaO write
Then thereality,

1. I wlshI didn'thave
toworktomorrow
hereadtheassignment.
wishes
2. Kareern
wishit weren't
3. They raining.
restaurant
4. Wewishourlavorite weren't
soexpensive.
5. Shewishes
sheknew tothequestion.
theanswei

formo{theverb
thecorreci
ffi Circle
1. I hate lwish| { feltI feel}better.
sick.
being
2. Carol she{ hasI had} more
wishes time theproject.
toiinish
3. Wewishwe{ haveI had} more freetimeontheweekend.
wish
4. Thestudents { is I was} open
thelibrary midnight.
until
wish
5. Theteachers studenls
their } English
{ speakI spoke ofclass,
outside

ffi Write formo{theverbinparenthesis.

thecorrect
1 . I wish| (understand) moreabout history.
thiscountry's
z. Deena
wishes
she{be) fromherfamily
notsofaraway andfriends.
3. Jorgewishes
he{have) asmartphone,
4. Myparents
wish| (spend) limeathome.
more
(call)
5 . Wewishourchildren o{ten.
us'more

verb.
ffi writethecorrectauxiliary
1 . Theskiers
wishit {will)
2. lwishthebus{will) l'vebeen
come. for20minutes!
wailing
he(can)
3. Hewishes buthehasotherplans.
gothetoparty,
4. Shewishes
she{can) playtennis
better^
(will)
5. Theywishtheirneighbors somuch
stopmaking noise.

thereality
ffi neaO write
andthen dwish
1. I have
sornuch todotonight
homework

2. Mauricio game
can'tgotothesoccer tonight.

T-230GrammarActivities
www.frenglish.ru
 www.frenglish.ru
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 Lesson
0
ffi nead
thesentence
andunderline
theadjective
clause.
1. Maria
Carmen likepaintings
doesn't that
aredark.
2. Thisisapainting
bythefamous
artistwhowereadabout
inclass.
isaperson
3. Theteacher whoteaches tootherpeople.
somelhing
4. Sabina
wearsalotofjewelry
thatlooks
handmade.
5. Weareartists
whoshare
astudio.

ffi Write
adjective
clauses
using
thewords
inthebox

1 . Aphotographer
2 . Awriter
3. Anartcritic
4. Ajeweler
5. Asculptor

ffi Write
asentence
withasubject
adjective
clause
thatmodifies
theunderlined
word.
1 . I sawthesculptures.
They wereinthemuseum.
2 . Wecantalktothearlirts.
Theypainted
lhemural.
3. Yangboughtoilpaints.
They
areforaclass.
4. Thepainting
isbyVelazquez.
Hewasalamous painter.
Spanish
didn'tlikethepaintings.
5. Nazra They
were
veryabstract.

ffi Combine
thetwosentences
intoonesenlence
withasubjectadjective
clause.
1. Youordered
abook.lt arrived
thismornino
2. Jenbought
anewcar.lt wasexpensive.
3. Theartistisaperson.
Shecreates
beautiful
designs.
4. They
arechildren.
They
aretalented.
5. Theartisthastwopaintings
inthemuseum.
They
arelandscapes.

T-Zg2 GrammarAotivities
www.frenglish.ru
 www.frenglish.ru
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 l-esson
C
thequestion,
Read /{orlndirector
Write 0torDirect,
1. What busleave?
thenext
timedoes
2. Doyouknow is?-
theelevator
where
youtellmehowtogettothepharmacy?
3. Can -
4. Where's
thecoffee -
shop?
whattimeyouwanttogotothebeach?
5. I waswondering

thequestion
ffi tvtatcfr totheirendings,
beginnings
youplease
1. Could tell-- a . itistotheATM.
2. Doyouknow
how b . toopen
this?
youtellmewhere
3. Can c. howrnuch
thisshirtcosts?
4. I'dliketoknow
howfar d . mewhere
therestroom
is?
youplease
5. Could tellme- i5 islocated?
e. Gate

theprompts
ffi Use polite
towrite questions,
indirect
1. Where
isthecustomer
service
desk?
youplease
Could tellme

thisbusstopatArborway?
2. Does
Doyouknow
whether

your
3. What's name?
youplease
Can tellme
4. What's
thename withthewaterfall?
oftheforest
ld liketoknow

5 . HowoldisNguyen?
Doyouknow

thecorrect
ffi Cnoose tocomplete
option question
theindirect
1. yourfirstname?
a. Doyouknow youtellme
. b. Can c. What's
2. thisbusgoestoJamaica
whether Plain?
youtellme
a . Can b. Youknow c. Doyouknow
if
3. buspasscosts?
amonthly
howmuch
a. Doyou
know b. I wantlo
know youtellmewhether
c. Can
T-214GrammarActivities
www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
thesentences
ffi Combine intoonesentence
using
anadjective
clause pronoun
wilhanobject
1. Hesawamovie.
lt wasverylong,

Thecollege
wenttocollege.
2. Ahmed wasinNewYork.

3. Nadia thebook.Herteacher
read assigned
thebook.

4. We're
inanFnglish lt isanadvanced
class. levelclass,

5. Weknow
ateacher. English.
Sheteaches

withthat,which,
Fillintheblank ar who.
There
maybemore
thanonecorrect
answer.
1. Theathletes I admire
always
treat
their withrespect.
competitors
2. Athletes donotplayfairshould
notbeallowed
tocompete.
arepeople
3. Coaches have
alotofinfluence
overtheathletes.
4. 0utstanding
athletes fromsmall
come nowcompete
countries allover
theworld.
5. There sports
aresome seemtovalue
money
over everything
else.

ffi flttintheblank wfticlt,

withthat, maybemore
orwho.There thanoneconectanswer,
Carlos (1)
acontest
entered hedidnotthinkhecouldwin.Hewasgolngtobeina
spelling
bee(2) includedEnglish aswellasstudents
speakers learning
English,
like
him.Carloswasaperson (3) didn'tcare
about
winning allthetime.Hethought
a
spelling
beewould tolearn
beanoppoilunity words{4) hehadn't heard lnfact,
before.
beeincluded
thespelling alotofwords(5) didnotknow.
Carlos There
weresome
peopleinthecontest
{6) seerned
lo knowhowlospellevery wordthatwassaid.Carlos
admiredthose(7) goodatspelling.

T-236GrammarAclivities
www.frenglish.ru
 www.frenglish.ru
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 www.frenglish.ru
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 Lesson
C
ffi ReaO andunderline
thesentence clause.
theadverbial
ass00nassherealized
wentbackhome
1. Malika herphone.
shehad{orgotten
2. Thetourisl when
screamed tosteal
amentried hercamera.
thepolice
3. Wecalled aswesawtheaccident.
ass00n
atthehospital
lamilywaited
4. Justin's r00m.
whilehewasintheemergency
andlocksthewindows
closes
5. Mrs.Merzalways sheleaves
before thehouse.

ffi Read
thesentence if needed.
andaddacomma,
theirhouse
1. After wasbroken gotanalarm.
intotheSantos'
aslwoke
2. Assoon therain.
upI heard
thefirealarm
3. When sounded evacuated
thestudents theschool.
whilethestudents
sounded
4. Thefirealarm were
taking
alest.
youwalk
5. Before away
make thedoorislocked.
sure

ffi Rewrite clause

withtheadverbial
thesentences lirst.
1 . Youmaynotusecellphones
whileinclass.
ofaccidents
2 . Ihenumber afterthestopsignwasputup.
dropped
3. Callmeassoonasyougethome.
when
4. Ritawasinthekitchen Vesna
came
home.
when
listen
5 . Youshould istalking.
theteacher

ffi Circle tocomplete

thecorrectword thesentence.
thefiredepartment
1. Wecalled thetire.
{ whenI while} wesaw
willbehere
2. Thearnbulance ! assoon
t before as ) itcan.
Mr.Gomez
I After} hiscarwasstolen,
3. { Before calledthepolice.
toseethedoctor
waswaiting
4. { WhileI After} Michelle shereadarnagazine.
rushed
5. Themantltas tothehospital
{ assoon as I alter} theaccident.

T-238GrammarActivities www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
ffi Complete withthefuture-in-the-past
thesentence structure.
1 . They tolearn
visitMexico Spanish,
2. Myparents tomovetoCalifornia
thissummer.
3. Rosa andthentakethesubwav.
todrivetothestation
4. mysister
meel work.
after
5. You inthemorninq?
dovourhornework
'
theparts
ffi wtatcn ofthesentence.
wasgoing
1. Geri togotoMadrid
tostudy, a. buttheywon't
because
ofrain.
wasgoing
2. Layla tobuytheredumbrella, theblueoneinstead.
b. butshebought
going
3. Wewere tohave
dinner s house,
alXavier - c. butshetookthebusinstead,
wasgoing
4. Ms.Duncan towork
todrive today,
- tostudyinValladolid
d . butshedecided
instead.
5. They going
were apicnic
tohave onSaturday house.
e. butintheendweatealMark's

ffi Complete
theconversation structure.
withthefuture-in-the-past
1. A: Hi,Vickie.
Whatareyoudoingintheoffice? you
| thought beoutoltownon
thisweek?
business
B:That's butthetripwaspostponed.
right,
Yousaidyou
2. A: Thisiscanotcake. make cake.
achocolate
B:Acarrot
cake
seemed soI made
healthier thatinstead,
TV?Hesaidhe
watching
3. A: WhatisDandoing studythisafternoon.
B:I don't guess
know...l hechanged
hismind!

withthefuture-in{he-past
thesentence
ffi Cornptete structure.
1. relaxthisweekend.
2 , Tomas
andLuis gofishing
thisweekend.
3. Mymother fishstewfordinner.
tomake
4. Sergey stopbyonhiswaytoNew
York.
5. We workintheyardthismorning.

T-240GrammarActivilies www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
ffi neaO thenoun
Underline
thesentence. clause
1. Doyouknow gethome?
howto
2. l'mgoing
toaskherhowoldsheis.
3. Nobodyheardwhatshesaid.
I'rngoingisnoneofyourbusiness.
4. Where
hewants?
what
5. Dovouknow

withnoun
answers
ffi Write clauses,
callsoearlythismorning?
1. A:WhydidMichael
noidea
B:I have
didYusaythenewofficeisgoing
2. A:Where tobe?
remember
B:I don't
cutherhair?
3. A:WhydidEmily
B:I don'tknow
longisthisgoing
4. A:How totake?
B:I'mnotsure
5. A: Howmuchisthisgoing
tocost?
noidea
B:I have

thesenlences.
ffi uatcn
1 . Jessica withanimals,
works a . Inourlabwe're what
studying diabetes.
causes
2 . We're -
researchers. inlerested
b. She's tochanging
inhowtheyadapt
environments.
arefirefighters
3. LeeandJack c. Theyworkhardwhen orfire,
thereisanemergency
isinAuslin.
4. Iheuniversity d . Shewants about
tolearn protects.
whatacopyright
tobea lawyer
5. Amyisstudying 8. know
I don't exactly it isinthecity,
where

ffi Completethenoun witha Wh-word,

clause
understand youwon't
1. I can't tellmethesecret.
2. Hecan't exactly-
remember theprolessor theassignment.
saidabout
3. Nobodytoldme- ineadministration is.
building
4. Lucycan't -
remember lomeet
sheissupposed downtown,
herfriends
know
5. I don't - tofixthePrinter.

T-242GrammarAclivities www.frenglish.ru
 www.frenglish.ru
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 Lesson
C
ffi Complete withamodal
thesentence thefuture,
totalkabout
1 . Thenewhighway bytheendo{theyear.
becompleted
2 . Yang nextyear,
studyabroad yet.
butsheisn'tcertain
3. notgoouttolunchtoday.
*. Thecandidate wintheelection.
5 . Theplanet even
become warner.

ffi Completethesentence phrases

withthemodai-lit<e going
islare(not) tobeabletoorwilthave
ti
1 . The
students
{not) usethecomputer
labtomonou
2 . Leaders thepublic
inform ofthesitualion
eventually.
3 . Vivian,
we toyourpartyonSaturday.
come
4. Thedoctors(not) onthepatient
operate because
tomorrow wasaproblem
there
withherlabresults.
5. You onthenexttestif youwanttopassthisclass.
tryharder

ffi Hewrite thephrases

using
thesentences {notlgaing
islare tobeabletoorwillhave
lotoexpress or
ability
inthefuture.
necessity
1. Kimcan't
{inish bytomorrow.
theassignment

2. Theresearchers nextyear.
canworkinSpain

3. Theuniversity
needs
todosomething graffiti
about 0ncampus.

4. Kenny hisgrades
hastoimprove togetintocollege.
if hewants

5. Many can'lreturn
students toschool year
next theyreceive
unless financial
aid.

ffi Comptete withwlor begaing

thesentence to.
I . Technology rapidly
advance inthefuture.
2. Robots apartofourdaily
become lives.
3. People have
toadjust
tohaving
moretechnology
intheirlives,
(not)
4. This beeasy
foreveryone.
lt getting
iakesome
used
to.
5. Technology
education bemore
important
forchildren
andadults.

T-244GrammarAstivilies www.frenglish.ru
 www.frenglish.ru
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t. 1.I wishI didn'thave
4.could
3.could
somuch
5,would
homework
todotonight.
2.Mauticio hecould
wishes
UNIT8 COMPTTMION
gotothesoccer gametonight. Lesson A
A. 1.Didn't youdoyourhomework? 2.Aren't youtired? 3.lsn'tlhislooddeliciou
youwant
UNIT6 ART 4.lslhatcoat
8. 1.Didn't
warm snough?
theygolothelibrary
5.Don't
onSaturday?
something toeat?
2.lsn'thisbrothe/s name Pham Tu
lessonA 3.Aren't thebusdrivers onstriketoday? 4.Don't youhave asmartphone? 5.Do
A. 1.was2.had3.hadbeen 4.wanted 5.was shedrink collee?
8. 1,Mikhailsaidihathelikedartmuseums. 2.Rodney said (that)hewasinterested in C.1.wants 2.is3.need to4.surprised
scupllures.
3.Junko said(that) shewasgoing lothegallery lhisafternoon, D.1.No,I wouldn't. 2.Yes, I did.3. Yes, I am.4.Yes, sheis.
4.Freyasaid(that) lhephotography exhibitwasboring. 5.Meena saidithat)
this
painting
depicts ascene fromShakespeare, Lesson C
G.1.Thetourguide saidthatthepainter Jackson Pollackhadused aninteresting A. 1. The m0vie thathesawwasverylong.2.Thecollege thatAhmed wenttowasi
techniqueinhiswork.2.Hesaid(that) thepriceless masterpiece hadbeen slolen {rom York, 3,Nadia read the book that herteacher assigned. fThe [nglishclasstha
themuseum. 3,Shesaid (thatlthe painlinghadsoldfor$12million lastmonth. in is an advanced level class. 5.The woman that/whom we know teachesEngli
4.Theartistssaid(that) theyhadstudied attheMuseum o{Fine ArtsSchool in B.1.that/who 2,that/who 3.thatlwho 4.that/who 5.that/which
Soslon.5.Hesaid(that) thecolors forthemural havebeen chosen. C.1.that/which 2.ihatlwhich 3.that/who4.that/which 5.that/which 6.thatlwho
D.'1.Judysaidthatlheyhadspent thewhole dayintheLouwe. 2.Theartleacher said 7.thatlwho
(that)
Jackie wasaverygood painter.3.Hesaid(that) most aricriticsdidn't
consider
graffiti
Lesson C
art.4.She said(that)they were inthegarden. UNITg NANGER
Losson A
A.1.Maria Carmen doesn't likepaintingsthataredark, 2.Thisisapainting bythe A. 1.notsure2,confirming no3.confirming yes4.confirming no5.confirming ye
famousartist whoweread about inclass. 3,Theteacher isaperson whoteaches
something toother people. 4.Sabina wears a lotofjewelrythatlooks handmade. 8 . 1 . c 2 . e 3 . a 4 . d 5 . b
5.Weareartists whoshare asiudio. C.1.don't you2.didn'l she3.didshe4.arethey 5.isn'tit?
'1.
8. 1.Apholographer isaperson whotakes photographs. 2.Awriterisaperson who 0. Yes, I did.2.No,shedidn't. 3.Yes, they are. 4.Yes, itis.5.No,I don't.
writes
articlesorbooks. 3.Anartcritic isaperson giveanopinion. 4.Ajeweler isa lessonC
personwhomakes jewelry.5.Asculptor isaperson whocarves statuss, '1.
'1. A. Malika wenibackhome assoonassherealized shehadiorgotten herphone
C. I sawthesculptures thatwereinthernuseurn. 2.Wecantalktotheartists who 2.Thetourislscreamed when amentriedtostealhercamera. 3.Wecalled lhep
painted
themural. 3.Yang bought oilpainls thatareforaclass. 4.Thepainting isby assoon aswesawlheaccident. 4.Juslin's family waitedalthehospilai he
whiie
Velazquezwhowasafamous Spanish painter.5.Nazradidn'tlikethepainlings that intheemergencv room. 5.Mrs.Merzalways closes andlocksthewindows belo
wereveryabstract. leaves thehouse.
D. 1.Thebookthatyouordered afrivedthismorn ing2,Jenbought anewcarlhatwas 0. 1.Aftertheirhou$e wasbroken into,theSantos' gotanalarm. 2.Ass00nasI w0
expensive.3.Theartistisaperson whocreates designs.
beautiful 4.They arechildren I heard therain.3.When thefirealarm sounded, thestudents evacualed lhesch
whoaretalented. 5.Theartist hastwopaintings inthenuseum thatarelandscapes. 4.nocomma 5.Eelore youwalk away, make sure thedoor islocked.
'1.
C. While inclass, youmaynotusecellphones, 2.Alterthestopsignwasputup
UNIT? OETTINO
ANOUNN number cfaccidents dropped. 3.Assoonasyougethome, callme.4.When
you
Ve
Lesson A came home, Rita was in the kilchen.5. When the leacher istalking, shouldli
'1. D, "1.
when 2. as soon as 3. After 4. While 5.after
A. isbeing studied 2.arebeing developed 3.arebeing carried 4.isbeing made
5.isbeing reduced
B.1.have been tested 2.have been used 3.hasnotbeen used 4.hasbeen replaced UI{IT1tIMY$TTRIES
5.hadbeen reached Lesson A
G.1.hasbeen rising2.have been using 3.hasbeen increasing 4.hasbeen moving A. 1.almostcertain 2.speculation 3.speculation 4.almost certain 5.speculati
5.havebeen docreasing 8. 1.must 2.must 3.could 4.may 5.could
D.1.hasbeen built2.hasbeen created 3.have been 4.hasbeen
satisfied improved
C.1,must 2.could / may / might 3,must 4.could I may I might
5.havebeen related
Les$on C
lesronC
A. 1,weregoing to2.were going lo3.wasgoingto4.wasgoing to5.were goingtt
4.1.D2.t3.t4.D5.1
-. 8 . 1 . d z , be 34 , c 5 . a
8.1.d2.b3.e4.a5.c
C,l. were going to2.were going tc3.wasgoing to
C.1.Could youplease tellmewhere thecustomer servicedeskis?2.Doyouknow
whetherthisbusstops atArborway? 3.Canyouplease tellrneyourname? 4.I'dlike D. 1. was g0ing t0 2. were going to 3.was going to 4.wasgoing t05.weregOing t0
t0know thenarne o{the Jorestwiththewaterfall. 5.Do you know how old Nguyen is?
0.1.b2.a3.a UNIT11LTARNING
L6$son A
A. 1.should have 2.couldn't have 3.would have 4.couldorwould have5.wouldh

T-246 Srammar
ArtivitierAnswer
Key www.frenglish.ru
 www.frenglish.ru
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TEACHTR'5
TDITION

I S B N - 1 , 3: 1 7 6 - t , - e 6 5 - 6 q 8 q 1 - t

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